focus 2 teachers book Second edition

In the new Word Store sections, students using Focus Second Edition will devote valuable time to new vocabulary, as well as learning a variety of ways of recording it.. Exam-like readin

2019 | PDF | 324 Pages buihuuhanh@gmail.com

SECOND EDITION A2+/B1

TEACHER’S BOOK

Focus 2 Student’s Book with answer key

DEAR TEACHER,

We are writing to you to introduce the new edition of Focus, our five-level course for upper secondary students

As writers, it is always a privilege to be invited to ‘have another go’ and we are grateful to our publisher Pearson

for giving us this opportunity At the same time, we are particularly wary of introducing change for change’s sake

’If it ain’t broke, don’t fix it’ is a maxim we set great store by In our own classrooms, we are still using ideas and

teaching techniques that we learnt early on in our careers Why? Because they still work.

Consequently, the changes you will find in this new edition have been influenced by three important factors:

1) Your feedback, which we are happy to say has been overwhelmingly positive and extremely helpful in identifying

areas to focus on.

2) Changing circumstances, where we have responded to the continuing evolvement of some exams – for instance:

a stronger focus on Use of English tasks.

3) New opportunities, in particular the strategic partnership between our publisher Pearson and the BBC This has

enabled us to include some delightful BBC clips in each unit, adding an exciting new dimension to the course.

All that said, we still believe that writing language learning materials is not an exact science A ‘one size fits all’ set

of materials just doesn’t exist It can’t There are too many variables:

• The students – number, age, personality, attitude, life and learning experience, home support, class dynamic …

• The school – syllabus, timetable, policies, Ministry reforms, classroom environment, equipment …

And most importantly, you:

• The teacher – your experience, your training, your beliefs, your motivation …

So we accept that everybody’s teaching context is unique and the perfect English course is an unattainable dream

However, our own experience in the classroom has taught us to value three things above all when using teaching

and learning materials: reliability, flexibility and credibility.

Reliability

Quite simply, we want the materials to work We don’t want the course to let you down in the classroom So we

continue with our clean design, clear, easy-to-understand instructions and a wide variety of engaging topics, texts

and tasks that have been combined in a logical way that will make sense to you and to your students We are

pragmatic We’ve made it clear when a lesson starts and when a lesson ends We don’t want to give you any nasty

surprises We don’t want to overcomplicate things The less time you spend setting activities up, the more time

your students spend practising the language And maximising language practice time is key – particularly for the core

skills Students learn by doing They learn reading by reading more; listening by listening more; writing by writing

more; and speaking by speaking more Let’s give them more time to ‘do’.

Needless to say, the course covers all the necessary language work appropriate for the level and follows

the Common European Framework of Reference (CEFR) We hope you will appreciate the stimulating and

memorable way in which each carefully selected grammar structure and vocabulary item is presented But we are

well aware that presenting language is not even half the story We have designed these materials so that they

systematically recycle the language that has been presented ‘Use it or lose it’ is our motto You will discover

that this course, with all its supporting print-based and digital materials, provides your students with the repeated

exposure and practice they require Reliability = trust We are confident you will be able to trust Focus Second Edition.

Flexibility

One of the things we learnt early on in our careers is that you teach the students, not the lesson plan There

is no point in slavishly following a prescribed ‘teaching path’ through a set of materials if the students are not with

you Your ability to react to emerging classroom situations and adapt your lesson accordingly is a vital teaching

skill So while a course might provide you with a reliable framework that you feel comfortable with, you will always

need options, you will always need variety, you will always need alternative ways of presenting and practising

language We strongly believe that a rigid unit structure does NOT have to be a teaching straitjacket The lessons

themselves are brimful of different ideas, task types and interesting information Then the supplementary material

we have developed, both print-based and digital, offers you almost limitless flexibility You can give extra multiple

choice grammar exercises, do a communicative A/B information-gap activity or watch a specially selected BBC clip

Flexibility = choice We think you will appreciate the range of choice in Focus Second Edition.

Introduction

Credibility

So, while we are sure that a reliable and flexible course will help you, it’s this third characteristic that really counts

You have to believe in the materials You have to understand and assess the broad educational and methodological principles that underpin our materials and decide: are the ideas and the approach credible? Do they reflect your own views of how languages are learned? We’d like to take this opportunity to summarise our thinking on this and

explain what lies at the heart of Focus Second Edition We can do this by grouping our thoughts under three words

beginning with ‘M’: Motivation, Memory and Meaning.

Motivation

The American linguist and philosopher Noam Chomsky once said that almost everything in the education process was about getting the students’ interest in what they’re being taught This is our starting point: students learn best when they are interested in the material It’s as simple as that We may not have got it right every time for your particular teaching context, but our overriding concern has been to select topics, texts and tasks that engage students both emotionally and intellectually You need to organise the learning around things your students can relate to – things that are part of their life experience or things that they aspire to An engaged learner is a more successful learner We think course materials can play a big part in this key area of engagement.

Memory

‘Learning is remembering’, or so the adage goes With the pressure all teachers are under to cover the syllabus, complete the course and finish the book, we worry that not enough time is spent on recycling Too much presentation,

not enough practice Systematic recycling of new language is a core feature of Focus Second Edition There

is a particular emphasis on vocabulary The linguist David Wilkins noted back in the 1970s that while we can convey very little without grammar, we can convey nothing without vocabulary Words are the basic building blocks of any language, but how many times do you need to see a new word before you truly acquire it? Ten? Twenty? Thirty

times? It’s definitely more than once! In the new Word Store sections, students using Focus Second Edition will

devote valuable time to new vocabulary, as well as learning a variety of ways of recording it.

Meaning

As the linguist and academic Rod Ellis reminds us, motivation in second language learning is derived from getting meanings across successfully We are strongly opposed to mechanistic practice and drills where form dominates

and meaning is irrelevant If you ask your students to choose the correct quantifier in the question: How much/

many petrol is there in the car? I’m sure most of them will correctly choose much But they might also legitimately

wonder whose car we are talking about And then think, ’But I don’t have a car I’ve never bought petrol in my life

I can’t even drive …’ Why not ask them to choose the correct quantifier in this question: How much/many water

do you drink? Then, when they have chosen the correct quantifier, they can at least ask their partner the question

Information is exchanged; students practise their speaking; the exercise is meaningful, not meaningless This is one

tiny example of an approach to learning that we passionately believe in Don’t practice language for the sake of it

Language exists to make meanings, and our learning materials should reflect this.

These are some of the more important ideas that we hold dear Over the years, they have influenced our teaching

and our writing Credibility = belief We want you to believe in Focus Second Edition.

So, now it’s over to you We’d like to take this opportunity to wish you and your students every success.

Our warmest regards, Sue and Vaughan

books dining room deaf elderly people isolation loud music loud television parties peaceful posters save money

BEFORE YOU WATCH

1 In pairs, match the collocation parts Use your dictionary if necessary.

WHILE YOU WATCH

4 1Watch the video and check your ideas in Exercise 3

What is unusual about student accommodation at Humanitas?

5 1Complete the sentences with the numbers in the box

Then watch the video again and check your answers.

5 18 30 80 160 30,000

1 Most of the residents are over .

2 The accommodation is free for Jurrien and other students.

3 Jurrien must spend hours each month with the elderly residents.

4 Jurrien can save euros while he’s studying.

5 One of the students lived in a student house when he was .

6 Jurrien likes having grandparents waving him goodbye when he goes to college every day

AFTER YOU WATCH

7 SPEAKING Discuss the advantages and disadvantages of living in this kind of student accommodation Use the KEY PHRASES to express your ideas.

The good thing about living in this kind of accommodation is that you don't have to pay rent.

KEY PHRASES

The (only) good/bad thing is that it is / about it is …

I would/wouldn’t like to live there because …

6 1Complete the sentences Watch the video and check your answers.

1 Jurrien is involved in a project to young and older people and the elderly with feelings

of loneliness and isolation.

2 He wanted to have the of connecting with elderly people.

3 ‘What I’ve learnt here is to the older residents, the older people in our society.’

4 Both have a lot to learn from each other

5 The friendships that are important for both young and old.

UNIT 1 VIDEO WORKSHEETS

Student Accommodation

Inspiring quotations to be used

as conversation starters or to find

out what students already know

The SHOW WHAT YOU KNOW boxes revise vocabulary students should already know, thus enabling all

the students in the class to start at the same level

The WORD STORE booklet attached to the back of the Student’s Book includes additional vocabulary exercises Sections A,

B and C accompany the Vocabulary lessons.

Highlighted target vocabulary items

Contextualised vocabulary presentation (listening or reading tasks)

3   (noun phrase) WORD STORE 1D -ive, -ative, -able, -ing

act adapt communicate imagine inspire protect

-ive

-ative -able -ing

WORD STORE 1E Word families

1 care / think / about

OTHER TERMS

antonym – e.g caring ≠ selfish collocation – e.g go home, find a solution compound noun – e.g website, text message partitive – e.g can of cola, box of chocolates phrasal verb – e.g switch on, find out, give up synonym – e.g big = large

SHOW WHAT YOU KNOW

1 Match adjectives 1–6 with their opposites a–f.

Thanks to my visits, I hope she feels less lonely than before Mitzi helped me a lot when I had some work problems.

She’s a good listener I talk to her about

my worries and she gives me advice

She’s wise, sensitive and has a lot of experience I’m talkative, and they like that

My grandparents are very quiet and polite but older people are not all like that John’s really loud and funny We laugh a lot together.

GENERATION GAP?

YOUNG PEOPLE SAY …

You do charity work because you’re kind In fact, I really enjoy spending lonely than before Mitzi helped me a lot She’s a good listener I talk to her about I’m talkative, and they like that

polite, but older people are not all like that John’s really loud and funny We laugh a lot together.

GENERATION GAP?

STUDENT ACCOMMODATION

1Watch the BBC video

For the worksheet, go to page 116.

Personality •un-, in-, im-, ir-,

dis-• questions with like

I can describe people’s personality and emotions.

5

WORD STORE 1A Personality

5 1.3Complete WORD STORE 1A with the adjectives

in red from the text Then listen, check and repeat.

6 Replace the phrases in brackets with appropriate adjectives from WORD STORE 1A.

1 Charity workers are (not selfish) They are kind and helpful.

2 Teenagers are (not cheerful) They are always in a bad mood.

3 Young professionals are (not lazy) They want to be successful.

4 Many billionaires are (not mean) They give lots of money to charities.

5 Most children are (not outgoing)

They’re not confident with strangers.

6 Young people are often (not sensible)

They make stupid decisions.

7 SPEAKING Discuss whether you think the statements

in Exercise 6 are true.

WORD STORE 1Bun-, in-, im-, ir-,

dis-8 1.4Complete WORD STORE 1B with the underlined adjectives in the text Then listen, check and repeat.

9 Complete the sentences with adjectives from WORD STORE 1B.

1 Gary is an guy He never tells lies.

2 Emma is very She knows everything.

3 Paul’s only eighteen, but he has a job and lives on his own He’s very .

4 Dan is very He always says ‘please’ and

10 SPEAKING Change three of the names in Exercise 9

to describe people you know Then tell your partner.

WORD STORE 1CQuestions with like

11 1.5Answer the questions in WORD STORE 1C with the highlighted sentences in the text Then listen, check and repeat.

12Rewrite the sentences with like if necessary Then tick

the sentences that are true for you.

1 I look my dad I look like my dad.

2 My neighbours are kind and friendly

3 My mum looks her mum

4 My parents always look cheerful

5 My grandmother looks Queen Elizabeth

6 I chocolate

13 SPEAKING Complete these questions for the sentences

in Exercise 12 with you or you or D S your Then ask your partner.D ST

1 Do …? 2 What …? 3 Does …? 4 Do …?

5 Does …? 6 Do …?

1 Do you look like your dad?

Go to WORD STORE 1 page 3

3 1.2SPEAKING Look at the photos and discuss the questions Then listen and check your ideas.

1 What is the purpose of the charity organising these activities?

2 What can young people do to help older people?

3 What can older people do to help young people?

4 Read the comments in the text Who benefits most: the young or the older people? Why?

OLDER PEOPLE SAY … He’s adventurous – he travels to exciting places

I love hearing about his adventures

I can look after myself – I like to be independent but I look forward to the weekly visits

She’s outgoing outgoing He’sH as and always and always cheerful – she makes

me feel young again

I like being with young people I am more confident when I use the Internet now.

You read so many bad things about young people

in the press – that they’re selfish or irresponsible, but he’s caring , sensible and hard-working

He’s got tattoos and long hair He looks like a hippy, but he’s lovely and very popular with the ladies! popular with the ladies! popular

The BBC video is related to the unit topic, but it can

be used at any point in the unit, e.g as a starter or

summary Each video is accompanied by a video

worksheet at the back of the Student’s Book.

132

GRAMMAR AND USE OF ENGLISH

1.2 Present tenses – question forms 1 Choose the correct option.

1Who sits / does sit next to you in class? sit next to you in class?Who

2Where does your best friend live / lives your best

friend?

3Which capital cities has visited your best friend /

has your best friend visited?

4You are watching / Are you watching the news now?

5 Why Jamie and Toni have been / have Jamie and Toni

been so quiet today?

6 What you do / do you do at the weekends?

2 Write questions about the underlined information.

1 My grandparents give money to a charity a charity.

2 Tina has tried Japanese food.

3 I’m dreaming about my winter holiday in my winter holiday in Austria.

4 My best friend lives in Frankfurt.

5 Jo has visited Poland, Russia and Slovakia Poland, Russia and Slovakia.

6 Jim is watching a comedy at the moment.

3 Ask questions for the following answers.

1 No, I haven’t I’ve never met an important person.

4 Complete the questions with the correct forms of the

auxiliary verbs do, be or have One question does not

need an auxiliary verb.

1 What music you like, Sebastian? I like hip-hop.

2 Who your parents talking to in the kitchen?

3 you seen my laptop? I can’t find it anywhere.

4 Why Asia always so serious? She never looks happy.

5 What Martin eaten this afternoon?

6 Jane looking for her glasses? They’re over here.

7 Who wants to help me bake dad’s birthday cake?

8 you like apples? These ones are really juicy.

We form yes/ yes/ Weno questions, wh- questions and subject

questions in different ways Look at the tables below for questions in the Present Simple, the Present Continuous and the Present Perfect.

Notice the position of the preposition in wh- questions with verbs followed by a preposition, e.g listen to music

What does Emily listen mowc to?

In subject questions in the Present Simple, we do not use an

auxiliary verb (do/does) does).,oWe

Julia gives money to charity

Who gives money to charity?

What does Julia give to charity?

mowc

133

1.5 Verb + -ing or verb + to + infinitive 3 Complete the sentences using the prompts in

brackets Add any necessary words Do not change the order of the words given

1 I can’t (stand/spend) the holidays at home I’d like to go somewhere exotic!

2 Why does Peter (pretend/worry) Sarah?

He clearly doesn’t like her.

3 It’s a good idea to (avoid/depend) people that you don’t know very well.

4 I finally (manage/focus) my homework.

5 We (hope/see) you both at the party.

6 Roger (not/mind/talk) his ex-girlfriend

They’re still very good friends.

7 (miss/spend/time) my best friend from primary school.

8 Edgar (hate/listen) heavy metal music

He prefers hip-hop.

4 Complete the second sentence so that it means the same as the first Use no more than five words including the word in capitals.

1 I don’t want to wear the same clothes every day REFUSE

I the same clothes every day.

2 It’s not a problem for me to get up early in the morning MIND

I early in the morning

3 He didn’t want to see me, so he stayed at home

AVOID

He stayed at home to me.

4 It’s my choice to study Art at university next year CHOSEN

I Art at university next year.

5 Karen doesn’t want to go to the theatre, she wants to

go to the cinema PREFERS Karen doesn’t want to go to the theatre, she cinema.

6 It is really fun for me to play football with my team ENJOY

I really with my team.

5 Complete the text with the correct form of the verbs

in the box.

change do go join play practise spend tell win

Last month I decided 1 my lifestyle Why? Well,

I don’t mind 2 you that I was a bit worried about my size and my weight I spent too much time

3 computer games and I refused 4

any kind of exercise as well.

Firstly, I considered 5 to the gym But this is expensive and I can’t afford 6 much money

Plus, it’s a little boring and unsociable, I think So, I chose

7 a badminton club, instead I wasn’t very good at first, but I managed 8 my first game yesterday so I’m really happy Of course, I need

9 more, but I’m really passionate about my new hobby

English sentence clauses often contain two consecutive verbs

After some verbs we use the -ing form, after others ing form, after others Eng to + infinitive.li

We use the -ing form after:

•verbs expressing emotions, e.g enjoy, hate, like, love,

(not) mind

I hate wearing a suit and a tie.

•particular verbs and verb phrases: avoid, consider, consider, -in.Evs,

can’t stand, prefer, prefer, fi,sWs, spend time

Laura prefers texting to sending emails.

We use the to + infinitive after:

• most verbs expressing plans, decisions, intentions and

willingness, e.g hope, want, decide, choose

Tim wants to study Law wants to study Law ajnt(htoh(tmdI

•verbs such as: agree, can’t afford, manage, need, pretend,

refuse Why do you refuse to lend me your shoes? refuse to lend me your shoes? lyvm(yhtoh ynd

•verbs expressing preferences: would like, would love, would

prefer

I like going out with my friends, but today I would like to stay at home.

(tjI

REFERENCE AND PRACTICE

1 Complete the sentences with the correct forms of the verbs in brackets

1 I don’t mind (get up) early.

2 Karen spends a lot of time (chat) online.

3 I refuse (wear) this skirt – it is too short!

4 I always agree (help) my brother at home.

5 They hope (meet) Sting after the concert.

6 I can’t stand (shop) It’s so boring!

7 Peter wants (be) like Steve Jobs.

8 Sue has decided (lend) me her new dress.

9 Does Angela enjoy (work) as a volunteer?

10 Ben prefers (swim) to running.

2 Choose the correct option.

1 Karen really enjoys reading / to read poetry to read poetry.anyw’dl

2 Would you like going / to go to the cinema?

3 Pete can’t stand wearing / to wear formal clothes to wear formal clothes.anyP’dw

4 We can’t avoid telling / to tell him to tell him.anya’//

5 I’ve decided going / to go abroad.

6 He would like spending / to spend more time with me to spend more time with me.anymx’ l

7 I really hate getting / to get up early in the winter to get up early in the winter.anyc’a

8 Did she manage completing / to complete her work?

9 We don’t mind waiting / to wait for you to wait for you.anyPdIa

10 I can’t afford buying / to buy a new computer to buy a new computer.anyu.(

GRAMMAR LESSONS

Focus Vlog videos presenting target grammar in context, with

a corresponding video worksheet at the back of the book

The grammar in each lesson is presented in context and highlighted, to make it easily identifiable.

The grammar animation videos can

be used for presenting new structures, for reinforcement after the teacher has presented the grammar point or as

a general tool for review.

The GRAMMAR AND USE OF ENGLISH REFERENCE AND PRACTICE can be used for review

at the end of a Grammar lesson or during unit review It can also be used by fast finishers

or students who require extra practice Each structure presented in Grammar lessons has its own section in GRAMMAR AND USE OF ENGLISH REFERENCE AND PRACTICE, which includes a detailed explanation of the structure and additional practice exercises.

Personalised grammar activities

117

1 SPEAKING Which three things in the box are likely

to make young people happiest? Discuss.

family food fresh air friends money shopping sport sunshine

4 SPEAKING Discuss what makes you happy and why.

3 3Complete the quotes Then watch again and check your answers.

Jake: ‘You can get 1 into the countryside and 2 air.’

Laura: ‘Money makes me happy because I’ve

3 it, it’s well-earned and then I get

to spend it on 4 I want to spend it on.’

Lola: ‘Life without friends is just 5 and sad.’

FOCUS ON LIFE SKILLS

Communication

5 Complete the profile information Give at least one piece of information which is not true Share your profile with your partner and guess what is not true about him/her.

6 SPEAKING Ask and answer the questions Use the adjectives in the box Explain why you feel these emotions in these situations.

How do you feel when …

• you are meeting a friend and he/she is really late?

• you work really hard for something and you succeed?

• your team loses a game?

• a teacher appreciates your work?

• you do poorly in a test?

• your best friend doesn’t want to help you with your homework?

• you have a house to yourself for the weekend?

angry bored excited happy irritated lonely proud relaxed sad stressed worried

When I'm meeting a friend who is really late I usually feel irritated I don't like when people waste my time.

I’m crazy about I also like and I find very relaxing I think can be fun, but I don’t like and I really hate .

Jake Laura Lola

2 1.6Match questions 1–6 with answers a–f Then listen and check.

1 Who inspires you?

3 Does he give money to environmental charities?

4 Have you ever met him?

5 What is he doing now?

6 Are you following him on Twitter?

d

Present tenses – question forms

•To make questions, you put an auxiliary verb (do, be,

have) before the subject of the main verb.

Present Simple ➞ Why 1 you admire you admire dobehavWy him? him?

Present Continuous ➞ What 2 he doing

now?

Present Perfect ➞ 3 you ever met you ever met dobe t yev n him? him?

• When you ask about the subject, you don’t use the

Present Simple auxiliary do/does

Who 4 you? NOT Who does inspire you? Who does inspire you?

GRAMMAR FOCUS

Grammar page 132

3Watch the Focus Vlog For the worksheet, go to page 117.

FOCUS VLOG About happiness

3 Read the GRAMMAR FOCUS Complete the examples using the questions in blue in Exercise 2.

a No, never.

b Not exactly He runs The Leonardo DiCaprio Foundation.

Then listen and check.

1 ‘Who inspires you?’

‘The person who inspires me is Michelle Obama.’

2 ‘Who ?’

‘She’s the ex-first lady

of the United States.’

3 ‘Why ?’

‘I admire her because she does

a lot of good work with young people.’

‘She is still working with young people.’

5 Complete the questions about the subject (a) and about the object (b) of each statement.

1 a Emily and Peter like watching b science-fiction films

a Who likes watching science-fiction films?

b What do Emily and Peter like watching?

2 a Neil has joined b Amnesty International.

a Who

b Which organisation

3 a Rosie can speak b three languages.

a Who

b How many languages

4 a Dave has visited b London.

a Who

b Which capital city

5 a Tom is reading b Barack Obama’s biography.

6 Complete the sentences to make them true for you.

1 I’m reading at the moment.

2 It takes me minutes to get to school.

3 I go shopping for clothes a month.

4 I’ve been to foreign countries.

5 inspires me.

7 SPEAKING Ask and answer the questions about the information in Exercise 6 Use different question

words, e.g what, what, 61 S how long or how often.

A: What are you reading at the moment?

B: A book about Steve Jobs.

Complete the questions for the interview about Michelle Obama

?’

‘She’s the ex-first lady

?’

Present tenses – question forms

I can ask questions in a variety of present tenses.

hoodie jacket suit sweatpants tie uniform

2 Tick the sentence that best describes your opinion about clothes.

1 I want to look good at all times

2 enjoy wearing comfortable things.

3 I’m not interested in clothes

3 Read the GRAMMAR FOCUS Complete the examples using the verb patterns in blue in Exercise 2.

Verb + -ing or verb + to + infinitive

• After some verbs and verb phrases you usually use

the to + infinitive.

Examples: agree, can’t afford, choose, decide,

hope, manage, need, pretend, refuse, want, ’d like,

’d prefer

I want1 good at all times.

• After some verbs and verb phrases you usually use

the -ing form of a verb.

Examples: avoid, can’t stand, consider, consider, tl icfsad don’t mind,

enjoy, hate, like, love, miss, prefer, prefer, trdaead spend time

I enjoy2 comfortable things.

6 Complete the sentences with to wear or to wear or PEMAIKa wearing

Which sentences are true for you?

1 I can’t stand wearing formal clothes like suits.

2 I don’t mind second-hand clothes.

3 I refuse skinny jeans They’re too uncomfortable.

4 I hate heavy winter coats.

5 I can’t afford designer clothes

They’re too expensive.

6 I avoid anything yellow or pink.

7 Complete the sentences with information about yourself Write five true sentences and one false.

1 I love … 4 I spend a lot of time …

2 I need … 5 I sometimes pretend …

3 I’ve decided … 6 I hope …

8 Read your sentences in Exercise 7 to your partner for him/her to guess which sentence is false.

Grammar page 133

WHAT IS YOUR ATTITUDE TO CLOTHES?

1(SPEND)

AI spend a lot of money on clothes.

BI can’t afford 1to spend to spend much money on clothes much money on clothes.

CI prefer 2 my money on going out.

2(GO)

AI enjoy 3 shopping for clothes.

BI don’t mind 4 shopping for clothes.

CI refuse 5 shopping for clothes.

3(BUY)

AI love 6 new clothes every season.

BI only buy clothes when I need them.

CI avoid 7 new clothes for as long as possible.

4(WEAR)

AI refuse 8 sweatpants.

BI love 9 sweatpants at home for comfort.

CI wear sweatpants all the time.

Mainly A s

You enjoy 15 (think) about clothes (perhaps

a bit too much), and the way you look is important for your personal identity.

Mainly B s

You don’t mind 16 (think) about clothes, but they are not your priority You prefer casual clothes because you need 17 (be) comfortable.

Mainly C s

You hate 18 (think) about clothes! You choose

19 (spend) your time and money on other things But don’t forget, clothes can be fun.

WHAT DOES IT MEAN?

I LOVE THEM

I NEED THEM

I HATE THEM

1 2 3

4 5

I can use verbs taking to + infinitive and -ing forms.

Focus 2 Unit walkthrough

3   (noun phrase) WORD STORE 1D -ive, -ative, -able, -ing

act adapt communicate imagine inspire protect

-ive

-ative -able -ing

WORD STORE 1E Word families

1 care / think / about

OTHER TERMS

antonym – e.g caring ≠ selfish collocation – e.g go home, find a solution compound noun – e.g website, text message partitive – e.g can of cola, box of chocolates phrasal verb – e.g switch on, find out, give up synonym – e.g big = large

The PRONUNCIATION FOCUS activities focus students’

attention on different aspects of pronunciation (sounds,

stress, etc.) and help them improve their pronunciation.

Exam-like listening tasks

in the EXAM FOCUS

The listening lessons offer varied tasks and opportunities

for students to practise listening skills with new

vocabulary, as well as with graded exam-type tasks.

The Reading lessons feature a variety of reading texts, which also present factual information that is interesting and relevant to teenagers.

Exam-like reading tasks in the EXAM FOCUS

More practice of the vocabulary sets from the lesson in the Student’s Book

EXAM FOCUS Note completion

LISTENING 1.3

1 1.8Do you know the places in the box where people do voluntary work? If necessary use

a dictionary Then listen and repeat.

in a developing country in a nursery

in a hospital in a library on a farm

in an old people’s home in a prison

in a soup kitchen for homeless people

2 SPEAKING Discuss whether you would like to volunteer there Explain why or why not.

3 1.9Listen to two volunteers, Karen and Martin

Where do they do their voluntary work?

4 Read questions 1–8 in Exercise 5 Match the underlined words and phrases with the words and phrases in the box.

confident 7 people without a home two or three impresses people Saturday or Sunday chickens more likely to do something in a team

7

5 1.9Listen to Karen and Martin again and answer the questions Write K (Karen) or M (Martin)

Who …

1 helps homeless people in the local area?

2 works with farm animals?

3 volunteers a few hours a week?

4 does voluntary work every weekend?

5 thinks that volunteers are more active than other people?

6 enjoys working with other people with other people?

7 thinks that voluntary work makes you more sure of yourself

1 Where does Becky want to do voluntary work?

2 Does Tim think she has the right personal qualities?

3 Is Becky inspired by the conversation?

7 SPEAKING Imagine you could volunteer anywhere in the world Which country would you choose? Why?

Tell your partner.

10 1.11Listen and put the adjectives into groups

A, B, C or D depending on the stress

adventurous ambitious fantastic optimistic

1 Are you fit and healthy?

You often work in difficult conditions, and you sometimes need to work 1

2 Can you adapt to new situations?

You need to adapt to 2 , the food, the accommodation and

a new 3

3 Are you a good team player?

All volunteers work in teams so you need to have good 4 skills You need to be outgoing and above all 5

4 Are you sensitive to other cultures?

You need to be open to people and remember that your 6 life is not the only way there is.

5 Do you want to learn from the experience?

Volunteering can change your life and you as a person It’s an excellent opportunity to help people, learn 7 and make new friends for life.

9 SPEAKING Discuss whether you are good candidates for international voluntary work Ask and answer the questions in Exercise 8 and decide.

WORD STORE 1D-ive, -ative, -able, -ing

12 1.13Complete WORD STORE 1D Make personality

adjectives from the verbs in the box by adding -ive,

-ative, -able or -able or E OCM -ing Then listen, check and repeat.

Note completion

I can identify key details in

a simple recorded interview.

READING

1.4

8

1 SPEAKING Complete the table with

three names of people you know Then talk about each person and discuss the questions.

X (Age 40–59)

Y (Age 20–39)

Z (Age 15–19)

1 What are they like?

2 What do they like?

3 How often do they use technology?

2 Read the text Compare your ideas in

Exercise 1 with the information in the article.

4 SPEAKING Are you typical of Generation

Z? Discuss with a partner.

WORD STORE 1E Verb + preposition

the verbs in blue in the text Then listen, check and repeat.

EXAM FOCUS Matching

3 Read the text again Match generations

with the statements Write X, Y or Z in the boxes.

Which generation …

1 enjoy new experiences?

2 often don’t earn as much as they’d like to?

3 can do more than one activity at the same time?

4 are independent?

5 often appear self-centred?

6 are tolerant and believe in equality?

7 enjoy using social media?

6 Complete the sentences with the correct preposition Check the verb + preposition structures in WORD STORE 1E

1 Amy is a cheerful kind of person She always focuses positive things

2 Billy believes working hard and playing hard

3 Carol never looks at a map She depends her phone for directions

4 David thinks his health too much He always thinks he’s ill

5 Emily has younger brothers and sisters She has to deal

a lot of noise at home.

6 Fred doesn’t care the environment He never recycles anything.

7 Gabrielle worries her grandparents because they’re old

8 Helen prefers to connect her friends face to face

9 George always sings along when he listens music It’s so annoying!

7 SPEAKING Change the names in Exercise 6 to make some true sentences about people you know Tell your partner about them.

8 Complete the questions with the correct preposition

1 At the moment, what sort of music are you listening ?

2 At school, which subject is hardest to focus ?

3 What is the worst situation you have ever had to deal ?

4 In your family, who’s the person you can most depend ?

5 Which global problems do you most worry ?

6 Before you fall asleep, what do you think ?

9 SPEAKING Ask and answer the questions in Exercise 8.

10 1.16Complete the table with the underlined adjectives in the text Mark the stress The listen, check and repeat.

Born between 1965 and 1980, now in their forties and fifties.

Generation X created the Internet When they were teenagers, mobile phones were enormous, and not many people had computers at home They had to deal with big changes in technology But this generation is adventurous and adaptable – they are not afraid of change Now they use wearable technology to stay fit and healthy Generation X believe in

looking after themselves and staying young.

Generation X grew up with both parents at work during the day

This is one of the reasons they are independent independent Generation X are very sociable, but also hard-working Even when they go out until late, they still get up for work.

They’re passionate passionate about music They invented punk, grunge and techno When they were teenagers, they listened to music

on cassette and CD players.

GENERATION Z

Born between 1995 and now

Generation Z are good at multi-tasking They can use several screens at the same time and this is why they’re called Screenagers They’re fast thinkers, and when something doesn’t happen quickly, they get impatient impatient

Generation Z are the ‘we’ generation They don’t think about themselves too much Instead they focus on global problems like terrorism and global warming.

They’re sociable and they enjoy connecting with friends on social media, but they can also feel very lonely lonely Generation Z love going to gigs or amusement parks

Eighty percent prefer to spend time with their friends in person than on the phone

or online

Generation Z believe in getting a good education, but they worry about university fees This generation is ambitious and want to start their own businesses

Generation Z don’t care about where you’re from or the colour of your skin.

Music is an essential part of their day.

A BRIEF GUIDE TO THEGENERATIONS

GENERATION Y / MILLENNIALS

Born between 1980 and 2000, now in their twenties and thirties.

Generation Y, or Millennials, are the selfie generation, also known

as Generation Me Me Me Some people say they focus on

themselves too much.

They grew up with technology and they depend on their smartphones

They download and listen to music on their phones all the time

Generation Y have FOMO or ‘fear of missing out’ They like to share experiences on social media, and they worry about being popular popular and having a good time Fifty-three percent prefer to spend money

on an experience than a possession.

Lots of Generation Ys went to university, but because of unemployment they find it hard to get jobs that make them happy

Many of them live at home and depend on their parents They get married later than Generation X — the average age for women is twenty-seven and for men it’s twenty-nine They would like to be more independent, but they can’t afford to be.

3   (noun phrase) WORD STORE 1D -ive, -ative, -able, -ing

act adapt communicate imagine inspire protect

-ive

-ative -able -ing

WORD STORE 1E Word families

1 care / think / about

OTHER TERMS

antonym – e.g caring ≠ selfish collocation – e.g go home, find a solution compound noun – e.g website, text message partitive – e.g can of cola, box of chocolates phrasal verb – e.g switch on, find out, give up synonym – e.g big = large

134

GRAMMAR AND USE OF ENGLISH

2Complete the sentences with so, such, or such a(n).

1 You really shouldn’t spend much time playing games.

2 My sister is friendly and caring person!

3 My neighbours are outgoing people and love having garden parties

4 You’ve got many clothes that you must have something I can borrow.

5 It was amazing idea to have a family picnic

4 It was a comfortable armchair I fell asleep.

5 The shirt was inexpensive I bought one for you too.

6 The weather was bad We decided to stay at home.

4 UNIT REVIEW Choose the correct answer, A, B or C to complete the text.

My favourite cousin is the son of my dad’s brother His name is Jack and he’s the same age as me We don’t have any brothers or sisters but we spend 1 time together that we are like brothers We have 2 fun together and do all kinds of adventurous things like going climbing and visiting new places We are different

in many ways, however For example, I think that Jack is

3 hard-working person He always gets good grades

at school and is able to really focus 4 one thing and does the best he can at everything I can be rather lazy,

to be honest On the other hand, Jack can be rather shy – not like me I also think he’s a little too 5 because sometimes I have to tell him not to worry 6 what other people think or say Despite these differences, he’s still

We use the pronouns so and such when we want to stress the

noun they precede

We use so before:

• adjectives without nouns:

I love talking with my aunt Tanya She is so inspiring.

• quantifying expressions (e.g many/much) followed by

We use such before:

• adjectives followed by nouns:

Greg has got such a comfortable sofa in his bedroom.

• nouns:

Such people will always help you in need

Angela always has such luck – she is always in the right such luck – she is always in the right Ilove’lop place, at the right time

Notice that with such:

•we use the indefinite article a/an, if it precedes a countable

singular noun:

Moving to the UK was such a good decision because we live closer to my family now

Uncle Tom has such an interesting life – he travels a lot.

• we do not use any article if it precedes a plural or uncountable noun:

Bob works as a police officer and he often gives people such bad news that they feel upset

IlovestSek.VI Every morning Josh goes for such long walks with his dogs such long walks with his dogs Ilove’ kmeVt’pI

So and such may be also used in expressions such that and such that and eust(((tnshn

so that, when we want to stress an adjective or noun and

focus on the consequences of events described in the main sentence clause:

Luckily, my parents bought such a cheap house that we’ve got some money for new furniture

My younger sister has got so many toys that my parents want

to give some away.

1.6 so and such

1 Choose the correct option.

1He’s so / such adventurous and loves extreme sports.

2That was so / such an irresponsible thing to do!

3There were so / such many people at the restaurant –

we couldn’t get a table.

4They’re never at home because they’re so / such busy

people.

5The book was so / such an interesting – I read it in one

day.

6It’s so / such a lovely day today – let’s go to the park.

7I had so / such much work to do yesterday.

8Becky made so / such a good impression when she met

Note: It’s okay for questions to end in a preposition:

What subjects are you good at?

13

Mark these phrases as F – usually used in the first paragraph, or L – usually used in the last paragraph.

1 How are you?

2 I’d better stop now.

3 Looking forward to hearing from you/

seeing you.

4 Give my love to …/Say hello to …

5 It was good to hear from you.

6 Cheers,

7 Dear

8 I’m writing to tell you about …/say sorry about …/thank you for …

9 C U (see you) soon/next week/in a few months.

Replace the underlined phrases in the email with suitable phrases in Exercise 6.

SPEAKING Which of these statements illustrate good (G) or not good (NG) exchange students?

Why? Discuss with a partner.

1 I’m obsessed with hiphop

2 I’m mad about shopping I spend lots of money on clothes.

3 I watch a lot of DVDs, especially horror films.

4 I’m serious about politics

5 I love acting – I’m involved in a local theatre club

6 I’m afraid of animals, especially dogs

7 I’m ambitious – I’m always disappointed with low marks at school

8 I’m useless at sport and I’m very unfit.

Read the LANGUAGE FOCUS Complete the examples with the correct prepositions Use the examples in the email in Exercise 2 and in Exercise 8.

SHOW WHAT YOU‘VE LEARNT

11 Read the email from your English-speaking friend Jenny and the notes you have made.

From: Jenny Subject: Hello!

It’s great to hear that you’re going to come and stay with me and my family for two weeks.

Please tell me something about yourself.

What subjects do you like at school?

What music and films do you like?

I’d like to plan some cool activities for us Let me know if you have any questions for me.

See you soon, Jenny

To: Jenny Re: Hello!

Hi Jenny, Thanks for the email

10 SPEAKING Complete the questions with the correct preposition Then ask and answer the questions.

1 What sort of things are you interested ?

2 What after-school activities are you involved ?

3 What bands and singers are you keen ?

4 What sports or games are you good ?

5 What sort of things are you serious ?

6 What are you most passionate ?

It's me Jenny. I’m happy too!

Write your email to Jenny using all the notes.

Ask Jenny about her interests Answer Jenny’s questions

LANGUAGE FOCUS Adjective + preposition

•

2 Read the email from an exchange student Tick the topics in the box that the student writes about.

family food hobbies music school sport

3 SPEAKING Does the person in the email sound like your ideal exchange student? What details would you change? Tell your partner.

4 Put the sentences summarising the email in the correct order (1–5).

a basic information about yourself

b a greeting and information about why you are writing

c say you’re looking forward to seeing him/

her

d finish with a friendly goodbye

e information about your likes/dislikes/

• Start the letter/email with a friendly greeting:

Dear Nick,/1Hi Jo,

• Don’t use full forms Use contractions:

you’re (not you are you are)/2

• Use emoticons ( ) or abbreviations (but don’t

overuse them): Bye for now = Bye 4 now.

• Ask questions to show you want a reply:

What do you enjoy doing at weekends?/

What3 ?

• Finish the letter/email with a friendly goodbye,

e.g All the best/ All the best/vAAc•.acqaU• 4

To: Jo Subject: C U soon!

Hi Jo, How are you doing? I’m really excited about coming to stay with you I’m writing to tell you a bit mor e about myself.

As you know, I’m sixteen and I live in Venice My brother and

I go to the same school I’m not crazy about studying but it’s OK – my favourite subject is Art What about you? What subjects are you good at?

In my free time, I’m keen on sports and I’m not bad at volleyball I’m also passionate about music, especially British bands At the moment I’m listening to Little Mix all the time What kind of music are you interested in?

At weekends, my friends and I love going to the cinema

What do you enjoy doing at weekends?

I can’t wait to see you next month! I’m sure we’ll have fun

OK, time to finish Write soon

Target structure practice in the typical Use of English format

Use of English rules with extra practice at the back of the book

The WRITING FOCUS boxes with key phrases and step- by-step guidelines on how

to write a given type of text

Pairwork activities encourage students to practise the functional language from the lesson and increase their confidence in using the language.

The LANGUAGE FOCUS boxes with usage rules and structures

The Use of English

lessons help students

to analyse meanings of

language and structures.

The LANGUAGE FOCUS boxes with extra usage rules and structures

Useful language for the writing task is presented through varied and relevant texts.

Exam-style writing tasks provide students with realistic opportunities to practise their writing skills.

134

GRAMMAR AND USE OF ENGLISH

We use the pronouns noun they precede

My younger sister has got

to give some away.

2 What advantages can you think of?

3 What disadvantages can you think of?

LANGUAGE FOCUS

so and such

•You use so to emphasise adjectives

so + adjective ➞ It’s so crowded!

•You use such to emphasise nouns.

such + noun phrase ➞ It’s such a long way

We’re such close friends They give such good advice.

5 1.19USE OF ENGLISH Complete the text with the grandmother’s views Choose the correct option,

A, B or C Then listen and check.

Use of English page 134

4 1.18Read the LANGUAGE FOCUS Complete the

text below with the daughter’s views Use so or such

Then listen and check.

2 1.17Listen to the father’s views Which of your ideas in Exercise 1 does he mention?

3 1.17Listen again and choose the correct option.

1 We have three generations in this house: it’s so / such

crowded!

2New Zealand is so / such a long way from the UK.

3Childcare is so / such expensive in London.

4We were so / such poor that we couldn’t go on

holiday.

5The house is very small for so / such a big family.

Around the world, many families live with several generations in the same house This is because young older generation live longer now, and they want to be useful These homes are crowded, but the generations help and support each other So what’s it like to have grandparents, parents and children living together? We asked members of three generations of the same family.

One home, three generations

I don’t mind living with my grandparents, they’re 1 so lovely

I like talking to them – they’re very experienced and give 2 good advice Mum and Dad are 3

busy They don’t have time to listen to our problems My parents are 4

lucky because grandma and granddad are very helpful in the house

Grandma is 5 a good cook that she does most of the cooking, while granddad looks after the garden

We thought about it for a long time because we’re 1such independent people Some elderly people are lonely, but not us – we’ve got 2

friends that we never feel lonely But

We try to be useful and it’s 3 fun

to spend time with my grandchildren

People say that teenagers are selfish and rude, but I must say my granddaughter’s 4 polite young lady and she’s very kind I worry about her little brother though He’s 5 lazy!

USE OF ENGLISH

1.6 so and such

I can use so and such correctly.

SPEAKING FOCUS Statement

A: I’ve got loads of friends and they want to meet you.

Showing interest

B: 1Really? That’s cool!

A: I’ve just got one sister

A: I don’t really like rock or

Statement

A: I’m not very keen on tea. Saying you are differentB: 4

A: I don’t like travelling B: Don’t you? Oh, I do!

14

4 1.21Cross out the response that is NOT possible

in each case Then listen, check and repeat.

1 A: I’ve got thousands of songs on my phone.

B:Have you? / Cool! / Is it?

2 A: I love Spanish and Italian food.

B:Really? / Are you? / Do you?

3 A: My parents have got an apartment in Paris.

B:Wow, that’s interesting! / Have they? / Are they?

4 A: There are forty students in my class.

B:Is it? / Are there? / Really?

5 A: I can play the guitar.

B:Cool! / Are you? / Can you?

6 A: I’m passionate about politics.

B:Really? / Do you? / Are you?

5 1.22Listen and decide if the two speakers are similar (✓) or different (✗).

1 2 3 4 5 6

6 Complete the table.

Statement Say you’re

similar Say you’re different

a I’m worried about the world.Me too. Are you? 1I’m not.

b I’m not worried 2 Aren’t you? I am.

c I love reading poetry. 3

4 ?

I don’t.

d I don’t like reading poetry. Me neither. Don’t you? 5

e I’ve got lots of cousins. 6

7 ?

I haven’t.

f I haven’t got any

f I haven’t got any O cousins. Me neither.

Haven’t you?

8

7 Complete the sentences to make them true for you.

1 I’m really into …

2 I haven’t got …

3 I really like …

4 I’m very interested in …

5 I’m not very keen on

6 I’m not very good at …

8 SPEAKING Follow the instructions below to make dialogues.

Student A: Choose a statement from Exercise 7 Say it

ROLE-PLAY Showing interest

2 1.20Listen to two dialogues and answer the questions.

1 What do Ed and Nick have in common?

2 What do Rachel and Kate have in common?

3 1.20Listen again and complete the SPEAKING FOCUS with responses a–e.

a Do you? Right … d Really? I love it.

b Really? That’s cool! e Me too.

c Is she?

1 SPEAKING Look at the activities in the box

Discuss the questions.

eating and drinking travelling doing sport listening to music shopping socialising with friends meeting new people watching films being online

1 How much of your free time do you spend on each activity?

2 What other things do you do in your free time?

3 How similar or different are you to your partner?

SPEAKING 1.8 Showing interest

I can show interest in a conversation and express similarity or difference.

Role-play videos presenting language in real-life situations, helping students improve their reception and speaking fluency

BACK OF THE BOOK

Downloadable students’ MP3 recordings

specially designed to practise vocabulary

Revision of vocabulary and grammar from the unit as well as Use of English, Reading, Listening, Speaking and Writing tasks in an exam format

Glossary of vocabulary items from the unit

with pronunciation, divided into lessons

16

VOCABULARY AND GRAMMAR USE OF ENGLISH

FOCUS REVIEW 1

5 Choose the correct answer, A, B or C.

1 Johann is boy that he has never been

to a school party.

A so shy

B such shy

C such a shy

2 with the project today?

A Who helps Mary

B Who is helping Mary

C Who does help Mary

3 X: I don’t enjoy shopping for clothes.

2 What is she like?

A What kind of person is she?

B What is her appearance?

C What is her hobby?

3 Jasper can’t stand buying unimportant things.

A doesn’t mind buying

B doesn’t want to buy

C can’t afford to buy

4 Their grandmother is so caring.

A such a caring woman

B such caring woman

1 Complete the sentences with personality adjectives

The first letters are given.

1 Shona never smiles and is always depressed

She’s a really m person.

2 Tim looks after his younger brother when their parents are out He’s so r

3 Zina is such a s girl She cares only about herself.

4 Neil’s never made a silly decision He’s such a

3 Carla is sometimes , so I don’t believe

in her stories HONEST

4 Volunteers work in different conditions, so they must

be to changing situations ADAPT

5 Leslie is such an girl She comes up with stories and writes songs IMAGINE

6 A lot of people decided to help this poor family after that TV programme INSPIRE

3 Complete the questions with the correct form of the verbs in brackets.

1 you ever any problems with your smartphone? (have)

2 What your new friend ? (look like)

3 Who my tablet? It’s not on my desk

(use)

4 your grandparents listening to heavy metal? (like)

5 What Amy at the moment? Is it a TV show? (watch)

6 Who your dog when you’re on holiday?

(look after)

4 Use the prompts to write sentences

1 My sister / avoid / buy / second-hand clothes.

2 you / ever / refuse / help / your friend?

3 We / not need / wear / a school uniform

4 They / not afford / buy / a new laptop.

5 I / always / want / dance / in a folk group.

6 you / spend / a long time / study / when you get home from school?

17

LISTENING

10 Do the task in pairs.

This semester you’re taking part in a student exchange USA Include the following information:

• explain where you are and express your opinion about this place

• talk about the family you’re staying with

• describe a friend you met at the new school

• write how you spent the last weekend.

WRITING

9 Look at the photo and choose the most suitable words in the box to describe it In pairs, describe the photo and answer the questions.

Verbs: belong, carry, clean up, communicate, earn, pick up, protect, run, sing, watch, wear Nouns: bags, gloves, outfit, phone, rain, rubbish, screen, trees, volunteers, wood

8 Do the task in pairs.

7 1.23Listen to a conversation with Tony, who has taken part in an experiment Then complete the summary with the missing information Do not use more than three words in each gap Listen to the recording twice.

Today’s guest of the weekly programme is Tony Miller, who studies 1 in Zurich.

Tony volunteered to help a team of 2

to do a unique experiment In the experiment, fifty participants received an amount of money and were divided into two groups People in Group 1 could only spend the money on themselves, while people

in Group 2 – on any 3   During the experiment, the researchers observed those parts of participants’ 4 which are responsible for making decisions and feelings.

Before, during and after the experiment, the participants from both groups were asked how show that when people do not share what they have with others, they feel 5 generous people.

Your friend and you want to create an Internet comic book about matters which interest young people

You’re thinking about who the hero should be Read the role card and have a discussion You start the conversation.

• Say if you think the hero is a man or a woman and what he/she looks like

• Accept Student B’s suggestions about the hero’s appearance and say what personality the hero would have

• Add more detail about the superpower

• Suggest a name for the hero.

Your friend and you want to create an Internet comic book about matters which interest young people

You’re thinking about who the hero should be Read the conversation.

• Disagree with the description of the hero’s appearance and suggest a change

• Add some more features of the character of the hero and suggest a superpower he/she has

• Say what he/she is interested in

• Discuss Student A’s name of the hero and agree on the name.

bad mood /ˌbæd ˈmuːd/

be popular with /ˌbi ˈpɒpjələ wɪð/

be successful /ˌbi səkˈsesfəl/

be the centre of attention /ˌbi ðə

it takes sb a minute/an hour to do sth

/ɪt ˌteɪks ˌsʌmbɒdi ə ˌmɪnət/ən aʊə tə

sure of yourself /ˈʃɔːr əv jəˌˈself/

team player /ˈtiːm ˌpleɪə/

voluntary work /ˈvɒləntəri wɜːk/

volunteer /ˌvɒlənˈtɪə/

adventure /ədˈventʃə/

ambition /æmˈbɪʃən/

average age /ˈævərɪdʒ eɪdʒ/

be afraid of /ˌbi əˈfreɪd əv/

believe in /bəˈliːv ɪn/

belong to /bɪˈlɒŋ tə/

can’t afford /ˌkɑːnt əˈfɔːd/

care about /ˈkeər əˌbaʊt/

connect with /kəˈnekt wɪð/

deal with /ˈdiːl wɪð/

spend money on /ˌspend ˈmʌni ɒn/

spend time /ˌspend ˈtaɪm/

think about /ˈθɪŋk əˈbaʊt/

be crazy about /ˌbi ˈkreɪzi əˌbaʊt/

be into/keen on /ˌbe ˈɪntə/ˈkiːn ɒn/

be involved in /ˌbi ɪnˈvɒlvd ɪn/

be mad about /ˌbi ˈmæd əˌbaʊt/

be obsessed with /ˌbi əbˈsest wɪð/

be serious about /ˌbi ˈsɪəriəs əˌbaʊt/

play the violin/guitar /ˌpleɪ ðə ˌvaɪəˈlɪn/

ɡɪˈtɑː/

socialise with /ˈsəʊʃəlaɪz wɪð/

UNIT 1 Lives people live Word list

All the WORD STORE activities are tied into the Vocabulary, Listening and Reading lessons, giving students additional practice

of new vocabulary By completing the exercises in the WORD STORE, students compile their own mini dictionaries of the most important words and phrases from the unit.

The WORD PRACTICE and USE OF ENGLISH sections review

language from the current and previous unit(s) They can be used as part of the unit review.

There are special organisations that help schools plan these and it can be a wonderful

2 Students stay with teenagers of the 3 age, who are often 4 in the same things Sometimes students 5 a short time in the other country – maybe two or three weeks – but in some countries students go for longer periods They can go for as long as

a year and also 6 at a school or college in the other country.

Exchange programmes are good 7 you meet people from different countries and also learn about living in another country Of course, it’s an excellent way to practise and improve a foreign language at the same time as having 8 !

Before going on an exchange, it’s important for the school to choose 9 right teenager for you to stay with You 10 to fill in forms about your personality, family, interests and pastimes.

Multiple-choice cloze

1 Read the text below and decide which answer (A, B, C or D) best completes each gap

There is one example.

0 A do B take C make D go

1 A of B from C by D with

2 A example B experience C event D impression

3 A common B same C near D exact

4 A keen B passionate C serious D interested

5 A leave B make C are D spend

6 A go B study C pass D stay

7 A for B because C and D that

8 A fun B joke C laugh D smile

9 A a B some C any D the

10 A must B should C need D will

Sentence transformation

2 Complete the second sentence so that it has a similar meaning to the first sentence

Use no more than three words.

0 Jane lives near Tommy.

Jane doesn’t live very far from Tommy.

1 I sat down to read a magazine and Dylan came in.

While I a magazine, Dylan came in.

2 There were some photographs of toys from 100 years ago.

There were some photographs of toys that children play with 100 years ago.

3 Jane tries not to watch Tommy race in competitions because she gets nervous.

Jane avoids Tommy race in competitions because she gets nervous.

4 Tommy swims so fast – it’s amazing!

Tommy is swimmer – it’s amazing!

5 Jane would like to play golf, but she hasn’t got enough money to buy all the equipment.

Jane would like to play golf, but she can’t buy all the equipment.

6 Jane took some photos while Tommy was practising.

Jane took some photos Tommy’s practice.

4

1 Tom doesn’t care about other people’s feelings

He’s the most person I know.

4 Zoe loves meeting and talking to people

I’d like to be as as she is.

12 After twenty years of teaching, Mrs Jones is still

it And her students always enjoy the classes too.

15 We can’t afford to spend money

we don’t really need.

23 A B C 24

25 A B C 26

27

28 A B C 29

A B C 30

A B C

For questions 1–30, choose the correct answer, A, B or C, to complete the sentences

Lists of prepositions, phrasal verbs,

pronouns and numerals as well as irregular

verbs at the end of the Student’s Book

156

PREPOSITIONS

PREPOSITIONS IN PHRASES

AT

at all (2.4): The place hasn’t changed at all The place hasn’t changed at all.

at first (2.8): At first he seemed strict, but now I really like him At first he seemed strict, but now I really like him.

at the age of (5.4): (5.4):

at the age of Jamie won his first tournament at the age

of fifteen.

at the beginning (4.7): At the beginning of each lesson there

is usually a revision exercise.

at the door (2.2): There is someone at the front door; can you

answer it, please?

at the end (5.1): Rob’s moving to Maine at the end of May.

at the weekend (4.6) (Br.E.)/on the weekend (Am.E.): I like to

play golf at the weekend.

BY

by credit card (7.8): It’s more convenient for me to pay by

credit card.

FOR

for a while (2.8): At last, he could relax for a while.

for ages (7.1): I haven’t seen Lorna for ages.

for instance (6.3): She’s totally unreliable – for instance, she

often leaves the children alone in the house.

for your information (6.7): For your information, I’ve worked

as a journalist for six years.

FROM

from time to time (5.3): We see each other from time to time.

IN

in common (1.8): I found I had a lot in common with Mary.

in fact (1.1): I know her really well; in fact I had dinner with her

last week.

in favour of (5.2):

6Eۥ36 Are you in favour of the death penalty?

in my opinion (3.8): In my opinion, he made the right decision.

in need (7.5): We must care for those in need.

in the background (3.8): In the background you can see the

school.

in the corner (4.3): Jo was sitting in the corner of the room.

in the end (2.8): In the end, we decided to go to Florida.

in the foreground (3.8): There were three figures in the

on a website (6.7): Responses will be posted on the website.

on a train/plane (4.2): There were a lot of tourists on the train.

on foot (4.7): We set out on foot to explore the city.

on special offer (7.1): I got a really nice cashmere pullover – it

was on special offer.

on my/your etc own (2.8): Did you make that all on your own?

on the one hand … on the other hand …

hand, they work slowly, but on the other hand they always

finish the job.

on the phone (1.4): Turn the TV down – I’m on the phone!

on time (5.1): In Japan the trains are always on time.

PREPOSITIONS AFTER NOUNS

attitude to/towards (1.5): He has a very old-fashioned

attitude to women.

candidate for (6.7): Sara seems to be a good candidate for

the job.

opinion about/on (1.5): Can I ask your opinion about something?

reason for (7.7): Did he give any reason for leaving?

solution to (7.8): The solution to the puzzle is on p 14.

PREPOSITIONS AFTER ADJECTIVES

allergic to (8.1): If you are allergic to nuts, you should tell

•E‚EA6 Do you think he’s capable of murder?

connected with (5.5): Police think the killings may be

connected with each other in some way.

crazy about

crazy about (1.7): Lee’s crazy about cats.

different from different from (2.6): New York and Chicago are very different

from each other.

disappointed with disappointed with (1.7): Local residents were disappointed

with the decision.

excited about (1.7): The kids are getting really excited about our trip to California.

famous for (4.7): France is famous for its wine.

good at (1.4): Andrea is very good at languages.

involved in (1.7): How many people are involved in the

decision-making process?

keen on (1.7): I’m not very keen on their music.

mad about (1.7): I’m mad about shopping, I spend lots of

money on clothes.

obsessed with (1.7): William is obsessed with making money.

passionate about (1.2): I’ve always been passionate about

football.

proud of (3.4):

‚3•6 Her parents are very proud of her.

responsible for (6.1): She’s responsible for the day-to-day

running of the department.

sensitive to (1.3): Good teachers are sensitive to their

PREPOSITIONS AFTER VERBS

157

PHRASAL VERBS

Use a dictionary to translate the phrasal verbs into your language.

believe in (1.4) – : Do you believe in ghosts? Do you believe in ghosts?

belong to (2.4) – : Antarctica doesn’t belong to Antarctica doesn’t belong to

any nation.

break up (5.1) – : We break up in December for

our winter holiday.

join in (8.6) – (8.6) – : Everyone joined in the conversation.

keep out (5.5) – (5.5) – : My coat is really warm and it

keeps the rain out.

let in (4.3) – (4.3) – : Don’t let them in.

look after (1.1) – (1.1) – : We look after Rodney’s kids after school.

look for (6.6) – : He’s looked for the file but

hasn’t found it.

look forward to (doing sth) (1.1) – : I’m really

looking forward to going to Japan.

: If you don’t know the word, look

it up in the dictionary.

: The kids learn fast, and can’t

wait to move up to the junior team.

: Get an app that tells you to

drink water before you pass out.

: Stop putting yourself down!

: Let’s put some music on

: I don’t know how you put : The accident put him off

Answer key

1 2 3

look forward to (doing sth)

looking forward to going to Japan.

it up in the dictionary.

wait to move up to the junior team.

drink water before you pass out.

(6.1) –

up with all this noise

(7.4) –

158

PRONOUNS & NUMERALS

PERSONAL PRONOUNS AND POSSESSIVE PRONOUNS Personal pronoun as

a subject Personal pronoun as an object Possessive pronoun (+noun) Possessive pronoun

(no noun)

She’s been to Prague Listen to her It’s her room.

Is it a famous city? I can’t find it Oxford (= it) is famous for its university.

We live in Poland Wait for us It’s our tablet.

You can’t sit here Can I talk to you? It’s your car.

Are they working? Do you know them? It’s their money.

DEMONSTRATIVE PRONOUNS, INTERROGATIVE PRONOUNS, RELATIVE PRONOUNS

(How often? How long? How far?

How much? How many? )

this

NUMERALS

Numbers: 1 – 100

11 – eleven eleventh (11th) 30 – thirty

13 – thirteen thirteenth (13th) 50 – fifty

14 – fourteen fourteenth (14th) 60 – sixty

15 – fifteen fifteenth (15th) 70 – seventy

16 – sixteen sixteenth (16th) 80 – eighty

17 – seventeen seventeenth (17th) 90 – ninety

18 – eighteen eighteenth (18th) 100 – one/a hundred

19 – nineteen nineteenth (19th) 101 – one/a hundred and one

Numbers over 100 1,000 – one/a thousand 3,555 – three thousand, five hundred and fifty-five 56,223 – fifty-six thousand, two hundred and twenty-three 725,000 – seven hundred and twenty-five thousand 1,000,000 – one/a million 1,000,000,000 – one/a billion

It’s his university.

DEMONSTRATIVE PRONOUNS, INTERROGATIVE PRONOUNS, RELATIVE PRONOUNS

159

IRREGULAR VERBS

Simple Past Participle

be [biː] was/were [wɒz/wɜː] been [biːn]

become [bɪˈkʌm] became [bɪˈkeɪm] become [bɪˈkʌm]

begin [bɪˈgɪn] began [bɪˈgæn] begun [bɪˈgʌn]

blow [bləʊ] blew [bluː] blown [bləʊn]

break [breɪk] broke [brəʊk] broken [ˈbrəʊkən]

bring [brɪŋ] brought [brɔːt] brought [brɔːt]

build [bɪld] built [bɪlt] built [bɪlt]

burn [bɜːn] burned [bɜːnd]/

burnt [bɜːnt] burned [bɜːnd]/burnt [bɜːnt]

buy [baɪ] bought [bɔːt] bought [bɔːt]

catch [kætʃ] caught [kɔːt] caught [kɔːt]

choose [tʃuːz] chose [tʃəʊz] chosen [ˈtʃəʊzn]

come [kʌm] came [keɪm] come [kʌm]

cost [kɒst] cost [kɒst] cost [kɒst]

cut [kʌt] cut [kʌt] cut [kʌt]

deal [diːl] dealt [delt] dealt [delt]

dig [dɪg] dug [dʌg] dug [dʌg]

do [duː] did [dɪd] done [dʌn]

draw [drɔː] drew [druː] drawn [drɔːn]

dream [driːm] dreamed [driːmd]/

dreamt [dremt] dreamed [driːmd]/dreamt [dremt]

drink [drɪnk] drank [drænk] drunk [drʌnk]

drive [draɪv] drove [drəʊv] driven [ˈdrɪvn]

eat [iːt] ate [et] eaten [ˈiːtn]

fall [fɔːl] fell [fel] fallen [ˈfɔːln]

feed [fiːd] fed [fed] fed [fed]

feel [fiːl] felt [felt] felt [felt]

fight [faɪt] fought [fɔːt] fought [fɔːt]

find [faɪnd] found [faʊnd] found [faʊnd]

fly [flaɪ] flew [fluː] flown [fləʊn]

forget [fəˈget] forgot [fəˈgɒt] forgotten [fəˈgɒtn]

forgive [fəˈgɪv] forgave [fəˈgeɪv] forgiven [fəˈgɪvn]

freeze [friːz] froze [ˈfrəʊz] frozen [ˈfrəʊzən]

get [get] got [gɒt] got [gɒt]

give [gɪv] gave [geɪv] given [ˈgɪvn]

go [gəʊ] went [went] gone [gɒn]

grow [grəʊ] grew [gruː] grown [grəʊn]

have [hæv] had [hæd] had [hæd]

hear [hɪə] heard [hɜːd] heard [hɜːd]

hide [haɪd] hid [hɪd] hidden [ˈhɪdn]

hit [hɪt] hit [hɪt] hit [hɪt]

hold [həʊld] held [held] held [held]

hurt [hɜːt] hurt [hɜːt] hurt [hɜːt]

keep [kiːp] kept [kept] kept [kept]

know [nəʊ] knew [njuː] known [nəʊn]

lead [liːd] led [led] led [led]

learn [lɜːn] learned [lɜːnd]/

learnt [lɜːnt] learned [lɜːnd]/learnt [lɜːnt]

leave [liːv] left [left] left [left]

Simple Past Participle

lend [lend] lent [lent] lent [lent]

let [let] let [let] let [let]

lie [laɪ] lay [leɪ] lain [leɪn]

light [laɪt] lit [lɪt] lit [lɪt]

lose [lʊːz] lost [lɒst] lost [lɒst]

make [meɪk] made [meɪd] made [meɪd]

mean [miːn] meant [ment] meant [ment]

meet [miːt] met [met] met [met]

pay [peɪ] paid [peɪd] paid [peɪd]

put [pʊt] put [pʊt] put [pʊt]

read [riːd] read [red] read [red]

ride [raɪd] rode [rəʊd] ridden [ˈrɪdn]

ring [rɪŋ] rang [ræŋ] rung [rʌŋ]

rise [raɪz] rose [rəʊz] risen [ˈrɪz ən]

run [rʌn] ran [ræn] run [rʌn]

say [seɪ] said [sed] said [sed]

see [siː] saw [sɔː] seen [siːn]

sell [sel] sold [səʊld] sold [səʊld]

send [send] sent [sent] sent [sent]

set [set] set [set] set [set]

shine [ʃaɪn] shone [ʃɒn] shone [ʃɒn]

shoot [ʃuːt] shot [ʃɒt] shot [ʃɒt]

show [ʃəʊ] showed [ʃəʊd] shown [ʃəʊn]

shrink [ʃrɪŋk] shrank [ʃræŋk] shrunk [ʃrʌŋk]

shut [ʃʌt] shut [ʃʌt] shut [ʃʌt]

sing [sɪŋ] sang [sæŋ] sung [sʌŋ]

sit [sɪt] sat [sæt] sat [sæt]

sleep [sliːp] slept [slept] slept [slept]

smell [smel] smelled [smeld]/smelt [smelt] smelled [smeld]/smelt [smelt]

speak [spiːk] spoke [spəʊk] spoken [ˈspəʊkən]

spend [spend] spent [spent] spent [spent]

spill [spɪl] spilled [spɪld]/spilt [spɪlt] spilled [spɪld]/spilt [spɪlt]

stand [stæŋd] stood [stʊd] stood [stʊd]

steal [stiːl] stole [stəʊl] stolen [ˈstəʊlən]

swim [swɪm] swam [swæm] swum [swʌm]

take [teɪk] took [tʊk] taken [ˈteɪkən]

teach [tiːtʃ] taught [tɔːt] taught [tɔːt]

tear [teə] tore [tɔː] torn [tɔːn]

tell [tel] told [təʊld] told [təʊld]

think [θɪnk] thought [θɔːt] thought [θɔːt]

throw [θrəʊ] threw [θruː] thrown [θrəʊn]

understand [ˌʌndəˈstænd] understood [ˌʌndəˈstʊd] understood [ˌʌndəˈstʊd]

wake [weɪk] woke [wəʊk] woken [ˈwəʊkən]

wear [weə] wore [wɔː] worn [wɔːn]

win [wɪn] won [wʌn] won [wʌn]

write [raɪt] wrote [rəʊt] written [ˈrɪtn]

Lives people live, Science and technology

Tom doesn’t care about other people’s feelings

person I know.

C insensitive – she never buys birthday presents for her family.

C serious He wants to become someone important and have lots of money.

C ambitious Zoe loves meeting and talking to people

as she is.

C honest – he writes the most interesting stories I’ve ever read!

communicative C imaginative people because I can’t stand

C dishonest Paul always expects the worst to happen –

C pessimistic – I don’t like changes or

C adventurous

I think Jane is perfect to be our leader – she’s

C silly chess.

C about When I was younger, I was keen

C on After twenty years of teaching, Mrs Jones is still

it And her students always enjoy the

jeans, but this pair is too tight even for me I’ll try a bigger size.

18 Twenty years ago people used to work on big computers.

19 A lot of people him on Twitter.

20 Does your friend write a about his life?

21 Did you notes during the Chemistry lesson yesterday? Can I borrow them?

22 Do you ever this website? There are

a lot of cool articles.

24 Can you help me my Facebook profile?

25 Sorry, my battery while I was calling you.

A invented B discovered C collected

27 This ecological organisation is trying to the environment and make sure we still have

a planet to live on.

28 He’s always wanted to be so he asked for a telescope to observe the sky.

30 Bill Townsend has a computer software company for seven years.

For questions 1–30, choose the correct answer, A, B or C, to complete the sentences WORD STORE 1 Lives people live

3   (noun phrase) WORD STORE 1D -ive, -ative, -able, -ing

act adapt communicate imagine inspire protect

-ive

-ative -able -ing

WORD STORE 1E Word families

1 care / think / about

OTHER TERMS

antonym – e.g caring ≠ selfish collocation – e.g go home, find a solution compound noun – e.g website, text message partitive – e.g can of cola, box of chocolates phrasal verb – e.g switch on, find out, give up synonym – e.g big = large

15

EXAM SPEAKING 1.9

1 In pairs, ask and answer the questions.

PART 1

Talk about the environment

1 What is your dream birthday meal?

2 Would you prefer to work long hours in a job you enjoy or short hours in a job you hate? Why?

3 Is there an extreme sport you would like to try? Why?

4 What can tourists do and see in the area where you live?

5 How is the weather changing? Should we try to stop

it from changing? How?

PART 2

Talk about personalities.

1 What adjectives can you use to describe yourself? Why?

2 When you meet new people, are you outgoing or 3

5

PART 2

In pairs, ask and answer the questions about the photos.

Student A’s photo

1 What is the woman with short hair doing?

2 How can you describe the woman’s personality?

3 How are the volunteers helping the people standing opposite them?

4 What skills do the volunteers need to do this work?

5 Would you like to do this voluntary work? Why?/Why not?

Student B’s photo 1 3

5

2 Look at the photos of people doing voluntary work

PART 1 Take turns to describe the photos You are getting to know Student B, an exchange student at your school Ask questions and find ways you are similar/different • Introduce yourself and ask Student B what his/her favourite hobby is • Show interest Say if you are similar or different Ask Student B about his/her personality • Say if you are similar or different Ask Student B if he/she is from Generation Z • Say if you are similar or different Ask Student B if he/she prefers films, music or books • Say if you are similar or different Summarise ways that you’re similar to Student B • End the conversation • • • Student B A B 3 Read the instructions on your card In pairs, take turns to role-play the conversation Student A PHOTOCOPIABLE RESOURCES WORKBOOK PHOTOCOPIABLE 212 hard-working cowardly sensible outgoing dishonest lazy cheerful sensitive unkind caring mean irresponsible CLUES AND ANSWERS FOR STUDENT B Name and description 1 Lucy: She’s extremely unhappy She’s always complaining or in a bad mood 2 Ben: He always gives people lots of time and money 3 Fiona: She talks badly about her friends when they are not there 4 Dave: He always behaves in a happy, friendly way He’s always smiling 5 Helen: She’s friendly and she enjoys meeting people and talking to new people 6 Rob: He’s not very willing to talk to people CLUES AND ANSWERS FOR STUDENT A  Name and description 1 James: He’s afraid of everything new He never says what he thinks to people because he doesn’t want them to get angry with him 2 Sara: She often tells lies and you can’t trust her 3 Pete: He always puts a lot of effort into his work 4 Sylvia: She’s very reasonable She always does the most practical thing 5 Mark: He’s cruel and he doesn’t like spending money – especially on other people 6 Olivia: She’s kind, sympathetic and helpful to other people outgoing modest arrogant uncommunicative selfish generous uncooperative disloyal grumpy cheerful lazy miserable James is Sara is Lucy is Ben is Student A Student B Resource 1 What are they like? 1.1 Vocabulary (personality) PHOTOCOPIABLE Resource 23 Accommodation Focus Review 4, Speaking Student A Part 1 Part 2 PRICE 1 How m

2 W ’s the price of a single room? LOCATION 3 Where i

4 How far is it f f •

FACILITIES 5 What f f • are there? 6 Is t Wi-Fi? 7 What facilities c

RESPONSIBILITIES 8 What do I h

9 D I have to help clean the room? a b d e f g h i PHOTOCOPIABLE 266 TEXT 1 IT’S AS EASY AS APP What are the basic skills that should learn? For many centuries the obvious answer was: (ICT) have been made an obligatory part of national curriculums 2 , more and more countries are starting to  realise that to  succeed in the twenty-first century pupils should be able to create their own software In fact, some schools in the UK are planning to get rid of ICT lessons and replace them would involve building websites, designing games and mobile are already familiar with using smartphones and practically living the future Education authorities have no problem convincing students’ parents that 4 skills are important A  recent survey bbbbbbbb shows that 94 percent of them believe that computer skills are 5 for the job market Examples of British teenagers who bbbbbbbb have managed to  sell their apps to  big corporations also help to become a millionaire? 1 a  some b all c 2 a although b however c 3 a for b with c 4 a so b this c 5 a essential b unnecessary c TEXT 2 THE ZEBRA MYSTERY For many years scientists have wondered black and white stripes Some believe that the stripes create an protect it from being attacked When lions see a group of zebras, speed However, one study has found that lions are particularly good 2 catching zebras bbbbbbbb There have been other popular theories too One claims that each zebra has a  unique pattern of stripes so one individual can recognise another There is also a theory that protect them from the strong African sun A team of US researchers has the zebra got its stripes for different reasons The zebra’s short the animal with different harder to land on stripes and during their evolution zebras have narrow on the lower legs and on the head, the areas which attract flies the most 1 a which b why c 2 a in b for c 3 a that b as c 4 a never b ever c 5 a allergies b diseases c TEXT 3 1 a b c 2 a b c 3 a b c 4 a b c 5 a b c TEXT 4 1 a b c 2 a b c 3 a b c 4 a b c 5 a b c Read texts 1–4 Choose the correct answer, a, b or c. Resource 48 Multiple-choice cloze Focus Review 3, 5, 6 and 7; Use of English Photocopiable vocabulary, grammar, writing, speaking and Use of English activities in the Teacher’s Book Life skills photocopiable resources teaching competencies indispensable to success in 21st-century society 8 Read the quote In pairs, explain what it means using your own words 9 Do the task below 6 Watch or listen again and look at photos 1–2 For each presentation (P1 and P2), rate aspects A–E below from 1 to 5 (1 = poor, 5 = excellent) P 1 P 2 Ideas and organisation A The beginning of the presentation was interesting B The presentation had a clear structure Presenting C The presenter communicated his ideas in an effective way (eye contact, body language, facial expression.) D The presenter spoke strongly and clearly E The presenter looked confident and relaxed 7 Study the box below Which of the phrases could you use to begin a presentation (B) and which to end it (E)? EDo you have any questions? □ The subject/topic of my talk today is …

□ I’d like to start by talking about

□ That brings me to the end of my presentation □ To summarise, …/To conclude, … □ Before I start, it might surprise you to learn that … □ Well, that’s it from me Thank you for listening □ Today I’d like to talk about But first, did you know that ?

SPEAKING Giving presentations Prepare a two-minute presentation on a subject you find interesting • Follow the tips from this lesson (Plan, Prepare, Practise, Present) Use some of the phrases from Exercise 7 to help you • Give your presentation in front of the class and listen to presentations from other students • Give each other feedback Say what you liked about the presentation and what you could improve LIFE SKILLS Project LIFE SKILLS VIDEO 1 2 All great speakers were bad speakers at first Ralph Waldo Emerson (American poet) Giving presentations LIFE SKILLS 1 11 In pairs, answer the questions In pairs, answer the questions 1 Describe the last time you gave a presentation What was it about? How did you feel? 2 In which situations in your life could public speaking skills be useful? Say why 2 In pairs, discuss the opinions about giving presentations Choose the options that you think are correct Say why 1Giving an exam presentation is different from / similar to a classroom presentation. 2It is a good / good / affh bad idea for a speaker to start wsh a presentation by saying something funny 3 The way a presenter uses their body during a talk can / cannot change the message cannot change the message.dsiifn 4It is OK / OK / cl not OK for a presenter to speak longer than ifnocl scheduled 5 The best way to prepare for a presentation is to practise it alone / with someone else. 6It is OK / OK / cl not OK for presenters to read from a page ifnocl so they don’t forget what to say 3 Read the text and check your answers to Exercise 2 4 Which three tips from the text do you think are the most useful? In pairs, explain why 5 Watch or listen to a student giving two presentations and answer the questions 1 What are the topics of Jenny's presentations? 2 What pros and cons does she mention about the issues? PHOTOCOPIABLE © Pearson Education Limited Focus 2 Second Edition 278 PLAN When you first start to plan a presentation, ask yourself these questions: • Who is your audience? At school, you’re talking to your teacher and classmates, but an official exam is a more serious and formal situation • Why are you giving the presentation? What is the message of your speech? Decide if you want to make the listeners laugh, inform them about with your ideas • How much time have you got? This will help you decide how much information to share with your audience PREPARE At this stage you should: • Research your topic Make sure you understand your subject well Decide what you want to say and try to make it interesting for your audience • Organise your ideas into a clear introduction, main body and conclusion You can start with a joke, some surprising facts, a personal anecdote or a question to get the listeners’ attention • Create note cards to help you remember what to say Don’t try to learn your presentation by heart word for word Instead, put two or three 1 2 At some point in life, everyone has to stand up and speak in front of a group of people For most of us this can be extremely stressful, but there’s some good news Although not everyone can be a great public speaker like Barack Obama or Oprah Winfrey, giving a presentation is definitely a skill you can learn Here are four steps to a successful presentation. The four Ps to a perfect presentation PHOTOCOPIABLE When you first start to plan a presentation, ask yourself these questions: • Who is your audience? At school, you’re talking to your teacher and classmates, but an official exam is a more serious and formal situation Why are you giving the presentation? What is the message of your speech? Decide if you want to make the listeners laugh, inform them about with your ideas How much time have you got? This will help you decide how much information to share with your audience PREPARE At this stage you should: Research your topic Make sure you understand your subject well Decide what you want to say and try to make it interesting for your audience Organise your ideas into a clear introduction, main body and conclusion You can start with a joke, some surprising facts, a personal anecdote or a question to get the listeners’ attention Create note cards to help you remember what to say Don’t try to learn your presentation by heart word for word Instead, put two or three PRACTISE Practising helps you feel more confident when you speak in public It’s a good idea to: • Practise in front of a mirror and watch your body language Remember that you can use your body and facial expressions to help the audience understand your message It is also a good idea to move during the presentation to keep the audience’s attention • Time your speech Read through your presentation and see if you can keep to the time limit You can also record yourself speaking to observe how you use your voice • Practise in front of an audience, for example family and friends This will help you deal with stress and prepare to answer any questions PRESENT The big day is now here For your actual presentation: • Wear clothes which are comfortable but appropriate for the occasion Think about whether your audience will wear formal or informal clothes and wear something similar • Look at the listeners as you speak Smile at help you feel less nervous Never read the presentation from a page but speak directly to the people in your audience • Use your own words and don't speak too fast Speak clearly and try to sound confident. 3 4 At some point in life, everyone has to stand up and speak in front of a group of people For most of us this can be extremely stressful, but there’s some good news Although not everyone can be a great public speaker like Barack Obama or Oprah Winfrey, giving a presentation is definitely a skill you can learn Here are four steps to a successful presentation. perfect presentation PHOTOCOPIABLE © Pearson Education Limited Focus 2 Second Edition 279 Life skills teacher’s notes Life skills 1 Extra activity in class Invite students to tell the class about a presentation they found interesting Why was it interesting? What did they like about it? Was there anything they didn’t like? What do they think makes a presentation interesting? If there is time, let them discuss in pairs or groups first, then share their ideas with the class Next class Students think about their classmates’ feedback from Exercise 9 and prepare a new presentation They record it and play it for the class in the next lesson or, if time allows, they give their new presentations in front of the class Have a brief feedback session: was their classmates’ feedback helpful? Did it help them improve? How? Answer key Exercise 2 1 different from 2 good 3 can 4 not OK 5 with someone else 6 not OK Exercise 5 1 Is competition good for children? Should students take a break before going to university? 2 Is competition good for children? Pros: competition is part of our academic and working it can be motivating for those students who are able to win because they are very good at maths or sports and enjoy taking part in school contests Cons: there are some students who are just not good at competing; They often forget things which normally they would remember Losing in competitions can cause them to feel less talented than others and less confident; Experts say that it is better to compete with ourselves rather than with other people Should students take a break before going to university? Pros: you’re used to studying – you’re in the ‘learning back into studying habits; it might be more difficult to get a place at university; if you finish education earlier, you can start your career earlier too Cons: some students decide to take a break for a year and travel to other countries to do some part time work; you can get different types of work experience and learn about your strengths and weaknesses; you can become more responsible and mature so that when you return to studying you have a better attitude Exercise 7 E, B, B, E, E, B, E, B Audio/Videoscript T = Teacher J = Jenny 1 T: Good morning everyone! Jenny is giving her presentation this morning, so I’d like you all to listen J: Yes The topic of my presentation today is competition Is competition good for students? I would like to start by pointing out that today students are obliged to compete a lot There are almost every week Parents and teachers want students to compete and win all the time Some people think this is a good thing as competition is part of our academic and working lives They get nervous and do not do their best Sorry Competition is part of our academic and working lives In the future, we will have to compete for places at a university and jobs We shall have to prove that we are better than others Thanks to competition, we can improve our skills But other people do not agree that competition has a positive effect on students It can be motivating for those students who are able to win because they are very good at Maths or sports and enjoy taking part in school contests However, there are some students to take exams, they get nervous and do not do their best They often forget things which normally they would remember Losing in competitions can cause them to feel less talented than others and less confident That is why it is certainly not encouraging for them It is also important for children to learn to cooperate Experts say that it is better to compete with ourselves rather than with other people As we all know, in our future lives we shall have to work in teams and then it will be important for us to work because we end up fighting, which is … T: I’m going to have to stop you there, I’m afraid, Jenny Your time is up Any comments? 2 T: So, Jenny! Time for your next presentation So, listen up everyone and good luck! J: Today I’d like to talk about the question: should students take a break before going to university? Let me begin by saying that lots of students go straight to university when they finish secondary school It’s expected, it’s normal, it’s what their parents did and what most of their friends are planning to do But just because everyone else does something, that doesn’t necessarily mean it’s right for you, does it? Imagine we all do the same as everyone else That sounds very boring, doesn’t it? So, let’s have a look at the pros and the cons Yes, of course, there are lots of reasons why going straight to university is a good idea Firstly, you’re used to studying When you’re a student, you develop useful study skills – for example, you learn how to manage your time, make notes and remember things best If you like – we’re in the ‘learning zone’, and if we take time off, it may even be more difficult to actually get a place at university Secondly, if you finish education earlier, you can start your career earlier That’s got to be good thing! However, some students decide to take PHOTOCOPIABLE © Pearson Education Limited Focus 2 Second Edition 275 The SHOW WHAT YOU KNOW tasks in the Vocabulary and Grammar lessons serving as a warm-up and to revise vocabulary or grammar students should already know The SHOW WHAT YOU’VE LEARNT tasks in the Vocabulary and Grammar lessons helping students to check their progress and be aware of what they’ve learnt The Exam Speaking sections helping students prepare for their oral exams Focus 1 Grammar Review with grammar explanations and revision of the grammar taught in level 1 The REMEMBER THIS and REMEMBER BETTER boxes containing useful strategies for memorising words and structures A corresponding Workbook lesson for each lesson in the Student’s Book Lives people live 1 VOCABULARY 6.2 1.1 4 SHOW WHAT YOU KNOW 1 Choose the correct adjectives 1 Gabby is very unsociable / loud / stressed She stays at home and doesn’t like going out with friends 2 Chris is serious / boring / quiet He never has anything interesting to say because he spends all his time playing computer games 3 Meghan is always interesting / funny / relaxed She never gets stressed about anything 4 Joe never laughs or has any fun He’s a very Joe never laughs or has any fun He’ serious / sociable / relaxed relaxed/hresdr young man young man 5 Marcus always makes me laugh He’s really quiet / funny / loud WORD STORE 1A | Personality 2 Anna is making a list called ‘My Perfect Fiancé’ Complete her list with pairs of opposites from the box caring cheerful generous hard-working lazy

mean miserable outgoing selfish sensible

shy silly Personality •un-, in-, im- ir-, dis- • questions with like 3 Complete the conversation between Anna and Laura with the correct adjectives from the box There are two extra words caring cheerful generous hard-working

mean miserable selfish shy silly A few months later

L: So, how are things with Simon? Is he the perfect fiancé? A: Well, nobody’s perfect, but you know what? He’s really great First of all, he’s really cheerful, you know, always happy and smiling And he’s very 1 He wants to be a teacher and he does lots of studying in the evenings L: Does he have any time for you then? A: Oh sure He’s a very 2 guy He calls me every night and asks about my day L: Wow Lucky you! Dave never asks about my day He only thinks about himself He’s so 3 Dave also thinks he’s the best fiancé in the world, but he never buys me anything nice and he doesn’t like paying for us when we go out He’s really 4 A: Poor you Simon is exactly the opposite He takes food And he often buys me flowers He’s very 5 I’m really happy, you know L: Well, good for you Unfortunately, I’m not I’m unhappy; really 6 I don’t know what to do Does Simon have a twin brother? My Perfect Fiancé is

✓positive ✗negative ªcaring

1 ªs 2 ªc 3 ªo 4 ªh 5 ªgg not bselfish

not b not b not b not b not b 5 WORD STORE 1C | Questions with like 6 Look at the dialogues Correct the mistake in each question WORD STORE 1B |un-, in-, im-, ir-, dis-4 Add negative prefixes to adjectives a–g Complete sentences 1–4 with some of the adjectives in their negative or positive form. unpopular a sensitive b honest c polite d responsible e adventurous f wise g dependent Try to be generous Nobody likes mean people They are nearly always unpopular 1 Mum trusts my older brother Peter to look after our little sister He’s extremely He never does anything dangerous or silly 2 Katie never lies She is a very a person Katie’s also b – she knows a lot of things 3 David doesn’t say ‘please’ or ‘thank you’ He’s a He’s extremely b too and likes doing everything without any help 4 I was unhappy because I didn’t pass my driving test I told Tom and he laughed! Is he always so ? REMEMBER THIS You can use personality adjectives before a noun: A caring friend or after the verb be: My friend is caring. 5 Read REMEMBER THIS Put the words in the correct order has / very / parents / Pauline / serious Pauline has very serious parents. 1 last / was / hairdresser / cheerful / Zoe’s 2 two / I / dishonest / had / friends 3 new / Jamie’s / loud / friend / extremely / is REMEMBER BETTER To help you learn the personality adjectives from this lesson, try to remember them with people you know: My dad is usually cheerful He’s not a miserable man. Choose five pairs of opposite personality adjectives from this lesson Write sentences about people you know Use the model sentences My little sister is shy She’s not an outgoing girl. 1 Our History teacher is He’s/She’s not a man/woman 2 My best friend is He/She is not a person 3 4 5 SHOW WHAT YOU‘VE LEARNT 7 Choose the correct answers A–C 1 A person who is is outgoing and likes meeting other people A relaxed B funny C sociable 2 A person who is does not do silly things A sensible B selfish C sensitive 3 A person who is loves doing new and crazy things A independent B adventurous C irresponsible 4 A person who is is somebody who is not loud A sociable B silly C quiet 5 A person who is is somebody that not many people like A unwise B unpopular C outgoing 8 Complete the sentences with adjectives The first letters are given Mike is generous He gives half of his pocket money to the local charity 1 Please don’t be s Share the chocolate with me 2 My older sister doesn’t talk to people she doesn’t know well She’s extremely s ! 3 Mia is very i and doesn’t like asking for help or advice from anybody 4 Amy is w She knows the answer to every question I ask her 5 Lucy is extremely u She never wants to try new things Fortunately, her younger sister is quite the opposite! /10 A: Do you looks like your parents? Do you look like your parents? B: People say I look a little like my mum 1 A: What flavour ice cream you like?

B: I love vanilla 2 A: Are Gareth and Liu like dogs?

B: I think they like cats more 3 A: What is your sister look like?

B: She’s tall and has small brown eyes 4 A: What does Tracy like?

B: She’s caring and sensitive 5 A: What does your English teacher look?

B: He’s short and wears glasses. VOCABULARY BANK EXERCISES PEOPLE 1 Complete the descriptions with words from the box adventurous ambitious brave caring

cheerful communicative confident creative

energetic generous hard-working imaginative

impatient independent irresponsible lazy

lonely outgoing protective quiet reliable

rude selfish sensitive Aries: You are full of energy energetic But you never feel l 1 _ Taurus: You will leave a young child alone near a swimming pool But when the child falls into the water, you will rescue him Gemini: You are always smiling and happy 4 _ You don’t need help or advice from other Y people 5 _ Cancer: You easily get upset and embarrassed when people criticise you But you often make people angry by saying something impolite Leo: You always want to try new and exciting things 8 _ It is very difficult for you to wait for things 9 _ Virgo: You take hot soup to your grandmother when it’s cold 10 _ You never stop believing in your own abilities Y 11 _ Libra: You are always ready to find an original solution to a problem You don’t say much Y Scorpio: You don’t take a break until the job is finished 14 _ You find it easy to talk and explain things to Y people 15 _ Sagittarius: You always buy great birthday presents 16 _ You like meeting new people and talking to Y them 17 _ Capricorn: You want to be successful, rich and powerful 18 _ People can trust you Aquarius: You think about yourself but not about how other people feel You have no friends Y Pisces: You can make a wonderful meal out of the last three things in the fridge You like to take care of other people Y 23 _ HOME 1 Match the types of houses with their definitions. h 1 3 5 7 b c d e f g h A B C 1 A B C 2 A B C 3 A B C 4 A B C 5 A B C 6 A B C 7 A B C 8 A B C 9 A B C 10 A B C 11 A B C 12 A B C 13 A B C 14 A B C 126 GRAMMAR: Train and Try Again UNIT 1 1.2 Present tenses – question forms 1 Ask yes/no questions for the answers below. 1 No, she doesn’t enjoy cooking 2 Yes, he’s studying for his exams 3 No, I have never met him 4 No, I don’t like shopping 5 Yes, David has visited Paris and London 6 Yes, we go to the gym at the weekend 7 No, they aren’t having dinner 8 Yes, they do aerobics twice a week. 2 Ask wh- questions for the answers below. 1 Tom helps old people in the local area 2 Tom helps old people in the local area 3 I enjoy music 4 Sue is keen on music 5 I’m reading a book by Stephen King at the moment 6 Sue is reading a book by Stephen King at the moment 7 Stephen King wrote the book 8 I’m from London 9 I’m phoning Sue 10 The charity helping mothers with children is in Africa 11 Frank has borrowed this game from Lilian 12 Frank has borrowed this game to play it with Alex. 1.5 Verb + -ing form or to infinitive 3 Choose the correct forms 1 Karen really enjoys reading to read 2 Would you like going to go 3 Pete can’t stand wearing to wear 4 We can’t avoid telling to tell 5 I’ve decided going to go 6 They can’t afford buying to buy 7 I’d love working / to work 8 Do you ever miss to go going 9 Tim always manages arriving to arrive on time 10 Have you ever considered leaving to leave country to live abroad? Summative Practice Unit 1 1

2

3

4

5

6

7

8

9

10

11

12

1 2 3 4 5 6 I:

D:

I:

D:

I:

J:

I: J:

I: J:

I:

J:

I: D:

144 WRITING BANK Accepting suggestions That sounds fantastic! I’d love to (go) Well, it’s worth a try I suppose it’ll work Agreeing with an opinion I (completely) agree that/with … I couldn’t agree more that/with … That’s fine with me I think so too Apologising Informal phrases I’m really sorry (that)

Sorry to bother you.

Sorry I haven’t written for so long./Sorry for not writing for so long.

I’m writing to tell you how sorry I am to (about) …

It will never happen again.

Formal phrases

I apologise for … Please accept my apology for …

Closing formulas: emails and letters Informal phrases

Best wishes, Bye for now/See you!

Love,/Take care!/All the best,

Formal phrases

Yours sincerely, Y Regards,

Contacting people Ways to contact people

If you have any information, please contact/call/leave a message for Alison on (0961224466).

If you are interested in …, call (John/Ms White) on (0961224466).

To join us, call …

If you have seen it, please …

Maintaining contact

Describing lost property Description Describing features Size Shape Colour Material Age Reasons for search

Disagreeing with an opinion

152

Agreeing with an opinion

I (completely) agree that/with …

t agree more that/with …

Sorry I haven’t written for so long./Sorry for not writing I’m writing to tell you how sorry I am to (about) …

It will never happen again.

Please accept my apology for … Closing formulas: emails and letters

Love,/Take care!/All the best,

Contacting people

If you have any information, please contact/call/leave a message for Alison on (0961224466).

If you are interested in …, call (John/Ms White) on

FOCUS 1 GRAMMAR REVIEW

and questions (?) in the Present Simple.

Monkeys / like / bananas (+)Monkeys like bananas.

1 he / watch TV / in the evenings (+)

2 my mother / drink / coffee (–)

3 Donald / spend / Christmas / at home / every year (+)

4 you / often / go / shopping (?)

5 my aunt / work / at school (–)

6 he / speak French (?)

2 Complete the sentences with the Present Continuous forms of the verbs in brackets.

Andy is looking (look) at the watch now.

1 My mum (have) lunch in the kitchen.

2 The cat (run) round the garden.

3 He (not/work) now, he (swim) in the pool.

moment?

5 This summer my sister (work) in

a restaurant.

now?

3 Complete the dialogue with the correct Present Simple or Present Continuous forms of the verbs in brackets.

A: Hi Louisa, what are you doing (you/do)?

B: No, I’m not You can turn it off No, I’m not Y A: Why 2 you (pack) your bag?

B: I need to go My friend 3 (wait) for me

Today we 4 (study) for the big test.

A: Oh, I see Yes, you often Oh, I see Yes, you often Oh, I see Y 5 (have) tests

at the beginning of the week.

B: Yeah Before I go, I Yeah Before I go, I Y 6 (want) to talk to Jane Where is she?

A: She 7 (play) in the garden.

B: Right She always 8 (play) basketball after dinner Anyway, I 9 (need) to go now Please tell Mum that I 10 (study) with Steve.

A: You often 11 (study) with Steve!

B: Erm, I have to go Bye!

We use the Present Simple to talk about:

• regular activities:

I often go to the gym.

• states and permanent situations:

My uncle lives in Toronto.

•preferences, with verbs like love, hate, like, prefer, etc.:

I love Chinese food

I/You/We/

Yes/No questions Short answers

do

Common time phrases in the Present Simple: always, every day/

week/year,never, often, on Sundays, sometimes, usually.

We use always, usually, often, sometimes and never:

• after the verb be:

Tom is usually usually bsbann late to school late to school.

• before the main verb:

My dad usually usually bsbann reads at home reads at home.

We usually use every day, every Sunday every Sunday yeyg.rubdIa , every weekend , every weekend

at the end of the sentence:

My dad washes his car every Sunday.

We use the Present Continuous to talk about:

• activities taking place at the moment of speaking:

My grandfather is sleeping

• temporary situations:

I’m saving for a new game

NOTE: With some verbs (e.g like, hate, know, love,

need, prefer, understand, want) we don’t use the Present

neehd r+ete+d )nhe+scbnhd –bnc Continuous:

I really don’t understand don’t understand IodhcrbdIygscadI you you.

I ’m (am) running

I ’m not (am not) running You/We/

They ’re (are) You/We/They

aren’t (are not)

He/She/

It ’s (is) He/She/It

isn’t (is not)

Yes/No questions Short answers

Am I

running ? Yes, I am / No, I ’m not

are

is

No, he/she/it isn’t

Common time phrases in the Present Continuous: at present,

at the moment, (right) now, these days, this morning/month/

year/summer, today.

133

Additional vocabulary and grammar practice as well

as the Writing Bank

IT’S AS EASY AS APP What are the basic skills that should learn? For many centuries the obvious answer was:

(ICT) have been made an obligatory part of national curriculums , more and more countries are starting to  realise that

to  succeed in the twenty-first century pupils should be able

to create their own software.

In fact, some schools in the UK are planning to get rid of ICT lessons and replace them

would involve building websites, designing games and mobile are already familiar with using smartphones and practically living Education authorities have no problem convincing students’

skills are important A  recent survey shows that 94 percent of them believe that computer skills are for the job market Examples of British teenagers who have managed to  sell their apps to  big corporations also help

all however with this unnecessary

THE ZEBRA MYSTERY For many years scientists have wondered black and white stripes Some believe that the stripes create an protect it from being attacked When lions see a group of zebras, speed However, one study has found that lions are particularly catching zebras

There have been other popular theories too One claims that each zebra has a  unique pattern of stripes so one individual can recognise another There is also a theory that protect them from the strong African sun

A team of US researchers has the zebra got its stripes for different reasons The zebra’s short the animal with different

harder to land on stripes and during their evolution zebras have narrow on the lower legs and on the head, the areas which attract why

for as ever diseases

You are on holiday, staying with your family in Dublin You have seen

an ad for a dog walker in a local newspaper Write an email in reply

to the advert, including the following points:

• Explain why you are writing and how you found out about the job offer

• Describe your current situation and why you are interested in the job.

• Mention your work experience and why you are the perfect candidate for the post.

• State your availability to attend

a job interview at any time

In my letter of application:

• The beginning matches the end ( The beginning matches the end (Dear Mr Smith → Yours sincerely;

Dear Sir or Madam → Yours faithfully), Yours faithfully),etcshdepTnmaps,,I

• In the first paragraph, I have said where I saw the job advert, explained what I am doing now and why I am writing

• In the second paragraph, I have given reasons why I am interested

in the job, I have mentioned my attached CV and any relevant work experience.

• In the third paragraph, I have said I am available for an interview

at any time and mention the contact details in your CV.

• I have used polite formal language, e.g free → available, the right

person → a suitable candidate,

• I have not used emoticons (), abbreviations (info/CU/gr8 ), abbreviations (info/CU/gr8 clehMMd vmhYmpiuen )

or contractions (I’m/He’s).

• I have checked my spelling and punctuation

• My text is neat and clear.

x

Dear Sir or Madam,

I would like to aply for the position of a dog walker I am seventeen and I am staying in Dublin for the summer,

so I could start any time to help the family I am staying with.

I am particular interested in the position you offer because I love animals and I can deal with them In the attached CV you will see I have had summer jobs in retail, which taught me responsibility I taught children

I am free any time, you can invite me for an interview Please find contact details in my CV.

Yours faithfully, Robert Kern

Dear Sir or Madam,

With reference to your advertisement in Echo local newspaper from 7th June [1], I would like to aply aply apply [2] for the apply [2] for the Too,I position of a dog walker I am seventeen and I am staying in Dublin for the summer, so I could start any time to help the family I am staying with.

I am particularparticular particularly [3] interested in the position you offer because I love animals and I can deal with them particularly [3] interested in the position you offer because I love animals and I can deal with them oThmn)s,Th,I

In the attached CV you will see I have had summer jobs in retail, which taught me responsibility I taught children I taught children swimming too.

swimming too [4] I also helped my uncle – a dog behaviourist, whowho which [5] makes me the ideal candidate for the job.

I am free any time, you can invite me for an interview.

I am free any time, you can invite me for an interview I am available for an interview at any time [6] Please find my

contact details in my CV.

Yours faithfully, Robert Kern [1] Missing information where the advert was [2] Wrong spelling [3] Incorrect word form (adjective instead of adverb)

[4] Irrelevant information [5] Incorrect relative pronoun [6] Informal language.

Resource 34 A job application

6.7 Writing

• Mirrors the Student’s Book unit structure and pagination

• REMEMBER THIS boxes drawing attention to tricky language

• REMEMBER BETTER boxes with tips on remembering new

language

• Speaking Bank with useful phrases in the Speaking lessons

• Exam Speaking sections in each unit with speaking tasks

in an exam format

• Self-check after each unit with Vocabulary, Grammar and

Use of English exercises

• Vocabulary Bank – a topic-based word list with vocabulary

from all units, followed by exercises

• Focus 1 Grammar Review – grammar explanations and revision

of the grammar taught in level 1.

• Grammar: Train and Try Again – additional grammar activities

• Writing Bank with phrases from the WRITING FOCUS boxes in the Student’s Book

• Answer keys to the Self-check, Grammar: Train and Try Again and Focus 1 Grammar Review sections

• Introduction unit revising basic vocabulary and grammar,

and 8 topic-based units divided into 8 main teaching lessons:

Vocabulary, Grammar (2 lessons), Listening, Reading, Use of

English, Writing and Speaking

• Video (BBC videos, Focus Vlogs, Grammar animations,

Role-play videos) in every unit – see references in

the Teacher’s Book at the top of the page and next to

the exercises

• Word list at the end of each unit

• Focus Reviews after every unit: Vocabulary and Grammar

practice; Use of English and skills in an exam format

• Clear lesson objectives (‘I can…’) taken from the Global Scale

of English (GSE)

• Video worksheets for the BBC clips and Focus Vlogs

Science and technology2

VOCABULARY

6.2

2.1 Online • phones and computers

• word building • collocations

18

Log on and log in both mean start using a computer

system or website (you often have to enter a username and password to do this, but not always).

Their antonyms are log off and log out.

WORD STORE 2A | Phones and computers

2 Complete the texts with compound nouns The first and last letters are given.

howitworks.com – Internet searches

To use the Internet you need to have

a  5 w b b r Then, you can

use the touch screen on your phone or the

6 kk d on your computer to put a word

or phrase into a 7 s h e e

such as Google If you have 8 bbb ddd, the , the information you are trying to find appears very quickly.

will328 says:

Most young people do not use their phones for speaking

to people We either look for information on the Internet or

we send 9t t m s to family and

friends.

REMEMBER THIS

REMEMBER BETTER

SHOW WHAT YOU KNOW

1 Complete the sentences with the correct form of the verbs from the box

download follow go post update visit How do I post posttbad this photograph of us on social this photograph of us on social media?

1 I don’t understand why so many people

celebrities on Twitter

2 Akito online the moment she wakes up

to check her social media messages.

3 I’ve never this website before It has some excellent information on it!

4 It’s very important to your social media profile Then everybody has the latest information about you.

5 Dean is the only person I know that still buys CDs

Most people music on computers now.

When you learn phrasal verbs, check in the dictionary

or online and find the antonym We often (but not always)

we use the opposite preposition, e.g

switch on ≠ switch off.

A Write the opposites Use a dictionary if necessary.

scroll up ≠scroll down

1 turn up (the volume) ≠

1 I can’t study with that loud music playing

Please will you the volume.

2 Use your username and password to

to the website.

3 the TV before you go to bed.

Thank you for joining www.english4U2learn.com,

sent you an email with your 2u e and other

login details Follow the link in the email and choose

a 3p d of nine characters or more And

remember, you can use a 4l r

p r to print your personal daily wordlist,

so you can study any time, anywhere!

19

WORD STORE 2B | Word building

3 Complete the sentences with the correct form of the words in capitals 5 Choose the correct answers A–C.

1 I can’t enter the website Something is wrong

Am I using the correct ?

5 Ben emailed the document to me I made a copy of

it on paper with the for you

8 I need a new for my desktop computer The

‘Enter’ key doesn’t work

SHOW WHAT YOU’VE LEARNT

Charles Darwin, the world famous biologist, travelled

to many exotic places such as the Galapagos Islands

BIOLOGY

1 Galileo Galilei, a famous , was the first person to see the rings of Saturn He did this using his telescope in 1610 ASTRONOMY

2 The famous Isaac Newton was born on Christmas Day 1642 And it’s not true that

an apple hit him on the head PHYSICS

3 Larry Page, the who helped start the company Google, is now worth $44.5 billion

COMPUTER SCIENCE

4 The Nobel Prize is named after Alfred Nobel He was

a and he is famous for making dynamite CHEMISTRY

5 Euclid was a and many people call him the Father of Geometry He wrote one of the first textbooks for teaching Maths MATHEMATICS

WORD STORE 2C | Collocations

4 Choose the correct verbs.

1 When you do / make an experiment, it’s not always

9 Scientists spend a lot of time just observing /

discovering their experiments.

STUDENT’S BOOK and WORD STORE

Focus 2 Component overview

This version of the Student’s Book contains everything described above (Student’s Book and WORD STORE, extra digital

activities and resources, Pearson Practice English app) PLUS:

• Interactive Workbook with instant feedback

• Gradebook to review students’ performance

WORKBOOK

STUDENT’S BOOK and WORD STORE with ONLINE PRACTICE

33

32

Watching habits • TV programmes

• adjectives • elements of a film/TV drama

I can use language related to films, film-making and TV.

SHOW WHAT YOU KNOW

1 Put the words and phrases in the box under an appropriate verb.

the telly Internet radio stations my favourite rock album blogs on my laptop fashion magazines horror movies music on my mobile e-books YouTube clips Read Watch Listen to

blogs on my laptop

2 SPEAKING Think of three more words and phrases for each verb

Which of them do you do? Tell your partner.

I read blogs on my laptop.

One episode

is never enough

I have an embarrassing confession to make – I am a TV binge watcher!

Of course I don’t mean traditional TV programmes – documentaries ,

chat shows , reality TV reality TV rebfsmtck– and the old and the old soap operas my grandmother likes

to watch They’re boring No – I mean the on-demand TV series that are so engaging and addictive.

When I was a teenager, before on-demand TV, I was a bookworm

I used to sit down with a gripping novel, and read chapter after chapter, sometimes a whole book in a day Now, I’m twenty-seven and I do the

same with TV.

THE MUSKETEERS

For the worksheet, go to page 120.

33

WORD STORE 3A TV programmes

6 1.44Complete WORD STORE 3A with the words

in red from the text Then listen, check and repeat.

7 SPEAKING Think of an example of each type of TV programme in WORD STORE 3A Which programmes

do you never/rarely/sometimes/often binge watch?

Tell your partner.

WORD STORE 3B Adjectives

8 1.45Complete WORD STORE 3B with the underlined adjectives in the text Add a translation

Then listen and repeat.

9 Put the adjectives from WORD STORE 3B on the line according to how positive or negative you think they are Some can be both, depending on the context.

WORD STORE 3C Elements of a film/TV drama

10 1.46Complete WORD STORE 3C only with vowels

Use these definitions to help you What is the mystery word? Listen, check and repeat.

1 artificially created images or sound in a drama

2 what actors do in a drama

3 clothes an actor wears

4 the events in the story of a drama

5 the written words of a drama

6 the main people in a drama

7 the place where or time when a drama happens

8 the music that is played during a drama

9 the way a drama finishes

11 1.47Listen to Lucy talking about her favourite TV series and write her answers Then listen again and check.

1 What is your favourite TV series?

2 How or where do you watch it?

3 How many episodes have you watched?

4 What kind of series is it?

5 What is the setting?

Go to WORD STORE 3 page 7

3 SPEAKING Complete the sentences to make them true for you Then discuss your TV habits with a partner.

1 I usually watch TV with my family / on my own / …

2 I watch most TV programmes live / on demand / …

3 I usually watch TV programmes on my phone / the

4 Read the text What is a ‘TV binge watcher’?

5 SPEAKING Discuss the questions.

1 Are you a TV binge watcher?

2 What’s the longest single time you’ve ever spent watching TV?

3 What is the best TV series you've ever seen?

TV audiences are becoming more difficult to please,

so TV channels are producing better dramas more quickly The best drama series have

quickly The best drama series have complex plots

and fascinating fascinating characters characters

I just have to watch the next episode.

is fantasy or or science fiction I love the I love the imaginative imaginative costumes and costumes and amazing special effects The series I watch on TV The series I watch on TV are excellent excellent I never go to the I never go to the cinema these days.

cinema these days

addictive

positive negative

• Grammar and Use of English Reference and Practice: detailed explanations of all the grammar and Use of English topics

covered in the units

• Lists of prepositions, phrasal verbs, pronouns and numerals as well as irregular verbs

• WORD STORE booklet with additional vocabulary and Use of English practice

Access code to EXTRA DIGITAL ACTIVITIES AND RESOURCES

• Grammar and Vocabulary Checkpoints to help students check how ready they are for class tests and to monitor

their progress

• Reading, Listening and Use of English banks of texts and exercises

• All audio and video resources

Access code to PEARSON PRACTICE ENGLISH APP

• Student’s Book audio

• Word lists with audio

• Video

• Unit-by-unit Student’s Book pages with overprinted answer key

• WORD STORE pages with overprinted answer key

• Ideas for extra activities and projects

• References to additional resources and the course assesssment

• Teacher’s Book pagination mirrors the Student’s Book’s pagination

• Workbook answer key

• Culture notes

• Student’s Book audioscript and videoscripts

• 55 photocopiable resources with instructions and answer key

• 3 Life skills photocopiable resources with instructions and answer key TEACHER’S BOOK and WORD STORE

CLASS AUDIO CDS

EXAM PRACTICE BOOKS

Access code to:

PRESENTATION TOOL

• Front-of-class teacher’s tool with fully interactive version of Student’s Book and Workbook activities with integrated audio and video

• Easy navigation via either book page or lesson fl ow ONLINE PRACTICE, EXTRA DIGITAL ACTIVITIES AND RESOURCES

• Teacher view of Online Practice and extra digital activities

• Access to the Gradebook and student’s performance area

• Assigning tasks to the whole class, groups or individual students

• Automatic marking to save time TEACHER’S RESOURCES

• Photocopiable resources with instructions and answer key

• Life skills photocopiable resources with instructions and answer key

• Culture notes

• Student’s Book and Workbook answer keys

• Audio and video with scripts

• Word lists with audio recordings

• Assessment Package consisting of ready-made tests in versions A and B

• Lesson plans

• A series of video clips on how to use the course material

Audio material for use in class (Student’s Book)

Additional information and support available at www.english.com/focus

A series of booklets which provide additional, intensive practice and support for important international exams

These books work alongside the Level 2 Student’s Book:

• Cambridge English Key and Preliminary

• Pearson Test of English General Level 1 and Level 2 The audio recordings and answer keys are available in the Teacher’s Resources.

Using videos in the classroom

There are four types of videos in Focus Second Edition:

1 BBC VIDEOS

These are short (2–3 minutes) video clips produced by the BBC As an

extension of the topics covered in all vocabulary lessons, the authentic,

natural-language BBC videos give students an opportunity to hone

their reception skills while further enhancing their vocabulary Each

video is accompanied by a Video worksheet for students to practice

comprehension and use the extra vocabulary For the Video worksheets,

go to the back of the Student’s Book Students are also prompted to

discuss the topics covered in the videos and relate them to their own

experiences, improving their critical thinking skills.

You can use the BBC at the beginning or at any other time in the unit.

No of videos: 8 (1 per unit)

2 FOCUS VLOGS (VOX POPS)

These short clips have been given the form of a vlog Filmed on the

streets of London, they feature real people answering questions that

touch upon their lives and opinions, while following the topics and

themes covered in the lesson they appear in They present the target

grammar structures in a real context in small, easy-to-manage chunks

for the students to model their own speech on, helping them improve

their productive accuracy The vlogs feature unscripted, authentic,

spontaneous speech of speakers of English from the UK as well

as from other countries and as such, they expose students to real

language they can encounter in their lives Each vlog is accompanied

by a Vlog worksheet at the back of the Student’s Book.

You can use the vlogs at the end of the Grammar lesson that they

appear in.

No of videos: 8 (1 per unit)

3 GRAMMAR ANIMATIONS

Each of these videos features two parts: an animated cartoon

presenting the grammar structure in context and a teacher’s explanation

with the purpose of reinforcing students’ understanding and learning

of the structure You can use all or only part of the video to help your

students learn grammar in an engaging and attractive way.

Not being part of the lesson, these videos can be used independently

as an introduction to the Grammar lesson, as its summary or even

mid-lesson as an extra resource to facilitate students’ learning.

No of videos: 16

4 ROLE-PLAY VIDEOS

The function of these short videos is to present the key Speaking

lesson language provided in the SPEAKING FOCUS box by showing

it used in real-life situations They enable students to not only learn,

but acquire language by offering them visual clues such as location,

body language and facial expressions, which help to improve

students’ communication skills in terms of both reception and

speaking fluency Each video has an A and B version for the students

to role-play available on Pearson English Portal only.

Use the role-play videos at the end of the Speaking lessons.

No of videos: 27

Assessment Package

Unit Tests Vocabulary, Grammar and Use of English (A/B) Dictation, Listening and Reading (A/B)

Writing

8

8 8

30

30 30

25–35 mins 20–30 mins 30–45 mins Review Tests

Vocabulary, Grammar, Use of English and Reading (A/B) Writing

Speaking (A/B/Teacher’s notes)

4

4 4

50–60

30 20

40–45 mins 30–45 mins 8–10 mins per pair End-of-year Test

Listening, Use of English and Reading (A/B) Writing

Speaking (A/B/Teacher’s notes)

1

1 1

60

20 20

40–55 mins 30–45 mins 12–15 mins per pair

Overview of the Package

The Focus Second Edition Assessment Package provides

a wide range of tests which can be used at different points

in the course Level 2 has:

• 1 Placement Test

• 16 A and B Grammar Quizzes

• 8 A and B Vocabulary Quizzes

• 8 A and B Use of English Quizzes

• 8 A and B Unit Tests

• 4 A and B Review Tests

• 1 A and B End-of-year Test Assessment of learning or assessment for learning?

Any test can be used either as assessment of learning

or assessment for learning Assessment of learning usually takes place after the learning has happened and provides information about what the student is achieving

by giving a mark or a grade You can also use the tests

as assessment for learning by providing specific feedback

on students’ strengths and weaknesses, and suggestions for improvement as part of the continual learning process.

It is a combination of both types of assessment which can provide powerful tools for helping your students’ progress.

Marking Writing and Speaking tests Writing and Speaking tests have detailed mark keys

to help you mark consistently and give students meaningful feedback If you have the mark scheme for the exam your students will ultimately take, you may prefer

to refer to this.

Whichever mark scheme you use, it can be very useful

to go through it with your students before they take the test so they know what they are going to be marked against You can then refer back to these marking criteria

in your feedback.

Versions of tests Most tests, except Placement Test and Writing sections, have two versions: A and B Versions A and B are designed

to be at exactly the same level of difficulty and feature the same task types; however, the test items in each are

different For listening tests, the test items are different but the audio is the same in both A and B versions, making it easy to administer.

You can use the A/B tests in two ways:

• give half of the class A versions and half of the class B versions – this helps to deter cheating,

• give all students the A test and then use the B test either for students who missed the test or as a re-test

or remedial work for students whose score shows they need a little more work on the unit objectives.

We would recommend using past papers or practice papers in addition as you get close to the date of the exam.

Expected outcomes

We would expect all students who have completed the instructional material to score at least 50 percent, and the best students to score 90–100 percent on any given test We have deliberately included more challenging questions in each test so as to help you identify students performing above the level.

Tests on paper The tests are provided in both PDF and editable format

We recommend using the PDF versions as they are

However, if you do need to edit the tests, this should

be possible When you are marking Listening and Reading tests, there is an extended answer key to help you explain why a question is right or wrong, or which part of the text

an answer can be found in There are also assessment criteria for Speaking and Writing tests.

Assessment Package

Placement Test

The Focus Second Edition Placement Tests are designed

to help the teacher to place students at the right level of

the Focus Second Edition series Each test contains 100

multiple-choice questions and is designed to last for an

hour.

For placing students, we would suggest the following

approach according to scores:

• 10 and under correct: Consider starting the student

at the level below (1).

• 10–40 correct: Start the student at the expected

level (2) and monitor progress to check whether

remediation or extra support is required.

• 50–75 correct: Consider an extra oral interview

to determine whether the student should start at the

expected level (2) or could start at the level above (3)

with extra support.

• More than 75 correct: Start the student at the level

above (3).

Vocabulary Quizzes

There are eight A and B Vocabulary Quizzes, which test

the vocabulary taught in each Vocabulary lesson in the

Student’s Book Depending on the quiz, they should take

between ten and twenty minutes each.

Grammar Quizzes

There are sixteen short A and B Grammar Quizzes (two per

unit), which test the grammar taught in each Grammar

lesson in the Student’s Book The Grammar Quizzes can

be used at the end of a lesson, for homework, as a review

at the beginning of the next lesson or later in the unit

as quick revision.

Use of English Quizzes

There are eight A and B Use of English Quizzes, which

test the structures taught in each Use of English lesson

in the Student’s Book Depending on the quiz, they should

take between ten and twenty minutes each.

Unit Tests

There are eight Unit Tests, which test the learning

objectives from each unit These should be administered

after each respective unit review.

Each test has three parts: Vocabulary, Grammar and Use

of English; Dictation, Listening and Reading; Writing

The Vocabulary, Grammar and Use of English part and

Dictation, Listening and Reading part have A and B

versions There is only one version of the Writing task.

You can assign all or none of these, depending on the time

available If you are including the Listening test, it is best

to do the listening first, and then students can do the

other sections in their own time.

Review Tests There are four Review Tests (one every two units) These are cumulative achievement tests, and so test the learning objectives from all units so far:

Review Test 1: Units 1–2 Review Test 2: Units 1–4 Review Test 3: Units 1–6 Review Test 4: Units 1–8 Depending on your school year, you may wish to do all

of these or just some of them.

Each test has three parts: Vocabulary, Grammar, Use of English and Reading; Writing; Speaking The Vocabulary, Grammar, Use of English and Reading part has A and B versions There is only one version of the Writing task

Students do the Speaking tasks in pairs and there are separate materials for Students A and B, as well as the answer key which includes notes for the teacher with questions.

As with the Unit Tests, you can assign all or none of the parts of the test, depending on the time available.

End-of-year Test The End-of-year Test provides a skills-based test covering learning objectives from the whole course.

The test has three parts: Listening, Use of English and Reading; Writing; Speaking The Listening, Use of English and Reading part has A and B versions There is only one version of the Writing task Students do the Speaking tasks

in pairs, and there are separate materials for Students A and B, as well as well as the answer key which includes notes for the teacher with questions.

You can assign all or none of the parts of the test, depending on the time available.

Assessment for Learning, GSE and 21st-century skills

Focus Second Edition includes elements of Assessment for Learning methodology The aim is to enhance learning by

supporting students in understanding what they know and what they need to do next, making them active in their own learning At the same time, using Assessment for Learning helps teachers to understand where their students are in their learning and make decisions about how to help students improve.

When we talk about Assessment for Learning, we’re really talking about assessing students formatively, watching and listening to our students to see how far they understand and using this to help decide what we need to do next This can

be during any activity in class or using a test from the Assessment Package.

In Focus Second Edition, a handful of Assessment for Learning techniques and activities have been integrated into each

unit to give students an awareness of what and how they are learning and give you, the teacher, lots of opportunities

to assess how each student is doing.

Each unit starts with a thought-provoking quote linked to the topic of the unit to get students thinking about the theme

as a whole, as well as help them remember any topic vocabulary that they already know The SHOW WHAT YOU KNOW section at the start of the unit reinforces this and helps all students start from a confident beginning.

Throughout the unit, you can use class activities and/or the quizzes in the Assessment Package to check students’ learning and deal with any misunderstandings or areas of weakness during the cycle of learning Consider using the quizzes and other tests in alternative ways: have students work on them together or mark each other’s papers Ask them to highlight areas for revision or further work Rather than marking papers right or wrong, indicate how many answers are wrong and ask students to work together to find the errors, using their classmates’ feedback, the Internet, or reference books to help make the corrections.

In addition, the vocabulary and grammar lessons in the Workbook finish with SHOW WHAT YOU’VE LEARNT exercises which help students be aware of their own learning The Self-check sections at the end of each Workbook unit give students an opportunity to revise the grammar and vocabulary from the unit and check their progress.

ASSESSMENT FOR LEARNING

The GLOBAL SCALE OF ENGLISH

21ST-CENTURY SKILLS

The Global Scale of English is a standardised, granular scale from 10 to 90, which measures English language proficiency

Unlike other benchmarks that describe attainment in broad bands, it identifies what a learner can do at each point on the scale across speaking, listening, reading, and writing skills For instance, a person who has a speaking ability of 47 ‘can describe their dreams, hopes, and ambitions.’

The scale is designed to motivate learners by demonstrating incremental, step-by-step progress in their language ability

Teachers can use their knowledge of their students’ Global Scale of English level to choose materials that are precisely matched to ability and learning goals.

The Global Scale of English serves as a standard against which English language courses and assessments worldwide can

be benchmarked, offering a truly global and shared understanding of language proficiency levels.

Visit www.english.com/gse to learn more about the Global Scale of English.

Focus Second Edition provides students with an opportunity to develop the skills they need to be successful

in a 21st-century community, with its increased need for the efficient use of the information the students have learnt.

Discussion and role-play activities throughout the course encourage students to practise their communication and collaboration skills, which they develop further while working together on the projects found at the end of each unit (see the teacher’s notes to the Focus Review sections) The projects are aimed at developing both students’ personal skills and their creativity The Focus Vlog videos expose students to various native and foreign accents of English as the speakers talk about their personal experience and the cultures of their home countries Moreover, the Focus Vlog worksheets include the Focus on Life Skills sections with activities designed to develop creativity and teamwork as well as collaboration,

communication and digital skills The BBC videos featuring engaging stories from various cultures expand students’ cultural awareness, encouraging them to discuss the ideas presented and to compare them with their own experiences, providing

an opportunity to hone their critical thinking skills.

The Life skills photocopiable resources at the back of the Teacher’s Book develop students’ future career, social and personal development skills, focusing on such topics as: giving effective presentations, choosing a career, taking part

in a debate, setting achievable goals and using online resources.

Mediation in Focus Second Edition

In 2017, the Council of Europe released the CEFR Companion Volume with New Descriptors – a set of new Can Do

statements to complement the original 2001 publication A key focus for this new set of descriptors is Mediation.

When most people think of Mediation, they either think about disputes (resolving conflict between two parties) or, in the

context of language, they think of translation and interpreting Both are true, but the term is used more broadly to cover

spoken and written language functions in which the learner is conveying and interpreting meaning Mediation descriptors

may be new to the CEFR, but mediation itself is not new – within the same language (intralingual) or from one language to

another (interlingual) It combines reception, production and interaction and is a common part of everyday language use

– making communication possible between people who, for whatever reason, are unable to communicate successfully with

each other: they may speak different languages and require a translation, they may not have the same subject knowledge

information and need an explanation or simplification, they may not be of the same opinion and need someone to identify

common ground Mediation can also involve written texts – with the reader summarising, paraphrasing or interpreting the

information for a different audience.

How is Mediation organised in the CEFR?

The scales (categories) for mediation are presented in three groups, reflecting the way in which mediation tends to occur.

1 Mediating a text consists of passing on to another person (in speech or writing) the content of a text which is, for various

reasons, inaccessible to them It includes:

• relaying specific information (e.g listening to or reading something and then passing the information on to a third

party) This may not be an explicit activity at the lower levels of the course, but this skill is practised whenever learners are asked to listen for information or scan the text and then tell the teacher/classmate what they have understood;

• explaining data (e.g in graphs, diagrams, charts);

• processing text (e.g summarising a text or set of texts, making a technical text understandable to a non-specialist,

passing on key information from an announcement or set of instructions);

• translating a written text;

• note-taking (lectures, seminars, meetings);

• expressing a personal response to creative texts (including literature) (e.g explaining why you like a story/film,

interpreting a character’s reactions, describing how a creative text makes you feel);

• analysis and criticism of creative texts (including literature) (e.g critically evaluating the success of a creative text,

comparing different approaches to a subject in different creative texts, explaining the techniques used by the author

to create emotions, atmospheres).

2 Mediating concepts involves facilitating access to knowledge and concepts for others It includes:

• collaborating in a group (e.g asking for other people’s opinions, inviting others into the discussion, saying why you

agree or disagree with an opinion, asking questions to keep the discussion going, highlighting the main issues that need to be discussed);

• leading group work (e.g allocating turns in a discussion, keeping the discussion on topic, asking questions to clarify

meaning, asking others to explain their reasoning behind an opinion, encouraging others to elaborate on what they have said).

3 Mediating communication facilitates understanding and successful communication between users who may have

individual, sociocultural, sociolinguistic or intellectual differences It includes:

• facilitating pluricultural space (e.g supporting inter-cultural exchanges, understanding cultural differences,

demonstrating an understanding of different perspectives);

• acting as intermediary in informal situations (with friends and colleagues);

• facilitating communication in delicate situations and disagreements.

Where is Mediation in Focus Second Edition?

Plenty of Mediation activities can be found in Focus Second Edition – both for mediating the texts intralingually and

interlingually Look out for all open reading and listening comprehension tasks, translation and transformation tasks,

gapped summaries, rewriting texts in a different register (formal/informal), picture description, speculating or drawing

conclusions.

There are also numerous tasks which cater for mediating concepts and communication – look out for communicative

pairwork or groupwork tasks, projects or problem-solving activities

Source: Common European Framework of Reference for Languages, Learning, Teaching, Assessment, CEFR Companion

Volume with New Descriptors

The benefits

Projects help students to work together to produce

a presentation, a poster, etc in English They usually require students to do research and present the information in a creative way Projects in the English language classroom provide several benefits:

1 Authentic use of language Students work on a task which requires them to use English authentically Projects also often develop all four skills: reading, writing, listening and speaking.

2 Development of personal skills Projects often require learners to collaborate, enabling them to develop skills such as the ability to cooperate, solve problems and communicate.

3 Development of autonomy

As project work involves students making decisions about how to achieve their learning objective, they are able to develop learner autonomy with support and guidance from their teacher.

4 Development of critical thinking skills Students can develop information literacy and media literacy when doing research online, determining what information is useful, biased, false, etc They can also develop critical thinking skills when analysing that information, evaluating it and deciding how to use it.

5 Development of creativity Many projects require learners to be creative in some way Creativity, along with collaboration, communication and critical thinking skills are considered to be key skills for 21st-century learning.

6 Increased motivation Project work adds variety to lessons and gives students

an opportunity to use English in contexts close to their lives Students’ motivation increases when they make their own decisions regarding what exactly their project will focus on and then have a chance to present it to others.

It is important to note that while project work provides many development opportunities, students are likely to need support in exploiting those opportunities, such as advice from their teacher on how to work independently

or feedback on their communication skills.

HOW TO EXTEND FOCUS PROJECTS

The teacher’s notes to each Focus Review lesson include

a topic for a project We encourage teachers to acquaint their students with the project at the beginning of the unit

so that they can work on it over a longer period of time

Here is one of the topics from Focus 2 Second Edition:

Work in groups Do some research to find out about unusual scientific work or a place to do science experiments Prepare a presentation about it and then present it to your class.

To expand the project, students’ work on it could be divided into a few stages:

1 In class: After the first lesson of the unit, students are given the topic of the project

Homework: Each student researches unusual scientific work or a place to do experiments.

2 In class: Students share their research with their groups and then select one piece of work or place they are most interested in

Homework: Students go away and do more research on the scientific work or place to do experiments they have selected They take notes They plan a presentation about it.

4 In class: Groups work together and give each other oral feedback and suggestions on their plans

Homework: Then they prepare their presentations.

5 In class: Students present their work to the class

Then they vote on their favourite unusual scientific work

or place to do experiments and discuss why.

THE BENEFITS OF TEACHING WITH PROJECTS

Focus Second Edition and Readers

In order to help students achieve greater fl uency in English and gain confi dence and pleasure in learning the language,

we have carefully selected a list of Pearson English Readers to accompany each level of Focus Second Edition.

Scrooge is a cold, hard man He loves money, and he doesn’t like

people He really doesn’t like Christmas But then some ghosts visit

him They show him his past life, his life now, and a possible future

Will Scrooge learn from the ghosts? Can he change?

Number of words (excluding activities): 8,882

Cover illustration by Giles Waring

Series Editors: Andy Hopkins and Jocelyn Potter

Learn about the Global Scale of English at www.englishscale.com

<A1 A1 A2 + B1 + B2 + C1 C2

10 20 30 40 50 60 70 80 90 GSE

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure

For teacher’s support material visit pearsonenglishreaders.com

Pearson English Readers

Audio CD pack also available

9781405842822_cover.indd 1 13/02/15 4:50 PM

LEVEL 2

Pearson English Readers

The Prince and the Pauper

Mark Twain

The Prince and the Pauper

Two babies are born on the same day in England One boy is a prince and the other boy is from a very poor family Ten years later, they change places for a game But then the old king dies and they cannot change back Will the poor boy be the new King of England?

Number of words (excluding activities): 9,137

Series Editors: Andy Hopkins and Jocelyn Potter

Learn about the Global Scale of English at www.englishscale.com <A1 A1 A2 + B1 + B2 + C1 C2

10 20 30 40 50 60 70 80 90 GSE

CEFR

Level 6 3000 headwords Level 5 2300 headwords Level 4 1700 headwords Level 3 1200 headwords Level 2 600 headwords Level 1 300 headwords Easystarts 200 headwords

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure

For teacher’s support material visit pearsonenglishreaders.com

Pearson English Readers

Pearson English Readers

Dr Jekyll and Mr Hyde

Robert Louis Stevenson

Dr Jekyll and Mr Hyde

Why is the frightening Mr Hyde a friend of the nice Dr Jekyll? Who

is the evil little man? And why does he seem to have power over the doctor? After a terrible murder, everyone is looking for Mr Hyde But he has disappeared Or has he?

Number of words (excluding activities): 13,232

Series Editors: Andy Hopkins and Jocelyn Potter

Learn about the Global Scale of English at www.englishscale.com <A1 A1 A2 + B1 + B2 + C1 C2

10 20 30 40 50 60 70 80 90 GSE

CEFR

Level 6 3000 headwords Level 5 2300 headwords Level 4 1700 headwords

Level 2 600 headwords Level 1 300 headwords Easystarts 200 headwords

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure

For teacher’s support material visit pearsonenglishreaders.com

Pearson English Readers

Jane Eyre, a poor girl, leaves her cruel aunt’s house and goes away

to school Later, she becomes a teacher and works for the rich

Mr Rochester She loves him and wants to marry him He loves her too, but he has a dark secret …

Number of words (excluding activities): 8,327 Cover illustration by Sirida Pensri / Cover images: Main: Bridgeman Art Library

Ltd: Stitch! Stitch!, 1876, Millais, Sir John Everett (1829-96) / © Johannesburg Art

Gallery, South Africa; Surrounding pattern: Getty Images: Bridgeman Art Libray /

Series Editors: Andy Hopkins and Jocelyn Potter

Learn about the Global Scale of English at www.englishscale.com <A1 A1 A2 + B1 + B2 + C1 C2

10 20 30 40 50 60 70 80 90 GSE

CEFR

Level 6 3000 headwords Level 5 2300 headwords Level 4 1700 headwords

Level 2 600 headwords Level 1 300 headwords Easystarts 200 headwords

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure

For teacher’s support material visit pearsonenglishreaders.com

Pearson English Readers

Emma Woodhouse is beautiful, clever and rich She likes to arrange

marriages between her friends and neighbours in the village of

Highbury But Emma makes a lot of mistakes and causes more

problems than happy marriages Then she almost loses her own

chance of love.

Number of words (excluding activities): 15,218

Cover illustration by Stefan Holliland / Image © Bridgeman Art Library / Private

Series Editors: Andy Hopkins and Jocelyn Potter

Learn about the Global Scale of English at www.english.com/gse

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure

For teacher’s support material visit pearsonenglishreaders.com

Pearson English Readers

The Picture of Dorian Gray

Oscar Wilde

The Picture of Dorian Gray

An artist paints a picture of the young and handsome Dorian Gray

When he sees it, Dorian makes a wish that changes his life As he grows older, his face stays young and handsome But the picture changes Why can’t Dorian show it to anybody? What is its terrible secret?

Number of words (excluding activities): 16,326 Cover shows Portrait of a Young Man by Edward Seago courtesy of

Series Editors: Andy Hopkins and Jocelyn Potter

Learn about the Global Scale of English at www.englishscale.com <A1 A1 A2 + B1 + B2 + C1 C2

10 20 30 40 50 60 70 80 90 GSE

CEFR

Level 6 3000 headwords Level 5 2300 headwords

Level 3 1200 headwords Level 2 600 headwords Level 1 300 headwords Easystarts 200 headwords

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure

For teacher’s support material visit pearsonenglishreaders.com

Pearson English Readers

Tales from Shakespeare

This book includes stories based on seven of Shakespeare’s greatest plays We meet many of Shakespeare’s most famous characters – magical Prospero; Puck, the badly-behaved fairy;

evil Macbeth; Shylock, the greedy moneylender, and many more

This is a wonderful first step on the journey into the world of Shakespeare.

Classic British English

Number of words (excluding activities): 28,012

Cover image © Mary Evans Picture Library / Philip Talmage

Pearson English Readers

Tales from Shakespeare

Charles and Mary Lamb

LEVEL 5

Series Editors: Andy Hopkins and Jocelyn Potter

Learn about the Global Scale of English at www.englishscale.com <A1 A1 A2 + B1 + B2 + C1 C2

10 20 30 40 50 60 70 80 90 GSE

CEFR

Level 6 3000 headwords

Level 4 1700 headwords Level 3 1200 headwords Level 2 600 headwords Level 1 300 headwords Easystarts 200 headwords

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure

For teacher’s support material visit pearsonenglishreaders.com

Pearson English Readers

Sir Arthur Conan Doyle

Sherlock Holmes Short Stories

In these six stories we join the brilliant detective, Sherlock Holmes, and his friend Dr Watson, in a variety of exciting adventures These include several suspicious deaths, the mystery of the engineer with the missing thumb, and the strange case of the two men who share

a very unusual name.

Number of words (excluding activities): 35,476

Cover illustration by © Nick Hardcastle / www.nickhardcastle.co.uk

Series Editors: Andy Hopkins and Jocelyn Potter

Learn about the Global Scale of English at www.englishscale.com <A1 A1 A2 + B1 + B2 + C1 C2

10 20 30 40 50 60 70 80 90 GSE

CEFR

Level 6 3000 headwords

Level 4 1700 headwords Level 3 1200 headwords Level 2 600 headwords Level 1 300 headwords Easystarts 200 headwords

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure

For teacher’s support material visit pearsonenglishreaders.com

Pearson English Readers

Pip is a poor orphan whose life is changed forever by two very

different meetings – one with an escaped convict and the other

with an eccentric old lady and the beautiful girl who lives with her

And who is the mysterious person who leaves him a fortune?

Number of words (excluding activities): 35,437

Cover illustration by Spiral / www.debutart.com

Series Editors: Andy Hopkins and Jocelyn Potter

Learn about the Global Scale of English at www.englishscale.com

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure

For teacher’s support material visit pearsonenglishreaders.com

Pearson English Readers

Audio CD pack also available

Pearson English Readers

The Woman in White

Wilkie Collins

The Woman in White

Only the Woman in White knows the truth of Laura Fairlie’s cruel husband Can Walter Hartright discover the terrible secret? From that of Laura are linked for ever.

Number of words (excluding activities): 25,937

Cover photograph © BBC The Woman in White, 1997 Tara Fitzgerald as Marian Fairlie Photographer: John Rogers

Series Editors: Andy Hopkins and Jocelyn Potter

Learn about the Global Scale of English at www.englishscale.com <A1 A1 A2 + B1 + B2 + C1 C2

10 20 30 40 50 60 70 80 90 GSE

CEFR

Level 5 2300 headwords Level 4 1700 headwords Level 3 1200 headwords Level 2 600 headwords Level 1 300 headwords Easystarts 200 headwords

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure

For teacher’s support material visit pearsonenglishreaders.com

Pearson English Readers

The flipped classroom is an approach where classroom instruction is given to students at home via a video, tasks are usually given for homework and then completed

in class with the teacher’s support Teachers who flip their classrooms believe that the approach allows students

to become more independent in their learning: rather than receive information in the classroom, they take more

control and ensure they learn outside the classroom

In class, students have time to ask the teacher questions

if they still do not understand and they choose when they need support This autonomy can motivate students and may result in a higher level of engagement What is more, they gain more practice time and receive more feedback from the teacher on performance.

In English language learning, flipping the classroom means students listen to or read information about language

at home before a lesson, leaving more time for practice

of that language in the classroom Alternatively, it could

be information about an exam technique or how to write

a specific type of text Students can tackle the same tasks

or collaborate in groups on different tasks to ensure they work at a level suitable for them.

In the lesson, the teacher begins by checking students’

understanding of the material that was set as homework (video, reading, listening or a grammar explanation), then gives several practice tasks to complete Finally, at the end

of the lesson, students reflect on what they have learnt

to help them identify progress and areas where they still need to improve This reflection allows students to gain

a greater understanding of their strengths and weaknesses, and encourages them to set achievable learning goals for future lessons.

Focus provides the following resources that will help flip the classroom:

VOCABULARY: SHOW WHAT YOU KNOW AND WORD LISTS

The teacher can start a unit by revising vocabulary students should already know The SHOW WHAT YOU KNOW sections at the beginning of each Vocabulary lesson serve this purpose In addition, in order to check students’ knowledge of the unit vocabulary, identify the areas which need more focus and maximise student’s exposure to the new words, the teacher can ask students

to analyse the word lists at the end of each unit.

VIDEO The teacher can ask students to watch any of the wide variety of videos at home This allows the teacher to check understanding before the lesson and adjust their lesson plan if students have found the language particularly easy

or difficult.

READING AND LISTENING TEXTS The teacher can also set a reading text (and its recorded version) or a listening text in a lesson as homework for the next class By doing this, the time in class can be spent

on checking comprehension and actually duscussing the text rather than reading it or listening to it for the first time, which usually takes a lot of time Another advantage

of this approach is that students’ involvement with the text will be greater if they have seen it several times, which accelerates the learning process.

GRAMMAR AND USE OF ENGLISH REFERENCE AND PRACTICE

The Grammar and Use of English Reference and Practice section at the back of the Student’s Book contains detailed information about the meaning, function and form of

the target language, with examples and practice exercises

These can be used by the teacher in class when explaining language, but they can also be set as homework for

students.

WORKBOOK SUPPORT Similarly to the Student’s Book, the Workbook contains SHOW WHAT YOU KNOW exercises in the Vocabulary lessons Moreover, there are SHOW WHAT YOU KNOW exercises in the Grammar lessons too, which can be used

as homework prior to the Grammar lesson to check what students already know Alternatively, the Workbook exercises can be completed in class to provide as much practice as possible while the teacher is available to offer support and clarify any confusing aspects of the language.

ONLINE PRACTICE Similarly to the printed Workbook, some of the exercises can be completed online prior to the lesson to maximise learning This is particularly beneficial as the interactive Workbook exercises have an instant feedback functionality, which enables students to quickly check their answers.

EXTRA DIGITAL ACTIVITIES The extra digital activities contain grammar, vocabulary and Use of English checkpoints which help students prepare for class tests, monitor their progress and check

if they are ready for the exam(s) A teacher may choose

to ask students to complete them before the class.

VOCABULARY GRAMMAR LISTENING READING GRAMMAR USE OF ENGLISH WRITING SPEAKING FOCUS REVIEW 1

Lives people live

pp 4–5 Personality;

un-, in-, im-, ir-, dis-;

questions with like

Reading: Charity

p 15 Word list

p 6 Present tenses – question forms; subject and object questions;

pp 8–9 A brief guide

to the generations Vocabulary: Verb + preposition

Exam Focus: Matching

p 10 Verb + -ing or verb + to infinitive

pp 12–13 Writing Focus:

A personal email/

letter Language Focus:

Adjective + preposition

p 14 Showing interest

collocations Listening: Famous scientists

p 29 Word list

p 20 Past Continuous and Past Simple

GRAMMAR ANIMATION

p 119 FOCUS VLOG

p 21 Becoming a scientist Vocabulary: Science and scientists; collocations Exam Focus: Matching Pronunciation Focus: Word stress – scientists

pp 22–23 Science at the South Pole

Vocabulary: Nouns and verbs; the temperature Exam Focus: Multiple choice

pp 26–27 Writing Focus:

A story Language Focus:

p 43 Word list

p 34 Comparative and superlative adjectives

GRAMMAR ANIMATION

12

p 35 A street artist Vocabulary: Art and artists Exam Focus:

Multiple choice Pronunciation Focus: Word stress – countries

and nationalities

pp 36–37 Superheroes Vocabulary: Books;

cinema; phrasal verbs Exam Focus: Matching

p 38 Present Perfect

with just, already,

(not) yet and Past

pp 40–41 Writing Focus:

A film review Language Focus:

Adjectives to describe films, plots, screenplays etc.

p 42 Describing

Long vowel sounds

pp 50–51 People who don’t live in traditional houses

Vocabulary: Landscape features; describing places; collocations Exam Focus: Gapped text

pp 54–55 Writing Focus:

A blog entry Language Focus:

Punctuation – commas

p 56 Making suggestions

pp 64–65 Different, not less

Vocabulary: Nouns and

verbs; of and for

Exam Focus: Matching

p 66 Defining relative clauses

transformation

pp 68–69 Writing Focus:

An enquiry Language Focus:

Indirect questions

p 70 Giving

an opinion;

agreeing and disagreeing

GRAMMAR ANIMATION

p 127 FOCUS VLOG

26 27

p 77 Becoming an airline pilot

Vocabulary: Collocations; jobs Exam Focus: Multiple choice Pronunciation Focus: Stress in job names

pp 78–79 Personality types and careers Vocabulary:

Compound nouns;

word families Exam Focus: Multiple matching

p 80 Modal verbs for obligation and permission

A job application Language Focus:

Formal language

in a job application letter

p 84 Asking for and giving advice

pp 92–93 The brains behind Amazon.com Vocabulary: Shopping Exam Focus: Multiple choice

Sentence transformation

pp 96–97 Writing Focus:

A formal written complaint

Language Focus:

Formal language

p 98 Shopping

Exam Focus: Multiple choice Pronunciation Focus:

Diphthongs

pp 106–107 The tower that sucks in smog and spits out clean air

Vocabulary: Pollution;

word families Exam Focus: Open- ended questions

p 108 Reported Speech

GRAMMAR ANIMATION

39

p 109 Phrasal verbs Gapped sentences

pp 110–111 Writing Focus:

A reader‘s comment – linkers

pp.116–131 Video worksheets pp 132–155 Grammar and Use of English reference and practice

WORD STORE BOOKLET Word Stores 1–8, Use of English, Word practice, Word building

2

VOCABULARY GRAMMAR LISTENING READING GRAMMAR USE OF ENGLISH WRITING SPEAKING FOCUS REVIEW 1

Lives people live

pp 4–5 Personality;

un-, in-, im-, ir-, dis-;

questions with like

Reading: Charity

p 15 Word list

p 6 Present tenses – question forms; subject

and object questions;

Exam Focus: Matching

p 10 Verb + -ing or verb + to infinitive

pp 12–13 Writing Focus:

A personal email/

letter Language Focus:

Adjective + preposition

p 14 Showing interest

collocations Listening: Famous scientists

p 29 Word list

p 20 Past Continuous and Past Simple

GRAMMAR ANIMATION

p 119 FOCUS VLOG

p 21 Becoming a scientist Vocabulary: Science and

scientists; collocations Exam Focus: Matching

Pronunciation Focus: Word stress – scientists

pp 22–23 Science at the South Pole

Vocabulary: Nouns and verbs; the temperature Exam Focus: Multiple choice

pp 26–27 Writing Focus:

A story Language Focus:

never enough

p 43 Word list

p 34 Comparative and superlative adjectives

GRAMMAR ANIMATION

12

p 35 A street artist Vocabulary: Art and artists

Exam Focus:

Multiple choice Pronunciation Focus: Word

stress – countries and nationalities

pp 36–37 Superheroes Vocabulary: Books;

cinema; phrasal verbs Exam Focus: Matching

p 38 Present Perfect

with just, already,

(not) yet and Past

pp 40–41 Writing Focus:

A film review Language Focus:

Adjectives to describe films, plots, screenplays etc.

p 42 Describing

Exam Focus: Matching Pronunciation Focus:

Long vowel sounds

pp 50–51 People who don’t live in traditional houses

Vocabulary: Landscape features; describing places; collocations Exam Focus: Gapped text

pp 54–55 Writing Focus:

A blog entry Language Focus:

Punctuation – commas

p 56 Making suggestions

Vocabulary: Nouns and

verbs; of and for

Exam Focus: Matching

p 66 Defining relative clauses

transformation

pp 68–69 Writing Focus:

An enquiry Language Focus:

Indirect questions

p 70 Giving

an opinion;

agreeing and disagreeing

GRAMMAR ANIMATION

p 127 FOCUS VLOG

26 27

p 77 Becoming an airline pilot

Vocabulary: Collocations; jobs Exam Focus: Multiple choice

Pronunciation Focus: Stress in job names

pp 78–79 Personality types and careers Vocabulary:

Compound nouns;

word families Exam Focus: Multiple matching

p 80 Modal verbs for obligation and permission

A job application Language Focus:

Formal language

in a job application letter

p 84 Asking for and giving advice

appearance; collocations Reading: The truth about

Exam Focus: Matching Pronunciation Focus: Silent

letters

pp 92–93 The brains behind Amazon.com Vocabulary: Shopping Exam Focus: Multiple choice

Sentence transformation

pp 96–97 Writing Focus:

A formal written complaint

Language Focus:

Formal language

p 98 Shopping

sport Exam Focus: Multiple choice

Pronunciation Focus:

Diphthongs

pp 106–107 The tower that sucks in smog and spits out clean air

Vocabulary: Pollution;

word families Exam Focus: Open- ended questions

p 108 Reported Speech

GRAMMAR ANIMATION

39

p 109 Phrasal verbs Gapped sentences

pp 110–111 Writing Focus:

A reader‘s comment – linkers

pp.116–131 Video worksheets pp 132–155 Grammar and Use of English reference and practice

WORD STORE BOOKLET Word Stores 1–8, Use of English, Word practice, Word building

p 156 Prepositions p 157 Phrasal verbs p 158 Pronouns and numerals p 159 Irregular verbs

3

Life is really simple, but we insist on making it complicated.

Confucius

4

SHOW WHAT YOU KNOW

1 Match adjectives 1–6 with their opposites a–f

YOUNG PEOPLE SAY …

You do charity work because you’re kind and generous , right? Well, that’s a bit dishonest In fact, I really enjoy spending time with older people

Thanks to my visits, I hope she feels less lonely than before Mitzi helped me a lot when I had some work problems.

She’s a good listener I talk to her about

my worries and she gives me advice

She’s wise, sensitive and has a lot of experience I’m talkative, and they like that

My grandparents are very quiet and polite, but older people are not all like that John’s really loud and funny We laugh a lot together.

GENERATION GAP?

YOUNG PEOPLE SAY …

You do charity work because you’re kind

In fact, I really enjoy spending

lonely than before Mitzi helped me a lot She’s a good listener I talk to her about

I’m talkative, and they like that

polite, but older people are not all like that John’s really loud and funny We laugh a lot together.

GENERATION GAP?

STUDENT ACCOMMODATION

1 Watch the BBC video

For the worksheet, go to page 116.

Personality • un-, in-, im-, ir-,

dis-• questions with like

I can describe people’s personality and emotions.

5

WORD STORE 1A Personality

in red from the text Then listen, check and repeat

adjectives from WORD STORE 1A

are kind and helpful

always in a bad mood

want to be successful

give lots of money to charities

They’re not confi dent with strangers

They make stupid decisions

7 SPEAKING Discuss whether you think the statements

in Exercise 6 are true

WORD STORE 1B un-, in-, im-, ir-,

adjectives in the text Then listen, check and repeat

STORE 1B

‘thank you’

trying new experiences

of attention

10 SPEAKING Change three of the names in Exercise 9

to describe people you know Then tell your partner

WORD STORE 1C Questions with like

with the highlighted sentences in the text Then listen, check and repeat

the sentences that are true for you

My grandmother looks like Queen Elizabeth.

6 I chocolate I like chocolate.

13 SPEAKING Complete these questions for the sentences

in Exercise 12 with you or your Then ask your partner.

1 Do you look like your dad?

Go to WORD STORE 1 page 3

3 1.2 SPEAKING Look at the photos and discuss the questions Then listen and check your ideas

these activities?

most: the young or the older people? Why?

He’s adventurous – he travels to exciting places

I love hearing about his adventures

I can look after myself – I like to be independent but I look forward to the weekly visits

She’s outgoing and always cheerful – she makes

me feel young again

I like being with young people I am more confi dent when I use the Internet now.

You read so many bad things about young people

in the press – that they’re selfi sh or irresponsible, but he’s caring , sensible and hard-working He’s got tattoos and long hair He looks like a hippy, but he’s lovely and very popular with the ladies!

REFERENCES

Audioscript p. 176 Videoscript p. 193 Using videos in the classroom p. T14

EXTRA ACTIVITIES

• Photocopiable resource 1 What are

they like? (10 min.) pp 201, 212

• Photocopiable resource 2 Test yourselves (10 min.) pp 201, 213

• Extra digital activities: Vocabulary Checkpoint

• Students write more gap fill sentences like the ones in ex 9 for the WORD STORE vocabulary They exchange and complete sentences

SHOW WHAT YOU KNOW

1 Match adjectives 1–6 with their opposites a–f

when I had some work problems.

She’s a good listener I talk to her about

my worries and she gives me advice

She’s wise, sensitive and has a lot of experience I’m talkative, and they like that

My grandparents are very quiet and polite, but older people are not all like that John’s

really loud and funny We laugh a lot together.

GENERATION GAP?

STUDENT ACCOMMODATION

1 Watch the BBC video

For the worksheet, go to page 116.

Personality • un-, in-, im-, ir-,

dis-• questions with like

I can describe people’s personality and emotions.

5

WORD STORE 1A Personality

in red from the text Then listen, check and repeat

adjectives from WORD STORE 1A

are kind and helpful

always in a bad mood

want to be successful

give lots of money to charities

They’re not confi dent with strangers

They make stupid decisions

7 SPEAKING Discuss whether you think the statements

in Exercise 6 are true

WORD STORE 1B un-, in-, im-, ir-,

adjectives in the text Then listen, check and repeat

STORE 1B

‘thank you’

trying new experiences

of attention

10 SPEAKING Change three of the names in Exercise 9

to describe people you know Then tell your partner

WORD STORE 1C Questions with like

with the highlighted sentences in the text Then listen, check and repeat

the sentences that are true for you

My grandmother looks like Queen Elizabeth.

6 I chocolate I like chocolate.

13 SPEAKING Complete these questions for the sentences

in Exercise 12 with you or your Then ask your partner.

1 Do you look like your dad?

Go to WORD STORE 1 page 3

3 1.2 SPEAKING Look at the photos and discuss the questions Then listen and check your ideas

these activities?

most: the young or the older people? Why?

OLDER PEOPLE SAY …

He’s adventurous – he travels to exciting places

I love hearing about his adventures

I can look after myself – I like to be independent but I look forward to the weekly visits

She’s outgoing and always cheerful – she makes

me feel young again

I like being with young people I am more confi dent when I use the Internet now.

You read so many bad things about young people

in the press – that they’re selfi sh or irresponsible, but he’s caring , sensible and hard-working He’s got tattoos and long hair He looks like a hippy, but he’s lovely and very popular with the ladies!

5

NEXT CLASS

• Ask students to prepare for

a 10–20-minute Vocabulary Quiz:

Assessment Package, Unit 1.1, Vocabulary

• Ask students to do Show What You

3 Does your mum look like her mum?

4 Do your parents always look cheerful?

5 Does your grandmother look like Queen Elizabeth?

6 Do you like chocolate?

Exercise 3

1 It connects young people with old people.

2 The young can help older people with technology/

practical jobs.

3 The old can help the young with advice/by listening.

listen and check.

Present tenses – question forms

have) before the subject of the main verb.

now?

Present Simple auxiliary do/does

GRAMMAR FOCUS

Grammar page 132

page 117

FOCUS VLOG About happiness

examples using the questions in blue in Exercise 2

The Leonardo DiCaprio Foundation

a new fi lm

about the environment

the interview about Michelle Obama

Then listen and check

1 ‘Who inspires you?’

‘The person who inspires me is Michelle Obama.’

‘She’s the ex-fi rst lady

of the United States.’

‘I admire her because she does

a lot of good work with young people.’

4 ‘What is she trying to do ?’

‘She’s trying to teach children about exercise and health.’

‘No, I haven’t seen her in person, but I’ve watched her online.’

‘She is still working with young people.’

about the object (b) of each statement

a Who likes watching science-fi ction fi lms?

7 SPEAKING Ask and answer the questions about the information in Exercise 6 Use different question

words, e.g what, how long or how often.

A: What are you reading at the moment?

B: A book about Steve Jobs.

Complete the questions for the interview about Michelle Obama

?’

do you admire her ?’

Present tenses – question forms

I can ask questions in a variety of present tenses.

people do voluntary work? If necessary use

a dictionary Then listen and repeat

in a developing country in a nursery

in a hospital in a library on a farm

in an old people’s home in a prison

in a soup kitchen for homeless people

2 SPEAKING Discuss whether you would like to volunteer there Explain why or why not

Where do they do their voluntary work?

Karen – soup kitchen Martin – on a farm

underlined words and phrases with the words and phrases in the box

7

the questions Write K (Karen) or M (Martin)

Who …

about international volunteering Answer the questions

7 SPEAKING Imagine you could volunteer anywhere in the world Which country would you choose? Why?

Tell your partner

A, B, C or D depending on the stress

adventurous ambitious fantastic optimistic passionate pessimistic responsible voluntary

passionate,

fantastic adventurous, responsible pessimisticoptimistic,

PRONUNCIATION FOCUS

each gap with one or two words from the dialogue

5 Key Questions before you volunteer for work overseas

You often work in diffi cult conditions, and you

the food, the accommodation and

All volunteers work in teams so you need to have

You need to be open to people and remember that

Volunteering can change your life and you as a person It’s an excellent opportunity to help people,

9 SPEAKING Discuss whether you are good candidates for international voluntary work Ask and answer the questions in Exercise 8 and decide

WORD STORE 1D -ive, -ative, -able, -ing

adjectives from the verbs in the box by adding -ive,

-ative, -able or -ing Then listen, check and repeat

Note completion

I can identify key details in

a simple recorded interview.

6

REFERENCES

Culture notes p. 171 Audioscript p. 176 Videoscript p. 193 Using videos in the classroom p. T14

Ask students to prepare for

a 10–20-minute Grammar Quiz:

Assessment Package, Unit 1.2, Grammar

1 SPEAKING Who are your role models? Think about

famous people or people you know and tell your

partner

listen and check

Present tenses – question forms

have) before the subject of the main verb.

now?

Present Simple auxiliary do/does

GRAMMAR FOCUS

Grammar page 132

page 117

FOCUS VLOG About happiness

examples using the questions in blue in Exercise 2

The Leonardo DiCaprio Foundation

a new fi lm

about the environment

the interview about Michelle Obama

Then listen and check

1 ‘Who inspires you?’

‘The person who inspires me is

Michelle Obama.’

‘She’s the ex-fi rst lady

of the United States.’

‘I admire her because she does

a lot of good work with young people.’

4 ‘What is she trying to do ?’

‘She’s trying to teach children about exercise and health.’

‘No, I haven’t seen her in person, but I’ve watched her online.’

‘She is still working with young people.’

about the object (b) of each statement

a Who likes watching science-fi ction fi lms?

7 SPEAKING Ask and answer the questions about the information in Exercise 6 Use different question

words, e.g what, how long or how often.

A: What are you reading at the moment?

B: A book about Steve Jobs.

Present tenses – question forms

I can ask questions in a variety of present tenses.

people do voluntary work? If necessary use

a dictionary Then listen and repeat

in a developing country in a nursery

in a hospital in a library on a farm

in an old people’s home in a prison

in a soup kitchen for homeless people

2 SPEAKING Discuss whether you would like to volunteer there Explain why or why not

Where do they do their voluntary work?

Karen – soup kitchen Martin – on a farm

underlined words and phrases with the words and phrases in the box

7

the questions Write K (Karen) or M (Martin)

Who …

about international volunteering Answer the questions

7 SPEAKING Imagine you could volunteer anywhere in the world Which country would you choose? Why?

Tell your partner

A, B, C or D depending on the stress

adventurous ambitious fantastic optimistic passionate pessimistic responsible voluntary

passionate,

fantastic adventurous, responsible pessimisticoptimistic,

PRONUNCIATION FOCUS

each gap with one or two words from the dialogue

5 Key Questions before you volunteer for work overseas

You often work in diffi cult conditions, and you

the food, the accommodation and

All volunteers work in teams so you need to have

You need to be open to people and remember that

Volunteering can change your life and you as a person It’s an excellent opportunity to help people,

9 SPEAKING Discuss whether you are good candidates for international voluntary work Ask and answer the questions in Exercise 8 and decide

WORD STORE 1D -ive, -ative, -able, -ing

adjectives from the verbs in the box by adding -ive,

-ative, -able or -ing Then listen, check and repeat

Note completion

I can identify key details in

a simple recorded interview.

WORKBOOK

p 7

NEXT CLASS

Ask students to write 2–3 sentences

to answer the question:

What are teenagers in your country like?

X (Age 40–59)

Y (Age 20–39)

Z (Age 15–19)

Exercise 1 with the information in the article

4 SPEAKING Are you typical of Generation Z? Discuss with a partner

WORD STORE 1E Word families

the verbs in blue in the text Then listen, check and repeat

EXAM FOCUS Matching

with the statements Write X, Y or Z in the boxes

Which generation …

the verb + preposition structures in WORD STORE 1E

positive things

directions

a lot of noise at home

anything

annoying!

7 SPEAKING Change the names in Exercise 6 to make some true sentences about people you know Tell your partner about them

9 SPEAKING Ask and answer the questions in Exercise 8

the text Mark the stress The listen, check and repeat

Generation X created the Internet When they were teenagers, mobile phones were enormous, and not many people had

technology But this generation is adventurous and adaptable – they are not afraid of change Now they use wearable

looking after themselves and staying young

Generation X grew up with both parents at work during the day This is one of the reasons they are independent

Generation X are very sociable, but also hard-working Even when they go out until late, they still get up for work

They’re passionate about music They invented punk, grunge

on cassette and CD players

GENERATION Z Born between 1995 and now

Generation Z are good at multi-tasking They can use several screens at the same time and this is why they’re called Screenagers They’re fast thinkers, and when something doesn’t happen quickly, they get impatient

much Instead they focus on global problems like terrorism and global warming

can also feel very lonely Generation Z love going to gigs or amusement parks

Eighty percent prefer to spend time with their friends in person than on the phone

or online

Generation Z believe in getting a good education, but they worry about university fees This generation is ambitious and want to start their own businesses

Music is an essential part of their day

GENERATION Y / MILLENNIALS Born between 1980 and 2000, now in their twenties and thirties.

Generation Y, or Millennials, are the selfi e generation, also known

themselves too much

They download and listen to music on their phones all the time

Generation Y have FOMO or ‘fear of missing out’ They like to share

and having a good time Fifty-three percent prefer to spend money

on an experience than a possession

Lots of Generation Ys went to university, but because of unemployment they fi nd it hard to get jobs that make them happy

Many of them live at home and depend on their parents They get married later than Generation X — the average age for women is twenty-seven and for men it’s twenty-nine They would like to be more independent, but they can’t aff ord to be

• Students work in pairs Each student chooses three verbs with prepositions from the lesson they find most difficult

to remember and write sentences for their partner to complete

• Students work in pairs They take turns

to say a verb with a preposition from the text for their partner to translate into their language Then they take turns saying these verbs in their language for their partner to translate into English

READING

1.4

8

1 SPEAKING Complete the table with

three names of people you know Then

talk about each person and discuss the

questions

X (Age 40–59)

Y (Age 20–39)

Z (Age 15–19)

Exercise 1 with the information in the

article

4 SPEAKING Are you typical of Generation

Z? Discuss with a partner

WORD STORE 1E Word families

the verbs in blue in the text Then listen,

check and repeat

EXAM FOCUS Matching

with the statements Write X, Y or Z in the

boxes

Which generation …

the verb + preposition structures in WORD STORE 1E

positive things

directions

a lot of noise at home

anything

annoying!

7 SPEAKING Change the names in Exercise 6 to make some true sentences about people you know Tell your partner about

them

9 SPEAKING Ask and answer the questions in Exercise 8

the text Mark the stress The listen, check and repeat

lonely passionate

Generation X created the Internet When they were teenagers, mobile phones were enormous, and not many people had

technology But this generation is adventurous and adaptable – they are not afraid of change Now they use wearable

looking after themselves and staying young

Generation X grew up with both parents at work during the day

This is one of the reasons they are independent

Generation X are very sociable, but also hard-working Even when they go out until late, they still get up for work

They’re passionate about music They invented punk, grunge

on cassette and CD players

GENERATION Z Born between 1995 and now

Generation Z are good at multi-tasking They can use several screens at the same time and this is why they’re called Screenagers They’re fast thinkers, and when something doesn’t happen quickly, they get impatient

much Instead they focus on global problems like terrorism and global warming

can also feel very lonely Generation Z love going to gigs or amusement parks

Eighty percent prefer to spend time with their friends in person than on the phone

or online

Generation Z believe in getting a good education, but they worry about university fees This generation is ambitious and want to start their own businesses

Music is an essential part of their day

GENERATION Y / MILLENNIALS Born between 1980 and 2000, now in their twenties and thirties.

Generation Y, or Millennials, are the selfi e generation, also known

themselves too much

They download and listen to music on their phones all the time

Generation Y have FOMO or ‘fear of missing out’ They like to share

and having a good time Fifty-three percent prefer to spend money

on an experience than a possession

Lots of Generation Ys went to university, but because of unemployment they fi nd it hard to get jobs that make them happy

Many of them live at home and depend on their parents They get married later than Generation X — the average age for women is twenty-seven and for men it’s twenty-nine They would like to be more independent, but they can’t aff ord to be

10

1 SPEAKING Match the words in the box with the clothes in the pictures Which of the clothes do you have? Tell your partner

hoodie 1 jacket 2 suit 5 sweatpants 3 tie 4 uniform 6

opinion about clothes

1 I want to look good at all times

2 I enjoy wearing comfortable things

examples using the verb patterns in blue in Exercise 2

Verb + -ing or verb + to + infi nitive

the to + infi nitive.

Examples: agree, can’t afford, choose, decide,

hope, manage, need, pretend, refuse, want, ’d like,

’d prefer

the -ing form of a verb.

Examples: avoid, can’t stand, consider, don’t mind,

enjoy, hate, like, love, miss, prefer, spend time

I enjoy2 wearing comfortable things.

GRAMMAR FOCUS

form of the verbs in brackets

5 SPEAKING Do the questionnaire What is your attitude to clothes? Tell your partner

Which sentences are true for you?

uncomfortable

They’re too expensive

yourself Write fi ve true sentences and one false

partner for him/her to guess which sentence is false

Grammar page 133

WHAT IS YOUR ATTITUDE TO CLOTHES?

2 (GO)

3 (BUY)

4 (WEAR)

WHAT IS YOUR ATTITUDE TO CLOTHES?

Mainly A s

a bit too much), and the way you look is important for your personal identi ty

Mainly B s

but they are not your priority You prefer casual clothes

Mainly C s

things But don’t forget, clothes can be fun

WHAT DOES IT MEAN?

I LOVE THEM

I NEED THEM

I HATE THEM

1 2

3

4 5

1.5 verb + -ing or verb + to + infi nitive

I can use verbs taking to + infi nitive and -ing forms.

4

11

1 SPEAKING Read the introduction Then discuss the questions

generations of your family?

LANGUAGE FOCUS

so and such

so + adjective ➞ It’s so crowded!

such + noun phrase ➞ It’s such a long way

We’re such close friends They give such good advice.

5 1.19 USE OF ENGLISH Complete the text with the grandmother’s views Choose the correct option,

A, B or C Then listen and check

Use of English page 134

text below with the daughter’s views Use so or such

Then listen and check

ideas in Exercise 1 does he mention?

crowded!

holiday

Around the world, many families live with several generations in the same house This is because young people can’t afford to move away from home Also the older generation live longer now, and they want to be useful These homes are crowded, but the generations help and support each other So what’s it like to have grandparents, parents and children living together? We asked members of three generations of the same family

One home, three generations

I don’t mind living with my grandparents, they’re 1 so lovely

I like talking to them – they’re very experienced and give 2 such good advice Mum and Dad are 3 so

busy They don’t have time to listen to our problems My parents are 4 so

lucky because grandma and granddad are very helpful in the house

Grandma is 5 such a good cook that she does most of the cooking, while granddad looks after the garden

We thought about it for a long time because we’re 1such independent people Some elderly people are lonely, but not us – we’ve got 2

friends that we never feel lonely But

we wanted to help with the children

We try to be useful and it’s 3 fun

to spend time with my grandchildren

People say that teenagers are selfi sh and rude, but I must say my granddaughter’s 4 polite young lady and she’s very kind I worry about her little brother though He’s 5 lazy!

beginnings as in ex 6 (I can’t stand …

I don’t mind … I refuse …, etc.)

Feedback with the class, checking the verbs forms

WORKBOOK

p 10, including Show What You’ve Learnt

NEXT CLASS

Ask students to prepare for

a 10–20-minute Grammar Quiz:

Assessment Package, Unit 1.5, Grammar

10

1 SPEAKING Match the words in the box with the clothes in the pictures Which of the clothes do

you have? Tell your partner

hoodie 1 jacket 2 suit 5 sweatpants 3 tie 4 uniform 6

opinion about clothes

1 I want to look good at all times

2 I enjoy wearing comfortable things

examples using the verb patterns in blue in Exercise 2

Verb + -ing or verb + to + infi nitive

the to + infi nitive.

Examples: agree, can’t afford, choose, decide,

hope, manage, need, pretend, refuse, want, ’d like,

’d prefer

the -ing form of a verb.

Examples: avoid, can’t stand, consider, don’t mind,

enjoy, hate, like, love, miss, prefer, spend time

I enjoy 2 wearing comfortable things.

GRAMMAR FOCUS

form of the verbs in brackets

5 SPEAKING Do the questionnaire What is your attitude to clothes? Tell your partner

Which sentences are true for you?

uncomfortable

They’re too expensive

yourself Write fi ve true sentences and one false

partner for him/her to guess which sentence is false

Grammar page 133

WHAT IS YOUR

ATTITUDE TO CLOTHES?

2 (GO)

3 (BUY)

4 (WEAR)

Mainly A s

a bit too much), and the way you look is important for

your personal identi ty

Mainly B s

but they are not your priority You prefer casual clothes

Mainly C s

things But don’t forget, clothes can be fun

WHAT DOES IT MEAN?

1.5 verb + -ing or verb + to + infi nitive

I can use verbs taking to + infi nitive and -ing forms.

4

11

1 SPEAKING Read the introduction Then discuss the questions

generations of your family?

LANGUAGE FOCUS

so and such

so + adjective ➞ It’s so crowded!

such + noun phrase ➞ It’s such a long way

We’re such close friends They give such good advice.

5 1.19 USE OF ENGLISH Complete the text with the grandmother’s views Choose the correct option,

A, B or C Then listen and check

Use of English page 134

text below with the daughter’s views Use so or such

Then listen and check

ideas in Exercise 1 does he mention?

crowded!

holiday

Around the world, many families live with several generations in the same house This is because young people can’t afford to move away from home Also the older generation live longer now, and they want to be useful These homes are crowded, but the generations help and support each other So what’s it like to have grandparents, parents and children living together? We asked members of three generations of the same family

One home, three generations

I don’t mind living with my grandparents, they’re 1 so lovely

I like talking to them – they’re very experienced and give 2 such good advice Mum and Dad are 3 so

busy They don’t have time to listen to our problems My parents are 4 so

lucky because grandma and granddad are very helpful in the house

Grandma is 5 such a good cook that she does most of the cooking, while granddad looks after the garden

We thought about it for a long time because we’re 1such independent people Some elderly people are lonely, but not us – we’ve got 2

friends that we never feel lonely But

we wanted to help with the children

We try to be useful and it’s 3 fun

to spend time with my grandchildren

People say that teenagers are selfi sh and rude, but I must say my granddaughter’s 4 polite young lady and she’s very kind I worry about her little brother though He’s 5 lazy!

so and such, then compare with

a partner, e.g I live so close to school

that I can get there by foot in two minutes.

WORKBOOK

p 11

NEXT CLASS

• Ask students to find examples

of emoticons and what they mean, e.g :) (= happy) or :( (= sad)

• Ask students to prepare for

a 10–20-minute Use of English Quiz:

Assessment Package, Unit 1.6, Use

of English

topics in the box that the student writes about.

family food hobbies music school sport

3 SPEAKING Does the person in the email sound like your ideal exchange student? What details would you change? Tell your partner

correct order (1–5)

examples with the phrases in purple in the email

WRITING FOCUS

A personal email/letter

Dear Nick,/1Hi Jo,

you’re (not you are)/2 I’m

overuse them): Bye for now = Bye 4 now.

What do you enjoy doing at weekends?/

To: Jo Subject: C U soon!

subjects are you good at?

What do you enjoy doing at weekends?

OK, time to fi nish Write soon

I’m involved 3 in

I’m afraid 4 of

I’m keen 5 on

I’m disappointed/obsessed 6 with

Note: It’s okay for questions to end in a preposition:

What subjects are you good at?

13

paragraph, or L – usually used in the last paragraph

suitable phrases in Exercise 6

8 SPEAKING Which of these statements illustrate good (G) or not good (NG) exchange students?

Why? Discuss with a partner

clothes

marks at school

examples with the correct prepositions Use the examples in the email in Exercise 2 and in Exercise 8

SHOW WHAT YOU‘VE LEARNT

Jenny and the notes you have made

From: Jenny Subject: Hello!

It’s great to hear that you’re going to come and stay with me and my family for two weeks.

Please tell me something about yourself.

What subjects do you like at school?

What music and fi lms do you like?

What do you do in your free time?

I’d like to plan some cool activities for us Let me know if you have any questions for me.

See you soon, Jenny

To: Jenny Re: Hello!

Hi Jenny, Thanks for the email

10 SPEAKING Complete the questions with the correct preposition Then ask and answer the questions

It's me Jenny. I’m happy too!

Write your email to Jenny using all the notes

Ask Jenny about her interests

Answer Jenny’s questions

answer, e.g Jo: How old are you?

Carlo: I’m sixteen.

WORKBOOK

pp 12–13, including Show What You’ve

Learnt and Show That You’ve Checked

NEXT CLASS

Ask students to read ex 1 on p. 14 and make notes to discuss in class

1 SPEAKING Choose fi ve qualities to describe the ideal

exchange student Discuss with a partner

confi dent and independent friendly and outgoing

generous good-looking good at sport honest

interested in computers into the same music as me

keen on the same hobbies as me sensible

topics in the box that the student writes about

family food hobbies music

school sport

3 SPEAKING Does the person in the email sound like

your ideal exchange student? What details would you

change? Tell your partner

correct order (1–5)

examples with the phrases in purple in the email

WRITING FOCUS

A personal email/letter

Dear Nick,/1Hi Jo,

you’re (not you are)/2 I’m

overuse them): Bye for now = Bye 4 now.

What do you enjoy doing at weekends?/

To: Jo

Subject: C U soon!

subjects are you good at?

What do you enjoy doing at weekends?

OK, time to fi nish Write soon

I’m involved 3 in

I’m afraid 4 of

I’m keen 5 on

I’m disappointed/obsessed 6 with

Note: It’s okay for questions to end in a preposition:

What subjects are you good at?

13

paragraph, or L – usually used in the last paragraph

suitable phrases in Exercise 6

8 SPEAKING Which of these statements illustrate good (G) or not good (NG) exchange students?

Why? Discuss with a partner

clothes

marks at school

examples with the correct prepositions Use the examples in the email in Exercise 2 and in Exercise 8

SHOW WHAT YOU‘VE LEARNT

Jenny and the notes you have made

From: Jenny Subject: Hello!

It’s great to hear that you’re going to come and stay with me and my family for two weeks.

Please tell me something about yourself.

What subjects do you like at school?

What music and fi lms do you like?

What do you do in your free time?

I’d like to plan some cool activities for us Let me know if you have any questions for me.

See you soon, Jenny

To: Jenny Re: Hello!

Hi Jenny, Thanks for the email

10 SPEAKING Complete the questions with the correct preposition Then ask and answer the questions

It's me Jenny. I’m happy too!

Write your email to Jenny using all the notes

Ask Jenny about her interests

Answer Jenny’s questions

Exercise 7

Hi – Dear … How are you doing? – How are you?

I can’t wait to see you – Looking forward

to seeing you.

OK, time to finish – I’d better stop now.

SPEAKING FOCUS

Statement

and they want to meet you

Showing interestB: 1Really? That’s cool!

Saying you are different

14

in each case Then listen, check and repeat

1 A: I’ve got thousands of songs on my phone

2 A: I love Spanish and Italian food

3 A: My parents have got an apartment in Paris

4 A: There are forty students in my class

5 A: I can play the guitar

6 A: I’m passionate about politics

similar (✓) or different (✗)

Statement Say you’re

similar

Say you’re different

Are you?

1I’m not.

8 SPEAKING Follow the instructions below to make dialogues

Student A: Choose a statement from Exercise 7 Say it

ROLE-PLAY Showing interest

questions

FOCUS with responses a–e

1 SPEAKING Look at the activities in the box

Discuss the questions

eating and drinking travelling doing sport listening to music shopping

socialising with friends meeting new people watching fi lms being online

activity?

bad mood /ˌbæd ˈmuːd/

be popular with /ˌbi ˈpɒpjələ wɪð/

be successful /ˌbi səkˈsesfəl/

be the centre of attention /ˌbi ðə ,sentər əv əˈtenʃən/

developing country /dɪˌveləpɪŋ ˈkʌntri/

diffi cult conditions /ˌdɪfɪkəlt kənˈdɪʃənz/

sure of yourself /ˈʃɔːr əv jəˌˈself/

team player /ˈtiːm ˌpleɪə/

voluntary work /ˈvɒləntəri wɜːk/

volunteer /ˌvɒlənˈtɪə/

1.4 Reading 4.4

adventure /ədˈventʃə/

ambition /æmˈbɪʃən/

average age /ˈævərɪdʒ eɪdʒ/

be afraid of /ˌbi əˈfreɪd əv/

believe in /bəˈliːv ɪn/

belong to /bɪˈlɒŋ tə/

can’t afford /ˌkɑːnt əˈfɔːd/

care about /ˈkeər əˌbaʊt/

connect with /kəˈnekt wɪð/

deal with /ˈdiːl wɪð/

be crazy about /ˌbi ˈkreɪzi əˌbaʊt/

be into/keen on /ˌbe ˈɪntə/ˈkiːn ɒn/

be involved in /ˌbi ɪnˈvɒlvd ɪn/

be mad about /ˌbi ˈmæd əˌbaʊt/

be obsessed with /ˌbi əbˈsest wɪð/

be serious about /ˌbi ˈsɪəriəs əˌbaʊt/disappointed with /ˌdɪsəˈpɔɪntɪd wɪð/ excited about /ɪkˈsaɪtɪd əˌbaʊt/

play the violin/guitar /ˌpleɪ ðə ˌvaɪəˈlɪn/ɡɪˈtɑː/

socialise with /ˈsəʊʃəlaɪz wɪð/

REFERENCES

Audioscript pp. 177–178 Using videos in the classroom p. T14

EXTRA ACTIVITIES

Copy the audioscript of the dialogues from ex 2 and take out Ed and Rachel’s parts Students try to complete the dialogues Then they listen again

SPEAKING FOCUS

Statement

and they want to meet you

Showing interestB: 1Really? That’s cool!

Saying you are different

14

in each case Then listen, check and repeat

1 A: I’ve got thousands of songs on my phone

2 A: I love Spanish and Italian food

3 A: My parents have got an apartment in Paris

4 A: There are forty students in my class

5 A: I can play the guitar

6 A: I’m passionate about politics

similar (✓) or different (✗)

Statement Say you’re

similar

Say you’re different

Are you?

1I’m not.

8 SPEAKING Follow the instructions below to make dialogues

Student A: Choose a statement from Exercise 7 Say it

ROLE-PLAY Showing interest

questions

FOCUS with responses a–e

1 SPEAKING Look at the activities in the box

Discuss the questions

eating and drinking travelling doing sport

listening to music shopping

socialising with friends meeting new people

watching fi lms being online

activity?

bad mood /ˌbæd ˈmuːd/

be popular with /ˌbi ˈpɒpjələ wɪð/

be successful /ˌbi səkˈsesfəl/

be the centre of attention /ˌbi ðə ,sentər əv əˈtenʃən/

developing country /dɪˌveləpɪŋ ˈkʌntri/

diffi cult conditions /ˌdɪfɪkəlt kənˈdɪʃənz/

sure of yourself /ˈʃɔːr əv jəˌˈself/

team player /ˈtiːm ˌpleɪə/

voluntary work /ˈvɒləntəri wɜːk/

volunteer /ˌvɒlənˈtɪə/

1.4 Reading 4.4

adventure /ədˈventʃə/

ambition /æmˈbɪʃən/

average age /ˈævərɪdʒ eɪdʒ/

be afraid of /ˌbi əˈfreɪd əv/

believe in /bəˈliːv ɪn/

belong to /bɪˈlɒŋ tə/

can’t afford /ˌkɑːnt əˈfɔːd/

care about /ˈkeər əˌbaʊt/

connect with /kəˈnekt wɪð/

deal with /ˈdiːl wɪð/

spend money on /ˌspend ˈmʌni ɒn/

spend time /ˌspend ˈtaɪm/

think about /ˈθɪŋk əˈbaʊt/

be crazy about /ˌbi ˈkreɪzi əˌbaʊt/

be into/keen on /ˌbe ˈɪntə/ˈkiːn ɒn/

be involved in /ˌbi ɪnˈvɒlvd ɪn/

be mad about /ˌbi ˈmæd əˌbaʊt/

be obsessed with /ˌbi əbˈsest wɪð/

be serious about /ˌbi ˈsɪəriəs əˌbaʊt/

play the violin/guitar /ˌpleɪ ðə ˌvaɪəˈlɪn/

ɡɪˈtɑː/

socialise with /ˈsəʊʃəlaɪz wɪð/

15

WORD LIST ACTIVITIES

• Students work in pairs They write words for their partner with missing letters and say the topic for each word,

e.g personality: o_ t _ _ _ n _ (outgoing), feelings and

emotions: d _ s _ _ p _ _ _ t _ d w _ _ h (disappointed with), clothes: h _ _ d _ _ (hoodie), etc Their partner tries

to complete the words

• Divide students into teams Call out a word for the first team They have to explain the meaning

16

FOCUS REVIEW 1

to a school party

B such shy

3 X: I don’t enjoy shopping for clothes

meaning to the underlined words

The fi rst letters are given

She always stays in bed until midday!

words in capitals

every day! ACT

COMMUNICATE

in her stories HONEST

with stories and writes songs IMAGINE

verbs in brackets

with your smartphone? (have)

(look like)

(use)

listening to heavy metal? (like)

moment? Is it a TV show? (watch)

(look after)

My sister avoids buying second-hand clothes.

Have you ever refused to help your friend?

We don’t need to wear a school uniform

They can’t afford to buy a new laptop.

I have always wanted to dance in a folk group.

home from school?

Do you spend a long time studying when you get home from school?

17

LISTENING

This semester you’re taking part in a student exchange programme in the UK Write an email to a friend in the USA Include the following information:

this place

WRITING

words in the box to describe it In pairs, describe the photo and answer the questions

Verbs: belong, carry, clean up, communicate, earn, pick up, protect, run, sing, watch, wear

Nouns: bags, gloves, outfi t, phone, rain, rubbish, screen, trees, volunteers, wood

SPEAKING

voluntary workers? Why?/Why not?

Why not?

or heard of

8 Do the task in pairs

has taken part in an experiment Then complete the summary with the missing information Do not use more than three words in each gap Listen to the recording twice

Today’s guest of the weekly programme is Tony

Tony volunteered to help a team of

In the experiment, fi fty parti ipant re ei ed an amount of money and were divided into two groups People in Group 1 could only spend the money on themselves, while people in Group 2 – on

experiment, the researchers observed those parts

for making decisions and feelings

Before, during and after the experiment, the participants from both groups were asked how happy they were The results of the experiment show that when people do not share what they have with

Your friend and you want to create an Internet comic book about matters which interest young people

You’re thinking about who the hero should be Read the role card and have a discussion You start the conversation

what he/she looks like

appearance and say what personality the hero would have

Your friend and you want to create an Internet comic book about matters which interest young people

You’re thinking about who the hero should be Read the role card and have a discussion Student A starts the conversation

appearance and suggest a change

hero and suggest a superpower he/she has

EXTRA ACTIVITIES

• Photocopiable resources 52–53 Multiple choice (15 min.) pp 211, 270–271

• Photocopiable resources 54–55 Sentence transformation (15 min.)

pp 211, 272–273

• Use of English 1, WORD STORE booklet, p 2

• Photocopiable resource 6 A fictional

character (speaking; 5 min.) pp 202,

16

FOCUS REVIEW 1

to a school party

B such shy

3 X: I don’t enjoy shopping for clothes

meaning to the underlined words

The fi rst letters are given

She always stays in bed until midday!

words in capitals

every day! ACT

COMMUNICATE

in her stories HONEST

with stories and writes songs IMAGINE

verbs in brackets

with your smartphone? (have)

(look like)

(use)

listening to heavy metal? (like)

moment? Is it a TV show? (watch)

(look after)

My sister avoids buying second-hand clothes.

Have you ever refused to help your friend?

We don’t need to wear a school uniform

They can’t afford to buy a new laptop.

I have always wanted to dance in a folk group.

home from school?

Do you spend a long time studying when you get home

from school?

17

LISTENING

This semester you’re taking part in a student exchange programme in the UK Write an email to a friend in the USA Include the following information:

this place

WRITING

words in the box to describe it In pairs, describe the photo and answer the questions

Verbs: belong, carry, clean up, communicate, earn, pick up, protect, run, sing, watch, wear

Nouns: bags, gloves, outfi t, phone, rain, rubbish, screen, trees, volunteers, wood

SPEAKING

voluntary workers? Why?/Why not?

Why not?

or heard of

8 Do the task in pairs

has taken part in an experiment Then complete the summary with the missing information Do not use more than three words in each gap Listen to the recording twice

Today’s guest of the weekly programme is Tony

Tony volunteered to help a team of

In the experiment, fi fty parti ipant re ei ed an amount of money and were divided into two groups People in Group 1 could only spend the money on themselves, while people in Group 2 – on

experiment, the researchers observed those parts

for making decisions and feelings

Before, during and after the experiment, the participants from both groups were asked how happy they were The results of the experiment show that when people do not share what they have with

Your friend and you want to create an Internet comic book about matters which interest young people

You’re thinking about who the hero should be Read the role card and have a discussion You start the conversation

what he/she looks like

appearance and say what personality the hero would have

Your friend and you want to create an Internet comic book about matters which interest young people

You’re thinking about who the hero should be Read the role card and have a discussion Student A starts the conversation

appearance and suggest a change

hero and suggest a superpower he/she has

the name

Student A

Student B

PROJECT

• How to teach with projects p T19

• Work in groups Do you agree with the description of Generation Z on

p. 9? Prepare arguments to defend your opinion and have a discussion

in class

2

18

Online • phones and computers

• word building • collocations

I can use language related to science, technology and inventions.

VOCABULARY

2.1

Science and technology

Necessity is the mother of invention.

2 SPEAKING Compare your sentences with a partner How much time do you typically spend online each day?

1 Match the years with these digital inventions.

1 The fi rst web browser 1993

2 The fi rst search engine 1990

3 The fi rst laser printer 1977

4 The fi rst desktop computer with keyboard and mouse 1984

5 The fi rst smartphone 1994

BONUS QUESTION: Which company made the fi rst computer

BONUS QUESTION: Which scientist won two Nobel Prizes?

6 Watch the BBC video

For the worksheet, go to page 118.

SHOW WHAT YOU KNOW

19

WORD STORE 2A Phones and computers

compound nouns in red in the quiz Then listen, check and repeat

WORD STORE 2A

send in a day?

online?

country?

fast download speeds?

7 SPEAKING Ask and answer the questions in Exercise 6

WORD STORE 2B Word building

subjects in the quiz Then listen, check and repeat

diffi cult to understand?

to you in the future? Why?

WORD STORE 2C Collocations

form of the underlined verbs in Exercise 4 Then listen, check and repeat

Store 2C in an appropriate form

how people manage databases

his doctorate

how strong they are

He produces formulas to solve problems

12 SPEAKING What kind of scientist is each person in Exercise 11? Discuss which science you think is the most/least important to society

1 Tim = a computer scientist

Then listen and check your answers

scientist in the quiz Then listen to Part 2 again and check your answers

radioactive materials and discovered polonium and radium

light and many areas of physics, maths and astronomy

a ‘Universal Machine’ or a computer in 1936

the Earth moves around the Sun

notes and measurements and collectedspecimens from around the world

2 Which sciences were these great scientists mostly involved in?

Marie Sklodowska-Curie

physics and chemistry

Alan Turing

computer science

3 Are statements 1–3 true (T) or false (F)?

1 Albert Einstein failed Mathematics at

BONUS QUESTION: What percentage of our

brain do we normally use?

100%! Your whole brain is active at all times.

REFERENCES

Culture notes p. 171 Audioscript pp 178–179 Videoscript pp 193–194 Using videos in the classroom p. T14

• After completing Word Store 2A:

Phones and computers, students underline the main stress in words

of more than one syllable: broadband, desktop, computer, keyboard, laptop, laser, printer, password, engine,

message, username, browser

2

18

Online • phones and computers

• word building • collocations

I can use language related to science, technology and inventions.

2 SPEAKING Compare your sentences with a partner How much time do you typically spend online each day?

1 Match the years with these digital inventions.

1 The fi rst web browser 1993

2 The fi rst search engine 1990

3 The fi rst laser printer 1977

4 The fi rst desktop computer with keyboard and mouse 1984

5 The fi rst smartphone 1994

BONUS QUESTION: Which company made the fi rst computer

BONUS QUESTION: Which scientist won two Nobel Prizes?

6 Watch the BBC video

For the worksheet, go to page 118.

SHOW WHAT YOU KNOW

19

WORD STORE 2A Phones and computers

compound nouns in red in the quiz Then listen, check and repeat

WORD STORE 2A

send in a day?

online?

country?

fast download speeds?

7 SPEAKING Ask and answer the questions in Exercise 6

WORD STORE 2B Word building

subjects in the quiz Then listen, check and repeat

diffi cult to understand?

to you in the future? Why?

WORD STORE 2C Collocations

form of the underlined verbs in Exercise 4 Then listen, check and repeat

Store 2C in an appropriate form

how people manage databases

his doctorate

how strong they are

He produces formulas to solve problems

12 SPEAKING What kind of scientist is each person in Exercise 11? Discuss which science you think is the most/least important to society

1 Tim = a computer scientist

Then listen and check your answers

scientist in the quiz Then listen to Part 2 again and check your answers

radioactive materials and discovered polonium and radium

light and many areas of physics, maths and astronomy

a ‘Universal Machine’ or a computer in 1936

the Earth moves around the Sun

notes and measurements and collectedspecimens from around the world

2 Which sciences were these great scientists mostly involved in?

Marie Sklodowska-Curie

physics and chemistry

Alan Turing

computer science

3 Are statements 1–3 true (T) or false (F)?

1 Albert Einstein failed Mathematics at

BONUS QUESTION: What percentage of our

brain do we normally use?

100%! Your whole brain is active at all times.

• Ask students to prepare for

a 10–20-minute Vocabulary Quiz:

Assessment Package, Unit 2.1, Vocabulary

• Ask students to do Show What You

Know in the WB, p. 20.

20

1 SPEAKING Read what people say about e-books and printed books Which comments do you agree with? Think of more advantages and disadvantages Discuss with a partner

or the Past Continuous form of the verbs in brackets

Past Continuous and Past Simple

actions in progress at a time in the past

In 1997 Joe Jacobson 1 was working as a researcher for MIT.

Simple – usually when a short action (Past Simple) interrupted a longer action (Past Continuous)

Past Continuous: was/were + -ing form

+ I was working etc.

– She wasn’t working etc.

? Were you working? etc.

GRAMMAR FOCUS

When I go on holiday, I don’t have to pack heavy books

I like the feel of a real book in my hands

I work with computer screens all day – I don’t want to read books on a screen too

Books are so expensive E-books are cheaper

why did he have a ‘Eureka’ moment?

In 1997 Joe Jacobson was working as a researcher for the Massachusetts Institute of Technology (MIT) One summer,

he went on holiday to the coast

He was lying on a beach when he

fi nished his book Unfortunately,

he didn’t have another one with him At that moment, he imagined

an electronic book that he could download any time

he wanted and read in direct sunlight It was a ‘Eureka’

moment His vision became E ink technology and helped develop the e-readers that we have today.

examples using the past forms in blue in Exercise 2

5 SPEAKING Which story would you like to continue reading and why? Tell your partner

Continuous verb form Which sentences are true for you?

(do) my homework last night

pronouns where necessary Then ask your partner as

in the example

A: Were your parents studying when they met?

B: No, they weren’t.

page 119

FOCUS VLOG About technology

20

It was a terrible stormy night six months after

(sit) alone by the fi re, waiting for her baby to

a noise outside ‘There’s someone at the door,

‘Who is it?’ Peggotty was her servant and her only real friend ‘I’ll go and see,’ Peggotty

As the carriage moved quickly along the rough

(look out) at the changing view Behind him was

a land of small, green hills and colourful fi elds of

Transylvanian mountains through a thick forest It

a small, silver cross ‘Wear it around your neck,’

she said ‘You’ll be safe.’

1 2 3 4

(drive) into the

Grammar page 135

GRAMMAR

6.2

2.2 Past Continuous and Past Simple

I can use the Past Simple and Past Continuous to describe past events.

7

8

Then listen, check and repeat

linguistics geology marine biology archaeology psychology conservation

21

repeat Mark the stress

linguistpsychologist

7 SPEAKING Practise the words in Exercise 6 as in the example Pay attention to the stress

A: What does an archaeologist do? B: Archaeology.

PRONUNCIATION FOCUS

WORD STORE 2D Collocations

in the box Then listen, check and repeat

the words and phrases in WORD STORE 2D

about global warming

communication

Egyptian room in the Louvre

10 SPEAKING How common is it to study the same subjects as your parents? Think about your friends and family What will you do? Discuss with a partner

EXAM FOCUS Matching

correct answer

photo A photo B photo D

documentaries What was it about?

photo B photo E photo F

3 1.31 SPEAKING Complete the job descriptions with the jobs in the box Then listen, check and repeat Do you know anybody who does one of these jobs? Tell your partner

A linguist A geologist A marine biologist

their minds work

of years ago

oceans

they became scientists Which job in Exercise 3 does each person do?

statements A–F There is one extra statement

Matching

I can identify key details in a simple recorded narrative about scientists.

archaeologist

20

REFERENCES

Culture notes p. 171 Videoscript p. 194 Using videos in the classroom p. T14

Ask students to prepare for

a 10–20-minute Grammar Quiz:

Assessment Package, Unit 2.2, Grammar

he wanted and read in direct sunlight It was a ‘Eureka’

moment His vision became E ink technology and helped develop the e-readers that we have today.