Ghidut profesorutui

Ghidut profesorului
lntroduction

Life plans 16
Hard times 23

Let's practise ! 29
Test Yourself Units 1 29

That's entertainment 30
Science counts 38

Let's practise ! 45
Test Yourself Units 3 & 4 45

Keep healthy
Rules in my community

Let's practise ! 59
Test Yourself Units 5 & 6 60

What a storyl 61
It's a crime 68

Let's practise ! 75
Test Yourself Units 7 & 8 75

9 What happened? 76
10 Coing places 82

Let's practise I

Test Yourself Units 9 & 10

Finalevaluation 90
Literature 94
Pronunciation 99
Get it right! 102
Workbook answer key 10s
Workbook pronunciation key 127
Receptarea de mesaje orale in situalii de comunicare uzuali
Gu.t"r"" principalelor idei din programe TV/ inregistriri audio-video pe teme familiare,
relativ rar gi cu claritate

reformuleazi sau repeti la cerere anumite cuvlIe&1p1eq

Exprimarea oralA in situalii de comunicare uzuali

Relatarea unei intAmplAri/a unor experienle personale

Exprimarea unei sugestii sau a unei reaclii la o propunere in cadrul unui dialog informal

Manifestarea interesului pentru calitatea exprimirii/interac!iunii

ldentificarea sensului global al unor articole sau interviuri

Manifestarea interesului pentru inlelegerea diferitelor tipuri de texte

Redactarea unei scrisori/unui mesaj digitalfolosind expresii de adresare, de cerere, de

Manifestarea i nteresului pentru calitatea redactirii

Receive oral messages in everyday communication situations

ld"rt,fy th" ,.i" id"as from TV shows/audio-video recordings on familiar topics, when the

ld""t,fy tl* rneining of a regular daily conversation when the interlocutors reformulate or

Show interest in knowing personalities and cultural events

Speak in everyday communication situations

Narrate a happening/personal experiences

Participate in short conversations in common contexts, on general topics

Express your suggestion or reaction to a Proposal in an informal dialogue

Show interest in the quality of expression/interaction

Receive written messages in everyday communication situations

Deduce the meaning of unknown words from the context

ldentify the main aspects from short articles on familiar and up to date topics

ldentify the global meaning of articles or interviews

Show interest in understanding different tyPes of texts

Write messages in everyday communication situations

Write a letter/digital message using phrases to address someone, to make a request, to invite
and to thank someone
Write simple and coherent texts on topics of interest

Show interest in the quality of writing

COURSE METHODOLOGY their behaviour and their attitudes. The integration of
both emotional qualities and cognitive processes is key
Sotid skitls and language work to the successful development of students' cognition,
Limbamodemd 1. Englezd Clasa oWI-a is an English their understanding of the world, and their development
language course for eighth grade students. Based on a towards becoming responsible human beings.
carefully crafted skills and language syllabus, the course Limbamodernd 1. Englezd- Clasa a WIl-c supports you as
helps students develop their receptive and productive a teacher in helping students integrate their emotional
language skills and strategies, and provides a systematic reactions and cognitive processes. It achieves this through
approach to competence traininS. an invaluable and comprehensive support system aimed
The authors have put great emphasis on the continuous at systematically developing students' thinking skills, their
extension of students' lexical knowledge by including awareness of values and their self-esteem, whilst at the
two vocabulary sections within each unit, together with same time building their language skills and competencies.
WordWise activities in every other unit. WordWise aims This in turn will increase students' awareness of the issues
to develop awareness of and competence in using high- that are important to their present and future lives, deepen
frequency words and chunks oflanguage, important their unddrstanding of important social and global issues,
collocations, and phrasal verbs, as well as increasing and enable them to become more caring and thoughtful
fluency. In addition, an entertaining and thought- young adults.
provoking teen photostory offers natural contexts for the
presentation and practice ofphrases for fluency. These are
high-frequency lexico-grammatical chunks of language
used in spoken communication.
Limba modemd 1. Englezd Clasa a WII-a focuses on building
Students are guided through the grammar via inductive basic cognitive tools, i.e. capabilities that are required
exercises, which support them in their grasp of both form for the development of so-called higher order thinking
and meaning. The structures are then practised through a skills that witl be addressed later on in students'English
sequence of exercises in which students learn how to apply language development. Examples of such basic thinking
them in motivating and communicative activities. skills include Comparing and Contrasting, Categorising,
Adolescents and teenagers do not always find it easy to Sequencing, Focusing Attention, Exploring Space, Time
participate in speaking activities, especially when they are and Numbers, and Understanding Cause and Effect.
asked to say what they think and feel. Limba modemd L. The activities in the book have been carefully designed to
Englezd- Closa a WII-a takes this concern seriously. Based offer an appropriate level ofchallenge, taking into account
on research in teenage classrooms in many different the fact that students are tackling,/approaching them in a
countries, the authors have found that adolescents language they are still learning and not in their own.
and teens generally find it easier to engage in thinking
activities if they are embedded in the framework of topics
and texts that they can emotionally connect with, and
especially those that are far from their day-to-day realities.
This remoteness gives students the opportunity to look Values are what we need to guide us through our life and
outwards rather than inwards, and in so doing feel less to inform the way in which we interact with others. They
self-conscious. So units often start somewhat removed from are crucial for young people. Parents, teachers, schools and
students' own lives, presenting stories of extremes, set in societies have an obligation to convey positive values to
faraway places and cultures but whose protagonists - the the next generation.
heroes and heroines of these stories - young people can Teaching values is undoubtedly a challenging task. Telling
identify with. This helps them to get in closer touch with teens how they should or should not behave is rarely the
inspirational human qualities such as creativity, courage, most efficient way of inculcating the right values in your
perseverance, passion and care, and makes it easier for students. It might be more promising for you to model
them to get involved in the speaking activities leading into the behaviour you want to evoke in your students. So, for
or following the texts; this in turn makes their learning example, if we want our students to become empathetic
much easier, quicker and more pleasant. listeners, we need to demonstrate what it means to be a good
listener; we ourselves need to listen to them empathetically.
Based on educational PrinciPles Other important elements in promoting positive values in
Piaget (1981:3) asserts that all learning involves states of the classroom are: a supportive and encouraging learning
'pleasure, disappointment, eagerness, as well as feelings atrnosphere; and a positive rapport between you and your
of fatigue, effort, boredom'. The transition period from students. Moreover, exposnre to emotionally engaging
adolesience to early adulthood offers its own additional content (stories) and motivating activities that involve
emotional challenges, as it is characterised by the the e>rploration of important universal values and making
individual's struggle for identity. During this period, many them their or,rm, further enables students to increase their
teens are overwhelmed by their emotions, and these can awareness of and understand the importance of values, and
exert a strong influence - both positive and negative - on
ultimately, adapt their behaviour accordingly. This is where
Limbamodetnd L. Englezd- Clasa aWI-aoffers you significant
support, as it gives your students many opportunities to
reflect on and discuss a wide range of important values,
including ethical, environmental, health-oriented and artistic
ones.

As many teachers have noticed, a lack ofself-esteem and

self-worth can lead to an attitude of defensiveness in
teenage students. This frequently observed pattern can lead
to serious behavioural issues that are usually very difficult
to deal with, such as students failing to take responsibility
for their own actions, bullying and threatening others,
withdrawing from work, daydreaming, or even giving up
study altogether.
Studies show that attempts to try and help students build
their self-esteem by repeating affirmations, for example,
tend to fail or even result in the exact opposite. Goodmal
(2013) claims that'the quest for greater self-esteem can
leave people feeling empty and dissatisfied' (op cit, p. 27)
and stresses (op cit, p.28) that 'a far better way to bolster
your sense of self-worth is, ironically, to think about yourself
less. Compassion toward others and yourself, along with a
less self-centred perspective on your situation, can motivate
you to achieve your goals while helping you weather bad
news, Ieam from your mistakes and fortify your friendships.'
And this is exactly what the activities h Limbamodemd
1. Englezd- Closa a WII-a labelled Self-Estean are for. They
help students reflect on their role in society, their attitudes
Unit and Topic area Values
1 Life plans Reading between the lines Life changes
[Making inferences] [A sense ofpurpose: positive and
negative effects of changesl
2 Hard times Following an idea through a paragraph
llntensive readingl

3 That's Identifying the main topic of a The film of my life

entertainment paragraph [A sense of identity]
[Understanding gist]
4 Science counts Fact or fiction? How science helps people
[Seeing the difference between facts [Mora] values: appreciating
and opinionsl achievements
in sciencel
New ideas count
[rank ordering;
evaluatingl
5 Keep healthy Thinking about what makes you happy About health
and healthy [assessing valid vs. invalid
conclusionsl

6 Rules in my Thinking about the importance of rules Play'Rock, paper, scissors'

community [Moral values: respecting laws and lCreative thinkingl
rulesl

7 What a story! Thinking about different writing styles A better world

[Rhetorical questions] [A sense ofpurpose: how to improve
the lives of othersl

B It's a crime Thinking about empathy Respecting the law

[The ability to see the world'through [Social values: the link between
other people's eyesl offence and punishmentl

9 What happened? Scientific truth or legend? Thinking carefully before you act
[Seeing the difference between facts [Personal values: the effects of not
and opinionsl thinking aheadl
10 Going places Distinguishing fact from opinion Learning from other cultures
tAsking questions to make the [Personal values: the benefits of
distinctionl understanding other culturesl
The first reading sets the scene for the unit ...
Complete the sentences with phrasal verbs from
Exercises I and 2. Use the correct form ofthe
verbs.
1 Newton was s t ng under an apple tree when an
S' ENCE COUNTS
apple o{the tree and the
ground.
2 Whi e Arch medes was geting out ofthe bath, he Complete the senten<es with moke and the
sawthatthe water missing words.

3 Whenwegoonholiday,myfriend my
1 When you go out, that the door's ocked,
pet rabblt. OK?

4 A few pages ofthe book.

2 Doinea otofexer.lse a
to your health.
5 ftey wth a planto makethls machine
work beteL
3 When he moved to h s new school tt was really
diffcu t for him to with his new c assmares.
6 Wouldyouliketo tomyhouseatthe
4 lt hft very n ce to ofother people.
5 ls that trory rea y tr!e? Or did you it
7 The ba loon in theair slowly. we could
?
see it from our w ndow.
6 They too much so couldn't hear the
8 Wecanjuil andhaveagoodtime. conveIat on.

an experiment the dishes sense a Javour

t me money well housework
make do

Complete the sentences with the correct form of

o y need to dr we
I real I n this test. l'm golng to
sl!dy hard tonight.
1 We the aundryyetrerday.
2 lt! a really good exh b tion. You should
timeto see it.
3 sory I can't meet you at the $at on, but m sure
you can your own way to my horse.
a Don't go ln there. teyte a dan8erous
experiment.
s Thei m is very long, so it sense to have
somethinS to eat 6rst.
6 He a otofmoneyinbankingand
retired when hewas 50.
The second reading text introduces a new language focus.

These cross-references, which appear in the

Teacher's Book, indicate appropriate points in the
unit to exploit the Get it right! section at the back of
the Student's Book. Get it right! provides exercises to
help students avoid common errors as identified in
the Cambridge English Learner Corpus.

The Cambridge English Corpus is a multi-billion word collection of real-life written and spoken English. It includes the
Cambridge Learner Corpus, the world's largest collection of learner writing, comprising more than 50 million words of
exam answers written by students taking Cambridge English exams. We carefully check each exam script and highlight all
errors made by students. We then use this information to see which words and structures are easy and difficult for learners
of English, and ultimately, work out how best to supPort and develop students.
ln units 1, 3, 5, 7 and 9 you'[[ find the photostory ...
... and in units 214161 8 and 10, a culture text.

I Galleo (Iia1y 156+1642)

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t.wN.f . I s:!c!ril.a.!r!-1,

i.neirie,r.r?c.i!.y1.p&t.et1.:hapierlil h.

., Karl Landste:ner (Austria. 1868 1945)

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about scie.ce. For each qu€stion, complete the second sentence

the frot. Use no mo.ethan threewords.

Exercises on this
page provide
authentic practice
at the appropriate
level for eighth
grade students.
5 I don'tenjoysclence fiction, andlim doesn'tenjoy5.en.ef.tioi
Idon'ieijoys.en.efi.tioi a.d Jim.

The Test Yourself page allows

students to check progress and is
based on language presented in
this and the previous unit.

The traffic light scoring system

enables students to chart their
progTess across the level.
 1.1 FE PLANS

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marlrct) / night
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6 teFminthed,$rhen hodgonelwenttobed. \{RlilNc

7 Tomorcwlhmeeiry/meetmyiiendsintown.
3 Wlteashoilpara8raph(100-l20wo.dr.!m+ine
s Maryysa6ago, myfamilyMU/d/uredto iveh you are l?-year old Chries Dkk.nr,work ne in
rhefa.rory,5aywhatyourworL L like and how
c Kim war sure she w,///@,/d pa$ her enm.
r0 maygo/bgodimbing itheAlprnetyeai
 If you are using an IWB, you could project the article
for two minutes, with books closed, and then mask
it. With weaker classes, you may like to give them
more time. Ask students to compare answers in pairs
before conducting a quick whole-class check.

Answer
To be more efficient and never leave things to the last
minute; to get fitter.

BACKGROUND INFORMATION
Minecraft is a computer game created by Swedish programmer
Markus Persson and initially reteased in 2009. The game is played
individually and involves cotlecting buitding blocks from which
ptayers create buitdings or anything they want. There is no timit
to what can be created, but players need to build some sort of
shelter to protect themselves from monsters. The game has sold
more than 60 million and has more than 100 million registered
users. ln September 2014, the developers of Minecraft sold the
rights to the game to Microsoft for over 52 bittionl

Optional extension
To devetop some of the themes in the reading and to give
students some extended speaking practice, write these
questions on the board:
ln whot woys ore you good/bod ot plonning your time?
When was the last time you left homework until the last
minute?
Whot ore your bad habits? Do they moke life difficult for you?
Whot was the lost good hobit thot you formed?
Give students a minute to think about their answers and
make notes. Divide the ctass into small groups for students
to compare answers and decide who is the most organised.
Monitor but as the focus is on ftuency, avoid correcting errors.
During whole-class feedback, ask students: Who is the most
orgonised in your group?
Reading between the lines
Students work with a partner to complete the
exercise. Ask them to underline the language in the
article which helps them answer the questions. Check
answers with the whole class, referring to language
students underlined. Encourage students to challenge
each other and voice different answers, as this will
help develop their critical thinking skills. Be prepared
to accept answers which are different from those in
the key where students are able to justify them.

Answers
J. Yes, she feets guitty because she says she'd made a
Elicit answers in open class. If necessary, give
resotution not to leave things untilthe last minute and students further examples of each tense to clarify
then says,'Wetl, l've faited'. usage. Draw attention to the Look! box and ask
2 No, she doesn't enjoy exercise because after goingto the students to complete the sentence: My dad/skter/
gym and doing karate for four weeks, she's not feeting any brother is always .. . Play the video for students to
fitter, just a little unhappier. watch and check their answers.

Rule
SPEAK!NG 1 presentsimpte 2 presentcontinuous
For variety, pair students with different partners 3 present perfect 4 present perfect continuous
or small groups from those in TRAIN TO THINK
activity. Students discuss their answers. Monitor and OptionaI extension
help with vocabulary. When students have discussed To attow students to personalise the target tanguage, ask
fully, you could extend speaking time by regrouping them to write down the names of two people in their family.
students for them to present their answers to their new While they're doing this, quickly write these questions on the
partner. Encourage students to speak at length without board:
interruption. Listen to some of their ideas in open class Whot is he/she doing ot the moment?
during feedback. Con you think of three things he/she does every doy thot you
do not do?
Which countries hos he/she visited?
Student's Book page 10-11 How long hos he/she been . .. ?
Students answer the questions with a verb in the correct
GRAMMAR tense. Put students into pairs to ask each other the questions
about the two members of their family. Monitor and make a
trtr Present tenses (review) note of any errors in their use of the fourtenses and review
these during whole-class feedback but before you do that,
1 Books closed. Write sentences 1-5 on the board or
nominate one or two students to report back to the ctass on
project them if you're using an IWB. Nominate a what they discovered about their partner.
student to come to the board and underline all the
verbs in the sentences with a red pen. Invite others
If you're short on time, set this exercise for
to call out and help if appropriate. Give students one
homework but first ask students to read through the
minute to work with a partner and name the four
text quickly and find out why the writer is having
tenses then nominate different students to come and
trouble sleeping. This will help them focus on the
write each one on the board. Nex! ask students to
overall meaning of the text. Check answers (the
open their books and match the tenses (a-d) with
writer is worrying about exams and the future).
the sentences.
Students complete the sentences with the correct
One way to find out students' current knowledge of form of the verbs in brackets. Ask them to compare
tenses is as follows: tell students that you are going to answers with a partner before checking in open class.
ask them a question and that (on the count of three)
they should raise their right hand if they think the Answers
answer is yes and their left if they think the answer is 1 am ('m) tying 2 am ('m) trying I have ('ve) tried / have
no. If the a.nswer is maybe, we don't lcnow, they should ('ve) been trying 3 have ('ve) been having/ have ('ve) had
not raise either hand. This helps you see which 4 have ('ve) tried i have ('ve) been trying 5 has worked /
students are unclear on the answers to the questions. works / is working 6 doesn't want 7 is happening
Ask questions to elicit the meaning of the sentences t
8 have ('ve) been studying / am ('m) studying have ('ve)
e.8. been thinking 10 want
For 1: Is the speoker sitting at the moment of speaking?
(yes).
For 2: Was the speaker aying to get fit fow weeks ogo?
(yes); FIas the speoker stoppedryingto getfit? (no).
For 3: Did the speaker stort going to the gm in the past?
 3 break 4 took 5 gave
struggled

Optional extension
Divide the class into AB pairs. Students test each other on
the phrases. B closes hislher book. A says the first part of the
phrase and B tries to remember the rest of the phrase.

Be aware of common errors related to the present

simple and present continuous, go to Get it right! on
Student's Book page 124.

VOCABULARV
Making changes
1 Books closed. If you're nor using an IWB, write
phrases 7-7 on the board and ask students where
they have seen them before (they all appeared in the
article on page 9). Tell students to find the phrases in
the article as quickly as possible to practise students'
scanning skills. You could do this as a competition.
Ask:, Who confindthephrases firsr? When students
have found the verbs and can see them being used in
context, ask students to try to work out the meaning
of the phrases.
Books open. Students complete the exercise then
compare answers with a partner. Check answers with
the whole class, referring back to the text to clarify
meaning. Say the phrases for students to repeat and
check pronunciation.

I Arr"*"".
t
$ru 2h 3b 4c 5d 6e 7g
2 Write this question on the board: Did. the writer stick
to his/her resolutiors? Students read the text quickly
to answer the question, ignoring the spaces for now.
Check answer in open class (no). Students complete
the text. Point out that they need to put the verbs in
the correct tense. Ask students to compare answers
with a partner before open class feedback.

James Joyce (1882-1941) was an lrish novelist and poet.

His best-known works are Dubliners (191a), Ulysses (1922)
and Finnegons Woke (L939). He is known for a stream of
consciousness style and the invention of words, which make
his books difficutt to read.
 Annie I certainty hope so.
Ben Anyway, you don't need to worry. l'm sure you'11 do
wetl whatever you do.

Ben No idea at all?

Answers
Annie None. Why? Have you?
1 She doesn't know what she wants to do when she [eaves
Ben Absolutety. l'm going to study medicine at university
school. 2 Ben wants to study medicine at university and
and then l'm going to be a doctor.
then becomeadoctor. 3 When hewas30,JamesJoyce
Annie Lucky you. I don't even know if I want to go to was making a living teaching and singing. 4 The examples
university. are different because they're about people who knew what
Ben Well, don't worry too much. You aren't alone. I read theywantedtobe, butAnniedoesn't. 5 Hetellshernotto
an article the other day about famous peopte who worry because she witt do well whatever she does.
didn't find their perfect careers untilthey were in
their thirties.
Annie Like who?
Ben Well, there was Sylvester Stallone, for exampte.
Annie That really old fitm actor?
Ben Yes, he was working in a deticatessen, setting food.
Ithink he knew he wanted to be an actor butjust
coutdn't get any work.
Annie So what happened?
GRAMMAR
Ben He wrote a film for himself to star in. The film was

Annie
Rocky. ffi Future tenses (review)
The one about the boxer? 1 Students complete the exercise individually. Let them
Ben That's right. Well, it became one of the most successful compare answers with a partner before checking
films of all time, and Staltone became an international with the whole class. Say the sentences for students
sta r.
to repeat and check pronunciation. Play the video for
Annie OK, so who etse was there? students to watch and check their answers.
Ben Wetl, J.K. Rowling, of course.
Annie The Harry Potter author? tArr*"",
I
Ben Yes, she was working as a bilingual secretary when
I t 'm meeting 2 'm goingto study 3 'll do
she first had the idea for Harry Potter. She was 25
at the time, but it took her another seven years to With stronger classes, ask students to discuss which
finish writing the first novel and get it published. She future forms were used in each of the three sentences
spent many of these years living in Portugal, teaching
and why before focusing on the rule. Students
English.
complete the rule individually or in pairs before a
Annie Yes, I think I remember reading that somewhere.
quick whole-class check. If necessary, elicit/give
Ben And speaking of authors, there was the famous lrish further examples of each tense to clarify usage.
writer James Joyce.
I
Annie Who?
I Rule
Ben James Joyce. He wrote Utysses, one of the most I
important books of the last century. Anyway, although [ 1 present continuous 2 will 3 going to
he started writing in his twenties, he couldn't get
anything pubtished, so when he turned 30, he was
If you're short on time, set this exercise for
making a living teaching and singing. homework but perhaps go through question 1 in
Annie Singing? open class to make sure students are clear on why
be going to is used. Students compare answers with a
Ben Yes, apparently he had a really good opera voice and
partner. Check answers with the whole class, asking
made quite a lot of money from singing in public.
When he was 32, he final[y got a book pub{ished and students to explain their choices.
became a professional author. r
Annie Yes, but they alI knew what they wa nted to be. They I Answers
I
just had to wait for a long time before it happened.
I r We'regoing 2 l'tt finish 3 I'm notgoing
l've got no idea what I want to be.
[ + l'm seeing 5 She's going to be 6 going to eat
Ben Wett, that's what the careers advisor is for. He'[[ give fr
7 witt win 8 We're flying
you advice.
 Answers
Working individually, students complete the lSuggested
exercisel Circulate and help with any questions about It paragraph2 2paragraph3 3 paragraph5
vocabulary. Divide the class into similar-ability l+ paragraphl 5 ParagraPh4
pairings and ask students to discuss their plans' For
ieedba'ck, ask students to swap pairs and tell their m*XItMd Students discuss in pairs' Allow weaker
o. t"tt classes time to make a note of their
new partner what their previous partner said'
answers"ottnaent
first. Encourage students to use language
Optional extension from the texts in their answers. Monitor and offer
Make groups of six to eight and give students a two
minute praise to those expanding on thgir anyels' During
time timit io find other students with the same arrangements' ieedback decide ai a class which are the best pieces
Before they begin, eticit the three questions that they
will of advice offered.
need to ask:
What are You doing this week?
What are You going to do this Year?
What do you think you witt do in your life?

Student's Book Page L2-L3

READING
1 3IiIUGIlltil A recording of this text is available with VOCABULARY
yo"-t aigitd resources. Books closed' If you'd like Life Plans
u *rt^Irp, search for images of teenage magazine
L Books closed. As a warm-up, write Life Plaru on the
covers eitirer on the IWB during the class or on the
Internet before, and cut and paste them onto a piece board and tell the class your ovvn plans for your life'
(For
of paper. Show them to the class and ask: some of which should be true, others invented'
Do you read thue magazina? example I want to stop working and rqvel the world
Whattypa of anicles are Wicqlly fotmdinrhese when-I om 40; I amplfining to write o children's book;
mogozina? l'm gotng to karn to ptay the soxophone; l'm going n
tf lou want some qdice on o problem, do you read auyT aignextweek etc.) Students decide in pairs
iogozina or tak to yow friends and fomily? *hi.h are not ffue. Listen to some of their ideas
Write some of their ideas on the board' Books open' before revealing which are true' Give students some
Look at statements 1 to 4. Check/clariff: citicisu time to think about their own plans, some real, some
(says something negative about)' Give students invented. Divide the class into pairs or small Sroups
time to reflect on the statements individually before to tell their plans to their partner, who should guess
discussing their opinions with a partner' Prompt which are true and which are false'
them to justify their opinions. In whole-class Books open. Focus on phrases 1 to 8 and pictures A
feedbach ask which pairs had similar ideas' to H. Students match the words and phrases with
2 Ask students to read the titles and underline any the pictures. Check answers. You may need to check
tricky words or phrases for you to explain' Check'z understanding of:
chrifu: atpecting(to think somebody should do Stmt a coreen Point out that this is when we start
ro*"it it [1. Encourage students to underline the work, not when we start university and that this
parts of the te)ft as they complete the matching task' referi to a long-term profession' Askl- Do you satdy
Students compare answers with a partner before a coreer atrmiversitY? (no).
checking with the whole class. Retire; Ask students: Atwhat age do people normolly
retire? (arcrnd65)-
Answers
Get a degree: Clarify that this refers to the qualification
1 Don't expect peopte atways to agree with you yor.""iirr" at the end of a university course' Ask Do
2 Stop expecting everybody to like you
you g", o degree whm you fmish school? (no)' Whm do
3 Stop expecting peopte to know what you're thinking
you get a degree? (after university)'
4 Don'texPect PeoPle to change
5 No one is haPPY all the time Getpromoted: Point out that this means to be given
a new and better job within the same company' Ask:
Ifyou ue promoted, do you chruqe companies? (no);
Do you get more moneY? (Yes)'
Settle down:This means to start a steady life, usually
in a permanent house or job, often wlth a partner'
To clarify the task, do number 1 in open class'
lst<itwy ymahas aport-time job, he shares showe
Encourage debate among students and accept
win tltrie ftUnds andhe tarcls s-bt, hos he sef,ed
alternative answers where supported with reasons, to
down? (rro).
demonstrate that more than one answer is possible'
 Say the phrases for students to repeat and provide a
focus on pronunciation. Point out the linking of the
verb and a fut stort a cereer, get a degree and, stqrt a
family; also the stress on the second syllable and /ld/
ending inpromoted..
I
I Answers
:
trA4 B6 C2 D3 E1 Fs G7 H8

2 First ask students to read the text quickly and answer

the question: tUhy has the writer's uncle always done
things differently? (He's experienced several life events
at unconventional ages, e.g. he went to university in
his 40s.) Clarify that in order to complete the spaces
correctly, students will need to change the form of
the verbs. Allow students to compare their answers
with a partner before a whole-class check. During
feedback, elicit why the various forms are required.
I

lAnswers
! Z travellingthe world 3 got a degree
| + started a career 5 got promoted 6 settte down
I 7 starta famity B to retire

Fast finishers
Ask students to write sentences inctuding some of the
phrases 1-B in Exercise 1to describe members of theirfamily.

Answers
The probtem is that no one has seen Mia for a white. She's
very busy and never has any free time.
Mia wants to give up ptaying the violin because she doesn't
enjoy it. She only ptays it to keep her mum happy.
Gt should/shouldn't, moy (not)/
L In open class, nominate individuals to complete
the sentences. Point out the use of. should/shouldn't
andmay (not)/migltt (nor). Ask students:.Is rfte
speaker expressingpossibility, giving sdvixe or m&aq
a recommenilation? Next, ask students to read the
rule box and complete it with a partrler, and then do
a whole-class check. Play the video for students to
watch and check their answers.

I Answers
! , ,igha 3 might/may 4 shoutdn't 5 may not/might
I not 6 might not 7 should
T

I Rule
I 1 may (not) 2 might (not) 3 should(n't)
 Mixed-ability
Weaker ctasses: Before students begin, write these dialogues
on the board and discuss the meaning(s) of each phrase'
A:. Whot's uP, John? You look tired.
B: / wos up lote last night. I have on exom tomorrow.
C'. Whot hove you been up to this weekend?
D: Not much. I went to the cinema on Saturdoy.
Stronger ctasses: During feedback, elicit or explain the
meaning of the five phrases and give further examples'

t
I Answers
ilr. 2e 3b 4a sf 6d

If you're short on time, you could set this exercise

foi homework. If done in class, ask students to work
individually to complete the sentences and then
compere with a partner before a whole-class check'
Answers I
Mia keeps ptaying the wrong note on the violin and then
1 I Answers
watks 2 Mia wants to give up the vio[in because it
out. Ir upto 26 up 3 What'suP 4 uPto
takes up too much time and because she doesn't reatty tike !s upto uPto
the orchestra teacher, Mr Wates, very much. 3 Mia thinks
her mum changed her mind because her dad spoke to her'
4 Mia is learning the guitar by watching videos on the
lnternet. 5 She enjoys ptayingthe guitar because she's
just doing it for hersetf and there isn't any pressure.
PRONUNCIATION
For pronunciation practice of linking words with
upr Eo to Student's Book Page1,22.
PHRASES FOR FLUENCY
L Students work in pairs to first match each of the
expressions to the person who said them and then to FUNCTIONS
use context to help them match each one with the
correct meaning. Conduct whole-class feedback on
Complaining
this. Then ask pairs to discuss how they would say 7 Type person comploining into an internet search
the expressions in L1 before a second feedback stage' engine to find an appropriate photo to show to
students. In open class, ask why the person might
ilx Arr*"", be complaining. Listen to their ideas and write any
5 Chtod 6 interesting vocabulary that emerges on the board'
flr reo 2 Leo 3 Mia 4 Mia Mia
Students complete the exercise in pairs before a
Do number 1 in open class as an example if whole-class check.
necessary. Students complete the remaining Saps
individually then compare answers in pairs. You I: Answers
could ask pairs to practise the dialogue together, and
get one or two pairs to perform in front ofthe class.
Ita za 3b 4c
n
I Answers play about complaining. Make AB pairs. Monitor to
$, wf'"r.shatt I start?; You're a star. help with any difficulties and to offer ideas where
Iz where have you been hiding; Now you mention it students are struggling to come up with any but
Ia Here we go; Don't be sittY. avoid correcting mistakes as this is a fluency activity.
Instead, note down any common errors to review at
the end. Invite volunteers to perform for the class.
WordWise
Mixed-abitity
Phrases with up Stronger students practise the rote ptay, and then try to
L Ask students to work with a partner and complete the think of their own situations and create further diatogues'
exercise. Check answers in open class. Weaker students might benefit from preparation time' Divide
them into pairs of As and Bs and give them three minutes
to prepare ideas for their side of the conversation before
makingAB pairs.
 Suggested answers
1 lt happened in 1666. 2 lt started when an oven in a
bakery got too hot. 3 lt lasted for four days 4 Some
people escaped from the city on boats, while others dived
intotheriver. 5 The DukeofYorkstopped itbygetting
his sotdiers to demotish a [arge warehouse ful[ of paper.
This created a'fire break', which prevented the flames from
spreading any further. 6 lt destroyed many houses and
made many peopte hometess.

Books closed. As a warm up and to introduce the

topic ofhistorical events, draw a horizontal line on
the board and write today at the far right end of the
line. Divide the line into four sections and title the
four sections from right to left 21st Cendtry; 20th
Cenary; 19th Cenary; 18th Cenrury. Check students
are clear that the 20th Century refers to 1900-1999
etc. Divide the class into small groups and ask
them to come up with at least two historical events
that occurred in their country (or abroad) for each BACKGROUND INFORMATION
century. You could set this up as a competition. The The Great Fire of London was a massive fire which broke out
first group to write down two events for all four in 1666. London was much smaller then, and it is estimated
centuries wins. that 70,000 of the 500,000 inhabitants were made homeless. lt
was thought by many at the time that the fire had either been
Books open. Focus on the two pictures and elicit
started by undercover agents ofthe Dutch government (Britain
one or two similarities and differences between
and Ho[[and were at war at the time and the British Navy had
the pictures in open class before students discuss recentty set fire to a town in Hottand) or by supporters of the
questions 7 and2 in pairs. Put prompts on the board Pope. Even if either conspiracy theory were true, the extent to
to aid discussions, such asborhpicares show ... inthe which the fire spread was due to weather conditions and the
first picture .. . whereas in fhe second picrure .. . . This highly combustible building materials used in the 17th century.
is also useful practice for part 2 of the First Speaking
test. If you're using an interactive whiteboard
(IWB), this exercise would best be done as a heads-
up activity with books closed. During whole-class
feedback, invite students to share their ideas with the Following an idea through a
class. Focus on content rather than language at this
stage.
paragraph
Books closed. Tell students they are going to read 4 Focus on the explanation and clarify that fully
an article about the Great Fire of London. Before understanding a paragraph can take time. Reading
reading, ask students what information they'd a paragraph more than once for example, can be
like to know about it. Elicit one or two questions useful. Ask students to work individually to arswer
in open class to check understanding of the task the questions. Encourage them to underline the parts
then ask students to write four or five questions in of the text that give them the answers. Allow them to
pairs. Focusing on the topic in this way encourages compare answers in pairs before nominating students
prediction, a useful technique for improving reading to report back to the class on their €urswers.
speed. Books open. Ask students which of the Answers
questions they came up with appear in Exercise 2.
1 Three:aspark,fuetandoxygen. 2 Thesparkcame
Give students a three minute time limit (or longer
from the hot oven in the bakery; the fuet was the food
with weaker classes) to read the text and answer all and oiI in peopte's homes, and the wood, coatand other
questions (theirs' as well as those in the exercise). winter supplies in warehouses; the oxygen came from the
Tell them not to worry about understanding every wind. 3 The fire was difficutt to fight because it started in
word and to focus only on answering the questions. an area of the city where the houses were very ctose to one
Allow students to compare answers with a partner another, and atso because the streets were btocked with
before whole-class feedback. people trying to escape and with materiatthat had fatten
from houses.
23
SPEAKING Ask students to work with a partner to decide how
Clarify that the article was one of a series describing to fill the gaps. Go through the first sentence as an
world-changing events. You could tell students your example in class, making sure students understand
own answers to the questions to get them started. To the form correctly. Ask students which actions came
give their discussions a communicative aim, ask them first and if necessary draw them on a timeline to
to agree on the following in pairs: 7 Two events that the clarify.
series should include; 2 Three items to car4r between them.
Perhaps focus on errors relating to narrative tenses in
I
I
An"*.".
your monitoring and write these on the board, ensuring fr exploded 2 had saved, collapsed
r'tuA rescued,
anonymity, to review following whole-class feedback. Ia naa woken them up, arrived
Do not interrupt students' discussions to correct
mistakes unless these impede communication.

Student's Book page 18-19

GRAMMAR
trtr Narrative tenses: past simple,
past continuous, past perfect
simple
1 Books open. Draw students' attention to the words in
bold (1-3) and ask them to match them to the correct
tenses (a-b). Conduct briefwhole-class feedback on
this before students complete the rule in pairs. Check
answers in open class. Use the example sentences to
clarify the rules. Play the video for students to watch
and check their answers.

I
:
Arr*"",
Ir u 2b 3 a

I R.rt"
I
!1 pastsimple 2 pastcontinuous 3 pastcontinuous

2 Before students begin, check they understand that

they need to use either the past simple or past
continuous but not the past perfect. Monitor and help
any students who are struggling. Also let students
compare answers with a partner. During feedback,
refer to the rules in Exercise 1 and use timelines to
clarify differences between tenses.

! Arr**".,
I t noticed, took, tried 2 was looking, found
!e were thinking, became 4 were making, started

Read through the rule in open class and elicit the

answer.
VOCABULARY
Descriptive verbs
1 Books closed. To introduce the topic ofdescriptive
verbs, display the following story, or one of your
own, on the board.
Check/clarify: knocked down, make spsce, wallet.
Sally was waktng home when a man storyed. her and Students complete the exercise in pairs. During
asked. her to give him her monry. uNo", she said The whole-class feedback, pay attention to pronunciation
man suid "Give me your monq/!" again "Hefus" said of the descriptive verbs. Students may have difficulty
S ally. She ran aw ay from the maru He ran b ehind her. with the /dz/ sound in raglng and the vowel sounds
Thqr ranfor along time. She wentinto a shop. 'Help' /i:/ in screorning, /e/ inraging and /u/ in dived.
she said uA man is behind me." But the mqn wos not I
there. Sally wenthome.
lAnswers
Ask students: ,Nhat is the problem with the srory? (The If n"a 2raging 3screaming 4demolished
sentences are very short and the verbs are repeated 15 grabbed 6 struck 7 dived
and uninteresting.) Ask students to work with a
partner and think of some ways to make the story
more exciting. Listen to some of their ideas in open
class. Try to elicit that a greater range of verbs would
help. Students may also suggest the use of adjectives
and adverbs which - while not the focus here - is a
valid suggestion.
Books open. Explain that all ofthe verbs can be used
to make narratives more dramatic. Encourage them
to use English-English dictionaries to complete the
exercise as there may not be a direct translation in
their own language. They could use mobile devices
if available.
Answers
smash
1 to cause something to break noisily into a lot of small
pieces 2 smashed/smashed
ro9e
1 tohappen inastrongorviotentway 2 raged I raged
dive
1 to jump into water, especiatly with your head and arms
going in first, or to move under the water 2 dived / dived
flee
J, to escape by running away, especially because of danger
or fear 2 fted / fted
strike
PRONUNCIATION
1 to hit or attack someone or something forcefutty or To practise the pronunciation of initial consonant
violently 2 struck/struck clusters with /s/, go to Student's Book page']-,22,
demolish
1 to completely destroy a buitding 2 demotished /
demotished LISTENING
grob 1 Books closed. As a warm up, ask students to make
1 to take hold of something or someone suddenly and a list of any pets they or members of their extended
roughly 2 grabbed/grabbed familylfriends,/neighbours have. Divide the class into
screom small groups and ask students to compare their lists
1 to cry or say something loudty and usuatly in a high and tell their partners some of the things that the
pitch, especiatly because of strong emotions such as fear,
animals have done wrong - dogs eating furniture,
excitement or anger 2 screamed / screamed
cats leaving hairs everywhere, rabbits digging up the
garden, etc. Listen to some examples in open class as
Alternative approach feedback. Come to an agreement on which is the worst
An atternative approach to Exercise 1 woutd be to ptay a thing. Show a photo of a courtroom on the board in
game ol Call My B/uff. Divide the ctass into eight groups order to pre-teach: take someone ta court/be put on fial.
and give each group one of the verbs. Groups write three Ask: Do you ilnnk ilrc artimal shouldbe token to court
definitions for the verb, one of which is correct. Groups take for his'crime'? Are tfure any crimes that animak should.
turns to read their three definitions, the other groups guess beputontialfor? Listen to their ideas and encourage
which is the correct definition. whole-class discussion. Books open. Focus attention on
the photo and elicit students'predictions in open class.
If you're using an IWB, this exercise would best be
done as a heads-up activity with books closed.
 Students compare answers in pairs before checking in
open class.
t
lAnswers
&r, 2A 3B 4c 5B

Answers
Anima[ rights
1 Animals were taken to court from the Middte Ages to
1 Do the first one in open class to demonstrate the
task. Students complete the exercise in pairs. Check
the nineteenth century. 2 lt happened atl over Europe,
America and in some other countries. answers with the whole class.

* Answers
T

I ScenarioA:2&3 ScenarioB:1&6
ScenarioC:4&5

Student's Book page 2O-2L

READING
1 Books closed. Write these questions on the board
and ask students to discuss them in pairs or small
groups: What do youknow aboutlife inyour cottTtry
an order. Then he said that even if they did ever receive
an order, they'd never come to a court meeting because
in the seventeenth centlry? How wos it different from
nobody could guarantee that they'd be safe. He atso said life nday? tMhere did people live? lilhat did they eat?
that everybody knew that cats kitted rats, so as long as tfihat did" they weor? After five minutes, bring the
there were cats in the streets, rats coutd never be sued class together and listen to some of their ideas. If
because they'd never be safe. Finally, nobody coutd find you're using an IWB, do an internet search for life in
any reasons why what he'd said wasn't correct. The court the seventeenth century and show images and invite
case ended well for the rats. No one could pr:ove they
discussion. Books open. Students look at the pictures
were guilty, so nothing happened to them, but, well,
they hadn't come to the meeting anyway .. '
and titles and discuss in pairs what each paragraph
might contain. Tell them not to read the paragraphs
yet. If you're using an IWB, this exercise would best
be done as a heads-up activity with books closed.
Listen to their predictions in open class and write
them on the board, but do not confirm answers at
this stage.
 Do number 1 in open class. Students complete the
exercise and then compare answers with a partner
before whole-class feedback.
I
I Answers
Ir *oufa / used to 2 used to 3 used to 4 used to
N
5 used to 6 used to

LANGUAGE NOTE
*Would you like Mickey
Students may produce questions like
Mouse when you were little? We cannot use would with state
verbs to describe a repeated past action, we use the question
form did + use to. Students may find it helpfutto translate
examples into L1 and compare the two.

3 This exercise can be set for homework' Even if you

decide to do that, do number 1 in open class. Remind
students to read each one carefully and think about
which form should be used (positive, question or
negative). Check answers.

I
I
Arrr*"",
I f e, oia ... use to / B: used to 2 didn't use to
ls n, oid...useto/B:usedto 4 didn'tuseto
I s n, oia ... use to / B: used to 6 didn't use to

Fast finishers
Ask students: ln which of the sentences in Exercise 3 could
Optional extension would be used? (3 and 5)

To focus more ctosely on the vocabulary in the text, write on

the board:
Optionat extension
selling 2 norma[, nothing special 3 33.3330/o
1 buying and
4 peoplewho look aftersheep 5often 6thingsthatyou Ask students to think of things they used to play with when
can steep on 7 unusuat, not common B look after 9 dream they were young chitdren. Elicit one or two examptes in open
(verb) 10 easy class and prompt students to use used to I would' Students
continue discussing in pairs. Nominate one or two pairs
Put students into pairs and ask them to find words in the text
to share their ideas during feedback. You could even hold
that match the definitions.
a class vote to find out which the most poputar chitdhood
The definitions follow the order of the text. This can be
toys were.
set up as a competition, with students racing to find the
answers as quickly as possibte. This will encourage students
to quickty scan the text to find the words. When you have
a winner, check answers with the whole class. Answers: 1
rx Future in the Past
trade; 2 ordinary;3 one in three;4 shepherds;5 frequently;6 L Focus attention on the example sentences and elicit
mattresses; 7 rare; 8 care for;9 fantasise; 10 simple the form of the future in the past would (the past for
of the verb will) + base form of the verb. Explain
that we use future in the past when we want to refer
to actions or events that we thought would happen
GRAMMAR in the future at the time we were speaking. Like all
G, would and used to future forms, future in the past cannot be used in
clauses beginning with time expressions such as:
L students should try to complete the example
wherl while, before, after, as soon os' if, unless. In
sentences before looking back at the text to check
this case, the past simple will be used. Display the
their answers. Next, ask students to complete the
following examples: I told Sally thst when she would
rule, encouraging them to refer to the example
arrive, we would go out for lunch. (Not Correct), I fold
sentences to help them. Clarify the difference
Sally thatwhen she arrived we would go out for lunch.
between past habits or repeated actions and past
(Correct). Use these example sentences to clarify the
states, drawing attention to the verbs that.are used
rules and play the video to check answers.
to describe a state or situation (have,be). Play the
video to check answers.

I
I
Arr*"r, 2 verb

I& r usedto 2 woutd 3 didn'tuseto 4 usedto

I Rule
r
Ir used to/didn't use to 2 would(n't)
 Students complete the sentences using future in with the class and make a note of them on the board,
the past forms of the verbs. Ask them to compare but do give away answers at this stage.
answers with a partner. During feedback, point E[ Using images found via an internet search
out that the verbs that are used before would when engine, pre-teach: Uloo, stove, binoculars, seals, whale,
forming the future in the past are lotow, thinh believe, reindeer. Play the video while students read and listen
promise, hope, imogine, realise, expect. to check the predictions written on the board. During
feedback, ask students which of them were correct.
Answers
Students read the article again to answer the
1 woutd organise 2 would never look 3 would questions. Tell students to underline the parts ofthe
apologise 4 would work 5 would destroy
article that help them choose their answer. Monitor
to ensure they are doing this. Students compare
answers with a partner. During feedback, ask
students to quote the information they underlined
that supports their answers.
FUNCTIONS
Suggested answers
Talking about the past
1 The winters are [ong, bitterty cotd and windy inside the
L Students match in pairs prior to a whole-class check.
ArcticCircte. 2 Akycha survives bystayingovernightin a
tittte igtoo that he makes himself. 3 Akycha hunts seats
lArr"*"", and whales, and he does it by riding his snowmobite along
t

$ru 2c 3a 4b sb 6a the coast and watching through his binocutars.

4 Theycan'tstay in one ptacefortoo long becausethe moss
2 To generate interest in this exercise, show a variety that the reindeer eat takes a [ong time to grow back. They
therefore need to move to a new place to find more food.
of pictures of different things from a particular period
and ask students to guess which period they are from.
Divide the class into pairs or small groups. Perhaps
do an example yourself to get them started. Tell
students they should speak for one minute on their
topic without interruption. Encourage students to use
used to, would and phrases to refer to time periods
in their answers. If appropriate, ask students to time
their partners using their mobile devices. Monitor to
ensure students are on task, but as this is a fluency
practice activity, do not interrupt to correct mistakes.

Optional extension
Put students into pairs and ask them to choose a topic and
a time period e.g. food in the 1970s. Ask students to do an
internet search to find information on their topic and prepare
a short presentation. Regroup students into smatl groups
for ihem to present their information. During feedback, ask
students which things were better in the past.

3 overnight 4 on the move

moss B breeding

Where life is really hard

1 Books closed. As a warm up, write these questions on
the board:
Does it snow every yeqr inyow cotmty?
How does yow ffi changewhenit snows? tfilhatbecomu
more fficult?
Would you Ake it if it snowed more?
Students discuss in small groups. Listen to their
answers in open class and encourage further
discussion. Books open. Focus attention on the photos
and ask students to discuss the questions in pairs.
If you're using an IWB, this exercise would best be
done as a heads-up activity with books closed. During
feedback, invite students to share their predictions
WRITING Student's Book Page 24-25

A magazine article about a

historical event
L As a lead-in to this activity, ask students what they
know about Berlin. Students read the article and
answer the questions. Let them check their answers Multipte-choice cloze
with a partner before whole-class feedback.
Answers
1 ln 1.961 the Bertin Wat[ was buitt. 2 ln 1989 there were
a number of radicaI politicatdemonstrations across Eastern
Europe. East Germans were atlowed to visit West Bertin and
this led to the fatt of the Berlin Wa[[. 3 ln 1990 the two
nations of East and West Germany became one.

Students read the article again and work with a

partner to find examples of l-4. During feedback
ask concept-check questions to check understanding
of the different forms. If students find any of the
grammar difficult, take the opportunity to go back in
the book and review the item.
Tell students that there is a basic format which
should be followed when writing an article. With
the whole class, look quickly through the article and
elicit the order of the paragraphs.

I Arr*"",
t
!t earagraph2 2Paragraph3 3 Paragraphl

Ask students to choose an event that shook the

world. If you want students to work together on the
final article, they should choose an event they are
both familiar with. Students make notes on the event
and decide how to organize the information in their
article. If mobile device use is permitted, encourage
them to search for information on the Internet.
Students can use the text about the fall of the Berlin
Wall as a template.
This can be set as homework or it can be done as
a collaborative lwiting activity in class with pairs
of students working together. On completion, ask
students to exchange their texts with another pair
for them to read and give feedback on content and
structure. Students could check if the article uses
the same structure as the template. They should also
decide which the mostAeast interesting part of the
article is. If you decide to collect students' work and
mark iq avoid focusing too much on accuracy, as
a heavily marked piece of writing is more likely to
demotivate learners than to make them try harder
next time.
 BACKGROUND INFORMATION
Titanic is a film which was released in 1997. lt tetls the tragic
comparing actions; making invitations; story of a young coupte who fatt in tove on the Titanic's maiden
obtigation and necessitY voyage in 1912. lt is very loosely based on reaI events. Directed
expressing possibitity, obtigation, permission, by James Cameron and starring Leonardo DiCaprio and Kate
and prohibition; didn't need to / needn't hove; Winstet, the fitm was a huge success with critics and fans. lt won
adverbs 11 Oscars including Best Picture and made nearly 52 billion at
types of films; types of TV programmes; the box office, the highest amount of money ever made by a
expressions with get singte fitm. The speciateffects in the film were ground breaking
at the time and inctuded a227-mefie tong ship and a 1.3
million [itre tank of water. The film atso made extensive use of
computer-generated imagery (CGl).
Avengers: Endgame is a superhero fitm based on the Marvel
Comics superhero team the Avengers, which was reteased in
2019. lt was directed by Joe and Anthony Russo and starred
Robert Downey Jr., Chris Evans and Scarlett Johansson. With
a reported budget of $356 million, this film is one of the most
expensive films ever made.
Monsters is a British science fiction fitm which was reteased in
2010. lt cost tess than 5500,000 to make and made S4.2 million
at the box office. lt is set in Mexico and telts the story of an alien
invasion. lt was written, directed and filmed by Gareth Edwards,
who also created the special effects' Monsters won Best
lndependent Movie at the 2011 Scream Awards.

Mixed-abitity
Weaker students: Ask students to work with a partner and
read the articte again to complete the exercise'
Stronger students: Ask students to work with a partner and
try to answer the questions from memory before reading the
article again to check.

Answers
1 Titanic, Avengers: Endgame 2 lt won severaI awards; it
got very good reviews from many fitm critics. 3 (Possibte
answers) lt onty took three weeks to fitm; the fitm crew was
only seven peopte in a van; it was filmed with digitatvideo;
they didn't use a studio; the onty cast were Edwards and a
few of his friends; no paid extras were used; Edwards did att
the editing and speciaI effects himsetf. 4 A year and one
month/thirteen months.
 Optional extension
The text mentions two films that cost more than 5200 million
to make. Professionalfootbatters are paid millions of do[[ars
a year. Ask students if they think too much money is spent
on entertainment when millions of peopte in the wortd
have very little money. Divide the class into film producers
and people who work for a charity in Africa. Students then
work with a partner from the same group to write sentences
arguing for or against mitlions being spent on entertainment
(charity workers shoutd argue against and fitm producers
for). It is important that students do not give their own
opinions as they are playing a role. Monitor and hetp with
any vocabulary questions. When students have finished their
sentences, pin them at[ on the walI for students to read each
other's work. Finatty hotd a vote with students giving their
own opinions.

OptionaI extension
Find trailers of the three films mentioned in the article and
show them on the interactive whiteboard (lWB). Ask students
to discuss the traiters and decide which one makes them
want to see the film most.

ldentifying the main topic

of a paragraph
Ask students to read the information and clarify the 1 may 2 doesn't need to 3 shoutd 4 tet 5 mustn't
importance of the opening or first line of a paragraph
in informing the reader what will follow. Tell
Rule
students that one technique to help them read a text
quickly is to focus only on the first sentences of each 1 must 2 shoutd 3 need to 4 [et 5 not altowed to
paragraph, as this should give a good overview of the
main topics of the text. Students look at paragraphs
LANGUAGE NOTE
3 and 4 and decide on the topic of each paragraph.
Allow them to compare E[rswers with a partner. To Students may be confused by the difference between hove
to and must. A simple distinction is that we use must when
support them in this key stage, write these prompts
the obligation comes from the speaker. lf the speaker is
on the board: Wlty did you put . .. ? I put . . . becquse
describing a rule or obligation imposed by somebody etse,
ir soys . .. Monitor and encourage students to use they use hove to, for example: I hove to switch my electronic
the prompts and to challenge each other. During devices off [because my porents tell me to]. An added difficutty
feedback, ask students to justit/ their answers. is that the negative form in each case is mustn't: You must
arrive by 9 a.m. = You mustn't orrive lote; I hove to orrive by 9
I& Answers o.m. = I mustn't orrive lote I don't have to orrive 1ote. Reinforce
lhat don't hove to expresses a lack of obligation in a simitar
$
Paragraphz=B; Paragraph3=D way to don't need to.

SPEAKING Look!
Monitor and provide support - answer questions, Read through the information in the Look! box in
input any unfamiliar vocabulary - but do not open class. Write the following examples on the
interrupt to correct errors unless they hinder board:
comprehension. The focus is on developing students' 7 This suitcose k veryold We had better buy q new
fluency. During feedback, you could extend the one before we go on holiday.
discussion by asking students what their opinion is
Point out that we had contracts to we'd and should
on making a film - should it cost a lot of money or
not be confused withwe would
not? \Mhy?
2 Divers are supposed to drive slowly when they are
near q school (but sometimes they don't).
2 Ask students to work individually to complete the
exercise. Allow them to compare answers with
a partner before feedback in open class. During
 feedback, refer to the rule and the Look! box to would tick the animatedfilmand comedy rows). Listen
clarify answers, as necessary. to some of their ideas in open class feedback.
I Ask students to work individually and to write
t Answers sentences. Point out that they should write full
Ir lsn't a[towed to 2 're supposed to 3 don't tet sentences and not simply the names of the films.
I+ 'd betterturn Monitor as they write, helping with any spelling and
checking students' use of descriptive language.

Fast finishers
Ask students to write sentences describing five things they
are supposed to do, but don't always do.

Grammar

VOCABULARY
Types of films
L Ask students to cover the list of film types and to look
at the pictures. With the whole class, ask students:
What are the typu of frlns shown in the picntres? before
uncovering the list and completing the exercise.
Check answers.

lArr*u",
I
I 1 science fiction (sci-fi) 2 action film 3 animated film
I 4 romantic comedy (rom com) 5 comedy 6 horror fitm
l7 documentary 8 thrilter

Fast finishers Audio Script

Ask studenis to think of some more types of fitm. Listen to
Sheena Hi, Aaron. Why weren't you at the stadium on
their ideas during feedback.
Saturday? You missed a reatty good game.
Aaron Wett, I didn't need to go because I was abte to watch it
Iive ontine.
Sheena Whatl
Aaron Yeah, we had wifi instatted a coupte of weeks ago, and
l've just been watching films and TV on my tabtet for
the past two weeks.
Sheena What!
Aaron Yeah, it's great. I watch anything I want anytime.
Anyway, what have You been doing?
Sheena Reading actualty. ln fact l've just read an articte called
'Three reasons why you shoutdn't watch too much TV'
- something you might be interested in?
Aaron On no, here we go.
Sheen a 5o the fi rst reason - you know what a 'couch potato' is,
don't You?
Aaron You're not saying l'm turning into one, are you?
Sheena We[[, you'd better be carefut. Medicalstudies have
shown that when people watch fitms and other things
on screens too much, their brains become slower, and
they feeI sleepy.
Aaron That probably explains why l'm half asleep most of the
time. Mind you I can't remember the last time I went to
bed before two in the morning.
Sheena Second reason. Not waiching too much TV actuatty
saves you moneyl
Aaron What? You mean watching TV costs me money? How
come?
Sheena OK, any regular one-hou r segment on TV is made up
of 40 minutes of actualcontent and 20 minutes of
advertising. That's a third of att TV viewing time.
Aaron But I don't spend that much time watching TV actually.
I watch downloaded films mostly so I don't see the
advertising.
Sheena Right. But did you know that there's a lot of product
placement in the films themselves, which is like being
brainwashed? Peopte buy what they see on TV and in
films, and not what they need. This is why watching
less TV or fewer films saves you moneyl
Aaron l'dneverthoughtofthat.
Sheena OK, and finatly the third reason and this is the key, the
key to changing your life NOW.
Aaron Can't wait to hear it.
Sheena It's so much more rewarding to spend time with reat
peopte than with the peopte you see on TV or in films.
Aaron Eh?
Sheena You know what I mean. Life's about friendships. lt's
about getting together with your friends, tatking about
the music you like, and sports, and other things. lt's
about caring for real peopte, as l've said, and not about
worrying about the peopte on screen.
Aaron Wett, of course I know thatl l'm not a fool. ln fact ljust
wanted to ask you ... erm.
Sheena To watch a film with you?
Aaron Nol Butthere's a concert in the park on Sunday, and I

bought two tickets.

Sheena Hey, you need n't have do ne th atl
Aaron Why?
Sheena Because I did thesamething.
Aaron Oh nol
GRAMMAR
trtr NecessitY: didn't need to / The film of mY life
needn't hove 1 To introduce the topic, ask students if they have (e'g'
ever

L Ask students to work with a partner to answer the seen a film based on the life of a famous person
questions. Check answers, and then draw students' The Social Network), or about the life of a fictional
attention to the words that follow need to and needn't character (e.g. Forrut Gunq)' You could show trailers
of these t*o fil*t on the IWB' Discuss the type
of
have. Next, students complete the rule in pairs' Play
things that are shown in these films' Tell students
the video.
you"r"ur, them to write the plan for a script based
To check understanding at this point, elicit a few
tn their own lives. Read through questions 1-4'
more ex€rmples from the class of things they didn't
Ask students to work individually to answer the
need tolne;dn't have done in the last week and
questions. Monitor and help students with ideas if
check that their choice of didn'tneed to vs' needn't
they are having difficulry.
have is the correct one.

I Ar,r*"", Mixed-abilitY
r Weaker ctasses: To hetp students with ideas, brainstorm
lr r.ro 2 Yes porriUta answersto each ofthe questions in open ctass and
write some of their ideas on the board'
Inrt"
I

fi
r needn't have done 2 didn't need to do

2 Students work individually to complete the exercise'

Let them compare answers with a partner before
checking answers in open class' During feedback'
insist ori students explaining why they chose the
answers theY chose.
t
I
Answer
tt, 2b 3b 4a sb 6a

Student's Book Page 30-31

OptionaI extension
Tell students to imagine they are preparing for a
party at their
house. Write the fottowing sentences on the board and
ask READING
woutd say
A recording of this text is available with your digital
pairs and think of how they
students to work in
1
them in a different way using the words in brackets' resources. As a warm up activity, write the names
of
1 I bought some cakes for the party, but my brother had some popular television progralnmes on the board'
atready bought some. (needn't have)
ask students to talk in pairs and discuss which of
(didn't need)
2 My sister had atready chosen some music' the programmes they watch,/don't watch -and why/
3 Our neighbours are on holiday' (didn't need) why nol Listen to some of their ideas as feedback'
4 The party was very informal, but my friend John wore
a
With ttre whole class, ask students which is the best
suit. (needn't have) channel on television and whY'
Suggested answers Students read the question and look at the TV
1 I needn't have bought anYcakes. listings. Elicit some ideas. Students then read the text
2 I didn't need to choose anY music' quictity to check their ideas. Remind them they don't
3 I didn't need to tetl the neighbours' have t"o understand every word in the text at this
4 John needn't haveworn a suit. stage. Check answers as a class'

Answers
Channet 1 soap opera Channel 2 quizshow
Channet 3 reatity TV show Channet 4 news
Channel 5 chat show

Read through questions 1-4 and check/clarify:

contestants, presenters, vlan ers, p articip ote' Ask
students to iead the descriptions again and answer
the questions. Check/clarifii host' Students compare
urr*"r, with a partner before a whole-class check'
 Doubte Your Money, J.9th-century House
Doubte Your Money, The News, The Jordan Baker Show
Down Our Street
19th-century House

Before answering, students should look for key words

in the tweets which will help them find the answers
(e.g. questions, rnonelt think carefully, married, vote off,
wins). As students complete the exercise, encourage
them to underline the language that helped them
decide on their €u$wer. Students compare answers
with a partner before feedback with the whole class.
Discuss which words helped them find the answers.
Fast finishers
BACKGROUND INFORMATION Ask students to write sentences containing the adverbs.
Tweets are short (maximum 140-character) messages sent on
Twitter, the online sociaI networking platform. Registered users
ofTwitter can send and read tweets, unregistered users can only Optional extension
read them. Twitter was created in March 2006 in San Francisco. Cat[ out severaI adjectives of your choice (e.g. nervous, bod,
By 2012, Twitter had 500 million registered users and was one of eosy, slow, hord\ and ask students to give you the adverbs.
the ten most-visited websites in the wortd.
Students read the example sentences. Explain that
comparative adverbs are used when two actions are
compared. Ask students to tell you what the actions
are in the example sentences (1. think, 2. speak, 3.
answer questions). Students then read and complete
the rule box.

Mixed-ability
Weaker students:
Books closed. Put two examples ofyour own on the board
(e.g. lcan speak [11] more quickly than English.ll understond
French more eosily than Sponrsh.). Ask a student to come to
the board and undertine the comparative adverbs. Point out
that we use rnore . .. thon with adverbs as wetl as adjectives
for comparison and explain that comparative adverbs
GRAMMAR are used when two actions are compared. Students open
their book at page 31 and read the exampte sentences and
trn Adverbs and comparative complete the rute box.

adverbs Stronger students:

Ask students to come to the board and write a sentence with
1 Students look again at the TV listings and complete comparative adverbs. The class then have to identify the
the sentences. Play the video to check answers with comparative adverb.
the whole class.
T

Mixed-abitity
I nule
I
I more
Weaker students:
Write the following sentences on the board:
Students read through sentences 1-7. Check any
1 I om nervous before exoms. problems with vocabulary. Go through the example
2 I waited nervously before the exam results orrived. with them, if necessary. Students complete the
Ask students: Which sentence contains an odjective.? (L) Which exercise. Remind them to look carefully at each
contoins an odverb? (2) Elicit the formation of regular adverbs adjective and decide if it is regular or irregular.
(adjective + -1y). Follow the procedure for stronger students.
Check answers. If you're short on time, set this
Stronger students: exercise as homework.
Look at the four words in the list and ask students which
are adjectives (easy, popular) and which are adverbs (easily, i
T
Arr*u.,
carefully). Ask students what adjectives do (describe nouns)
ll morectearty 2 morecarefutty 3 moreslowty
and what adverbs do (describe verbs). Students comptete the
sentences. Check answers. 14 earlier 5 worse 6 harder 7 better
 ff.# ptay the audio. Srudent-c read and listen to
check their answers. Ask srudenrs to check answers
Types of TV Programmes with a partner before feedback irirh the whole class'
During feedback, refer to their ideas from Exercise 1
and check if they predicted col.rectlv'

Answers
So she can meet GregorY Harris.
She read the time wrong and missed the audition'

Divide the class into pairs and ask students to Suess

the continuation of the story. Ask them to write their
answe$ in their notebooks. Monitor and help with
any questions. Listen to some of their ideas in open
cliss and write some of their ideas on the board, but
don't comment at this stage.
fm Play the video while students check their
OptionaI extension ia"* f.o* Eiercise 3. During whole-class feedback,
refer to the ideas on the board and check which
Write 'Ielevisio n - good or bad?' at the top of the.board or
use the lWB. Divide the ctass into two groups' Ask one
group were correct.
to think of reasons why television is good and the other why Read through the sentences with the whole class'
television is bad. Set a ten-minute time [imit' Ask a student Divide the class into pairs and ask students to
from each group to come to the board and write the groups' complete the exercise. Monitor and help with any
ideas on the board' Which group has the best arguments? To
difficulties. Play the video again, pausing as required
continue the discussion, write the sentence Llfe wos better
withouttelevision on the board and encourage an open for clarification.
ctass debate between the two groups, one arguing for the Check answers in open class' Ask individual students
statement and the other against. to correct the false statements.
I
I Answers
lr, 21 3F 4F sr 6F

A paragraph PHRASES FOR FLUENCY

1 Ask students to locate the expressions 1-6 in the
Mixed ability story on page 32 and decide who says them' Ask
For weaker students, brainstorm ideas on the board before them: now wouldyou say rhe exprasions inyour own
students write their paragraph. They can use their notes that Ianguoge? Ask students to compare their answers with
they took in Exercise 2. a partner before open-class feedback.
To make this task more chattenging for stronger students, ask il
them to compare their current TV habits with their TV habits
in the past and what they predict their TV habits wit[ be in
I Answers
the future. lf f-rL" 2Megan 3Luke 4Otivia 5Luke 6Luke
Students expand their notes into a paragraph' In the Ask students to read through the sentences and
next lesson, display the paragraphs on the walls of complete the answers. Go through the first sentence
the classroom for students to read to find somebody with them as urn example if necessary. During
who has the same viewing habits as they do' If you're feedback, say the sentences for students to repeat'
short on time, set this exercise for homework' Drill sentences to ensure correct pronunciation' In
pairs, students practice the conversations.
Student's Book Page 32-33
I Arrr-"",
! t Gu"rs *hat 2 Have a look 3 ln fact 4 come on
PHOTOSTORY: ePisode 2 tike 6 after atl
Is tooks
L Look at the photos with students and ask them
to name the people. Ask students: What canyou
remember oboutLnke, Okviq Ryan utdMeganfrom
thephonsary? Students look at the photos and
guess what they're tatking about. Ask them to Suess
th" ,rt-utt to the questions without reading the
conversation. Write some of their ideas on the board'
These can then be referred to during feedback'

36
Expressions with get
1 Read the instructions with the class. Do the first one
as an example, making sure students understand why
go, arrive is the answer. Students work with a partner
to choose the meaning of get in the sentences. Check
answers with the whole class.
I
!I Answers
tt. 2d 3b 4a
2 Ask students to read through the phrases and check
understanding. Ask students what ger means in each
of the six phrases.
gethome/there : arrive
get bored/ angry /better : become
getadrink: buy
Go through the first sentence with the whole class as
an example.
Students work with a partner and complete the
exercise. Remind them to look carefully at the
tenses they need to use and to use the past simple if
necessary. Check answers.

trArr*"",
I
l15 gotbored 2 gotthere
get angry 6 get a drink
3 gethome 4 gotbetter
|
3 This exercise practises phrases with ger in some
natural situations. Ask students to work with a
partner and match the questions and answers. During
whole-class feedback, work on pronunciation and
intonation of the sentences.

Mixed-ability
Working with a partner of a simitar level, students practise
the dialogues. Allow them to read from the book at first,
and then take it in turns to close their book and attempt
to complete the dialogues without [ooking. Finalty they
can both close their books and try to remember the five
dialogues. Stronger students may like to try to develop the
conversations fu rther.

II Answers
11. 2a 3e 4b 5d
Working individually, students write their answers to
the questions. Give them an example of your own to
get them started. Monitor to help with any questions.
lVhen students have finished their sentences, they
can practise dialogues with a partner. Listen to some
examples in open class as feedback.
 on the board. Students then read the text to check
answers. You could set a homework research task
for students to find out about the following people
FUNCTIONS tatking about past habits; tatking about
imaginary situations; tatkin g about scientific
who come up in the text. You could then start off the
discoveries lesson by asking students to tell the class what they
GRAMMAR phrasaI verbs; expressions with moke; moke vs' have found out.
do; second conditional; / wish
VOCABULARY direction and movement; science

Student's Book Page 34-35

READING
1 Books closed. As a warm up, write the word blog
on the board. Divide the class into two teams and
play a quick game of 'vocab tennis'' Teams take it in
turns to say a word beginning with the letter b and
continue until one of the teams cannot immediately
think of a word. Do the same with I, o and g. Ask
students: tilhich blogs have you read? Listen to some
of their answers in open class and look at some of the
blogs they mention on the Interactive Whiteboard
(IWB). Ask: Whatmakes a goodblog? Elicit answers
and discuss in open class.
Books open. Look at the pictures in open class and
nominate individuals to say what each one shows.

Answers
1 Fire 2 Awheet 3 Electricity 4 Amobilephone
(smart phone) 5 Paper 6 A car (automobite)

OptionaI extension
As a fotlow-up to Exercise 1, ask students to imagine their
4 Read through the question with students and check/
clarify: si.deways, Erqity, directly related to, come up
tives without four items. Ask them: What would you do *
without the lnternet? How would you contoct people without wrth. Students answer the questions.
the lnternet or telephones? What would you do without
medicine? How would you keep food cold without o fridge?
Weaker ctasses could just imagine tife without one of the
items. Quickty eticit some ideas in open class, and then divide
the ctass into smat[ groups for them to discuss the questions'
After five minutes, appoint a spokesperson from each group
to feed back some of their ideas in open class'

Answers
1 Why things fatt down and not up or sideways.
2 That the tevel of the water went down.
3 lt's Greek for'Now I understand'.
4 They needed scientists, peopte tike Newton and
Archimedes, to think about them and understand them'
I Optional extension
] Forfurtherworkon the text, tett studentsthat it is

I written in an informal, conversational style' Ask students

I to work together with a partner and read through the
I text, undertining any [anguage which is informatand Ask students to complete the rule individually or in
I conversationat. Listen
to some of their ideas in open class pairs before nominating students to call out their
as feedback. answers in open class.

2 particte

As well as underlining the phrasal verbs, ask students

to work out the meaning and think of different ways
of saying of each of them, using context to help them'
Vou might like to do feedback on what the phrasal
verbs aie before students focus on how they might
paraphrase them.

IArrr*"r,
I r took after 2 takes off 3 came round
+ hang out 5 gave uP
[
If you're short on time, set this exercise for
homework. Students can do the exercise in pairs' If
you feel your students would benefit from additional
iupport, get them to first decide on the appropriate
phrisal verb and conduct brief feedback on this
before they attempt to put them into the correct
form. Check answers in oPen class.

I Answers
!t down 2 went down 3 looks after 4 fett
felt out,
lout 5cameup 6comeround Twentup Bhangout

Fast finishers
Ask students to write three sentences of their own using
phrasaI verbs from this exercise'

VOCABULARY
Direction and movement
Read the sentence in open class and elicit the
answers. Use hand Sestures to clari$r meaning'

II Arrr*"",
I
lr down 2 up

Look at the pictures with students and read

through the sentences. Use hand Sestures to clarify
underitanding. Point out the different :useofup and-
down (in sentence 6, up and- down means to walk
Mixed-abitity in one direction and then the other, usually when
Chattenge stronger students to cover up the definitions on feeling nervous). Divide the class into pairs and ask
page 36ind try io work out the meaning of each of .the verbs students to complete the exercise. Check answers
ushg the context provided by the articte. They can look at with the whole class and read through the Look! box'
definitions 1-6 to check their answers. Get weaker students
to work in pairs to do the matching using both the definitions I
Answers
and context provided in the article in tandem. I
lo, B 6 c 3 D s E2 F4
 Fast finishers
Ask students if they can think of any
more words describing
Morning.
I was
Rightl Everyone OK? OK, this morning
In pairs or small Sroups, students discuss the flu'uine f r.it tust and I was listening to u tuqio.
,.
question. Listen to some of their ideas in open
class' ,

oronrlr*., and they were talking about what kids

irt tft"*, Can ony of you rovel in all the directions? Ir"E ao O.ti"uu when they were littte lt was really
I was
interesting! And I started to think about when
that when I was a tittle girl'
, fia. ..0 f remembered
Optionat extension niet.rt I used to plug something in to
atl the
-
games' Eticit some "u"iv if I
Ask students if they ptay any ontine sockets in my bedroom' I thought that
examptes in open ctass and if possible' look atsom-e^games "i*iri..i
aia";i, tt'" electricity woutd come out of the
hotes
them
Divide students into smat[ groups and ask
ihl, rwe. Juiingtf,. night, and I'd get ill' I used to ptug in
".
io describe the movement of the characters in
the games'
Jif.tEnt tf.rl.Igt utt urornd the room so that I didn't
of
iira-."i. *"t" a point each time they use vocabutary get sick!
in open
aii".tion and movement. Listen to some examples Reatty, miss? Did you really use to do
that?
Sarah
ctass as feedback. fun
Teacher true - honestty! So, I thought it might be
Yes, it's
to start our lesson, just a few minutes' tatking
today
we were
about the things we used to betieve when
kids.
Atex We stitt are kids, miss'
LISTENING Come on, Alex, you know what I mean!
I mean when
Teacher
1 In open class, ask students to look at the pictures'
can see'
you were tittle kids' Did you use to believe strange
Nominate individuals to describe what they things? AnYone? Yes, Sarah!
Wett, when I was a kid, about five I
guess' I thought
Sarah
Answers reatly beautifut' and I used to look at it
! the moon was
white
for hours' And, you know how the moon looks
Ito 2A 3c 48 sometimes, wett, for some reason I thought it was
to laugh
to hear four people white because it was afraid of me! So I used
- m Te[ students they are Soing understand'
2
Gtt it g about things ci,ildr"n didn't
at it and catI it names!

put eacner You thought the moon was scared of you?

elay tf,e recording while students listen and
I

where
them' Tell That's right. I guess I remembered cartoons
i#pictu.es in thI order they hear about Sarah
p.opf" g"o *f.rite in the face when they're scared'
students not to worry about difficult words' but
maybe that's whY.
to concentrate on the task' Let students compare nice story' Who's
feedback' Teacher OK, Sarah, thankyou. That's a reatty
answers with a partner before whole-class next? Yes, come on, Atex.

IArr*"", not me.

&o, B3 c1 D4
OK. That's fine. Telt us.
I remember my grandfather said that when he was a

t<iJ, ne noticei hlow when you stand

on a water hose'
to
thewater stops coming out of it' And so he used
on wire or cable, because he
be scared of itanding a

thought that the etectricity woutd stop!

there's no
I eacner Oh, nice one. So, if you stand on a wire'
more etectricitY?
Atex Yes.
OK, thanks, Atex, that's a good one'
Anyone else?
Teacher
Hands uP! Yes, Martin, offYou go'
in the
Martin Well, my famity used to have an appte tree
gardeniso we didn't use to buy apptes' we atways
Iad aPPtesfrom ourtree,You know?
Teacher
idea' I don't
Martin And we ate lots of apples. But I got this
I used to
t no* *t *om, I reatly don't, anyway,
"t"
ifrinf, tf'ut I mustn't eat the pips, the appte
seeds'

Realty? WhY not eat the aPPle seeds?

Teacher
Yeah, welt, I used to think that if I
got an appte seed
Martin
in my stomach, then an appte was going
to grow
inside me!
not true' right?
Teacher Goodness! But now you know that's
Martin Of coursel
Teacher Excellent. Great storiesl So today we're going to think
about ideas that peopte used to have in the past,
ideas that we now know aren't true. OK?
Sarah Like, people used to think that the Earth was ftat,
miss?
Teacher Exactly. Now, can anyone think of more examptes?
Answers
Anyone? . .. L udid 2 make 3 make 4 doing 5 makes 6 made

She though etectricity might come out of the sockets'

She thought it was beautifut. How science helps peoPle
She thought it was afraid of her.
Students discuss the questions in pairs or small
He thought the electricity would stop.
They had an apple tree in their garden.
groups. For number 2,you could ask them to prepare
He thought an appte would grow inside him. a detailed description of an invention to share with
another partner. Monitor to help with vocabulary
and give ideas if students are struggling. \'Vhen
they're ready, regroup students so they can describe
GRAMMAR their inventions to a new partner. Invite one or two
Expressions with mokei students to share their inventions with the whole
class during feedback and ifpossible, search for
mqke vs. do images on the IWB.
1 Books closed. Write on the board: moke, do.Tell
students thatmake and do are very common verbs Student's Book Page 38-39
in English. In many cases, moke is used when we
talk about constructing something (She made a cake
yesterday.) anddo is used to describe actions (lVhat READING
did you do yesterday?) However, there are many 1 sffiWMX Books closed. To introduce this topic,
exceptions to this rule and in many cases, students write ttre following on the board.
will simply need to memorise the expression, for Wouldyoulike to have rhese things? Why/why not?
example: make money; do your besr. Check answers A pqir of flying shou
and play the video. An invisible winter i ocket
An extremely fast bicycle
I
I
Arr*"", A memory chip for yottr broin
iruO 2fun 3noise 4sure 5difference 6friends
Ask students to work with a partner and discuss the
questions. Listen to some of their answers in open
To check understanding at this point, ask students
class and encourage further discussion'
2 Students read the sentences and complete them Books open. Read through the instructions and speech
with the correct form of make or do. Ask students bubbles. Ask students to work individually and think
to compare their answers with a partner before of further examples of things that haven't yet been
checking in open class. invented, and then compare their answers in small
groups. Ask each Sroup to decide which was the best
I Answers idea and to report back to the rest of the group.
I
I 1 make sure 2 makes a difference 2 Look at the pictures in open class and elicit answers to
| 3 make friends 4 make fun 5
make up 6 made noise
the question. Write some of their ideas on the board.
3 Students work in pairs to think of other phrases
3 Ask students to read the forum and check their
containing moke or do. Write correct answers on
answers to Exercise 2. Check answers in open class.
the board when taking feedback on this. Books
open. Students decide which words go withmoke Answers
and which with do. Encourage students to say the
Petrol that doesn't cause pottution; a time machine; a cure
expressions aloud and think about whether the
for mataria; a machine that does homework; something that
expression sounds right or wrong. Check answers.
attows you to live on one or two hours of steep.

Answers
make: sense, time, money
do: an experiment, the dishes, a favour, we[[, housework
4 Point out the names of the people in the forum. Answers
Read through the instructions and the statements. It woutd be great if there was some kind of petro[ we could
Check/clarify: gobackintime. Ask students to work use in cars and things that didn't produce any pottution.
in pairs and decide who is being described. Ask them ... itwoutd be great if they invented a pitt ...
to underline the parts of the text that helped them
choose their answers. Check answers in open class, Read through the rule in open class and nominate
asking students to refer back to the text. individual students to fill the gaps.
I

I Answers Xn,.rt"
i
t
It Georgina 2 Bruna 3 Morris 4 Hannah $
t an improbabte 2 past 3 would

At this point students may find it useful to compare

the form of the first conditional with a second
conditional sentence. You can put a first conditional
sentence on the board and ask students to give you
Using criteria an example of a second conditional sentence, e.g.
1, Ask students to work individually and rank the five If I win the lottery, l'll buy o new clr.
ideas. Encourage them to think of reasons for their
If I hadlots of money, l'dbuy a new car.
choices.
If necessary, review the usage of the first conditional.
It might be useful to compare the rules for the first
conditional with those for the second conditional.

Language note
1 Exptain to students that afterifl in the second conditionaI
we can use was or were, e.g. lf I were you, I'd ... or lf I wos
you, I'd... Exptain too that were can atso be used with third
person singutar in the second conditional.
2 Remind them thatthe if-ctause can go atthe beginningor
at the end of the conditionaI sentence.

This exercise can be set for homework. Students

read through sentences 1-5. Check any problems.
Go through the example, if necessary. Students work
individually to complete the exercise. Remind them
to look carefully at the verbs and to see where the
i/- clause is before they make their choice. Allow
Optional extension them to check answers with a partner before open-
Students work in pairs to come up with an idea for a scientific class feedback.
advance or invention that they woutd tike to see, for exampte,
a pillthat improves your memory or a robot that cteans Answers
your room for you. They then present it to the class, telling
the other students what criteria they used to evatuate its 1 woutd learn; [istened 2 was; would have 3 would
importance. The whote ctass then votes on the invention that lend; asked 4 was; woutd stay 5 woutd give; knew
best meets its criteria.
Fast finishers:
Ask students to write sentences describing what they would
GRAMMAR do if they had f20 mitlion (or a [arge amount of money in
students' own currency).
trH Second conditional
1 Play the video. Students then read through the Students read through sentences 1-4. Go through the
questions and the example sentences. Elicit the example, if necessary. To make the exercise more
answers in the first sentence (found, would be). challenging for students, tell them to cover Exercises
Ask students to work with a partner and complete 1-3. Students work with a partner to complete the
the three sentences. Check answers in open class. exercise before open class feedback. Ifyou're short on
Ask students: Are these situations resl or imagined? time, set this exercise for homework.
(imagined). Elicit/point out the use of the past simple
in the f-clause and wouldin the main clause. Answers
1 woutd ... tatk; had 2 'd [ike; were 3 didn't make;
woutdn't do 4 coutd; would ... choose
Iarr*"r,
I f found; woutd be 2 could;woutd go for 3 Woutdn't it
be; was
fl

Ask students to re-read the web forum on page 38

and underline any further examples of the second
conditional. Discuss their answers in open class.

4)
 Optionat extension
Stronger ctasses: Write the fottowing prompts on the board
and divide the class into sma[[ groups for students to decide
on a suitable answer.
lf you went to o pork and o dog storted chosing you, whot
would you do?
lf (insert nome of fomous person) invited you to dinner, whot VOCABULARY
would you do?
lf you discovered o box full of gold in your bock gorden, whot Science
would you do? L Books closed. Ask students if they can remember
Circulate and hetp students with any difficutties with any of the words connected to science that they
pronunciation and intonation. Listen to some of their ideas have learnt in this unit. Wdte some of their ideas
in open ctass as feedback. As an extension to this activity, ask on the board.
students to think up some situations of their own and ask the
rest of the class what they would do. Books open. Read through the words with the class.
Students match the words with the definitions.
During feedback, say the words and ask students to
Optionat extension
repeat them altogether and check pronunciation.
Give students the following short text and ask them to find
seven mistakes in the second conditionaI sentences:
I Answers
lf I am winning the lottery I buy a new house for myself ond my T
fomily. lf I buy o new house for myself lchoose a big one. lf I t1d 2e 3f 4g sc 6h 7a 8b
would choose o big house my friends could come ond live with
me. lf my friends would come to live with me, we hove parties
ollthe time.

Answers
lf I am winning won the lottery I buy would buy a new house
for myself and my family. lf I buy bought a new house for
myself I choose would choose a big one. lf I woutd choose
chose a big house my friends could come and live with me.
lf my friends would come came to tive with me, we have
would have parties at[ the time.

, .
Be aware of common errors related to second
conditional, go to Get it rightl on Student's Book

Student's Book page 40-41

]:tr , wish
5 Play the video and then read the sentences in open CU LTU RE
class. Elicit the answer to the question. Point out that Great scientists
this use of the past tense, to refer to wishes about a
present and hypothetical situation, is similar to the 1 You could set a homework research task for students
use ofa past tense in the second conditional.
to find out about the following people before they
come up in the text. You could then start off the
i
Answer lesson by asking students to tell the class what they
I have found out.
aoth id.ur are impossibte/unreat.
!

Language note
It is common to use were instead of wos after lwishllf only,
e.g. I wish I wosf were rich or lf only he wosf were here now are
atI correct.

Ask students to work individually and complete the

sentences with the correct verb form. Allow students
to check answers with a partner before feedback in
open class.
t
Answers
!
I t *"r" 2 could 3 wasn't 4 weren't making/woutdn't
Imake
 Mixed-abitity
Stronger students can attempt this exercise from memory,
and then look at the text to check their answers.
Weaker students: lf they are unsure about some of the
vocabulary, al[ow them to took back at the text and guess the
meaning from its context. lf time allows, they could check
their answers in a dictionarY.

E Arrr*"",
r
lr identify 2 enormous 3 basic 4 achievement
ls prevent 6 treat 7 toots

WRITING
A blog entry
L As a warm up to this activity, ask students how often
they read blogs. Ask them: IUhar s ort of things do you
Books closed. As a warm up, write on the board:
read obout? Tell students they are Soing to read a
Isaac Newton, Archimedes.In open class, ask students:
blog entry about a world without science. Students
What canyouremember obout the two people? read the blog entry and answer the questions. Let
Whatwds heir job? (scientist) them check their answers with a partner before
Canyou think of any more famous scientisa? lVhat did whole-class feedback.
they dkcover?
Listen to some of their ideas in open class and Answers
encourage discussion. a They most likety died of pneumonia. b She thinks it
Book open. Look at the pictures with students and wouldn't be possibte to protect our heatth and that science
woutdn't devetop.
nominate individuals to describe one. Write any
interesting vocabulary on the board.
Students read the blog entry again and work in pairs
2 mX Tell students they are going to watch a video to complete the exercise. Check answers in open
about six scientists. Students then quickly read the class. Ask students to explain why they chose the
article to check their answers. Set a two minute paragraph headings. If there are any problems with
time limit on the reading to encourage students the use of used to and the second conditional, use this
to skim the text quickly and not to focus on every as an opportunity to review the grammar.
word. Students check answers with a partner before
feedback in open class. !Arr*"",
il
IAt r*"r, Ir paragraph [2] 2 paragraph [3]
I
lA2 Bl Cs D3 E4

S R"ua through the questions with the class. Check/

clarifii: pasteurbation, transfitsion, solving. Students
work individually and read the article again to
answer the questions. Ask them to compare answers
in pairs before open class feedback.

Answers
1 Jane Goodal[, James Watson 2 Jane Goodat[ 3 Louis
Pasteur and Kar[ Landsteiner, Francis Crick, James
Watson 4 Louis Pasteur 5 Louis Pasteur, Kar[
Landsteiner, Francis Crick, James Watson 6 Gatiteo
7 Francis Crick, James Watson
3 Students work individually to do the matching task.

IArr*"r*
il
lu ttl b t2l c t3l

4 Tell students they are going to write a similar blog

entry, in which they imagine life without a piece of
technology. Working individually or in-pairs, students
decide on a topic for their blog entry. Encourage
them to think carefully about their choice and to
make sure they will have something to write about!
5 Students work individually or with a parfiier to make
notes on their blog entry. You might like to give
students an example on the IWB, using bullet points
and note forms. As feedback, discuss in open class the
type of things students have decided to include.
6 Ask students to write their blog entry. Encourage
them to organise their writing in a similar style to
the example on page 47 and to use used ro and the
second conditional.
Students can do the writing task for homework. In a
subsequent lesson, pin students'work on the walls
so that they can circulate and read each other's
descriptions and decide which is the most interesting.

Student's Book page 42-43

READING
Three-option multiple choice
1

$Arrr-"",
&ru 28 3c 4^ sA
talking about your health
past perfect simpte (review); past perfect
continuous; past perfect simple vs. past perfect
continuous; past perfect continuous vs. past
continuous
time tinkers; iltness: collocations

Answers
1A 2B 3B 4B 5B 6B 7B BA
 Language note
1 Students may confuse the past perfect with the present
perfect and produce incorrect statements [ike: I have
finished my homework when the phone rang. Remind
them of the use of the past perfect in Engtish.
2 Students may find it useful to translate a few examples into
their own language and compare the two.
3 Remind them that we don't repeat the main verb in short
answers. We don't say: Had you played tennis before your
game last week? Yes, I had played.

Students read throuSh sentences 1-8. Check any

problems. Go through the first sentence as an
example in class, making sure students understand
the form correctly. Students complete the exercise.
Remind them to think carefully about the past
participle they need to use and if they need a regular
or an irregular past participle. Check answers. If
you're short on time, set this exercise for homework.

IAnswers
Optional extension I r naa ... gone 2 had changed 3 had tost 4 had
Students might enjoy creating a role play involving two I stolen 5 had forgotten 6 had ... left 7 hadn't given
friends. Divide the class into pairs and assign a role to each I s naa ... returned
student - one is a very active person and the otherjust wants
to sit on the sofa and play computer games. The active person
Fast finishers
should give advice to the tess active person using some ofthe
language in Exercise 1. The less active person shoutd disagree Ask students to make a tist of as many irregular past
with everything! Monitor and praise the use of correct English. participles as possible. After feedback on Exercise 2, find out
For feedback, nominate pairs to describe their conversation. who has the [ongest list and ask students to test each other in
open ctass, saying the infinitive of the verb and asking other
students to say the participte.

Read through the instructions and sentence openings

and check understanding. Give an example of your
own to act as an example. Remind students that they
trB Past perfect simple (review) should use the past perfect in their answers. Students
work individually to complete the exercise. Monitor
1. Read through the inforrnation in Exercise 1 in open
and help with any difficulties. Divide the class into
class and elicit answers to the questions.
pairs for students to compare their sentences. Listen
I Arr*"", to some examples in open class as feedback.
I
I 1 Herreturningfromatrip 2 Spottingthebirds Optionat extension
Read through the rule in open class and elicit Tell students that you are going to read some information to

the answer. Play the video. them and that they should memorise it. Read the foltowing
once onty:
T
John ond Henry were plonning o surprise porty for Tino
IRule on Saturdoy afternoon, When Tina went to work ot 9.00 on
before
I Saturday morning, John ond Henry storted preparing the
party. They hod six hours. At 9.30, John mode a coke. At 10.30,
If students need further examples, dictate the Henry phoned ten friends. At 11.00, they moved the furniture.
following sentences for students to write down. At 12.00, they decorated the house, At 12.30, they bought some
I was very angry when I got home yesterdoy. My brother food ond drinks. At 1.00, they bought her o present. At 2.00,
they chose some music. At 2.30, Tino's friends arrived. At 2.59,
my chocolate. All of it!
they oll hid behind the furniture. When Tino orrived, she sow
And he my iPad to his friend's house, so I couldn't thot her friends hod ...
-checkmy emaik! Grrr! Ask students to write eight sentences describing what had
- to work with a partner to decide how to
Ask students happened during the day. Circulate and check students
fillthe gaps. Elicit answers (had eaten, had taken) in are forming the past perfect correctly. Remind students
of the verbs if they cannot remem ber all the actions.
open class. Ask students which actions came first and
Check answers.
if necessary draw them on a timeline to clarify.
You could also present a situation of a famous person
coming to a students'house for lunch. Ask students
what they would need to do before helshe arived,
e.g. go shopping, cook lunch, clean the house etc. Be aware of common errors related to the past
Now write on the board: perfect vs. past simple, go to Get it right! on Student's

When Justin Bieber (or other suitable famous person)

arrived, L..
Present and elicit possible endings to the sentence
(I had cooked lunch; I had cleaned the house).
VOCABULARY Mixed-ability
Stronger students can do the exercise without preparation
Time linkers time. This can be turned into a competition, with students
1 To introduce time linkers, write the following working in pairs and taking it in turns to say a sentence until
sentences on the board: one of them cannot think of another example.
1 I stqrted srudying os soon os I got home. Weaker students: Allow time for students to prepare
2 l,Nhen I got hungry, I had a sandwich sentences before comparing them with a partner and
thinking of further examptes if possible.
3 I srudied for hours. Then I had a coffee.
4 I sndieduntil2.30 in the morning.
5 I fell osleep while I was srudying.
Ask students to work with a partner and discuss the
meaning of the underlined words. Listen to some of
their ideas and elicit or explain that:
As soon os : at exactly the same moment
When = at the same moment or soon after
Then = after that
Until = up to a point in time
lVhile : at the same time as
Working individually, students read through the story
and complete it with the words in the list. Allow
them to compare their answers with a partner before
open-class feedback.

II Arr.*"",
$
r fhen 2 When 3 White 4 until 5 As soon as

Fast finishers
Ask students to write sentences describing their last weekend
or hotiday and include the five time linkers.

Audio Script
Hi everyone. What l'm going to talk about today is keeping fit.
You already know that doing exercise is good for you. That it
helpsyou to strengthen musctes and to controt yourweight and
atl that sort of thing. That's a[[ important, of course, but today
l'm going to tatk about reasons for keeping fit that you might not
know about.
OK, so the officiat title of my talk is 'Four reasons why it's good

Divide the class into pairs and ask students to to be fit thai maybe, you didn't know abouti And here goes with
the first reason:
match the parts of the sentences. Check answers in
open class, paying attention to the use of the time Exercise makes you happy.

linkers. If you're short on time, set this exercise as Scientists havejust discovered that regutar exercise doesn't
homework. oniy help you with your physical heatth, it also helps with your
mental health. There is a clear [ink between lack of movement
6
and depression. Listen to this: walking for a mile and a hatf a day
I Answers can help you feel much better about yoursetf. And that won't
u
tl. 2e 3a 4d 5b take you more than 20 minutes. Therefore, regular exercise helps
you to become a happy person.
Read through the instructions and check Point number 2: Exercise protects you from colds.
understanding. Students complete the sentences and ln a study they showed that peopte who do some kind of exercise
compare answers with a partner. Listen to spme of five days a week have 500/o fewer cotds than peopte who don't
their sentences in open class as feedback. do exercise at a[t. The reason is that regutar exercise strengthens
your immune system, and that helps you fight against colds and
other infections. And even if you fatt itl, regular exercise can hetp
you get better again much faster.
Point number 3: Exercise is good for your memory.
You have alt heard about those terribte iltnesses that some
peopte get when they become older, such as dementia.
Dementia means that you can't remember facts and faces any
more. A person who suffers from dementia forgets everything.
They don't even recognise the peopte in their own family any
more. Now the good news is that regular exercise helps to keep
the brain strong as we get older.
And tast but not least, point 4: Exercise is good for your heart'
Exercise gives you a heatthy heart, so you should exercise
regutarly. lf you do, you reduce the risk of dying from a heart
attack by atmost a hatf compared to people who don't do any
sport. Exercise is onty one of the things to remember' Of course,
other factors are important too - healthy eating, for example. But
the key point is - EXERCISEI

OptionaI extension
lf you have access to the lnternet, do an online search for
laterol thinking problems. There are severaI good websites
which offer problems with hints and sotutions. Choose
one or more of the probtems and ask students to work in
smatl groups and try to solve it. lf students are attowed to
use mobite devices in the classroom, ask them to search
for probtems themselves and try them out on other
students. Students should practice using so and therefore
in their answers.

About health
1 Write the following sentences on the board.
I harc no money! "
I conT 8o out at the weekend
Conyou give me some sdvice?
Ask: Whichword could complete fhe sentence? Students
may offer so. Point out that we would not start a
sentence with so in this context, but that the word
you are looking for has a similar meaning and can be
used to start sentences. Elicitzgivetherefore. Explain
that we use therefore to make a conclusion. Ask
students to give you advice and elicit sentences with
should.
Read through the instructions in open class and
ask students to work individually and complete the
exercise. Check answers in open class.
I

! Answers
[ . you shoutd (suggestion) b Therefore (conctusion)
 Read through the instructions and do the first
sentence with the whole class if necessary. Divide the
cn Past perfect continuous class into pairs for students to complete the exercise.
L Read the instruction and ask students to complete the Check answers with the whole class and play the
sentences. video.
I
Mixed-abitity I Answers
I
Stronger students can attempt to complete the exercise from I t had ... been ptaying 2 had been raining 3 had broken
memory before checking in the text. Weaker students can I a had been studying 5 had been
look back at the text and find the answers. Check answers in
open class. lf necessary, ctarify the answers with a timeline
showing the past perfect continuous action continuing up to
trtr Past perfect continuous
a specific point in the past. vs. past continuous
1 Write the following examples on the board (or some
I Answers of your own):
I f naa been waiting 2 had been skiing 3 had been 7 I wss domg my homeutork when my father csrne irl-
suffering
I 2l had.been doingmy homa,vork (for anhour) whenmy
Read through the rule in open class and elicit father came irt
answers. You could ask students to match each of Elicit the names of the tenses in each sentence.
the three points in the rule with each of the three Explain that the past continuous tense refers to an
example sentences. Watch the video. ongoing/a background action in the past (sentence
I 1), while the past perfect continuous refers to a
II nule situation or action in the past continuing until
f past 2 past 3 how long another point in the past (sentence 2). Both past
! continuous and past perfect continuous tenses can be
Ask students to work individually and complete the used to talk about actions or situations that were in
exercise. Students compare answers with a partner progress at a certain point of time in the past. While
before feedback in open class. If you're short on time, the past continuous shows continuity, the past perfect
set this exercise as homework. continuous tense is mainly used to indicate the
duration ofa past activity or state.
Answers Read through the instructions. Students work in pairs
t had been waiting 2 had been watking 3 hadn't been to complete the exercise. Check answers in open class
paying 4 had been trying 5 had ... been climbing and play the video.
3

Fast finishers I Answers

Ask students to look back at the reading text on page 48 to 11. 2c 3b 2d
find different tenses and think about why each tense is used.
Read through the rule and nominate individuals to
trtr Past perfect continuous vs. past complete it.

perfect simple tr nu"

I
3 Write the following examples on the board (or some 3
are not
of your own):
7 I'd. been looking forword. to the holiday for months! 2 Students read through sentences 1-4. Go through the
first sentence as an example, if necessary, making
2 I hsd an ice cream every day. By tIrc end of he students are clear why the different tenses are used.
holiday, I'd spent all my nnnq6 but I'd. eaten fourteen
Students complete the exercise. Remind them to
ice crearns!
check the context of each sentence carefully before
Elicit the names of the tenses in each sentence. they choose the tense. Check answers.
Explain that the past perfect continuous (sentence
1) often shows that an action started in the past and I
I
Aor*"".
continued until a later point in the past (she'd been It had been skiing 2 had been walking 3 were doing
waiting until she went on holiday), and the past I4 was watching
perfect simple (sentence 2) is used when an action
started in the past but ended before a later point in
the past (she'd spent all her money before she went
home). The past perfect continuous is often used
when we want to stress the activity and the duration
of the activity more than the result of the activity,
whereas the past perfect simple is often used when
we want to stress the completed result of the activity
(e.g. I was tiredbecause l'd.beenworkinghord all day.
vs. f was tired" becquse l'd painted tJtee bedrooms in ten
hows. Or I'd. eatenfowteenice cresms (in sentence 2).

50
VOCABULARY
lllness: collocations
I Books closed. To introduce this topic, try to elicit
some of the collocations. Ask the following questions.
Wlry do you go to a doctor?
l$hat do you do on the phone before you 8o to a doctor?
What does the doctor giveyou?
rArhat does the doctor advise you to do?

Write any interesting answers on the board. Books

open. Read through the instructions in open class. Ask students what they think happens next. Get
Ask students to work with a partner to complete them to brainstorm possible endings to the story,
the exercise. During whole-class feedback, say in gtoups, with one student in each group acting
the collocations for students to repeat and check as secretary and taking notes. During whole-class
pronunciation. feedback, write students' ideas on the board to refer
back to once they have watched the video. Don't give
It Arrr*"". away answers at this stage.
I
l1 e-hadanoperation 2 a-gotbetter trEGII Play the video for students to watch and
[ 3 c- makean appointment
check their answers. During whole-class feedback,
!+ brseeadoctor
refer to students' ideas on the board. Ask Who
guased correctly?
Fast finishers
Ask students to write a list of ittnesses and health problems.
Divide the class into pairs and ask students to
After feedback on Exercise 1, hold a brainstorming session in complete the exercise. Monitor and help with any
open ctass and create a mind map on the board. difficulties. Play the video again, pausing as required
for clarification. Check answers with the whole class.
Read through the instructions and check/clarify:
earache, overweight Divide the class into pairs and Answers
ask students to complete the exercise. Students 1 He thinks she doesn't want him to overhear what she's
compare arrswers with a partner before whole-class saying.
feedback. If you're short on time, set this exercise 2 She watched YouTube videos on her phone.
as homework. 3 He didn't last one night without using his phone.
4 Three hours.
I Arrr*"", 5 Shespoketo herfriend Julia onthe phone.
I
It have an operation 2 make an appointment 3 see a
doctor
!

Ask students to locate expressions 1-6 in the story on

page 50 and underline them. To encourage speed-
reading, you could do this as a race and ask students
PRONUNCIATION to find the expressions as quickly as possible. Ask
For pronunciation practice in /tt/ and $/ students to compare their answers with a partner
consonant sounds, go to page Student's Book before whole-class feedback.
pagel22.
I Arr*"",
I
Student's Book page 50-51 I trticote says phrases 1-5. They at[ say phrase 6.

PHOTOSTORY: episode 3 Working in pairs, students complete the dialogues.

Check answers. Drill the dialogues in open class (for
The challenge students to repeat together), paying attention to the
1 To introduce the concept of challenges, say / bet intonation ofsentences and questions. Give students
you can't say rtrc a@habetin 75 seconds. Tell students time to practise saying the dialogues with a partner.
that you are issuing a challenge. You could ask Answers
for volunteers to accept the challenge and say the
alphabet quickly in open class, to change the pace 1 something or other, Same here 2 give me a shout, It's a
and add an element of fun to the lesson. deal 3 You know what 4 where were we

Tell students they are going to read and listen to

a story about a group ofstudents. Ifyou are using
an MB, project the images on to the board and ask
students to close their books. Students look at the Expressions with right
title and photos and read the questions. Ask them to
guess answers to the questions. Write some of their 1 Books closed. To inffoduce this activity, write the
ideas on the board. word right in the middle of the board. In open class,
 ask students to think of different meanings for right
and any words that could go before ot after right.
Write any colTect answers on the board.
Books open. Ask students to work with a partner and
complete the exercise. Check answers in open class.
Give further examples to outline meaning of the
phrases if necessary.

I
I
Ao.-"",
lr rightr*ay 2 Tooright 3 rightupto 4 right?

ls Right 6 Altrightl
Students work individually to complete the sentences
using phrases from Exercise 1. During whole-class
feedbach say the phrases for students to repeat and
check pronunciation.

!Arr*"",
l, ,,un, 2 rightupto 3 rightaway 4 Right

Is Too right 6 Allright

lssuing and accepting a challenge

I look at the eight phrases. Students work with a
partner to decide which are used to issue a challenge
and which to accept or turn one dourn. Check
answers. Say the phrases for students to repeat and
check pronunciation.

Answers
1 issue a challenge
2 accepta challenge
3 issue a challenge
4 accept/turn down a challenge
5 issue a challenge
6 accepta challenge
7 issue a challenge
8 accept a challenge
 Telpochcatli were Aztec schools attended by teenagers (from
aged 15 onwards) from the lower classes. Students were taught
to serve their community or to become a soldier' The school
day started with a cold bath and was largely spent memorizing
songs or learning how to use weapons. Naughty students were
punished with beatings or told to sweep the streets at night,
which was considered worse than a beating.
Calmecac were Aztec schoots for the upper classes. Students
were trained to be priests, judges and teachers.

Tell studens they are going to read an article

about some children in the past. Read through the
instructions in open class. Play the audio while
students read and listen and label the picflrres.
During whole-class feedback, ask individual students
to describe what is happening in each picture.

Answers
1 Greek 2 Both (Greek girls [earned weaving; Aztec
girls learned home-making skitts.) 3 Both (Boys in both
cultures learned tofight.) 4 Aztec

Ask students to read through the sentences and check

understanding. Before reading, ask students to think
about the type of word (noun, verb etc.) that could
go in each gap. Check/clarify: to getrid of, slave,
ptmishments, unw anted..

Mixed-ability
Stronger students can try to answer the questions from
memory, before tooking back at the text to check their
answers. Weaker students can look at the text and find the
answers. Allow them to compare their answers with a partner
before checking answers with the whote class.

3 wenttoschool 4 enough
6 wasimportant 7 didn'tgo
BACKGROUND INFORMATION
Ancient Greece is the name given to a period of Greek history
from 800 BCE to 600AD. ln this period, Greece made huge Optional extension
advances in politics, philosophy, architecture, education and Divide the ctass into smatl groups. Ask students to discuss the
science. Greek cutture and phitosophy had a powerfuI inftuence foItowing question:
on Roman culture and formed the basis for western civitisation.
Which of the things in the orticle would you dislike the most? ls
The Aztecs were ethnic groups of centrat Mexico. The Aztec .
there onything you would enioY?
Empire was an efficient sociat, potiticat, religious and
Ask students to discuss the question before whote-class
commerciaI organisation which dominated CentraI America from
feedback.
the 14th to 16th centuries. The Aztecs buitt magnificent temples
and pataces, some of which still are stitt standingtoday.
 them to check if the subject is singular or plural
before they decide which part of the verb be to use
Thinking about the importance and remind them that they can use the irregular verb
list on page 159 if necessary. Check answers with
of rules the whole class, checking students' understanding by
Lead in by asking students if they always follow asking them who did the action in each sentence. If
rules. Invite students to share their ideas with the you're short on time, set this exercise as homework.
class, and then ask them to work individually to I
answer the questions. Encourage them to underline I Answers
the parts of the text on page 53 that give them the
Ir ur" introduced 2 isn'tgiven 3 were invited
answers. Allow them to compare answers in pairs written 6 are taught
I+ are not attowed 5 was
before nominating students to report back to the class I 7 were abandoned
on their answers.
Fast finishers
SPEAKING Ask students to write passive sentences using the verbs
teoch, punish and follow.
Working in small Sroups, students think of more
rules for each of the four areas and the punishment Ask students to work in small groups and read
for breaking the rules. Before this exercise, you may the instructions. TeIl students they have three
need to teach some vocabulary for punishments, e.g. minutes to write as many sentences as possible. The
to be suspended from school (told to stay at home sentences must make sense (e.g. Millions of pizzas
for a period of time), to be expelled from school were discoveredinT492 is not correct!) After three
(told to leave permanently), to be given a fi ne, to minutes, ask students to pass their sentences to
be put in prison etc. Monitor and help with any another team to be checked. The winner is the team
difficulties. Listen to some of their ideas in open class with the most grammatically correct sentences.
as feedback.

Optional extension
Student's Book page 54-55 lf you are using an lWB, prepare a document with the
eight sentences betow. Make sure students do not see the
GRAMMAR document. Cover the document with the reveal feature.
Divide the class into pairs or smal[ groups. Moving the
trg The passive: present simple curtain from left to right, stowty reveatthe first word of the
sentences, then the next and so on. Students have to guess
and past simple what the sentences are. Stop on every fifth word to attow
1 Students look at the examples. They work students to work together and try to guess the sentences. lf
individually or in pairs to complete the sentences. one of the groups thinks they know a sentence, they shoutd
raise their hands and say the sentence. lf they are correct
During whole-class feedback, ask students if they
they gain a point. lf wrong, they lose a point. The winning
know who did the action in each sentence. team is the one with the most points when atl the sentences
have been guessed correctty.
lArrr*"r,
I 1 Our house wos built ten yeors ogo.
I 1 'm not atlowed 2 are made 2 Americo wos discovered in 1492.
I S *ere punished 4 werewelcomed 3 Exodus wos written by Bob Morley.

I 5 were sent 6 were taught 4 The World Cup wos won by Spain in 2008.
5 My computer wasn't mode in Fronce.
Read the rule in open class and elicit the answers. 6 This cake wos mode by my mother.

Refer to the sentences in Exercise 1 for examples of 7 The Mono Liso wos pointed by Leonardo Do Vinci.

each of the three different uses of the passive. Play

B Were you given permission?

the video.

In t"
i
Ir to Ue 2 isn't 3 want 4 don't know
To check understanding at this poing ask students to
think of one example sentence in the present simple
passive about something in Romania. VOCABULARY
Discipline
Language note
Students rnay have a different verb in Romanian for this
L To introduce the topic, tell students a story about
a naughty thing that you (or somebody you know)
structure and they may have problems using this structure
correctly. Monitor them carefutty when they use it, making did as a child. Explain what the punishment was and
sure they are using the correct form. use some of the vocabulary from the exercise. Ask
students to work with a partner and think of naughty
Ask students to read through sentences 7-7. Go things they have done and what the punishment was.
through the example, if necessary. Ask students to Listen to some of their experiences in open class.
work in pairs and complete the exercise. Remind Students complete the exercise. During whole-class
feedback, say the expressions for students to repeat
and check pronunciation.

Mixed-abitity
Stronger classes: Students work with a partner to complete
the exercise.
Weaker ctasses: Altow students to use a dictionary to check
difflcutt vocabutary. ln pairs students comptete the exercise.

I Arrr*"",
I
lro 2a 3t 4b 5c 6e
Read through the instructions in open class. Check/
clarify: rebel. Students work in pairs to complete the
exercise. Check answers in open class. If you're short
on time, set this exercise as homework.

Audio Script
I want to talk to you today about a really cool game calted rock,
poper, scissors. First of all, I want to tetI you how to play it and
then afterwards, l'd like to tett you a bit about its history.
The rutes are reatly simple, and to ptay it, att you need are your
hands. Before you start, you have to know the three positions
Answers you can make with your hand.
1 punished/told off/intotroubte 2 behaveswell/does The positions
what he's told 3 did what he was totd/behaved we[[ The first position is the rock - where you bring a[[ your fingers
4 punished/intotroubte/totdoff 5 tobreaktherules together to make a fist. You know, like peopte do sometimes
6 punished/into trouble/totd off when they're angry.
The second position is poper - just put your hand out flat with
Fast finishers your fingers att together. Like a piece of paper.
Ask students to write sentences describing times when they And the third position is sclssors. Just make two of your fingers
were punished, using the six phrases from Exercise 1, e.g. - the first and second fingers - into a V shape, like a pair of
I got punished when I broke a plate. scissors.
So there you go: rock, paper and scissors.
How do you play?
Wett, both ptayers - it's a two-player game - put one hand
behind their back. One of the players counts to three - one, two,
three - and then, at the same time, both players bring out their
hand in one of the positions, as rock, paper or scissors. (You're
not attowed to change your position when you see the other
person's hand.) Then you look to see who's won.
Who's the winner?
Rock defeats scrssors because a rock can damage scissors-like,
if you hit scissors with a rock, and then the scissors aren't sharp
and they can't cut any more.
Scrssors defeats paper because they can cut it, of course.
Poper defeats rock because you can cover a rock with paper.
I think that's the reason.
So, for example, if I have rock and you have scissors, lwin a
point. But if I have rock and you have paper, you win the point.
lf we have the same - no one wins, and we have to do it again.
So, you decide how many points you are going to play to, and
the first player to get that number of points is the winner.
The history of the game
of the game'
So now l'd just tike to tett you a bit about the history
It was invented around 2,000 years ago in Asia' Over time' many
devetoped a version of the game' There was an earty
countries
paper and
version in Japan catted Mushi-ken' lnstead of rock,
scissors, this'game used a frog, which was shown by the thumb'
a snail. whicliwas shown by the tittte finger, and a
snake' which
(or the
was sho*n by the first finger, the one next to the thumb
index finger, if you want to use its proper name)' Ptay rock, PoPer rscissors
The snake defeats the frog, the frog defeats the snait and
the students in open class and
l've no idea why' - Look at the picturesthewith
1
snait defeats the snake - though
ask them to make hand gestures' Divide the class
poputar
ln the early 20th century, rock, poper,scissors became
poper'
into pairs and ask students to discuss the question'
rock'
Ask students to decide how the three elements would
in Europe and then in the US. Today, there are even
is the
scissori wortd championships every year to find out who
defeat each other. Listen to some of their ideas in
best player on the Ptanet.
open class as feedback.
2 Read through the instructions in open class' Put
students in pairs to create a new game' Tell them
tttut they should think carefully about how to explain
the gaml to other students. Circulate and help with
uo.ubrlury and ideas if students have none' Put pairs
together to make groups of four' Pairs take turns to
explain and PlaY their games'

Optional extension
procedure
Swap pairs to make new groups of fou r' Repeat the
to give students the opportunity to exptain and ptay their
gaire witfr a different pair. This repetition gives students the
Zftun." to perfect theii exptanations and to coltaborate
with
a correction
a greater number of students' You coutd inctude
pausing to ctarifY answers. st8t prior to tfris stage so that students. can.pratiit: uny
, --^

Answers
1 Paper - becauseyou can covera rockwith paper
2 Scissors - because rock can damage or ruin scissors Student's Book Page 56-57
3 Around2000yearsotd 4 Japan 5 Thesnakedefeats
the frog, the frog defeats the snait and the snai[ defeats the READING
snake. 6 EverYYear
1 Books closed. Ask the following questions in open
class and elicit or give answers'
How many words are there in the English language?
(There is no fixed number. Estimates vary from
around 500,000 in'common'usage to over a million'
including scientific terminology)' A Google survey of
is
pairs. Monifor to ensure they speak only in Engtish' electronic books found that the English language
growing by around 25,000 words a year'
How many words do youknow? (probably around
FUNCTIONS 2-3,000)
Coutd you write a story with about 50 words in it?
Foltowing and giving simPle (of course)
instructions iould you write a story with exactly 50 wotds in it?
1 In open class, elicit the names of various simple (this is more difficult!)
games that students can play (not chess!!). Write Books open. Tell students they are going to read five
io-e on the board and choose four that a lot of 50-word stories. Look at the pictures in open class
students know Divide the class into four groups and and elicit some ideas for what happens in the stories'
assign a different game to each group (A-D) Students Students complete the exercise. Let students compare
work with a partner from the same Sroup AA, BB etc. zmswers with a partner before whole-class feedback'
and decide on the best way to answer the questions
and make notes on their answers. They should also Mixed-abitity
think about the best way to explain the des of their Stronger classes: Ptay the audio white students listen and
game. Monitor and help with vocabulary as required. read and comPtete the exercise.
Divide the class into groups of four with ABCD in Weaker classes: Students read the stories and match to the
each group. Students take it in fllrns to describe their photos. Monitor and hetp with any difficutt vocabulary' Ptay
games - this gives students a chance to speak at the audio white students check their answers.
length without intemrPtion.

56
I Arr**"", Students then read and complete the rule. Check
I answers and play the video.
lo, Bs c2 DL E4
t
I Answers
Read through the titles in open class. Ask students to
1 no, yes 2 no, Yes
work with a partner and complete the exercise. Tell $
them they should underline the parts of the text that
helped them choose their answers. Check answers in
open class.
$n"r"
$
r past perfect 2 past

2 Students work individually to match the beginnings

and endings of the sentences. Let them compare
answers with a partner before checking answers in
open class. During feedback, point out that the t/
: clause and wou/dclause can be reversed and give
examples of this, e.g. The tatwouldharcbeen alot
!: Answers
easier for me if I hsd sfrrdiedharder.
lu4 b2 c3 d- e1 f s
Read through the instructions in open class. Ask
students to carefully re-read the stories and complete
the exercise. If you're short on time, set this exercise
for homework. Language note
1 Students may produce incorrect statements like lf I looked
Mixed-abitity ot my wotch, t'd hove been OK. Remind them how to form
Stronger students: Ask students to find at least three words the third condltional if necessary.
in each story. 2 Remind them (as in alt conditionatsentences) that the /f
Weaker students: Ask students to find two words in each
ctause can go at the beginning or the end.
story.
Fast finishers
Ask students to write some sentences describing something
they regret (e.g. a failed exam, an argument with a friend, an
accident, something that they broke, something that they
lost) and how they woutd have done it differentty if they had
the chance.

Read through sentences 1-4 in open class and

check any problems. Go through the example if
necessary. Students complete the exercise, working
individually. Remind them how to form the third
conditional before they begin. Allow students to
compare answers with a partner before whole-class
feedback. If you're short on time, set this exercise
for homework.

Answers
t hadn't invited; would have been 2 had entered;
would have won 3 woutd have gone; hadn't forgotten
4 woutdn't have won; hadn't scored

Read the instructions in open class and write the

statement on the board. Elicit third conditional
sentences to imagine a different past.
e.g. If they hadn'tmet, thqr wouldn'thqve hqd childrert
If thq hadn't had children ...
Ask students to work in pairs and continue writing
third conditional sentences as in the example. Monitor
and help with any difficulties and to check students
are using the third conditional correctly. Listen to
some of their ideas in open class as feedback.
VOCABULARY
Talking about consequences and
reasons
1 Books closed. Write the following on the board:
He went home because it w as raining.
He went home becquse of the rain
In open class, elicit the difference in how we form
phrases withbecause andbecause of (becawe +
subject * verb; becquse o/ + noun).
Tell students they are going to learn some more ways
of talking about consequences and reasons. Books
open. Look at the four pictures in open class and
nominate individuals to describe what they can see.
Read through the dialogues and check understanding.
Ask students to work with a partner and match the
conversations with the pictures. Check answers in
open class.
Ask students to work in pairs and practise the
dialogues. Stronger students may like to try to
memorise the dialogues. Listen to some examples in
open class as feedback.

Ierr*"",
lo, B4 c2 D1

Fast finishers
Ask students to write sentences to continue conversations
2 and 4 in Exercise 1. Listen to some of their ideas after
feedback on the exercise.

Optional extension Answers

Write the fottowing sentences on a page (page 1) on the IWB: 1 The date in October when the miners were brought above
1" Why are you so excited? ground. / The number of crew members on the Joscon-4.
2 Why didn't you orrive on time? 2 The number of days that had passed beforethe rescue
mission received the miners'note.
3 lwos reolly tired last night. 3 The age of Harrison Okene, the ship's cook.
4 Jim possed his driving test! 4 The number of metres below the surface of the water
On a second page (page 2) write the fo[[owing: where the ship was [ying.
a Thot explains why you didn't do your homework.
5 The number of miners trapped underground.
6 The number of hours that had passed since the ship had
b Because ofthe troffic. gone down when Okene heard knocking.
c Becouse l'm going on holidoy tomorrow.
d So thot's why he looked so hoppy when lsow him!
Disptay page 1. Read the sentences and eticit possible
answers to each question in open ctass. Encourage students
to use becouse lso thot'slbecouse oflthat explains why.
Display page 2 and ask students to try to remember the
sentences from page 1 and to match sentences. Nominate
individuats to give their ideas. Return to page l and ask
students to try to remember the sentences from page 2 and
to match sentences. Continue to alternate between the
pages untiI students can remember the diatogues. Ctose the
pages on the IWB and ask students to write the dialogues in
their notebooks. Monitor and hetp with any problems. Check
answers in open ctass. Ask students to work in pairs and
practise the dialogue. Encourage them to think of ways to
extend the diatogues.

Read through the dialogues in open class and

check understanding. After working individually
to complete the dialogues, students compare their
ideas with a partner. Nominate some pairs to share
a dialogue with the rest of the class as feedback. If
you're short on time, set this exercise as homework.
BACKGROUND INFORMATION
San Jose copper mine collapse ln the twelve years before the
coltapse, there had been several accidents at the San Jose mine
and eight people had died. The miners were found 17 days
after the cotlapse. Their emergency supplies had just run out.
It took another 52 days before at[ 33 were free. Almost at[ the
miners were in good physicatcondition but had lost an average
of 8kg. When the mine first collapsed, they had tried to reach
the surface via escape ladders, but the mining company had not
instatted the [adders.
Jascon-4 The Jascon-4 tugboat capsized and sank in June
2013. Lone survivor Harrison Okene spent sixty hours trapped
in an air pocket at the front of the boat. As he had spent so
long at pressure underwater, Mr Okene woutd have had a
heart attack if he had been brought quickly to the surface.
He had to be brought up slowly in a diving helmet and put
into a decompression chamber. He only thought he had been
underwater for twelve hours.

WRITING
A story about a rescue
1 As a brief introduction to the topic, ask students to
work in pairs or small groups and talk about any
rescues they've been involved in personally or any
they've heard about either in their town/city or on Three-option multiple choice
the news. Ask students to read the text quickly in
order to answer the question: Wlty did the boy need to
be rescued? (He got stuck in mud.) Check answers and
make sure students understand mud. Now students
have the gist of the story, ask them to read again
and answer the questions. Ask students to compare
answers with a partner before feedback in open class.

Answers
1 They walked across open land to get home more quickly.
2 The rescue took around half an hour.
3 He needed to go to hospital because he was cold, he was
in shock and his legs were very painfuI because of the
pressure of the mud.
4 His mother was gratefulto the peopte who had worked
hard and put themsetves in danger to save her son.

Audio Script
Focus attention on the words and eliciVpoint out
that they are linking words, which are used to join Presenter Now, if you were watching the news yesterday
evening, you probabty noticed that we had a new
ideas together in a text. They make a text clearer
face in our team. Twelve-year-old Lucy Harmon won
and easier to read. Put students in pairs for them to a competition to be our weather forecaster for the
complete the exercise. Check answers in open class. day, and she now joins us this morning to tetl us at[
about the experience. Lucy, wetcome.
!Arrr*"",
I Lucy Thankyou.
It after 2 which 3 and 4 because 5 where Presenter First of att, te[[ us, what did you have to do to enter
lo uut 7 tater the competition?
 Lucy Um, I had to write a short letter saying why I wanted
to read the weather on TV, and then I had to make a
short video of me reading a news story. Then ljust
sent it in the post, and about two months later I

got a phone cali saying I had won, and they wanted

me to go to the studios the next Friday. I couldn't
betieve it. Answers
Presenter So what happened on the big day?
L take 2 medication 3 trou ble
Lucy Welt, I got to the studio at about three o'clock. I 6 behave 7 exptains
met the producer and all the news team. They were 10 as soon as
reatty nice. Then I practised reading the weather a
few times, for quite a while, just to get used to the
cameras. The producer gave me some advice, and
then suddenly it was time to go live on air.
Ai four o'ctock?
No, at five. The four o'ctock news and weathel welt,
someone else did those. Answers
And were you nervous? t had been waiting 2 wasbuitt 3 waswatching
No, not at att. I was too excited to be worried. lt was 4 hadn'teaten 5 is invited 6 would have gone
so much fun. ljust loved it.
Presenter And did you get a good forecastto do?
Lucy Yes,it was brilliant. lt had everything: sun, rain,
clouds, strong winds. Everything that makes British
weather so interesting. The only thing it didn't have
was snow, but then I suppose it is still summer.
Presenter But you wouldn't betieve it if you looked out of
the window.
Lucy No.
Presenter So what did you think of the day? Do you want to be
a weather reporter now?
Lucy It was great. l've atways wanted to be a teacher,
since I was a tittle girl, but I think that's changed
now. l'm not sure I want to be a weather forecaster,
but I would like to be some kind of TV presenter.
Presenter Wet[, Lucy, I think there's every chance of that. Your
performance yesterday was wonderfut.
Lucy Thankyou.

Answers
I hurts; see 2 hadn't teft; would have catled
3 bet; can't 4 witt; chattenge
 Suggested answers
films, thritter novels, jokes and anecdotes
The writer is showing that stories are not just for
entertainment. They atso have other functions, for
exampte to warn people of dangers.
He wasn't intending to entertain his friends with his story.
They shared their stories about remote ptaces enabling
peopte to learn about different ptaces. These stories have
been passed down from generation to generation.
Storytellers travetted a [ot, bought new stories back with
them and taught peopte about distant ptaces.
They can be used to pass down wisdom and knowtedge
from generation to generation, and to reftect the identity
of that cutture or country.

Thinking about different writing

styles
L Do number 1 in open class. Ask students to look
back at the article to find the answers to 2 and 3.
Encourage students to work in pairs or small groups.
Check answers in open class.

Mixed-ability
This is a chattenging activity, so consider introducing the
concept of rhetorical questions to weaker students - by
giving an example in L1 - before asking them to find
examples in the text and discuss why they are used.

Suggested answers
1 Adirect(rhetorica[)questiontothereader 2 Five.
3 To introduce a topic and generate interest in it,to create
a personaI connection with the reader and to encourage the
reader to think.

Ask students to work with a partner to answer the

questions. During feedback, ifyou haven't yet related
this concept back to L1, ask: Do you we rhetorical
questions in yow lmguage?
I
tt Answers
11 B 2 A

Consider staging this activity as follows: Ask students

to work in pairs to aSree on the overall ideas of
each paragraph and check their ideas in open class;
then ask them to write a rhetorical question. While
monitoring, note down some good examples and
the students who came up with them. Call on these
students to share their ideas during feedback.
SPEAKING Complete number 1 with students in open class.
Divide the class into pairs or small groups to discuss During feedback, draw attention to the use of
the questions. You may like to give some examples commas in the sentences.
of your own and perhaps even tell them a story from
your childhood. While monitoring, encourage quieter Answers
students to express themselves. For feedback, make 1 One of the world's greatest storytellers is Stephen King,
new pairs and ask students to tell their new partner the who has sold more than 400 million books.
stories they heard from their previous partner. 2 Many people love his horror stories, which are often quite
shocking.
Optional extension 3 The best storytetler I know is my uncte, who [ived in lndia
for severaI years.
To focus on some of the [anguage in the article, write on the 4 We love [istening to our Engtish teacher, whose stories are
board (answers in brackets): fascinating.
I Whot comes to when you heor the word 5 At our school we have a great library, where we like to
storytelling? (mind) retax and read.
2 They oll hove something
- in with fairy tales.
(common)
3 They are all based te//lng stories. (on) BACKGROUND INFORMATION
4 Good stories us emotionally. (engage) Stephen King has written 55 novets and nearly 200 short
stories. Many of his works have been made into films. Famous
5 Storytelling skills - attention. (capture)
film adaptations of his work inctude Carrie,The Shining,The
6 They went to -ploces for (away) Shawshonk Redemption and lhe Green Mile. He is also wetl
1 People were -our to /lsten. (eager) known for The Dork Iower series of novels.
B ln cultures oll -.
the world. (over)
9 -
Stories have been from generotion to
generotion. (passed)
- r:n Defining and non-defining
10 Storles have become port of our (tradition)
-down
Ask students to comptete the sentences and then refer relative clauses
back to the article to check. Check understanding by asking
-.
groups to think of other ways of expressing the same idea in
3 Students complete sentences 1-5 and consider which
open class.
are defining relative clauses and which are non-
defining. Let them compare answers in pairs and read
the rule before a whole-class check. Then play the
Student's Book page 64-65 video.

H
g
Arr*"",
GRAMMAR
Ir tnat (defining) 2 who (defining) 3 where (defining)
En Relative pronouns !a who (non-defining) 5 whose (defining)

1 Ask students to complete sentences 1-4 in pairs

before checking their answers in the text. Ask Additionat support
students to say what the relative pronoun refers lfyour students need a bit more support in understanding
to in each sentence (7 in a ccve; 2 some berries; the difference between defining and non-defining relative
3 storlrtellers; 4 previous generations) and then to clauses, write these sentences on the board:
complete the rule. Play the video. I Soroh, who lives opposite me, is hoving o boby.
& 2 The womon who lives opposite me is having o baby.
$ Answers Ask students who is having a baby in each sentence (ln 1,
t
[lwhere 2which 3who 4whose Sarah and in 2, the woman who lives opposite me). Then
erase the relative clause (who lives opposite me) in each
sentence. Ask students if they know who is having a baby
In.rt"
I
now (ln 1, Sarah and in 2, the woman - but we don't know
which woman). Eticit that the retative ctause in sentence
[rwho 2which 3whose 4where
2 defines the woman and without it we don't know which
woman is having a baby. Point out that, in this case, we do
not use commas around the relative ctause as it is not adding
LANGUAGE NOTE extra information. You coutd also point out that in defining
The retative pronoun is sometimes the subject of the ctause. We retative ctauses, we can use thot instead of wholwhich and
do not repeat the subject: The woman who fshe] ploys guitor in there is no difference in meaning.
thot bond. . .
The relative pronoun is sometimes the object of ihe c[ause. If you're short on time, set this exercise for
We do not repeat the oblect: Do you remember the girl who we homework. Encourage students to refer to the rule
met fher] ot the porty? to check their answers once they've finished before
When the relative pronou n is the object of the clause, we can checking in open class.
omit it from the sentence.
Do you remember the girlwho we met at the partyT I Answers
I

lf where 2 that 3 who 4 whose 5 who

 Optional extension
lf you're using an lWB, disptay the photos again with the
names of the different types of stories hidden. Put students
in AB pairs. A ctoses his/her book. B asks questions to test A:
Whot's B? elc. After a few minutes, switch roles and repeat.

Encourage students to complete this exercise in pairs.

Check answers in open class. If students sffuggle and
ifyou haven't already done it, consider focusing on
the above additional support at this point.
SPEAKING
II Answers 1 Give an example to demonstrate the task. While
lz / rairy tules, which were written for chitdren, are now monitoring, prompt students to use the second
I feing adapted for the cinema. conditional in their answers. Elicit some of their
I S Z f tre Brothers Grimm, whose stories have fascinated choices and encourage reactions from the rest of the
miltions of children, [ived in the nineteenth century.
I class.
2 Tell students they are going to prepare a short talk on
reading. They should make notes on the two different
points and give examples of the types of things
they read. Monitor and help with any vocabulary
questions. Before they begin speaking out loud,
ask students to rehearse their talks for one minute
(silently) in their heads.

Mixed-abitity
Weaker students can write a set of simple sentences.
Stronger students shoutd develop their ideas and attempt
Types of story to present their information in an interesting way (perhaps
using rhetorical questions to draw in the listener.)

3 Divide the class into small groups by level. 'vVhere

possible, make the groups of 'weaker' students larger,
so that all groups finish the activity at roughly the
same time. Students take it in turns to give their
talks. To give them a reason to listen, ask students
to think of one question to ask each speaker once
they've finished.

LISTEN ING
1 Books closed. Find out how much students know
about Stephen King. Write these questions on the
board and elicit answers in open class:
Wherewos heborn?
What did he do before becoming q writer?
Whatwas his firstbook?
How many books hos he wrinen?
Books open. Students check their answers by reading
the fact file. Ask Do youknow any other authors who
have written os melty books as Stephen King? Have you
read any of his books or seen any of rhe films of his
books?

Fast finishers 2 fSX Tell students they are going to listen to a

Ask students to think of an example of each type of story
conversation about a Stephen King story. Check/
from Exercise 1. clarify: wordprocasor (a computer). Before you
play the audio, tell students not to worry about
understanding every word but just to focus on
answering the question. Allow students to compare
answers with a partner before whole-class feedback.

IArrr*""
r
overtoad
t
 Suggested answers
Audio Script
L The man has always wanted a word processor (a
Luke Hey, Zoey, read any good books recently?
computer) because he wants to wriie with it.
Zoey Yeah,l'vejust read this great Stephen Kingstory catled 2 He has a bad relationship with his son but a good
Word Processor of the Gods. retationship with his nePhew.
Luke What's it about? 3 The death of his nephew makes him very unhappy.
Zoey lt's about this man who wants to be a writer. He's got 4 When he goes to the shed the next day, he finds a word
processor there with a message from his nephew.
this shed - this littte house in the garden - where he
works on his stories. He's always wanted to have a 5 The man gets angry because he hears his son tatking
word processor, a computer to write with, but he's badty about him, and so he 'detetes' his son using the
never had the money. Anyway, he's got this son who word processor.
hates him. And he's also got this nephew' He reatly 6 The man enters his nephew's name and brings him back
tikes the nephew and the two get on reatly we[[. Now,
io tife.
the nephew's a bit of a genius. He's really good with
computers and he's promised his uncle that one day
he'tt buitd him a word processor.
Luke OK. So what happens?
Zoey Well, there's this terribte accident and his nephew gets
kitted.
Luke Oh, realty?
Zoey Yeah, and the man's really upset about it. Wetl, on the
day after the accident, he goes to his garden shed and
he's surprised to find this word processor there, right on
the desk. So he switches it on, and there's this message
on the screen, from his nephew, wishing him a happy
birthday.
Luke Oh, so the nephew must have put it in the shed before
the accident haPPened.
Zoey Yeah, that's right. 'Course the man's reatly upset and feets
like crying, you know. But then he starts playing around
with the computer, and he types in 'There's - a - picture -
on - the - watl.' And the most amazing thing happensl
Luke What?
Zoey Well, he's typed in'There's a picture on the waltl right?
So he wants to delete the sentence and when he presses
the'Detete' button, guess what! The picture on the watl
in front of him disappears! lt's gone!
Luke Wowl
Yeah, so .. . he types the sentence again - 'There's a
picture on the watl'- and then he punches the'Enter'
button.
Luke And the picture was back on the watl, was it?
Zoey Yeahl So the next day, he hears his son saying to
somebody that his father's really usetess and so on ...
So the man gets realty angry, and then he has this crazy
idea. He types into the word processor'l've - got - a Student's Book page 66-67
son'. And he punches the'Detete' button! And his son's
gone. Deleted!
Lu ke Wow!
READING
Zoey By this time, smoke is starting to come out of the L Books closed. To introduce the topic, write the word
computer and it's getting rather hot. So, before it's too fantosy on the board and ask students to brainstorm
late, he types in his nephew's name and when he does what they understand by it. When they mention
that the screen keeps flashing the word 'overload', but films, brainstorm a list of fantasy films. Books open.
he goes ahead and punches the'Enter' button. And Focus students' attention on the photos. Ask them
then the screen goes completety dark. So he sits there
to work in small groups to answer the questions. If
wondering what's happened and suddenly he hears
you're using an I'vltrB, this would best be done as a
somebody calting him. He turns round and there's his
nephew. And he tooks at the word processor with all heads-up activity with books closed. Ask: Haveyou
this smoke slowly coming out of it, and says,'l'don't seen crlTy of tJrc films in the Photos?
know what lthought I was doing when I built that word
processor. lts kid's stuff, and it'tI never really work .. .' Answers
Snow White (top)
Little Red Riding Hood (middle teft)
Hanse[ and Gretet (bottom right)
 To encourage students to scan the text rather than
read in detail, set a time limit of one minute.

I Arr"*."
I
I the authors of the originat fairy tales

OptionaI extension WRITING

lfyou have access to the Internet in the classroom and can
show videos, this is a good opportunity to show some trailers A fairy tale
from fantasy films. Put students into AB pairs. Ask As to This exercise can be set as homework or done as a
turn their backs to the board/screen or cover their eyes. Bs collaborative activity in class with students writing in
watch a fantasy fitm traiter with no sound. White watching, Bs
pairs. To help students come up with ideas, have a class
describe what they see on the screen to A. When the trailer
has finished, A has to guess which trailer was shown. This discussion about the main elements of classic fairy tales
is a good fluency activity which requires students to speak (good vs. evil; love; princes saving princesses; people
quickly and ctearly, as they have to keep pace with the trailer! becoming rich by doing good, etc.) Write students' ideas
on the board for them to refer to. You could input the
Do number 1 in open class as an example. Ask typical fairy tale ending And they all lived hqpily ever
students to attempt the exercise without looking back after.
at the text. Allow students to compare with a partner Encourage students,/pairs to plan before writing. Get
before checking answers in open class. them to write down the main points of their story in
note form. At this stage they will become aware of
Answers any unfamiliar vocabulary they'll need. They should
1 Catherine Hardwicke has made a name for herself as a also think about using a variety ofnarrative tenses
director of films for a teen audience. and adjectives and adverbs to make their story more
2 Severatfilms have been produced that remind young interesting. They could include examples of these in
people ofthe stories they enjoyed as children.
their plans. Monitor to input vocabulary and check that
3 Brothers Grimm shows how the famous writers meet the
students are writing a plan rather than writing straight
heroes and villains of their stories.
4 Fitms based on fairy tates have turned out to be extremely away. If time allows, encourage students to use images
successfuI commercially. to make their stories look interesting. When students
5 Teenagers are often interested in characters that are evil, have finished, make small groups for students to read
angry or unhappy. each other's stories and comment on how interesting/
6 When you compare the films to the stories they are based easy to follow they were. Ask students to count the
on, you wil[ notice big differences. number of narrative tenses used in each story - praise
those who managed to include more than two. Finally,
display the texts on the walls of the classroom for the
rest of the class to read.

GRAMMAR
trtr Relative clauses with which
BACKGROUND INFORMATION 1 Students complete the sentences and compare in
pairs before looking back at the article to check.
Red Riding Hood is a 2011fitm based on Little Red Riding Hood,
produced by Leonardo DiCaprio and starring Amanda Seyfried.
Catherine Hardwick (born 1955) is an American film director,
lAr,r-"",
I
whose works inctude Thirteen andTwilight, the opening lr,wtrictr 2,which
weekend of which made it the most financially successful
opening of alttime for a female director. Ask students to work with a partner to answer the
Twilight is a 2008 vampire romance film starring Kristen Stewart question and complete the rule. During whole-class
and Robert Pattinson. feedback, give further examples if necessary. Then
Hansel and Gretet: Witch Hunters is a 2013 film starring Jeremy play the video.
Renner and Gemma Arterton. lt is a comedy-action tale in which
Hanse[ and Gretel work as paid kilters.
Jack the Giant Slayer is a 2013 fitm starring Nicholas Hoult and
EteanorTomlinson. lt is based on Jock ond the Beonstolk.
Snow White and the Huntsman is a2OI2fitm starring Charlize
Theron and Kristen Stewart. lt is based on the Grimm Brothers Optional extension
Snow White tale. The film received two Academy award lf your students need a bit more support with the idea of
nominations for Best VisuaI Effects and Best Costume Design. relative pronouns referring to a noun vs. referring to a whote
Brothers Grimm Jacob Grimm (1785-1863) and Wilhelm Grimm clause, write these sentences on the board:
(1786-1859) were German authors. They are best known for 1 He has a reolly cute dog. His really cute dog olwoys ploys
cottecting and publishing fotk tales in the 19th century. Their with me.
most famous tates are Clndere lla, Rapunzel and Snow White.
2 She told me her dod wos a maths teacher. Thot surprised
me.
 Books open. Check/clarify: hrrmls from number 5
Ask students to combine the two sentences in 1 and 2 above
(does bad things to). Students match words and
to make one using a relative pronoun' Elicit: 1He has o reolly
cute dog, which alwoys ploys with me.2 She told me her dod definitions and compare answers in pairs. During
was a moths teacher, which surprised me. feedback, focus on pronunciation as well as meaning.
Point out the use of the comma belore which. Eticit that Pay attention to the /k/ sound at the beginning of
these are non-defining retative clauses (they add extra choracter, the /v/ sound in villqin /'vilan/ and the
information). Ask Whot does which refer to? 1- a noun (o silent ue at the end of dialogue /'datalog/.
reolly cute dog); 2 a clause (She told me her dad wos o moths

I Answers
teacher).

Students complete the exercise individually then

Ir ptot 2 character 3 ending 4 hero 5 viltain
Io diatogue 7 opening 8 setting
compare answers with a partner. During feedback,
ask students whatwhich refers to in each sentence an*U understandin g of disappointingbyasking: Is
and clarify whether this is a clause or a noun (which it disopp ointing when y ow fo orb all team losu? {y es).
refers to a clause in every case). If time is short, you Give students a couple of minutes to think and make
could do numbers 7 and,2 in class and set 3-5 for notes. Monitor and help with vocabulary. If available,
homework. allow students to use the Internet to help them.
rySW-&re To help students, write phrases for
Answers
agreeing and disagreeing on the board, for example
1 a[[ her money, which means she'll be (which: tosing alt I totally agree withyou; you're right, no way; I
her money)
totolly disagree. Drill these phrases using emphatic
2 learned the new words, which was frustrating (which:
nobody learning the new words) intonation before students begin their discussions in
3 have been turned into successfuI teen fitms, which has small groups. While monitorinS, encourage students
surprised (which:fairy lates being turned into successful to invite and react to opinions and to describe any
teen fitms) films or books their partners haven't seen'
4 manages to write severaI books per year, which is (whlch:
writing severaI books per year) OptionaI extension
5 have been made into fitms, whichis(which: att of his
To extend Exercise 3, ask each group to come to an
books being made into films)
agreement on which fitm has the best plot and which fitm
has the most disappointing ending. Groups should aim to
reach unanimous agreement on each item. When they have
decided, ask groups to report back to the class and to try to
convince other groups to agree with them.

OptionaI IWB extension

lf you have an lWB, prepare a screen with the fottowing
sentences and btack out the screen.
I om going to Paris next week, which is reolly exciting.
My brother bought o motorbike lost week, which surprised
his wife.
Turn on the spottight tool and wave it quickty up and down
across the sentences, so only one or two words are visible at
a time. Keep the spottight moving quickly to ensure students
have to look ctosely to see the words. Ask students to write
down the sentences they have seen on the board in pairs.

Elements of a story
1 Books closed. Y'lrite Elemena of a Story on the board.
Give students three minutes to work in pairs and
think about things that all stories contain. Take
feedback in open class and try to elicit some of the
words from the exercise. You could use a popular
story, such as Harry Potter, to help elicit vocabulary.

66
 Ask students: tMhat do you think hqpens next? Get
them to brainstorm possible endings. Students work
in groups, with one student in each group acting
as secretary and taking notes. During whole-class
feedback, write students'ideas on the board to refer
back to once they have watched the video. Don't give
away answers at this stage.
nfm2l Play the video for students to watch and OptionaI extension
check their answers. During whole-class feedback, Ask students to work with a partner to comptete sentences
refer to students'ideas on the board. 'Nho guessed 1-6 with one ofthe phrases from Exercise 1. Check answers
in open class.
correctly?
1 -, ......... - the chi[dren are asteep. We can watch a fitm!
Ask students to complete the exercise in pairs.
2 She's not going to Australia just for a hotiday - she's going
Monitor and help with any difficulties. Play the video
there.-...-.....-.
again, pausing as required for clarification.
3 Oh no! This food is awfutl We[t, I guess l'm at
Check answers with the whole class. cooking.
4 A lt's realtycoldtoday.
IIAr**."* B Yes. .........,........... we're wearing our coats.
I
lt. 2e 3g 4a sf 6d 7b 5 A Howareyou gettingon?
B . I think l'tt finish in ten minutes.
6 l've apotogised three times to her, but she's stitl
PHRASES FOR FLUENCY angry with me.

1 Ask students to locate expressions 1-6 in the story on

page 68 and underline them. To encourage speed-
reading, you could do this as a race and ask students
forgood 3 notverygood
to find the expressions as quickly as possible. Ask 5 So far, so good 6 it's no good
students to compare their answers with a partner
before whole-class feedback.

Expressi n g frustration
Justin 3Nicole 4Emma
Liam L To introduce the concept of frustration, tell a story
about something frustrating that happened to you.
2 Working in pairs, students complete the For example: running for a flight only to find that
dialogues. Check answers. If you'd like to do some it has been delayed, or finding it impossible to
pronunciation work with your students, focusing memorise something. Include some of the phrases
on intonation, drill the dialogues in open class (for to express frustration in your anecdote. Ask students
students to repeat together). to work with a partner to think of examples of
frustrating things that have happened to them.
IArrr*"",
: Listen to some of their ideas in open class.
Look at the seven phrases. Students work with a
I f again 2 can't be serious 3 Calm down
[ 4 giveita rest,outoforder 5 That'sjustit partner to answer the questions. Ask students to
find the phrases in the photostory before checking
answers in open class. Say the phrases for students
WordWise to repeat and check pronunciation.

Expressions with good Answers

1 Books closed. To introduce this activity, write good She doesn't say 2,3,5 or 6.
in the centre of the board. Divide the class into The sentences atl express a negative opinion about personal
pairs and ask students to make a list of as many ability or a situation.
expressions with good as they can in three minutes.
Elicit and write any correct answers on the board. In open class, elicit as much information as students
can recall about the woman who loses her key in the
Books open. Ask students which of the expressions photostory. Refer students to the first sentence in
on the board appear. Next, ask them to work with a Exercise 1 (I can't (do that)) and ask students what
partner and complete the exercise. Check answers in the woman might have thought using this expression.
open class. Nominate one or two students to share their ideas
and then ask students to work in pairs to think of
I Arrr*u.,
T and write dor,rrn three thoughts using other sentences
[ 1 not very good at 2 So far, so good. 3 lt's all good. from Exercise 1. Monitor to check that students
I + lt's no good 5 lt's a good thing are using the sentence stems appropriately. During
feedback, ask students to share their ideas with the
2 Students work individually to match the phrases class and review any common errors.
from Exercise 1 with the meanings. During whole-
 Optional extension
Ask students to find the names of the crimes that correspond
rUI*CTIONS :r:feporti$gwlistssmeonersai{r'a5.ked}I:, .'l to each of the criminats.
:, . :.': , ,.:: reguested; giviqgarid teaftiEgfo riew$ ,,,. . '" burgtar - burglory con man - froud mugger - mugging
G*eUr,mn,'::r*o** rp€eeh {rCvlewh.reportedqlt+stions-, pickpocket - plckpocketing robber - robbery
1... i.::,1,:,: r.equeits:ald impeft$ves :.: ',,',,,,. shoplifter - shopliftlng
'VOCABUI-ARY ,', crime;.reportingverbs. : ":: '

You could give some examples of your own or elicit

Student's Book page 7O-7L one or two in open class to get students started on
this exercise and then let them continue in pairs. To
add an element of competition, ask students to think
READING of as many examples as they can in three minutes.
1 Books closed. When introducing a new topic, it's a Nominate pairs to share their ideas in open class and
good idea to assess students' current knowledge of praise the pair that got the most examples.
it. Draw two small circles on the board and vwite Tell students they are going to read two news stories
the word crima in one and criminols in the other.
about crime. Focus attention on the photos and
Put students into pairs and ask them to write a list headlines and ask students to try to imagine what
of crimes and a list of criminals. Elicit an example the stories are about. If you're using an IWB, this
or two of each in open class before students begin. would best be done as a heads-up activity with books
Set a time limit of, say, three minutes and challenge
closed. Elicit students'predictions in open class and
pairs to list as many words as they can. You could set
write them on the board. Nex! ask students to read
this up as a competition to raise energy levels. While the stories quickly to check their ideas. To encourage
monitoring, look at students'lists to gauge how many
them to skim the texts for a general understanding,
words they already know. During feedback, create set a two-minute time limit. Refer to the predictions
two mind maps on the board. Don't translate words written on the board during feedback.
from L1 at this stage; the exercise is to see how many
words students know in English. Books open. Ask KW Students read the instructions and questions,
students to work with a partner to translate as maly and underline any difficult words. Clarify
of the words into their own language as they can. understanding of these in open class. Remind
Reassure them that they may not be able to translate students who Mrs Atkins and Mr Caron are. Check/
all of them; some words will be new. clarify: get in tauchwith, victiry careless, theft. Look at
the example with students and ask them to find the
2 tr$X Focus attention on pictures A-F and ask part of the text that gives them the answer. If you're
students to match them with the words from Exercise
using the [WB, nominate a student to come to the
1. If you're using an Interactive Whiteboard (IWB),
front and point to it. Play the audio while students
this would best be done as a heads-up activity with
read and answer the questions. Ask them to underline
books closed. During feedback, check understanding
key parts of the text as they did for the example.
by asking concept-check questions such as: Does a
Students compare answers in pairs. During feedback,
burglor steolfrom aperson or aplace? (a place); Does
prompt students to justify their answers by referring
a piclEocket steal from q person or place? (a person);
to the text.
What abow amuger? (a person); If apiclqocket stcols
my phone do I know obow it at the moment when my !Arrr-"""
phone k taken? (no); f a muger steak my phone, do t
I know abottt it at that nnment? (yes); Does a robber ll Mrcaron 2 MrCaron 3 MrsAtkins 4 MrsAtkins
steolfrom ahousq aperson or obu*? (aba*); Wha l5 tr,trcaron 6 MrsAtkins
doa a shoplifter do wif,l shops? (steals things from
them); Does qconffumtelltheturh? (no). Also say
the words for students to repeat and for you to check
promrnciation. Elicit/point out that stress falls on the
first syllable of all of these words. Play the audio to Thinking about empathy
check answers. 6 This exercise requires a deeper understanding ofthe
t first story. Give students time to read it again and to
Answers imagine how they would feel if they were the teacher
I
Ioo Br cs D3 E6 F2
6B
 and if they were the thief' Encourage students to Mixed abititY
compare ideas in pairs and give reasons for their
each
Ask stronger students to cover Exercise 2 and transform
sentencein Exercise 1 into direct speech before looking at
answers before a whole-class check. proceed
Exercise 2 to check their answers. Weaker students
I matching the direct speech in Exercise 2 with the
directty to
I Answers (reported) sentences in Exercise 1.
T

It. 2b 3 a

Students read the second story again and discuss how Answers
the people felt with a partner. Encourage them to a 3'l've alwaYs tiked it.'
not; down their ideas and to expand on their answers b 4 'l'm stitt feeting very surPrised''
as much as possible when speaking. Praise those who c 1'lwas rea[tY angrYl'
do this. Nominate students to share their ideas in
again''
d 6 'lfr'gratefut tttit r can go to schoot on my.bike
open class and encourage reactions from others' e S 'tr4-osl peopte woutd be angry in my situation''.
f B 'l'm not going to report the incident to the police''
Suggested answers g 2 'A friend save it to me Years ago"
i z 't'tl prouiuty write another message''
The chitdren probabty fett very disappointed because they
didn't get the Xbox. Before students eomplete the rule, refer back to
His wif-e woutd have fett angry because they were conned t
and2 and elicit that the present simple
Exercises
and spent a lot of moneY on a Photo.
The reporter probabty felt sorry for the family, but also
in direct speech (e.g. b in Exercise 2) changes to the
perhaps pteased to have a good story. past simpG in repoited speech (Exercise 1 number 4)'
'rr.o,rrug" students to work in pairs to complete the
ih. .on man was perhaps very happy that his/her con had
worked. table anl to refer to Exercises 1, and 2 to help them'
Check answers in whole class.

&n t"
SPEAKING I
past continuous 2 past perfect 3
I r past perfect
Divide the class into small Sroups and ask Sroups to I+ woutd 5 was/were going to
nominate one student to be secretary. The secretary O coutd 7 woutd 8 Past Perfect
I
should note down the group's ideas. During feedback,
ask who thinks they would've reacted similarly to Mrs
Akins in her situation. LANGUAGE NOTE
Most languages report speech, but it can be usefut
for students
As
Optionat extension to compire f,ow it is done in L1 with how we do it in Engtish'
some time phrases may need to be changed in
wet[ as tenses,
Ask students to discuss these questions in sma[{ groups: +
r"p".t.a speech e.g. tast night + the night before, tonight thot
Why do peopte commit crtmes like those in Exercise 7? night, nexi week' the following week' Pronouns atso change
Wiat ore some of the possible effects on the victims? th.t. - those, this q thot, here + there, my l.hislher' we
a
Whot do you think society shoutd do with eoch of the different ".i.
ifr'elr eic. rne two main verbs used to report speech are
soy and
types of criminol? te/I. These have the same meaning but are different
in use (te// is
object (someone)'
Monitor but avoid error correction. The focus of this task is immediatety fottowed by an
on fluency, not on practice of structures or lexis' lnstead,
make a note of common errors. Write a mix of correct and
incorrect sentences on the board, ensuring anonymity, and OptionaI extension
lf you want to check that students have got the concept'
read
ask students to identify and correct the mistakes during
feedback. out these statements (or others ofyour choice):
My mother plays tennis twice a week'
t'm going to buy o new bicycle on Soturday'
Student's Book Page 72-73 My neighbour can play four instruments'
ask
Write My teocher soid...three times on the board and
studenis to work with a partner and complete the sentences
GRAMMAR with the information you gave them'
trtr Reported speech (review) ln open ctass, elicit

Ask students to try to complete the sentences first, My teacher soid his mother ployed tennis twice o.week'
1 iy ieocher soid he wos going to buy o new.bicy.de,on s1i-y1do!
then go back to the news stories to check. Do number
1 as an example in open class before sfttdents
continue in pairs or individually. Play the video'
If you're short on time, set this for homework' Ask
I Arr*"r, ,tod"rtt to read sentences 1 to 6 and underline
I the verbs and circle the pronouns in each one' Do
I r 'd b".n 2 had given 3 'd atwaYs tiked number 1 in open class as an example, drawing
I + *us ... feeting 5 woutd be 6 could go students'utt"rtiot to the changes in tense and
I z 'd ... write 8 wasn't
going to report (not
pronoun and to the fact that I'dhere is I would
Tn"A.Encourage students to refer to the rule while
2 Do number 1 as an example. Students work in
doing the Students compare answers in
pairs to complete the exercise. Check answers in """rcis".
open class. pairsbefore a whole-class check'
 Suggested answers to use adjectives and adverbs to make their stories
more interesting. Regroup students so that they can
1 The manager said (that) he'd be happy to put cameras all
tell their story to a new partner. For further practice
over the shop.
Dad said (that) the potice couldn't find the con man.
ofreported speech, students could return to their
The woman totd the potice (that) they'd seen the robber original partner to report the story they have just
from across the street. heard. Listen to one or two of the most imaginative
The shop owner said (that) they were thinking of having a stories in open class.
new alarm installed.
Our neighbours said (that) they hadn't heard or seen
anything.
The man totd his kids (that) he'd buy the games consote
for them.

Fast finishers
Ask students to write sentences reporting some of the things
theirfriends have said to them recently. Encourage them to
useboth soidandtold.

VOCABULARY
Crime
L Books closed. Put students in groups ofthree or
four and ask them to list as many words connected
to crime from this unit as they can, with just one Suggested answer
student lwiting. Give them one minute for this. Restoring Justice is a programme that tries to help criminals
During feedback, ask the group with the most words to change instead of punishing them. Criminals have to
to read out their list while the other groups listen meet their victims and try to see the situation from their
and check off words that also appear on their lists. perspective. lt is for people who have committed crimes and
Ask the other groups to share any words not yet who would norma[[y go to prison. lt atso helps victims of
crimes move on from what happened to them, white giving
mentioned with the class.
them the feeting that something positive might come out of
Books open. Students match words and definitions in their suffering in that they're hetping prevent future crime.
pairs. During feedback, focus on pronunciation. Draw
attention to the long vowels in mwder 1'mz:da/,
murderer /'ms:.dara/ and caught /7a:t/. Audio Script
Presenter This is Radio 24 and today we're looking at a
programme catted Restoring Justice. lt's an
unusuaI way to try and hetp peopte change -
people who woutd normatty go to prison. Listen
to one of them, Jason Wilkins. He's 17 and he got
arrested for mugging somebodY.
Jason We[[, I was in court and I knew I was gonna go
to prison ... and I was feeting awfutabout it.
! And then the judge said he'd give me a choice. I

I Answers didn't understand what he meant' He asked me

whether I wanted to go to prison for half a year,
Ir to commit a crime 2 to go to prison 3 to arrest
or join a speciat programme ca[[ed Restoring
I 4 to murder 5 a fine 6 to break in 7 a murderer
Justice. He said the programme would last
I a to get caught 9 to get into trouble 10 a prisoner
for six months, and it meant l'd have several
meetings with the woman l'd mugged. He told
me to think carefulty about my choices' I was '..
Optionat extension
I reatty didn't know what to say . '. um ... I didn't
Put students into AB pairs. Bs ctose their books. As read out want to meet her again ... but then, of course, I
the definitions. Bs say the word being defined. After a coupte definitely didn't want to go to prison, so I said l'd
of minutes, As and Bs switch roles and repeat. join the Programme.
Presenter Ken Simmons, you're a socialworker on this
programme. Can you tetl us more about it?
Ken The idea behind this programme is that people
who've stoten something or mugged somebody,
but haven't attacked their victims physicatty ...
 wett, they get a chance to see what they've done Optional extension
through the eyes of their victim. We're hoping Write on the board: Restoring Justice is an excellent woy
that this helps them to think more the next time to help criminals. Make AB pairs. Tell As they agree with
they get into a simitar situation. the statement and Bs they disagree. Students debate the
Jason The first time I met Mrs Schwartz - the woman statement and try to convince their partner to change
I mugged - was very difficult. At the meeting, their opinion. Attow students to discuss their reatopinions
there was also Ken, my social worker, and then afterwards.
my mum and dad. I was terrified about meeting
Mrs Schwartz, but she kind of helped . .. um . . .
the first thing she said was that she wasn't going
to get angry with me. GRAMMAR
Presenter
Mrs Schwartz
Here's what she said when we spoke to her.
I wasn't keen on the idea of meeting my mugger,
trtr Reported questions, requests
I must say. The experience had atready been and imperatives
frightening enough. But then I thought, 'Well, I Students work in pairs to match sentence halves.
we'd al[ like a country with less crime, woutdn't
Following feedback, consider asking students to
we? And who knows? Maybe I can make a
contribution to that.'I was atso rather nervous,
transform each ofthe sentences into direct speech
but I really felt I wanted to try and change and writing these on the board before eliciting word
his ways. order changes between direct and reported requests
Wett, now l've met Mrs Schwartz three times, and imperatives in open class. Play the video.
and I've learnt a lot from it. I can really say that.
l'll never forget when she looked me in the eyes
$errr*""t 3c 4a
$1d 2b
and asked me why l'd done it. I totd her that I

wanted some money to spend. And the moment

I said that, I thought how stupid l'd been to mug
somebody because I wanted to buy some stuff. Alternative approach to the grammar
The second time, she asked me if I knew who'd
lf your students need more support with this [anguage area,
suffered most from what l'd done. And I said
do this activity, which also incorporates personatization,
to her, 'You of course!' She just said that no, it
before moving on to the rute. Direct a few questions and
wasn't her, and asked me to look at the other
requests to individuatstudents. For exampte: I Be quiet,
side of the table, where my mum and dad were
Pedro! Doniel, Could you open the window, pleose? Are you
sitting. I knew immediately what she meant.
tired todoy, Ano?
ln open ctass, ask students to report what you said and elicit:
1 You told Pedro to be quiet,
2 You osked Doniel to open the window.
3 You osked Ano if she wos tired.
Estabtish that sentence 1 is an imperative, sentence 2 is a
request and sentence 3 is a yesl no question. Ask students to
look at the different structures and try to work out the rutes
of how to report imperatives, requests a nd yesl no questions
with a partner. Give them a couple of minutes for this. Listen
to some of their ideas in open ctass, but do not comment at
this stage. lnstead, direct students to the rule.

Ask students to work in pairs and refer to the

Suggested answers sentences in Exercise 1 and those on the board, ifyou
1 Hedidn't want to meet the woman he'd mugged again did the alternative approach, in order to complete
but he also didn't want to go to prison. the rules.
2 The main idea is for criminats to empathise with their
victims and see the consequences of their actions. I nrrt"
3 Terrified I
4 Unsure / nervous I r if; whether 2 asked 3 told
5 He wanted some money to buy things'
6 Jason's parents
LANGUAGE NOTE
Students sometimes appty the rutes foryes/no questions to
Optional extension open-ended questions such as What hove you been doing? or
Put students into pairs and ask them to write a diatogue Where did you go on holiday lostyear?When there is a question
between a mugger and his victim. This coutd be the mugger word (whot, w he re, w hy, w ho, w hen, how), we use that question
and the victim from the listening or people students invent. word in the reported question but we do not use the auxitiary
Monitor and hetp with vocabulary and ideas' Give students verb. The word order is like an affirmative sentence, but we
time to practice their diatogues before listening to one or change the tense as with reported statements. For exampte:
two in open ctass. For further practice of reported speech, He osked me if I had been doing. X
ask students to exchange dialogues with another pair and He osked me what hod I been doing. X
transform them into reported speech. He asked me whot I hod been doing. /
Atso, reported questions and requests do not have a question
mark at the end of the sentence.
 Go through the example in open class. Students work
in pairs to complete the exercise. Encourage them to
check if the sentences are yes/no questions, requests
or imperatives and to refer to the rule before writing
their answers. Check answers.

Answers
1 The presenter asked if/whether victims were scared of
meeting their muggers.
2 Ken's wife asked iflwhether he had seen the article about
Restoring Justice in the newspaper that morning?
3 The presenter asked him.to tell them more about the
ideas behind the programme.
4 Ken's manager told him not to include other criminats in
the programme.

Fast finishers
Ask students to write sentences reporting things they have
been asked or totd to do in the last week.

Students write questions in direct speech and swap

with a partner before doing the transformation task.
You could get students to write questions in pairs and
swap with another pair for the second stage if a more
supportive approach would be best for your students.

Optionat extension
Make similar-abitity AB pairings for this role ptay activity.
Tell students that A is the parent and B is the chitd. Parents
tetl children to do a variety of things. After a minute or so,
regroup students into As and Bs. Bs report what they were
told to do (She told me to. ..) and Bs report what they said to
the chitd (l told her to...). Monitor and record any mistakes
with verb patterns. Write these up on the board, ensuring
anonymity, and ask students to correct them as part of
whole-class feedback. Before doing this, nominate students
to report one or two things back to the class. You could atso
get the ctass to decide who the strictest parent was.

Answers
Posters showing a large pair of eyes so that people feel
they're being watched; large woolly balls to hetp create a
more pleasant environment
Respecting the law; understanding
that punishment will follow crime Ask students to read the sentences and underline
1 Books closed. Ask students if they can remember any difficult words or phrases. Check/clarify: put
any of the punishments mentioned so far in the unit np (posters), bike racks, interfering (with the woolly
(a fine, going to prison, atrendance at Restoring Justice). balls) as well as any other words students have
Elicit examples and explanations of what they underlined. Tell students that they should read the
mean in open class and write all good suggestions article very carefully and check that the text matches
- reformulating as necessary - on the board. Books the information in a sentence exacdy before deciding
open. Students work with a partner to complete the an answer is true. Ask them to underline the part of
exercise. Check answers in open class. the text which helped them decide and to compare
their answers with a partner before checking with the
H Arr.*u", whole cIass. During feedback, ask students to correct
T
2a 3c 4b sd 6f the false statements.
It"
Answers
2 Give students a minute or two to number the
punishments individually. Make small groups 1 F They put a poster on a wall. 2 F There were only fewer
for students to discuss, compare and try to reach thefts from the bike rack with the poster. 3 T 4 T
agreement on their ranking as a group. Monitor to
5 F The batls are there to create a pleasant environment.
6 F Some peopte think the scheme is a waste of police time.
ensure they are on task and that all students are
conffibuting to the discussion. Listen to their ideas in
open class and get a show of hands for what the class
considers to be the most and least serious.
aa
]Z
 Mixed-abitity
Provide additionaI staging for weaker students. First, they
should choose an appropriate verb for each sentence.
Do feedback on this before they write sentences using
appropriate verbs.

Suggested answers
1 They apotogised forforgettingto inform us.
2 The mayor exptained/said/ctaimed that they were going
to introduce a new system to reduce crime.
3 The reporter asked the officiatto give them more
Reporting verbs information about the ptan.
The man said/claimed/totd me that if I worked for them,
Books closed. Write the words say and tell on the
l'd be very rich soon.
board. Remind students that we use many other The woman refused to buy the watch because it was too
verbs to report speech as this is more interesting than expensive. / The woman explained that she didn't want to
always using say and tell. Books open. Ask students to buy the watch because it was too expensive.
discuss the meaning of each of the verbs in pairs. Go The teacher totd us to study the text carefutty.
through them in open class and check understanding. The man offered to hetp me with my work.
Next, students work with a partner to choose a verb The headmaster invited/asked my parents to go to his
office the fottowing morning.
to complete each sentence and put it into the correct
Jack agreed to go to the cinema with Otivia, but onty if
form. Students refer to the article to check. she paid.

lAr,r*"r,
I
l1 persuade 2 explained 3 claim 4 agreed
l5 inviting 6 encourage 7 refuse 8 demanding
I9 recommend

Encourage students to refer back to the sentences in

Exercise 1 to help them with this exercise. Also get
them to work in pairs. Check answers, giving further
examples to clarify meaning if required.
I
II Answers
t- WRITING
11. 2f 3a 4e sb 6d
If you're using an IIVB, display Exercise 1 on the
A report of a crime
screen and elicit that the word that follows persuade This can be set for homework or done as a collaborative
in number 1 is an object, and that the object is r,witing task in class. Ask students to work in pairs and
followed by to + infinitive. Ask students: Do we write think of an interesting crime to report. Tell them to
persuade nrrct to 7, 2, 3 or 4 in the rule box? (2). Do make notes before expanding their notes into a report.
the same for number 2, if necessary, before students Make sure they include all the points mentioned in the
complete the rule. If you aren't using an IWB, write instructions. In the next lesson, put students into small
the sentences on the board and follow the same groups and ask them to read each other's reports and
procedure. Go through answers in open class. Tell choose the most interesting.
students that they should think about these structures
when they learn any new reporting verbs to ensure Student's Book page 76-77
they are using them correctly.
I CU LTU RE
I nule
!
t 1 refuse 2 invite, encourage, persuade 3 explain, Famous criminals
I demand, recommend I To lead into the topic, ask students if they know any
fictional criminals. Ask: What type of cimes did they
Students work in pairs to complete the exercise, commit? Were rhey cug;ht? Whqtwas theirpunishment?
referring back to the rule box either to help them Encourage open class discussion. TeIl students they
choose the correct verb form or to check their are going to read about three criminals who became
answers once they've finished. very rich. Set a three-minute time limit to encourage
! students to scan the text quickly to answer the
I Answers
s questions without trying to understand every word.
ll tomeet 2 forforgetting 3 tohetp 4 metogo I
I s having 6 me to enter 7 that we read B to drive I Answers
:
Students work with a partner to rewrite the sentences
I t Dennis Koztowski - embezzlement

using suitable reporting verbs. If you're short on

I Ronatd Biggs - train robbery
Rtbert Conzatez - hacking
time, ask students to just do numbers 1-5 in class.
I
Students can do 6-9 for homework.
 f,
Z Oennis Koztowski - prison sentence
$ Ronatd Biggs - prison sentence
f, Albert Gonzalez - prison sentence (20 years)

[I! ntay the video while students read and watch to

check their answers.
Students read again in order to answer the questions.
Establish whether they need to write full sentences or
if notes are sufficient. Students compare answers in
pairs before open class feedback.

Answers
1 Dennis Koztowski got his money by embezzting (or
steating) money from his company.
2 He spent it on a big house, an apartment and a private
concert.
3 Ronnie Biggs got his money by stopping a train and
stealing 120 maitbags of money from it.
4 He got caught when potice found his fingerprints.
5 Atbert Gonzatez got his money by hacking into computer
networks of huge retail stores, stealing the detaits of
140 miltion credit cards and seiling these on to criminaI
organisations.
6 He got a 20-year prison sentence.
lii

$ Answers
!
llnr B2 c1 D4

Man You'[[ never guess what.

Woman What?
Man Someone broke into our house the other day.
Woman No way!
Man Yes, we'd just got back from the cinema and we saw
the front door open. I knew what had happened
immediatety.
Mixed ability Woman What did they take?
Ask stronger students to focus on the words in the text and Man They didn't take anything, but they left the house in a
try to guess meaning from context before referring to and real mess.
matching to the definitions in the exercise. Weakei students 2
can comptete the exercise in pairs.
Man You won't believe what happened to me last week.
Woman Tel[ me.
Answers
Man I was walking down the street when this man just
1 gang 2 tracked down 3 nearby 4 victims took my phone out of my back pocket and ran away.
5 embezzlement 6 help themselves to 7 all over the Woman What?l
place B retail stores
Man Yes. He was gone before I coutd do anything.
BACKGROUND INFORMATION Woman Did you report it to the police?

Dennis Kozlowski (born in New Jersey, USA, 1946) is the son Man Yes. They said it's happening a lot at the moment.
of a policeman. ln 2005, after being found guitty of embezzling 3
large sums of money from Tyco, he was sentenced to 25 years in Boy I heard a reat{y sad story about an old lady. She was
prison. However, he was released in January 2014. He maintains
conned and tost her tife savings.
that he did nothing wrong and that as CEO of Tyco, he was
Woman Reatty?
authorized to spend the money.
Boy Yes. Someone rang her up and offered her an
Ronatd Biggs (1929 - 2013) had been to prison twice before
getting involved in The Great Train Robbery in 1963. He escaped amazing deal to buy property in London.
from prison in 1965, and fted to Betgium and then France Woman Right...
where he had plastic surgery to alter his appearance. He was in Boy So shetransferred atl her money into this bank
Australia until 1970, when he fled to Brazil. He stayed in Brazil account and, of course, she never heard from the
until 2001. He was put in prison as soon as he got back to the UK man again.
and finatly reteased in 2008.
Woman That's awful. Otd peopte are very vulnerabte.
Albert Gonzalez (born in 1981) began computer hacking when
Boy Iknow. lt makes me worried about my grandparents.
he was in his teens. He went on to mastermind the biggest credit
Itl just the sort of thing that could happen to them.
card theft in history between 2005 and 2007. In 2011, Gonzatez
claimed that he had been working for the United States Secret
Service at the time of the hacking.
 4
Woman There was a scary story in the paper the other day. lt
was about gangs of teenagers going into shops and
steating ctothes.
Man How?
Woman Wett, a couple of them start an argument in the shop
and the others use this as a chance to take stuff.
Man l'd better warn my uncle. He's got a ctothes shop.
Woman Yes, tell him to be extra carefuI at the moment.

Answers
Conversationl: burglary; nothing
Conversation 2: mugging; his phone
Conversation 3: con; the old tady's life savings
Conversation 4: shoplifting; ctothes

FUNCTIONS
Giving and reacting to news
L Books closed. If you're using an IWB, this exercise
can be prepared before the lesson and done as a
whole-class activity on the board. Using the text
icon, prepare a screen showing all of the jumbled
sentences. Type each sentence in a different colour
and place the words randomly on the screen. In class,
divide students into pairs or small groups. Display
the words for groups to create four sentences from
the words on the board. The winner is the first group
to write all four sentences correctly. Alternatively,
this exercise can be done from the book with
students working in pairs or small groups to write the
sentences. During feedback, elicit/explain that these
expressions are used as a way of introducing a story. Answers
1 I won a meda[ for swimming last term, what which made
me feel proud.
You'll never guess what 2 Mrs Jones, who whose son I went to school with, is my
piano teacher.
You won't believe what happened to me last week
I heard a reatly sad story about an otd lady
3 The woman who whose bracetet had been stoten was
There was a scary story in the paper the other day angry.
4 She asked me if I knew who has had taken the bike.
5 He persuaded me to report the theft to the police.
Students work in pairs to complete the expressions. 6 The reporter exptained me that the mugger woutd get
These all appeared in the previous listening. community service.
Check answers in open class. You could include a
pronunciation focus here. Model the expressions
using appropriate intonation (an increased range) for
students to repeat.
t

I Answers
[ 1 Tell me 2 What? 3 Realty! 4 That'sawful!
! 5 No way!
Students create conversations using the expressions
from Exercises 1 and 2. First, ask them to brainstorm
ideas for what the news might be before they focus
on language. Monitor and make sure students are
using the expressions correctly. Encourage students
to show surprise and concern by using appropriate
intonation as they practise their dialogues. Invite one
or two pairs to perform their dialogues for the class.
 Suggested answer
because they are wetl known and there are other less
FUNCTIONS makingdeductions well-known phenomena which are just as mysterious
GRAMMAR modalsofdeduction (present);should(n't) have;
modals of deduction (past)
VOCABULARY mysteries; expressions with go

Student's Book page 80-81

READING
You could set a homework research task for students to
find out about these four things from the text: The yeti,
The Loch Ness Moruter, Crop circles and UFOs. Divide
the class into four groups and ask each group to find
out about one of them. You could then do Exercise 2
by regrouping members of the six different groups for
students to tell each other what they have found out.
1 Books closed. Do an internet image search for
unexplained mysteies and show a variety of strange
images on the board. Ask students to work in pairs
to describe the images and discuss what they have in
common. In open class, elicit that they all relate to BACKGROUND INFORMATION
unexplained mysteries. Books open. Focus attention The Yeti (orAbominabte Snowman) is an apelike creature
on the four photographs and ask students to work in which is said to live in the Himatayas. tn 1921, a British Royal
pairs to match them to the mysteries. If you,re using GeographicaI Society expedition found footprints in the snow
an interactive whiteboard (IWB), this would best be and there have been frequent reports ofsightings ever since. lt is
done as a heads-up activity with books closed. generally believed that the 'Yetis' are actuatty bears.
The Loch Ness Monster is a sea animalthat some peopte ctaim
lives in Loch Ness, a [ake in Scotland. The famous photograph of
it from 1934 (on page B0 of the Student's Book) was reveated to
B UFOs C the Loch Ness Monster be a fake in 1994. There have been severaI searches ofthe [ake,
most recentty in 2001, which have found nothing.
Crop circles (or crop formations) are patterns found in fietds
of grain mostly in the United Kingdom. They have existed
for centuries, but increased in numbertowards the end of
the twentieth century. They typicatty appear near ancient
monuments. Some betieve they are created by magicator extra-
terrestrial phenomenon, though it is generally believed that they
are created using a tength of string aM some-pieces of wood.
The term UFOs (Unidentified Ftying Objects) refers to any flying
object that cannot be explained, but is usually used to refer to
spaceships with aliens on board. The number of sightings has
increased greatly since the advent of science fiction fitms in the
1950s. Some believe that there are government conspiracies
to suppress information of alien visitations. However, there
remains no conclusive evidence to prove their existence.

Scientific truth or legend?

L This aims to help students distinguish between
scientific truths and legends. Students read the
sentences and refer to the article to decide which are
 true facts and which are imagined. Urge students to
underline the parts of the article that helped them
decide. During feedback, ask students to refer to
what they underlined to explain their answers.
t
I Answers 2 If you're short on time, sentences 1-4 could be
t
11T 2T 3r 4t
completed in class and 5-8 set as homework. Point
out that there may be more than one possible
Students read the article again and search for legends answer for some of the sentences, depending on
or stories related to one of the places mentioned. Ask the context. Do number 1 in open class as an
students to work in pairs to create dialogues between example. Ask students to complete the exercise
a scientist and a person who believes in legends and then compare answers with a partner. During
rather than facts. Monitor and help with any difficult feedback, to encourage debate and deepen students'
vocabulary. Listen to some examples in open class as understanding ofthe target language, ask why a
feedback. particular modal verb is not possible in each case,
for example, l\lhy not might in rrumber 2?
Optional extension
Ask students to read the article again and try to work out $err*"",
if the author betieves any of the four mysteries are true. lr coutd/might 2 must 3 can't 4 might/coutd
Monitor and guide weaker students towards the parts of the !s must 6 might/coutd 7 can't B can't
articte which hint at the author's opinion. Get students to
discuss their findings in pairs. Nominate one or two students
to share their ideas in open class and invite reactions from Fast finishers
the rest of the ctass. Students use modal verbs of deduction to write sentences
about the four mysteries in the text on page 81.

SPEAKING
OptionaI extension
Students discuss the questions in pairs or small groups.
Students write four pieces of information about themsetves
For number 2, you could ask them to prepare a detailed and their famity. They should write three true sentences
description of a mystery to share with another partner. and one fatse one. Give examptes of your own to get them
Monitor to help with vocabulary and give ideas if started. Divide the class into smatl groups. Students read
students are struggling. \,Vhen they're ready, regroup their sentences for the others in their group to decide which
students so they can describe their mysteries to a one is not true. Students shouI d say: Thot must I might I
new partner. Invite one or two students to share their could I can't be true becouse.... Nom i nate students to report
back on something they learnt about their partners, during
mysteries with the whole class during feedback and if
feedback in open class.
possible, search for images on the IWB.

PRONUNCIATION
For pronunciation practice of moving word
stress, go to Student's Book page 123.

Student's Book page 82-83

GRAMMAR VOCABULARY
trtr Modals of deduction (present) Mysteries
1 Encourage students to try to complete the sentences
1 These eight words all appear in the article on page
before looking back at the article to check. They
81. Ask students to work with a partner to complete
could either work in pairs or work individually
them. Check answers in open class and take the
and then compare answers with a partner. During
opportunity to say the words for students to repeat.
whole-class feedback, elicit/clarify that we're using
Focus on word stress. Are students stressing the
modal verbs here to talk about probability and make
correct syllables in tmexplqined, mysterious and
deductions. Also elicit that modal verbs are followed
exttraterfeslrial?
by an infinitive without ro. Play the video.

lArr*"",
r
[rcould 2must 3might 4can't
Students work in pairs to complete the rule. Elicit
answers in open class.
,,,

l Answers
l1
,,,.

unexptained 2 mysterious 3 extraterrestriaI

i,.+ odd 5 puzzling 6 alien 7 secret B strange
2 can't 3 could / might
 Students work with a partner to answer the questions 'Shake out those carpets! They're futI of deadly spiders.'
and note down their answers. Give them one minute 'Don't move that chairl A[[ chairs must face south!'
to do this before checking answers in open class. Mr Huntingdon was also a very secretive man and spent most of
T his time in the house. The only time he ever left his house was on
I Answers Friday mornings, when he would leave home to visit the shop of
H

| 1 extraterrestrial; alien 2 secret a fortune-tetter in town. Half an hour later, he'd [eave the shop
and return home. He never stopped to buy anything. He never
spoke to anyone.
Students tend to do much better at this type
of gap-fiIl task when they start with an overall One Friday, the fortune-tetler had some terribte news for Mr
understanding ofthe text. Ask students to read Huntingdon. 'This weekend,'she totd him,'you witt be killed by
a fatt.' lt was an odd thing to be told, for sure, but Mr Huntingdon
the text quickly, ignoring the gaps, to answer
wasn't particutarly worried. After all, this was why he visited the
the question: Why wos no one at school? (It was fortune-teller - so that he coutd make sure nothing bad would
Saturday.) Next, challenge students to try to complete ever happen to him.
the text with the words from Exercise 1 covered up. Mr Huntingdon hurried home. He had a ptan. 'How can I fa[[ if
I spend all weekend lying down?' he reasoned to himself. He
got some rope and lay down in the middte of the floor of his
mysterious 2 odd 3 puzzling 4 extraterrestrial enormous haltway. He called Mrs Crabtree. 'l want you to tie
alien 6 secret 7 unexptained B strange me to the ftoor,' he told her.'l want you to tie me so that I can't
move.'
Mrs Crabtree did as she was told. Maybe she should have asked
why, but she didn'i. Mr Huntingdon would probably just have
totd her to mind her own business. When he was tightty tied to
the floor, he told Mrs Crabtree to leave the house and lock the
door behind her. He didn't need her this weekend and she wasn't
to return until Monday morning. Mrs Crabtree left, leaving Mr
Huntingdon smiling at how ctever he was. He heard the door
close and the key turn in the [ock.
Mrs Crabtree was gone. There was nothing but silence ... or was
there? What was that sound? A sort of creaking - very q uiet at
first, but stowly getting louder. Mr Huntingdon looked up. Above
him hung a huge chandetier. lt was stowty, very, very slowty,
starting to move. He suddenly knew he shouldn't have sent Mrs
Crabtree home. He shouted out for her, screaming her name
again and again. lt was too [ate. She wouldn't be coming back
for 48 hours. He tried to free his arms and legs, but it was no use.
He wasn't going anywhere. A[[ he could do was look up at the
chandelier and wait ...
Mrs Crabtree arrived at eight o'ctock on Monday morning. She
opened the door and saw the body of Mr Huntingdon lying under
the huge chandelier.
'Oh dear,'she sighed. 'l shoutd have had that fixed.'

Answer
It is mysterious because it isn't clear who or what will fat[
or how.

Audio Script
The Case of the Mysterious Fall
Mr Huntingdon was a strange man. He lived atl alone in the huge
ancient house that stood on the top of the hilt. Apart from Mr
Huntingdon, only one other person ever went into that house:
his cteaning lady and housekeeper Mrs Crabtree.
Mr Huntingdon wasn't a very nice man and he treated Mrs
Crabtree like a slave:
'Close the curtains! People are always trying to look in, trying to
watch me. I won't have itl'
 Optional extension
Put students in pairs and ask them to invent a plot for a fitm
which inctudes Mr Huntingdon, the housekeeper, the fortune- Thinking carefu[ly before You act
telter and a rope. (Their story shoutd be different from the
one in the listening.) Encourage them to be as imaginative as
possible and to inctude other characters and objects ifthey
wish. They coutd also choose actors to ptay the characters.
Monitor and hetp with vocabutary. Listen to their ideas in
open class and decide which woutd be the best film.

1 Play the video and then do a quick recap on who the

characters are before students begin. Also check that
students understand the context of sentences 1 and
2. Ask What does why refer to in 7? When didhe send
Mrs Crabteehome? Students work with a partner to
answer the questions before you check in open class.
n

fl
Answers
If aruo bYes 2 aYes bNo

Students work in pairs and use the sentences in

Exercise 1 to help them. Check answers in open class.

3nrt"
!
I r hove 2 past participte
OptionaI extension
2 If you're short on time, do 1-3 in class and set 4-5
Divide the class into pairs and ask them to create
as homework. Go through the example in open
spontaneous diatogues based on the pictures. For example:
class. Ask students to work in pairs and then do
A I got really burnt in the sun.
class feedback.Ifyou want to focus on students' B You should hove put on some sun creom.
pronunciation, consider drawing their attention to A I did, but it come off when I went swimming.
the elision of /t/ and. the weak have in shouldn'thqve B You should hove put more on then.
by saying the first sentence and getting students to A There wos none left in the bottle.
notice these features. Say the rest of the sentences for Monitor as they are doing this and make a note of common
students to repeat. errors. Write these up on the board, ensuring anonymity, and
ask students to correct them as part of whote-class feedback.
Possible answers At the same time, make a note of any nice contributions to
quote and praise at the end of the activity.
1 You shoutdn't have ptayed with a batt in the house.
2 You shoutdn't have bought those jeans.
3 You should have studied harder.
4 should have invited you to his party.
He Student's Book page 84-85
5 You shoutdn't have paid so much.
READING
Fast finishers 1 Books closed. In pairs or small groups, students make
Ask students to close their books and try to remember as a list of the ten most famous women in history. Give
many of the words retated to mysteries from Vocabulary them four or five minutes for this before nominating
(page 82) as they can. They coutd list them in their notebooks individuals to read out their lists to the rest of the
then open their books to check words and spelling. class, showing images on the IWB if available. Did
anyone mention Ameliq Earhsrt? Books open. Focus
attention on the photos and ask students to answer
the questions with a partner. If you're using an IWB,
do this as a heads-up activity with books closed. After
a few minutes, nominate students to share their ideas
with the class and record these on the board, but do
not give answers at this stage.
 Students skim-read the article to check their answers
to Exercise 1 and the ideas on the board. Set a three-
minute time limit to encourage them to read quickly.
Allow students to compare answers with a partner
before a whole-class check.
Ask students to tly to order the sentences before
reading the article again to check. To simplify the
exercise for weaker students, give them the first and
last answers. Allow students to compare answers with
a partner before feedback in open class.
T
! Answers Ask students to quickly read the dialogue and answer
T

lu3 b2 cB d7 e9 f s g1 h4 i6 the question: lVho ate the cake? (Matt). They should
ignore the spaces at this point and just focus on gist
understanding. Students then read a second time in
Optional extension order to complete the dialogue. Point out that more
Write these five adjectives on the board: than one answer may be possible. Do number 1 as an
well-known very smoll olone lost very big example. Check answers in open class and insist on
Students race to find five synonyms in the article. (Answers: students justifying their choices to ensure they have
famous, tiny, soto, finat, huge) clearly understood the meaning of the modals.

BACKGROUND INFORMATION $e,,*",,

1 must have been 2 can't
Amelia Earhart (born in Kansas, USA, 1897) worked as a nurse $ / coutdn't have eaten
in World war 1 before saving S1000 for flying tessons. ln 1923, $ S might / coutd have taken4 can't I couldn't have been
fi s must have jumped 6 can't / couldn't have got
she became the 16th woman to be issued with a pitot's licence.
She was a major cetebrity in her lifetime, [eading advertising $
z migtrt / could have eaten B must have been

campaigns for cigarette companies and promoting her own

ctothing range. Since her death, she has been the subject of Fast finishers
hundreds of artictes and books. The home where she was born is
Ask students to go back to the articte on page 88 and look up
now a museum.
any unknown words in their dictionaries. Encourage them to
write new words in their notebooks.

m Modals of deduction (past)

I Ask students to match 1-3 to a-c and then check FUNCTIONS
their answers in the article. Ask students: Are we
making dedttctions about something hoppening in the Making deductions
present or something that happened in drc past? (past); Pre-teach: meteorite, ffLetal screw. Look at the picture
How is thelonguqge dffirmt? (In the present we use and ask students to read the text to find out what's
modal + infinitive, in the past we use modal * have strange. Working individually, students complete the
+ past participle). sentences with their opinions.

IArrr*u", Students compare their answers to Exercise 1 in

I pairs. Encourage them to expand on their answers by
!t. 2a 3b giving reasons. Challenge students to try to convince
their partners that their opinion is the 'right' one.
Students work individually to complete the rule,
using the sentences in Exercise 1 to help them, before
comparing their answers with a partner. Play the
video.
Expressions with go
Students match the expressions to the definitions in
pairs. Encourage them to refer to page 84, find the
expressions in the text and use context to help them
complete the exercise. Alternatively, they could
LANGUAGE NOTE just refer to the text to check their answers before a
*
Students may use lt mustn't hove been ... when they want to whole-class check.
say something is definitety not true. We need lo say lt con't have x
been or lt couldn't hove been... in this case. I Answers
&r. 2a sg 4b 5c 6d 7r Bh

Tell students to be careful to put go into the correct

tense. Let them check their answers with a partner
before whole-class feedback. If you're short on time,
set this exercise for homework.
 3 went missing 4 it goes without
6 wentdown 7 goonestepfurther

Answers
1 Iwas wondering if; Between you and me 2 What,s with;
Believe it or not 3 Any chance; Are you out of your mind

And the hole gets deeper

WordWise
now
1 Students work with a partner to complete
the exercise. During feedback, elicit or explain
the meaning of the five phrases and give further
examples.

lArr*".,
I
[1b 2d 3e 4c sa
2 If you're short on time, set this exercise for
homework. Encourage students to refer to the
definitions from Exercise 1 to help them choose the
correct word or phrase. Ask students to compare
answers with a partner before whole-class feedback.
t
Answers
I
I f no* 2 now and again 3 just now 4 now
| 5 now that

FUNCTIONS
Apologising and accepting
apologies
Books closed. To introduce this topic, tell students
that you have done something wrong and you have
to apologise for it, for example, you accidentally hit
another teacher's car this morning and damaged it.
Ask students to suggest ways of apologising and try
to elicit some of the expressions from the exercise.
Books open. Ask students which of the phrases
they came up with, appear in Exercise 1. Students
complete the exercise in pairs. Check answers.

I Answers
I
I Apotogising: l'm so sorry. I feet awfuI about this. I don,t
I know what to say. l'm so ashamed
I Accepting apologies. No problem. That's / tt's OK. Don,t
I worry about it. No worries.
Check/clarify : spille d, bump ed into. lf appr opriate,
students could record their conversations and play
them back to check their own pronunciation. They
can then repeat the exercise and hear improvements.
Invite some of the groups to act out their dialogue for
the rest of the class. Choose confident students or ask
for volunteers.
Answers
1 Many peopte in the 1990s left Riace because ofa shortage
ofjobs.
2 The refugees had to work to get food and
accommodation.
3 The refugees had to [earn ltatian.
4 The refugees lived in empty houses.
5 Between two and three hundred immigrants live in Riace
now.
6 More local people are staying in Riace.
7 Many potiticians have tried to use Lucano's ideas'
B Lucjno came third in the 2010'Wortd Mayor'award'

Suggested answers
1 Does that mean there witl be no young people in the
town? Coutd the town have a future with other people?
2 What evidence isthere to showthatthe refugees are
troubtemakers?
3 Havethe refugees caused probtems before? Whatsorts of
probtem?
4 Why don't peopte from different countries get on?
5 Does that mean there is no work avaitabte in the vittage?
 Set up a role ptay in which different peopte from Riace are
interviewed about iife in the town. Divide students into two
groups, A: residents and B: immigrants. A students should
think about life as a refugee and also write questions to
ask immigrants. B students should think about life as a
If you're short on time, set this exercise for
resident and think about questions to ask residents. Give homework but perhaps do number 1 in open class to
students time to prepare their characters and questions make sure students are clear on what they have to
with a memberof theirown group before makingAB pairs do. Students work individually to complete sentences
to interview each other. Each time students express an 1-4. Allow them to compare answers with a partner
(in character) opinion, their partner shoutd ask a further before feedback in open class.
question with the aim of separating opinions from facts.
Monitor and hetp with vocabutary. Listen to some of their Answers
questions and answers during feedback and encourage
further group discussion. 1 The locats, who were very kind, gave them food.
2 Rome, which is my favourite city, is an exciting ptace.
3 l've been reading a book by William Boyd, who is one of
my favourite writers.
Student's Book pages 90-9t
4 My neighbour Rubens, who is from Guatemata, has been
[iving here for ten years.
GRAMMAR
Relative clauses (review) Fast finishers
1 At this level, students will have seen relative clauses Ask students to write three sentences about members of their
famity including non-defining relative ctauses. Give them an
before, but may still make mistakes when using them,
example to get them started e.g. My fother, who was born in
particularly with the use of commas in non-defining Fronce, moved to Englond in 1984.
clauses.
Atternatively ask them to work out the difference in meaning
Ask students to read through the sentences and then between these two sentences (in the first sentence, the
work with a partner to complete the rule. Check speaker has just one cousin whereas the implication of the
answers. Read the sentences without the relative second is that the speaker has many cousins, one of whom
clause to show that B and C define the noun and A Iives in Paris):
and D add extra information. My cousin, who lives in Poris, is o lowyer.
My cousin who lives in Poris is o lowyer.

which to refer to a whole clause

Look back at sentences A and B in Exercise 1 and
ask students whatwhich refers to (A: Calabria; B:
buildings). Explain thatwhich can be used to refer to
specific things or to whole clauses. Ask students to
read sentences 1 and 2 and decide what which refers
to. Check answers.
Optional extension
T
Ask students to find more examples of relative clauses in the I Answers
article about Riace and to decide if they are defining or non-
defining. Students can check answers with a partner before $
r Calabria 2 Citt) Futura has 13 [ocalemployees
whole-class feedback.
This exercise gives more examples of which being
Answers used to refer to whole clauses. Read the example in
Non-defining: open class and point out that which is used to join
Rioce is now home to between two and three hundred
the two sentences and makes the language sound
immigronts, who live happily olongside the locals.
Cittd Futuro olso hos 13 local employees, which mokes it the
more fluent and interesting. Students work in pairs to
biggest employer in the villoge. complete the exercise. Check answers in open class.
Defining:
Answers
But these days it's o different story, becouse of one mon whose
dreams have turned Riace into a villoge with o future. 1 Some people go and live in another country, which is not
But it is not only the refugees who hove gained from Lucono's always easy.
plons. You have to [earn new customs, which can be chatlenging.
Some people are nervous about strangers, which makes
tife difficult for new arrivats.
Sometimes there are differences in cutture, which often
resu lts in misu nderstandin gs.

Be aware of common errors related to relative clauses.

Go to Get it right! on Student's Book page 1 29.
 Audio Script
Groups of people Man Now, l've been reading a new book called On the Move
Books closed. To introduce this topic, write groups by witdtife expert Satty Harker, and she's with us in the
studio today to tetl us a bit about it. Hi, Satly.
ofpeople in the centre ofthe board and brainstorm
names of different groups. Give one or two examples Satly Hello.
to get them started (foorballers, sfrtdents, men, etc). Man So, tetl the audience what your book is about.
Alternatively, if you have access to an IWB, do an Sally Welt, it's about the movement of animats and birds. All
internet search for photos of different groups and over the world, the naturatworld, there are examptes
display them on the board for students to name. of how birds and animats don't stay in one ptace, but
move around, either at[ the time, [ike whates, or at
Books open. Ask students to read the list and check certain times, like a lot of migrating birds. And there are
understanding. In pairs, students complete the gaps in some realty extraordinary cases, amazing stories of the
sentences 1-11. Check answers in open class. journeys that animals or birds make.
Man Why do you say'extraordinary'?
I Answers Satly Well because sometimes the journeys are incredibty
I 1 pedestrians 2 the staff 3 motorists 4 the crew [ong, in others they're very, very risky, dangerous for the
I59 lnhabitants 6 employees 7 politicians B Refugees animats, and in some cases we just don't understand how
[ Emptoyers 10 residents 11 lmmigrants the animals do it at alll
Man So can you give us some examples? Let's start with really
Iong journeys.
Sally OK, for reatty long journeys it's hard to beat the grey
whale. ln the winter, grey whales can be found near
California or Mexico; the whales have their babies there.
And then in the summer, the grey whales [ike to be near
Ataska, where the sea is fulI of food for them. So, every
yeal they swim from one ptace to the other and back
again - it's a trip of about 18,000 kitometres altogether.
Man That's quite a distance!
Satly lt certainly isl Now, in terms of dangerous trips, it's
Migration in nature hard to beat the witdebeest of centrat Africa. Every year,
more than a million wildebeest travel from Tanzania to
Kenya, where there's more food. lt's a trip of over 2,000
kilometres. The reaI danger is near the end ofthejourney,
when they're already tired, hungry and thirsty, they have
to cross the Mara River. The river ftows very fast, and it's
ful[ of hungry crocodites. And the wildebeest are very
scared of water. Butthey jump in and struggtetoswim
across. Thousands of them don't get to the other side. We
think that every year, about 250,000 witdebeest die on
this jou rney.
Unbetievablel Good heavens.

every year?
Man NoGPS.
Satty That's right. They fty thousands of kilometres and arrive,
every year, in exactly the same piace.
Man That's incredibte. Do we realty have no idea how they do it?
Sally Not reatly, although ofcourse research is being done at[
the time ...
 lAnswers
! r That'squiteadistance. 2 UnbetievablelGoodheavens.
i 3 lt's amazing, isn't it? 4 Wow. That's phenomena[.
$
s rtrat's incredible.

2 Divide the class into AB pairs to create dialogues.

Give some examples of your own to get them started.
Answers For example:
1 The distance in kilometres swum by grey whates every A: My brother conrun 700min 70.3 seconds.
year. B: Wow. That's phenomenal! Is he gotng to be at the
2 The number of witdebeest that trave[ from Tanzania to next Olympics?
Kenya every year. Or A: I harc been to 37 dffirent countries.
3 The distance in kilometres travelled by the witdebeest.
B: That's incredible. Whichwas yow fattowite?
4 The number of wildebeest that die on the journey every
year. Monitor to make sure students are asking follow-
5 The distance in kilometres flown by Arctic terns every up questions and encourage them to continue the
year. conversation where possible. If space allows, this
6 The distance in kilometres flown by an Arctic tern during activity also works well as a mingle with students
its lifetime.
swapping partners after each exchange. Listen to
some examples in open class as feedback.

Student's Book pages 92-93

READING
1 A recording of this text is available with your digital
resources. Books closed. As a lead-in, ask: If you could
Answers
live in a foreign cotmtry, where would you live? WIty?
Grey whales swim to Alaska to find food. Give students one minute to think of their answers
Grey whates can be found near California or Mexico in and make notes. Divide the class into small groups
the winter.
for students to compare answers. During feedback,
The Mara River is near the end ofthe wildebeests'journey.
The Mara River is fut[ of crocodiles.
hold a class vote to find out which country would be
Arctic terns do theirjourney every year. the most popular destination and why.
People don't know how the terns atways arrive at the Books open. Ask students to work individually and
same place. make notes on the questions.

Divide the class into pairs or small I

I
Arrr*".,
groups for students to discuss the questions. If
students have access to the Internet in the classroom, ! f Sf'"'t in France. 2 She's from the UK / Engtand.
ask them to do a search to find further examples Is lt's about living abroad.

of migratory animals or birds to share with the Ask students to read the blog and check their ideas.
class. Monitor and help with any questions about Tell them not to worry if they do not understand
vocabulary. For feedback, nominate students to share every word, but to focus on finding the answers to
their group's ideas with the class and encourage the questions. Allow students to compare answers
reaction and further discussion. with a partner before feedback in open class.
Give students time to read the questions and check
understanding.Check/clanfy:dealwith,homaickness.
Students re-read the blog and answer the questions,
Expressing surprise then compare with a partner before feedback in open
class.

Answers
1 She's studying.
2 Because some films give that impression of tiving
abroad. I Because she has to do lots of things you
wouldn't do on hotiday.
3 Because she has to speak French a[[ day.
4 Some were unhappy and wanted to leave.
5 Keep going because it won't last forever.
6 She tries to ignore them and concentrate o.n nice people
she meets.
VOCABULARY of any particularly good usage and nominate these
Phrasal verbs individuals to repeat their answers during whole-
class feedback.
1 Divide the class into pairs. Ask students to cover the
blog and try to complete sentences 1-8. When the
majority of the class have completed the sentences,
students can look back at the text to check answers.
Ask students to discuss the meaning of the phrasal GRAMMAR
verbs and to try to deduce their meanings from
context. During whole-class feedback, elicit/clarify
cn Omitting relative pronouns
the meaning of each phrasal verb with further 1 If you're not using an IV1[B, write the two example
examples as necessary. sentences on the board for clarity when explaining
the answers. Give students a minute to work with a
Mixed-abitity partner and answer the questions. In open class, elicit
Divide students roughty according to levet. Ask stronger
answers and the position of ilut" adding it to the
students to cover both the btog and the list of phrasaI verbs sentences on the board with an alrow pointing to the
and try to comptete the sentences before [ooking at the list of object in each case. Then ask students to complete
phrasal verbs to check. the rule in pairs before a whole-class check. Play the
Weaker students can complete the exercise with any verbs video.
(phrasaI or otherwise) that fit the context. They then try to
match with phrasatverbs from the list before checking in the Answers
btog. This approach will help them more quickty grasp the
1 lt's a phasethatyou haveto gothrough. (phose isthe
meaning of the target phrasal verbs.
object)
2 I concentrate on the nice people that I meet. (peopleis
the object)
i Answers Ihot refers to the object.
rii

$ r pick up 2 go through 3 put up with

) + hang out with 5 wears, out 6 turning out I
{ z ran into B bringabout II
Rule
!1 object 2 subject
Fast finishers
Ask students to close their books and write down as many
2 Remind students,/elicit that we carr remove the
of relative pronoun when it refers to an object, but
the eight phrasaI verbs as they can remember. Students then
open their books to check.
we need to keep it ifit refers to a subject. Students
work with a partner to complete the exercise. During
whole-class feedback, ask individuals to say what the
relative pronoun refers to in each sentence.
PRONUNCIATION n
For practice ofphrasal verb stress go to Student,s I Answers
Book page 123.
T

ll/ 2x 3./ 4x s,/ 6x

2 Students work with a partner to match the phrasal
verbs to their meanings. Check answers in open class. cn Reduced relative clauses
During whole-class feedback, clarify the meaning 3 If you're not using an IWB, write the sentences on
of the phrasal verbs by giving,reliciting further the board. Give students a minute to work with a
examples, as necessary. partner and answer the questions. In open class, elicit
answers and add rhatis/who r to the sentences on the
IArrr*"". board. Point out that we use reduced relative clauses
I in written English to make sentences flow more easily
[ 1 runinto 2 pickup 3 putupwith 4 gothrough and improve'readability'. They are also a good way
| 5 turn out 6 hangoutwith 7 bringabout to show examiners that you are a high level, and so
should be encouraged in written work.
Optional extension
Next, play the video and ask students to complete the
This activity coutd be done as a game of petmanism, allowing
rule with a partner. Check answers.
for extra focus on the meanings of the verbs. Write each of
the phrasal verbs and definitions on separate cards. Give I
one set of cards to each grou p of three or four students. Ask II Answers
students to put all the cards face down on the tabte and take I f t'm a student who is tiving and studying in France.
turns to turn over two cards untitthey find a matching pair I 2 Theexperiencethat is gained bylivingabroad is
(phrasal verb/definition). The winner is the player witi most invatuable.
I
matching pairs at the end of the game.

Ask students to read questions 1-6 and check

lnrt"
!
understanding. Students discuss the questions in le
pairs or small groups. Monitor to encourage students
to use the phrasal verbs in their answers and to 4 Ask students to work individually to complete the
check they are being used correctly. Make a note exercise. Clarify that there is a mixture of reduced
relative clauses and omitted relative pronouns in the
paragraph. Allow students to compare answers with a
parmer before feedback in open class.
 :a,

ir Answers
t:
ii' 2 wheare 3 whewere 4 tffi 5 tH 7 tM

'...

. ''---,',,', .'-.---,,, l.
Be aware of common errors related to omitting
@ relative pronouns. Go to Get it rightl on Student,s Book
page 129.
:l

Optional extension
Divide the ctass into pairs or smatl groups. Ask students to
ma ke a list of the things that immigrants to their own country
would find difficult to get used to. Write some general
topics on the board to guide students if necessary e .g. food;
weother; working hours; doily timetable; transport; nolse, etc.
During feedback, elicit and write up a list of things students
have come up with on the board and ask students to work in
pairs to rank them in order of difficulty to adapt to.

BACKGROUND INFORMATTON
lhe lnuit are a group of indigenous people in Greenland, Alaska,
Canada and Denmark. There are roughly 135,000 lnuit people
in the four countries. Traditionally, lnuit people were nomadic
and tive on hunted fish, seals, polar bears and whales. They
Nomadic People lived in igloos or tents made from animal skins. White hunting
If there is an I\4IB available in the classroom, this is stit[ a part of lnuit life, nearly a[[ lnuit have migrated south to
activity would best be done as a heads-up activity urban areas or live in lnuit communities with access to sateltite
television and the lnternet.
with the whole class. If your IWB allows zooming,
zoom in on the photos and nominate individuals
to say what they have in common. Alternatively,
1 Tell students they are going to read an informal email
from a girl who is staying with the Inuit people.
students can look at photos in their books hnd answer
Check/clarify Inuit Students read the article to
the question.
answer the questions. Set a two-minute time limit to
t encourage them to read quickly for gist and focus on
Answer
iI the questions. Allow them to compare answers with a
They all have a nomadic way of tife. partner before checking in open class.
I
I
ll?I p13y the video
while students read the article I Answers
T
and watch. Tell students not to worry if they don,t
I f fo aays 2 A couple of days ago. 3 She's learning
I about patience, because lnuit hunting involves a lot of
waiting in the cotd.
I
B7
 Divide the class into pairs for students to complete
the exercise. Monitor and help with any difficulties.
Check answers in open class.

! Arrr*u"*
a
1
.l:i9r 2 4Weft,ml, here
i *illr I am at last 3 said I coutd go atong
overthe moon 5 how t,m getting on
H ll :,
I with things 6 a couple of days ago

3 Give students a minute to discuss the question in

pairs before checking in open class.

I Answer
f,
They are too formalfor an emailto a friend.
I
4 Working individually, students make notes in
preparation for writing an email. Monitor to help
with any questions. Encourage them to use some
of the vocabulary and expressions from the article,
adapting larger chunks of language as necessary.
5 If you're short on time, set this exercise for
homework.
Students can either write the email individually
or in pairs, as an exercise in collaborative writing
in class. On completion, ask students to exchangl
their emails with another pair. If students have
access to the Internet in the classroom, this could
be done electronically for added authenticity. Ask
them to read and evaluate on the basis of content
it. I never thought I'd see you ... Steve I know, I know. I thought
(were all points included? how interesting were
the I'd give it a go. Alan you'tl love it. tt,s brilliant. Steve So what
do
ideas?); organisation (did each pu.ug.rp'h include need, then? I mean, I've got nothing.
I

a clear and distinct idea like the model answer?);

Alan OK, welt, obviously you need a tent. you shoutd go for
communicative purpose (were you convinced by something light and easy to put up. Then you,I need
it?); and language. a sleeping bag and something to cook on. Again, go
If you mark the writing yourself, focus on how well for something tight. Remember, you,ve got to carry
students have communicated, how clear and easy everything. Keep it light. That,s the secret.
their writing is to follow and whether they wrote Steve Actually, my dad,s going to take us to the campsite, so
about relevant details. Avoid focusing too much on that's not such a probtem.
accuracy,-as a heavily marked piece of writing is Alan What?l You're getting a tift to the campsite? That,s not
more likely to de-motivate learners than to make campingl
them try harder next time. 5 You hear a [oca[ news report.
When street cleaner Ctive Roberts found a brown paper bag
Students book pages 96-97 containing f 10,000 inside one of the bins he was emptying, he
didn't think twice about what to do with it. He watked straight to
the nearest police station and handed it in. The thought that he
might keep it never entered his mind. Clive, who,s been praised
by the local police for his actions, might stitt discover that
honesty is the best way: if the money isn,t claimed within the
next 30 days, he'll find himsetf f 10,000 richer.
Multiple choice 6 Two friends are talking about a party.
1 ;* -'. Chlod Josh, l'm so sorry I missed your party.
l} Josh That's all right, Chlo6. Though everyone asked where
$
Answers you were. What happened?
}rr 2B 3A 4c sB 6B 7A Chlo6 You're not going to believe it. My dad made us alt get
up early to go on a really long bike ride. Anyway, I was
atready feeling tired because I hadn,t slept well. lt was
Audio Script the last thing I needed. But you know my dad.
Josh He wasn't taking no for an answer.
Chto6 Exactly. So we got back at about two and I thought t,d
just watch a bit of TV before getting ready for your party
and...
Josh You dozed off in front of the TV.
 unexptained 3 went missing
go through 6 mYsterious
B goingfor 9 refugees 10 staff

Answers
1 He shoutdn't has have teft the window open. That's how
the burgtar got in.
2 She might like have liked the fitm if she had come.
3 I reatty tike that guy vrlieh who ptays Sam on TV.
4 She's the runner who won the gotd medat.
5 He must be have finished his homework by now.
6 My brother Jutian, t*at who lives in New York, is coming
to stay with me.
 Answers
I got, woutd go 2 didn't live,'d live
3 were, woutd invite 4 woutdn't downtoad, were
5 would feel, forgot

Answers
1 sports programme 2 game show 3 sitcom 4 tatent
show 5 cartoons

,: Answers 6 fancy

1t l research 2 [aboratories 3 experiments

t: 4 discover 5 cure

5
'; Answers
111 Assoon as 2 operation 3 untit
:t4 appointment 5 when

GRAMMAR
6

:i: Answers
r. 1 will arrive 2 'lt be 3 won't want 4 is she staying
1; 5 'm going to make
Audio Script
7 Sally What do you want to do tonight? Do you want to go out?
Jim Not really. l'm a bit tired. ls there anything good on TV?
Answers Salty Probably not. Let me have a look in the paper.

1 How long had he been waiting for?

Satty OK, let me see. There's'Priceless'on at 8 pm. That,s
supposed to be quite good.
2 What were the kids doing when I catted?
3 Where had Jack been? No, I don't really tike quiz shows.
4 What was Maria [ooking for? It's not a quiz show. lt's a game show.
5 How [ong had you been standing in the rain? / What had What's the difference? I don't really like either. ls there a
you been doing? good chat show on?
Um, no. Monday night's not a good night for chat shows,
l'm afraid.

Answers
1 altowed 2 tet 3 haveto 4 need 5 better
Jim That's a shame.
Salty There's football on at...
Jim No way. What about a film?
Satly There's a couple. There's one called 'By Tomorrow'' I think
it's a horror fitm and it doesn't start until 11 pm.
Jim That s much too [ate.
Satty Or there's one called 'Let him go', that starts at 9 pm.
Jim That sounds better. Is it a comedy?
Salty I don't ihink so.'When lan Banks wakes up one morning,
it's not in his own bed or even on his own planet...' Sounds
Iike a sci-fi.
Jim Sounds good.
Sally Better than the footbalt?
Jim Yes!
Satty OK, l'lt make a deal. You let me watch the first half of the
game, then we turn over and watch the film together'
Jim And who makes dinner?
Satly You do. While I watch the footbatt.

Answers
1 Get ctose to nature 2 Surfthelnternet 3 UseYour
work area as a gym 4 Keep moving 5 Think about food
6 Watch how you sit
 Answers
1 can'tbe at home 2 might be in the shower
3 must be in ltaty 4 must be joking
5 might snow tomorrow
3 what she's totd 6 could tryto find a part-time job

Answers
Answers 1 A police officer who spoke really good English gave me
a.r,

directions.
ir ptots 2 hero 3 character 4 viltain 5 ending
2 Tokyo, which is a greattechnotogy centre, is one of the
biggest cities in the wortd.
3 Sonja, who is an immigrant, sits next to me in class.
4 The audience cheered loudly, which made the performers
1, A.rr*"". very happy.
:,
:i;7 line 2 committed 3 prison 4 troubte 5 broke 5 I didn't understand the [anguage, which brought about
some difficulties.

t.
tlAnswers
tti
lli 1 went down 2 went missing 3 to go 4 goes well
1f 5 go one step further

llAnswers
a)rr 2e 3d 4b sa

Answers
1 lf he hadn't ptayed, he wouldn't have got hurt.
2 Woutd we have known the answer if we had listened?
3 lf we had had a camera, we coutd have taken photos.
4 l'd have said hetto if I had seen him.
5 lf you had remembered her number, woutd you have
catled her?

Answers
1 who 2 where 3 which 4 which 5 where

Answers
1 He ctaimed he had never committed a crime.
2 Her teacher encouraged her to go to cottege.
3 I totd you notto stayouttoo [ong.
4 They asked us if we were worried about crime
5 We atl agreed it had been a fantastic hotiday.
 that was reatly wet but it stitt felt hot.
Did you find it difficult to get used to the heat?
At first, but after a white you soon get used to it. I must
admit I found it more difficutt to get used to the cotd
again when we returned to the UK.
So what were the people like?
They were so friendly. I mean, it's obvious that you're
not from the country and everyone wants to talk to you.
They make you feel so wetcome. I made loads of f riends
there and l'm still in touch with most of them.
Tom So what is your biggest memory of the whole
experience?
Ametia l've got to choose two. Firstly, the street food, especially
a spicy rice dish catled nasi goreng. lt's fantastic. Every
Thursday night ihis man used to walk around the house
pushing his food cart and he rang this sort of bell and
we all ran out to get our nasi goreng from him. Just
thinking about it makes me want to get back on a ptane
to Surabaya.
Tom And the otherthing?
Amelia The other thing was the bejaks, which are a kind of bike
with a doubte seat at the front where you can sit and be
cycled around the citY.
Tom Like a taxi service.
Ametia Yes, only much more exciting than your regutar taxi.
I mean, the way they used to weave in and out ofthe
traffic. l'm surprised l'm still alive. But it was so much
fun. Just tike atl my time in the country. lt was the best
time ever!
Student's Book page 106-107 Answers
1 when you were only twelve?
2 Marcus looked out ofthe bus window
3 neither of them was doing atl right
4 But his mum seemed to be saying that there was more
to it than that. / He hadn't even known untiltoday
(there were toads of kids at school, he reckoned, kids who
stote and swore too much and bultied other kids, whose
mums and dads had a lot to answer for).
Marcus thought he was lucky to have found him.

Emphasising
L Books closed. As a lead-in, ask students: lVhich
words can we use to make sentences more emphatic?
Elicit answers in open class and write so/such/do/
did on the board. If students have difficulty, write
the following on the board and point out where the
words should go in each sentence.
He k (such) a nice mqtL
I am (so) tired
I (do) like swimmingin the sea.
I (did) do my homauork.
Books open. Students work with a partner to
complete the exercise. During whole-class feedback,
say the sentences for students to repeat and check
pronunciation. Encourage them to be emphatic!
 i Mixed-abitity
L

lf your class has a mix of [evels, make similar-ability pairings

where you can.
] En.orrug. stronger students to speak spontaneously and to
I perform their diatogues without looking at their notes.
Encourage weaker students to write their diatogues in full
i before practising them.

Give an example of your own to get students

started. Use emphasis when describing the person's
personality and anecdotes to show how the person is
good with children. Ask students to work individually
to complete the exercise.
In pairs or small groups, students talk about the
person they've chosen. Monitor to encourage
students to use emphatic structures where possible.
During feedback, ask for volunteers to share their
descriptions with the class.

Optional extension
Write these questions on the board:
Whot kind of o person rs lessT
Doyou like her? Why (not)?
Whot does Gront think of her? Why?
WRITING Whot kind of a person is Gront?
Ask students to discuss the questions in small groups,
An essay before eliciting their ideas in open class. Next, ask groups
This could be done as a collaborative writing activity in to guess what happens next in the story. Encourage them to
class or planning for this exercise can be done in class be imaginative. They could introduce new characters, some
with the writing set as homework. sort of crime, a disaster or anything they like. Make sure each
student makes notes, and then regroup students for each
Ask students to discuss which essay they'd like to student to tell their story to their new group.
choose. Before writing, students should write a plan
for their essay. This involves thinking of ideas for and
against the statement and imagining other people's Optional extension
opinions, not just their or.tm. Their own opinion should To review narrative tenses, ask students which three past
be presented and argued in the final paragraph. tenses are used in the extract. Elicit past simple, past
continuous and past perfect. ln open class, eticit the rutes for
'vVhen students have completed their essay, ask them
the usage of alt three tenses, referring to the grammar rules
to exchange with a partner,/another pair and read each in units I and 2 if necessary. Tell students they are going to
other's essays. Ask them to add a comment to the article do a reading race. Write on the board:
of the type you might make in response to an online Read the extroct ond find. . .
article. You may like to display the essays around the past tenses
9 irregulor
class for students to circulate and read. 9 examples of the post perfect
2 examples of the post continuous
lnstruct students to find the items as quickly as possible. Gol
 on the sentences they wrote in Exercise 4 and
follow the same paragraph format as in Exercise
3. Once students have completed their replies, ask
them to swap them with another student to check
for: task completion (Have they included all three
pieces of advice from Exercise 4?); communicative
purpose (Is it interesting and engaging to read?);
language (Are modal verbs used effectively and
correctly?); and coherence (Are adverbs of sequence
appropriately used? Is it easy to identifii and
understand the key events of the story?)
Alternatively, collect students' writing for marking.
When marking, check for the above points. Avoid
A reply to a [etter asking for advice focusing too much on accuracy, as a heavily marked
piece of writing is more likely to de-motivate learners
1 As a lead-in to this activity, ask students: Do you ever
readproblempages inmagazines? Whqt sort of problems
than to make them try harder next time. Write short
feedback for each student, saying first what you
do youread obout? Students read the letter and the
reply and answer the questions. Students compare liked about the reply, and two or three things they
answers with a partner before a whole-class check.
could improve on in the future. Make a note of any
persistent errors, then go over these points in class
Suggested Answers (and bring in extra practice for them).

1 Atan's problem is that the boy next door, his onty friend
since he moved town, calls other kids names and makes Student's Book page 110-111
horribte comments and Alan doesn't want to be a part of
this. 2 Susannah suggests thatAlan asks himsetf if he BULLRING KID AND COUNTRY COWBOY
thinks he could be friends with the boy if his behaviour
was better. by Louise Clover
Ask students to work individually to complete the
sentences. During feedback, take the opportunity to
review the use of modal verbs.

I Answers
!
Ir ought to 2 you'd better 3 shoutd definitety
n 4 had better 5 it's a good idea

lsk students to read the reply again and answer the

questions. Encourage them to underline key text in
the reply as they do this. Check answers.

I Ar,r*u.,
!t Paragraph3 2 Paragraphl 3 Paragraph4
!4 Paragraph 2

Students read the second letter and work with a

Answers
partner to come up with three pieces of advice for
Susannah before they start vuriting. Ask students 1 Ctoudy (Fizza's horse) and Gotden (Ftetcher's horse)
to write full sentences and perhaps to include a 2 He has tears in his eyes from laughing so much.
3 Fizza doesn't want to take his hand because she is angry
modal verb in each one. Monitor to help with any
at him for [aughing at her.
questions and check students are using modal verbs 4 She goes shopping in Birmingham because her friend
correctly. Make a note of any mistakes to review likes it.
with the class before moving on to Exercise 5. You 5 Ftetchercalls herthe Buttring Kid because that'sthe name
could pair weaker students so that they can write of the shopping centre she goes to in Birmingham.
collaboratively. 6 ltsays in the textthat Fletcher kept his promise that he
woutdn't let her get hurt.
This exercise can be set as homework or done as a
collaborative writing activity in class with pairs of
students working together. Tell students they are
going to write a reply to Lara. They should expand
 expand on their answers by giving reasons for their
opinions and ideas. Nominate two or three students
to report back to the class on what they discussed.

Optional extension
This might be a good opportunity to review prepositions as
there are {ots of them in the extract. Telt students they are
going to do a memory test. Ask them to work with a partner
and give them five minutes to read the text again. Get them
to focus on the prepositions and the words before and after
them. To help weaker students, tell them you are focussing
on these prepositions: ot, to, off, with, on, out, u p, i n.
When the time is up, ask students to ctose their books. Write
these sentences on the board.
Cloudy wos one side ond Golden wos _the
other
Cloudy moved ond Fizza fell
- the ground.
You're not fighting her.
-
Let me help you,' he soid, putting
- _
his hand to help her
get _.
5 Fizzo wos o bit cross _ being laughed _.
6 'Oh come !' he soid.
7 '. .. lift your- right leg and _ .'
-
Students comptete the sentences with a partner. Check
answers in open class. Check/clarify: cross (angry).
on
by Kazuo lshiguro
Answers: 1 on; 2 to 3 with 4 out; up 5 at; at
6 on 7 up; over BACKGROUND INFORMATION
Kazuo lshiguro (b. B November 1954) was born in Japan to
Japanese parents. His famity moved to Engtand in 1960. He
became a British citizen in 1982. He has written seven novels.
His second novel,An Artistof the Flooting World,wonthe 1986
A story about a bad decision Whitbread Prize. He received the 1989 Man Booker prize for his
L As a lead-in to the topic, ask students who they talk to third novet The Remoins of the Doy, which was made into a film
starring Anthony Hopkins and Emma Thompson. Other notable
if they have to make a big decision. Is it their parents, books include N eve r Let M e Go (2005) and T he Bu ri ed G i o nt (2015).
another member of their family or a friend? Elicit one
The Remains of the Day was pubtished in 1989 to wide critical
or two answers in open class and encourage further
acclaim. The novel recounts the memories of a butler who has
discussion in pairs. Tell students they are going to spent most of his working life in ihe emptoyment of an upper-
read a story about a bad decision. Checkzclarifii: class Engtish famity. The butler tetts stories of his working
to run o. shop, homaick. Students read the story and tife and of his unrequited love for a housekeeper who is now
answer the question. Ask students to compare with married with chitdren. The fitm of the novet received eight Oscar
a partner before whole-class feedback. nominations but won no awards.

Answer Books closed. As a lead-in, ask students to make a

list of five sad novels or films and to discuss what
Pauline's bad decision was to go to university when she
happens in them, in pairs or small groups. Elicit a
didn't reatty want to.
few in open class.
2 Put students into pairs. Ask them to find and Books open. Ask students to look at the photos and
underline phrases with the same meanings as those discuss: Who might the people in the phon be? What's
underlined inl-4, in the story. Check answers in their relationship? l,Vhere do you think the book is set?
open class. If necessary, refer back to the rules of wish What do youthinkitmightbe about? Listen to some
/ if only + past perfect to express past regrets and oftheir ideas in open class and then get students
shouldhaye *
past participle to criticize past actions. to read the introduction to check. Check/clarify:
: butler. Ask students to quickly discuss the question
! Answers with a partner, encouraging them to give reasons for
I their answer.
I 1 Pautine wished she hadn't gone 2 lf onty youd told
I 3 I wish she'd told 4 Pauline shoutd have made Ask students to quickly read the extract and choose
the best ending. You could set a three-minute time
3 Students work with a partner to complete the limit to encourage speed-reading. Allow students
exercise. Check answers in open class. Draw their to check answers with a partner before whole-class
attention to the fact that each paragraph is about a feedback.
distinct point and that the order is typical for a story. I
II Answer
In Answers
I lu
Iu2 b1 c4 d3
 Answers
Yes
Graduates are feeling the pressure precisety because so
many of them are [ooking for the same jobs at the same
time and there's very littte for an employer to choose
between them; people who wait some years before they
Answers go to university witt, as long as they have used their time
wett, be far more attractive as an emptoyee; their extra
1 Lord Darlington died three years ago. experience of [ife wit[ mean they can offer companies
2 Stevens thinks that Lcjrd Dartington made mistakes/his
more tha n a 22-y ear-old grad uate ca n ; the fact they've
own decisions.
taken time to decide exactty what it is they wanted to do
3 The stranger is an otd man.
shows that now they reatty want to do it.
4 The peopte on the pier are happy when the tights
come on.
5 Stevens thinks that it's pointtess/not important to reflect Students complete the exercise with a partner, noting
on what he could have done better in his [ife. down reasons for their answers. Check answers in
open class.

lArr*u"
I

fl She questions/chatlenges the reader, which has the effect

fl of making the reader think about their own life. She
Mixed-ability $ asks questions in the first paragraph and then uses the
imperative in the finaI paragraph.
Stronger students can look at the highlighted words in the fi
extract and try to define them based on the context provided
within the extract before referring to the definitions provided Students work with a partner to make notes on one
in the exercise. of the topics. You might like to give students an
Weaker students go straight to the definitions in order to example on the board based on the model text, using
complete the exercise. bullet points and note forms. Ask How would Eye's
plan have looked? During feedback, elicit examples of
the type of things students have decided to include.
Students work with a partner to think about how
they will start and finish their article and then
compare with a partner, who could also give
additional suggestions.
If you're short on time, you can set this exercise for
homework.
Ask students to write their articles. This could be
done as a collaborative writing activity in class with
students rwiting one article as a pair. Encourage
them to expand their notes and organise their writing
in a similar style to the example on page 113. On
completion, ask students to exchange their articles
with another student/pair for them to read and
comment on each other's first and last paragraphs
A magazine article and the overall organisation of the article.

L As a lead-in, ask students to discuss the following

questions with a partner: Is it important to get work
experience before going to university? What soft of work
experience cctnyou getwhenyou qre o" teenagerT Listen
to some of their answers in open class and encourage
further class discussion.
Students read the article and answer the questions.
Let them compare answers with a partner before a
whole-class check. Also ask if any of the ideas they
came up with during the lead-in discussion
are mentioned.
 EXTRA INFORMATION
. There are five clusters with three sounds in English, and they
all start with the /s,/ phoneme: scr, sp/, spr, str and squ.
OptionaI extension
r lnitiaI consonant clusters with the /s,/ phoneme can cause
Students find other examples of linked consonant and vowel
pronunciation problems for students of varying Iinguistic
sounds in the dialogue: lote every; proctise !n; ift wi1h !and
backgrounds such as Arabic, Chinese, ltalian, Spanish and
school orchestro.
Turkish. Spanish speakers, for exampte, sometimes add an
extra syllable at the beginning so that stop becomes e-stop.
3 L:,....L Students listen and repeat.

EXTRA INFORMATION
. The [etters can be pronounced as /s/ or /z/,so getS /gets/
butlive;/\wz/. This pronunciation pattern is maintained
when [inking sounds (e.g. /s/ gets up; /z/ lives- ttp).
o Developing an awareness of how connected speech causes
words to btend into each other helps learners' listening as
we[[ as their speaking skills.
o lt can be useful to get students to think of examples of
linking in 11.
 UNIT6
Silent consonants
Aim: Students identify and say common words
containing silent consonants (e.g. listen, hour, should,
mwoft).
1 KWX Students listen to the recording while reading
the dialogue.
Ask students to say the words where the silent
consonants are highlighted Qkten, walking taking
hour, cosflq should, empty, write, answer, lmow,
mustt't).
Kffi Students listen and repeat.

/tt/ and /t/ consonant sounds

UNIT 7
The schwa /a/ in word endings
Aim: Students recognise and practise saying the
different spellings of schwa /a/ in final unstressed
syllables e.g. na@n, villq.in, neryous.
1 fW Students listen to the recording while reading
the tongue twisters.
2 mSX Students listen again and focus on the
EXTRA INFORMATION highlighted syllables. These are unstressed. Explain
. /t[/ and [/
areboth unvoiced consonants. Ihe /r!/ that we pronounce unstressed final syllables in many
phoneme is produced by ptacing the blade ofthe tongue on words with a schwa in spite of the different spellings.
the ridge at the top of the mouth cavity; we push the tongue
off the ridge with our breath to make the sou nd.The
fi/ 3 KW Students listen and repeat.
sound is made by putting the top of the tongue just below the
ridge behind the top teeth and exhaling. The sound comes EXTRA INFORMATION
from the movement of air between the tongue and the ridge.
To make a /tt/ sound, we push the tongue offthe ridge as we
r Students tend to pronounce words the way they,re spetted,
make a 4/ sound. The,z/ phoneme is usually spetted with sh
resutting in the -ion, -ous , -oin, -or and -er endings in words at[
but some common words have irregutar spellin gs (chef , sure, sounding very different, when in fact they att contain /a/ and
Russia, station).
shoutd sound the same.

c The /t[/phoneme is most commonly spetted with ch or tch

o Getting students to ctap asthey saythe tongue twisters can
help them hear how the schwa gives English its characteristic
but is also found in words such as temperoture and question.
rhythm.
o These words in the tongue twisters are also pronounced with
a schwa: o, the.
EXTRA INFORMATION
. A key aspect of word buitding is that the stressed syltable may
change position in the process.
o The penultimate syllable is stressed before words ending in
-ion (e.g. noviggtion).
 Answers
Present simple vs. present 1 I haven't seen the new Hobbit film yet. 2 Have you ever
Spain? 3 John took his exam last week.
continuous been to
4 Ninagothereafewminutesago. 5 Theyhaven,teaten
atthisrestaurantbefore. 6 I haven'teaten breakfastso
l'm reatly hungry and it's two hours titt tunchtimel

Books closed. Write these two sentences on the board: Past continuous vs. past simple
1I (eat) my dinner qt the moment. Cqn I call you
bqck? 2I usually (eat) dtutner at about 7.00. Ask Focus: Students at this level often confuse these two tenses.
- to complete the sentences with the correct
students
tense. Encourage-them to discuss their ideas in pairs Books closed. Write these two sentences on the board: 1

before doing feedback. Answers: 1 ,m eating; 2 eat. I (do) nry homanorkwhenhe called.2I _ (ito)
Explain/elicit that we use the present continuous to talk my homeworlg qnd. then _ (chat) to my frienits. Ask
about things happening now or around now and the
-
students to complete the sentences about things that
present simple to talk about routine activities, facts and happened in the past, with the correct tense. Encourage
opinions. Books open. Focus students on the example them to discuss their ideas in pairs before you do
before they complete the exercise. feedback. Answers: 1 was doing; 2 did, chatted. Elicit/
explain that we use the past continuous to describe a
Answers past action that was in progress when another action
occurred and that we use the past simple to describe a
1 I think I am the person you're tooking for. 2 I play tennis
sequence of events that occurred in the past. Books
on Tuesdays. 3 At the moment l'm writing a letter to a
friend. 4 I like what you're wearing today. 5 I know open. Focus students on the example before they
what you mean and appreciate your hetp. 6 We ptay complete the exercise.
football during most school breaks.
Answers
1 When she arrived, I was cooking dinner so I was a bit
distracted. 2 correct 3 As usual, we arrived at about
6pm,thenwehaddinner. 4 Myteachercametosee how
Present perfect vs. past simple our project was going. 5 l'[[ never forget the time I spent
in Nepal. 6 The police saw the men and asked them what
they were doing there.
Focus: Students at this level often confuse the present perfect
and past simple when talking about actions or events that
occurred in the past.

Books closed. Write these two sentences on the board: 1

I (go) to New York tltree timu. 2I _ (go) to
New Yorklastyeor. Ask students to complete the
-
sentences with the correct tense. Encourage them to Focus: Students atthis level often use would,con and must
discuss their ideas in pairs before you do feedback. instead ofshou/d.
Answers: 1 've been; 2 went. Explain/elicit that we
choose between the present perfect and the past simple Focus students on the example sentences and elicit
to talk about a past action depending on whether we why the second sentence is incorrect. (When talking
are saying exactly when in the past the action about opinions - saying that something is a good or bad
happened. It doesn't matter if the action occurred five idea - we usually use should. We use musr to talk about
minutes ago or five years ago. The moment we include obligation and necessity or to give very strong advice or
a past time expression, we need to use the past simple.
recommendations.) Books open. Do number 1 in open
Books open. Focus students on the example before they class before students continue with the exercise. Ask
complete the exercise. them to compare and agree on their answers in pairs
before you give feedback.

I Arrr*""*
I
lr, 2a 3a 4b
 Focus: Students at this level often use the wrong tenses, in the if
and main clauses, in second conditionatstructures.
Focus: Students at this tevel frequently confuse the present and
past simpte passive.
Revisit the rule box on page 39. Alternatively, ask
students to complete the following on the board,
Remind students that when talking about actions which
referring to the examples they underlined in the web
continue into the present or when describing habitual
forum on page 38 to help them: present actions, we use the present of be when forming
1/ +subject +1 subject +2 + infinitive the passive. If an action is firmly rooted in the past
(Answer: 7 pqst simple; 2 would). Make sure students then the past form of be is required. Consider staging
-, the whole of -the if-clause carr
understand that while the exercise as follows; first students underline the
come before or after the result clause, inside the passive form within each sentence, then they decide
if-clause, we have to use the past simple nofwould.. Do when the relevant action took place, and finally correct
number 1 as a class, then instruct students to complete the form of be. Ask students to check their answers in
the exercise by themselves. pairs before you check with the whole class.
!
Answers
I Answers
$ r lt yo, answered my emait I woutd be very pteased. 1 | atways keep shopping untilthe mall is closed.
IZ tt would be fantastic if you came to visit me. 2 lwas born in Britain and have lived here since then.
I: tf t found your mobite, I woutd bring it on Monday. 3 l'm proud that my town was chosen as City of Cutture.
!4 I woutd be very gratefuI if you could meet me at 11 on 4 The hotet is [ocated in front ofthe beach,sothatwitl be
very convenient.
I 5 Sunday.
lf I 5 Ten minutes later my tent was flooded and I had to leave
! broke this vase, my parents would be angry.
[6 lwould love it if you could visit me in the holidays. it because everything was wet.
6 I was given a puppy for my [ast birthday.

UNIT 5
Past perfect vs. past simple
Focus: Students at this [eve[ frequently confuse the past perfect
with the past simpte. Focus: Students at this level often confuse who and which
particularly where the same relative pronoun is used for both
Review the rules for using the past perfect and past in 11.
simple by writing these sentences from the story on
page 45 and asking students to complete it: She Books closed. Write on the board: 7 He's the mon
(set) a new record when she (ryot) species rnunber writes horror storiu. 2lt's aword ducribes stories
8,000. Nobody (spot) so many differentbird -species -
about the future. In open class, ask students what things
before. Students refer to the-examples on page 46 to from the unit are being defined? -Answers: 1 Steven
-
check their answers. Make sure students understand Spielberg; 2 science fiction. Ask students to work in
that when we want to connect two past actions, and we pairs to complete the sentences. (Answers: 1 who; 2
want to situate one as having happened before the which) Take feedback in open class and elicit that who
other, we use the past perfect for the earlier action and is used to define people, andwhich, things. Books open.
the past simple for the later one. Work through the Ask students to complete the exercise individually and
exercise as a class. then compare answers in pairs before you check as
a class.
Answers I
1 Our PEteachertaught usthe rules of tennis and we lAnswers
started to play. $f *to 2 which 3 which 4 who 5 who 6 which
2 I had come home from schoo[ when it happened.
3 I didn't give the teacher my homework yesterday because
l'd left my bag at home. UNIT 8
4 When we had finished eating and drinking we went for a
walk in the town centre. sdy vs. tell
5 Doyou tikethesejeans? I boughtthem yesterday.
6 The letter was from Brown University - they actepted me! Focus: Students at this level often confuse soy and te/1.
 Books closed. Write these sentences on the board: 1 Tell
Answers
the teacher fhat I'm gomg to be two minutes late. 2 Say
that I'm goutg to be two minutes late. ln open class, aik lc The grey whale is the animal that/which swims about
students: What's the dffirence inmeaningbetween 7 and. 18,000 km every year. (defining)
2e Domenico Lucano had an idea that/which saved his
2? (There's no difference in meaning.) Ask students why
village. (defining)
rell is used in 1 and say in 2. Give them two minutes to 3a Our teacher atways praises us when we,ve done wetl in
r9fl9c1 and discuss in pairs. Then ask students ro open which helps give us confidence. (non-defining)
a test,
their books and read the rule before they attempt the 4f- I spoke to him using ltatian, which I had learnt white
exercise. Do number 1 in open class, highlighting the working there. (non-defining)
word that directly follows the space. Urge students to 5d Elana has decided to live abroad, which lthink is very
think carefully about form in S and7. brave of her. (non-defining)

I Arr*"", Relative pronouns

I

lfsay 2tell 3Tell 4say 5said 6say

| 7 was tetting Focus: Students at this [evel often omit retative pronouns in
defining relative ctauses when it,s incorrect to do so.

UNIT 9
Books closed. Write on the board: I She's the woman
hoynt the party. 2 She's the woman had the party last
Modals of deduction in the present night 3 She's the womctn I met at the party last night
Tell students that two of the sentences are correct and
one is incorrect. Elicit which one is incorrect and why.
(Answer: Sentence 2 is incorrect because the pronoun
who is needed as it is the subject of the clause .) Elicit/
explain why sentences 1 and 3 are correct. (Answer:
Focus students on the example sentences and remind Sentence 1 contains a reduced relative clause as the
them that we use couldnoteen when we think words who u can be omitted; in sentence 3 the pronoun
something is possible and cant when we think that who can be omitted because it,s the object not zubject
something is impossible. Do number 1 as a class, then of the clause.) Books open. Do the example sentence
instruct students to continue the exercise by themselves. in open class and ask students to complete the exercise
Allow them to compare answers in pairs before a whole_ in pairs.
class check.
fiAr,r*".,
g
Answers
t 1 r 2 ,/ 3 They went through a bad time which/that
1 Well,lthinkanotherroutecouldbebetter. 2 Hecould I tasted a few months. 4 \/
5 Those are the residents
do. 3 lt could be because it,s so tight. Just a guess! $
who/that live in that buitding over there. 6 The Tuareg are
4 correct 5 correct 6 ltcan,tbeNick_hedidn,tthink I the peopte who/that regulariy cross nationaI borders.
there was a problem.

Focus students on the example sentences and ask them

to discuss why the second sentence is wrong. Give
them a minute for this. In open class elicit rirhat type of
relative clauses these are (non-defining) and therefore
that the pronoun rharcannot be used. Books open.
Explain what the students have to do in the exercise
and point out/elicit that a non-defining relative clause
must always have a comma before the pronoun and that
therefore if there is a comma they can'i use the pronoun
that. Do the example together as a class and then
instruct students to continue the exercise by themselves.
Allow them to check answers in pairs befoie doing a
whole-class check.