Challenges 4 TB

Pearson Education Limited, Edinburgh Gate, Harlow, Essex CM20 2J E, England and associated compan ies throughout the world

www.longman.com

© Pearson Education Limited 2007

All rights reserved; no parr of this publication may be reproduced, stored in a retrieval system, o r transmitted in any form or by any means, electronic, mechanical , photocopyi ng, recording, or otherwise, without the prior written perm iss ion of the copyright holders.

The right of Patricia Mugglestone (Q be identified as the author of this work have been asserted by her in accordance with the Copyright, Designs and Patents Act, 1988 .

First published 2007

Fourth impress ion 20 I 0

Printed in Malaysia (CTP·VVP)

ISBN 978· 1·4058·33 17·2

Layou< by Ken Vail Graphic Design, Cambridge (kvgd.com)

Photo acknowledgements We are grateful to the fo lJ owing for permission to reproduce copyright photographs and material:

Front Cover Images Corbis: Sven Hagolaru / Zefa br; PA Photos: bl; PunchStock: rl ; Deximage tr

Teacher's Handbook

Pat Mugglestone

Contents

Sludents' Book conlents pages

Teacher's notes

Sludent AlB activities

Sludents' Book answer key

Time Out answer key

Students' Book tapescript

Workbook tapescript

= Siudenis' Book moleriol

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4

105

105

107

114

115

122

126

132

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Introduction

About the Students' Book The course has ten main modules. At the end of the book there is a magazine section related to [he units with fun activities like puzzles, games and reading for pleasure. Each module starts with a Get Ready page which introduces the module topic. There are then three main lessons. In odd-numbered modules, there arc Across Cultures lessons and in even-numbered modules, there are Your Challenge and Understanding Grammar spots. Each module finishes with a Language Check and a Study Corner with learner development activities to help students become better learners.

How to use this Handbook This handbook contains reduced pages from the Students' Book, together with teaching suggestions, background information on the content of the Unit, tapescripts, answers to exercises and ideas for extra activities; it also includes the answers for the Workbook.

The Handbook will help you plan your lessons and is handy for use during lessons.

Features in Students' Book 4

Speak Out These sections give students the chance to express their personal views about topics and ideas presented in the Un its. For example, in Module 1 students are asked to give their opinions about teenagers' use of computers and mobiles (page 5, exercise 6) .

Word Bank The Word Bank (pages 122-128) provides a study and reference resource, organised by lexical features (m ul tipart verbs, prepositions, compounds) . Students use the Word Bank during lessons and for revision purposes. It lists and expands vocabulary from the Module under headings such as Multi-part verbs, Collocation, Prepositions, Compounds and Word Building as well as grouping vocabulary in word families, e.g. talk (Module 1).

Vocabulary is presented with definitions and example sentences using the words or phrases in context, e.g. die out ::: disappear completely. Two types of tiger have died out in Indonesia. (Module 1, Multi-part verbs)

During lessons, students are referred to the Word Bank to develop their word-building sk ills (e.g. Module 2, Unit 5, exercise 8, page 19), to expand word families (e.g. Module 3, Across Cultures, exercises 5-7, page 33) and to check their answers to an exercise (e.g. Module 1, Across Cultures, exercise 6, page 13 ).

Helps These sections offer advice that students then put into practice in reading, writing, listening and speaking activities. The Help sections cover reading ski lls such as reading headlines (Module 2, page 18), writing skills such as planning e-mails and letters (Module 2, page 22), listening ski lls such as working out meaning (Module 3, page 31) and speaking skills such as giving presentations (Module 5, page 51 ).

The Study Help sections in the Study Corners give study skills advice, e.g. on using the Internet (Mod ule 1, page 14) and using dictionaries to increase knowledge of informal and formal language (Module 2, page 24).

Everyday listening These sections give students the opportunity to listen to English in everyday situations, such as short informal conversations (e.g. Module 1, Unit 3, page 11), extracts from radio programmes (Module 3, Unit 9, page 31) and shopping dialogues (Modu le 4, Unit 12, page 41). The exercises tra in students to listen as we do in rea l life, for example for specific facts and key information.

Text builder These sections occur in Your Challenge (Modules 2, 4 , 6, 8 and 10). They build on the sentence level ski lls that students practised in the Sentence builders in Challenges 1, 2 and 3 . Text builders focus on important features of whole 'texts', such as discourse functions of paragraph (Module 2, page 22), sequencing (Module 4, page 42) and linkers (Module 8, page 82) .

Fact or Fiction? The Fact or Fiction provide short real-life contexts related to the module topic. Students decide whether they th ink information is true or false. Sometimes students can use their general knowledge (e.g. page 49, the highest waterfa ll in the world). Sometimes, students have to guess (e.g. page 9, the number of blogs on the Internet). Encourage students to discuss and give reasons for their guesses.

The Time Out magazine At the back o f the Students' Book there is the Tim e Ollt sectio n, a set of fun activities and puzzles in a magazine format. There a re 30 activities in the magazine, one fo r each of the 30 core units in the Students' Book. Students can do the acti vities working individua lly, in pa irs o r in small gro ups.

The magazine activities a rc designed to be used when there is time after students have completed a rela ted activi ty in the Unit, at the end of a Unit or at home. The magazine recycles language and topics of the Units in new contexts and authentic, motivating activities such as puzzles (e.g. Activity 23, page 117), quizzes (e.g. Activity 11, page 112) and stories ' (Activi ties 7-9, pages 110- 111 ).

Using the Teacher's Handbook in the classroom

Module objectives The modu le obj ecti ves a rc listed at the top of the first page of each Module in the Students' Boo k.

When starring a Module, read through the object ives with the students and check that they understand any new voca bulary, e.g. auction in Module 4, otters in Module 5. If appropriate, ask students to discuss any o f the activities they have done, using their own language o r English, e.g. 'writing blogs' (Module 1). Encourage students to say wha t they remember about a ny of the grammar points they have studied in the past, e.g. Present tenses (Module 1).

At the end o f a M odule, ask students to read the objectives aga in. Help students assess how w ell they have achieved the objecti ves and to say w hich objectives they fo und easy or more difficult to achieve.

Background information Backgrou11d information provides facts and informatio n abo ut aspects of the social and cultura l content o f the Units. It is intended primarily for the teacher but is helpfu l when students ask about events, people and places ment ioned in a Unit, e.g. online radio in the UK and the city of Bristol (Module 1, Get Ready, page 4 ). The Backgrotmd information sectio ns a lso give links to the Cha llenges website w here further informatio n is ava ilable.

Ways of checking answers

Students can work in pairs or small groups.

Try to vary how you check students' answers to exerc ises:

- If spelling is impo rtant, ask students to spell the words fo r you to write on the board or invite students to come to the board and write the answers on the board.

- Alternatively, ask students to read aloud the answers. If necessary, correct any serious pronuncia tion problems.

- At times, you may prefer to write the answers on the boa rd yourself fo r students to check their own answers.

- Students self-check the answers to some exercises, such as pa ir activities (e.g. page 17, exercise 10) and quizzes (e.g. page 55, exercise 5 ) by referring to the answers given in their book and to the Language C heck by listening to the cassette o r C D.

Extra activities Use the shorr extra acti vities if there is time in the lesson. These activities develop from the content o f the Students' Book and a re intended to give a change of focus and help student motivation and concentra tion.

Extra acti vities include:

• activities developing from a reading text, e.g. Modu le 1, Unit 2, after Exercise 4, page 8

activities developing from a listening text, e.g. M odule 5, Unit 15, after Everyday listening Exercise 2, page 51

• acti vities practising a language point from the lesson, e.g. M o dule 1, Unit 2, after Exercise 8, page 9

The Challenges website The C hallenges website is another va luable resource fo r both teachers and students. More background info rmatio n on the topics and themes of the Modules is provided on the website. For every unit at each level there is a photocopiable activity for the teacher and an interactive test fo r the student. In additio n, there a re module-specific weblinks fo r bo th teachers and students, and regula r competitio ns.

Challenges CD-ROM The CD-RO M is to enable furth er practice of a ll of the skills and ropics covered in the students' book. There is a range of fun , interacti ve activities in which students ca n prac tise their li stening, reading, writing and spea king skills through the medium o f games, videos, li stening and ga p-fill s. There is also a focus on pronunciation, with activities which enable students to record themselves in interact ive dialogues. The CD-ROM fo rms a fun and va lua ble addition to the Students' Book, providing both extra practice and consolidation.

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Contents Unit/Page

(jet Ready (pp. 4-5)

Animal Talk (pp. 6-7)

2 The Blog Generation (pp.8-9)

3 www,rad i'och ill.org (pp.10-11)

Across Cultures 1 (pp.12-13)

Study (orner 1 (po 14)

Get Ready (p. 15)

• 5

6

Wacky News (pp, 1 b-1 7)

Breaking News (pp. 18-19)

Finding News (pp. 20-21)

Your Challenge (p. 22)

Language

Key Words: Communication

(irammar: Present tenses review

Word Builder: Multi -part verbs (l ) Sentence Builder: since and lor

Sentence Builder: Negative questions Key Expressions: Opinions Listen Closely: stress in common expressions

Word Builder: Opposites

Key Words: Media

Grammar: Past tenses review; Pa .. l Pellett

Word Builder: Compound adjectives Sentence Builder: linking with ofter / before + ·ing + clause

Key Expressions: Personal news Listen closely: Confusing word boundaries

Text Builder: Organisation ; informal language; ellipsis in informal written language

Understanding Grammar (p. 23) Verb patterns


Get Ready (p. 25)

7 Scou ts (pp. 2&-27)

8 Getting Involved (pp.28-29)

9 The River (pp.30-31 )

Across Cultu~ 2 (pp.32- 33)

Study Corner 3 (po 34)

Get Ready (p. 35)

10 Au ction (pp. 36-37)

11 Funny Money (pp.38-39)

12 Value for Money (pp. 40-<1 )

Your Challenae (p. 42)

Key Words: Communities

Grammar: Present perfect and Present Perfect Continuous

Word Builder: Multi-part verbs (2) Sentence Builder: Transitive mul ti -part verbs

Key Expressions: Making arrangements Sentence Builder: I'd rather go / I'd rather not Pronunciation : /-;)0/, lau/, h:J1 and lall

Word Builder: Verbl noun collocations

Key Words: Money

Grammar: The Passive

Key Words: Materia ls Word Builder: Partit ives Sentence Builder: so ... that / such 0 .. _ thot

Key Expressions: Complain ing Pronunciation: Problem consonant sounds

Ted Builder: Reason linkers because, btcouse 01, since, as

Understanding Grammar (p. 43) Art icles: the

Study Corner .. (p. 44)

Get Ready (p. 45)

13 Underwater Treasure (pp. 46-47)

,.. Natural Wonders (pp. 48-19)

15 Bristol Zoo (pp. 50-51 )

Across Cultures 3 (pp. 52-53)

Study Corner 5 (p. 54)

Key Words: Figures e.g. decimals, estimates, fractions

Grammar: Modals for present and past speculation

Key Words: Landscape Word Builder: Collocat ions Sentence Builder: although and despite

Key Expressions: Giving a Presentation Pronunciation: Sounds for the spelling 'ea': 1i:/, leI, Ir.,/, leal, 13:/, lell

Word Builder: Adverbs and intensifiers e.g. extremely, quite, rother

Skills

listening: The Challenges cha racters Reading: An advert Speaking: Teenagers and communication

Reading: Art icle on anima l communication

Reading: Article on blogs; examples of blogs Writing: Interactive class blog

Reading and Listening: The Chollenges slory Speaking Help: Class Discussions Speaking: A discussion Everyday Listening: Shorl conversations

Reading: Smoke signals, drums and a whistling language Speaking: languages and codes Project: An article on communication ~

Study Help: Using the Internet

Listening: The news Speaking: The media

Readinc; Unusua l news stories

Reading Help: Headlines Reading: Imaginary news stories from history Speaking: What's in the news?

Reading & Listening: The Chol/enges story Speaking: Roleplays Everyday Listening: Personal news and gossip

Writing: An E-mail P Writing Help: Planning E-mai ls and Letters

Study Help: Informal I Formal Language

Listening: Community survey Speaking: Your com munity Writing: A relationship network

Reading: Article about scouts around the world

Reading: leiter to a newspaper Speaking: Community involvement

Reading and Listening: The Challenges story Speaking: Roleplays Everyday Listening: Radio programme Listening Help: Working Out Meaning

Reading: Clan Macrae and the Maoris Speaking: Family get-togethers Project: A celebration

study Help: Unknown Words

Listening: Radio programme about teenagers and money Speaking: Pocket money

Reading: An eBay auction

Reading: Article abou t the history of money Speaking: Negot iat ing

Reading and Listening: The Challenges story Speaking Help: Being Polite Speaking: Shop roleplays Everyday Listening: Shopping Situations

Writing: A Letter of Complaint [El Writing Help: Formal E-mails or Letters

Study Help: Communication Problems

Listening: Documentary on the world 's water Speaking: How much water do you use?

Reading: Article about underwater treasu re

Reading Help: Descriptions of Patagonia, the Victoria Falls and the Everglades Speaking: Describing a place

Reading and Listening: The Challenges story Speaking Help: Giving Presentations Everyday listening: Class presentation about olters

Reading: Article about the history of tea and coffee Speaking: Questionna ire Project: A poster [fJ Study Help: Writing Tasks

Unit/ Page

Get Ready (p. 55)

16 Going Green (pp. 56--57)

17 Fair Trade (pp. 58-59)

18 Local Hero (pp.61Hi1 )

Your Challenge (p. 62)

Language

Key Words: The environment

Grammar: Future Continuous

Word Builder: get and take Sentence Builder: Prepositions + -iog

Sentence Builder: get with the passive Key Expressions: Interviews Lislen Closely: Sh ifting word slress

Text Builder: Organisation ; linking review: purpose: 50 that, in cose, in order to

Understanding Grammar (p. 63) Modals referring to the past


Get Ready (p. 65)

19 Roaring Twenties (pp. 66-67)

20 Desert Flower (pp.68-69)

21 Fashion Show (pp. 7()-71 )

Across Cullures 4 (pp. 72-73)


Get Ready (p. 75)

22 Magic Moments (pp.76-77)

23 The Olympics (pp.78-79)

24 The Police Station (pp.8<Hl1)

Your Challenge (P. 82)

Key Words: Clothes

Grammar: used to and would

Word Builder: Prepositions in (ommon phrases Sentence Builder: look like and be like

Key Words: looks Sentence Builder: loob looks like ... , look ... Key bprMSions: Describing people listen closely: Intonation in questions

Sentence Builder: have something done Word Builder: Verbs and prepositions

Key Words: Sports

Grammar: Reported statemen ts

Word Builder: Multi-part verbs (3) Sentence Builder: as well as, apart from, instead of + noun

Key Expressions: Giving advice listen closely: Changing mea ning with stress

Text Builder: Organ isation ; linking review

Understanding Grammar (p. 83) Talking about quantity

Study (orner 8 (p. 84)

Get Ready (p. 85)

25 History Detectives (pp. 86-87)

26 Sherlock Holmes (pp.88-89)

27 The Factory (pp. 9()-91 )

Across Cullures 5 (pp.92-93)

Study Corner 9 {po 94}

Get Ready (p. 95)

28 Mad Genius? (pp.96-97)

2. The Hitchhiker's Guide to the Galaxy (pp.98-99)

30 Success! (pp. l00-l01 )

Key Words: Crime

Grammar: Re ported q uestions

Word Builder: Idiomatic expressions Sente nce Builder: Hoving done .

Sentence Builder: Indirect questions Ke y Expressions: Requests Listen (Iosely: Word bou nda ries in q uest ions

Word Builder: Word fa milies e.g. big, enormous, massive, vast

Key Words: Adjcctiv~ for pa intings

Grammar: Past Conditional

Word Builder: Noun and adjectival suffixes Sentence Builder: Prepositions at the end of re la tive clauses

Key Expressions: Conversation - interrupting, changing topic, etc listen (Iosely: Word boundaries

Contents

Skills

listening: Two points of view Speaking: Environment questionnai re

Reading: Article a nd dialogue about 'going green'

Reading: Gift brochure Reading Help: Facts and Opinions Speaking: Information gap

Reading and listening: The Challenges story Speaking: Roleplays Everyday listening: Weather foreust for 2080

Writing: A For/Against Essay

Study Help: Noticing language

listening: Street survey about style Speaking: Survey

Reading: Article about fashion in the 1920s

Reading Help: Sentence Gaps Reading: Life story of waris Oirie Speaking: Guess the celebrity game

Reading and Listening: The Challenges story Speaking: Describing people in photos Everyday Listening: Short dialogues

Reading: Body art in history Speaking: Body decoration Project : Description of a famous person

Study Help: Dictionary Skills (1): phonetic symbols

Listening: TV programme about sport Speaking: Your sport

Reading: Great sporting moments

Reading: Article on the Olympics Reading Help: Taking Notes Speaking: The Olympics

Reading a nd Listening: The Challenges story Speaking: Roleplays Everyday Listening: Sports news

Writing: A Sports Survey and Re port Writing Help: Checking

Study Help: English Outside School

listening: Famous fictiona l detectives Speaking: Talking a bou t q ua lities

Reading: Inte rview with a n a rchaeologist

Reading: Story - The Hound 0/ the Boskervilles Speaking: Info rmation gap

Reading a nd listening: The Challenges story Speaking: Ro leplays Everyday liste ning: Two crime scenes

Reading: A Mystery Solved·- Easter Isla nd Speaking: Environ menta l issues Project: An a rticle about an unsolved historical mystery

Study Help: Revision for Exa ms

listening: Descriptions of paintings; musical extracts Speaking: Imagining and describing a scene suggested by music

Reading: Article about gifted artists

Reading: Douglas Adam's The Hitchhiker's Guide to the Galaxy Speaking: Inventing a fantasy world

Reading and listening: The Challenges story Speaking: Guided conversation Everyday Listening: Conversations listening Help: Answering Questions

Your Challenge (p. 102) Text Builder: Time linking review; organisation Writing: A Story Writing Help: Planning

Understanding Gramm.u (p. 103) wish

Study Corner 10 (p. 104)

Student A Activities (p. lOS), Student B Activi ti es (p. 107)

Questionnai re a nswers. Fact or Fiction a nswe rs (po 106)

Study Help: Dictionary Skills (2): non-literal language

• TIM,OUT! (pp. 108-121 ) WORD BANI( (pp. 122-128)

Irregula r Verb List (p. 128) II = For your port foli o

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4

Get Ready Background Online radio has taken off massively in the last few years. There are two types: conventional radio stations that also ha"e their programmes 'streamed' on the Net; small loca l stations that a re just online and often run by very young people.

Bristol is a city in the west of England with a populat ion of about 400,000 . It was a very important port in the eighteenth and nineteenth centuries, but now the port is a few miles outside the city at Avonmourh. The centre was bombed badly in the Second World War bm there are still some historic buildings. The most beautiful area in Bristol is Clifton with its eighteenthcentury streets and squares. The Clifton Suspension Bridge, probably the most famous construction in Bristol, was des igned by Isambard Brunei and completed in 1864.

~ Exercise 1 (COl Track 2)

• Play the record ing for students [Q listen and repeat the Key Words. Pay particular attention to the main stress in expressions such as face-to-face conversation. Check that students understand that 'SMS' Stands for 'Short Message Service'.

• Students work in groups or as a whole class, saying what forms of commun icat ion they use. They can find out the most popular form of communicat ion for their class and if there is any form of communication that none of them uses.

Exercise 2

• Give students time to

b Talk about communication and give opinions.

(i, Read about animal communication, blogs and unusual languages.

Listen to short conversations.

Write bIogs and a project about communk ation.

Get Ready

1 look at the Key Words. What forms of communication do you use1

Key Words: Communication

blog, body language, computer network. e-mail, face to face conversation, instant messaging, mobile pho'1e (US = cell phone), postal service, sign language. telephone (land line), telegraph,

I texting (SMS messages)

/ I

I

2 Work in pairs. Complete the information with the Key Words. Check your answers on page 106.

900 IC Early , ___ in China. Messages are carried on horsesback.

18« The fi rst 2 ___ message is sent in the USA using the Morse Code.

1874 A.G. Bell has the first su(cessfuI 1 __ _ conversation.

1969 The first computer 4 ___ links universities in the USA.

1972 The first 5 ___ is sent. The message explains how to use the @ symbol.

1983 Motorola make their first , _ __ . It measures 25 cm x 8 cml

1991 The World Wide Web is developed and surfing the Net becomes possible.

1996 7 ___ is invented. You can now chat to your friends on your computerl

listen to the people in the photo. Match their names with the information (A = Abi, E = Ellie, etc).

1 (£) and [LJ had the idea for an online radio station. 2 ~ seems quite artistic. 3 III is interested in 'green' issues. .. 0 and Idl were not born in Bristol. 5 ~ and [J like football .

Answers _ student page

Extra Ask individuals to read aloud the sentences. Correct any serious pronunciation errors.

Encourage students to say what they know about the people or things, e.g. A.G. Beli, Morse Code.

• Give students rime to read through the sentences before you play the recording.

• Play the recording once for students to listen and match the names with the information. Tell students not to worry about understanding everything on rhe recording at rhis srage.

Answers - student page

•

read through the gapped sentences and check the meaning of any new words.

Students do the exercise ~ Exercise 3 (COl Track 3) working in pa irs then check their answers on page 106 of the Students' Book.

• Ask students to look at and talk about the four people in the photo, e.g. appearance and clothes, where they are, what their banner is about.

4 Read the advert for ' radiochi ll.org'. What programme would you like to listen to?

Extra

TIle beS1 musIC in toWn UlltII BrIStOl's hottest neUJ bOnds.

Doily news about whot's really happening in BriStoL

Divide the class into four groups. Ask each group to listen carefully to one of the speakers and make a note of extra information about the person. Play the recording.

Each group then tells the class their extra information.

Check that students understand any new vocabulary.

Exercise 4

5 Work in pairs. Read these questions and then tell your partner about yourself.

1 What do you use your mobile phone for most? a} phoning b} texting c} taking photos d) downloading music e} playing games

2 How do you prefer to chat to your friend s? a) face to face b) on the phone c) by texting d) by instant messaging e) by e-mai l

3 What do you use the Internet for? a) e-mail b) instant messaging c) buying things d) homework e} sending e-greetings

4 Which of these things do you send by post? al postcards bl birthday cards c} personal letters d) Valentine cards e} formal letters

• Give students time to read the advert . Encourage students to guess the meaning of hottest new bands (latest and very exciting) and check understanding of any new vocabulary.

• In turn, students say which programme they would like to listen to.

Extra

• Encourage students to say \"lhat they know about Bristol. If you have a large map of the UK, display it for students ro find Bristol.

Encourage students to discuss rheir favourite radio stations and radio programmes. Ask : What local radio stations do YOH listen to? Do you listen online?

Exercise 5

• Read through the questions wirh the class. Check that students understand any new vocabu lary.

• Students work in pairs, discussing their answers to the questions. Tell the pairs to remember their answers because they will need them in Exercise 6.

Extra The pairs tell the class some of their answers, e.g. 'I use my mobile phone most for texting but (Anna) uses hers most for playing games. (Anna) and I both prefer to use instant messages to chat to our friends.'

Students can find out which is the most popular answer to each question for their class.

Exercise 6

• Ask one of the students to read aloud the statement.

• Give students time to th ink of their answers and reasons.

• Students work in groups or as a class, saying whether they agree with the statement and giving their reasons.

• Encourage students to think of situations when they would choose to e-mail or text rather than phone or speak face to face and vice versa .

r

6

This Unit Shoct of time: set some of the exercises fo r homework (e.g. Exercises 8, 9 and 10). Shorren the feed back in Exercise 12.

More time: do the Extra activities.

Background A n im;1 1 commun ica tion is

a fasc ina ting phenomenon. Anima ls use va rious means of communication: smell (pheromones produced with urine o r by special glands by the majority of animals), sound (sounds char can be hea rd by people as well as very high frequency sounds that we can't hear, e.g. produced by bars and whales), movement or position (bee dances, tai l wagging in dogs), etc.

For more information students can consult these websites:

http://www.yprcnc.org.uk

hrrp:/len . wik i ped ia .org/wi k it Anima l_communication

Warm-up

Exercise 1 • Give students a few

minutes to work in sma ll groups, discussing what rhey know about the an imals.

• The groups then share the ir informa tion as a class. Help with vocabulary where necessary.

~Exercise 2 (CDl Track 4)

• Play the recording for students to read and listen for genera l comprehension .

• Students work individuall y, reading the text and noting down how the six ani mals communicate.

• When checki ng answers, ask students to read aloud the section o f the text that gives the answer.

Extra activity on Website

1 look at the animals on this page. do you know about them? Think about:

• where they live • what they eat • their size and weight • characte ristic features

2 Read the text about animal communication. How do these animals communicate?

• an ts • rats • bees • elephants • whales • frogs

<il '/1Y dog is sitting in front of IllY desk, wagging his tail and looking at me intenselY. What is he tlYing to tell me?' Jane Roberts investigates.

People have alwqys been interested in how animals communicate and scientists are doing a lot of research in this area.

Most animals communicate ~ smell; t~ produce chemical substances called 'pheromones: Scientists have discovered that a rat can identifY another rat its age, sex and social status, just ~ smelling its urine. Ants spread pheromones to guide other ants to a food source. Bees not onlY use pheromones but also 'dance' to tell other bees where to find food. For example, if a bee fl ies straight upwards, it means tf1<;f should IlY directlY towards the sun

Evel)'One has heard birds singing. Research has shown that mal!)' other animals use sound to communicate. Some male frogs make two-part calls: the fim part can onlY be heard ~ other male

3 Have you got a pet? How does it communicate?

Grammar: Present tenses

4 Identify the tenses in the examples (1-6): Present Simple, Present Continuous or Present Perfect. Then match them with the uses (a-f).

Examplf'~

1 Ants spread pheromones. a)

2 We know li"le about how whales hear. c) 3 Scientists are doing a lot of research in

this area. ()

4 What is he trying to tell me? tI) 5 S<ientists have discovered that a rat can

identify another rat. h)

6 Everyone has heard birds singing. e) Uses

a) an activity that happens regularly

b) a past event with consequences in the presen t

c) a present state

d) an activi ty happening now

e) an event that happened in the past but it doesn 't matter when

f) an activity happening around now

frogs, and it is a warning. Females onlY hear the second part, which is a mating call!

Scientists have known for some time that ma'lY animals, like bats, whales and elephants, communicate with sounds that people cannot hear: Their calls produce waves that travel through the ground, water or air: We know that elephants probablY receive these signals with their feet or trunks. However, we know little about how whales hear. Ecologists sc!y that nowadqys loud noise from ships is interfering with whales' communication.

Answers ants: By smell - spread pheromones rats: By smell - smell o f urine bees: By smell and by 'dance' elephants: With sounds that people ca nnot hear. Elephants pro babl y receive these sounds wi th their feet o r trunks. wha les: With sou nds that people ca nnot hea r frogs: By mak ing two-parr calls

Exercise 3 • Students d iscuss the questions in

groups o r as a who le class . If some of them haven't got a pet, encourage them to ta lk about pets that their fr iends o r re lati ves have.

,

Grammar: Present tenses

Exercise 4 • Students ca n compare answers in pairs before checking answers as a class.

Answers ..... student page

Exercise 5

Answers Meaning a)

Exercise 6

Answ ers 1a 2b

5 Read the sentence. ( hoQ,Se the meaning (a or b) for the verb in bold.

Scientists have known for some time that many animals communicate with sounds that people ca nnot hear.

a) situation that started in the past and cont inues up till now

b) situation that happened in the past

6 Read the sentences and match them with the timelines.

1 I've had a cat for two yea rs.

2 I had a cat for two years.

·1

bl

Practice

X 2002

X 2 years ago

X 2004

----now

now

7 Match the sentences with the pictures.

1 1 have led the an imals. b) 2 I'm feed ing the animals. oj 1 I feed the animals. c)

Extra After checking answers, draw the two timelines on the board . Ask individuals to

draw circles on the timeline and say pairs of sentences about themselves, e.g. 'I've li ved in this city for five years. I lived in a very small vi llage for three years when T

was a chi ld.'

Practice

Exercise 7

Answers -+ student page

Grammar

( omp lete the text with the verbs in brackets in the Present Simple, Present Continuous or Present Perfect.

1 1~ (have) two dogs, (hoc and Ginger. Ginger 2~ (be) in ou r fa mily for seven yea rs and ( hoc 3~ (be) just two years old. They 4~ (not li ke) each other very much. ( hoc 5~ (sleep) in my bedroom and I 6 think (think Ginger 7 ~ (be) jealous. Ginger sh i (bite) ( hoc a few t imes and she often 9~ (bark) at her. At the moment , we 10 are trpn.,a (t ry) to train them. I 11 havr:fouml (find) a good dog trainer and 112~ (take) the dogs to her three times a week. She's really great!

9 Use the cues to write about Catherine, who studies elephant behaviour.

Example

1 She has lived in Africa for ten yeors.

live in Africa I lor ten years

2 love anima ls I always

3 have a pet I never

4 invest igate elephants' fami ly li fe I this summer

5 take photos of elephant calves ! now

6 wri te her observations ! every day

7 observe the an imals at night I often

8 not published many articles I yet

Your Turn

to Use the cues to write a questionnaire about how people feel about animals. Use the correct tenses.

Exa mple

1 Are you afraid of any animols?

1 you I be afraid of any animals?

2 you! get on well wi th animals?

3 you I ever I be bitten by an animal?

4 you I ever I have a pet?

5 How often I you I watch programmes about animals?

6 you ! look after an animal I now?

7 you I be allergic to any animals?

8 you I enjoy this lesson about an imals?

11 Work in pairs. Ask and answer the questions.

12 Report your partner's answers to the class.

........ "IM.OUT! Page 108, Exercise 1

Exercise 8 • Advise students to read quickly

through the text for general understanding before they start completing it.

• Check answers by aski ng individuals to

read a loud the sentences.


Exercise 9 • Elicit the answers to items 2 and 3

before students work indi vidua lly, completing the exercise.

Answers 2 She has a lways loved animals. 3 She has never had a pet. 4 She is investigati ng I has invest igated elephants' fami ly li fe this summer. S She is tak ing photos of elephant ca lves now. 6 She writes her observations every day. 7 She often observes rhe animals at night. 8 She hasn't published many art icles yet.

Your Turn

Exercise 10 • Students write the questions

working individually.

• Check the quest ions before students do the pa ir activity in Exercise 11.

Answers 2 Do YOll get on well with animals? 3 Have you ever been bitten by an an imal? 4 Have you ever had a pet? 5 How often do you watch programmes about ani mals? 6 Are you looking after an animal now? 7 Are you allergic to any anima ls? 8 Are you enjoying this lesson a bout animals?

Exercise 11 • Tell students to remember

their partner's answers.

• Moni tor the pair activity and make a note of any genera l problems to

go over with the class afterwa rds.

Exercise 12 • In tu rn, students report

their pa rtner's answers to

the class.

• Choose two or three questions and find our how many students have answered 'yes', e.g. quest ion 1 and question 3.

..... TIMI OUT! Page 108, Exercise 1

Photocopiable Activity 1, TTP, Page 48

8

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 3, 4 and 6).


Background A usefu l reference website about the blogging phenomenon is: http://en . wi k i pedia .o rglwi k i! Blog

Warm-up

Exercise 1 • Tn turn, students tell the

class which th ings in blogs they would like to read or write.

Extra Find out how many of the students write their own blogs. Encourage them to tell rhe class about them.

Ask srudents to say which blogs they enjoy reading and why.

Reading


• Students work individually, reading the article and noting the types of blog that are mentioned.

Answers personal diaries, cooking, politics, pets

Exercise 3

• When check ing answers, ask students to correct the False sentences.

Answers 1 NI 2 F (Most bloggers are teenagers ) 3 T 4 F (Most teenagers write about their everyday lives) 5 NI 6 T

Exercise 4

• Tell students not to worry about understanding every word but to read for gist comprehension in order to match the texts and photos.

Answers lc 2a 3b

The Blog Generation

Extra

Warm-up

1 look at the things you can find in blogs. Which would you like to read or write?

• personal diaries • diaries about pets/babies • messages between fr iends • chats to meet new friends • chats about interests (music, sport, cooking, etc) • discussions about politics • news • novels a nd stories • jokes • homework questions and answers

Reading

2 Read the article. Which types of blog from Exercise 1 are mentioned?

There are blogs about overythmg from computers to cookmg, trom politics to pels Families use them to keep In touch with Gach other Mosl teenagers wn!a diaries about thelf eVQrvdav tlVOS

You don't need spacial computor skills If YOli want to start blogging, you jusl register with a company like MySpace, MSN or X8ngas, log on and start writing or uploading photos. It's easy and it's free! But ramember - nevor give away your real name, address or phone number, because you don't know who might read your blog.

3 A.re these statements true (T). false (f ) or is there no information (NI)?

1 0 Justin Hall still writes a blog.

2 0 Most bloggers are adults.

3 0 You ca n read someone's blog and write to them.

.. 0 Teenagers usually write about their pets.

5 0 Blog compan ies get their money from advertising.

6 0 It 's easy to wri te blogs and add photos.

Ask students to look ar rhe blogs and find informal words and expressions with these meanings: 1 nice-looking (blDg 1 cute ), 2 friend (blog 2 pal), 3 fantastic (blog 2 awesome ), 4 a long time (blog 3 ages), 5 attractive (blog 3 50000 nice). Check that students understand that the spelling of 'soooo' (meaning 'so') reflects the emphasis given to the word when it is spoken in this context.

Exercise 5 Students work individually or in pairs, finding the verbs and completing the expressions with somebody o r something.

4 Read the blogs (1-3) and match them with th e photos (a-c).

o My name's Maggie. I'm a fast runner and I'm very cute. My

first ow ner abandoned me but I've been wi th a new owner

for two weeks. Now I'm happy_ I get on with her really wel l.

Do you want to see some ~ of me with her?

links: www.;ldoptapcLcom

• Hopper I saw The Kaiser Chiefs last night. Thanks for the ticket. Pat - you' re a real pal. @

Sim I went, too. The first band were terrible but KC were AWESOME.

1---1 Who was the first band?

Satu,.day I got up late and played tennis w ith Mel. We met up with Tom at the sports centre

and chatted a bit. I haven't seen him for ages - not since Mel's party in March. He's soooo nice - but he got a girlfriend ® ! I !


Exercise 6

Answers 1 hand in 2 meet up with 3 get down to 4 gave away 5 kept in touch with

5 Find the verbs in the article and the blogs. Complete them with somebody or something.

Word Builder

two words hand somdltiH§ in

2 give samdltiH§ away

four words

1 three words

3 get down to 50mrihinq

4 get on with SQmehor(V 5 meet up with sqmehodj

6 fall in love with 5Omrbot/y 7 keep in touch with $omebaJ,y

6 Complete the sentences using the verbs from Exercise 5 in the correct form.

1 Tomorrow, I've got to ___ that project.

2 This evening, I'm going to _ _ _ a friend.

Come on. let's stop talking and ___ some work.

• On Saturday, I ___ the secret of my mum's surprise fortieth birthday party.

5 I have ___ a lot of my friends from primary school.

Exercise 7 • Give students time to read through

the verbs. Elicit one or two sentences from the class.

• Give students time to look at the Multi-parr Verbs section in the Word Bank before they write their own sentences.

• Working individually or in pairs, students write as many sentences as they can. If you wish, give a time limit of two minutes . Monitor and check students' sentences.

• Students read aloud two or three of their sentences to the class.

Skills

7 Verb Game How many sentences can you make with the verbs below?

get in, get off, get on, get to, get on with , take off, take up

~ Word Bank, page 122

B look at the Sentence Builder. When do we use for and since - with a period of time or a point in time?

Sentence Builder '" I've been with her for two weeks.

I haven't seen him for ages.

Blogs have been around since 1994.

I haven 't seen him since March.

9 Write true sentences with for or since and these time expressions .

two hours, eight o'clock, Tuesday, a few days, three years, 2005, Christmas, ages

Example I haven't eaten for two hours.

Writing and Speaking

to Work in groups and write some blog entries.

Think of a topic for a blog (see Exercise 1). Write your name, the time, and the first entry on a sheet of paper.

Pass your paper to the next student.

Write your name, the time, and the next entry on the 'blog' you receive.

Continue until your blog returns to you.

11 Read your blog to the class.

- Fact or Fiction? -There are over

seventy mlhon blogs on the Internet

Exercise 9 • Read through the

expressions in the box and the example sentence with the students. Elicit two or three more sentences from the students.

• Students work individually, writing eight sentences containing the expressions. Monitor and point out any errors for students to correct. Help with vocabulary where necessary.

• In pairs or sma ll groups, students exchange and read each other's sentences.

Writing and Speaking

Exercise 10 • Read aloud the stages of

the activity. Check that students understand what ro do.

• Students may find it helpful to work through an example as a class, building up three or four blog entries on the board.

• Students then work in groups, agreeing a topic and writing their blog entries.

Exercise 11 • After students have read

their blogs to the class, they can vote for the

:': .~Al IOUT! Page 108. Exercise 2 funniest / most interesting /

Exercise 8

Answers for - a period of time since - a point in time

Extra Elicit three or four more expressions with for or since to use in the sentences, e.g. 'I've been with her for four years'. 'I've been with her since Apri l. '

most unusual blog.

Fact or Fiction? • After checking the answer,

encourage students to specu late about the reasons why so many people wri te blogs . Do students think that most blogs are interesting?

..... TlMI OUT! Page 108, Exercise 2

Photocopiable Activity 2, TIP, Page 49

9

This Unit Short of time: set some of the exercises for homework (e.g. Exercise 4 ). Shorten the discussion in Exercises 1 and 7.

More time: do .the Extra activities.

Background The radiochil l.org team meet in the radio's headquarters in Ellie's house and discuss the first broadcasts of 'radiochill'.

Warm-up

Exercise 1

• Ask students to look at and talk about the picture, saying where the people are, how they are feeling and what rhey cou ld be talking about.

• Give students time to work in pairs, looking at the body language of the people and answering the questions .

• Students tell the class their answers and see how much general agreement there is.

Reading and Listening


• Play the recording for students to read and listen and check their answers from Exercise 1.

Answers lA 2 S 3 E 4 T

Extra

10

Play the recording for students to focus on pronunciation, stress and intonation patterns. Students work in groups of four, reading the dialogue and changing parts.

Exercise 3

• Read aloud the expla nat ion to the class.

• Ask 'students to repeat the questions after you. Check that they use a rising intonation at the end of the questions.

~ www.rodiochi1l.org 3 look at the Sentence BUilder We use negatIve

questions when we want the listener to agree w ith us or to show surprise.

Warm-up

1 Look at the body language of Ellie, Steve, Tanya and Abi in the photo. Who do you think

0 l ikes looking cool?

2 0 doesn't say much?

3 0 is very enthusiastic?

4 0 has a good sense of humour?


~ 2 Read and listen to the dialogue. Check your answers from Exercise 1.

The group meet at the radiochill.org studio in Ellie's house.

Ellie: Okay, we're ready to start next week. We'll do an hour a day at fi rst.

Abi: I don 't think an hour's very much.

Steve: It's a long time on the radio.

Ellie: That's true. We could start the first programme with an introduction about ourselves.

Abi: What about music? If you ask me, music's much cooler than chatting.

Tanya: I don 't think so. I agree with Eltie. An intro would be good. What do you think, Steve?

Steve: Fine.

Sentence Builder

Don't you think so?

4 Complete the dia logue with negative questions. Use the cues in brackets.

A: I think that CO's great. (you / Iike / it?)

B: Yeah, but I prefer Green Day's new album.

A: I've heard it's good but I think Foo Fighters are better. (you I think / so?)

B: Yeah, I do. They're great. They were on TV last week. (you I see I them?)

A: No, I didn't. I was on holiday.

B: Really?

A: Yeah, (you I know I that?)

Ellie: What about news? Didn't we agree on that before?

Abi: We haven't got any news yet! We've got to find some.

Tanya: 'Radio reporter, 16, pushes girl into fountain in Milienium Square.'

Abi: Yeah, that was funny, wasn 't it?

Tanya: Yeah, it was for you but not for me!

Ellie: Come on you two, let's get back to the subject.

Tanya: Welt, there's an athletics competition in Bristol next week. I think it'll be interesting. Don't you think so?

Extra

Steve: Yeah, definitely.

Ellie: I think so, too. We can have that later with the neViS. So we have the intra and then some music. Then the news, then more music.

Tanya: Yeah. We can add more programmes later. You've got plenty of music, haven't you Abi?

Abi: Lots of cool stuff!

Ellie: Okay, let 's get down to some work!

Write cues on the board for students to

make into negative questions, e.g.

1 ..... you born in this country?

2 ..... you like pop music?

3 ..... you done your homework yet?

4 ..... you got a computer at home?

5 ..... you ride a bike?

6 ..... you coming to my party this evening?

Answers 1 Weren't 2 Don't 3 Haven't 4 H aven't 5 Can'tlDon't 6 Aren't

Exercise 4 • Students work ind ividually, complet ing

the dialogue.

• AfteT checking answers, students work in pa irs, reading the dialogue aloud .

Answers Don't you like it? Don't you think so? Didn't you see them? Didn't YOll know that?

Speaking 5 look at the Key Expressions. Classify them.

a) agreeing b) disagreeing c) giving opinions d) asking for opinions

IKey Expressions: Opin.ions :\"

What do you think? •

Don't you think so?

I thin k (that) . I don't think (that) . If you ask me, .

I think so, too. / Yes, definitel y. I don't th ink so.

LThat's true. / 1 agree with.

G look at the Speaking Help.

Speaking Help: Closs DIscussions • fIkuays use €ngIsh etttepl: hi" names in your

_ (e.g. TV progrommes. nms. IJOUPS). • UsII!n 10 \IOU< portnets. _ and wail for

""'"' 10 slop -. \100 _ • Ask Itoe 0IfleI>; ..... _ . 100.

Speaking

Exercise 5

Skills

7 Work in groups. Use the advice in the Speaking Help and Key Expressions from Exercise 5 and talk about these things.

• the best football teams • the best films • the best radiolTV programmes at the moment • the best websites/blogs • the best tennis stars • the best pop groups/singers

Example

Tom: I think (helsea afe the be5t team.

Ann: Yeah, definitely. Don't you agree, Tim? Tim: No, I don't think so. I think Liverpoof

are better.

Everyday Listening ~))

QYt Listen to six short conversations. Choose the correct answer (a, b or c).

1 Where is Tim on holiday? a} on the coast b} in the mountains @ m a boat

2 What are Roxy's favourite blogs about? @)films b} pop music c} football

3 What homework has Kelly not done? a) maths b} chemistry @geography

4 How does Tom usual~~et to school? a} by bus b} on foot f.S)by car

5 What instrument can Susan play? a} piano @)flute c) guitar

6 How did Cath wish her cousin 'Hap~~irthday,? a} by mobile phone b} with a card @by e·mail

Listen Close ly Lislen to the sentences below and underline the stressed word or words.

1 It's not fair. 5 You're late ~.

2 How's it &Qin.g? 6 I couldn't he.l.D. it.

Exercise 6

7 I can't play .any, actually.

8 He's a !§Uy nice guy.

• Read aloud the advice.

• Students can compare answers in pairs before checking answers as a class.

• Ask students if they enjoy and feel confident when taking part in discussions in English and in their Ll. Encourage them to discuss any difficulties they have in class discussions in English. Answers

What do you think? d) Don't you think so? d) I think so too. Yes, definitely. a ) That's true. I r agree with ... a) I think (that) ... c) I don't think (that) ... c) If you ask me, ... c) I don't think so. b)

Exercise 7 • Ask two students to read aloud the

example dialogue.

• Give students time to think about each of the topics.

• Students work in groups of 3-5, discussing each topic in turn. Monitor bur do not interrupt students' fluency. Make a note of any general problems to go over with the class afterwards.

Everyday Listening

~Exercise 1 (COl Track 7)

• Give students time to read through the questions and answers.

• Play the recording once for students to listen and answer the questions.

• Play the recording again and pause it after each conversation to check the answers.


Extra Play the recording for more intensive comprehension. Pause the recording after each conversation and ask one or two comprehension questions, e.g.

Conversation 1: Where is the boat? (in the Mediterranean), How long will Tom and his friend be on the boat?(for three weeks)

Conversation 2: What sport does the boy like? (football), Why doesn't Roxy like personal diary blogs? (They're boring)


• Play the recording, twice if necessary, for students to listen and underline the stressed word or words.


Extra Play the recording again for students to listen and repeat the sentences, stressing the words correctly.

~ TlMI OUT! Page 108, Exercise 3

11

Across Cultures I Backgrou nd Silbo-like whisdi ng has been found in pockets of Greece, Turkey, China and Mexico, but none is as d~veloped as Silbo Gomero.

For information on communication websites, visit the Challenges Website.

[email protected] )

Warm-up

Exercise 1 • Ask students to look at

and talk about the pictures, guessing where the people are and what is happening.

• Students work individua lly or in pairs, read ing the sentences and guessing if they a re true or fa lse.

Reading


• Play the recording for students to read and listen and check their guesses fro m Exercise 1.

• \Vhen checking answers, ask students to correct the false sentences.

Answers 1 T 2 F (Yo u can only send simple messages.) 3 F (You can hear them up to eight ki lometres away.) 4 F (They were first used in West Africa.) 5 T

Extra Give students time to read the text again. Explain or encourage them to guess the meaning of any new vocabulary.

Play the recording for students to

read and listen, paying particular attention to pronunciation.

Exercise 3

• Students say what advantages an d disadvantages are mentioned in the texts .

• Encourage students to thi nk of advantages and d isadvantages that are not mentioned in the texts, e.g. you don't need special equipment to send smoke signa ls (adva ntage).

Exercise 4 • Students work individually, reading the

text and complet ing the table.


Exercise 5 • Read through the cues with the class.

Ask one of the students to read aloud the example sentences.

• Tell students ro write at least twO sentences about each of their four chosen topics. Monitor and hel p students correct any language er rors.


example q uest io n and answer.

• Ask indi vid ua ls to read aloud the words in the box.

1 unknown 2 drorl

l tpmo!itaW

• ;'reful s uselw 6 loud 7'_ """,---

5 Write sentences about four of these things using words from the Word Builder.

• an anima l • heavy music • a street • a singer • a maths problem • a calculator • a carpenter

Exa mple Giraffes have got long necks. They are common in A/rica.

6 Adjective Quiz Work in pairs. Test your partner on the opposites of the words in the box.

........ Word Bank, page 125

Example A: What 's the opposite 0/ 'correct'? B' 'Incorred' What's the opposite 0/ ...

correct, hard·working, patient, happy, kind , outgoing, dangerous, tidy, taU , pleaS<lnt , st rong, experienced , comfortable, lucky, healthy, fair, rich

Speaking

7 Work in pairs. Ask a nd a nswe r these questions.

How many foreign languages ca n you understand a bit of?

2 How many languages can you say 'hello' in?

3 What other foreign language would you like to learn? Why?

4 Have you ever made up a secret code? If so, how did it work?

5 Are there any words that only you and your fr iends use?

6 If you spoke a secret language, when would you use it?

FOR YOUR PORTFOUO"'\.'-.~~~~~~ __ ~ __ ~_---.

~.; Project: An article

Work in groups. Choose an important type of communication for each student (see the Key Words on page 4).

2 Find out more details about your type of communication and make notes.

say when and where it started

show an example of it explain the advan tages and disadvantages

3 Write your article and ask your group to check it.

4 Give your a rticle to othe r students to read.

The artciertt E9yptia rt S' had a system of picture

INritil19 called hiero9JyphS'. Each hiero91yph

repres-ef')ted a tJ.,irt9 or af') idea. For examplel thiS'

J,;.,09IyPJ, ~ rep,e,eoted ...

• Give students time to check the opposites in the Word Bank on page 125.

Speaking

Exercise 7 • Students work in pairs, taking turns to

ask and answer questions.

Extra In pairs, students write six to eight sentences using some of the adjectives.

The pairs then form groups of four students to read each other's sentences.

• Read though the questions with the class. Check comprehension of any new wotds, e.g. (to) make up.

• After the pair act ivi ty, students tell the class some of their answers. Students may like to see how many languages they can say ' hello' in.

Extra Write two or three sentences on the board, each using a different secret code to communicate the message 'My name is Mike', e.g.

YM EMAN 51 EKIM = My name is Mike,

13 25 14 1 13 5 9 19 1 3 9 11 5 = My name is Mike.

NB MZNV RH NRPV =: My name is Mike.

Students work in pairs, working out the three codes.

Answers 1 letters in the words are reversed 2 sequence of nu mbers matches sequence of letters 3 letters are cou nted from the beginning and the end of the alphabet.

• Students then work in pairs, wri ting their own short sentence in code. They ca n use one of the three exa mple codes or their own code.

• The pairs write their sentence on the boatd for the rest of the class to decode.

Project • Read through the stages of

rhe project so that students understand what to do.

• Students work in groups of fo ur to five. Each student in the group chooses a di ffere nt type of communica tion to find out about.

• Give students time in class o r at home to research their topic.

• Tell students to write four to seven sentences and include all the points from Stage 2. Each group checks grammar, spelling and punctuation in thei r a rticles. They can ask you if they are unsure about any corrections.

• The groups excha nge and rea d each other's articles.

13

Language Check

Exercises 1-6


~Feedback (CDl Track 10)

14

• Students listen to the recording to check the ir answers. Check spelling where necessary.

• Students look at the table to see which sections in the Students' Book they need to look a t agai n.

• Give students ti me in class or at home to do the exercises on page 12 of the WOtkbook.

Study Help: Using the Internet

• Read a loud the advice in the Study Help. Check that students understand any new words.

• Ask students which Internet sites they fo und most useful for their Project in Across Cultures 1.

• Encourage students who use the Internet a lot to add some of their own rips to the advice in the Study Help.

• Give students rime to read through the list of tOpics and choose a ropic to find out information about. Check that students understand what 'F.e.' stands fot (Football Club).

• El icit possible key words for two or three of the topics.

• Give students time in class or at home (if they have access to the Internet ) to find out information about their topic. Remind them ro keep a list of the websites where they find their information. Tell students to copy useful parts of the websites onto their computer or print them out.

Study Corner 1 Language Check

1 Match th e words with the defin itions (a-d).

• blog lJL • e·mail 2~ • texting 3--Bl-• instant messaging 4-'1-aJ sending written messages by mobile phone

b) an online diary or chalroom

c) a message sent by computer

dJ chatting to friends online

2 Complete each gap with one word.

5 I get on with most people in my class.

6 I've got to hand m my homework tomorrow.

7 My brother recentl y took un judo. , 8 She says she fell in love f£ilh a boy on

holiday.

9 You must get down to some work.

10 I met up with an old friend on Saturday.

11 Do you keep in touch boyfriend?

With your old

3 Complete each sentence with the opposite of the underlined word .

12 I'm very ~ with my clolhes but I'm a bit W dw with my (Os.

13 She was .I.!.ll.knmm before she won the compet ition ; now she's a well-KHoWI1 singer.

14 I thought this homework would be s.i.!n.e.k but it's quite wrjp/itatp/ .

15 I had nine ~ answers and only one il1coyred answer in the maths test.

Vocabulary 0 / 15

Feedback C; . Listen and check your answers to the

Language Check. Write down your sco res.

• l ook at the table below. Then do the exercises on page 12 of the Workbook.

Wrong answers:

Numbers 1- 4

Numbers 5- 11

Numbers 12- 15

Numbers 16- 21

Numbers 22- 25

look aga in at:

Get Ready - Key Words

Unit 2 - Word Builder

Across Cu ltures 1 - Word Builder

Unit 1 - Grammar

Unit 2 - Sentence Bu ilder

Numbers 26- 30 Unit 3 - Key Expressions

• Students who chose the same ropic can compare which websites they fo und most useful.

Extra In turn, students tell the class what they found out about their topic. The rest of the class listen and say if any of the information is surprisi ng.

Module 1 Test, TTP Page 69

4 Complete the text with the verbs in brackets in the correct tense: Present Simple, Present Continuous or Present Perfect .

Blind people 16 have usul (use) the Braille system for reading since the 19th century. Braille 17 fOH,Sists (consist) of a series of raised dots which 18 r~YI!J'Hl (represent) letters of the Latin alphabet. There are about two mill ion people in the UK with sight problems but only twenty thousand 19 read (read) with Braille. tn the last few years, many young people 20 havutarled (start) to use electronic text instead of Braille. At the moment, experts 21 aa diW#5il1§ (discuss) how to make Braille more attractive for young people.

5 Complete th e sentences with for or since.

22 He hasn't phoned me for two weeks.

23 We've lived here sinu 2004 .

24 I haven 't seen her 51;""

25 She's taught in our school

Friday.

,lor six years.

Grammar 0 / 10

6 Underline the correct alternative.

Sue: I 26thinklbelieve their new CD is great.

Mel : I don't think 27~Jthat. I prefer the first one.

Pat: I agree 28with/in Su e. It 's better for dancing. Don 't you think 29thotllll?

Sue: Yes, thaI'S 30sol true.

Key Expressions 01 5

Study Help: Using the Internet First, write key words in a search engine like Google (e.g. ancient Egypt + language). If you can't find any good sites, change the key words (e.g. ancient Egypt + hieroglyphics). When you find a good site, don 't try to understand everything. Bookmark the site (Favourites) so you can return to it.

Copy useful parts of a website onto your computer or print them out. Then you ca n read them more slowly and take notes.

Always put a list of the websites where you got the information from at the end of your work.

• Use the study help to find out information about one of these people or things.

• sign language • Bristol • liverpool F.e. • Avril Lavigne • Fernando Alonso

Get Ready

1 Where do you read or hear the things in the Key Words: in newspape~ I magazines or on TV I radio?

~ Key Words: Media

advice on fas hion I health, art ides, cartoons, chat shows, crosswords, documentaries, game shows, gossip about celebrities, letters, headlines, horoscopes, international news, interviews, problem page, puzzles, questionnaires, book I CD I film reviews, sports reports, quizzes, weather forecasts

~ 2 listen to the radio news and take notes about the items (1-5). Compare answers with a partner.

1 Hurricane: Where? When?

2 Bank robbery: Where? Police phone number? 1 Actress: Why in hospital? Husband's job? 4 New goalkeeper: Where from? Begins training? 5 Weather: Today? Tomorrow?

Get Ready Background This introduces the topic of news and the media. There may be some differences between the answers for Ex 1 in the UK and students' countries.

c;J Exercise 1 (COl Track 11)

• Ask students to look at the photos from the front cover of a teenage magazine. Encourage students to say what they know about the people and whar they think the magazine articles will be about.

3 Work in pairs. Ask and answer the questions below.

look at the magazine (over. What would you like to read about?

2 What other things in the Key Words do you enjoy reading?

3 What things in magazines (e.g. puzzles) do you like doing?

4 ,-'~speak Out What do you think about the statements below? Tell the class.

Teenage magazines should have more serious topics.

2 There are too many adverts on TV. 3 Reality TV shows like Big Brother should

be banned.

• Read through the Key Words with the class. Check that students understand any new vocabulary.

• Ask students to look at the first two or three Key Words and say if these things are in newspapers and magazines or on TV and radio.

• Students work in pai rs or small groups of three, matching the Key Words to Group A (newspapers or magazines) or Group B (TV or radio). Tell students there may be more than one possible answer in some cases.

• If students disagree about an answer, ask them to give reasons fo r their answer.

Suggested answers Newspa per/magazines: advice on fashion/health, articles, crosswords, headlines, horoscopes, letters, problem page, puzzles, question naires, booklcd/film reviews TVlradio: chat shows, documentaries, game shows Newspaper/magazines and TV/radio: cartoons, gossip about celebrities, international news, interviews, sports reports, quizzes, weather foreca sts


• Give students time to read through the items and questions so they know what information to listen for.

• Play the recording, twice if necessary, for students to take notes about items ]-5.

• Students compare their notes wirh a partner before checking answers as a class.

Answers 1 south coast of Cuba, 10 o'clock tonight 2 near Piccadilly Station in Manchester, 0161 876 543 3 she is expecting a baby boy, footballer 4 Australia, tomorrow 5 grey and rainy today, sunny and bright tomorrow morning

Exercise 3 • Students work in pairs,

discussing the questions.

• The pairs then form groups of four or six and exchange ideas.

Exercise 4 • Read through rhe

statements with the class. Give students time to think about the statements and their responses to them.

• Students tell the class what they think about the statements. They can see if there is general agreement or if there is a wide range of opin ion in their class.

15

II

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 8 and 9).

More time: do the Extra activ ities.

Warm-up

Exercise 1

• Students work in pairs or small groups, guessing what the stories are about.

• Students discuss their ideas as a class . Help with vocabulary where necessary.

G Exercise 2 (CDl Track 13)

16

• Play the recording for students to read and listen and check their guesses from Exercise 1.

• Encourage students to give reasons for their choice of the strangest story.

• Explain or encourage students to guess the meani ng of any new words in the stories.

Exercise 3 • It will probably be helpful

if you give an example yourself by telling the class a 'strange' story from the news or about a friend or a member of your family.

• Write question cues on the boa rd and give students time to think about their story. Who? When? Where? What happened ?

• Students tell the class their story.

Grammar: Past tenses

Exercise 4 • Check answers by drawing

the timeline on the board. Ask one of the students to write the names of the tens~s on the timeline on rhe board.

Wacky news Warm-up 1 look.t the photos (0-<) and the headlines (1- 3) In

the text. What do you think the stories are about?

2 Read the news items and check your guesses for bercise 1, Which story is the strangest?

"'lIlfll lo Couple celebrate with 50-year-old iii chicken SPORT

POLITICS

HEALTH

A Monchostor couple celobrated 50 years of marriage by eating {I tin of chicken they were gillon on their wedding day, Thoy hid k.pt It .s {I memory of their big day In '956, They had promllM each other to eat It on tholr golden wedding annillerlary, When the big day Clme, they oponed the tin - and found the chicken was still good, A food expert said, 'l1nned food can last fOl'OlIer and this tin hid oblliously bHn closod properly,'

. Cat A IIlIlago In China o,-;anlsod " fish party for more than 200 Clts, Tho IIllIoQOfS hid bought tho cats to control tho fats on their land. The mOllo WitS it gfoat success and tho IIlIIagers decided to reward the cats for their good work.

~P~~ .. ~~ .. ~,~~~~X .. "." ........ " ...... Two passengers stopped ft pocked 80elng 767 Just before tllk.~off, Torry and Susan Smith wore slUing the plAnt when thoy IIW tholr spaniel, Poppy. chased by I'lrport security ataff. They shouted for the pilot to Itop tho plane and rushed out to help cotcn their pot, Thoy hid put Poppy In I: CAQO on tho CAfgO dock but sho somehow osclped as tho plano wla going to tho runway, Ellon with tnt holp of tho owners, It took mofO thin ton mlnutos to elteh the terrified dOQ,

3 Whot ,t .. nlo n.,.. h .... you h .. rd or rood .bout lately? Ten the el.".

Grammar: Past tenses 4 Read the sentence and put the names

of the tenses on the timeline: Past Simple. Past Continuous.

Terry and Susan Smith were sittln. on the plane when they saw their spaniel. Poppy,

a) . .f..,i.,w,.(,.\ ... I

'\ b) Pfklt.","/,iJ .. ",

5 Complete the sentences from the text with the correct forms of the Past Perfect. Then look at the text alaln and complete the rule,

The villagers ___ the cats to control the r.t,.

~ They ___ I'oppy In • e.ge on the earao deck.

We use the Past Perfect to talk about an ... nl that hoppened bt/o", I ojte, other events in the past.

G look It the two events in each sentence (a-b). ynd@rl1ne the event thlt hoppencd IIrst.

I) When the big day come, they opened the Un.

b) When the big d.y (lme, they hid opened the tin ,

• After checking answers, ask students to

find another example of this verb pattern in text C ( .. , she somehow escaped as the plane was going to the runway).

• After checki ng answers, point out the Past Perfect verbs in bold in the texts.


Exercise 5 • Students work individua ll y, completing

the sentences and the rule.

Answers 1 had bought 2 had put Rule: before

Exercise 6

Answers a) 1 When the big day came b ) 1 rhey had opened

Exercise 7 • Students do th e exercise working

individually. They can compare answers in pairs before checking answers as a class.


Practice

7 Match the sentences with the pictures.

When they started singing, everybody left the room. h) When they started singing, everybody had left the room. a)

3 We saw that someone had been in the kitchen. tI} .. We saw that someone was in the kitchen. c)

8 Match events (1-3) with reasons (a-f). There are two possible reasons for each event. Use the Past Perfect for the reasons.

Example 1 Terry failed his moths test because he hadn't

studied enough.

What happened? Why?

1 Terry failed his maths test. a) didn't study enough

Grammar

9 Compl ete the texts with the verbs in the Past Simple, Past Continuous or Past Perfect.

People in the Sea Garden park in Varna, Bu lgaria , ___ (enjoy) their afternoon when an escaped tiger , _ __ (come) through the gates. Everybody 3 _ __ (run away) in panic. The tiger 4 ___ (escape) from i ts cage at the zoo. The police 5 __ _

(catch) the animal and 6 ___ (take) it back to the zoo. A cow 7 ___ (jump) into a neighbours' swimming pool duri ng a heatwave in Brazi l. The owner of the house said: " 8 ___ (cook) lunch when I 9 ___ (hear) a noise. , 10 ___ (go) out to check what " ___ (happen) and I 12 __ _ (see) a cow in the swimming pool! It ,, ___ (get) over the fence and 14 _ __ (go) stra ight to the pool .' Fire fighters 15 ___ (get) the animal out of the pool and 16 ___ (take) it back to Ihe farmer.

Your Turn

to Work in pairs. l ook at the pictures.

A

Student A go to page 105, Student B go to page 107.

b) caused a tragic accident

2 Josh was taken to hospital. c) went to a party the night before d) stole dothes from a shop

3 A pop star was put into prison. e) a dog bit him

f) fell off a horse

Exercise 8 • Read through the instruction and the

example sentence with the class. Elicit the second sentence to explain why Terry fai led his maths test.

• Check answers by asking individuals to

read aloud the sentences.

Answers 1 Terry failed his maths test because he had gone to a party the night before. 2 Josh was taken to hospital because a dog had bitten him. Josh was taken to hospital because he had fallen off a horse. 3 A pop star was put into prison because he/she had stolen clothes from a shop. A pop star was put into prison because hel she had caused a tragic accident.

........ TIM.OUT! Page 109, Exercise 4

Extra Write cues on the board, e.g. She went to the doctor's because ... (e.g. she had hurt her arm) Our teacher was p leased because .... (e.g. we had all worked hard) He didn't get to this interview on time because .... (e.g. he had missed the bus) My little sister was upset because . .. . (e.g. she had lost her teddy bear) Elicit several reasons for each situation from the class.

Exercise 9 • Advise students to read

quickly through each text for general understanding before completing it.

• Check answers by asking individuals to read aloud the sentences.

Answers 1 were enjoying 2 came 3 ran away 4 had escaped 5 ca ught 6 took 7 jumped 8 was cooking 9 heard 10 went 11 was happening! had happened 12 saw 13 had got 14 had gone 15 got 16 took

Your Turn Exercise 10 • Students work in pa irs,

taking turns to ask and answer the questi ons .

• Check a nswers by asking pa irs of students to ask and a nswer the questions.

Answers 2 Because the security camera had filmed the robber 's face . 3 Because he had left the mask a t home. 4 Yes, because the robber had left his fingerprints in [he ba nk. 5 Yes, because the robber had hidden the money in his house. 6 Because he had seen a cow in the road. 7 No, but he hadn 't slept well the night before. 8 Yes. He had won a few amateur driving competi tio ns. 9 No, beca use he had d ropped his gi rl friend at the bus stop. 10 The owner of the cow had called the police.

~ ,.IMI OUT! Page 109, Exercise 4


18

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 5, 8 and 11 ).

Background Cleoparra (69-30 BC) was an Egyptian queen, faI]lOllS for her beauty. Of Greek descent, she became joint ruler with her brother Ptolemy XIIl at seventeen, but lost power two years later.

Christopher Columbus (1451-1506), born in Genoa (modern Italy) is popu larly regarded as the discoverer of America. He believed that the ea rth was round and that Asia could be reached by sa iling west.

Guy Fawkes (1570-1 606) was angered by James ['s oppression of catho lics. He plotted with several others to

blow up the House of Lords while the king was there.

For information about these people, visit the Challenges Website.

c:0www.Cha liengeS-elt.com )

Warm-up

Exercise 1 • Read through the pieces of

information (1-6) with the class. Check thar students understand any new vocabulary.

• Students work individually or in pairs, matching each picture w ith two pieces of information before checking their answers on page 106.

Reading

Exercise 2 • Read aloud the Reading

Help.

• Ask students if head lines in newspapers in the students' Ll miss out words and use difficu lt vocabu lary.

Exercise 3 • Students work in small

groups or as a class, guessing the meaning of the headlines on page 106.

Breaking Rews Warm-up

1 Match each person in the pictures with two pieces of information (1-6).

ruled Egypt in the first century &c.

2 sailed from Spa in to America in 1492.

3 tried to blow up the British Parliament and King in 1605.

4 was born in Genoa (modern Italy). S was executed in 1606. 6 was ki lled by a snake.

Check your answers on page 106. ~TERROR PLOT FOILED c _ ,605 Our home affairs correspondent. 5th Noveml}'Cf, . .

Reading . . anon mOUS from Yorksh i~, is helping police Alter receIVing all Y. . h their enquiries. Experts phone call \:lst night, poh~e ~~ieve that Fawkes is part of a ~rched the ~I~rs under~eath t c: rou of extremists who plotted parliament bUlldmg and dlscove~ g hiP up Parliament. f:lwkes is a

2 Look at the Reading Help.

-. ...... 11 SIB

• ....... 11\8 ...... ...-111

bo b A suspectc;u 10 ow , a four-ton m. k (3S) ww::1I_known critic of me Kings ... terrorist. Guy Faw es ilJllis,,--_ .... _ ... ---,..

·'lvID_al\lll __ .. _ too. ..,a.InIll5_QaIII= Ten Pf!IJI*_InCl_ araasll'" Ihem5~

3 Turn to page 106. Use the Reading Help to guess the meaning of the headlines.

4 Look at the headlines on this page. Guess what they mean. Then read the articles and check your guesses.

5 Read the three articles again . Answer these questions.

1 How did Cleopatra kill herself? 2 Why did she do it? 3 Why does the head line refer to 'paradise

island? 4 What surprised Columbus about the

natives? 5 What did Fawkes want to do? 6 Why did he want to do it?

• When checking answers, point out that it is usually the sma ll words that are left out of headlines, such as articles (e.g. an, the), prepositions (e.g. in, of), pronouns (e.g. their) and verb form s (e.g. is, has been).

(ill Exercise 4 (COl Track 14)

• Ask students to read the three headl ines and guess what each means.

• Play the record ing for students to read and listen and check their guesses.

Suggested answers 1 A terrible plot has been stopped. 2 Cleopatra ki lls herself with a snake. 3 Columbus thinks the island he has found is like paradise.

Exercise 5 • Students work ind ividuall y, reading the

articles and answering the questions.

• If students disagree a bout any of the answers, ask them to read aloud the section in the art icle that gives the answer.

ADMIRAL'S PARADIS£ ISLAnD October 12, 1492. OUr speciQI correspondent on the Sallita Moria .

After being at sea for three months, Christopher Columbus (41) has finally reached an unknown island, somewhere near the coast of China. After landing on the island, Columbus claimed it for Spain and named it 'San Salvador'. It is a beautiful place with a lot of plants and brightlycoloured fruit . The locals are dark-skinned and completely naked. Before leaving the island, Columbus and the natives exchanged presents. In a ten-minute press conference on the Santa Mario this afternoon, the Admiral said: 'These people are very easy-going and peaceful - in fact, they don't hove any weapons.' This well-organised expedition is the first to cross the ocean. 'The voyage seemed never-ending but we've made i t: said Columbus to reporters .

6 look at the Word Builder. Complete the compound adjectives (1-1 0) from the texts. Then classify the adjectives: a) numbers b) third forms c) ·ing forms.

Word Builder

1 thirty·nine· S dark· 9 well·

2 easy- 6 ten· 10 never· 3 good- 7 four-

4 brightly- 8 well-

7 Use six of the adjectives from Exercise 6 in sentences about your own life.

Example Sometimes, moths lessons seem never-ending.

- - - Fact Dr Fiction? ---The ~or!d's ~est-selling newspaper is the Japanese

YomlUn Shlmbun. It sells ten million copies a day! Ch8Ck yoor ".$WlIr on page 106

Answers 1 with a poisonous snake 2 Because she had been depressed since the death of her love, Mark Anthony. 3 Because the island is beautiful and the people are easy-going and peaceful. 4 They don't have any weapons. S To blow up Parliament 6 He is a critic of the King.

Exercise 6 • Check answers by asking individuals to

write the compound adjectives in three groups on the board - a ) numbers, b) third forms, c) ' ing' form s.

Skills

Game How quickly ca n you make the seven compound adjectives?

Example world-famous

world- , after-, air· , English· , five·, long· , hard. j

conditioned, haired , famous, school, speaking, working, star

-+- Word Bank, page 126

9 look at the Sentence Builder.

Sentence Builder

After Columbus landed on the island,

After landing on the island,

Before Columbus left the island ,

he claimed it for Spain.

Columbus claimed it for Spain. he gave the natives presents.

Before leaving the island. Columbus gave the natives presents.

10 Rewrite these sentences. Use the structures from the Sentence Builder.

Example Before getting up, Fred listened to the radio ..

Before he got up, Fred listened to the radio for ten minutes.

2 After arriving at school. Susan did her homework in the library.

3 Before we had lunch on Saturday, we did some shopping.

4 After I got home, I had a shower. S Before going to bed , Sam watched a film.

6 After he finished the exam, Simon went for a run .

Speaking

11 Work in groups. Talk about these things.

the main international news yesterday

the main news in your country

a celebrity in the news the most important sporting event this week

Example The main news in our country was about the floods in the north.

........ TIM.OUT! Page 109, Exercise 5

Suggested answers 1 thirty-nine-year-old I a) 2 easy-going Ie) 3 good-looking I c) 4 brightly-coloured I b) 5 dark-skinned I b) 6 ren-minute I a ) 7 four-ron I a) 8 well-organised I b) 9 well-known I b) 10 never-ending I c)

Exercise 7 • Students work ind ividually, writing

their sentences . Monitor and point out any errors for studenrs to correct.

• In groups of 3-4, students read each other's sentences.

Exercise 8

• Ask students to pur up their hand when they have matched the compound adjectives.

• After checking answers, elicit one or two sentences for each answer.

Answers after-school air-conditioned English-speaking five-star long-haired hard-working

Exercise 9 • Students work individually

or in pairs, reading through the pairs of sentences in the box.

Exercise 10

Answers 2 After Susan arrived at school, she did her homework in the library. 3 Before having lunch on Saturday, we did some shopping. 4 After getting home, I had a shower. S Before Sam went to bed, he watched a film. 6 After finishing the exam, Simon went for a run.

Speaking

Exercise 11 • Remind students of

the advice about class discussions from Lesson 3.

• Give students time to think about the topics before they discuss them in groups.

• Monitor the activity but do not interrupt students' fluency. Make a note of any common language difficulties to go over with the class afterwards.

Fact or Fiction • Ask students to guess

which is the best-selling newspaper in their country. They can use the Internet to check the answer.

-+- TIMI OUTI Page 109, Exercise 5


This Unit Short of time: set some of the exercises for homework (e.g. Exercises 3 and 4).


Background In this episode, Ellie and Steve go out looking for local news stories while Abi and Tanya make their first online broadcasts.

Warm-up

Exercise 1 • If students don't know

people who have been on local TV or radio, widen the discussion and ask if rhey or anyone they know have been in the local newspaper.

• After checking answers, explain or encou rage students to guess the meaning of any new vocabulary, e.g. mugging.



20

• Give students time to read the questions before you play the recording so they know what information they need.

Answers 1 a boy who goes fishing 2 There are some dead fish in the river. 3 She feels awful because she was so nervous that she dropped her papers on the floor.

Speaking


or in pairs, reading [hrough [he semences in the box. Advise [hem CO look a[ [he dialogue to check which is the reaction to good news.

Answer Grea[!

,I; Finding

Warm-up 1 Have you ever been on local TV or radio?

Do you know anyone who has?


~ 2 Read and listen to the dialogues. Answer

Extra

the questions.

1 Who do Ellie and Steve interview?

2 What do they find out about the river?

3 How does Tanya feel after the first programme? Why?

Steve and Ellie go out to find a story. Ellie: Hi. We're reporters from radiochill.org.

Can we ask you a couple of questions?

Boy: Okay. Go ahead.

Ellie: We've heard there was a mugging near here yesterday. Do you know anything about it?

Boy: Sorry, I don 't.

Steve: So how's it going? The fishing. I mean.

Boy: Not very well, I'm afraid.

Steve: That's a pity - I like fishing, too, you know.

Boy: Well, the river's useless these days. I saw a couple of dead fish. They should do something about it.

Ellie: Did you say 'dead fish'? That sounds interesting. Where exactly did you see these fish?

Afterwards, Elfie comes back to the studio. Tanya: Oh, hi there, Ellie. How are things?

Ellie: Not bad. Pretty good reaUy. I think we've got a story.

Tanya: Great! What did you find oul?

Ellie: We talked to this boy who was fishing. He found some dead fish in a river. We're going down there tomorrow. What about you? How did everything go?

Tanya: Oh, the programme was a nightmare.

Ellie: I'm sure it wasn 't that bad.

Tanya: It was. Honestly. I was so nervous, I dropped my bits of paper on the floor.

Ellie: Oh, no! I'm sorry about that, Tanya. Don't worry about it.

Tanya: I feel awful.

Ellie: Never mind. It' ll be better next time.

Tanya: I hope so!

Play the recording of the dialogue from Exercise 2 again for students to focus on the stress and inconation patterns used in the Key Expressions.

Students work in groups of four (Ellie, Steve, the boy and Tanya), reading the dialogue aloud and changing parts. Monitor, paying particular atcention to the pronunciation of the Key Expressions.

Some of the groups can act out the dialogue in front of the class.

Exercise 4 • Elicit one or two examples for each

topic from the class.

• Give students time to think of their own examples, inventing things if necessary. Students can make brief notes of their events, if they wish.

----Exercise 5

Skills

Speaking

3 look at the Key Expressions. Which of the reactions Is to lood news?

Key Expressions: Personal News .'.

Asking for news Replying How's it going1 Not very well , I'm afraid. How are th ings? Not bad. How did everything go? Pretty good really.

It was a nightmare,

Reacting to news That 's a pity. Don't worry about it. Great! Oh, no! I'm sure it wasn't that bad. Never mind. I'm sorry about that. It wi ll be better next lime,

4 Think about your life last week. You can make things up if necessaryl

• good things that happened • things that went wrong • interesting people you met

5 Exchange news with your partner, Use the Key Expressions from Exercise 3.

Example

A: How's it going? 8: Prttty good. GUt5S what! I mtt Ali ytsterdoy. A: Grtot/ Did you get his phone number? B: Ytah, and I gave him mine. What about you? How did

everything go at the wtekend? A: It was a nightmare. We lost 8- 2 in the hockty. I was awful. B: I'm surt it wasn't that bad.

Everyday Listening ~))

~ 1 listen to four conversations and answer tnese questions.

1 Do .. Gary feef ok.yl Why or why nol7 2 Do tne women like tne new neignbours? Wny or why not? 3 Did the mm go weill Why or why notl 4 Did Terl', date with Colin go weill Where did they gal

~2 Listen Cfosely Listen and choose the correct option in italics.

Have you met the new neighbours I two neighbours? 2 I was fifteen minutes I fifty minutes late. 3 floaked and I Luckily they iet me in. 4 You want to I won't believe it. S And what about the actual I factual exam?

....... TIM.OUT I Page 109, Exercise 6

Extra

• Ask two students to read aloud the exa mple dialogue, lIsing app ropriate stress and intonation patterns.

To give students more practice in using the Key Expressions, ask them to change partners and exchange their news from Exercise 4 with their new partner.

• Students work in pa irs , exchanging and reacting to their news from Exercise 4 . Monitor but do not interrupt students' fluency. Ma ke a note of any common problems to go ovet wi th the class afte rwards.

Each pair then says two or three of their exchanges for [he class to hear.

Everyday Listening

~Exercise 1 (CD1 Track 16)

• Give students time to read through the questions before you play rhe recording.

• Play rhe recording once and check if smdents have answered all the questions. If necessary, play the recording aga in.

Answers 1 No. Because he played badly in rhe march . 2 They like rhe woman. She seems nice and sociable. They don'r like rhe husband or rhe dog. The husband is odd and never says a word . T he dog is big and ugly and looks dangerous . 3 No. H e was late, he'd forgotten his pen and the exam was difficult. 4 Yes. They went to see a film.

Exercise 2 (COl Track 17 ) • Give students time to read

th rough the sentences before you play rhe record ing.

• After checking answers, play rhe record ing for students to listen and repeat the sentences.

Answers 1 new neighbours 2 fifteen minutes 3 Luckily 4 won'r 5 actual

Extra Divide the class into 4 groups. Ask each group to listen carefully to one of the dia logues and make a nOte of extra information.

The groups rhen rell rhe class their extra information.

...... TIMI OUT! Page 109, Exercise 6

21

22

Your Challenge

Writing: An e-mail

Exercise 1 • Students work indivi dua ll y,

read ing the e-mail and answeri ng the questions. Encou rage them to g uess the meaning of any new words from the context and Steve's style of w rit ing. Tell stud crus they will study new words and expressions in Exercise 3.

• Students can com pare a nswers in pairs before checking answers as a class.

Answers 1 exams 2 doesn't like 3 Tanya

Text Builder

Exercise 2 • After checking a nswers, ask

students if t his is how they organise information in their e-mails to friends.

Answers 1 b 2e 3a

Exercise 3

Answers good - cool silly person - nerd as usua l - typical try it - check it out get interested in - get into

Exercise 4 • Students work in pa irs,

reading rhe e-mai l and ma king a note of sentences with words missing.

• When checking answers, ask students what the complete sentences could be.

Answers ([lWe) hope people get into it (Can yo u) imagine that! (I) must go now (I've) got to take some photos

Your Challenge .

Writing: An E-mai l

1 Read Steve's e-mail. Choose the correct optio ns in ita lics.

GCSEs and A-levels are exams! projects. 2 Steve likes ! doesn't like his sister's boyfriend.

3 Steve fancies Ellie! Tanya.

From... I [email protected]

To,:... II [email protected]

SLtliect: I BIG NEWS!

Hi Damian,

1 How's it going? Did your GCSEs go all right? Mine were okay but I think: I fa iled Physics! I just hope I pass enough to do Art, Eng lish and French fo r my A-levels next yea r. What do you want to do?

Everything's cool here. Annie is still going out w ith Charl ie. (What a nerd he is!)

2 I did quite well in athletics at school - came second in the 400 metres. Anyway, the BIG NEWS is that last week we started an online radio station! There are four of us - Ellie, Tanya, Abi and me. Tanya's really nice but I th ink she's got a boyfriend. Typ ical! You can listen to us at www.radiochil l.org check it out! We do three hours a day of music and local news. Hope people get into it. I'm a reporter (imag ine that !) and I also take photos for our website (that's mo re 'me'). © Well , must go now. Got to take some photos for aUf webs ite. Write back soon! Love to everybody! FOR YOUR PORTFOLIO '-_____________ ---,

Steve

Text Builder

2 Match the paragraphs (1-3) with what they do (a-<).

a ) fi nish off b) ask about the other perso n c) give the main news

3 Find colloquial words or expressions in the e-ma il that mea n:

• good • silty person • as usual • try it • get interested in

4 Find sentences in the e-mail with words missing. Thi s only happens in postca rds an d informal letters.

Exa mple (I) come second in the 400 m. (That's) typical!

Exercise 5

5 Write an e-mail to a friend or someone in your family who lives in another town. Tell them your news (real or imaginary!).

~1 l ook at the Writing Help and pla n your e-mail.

Writing Help: Planning E-malls and letters • Think about the person you Ole wnting to. How well do

you Itnow himlher?

• What IIJIlUd helshe be IntetesII!d to hear abOut? Family news? SChool news? Your social life?

• What do you wool: to know mout hirnJhec? Think rl some Questions to osk.

~2 Write notes fo r three paragraphs (see Exercise 2) .

"'3 Write your e-mail. Try to write in a n informal style (see t;:; Exercises 3 and 4).

~4 Ch eck for spelling. gra mmar an d punctuation .

G Work in grou ps. Read each other's e-mails. who has the most interest ing news?

Understanding Grammar • Rea d through the Writing Help and

Steps 1-4 so students understand w hat to do .

Exercise 1 • St ud ents skim the text fo r genera l

understanding and to find out w hat the writer thinks of teenage magazines.

• Help st udents wi th voca bu lary and in formal exp ressions, if necessary.

• W hen students are checking theif e-mai ls, t hey can ask you if they are unsure of a ny correctio ns.

Exercise 6 • After each gro up has chosen t he most

interest ing news in the if e-mails, they can tell the class a bout the news.

• Encourage students to refer back to the text to support their a nswers.

Understanding Grammar: Verb patterns

Read the text. What is the author's opinion about magazines for teenagers?

Alai of us like buying magazines, don't we? We enjoy reading about films, fashion and sport. And for us girls,

magazines are also a good place to find out about important

things likeh~.~I~\r~l~ti:~nShiPS and birth control.

From -ma;~:~;:~t ;~~~{~~:h learn to put on make-up and how to stop biting your nails. They suggest having a healthy lifestyle and give practical tips: how to give up eating sweets,how to avoid smoking and start doing exercise at home.

They advise us to do these things but the advice comes with adverts which tell us to buy various things: body lotions that witl help us lose weight, shoes that wil! make us look more attractive and energy drinks that promise to keep us active all night.

One jeans ad says, 'In a world where you can be anything, be yourself.' The problem is that companies only want us to 'be ourselves' with the help of their product. They never offer to show us how to be more creative or more involved in community life. They ask us to wear their brand names and try to convince us that this will let us express 'who we really are'. In fact, they just want to sell us as much as possible. And we shouldn't agree to buy it any more!

Of course, advertisers know that we are important customers. We love going shopping and, on average, we spend $38.55 each time we go. But I think we should stop to think about what we are buying. We should refuse to let companies manipulate us We should decide to really be ourselves!

2 Complete the table with the verbs in bold.

verb + to infinitive want to do something

verb + object + 10 infinitive wont somebody to do something

verb + object + infinitive

verb + -ing

lei somebody do something

enjoy doing something

3 Read these sentences from the text and match them with the meanings of the verb stop.

1 We should stop to think about what we are buying.

2 You can learn how to stop biting your nails.

a) interrupt an activity in order to do somethi ng else

b) give up the thing you are doing

4 Circle two correct verbs that can be used to complete the sentences.

Mike ___ to bring some CDs to the party.

@ offered b) suggested @)nomised

2 Children should _ _ _ watching horror films.

a) refuse @ avoid @ stop 3 My mother ___ me to wash

up.

@)asked b) made @)hetped 4 The teacher _ __ me to join

a sports club.

~advised b) enjoyed @)wanted

5 I've ___ reading the newspaper.

~s~arted b) agreed @gLvenup

5 Complete the sentences with the correct forms of the verbs in brackets.

Teenage magazines are a load of rubbish so I stopped , __ _ (read) them a tong time ago. My history teacher advised me , _ __ (sta rt) 3 ___ (read) newspapers, which can help me ' ___ (understand) the world better. He suggested 5 ___ (try) The Guardian and offered , ___ (lend) me his copy every day. I loved 7 ___ (read) the sports pages but tried 8 _ _ _ (go) th rough political and economic news as well. I had promised my teacher 9 ___ (read) everything. After some time, I learnt 1o __ _ (find) interesting news quickly. Now I want 11 _ __ (buy) some magazines, like Newsweek or Time, and see if I wi ll enjoy 12 __ _ (read) them as well.

Suggested answer Exercise 2 Magazines give advice about health etc. but this always comes with adverts for products. / Magazines say they want young people to be themselves, but companies only want you to do this by buying their product. / Magazines don't show their readers how to be more creative or more involved in community life.

Extra Ask students which teenage magazines they like. Do students agree with the opinions in the text?

• Read through the table with the class.

• Elici t one or two more answers using some of the verbs in bold from the text.

• Students work individually, completing the table. They can compare answers in pai rs before check ing answers as a class.

Suggested answers verb + to infinitive: learn, promise, offer, try, want, agree, stop, refuse, decide verb + object + to infinitive: advise, tell , want, ask verb + object + infinitive: help, make, let verb + -ing: like, enjoy, stop, suggest, give up, avoid, start, love

Exercise 3

Answers 1a 2b

Exercise 4 Check answers by asking individuals to read aloud the pairs of sentences.


Extra Elicit sentences containing the verbs that are not the answers in the exercise (1 suggested 2 refuse 3 made 4 enjoyed 5 agreed).

Exercise 5 • Check answers by asking

individuals to read aloud the sentences.

• Encourage students to say what sort of newspaper they thi nk 'The Guardian' is and what sort of magazines 'Newsweek' and 'Time' are.

Answers 1 reading 2 to start 3 reading 4 to understand 5 trying 6 to lend 7 reading 8 to go 9 to read 10 to find 11 to buy 12 reading

Extra Students work indi vidually, writing 6-8 sentences of their own, using some of the verbs from Exercises 2 and 3. Monitor and check the sentences_

Language Check

Exercises 1-4

Answers .... student page

~Feedback (CDl Track 18)

24

• Students listen to' the recording to check theif answers. Check spelling where necessary.

• Students look at the table to see which sections in the Students' Book rhey need to look at again.

• Give students time in class or at home [0 do the exercises on page 22 of the Workbook.

Study Help: Informal! Formal Language

• Read aloud the advice in rhe Study Help. Encourage students to discuss when it is appropriate to use informal language, e.g. depending on who you are talk ing to and the topic of conversation.

• Give students time in class or at home to make a list of informal words and expressions from this module.

• Students then work in small groups, comparing their lists.

Module 2 Test, TIP, Page 70

StudlJ Corner 2 Language Check 1 Complete the compound adjectives in the

news stories with these words.

looking, known, year, kilometre, going, coloured, hundred, minute, third, organised

Professor Hu, a l we l l ·~ scientist at Essex University, recently developed the world 's first robotic fish. He gave a 2thi rty·...1t1..U:u!tL

demonstrat ion which was very 3well '~ and

interesting to watch. The -4bri ghtly-~

robot moved just like a real fish.

A 5~-year-old driver from Belgium

was given a discount by his insurance

company yesterday after an 6eighty·~ period

without an accident. Mr Delacauw sti ll makes the 7two-~ tr ip to the shops every day. He plans to keep driving until he is 110.

Orlando Fonseca, 29, is an 8easy·~ man but he got angry about the noise from the flat upstairs. He leaned out of his window and caught his 9good -~ neighbour, Kim Koen. She had fallen through her broken 'O~·floor window and was hanging on to the window with her fingers.

Vocabulary 0/ 10

2 Complete the news story with the verbs in the correct tense - Past Simple, Past Continuous or Past Perfect,

last week, police in Germany 11~ (go) to a man 's house to arrest him. They 12har/reaivY/

Feedback

\1- listen and check your answers to the language Check. Write down your scores.

- look at the table be low. Then do the exercises on page 22 of the Workbook.

Wrong answers: Look again at: Numbers 1-10 Unit 5 - Word Bui lder Numbers 11-20 ; Unit 4 - Grammar

==='-- Numbers 21-25 Understanding Grammar

Numbers 26-30 Unit 6 - Key Expressions

(receive) an anonymous phone call the night before. Apparen tly, the man 13 bad stolen (steal) severa l cars in the city. However, whi le the police '-4 were!JPina (go) in through the front door of the suspect's h6use, he 15~ (escape) out of the back door and 16--l1U:1...- (run) into b::;'i?¢bOUr'S garden. Unfortunately for him, he 17

(leave) his dog, Lumpi , in his house. One of the police officers 18~ (te, the dog to find its owner. When lumpi 19 un (find) the man, he 20was hi4"nJ (hide) behind some bushes!

3 Choose the correct word.

21 You should avoid sitting I sit I to sit at the computer for too long,

22 Heather offered helping I help I ~ me with my homework.

23 My parents make me tidying 11iJ!:t I to tidy my room every weekend.

24 She stopped buying I buy I J9..JuI1 a magazine on the way home.

25 I enjoy reading / read I to read music magazines.

Grammar 0 / 15

4 Complete the dialogue,

A: Hi there, how are 26~ ? B: Not very well, I'm 27.....afr.siiL. ' My maths exam

was a nightmare. A: Never 28~ . I'm sure you'll pass. B: , hope 29~ . And how about you? How

did the match 30--j2- ? A: We won, 3-1. I scored a goal. B: Great!

Key Expressions 0 I 5

When you look up words in good dictionaries, you can see if they are informal.

Example auy /gat! noun informal a MAN (from l onaman Wordwise Dictionary)

When you write down new words and expressions, note if they are informal or formal.

Example Hi, Chris. How's it going? informal Good morning. How are you, Mr Tal/en? formal

• Make a list of informal words and expressions from this module.

Use the Key Words to describe the photos (a-c)_

Key Words: Communities

Homes: block of flats (US = apartment bu ilding), bungalow, cottage, detached house, mobi le home (US = trailer), semi·detached house, terraced house Areas: the city centre (US = downtown), a rural area, an inner city area, the suburbs

Local faci lities: corner shop. park, sports centre, village shop, youth dub


What kind of area do you live in? Is it a friendly area?

2 What kind of home do you and your family live in?

What local facilities are there in your area? .. How many of your relations live near you? 5 Where do you know your friends from?

3 Listen to a boy talking about his community. Answer the questions in Exercise 2 for him.

Gel ReadlJ Background This looks at different communities in terms of the phys ical places and the networks of relations that people have. Relationship networks show the relationships that people have with other people. They are used by social scientists ro study how people interact.


• Students listen and repeat the Key Words after the recording, paying particular a ttention to word stress.

• Students work in small groups, using the Key Words to talk abollt the photos.

Listen again. Identify the people (1-10) in the relationship network.

----football friends I history teacher I football coach I cousins I best friend I sister I neighbour I close school friends I friends from Devon I brother

) Now draw your own relationship network.

Answers a) block of flats (apartment building), the city cenrre, an inner city area b) rural area, village, detached house c) terraced house, the suburbs

Exercise 2 • Students work in pairs, raking turns to

ask and answer the questions.

• Ask some of the pairs to say the questions and answers for the class to hear.

Exercise 3 (COl Track 20)

• Play the recording, twice if necessary, for studenrs [Q listen and answer the questions in Exercise 2 for Robbie.

• When checking answers, encourage students to

answer as fully as they can. Tell them not to worry about the names of the people. (The names are given in Exercise 4).

Answers 1 the suburbs of south London. It isn't friendly. (There are some nice people but everyone's a bit distant.) 2 a terraced house (four bedrooms, a small back garden) 3 a corner shop, a park. His school is quite near. He gets the bus to the sports centre and youth club. 4 Not many. An aunt Uan) lives in London but he doesn 't see her very much. 5 his street, his school, friends he plays football with and friends from his primary school in Devon.

~ Exercise 4 • Give students time to read

the names in the network. Check that students know how to pronounce the names (e.g. 'Sean' ) to ensure that they recognise the names when they hear them on the recording.

• Play the first pa rt of the recording to the end of the section about the number of bedrooms. Check that srudenrs have idenrified 'Sue' and ' Dan ' correctly.

• Continue playing the recording for students to identify all the people in the relationship network.

Answers 1 sister 2 brother 3 cousins 4 best friend 5 close school friends 6 football friends 7 friends from Devon 8 neighbour 9 history teacher 10 football coach

Exercise 5 • Students ca n use Robbie's

network as a model. Tell them to include the type of relationship for each person (e.g. brother, school friend, auntie) as well as the name of each person.

1

This Unit Shon of time: set some of the exercises for homework (e.g. Exercises 8, 9 and 10).

More time: do the Extra act ivities.

Background The ropic of the lesson is Scours. The Scout Movement was founded in 1907 by Robert Baden-Powell , a retired Lieutenant Genera l in the Brirish Army. The a im of rhe movement is to develop young people physically, spir itua lly and mentally so rha r rhey may take a constructi ve place in society. This is achieved through informal education with emphasis on practica l activities, often orga nised outdoors. For information about the Scout Movement, visit the Challenges Website.

~www.Cha liengeS-e l t.com )

Warm-up

~Exercise 1 (CO2 Track 21)

• Students discuss what they know about the Scout Movement and then read the introduction.


• Students read the text. Tell students not to worry about understanding every word at this stage, bur ro focus on answering the question.

Answers Z olran (Hungary), Joan (Austra lia), Marek (Poland )

Extra Play the recording for students to listen and read the text and make a note of new vocabulary.

Explain or encourage students ro guess the meaning of any new words.

Exercise 3

• Students work in sma ll groups, discussing the questions.

• The groups then feedback ro rhe class. If any of the students are (o r have been) scouts, encourage the rest o f the class ro ask

26 them questions about their activities.

Scouts Warm-up

t look at the photos. What do you know about the Scout Movement? Read the introduction to the text to check your knowledge.

~ The Scout Movement was founded in 1907 in the

+ United Kingdom by Sir Robert Baden·Powell. The mission of the movement is to help young people develop as individuals, citizens and

members of their local, national and international communities. There are 28 million scouts worldwide. Famous former scouts include Paul McCartney, Stephen Spielberg and David Beckham.

2 Read the text. Which scouts do something for their local community?

I've been a scout fo r two years and it's been a lot of fun. This year we'\·e been learning to su rvive in the forest. I've learnt to find my way using a map and the sun . We'\·e been studying forest

plants but [ haven't learm to recognise ed ible ones yet. I've also learnt some first aid.

In my scout group, we focus on our environment. We collect litter, clear our local river, monitor water pollution and feed wild birds in wimer. This year we've been planting new trees in our area . I've

planted more than a hundred mysclfl

My scout group works with old and handicapped people. This year we've been checking how easy life is for people in wheelchairs in our town. We've been taking photos of street

Grammar: Present Perfect and Present Perfect Continuous

4 Complete the sentences from the text with the (orrect verb forms.

Present Perfect Continuous

We , ___ been studying forest plants.

We've 2 ___ collecting money for their restoration.

We've been 3 ___ photos of street signs.

5 Read the sentences from the text and match the columns (1-2) with the uses of the tenses (a-b).

1 Present Perfect Continuous

2 Present Perfect Simple

signs, entrances to shops and public buildings and the pavements. We've been talking to bus drivers and police officers. \Vhen we finish, we'll prepare

We've been collecting money for their restoration.

We've collected £300 so fa r.

a rcpOrt fo r the local coundl.

My scout group is interested in history. We are looking after memorials from World War II in ou r town. For two years now, we'vc been collecting money for their restoration. \'\fe'vc colkctcd £300 so far.

Are you a scout? Would you like to join? What activities would you like to be involved in?

Grammar: Present Perfect and Present Perfect Co ntinuous The Present Perfect Continuous is commonly presented as a tense refe rring ro acti vit ies that started in the past and haven't finished. However, this is true only in some cases (e.g. I've been working on this proiect for ages.) [n most cases the fun cti on of the Present Perfect Continuous is to draw the listener's a ttention to the activity itself, regard less of whether it has been completed or nor. That's why the sentence I'm completely knackered, I've been marking essays could be uttered in two possible contexts - when a ll the essays have been marked and when the

We've been planting new trees in our area.

I've planted more than a hundred trees myself !

We've been learning I've learnt to find my to survive in the forest. way using a map.

a) the focus is on the activity

b) the focus is on the achievemenl / the resu lt of the activity

ma rking wasn't fini shed. Often, the Present Perfect Continuous is used to

explain what has led to a present state of affai rs ' Wh y is there water everywhere?' 'Gina has been washing up. '

Exercise 4

Answ ers 1 have 2 been 3 raking

Ex tra Ask students to read Joan's text and find two more exa mples of Present Perfect Continuous verbs (we've been checking, we've been talking).

G Complete the sentences with the verbs in the Present Perfect Continuous.

I haven't slept fo r two nights. I ~~_

{think about} the girl I met at the summer camp. Mike is exhausted. ~~_ {he I cut} wood for the fire? What's the latest news? We ~~_ (nol watch) TV all week.

Our grou p is going to win the best team competition. We ~~_ (col lect) all the litter in the area. Why do you want to join the Scouts? ___ (you I read) about them?

Choose the correct sentence for the people (a and b) in the pictures.

3 I've washed up. 4 I've been washing up.

I've cooked a meal for my scout troop.

2 I've been cooking a meal for my scout troop.

8 Read the situations and use the cues to write one sentence in the Present Perfect Simple and one in the Present Perfect Continuous.

Example 1 She's been watching TV for four hours.

She's watched three films.

Mary is watching TV. {watch TV for four hours, watch three films}

2 We are in the garden. {work very hard , plant ten new plants} My parents are tired. (jog, run five miles) Pete's hands are dirty. (collect litter, not wash his hands)

Exercise 5

Answers 1a 2b

Practice

Exercise 6

• Check answers by asking indiv iduals to read aloud the sentences. Encourage students to use short verb forms where appropriate when saying the sentences, e.g. I've been ... , We haven't been ....

9 Put the verbs in brackets in the Present Perfect or Present Perfect Continuous.

Parent: Hi Jim. How is camp? Whatl~~_

(you I do)? Scout: I 2~~_ (learn)

some useful things: map reading, cooking .'

Parent: Is the food good? Scout: Well. we 3 ___ (eat) mainly bread

and tinned meat. I don't like it so I .~~_ (lose) some weight.

Parent: 5 ___ (you I eat) all the apples I gave you?

Scout: Sure. And I 6~~_ (give) some to my friends.

Parent: 7 ___ (you I wash) properly? Scout: Not really. The water in the lake is very cold. Parent: 8 ___ (you I wash) the dishes in the

lake, too? Scout: No, we don't want to pollute it. There

, ___ (be) a lot of rain this week so we 'o~~_ (clean) them with sand and rainwater.

Your Tum

10 Write about the things you have been doing and have done recently.

Exam ple I've been learning first aid. I've learnt how to treot Q bee sting.

-+- TtMaOUTl Page 110, Exercise 7

Answers 1 have been thinking about 2 Has he been cutting 3 haven't been watching 4 have been collecting 5 Have you been reading

Extra Write cues on the board:

1 1 haven't I My fr iend hasn't slept for two nights ....... 2 I'm I My friend is exhausted. .. ...

El icit one or two suggestions for the second sentence in each situation, e.g. I've been worrying about the exams. I I've been playing football all afternoon.

Students work in pairs , writing two sentences for each situation .

Exercise 7

• Students do the exercise working individually. They can compare answers in pairs before checking answers as a class.

Answers Ib 2a 3a 4b

Exercise 8

• Ask one of the students to read aloud the example sentences.

• Students work individually, completing the exercise.

Answers 2 We've been working very hard. We've planted ten new plants. 3 They've been jogging. They've run five miles. 4 He's been collecting litter. He hasn't washed his hands.

Exercise 9

• Advise students to read though the dialogue before they start completing it.

Answers 1 have you been doing 2 've been learning 3 've been eating 4 've lost 5 Have you eaten 6 've given 7 Have you been washing 8 Have you washed 9 has been 10 've been cleaning

Your Turn Exercise 10

• Ask one of the students to read aloud the example sentences.

• Students work individuall y, writing four or five pairs of sentences about what they have been doing and what they have done recentiy.

• Students then work in small groups, taking turns to read aloud their sentences.

.... TIM. OUT! Page 110, Exercise 7



More time: do the Extra act ivities .

Background A recent survey in the UK showed thar seventy per cent of press coverage of teenagers shows them in a negative light. For more information about teenagers and voluntary work in Britain, see www.youth-action.org.uk which has a list of links to volunta ry organisations. For information about Multipart verbs, visi t the Challenges Website.

c::@www.Chalienges.elt.com )

Fact or fiction: This comes from a national survey of problem behaviour and associated risk and protective factOrs among young people (2002) by the otganisation Comnllf'ndies that Care . Most young people liked their neighbourhoods, but arou nd a fifth felt unsafe going out at night - girls more than boys. See: http://www.jtf.otg.uk

Warm-up Exercise 1 • Students work in groups or

as a class, discussing their opin ions and saying how they would reply to them.

• Ask students if these opinions are common in their own country.

Reading

Exercise 2 (CDl Track 23)

• Read through the headings with the class.

• Students work individually, reading the letter. Tell them not to worry about understanding every word at this stage, but to read each paragraph for gist in order to match it with its heading.

Answers Id 2e 3a 4b Sf

Warm-up

o Teenagers are lazy and out of con trol thes.:,e .,,:;d;.:.a:;..y_s._ -:::::--_....,J • I I' • I I

G _ J

We should ban teenage 'hoodies' from our shopping centres.

Reading

2 Read the letter to a newspa per. Match the paragraphs (1-S) with the headings (a-f). There is one extra heading.

1 ,\' Speak Out Read the opinions above (a-<). Which of them have you heard before? What's your opinion?

a) improving our community d) unfair article

b) raising money e) local youth dub

c) teenagers behaving badly f) don't judge us

be victims of street crime than older people. Surveys like (hat are soon forgotten and newspapers just write about inconsiderate teenagers who behave badly and don't care about Q(hcr people. The [ruth is, not all teenagers are like that. Me and my friends are nor angels but we don't go looking for (fouble.

• I've been going to a youth club for twO years with some of my friends. We chill out, listen to music and play pool, but we do things to help rhe local community as well. Last summer, we put on a concert for young kids in our area and about rhiny of them came along. We had 3. really good laugh with (hem.

~ 0 I am wriring to reply to the • This year, a group of us have article about teenagers in last been volunteers on a community week's Bristol Evmil1g Post. I am project. We talked to young a teenager and I thought it was people about local problems, very unfair. The article gave rhe like crime and drugs and asked impression (hat all teenagers are for suggestions. Last month, lazy and JUSt hang around the we met up with some local streets looking for trouble. But councillors and they're going accordi ng to a recent survey, to carry out some of our ideas you ng people between rhe ages for improvements. For example, of 16 and 24 are more likely to they're goi ng to start lip a website

Exercise 3 Exercise 5

for young people and put up a bus shelter outside the school. ., We do things at school, too. L.'l.St term, we raised £800 fo r Comic Relief. a charity which was set up by comedians. On II March, ' Red Nose Day', everybody turned up at school with red plastic noses and wore funny wigs. We sold food and organised fun activities .

• To fin ish, I'd just like to say: Please don't judge all teenagers by the bad behaviour of a few yobs. And by the way - I wear a hoodie, too!

Yours sincerely, Harry Pamn (16)

• Students do the exercise working individua ll y. They can compare answers in pairs before checking answers as a class.

• Read through the verb patterns 1-3 in the box with the class . Point out the incorrect combinations, e.g. put on + ptonoun (e.g. it).


Exercise 4

Answers Id 2a 3c 4f 5h 6g 7e 8b 9i lOr 11i

Exercise 6 • Read through the examples (1-3) with

the class.

• After checking answers, ask students to say exa mple a ) in a different way (He took off his jacket.lHe took it off) and to use a pronoun in example b) (She took care of it.)

Ansz.vers a)l b)2 c)3

l Read the letter again. Choose the best answer (i, b or c).

1 The newspaper article about teenage~ was ... @) negati ve. b) positive. c) both.

1 The boy thinks all teenagers are ... i) friend ly. b) lazy. @ different. The youth dub organises '" iI) sports. b) volu ntar\! work. @}concerts.

.. This year, the boy has worked ... (ii)with young people, b) on a website. cr for local town councillors.

S The boy sometimes ... al acts like a 'hood Ie: @:I looks like a 'haodle: cj doesn't like 'haodles.'

4 look at the Word Builder. Find the verbs (1-11) In red In the text and match them with Ihe deflnilion. (0-1).

Word Builder

I hang around i) have feelings for 2 tafe about b) begin a project

something/someone 1 chill out c) relax 4 put something on d) stay in one place

doing nothing 5 come along e) put into practice 6 meet up with someone I) organi.e (><2) 7 carry something out g) have a meeting

with

8 start something up h) arrive (x2) 9 put something up I) build

10 sci something up 11 turn up

5 look at the verb patterns (1-3) in the sentence 8ullder.

Sentence Builder

, I put a concert on, put it on put on a concert, put-on-it

2 meet up with some friends. meet up with them 'th, hleet tltelU tip witI'!

1 chill out

(--- ract ar rictian? ---1 Over 20% of young people in .Britain feel

unsafe going out at mght. A.~·)o',,"~el06

Extra Give students time to look at the verbs in the Mu)ti-part Verbs sect ion of the Word Bank for this M odule. Ask students to say some of the sentences in a different way, e.g. The government carried their plans Ollt .•.

Exerci se 7 • Ask one of the srudents to read aloud

the example item. Elicit the answer to item 2 from the class.

6 Match the examples from the Word Bank (a-<) with the verb patterns (1-3) from Exercise 5.

a) take something off He took his jacket off. verb pattern 1

b) take care of someone/something She took ctlre of my cat.

c) take off The plone took off.

7 Rewrite each sentence in two ways, if possible,

Example 1 The school ~t 0 wtbsire up lost term, The

school set it up last term.

The school set up a website last term, 2 We put on funny wigs for Red Nose Day, ] I get on with my cousins, 4 We put up some shelves in the youth club, S They looked up the word in the dictionary, 6 They took port in the school concert, _ Won! Bank, page 122

8 Verb Quiz Use multl·part verbs you know and the Word Bank to test your partner. Read out a verb and your partner has to make a sentence with it.

Example A: toke something off B: I took off my hot.

_ Won! Bank, page 122

Speaking

9 Work in pairs. Which of these things would you do to raise money for charity?

1 Put on a funny wig and a red nose. 2 Run a marathon.

(42 km) 1 00 a bungee

jump.

" Dye your hair red or purple,

S Shave your head,

10 Work in groups, Think of fun activities to raise money,

-"TIMaOUTf Page 110, Exercise 8

Answers 1 The school set a website/it up last term. 2 We put funny wigslthem on for Red N ose Day. 3 I get on with them. 4 \Y/e put some shelves/them up in the youth club. 5 They looked the word/it up in the dictionary. 6 They rook part in it.

Exercise 8 • Ask two students to read a loud the

example item.

• Students complete the exerc ise working individua lly.

• Elicit one or twO more examples from the class, using multi-parr verbs from the Word Bank.

• Monitor the pair act ivity and help srudents correct any errors in their sentence patterns.

Extra • Ask students to write 5-6

sentences, using some of the verbs (1 -11) from the table in Exercise 4). Check students' sentences.

• In small groups, students exchange and read each other's sentences.

Speaking

Exercise 9 • After the pai r activity,

students report back to the class and find o ut wh ich things wou ld be most popular and wh ich chings they wouldn 't want to do .

• Encourage students to tell the class about any other things they ha ve done to raise money for cha rity.

Exercise 10 • Students work in groups of

4- 6, listing their ideas.

• The groups then tell the class their ideas, The class ca n vote for the best two or three suggestions.

Fact or FictiOIl • Ask students if they are

surpr ised by the answe r.

• Ask studenes if they feel unsafe at nigh t in some places in thei r town or region. What can they do to be safer ' (e.g. go wi th fr iends, go in well -lit places, don 't accept lifts from st rangers ).

..... TIMI OUT! Page 11 0, Exercise 8


.....

This Unit Shoct of time: set some of the exercises for homework (e.g. Exercises 3 and 4). Shorten the discussion in Exercise 1 and the roleplay in Exercise 6.

More time: do the ,Extra activities.

Background In [his story episode, Steve and Ellie go down to check out the river. They find a dead fish. Tanya and Ab i meanwhile prepare and present a programme of what's on in Bristol. After rhe programme, which goes bener, Ellie phones Tanya and they arrange to go out at the weekend. They decide to go to a new restaurant that has just opened in rhe area.

Warm-up Exercise 1 • Students work in groups

or as a class, seeing how much they can remember of the last episode without looking back at it.

• Students can then look back at Lesson 6 and check that they have remembered all the important information.



30

• Ask students to look at the photo and guess what is happening and how Ellie is feeling.

• Give students time to read the questions before you play the recording.

Answers 1 So he can take a good picture of it. 2 Because she did well this time although she has been nervous before the programme. 3 Because she wants to tell Tanya about the dead fish. 4 At the new place near the market

Af: The River

Warm-up 1 What happened in the last story episode?


G 2 Read and listen to the dialogues. Answer the questions.

1 Why does Steve want Ellie to move the fish? 2 Why does Tanya feel better when Ellie phones? 3 Why does Ellie want to talk? -4 Where do Ellie and Tanya arrange to meet?

Steve and Ellie check out the river. Ellie: look ... over there! Steve: What is it? Ellie: A dead fish! Something's killing the fish. Steve: Can you move it a bit so I can take a good

picture? Ellie: I'd rather not do that, Steve. Steve: Come on, use that stick. Remember, you're

a reporter. You'll do anything to get a story. Ellie: Oh , all right. Yuk.

Abi and Tanya put on the Friday edition 0/ radiochill.arg. Afterwords ... Tanya: Hi , Ellie. Ellie: Hi. I heard the show. You sounded great! Tanya: Thanks. I feel a lot better now. 1 was so

nervous before the programme. Ellie: listen. We've got a lot to talk about. Steve

and I got photos of dead fish at the rive r. Tanya: Well done! leI 's meet up. Ellie: Sure. What about the usual coffee bar? Tanya: Well, I'd rather go somewhere else. Why

don't we try that new place near the market?

Ellie: Good idea. We could have something to eat there, too.

Tanya: Sounds great! What time? Ellie: Er, I can be there in half an hour. Tanya: All right, shall we meet at about five? Ellie: Brilliant. Tanya: Maybe we could go out later. 00 you

fancy going dancing? Ellie: Sorry. 1 can't make it tonight. Maybe

tomorrow. We can talk about it later. Tanya: Okay. See you at five. Bye. Ellie: Right. Bye.

Speaking

Exercise 3 • Students work individually, completing

the table.

• Check answers by asking pairs of students to read a loud the suggestions and replies.


Speaking

3 Complete the Key Expressions from the dialogues.

Expressions: Making Arrangements

meet up. 2 JYlmL~ the

usual coffee bar? 4 Why ....t:kn.L we try

that new place? 6 We~have

something to eat there. 8~wemeetat

about five? 9 Do you ~ going

dancing? 11 We --EilL.... talk about

it later.

Replies

3 J'idL . I'd .£fli!tu go somewhere else.

5Good~ .

7 Sounds -§BilL !

Brilliant.

10~ . lcan't -1J!!.fl1L it tonight. Okay.

12 ~ you at five. ,..,.,....,i-,.,

Extra Play the recording of the second conversation (betvveen Tanya and Ellie) in Exercise 2 for students to focus on stress and intonation patterns.

Students work in pairs, reading aloud the dialogue and changing parts.

Exercise 4 • Check that students understand that'd

stands for would in I'd rather.

Answer preferences

4 look at the Sentence Builder. Do we use 'd rather for preferences or requests? Everyday Listening

Skills

Sentence Builder

I'd rather

~ 1 listen to Abi and Tanya . Complete the

I'd rather

5 Work in pairs. Act out.these situations.

Example 1 A: f'If help you with your homework.

B: Thanks, but I'd rother do it myself

A: Offer to help with your partners homework. B: You don 't want any help.

2 B: Invite your partner to go to the cinema. A: You'd prefer to go dancing.

A: Ask your partner to hold your pet hamster. B: You hate them!

4 B: Ask your partner to go out for a burger. A: You'd like to have a pizza.

Work in pairs. Make arrangements for going out to two places at the weekend. Use expressions from Exercises 3 and 4.

Example A: Do you fancy going to the Faa Fighters' concert

on Friday? Well, I'd rather see Franz Ferdinand.

Exercise 5 • Ask t\\I0 students to read aloud the

example exchange. Point our that it is polite to thank the other person before you say what you would prefer to do instead.

• Elicit suggestions for item 2 from the class.

• Students then work in pairs , acting out the situations and changing parts. Moni tor but do not interrupt students' fl uency. Make a note of any general problems to go over with the class aften vards.

gaps in the adverts.

W G!~LUl • Exhlbltlotl 1 Oecemce! 18th 1

F,'shllJll Th,ulIqh Th AJl" 3 -('000

Ope I 4 J 30 Clo~ed 5

PRJ: FOO FIGHTERS

SAT: FRAJIZ FERDIIWID

:;:) SUJI: PINK FAIRIES , __ -11.30 IAPPROX) ALL TICKETS , __ _

2 Read the listening Help.

listen to the programme again. Work out the meaning of the words and expressions.

stuff from the sixties a) shirts @ fashions c) ties bel/bottom trousers a) tight trousers b) baggy trousers

@flared trousers

3 weird, freaky sh irts ®Strange b) valuable c) fashionable

Pronunciation Listen and repeat the words.

no !n':JU! 2 now !nau! 3 near Im'J! night /na nl

5 Check you can say the words with the underli ned sounds. Then listen and repeat.

1 We aren't ~ing bowling tomorrow ni~t.

I wQn't fi t because I don't like h~ts.

W~! He won abQQt five thQ.!!sand pQ.!!nds!

You could h~r the lQ!!d cheers from the crowd.

My hQ.!!se is qu!te n~r the th~tre. She's small n~ but she'll gr~ into thQse clQthes.

-+- TlMSaUT! Page 110, Exercise 9


example dialogue. Elicit suggestions for continuing the dialogue.

• Elicit suggestions from the class of where to go and what to do at the weekend.

• Students work in pa irs, making arrangements for going our to tWO places and agreeing where and when to

meet.

Extra Students change partners and make a different dialogue with their new partner.

Everyday Listening


Answers 1 2"' 2 January 3 1800 4 9.30 5 Monday 69pm 7 £12

Exercise 2 • Read a loud the advice in

the Lisrening Help.

~Exercise 3 • Give students time to read

through the questions and answers before you play rhe recording aga in.

• If srudents d.i sagree abour any of the answers, ask them to explain their reasons for their choice of answer.



• Play the recording several times for students to listen and repeat the words. If appropriate, point Out the phonetic tra nscription and the twO vowel sounds (diphthong) in each word.


• Students work in pairs, saying the words conta ining the underlined sounds quietly to each other. You may wish to

check the pronunciation of these words with the class before playing the recording for students to listen and repea t the sentences.

• Students listen and repeat the sentences chorally and individually. Try to ensure that each student says at least two of the sentences.

..... TIM. OUT! Page 110, Exercise 9

Across Cultures 2 Background This lesson looks at two commun ities which have maintained their traditions and strong sense of identity.

The Scottish clan system grew up in the Middle Ages when the Highlands of Scotland was very violent and had no strong, central government. The clans gave people safety.

The Maoris are now a minority in New Zea land but have managed to keep their own identity and language. For information about these communities, visit the Challenges Website.

~www.cha ll en ges.elt.com )

Warm-up

Exercise 1 • Students work in pairs

or small groups, guessing which things they think wi ll be mentioned in the article and giving their reasons.

Reading


• Play the recording for students to listen and check their guesses fcorn Exercise 1.

• When checking answers, ask students which section of the article supports their answers.

Answers dancing meetings clothes musIC history teenagers

Exercise 3 • Students do the exercise

working individually. They can compa re answers in pai rs before checking answers as a class.



or in pa irs, finding two simi larities and two differences. Tell students there may be more than one possible answer.

Warm-up

1 Look at the photos and the title of the article. Which of these things do you think will be mentioned?

• holidays • dancing • meetings • clothes • music • voluntary work • history • teenagers

Reading

2 Read the article and check your guesses from Exercise 1.

:5 Read the article again. Which of these statements are true m. false (F) or there is no information in the text (NI)?

1 r You can identify a man's clan from his kilt.

2 ~ Gathering stones are very large rocks.

3 ([I The Macraes are proud of their history.

4 1II Clan gatherings can be noisy occasions. 5 (£] Under 10% of New Zealanders are Maoris.

6 {£] Maori community centres are for all local people.

7 ~ Maori community centres are called 'Marae'.

8 -0 Hakas can be a bit frightening.

4 List two similarities and two differences between Maoris and Scottish dan members.

Example Both 0/ them have 0 strong identity.

5 Look at the Word Builder. Match the verbs (1~) from the text with the nouns (a-f).

Word Builder

belong to al a performance I a speech

2 attend bl a dance I a song I a play

3 pass on cl a family I a team I a club I a group

4 hold dl a meeting I a wedding I a funeral

5 give el traditions I a message I information

6 perform II an event (e.g. a competition, a meeting, a wedding)

Suggested answers Similarities: 1 Both are large family groups. 2 Both have traditional dances. Differences: 1 Clans have an nual gatherings. The Maori tribes meet more often. 2 Each Maori group has its own community centre. C lans don't have community centres.

A

Scottish 'clans' are groups of people with the same surname as their clan chief,

for example. Macdonald or Campbell. Each clan has its own 'tartan' - a coloured pattern used for kilts. Clans began in the Scottish Highlands in the Middle Ages when people accepted the protection and authority of their local chief.

T h e Maoris came from Polynesia and colonised t he uninhabited islands of New Zealand over a

thouS"and years ago. There are now 526,000 Maoris in New Zealand which has a total population of just over four million.

Every Maori belongs to a large family group and each group has its own community centre with various buildings. The main building is the meeting house and is decorated in traditional Maori style. On the roof, there is a large carved figure of an important ancestor. Community centres are the focus of Maori culture and older Maoris pass on Maori traditions to young people here: songs, stories, dances, carving and traditional Polynesian cooking. People of European origin can only visit them with permission.

Weddings, christenings and funerals are held in the meeting house as well as formal ceremonies. At these events, local elders give speeches and younger Maoris perform songs and dances.

Ex tra Play the recording from Exercise 2 again for students to listen and read the article.

Explain or encourage students to guess the meaning of any remaining new vocabulary.

Find out how many students would like to go to these twO 'gatherings'? Which one do they think would be most fun ?

Nowadays, dan members live all over the world but annual gatherings are still held in Scotland. For example, every year Macraes from different countries go back to Scotland. They first visit the 'gathering stone' where the clan met up in the past before going into battle. After that, they tour famous places where the clan fought the English.

The next day, they attend the local

highland games. All the men wear ~lacrae kil ts and carry banners while the Macrae band plays bagpipe music. In the evening, a banquet is held in the magnificent castle at Eilean Donan. Hnally, there is traditional Salnish danCing and singing until bte in the night.

Maori war dances, or 'hakas', are world famous; the New Zealand nlgby team

performs one before every game. Hakas can look and

sound aggressive. They were used in the past when one tribe met another to find out if the other tribe was

peaceful or was looking for a fight!

Exercise 5

Answers Ie 2f 3e 4d Sa 6b

Exercise 6

G Write six sentences about yourself with the verbs from the Word Builder.

Example I belong to the chess club at school.

7 Verb Quiz Draw networks with these verbs and nouns. Some nouns can be used more than once.

do have

make play

+

Exa mple

games a favour an accident money a mistake an illness the piano your homework a good laugh chess sport dinner a noise something to eat the washing up

...... Word Bank, page 127

Speaking

8 Work in groups. Ask and answer the questions.

How often do you have family celebrations (e.g. birthdays)? Do you enjoy them?

2 How often do you see your grandparents and other family (aunts, uncles. cousins)?

3 Do any of your family live in another town or country? How do you keep in louch with them? Do you ever visit them or do they visit you? When?

!'OR YOUR PORTFOLIO

~. Project: A celebration

1 Choose a celebration or event. Draw a diagram with important words about it. Check with your teacher which words can't be translated into English .

Exa mple Polish Easter: cokes - mozurki, plants - bazie

2 Make notes about these things. Use words from your diagram.

the place and date I the reason for the celebration the preparations what happens I your feelings

3 Use your notes to write th ree paragraphs. Check them for prepositions, spelling and punctuation .

4 Work in groups. Read the other descriptions. Which one is the most interesting?

Exercise 7 • Ask students to look at the example

network.

• Students may find it helpful to bu ild another network on the board as a class, e.g. for the verb 'do' .

• Tell students they can write true sentences about themselves or they

• Students then work in small groups, making the networks for 'have' and 'play' .

can invent in format ion, if they wish . Monitor and check students' sentences.

• In pairs or sma ll groups, students exchange and read each other's sentences.

Answers do: games, a favour, your homework, sport, the washing up have: ga mes, an accident, an illness, a good laugh, dinner, something to eat play: games, the piano, chess, sport

Extra Students work individually, writing 6-8 sentences, using some of the expressions in the table. Check students' sentences.

Speaking

Exercise 8 • Read though the questions

with the class .

• Students work in grou ps of 3-4, asking and answering the questions. Monitor but do not interrupt students' fluency.

• The groups feedback to the class.

Project • Read through rhe stages of

the project so that students understand what to do.

• Elicit rwo or th ree examples of suitable celebrations or events from the class.

• Students work individually, drawing a diagram with important words in a network. Check the words and advise students to use their L1 for the words rha t cannot be trans lated into English.

• Students make nOtes about their celebration or event. Remind them to organise their notes so that they can write their description in paragraphs.

• Students use their notes to write their description and then check it. Monitor and help students correct any language errors.

• Students can add a photo or picture to their descripti on, if they wish.

• In groups of 4- 5, students read the descriptions and discuss which is the most interesting one. 3

language Check

Exercises 1-2

Answers --+ student page

Exercise 3

Answers 11 have been 12 have been doing 13 have had 14 have been playing 15 haven't got 16 have been working 17 have painted

Exercise 4

Answers 18 Can you help me put it

up? 19 I don't get on with him

very well. 20 It's warm today so you

don't need to put it on. 21 Tomorrow, I am going to

meet up with them and go to the cinema.

22 Could you turn it up, please. I'm freezing!

Exercise 5


~ Feedback (COl Track 29) • Students listen to the

recording to check their answers. Check spell ing where necessary.

• Students look at the table ro see which sections in the Students ' Book they need to look at again.

• Give students t ime in class or at home to do the exercises on page 32 of the Workbook.

Study HeLp: Unknown Words

• Read aloud the advice and examples for 'depressed' and 'mobile home' . Elicit sentences to

explain 'detached house', 'wheelchair' and 'clan'.

StudlJ Corner 3 Language Check

1 Write the names of the homes.

• ~ 3 Terrace//wu.g 4 BUI111a/uw -

2 Complete the sentences with the verbs in the corred: fo rm.

pass on I hold I a"end I belong I give I perlorm

5 My sister ~ to a local you th dub.

4 Rewrite the sentences. Replace the underlined words with pronouns. Be ca reful with word order.

18 Can you help me put up .tb..e....1mt? 19 I don't get on with my math) teacher Mr ~,vcrywell .

20 It 's warm today, so you don't need to put on ~.

21 Tomorrow, I am going to meet up with ~ f.rimd.> and go to the cinema.

22 Cou ld you turn up the central beating, please? I'm freezing!

Grammar 0/ 12


6 They performed their new song on TV last night.

7 My dad -J!lYL- a spe«h at the wedding.

A: 23~ do something this weekend. B: Great! What do you want to do? A: 00 you 24~ going dancing lonight? B: Sorry, I can't 2S~ it tonight.

S Two hundred people 1liktJ.i!kJf... my sister's wedding lasl Saturday_

9 A meeting was ~ in the school hall. 10 In traditional societies. older peopl e ~

thei r traditions to young people.

Vocabulary D / 10

3 Complete the e-mail with the verbs in brackets in the Present Perfect Simple or Continuous.

Hi Brian, I " ___ (be) very busy recen tly. At school. we 12 ___ (do) exams for a week now - so far. I 13 ___ (have) Maths, French and English. In my free time, I 14 ___ (play) that computer game you lent me. U's really difficu lt and I 15 __ _ (not get) past the basic level yet! Mum and Dad 16 ___ (work) very hard in the house recently and they 17 ___ (paint) the kitchen and the living room. The new rooms look great. How are things with you? Jack

Feedback

~. listen and check your answers to the language Check. Write down your stores.

• look at the table below. Then do the exercises on page 32 of the Workbook.

Wrong answers: look again at: Numbers 1-10 Get Ready - Key Words

A: What 26~ Saturday? 8 : Right. Why 27 ~ we go to that coffee bar

first? We 28~ have something to eat before we go.

A: Yeah, good 2'J~ . What time? B: 30~ we meet there at six o'clock? A: Okay. See you then.

Key Expressions 0/ 8

Study Help: Unknown Words When you are speaking and you don'. know a word, don't stop speakins.

Try to explain with words you know.

Examples It m~Qns you feel really sad and miserable. (depressed) It's Q house that you can move around. (mobile home)

If you think a word in your language has a latin origin or might be similar in English, make a guess. Check if it is right

Example Bet:thaven was a famous ... compositor? Is tho, right?

Across Cultures 2 - Word Builder

Numbers 11- 17 Unit 7 - Grammar

Work in pairs. Choose five difficult words from Modules 1- 3. Take turns to describe the words to your partner. Your partner guesses what they are.

Numbers 18--n Unit 8 - Sentence Builder


• Read alo ud rhe ad vice about words wirh a Larin origin or words rhar might be simi lar in English. Elicit the correcr word for rhe sentence a bour Beethoven (composer).

• Students work individuall y, look ing thro ugh Modules 1-3, choosing five difficult words and noring down how to describe the words.

• In pairs, students rake turns describing their five words and guessing their parmer's five words.

• Think of five words in your language which could be similar in English. Check with your teacher.

• Srudenrs work individually or in pairs, lisring fi ve words which could be sim ilar in English. Check srudents' words.

• Srudents rell the cla ss their five Ll words and w rire the English words on the board. Check spelling and pronunciation.

Modu Ie 3 Test, TTP, Page 71

\ttnagerf g If, ~"" ~~

Part·time jobs: % of teenagers with iobs: 5~ .

Average wage: 6£ 27

A","II' pod_ """'Y io ~e UK: lL...Z..lL- .

.Moosl popular jobs: delivering 7 newspa.ners and worting in a shop.

~ pod. """'Y io the UK IloocIool: 2£ /200

.... podo m"""l io ~e UK (Wolesl: lL.fQL... .

Spending: sweets/crisps/chocolates 8~ %;gojngoot 9~ %; mobile pM".: 1O~ % .

o..e.: % ~ leeoogers who do iobs .cuM the hou .. : .~ .

Get Ready Background

Saving: % of teenagers who save: 11~; overoge savings: 12£ 107 per year.

This lesson looks at money vocabulary and how teenagers dea l with money. The information in the rapescript in Exercise 2 is taken from the Halifax pocket money survey in 2006. This is an annual su rvey so you might be interested in getting updated information at the Halifax website: www.hbosplc.com

(lExercise 1 (CD1 Track 30)

, Check that students understand the difference between the pairs of words, win and earn and borrow and lend. Elici t sentences containing the words,

e.g. I've forgo tten my dictionary. Can I borrow yours, please?

• Students check the meaning of the Key Words in the Word Bank (Compounds and Confusing Words) on page 12S .

• Students listen and repeat the Key Words after the recording, pa ying particular attention to word stress in compound words.

• Ask students to look at the ph otos, identify the obj ects and say the prices.

Extra • Students work individually, writing 5-6

sentences using some of the Key Words. Check students' sentences.

• Each student then reads aloud two of their sentences to the class.

~Exercise 2 (C D1 Track 31)

• Give students time to read through the gapped notes before you play the recording so that they know what information to listen for.

• Play the recording, twice if necessary, for students to

complete the information.

• Check answers by asking individuals to write the answers on the board. Check that students w rite and say percentages and money correctly.


Extra Write statements on the board:

1 The survey was done for 12-18 year olds.

2 Pocket money was higher last year than this year.

3 Girls get about 40p more pocket money a week than boys.

4 Girls earn less than boys in their part-time jobs.

524% of teenagers have a part-time job in a shop.

Play the recording again for students to listen and decide if the statements are 'tr ue' or 'false'.

Answers IF 2T 3T 4F SF

Exercise 3 • After students have done the

pair activity, they can tell the class their partner's answers to questions 2 and 3.

• The class can find out which three main things most of them normally spend their money on .

Exercise 4

• Discuss the meaning of the statement with the class.


3

This Unit Short of time: set some o f the exercises for homework (e.g. Exercises 9 and 10).

Background The topic is a chari ty auction o rganised o n eBay. eSay is an o nline shopping a nd a uction website where you can buy and sell things a ll over the world. It was founded in 1995 in the USA and sells millions of objects every day. For information 011 online shopping, visit the Challenges Website.

~www.cha l len ges.e l t.com )

Warm-up

Exercise 1 • Encourage scudents to tell

the class what they o r their fa mily ha ve bo ught on the Internet (\\'fere they pleased with what they bought? Was it cheaper than in the shops? Did it arrive quickly?)


• Check that students understand how auctions on eBay work .

• Play the recording for students to read and listen and answer the question.

Answers to help clear unexploded land mines


Students work individually or in pairs, reading the text and matching the photos with the descriptions.

36


Exercise 4 • Students discuss the questions

In groups.

• The groups then report back to the class.

Auction Warm-up

t What do you or your family buy on the Internet?

2 Read the text below about a charity auction on e8ay. What is the money needed for?

I Buy I Sell I My ebay I Community I Help I ~.lIo. HnstOl'1'135 (Not 1'OI'1~. )

eBay for Chanty

Wayne Rooney's football boots

go on sa le on Internet site eBay

t his week. It is pari o f a charily

auction of celebrity shoes, called

Give Landmines The Boot. The

auction is organised by the Mines AdviSOry Group Iwwwmagorg uk),

an organ isation that helps clear

unexp loded mines in areas that

have been affected by war.

A MAG represent ative said:

'Thousands of people in former

war zones have lost their legs

aher stepping on la ndmines and

unexploded bombs. It's br illiant t hat

so many well·known people are

helping raise money to stop this.'

The auction will be held for eleven

days and can be seen on eBay at

wwwebayco yk.


Exercise 5

3 Read about the shoes you can buy at the audion . Match the photos (a-e) with the descriptions (1-5).

BLACK. LEATHER THIGH-HIGH BOOTS WORN BY ALICE COOPER on some of his tours. They have been signed by Al ice himself and will be sent wi th a special certificate. h)

ITEM!

RED FOOTBALL BOOTS DONATED BY ENGLAND AND MANCHESTER

boots are unworn and have been personalised with Wayne's shirt number, 8. tI)

ITEM I

8

0

0

BROWN BIKER BOOTS WITH A ZIP AND lWO BUCKLES. They were designed by Prada and donated by Ringo Starr. They have never been worn and are in excellent condition. a) lIT

PINK DR MARTENS DONATED BY SUGABABES. They are signed by all three members of the band, Keisha, Heidi and Amelle. C

ITEM.

CLAUDIA SCHIFFER'S BLACK VELVET ANKLE BOOTS. They were bought in Milan when she started out as a model. e}

ITEM

4 Would you like to have something that once belonged to a celebrity? What would you like to buy? What would you do with it?


5 Complete the sentences (1-5) from the texts with the correct forms of the passive. Then complete the rest of the table (6-8).

Example Tense Form

They ' ___ _ __ by Nike , ___ is l ore + 3rd specially for professional players. form of the verb

They 2 ______ in Past Simple • ---+ Milan. 3rd form of

the verb

They 3 ___ never 7 --- has I hoye + ______ and are in been + 3rd form excellent condition . of the verb

They will 4 ___ ___ modal verb can I will I must with a special certificate. + infinitive + be + 3rd form They can 5 ______ of the verb on eBay.

Answers

• Students complete the table wo rking indi vidua ll y. Po int o ut that the sentences come from the texts in both Exercises 2 and 3 . Monitor and help as necessary.

1 are made 2 were bought 3 have (never) been worn 4 he sem 5 be seen 6 Present Simple 7 Present Perfect Simple 8 was / were

Exerci se 6 • Read alo ud the sentences . Students

then work indi vidua ll y, matching the sentences with rhe reasons for using them.

• Check answers by asking individuals to read aloud each sentence, tense and form.

Answers lc 2a 3b

6 look at the sentences in the table. The passive sentences sound better than the active ones. Match the sentences (1-3) with the reasons for using the passive (a-£).

Passive Active

The auction will be m will hold the auction held for eleven days. for eleven days.

2 Brown biker boots with a zip and two buckles. They were designed~.

3 They are signed .by all three members of the band Keisha Heidi and Amelle.

Brown biker boots with a zip and 2 buckles. Prada designed them.

All three members of the band , Keisha, Heidi and Amelle, signed them.

We use the passive because;

al We don't start sentences with new information.

bl The subject is very long.

c) We don't know or ca re who does it.

Somelimes aU the reasons are true for one sentence.

Practice

7 look at uses b) and c) in Exercise 6 and decide which sentences below would sound better in the passive. Rewrite them.

A retired bank manager who collects old cars has bought the Rolls Royce.

2 A person can buy autographed photos of David Beckham in an auction.

Someone caught Ihe bank robbers.

~ Peter gave me ten red roses. 5 A pop star whose name is still unknown

donated the money.

• Point out that sometimes more than one reason may be true fo r using the passive. Ask students to find more passive verbs in the texts in Exercises 2 and 3 and say which reason(s) explain why the passive is used .

Practice

Exercise 7

• Elicit the first a nswer fro m the class.

• Students complete the exercise working individually. They can compare answers In pairs.

Grammar

8 look at use a) in Exercise 6. Choose the better way (a or b) to continue the sentences (1-2).

1 Picasso painted a lot of paintings.

a) One of them was bought for £58 million.

b) Someone bought one of them for £58 million.

2 Elton John put the whole contents of his london house on sale.

a) Almost everything was bought by collectors and fans.

bl Collectors and fans bought almost everything.

9 Find nine places where the passive is better in the text and rewrite it.

They have removed a Vincent Van Gogh painting from an auction after someone questioned its authenticity.

Someone had found the small oil painting at a market in Paris in 1991 and sold it for less than e 1 ,500. Experts from the Van Gogh museum in Amsterdam

said it was a fake. Othc( experts have disagreed with this opinion.

They put off {he sale when the museum agreed to re-examine the work. After museum experts examine the painting, auctioneers will put it on sale again. Auctioneers hope that they will sell it for at Icast e2 million.

to Put the verbs in brackets into active or passive.

Edgar Degas 1~ (auend) an auction where someone 2~ (sell) one of his paintings for $100,000. The artist 3we.s ashd (ask) what he felt. 'I feel as a horse must feel,' he replied, 'when the beautiful cup -4 isjJven (give) to the jockey.'

2 John lennon 5~ (sign) his last album, Double Fantasy, for his murderer, Mark Chapman, just before he 6~ (shoot). Recently it 7wa.s bought (buy) for $1 .8 million.

Your Turn

11 Game Work in groups. In one minute, write as many true sentences as you can about your life. Use the verbs below and the passive.

Example My bike wos stolen lost week. My computer hos been repaired I will be invited to my cousin's wedding

asked bought written

stolen made invited used lost cleaned

injured found stopped broken sold repaired

...... 'IMIOUT! Page 112, Exercise 10

Answers 1 The Rolls Royce has been bought by a retired bank manager who collects old cars. (use b) 2 Autographed photos of David Beckham can be bought in an auction. (use c) 3 The bank robbers were caught. (use c) 4 The sentence sounds better as it is. 5 The money was donated by a pop star whose name is still unknown. (use b)

Exercise 8 • Check answers by asking individua ls to

read aloud the pairs of sentences.

Answers 1a 2a

Exercise 9

• Advise students ro read through the text quickly before they sta rt rewriting it.

• Students do the exercise, working individually or in paIrs.

• Check answers by asking individuals to read aloud the sentences in their new text. If students disagree about any of the answers, encourage them to refer back to the three reasons for using the passive in Exercise 6.

Answers A Vmcent Van Gogh painting 1 has been removed from an auction after its authenticity 2 was questioned. The small oil painting 3 had been found at a flea market in Paris and 4 had been sold for less than €1,500. It 5 was pronounced a fake by experts from the Van Gogh museum in Amsterdam . . .. The sale 6 was put off when ... it 7 will be put on sale again. It 8 is hoped that it 9 will be sold for at least €2 million.

Exercise 10


Your Turn Exercise 11 • Read through the example

sentences and verbs with the class.

• Students work in groups of three to four, writing as many sentences as they can in one minute.

• Each group reads aloud their sentences to the class. Encourage the class to help correct any errors in the sentences.

-+ 'l'IMI OU'I'! Page 112, Exercise 10


I


Background This lesson looks at how money has developed. You might like to point out the following facts:

the Romans paid their soldiers in sa lt, thus the origin of the English word 'salary'

the coins from Lydia (a Greek city on the coast of Asia Minor) were made of an alloy of gold and silver called electrum

For more facts, visit the Challenges Website.

~www.chal l enges.e l t.com )

Warm-up

~ Exercise 1 (CDl Track 34)

• Students listen and repeat the Key Words after the recording. Check students' understanding of the words.

• Students work in pairs or as a class, guessing what the objects are made of.

Reading ~ Exercise 2 (COl Track 35)

38

• Play the recording for students to read and listen and check their guesses.

• Encourage students to say what the objects are as well as what they are made of.

Answers a) metal (ancient Chinese spade) b) stone (from Yap in the South Pacific) c) paper (note from Frank's Deli) d ) paper (Noney bank note) e) gold and silver (coin from Lydia, Turkey)

Exercise 3 • Students work in pairs,

reading the text and answering the questions.

funny money Warm-up

1 Look at the Key Words and the photos. Guess what the objects are made of.

Example I think 0) is mode of iron.

~ Key Words: Materials

bronze, cloth, copper, glass, gold, iron, leather, metal, paper, plastic, silver, stone, tin, wood

Reading

2 Read the article.

~It is 15,000 BC and two cavemen are chatting. 'Hey,' says one, 'I've got these apples. Do you fancy swapping a bag of apples for that rabbit you've killed?"I'U take t~re~ b~g~ for

my rabbit,' the other replies. 'Three! You must be Joking. I II

give you two.' People have always practised bartering but it's n~t an e~sy

way of doing business. You don't al.ways have the ;lght thlOg to exchange and most things are so bIg that you cant carry them around. Because of that, in ancient times people used shells, feathers, eggs and salt as simple money.

The ancient Chinese used small bits of metal in the shape of knives or spades but the first real coins were produced in Lydia (modern Turkey) in the 7th century BC. They were a mixture of gold and silver. Early European coins were ~sually silv:r, while some Pacific islanders preferred stone coms - the bIggest were 3.5 metres high and weighed nine tons!

Pieces of paper were first used as money in China ove r a thousand years ago but it was not until the 17th century that bank notes appeared in Europe,

In 1989, a US bank refused to lend money to Frank Tortorielli, a delicatessen owner, who wanted to move to a new location. So Frank made his own personal money. He sold paper notes for $8 and people could buy S10 worth of food in his new shop at a later date. His idea was such a success that he

was able to move! 'Time Banks' are a new idea. A group of people make a list

saying what each person wants and can offer. Then, people get in touch with each other. For example, Fred does an hour's gardening for Sue and ten 'time dollats' go from her account . to his. Joe then sells a pile of firewood to Fted who pays for It with some of his time-dollar credit.

'Noney'is purely decorative money with zero value. A . Russian student once gave his favourite teacher some attracbve Noney notes on Teachers' Day and she loved them. Noney doesn't always work though. One New Yorker tried to pay for a cup of coffee and a slice of toast with it in a cafe. 'You can keep that for yourself,' came the reply.

3 What types of money in the text:

would look nice in the garden but wouldn't fit in your pocket?

2 looks nice but is worth nothing?

3 does not exist physically? 4 increased in value after a few

months?

4 Read the text again. Answer these questions.

Why does one of the cavemen say 'you must be joking'?

2 Why did people begin using shells or feathers as money?

3 What happens when you pay someone ten 'time dollars'?

4 What is Noney useful for? What is it not useful for?

5 Look at the Word Builder, Find the words in red in the text and match (1-7) with (a-g).

Word BuDder

a bag ofJ} al paper 2 a piece of a} bl firewood 3 a bit off,! cl coffee 4 a group ofa; dl people 5 a pile of b} el toast 6 a cup of t} II meta l 7 a slice of e} gJ apples

Suggested answers Suggested answers 1 The Pacific islanders' stone coins 2 N oney money 3 'Time banks' 4 Frank Totorielli 's personal (deli ) money

Exercise 4 • Students do the exercise working

individually. They can compare answers 111 paI rs.

1 Because he doesn't think the rabbit is worth three bags of apples. 2 They were an easier way of doing business than bartering. 3 They do something for you in exchange. 4 It is decorative but it is has no va lues so you can't buy anything with it.

Exercise 5



6 Which of these words can you not use together?

Example 1 d) hot chocolate

, a bag 01 a) crisps b) sugar c) sweets @)hot chocolate

2 a piece of a) chocolate b} chalk @nilk d) paper

l a bit of a) bread @)coffee c) chocolate d) cake

4 a group of iI) friends @)apples c) students d) animals

5 a pile of a) CDs b) clothes @)orange juice d) rubbish

6 a cup of @ wine b) tea c) hot milk d) coffee

7 a slice of @)rice b) bread c) cake d) meat

...... Word Bank. page 127

7 Memory Game Work in groups and play the game. Use these words:

bag, bar, bit. bottle, box, can, carton, cup, glass, packet, piece. pi le, slice, tube

Example A: I went shopping and bought a bog of crisps .. , B: I went shopping and bought a bog 0/ crisps and

Q conon oj milk , .. c: I went shopping and bought

...... Word Bank. page 127

Exercise 6

• Students do the exercise working individually o r in pai rs.


Exercise 7

• Read th rough the list of wotds . Elici t words to use with, box, e,g, 'chocolates', packet, e.g, 'biscujts' and tube, e.g. 'toothpaste ' .

• Ask three students to read aloud the example sentences and to complete Speaker C's sentence.

Sllilis

8 look at the Sentence Builder. How do you say these sentences in your languages?

a) such (+ adjective) + noun + that b) so + adjective + thot

Sentence Builder

His idea was such a (great) success thilt he was able to move.

2 Most things are so big that you can't ca rry them around.

9 Join each pair of sentences in two ways using 50 and such.

Example 1 It was such on t'QSy 80m thot everybody

got 100%1 The exam was so tosy that everybody got 1000At!

It was an easy exam, Everybody got 100%! 2 The party was noisy. The neighbours complained, 3 It was a good hotel. We decided to stay there

next year, 4 The film was sad. I cried! 5 It was a cold day. We didn 't go out.

Speaking 10 Imagine you belong to a 'Time Bank', Write a

list of your 'offers' and 'wants',

Example offers: toke dogs for walk, help with moths homework wants: copy 0/ the new Robbie WifJioms CD

11 Work in groups, Show the others your lists, Then negotiate. Did you agree to do business?

Example A: // you lend me your bike, I'll toke your dog for

a walk, B: No thanks. But I'll lend you my bike if you buy

me a co/a,

---Fact Dr FictiDn? ---Some Celtic coins, made in Britain between

150 Be and 50 AO, are in the shape of hedgehogs. Check ro<K '1ISWer on PlOt lOS

...... 'IM.OU,.! Page 112, Exercise 11

• Students play the game in groups of fi ve to six . If a student makes a mista ke, they are 'our' of the game. The game stops w hen onl y o ne student is left in it. The gro up then start the next game. Monitor and make a note of any errors in the collocations. Check these with the class afterwatds.

Exercise 8

• \X1hen checking answers, ask individua ls to read aloud the sentences,

Exercise g

Answers 2 It was such a noisy party that the neighbours complained. The party was so noisy that the neighbours complained. 3 It was such a good hotel that we decided to stay there next year. The hotel was so good that we decided to stay there next year, 4 It was such a sad film that I cried. The film was so sad that I cried. 5 It was such a cold day tha t we didn't go out. Irffhe day was so cold that we didn't go our.

Speaking

Exercise 10

• Encourage students to thi nk o f four or five 'offers' and 'wants' .

Exercise 11

• Ask two students to read aloud the example exchange. Point out the use of the condit io nal structure (I f you do X, [ ' /I do YJ.

• Students work in groups of fo ur to fi ve. Mon ito r but do no t interru pt students' fl uency.

• Each gro up tells the class what 'business' they agreed and what 'wants' and 'offers' they were left with.

Fact ar Fictian • After checking the answer,

ask students if they know of any other coins that have a strange shape or are unusual, e.g. coins with a ho le in the cem re.

• If any o f the students collect foreign coi ns, ask them to bring some into class. T hey ca n tell the class abo ut co ins.

• If you have some UK coins and notes, bring these into class to show to students,

Fo r info rmat ion abo ut Celts and Cel tic coins, visit the Challenges Website.

c6www.challenges-elt.com )

~ TIMI O"'T! Page 11 2, Exercise 11

39

This Unit Short of time: set Exercise 3 for homework. Shorten the discussion in Exercise 1.

More time: do the Extra activit ies.

Back ground In [his episode, Abi goes to

take some sha mpoo back to a market sta ll and meets Ell ie and Ta nya. Ellie thinks it might be another story. In fact, Natural Products are the ones polluting the river too - but don't tell the students!

Warm-up

Exercise 1 • Encourage students to

speculate about w hy Abi is pointing to his hai r.



40

Answers They are at a marker. They are ta lking a bout some shampoo tha t Abi bo ught. It made his head hurt and t hen his hair sta rred to fall out.

Extra Ask students to compare this market and a typical market in their country. Do students like going to markets? What do they buy there?

Speaking

Exercise 3 • Check answers by ask ing

individuals to read aloud the sentences.


Extra Play the recording of the first dialogue again fot students to

focus on the stress and intonation patterns of the sentences in the Key Expressions box.

Exercise 4 • Ask students what phrases

they use in their Ll to be poli te and to sou nd less aggressive.

Value for monelj

Warm-up

1 look at the photo. Where are Ellie, Tanya and Abi? What do you think they are talking about?


~ 2 Read and li sten to the dialogue. (heck your guesses from Exercise 1.

Abi goes to the market and meets Ellie and Tanya there. Abi : Excuse me?

Woman: Yes, ca n I help you?

Abi: Well, I bought this shampoo last week. I'm afraid there's a problem with it.

Woman: Really, what's that?

Ab i: Well, the first time I used it, my head hurt a bit. Then, my hair started to fall oul!

Woman: I'm terribly sorry about that. Let me have a look at it.

Abi: It 's made by Natural Cosmetics.

Woman: Have you got a receipt , please?

Abi : Yes, here you are.

Woman: Thanks a 101. We ll , I rea lly apologise about this. Would you like a refund or would you like to choose another kind of shampoo?

Ab i: I'd like another shampoo, please. One for dry hair.

Woman: What about this one? u 's sl ightly more expensive but it's a rea lly good one.

Abi: Okay, I'll have that one, please.

Woman: Right. here you are. And I'm sorry about that other shampoo.

Abi: That's okay. And thanks very much.

Woman: Not at all.

Abi : Hi, you two! What are you doing here?

Ellie: We've just been having lunch over there.

Abi:

Tanya:

Abi:

Ellie:

Exercise 5

What about you, Abi?

Well, I've just taken back some shampoo. 11 was weird. 11 hurt my head and later some of my hair started fa l l ing ouH

Oh nol Poor you.

It 's not funny. Tanya!

No, it isn't funny. I bet other people have had the same problem. We might have another story here!

Speaking

3 look at the Key Expressions. Use the dia logue to complete the gaps (1-8).

Key Expressions:

Well, the first time I used it ..

Yes, here you are.

Everyday Listening

assistant

What's that?

Well , I 6 apeloai'il! about this. Wo'U ld you 7 ~na' or you lie to choose

of ... ?

Right, you are. And I'm sorry again about

• Read through the instructions with the class. ~Exercise 1 (COl Track 37 )

•

•

•

Elicit an exa mple dia logue from the class, encouraging students ro use pol ite expressions and correct stress a nd intonatio n pa tterns.

Students work in pairs, making dia logues and ta king tu rns ro be the shop assistant and the customer.

Some of the pairs act out one of their d ia logues in fro nt of the class.

•

•

•

•

Give students time to read through the information in the table.

PJay the recording of the first dia logue fo r students to listen a nd complete rhe information for Customer 1. Check answers.

T hen play the recording fo r d ia logues 2 and 3 for students to listen and complete the information.

Check answers for Customers 2 and 3.

Answers _ student book

?

d

-I

4 Read the Speaking Help.

Speaking Help: Being Polite o In English, it is important to use

'~' and 'thonI< you' a lot

• To make something sound less oggressive, we use eHpressk:Jns like: 'I'm afraid .. :, '1m sorry but . . '

5 Work in pairs. Take turns 10 be a shop assistant and a customer. Use the Key Expressions to complain about something you bought. Remember to be polite! Think about these things:

What did you bu y? • a beauty produd • clothes • a gad get • a computer game

2 What was wrong with it? • it had bad side effects • it didn't work • it was damaged • something was missing • it was too tight or baggy

3 What do you want? • a refund • a replacement

(;Exercise 2

Everyday Listening

~ 1 listen to three shop dialogues and complete the table.

(ustomer 1 (ustomer 2 (ustomer 3

1 What did the a model car a computer a tpp customer buy? jame

2 Why did the because there it doe$n 't becau.se the customer wm:p~tes work on hi$ tP/cJUr$ ran complain? mlS.SU1j computer

3 What does the a replacement another her money customer get in oithe $ame jame bad the en d? model

~2 listen again. Match the adjectives with the people.

rude, tired and sleepy, aggressive, polite, cheerfu l, nervous

Dialogue 1: customer



nervous ,shop assistant tJd/ife , agjrw/ve ,shop assistant rude

cheerful ,shop assistant ft'redandslu/l;Y

:3 Pronunciation Pradise saying the words below. Underline the consonant sounds (sp, th) that are difficult for you

\ll4 5

twelf1h, receipt, gathering, environment. marathon, crisps, weekly wage, poun ds, weird , product, baggy, third, tests, sweets, hedgehog, birthday, exhibition , maths, district, battlefield, origin, detached, another, Wednesday, aUdion , challenge, spending, especially

Extra

• Play the recording for students to listen and match the adjectives with the people,

• Play each dialogue separately and ask detailed comprehension questions, e.g. Dialogue 1: Who did the cuscomer buy the model car for? (her son) • Check answers by playing each

dia logue separately and eliciting which adjectives describe the shop assistant and customer in that dialogue. Ask students if they can remember some of the words and expressions the person says that sound ' rude' , <tired and sleepy' etc.


Why? (for his birthday) Has she got the receipt? (yes) Is there another model car like this one in the shop? (no) What's the shop assisstant going to do? (to order one) Why does the customer want that particular model? (because her son collects them and he especially wanted that one)

Exercise 3 • Write the first three or

fou r words on the board for the class to pronounce and identify any difficult consonant sounds. Underline these consonants in the words on the board,

• Check that students can say the remaining words the list,

• Students work individually, quietl y saying the words and underlining the consonant sounds tha t are difficult, Monitor and help as necessary.

~ Exercise 4 (CO l Track 38)

• Play the recording several times for students to listen and repeat the words, chorally and indi vidually,

• Students may find it helpful to isolate the difficult sounds and repeat them after you. Where appropriate (e,g, 'th' sounds), point out and demonstra te the position of the tongue and lips when making the sound (s),

Exercise 5 • Students work indi vidually

or in pairs, reading the Key Words in the first four modules (as far as Lesson 12) and writing down the words they find difficult to pronounce. You may wish to limit the number of words, c.g. to 20.

• In groups, students compa re their lists and say the words. Monitor and help with pronunciation.

• Select ten to twelve words from the lists. Write them on the board for the class to practise saying them.

... TIME OUT! Page 112, Exercise 12


42

Your Challenge

Writing: A Letter of CompLaint

Exercise 1 • Read aloud the questio ns.

Tell students not to try and order the parrs of the e-mail at this stage but just to skim the parts quickly to

answer the questions.


Text Builder

Exercise 2 • After checking answers,

ask an individua l to read aloud the sentences in the e-mail in the correct order. Explain or encou rage students to guess the meaning of any new words.



Exercise 3 • After checking the answers,

ask individuals to read a loud the sentences containing Since, because, because of and as .


Exercise 4 • Read through the Writing

Help.

• Explain tha t we use Yours sincerely in a forma l letter when we begin Dear Sir! Madam beca use we do not know the name of the person we are w riting to.

If we know the person's name, then we begin with the name (e.g. Dear Mr Smith) and end with Yours fa ithfully followed by a comma.

Your Challenge

Writing: A Letter of Complaint 1 Read the mixed-up parts of the e-mail (a-g)

quickly and answer these questions.

1 Who wrote the letter? Peter Mlll1er 2 What did he buy? MP3 player 3 Where did he buy it? an on/t'ne slrop

. ] I look forward to hearing from you. 5)

. ] Dear Sir/Madam, 1)

• ) Yours sincerely, 6)

•

I have bought many things in the past from your online shop and the service and quality has always been excellent. However, I recently ordered an MP3 player and I am writing to inform you of a problem. 2)

Since I am a regular customer, could you please send me some new headphones or suggest an alternative solution7 4)

Peter Milner 7)

I have downloaded music from my computer successfu lly but I am unable to listen to it because the headphones are faulty. The problem might be because of a bad connection as sometimes the sound comes through one side. 3)

Text Builder

2 Put the parts of the e-mail (a-g) in the correct order.

3 look at the linking words in blue. Wh ich of these do they express?

al time bl addition cl reason dl contrast since because (II because !Ii , --

Exercise 5

Answers (Hello ) / Dear (to tell ) / in form (can't ) I am unable to

(don't work) / are faulty (write back soon) / I look fo rward to hearing from you (goodbye) / Yours sincerely

Exercise 6 • Read through Sreps 1-3 so students

understand what to do.

4 Read the Writing Help.

5 Find formal words or expressions in the e-mail that mean:

• hello • to tell • can 't • don 't work • write back soon • goodbye

FOR YOUR PORTroUO '-________ -,

6 Write an e-mail to a company complaining about something you bought recently.

::01 Think of a product you bought and t;; imagine what was wrong with it.

Examples a computer game (damaged) /0 pair of jeans (too tight)

~2 Write your e-mail.

• give your reason for writing • describe the problem • say what action you want them to take

Remember • be polite - always say 'please' and 'thank you' • use formal words and expressions

ib3 Check your e-mail for contractions and t;:; linking words.

7 Work in groups. Read each other's e-mails. Whose complaint is the most serious? Whose letter is most convincing?

• Ad vise students to use the three points in Step 2 to organise their complaint in to three short paragraphs (reason for writing, describe the problem, say what action yo u want the company to rake).

• Remind students to use linking words and not to use contrac tions. Help students wi th vocabu lary, if necessary.

Exercise 7 • St udents work in groups of fi ve to six.

After each group has chosen the most se rious e-mail and the most convincing e- mail , they can read them aloud to the c lass .

Ie

Read the text. Which holiday offers the best value for money?

City Tour Ocean Paradise

During this one-week tour, you explore Prague, the picturesque capital of t he Czech Republic, take a cruise on the Danube while visiting Budapest and walk the narrow

Hire an island on the Seychelles and stay in a luxury villa to enjoy the. comforts of the rich and the amazmg wildlife of the Indian 9cean. AU services provided.

W_-' streets of the old town of Tallinn. Enjoy S· hotets and top restaurants in the fastest developing part of Europe.

Explore S America Exciting three-week holiday. F\y from the United States to (hile to watch the penguins and admire the snow-capped peaks of . the Andes. In Peru, go to Lake Titicaca and climb Machu Complete the sentences with the Picchu to see the famous Inca ruins. Cruise the Galapagos where necessary. Islands to see the giant tortoise. Flights, trave.l and 1 ....Ii:JL Nile is the longest river in the accommodation in good quality tourist hotels mcluded. world and __ Lake Baikal is the

Kayaking in Croatia deepest lake. do ' 2 ....Ii:JL Rio Grande separates _ _

A five-day active break on the A alic, Mexico from ~ Un ited States. kayaking from one unspoiled island to another. Visit historical villages 3 I spent my last holidays in ~ on Korcula island and tJy delicious Netherlands. 1 worked in a bar in _ _ local food at amazing prices on Krk. Amsterdam. Accommodation in guesthouses. 4 __ Crete is the biggest Greek island Flights and travel not included. in ...ilJL Mediterranean Sea. =:::::::::===:....:-----------.,..j S ....Ii:JL Czech Republic and __

2 Complete the table with examples of geographical names from the text and your own examples. Which names take the and which do not?

examples from your examples the text

(ontinent Suuth Amenia country Chile the + country the Unded States city Prajue river the Danube lake Lake TitICaM

sea I ocea n the Int/ian OUiln

mountain top Machu Piahu mountain range theA., ... island Krk group of islands the f;ala/,"'los

Understanding Grammar Exercise 1 • Srudenrs work individually, reading the

texts and deciding which holiday is the best value for money. Point out that this may not be the cheapest holiday.

• Students then fotm groups of five to six and exchange opinions, giving reasons for their choice.

, The groups report back to the class and find our which holiday was chosen by the majority of students as the best value for money.

Slovakia used to be one country with the capital. __ Prague.

6 ....Ii:JL Yangtze, the longest river of Asia , starts in ...i.I:JL Oangla Mountains in __ Ti bet.

7 .....IhL Amazon starts in ...ilJL Andes, flows through __ Peru , __ Colombia and __ Brazil and enters ...i!JL Atlant ic Ocean at the equator.

S ~ Thames, which flows through __ Oxford and __ london, is one of the longest rivers in ...i!JL United Kingdom.

4 Write six sentences about your country. Include information about:

interesting cities rivers and lakes mountains and the sea

Extra If you have a world map, display it for students to find the countries and cities mentioned in the texts. Encourage students to talk about any of these places they have visited or would like to visit.

Leave the map on display to refer to when doing Exercises 2 and 3.

Exercise 2

• Students first complete the table with names from the text, writing one example in each section of the ta ble. Check students' answers. Students then work in pairs or small groups, adding an exa mple of their own to each space in the table. Monitor and correct any errors.

• The groups tell the class their extra examples for each category. Tell students not to worry about using English pronunciation for names of countries, rivers, mountains, etc.

Answers ..... student book

Exercise 3 • Do the first two sentences

with the class.

• Students then work individually, completing the exercise.

Answers ..... student book

Exercise 4 • Read through the

instructions with the class. Elicit one or two suggestions for interesting information to include in the six sentences about cities, rivers, lakes etc. in the students' count.ry.

• Give students ti me in class or at home to fin d out facts and information, if they wish.

• Advise students to refer to the texts in Exercise 1 when writing their sentences.

• Monitor and help students correct any errors.

Language Check

Exercises 1-6

A11swers --+ student page

(iJ Feedback (CDl Track 39)

44

• Students listen to the recording to check their answers. Check spell ing where necessary.

• Students look at the table to see which sections in the Students' Book they need to look at aga in.

• Give students rime in class or at home to do the exercises on page 42 of the Workbook .

Study Help: Communication Problems

• Read aloud the advice and example sentences. Ask students to repeat after you 'Do yo u know what I mean?', using po lite intonation. Ask students what they say in their own la nguage to check that someone understands them.

• Before students wo rk in pairs, ask the class to

•

•

read the dialogue and say whether any sentences are rude or whether a li stener might not understand some of the words in it. (Ns first sentence is rude. A's second and third sentences might sound rude, depending on the intona tion .)

Students work in pairs, saying the sentences in a different way. Moni tor and help as necessary.

Some of the students say their sentences to the class . They can sec how many different sentences they ha ve thought of.

Study Corner q Language Check

1 Complete the text with money wo rds.

I am 1~ money to buy a motorbike. I've already got £359 in my 2~ ~ . I get £5 3~ ~ every week from my mum and dad and I do a part-time job on Saturday mornings to 4~ extra money. My s~ is on ly £15 for four hours work but it helps a lot. I don't 6~ much money on sweets or chocolates.

2 Complete the text with suitable words.

I sometimes buy a 7 ~ of crisps and a 8~ of cola on my way back from school. Then, when I get home, I usually have a 9~ of tea and a 10~ of my granny's fruitcake.

Vocabulary D / 10

3 Put the verbs in brackets in the co rrect form of the passive. which sentence is false?

11 Years ago, shells were used (use) as money by a lot of North American Indians.

12 Since 1999, the euro has been introduad (in troduce) in twelve European countries.

13 Every year, a lot of old coins arewu§ht4nd .idd (buy and sell) on the Internet.

14 Next year, euro notes with a pictu re of the Queen on them witlhe made (make) in Bri tain.

1S If you belong to a loca l 'time bank', you must remember that every transaction you make i5 reCQrr/ed (record).

Feedback

~. listen and check your answers to the l anguage Check. Write down your scores.


Wrong answers: l ook aga in at:

--",N""u":"m~b"e,",rs~l~-6="c_..':Ge",t:cR"e~a,:,dyy":'- Key Words Numbers 7-10 Unit 11 - Word Bui lder

Numbers 11- 20 Unit 10 - Grammar

Numbers 21-25 Understanding Grammar


Suggested answers 1 Excuse me, I bought this watch here last Saturday but I think there's something wrong with it. It's no t working properly_ 2 Excusc me, could you te ll me the p rice of that MP3 player over there, please? 3 I work in a pizzeria . __ that's a place that makes pizzas_ It's a parr-time job ___ I do it on Saturdays_ II do it for 10 hours a week_

Module 4 Test, TTP, Page 72

4 Put the verbs into the active or the passive.

last week, a bank in centra l Bristol 16wa,:; robbed (rob) and £1 million 17 wa,:;stolen (steal). This morning, the police 1 8~ (arrest) a man. He 19 has been held (hold) for questioning by the police. Tomorrow, he 20 witl he taken (take) to Bristol Prison.

5 Complete the text with the when necessary.

The most expensive house in the world is in 21 ___ Britain. It has 103 bedrooms and five swimming pools. It is near 22~ River Thames.

The most expensive house in 23 _ _ _ North America is in 24~ USA. It is on 25 the Atlantic coast and has its own golf course-.---

Grammar 0 / 15

6 Complete the dia logue in a shop.

B: Can I 26~ you?

A: Well , I'm 21 ~ there's a problem with this shirt. I bought it last week and it's got a mark on it.

B: I'm terribly 28~ about that. Have you gota29~?

A: Yes, here you are.

B: Thanks. Would you like a 30~ or would you like to choose another one?

Key Expressions 0 / 5

Study Help: Communication Problems To check that someone understands you, don't say: 'Do you understand me?' It sounds rude. U!Ie these expressions:

Example

Do you know what I mean? I think ... , don 't you!

If someone doesn't understand what you say, try saying it in a different way.

Example A: I need to lend a pound for the bus. B: Sorry? A: I mean, I haven't got a pound for the bus.

[an you give me a pound? B: Ah, you wont to borrow a pound.

• Work in pairs. Say these sentences in a different

I've got a complaint about this watch. It 's no good.

What 's the price of that MP3 player over there?

Working in a pizzeria is my part-time job.

~ay.

I.

verbs fo r speculation.

Large numbers: three billion (3,000,000,000); one million (1,000,000), three hundred thousand (300,000), six. hundred and fifty·three (653)

Fractions: a half {l/z}, a third (l/l), a quarter (1/.), a fifth (1/~) , a tenth (1/10), two thirds (l/))

Estimates: about a million , nearly 70%, over a third, between 30 and 40

Gel Ready Background

How do you wash every day? Do you have

a) a big bath? b) a long shower? c) a quick shower?

2 What do you do when you brush your teeth? a) leave the tap on all the time b) leave the tap on some of the time c) use a glass of wa~

3 How do you get a drink of cold water in the summer?

a) run the tap for a long lime b) run it for a few second:.;.s~-l~1l c) keep a bottle of water in the fridge

This lesson foc uses on the growing water crisis around the world.

• Students work indi vidually, wri ting three questions, using words (e.g. two-thirdsJ five point three), not numbers. Remind them to make a note of the answers. Monitor and help as necessa ry.


• Play the recording for students CO listen and repeat the Key Words.

• Ask one of the students to read a loud the example question for the class co answer (answer: elevenI11 ).

• In pairs, students ask and answer their questions.

• Each student then asks one of their questions for the rest of the class to

answer.

~Exercise 2 (C02 Track 3)

• Give students rime to read through the nOtes before you play the recording.

• Play the recording, twice if necessary, for students CO listen and complete the statistics. Tell them ro write in numbers, not words.

• Check answers by asking indi vid uals to read aloud the sentences and wri te the statistics on the board.


Extra Write prompts on the board:

1 What is the population of the world?

2 Where is t of fresh water found?

3 Where do our bodies get water from?

4 How do famil ies in Africa get water?

Play the recording again for students to listen and answer the questions.

Answers 1 about 9 billion 2 the polar ice caps 3 food especially fruir and drinks 4 The women collect it and it can take an hour a day.

Exercise 3 • Give students time to read

th rough the questionnaire.

• Students work in pairs, asking and answering the questions and making a note of their answers.

• Students read the in formation on page 106 and see how much water they waste.

• Encourage the class ro suggest other ways of saving water.


This Unit Short of time: set some of the exercises for homework (e.g. Exerc ises 6, 7 and 8) .


Background HMS Sussex, a 17th-century English wreck, found recently in Spain's territorial waters is estimated to contain gold worrh £200 mill ion. The recovery of the wreck has been postponed by rhe Spanish government, which cla ims that the ship's identity is not absolutely certa in.

Interestingly, most underwater investigation is carried o ur nor by governments but by commercial explorati on companies, the best known of which is Odyssey. Th is is due ( 0 the fa ct the state institutions (museums, univers ities) cannot afford to finance cosrly explorations involving a lot of expensive specialised equipment and expen s' fees.

Warm-up

Exercise 1 • Students discuss rhe

questions as a class.

• Encourage any students who have been scuba div ing or snorkell ing to tell the class about their experiences . Ask: Where were you? What d id you see? Did you enjoy it?

~ Exercise 2 (CD2 Track 4)

46

• Check rhat srudents understand that 'HMS' stands fo r 'Her/H is Majesty's Ship' .

• Play the recording for students ro read and listen to find out why 'HMS Sussex' is an interesting find.

Answers It could be one of the most valuable shipwrecks in rhe world. It had been on a secret mission and was carry ing rons of go ld and silver. It might also conta in objects of historica l value.

Underwater Treasure Warm-up

1 Why do people go scuba diving a nd snorkl ing? Would you like to do it?

2 Read the text. Why is HMS Sussex an interesting find?

On 27 December, 1693, HMS Slmex, a warship of the Royal Navy, sailed out of Portsmouth . Then one February morning in 1694, a storm broke out. The Sussex sank 800 ~etres to the ocean floor near Gibraltar. The ShlP may have been unstable because there were a lot o~ guns on the upper deck. During the storm, the .wtnd must have blown the Sussex over onto her Slde.

In 1994, a 17th-century document was found which revealed that the Sussex had been on a secret mission: the ship was carrying tons of gold and silver to finance the war with France. Today, this gold and silver must be worth a fortune and the Sussex could be one of the most valuable shipwrecks in the world . Iron chests fu ll of gol~ coins worth £1 million in the 17th century, can t be w~rth less than £ 200 million today.

The wreck was located in 200 I by Odyssey Marine Exploration. While searching the area where the Sussex had sunk, they found o?"ly on~ wreck with a cannon. They knew immediately It couldn't be any other ship. However, the reco:e~y

f the wreck has been delayed. Great Bntaln ~laimS the ship while Spain says the wreck could have been Spanish .

Archaeologists say that the coins may not be the only valuable thing in ~e .wreck. It

. ght contain lots of objects of .J:ustoncal value. ~ think these objects ,might have been well preserved because the temperatures and oxygen Jevels are very low at that depth .

- ~ -.- F

3 Would yo u like to expl ore a shipwreck? Why? Why not?

4 Com pl ete the sentences from co rrect verb forms. Then complete the rule.

Speculations about the _t

It (ouldn' t ___ any other ship.

2 The coins may not ___ the only valuable thing in the wreck.

3 It might ___ lots of objects of historical val ue.

-4 This gold and silver must ___ worth a fortune.

S The Sussex (ould ___ one of the most valuable shipwrecks in the world.

6 Iron chests full of coins can't __ _ worth less than £200 million today.

Speculations about the paS!

7 The sh ip may ___ unstable.

8 The wind must ___ the Sussex over onto her side.

9 The wreck (ould ___ Spanish .

10 These objects might ___ well preserved.

When we speculate about the present, we use a modal verb + ___ .

When we speculate about the past, we use a modal verb + _ __ + 3rd fo rm of the verb .

5 Match the moda ls with the speaker's level of certainty.

1 must a) I'm a lmost sure it's not t rue.

2 may I might I could b) Maybe it 's true.

3 may not c) Maybe it's not true.

4 ca n't d) I'm sure it's true.

Extra activity on Website Grammar: Speculating

Exercise 4 Exercise 3 • Students work in groups of four to

fi ve, d iscussing the questions.

• The grou ps then report back to the class and see if most o f them wou ld like to explore a shipwreck.

• Encou rage students to ta lk about any famo us shipwrecks they have heard of.



Answers 1 be 2 be 3 contain 4 be 5 be 6 be 7 ha ve been 8 have blown 9 have been 10 have been spec ulate about the present - be spec ulate a bout the past - have

6 Complete the dialogue with correct forms of the verbs in brackets.

Grammar

8 Rewrite the sentences using the correct modal verbs.

1 Perhaps they haven't found the wreck. They .. the wreck.

2 I'm sure the coin is pure gold.

Jim: This wreck must 1~ (be) very old. It may 2~ (sink in the 17th century. It could Jhave h 11 (belong) to Columbus!

Dan: Come on! It can't 4~ (be) Columbus's. His ship didn't sink.

Jim: Right, but the name is the Santo 00'0 so it must 5~ (bel Spanish. I'm not sure. Did you see the compass? They

• .iut¥£.JJ8i. (have) such things in the 17th century. A diver might 7 /u:ve tIwppM (drop) it here. let's .. down apin. There could .~ (lit) some interestina things on board.

must •

Complete the sentences with modal verbs: must or can't.

Treasure hunters study old maps and documents. They ~ be expert historians. Old ships that carried gold from America

must have been very heavy. 3 There's no light 1000 metres under the sea.

II ~ be very pleasant down there. 4 Warship wrecks ~ be very safe to

explore because they sank with ammunition. The sinking of the Titanic ~ have been a shock for its builders. The ship is made of meta l. It ~ have sunk more than 100 years ago.

Exercise 5

Answers ld 2b 3c 4a

Practice

Exercise 6

• Advise students to read through the dialogue quickly for general understanding before they start completing it.



The coin ... pure gold. 3 It 's possible that the map was drawn in the

15th century. The map ... in the 15th century.

4 I'm certain that there isn't anything valuable here. There ... anything valuable here.

S Maybe the divers didn't drown during the storm. The divers . .. during the storm.

6 It's obvious that these coins aren't older than 50 years. These coins .. older than 50 years.

Your Tum

9 Look at the photo. Use the cues and modal verbs from this lesson to make guesses about the man's present and past.

work hard all his life, catch a lot of be happy. be healthy, have a house sea, get up very early, have his own be a fisherman all his life. start ii;i;;i;;;-';'; • he was a boy, want to work in

= 0:-=---1

Extra • Ask students what expressions the

speakers use ro agree and disagree with each other (Come on!lRightlI'm not surel [ don't think soIBut ... ).

• In pairs, students practise reading the dialogue aloud and changing parts. Monitor and correct any serious pronunciation errors.

Exercise 7

Answers -+ student book

Exercise 8

• Check answers by asking individuals to read aloud the pairs of sentences fo r each item.

Answers 1 may/might not have found 2 must be 3 may/might! could have been drawn 4 can't be 5 may!might not have drowned 6 can't be

Your Turn

Exercise 9

• Students work in pairs or groups of three, reading the cues and speculating about the man's present and past. Encourage students to agree and disagree with each other's opinions, e.g.

A: He must have his own boat.

E: I don't think so. He might have shared

Extra

a boat with other fishermen. T think his family must be quite poor.

Ask students to look at the people in the classroom and make speculations about them. Give one or two examples, e.g. (Mike) is looking tired. He must have gone to bed late last night. Susan likes climbing mountains. She can't be frightened of heights.

Students work in groups of three to five, making speculations.

Each group then te lls the class two or three of their speculations.

Fact Dr Fiction • After checking the answer,

ask students if they know about any old ships that were sunk and have been excavated and raised and can be seen in museums today, e.g. the Vasa in Sweden (sunk in J 628), the Mary Rose in England (sunk in 1545).

~ 'IMIl OUT! Page 113, Exercise 13

Photocopiable Activity 10, TIP, Page 57 4)


More time: do the Extra activity.

Background This lesson looks at three natural wonders. See these websites:

Victoria Falls: e.g.wikipedia

http://ce.eng.usf.edu/pharos/ wonderslN a rural/victoria fa lis. html

The Everglades (US National Park Service)

http://www.nps.gov/ever/

http://en.wikiped ia .org/wiki/ Patagonia

Warm-up


• Play the recording for students to listen and repeat the Key Words.

• In pairs or groups of three, students look at the phoros and use some of the Key Words to describe them.

Reading ~ Exercise 2 (CO2 Track 6)

• Read aloud the instructions and check that students understand what to do.

• Monitor and check students' notes, helpi ng as necessary. Students can look up the meaning of new words in their dictionaries if they need to include the words in their notes.

Exercise 3 • In turn, each student tells

their group about their place and why it is a great place to visit.

Exercise 4 • Students work indi vidually,

reading the texts and answering the questions.

natural Wonders Warm-up 1 look at the Key Words. What can you see in

the photos on page 49?

~ Key Words: la ndscap~ forest , glacier. gorge (US = canyon). hill , island. lake, marsh, mountain, river, swamp, waterfall

Reading

2 Work in groups of three. Each student reads one of the descriptions of the places (1-3) on page 49 and makes notes about these things.

• name • location • landscape and scenery • activities • wildlife

3 Now tell your group about your place. Try to convince them that it is a great place to visit.

4 Read the articles and answer the questions.

1 Why do bits of the Moreno Glacier fall into the lake?

2 What is special about condors? 3 When do alligators move quickly? " Why is the summer unpleasant in the

Everglades? 5 Why are the Victoria Falls called 'the smoke

that thunders? 6 How deep is the Zambesi gorge?

5 Complete the Word Builder with adjectives in red from the text.

Word BuDder

1 rocky I ~ I $How-caeped mountain

2 ~ I freshwakY lake

3 beautiful I breq/dgkiH# sight

" pine I rain I ~ I ~ forest

5 --'E!liL.. / --..l11!:L.- ani rna Is

6 common I t .ulaHJereR

710ud /~

8 bad I cold I good / ~

9light /~

10 amazing I small I ~

Answers

species

noise

weather

rain

variety

1 It is one of the few glaciers that is not retreating. 2 They are the world's largest birds of prey. 3 When there is something to eat (a mea l)) near them. 4 Because it is very hot, there is often heavy rain and there are a lot of aggressive mosquitoes (rhat bite). 5 The noise is deafening and there is spray and mist everywhere. 6 100 metres

6 Write about your country.

The ___ is an endangered species but ___ are very common.

2 In the summer, we often/sometimes get ___ weather and often/sometimes there is ___ rain.

3 There are a lot of I a few ___ forests with a ___ variety of wildlife.

4 _ __ is an area with a beautiful landscape.

S There are a few/some/a lot of ___ lakes in

'1 look at the Sentence Builder.

Sentence Builder

Although they look slow, alligators can move at lightning speed. Despite looking slow, alligators can move at lightning speed.

8 Rewrite the sentences beginning with the word in brackets.

It 's cold and windy but it's still a great place to visit . (Although)

2 II 's expensive but the flight over the waterfall is worth it. (Despite)

3 There are quite a few lions in the area but their numbers are going down. (Although)

" It 's a long way from Buenos Aires but it's easy to get there by plane or coach. (Despite)

5 I had a bad cold while on holiday in Patagonia but I went whitewater rafting. (Despite)

6 There were a lot of mosquitoes at the campsite but I wasn't badly bitten. (Although)

Speaking

9 Think of one of your favourite places near you or in your country. Write notes to describe it.

Example a waterjall- mountain river - in thick forest - great place for picnics and swimming in the summer - but water v. cold!

10 Work in pairs. Describe your place to your partner. He I She guesses where it is.

--- Fact Dr Fictiol? - --The highest waterfall in the world is the Salto d Angel (Angel Falls) in Venezuela. At 979 metres is nearly ten times higher than the Victoria Falls.

Exerci se 5 • Students work individually or in pairs,

compl eting the table.


Exercise 6 • Read through the gapped sentences

with the class. Elicit suggestions for completing sentence 2 about the weather in summer in the students' own country.

• Check answers by asking individuals to read a loud their sentences and see if the rest of the class agree.

In Patagonia, the dramatic Andes mountains stretch along the border between southern Argentina and Chile. The high, snow· capped mountains form a magnificent background to deee, ~reshwater lakes, thick forests and high waterfalls. Perhaps the most spectacular place to visit is the Moreno Glacier and lake Argentino. The glacier is one of the few in the world that is not retreating. If you are lucky, you will experience the breathtaking sight of enormous blocks of ice tailing into the lake as the glacier moves forward. Amongst Patagonian wildlife are pumas, rheas (American ostriches) and armadillos,

I ,l plus of course condors, the world's largest birds of prey. The area is ideal for outdoor activities like skiing, riding, trekking and whitewater rafting.

The Everglades National Park in southern fiorida has a unique

landscape of marshes. dense forests and mangrove swamps.

Nowhere in the whole park is higher than two and a half metres above sea level. This

diverse ecosystem is home to a wide variety of birds and animals, including endangered species such as the rare Florida panther and the American crocodile. Birdwatching and fishing are popular

and the best way to get around is by boat. The Everglades is a great place for kayaking or canoeing but watch out for the alligators! Despite looking slow, these ugly creatures can

move at lightning speed when there is a meal nearby. Avoid visiting in the summer because of the hot weather, frequent heavy rain and swarms of aggressive mosquitoes.

The African name for the waterfalls is IoIosi-oa·Tunya, which means ' the smoke :hallflunders', and you can see where the ft comes from. When you get near the

li THE VICTORIA fAl

the noise of water is dea~ening and is spray and mist everywhere. Every

550,000 cubic metres of water drop ~jo the gorge of the Zambesi river over '00 metres below. The Victoria falls, on the wder of Zambia and Zimbabwe, is now the adventure capital of southern Africa. IJu can take a flight over the falls or go ~m~ on the river below. Visitors can also !Jl on kayak, canoe and walking safaris in the two national parks near the falls. There Me lois of exo~ic animals to see, including 'eph.nts, buffaloes, giraffes and hippos.

• After checking answers, ask students: What is the most breathtaking sight you've seen in this COUNtry?

Exercise 7 Point out the position o f the comma in each sentence.

Exercise 8

• Students do the exercise working individually. Check students' sentences, including rhe use of rhe comma.

I Ask individuals to read aloud rhe pair of sentences in each item.

Answers 1 Although it's cold and windy, it's sti ll a great place to visit. 2 Despite being expensive, rhe flight over rhe waterfall is worth it. 3 Although there are quite a few lions in the area, their numbers are going down. 4 Despite being a long way from Buenos Aires, it's easy to get there by plane or coach. 5 Despite having a bad cold while on holiday in Patagon ia, I went whitewater rafring. 6 Although there were a lot of mosquitoes at the campsite, ] wasn't badly bitten.

Speaking

Exercise 9

•

•

Read through the example notes with the class.

Students work individual\y, making notes about one of their fa vourite places. Encourage them to use vocabu lary from this Unit, where appropriate.

Exercise 10

• In pairs, students descr ibe their place and guess where their partner's place is. Monitor but do not imerrupt students' fluency. Make a nOte of any general language problems to go over with the class afterwards.

Fact or FictiOIl • Check that students

remember how to say the number (nine hundred and seventy-nine).

Extra (Fact or Fiction) Revise saying large numbers and expressions from Get Ready (page 45 ). In pairs, students write three to five 'true' or 'false' statements about the length of rivers, the height of mountains etc. in their country or the world. Give them time to check their information .

Students read aloud their statements to the class who say whether the information is 'true' or 'false'.

~ TIM_ OUT! Page 113, Exercise 14

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 3 and 4 ).


Background The dialogues are set in Bristol Zoo Gardens which has a very good and informative website:

www.bristolzoo.org.uk

The Everyday Listening is about otters in the UK. A good article about them is in

http;lInews.bbc.co.uklllhi/ ukl362403.stnt

Warm-up

Exercise 1 • Students work in groups or

as a class, talking about the phoros and answering the questions.

• Encourage students to talk about zoos or wildlife parks that they have visited .



• Play the recording for students to listen and check their guesses from Exercise ].

• Check that students remember Ahi 's problem with the shampoo and why they need a sa mple of river water.

Extra • Play the recording for

students to listen and make a note of new vocabulary.

• Explain or encourage students to guess the meaning of any new words, e.g. dinner jacket, tanker! tank, swallow.

• Ask students if there are 'adopt an animal' schemes at zoos in their country. If so, have any of them 'adopted' an animal?

,« Bristol Zoo

Warm-up 1 look at the photos. Where are Ellie and

Tanya? What are they doing? What do you know about the birds?


CiJ 2 Read and listen to the dialogues. Check your guesses from Exercise 1.

Tanya: Welcome to 'Weekend Specia l' at Bristol Zoo. Ellie's going 10 tell us about how the zoo helps animals.

Ellie: Right , I'm going to talk about the penguins. First, where are they from? We usually associate penguins with cold places but adually, these guys come from southern Africa. They're SO cm tall, sorry, 70 cm tall, with typical 'dinner jacket' colou rs.

Next, how do they live? They're worldclass swimmers and brilliant at catching fish. They keep the same partner for life and often return to the same nest every year.

Now, let's look at threats to their environment. The population of pengu ins has gone down recently. The main reason for this is oil. Oil tankers clean their tanks at sea and penguins sometimes swallow the oil. Another problem is oil spills, when oil in the sea covers the poor penguins.

So, what does the zoo do to help? Well , it studies penguin behaviour in the wild and also helps a South African organisation get oil off the penguins. Finally, what can you do to help? Okay, you can adopt a penguin at the zoo for BO. You can also travel by car less - that way there will be fewer tankers!

After the programme ... Abi: Hey, that was great!

Ellie: Thanks. By the way, have you checked out the makers of that shampoo?

Abi: Not ~et. I've been really busy with my mUSIc.

Steve: And we need samples from the river.

Tanya: My mum's a chemist - she can test them at the university.

Ellie: Okay, we've got a lot to do!

Speaking

Exercise 3 • Students work individually or in pairs,

finding the Key Expressions in Ell ie's talk in Exercise 2 and dec iding if the words are used to gain time or to

organise the talk

Answers 1a 2b 3b 4b Sb 6b 7a 8a 9b lOa

Exercise 4 • Elicit some examples of endangered

animals. Give students time to check in formation about their animal.

• Te ll students to write notes, not complete sentences . Suggest that they find a picture of the animal to show during rheir presentarion.

Exercise 5 • Students read Ellie's presentation to

find how she corrects herself. (Answer - sorry, 70 em tall).

• Read aloud the advice in the Spea king Help.

• Adv ise students to practise saying their talk before they give thei r presentarion in class. They can practise it at home and, if possible, record ir so they can listen ro ir.

which of the underlined words in the Key Expressions are used to 3) gain time b) organise the talk?

Example 1 oj 2 b)

R!&!:t1, I'm going to talk about. Ei.r£1. where are they from? ~ how do they live?

Nlm, let's look at .. The mai n reason for this is .

Another problem is .

7 5Q, what. 8 ru, it studies.

£i.!1gJh', what can you do to hel p? Q.kay, you can ..

Find out information and write notes about an endangered a nimal lor a presentation .

al genera l informat ion (habitat I size I colour) b) how they live tllhreats to thei r envi ronment d) what is being done 10 hel p them

Exercise 6

Skills

look at the Speaking Help. How does Ellie correct herself in the presentation?

Speaking Help: Giving Presentations • Use \IIU ........ _ S<¥no II*1gs that OIl! too

woiplkD2C1 Use lIoe ~ \IDU'"" got. • 00001 IiV ID speaIo boo ~ • Use WIlfIIsID gcin IDe ancIlD InIi paris or \IIU .. __ ,

• When you know you have made a mIstdI!. CDm!d: yDtI'5II!If. If you're not sure, just CO"" ani

6 Use the ideas in th e Speaking Help to give your presentation to the class. When you listen to other presentations, give them a mark for : al interest b) performance c) language.

7 Tell the class which presentation yo u li ked most and why.

Exa mple I really liked Beata 's talk. It was interesting because she talked about European bisons. She gave a good performance and her language was quite good.

Everyday Listening ~»)

1 What do you know about Eurasian otters? Try to complete the information.

Name of animal: ~~.~~~!~n .. g.1.1!:-r 5"" . .... 1le"'dmJ'ng ....... .

.. .If.M,; ........... .

Habitat:. . .... 1J:v.~r.$I%.(JJ1J ....... .

D;et .. . .. fi.>h. .. .............. . Threats: ...... .. .p.l!//u#l!I'! ....... .. .. Areas in Britain now: ··· fI,((Pl1rl~ ...

listen to a talk and complete the notes in Exercise 1.

Pronunciation. listen to the sounds in Ihese words.

1 sea li:1 2 h~lthy lei 3 near hal 4 bear leal 5 h.eard hI 6 gr.eat le ll

4 Say these words.

reveal, sea rch, treasure, cheap, clean , wear, clear, leave, mea nt, disa ppear, pleasant, each, heavy, breathtaking, mea l, earn , spread, early, creature, weather, learn , reaso n, fea r, threat, tea , ideal , cream, appear, research, year, ready, brea k, breakfast, leather, idea

listen and check your pronunciation.

........ TIM.CUTI Page 113, Exercise 15

• Students give their talks to the class

Everyday Listening

Exercise 1 or in groups. If appropriate for your class, students can award marks for each talk. Encourage them to mark sym pathetica lly and be generous rather than harsh in their marking.

Exercise 7 • Give students time to thi nk a bout

and write their sentences if they wish before telling the class about the presentation they liked most.

• Students work in small groups and try to complete the information.


• Play the recording, twice if necessary, for student to li sten and complete the nOtes.


Extra Play the recording, pausing after each of the three parts of the talk, i.e. Part 1 as far as 'Lucky otters, is what I say', Parr 2 as far as 'but things have gOt berter' and then rart 3 to the end. After each Parr, ask more detailed comprehension questions. For example, after Part 1, ask: 1 What colour is their fur?

(brown with a lighter patch on their fronts)

2 How long do they live in zoos? (up to 20 years)

3 How long do they live in the wild? (up to 4 years)

4 H ow long can they stay underwater? (4 minutes)

5 H ow fast can they run? (12 milesl19 .2km an hour)

Exercise 3 (CO2 Track 9)

• After students have listened to the words, play the recording for them to listen and repeat the words.

Exercise 4 • Students work in pairs or

small groups, saying the words quierly to themselves.

~Exercise 5 (CO 2 Track 10)

• Pia y the recording for students to listen and check thei r pronunciation.

• Then play the recording for them to listen and repeat the words .

Extra Write on the board:

They carefully searched for the great treasure in the sea for a year.

Students repeat the sentence after you, phrase by phrase, e.g. They carefully search I for the great treasure / in the sea / for a year.

Then each student says the whole sentence.

~ TlMI OUT! Page 113, Exercise 15

Across Cultures J Background This lesson focuses on two drinks which have brought people together. Both tea and coffee 3re hugely popular around the world and many cultures have thei~ own particular way of preparing and serving them.

For a brief history of tea, see: http://www.stashtea.com/facts. htm

Exercise 7 - for more information, see www. bbc. co. uk/healthy Ji vinglnutritionl drinks

Warm-up

Exercise 1 • Students work 111 pa lIS or

sma ll groups, looking at the photos and guessing what the things are and where they are from.

Reading

(Il Exercise 2 (CO2 Track 11)

• Play the recording for students to li sten and read to check theif guesses from Exercise l.

• When checking answers, ask students which section of the article supports theif answers.

Answers a Britain (milky tea) b Japan (tea ceremony) c Russia (samovar for hot wa ter to make tea ) d Turkish coffee e Italy (Cappuccino coffee)

Exercise 3 • Students work individually,

reading the article and answering the questions. They can compare answers In pairs.

Warm-up

1 look at the things in the photos (a-e). What countries are they from?

Reading

2 Read the article and check your guesses from Exercise 1.

3 Read the article again. Answer these questions.

1 Which countries:

a) produce a lot 01 tea?

b) drink a lot of tea?

2 How is tea in Russia different from that in Britain?

3 Why did Ethiopian monks like coffee?

4 Where did the words 'coffee' and 'cappuccino' come from?

4 Work in pairs. Ask and answer these questions.

Do you believe the legends about tea and coffee? How do you think tea and coffee were discovered?

2 Do you drink tea or coffee? Do you like them?

3 How do people drink tea and coffee in your country?

4 What are the most popular non-alcoholic drinks in your country?

5 Which of the adverbs in the Word Builder: a} make an adjective stronger? b) not as strong?

Word Builder'liD!..

extremely refreshing very strong

terribly popular really good

incredibly angry

rather long

slightly sweet

pretty keen

quite nice

absolutely fanlastic*

..l'I!! * With strong adjectives (fantastic, great, amazing, brilliant) you can only use 'a bsolutely' and ' really'.

Answers 1a China. India. Kenya 1 b Japan, Russia , Britain 2 In Russia, people drink tea with lemon. In Britain, many people drink tea with milk. 3 Because it kept them awake during nightly prayers. 4 Coffee comes from the Arabic word 'quahwa' . Cappuccino comes from the Capuchin friars because it is the same colour as their robes.

According to legend. 5,000 years ago, the Ch inese Emperor, Sheri Nung, ordered everyone in China to boil water to avoid disease. One day. he \V3S going to drink some water. when some leaves from a tree fell into it. Shen Nung tried rhe brown liquid and fo und it extrem ely refreshing. That was the start of te3.

Dy the 9th C(~ntury AD, tea had spread to Japan, whe-re it became terribly popubr with Buddhist monks. III the 17 th century. 'tea mania' arrived in Europe and chen America. It even provoked a war between America Jnd Britain. In 1773, a group of Americans, incredibly 3ngry about t3xe~ on their te3, threw boxes of tea into Boston h3rbour!

N owadays. tea is a (0111l1l0n drink in lllallY cou ntries. China. India and Kenya arc the largest tea producers and the Jap3nese still take P3rt in the rather long 3nd complic3ted teJ ceremony. In R ussia, people drink slightly sweet tea with lemon and some people still use traditional ~aJl1ovars for the hot water The British arc pretty keen tea d rinkers, too. Nowadays. <afternoon tea' with cakes and sandwiehl."S is much less (ommon but many Brits drink several mugs of milky tea every d1Y,

6 Work in pairs. Use the adverbs from the Word Builder and the adjectives below to talk about the drinks in the box.

great, nice, horrible, tasty, disgusting, fantastic, awful, tasteless, sweet, bitter, refreshing

sweet tea; weak, milky tea ; lemon tea ; mint tea; iced lea; fruil juice; hot milk; strong, black coffee; white coffee ; iced coffee; hot chocolate; water; fizzy drinks

Example A: I think sweet tea is really horrible! B: f don't agree. I think it's rather nice.

Extra Play the recording for students to read and listen and make a note of any new vocabulary.

Explain or encourage students to guess the meaning of new words, e.g. provoked (a war), taxes.

Exercise 4 • Students work in pairs, discussing the

questions.

• The pairs report back to the class and see how much general agreement there is ln their answers.

COFFEE lcgt'ud is that around 800 nc , a farmer in the

of Ethiopia no ticed his goats earing: some n-d berries and thell running around happily.

Hr USfl-d them and im mcdiatdy he fd t less ti red. Soon, Ethiopi~n monks were using rhe berries in a drink to kl'l'P mmudn.'S awake during nightly prayers.

The'drink spread to Arabia and 'quahwa' was taken to Tu rkey Europe. In rhe 17111 century, colTee was a real craze for . At one time, there were three thousand coffee houses

hundred billion cups of coffee arc drunk ew ry day. GrcCCt" people drink small cups of very sweet,

coffee. III Italy. there is coffee fo r every occasion. is vcry strong, black coffee and it is really good afiL'f

I ""h '(: 'pp" ,,;;uo" is an csprcs~o with steamed milk and is quite

Speaking

nice at any time of the day. It is named afte r the C apuchin fri ars because it has th e sam e colour as their robes. 'Granita di caWe' is an absolutely fantastic drink; it is iced colfee with cream, ideal for hot summer afternoons!


How go d ,5 you- ii'luld diet?

8 How many gtuses of waler do you drink a day~

'1 bl <I III Hili many ClIpS 01 ..... or In do po driok "''1 day! W '1 b) <) thre,

8 ,,' Speak Oul 00 you agree with the statement below? Why or why not?

The government should ban fizzy drinks because they are bad for you.

FOR YOUR PORTFOLIO

~. Project: A poste,

Write about one of these things from your country.

• a bea ut ifu l la ke, river o r waterfall • an an imal in danger of extinction

• popu lar non-alcholic drinks

1 Find out information. Use the Internet, books and encyclopedias. Ask other people.

2 Write notes for four paragraphs.

Place Animal Drinks

1 location f appearance I the most size numbers popular

lett drinks

2 why it is habilat I descriptions bea utiful diet and of them

behaviour

3 activities threats to how they you can the animal are made do there and its

environment

4 wildlife what we when

""'~ ~ .. How ...., filly drinb do you hawt ...., wttIt! you can should do people

'1 b) <l How , ... do po have 'diet' or 1igh" drinks! '1 b) <) da,

A Whtn you m thinly at borne, what do you drink~

" a) r "' I ~ bl tl awol' " .

Cbe<k your answers on page 106.

Exercise 5 Read through the expressions in the table with the class . Draw students' attemion to the information below the ta ble about adverbs to use with 'strong adject ives ' .

• Give students time to look back at the arti cle and see how the expressions are used.

• Students can compare answers in pairs before checking answers as a class.

Answers a) extremely, terribly, incredi bly, rather, very, really, absolutely bl slightly, pretty, quite

see there to protect it drink them

3 Use your notes to write a description. Find photos and make a poster.

4 Display your poster in the classroom.

Exercise 6

• Read through the adjectives and drinks with the class. Check that students understand any new words, e.g. bitter.

• Ask two srudems to read aloud the example exchange.

• Students work in pairs, giving their opin ion of the drinks and agreeing or disagreeing with each other.

• Each pai r tells the class their opinions of twO or three of the drinks.

Speaking

Exercise 7

• Read through the questions with the class.

• Students work 111 palfS, asking and answering the questions .

• Students check their answers on page 106.

Exercise 8

• Ask one of the students to read aloud the statement.

• Students work in groups of fo U[ to six, discussing the statement and giving reasons why they agree or d isagree with it.

• The groups then feedback to the class and see what the majority opinion is.


the project so that students understand what to do.

• Elicit one Of twO specific examples of each thing from the students' country.

• In Stages 1 and 2, students can work together in pairs or small groups, helping each other to find in forma tion and photos and to organise thei r notes into fo ur paragraphs. This cooperative activity will link with the Study Help advice given in Study Corner 5 in this Module.

• Students use their notes to write a draft of their description. Monitor and point out any language errors for students to correct. Encourage students to help each other correct any language errors.

• Students make their posters and display them in the classroom .

• Give the class time to read the posters and say which ones they think are most interesting and informative.

Language Check

Exercise 1

Answers 1 four-fifths 2 eight point seven six 3 three and three quarters 4 ten billion 5 seven million, eight

hundred and thirty three thousand, six hundred and forty eight

Exercises 2-3


Exercise 4

Answers 16 Tania might have gone to

the cinema yesterday. 17 Chris must be at Sue's

house. 18 Simon can't have come to

school today because his bike isn 't here.

19 Clare must have played well yesterday beca use she has got into the school team .

20 Tom can't be very good at football because he's

_ very lazy. 21 Sue must have enjoyed

the party because she didn't leave until 2 a.m.

Exercise 5

Answers 22 Despite tasting nice,

coffee can be bad for you. 23 Although green rea is

healthy, I hate ir . 24 Despite being refreshi ng,

soft drinks have got 10[s of sugar in them.

25 Al though I love drinking espresso coffee after dinner, I can't sleep afterwards.

Exercise 6


G Feedback (CD2 Track 12)

54

• Students listen to the recording to check their answers. Check spell ing w here necessary.

Study Corner 5 1 Write the numbers in words.

1 4/5 2 8.76 3 3% 4 10,000,000,000 5 7,833,648

2 Complete the words in the description.

The English Lake District in the north·west of England has no glaciers or 6S !1 f!.!¥ - f f! fl. fl. '- g mountains but it is very beautiful. It has some 'r !l. f.Kl mountains but the highest IS less than 1,000 metres. There are sixteen 8f [. '- §.. !J.!¥!l!.. £. [. lakes and you can go canoeing or sailing on some of them. There is not a very 9W i.. g fvariety of wild life but you can see red deer and foxes and some red squirrels. The red squirrel is now a very lOr f! r. f.. species in England.

3 Choose the adverb to complete the sentence.

" I think that i~bsolutelY b) very c) rather fantastic!

12 They drink coffee from a) terribly b) absolutely @ rathersmall cups.

13 Tea is not my favourite drink although it is a} extremely b) obsolutel>@1uite nice to have sometimes.

14 I hate milky tea. It is a) rather b) ver>@)reallY horrible!

1S He puts five spoons of sugar in his tea - he likes it a} rather@)incredibly c) quite sweet.

Vocabulary D / 15

Feedback (jy. listen and check your answers to the

Language Check. Write down your scores.


Wrong answers: Numbers 1-5

Numbers 6-10

Numbers 11-15

Numbers 16-21

Numbers 22-25

Numbers 26-30

look again at: Get Ready - Key W~rds Unit 14 - Word Buifder

Across Cultures 3 -Word Builder Unit 13 - Grammar Unit 14 - Sentence Builder

Unit 15 - Key Expressions

• Students look at the table to see which sections in the Students' Book they need to look at again.

• Give students time in class or at home to do the exercises on page 52 of the Workbook.

Study HeLp: Writing Tasks

• Read aloud the advice in the Study Help.

4 Rewrite the sentences so they mean the same. Use can, must, can't, might and may.

16 I think Tania went to the cinema yesterday but I'm not at all sure. Tania ... yesterday.

17 Chris isn't here so he's definitely at Sue's house. Chris ... at Sue's house.

18 Simon's bike is not here so he hasn't come to school today. Simon ... to school today because ...

19 I think Clare played well yesterday. She has got into the school team. Clare ... because.

20 Tom is lazy so I don't think he's good at football . Tom ... ot football because .

21 I think Sue enjoyed the party. She didn't leave until 2 a.m. Sue ... the party because.

5 Rewrite the sentences so th ey mean the same.

22 Coffee tastes nice but it's bad for you. Despite .. n Green tea is healthy but I hate it. Although. 24 Soft drinks are refreshing but th ey've got lots

of sugar in them. Despite ... 25 I love drinking espresso coffee after dinner but

I can't sleep afterwards. Although .. .

Grammar D! 10

G Complete these sentences from a talk about Bristol.

26 Today, I'm going to ~ about Bristol. 27 ~,somethi ng about its history . 28 The maJn reason for this growth was the

importance of the port of Bristol. 29 Another reason for the growth of Bristol was

the development of industry. 30 Final(y , what things can you see there?

Key Expressions D I 5

When you are doing a writing task, get help from your partner(s).

Discuss your ideas before you start . Example A: I'm going to write a letter complaining about

a broken MP3 pJayer. What do you think? B: I think that's a good idea but can you exploin

what's wrong with it?

Show your paragraph notes to him I her and ask for ideas and suggestions.

When you have finished, ask your partner to it and che<k for mistakes.

• If students worked together in some of the stages of the ir Project in Across Cultures 3, encourage them to discuss how they got more ideas and suggestions for content and organisation from other students. Tell stu dents they wi ll have an opportunity to pracrise helping each other in writing tasks in future Modules, too.


y

look at 1Ioe .............. the Key Words. Whkb of the 1IIInp ......... Ior oar planet?

Key Words: The Environment

ctimate change, deforestation, drought, energy-saving light bulbs, floods, fossil fuels {e.g. petrol, gas, (oal), global wa rming, greenhouse gases (e.g. ca rbon dioxide), hybrid cars (using electricity and petrol), orga nic vegetables, pollution , recycl ing, renewable energy, solar energy, wind farms

~

and _. _ do Ihey _ _ qllloIIom?

'~3;lL"; Jht1i,; ~ra~ # 5 ~SI ~:t~~~:;~:~~r.

\-11 ... -. IMfIy /,."..1rHIt KnIll -/HIt i"",.,-.

Impanant Is tile eminJnmenllor,...1

'~=~::Ilhlnt Is the bIa8osI_memal • • the_or,...,. .... )? ~ ...... II\I ...... I_I .. _ ... ' lives?

WIiIt dO_ do to help the planet?

Get Rendy Backgro und This introduces the topic of the environment, which has also been parr of the citizenship sy llabus in the previous levels (see Challenges 1 - lessons 22 and 23 ). H ybr id cars are cars wi th both electric and petrol (or diese l) engines. They use the elec tric engine in rowns and at lower speeds. They use less fuel and emit fewer emissio ns rhan norma l cars. See Fact or Fiction - Unit 17.


• Play the recording for students to

listcn and repeat the Key Words. Pa y particular attention to word stress in compound words. Check that students understand any new vocabulary.

• Students identify the things in the photos - a) wind fa rm b) solar car c) encrgy-saving light bulb. In groups or as a class, students discuss which thi ngs are good for our p lanet, givi ng reasons.


• Give students ti me to read through the quest io ns before you play the recording.

• Play the recording, twice if necessary, for students to listen and make notes of Tom and Kei th 's answers.

• Pla y Tom's speech and check the answers for him . Then play Keith·s speech and check the answers for him .

Answers 2 Tom - climate change because of greenhouse gases Keith - air pollution (in London) 3 Tom - the planet wi ll get hotter so there wi ll be more droughts, storms and hurricanes. The ice caps at the poles are melting and the sea level is going up. Some countries might disappear. Keith - he doesn't think there will be big problems in his lifetime. Maybe there will be in his grandchildren's lives. He'd like the British climate to change and have hot, sunny summers. 4 Tom - save energy at home, walk to school, recycle paper and batteries, join a green organisation Keith - he does noth ing to

help the planet (H e has a good time, shopping and partyi ng. H e's going to get a car as soon as he can).

Extra activity on website

Exercise 3 • After the pair activity, find

out what most students thin k is the biggeSt environmental problem .

Exercise 4 • Remind students to make a

note of their answers.

Exercise 5 • Students tel l the class how

'green ' their partner is .

• Ask students if they agree with the description of themselves according to

the ir quest ionnaire score.



Background This lesson introduces will + be + ing (Future Continuous) and its two uses: L prolonged activities that will fill a period in the furure or will be going on around a point in the furure, 2. polite introductions to requests and offers.

Warm-up

Exercise 1 • Students work in groups or

as a class, looking at the photos and discussing the questions. Encourage them to speculate about what the family have done in their back garden and why.

Going Green Warm-up

1 ~ook .at the photos. Do you think the boy lives In a town or in the country? Why?

2 Rea~ the text. list the things the Barnes famIly plan to change in their life.

(fJ Hle hear a lot about how 14Je

sflOuld c/lCllIge Ollr lives to help save OIlY plal/et. We talked to Jim Bames, 15,irolll Oxford, Ill/,ose family has decided to go greeH.

'An average UK family produces more than 1 ton of rubbish a year. So we want to recycle everything. We're going to grow our own vegetables and keep hens. Soon, we'll be eating our own eggs for breakfast! And I'll be able to take the eggs to school to compare them with supermarket eggs.

To save electr icity, we're going to watch less TV and use low energy light bulbs. We're going to put solar panels on our roof for the heating and hot water. This time next week, I'll be having a free solar shower!

We're going to walk and cycle to cut air pollution, too. So, at 7.30 on Monday morning, my dad will be cycling to work and I'll be going to school on my skateboard - how cool is that?!'

-------3 Wh~ch of ~heir plans are the most difficult to achieve?

whIch actIOns help protect the environment most? Why?

~ Exercise 2 (CO2 Track 15) ~4 Read ~he. dialo~ue between Jim and his mother later that year.

What IS JIm taking to school?

56

• Students read the text and list the things the famil y plan to change.

Answers 1 recycle everything 2 grow vegetables 3 keep hens 4 use less electric equipment

at home 5 have solar panes installed

on the roof 6 walk and cycle 7 go to school on his

skateboard

Exercise 3 •

Jim: Mum, will you be feeding the hens?

Mum: Yes, why?

Jim: I promised to show our organic

Mum:

eggs in class tomorrow. Could you check if they have laid any new ones?

Su re. By the way, I'll be picking some tomatoes. Do you want me to get you some as well?

Jim: That's a great idea! I'l l show the ctass our home·grown vegetab les.

Students work in groups or as a class, discussing the questions and giving reasons for their opinions. ~Exercise 4 (CO2 Track 16)

-E-x-t-r-a----------- • Play the recording for students to read

Ask students: Do you dol and listen and answer the questions.

Would you like to do any of Answers these things? Which things Organic eggs laid and home-grown will be easy/difficult for the vegetables / tomatoes

family to continue doing for a long time? What do you think their neighbours think of the changes the Barnes are making? Would you like to live with the Barnes family? (Why?lWhy not? )


Grammar: Future Continuous

Exercise 5 • Students work indi vidually, completing

the sentences and deciding which meaning (a or b) they express. They can compare answers in pai rs before checking answers as a class.


Exercise 6

Answers 1a 2b

Complete the sentences (1-3) from the text in Exercise 2 with correct verb froms. Which meaning (a or b). do the sentences express?

Soon, we 11 he14f1ng our own eggs for breakfast. b) 2 This time next week, I 11 he haVing a free solar

shower! a) 3 At 7.30 on Monday morn ing. my dad J£i!f..Jz£ ~ to work and 111 be flO/na to school on my skateboard. b) J J

a) a single event in the future

b) a longer activity during or around a certain time in the future

6 Match the sentences (1-2) from the dialogue in Exercise 4 with their functions (a-b).

1 will you be feeding the hens?

2 I'll be picking some tomatoes.

a) polite introduction to a request

b) polite introduction to an offer

Practice

7 Complete the sentences with the verbs (in brackets) in the Future Continuous.

1 On Sunday, we ___ (clean) our local park all day.

I ___ (you I watch) the Chelsea-Arsenal game tonight?

3 At 9 o'clock on Monday, we ___ (write) a chemistry test.

4 Why can't I call at 8 p.m.? ___ (you I have) your piano lesson?

5 I can't go out tonight. I ___ (help) my mum to clean the flat.

6 At this time next week, my dad ___ (fly) to New Zealand.

Practice

Exercise 7 • Check answers by asking students to

read aloud the sentences, using shorr verb forms (e.g. we'll) where appropriate.

Answers I '11 be cleaning 2 Will you be watching 3 '11 be writing 4 Will you be having 5 '11 be helping 6 'II/will be flying

Grammar

8 A group of teenagers have organised a 'green day' at their school. Write what they will be doing tomorrow at noon.

1 Mike I coilect rubbish in the local park

2 Jenny I give a talk about vegetarianism

3 Susan I show a film on rain forests

4 Helen I plant trees in the school yard

5 Jake I coilect plastic bottles at the school

6 Sid I put energy·saving light bu lbs in the classrooms

9 Use the cues (in brackets) to write po l ite introductions to the offers and req uests.

__ ? Could you send th is letter for me? (go to the post office)

2 __ I can walk your Rex, too. (walk my dog)

3 __ ? Can you give me a lift? (drive to town)

4 _ _ Would you like me to get you anything? (go shopping)

5 _ _ ? I'd like to send a few e-mai ls. (use the computer)

6 _ _ Shall I mention the problems with the canteen? (see the head teacher this afternoon)

Your Turn

10 Imagine what you and your family will be doing on Saturday. Use the time expressions in the box to make sentences.

Example

At 7 a.m. all my family will be sleeping.

at 7 a.m. in the morning at 11 a.m. at 2 p.m. at 6 p.m. in the evening

11 Work in pairs. Student A looks at page 105, Student B looks at page 107. Use the cues to make polite introductions to the requests and offers. Rep ly to them.

Example

A: Will you be using your bike today? I'd like to borrow it for two hours.

B: You con toke it now but bring it bock be/ore six o'clock.

Exercise 8 • Tell students to use fu ll verb forms in

these written sentences.

Answers 1 Mike will be collecting rubbish in the local park . 2 Jenny will be giving a ta lk about vegetarianism. 3 Susan wi ll be showing a fi lm on rain forests. 4 Helen will be planting trees in the school yard. 5 Jake will be collecting plastic bottles at school. 6 Sid will be putting energysaving light bulbs in the classrooms.


individuals to read aloud the sentences, using polite intonation.

Answers 1 Wi ll you be going to the

post office? 2 I' ll be walking my dog. 3 Will you be driving to

town? 4 I'll be going shopping. 5 Will you be using the

computer? 6 I' ll be seeing the head

teacher this afternoon.

Extra After check ing answers, ask pairs of student to read aloud the offers and requests and to respond to each one politely e.g. Yes, of course. I I'm sorry, but I can't because .... I Yes, please. / Thank you for the offer, but ... .

Your Turn Exercise 10 • Students work ind ividually,

writing their sentences. Monitor and point out any language errors for students to correct.

• Tn pairs o r small groups, students read aloud their sentences.

Exercise 11 • Ask twO students to

read aloud the example dia logue. Elicit three or fou r suggestions from the class of o ther responses to

make in this situation .

• Student work in pairs, mak ing dialogues with the prompts on page "105 fo r Student A and page 107 fo r Student B. Monitor but do not interrupt students' fluency. Make a note of any general language problems to go over with the class afterwards.

• Some of the pairs say their dialogues for the class to hear.

.... TIME OUT! Page 114, Exercise 16

Photocopiable Activity 11 , TTP, Page 58

This Unit Short of time: se t some of the exercises for homework (e.g. Exercises 4, 7 and 9) .

Background Ethical shopping is increasing rapidly in Britail\. Now, over 5% of the total food bill in the UK is made up of organic products. Fair trade products are also on the increase as people rea lise that many major brands a rc manufactured in th ird-world swear shops with exploitation and child labour common.

See the foll owing wcbsites about fair trade and organic products:

w\Vw.fa irtrade.org.uk

www.chocaid.com

\Vww.theorganicpharmacy.com

www.thebodyshop internationa l.com

For information 011 triclosan, visit t he Challenges Website.

c:6WWW.Chalienges.elt.com )

Warm-up

Exercise 1 • Read aloud the statements

and check that students understand any new vocabulary, e.g. toxic, chargers .

• Students work in small groups, discussing the statements and decid ing wh ich is not true.

• The groups report back to the class and see if they all agree about the fal se statements.

~ Exercise 2 (CO2 Track 17)

58

• Play the recording for students to read and li sten and check their guesses from Exercise 1.

Answers 3 and 4 are untrue


Fair Trade Warm-up

1 look at the sentences (1--4). Which of them do you think is not true?

1 Many shampoos, soaps and deodorants contain potentially toxic chemicals.

2 When you buy a bar of chocolate, an African child probably helped to make it .

3 People who make most of the world 's footballs are well -paid.

4 Mobile chargers are energy·efficient.

Exercise 3 Exercise 4

Reading

2 Read the brochure and check your guesses from Exercise 1.

• Read a loud the Reading Help.

• Point o ut the sentence 'The facts may o r may not be t rue.' Ask students when ' facts ' may nOt be ' true', e.g. when facts/stat istics are selected and th e complete facts are not given.

• Students work individually or in pairs, reading the text and maki ng a note of four opi ni ons and four facts.

• Encourage students to say how 'fact' and 'opinion' are expressed in their OWI1 language. Is it always easy to

separate the two?

• In turn, individuals read aloud one fact and one opin ion to the class and see how many different facts and opinions they have found in the text.

look at the Readmg Help

• ~'UlidJ:j 1 presented os foct: often has 19R5, doles or plaCeS, The 'focts' rroy or ..... not be trueI

• Opmns often hove 0Ili- od)edM!s (e,g, blmgl. OIlinoon verbs (e.g. 1hInh, -l. Of

.-Imi!1lt. ""'II)'

t. • •

1 Which of the products in the brochure would you like to get as a present?

2 Which of them would you buy with your own money?

1 Would you pay a little bit extra for a green or fair·trade product?

G look at the Word Builder. Complete the examples from the text with get or take.

Wold Builder

1 -Jd.- a good deal 2 ~ a look at something 3 ~anhou r 4 ~photos S -Jd.- a decent wage 6 ~holidays

I !I---ract Dr FICtlDn?----~ H,ol/'ywood celebrities Brad Pitt, Cameron Dial and Leonardo di Caprio drive 'green'

hybrid cars like the Toyota Prius. CMtt 'fOUl _, on jIoIge ID5.

Suggested answers Facts: 1) 4 packs of 100g for £7 ,95 2) 70% of cacao, used [Q make chocolate, is grown in West Africa 3) It takes an hour in the sun to get ten minutes on your mo bile 4 ) £6.50 Opinions: 1) producers get a 'good' deal 2) Farmers are pa id 'well' 3 ) 'fantastic ' gadget 4) scienti sts ' believe' they might cause cancer

Exercise 5 • Srudenrs work in pairs, discussing rhe

questions. Encourage them [Q give reasons for their answer [Q question L

Skills

7

It 1gets / takes me half an hour to 2m/take home after school. I usually walk but if it's raining, I 1getl take the bus. First, I usually listen to some music and charge my MP3 player. Then, I 4getl take a look at my e- mail and 5$lftote ready to do my homework on my laptop . Sometimes, I imItate headaches when I am on the computer too long so I 7getl take a break every hour. On Wednesday evenings, I work for a couple of hours at my uncle's camera shop. I don't 8gr1}tate much money but I 9mi toke good discounts and I l0gQ1 /took a fantastic present from my uncle last Christmas. It's a camera and video recorder that l' getsi lotes great pictures!

,...------1

It 's the ideal present for young players interested in becoming the stars of the future. Are you worried about using chemical products? You can help the environment by buying products with an eco·label. All the honey, nuts and oi l are produced without using pesticides.

Exercise 6

Answers --+ stlldent page

Exercise 7

• Give students time to look at the Collocatio n section in the Word Bank , page "127,

• Students work indi vidually, completing the text and noting the sentence in which both get and take a re possible.



Exercise 8

• Ask ind ividuals to read alo ud the sentences .

• Students find and read a loud more examples from the text.

Answers No pesticides o r chemicals are used in making products with the organic logo. ... farmers ... are paid well for producing cacao ... You ca n fo rget about buying .. . or using ... you can waste electr icity by uSing ... Are you worried about using personal care products ...

Exercise 9

• Give students time to read through the cues. Elicit two or three example sentences from the class.

• Students work individually, writing their sentences.

Speaking

Exercise 10 • Gi ve students time to read

thro ugh the information abo ut their product and check the meaning of any new vocabulary.

• Students work in pairs, taking turns to ask and answer questions about their product. Monitor and make a note of any general language problems.

• As a class, students discuss the two products, saying which they think they would like to have.

Fact or FictiOIl? • After checking the answer,

encourage students to say if they know of any other celebrities who are co ncerned about the environment and are 'green' .

~ 'IM. OU'! Page 114, Exercise 17


59

This Unit Shoft of time: set some of the exercises for homework (e.g. Exercise 4 and 5 ).


Background In this episode, further evidence is found of pollution in the local river.

See the Channel 4 website for predictions about Britain's weather in 2080. There are also links to other sites.

http://www.channel4. com/science/m icrosites/U/ ukweather2080/fom. html

Warm-up

Exercise 1 • Students work in groups or as

a class, looking at the phmo, guessing what happened and who the woman is.



• Play the recording for students to listen and check their guesses from Exercise 1.

Extra Play the recording for students to listen and focus on the speakers' stress and intonation patterns.

Students work in pairs, reading aloud the interview and changing parts. Monitor and correct any serious pronunciation errors.

Exercise 3

Answer was

Exercise 4 • Ask one of the students

to read aloud the example sentence. Elicit one or two more sentences from the class.

• Students work individually, writing sentences a bout the story episode. They can compare answers In palfs before checking answers as a class.

"" local !tero 3 look at the Sentence Builder. What word could

you use instead of got? Warm-up 1 look at the photo. What do you think

happened?


~ 2 Read and listen to the dialogue. Check your answer from Exercise 1.

Ellie and Steve do their first live interview. Ellie: Right, can I ask you some questions,

please? Boy: Su re, no problem. Ellie: To start with, can you tell us

something about yourself? Boy: Well , my name's Jeremy Mitchell

and I like fishing. Ellie: A couple more questions. How old

are you and what school are you at? Boy: I'm seventeen and I'm at St

Brendan's. Ellie : Thanks. You were at the ri ver

yesterday, weren't you? Boy: That 's right. I didn't catch anything

though. As usual! Ellie: Why's that? Boy: What do you mean exactly? Ellie: I mean, why aren 't there any fish

now? Boy: Well, there's been a lot of dead

fish there recently. Ellie: Interesting .. . Anyway, so what

happened yesterday? Boy: Well , I was fishing when this lady

came past with her dog. It jumped into the water and cou ldn 't get out.

Ellie: So what did you do? Boy: Well , t leant over and got hold of

him. He didn't li ke it but I got him out. Then he started to look weird.

Ellie: Can you explain that? Boy: I mean, he obviously wasn't

well. We took him to the vet. He was so scared that he nearly bit her. Anyway, he got checked out and he's okay now. Apparently, there was something in the water.

Ellie: Thanks, Jeremy. That's very interesting.

Answers The fish got poisoned. The vet nearly got bitten by the dog. The dog got rescued. The dog got taken to the vet. The dog got treated by the vet. The woman/dog got helped by the boy.

Speaking

Exercise 5 • Look at the first two or three

expressions with the class and check that students can identify the function of each expression.

Sentence Builder

4 Write sentences with get about the story episode. Use the words below.

Example Jeremy got interviewed by Ellie.

interview, poison, bite, rescue, treat by vet, take to the vet , help by the boy

• Students complete the exercise, working individually or in pairs.

Answers 5c 7a 8a 9b 11a 12b

Exercise 6 • Read through the instructions with the

class.

• Students work in pairs, making notes for their interview. Hel p with vocabulary, if necessary. Encourage the pairs to rehearse their interview quietly, using the Key Expressions where appropnate.

I,

Speaking 5 Which of th e ynderlined Key Expressions are used to:

a) ask for cla ri fication? b) clarify something? c} check information?

Key Expressions: Interviews

Interviewer 1 can I ask you some questions, please? 3 To start with, can you tell us

something about yourself?

4 A couple more questions.

Interviewee 2 Sure, no problem.

5 You were at the river yesterday. 6 That 's right . weren 't you?

Skills

Everyday Listening 1 look at these predictions

for European weather in 2080. which do you think are most likely to happen?

1 1llThere will be wet weather in the winter in no rthern Europe, especially Scotland.

2 0 There will be extremely heavy snowfalls in the Alps.

l O The minimum temperature in Moscow will be -30 degrees.

4 1llThere will be very little


Extra Ask students to look at predictions 2 and 3 in Exercise 1. Play the recording again for students to correct these two predictions according to the information on the recording.

7 Why's that? 8 What do yOI! mean

91..ID.ein, why aren 't there any fish now? m.ct.l..¥? rain in the southern and central Spanish desert. ~~ ~Exercise 3 (CO2 Track 20)

S lll in the spring, storms will cause flooding in Holland , the Czech Republic and Pola nd.

6 Work in pairs. Prepare an interview with an imaginary local hero who rescued a person or an animal. Write notes about these things:

6 0 There will be a heat wave throughout Europe in August.

7 1llTemperatures in southern Spain will reach 50 degrees.

Questions: personal information I what happened I what the person did I what happened in the end

8 !2]Hurricanes will hit Western Europe.

local hero: Personal information: na me I age I interests What happened: where you were I what happened I what you did ~2 listen to the European

weather forecast for 2080 and check your guesses from Exercise 1. 7 Work in groups. Act out your interviews using the Key

Expressions when possible.

8 Tell the class about the other pair's interview.

Moniko Interviewed Adorn. Adorn rescued 0 goldfish from his /ritnd 's toilet!

Exercise 7 The pairs form groups of four and act out their interviews. Monitor but do not interrupt students ' fl uency. Make a note of any general language problems to go over with the class afterwards.

Exercise 8

h tTa The class can vote for the most unusual or funniest story.

The pair of students who thought of rhe story act out the interview for the class.

Cil3 Listen Closely listen to the words and mark the word stress.

1 t5cord (noun) I to record (verb)

1 i ord I to rt@-d 2 e ric I elec@);ity 3 e on I persorl@tv 4 Q 0 I pho@graphy 5 ~Si bl e I poss i@iJt. 6 cument I doc~ary 7 pular I pOP~ity 8 imijine I ima! ' r@on 9 I i nce I scie ti ic .

nomy I eeo mlCS anise I or~n@ion ogy I ec~ical

Everyday Listening

Exercise 1 • Students work in groups or as a class,

reading the predictions and saying which they rhink are most likely to happen. Encourage them to give reasons for their choice.


• Play the recording, twice if necessary, for student to listen and check their guesses from Exercise 1.

• Ask students to repeat the example pair of words after you.

• Give students time to rea d through the words and say them quietly to themselves. Encourage them to try and identify where the main stress comes in the words.

• Play the recording for students to listen and mark the word stress.

• Check answers by asking students to say the words with correct word stress.

• Then play the recording for them to listen and repeat the words, chorally and individually.



Was it a scientific docwnentary abour electricity?

No, it was about ecology and economiCS.

Students repeat the question and answer after you.

Then pairs of students ask and answer the question .

...... TIME CUT! Page 115, Exercise 18

61

or

62

Your Challenge Background See information on Buy Nothing Da y - an international da y when people don't go shopping

hrrp:l/www.adbusrers,org! metas/eco/bndl .

Writing: A 'For / Against' Essay

Exercise 1

• In groups or as a class, students discuss the answers to the first two questions.

• Students then work individuall y, reading the article and answer ing the th ird question.

• Each student then tells the class whether they agree with the article, giving their reasons.

Text Builder

Exercise 2

• Students work indi vidually, marching the pa ragraphs with the copies. They can compare answers in pa irs before checking answers as a class.

Answers 1d 2b 3a 4c


Exercise 3

• After checking answers, ask ind ividuals to read a loud the sentences containing the linking wo rds.

Answers b) so that, in order to, to c) To sum up d) For exa mple e) However

Exercise 4

Answers 1 in case 2 in order to I to

3 so that

Exercise 5 • Read through Steps 1-4 so

students understand what to do.

•

•

•

Your Challenge

Writing: A 'For/Against' Essay

1 Read the essay. Answer th ese questions.

What days and times ca n you go shopping in your count ry?

2 Is shopping one of your hobbies? Why or why not?

3 Do you agree with the article? Why or why not?

Text Builder

2 Match the paragraphs (1-4) with the topics (a-d). FOR YOUR

a) reasons against shopping for fun

b) reasons for shopping

c) personal opinion

d) shopp ing in Bri tai n

3 look at the Jinking words in red in the text. Match them with the uses below (a--e).

Example

aJ in case

a) show something might happen in the future

b) show the purpose for doing something (x3)

c) make a conclusion

d) give an exa mple

e) contrast two ideas

4 Complete the sentences with the words in red from the text.

Take your umbrella ___ it rains.

2 Take your umbrella ___ keep dry.

3 Take your umbrella ___ you don't get wet.

Gi ve students a few minutes to work in small groups, thinking of advantages and disadvantages fo r o ne of the topics. The groups then tell the class their ideas. This should ensure that every student has some ideas for the ropic they choose. Remind students of the advice in Study Help Module 5 page 54 about shari ng ideas and consulting other students.

Students work indi viduall y, writing a list of advantages and disadvantages for the ir topic.

Students write paragraph notes for their four paragraphs.

5 Write an essay about the advantages and disadvantages of one of these things.

• cars • living in a big ci ty • nuclear power

:01 Choose a topic. Write a list of t;:; advantages and disadvantages.

:02 Write notes for four paragraphs: t;:; introduction I for I aga inst I conclusion.

0.3 Use your notes to write the essay. Check t;; it for mistakes.

0... Work in groups. Read each other's ~4 essays. Tell the class what you th ink ...... about them.

Example

Magda 's essay was about cars. It was a good essay but I didn't agree with her. I think (Ors are great!

• Students write a draft of their essay. Encourage them to work with a partner, checking their essays for mistakes and helping each other correct any mistakes. Students ca n refer to you if they are not sure about an y of the corrections.

• Students then wri te a fa ir copy of their essay.

• In groups of 4-6, students read each other 's essays and discuss thei r opinions of the content.

• Students tell the class what they think about their group's essays.

r

" Understanding Grammar: Modals referring to the past

Read the text. What were Dian Fossey's most important achievements?

for almost \B~ars,

Dian Fossey "led among ITlOOntain ,,"lias in Mrica. For li\efirst few

J"ta~she had to live alone J\ a tent at high altitude. M.hough she had no previous experience, s.he had to set up a camp and learn to live in an unfnendly enVIronment.

She need not have stayed in Africa, she could have gone back home. But thanks to her perseverance we ~ow know much more about gorillas' behaviour and so~ial hfe. ~y LDlitating their behaviour Dian was able to get fne.ndly WIth them. She was able to sit among them a~d play WIth them. She described her observations in many artIcles and her only

book 'Gorillas in the Mist'. After one of her favourite gorillas was brutally kill~: Dian

declared war on the poachers, who were gradually kllhng the orilla population . Her campaign to stop them became .world

famous after The National Geographic publi.shed an artIcle about her life among the gorillas. Many people thmk she should have

been more careful.

3 Choose the correct comment (a or b) for each situat ion.

1 You touched a snake and got bitten.

a) I shou ldn 't have touched it.

b) I could've touched it.

2 You queued all night and bought a t icket for t he concert of your favourite band.

a) I was able to buy a t icket.

b) I needn't have bought the t icket.

3 You had a test so you studied all night.

a) I had to study.

b) I should've studied.

4 Compl ete th e sentences with the correct verbs.

The tree was very old so we had to I needn't have cut it down.

2 We shouldn't have I could have gone camping, it rained all weekend.

3 The dog was oul al l day, you should have I needn't have walked him.

4 I'm so happy, I had to I was able to see whales wh en I was on hol iday.

S Why d id you buy this dress? You could have I needn't have saved this money for rol ler skates.

5 Rewrite the sentences. Use th e verbs from Exercise 2.

In 1980 after writing her book. she returned to Africa to continue ~orking with the gorillas. On December 26, 1985, she WitS murdered. After her death. a new.census sh?wed that, at .

last, the gorilla population started to nSf'. The DIan .Fossey Gonlla Did you manage to go skiing in winter? Fund International has continued her work and gO~IlIa~ are now

d . I ' I 19 nlsallons ... to go skiing in winter? protected by governments an mterna lona 0 a .

The Dian Fossey Gorilla Fund International 2 It was a mistake to go to that party.

_---;,,:.:...--.;.-----------~ I ... to that party.

Complete the sentences f rom th e text w ith the correct fo rms of verbs. Match them with their meanings (a-e).

She had to _ __ alone in a tent. She need not have/needn 't have ___ in Africa.

She could have/could 've ___ back home. Dian was able to ___ fr iendly with them.

S She should have/should've ___ more careful.

a) She did it although il wasn't necessary. b) She didn't do it although it was possible. c) She managed to do it although it wasn't easy.

d) She had no choice, she was forced to do it.

e) She didn't do it and it was a mistake.

Understanding Grammar Exercise 1 • Students work individually, reading the

(ext and answering the question.

, Students tell the class what they think Dian Fossey's most important achievements were.

Suggested answers I Because of her work, we now know much more about gorillas' behaviour and socia l life. 2 She starred a campaign to

stop poachers kill ing gor illas a nd now gorillas are protected by governments and international organisations.

3 Was it necessary for you to leave so early?

... leave so ear ly?

4 We took the taxi completely unnecessarily - the plane was delayed.

We ... the taxi - the plane was delayed.

5 I hod an opportunity to buy an FC Barcelona T-shirt but I didn't.

... an Fe Barcelona T-shirt.

G Fin ish th e sentences to write about things that happened to you in the last few days.

I had to .

2 I shouldn't have .

3 I should have .

Exercise 2

4 I was able to .

5 I needn't have.

6 I could have.

• Students work individually, completing the sentences and matching them with their meanings .

• Students can compate answers in pairs before checking answers as a class.

• When checking answers, draw students' attention to the position of ' not' in negative sentences (e.g. need 110t have stayed ).

• Point out the sentence pattern in sentences with had to/was able to (had to live t was able to get ) and the sentence pattern with the other modals in this lesson (need to have gone / could have galle / should have gone ).

Answers 1 live d) 2 stayed a) 3 gone b) 4 get c) 5 been e)

Exercise 3

Answers 1 a ) 2 a ) 3 a )


individua ls ro read aloud the sentences.


Exercise 5 • Elicit the answer to item

1 from the class. Check that students can fo rm the question correctly.

• Students work individua lly or in pai rs, rewrit ing the sentences by us ing verbs from Exercise 2.

Answers 1 Were you able 2 shouldn't ha ve gone 3 Did you have to 4 needn't have taken 5 could have bought

Exercise 6 • El icit one or two examples

for the first two sentences from the class.

• Students then work individually, writing sentences about things that happened ro them in the last few days. Tel l them they ca n write about true things or they ca n invent thi ngs. Monitor and check students' sentences.

• In pairs Or smail groups, students read aloud their sentences.

6 ' ,

Language Check

Exercises 1-5


~ Feedback (CO2 Track 21) • Students listen to the

recording to check their answers. Check spelling where necessary.



Study Help: Noticing Language • Read aloud the advice

and questions about the dialogue in Unit 18. Give students time to work in pairs, reading the dialogue in Unit 18 and completing the answers.

Answers Unit 18 Dialogue words for gaining time: right, well, so words for reacting to people: sure, thanks, that's right useful expressions: No problem. (that's okay) As usual! (it always happens) words that go together ask questions dead fish look strange take a dog to the vet structures: question tag - weren't you there's been - present perfect I was fishing when ... - past continuous look strange - look + adjective got checked out - passive form with 'get'

• Students then work individually, looking at the reading text in Unit 17. Monitor and hel p as necessary.

Module 6 Test, TIP Page 74

Study Corner 6 t (omplete the text with environmental words.

1C ~u:: 12. £..!::! d i.. £. a. i..!I.!.. is a gas produced by traffic, industry and domestic heating and is one of the 2g r.!..!..!::! h. f!. !i.i!. g !! ~!.. ~ that are heating up the planet. We don't know how much 3g L f!.. i2.!! 1. w !! LJP!..!::!# there will be this century but some scientists think the temperature will rise by five degrees. The main so lution to this problem will be the use of 4r !..!:! !. P!! IzL!. e .!::!!. L§.f like wind and solar energy instead of Sf f!.. J. J.!. L f fJ.1. L.i like oil, gas and coal.

2 (omplete the sentences with the correct form of get or take.

Wi ll you 6~ a look at my essay while I 7----#fl-- ready? It wi ll only 8~ you a few minutes.

1 9----4J!i-. a new camera for my birthday and 1 10~ loads of photos on holiday.

Vocabulary 0 / 10

3 (omplete the gaps with will ('/I) or will ('/I) be and the correct form of the verb in brackets.

A: What 11 wi/l,you be tIolj.W (you do) at ten o'clock?

B: 1 12 11 Ize w()ykiJ1J (work).

A: Okay, 113~ (phone) you later.

c: 1 don't th ink 114~ (go) to university.

0 : So what 15 wIt/loU (you do)?

c: I think I 16 wi/I Jet (get) a job in my dad 's company.

A: 17 wJl,vou ge (you see) Kathy tomorrow?

B: Yes, I think so.

A: 18 wil(you J ive (you give) her this letter, please?

E: Do you think you 19 wil//ike (like) the same music when you're older?

F: Yes, I don't think my tastes 2owJ/ chaJ1§-e (change).

Feedback

~. listen and check your answers to the language Check. Write down your scores.


Wrong answers:

Numbers 1- 5

Numbers 6-10

Numbers 11-20

Numbers 21-25

look again at,~: ___ _



Unit 16 - Grammar

Understanding Grammar


Answers Unit 17 - text useful expressions: get ready for ... it only costs excellent value a real bargain words that go together: get + a good deal etc. (in Word Builder) decentlliving wage to charge a mobile/MP3 etc. waste electricity natural ingredients personal care products

4 Choose the correct verb in each sentence.

21 When we went camping, we .h.tzd...lD. 1 were able to have (old showers.

22 I could 1 should have taken a street map with me because I got lost.

23 I shouldn't I needn't have taken a street map with me because it was easy to find.

24 I forgot my keys but 1 hod to 1 was able to get in through a window.

25 We could J shouldn't have won the game but we didn't play very well.

Grammar 0 / 15

5 Complete the dialogue.

A: To 26s t f! r. t with, can you tell us something about27Y !!.f:!!~!!..11 ?

B: What do you mean 28e l!!! f t. L)!. ?

A: Well, 129 m f.!!.!::! , how old are you? What hobbies have you got?

B: Su re, no 30p r. £. i2. 1.!..JP . I'm sixteen and I'm from Bristol. My hobby is fishing.

Communication 0 I 5

After reading a text and answering questions on it. go through it again and look for examples of useful language.

In dialogues, find words and expressions for:

- gaining time (e.g. RiRht ... ) - reacting to other people (e.g. Sure ... )

In dialogues and reading texts, find more useful expressions {e.g. How cool is thotm

Find words that go together:

- verb and noun (e.g. ask + questions) - adjective and noun (e.g. natural ingredients) - multi· part verbs (e.g. come past)

Find examples of structures you have studied (e.g .... , ...... 't yo"n.

Now look at the reading text in Unit 17. Find useful expressions, words that go together and structures you have studied.

allergic reactions ideal present multi-part verbs - put electricity bills up I put something on your skin I make sure that structures ' that' structures - after verb (guarantees that ... ) after verb (sure that ... ) participles - cacao used to make chocolate passives - when it is disconnected give + complement - gives you beautiful, fresh smooth sk in 600/0 of what you put on your skin

Get Ready

1 Look at the Key Words. What kinds of clothes do you like?

Kev Words: Clothes

Style: (asual, (001 , designer, formal , trendy, old·fashioned, scruffy, smart, styl ish, tasteless Type: baggy, flared , narrow, tight, torn trousers / jeans; long-sleeved, short-sleeved, sleeveless 5hirt / blouse! T-shirt! top; polo-neck, V-neck, round neck jumper; flat , high-heeled, pointed shoes ! boots; ankle-length, knee-length, mini skirt! dress Materials: corduroy trousers / jacket; rotton T-shirt / trousers; denim jeans / jacket; leather jacket / shoes; linen trousers / jacket; silk tit / shirt ! blouse; woolly hat / jumper Patterns: checked, plain, polka-dot , wiped shirt! blouse

2 Use the Key Words to describe the clothes in pholos (a--e). Give your opinions.

Get Ready Background

~3 listen to the street survey and complete the questionnaire for the boy.

W Who (1) How {Il WhClt

o r whot w ould you Ityte of

influence' delCribe jeonl do

the w oy your Ifyle? you like?

you dr..,? 0 0 boggy

El rop

0 """"'. tight

0 0 !amoo.

flo,",

-" 0 0 ...., k)rn denim

1V

4 Work in pairs. Ask each other the questions from Exercise 3. 00 you have anything in common with your partner?

5 , \ Speak Out Discuss these statements.

There is a lot of pressure on young people to buy designer clothes.

2 People worry too much about their appearance.

Teen fas hions change quickly and this might be an opportunity to ask the class what's 'in' and what's 'Out '. Teachers may wish ro extend the Key Words box, e.g. different materials (corron, denim, nylon, silk), different patterns (plain, spotted) or different top styles (v-neck, round-neck, low-neck, off-the-shoulder).

• C heck that students understand any new vocabulary_ Encourage them to

use their knowledge of word-building to guess the mea ning of words like sleeveless, ankle-length.

• Students tell the class what sort of clothes they like. Ensure that each student says at least one sentence.

Exercise 2 • Students work in sma ll groups, describing

the clothes and giving their opinions. Exerci se 1 (C02 Track 22)


listen and repeat the Key Words. Pay particular attention to word stress in compound words.

• Each student tells the class a bout the clothes in one of the photos and gives their opinion.

(iilExercise 3 (C02 Track 23)

• Give students time to read th rough the questionnaire before you play the record ing.

• Play the recording, twice if necessa ry, for students to listen and complete the questionnaire.

Answers I b 2b 3a 4c Sb


1 a lternative clothes? 2 formal clothes? 3 slogans on his T-shirts?

Play the recording for students to listen for information about the three things.

Answers 1 alternative clothes are

hippie, heavy metal o r goth(ic)

2 He doesn't like formal clothes, e.g_ ties and jackets. H e has to wear them every day at school.

3 H is pa rents somet imes don 't like the slogans on his T-sh irts .

Exercise 4 • Students work in paiTs,

tak ing turns to ask and answer the questions.

• Each pa i r tells the class if they have anything in common in the clothes they like or don 't like.

Exercise 5 • Encourage students to

think o f specific examples to suppOrt their opinions about the statements, e.g. where does the pressure come from to bu y designer clothes'



Background The fashion of the 1920s differed dramatically from previous years. The change in fashion accompanied other social changes resulting from the traumatic experience of WWI, where almost a genera tion of young men perished. Young people felt they needed to break away from conservative social norms and enj oy life. This att itude was visible in much freer, often wild, lifestyle.

The word 'flapper' origina lly refers to a very young bird, unable to fly yet and not ready to leave the nest.

Warm-up

Exercise 1 • Students work in pairs or

small groups, looking at the photos and discussing which fashion they prefer.

• Open up the discussion to the class. Encourage students to give reasons for their opinions.

Exercise 2 (CO2 Track 24)

• Students work individually, reading the text and making notes of the main changes in women '5 fashion between 1900 and the 1920s.

• W hen checking answers, encourage students to guess the meaning of corsets.

Answers In 1900, women wore tight corsets (to have smaller waists) and huge, decorated hats. By the 1920s, women wore simple, loose dresses, trousers and shorts.

Rooring Twenties Warm-up

1 look at the photos (a-b). Which fashion do you prefer? Why?

2 Read the text. What were the main changes in women's fashion between 1900 and the 1920s?

Exercise 3

World War I, women u50d 10 wear dresses like the piclure above. Then, in Ih. 1920s, cam. Ihe 'flapper' look, which was similar 10 many modem fashion designs. We a,ked SIep/JanJe Reno and Barbaro Heller 10 lel/ us about tha,e days. Stephanie Reno (96): 'When I was a child, women used to wear those tight corsets to give themselves a smaller waist. And then, one day, my older sister just threw away all her corSets. She was fallowing the fashion of the day and she sta rted wearing simple. loose dresses. She would even wear shorts! She would put on make-up, go co parries, smoke and drink. My mother thought she had gone completely wild!'

Barbara Heller (95): 'Clothes used to be terrible in the old days - thai is. before the (weories. My mother didn't use to wear trousers at all. My granny would always put on this horrible huge hat, decorated flowers and feathers. She never went out without it. And then, all of ~ sudden, everything changed. I remember my sisters were very sporty girls - they went swimming and cycling and they would wea r trousen all the rime. They needed comfortable clothes.'

The person who had the greatest influence on the style of the t920s was Coco Chane!. the most famous fashion designer of the 20th century. She cut her hair short and wore trousers, so they became trendy in women's fashion. Dack in the 1920s, she introduced the cardigan, the little black dress, C hane! No.5 perfume and many items that are still popular today.

3 Why do you think women's fashion changed so dramatKaIl'f~

Grammar: used to and would • Students work in gro ups or as a class,

discussing the question . Encourage them to think of the effects of world events such as World War 1 (see Background notes) .

We use would and used to to ta lk about past habits. Used to can be used to talk about both states and habits, whereas would can only be used to ta lk about past actions. H owever, some verbs, a lthough technically classified as activilY verbs, e.g. live are not used with would,

Ex tra Remind students of Study Help Module 6 page 64 'Noticing Language' . Ask them to

read through the text and make a note of words that go with ' fashion ', e .g. female fashion, modern fashion designs, following the fashion .

T he negative form wouldn't often has a slightly different meaning, expressing refusa l (She wouldn't wear a skirt. She wouldn't lend anybody her bike.)

;t

Grammar: used to and would Complete the sentences with used to, didn't U~ to, would and wouldn't.

would They~wear trousers alilhe time.

2 She~goout without it. Would they put on make-up?

used to 4 Clothes ~ be

terrible in the old days. 5 My mum didn't ~

wear trousers. 6 Did women use to have

long hair?

5 Find more examples of used to and would in the lext. Did the people do these things only once or regularly?

6 look althese sentences and complete the rule.

My sisler used to I would pul on make-up in public. She used to I wtmItl have short hair.

We use used to / would only for actions. We use used to / would for both states and actions.

Complete the sentences with used to, didn't use to or would. In which sentences is uw to the only correct option?

Women's clothes in the past ___ be uncomfortable.

2 My mum ___ put on high heels whenever she went oul.

1 My granny ___ wear glasses, but now she wears them all the time.

4 When I was at the seaside, I ___ go swimming every morning.

S My family was poor and we ___ have expensive clothes when I was young.

, 1 ___ be slimmer when I was a kid .

8 Use lhe cues and used to or didn't use to to make sentences about the lifestyle of these people.

Example Footbollers in the 19505 didn't use to eorn much money.

footballers in the 19505 - earn much money, run more sIowty, score a lot of goals, fou l other players alai, wtar long, wide shorts, be world-famous stars, train less

factory workers in the 19th century - get up early, earn very much, work 14 hours a day, live long, be poor, live in very poor conditions

Exercise 4 , Check answers by asking individuals to

read aloud the sentences in the table.


Exercise 5 , Studenrs read the text again to find

and read aloud more examples of used to and would.

• Check that students understand that the people did these things regularly.

9 look at the photos. Describe the clothes people used to wear in the 1960s. Use the cues and used 10 or would.

Example They used to wear /larnJ jeans. They would put on ....

lIared trousers, long hair, beard , flowery shirt, short dress, big collar, large hat, ethnic jewellery, long skirt, platform shoes, big glasses

Your Turn 10 Make sentences about the time when

you were seven years old. Use the cues and used to and would. Add your own ideas.

Example I usN to ploy with my friends every day. We would meet up at the school sports ground. Kids didn't use to have 0 lot of homework in those days.

have a lot of homework, play computer games, wear fashionable clothes, have long hair, go to bed early, read comics, watch kids programmes, like school, read a lot of books, be tall , have a lot of toys, play with friends

Exercise 6 • Students work in pa irs, reading the

sentences and worki ng out the rule.

• After checking the answer, ask students to look at the beginning of paragraph 3 of the text. Read aloud the sentence 'Clothes used to be terrible in the old days.' Check that students understand that this describes a state and so only ' used to' is correct here.

Answers We use would only for actions. We use used to for states and actions.

Practice

Exercise 7 • Students do the exercise

working individually. They can compare answers in pairs before checking answers as a class.


Answers 1 used to 2 used to/would 3 d idn't use to/wouldn't 4 used to/would 5 didn't use to 6 used to ('used to' is the on ly correct option in sentences 1, 5 and 6)

Exercise 8 • Read through the cues with

the class. Give students t ime to think of sentences.

• As a class or in groups, students take turns to make sentences about the lifestyle of footballers in the 1950s and of 19th-century factory workers. If students disagree about any of the facts, ask them to give reasons for their answer, e.g. whether footballers in the 19505 scored a lot of goal£.

Exercise 9 • Monitor and check

students' sentences.

• In pairs or small groups, students read aloud their sentences to each other.

Your Turn Exercise 10 • Give students time to

read through the example sentences and the cues and to think of their own sentences. Encourage them to add their own ideas.

• In sma ll groups, students tell each other a bout the time when they were seven. Encourage students to help each other correct any language errors.

.... TIME OUT! Page 11 6, Exercise 19




Background The text tells the true story of Waris Dicie. She was born into a traditional desert nomad family in East Africa and suffered a painful fema le ci rcumcision when she was only fi ve. This sensitive area has been left out of the text and it is up to teachers to

discuss the issue or not. After over ten years as a supermodel marketing products for Revlon, Waris became a Un ited Nations Ambassador and devotes her time to

women's rights, particularly campaigning for the abolition of female genital mutilation.

Warm-up

Exercise 1 • Ask students to look at rhe

photos and describe the appearance of the person and her facial expression in each photo. Encourage them to speculate about what sort of person she is.

• Students work individually or in pairs, guessing the answers to the questions.

Reading


• Students read the text and check their guesses from Exercise 1.


Exercise 3 • Read aloud the sentences

in the Reading Help. Point out that it is important to check that the missing sentence goes with the sentence before and the sentence following it.

Exercise 4 • Read through the sentences

(a-f) with the class. Check that students understand any new words, e.g. illegal immigrant.

. .

'Waris's story is one of remarkable cOHrage: Elron John

Waris Dirie was born in Somalia . Her name means 'desert flower'. Her mother was quite well-off but her father was from a poor family. After they married, her parents were on the move aU the time with their goats and camels. life was hard but Wads had a happy childhood. 1----4........

When she was twelve, her father arranged for her to marry an old man in exchange for five camels. 2~ It was such a horrible idea that she decided to run away to the capital. Mogadishu. There, she moved from one relative to another. Finally, a kind aunt got her a job as a maid in the Somalian Embassy in london. When the ambassador returned to Somalia, she lost her job. Suddenly, she was in real trouble. Waris was on her own and out of work in a foreign country. She lived by herself, had no money and her English was so bad that it was difficult for her to find work. Eventually, she got a job as a cleaner in McDonalds.

One day, everything changed. By chance, a fashion photographer came in for a burger and saw Waris cleaning the floor. She looked like a perfect model so he immediately offered her work. 3---.i:/L She became a top fashion model, advertising Revlon beauty products, and her face was on the covers of hundreds of magazines around the world. She was even in a James Bond film, The Uving Daylights, in 1987.

Waris had such a warm and attractive face that her modelling career was a huge success. 4--/L- She wrote her autobiography, Desert Flower, about her exciting and exceptional life. 'It's very sad: she says. 'I had to make the choice to leave my country: What was it like in Africa? 'Afrita was different: she says. 'I was young. I had nothing to worry about. I had my family, I had my animals, I had my simple life:

s---.itL. She works for the United Nations and campaigns for women's rights all over the world. There is never a dull moment. 'I'm trying to sit down for a moment and there's no time for that: she laughs. 'In Somalia, we don't care what time it is!'

" . "

• Students work indi vidually, reading the text and deciding where the sentences fit in.

Suggested answers 1 Because her father had arranged for

her to marry an old man of 60. • Check answers by asking individuals

to read aloud the section of text containing the missing sentence and the sentences before and after it.


Exercise 5 • Students work indi vidually, reading the

text and answering the questions.

• In small groups, students discuss their answers before checking the answers as a class.

2 When she ran away from home and when she lost her job at the Somalian Embassy in London.

3 She had to choose to leave her country.

4 In her childhood in Somalia, she had nothing to worry about and her life was simple. Now she has a very busy life working for the United Nations.

3 look at the Reading Help.

ReDding Help: _ liaps

. _1I1e port oIl11e Iatt wIIh II1e gop and t:" II1e IIIpIc ag. AlmII£ rrJIlI'IIogo. IlDI/}. II1e ___ and alll!r1l1e gap.

._ a ......... \II1II_ goes In II1e gop. Look lor ,"""a as III piopIe ag. 5iJe, /hem, the IIDI), things ag./t, IhI5) ... _ ag. _ IJ!!OIS /o/er, _ f1JOI).

, When you finish, check the eHtm sentence doesn·t fit in any of the gapsl

4 Use the Reading Help to complete the gaps (1-5) in the text with the sentences (a-f). There is one extra sentence you don't need.

a) The man was sixty. b) Warts now lives in New York. c) She used to race camels with her brothers

and sisters. d) Within months, she had started a new career. e) She was an illegal immigrant at first. I) However, in 1997 she decided to give up her

life as a model.

5 Read the text again and answer these questions.

1 Why did Waris run away?

1 What were the most difficult times of her life? 1 What is she still sad about? 4 How was her childhood in Soma lia different

from her life now?

S look at the Word Builder. Complete the phrases from the text with prepositions.

Word Builder ~

1 _ , _" _ the move

2 __ '"_ exchange ---for.--_ ,_,,_ trouble

4 ~herown

5 ~ ---4-- work 6 --'l--- herself 7 --'l--- chance 8 wdhin months

9 ~theworld

10 ---foL- a moment

Extra Ask students what they know about two of rhe topics in the text - Somalia and the United Nations. Encourage students to use English as much as possible.

Exercise 6


Exercise 7 • Elicit two or th ree suggest ions for

completing the first sentence.

Skills

7 Complete the sentences about your life.

, I like being on my own when I am ... 2 Once, I was in trouble at school because I ...

3 Once, by chance I found a . 4 I first went to school by myself when I was.

8 Preposition Quiz Complete the sentences with these prepositions.

I above, fo r, on, in, at, over I ~ the holidays, I spend a lot of time ~ the Internet because I'm too busy when I'm .......i1I....- school.

2 I was ~ my way to a football game. I was --..in..-. a hurry but there was a traffic jam and we had to wait --foL- ages.

3 The town of Puna is ....m:::a::... 3,800 metres ..aa.zu: sea level ~ the border of Peru and Bolivia.

4 ~ the past, th ere were a lot of wolves living ~ the wild.

........ Word Bank, page 123

9 look at the Sentence Builder. Match the questions and answers about Waris Oirie.

Sentence Builder

What is she like? (;)

2 What does she look like? a) 3 What does she like? b)

a) She has a wa rm and attractive face. b) Working for women's ri ghts. c) She is a courageous woman.

Speaking

to Work in pairs. Choose a famous celebrity. Ask and answer questions about him I her using the Sentence Builder. Guess the celebrity.

Example A: What's he or she like? B: She's intelligent and hard-working. She's

--- Fact Dr Fiction? ---Top models have to be at least 1.8 metres tall.

C/I""k you, 8n:;wl!' lin pJg& 106

........ TIMI.OUT! Page 116, Exercise 20

• Students work individually, writing their sentences. Check the sentences and help with vocabulary, if necessa ry.

• In pairs or sma ll groups, students read aloud thei r sentences to each o ther.

Extra Ask students to look at the Word Builder in Exercise 6 and find the six expressions that are not used in Exercise 7.

Students work in pairs, writing six sentences containing these expressions.

Each student reads aloud two of their sentences to the class.

Exercise 8


Exercise 9


Speaking

Exercise 10 • It may be hel pfu l to

demonstrate the act ivity by thinking of a celebrity yourself and answer ing the class's questions so they can guess the person.

• Give students t ime to plan what to say about the ir chosen person before they work in pairs.

Fact or Fiction? • After checking the answer,

ask students if they think there is a minimum height for other professions, e.g. police officers, fire fighters, ba llet dancers? (In the UK, there are no height limits for police officers and fire fighters, For ballet dancers in Euro pe, the minimum height is 1. 78m fo r male dancers and 1.63m for fema le dancers.)

-+- TIM. OUT! Page 116, Exercise 20

This Unit Short of time: set some of the exercises fo r homework (e.g. Exercises 4 and 6).


Background The characters attend a fashio n show. It is common for students of fa shion to

display theif designs at the end of the course.

Warm-up



• Students wo rk in pairs or small groups, giving theif opinions about the people in the photo.

• Ask the class to suggest the names of fa mous people they think arc 'glamorous', ' handsome' , 'elegant' or 'unattractive' .

Extra Find out if any of the students have attended or taken part in a fashion show. Encourage them to tell the class about theif experiences.



70

• Play the record ing for students to read and listen and answer the questions.

• Ask students what they think Ellie 's ' type' is.

Answers Tanya thinks he is cute. Ellie says he isn't her type. Abi likes the clothes of the first model, especia lly the long jacket.

Extra Ask students what has happened about tests on the sample of river water and what they think the group should do now.

People: attractive, beautiful, cute, elegant, good-looking, gorgeous, not very good-looki ng, stylish, unattractive

Women: glamorous, pretty

Speaking

Exercise 3 • Read aloud the three sentences .

• Draw students' attention to the sentence structu re used w ith each expressIOn.

Exercise 4

Answers He looks like a model. It looks like an old one. His T-shirt looks like an organic cotton one. The strap looks like leather.

Exercise 5 • Do the items in the fi rst two sentences

w ith the class.

• Students work individually Ot in pairs, completing the exercise.


Exercise 6 • Tell students they can w rite about the

clothes of the model and of the peoplr in the audience.

• Students work individua lly, writing six sentences using the cues in the exercise. Monitor and point out any language erro rs for students to correct.

Dlue hair - he lool..:s a model His leather Jacket look, (001 It looks an old one from the 30<; HI\ tight jeam look fantastic His T-shirt looks an organic cotton one. Paui"s watch looks Swiss l~d the strap 100"5 I(',.{her

5 look at the Kev Expre~~ion~. Which of them are posit i\e ,. ..... ', neut ral ;'- and negative .'x?

Expressions: Describing people

He's a slim guy with short. brown hai r. ( - )

His trousers go with the jacket . (+) ... but they're a different shade of grey and they look a bit short. (x) Underneath the jacket, he's wea ring a black T-shirt with white designs on it. (-)

She's wea ring an orange jacket and a matching top. (+) Round her neck she's got a white scarf. (- ) II doesn 't rea lly suit her because she's very pale. (x)

In {Urn, s[Udenrs read aloud two of their sentences to the class.

Exerci se 7 • Students look at the ph oro of the

boy on page 65 . Ask twO students to read aloud the example dia logue fro m Exerc ise 7.

Listen .. four dialogues. For each question, choose tile coned answer (a, b or c).

1 What is the boy's new hairstyle like? .!l spiky, blue hair It) long, straight black hair ~ spiky, __ hair

2 What birthday pment does the girl buy for her_

a) a rirIB (8)a pair of earrings q a shoulder bag

3 Whot type aI jeans did the boy buy? ~ short, cut..., _ ~ baggy jeanswilh pockm q tom, denim jeans

• What wilt lllept ..... bad< to the shop? @ a minHldrt ".!uP <I a short dress

Listen ..... answer these questions.

Diat_ 1: Why did the boy chonge his hoir?

Diologue 2: What do,... koow about the lirl's friend?

Diotogue 3: Why doe the boy like the jeans?

Diotogue 4: Why is'She .. iog to take it back to the '!!JoII1

Listen Closely"" III six polite questions '""" .... 2. _ Id the intonation be ....... your IiInguage?

Listen again and ~ the ~

Everyday Listening

~ Exercise 1 (C02 Track 28)

• Give students time to read through the quest ions and answers before you play the recording.


• Elicit expressions fo r giving opinions, agreeing and disagreeing. ~Exercise 2

• Students work in pa irs, looking at and ta lk ing abo ll t other photos of people in the book.

In rum , each pair te lls the class which phoro to look at as they say one of their dialogues,

• Play the recording, pausing it after each di alogue for students to answer the question.

Answers 1 All his friends have got

hair like that. 2 She doesn't wear make

up. I She doesn't like shoulder bags. She loves long ea rrings.

3 because they aren't roo tight I they have a lot of pockets

4 Beca use there is a mark on the skirt .


• Check that students can recognise when a speaker's intonation is going up or down. The shop assistant's poli te quest ions have a rising intonat ion.

• Students discuss whether the intonation would be sim ilar in their language.

~Exercise 4 • Pl ay the recording for

students to listen and repeat the questions, chora lly and individually.


• Play the record ing for students to listen and decide if the girls is certain o r hesi ta t ing.

Answers Ib 2a 3b 4a Sa 6b

• Students listen again to identify whether the intonation is rising or falling. The intonation is fa lling in the girl 's certain replies. W hen she hesitates, she uses a rise-fall intonation.

• Students discuss whether the intonation would be simi la r in their language.

~ Exercise 6 • Play the recording for

students to listen and repeat the rep lies, chora lly and individually.

...... TIMI OUT! Page 11 6, Exercise 21


Across Cultures q Background This unit looks at different forms of body decorat ion in different cultures, both past and present. \VIe have avoided more unpleasant techniques such as 'sca rifica tion ' (cutting the body to leave patterns of sca rs) or a ltering the shape of body parts (e.g. foot binding in imperial China and neck binding in parts of Africa).

Warm-up



• Ask one of the students to read aloud the example sentence. Elicit two or three more sentences from the class.

• Students work in pai rs or small groups, taking turns to say what they have done and what they would or wouldn 't like ro do.

Reading


72

• Play rhe recording for students ro listen and read. Tell students nor to worry about undersranding every word but to read for gist comprehens ion and decide which section is most interesting.

• Students te ll the class which section they thought was mOSt interesting and give their reasons.


read ing the text and answering the questions. They ca n compare answers in pairs before checking answers as a class .

Warm-up

1 look at the photos and key Words. Which things have you done? What would you like or not like to do?

Which types of body art:

bring you good luck

keep you cool and clean show status

Example cure illness I've dyed my hair but I wouldn't like to shove my head.

~ KeyWords

dye: your ha ir

paint: your hands, fingernai ls, toenails

pierce: your ears, nose

put on I wear: lipstick, make-up, perfume, a wig

shave: your head , armpits, legs, face

tattoo: your arm , back, leg, neck

Reading

2 Read the text on pages 72-73. Which section do you think is the most interesting? Why?

__ ,,~ All kinds of body art are common in history.

i i Let's take a look.

• Henna is a natural dye with a reddish·orange colour. It was first used by women in Mesopotamia over -1.000 years ago to paint their hands.

• In India, women still paint their hands and feet with henna for their wedding day. They believe in its power to make their marriage successful.

• In Morocco, some women rely on henna patterns to protect them from evil and bring good luck.

Answers bring you good luck: henna keep you cool and clean: head shaving show staws: the length of your hair cure illness: tattooing improve hunting ski lls: nose piercing

Exercise 4 • Read a loud the sentences in the box.

• Students work individuall y o r in pairs, read ing the text and find ing and reading a loud sim ilar sentences.

• Otti the Ice Man, a frozen human, was found in Austria is 5,300 years old. His frozen body had fifty·seven From the position of the tattoos, we think he had done for health reasons because he suffered from in his ankles, knees and lower back.

• Only female mummies in ancient Egypt were tattoed. This tradition may have had something to do with childbirth.

• Plato' and Herodotus refer to tattooing in Ancient Greece. Tattoos were used as marks for slaves and criminals.

• In the 18th century, many French sailors returned voyages in the South Pacific with elaborate tattoos. This became a tradition in the British Navy in the 19th century.

• Over 500 years ago, tongue piercing was performed in Aztec ceremonies in Mexico.

• The native people of Alaska traditionally had their noses pierced at birth to please the spirits of animals and to help them when hunting. The decoration of an eagle's feather, a sea lion's whisker or a small

Exercise 5 • Ask one of the students to read aloud

the exa mple sentence.

• Students complete the exercise working individually. They can compare answers in pairs before checking answers as a class.

4 Look at the Sentence Builder. Find simi lar sentences in the text.

Sentence Builder "'--

Someone dyes the men 's. hair with henna.

Men have 1 their hair I dyed with henna.

Someone shaved the ancient Egyptians' heads.

Ancient Egyptians had their heads shaved .

5 Use the cues to write sentences like the ones in the Sentence Builder.

Example 1 I haven't had my ears pierced.

I can't wear those earrings. 1/ not / ears / pierce

I went to a beau ty sa lon. 1/ nails J pai nt

Your ha ir's very long. When / you J going to J it / cut?

• I didn't like the colour of my jacket. 1/ it J dye black

5 Have yo u seen Barry? He / back J tattoo with a dragon

ThaI's not her natural colour. She / hair / dye

Look at the Word Builder. Find the verbs in blue in the text and complete them with these prepositions.

to, with, as, in, of, from , on

Word BUilder

believe --'''-- suffer --t--rely --""-- have something

prolect ---frw- to do with

deal -1illL refer _ _ to __

depend _ _ 0_"_ return ~

belong ~ use -1illL consist -4--

Ancient Egyptians had their heads shaved to help them deal with the heat and to keep clean. They wore wigs for different occasions and shaved young boys' heads. leaving one piece of hair down the side of the head as a sign of childhood.

For the andent Greeks, the length of your hair depended on your status in the community. Long hair was a symbol of money and power; having a shaved head meant you were a slave and belonged to a master.

Answers 2 I had my nails painted . 3 When are you going to have it em? 4 I had my jacket dyed black. S He has had his back tattooed with a

dragon . 6 She has had her hai r dyed .

Exercise 6


7 Preposition Quiz Work in pairs. Make sente nces using words in the box.

Example f come from London.

apologise. come, complain, about, for, fall in love, know, learn, listen , from, to, pay, ta lk, think, wait, worry with

........ Word Ba nk, pages 122- 123

Speaking

8 '\ .\ ~ Speak Oul Work in pairs. Discuss this stateme nt:

All piercings and tattoos look horrible and are unhygienic.

FOR YOUR PORT-OLIO

~ Project: A description Write a description of a famous person .

1 Find a good full -lengt h photo of a fa mous person in a magazine and cut it out.

2 Find infor mation a nd make notes about these things:

personal in formation (date and place of birth; family background ; ca reer highlights)

physical descript ion (height , face. hair) what they are wearing in the photo

3 Write your descript ion. Use expressions from the module. Then check it for prepositions, spelli ng and punctuation .

4 Stick your photo with your description.

5 Make a class display or pass your descriptions around the class. Who do you think is th e best-dressed celebrity?

Exercise 7

• Check that students have matched each verb with the correct preposition before they make sentences . Students can check thei r answers in the Word Bank (page 122-123). If appropriate for your class, explain that some of the verbs can go with more than one preposition, e.g. ' I apologised to my neighbour about the noise / for brea king her window'.

• Students work in pairs, writing sentences using words in the box. Check students' sentences.

• The pairs then form groups of four o r six an d read each other's sentences.

Speaking

Exercise 8

• Students work in pairs, d iscussing the statement and giving reasons for their Op1l110n .

• Open up the discussion to the class and see how much general agreement there is.


the project so that students understand what to do. Give students time to find in formation and a picture of the ir chosen famo us person 111 a magazlI1e o r on the Internet.

• Advise students to organise their nOtes and write their description in three paragraphs, fo llowing the three topics in Stage 2. Remind them to use the structures look like . .. and like ... where a ppropriate.

• Encourage students to help each other check their pa ragraphs for prepositions, spelli ng, punctuation and the use of expressions from this module.

• After students have read a ll the descript ions and looked at the photos, they can vote fo r the best-dressed celebrity.

Language Check

Exercises 1-5


~Feedback (CD2 Track 33)

74

• Students listen to the recording to check their answers. Check spelling where necessary.

• Students look at the table to see which sections in the Students' Book they need ro look at again .

• Give students time in class or at home [0 do the exercises on page 72 of the Workbook.

Study Help: Dictionary Skills (1)

• Depending on how familia r your students are with phonetic symbols, they will need more or less information and examples of this area of study.

• Check that the dictionaries your students are using provide phonetic transcription .

• Give students time to look at the phonetic symbols on the inside back cover. Suggest which symbols are most useful for them to

learn.

• Students work ind ividually, working out the th ree fashion words (1 baggy shorts 2 flared jeans 3 shoulder length hair ).

• Each student then writes three words using pho net ic symbols. Students ca n check their transcription by referring to their dictionary.

• Students then work in pairs, testing thei r partner.

Extra in turn, each student writes one of their words in phonetic transcription on rhe board for the rest of the class CO say the word .


Study Corner 7 Language Quiz

1 Complete the adjectives in these sentences.

1 Her f 1!! r.- f. ' jeans go over her shoes. 2 It 's difficult to walk in these h i.. j. h. .

h '- '- L '- d" shoes. 3 I like wearing P !l.1.J!. · n '-fl.

jumpers.

4 He ohen wears aw l!.. J!.1. L;t. hat.

5 I wear s b.J!. r. t · s 1.'-'-!:l.d"shirts in the summer.

6 Mydad wears st.r.i..ft I i shirts when he goes to work.

7 I think those trousers are a bit olio f !! ~ l1i..l!..!1l.d" .

8 That shirt is really t (! i. t l. L l. i...i -the colours are absolutely horrible!

9 At the party, the women were wearing long, a !!:! 1.,- . 1l.!1§. t b. evening dresses.

10 I always wear C!l J..!i.li L clothes, like jeans a nd T·shirts.

2 Complete the answer to a clothes survey with prepositions.

Well , I rely 11~ my friends for fashion ideas but I always go shopping for clothes 12~ my own. Sometimes, I look at shop wi ndows 13--fo.r-- ages before going into the shop. Other times, I go straight in and look around . It depends 14--ilL.......... how I feel. I don', ohen go to shops that belong 1 5~ big chains; I prefer sma ll. independent shops.

Vocabu lary 0 / 15

Feedback • listen and check your a nswe rs 10 the

language Check. Write down your scores.


Wrong a nswers: Num bers 1- 10

Numbers 11-15

Num bers 16-21

Numbers 22- 25

Numbers 26-30

look again al: Get Ready - Key Words

Unit 20 and Across Cultures - Word Bui lders

Unit 19 - Grammar

Unit 20 and Unit 21 -Sen tence Bu ilders


3 Read about T·shirts and complele the text with uled to , didn 't use to, would or wouldn't. Use would or wouldn't when possible.

In World War I, American so ldiers 16~ wear woollen clothes and they 17~ often be very hot in the summer. European soldiers 18~ have cooler, colton undershirts. The Americans noticed this and soon wore th em, ca lling them T·shirts be<ause of their shape.

' 119~ wear white T·shirts beca use I thought they looked li ke underclothes: recalls George (SO). 'But then sta rs like Marlon Branda and James Dean started weari ng them and all the youngsters 20~ copy them.'

Ma rgot (55) 'Me and my boyfriend 21~ buy white T·shirts and dye them a mixture of bright colours. It was the fashion then!'

4 Compl ete the dialogue with look and like.

A: What does your new girlfriend 1l---'m!L ~ ?

8 : Well, she 23 looks great. She looks 24 ~ Scarlett Johansson.

A: Wow! And what is she 25~ ?

B: She's really nice. She's fun to be wi th.

Grammar D 1 10

5 Complete each gap in Ihe fashion show commentary with a suitable word.

A: Those trousers don't 26-;--#L- with that top. They a re a different 27 ~ of red .

B: Are you sure? A: Yes, and they don't really 28~ you.

R: Well, here are some t rousers with a 29 matdril1§ top. U's exactly the same colour.

A: Yes, but the trousers 30---'m!L a bit small.

Key Expressions D ! j

Study Help: Dictionary Skills (1) Oictionaries use phonetic symbols to show the pronunciation of words.

Use a dictionary and write new words with phonetic symbols.

Try to learn some of the phonetic symbols.

• What a re these fashion words?

1 Ibregl J :>:ts! 2 /nc:;xl d3i:nzl 3 IJauld:;) leI]9 heal

• Work in pairs. Write three words using the phonetic symbols to test your pa rtner.

........ Phonetic (hart at the back of the book

1 .... at the Key words. Add as many sporb as ,... can to the lists in _ minutes.

Example ........ 1 achlnoment: hiIh jump. ski jumping

Personal achievement: discus, javel in, long jump, weightlifting Racing: horse racing, marathon, rowing

Individual: boxing, fencing, wrestling

Team games: basketball, cricket, ice hockey, rugby, water polo

Adventure: paragliding, scuba diving, 5ky diving, surfing ------

_ sports ....., lOU played? WIIich would ,... nile to play?

.... at the photos. WIlen did people first play the -'<1 LIsten to • sports proplImme and pool the sports in chronolotkll order.

Get Readl,l Background Ancient boxing had fewer rules than the modern sport. Boxers fought without rounds until one man was knocked out, or admitted he had been beaten. Unlike the modern sporr, there was no rule against hitting an opponent when he was down. There were no weight classes within the men's and boys' divisions; opponents for a match were chosen randomly. Instead of gloves, ancient boxers wrapped leather thongs (ca lled himantes) around theit hands and wrists which left their fingers free.

4 LIsten apln. In which of the sports:

1 ...... the _Ie in danpt1 WhY1 2 could the pIaye .. hh their -' on

the floor? J could the playe .. not use their hands? 4 did the telms __ the rules before the

pmes1 5 could the players die H they IasI1 , could the players hit their __ and IlOl

he sent oft7

5, ~speak Out lYofk In pairs. Do "'" think vIolent.nd da_ sporb ......... rupy and _ radna _Id he ""-"edl Give ......... Use ...... of_wards.

accident, ch.U ...... dan..,. _. freedom. health. injury. pain. rIsIc, ru .... safely

Example I think boxing is D _bit S{JDfI. 1It>u .. risk btoltr injury DIIII MIl dmth.

For information o n rlachtli , visit the Challenges Website.

~www.cha ll enges.e lt.com )


• Play the recording for students to listen and repeat the Key Words. Pay particular attention to word stress.

• Students work in pairs or small groups, adding as man y sportS as they can to

the lists in two minutes .

Exercise 2 • In groups or as a class, students say

which sports they have played and which they would like to play.

~Exercise 3 ((D3 Track 3)

• Check that students can identi fy the sports in the photos (basketball , rugby, surfing, boxing) .

• Encourage them to guess when people first played each of these sporrs.

• Play the recording once for students to listen and make a note of the answers.

Answers 1 boxing - 5,000 years ago 2 basketball - fifth century 3 surfing - 1777 4 rugby - 1823


through the questions before you play the recording.

• Play the recording, twice if necessary, for students to answer the questions.

Answers 1 surfing. Because the

surfers tried to go as near to the rocks as possible and then jump off the board into the water at the last minute

2 boxing 3 basketball 4 rugby 5 basketball 6 rugby

Extra Divide the class into four groups. Ask each group to listen carefully to one of the sections and make a nOte of extra infotmation about the history of the sport. Play the recording.


Exercise 5 • Read aloud the words in

the box. Check students' understanding.

• Elicit three or four sentences from the class.

• The pairs discuss violent and dangerous sports.

• Each pair tells the class their opinion about one of the sports.

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 5, 8 and 9) .

Background Emil Zatopek (1922-2000) is the most famo us. Czech runner ever.

Diego Maradona (born 1960) is considered one of the best and the most controversial foorba llers ever.

Elena lsinbayeva (born in 1982) is world champion III

women's pole vaulting

For more information on these sports people, visit the Challenges Website.

~www.challenges.e l t.com )

Warm-up

Exercise 1 • Ask students if they can

identi fy the people in the photos.

• Students say if they know who are the present-day champions in these sports.


• Play the recording for students to read and listen and answer the q uestions.

Answers 1 Emil Zatopek - Czech,

Diego Maradona - Argentinian, Yelena Isinbayeva - Russian

2 Emil Zatopek is the only funner in Olympic history to win three gold medals for the 10,000m, 5,000m and the marathon. Diego Maradona scored his most famous goal with his hand in J 986 in the world cup quarter-final against England. Yelena Isinbayeva in 2005 became the first woman to jump Sm.

Exercise 3 • Give srudents time to

think of one or two 'magic moments' in sports. Tell them to say when and where it was and who was involved in the magic moment.

• Students tell the class.

... Emil Zatopek is the only runner in Olympic history to win t hree gold medals - for the 10,000 m, 5,000 m and the marathon. He achieved this at the Helsinki Olympics in

Zatopek's running style was not very attractive. His head would often roll, his face showing pain and effort, and many people thought he was not even going to finish the race. He panted heavi ly while running. which earned him the nickname of 'the Czech Express'. When asked about his worrying facia l expressions, Zatopek replied that running was not gymnastics or ice-skating.

One of t he best footballers of all-time. Diego Maradona. ironically scored his most famous goal with his hand. In 1986, in t he World Cup quarter-final against England, Maradona punched the ball into the English net with his fist. The referee did not spot the trick and allowed the goal. Argentina won 2- 1 and went on to win the World Cup. Afte r the match, Maradona told reporters that he had scored the goal 'a little with the head of Maradona and a little with the hand of God' .

Maradona recently admitted that he had scored with his hand but said he didn't regret it.

During the 2006 World Cup, Maradona predicted that Argentina would win the Cup again. Unfortunately, they were beaten by Germany in the quarter-finals.

'" ",'"n, Isinbayeva, a 23-year-old Russian pole vaulter, has already broken the world record over 15 times. Young and attractive, she has made women's pole vaulting one of the most popular athletics events . In 2005, she became the first woman ever to jump 5 metres. Ye[ena said it had been her dream and announced that she was planning to break the world record 36 times, to beat her compatriot Siergei who broke it 35 times.

Grammar: Reported statements 4 Make a list of the verbs in

the text that are used to report people's words or thoughts.

Example think

5 Complete the table on the right with sentences from the text.

6 What changes do you notice (e.g. I -+ he, ;s going ..... wos going)?

Grammar: Reported statements

Exercise 4

Actual words

'He is not going to finish the race.'

'Running is not gymnastics.'

'[ scored with my hand.'

'I don't regret it:

'Argentina will win the World Cup:

' It has been my dream.'

'J am planning to break the world record:

Exercise 5

Reported words

Many people thought he was not going to f inish the race.

Ztifutek Y'flied that YUi111t'nj W{(5 nut Jpnna.s&.s

Mayadona atlmitter/ t!tat!te kad scgm/ wHir his hand

but said he didn't yt:jYCt it

Maradona I'm/ided that AY!Jf!I1finA wou(J Win the cup a:Jf.Un

rdCl1<i stWI it had bun hey dyeam

announced that site wa.s plal'mmj W break the world record

• Students work individually or in pa irs, listing the verbs that are used to report people's words or thoughts.

• C heck answers by asking individuals to read aloud the actual and reported words. Write [he tense changes on the board.

Answers .... student page

• When checking answers, ask students to read aloud the sentences conta ining the verbs.

Answers reply tell admit say predict announce

Practice

Exercise 6 • After checking answers, ask students ro

say the actual words for each reported statements, e.g. 1 I'll win. 2 I won.

7 Match the reported statements (1-4) with when they were said (a or b).

He said he would win. b) 2 He said he had won. a)

She said she was playing tennis. b)

4 She said she was going to play tennis. a)

a) afler a game b) before a game

a) before the game

b) during the game

8 What were these people's actual words?

1 The capta in said they had trained very hard . 'We ... '

2 The coach admitted Ihat the players weren't very fit. 'The players ... '

J Many commentators predicted that Brazil would win the 2006 World Cup. 'Brazil ... '

4 The goalkeeper told the journalists that he was going to retire. 'I. '

S The leam spokesman said that the players didn't want to talk to the media . 'The players ... '

, Everybody thought Ihe team were celebrating at their hotel. 'The team ... '

Exerci se 7


Exercise 8 • Elic it the answers to the first twO items

from the class.

• Students complete the exercise, working individually,

• Check answers by asking individ uals to read aloud both sentences in each item.

Answers 1 have trained very hard. 2 aren~t very fit. 3 will win the 2006 World Cup. 4 I'm going to reti re. 5 don't want to ta lk to the media. 6 are celebrating at their hotel.

Grammar

9 Report what a famous long distance runner said about his ca reer.

Example 1 He said that he wa'i working with

a dietician.

1 'I'm working with a dietician.' 2 'I've won ten international

competitions.' 3 'I'm not going to run a marathon.' 4 'The next Olympic Games will be my

last.' 5 "don't eat sweets.' 6 ' I was a very unfit child.'

10 Report these quotes from the famous footballer, Ronaldo.

1 'I have been poor and money doesn't have any importance for me. I won't let all the money and glory go to my head.'

2 " decided to join Barcelona because it's a sunny place.'

3 'I've never timed myself over 100 m, but I have done a test over shorter distances, 20 m or 30 m, with and without the ball. What's strange is that I'm faster with the ball than without it.'

• 'We lost because we didn't win.'

5 'It does not matter who scores. We will celebrate all the same.'

Your Turn

11 Report things that people said about recent sports events.

Example During the World Cup my father said that Ronaldinho wasn't playing very well.

(--Fael Dr FietioD?--Thierry Henry once said: 'I eat football,

I sleep football, I breathe footba!1. I'm not mad, I'm just passionate.'

___ "IM.OUT! Page 117, Exercise 22

Exercise 9 • Ask one of the students to read aloud

the example sentences.

• Tell students to begin each answer with He said that ... and to change pronouns.

Answers 2 He sa id that he had won ten international competitions. 3 He said that he wasn't going to run a marathon. 4 He said that the next Olympic Games would be his last. S He said that he didn 't eat sweets. 6 He sa id that he had been a very unfit chi ld.

Exercise 10

• Elicit the sentences for the first item from the class.

• Students work individua lly or in pai rs, completing the exercise. Tell students to begin each reported sentence with He said that ...

Answers 1 He sa id that he had been

poor and money didn 't have any importance for him . He wouldn 't let a ll the money and glory go to his head.

2 He said that he had decided to join Barcelona because it was a sUlmy place.

3 He said that he had never timed himself over 100m, but he had done a test over shorter distances, 20m or 30m, with and without the ball. What was strange was that he was fas ter with the ball than without it.

4 He said that they had lost because they hadn't won.

S He sa id that it didn 't matter who scored. They would celebrate all the same.

Your Turn Exercise 11 • Give students time to think

of things people said about recent sports events. They can invent what people said if they wish.

• Students te ll the class their sentences. Encourage students to hel p each other correc t any errors.

Fact Dr FictiDII • After checking the answer,

ask students to report the quote (He said that he ate football, slept football, breathed football. He said that he wasn't mad, he was just passionate.

• Encourage students [0

share any info rmation they have on Thierry Henry's li fe .

.... TIME OUT! Page 117, Exercise 22


This Unit Shorr of time: set some of the exercises for homework (e.g. Exercises 3 , 6 a nd 9).


Background The ancient O lympic Games had rhe fo llowing events: boxing, wrestl ing, chariot racing, horse racing, pankration (fea ts o f strength), discus, javel in, jumping and running. Athletic contes ts were onc way rhe ancient Greeks honoured their gods.

For more in formation on the games visit the Challenges Website.

~www.Chal l enges.e lt.com )

Warm-up

Exercise 1 • Ask students if they like

watching the O lympics on TV and what their fa vourite events are.

• Students work in groups or as a class, discussing the questions.

Reading


78

• Students read the first two pa ragra phs of the text to check their answers for Exercise 1.

Answers 1 in O lympia 2 crowns of olive leaves 3 every four years 4 chariot and horse racing,

boxing, running, discus and javelin throwing

Exercise 3 • Read aloud the advice in

the Reading Help. Check that students understand what the abbrevia tions mea n, e.g. 'v. gd ' ;; 'very good ' .

• Bui ld up notes fo r the second paragraph on the board with the class .

OIrmpic Games were held in Otympia to honour .... god Zeus. As well as

important religious centre, Otympia was get to by ship. This was important because athletes and spectators came from as fior away .. Spain.,.. EJI'pt.

star of Sydney 2000 - for SWImming one of the slowest races in history. He had only learned to swim five months before and nearty because he thought he was gotng to drown!

e The modem Olympics h ... sometimes been COilDO'olelsiai In me 1936 Olympics In Berlin,

Only Gnek-spealcing men could take pan and .... Nazi leader Adolf Hid ... congratulated all che pmes were always in the same place. the winners apart from blade. arhletes such as Inooead of medals, they presented J...., Owens. And although ....... was a terrorist ClOWnS of olive leaves to me winners. However, attack on the Israeli team at the 1972 _ne thit1pare still the same today. Jjke the Munich pmos, they decided to

.-;;:r.;;;;~;;.' Olympics take place .... pmos. -j and uhletes get a lot of money

fiorn chariOl: and ho,,", • Apart fiorn poIiacs, .... biaest

Ir~:~:~2~~srill do most of the original COilbOdl"5) ofrecent ames'has running. as well as discus been 'doping', as some athletes tTy to chat. In 1988, the Canadian, Ben Johnson, won the 100 m In record time but OIympocs have produced colourful

c:haracters as wen as great champions, like the ScMer: gymnast Larissa L.a.tynina, winner of a Ncord etghteen medals. Polydamus ofThessaly once killed. lion with his bare hands to entenatn the aowd! More recently, British ski Jumper ' eddie the Eagle' became a celebrity in 1918. eddie was owrweight, wore glasses and dropped Ilice a stone. However, although he came last in every event, he did not the competition. Eric Moussambani ('Eric t he Eel' ) Equatorial Guinea, was the unlikely

• Students work indi vidua ll y, reading and making notes about paragraphs 3, 4 and 5. Monitor and help if necessary.

Extra Explain or encourage srudents to guess the meaning of any new voca bulary.

Play the recording for students to read and listen, focusing on pronunciation of new words.

his country when he tested positive for He didn't it but he was only one of many athletes taking drugs. Since then, he has drugs but 'doping' is still a big issue.

Exercise 4 • Ask two srudents to read aloud the

example question and answer.

• Give srudents time to read through th eir notes and thin k of fou r or five questions to ask a bout the text.

• In pairs, students take turns asking and answering questions about the text.

Extra Students change partners and ask and answer their questions with their new partn er.

Work in pairs. (lose your books. Use your notes to ask and answer questions about the text.

Example A: Why were the ancient games held in Olympia? B: Because it was on important religious centre

and port.

5 look at the Word Builder. Guess the meaning of the verbs in II )w in the text.

drop out of something (e.g. a competition, a cou rse of study)

give up

go ahead with someth ing (e.g. an event , your plans)

let somebody down (e.g. your friends , your team)

get away with something (e.g. a crime) speak out against something (e.g. the arms trade, drugs)

Rewrite the sentences (1-5). Replace the verbs in italics with verbs from the Word Builder in the correct tense.

He gave his opinions against racism in sport.

Z She was in last position but she didn 't stop. 3 He failed his exams and left university after the

first year.

They distributed free sun hats to runners in the local marathon.

I really tried in the race because t didn 't want to diSlJppoint my schooL

Verb Ga m e Work in groups. Make sentences (minimum five words) with the verbs below. The first group with eight correct sentences is the winner!

• put on I put up I put off ! put down

• turn on I turn up I turn off I turn down

--.. Word Bank, page 122

Exercise 5

Skills

8 look at the Sentence Builder. Find more examples in the text of linkers followed by nouns or -ing forms.

Sentence Builder

Olympia was an important religious centre and was easy to get to by ship.

As well as being an important religious centre, Olympia was easy to get to by ship.

We still have mosl of the original events but not chariot and horse racing. We still have many of the original events, apart from chariot and horse racing.

They didn't give oul medals. They presented crowns of olive leaves.

Instead of giving out medals, they presented crowns of olive leaves to the winners.

9 Use linkers from the Sentence Builder to write sentences about these things.

• sports • school su bjects • music • learns • colours • writers • vegetab les • computer games • hobbies

Examples As well as playing volleyball, I also play tenni5. I like playing most sports, aport from rugby. We played basketball instead of football in our games les50n.

Speaking

to Work in pairs. Ask and answer the questions.

What are the most popular Olympic events in your country?

2 Who are Olympic celebrities in your country?

3 Do you do any sports that are in the Olympics? How good are you?

4 Would you like to take part in the Olympics? Why or why not?

---Fact Dr FictiDD?--The word 'athlete' is an ancient Greek

word. It means 'champion'.


read aloud the sentences. • Students work as a class, findi ng the

verbs in ye llow in the text and guessing their meaning. Ask students what

Answers 1 spoke out against 2 give up they would say in their Ll for these

expressIOns.

• Students look at the Word Builder (Multi-parr Vetbs page 122) and check their guesses by reading the explanations and example sentences.

Exercise 6 Students do the exercise working individually. They can compare answers in pairs before checking answers as a class.

3 dropped out of 4 gave out 5 let down

Exercise 7 • Elicit an exa mple sentence for 'put on'

from the class. Remind students that the sentences must have at least five words in them.

• Check the sentences as each group finishes. Point out any language errors in the sentences for the group to correct.

Extra Each group read aloud their sentences. The rest of the class listen and see how many sentences ate over five words long.

Exercise 8 • Ask individuals to read

aloud the sentences in the box.

• Students find more examples in the text and read them aloud.

Exercise 9 • Ask individuals to read

aloud the example sen tences .

• Elicit three or fou r more sentences about some of the topics.

• Students work individually, writing eight to ten sentences about some of the topics and using the thtee linking expressions. Check stu dents' sentences.

Speaking

Exercise 10 • Students ask and answer

the questions in pairs.

• The pairs then form groups of four or six and tel1 each other their answers.

Fact or FictiOI! Extra After checking the answer, write these statements on the board:

1 Top Olympic athletes are paid too much nowadays.

2 Most rap athletes take drugs.

3 Men and women should compete against each other at the Olympics.

Students discuss the statements as a class or in groups, giving reasons for their opinions.

-+ "MI OUT! Page 117, Exercise 23

79

This Unit Short of time: set Exercise 3 for homework a nd shorten the discussion in Exercise 1.


Background Steve an d Ellie go to the police to tell them they've fo und toxic chemicals in the r iver water. A slightly threa tening e-mail arrives at Rad iochill. e rg's website. Tanya and Abi present a sports round-up progra mme for their onl ine radio station.

Warm-up

Exercise 1 • Students pool wha t they

can remember about the story and the people witho ut looking back at the previo us episodes.

• They can then look back at previous episodes to check if they ha ve [emem bered correctly and if they have omitted anyth ing important.



80

• Give students time to read th rough the questions before you p lay the recording.

Answers 1 the shampoo 2 H e tells them to bring a ll

the results and samples to the police stat ion , to

go to an environmental group like Greenpeace, to be careful and not to

mention the company's name publicly until the pol ice have fi nished their investigatio n.

3 pollut ion o f the river 4 students' own suggestions

"" The Police Station

Warm-up 1 What can you remember about the story 50 far?


~ 2 Read and listen to the dialogues. Answer the questions.

1 What does Steve show the police officer?

Extra

2 What advice does the police officer give? 3 What is Tanya's programme about? 4 Who do you think the note is from?

Elfie and Steve go to the police stotion. Policeman: can I help you? Ellie: Yes, we're from radiochill .org, a rad io station for young

people. We'd like to report something. Policeman: What exactly? Ellie: Well , there were dead fish in the river so we took a

sample of the water. There are toxic chemicals in it. tracked these chemicals to a local cosmetics factory!

Steve: Yes, they're in this shampoo, for example. Policeman: Are you sure? Ellie: The analysis was done at the university. Policeman: Right. First , you should bring me all your

results and samples. Ellie: Right , we'll do that. Policeman: And if I were you, I'd go to an environmental

group like Greenpeace. ,'m sure they'll help. Steve: That's a good idea. Poli ceman: And you 'd better be careful. Ellie: Of course. We will be. Policeman: I mean, you shouldn't mention

the company's name publicly - not unti l we've finished our investigation.

Ellie: No, we won't, I promise. S!ev.: Thank, lor your help, Policeman: Not at all .

Bock at the studio ... Tanya: ... so now we know the river is

being polluted. Okay, that's all from me on radiochill.org.

Abi: Hey, look at this note. It says, 'We heard your report about the river. It is false. Keep your noses out of other people's business.' There's no name or address.

Tanya: Wow! What should we do? Abl: Let 's phone Ellie and Steve. Maybe

we need to check out that factory!

Speaking

Exercise 3

Speaking

3 look at the Key Expressions. Match the advice (1-4) with the replies (a-d).

Key Expressions: Giving Advice

1 You should bring me aU your results, dJ

2 If I were you, I'd go to an environmental group. c)

3 You 'd better be careful. b) 4 You shouldn't mention the

company's name. a) a) No, we won't. I prom ise. b) Of course. We will be. c) That 's a good idea. dl Right, we 'll do that.

Play the recording of the first dialogue between the policeman, Ellie and Steve for students to focus on the speakers' stress and intonation patterns.

Students work in groups of three, reading aloud rhe dialogue and changing parts. Monitor and correct any serious pronunciation errors.

• Check answers by asking pa irs of student to read aloud each sentence giving advice and the reply to it.

o Check that students understand what the short verb forms stand for, e.g. I'd go (I would go ), You 'd better (You had better),


4 Work in pairs. choose a problem. Give your partner some advice. Everyday listening

Skills

Example Q!Jt listen to radiochill.org's sports report. A: Oh no! I haven't done my moths homework

and I've got moths next ltsS{)n. B: If I weft! you, I'd do it now.

A: I con't. I haven't got time. B: Well then, you 5hould tell the teacher,

You haven't done your maths homework and maths is your next lesson. It was your boyfriend's/girlfriend 's birthday yesterday but you forgot. Your parents bought you a new mobile phone but you've lost it already_ Your friend invites you to stay at his/her house lor the weekend but he/she has got a dog and you're altergic to dogs.


example d ialogue.

• Give students time [Q read through the situations and think of advice to give.

• Students work in pairs, taking turns to

describe a problem and to give advice to the ir partner. Monitor but do not interrupt students' fluency. Make a nOte of any language problems to go over with the class afterwards.

Are these sentences true (T), false (F) or is there no information (NI)?

1 [lj They have a sports report every week.

2 ItJ Bristol City football team lost. 3 ILJ Arsenal are top of the Premier league.

" ~ It was raining during the athletics competition.

S [[] A Russian won the women's 100 metres fi nal.

6 [lJ Britain finished fourth in the long jump.

7 ~ The athletics competition finishes at four o'clock.

8 !tJ The Bristol ice hockey team are top of the league.

Listen Closely The meaning of a sentence can change if you put the stress on a different word. l isten to these examples.

It 's half-past five on Saturday:: not .Q..I.!..ltl.e.past

2 It's half-past flyt on Saturday = not half-past l2lI!

3 It 's half-past five on ~:: not ~

Usten to sentences from the sports report and mark the main stress. Then choose the correct mea ning (a , b or C).

1 Today was a good day for Bristol City. .!l. not yesterday b) not a bad day @lot Bristol Rovers

2 Manchester United stay in second place after their draw against liverpool last night.

@)not first place b) not win c) not last week

3 She just beat the Canadian Sindy Turner by two hundredths of a se<:ond. ..& not the American bJ not three hundredths (9)lot tenths of a Sfiond

.. The Romanian, Alexandru Telegdy, threw an amazing seventy-three metres. a) not Bulgarian ~not seventy-two eJ not centimetres

S An important match for Bristol Warriors tonight against top-of-the-table Coventry. .!l not Bristol Juniors b) not tomorrow (9)'lot bottom-of-the-table

....... TIM.OUTI Page 11 7, Exercise 24

Extra Each pair says one of their dialogues for the class to hear. The rest of the class say whether rhey think the advice is good.

Everyday Listening


• Give students time to read through the sentences before you play the recording.

• Tell students not ro worry a bout understanding every word at this stage but to focus on listening for the information in the statements.


Extra activity 011 website

Exercise 2 (CD3 Track 8)

• Play the recording first for students to listen and then for them ro listen and repeat the sentences with the correct stress.

• Ask ind ividual students in turn to choose one of the sentences to read aloud and another student to respond, e.g. Student A: It's half-past five on Saturdav. Student B: not Fridav.


• Play the recording, twice if necessary, for srudenrs to

listen and Illark the main stress and then choose the correct meanmg.

• Check answers by playing the recording aga in, pausing after each item for students to identify the main stress and give the correct meanmg.


Extra Ask srudenrs to look at rhe answers that were not correct for each sentence. Ask them which word would be stressed if these answers were correct. For example, in sentence 1, Today would be srressed for answer a) (not yesterday) and good would be stressed for answer b) (not a bad day) .

... TIM. OUTI Page 11 7, Exercise 24


81

Your Challenge Background Th is report is about the sports faci lities in a British town of about 10,000. It is based on factua l information about the town of Ludlow.

Writing: A Sports Survey and Report

Exercise 1 • Students read the survey

quickly to find sports facil ities they use.

• Students tell the class which sPOrtS fac il it ies they use. Ask them if they use any sports facilities that 3re not mentioned in the text.

Text Builder


completing the survey w ith the linking words. They can compare answers in pairs before checking answers as a class.

• Explain or encourage students to guess the meaning of any new vocabulary in the survey.


Extra Ask students to read the survey and find expressions for how many people said the same thing, e.g. Nearly everybody said .. . , (Two) people mentioned ... , Over half the people said .. . .

Elicit more expressions, e.g. 100% / about one-third / under half the people.

Exercise 3 • Read through Steps 1--4 so

students understand what to do.

Your Challenge

Writing: A Sports Survey and Report

t Read the sports survey. Which sports facilities do you use?

Text Builder

2 Complete the survey with these linking words.

although, as well as, instead of, however, too, apart from, fi nally, for example

• Read a lo ud the questions in Step 1. Elicit suggestions for three o r fo ur more questions. Tell students to write three to fi ve questions. Weaker students may find it helpful to work in pa irs fo r Steps 1 and 2.

• Depending on your teaching situation, srudents walk around or sit in groups to ask and answer questions.

• Students work individua lly, writing a draft of their report and including reported speech and linking words where appropriate.

3 Do a survey and write a report about sports facilities in your area.

~1 Write some questions.

What sports facilities in your area do you use? What do you think about them? How could they be improved? What other sports facilities does your town need?

tb2 Ask other students your questions and ~ write down their answers. Don't write

their names.

tb3 Write a short report of the results of t;:. your survey in rough. Try to include

some reported statements and the linking words from Exercise 2.

tb4 Read the Writing Help. Check your t;; report and rewrite it neatly.

Writing IIIIIp: CIIedIIng · _Ihe _ again. HeM! \IOU

CDiiplebid the task? Haw CDUIcI VDU ...... \lOW IIHt more _ .... IIIIg1

• HeM!youl&dlhe ___ enS

11"*'11-• HeM! you -....-nIl enS

punctuoHon?

4 Read each other's reports . Do any results surprise you?

• Read through the Writing Help with the class. Encourage students to work with a partner, checking their reports and correct any mistakes. They ca n refer to you if they are not sure about any of the corrections.

• Students rewrite their report neatly.

Exercise 4 • [n groups of four to six, students read

each o ther's reports and say if any of the results surprise them.

r

Understanding Grammar: TaLking about quantity

1 Read the text. Why do you think beach volleyball is becoming more and more popular?

Beach volleyball ... rted in California and became popuiar at a pl'ofessionallevel in the 199Ck In 1996, it became an Olympic event.

Beach volleyl>all i. played on sand. Ea<h team conoim of two player<. Both of them have to play all the time and neither of them can be changed All player< play the game l>arefoot. All male play'" wear loose shoru and mogt female players wear bikinis. In international ' both playerS! from the team must wear the same colours, None the playen is allowed to weal' jewellery that can harm other players.

International beach ~Ileyball is dominated by Brazil, the United States and Auitralia, All of these countries have won Olympic gold medals and produced a lot of international ....... lntereatingly, female beach volleyball players are generally more famous and earn more than their male counterparts. This may result from the faat that most of the fans are men.

There hu been a lot of controversy over the costumes worn by female play'" during the game. Some criti" say that the bikinis are worn to attract more viewer" and sponsors and they !naI<e the .port Ie" reopectable than other OlympiC evenU.

2 Complete the table with exa mples from the text.

A .llImost/some/both + plural noun

B all/mostisome/both + of + pronoun/the ".

all players most female plaJer$ some tnciC$ both player$

Complete the rule.

all of these countries most ufthefan$ some of you both neither none

of them of them

of the plaJCY5

In (olumn@ s, the words 01/, most and some refer to people or things in general.

In column A@ the words all, most and some refer to specific people or things.

3 Put all, none, most, some and Q fot on the Kale. -2!E!!L. ~ --1!.IP.L ~ all

r 100%

4 Use the ted to complete the rules with both, neither and none.

neither and ~ have negative meaning. 2 ~ and ",etcher are used to talk about two people

or things.

5

2

3

4

S

6

S

2

3

4

S

6

7

8

Answers

Complete the gaps with of where necessary.

AII ___ professional sports people have to train every day. I left some ~ the money on the table, We spent most ~ the time chatting. Most ___ big cities are very noisy, None ~ the teachers was a native speaker, r asked both ~ them for help.

Complete the sentences with the words from the table in Exercise 2,

MO$t teenagers go to Khool. We're not a very good team; ~ of us plays really well. Jane and I failed the test because neither of us studied very much. I watched ~ of the film but I didn 't see the ending. ~ animals can live without waler for a long time. ~ of my parents does sport; ~ of them prefer to read in their free ti me.

Think of the people in your class. Make sentences belinninl with All of us ... , None of us ... , Most of us .. , ,

Work in pairs. In two minutes, write as many sentences as you can startinl with Both of us ." and Neither of us ... , Example Both of us have blond hoir. Neither of us has been to London.

Understanding Grammar It is a social ga me and can be played

Exercise 1 • Encourage students to say why they

think beach volleyball is becoming more popu lar.

• Students work individually, reading the text and checking the answer.

on many beaches throughout the world. Professional women players wear bikinis and this attracts more sponsors and male viewers.

Exercise 2 • Look at the table with the class. Point

out that some phrases, but not a li , can be used with and without 'of' and so examples can be written in both colum ns of the table.

• Students work individually or in pairs, reading the text and completing the table.

• Draw the outline of the table on the board. Check answers by asking individuals to complete the table on the board


Exercise 3 • Draw the line on the board

for individua ls to write the words in the correct places on the line.


Exercise 4



individuals to read the sentences aloud.


Exercise 6 • If students disagree about

any of the answers, ask them to give reasons for their choice, e.g. the answer to item one could be 'a ll teenagers' or 'most teenagers (if students include 17-19 year aids who may have left school).


Exercise 7 • El icit one or two example

sentences then give students time to think of sentences.

• Students tell the class their sentences. Ensure tbat each student says at least two sentences.

Exercise 8 • Ask one of the students

to read aloud the example sentences.

• After the pairs have written their sentences, they can form groups of four or six and read each other's sentences.

s

Language Check

Exercises 1-2


Exercise 3

Answers 11 Rafael said he liked

simple things such as fishing and being with his family.

12 He said his victory over Federer had been very important.

13 Rafael said that when he had been young he had preferred foot ball to

tennis. 14 He said he had had to

choose between tennis and football.

15 He said he had got better at tennis but he hadn 't changed.

16 He said tbat bis first big tournament win had been very important for him.

17 He said that people in his local town treated him like everybody else.

18 He said that every tennis player dreamt of winning Wimbledon.

19 He said his family made him happy and his uncle was his coach.

20 He said that his uncle had given him a Real Madrid sh irt when he had been a player.

Exercises 4-5


~ Feedback (CD3 Track 10)

84

• Students listen to the recording to check theif answers. Check spelling where necessary.




1 Look at the pictures and write the names of

-X:l~ 1 wci&bM/"t1j 1.~ 3--Jardill-

-./""1° ft?! ' -UidL JD,t-2 Complete the multi-part verbs in the text.

It was the hardest cross-{ountry race of my life. The weather was terrible but the school decided to 'go ~ ~ the race. The first two miles were okay but then we had to cross a river and go up a hill. I nearly 7go~ --¥-- because I felt terrible. Then, near the end, I got a pain in my leg and was going to 8drop ~-4-the race. But just then, I saw the finishing line in the distance and I didn't want to '/~ my team ~ . In the end, I finished the race and came third. I was the happiest person ever when they 10ga~ ~ the medals afterwards!

Vocabulary 0/ 10

3 Report the sentences taken from an interview with top tennis player, Rafael Nadal. Start each sentence with H~ said ... ,

11 'I like simple things such as fishing and being with my family. '

12 'My victory over Federer was very important.' U 'When I was young. I preferred football to

tennis: 14 'I had 10 (hoo'" beh.,..,n tennis and fOOlball :

Feedback

C3. Listen and check your answers to the Language Chm. Write down your scores.

• look at the table below. Then do the exertises on page 8l of the Workbook.

wrong answers: look again at: Numbers 1-5 Get Re.dy - Key Words Numbers 6-10 Unit 23 - Word Builder Numbers 11-20 Unit 22 - Grammar Numbers 21- 25 Understanding Grammar Numbers 26-30 Unit 24 - Key Expressions

Study Help: English Outside School •

•

Read through the questions and suggestions w ith the class.

Students say what they have tried and if they enjoyed it and found ir helpful, e.g. which magazines they read, which songs they got the words of.

15 "have got better at tennis but I haven't changed:

16 'My first big tournament win was very important for me:

17 'People in my Io<al town treat me like everybody else.'

18 'Every tennis player dreams of winning Wimbledon.'

19 'My family make me happy and my uncle is my coach.'

20 'My uncle gave me a Real Madrid shirt when he was a player.'

4 Complete the sentences with all, both, most, "I!jth~r and nonl!.

21~ my twin sisters love music but 21. neither of them plays an instrument. The exam was really hard; n~ of us failed and 1.4~ of us got over 50%1

I like l.s-E11L- sports but my favourite is basketball.

Grammar 0/ 15

5 Complete each pie<e of advice.

A: I've got a terrible headache. B: You 16~ take an aspirin. A: It 's going to rain. B: You'd 1.7~ take your umbrella. A: I can't do this homework. B: If 11.8~ you, Il.!j~ phone

someone in your class. A: I've got a bad cold. B: You 30~ go out tonight

Key Expressions 0/ 5

Study Help: English Outside Which of these things have you tried? Which are you going to try?

Watch an English OVD with the subtitles in English. Read a Penguin Reader for your level. Read mag<llzines in English. Go to the 88Cs Wf!i>site (www.bbc.co.uk).lt·sa good plact to practise your reading. You can listen to BBC radio programmes online. Listen to songs in English and get the words the Internet. Talk to fQreign tourists in English in ~ .... ,"-,. when you are on holiday.

• Students discuss which of the suggest ions they are going to rry. They can report back in a later lesson and discuss how they got on.

Module 8 Test, TIP, Page 76

detective stories and films; make

mysteries and a

alibi , blood, criminal. fingerprints. investigation. murder, witness

General: clue, crime scene, kidnapping, motive. theft People: detective, kidnapper. murderer, suspect, thief, victim

Evidence: DNA, footprints. hair, murder weapon, ransom note

Get Ready Background American TV crime and detective series have been incredibly popul ar since the 1950s. They have been broadcast all over the world and often repeated many years after the series has finished. Some famous series are: The Fugitive, Hawaii 5-0, Colombo, Ko;ok, Charlie's AI/gels (wi rh recent movie spin-offs), Murder. She Wrote (the longest-running detective ser ies), The X-Files, Homicide, Monk and CST (Crime Scene In vestigation) .

Exercise 1 • In groups or as a class, students d iscuss

thei r favourite detecti ve srories, giving reasons for their choice.


• Play the recording for students ro li sten a nd repeat the Key Words. Pay particular attention ro word stress .

• Check that students understand any new vocabulary.

• Students work in pairs, adding the words in the box to categories a-c of the Key Words.

Answers a alibi investigation murder b crimina l witness c blood fingerprints


• Read aloud the statements (1-8).

• Ask students to look at rhe phoros of the detectives and guess which one matches some of the statements.

• Play the recording, twice if necessa ry, for students ro listen and match the derectives (a-d ) with the statements (1-8) .

Answers --t student page

Extra Divide the class into four groups. Ask each group to

listen carefull y to one of the descriptions and make a note of extra information about the detective. Play the recording.

Each group te lls the class their extra information.

Check that students understand any new vocabulary.


groups, di scussing the qual ities a detective needs and giving reasons.

• The gro ups feedback to the class and see how much genera l agreement there is.

Exercise 5

•

•

•

Ask one of the students ro read a loud the exa mple sentence.

In pairs, students discuss which qualities each job requires, giving reasons.

In turn, each pair tells the class the qua lities required for one of the jobs and w hy.

85

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 7 and 8) and shorren the discussion in Exercises 1 and 3 .

Background The topic of the lesson is the discovery of Homo floresiensis. a new human species on an Indonesian island Flores in 2004. There is more about th is discovery at these addresses:

hrrp:llnews.nationalgeographic. com/news/2004/101l027 _ 041027 _homo_floresiensis_ 2.html

hrrp://www.new5cienrisr.com/ article. ns? id=d n 65 8 8

hrrp:l/www.abc.ner.au/science/ ncws/stories/s148033 1.htm

Warm-up

Exercise 1

• Swdenrs look at the pictures and describe the creatures. Encourage them ro guess when and where they lived.

(ig Exercise 2 (CD3 Track 13)

86

• Pia y the recording for students to read and listen and find the difference between the ' hobbit' and us. They ca n check their answers from Exercise 1 about when and where the three creatures lived.

Answers They were small (the size of a three-year-old child) and had a smaller brain, longer arms, a sharply sloping fore head and no chin.

Exercise 3

• Revise voca bulary from Get Ready, Exercises 4 and 5 (page 85) by asking students what skills and qual it ies an archaeologist needs. Ask studenrs to say which of these qualities they have.

History Detectives

• Students say w hether they would like to be an archaeologist and give reasons.

Grammar: Reported questions

Exercise 4

• Read aloud the report of the interview and the first entry in the table.

• Studenrs work individually, completing the rable.

• Check answers by asking individuals to read aloud each pair of original and reported questions. Draw students' attention to the change in verb tense in each pair of senrences.

Answers I wanted to know how old the skeleton was. 1 wanted to know why they had ca lled it 'the hobbit' . I (a lso) asked if Homo f10resiensis was very differenr for Homo sapiens. I asked what funhet research would be done.

Exercise 5 • Students work indi vidually or in pairs,

reading and answering the questions.


Grammar: Reported questions

4 Read this report of the interview. Complete the table with reported questions.

Original question

'What have archaeologists found on Flores Island?'

'How old is the skeleton?'

'Why did they coif this creature the "hobbit"?'

'IS Homo floresiensis very different from Homo sapiens?'

'What further research will be done?'

Reported question

I asked him what archaeologists had found on Flores Island.

5 look at the direct and reported questions above and answer the questions:

When we report a question: 1 we use the word order of a

statement @I No

2 we change the tense in the question if the reporting verb is in th~st tense ~I No

3 we use the question word from the question ~I No

4 we add if when there is no question word (j§1 No

Practice

Exercise 6

Grammar

Practice

6 Match the direct questions (1-6) with reported questions (a-e). Two of the di rect questions are matched with one reported question.

1 'What do you do?' e) 2 'What have you done?' a) 3 'What are you doing?' t} 4 'What did you do?' e) 5 'What will you do?' h) 6 'What can you do?' tI)

aJ He asked what I had done. b) He asked what I would do. c) He asked what I was doing. d) He asked what I could do. e) He asked what I did.

7 A student reports an interview for a job a t an archaeologica l site. Write the original qu estions.

They asked me jf I had ever worked at an archeological site.

2 They wanted to know if I was planning to study archeology.

3 They asked why I had chosen that job.

4 They wanted to know if I (ould speak English. 5 They asked if I wou ld be happy to sleep in a tent. 6 They asked if I suffered from any diseases.

8 Report these questions a journa list asked an archaeologist.

1 'Have you ever worked in Africa?' He asked me

2 'Where are you currently working?' 3 'Do you have any sponsors?' 4 'Are you going to write a book?' 5 'Did you take part in the investigation into the

"hobbit"? ' 6 'Where will the bones of the hobbit be kept after the

investigation?' 7 'What is the origin of the "hobbit"? ' 8 'Where are most of the prehistoric remains found?'

Your Turn

9 Think about some questions your family and friends asked you yesterday and report them to the class.

Example My sister asked me if I was tired.

...... 'IM.CUT! Page 118, Exercise 25

Exercise 7

• Check answers by asking pairs of students to read aloud the matched di rect and reported questions. Point

• Remind students to punctuate the direct question s correctly (with quote marks and question marks) and change other words such as pronouns where necessary.

out that past simple and present perfecr verbs in direct question are changed to past perfect in reported questions.


• When checking answers, point out that 'that ' in item 3 changes to ' this' in the direct question.

Answers 1 'Have YOLI ever worked at

an archaeological site?' 2 'Are you planning to

study archaeology?' 3 'Why have you chosen/did

you choose this job?' 4 'Can YOli speak English?' 5 'Will you be ha ppy to

sleep in a tent? 6 'Do YOll suffer from any

diseases ?'

Exercise 8

Answers 1 if I had ever worked in

Africa. 2 He asked me where I am

currently working. 3 He asked me if [ had any

sponsors. 4 He asked me if ] was

going to write a book. S He asked me if [ had

taken pa rt in the investigation into the 'hobbit'.

6 He asked me where the bones of the 'hobbit' would be kept a fter the invescigation.

7 He asked me what was the origin of the 'hobbit' .

8 He asked me where most of the prehistoric rema ins were found.

Your Turn Exercise 9 • Elicit two or three

exa mples of direct questions (e.g. Have YOli

got any homework? Are you going to the cinema at rhe weekend? ) and the reponed questions (My mum asked me if I had got any homework. My friend asked me if I was going to the cinema at the weekend.)

• Give scudenrs time to think of four or five questions and how to repon them.

..... 'IME OUT! Page 118, Exercise 25


8

This Unit Shorr of time: set some of the exercises for homework (e.g. Exercises 3 and 7),


Warm-up

Exercise 1 • Students discuss the

questions in small groups, giving reasons for their answers.

Reading


88

• Play rhe recording for students ro read and listen and check their guesses from Exercise l.

Answers 1 Stapleton 2 Holmes 3 Sir Charles Baskerville


or in pairs, reading the text and choosing the correct words. Advise them ro read through the text qu ickly first for general understanding.

• Check answers by asking individuals ro read aloud the sentences.


Exercise 4 • Read aloud the instructions

and check that students understanding the meaning of 'idiomatic expressions' . Students may find it helpfu l if you refer to two or three idioms from their Ll.

• Students do the exercise working in pairs.

• \Vhen checking answers, point out that the expression (the black sheep of the famil y' has negative connotations and is used when someone is different from the rest of the family because that person is considered to be a failure

Sherlock Holmes Warm-up

1 look at the drawings (a-f). Who do you think was:

1 the murderer?

2 the detective?

3 the murder victim?

Reading

2 Read the story and check your guesses for Exercise 1.

LaSt week, the body of another Baskerville, Sir Charles, was found outside Baskerville Hall. There were no marks on his body but next to it were footprints of a huge dog, This reminded Holmes that in the 17th century, the evil Sir Hugo Baskerville had been killed by an enormous hound.

Sir Charles's young nephew, Sir Henry Baskerville, returned from America, On his first day, he mysteriously lost a boot at his hotel and soon afterwards, received a threatening note, Holmes and Watson went to see him.

Having talked to Sir Henry, Holmes sent Warson to scay with him at Baskerville Hall. Watson was a light sleeper and heard strange noises that night, The next morning, he went for a walk on the moors and met Mr Stapleton, a neighbour. Stapleton told Watson how dangerous the moors were because of the hound and the bogs, where people could easi ly drown. While they were talking, Stapleton's wife arrived. She whispered to Watson: 'Go back to London immediately!'

One night, Watson saw the Baskerville's butler signalling to someone on the moors. He found out that he was helping a prisoner who had escaped from a nearby prison. The next day, Watson saw another stranger on the moors and followed him. But the stranger turned Ollt to be Holmes! Suddenly, they heard terrible screams. The)' ran towards the noise and found the dead body of the prisoner - wearing Sir Henry's clothes. That night, having looked at the Baskerville portraits, Holmes realised that Stapleton was the spitting image of old Sir Hugo.

The following day. Sir Henry went for lunch with Stapleton. Holmes and Watson decided to follow him. It was very foggy, and on his return, Sir Henry was attacked by a huge dog. Holmes took out his gun and shot it. luckily, Sir Henry was safe and sound. They went back to Stapleton'S house and found Mrs Stapleton tied up. She told them about her husband's plan to kill the BaskerviUes. Stapleton was really Sir Charles's nephew, although Sir Charles had never met him. Stapleton was the black sheep of the family who had gone away to South America. But he had returned because he wanted to get the family's money. Mrs Srapleron showed them where her husband had hidden the hound on the moors. They followed Stapleton'S footprints but they disappeared in the bog. Having got lost in the fog, Stapleton must have drowned in the bog! The mystery of the Hound of the BaskervilleI' was over.

or an emba rrassment, e .g. someone who gets into trouble with the police, someone who drops out of school or college and doesn't try to get a job, someone who goes abroad and doesn't keep in touch w ith their family.

Exercise 5 • Do rhe first twO sentences with rhe

class.

• Students complete the exercise working individually. They can compare answers in pairs before checking answers as a class. Answers

a light sleeper/easily woken up safe and sound/unhurt the spitting image/exactly like someone the black sheep of the fami ly/someone who is different from the rest of his/her family over/finished

AnSLvers 1 litera l 2 id iomatic 3 literal 4 idiomatic 5 idiomatic 6 literal

3 Read Holmes's explanation. (hoose the correct options in italics.

'Elementary, my dear Watson! Stapleton came back from 1SoUlh Americo I the USA to live near Baskerville Hall. He knew about the story 01 2Sir Henry I ~ and he trained an enormous dog which he kept lon the moors I in his house. Sir Charles also knew the legend and was frightened. Stapleton arranged to meet him one night but sent his dog instead. Sir Charles died 40f 0 heart attack I from a bite when he saw the horrible dog.

When Sir Henry arrived, Stapleton went to london. He followed Sir Henry and stole one of his sl!22tI I hots to get his 'name I smell for the dog. When you and Sir Henry got to Baskerville Hall. Stapleton's wife tried to warn you because she thought you were 7Sir Cha,/~ I Sir Henry. later, the dog killed the escaped prisoner because he was wearing aSir Charles's I Sir Henry's clothes which had his smell! That evening, I realised Stapleton was a Baskerville when I saw 9Sir Hugo's I Sir (ha,J~'s portrait.

The next day, Stapleton sent his dog to attack Sir Henry but I shot the dog. When he saw this, Stapleton tried to escape but he drowned in the bog. Finally, we found Mrs Stapleton tied up because she was 10Jor I gggjm1 her husband 's plans to get the Baskerville's money.

4 look at the Word Builder. Find the idiomatic expressions in the text and match them with these meanings.

• someone who is different from the rest of his I her family ,. exactly like someone • finished ,. unhurt • easily woken up

Word Builder

to be a light sleeper; to be safe and sound; to be the spitting image of someone; the black sheep of the family; to be over

---Fact Dr FictiDI? ---Arthur Canan Doyle got tired of Sherlock Holmes and 'killed' him in a story. People complained so much

that Cooao Doyle had to bring him back to life. Chld:........,,- fIlSWIt' 00 P<19t 106.

Extra Read through the section on 'idiomatic language' in the Word Bank with the class.

Point out that a good dictionary will include idiomatic expressions. Students may like to look up expressions such as 'black sheep' (listed under 'black'), 'spitting image' (listed. under 'spitting') in their dictionaries.

Give students examples of other similar expressions, e.g. 'I've gOt a heavy cold. / He's a heavy smoker/drinker/sleeper'. 'This laptop is tons better than myoid one.'

Sir Henry Bukel'YiUe

5 Are the underlined words literal or idiomatic?

1 That bag is very ~.

2 There was some very ~ rain last night. 3 We walked for ten miles yesterday. 4 This laptop is ~ better than myoid one. S The exam was a nightmare - it was really hard! 6 I had a bad nightmare last night.

....... Word Bank, page 128

G look at the Sentence Builder. Find more examples in the story.

Sentence Builder

Holmes talked to Si r Henry. Then he sent Watson to stay with him at Baskerville HaiL Having talked to Sir Henry, Holmes sent Watson to stay with him at Baskerville Hall.

7 Rewrite the sentences using the structure in the Sentence Builder.

1 Stapleton rented a house near Baskerville Hall. He got to know Sir Charles.

2 He heard about the legend of the hound . Afterwards, he bought and trai ned a huge dog.

3 Stapleton took Sir Henry's boot. After that, he used it to get the hound to attack him.

4 The hound followed Sir Henry's smell. It then killed the prisoner wearing his dothes.

Speaking

8 Work in pairs. Read about two situations and ask your partner 'yes I no' questions to try and explain them.

Example Did somebody come in through the window?

.. Student A, page lOS ... Student B, page 107

.... 'IMIOUT! Page 118. Exercise 26

Exercise 6 • Read aloud the sentences.

• Students work in pairs, finding and reading aloud more examples from the story (1 That night, having looked at the Baskerville portraits, Holmes realised that Stapleton was the spitting image of old Sir H ugo. 2 Having got lost in the fog, Stapleton must have drowned in the bog.) Point out the use of the comma in the sentences.

Exercise 7

Answers 1 Having rented a house

near Baskerville Hall , Stapleton got to know Si r Charles.

2 Having heard about the legend of the hound, he bought and trained a huge dog.

3 Having taken Si r Henry 's boot, Stapleton used it to

get the hound to attack him.

4 Having followed Sir Henry's smell, the hound then killed the prisoner wea ring his clothes.

Speaking


through their situations a nd explanations and check that they understand them.

• Students work in pairs, taking turns to read aloud a si tuation and ask and answer 'yes/no' questions to guess the explanation. [f students cannot guess the explanation after asking 10 'yes/no' questions, their partner gives the explanation.

Fact Dr FictiOI! • After checking answers,

ask students to think of other fictional characters whose 'death' would be very unpopular, e.g. Agatha Christie's Belgian detecti ve Hercule Poi rot, James Bond.

~ TIMI OUT! Page 11 8, Exercise 26


8

This Unit Short of time: se t some of the exercises for homework (e.g. Exercises 4 and 5).

More time: do the Extra act ivities.

Background Ellie and Steve go to the cosmetics factory to interview M rs Foster, the owner, and to

get evidence that the factory is polluting the local river. Mrs Foster is not very cooperative, denies all knowledge of toxic chemicals and asks the reporters to leave. They decide to hide and wait for an opportunity to look for evidence inside the warehouse.

Warm-up

Exercise 1 • Students work in groups,

guessing where Steve and Ellie are and who the woman is and describing what is happening in the photos.

Reading


90

• Read through the questions with the class before YOli

play the recording.

• Play the recording for students to read and listen and answer the questions. Students can also check their guesses from Exercise 1.

• When checking answers, encourage students to guess the meani ng of 'take legal action ' .

Answers 1 Because she has something

to hide. 2 Because they ask about

dangerous chemicals in her products and say that she has killed fi sh in the nver.

3 She will take legal action if Ellie and Steve say anything on the radio.

Exercise 3 • Explain that indirect questions usually

sound more polite, especially in formal situations.

• Draw students' attention to the use of Could you tell lis/me if .... when making yes/no direct q uestions into indi rect questions and' Do you know (what ... )? when making Wh- questions into indirect questions. Point out that <Do you know' in items 2 and 3 does not change and it is not affected by the verb tense.

Direct questions 1 Are there any

dangerous chemicals ... ?

Exercise 4

Answers

Indirect questions Could you tell us if there are any dangerous chemicals ... ? Do you know what it is?

1 Do you know where they live? 2 Do you know what time it is? 3 Could you tell me if there is a post

office near here? 4 Do you know what she does' 5 Do you know who that man is? 6 Could you tell me if he phoned last

night?

Could we talk to you, please?

Could you turn that recorder off?

Do you think you could turn it off, please?

Do you mind if we lake a look around?

Is it okay if we ask some questions?

Speaking

Exercise 5

Answers

Of course.

Sure, no problem.

I'm sorry, you can't.

Go ahead.

Okay.

a ask for permission: 1 4 5 b ask someone ro do something: 2 3 6

rude: 6

Extra Play the record ing of the dialogue from Exercise 2 for students to focus on the stress and intonation patterns in the requests and responses.

Pairs of students read aloud the Key Expressions.

1 look at the listening Help.

listening Help: Taking Rotes • Us! the IDpIcs you toont to moho notes

ooout • As you 1Islen, WIIb! ~ wortIs nett!

to each topic. • Don't write rull sentences. Use obbreviotions.

listen to detectives describing two crimes. Use the listening Help to make notes about these things for each crime (when possible).

• crime • vidim • suspect • motive • evidence • alibi

3 Work in pairs. Compare your notes with your partner's. Who gOlthe most details?

1

2

3

4

5

Listen Closely listen to the questions and complete the gaps. Then listen and repeat the questions.

How "" _~,v"""u __ know? _-"D .. o ___ ---f,y<;.u'----_ have any suspeds?

--:o:~D~n","',---__ --"",h,"-__ ----'h"."'v<'---_ ,n alibi? Where _---'i'-, __

When -:----""'''-0 __

'ib(; now?

thy want the

Students then work in groups of three, reading aloud the complete dialogue from Exercise 2 and changing parts.

Exercise 6 • Elicit one or two more dialogues using

some of the cues before students work III paLrs.

Extra Each pair of students say one or two of their d ialogues for the class to hear.

Exercise 7

• Elicit two or three dialogues from the class before students work in pairs.

• Check that srudents do not make incorrect sentences when us ing ' Do you mind ... '. For exa mple, 'Do you mind taking my book back to the library?' is correct but 'Do you mind if you take my book back to the library?' is nOt.

Everyday listening

Exercise 1 • Read aloud the advice

about taking notes. Remind students of the adv ice in Unit 23 on raking notes from a written text.

@Exercise 2 (CD3 Track 16)

• Students write two lists of the six topics (one list fo r each crime), leaving space to write their notcs .

• Pla y the recordi ng, twice if necessary, for students to

listen and make notes.

Exercise 3

• In pairs, students compare their nOtes to see if they agree about the facts and who got the most details.

• Play the recording, pausing it appropriately, for students to check their notes.



...... TIMI OUT! Page 118, Exercise 27

91

Across Cultures 5

Warm-up

Exercise 1 • You may wish to introd uce

[he topic of unsolved mysteries such as how the ancient Egyptians bui lt the pyramids, the existence and location of Atlant is, the Loch Ness monster, UFO (Unidentified Flying O bjects) sighrings, etc, before tu rning to the phoro and drawing of Rapa Nu i (Easter Island ).

• Students work in small groups, looking at the pictures and guessing what the statues represented and why they were there. Each group discusses which reason (a, b or c ) they think was the most likely reason for the destruction of the island 's o ld civilisati on.

• The groups exchange ideas as a class. Help with vocabula ry where necessary.

Reading


92

•

•

If you have a large map of the world , display it fo r students to see w here Easter Island is.

Play the recording for students to listen and read and check their answer to

Exercise 1.

A nswer c

Exercise 3

•

•

•

Read through the phrases 1-8 and the example answer with the class. Check that students understand any new vocabulary, e.g. cannibals.

St~dents work individually, reading the text and finding the sentences . They can compare answers in pairs before checking answers as a class.

Check answers by asking individuals to read aloud the sentences. Check

Warm-up

1 look at the photo and drawing. Guess what destroyed the island's old civilisation (a, b or cj.

a) A volcano erupted and killed everyone. bj Europeans invaded the island and kil led most

of the people.

c) The islanders cut down th e forests and had no food.

Reading

2 Read the text and check your answer to Exercise 1.

that students understand any new vocabulary in these sentences.

A nswers 2 Some people thought that UFOs

must have put them there or that the island was once part of the lost city of Atlantis .

3 Between 1300 and 1600 years ago , a group of Pol ynesians came to Rapa N ui in canoes.

4 This was an ancient Polynesian tradi tion.

S (These giant statues couldn 't be moved ) bur rhe Rapa N ui people transported others a round the island on ro llers made from palm trees.

Answers 6 Food supplies were low (and the

is la nders began [0 fi ght each other ). 7 (In the 18th century, Europea n) slave

traders took away young and healthy islanders.

8 Perhaps in the 21st century we a re doing the same as the islanders did, destroying the place tha t gives us life.

3 Find the sentences in the text that tell you these things,

Example 1 The island is a littfe triangle of 100

square kilometres.

the shape and size of the island 1 some theories about the origins of

the statues 1 how the Polynesians got to the island 4 why they made statues 5 how they moved the statues , why some islanders became cannibals

7 what happened to the younger generation of islanders

lour modern world may be similar to the island

4 Find the words in from the text for each group (1-3) in the Word Builder.

Exercise 4

5 Replace the ynderlined words to make the description more interesting. Do not repeat words,

The number of tourists waS quite iIIW1 this year. We stayed in a small village near a ~ lake. The mountain behind the town was Wl:.b.ig and we didn't Iry to climb it. The hotel was nKe but our room was Very small. We spent a few days visiting the museums and ~ monuments, We were lucky because the weather was ~. Our last day was the day of the Cup Final. The local team was in it , so they showed the match in the square on a ~ TV screen. Their QJ..d captain scored the winning goal , and there was a ~ .bii party after the malch with ¥eC.¥..bJg amounts of rut nkt food and drink.

~ Word Bank, page 124

Speaking

6 , , . Speak Out Work in groups. Do you agree or disagree with these statements? Give your reasons.

1 We are destroying our planet very fast. 2 The same might happen to us as the Easter

Islanders. 3 Tourists spoillhe places they visit.

FOR YOUR PORTFOUO

~ Project: An article You are a 'history detective', Write an article about an unsolved mystery,

1 Choose a historical mystery. Here are some ideas.

• the losl world of Atlantis • Nazca lines in Peru • Stonehenge in England

2 Make notes about the mystery. Use the Internet or an encyclopedia.

3 Write your article in three paragraphs:

a) the mystery b) possible explanations c) your personal opinion

4 Work in groups, Read each other's articles, Which is the most interesting mystery?

Exercise 5

• Students work indiv idua ll y or in pa irs, reading the text and completing the rable.

• Before doing the exercise, el icit two o r three adjectives to replace 'nice' in a text . If you wish, students can read the ' Word Families' sectio n in the Word Ba nk (page 124 ) before do ing the exercise.

Check pronu ncia t ion of rhe words when checking answers.

Answers 1 vast huge maSSive giant 2 ancient ageing 3 li ttle low tin y

• Remind studencs not to repeat words. Ad vise them to read quickly through the tex t befo re they start replaci ng the words so that they can select the most appropriate word for each noun, e.g, 'delicious' goes with ' food' but not w ith ' weather' .

• Students complete the exerc ise working ind ividua lly or in pairs. M onitor a nd he lp as necessa ry.

Suggested a11SLUerS quite low vasr (la ke) enormous (mountain ) lovely (ho rel) tin y (room) ancient (monuments) glorious (weather) giant (TV screen ) ageing (captain ) huge (parry) massive (amounts) delicious (food )

Speaking

Exercise 6

• Students work in gro ups o f four to five, discussing the sta tement and giving reasons fo r their opinions.

• Open up the discussio n to the class and see how much general agreement there is.


the pro ject so tha t students understa nd wha t to do .

• Elic it suggestions of other mysteries, including mysteries from the students' own region and country.

• If you wish, students can work in pa irs, resea rching the sa me topic and pooling the ir info rmation, They should rhen plan and w rite their article working indi viduall y.

• Encourage students to work in pa irs, helping each othe r check their paragraphs fo r grammar, spell ing, and punctua tion. Remind students to use different adjecti ves to

make their a rticle more interesting.

• Students then work in gro ups, reading each other's a rticles and di scussing wh ich myste ry is most interesting.

93

Language Check

Exercises 1-2


Exercise 3

Answers J 1 She asked him how long

he had been there. 12 He asked the teacher if

he could go home early. 13 I asked him what he

was going to do at t he weekend.

14 The teacher asked M ike where his homework was.

15 I asked her when she had got back.

16 They asked Mr Williams who would win the next World Cup.

17 They asked us if we had ever been hiking in the mountains.

Exercise 4

Answers 18 Do you know the way to

the station, plea se ? 19 Do you know what time

it is? 20 Do you know if Paul

invited Kerry to his party?

Exercise 5


~ Feedback ((D3 Track 19)

94

• Students listen to the record ing to check their answers. Check spelling where necessary.

• Students look at the table to see which sectio ns in the Students' Book they need to look at again.




The detective looked at the crime scene. The l V~ , an old man, was on the floor. The murder 2w----'ilfW!- ' a knife, was next to him. He hoped there were 3f iH§«'lZn'nts on the knife. There was a lot of money in the man's jacket so money wasn't the "m~ . A witness saw a neighbour entering the house earlier so he was the main 5s U$fKd

2 Complete the idiomatic expressions.

6 You're the spitt ing ~ of your brother; you are so al ike!

7 I never sleep deeply; I'm a ~ sleeper.

8 We were worried about the climbers but they returned safe and ~ .

9 He never keeps in touch ; he's the black ~ of the family.

10 This is boring. I'll be glad when it's ~ .

Vocabulary D / 10

3 Rewrite the questions.

11 'How long have you been here?' she asked him. She asked ..

12 'Could I go home early?' he asked the teacher.

He asked the teacher ... 13 'What are you going to do at the weekend?' I

asked him. I asked him . 14 'Where is your homework, Mike?' asked the

teacher. The teacher asked. 15 'When did you get back?' I asked her. I asked. 16 'Who will win the next World (up?' they asked

Mr Williams. They asked . 17 'Have you ever been hiking in the mountains?'

they asked us. They asked us ...

Feedback

~ . Listen and check your answers to the Language Check. Write down your scores.

• Look at the tab le below. Then do the exercises on page 92 of the Workbook.

Wrong answers:

Numbers 1- 5

Numbers 6- 10

Numbers 11 - 17

Numbers 18-20

Numbers 21-30

look again at:



Unit 25 - Grammar

Unit 27 - Sentence Builder


Study HeLp: Revision for Exams

• Read aloud the advice in the Study Help.

• Tell students about the exams. C heck that they understand the different parts of the exams and what the exams test.

• Remind students that they can test each other on vocabu lary, especia lly if they have written new words and express ions in their vocabulary books.

4 Rewrite the questions.

18 'Can you tell me the way to the bus station, please?' 'Do yau know .

19 What time is it?' 'Do you know . 20 'Did Paul invite Kerry to his pa rty?'

'Do you know. Grammar D /10

5 Complete the dialogue with these words.

afraid , ahead, could, course, mind, okay, right, sorry, think, will

Kath: Mum, is it 21---4--- if I go to a concert with Anna on Saturday night?

Mum: AlIll~, but don't be late. 23~ you take your mobile phone?

Kath: Sure. Do you 24~ if I ask a favour?

Mum: No, go 2S-----'lhmL .

Kath: There aren 't any late buses after the concert. Do you 26~ Dad could pick us up in the car?

Mum: Of 27~ . Oh, wait a minute. No, he can't. I'm 28~ he's working late on Saturday.

Kath : What about you, Mum?

Mum: What time does il finish?

Kath : About one o'clock.

Mum: One o'clock! I'm 29...J£1I)!- , you can 'l stay out that late.

Kath: Oh please! Just once.

Mum: No, and that 's fina l! Now, 30~ you get on with your homework, please?

Key Expressions D /10

Study Help: Revision for Exams Ask your teacher about the different parts 01 the exam, e.g. grammar.

Read the texts in Challenges again. look through the Key Words, Word Builders and Word Bank. Check words you are not sure of.

look through your wri"en work in your Portfolio. list your most common mistakes.

Practise the Key Expressions.

look at the Grammar Summary in the Workbook. Do the extra grammar exercises in the summary and the CD·ROM.

• When students have loo ked through the ir written work and listed their most common m istakes, ask them ro show you their lists so that you can sugges t suitable Un its to look at again and practice activities.

Extra Students often find it helpful to answer some ' mock ' or 'practice' exam questions during their rev ision period, especially if rhe exam is a timed exam.


Get Rendy Background You may prefer to bring in some music of their own choice fo r Exerc ise 5.



listen and repeat the Key Words. Pay part icular attentio n to word stress.

• Students work individually, making a nOte of wh ich words they wou ld use to

describe each painting.

• In small grou ps, srudenrs compare rhe adjectives they have chosen, giving the ir reasons.


• Play the recording for students to listen, then discuss the adjectives as a class.

Exercise 3 • Give students rime to read through

the sentences before you play the recording.

• Play the recording, twice if necessary, fo r students to complete the sentences with speakers a-c.


Extra Divide the class into three groups. Ask each group to listen carefully to one of the speakers and make a note of extra information about hislher opinion of the painting.

After listening, each group tells the class their extra information.

Exercise 4 • In turn , each student te lls

the class which painting they like most, giving theif reasons. Encourage them to

use the Key Words where appropriate.

Extra In groups or as a class, students talk about their personal favourite painting, (not one of the paintings in this Unit), saying why they like this painting and giving some information about the artist. They can bring a picture of the painting to class to show the other students.

Exercise 5 (CD3 Track 22)

• G ive students ti me to read through rhe quest ions before you play the recording.

• Play rhe recording twice fo r students to listen and answer rhe questions. Tell them ro answer rhe questions in note-form .

Exercise 6 • Tell the class what you

have imagined about each scene.

•

•

Students work in groups, exchanging ideas. Point out that there are no ' right' answers - people interpret music in very different ways. Students who are used to listening to a fairly w ide range of music and ha ve a lo t of imagination may find this an easier task than o thers.

The gro ups feedback to the class and see how many diffe rent scenes they have imagined for each piece of music.

95



Background The topic of the lesson is a popular hypothesis that genius coincides with mental problems, most often schizophrenia and manic depression .

Warm-up


groups, discussing the questions. Encourage them to ta lk about contempora ry artists as well as past painters, musicians and writers.


96

• Play the recording once for students to read and listen for general understanding.

• Students work individua lly, reading the text and listing the famous geniuses and their problems.

Answers Vincent van Gogh -committed suicide John Forbes Nash -schizophrenia Paul Gauguin - depression Lord Byron - vio lent and eccentr ic personality and lifestyle Beethoven - quarrelled with everybody, had strange personal habits, went deaf Rembrandt - an eye illness

Extra Play the recording again fo r students to read and listen and make a note of any new vocabulary.

Exercise 3 • St~dents discuss the

questions in small groups. Encourage them to interpret 'artistic' in a wide sense, e.g. craftwork, choosing colour schemes, furn ishing their room.

mad Genius? Warm-up

1 Look at the painting and the photo. Do you think artists are different from other people? In what ways?

2 Read the text. Make a list of the famous geniuses in the text and their problems.


Exercise 4 • Students work individuall y, referring

back to the text and completing the sentences.


Exercise 5 • Students work in pai rs, studying the

sentences and answering the quest ions.

• If you think it w ill be helpful to your students, ask them how they would say these sentences in their Ll.

Answers

3 Do you have any artistic skills? When are you more creative - when you are happy or unhappy?

the pa st! situations we imagine

Exercise 6


Practice

Exercise 7 • Students work individua ll y or in pairs,

reading and choosi ng the correct ending for each sentence.

Anstvers -+ student page


4 Complete the sentences from the text with hod I hadn 't or hove.

If he ~ stayed in France, he wou ldn 't ~ painted his most famous works of art.

2 He wouldn 't ~ composed such masterpieces as the Ninth Symphony if he .....h.JJ.ifo.L lost his hearing.

3 Would he ~ been a worse pa inter if he ~ had normal vision?

5 Do the sentences above ta lk about the future, present or past? 0 0 they talk a bout sit uations that happened or situations we imagine?

6 Complete the rule.

In the Past Cond it iona l we use if + ~ , would + ~ + 3rd form of the verb.

Practice

7 Choose the correct ending (a or b) for each sentence.

II Copernicus hadn 't discovered that the Sun was the centre of our solar system, .

® modern astronomy wouldn 't have started. b) modern astronomy would have started.

2 Arthur Conan Doyle wouldn't have become famous, ...

® if he hadn't created Sherlock Holmes. b) if he had created Sherlock Holmes.

8 Complete the sentences with correct forms of the verbs.

If Mozart ___ (not be) so talented, he ___ (not become) famous in his times.

2 If Michelangelo ___ (listen) to his fa ther, he ___ (work) as a merchant.

3 Einstein ___ (not leave) Europe if Hitler ___ (not come) into power.

4 Van Gogh ___ (paint) uninteresting pictures if he ___ (be) mentally healthy.

5 If Louis Armstrong ___ (not be) born in New Orleans, he ___ (not have) a chance to listen to great blues musicians.

6 Dostoyevsky ___ (not write) Crime and Punishment so fast if he ___ (not need) money to pay his gambling debts.

Extra Ask students to make similar sentences about themselves. Write cues on the board, e.g.

1 If I hadn't been born in (country), I wouldn't have (spoken .. ... )

2 If my friend hadn't helped me, I wouldn't have .....

3 If my parents hadn't given me my pocket money, I wou ldn't have

Exercise 8

Grammar

9 Rewrite the sentences as conditionals.

Example 1 If Kurt Cobain hadn't suffered from

depression, he wouldn't have committed suicide.

Kurt Cobain suffered from depression - he committed suicide

2 Newton observed apples fa ll ing off a tree - written theory of gravity

3 Ernest Hemingway had a very interesting life - he had something to write about

.. Chopin left his home in Poland - he composed so many sad romantic pieces

5 Leonardo da Vinci wasn't an ordinary man - he created great works

6 Napoleon was a military genius - he won so many battles

to Complete the sentences.

Example If impressionist pointers hadn't been so poor, they wouldn't have pointed so many pictures.

1 If impressionist painters hadn't been so poor,

2 If Chopin had lived longer, ___ .

3 If ancient scholars had known that the Earth is round, ___ .

.. If black people hadn 't brought their music from Africa to America , ___ .

5 If Copernicus hadn't discovered that the Earth goes round the Sun, ___ .

Your Turn

11 Think of things that happened or didn't happen this month. Imagine they happened differently and write sentences.

Example If I hadn't bought a new bike J could have bought some CDs. If the storm hod been heavier, many places would have been in danger.

---ract Dr rictiDII? ---The artist Vincent van Gogh cut off

his right ear.

A nswers 1 hadn't been / wouldn 't have become 2 had listened / would ha ve worked 3 wouldn't have left I hadn 't come 4 would have painted / had been 5 hadn't been / wouldn't have had 6 wouldn't have written I hadn't needed

Exercise 9 • Read a loud rhe exa mple item to the

class.

• Check answers by asking indi viduals to


• Elic it the second answer from the students.

• Studen ts work individua ll y, rewriting the sentences.

Answers 2 If Newton hadn 't observed

apples fa ll ing off a tree, he wouldn 't have written the theory of gravity.

3 If Ernest Hemingway hadn't had a very interesting life, he wouldn't have had anything to write about.

4 If Chopi n hadn 't left his home in Po land, he wouldn't have composed a lot of sad romantic p ieces.

5 If Leonardo da Vinci had been a n ordinary man, he wouldn 't have created great wotks.

6 If apoleon hadn't been a milita ry genius, he wo uldn 't have won so many batrles.

Exercise 10 • Ask o ne of the students

to read alo ud the example sentence.

• Elicit two or three suggest ions fo r the second sentence.

• Students work individua ll y, complet ing the sentences. Check students' sentences.

• In groups o f three or four, students read aloud their sentences to each other.

Your Turn Exercise 11 • Read aloud the example

sentences.

• Elicit two or th ree more sentences.

• Students work individually, w riting th ree to fi ve sentences.

• In groups or as a class, students read alo ud their sentences.

Fact Dr FictiDn? • After checking the answer,

encourage students to share what they know of Vincent van Gogh's life and art.

... TIMI OUT! Page 120, Exercise 28


This Unit Short o f time: set some of the exercises for homework (e.g. Exercises 6, 7 and 10).

Background For more information, visit rhe Challenges Website.

~WWW.(ha li engeS-e l t.com )

Warm-up

Exercise 1 • As a class, students discuss

science fiction books they have read and fil ms they have seen (in their L l or in English). Encourage them to give their opinions of some of them.

Reading

c; Exercise 2 (C03 Track 24)

• Play the recording for students to read and listen for genera l comprehension.

• Students then work individually, reading the text and finding the names of the characters.

Answers human - Arthur Dent dresses badly - Zaphod Beeblebrox writi ng a book - Ford Prefect destroyed Earth - Vogons helps design planets - 51art ibartfast is very unhappy - Marvin the Paranoid Android

Exercise 3

Answers a Vogan b Ford Prefect c Za phod Beeblebrox d Arthu r Dent e Marvin the Android f Trillian

Exercise 4 • Read aloud the example

question for students to answer (Marvin the Paranoid Android),

The Hitchhiker's Guide to the Galaxy Warm-up 1 look at the photos on page 99. What are

some typical features of science fiction books and fi lms?

Example They often have aliens.

Reading

2 Read the text about a science fiction book (page 99) and find out who:

~ is human • dresses badly • is writing a book ~ destroyed Earth • helps design planets • is very unhappy

:3 Identify the cha racters in the photos (a-f).

4 Read the text again and write three questions about it.

Example Who is a brilliant scientist?

5 Work in pairs and test your partner. Ask and answer your questions.

S look at the Word Builder. Find words in red in the text with similar endings.

Examples fegendm / planetga aefllifm / explanation

Word Builder ~

Adjectives

legendary, colourful, galactic, typical, insignificant, dangerous, terrible, insensitive, different, bored, selfish

Nouns

creation , write r, tourist, appearance, ca pacity, existe nce

7 Match words from Exercise 6 with these dictionary defin itions.

8 Game Make nouns or adjectives from these words. Which word ending is the odd·one-out in each group?

argue, entertain, inform, govern (nouns)

2 danger, fame, nerve, thought (adjectives)

3 create, educate, excite, imagine (nouns) 4 expense, imagine, impress, power (adjectives)

5 design, type, teach, write (nouns)

........... Word Bank, page 124

9 look at the Sentence Builder.

Sentence Builder

Here are some colourfu l characters. He runs into them.

He finds himself in a strange universe. Ford gives him explanations about it.

Here are some of the colourful characters who he runs into.

Ford gives him explanations about the strange universe which he finds himself in . -.II

10 Now jo in these pairs of sentences in a similar way.

She is a brilliant scientist. Arthur once tried to chat her up.

2 The Earth was a giant computer. The Vogons blew it up.

3 They were rescued by a spaceship. Zaphod was in it.

4 He got a message from Marvin. He needs to repl y 10 it.

5 Ford told him about Trillian. He knew all about her.

6 I saw a programme aboul UFOs. I believe in them.

Speaking 11 Work in pairs. Invent your own science fiction

world. Think about these things.

• a planet • an alien • a robot • a spaceship • a special machine

1 Having the usual features or qualities of something. type.!

2 Caring only about yourself. selfish 3 Very famous and admired. ICjel1dary 4 The amount that something can contain. capacity 5 Something new and different that someone

has made. creait"on

• Students work indi viduall y, writing three questions about the text. Remind them to make a note of the answers. Monitor and check students' quest ions.

Exercise 5 • Students close the ir books and work 111

pairs, taking turns to ask and answer their questions.

Exercise 6 • Students work individua ll y or in pairs ,

find ing the words in red in the text and addi ng them to the correct group.

• Check answers by asking individua ls to write the words in groups on the board.

12 Now form new pairs. Tell each other about your world.

Example Our planet has got green sky and red sea. It gaes around two orange suns.

-.TIM 0

Answers Adjectives -ary: planetary -ful: powerful awful -ic: scientific -ieal : philosophical -al: normal personal fina l -ant: important

Page 120, Exercise 19

-ous: various enormous ridicu lous -bIe: horrible irresponsible -tive: creative massive -ent: intell igent -ed: depressed -ish : greenish

Galaxy is the creation of writer Dougan Adams. It is about Arthur Dent;. an Engbhmlln, who escapes from Earth iust before ume aliena, the Vogons. blow ~ up. He has mIIny dangerous

~, but; he isn't a typical hero and is always in his .....mg gown!

......... ume at the colourful characters who he runs into •••

FORD PREFECT AA alien who is writing a guidebook for galactic tourists. Ford planned to visit Earth (en Insignificant little bIue-green planet) for 8 week but stayed fifteen years. He didn't want to appear different and chose his name because he thought it was nermal,

but actuaIty it's the name of a car! 'v\Ihen the \bgons arrive, he leaves WIth his new friend , ArtI'KJr. Arthur IS confused but throughout the story Ford gM!s him explanations abc:Iut the strsnge un....erse which he finds himself in - for example, the importance of not reading the Vogons' terrible poetry - it's absoIutety AWFUU

ZAPHOD BEEBLEBROX A legendacy alien who has two heads and three arms, He's

j:f'Oud of his appearance but he was voted the 'I'Jorst.Oresse Being seven times. He is selfish. lI'responsible and insenSitive. but very intelligent.

He rescues Arthur and Ford in his spaceship.

the Heart of Gold.

TRILLIAN An important character because she is Earth's only other S UNMlf'. She is a briliant sCientist who Arthur once

to chat up at a party

E""".

Horrible greenish

MARVIN THE PARANOID ANDROID A robot who is bored and depressed because he never uses his brain to its full capacity. He knows that he wil

never USB more than a tiny part of his enormous intelligence. He solves all the scientific and philosophical

problems of the Universe - but he can't solve his persooal

prot;ems.

creatures with no creabVe ability at all . They are employed by the Galactic

""""""'" '" destroy things. SLARTIBARTFAST An alien designer of planet.ary coastlines.

[He's Vf1r'/ proud of the NoI'Yiegian ijcrds), He tells the story of some

Answers Nouns -ation: calculation -er: character hitchhiker designer programmer ·ist: scientist -ancc: importance -ity: abil ity -ence: intelligence

Exercise 7


Exercise 8 • Demonstrate the game by eliciting the

first group of nouns and writing rhe words on the board for students to

fi nd the odd-olle-out.

• Students complete the game, working in pairs.

• When checking answers, a lso check spell ing and pronunciation , especia lly word stress in pairs of word such as educate/education, imagine/ imaginatioll.

• Look a t the ' Word Building' section ill the Word Bank (page 124) with the class .

Answers 1 argument entertainment government,

information (odd-one-out) 2 dangerous famous nervous

thoughtful (odd-olle-out ) 3 creatio n educatio n excitement

(odd-one-out) imagination

Answers 4 expensIve imaginative

impress ive powerful (odd-one-out)

5 designer typiSt (odd-oneo ut ) teacher writer

Exercise 9 • Read a lo ud the sentences.

Point out the use of the re lati ve pronoun (who, which ) and the preposition a t the end of the sentence. Remind students of the mu lti -parr verbs ' run into (somebody), and ' find (yourself) in (a place)' .

Exercise 10 • Tell students to use the

relati ve prono uns who or which in their sentences. El icit the first sentence fro m the class.

Answers 1 She is a brilliant scientist

who Arthur once tri ed to chat lip.

2 The Ea rth was a giant computer which the Vogons blew lip.

3 They were rescued by a spaceship which Zaphod was 111 .

4 He got a message from Marvin which he needs to

reply co. S Ford cold him about

Trilhan w ho he knew a ll about.

6 We saw a programme about UFOs which I believe in.

Speaking

Exercise 11 • Elici t some ideas from

the class before students wo rk in pa irs . Encourage students to use vocabulary they a lready kllow.

Exercise 12 • In their new pa irs, students

tell each other a bout their science fict ion world. Encourage them to ask thei r pa rtner questions.

... TIM. OUT! Page 120, Ex ercise 29

I

II

This Unit Short of time: set Exercise 3 for homework and shorten the discussion in Exercise 1.


Background Ellie and Steve tell the others what happened at the factory and the news story is resolved . The characters celebrate their first 'scoop' in the evening.

Information about Brunei's '55 (steam ship) Great Britain' can be found at www.ssgreatbritain.org

Warm-up

Exercise 1 • Check that students

remember what happened in the last episode.

• In groups or as a class, students look at the photos and guess what happened after the last episode. Encourage them to suggest as much detail as they can, e.g. what happened when Ellie and Steve were at the factory at lunchtime? Who contacted the police ? Where did the police arrest the woman?

Reading

Q Exercise 2 (CD3 Track 25)

100

• Play the recording for students to read and listen and check their guesses from Exercise 1.

• Encourage students to guess the meaning of any new voca bulary, e.g. 'heavies' , 'illegal'.

Extra Play the recording for students to focus on pronunciation, stress and intonation patterns.

Students work in groups of four, reading the dialogue aloud and changing parts. Monitor and correct any serious pronunciation errors.

Success! Speaking

Warm-up 1 look at the photos and guess what happened after the

last episode.

3 Why do we use these Key Expressions?

aj to change the topic b} to go back to a topic cj to interrupt Reading and Listening

~ 2 Read and listen to the dialogues. What really happened? Key Expressions:

Abi and Tanya are in the studio. Abi: I bought this albu m yesterday. It 's really.

Tanya: Sorry to interrupt. Have you heard from Ellie and Steve?

Abi: No, I haven't. By the way, we've got to get the news ready soon.

Tanya: Oh, here they are. What happened?

Ellie: Well, we spoke to Mrs Foster. She was obviously lying so we hid outside. Then, at lunchtime, we looked around the factory.

Tanya: Wow!

Steve: Yeah, and we found some triclosan! Ellie: As I was saying, we were in the factory.

We were taking photos when suddenly we heard somebody shouting! We ran to our bikes.

Steve: Yeah, and Mrs Foster and two heavies were there!

Tanya: Oh, no!

Steve: We started riding away as fast as we could. Ellie: But they followed us in a car!

Steve: luckily, we got away and phoned the police.

Ellie: They arrested her and the two heavies. They were trying to move the chemicals.

Tanya: Amazing! Ellie: let's start work. We'll be first

with the news!

Loter, the group celebrate at the S5 Great Britai n. Abi : Can I say something? let 's

drink to radiochill.org and our first big story!

Tanya: Thanks to Ellie and Steve!

Steve: Changing the subject, look at that guy smoking inside. It's illegal in cafes now.

Ellie: Hey - that's a good idea for a programme.

Tanya: Come on, Ellie. let's talk about that later. let's have some fun!

Speaking

Exercise 3 • Students work individually or in

pairs, referring back to how the Key Expressions are used in the dialogue and deciding why we use them.


Exercise 4

1 SOrry to interrupt. t} 2 By the way, we've got to get

the news ready soon. a) 3 As I was saying, we were ... b) 4 Changing the subject, look. 5 let's talk about that later. a)

• Read through the cues in the diagram with the class.

• Build up an example conversation wi th the class. Ask two students to

read aloud the example question and answer. Then, elicit suggestions to conti nue the conversation, follow ing the d iagram.

4 Work in pairs. Use the Key Expressions and the diagra m to have a conversation. Example A: Did you see that film lost

night? B: Yeah, amazing. wasn't it?

By the way. did you see tlte Anenol game?

!A: Start talking about last night's TV. I B: Reply. Change the topic to sport

or clothes.

Everyday Listening ~»

1 look at the Listening Help.

listening tII!Ip: AI 511 ring ou.stIDns · _1he~_\lllU""'"

Skills

• _,Ihe_~Ihe~_not ... ~Ihe ........ lhem.

· Thinkal_ ................ RIr ___ rlhe~ asks abOut ___ ,Ihe ___ ,, __ or _~)or_or_~).

~2 Listen to two conversations. Are the sentences true (T) or false (F)?

Dialogue 1 (Sue and Ben)

1 [[j Steve and his girlfriend went out with each other for a long time.

21B Ben doesn't like sport.

3 !£I Ben and Sue both liked Steve's girlfriend. 41L] Ben doesn't want to go to the birthday party.

Dialogue 2 (Katy and Tom)

S[[j Tom's dad is getting a new computer.

6[B Katy has passed her driving test. 7[£j Katy had a serious crash. 8[I] Tom was once injured in a car crash.

(fl3 Listen Closely Some sounds disappear or change in natural speech. Listen to the sentences.

1 They've been together lor ages. 2 He looked terrible. 3 He's such a good guy.

4 I better start getting ready.

It 's her eighty·sixth birthday! I've got to do two more 0/ my rnaths problems.

• Students work in pairs, making conversations and taking turns to begin the conversation. Monitor but do not interrupt students' fluency. Make a

• Elicit synonyms and exam ples for another topic, e.g. the topic of 'hobbies' (near-synonyms are 'past imes, leisure act ivities, interests ' and examples are 'cycli ng, singing, photography' ),

note of any general problems to go over afterwards.

Extra Each pair of students says one or two of their dialogues aloud.

Everyday listening

Exercise 1 • Read aloud the advice about answering

questions.


• Give students time to read thro ugh the questions before you play the recording.

• Play the recording, twice if necessary, for students to listen and mark the sentences true (T ) or fa lse (F).

Answers -> student page

Extra Divide the class into two groups. Ask each group to

listen carefully to one of the conversations and make a note of extra information. Play the recording.



• Play the recording two or three times, pausing it after each sentence for students to listen carefully.

• Check that students identify which sound disappea rs or ch anges in each sentence. Some students may find this easier than others. If necessary, say the phrases slowly yourself so that students can foc us on which sound disappears or changes. (It is not necessary to use technical terms such as 'el ision ' or ' intrusive Irl', )

• Students may find it helpful if you give some examples from their Ll where sounds disappear or are changed in natural speech.

Answers 1 for ages (intrusive frl) 2 looked terrible (e lision of

Id/ ) 3 good guy (el ision of Idl) 4 starr getting (el ision of It/) 5 sixth birthday (elision of

'th') 6 more of (intrusive frl)

~Exercise 4 • Play the recording several

times for students to listen and repeat the sentences chorally and individua ll y.

-+- TlMI OUYl Page 121 , Exercise 30


101

Your Challenge

Writing: A Story

Exercise 1 • Ask students to look at

and talk abo ut the pictu re - where do you think this is? What time of year ? How would you describe the two young people? Do the two young people live in this place? H ow long do you think they have known each other?

• Read through the expressions together then students work in groups or as a class.

Exercise 2 • Students read the story and

check their answers from Exercise 1.

Answers after midnight thick moustache hot weather fall in love

Text Builder


completing the text with the linking words. T hey can compare answers in pairs before checking answers as a class.

• Check answers by asking individuals to read aloud the sentences containing the linking words.



matching the paragraphs with the notes.

• After checking answers, ask students to read the text and make a note of any new vocabulary. Explain or encourage students to guess the r:neani ng of any new words.

Answers A w hen and where it

happened B how it a ll began C the main action

.... -- D what happened in the end 102

Writing: A Sto ry

1 l ook at the pictu re. which three of these expressions do you think are not in the story?

after midnight, sa ndy beach, thick moustache, hot weather, pu nk music, open·air cafe, fall in love, firework display

2 Read the story a nd check your answers from Exerci se 1.

e It happened 1 ~ our summer holiday in Spain. We rented a house in a village on the coast. T he house was near a sandy beach, like those you see in travel brochures but the

water was freezing! ., One day, we wcre going back home 2~ we had spent all day on the beach. A driver was having problems with his car. 3 Whel1 wc saw that the car was completely SnIck in the sand, my friend Paul and 1 offered to give it a push . 4~ twO Spanish girls came and helped us. Having got the car out, one of the girls thanked us in English and smiled at me. 'I'm Isabel,' she said. 'That's my dad. Maybe we'll see

you at the fiesta?' G The following Friday was our last day. We went to the fiesta after dinner. The streets werc crowded. In the square, a local group was playing Spanish punk music. s~ , I saw Isabel and her friend, Blanca! Paul and I \va1ked nervously across to them. Isabel looked lovely with her tanned

skin, brown eyes and long, dark hair. (!) We had a lemonade in an open-air cafe and Isabel and I talked and talkcd for ages. 6Mcal1wht!e , poor Paul and Blanca were getting bored, so we danced for a while and then watched the firework display. 7 ~ we were watching the fireworks, we held hands. But Paul and I had to go home, so we all swapped mobile numbers. 8 Afterwards I phoned her to say goodbye. We kept in touch for a while but then we stopped. I still think about Isabel sometimes and smile, even now.

Text Builder 3 Com plete the text with these lin king

words.

after, afterwards, during, meanwh ile, sudden ly, then, when , while

4 Match the paragra phs (a-d) with the notes below.

what happened in the end when and where it happened

the main action

how it all began

FOR YOUR PORTfOUO\.'-_____ -,

5 Write a story beginning: I was on holiday in ... when it happened.

S:l 1 l oOk at the Writing Help. t;

Writing Help: Planning • W_ pkming 0 stnry. think

0/ 0 iDpk: you Itnow about. _ topk:s wIII _

waDJIory and language.

• When you .... moIin!l roes. lr1J to use IIIe WIIRIs you Itnow. DrIly _ ~

new WIIRIs _ t Is WIll ----• When you .... udt1!I. ovoid gommar structures you are nat sute about.

S:l 2 De<ide what kind of story you t;:; want to wri te.

• a cri me • an accident • getting lost • a romance

S:l 3 Write notes using the headings t;; in Exercise 4.

S:l4 Use your notes to write your t;:; story. che<k the story fo r

spelling, grammar, vocabulary a nd linking words.

6 Work in groups. Read each other's stories.

Exercise 5 • Encourage students to work with

• Read th rough Steps 1-4 so students understand what to do.

• Draw students' attention to the advice on 'Planning' in Step 1. Emphasise that students should try to use vocabulary and grammar tbat they a lready know.

• Elicit three or four suggestions for di fferent story lines. Students with less imagination can use one of these story lines if they w ish.

• Students work ind ividually, planning and writing their story. They can illustrare their story, if they w ish.

a partner, checking and correcting rhei r stories. They can refer to you if rhey are nor sure abo ut any of the correct ions.

Exercise 6 • In groups of four to six, srudents read

each other's stories.

• Students can make a display of their stories.

Understanding Grammar: wish

1 Read the short note about Stanislaw le m. Have you read any of his books?

Stanistaw Lam (1921-2006) was

a world fam ous science f iction

writer. His most popular books are

The StarDiaries, Safaris and The Cyben"ad. He wrote in Polish but his books have been translated in

over 40 languages. He wrote about the consequences of technological

progress and the impossibitity of communication between humans

and aliens. His aliens often take very unusual shapes. like the ocean

of plasma in Solaris. He had a sharp

sense of humour and also w rote

satirical and philosophical articles.

Read what Internet users say a bout le m's books. What do they like a nd not like about them?

'At high school, the literature teacher asked us if we wanted to read Sofaris by lem or Brave New Worfd by Huxley. I wish we'd voted for SoIaris. I've read some of lem's stories now and they're great - they make you think, unlike most science fiction books:

'I don't like the English translation of Safaris. I w ish I knew Polish - then I would be able to read it in the

'I think So/aris, the film, was quite good. I only wish they hadn't changed the ending. lem himself didn't like it because it made the film into a typical Hollywood love story:

'The funny thing about l em is that he often sympathised with machines - robots or computers -perhaps he thought that people didn't treat them well.

I wish he could explain why.'

Understanding Grammar Background The topic of the lesson is Stanislaw Lern, the world-famous Polish science fict ion wr ite r, whose books are often regarded as more 'ambitious' and thought-provoking than ~ost popular literature.

Exercise 1 • Students say what they know about

Stanislaw Lern befo re they read the text. Ask them if they have read any of his books.

• Students read the text. Ask them if they learnt anything new about Lem.

3 Para phrase the sentence from the text with the sa me meaning.

I wish we'd voted for S% ris. = I'm sorry that.

2 I wish I knew Polish. = I'd like to . 3 I only wish they hadn't changed the

endi ng. = I'm not happy that .

4 I wish he could explai n why. = I'm sorry that ...

4 Which sentences (1-4) above talk about the past and which a bout the present? Complete the table with correct names of tenses.

regret about the past regret about the present

wish + wish +

5 (hoose a ll the Correct para phrases (a-<) for sentences 1 and 2.

1 I wish I was a writer. @ I'm sorry I'm not a writer.

b) I wouldn't like to be a writer.

@ It's a pity I'm not a writer.

2 I wish I had studied philosophy. a) It 's a pity I studied philosophy.

b) I'm sorry I studied philosophy.

@ I'm unhappy because t didn't study philosophy.

6 Pa raphrase the sentences. Sta rt with I wish ...

I'd like to be ta ller. I wish ___ .

2 It's a pity my parents didn't buy me more books when I was a child. I wish ___ .

3 It's a shame I can't sing well. I wish

.. I regret I wasn't born in a warmer country. I wish ___ .

5 It was silly to quarre l with the teacher. I wish ___ .

6 What a pity lem isn't alive. I wish ___ .

7 What things do you regret about the past and the present? Write sentences starting with I wish ....

Example J wish Poland had won the World Cup.

Exercise 2 • Students work individually, read ing the

texts and noting what the writers like and don't like.

• When checking answers, ask students who have read the books or seen the film whether they agree wi th the opll1lOns.

Answers Like: his stories make you think I he often sympathised with machines as if he thought that people didn't trea t them well Don't like: the Engl ish trans lation of 'Solaris' I the ending in the film of 'Sola ris'

Exercise 3 • Elicit the first answer from

the class.

• Students complete the exercise working individually. They can compare answers m palfS before checking answers as a class.

Answers 1 we didn't vote for Solaris 2 know Polish 3 they changed the ending 4 he can't explain why

Exercise 4 • Ask students which

sentences in Exercise 3 talk about the past and w hich talk about the present.

• Students complete the table with the correct names of tenses .

Answers past - sentences 1 and 3 (Past Perfect) present - sentences 2 and 4 (Present Simple)

Exercise 5 • Po int out tha t there may

be more than one correct paraphrase for each sentence.


Exercise 6

Answers 1 I was taller 2 my parenrs had bought

me more books when I was a child

3 1 could sing well 4 I had been born in a

warmer country 5 I hadn't quarrelled with

the teacher 6 Lern was a live

Exercise 7

• Students work individually, wr iting five to six sentences. Check their sentences.

• Tn pai rs or small grou ps, students read aloud their sentences.

Language Check

Exercise 1


Exercise 2

Answers 11 If Sue had passed her

exams, she would have gone to university.

12 If I hadn't missed a goal in the last minute we wouldn't have lost the game.

13 If my sister hadn't gone to the parry, she wouldn 't have mer her boyfriend.

14 If his brother hadn't played the guitar, Tommy wouldn 't have become a famous guitarist.

15 If I hadn't been nervous, I would have played better.

16 If he had done more exercise, he wouldn't have had problems in the marathon.

17 If she had known about the concert before, there would have been tickets for sale.

ISH Tania hadn't gone on holiday to Greece, she wouldn't have mer Sofia.

19 If it had snowed, we could have gone skiing.

20 If he hadn't gone so fast on his motorbike, he wouldn't have broken his leg.

Exercise 3

Suggested answers 21 wasn'r raining. 22 had studied harder. 23 knew the answer. 24 had got here earlier. 25 had seen it.

Exercise 4


~Feedback (CD3 Track 28)

104

• Students listen to the recording to check their answers. Check spelling w here necessary.

• Students look at the table to see which sections in rhe Students' Book they need to look at again.


1 Complete the text with the words in brackets in the correct form.

The fantasy world of Narnia is the 1~ (create) of the 2~ (write) C.S. lewis. Four children (Peter, Susan, Edmund and lucy) enter this l tt;Wfmj?!.L5 (mystery) world through a magic wardrobe. They meet 4~ (colour) charaders but Edmund has an StlYJ-ument (argue) with Peter and he falls into the hands of a 6tlaHjffous (danger) and 7~ (power) witch. She is the a~ (rule) of Narnia but is worried about the return of Asian, the lion. They made a film of the book in 2005. The special effects are very 9i41?rcssive (impress) and the film is very good 10t!ntedainment (entertain),

Vocabu lary 0/ 10

2 Rewrite the sentences so that they have the same meaning.

11 Sue didn't pass her exams so she didn't go to university. (If Sue ... to univmity. )

12 I missed a goal and we lost 1-0) (// I ... til< 8Om<.) 13 My sister went to the party and she met her

boyfriend there. (If my sistt r ... Mf boyfritnd.) 14 Tommy's brother played the guitar, so Tommy

started to play. too,. and became a famous guitarist (If his brother ... n famous guitarist.)

1S I was very nervous and didn't play well. (If I ... b<Uu.)

16 He didn't do any exercise and had problems in the marathon. (If he ... problems in t~ mnrothon. )

17 She didn't know about the concert until yesterday and there were no tickets left. (// sh< .•. lie"'lS for sal<.)

18 Tania went on holiday to Greece and met Sofia. (1/ ronio ... SO/i •. )

Feedback

~. listen and check your answers to the language Check. Write down your scores.

• Look at the table below. Then do the exercises on page 102 of the Workbook.

Wrong answers: Numbers 1-10

look agai ... n,.a-:t:Cc--;:-:c:-~_ Get Ready and Unit 29-Key WOrds and Word Builder

Numbers 11-20 Unit 28 - Grammar Numbers 21-25 Understanding Grammar Numbers 26- 30 ' Unit 30 - Key Expressions


Study HeLp: Using Dictionaries (2)

• Read through the advice with the class.

• Students look up the idiom 'lose (your temper)' in their dictionary. Ask them to give an eq ui valent idiom or paraphrase in their L1.

19 There was no snow SO we cou ldn't go skiing. (// it . .. skiing. )

20 He broke his leg because he went too fast on his motorbike. (I} he ... his leg.}

3 Complete the sentences.

21 Oh no, the weather's bad. I wish it ... 22 I didn't study much for that exam. I wish I ... 23 I don't know the answer. I wish I ... 24 It's a pity you missed the start of the match.

I wish you ... 25 The film sounded great. I wish I .. .

Gram mar 0/15

4 Complete the dialogue,

A: 26~ to interrupt you, Pat. Have you seen my mobile?

B: Er. yeah, it's over there. 27~ the way, 5ue phoned earlier. She wants to know what we're doing on Saturday.

A: I think we're meeting Sandra, aren't we? 28-'..dL talk about that later. 29~ I was saying, where's my mobile?

B: There. on the table. A: Oh, yeah. B: 30~ the subject, can you read this

letter? Tell me what you think.

Key Expressions D! 5

Study Help: Dictionary Skills (2) R .... the _. below.

A good dictionary can help you work out the meanings of idiomatic expressions, First, identify the key word in the phrase. e.g. Ht los! hi! 1m"., _ Iiold him thai I had broktn tM window. Then look up the key word in your dictionary, • . Finalty, look for an equivalent idiom in your own language or try to paraphrase the English one.

• Find idiomatic expressions with these meanings in sentences 1-3.

do badly I not realise something / not know where you are

1 We lost our way when we were in the forest. 2 The computer game was such good fun I lost

track of the time. 3 Our basketball team lost out because their

players were much taller than us.

• Students work individually, reading sentences 1-3 and matching the idiom a tic expressio ns with the meamngs.

Answers 1 ' lost OUf way ' I not know where you

are 2 'lost track of' / not realise something 3 'lost out' I do badly

Module 10Test, TTP, Page 78

SwdenL A and B answer keys

Student A Unit 4, Exercise 10, page 17

Ask and answer questions aboullhe pictures. Use the cues In the order In which they ate liven. Use the Put Perf(!(t In the answers,

Example A: Why did he decide to rob the bonk7 B: 8«ouse he hod 10JI 011 hiJ mOrley ,omblirl,.

A

Why did he decide to rob the bank? How did they manage 10 catch Ihe robber? Why didn't he wear a mask? Were the police certain Ihey had Ihe right man! Old they find the money?

he - see a cow in the road no, bul he - nol sleep wt'll the night before win a few amateur dr ivinl competitions he - drop his girlfriend al the bus stop Ihe owner of the cow - call the police

Unit 16, Exercise 11, page 57 Rtquests , (use bike) ... I'd like to borrow it for lwo hours. 2 (ao on the Internet) ... can you see if there are

any Interesting films on? 3 (read this malazine) ... Can I have a look at it?

Offers 4 (not use the computer) ., . You can play some

gamt'S. 5 (order pizza) .. . Would you like some, too? 6 (see Ihe denlist) ". Would you like me to make

an appointment for you?

Unit 17, Exercise 10, page 59

Read aboutlhe product below. Then answer your partner's questions.

I 1D;\£ta~ll!J Tni. trendy cotton T·.hln i. mada from pura organic carton. Tha cotton i. grown In India and we guatent .. thel the Im,llllrmer. glt a good price for thair carton. All cotton i, grown organically and no chamic.1 p.lticid .. are UNdo Tha factorill wha,. the T-.him are mlde .11 pay tha minimum w.g. and have good working condition • .

T·. hlrt •• re av.ilabla In tha following coloutl: Red, Cream, Bilek end Mlluin .izlI: XS (8), S 1101, M 1121. L 1141. XL 1111. XXL 1181. Tha organic T·,hirt illtVlilh Ind v,1V comtOrtlble. II only COlli £19.00.

Now uk your pilttner these qut'Stions.

What is the product? 2 Why is it good for Ihe environmenl? 3 What different ways 01 charging Ihe radio

are there? 4 How much does it cost? S What kind of people need it?


Read these situations and explanations. Then answer ~ur partner's questions.

Siluation : A man Is in bed. He makt'S a phone call , says nOlhlng, and then goes 10 sleep. Explanation : The man is in a hotel and can't sleep because someone in the ne.t room is snoring. The man phones the ne.1 room , wakes up the snorer and then goes to sleep.

Situation : There are some slones, a carrot. a hat and a pipe on the ground in Ihe middlt' of a garden. Explanation: The obj(!(IS are the remains of a snowman which has melted.

Questionnaire scores and answers Module 1. (Oet Rudy, bercise 2. Pale 4. 1 postal ~rvice 2 telegraph llelephone 4 n ~twork ~RPANET) 5 e·mail 6 mobile phon~ 7 Instant m~ssagj ng

Unl! 5. b~rclse 1. 'a,e 18. Guy Fawkes: 3, 5. Cleopatra: 1. 6. Colombus: 2, 4.

Unll 5. b~rclse 3. Pa,e 1a.

Look at the hudllnes about the newl Iloriet; in Gel Rudy, Exercise 2, ja,e 15. Gueu what they mu n. 1 Aussie Sam United 2 Cuba Crisis Declared 1 Proud Parents Pose 4 Masked Gunman CAughl 5 Thousands Flee Homes

Now match th~ headllnel (1-5) wi th the u planallonl (-I· a) The government have declared a state 01 emergency

in Ihe south of Ihe island. b) Julie and Jeff invited Journalists to their home to

take photos 01 them and thei r son, Ben. e) One ot the men who robbed the Natwest Bank in

Manchester has ~n arrested. d) Dave Smith played brill iantly and saved two

penliities against Liverpool. e) large numben of people in Cuba lIave lIad to leave

their houses.

Module 5. Get Rudy. berelse 3. Pale 45. Results: Answers mainly 'a': you and your lamily wa~e a lot 01 water Aluwen mainly 'b': you need to use leu waler Answen mainly 'c': you are looking after your planet! Reasons: 1 Having a quick shower can save over 400 litres of water a wetk compared to having ill bath. 2 & 3 Leaving the tap on wastes 9 litres a minule.

AnolS (ulturel 3. Exercise 7. Pa,~ 53 Results: Answers mainly 'a': you are very heal thy Answen mainly 'b': you should drink more heallhy drinks Answen mainly 'c': you n~ to completely change your drinking habits Reasons: , To be l'Ieallhy you should drink 1.5111rH of water

a day. 2 Coffee and tea are healthy in small quantities but

the caffeine in them is damaging In la rg~ quantitlH. Sofl drink~ are dan,erous In large quantitiH because they cause weight problems.

4 Diet drinks have art ificial sWfftenen which could be dangerous.

5 Milk is a good drink b«ause it giyes you calcium which you need lor teeth and bones. Many leenaBen n~ mOl'e calcium. fresh lrult is lull 01 vitamins. Manutaclured drlnk~ only conlain 2o-3~ oI lruit juice and quite a 101 01 sugar. Fizzy soh drinks have a lot 01 sugar that is bad lor your teeth and your ~ighl.

Module 6. Gel Ready. bercise 4. Pase 55. Quesllonnalre Scores: 1 Tum the lights off when you leave a room. +2 points (Why? Leaving lights on wastes a lot of electricity.) 2 Walk or cycle to scllool every day. +5 points (Why? Many short car journeys are unnecHsary and create more pollution and greenhouse gases than long Journeys.) 3 leave Ihe TV or hi·fi on standby. - 2 polnh (Wily? Leaving machines on standby increases our ~1e<lricity use by ilbouI7-1~.) 4 Use a reusable bag when you go shopping. +3 points (Why? Over 500 billion plastic bags are used and tllrown away every rear.) 5 Use bolh sides of a piece 01 paper. +2 points (Why?4£m of all the trees cut down are used to make paper.) 6 Drop liUer wl'len you're out with your friends. -8 points (Why? Liller tooh 1I0rrible, costs a 101 01 money 10 clean up and is bad for wildlife.) 7 Coltro and recycle cans and plastic bottles. +5 points (Why? Recycllnll saves energy and resourcH (e.g. aluminium In cans). It also rechKH the amount 01 rubbish we produce which has 10 be put somewhere.) Results: 6 or under You are a disaster for the planeU OYer 6 That's quite good but you can do morel OYer 10 8rilliant! You'r~ a good green!

Fact or Flctlan?---Uni t 2, paae 9. fact UnitS, page 19, faet ~nd the figure is rising dailyt) Unit 8. page 29, filet (1.round a lihh of 8ritish young

people feel unsafe at night. Birls more than ".,..1

Uni t 11 , paBe 39, fletion {The Celts used coins ~haped as rings and wheels but not as hedgehogs! Some coins, though, were made in the shape ot animals. tn Ukrain~, In the 5tll century 8(. (oins in the shape of dolphins were used.)

Uni t 13. page 47, filet Unit 14, page 48, fiKI Unit 17, page 59, txt (See this website:

www byb"dcirs fOro )

Uni l 20, paBe 69, fkUOfI (There are no height limits. Most models are between t.73 m and 1.8 m but many are smaller or taller.)

Unit 22, page 77, fact Unit 23, page 79. fictiOfl (It means 'wmeon~ who

competes for a prize'.) Uni t 26, page 89, filet (Holmes was killed in

rht Mwn/ure oj t~ Final Probltm but reappeared in rh~ Adwnturt oj t~ Empty HouJt alter public pressure for tll~ popular detective to be broullhl back 10 life.)

Uni t 28, page 97, fktIOfI (Vincent van Gogh cui off his teft ear.)

106

Student B Unit 4, Exercise 10, page 17 Ask and answer questions about the pictures. Use the cues in the order in which they are given. Use the Past Perfect in the answers.

Example A: Why did he decide to rob the bonk? B: Because he hod lost al/ his money gambling.

B lose all his money gambling security camera - film the robber's face leave the mask at home the robber - leave his fingerprints in the bank the robber - hide the money in his house

Why did the man crash into the tree? Did he drive too fast? Was he a good driver? Were there any passangers in the car? How did the police learn about the accident?

Unit 16, Exercise 11, page 57 Requests 1 (buy tickets for a concert) ... (ould you get one

for me? 2 (sit here) ... (ould I take this seat? 3 (go to the school shop) ... Will you buy me an

orange juice?

Offers <4 (not eat this chocolate bar) •.. Why don't you

have it? 5 (make tea) ... Shall I get you a cup, too? 6 (go out) ... Would you like something from

the shops?


Ask your partner questions about a product.

1 What is the product? 2 Why is it good for people in the developing world? 3 How is it good for the environment? 4 How much does it cost? 5 What colours are there? Have you got my size?

Now read about this product. Answer your partner's questions about it.

ROVER WIND-UP RADIO


Read these situations and explanations. Then answer your partner's questions.

Situation: Oliver and Sam are lying dead on the floor in a pool of water. The window is open. Explanation: Oliver and Sam are goldfish. The window blew open and knocked the goldfish bowl onto the floor. The bowl broke and the fish died.

Situation: A woman buys a new pair of shoes, goes to work and dies. Explanation: The woman is a knife-thrower's assistant in a circus. Her new shoes have high heels. She wears them during the performance and is taller than usual, so a knife kills her.

I.,\IM 1£2, 'Uf 1,1 ii i "" ~ ~ ~ I I.

[J ~!'!'!!~~~!.~m_ ...,.. Ju.a one thme -the nal11ft of lite ."Im ... •• in the wnHI9 placwl C.n you eonect them?

D

o "lIr"" show they're allO'" by putting out their tongues,

f) ~lE,hrtts: put their tail between their legs when they are frightened.

g Cj"affu rub no.8. a. a .ign of affection.

5J 9' Icartgat'Il(l' .how affection by holding each othe(, trunks.

~ fIJ9s prell their necks together when they are attracted to each other.

UJ ,,, .. alas hit the ground with their back legl when there i, danger.

IHSTAHT MESSAGES Helen, Miriam and lydia were <hatting online, but ~omethin9 went wrong with the program and it put the meSS<lges in the wrong order. Put them in the (orrect order.

a) Mir.iam:Yes. it took me agH. And you?

b) ~Afe you sure you jutt don't want to mi .. the phyt;kf tftt1

O d' D ·' O n

0 9'

O hl "

~ HI Miriam. Have you done the math. homework?

M.i.tiam;. l'm not going to school. I've got a cold.

~ I can't do number 3 ®_

~ So are you gonna miss the party on Satu(day?

M.ir.ia.rn;. 1 don't think I've done It right, either. look, Helen'. online.

M.ir.ia.rn;. Well, J think I'll be better for that!

Mi.r.iam..; No, honm, I've got a sore throat and temperature.

~"I " 6 '!8 'q, 'P91~ 'h'a£'l!l " I ~W@UI ~9'~/j ·~,'mO/£·t6Jpl'SI!I!!JOII1 :JIIel~

m Stories in Reverse Here is a fun ny news story from Germany. Put the sentences in

A the correct order to find out why the woman called the police.

An old woman called me police .. ,

[d a Before that, the parrot had started to caU'Mama, Mama!'

b Before that, the woman had thought her new neighbours child was alone in the house,

t:l c Before that, the woman had heard someone calling for their mother.

t:J d Before mat, the woman's new neighbours had put their pet parrot in its cage and had gone out,

B Here's a Story from Brazil. Put the sentences in the correct order to find out what happened.

Some boys found S60,000 ' ..

L:J a Before mat, some robbers had hidden che money in a suiu:ase in the garden of an old house,

i:J b Before that, the robbers had robbed a bank,

[J c Before chat, they had climbed over the fence into the garden and had seen a suitcase full of money,

II d Before mat, the boys had pla~d football,

., e More that, they had lost me ban in me garden of an old house.

Cit Headlines from History Match these headlines from history with the years,

1347 1492 1789 1893 1912 1958 1969

m~ u~uw ... . RUSSIA LAUNCHES I SPUTNIK SATELLITE

REVOLUfION IN FRANCE' \ • KING FLEES VERSAI.g::j

6 Mixed-Up

News Find two different news stories. Match each spntence (a-h) with the headlines (A or 8) and then put them in the correct order .

O lBATHROOM PLAYI

e RADIO ROBBERY

CD a) A Brazilian OJ was robbed while he was doing his daily radio $how.

rn b} The play. called Thorough Seorch, Is staged in a bathroom at the Renaissance Theatre.

OJ c) The police said:'The robbers didn't realise what was going on and we were able to surprise them and arrest them.'

rn d) A new play Is a surprise hit in the Brazilian city of Sao Paulo.

OJ e) Only 30 people can fit Inside the bathroom and they have to stand up during the 30-minute performance.

OJ f) Tlago Amorin da Silva was talking 'live' on Verde e Rosa radio station at 2 a.m" when two men broke in to the studio and demanded money.

0] g) A spokesperson for the producers sald: 'We are a huge success. We have to perform extra shows every week!'

IT] h) The thieves didn't realise that they were on the radiO and over a hundred listeners called the police.

• - Women Get Vote\ fI) In New Zealand )

3 'II 'I "8Alo1S .11 ', 'q 'PV.I.JoIS SMaH ~1I'W!W

C681 e '69£1' '!liH a 'l,l;tL p '£K:L 3 '6961 lI 'lI61!

;.WIS!H IOOJl l8I.I!fPl!8H qnn£"lZ " "S.I.JoIS

p, 'e £ ',Z 'q I :V.4JoIS lIIJIM9I:I LI! I8I.JDlS

o CO

7 The Island Read the first part of a summary of the Lord of 'he Fll t.f b y William Goldin,. the Nobel Prize winner. Match the names of the boys (1-4) with the descriptions (a-el) . Which character do you like and dislike most 1 Give reasons.

I Piggl 2 RlI,~ 3 Jlck 4 Sim

I' Ihl Illdlr I1III group III cholrbll IIIIIIDI kll cl In onlllighl bOl 11'- gllllll dllhlilldir of III kunlln

8 The Beast

I)urlng World Wir II, two flngllsh KhoolboY5 roN'1 on a M.uUfullroplcal Deach. Ralph 15 falr·halred and good·\ooklng_ Piggy 15 chubby with glaues. They were on a plant whrn It was shot down anel (',atht<! In the Jungle. Piggy K'CI a conch 5h('11 and Ralph uses It to call th ... olher boys Ihar were on Ihe plant'. Gradually, they all come to I he beach. A group of choirboys, Jrd by an older boy callw Jack, arc Ihe lUI to arrive. The boys decide 10 choose a leader. All the Choirboy! vOle fOT Jllck but the rcst choose Ralph. Aslcader, Ralph a.'ks Jad. to be In charlie or II group of huntcu. Then. Ralph. Jack and a choirboy called Simon explore the Island. They climb through Ihlck junglc 10 the top of the highest mountain. They ate on pn l~land lind there arc no olher people,

When Ihey return to the tJoC lt ch, Ralph call! another mtttlnll. There are no adulu on the hland and they will have to survive on theIr own. The IInle boys are afraid and one of t hem Sly, he IIIW II 'hell$1' during the n ight . Ralph decides to build . ft~ o n t he mountain $0 that ranlnM ship, can lee It . They wlleel

9 Chaos Read the last part of the summary. Why

Read the second part of the summary, I.bt the three most negative things t hat happen.

[.utrt Ihal evening, Ralph c~lls II mtetlng. lie complaln$ that nobody Is doing hIs job. They are not ,,"lIdlng shelters, collectIng water or "ceplng the fire going. Howeve" the l)()y. arc more wnrrled about beaMS and mOOfteU. Ralph Qnd Piggy try to explaIn that liltre prll no 1lI0nMers VII the Islond. SImon slIY$that thl! !,waft rnBy be the bOYllhemselveJ bul tile boys JU!lllllugh ot hIm. Jack and hIS hunters offer to kill the monste r and run off dancing and clulllIlnK.

did the boys get out of control? What do you think would ha ppen If you and your c1as.'Imate.'l were In the same lIituatlon all Ute bOy.'l1

That nlghl, while the boYlare sleepIng, there Is.n air hattl/.' uv~r t h~ "land. A d~ad pMr.chullstlRl1dS un Ihe Island .nd hlJ parachute gets elught In the ttl 'C'. The two boy~ looking pftt't tht' lire ~el! hIm and think he I~ the monsler. They ru~h b.ck 10 Ihe be.ch Ind 11'11 everybody. Ralph, Jack ollilihe hunh'r\ go lookIng for Ihl! monlter.

While they .re ~archlng, j.ck MII,nlsci I""ther hunl butlhe pig esc.pel. Afterwards, the boYI pl.y a game of 'hunting' ()111' of the ynung boyJ and nearly kill him. When It gets d.rk, Ra lph wlntl to ,0 back to the be.ch bUI j.ck per,uade, Ihcm to ket"p lOin • . Thry ICC' the parlchutlSt 1n Ihe dirk .nd think he Is the man Iter.

The next mornlna, they have. mCfllns.)lck sa)"l Ralph 1$ a coward bUI the boya do not wlnt to change the leader JO Jack Soes off to. place by the sea called Castle RO('k and 51nru hi) own ' Ir llJc ' of 'hunter,' . The hunters calch • pili and then auack ItJIlph', s roup to get burning nicks from the fire. More of the boys loin the hunters be-cause Ihey alt hunllry and Jack Is golnM to hove a big feast to eat the piS. l.a ter, Simon goes Inlo the jungle and sec;s the 1)1,, '. heod covered In 11I1!$. It scerns to comc 10 life and talk to him. SImon falnU.

When Simon wake ~ up, 11l' sees Ihe dead parachulln In 6 tree. Ht takes the parachute with him to prove to the ot hers Ihat IhNe Is no monster. Meanwhile, Rllph and Piggy go 10JICk'l feul . Aflt r the fUlt, jack Invites III t he boys to Join h Is tri be and mo~t of tht m I('(epl . They are dancing I nd chantlna when they S«' a fig ure coming towards Ihem. II Is Si mon with Ihe parachute bulthey thl ok he Is the monster. They allack and "Ill him wit h Ihelr ba r~ hands.

Rolph and Piggy go back to Ih t old camp. They ru lise they have just "iIled someone. Bac" at Castle Rock, Jack lies up and beau a Imy just to show h is power.

~-.

dead wood and start a lire with I'I88y'5 glanes but thl' fire gets out of control and there Is II forest fire. Piggy rcall.w thai a lillie boy IJi ml~slng and everyone Is shocked.

The hoy' have 101$ of frult to eat on the lJilnnd hut some of Ihem wanl meal. Jack and his hunters tly to catch a pIg but It e'\Copes. fie got', back to the beach where Ralph and Simon are building hun for the lillie boys. Ralph Is angry with jack because he thinks that Jae" and his hunters are tlylnllto avoid real work.

Further down Ihe beaCh, lOme small boys are playing when one of Ihe hunt~r~ romes along. He destroys their sandcastles and Ihrows ston~ al them. Then all of the hunters paint their faces and go off looking for another pig. Laler, Ralph lind Piggy see a shIp In the dIstance but Ihe fire Is outl The hunters come back wllh n Pili and Ihey blC c)(clted. Ralph Is angry because they ]el lhe fi re go Oul bUllhey Ignore him. When Illggy complaln~ , Jack hitS h im and bn'o"s 0111:' of the leme) of hi s IIla\){:~. The hunlers make a fire. roas l the piS and dnncl.' wildly round the fire . Ralph angrily goes off on hit own.

lie says thai Ralph and f'lggy are now a danger to Ihe tribe. That nlghl, Ihe hunters attack the camp and steal l'lggy's glaSSt'5.

The followlnll mornlnK, Ralph calls a meetlnll bul there are only a few boys left In hlii IIroup. They dl'(;lde 10 ta lk to Jac" and get "lillY'S alasK'S back. Ilowever, when Iht!)' xn 10 Can le Mock, a fight between Jack and Ralph Statts. l' lggy Irl e~ tn .' Inp II . He says thai U b better W have rule~ nnd to

~~

agree 111011 10 flght and kill. Suddenly, one of Ihe hunters pushes a big roc" down the hilitownr<b Piggy. U kills him and smasht., the conch !helJ. Ralph runs off Into Ihe Junxle.

In the morning, the hunterJ come afler Ralph and (IUd his hiding place. They cannot gel him out so Ihey sel flrc to the lungle. Malph !igh'" his way OUI

and runs Inward~ Ihe beach. lIe h running desperately

when he plm05t crash!;') In\o a British naval offlcer on the beach. Ills ship had SC('n the fire and rome 10 Investlgatc. When he.K't'S the buys with their fac~ painted and ClIrrylng spear~, he thInks they have been havIng fun and games. However, when Ihey tell him whal has happcnt'<!, he Is angry that a group of English boys have behaved like 'savageJ·. In the end, all the buys art' taken to the shIp and start the Inng Journ ry home.

-

10 Guess the Price 0iIeH how much the object. below were told for III; auction.

$22,000 $140.000 560,000 $17.4 million

1 A hat and e tans from one of Cbar11e ChaPin', fillTJl

2 A bIact. cotktail dress worn br Marj~ MM'oe in one of her films. 3 Mang.y!ell« 10 i1 jounlali,l wrilten by John lemon.

• Four Alreranllagllrom the Ameriean W. 01 ~"'''''_''''''!lC'''' capwrt!d br IIf\ offiur in tile Britith army in 11I:KJ,

m Time Bank Quiz Read about a local time bank and complete the accounts below.

Tom Kempton is a dentist who decided to set up a time bonk in his street in London. One hour's W()(K gives everybody in the time bonk one lime credit One 1ime credit means thot you con gel on hour's work from someone else in the l ime bonk. The Ellindole Avenue Time Bonk has now been going lor three months ond there d ie seven people III it: Tom; two teenogers called Joanna Dovles and Chlls Woterslone; a gUilO! teocheJ coiled Corol Corson; on electricion called Neil Simons and his wife Sharon; ond on elderly lady coiled Mrs Waits

In the first week, MIs Wai ts wanted someone to point her living room. Joanna and Chris pointed it for her during the school holidays_ They each spent three days doing it and WOI'ked four hours a day, When they finished, Chris spent half 01 his credils on guilar lessons with his neighbour Carol Corson. Chris spent eight more credils 10 poy Neil Simons to repair his sound system. Neil was organising a birthday porty lor his daughter and his neighbour Mrs Wai ts mode cokes and biscuits for it. It took MIs Waits twelve hOUfS 10 do this. In the some week. COIOI Carson, hod a problem wilh a tooth and went to Tom Her treatment took Tom nine hours

Tom then went away on holiday in SpCIIf"I for a week and Mrs W a its looked oher his house and fed his cot This took her ten hours because she did Tom's ironing, 100. Neil's wile, Sharon, is now a houseWife but worked before as a hairdresser. She cut and styled Joanne Davies's hair twice a month in this Ihre9'"month period and took on hour eoch lime. She also spent two hours piercing Joanna's eors. Sharon needed someone to babysit and Carol Corson came round and looked oher her daughter lor Ihree hours.

Time C its Toto + Of" -

Mr,WoitJ .12 +10 -2A -2 loom", Davie, Chrll Wo!et",1one Tom ,,-... ((!fo! Corton N.il 5imorr. Shoron Simon.

1 11) bank accounl b) auCiion l ) cheque book

d) credit card e) savings account

2 a) dollar b) Frtnch franc c) turo d) yen c) pound

3 a) to make money b) 10 earn money () to win money d) 10 lose money e) to raise money

4 a) eSay b) auCiion () boots d) on sale \.) market

5 it) a piece of paper b) a cup of coffee c) a slice of cake d) a bag of crisps t') a glas5 of orange juice

6 a) bronze bl clolh () iron d) lin e) sliver

7 a) shampoo b) a refund ,: money back d) a receipt e) a replacemenl

811) II doesn'l work. b) It's damaged.

c) A part is missing. d) It's expensive.

UO!ll!W t lIS r 'lm'US E 'CXXYOOS l

'1m'~'S ' ."Ild ~I nlll'l!)

c) It's 100 light.

J) rr~~u.r-e HWff II In the 17th century, the pirate Tom Morgan

hid some treasure near the town of Blackport.

Read the statements. Mark on the map where you

think the hidden treasure Is.

Dr Hlwklngl - profellor of a rchaeologV

We know thai Tom Morga n a rrived In England In 1689 with Spln llh trea. ure. Hil I hip, Thfl Jolly Roger, wal old and il might have l unk near Blackport, 11 could have been near the I. tand but dIver. have looked for wreck. Ihere and found nothing al all. We think Morgen could have leken the troasure to Ihe Ihore and hidden It lomewhere. He came from Blackport and knew lOIS of good place. to hide it.

Bemedette Morgan - one of Morgan'. fam llv

I hoard lot. of stori e. about Tom Morgan from mv gr.ndfllther. When Tom came b.ck to England, he probablv steyed In one of the cottage. on the beach near the church of St l aurence. He could have hidden the trealureln the Sla cave but peopla have looked there and found nOlhing. One Iheory Is thaI he burled it on Ihe beach. Another, i. that he threw II InlO the pool wh ich II not far from Ihe beech. Apperently, he elwave wenl filhlng Ihare whan he willa boV.

Micliv Green - treasure hun""C' _______ _

I've got an old map belongi ng to Tom Morgan,The map'l nOI verv clear but I don't Ihlnk the traasura can ba on the beach. It would be too easy to find, woutdn't ll? Whalaboul lomewhare on Black Hill? ThaI's posalbla but II's a long wav to take heavy treelure. I think II mUlt be lomewhere neer the wood or Blackport Farm. And It mUll have been an ealV place to hldo traa.ure. Tom Morgan was nOI walland died a few diV' Ifter coming back to England of I tropicil dllella.Tom had 10 hide Iha Ireaaur. quickly, 100. l ois of people were looking fo r hlml

W@~1l1Q) @!l.1J~~ Order the places b e low from the blUe.t t o the smallest .

o ContInenti (1Iu):

"..,.. Atoo Asia

., O c;ean. ("u)~ the Paclf1c

theArctk thl AtJant!,

., AI",n (t. nl eh): the "'a"lus (China)

the Nil,

th,AmUOf"l

o Mountain. ( h" iht)~ Aconc.rocua (S. Amlrla)

EYIA" (Atla)

• Lak .. (Iiu):

Lake Ttoou Ca$pbn Sea

Lake VI,t<)rfa

KlIlmanluo (Ainu)

o t. landl (1Iu)~ G ... nl.lnd (N. AmerleJ) Grllt Brluln (Europe)

Madar-mar (Afrlu)

Meerkats ~d the d .. "lptlol1. Go Ut66 .midi thru thlng6 In It art fal't.

Murkals are one of the most popular animals al 8ristol Zoo. They live in Africa and eat Insects, rOOls and fruit. The meerkats at Ihe zoo also love eating dog biscuits and Me very lond of coffee ice cream! Mttrkah live in semi·desert a!'US which are cold al night. They like sunbathi ng in the mornings to warm up. Thcy spend thei, nlghls underground. They art very sociable animals and live in SroulK of 10-20. Each meerkat has a job in the communily. There are hun ters. senlries (Ihey walch for enemies) , police officers and babysitlers (they look af le r olher meerkals' babics). Meerkals communicale by making a solt murmur and Ihelr I.npalr is as sophi!olicall!d as Ihal of whales and dolphins. When meerkals bark, il means that therl! is dangcr and all the meerkats run bac:k underground,

-- '1IIIr6JIf peur;l!l'NtIOt a osn IOU OIl rlqlllV'j ·IUfII.I"IIj 101 )dim. Iltwlllll "410 Aue UIIjIIUOW AI~ • I;

'IJOMAIIlU. '1tIO! i3qlO 0Ifl op~ lllq t JO:llJjO ~Iod 100 9Je II~J09jfoj

'wran t:II HWXlIHI,1IOp ~ lflii rllI"OIlQ !lop q !t rlflIHV'l

0 ---16 Sort the Rubbish! fl. , Ib, , llbl ,lace (1-11) lor In. rubbll,b (1- 20).

D . ' wdboMd «rell padtulru bous 0 11 dothu (in good (ondition)

0 2 pintle puu,in, D I2 old mobile phon" D 3 broken uleviJions/£Ornpultn: iJ 13 flowm/planu

4 newspapers/magarines D 14 fruit

0 5 planie bottlu (washed) iJ 15 liDs/cans (wuhtdl

D 6 ~." bOltl.r/j.,. (."h.dl !:J 16 wasle paprr

0 7 tea bags 017 Yfgrtablu

0 8 enYflopu/leum [J 18 mut/fish

0 9 broken fridgu [] 19 re-usable furniture

0 10 books (in good condilion) EJ 20 polystyrene packaging

S"oppi.~, H4Abi.tS R .. d about thr •• f.mlll.,' shopping habits.

How green are they7 Classify them: a) ultr.gr •• n b) not v.ry gl •• n c) very bad for the planet!

Give thr •• r."on, for .ach of your an,wert .

.. Every S.lIurday, Tina and Cohn Royle 90 by ur to the wpermarktl two milts away from their home. They don'lllt! vegetables very much but In lhe sumlflef, they ~timts buy kxal frUit from a farm shop near them. Their f.woorne food is PlZLl, hamburgers and chiPS and they usually buy frozeo food . They boy a lot of Iml, 100, especially baked beans Cohn loves chocolate and he always buys a few pacha of chocolate biscurts They would like to buy a new TV because the one they've ootls very old

.. Tim arid Kathy Myers walk to the local shops twice a week WIth Ihelr re-usable shopping bags. They buy organic fruit and vegetables in the market - both of them are vegetarians. They also grow vegetables inlheir small garden which Ihey fertilise wi th their own compost. They have ten hens which give them eggs, and a goat which gives them milk. Sometimes, they buy low-energy Irght bulbs for their house, They haven't got a computer or telev'SIOn at home They lislenlO Ihtir wind-up radial

* Rodney and Margaret Caldwell go shopping twice a week at a big hyper-market about twenty miles from their house. They've got a big foulcwheel-drive car SO It's a comfortable journey. They go on foreign holidays four Of frve trines a year, e5pe<ially to South Africa, the Far East and Australia, and they like bUYing delicaaes from around the world. They always buy the best vegetables oWallable; apples from Chile, kIWIs from New Zealand and raspberrres from Kenya Rodney and Margaret Irke buying gadgets. They hoWe four plasma TVs, three computers, two enormous waShing machines, a dishwasher and two big fridges. They love clothes and drrve two hundred miles to lOndon every month to go to the besl shops.

II gorden compost

.. III

charity shop

II recycling ceolfe {melal/batterles)

Big Yellow Taxi ftdd about the song,

'61g YeHoow TaxI' .... ., .... rltten by the canadian slnger-song .... rlter, Jonl ~ltcheH . It has been performed by lots of other artists such as Counting Croows, Janet Jackson and Sob Dylan. She .... rote It .... hen she .... as staving at a !lotel in Hawaii.

~ • LI.le" to the lOng.

They paved paradise And put up a parking lot With a pink 1 ___ , a boutique And a swinging hot SpOt.

,horus Don't it always seem to go That you don't know what you've 2 __ _ Till it's gone? They paved paradise And 3 ___ a parking lot.

They took all the 4 __ _ Put 'em in a tree museum And they charged the people A S ___ and a hair just to see 'em.

Hey rarmer, farmer Put away that ODT now. Give me spots on my 6 __ _ But leave me the 7 ___ and the bees Pleasel

Late last night I heard the screen door slam And a big 8 ___ taxi Took away myoid man

41 • Listen asal". Complete the gap.,

to pav.· to cover with concrete or rarmolC parking lor (US) car park swinging hOl spOt: fashionable place DDT: a to"ic insecticide that kill' bird, and bees screen door: an e.od:ra outside door for protection

agai"st insects or bad weather old man: boyfriend, husband

ash ion Quiz Read the sentences and guess who the fashions were popular with.

2 Young people in

3 Fashionable Romans wore a lot of jewellery.

.. The average Roman citizen wore a whi te toga.

5 Long pOinted shoes were popular in I 5th ~

6 At the end of the 16th century. people wore very big collars called 'ruffs', I--+---I---l

10 People started to have shorter hair after World War I (1914-19 18).

21 Spot the Find ten Difference

What is 'in' this year in your area? Complete the report. Read it to the class.

differences in appearance between t he twin girls. ............ Example Mary's jeans are not torn but Margaret's are.

So'p I

i(oUse-(S :

SLo,"'+S:

J ....... J .. eJs/c;.OQ.S:

SL-,¢S:

llats:

41Dq 01 'U9W 6 'UElWOMII 'U9UJ £ '411X1 9 '41oq S 'oow t"

'\IiUJOM £ 't!9W Z :l!1IQ OOIl/SaJ

............ G;yIS

r .. ous... .. s ;

Sk. ... ts/.cl..-o!.SS"",,;

T OOS/61""jSe.s:

Ja.cke/S/c:..<Xlfs;

~s;

~s;

Margaret Mary

I) S PO RTS ~h~~~W~b~!.~I~n~ ~s~tball? ~ ~ .J Read the sports commentaries .

(up diwler lor England. We ~ i Find three factual miitakes in each.

are losing AGAIN in the quartet' final) 10 Af~n1ina.II's the fifty.5e(ond minute

and EnsJand are losing 2-0. C.1n ~ Kore before halt-time? Roont'l' lakes the ba ll ... But

he lostS il to Sorin. Sotin pams to cambiasso. cambiaWl ps past two men lind sends a long pass 10 ")'ilIa on Ihe righl. Ayala centres the ball and pas~ 10 Mn)i in (he penalty area. JO( Cole challenges him and MtsSi goes down in

the area. I'm afraid that's II penalty for Argentina! Thai's the third ~Iow card

lor Cole, 100. so now England only have twelve men! ~

23 Sports Crossword Can you do the crossword?

Acro •• 1 & 13. A football/9ftfSf .how. this whe" he lind. I player oH 3. In Ihi. event you throw a pninled stick, S. The type of medal B winner gell . 7. Someone who is good at sports. 9. Tlli. perl on p,rfarm. in a gym. 12. In this event you thrCIW a heavy disc. I~ t& 8 down). Event in which YOIl jump over 8 horizontal bar. 11. A group of players. t8. A drug problem in spon. 19. The king of the gods in ancient Greece.

Down 2. You get ona if yOIl eome 111. 2nd or Jrd. 4. The first modern Olympics were held here ;111896. 6. Olympic city in 2008. 10. This rsce i. over 42 km Illngl 11. Stylu In thi lspon are Ireutyle, brent. lroke and butterily. 15 & 16. A span plaved on ice.

It 's the last quarler of this lantastfc World

(hampionship basketball game bctwei!n (roatia and Spain. Croalia are

winning 1-0 bill it's a very cf~ game. Pau Ga!oOllak~ Ihe ball and shoots from 4 metres

out bUllle misses. It 's a pity, Spain really needed Ihal point I~e. Kawn lakes the ball and nhr~s illo Vujde. Vujde mO¥CS up Ihe court.

He passes 10 Ukic. ukic passes 10 Vujde. N.warro holds Vueji('s arm and pulls _ Ihe ball off him and paues it 10

Garbajosa. Now Spain ha~e got possession again!

24 Anagram News Wha'a«,h .. nag<am . ;n,h .. po,,,n.w.?

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Here is the sportS news. Yesterd ay, Arsellal WOIl lheir first game in the European Champions 1 aeuegl ____ three-nil againsr

Glasgow Rangers. Manchester United were lucky to get a ni l- all 2 wrad ___ againsr Benfica

of Portugal, In the athletics 3 etoimpontic ___ at \Vemb!ey, Asafa Powell of Jamaica WOll the 100 metres 4 if. nl ___ in 9.8

sreonds. The winner of the men's S . ju du ___ was Virginijus Alekna of Lithuania With a 6 whrto ___ of just over 70 metru . Everything is ready for the wndon 7 rahnmoat ___ next week. Tomorrow we will be talking with some of the top women 8 tteasille ____ Roba Tola of Ethiopia,

Rciko Tosa Of}ilpan and Jelena I'roko pcu pa of laMa.

2 8 ~~~~M$ fMUI~ Match the people with the descriptions.

8) Wolfgang Amadeus Mozart II Artist. scientist and engineer

b) Leonardo da Vinci cl William Shakespeare d) Pablo Picasso 81 Isaac Newton f) Charles Darwin g) Michelangelo hI Albert Einstein

His most famous painting is the Mona Lisa. He

made nOles and drawings for 8 tank, helicopter

and submarine.

II

III Physicist

His theories of 'relat ivity' and famou s

equation 'e ~ mcZ' completely changed modern physics. He was given the Nobel

Prize for physics in 1921.

, D Pamter, sculptor, architect and poet D

Painter and sculptor Mathematician and scientist His most famous works are the statue of David in Florence 8 nd

his painting on the ceiling of the Sistine Chapel in Rome, He developed a new

style called 'cubism', His most famous painting, Guernics,

shows the horrors of war.

fJ

He formulated the rules of advanced mathematics and showed that light consists

of different colours. He also proposed the laws of gravity and motion, which form the

besis of modern physics,

III laturalist

He went on a sea voyege to South America and the

Pacific In 1831 and used the experience

Composer I!I He was a musical genius and

spent his childhood touring Europe. He spent most of

his life in Vienna, His operas include Don Giovanni and

Dramatist and poet to formulate his theory of evolution in his book The Origin of Species in 1859, The Magic Flute.

He wrote end acted in his own plays, which include Romeo & Juliet, Macbeth and Hamlet.

More and more people, when they come home from work or ~ooI, enter a virtual wor1d via online computer games. Games such II Second Ufe. The SimI Online and Ewrquestare extremety popular, Playa,. Cln create a new perlOnality, meet different people and do things they could n .... er do in real life. Let'a look at one of these games.

RunoScape The action takes place In the imaginary wortd of Gielinor, which contains yarioul: kingdoms, tropiClllslanda and deIertI. Players can loot at maps of the place any time they MnL They can traY8I in different wayI! on foot, In a variety of vehicles. or by maglc 'teleportatlon'. E8Ch plrt of RuneScepe hll different tvPII of monlters and playars have to complete taka.

When you join RutHJSc.pe. VOU first create your own character or 'avatar' and choose a task. Players interact with each other through chatting, buying and setling things, and going on mlulonslogether. These millions may invotve fighting weird monsters or getting out of tricky situations, Sometimes you can change into IOmelhlng else, like a bird or e rabbit. to get into or out of difficult places.

RuneSc.ptlla a multlplayer online rot ... playing game, With nearly nine million active players and 800,000 paying members, it Is one of tho top online garnet in the world.

IJ!M.IIQ 8 '~llIlPrl L 'LI!IQIU89'~ 5 'UOVo\IIN t

'WIll'll E 'UROn t'OSSUd I 'l1I'I'I'loI$IlIU89

30 Lucy in the S~ith Diamonds

~ R.ead and listen to the song.

• fil'ld the underlined things in the pidure,

Picture yourself in a ~ on a ~ With tangerine trees and marmalade ikill Somebody calls you, you answer quite slowly A girl with kaleidoscope eyes

Cellophane flowers of yellow and green Towering over your head look for the gi rl with the sun in her eyes And she's gone

lucy in the sky with d iamonds

Follow her down to a bridge by a fountain Where rocking horse people eat marshmallow pies Everyone smiles as you d ri ft past the Aowers That grow so incredibly high

Newspaper ~ appear on the shore Waiting to take you away Climb in the back with your head in the clouds And you're gone

lucy in the sky with diamonds

Picture yourself on a train in a station With plasticine porters with looking glass ties Sudden ly someone is there at the turnstile

• Match th_ words from the song with the defil'lltlons,

1 tangerine a) a child's toy horse with curved pieces of wood on the base

2 marmalade b) a small fruit like an orange

3 cellophane c) a 50ft material children use to make models

4 rocking horse d) a kind of jam made from oranges

5 marshmallow e) thin transparent plastic paper

6 shore f) a person who carries your bags at a station

7 plasticine g) a soft, sugary sweet 8 porter h) a mirror

9 looking glass ;) land at the edge of some water

Time Out! Answer Key '

7 Ie 2a 3d 4b

8 The boys are not doing their jobs (e.g. building shelters, collec ting water and keeping the fires going), The boys hunt one of rhe young boys and nearly kill him. The hunters attack Ra lph's group ro st.eal burning sticks from the fire.

9 The boys arc afraid and hungry. There are no adults to help them with the problems o f surviving on a lo nely island.

11

Time Credits Total (+ or - )

Mrs Waits +12 +10 -24 -2

Joanna Da vies +12 -6 -2 +4

Chris Waterstone +12 -6 - 8 - 2

Tom Kempton +9 -10 -1

Carol Ca rson +6 +3 -9 0

Neil Simons +8 - 12 -4

Sharon Simons +6 +2 -3 +5

12 1 b 2c 3d 4c Sa 6b 7a 8d

13 Tom Morgan hid the treasure in Black Pool.

14 1 Asia, Africa, Europe 2 the Pacific, rhe Ada mic, the Arctic 3 the Amazon, rhe Nile, the Yangtze (some scientists think that the N ile is longer than the Amazon) 4 Everest, Aconcagua, Kilimanjaro 4 Caspian Sea, Lake Victoria, Lake Titicaca 5 Greenland, Madagascar, Great Britain

16 1g 2f 3h 4g Sf 6d 7a 8g 9h lOb llb 12h 13a 14a 15e 16c 17a 18c (or a) 19h 20c

17 Ib (shop by car, eat a lot of fast food, buy lo ts of tinned food) 2a (re-use shopping bags, grow their own vegetables, use low-energy light bulbs, don 't have a TV, use a wind-up radio) 3c (shop by car a long way from home, have a big fou r-wheel-drive car, go on lots of fore ign holidays, buy food from around the world, have lots of energy-wasting appliances)

18 1 hotel 2 got 3 put up 4 trees 5 do llar 6 apples 7 birds 8 yellow

21 1 Mary's jeans are nOt rorn but Margaret's are. 2 Marga ret's belt is wider than Mary'S. 3 Margaret's wa tch has a white face. Mary's watch has a red face. 4 Marga ret is wearing red and white striped socks. Mary is wearing blue and whi te striped socks. 5 Margaret's T-shirt is green. Mary's T-shirt is black. 6 Margaret's T-shirt has a black triangle on it. Ma ry's T-shirt has a blue t riangle on it. 7 Margaret has a tatroo on her neck but Mary doesn't. 8 Mary has her nose pierced bur Margaret doesn't. 9 Mary is wearing two earrings but Margaret is only wearing one earring. 10 Mary is wearing a wooll y hat and Jv1argarer is wearing a baseball cap.

22 Football: 1 It can't be before half-time because it's the fifty-second minute of the game (each half of a football ga me is fo rty-five minutes). 2 Cole can't be getting a thi rd yellow card (you must leave the ga me if you get two yellow cards). 3 England can't have twelve men left (there are onl y eleven men on a side at the beginning of a game) . Basketba ll: 1 In the last q llarrer of a basketball ga me, the sco re would be much higher than 1-0. 2 If a player shoots the ball from 4 metres Ollt, he gets more than 1 point if he makes a basket. 3 The ga me would have been stopped by the referee when Navarro held Vucj ic's arm because this is a fo ul.

23 Across: 1 red 3 javelin 5 gold 7 athlete 9 gymnast 12 discus 13 card 14 high 17 team 18 doping 19 Zeus

Down: 2 medal 4 Athens 6 Beijing 8 jump 10 marathon 11 swimming 15 ice 16 hockey

24 1 League 2 draw 3 competition 4 final 5 discus 6 throw 7 marathon 8 athletes

25 Questions 1 and 2 a re answered. The crime is mu rder. It happened about 3 o'clock in the morning.

26 1 T here wasn't a mot ive. 2 Nobody could be certain about the murderer's language. 3 The murderer got in the apartment by climbing the electric cables on the olltside wa ll and jumping onto the window ledge. 4 The murderer isn't human. It's an ora ng-utan.

27 2

30 1 b 2d 3e 4a 5g 6i 7c 8f 9h

WORD BANK • Multi-part Verbs be named after som~one to be given the same name as

someone (often someone in your family): I was named after my father,

blow something up to destroy a building, etc using a bomb: Guy Fawkes tried to blow up the Parliament building.

break out of somewhere to leave a prison, etc by force: Three men broke out of prison yesterday.

bring something in to introduce a new law, etc The government brought in a new lawaI/owing shops to be open on Sunday.

care about someone / something to have feelings for a person, animal, etc: She really cores about animals.

carry something out to put a new idea, etc into practice: The government carried out thei, plans to build a new hospitol.

check something out to get information about something: I checked out that new MP3 pfoyer on the Internet.

chill out to relax: After the exam, my friends and I chilled out in a coffee bar.

come along arrive We hod a party and Martin come along. come back to return: We come back home late. come past (someone / something) to pass by: The bus comes

post our house every hour. cut something down to use a saw, etc to bring down a tree: We

cut down the tree outside our house because it was dangerous. die out to disappear completely: Two types of tiger have died

out in Indonesia. drop out of something to leave a course, etc before finishing:

She dropped out of the course because it was too difficult. end up to finish : We ended up going to bed late. fall in love with someone to begin to love someone

romantically: J think I'm falling in love with you! fall off something to fall by accident: My brother fell off his

motorbike last week. faU out to come out, e.g. hair or a tooth : My hair is falling

out. f must be going bold. get away with something to escape without punishment: f got

away with not doing my homework because the teacher was away last Tuesday.

get back to return : What time do you get bock from school? get by to manage: We don ', have much money but we get by. get (something) down to move (something) to a lower place:

(on you get that book down for me? What are you doing up there? Get down!

get down to to begin doing somethi ng seriously: I find it difficult to get down to my homework after school.

get hold of someone / something to catch and hold a person, thing, etc tightly: f got hold of him and pulled him away from the fire.

get in to enter a place: They got in a taxi. Hurry up and gd in! get into something to become interested in someth ing:

Recently, I've really got into taking photos and I've got thousands on my computer.

get off to leave a bus, train, plane, etc: Let's gd 01/ here. They got off the bus at the station. _ get out of

get on to wa lk on to a bus, train, plane: I got on the wrong bus!

get on with someone to be friendly with someone: We get on with our neighbours.

get out (of something) to leave or escape a car, house, etc: There was a problem and we couldn't get out of the lift. Quickly, Jet's get out of here.

get something out to remove something: J got a book out of my bog.

get to to arrive at: We got to the airport early. get up to move out of your bed or a chair: I get up late at

weekends. He got up and left the room. give something away 1 give something as a present:

f gave away myoid toys to my cousin. 2 to tell a secret: ,'m angry with her becau~ she gove away the name of my new boyfriend.

give something out to distribute: The teacher gave out photocopies at the start of the class.

give something up to stop doing something: My dod gave up smoking cigarettes fost year.

give up to stop an activity: The crossword was too difficult and in the end I gave up. Why don 't you just give up - you'" never win!

go ahead to continue I do something: Student: Can I do the project on my computer? Teacher: Go ahead but don't copy from websites.

go ahead with something to start something as planned despite problems: We went ahead with the party even though some people couldn'e come.

go away to leave a place or person: They went away at the weekend.

go down to get smaller: The price oj petrol is not going to go down this year. It'll probably go up.

go on to happen: I heard a noise upstairs and wanted to know what was going on.

go out with someone to have a romantic relationship with a person: Fred's going out with my sister.

hand something in to give something to someone in authority: We hod to hand in our papers to the police.

hang around to stay in one place doing nothing: We hung around for ages waiting for the bus.

keep in touch with someone to continue to talk to, write letters or e-mail someone you don't see often: I keep in touch with my uncle in Australia.

let someone down to disappoint a person: J didn't feel like going to lunch with my granny but f didn 't wont to let her down.

log on to connect to the Internet: f always log on first thing in the morning to check my e-mail.

look after someone / something to ca re for a person, anima l, etc: She looked after my goldfish when I was on holiday.

look around to look at different things in a place to find out about it: Why don't you go and look around while we park the cor?

Look for someone / something to try to find a person, animal, object, etc: (an you help me look for my passport?

look through to search a place: I looked through my cupboards but J couldn't find that jacket.

look something up to find information in a book: I looked up that word in the didionary.

meet up with someone to meet a person by arrangement: We met up at 12.00 outside the shop.

put something down to put something you are holding onto the floor or table: Put you bogs down on the table.

put something off to cancel or cha nge the date to a later one: They put off the match because of the fog.

put something on 1 to get dressed: I put on my gloves because it was cold. 2 to organise someth ing: We put on a disco lost Saturday at school.

put something out 1 to put something outside: Have you put the cot out? 2 to extinguish: We used an old blanket to put out the fire.

put something up to build I assem ble something: It took us hours to put up our tent.

run away to leave somewhere running: The children rang the doorbell and then fan away.

run into someone to meet a person by chance: I Ton into Steve in the street yesterday.

send someone off to force a person to leave a place: The referee sent him off lor fighting.

set something up to organise a project: Ellie set up on online radio station.

show up to arrive (often unexpectedly): Guess who showed up at the party?

speak out (against / about something) to say someth ing publicly: We should speak out about the state of the swimming pool. It's terrible!

start something up to begin a project: We started up a magazine at school.

116

take something away to move someth ing from a place: The waiter took away our glosses.

take something back to return an object: I forget to toke that library book back.

take care of someone / something to look after a person, ani mal. thi ng. etc: My sister took core of my dog when I was away.

take something down to move something from a high place: We took down the party dewrations.

take something off to move clothes off your body: He took off his coot.

take off to leave the ground and go into the air: The plane took off on hour ago.

take something out to move something out from where it was He took out a gun from his pocket.

take part in something to do an activity with other people: I toke port in the school sports day every year.

take place to happen: The party took place in a very big house. take something up to start doing an act ivity: He's token up

goif· tie someone / something up to fasten someone or something

with rope or string: The thieves tied up the bonk manager. turn something down 1 to make a machine produce less

volume: Turn that radio down! 2 to say no when someone offers something: They offered her the job but she turned it down.

tUrn something off to ma ke a machi ne stop wo rking: f turned the TV off and went to bed.

tum something on to make a machine start working: I turned my radio on and listened to the news.

turn out to happen in a pa rt icular way: The cake turned out well.

turn lights out to make a li ght stop working: Turn the lights out before you come to bed.

turn up to arrive (often unexpectedly): Yesterday, my uncle and his wife turned up at our house.

tum something up to make a machine produce more heat . sound. etc: It was cold so we turned up the central heating.

wake up to stop sleeping: f woke up early today. wipe something out 10 eliminate: The animals were wiped out

by disease. work out to do exercise: I spent an hour working out in the gym.

• Prepositions with adjectives interested in I'm interested in ancient civilisotions. afraid of I'm afraid of snakes. frightened I afraid I sca red of My mum is a/raid of spiders. keen on I'm keen on chess; J really like it. allergic to I'm al/ergic to strawberries and get red bumps all

over my body ill eat them.

with verbs argue about We never argue about money. complain about We complained about the noise alter the

neighbours hod a party. know about I didn 't know about the porty. Why didn't you

tell me? learn about We're learning about the Vikings in history. talk about We talked about films and music lor hours. think about What are you thinking about? You're not listening

to me! worry about Don't worry about the exam; it'l/ be okay. name after My parents named me after my grondfother. use as They used sticks and stones as weapons. arrive at We arrived at the theatre at seven. take ' have a look at Let's toke a look at these photos. apologise for I apologised lor breaking my friend's bike. campa ign for They campaign for children's rights. pay for My dad paid for my new laptop. wait for I waited lor the bus lor ten minutes and when it arrived

it was lull!

WORD BANK

come from I come Irom Wales but I live in London. protect from This vaccine protem you Irom tetanus. retu rn from I returned from London on Monday night. suffe r from Do you suffer Irom allergies? believe in Do you believe in ghosts? consist of Water consists 01 hydrogen and oxygen molecules. agree on We have similar ideas; we agree on most things. rely I dep end on You can always depend on Fronk; he's very

reliable. be long to That book belongs to him. listen to flove listening to music when I'm doing my homework. refer to The President didn 't refer to the war in his speech. agree with I agree with you. argue with 1 often argue with my brother. compete with We competed with three other schools on our

sports day. dea l with My boss always gets her secretary to deal with

problems at the office. do with Her job is something to do with computers.

in phrases above sea level London is only a few metres above sea leve/. around the world Teams from around the world ploy in the

lootball world cup. get a job as a He got a job as a waiter. at home I work He's not at home; he's probably at work. at school 1 spend six hours a day at school. at sea The fishermen were at sea lor two weeks. at the sam e ti me Don't try and do your homework and watch

TV at the some time. by chance It was pure luck. By chance, I met my friend Paul in

a street in London. by my' your ' him ' he rself I managed to repair my bike by

myself - nobody helped me. for ages I haven't seen Simon f or ages. good for Recycling is good for the environment. for a moment Could you just wait here for a moment? in a hurry I must go - I'm in a hurry. in exchange for He gave me some CDs in exchange for my

computer games. in her I his twenties I thirti es ' forties That man must be in

his seventies. in hospital I was in hospital for five days when I hod my

appendix out. in reply to I'm writing in reply to your letter of 5th April. in the holidays I spend ° lot of time at the pool in the

holidays. in the north ' south I east , west Newcastle is in the north

of England. in the past In the post, people used to wear hats a lot in

Europe. in the 16th ' 19th ' 21st century Charles Dickens lived in the

19th century. in the wild There are only about a hundred Imperial eagles in

the wi/d. in trouble I'm in trouble at home for arriving late lost Soturday. a long way off The lire is a long way off - about five kilometres

away. off the coast /t 's an island off the coast of Mexico. on holiday We visited my aunt when we were on holiday in

Florida. on horseback They crossed the mountains on horseback and it

took them ten days. on my own I have lived on my own for three years. on my way to I was on my way to the shopping centre when I

met Paulo Jones Irom school. on the beach We played voJleybaJl on the beach. on the border There were long traffic jams on the border

because of problems between the two countries. on the coast We stayed in a lovely vifloge on the south coast

of France.

WORD BANK

on the Internet My brother spends hours on the Internet. on the moors I island There are no trees on the moors. on the move NomQds ore people who are always on the move

from place to place. on the radio I listen to the news on the radio. out of control He was so angry thot he was out of control. out of work My uncle is out of work at the moment beCQuse the

factory closed down. all over the world Thot shop has got branches 01/ over the

world. over (8,800) metres Mt Everest is over 8,800 metres high. face to face ,'m not going to phone; f want to speak to him foce

to foce. thanks to You were fote. I missed the bus, thanks to you! up to The statues weighed up to 160 tons. with a conscience (without feeling guilty) You can shop with a

conscience. within months He started to learn the piano and within months

he could play quite well.

• Word Families Talk argue to disagree with someone, often loudly: They argue a lot

about politics. chat to talk in a friendly and informal way: We chatted about

the weather. discuss to talk or give opinions about something: I can always

discuss my problems with my best friend. gossip to talk about other people's private lives: They were

gossiping about their neighbours .

• Word Building

Noun Adjective Verb action I activity active acl attraction attractive attract beauty beautiful -colour colou rful colour confusion confusing ! confused confuse creation creative create danger dangerous -death dead die difference different differ disobedience disobedient disobey enormity enormous -entertainment entertain ing entertain expense expensive -fame famous -humour humorous -imagination imaginative imagine impression impressive impress incompetence incompetent -logic logical -luxury luxurious -mystery mysterious mystify nervousness nervous -peace peaceful -physique (build) physical -power powerful -practice practica l practise protection protective protect ridicule ridiculous ridicule seriousness serious -surprise surprising ! surprised surprise suspicion I suspect suspicious suspect thought thoughtful think use useful ! useless use

usual I unusu al

Small little small (object, person, place): He loved painting when he

was a little boy. low small (amount, level , price, weight): The price of petrol is

very low in the USA. tiny extremely small (animal, object , person, place): Have you

seen thot new mobile phone? It's tiny!

Nice delicious good, tasty (food or drink): That pizza is absolutely

delicious! glorious extremely good (weathe r): It was a glorious summer's

day. lovely very nice (event, food , person, place, weather): Thanks

for dinner. The food was lovely.

Very big enormous They've got an enormous house. giant The group played on a giant stage. huge They've got a huge dog . massive There was a massive crowd at the demonstration. vast Vast areas of the country are desert.

Old ageing (getting) old: The UK has got an ageing population. ancient very old (place or thing): We visited the ancient town

of Pompeii. We saw some ancient monuments.

Adverb actively attractively beautifully colourfully confusingly creatively dangerously -differently disobediently enormously entertain ingly expensively famously humourously imagi natively impressively incompetently logically luxu riously mysteriously nervously peacefully physically powerfully practicall y protectively ridiculously seriously surprisingly suspiciously thoughtfully usefully

118

Suffixes (nouns)

believer creation lib rarian designer examination vegetarian painter explanation ruler imagination teacher information writer preparation

presentation actor relaxation doctor governor

argument archaeologist ab ility department artist activity enjoyment biologist humanity entertainment chemist reliability excitement scient ist government

• Confusing Words argue to disagree with someone, often loudly: They argue a lot

about politics. discuss to talk about something: They discussed what to do at

the weekend.

borrow to take something temporarily from another person: I borrowed two pounds from my sister.

lend to give something temporarily to another person: I lent a CO to my friend.

earn to get money by doing a job: I earn 35€ by working two evenings a week in a pizzeria.

win to get money or a prize in a competition: I'd like to win lots of money on the lottery.

salary the pay you get from your (professional) job: He's on 0

salary of £30,000 a year. wage the weekly pay you get from your (unskilled) job: My

wage is £140 per week.

• Compounds one-word nouns background things (e.g. in a picture) that are not main ones

you see or hear chequebook a book of printed cheques childbirth the act of giving birth to a child dishwasher a machine to dean dishes downtown city centre (US) ecosystem the animals and plants in an area fingerprint a mark left by the top of your finger firewood wood used to make a fire firework something you light so that it explodes and produces

bright lights in the sky. footprint a mark lett by your foot landmine a bomb in the ground masterpiece a work of great art network a system of things connected to each other newspaper sheets of paper with news and adverts shipwreck a disaster when a ship sinks spokesperson (spokesman or spokeswoman) a person who

gives information in publ ic sweatshirt a thick cotton shirt without buttons warship a ship used for war waterfall water that flows over high rocks into a river or

the sea weightlifting the sport of lifting heavy weights wheelchair a chair on wheels for people who can 't walk wildlife animals and plants that live in natural conditions

WORD BANK

• Opposites

beautiful ugly careful careless uncomfortable dangerous safe pain ful pain less uncommon enormous tiny thoughtful thoughtless unfair hard·working lazy useful useless unfit high low unhappy long short impatient unhealthy loud quiet impolite uninhabited overweight slim impossible unkind rich poor unknown shy outgoing unlikely silly sensible inconsiderate unlucky simple complicated inco rrect unnecessary strange normal incredible unpleasant strong weak inexperienced untidy tall short invisible unusual well-known unknown

two-word nouns adventure sport exciting, often dangerous sports air pollution pollution from cars, houses and factories apartment building a block of flats (US) bank account a record of money that you keep in the bank bank note a piece of paper money baseball cap a hat used in American baseball that is now

popular with young people around the world bike lane a part of a street or road for bicycles brand name a name of a well-known company making

products like clothes, shoes and electrical goods bus shelter a covered place to wait for a bus carbon dioxide the gas produced when carbon is burned in air chat show a TV or radio show where someone speaks to

famous people child labour people under sixteen who have to work city centre the central area of a city climate change major changes in climate community centre a hall or club where local people can meet compost bin a place where you put organic waste to make

fertiliser for your garden corner shop a small local shop in a city credit card a system of paying with a card that gives you credit

that you pay back later crime scene the place where a crime has happened. debit card (or cash card) ca rd that gives you cash from a

machine. You can also pay for things with it directly from your bank account

detached house a house that is separate from others developing country a country in the early stages of industrial

development dinner jacket formal evening clothes for men fair trade a system where producers in developing countries

get a fair price for their products first aid simple treatment for someone who is injured fitness centre a sports centre where you can do exercise fossil fuel oil, coal or gas fuels game show a TV programme where people play games to

win prizes global warming increase in world temperatures greenhouse gas a gas that goes into the world's atmosphere

and helps to keep heat in, causing a rise in temperature guerrilla tactics fighting against a much larger enemy using

surprise attacks heart attack a sudden illness when the heart stops beating,

often resulting in death high jump an event in athletics where athletes have to jump

as high as possible horse racing races between horses with riders

WORD BANK

hybrid car a car with two engines: electric and petrol or diesel ice hockey hockey played on ke inner city residential areas near the centre. often quite poor instant messaging a computer program which allows you to

communicate with friends long jump an event in athleties where athletes have to jump as

far as possible make-up cosmetics for your face to make you look more

attractive. e.g. lipstick mobite home a house on wheels that you can move

(US = trailer) mobile phone a phone you can carry with you and use

anywhere motor racing racing between cars or motorbikes, e.g. Formula 1 mountain biking Tiding a bicycle off roads or streets-

especia lly in hilly or mountainous areas national park an area protected by the national government nuclear power energy produced by splitting atoms oit spiU an accident caused when oil gets into the sea, usua lly

after a shipwreck oil tanker a ship that transports oil online connected to the Internet online shop a shop on the Internet organic waste waste vegetables, plants, paper personal care products products you use to keep yourself

clean and improve your appearance, e.g. soap, deodorant, shampoo, make-up

pocket money money young people get regularly from parents, grandparents, etc

pole vault an event in athletics where an athlete has to jump a particular height using a pole

postal service a company that collects and delivers letters and parcels

pro blem page a page in a magazine where an 'expert' replies to letters from readers about their problems

ransom note a note demanding money that crimina ls send after a kidnapping

renewable energy energy produced from renewable sourCe5, e.g. the sun , waves or wind

scuba diving diving underwater using oxygen tanks sea level the altitude of the sea semi-detached house a house joined to one other house ski jumping the sport of jumping from a height with skis sky diving the sport of jumping from an aeroplane slave trade the buying and selling of people to use as workers smoke signals signals made of smoke social event an occasion when you get together with friends social life relationships with other people, e.g. friends and

acquaintances solar energy energy from the Sun solar panel a sheet of silicon which absorbs heat from the Sun sports centre a place where you can play sport or do exercise style guru an expert in fashion who other people fo llow take off the moment when an aeroplane leaves the ground terraced house a house joined to other houses in a line toxic chemicals poisonous chemicals village shop a small shop in a village that sells a variety of things voLuntary work work you do for no money wall charger a machine that recharges batteries from the mains

electricity water pollution harmful chemicals and waste in rivers, lakes

and the sea water polo a sport played by two teams in a swimming pool

with a ball and two goals weather forecast prediction of the weather conditions in an

area wind farm a group of wind turbines working conditions what it is like to work at a place - the

heating, salary, breaks, etc wortd record the best ' fastest ' highest. etc in the world youth club a place where young people can meet , dance, etc

verbs download I download free music from the Internet. upload You (an upload your fomily photos onto your blog.

adjectives after-school happening after the end of the school day air-conditioned (room ' house ' car) kept cool by a machine ankle-length (a dress' skirt) going down to your ankle breathtaking very impressive brightly-coloured with bright colours cross-country through fields and woods dark-skinned with a dark skin (e.g. indigenous people from

South America) easy-going relaxed and calm - not angry energy-efficient using energy in an economical way energy-saving describing something that saves energy English-speaking with the ability to speak English everyday happening regularly, common fair-trade giving a fair deal to producers in developing

countries five-sta r (hotel ' restaurant) very good or luxury freshwater water without salt - not seawater fully-grown that has reached full size good-looking (men and women) attractive hard-working someone who works hard high-heeLed (shoes) very high long·haired with long hair long-sLeeved with sleeves down to your wrist middle-aged aged between about forty and sixty never-ending that seems to take very long time normal-sized of a size you expect old-fashioned something that is old and not fashionable now open-air (an open-air concert) not inside outdoor happening or used outside part-time (job) some of the time ready-made that are ready to use, e.g. clothes that you can put

on and wear shark-infested (parts of the coast) with many sharks short-sleeved with sleeves above your elbows shoulder-length with hair going down to your shoulders snow-capped (mountains) with snow on the top solar-powered describing a machine that uses solar energy stuck-up unfriendly; thinking you are superior top-quality the best two·part (a TV programme) having two parts water-efficient (washing machines ' dishwashers) not using

much water well-known famous well-off with quite a lot of money well-organised efficient ' well-planned well-paid receiving a lot of money for a job world·famous well-known around the world

ages two-year-old being the age of two fifteen-year-old being the age of fiheen thirty-nine-year-old being the age of thirty-nine

times ten-minute (a break) that lasts for ten minutes two-hour (a journey) that lasts for two hours five-day (a holiday) that lasts for five days

WORD BANK

• Collocations Verb Noun Noun

attend a meeting, a wedding, a funeral, a party clothes be in danger, in pain, worth a fortune bools, dress, skirt, socks belong to a family, a team, a club, a group baggy ea ns, lum per, shorts, Irousers borrow I lend money, a car, a bike cneCkeo acKet, scan, shirt cause I look for trouble change course (as ship), direction

corduroy ackel, Irousers, skirt cotton I-sn,n , sh rr' , blouse, lrousers

declare war (on) do someone a favour, your homework,

the washing-up, research drop litter

denim jackel, jeans Oesigner label , clolhes flared jeans, Irousers lIal shoes

dye your hair bools, shoes earn money fail an exam, a test gel a birthday present, a decent wage,

a discount, a good deal, a job a bus, a plane, a tra in a (old, a headache angry, nervous, upset, lost , ready dressed , changed, lost , married home

I dress, jeans, shorts, skirt ,inen jac .. t, suit

I shi n , lOp, T-shirt mini sKIrt narrow lea ns, Irousers plain sh,n , blouse poinled bools, shoes

j umper, shrr' , sweater, lOp

colder, hotter, warmer, hungry, tired round neck jumper, lop into trouble stuck

~~~f~ jumper, Shirt, lOP,

give a performance, a speech, a present, silk blouse, shi rl, lie an opinion top, T-shi rt

have an accident, an illness, an injury. slriped shi rt, socks, T-shirt, jumper a headache, a cold I flu, a problem, a good laugh, something to eat,

I'ghl ~~~~;:~~~\~~::;~~;: ~k;~I;'rt a look at something IOn 'eans

hold an event, e.g. a wed ding, a meeting, V-neck 'u mper a competition

keep a secret, in touch woollY 1at, ,umper, scan , sweater, lOp

leave a message, your name and address places lose your job , your temper make money, a mistake, dinner, a noise, a fire,

a cake, a suggesti on , a com plaint, your bed

pass on traditions, a message perform a dance, a song pierce your ear, eyebrow, lip, nose, tongue, play games, the piano, chess, sport, the guitar raise money (for charity) receive a phone call , a letter, a message,

an e-rnail, a text

amazing, small, wide variety bad, cold, good, hot weather beauti ful, breathtaking sight, view common, endangered species deafening, loud noise deep, freshwater lake dense, pine, rain , th ick forest exotic, ra re animals heavy, light rain high, rocky, snow-cap ped mountain

recycle batteries, glass, paper save electricity, energy, money, time send an e-ma il , a letter, a message,

a text message

Quantity I Noun Container

shave your legs, head solve a mystery, a problem spend money, time take a bus, a plane, a train

a holiday, a rest, a break a look at someth ing I , an exam, a test I , photos pleasure in someth ing, pride in something a long time, twenty minutes, an hour drugs, a sample a message a photo

tattoo your arm, back, neck waste electricity, energy, money, time win a competition, a medal , a prize, a race,

the lottery write a letter, a blog, an e-mai1

120

WORD BANK

• Idiomatic Language be a tight sleeper to be easily woken up: I'm 0 light sleeper;

the smallest noise !takes me up. be a nightmare be a complete disaster: The exam WQS 0

nightmare. be over to be fin ished: The porty was over be/ore midnight. black sheep of the famHy someone who is different from the

rest of his family in an unfavourable way: He never visited his mother; he was the black sheep 0/ the family.

heavy music loud and powerful rock music: I quite like heavy music_

I rregu la r verbs Present Simple Past Simple Past Participle

be was I were been become became become begin began begun break broke broken bring brought brought build built built burn burnt, burned burnt, burned buy bought bought catch caught caught choose chose chosen (orne came come cost cost cost cut cut cut dig dug dug do did done draw drew drawn dream dreamt, dreamed dreamt, dreamed drink drank drunk drive drove driven eat ate eaten fall fell fallen feed fed fed fight fought fought find found found fly flew flown forget forgot forgotten get got got give gave given go went gone grow grew grown have had had hear heard heard hide hid hid hit hit hit hold held held hurt hurt hurt keep kept kept know knew known lead led led learn learnt, learned learnt, learned leave left left lend lent lent

heavy rain a lot of rain: There was heavy rain last night. miles (better, bigger, safer, etc) much (better, bigger, safer,

etc): This choir is miles more comfortable. safe and sound completely safe or unhurt : The parents were

injured in the crQsh but the baby WQS sole and JOund. spitting image (of someone) exactly like (someone): She's the

spitting image 0/ her mother.

Irregular verbs Present Simple Past Simple Past Participle

let let let lie lay lain light lit lit lose lost lost make made made mean meant meant meet met met pay paid paid put put put read (/ri:dl) read (/redl) read Vredl) ride rode ridden ring rang rung run ran run say said said see saw seen sell sold sold send sent sent set set set show showed shown shut shut shut sing sang su ng sink sank sunk sit sat sat sleep slept slept smell smelt, smelled smelt , smelled speak spoke spoken spend spent spent spill spilt, spilled spilt, spilled stand stood stood steal stole stolen swim swam swum take took taken teach taught taught tear tore torn tell told told think thought thought throw threw thrown understand understood understood wake woke woken wear wore worn win won won write wrote written

STUDENTS' BOOK TAPESCRIPT Module 1 Communication Page 4, Exercise 3 Ellie: Hi, I'm Ellie. I'm from Bristol. Tanya and I wanted to Start an online radio sl'ation, :md we asked Steve and Abi to help us, so here we all arc. I'm going to be a reporter. I'm going to look for news, interview people, that sort of thing and Steve's going to work with me. He's in my class at school. I'd like to do some rejX)rtS OIl the environmem. I'm against all this pollution everywhere and all these cars. Bristol's got: terrible traffic, you know. I'm a vegetarian tOO - I never eat meat. rm sixteen and I've just done my GCSE exams. Over to you, Steve. Steve: Er, my name's Steve. I'm sixteen and [ was born here, in Brisrol. I like football and I'm a Ikisrol Rovers fa n. r often watch them when they play at home. Er, I've got two morc years at schooL My best subject is art, I suppose. I like taking photos and I gOl: a good digital camera for my last binhday. I'd like to be a designer or a photographer or something like that when I leave schooL Maybe I'll go to art college - I'm nor really sure. Ellie asked me to help her on radiochill.org. I'm gonna help her with reporting and I'll take pharos for the website. I think it' ll be really cool. Your rum now, Tanya.

Tanya: Hello, my name's Tanya. I'm from Kiev in Ukraine but we moved here ten years ago, when I was six. My mwn and dad are OOth scientists and work at BriS(ol Univcrsiry in the Phannacy Department. I'm sixteen. I want to go [0 universiry, but I don't know what I want to do ret. I'll probably do sciences like my parents. Maybe medicine. I'd quite like (Q be a doctor. Maybe. My real intereSt is sport and I JUSt love football. I follow Dynamo Kiev from Ukraine and my favourite English team is Chelsea. I know Ellie and Steve from school and I'm going to be the sports reporter for radiochill.org. It'll be good fun, [ think. And now, Abi.

Abi: Right. My name's Abi. My parents are from Nigeria, originally, but I was born in London. We mo~ to Bristol three years ago for my dad's work. like it here. I'm really into music and I know all the new bands in the Bristol area. I've got millions of CDs and I sometimes work as a DJ at parties and that SOrt of thing. Tanya lives in our street and she asked me to help \vith this online radio station, so I said yeah, great. I'm going to be the DJ and play all the music I like! It should be really cooL I'm also going to go to a fashion show \vith Tanya. That'll be an experience! I think it's important to look good. you know what I mean? When I'm a bit older, I'd like to have my own dub and get local bands to play there.

Page II, Exercise 1 1

A: I haven't seen your brother Tim lately. What's he up to these days?

B: Tim? Didn't you know? He's on holiday. He's got this friend in France. They're on a boat in the Mediterranean for three weeks.

A: A boat? It's not fair. Some people have all the luck, don't they?

2

A: My favourite ones are about football. There's a great Manchester United blog. What about you, Roxy?

B: No, I don't like SpOrtS blogs! And I don't [ike those personal diaries, they're sooo boring. There's a good cinema blog I look at sometimes. I get ideas for what films to see. , A: Hi there, Kelly. How's it ~? Did you do your maths yet ?

B: Yeah, no problem . I finished chemistry, toO, but I've gOt problems with geography. It 's a nightma re!

A: Do you ~ me to hdn? Why don't you come over to my place?

4

A: Morning, Tom. You're late iUmin. What was the problem this t ime?

B: Sorry, Miss Williams. I couldn' t hclJl it. My 122 mum's car didn't start. I had to get the bus.

5

A: What instruments can you play?

B: I can't play am', actuall y. I had piano lessons at school, but I wasn't really interested. What about you, Susan?

A: Oh, I play the flute. I had a really good reacher.

6 A: Who are you sending that to, Cath?

B: M y cousin. It's his birthday today, so I'm sendi ng him an e-mail. H e lives in the States bur he came over here last summer. He's a ~ nice guy.

Module 2 News Page 15, Exercise 2 A: And now over to Joa nna Wright with the fou r o'clock news.

B: Thanks, Jerry. Hurricane Carlos is going ro hit the south coast of Cuba at aoout ten o'clock tonight. Experts think that C,rlos might be one of the worst hurricanes in the last ten years - possibly as bad as Hurricane Katrina in 2005. The Cuban gm'crnmem has already moved touriStS from holiday resortS on the south cooS(. In Manchester this morning, three men tried to rob the Narwest bank near Piccadilly Station. The men, all amled and wearing masks, entered the bank just after it opened at nine o'clock. The men escaped in a red Ford Mondeo. Anyone who saw the robbery is asked to contact Manchester police on 0 16 1,876,543. Julie Williams, the Manchester-born actress from Westenders, went into hospital this morning. She is expecting a baby boy. Her husband, footballer Jeff Bowles. said they were OOth nervous but looking forward 10 having a son. Finall y, fOOtball. Manchester United have signed a new goalkeeper. Da\'e Smith is t\venry-one and is from Australia. He begins training with thc club tomorrow. That's all from me, now over to Sruart with the weather.

C: Thanks Jo. Well, we've had a grey, rainy day here in Manchester, and the rain is going to continue through the night, I'm afraid. Tomorrow will be a lot better though and it'll be sunny and bright in the morning. In the afternoon, it will .

Page 21, Exercise 1 1

A: Hiya, Gary.

B: Hiya, Mark.

A: How was the match?

B: All righ t.

A: Did you win?

B: We drew, 2-2.

A: That's not bad. Are you okay?

B: Yeah ... well, no, not really.

A: What's the matter?

B: I played really badly. I even missed a penalry!

A: Really? I'm sorry about that.

B: It's okay.

2 A: Hi, Madge.

B: H i, Pat.

A: Ha ve you met the new neighbours?

B: The cou ple in number twelve? Yes, I have.

A: What do you think?

B: Well, she seems nice, vcry sociable. but her husba nd is a bit .. . odd .

A: Mm, [ know what you mean, he never says a

word.

B: What does he do?

A: Something to do with com puters, I think.

B: Have you seen thei r dog?

A: I have. Big, ugly thing.

B: Looks dangerous to me.

A: I thi nk so, roo. , A: H i, Scan. How was the exa m?

B: It was a nightmare.

A: I'm sure it wasn't that bad.

B: Oh yes it was!

A: Why? What happened?

B: For a start, when I arrived I couldn't find the room, so I was fifteen minutes laIC. Luckily they let me in. Then, you won', believe it, when I sat down,

I realised I'd forgotten my pen.

A: O h no!

B: Yeah, so I had to put m y hand up to ask to

borrow a pen. I felt really sru pid.

A: And what about the acrual exam?

B: It was hard . I mean. it was really difficult.

A: Do you think you've passed?

B: No way.

4

A: Hi, Cheryl.

B: Hi , Teri. How did it go ,hen?

A: How did 'what' go?

B: You know, your date with Colin.

A: Oh, fine.

B: Where did YOll go?

A: We went to see a film.

B: And then?

A: Then what?

B: You know w hat I mean.

A: Nothing. I got the bus home.

B: Are you gonna see him again?

A: Yeah, I'm meeting him in town on Friday.

B: Great!

Module 3 Communities Page 25, Exercise 3 A: H i, Robbie. I'm doing a school su rvey about people's local communities. Can you answer some questions for me?

B: Sure.

A: Right, the first one. What sort of area do you and )'our fami ly live in? Could you describe it for me?

B: Well, I live in Herne Hi ll. It 's in the suburbs of south London.

A: Is it a fr iendly area?

B: T here arc some nice people in our road but I don't th ink you could call it 'friendly'. You know, everyone's a bit .. distant. M y fami ly comes from a small town origi nally and the people there are nicer. I think so anyway.

A: What kind of house do you live in ?

B: O ur street, like a lot of streets round there, has gOt terraced houses with little gardens at the back. We've gOt four bedrooms - my mum and dad's, my

sister Sue's, my brother Dan's and mine.

A: Right. Next question . Is there a lot to do in your area?

B: Well, it's quite a good area. I like it. There's a corner shop in our street and a park just down the road. My school's quite near, too. so I can walk to

it but I have to get a bus to (he nearest sports centre or youth dub.

A: I-low many of your rclations live ncar you?

B: Nor many, really. My dad's pa rents died when I was young, and my mum 's parentS - my grandparents - live in a small town ncar Exeter in Devon. That's quite a long way from London but we alwa ys go to see granny and grandad in the holidays. My uncle Tony and aunt Cathy live there, tOO, with their children Kate and Fred. I get on rcally well with them.

A: SO, what about relations in London?

B: I haven't gOt any relations in London - ah yes, there's Auntie Jan. She lives in London but we don't sec her very much.

A: W hat about fri ends? Where do you know your friends from?

B: Well, my best friend, Sam, lives in my street. We're both really into skateboarding. And I've got

school fri ends who live quite near me, like Abe and Paul. Oh, and I've got other Friends who I play footba ll with on Samrdays, like Chris and Bill. The rest of the dose friends I've got are in Devon, like Martin and Tom . I was at primary school with them ycars ago.

A: Last question, Robbie. Which adults from your area do you get 011 well with?

B: Adults? Er, our neighbour. Mrs Robinson. She's really nice. And at school I like l" lr Jenkins, my history reacher. And of cou rse there's Sean. He's m)' football coach. He's great!

, Exercise 1 Abi: And now on 'radiochill.org' ir's rime for 'What's On' in Bristol.

Tanya: Yes, it's Friday and it's the weekend at last! And if you' re into clothcs, like me, there's a great fashion exhibition at the City An Gallery. It starts on the second of Deccmber and goes on till the eighteenth of January. I wem last v.;eek and there are some really cool clothes from the 1800s up to the year 2000. The gallery'S open from nine-thi rty in the morning till five-thirty in the afternoon, except for Mondays. And iI's free!

Abi: Can't be bad . Is there an y stuff from the sixties?

Tanya: Oh, yeah . The drcsses and hairs tyles are amazing.

Abi: I like all those bellbottom trousers - you know the ones that arc really wide at the bottom. And those weird, freaky shirts and strange ties.

Tanya: Me, too.

Abi: Anyway, let'S finish with music. If you want to sec a band, you're in luck this weekend, Tanya. At the Apollo club they've gOt Foo Fighters on Friday, Franz Ferdinand on Saturday and the Pink Fairies on Sunday.

Tanya: Sounds great.

Abi: Who's your favourite band?

Tanya: Out of those three?

Abi: Yeah.

Tanya: Er, Franz Ferdin~lIld, I think.

Abi : Right. Well, all the gigs start at nine o'clock and finish aboU! half-past eleven. Tickets arc twelve pounds.

Tanya: You're listening to 'radiochill.org' . It's just coming up to twelve o'clock.

Abi: So that's what's on in Bristol this weekend. And that 's all from me, Abi Abacha.

Tanya: And me, Tanya. From Radiochill.org, have a grear weekend everyone!

Module 4 Cash Page 35, Exercise 2 A: Hello, and wekome to Your Mouey. Today, we're going to talk about teenagers and money. How much pocket money do teenagers get? How many teenagers have part-time jobs? What do rhey spend their money on? We have financial expert, Andrew \V:ltIS, with us to answer some of rhese questions. Firsl, Andrew, what about pocket money?

B: Well, there are surveys about pocker money every year. Pocket money has gone up a lot in the laSt few years bm thi s year it's a little lower than last year. The average pocket money for twelve to sixteen-year-aids in Britain is nine pounds se vemysix pence per week.

A: Nine pounds seventy-six, that's still a lot of moncy- Arc there any differences between boys and girls or different parts of the country?

B: Yes, it changes from year to year, bm this rear girls get on average forty pence more than boys. And the top area for pocket money is London. London teenagers get nearly twelve pounds a week.

A: And the lowest?

B: The teenagers who get rhe lowest amount of pocket money are those in Wales - they get JUSt over half the amoum of Londoners.

A: Mm, about six pounds. Thar's a big difference. Do reenagers have to do anything to ger their pocket money? When I was younger, we had to do jobs around the house.

B: About fifty per cent of reenagers say they have to do chores al home, like tidying their bedroom or doing the washing-up. So, yes, a lor of them do something to earn their money.

A: Wh:lt abom parr-time jobs?

B: Wel l, Hearly a third of Iwelve to sixteen-yea rolds do parr-time jobs to pay for their lifestyle. The average wage is abour twcnty-seven pounds and girls do r.Hher bener here than boys. The most popular job is delivering newspapers - twenty-four per cent of teenagers have a paper round. Working in a shop is quite popular, tOO, and seventeen per cent of young people do rhat.

A: And so what do British teenagers actually spend their money on?

B: The most popular items are, wait for it, crisps, swee£s and chocolates! Yes, sixty-eight per cent of tccnagers spend their own money on sweets and snacks. Fifty-nine per cenr spend most money on going out, you know, to the cinema, clubs and so on, and forty per cenl spend their money on using rheir mobile phones.

A: Andrew, do teenagers ever save any money? I never did !

B: Yes, they do. In fact they're bener than a lot of adults in this. Forry-nine per cent of teenagers save money, and the average savings are a hundred and seven pounds a year.

A: Mm, thar's quite a lot.

B: Yes, it 's nOt bad.

A: Well, that's all we have time for today. Thanks a lot Andrew for coming in.

B: Not at all.

Page 41, Exercise 1

A: Can I help you?

B: Yes, I bought this model car for my son's birthday and when he opened it. there were some pieces missing.

A: Let's have a look. Right. Have you got the receipt?

B: 0, sorry, I ean't find it. Oh, here it is.

A: Thanks. Would you like a refund or would you prefer to choose another model?

B: Well, have you gOt the same model car?

A: I'm afraid that was the ollly one we had. I could order onc for you.

B: Yes, cou ld you? Than ks very much. He collects them, you see, and he especially wanted that one.

A: Okay, fine, ca n I JUSt take your name and phone number~

B: Yes, ir's .

2

A: Can I help you?

B: Er, I bought this game on Saturday but it doesn't work on my complllcr.

A: Let's see. Look, it says what you need on the cover.

B: I didn't look when I bought it. Can I change it for another game?

A: Well, not rea lly, because you've opened the box and put it in your computer. We can't sell it again.

B: What, but. I've gOt the receipt.

A: Okay, wait a minute. I' ll have a word with the manager. You 're in luck. He said you can changc it for another ga me.

B: Oh, good.

A: Make sure you check what it says on the box this time!

B: All right.

3

A: Excuse me?

B: Yes, can I help you?

A: I hope so. I boughr this tOp last week but when I washed it the colours rail. Here, can you see? It's gone all pink.

B: Oh, yes. That's nOt very good, is it? Ha\'c you got the receipt?

A: Yes, here it is!

B: Great. Well, I can give you a refund or I can change it for another one.

A: I think I'd prefer my money back, please.

B: Sure, no problem.

Module 5 Water Page 45, Exercise 2 Hello :lnd welcome to Enrthwatd,. Today we're going to

talk about water. With the world's population going up to about /lille billioll people, this is definitely going to be one of the biggest problems in thc 21st century. In fact, in many coumries of the world it's already a huge problem.

Water co\"ers most of our planet and nearly 98% of water is in the sea. Fresh water makes up less rhan 3% of

the water on our planet, and two-thirds of that is in the polar ice Clps. And the polar ice caps are disappearing with global warming!

Everybody needs water because it makes up between 50 and 70% of our bodies. Let me just say that again, we are all aoout 60% water! We get water from food, especially fruit, and from drinks. An adult human should drink two-and-a-half lirrcs of water a day. It Cln be in the fonn of tea or coffee, but it's heakhier to drink water on its own.

In developed countries, we are lucky. We just tum on a tap and get cheap, clean water. In fact, we use ten times, yes TEN times, as much water as people in the developing world. Most of the people in rhe world aren't SO lucky. They don't have clean water and unclean water kills four thousand children a day through various diseases. Yes, that's right · four thousand children die every day because of dirty water. That's a hundred and sixty-six children an hour or nearly th ree children every min ute! In Africa, it's usually women who collcer water, and this takes time. Many women spend over an hour a day collecting water for their families.

What about the future? Well, the world's population is increasing rapidly bur the world's water supply isn't. In fact~ with climate change, many areas will get less water than now. O\'er 40% of the people on the planet face watcr shortages in the furure. So what can we do aoout all this? \'(Ie interviewed Doctor Alice Hughes from London University ...

Page 51, Exercise 2 Right, I'm going to talk about Eurasian otters which were one of the most common animals in British rivcrs eighty years ago.

First, something about what they look like. WeU, Eurasian Otters have gOt" brown fur with a lighter patch on their fronts. They've got long bodies with short legs. Right, an adult male c.1n be up to one-point-twenty metres long and can weigh up [0 forry ... sorry, [ mean fou rteen kilos. Next, something about how they live. Otters live around rivers and lakes. They can live up to twenty years in zoos but in the wild they're lucky if they can get to four! Otters are brilliant swimmers. They can dive twenty metres and stay undenvater for four minutes without any problems. Otters are not bad on land either and can run at twelve miles an hour. They mainly eat fish bur they also ear frogs and sometimes birds. They spend nearly half of their lives sleeping! Lucky otters, is what I say.

Anyway, otters show how clean the water of a river is. \"Vhen rou see an otter in a riVet; )"DU know that the water is not very polluted. In the 1950s., you could see them in ri\'Crs all ovcr the country but then there was a complete disaster. Their numbers went down drastically and they nearly disappeared. The main reason for their decline was pollution from factories and farms going into the ri\·ers. By the 1980s., there were only a few ottcrs in parts of Scotlnnd, Wales and South-West England. It's a bit of a sad story, but things have got bettcr.

So, what h.1ppened? Well, something had to be done. The British govcrnment began controlling pollution from factories and famlS. [t has taken a long rime but gradually British rivers have become cleaner. Otters have spread from the west and north and you can see rhem again in all pans of Britain. Actually, the population of otters is going up, although many are killed on the roads because rhere is more traffic nowadays. Finally, what can you do to help otters? Well, ),OU can join an organisation that helps to protect nature and the environmenr. You can also help to keep the local river clean and not throw rubbish into it. Right, that's aoout it. lllanks a lot for listening.

Module 6 Save the Planet Page 55, Exercise 2 Tom: I think the environment's really importam because we're destroying aUf plnncr. I mean, we're polluting rivers, cutting down forests, killing animals. And thc biggest problem is that, because \\ie produce greenhouse gases, we're even changing the Earth's climate. Did you know, the ten warmest years in history have been since '1990? [n the future, it's going to get much worse, and that'll affect me and my generation. [n this century, the plnnet will get honer by up to five degrees. That will cause more droughts, more storms, and more hurricanes. In 2006, there were so many

hurricanes that they ran out of names for them! The ice caps at the poles are starring ro melt roo, so the sea level's going ro go up by a few metres. Some countries might even disappear! Imagine that. What can we do about it? Well, everyone can do something. For example, you can sa\'e energy at home, walk to school, or recycle paper and batteries. You can join a green organisation like Gretmpeace and prOtest. Some people say it's no fun being green, and it's a ll t~ serious. Bm I'm in a group called Trees for LondOIl and we ha ve Street parties to raise money. You can have fun and help the planet at the s.1me time!

Keith: Personally, I'm bored of ... 'the environment'. We get it at school and from our parents. We get it on lV, too. People say the world's going to end but everylxxly still dr;,·es their cars and flies to Spain on holiday. I suppose there are some problems. The biggest problem here in Brimingham is air pollution, but it's the same as smoking nventy cigarettes a day, isn't it? Anyway, I don't think we'll have big problems in my lifetime. Maybe in my grandchildren's lives. There's no reason to worry now. People say the climare is changing and there's global wamling but the climate's changed before. I mean, Ihere was an ice age nventy thousand years ago! Anyway, I'd actually like the British climate to change. Hey, we'll gel hot, sunny summers every year! What do I do for the environment? \X'ell, I lm·e having a good time, shopping and p..1ITying, so I've got no time for cleaning ri,·ers and all thar 'save the planet' smff. As soon as I can, I'm going to get a car and I'm NOT going to feel guilty about it. There's no point getting upset about the [umre. Enjoy yourself when you can, that's what I say.

Page 61, Exercise 2 Hello, good evening. Here is the weather forecast for next

year, 2080, in Europe. In the \vinrer, there will be very wet weather in northern Europe, especially in Scotland and Ireland. There will be some snow in northern Norway and Sweden but it won't last for more than a few days. There'll be no snow in the Alps or the rest of Europe this year - I'm sorry but you skiers will have to go to the Himalayas again. Temperarures in l\oloscow will reach a minimum of -5 degrees centigrade. That'll be the coldest place on the continent this wimer! In southern Europe, especially Spain and Portugal, the record ten-ycar drought will continue. The southern and central Spanish desert will have very little rain again this rea r. EconomistS say that the effect on the Spanish economy is going to be disasrrous.

In the spring, there will be bad storms in northern Europe. Most of Holland will be Aooded as will London and south-east England. There will also be Aooding in Poland, the Czech Republic and other p..1rts of Central and Eastern Europe. In rhe summer, there will be a heat wave in mOSt of Europe. It \vililast for O\'er three months in June, July and August. Southern Spain ,viII be the honest place with record temperarures in Seville and Q)Tdoba of over 50 degrees centigrade. Yes, you heard that correaly, 50 degrees centigrade - thar's the highest ever recorded! Northern Europe witl also be hot. Temperamres in Paris, London and Berlin will reach 40 degrees and millions of tourists will go to popular holiday resorts on the southern coast of England and the Baltic coast in Poland, Latvia, Estonia and Lithuania. In the aurumn, the weather will get cooler bur there will be bad electric storms in the eastern Mediterranean, especially southern Italy, Greece and Turkey. Five hurricanes \vi.ll hit \'('estern Europe this aummn. The worst one will probably hit the Canary Islands, Portugal, northern Spain, wesrern France and then south-west Britain . There \viH be a lot of damage and thousands of demhs. More heavy rain is also possible in Scotland and Ireland with the possibility of strOng winds. That is the weather forecast for 2080.

Module 7, Fashion Page 65, Exercise 3 A: Excuse me? Can I ask you a few questions, please? We're doing a survey about young people's fashion. It'll only take five minutes.

B: Yeah, all right.

A: Thanks. Firsl question. Who or what in f1 uenc~s

,, __ ... the way you dress? Is if magazines, friends, pop . Stars, or maybe the TV?

124 B: I don't know, rea ily. I suppose me and my riends wear the same sort of clothes.

A: So. you get ideas from your friends.

B: Yeah, friends.

A: How would you describe your style? I mean, what kind of clothes do you wear? Are they smarr, casual, alternative or trendy?

B: What do you mean by alternative?

A: Well, I mean clothes that are a bit hippy, heavy metal o r goth. Do you know what I mean?

B: Yeah. Well, I usually wear casual clothes. I don't like formal clothes and I hate wearing ties and jackets. \Y./e have to wear them every day at school, you know.

A: Right. And what style of jeans do you like?

B: This style, like these.

A: The style you're wearing now.

B: Yeah, quile baggy with loads of pockets.

A: What about hats? Do you ever wear anything on your head - for exam ple, if it's cold?

B: I don't wear hats.

A: What about the hood on your hoodie you're wearing?

B: Oh yeah, I su ppose that's a sort of hat.

A: One last question . Do you ever argue with your parems about clothes?

B: Er, sometimes, yea h. It's usually when I go out with my friends. And sometimes they don't like the slogans on my T-shirts.

A: Okay, that 's all. T hanks a lot.


A: Hi Mum.

B: H i, Darren ... Oh, my .

A: What's the matter?

B: What's the matter? Look at your hair! What have you don~?

A: It's all right, mum. All my friends have got hair like this.

B: But it's ... it's like a punk's hair · sticking up ~vef)'\vhere ... and the colour! It 's awful!

A: Calm down, Mum. Orange is cool.

2

A: Can I help you?

B: Yes. I'm looking for a birthday present for a friend.

A: How about a T·shirt?

B: I don't know.

A: Or some make·up?

B: No. She doesn't wear make· up.

A: Maybe a ring?

B: Mm. Maybe.

A: A nice shoulder bag?

B: No, she doesn't like them.

A: Earrings?

B: Yeah, that's a good idea. These look nice and she loves long earri ngs. What are they made of?

A: Silver. And they're really good value at eleven ninety-ni ne.

B: I'm nor sure. Okay, I'll take these.

3

A: Hi Paul.

B: Hi Tony.

A: New jeans?

B: Yeah. I gOt 'em yesterday for my birthday.

A: They're great. I like jeans that aren' t too tight.

B: Yeah. All these pockets are great.

A: What do ~'OU put in 'em?

B: This one's for my mobile, this is for my keys, here I've got my wallet and here my MP3 player. It's great, isn't it?

4

A: Hiya Lucy, what did you get?

B: Well, there were loads of offers, so I got a few things. This tOp.

A: Ooh, that's nice ...

B: ... and this skirt. It's not toO short, is it?

A: No, let 's have a look .

B: And this dress. I thought it would be okay for dancing.

A: Nlm, I like the colour. Wait a minute. There's a mark on this skirt.

B: O h, I didn't see that. I'll have ro take it back.

A: How much was the

Page 71, Exercise 3 1: Ca n I help you?

2: How about a T-shirt?

3: Or some make·up?

4: Marbe a ring?

5: A nice shoulder bag?

6: Earrings?

Page 71, Exercise 5 1: I don't know.

2: No.

3: Mm . Maybe.

4: No, she doesn't like them .

5: Yeah, that's a good idea.

6: I'm nor sure.

Module 8, Sport Page 75, Exercise 3 Sport. You may work OUt in the gym, go fishing on Sundays, or just enjoy watching football on rhe TV. It's part of our daily lives. But why do we do it? And where did our modem sports come from? In ronighr's programme, we'll be looking at the origins of some of our most popular spons.

Boxing. Some people 10\'1' it, some people think it's tOO violent, but it's been around for a long, long time. In fact, it's probably one of the oldest sports in the world. There was boxing in ancient Greece five thousand rears ago but the rules were quire different from today's. They didn't categorise fighters by weight, so a big man could fight a small man. Also, the boxers didn't wear gloves. Oh, and a boxer could hit his opponent when he was down on the floor! NO! very fair, was it?

I~sketball. One of the mOSt popular sports in the world today, but did you know the AzteCS played a game like basket ball as long ago as the fifth century? There were nvo teams like in today's games and they had to get a rubber ball through a stone hoop, a bit like a mooem basket. One difference benvecn the ancient Aztec game and modern basketball is that you could tOuch the baH with any pan of your lxxIy except for your hands. Oh, and one other thing; if you lost the game, they cut off your head! Ugh!

Ah, surfmg. Golden beaches in California, South Africa or Australia. But surfing was first seen by the British explorer Captain Cook in 1777 off the islands of Tahiti in the South Pacific ocean. The nati,·es in Polynesia didn't ha\·e modern surfboards, of course, they just used a piece o f wood. And Ihe original version of the sport was m uch more dangerous - surfers tried to go as ncar to the rocks as possible and then lump off the board into the water at the last moment!

Rugby. With more and more countries taking part in the Rugby World Cup, it's more popular than ever. But rugby is a relatively recent sport. According (Q legend, it began in 1823 at Rugby School. The boys were playing footba ll one d"lY when one of them, William Webb Ellis, picked up the ball and ran with it, and so the game of rugby was born. It was different from the modern g.1me in many ways. For example, players could hit their opponents - and they didn'l get a rtxl card! In fact, before matches, the teams met to agree on the rules. The rules of the modem game were not drawn up until 187 1. And did you know that .

Page 81, Exercise 1 Tanya: Hello, it 's half-past five on Saturday, time for radiochill .org's weekly sports report. And leT's start with loday's fOOTba ll. Abi?

Abi: H ello, everyone. Yes, today was a good day for Bristol City, but nOt so good for Bristol Rovers. BristOl .c.i.n: beat Doncaster nvo-one at home this after noon with goals from Clarke and MacDonald but Bristol Rovers lost two-nil away at Chester. Dan Smith also got a red card. Up in the Premier l eague, the leaders Arsenal won comfortably at home to Newcastle, three-nil, and Manchester United stay in ~ place after their draw against Liverpool last Ilight. We'll have all the results later in the programme. But now, ath letics. Tanya?

Tanya: Yes, today is the second day of international athletics right here in Bristol. This afternoon we saw the Russian girl, Svedana Sokolova, wi n the women's one hundred metres final. She juSt beat the Canad ian Sindy Turner by twO hundredths of a second! Meanwh ile, in the men's discus, the Romanian, Alexandru Telegdy threw an amazing seventy-three metres to win that eve,nr for Romania.

Abi: Nothing for Britain?

Tanya: I'm afraid not, Abi, though we came close in the long jump. Clive Bell jumped a personal best of eight metres but finished second to the American, Max Willis. The competition finishes tomorrow afternoon with the marathon. That starts in the Millennium Square at twO o'clock and finishes in the stadium.

Abi: And now, ice hockey. An im portant match for Bristol Warriors tonight against w -of-the-table Coventry. We really need the points, so why don't you get down there and give them some suPPOrt. The games starts at seven-thirty at the John Nike ice rink in Frogmore Street.

Tanya: And finally those football results we promised you . First, the Premier League. Arsenal three, Newcastle nil. Chelsea one, Birmingham nil. Everton three, Bolton one.

Page 81, Exercise 3 1: Today was a good day for Bristol.G.tr.

2: Manchester United stay in ~ place after their draw against Liverpool last night.

3: She just beat the Canadian Sindy Turner by two hundredths of a second .

4: The Romanian, Alexandru Tclegdy, threw an amazing seventy-three metres.

5: An important match for Bristol \Varriors tonight against w -of-the-table Coventry.

Module 9, Detectives Page 85, Exercise 3 A, Jessica FI cher Jessica Retcher used to be a high school teacher. When she retired, she began to write murder mysteries. She quickly became a famous writer and is uery rich. She bought an aparnnent in New York and she became more glamorous. She is an excellent deteCtive. She investigateS very carefully. She looks for motives and eliminateS suspectS. She usually catches the murderer herself; she then talks to him or her and then tells the police!

B, Sherlock Holmes Sherlock Holmes, assisted by his friend, Dr Watson, is probably the most famous detective in the world. He is a fictional detective, of course, but many people think he really existed. His house at 221 B Baker Srreet in London is a tourist attraction and there are statues of him in England, Scotland, Switzerland and Japan. We always imagine him with a special type of pipe. and a special type of hat bur the creator of Sherlock Holmes, the writer Arthur Conan Doyle, never described the pipe. or hat in detail. Sherlock Holmes has an amazing knowledge of many subjects and his main hobbies include playing the violin and, surprisingly, boxing!

C, Adrian Monk Woman: Adrian Monk used to be a detective in the San Francisco Police Depamnent but in 1997 his wife \vas murdered. Monk never recovered from the shock and since then, he has suffered !Tom a variety of nervous disorders and phobias. He is afraid of almost everything, including crowds and heights and hates anyth ing that is dirty. Because of this, he is on psychiatric leave trom [he police deparnnent. However, he continues to help the police with their investigations and hopes to return to the police force one day. He doesn't rely on modern methods such as DNA testing but he is certainly a brilliant detectiyc, with a photographic memory and an amazing ability to put together small clues.

0, Gil Grissom

Man: Gil Grissom was a biologist but then he got a job with the las Vegas Police Depamllcm. He leads a team of crime scene im·estigators. They use modern methods for finding criminals, such as fingerprints and DNA matching. He loves his work but he's not very good with people and doesn't have any dose personal relationships. His main hobby is studying insects and in his free time he loves going on roller coasters at amusement parks!

Page 91, Exercise 2

A: Okay, so tell me about the case.

B: Well , a cleaner found the body in the main office at about seven thirty.

A: Dead?

B: Oh , yes, very dead, sir.

A: And who's the victim?

B: A 'Mr Brown'. He is, or was, the manager of the company.

A: Murder weapon?

B: A knife, sir. An ordi nary kitchen knife.

A: How do you know?

B: We found the knife outside in the car park . It's gOt blood on it. We're checking the blood group.

A: Right. Do you have any suspecrs?

B: Yes ... his wife.

A: And what's her motive?

B: Apparently Mr Brown was seeing another woman.

A: And what evidence do we have that she killed him? B: The knife is from the Brown's house. And it's got Mrs Brown's fingerprints on it.

A: And my kitchen knife has got my fingerprints on it. It doesn't make me a murderer.

B: No, sir.

A: Does she have an alibi?

B: She says she was at home all night with her young child. She phoned her husband's office and his mobile phone, bur he didn't answer. She thought he was with the 'other woman'.

A: Okay. Where is she now?

B: In the interview room.

A: Right, I'll see her now.

2

A: Right, tell us about this kidnapping.

C: Well, Danny Cole is eighteen . He's the son of Peter Cole.

A: I know, the millionaire businessman.

C: That's right. And, basically, the kidnappers want a million pounds.

A: And if Mr Cole doesn't give them the money?

C: Well, they don't say exactly but I think they're senous.

A: Mm. Any suspects?

C: It could be that group from Bristol. They left a similar kind of phone message in that kidnapping in March.

A: When do they want the money?

C: Saturday, midnight.

A: That gives us two days.

C: The kidnappers don't know M.r Co le has spoken to us.

A: Okay, but I need to spea k to Mr Cole. Get him on the phone now.

C: Sure.

Page 91, Exercise 4 1: How do you know ?

2: Do you have any suspects?

3: Does she have an alibi?

4: Where is she now?

4: When do they want the money?

Module 10, Imagination Page 95, Exercise 2 A

I think it's a really impressive painting. I love the clever way the artist has used different shades of green. I guess it makes the painting really peaceful, do you know what I mean? It's quite abstract, tOO, but you can see things in the picture. It looks like a forest with a tree on the left and a house at the back. There's a wall or something at the bottom and maybe a door on the right. It's very relaxing. If you look at it for a long time, you can see other things. I mean, I can see a man's face, eyes, nose and mouth, in the middle, and it looks as if he's reading a book. Can you see that, or is it me?

B

I love this painting. It's one of my favourites, you know. You can spend ages looking at it. At first, it all looks very realistic but a bit complicated. You can see the sky, the rocks, the trees and the water. But then, when you look again, you see the reflections of the swans. Suddenly, you can see three elephams standing by the lake! It's really surprising and a bit confusing at first. It's like onc of those optical illusions where you can see two different things at the same time. I think it's very clever and imaginative.

C

This picture is really weird! If you look at rain falling, you can imagine different things and this looks as if it's raining men, businessmen in hats and overcoats. The men and the houses arc very realistic and ordinary and that makes it even more unusual. It's not a very colourful picture but I like the pale blue sky. The problem for me is that the main idea of the picture is a bit ridiculous. I know it's supposed to be a joke but I just don't think it's very funny. I mean, it's not really very imaginative, just men falling like rain, and that's it.


Sue: Hey Ben, have you heard about Steve and his gi rl friend?

Ben: No, I haven't.

Sue: Well, they've been together for ages, haven't they? And then yesterday afternoon she told him it was all over. Just like that ! I saw him in the street.

Ben: I never liked her myself. By the way, what's on telly tonight? Oh, it's Wednesday! Great, there's the Milan-Arsenal game on! I completely forgot about it.

Sue: Not football again! As I was saying, J saw Steve in the street. He looked terrible, poor thing. And he's such a good guy. You're right about his girlfriend. She was a bit .

Ben: A bit strange?

Sue: Yeah, that's right ... strange. Did you see that dress she wore at our party? By the way, I'd better starr getting ready for romorrow. We've got gmndma's birthday party, you know. It's her eighrysixth birthday!

Ben: Do we have to go? I hate that kind of party. Anyway, I've got to do twO more of my maths problcms before the match starts. I'd better get on with it. See you later.

Sue: All right.

2

Tom: Did I tell you my dad's getting a new laptop fo r work? He says I can use his old one. It's still quite new.

Katy: Lucky yout I'd really like a good laptop. We've just got the old computer at home. It's soooo slow on the Net.

Tom: By the way, how did the driving lesson go?

Katy: It was awful! I was going along the street, really slowly. And this lorry came up behind me. It got really close and I gOt nervous.

Tom: It's horrible when they do that. That reminds me of once when we were in France, on holiday. There was this huge lorry and we .

Katy: Well, as I was saying, this lorry was just behind me. I kept looking in the mirror and I didn't notice a car on the corner in from of me. It suddenly hit us. My driving instructor was really angry.

Tom: Do you mean you hit the car, or the car came out of a side street and hit you?

Katy: Well, I suppose I hit the car. It was parked.

Tom: Parked? You mean you hit a parked car!? That's JUSt what happened when I had my first driving lesson . Did it do much damage?

Katy: No, not much . Luckily.

Tom: My crash was a nightmare. The car was badly damaged. They wok me to hospital but I wasn't badly hurt.

Katy: Hey, Tom. Have you seen the time? We're going to be late for class!

Tom: Yeah, we'd better go.

WORKBOOK ANSWER KEY

Module 1 Communication Get Ready Exercise 1 2 conversation 3 phone 4 messaging 5 language 6 se rvice 7 nen vork 8 messages

Exercise 2 2 sign language (the others a ll use a compurcr) 3 body language (the o nly no n-verbal fo rm o f commun ication) 4 telephone (a ll the o thers involve communicating face to face) 5 face to face conversati on (a ll the o thers are based on writing)

Exercise 3 1 a 2 c 3 c Exercise 4 Students' own answers

1 Vocabulary and Grammar Exercise 1 2 warning 3 mean 4 noise 5 receive 6 tell 7 identify 8 ta il

Exercise 2 2 a rc singing 3 'm doing 4 communica te 5 understand 6 harks

Exercise 3 2 OCt ) daj 3 at the tiiOiltCdl

4 new 5 a+w,'lp 6 nrttt

Exercise 4 2 a 3 c 4 b 5 c 6 d 7 a 8 b Exercise 5 2 How long have you been interested in animals? 3 What a rc you work ing on at the moment? 4 Wha t do you do every day? 5 Is birdsong changing nowadays? 6 Wh y is that hap pening? 7 How ma ny people do yO Ll usually work with ? 8 Have you published an a rticle yet?

Exercise 6 2 've been 3 ' ve gOt 4 'm an achingl've a ttached 5 's lived 6 's 7 ' re trying 8 understands 9 says 10 does n't say 11 likes 12 's playing

Exercise 7 1 Have you received a text message yet today? 2 Are you writing a lor of e-mails at the moment? 3 Do you like communicating by phone? 4 Have you ever used sign language? or Do you ever use sign language? 5 How many e-mails do yo u send every week ? 6 How often do you use instant messaging?

2 Skills Exercise 1 2 e 3 c 4 a 5 b 6 f Exercise 2 2 I 3 I 4 C 5 I 6 C 7 C 8 I Exercise 3 2 give away 3 meet up 'l.vith 4 get down to 5 get on with 6 keep in touch wi th 7 han d in

Exercise 4 2 off 3 gOt 4 to 5 tOok 6 take

Exercise 5 2 since 3 for 4 since 5 for 6 si nce 7 since 8 for

Exercise 6 2 hand in 3 meet up with 4 keep in touch with 5 give away 6 get down ro

Exercise 7 1 I haven't seen my best friend since... 2 I've li ved in my house fo r 3 I've had this English book for ... 4 I haven't had a party since . 5 I haven't bought a CD for ... 6 I've known my best fr iend since

3 Communication Exercise 1 2 a 3 rime 4 Come 5 back 6 of 7 on 8 stuff

Exercise 2 2 Didn't we agree on tha t ? 3 Don't you think so, roo? 4 Didn't yOll know? 5 Don't you like it?

Exercise 3 2 Haven't you seen it? 3 Didn't we agree on th at? 4 Don 't you

II.--~remember ? 5 Don't you agree ?

126 Exercise 4 2 b 3 , 4 a 5 b 6 a

Exercise 5 2 I agree with yO Ll 3 I think so, roo 4 Wha t do you th ink ? 5 I don 't th ink so. 6 Yes, definitely.

Exercise 6 Students' own answe rs

Exercise 7 2 I 3 C 4 C 5 I 6 I

Reading Corner 1 Exercise 1 2 information 3 subjecr 4 newest 5 to p

Exercise 2 b Exercise 3 2 c 3 e 4 a 5 d Exercise 4 2 Tina S 3 KayJay 4 James 5 TK and Eddie X 6 Mikey J 7 KayJay

Exercise 5 2 T 3 F 4 F 5 F 6 T 7 F 8 T Exercise 6 1 a 2 b 3 b 4 a 5 a 6 b Exercise 7 Sru dents' own answers

Language Check 1 Exercise 1 2 e 3 c 4 f 5 h 6 d 7 a 8 b Exercise 2 1 in 2 with 3 keep 4 llP 5 give 6 with 7 take 8 get

Exercise 3 1 Have yo u ever owned ' 've neve r had 2 is the dog barking' thinks 3 ha ven't yO Ll writren "m revising 4 do animals do , warn 5 are you lea rning' 've fa llen

Exercise 4 1 fo r 2 since 3 for 4 since 5 since

Exercise 5 1 definitely 2 rrue 3 so 4 th ink 5 ask

Module 2 News Get Ready Exercise 1 2 puzzles 3 news 4 gossip 5 letters 6 headlines 7 c rosswords 8 ca rtoons 9 interviews 10 articles 11 ad vice 12 horoscopes 13 reviews 14 fo recasts mystery word : questionnaires

Exercise 2 2 spo rts reports 3 problem page 4 ga me sho ws 5 cha t shows

Exercise 3 3 I 2 5 4 Exercise 4 Students' own answers

4 Vocabulary and Grammar Exercise 1 2 marriage 3 wedding day 4 wedding anniversa ry 5 pa rty 6 success 7 reward

Exercise 2 2 runway 3 Passengers 4 take-o ff 5 sec urity 6 deck 7 terrified

Exercise 3 1 rang 2 saw ' was walking 3 ca ught I was tryi ng 4 were mak ing ' got 5 rescued ' were putting our 6 a rrived I were waiting

Exercise 4 2 YES 3 NO 4 YES 5 NO Exercise 5 2 were laughing 3 found 4 rook 5 was checking 6 realised 7 had d isappeared 8 had just got off 9 put 10 posted 11 was serving 12 esca ped 13 made 14 had travelled 15 broke our

Exercise 6 4 2 6 1 5 3 Exercise 7 Students' own answers

5 Skills Exercise 1 2 e 3 d 4 c 5 b 6 a Exercise 2 2 ten-minute 3 brightlycolo ured 4 never-ending 5 well-o rgan ised 6 easy-going 7 good-looki ng 8 dark -skinned 9 well -known

Exercise 3 2 c 3 c 4 h 5 a 6 d 7 g 8 b Exercise 4 2 Before begi nning the press confe rence, rhe actor refused to ta lk abour his di vorce. 3 After hea ring the weather forecast, we dec ided to stay in. 4 Before reading the arricle, I tried to understand the head line.

5 After finishi ng the arricle, Leo wrote a lener to the editor. 6 Before going to rhe ma rch, Fiona read a sports magazine.

Exercise 5 1 Aftcr getting up, my mum. 2 Before doing our exa ms, my friend and I ... 3 After doing my homework yesterday, I . 4 Before handing in my last pro ject, I ... 5 After a rriving at school today, my friends 6 Before givi ng us a test, our teacher.

Exercise 6 1 c 2 b 3 a 4 d 5 b

6 Communication Exercise 1 2 go ahead 3 I mean 4 YOLl know 5 honestl y 6 awfu l

Exercise 2 2 well 3 nightma re 4 bad 5 sorry 6 worry 7 berter 8 so

Exercise 3 1 Pre tty good really. \'(Ie won the bas ketball match and I was top scorer. ' Great! We ll done.' Thanks. 2 How's it go ing? I Nor very we ll. I just failed my music exam . I Never mind . You can always take it agaln. ' Yes, I su ppose you' re right.

Exercise 4 Students' own answers

Exercise 5 2 hockey 3 £275 4 Thursday 14th Apri l 5 www.schoolnewslga rden 6 1,000 metres

Writing Challenge Exercise 1 1 Ian 2 Am y 3 Am y's sister 4 Amy and her friends 5 Amy and her fami ly

Exercise 2 1 a 2 b 3 a Exercise 3 2 I've just fi nished my exams,

3 It 's grea t! 4 ... but Uwe had a great time on a ll the rides . 5 I'm looking fo rwa rd to it . .. 6 Well , I mllst go now. 7 I' ve got to

srart packing my stuff.

Exercise 4 2 d 3 h 4 a 5 f 6 c 7 b 8 g

Exercise 5 Sw de nts' own answers

Understanding Grammar Exercise 1 2 _, ~ 3 offeT, enjoy

4 decide, m-oke 5 ""'"', let 6 avoid, ""'P Exercise 2 1 verb + -ing 2 verb + to infin iti ve 3 ve rb + object + to infin iti ve 4 verb + object + infin itive

Exercise 3 2 b 3 b 4 b Exercise 4 2 do 3 watching 4 to help 5 do ing 6 stay 7 to do

Exercise 5 2 let my friends borrow 3 want to q uestion 4 rell us to be 5 advise us to savc 6 suggest buying 7 refuse to spend 8 try nor to believe

Language Check 2 Exercise 1 1 review 2 crossword 3 game show 4 headl ine 5 fo recast 6 pcoblem page 7 sports reports

Exercise 2 1 e 2 h 3 b 4 i 5 f 6 g 7 d 8 c 9 a

Exercise 3 1 was listen ing 2 was deli ve ring 3 bit 4 had seen 5 had escaped 6 a rrived 7 was waiting 8 pushed 9 had bitten

Exercise 4 1 watch 2 to Llse 3 ro ha ve 4 come 5 do 6 rea ding

Exercise 5 1 or 2 mind 3 ben er 4 a re 5 rea ll y

Module 3 Communities Get Ready Exercise 1 Houses: block of fla ts, semi-detached house, mo bi le home, terraced ho use, cottage, detached house, bunga low

Areas: a rural area, rhe city centre, the su bu rbs, an inner city area

Local facili ties: youth club, corne r shop, park, vi llage shop, spo n s centre

Exercise 2 2 bungalow 3 semi -detached house 4 mobile home

Exercise 3 downtown, tra iler

Exercise 4 Area: a rural area

House: cortage

N umber of relations: 4

N umber of frie"ds: 2

Local facili ties: village shop, primary school, church hall

Problems; no spon s centre or youth club, nothing for young people to do at weekends, bad public tra nspon


7 Vocabulary and Grammar Exercise 1 2 hel p your local community 3 develop as individuals 4 lea rn ro su rvive 5 find you r way 6 colleer litte r 7 moniror water pollu tion 8 plant trees 9 lea rn fi r st aid 10 collect money

Exercise 2 2 've been ca mping 3 have you been working 4 have you been doing 5 Has Jane been lea rning 6 have been thinking

Exercise 3 2 has been raining 3 has collected 4 have you been going 5 have joined 6 been collecting

Exercise 4 2 have been preparing 3 've already earned 4 've been worki ng 5 've juSt joined 6 've been thinking 7 haven 't decided 8 've been 9 've been practi sing 10 haven't ea rned 11 've been waiting

Exercise 5 1 Have you been doing a lot o f sport? 2 Has it been rain ing a lot? 3 H ave you and your friends been going out a lot? 4 Have you been helping a t home a lot?


8 Skills Exercise 1 2 wearing 3 yobs 4 truth 5 trouble 6 behave 7 community 8 street 9 judge 10 volu nteers 11 ra ised 12 ha ve

Exercise 2 2 1 3 C 4 C 5 1 6 C 7 C 8 1

Exercise 3 2 rurn up 3 meet up with 4 hang around 5 pur on 6 chill ou t

Exercise 4 2 ca rry 3 up 4 Start 5 lip

Exercise 5 2 b 3 a 4 b 5 a Exercise 6 3 My friends and I don't hang around in the streets. 4 Don 't fo rget to put on yOut hat. or Don 't forget to put yo ur hat on. 5 What time did they turn up a t the parry? 6 We looked up rhe information on th e Internet. or We looked the information up on the Internet.

Exercise 7 2 hang around 3 meer up with 4 put on 5 set up 6 put up 7 care about 8 rum up

9 Communication Exercise 1 2 Yuck 3 COllle on 4 Remember 5 You'll do anything 6 a bit 7 somew here else 8 Maybe 9 a lot

Exercise 2 2 could 3 Wil3t 4 you fancy 5 'd rather 6 make it 7 Why don't we

Exercise 3 11 6 1 8 3 12 9 2 5 4 7 10

Exercise 4 Suggested answers 2 I'd rather go fo r a walk . 3 I'd rather chill our a t home. 4 We'd rather go shopping. 5 I'd rather go ice skating 6 We'd rather play basketba ll.


Exercise 6 2 NO 3 YES 4 NO 5 NO 6 YES

Reading Corner 2 Exercise 1 2 The fir st commun ities in North America . 3 How did immigration deve lop? 4 Why arc rhere different communities in the USA? 5 A group who had no choice 6 The situation today

Exercise 2 Florida: Spanish

Massachusetts; a Native America n language

Virginia : English

PellllsyllJallia: German

Louisiana: Caj un

Exercise 3 3 1 4 6 2 8 5 7 Exercise 4 2 F 3 F 4 T 5 T 6 F Exercise 5 2 links 3 inhabitants 4 tribes 5 settlements 6 crcated 7 fam ine 8 caused 9 slaves 10 agriculrure 11 admit 12 ethnic


Language Check 3 Exercise 1 1 bungalow 2 cottage 3 mobile home 4 suburbs 5 rural area 6 loca l shop 7 youth club

Exercise 2 1 put on 2 rum lip 3 pur up 4 care about 5 meet lip 6 hang around 7 ch ill Out 8 carry out

Exercise 3 1 've been reading I have you finished 2 haven't left I 's been raining 3 haven't arrived / 've been waiting 4 has been studying I hasn't taken 5 ha ve been col1ecting I've rai sed

Exercise 4 1 take off 2 ca re o f them 3 rake parr in 4 look it up 5 put it up

Exercise 5 1 going 2 go 3 What 4 make 5 Sounds

Module 4 (ash Get Ready Exercise 1 2 coins 3 cas h 4 bank account 5 cheque book 6 bank no tes 7 make 8 borrow 9 lend 10 credit card 11 sa lary

Exercise 2 2 sa lary (the others are verbs) 3 cash (rhe others a re plastic) 4 spend (rhe o thers in volve keeping money) 5 cheque books (the others are rea l money)

Exercise 3 1 Vicky 2 Ali 3 Jake


10 Vocabulary and Grammar Exercise 1 2 go on sa le 3 in excellent condi tion 4 sign 5 do nate 6 persona lise 7 charity auction 8 hold 9 certificate

Exercise 2 2 has been set up 3 are sold 4 ca n be bought 5 mustn 't be so ld 6 arc made

Exercise 3 2 a 3 b 4 a 5 b 6 a

Exercise 4 2 was bought for $165,000,000 on eSa y. 3 have been sold on eSay. 4 can be bought from people in other co untries. 5 mustn't be sold a t rhe auction. 6 wi ll be raised fo r charity.

Exercise 5 2 is the yen used (f) 3 are Australian bank nares madc (c ) 4 might the euro be adopted (h) 5 was the dollar bi ll introd uced (cl 6 ca n a dollar bill be used (b) 7 are your bank derai ls recognised (d ) 8 might cash be replaced by (a)

Exercise 6 2 want 3 can be sold 4 take 5 can be brought 6 won't sell

Exercise 7 2 came 3 were sold 4 was bo ugh t 5 were raised 6 have al ready spent 7 wi ll be orga ni sed

11 Skills Exercise 1 2 cloth and leather 3 wood 4 paper and glass 5 tin 6 plastic 7 copper, bronze and iron 8 sto ne

Exercise 2 2 b 3 c 4 c 5 b 6 a Exercise 3 2 tTtOnej 3 ~ 4 wom;m

5 """'" 6 lrr=l 7 1""'" Exercise 4 2 e 3 d 4 f 5 g 6 b 7 a Exercise 5 2 The book was so good that the w hole class read it. 3 It was such a bad Sto rm that the electricity went off. 4 The shop was so expensive that no-one went there. 5 It was such a long play that some peop le got bored . 6 The blog was so good that eve ryone visited it.



12 Communication Exercise 1 2 weird 3 have 4 by 5 you 6 bet 7 one 8 slightly 9 one

Exercise 2 2 I'm terribly sorry aboU[ th ar. 3 I reall y a pologise about this. 4 Ha ve you got a receipt, please? 5 Thanks a lot. 6 Would you like a refu nd or would )'ou like to choose a replacement?

Exercise 3 2 I'm afra id there's a problem with it. 3 Have you gor a receipt, please? 4 Well, 1 rcally arologise about this. 5 I'd like a refund, please. 6 And I'm sorry again about the o ther game. 7 And thanks very much . 8 Not at all.


Exercise 5 1 c 2 a 3 b 4 b 5 c

Writing Challenge Exercise 1 2 c 3 a 4 b

Exercise 2 2 T 3 T 4 F 5 F Exercise 3 b beca use of c because d Since

Exercise 4 2 Since I am a regular customer, please send me a replacement as soon as possible. 3 I am unable to use the mo bile because it was damaged in the post. 4 I did no t rece ive my order beca use of a problem on your websi te. 5 As you have not given me a refund, I will not o rder from you again.

Exercise 5 2 a 3 b 4 e 5 c 6 d


Understanding Grammar Exercise 1 2 I think the Eu ro pe is an interesting continent. 3 Have you ever been to the United States? 4 I'd like to go ro the Athens one day. 5 You can take boat trips on the Thames in London. 6 =Ate Lake Garda is the largest lake in Ita ly. 7 T he Irish Sea separates Ireland and Grea t Brita in. 8 T he Pacific Ocean covers one third of the Earth. 9 Do yOll know who first clim bed the Everest? 10 K2 is a mounta in in the Himalayas . 11 =Ate Baffin Island is the largest island in Canada. 12 We alwa ys go o n holiday ro the Canary Islands .

Exercise 2 2 T he Czech Republic 3 The Alps 4 T he Cana ry Islands 5 Athens 6 Montenegro 7 Moscow 8 Se rbia 9 Hungary 10 The Baltic

Exercise 3 2 - 3 the 4 - 5 the 6 -7 - 8 the 9 - 10 - 11 The 12 - 13 -

Exercise 4 a 3 b 2 c I

Exercise 5 Students' own . nswee< 12 i

Language Check 4 Exercise 1 1 lend 2 ea rn 3 bank account 4 moncy 5 spend

Exerdse 2 2 a 3 c 4 b 5 f 6 d

Exercise 3 1 bag 2 carron 3 bar 4 slice 5 pile

Exercise 4 1 The curo is used 'in a lot of countries. 2 The car was sold in an auction. 3 A lot of money has been raised this year. 4 All kinds of things can be sold on the Internet. 5 An Internet auction will be held next month.

Exercise 5 1 made 2 was interviewed 3 explained 4 was bought 5 will be buiJr

Exercise 6 1 the 2 the 3 the 4 - 5 -

Exercise 7 1 I'm afraid 2 I'm 3 receipt 4 Would 5 refu nd

Module 5 Water Get Ready Exercise 1 2 six hundred and eight 3 one hund red and seventeen 4 five hundred and fifry·eighr 5 o nc hu ndred and forry-seven 6 four hundred and ninety-two Total fWO

thousand, onc hundred and fifty-eight

Exercise 2 2 g 3 d 4 f 5 a 6 h 7 c 8 e Exerdse 3 2 F 3 T 4 F 5 F 6 T Exerdse 4 1 a 2 b 3 c 4 b 5 b 6 a

13 Vocabulary and Grammar Exercise 1 2 our 3 carrying 4 si nk 5 locate 6 floor 7 searched 8 va luable

Exercise 2 2 a 3 a 4 b Exercise 3 2 might find some coins 3 can't be any wrecks near here 4 could have been valuable 5 may have been unstable 6 mUSt have sunk in bad weather

Exerdse 4 2 b 3 a 4 c 5 a 6 b 7 d Exercise 5 2 have sunk 3 have come 4 he 5 have t3ken 6 have ca rried 7 have been 8 have called 9 be

Exercise 6 2 cou ld 3 could 4 must 5 ca n't 6 might


14 Skills Exercise 1 1 river, lake, wa terfall 2 glacier 3 hill , mo un tain 4 forest 5 island 6 gorge, can yon 7 marsh, swamp

Exercise 2 1 a 2 e 3 d 4 c Exercise 3 2 lighT 3 n=ine 4 heavy 5 roekr 6 ,v«!< Exercise 4 2 snow-capped mountain 3 wide variety 4 loud noise 5 pine forest 6 breathtaking sigh t 7 deep lake 8 rare ani mal

Exercise 5 3 Although the g lacier was melting, it still looked spectacular. 4 Despite bei ng tOO narrow fo r cars, the gorge attl:"acts hundreds of visi tors. 5 Despite losing my camera , I ha ve some great memories o f t he holiday. 6 Ahhough it was very dark in the forest, we took phoros of some owls.

Exercise 6 1 snow-capped 2 breathtaking 3 good 4 an amazing 5 exotic

15 Communication Exercise 1 2 tell 3 with 4 are 5 world -class 6 at 7 partner 8 nest 9 threats 10 wi ld

Exerdse 2 b Okay, yo u can to adopt a panda as part of a W\VF programme.

128 c Right, I'm going to talk abom gia nt pandas and the wildlife organisation WWF.

d Well, it works with the Chinese government to protect the panda and its habitat.

e The main reason for rhi s is the clearing of areas of fo rest fo r farming.

f First, where are pandas from?

9 Finally, what can you do to help?

h Next to, how long do they li ve?

i Another prob lem is poaching.

j Now, let's look at the threats to the giant panda.

Exercise 3 2 f 3 h 4 j 5 e 6 d 7 g 8 b Exercise 4 2 Dye r 3 4. 8 4 sea ls 5 teeth 6 wide 7 rubbish


Reading Corner 3 Exercise 1 1 Who decided to live in the sea. / He played cards after dark / With his best friend - a shark!

2 Whose clothes we re terribl y messy. / She went to some classes / Bought a smart hat and glasses,

Exercise 2 1 b 2 a 3 b Exercise 3 The poem descri bes a lake.

Exercise 4 2 summer 3 autu mn 4 winter

Exercise 5 1 around 2 they have free time 3 fly to warmer places 4 the ice will melt

Exercise 6 2 shore or more, (score) 3 white, (light) 4 play, (say ) 5 swim, (slim) 6 flies, (size)

Exercise 7 2 b 3 f 4 d 5 a 6 e Exercise 8 1 tide 2 float 3 reach 4 flow and motion

Exercise 9 Suggested answers

1 He/She is a teenager or young adu lr.

2 He/She likes the sea, though the sea makes himlhe r ask many questions.

3 He/She wams to travel by ship and widen hi slher kn owledge and experience.


Language Check 5 Exercise 1 1 po int 2 and 3 million 4 qua rter 5 th irds 6 billion

Exercise 2 1 river 2 swamp 3 forest 4 isla nd 5 waterfall 6 gorge 7 glacier 8 la ke 9 mountain

Exercise 3 1 might 2 not 3 can't 4 must 5 could 6 can't 7 ma y

Exercise 4 1 can't have gOt lost 2 might have missed the plane 3 cou ld have dropped your wa llet in tOw n 4 mUSt ha ve given you my address 5 may have left us a message 6 can't have moved the piano by himself 7 must have broken the window 8 might have left the computer on

Exercise 5 1 at 2 reason 3 problem 4 So 5 Okay

Module 6 Save the Planet Get Ready Exercise 1 2 recycling 3 greenhouse gas 4 energy-saving 5 wind farms 6 climate change 7 hybrid 8 solar 9 deforestarion mys tery word: renewa ble

Exercise 2 2 coal 3 pollution 4 drought 5 fossil fuels 6 wind farms 7 organ ic 8 Recycle

Exercise 3 glo bal wa rming, recycl ing, saving energy


16 Vocabulary and Grammar Exercise 1 2 produce 3 save 4 keep 5 insta ll 6 save 7 grow 8 go

Exercise 2 Srudents' own answers

Exercise 3 2 '11 be living 3 will you be doing 4 will the team be playing 5 won't be coming 6 Wi ll you be stud ying 7 won't be working 8 will be getting

Exercise 4 2 Tim, Lisa and Paul wilJ be choosing plants. 3 the whole class will be co llecting rubbish fro m the area. 4 the whole class will be preparing the ground. 5 Matt, Lucy and Sall y will be planting vegetables. 6 Jo, Am y and Ca ra will be watering the ground. 7 the whole class will be rel axi ng in rhe sunshi ne.

Exercise 5 2 We'l l be having lu nch soon. Would you like me to make you a sandwich? 3 Will you be using your camera raday? I'd like to bo rrow it. 4 I'll be fin ishing work early. Shall I collect the children from school? 5 Wi ll you be seeing Matt late r? Can you give him t his birthday card?


Exercise 7 1 Will you be going into town? Can/Could you get a phone ca rd fo r my mobile? 2 I wo n't be using my computer nexr week. Wo uld you li ke to borrow it? 3 Will you be doing the maths homework this evening? Can/Could you help me with it? 4 I'll be ordering some concert tickets on the Internet. Sha ll I get one for you? Of Would you li ke me to get one for you?

17 Skills Exercise 1 2 consumers 3 developing 4 orga nic 5 toxic pesticides 6 get a decent wage 7 child labour 8 a good deal

Exerdse 2 2 d 3 a 4 d 5 c Exerdse 3 get: ready, home, a headache, at something, a bus, a discount, a good deal take: a break, a look, a bus, an hour, photos, a ho liday with both verbs: a bus

Exercise 4 1 take/get a bus 2 took some grea t photos / take a look 3 've gOt a headache / take a break 4 get home / get ready 5 take a hol iday / get us a 20% discount / get a good dea l

Exercise 5 2 a 3 d 4 f 5 c 6 b Exercise 6 1 get/take 2 get 3 take 4 rake to get 5 get 6 take


18 Communication Exercise 1 2 Why's 3 Appa rently 4 That's 5 past 6 loo ked 7 leant 8 checked

Exercise 2 2 got shown 3 got taken 4 got checked 5 gOt invited


Exercise 4 2 problem 3 something 4 couple 5 weren't 6 explain 7 exactly 8 why 9 So 10 mean 11 interesting

Exercise 5 1 b 2 c 3 a 4 a 5 b 6 c

Writing Challenge Exercise 1

Exercise 2 Exercise 3 2 b 3 b 4 b

3 I 4 2

lT 2F3T4 F

Exercise 4 1 however (paragraph 3) 2 so that (paragraph 1) 3 for example (paragraph 2) 4 in order ro (paragraph 1) 5 to sum up (paragraph 4)

Exercise 5 2 However 3 For example 4 to 5 in order to 6 To sum up 7 so that


Understanding Grammar Exercise 1 2 was able 3 shouldn't 4 taken 5 needn't 6 should

Exercise 2 2 a 3 a 4 b Exercise 3 2 had to sell our car. 3 could have entered the competition . 4 shouldn't have gone out in the rain . 5 wasn't able CO finish the exam. 6 should have called the police.

Exercise 4 2 could ha ve won 3 shouldn't have stayed 4 Were you able co find 5 shou ld have checked 6 had to finish

Language Check 6 Exercise 1 2 h 3 c 4 b 5 a 6 f 7 g 8 d 9 e

Exercise 2 1 take 2 take 3 get 4 take 5 get 6 take 7 get

Exercise 3 1 will be lying / 'II send 2 will you be doing / '11 be 3 'II be studying / '11 phone 4 Will you be seeing / '11 take 5 Will you be driving / ' lJ give

Exercise 4 1 [ needn' t have watered the garden. 2 You should ha ve apologised. 3 Jake had to leave early. 4 They could have escaped. 5 We were able co answer all the questions. Exercise 5 1 questions 2 Sure 3 weren 'r 4 So 5 mean

Module 7 Fashion Get Ready Exercise 1 1 Students' own answers 2 denim, corduroy, leather, linen, silk, wooll y 3 2 jumper 3 jeans, trousers 4 shoes, boots 5 shirt, blouse, T-shirt, top 4 Top: checked, plain BOHom: polka-dot, striped

Exercise 2 1 Aisha - c 2 Eddie - d 3 Lynn - b 4 Vikram - a

19 Vocabulary and Grammar Exercise 1 2 loose 3 waist 4 fash ion designer 5 cardigan 6 comfortable

Exercise 2 2 g 3 e 4 c 5 b 6 a 7 d Exercise 3 2 usc 3 would 4 wo uld 5 used to 6 wouldn't 7 didn't 8 wear

Exercise 4 2 would / used to 3 used co / would 4 would / used to 5 used to / wtmhi 6 used to / ~ 7 ,vmrkI / used to 8 wot:tld / used to

Exercise 5 2 d 3 a 4 d 5 a 6 c Exercise 6 2 would you put on 3 would you dress 4 Did they use to have 5 did you use to go shopping 6 would clothes last

Exercise 7 2 used to have 3 didn't use ro get on with 4 didn't use to do well 5 used to play .6 didn't use to enjoy


20 Skills Exercise 1 2 advertising 3 attractive 4 covers 5 career 6 success 7 dull 8 photographers

Exercise 2 2 in 3 at 4 for 5 by

Exercise 3 2 in / for 3 out of 4 around 5 over 6 above

Exercise 4 2 What docs he look like? 3 What's he like? 4 W hat does he look like? 5 What does he like? 6 What's he like?

Exercise 5 1 on 2 on 3 in 4 by 5 on 6 in

Exercise 6 1 I 2 C 3 I 4 I 5 C 6 C 71 8 C

21 Communication Exercise lI b 2 b 3 a 4 b 5 b 6 a

Exercise 2 1 shades / original 2 style guru / cover 3 pale 4 my type Exercise 3 2 H is car looks like it 's new. 3 Lisa looks like her Dad. 4 Jo's trainers look like they were very expensive. 5 Paul always looks (pretty/very) smart for work. 6 It looks like it's going ro rain .

Exercise 4 2 Underneath 3 with 4 go 5 shade 6 matching 7 su it 8 looks 9 round Exercise 5 Students' own answers

Exercise 6 2 c 3 c 4 a 5 b

Reading Corner 4 Exercise 1 b science fiction

Exercise 2 2 could 3 weren't 4 wasn't

Exercise 3 2 F 3 F 4 T 5 F Exercise 4 1 b 2 a 3 a 4 b 5 b Exercise 5 4 2 7 6 1 8 3 5 Exercise 6 2 h 3 f 4 a 5 b 6 g 7 c 8 e

Exercise 7 1 There was a prob lem with the sh ip's computers. 2 There was a war between robots and humans and the robots won. 3 Students' own answers

Language Check 7 Exercise 1 General style: casual, trendy, scruffy

Types of clothes/shoes: knee-length, highheeled

Materials: silk, denim,

Patterns : checked, striped,

Faces: pretty, ha ndsome

Exercise 2 1 in /during 2 for 3 By 4 in 5 on / over

Exercise 3 use 2 wo uldn't 3 used to

4 Did you use to have 5 Did 6 used to

7 to wear 8 used to 9 wou ld

Exercise 4 1 look 2 does 3 What 4 like 5 looks 6 Does

Exercise 5 1 matching 2 Underneath 3 round 4 suit 5 look

Module 8 Get Ready Exercise 1 2 sky diving (all the others are in or on water) 3 horse racing (none of the others involve an an imal) 4 discus (all the others involve an opponent) 5 wrestling (all the others require equipment) 6 scuba diving (a ll the others arc races)

Exercise 2 2 ice hockey 3 horse racing 4 marathon 5 surfing 6 boxing

Exercise 3 1 a 2 c 3 d 4 b 5 b Exercise 4 Students' own answers

22 Vocabulary and Grammar Exercise 1 2 broken 3 gymnastics 4 va ulte r 5 Athletics 6 scored 7 beaten 8 referees 9 champion 10 runner

Exercise 2 2 admitted (that) she had been worried about the players ' hea lth.

3 replied (that) the fans didn't like the new manager. 4 announced (that) he was going to run the marathon. 5 predicted (that) Sally Owen would win the next race. 6 thought (that ) paragliding was getting more popular.

Exercise 3 2 The athletics start at 2.45 p.m. 3 All the athletes have trained ve ry hard . 4 The horse Midnight Silver isn't running today. 5 It's going to be a difficult match between Chelsea and Arsenal 6 I think Arsenal will win

Exercise 4 2 d 3 b 4 e 5 c 6 a

2 The referee said he had given out six yellow ca rds in that match. 3 The team's fan sa id they wouldn'r come and watch them ever again.

4 The opposition's fan said their tcam was definitely the best. 5 The coach said they hadn't trained hard enough before the ma tch.

6 The goalkeeper sa id he had tried to save as many goals as possible .

Exercise 5 2 looked 3 could have 4 was making 5 would win 6 had bought 7 was going 8 me Exercise 6 Students' own answers

23 Skills Exercise 1 2 cheat 3 take 4 gymnast 5 competitor 6 winner 7 come 8 event mystery word: champion

Exercise 2 2 drop out of 3 give out 4 get away with 5 let everyone down 6 give up 7 speak out

Exercise 3 2 on 3 down 4 down 5 up 6 off 7 off 8 up

Exercise 4 2 At my school we do most team sports, apart from water polo. 3 Instead of training on \V'cdnesday, we met on Friday.

4 As well as getting a medal, I also got a certificate fo r winning the racc.

5 I haven't tried a lot of winter spOrtS, apart from skiing.

6 Instead of going to thc match, we watched it on TV.

Exercise 5 2 b fencing 3 a korfball 4 e triathlon

24 Communication Exercise 1 2 out 3 tracked 4 sample 5 keep 6 business 7 on 8 be

Exercise 2 2 a 3 b 4 a

Exercise 3 2 You shouldn't buy any more clot hes. 3 You should get a Saturday job. 4 If I were you, I'd stop using my mobilc all the time. 5 You'd better be more careful with money.

Exercise 4 2 b 3 a 4 c 5 d Exercise 5 2 shouldn't turn up 3 had better practise 4 had better be 5 should go to bed 6 shouldn't break

Exercise 6 2 You should go to the doctor's. 3 You shouldn't give up now. 4 If I were you, I'd stop working . 5 You 'd better apologise. 6 You shouldn't go to bed late .


Exercise 8 2 b 3 c 4 a 5 c 6 c

12

130

Writing Challenge Exercise 1 2 f 3 c 4 " 5 c 6 b Exercise 2 2 a quarter 3 at the weekend 4 early 5 very few 6 Fewer

Exercise 3 2 However 3 instead of 4 too 5 Although 6 apart from 7 Finally 8 Aswellas •

Exercise 4 Srudcnts' own answers

Understanding Grammar Exercise 1 2 most of 3 Some 4 neither 5 Most of 6 none of

Exercise 2 2 b 3 a 4 b 5 a 6 a Exercise 3 2 of 3 - 4 of 5 - 6 - 7 of 8 -Exercise 4 2 All th e spectators we re disappointed with the result. 3 Most athletes train very hard. 4 Both the pool and the gym need cleaning. 5 None of the players scored a goal. 6 Some people complained about the price of the rickets. Exercise 5 1 Some of my friends enjoy. 2 Both my parems like ... 3 Neither of my gra ndparenrs were born in. 4 Most of the srudenrs at Illy school play. 5 None of my fami ly lives in ... 6 All students at my school have to ...

Language Check 8 Exercise 1 1 marathon 2 rugby 3 sky diving 4 javelin 5 fenc ing 6 rowing 7 boxing 8 surfing

Exercise 2 1 give 2 get 3 out 4 out 5 drop 6 let 7 with

Exercise 3 1 cou ld play 2 were training 3 had lost 4 would beat 5 wasn't going 6 wasn't 7 didn't play 8 had played

Exercise 4 1 Some 2 None of 3 None of 4 All 5 Both 6 Neither 7 most of

Exercise 5 1 we re 2 would 3 better 4 shouldn't 5 should

Module 9 Detectives Get Ready Exercise 1 2 thief 3 theft 4 clues 5 crime scene 6 footprints 7 fingerprints 8 DNA 9 witnesses 10 alibi 11 investigation 12 suspects Exercise 2 2 victim 3 criminal 4 kidnapping 5 kidnapper 6 blood 7 murder 8 murderer 9 murder weapon 10 ransom nOte

Exercise 3 cleaned away fingerprints and footprints at the crime scene; threw away the ransom nOtC; called the kidnappers

25 Vocabulary and Grammar Exercise 1 2 h 3 " 4 b 5 f 6 j 7 e 8 1 9 d 10 c

Exercise 2 2 had been 3 where 4 had 5 had used 6 wou ld

Exercise 3 2 I asked her if she enjoyed her job. 3 I asked her how many countries she had visired. 4 I asked her if she had worked on the Flores Island sires. 5 I asked her where she was going to work next.

Exercise 4 2 What objects have yo u found? 3 How often does the club meet ? 4 Where will the club research next? 5 How many yo ung people have joined the club? 6 What is the club working on at the moment?

Exercise 5 3 where 4 was 5 who 6 discovered 7 what 8 could 9 how 10 had visited 11 if 12 would

Exercise 6 2 b - He asked a tour guide if he/she had a map o f the city. 3 f - He asked his mum if he could go to a party on Saturday. 4 c - He asked the postman if there were any letters for him. 5 a - He asked his history teacher when they had ro hand in their project. 6 e - He asked the doctor how many tablets he had to rakc a day.

Exercise 7 Srudents' own answers

26 Skills Exercise 1 2 found the dead body 3 heard a terrib le screa m 4 took out his gun 5 found hi s colleague, Ann ie Taylor, tied up 6 received a threatening note

Exercise 22 's the sp itting image of 3 nightmare 4 heavy 5 over 6 safe and sound

Exercise 3 2 block (" - L, b - I) 3 heavy (a - I, b - L) 4 miles (a - L, b - l) Exercise 4 2 Having gOt away with millions of pounds, rhe criminals left the country. 3 Having read the first part of the story, I guessed who the criminal was. 4 Having received the ransom note, the detective contacted the kidnappers. 5 Having checked my alibi, the police officers let me go. 6 Ha vi ng watched The HOI/lid of the Baskervilles on TV, 1 decided to read the book. Exercise 5 Students' own answers

Exercise 6 1 b 2 d 3 c 4 " 5 b

27 Communication Exercise 1 2 Could I talk ro you, please? I I'm afraid I'm busy. 3 Is it okay if I ask you some questions? I Go ahead. 4 Could you help me with my homework? I Of cou rse. 5 Do you mind if we take pharos? I I'm sorry, you can't. 6 Will you leave this library? I Okay. Let's go.

Exercise 2 Sliggested answers 1 Do you mind if I borrow your mobile? I I'm sorry, the battery's nm alit. 2 Could you turn that TV down, please? I Of course. 3 Do you think I could try your new computer game? I Sure. Go ahead. 4 I've got a lot to do this afternoon. Do you think you cou ld rake the dog for a walk? I Sure, no problem. 5 Is it okay if I have a glass of cola? I Go ahead.

Exercise 3 2 Could 3 busy 4 minutes 5 alle rgic 6 ridiculous 7 take 8 time

Exercise 4 2 Cou ld you tell me when the next bus leaves? 3 Do you know if our team won? 4 Could you tell us who Mrs Clarke is? 5 Do you know if there's a music shop near here? 6 Could you tell me what the time is? I ... tell me whar rime it is? I ... tell me the time?

Exercise 5 1 Sanchez 2 mind 3 think 4 London 5 theft 6 murder

Reading Corner 5 Exercise 1 1 was 2 lent 3 suspect Exercise 2 2 F 3 T 4 F 5 F Exercise 3 Students' own answers

Exercise 4 2 6 4 7 1 5 3 Exercise 5 2 in the museum 3 rhe necklace 4 Derek 5 Derek 6 the loud bang 7 the museum

Exercise 6 1 Because somebody paid him to stea l it. 2- 5 Students' own answers

Language Check 9 Exercise 1 1 motive 2 fingerprints 3 murder 4 crime 5 witnesses 6 theft 7 nOte 8 an alibi 9 kidnapper

Exercise 2 1 over 2 image 3 heavy 4 miles 5 nightmare 6 light

Exercise 3 1 liked 2 would 3 if 4 Adam was 5 where 6 had 7 were 8 my brother was

Exercise 4 1 Do you know if the post o ffice is open?

2 Do you know what rime the match starts ?

3 Do you know if Helen is a t hom e?

4 Do you know why Leo has gone home?

5 Do you know if we have gOt any stamps?

6 Do you know where I put my mobile?

7 Do you know if there are any biscuits left?

Exercise 5 1 busy 2 mind 3 so rry 4 okay 5 ahead

ModuLe 10 Imagination Get Ready Exercise 1

s V I M P R E S S V

L P S F H E Q N L \VI C

B T R A C M L J V Y T N E L N P X S E

A F R 'tI E I R D K Y M

C 0 N F U S G Iv N

E J L \VI N T Y M B C

D N F Q M B R F 0 E

H 0 P E A C E F U I. X F T Y V E \VI N M N I \VI

\VI T D C Z X R B N E X L Z A C R C y N C

Exercise 2 2 surprising 3 relaxing 4 unusual 5 complica ted 6 colourful 7 ridiculous 8 clever

X

I

u c L o B

V

Q M p

28 Vocabulary and Grammar Exercise 1 2 genius 3 rela tionship 4 works of art 5 composed a masterpiece 6 extraordinary talent 7 logical 8 admired

Exercise 2 2 would nOt exist I hadn't run 3 hadn 't met I wouldn't have formed 4 would have been I hadn't played 5 wouldn't have created I hadn't been 6 had stayed I wouldn't have found out

Exercise 3 2 If the film hadn't gOt good reviews, we wouldn't have gone to see ir. 3 If you had had art lessons, you would hay e learnt to draw. 4 If John had been ve ry good at physics, he wou 1£1 have studied astronomy. 5 If -' hadn't been able to read music, I wouldn't have gOt a parr in the orchestra. 6 If she had ex plained the abstract painting, wou ld have understood it.

Exercise 4 2 If] had known painting was such fun, I would have taken it up years ago. 3 If he hadn't had a dream abour the cha racters, he wouldn't have written the stories.

I

-.otIIII

• 4 If they hadn't been interested in art, they would never have met. S If the weather hadn't been so awful, my photos would ha ve come out better. 6 If she had had morc money, she would have bought the violin.

Exercise 5 2 wou ld you hdve gone I been able 3 wou ld you have don e I had had 4 would you have bought recentl y I had had 5 would you ha ve done I hadn't gone 6 would you have been I had been born

29 Skills Exercise 1 2 aliens 3 Earth 4 destroy 5 ga laxy 6 spaceship 7 program

Exercise 2 2 dangerous 3 galactic 4 typica l 5 expensive 7 ex istence 8 a rgument 9 designer 10 explanation

Exercise 3 2 How far was the galaxy wh ich the a liens ca me from? 3 She's the astronaut who eve ryone in inre rested in. 4 This is the story which I won a prize for. 5 I liked the characte rs who you made up. 6 Th is is the science fiction writer who I told yo u about.

Exercise 4 2 entertainment 3 appearance 4 colourful 5 imagination 6 legendary 7 tourist

Exercise 5 1 d 2 b 3 f 4 e

30 Communication Exercise 1 2 album 3 be 4 Tha nks 5 as 6 Luck ily 7 amazing 8 to

Exercise 2 2 As 1 was say ing 3 By ehe way 4 Changing the su bject 5 Lee's talk ahout that latcr.

Exercise 3 Students' own answcrs

Exercise 4 1 b 2 c 3 b 4 b 5 c

Writing ChaLLenge Exercise 1 2 T 3 F 4 T 5 T Exercise 2 2 a 3 b 4 a

Exercise 3 b Meanwhile C After d When e during 1 whi le 9 Afterwards h suddenly

Exercise 4 2 Then 3 While 4 When 5 duri ng


Understanding Grammar Exercise 1 1 could (present) 2 hadn't told (past ) 3 un derstood (presenr) 4 had ta ken (past) 5 could (present) 6 had played (past)

Exercise 2 2 I wish I hadn't drop ped Out of the competition. 3 I wish we had gOt tickets for the competition. 4 I wis h 1 had studied music at school. 5 1 wish they could come to the party. 6 I wish I had finished my painting.

Exercise 3 2 I wish I had n't gone to that haird resser. 3 I wi sh I had trained harde r.

4 I wish I cou ld play the guitar. 5 I wish I knew the answer. 6 I wish I hadn't worn these shoes.

Language Check 10 Exercise 1 1 complica ted 2 abstract 3 rid icu lo us 4 weird 5 clever 6 imaginative 7 colo urful

Exercise 2 1 though tful 2 legendary 3 appearance 4 selfish 5 tourist 6 ex plana tion 7 famous 8 en tertainment

Exercise 3 1 wouldn't have had I had driven 2 had played I would have won 3 wo uld ha ve gone out I hadn 't rained 4 had n't gone I wouldn't have met 5 wou ld have sa id I had seen

Exercise 4 1 hadn 't 2 could 3 was 4 had studied 5 had come

Exercise 5 1 By 2 As 3 Changing 4 Let's 5 abou t

132

WORKBOOK TAPESCRIPT

Module 1 Communication Page 3, Exercise 3 (Track 2) 1 Ellen

I've gOI a mobile phone - and I've gOt:l computer in my bedroom - so I send text mess;lges and e-mails to

my friends. But the most important thing for me is sign language. My little brother can't hear, so we use signing to communicate with him. It 's a real language: juSt like talking bee ro face, really.

2 Nick I had 3 mobile phone but I lost it last momh, so I can't send texts. At school, we all talk face to face, of course, but I couldn't live without my computer at the weekends and in the evenings. Instant messaging is the beSt way to communicate. I contact my friends and we chat for hours. And I've h3d messages from people in lots of different countries.

3 Susie

People think I'm old-fashioned, but I hate using cellphones or e-mail to communicate. All my friends live ncar me, so I like to talk to them face to face. You just communica te bener th~H way, because of voice and body langu age. E-mail and instant messaging are so fa st that people sound rude.

Page 9, Exercise 7 (Track 3) Fiona: Hi, Paul. What did you think of the fi lm on TV last night? If you ask me, it was a bit silly.

Paul: Yes, I thought so, too. The plot was really stupid. And I didn't understand the ending. I prefer watching films at the cinema anyway. They're much better on the big screen, with a good sound system.

Fiona : Oh, I don'r think so. I'd much rather see films on DVD at home. It's always noisy in the cinema : people ea t sweets and have drinks. And someone always stands up during the most important scene.

Paul : Yes, but what about films with special effects? You have to see films like j ames Bond and The Lord of the Rings on the big screen.

Fiona: Sorry, I don't agree. We've got the latest TV at home, so the screen and the sound are very good. And the best thing is rhat you can watch films when you want to.

Paul : BUI it's important to sec films in a group. It's great when everyone is frightened or when everyone laughs at the same rime.

Fiona : That's not important to me. I'm happy to

watch a film by myself - or with my fa mily and friends. It's the story that's the imponant thing.

Paul : That's true. I'm interested in the plot of a film, too. BUI it's important to go ro the ci nema to support the film industr)'. If we all watch DVDs at home, we won't have good films in 50 years' time.

Fiona: No, I don't agree with you . There'll always be good films. The difference now is that people have the choice: to go to the cinema or 10 watch at home.

Paul : Okay, then let's go and see the next Star Wars film at the cinema? You must wam to see that on a big screeR.

Fiona: No thanks. I'm happy to wait a few months for the DVD.

Paul : All right .. but I sti ll don't understand.

Module 2 News Page 13, Exercise 3 (Track 4) Presenter: And now, over to the news room fo r an update on today's news.

Newsreader: Abroad, the main story is still the ea rthquake in Japan. Rescue services are contin uing to search the area. Up to now 14 people have been found and taken to hospi tal. The Prime Minister has offered support to the japanese government.

Closer to home, there was a big traffic jam in the town centre this morning when a bus broke down in {he High Street. A lot of children were late for school. One shopkeeper sa id 'This js very bad for business.'

[n the world of celebrity, members of the girl band Girl Talk have announced that they are going to spliL They say they will always remain friends. but they won't be making any more CDs together.

And now football : Arsenallx-at Chelsea three-one, but the match between Manchester United and Asron Vi lla has been postponed, due to the bad weather.

And finally over to Janet for the latest fo recast . janet, what's going to happen with all this snow?

Janet: Well, there is little change today and tomorrow. The snow will continue to fall during the night, making travel conditions very difficult. Temperatures will fa ll below freezi ng, so don't drive unless you have to - and do keep warm.

Page 19, Exercise 5 (Track 5) Hi everyone and welcome to 'Schools News' . There's a lot to update you on today sO let's get smrted.

First: sporr. The under-16s football team won their match against Greybridge School 4-2, so well done, team! In hockey, the captain of the girls ' team scored six goals and our team won the championship. Congratu lations to everyone in the hockey team.

Next, our charity events. We. raised £275 fo r the chi ldren's home in our sponsored walk. Thanks to

everyone who took part in the wal k - and to all the sponsors of course. There's a change to the date of o ur next event. The charity concert won't be o n Friday the 15th of April, it will be on Thursday the 14th. You can buy tickets from the school office.

And now, some news on our environmental projects. The cleaning up of the a rea around school was very successful, but we need volunteers to help with the nature ga rden. Mrs Clarke and Mr Hill from the Science Department a re leading the project. There is information on the school website. Please sign up ro help build the garden at: www.schoolnewslgarden. That's www. schoolnews/garden

Fi n:d ly, some news about individ ual students. Diane Nichols has JUSt passed her Grade 7 Music exam; jim Andrews came first in the 1000m in the athletics competition; and Su Lee gOt the lead part in the City Theatre's production of The SOl/lid of MI/sic. Well done, guys! Thar's all from me fo r today.

Module 3 Communities Page 23 , Exercise 4 (Track 6) I'm fourtee n and my name's Cerys. That's a Welsh name - I'm from north Wales. [ live with my family in a rural area . The countryside is beautiful, but the area is very quiet. We live in a cO£tage in a small village. The conage is over a hundred yea rs old and it's very pretty - the type of house you sec on a picture postcard.

We don't ha\'e much family in this area. My grandfather died lasr year, so my grandmother lives with us: there's my mum , dad, granny and me in the cottage now. My sister is at university in London, and my aunt and uncle emigrated to Austra lia when I was little. So, there afe just four family members in the village. And friends? Well, I go to school in the nearest town and most of my friends live there. J ust two of my friends live in this vi llage: Angie and Charlotte. Because it's a rural area. we don't have many fac ilities. There's the village shop of course, a primary school, and the church hall. We don't have a spOrtS centre or a youth dub. That's one of the biggest problems round here: there's noth ing for young people to do at weekends. And the public transport is really bad, too.

Page 29, Exercise 6 (Track 7) Chris: Look at the date, Lucy. It 's the end of term in tWO weeks. Why don't we have a party?

Lucy: Sounds great! We could book a room in the sports centre.

Chris: Yes, the sports centre is lIice - but it would be very ex pensive. What about the youth d ub? They have a big room. And it's very cheap.

Lucy: Good idea. Let's go for the youth dub.

Chris: Right. Now what about the dare?

Lucy: The last day of term is Frida)' the 17th, so let's ha\'e the party then.

Chris: Yes, but everyone wi ll be tired after a week at school. We could have the parr)' the next day - on

the Saturday.

Lucy : But lots of people do different activities on a Saturday, so they won't be able to make it. I think Friday is the best dilY.

Chris: Sorry, but I'd much rather have it on the Saturday.

Lucy: O kay, we can't decide now. Let's ask the rest of the class. We call have a \'o te, and then choose the

day.

Chris: Su re. What about music? I've got a 10£ of CDs - Franz Ferdinand, Green Day, the Foo Fighters: why don't 1 be the OJ? Lucy : Brill iant! That will save us some money. And we could ask people to bring food: pizzas, sandwiches, crisps, drinks . .. That'll be cheaper than o rdering the food from a cafe.

Chris: You're right. What about the rime for the party?

Lucy : How about starting at 9 p.m. ?

Chris : That's a bit late. I'd ra ther start at eight because we'll need to tidy up the room at eleven.

Lucy : You're right. That would be only three hours, so we need to start earlier. Okay, so we'll start the party at eight o'clock but we still need to decide the date.

Chris : Yeah, that's it. I'm really looking forward to it now ...

Module 4 Cash Page 33, Exercise 3 (Track 8) Ali : I get £20 a week: £10 pocket money and £10 from my Saturday job. I put half of the money into my bank account because I'm saving for a new bike. [ spend the rest. I spend most of my cash on my mobile. And I sometimes buy CDs. I'm usually broke at the end of rhe week so I hilve to borrow money from my brother.

Jake: M y pocket mone}' is £ 15. [ don't ha ve a parttime job. I can't affo rd to save any money, so I don't have a bank account. My mum pays for my mobile, but I don't have to buy phone credit. I spend about three q uarters of my money on CDs. The rest is spent on cincma tickets or magazi nes. I don't usually buy sweets or drinks.

Vicky: I'm really luck}': I have a part-timc job and I get poc ket money from my mum and dad. And then my gra ndma gives me money jf I do jobs around the house fo r her, so I get about £30 a week. I pur £10 in my bank aCCou nt, so that's about a th ird. Then I spend the rest! I buy a CD every week for about £10 - and the rest goes on magazines. 1 buy three or four fashio n magazines every week.

Page 39, Exercise 5 (Track 9) One

Assistant : That's £59.98, please.

Woman: I haven't got any cash with me. Can I pay by credit card?

Assis tant: Sorry. The card machine isn't working.

Woman: Oh, o kay. Can I pay by cheque, then?

AssIstant: Yes, thars fine.

Two Girl: Dad, can I borrow £20?

Dad : Wh y? You had £10 pockct money last weekcnd.

Girl: Yes, but I spent that on Mum's birthday. I need some money for the school trip.

Dad: You don't need £20 for the school trip - that's tOO much. Here's £15 - you can borrow that until you get paid for your Saturday job.

Girl : Okay, Dad, thanks.

Three

Assis tant: Can I help you?

Man: Yes, can [ have a slice of chocolate cake and a glass of omnge ju ice, please?

Assistant : There you are. Would you [ike a hor drink, too? The hot chocolate is very good.

Man: No, thallks. JUSt the cake alld the juice, please.

Fo ur

Boy: On, no. I don't believe ir.

Girl : What's the matter?

Boy: I've got to go back to the clothes shop.

Girl : Why? Are the jeans the wronp size?

Boy: No, the jeans are fine. The T-shirr is damaged -there's a hole in the sleeve. I' ll take it back tomorrow after school.

Five

Girl : I bought this double CO yesterday but I'm afraid there's a problem with it.

Assis ta nt : Oh, is it damaged?

Girl : No, but one of the CDs is missing. Look, COl is here but there isn't a C02.

Assista nt : Oh, I'm really sorry abou t thar. Would you like a replacement?

G irl : Yes, that would be great, thanks.

Module 5 Water Page 43, Exercise 5 (Track 10) Okay, now let's check the answers to the water quiz. Right, question 1 - how much salt water is there on earth ? Well, the answer is A. Ninety-seven per cent salt water - isn't that amazing?

Okay, now question 2. ' One half o f the world 's fresh water can be found in one country. Which one?' The answer is B - Canada . It must be beca use of all the lakes there.

Question 3: ' How much water falls annually o n the town of Arica in C hile, the driest inhabited place on Earth?' The answer is C - Arica gets only 0.7 mm of water a yea r. Can you imagine that?

Okay, o n to question 4 - the number of days in the rainfall cycle. T he answer is B - it takes 10 days for rainfall to retu rn to the sky to make new rain .

Question 5: living witholll water. You would only live 5 to 7 days without water, so the answer is B. You could last longer without food, so it shows how important water is.

Now the last question - the country that uses most water. The answer is A - Egypt. Surprised? Well, Egypt uses a huge amount of water fo r irrigation alld growing crops. Okay, let's add up the scores in that round ...


{Soullds of a tellnis matchJ

S pectato rs: Well played! Brilliant !

Two {Sollnd of a big cat roaring!

Three

{Sound of a computer keyboard!

Four

{Sound of people laughing]

Five

[Soulld of a child cryingJ

Six

[Sol/nd of car homs}

Page 49, Exercise 4 (Track 12) Right, I'm going to talk about Great White Sharks. Most people think of them as dangerous killers, bur, in fa ct, they are in danger from humans. First, where can they be found? Well, there are G rea t Whites in cool, coastal waters o ff South Africa, Ausualia , California and other areas. The biggest known population is found around Dyer Isla nd - that 's D-Y-E-R, South Africa .

Next, what does the Great White look like? On average, adults are 4 to 4 .8 met~s long and they weigh up to 1,900 kilos. The tOp of the shark 's body is grey bur the lower part is white, which gives them the name 'Great White' .

Now, let's look at how they live. G reat White Sharks arc good hunters. T hey live on seals, sea lions and even whales. They have powerful tails that help them to swim at up to 24 kilometres an hour. They have a

very good sense of smell and can detect other a nimals in the water from a long distance.

So, why arc G reat White Sharks in danger? The main reason for this seems to be fishing, as sharks can get caught in nets and then die. Anot her problem is money - sharks can be caught and killed fo r their jaws and teeth. Some people will pa y thousa nds of do llars fo r a large set of teeth from a Great White.

Finally, what can you do to help ? Well , you can join an o rganisation [hat helps to protect sharks and all sea life. The White Shark Trust has a 'supporr-ashark' programme, and \'(I\X'F - the World Wide Fund for Nature - a lso does work [Q protect sharks. And please remember to take all your rubbish home from the beach and help to keep o ur seas clean. Right, that's about it. Thanks a lot for listening.

Module 6 Save the Planet Page 53, Exercise 3 (Track 13) Charlie: Phew, it's hot ! And it's only Apri l.

Linds ay: I know. It 's getting hotter and honer every year. It must be globa l warming.

Mike: Do you believe in that ?

Lindsay: Of course. The climate is changing all over the world. Some places afe suffering droughts, so they ca n't grow food, and other places are getting floods.

Cha rlie: That's true, but I think there are o ther problems, too. What about all the rubbish that we produce? We don't recycle enough. Loo k at all the rubbish around school. There's paper, plastic bonles, and cans everywhere.

Mike: That's because some people are lazy. But there are simple things that you can do to save energy and help the environment. We've just fitted energy-saving light bul bs in our school- and we turn off all lights and computers when the rooms arc empty. And some new houses have solar panels to generate electricity.

Cha rlie: Not much use in the winter.

Mike: Very funny! You can store the energy produced by the panels. Anyway, every little helps.

Lindsay: Mike's right. We can all do something. People JUSt need information to help them.

Page 59, Exercise 5 (Track 14) Inte rviewer: Hello and welcome to ' Protect our Planet '. Today I'm talking to ha ve Harry Dean. Harry has JUSt won a prize for his envi ronmental project. Harry, can you tell us something about it?

Harry: Sure, no problem. First, I didn' t work alone on the project. The prize was won by a team of five, four friends and myself.

Inte rviewer: 1 see. So what did you do?

Ha rry : Well, we set up a transport project at our school. We already had a recycling and energy project, but we wanted to do something to limit air pollution and greenhouse gases. We did a survey and counted the number of cars that came to school each da y. It was incredible. There were hundreds. And most cars had only two people in them - the dri ver and one student. Sometimes people from the same street were d riving to school in different cars.

Interviewer: So what did you do?

Harry: We took photos of the traffic jams o utside school, and we checked the levels of air pollution. \'('e

also calculated the cost of the journeys.

Inte rviewer: What do you mean exactly?

Harry: Well, we wanted people to understand that usi ng a ca r with just two people in heavy traffic is expensive. You use more petrol that way.

Interviewer: That's true. So what did you do then?

Harry : We gave a presentation to the school. People couldn't believe it when they saw the information. Then we o rganised a new system fo r transport. \Ve asked people from the same street TO travel together. Any car with JUSt twO people had TO pay a fine of one pound. Now all the cars have four or five people in them. Students who walk or cycle to school get po ims. They can exchange the points for after-school activities. Some classes ha ve competitions to see who can win the most points.

Intervie wer: That's great! Now, one more question what prize did you and the tea m win?

Ha rry: We each got a new bike, of course. Very.

Module 7 Fashion Page 63, Exercise 2 (Track 15) One - Alsha

I love clothes and shopping. I wou ld describe my look as 'stylish'. I like designer labels and I would never wear torn or baggy clothes - too scru ffy ! My favourite clothes are my black, knee-length trousers, my striped shirt and my flat, pointed boots. T hey're really cool. Lots of people my age wear jeans, T-shirts and woolly hats - no way!

Two - Edd ie

I like clothes, but I don't buy designer sruff. suppose my style is 'casual'. I wear jeans most of the rime when I'm !lOt at school. I like T-shirts and sweatShirts, but I don't wear a hoodie very often. My favourite clothes are my jeans, a T-shirt my brother brought me from New York, trainers and my leather jacket. I th ink it's a cool look - not formal.

Three - Lynn

[ love sportS and being outside, so I never wear formal clothes. I'm a skateboarder, so my favourite clothes arc skater fashion. I wear baggy T-sh irrs and baggy, torn jeans, alld boots. [ never wear Coats or jackets because I live in my hoodie. When it's really cold, I also wear a black woolly hat. I think it 's very cool and trendy. My mum says 1 look scruffy but I like my look.

Four - Vlkram

People at my school say I'm trendy. I'd say I have an alternative s tyle. I like street fashion more than designer labels. At the moment my fa vou rite clothes are my t ight black denim jea ns, pointed boots, a white shirt and a striped, silk waistcoat. [ sometimes wear hats, 100, but never baseball caps o r woolly hats. My parents would like me ro be smart, but 1 think clothes should be fun.


Ke lly: Lisa, look! Andy's here.

Lis a : Which one is And)'?

Ke lly : The boy over there with dark spiky hair. He's wearing baggy jeans.

Lis a : T he o ne wearing the l~shirt ?

Kelly: No, he's wearing a hoodie. He's gorgeous!

Two Boy: These hoodies are nice, Mum.

Mum: You are 1101 having a hoodie - you' ll look like a yob. T his jumper is nice.

Boy: Mum, it's got a round neck. !'lIlook like a girl if I wear thar. Ca n I have one of these T-shirts?

Mum: Yes, okay. But why do you have to wear such baggy clothes?

Three

Mum : What are you wearing? You can't go to

granny's in a mini-skirt, sleeveless top and boots! Put on your striped dress and fIat shoes.

Pen ny: No way! I hate that dress. It's so oldfashioned. What about my striped skirt?

Mum : Yes, okay. At least it 's knee-length.

Pe nny: And I'll wear my white T-shi rt and sandals.

Mum: Good. But please hurry up.

Four

Leo: Hey, Mel, what do you think of my new clothes? I'm a style guru, aren't I?

Me l: Well, the jeans go with the T-shirt. But I'm nor sure aboU( (he jacke( .

Leo: Wh)'? Do you think it 's tOO big?

Me l: Not exactly. [ think the sleeves are too short. You can sec your wris ts and your watch.

Leo: Oh, Mel! That's the fashion. All the models are weari ng this style.

Five

Good afternoon, ladies and gentlemen. We have a special offer in the clothes department - girls' polo-

133

134

neck jumpers;:art' reduced from £l5.99 [0 £9.99. That's £9.99 for polo-neck jumpers in a range of colou(s. You will find the clothes department all the sixth floor.

Module 8 Sport Page 73, Exercise 3 (Track 17) Interviewer: Er, excuse me? C;n I ask you a few questions about sport, please? We're doing a survey. II will only take five minutes.

Ellen : Yes, sure.

Interviewer: Thanks. The first question is about different types of sport. Which category of spon do you prefer to watch on TV: 'personal-achievement' sports like long jump, racing like a marathon, or sports ;:ag3inst one opponent, like boxing?

Ellen : Oh, I hate boxing! And I don·t enjoy racing much, so I think personal-achievement sports arc the mOSt interesting.

Interviewer: Okay, thanks. Next question. Which of these team games do you like to watch: cricket, rugby, basketball or hockey?

Ellen: Well, my dati loves cricket - but [ don't Ieally understand it. I never watch rugby or hockey, but I do like watching basketball. Interviewer: Right. Question 3. Which of these te;:am games do you play every week: football, basketb311, hockey or volleyball? Ellen: I go to a girls' school ~l!ld we don·r play foorbali. I play volleyball every Friday, but I never play the other two. Interviewer: Okay. Next question . Which of these more unusual sports would you like to try: fencing, water polo or ice hockey?

Ellen: Hmm. I'm hopeless at skating, so I don't think ice hockey is for me. But w3ter polo or fencing sound fun. I think I'd go for water polo because I'm quite a good swimmer. Interviewer: Good ... One bst question. H:lve you ever tried any of these adventure sports: surfing, scuba diving, sky diving or paragliding?

Ellen : Well, I'm terrified of heights, so I've never tried sky diving or paragliding. I'd love to try scuba diving, but J haven·t yet. But [did go surfing on holiday - and it was great fun.

Interviewer: Okay, that's great. Thanks 3 lot.

Page 79, Exercise 8 (Track 18) Coach: Okay, everyone, listen up, please. That was a good training session, but we need to talk about the team's performance in the last few weeks. \'(Ie've lost fOlfr of the last six matches, so we need to improve. Don't feel bad about the matches we lost. It's important to learn from rhe mistakes, but you shouldn't worry about the pas!.

Girl : But what should we do to start winning again?

Coach: The first thing is training. If you don't come to the sessions, then YOll won't play well in matches. Training is very important and you shouldn't miss allY [r3ining session, unless you're really ill or you have a serious problem. And the next thing is understanding your opponeor. You need to know the other team's strengths and weaknesses. So, you should go ro watch rn:nches as often 35 you can. That wa)" you can see who are the beSt players and how they play.

Okay, the next match is in two weeks, so you'd better pft~pare well. One thing [ want you to do is watch a video of [he City College team. We're playing them in the next match.

Now~ diet. Remember that you need a good diet to be able to play well. That means a balance of different food gwups. Two thirds of your diet should be carbohydrates - that's things like pasta, rice or potatoes - with the rest divided between protein and fruit and vegetables. Boy: And wh:n abour drinks?

Coach: Good question, Dean. Yes, you need to drink, bur you'd bener avoid tea and coffee. Things like w3ter and fruit juices are good - and not JUSt on hot days. You need to drink en~ry day - at least 6-8 glasses. Now, let's talk a little bit about.

Module 9 Detectives Page 83, Exercise 3 (Track 19) Detective: Okay, let's have a look at the crime scene and I'll also illlerview the staff .. . Right, Mrs Evans: you arc the cleaner.

Mrs Evans : Yes, that's right.

Detective : And yOlI were here when Lady Barnford w;:as kidn;:apped.

Mrs Evans : Yes, she was taken from her bedroom. But I've tidied everything up now. Detective : What!? Have you entered the crime scene?

Mrs Evans: Yes - I picked up all the broken glass from the window and cleaned the boot marks off the carpet. And there was a lot of white powder on all the furniture, so I dusted it all.

Detective: You du- But you have taken away all the finge rprint and footprint evidence! Those were really imporranr clues. Mrs Evans: Well, Lady B.1Tnford's bedroom mUSt be tidy. Oh - and I threw away the note they left.

Detective: What note? Mrs Evans: The note from the men. I threw it away after I rang the number.

Detective: You contacted the kidnappers? Ha\·e you gone crazy? Mrs Evans : Well, I wanted to give them a piece of my mind. I told them, 'You bring Lady Barnford back now and never mind this £500,000 ransom.' I expect they'll be here later. Detective : Where is the nOte now?

Mrs Evans : Oh, it's gone in rhe rubbish. The dustbin men always come on Monda y mornings.

Detective: I JUSt don't believe it. How ca n I invcstigate a crime with absolutel}' no evidence?

Page 89, Exercise 5 (Track 20) Mike: Hello. Today's reviewer is Angela, and she's going [Q tell us about a new detective story that she has enjoyed. Angela : Thanks. Yes, the book I wanted to

recommend is called O'le HUlldred Slfspects. It 's by an American writer called Monica Sanchez - that's 5-A-N-C-H-E-Z.

The main character is the detective, Harry Lee. The unusual thing about him is that he used to be a thief! He's given up his life of crime of course, and he's become a detective. J-Ie's vcry observant and he's got an analytical mind, but the most important thing is that he knows how criminals think.

The story is set in New York and london. The descriptions of the people and the places are very clear. You can almost hear the busy streets of ,\-Lll1hattan as you read. The action starts wi th the theh of a priceless paiming from a New York gallery. Then the p;:ainting is sold at auction in London. During the story, Harry Lee comes across more and more people who could have stolen the painting. He keeps a list of the suspects, and by about halfway there are a hundred! - that's where we get the title 01le Hllndred Suspects.

He interviews everyone on the list. Of course, most of them have alibis. And there arc some interesting clues for the re:lder to spot. At the end of the investig;:ation, Harry has just two suspeCtS on his list. But then there is a murder and that changes everything.

I won't give away the ending in case some of you want to rcad the story. Overall, I think this is an interesting :lIld creative book , with a clever story. I think I would give it four stars. Mike : Thank you, Angela. Now, if anyone has any questions they would like to ask, you get in touch.

Module 10 Imagination Page 93 , Exercise 3 (Track 21) Now listen carefully. We're going to try an exercise in imagination. In from of you is a half-fin ished picture. I'd like you to listen and draw what I tell you.

Right. There·s a river running through the countryside and there's a boat on the ri ver bank. Draw a person in the boat.

Now: opposite the boat, on the other side of the river, draw a tree. Then dr3w a mountain in the distance - a long way behind the tree. It's a lovely hot day, so draw the sun up in the sky.

And now some animals: draw;:a few birds in the sky.

And an animal in the water: you choose the animal.

Okay. Now comp;:are your picture with a parmer.

Page 99 , Exercise 4 (Track 22) One Woman: Wow! Look at this picrure. Isn't it weird! The sky is black, but the sun is shining. And the people are carrying umbrellas even though it isn't raining. It's a bit confusing. What do you think it's trying to say? Two Boy: I had a really strange dream last night.

Girl : Reall y? What happened? Boy: Well, I was flying across the sky really fast - ;:and I was laughing and joking with all my friends. Girl: TIlat 's nOt so strange. You were probably thinking about your holiday and (he flight.

Boy: No, I wasn't in;:a plane: I was on the back of a big bird!

Girl: Right. Th;:at is weird.

Three

Interviewer: So, what do you do to help your creativity? Do you listen to o ther musicians?

Musician: No. I can't listen to music when I'm writing songs myself. Some people say they dr3w or paint, but the best thing for me is travelling.

Interviewe r: Really? Do you mean going 3broad?

Musician : Yes. [ visit other countries and I get a lot of inspi ration.

Four

Teacher: Now it's time for the prize for the special creativity projt'Ct. There wcre lots of ideas fo r this: painting a picture for the school hall, writing a new school song ... But the class that showed the greatest imagination was SC with their poetry on school life. Here's Tom from Sc. Tom: Thank you for this prize. None of us had written poems before, bur it was a lot more interesting than JUSt doing a painting. Teacher: Well done, all of you!

Five

Girl: My little brother is so cle,'er!

Boy: Why? What can he do?

Girl: Well , he's only six but he can draw rea lly well. And he's gOt a good voice.

Boy: What things does he si ng? Girl: He sings chi ldren's songs while my dad plays the guitar.

PEARSON

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Challenges 4 TB

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