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Name, ex i ence Buon mich ae, 2 it 24 A Spin 9-85 Ney pres: les and Ress ve et llr Liking with 0a, bse ere 06) ex alr ing derotegommar a if cima titer ci ‘Sud Comer 8) Sloe clip. 3 Stor tp. 9) Time cut op 23-105) Mor rp. 16-10) (uetoynae sce and arses ip. 1-82 Fate Fitna neo ve 8 32) Ustenag Sect suey Speaking Rang dares sending: Fausioventon and dors Asie mete wel os caine wing he min point Spee wfomy pane cing and ening Te Chalo sy Speaking Slept, ‘Sere tstenng poe ten ay aio Wiig Emails stad lp St stesentGet Ready 1 Lookat the Key Words Make gueses about the young ars inthe photos ad Hea hve think be abi 1 KeyWords: Abilities Adjectives: aisle thee crate imaginative lope musical practical talented Good avbaiat at: chess communicating fymnastes languages making things maths mesic panting scence sang Spor writing {6 2 stem and complete the able [Afamour [From [Born in om baley [air |eheo |e How Wl | hasplner| chine | lee Moret acer ides [er Lut Bieber | 3 Who do you think ate the mos talented fly ‘opispors stars in your country and the wrk thik Mat Damon the mot aoe fl starin the werld Gel Ready Background This page looks at four young talents: Tom Daley, born in 1994, is a diver from England who has represented Great Britain at the Commonwealth Games Hou Yifan, born in 1994, became in 2010 the youngest ever World chess, Champion. she is also the youngest ever Women’s Champion in her native hina. Chloé Moretz, born in 1997, is an American actress. Her most famous role isin the film Kick-Ass (2010) and she has appeared in numerous other films. h the Olympics and Module 1) © Talk about your abilities and expres opinions. © Read about magians and talented wome © stent an interview and complete a form. © Wite an email oa fend © erm about pas lenses and anaes 4 othe questionnaire. 1 Tlie aking cass dscrsoes. 2 an ead aps wo an hava god sense saree, 2 Tean ener songs very an god at spor 1 lie man tndseoe, 1 ie mating hogs wi ny bands 1 ie easing on lying wot pes 1 Lam gondat cong ag pu, 13 Lam gendat macnngcebus 10 Loma goed sng '5 Find out about your talents 91 6 Workin pairs ack and answer questions about Your partners talent A Arey goa ging? Justin Bieber, born in 1994, Canadian singer songwriter. He has been nominated for and won The questionnaire in Exercise 4 dents’ own talents. tt is loosely based around the first five of e seven (now eight) ‘intelligences proposed by American psychologist, Howard Gardner More information is available on the Internet at: [Link] [Link]/wiki/Hou_Yian ‘www [Link] ‘www [Link] focuses on st (i Exercise 1 + Play the recording for the students to listen and repeat the Key Words. Check word stress and students understanding, + students work in small {groups or as a whole class, discussing the stars in the photos. Kd Exercise 2 Audioscript ~ page 105 + Give students time to read through the table. + Play the recording, twice if necessary, for students to listen and complete the table. Answers —» student page Exercise 3 + You could have a class vote ‘on who the most talented stars are. Exercise 4 + Read through the questionnaire with the class and check students’ understanding, + Students do the questionnaire working individually, Exercise 5 + Students check their answers on page 91 and see if they agree with the profile of their talents, Exercise 6 + Before students work in pairs, check that they can make the questions (ol CaniAare you ... 2) correctly for all the items in the questionnaire. Extra In turn, students tell the class two positive things about their partner, e.g. what they are good at or like doing,a Magicians This Unit . Short of fisessel someiot the 1 Br speatoutnaveyou eer een nage tend hte (and Answer uesans exercises for homework (eg Sonia dose . ‘ eas for homed ors saan 1 tga a mre More time: do the Extra ac avai 2. Mrethe feo magn td sina aay Steen 2 0 you ie magic why ot Facksround Siete DAVID COPPERFIELD Harry Houdini (18741926 born in a Jewish family in Budapest, emigrated to the USA as a child, probably the cata ane Im his shows in the 198s and 2990s, escape arlist ever. His mast In hon ie rom handcul, sates, jal grout and underwater tanks, David Copperfield, born in 956 in the USA, performs lve and on TV, the best known contemporary ilsions His THE CREAT HOUDINI &y most famous ilusions inl ey sieun 7-720 ie making the Statue of Liberty Teeter ena disappear, levitating over the ‘meved tothe USA when he weo four. 20 eae ezehid bhai weep and Canyon and walking nap talento Cet through the Great Wall of ‘shoes and performed tricks for money. estab wane 2s pasae Flt ap er, Seti en eur Sciatica en a0 Secnenonereed Warm-up Exercise F Shit He ep ns, + If some of the students the world Oncehe extped tom a haver't seen a live magic raiacet whe he wat hanging on 35 ‘petro sigh baling Maney show, encourage them Beato copy hn bth cowl do to talk about magicians ekg Boe man downed where they have seen on TV. If ; me appropriate, introduce vocabulary used in the text in Beercse 3, eg, escape jrom X, make x disappear, levitate Exercise 2 + Students discuss the Reading Grammar: Past Simple and questions in groups of three (9 Past Continuous or four. Encourage them to. (19 Exercise 3 give their reasons for liking * Students look at and talk about Exerclia 4 ‘or not liking magic. students __the photo. then report back to the + Play the recording once for students Answers —> student page class to listen and read and answer the questions. Extra + Explain of encourage students to guess the meaning of any new words in the text Students match the tenses and uses of three more sentences from the Houdini text, eg, Answers is femity moved. (Past Simple / c) 11 Harry Houdini. He had to work to He sold newspapers, leaned shoes and help his family performed tricks. (Past Simple / a 2 different (Houdini was an escape Once he escaped from a straitjacket artist and Copperfield is an whem he was hanging on a rope from illusionist) 4 high building. (Past Simple / c; Past Continuous / b)Grammar: Past Simple and Past Continuous 4 ‘Name the tenses underined in the sentences {1-3} Then match the sentencesand tenses [a3 with the uses e) 1 Hevas only nine a) regular activities ‘when he gave Hi fist inthe pst. public show. 2 2 Weesaped fom) anger background boxesand prions. actives inthe (Puatsingt Past 3 Oneman drowned] single events in he wasinang the past to cape from a milton i (Cat coon) 6) '5 Match the sentences (1-4 with he rnin 1 feta to vata, 3) was crsay heist ) watt ace 2 Hetoldonin'el)e) hate sae 3 They couldnt do possble hist °°) i have 4 He didnt have to” the abiiyivas wor 2) impossible Practice 6 complete the text about two other magicians. withthe eosin brew a he Spe or Fas continous Ee |] > ar ine "sai ta ois mre 5 nototom 2 man He? th thebanknote when sadeay 1% (change ito 100-colar note ® Howard ey” young wea fonts atcreeTos i tonean OnE WC sasesto! maim anempevnat (appear bonne + (stand) up and "(akbar mary Tat te aencg wae an Ci Ma de ge Exercise 5 + When checking answers, you may wish to check students’ understanding of the meaning of the sentences by asking them how they would say each sentence in their Li. Answers student page Practice Exercise 6 + Advise students to read through the text quickly for general understanding before completing it. + Check answers by asking individuals to read aloud the sentences. 7 tate the seers 1-4 with the sentences (od, ib 1 “‘had to study a) hehe hada tof time ot foviesing 2 didnt have biter teachers were fost very very rmuch Je) hethe nasa very lever 3. Teo study cid and found shoo! er ruched ve 4 Neuld study aa) cher tity was pooe ots) and hele worked in the Siteroons to help 'B complete the sentences with had, could ‘culo didn't have to. 1 tn very good at cad ticks; |_ eld already do em when ins fe at do any wid ate | broke ravine. 31 etfs sive aft of shows to carn ‘hough mone 4 Thad to alan 501 iit do ceryhing mel See hy all my equipment because ‘agian oniy sete own thins. Your Turn 9 Usethe ideas below to make sentences about what you could, couldn ad to and di’ Ihave td when you were in primary schoo ‘come home before 8pm» speak Enish {Hy your room + watch TV ate * lay baskerbal ‘ote sopping cling we the computer ‘ash up "do homework led your pet “pat «ead books 10 wok in pies. ead your sentences to your parr Who had to help mst at home? Who ‘ld do more fun things? ‘11 take two sentences, one tue and one fle, about things that happened to you lst night. ‘Use the rast Continuous andthe Past Simple ose hoe whan fun some mercy i the het astigmatic fein who the Tb pled ‘12 work in pairs. Guess which sentence is fabe (ROME > Pee 94, erie 4 Answers 2 stopped 3 asked 4 took 5 was playing 6 changed 7 asked 8 was holding 9 appeared 10 stood up 11 asked 12 were watching Exercise 7 ‘+ Students may find it helpful to look again at Exercise 5 before doing this exercise. Answers — student page Exercise 8 Answers — student page Your Turn Exercise 9 + Read through the ideas with the class. Elicit two or three ‘example sentences from the students, + Students work individually, writing a sentence for each prompt. Check students) sentences, Exercise 10 + students work in pairs, taking turns to read aloud their sentences, + Each pair decides who had to help most at home and who ould do more fun things. + The paits report back to the class, e.g. (Maria) had to help most at home. (John) could do more fun things. Exercise 11 + Give students time to read the instructions and ‘example sentences. + Say one or two sentences for students to guess which is true and which is false, eg. Las going home yesterday when I saw an elephant 2 | was doing the shopping last saturday when | lost my glasses. (Sentence 1 could refer to seeing a picture of an ‘elephant on a poster or in a shop, so may not be the false sentence!) + Students work individually, writing one true and one false sentence. Check students’ sentences Exercise 12 + Students work in pairs, taking turns to read aloud their sentences and guess which of their partner's sentences is false ISGNIRB > Pore 94 Exercise 4 Photocopiable activity 3, Teacher's Resources MultiROMThis Unit Short of time: set some of the exercises for homework (e.g. Exercises 6, 7 and 9) and shorten the discussion in Beercise 11 More time: do the Extra activities Background This lesson is about women in history who have not become famous for a variety of reasons, or if they have become famous they have done so under another name. This was quite a common phenomenon as until relatively recently women were discouraged from participation in science and the arts. Other examples include composers like Cara Schumann and Fanny Mendelssohn, many of whose works are probably under the names of their husbands; and the Countess of Lovelace, Lord Byron’s daughter, who worked ‘on mathematical calculations for charles Babbage’s first computer’. More information about all these people is available on the Internet. Warm-up Exercise 1 + After working in pairs, students read aloud their lists to the class. They can see how many different names they have thought of, Exercise 2 + If students haven't listed the name of a woman for one ‘of the categories (scientists, travellers, writers), ask them if they can think of a ‘woman in that category Reading (1 Exercise 3 + Read through the questions with the students + students work individually, quickly reading the texts and answering the questions. Answers 1 Charlotte, Emily and Anne Bronte 2 Rosalind Franklin 3 Lady Mary Wortley Montagu Ef Hidden Tatent Warm-up 11 Workin pairs. rite he names of thee famous Semis, avellers and waters from history. revels Colnbus Mares Poly Vase de 2 How many ofthe people on your ist Reading 13 quickly read the rexts abou the ives of some famous women. Whe 5 nasa twee? 4 ead the teats again. are the sentences {tue fabe Fors there no Information (12 |B Lady ary took her clon to Tire. [Zi inthe eighcenth comary, most Bish people mere inset zat smallpo. 3.) Aschool, Rotating rani did't ‘nj scence lesions ( oalind Franklin was tends wih Watson and cick, sain Franklin wasnt famous in her 1D) The Brome sisters wr un es {5 The sisters had te bothers, the sites poems made them famous. '5 Find the verbs ine inthe tet. Complete the Word Bude withthe ‘omectprepostions Word Builder le learn Exercise 4 + When checking students’ answers, ask them to correct the false sentences or explain why they are false. Answers —» student page 3 F~ She became interested in science when she was at school. 8 F~ They sold only a few copies of their poems. Their novels made them famous. iumey athe begining the | |S i Lay Mary wating teh people nocd Serine tan aio leader Slr ky Bg incctbaos dlr | Seay clenceso ener Ate tngening 21950, James Watson ah rants ick, weet eae Seep lic gen Exercise 5 + Students work individually or im pairs, finding the verbs and completing the prepositions. + When checking answers, ask students to read aloud the sentences containing the phrases. Answers student page Extra Students work individually or in paits, Writing two or three sentences using some of the verbs and prepositions Students read aloud their sentences to the class,1846 roe rahe’ Cures lis and ‘etn Bl psd pooh. Everyone tous hens he re {ortemen to publish backs atthe ‘made tha fame The yur women set Ganda wrs sou he tele seat eather nan tate nes ars aire ease complete the sentences with the correct form tthe words fom exer 9. 1 Lady mary Wortley Montagu dul Tey with her husband 2 Thekng inoculation frm Lady any 3 the Bronte sites the noth of England wih their Tater and bathe 4 Thesisers their experiences in thei novel 5 Rowling Franklin the tute rOxA. 6 Shedd od age 7 Prepostion Qui Choose the comect, preoiton nthe semen ie itering Omi {once are aR tbe {nee wont aban {Bon ew 600 an story the eno nyt py DS neweonpitr 6 Tomes ik ny ad boytend > word eank page 106 Exercise 6 + Check answers by asking individuals to read aloud the complete sentences. Answers 2 learnt/leamned about 4 wrote about 5 worked on 6 die of Exercise 7 3 lived in 'B Look at the Sentence Builder. Which ofthe underlined words mea: 4) atthe same time a? batters Sentence Suid, ‘When the sters published ther fst book of poems they sol only afew cones. 6) ‘when dy Mary was living in Turkey, shelearm about iroction a) 9 took atthe sentences tn whih of them can you only use hen? 11 Lady Mary Wortley Nontagu wrote about ein “unkey hen fe she was ving anbul 2 Lady Mary tld people about smalipox Inoculation hen wie she returned 0 | When! Wile ick and Watson saw Frank's ‘photos, they knew they were portant 44 When’ While Fann wae doing er eesearch, ick and Watson were doing salar work, 5 Thescints made on a he twentieth entry's most portant dicoveres sien ‘while they found the structure of DNA. 7 Speaking 10 workin pies Ask nd answer the questions 1 hich ofthe women inthe texts do you think Tete mos nteresing Why? 2 What woréfamous women do you know from histo? 3 What wamen do you know about fom your ‘county histon? 4 What famous contemporary women do you sos mire? 11 Espen out hy ar there sill mone ‘Shou male scent composers ats and lenders nowadayar Which of these eso do south sermon portant? el the das women hae lok ter he oes Tmo att womnet fo be seed ‘iomen a atu treed in foe at men or Fiction? Notelrfor mate sKlodonsk cure (RONEN > Page 94, exercises Exercise 8 + Read the sentences with the students. ‘+ If students disagree about the answers, encourage them to explain how they decided on their answer (using U1, if necessary) Answers ~ student page + Ask students to see how many of the answers they can do without looking at the Word Bank, Students ‘an then refer to the Word Bank to check their answers Answers —* student page Exercise 9 + students work in pairs, reading and discussing the sentences. + When checking answers, ask individuals to read aloud the pairs of sentences with when and then while so that students can check which sentences are possible. Answers —+ student page Speaking Exercise 10 + Read through the questions with the clas. Give students time to think about their answers + Students workin pairs, asking and answering the questions Exercise 11 + Read aloud the question and ‘suggested reasons. + Students work in small groups, discussing the question and possible reasons. Encourage students to think of other reasons as well asthe three reasons given in the exercise. Fact or Fiction? Extra Ask students to brainstorm ideas about what they know about the life of Marie Curie. f you wish, give them time in class or at hhome to find out information Build up a paragraph on the board with the class about Marie Curie, Students can refer to the paragraphs in Exercise 3 to help them INGE > Pare 94, Exercise 5 Photocopiable activity 4, Teacher's Resources MultiROM( Autitions This Unit anise ‘hp oni lyn as ore Short of time: set some of {1 Uisten to jasmin, Matt, Sam and Gwen's ‘Sam So, what's your room like, Gwen? Our room's the exercises for homework seiner om tone yo ink aon (ea. Exercise 5) thy pv gethem a ofl he at dot thnk. oe al anyon sre More time: do the Extra 2 Fr ipeskou tlie dmsorenion, HM META) (think ped Ig ihr fo Sam el std sng the shower he Warm-up Reading and Listening loons ll serra araly eet oe Sal id you thn sa he suo is {2 3 read and steno the dilogu. who er (i Exercise 1 + sone Sam did nk as ery cay : 2 Seeing tnwe Ask students If they have! 3 thinks his performance was very bad? ee telat ever done an audition, 4 iaipentdou Mat a diastase ole eg. for drama or music Shin Sam Thats etme at you wee Encourage them to say how they felt and how their audition went, + Play the recording twice for students to listen and give each player a score out of five, Exercise 2 + Students compare their scores and explain their reasons. if any of the students play these instruments, encourage them to give an ‘expert opinion. Reading and Listening Exercise 3 + Give students time to read through the questions, + Play the recording once for students to listen and read and answer the questions. ‘Answers — student page Students work in groups of four, reading aloud the dialogue and Speaking Exercise 6 changing parts. Correct any + Ask students to suggest more serious pronunciation errors Exercise 4 names. Each student then chooses + Read through the Key Expressions four names to add to their list. with the class + Elicit one or two facts about each celebrity Exercise 5 + After checking answers, students Exercise 7 work in pairs, reading aloud the + Read through the lst of adjectives dialogue and changing parts. the class, + Ask two students to read aloud the Answers — student page example exchange. Then ask two or three more pairs to make exchanges, about some of the other celebrities. + Students work in pairs, giving their opinions about the celebrities in exercise 6 and their additional four | celebritiesNatt Wo, wast knew bore | started because Tait have my icky ng. ‘owen What? Matty lucky rng. sometines wea it fru But ett im my room ‘Sam Wel, think supesiions resi “wien 0 do dont believe inal that stuf Matt Well, do, Jasmin ey, what are you ot talking about ‘owen ats Tuck ring Are you sipersttions, jas Jem Well ever weet yelw on ag. I's Jamin ky me fe at acy bracelet. ook” ‘owen i aly nice. asm wel iy tra. Watch, Ys tbe Sam | don’ bles it Speaking 4 tookat the Key pressions. Key Expressions: Opinions “Atrecing Disagreeing 7. Workin pits. ive your opinions and agree tnd isgre about the clebries in Brerese "Use these adjeatves, -atvaive «bint = exclet = gndteshing (CBB Exercise 3 fone meet soe «Bleed + Play the recording several 1 keira ad dat i times for students to listen i pata a and repeat the sounds te kt tlt and words, chorally and individually Everyday Listening *) (21 tstentotheinterview fra holiday job Brercise:4 ‘Who th tig blow can the dor + Students work individually + sock afreip larguge + se computer or in pairs, writing the rg * Eon th people = Fe eae eon Deere si number (1-4) for each ue the Inemet underlined letter in the words. ‘+ When checking answers, make sure that students can YOUR DETAILS hear and produce the two Sel ‘sounds for ‘th’. If necessary, ask students to say each {8 2 sen again and compete the form Tats] Idont ink —— sound separately, focusing ES eee | ‘on the voiced and unvoiced Tir ink [eter 1 z difference between the very [at | sound or b iit [sso (Ten Menges j Ansvers spies ——— 1 date 2) birth (the (4) fiteenth (1) fiteenth (3) belive Neer do. |e inal bat {1B 3 Pronunciation unten othe four the @)- third (3) ninety (2) ‘tt sound ed repcl te wor. G A eee 2 read (2) write (1) SBS eee understand (2) everything (3) 5 complete the ssogue they 4) don't (1) talk) al toca wage 4 mdr huni te to0 (1)_ fast (1) © 50% dW tena Leis ms bilant inthe semen CEST Thats tae “out ae tht wee beter jdvoer Gia eh ede see 0 TE ther ng SU a re i ie Resa hard (2)_both (3) them (4) 14 TEV Sm ened then and 2 Vn tea an fe and undestn, 4 sometimes (1) aunt’ (1) a et tat elo eninge hey dor ko dlothes ()_at (1) the () 5 ee etna ere ‘heyrent had and cane be raceteeas ca G6 Lookat the list of celebrities. ad four more ‘oe eu 1 gles ee eas Set fed {fib Exercise 5 Naty Peary singe) = Bani! Rad ate! Nadal tenn player) 1 Dizee Rascal Ging fe (ator) Everyday Listening ‘Audioscript — page 70: ( Exercise 1 + Find out which students want to work in an office, Ask them what they can do well and what sort of office they want to *+ Play the recording twice for students to listen for what the girl can do. 5 work in Answers —* student page [98 Exer 2 + Give students time to read through the form before you play the recording, 5 stem and repeat the sentence, = + Play the recording several Seareais times for the class to repeat rmmamm>reessceses EJ heScmerees + ach student in turn says ‘one of the sentences. (BERET > Pore 24 Exer 6 Answers — student page Extra Play the recording for students to listen for extra information, e.g. What grades did she get in her exams? (Grade A), When was she in France? \this year), How long for? (a month), Why is it good that alison ‘can communicate in French? (Because the ‘company has some French clients), What two computer programs can she use? (Word and Exe). Encourage students to guess what sort of company itis and how Alison continues the interview.Your Challenge Writing: An email Exercise 1 + students work individually, reading the text and answering the questions. Answers 1 He stayed with his uncle in London for four days. 2 The level isa bit too high for him. 3 Mrs Tyler-Smith’s cat 4 Sam and jasmin Text Builder Exercise 2 Answers ~ student page Exercise 3 + Alter checking answers, ask students to look at the email and read aloud the sentences containing the linkers, Answers usually go at the end of a sentence: as well, either, too ‘ean go at the start or in the middle of a sentence: also come after a nega either fe verb: Extra Students work in pairs, writing Sentences with linkers about two or three of these topics: a journey, your family, your friends, your hobbies. Give some examples frst, eg. Mt was a very Tong fight. The seats were really uncomfortable, too. { My dad doesn't like pop music, He doesn't like jaz, either. Exercise 4 + Tell students they will use this advice when they write their emails in Exercise 5. ‘What did wat do before the course stared? ‘hat is he worried abot? What doesn he ike about Poterete? wr 11 ead at's email Answer the question, 1 2 ‘ ink re talented? hich stents do So fanbase nt 1 Havetam inthe gotten Te gee ey long anor | eayecoth my Une felnlondon ri tase sgisandwento scones en katy ae 2 Peta choot shay ut thee bit too tight py my citrine et rs ss este os elbdt An we haveto ecard song net Week ty tact a wey {Glug ate esaj wari yarsego Ao theabecta, Mis Wer Smith hasacae Berson chayeunow jsthatecs 3. Imshang room ah» gy rn London cl Sa He agosinge an play the piano wa {Su hares couple of ie ens om ales ed eset o Mancheste, Bee Sea 4 Wal mngeingtedecn meting we eed og Seo! Text Builder 5 imagine you are studying a language ‘choot in the UK, United sates or 2 Match the topics e-al with the paranraphs (1-8 23} easo for ishing the emsil ¢ 1) new ends 5 4) the tip tthe UK # 4 the choo and teachers 2 3 Lookat the linkers luc in the teat. Which words: + usally go al the end of» sentence? {ang atthe str orn the mile of 3 rentence? {ame ater negative wer? 4 ack at the wting Hel, fi, haat te station you ae i hee are je hatte ton Wits the pe ae? + Think abot teeter Why ae ou wing Whe ae + Think of ews: at ou do ysis eck? id you enjoy 2 What wast ike? Exercise 5 ‘Sosa, Write Sema oan Eglih Speaking rend ‘Use the questions in the writing Help EL tethincot dene ED Weynena eato 1 your tp te the UK, United Sister or ‘osteo ‘the sol, doses and teachers ew ends {esson to inh the eter Remember to inci inking words, 53 beh ema fo seting ranma 53 Sn nking words 6 Workin groups ead each other’ emails ‘Which ip sounds the mos interesting? Exercise 6 + Read through the steps with the cass so that students understand what to do. + Elicit more reasons to finish an ‘email or letter, e.g. I have a class starting in five minutes. / It lunchtime. { My friends are waiting ‘for me to go out with them. + Advise students to refer to Matt's email when writing their own email and remind them to use linking words + Students can work in pairs, helping each other check their emails. If they are unsure of any points, they ‘an ask you. + When each group has decided which of their trips sounds most interesting, they can read aloud that email to the rest of the class.{1 Read and stent the dalogue Tom zara tom zara Tom zara zara Tom id you watch the match ast night? Ye, id as ants was ‘ester than the ls time they played. That wast very food, waste No but this time Mes score a ret goal think hes brillant 1 you? t peer Rana, Hes sored more goals this Season, hast her That's tu, But Mess isthe best player inthe wodd at the moment Al the newspapers say that don’ they? {ut mess can't run a fast as Ronaldo can he? anther No, and Ronald is older, nt her Well they both bilan. 2 Read the questions (1-2 and match them with Zara's intentions 11 Did you watch the match a) ara does know the answer Tas gh 1) Zara knows the anser and 2. itvasTantsic wasnt 4) thnks Tom agrees with he. 3 complete the qu ions withthe correct question tgs. Ronald olde, All the mewspapers ay that, “hey are practising, He's scored more gals ths season, was atastic he goalkeeper played wel, ‘onal ean eum ter, Sarena wll win te champions League, That wasnt very good, ‘es eam rum 335 Ror, Beckham i'n the England team, Torts did't play, helsea won't win Le} 4. complete the rules with the eee Weis psc Og Sage tessa o seca cintsters Cae Practice 5 complete the sentences with ales bss 1) Yan sme cd es eee 2 Magn Jon won the fee : cise red poaheeper tafe? 4 Footballers dan a tof money, 5 our pa ome tour Inatches, ot dh (6 Spurs have wor we rates this year ant Pale played he Wald (Cup whe he was seventeen, ‘aah? Work in pits. Make questions. Student A page 88 Student 8 age 80 ead the questions in blue in erase 1- Dots the speaker agree? @) show intrest aoe oe @ ee Vyyo Respond to the statements with ‘questions to show interest. 1m interested in mai Area iy sir ps forthe choot Ny dad cant ki [spent ny holidays in reece 1 don't ike hot climates. Footballs my favourite port, sy mur has us leat t0 (GF 9 stent the peopl. Respond {o each Sentence Show intrest Understanding Paerclee:a Grammar Question tags Exercise 1 + Ask students: Does Tom prefer Ronaldo or Messi? (Ronaldo) Why? (Because he's scored more goals this, season.) What does Zara think? (she thinks Messi is the best player in the world/they are both brilliant) Exercise 2 Answers —» student page After checking answers, ask pairs of students to read aloud and agree with the sentences, ‘A: Ronaldo is older, isn’t he? B: Yes, he is. Check that students use a falling intonation at the end of these question tags. Answers — student page Exercise 4 Answers — student page Practice Exercise 5 + After checking answers, ask pairs of students to read aloud and agree with the sentences, e.g. You can do some card tricks, can't you? Yes, can Answers + student page Exercise 6 * Divide the class into paits. Student A in each pair looks al page 89 and Student B looks at page 90. + Give students time to add question tags to their statements and write three ‘questions of their own Check students’ questions. + Students work in pairs, asking their questions and responding to their partner. + Each pair says two of their own questions and responses for the class to hear. Exercise 7 + Play the recording again for students to listen to the intonation of the questions Do you? and Can't he? Answer —» student page Exercise 8 + check answers by asking pats of students to say the statements and response. Answers 2 Does she? 3 Can't he? 4 Did you? 5 Don't your 6 Isitz 7 Has she? Exercise 9 Audioscript ~ page 105 + Play the recording for individuals to respond to ‘each sentence. Ask the rest of the class to listen and help to correct any wrong responses. (8 Exercise 10 Audioscript — page 105 + Play the recording several times for students to repeat ‘the responses, first chorally and then individually.Language Check Exercises 1-5 Answers —* student page Feedback + students listen to the recording to check their answers, Check spelling where necessary by asking individuals to write the answers on the board. + After checking answers to Baercise 5, students work in pais, reading the dialogue aloud. Correct any serious + 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 Language Check 2 of the Workbook. Study Help: Similar words + Read through the notes with the class. + Ask students what English words they can see on signs or in newspapers and ‘magazines in their country. + students work in small groups, writing five words that are similar in English and their language and two “alse friends. + The groups in turn tel the class their words and see hhow many different words they have thought of, + Advise students to record these words in a section of their vocabulary books for future reference Module 2 test, Teacher's Resources MultiROM (0 study corner 2 Language Check Take adjcves rom the words in brakes 1 sepa _avd any te fae 2 Hota ny edad atar—t aos forget my word alent 2 ee SF wiara packs erase ao 4 Pets "tego hat man ngs th Fas he) 5 tyler ery ais ad Matson te 2 complete the sentences with the comect prepitions & Joisliving oe York atthe moment 7 Welt ald ihe hs ol tate ‘8 Theron ster wrote aud — their apres he nr 9 Shes workin United states lor wor tse poe. he wat O/10 3 complet the questions 11 Theyre good at erie 1 ty he pte 15 Medidnt dovey ellie a didae 7 1 Nee ocho ane)" 15 our patents ere gin Gemany when ou ese bo, ss? Feedback 13 «tien and check your answers tthe Language Gch Write down your scores, + tokat the ale blo chek where you Wrong answers “Wumbers 1-3 | Get Ready —Key Words Numbers 6-10 | Unit 5— Word Builder “Numbers 11-15 | Understanding Grammar “Numbers 16-25] Unit4—rammar ofthe Workbenk 4 complete the tex with the comet form of the ‘er in racket, ttm eye nr lt ttt fae eieince pce Boe ey ea ae in rs eit ry a ae a ‘Sratfrd ranner Sched onde could eae ao ce Sm ae Daltend gets (ate on 8 Re fale Rete ea ayaa were Minn Ramcaedig cc © honor pened ne apt none Bee cert inarpan 51 appre eater hs Mon a da ag ‘canner 5 complete the gopewith one word ed you sep he ame? taught it as ga. % 3 withthe ial goal 9 es ke that are bron thought Kaka was the | thought Ramos was |. He made some = Se, = Write five words siiarin english and your language and two false Wend