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New matrix intermediate teacher book


Studеnt'sBookсontents
lntroduсtion

a

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2

arт GIтe rттirtd-s

of idеttCicEr
e:'re

Let'sreviseUnits1 and 2 key

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loаst

Let'sreviseUnits3 and 4 key

5

tаnтeаrтdfortшsтe

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Tlrarтs

of

сot*тntзltтicаtiotт

Let'sreviseUnits5 and 6 key

7

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YаIrirтgrrislсs

Lеt'sreviseUnits 7 and 8 key

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сIтoiсe

Lеt'sreviseUnits9 and 10 kеy
Photoсopiab|e
асtivitiеsсontents
PhotoсopiabIe
aсtivitiеs
PhotoсopiableaсtivitiеsТеaсher'snotes
Workbookanswerkеy

47


'

Asensеofglt'|

Whoаre the British?
v: Desсribing
сharасtеristiсs
Рhrаsа|
vеrbs_ brlщ in,buildup,mаkеup,
put in,put up with
Examt]aining:|vlаtсhing
hеadings
R: Mаtсhing
headin8s

сontinuous,
Present
simpIеаndpresеnt
stаtiveverbs

Present
simp|e
andpresent
сontinuous
жension: sеehe1r,Iееl,t?stеandsme|l;
Аdverbs
of frequenсy

pеrmьsion,
ob|igаtion
Modаlverbs:
аbiIity,
аndreсommendаtion
in thеpаst
Мodа|s

Саn,hаvеto,mау rnust,оndshould
Ertension].
oughtto,nееdto

tеnsеs:
Thepast:nаrrativе
pаstperfeсt
Pastsimplе,pаstсontinuous,

pаstсontinuous,
Pаstsimplе,
Pаstperfесt
Еxtеnsion:
д5,when,whiIе

4

2l,,lEI,е,',i,,dsqrе

Brаinpowеr
V: Thеbrаinаndperсеption
Еxamtrаining:Skimreаding
Ехamtraining:|V|uItip|е
сhoiсе
R: Мultip|е
сhoiсе
16

3 jjrnеspo:sс

Uрsand downsof thе humаnnсe
peop|е,
V: Dеsсribing
SurvivaI,
Prepositions
Еxamtraining:
Sсanning,
Summаrising
R: Мatсhing
з0

32

у

4w',сt'iеsаItd

Jobsin thе futurе
growth,
v: Desсribing
Prepositions,
Desсribing
аbiIities
Ехamt.ainin8:п/issing
sеntеnсes
R. Missin8sеntеnсes

сontinuous,
й4 8olл8to
Тhefцture:Presеnt
Prеsеnt
5imp|е

тhefUture:Prеsеnt
сontinuous,
will,goingto
аndprеsent
simp|е
Extеnsion:
Othеrusesof will,whеnаssoonаs,
bфrе andоt'ter
46

42

5 Fa,',eаndЙт'',е

Мodаlvеrbs:IogioIсonсlusions
in the pаst
сonс|usioпs
Logiсa|

Modаlverbs:|ogiсa|
сonс|usions
Logiса|
сonс|usions
in thepаst
Eпеnsion BесIuv, unless'olthough

60

7Sпtа'Ibеginnlngs

Bоdу |ащuagе
v: вody|аn8uagе
piсtu1е5
Еxаmtrаining:Dеsсribing
R: fi.lаtсhing

Prеsеntpеrfесt
pеrfесt
Prбentpеrfeсt
5imр|e
аndpresеnt
сonti
пuoUs

perfесt
Prеsеnt
perfedsimp|eаnd prеsеnt
pеrfесt
сontinUous
Present
Elfiension:Аlrеаdу,stil|,уеt

68

70

72

NеwYork
v: PopU|аtion
R: пilissing
sеntenсes

The pаss|Vе
Extеnsion: Тhе passiуewith bу, of' ууith

82

8Tаlngгislсs

9wl'а1ci1Р---?

Meаsuringthe risks
v: Possibi|itу,
resu|t
аndсhаnсе
Аrtiс|еs

Rе|аtive
с|аuses
Dеfining
аndnon.defining
сlаusеs

reIativе
DeIining
с|аuses
Non.dеfining
с|аuses
Еxtеnsion:Whеrе,
whеn

94

96

98

|ntothе wild
V: Wildlife
Phrasa|verbs:wеoro|f,wokeup,sеttlеin,
bring1bout,сomеround

Wishes
Firstаndsесоnd
сonditional.

wishеs
tirstаndseсondсonditionаl,
Еxtension:Wouldrаthеr,wouldprфr to,prфr

'108

loJI'eг:'gredldе-..

112

Runnin8out of timе
V: Waysof li{e
Phraя|verЬs:еndup,lookoftеr,plауon'
pull out,tokeport

Rеportеd
sреeсh
Repoded
statemеnts
requests
anddemаnds
Reportin8

sрeесh
Reported
Extеnsion:5./g8бtаnd rесomnend

120

122

124

с: = сu|tu]efocus,Fi = Funсtions,L: = Listening,R: = Reаding,5: = Speаking,V: = voсabulаrу


rfrfiffirrtrtrsЬ
& ,шmml.ur:теri.А ta|k
rm rпйlщ -lе Еаlsе
ш iш]l
lп1Б
Mr{- think,lnvitingpеop|e
-'rJ
п

W]itinga |etterаboutyourself
penfriends:
сomputеr
Desсriptions
Examtraining:Аvoiding
rеpetition

!]{Eш

;J.е plа}s
шin lЕilrЕ
fii ll]i{
ШР]r,m_ ..: 4g out aboutа job
|ilпl
{rйfln nIlJC
]li' fl|]il5mixrЕ
:J1\eгsаtion
.r:e
htп llппg
or Iа|sе
шпп' !ililпg
]еntilyin8stаtеmеnts
]lц' lllllilПi]iit,. i;:еmеnts
f,B.'ш.lllш5
з:rа ringwhаt somethingmеаns
!h ]i]ilш]fl
!!FI '=]t!lаining а theft

WhoаrеthеBritish?
PhrаяIvеrbs:bringin,buildup,mоkеup'
put in,put up h/ith
.lobs
Wordbuilding
Аdjeсtivеs

(: Diffеrcntpelsрdives on the ЕU

14
Writinga lеttergivingаdviсe
А homе-stау
visit:Givingаdviсe

Bra|nPoWеr
сrImе
Phraя|vеrЬs:put up,mokеup, sеtoff,find out,
dropoff
Prepositions

A New sport
from]oу Luсkсlub
byAmyTаn

26
Writinga dеsсription
GreatWа|ls:
А dеsсription
of p|асе

Upsanddownsof thehumаnrасe
Сonfusing
words
Phrasa|verbs:put ot'I,tаkeup,put up with,
let$b)down,|аll through

38

40

Writinga forma|Iettеrol сomplаint
TomorroWs
с|аssroom:
Formаl
аndin{ormа|
lаnguаgе

in thеfuturе
,|obs
Tа|king
аboutthеfuture
Prеpositions
Phrаяlvеrbs:bringIbout,
сomeup oglinst,
сounton,bеup to,workout

50

t2

lt*hr
й.i!сl
ll:, , tuu
lhп шi'mЕ \!U|tiplесhoiсе
]f|. rlч",fo] . r )оmеone
й li]lii|lР
;lfi _ ; аnning а wеekелd
lh rр\mr tr\-'_ision

Writingаn argumentfor and agaiпst
Аmbition:
stу|е
Examtraining:
P|anning
а сompositiоn

Fаmeаndthefamily
Prepositions
Еxpresslons
Phrаsаlvеrbs:hongon to,putoff,сorryon,
workout,go without

64

66

шffir;is d вtglish
].[' liiiiшrn
:ГE?mmе
fr} l.iшr.гlс
;rll. ons
шfiШ фemr',oppinghood
lп!

Writinga letterof еnquiry
Body|аn8uа8е
phonеs:
|\4obi|е
Formа|
аndinformа|
voсаbu|аry Variеties
of English
Ad,ieсtives
Phrая|verbs:fryoиt"keеpup,look|or,
lind ou\ fill in
76
78

шillrыlп!] rП'o.row
i,l. '' йи

тravеIwritel of thr уear
Writing
а storу:0rdеringpаrаgrаphs
аndеvеnts

r ' tiitШ
ф .iii]i]шiiilЕ
:::,_:аriюns
,

ilшlllly .ь


fil

ш

ai:"з

l|lШilпп: !]nif,}:lг)

.шшlr&Пг| тwiпs
Щ '. iil{lllш]lT€ ? mme

\lаtсhingintormаtion
ш] Et'+
o l,шl]llшmЕ
i:l:.t ihе futurе
lh 'I|lhшпm
l[.ssion
ШIliш mlЕгc
fll

щ

шi

l

]iltl tЁ.а:е

'. шil
lfl

. :.. l

l,Irilgs:т:п

{еw
fi|lers

lh l]l]п
t llшt'- тaling enquiriеs

ш|

NеwYork
words
Сonfusing
Usеsof 8et
Phrаяl vеrbs:сomeиp with,sеtup,mokeup,
keepup with,growup

Rz Fiveсor|omilу
byRo8erМсGough

с: illusi(21stсCnturуstуle

Rl Thеludge's housе
byBrаmstokеr

7lt
C: Spendinghabitsand lifеstуIеs

92

lmrщrt'l
fiпtеss
ц',. [t,liтrl:ге.onvеrgt|on
lifr пrцт16-]5:ls
jti ;Ir!|iШтш
I !:-1i:on
fll|пП: ]rluilшNjcx"
7.}б it bettеr
1llшl

Writingа mеssage
and an informa|letter

]|llt''tшlк
Ь thеir shoеs '..
Ц фтi xп€ З тrnе
Ш rшщe:пгr;::еrnаtives
liii|il'l[п(!.i::s0п
!li|Е ,iшr тl:l.т
'lf]ltfr}

wlitingа disсursivесomposition
personа|
/ И;sil...:Expressing
opinions

цffirimd
]it t]i];в!.'т]i
]: :о]nions'а nеWsreport
Nfl ]llхlшщ.'л;r';
:эcrorаI аnd diяpprovaI

|\4еаsuring
therisks
Prеpositions
risk
Desсribing
Phra*l verbs:put (sb)through,hongup,
holdbock,gеtboсk,сo||boсk,gа in
104

R: тhе LondoпRoаd
tromY|henI wаlkеdoutonesumme|morning
byLаurieLеe
105

lntothewild
Phrая|vеrbs:bringin,сomеround,sеttlеin
splitin, wеоroJf
words
сonfusin8
Giving
an opinion
118

C: NottingHill Carnival
сhiпeseNеwYeal

Writinga formallеttеrof appliсаtion
AppIying
forа job

Runnin8
outof timе
Соnfusing
words
Phraя|verbs:сorryout,givеup,hondovеr,
kеepon,sеndin,tokeon,ttkеup

R: \gnаlion
byGeorgеBernаrdshаW

128

130

'133

'116

ш! rl|Ц]lflтil
J'l-.s'.l
Llщ;..шm
]]ш[Ii

c: A pаrliаmеntаrу
monаrсhу

119


.

.llГargеt
lеarnеrs
lit.,
il ,.;', r lntеrmеdiatе
prepares
sесondary
sсhoo||еarnеrs
" . . s:nоo|-Iеaving
еxaminations.
Itis a flеxib|е
сoursе
t]1,. :::.b€ сomp|еtеd
in onеsсhoolyеаrbygroups
l ] " . -.nеithеra rеgu|ar
progrаmmе
of 3*4hoursof
ll . - :.r wееkor an еxtеndеd
programmе
of 5-6 hours
,ll 1E



:':

l'.'t,,;'ri-rсomprises:
"
-:епt'sBook
.

: " ..D O O K

_l; : rе r 's

B оok

. " : - . sеТеst s
. " 1 i sСassеt t еs/СDs

Student'sBook

" ,:,'' ''|аtriх
thеrеаrеtеn thеmе-rе|atеd
units.А typiса|
. l . ..lеStudеnt's
Bookсonsists
of thеfo||owing:
'' ;:il ng
' .': -. пlаr
. ':. s оrасtisе
. ..:ringandspeаking
r..rg
. - -: foсus
' . . rеfoсusor Rеаdingfor p|еаsurе
.g" s геr'isepagesfеаtureaftеrеverуsесondunit.
','l: .: j a Grammarrеfеrеnсe
on pаgеs1з4-141.Тhisis

' l '."-.еrеnсеd
throughоut
to thе rеIеvаnt
units.
"'l lцordIist pagеs
is on
142-151.lt
voсаbu|аry
сontаins
'
, '.d in thе Units.Еaсhwordappеars
withitsphonеtiс
.'' " г:ion,itsсIаssifiсаtion
аs a pаrtof spеесhanda fu||
':,
]''r. . -n supportеd,
if nесеssary,
bуan еxamp|еоf
thеword
.
givеs
pIurats,
i
also
dеtaiIs
of
сompйtivеs
and
' -.:
I ; , - i , : S.

ЦlewMatrixWorkbook

..'.]":.
sеs,prасtisеsand
еxtеndsfromthеStudent's
Book:
" "-. .:аdingski||s
andеxаmtraining
" . . ] , lсаbuIary
and |аnguаgе
foсusof еасhunit
' . .: .,nСtionаl
|anguаgе
оf еасhunit
" 'g skills
'

Цew Matrix Тeaсher,sBook

" " : j .. еr.sBookinсludеs:
Iist
- '"-::...s Bookсontеnts
". ; : ': al|ехеrсisеs
in thеStudеnt's
Book
. '": -... рtsоf аll rесordings
"

New Matrix CoursеТеsts
Тhеrеаrеtеn NewMоtriхСoursеТеsts,and two Progrеss
Теsts
- onеaftеrUnit5,andthеothеraftеrUnit10.

(

Ешшrsе
сomponents
"

dеtaiIеd
suggеstions
on howto аpproасh
thеStudеnt's
Bookасtivitiеs
. optionа|
aсtivitiеs
аnd rеvision
idеas
. Culturenotеsаnd Languagеnotеson thе еxеrсisеs
. еXtraphotосopiab|е
matеrials
inс|uding
exаm-foсusеd
spеaking
and listеning
асtivitiеs

...:-oкKеV

Rationale
NewМаtriхaIIows
studеnts
to dеvе|op
thеirskiI|s
аnd
Ianguagе
fоrехаmsаndfоr usеin Iifе.
prеsеntаtion
Languаgе
and praсtiсe
ехpIorе
соmmon|y
сonfusеd
struсturеs
аndtеnsеs.
Тhесontrasting
of problеm
arеаsalIowsstudеnts
to rеflесt
of
on thеirundеrstаnding
Еnglish
andto sееit faIIintopIaсe.
Тheunitsarеthеmе-rеIatеd
andwithinеасhsесtionthetopiс
is Iookеdat froma diffеrеnt
ang|e.
Тhisvаriеtyensurеs
that
а||studеnts
wiIIbе аb|еto findаn aspесtof thеtopiсwhiсhis
engaging
and motivating.

Flexibility
NewMоtriхhasbееnstruсturеd
to еnsurеit worksequа|ly
groupstakingеxtеndеd
wе||for mixеd-abiIity
|аnguagе
progrаmmеs
(5-6 hoursа wееk)or rеgu|arprogrammes
(3_4
hours).
ТhеfoI|owing
arеsomеоf thеwaystеасhers
саntаi|or
thесoursеto theirstudеnts'
nееds:
. Grammarprасtiсе,Lеt'srеviseаnd Wordfoсuspagеs
(rеgu|аr
саn bе sеtfor homеwork
progrаmme)
or usеdin
programmе).
groups,
с|аss(еxtеndеd
ln miхеd-abiIity
thеsееxеrсisеs
саn bе donеin thе Iеssonby fаstfinishеrs.
. СuIturеfoсuspagеsсаn be usеdаs а bаsisfor projeсts
(еxtеndеd
programmе).
. Rеadingfor pleasurepаgеsсanbе usеdin сIassor аt
nomе.
. optionalасtivities
аndQuiсkfi||ersin thеТеaсhеr,s
Bookсan be usеdforfаstfinishеrs
or to orovidееxtrа
praсtiсе
groups.
in pагtiсulаr
arеasfor mixеd-abiIitу

Methodology
A|Iski||s
and |anguаgе
workiп NеwМоtriхis prеsentеd
within
mеаningfu|
сIеar,
сontехts
whiсhwi||heIpthеstudеnts
to
undеrstаnd
thе |anguagе.
Boththе Student's
аnd Теaсhеr's
Bookssuggеst
Warm.up
асtivitiеs.
Тhеsеprеpаratory
aсtivitiеs
arе importаntbeсausе
thеvaсtivаtеand аllowthе tеaсhеrto assеssthе studеnts'
еxisting
knowlеdgе
оf thеtopiсаnd еngagе
themin thе
|аnguаgе|еаrni ng proсеss.
pаir
ТheсIаssroom
manаgеmеnt
suggеstions
forindividuа|,
аndgroupworkbringvariеtyto thе |еssons,
whiсhwiII
enсouragе
motivation
andсonсеntrаtion
andwiIIсatеrforа
rangеof |еаrning
sty|еs.
Ф


Timеto talk!,Soundbites,
Quiсkfiller!andoptional
.floаting'
асtivitiеs,
аnd саn be usedаt any point
aсtivity!arе
to сhangеthе paсеandfoсusof thе lеssonor to provideа
bridgеbеtwееnaсtivitiеs.
and rеvision
NewMаtriхprovidеsа rangеof fo||ow-up
andТеасher's
Bookswhiсhhеlp
in thеStudеnt's
асtivitiеs
whatthеvhavе|еаrnеd.
andaсtivatе
to rеmеmbеr
studеnts
thаt
studеnts
takе
an
aсtivеpаrtin sUсh
is
important
It
if theуаrеto bеnеfitfromthе proсеssof rесyсling
aсtivitiеs
аndсonsoIidation.

Examtasksand training
thеfourmainskillswithinаn ехam
NеwMоtriхdеvеloos
the
Examtrаiningboxеsfеaturеthroughout
сontеXt.
Book,offеring
studеnts
аdviсеon howto approасh
Studеnt's
pаrtiсu|ar
еxаmtаsks.Thе Examtrainingboxеsarеa|wауs
arеaboutto do thеmsеIvеs.
linkеdto а taskstudеnts
direсt|у
dеvelopbothstudyski||s
ThеprасtiсaI
adviсеhе|psstudеnts
tесhniquеs.
Тhеboxеsoffеradviсеon the
andеxаminаtion
following:
Rеading
skimrеading,
mu|tip|е
сhoiсеquеstions.
Mаtсhing
heаdings,
ngsummаriеs,missing sеntеnсеs
sсanni ng,idеntifуi
Listening
idеntifуing
stаtеmеnts,
mаtсhing
Тruе/ fаIsеquеstions,
сhoiсеquеstions
mu|tip|е
information,
Spеaking
piсturеs
RolеpIауs'dеsсribing
Writing
p|аnning
sequеnсing
еVеnts
а сomposition,

Reading
|nNеwМоtriх,studеntsrеаda variеtуof tеxtssuсhаs artiс|es
rеports,Iitеraryеxtraсts,
of gеnerа|аnd sсiеntifiсintеrеst,
Studеnts
dеve|op
reading
ski||s
suсhas
andshortstoriеs.
аndаntiсipating
сontеnt,
sо thattheу
sсanning
skimrеаding,
rеading
tеxts
Тhе
сonfidеnt|у.
hand|еdiffеrеnttypеsof
ReadingsесtionсovеrsаlIthе еxаmreаdingtаsktypes,suсh
sеntеnсes,
mu|tip|е
сhоiсеаnd
missing
аs insеrting
informаtion.
аnd mаtсhing
truе/ fа|sеquеstions
Voсabularywork
сontаins
extеnsivе
voсabu|ary
work
ЕaсhRеadingsесtion
foсuson thе
bаsеdon thе rеаdingtеxtinput.Еxеrсisеs
аdvеrbs,
nouns,
аnd usаgеof adjесtivеs,
mеanings
phrаsаl
prеpositions
and
vеrbs.Furthеrpraсtiсe
сoIIoсаtions'
in thе Wordfoсussесtions.
is offеrеdbythе rеlеvаntеxеrсisеs

(D

еxеrсisеs
аrеdеsignedto bе usеd
NеwMаtriхvoсаbu|аry
thе
rеading
main
tеxt.Bу usingthеwords
immеdiatе|y
aftеr
in сontеxts
thatSUpport
thе mеaning,
studеnts'
straightawaу
withoutdеlау.Тo
know|еdgе
of thе nеwitеmis rеinforсеd
rеtаinvoсabulаry,
tеaсhеrs
shou|dеnсourage
hеIpstudеnts
of thеirownandto
thеmto usеthеwordsin sеntеПсеs

сanа|so
Теaсhеrs
rесordthе wordsin а voсabularvnotebook.
of thе nехt
tеstat thе bеginning
dеvisеа quiсkvoсаbuIary
|еssonto sееhowmаnVwordsstudеntshavеrеmеmberеd.

SpeсiаIleаtures
Тime to tаIk!
wаyof
Тheidеasin thеsеboxеsаrеа stimu|ating
thеir
rеaсt
to
thе
tеxt
by
еxprеssing
studеntsto
еnсouraging
prеpаrаtion
for
аndаreеxсеI|еnt
ownidеаsаnd opinions,
in thе boxarеoftеn
orаIеxamtаsks.Thеstatemеnts
andstudеnts
arеаskеdwhiсhthеуаgrееor
сontradiсtory
аnd
suсhas nеgotiаting,
with
and
why;thus
ski||s
disagreе
justifуing
prеsеnting
opinionsarеprасtisеd.
and
.floating'aсtivitу:
it сan bе usеdat аny
Timeto talk!is a
pointin thе |еsson
lt is
is appropriatе.
whеrеan oralасtivity
pairs
groUps
sma||
and
thе
if
donе
in
or
highlуеffесtivе
withthе rеstof thес|assat thееndof the
rеsu|ts
сompаrеd
d isсussion.

Grammar
grammarin сlеar
prеsеnt
and praсtisе
ТhеGrammarsесtions
throughеithеra short
Тhеstruсturеs
аrеpresеntеd
сontеХts.
tехtin whiсhthеgrаmmaris usеd
rеаding
or Iistеning
Тhе
naturаllr.. Grammаrсheсkboxеsprovidеfor induсtive
fromthosе
Тhеrеаrеа|soa widеrangеof ехеrсisеs
tеасhing.
prасtiсе
prоviding
to thosеwhiсh
сontrоllеd
dеduсtivе
providеfrееrprасtiсе.
Tеaсhеrs
саnwоrkthroughthе
dеpеnding
on thе |еvеlof thес|ass
asappropriаtе,
ехеrсisеs
andtimеavаilab|е.
Let's aсtivate!
makеaсtivе
is dеsignеd
to еnsurеthаtstudеnts
Тhisaсtivity
prесеding
useof thegrammаrthеyhаvеstudiеdin thе
thеreis a|so
Thеemphasis
is on oraIwork,although
seсtiоn.
sсopеfor furthеrwrittеnpraсtiсе.
Тhеsеасtivitiеs
arеfor pairsor smaIlgroupsаnd сanbе donе
|еsson
аs a rеvision
еxеrсisе.
in thеfoIlowing

Let's practisegrammar
Тhissесtionrеvisеsand еxtеndswhatstudеntshavеlеarnеd
of thе unitаnd саnbе
in thе RеadingandGrammarsесtions
usеdfor:
. additiona|
programmеs
prасtiсе
forextеndеd
сIаssroom
. homework
fоrfеwеrhoursa wееk
forstudents
studying
. еxеrсisеs
forfаstfinishеrs.
grammarpraсtiсе
and
сonсеntratе
on voсabuIаry,
Еxеrсisеs
Еnglish
usаgе.

Listeningand spеaking
orаIand auraIworkhаsa highprofi|еiп NеwMаtriх,wi|h
The Listeningand
in а|Isесtions.
еxеrсisеs
intеgrаtеd
providе
intensivе
foсuson thеsеskilIs.
sесtions
Speaking

]Дг

il'irjltш

rтrrd

11:тI

lnft
rшt

llппш

iini@

шШ
t


tff
]шЁ

L
f,ш

r

q

ffi

d

ffi

lшI


ш

fi

lili



tfl
ш

ffi
ш

r





ш
fl

r

Ш


Lf

t

rl

'l

й

r

ll

t

'


аlso
rt
d.

:tr

,mшгlingskills
- .j stеnto a rаngеof diffеrеntrесordеd
tеxts,
'rli.Lil:
l. - ] -3 rаdioаnnounсеmеnts,
taIks,
tе|еphonе
l :.:;I оns,intеrviеws
and rесordеdmеssagеs.
*]lt
gеnеrа|
,:..spraсtisе
|istеningfor
bothspесifiсand
]] i " *,i on,аswеlIasа Widerangеof еXamIistеning
tasks,
T . I -] поtе.tаking,
muItip|е
сhoiсеquеstions,
mаtсhing
ur r :=-ilfuing
Exаmtrainingboxes
truе/ faIsеstatеmеnts.
.lll. *: :. :еntsаdviсеon howto approaсhthеsеtаsks.
пшшшпшltсiаtion

is

.'аr
rt



tl,l
шlTrr:,-::
arееnсouragеd
to dеvе|opbettеrpronunсiаtion
fl]|-"]1lт
tаskssuсhаs identifying
individuaI
sounds,
Word
]]i',..ti]
J.d matсhing
soundsto spеlIing.
iшщldЬitеs
цl ]l-.:rd of theSpeаkingand Listening
in Units4,
sесtions
,. . : 9 аnd 10thеrеis a songwithgеnеraI
quеstions
for
ii l ::-:s to answеr.
to thе
Тhеwordsof thе songarе rе|аtеd
]'"*''.-.
]f thesесtionаnd studеntsаrе invitеdto exprеssan
i'J . -. аboutthеm.|tis important
thatstudеnts
do notfее|
*],,еto anа|ysе
J:"1".,i
еvеrуwordof thе songto be ablеto
lln:=..:аnd
itsmеssagе.
Thеfoсusof Soundbites
is thе
l.1
..:": mеssаgе
of thе songаnd howstudеntsreасtto it,
,ji.*...lan аn
in сomprеhension.
еxеrсisе
lш.еаkiпg
skills
"']:1
:l:rсisеsin thispartof thе unitarеdеsignеd
to dеvе|op
,( --еnсyаndсonfidеnсe.
Тhеthemеof thеseсtionis
. ].d аndstudеnts
".l.::
to developfluеnсyby
arеenсoUrаged
.
..u.li Э3Гtin асtivitiеs
phоtos,rolеpIaу,
suсhas dеsсribing
]i ...!: оns'prob|еm-so|ving
aсtivitiеs,
dеbatеs,
simulаtions.
i,J-*:{
lg praсtiсе
impoгtanсе
in monoIingual
is of partiсu|аr
l
r.r
*
ь1, ] ! hеrеstudеntshavеfеwopportunitiеs
to usеthе
lil'!.-]]€ outsidеthе lеsson.
onе wayof dеvе|oping
a сu|turе
ii J".:I languagе
is to usеpairor groupwork
usеin |еssons
l I ] -: stthat,whеnеvеr
possib|е,
is spokеn.
onIyЕng|ish
,iti. .. зroupor pаirworkthetеaсhеrсanmonitorby
Uil l. *f гoundthесlassroom
Iistеning
to thеstudеnts.
lil :.lа|hе|pсаnbegivеnandgenе--Ыprob|еmsсаn

:е. anddеа|twithаfterthеaсtivitv.
ril.,-]
Теaсhеrs
shou|d
",.Г. -.эqеthеirstudеnts
in thе
to usеthеvoсаbuIary
i il . .]е boXеS
to еxpandthеirrеpегtoire
of usеfuIphrasеs.

thеyаredoing.Studеnts
workwith modе|sand buiIdprogressivе|y
towardsсomp|еting
a taskbeforесheсkingthеirown work.

ThеWritingsесtionсovеrsa widеvariеtyof еxamwritingtasktypеs,
inс|udingmеssаges,
|еttеrs
ThеExamtrаining
аnd сompositions.
boxеsgivеstudentsаdviсеon approасhing
writingtasksin еxams.

Speсiаl fеotures

Stepsto hettеr writing
Тhesеaсtivitiеs
|еаdstudеntsintothе mainwritingtaskbу foсusing
grammarаndvoсаbu|arу,
on rеIеvant
аndshorterpiесеsof writing.

|t is important
to spеndsometimеstudying
thesamp|еwritingtехts
so thаtstudentshavea сleаridеаof whatthеyareеxpесtеd
to
produсе.
Тhewritingtaskсou|dbe setfor homеwork
or donеin с|as
ln somеunitsthereаrеidеasforgroupwriting.
Studеnts
саnusethе
Cheсkingideаsto hеlpthеm rеаdthroughthеirworkwithа morе
сritiса|еyе.

Wordfoсus
ThеsеpаgеsprovideadditionaIprасtiсеаnd еxtеnsion
workon
voсabulаrУ
featuredin thе units.Thеsеaсtivitiеs
сan bе usеdеither
in с|аssor Sеtas homеwork.
ln mixеd.abiIitv
с|assеs
thеvсanalsobe
donе bvfаstfinishеrs.

Culturefoсus
Thеsepаgesprovideinformаtion
on an aspесtof Iifеin an Еng|ishspeаking
сoUntry.
Тhеinformation
is givеnin thеformof еithеrone
longor a numbеrof shortеrtasks.
givеstudеnts
Aсtivitiеs
thеopportunitу
the
to manipu|аtе
informаtionbеforеmovingon to makесross-сulturаl
сomparisons
withthеirown сountryin Таlkingaboutyour сountry.

Readingfor plеasure
Тhesеpagesprovidеstudеntswiththе opportunity
to rеadtехtsof
differеntsty|es
fromshortstories,novе|s,
a
and gеnrеs:extraсts
poеmand a pIay.Тhetеxtsсan be usеdеithеrаs partof а
programme
of outsidес|аssreadingor as с|assасtivitiеs.
Тhеyаrе
rесordеd.
Тhеtеxtsarеaссompanied
by еxеrсisеs
сhесkingstudеnts'
undеrstаnding.
to reaсtto
Тherearea|soopportunitiеs
forstudеnts
thе tеxtin Your rеaсtionssесtions.

фсial fеаtures

Let's revise

!ld['вguе boxes
".'Tii"l'::'.еs providеexamp|еsof usеfuIphrasеsand
; [ilir.r; | е хpr е ssi ons
wh i с h s t u d е n t sс a n U s еt o i m p ro vеthеir
, l].|.: *
зl d сonfi dе nс еi n Е n g |i s hSt
. u d е n t sa rе f r е q u еnt|y
'l}fll;,.г-:,]
nасk to thеsе boxеsso that thеy havеthе
1]]l1:
]
: - г t r .t o pr асt i s еа n d а с t i v a t еt h е I a n g u а g е .

Тhesеsесtionsappеaraftеrеverуtwo units,witha totа|of fiveLet's
revisеsесtions.
Тhеyoffеrа сhаnсеfor studentsto rеvisemаteriaI
theyhаvе|еarnеdin thе prеvioustwo units.Теaсhеrs
сan usethеm
as a progrеss
сhесkfor homework,
or in сIassas еxtrarеvision
асtivitiеs
Тhееxеrсisеs
foсuson grammаrand voсabuIary.

Чrriting
'.,'.,]'t
; _ :I tilissесtionis to buiIdup studеnts,writing
ski||s
'l
L .[ * ] *. .-еm аwаrеof diffеrеntstу|еs,
rеgistеrs
and

.l'l'l".-]-:. mаvnееdto use,dеpendingon
thеwritingtask

o


with
in pairs.Сheсkthеаnswеrs
do thееxеrсisе
Studеnts
thес|ass.
O''. 1d

Sее Unit summarуon Contеntspagеs4-5

29

3b

4e





7h

whаtthеyrеad.
disсuss
6 StiIlin thеirpаirs,studеnts
pаrtnеr
thе
to disсuss
to workwitha diffеrеnt
7 Askstudеnts
quеstions.
part
Rеmindthеmto answеrIhе Whу? of
quеstion
] аswe|Iasthefirstpaгt.

Reading Whoarе the British?SBpagеs4_5
QuiсK quiz
1 Students
openthеirbooksandworkin pairsor smа||
groups
Тhеymaу
to do thеquiz.Givеthеmfourminutеs.
1,2and3.Те|Ithеm
to
neеdsomеhе|pwithquеstions
guessif thеydon'tknowthеanswеrs.
Сhесkthе аnswеrs
withthесIass.
з b 4 a,с

ТаmoьVl of
ТhоiогmGrrаt Dritаinhавoxiatsdьinсo|bo?,urhan
(аndulаlоь)ТhaUnitоd
Тamоьl of Оng|and
iсotlаnd6oсamo
(ofGreatoritainanАNorthpгntгolаnd)
Kingdom
'lrasgiventhIь
thогоьtof lrolаndbeсamo
thelгiьhFгee
nаmein |Ч?.?-whon
used,buJьoma
Ьlate.TneiermGreаf oritаiniь still uridel1
thinк|noGre9гitiehpooplepгоfогjuвt9ritainaь-tho1
arroganl.

Ф'. 1 He rеfe{sto.Ame.;.!gans
аnd qUotеsthе Frеnсtз'.йiiie:i:'l
.]]:.
thаtthе Brrtishаre rм.ь'..l..l''ll...l.l:..
дпdreмa.uiсii.tЬsuggеst
thе Frеnсh...:ll..ll':.l'.ll,..
Не maуbe dоingthispartIybесаusе
аnd givеsthе viеws
writеris quitеwe|Lknоwn
thеviеwsаrеnot
аuthorrty,
and pап|ybесаusе
pоsitivеand hе dоes.notwаntrеаdеrsto thinkthеу
аrеhisown.
thе writеrquоtеsthe ..
Тоwаrdsthе end оf.thе.аrtiс|е
that.toundеrstand
оpiniоnof sоmеBritishpеop|е
an
Hе doеsthisto illustrаtе
Britaintakеsmanyvisits'.
.
:.]..:.:..
pеop!е
сan b9.сomplеХ!
оpiniоnthаt Br;tish
]....:....l..]
fpщffiiа.ll.......l..l.l..]ll...:
2 Тhеуаrе mаdgtrрof сhаrасtеrist!сs
'.
nаtionаlitiеs
whiсhсombinеintоsоmеthing
diffеrеnt
idеntifiabIy
British.

Lаnguаgеnotеs
ArtiсIеswith аdjесtivеs
of nationа|ity
mоaning
thaiсо.iь,lna t(alэh
tаlкаbouttheЕng|ish
Mаn1pоoplо
thеrvordforа pеrsonis thesamеаsthе
Formanr'nаtionaIitiеs
.ihat^]elьh
thafuо.iэ,
ihо trish.too'Undeгьtаndаbl1,
andаomоtimoь
in thеsingu|аr.
аdjесtivе
andthe lгishdo not1iк9thiь!
аn ltаliоn,о Gеrmаn,а Сzесh,e|с.
.ftlo(hanne\
+ s.
wе usеthе+ sаmеstеmasthеаdjесtivе
ForthеpIurа|
саlladthoЕuгo-tunne\
Тunnоl(ьomatimaэ

in |qq\.ltгunьbоtr.raan
Еo\Kь.ions
Lhunnol)waьoponed
in gгi.iаin thеltаliаns,thеGеrmаns,thе Сzесhs
Еxсeptions
andLa\aiьin fraосe.Тпo\pоs of tгаinгun.thгоugh
thsТunnel:
in
ForsomеnаtionaIities
thеwordis thesаmeаsthеadiесtivе
liкоа noгmаltгаin,
vrhiсhсаггiosfooirpaььengers
theouroьtar,
plurаl.
thе
paььenqerь.
and
whiсhсarrieьvehiс\eь
andLо 6hutt1о,
thеFrеnсh,the Сhinese,theDutсh,thеJаpоnеsе
Wеsayа Frenсhmаn
or Frenсhwomаn,
Howеvеr,
in thе singu|аr
Rеading
man
or
woman,eIС,
о Сhinese
а Dutсhmаnor Dutсhwomаn,
in pаirs.Тhеymaуnееdhе|p.
do thе еxеrсisе
2 Studеnts
to thеwordif thestеmhasa
N.B.wе onlyaddmаnor И]oman
sing|е
sy||ab|е.
о; 1с 2d 3b 4е.5a.:..
..
diffеrеnt
from
thеnounis сomp|еtе|У
WithothеrnatiоnаIitiеs
to Iookаt thetitlеandthinkaboutthеwords
3 ТeIIstudents
thеаdjeсtivе.
in 2 bеforetheygivetheiranswеr.
thеPoles'theSwedes,the Sсots
Inthе singu|arWеsаyа PoIe,а Swеde,о Sсot,eIс,
rеading
thеm
start
thetехt,tе||
thаttо rеad
4 Bеforеstudеnts
thеyshouIdkееpthеirеyеsmovingquiсkly
thеtеxtquiсklу
fromIinеto linе,andnotto stopif thеydon'tundеrstаnd
а
Voсabulary
rеаdthetехtquiсklyаnd notеthetimеthеy
word.Students
Dosсribing charaс|oriь|icь
rеading
tаkе.A|lowа maximum
of thrеeminutеs'
time.
do thеехеrсisе
on theirown.Сheсkthеаnswеrs
8 Studеnts
withthес|ass.
o; 1 tаIkаtivе
b dirесtа
]
b а1rофnt:а..
. 2. agg.1-е9s!ve.
з sJйoйsb rеsеrvеJa

;ffiil''йnТJ'1'
o

']....:.]

5 outgoingb exсitab|е
а

dо thеехеrсisе
on thеirown.Сhесkthеanswеrs
9 Studеnts
withthес|ass.
oт 1 arrogant 2 talkаtivе 3 tolеrant 4 sеrious
5 aggressivе6 outgorng

@


KJ

f,hтгаsаlverbs
P|aythе reсording
agаin.Studеnts
sе|есt
thеiranswеrs
asthеy
listеn.
Studеnts
partnеr's.
сompаrе
thеir
answers
with
a
Сhесk
110. studеnts
а fеwminutes
to undеrlinе
theсorrесt
vеrbs

thе
answеrs
with
thе
сlass.
- :hеsеntеnсеs.
Whenthеvhavеfinishеd.
te|Ithеmto rеаd
."е tеХtagainto sееhowthеvеrbsarеusеd.Studеnts
oт 1 likеPоshSpiсe 2 a loоk.а|ikе3
.
_аtсhthеwordsin pairs.Сhесktheanswеrs
withthе сlass.
4 nоtstudying
now 5 wоrkingfоr a
h

1 putin_е 2 buildup_а 3 mаkеup_d
4 putup with- b 5 brinр in _ с

Tlimeto talk!

-- . сrеrсisе
саn bе usedаt anypointin thе Iesson
whеreyou
ilr/'.;.i
to enсourаge
thestudеnts
to rеaсtto thеtopiсof thеtеXt
;-: пееdan orаll disсussion
aсtivity.
lji, studеnts
quеstions.
to rеаdthe
Givеthеmtwo minutеsto
. ..е downthеirrеsponsеs.
Dividеthеmintopаirsor groupsof
.- or fivе
to disсuss
theirrеsponsеs.
Pairsor groupsshаrе

.- =
. idеaswiththес|аss.

.

mаkеa сrossword
0аirs,studеnts
usingthеvoсabu|аry
from
:,зgеs
4 аnd5. |f monolinguа|
diсtionаriеs
arеavаilab|e,
rldеntsсanusethеmto hеlpwithdеfinitions.
Askpairsto
thеirсrosswords
withаnothеrpаir'sаnd сomp|еtе
thеm.
-.,ьаp

Grammif

sвpagеs
6_7

Grammar

Presentsimpleand presеntGontinuous
llerm-up
д"st
studеnts
to writedownthеnamеsof аs manVfamous
.: uD|еs
asthevсаnin onеminutе.
ъ, Studепts'
ownanswеrs
t

{),.r Те||studеnts
thatyouarеgoingto p|aуtnе
rесording
twiсе.Pointoutthаtthеyshou|dn,t
worryif thеy
don't8еtаlIthеinformаtion
thеfirsttimе.
P|ауthе rесording.
Askstudеnts
to Iistento findout whiсh
fаmousсouplеarеmеntionеd
(theBесфms).

@D

1:]a||y,mу rеaIname'sСаmil|а,
and that,sAndуin thе piсture.Andу,sta||
..J bIond,IikеDаvidBесkhаm,and I supposeI Iookamazing|y
IikePosh
..: -е.but whеnwе wеrеsing|ewе didn'tthinkaboutour rеsembIanсe
to
].:гnаt a | l.
Then I met Andyаt a
-s: ninemonthsago I wasа poorаrt studеnt.
-э.rionshow.Hе'sa modeI.Аndy,sfirstWordsto me Wеre.You|ookjust
.: PoshSpiсе',so whеn hisagеntwanteda Poshlook-aIikе
for a pаrty,
. - J..suggеsted
me! Now,I workаs a look.aIikе.
|'mgettingbusiеraIlthе
. *t.
bесausеpеop|earе offеringmе morеand morework.|\4y
lifeis vеry
: .еrеnt.|,mnot studуinganуmoreand I еarna lot of monеy.|'ma|so
11'.g out WithAndynow.We oftеngo to nightс|ubsаnd restaurants
.'.:.е pеopIemistаkeus for thе famouspair.It usuа||y
meanswe сanjust
iln:\ straightinl
:..зr the workbeсausеit,sfun.Whаtdo I partiсuIarly
Iikеаboutthe job?
...еr get bored
go to |otsof
bесauseeverуday is diffеrеnt.
I usua||y
: _..еnt plaсеsеaсhwеek.Howеvе1|'mworkingat hometodaybeсаuse
],: .е doingsomephotosfor a magazine.
Тhе on|ythingI don'tIikеis
lt'sreaIlyembarrassing!
Pеop|еаreа|waуsaskingmе
-'i* ]g аutographs.
i - : 'lаtеit.And thе f uturе?| wantto Iivein a biя houseand havе|ots
,. .. crеn.

6 fоran аutофaph

lGrammar
сhесk

I

Presеntsimple and presentсontinuous
Uses
1 Bеforеstudеnts
matсh,givеthemа fеwminutеsto rеadthе
usеs.Studеnts
do thеехеrсisе
in pairs.Еliсittheanswersbу
quеstions
аskingstudеnts
whiсhwilIhеlpthemfindthе
answеrsuсhas Whоtthingsdo peoplеdo regulаrlу?|f
nесеssаry
askthеmto giveyouеxаmp|еs
of thе prеsеnt
simp|е
аndсontinuous.

Form
2 Studеnts
do thе ехеrсisе
in pairs.Сhесktheanswеrs
with
theсlаss.
о- 1 prеsеnt
simрlе 2 щеsеntsimplе
3 Рresеnt
сontinuous4 prеsеnt
сontinuous
.
2 Studеnts
do thееxеrсisе
on thеirown.Сheсkthеanswers
withtheсIаss.
oт 1 аm working 2 doеsn'tplаy 3 arеtheуwеаring
4 Dо you{ikе 5 isn't('snot)singing
6 dont usuallywatсh 7 .isa|waрphoning .8 isgiеtting
3 Studеnts
do thееxerсisе
on theirown'Сheсktheаnswеrs
withthе сlassаndсorrесtanyprob|ems
beforestudеnts
ask
аndаnswеrin pаirs.
o' 1
2
3
4
5
6
7

Whаtdо фu usuаltydo аt the wееkend?
whаt arЬусiud6ingnow?
Arеyou..rеаding
аt thе momеnt?
anythingintеrеsting
goto thесinеmа?
Нowoftеndo you usuа||y
WhoЪуoUrfavourite
aсtor?
Whаtkindof musiсdo уouIikе?
Whаtsubjесts
аrеyoustudying
thisyеаr?

optionalaсtivitу
Сhoosе
onеor twostudеnts
tо tе||thеwhoIeс|аss
whаt
thеуfoundout.Thenstudеnts
findа nеwpartnеr
andtе||
him/ hеrаboutthеiro|dpartnеr.

l
t
i
i

n i,к studеnts
to,..o.i. *#;;;;;;;;;;;';;;;;
еxеrсise.

Languagenotes
Vеrbswhiсharе not usualIvusedin thе сontinuous
arеthosе
whiсhdеsсribе:
. mеntаIandеmotiona|
states- IеeI1=havеan opinion),
likе,dislike,know,think,see(= цn6.r.'.uno,
o llsеof thе sensеs- t'eеl,sееm,sеe
о $€ П еrаIstates- belongto,nееd
ТhеsеverbsarenotnormаI|Y
usedin thесontinuous
form
bесausе
thеУdesсribе
faсtsrathеrthanaсtions.
(


Exсеptions
. Fееlсаn bе usedin thе сontinuous
whеnit is usеdto talk
or mood,forеxamp|е:
abouthеа|th
Аrеуoufеelingbetterаt'terуour holidау?
ls shefееlinghаppiernow thоthe,sсomеbасk?
. Thinkсanbе usеdin thе сontinuous
whеnit is usеdto taIk
for
mind,notthеiropinion,
aboutwhаtis on someonе's
examp|е:
Нe looksupsetbесаusеhе is thinkingаboutthеассidеnt.
. Sеесanbе usеdin thе сontinuous
whenit is usеdto meаn
with,оr goingoutwithsomeone,
having
а mееting
forеxamplе:
Wе,rеsееingthеmаnаgеrnow.
t'orsеverаIwееks.
JuIiеis sееingMоtt.Theу,vebееntogеthеr

Let's practise grammar SBpagеsB_9
сanbе givеnas homework.
Somеor а|lof thееxеrсisеs
ь'?rssent
1 1
5
7
9

on thеirown.Сhесkthеanswеrs
do thе еxеrсisе
Studеnts
withthес|ass.

Еxtеnsion

givеthеma fеwminutеsto
do the еxеrсisе
Bеforеstudеnts
quiсk|у
thе mаin
sothаtthеуundеrstаnd
readthеаrtiс|е
r.,еrb
соrrесt
fогm.
to
thе
thеm
сhoosе
hе|p
Тhiswi||
idеаs.
pairs
оtvn.
Еliсit
оr
on
thеir
thе
in
do thееxеrсisе
Studеnts
еасhof
to rеadout а sеntеnсе
аnswеrsbу askingstudеnts
thе tеХt.

й

ь

Let'sactivate
lntsrviou a famous Porson
AI|owa
сrеatеa nеwidеntitvforthеmse|vеs.
7 Studеnts
of fivеminutes.
maximum
arе
in pairs.Whi|еthеstudents
do thе еxеrсisе
8 Students
pairs
to
makе
surе
thеy
are
the
monitor
doingthе еxеrсisе,
quеstions
and
аnswеrs.
usingthе сorrесttensеsfortheir
i....'."".".",'...,.,.,.,.t.t

f optionаl асtivity
{
аnd writе
thе namеsof |otsof fаmouspеop|е
i Brаinstorm
*
j thеmon thеboard,or bring(oraskstudеnts
to bring)
i
Stiсk
i photоsof famouspеop|есutoutfrommagazinеs.
i
knowwhothеy {
i thеmоn thеboаrdandmаkеsurеstudеnts

i

thatthеyаrеonе g
shou|dimaginе
thatthеstudеnts
il Exp|аin
pеopIe.
intеrview
a partnеr $
Studеnts
then
thе
famous
of
*
pеrson
guеss
x
they
arе.
fаmous
whiсh
. аndtry to
Givе
or in thе Iesson.
сoulddo thisforhomеwork
9 Studеnts
of
]
50
words.
a wordIimit
studеnts

1D

$ec' hеаr, feel, lаsta and эmaII
аnswеrs
5 Studеnts'own
6 1 Саn... hеar 2 smеl|s 3 саnfее| 4 tastеs
5 сan'tsее 6 fее|s 7 саnsmеl|

1. с.оrnеs 2 finds 3 's аlwaysdоing
4 works 5 look 6 Arе 7 pегforms
8 'sаppеaring9 hopеs 10 'm bеginning

"''..'"" :".-...','..'..
.,..:"..
:.........
".:.1..:-.'.""'..""-

vеrуwе||аt themomеnt'
knowMаggiе
Rogеrdoesn't
now.
| undеrstand
уou
Paul's/isgoingto workby busthiswееk.
а lotof timеwithJamеsIatе|y'
Jennу's/isspеnding
's/is
Gеrmanthisyеаr.
Сhаr|iе studying
Watеrsportsthis
inс|udеs
Thеspoгtsprogramme
month.

4 1 hаs 2 arе... having 3 is having 4 havе
5 havе 6 hаs 7 's lis hаving 8 is having

iij.;i':;g:i'i;i';1'...:i:d] 6 а

} a|Iarе.

aimplо and presont сontinuous
want 2 trаvеls 3 ls ..' doing 4 arеgеtting
's/isalwаys
сompIaining6 's/ is savingup
's/isalways
talking 8 do ... start
sееms
don'tundеrstand,

2 1 think 2 aretalking 3 is Iiving
4 don'trеmеmbеr 5 start 6 еxprеss 7 bеhave
8 ask 9 fееls 10 hаvе 11 tа|k
know
12 a|waУs
3 2
3
4
5
6
7

oт'

t

Мvsrbs of frequenс1
lаtеforwork.
7 1 lo is rеgu|arlу
p|ауs
aftеrsсhoolin summеr.
сriсket
2 Stеvеfrеquеnt|y
mу с|othеs.
3 My sistеris a|waуsborrowing
drinktеa.
usuaIIу
doеsn,t
4 N4ark
in thе еvеning.
5 Thеуdon'toftеnwatсhtе|еvision
6 MуfriеndJanеis nеvеrbаdtempеrеd.
my homеwork.
forgеtting
7 | am a|ways
8 DoVouеvеrvisitLondon?

ь'Ths right vrord
8 1 is 2 p|aуs 3 putson 4 |ooks
5 is appеaring6 is bеginning7 Iooks
I is writing t hopes

Listеningand speaking

Psусhometriс tеstssBpagе'10_,11
Listеning
Warm-up
quizin а
if thеyhavееvеrdonеa pеrsonality
Askstudеnts
Wеrеthetеstsеasуor
or аn abiIitуtestat sсhooI.
mаgazinе,
Pointout
wеreассurаtе?
Didthеythinkthe rеsults
diffiсu|t?
psyсhometriс
tеsts
of
pеrsоnaIitу
tуpеs
tests
arе
abiIity
and
that
proсеssеs.
and
statеs
mеntal
whiсhmеasure

I

t


-: sтr'Jdеnts
tеston
to quiсk|yrеadthe pеrsonaIity
whiсhthеуdo
:":.:10.ExpIain
anywordsor еxprеssions
- -: lпdеrstаnd.
а
Students
do thеtеston thеirown.A||ow
*:\ mUmof two minutes.
Do notсhесkanswеrs
Vet.
:i.JеntsrеadthеаbiIity
tеst.АgainexpIain
аnywordsor
:'э.еssions
do thеtеstin a mаximum
if nесessarY.
Studеnts
:. nto minutеs.

a

Q6fuъTе||studеnts
reаdin
to spendа fewminutеs
сarеfu||y
sеntеnсes
1*6аndundеr|ining
keywords.Tе||thеstudents
thatyouarеgoingto p|aythеreсording
twiсe.Plаythе
reсording.
|istеn
anddесidеon as manysеntenсes
Studеnts
asthеусan.

@

Тoputit simp|у,
whiсh
thеsеtеstsarеrea||y
a kindof Iongquestionnaire
hasbeenthoughtup by psyсho|ogists
and
to findoutaboutyourсharaсter
аbiIities.
to
Futureеmp|oуеrs
fromthеsequestionnaires
usеthе rеsults
deсidеif you'rеtherightpеrsonforthеjob or not.|nfасt,in theUK,
eightypеrсentof emp|oyers
nowusеthеsetestswhentheу'rеreсruiting
newstaff.

Youmayarguеthatthеy'rеannoying
forthе poor
or еvenсonfusing
pеop|e
whoaretrуingto gеta job'butthеtestssavеаn аmazing
аmountof timeand moneуforemp|oyеrs.
saythаtthis
Somepeop|e
_
produсеs
kindof tеstасtuа|ly
morereIiаb|е
resu|ts
thаninterviews
espeсiа|ly
whenit сomеsto working
mightbеhаvе
out howсandidates
in а job аnd howwе||thеуmightdo thejob if theygetit.
ТhеtеstsаIsoprеvent
fromtаkingon thеwrongkindof
сompanies
personforа job.Forexamp|е,
somеjobsnеedреoplеwhoсаnworkin
а tеamWithothеrs,
sothе mаnagement
is lеss|ike|y
to reсruitthе
wrongkindof stаffif thеsеtеstsaredonewhеnсandidatеs
arеbeing
сonsidеred
forjobs.Thetestswou|dshowif somebody
wasgoodat
workingin a tеаmor not.

\sk studеnts
if thеуfoundany pаrtsof thetеstsdiffiсu|t.
!\hаtdo thеythinkaboutusingthеsеtеststo sе|есt
саndidatеs
forа job?
fut аnnounсemont
3 Оqhe Bеforeyou p|aythe rесording
to
аskstudеnts
аntiсipatе
Tе|lstudents
whatеасhsесtionmightinс|udе.
thаtyouaregoingto p|aythеannounсement
on|yonсe,so
to сompIetе
thе notеs.
thеуmustIistеnvеryсarеfu||y
P|аythеrесording.

@

;: еs аnd gеntlemеn,
thе firsttаIkthisafternoonis on psусhometriс
l:s: rg. ТhеtаIkwiIItakeplaсеin the main IeсturеhaIlon thе ground
.,]|:':.
in аpproximаte|y
ten minutеs'time,at 10.З0.Thesреakeris Profеssor
you p|еasеmаkеyour Wayto the hаI|now if
';еlсer from oxford.Wou|d
..lish
to
hеаr
this
talk,
as
we onIyhavеsеatingspaсefor 250 pеop|e..'
'':-

I

and
witha pаrtnеr's
\k studеnts
to сomparеthеiranswers
withthe
filIin аnydetaiIs
theymissеd.
Сhесkthеanswеrs
сIаss.

Now,thе goodnеwsis thatyouсan preparefor thеtestby doing|ots
of praсtiсetеstsbеforehand.
suссееd
of сourse,youсou|dn'tpossib|y
justbу puttingа tiсk
in havingan amazingсareeras a roсketsсiеntist
yourсhanсes
in thе rightbox_ butyouсаnreа||y
improve
of gеtting
yourse|f
а job.So,if youdo findthatуou havеto takeа tеst'rеmembe
thisadviсе:
rеаdthequеstions
veryсarеfu||y,
thengothroughthem
oneby oneas quiсklуаndaссuratеlу
Ifуouсan'tdo onеof
as possibIе.
the quеstions,
Iеaveit and go on to the nеxtonе.Youсana|wаysgo
baсkanddo it аt thеend.Now|et'shаvеa |ookаt oneor twoof thеsе
tests...
Playthе rесordingаgаin.StudеntsIistenfor anу missing
answеrs.Ask studentsto сhесkthеir answеrsin pairsand
thеn сhесkthе answеrswith thе сlass.

сou|d
5 lf monoIinguaI
diсtionaries
аreаvаilable,
studеnts
usеthеmforthiseхerсise.
TeIIthеmnotto Usеdiсtionariе
at first,butto findas manуdiffеrеnсеs
in mеаningаs they
саnandthеnto сhесkthеmin a diсtionarv.


g 9glш Putthеstudеnts
in pairsto praсtisе
thе nouns.Whеn
thеуhavеtriеdsayingthewordsonсе,p|aythetаpеfor
ТhеnIetthеmprасtisе
thеmto сhесkthеirpronunсiatiоn.
to
mаkе
sure
thay
arе
sаying
thеm
сorrесt|y.
agаin
Voсabula11
do theexеrсisе
on thеirown.Thendividеthеm
10 Studеnts
groUps
in
andteIIthemto сhесkthеirаnswеrs
intosmaII
groups.
thе
with
thе
с|ass.
|f
nесessary,
сheсk
answеrs
thеir
o'. 1 patiеnсе 2 dеtеrminаtiоn з.strеngth:.
4 hurnоur 5 rеspоnsibilitу6:abilitу ...
7 со-opеrаtе 8 tо|еranсе з {1еxibiliry.]

n thаtеmploys

{thеsuffix .еr
!$;$.{j$1аrе.еглploуеd
thаtdоеs;thеsuffix-ее
i:9.{:!!tng

Hаving a сonvorьa|ion
rеаdthе diaIoguе
аskthеmhowto
11 oфs Bеforеstudеnts
givеа strong
opinionin Еnglish
аnd howto invitеopinions
fromothеrpеop|е'Brainstorm
somеidеas.
аrе
Students
rеadthе dia|ogue.
Askthеmwhiсhеxprеssiоns
usеdto givеan opinion(l don,tthink,lt seеmsto me).Te|| rf
tI74'уou
arеgoingto p|аythеdia|ogue
on|yonсе, . ll
studеnts
to сomp|еtе
it. P|aythе
so thеуmustIistеnvеryсarеfu||у
ii
in theirgroups
reсording.
Studеnts
сhесkthеiranswеrs
,10.
from СhесkthеаnsWеrs
withthе сIаss.

ii**.Egtt:,f{есtмby an aсiоn)
sресifiс)
:lвbф::ft*о'е

i
I

@

Persona||у
l don't think that you neеd a sensеof humour
to be аn artist.r Whataboutvou,Аnnа?
for
Anna: |t seemsto mе that a sensеof humour'sеssentiaI
anythingуou do. z I'm sure it he|psyou to dеaIwith aII
soгtsof prob|еms.Whаtdo you think,Josеph?
gеnerа|lyspeakingз | aIsothink that it hе|ps,but |,m
Wе||,
.|osеph:
not surе it's essentia|.
Ben:

6 Students
do the еxеrсisе
on theirown.Сhесkthеаnswеrs
withthе сlаss.

$ optionalaсtivity
thе pairsof wordsin eхerсisе
to translаte
5
fl Askstudеnts
pairs
into
thеir
|anguagе.
Аrе
thе
сontrasts
bеtwееn
thе
{
asthеyarein ЕngIish?
{ thеsаmеin their|anguаgе
nt'*l;'.tц*м;

*.*.*.*tf

t
$
Ё
$

Diaсussion
in pairs.Monitor
thegroupsand
12 Studеnts
do thееxеrсisе
from11
сheсkthatthеstudеnts
arеusingthе еxpressions
thеm,but
сorrесtIy.
Do notstopthe disсussion
to сorrесt
еrrorsandmakеtimеto еxplаin
themto
notеanyfrеquent
Аskоаirsto shаrеthеiridеаswiththес|ass.
thес|ass|аtеr.

poriсеmаn..;.';..l;ll;l::ll...1.
musi1i1п
й:lll..':l.9Ц.i
п....fооibа.|Lеr

Spеaking
Pronunсiаtion
in pairs.lf monolinguaI
7 Students
do theеxеrсisе
diсtionаriеs
arеavailаbIе,
studеnts
usеthemto сhесkthеir
аnswеrsbеforepraсtising
thеwords.
on thеirown.Сhесkthе answеrs
8 Studеnts
do the exеrсisе
withthе сIаss.

3 аnnovаnсе
ь beйоur
g сonfщion

. whеrеthеvwouIdIikеto work.
. thеwоrkinghoursthеywou|dprefer.
. thе rewаrds
theywou|d|ike.
'!i....t.t.tl..o.o.o.o:o.o.зl.e.

сD

",f


эгl

. Iilе nаmеsof fivеor sixwеIl.known
.lil]i
pеopIеon thе boаrd.
-:
..е..
job,
а politiсian,
shouId
еасhhavеa different forеxamp|е:
i ];.-].r|smаn
etс.
/ woman,a writеr,a businessman,
]lj'i..|.]е
thе quaIitiеs
studеnts,
workingin pairs,to disсuss
тuг. gооdаnd bad- thеуthinkeaсhof thesеpеop|еhavе.
*: illlhaVеthеsеquа|itiеs
аffесtеd
thеirсarеers?

tflritinga lеtter about yoursеlf
|omp utеr pеnIriends sвpаges,l2_1З

D
t

hlсtuation in English
jlsilIhес|asswhуthеythinkpunсtuation
Dothеу
is important.
: .k it is morеimoortаnt
in somеformsof writtеn
.: rmuniсation
it addsto thе
Те|Istudents
thanin othеrs?
*:аningof writtеnlanguagе
in muсhthesamеWayas
.::nаtionandemphasis
of spokеn
addto thе meаning
,j-gUаgе.
than
Itis morеimportаnt
in formaI
writtеnIanguаgе
- .iorеxamplе,
Verуinformаlеmаi|swhеrethесorrеspondеnts
*. эtvеaсhotherwe||.
quеstions
!;;dепts
withthе
аnswеr
A and B.Сhесkthеanswers
: а55 .

о'A

frequen|uвогsof оmаilandmobilaphonоiоltinghаvedovolrop
a nollfoгmof punсtuation
uьing
in шhiсhоmotions
are indtсaiod
smаllpiсtuгes
:.)
maгк6,
foг oxamplо
foгmоdfгompunсtuаtion
(ьmiling
|f
a6emotiсonв.
:-((ьadtaсe)'Iheьo
aroкnOWn
faсe);
emаil
сould
аsК
thоm
if
thо1
usо
oг taxtа lot,1ou
1ouгаtudantь
KnoшаnYm0г0.

.?

!

il
n
i
I
i
i

t!

i writеthеsеwordson thе boаrdandaskstudentsto putthе
in thесorrесtp|aсе:
{ apostrophе
b thеmеnshаts
4 a thеmоnshоt
d thе boуsbiсусlе
i. c the сhildrеnstoуs
I thеgirlst'riеnd
i e thеboуsbiсус!еs
i g thе girls|riеnds
i i thepеoplеspаrtу
ь

с

'\:
i;

! optionalaсtivity
questions:
thеfoI|owing
i Askstudеnts
i l Whуdo we usеon аpostrophein Еnglish?
1|z whendo wеuse,s?
i 3 Whendo we usеs?

h Jаmessсоr

1 to indiсаtеpossеssion
or a shortfоrm
2 аftеrа singu|ar
nounto indiсаtepossеssiоn
3 aftеrа p|urа|nounto indiсatеpossеssion

,

',,r',i

:l'11.

a mаn's b mеn's с сhi|drеn'sd boу's e boys'
f gir|'s/ gir|s' g gir|s'lgir|'s h Jamеs's i щoplе's

Studyingthе sample

passаgе
Rеаdthеfо||owing
аIoud,inс|uding
thе
punсtuаtion
marks.Rеadit twiсеif you nеефo.Ask
students
to readit baсkto yoU.
Po|ish,
Тrеntis а Сanadiаn
Iinguist'
HеspеаksЕng|ish,
.Тherе
don'ts,'
he
sаys,
Arаbiсand Frеnсh.
aredo'sand
.thatyou
whenstudying
а foreign
nееdto rеmеmbеr

|anguagе'.
howеvеr,
is Hungariаn.
Тrent'sfavouritе,
visitеdHungаry
IastMаy,andfеIIin Iovеwith.itsmusiс.'
Nowhе'sstudying
twiсеa wееk.
thе |anguаge
Studеnts
in punсtuation.
Thеy
disсuss
thediffеrеnсеs
in usеof саpitals,
shouIdbе аb|еto idеntifydiffеrеnсеs
Сhoosеonеor
аpostrophеs,
spеeсhmarksand сommas.
twostudents
to thе сIass
to еxо|аin
thеdiffеrеnсes
_ nationа|ities,
саpitaIs
йоhths
аpostrophеs
аnd рossessivеs
- missing|еtters
spеесhmаrk - onlуаbovеthe |iпе
.howеvei
сommаs_ аrolnd
in smа|lgroups.
Studеnts
in punсtuаtion
disсuss
diffеrеnсes
to thе с|ass.
[hoosеonеor twoto еxo|аin
anvdiffеrеnсеs

Languagеnotes
- tо bесomеfriеndIy
to сliсkwithsomеonе
withthеmquiсk|у,
forехamo|е:
Wеmetat a partуаndjust сIiсkеd.

3 Askstudеnts
to rеadthroughthеwho|еprofi|еbeforеthey
stаrtto addthеpunсtuation.
Тheyshouldstartbydividing
that
it intosеntеnсеs
andthеnaddanуothеrpunсtuation
is nесеssary.
ТеlIstudеnts
to еxсhangе
thеirсopуwithа
partnеr's
bеfоrесheсking
theanswеrs.
Сhесkthеanswеrs
withthес|ass.


Сheсkthе
2 Аskа studеntto rеadout thеquestion.
orаlIv.
аnswеrs

on thеirоwn.Сheсkthеanswеrs
9 Students
do thеexerсisе
withthе сIаss.
о-. 1 iп 2 оf .:3
7 with, by
Lаnguagеnotеs
СompareSarn
Goodоt andgoodwithhavediffеrеntmeanings.
gеts
good
(shе
marks)
and
good
аt history studieswe|land
is
Sаmis goodwithаnimоls(shесan lookafterthеmwе||and
thеyIikеhе0.
thrееminutеsto do thе exеrсisе.
Сhесkthе
4 Givеstudеnts
withthе сlass.
answеrs

Stepsto betterwriting
in pairs.Сhесkthе
fai1 strаight'

Lhaсaс|or
-=
on thеirown.Сheсkthе
matсhthе оpposites
10 Students
withtheс|ass.
answеrs
optionaIасtivity
. lf you havеsixtееnor |еssstudеnts,
writеthеsixtееn
. words/ phrasеs
on piесesof papеrandgivеonewordto
dеsk.
Theеxtrasсanbе Iеfton thetеaсhеr's
.. еaсhstudеnt.
lf
thаteaсhstudеntmustfind his/ hеropposite.
ExpIаin
thеуmustIookfor it on
hе / sheсannotfindаn opposite
thеtеасher's
dеsk

""
i
i
*
i

Ф'1
tеIlstudеnts
to imaginе
6 Whеnthеyarеdoingthе еxеrсisе,
profi|е.
theyаrewritingpaГtof thеirown pеrsonа|
Ask
to rеаdout thеirsеntеnсеs.
someof thеstudеnts
optional aсtivity
to rеadouttheirsеntеnсes,
Instеаd
of askingstudеnts
ask
thеmto writetheirthrееsеntenсеs
on a piесеof papеr.
in thе piесеsof pape1mixthеmtogеther
andthеn
СolIeсt
in word
rеadthеmout.Thес|аssсorrесts
any mistakеs
whowrоtееaсhgroupof sеntеnсеs.
ordеrаnd guеssеs
Modif1ing advоrbs
Bеforееxеrсisе7, asktwo studentsto reаdout thе two
to сlosеthеirbooksfora minutе,and
Askstudents
еxаmp|еs.
thenaskif thеyknowаny moreadvеrbswhiсhdo thеsamе.
thеnopеnthеirbooksagainto сompare
thеirаnswеrs
Studеnts
7.
withthewordsin ехеrсisе
on thеirownor in pairs.Сhесk
do thе еxerсise
7 1 Studеnts
thе answеrs
withthе сlass.

@

monitorto mаkе
arewritingthеirsentеnсes,
11 Whi|еstudents
Сhooseonеor
сorrесtIy.
surethеyarеusingthе adjeсtivеs
to rеadouttheirsеntеnсеs.
twostudеnts

Writinga letter about yoursеlf
Undorвtandingthe tasК
understand
whatthеyhаvеto do.
Mаkеsurethatstudents
website
is thе pеnfriеnd
RеmindthemthatСompu-pеn.friеnds
frompаgе12.
Planning
workin pairs.Monitorthе pаirsas theуwork.
12 Studеnts
theyneеdаnd сheсkthеyarе
Supplyanуextravoсabulary
сorrесt|y.
usingprеpositions
Writing
Тhе
in с|assor for homework.
writеthеirIetters
13 Studеnts
Iеtters
shou|dbe aboutthesame|еngthas Sam,sin З
(150words).


!$mвскing
"!l.r- аdditionto studеnts
providеd
usingthесheсk|ist
аsk
sт;dеnts
to ехсhаngе
|еttеrs
witha pаrtnеr,s
and сheсk
:асh оthеr'swork.Тhisis knownas pееr-сorrесtюл.
Аs wе|l
prасtiсе
as providing
in idеntifying
mistаkеs,
knowing
thal
:hеirworkmaybе rеаdbyothеrstudеnts
сan motivate
:].lеm
to do theirbеst!

Culturefoсus

Diffеrеntprrspесtivеson thе ЕIJ SBpаge
15

lflarm-up
Writеthеnamеsof thесountriеs
of thе Еuropеаn
Unionon thе
boаrdandаskstudеnts
to nameonethingthеyаssoсiate
with
еaсhсountry.
;J]в t*,'i]:]:;:i:ч*:qji!.!

д:цstudеnts
to workin pairs.ТеIlеасhpairtofindаs mаnу
;. оgs?Spossible
thatthеyhаvеin сommon.
Thеsеthings
::l1dbe rеIаtеd
to theirаppеaranсe,
thеirfаmiIiеs,
thеthings
'-еr findinteresting
or thеthingsthеуarеgoodаt,
/ boring,

1.. еХ аmD| е:

мi аrеbothgoodаt mаths.
ме bothhаveonе sistеr.
1оthoJ our mothersоrе doсtors,

Word foсus SBpаgе
14
ъ Whoaro |ho9ritish?
1 1 ТheWе|sh
groupof
аrеthoughtto be a tаIkativе
pеop|е.
2 Pеop|еin Britainсomefrommanydiffеrеnt
сuIturа|
baсkgrounds.
3 Doyouthinkmеnarеmorеaggressivе
thаnwomеn?
4 l IikеTombut hе а|waуs
sеemsVеryrеsеrvеd
whеn
youtа|kto him.
pеop|еa||ovеrthеworIdnеedto bе
5 Nowadays,
toIеrant
towаrdsoneanother.
6 N4уmother's
аlwaystе|Iing
my sistеrnotto bе so
еxсitаb|е
аndto trvto kееoсаlm.
ь. Phrasal vоrbs
2 1 putin 2 putup with 3 madeup
4 bringsin 5 builtup
ь

optionаl aсtivity
}
Тoеnсourage
(|ooking
sсаnrеаding
quiсk|уj
forinformаtion
in a tеxt)аndto foсuson сеrtаinvoсabu|аrу,
уouсanаsk }
students
to findindividuaI
wordsin thеtеxt.TеlIthеmуou $
$ wi||givеthеmthеfirstand last|еttеrof а wordаndthey $
mustfindit in thеtеxtas quiсk|у
asthеyсan.
Suggеstions
u-a(umbrеllа)
s-m \sуstem)
s-у$urveу)
i-у (idеntit'у)
s-I(sevеrа[)
m-х(miх)
e-t(еnvironment)
e-n(ехpоnsion)
i'
$
i
*

Note1: ТhеrеmаYbе otherwordswiththеsеfirstаnd lаst
|еtters,
whiсhstudеnts
mayfind.Thisdoеsn'tmatterun|ess
youarеfoсussing
on speсifiс
wordsfor prе-teaсhing.
ln this
сasеаskthеstudеnts
to finda sесondwordwiththеsе
$ |еttеrs.
{
{
i шote2: Тhisaсtivitусаnbе usеdwithаnytеXtin thе book $
$ and is a usefuItесhniquе
for identifying
diffiсu|t
words
tr
whiсh
prе.tеaсh.
wou|d
|ikе
to
уou
{.

\чкьцч*;a:q.*gt*

qsмqst,tь+s"

thеirown.Сheсkthеanswers

Цlords connoc|edшшh.iobв
3 1 intеrviеw 2 interviеwееs3 rесruit
4 еmp|oyееs5 stаff 6 еmpIoyers7 jobs
8 work

Еxtеnsion
o' Wordbuilding
4 .l to|еranсe
a 2 sеriousnеss
f 3 traditionс
4 аrroganсеb5 аggrеssione6 individuaIismd
Ф" Negative aфeс|iveь
5 1 into|еrant2 unintеntionаI
3 unpopuIar
4 unsuссеssfuI
5 unаb|е 6 undеsirab|e
7 unwi||ing8 impеrsona|9 impаtiеnt
10 unrеIiаbIe11 unfriеnd|y
Uл. is mostoftenusеd

Talkingaboutyour (ountry
Bеforеstudеnts
givеthеmtimеto rеadthе
do thе еxеrсisе,
quеstions
аndthinkаboutthеirrеsponsеs.
Studеnts
mаУnееd
to do thisin pairs.Dividеstudеnts
intogroups
of fouror five.
Monitor
thеdisсussions
andhе|pwithvoсabu|ary
if nесessary.
AI|ow
а maximum
of tеnminutеs.
Groups
sharеtheiridеаs
withthес|аss.

6 1 unab|е 2 unintentionaI
3 popu|ar
4 unwil|ing5 impеrsona|6 unfriеnd|y
7 imoatiеnt8 unre|iabIе

a


Sее Unit summarуon Contentspagеs4_5

16_,17
Rеadin g Brаin powеr SBpagеs
Memor1 tоst
thаtthеyаrеgoingto do a shortmеmorуtеst
1 Tе||students
andthеyarеgoingto hаveа striсttimе|imit.
on thеirown.
do thispаrtof thеехerсisе
1 and2 Studеnts
сompareIists.Wеrеanyof thеm
3 ln pаirs,studеnts
by howmuсh/ |itt|еor whattheу
surprised
Whiсhitemswеrееasiеrto rеmembеr?
rеmеmbеred?
еvеrything?
Didаnyonein thе с|аssrеmеmbеr

сomparе
on theirown.Students
do thеexеrсisе
5 Studеnts
whiсhpartsof thе
anddisсuss
witha partnеr's
thеirаnswеrs
withthес|ass'
tеxthе|pеdthеmandwhy.Сhесkthеаnswеrs

й.,l b 2.d;3..€..:.4
iii$j*Е:i;i;{!ii*i*i*э$;i:ix

Reading
on thеirownor in pairs.Сhесkthе
do thееxеrсisе
2 Studеnts
withthе сlаss.Makеsurеthеrеarеno prob|еms
answеrs

f
}
$
$

optiona! aсtivity
dеsсribе
thеm.
dесidewhiсhof thеаdjесtivеs
studеnts
with
thе
сlаss
who
dесidеs
sharеthеiropinions
Studеnts
whеtheror notthеyarеright'
.

Examtrai
rеаdingа tеxtquiсklyto gеt
skirnriading(orskimming),
t|ю.mаinidеаs,is a basiсrеa{iпвskiiland it Ь а gооdidеа
tо givеyоui studеntsplеntyоf praсtiсеin it. Теllthem,аs
thеyйd, to kееpthеirеуеsmоvingquiсkIyfrоmIinеto
а word.
stop.if thеydo nоt undеrstand
rgвrquiсklуthroughthеtехtwill а|sоhеlp

.

liq;t&i$$iij]:imllrе:qцi€and
kly еаsi|y
lcы'lЁra.otwhi{ a textis аbout.

.

ll their own
iii
п;iЁыоirrg.
к..fu
i.;чtiфyrskill
.. a{iФ.р.д :;.:::...'.;
:.
.;;"':.
вш;iвн'. ..;..'.":.:..
.........

Аsk
two minutеsto skimrеаdtheartiс|е.
Givеstudents
forthеirtitlеs.Thеmainmessаgе
o|
someof thestudеnts
to bе more
thеartiс|еis thаtwе саntrainoursеlvеs
thispoint.
observant,
sothе bеsttitlеsshou|dinс|udе
on thеirownwitha timе|imitof
do thе exerсisе
4 Studеnts
withthе сlass.
fiveminutеs.
Сhесkthеаnswеrs

@

oаirs.Сhесkthе

.

optionaIасtivity
bеtwееn
by mаkingсonneсtions
Pеop|е
oftеnremеmbеr
idеas.SаУа wordand inviteа studеntto sayanothеrword
if yousау
whiсhуourwordrеmindsthemof.Forеxamp|е,
anothеr
invitе
might
say
book.Ihen
thе
student
librаry'
studеntto saya wordthеyсonnесtwil.hbookandso on.
Еaсhstudеntsаysa wordthеусonneсtwiththе most
librаrуone.Forеxamp|е:
rесеntword,notthеoriginаI
book- reаd- write_ pеn_ paper,eIс.Go roundthе сIass
studеnts
thе pасеfastand notаl|owing
in thiswaуkееping
to thinkfortoo |ongbeforеsayingа wоrd.P|aythеgаmе
forа mахimumof fоurminutes'

Time to talk!
Givеthеmtwo minutеsto
to rеadthе quеstions.
Askstudеnts
Dividеthеmintopairsor groupsof
notеdownthеirrеsponsеs.
Pаirsor groupstеIIthе
thеirrеsponsеs.
fouror fivеto disсuss
andidеas.
сIаss
aboutthеirmemoriеs


Gram m?f sвpаgеs]8_]9

4 dо-n'thavе..to

iliodalverbs:ability,permission,
obligаtionand rеGommendation
lVarm-up
r'-тstudеnts
intopairsаndteIlthеmto dесidеwhoisА аnd
.lо iSB. ТеlIstudents
to lookаt thеsixpiсturеs
for ninety
'*l
r=iоnds.
Aftеrninеtуsесonds
tеl|Аs tо с|osеthеirbooks.Tе||Bs
.'. сhоosеa piсturеfortheirpartnеrto dеsсribе.
Аs try to
":г.nеmbеr
as muсhdеtаiIas oossib|е
whileBs сheсkin thеir
:.зоks.
A||owa maximumof tеnsесonds.
Studеnts
swаprolеs.
.! Studеnts
do thееxеrсisе
on thеirownor in pairs.
+'1с

2b



4f

5a

6d

Studеnts
do theеxerсise
on thеirownor in pairs.Сhесkthе
аnswеrs
ora||yif уoufeеlthе с|аssis strongеnough.
1

2
3
4 rnиsfоbligаtion,
сCIлtаbilitу
.:
5 исy pеrmisSion
6 shouldrесommеndаtion

krammarсheсk

5 Bеforеstudents
givеthеmtwo minutеsto
dо thе еxerсisе,
skimrеadthеtextso thatthеyundеrstаnd
thе mаinidеаs.
Тhiswil|hеlpthemto сhoosе
theсorreсt
formof thе
modal.Studеnts
do theеxеrсisе
on thеirown.
o* 1 саn 2 don'thavеto 3 hаdto 4 hаdto
5 l havеtb 6 сou|dn't 7 соu|dn't 8 didn'thaveto
9 сould 10 сouId
6 Studеnts
rеwritеthеtехtin сlаssor for homеwork.
If thеv
nеedhe|p,
tе||thеmto Iookbaсkat 4.

oт1
4

Фl

Modals in thо past
4 Askstudеnts
to rеаdthееxаmp|еs
аndthinkаboutthе
quеstions.
answеrs
to thе
Сhесktheanswеrs
withthе с|ass
. .haij
оlr 1 сould,сouIdn't 2 hаdto,didn'thavеto 3
io

o' whunshеwаs16,Sаmwasа good.swiйmer
SheсЬu|d.
.
gеttinltir.еd.
swimfor hoursWithout
ShесouldaIsoJivе
bеаutifu||y,
buts|iесou|dn't
runfаst.Bесausе
shе.was.
in thе Ioса|swimming
tеаrnshеhаdto gеi up еаr|yin
thе morningto train.Shеalsohаdto еаtthe rightfood.
Hеrfavоuritе
dаywаsSunday.
lt wаstheonеdауshе
didn'ttrainandso shеdidn'thаvеto gеtup еаr|y,

[еt's activate

l

Hodal verbs
Usеs
1 Studеnts
do thе еxеrсisе
on theiroWnor in pairs.TеIIthеm
to Iookbасkat 1 and2 if neсеssary.
сhесkthе аnswеrs
with
thес|ass.
Ф'а

t саrr'..:г.rla}{

Forms
2 Students
do thееxеrсise
on thеirownor in pairs.Сhесkthе
аnswеrs
withthесIassand if nесеssаrV
askstudеnts
to
providеexamp|еs.

optionаl aсtivity
Аskstudents
to drawor takephotosof signsthеysее
i
aroundthеmin thеirown|аnguagе
whiсhtеI|pеoplеwhаt :
thеymustandmustn't
do.Tе|lthеmto prеpаre
Еng|ish i
trans|аtiоns
of thesignsfоrtourists.
Youсouldmаkеthеir i
workintoа сIаssroom
displaу.
.,;.
Rеmembеrt
Bеforеstudеnts
stаrtеxеrсisе
З, askthemto rеadthе
еrplanation
in thеbox.Аnswеr
аnyquеstions.

Talкing about rulоs and rogulations
, edz: ТеIIstudеnts
thаtyouarеgoingto playthe
reсording
twiсe.P|aуthе rесording.
Students
сomplеtе
as
muсhinformation
аsthеyсan.

с@@

Interviewer:Whеndo you haveto startsсhooIin thе UK?
Kerry:
You havеto stаrtsсhooIthе tеrm in whiсh you аrе fivе,but I
thinksomeсhiIdrеnсan stаrtsсhoolin the Seotembеr
before
theirbirthdaу,
so somearе onlуjustfour.
InterviеWer:
Do vou know whеn vou саn |еаvesсhoo|?
Kerry:
Тhаt'smorе straightforward.
You саn Ieаvеat 16, but
most pеopIеdon't.
Interviеwеr:
Havеуou votеdin an e|eсtionуеt?
М еI аnie: Not yet. | сan't.|'m stiIIonly 17. |\4ybirthdaу'snеxt month
so thеy сan hoIdаn e|есtionаnу time аftеrthat and l,||be
ab|еto havеmу saу.
Interviewer:Do you know at whаt аgе you сan hаvеуour own pаssport?
WеlII'vеhad one for fivе veаrs'еvеr sinсeI wеnt on a
|osh:
sсhooIskiingtrip.But I beIievееverybodyhаs to hаvе
their own passportnow if they trаvеI:еven new-born
bаbieshavеto hаvеthеir own.
Interviewеr:
At what аge сan you drive in thе UK?
Phi||ip:
You havеto be 17 to drivea са1 but уou саn ride a mopеd
.l6.
when you arе jUst
Not that manу pеop|еhavеmopeds.
HoWеVer,
if уou want to driveа van then you must bе 1B.

PIaythе rесording
agаinforstudеnts
and сheсk
to сomp|еtе
theirаnswеrs.
Students
сomoarе
thеiranswers
withа
partnеr's.
Сheсktheanswеrs
withthе сlаss.

3 Students
do the exerсise
on theirown.Сhесkthеаnswеrs
tviththес|assoraIlуif youfееltheс|assis strongеnough.
(


71
2
3
4
5
81

8 Аskstudеnts
to rеadthе |istof aсivitiеs.Givethеmа minutе
to notеdownthеirrеsponses.
Dividеstudents
intosma||
groupsof fouror fivеto disсuss
thеirаnswers.
Тhiswil|foсus
themon thеtask.Аftеrаboutfiveminutеsеliсitthеirаnswеrs
аnddisсuss
аnydifferеnсеs
of opinionthеymayhave.
9 Тhisсan bе organised
in thеsаmеWаya5еxerсisе
8 or аs
аn openс|assdisсussiоn.

Dividеstudents
intosma||groups.Giveеaсhgroupа p|асе
writtenon a piесеof pаpеr,for еxampIе:
аirсrаft,librаry,
motorway.
Askthe groupsto writеfivеor six ruIеsfоr thаt plасе
аndthento reаdout thеirru|esforthe othеrgroupsto guеss
whatthе p|aсеis.

[еt's practisr grammаr SBpagеs
20-21

Younееd
Youdon,tnееdto bring...
..' you nееdto useа flash.
Katedoesn'tneedto work
Markoughtto do ...

bе аb|eto 2 Сan 3 be аb|eto 4 bе ab|еto
5 bе ablеto 6 Сan

o- Тhg right uord
91с

2a



4b



6b

7a

8b

Listeningand speaking

ldеntitу parade SBpagеs22_2З

Warm-up
Bеforеstudеnts
openthеirbooks,аskthemto te||yousomе
(forеxamp|е:
waysin whiсhсriminals
arеidеntifiеd
DNАprofiling,fi ngerprinting,сlosеd-сirсuitсomerls, identity
pаrаdеs).
Сantheythinkof anyfamousсаsesin whiсhoneof
thesеmethodshаsbееnusеd?
1 Studеnts
do theеxеrсise
in pairs.Сhесkthеаnswers
with
thесIass.

Somеor alIof theexеrсisеs
саn be givеnаs homеwork.
e- сdn, hаvo Io, m4|, muыt and should
1 ,l shou|d 2 hаvеto 3 mustn't 4 саn
5 doesn'thаvеto 6 саn't 7 maу 8 shou|dn't
21сan|maу 2 mustn't 3 must 4 mustn't
5 mustn't 6 сan 7 сan't 8 must 9 саn
10 саn 11 саn't 12 must
3 1
2
3
4
5
6

СouIdyoup|аytheguitar...?
l hadto go homеfromsсhoo|yеsterdaу
...
Jaсkсouldn'tpIаyfootbaIlbесause...
Wеdidn'thavеto bе homееar|ybесаusе
...
Whiсh|anguаgеs
сou|dyouspеаkwhеn...?
Youmustn'tеat ...

4 1 hаsto 2 doеs... havеto 3 hаdto 4 mustn't
5 hadto 6 must
5 1
2
3
4
5

Whеnl wasat sсhoo|,
I hadto Weara uniform.
Johnhasto goto sсhoo|unti|hе's16.
| сouIdn't
spеаkЕnglishwhеnl was7 yearsold.
СаnI stаyat Ji|l'shousеon saturday,
Mum?
СеIiасаn'tdrivea сarby hersеlf.
Shеhasn'ttakеn
hеrdrivingtеst.
6 | mustn'tforgеtto ringТimtonight.|t'shisbirthdaу.
7 Wеwеntout |astnightbeсausе
wе didn'thаveto
do anу homеwork.

Extеnsion
a- Ought to, naad Io
6 1 oughtto 2 neеdto 3 doеsn'tnеedto
4 neеdsto

@

\
2 Аskpairstb jointogеther
to mаkegroupsof fourto dо 2.
ТheyсouIdаddto thе |istin eхеrсise
1 anv mеаnsof
idеntifiсаtion
theythoughtof in theWarm-Up.
Аskеaсh
groupto sharеthеiridеaswiththе с|аss.
lаnguage notes
_ Wayor mеthod(nosingu|аr
mеаns(noun)
form)

Listеning
3

@

.d|2e Bеforеyou playthe rесording,
askstudеnts
to
аntiсipаte
whаtеaсhsесtionmightinсludе.
TеlIstudеnts
that
twiсе.Playthе reсording.
уouаrеgoingto p|aythе reсording

Rе|iаb|е
identifiсation
of сriminа|s
is,of сoursе,
vitаI|y
importаnt.
Think
aboutidentityparades,
forexamp|е.
Тhеseаrеpo|iсeproсedurе
pеop|e
throughout
thеwor|d.
A suspесt
stands
in a Iineof innoсent
of
simi|ar
appеaranсe
andсanсhoose
anyposition.
Тhеwitnеss
isthеnаsked
parades
to identify
thesuspeсt.
Unfortunаte|y,
аrеnotVeryre|iab|e.
Ifthе
rеаlсrimina|
is notthere,а witness
pеrsonwho
mayсhoosеan innoсеnt
rеsemb|es
thесriminа|.


.\ trlaphone сonv9r6ation
.cLз P|аythе rесording
thеnаskstudеnts
to сorrесtthe
.аisеstаtеments
in оаirs.Сhесkthеanswers
withthe сlass
э аr.thе reсording
a seсondtimeif nесessary.

4

@

Щеt.
HeI|o_ BB3076
Dt 8{асk:Am I speаkingto A|exSеe|ig?
lt{еt:
Yеs,that'sme.
p[ BIасk:Goodmorning.Thisis PС BIaсkfromthe IoсaIpoIiсеstаtion.

I waswondеring
if уouwou|dbefreeto takepartin аn identity
parade
onТhursday
aftеrnoon.
Sorrуit'ssuсhshortnotiсe.
цшer: Е r. . .w h att i mе ?
дllttsIасk:3. 1s.
Чiеx:
Еr,aсtua|lу,
|'Vegotа Ieсturе
thеn.But| саnmissit,as it'snot
thatimportant
and| сangеtthеnotesfromsomeone
e|se.
Ч B|асk:0K _ thаt'sfine.Thаnks
vеrymuсh.
{Dl 1 Тruе

3 Тruе

optionalaсtivity
]fstudеnts
havеprob|еms
with3.15and3.50,
saуthе

following
sеntеnсеs
аnd askthеmto tеl|уou if theanswеr
is а quаrtеrpastor tento.Kееpthе paсebrisk.
l.mmeеtinghеrаt 6.15/ 6.50,
Тhеprogrоmmе
startsat B.15/ B.50.
Тheуdidn,tgеtup until 10'15/ 10'50on Sundоуmorning.
Thеplоneis dueto lаndаt 11.15/ 11.50.
Thеtimeis 1.15/ 1.50bу mу watсh.

WеI|,notthаt muсh_ but it,snot bаd.I gettl0 for up to аn
hour,and Е'5for everyhаIfan hour afterthat.Тhere'seven
аn additionаI
i5 if you'reсalIеdin at shortnotiсe,whiсh
isn'tbad whenyou'rеа penniless
student!
Interviеwer:So whаt happеnswhеn you get there?
AIeх:
Youjustsignyournamеand wait in the waitingroomuntiI
theyсa||you.
Interviеwer:Аnd is it easy?| mеan,doesanythingеVergo wrong?
AIеx:
I oftеnfind it impossib|еto kеepa straightfасe.You rea||у
haveto be vеrуdisсipIined
and not burstout |аughing
_ espесiа||y
sometimes
whenthеуаskyou to stiсkon thosе
smа||goatеebеardsand hats,sсаrves,that 50rtof thing!
Interviewеr:
But don,tvou feеIsorrvfor the witness?
AIex:
You standbehinda one-Way
mirro1so уoUсan'teversеe
the witnеss.Тheу сan seе еvеrуthing,of сourse.You do seе
the suspeсt,
though.
Intеrviewеr:
And hasanуbodyeverpiсkеdуou out thinkingуou werethе
с r i mi nа | ?
AIeх:
Yеs,onсе* аnd then it wаsvеrу diffiсuItto kеepa straight
faсe!
Interviеwer:
Buttheydidn'tarrеstyou,I hopе!
AIex:
No.thevdidn't!
Interviewer:
And whatdo уou do whileyou'rewaitingfor thе parade?
Aleх:
oh, it'saIIveryсiviIisеd.
Тherе,s
а ТV and theysomеtimes
givеyou сoffeеand bisсuits...

AIex:

t
;:

Studеnts
writеУesnехtto thе stаtеmеnts
thеуthinkA|еx
madеandNo nеxtto theonеshе didn't.Studеnts
сheсk
thеiranswеrs
in pairs.
,

o6|z.аP|aуthе rесording
again.studеntsrеwritеthе
statеmеnts
thеymarkеdwithа No.Сhесkthеаnswers
With
thес|аss.

Languagеnotes
goatееbеаrd- a smа||pointеdbeаrd

@

l пtеrviewеr:SoAIex,how did you getintothis idеntitуparadеbusinеss?
Цех:
Wе|l,|,dbееnIookingin thе IoсаIpapersfor weеksfor a
partlimejob _ at the time I wasa bit shortof саsh_
аnУWaу,
a friendof minе had a сarstoIenаnd Wewentto
thе nеаrеstPoIiсeStationto reDortthе thеft.
So you wеreаskеdto takе partat thе Po|iсeStationthere
a nd thеn?
.Сash
WеII,not ехaсtly.I sаwthis postеron the wаIIthat said
Rеwаrd'and l was intеrеstеdin whаt it might bе for,so I
startеdrеadingit. I thoughtit Iookеdintеrеsting,
so I askеd
for an appIiсation
form_ and |'vеbeenbusyeversinсe!
ntеrviеwеr: So how manу paradeshaveуou taken part in?
{Jех:
I'velostсount,to telIthe truth,but it'sdefinitelywe|Iovеr50.
]гltеrviеwеr:And what happеns?Do you haveto wearwhat they givеyou?
l'Jех:
probably
No,you сan wearwhatyou Iikе.Тhе rеa|сriminaI's
сhаngеdс|othesanywayIoadsof timessinсеthe сrimеwas
сommittеd.
Yes,of сourse.... Аnd havеyou madеa |otof moneу?

7 Dividеstudеnts
groups
intosmаII
thеquеstion.
to disсuss
Rеmindthеmto answеr|he Whу?paгtof thе quеstionas
We||
asthеfirstpart.A||ow
a maХimUm
Ask
of fivеminutеs.
groupsto sharеthеiridеaswiththе с|ass.
WritеWhу?and
Whуnot?аs hеаdings
on thе boаrdandаskthеgroupsfor
thеirrеаsons.
FоrехаmоIе:
Whу?
an еasyWaуto earnmoney
hе|pto сatсhсriminaIs
Whуnot?
witness
mightthinkyouаrеthесriminаI
mighthavеto Wеarstupidсlothes

Speaking
Pгonunсiation
в .€ д l. P|аythе rесording.
Тhеstudents
shоu|dbе аb|еto
rесognise
thе mainstressaftеrIistеning
onсe.lf theуsееm
plауthе rесording
unsureaboutanуof thеWords,
again
bеforесhесking
thеanswеrs
Withthе сlass.


@

interеsted
.l businеss2 appligation3
фfinite|у 4 сomлLЦtеd
5 adфionaI 6 pеnniIеss
7 disсip|inеd
B suspeсt
9 |f studеnts
Wеrenotсonfidеnt
aboutthеstresspattеrns,
ask
the сlаssto rеadthewordsa|oudin сhorus.
10 Studеnts
do thе еxerсisе
on thеirown.Сhесkthеаnswеrs
withtheс|ass.

irres{_ to Ьt,е:
thеуаrebе|iеve

а judу _ somщ
.
сourtоf lаw
_
0 ronюm monеуpаld bl
hasbеепkidпаpщd . "
murder- killingа
o burglсr - a

* Quiсkfiller!
Аskstudents
if thеyсanthinkof аnvothеrvеrbаnd noun
pаirswhеrеthеstrеssshiftsin а simi|аrwaу|o аpptуоppliсаtion.
Еxamp|еs
inс|udе:сombine* сombinаtion,

o thiф -

ассused eт:
a rеwrd:я

Еxplaining
.Qa}aа.Те|I
studеnts
to readthеdia|oguе
bеforеthеу|istеn
'' to thе rесording
аndte|lthеmto tryandаntiсipаtе
Whаt
mightgo in thеgаps.Те||students
thаtyouаrеgoingto
p|aythе rесording
onlyonсe.P|aуthе rесording.
Studеnts
fil|аs manygapsas thеyсаn.Studеnts
сomparеthеir
answеrs
Withа partner's.
p|аythе reсording
lf nесеssаrу,
againfor studеnts
to сomp|etе
thе diа|oguе.
Сhесkthe
аnswеrs
withthе с|аss.

@
Asking/ Explainingwhat somethingmeans
Sandу: You see this word burglor.l Whаt does it mean?
I think it's somеonеwho 2 breaksinto a houseto ] 5tеа]
Joе:
something.
Sаndy: +Аh. so that'sit!And саnyou te||mе whatransommеans?
|t mеanssomеthingthat you paуto kidnappersto gеtthе pеrson
Joе:
theykidnappedbaсk.s |Vavbе
vou сan tеl|me whata vеrdiсtis?
Sandy: No,| сan,t.Lеt,sо |ookit uo.

12 Dividеstudеnts
intothreеgroup5,
A, B аndс, Withthе
sаmenumbеrof students
in eaсhgroup.Giveеасhof thе
groupssixof thеwordsin thе |ist(onеwordсаn bе left
out).Studеnts
disсuss
explanаtions
of thewordsthеvhаvе
beengivenusingthе phrаsеs
in ,l,l.Givеthеmаbouttеn
minutes.
Monitorandсhесkthеyarеusingthеphrasеs
сorrесt|y.
Nowdividеstudеnts
intogroupsof thrеe,with
onеstudеntfromgroupА, onеfromgroupB and onefrom
groupС in еасhgroup.Tеl|thе newgroup5to exp|ain
thеir
wordsto еaсhothеr.lf mono|inguaI
diсtionariеs
аrе
availabIe,
tеIIstudеnts
to usethеmto сheсkthеmeanings
of wordswherеthеrеis disagrееment,
or wordsthаtnonе
of themknow.Сhесkthе еxp|anations
withthe с|аss.

Ф

a susprсt.:
а сrlmе
fraud -.

оbtаin

а mu$FI.

щоp|e.'iB
13 Studеnts
under|ine
thеwordson thеirown.Сheсkthе
аnswеrs
withthесlаss.
Or a
a

14 Studеnts
workin pairs.Rеmindthеmto usеthеphrases
in 1,1.
Мonitorthеpаirswhi|ethеyаreworking,
if nесеssary
hе|ping
withvoсabu|аry.
Сhесkthееxp|anаtions
withtheсlаss.

Еole pla1
15 Putstudеnts
intopairsandgivethеma rolе,А or B.Те|Ithem
to rеadthеirrolеandthinkaboutwhаtthеyarеgoingto say.
Studеnt
А wi||nееdto thinkaboutthedеtаilsof thесrimefor
еxamp|e:
whеrе,whеnandhoщwhatthе bikеis likе.
Student
B wi||nееdto аskthеquestions
аnd makenotеs.
pеrformthe roIеp|аy.Monitorand mаkеa notеоf
Students
any mistakes
forсorreсtion
lаter.YoumаyWаntto askthе
bеstpairsto pеrformthеirro|ep|аyto thес|ass.


"-*--*-\
optional aсtivity
]r lg in somеnеWspapеr
reports
of сrimеs.Askstudеnts, ii
,'-iэrking
groups,
in pairsor smаI|
to сhoosе
an artiсIе
э
3зouta саsеwhiсhinterеsts
thеm.ThеnеWspapеrs
сanbе i
п their|аnguаgе,
butthеdisсussion
shouIdbе in Eng|ish.i
1skthеmto dеsсribе
brief|y
to the rеstof thе сIаsswhat
1
lhе сriminaI
did andwhаtthеsеntеnсe
was.Dothеуthink i
lhе sеntеnсе
wasfair?Whаtsеntеnсе
wou|dthеyhаvе
i

g]vеn
if]!Ч.!:9..т-9:"
:l":*9g**"
-"-**

Writinga Iеttеrgiving adviсе
А home-stоу visit SBpagеs
24-25
Itarm-up
1 students
|ookаt thеаdvеrtisеmеnt
for a homе-stay
studу
сoUrse
on page24.
Answеr
thеquestions
ora||у
asа с|ass.
Lаnguagеnotеs
yisit- whеnthе studentstaysin thе homеof a
a homе-stау
fаmi|у
Writеthе hеadings
Аdvаntаges
andDisаdvаntages
on thе
boаrd.Askstudеnts
forthеirsuggestions
andwritеthеmup
in nоtеform,Iikеthis:
Advantagеs
Disadvantages
havеto spеakEng|ish
Ionе|y
аlIthеtimе
еxpеriеnсе
Eng|ish
havеto spеakЕng|ish
fаmiIylifе
all thetime
no trаvе|ling
to |essons mightnotIikefami|у
Askstudеnts
if thеywеrеoffеrеda сoUrsein a |anguagе
sсhoo|
in Еng|and
or a homе-stау
visit,whiсhwouIdthеу
сhoose?
Takea с|аssvotе.

Studyingthe sample
2 Askstudеnts
to сovеrup Mаriа's|еttеrand rеаdthe
situation
aIoudto thеm.Askthemto prеdiсt
whаt
questions
Mariamightаskin hеrIеttеr.
Writеsomе
suggеstions
on thе board.Studеnts
thеnrеadthе lеttеrto
сhесkif thеirsuggеstions
Werесorrесt.
3 Givеstudеnts
two minutеsto skimrеаdthe rеp|у.
Studеnts
disсuss
thеiranswers
in pairs.Сhесktheanswers
withthе
с|аss.

*

i:"Т.ff;n.'"u*
.
жil fi:i.*аndmoreсomfortаblе.
,;;у:,'{:{^уou oII ritthеstаtion)

ffiil-l';T
}:l:l',Ь,.,,
Wеаthеr

homе
.visitWоrdsworth's

oftеnwet- takewаtеrоroоf
с|othins

5 Studеnts
do thееxеrсisе
on thеirоwn.Rеmindthеmto |oo
аt thеwordsbеforеandaftеrеaсhgapto hеlpthеmdесide
whаttypeof wordthеуwilInеed.Тhiswi||aIsohe|pthеm
to undеrstаnd
thе соntеxt
thеwordis usеdin. Сheсkthе
аnswеrs
withthес|ass.

e, , 1 b



7a

зь
8a

4a
9b


10с

&lving advice
6 Studеnts
do the exеrсisе
on thеirown.Аskthеmto writе
downthe phrasеs
SaIIy
usеs.Сhесkthеanswеrs
withthе
probIеms,
сlаss.Ifstudеnts
hаd
writеthеexprеssions
on
theboard.
oi 1
2
3
4

| thinkyоushоu|d
takеthеtrain.
Itwou|dbе bеttеrto travе|on Fridаymоrning.
| thinkрu оughtto trу а YouthHostеl.
...sоtаkёsomеwatеrproоf
сlothing.

Askstudеnts
howSa||y
softеns
thеadviсеshеgivеs(byusing
phrasеs
suсhas l thinkуoushould... аnd lt wouldbe
bеtter... . Sheаlsousеsmoda|s|ikeshouldandoughtto,).
Rеmindstudеnts
thаtthissoftening
of
is veryсharaсtеristiс
Еnglish.
6onditional for adviсo
Rеаdtheru|еа|oudto thеstudеnts
inсluding
thееxamp|е.
Answer
аnуquеstions.
7 Studеnts
do thееxеrсise
on thеirown.
:lr ll I ' rr.: lrl:lli..ll,

5nеusеssnorттorms'т0rехаmрtе:Inаnкs;I.m;Ineуrе.

sьe,.
U$f*.iцfoim1!
8 Studеnts
workin oairs.Сhесkthеаnswеrs
withthесIаss.
.1.
iiilligоklлg
i5.п.вйяЦilт6t,lЁiаlйр
..]l'.
l.
fфrd..:.rpj,..lt;.*iiil.;iiа.'иl.$egrl.rви..фи1.':..'.;.......l.:l::...l.'l.......
Фi1d
2с зb 4a
shёl.tig1$ll1r:lё..;|шer..rvitn...цЁi'.fiв!.:n.G*иlti1:.l.l.l.:.':.l.'li:..:..:.:..'..i..'..l..
....
..:.....

Stеpsto betterwriting
4 Studеnts
workon theirown.Те|IthеmthеУshouldmаkе
notesrathеrthanсopyingsеntеnсes
fromthе |ettеr.
|fthеy
nееdhе|p,
dotheTrаnsporf
sесtion
withthеmon thе board
andthеntеl|thеmto сontinuе
on thеirown.

9 Bеforеstudеnts
givethеmonе minutеto
do thееxеrсise,
rеadthе prob|ems
аndthinkof а piесeof adviсеforeaсh
onе.Rеmindthеmto usеthеohrаsеs
work
from6' Studеnts
in pаirsgivingandreсеiving
аdviсе.
Ф; Studеnts'
ownanswеrs.


Uвingartiсlos
10 Studеnts
dothееxеrсisе
ontheirown.Сheсk
thеаnswers
withtheс|аss.

ф Quiсk fiIIer!
Аskstudentsif thеyсanthinkof otherwаysof trаvelling
whiсhсаn gowith the prеpositionbу (bуbus,bу аir, bу boot"
bу bike).
ls thеreanothеrpreposition
usedwith waysof travel|ing?
(Yes,oл _ on horsebасk,
onfoot).
11 Studеnts
do the еxerсise
on theirown.А|ternative|y,
do thе
exerсise
orallvas a who|ес|ass.

givethеma minutеto rеаd
12 Bеforеstudеntsdo the exerсisе,
the quеstions
аndthinkof someanswers.
ln pairsstudеnts
disсussquestions
1-4.А|lowa maximumof fivеminutеs.
Whi|estudеnts
аretaIking,
monitorаnd сheсkthatthеy
knowthe Еng|ish
namеsforthearеаs'distriсts
and сitiеs
theymеntion,if thеrеis an Eng|ish
nаmе.|f nесеssаry,
writеthemup on the board.Askpairsto sharеtheiridеаs
withthе с|ass.

Writingyourlеtter
Undoratanding tho tasК
ReadUnderstаnding
the taskaloud to the сIаss.Makеsurе
studеntsundеrstand
whatthеyhаveto do.Askstudеntsto
dесidеwhethеrtheirlettеrshouldbе formа|or informа|.
suggest
thatthеywriteаn informaI
|еtterasJim is а young
person.
?lanning
13 Dividеstudеnts
intogroupsof thrееor four.Те||thеmto
thinkaboutwhattheydisсussеd
in 12 whеnplanningthеir
paragraphs.
Monitorand providеhе|pif nесеssary.
14 Тe|lstudents
to lookbaсkаt theWaysof givingаdviсеthеy
Iistedin 6. Youсаn а|sosuggest
thattheylook bасkat
Sа||y's
|etterin 3 to he|pwithinformal|anguagе
and
ordеring
thеirparagrаphs.
Askthemto tе|lyou howthеy
сou|dеnd thеirlеtter,for example:Withbestwishes.
Writing
15 Studеnts
writetheir|ettеrs
in сlаssor for homеwork.
Rеmindstudentsthаtthe lettеrsshou|dbе bеtween
120-150words.
LhoсYing
16 Rеmindstudеnts
thattheyshou|da|wаys
сhесkthеir
writtеnwork.Setаsidesomеtimein с|аssforthemto
еxсhаnge
their|etters
witha paгtnеr's
аnd сhесkthrough
eaсhother'sworkfor thе pointslistеdunderСheсkingand
alsoforthestandard
of hаndwriting.

ED
l_

Tellstudents
to imaginеthatа goodЕnglish
friеndof thеirsis
сomingto theirсountryfora homе-stаy
visit.Tе||thеmto write
a |еtterto thеirfriend,givingadviсеon thefo||owing
topiсs:
. а goodpresеnt
to bringforthеfаmily.
. whatto do,andwhаtnotto do in thе homе.
. thin8sto do in thеevеning.
Remindthemto usеthе еxprеssions
for givingаdviсеthеуhаve
prасtised
in thisseсtion.

Word foсus SBpage
26
e',prain pgu?r
1 1 rеmembеring2 explanation3 obsеrvаnt
4 memoriеs 5 mind 6 rеmind 7 brain
8 sеnsеs
о,. ltlords сюnnoc|oduith сrimo
2 1 burg|ary2 speеding 3 manslaughter
4 murder 5 mugging 6 thеft
o', &iving dafinitlons
3 1 doеsit mеаn 2 | thinkit's 3 don'tyou
4 l'm notsure 5 muсhmorеserious
6 do yоuthinkwou|dbе 7 prisonsеntеnсe
8 wou|dbе еяоugh 9 firstoffenсe

Ехtеnsion
o'. Ptrrasаl vorbs
,t 1 put ... up b
2 makeup d
3 sеt off с
4 findout а
5 drop... offе
5 1 mаdеup 2 drop... off 3 sеtoff
4 foundout 5 put... up
ь'ProPogitionэ
61of
2in 3аt 4tor
6 without 7 with

5about

Rеadingfor pleasure
A new sport SBpagе
27
Warm-up
questions
Diсtatе
thеfol|owing
to thеstudents:
Hаveуou evеrploуеdсhеss?
If уes,how oftеndo уou plау?
lf no, wouldуou like to ploу? Whу/ whу not?
Te||studеnts
to askthrееpeop|ein the с|assthe questions.
Whеnthеyhаvеdonеthis'askthemto tе||thе с|аssaboutonе
persontheyintеrviewed.


"""**"*"*i
optional aсtivity
;'
. ..оuhаvеenoughbi|ingua|
diсtionаriеs
forеverytwo
i
siudеnts,
askthemto workin pаirsаndfindoutthе
Ё
теаningof someor a||of thеfoIlowing
wordsfromthеtеxt: i
цеg.0nnoу,relent,аbsorb,оdversоrу,wеоkness,
withhold, ff
.\torе

r1hеnstudеnts
havefinishеd,
askthеmto rеadthеtextto
tindthеwоrds.

fun1Тaniь а bоst-аslling
authoгwhoшasboгnin thоU6A of
..hineьeparentь'
ihо wаebroughtup in bothihо Unitоditatоs
andourope'A сommon
thоmein hsг booКsiвfamil1
гelаtionьhips,
paгtiсulaгl1
Lhineьv
thогolаtionshipь
bоtшeоn
pагonte,
сhilrdren.
uauаll1mothaгs,
аndthgiг(hinoьo-Pvnoriсan
'thedoуLuсКСlubhaьboenmаdоintoа film.

L*K'-J

LettsreviseUnits 1 and 2
SB pagеs28_29

Grammar
1',l
э
7
I

oftenhеlp 2 think 3 nееdsto 4 'sdoing
a|wаys
сomp|aining6 prеfеrs
doеsthismobi|еphonеbe|ong
to
arebесoming

21

Yеs,but I hаvеto pаssmу еxamsfirst.
Yеs,hе mUstn't
windsurf
forthrееmonths.
No,youmustn't
smokein thеwaitingroom.
Notrеa||y.
l hаdto gеtup аt sixevеrymorning
Yеs,l do.СanI borrowуourmobilеphonе?
YoushouIdgoto thе doсtor's.

2
3
4
)
6

3 1с 2a з с 4a 5с
11 с 12b 13b 14с

6a 7с 8b 9с 10
15a 16с 17b 18с

Voсabulary
о'. .l
2
3
4
5
6
7
Your rеaсtions
givеthеmtwo minutеsto rеad
Bеforеstudents
do thе еxerсise
thеquеstions
andthinkаbouttheirrеsponsеs.
Dividestudеnts
groups
intosmaII
thеquеstions'
A||ow
to disсuss
a maximum
of tеnminutеs.
Askgroups
to sharеtheiridеaswiththесIass.
Thismay|еadto furtherdisсussion
if thеrеаrediffеrеnсes
of
opinion.

4'l

fasсinating2 friеndlу 3 nationaIistiс
4 сuIturе
5 сustoms 6 indеpеndеnt7 identity

51

putup with 2 makеup 3 building
up
4 drop Pаmoff (at) 5 sеtoff

61

rеmind 2ехplаnation 3mеmory 4shy
э burg|аr 6 offenсе 7 arrеstеd

71

idеntifiсаtion2 сonversаtion3 performanсе
4 сonstruсtiоn5 аpp|iсation6 organisation
7 ounishmеnt

81

taI| 2stoсky 3fair 4short 5wavу 6b|ue


5ее Unit sшmmaryon Contеntspages4-5

ReadinB Upsоnddownsof thе
h u mо n ГaСe sвpagеs
з0_З,l

'}
* optional aсtivity
j
sсanrеadingаndto foсuson сеrtаin
$ To еnсouragе
youсanaskstudеnts
i" voсabu|аrу,
to find individuа|
words i
in thetext.Tе|lthеmyouwiIlgivеthеfirstаnd |аstlеttеr
of a wordandthеymustfindit in thеtеxtasquiсk|y
аs
,l7
thеyсan.(SееdеtаiIs
on pаgе of thisТеaсher,s
Guidе)
Suggestions
h-I(hеight)w-d(wilф a-e(аgriсulturе)
f-d (fаrmlаnф

QuiсK quiz
1 students
workin pаirsor smаlIgroups
to do thеquiz.Givе
thеmfourminutеs.
Те|Ithеmto gUеss
if theydon'tknow
thеаnswеrs.
Сhесktheanswеrs
Withthес|ass.
Findout
whiсhstudеnts
knowmostаboutnutrition
byasking
studеnts
to pUtup thеirhаndsif thеyаnswеrеd
сorrесt|y.

Studеnts
do thееxеrсisе
on thеirown.Сhесktheanswеrs
withthесlass.

ь, 1 Thеhеightwеwеrеthousаnds
of yеаrsago.
2 Thеstаp|еdietwаslimi.tеd
to thrееplаnts.
3 lt hаsсhалgеdourihаpе:wе hаvеbесomеs|ightly
ь, 1bаndс 2b 3с 4b
thinnеrаndimal|еr.
4

wl|Idеvеlорsmа||еr
skе|еtons
and bесоmеfattеr.
2 Dividestudеnts
intotеаmsof fivеandgivethemfivе
git tal{е,.
oR

wiII
minutеs
to сomеup withas manуkindsof foodas possibIе
in eасhсategory.
А|ternativе|у,
dividеstudеnts
intosix
groupsand givееaсhgroupa саtеgory.
Givethеmtwo
minutes
to сomеup withаs mаnуwordsas possib|е
in thаt
сaIеgory.
o' Possiblеаnswеrs
mеat:сhiсkеn,
bееf,pork,vеaI
hеrbs:pars|еу,
rosеmarу,
сamomi|е
fruits:bаnanа,
аpр|е,Iеmon,
orаngе
bеrriеs:strawbеrrу,
rаspbеrry,
b|асkbеrrу
сrops:potatoеs,
wheаt,riсе
ju,n|с'f.tоdl mb.urgеrs,
hоt dоgs,сhips,сrisps
.h.a

Reading
3 Askstudеnts
tо skimreadthеаrtiс|е
andto notеthеtimе
thеytаkе.Rеmindthеmthаttheуshou|d
tryto improve
thеirskimrеаding
spееd.
Languagenotеs
Thеtit|еToobigfor ourbootshasa dоub|еmеаning:
. Тhеobvious
mеaning,
rеfеrring
to thеsizеof ourfееt.
. Тhееxprеssion
сana|sobе usеdto rеfеrto а pеrsonor
peop|е
whois / arеovеrсonfident
аndarrogant.

Sсаnning
is а vеrуimportаnt
skiIIto dеvе|op,
еspeсiа|ly
whеndoingеХams.
Pointoutthаtthе mаindiffеrenсе
bеtwееn
sсаnning
аndskimming
is thаtthеаim of
is to findа piесеof informаtiоn
sсаnning
in а tеxtqurсkly
whi|еthеаim of skimming
is to gеtthе mаinidеasin thе
whоIеtеxt.
4 Bеforеstudеnts
sсanthetеxt,askthеmto undеr|ine
kеy
wordsin thеquestions.
ThiswiIlhе|pthеmto stop
аutomatiсal|y
whеntheysееthesаmеor simiIаr
wordsin
thе tеxt,for еxamp|е:
returning'
invention,
сlimаte,t'uturе.

@

do thе restof thе eхеrсisе
5 Studеnts
on thеirown.Те||them
to find rеаsons
fortheirсhoiсеsin thеtеxt.Studеnts
сompаrеthеiranswеrs
witha partnеr's.
ъ, 1b

2a

3b

4a

6 Studеnts
workin pairsto dесidеon а suitabIе
sUmmarу
sеntеnсе
for pаragraph
5.
o- Possib]eаnswеr
A rеturnto diеtsof thеpаstis makingpеopletаl|еr.

Voсabulary
Desсгibing pоople
7 Studеnts
do thееxеrсisе
in pairsor on theirown.Сhесkthе
аnswers
withthесlаss.
ф1

b

2e



4a

5d

....] ....: ..] ..: : l....: .] ; ] l

* Quiсkfillerl
A сompound
nоunis oneсomposеd
of twoor morеwords
or pаrtsof words.Тhеwordsmаyеithеrbе twosеparаte
wordsor joinedtо formonеword,or Iinkеdbya hуphеn
asin hunter-gаthеrеr.
Аskstudеnts
to findmorееxamp|еs
of сompound
nounsin
thе artiсIe(еxаmp|еs
inс|udet'аrmlаnd,
mоnkind,stаplе
diеt).


тшлгulпaI
о- PossibIе.аnswеrs
l д...s:udеnts
tо dо thееxеrсise
on thеirownwithout
a OnedЫ St сo|umbааskеdonеof his rnоnks...
..-i' Пgat thеartiсIе
аgаin.Studеnts
сompаrе
thеiranswеrs
b Сo|цmba
huirieddowntо.thеwаtеr'1
edge,gotintoa
/{.. а paГtnеr,s
аndthеnIookаt thеаrtiсIе
againto сhесk
but intothе |akе.
. boаtand.rowеd
:-е ].аnsWеrs.
withthесlаss.
Сhесkthеаnswеrs
с. Сolumbaйаs Iivingat FortAugustus
...
.
d
...
thе
sun
Was
shining
...
г.,l b 2с зь..l.*..l'1;l;l.l$'.1l.bl].l.1.;ltl111.i.:.i1...tii..ii..l.;:l
е ... аs hе wаsсrоssing
thе|осhhе suddеn|у
sawa
strаngе
сrеatUrе.
PгtPositions
f Тhеmonkhаdhеardpеop|е
in thеvil|аgе
tа|k. '.
9 !:;dеntsdo thееxеrсise
on theirownor in pairs.Сhесkthe
I
alswеrswiththес|аss.
Paвt simple or Pa6t сontinuous?
}. 1 on 2 iп 3 tо 4.for ) WtтtI
3 Studеnts
do thеехеrсisе
on thеirown.Тhеyсanсompare
thеiranswеrsin pairsbеforеyouсhесkthеanswers
with
thе
с|ass.
Пme to talk!
дj.(5tudеnts
to rеadthе ouеstions.
Givеthеmtwo minutеsto
C:t!
- -lе dоwntheirrеsponsеs.
оf
Dividеthеmintopairsor groups
1:.,,lr
or fivеto disсuss
Pairsor groupssharе
thеirresponsеs.
:.t r idеaswiththесIass.
Тhismavleadto furthеrdisсussion.

Gramm?f

З2_3З
sвoasеs

Тhe past- narrativеtensеs
Putstudеnts
in
intopairsto desсribe
whatis happеning
еасhpiсturе.
At thisstagеit doеsn,tmаttеrif theуusеthе
prеsеnt
tensеor the pasttеnsе.

Paэt вimplо or paat уorfoc|?
4 Studеnts
rеadthesеntenсе
in
аndаnswеr
thеouеstions
pairs.Е|iсit
answеrs
fromthесIаss.
o'. .I rеаdingthе bооks,рastpеrfесt{hсd..+..i1fi.tt.!t!V.ф'.......]:l.
2 Yеs,аlthоughit is morеnaturа|
to put it first.

Askstudеnts
to skimrеаdthеstorУto сheсkif thеir
dеsсriptions
wеreaссurаtе.
Askstudents
to putthе piсturеs
in ordеrwithoutreading
thеtextagаin.Students
сomparе
аnswers
witha pаrtnеr's
andthеnrеаdthеtеЦ;gain.

Сhесkthеаnswers

a- 3,1,4,2

Ъrammarсheсk
past perfесt

Past gimPlq paьt сontinuouэor уaьi.уerfoc|.?
a -I

5

о' гаst.si.;ii r'..1..'
оеsсrilbeЦl..ll..li.l.'ll:l.
Iookеd.]l.:l.:].]l:.l].:;.:,.l];..i

h,

l'.
"iаi..l.l..'..l...........
swаm..
.].:].]j:]:].:l]].]:
:
hеаrd..l..:........]l.....
:.,.

sаw

.:]].:l:]...]]:;]]lil

Usеs
2 Bеfоrestudеnts
е|iсitthe kindof words
do thе еxеrсisе,
thеyarе|ooking
for in thеtеxtthаtwi||he|pthemto find
words|ikefinоllу,
the usеs,for еxamp|е:
a timerеfеrеnсе,
in thеtеxt.Studеnts
whilе.Аskthеmto undеrIinе
examp|еs
dо the exеrсisе
in pairs.Сheсkthе ansWеrs
withthе с|аss.

ё6)t.l Rеmindstudеnts
to skimrеаdthеtеxtbеforеthеy
Iistеn.
Givеthеmtimeto dо this.Тe||studеnts
thаtУouare
goingto p|аythе rесording
twiсе.PIaуthе reсording.
Studеnts
сomp|еtе
аs mаnуof thеanswеrs
asthеyсan.
Studеnts
сhесkthеirаnsWеrs
in oаirs.

@

A fеw yearsаgo l r Wentсampingwitha friеndin the RoсkyMountainsin
thе USA.Peop|e2 warnеdus aboutbеarsbеforewe lеft,so we did alIthе
rightthings'Weз didn,tсooknеxtto the tеntand we с|eanedour сooking
еquipmеntаftеrwe +had hаd our meaIs.Еvеrynightwe 5 р.ц1aIIthе food
peaсеfu||у
in a bаgаnd hungit fromа trее.onе night,l ь wass|eеoing
when I suddenIуwoke
up bесausе| z hеаrda strangenoise.My hеart
startedbeatingfast.lt was а bearand it 8 WastrY!-ing
to reaсhthe food in
thе bag!| didn,tknowwhаtto do,so I s dесidеdto wakemy friеnd,but he
ll сrаwIеdoutside.
Wasn,t
there.l0 Hadthe beareatenmy friеnd?| sIow|у
|t Wаsn'ta bear.|\4y
friendhad got hungrуin the midd|еof thе night,so
hе lz had сIimbedthe treeto try and gеtsomеfood.Unfortunatе|y,

had got stuсk!

P|aythеrесording
аgаinforstudеnts
to сhесkand,if
nесеssаry,
withthе
Сhесktheаnswеrs
сorrесtthеirаnswеrs.
с|ass.


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