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21
Opener
1 ★ CPT extra! Photo activity [before Ex.1]
- Ask students to look at the photo and the caption. Ask them to work in pairs to describe the place and to discuss the question. Elicit a few ideas from the class in feedback.
Answers Students’ own answers. The photo shows a man in Bukhansan National Park. The park contains forested areas, temples and granite peaks, and the man has clearly just climbed up one of the peaks. Maybe he feels relaxed or tired after a long climb.
2 [1]
- Play the recording. Students listen and answer the questions. Let them compare answers in pairs before checking with the class.
Answers 1 In Seoul, South Korea 2 About ten million 3 It’s a good way to relax.
Audioscript [1]
Normally, national parks are in the countryside. But Bukhansan National Park in South Korea is part of the city of Seoul. It’s about forty-five minutes from the city centre by subway and about ten million people visit the park every year. People in Seoul go walking there at weekends. It’s a good way to relax.
Background information The Bukhansan National Park covers an area of 79.92 km^2 and was established on 2 April 1983. Bukhansan means ‘mountains north of the Han River’. It has three main peaks and is so popular with hikers that trails are closed on a rotational basis to protect the environment.
- You could start by checking some of the difficult words in the box with your students. Use mime or visuals to check their meaning (see Teacher development below).
- Ask students to work in pairs to discuss the activities. In feedback, ask some students to tell the class what they found out about their partner.
exAmple Answers Note that the answers here depend on the students’ own experience. I go jogging every morning. I don’t often go clubbing.
Extra activity Ask students to work in pairs to decide which activities you (their teacher) often do and which you rarely or never do. Then do a live listening (see explanation below). Briefly describe the activities you often do. Find out which students predicted your answers correctly. Note: A ‘live listening’ is when you talk naturally about a topic and students listen to you with a task to do. It’s both fun and motivating for students at this level to listen to and follow a native or proficient speaker, and a welcome and real change from listening to recorded material.
Teacher development Using mime or visuals to check words At pre-intermediate level, most new words can be explained with a picture or a mime. Here are four suggestions for checking the meaning of the activities in Exercise 3:
- Find pictures for all the activities. You could choose to print off or cut out pictures to make flashcards, or you could use your classroom technology to project pictures you have found online. Start by showing the pictures and asking: What can you see? Alternatively, since these are activities, ask: What are they doing? Elicit ideas from students. At the end, ask students to look at the activities in Exercise 3 and match them with your pictures.
- Show the pictures, as suggested in 1 above, but don’t try to elicit the words. Once you have shown all your pictures, ask students to work in pairs to try to remember what activities they saw. Brainstorm activities to the board in feedback. Then ask students to look at the activities in Exercise 3 and say which ones they remembered.
- Act out the activities in Exercise 3 (e.g. mime cooking, playing a violin, reading a book) and ask students to call out, write down or silently remember the activities you are miming. At the end, students match what they said, wrote or remembered with the phrases in Exercise 3.
- Ask students to look at the activities in Exercise 3. Mime six of them, telling students to tick the ones they see you act out. Let students check in pairs, then improvise their own mimes to show the meaning of the other phrases.
22 Unit 1 Lifestyle
- Students notice how words in a text are pronounced and stressed.
- It builds confidence with reading – it signals that students should read a text naturally the first time they read it, and that they should not worry about unknown words.
- Ask students to find the analysis of their answers on page
- Let them compare their findings with their partner, and discuss what type of person they are. Elicit some answers in feedback, and find out what sort of sleep problems students have and what the reasons might be.
Grammar present simple and adverbs of frequency
- Ask students to work individually to match the sentences with the uses of the present tense.
- Let students compare answers in pairs before checking with the class.
Answers 1 b 2 a
- Ask students to look at the grammar box. Point out the third person addition of -s ( sleeps ).
- Ask students to read the article quickly for general understanding first. Ask: What is it about? (why we sleep, why we have problems sleeping and why people sleep differently).
- Ask students to read the article again and complete it with the correct form of the verbs in brackets. Let students compare answers in pairs before checking with the class.
Answers 1 do we sleep 2 spend 3 don’t know 4 do we have 5 don’t get 6 work 7 go 8 do we sleep 9 depends 10 need 11 don’t sleep 12 take
Grammar note Note the following form rules that often cause students problems:
- We add -s or -es in the third person. We only add -es after o ( he goes ), after y changes to i ( she flies ) and after the consonant sounds ch, sh, x and ss ( she watches, he washes, she fixes, he kisses ). Students sometimes misapply rules and change y to i when y comes after a vowel. Words that end with vowel + y don’t change (e.g. play becomes plays not plaies ).
- We use the negative form of the auxiliary verb do/does + bare infinitive to form negatives (e.g. Tom doesn’t watch TV ). Students often confuse this in the third person (e.g. He don’t watch/watches; He doesn’t watches .)
- We use the auxiliary verb do/does to form questions: Q word auxiliary subject main verb Where do you live? What does she do?
1a How well do you sleep?
Lesson at a glance
- vocabulary: everyday routines
- reading: the secrets of sleep
- grammar: present simple and adverbs of frequency
- pronunciation: /s/, /z/ or /ɪz/
- speaking: your habits
Vocabulary everyday routines
1 ★ CPT extra! Vocabulary activity [after Ex. 1]
- Ask students to work in pairs to match the expressions. Elicit answers in feedback. Check the meaning of any unusual verb + noun collocations (see Vocabulary note below).
- Ask students to describe their typical days to their partner. You could start them off by briefly describing your own routine. This provides a model of what they should say.
Answers 1 g 2 f 3 h 4 a 5 d 6 e 7 c 8 b 9 j 10 i
Vocabulary note The main thing to point out here is the specific collocation of verbs and nouns or adverbs in ways that may not directly translate into students’ L1, e.g. fall asleep and take a break.
Reading
2 [2]
- Ask students to work individually to read the questionnaire and to choose their answers. Check that they understand the meaning of take a nap before they start (see the glossary at the bottom of the questionnaire).
- Optional step The reading text is recorded. You could play the recording and ask students to read and listen, selecting their answers as they go along (see Teacher development below).
- Ask students to work in pairs to compare their answers. Elicit what students found out about each other in feedback.
Answers Students’ own answers
Teacher development Reading a text while listening to a recording Whether you choose to ask students to read with or without the recording is up to you. Here are some reasons why it’s a good idea to ask students at the pre- intermediate level to listen and read:
- It gets students to read at the same speed, and as a whole class activity.
- It helps students with comprehension – the way the speaker uses stress, intonation and pauses can help students follow a text more easily.
24 Unit 1 Lifestyle
- Ask students to work in groups of three or four. (Make sure that there is an even number of groups.)
- Explain that they should produce a set of questions about lifestyle with three answers to choose from for each question. Elicit an example question and answer options with the class, e.g. How often do you go to the cinema? A: Every week B: Once a month C: Once a year
- If you think your students may be short of ideas when preparing, elicit a few categories or questions they could ask (e.g. sport, free time, food, work, home). Alternatively, ask different groups to prepare questions on different categories.
exAmple Answers Here are some possible questions: Sport: Do you often do exercise / do sport / watch football live or on TV? How often do you go to the gym? Free time: How often do you go to the theatre / clubbing / out? Food: Do you often cook dinner? How often do you eat Indian / Chinese / Italian food? Work: Are you often late for work? How often do you work in the evening / at weekends? Home: Do you often do the housework? How often do you do the ironing?
- Ask each group to join another group. You could ask them to sit in a circle or round a table so that they can easily ask each other their questions.
- Ask students to take turns asking and answering their questions. Tell them to note the answers and to use the information to present their findings to the class at the end.
- Elicit information from each group and discuss which group has the busiest lifestyle.
Extra activity You could turn this into a class survey. Each student walks round the class and interviews as many students as they can in five minutes. Then they sit with their group and compare their information. They can then produce a report based on the information they share. You could ask students to write the report for homework.
10 ★ CPT extra! Grammar activity [after Ex. 10]
- Look at the example and do sentence 2 as a class. This is a good opportunity to point out that sometimes more than one answer is possible.
- Ask students to work individually to decide where to put the adverb or expression in the sentences (see Grammar note below). Let them compare answers in pairs before checking with the class.
Answers 1 My brother always plays tennis on Saturday mornings. 2 We eat out at a restaurant about once a month. / About once a month , we eat out at a restaurant. 3 I take a bus to school every day. / Every day , I take a bus to school. 4 She is rarely at home in the middle of the day. 5 They go on holiday twice a year. / Twice a year , they go on holiday. 6 Are you often late for work?
Grammar note Adverbs of frequency generally go between the subject and main verb ( I often sleep ), but after the verb be and auxiliary verbs ( He is often asleep; He doesn’t often sleep ). The adverb sometimes is more flexible – it’s often used at the start of sentences ( Sometimes we go camping in the summer ). Expressions of frequency can be placed at the start of sentences to add emphasis, but generally they go at the end.
Speaking my life
- Ask students to work with a new partner. Look at the ideas in the box and elicit two or three possible questions and answers from the class. Then ask students to take turns to ask and answer with their partner. They should respond with answers that are true for them.
- Circulate and check correct question formation and use of the adverbs and expressions in students' answers.
- After a few minutes, say stop. Ask different individuals to tell the class what they learned about their partner.
- As students speak, note any errors with the present simple and adverbs of frequency. In feedback, write up four or five simple sentences with errors that you heard. Make sure the errors are from different students and anonymous. Ask students to work in pairs to correct the errors.
exAmple Answers Here are some example questions and responses: How often are you late for college? Never. / About once a week. How often do you check your emails? Twice a day How often do you go on holiday? Every summer / Twice a year. How often are you stressed at work? Often. / Every day.
1b The secrets of a long life 25
Answers Do: gardening, (regular) exercise Go: fishing, cycling, swimming Play: games Refer students to Workbook page 11 for further practice.
4 ★ CPT extra! Wordbuilding activity [after Ex. 4]
- Ask students to work in pairs to add the activities to the table in Exercise 3. They then think of another activity for each verb (see answers in brackets below). Make sure there are dictionaries available in the classroom for students to check any collocations they aren't sure of.
- In feedback, build up a complete table on the board. You could ask students from different pairs to come up to the board to write up the activities. Ask students if they notice any pattern or rule (see Vocabulary note below).
- Optional step Drill the phrases for pronunciation practice. Note the English pronunciation of the following: piano /pɪˈænəʊ/, yoga /ˈjəʊɡə/, karate /kəˈrɑːtɪ/.
Answers Do: homework, nothing, yoga, karate (aerobics, athletics) Go: hiking, running, shopping, surfing (camping, dancing) Play: cards, tennis, the piano, football (chess, basketball)
Vocabulary note Sport There are basic rules with play, do and go (although there are some exceptions).
- We use play with sports that involve a ball (or something similar), e.g. play football, tennis, golf, rugby, ice hockey, badminton.
- We use go with activities that end with -ing , e.g. go swimming, skiing, fishing.
- We use do with other activities when we don’t say -ing, e.g. do aerobics, gymnastics, athletics , martial arts. We tend to say do sport (not play sport ) and do boxing or wrestling (not go boxing ). Instruments In common with many other European languages, we also use play with musical instruments, but we usually use the , e.g. play the guitar, play the drums, play the violin. Uses of do We use do with activities with the when there's an idea of work, e.g. do the shopping, do the gardening, do the housework. We also use do when we don’t specify the activity, e.g. do nothing, do something fun, not do much.
- Ask students to work with a new partner to talk about people they know. You could model the activity by describing people you know. As students speak, walk round and listen to how well your students are using the collocations.
- Note down some errors as you monitor. At the end, write several errors on the board and ask students to work in pairs to correct them.
1b The secrets of a long life
Lesson at a glance
- reading: the island of Okinawa
- wordbuilding: collocations with do, play and go
- listening: in search of a long life
- grammar: present simple and present continuous
- speaking: your current life
Reading
- Ask students to think about the answers to the questions. Students can work in groups of three or four to discuss their answers.
- Elicit some feedback as a class to see who is the oldest person anyone knows and to discuss the reasons for their long life.
2 [4] ★ CPT extra! Background information [before Ex. 2]
- Ask students to read the questions, then read the article to find the answers.
- Optional step The reading text is recorded. You could play the recording and ask students to read and listen.
- Let students compare answers in pairs before checking with the class. For the fourth question, ask students to tell the class about healthy aspects of their partner’s life.
Answers 1 In Japan 2 It has some of the oldest people in the world. 3 fish, fruit, vegetables 4 Students’ own answers
Background information Okinawa Island has an area of over 1,200 square kilometres and is roughly 640 kilometres south of the rest of Japan. It’s famous for thick, slimy Mozuku seaweed (shown in the photo) which is very healthy, and one reason why the islanders live so long. The oldest person who ever lived was French woman Jeanne Calment (1875–1997), who lived to the age of 122 years, 164 days. The oldest Okinawan was Kama Chinen (1895–2010) who lived to be 114 years 124 days old.
Wordbuilding collocations with do, play and go
- Read the information in the wordbuilding box with the class. Elicit other do, play and go collocations students already know (e.g. do crossword puzzles, play computer games, go skiing).
- Ask students to work individually to find the collocations in the article and to complete the table. Let them compare answers in pairs before checking with the class.
1b The secrets of a long life 27
- Ask students to work individually to complete the sentences. Let students compare answers in pairs before checking answers with the class. Elicit the answers as complete sentences and ask students to explain why they chose the simple or continuous form each time (see Grammar note below).
Answers 1 ’re learning 2 spend 3 ’m checking 4 do; go 5 ’m reading 6 isn’t eating 7 don’t do 8 are playing
Grammar note 1 something happening around now, but not necessarily at this exact moment 2 a habit or routine 3 something in progress now 4 asking about a habit or routine 5 something happening around now, but not necessarily at this exact moment 6 something happening around now, but not necessarily at this exact moment 7 generally or always true 8 a changing situation (Students may argue that we can use the present simple in sentence 8. This is correct if you see this as a general truth as opposed to a changing situation.)
Speaking my life
- Read the instructions with the class and check that everyone understands what to do.
- Ask students to produce questions using the present simple and present continuous. Circulate and check correct question formation. Let students compare answers in pairs before checking with the class.
Answers 1 a How do you usually spend your free time? b Are you doing much sport these days? 2 a Do you often read novels? b Are you reading any good books at the moment? 3 a Where do you normally go on holiday? b Where are you planning to go this year? 4 a Do you speak any other languages? b Are you learning any new languages?
- Organize the class into pairs. Ask students to take turns to ask and answer their questions from Exercise 3. Monitor and notice how well students use the tenses. Note any errors which you could write on the board at the end for students to correct.
- In feedback, ask students to tell the class some facts about their partner.
Answers You form the present continuous tense with the present simple of the verb to be + - ing form (present participle) of the main verb.
Grammar note The examples in the grammar box and the sentences in Exercise 9 illustrate some of the spelling rules for the -ing form. You may wish to point these out to students.
- Verbs ending in a consonant + vowel + consonant, double the last letter of the verb and add -ing , e.g. travel S travelling. He’s currently travelling to different places around the world.
- verbs ending in -e , delete the final e and add -ing , e.g. move S moving. Young people are moving to the city. You could also point out that we do not use continuous forms with stative verbs, e.g. like, love, be, have. So we would not say: I am liking my English classes a lot at the moment. Instead we would use an active verb such as enjoy , e.g. I am enjoying my English classes at the moment.
- Read the information about the uses of the present continuous with the class. Check that everyone understands (see Grammar note below).
- Ask students to work in pairs to match sentences 1, 2 and 5 from Exercise 9 with the uses a–c.
- Check answers with the class.
Answers Sentence 1: b (to talk about something happening around now, but not necessarily at this exact moment) Sentence 2: c (to talk about something actually in progress now) Sentence 5: a (to talk about a changing situation)
Grammar note The present continuous is used to show that something is temporary, has duration and is around now. It can be shown with a timeline:
Past Now Future
Refer students to page 156 for further information and practice.
Answers to GrAmmAr summAry exercises 4 1 'm waiting 2 are; going 3 isn’t working 4 ’m writing 5 ’s talking 6 're building 7 are becoming 5 1 'm eating; eat 2 drives; 's driving 3 's talking; talk 4 'm working; work 5 'm doing; do 6 1 live 2 eat 3 say 4 is 5 is changing 6 are eating
28 Unit 1 Lifestyle
1c Nature is good for you
Lesson at a glance
- reading: nature and health
- word focus: feel
- critical thinking: giving examples
- speaking: making lives healthier
Reading
- Ask students to work in pairs to discuss the photo and the questions.
- In feedback, elicit ideas from the class, and use this opportunity to pre-teach the meaning of some key words from this section: brain, heart rate, outdoors, nature, 3D virtual reality (see Vocabulary note below).
Answers Students’ own answers. The woman is enjoying a virtual reality nature experience. She’s standing in a studio with pictures of nature around her.
Vocabulary note brain = the grey organ in your head that thinks heart rate = how fast your heart beats outdoors = not inside nature = the world not made by man, i.e. trees, lakes, mountains, seas 3D virtual reality = 3D means three-dimensional – virtual and reality refers to the pictures and sounds made by a computer to make the user feel they are in a real place
2 [6]
- Ask students to read the article and match the topics with the paragraphs. Let students compare answers briefly in pairs before checking with the class.
- Optional step The reading text is recorded. You could play the recording and ask students to read and listen.
Answers a 1 b 3 c 2
3 ★ CPT extra! Grammar activity [after Ex. 3]
- Read the questions with the class.
- Ask students to read the article again and find the answers. Let students compare their answers in pairs before checking with the class.
Extra activity With a young class, you could turn this into a roleplay. Ask half the class, working in pairs, to prepare questions to ask somebody famous or in the news. Ask the other half to decide which person to be and to think about what they often do and what they are doing these days. Organize students into new pairs (one from each half) to carry out their interviews.
30 Unit 1 Lifestyle
- Ask each group to present their idea to the class. Then open up the debate for a whole class discussion. You might want to end with a vote for the best idea.
Extra activity In groups or open class, ask students to give examples of how their home city has changed to be healthier and more natural in their lifetimes. Alternatively, you could ask students to prepare and give a presentation on this topic. The preparation could be done for homework.
- Read the sentence beginnings with the class. Give students a minute or so to prepare their endings using examples from their own life. You could start them off by eliciting two or three possible ideas from the class or by providing your own, personal, model answers.
- Organize the class into new pairs or small groups. Ask students to take turns to share their sentences. Monitor and notice any errors or examples of good language.
exAmple Answers Students’ own answers. Some suggestions: 1 I relax in my free time in different ways. For example, I sometimes go out with friends, but sometimes I stay at home and watch TV. 2 My home town has some places with trees and nature, such as the park in the city centre, and the national zoo. 3 There are some beautiful national parks in my country. A good example is Millennium Park.
Extra activity Write the following on the board and ask students to personalize them with examples: We have great beaches in my country. There are a lot of things to see in my city.
Speaking my life
- Ask students to work in groups of four. Read the instructions and the ideas with the class and check that everyone understands what to do.
- In their groups, students decide on one extra idea.
- In feedback, ask groups for their extra ideas and decide which ideas are the best.
exAmple Answers Students’ own answers. Some possibilities include: install an open-air gym in the park; build an outdoor swimming pool, provide an all-weather football pitch.
- Ask each group to discuss the ideas and decide on the best.
- Optional step Make one person in each group the ‘chair’. It’s their job to open the debate, make sure everybody has a chance to speak, and to summarize and choose the best idea. It’s also their job to present the group’s decision to the class at the end.
1d At the doctor’s 31
Pronunciation one or two syllables?
3a [7]
- Optional step Establish what a syllable is by writing toothache on the board and asking students to say how many syllables there are (two) – point out that a syllable is a single sound.
- Play the recording. Students listen and underline the stressed syllables in the two syllable words.
Audioscript [7] (and answers) ache (1 syllable) headache (2) ear (1) earache (2) stomach (2) throat (1) cough (1)
b [7]
- Play the recording again. Students listen and repeat (see Pronunciation note below).
Pronunciation note Note the difficult pronunciation of some of these words: ache /eɪk/, ear /ɪə/, stomach /ˈstʌmək/, sore /sɔː/, throat /θrəʊt/, cough /kɒf/. Note that the main stress is on the adjectives in the compound nouns: sore throat, runny nose, bad cough. Note that the main stress is on the first syllable in compounds with ache : headache, stomach ache.
Real life talking about illness
4 [8]
- Explain that students are going to hear a conversation in a pharmacy and another one at a doctor’s.
- Play the recording. Students listen and note the medical problems they hear for each conversation. Let them compare their answers in pairs before checking with the class.
Answers Conversation 1: a runny nose and a sore throat Conversation 2: earache and temperature
Audioscript [8] Conversation 1 p = Pharmacist, c = Customer
p : Hello, how can I help you?
c : Hello. I’ve got a runny nose and a sore throat. I feel
terrible.
p : Have you got a temperature as well?
c : No, it’s normal.
1d At the doctor’s
Lesson at a glance
- vocabulary: medical problems
- pronunciation: one or two syllables?
- real life: talking about illness
Vocabulary medical problems
1 ★ CPT extra! Lead-in activity [before Ex. 1]
- Optional step With books closed, mime some of the medical problems taught in this section. Ask students to write down as many as they can (in English or L1). Then ask students to tell their partner which ones they already know or can describe in English (see Vocabulary note below).
- Ask students to work in pairs to match the people with the medical problems. Elicit the first answer with the class as an example.
- Encourage students to make guesses and use prior knowledge. When checking the answers, use mime to check the meaning.
Answers 1 b 2 c 3 g 4 a 5 h 6 f 7 d 8 e
Vocabulary note Note the fixed collocations: a runny nose (= you can’t stop ‘fluid’ coming out of it) a sore throat (= it hurts when you swallow) We use ache (= a pain) with various parts of the body (note also toothache ). We always say a headache, but usually don’t use the article with other ‘aches’.
- Ask students to work individually to categorize the medical problems in Exercise 1. Let them compare their answers in pairs.
- There are no fixed answers so, in feedback, ask students to justify their answers.
exAmple Answers 1 I go to bed: headache, stomach ache, a temperature (perhaps backache) 2 I take medicine or pills: headache (paracetamol, aspirin); earache (ear drops); stomach ache; sore throat (throat sweets / lozenges); bad cough (cough syrup) 3 I go to the pharmacy or see my doctor: you might go to the pharmacy for all these – backache, earache, very bad stomach ache, and perhaps a high temperature might mean going to see the doctor.
1e Personal information 33
- Ask students to work in pairs to design a form for new students at a language school. First, ask them to brainstorm all the information the form needs to ask, then to order the list in a logical order to make the form. Monitor unobtrusively and help when necessary.
exAmple Answers first name, middle name, surname, title, age, gender, date of birth, address, postcode, telephone number, email address, contact details of person in case of emergency nationality, first language, level of English needs, interests, length of stay
- Students exchange forms with another pair. Ask pairs to check the form using the questions as a guide. Then pairs give the pair who designed the form feedback.
- In feedback, agree a ‘perfect’ form as a class.
Extra activity Once the class have agreed on a ‘perfect’ form, ask students to write up and complete the form with personal information. They could do this for homework.
1e Personal information
Lesson at a glance
- writing: filling in a form
- writing skill: information on forms
Writing filling in a form
- Ask students to work in pairs to discuss the questions. In feedback, elicit ideas and write them on the board.
exAmple Answers Students’ own answers Some possible types of form: registration form at school, college or university, job application form, passport or visa application form Information often on forms: first name, middle name, surname, title, age, gender, date of birth, address, postcode, telephone number, email address
- Ask students to look at the two forms and decide what each is for. Let students compare answers in pairs before checking with the class. Explain any new vocabulary and point out the acronym DOB for date of birth.
Answers A medical form and a visa application form
Writing skill information on forms
3a
- Ask students to match the questions (1–7) with the headings on the forms where you write the information. Let them compare their answers in pairs before checking with the class.
Answers 1 Marital status 2 Current medications 3 No. of dependents 4 Country of origin 5 Place of birth 6 Contact details of person in case of emergency 7 Middle initial
b ★ CPT extra! Writing activity [after Ex. 3]
- Look at the example with the class. Ask students to work individually to answer the questions. Let them compare their answers in pairs and check answers on page 155 before discussing as a class.
34 Unit 1 Lifestyle
Here are some other things you can do to use National Geographic photos usefully:
- It isn’t difficult to find the photos in the Student’s Book online. Find them and project them using your classroom technology. This way you can bring this stage of the lesson off the page.
- Use other photos online to support your teaching. You don’t have to use the photos in the book.
- Get students to research photographers or types of images they come across in the lessons. Ask students to describe other photos they find.
Key vocabulary
- Encourage students to use the context to guess the meanings of the words in bold.
- Ask students to work in pairs to discuss the words and match them with the definitions.
- Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video. You could say the words and ask students to repeat.
Answers 1 d 2 b 3 e 4 a 5 f 6 c
Vocabulary note no matter what = ‘no matter’ means ‘it’s not important’ and can be combined with other words ( no matter who/ when/where/whether, etc) pram = an abbreviation of the old-fashioned word ‘perambulator’, a pram is used to describe the four- wheeled device used to carry babies when they are small and lying down; when babies can sit up and face forward, they are carried in a pushchair A walkway is used for a path that is man-made and has a specific route with a destination blossom = provide examples such as ‘apple blossom’ ( blossom is used as a verb to mean ‘grow as a person’ becomes ‘more confident’)
While you watch
3 [1.1]
- Ask students to read the seven sentences carefully and check any difficult words.
- Play the video. Students watch and number the sentences in order. Let students compare their answers in pairs before checking with the class.
Answers 1 b 2 a 3 d 4 e 5 c 6 f 7 g
1f My local park
Before you watch
1 ★ CPT extra! Lead-in activity [before Ex. 1]
- Optional step Start by asking students to describe the photo. Ask: What can you see? Where are they? How do they feel?
- Ask students to work in pairs or small groups to discuss the questions. Elicit a few ideas from the class in feedback.
exAmple Answer Students’ own answers. Possible answers include: it’s free, it’s healthy, it’s a good place to relax or do exercise, it’s nature in the middle of a town or city, children can play there safely, it’s a nice place for a picnic, you can feed the birds.
Background information Park Güell , located on the northern face of Carmel Hill in Barcelona, was named after Eusebi Güell, the entrepreneur who paid for the construction of the park. It was largely designed by the famous architect Antoni Gaudí, the face of Catalan modernism, who also designed the Sagrada Família cathedral in Barcelona. The photo shows Gaudí’s designs and mosaics on the steps up to the main terrace. The park was built at the start of the twentieth century. It provides great views of the city. Barcelona is the second largest city in Spain and the capital of the region of Catalonia.
Teacher development Using the photographs in Life Life aims to use large, interesting photographs throughout each unit. Notably, there is a half-page photo on the introductory page of each unit, large photos to go with most reading and listening texts, and a full-page photo to go with the video section. All these photographs are sourced from National Geographic ’s vast catalogue of images taken by some of the world’s greatest photographers (many of whom are referenced on the page with their photos). The aim is for the photos to be both illustrative and informative. They stimulate students’ interest in the theme and topics and provide information that will be useful in their understanding of texts that they read in the lesson. You can often use the photo to do the following:
- To get students talking and to personalize the topic, ask questions such as What can you see? and What are they doing? but also ask questions such as How does the photo make you feel? Where did they take the photo? What are the people in the photo thinking?
- To get students interacting and sharing ideas and opinions, ask students to say what they expect to read or listen.
- To introduce vocabulary, sometimes the photos will provide visual back-up to help you teach key words and phrases.
- To preview language structures that will come up in the unit and to find out how well students can already use them, design your lead-in questions to use the tenses or grammar forms that have or will come up in the unit.
36 Unit 1 Lifestyle
- Ask students to cross out the word that doesn’t belong in each group.
Answers 1 relaxing 2 asleep 3 swimming 4 ache
6 ❯❯^ MB
- Ask students to work in pairs and write five sentences using the verbs in Exercises 4 and 5. Monitor and help with vocabulary as necessary.
- Ask pairs to work with another pair. They take turns to read out their sentences, but missing out the verb. The other pair guesses the missing verb.
Answers Students’ own answers
Real life
- Ask students to work individually to choose the correct option.
Answers 1 How do 2 well 3 sore 4 Have you got 5 Try 6 should
8 ❯❯ MB
- Ask students to work in pairs. Ask them to look at the pictures and answer the questions.
Answers 1 She’s got backache. He’s got a headache. She’s got stomach ache. 2 Student’s own answers. Some possibilities include: She should see a doctor. He should take an aspirin. She should go to bed.
UNIT 1 Review and memory
booster ★^ CPT extra!^ Language games
Memory Booster activities Exercises 3, 6 and 8 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10.
I can … tick boxes As an alternative to students simply ticking the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises.
Grammar
- Ask students to work individually to complete the article by choosing the correct verb forms. Let students compare answers in pairs before checking with the class.
Answers 1 works 2 he’s taking 3 They’re swimming 4 like 5 doesn’t seem 6 it feels
- Ask students to work individually to write the sentences with the expression in the correct place. Point out that there is more than one correct answer for three of the sentences.
Answer 1 I rarely play computer and video games. 2 We’re studying Spanish at the moment. / At the moment , we’re studying Spanish. 3 My family does sport every weekend. / Every weekend , my family does sport. 4 All my friends are working these days. / These days all my friends are working.
3 ❯❯^ MB
- Ask students to rewrite the sentences in Exercise 2 so that they’re true for them. Monitor and help with vocabulary as necessary.
Vocabulary
- Ask students to work individually to complete the sentences.
Answers 1 fall asleep 2 take a break 3 work long hours 4 get up late 5 TV; watch
