respuestas libro think 4, Guías, Proyectos, Investigaciones de Inglés

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Student’s Book pages 4-

A WHAT A STORY!

A lucky pilot

1 С И1.02 Books closed. As a warm-up, divide the class into pairs and ask students: Have you ever flown in an aeroplane? Where did you fly to? Which o f you has flown the furthest? Give students a couple of minutes to discuss in pairs, and then listen to some o f their answers in open class. For further speaking practice, ask students to work in pairs and make a list o f reasons why people are afraid o f flying. Books open. If there is an interactive whiteboard (IW B) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the picture on the IWB. Ask: Have you ever flown in a plane like this? How is this plane different from the planes you have flown in? Tell students they are going to read about a flight in a small aeroplane. Ask students to read the instructions and the list o f verbs and check understanding. Check/clarify: engine; fuel tanks; parachute; life raft. Ask students to read the text quickly, ignoring the gaps, to answer the question: Why was the pilot lucky? (He survived when his plane crashed into the sea.) Students work individually to complete the gaps. When the majority o f students have completed the exercise, divide the class into pairs or small groups for students to compare their answers. Play the audio for them to check their answers.

Answ ers 1 set 2 added 3 carry 4 dive 5 hit 6 destroyed 7 managed 8 pulled 9 end 10 find 11 screamed

2 Give students a minute to read through the questions. Check/clarify: safely; rescued. Students work with a partner to decide which key information they need to look out for in the conversation. Students read the conversation and complete the exercise. As they read, encourage them to underline the parts o f the article that support their answers. During whole-class feedback, ask students to refer to the text and to explain why they chose their answers.

Answ ers 1 From California to New Orleans. 2 Because it’s usually too far for a small plane. 3 He tried to use a parachute. 4 People from a fishing boat rescued him.

Descriptive verbs

1 Students work with a partner to complete the exercise. During whole-class feedback, say the verbs for students to repeat and check pronunciation. Ask: Which three o f the verbs have an irregular past tense? (flee-fled; strike-struck; dive has two past forms, dived and dove).

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Answ ers 1 d 2 c 3 b 4 f 5 h 6 e 7 a 8 g

2 If you’re short on time, set this exercise for homework. Give students time to read through the sentences and check understanding. Students work individually to complete the exercise. Allow them to compare answers with a partner before whole-class feedback.

Mixed-ability

Stronger students may like to cover the rest of the page and try to complete the sentences before looking back at Exercise 1 to check their answers.

Answ ers 1 had fled 2 demolished 3 Grab 4 had been raging 5 had smashed 6 screamed 7 dived

Optional extension

Divide the class into pairs. Ask students to think of a story (a news story? a film? a TV programme?) in which: 1 there was a raging fire 2 something demolished something else 3 someone screamed 4 someone grabbed something 5 someone fled a place 6 something was smashed Monitor and help with any questions about vocabulary or to give students ideas for storylines. Make sure all students are taking notes to help them remember their stories. Put students with different partners to tell each other their stories. As feedback, ask some volunteers to tell their stories in open class.

Fast finishers

Students can write sentences including some of the verbs to describe any recent news events they’ve heard.

Student’s Book pages 6-

B AN UNCERTAIN FUTURE

Future plans

1 С И 1.03 Write the following questions on the board, or dictate them, and ask students to discuss them in pairs or small groups: Do you want to go to university when you finish school? Why (not)? I f so, what do you want to study? I f not, what do you want to do? Listen to some o f their ideas in open class. Ask students to read the conversation quickly in order to answer the question: Has Greg decided what to do in the future? (no). Ask students to work individually to complete the exercise before comparing answers with a partner. Play the audio for students to check their answers.

Answ ers 1 get a good degree 2 then retire 3 when you leave school 4 and then travel the world 5 before I think about settling down 6 to start a family

2 Ask students to read the sentences and try to complete the exercise based on their first reading. Students re-read the conversation to decide if the sentences are true or false or if the information is not mentioned in the text (DS). Ask them to underline key text that supports their answers. Allow students to compare answers with a partner before feedback in open class. During feedback, ask students to correct the false sentences.

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Answ ers 1 T 2 D S 3 F 4 T 5 T

Life plans

1 To introduce the topic, you might like to tell students what your life plans are (or what they were when you were younger). Try to include some o f the words from the list in your plans. Ask students to work with a partner to complete the sentences. Check answers in open class. During feedback, it is good practice to check students’ understanding o f vocabulary by asking concept check questions e.g. Do you intend to travel the world when you are older? How would you feel if you got promoted? Why? etc.

Answ ers 1 travel 2 leave 3 degree 4 promoted 5 retired 6 career 7 settled 8 start

Fast finishers

Ask students to write down a list of things that they want to do before they’re 30. Listen to some of their ideas in open class after feedback on Exercise 1.

2 (SPEAKING Divide the class into small groups and ask them to discuss the questions. For better results, you may like to give students a few minutes to think about their ideas before they start their discussions. Monitor and answer any questions about vocabulary, but as this is a fluency practice activity, do not

interrupt the conversations unless inaccuracy hinders comprehension. Listen to some o f their ideas in open class as feedback.

Future continuous

1 To remind students o f the future continuous, write the following sentence on the board: A t 7 o’clock tonight I ______________ eat ___ dinner. Elicit words to complete the gaps ( will be eating ). Give them the answer if they are unable to guess. Tell them we call this tense the future continuous. Remind students that we use continuous tenses to refer to an activity in progress at a particular point in time. To check understanding at this point, ask a few students to give you an example o f their own for each verb in the list. Ask students to work individually to complete the exercise. Check answers in open class. During feedback, point out the double l in travelling.

Answ ers 1 be travelling 2 be living 3 be studying 4 be working 5 be listening 6 be wondering

Fast finishers

Students write sentences imagining what they will be doing five, ten years from now.

2 ( SPEA K ING Divide the class into pairs or small groups. Students discuss which statements are true for them. Monitor to prompt them to use the future continuous in their answers and to check they are using it correctly. Listen to some o f their ideas in open class as feedback.

Optional extension

Ask students to work in pairs to ask each other questions with the future continuous. For example: What will you be doing tomorrow at 3 pm? You could extend this and ask students to speculate about their futures. For example: What do you think you will be doing in 2027?

Future perfect

To remind students o f the future perfect, write the following sentence on the board: By 2050 we will have used up our planet’s resources. Ask students if the action w ill take place before, in or after 2050 (before). Ask them if we know exactly when (no, we don’t - we only know it will be sometime before 2050). Emphasise that the future perfect action is something that will be completed before a given time in the future. Compare this with the future continuous, where the action will still be in progress at a particular point in the future. Students read the text. Do the first sentence in open class if necessary, making sure students understand why will have left is the correct answer. Working individually, students complete the exercise. Check answers with the whole class.

W E L C O M E

1 will have left 2 will have saved 3 will have travelled 4 will have decided 5 will have settled 6 will have started

Answers

Optional extension

Divide the class into small groups. Ask them to work individually and write sentences making predictions about their partners. Students can then share and discuss their predictions.

Being emphatic: so and such

1 Ask students to try to complete the sentences from memory before looking back at the conversation on page 6 to check. Check answers in open class. Elicit rules for the use o f so and such. (We use them to make statements more emphatic. We use so + adjective and such + a/an + adjective + noun.)

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Answ ers 1 so 2 such

2 Working in pairs, students complete the sentences. Check answers in open class. During feedback, say the statements for students to repeat, and check pronunciation. Make sure students are putting the main stress on the words so or such.

Answ ers 1 The thought of working in the same job for 40 years is so terrifying. 2 Travelling gives you such important experience. 3 It’s such an awful waste of time to go travelling. 4 Deciding to settle down is such a huge decision. 5 It’s such amazing news that you want to start a family.

3 Students work with a partner to discuss who might have said statements 1-5. Check answers in open class.

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Answ ers 1 G 2 G 3 M 4 G 5 M

4 (SPEAKING In open class, say: Going to university is such a fantastic idea. Do you agree? Listen to some o f their ideas and encourage discussion. Ask students to work with a partner and discuss which o f the five statements in Exercise 2 they agree or disagree with. Encourage them to give reasons for their answers. Monitor and help with vocabulary, but do not interrupt unless errors impede conversation. Listen to some o f their ideas in open class.

Extreme adjectives

1 Ask students to try to remember words to complete the exercise before looking back at the statements in Exercise 2 to check. Remind students that we do not use very with extreme adjectives so we can say very scary but we can’t say very terrifying.

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Answ ers 1 terrifying 2 fantastic/amazing 3 awful 4 huge

2 Books closed. If there is an IWB available in the classroom, introduce this language point with a heads-up activity in open class. Before the lesson, use the text icon to prepare a screen with the twelve words, each in a separate text box. Ask students to categorise the words into gradable or extreme adjectives. After two minutes, ask individuals to come to the board to drag and drop one o f the words into the correct column. Ask other students to agree or disagree. Books open. Ask students to put the adjectives into the correct place. Allow them to compare answers with a partner before feedback in open class.

Answ ers 1 terrible 2 brilliant 3 interesting 4 scared 5 funny 6 delighted 7 miserable 8 exciting 9 huge 10 tiny 11 freezing 12 hot

3 If you’re short on time, set this exercise for homework. Go through the example in open class. Students work individually to complete the exercise. Remind them to look back at the lists in Exercise 2 before they make their choice. Allow them to check answers with a partner before feedback in open class.

Answ ers 1 delighted 2 hilarious 3 tiny/minute 4 fantastic/wonderful/brilliant/amazing 5 terrified 6 awful/terrible

4 IWRITING Ask students to read the instructions,

and then work with a partner to write dialogues. Monitor and give suggestions for how students could use extreme adjectives. Give students time to practise their dialogues several times before listening to some examples in open class.

Student’s Book pages 8-

C HOW PEOPLE BEHAVE

Conversations

1 С Й 1.04 Books open. If there is an IWB available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the pictures on the IWB. Ask students: What’s happening in the pictures? Listen to some o f their ideas in open class but do not comment at this stage. Play the audio while students listen and match the pictures to the conversations. Students compare answers with a partner before a whole-class check.

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Answ ers 1 C 2 A 3 B

2 С Й 1.04 Give students two minutes to read the conversations and try to complete the gaps from memory. Play the audio again for students to listen and check their predictions. When students have compared answers with a partner, check in open class.

W E L C O M E

Permission

1 To quickly review this area o f grammar, nominate individuals to describe school rules. Elicit sentences such as: Our teachers (don’t) let us bring our phones into the classroom. We are (not) allowed to ride bicycles in the playground. My teacher makes (doesn’t make) us do homework every week/evening. Point out the absence o f to with let and make and the use o f be with allowed. Also draw students’ attention to the negative forms. Ask students to work individually to complete the sentences. Encourage them to look carefully at the context o f each one before deciding which verb to use. Allow students to compare answers with a partner before feedback in open class.

Answ ers 1 let 2 make 3 are allowed to 4 makes 5 was allowed to 6 lets

Optional extension

Ask students to describe rules at home. Elicit sentences such as: My parents (don’t) let me stay up until midnight at the weekend. I am (not) allowed to play on my Xbox every day. My dad makes/doesn’t make me tidy my bedroom every week.

2 IWRIT ING If you’re short on time, set this exercise for homework. Ask students to work individually and write sentences about their perfect job or career. Monitor carefully to ensure students are using the structures correctly and to make a note o f any common errors. Divide the class into pairs for students to read each other’s work. During feedback, listen to some examples in open class and elicit corrections to any repeated errors.

Student’s Book pages 10-

D NEW THINGS

A change of lifestyle?

1 С Й 1.05 Books closed. As a lead-in, write these questions on the board, or dictate them, and ask students to discuss their answers with a partner: Do you like doing sports? What sports do you do? What sorts of clothes do you like wearing for sports? Give pairs a few minutes to discuss and then listen to some o f their answers in open class. Tell students they are going to hear a conversation about going to the gym. Play the audio while students listen, read and answer the questions. Tell them to focus on answering the questions and not to worry if they do not understand every word. Allow them to compare answers with a partner before a whole-class check.

Mixed-ability

Stronger students could be asked to close their books and answer the questions based solely on listening to the conversation.

Answ ers 1 They are at the sports/leisure centre. 2 Tom doesn’t want to be there because he feels uncomfortable wearing sports gear.

2 С И 1.05 Give students time to read the dialogue and clarify any difficult vocabulary. Play the audio again while students complete the dialogue. Ask them to compare answers with a partner before checking in open class.

Answ ers 1 impatient 2 agreed 3 unhealthy 4 persuaded 5 encouraged 6 uncomfortable 7 should 8 hadn’t

3 Divide the class into pairs or small groups for students to complete the exercise. Check answers in open class.

Answ ers 1 Because he’s fed up with his unhealthy lifestyle. 2 Because he’s got thin legs. 3 Because they’re too busy doing exercise. 4 Because Tom keeps complaining.

Reporting verbs

1 This activity could be done via a Test-Teach-Test approach. Read the instructions with students and ask them to work individually to complete the exercise ( Test ). Allow students to compare answers with a partner. During open-class feedback, focus on the different structures that follow each verb ( Teach ). If students have had difficulty with particular verbs, give them further examples ( Teach ) and ask them to think o f examples o f their own ( Test ). Approaching the exercise in this way allows you to see which areas students are already aware o f and which they need further practice in.

Answ ers 1 He recommended I watch that film. 2 He refused to help Molly. 3 She explained that she was late because there hadn’t been any buses. 4 He agreed to lend Tony his jacket. 5 Alice persuaded me to go to the cinema with her. 6 I encouraged Sue to ask him.

2 ISPEAKING Give students two minutes to read the

sentences and think about their answers. Divide the class into pairs or small groups for them to discuss. Monitor to check students are using language correctly and to make a note o f any repeated errors. Write these up on the board, ensuring anonymity and ask students to correct them during whole-class feedback. During feedback, ask students to share any interesting information they discovered about their partner.

Negative adjectives

1 Books closed. Write happy on the board and elicit the negative form ( unhappy ). In open class, brainstorm a list o f other prefixes used to make adjectives negative and write them on the board. Books open. Ask students to work with a partner to complete the exercise. Write answers on the board, and elicit and mark the stress during feedback. Say the adjectives for students to repeat and check pronunciation.

Answ ers 1 unhappy 2 impatient 3 impossible 4 unconcerned 5 irregular 6 illegal

2 Ask students to read the instructions and example. Check/clarify: logical; responsible. Students work with a partner to complete the exercise. During feedback, pay attention to pronunciation o f the adjectives, and correct as necessary.

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Answ ers 1 informal 2 unimportant 3 illogical 4 impolite 5 irresponsible

Another country

1 If there is an IWB available in the classroom, this activity would best be done as a heads-up activity with the whole class. Focus on the pictures on the left o f the page, or ask students to cover the text on the right o f the page in their books. Nominate individuals to describe the things in the photograph and write their answers on the board. Students then read the blog and complete the exercise. Tell them not to worry if they don’t understand every word; they should just focus on answering the question. Ask students to check their answer with a partner before feedback in open class.

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A nsw er the temple

2 Check/clarify get used to by giving an example situation, for example: driving abroad on the other side of the road felt very strange at first, but after a few weeks, I got used to it and it seemed normal. Students read the text again to complete the exercise. Tell them to underline information in the text that helped them answer each question. Students check answers with a partner before whole-class feedback. During feedback, students can justify their answers by quoting the text they have underlined.

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Answ ers the traffic, the time it takes to get to school, the language

3 ISPEAKING Working individually, students think o f two more things Hayley has to get used to. Divide the class into pairs for students to compare their ideas. Listen to some o f their answers in open class as feedback.

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Suggested answers the noise a different currency the climate

Changes

Ask students to work with a partner and complete sentences 1-7. During whole-class feedback, say the words for students to repeat and check pronunciation.

Answ ers 1 taking up 2 struggle 3 doing well 4 form 5 give up 6 ways 7 break

Regrets: I wish ... / If o n ly...

1 Ask students to try to complete the sentences from memory before looking back at the text to check their answers.

Answ ers 1 had told 2 I’d listened

2 Get students to read the instructions and the list o f verbs. Elicit the past participle o f each verb to remind students to use them in their answers. Students complete the exercise individually before comparing answers with a partner. Check answers in open class.

Answ ers 1 I’d brought 2 I’d worn 3 I’d known 4 had found

Optional extension

Write the following question on the board: What things would you change about the last year if you could? Ask students to write three sentences beginning I wish ... or If only ... Divide the class into pairs. Ask students to take turns to read one of their sentences to their partner. Their partner asks them questions about it. Listen to some examples in open class as feedback. Alternatively, you could ask students to think of celebrities who have done things they wish they hadn’t. Students could find pictures of celebrities and write their thoughts in a speech bubble, for example a footballer might think: If only I ’d scored that goal!

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Answ ers 3 ✓ 4 ✓ 6 ✓

2 ISP^ AKING Students work with a partner to discuss the question. Encourage students to think of several different feelings that Simon may have had. Listen to some o f their ideas in open class. 3 ISP^ AKING Ask students to work individually to note down their answers to questions 1-3. Remind them that they should write what they should do and what they might do in each situation. Divide the class into pairs or small groups for students to discuss the questions. Monitor and help with vocabulary as necessary. Avoid error correction unless errors really hinder comprehension. The focus o f this task is on fluency, not on practice o f structures or lexis. Listen to some o f their ideas in open class as feedback and encourage whole-class discussion.

Optional extension

Organise a simple balloon debate. Elicit the names of four famous people, historical or living, real or fictional. This activity works best if the four characters have different backgrounds or professions e.g. a politician, a sportsman, an actor and a cartoon character. Tell students that the four characters are in a hot air balloon which is falling from the sky due to the number of people on board. Students have to throw the characters out of the balloon, one at a time, in order for the remaining character to survive. Divide the class into groups of four and ask students to discuss the order in which the characters should be thrown from the balloon. During whole-class feedback, ask students to share their orders and also get them to give one relevant and one irrelevant reason for throwing each character from the balloon. Their classmates should say which is the relevant and which is the irrelevant reason.

Rule 1 a gerund 2 an infinitive 3 a gerund/an infinitive 4 an infinitive/a gerund

LANGUAGE NOTE

Point out that there are no specific rules to decide which verb is followed by what form and that verb patterns need to be learnt individually.

2 If you’re short on time, set this exercise for homework. Students work individually to complete sentences 1-8. Allow them to compare answers with a partner before feedback in open class.

Mixed-ability

Stronger students can complete the exercise before looking back at the rule to check their answers. Encourage weaker students to look at the rule to help them with their answers.

Answ ers 1 climbing 2 going 3 to show 4 reading 5 walking 6 to buy, to get/to get, to buy 7 helping 8 being

Fast finishers

Students can write sentences including some of the verb patterns from the rule which are not used in Exercise 2.

Optional extension

Ask students to work in threes to practise using the different verb patterns. Students take it in turns to say a verb for their partners to race to respond with a full sentence. For example: A: suggest B or C: My brother suggested going to the cinema. The first student to offer a correct sentence scores one point.

PRONUNCIATION For practice o f a ltern ative spellings o f dipthongs g o to Student’s Book page 120.

Student’s Book pages 14-

Workbook page 10 and page 122

Be aware of common errors related to verb patterns. Go to Get it right! on Student's Book page 122.

GRAMMAR

Verbs followed by infinitive or gerund

1 Remind students that there are a variety o f verb patterns in English. Look at the sentences from the article. Ask students to look back at the article and check which is the correct form. Students work with a partner to complete the rule before all answers are checked in open class.

Mixed-ability

Stronger students can complete the exercise before looking back at the article to check their answers. Allow weaker students to look directly at the article.

Answ ers 1 to climb 2 to lower/lowering 3 dying 4 giving 5 to cut 6 to descend/descending

VOCABULARY

Verbs of movement

1 Ask students to complete the sentences and then look back at the article to check their answers. During feedback, ask concept-check questions, for example: Do you hop on two feet or one? (one); When you crawl, where are your hands? (on the floor); When you descend, are you going up or down? (down).

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Answ ers 1 climb 2 descend 3 crawling, hopping

2 Divide the class into pairs and ask students to discuss the meaning o f the verbs. Listen to some o f their ideas in open class, but do not comment at this stage. Ask students to match the verbs to the definitions. Allow them to use English-English dictionaries if necessary. Check answers, giving further examples or demonstrating to clarify meaning, as required.

1 SU R V IV A L

a 3 b 4 c 8 d 6 e 10 f 1 g 9 h 7 i 2 j 5

Answers

Fast finishers

Students think of more verbs to add to the list of verbs of movement. Allow them to use a dictionary. Listen to some of their examples in open class after feedback.

A u d io Script Track 1. Radio Host Good morning. This is Desperate Measures, our programme for young people, with young people. We have three of them on the show. We gave each of them today’s question three minutes ago, so they’ve had time to think a bit. The person with the most original and humorous answer is the Desperate Measures Champion of the Week. And today’s question is: ‘Imagine you are in an awkward situation, how do you get out of it?’ And here we go. Our first guest is Dawn. Dawn Hi. Radio Host Hi, Dawn. Give us your answer. You’ve got 30 seconds. Dawn If you have food in your mouth, no one can expect you to speak. It would even be rude to talk with your mouth full, wouldn’t it? So remember to take a snack with you wherever you go. Just imagine you are in class, and your teacher has asked you a question but you’re stuck and can’t answer it ... that can be awful, right? But you don’t need to feel ashamed. Ju st stuff your face with things to eat, chips, fruit, chewing gum ... whatever you have. And if you want to be absolutely safe, put toffees in your mouth. At least seven and ... Radio Host Lovely answer. I remember eating a sandwich during a Maths class once because I was so hungry. I regret doing it as the teacher saw me and told me off. And now we have Philip. Hello. Philip Hi! Radio Host Philip. Give us your answer. You’ve got 30 seconds. Philip When was the last time you were in an awkward situation? Wasn’t it awful? I’m sure it was. But did you have a choice? Yes, you did. It’s your own fault! Want to know why? Because the only way of getting out of an awkward situation is not to get into it. So here’s my point. Never leave your room again. Just stay inside forever. If you stay in your room forever, you’ll never get into any embarrassing situations in your whole life any more. Nothing to regret ... Radio Host Sorry, Philip, but I regret to tell you that you’ve run out of time. And now our third guest on the show, Amanda. Give us your answer. You’ve got 30 seconds. Amanda Imagine you’re in a shopping centre, hanging out with some friends, and suddenly you can see someone you want to avoid. You can try pretending that you don’t feel awkward but it won’t work. But don’t worry. Playing Dead is a simple trick. Try to find a place where you can sit down, and pretend you’re asleep. It’s always worked for me ... as long as you have your eyes closed, you and the other person can’t see each other ... and there’s one more point. This strategy gives you a chance to relax, and gain energy for the rest of the day. Radio Host Perfect, thanks so much, Amanda, and thanks too to Philip and Dawn. And now it’s time to ...

3 If you’re short on time, you can set this exercise for homework. Give students time to read sentences 1-10 and to ask about any difficult vocabulary. Check/clarify: harbour , steep , ankle. Students work individually to complete the gaps, being careful to put the verbs into the correct tense. Ask them to check with a partner before whole-class feedback.

Mixed-ability

Stronger students can cover the verbs in Exercise 2 and complete the sentences before looking back at the pictures to check their answers.

Answ ers 1 descending/to descend 2 wandering 3 swinging 4 climbed 5 tiptoed 6 to stagger 7 hop 8 rushed 9 crawl 10 leaped

Optional extension

Divide the class into pairs. Ask students to make a list of situations when they might have to or want to: 1 climb, 2 crawl, 3 hop, 4 tiptoe, 5 leap, 6 rush. Listen to some of their ideas in open class as feedback.

LISTENING

1 Г И 1.09 As a lead-in, write the following questions on the board: What radio shows or podcasts do you listen to? Do your parents/grandparents listen to different radio shows or podcasts to you? Divide the class into pairs for students to discuss the questions. Monitor and help with vocabulary and prompt students to describe programmes in detail. Listen to some o f their answers in open class. Tell students they are going to listen to part o f a radio show called Desperate Measures. Nominate students to guess what the show might be about in open class, encouraging as much speculation as possible. Play the recording while students listen and answer the question, checking their predictions. Students can check answers with a partner before whole-class feedback.

A n sw er Contestants are given 30 seconds to give an original and humorous answer to a question.

2 Ц з ) 1.09 This exercise is closely modelled on Listening Part 2 o f the Cambridge English: First exam. Give students some time to discuss what they remember from the first listening and to read sentences 1-8. Check/clarify: rude, awkward, scenario, tactic. Play the audio again while students listen and complete the sentences. Allow them to compare answers with a partner before a whole-class check.

1 SU R V IV A L

started. While students write their sentences, monitor to help with vocabulary and to encourage them to use adjectives from the Vocabulary exercise to describe uncomfortable feelings.

3 Refer back to the problems in Exercise 2 and ask students to read the example advice. Point out the use o f imperatives and verb patterns with stop ; remember ; start ; try. Divide the class into pairs to listen to each other’s problems and give each other advice. Monitor to make a note o f any examples o f good usage. Praise students who make attempts to expand on their answers. Nominate individuals to feed back problems and advice in open class.

READING

1 A recording of this text is available with your digital resources. Books closed. As a lead-in, write the following situation on the board: Your plane has crashed in a remote forest. Everybody has survived. What skills will you need to survive in the forest? In pairs, students discuss the question. Listen to some o f their answers in open class. Books open. Look at the photos and the headline o f the article with students. Check/clarify: GPS, shelter, survive, tie knots. Divide the class into pairs for students to complete the exercise. Focusing on the topic in this way encourages prediction, a useful technique for improving reading speed.

BACKGROUND INFORMATION

Edward ‘Bear’ Grylls (born 7 June 1974) is a British television presenter, famous around the world for his television series such as Born Survivor, Man vs Wild and Running Wild with Bear Grylls. As well as teaching survival techniques, the shows involve stunts such as parachuting, ice climbing, fighting wild animals and so on. Among his other death-defying feats, he has climbed Mount Everest, spent 30 days circumnavigating the British Isles on jet skis and crossed the North Atlantic in an inflatable boat.

2 Give students a three-minute time limit (or longer with weaker classes) to read the text and check their predictions. Tell them not to worry about understanding every word and to just focus on checking their predictions. Allow students to compare with a partner before whole-class feedback.

Answ ers how to build a fire ✓ how to build a shelter in the wild ✓ how to survive outdoors in bad weather ✓ how to tie knots ✓

Divide the class into pairs or small groups for students to discuss the questions. Encourage them to underline the parts o f the text that support their answers. Listen to some o f their ideas in open class as feedback.

Optional extension

Ask students to work in pairs and make a list of films, books or television dramas which deal with people surviving in the wild. Regroup students into different groups for them to compare their lists, discuss what happens in each one, and make recommendations.

IT iNK SELF-ESTEEM

How adventurous are you?

1 SPEAKING^ Ask students to work individually to make a list o f four or five adventurous activities. If students have difficulty coming up with ideas, brainstorm activities in open class and create a group list on the board. Ask students to work with a partner to discuss which activities they have tried or would like to try. Encourage them to go into detail and give reasons for their answers. Listen to some examples in open class as feedback. SPEAKING In pairs or small groups, students complete the exercise. Encourage them to use the language in the list o f points when describing the activities. When students have discussed several activities, ask: Following your discussion, would you like to try any different activities? Why? Listen to some of their ideas in open class.

Optional extension

Ask students to work in pairs or small groups. Tell them that they have a friend coming to stay and they need to plan a week of adventurous activities which should include as many of the points in Exercise 2 as possible. Make sure all students note down their ideas. Re-group students for them to explain their plans to other groups.

WRITING

An email about an experience

This exercise can be done for homework or in class. Ask students to read the instructions and work in pairs or small groups to discuss the topic and note down their answers. Monitor and help students with any questions. Students work individually to expand their notes into an email. In the next lesson, put students back into the same groups to read each other’s emails. Encourage them to work together to correct each other’s mistakes and to say what they like about each other’s emails.

Student’s Book pages 18-

PHOTOSTORY: episode 1

The challenge

1 To introduce the concept o f challenges, say I bet you can’t say the alphabet in 15 seconds. Tell students that you are issuing a challenge. You could ask for volunteers to accept the challenge and say the alphabet quickly in open class, to change the pace and add an element o f fun to the lesson. Tell students they are going to read and listen to a story about a group o f students. If you are using an IWB, project the images on to the board and ask students to close their books. Students look at the title and photos and read the questions. Ask them to guess answers to the questions. Write some o f their ideas on the board.

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A nsw er 2 To not use their phones at all during the whole weekend.

2 С И 1.10 Play the audio for students to read, listen and check their answer to Exercise 1. During whole- class feedback, refer to students’ ideas on the board. Ask: Who guessed correctly?

DEVELOPING SPEAKING

3 Ask students what they think happens next. Get them to brainstorm possible endings to the story, in groups, with one student in each group acting as secretary and taking notes. During whole-class feedback, write students’ ideas on the board to refer back to once they have watched the video. Don’t give away answers at this stage. 4 О EP1 Play the video for students to watch and check their answers. During whole-class feedback, refer to students’ ideas on the board. Ask: Who guessed correctly? 5 Divide the class into pairs and ask students to complete the exercise. Monitor and help with any difficulties. Play the video again, pausing as required for clarification. Check answers with the whole class.

Answ ers 1 He thinks she doesn’t want him to overhear what she’s saying. 2 She watched YouTube videos on her phone. 3 He didn’t last one night without using his phone. 4 Three hours. 5 She spoke to her friend Julia on the phone.

PHRASES FOR FLUENCY 1 Ask students to locate expressions 1-6 in the story on page 18 and underline them. To encourage speed- reading, you could do this as a race and ask students to find the expressions as quickly as possible. Ask students to compare their answers with a partner before whole-class feedback.

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Answ ers Nicole says phrases 1-5. They all say phrase 6.

2 Working in pairs, students complete the dialogues. Check answers. Drill the dialogues in open class (for students to repeat together), paying attention to the intonation o f sentences and questions. Give students time to practise saying the dialogues with a partner.

Answ ers 1 something or other, Same here 2 give me a shout, It’s a deal 3 You know what 4 where were we

W ordW ise

Expressions with right

1 Books closed. To introduce this activity, write the word right in the middle o f the board. In open class, ask students to think o f different meanings for right and any words that could go before or after right. Write any correct answers on the board.

Books open. Ask students to work with a partner and complete the exercise. Check answers in open class. Give further examples to outline meaning o f the phrases if necessary.

Answ ers 1 right away 2 Too right 3 right up to 4 right? 5 Right 6 All right!

2 Students work individually to complete the sentences using phrases from Exercise 1. During whole-class feedback, say the phrases for students to repeat and check pronunciation.

Answ ers 1 right 2 right up to 3 right away 4 Right 5 Too right 6 All right

Optional extension

Divide the class into AB pairs. B closes his/her book. A says each sentence (in random order) replacing the right expression with beep for A to guess it. Repeat the activity with B asking A.

FUNCTIONS

Issuing and accepting a challenge

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

Answ ers 1 issue a challenge 2 accept a challenge 3 issue a challenge 4 accept / turn down a challenge 5 issue a challenge 6 accept a challenge 7 issue a challenge 8 accept a challenge

2 IWRIT ING Check/clarify: doughnut, licking your lips. Students work with a partner to write short dialogues, then practise acting them out. Encourage them to sound enthusiastic when issuing or accepting challenges. Listen to some examples in open class as feedback. Ask: Why would these challenges be difficult? Students discuss in pairs.

Mixed-ability

Weaker students can write their dialogues and practise them before trying to act out their dialogue without looking at their notes. Stronger students can perform dialogues spontaneously.

Optional extension

Ask students to work in pairs and issue each other challenges that could be taken up in the classroom.

1 Does that mean there will be no young people in the town? Could the town have a future with other people? 2 What evidence is there to show that the refugees are troublemakers? 3 Have the refugees caused problems before? What sorts of problem? 4 Why don’t people from different countries get on? 5 Does that mean there is no work available in the village?

Suggested answers

Optional extension

Set up a role play in which different people from Riace are interviewed about life in the town. Divide students into two groups, A: residents and B: immigrants. A students should think about life as a refugee and also write questions to ask immigrants. B students should think about life as a resident and think about questions to ask residents. Give students time to prepare their characters and questions with a member of their own group before making AB pairs to interview each other. Each time students express an (in character) opinion, their partner should ask a further question with the aim of separating opinions from facts. Monitor and help with vocabulary. Listen to some of their questions and answers during feedback and encourage further group discussion.

Student’s Book pages 22-

GRAMMAR

Relative clauses (review)

1 At this level, students will have seen relative clauses before, but may still make mistakes when using them, particularly with the use o f commas in non-defining clauses. Ask students to read through the sentences and then work with a partner to complete the rule. Check answers. Read the sentences without the relative clause to show that B and C define the noun and A and D add extra information.

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Rule 1 B 2 C 3 A 4 D

2 ( SPEAKING Students work with a partner to complete the sentences. Check answers in open class. Ask students to work in small groups to discuss whether or not they agree with the statements. Monitor to help with any difficulties and to prompt students to give reasons for their answers. Listen to some o f their opinions during whole-class feedback.

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Answ ers 1 who/that 2 who/that 3 who/that 4 which/that They are all defining relative clauses.

3 If you’re short on time, set this exercise for homework but perhaps do number 1 in open class to make sure students are clear on what they have to do. Students work individually to complete sentences 1-4. Allow them to compare answers with a partner before feedback in open class.

A nsw ers 1 The locals, who were very kind, gave them food. 2 Rome, which is my favourite city, is an exciting place. 3 I’ve been reading a book by William Boyd, who is one of my favourite writers. 4 My neighbour Rubens, who is from Guatemala, has been living here for ten years.

Fast finishers

Ask students to write three sentences about members of their family including non-defining relative clauses. Give them an example to get them started e.g. My father, who was born in France, moved to England in 1984. Alternatively ask them to work out the difference in meaning between these two sentences (in the first sentence, the speaker has just one cousin whereas the implication of the second is that the speaker has many cousins, one of whom lives in Paris): My cousin, who lives in Paris, is a lawyer. My cousin who lives in Paris is a lawyer.

which to refer to a whole clause

4 Look back at sentences A and B in Exercise 1 and ask students what which refers to (A: Calabria; B: buildings). Explain that which can be used to refer to specific things or to whole clauses. Ask students to read sentences 1 and 2 and decide what which refers to. Check answers.

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Answ ers 1 Calabria 2 Citta Futura has 13 local employees

5 This exercise gives more examples o f which being used to refer to whole clauses. Read the example in open class and point out that which is used to join the two sentences and makes the language sound more fluent and interesting. Students work in pairs to complete the exercise. Check answers in open class.

LANGUAGE NOTE

Remind students that we do not use that as a relative pronoun in non-defining relative clauses.

Optional extension

Ask students to find more examples of relative clauses in the article about Riace and to decide if they are defining or non defining. Students can check answers with a partner before whole-class feedback. A nsw ers Non-defining: Riace is now home to between two and three hundred immigrants, who live happily alongside the locals. Citta Futura also has 13 local employees, which makes it the biggest employer in the village. Defining: But these days it’s a different story, because of one man whose dreams have turned Riace into a village with a future. But it is not only the refugees who have gained from Lucano’s plans.

2 G O I N G PLACES

1 Some people go and live in another country, which is not always easy. 2 You have to learn new customs, which can be challenging. 3 Some people are nervous about strangers, which makes life difficult for new arrivals. 4 Sometimes there are differences in culture, which often results in misunderstandings.

Answers

Workbook page 18 and page 122

Be aware of common errors related to relative clauses Go to Get it right! on Student's Book page 122.

VOCABULARY

Groups of people

Books closed. To introduce this topic, write groups o f people in the centre o f the board and brainstorm names o f different groups. Give one or two examples to get them started (footballers, students, men, etc). Alternatively, if you have access to an IWB, do an internet search for photos o f different groups and display them on the board for students to name.

Books open. Ask students to read the list and check understanding. In pairs, students complete the gaps in sentences 1-11. Check answers in open class.

Answ ers 1 pedestrians 2 the staff 3 motorists 4 the crew 5 Inhabitants 6 employees 7 politicians 8 Refugees 9 Employers 10 residents 11 Immigrants

Fast finishers

Ask students to add further examples of groups of people to the list.

LISTENING

Migration in nature

1 ISPEAKING Books closed. As a lead-in, ask students: Do wild animals always stay in the same place? Which animals migrate from one place to another? Give students two minutes to discuss their answers, and make a list in pairs. Listen to some o f their answers in open class and write any correct answers on the board. Books open. If there is an IWB available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the pictures on the IWB. Say wildebeest, and nominate a student to choose the correct migration route 1-3. The rest o f the class agrees or disagrees. Alternatively, students do the matching activity in pairs before a quick show o f hands in open class and tally their answers on the board. Do not give answers at this stage.

2 Г И 1.12 Tell students they are going to listen to a radio interview about animal migration. Play

the recording while students check their answers to Exercise 1. Tell them not to worry if they don’t understand every word, but to just focus on checking they’ve matched the right route with the right animal. Confirm answers in open class.

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Answ ers A 3 B 1 C 2

A u d io Script Track 1. Man Now, I’ve been reading a new book called On the Move by wildlife expert Sally Harker, and she’s with us in the studio today to tell us a bit about it. Hi, Sally. Sally Hello. Man So, tell the audience what your book is about. Sally Well, it’s about the movement of animals and birds. All over the world, the natural world, there are examples of how birds and animals don’t stay in one place, but move around, either all the time, like whales, or at certain times, like a lot of migrating birds. And there are some really extraordinary cases, amazing stories of the journeys that animals or birds make. Man Why do you say ‘extraordinary’? Sally Well because sometimes the journeys are incredibly long, in others they’re very, very risky, dangerous for the animals, and in some cases we just don’t understand how the animals do it at all! Man So can you give us some examples? Let’s start with really long journeys. Sally OK, for really long journeys it’s hard to beat the grey whale. In the winter, grey whales can be found near California or Mexico; the whales have their babies there. And then in the summer, the grey whales like to be near Alaska, where the sea is full of food for them. So, every year, they swim from one place to the other and back again - it’s a trip of about 18,000 kilometres altogether. Man That’s quite a distance! Sally It certainly is! Now, in terms of dangerous trips, it’s hard to beat the wildebeest of central Africa. Every year, more than a million wildebeest travel from Tanzania to Kenya, where there’s more food. It’s a trip of over 2, kilometres. The real danger is near the end of the journey, when they’re already tired, hungry and thirsty, they have to cross the Mara River. The river flows very fast, and it’s full of hungry crocodiles. And the wildebeest are very scared of water. But they jump in and struggle to swim across. Thousands of them don’t get to the other side. We think that every year, about 250,000 wildebeest die on this journey. Man Unbelievable! Good heavens. Sally Yes, it’s amazing isn’t it? And here’s a third example. Birds, this time - the Arctic tern. This bird, you know, every year, it flies a distance of about 70,000 kilometres from the north of Canada down to Antarctica, and back. Man Wow. That’s phenomenal. Sally And so in its lifetime, a single bird could fly about 2 million kilometres - that’s like going to the moon and back five or six times! And, the big question for us is, how do the birds manage to find exactly the same places every year? Man No GPS. Sally That’s right. They fly thousands of kilometres and arrive, every year, in exactly the same place. Man That’s incredible. Do we really have no idea how they do it? Sally Not really, although of course research is being done all the time ...

2 G O I N G PLACES

VOCABULARY

Phrasal verbs (1)

1 Divide the class into pairs. Ask students to cover the blog and try to complete sentences 1-8. When the majority o f the class have completed the sentences, students can look back at the text to check answers. Ask students to discuss the meaning o f the phrasal verbs and to try to deduce their meanings from context. During whole-class feedback, elicit/clarify the meaning of each phrasal verb with further examples as necessary.

Mixed-ability

Divide students roughly according to level. Ask stronger students to cover both the blog and the list of phrasal verbs and try to complete the sentences before looking at the list of phrasal verbs to check. Weaker students can complete the exercise with any verbs (phrasal or otherwise) that fit the context. They then try to match with phrasal verbs from the list before checking in the blog. This approach will help them more quickly grasp the meaning of the target phrasal verbs.

A nsw ers 1 pick up 2 go through 3 put up with 4 hang out with 5 wears, out 6 turning out 7 ran into 8 bring about

Fast finishers

Ask students to close their books and write down as many of the eight phrasal verbs as they can remember. Students then open their books to check.

PRONUNCIATION

For practice o f phrasal verb stress g o to Student’s B ook p age 120.

2 Students work with a partner to match the phrasal verbs to their meanings. Check answers in open class. During whole-class feedback, clarify the meaning o f the phrasal verbs by giving/eliciting further examples, as necessary.

A nsw ers 1 run into 2 pick up 3 put up with 4 go through 5 turn out 6 hang out with 7 bring about

Optional extension

This activity could be done as a game of pelmanism, allowing for extra focus on the meanings of the verbs. Write each of the phrasal verbs and definitions on separate cards. Give one set of cards to each group of three or four students. Ask students to put all the cards face down on the table and take turns to turn over two cards until they find a matching pair (phrasal verb/definition). The winner is the player with most matching pairs at the end of the game.

3 Ask students to read questions 1-6 and check understanding. Students discuss the questions in pairs or small groups. Monitor to encourage students to use the phrasal verbs in their answers and to check they are being used correctly. Make a note

o f any particularly good usage and nominate these individuals to repeat their answers during whole- class feedback.

GRAMMAR

Omitting relative pronouns

1 If you’re not using an IWB, write the two example sentences on the board for clarity when explaining the answers. Give students a minute to work with a partner and answer the questions. In open class, elicit answers and the position o f that, adding it to the sentences on the board with an arrow pointing to the object in each case. Then ask students to complete the rule in pairs before a whole-class check.

A nsw ers 1 It’s a phase that you have to go through. (phase is the object) 2 I concentrate on the nice people that I meet. (people is the object) That refers to the object.

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Rule 1 object 2 subject

2 Remind students/elicit that we can remove the relative pronoun when it refers to an object, but we need to keep it if it refers to a subject. Students work with a partner to complete the exercise. During whole-class feedback, ask individuals to say what the relative pronoun refers to in each sentence.

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Answ ers 1 ✓ 2 X 3 / 4 X 5 ✓ 6 X

Reduced relative clauses

3 If you’re not using an IWB, write the sentences on the board. Give students a minute to work with a partner and answer the questions. In open class, elicit answers and add that is/who is to the sentences on the board. Point out that we use reduced relative clauses in written English to make sentences flow more easily and improve ‘readability’. They are also a good way to show examiners that you are a high level, and so should be encouraged in written work. Next, ask students to complete the rule with a partner. Check answers.

A nsw ers 1 I’m a student who is living and studying in France. 2 The experience that is gained by living abroad is invaluable.

Rule B

4 Ask students to work individually to complete the exercise. Clarify that there is a mixture o f reduced relative clauses and omitted relative pronouns in the

paragraph. Allow students to compare answers with a partner before feedback in open class.

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Answ ers 2 who are 3 who were 4 that 5 that 7 that

Fast finishers

Ask students to look back at the article on page 21 to find further examples of relative pronouns and any sentences where relative pronouns have been omitted.

Workbook page 19 and page 122

Be aware of common errors related to omitting relative pronouns. Go to Get it right! on Student's Book page 123.

Ш Т i 4 K VALUES

Learning from other cultures

1 Refer back to the blog on page 24. Give students two minutes to rank the five things, individually. Give students a minute to read sentences 1-5 and check understanding. Working individually, students complete the exercise. SPEAKING Divide the class into small groups for students to compare their answers. During feedback, hold a class vote and create a class ranking on the board. To develop discussion further, this exercise can be done as a mingle with students comparing their answers with different students until they find a student with the same, or very similar answers to themselves.

Optional extension

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

Student’s Book pages 26-

CULTURE 1 If there is an IWB available in the classroom, this activity would best be done as a heads-up activity with the whole class. If your IWB allows zooming, zoom in on the photos and nominate individuals to say what they have in common. Alternatively, students can look at photos in their books and answer the question.

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A nsw er They all have a nomadic way of life.

48 1.15 (^) Play the audio while students read and listen to the article. Tell students not to worry if

they don’t understand every word; they should just focus on answering the question. Ask students to check their answer with a partner before feedback in open class. Give students a minute or two to read the sentences and circle the key information that they need to look for. Students read the text again to complete the exercise. Tell them to underline information in the text that helped them answer each question. Students check answers with a partner before whole- class feedback. During feedback, ask students to justify their answers by quoting the text they have underlined.

Answ ers 1 The Shahsavan 2 Aborigines 3 Aborigines, the Tuareg 4 Aborigines 5 The Tuareg 6 The Tuareg, the Shahsavan

VOCABULARY Ask students to cover the definitions. Give them two minutes to find the highlighted words in the article and to try to deduce meaning from context. Get them to discuss what they think each word means with a partner. Students uncover the definitions to check their ideas and complete the exercise. Check answers in open class, giving further explanations to clarify meaning as necessary.

Answ ers 1 national borders 2 destination 3 diet 4 droughts 5 principally 6 possessions 7 annual 8 remain

SPEAKING In pairs or small groups, students discuss the questions. Monitor and make a note o f any nice expressions in English that students use during the activity. A t the end write them on the board for the whole class to copy, and praise the student who used them. For feedback, ask for volunteers to report back to the class on their discussion.

WRITING

An informal email

BACKGROUND INFORMATION

The Inuit are a group of indigenous people in Greenland, Alaska, Canada and Denmark. There are roughly 135,000 Inuit people in the four countries. Traditionally, Inuit people were nomadic and live on hunted fish, seals, polar bears and whales. They lived in igloos or tents made from animal skins. While hunting is still a part of Inuit life, nearly all Inuit have migrated south to urban areas or live in Inuit communities with access to satellite television and the Internet.

1 Tell students they are going to read an informal email from a girl who is staying with the Inuit people. Check/clarify Inuit. Students read the article to answer the questions. Set a two-minute time limit to encourage them to read quickly for gist and focus on the questions. Allow them to compare answers with a partner before checking in open class.