Robert Campbell Gill HolleyRob Metcalf

EnglishIn motion

2Teacher’s Book

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3

Page

Teaching with English In motion 4

Basic Competences 13

Student’s Book syllabus 14

Teaching notes Basic Competences Page

WelcomeWelcome 16

11 Friends 22

22 About town 38

33 Let’s go! 54

Review AReview A 70

44 Prodigies 78

55 Telling tales 94

66 Electric! 110

Review BReview B 126

77 Health 134

88 Bright future 150

99 Take action 166

Review CReview C 182

Reference and answers 190

Workbook answers 214

Student’s Book transcripts 223

Workbook transcripts 228

Teacher’s All-in-one Book CLIL Worksheets transcripts 230

Phonetic chart 231

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SyllabusSyllabusSyllabusSyllabusUnit Vocabulary Grammar Re

WelcomeWelcome Meet my familyMy roomClassroom objects

Wh- questionsthere is / there are

11 Friends Personality adjectivesHobbies

Present simpleAdverbs of frequencyPresent simple: questionslike + -ing form

A Fil

22 About town ShopsMusic genres

Present continuousObject pronounsPresent simple v. present continuous Time expressions

LoFa

33 Let’s go! TransportPlaces in a city

ComparativesSuperlatives

BikTo

Review AReview A Grammar and Vocabulary: revision of units 1, 2, 3 Pr

44 Prodigies The bodyThe face

was / werecouldPast simple: affi rmativePast simple: negative and questions

ChBa

55 Telling tales Verbs of movementScience fi ction

there was / there werePast continuousPast continuous: questionsPast simple v. past continuous

WCl

66 Electric! TV programmesElectrical appliances

Countable and uncountable nounsa lot of, some, not any How much? How many?a lot, not much, not many, nonenot much / not many with verbs

TVSw

Review BReview B Grammar and Vocabulary: revision of units 4, 5, 6 Pr

77 Health Healthy habitsBody words

shouldshould: questionsmustmust v. should

TraM

88 Bright future MeasurementsLife plans

will: factswill: questionsFuture time expressions going towill: predictions

ThM

99 Take action SuperstitionsCauses

First conditionalFirst conditional: questionssome/any/no + body/thing/whereevery + body/thing/where

CoSp

Review CReview C Grammar and Vocabulary: revision of units 7, 8, 9 Pr

Grammar Reference Word List Phonetic Chart

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15

Reading and Listening Speaking and Pronunciation Culture Writing

My profi leInterview a partnerIn the classroomContractions

A good friendFilm friends

Describe famous people Do an interviewGet to know peopleThird person -s

Greet the world

My friends and I too and also

s

Look who’s here!Favourite music

Talk about what people are doingDo a music surveyMake requests/ɪ/ and /iː/

Autographs My free timeand, but, or,

because

Bike it!Tourist spots

Compare people and thingsMake a quizAsk for travel information-er and than: /ə/

Under London

My cityPunctuation

Project: Form a band Song: You’re my best friend, Queen

Child prodigiesBack in time

Talk about your abilities in the pastInterview a historic fi gureSay what’s wrongPast simple: regular verbs

Einstein’s brain

My family historybefore/after + -ing

form

WitnessesClose encounters

Say what was happeningDescribe an alien encounterReact to storiesWeak forms

Unsolved mysteries

My storyPast time expressions

TV habitsSwitch on!

Do a habits surveyTalk about things you can’t live withoutGive instructions/ʌ/ and /æ/

Switch off! My favourite TV programme / fi lm

because and so

Project: Make a manga comic Song: This land is your land, Woody Guthrie

Train your brainMind and body

Give tipsGive instructionsGive opinionsshould / shouldn’t

Nothing’s impossible

My top tipsbut and although

The human bodyMy future

Predict changesTalk about life plansTalk about measurements Contractions

Doctor who? My plansboth of, some of, all

of

ConsequencesSpecial days

Talk about consequencesCreate a special dayMake a decision/b/ and /v/

Charities My causeParagraphs

Project: Make a time capsule Song: I ain’t superstitious, Howlin’ Wolf

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VocabularyTV programmes• Electrical appliances•

Grammar

Countable and uncountable nouns • a lot of, some, not any• How much? How many?• a lot, not much, not many, none• not much/not many• with verbs

ReadingTV habits • Culture: Switch off!•

ListeningSwitch on! •

SpeakingDo a habits survey• Talk about things you can’t live without• English you need: Give instructions•

Pronunciation/• ʌ/ and /æ/

WritingMy favourite TV programme/film• because• and so

Extra Resources

➟ My Portfolio pages 22–23➟ Multi-ROM Grammar, Vocabulary

and Pronunciation ➟ Tests

Teacher’s All-in-one Book

➟ DVD

➟ Mixed-ability Worksheets ➟ Speaking activities

TV programmes

Warmer

Ask students to list the TV programmes they • watched recently. In pairs, students compare lists. Did any students watch the same programmes?

1 Students look at the TV screens in the pictures • and write the names of the programmes.

Answersa Ugly Bettyb The Simpsonsc Big Brotherd Who Wants to Be

a Millionaire?

e CSI Miamif Malcolm in the

Middle g MTV Hitsh Planet Earth

2 2.1

Students write the types of programme in • exercise 1. Point out that there are more types of programme than appear on the TV screens.

Play the CD to check answers. Explain that • sitcom is short for situation comedy.

Answers / Transcripta Ugly Betty is a soap opera.b The Simpsons is a cartoon.c Big Brother is a reality show.d Who Wants to Be a Millionaire? is a quiz show. e CSI Miami is a drama series. f Malcolm in the Middle is a sitcomg MTV Hits is a music programme.h Planet Earth is a documentary.

3 2.2

Students listen and repeat the types of • programme.

Transcriptcartoon chat show documentary music programme

quiz show reality show drama series sitcom soap opera

sports programmethe news the weather forecast

4Students complete the sentences with types of • TV programmes.

Answers Students’ own answers

➟ Student’s Book Word list page 110

➟ Workbook Word list page 70, Vocabulary page 72

110

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Grammar Countable and uncountable nouns• • a lot of, some, not any • How much? How many? • a lot, not much, not many, nonenot much• /not many with verbs

51

Vocabulary TV programmes• Electrical • appliances

Speaking Do a survey• Talk about things • you can’t live without Give instructions•

Pronunciation • / / and /�/

Writing My favourite TV • programme/fi lm • because and so

TV programmes

1 Write the names of the TV programmes. a – Ugly Betty

MalcolmThe

BigMTVPlanet

Who WantsUgly

CSI

HitsBettyMiami Earth

Simpsonsin the Middle

Brother

to Be a Millionaire?

2 Write the types of programme in exercise 1. Then listen and check.

a – Ugly Betty is a soap opera.

cartoon | chat show | documentary music programme | quiz show

reality show | drama series | sitcomsoap opera | sports programmethe news | the weather forecast

3 Listen and repeat the types of programme.

4 Complete the sentences.

1 I really like music programmes. 2 I sometimes watch … 3 I don’t really like …4 I hardly ever watch …5 I hate …

a b c d

e f g h

Page 22My Portfolio

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111

Students give their opinions on different TV genres and programmes.

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52

3 Answer the questions.

1 How many countries took part in the survey? Sixteen countries took part in the survey.

2 In which country do teens watch the most TV?3 At what age do kids start watching TV?

1 Answer the questions. Then ask a partner.

4 How many years can people spend watching TV?

5 Why is TV relaxing?6 Why can this be a problem?

2 Read the article and compare it with your answers.

1 Which free-time activity do you prefer?

3 How many televisions are there in your home?

2 How much time do you spend watching TV every day?

4 Why do you watch TV?

a watching TV

b listening to music

c meeting friends

a 0-2 hours

b 2-4 hours

c more than 4 hours

a none

b 1–2

c 3+

a To relax.

b To talk about programmes with my friends.

c To learn about the world.

TV Rules!In a recent survey, eighteen thousand teens from sixteen countries answered questions about their favourite free-time activities. The results showed that the most popular activity is watching TV.

How much time do teens spend in front of the box? In Spain, it’s an average of 3 hours 38 minutes a day. The world average is similar, but in Japan and the United States it’s almost an hour more. Most kids start watching TV when they’re two, and a lot of homes now

have two or more televisions. It’s hard to believe, but we can spend a total of nine years of our life watching TV.

TV is probably popular because it’s relaxing. When we watch TV, the left side of our brain – the side for critical thinking – is inactive. Some experts

think that this is a problem because we don’t analyze the difference between life on TV and reality.

And TV is everywhere! It’s on PCs, mobile phones and MP4 players. Teens will probably watch more TV in the future, not less.

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1

Students compare free-time activities with a partner.

Students learn about television watching habits around the world.

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TV Habits

Warmer

Write the following on the board: • We’re addicted to TV. Check students understand and discuss the statement with the class. Do they agree?

Ask students to tell you some good and bad • things about TV. Draw a two-column table on the board and write Good things at the top of one column and Bad things at the top of the other. Write students’ suggestions in the two columns.

1 Students answer the questions. •

In pairs, students ask and answer the questions • and compare their TV habits.

Find out the class results by asking each question • and recording the number of answers on the board.

Answers Students’ own answers

2 2.3

Draw students’ attention to the title of the • article. Explain that TV rules! is an informal way to say that TV is fantastic. Teach the following words to help students understand the article: survey, the box (an informal way to say the television), average, hard (difficult), brain, everywhere.

Students read and listen to the article and • compare the information with their answers in exercise 1.

Answers

1 Watching TV is the most popular activity.2 The average time teens spend watching TV

every day is between 2 and 4 hours.3 A lot of homes have two or more televisions.4 TV is popular because it’s relaxing.

3Students read the article again and answer the • questions. Encourage them to write complete sentences.

Answers

1 Sixteen countries took part in the survey.2 Teens watch the most TV in Japan and the

United States. 3 Most kids start watching TV when they’re two. 4 People can spend about nine years watching TV. 5 Because when we watch, the side of our brain

for critical thinking is inactive.6 Because we don’t analyse the difference

between life on TV and reality.

Consolidation

Draw attention to the fi nal sentence in the article and discuss the following questions with the class: Will teens watch more television in the future? After reading the article, are you going to watch more television or less?

➟ Workbook Reading page 76

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Countable and uncountable nouns

Write the following on the board: • There are two TVs in most homes. I spend time every day watching TV. Ask students if TV and time are countable or uncountable nouns. Explain that time is never plural when it refers to duration, so it’s an uncountable noun.

1 Students make two lists, one of countable nouns • and the other of uncountable nouns.

Answers

Countable nouns: book, computer game, TV programme, email, phone call Uncountable nouns: homework, money, music, time, information

a lot of, some, not anyWrite the following sentences on the board: • There are good sitcoms on TV. There’s good music on TV. Remind students that sitcoms are countable and music is uncountable. Can they say the sentences with a lot of, some and not any?

Students look at the table to check. Point out • that we use a singular verb with uncountable nouns, and that we make the verb negative in the case of not any.

2 Students write the correct option. When checking • answers, point out in number 4 that it’s possible to use a lot of in negative sentences, but not some.

Answers 1 any 2 some

3 any 4 a lot of

5 some 6 a lot of

3Students decide if they agree or disagree with • the sentences in exercise 2, and rewrite the sentences they disagree with to make them true.

Answers Students’ own answers

Consolidation

In pairs, students compare their sentences in exercise 3 and discuss any that are different.

Extension

Students write four more sentences about types of TV programmes with a lot of, some and any. Then they tell their partner and discuss each one.

How much? How many?Write the following on the board: • I spend an hour watching TV every day. There are two televisions in my home. Can students ask the questions? Tell them to look at exercise 1 on page 52 to find out.

Explain that we use • How many? to ask questions about number with countable nouns, and How much? to ask questions about quantity with uncountable nouns.

4Students write the questions with • How much? or How many? Check the questions before students answer them.

Students answer the questions. •

Answers 1 How much 2 How many

3 How much 4 How many

5 How many 6 How much

Students’ own answers

Consolidation

• In pairs, students ask and answer the questions in exercise 4.

Go 4 it!

5 Check students understand • exercise and pocket money.

Students write four questions with • How much? or How many? using the ideas in the box.

6Students ask two students in the class their • questions. Encourage them to make a note of the results.

7Students write the results using • a lot of, some and not any. Draw attention to the examples to help them.

➟Student’s Book Grammar reference page 100

➟ Workbook Grammar reference page 68, Grammar page 73

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I’ve got a TV in my bedroom. There are two TVs in most homes.

1 Make two lists.

book computer game homework money TV programme music

email time information phone call

Countable nouns: book, …Uncountable nouns:

There’s a lot of music on TV. There are some good sitcoms. There aren’t any good quiz shows.

2 Write the correct option.

1 There isn’t some / any interesting information on TV. any

2 There are some / any good reality shows. 3 There aren’t some / any good chat shows.4 There isn’t a lot of / some sport on TV.5 There’s some / any good music on TV.6 There are a lot of / any good cartoons.

3 Make the sentences in exercise 2 true for you.

Plural nounsThere are a lot of some good sitcoms.There aren’t any

Uncountable nounsThere’s a lot of some music on TV.There isn’t any

How many TVs are there in your home? How much time do you spend watching TV?

How many + plural nounsHow many TVs are there?How many sitcoms do you watch?

How much + uncountable nounsHow much time do you spend …?How much pocket money do you get?

4 Write the questions with How much? or How many? Then answer them.

1 … time do you spend on the Internet? How much time do you spend on the

Internet?2 … names are in your phone address book?3 … money do you spend on mobile phone calls? 4 … DVDs do you watch every month?5 … emails do you receive a week? 6 … homework do you usually do in the

evening?

a lot of, some, not any

How much? How many?Countable and uncountable nouns

5 Write four questions with How much? and How many? Use these ideas.

phone calls free time exercise pocket money computer games

text messages homework TV programmes

6 Ask two students in the class.

A How many phone calls do you make every day?

B I make about six calls every day.

7 Write your results.

Maria makes a lot of phone calls. Marc doesn’t make any phone calls.

I think there’s a lot of interesting information on TV.

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Students interview their partners and present written results.

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Electrical appliances

1 Match the pictures with the words. Listen and check. Then listen and repeat.

1 – dishwasher

electric toothbrush | microwave | washing machine | dishwasherelectric razor | remote control | fridge freezer | cooker

4 Listen to Jess talking to members of his family. Which three electrical appliances can’t the people live without?

Jack: computer, …Grandad:Mum:

5 Listen again and complete the sentences.

1 Jess is talking about his homework / a TV programme. his homework

2 Jack spends an hour a day watching TV / on the Internet.

3 Jack uses his mobile a lot to phone friends / send text messages.

4 For Grandad, the microwave / electric razor is the greatest invention of all time.

5 Grandad uses / doesn’t use the microwave every day.

6 Jess washes / doesn’t wash the dishes.

2 Make a list of other electrical appliances.

computer, games console …

3 Which appliances do you use the most?

1 2 3

4

5

6 7

8

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1

Students listen to an interview and extract information.

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Electrical appliances

Warmer

Students imagine they’re at home when there’s a • power cut. They list five things that don’t work, and then compare with a partner. How many are the same? Write a class list on the board.

Students look at the pictures. Are any of the • things not on the class list?

1 2.4

Students match the pictures with the words.•

Play the CD to check answers.•

Play the CD again. Students repeat the words. • Focus on word stress.

Answers / Transcript1 dishwasher2 washing machine3 cooker4 microwave

5 fridge freezer6 remote control7 electric toothbrush8 electric razor

2 Students make a list of other electrical • appliances.

Suggested answers

computer, games console, TV, DVD player, radio, lights, clock, hairdryer, vacuum cleaner, sound system

3Students write which appliances they use the • most.

Consolidation

In pairs, students talk about the appliances they use the most. Then they talk about the three things that another member of their family uses the most.

➟ Student’s Book Word list page 110

➟ Workbook Word list page 70, Vocabulary page 74

4 2.5

Students listen to Jess talking to three members • of his family and write the three electrical appliances that the people can’t live without. Pause the CD to give them time to write their answers.

Answers

Jack: computer, TV, mobileGrandad: microwave, remote control, electric razorMum: computer, dishwasher, lights

Transcript page 226

5 2.5

Students listen again and write the correct • option.

Answers 1 his homework2 on the Internet3 send text messages

4 microwave5 uses6 doesn’t wash

Transcript page 226

Consolidation

• In pairs, students discuss which appliance is the greatest invention, and why.

• Hold a vote to fi nd out what the class’ choice is.

➟ Workbook Listening page 77

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a lot, not much, not many, noneWrite the two example questions on the board • but without How much/many. Can students complete them?

Ask students if they remember what Jess’ • brother’s answers were in the listening, and write Not many and Not much next to the questions. Explain that these are short answers. Not much means a small quantity and Not many means a small number.

Students look at the table. Explain that • A lot means a large quantity or number and None means not any or zero, and that both can answer questions with How much and How many. Point out that A lot of isn’t correct as a short answer.

1Students answer the questions using • a lot, not much, not many or none.

Answers1 Not many.2 A lot.

3 A lot.4 None.

5 Not much.6 None

2 2.6

Students complete the dialogue with • a lot, not much, not many or none.

Play the CD to check answers.•

Answers1 A lot2 None

3 A lot4 None

5 Not many

Reinforcement

In pairs, students practise the dialogue in exercise 2.

Extension

In pairs, students take turns to ask each other the questions in the exercise and give their own short answers.

not much/not many with verbsStudents look at the examples. Explain that when • we use not much/not many in a sentence, not makes the verb negative, and much/many come after the verb.

3Students complete the description with a • negative verb and much or many.

Answers1 don’t spend much2 aren’t many3 haven’t got much

4 don’t use many5 aren’t many 6 hasn’t got much

Pronunciation: /ʌ/ and /�/

Write • much /ʌ/ on the left side of the board and match /æ/ on the right side of the board and say one of the words. Students point to which one it is. Repeat until they can recognize the difference.

4 2.7

Students listen and write the words they hear. • They hear each word twice.

Answers / Transcript 1 much2 cat

3 fan4 none

5 ran6 some

Consolidation

• Practise the /ʌ/ sound in much.

• In pairs, students test each other. One says a word from the table and the other points to the word.

Go 4 it!

5Students decide what they can and what they • can’t live without, and why. Encourage them to use a lot, not much and not many when they prepare their reasons. Write an example on the board to help them: I can live without a TV. I don’t spend much time watching TV, and I spend more time on the Internet.

6In pairs, students compare their decisions. Draw • attention to the example dialogue to help them.

Invite some pairs to tell the class about any • differences in their decisions.

➟Student’s Book Grammar reference page 101

➟ Workbook Grammar reference page 69, Grammar page 74

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not much /not many with verbsa lot, not much, not many, none

How many phone calls do you make? Not many. How much time do you spend watching TV? Not much.

1 Answer the questions. Use a lot, not much, not many or none.

I don’t spend much time on the Net. I haven’t got many CDs.

3 Complete with a negative verb and much or many.

I can’t live without a lot of things. My skateboard’s my favourite form of transport, so I (1) don’t spend much (spend) money on bus tickets. Also, there (2) … (be) buses to my school, so it’s really convenient. Then there’s my computer. I (3) … (have got) free time and it helps me do homework faster. I (4) … (use) different programmes, just a word processor and a browser. Finally, there’s my MP3 player. There (5) … (be) albums on it because it (6) … (have got) space, but it’s great.

Questions Short answersHow many phone calls?

A lot.Not many.

None.How much time? Not much.

1 How many dishes are there?Not many.2 How many CDs has she got?3 How much homework has he got?4 How many clouds are there? 5 How much money has he got?6 How much water is there?

2 Complete the dialogue with a lot, not much, not many and none. Then listen and check.

Tom How much pocket money do you get?Sue (1) A lot, I suppose. More than some

of my friends.Tom How many magazines do you buy

every month?Sue (2) … . I never buy magazines.Tom And how many books do you buy?Sue (3) …! I love reading and I buy a new

book every week.Tom How much money do you spend on

clothes?Sue (4) … . My mum buys all my clothes. Tom And how many DVDs have you got?Sue (5) … . Maybe three or four. You are

curious!

/ / and /�/4 Listen and write

the words you hear.

1 – much /� / /�/ 1 much match 2 cut cat 3 fun fan 4 none nan 5 run ran 6 some Sam

5 Decide what you can and can’t live without.

a TV a mobile phone an MP3 player a radio a games console a DVD player

6 In pairs, compare your decisions.

A Can you live without a TV?B Yes, I spend more time on the Internet.

Pronunciation

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Students learn to distinguish different sounds.

Students reflect on what they can and can’t live without.

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56

1 Write don’t in front of the habits that are bad for our planet.

uest • What is a ‘carbon footprint’?

How can you reduce it?

3 Does any of the information surprise you?

I’m surprised that …

4 Copy the Green Meter. If you do something, tick (✓) a box.

A little is a lotWe can do a lot of small things at home

to save the planet. These small things

can make a big difference. It’s important

to switch off lights when you leave a

room, and not leave the fridge door open.

And don’t forget to switch off TVs and

PCs because when they’re on standby,

they use 85% of their total electricity

consumption. To save water, turn off taps

when you aren’t using the water, and have

short, warm showers. When you save

water, you save electricity too. Bringing

water to your house and cleaning it after

you use it uses a lot of electricity. Finally,

remember to recycle things. It’s possible

to recycle 60% of our rubbish.

1 Leave the TV on standby Don’t leave the TV on standby.2 Turn off the tap

2 True or false? Read and check your answers.

1 Little things we do at home make a small difference to the environment. False 2 TVs and PCs don’t use much electricity when they’re on standby.3 You use a lot of electricity when you use water.4 We can recycle 100% of our rubbish.

3 Recycle rubbish4 Switch off the light5 Leave the fridge door open

1 2 3 4 5

1 I switch off the light when I leave a room.

2 I switch off TVs, DVD players and PCs. I don’t leave them on standby.

3 I never leave the fridge door open.

4 I have a quick warm shower, not a long hot one.

5 I turn off the tap when I’m cleaning my teeth.

6 I recycle bottles, paper and plastic.

The Green Meter

Six easy ways to save the planet!Six easy ways to save the planet!

✓ ✓ ✓ ✓

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1

Students autonomously use the media available to them to research a topic.

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Switch off!

CLIL objective: Students look at ways to help the environment.

Warmer

Switch the lights in the classroom on and off and • ask students what you’re doing. Write switch on/off on the board and ask: When’s it important to switch off lights? (When we leave a room, during the daytime, etc.) Then ask why it’s important, and teach save electricity. Can students tell you why saving electricity’s good to do? When discussing the answer, teach the words environment, consumption, greenhouse gases and climate change.

Ask students what other habits are good for our • planet. Let them say these in their language if necessary, and translate them into English. Then students look at the photos. How many of the things did they mention?

1Students read the habits. Check they understand • on standby, turn off (opposite: turn on) a tap, recycle and rubbish. Point out that we don’t switch on/off a tap, but that turn on/off is a synonym for switch on/off with electrical appliances and lights.

Students write • don’t in front of the habits that are bad for our planet.

Answers1 Don’t leave the TV on standby.2 Don’t leave the fridge door open.

2 2.8

Students decide if the sentences are true or false. • Then they read and listen to the left-hand part of the leaflet and check their answers. Ask them to correct any false sentences.

Answers1 False – They can make a big difference.2 False – They use 85% of their total electricity

consumption when they’re on standby.3 True4 False – It’s possible to recycle 60% of our

rubbish.

3Students write whether any of the information • surprises them. If none of the information surprises them, tell them to write which information was new to them.

4Students look at the section of the leaflet called • Six easy ways to save the planet! Check they understand save in this context and contrast it with its meaning in save electricity. Tell students they’re going to find out how green (ecological) they are by reacting to the things in the leaflet.

Students copy the Green Meter and tick a box for • each of the six things that they do.

Consolidation

• Ask the class how well they scored on the Green Meter. Find out who’s the greenest student in the class, and who’s the least green.

Did you know?

Climate change affects all countries, but not all countries contribute to it equally. The world’s eight most powerful countries produce over 40 percent of all global emissions. And a person from the USA, the world’s biggest consumer of electricity, uses 380 times more electricity than a person from Ethiopia, one of the world’s poorest countries.

Quest

Students find out what a • carbon footprint is and how you can reduce it. They can do this by entering carbon footprint into an Internet search engine.

Suggested answersA carbon footprint measures the impact of our activities on the environment and climate change. It tells us the quantity of greenhouse gases our daily activities produce.To reduce our carbon footprint, we can do the things suggested in the leafl et in the book. We can also turn down our central heating and hot water temperature, only use dishwashers and washing machines when they’re full, use low-energy light bulbs, use cars less, walk and cycle more and use public transport more often.

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122

Give instructions

Warmer

Start drawing a mobile phone on the board and • ask students what it is. When it’s complete, draw arrows to the screen, the number keys and the on/off button at the top. Ask students if they know the name for these things, and teach them if not. Also teach the verb press.

Tell students you’re from another planet. Take • out your mobile, switch it off and ask: What’s this? What’s it for? Then press some keys, look confused and ask How do you make a phone call? Students try to explain how.

1 2.9

Students listen and match the mobile screens • with the dialogues.

Answers 1 b 2 c 3 a

2 2.9

Check students understand the verbs in the box.•

Students complete the dialogues with the verbs.•

Play the CD to check answers. Point out that to • give instructions, we use the imperative, and that we use an infinitive with to (not for) to say what we want to do: Press the key in the middle to display the menu.

Draw attention to the questions in the dialogues, • and check that students understand these: How do you do it / turn it off / take a picture / change song? How does the MP3 player work?

Answers

1 Press 2 display 3 select 4 navigate

Reinforcement

In pairs, students practise the dialogues.

Extension

In pairs, students practise the dialogues. One student has their book open and asks the questions. The other tries to answer them without looking at the book. Then they change roles and repeat.

3 2.10

Students complete the dialogue in a phone shop. • Tell them to use the dialogues in exercise 2 to help them to do this, and that there’s one word missing in each gap.

Play the CD to check answers.•

Answers1 turn 2 how

3 Press4 key

5 To 6 work

4 2.11

Students listen and repeat questions and • instructions from exercises 2 and 3.

TranscriptHow do you do it?How does it work?How do you switch it on?Press the green key.Display the menu.Select ‘options’.Navigate up and down.

5In pairs, students prepare and practise a • dialogue. One student is a customer in a phone shop and asks for information about a phone. The other student, who works in the shop, listens to the customer and explains how the phone works. Draw attention to the example dialogue to help them.

Students change roles and repeat.•

➟ Student’s Book Word List page 110

➟ Workbook Word List page 71, English you need page 77

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57

Give instructions

2 Complete the dialogues with the verbs. Then listen and check.

display navigate press select

1Mum Can you answer my phone, please?Will How do you do it?Mum (1) Press the green key.Will How do you turn it off?

2Dan How do you take a picture?Linda Press the key in the middle to (2) …

the menu and select ‘camera’. Then press the middle key again.

3Liz How does the MP3 player work?Dave Press ‘menu’ and (3) … ‘audio’.Liz How do you change song?Dave Select ‘options’. Then use the

navigation key to (4) … up and down.

3 Complete the dialogue in a phone shop. Then listen and check.

Mel How do you (1) … it on?Assistant Press the button at the top.Mel And (2) … do you make a call?Assistant (3) … this key to display your

contacts. Then use this (4) … to navigate up and down. (5) … make a call, press the green button.

Mel And how does the radio (6) …?Assistant I’m sorry. This model hasn’t got

a radio.

4 Listen and repeat.

5 In pairs, prepare and practise a dialogue.

A You’re a customer in a phone shop. Ask for information about a phone.

B Listen to the customer. Explain how the phone works.

A Can I help you?B Yes. I’d like to look at that mobile.

1 Listen and match the mobile phone screens with the dialogues.

a b c

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123

Students use language that can be transferred to real-life situations.

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124

58

1 In pairs, discuss your favourite TV programme or fi lm.

1 What type of programme/fi lm is it? 2 What’s it about?3 Who are some of the characters?

2 Read about Yuk-Lin’s favourite TV programme. Answer the questions in exercise 1.

Her favourite programme is …

My favourite TV programme/fi lm

because + reason

My favourite TV night is Tuesday because Heroes is on.

so + consequence

There are a lot of different characters and stories, so it’s never boring.

I don’t watch much TV on schooldays because interesting programmes often start late. There are a lot of reality shows and sports programmes, but I prefer drama series.

My favourite TV night is Tuesday because ‘Heroes’ is on. It’s a series about people from different countries with special powers.

My favourite character is Hiro. He’s a computer programmer from Japan. He can travel in time, and stop time too. His best friend, Ando, thinks he’s mad, but I think he’s funny.

I like ‘Heroes’ because there are a lot of different characters and stories, so it’s never boring. The special effects are good too.

because and so

Page 23My Portfolio

My Webpage

3 Join the sentences with because or so.

1 I usually watch TV at nine o’clock because I like watching the news.

2 I don’t like watching advertisements … I change channels when they’re on.

3 I like quiz shows … I like answering the questions.

4 My favourite programme is on late … I watch it in bed.

5 I don’t like drama series … I don’t watch Heroes.

6 I like watching cartoons … they’re really funny.

4 Make notes. Then write about your favourite TV programme or fi lm.

Paragraph 1: When do you watch TV/fi lms? What type of programmes/ fi lms do you prefer?

Paragraph 2: What’s your favourite programme or fi lm? What’s it about?

Paragraph 3: Who’s your favourite character? Why?

Paragraph 4: Why do you like the programme/fi lm?

5 Now read your work again. Can you fi nd any errors?

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1

Students use strategies to plan their own written work.

Students use strategies to evaluate and develop their own written work.

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My favourite TV programme/fi lm

Warmer

Make a list of programmes that students should • know, and tell them it is your ideal evening’s viewing. In pairs, they must try to write the type of TV programme for each one.

Find out if any pairs were able to write the type • of programme for each name you mentioned. Use their answers to make a list on the board.

Ask students if they can think of any TV shows • that have also appeared at the cinema, for example, Star Trek.

1In pairs, students discuss their favourite TV • programme or film using the questions.

Answers Students’ own answers

2Students look at the picture and the name of the • TV programme. (Heroes) Ask: Do you know this programme? What type of programme is it? What’s it about? If students don’t know the programme, ask them to predict what type of programme it is from the picture.

Students read about Yuk-Lin’s favourite TV • programme and answer the questions in exercise 1 for her.

Answers1 It’s a drama series. 2 It’s about people from different countries with

special powers.3 Hiro and Ando are two of the characters.

because and soWrite the following on the board: • My favourite TV night is Tuesday. Heroes is on.

There are a lot of different characters and stories. It’s never boring.

Ask students to combine the two sentences in each case. Students then compare their ideas with the example sentences.

Explain that • because and so are both conjunctions; they join two sentences. We use because before we give a reason and so before a consequence.

3Students join the sentences with • because or so.

Answers1 because2 so

3 because4 so

5 so 6 because

Consolidation

• Students tick the sentences in exercise 3 that are true for them.

• Ask students if they ticked each sentence, and invite one student to read the sentence to the class. Ask further questions about each one, for example: Which channel do you watch the news on? Which quiz shows do you like? etc.

4Students prepare to write about their favourite • TV programme or film. First, they answer the questions. Then they write their composition.

5Students read their composition and check for • errors. Write the following checklist on the board for students to refer to:

TV programmesCountable and uncountable nounsa lot of, some, not much, not many, not anybecause and so

➟ Workbook Writing page 78

➟ Website My webpage

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Vocabulary

The body• The face• Verbs of movement• Science fiction• TV programmes• Electrical appliances•

Grammar

was/were• could• Past simple• there was/there were • Past continuous• Past simple v. past continuous• Countable and uncountable nouns • a lot of, some, not any• How much? How many?• a lot, not much, not many, none• not much/not many • with verbs

ReadingThe story so far•

ListeningJiro meets Chika•

SpeakingAn interview•

ProjectMake a manga comic•

SongFolk music• This land is your land – Woodie Guthrie•

Extra Resources

➟Tests Term Test 2

Teacher’s All-in-one Book

➟ CLIL Worksheets

Warmer

Do a picture dictation based on the picture of • the manga character. Tell students that you’re going to read a description of a person called Jiro. Students draw the person based on your description.

Students compare their drawings with the • picture in the book.

1 2.12

Students name the parts of the body. •

Play the CD to check answers. •

Answers Students own answers

Answers / Transcript1 head2 body 3 neck4 arm5 leg

6 feet 7 hair 8 ear 9 eye10 eyebrow

11 nose12 cheek 13 mouth

2 2.13

Tell students that the picture is from a manga • comic. Do students know where manga comics are from? (Japan)

Students complete the description with the • words in the box.

Play the CD to check answers. •

Answers1 Japanese2 eyes

3 mouths4 long

5 different6 cheeks

Consolidation

In pairs, students take it in turns to say a number from 1 to 14. The other student looks at the picture and says the corresponding body word.

Extension

In pairs, students predict what the manga story is about. Ask: Why is Jiro running through the forest?

126

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59

Units 4, 5, 6Units 4, 5, 6Units 4, 5, 6Units 4, 5, 6

1 Name the parts of the body. Listen and check.

1 – head

2 Complete the description. Then listen and check.

different Japanese cheeks long eyes mouths

Manga means ‘comic book’ in (1) Japanese. Manga characters usually have very big (2) …, and small (3) … and noses. Their arms and legs are often quite (4) … and their hair is usually (5) … colours. The manga character in this picture has red (6) … because he’s running.

1

2

3

4

5

6

7

89

10

11 12

13

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127

Students review body vocabulary and check their own answers using audio support.

Students learn about the manga genre.

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128

60

1 Answer the questions.

1 What types of TV programme do you like?2 Do you ever watch cartoons on TV?3 Do you ever watch Japanese TV cartoons or read manga comics?

2 Read the story. Write the verbs in the past. Then listen and check.

1 – lived

3 True or false? Correct the false sentences.

1 There were a lot of mountains near Jiro’s village. True

2 His parents didn’t work. 3 There weren’t any birds in the forest. 4 When he returned to the village, he saw

some people. 5 Morio was hiding in the trees. 6 Morio said, ‘The village ran away’.

4 Jiro’s father used electrical appliances to make Morio. What are they?

1 recook cooker2 draw she his3 art circle zero4 warm voice

5 Complete Morio’s operating instructions.

turn off turn on menu press option

To (1) turn on the robot, (2) … the button on the top. Look at the (3) … and select the ‘normal’ (4) … . To (5) ... the sound, select ‘mute’.

A long time ago there was an extraordinary boy called Jiro. He (1)... (live) in a small Japanese village in the Akaishi Mountains. His father was an inventor. He (2)... (build) robots from parts of electrical appliances. His mother taught Geography at the village school.

When he was ten, Jiro (3)... (make) an important discovery. He (4)... (can) run faster than any of the other boys at school and talk with the animals in the forest.

One day, Jiro was running through the forest when suddenly the birds (5)... (stop) singing. Ten seconds later the ground started to move under his feet. At first he thought he was dreaming. Then he understood what was happening. It (6)... (be) an earthquake!

Jiro turned and ran back to his home but when he (7)... (come) to the village, it wasn’t there. ‘Where’s my village and my family?’ he shouted. Morio, one of his father’s robots, was hiding in the trees. Morio said, ‘The village (8)... (fly) away. Run quickly and maybe you can find it.’

‘Come with me!’ Jiro said. And they ran down the mountain, searching for the village.

The story so far

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1

Students read information and spot mistakes.

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129

The story so far

Warmer

Tell students to make a list of as many heroes as • they can from comic books or animated cartoons, for example, Superman, Asterix, Spider-Man. Write a list on the board and have a class vote to find out which characters are most popular.

1Students answer the questions. •

Answers Students' own answers

Consolidation

• In pairs, students ask and answer the questions in exercise 1.

• Find out how many students watch manga cartoons or read manga comics and ask them to tell the class about them.

2 2.14

Students read the story and write the verbs in • the past.

Play the CD to check answers.•

Answers1 lived2 built3 made

4 could5 stopped6 was

7 came8 fl ew

Consolidation

Ask students to describe what they can see in the two pictures. (In the top picture the village is fl ying away. In the bottom picture, Jiro’s father’s making robots from old electrical appliances.)

3Teach the following vocabulary: • discovery, forest, ground, earthquake, run back, hide, fly away, quickly, search.

Students decide if the sentences are true or false • and correct the false sentences.

Answers

1 True2 False – His father was an inventor and his

mother was a teacher.3 False – There were birds in the forest.4 False – He saw a robot.5 True6 False – Morio said, ‘The village fl ew away.’

Consolidation

• Write on the board: Where / Jiro / live ? Ask students to make the complete question and tell you the answer. (Where did Jiro live? He lived in a village.)

• In pairs, students write four more questions based on the text. Pairs then test each other by asking and answering each other’s questions.

• Invite some students to read out their questions to the class. Can other students answer them?

4 Students make the names of electrical appliances • from the anagrams.

Answers Students own answers

Answers 1 cooker2 dishwasher

3 electric razor4 microwave

5Students complete Morio’s operating • instructions.

Answers1 turn on2 press

3 menu4 option

5 turn off

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130

Jiro meets Chika

Warmer

Ask students to describe what they see in the • pictures. (In picture A, Jiro’s talking to a girl. In picture B, the girl’s talking and the village is flying away behind her. In picture C, a robot, Morio, is pointing and Jiro’s shouting ‘Chika!’.)

Ask students: • Why are the pictures in black and white? (Because manga comics are usually black and white.) Do students know any other unusual facts about manga comics? (You usually read the books from back to front following the Japanese tradition of reading.)

6 2.15

Ask students to remind you of the manga story • so far. Explain that they’re going to listen to the next part of the story. After running down the mountain, Jiro and Morio come to a city.

Students listen and order the pictures.•

Answers1 Picture C 2 Picture A 3 Picture B

Transcript page 226

7 2.15

Students listen again and complete the sentences • from the manga pictures.

Answers

1 Why don’t we sit down?2 How about drinking some water?3 Suddenly the village fl ew up into the sky.4 It was cold and there were clouds in the sky.

Transcript page 226

8Students choose the correct option. •

Answers Students own answers

Answers 1 were walking2 saw3 noticed

4 was going5 opened6 was standing

9Students complete the sentences using the words • in the box.

Answers1 many2 a lot

3 much4 None

5 any6 not much

10Tell students to imagine that they’re going to • meet Morio, the robot, and ask him about his adventures. What questions would they like to ask him? Draw attention to the example dialogue to show them how to do this.

In pairs, students prepare and practise an • interview with Morio.

Invite some students to present their interview • with the robot to the class.

Make a manga comic

1 Explain that students are going to make their • own manga comic, continuing the story of Jiro, Chika and Morio.

In pairs, students prepare the next part of the • story. They answer the questions to help them.

2Students write and illustrate their story. • Encourage them to make a rough draft first and then transfer their ideas onto a clean piece of paper that can be displayed in the classroom.

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61

6 Listen and order the pictures.

7 Listen again. Complete the sentences from the manga pictures.

1 – Why don’t we sit down?

8 Choose the correct option.

1 – were walking Jiro and Morio (1) walked / were walking along a street when they (2) saw / were seeing some people. Jiro (3) noticed / was noticing a girl from his village. Her name was Chika. Chika (4) went / was going to school when the earthquake happened. When she (5) opened / was opening her eyes, she (6) stood / was standing in the city.

9 Complete the sentences.

not much none a lot many much any

Harry How (1) many people were there on the street?

Sue There were (2) … .Harry How (3) … water did Morio drink?Sue (4) … . Morio didn’t drink (5) … water.

He’s a robot.Harry And Jiro?Sue Jiro drank some water but (6) … .

10 In pairs, prepare and practise an interview with Morio about his adventure.

A Where were you when the earthquake happened?

B I was at home.

Make a manga comic

1 In pairs, prepare the next part of the story. Answer these questions to help you.

1 What did Jiro, Chika and Morio do next? 2 Where did they go?3 Who did they meet?4 Did they fi nd the village?

2 Write and illustrate your story.

Jiro meets Chika

Why don’t we (1)... ...?

That’s a good idea.

How about (2)... some water?

It was cold and (4)... ... clouds in the sky.

Chika!

Suddenly the village (3)... ...into the sky.

a

c

b

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131

Students use strategies to order a story.

Students make a manga comic.

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132

62

This land is your land

ChorusThis land is your land And this land is my landFrom California to the New York island; From the Redwood Forest to the Gulf Stream

waters: This land was made for you and me.

As I went walking that ribbon of highway, I saw above me that endless skyway: I saw below me that golden valley: This land was made for you and me.

Chorus

I roamed and rambled and I followed my footsteps,

To the sparkling sands of her diamond deserts;

All around me a voice was sounding: This land was made for you and me.

When the sun came shining, and I was strolling,

And the wheat fi elds waving and the dust clouds rolling,

A voice was chanting as the fog was lifting: This land was made for you and me.

Chorus

1 Complete the sentences with one word. Then read and check.

1 Old folk music is often called traditional.2 Folk songs often have a political me… .3 Folk singers usually perform folk songs

with only a guitar and their vo… .4 Folk songs have simple melodies and ly… .

2 Listen to the song. What’s its message?

a The countryside is changing. b All people are equal and have the same

rights.c Farmers can make the country better.

3 Name the places from the song.

1 A piece of land in the middle of water. island

2 A place with a lot of trees.3 A long road in the United States.4 A piece of land between two mountains.5 Hot and dry places. 6 Places where food grows in the country.

4 Do you like singing along to songs? When?

I’m really good at karaoke.I like singing along to songs on the radio.

Folk musicFor a lot of people, folk music is old traditional music. For other people, folk music is music with a political message. In the 1950s and 60s, a lot of folk singers appeared in the United States including Woody Guthrie, Bob Dylan and Joan Baez.

They usually sang folk songs with only a guitar and their voice. Folk songs have simple melodies and lyrics because people like singing along to them.

Woody GuthrieWoody Guthrie

62

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1

Students find out about the origins of folk music and interpret a song’s meaning.

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133

This land is your land

Background

Woodrow Wilson ‘Woody’ Guthrie, was an • American singer-songwriter and folk musician, famous for his political, traditional and children’s songs.

This Land Is Your Land• is one of the most famous folk songs of all time. Guthrie wrote the lyrics in 1940, using the melody of a gospel hymn. The song became very popular in the 1960s with artists such as Bob Dylan. Bruce Springsteen performed the song many times in 2008 in support of US presidential candidate Barack Obama.

Warmer

Write the following on the board: Words or music? and ask students which they think is more important in a song. Remind students that the words of a song can also be called lyrics. Ask them if they know the lyrics to any songs in English. Explain that lyrics are more important in some music genres than others.

1 2.16

Students complete the sentences with one word. • They’re given the first two letters of each word to help them. Then they read and check.

Answers Students own answers

Answers 1 traditional2 message

3 voice4 lyrics

2Students listen to the song and decide what its • message is, a, b or c. Ask them to find a line in the song to justify their answer.

Answer

b – This land was made for you and me

3 Students name the places from the song. •

Answers1 island2 forest

3 highway4 valley

5 desert6 fi elds

Extension 2.16

• Students cover the song lyrics. Write the following on the board and check students understand the meaning of any new words: golden, New York, redwood (a type of tree that grows in California), sand, skyway (a route followed by a plane in the sky), wheat. Ask students to match the words with the answers to exercise 3.

• Play the song again. Students listen to check their answers.

Answers 1 island – New York2 forest – redwood3 highway – skyway

4 valley – golden5 desert – sand6 fi elds – wheat

Consolidation

Ask students if they know any folk singers in their country. What are their songs about? Do their songs have a message?

4Students answer the questions, using the • examples to help them.

Discuss the question with the whole class. If the • students enjoy singing along to songs then suggest they sing along to the chorus of This Land Is Your Land. Play the song again and sing along.

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