English Download [B2]: Teacher's book

Contents Student’s Book Contents__________________________________ 4 Introduction to English Download__________________________ 6 Unit 1____________________________________________________ 8 Unit 2___________________________________________________17 Progress Review 1 27 Unit 3___________________________________________________30 Unit 4___________________________________________________39 Progress Review 2 48 Unit 5___________________________________________________51 Unit 6___________________________________________________61 Progress Review 3 71 Unit 7___________________________________________________74 Unit 8___________________________________________________83 Progress Review 4 92 Unit 9___________________________________________________94 Unit 10________________________________________________ 103 Progress Review 5 113 Unit 11________________________________________________ 115 Unit 12________________________________________________ 124 Progress Review 6 133 Student’s Book Recording Script________________________ 135 Extra Tasks For Early Finishers_________________________ 145 Extra Tasks For Early Finishers Key_____________________ 157 Workbook Key_________________________________________ 160 Workbook Recording Script____________________________ 169 Test Book Key_________________________________________ 178 Test Book Recording Script_____________________________ 184

1 Communication Unit plan Reading: multiple choice, finding the answer in the text before you read the options Vocabulary: words related to communication and feelings, collocations & expressions, commonly confused words, word formation Grammar: present simple, present continuous, present perfect simple, present perfect continuous Listening: note taking, identifying and understanding paraphrasing Speaking: d iscussion and decision making, talking about communication, asking someone to repeat, or confirm what they said, or to explain what they mean Writing: essay, using the task as a guide, using topic sentences and supporting them with examples Unit Opener (SB page 5) TOP TIP • Ask students to look at the picture and tell you what they can see (a man with serious looking eyes who is Make sure you take advantage of interesting topics holding a picture of a smile over his mouth). Ask them to generate discussion in your class. Students can what they think the picture is trying to show (that discuss topics in groups or take part in a debate. we don’t always show what we really feel; that we Ensure that all students get a chance to speak by sometimes try to hide our true feelings). asking them for their opinion on the topic. • Ask students to read the title of the unit and say how they think it relates to the picture (The title is Let’s talk about it! ‘Communication’ and the picture shows a man who seems to be communicating two different feelings.). DVD 1 • Ask them in which situations they would hide (or The DVD activity is optional and can be done if time have hidden) their true feelings. permits. The videos can be accessed by teachers from the IWB software, and students can access them from 1 their e-book. There is a DVD question in the Student’s • Ask students to read the instructions and check that Book at the bottom of the opening page in each they understand what they have to do. unit. Don’t worry if your students don’t understand • Check pronunciation by saying each of the countries everything they hear on the video. They will be able to in the orange box to the students and asking them to grasp the gist of the content. repeat after you. Summary of DVD 1: The video is titled ‘Everybody’s • Ask individual students to read the descriptions of Different: Different Cultures, Different Customs’. It behaviour out to the class and explain anything they is about cultures and their different traditions and don’t understand. customs. The presenter points out that although they • Students work in pairs to complete the task. may be different and unusual for us, we should respect Encourage them to read all the descriptions before them. This is supported by the scene with the three matching them to the countries. children who discuss cultural differences. Differences in • After you have checked answers, ask them if any of customs and traditions make life more interesting. the descriptions surprised them. DVD link: http://youtu.be/65uYTF2HDQc 2 • Ask students to read the instructions and check that they understand what they have to do. • Ask a student to read the ideas out to the class and explain anything they don’t understand. • Students discuss in pairs. • Monitor and help with vocabulary, but do not interrupt fluency. • Make a note of any mistakes to go over with the class afterwards. • Have a class discussion about the types of behaviour common in the students’ country.8

Reading (SB pages 6-7) • Ask students to read the questions and explain anything they don’t understand.1 • Encourage students to use the tips from the• Ask students to read the instructions and check that Download box when doing the task and to read thethey understand what they have to do. question and look for the answer in the text before• Ask students to read the words for emotions and reading the answer options.explain anything they don’t understand. • Students work individually to choose the best• Students work in pairs to complete the task. answers.• Time permitting, individual students can make facial • They then check their answers in pairs beforeexpressions for the class to guess. checking as a class.2• Ask students to read the instructions and check thatthey understand what they have to do.• Ask students to discuss the questions with theirpartner and to justify their answers.• Monitor and help with vocabulary, but do notinterrupt fluency.• Make a note of any mistakes to go over with the classafterwards.3• Ask students to read the instructions and check thatthey understand what they have to do.• Ask students to tell you some ways in which humanscan communicate, other than through speech.• Explain to students that they do not need to read indetail at this stage as they will have the opportunity todo so later.• Students do the task individually, but check answersas a class.DOWNLOAD Ask students to write one or two of their own• Point out the Download box next to the reading comprehension questions for the text.comprehension questions to the students and tell them Monitor and help with vocabulary and grammarthat these boxes appear throughout the book to give if necessary. When students are ready, they mayadvice about how to approach the tasks. swap with a partner to answer their questions or• Ask students to read the information in Download. they can write them on the board for the class• Choose a student to explain the tip in his/her own to answer.words.• Explain to students that when dealing with multiple- 5choice questions, it’s a good idea to read the question • Ask students to read the instructions and check thatand look for the answer in the text before reading the they understand what they have to do.answer options. Explain that the answer options can • Ask students to read the words and the sentencesdistract them and cause confusion. and explain anything they don’t understand. Elicit that• Once they think they have the answer, they can then the words are all verbs and that they form expressions.compare it to the options and choose the best one. • Students work individually to write the words in the correct places.4• Ask students to read the instructions and check that UNIT 1 9they understand what they have to do.

• They then check their answers in pairs beforechecking as a class.6 3• Ask students to read the instructions and check that • Ask students to read the instructions and check thatthey understand what they have to do. they understand what they have to do.• Ask students to consider where the people are (at • Ask students to read the words and the sentencesan airport) and where they might be from (There are and explain anything they don’t understand. Elicit thatthree Caucasian people, a Japanese man and an Indian the words are all nouns.man) before they decide what is happening. • Students work individually to write the words in the• Students discuss the picture in pairs. correct places.• Monitor and help with vocabulary and grammar if • They then check their answers in pairs beforenecessary. checking as a class.• Make a note of any mistakes to go over with the classafterwards.• When students are ready, ask a strong pair todescribe what is happening.a-z Vocabulary 1 (SB page 8) Ask students to find derivatives for the nouns in 3 (hospitality / hospitable, confront / confrontation1 / confrontational, achieve / achievement, arrive /• Ask students to read the instructions and check that arrival, compliment / compliment / complimentary,they understand what they have to do. feel / feelings).• Ask students to read the sentences and explainanything they don’t understand. Extra Task (for early finishers)• Elicit that all of the words are verbs. See photocopiable material on page 145.• Ask students to work in pairs before checkinganswers as a class.• Check pronunciation by saying each of the verbsto the students and asking them to repeat after you.Correct where necessary. 2 Grammar 1 (SB page 9) • Ask students to read the instructions and check that they understand what they have to do. Before you read the Grammar box • Ask students to read the words in the orange box • Revise the different forms of the present simple and the definitions and explain anything they don’t and the present continuous (affirmative, negative, understand. Elicit that the words are all adjectives question) and short answers for these two tenses with that are used to describe how people feel or express the class. Then elicit some adverbs of frequency and themselves. time expressions that are used with each tense. • Check pronunciation by saying each of the words in • Revise stative verbs. Ask students to tell you some the orange box to the students and asking them to stative verbs (believe, know, need, etc). repeat after you. Correct where necessary. • Students work individually to complete the definitions 1 with the words. • Read through the grammar theory with the class. • They then check their answers in pairs before • Ask individual students to give you sentences to show checking as a class. the different uses of the tenses. • Remind students that stative verbs describe states,10 not actions, and that the most common stative verbs are used to describe senses, thinking, emotion and possession. • Elicit that stative verbs cannot be used in continuous forms. • Remind students that some verbs can be both stative and action verbs, depending on their meaning.

2 Ask students to write their own gapped sentences• Ask students to read the instructions and check that requiring either the present simple or the presentthey understand what they have to do. Refer them continuous. Refer them to the grammar theoryto the grammar theory to help them complete the if they need help. When students are ready,sentences and answer the questions. they may swap with a partner to complete their• Check answers as a class. sentences.Read 1.1-1.3 of the Grammar Reference on pages 161- Extra Task (for early finishers)162 with your students. See photocopiable material on page 145.3 a-z Vocabulary 2 (SB page 10)• Ask students to read the instructions and check thatthey understand what they have to do. 1• Ask students to read the sentences again and explain • Explain to students that in this exercise they will beanything they don’t understand. looking at collocations with verbs that describe body• Ask students to look at the first sentence and elicit language.what clues will help them to choose the correct tense • Ask students to read the instructions and check that(every weekend – adverb of frequency for habits and they understand what they have to do.routines) and elicit that they will need the present • Ask students to read the words and explain anythingsimple here. they don’t understand.• Ask students to read the rest of the sentences • Students work individually to complete the task.carefully again and to underline any time expressions • They then check their answers in pairs beforeor other clues in the sentences that will help them to checking as a class.choose the correct tense.• Students work individually to complete the 2sentences. • Ask students to read the instructions and check that• They then check their answers in pairs before they understand what they have to do.checking as a class. • Ask students to read the sentences and explain anything they don’t understand. • Students work individually to write the collocations from 1. • They then check their answers in pairs before checking as a class.4 3• Ask students to read the instructions and check that • Ask students to read the instructions and checkthey understand what they have to do. that they understand what they have to do. Elicit that• Ask students to read through the text once without there are pairs of words which are commonly confusedcircling their answers. Ask them to underline any words because they look similar or have similar meanings.or clues that will help them choose the correct answer. • Ask students to read the words and the sentences• Students work individually to circle the correct words. and explain anything they don’t understand.• They then check their answers in pairs before • Students work individually to complete the task.checking as a class. • They then check their answers in pairs before checking as a class. UNIT 1 11

4 two tenses with the class. Then elicit some time• Books closed. Ask students to tell you some common expressions that are used with each tense.prefixes we use to form the opposites of adjectives. • Ask students to give you some examples of theWrite them on the board and ask students to give you tenses by telling you about things they have or haven’tone example of an adjective for each prefix (eg dis- / done.dishonest, il- / illegal, ir- / irresponsible, etc).• Ask students to open their books. 1• Ask students to read the instructions and check that • Remind students that the main difference betweenthey understand what they have to do. these two tenses is that we use the present perfect• Ask students to read the words in the orange box and simple to focus on the result of a completed action orexplain anything they don’t understand. how many times something has happened. However,• Students work individually to form the opposites of we use the present perfect continuous to focus onthe adjectives in the orange box and complete the the action itself or how long something has beentable. happening. It is unimportant whether the action has• They then check their answers in pairs before finished or not.checking as a class. • Take the opportunity to stress the difference between• Check pronunciation by saying each of the adjectives ‘have been’ and have gone’ by asking students to givein the table to the students and asking them to repeat you sentences using them. Point out that we cannotafter you. Correct where necessary. use ‘have gone’ to talk about ourselves. 2 • Ask students to read the instructions and check that they understand what they have to do. Refer them to the grammar theory to help them answer the questions. • Students work individually to complete the task. • They then check their answers in pairs before checking as a class.5 Read 1.4-1.6 of the Grammar Reference on pages 162-• Ask students to read the instructions and check that 163 with your students.they understand what they have to do.• Ask students to read the sentences and explain 3anything they don’t understand. • Ask students to read the instructions and check that• Tell students to read the whole sentence first and they understand what they have to do.then to look at the table in 4 before writing their • Ask students to read the sentences and explainanswers. anything they don’t understand.• Students work individually to complete the • Encourage students to look back at the examples insentences. the grammar theory to help them. Point out that there• They then check their answers in pairs before is no limit to the number of words that can be used tochecking as a class. complete the gapped sentences. • Ask students to read the sentences carefully again Divide the class into two teams. One by one, act and to underline any time expressions or other clues in out the collocations from 1 and 2. The first team the sentences that will help them to choose the correct to correctly name the collocations wins a point. tense. Continue until all the expressions have been used. • Students work individually to complete the task. • They then check their answers in pairs before checking as a class. Extra Task (for early finishers) See photocopiable material on page 145. Grammar 2 (SB page 11) Before you read the Grammar box • Revise the different forms of the present perfect simple and the present perfect continuous (affirmative, negative, question) and short answers for these12

Ask students to write a short paragraph about most. If they think they need more words, they shouldtheir experience of learning English, for example, ask themselves if they are adding irrelevant information.how long they have been learning the language,what level they have achieved, what skills they 3have learned, etc. Tell them they must use the • Ask students to read the instructions and check thatpresent perfect simple and the present perfect they understand what they have to do.continuous. Monitor and help with vocabulary if • Ask students to read the sentences and explainnecessary. Encourage students to look back at the anything they don’t understand. Encourage students toexamples in the grammar theory to help them. listen for the words before and after the gaps.When students are ready, ask them to read out • Play the recording and ask students to write theirtheir paragraphs. answers. Then ask students to discuss their answers with a partner and to justify any answers that are different. • Play the recording again if necessary, and check answers as a class.Extra Task (for early finishers)See photocopiable material on page 145. Listening (SB page 12)1• Ask students to read the instructions and check thatthey understand what they have to do. Elicit that theymust circle the option that is closest in meaning to thewords in bold.• Ask students to read the sentences and the optionsand explain anything they don’t understand.• Students work individually to complete the task.• They then check their answers in pairs beforechecking as a class.2• Ask students to read the instructions and check thatthey understand what they have to do.• Ask students to read the sentences and explainanything they don’t understand.• Encourage students to work out the meaning ofunknown words by looking at how they are used incontext.• Tell students their answers must be grammaticallycorrect and must not change the meaning of thesentence.• Students work in pairs to complete the task beforechecking answers as a class. See the recording script on page 135.DOWNLOAD Speaking (SB page 13)• Ask students to read the information in Download.• Choose a student to explain the tip in his/her own 1words. • Ask students to read the three questions and answer• Point out the importance of paying close attention any queries they may have about them.to the speaker in order to listen for the exact words • Students work in pairs to ask and answer theneeded to complete the gaps. Remind students that their questions.answers must be short, no more than three words at • Monitor and help with vocabulary, but do not interrupt fluency. Make a note of any mistakes to go over with the class afterwards. • Ask each pair to ask and answer one of the questions and continue around the class until each pair has had a turn. • Deal with any language mistakes and pronunciation problems that come up. UNIT 1 13

• Time permitting, repeat until all pairs have had a turn. TOP TIP 4 • Ask students to read the questions and explain Time permitting, these pair work tasks can be anything they don’t understand. extended into a whole class discussion or class • Students work in pairs to ask and answer the survey, particularly when the topic is of personal questions. interest to students. Alternatively, students • Monitor and help with vocabulary, but do not can be asked to report back to the class what interrupt fluency. Make a note of any mistakes to go their partner said, in which case they should be over with the class afterwards. encouraged to take brief notes. • Time permitting, you may want to discuss the questions more extensively as a class.2• Ask students to read the instructions and check that Writing (SB pages 14-15)they understand what they have to do. Elicit that theyneed to complete what they might say in the event Essay: Using the task as a guidethey don’t hear or don’t understand what someone • Ask students to read the information on essays andsays. Explain that they will need a short phrase in each using the task as a guide carefully.gap. • Explain to students that the task will provide them• Ask students to read the sentences and explain with all the information they need to write their essayanything they don’t understand. and, for this reason, they should read it very carefully• Go through the Language Bank with the students and and make sure they understand it.make sure they understand the phrases/sentences and • Remind students that the most important points arehow to use them. the general topic, the specific topic, and the essay topic• Students work individually to complete the task. to be written about.• They then check their answers in pairs before • Tell them that the best way to highlight these is tochecking as a class. underline them and refer back to them as they plan and then write their essay. The underlining techniqueDOWNLOAD will help them to stay on topic.• Ask students to read the information in Download.• Choose a student to explain the tip in his/her own 1words. • Ask students to read the instructions and check that• Stress that when speaking with someone, it is they understand what they have to do.normal to miss or not understand something they are • Elicit that there are two parts to the task. First, theysaying. Tell them they can use set phrases to ask for must consider the underlining of the topics and howsomething to be repeated or confirmed, as well as to this helps to guide them in their planning and writing.ask someone to explain what they mean. Then they need to come up with ideas in order to form their opinion regarding the class question. Point3 out that two ideas are given under ‘Notes’ and that• Go through the Language Bank again with the considering the advantages and disadvantage of astudents and make sure they understand how to ask subject will help them come up with a third idea tofor repetition, confirmation and explanation. write about. Remind students that their own idea can• Ask students to read the instructions and check be in support of or in contrast to their opinion on thethat they understand what they have to do. Spend subject.some time explaining that they must discuss all of the • Ask students to read the writing task and answer anyoptions within the context of the task (What is the best queries they might have about it.way for Mark to keep in touch with his friends and his • Students work in pairs to answer the class question.grandmother whilst on holiday?) and that they are not • Check answers as a class.being asked to choose the best ways of communicatingin general. Elicit that there is a second part to the task 2which requires them to reach a decision about the two • Ask students to read the instructions and check thatideas they would recommend. Point out that there are they understand what they have to do.no right or wrong answers. • Elicit that they must read the task and underline• Students work in pairs to do the task. the topics as in 1. They must also complete the class• Monitor and help with vocabulary, but do not question.interrupt fluency. Make a note of any mistakes to go • Students work individually to complete the task.over with the class afterwards.• Ask one pair to demonstrate the task in front of theclass.14

Make sure students have enough time to do so.• Check answers as a class.3 Students work individually to write a topic• Ask students to read the instructions and check that sentence and a supporting example for one of thethey understand what they have to do. ideas in the ‘Notes’ part of the essay task in 1.• Elicit that the essay in 3 has been written in answer Monitor and help with vocabulary and grammar ifto the writing task in 2. necessary. Make a note of any mistakes to go over• Explain that they need to circle the topics of the three with the class afterwards.main paragraphs in the essay. Point out that thesetopics are the three ideas from the ‘Notes’ section ofthe task.• Ask students to read the essay and explain anythingthey don’t understand.• Students work individually to complete the task.• They then check their answers in pairs beforechecking as a class.4 LANGUAGE BANK• Ask students to read the instructions and check that • Quickly go through the words and phrases in thethey understand what they have to do. Language Bank again.• Ask students to read the two short paragraphs and • Explain that students can use words and phrasesexplain anything they don’t understand. from the Language Bank as well as their own phrases• Stress to students the importance of beginning a in their essays.paragraph with a topic sentence that lets the reader • Make sure students know how to use the functionalknow what the paragraph will be about. language (Introducing topics and Contrasting topics)• Ask students to think about what sort of words can by asking them to give you example sentences usinggo in the gaps (1 – a noun or gerund; 2 – a noun). the phrases.• Students work individually to complete the task.• Check answers as a class. 6 • Read the task out to students and explain anything5 they don’t understand.• Ask students to read the instructions and check that • Go over the Plan with the students. Remind themthey understand what they have to do. Elicit that there to use topic sentences and to support these withare two parts to the task. First, they must underline examples.the examples that support the topic sentences in the • Ask students to underline the important informationessay in 3. Then they must underline the topic of the and to identify the question they should brainstorm.sentences in 5 and write an example to support the • Students work individually to complete the task.topic sentence. • They then check their answers in pairs before• Draw students’ attention to the Language Bank. checking as a class.Go through the words and phrases and explain any • Assign the writing task for homework.unknown words.• Students work individually to complete the task. DOWNLOAD• They then check their answers in pairs before • Read out the information in the Download box.checking as a class. They should check their answers • Choose a student to explain the tips in his/her ownto the first part of the task before they move on to the words.second part. UNIT 1 15

• Tell students this box acts as a reminder for what difference: express/impress, alone/lonely, frown/smile,they have to do when they write their essay. amount/number, beware/aware.• Remind them to look back at 1, 2 and 6 to see what • 4 and 5: Practise word formation. Write theseinformation is considered important and should be adjectives on the board and ask students to write theirunderlined. Remind them, too, to use topic sentences opposites using a prefix: accompanied, appropriate,to introduce each paragraph. avoidable, direct, modest, personal. Reload 1 (SB page 16) Grammar RevisionObjectives Grammar 1• To revise vocabulary and grammar from Unit 1. Practise the present simple and the present continuous. • Ask students to tell you when we use the presentRevision simple and the present continuous. Elicit that the• Explain to students that there will be a review at the present simple is used to talk about facts andend of each unit in English Download. Tell them that permanent situations, general truths and natural laws,Reload 1 revises the material they saw in Unit 1. habits and routines, timetables and programmes in• Explain to students that they can ask you for help the future, reviews, stories and sports commentaries;with the questions or refer back to the relevant the present continuous is used to talk about actionssections of the unit if they’re not sure about an answer. happening at the time of speaking, temporary orStress that the Reload section is not a test. changing situations, annoying habits often with• Decide how the review will be carried out. Students adverbs like always, plans and arrangements for thecould do the vocabulary items first and then correct future.them immediately, or they could do all the items • Ask students to tell you which time expressions wetogether and correct them at the end. use with each tense. Write them on the board in two• Give students about 20 minutes to complete the columns. Or, write the time expressions on the boardreview. Reduce this progressively as you work through (in mixed up order) and ask students to tell you whichthe book. are used with each tense.• Tell students to answer every question. When • Ask students to give you examples for each of thechecking their answers, make a note of any problem uses of the tenses.areas in vocabulary and grammar they still have. Practise stative verbs.Assign some time to deal with these areas. • Remind students that stative verbs are used to talk about states and not actions, but that some verbs canVocabulary Revision be both stative and active with a change of meaning. • Ask students to name some stative verbs. Write themVocabulary 1 on the board.• 1: Revise the verbs that describe how someone is • Ask students for example sentences using the verbs.feeling by writing them all on the board and askingindividual students to come to act them out. Grammar 2• 2: Write the adjectives on the board. First, ask Practise the present perfect simple and the presentstudents if the adjectives are positive or negative. Then perfect continuous.ask individual students to explain what they mean. • Revise all uses and forms of the two tenses. Then• 3: Write a noun from 3 on the board and ask a ask students to write sentences of their own with thestudent to use it in a sentence. Continue until all words tenses and to say which use of the tense it shows. Iffrom 3 have been practised. Time permitting, ask students need ideas to get started, write these on thestudents to give you the verb and/or adjective forms of board: learn/English, know/your best friend, send/textthe words. messages today, not see/cousins lately.Vocabulary 2 • Students are now ready to do Reload 1.• 1 and 2: Practise collocations and expressions. Write • Set a time limit and let students know every soyour eyes, hands, your shoulders, your nails, your often how much time they have left to complete thehead and your arms on the board. Read out the verbs questions.that can go with these nouns one at a time. Each time, • Check answers as a class.a student comes to the board and writes the word nextto the correct noun phrase. Practise all of the verb/noun phrase combinations.• 3: Practise commonly confused words. Write thesepairs of words on the board and ask students to tellyou the difference between them. They can give youdefinitions or use them in sentences that show the16