Catrin Elen Morris Ready for PLANET ENGLISH INTERMEDIATE TEACHER’S BOOK • Student’s Book teaching and cultural notes • Student’s Book & Workbook answer key and audioscripts • Unit Tests • Summative Skills Tests • Revision Tests • B1 Preliminary for Schools Mock Test The pleasure of learning PUBLISHING
INTERACTIVE DIGITAL BOOK The interactive Digital Book contains: • interactive exercises with automatic marking • audio tracks for listening • videos and animations • interactive, educational games • u ser-friendly e-book version with high readability that allows students to change the font and size of characters, line spacing and the background colour mode of the pages. To download the Digital Book, visit www.elionline.com/digitalbooks, follow the instructions and insert the code: ELICERT-518571 Scan the QR code to access the video tutorial Use the App to look at and listen to the multimedia content of your book on your smartphone or tablet Download the App from App Store for iOS Frame the page of Access the content or from Google Play for Android. your book. and download. AUDIO Download on the VIDEO GET IT ON EXERCISES
Catrin Elen Morris PLANETReady for ENGLISH Intermediate TEACHER’S BOOK with TESTS & RESOURCES Student’s Book Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Components Course characteristics 27 Digital offer 99 Learning by competences 133 New CEFR descriptors Cambridge Qualifications: B1 Preliminary for Schools – Exam Updates 2020 164 2030 Agenda Student’s Book: Teaching notes, keys and audioscripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Workbook: Keys and audioscript.s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Tests & Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit Tests Summative Skills Tests Revision Tests Tests Answer Key and audioscripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit Tests Summative Skills Tests Revision Tests B1 Preliminary for Schools Mock Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Answer Key and audioscripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents Entry test Do the quiz! p. 8 Reading p. 10 Unit Grammar Vocabulary & Listening Free-time activities 1 Sports & Present simple Sports equipment and venues Free time p. 11 Present continuous Friendship and relationship expressions Stative verbs Collocations and phrasal verbs Verbs + infinitive or -ing form relating to relationships 2 People & Past simple Relationships Present perfect simple and continuous p. 21 Subject and object questions 3 How Are Past perfect simple and continuous Feelings and emotions You Feeling? used to / would Life events p. 31 Phrasal verbs with up 4 A Changing The passive Jobs and professions Society have/get something done Crime and criminals p. 41 Phrasal verbs with come 5 Fashion Modal verbs for obligation/necessity Fashion and clothes and Design and advice Clothes shopping p. 51 Modal verbs for deduction and degrees Expressions and phrasal verbs with of certainty keep Modal verbs in the past 6 Leisure Revision: will, be going to, Present simple The arts p. 61 and Present continuous for future Leisure activities and entertainment 7 Money Future continuous Collocations and expressions with get p. 71 Phrasal verbs with down Future perfect First, second and third conditionals Money and shopping wish / if only, mixed and inverted Collocations and phrasal verbs conditionals relating to money 8 Body Reported speech Body language Language Reporting verbs School life and education p. 81 Collocations with get and have Common phrasal verb collocations 9 Advertising Relative pronouns and clauses p. 91 Compounds of -ever Advertising The media Shopping 10 Our Planet Inversions Food and health p. 101 Verb patterns: Infinitive or -ing form The environment Nouns and adjectives ending in -ful/-less Grammar Reference & Practice pp. 112-131 Writing Bank pp. 132-141 2
Video & Global Skills Language Skills Use of English A very active life Multiple choice cloze: Reading: The adventure capital of the world Lockdown hobbies I love sports! Listening: A girl’s favorite sport Key word transformation Speaking: Describing a picture Life Skills: Know yourself Writing: An email describing a place to visit Multiple choice cloze: Learn to be more self-confident How Technology Has Changed Make a difference! Reading: Are we born leaders? Our Relationships Volunteer hairdresser Listening: A girl’s podcast Key word transformation Speaking: Talking about family relations Life Skills: Respect Others Writing: Describing what has been Gapped text: Consider other people’s needs and The most important preferences happening event in my life! Learn to Learn Oral interviews Key word transformation Emotions are OK Reading: W hat is self-esteem? Key word transformation Ben’s vlog Listening: A braham Maslow’s best-known Key word transformation: Excellent Career Life Skills: Know Yourself theory Opportunity See things in a positive way Speaking: The Rosenberg test in Hospitality Writing: Abrief biography Gapped text: Cops on the job Learn to Learn Writing narrative texts Jeans PC Louis and PC Rossi’s job Multiple choice cloze: Reading: A passage from Oliver Twist My Personal Stylist Life Skills: Communicate Listening: A n extract from Oliver Twist and cooperate Speaking: Presenting a report Gapped text: Working in a team Writing: Abook review First Night Blues Learn to Learn Writing book reviews Key word transformation Our clothes Reading: The best places to study fashion Multiple choice cloze: Ade’s experience in Ghana Seven steps to becoming Listening: Short dialogues about fashion and a millionaire Life Skills: Get thinking clothes shopping Key word transformation Dealing with peer pressure Speaking: The most important skills in the Open cloze fashion industry Key word transformation Writing: An online review of a shop Multiple choice cloze: The history of advertising Learn to Learn Writing reviews Open cloze: The best ad campaigns Gadgets that will change the world Reading: A passage from a novel Dei’s vlog Gapped text: Listening: An extract from a novel Comfort food Life Skills: Get thinking Key word transformation Find ideas and information Speaking: Talking about future dreams and ambitions Writing: A personal statement How to make money and travel full time Reading: A passage from a short story by Bee and Theo’s vlog D.H. Lawrence Life Skills: Career/Work Listening: An interview How to make money doing something you like Speaking: Discussing a topic Writing: An essay A Japanese school Reading: A text about global hand gestures Sophie’s experience in Japan Listening: Talking about a body language course Speaking: Talking about a photo Life Skills: Respect others Writing: An email Value other cultures A cool job Reading: An article about influencers Ice sculpting Listening: Four people talking about what Life Skills: Get thinking influences them What makes others creative Speaking: Comparing pictures Writing: A product review A biofuel trip Reading: Two summaries of famous books Sean’s trip to a green orphanage Listening: Five people reviewing an Life Skills: Communicate and environmental documentary cooperate Speaking: Talking about a book Talk about problems Writing: A story Learn to Learn Writing stories Audio & Video scripts pp. 142-159 3
Introduction Components Ready for PLANET ENGLISH is an innovative English language course for secondary schools. The aim of the syllabus is to develop the language competences and skills, as defined by the Council of Europe in the common European framework of Reference for Languages (CEFR). Ready for PLANET ENGLISH extends the educational offer, taking the students to B2 level competences at the end of the course. Components For students • Student’s Book & Workbook + DIGITAL BOOK • 5-level course Ready for PLANET ENGLISH The Student’s Book contains: • A tree-page Entry Test • Ten units of ten pages each • A section of Grammar reference & practice which summarizes the grammar presented in the book, with an extra page of targeted activities • A Writing Bank section to practice and reinforce writing skills • Audioscript and videoscripts of the listenings and videos of the volume The Workbook contains: • A two-page Entry Test • Ten units of six pages each • Phrasal verbs list • Irregular verbs list • Punctuation and phonetics • A Word Building section dedicated to word formation • Audioscripts of the listenings of the volume For teachers • Teacher’s Book with Tests & Resources: teaching guide with notes on methodology, cultural notes, teaching notes for each lesson, photocopiable unit and skills tests, and a unit revision test section, each test focused on a unit • Class audio CDs • Digital books 4
Course characteristics Introduction Entry test A three-page entry test aimed at testing students’ language competences and skills in a fun and engaging way. The first two pages take the form of a multiple choice grammar and vocabulary quiz, the third page is a skills-based reading text and a personalization task. Unit structure Unit Opener Each unit opens with an illustrated page which introduces the topic and encourages students to think for themselves with the Fact / The Big Question sections. The unit objectives for vocabulary, grammar, functions and Life Skills are also presented on this page. 5
Introduction Course characteristics Presentation 1 The target grammar is presented through the The unit opens with a double page reading text and highlighted in short, focused spread, starting with a target vocabulary and clear boxes, with examples from the text task. This is vocabulary which students and explanations of use. There is also a link to must understand and actively use in the relevant Grammar reference & practice after context in English. the units. The authentic reading text introduces The lesson ends with the topic presented in the unit. personalization and Comprehension tasks include: matching, production tasks. choosing correct alternatives, open questions, true/false and completion. 6
Course characteristics Introduction The grammar presented in the text is highlighted in the boxes and followed by a guided task, practicing the target language. The lesson ends with a personalization task, usually involving critical thinking. Presentation 2 This page has a listening text, often in the form of an interview, a conversation or a short monologue. It is always followed by a comprehension task, aimed to stimulate students. The Grammar Lab takes a closer look at the grammar structures presented in the first two lessons. An intuitive approach is used for each grammar structure. Students are given different examples to analyze and understand, which enable them to complete the grammar rules. This is followed by a series of exercises gradually moving from structured to semi-structures to free. The section ends with a Round up task, where students have to use all the new structures. Links to the related Grammar reference & practice pages and verb tables. 7
Introduction Course characteristics Vocabulary & Listening Video & Life Skills In addition to the vocabulary introduced This page contains authentic video content in Presentation 1, this section contains (a vlog or an interview) set in different, real- more complex vocabulary and expressions life situations. There are some pre-watching aimed at extending and enriching the and target vocabulary tasks before the videos, lexical group. followed by comprehension tasks. This page can Vocabulary is frequently presented with be used in class by showing the video and then audio to aid passive comprehension of carrying out the tasks; or as a flipped lesson, new words and active reproduction and where students watch the video and do the modeling of good pronunciation. compression tasks at home, and the teacher does the interactive and collaborative tasks in class. Different types of The page always concludes with tasks authentic listening texts practising, personalising and producing the are presented in the target language in the video presented. course book including: interviews, dialogues, The pages in this section aim to develop voice messages, radio students’ Life Skills. programs. 8
Course characteristics Introduction Language Skills The two pages of Language Skills focus on developing the receptive reading and listening skills, and on the productive skills of writing and speaking. There is always a Reading is Oral and written skills warm-up task before always followed aim to build, improve the reading to help by various and consolidate the students navigate types of competences required for the text. This can be comprehension international certification vocabulary or picture- task. with speaking or writing based. tasks. The topic of the Listening All the learning strategies suggested text is linked to the reading to help develop study skills are part text, but with a particular of the Learn to Learn competences angle which presents framework. another aspect of it. The variety of listening texts 9 include: conversations, short talks, phone messages, and instructions.
Introduction Course characteristics Grammar reference & practice After the Student’s Book units, there is a dedicated section of Grammar reference & practice. There are two pages for each unit. The first page contains comprehensive grammar tables with all forms and persons (including long and short forms of verbs). These are followed by examples of specific usage and Watch out! boxes highlighting false friends, common mistakes and exceptions. There are also links to the specific practice exercises on the second page. Tasks include: completion, choosing the correct alternative, word order in sentences, identification and categorization, and error correction. Use of English This section revises the vocabulary and grammar structures presented in the units. As a plus, it focuses on the Use of English style tasks that students will encounter in Cambridge B2 First for Schools certification. 10
Course characteristics Introduction Writing Bank There are many different types of text presented and practiced in the Writing Bank: essay, blog, letter, article, advertisement etc. 11
Introduction Digital offer 12
4Digital offer Introduction To download the audio and video files With smartphone or tablet Use the ELi LINK app Scan the cover With PC or MAC Download the ELi LINK app Download MP3 audio and from video files from Download on the www.elionline.com/digitalbooks 13
Introduction Digital offer Interactive exercises, audio and video The interactive tasks on the DIGITAL BOOK cover both the Student’s Book and the Workbook. They are self-check tasks, which allow students to have instant results, and for the teacher to assess their strengths and weaknesses and modify the teaching-learning path accordingly. Results of the interactive tasks can be saved automatically and cancelled after completion. They may contain audio and video and the karaoke function (present for all the course audio and videos), which enables students to follow the text while reading and to mute one or more voices. The karaoke is particularly useful during drama class tasks or when students are acting out dialogues, as students can interact directly with recorded native speakers and practice pronunciation and intonation. The teacher’s version only has the ‘answers’ button, which shows the solutions to all the tasks. Additional resources for students In the DIGITAL BOOK there are lots of extra resources: • an illustrated and interactive Vocabulary Bank; • a Grammar Bank for the entire volume; • a phonetic symbol chart with audio: a word representing the sound of each phonetic symbol with the phonetic transcription and audio, to listen and practice pronunciation; • geographic maps: UK and Ireland map, The United States map, English-speaking countries map. Additional resources for teachers In the teacher’s DIGITAL BOOK teachers can find all the teacher’s resources together: • a PDF version of the Teacher’s Book; • Test & Resources in word format, so they can be changed. 14
Learning by competences Introduction 21st-century life skills Life skills are the ability to adopt positive behaviors which enable a person to deal successfully with the demands and challenges of every day life. In 1993 the Department of Mental Health of the World Health Organization (WHO) established these psycho-social skills in the personal, social, interpersonal, cognitive and emotional spheres of individuals as essential to promote health in formative years. They are: Decision making Finding constructive solutions to problems in different situation and contexts in life. The ability to actively develop the decision-making process can have positive effects on health by evaluating the different options and consequences implicated. Problem solving A skill which enables you to constructively deal with different problems, which unresolved could cause mental stress and physical tension. Creativity: finding solutions and original ideas A skill which helps us deal with all the situations of daily life in a flexible way; contributes both to the ability to make decisions and the ability to solve problems, allowing us to explore possible alternatives and the consequences of different options. Critical skills: analyzing and evaluating situations The ability to analyze information and experiences in an objective way, evaluating advantages and disadvantages of a given situation in order to come to a more mindful decision. Critical skills can contribute to health, enabling the recognition and evaluation of different factors which influence attitudes and behaviors, such as peer pressure and the influence of mass media. Effective communication: expressing yourself in an effective way both verbally and non-verbally This consists in knowing how to express yourself both verbally and non-verbally, in an effective and appropriate way within a culture and in any given situation. It means expressing opinions and desires, but also needs and feelings; being able to listen correctly, in order to understand others. It also means being able, when necessary, to ask for help. Ability to interact with others: relate in a positive way to other people The ability to interact with and relate to others in a positive way in order to create and maintain significant relationships with friends and family, vital for psycho-social wellbeing. Such a competence also enables you to interrupt relations constructively, where necessary. Self-awareness: knowing yourself Self-awareness and knowing your own character, strengths and weakness, desires and needs. Ability to recognize stress. A vital prerequisite for effective communication, for positive interpersonal relationships and for empathetic understanding of others. Empathy: understanding and listening to others The ability to understand others, to ‘put yourself in their shoes’, even in unfamiliar situations. The ability to improve social relations, acceptance and understanding of others. Managing feelings: recognizing and managing your own feelings The ability to recognize emotions in yourself and others. The ability to experience intense emotions, such as anger and pain. An understanding of how feelings influence our behavior and the ability to manage ourselves. Managing stress: recognizing and controlling sources of stress Competences in recognizing the causes of stress in every day life and ability to control them, by changing your environment or lifestyle. The ability to relax and manage tensions. 15
Introduction Learning by competences Application of life skills When applying life skills in Health Education you should consider: • the biological characteristics of a person (age, sex, etc.); • the social characteristics of a person (culture, social environment etc.); • the self-efficacy of a person or a group; • the place of the intervention; • the type of risk area that the intervention aims to tackle. The most important factor in choosing to use one technique rather than another, is the type of risk area to be tackled by the intervention. The theoretical premise behind teaching life skills is the ‘social learning theory’ developed by Albert Bandura. According to which, learning is the active assimilation occurring during the transformation and the structuring of the learning experience. The theory is that individuals do not passively absorb environmental influences, but interact with it, and can enhance their self-efficacy by gaining new skills and abilities to tackle and manage different and difficult situations. Learning can take place either through direct experience, or through indirect experience, observing and modelling actions on those of others who you identify with; or by developing situation-specific skills, such as self-assessment, which reinforces the belief that you are able to behave in a certain way. Life skills can be grouped into three areas: • learning to know: cognitive skills needed for decision-making, problem-solving and critical thinking; • learning to be: personal skills, which allow you to develop the internal locus of control, managing feelings and stress; • learning to live together: social skills needed for interpersonal communication, negotiation and/or to refuse; empathy, cooperation and group work, giving support. Life skills in school School is the best place to learn life skills, for the following reasons: – the important part it plays in socialization processes; – the ability to reach practically the entire youth population; – the use of existing infrastructures, without having to create new or expensive services; – teachers’ experience and training; – the high level of credibility of a school for parents and the community; – the ability to carefully assess the effectiveness of life skills education within learning assessment as a whole. Life skills are not delivered as an additional ‘package’ to teachers, but as a tool to enhance the learning experience, in as much as they promote students’ psycho-social skills. The benefits of life skills education can be seen in health education: – promoting students’ self-esteem; – improving everyday relations between staff and students and between students themselves; – reducing behavioral problems in class and promoting educational achievement; – increasing school attendance; – reducing violent behavior and need for specialist help; – improving relations between parents and children; – improving relations between school, family and local communities; – promoting staff’s health and wellbeing; – increasing collaboration with local experts; – developing services to promote health and wellbeing at school. The WHO considers 6 to 16 to be the ideal age for learning life skills, as any behaviors that could jeopardize health have not yet been consolidated. 16
Learning by competences Introduction Life skills in the Ready for PLANET ENGLISH course Throughout the course teachers will be able to work on all life skills, with particular focus on the following: Critical thinking The ability to objectively analyze information and experiences. It can contribute to wellbeing by helping us to recognize factors influencing our behavior, such as values, peer and media pressure. (Albert Bandura, Social Learning Theory, 1977) Creative thinking This contributes both to decision-making and to problem-solving abilities, enabling us to analyze available alternatives and consequences of our actions or non-actions. It helps us to look beyond direct experiences and respond with flexibility to various situations which we are presented with in daily life. (Albert Bandura, Social Learning Theory, 1977) Communicating Is the ability to express yourself verbally or non-verbally, in a way which is appropriate to the culture or situation in which you find yourselves. This means being able to express desires, needs and fears. It can also mean being able to ask for advice or help when needed. (Albert Bandura, Social Learning Theory, 1977) Collaborating Helps us to interact positively with others. It makes us able to establish and maintain good relations with others, enables us to get help when needed. Being able to end relations in a constructive way is also part of interpersonal skills. (Albert Bandura, Social Learning Theory, 1977) 17
Introduction New CEFR descriptors The following information about the Common European Framework of Reference for Languages is from the Companion Volume with New Descriptors, published by The Council of Europe in 2018. It shows how the descriptors have changed since the 2001 edition. The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) presents a comprehensive descriptive scheme of language proficiency and a set of common reference levels (A1- C2) defined in illustrative descriptor scales, plus options for curriculum design promoting plurilingual and intercultural education. BACKGROUND TO THE CEFR The CEFR was developed as a continuation of the Council of Europe’s work in language education during the 1970s and 1980s. The CEFR ‘action-oriented approach’ builds on and goes beyond the communicative approach proposed in the mid-1970s in The Threshold Level, the first functional/notional specification of language needs. The CEFR, and the related European Language Portfolio that accompanied it, were recommended by an inter-governmental Symposium held in Switzerland in 1991. As its title suggests, the CEFR is concerned principally with learning and teaching. It aims to facilitate transparency and coherence between curriculum, teaching and assessment within an institution and transparency and coherence between institutions, educational sectors, regions and countries. The CEFR was piloted in draft versions in 1996 and 1998 before being published in English (Cambridge University Press) and French (Hatier-Didier) in 2001 and has since been translated into 40 languages. Summary of changes Pre-A1 Descriptors for this band of proficiency that is halfway to A1, mentioned at the beginning of CEFR Section 3.5, are provided for many scales, including for online interaction. Changes to 2001 A list of changes to existing 2001 descriptors appearing in CEFR Chapter 4 for descriptors communicative language activities & strategies, and in CEFR Chapter 5 for aspects of communicative language is given in Appendix 7. Changes to C2 Most of the changes proposed in the list in Appendix 7 concern C2 descriptors included descriptors in the 2001 set. Some instances of very absolute statements have been adjusted to better reflect the competence of C2 user/learners. Changes to A1-C1 Very few changes are proposed to other descriptors. It was decided not to ‘update’ descriptors descriptors merely because of changes in technology (e.g. references to postcards or public telephones). The scale for Phonological control has been replaced (see below). Changes are also proposed to certain descriptors that refer to linguistic accommodation (or not) by ‘native speakers’, because this term has become controversial since the CEFR was published. Plus levels The description for plus levels (=B1+; B1.2) has been strengthened. Please see Appendix 1 and CEFR Section 3.5 and 3.6 for discussion of the plus levels. Phonology The scale for Phonological control has been redeveloped, with a focus on Sound articulation and Prosodic features. Mediation The approach taken to mediation is broader than that presented in the CEFR book. In addition to a focus on activities to mediate a text, scales are provided for mediating concepts and for mediating communication, giving a total of 19 scales for mediation activities. Mediation strategies (5 scales) are concerned with strategies employed during the mediation process, rather than in preparation for it. © Council of Europe www.coe.int/lang-cefr 18
New CEFR descriptors Introduction Pluricultural The scale Building on pluricultural repertoire describes the use of pluricultural competences in a communicative situation. Thus, it is skills rather than knowledge or Plurilingual attitudes that are the focus. The scale shows a high degree of coherence with the existing Specification CEFR scale Sociolinguistic appropriateness, although it was developed independently. of languages involved The level of each descriptor in the scale Building on plurilingual repertoire is the Literature functional level of the weaker language in the combination. Users may wish to indicate explicitly which languages are involved. Online It is recommended that, as part of the adaptation of the descriptors for practical use in a particular context, the relevant languages should be specified in relation to: - Cross-linguistic mediation (particularly scales for Mediating a text) - Plurilingual comprehension - Building on plurilingual repertoire. There are three new scales relevant to creative text and literature: - Reading as a leisure activity (the purely receptive process; descriptors taken from other sets of CEFR-based descriptors) - Expressing a personal response to creative texts (less intellectual, lower levels) - Analysis and criticism of creative texts (more intellectual, higher levels) There are two new scales for the following categories: - Online conversation and discussion - Goal-oriented online transactions and collaboration Both these scales concern the multimodal activity typical of web use, including just checking or exchanging responses, spoken interaction and longer production in live link-ups, using chat (written spoken language), longer blogging or written contributions to discussion, and embedding other media. Other new New scales are provided for the following categories that were missing in the 2001 set, descriptor scales with descriptors taken from other sets of CEFR-based descriptors: - Using telecommunications - Giving information New descriptors The new descriptor scales have been formally validated and calibrated to the are calibrated to mathematical scale from the original research that underlies the CEFR levels and the CEFR levels descriptor scales. Sign language Where variants of CEFR descriptor scales have been adapted for sign languages in the ProSign Project, this is indicated in the top right-hand corner of the scale with the logo. In addition, seven scales specifically for signing competence are included in this Volume on the basis of research conducted in Switzerland. Parallel project: Young learners Two collations of descriptors for young learners from ELPs are provided: for the 7–10 and 11–15 age groups respectively. At the moment, no young learner descriptors have been related to descriptors on the new scales, but the relevance for young learners is indicated. © Council of Europe www.coe.int/lang-cefr 19
Introduction Cambridge Qualifications: B1 Preliminary for Schools – Exam Updates 2020 Teachers will find a mock B1 level test at the end of the Teacher’s Book. B1 Preliminary for Schools is an intermediate level qualification in practical everyday English language skills. It follows on as a progression from A2 Key and it can help give learners confidence to go on and study for taking higher level Cambridge English Qualifications such as B2 First. It is aimed at school students who want to show they can: • read simple textbooks and articles in English • respond to emails on everyday subjects • understand factual information • show awareness of opinions and mood in spoken and written English. The B1 Preliminary for Schools certificate is recognised around the world as proof of intermediate level English skills for industrial, administrative and service-based employment. It is also accepted by a wide range of educational institutions for study purposes. Exam format in detail The updated exam is made up of four papers developed to test students’ English skills. You can see exactly what’s in each paper below. Paper Content Marks (% of total) Purpose 6 parts / 32 questions 25% Reading 25% Shows you can read and understand (45 minutes) the main points from signs, 25% newspapers and magazines. Writing 2 parts / 2 questions (45 minutes) Shows you can write a variety of text types, with a focus on organisation, Listening 4 parts / 25 questions structure and accuracy of language (30 minutes, 4 parts to clearly communicate your including message. 6 minutes' transfer time) Shows you can follow and understand a range of spoken Speaking materials including announcements (12/17 and discussions about everyday life. minutes per pair of 25% Shows how good your spoken candidates) English is as you take part in conversation by asking/answering questions and talking, for example, about your likes and dislikes. Your Speaking test will be conducted face to face with one or two other candidates and two examiners. This makes your test more realistic and more reliable. 20
Introduction Paper 1 Reading 45 minutes Marks Part & task No. of Questions 1 Part 1 Format 1 Multiple-choice short texts 5 1 Read five short messages of different 5 Part 2 types (real-world notices, messages 1 Matching and other short texts) for the main 5 1 message. 1 Part 3 5 Multiple choice Match five descriptions of people to eight short texts on 6 Part 4 a particular topic, reading for 6 Gapped text specific information and detailed comprehension. Part 5 Multiple-choice cloze Read a longer text to understand Part 6 gist, global and detailed meaning, Open gap cloze attitude, opinions and feelings, and answer five multiple-choice questions with four options (A, B, C, D). Read a longer text from which five sentences have been removed. Show understanding of how a coherent and well-structured text is formed. Read a shoter text and choose the correct missing words (A, B, C, D) to fill in the gaps. Read a shorter text and complete six gaps using one word for each gap. Paper 2 Writing 45 minutes Marks Part & task Part 1 Format No. of Questions This question has Write an email a maximum of 20 Write an email in response to 1 marks available. Part 2 information given (about 100 This question has Write an article or story words). a maximum of 20 marks available. Write either an article or a story on 1 the topic given (about 100 words). (from a choice of two) 21
Introduction Listening Approx 30 minutes Marks 1 Paper 3 Format No. of Questions Part & task 1 Part 1 Listen to seven short texts 7 1 Multiple-choice short texts (dialogue or monologue) 1 for specific information and Part 2 choose the right picture (A, B, C). Multiple-choice short texts Listen to six short dialogues for 6 Part 3 attitudes and opinions, and choose Gap fill the right option (A, B, C). Part 4 Listen to a longer text (a 6 Multiple-choice long text monologue) and write down missing information in the gaps. Listen to a longer text (an 6 interview) for specific information, detailed meaning, attitudes and opinions. Paper 4 Speaking 12/17 minutes Part & task Minutes per part Format Part 1 2-3 minutes Interview Candidates show ability to use general interactional and social 2-3 minutes Part 2 language, responding to questions, Individual long turn and giving personal or factual 3-4 minutes information. Part 3 3 minutes Discussion Describing photographs and managing discourse, using Part 4 appropriate vocabulary in a longer General conversation individual turn. Using functional language to make and respond to suggestions, discuss alternatives, make recommendations and negotiate agreement, based on picture prompts. Talking about likes/dislikes, preferences, habits, opinions and agreeing/disagreeing. Part 4 is now linked to the collaborative task. 22
Introduction Common European Framework of Reference (CEFR) – Can Do statements for B1 level What can students do when they reach level B1 of the Common European Framework of Reference (CEFR)? These statements will give you an idea. Ability Reading and Writing Listening and Speaking Overall general ability Social and tourist Students can understand the main points Students can interact with English of clear standard input on familiar matters speakers on familiar topics. Study regularly encountered in work, school, leisure, etc. Students can describe experiences and events, dreams, hopes and Students can produce simple connected ambitions and briefly give reasons text on topics which are familiar or of and explanations for opinions and personal interest. plans. Students can create simple texts on topics of personal interest. Students can talk about relationships and dating, including meeting Students can deal with most travel people through social media. situations in areas where the language is spoken. Students can talk about their favorite music and music trends and plan a night out to listen to live music. Students can create simple connected text Students can go to a restaurant, on topics which are familiar or of personal order food, engage in polite dinner interest. conversation and pay for their food. Students can narrate a story or relate the plot of a book or film and describe their reactions. Students can write personal letters Students can describe their describing experiences and impressions. education and their plans for future training. 23
The UN 2030 Agenda TRANSFORMING OUR WORLD: THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT Texts taken from sustainabledevelopment.un.org Preamble This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. All countries and all stakeholders, acting in collaborative partnership, will implement this plan. We are resolved to free the human race from the tyranny of poverty and want and to heal and secure our planet. We are determined to take the bold and transformative steps which are urgently needed to shift the world onto a sustainable and resilient path. As we embark on this collective journey, we pledge that no one will be left behind. The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what these did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental. The Goals and targets will stimulate action over the next fifteen years in areas of critical importance for humanity and the planet: People We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment. Planet We are determined to protect the planet from degradation, including through sustainable consumption and production, sustainably managing its natural resources and taking urgent action on climate change, so that it can support the needs of the present and future generations. Prosperity We are determined to ensure that all human beings can enjoy prosperous and fulfilling lives and that economic, social and technological progress occurs in harmony with nature. Peace We are determined to foster peaceful, just and inclusive societies which are free from fear and violence. There can be no sustainable development without peace and no peace without sustainable development. Partnership We are determined to mobilize the means required to implement this Agenda through a revitalised Global Partnership for Sustainable Development, based on a spirit of strengthened global solidarity, focussed in particular on the needs of the poorest and most vulnerable and with the participation of all countries, all stakeholders and all people. The interlinkages and integrated nature of the Sustainable Development Goals are of crucial importance in ensuring that the purpose of the new Agenda is realised. If we realize our ambitions across the full extent of the Agenda, the lives of all will be profoundly improved and our world will be transformed for the better. For more information about the 2030 Agenda, visit www.sustainabledevelopment.un.org 24
THE UN 2030 AGENDA The UN 2030 Agenda 25
The UN 2030 Agenda How the 2030 UN Agenda is reflected in Ready for PLANET ENGLISH Intermediate materials: Unit 2030 Agenda Goal Materials Unit 1 3 # Good health and Ensure healthy lives and promote well-being for all at all ages Sports & Free well-being Reading p. 13, Ex 2 p. 14, Video lesson p. 17, Ex 1 p. 20 time Unit 2 3 # Good health and Ensure healthy lives and promote well-being for all at all ages People & well-being Reading pp. 22-23, Listening p. 29 Relationships 10 # Reduced inequalities Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings Unit 3 10 # Reduced inequalities Ex 6-7 p. 27, Reading p. 28 How Are You Empower and promote inclusion. Learn to know and respect one’s own and Feeling? 17 # Partnership for the other people’s personality, interests and feelings Unit 4 goals Reading pp. 32-33, Listening p. 34, Video lesson p. 37 A Changing 5 # Gender equality Strengthen the means of implementation and revitalize the global partnership Society 10 # Reduced inequalities for sustainable development Video lesson p. 47 Unit 5 12 # Responsible Achieve gender equality and empower all women and girls Fashion and consumption Ex 4 p. 45 Design 8 # Good jobs and Empower and promote inclusion. Learn to know and respect one’s own and economic growth other people’s personality, interests and feelings Unit 6 11 # Sustainable cities and Reading pp. 52-53 Leisure communities Ensure sustainable consumption and production patterns 11 # Sustainable cities and Video lesson p. 57 Unit 7 communities Promote sustained, inclusive and sustainable economic growth, full and Money 10 # Reduced inequalities productive employment, and decent work for all Unit 8 Ex 3 p. 62 Body Language 4 # Quality education Make cities and human settlements inclusive, safe, resilient and sustainable Video lesson p. 67 Unit 9 12 # Responsible Make cities and human settlements inclusive, safe, resilient and sustainable Advertising consumption Video lesson p. 77 8 # Good jobs and Empower and promote inclusion. Learn to know and respect one’s own and Unit 10 economic growth other people’s personality, interests and feelings Our Planet 2 # No hunger Reading pp. 82-83, Reading p. 88, Ex 7 p. 89, Ex 1 p. 90 Ensure inclusive and equitable quality education and promote lifelong learning 11 # Sustainable cities and opportunities for all communities Listening p. 86, Video lesson p. 87 9 # Innovation and Ensure sustainable consumption and production patterns infrastructure Listening p. 94, Ex 5 p. 95, Ex 4 p. 96, Listening p. 99 15 # Life on land Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all Video lesson p. 97, Reading p. 98 End hunger, achieve food security and improved nutrition and promote sustainable agriculture Reading pp. 102-103 Make cities and human settlements inclusive, safe, resilient and sustainable Listening p. 104, Listening p. 106, Video lesson p. 107, Reading p. 108 Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation Video lesson p. 107 Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss Video lesson p. 107, Listening p. 109 26
Student’s Book: Teaching notes, key and audioscripts Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Unit 2. . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Unit 3. . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Unit 4. . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Unit 5. . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Unit 6. . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Unit 7. . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Unit 8. . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Unit 9. . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Unit 10. . . . . . . . . . . . . . . . . . . . . . . . . . 83 Grammar Practice . . . . . . . . . . . . . . . . . . 90 Writing Bank ��������������������� 96 27
1 Student’s Book: Teaching notes, key and audioscripts Sports & Free time 5 Vocabulary ● F ree-time activities, sports 1 F, 2 T, 3 T, 4 F, 5 F, 6 F equipment and venues 6 Grammar ● P resent simple, Present continuous, Stative verbs, Personal answers Verbs + infinitive or -ing form Page Opener p. 11 Presentation 2 p. 14 TEACHING NOTE 1 Have the students look at the photo and ask them what feelings and emotions the image Personal answers suggests. Have one student read the Fact out loud, then 2 2 ask to answer The Big Question in pairs or small groups. Have a couple of volunteers give the Audioscript answers to the class. Jake Hey Andrew, look at this! Presentation 1 pp. 12-13 Andrew What is it? 1 Jake It’s the program for the sports camp 1 D, 2 F, 3 E, 4 C, 5 A, 6 B this summer. Andrew You mean the one in Bradfield? 2 1 Jake Yeah, it looks great! Look... there Audioscript are loads of sports, like badminton, 1 D jewelry making climbing, cricket, squash, baseball... 2 F astronomy there’s even sailing and horseback 3 E flying a drone riding! 4 C photography Andrew I love playing baseball... and cricket. 5 A camping Jake Cricket? Ugh, I can’t stand watching 6 B hanging out with friends cricket on TV. It’s so boring. Andrew Really? I don’t mind watching it. 3 You know, my dad plays cricket every Sunday morning and he’s 1 jewelry making teaching me too... the rules are a bit 2 photography complicated so he practices a lot. 3 hanging out Jake Mmm, well, maybe... I like playing 4 astronomy squash and I really want to learn 5 camping something new...I fancy doing 6 flying a drone climbing. It looks good. Andrew Yeah, it does. My uncle goes 4 climbing at the local sports center. He’s promised to take me one Melanie weekend. I hope I manage to go soon. Jake I think it’s quite a dangerous sport but I’d like to do something a bit more exciting than football. Andrew Mmm, yes, there’s a football field at Bradfield and tennis courts as well, I think. Jake Yes, you’re right, and there’s a running track too. I enjoy running, especially in the summer. Andrew My mom runs every morning. 28
1Student’s Book: Teaching notes, key and audioscripts Jake Wow, your family is really sporty! My Mark That’s amazing! I’m at Grand Central family doesn’t like doing any sports. Station, too! I4 ’m standing in line at the ticket office. I 5 need a new travel Andrew Yeah, I know! And my little sister card. Where 6 are you standing? We goes horseback riding twice a week. can meet up. Jake So, do you want to go then? Ruby I’m on Platform 16. It’s really crowded Andrew Yes definitely! Let’s fill in the online today. application form now. How many Mark O K! See you in a couple of minutes! weeks should we do? Jake I’d like to do two weeks. 3 Andrew Me too, but I need to ask Mom and Dad first. I hope they agree to pay! 1 a, 2 a, 3 a, 4 b Answers 4 1 They need to fill an online application form. 2 Two weeks. 1 to take 2 to watch 3 2 3 running 4 playing TEACHING NOTE 5 to ask 6 to take This activity prepares students for the B1 7 going Preliminary for Schools exam of the Cambridge 8 to have English Qualifications, Listening Paper, Part 2. 9 to pay 10 waiting 1 They are talking about sports. 2 Andrew’s dad practices cricket a lot because 5 the rules are complicated. 1 buying, to buy 3 Andrew’s uncle has promised Andrew to take 2 to learn, learning 3 to send, meeting him climbing at the local sport center. 4 to have, seeing 4 Jake thinks it is quite dangerous but more 5 to inform, studying 6 getting, to call exciting than football. 5 Andrew’s mom. 6 6 Andrew needs to ask his mom and dad. 1 to meet 4 2 are 3 hang Personal answers 4 doing 5 happening 5 6 online 7 start Personal answers 8 stopping Grammar Lab p. 15 Vocabulary & Listening p. 16 1 1 1 c, 2 e, 3 a, 4 d, 5 b 1 barbeque 2 sculpture 2 3 3 play 4 comics Audioscript/Answers 5 festival Ruby Hey, Mark. 1 Do you want to meet up later? I’d like you to meet my cousin Joan from New Jersey. Mark Sure, that’ll be great. 2 Is she staying with you now? Ruby Not quite yet. I3 ’m waiting for her at Grand Central. 29
1 Student’s Book: Teaching notes, key and audioscripts 6 sightseeing Video & Global Skills p. 17 7 chess 8 gallery 1 2 Personal answers 1 Have 2 2 Go to 3 Go 1 horseback riding 4 Do 2 squash 5 Play 3 ice skating 6 Collect 4 snowboarding 7 Visit 5 climbing 8 Watch 6 soccer 9 Read 10 Make 3 3 4 Videoscript Audioscripts/Answers Helen What do you usually do at the 1 pool weekends, Nadia? 2 track 3 stadium Nadia I go horse riding every Sunday. 4 pitch Helen Really? Have you got a horse? 5 rink Nadia No, but I ride the same horse every 6 court week. His name is Moon. 4 5 Helen I’d love to go horse riding! Nadia And what about you, Helen? Do you Audioscript Ellie Hi Max! How’s it going? do any sports? Max Yeah, pretty good. I can’t wait to finish Helen Yes, I absolutely love playing squash! Nadia Squash? Is it difficult? my exams. Helen No, it’s a really fun game. I play Ellie I know what you mean. I can’t stand every Saturday morning, and in the studying when the weather is nice. afternoons I go ice skating. Max I know! I prefer to go to the beach. Nadia Ugh, I don’t like ice skating. I can’t Ellie Anyway, I’m ringing because Lisa and I stand being in the cold! Helen Oh, it’s great. I love snowboarding hope to go for a pizza on Friday night. too! I go to the mountains every What do you think? winter with my family and we go Max Oh, I’m really sorry I can’t. I promised snowboarding all the time. to take my little brother to the movies. Nadia I really want to learn something new, Ellie What are you planning to do like baseball or diving. My dad’s afterwards? promised to take me to the British Max I don’t know yet. Diving Championships next week. Ellie Well, we probably won’t go for a pizza Helen Sounds great! until about 8 p.m. Once you’ve finished Nadia So you’re really busy with squash and watching the film, why don’t you come ice skating… and join us? Helen Yeah, and I’m learning to climb too. Max Yeah, okay. See you on Friday! There’s a climbing centre near my house so I go every Friday evening 5 5 with my cousin. It’s hard but I enjoy doing it. 1 C, 2 C, 3 B, 4 A Nadia … and football? Helen No, I hate it! I hate watching football on TV but my brother loves playing, watching and talking about it!! Nadia Agh no, it’s so boring! 30
1Student’s Book: Teaching notes, key and audioscripts what she usually does what she would 4 6 like to do Audioscript Helen plays squash go horseback riding Do you enjoy pushing your mind and your body to the limit? Then bouldering goes ice skating may be the sport for you. It is essentially rock climbing without a rope or a harness. goes snowboarding But don’t worry that’s not as dangerous as it sounds – as long as you know what goes climbing you’re doing or you’re with somebody that does! Indoor bouldering is a great way for Nadia goes horseback riding baseball beginners to learn in a safe place. While there are no ropes or harnesses, indoor climbing diving gyms have mats for a soft landing if you fall! Another good thing about indoor bouldering 4 is that you don’t need to buy any expensive equipment to get started. All you need is a 1 Every Sunday. comfortable pair of sneakers, or climbing 2 No, she doesn’t. shoes, a t-shirt and shorts or leggings. You 3 Every Saturday afternoon. also might like to use a chalk bag to stop your 4 She goes ice skating. hands from slipping as you climb. People love 5 The cold. going bouldering because it is a very social 6 In the mountains every winter. activity and a great hobby to get into with a 7 To the British Diving Championships. group of friends or your family, or a way of 8 Playing or watching football. meeting sporty people like you. As an extra bonus, indoor and outdoor bouldering give 5 you an excellent full body workout. Climbing uses lots of different muscle groups all over 1 f, 2 d, 3 a, 4 c, 5 b, 6 e your body. Traditional gym workouts like cycling or rowing focus on repeating the 6 same movements, targeting specific muscle groups. Climbing is more complex. You need Personal answers to change your movements, depending on the route you follow up the wall. This means 7 you exercise a variety of different muscles every time you climb. Lifting and pulling your Personal answers bodyweight makes you strong and flexible, but physical strength isn’t the only thing Language Skills pp. 18-19 you need when you are climbing. Indoor bouldering is also a great workout for your 1, 2 mind. You need problem solving skills to help you find the fastest and safest way to the top 1 South Island of the wall. And you quickly stop thinking 2 a lake about the stresses of daily life as you push 3 1860s your body and mind up that wall! 4 adventure tourism Answers 3 1 rock climbing 2 dangerous TEACHING NOTE 3 mats This activity prepares students for the B1 4 expensive equipment Preliminary for Schools exam of the Cambridge 5 pair of trainers English Qualifications, Reading part 3. 6 social activity 7 full body workout 1 B, 2 C, 3 D, 4 B, 5 B 8 problem solving skills 31
1 Student’s Book: Teaching notes, key and audioscripts 5 Use of English p. 20 Personal answers 1 6 1 C, 2 D, 3 C, 4 B, 5 A, 6 B, 7 A, 8 D 1 B, 2 B, 3 C, 4 C, 5 C, 6 A TEACHING NOTE This activity prepares students for the B1 7 Preliminary for Schools exam of the Cambridge English Qualifications, Reading Paper, part 5, Personal answers and for the B2 First for Schools exam of the Cambridge English Qualifications, Listening Paper, Reading and Use of English Paper, Part 1. 2 TEACHING NOTE This activity prepares students for the B2 First for Schools exam of the Cambridge English Qualifications, Listening Paper, Reading and Use of English Paper, Part 3. 1 don’t mind doing 2 prefer taking 3 need to exercise more 4 try to have/host 5 you fancy going kayaking 6 ‘ve promised/promised to look after 32
2Student’s Book: Teaching notes, key and audioscripts People & Relationships 5 Vocabulary ● Friendship and relationship TEACHING NOTE expressions This activity prepares students for the B2 First for Schools exam of the Cambridge English ● Collocations and phrasal verbs Qualifications, Reading and Use of English relating to relationships Paper, Part 7. It also prepares for the B2 Communicator exam of the LanguageCERT Grammar ● Past simple International ESOL, Written exam, Reading ● Present perfect simple and Part 3. continuous 1 B, 2 A, 3 B, 4 D, 5 A, 6 D, 7 C, 8 C ● Subject and object questions 6 Page Opener p. 21 1 met TEACHING NOTE 2 didn’t speak Have the students look at the photo and ask them 3 Have you seen, haven’t seen what feelings and emotions the image suggests. 4 has worked Have one student read the Fact out loud, then 5 have you known, were ask to answer The Big Question in pairs or small 6 haven’t been, fell out groups. Have a couple of volunteers give the answers to the class. 7 Presentation 1 pp. 22-23 1 have always liked 1 7 2 ‘ve been studying 3 have you had Audioscript/Answers 4 seen, ‘ve been waiting 1 hit it off (with sb) 5 ‘ve wanted 2 keep in touch (with sb) 3 see eye-to-eye (with sb) 8 4 take to (sb) 5 get on well (with sb) 1 Have you been running? 6 hang out (with sb) 2 has been texting her new boyfriend. 7 get to know (sb) 3 has been living in Paris. 8 fall out (with sb) 4 have been practicing a lot. 9 have a lot in common (with sb) 5 has been raining all morning. 10 get along like a house on fire 9 2 Personal answers 1 along, 2 in, 3 out, 4 out, 5 in, 6 off Presentation 2 p. 24 3 1 Personal answers Personal answers 4 David 33
2 Student’s Book: Teaching notes, key and audioscripts 2 8 edited videos, before posting them online and finally getting Audioscript to bed at around midnight. Interviewer That sounds awesome but very Interviewer Today we’re talking to British- tiring Alex! born Alex Hall who spent Alex Yes, it was! In total I wrote 60 six months doing what was blogs, posted 2,000 photos, 47 advertised as the best job in video diaries and 1,500 tweets, the world. So, what was the job and I presented a six-part Alex? National Geographic series. I even did 124 media interviews Alex I was caretaker of Australia’s in just one day. I think that’s Hamilton Island, which is off probably a record of some kind. the coast of Queensland in Interviewer I have to ask Alex, I know there Australia. were some difficult moments and once you nearly got killed. Interviewer Wow! How did you get such an What happened? amazing job? Alex Just two days before the end of my contract. I was climbing Alex Back in 2018 I applied for the down from a jetski, when I got job along with another 34,684 stung by an Irukanji jellyfish. candidates from over 200 They are very difficult to see in countries… and I was lucky the water, but they can kill you. enough to be selected as the It was a horrible experience… official caretaker of Australia’s I was shaking all over and my Hamilton Island for six months. muscles tensed up, but they quickly gave me an injection Interviewer So who employed you? and I was OK after that. Alex The Queensland Tourist Board Interviewer And what have you done since finishing the job? Have you had – it was part of a big publicity such exciting experiences? campaign for them. Alex Living on the island was a Interviewer And was it the best job in the unique experience, but I’ve world? What was a typical day done lots of exciting things at work like for you? since then. I have run 19 Alex Ha! Ha! It was the best job in marathons, in 2020 I traveled the world, but it was a very busy from Singapore to London job too. Every morning I got without flying with my wife, up and went for a run. Then I Sophie. Oh and we had a baby did whatever the tourist board boy called Aron in 2021! wanted me to do. So, during Interviewer Do you have any advice for the six months there I traveled other people applying for the along the whole Great Barrier best job in the world? Reef using different modes of Alex It is important that you have a transportation: boat, seaplane, good plan for what to do after train, motorbike and car. I visited the job, as it’s hard getting back 60 of the tiny islands there and to living a normal life! stayed on each one for about Interviewer Well Alex, thank you so much three days… sometimes in a for this interview, I’m sure it’ll luxury hotel with other people inspire a lot of people. and sometimes in a tent all on Alex Thank you for having me. my own. Interviewer But what did the tourist board Answer pay you to do exactly? Caretaker of Hamilton island off the coast of Alex Basically they paid me to record Queensland in Australia. everything I saw and publish it on the Internet. So, I took lots of pictures and made short films of everything I saw. Then every evening I wrote my blog and 34
2Student’s Book: Teaching notes, key and audioscripts 3 8 Vocabulary & Listening p. 26 TEACHING NOTE 1 This activity prepares students for the B1 1 pick somebody up Preliminary for Schools exam of the Cambridge 2 break up with somebody English Qualifications, Listening Paper, Part 4, and 3 fall for somebody for the B2 First for Schools exam of the Cambridge 4 date somebody English Qualifications, Listening Paper, Part 1. 5 make up 6 cheat on somebody 1 A, 2 D, 3 D, 4 C, 5 C, 6 B, 7 B 2 4 1 fell for 1 S, 2 S, 3 O, 4 S, 5 S, 6 O 2 picked (her) up 3 dated 5 4 cheated on 5 broke up with 1 A, 2 B, 3 A, 4 A, 5 B, 6 B 6 make up 6 3 Personal answers Family: brother-in-law, half-sister, relative, stepfather Grammar Lab p. 25 Romance: boyfriend, ex, fiancé, fiancée, girlfriend 1 Work: colleague, employee, employer, workmate School/College: classmate, school friend, tutor 1 -ed, 2 didn’t, 3 did, 4 has, 5 haven’t, 6 past Other: acquaintance, apartment mate, family participle, 7 be, 8 -ing friend, neighbor, teammate 2 4 1 A, 2 B, 3 B, 4 B, 5 A, 6 A, 7 B 1 ex, boyfriend 2 neighbor, family friend 3 3 stepfather, half-sister 4 teammates, school friends 1 have you been doing 5 employer, workmates 2 got up 6 relatives, acquaintances 3 haven’t emptied 4 haven’t 5 9 5 Have you taken 6 let Audioscript 7 has been trying 8 forgot Speaker 1 When I was sixteen, I fell for someone who 4 was quite a bit older than me. I felt really grown up and enjoyed doing things like 1 c (S), 2 a (O), 3 d (O), 4 b (S) going out for meals, or going clubbing. My parents were really worried about me. 5 They thought it would stop me from going to university and having a career. In the 1 doing end, I just got a bit bored, because all my 2 watched ex’s friends were older than me, they liked 3 seen different things and had jobs. So we broke up. 4 died 5 happened 6 shot 7 try 8 forgotten 35
2 Student’s Book: Teaching notes, key and audioscripts Speaker 2 Video & Global Skills p. 27 I’ve always enjoyed shocking my family by choosing really unsuitable partners in their 1 eyes. This one time they really didn’t know what to do or say when I brought my punk Personal answers rocker boyfriend home to meet them. My dad couldn’t take his eyes off his punk hair, eye 2 make-up, and the tattoos and piercings on his body, while my mom tried to ask lots of 1 make, difference normal questions like ‘what’s your father’s job’? 2 makes, feel good Speaker 3 3 make friends I am a British Indian Muslim. I was born and 4 make, smile brought up in the UK and my family is really 5 made, happy easy-going and allows me to make my own choices in life. But the one thing I knew we 3 wouldn’t see eye-to-eye on was my falling for a Hindu. But Rana and I really hit it off and I knew Videoscript it was serious, so after dating for a few months, I Volunteer hairdresser brought my girlfriend home to meet my family. They are getting to know each other slowly. In a busy world, how can we make a Fingers crossed they will fall for her like I did! difference? Speaker 4 Narrator Josh Coombes is a hairdresser who I have to admit I felt like I was in Romeo and Juliet, when Tim told me that his dad was an wants to make a small difference to old friend of my dad’s and they fell out when people’s lives. He volunteers his time they were young. We really didn’t know how and skills, giving free haircuts to the we could tell our dads, so we decided to get homeless. to know each other better first and see how Josh I’m a hairdresser and recently I’ve things went. We’ve been together for 10 years been going out on the street to cut now, we’re married with two kids and our hair for those who are homeless. dads have kinda got used to the idea… Narrator Josh started a project called ‘Do Speaker 5 Something for Nothing’. He wants to When I was eighteen, I went on a school trip show people that helping others is to Paris and met Veronique. After I came back good for the community and makes we tried to keep in touch, but it was really you feel good too. difficult having not time or money to be able Josh So the last time you got your hair to hang out together. So I decided to move to cut was two years ago? Paris to be with her, which our parents weren’t happy about. I was a little concerned about us Involve others being different – but I’ve been living here for Josh Do Something for Nothing was born 6 months now and we have a lot of things in common and we’re really happy together. in 2015. This was when I started going out on the street with my Answer scissors, to cut hair for people who B need it. And I always wanted other people to get involved. 6 9 Narrator So that people can see the work that Josh is doing in his community, he TEACHING NOTE uploads ‘before’ and ‘after’ photos of the people that he helps. This activity prepares students for the B2 First Josh Out of a hundred people who like for Schools exam of the Cambridge English a photo, or a thousand people who Qualifications, Listening Paper, Part 3. see a video, you don’t know which one of those is gonna go ‘actually, I 1 H, 2 D, 3 B, 4 G, 5 C feel like this is for me too’. Narrator One person who saw Josh’s posts is 36 Jade, a vet who wanted to help. Jade helps homeless people look after their dogs. Often, Jade and Josh will
2Student’s Book: Teaching notes, key and audioscripts go out volunteering together. 3 He uploads ‘before’ and ‘after’ photos for Narrator Volunteering lets Josh and Jade help people to like and share. people, and also meet people, and 4 She is a vet and she helps people look after make friends. Today, Josh and Jade their dogs. are going to go to East London, to see what they can do to help in the 5 Speaking to people in the community and community. learning about their lives. It’s good to talk 6 You don’t have to solve every one of their Narrator A big part of Josh and Jade’s problems. You can just say hello and smile and recognize that they are a person. work is speaking to people in the community and learning about their 4 lives. Even conversations can make a positive difference to someone’s day. 1 f, 2 h, 3 e, 4 a, 5 g, 6 c, 7 b, 8 d Josh Just stop and talk to someone, right? Just stop and just see how 5 someone’s doing, try and build some community, some friendship, Personal answers I think that’s really really important, isn’t it, mate? 6 Narrator Even if you don’t have money, speaking to people, asking them Personal answers about their day, will make people smile. 7 Josh You know, you don’t have to solve every one of their problems. You Personal answers can just say hello and smile and recognise that they’re, whatever 8 situation they’re in, they are a person. Personal answers There we go, mate. Cheeky look at that. It’s nice, huh? Faded up the Language Skills pp. 28-29 sides into the top. Man Yeah, that’s how… that’s how I like 1 it… That looks fine. Josh Cool. Nice one mate. Personal answers Man Yeah, that’s great. Nice one. Thank you. 2 Josh You’re welcome. First-born children: Angela Merkel, Bill Clinton, Help others, help yourself Jeff Bezos Josh It’s really about connecting with Last-born children: Andy Murray, Eddie Murphy, Serena Williams people, it’s about what you get Only children: Ada Lovelace, Daniel Radcliffe, in return, like, I’m the happiest John Lennon I’ve been doing this and it’s OK to recognise that. 3 Narrator Helping people has made Josh happy. Do you think there is TEACHING NOTE something you could give to your This activity prepares students for the B1 community? Preliminary for Schools exam of the Cambridge English Qualifications, Reading Paper, Part 4, Answers and for the B2 First for Schools exam of the 1 He is a hairdresser who gives free haircuts to Cambridge English Qualifications, Reading and Use of English Paper, Part 6. It also the homeless. prepares to the B2 Communicator exam of the 2 ‘Do something for nothing’, which he started LanguageCERT International ESOL, Written exam, Reading Part 2. in 2015. 1 G, 2 D, 3 B, 4 A, 5 F, 6 E 37
2 Student’s Book: Teaching notes, key and audioscripts 4 6 10 Personal answers 1 T, 2 T, 3 F, 4 T, 5 F, 6 F 5 10 7 Audioscript Personal answers So my family has been keeping busy during Use of English p. 30 coronavirus lockdown in different ways. Grandad has been painting pictures of the 1 flowers and trees in the garden every day and he has quite a collection now, so has planned TEACHING NOTE an online exhibition for friends and family. This activity prepares students for the B1 Grandma has been learning Spanish from an Preliminary for Schools exam of the Cambridge app on her phone. She has wanted to do it English Qualifications, Reading Paper, Part 5, for a long time, so she’s really pleased she’s and for the B2 First for Schools exam of the got the time. Dad has been cooking all sorts Cambridge English Qualifications, Reading and of things from bread to stews to cakes and Use of English Paper, Part 1. cookies. He has been getting a little more creative every day as he finds he doesn’t 1 B, 2 D, 3 A, 4 B, 5 C, 6 C, 7 D, 8 B have all the ingredients in the house. Mom has been doing online yoga. She hasn’t done 2 any yoga for over ten years, so she’s started very slowly but she’s really enjoying herself, TEACHING NOTE apart from when the dog walks in on her This activity prepares students for the B2 First and disturbs her. My brother Tom has been for Schools exam of the Cambridge English learning to play the guitar, but I’m afraid he’s Qualifications, Reading and Use of English not very good at it yet, but we haven’t told Paper, Part 3. him because he’s very enthusiastic. And I have started recording this podcast 1 incredibly about my family in lockdown – this is the first 2 exploded episode – I hope you’ve enjoyed it! Let me 3 viewers know what you and your family have been 4 streaming doing. 5 popularity 6 characters Answer 7 student What her family has been doing during 8 relating lockdown/in quarantine. 9 friendships 10 completely 38
3Student’s Book: Teaching notes, key and audioscripts How Are You Feeling? 4 Vocabulary ● Feelings and emotions I’ve been teaching for about 25 years now and ● Life events one thing I have learned is this: a good teacher ● Phrasal verbs with up is always ready to learn. About 10 years Grammar ● Past perfect simple and continuous ago, I was teaching students with learning difficulties in a school in Bristol. My classroom ● used to / would had become famous in the school as I had got a reputation for success by encouraging Page Opener p. 31 students to believe in themselves. One day, the principal told me that a student teacher had TEACHING NOTE arrived in school and had asked to observe Have the students look at the photo and ask them my classes. As we were going to meet John, what feelings and emotions the image suggests. Have the principal told me that the student was one student read the Fact out loud, then ask to answer disabled. As John was approaching, I noticed The Big Question in pairs or small groups. Have a that he had prosthetic legs – and he had couple of volunteers give the answers to the class. no hands. At first, I felt nervous but John’s friendly eye contact made me feel relaxed and Presentation 1 pp. 32-33 created a warmth and respect between us. 1 11 I had prepared my pupils for John’s visit – I had told them that it was rude to stare, but Audioscript they still felt embarrassed and could not help staring… John sat quietly in the corner and 1 tired negative watched me teaching. He had been watching me for about half an hour, when suddenly 2 nervous negative he asked if he could show the children something on the blackboard: he took a piece 3 exciting positive of chalk between his ‘arms’ and began to write – in better blackboard writing than mine. 4 encouraging positive A year later, I moved to Ireland. I’ve been living there ever since; but I once returned to 5 friendly positive Bristol for a few months to run a bookshop. After I had been back for about a week, I was 6 relaxed positive opening the shop one morning when John appeared. He had heard that somebody was 7 angry negative coming from Ireland to run the shop and had guessed it was me. ‘Have you been teaching 8 stunned positive / negative all this time?’ I asked. He told me that he had given up teaching as it had got too difficult. 9 embarrassed negative ‘I’ve been doing lots of exciting things.’ ‘Like what?’ I asked. ‘Have you seen that furniture 10 respectful positive shop up the road?’ he said. ‘Oh, so you run a shop too?’ ‘No, my wife runs it. I make all the 11 rude negative furniture!’ John hadn’t changed! Since I last saw him, he had become a furniture maker 12 proud positive and he had taken up skiing. I was stunned. Since then every time I’ve felt sorry for myself, 13 boring negative I’ve thought about John and his incredible life... 14 warm positive 5 15 amazed positive 1 F, 2 F, 3 F, 4 F, 5 T, 6 T, 7 F, 8 T 16 depressed negative 1 The writer has been teaching for 25 years. Answers 1 N, 2 N, 3 P, 4 P, 5 P, 6 P, 7 N, 8 P / N, 9 N, 10 P, 11 N, 12 P, 13 N, 14 P, 15 P, 16 N 2 Personal answers 3 Personal answers 39
3 Student’s Book: Teaching notes, key and audioscripts 2 He’s a student teacher. would really encourage me to get into the 3 He’s disabled. water and start swimming; she would walk 4 He teaches pupils. along the side of the pool encouraging me, 7 The writer moved to Ireland. saying ‘you can do it! You can do it!’… she really believed in me and made me believe 6 in myself… no, I’ll never forget my primary school teacher, Mrs Cooper… Nouns: reputation Susan Verbs: run …hmm… oh, yes, he was a great influence on Adjectives: encouraging, disabled, me… I don’t remember him ever shouting approaching, rude at us and he was a great listener. Whenever we had problems he listened, and he was 7 really patient. He worked in a factory until we bought the shop and he had the night shift, 1 rude which meant he used to leave the house in 2 disabled the evening and he would come back the 3 encouraging next morning and go to bed during the day. 4 reputation So we had to be very quiet. Anyway, when 5 run we were little he used to take us to the circus 6 approaching every Christmas – the company he worked for would organize this for the children of the 8 workers in the factory… it was magical! Yeah, dad was a really gentle, generous person… 1 had forgotten Lisa 2 had never been My mom and dad were very strict and they 3 Had you dated were set on my doing well at school, you 4 had lost know, getting good grades and everything… They said I wasn’t trying hard enough… so I 9 really used to worry about tests and getting bad results, but the support I always got 1 had been working from my big sister used to cheer me up – 2 had been watching even when I failed a test and mom and dad 3 hadn’t been telling couldn’t hide their disappointment, my sister 4 had been snowing Helen would always support me. I remember I had been preparing a test in math and I really 10 wanted to do well, but I messed up. I was feeling very depressed, when she said ‘let’s go Personal answers for a pizza’ and that really cheered me up… so we always celebrated good times and bad Presentation 2 p. 34 times… 1 Answers 1 his teacher, 2 her dad, 3 her sister Personal answers 3 12 2 12 TEACHING NOTE Audioscript This activity prepares students for the B2 First Luke for Schools exam of the Cambridge English Mrs Cooper did things that gave me Qualications, Listening Paper, Part 2. confidence; you see, I was never very good at sports, I had broken my arm once when I was playing football and it nearly put me off sports forever – that’s when I was about ten years old. So how did I learn to be such a good swimmer? Well, you see, every Wednesday our class used to go to the local swimming pool and I remember Mrs Cooper 40
3Student’s Book: Teaching notes, key and audioscripts 1 confident 4 A Did you use to be afraid of the dark? 2 football B Yes! I always used to check under the bed! 3 swimming 4 factory What about you? 5 day 5 A Did you use to have a pet? 6 circus B Yes, I used to have a dog, but now I have 7 support 8 depressed two cats. And you? 9 cheered 6 A Did you use to go to the beach in the 4 summer? B No, we would go to the beach. What 1 to work, 2 use, 3 use to, 4 get up, 5 Didn’t you use to, 6 used to about your family? 5 6 1 use, 2 used to, 3 live, 4 am not used 1 living, 2 have, 3 working, 4 go, 5 reading, 6 make 6 7 Personal answers 1 would (never) shout Grammar Lab p. 35 2 used to (always) listen 1 3 had been 4 had taken 1 past, 2 -ing 5 had been trying 6 watched / used to watch / would watch 2 7 used to work 8 had been working 1 had finished, 2 had been trying, 9 had retired 3 had achieved, 4 had gone, 10 used to / would tell 5 Had, had, 6 had, left Vocabulary & Listening p. 36 3 1 1 When all the passengers had boarded, the plane took off. Personal answers 2 He felt very tired the next day because he 2 had been awake all night. Personal answers 3 She had been working as a teacher for 45 years when she decided to stop work. 3 4 I was very hungry because I hadn’t eaten all day. 1 grew, born 5 After they had been married for a year, they 2 married, married 3 going out, were decided to have a baby. 4 have 6 I had been studying all night because I had 4 an exam the day after. Personal answers 4 5 1 base form, 2 wouldn’t, 3 stative 1 made up 5 2 cheer her up 3 messed up Possible answers 4 give up 2 A Did you use to go to bed early? 5 break up B Yes, my parents would make me go to bed 6 take up at 9 o’clock. And you? 3 A Did you use to live with your grandparents? B No, we lived abroad and would only visit in the summer. What about you? 41
3 Student’s Book: Teaching notes, key and audioscripts 6 imagined myself writing classic novels like Margret Atwood or Zadie Smith… But I 1 cheer yourself up hadn’t really considered how I was going 2 become to make enough money to live on it in the 3 a degree, a job meantime. So I started covering stories for 4 look things up a local newspaper, mostly police reports 5 up about vandalism or shoplifting or missing 6 messed up persons and before long I had the best ever 7 married inspiration for writing crime fiction! 8 up Question 4 7 13 So you might find it difficult to believe looking at this hunk of a handsome man TEACHING NOTE now, but I used to be quite fat when I was kid and that meant other kids would pick This activity prepares students for the B1 on me. Which meant I didn’t use to be very Preliminary for Schools exam of the Cambridge confident when I was younger. So my mom, English Qualifications, Listening Paper, Part 2, to encourage me to be braver, entered me and for the B2 First for Schools exam of the into a talent show at a summer camp yeah, Cambridge English Qualifications, Listening right… and I was an absolute… disaster! And I Paper, Part 1. felt so embarrassed that I decided there and It also prepares for the B2 Communicator exam then that I would never feel like that again of the LanguageCERT International ESOL, Written and instead I would become the best stand- exam, Listening Part 2. up comic in America – It’s true… Audioscript Question 5 Question 1 Man Mary, how does it feel to have I know, but I still don’t think it’s fair! I would always hang out with her when she was walked around the whole of the single, but now she’s got a new boyfriend, I British coast? never see her. I would never go to the movies Woman Right now I feel really tired and or to a party and not invite her – but she my body aches all over. But just does it all the time! She’s just thinking about after I had finished the walk, I felt herself as usual and it really annoys me! very proud and excited that I had actually succeeded in doing it. I Question 2 had been feeling pretty nervous Man What did you think of last and depressed a couple of weeks before when I didn’t think I was weekend? going to make it! Woman Ithought it was really cool – not Answers the usual way people get married… 1 B, 2 C, 3 C, 4 A, 5 B Man No, it was more like a festival than Video & Global Skills p. 37 a wedding, with live music and people camping out. 1 Woman I’m not sure about having to bring food with you though – that was a Personal answers bit of a pain! Man Yes, it was! I had been working all 2 day on Friday, so I hadn’t really had time to make anything. Adjective: angry (N), exciting (P), frustrated (N), sad (N), scared (N), scary (N), uncomfortable (N), Question 3 weird (N) After I had finished college I was really Noun: confusion (N), discomfort (N), freedom enthusiastic about becoming a writer… I (P), isolation (N), loneliness (N), uncertainty (N) 42
3Student’s Book: Teaching notes, key and audioscripts 3 might get closer in this time. I’ve been using this opportunity to get Videoscript closer to some of my friends and Ben’s vlog it’s made my life a lot better. The situation is weird right now but if Ben Hi, my name is Ben. I live in we use this opportunity to reflect London, England, and we are in we can make sure that we come week three of lockdown due to the out of this lockdown as better COVID-19 outbreak. people. In the meantime, stay safe, make sure you get some fresh air London Lockdown: Week 3 in whatever way you can, take care Ben Iwant to talk about how we’re all of yourself and others around you. Emotions are okay. Bye! feeling at this moment in history. Weird! Everybody is feeling a little Answers weird. Most stores are closed. Gro- 1 F, 2 F, 3 T, 4 F, 5 T, 6 T cery stores have a new limit on how many customers they can have. 4 So, every grocery store has a line outside. Some people don’t listen ✓ 1, 3, 4, 5, 6, 8 to these rules and it can cause a lot of confusion. We don’t have the 5 freedom we used to have and peo- ple don’t know how to feel. All this Personal answers confusion and uncertainty makes us very uncomfortable. You OK? 6 Flatmate No. Ben That discomfort can be scary. Personal answers However, when you are confronted with a big change, emotions are Language Skills pp. 38-39 okay. It’s okay to feel sad, scared or angry. It’s a natural thing. I feel 1 really sad at the moment. Instead of denying that feeling, I let myself 1 B, 2 A be sad. After that, I ask myself, why am I sad? Once you have felt 2 an emotion, you can then reflect on that emotion. So I thought Personal answers about it and I learned that I am not happy in London. I want to 3 move back to my home city when this is all over. A friend of mine The statements above are false. was feeling frustrated, and now she has realised that she wants to 4 quit her job and find a new one. These are not bad things. These TEACHING NOTE are very exciting things. These are things to look forward to. Having This activity prepares students for the B1 something to look forward to will Preliminary for Schools exam of the Cambridge make this a lot easier. Lockdown English Qualifications, Reading Paper, Part 4, and isolation is an opportunity to and for the B2 First for Schools exam of the learn something about yourself. If Cambridge English Qualifications, Reading your emotion is loneliness, maybe and Use of English Paper, Part 6. It also you’re missing a friend. Maybe, prepares for the B2 Communicator exam of the you should call your friend and LanguageCERT International ESOL, Written exam, tell them you miss them. You Reading Part 2. 1 B, 2 G, 3 D, 4 C, 5 A, 6 E 43 5 Personal answers
3 Student’s Book: Teaching notes, key and audioscripts 6 14 8 Audioscript Personal answers Abraham Harold Maslow (1908-1970) was an 9 American psychologist who was best known for creating Maslow’s hierarchy of needs, a Personal answers theory of self-actualization. Maslow says that the aim of all good learning or education is 1 0 self-actualization. By this he means becoming the best person you can possibly be, fulfilling Personal answers your dreams, your potential as a human being. But before you can do that you have Use of English p. 40 to feel good about more basic things; and 1 you have to fulfil certain needs; for example, physiological needs. By this we mean things TEACHING NOTE like feeling too cold, or too hot; being hungry or thirsty. So you can’t learn properly if This activity prepares students for the B1 you’re thinking about food or if your seat is Preliminary for Schools exam of the Cambridge not comfortable. You need to satisfy these English Qualifications, Reading Paper, Part 6, physiological needs before you can learn. and for the B2 First for Schools exam of the Then there’s safety: you can’t learn if you feel Cambridge English Qualifications, Reading and you are in danger, either physically, mentally Use of English Paper, Part 2. or emotionally. So bullying at school is an example of not feeling safe or if there’s a war 1 a 7 they on and your life is in danger, your mind will 2 had 8 had not be on learning. This is connected to the 3 for 9 the next level: we need to feel loved and that we 4 never 10 in belong to the group; it’s like feeling you are a 5 about 11 love part of a family, you’re amongst friends. 6 up 12 have Self-esteem: it’s the feeling that you are as good as other people and that you deserve 2 respect and happiness. It’s feeling good about yourself; this will of course affect your TEACHING NOTE school results but will also make it possible to fulfil your aims in life to become a complete, This activity prepares students for the B2 First happy human being... which is what Maslow for Schools exam of the Cambridge English calls self-actualization. Qualifications, Reading and Use of English Paper, Part 4. Personal answers 1 give anything up 7 14 2 taken part in the competition 3 didn’t use to be TEACHING NOTE 4 had been leaving 5 would never argue This activity prepares students for the B1 6 going out together Preliminary for Schools exam of the Cambridge English Qualifications, Listening Paper, Part 3, 3 and for the B2 First for Schools exam of the Cambridge English Qualifications, Listening 1 messed Paper, Part 2. 2 broke 3 make 1 thirsty 4 family 4 came 2 in danger 5 friends 5 take 3 being bullied 6 respect 6 cheer 7 looked 8 gave 44
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