Ultimate_B2_Teacher's book

English B2 TEACHER'S BOOK



CoCnotnetnetnsts page 2 page 4 Student's Book Contents page 9 Introduction page 25 Walk-through Unit page 33 Unit 1 page 42 Unit 2 page 51 Unit 3 page 60 Unit 4 page 68 Unit 5 Page 78 Unit 6 Page 87 Unit 7 Page 96 Unit 8 Page 104 Unit 9 Page 113 Unit 10 Page 123 Extra Tasks for Early Finishers Page 125 Extra Tasks for Early Finishers Key Page 149 Student's Book Recording Script Page 158 Student's Book Video Script Page 167 Workbook Answer Key Page 175 Workbook Recording Script Page 180 Test Book Answer Key Test Book Recording Script



Lights, Camera, Action! Unit aims Reading: Multiple choice questions (underlining key words) Debating watching films at home versus going to the cinema Vocabulary in Use: Entertainment and the media vocabulary: cast, costume, crew, performance, producer, rehearsals, released, scenes, script, soundtrack Collocations: box-office smash, complicated plot, film genre, leading role, negative review, opening scene, romantic comedy, special effects Expressions: a hard act to follow, to be in the limelight, to break a leg, to get the show on the road, to live up to your expectations, to set the scene, to sing your heart out, to steal the show Phrasal verbs: to turn around/round, to turn away, to turn down, to turn into, to turn to, to turn out, to turn up Word formation: amuse/amusement/amused/amusing, confuse/confusion/confused/confusing, disappoint/ disappointment/disappointed/disappointing, entertain/entertainment/entertained/entertaining, frighten/fright/ frightened/frightening, frustrate/frustration/frustrated/frustrating, inspire/inspiration/inspired/inspiring, stimulate/ stimulation/stimulated/stimulating mini Practice (selective cloze) Grammar in Use: Present simple: Most of my friends watch videos on their smartphone. Present continuous: We’re enjoying this TV series very much. Stative verbs: I think she’s very talented. Present perfect simple: We’ve had this smart TV since 2018. Present perfect continuous: We’ve been watching a great series on Netflix! Have been to vs have gone to: James has been to Paris three times and now he’s gone to Berlin. Mini Practice (open cloze) Listening: Multiple choice questions (eliminating wrong answers) Speaking: Talking about yourself (giving full answers) Writing: Informal email (using the correct style) UNIT PROFILE PAGE [SB page 5] BACKGROUND INFORMATION Kenny Leon is an American director, producer, 1. Read the quote and discuss these questions actor and author. He is famous in the US for his with a partner. work on television and in theatre (especially • WHO SAID IT? Have students look at the photo and Broadway, New York). He was the winner of the read the quote. Ask if anyone has come across the Tony Award for Best Director in 2014, for the play name ‘Kenny Leon’, and if yes, where. A Raisin in the Sun. • Divide students into pairs. • Ask them to read the instruction and the three Have your say! questions and to discuss with their partner. 2 • Call upon different pairs to report their ideas/answers • Have students read the instruction. Make sure they in class. understand what to do. • Ask students to read the title of the unit and suggest • Divide the class into small groups and ask them to what it means. (‘Lights, camera, action!’ is the discuss the ideas. Give students time to work. instruction film directors are said to use when they • Circulate and listen to their ideas as they carry out want the film crew to start filming.) the exercise. • Ask students what they think the unit will be about. • Call upon different groups to report their ideas in class. Suggested answers 1 Films are an art form which involve many Answers Students’ own answers. artistic processes; for example, the script, the sets, the acting, photography, etc. are all Unit map creative forms of expression. When they come • Explain to students that the Unit map on the first together, it is art. page of each unit summarises the topics and language 2 Theatre is life because good actors do more areas they will cover in the unit. than deliver their lines. They react to the other • Give students a few minutes to read the map. actors and the audience around them, so they • Allow students time to ask questions and check their never give the same performance twice. As in understanding. real life, every theatre moment is unique. 3 No, because watching TV is not just something you do passively. TV entertains and informs viewers so it does more than take up space in a room. / Yes, because in most homes it is the focal point of a room and everything else is organised around it. UNIT 1 25

READING [SB pages 6–7] 4 • Ask students to read the instruction and the Streaming now! example. • Give students time to complete the sentences with 1 the highlighted words in the text. • Write ‘Streaming now’ on the board and invite • Check answers in class. students to say what it means, whether they use • Have students correct any wrong answers. streaming services, and if yes, which services they use and what they watch. Answers • Have students read the two questions and watch the 1 On-demand video. 2 binge-watching • Play the video once. 3 season • Write the questions on the board. 4 franchise • Call on a couple of students to answer the questions. 5 episodes • Discuss and check understanding. 6 genre 7 sub-plots Suggested answers 8 Tuning in 1 On-demand streaming services put the viewer 9 Media streaming in control. We decide what we watch, when Debate club we watch it and for how long. We can also • Write the statement and question on the board: download entire series in one go, and watch Watching a film at home is better than going to the many episodes back-to-back. There are cinema. Agree or disagree? hundreds of shows to choose from. • Invite one or two students to read out the sample 2 Binge-watching can harm us both physically and answers provided. mentally. Not only does it lead to a decrease • Have students read the instructions and check for in energy levels and bad eating or sleeping comprehension. habits, it can also be a form of addiction, taking • Divide the class into pairs. the place of connections with real people and • Give students time to discuss and debate the causing anxiety when a series ends. question. Encourage them to use the ideas given as well as their own, and to take turns to present their 2 arguments. • Read the instructions and the questions with • Check that students are able to carry out the students. exercise using the target language. • Ask students to pay attention to the overall theme of • Call on pairs to share their arguments with the rest the text as they read. of the class. • Play the audio and have students listen and read. • Give students a few minutes to answer the questions. Suggested answers • Invite individual students to share their answers with Student 1 the class. In my opinion, watching a film at home is better • Encourage the class to agree or disagree with the than watching it at the cinema. To begin with, it is answers. much cheaper to stream films at home, so why go to the expense of going to the cinema? Although Answers people generally consider going to the cinema an 1 The main idea of the text is that on-demand entertaining social event, it is more convenient to watch a film in the comfort of your own home than series have become more popular with viewers in a crowded cinema. Furthermore, you can pause than feature films. the film whenever you need to, and you won’t have 2 The Netflix effect is the consequence of being to put up with noise from other spectators. For able to access video content online at any time, these reasons, I believe that it’s better to watch a which often results in viewers binge-watching film at home. many episodes at a time. 3 They both allow viewers to identify with Student 2 characters and situations. Many people say that watching films at home is cheaper and more convenient. However, I 3 believe that going to the cinema is much more • Read the instructions with the students. entertaining than streaming films at home. Being • Ask students to read the WORK IT OUT! box which at the cinema with others can be a wonderful explains how to use underlining key words as a experience and an opportunity to socialise with technique to answer multiple choice questions. others. It allows us to feel connected with other • Check for comprehension. people, which is very important in life. Although • Ask students to work in pairs and answer the six watching a film at home is great, in my view it questions. doesn’t compare with going to the cinema. • Invite pairs to report their answers. Answers 1 B; 2 C; 3 A; 4 A; 5 C; 6 D 26

VOCABULARY IN USE [SB pages 8–9] 5 • Ask students to read the instruction and point out Entertainment and the media the example in the table. • Give them time to work individually and then 1 compare and check in pairs. • Ask students to read the instruction and the words in • Circulate and monitor. the box. • Go over the answers with the whole class. • Explain the words to ensure all students know and • Make sure all students correct any wrong answers. understand them. • Give students time to complete the text with the Answers 5 frightening words. 1 amused 6 frustration • Ask students to compare their answers in pairs. 2 confusion 7 inspire • Go over the answers with the whole class. 3 disappointment 8 stimulation 4 entertain Answers 6 costume 6 1 released 7 rehearsals • Have students read the instruction. 2 producer 8 crew • Give students time to complete the sentences using 3 cast 9 performance words from Exercise 5. 4 script 10 soundtrack • Circulate and monitor if necessary. 5 scenes • Ask students to compare their answers in pairs. • Go over the answers with the whole class. 2 • Ask students to read the instruction and the words in Answers the box. 1 amusing • Give students time to do the exercise individually 2 entertainment and complete the sentences. 3 frightening • Ask them to get into pairs and compare their answers. 4 confusing • Call on pairs to report their answers in class by 5 disappointed reading out the completed sentences. 6 inspire • Have the rest of the class listen and agree or disagree. 7 stimulate • Correct any incorrect answers. 8 frustrating/disappointing Answers 5 reviews EXTENSION ACTIVITY 1 smash 6 comedies 2 effects 7 role • Ask students to close their books. 3 scene 8 genres • Divide the class into two or more teams 4 plot depending on the size of the class, and ask them to each choose a ‘secretary’; this person will write 3 down their team’s answers. • Ask students to read the instruction and check that • Read out a verb from the table in Exercise 5; the they understand what they have to do. teams must write down the corresponding noun • Elicit that they need to circle the correct meaning of and adjectives. the expression in bold. • Continue until all eight verbs have been covered. • Have students work in pairs to choose the correct • Then explain that the teams must make meaning. sentences using the verbs, nouns and adjectives, • Call upon pairs to report the answers in class. choosing three sets from the list. • Check answers with the whole class. • When they are ready, have teams exchange and mark each other’s sentences Answers • Circulate and monitor the marking. The team 1 A; 2 A; 3 B; 4 A; 5 B; 6 A; 7 B; 8 A with the most correct sentences is the winning team. 4 • Remind students what a phrasal verb is (a verb made mini Practice up of a verb plus one, and sometimes two, particles, 7 whereby the particle changes the meaning of the verb). • Ask students to read the title of the text and to • Have students read the instructions and the example. suggest why or how people’s tastes in films change • Ask them to work in pairs to complete the phrasal (age of audience, topics or themes of interest at any verbs by writing one word in each gap. point in time, etc.). • When they are ready, call on pairs to report their • Have students read the instruction and check they answers. know what to do. • Check answers with the whole class. • Remind students to read the TIPS box as they work, to help them with questions 1 and 6. Answers 5 down • Give students time to read the text and choose the 1 down 6 round/around correct answers using options A–D. 2 up/out 7 out • Encourage them to work in pairs and help each other. 3 into 8 to • Call on students to report their answers. 4 away UNIT 1 27

• Make sure all students check and correct any wrong Answers 5 Is Anna appearing answers. 1 are seeing 6 think 2 ’m thinking 7 don’t look Answers 3 ’re just being 8 Are you feeling 1 D; 2 A; 3 C; 4 B; 5 A; 6 B; 7 D; 8 C 4 smells Extra Tasks (for early finishers) EXTENSION ACTIVITY See photocopiable material on page 113. • Ask students to close their books. GRAMMAR IN USE [SB pages 10–11] • Divide the class into pairs. • Write ‘Action verbs’ and ‘Stative verbs’ on the 1 board. Invite one or two pairs to explain the • Have students read the instruction and the three difference. questions. • Challenge them to find as many verbs as possible • Play the video once. in Unit 1, and then to classify them into Action • Write the questions on the board. verbs and Stative verbs. • Call on different students to answer the questions. • When they are ready, have pairs exchange and • Discuss the answers and check understanding. count up each other’s lists. • Circulate and monitor. The pair with the most Suggested answers correct verbs in each list is the winning pair. 1 A stuntman (or stuntwoman) does all the Present perfect simple, present perfect physical scenes that the main actors cannot do continuous themselves because they are too dangerous. 5 2 Like a dance routine, every movement in a • Ask students to look at the Present perfect simple, stunt is planned, practised and rehearsed to the present perfect continuous box. second. This is most important in stunts that • Have students read the instruction, and the rules and involve moving vehicles. examples in the box. 3 When the audience cannot tell the difference • Draw their attention to the use of have been to vs between the main actors and their stunt have gone to. doubles, then they are doing a good job. • Check understanding by eliciting more examples from students. Present simple, present continuous, stative verbs • Ask students to go through sections 1.4–1.6 of the 2 Grammar reference before continuing with the tasks. • Ask students to look at the Present simple, present continuous, stative verbs box. 6 • Read the instruction with the students. • Have students read the instructions and the example. • Have students read through the rules and examples • Give students time to work in pairs and complete the in the box. sentences. • Check understanding by eliciting examples from • Circulate and monitor; help where required. students. • Call on pairs to report their answers in class. • Ask students to go through sections 1.1–1.3 of the • Ask the rest of the class to check and agree or Grammar reference before continuing with the tasks. disagree. 3 Answers • Have students read the instruction. 1 has been trying • Give students time to work in pairs, circle the correct 2 haven’t always liked answers and discuss their choices. 3 have you been doing • Circulate and monitor; help when required. 4 has never been • Call on pairs to report their answers in class. 6 have known • Ask the rest of the class to check and agree or 7 have left disagree. 8 has been listening 9 has visited Answers 6 Are you trying 1 are 7 what’s happening 7 2 think 8 listen • Ask students to read the title of the text and to say what 3 means 9 you’re just getting they think it is about (the daily routine of a stuntman). 4 don’t need 10 don’t usually advertise • Read the instruction with students. 5 just turn • Check if any words or phrases in the text need to be explained. 4 • Divide the class into pairs and ask them to read the • Invite students to read the instructions and the example. text and circle the correct answers. • Have students work in pairs and complete the • Circulate and monitor. sentences. • Invite one or more pairs to read out the text with the • Circulate and monitor; help when required. correct answers. • Call on pairs to report their answers in class. • Ask students to check their answers and correct any • Ask the rest of the class to check and agree or wrong answers. disagree. 28

Answers 7 avoided • Check that students know what to do, then have 1 had 8 rehearsed them answer the questions. 2 been travelling 9 doing • As students work, circulate and assist if necessary. 4 spent 10 thought • Call on different students to report the correct 5 learning answers. BACKGROUND INFORMATION Answers The first stuntmen to be used in the early days • Key words to underline in question (students’ of the film industry weren’t professionals. If answers may vary slightly): television today; agree something dangerous needed to be done for a • Key words to underline in options A, B and C scene, there were many crazy people willing to (students’ answers may vary slightly): do it for free. The first film in which a stuntman A TV; more entertaining actually received payment for his work was most B viewers access TV in different ways likely The Count of Monte Cristo (1908). In this C quality; has become poorer film, the stunt performer was paid $5 to jump • (suggested answers) upside down from a cliff into the sea. A better B different mini Practice C bad programmes 8 • Ask students to read the instructions. 3 • Check that they understand what to do. • Ask students to read the instructions. • Remind them to write only one word in each gap. • Explain that they are going to listen and read the • Encourage them to work in pairs. text for question 1. • Give students time to do the exercise and remind • Play the audio. Ask students to listen and read the them to read the TIPS box as they work, to help them text. with questions 1 and 3. • Ask students to read the WORK IT OUT! box which • Call on students to report their answers. explains how to eliminate wrong answers. • Make sure all students check and correct any wrong • Have students work in pairs and answer the question answers. in the WORK IT OUT! box. • Invite students to say what the correct answer to Answers 5 been question 1 is (B). 1 is 6 are • Invite students to say if they agree or disagree, and 2 for 7 not why. 3 has 8 since/from 4 have Answer Remind students that the correct answer to BACKGROUND INFORMATION question 1 must be something the man and TikTok is an international version of the social the woman agree on. The correct answer is B – media service Douyin. Douyin was first released Today’s viewers access TV in different ways. We into the Chinese market in 2016. TikTok was then can eliminate C because the woman thinks the released into other markets outside of China in quality is good. We can also eliminate A because 2017, however it wasn’t until 2018 that TikTok while the woman thinks TV is better now, the man became available worldwide. believes it’s getting worse and also says ‘it’s not the way it was’ as a kind of complaint or criticism. Extra Tasks (for early finishers) See photocopiable material on page 113. 4 • Have students read the instructions. Check for LISTENING [SB page 12] comprehension. • Give students time to underline the key words in the Multiple choice questions questions and options. • Play the audio for the six different situations and ask 1 students to listen and choose the best answer (A, B or C). • Ask students to read the instructions and invite them • Invite students to report their answers. to say what is happening in the photo. (A woman is selecting a film or TV series on a streaming service.) Answers • Divide the class into pairs and ask them to answer 1 B; 2 C; 3 A; 4 A; 5 B; 6 C the two questions about changes in entertainment choices. 5 • Put the class into pairs and ask them to read the Answers instructions. Students’ own answers. • Play the audio again and have students work with their partner to discuss why the other options in 2 questions 1, 2 and 3 are wrong. • Have students continue working in pairs and ask • Remind them to make notes so that it will be easier them to read the instruction. to explain the answers later. • Invite pairs to share their answers with the class. UNIT 1 29

Suggested answers • Have students work individually to complete the The following answer options can be eliminated: exercise. 1A, because the speaker only discusses video • As students work, circulate and assist if necessary. equipment, not filming. 1C, because the mistake she mentions was buying Answers the wrong equipment (a camera with a terrible Students’ own answers. microphone), not doing something wrong during filming. 4 2A, because the speaker clearly says, ‘There is no • Have students read the WORK IT OUT! box, which lack of talent on that stage’. provides advice for giving full answers. 2B, because she mentions the choreographer, not • Check for understanding. the dancers, as being unwilling to take risks. • Then have students read the LANGUAGE CHECKLIST, 3B, because the speaker explains that atmosphere which provides useful expressions for giving full is missing from rock recordings, but not from all answers. recordings. • Divide students into pairs and ask them to read 3C, because he clearly says that the best the instructions and the four questions relating to conditions to enjoy classical music are at home, entertainment. not at a concert. • Have students work with their partner and ask and answer the questions about entertainment and their SPEAKING [SB page 13] habits and preferences. • Encourage them to use words and phrases from the Talking about yourself LANGUAGE CHECKLIST. Circulate and monitor. • When they have finished, invite several pairs to 1 share their answers. • Have students read the instructions and check for understanding. Answers • Ask students to make notes of some important facts Students’ own answers. about themselves. • Put the class into pairs and ask them to compare Problem solvers notes. • Read the instructions and the options that follow with • Invite pairs to share what they have found out about students. each other. Try to have all students contribute. • Check for comprehension. • Put the class into pairs and invite them to work Answers together to choose one of the options and then explain Students’ own answers. their decision. • Remind them to adapt expressions from the 2 LANGUAGE CHECKLIST wherever possible and to keep • Ask students to read the instruction and the the WORK IT OUT! tips in mind when preparing their questions in the table. answers. • Play the audio. Have students work individually to • Circulate as students work and provide guidance complete the exercise. where necessary. • Play the audio again if necessary. • When they are ready, have pairs take turns to tell • Invite students to share their answers with the whole the class about their chosen option and decisions. class. • Assist with sentence formation if necessary. • Ensure all students participate. Answers Michael Jenny ✔ Model answer Which student …? ✔ ✔ I think a music programme for young people ✔ would be a good addition to the TV channel. One 1 u ses a good range of ✔ reason I think it will be a success is that almost all vocabulary teenagers love music, even if they have different ✔ music tastes. For example, the programme 2 c hecks they have could feature songs and artists that will attract understood the question viewers who like pop, K-pop, metal or rock music as well as songs and artists for rap and hip hop 3 gives very short answers lovers. A music programme will therefore draw more viewers than any other option, since some 4 g ives full answers with teenagers may love science fiction and hate sports reasons and examples or documentaries, others may love comedies and adventure series and hate watching lengthy films, 5 m isunderstands a but they most probably all love listening to music. question WRITING [SB pages 14–15] 6 performs better Informal email 3 • Ask students how often they send emails, and who to. • Ask students to read the instructions and check for • Allow them time to discuss and share their answers comprehension. • Point to and read out the model answer. 30

with the class. 5 • Ask students to read the text about writing an • Have students read the WORK IT OUT! box, which informal email. summarises how to use the correct style when writing • Invite one or two stronger students to summarise an informal email. the information. • Have students continue to work in pairs and to read the instruction. 1 • Have students read the model email in Exercise 3 • Ask students to read the instruction and the writing again and circle examples of the types of informal task. language. • Check understanding. • Circulate and monitor. Help when required. • Have students answer the questions. • When they are ready, check answers with the whole • Check answers with the whole class. class. • Check comprehension. Answers 1 an email Answers 2 my English-speaking friend Contractions: I’ll do; that’s; it’s; I’m (not); I’ll; 3 My friend wants to know about young people’s everyone’s; it’s; isn’t, you’ll Phrasal verbs: go for; tune in; make time; check viewing preferences in other countries for a out school presentation. Everyday expressions: do your best; be a huge 4 Three (Can you tell me what kinds of fan of; be crazy about; give something a go, let programmes are popular with young people in me know your country? / What kinds of programmes do you like watching? / Which programme from 6 your country would you recommend to young • Have students read the instructions and the writing people in other countries?) task. • Ask students to work individually and make notes in 2 response to the four questions. • Have students read the instructions and the list of • Circulate and provide help where necessary. things the writer must do in the email. • Invite several students to share their answers with • Allow students time to complete the exercise. the whole class. • Call upon students to report their answers in class. • Check answers with the whole class. Answers 1 an email Answers 2 my English-speaking friend 2; 3; 4; 5; 7; 9 3 My friend is asking for a description of the 3 entertainment possibilities in my town and what • Divide the class into pairs. I would recommend. • Ask students to read the instruction and check their 4 Three (Can you tell me what kinds of understanding. entertainment there are in the area? / Do you • Give students time to work in pairs, read the model know if there are any special shows or concerts email and answer the questions. on while they’re going to be there? / Can you • Circulate and monitor. Help when required. recommend something that’s typical of your • Invite pairs to compare their answers. country which you think they should see?) • Check answers with the whole class. 7 Answers • Ask students to read the LANGUAGE CHECKLIST and 1 Yes, she does. complete the sentences. 2 The writer answers two questions in paragraph 2. • Invite students to check their answers in pairs. 3 3; 4; 2; 1 • Go over the answers with the whole class. 4 Answers 4 check • Ask students to continue working in pairs and to read 1 do 5 have the instructions. 2 in 6 sell • Check for understanding. 3 Let • Give students time to decide if the phrases are used to begin or end emails and then tick the phrases which 8 are informal. • Ask students to read the instruction and to complete • When they are ready, check answers with the whole the paragraph plan. class. • Go over the answers with the whole class. • Now have students write their own email. Encourage Answers them to use language from the LANGUAGE CHECKLIST. 1 E; 2 B; 3 E; 4 E; 5 E; 6 B; 7 B; 8 B; 9 E; 10 E; • Circulate and monitor as students work. Provide help 11 B; 12 B; 13 E; 14 E where necessary. ✔: 1; 5; 6; 9; 10; 11; 12; 13 • When students are ready, ask them to review their email with the suggestions from the WRITING CHECKLIST. UNIT 1 31

• Then invite students to read out their emails in class. and write the answers. Have the rest of the class check • Check and correct their use of grammar if necessary. their answers. Answers Answers Paragraph plan: 1 B; 2 A; 3 C; 4 A; 5 D; 6 B; 7 C; 8 A; 9 D; 10 C Paragraph 1: Mention your friend’s email and provide your reason for writing. B2 PRACTICE 1 [SB pages 17–18] Paragraph 4: End the email in a friendly and helpful way. 1 • Ask students to read the title of the text and to say Model answer: what they think it will be about (watching several Dear Mark, episodes of a television series one after the other). • Divide the class into pairs and ask them to read the It was great to get your email. I’m more than instructions. happy to tell you all about the entertainment • Give students time to read the text and to do the available in my town. exercise. Circulate and monitor. • Have students read the TIPS boxes as they work, to First of all, there are plenty of places to go to in help them with questions 1 and 2. town, so I’m sure your friends will have a great • Call on pairs to report their answers. Discuss time while they’re here! As it’s summer, the different answers in class. outdoor cinema is open. It’s in a beautiful garden, so I’m sure your friends would love it. We also Answers have a theatre, so they could take in a play or a 1 A; 2 C; 3 D; 4 A; 5 C; 6 C comedy show one night. Finally, local bands put on fantastic concerts in the park every weekend in BACKGROUND INFORMATION the summer, so your friends could take in one of Binge-watching was originally called marathon- those. Concerts sell out fast, so if they’d like to go, watching. It started in the late 1970s when people they should make sure they book tickets as soon would watch numerous sessions of imported as they get here. Japanese ‘anime’ (cartoon) shows on VHS tapes together in their ‘anime’ communities. One thing I think your friends should definitely check out is the dancing in the park. Every night, 2 you can watch local people of all ages dancing to • Ask students to look at the photo and invite traditional music. Your friends can just watch, or observations or comments. (The young man is wearing they can have a go at it: the dancers are always 3D glasses and is ‘throwing’ popcorn into the air. willing to teach visitors the steps! Maybe it’s because he wants to see what the action looks like through his glasses.) Let me know if I can help your friends in any other • Divide the class into pairs and ask them to read the way. instructions. • Play the audio for the eight situations. Well, that’s all for now. • Ask students to listen and choose the best answer for each. Eddie • Have students read the TIPS boxes as they work, to help them with questions 1 and 3. REVIEW 1 [SB page 16] • Play the audio again if necessary. • Invite students to report their answers. Vocabulary • Check answers with the whole class. • Ask students to read the instruction and the sentences in the exercise. Ensure they know the Answers meanings of all the words. 1 A; 2 B; 3 A; 4 C; 5 C; 6 B; 7 A; 8 C • Have students work in pairs or small groups and choose the correct answers. Encourage them to help BACKGROUND INFORMATION each other. Circulate and monitor. The use of 3D glasses is becoming more popular • Call on students to report their answers. by the day, however ‘stereo’ viewing has been • Make sure all students check and correct wrong around since 1838, when Charles Wheatstone answers. applied principles of ‘stereopsis’, the ability to • Tell students who had several wrong answers to refer perceive depth, to create the stereoscope. This to pages 8 and 9 in Unit 1. was the first 3D viewing equipment. Then, in 1922, the first public 3D film was released. It was Answers called The Power of Love, and to watch it people 1 B; 2 D; 3 A; 4 C; 5 C; 6 B; 7 C; 8 A; 9 B; 10 D were given red-and-green glasses, very similar to those we are familiar with today, with cardboard or Grammar plastic lenses. • Ask students to read the instruction. Check to make sure they all understand what to do. • Give students time to choose the correct answers. • Circulate and monitor. If students are having problems, direct them to pages 10 and 11 in Unit 1. • Ask students to compare answers in pairs. • Invite two or three students to come to the board 32



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