Ultimate B1+ Teacher's Book sample

English B1+ 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 69 Unit 5 Page 78 Unit 6 Page 87 Unit 7 Page 96 Unit 8 Page 105 Unit 9 Page 115 Unit 10 Page 139 Student's Book Recording Script Page 145 Student's Book Video Script Page 155 Extra Tasks for Early Finishers Page 158 Extra Tasks for Early Finishers Key Page 169 Workbook Answer Key Page 176 Workbook Recording Script Page 182 Test Book Answer Key Test Book Recording Script

The Selfie Generation Unit aims Reading: Multiple choice questions (identifying the writer’s purpose) Talking about online habits and social media Vocabulary: Social media vocabulary: comments, community, followers, idol, influencer, live-streaming, peers, subscribers, view, YouTubers Collocations: block people, follow celebrities, go viral, log in to email, post videos, subscribe to channels Word formation: care/careful/careless; end/endless; harm/harmful/harmless; help/helpful/helpless; hope/ hopeful/hopeless; pain/painful/painless; thought/thoughtful/thoughtless; use/useful/useless Prepositions: on, for, from, with, to Grammar: Present simple: The Internet affects our mental health. / The earth moves around the sun. / I check my emails once a day. / The gaming competition starts at 10.00 am. / He serves an ace and wins the match. Present continuous: We’re looking online for a new bike. / I’m getting really bored with this video game. / This browser is always crashing! / We’re having a group call this afternoon. Stative verbs: I love the photo you posted! / She thinks this app is great! Comparison of adjectives and adverbs: This app is easier to use than that one. / I keyboard faster than my sister. / This is the most interesting post on the site. / It was the most cleverly designed website. / This app is as popular as that one. / Smartphones are not as expensive as they used to be. / This app is less useful than I thought it would be. / Our Internet connection is getting slower and slower. / The more time you spend online, the less time you have for other things. Listening: Multiple matching (paying attention to what you hear rather than what you read) Speaking: Talking about yourself (giving reasons) Writing: Informal email (making notes, planning paragraphs) UNIT PROFILE PAGE [SB page 5] Background information Stephanos Tsitsipas is a professional tennis 1. Read the quote and discuss these questions player. He was born in Athens in 1998 and is with a partner. currently the highest-ranked Greek tennis player • Have students look at the photo and read the in history. quote. Ask if anyone likes tennis, and if they follow Stephanos Tsitsipas. Have your say! • Divide students into pairs. 2 • Ask them to read the three questions and discuss • Have students read the instructions. Make sure with their partner. they understand what to do. • Call upon different pairs to report their ideas/ • Divide the class into small groups and ask them to answers in class. discuss the ideas. Give students time to work. • Ask students to read the title of the unit and • Circulate and listen to their ideas as they carry suggest what it means. (The Selfie Generation out the exercise. refers to the fact that many young people • Call upon different groups to report their ideas in today dedicate a lot of time to taking photos of class. themselves and then posting them on social media.) • Ask students what they think the unit will be about. Answers Students’ own answers. Suggested answers 1 Social media are helpful for sports celebrities Unit map • Explain to students that the Unit map on the as they allow celebrities to engage and first page of each unit summarises the topics and communicate directly with their fans. language areas they will cover in the unit. 2 Stephanos Tsitsipas is taking a break from • Give students a few minutes to read the map. social media because he wants to spend • Allow students time to ask questions and check time with people close to him such as family their understanding. and friends, and not the wider public which he is in contact with through social media. 3 It’s healthy to go on a ‘social media diet’ because social media can take attention away from real relationships, and it can become addictive. UNIT 1 25

READING [SB pages 6-7] check their answers in groups before checking as a class. The digital age 1 Answers • Write ‘Social Media’ on the board and ask 2 B; 3 C; 4 A; 5 B; 6 C students to name the social media channels they use. (Answers may include Facebook; Twitter; 4 Instagram; WhatsApp; QQ; WeChat, etc.) • Ask students to read the instruction and the • Have students read the two questions and watch example. the video. • Have students complete the sentences with the • Play the video once. highlighted words in the text. • Write the questions on the board. • Check answers in class. • Call on a couple of students to answer the questions. • Have students correct any wrong answers. • Discuss and check understanding. Answers 6 benefits Answers 1 constantly 7 excessive 1 To record and share the events of our day, 2 exposure 8 aware 3 affects 9 effects and to get reactions from our contacts. 4 access 10 valuable 2 We create a vision of our world when we tell 5 interact others what we do, what we like, and what One to One we think is newsworthy or entertaining. • Have students read the instruction. 2 • Elicit a few examples of their online habits. • Read the instruction and the questions with • Divide the class into pairs. students. • Ask students to read the prompts and check • Ask students to pay attention to the overall theme understanding. of the text as they listen. • Give students time to work in pairs and describe • Play the audio and have students listen and read. their online habits and give each other advice. • Give students a few minutes to answer the • Check that students are able to carry out the questions. exercise using the target language. • Invite individual students to share their answers • Call on pairs to share their ideas in class. with the class. • Encourage the class to agree or disagree with the Answers answers. Students’ own answers. Answers Extra Task (for early finishers) 1 Zarin Rahman is a 17-year-old who realised See photocopiable material on page 145. that her sleep was affected by her screen VOCABULARY [SB pages 8-9] time. 2 The writer mentions her as she carried out Social media research on the subject of screen time and 1 sleep. • Ask students to read the instruction and the words 3 She thinks it will help young people like her in the box. friends and classmates. • Explain the words to ensure all students understand and know them. 3 • Give students time to complete the text with the • Read the instruction with the students. words. • Ask students to read the WORK IT OUT! box, • Ask students to compare their answers in pairs. which explains how to identify the writer’s purpose. • Play the audio for students to check their answers. • Ask students to work in pairs and answer the • Go over the answers with the whole class. questions in blue. • Invite pairs to report their answers. Answers 6 views 1 YouTubers 7 idol Answers 2 influencer 8 comments Students underline criticise; give advice; warn 3 live-streaming 9 followers the reader; get the reader thinking. 4 peers 10 community The correct answer to Question 1 is D. 5 subscribers • Now give students time to do the rest of the questions, working in their pairs. • Combine pairs to form small groups. Have them 26

2 Answers 5 useful • Ask students to read the instruction and the 1 careless 6 endless example. 2 painful 7 hopeless • Give students time to do the exercise individually 3 thoughtless 8 helpful and complete the questions. 4 harmful • Ask them to get into pairs and discuss their answers. EXTENSION ACTIVITY • Call on a confident student to read the first question out loud. • Ask students to close their books. • Invite other students to read out the other • Divide the class into two teams and choose a questions. ‘secretary’ for each one; this person will write • Then instruct the students to work in their pairs down their team’s answers. and answer the questions about themselves. • Read out a noun from the table in Exercise 3 • Call on pairs to report their answers in class. and then say ‘with’ or ‘without’. The teams must write down the corresponding adjectives using Answers ‘-ful’ or ‘-less’. 1 post • Continue until all eight nouns have been 2 subscribe covered. 3 follow • The team with the most correct answers wins. 4 go 5 block 5 6 log in • Ask students to read the instruction and point out the example in the text. Students’ own answers. • Give them time to work individually and then compare and check in pairs. 3 • Circulate and monitor. • Ask students to read the instructions and check • Call on students to read out their answers in class. that they understand what they have to do. • Make sure all students correct any wrong answers. • Elicit that they need to complete the table by forming adjectives from the nouns using ‘-ful’ or Answers 5 for ‘-less’. 1 on 6 to • Have students work in pairs to complete the table. 2 with 7 to • Call upon pairs to report the answers in class. 3 on 8 from • Check answers with the whole class. 4 with • Finally, ask students how the suffixes ‘-ful’ and ‘-less’ change the meanings of the adjectives. Answers mini Practice 6 1 careful careless • Ask students to read the title of the text and to suggest what they think the text is about. (The 2 – endless abundance of ideas on the Internet.) • Invite students to read the text. 3 harmful harmless • Then tell students to read the instruction and the example. 4 helpful helpless • Have students reread the text and choose the correct answers using options (A-D). Encourage 5 hopeful hopeless them to work in pairs and help each other. • Draw their attention to the TIPS box to help them 6 painful painless answer question 7. Have students read the TIPS box and then underline the verb before the gap in 7 thoughtful thoughtless question 7 (comment). Invite students to say which preposition is used after this verb (on). 8 useful useless • Call on students to report the rest of the answers. • Make sure all students check and correct any The suffix ‘-ful’ means that the adjective has wrong answers. this quality. The suffix ‘-less’ means that the adjective doesn’t have this quality. For example, ‘careful’ means ‘with care’ while ‘careless’ means ‘without care’. 4 Answers • Have students read the instruction and the 1 B; 2 B; 3 A; 4 D; 5 A; 6 C; 7 D example. • Ask them to work in pairs to complete the Extra Task (for early finishers) sentences with adjectives from Exercise 3. See photocopiable material on page 145. • When they are ready, call on students to report their answers. UNIT 1 27 • Check answers in class.

GRAMMAR [SB pages 10-11] Answers 1 play 1 2 seems • Have students read the instruction and the two 3 live questions. 4 believe • Play the video once. 5 are doing • Write the questions on the board. 6 don’t feel • Call on a couple of students to answer the 7 like questions. 8 rarely • Discuss the answers and check understanding. 9 makes 10 are you Answers 5 1 The woman is a young school teacher. • Ask students to read the instruction and the 2 It finishes at 7 pm. example. • Have students complete the sentences with the 2 correct form of the verb. • Invite the class to provide example sentences with • Encourage them to work in pairs and help each the present simple or present continuous. Write other. them on the board in two columns. • Invite students to share their answers with the • Ask students to read the instructions and the chat. class. • Have students read the example and then work • Have the rest of the class listen carefully, agree or in pairs to carry out the exercise. Circulate and disagree, and check their answers. monitor. • When they are ready, invite students to report Answers their answers to the class. 1 ’m looking for, don’t know • Make sure all students check and correct any 2 are thinking wrong answers. 3 Do you prefer 4 is using, isn’t working Answers PC 5 Are they making 1 Four people are taking part in the chat. PC 6 saves 2 Gina is having pasta for lunch. PS 7 gets, takes, calls 3 He usually eats at his Aunt Lucy’s. PC 4 He’s going to a barbecue. PC EXTENSION ACTIVITY 5 Gina is starting to write. Present simple, present continuous, stative • Ask students to close their books. verbs • Divide the class into two teams and choose a 3 ‘secretary’ for each one. This person will collect • Ask students to look at the Present simple, and manage the prompts. present continuous, stative verbs box. • Ask students to each write down an activity • Read the instruction with the students. using the present continuous, and then give • Have students read through the rules and this to their secretary. examples in the box. • When ready, secretaries exchange their prompts. • Check understanding by eliciting examples from • Team members now take it in turn to mime an students. activity from the new set of prompts. The rest • Ask students to go through sections 1.1-1.3 of of their team must guess the activity. the Grammar reference before continuing with the • Students continue until all the prompts have tasks. been used. 4 Extra Task (for early finishers) • Invite students to read the instruction and the See photocopiable material on page 145. example. • Give students time to work in pairs, circle the Comparison of adjectives and adverbs correct answers and discuss their choices. 6 • Circulate and monitor; help when required. • Remind students of the difference between adjectives • Call on pairs to report their answers in class. and adverbs. (The main difference is that adjectives • Ask the rest of the class to check and agree or qualify nouns whilst adverbs describe verbs.) disagree. • Ask students to look at the Comparison of adjectives and adverbs box. 28

• Have students read the instruction, as well as the Suggested answer rules and examples in the box. A journalist is interviewing some young people. • Draw their attention to the use of the comparative He may want to know people’s opinions on a and the use of the superlative. subject. • Check understanding by eliciting more examples from students. 2 • Ask students to go through sections 1.4-1.5 of • Explain to students that they are going to listen to the Grammar reference before continuing with the someone being interviewed by the journalist in the tasks. photo. • Ask students to read the instruction and questions 7 1-5. • Ask students to read the title of the text and to • Check that students know what to do. say what they think the text is about (spending too • Play the audio. Have students listen and tick the much time online). things that are true about the speaker. • Read the instruction with students. • Play the audio again. Ask students to compare • Check if any words or phrases need to be explained. their answers in pairs. • Ask students to complete the text using the • Call on different students to report the correct comparative or superlative forms of the words in answers. brackets. • Circulate and monitor. Answers • Invite one or more students to read out the text, 2; 3; 5 with the answers. • Ask students to check their answers and correct 3 any wrong answers. • Explain to students that they are going to listen to different people talking about their online habits. Answers 5 most difficult • Ask students to read the instruction and the task 1 longer 6 healthier in the task box. Check for understanding. 2 more interesting 7 best • Play the audio for Speaker 1. Ask students to 3 more easily 8 simpler listen and read the text. 4 more likely • Invite students to say which habit the speaker has. (C) • Ask students to read the WORK IT OUT! box, mini Practice which explains how to pay attention to what you 8 hear rather than what you read. • Ask students to read the instruction and the • Ask students to work in pairs and answer the example. questions in the WORK IT OUT! box. • Check that they understand what to do. • Invite pairs to report their answers. • Remind them not to change the word given and to • Go over the answers with the whole class. use between two and five words only. • Give students time to rewrite the sentences. Answers Encourage them to work in pairs. • Checking social media isn’t the speaker’s habit • Call on students to report their answers. because he says ‘I’m not the sort of person who • Make sure all students check and correct any checks his social media every five minutes’, wrong answers. which would be a habit. • His habit is playing games. The word ‘usually’. Answers • Option C: taking part in games 1 the best app • Because Speaker 1 mentions the idea, but it is 2 more slowly than not his habit. 3 don’t like it 4 the shyest 4 5 Does she live • Have students read the instruction. 6 is thinking about buying • Play the audio for Speakers 2-5. • Ask students to listen and match the speakers Extra Task (for early finishers) with the items on the list (A-H). See photocopiable material on page 145. • Remind them that there are three letters which they do not need to use. LISTENING [SB page 12] • Play the audio again if necessary. • Invite students to report their answers. Multiple matching 1 Answers Ask students to read the instruction and invite them 2 E; 3 B; 4 F; 5 A to say what they think is happening in the photo. UNIT 1 29

SPEAKING [SB page 13] ONE-MINUTE TALK • Read the instruction and the questions that follow Talking about yourself with students. 1 • Give students a few minutes to prepare their • Have students read the instruction and the answers and their talk. examiner’s questions. • When they are ready, have students take turns to • Check for understanding. tell the class about their social media habits. • Ask students to read questions 1 to 6. • Remind them that they have only one minute to • Play the audio. speak. Watch the clock. • Have students answer the questions and write • Assist with sentence formation if necessary. ‘George’ or ‘Anna’. • Ensure all students participate. • Play the audio again if necessary. • Go over the answers with the whole class. Answers Students’ own answers. Answers George: 1; 2; 3; 6 WRITING [SB pages 14-15] Anna: 4; 5 Informal email 2 • Ask students how often they send emails. • Write ‘always’, ‘usually’, ‘occasionally’ and ‘never’ • Allow them time to discuss and share their on the board. answers with the class. • Check understanding by inviting students to make • Ask students to read the text about writing an sentences with the words. informal email. • Ask students to read the instruction. •Invite one or two stronger students to summarise • Have students work individually and complete the the information. exercise. Remind them to add an activity to the list. • Invite students to share their answers with the 1 whole class. Encourage them to answer in complete • Ask students to read the instruction and the email sentences. extract. • Check understanding. Answers • Have students answer the questions. Students’ own answers. • Check answers with the whole class. 3 Answers • Read the LANGUAGE CHECKLIST with students 1 An English-speaking friend. and check understanding. 2 My friend is coming to my home/country and • Have students read the instruction. • Ask students to work individually and complete wants my help to prepare for it. the exercise. Circulate and assist students if 3 Details about my daily/weekly routine and necessary. information about the kind of clothes my friend will need for this time of year. Answers 2 Students’ own answers. • Have students read the instruction and the example. 4 • Allow students time to complete the exercise. • Divide students into pairs and ask students to • Call upon students to report their answers in read the instruction and the four questions relating class. to social media. • Check answers in class. • Have them read the WORK IT OUT! box, which gives advice for talking about yourself. Answers • Check for understanding. 1; 3; 4; 7 • Give students time to work with their partner and ask and answer the questions about social media. 3 • Encourage them to use words and phrases from • Divide the class into pairs. the LANGUAGE CHECKLIST. Circulate and monitor. • Ask students to read the instruction and the • When they have finished, invite several pairs to example numbered 1. Tell them to ignore the gaps share their answers. that are not numbered for the time being. They will deal with them in Exercise 4. Answers • Give students time to work in pairs and complete Students’ own answers. gaps 1-9. 30

• Circulate and monitor. Help when required. • Invite several students to share their answers with • Invite pairs to compare their answers. the whole class. • Check answers with the whole class. Answers Answers 1 My English-speaking friend. 1 am looking 2 My friend wants to know about young 2 wake 3 have people’s Internet habits in another country. 4 leave 3 Details about how I and my friends use the 5 usually cycle 6 Are you coming Internet, and any changes I would like to 7 Do you like make about my online habits. 8 is 9 all dress 7 • Ask students to read the instruction and the ideas 4 for the email. • Ask students to continue working in pairs and to • Have students read the WORK IT OUT! box, which read the instruction. explains how to plan paragraphs. • Point out the example (Greeting). • Ask students to make a paragraph plan for • Have students match the functions to the parts of paragraphs 2 and 4. the email. • Circulate and check that all students are able to • When they are ready, check answers with the carry out the exercise. whole class. • Go over the answers with the whole class. Answers Answers Greeting Paragraph 2: Describe your online habits. Paragraph 1: Introducing the reason for writing 1 I check my emails five times a day. Paragraph 2: Describing your routine 2 I post selfies and stories all the time. Paragraph 3: Describing your routine 3 I write comments on all my friends’ posts. Paragraph 4: Offering advice 4 I use social media to chat with people. Closing Paragraph 4: Discuss which of your online 5 habits you would like to change. • Have students continue to work in pairs and to 1 I must limit my screen time to one hour a day. read the instruction. 2 I must spend less time chatting online. • Ask students to answer the questions in relation 3 I must upload fewer selfies every day. to the email. • Circulate and monitor. Help when required. 8 • When students are ready, check answers with the • Have students read the LANGUAGE CHECKLIST. whole class. Check understanding. • Ask students to read the instruction. Then instruct Answers students to write their own email. 1 Paragraph 2: First of all, let me tell you • Encourage them to use language from the LANGUAGE CHECKLIST. about my routine. • Circulate and monitor as students work. Provide Paragraph 4: You asked me about what help where necessary. • When students are ready, ask them to review clothes you should bring. and edit their email with the suggestions from the 2 The writer develops the idea about the daily WRITING CHECKLIST. • Then invite students to read out their emails in routine more fully. class. Check and correct their use of grammar if 3 There is a lot to write about Jonathan’s daily necessary. routine, as well as things that are part of a Answers weekly routine. There is less to write about Students’ own answers. seasonal weather and what clothes are necessary. REVIEW 1 [SB page 16] 6 Vocabulary • Have students read the instruction and the email • Ask students to read the instruction and the extract. sentences in the exercise. Ensure they know the • Ask students to work individually and make notes meanings of all the words. in response to the three questions. • Circulate and provide help where necessary. UNIT 1 31

• Have students work in pairs or small groups and PRACTICE 1 [SB pages 17-18] choose the correct answers. Encourage them to help each other. Circulate and monitor. 1 • Call on students to report their answers. • Ask students to read the title of the text and to • Make sure all students check and correct wrong say what they think it will be about (the commercial answers. side of the Internet). • Tell students who had several wrong answers to • Divide the class into pairs and ask them to read refer to pages 8 and 9 in Unit 1. the instruction. • Give students time to do the exercise. Circulate Answers and monitor. 1 A; 2 D; 3 B; 4 C; 5 B; 6 C; 7 D; 8 A; 9 B • Call on students to report their answers. Discuss different answers in class. Grammar • Ask students to read the instruction. Check to Answers make sure they all understand what to do. 1 D; 2 B; 3 B; 4 C; 5 A; 6 B • Give students time to choose the correct answers. • Circulate and monitor. If students are having 2 problems, direct them to pages 10 and 11 in Unit 1. • Ask students to look at the photo. Invite any • Ask students to compare answers in pairs. comments about the photo. • Invite two or three students to come to the board • Divide the class into pairs and ask them to read and write the answers. Have the rest of the class the instruction. check their answers. • Play the audio for Speakers 1-5. • Have students listen and choose from the list (A- Answers H) what each speaker says about the Internet. 1 A; 2 C; 3 B; 4 D; 5 C; 6 D; 7 A; 8 C; 9 A • Remind them that there are three letters which they do not need to use. • Play the audio again if necessary. • Invite students to report their answers. • Check answers with the whole class. Answers 1 D; 2 A; 3 F; 4 H; 5 B 32

English B1+ TEACHER'S BOOK Ultimate English is an innovative, multi-level course that takes students from B1 to C2 level of the Common European Framework. Thanks to its rich, engaging content and forward- thinking approach, it motivates learners to achieve a high level of language competence while preparing them effectively for all established English language exams at this level. This new exciting course includes up-to-date topics that will stimulate the learners’ interest while offering an effective and clearly laid out language development and support programme. Ultimate English also gives emphasis to 21st-century skills, such as critical thinking and co-operative learning, while developing all language skills within a truly motivating context. The Ultimate English Teacher’s Book is a complete guide for teachers using the Ultimate English course. It includes a detailed introduction to the methodology of the course with comprehensive coverage of approach, lesson organisation and aims, classroom techniques, etc. Ultimate English Teacher’s Book includes: • a special Walk-through Unit where the Student’s Book structure, lesson sections and all key features are succinctly presented in an at-a-glance visual demonstration. • t horough guidance for every Unit in the Student’s Book, with lesson aims, detailed notes for each activity and additional optional activities. • E xtra Tasks for Early Finishers offering additional practice on key items of grammar and vocabulary for each unit of the Student’s Book. • t he Recording scripts for all listening tasks in the Student’s Book, Workbook and Test Book. • t he Answer Key for all tasks in the Student’s Book, Workbook, Test Book and Extra Tasks. • t he complete Video scripts for all videos in the Student’s Book. Ultimate English B1+, a complete package for Upper Intermediate students: Ultimate English B1+ Student’s Book Ultimate English B1+ Workbook Ultimate English B1+ Grammar Ultimate English B1+ Test Book Ultimate English B1+ e-book Ultimate English B1+ Teacher’s Book Ultimate English B1+ Class Audio Set Ultimate English B1+ Interactive Whiteboard Software