Hot Shots 4 TB

4 Teacher’s Book

Contents Lesson Page Lesson Page Contents of Student’s Book 4 Introduction 6 Unit 1 Technology Unit 5 Fashion 1 E-sports 8 19 Clothes shopping 52 2 Smart gadgets 10 20 Clothes sharing 54 3 New opportunities 12 21 Fashion bloggers 56 4 Smart learning 14 22 Are you a fashion buff? 58 5 Charge your phone! 16 23 A fashion reality show 60 62 Review 1 18 Review 5 Writing 1 Writing 5 64 66 Unit 2 The Web 20 Unit 6 Good Times 68 22 70 6 Networked! 24 24 I wish you were here! 72 7 Social media – Now and then! 26 25 A theme park holiday 8 Role play and virtual teams 26 A celebrity interview 74 9 Social media in the future! 28 27 K-pop 76 78 Review 2 Review 6 80 Writing 2 Writing 6 82 84 Unit 3 Events 30 Unit 7 Our World 32 86 10 A trip abroad 34 28 An amazing animal 88 11 A food festival 36 29 The fastest and the smartest 90 12 A film festival 38 30 Survival 92 13 A ‘fairy-tale’ wedding 31 People who matter 94 14 A barbecue with a purpose! 40 32 Accidental discoveries Review 3 Review 7 Writing 3 Writing 7 Unit 4 Learning 42 Unit 8 Amazing Places 44 15 Unusual schools 46 33 Living in remote places 16 Online vs face-to-face 48 34 Living off the grid 17 Exam time! 35 It looks like new! 18 A summer course 50 36 Life on the Faroe Islands Review 4 Review 8 Writing 4 Writing 8 Audio script 96 Key to Workbook 100

Lesson 1 1 E-sports Reading 1 E-sports UNIT 1 A Read the article and answer the questions in the introduction. Grammar: Present Simple and Present Continuous How popular is e-sports? Vocabulary: E-sports, gaming-related words Reading: Right / Wrong / Doesn’t Say statements Do many people watch it? Listening: True / False statements Speaking: talking about E-sports, games and gamers Isptrhoeferessaionnaaglegalimmietrsf?or Lead-in Is e-sports competitive? • Ask students to look at the title and the photos on pages See TB. acesno-usdmcphorpuraentstssitfiiavosenolitkgebe-aasmlpol oteohrsret.sbrIanpcsorokomteghtprebaeramtlwilt.mioveredswsp,itohrts, 4 and 5 of their book. Elicit or tell them that the first EtItapfItahtPhmno-ososeiaatrnnopwetartcuwgshortealminftaeuorcrorlatymedierbspoptldedeiieatrobnhsbr,orncanasaftatosaaseshslntfrlel–sersdmgigdcasin!sraoatiiiEoposles2mmuli-nenguos0nweacicypntnspoltrhsogpaogivroerlttpcaioacsrtdohosumfyoeryhlmbesvmaoioeasdiirlesuplvnlpogiwnseewo’eavatgptneteinmigotioetsrthdiinsiirorevot.otlregnysnatofpsnao,srcfldomaousarkoiyun.inureselenelctesard-h.rs. Sapwdinstgasdftmgurorhjmoaopoocootoasacaanfllhrwnrouirmtlfooytncomtaeeohcug,arct,etgraelaseoeenhheonabsustrnssdtleeryhnmsuasgcws.iisyantoegnietmfoyGnh,iHinuonn.t-qmatmgisiphudhlmnenafoguHdprieggdlpnmoihoivgstesotmfnauoenniiod.fpeerssogemesedtartoNteleikhn-,stssstofskeenraseaiireiesgsvspeneyriscdneyei.easelhosonaisWepgmnv.Hmintearn’rse-eteditosae’Odnsaeotseaetstpftregtulrsthorrenlmehoarddcleenoaiel--–ntelnrysa-eainonootassRtksrdephtsldlasswupsliiueayaonoignistgtgoatbeccplrnernoayhhrrnt-rsmtioaro..etswmtssaeoatkrrsloLHaojvedrdocnessue.trinereeotekatesarHeHahituorsesftpnitesosmaaedaitepdfsfmhxthouslsoyusteaitpaelrstihsirnoelnyonhsivlaraaeoagepealrninnilnerlnnelsdy five lessons are about technology. Tell them to look at the photos and talk about different places and activities Etish-setphIoninrtketsirnngisatosiofoninapclolOupdulyilnamgrpniitcoawCsaodamanmyosifttthecaeiatl related subjects. where technology is used. These include schools and eoctgahvfhnafeeaedmnmrUtce.eSphs-AiAisoltdphnnirsoasuert!mentThsv.bheeIectelnprlaaUwlodssnofsiosiervuakoesndirfnivvtfsgeoaeitrnryotsstrnaiaoetgiifc-enseUrscefdtuhaataothuidlnraiuegnrlstships Piacwnrhtehooalaflme-niknsdpntsefoiouirowlnnnnmsaateloaio-gkrsneapmamoilatr.tektorEseusvrpaewnlnaalooymrfteekerowshnfeatmfsrro,dobrbnetauoectwyogomhaenislteley. learning, entertainment, gaming, streaming, the workplace, communication and drones. B Write R (right), W (wrong) or DS (doesn’t say). ...R..... • E xplain that this lesson begins with an article about e-sports. ...R..... Ask students if and what they know about e-sports. 1 Lots of people are interested in e-sports. ...R..... 2 Hassan is an e-sports champion. ...W..... Reading 3 The University of Utah runs a programme for adults and children. ...W..... 4 Hassan thinks earning a living through gaming is easy. ...W..... A 5 Most gamers get into international tournaments. ..D...S... • Ask students to read the questions in the introduction. 6 Famous e-sports players have a long-lasting career. 7 The local community gives money for e-sports. Allow them to suggest possible answers. Then ask them 6 to read the article silently and answer the questions. • Check the answers as a class, asking students to give 3 Describe a typical day in Hassan’s life. (at least two reasons for their answers and/or identify the part that hours at the gym, practises gaming all day long, no time provided each answer in the text. for anything else, stays in touch with friends online) Answers • E-sports is very popular. (par. 2: E-sports is so popular Vocabulary nowadays that the International Olympic Committee … A official event.) • Tell students to read the words and the explanations first • Yes, millions of people watch it. (par. 1: E-sports has millions of viewers …) to try and understand what they need to do. • No, there isn’t an official age limit, but most gamers are • P oint out that all the words are in the article on page 6 in their 20s or younger. (par. 1: Participants … younger.) • Y es, e-sports is very competitive. (par. 3: as more and that students should find and read them in context, people … competitive.) so they can understand the meaning and match each word or phrase with the correct explanation. B • A sk students to do the exercise individually and then • A sk students to read the statements so they know what compare with a partner to check the answers. Check the answers as a class. to look for in the article. Then ask them to read the Answers 1 f 2 e 3 a 4 b 6 c 7 d article carefully to find the answers and to underline the places where they found them. B • A sk students to do the exercise individually and compare • A sk students to read the list of words. Point out that answers in pairs. Check the answers in class. Answers some of the words appear in the article on page 6 and 1 R (par. 1: E-sports … dollars. / E-sports … love it students should find them and work out or confirm their meaning in context. Explain the meanings of words too. / par. 2: E-sports … event.) that students might have difficulty with, such as tough, 2 R (par. 3: Nineteen-year-old … e-sports.) demanding, spectator. 3 R (par. 2: The University … children.) • A sk the students to do the exercise in pairs. Check the 4 W (par. 3: He explains … games. Note: Accept more answers as a class. Answers  ideas about how Hassan has to work hard in order to tough: demanding, difficult, hard, not easy develop his career and earn prizes.) spectator: audience, viewer, watcher, witness 5 W (par. 4: … but only a handful make it.) a handful: a few, a small number, five or less, very little 6 W (par. 3: he doesn’t think … a living … / Other gamers … quit and … subjects. / par. 4: Even fewer Grammar … for a while.) 7 DS Present Simple and Present Continuous • A sk students a few more questions to check understanding. • A sk students to look at the cartoon and talk about where 1 What kind of games are included in e-sports? (strategy games and games based on popular sports, such as Bob and Archie are and what they’re doing. Then ask football) them to read the speech bubbles and tell you which 2 What kind of games is the University of Utah working on? (games that help disadvantaged adults and children) 8

VocabularyA Answers 1f 2e 3a 4b 5g 6c 7d B Write the words that are similar in meaning. 1 show Match each word or phrase with the right explanation. 2 are creating a few a small number audience demanding 3 spends 1 substantial a cause to exist dif cult ve or less hard not easy 4 is helping 2 of cial very little viewer watcher witness 5 build b someone who takes part in 3 give rise to an activity tough: ......d..e.m...a..n..d..i.n..g......., .........d..i.f...c.u..l.t........., B ...........h..a.r..d............, ........n..o..t..e..a..s.y......... Ask students to look for examples in the paragraphs listed 4 participant c not having the same education spectator: ........a..u..d..i.e.n..c..e........, ..........v..i.e.w...e.r.........., in the exercise. Then tell them to look at common uses 5 champion or money as others ...........w..a..t.c..h..e.r......., .........w...it..n..e.s.s.......... of the Present Simple and Present Continuous in the 6 disadvantaged a handful: ...........a...f.e..w..........., ....a...s.m...a..l.l..n..u..m...b..e.r.., grammar box and find the correct use for each example. 7 tournament d competition ..........v..e..o..r..l.e..s.s......, .......v..e.r..y..l.i.t.t.l.e........ Tell them to do the exercise in pairs. Then check answers as a class. e arranged by people in authority Answers f large Paragraph 2: … is … working… (b) / It … offers … runs g winner (b) Paragraph 3: … is focusing … (a) / advises (b) / He Grammar spends … practises … He doesn’t have … Brrr! I’m freezing! I always have a long hot A Read and circle the Present Simple keeps in touch … (a) / … gets (c) / … are No hot water! shower before he does ... studying (a) or (b) or Present Continuous. Present Simple and Present Continuous Listening Present Simple – Common Uses Young people often (1) show / a routine activities are showing the world that they have • Tell students that they are going to listen to Mike, Jack, b permanent states great business ideas. Teenagers Helen and Kate chatting about gaming and what they’re c general truths in the 90s used to design games, going to do. Ask them to read sentences 1-6 first to see Read the example and circle a, b or c above. copy them on discs and sell them what information they need to listen for. Professional athletes train every day. to shops or individuals. Nowadays, We often use the Present Simple with adverbs of frequency: always, usually, many young people (2) create / • Tell students that they are going to listen to the recording often, sometimes, rarely, never, hardly ever, seldom are creating new games. Jorgen twice but they should try and answer all the questions, if Present Continuous – Common Uses is a sixteen-year-old student from they can, the first time. Play the recording once without a activities or events that are happening now, at this moment Norway. He (3) spends / is spending pausing. b situations that are changing at least three hours a day after c temporary situations school designing his new game. • A sk students to check their answers as they listen again Read the example and circle a, b or c above. A friend of his (4) helps / is helping and play the recording a second time. Check the answers Sonya is helping her friend at the moment. him do the artwork for this game. as a class. If there is disagreement, replay the recording We often use the Present Continuous with these time words and phrases: They often (5) build / are building to confirm or modify. now, right now, at the moment, today, tonight, these days, this week, at models with plaster or clay rst. Answers 1 T 2 F 3 T 4 T 5 T 6 F present, nowadays, for now, for the time being. B Find and underline at least two Speaking examples of the Present Simple and Present Continuous in the • Tell students to work in pairs. Explain that they can article’s paragraphs shown below. express their own ideas about the topics listed in their Look at the grammar section and book. write a, b or c. See text on opposite page and TB. • Ask for volunteers to start the discussion in class as an Paragraph 2: The University … example. You might want to ask more confident students to demonstrate. Tell students to make notes about ideas basketball. or facts that they would like to report in class after the discussion. Paragraph 3: Hassan … subjects. • C irculate while students are speaking and make sure Listening Speaking they are using the target language. Help students when necessary. Listen to Mike, Jack, Helen and Kate. Circle T (true) or F (false). Talk with a partner. Compare ideas, likes and dislikes about: • Ask pairs to report some of their ideas in class. 1 Hassan is a gamer. T/F Smart Words 2 Helen won the international competition last year. T/F • e-sports • Tell students to read the list of Smart Words silently 3 Mike doesn’t like watching other people play. T/F • video games 4 Jack never wins. T/F • learning games and to find and underline the words in the reading. Ask 5 There’s a new ice cream place in the mall. T/F • gamers students to say which part of speech the words are. 6 Mike doesn’t like ice cream. T/F • Ask them to work in pairs and write sentences with the first or second half of the Smart Words. Circulate Smart a handful champion disadvantaged give rise to of cial participant and help students check their sentences and correct WORDS spectator substantial tough tournament mistakes. UNIT 1 7 • A sk pairs to rewrite their sentences with blanks for the Smart Words that they have used. Then tell them to sentence is written in the Present Continuous (Bob’s) and exchange and complete each other’s sentences with the which is in the Present Simple (Archie’s). Elicit the reason correct words or phrases. Ask pairs to report some of that Bob is using the Present Continuous (he’s freezing their sentences in class. as he speaks / now) and Archie is using the Present • T his activity can also be set as homework and completed Simple (he always has a shower before Bob). in the next class. • Read the grammar box with the class. Ask students to read the example for the Present Simple and identify which LESSON 1 9 use it represents (a. routine activities). Write examples about permanent states (Sheena lives in Birmingham.) and general truths (The sun rises every morning. / Water boils at 100 degrees Centigrade.). Ask students to say which use is illustrated in each example. Elicit more examples from students. Tell students to ask if Sheena lives in London (Does Sheena live in London?) and write it on the board. Elicit the negative sentence (Sheena doesn’t live in London.) Prompt more questions with names of places, for example say: you / Dubai (Do you live in Dubai? Yes, I do. / No, I don’t.). Make sure students remember that they have to use the words do/does or don’t/doesn’t for questions and negative sentences in the Present Simple. • A sk students to read the example for the Present Continuous and identify the correct use (a). • E licit more examples from students or give some examples. Mime activities while students say what you are doing for (a). Give an example for (b) (Our neighbourhood is changing. / People are moving out of the city.) and an example for (c) (My brother works in the UK but this month he’s working in Cairo.) • Tell students to read the adverbs and time phrases for the Present Simple and Present Continuous. Ask each student to write a simple example with one of the adverbs or time words/phrases. A • Ask students to read each sentence carefully to understand the meaning and notice if there are any time words/phrases or adverbs that will help them choose the correct form. • Ask students to do the exercise individually and compare answers with a partner. Then check answers as a class.

Lesson 2 2 Smart gadgets 1 Smart gadgets UNIT 1 Reading Grammar: stative verbs A What do you think of sel es? Do you Vocabulary: electronic gadget-related words Reading: Right / Wrong / Doesn’t Say statements post sel es on social media? Read and Speaking: talking about necessary or appealing nd out what a sel e drone can do. gadgets Mike’s Blog 90 Follow Writing: writing a paragraph about your favourite Selfies have been around for some time now. Everyone takes gadget selfies holding out their mobile phones as far as possible or using a selfie stick. They then post them on social media, email them Lead-in as attachments or print them out. Personally, I think most selfies • If the Smart Words exercise from Lesson 1 was set as are boring! There are new gadgets that can make your selfie much more exciting! My friend Jack thinks I’m being difficult. He homework, ask students to exchange and complete their believes that I expect too much of people and gadgets. Helen and sentences with the appropriate words of phrases. Kate say that I act like I know everything. They call me a ‘know-it- • Explain that this lesson begins with Mike’s blog about a all’. But seriously, if you read about these new gadgets, you’ll see new gadget. Ask students if and what they know about what I mean! new popular gadgets. The wonderful gadget I want to tell you about is a small, pocket- Reading size drone. It takes pictures while it is up in the sky and sends them to your smartphone!You need to download an app that A connects the drone to your phone, of course. People think it • Ask students to read the two questions and answer in is just one more gadget that will disappear within a month. I disagree! It would really be cool to take photos of yourself while pairs, before you ask students to comment in class. you’re doing something exciting! • Ask them to look at the last instruction and read the blog So, instead of posting more photos of your face just before you silently to find out what a selfie drone can do. climb a mountain, you can actually take and post photos while • Check the answer in class. you’re climbing!You can post photos of yourself and your friends on a boat in the middle of the sea, at the beach, on horseback, on Answer your bicycle, anywhere and anytime you like! It can take pictures while it is high up in the sky and send them to your smartphone. The truth is, I am thinking of buying one myself! I want to buy it before B our skiing holiday. I’m going to • A sk students to read the statements so they know what snowboard down a mountain and I know my friends won’t believe to look for in the blog. Then ask them to read the blog me if I just tell them. So drone carefully to find the answers and give reasons (mention selfies will prove that I’ve actually the section in the text that provided the answer). done it! • A sk students to do the exercise individually and compare answers in pairs. Check the answers in class. B Write R (right), W (wrong) or DS (doesn’t say). Answers 1 W (Everyone takes selfies …) 1 Very few people take normal sel es. ...W..... 2 W (My friend Jack thinks that I am being difficult …) 2 Jack agrees with Mike that sel es are boring. ...W..... 3 R (… an app connects your drone to your phone …) 3 The pocket-size drone can be connected to a smartphone. ...R..... 4 DS 4 You cannot take sel es from up in the sky without a drone. 5 DS 5 Jack will probably buy a sel e drone. ..D...S... 6 W (Drone selfies will prove that I’ve actually done it! ..D...S... (snowboarded down the mountain) 6 Drone sel es will prove that Mike is good at skateboarding. ...W..... • A sk students a few more questions to check 8 understanding. item and use the context to understand the meaning of 1 What do Helen and Kate call Mike? (A ‘know-it-all’.) words and phrases. 2 What do people think about the drone selfie? (That it’s • Ask students to do the exercise in pairs. Check the answers as a class. going to disappear within a month.) 3 What can you do with a drone selfie that you can’t do Answers f gadget a have been around g download with a normal phone? (You can take and post photos b post h disagree while you’re doing something. You can take photos of c attachment i on horseback yourself and your friends anywhere and anytime you like.) d being difficult j prove e expect too much of Vocabulary people A • Tell students to number the lines of each paragraph B • E xplain to students that it is important to notice which from 1 to 9. Then ask them to read the meanings/ explanations of the words and phrases carefully so they words can be used together (collocations). Encourage know what they are looking for. Explain that they should them to always notice what comes before or after a word pay attention to the paragraph and line number for each that they are focusing on. 10 • A sk students to use the blog and find words that can be used with each verb. Check answers as a class. • W rite each word on the board and ask students to brainstorm and suggest more words. Create mind maps on the board with the students’ suggestions. Answers take: selfies, pictures, photos download: app post: selfies, photos Grammar Stative Verbs • A sk students if they notice anything about Bob and his friend as well as Archie (his position, expression, how he feels). Then have them read the speech bubbles and tell you how many times the verb ‘see’ is used and if it is written in the Present Continuous or the Present Simple. Ask if there is a difference in meaning in each case. Elicit ideas from students and confirm or explain that in Archie’s bubble ‘I think I’m seeing …’ means I’m

Vocabulary back at the grammar box if they need help. Circulate and help when necessary. Then check answers as a class. A Number the lines of each paragraph from 1 to 9. Then B Write words that can be used with each verb. Answers 1 appears nd the words or phrases that match each meaning. Use the blog and add your own ideas. 2 enjoying themselves 3 owns Paragraph 1 line 1 a have existed See TB. take: .s..e.l...e.s..,.p..i.c..t.u..r.e..s.,..p..h..o..t.o.s............................... 4 understand line 3 b put a message or picture download: .a..p..p..s.................................................. 5 think on the internet line 4 c a le that is sent with an email message post: .s..e.l...e.s..,..p.h..o..t.o..s............................................ line 6 d someone who it isn’t easy to make happy line 7 e think that someone should A Complete the sentences with the Present Paragraph 2 line 3 behave in a particular way Simple or the Present Continuous. f small machine or device g transfer to your computer or 1 Yasmin thinks she ........k..n..o..w..s......... (know) everything. device from another device or the internet line 6 h not have the same opinion 2 Sorry, I don’t think I’ll come with you. I Speaking ‘m.../.a..m....n..o..t..f.e.e..l.in..g.. (not feel) very well this or idea evening. Paragraph 3 line 4 i riding a horse 3 I .........p.r..e.f.e..r......... (prefer) not to disturb Paragraph 4 line 7 j show that something is true them. They ...‘.r.e./..a..r.e..h..a..v..i.n..g... (have) a Grammar We’re seeing our acting coach serious discussion at the moment. Teaching tip this af ternoon! I don’t think Students are not always certain about what to say in I think I’m seeing double! 4 Please don’t worry. You can bring the book personalised speaking tasks. Also, they usually need I see t wo of them! you’ve met Ian, my double! back next time. It ..d..o..e.s.n..’.t..m...a..t..t.e.r... (not some time to think about the subject before they begin. matter). Brainstorm as a class to help them. Write ideas on the board that students can use while they talk in pairs 5 Sheena .........w..a..n..t.s......... (want) to upload or groups. Allow students to request some words or phrases they need at this stage and write them on the the photos she took while diving. board. It is usually a good idea to jot down ideas in note form as a mind map. Explain to students that they B Read the sentences and match with the don’t all have to say the same things. correct meaning. appears enjoying themselves owns think understand No, and I don’t want to. 1 This tablet looks brand new. • T ell students to work in pairs and take turns talking One of you is more than enough! .......a..p..p..e.a..r..s....... about their favourite gadgets. Stative Verbs 2 Sue and Jackie are having a great time. • R emind them to use stative verbs when they want to We usually avoid continuous tenses with verbs that describe states, e..n..j.o.y..i.n..g..t..h..e.m...s.e..l.ves talk about their feelings and opinions. not actions. Common stative verbs include: • sense verbs: feel, hear, see, smell, sound, taste, look 3 Sue has a powerful computer that she uses • G o round the class while students are speaking to make to edit artwork. .........o..w...n..s......... sure they are using the target language. Make a note of The owers look and smell wonderful. mistakes that you would like to work on with the whole • feelings or state of mind (opinion): believe, like, dislike, hate, 4 You don’t need to explain. I can see the class later. problem. .....u..n..d.e..r.s..t.a..n..d..... love, hope, imagine, understand, prefer, want, wish, know, doubt, • C all on pairs to talk about their own and their partner’s think, see 5 Kevin doesn’t believe Peter’s story is true. favourite gadgets. Ask a couple of students to make a I know Irma likes sweets. .........t..h.i.n..k.......... note of the gadgets that are mentioned each time on • relationship or state of being: be, belong to, concern, cost, depend the board. Find out which are the most popular gadgets on, have, involve, matter, owe, own, possess, remain, require Speaking in your class. He owns a country house that costs a fortune. Read and underline the stative verbs in each example above. Tell your partner which gadgets you like or Writing Some verbs have two meanings: one that describes an action and consider necessary. Give reasons for your one that describes a state. When these verbs describe actions, we choices. Compare ideas. • Tell students to use some of the ideas that they can use them in continuous tenses. discussed earlier in the speaking activity and add more I see a boat sailing in the sea. (I see it with my eyes.) Writing information according to the points that are listed in their I am seeing my teacher this afternoon. (I am meeting him/her.) book. Give them time to go through the points and make I think I’m seeing things. (I’m imagining things that are not really there.) Think about your favourite gadget and write a notes. Help students with language they might need. I see. Are you free tomorrow afternoon? (I understand.) paragraph about it. Write about these points: Andy has a new hand-held gaming device. (He owns/possesses one.) • size, shape, material, cost • P oint out that they should organise their notes/ The children are having lunch with their grandparents. (They’re • functions, speed, maintenance information before they write. eating lunch.) • main advantages • disadvantages (and remedies, if available) • C irculate and help them prepare for the writing exercise in class. The actual writing can be set for homework if Smart attachment be around dif cult disagree download UNIT 1 9 there isn’t enough time to do it in class. WORDS expect gadget on horseback post prove Smart Words imagining things that are not real, whereas ‘see’ is used • Tell students to read the list of Smart Words silently and to convey the meaning of vision (I see with my eyes). In Bob’s bubble ‘We’re seeing …’ means We’re meeting. to find and underline the words in the reading. Explain that verbs like ‘see’ are stative verbs and we use • Ask them to work in pairs and write sentences with the them in the Present simple even if they are happening at the time of speaking. first or second half of the Smart Words. Circulate and help • R ead the grammar box with the class. Point out that students check their sentences and correct mistakes. stative verbs describe states not actions. Mime and give • A sk pairs to rewrite their sentences with blanks for the examples with sense verbs. Look out the window and say Smart words that they have used. Then tell them to I see two trees and some students running. Ask students exchange and complete each other’s sentences with the to read the list of verbs for feelings or state of mind correct words of phrases. Ask pairs to report some of (opinion) and underline the stative verbs in the example. their sentences in class. Do the same with relationship or state of being. Go • T his activity can also be set as homework and through the examples and the different meanings. completed in the next class. • Refer to the examples in the cartoon and explain that some verbs have two or more meanings, one that describes an Extra activity action and another one or more that describes a state. Vocabulary: Ask students to write the definitions of the • Tell students to read the adverbs and time phrases Smart Words from each lesson on cards and the words or for the Present Simple and Present Continuous. Ask phrases on separate cards. You can distribute the words/ each student to write a simple example with one of the definitions around class so that each student has to write adverbs or time words/phrases. up to two or maximum three items. Store the cards in two boxes labelled ‘Words and Phrases’ and ‘Definitions’. A • Ask students to read each sentence carefully to understand the meaning and point out that they have to use the Present Simple or Present Continuous. Remind them to look back at the grammar box if they are not sure which verbs are stative verbs. • Ask students to do the exercise individually and compare answers with a partner. Then check answers as a class. Answers 4 doesn’t matter 1 knows 5 wants 2 ’m/am not feeling 3 prefer, ’re/are having B Ask students to read the list of meanings at the top of the exercise. Make sure they all understand what they mean. Tell them to do the exercise in pairs. Remind them to look LESSON 2 11

Lesson 3 3 New opportunities Reading 1 New opportunities UNIT 1 A Read the article. What does Grammar: Past Simple and Past Continuous, (used to) Lisbeth do for a living? Why? Vocabulary: matching words and phrases (in context) She’s a game streamer. She with definitions couldn’t nd a job as a nurse. Reading: comprehension questions Listening: comprehension questions Helen’s Blog 90 Follow Speaking: talking about a sudden event that Networking and e-sports are creating interrupted what you were doing new job opportunities and careers for ambitious young people. Lead-in • If the writing exercise from Lesson 2 was set for Lisbeth studied to be a nurse. After university, she ‘It is a very competitive job that requires many hoped to work in a hospital but found out that different skills. When you’re a streamer, you need homework, ask students to exchange paragraphs and there were very few jobs for nurses. She used to to always be at the top of your game! You aren’t edit each other’s writing. dream about working in her field and writing a just a gamer, you’re also a performer, and you • E xplain that this lesson begins with Helen’s blog about new book. But with such few jobs available, she was cannot take time off if you want to keep your job and career opportunities for young people on the Web. afraid she would have to give up her dream or followers,’ Lisbeth says. She now has more than settle for a job she was not keen on. 100,000 followers and earns a good living from Reading ads. She also plans to set up a website where she One day, she was chatting with some friends when gives people advice about their health. A someone said she should try her hand at live- • A sk students to read the introduction and comment. Tell streaming, instead of doing a job that she did not People who are not so familiar with computers and enjoy. At first, she thought the idea was silly. But the internet wonder why live streaming or gaming them that they are free to agree or disagree, but they then while she was searching for jobs on different is so popular. They cannot see why someone need to give reasons for their opinion. sites, she changed her mind. She spent a lot of would want to watch a streamer play. If you think • Ask students to read the blog silently and answer the money on a powerful, state-of-the-art computer about it, however, it is no different from people question about Lisbeth. and set up her own business in game streaming. watching a football match on television! It is a Answer She was an experienced gamer and had won a form of entertainment. Viewers are simply fans of She’s a game streamer. She set up her own business in number of friendly competitions in the past. e-sports in our connected world! game streaming because she couldn’t find a job as a nurse. B Answer the questions. Write your answers in your notebook. B • A sk students to read the questions so they know what to 1 What did Lisbeth use to dream about? See TB. look for in the article. Then ask them to read the article 2 What happened while she was talking with friends? carefully to find the answers and to underline the places where they found them. 3 Why did she buy a state-of-the-art computer? • A sk students to do the exercise individually and compare answers in pairs. Check the answers in class. 4 What is her opinion about professional streaming? Answers 1 Becoming a nurse and writing a book. (... about 5 What are Lisbeth’s plans for the future? working in her field and writing a book.) 6 Why do people watch gamers play? 2 Someone suggested she try live-streaming instead 10 of doing a job she didn’t enjoy. (... someone said she Vocabulary should try her hand at live-streaming, instead of doing a job she didn’t enjoy.) A 3 So she could start her own business in game streaming. • Tell students to read the words and the explanations first (... set up her own business in game-streaming.) 4 That it’s very competitive and requires many skills. so they know what they need to look for in the reading. (... a very competitive job that requires many skills.) • P oint out that all the words are in the blog on page 10 5 To set up a website about health issues. (... to set up a website where she gives advice to people about and that students should find and read them in context, their health.) so they can understand the meaning and match each 6 They watch them as entertainment, the same way word or phrase with the correct explanation. they watch sports on television. (It is a form of • A sk students to do the exercise individually and then entertainment. Viewers are simply fans of e-sports in compare with a partner to check the answers. Check the our connected world.) answers as a class. • A sk students a few more questions to check Answers understanding. 1 d 2 a 3 c 4 g 5 b 6 f 7 h 8 i 9 e 10 j 1 What did Lisbeth think of her friend’s idea? (At first, B she thought it was a silly idea but later she changed her • A sk students to read each question/item in B and elicit mind after searching for jobs on different sites.) ideas. Remind them that they have to give reasons for 2 Why can’t a streamer take time off? (To keep their their feelings or actions. Give them some examples: I had followers.) to give up playing tennis because I hurt my arm. / I couldn’t find my favourite colour so I settled for a red T-shirt. 3 What do people who are not familiar with computers • Ask the students to do the exercise individually and then and the internet think about streaming? (They can’t check each other’s work in pairs. Call on volunteers to understand why live streaming or gaming is so popular.) read their sentences in class. • This exercise can be set as homework, if necessary. 12 Answers Students’ own answers. Grammar Past Simple and Past Continuous • A sk students to look at the cartoon and talk about where Bob and Archie are and what they’re doing. Then ask them to read the speech bubbles and tell you where Bob thought Archie was and why. (He probably thought he was in bed because that was what he usually did in the past.) Ask them

Vocabulary B Write about these things in your notebook. them an example first: While I was walking home yesterday afternoon, it started raining. When the rain started, I ran A Find each word or phrase in the text and match it with Give reasons for your feelings or actions. into a building and waited for it to stop. Encourage more confident students to give examples orally. Then ask the right explanation. 1d 2a 3c 4g 5b 6f 7h 8i 9e 10j students to write about the event. 1 live-stream a try something for the rst time 1 something that you are keen on Answers Students’ own answers. 2 try your hand at b choose or accept something 2 something that you are not keen on Listening although it is not what you 3 something that you had to give up really want • Tell students that they are going to listen to Helen 4 something that you have settled for and Kate chatting about what happened to Kate last 3 ambitious c aiming high, wanting to be weekend. Ask them to read the questions so they know successful and powerful what kind of information they need to listen for. 4 give up d show video of an event over A Read and circle used to, the Past Simple or • Tell students that they are going to listen to the the internet as it happens Past Continuous. recording twice. Ask them to try and answer as many of the questions as they can the first time and compare 5 settle for e the best and most modern Brian (1) used to spend / was spending / spent answers with a partner. Then play the recording again for students to complete and/or check their answers. 6 experienced f having done something many weekends at his older sister’s house last • C heck the answers as a class. If there is disagreement, many times year. He (2) used to play / was playing / played replay the recording to confirm or modify. Answers 7 take time off g stop trying to do something games on her computer whenever he was there. 1 She was at a restaurant. / She was away with her parents. because it is too dif cult His sister (3) used to be / was being / was really 2 They heard noise / people clapping. 3 Because a famous DJ and his friends had just 8 be keen on h stop working for a while kind. She (4) used to let / was letting / let him walked into the restaurant. 4 As loud, booming and contagious. 9 state-of-the-art i want or like something very play on it even though it was state-of-the-art. One 5 She nearly dropped her glass. 6 Because the DJ was laughing, and he had a loud much day, he (5) used to download / was downloading contagious (catching) laughter. 7 Students’ own answer. Possible answers: Kate is not 10 be at the top j perform extremely well / downloaded an app, when suddenly the sure she’ll post about it. / She thinks many people who were there will post anyway, so she doesn’t think of your game computer screen (6) used to go / was going / it’s a good idea for her to post. went black. Brian panicked. He (7) used to call Speaking Grammar / was calling / called his sister to come quickly. • Tell students to work individually so they can prepare their While he (8) used to wait / was waiting / waited story. Ask them to make notes if they need to remember facts or information later when they tell their story. Stress You used to be in bed when Well, I decided to wait for her to come and see, the screen went back to that they should not write sentences. Explain that when I came back from work! here this time. Bad idea! they tell their story to their partner, they can repeat, clarify normal again! Brian was so happy! or answer their partner’s questions. B Write about an unexpected event that • Provide an example by telling them about a sudden event that you experienced and how you reacted or invite interrupted what you were doing. Say what you volunteers to give examples. did when it happened. • Circulate while students are making notes and help when 1 While ........................................................ necessary. ................................................................. • Ask students to speak to their partners. Circulate while 2 I ...................... when ............................... students are speaking and make sure they are using the ................................................................. target language. Help students when necessary. Past Simple and Past Continuous Listening • A sk students to report some of the stories in class. Past Simple – Uses Smart Words a actions or events that started and nished in the past Listen to the conversation between Helen and Kate • Tell students to read the list of Smart Words silently and b things that happened one after the other in the past and answer the questions. See TB. c situations or states that were true in the past but are not to find and underline the words in the reading. 1 Where was Kate last weekend? • Ask them to work in pairs and write sentences with the true now 2 What did they hear while they were having d past habits, things that we did regularly in the past first or second half of the Smart Words. Circulate and help Past Continuous – Uses dinner? students check their sentences and correct mistakes. a actions in progress at a particular time in the past 3 Why were people clapping? • Ask pairs to rewrite their sentences with blanks for the b two or more actions taking place at the same time in the 4 How does Kate describe the DJ’s laugh? Smart words that they have used. Then tell them to 5 What happened to Kate when the DJ started exchange and complete each other’s sentences with the past correct words of phrases. Ask pairs to report some of c describing or setting the scene in a story laughing? their sentences in class. Past Continuous and Past Simple – Use 6 Why did the rest of the people start laughing? • This activity can also be set as homework and completed a one action in the past interrupts another action that is in 7 Do you think Kate will post about the incident? in the next class. progress Speaking LESSON 3 13 Read the examples and circle a, b, c or d in the Talk with a partner. Make up a story about a grammar section above. sudden event that interrupted what you were doing. It was a warm spring afternoon. Keith was sitting by the Set your event/story in one of these places, or use window, reading a book. your own ideas. While he was reading, he heard a soft noise above his head. He looked up and saw a small bird sitting on a shelf above • the park • the mall • a restaurant his head. • the beach • a sports event Try to make your story realistic and funny. Make notes and then tell the class. Smart ambitious be at the top of your game be keen on experienced give up UNIT 1 11 WORDS live-stream settle for state-of-the-art take time off try your hand at if Archie is in bed in the cartoon. (No, he’s behind the door.) Ask them to say what they think happened. (Bob opened the door all the way because he didn’t know Archie was there and hit him by mistake.) Elicit from students or remind them that we use used to to talk about things that happened often/usually in the past but do not happen any longer. • R ead the grammar box with the class. Elicit examples from students or give some examples yourself. Past Simple: a We went to the cinema last night. / b Jenny opened the box and took out her new pair of shoes. / c Keith was the best student in class last year. / Keith used to be the best student in class. / d We played basketball every evening. / We used to play basketball every evening. Past Continuous: a It was after 7.00 in the evening. We were having dinner. / b My brother was looking for me while I was window shopping in the mall. / c The sun was setting behind the mountains. Past Continuous and Past Simple: a We were getting dinner ready when the lights went out. / They were studying when the bell rang. • A sk students to read the examples and identify correct use for each example. A • A sk students to read each sentence carefully to understand the meaning and notice if there are any time words/phrases or adverbs that will help them choose the correct form. Point out that there is more than one correct answer for the first 4 items. • A sk students to do the exercise individually and compare answers with a partner. Then check answers as a class. Answers 5 was downloading 1 used to spend / spent 6 went 2 used to play / played 7 called 3 used to be / was 8 was waiting 4 used to let / let B Ask students to think about a sudden event that interrupted what they were doing. You might have to give

Lesson 4 4 Smart learning Reading 1 STamkainrgt lceaarrenoinfganimals UNIT 1 A Read the dialogue. Find out if Jack, Helen 1 Grammar: Present Perfect Simple, have been and and Kate agree or disagree about videos or have gone lms in the classroom. See TB. Vocabulary: matching words and explanations from Jack: Have you seen Interstellar? context Helen: I don’t think so. What’s it about? Jack: It’s a science ction lm about space Reading: comprehension questions and time. In fact, many scientists have Listening: making notes on specific information Helen: suggested that it would be an ideal Speaking: talking about and comparing personal way to help students grasp the theory of relativity. achievements What if you’re not a science fan or you know nothing about … the theory of … Lead-in whatever? • If vocabulary exercise B from Lesson 3 was set as 2 homework, ask students to exchange sentences and compare ideas in pairs. Jack: Think about it! We all study science at school, • E xplain that this lesson begins with a discussion about right? And we’ve all found some things dif cult using videos or films in the classroom. Ask students to Helen: to understand. This lm uses ground-breaking brainstorm and elicit ideas in class about whether they Jack: graphics to show interesting space phenomena. think videos and films are useful as learning tools. Videos can make learning a lot more exciting. Maybe you’re right but you can’t use just any Reading lm or video. And what about equipment? Well, a number of schools have fully equipped, A smart classrooms. If necessary, students can • Ask students to look at the pictures and say who is in use laptops or tablets. And there are loads of worksheets and lesson plans for teachers on each picture, what they are talking about and if it looks the Web! as if they agree or disagree. (Tell them to try and tell from the expression on their faces.) 3 • Ask students to read the dialogue and find out if Jack, Helen and Kate agree or disagree about videos or films in class. Helen: I’ve just had an idea! How about • C heck the answer in class. checking all the videos we’ve seen or Answer Kate: know about and identify the ones that At the beginning Jack and Helen disagree but then Helen Helen: can be used for history, maths, social seems to change her mind. Kate probably agrees with Jack: sciences or other subjects? Jack. (It doesn’t say clearly.) I thought you didn’t think lms or videos should be used in the classroom. B I never said that. I just expressed my • A sk students to read the questions so they know what concerns about certain types of lms. So you’ve changed your mind, haven’t to look for in the dialogue. Then ask them to read the you? Come on, admit it. dialogue carefully to answer the questions. Tell them to underline the sections that helped them answer. B Read and answer the questions. Write your answers in your notebook. See TB. • A sk students to do the exercise individually and compare answers in pairs. Check the answers in class. 1 What do scientists think of Interstellar? Answers 2 How can graphics help students? 1 That it would help students understand the theory of 3 What can students use in smart classrooms? 4 In the beginning, what does Helen think about lms or videos in the classroom? relativity. (In fact, … relativity.) 5 What does she do towards the end of the conversation that shows she’s changed her mind? 2 Graphics can show different facts/phenomena in 12 space to help students understand how they happen. Vocabulary (And we’ve found … phenomena.) 3 They can use computers (and screens) or laptops A and tablets. (Well, a number … tablets.) • Tell students to read the words and the explanations. 4 She doesn’t think they’re so useful or effective. (1: • P oint out that all the words are in the dialogue and What if … whatever? / 2: Maybe … equipment?) 5 She makes a suggestion about checking all the videos that students should find and read them, so they can they have all seen to identify the ones that can be used understand the meaning of each word or phrase in for different school subjects. (I’ve just … subjects?) context before they match it with the correct explanation. • A sk students to do the exercise individually and then • A sk students a few more questions to check compare answers with a partner. Check the answers as understanding. a class. Answers 1 What kind of film is Interstellar? (a science fiction film 1 d 2 j 3 g 4 e 5 a 6 c 7 i 8 h 9 f 10 b about space and time) B 2 What can teachers find on the Web if they want to use • E xplain to students that it is important to notice which videos or films? (loads of worksheets and lesson plans) words can be used together (collocations). Encourage 3 What does Helen finally say about videos and films in them to always notice what comes before or after a word class? (that she never said that they shouldn’t be used that they are focusing on. in class / that she just expressed her concerns/doubts • A sk students to use the dialogue and match the words. about certain types of films) Check answers as a class. 14 Answers 1b 2d 3a 4c Grammar Present Perfect Simple - Uses • A sk students to look at the cartoon and describe what is happening in it. Make sure they notice the alarm clock and Bob holding a cup of coffee. Then have pairs read the speech bubbles aloud and tell you which part is written in the Present Perfect Simple. (You’ve been in bed for almost a day.) Ask them to say what the difference is between Bob’s speech bubble and Archie’s speech bubble in terms of verb forms. What does Archie mean when he says ‘I’ve got four hours to go!’ and what does I’ve got stand for? (I’ve got = I have four more hours left to reach a total of 24 hours / a day.)

VocabularyA B 1d 2j 3g 4e 5a 6c 7i 8h 9f 10b B Read the dialogue and match. 1b 2d 3a 4c • Ask students to read the conversations carefully. Remind Match each word or phrase with the right explanation. them to look back at the grammar box if they need help. 1 ideal a pictures shown on a computer screen 1 ground-breaking a classrooms • Ask pairs to read each conversation with their answer. 2 suggest b something that is unusual or 2 grasp b graphics 3 fully equipped c your concerns Check answers as a class. 3 grasp interesting 4 express d a theory 4 ground-breaking c nd and be able to describe 5 graphics d perfect, the best possible A Use the right verb to write what has Answers 2 been 3 gone 4 been e very new that changes the way 1 gone 6 identify just happened in each picture. Write 7 express concerns something is done the sentences in your notebook. See TB. 8 admit f having all the necessary equipment g understand something dif cult break crash hurt lose 9 fully equipped h agree that something is true, when step on take off 10 phenomenon you don’t want to 14 i talk about what worries you j say an idea for people to think about Grammar Wake up, sunshine! I’ve got four 2 5 Listening You’ve been in bed for hours to go! Teaching tip almost a day. Students often try to hear every word when they listen. They also try to write whole sentences (exactly 36 what they hear) instead of notes. Explain that when they make notes they should only write the number Present Perfect Simple – Uses B Complete the conversations with been or word(s) that will remind them of the information. (Information carriers: nouns, verbs, adjectives, adverbs) a very recent events that have just taken place or gone. b past event or action that has a result in the present • Tell students that they are going to listen to Kevin and Myra c event or action that started and nished at an unspeci ed 1 A: Where’s Dave? talking about their game design experiences and make B: He’s ...g..o.n..e... to the shop to buy some notes. Ask them to read the headings in their book so they time in the past milk. know what kind of information they need to listen for. d event or action that started in the past and continues in 2 A: Let’s go to Malaysia! • Tell students that they are going to listen to the the present B: We’ve already ...b..e.e..n... there. recording twice. Ask them to try and answer as many of e something that happened during a period that is not How about Japan? the questions as they can the first time and compare answers with a partner. Then play the recording again for nished at the time of speaking 3 A: Is the cat in the garden? students to complete and/or check their answers. f experiences or things we have or haven’t done in our lives B: It’s ...g..o.n..e...! I can’t nd it anywhere. ..a... I’ve just nished writing the report. • C heck the answers as a class. If there is disagreement, ..c... She has written an article. 4 A: Have you ...b..e.e..n... to the new Italian replay the recording to confirm or modify. ..e... He’s already eaten ve cupcakes today. restaurant? B: Yes, I have. It’s really good! ..d... They haven’t nished dinner yet. ..b... We’ve lived in this house since 2010. / for eight years. Listening ..f... Have you ever been to a music studio? Yes, I have. / Listen to Kevin and Myra and make notes in your No, I haven’t. notebook. Write DS (doesn’t say) if the information ..f... I’ve never sailed a boat or own a plane. is not included. See TB. Read the examples above and match with a use from a to f. Write the letter on the lines provided before Age: ... each sentence. Occupation: ... Have/Has been and Have/Has gone Age when designed rst game: ... No. of successful games: ... Greg: I’ve been to more than eight shoe shops but haven’t Pro ts used for: ... found my size. Have you got any ideas? Speaking Adam: Why don’t you try the new shop at the mall? Greg went to more than eight shops and came back. We can Talk with a partner. Compare ideas about see him talking to Adam. achievements. What has each of you achieved: • at school? • in sports? • socially? • in other areas? Keith: Hello! Mina, is that you? Mina: Oh, hello Keith. Keith: Hi. Can I speak to Amy, please? Mina: Sorry, Keith. She’s gone home. She wasn’t feeling too well. Amy has gone home and stayed there. She hasn’t come back. Smart admit express concerns fully equipped graphics grasp ground-breaking WORDS ideal identify phenomenon suggest UNIT 1 13 • R ead the grammar box with the class. Ask students to Age: Kevin Myra match each example with a use from a to f. Occupation: 19 DS college marine • R emind students that the Present Perfect Simple is Age when designed first student biologist formed with have/has and the past participle. Point out game: 9 12 that we often use the words in bold in the examples, i.e. No. of successful games: just, already, yet, etc. Profits used for: 3 2 college fees 2 months in • A sk students to use the examples and form negative the Arctic sentences. Then ask them to practise forming questions and short answers. Call on some of your more confident students Speaking to demonstrate first and then ask students to work in pairs. • Tell students to work in pairs and take turns talking Have/Has been and Have/Has gone about their achievements. Ask them to look back at • Tell students to read the grammar box silently. their Listening notes and talk about Kevin and Myra’s • Ask a student to leave the classroom and go to the achievements. (Kevin has designed three successful games. He has made enough money to pay for college. / cafeteria (or someplace in the school) and stay out until Myra has designed two successful games and a number you call him/her in. Ask the class: Is (student’s name) of apps. She has saved enough money to pay her travel here? (No) Where is he/she? He’s/She’s gone to the (place expenses to the Arctic. in the school). Call the student in and prompt/say: He’s/ She’s been to the (place in the school) but he’s/she’s back • R emind them to use the Present Perfect Simple when now. Repeat with one or more students. they talk about someone’s achievements. A • G o round the class while students are speaking to make • Ask students to read the list of verbs and look at the sure they are using the target language. Make a note of mistakes that you would like to work on later. pictures. Explain that they have to look at each picture carefully and choose a verb that describes what has • C all on pairs to report their achievements to the class. happened. Ask a student to do the first item orally in class and have more students repeat it. Smart Words • G ive students time to do the exercise individually and • Tell students to read the list of Smart Words silently and compare answers with a partner. Then check answers as a class. to find and underline the words in the reading. • Y ou might prefer to do this exercise orally in class and • Ask them to write two sentences each using two of ask students to write the sentences as homework. the words or phrases. Then ask them to rewrite their Answers sentences with blanks for the Smart Words that they 1 The cars have just crashed. have used and hand it to another student to complete. 2 The man/workman has just hurt his leg/knee. • This activity can also be set as homework and completed 3 He’s lost his car. in the next class. 4 Someone has (just) broken the window. 5 He’s just stepped on his glasses. LESSON 4 15 6 The helicopter has just taken off.

Lesson 5 5 Charge your phone! Mike and Jack are at the mall. They have been sitting at a UNIT 1 1 Charge your phone! café waiting for Helen and Kate. They have been there for Reading over two hours and so far there has been no sign of the girls. A Describe the rst picture below They have been sipping their third orange juice for the last half hour, avoiding the waiter’s eye. It is lunchtime and he is and talk about what you think bound to ask them if they would like to order some food but has been happening. Then they want to wait for the girls. Finally, Kate and Helen turn up. read the rst paragraph and They have been walking for some time and they are both tired. compare with your ideas. 1 Grammar: Present Perfect Continuous Kate: Hi! How long have you been here? Vocabulary: matching words and phrases (in Mike: Since ten o’clock and it’s almost one now. Where context) with definitions, using words in 1 have you been? We’ve been waiting for you for sentences Reading: Right / Wrong / Doesn’t Say statements three hours! Helen: Why didn’t you call us? Mike: Well, for one thing, we have no signal in here and when I went out and tried to get through to you, your mobile phones had been turned off. Helen: No way! My mobile is never off. Here, look! Oops, it is off! Sorry. Kate: Let me check mine. Oops! I forgot to recharge it. Mike: What did I tell you? Speaking: interpreting and talking about a picture 2 Writing: creative paragraph writing Helen: I said I’m sorry. These things happen. We’ve been Lead-in 2 looking for the mini drone that can take sel es from • If grammar exercise A from Lesson 4 was set for a distance. We wanted to surprise you. homework, ask students to exchange and edit each Jack: You what? Helen, I told you it was not due to be out other’s sentences. Circulate and check; help students correct. on the market for another month or so. Remember? • Tell students to look at the title of the lesson. Ask them if Helen: I do remember. So what? Sylvia was showing hers they always remember to charge their phones. Have they ever forgotten to do so? Did it cause any trouble? off two days ago. So, we decided to have a look. Jack: Her father probably got it for her when he was in the Reading US on business. Oh, never mind. You’re here now! A Let’s order some food! •A sk students to look at the first picture and talk about 3 who is in it and what they think has been happening. Tell them that they are free to make any suggestion they like, Kate: Hmm … Well, the fact is …. but they need to give reasons for it, using the picture. 3 Jack: Now what? Don’t tell me you’ve already eaten. •A sk students to read the first paragraph and compare with their own ideas. You may want to ask a few more Helen: Well, actually we have. We were starving so we got questions to make sure students have understood what a couple of those yummy sandwiches from the new has happened: Where are Mike and Jack? How long have place. they been there? Why are they avoiding the waiter’s eye? Why don’t they want to order some food? What have Kate Mike: Oh, great! Why am I surprised? You’ve done this and Helen been doing? before, you two. B 4 •A sk students to read the statements so they know what Jack: What’s this? to look for in the dialogue. Then ask them to read the Kate: We got you a selection of sandwiches as well. Enjoy! paragraph and dialogue carefully to find the answers and Jack: Hey, where are you going? to underline the places where they found them. Helen: Somewhere you are not! You can be so nasty •A sk students to do the exercise individually and compare 4 sometimes! See you later! answers in pairs. Check the answers in class. Jack & Mike: But … but … hang on a second. We … Answers 1 R (…, avoiding the waiter’s eye) B Write R (right), W (wrong) or DS (doesn’t say). ...R..... 2 R(We’ve been looking for the mini drone that can 1 Mike and Jack are trying not to look at the waiter. take selfies from a distance.) 2 Helen and Kate have been searching for a sel e drone. ...R..... 3 DS ..D..S.... 4 W (Her father [Sylvia’s father] probably got it for her 3 Sylvia is a close friend of Mike’s. when he was in the US on business.) 4 Kate’s father plans to buy her a drone while he’s away ...W..... 5 R (We got you a selection of sandwiches as well.) on business. 6 R(But … but … hang on a second. We …) (Explain 5 Kate and Helen have brought sandwiches for Mike ...R..... that the boys are lost for words. They don’t know and Jack. ...R..... what to say because they feel bad.) 14 6 Mike and Jack are sorry about upsetting the girls. • Ask students to do the exercise individually and then compare with a partner to check the answers. Check the answers as a class. Answers 1 d 2 g 3 b 4 c 5 f 6 h 7 a 8 e 9 j 10 i B • A sk students to work in pairs. Tell them to look at the pictures carefully and describe them to each other. Explain that they can write sentences about what they see in the pictures, what people are doing, are about to do, are saying or thinking. • A sk all the students to look at picture 1 and say what they think is happening. Then ask them to make suggestions about what the man (the girl’s father) is saying. (Hang on! I ….) • C irculate and make sure students are using the target language. Help when necessary. • Ask pairs to report their answers in class. Answers Students’ own answers. Vocabulary Grammar A Present Perfect Continuous - Uses • Tell students to read the words and the explanations first • A sk students to look at the cartoon and talk about where so they know what they need to look for in the reading. Bob and Archie are and what they’re doing. Then ask them • Point out that all the words are in the reading. Remind to read the speech bubbles and tell you how long Archie has been working. Draw a time line with ‘morning’ on the students that they should find and read them in context, left and ‘9.00 pm’ on the right. Point out that he’s still so they can understand the meaning and match each working. Ask them to say what Archie is doing. When did word or phrase with the correct explanation. he start eating crisps? (Some time ago, since dinner time.) Point out that empty packaging and bits of chips are littering 16 the floor.) Ask students to say what they have been doing since the lesson started. (We’ve been listening to you (the teacher). / We’ve been reading. / We’ve been learning.)

Vocabulary • Tell students to work in pairs and exchange ideas about the people and the events in the picture. Ask them to A Find each phrase or word in the conversation and match it B Write sentences in your notebook about make notes so they can use them later for their writing task. with the right explanation. 1d 2g 3b 4c 5f 6h 7a 8e 9j 10i the pictures. Use some of the phrases or words in A. See TB. • R emind them to use the Present Perfect Continuous 1 no sign of someone a a choice of different things 12 about actions/events that started in the past and are 2 sip b look away so there is no eye still going on. 34 3 avoid someone’s eye contact • G o round the class while students are speaking to make 4 bound to c certain or very likely to happen sure they are using the target language. Make a note of 5 turn up d cannot nd or see someone mistakes that you would like to work on with the whole 6 due to be e wait class later. 7 a selection of f appear suddenly 8 hang on g drink small amounts • C all on pairs to talk about their ideas in class. Ask the h expected to happen at a class to make a note of the ideas they like best. 9 starve 10 nasty particular time Writing i not kind j be very hungry • Tell students to use some of the ideas that they discussed earlier in the speaking activity and add more Grammar information to make up a story. Give them time to choose a person to focus on in the picture, go through all I’ve been working And I’ve been eating the points and make notes. Help students with language since morning and unhealthy crisps they might need. I’ve still got a pile of because you’ve documents to check! • P oint out that they should organise their notes/ forgotten my dinner! information before they write. Present Perfect Continuous – Uses Read each situation and write a sentence • Circulate and help them prepare for the writing exercise in your notebook using the Present Perfect in class. The actual writing can be set for homework if a actions that started in the past and are still going on at the Continuous or the Past Simple. Remember to there isn’t enough time to do it in class. time of speaking use for (period of time) or since (point in time) Smart Words b actions that have just nished and whose results we can see 1 Tim started studying three hours ago. See TB. • Tell students to read the list of Smart Words silently and in the present He is still at his desk. (study) to find and underline the words in the reading. ....ab...... The gamer has been streaming since ve o’clock. 2 Jemma and Justine got to the mall at • Ask them to work in pairs and quiz each other about the My bedroom looks great. I’ve been cleaning and tidying up 10.00 am. It is 4.00 pm now and they are all morning. still shopping. (shop) words, using definitions or examples. Tell them to take turns asking and answering. Point out that one student Read the examples above. Write a or b on the lines 3 Mario started work at 9.00 am and has to keep his/her book closed while the other one has provided before each sentence. stopped at five o’clock. (work) it open and reads out a definition asking for the word/ phrase, or vice versa. Tell students that the definition We often use the Present Perfect Continuous with for, since and 4 James started searching for new data four does not have to be in exactly the same words as in How long. hours ago. He is still at it. (search) Vocabulary exercise A. Circle the right word in the examples below. Since / How long has Ian been helping you with maths? 5 We arrived at 7.00 pm. It is 10.00 pm now Extra activity Have they been shopping online since / for the morning? and we are still waiting for our friends. (wait) Vocabulary: Place folded slips of paper with numbers She’s been waiting for her phone to charge since / for two from 1 to 10 in a paper bag or box. Divide the class into hours. 6 I arrived on time, at ten o’clock, and left two groups: A (numbers / words and phrases) and B two hours later. (wait) (explanations). Ask a student from group A to pick a slip and read out the word or phrase that corresponds to the ay). Speaking Writing number on the slip. A student from group B has to try and explain the word or give an example that illustrates the he waiter. ........ Talk with a partner. Look at the Choose one of the people meaning of the word or phrase. picture and talk about: in the picture on the left. a sel e drone. ........ Write a paragraph about • what you think has happened / who they are, how they got ........ why the passengers are waiting. to the station and where they are going. Add your hile he’s away • how long they have been at the own information/ideas to underground station. create a little story. ........ • what you think each passenger has been doing. s for Mike ........ the girls. ........ Smart avoid someone’s eye bound to due to be hang on nasty UNIT 1 15 WORDS no sign of selection sip starve turn up • R ead the grammar box with the class. Ask students to read the examples and match them with the uses. (a, b) • A sk students to read the examples and identify the correct use for each example. • Point out that we often use for + period of time (a week, hours, days, 5 years, etc.) or since + point in time (yesterday, last week, 5 o’clock, morning, evening, 2010, etc.) • A sk students to look back at the cartoon and ask How long has Archie been working? (since morning / for more than 8 hours / for 10 hours). Then tell students to circle the right word in each example (How long / since / for). • Ask students to read each situation in the grammar task carefully and write sentences using the Present Perfect Continuous or the Past Simple. Tell them to look back at the grammar box if they need help. • Ask students to do the exercise individually and compare answers with a partner. Then check answers as a class. Answers 1 Tim has been studying for three hours. 2 Jemma and Justine have been shopping since 10.00 am. / for 6 hours. 3 Mario worked for 8 hours. / from 9.00 am to 5.00 pm. 4 James has been searching for four hours. 5 We’ve been waiting since 7.00 pm / for three hours. 6 I waited for two hours. Speaking Teaching tip Before they do the speaking task, tell students to look at the picture and make notes on all the things they notice. This will help them be more creative and imaginative about the people in the picture and possible events. LESSON 5 17

Review 1REVIEW Technology 1 Technology Vocabulary Revision strategies A Circle the odd one out. • E xplain to students that the exercises in this review are 1 champion tournament graphics revision of the material they have learnt in Lessons 1-5. 2 disadvantaged participant poor Tell them that the reviews are not tests and that they 3 horseback attachment download should feel free to ask about any grammar or vocabulary 4 handful viewer audience items they are still not sure about. 5 tough fully equipped dif cult • B efore students do the exercises, go through some of 6 gadget smartphone spectator the points of the lessons as a reminder of what they have covered in this unit. In each review, students can do B Circle the correct words. the exercises individually or in pairs, but it is important that you check the answers as a class and deal with any 1 The internet has been around / live-streaming for quite a few decades. problems. If students have difficulty remembering the 2 Teachers get annoyed when students turn up / hang on late. new language, tell them to look back at Lessons 1-5. 3 The discovery of X-rays was a ground-breaking / experienced medical development. Vocabulary revision 4 The use of smartphones in schools has given up / given rise to a lot of concern and arguments. • Write these words on the board: tough, spectator, handful. 5 I hadn’t done my homework, so I tried to avoid my teacher’s eye / be at the top of my game. Ask students to brainstorm and suggest as many words as 6 Jane took time off / tried her hand at work to visit the dentist. they can remember that are similar in meaning to each one. • W rite or say these words one at a time and elicit words C Complete the sentences with the words below. that can be used with each one (collocations): take, download, post, interesting, check, express, charge. ambitious attachment equipped expected participants suggested • Ask students words that they remember about gaming, computers and gadgets from Lessons 1, 2 and 3. 1 Those boys are the only ............p..a..r.t.i.c..i.p..a..n..t.s............ in today’s sports tournament. • Ask students words that they remember about smart 2 You can email the report to me as an ............a..t.t..a..c.h..m...e.n..t............. . learning from Lesson 4. 3 Maya is very angry with us. She ...............e..x.p..e..c.t.e..d............... us to help her clean the house. • R evise Smart Words from Lessons 1-5 using the two 4 Tom is quite .............a..m...b..i.t.i.o..u..s.............. . He wants to become a star and make lots of money. sets of cards. Distribute the words and the definitions in 5 Amy .............s.u..g..g..e..s.t.e..d............... we go to the Bahamas on holiday. jumbled order. Ask a student to read his/her card, e.g. 6 Some classrooms are ..............e..q..u..ip..p..e..d............... with interactive boards. pictures shown on a computer screen. The rest of the students have to listen and speak only if they have the D Match each word or phrase with the right explanation. 1c 2e 3f 4b 5a 6d right word graphics. The person who has the right word has to hold it up and say the word. Ask the rest of the 1 bound to a choose or accept something although it is not what you really want class to agree or disagree with each answer. 2 due to be b stop trying to do something because it is too dif cult • If you cannot do this word/definition matching activity 3 hang on c certain or very likely to happen because you haven’t made cards, shout out words at random, 4 give up d cannot nd or see someone or write words from different lessons on the board and have 5 settle for e expected to happen at a particular time students explain the meaning of each or make sentences. 6 no sign of someone f wait • Ask students to say what kind of opportunities are available to young people on the Web. Encourage them to 16 use ideas from all the lessons and add their own. Grammar revision • Make sure students know when to use and how to form • Check that students remember when to use the Present the Present Perfect Continuous by giving them situations Simple and the Present Perfect Continuous and how to such as Benton started studying at 9.00 am. It’s 12.00 make all the forms, including short answers. am and he’s still studying. • A sk students which stative verbs they remember, and which tenses we don’t use them in. Write I see what Vocabulary you mean, and I’m seeing my dentist this afternoon, on the board and ask students to explain the difference in A meaning of see. Then ask them to explain the difference Ask students to think about which words in the group have in meaning between We have lots of food in the fridge. something in common and then circle the word that is and We’re having lunch. / We have lunch at noon. different. • Ask students when we use the Past Simple and when we use the Past Continuous and ask them to tell you all Answers forms of post or write in both tenses. Then ask students 1 graphics (A champion is someone who is the winner to finish the sentence Helen was sleeping when … using the Past Simple, and to explain when we use the two of a number of competitions or races, in other words tenses together. Ask them to finish the sentence Jack was tournaments [as in e-sports].) studying while Mike … Ask them to give you examples with 2 participant (People who are disadvantaged cannot use to and how we spell the negative and question forms. afford to live in good conditions, get an education, • Write ever, just, never, yet and since on the board and ask etc. Poor people are disadvantaged.) students to make sentences with some of them and say 3 horseback (Both download and attachment are which tense we use with these words. Write have been and used for things we do on the internet. We download have gone on the board and ask students to have short information, graphics, texts, photos etc. onto our example dialogues that show the difference in meaning. computer, and we send a document or an image with email as attachments.) 18 4 handful (Viewer and audience have a similar meaning.) 5 fully equipped (Tough and difficult have a similar meaning.) 6 spectator (A smartphone is a gadget – a small electronic device.) B Tell students to read the sentences carefully to understand which option matches the meaning. Answers 4 given rise to 1 around 5 avoid my teacher’s eye 2 turn up 6 took time off 3 ground-breaking

Grammar C Ask students to read the whole text and then choose the A Circle the correct answers. correct option. 1 We ...... in an e-tournament this weekend. Answers  1 used to go a are taking part b take part 2 used to spend 3 were swimming 2 Professional gamers ...... a lot of money when they win tournaments. 4 took 5 were fishing 6 caught a are earning b earn 7 had 3 Most young people ...... electronic gadgets. a love b are loving 4 Sonya is a successful blogger who always ...... good shopping advice. a is giving b gives 5 We usually ...... at least three hours doing homework after school. a are spending b spend B Complete the sentences with the Present Simple or the Present Continuous. D Ask students to read the sentences and both options 1 My friend ..............i.s..t.h..i.n..k..i.n.g................ (think) of buying the new mini drone that takes sel es. carefully before they choose. 2 I ............‘.m.../.a..m....s.e..e..in..g............. (see) my doctor tomorrow, so I can’t make it to the game. 3 Some people ..................h..a..t.e.................... (hate) going to crowded places. Answers 4 Helen and Kate ..............a..r.e...h..a..v.i.n..g............... (have) dinner with their parents tonight. 1b 2b 3b 4a 5b 5 I ...................h..o.p..e................... (hope) to arrive in time for dinner. 6 Don’t you think this song ...................s.o..u..n.d..s................ (sound) familiar? C Circle the correct words. D Complete the sentences with the correct words. When I was little, we (1) used to go / were going 1 Has your brother ...... up yet? on holiday to a small village by the sea. Naturally, we (2) used to spend / were spending most of a been turning b turned the day at the beach. We (3) used to swim / were swimming one morning when my father appeared in 2 He hasn’t ...... here for a long time. Right? a small shing boat. It was such a great surprise! From that day on, my father (4) took / was taking us a gone b been E shing every morning. One morning, as we (5) were Tell students to use the words and make sentences with 3 That’s true. We haven’t seen him ...... last the Present Perfect Continuous. Point out that they don’t shing / used to sh, I (6) caught / was catching a winter. need to change the order of the words. huge sh. That evening we (7) had / were having a brilliant barbecue at the beach. a from b since Answers 1 The boys have been working on their project for hours. 4 He has ...... to the baker’s for some bread. 2 The mini drone has been taking photos all morning. He’ll be back soon. 3 How long has the team been live-streaming? 4 We have been searching for information all day. a gone b been 5 I have been studying since nine in the morning. 5 I remember he ...... with the shopping when When students have completed the review, if there are still he lived here. any areas of difficulty or confusion, spend some time going over the relevant points again. a was helping b used to help Writing 1 E Make sentences with the Present Perfect Continuous. Formal and informal emails • Ask students to look at the photo and read the speech 1 the boys / work on their project / for hours .T..h..e..b..o..y..s..h..a..v.e...b..e.e..n...w..o..r.k..i.n..g..o..n...t.h..e..i.r..p..r.o..j.e.c..t..f.o..r..h..o..u.r..s......................... bubble so they can understand the context. • Read and explain the tips. Ask students to read them 2 the mini drone / take / photos / all morning .T..h..e..m...i.n..i..d..r.o..n..e..h..a..s..b..e..e..n..t..a..k.i.n..g...p..h..o.t..o.s...a..ll..m...o..r.n..i.n..g............................. silently as they work through tasks. A 3 how long / the team / live-stream / ? Ask students to read the sentences carefully and find .H...o.w....l.o.n..g...h..a..s..t..h..e..t.e..a..m....b..e.e..n...li.v..e.-.s..t.r.e..a..m...in..g..?...................................... adverbs / time words to help them answer. 4 we / search for information / all day Answers .W...e...h..a..v.e...b..e.e..n...s.e.a..r..c.h..i.n..g...f.o..r..i.n..f.o.r..m...a.t..io..n...a..l.l..d..a..y.................................. Part-time / 16+ / 16 / Mrs Amal Hues 5 I / study / since nine in the morning .I..h..a..v..e..b..e..e.n...s.t..u..d..y.i.n..g...s.i.n..c.e...n..i.n..e..i.n...t.h..e...m..o..r..n.i.n..g.................................... REVIEW 1 17 C Tell students to read the sentences carefully to understand which option matches the meaning and the grammar of each sentence. 1 participants 4 ambitious 2 attachment 5 suggested 3 expected 6 equipped D B Tell students to read the definitions/explanations carefully A sk students to read the email carefully before they choose before they match them with words or phrases. the correct words. Ask them to say if this is a formal or informal email. Answers 1 c 2e 3 f 4 b 5 a 6 d Grammar 1 Hues 5 Could you please 2 to request 6 look forward to hearing A 3 I would appreciate 7 Yours sincerely, Ask students to read the sentences carefully and find 4 In addition, adverbs / time words to help them answer. C Answers  Answers 1a 2b 3a 4b 5b 1B 2C 3D 4A B D A sk students to read the sentences carefully so they Answers can understand the meaning before they decide to use 1 I 2 F 3 F/I 4 I 5 I 6 F 7 I the Present Simple or Present Continuous. Tell them to remember what they learnt about stative verbs. Answers 4 are having E 1 is thinking 5 hope Answers 2 ’m/am seeing 6 sounds Students’ own answers. 3 hate REVIEW 1 19

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