People and achievements

Unit 3, A A He used to help Lesson aims:

• talk about past events

in the kitchen. • talk about things that happened in the past but not now
• talk about abilities in the past
Newla nguage
Grammar: Past simple – positive, negative,
questions and short answers, wh-questions;
A star chef
Jamie Oliver is a British chef. He’s famous for his TV programmes and cookery
used to; could – positive, negative, questions books. He’s also well-known for his campaign for healthy food in British schools.
and short answers He started cooking years ago when he was a child. Read on to find out more.
Jamie was born in 1975 and grew up
Vocabulary: Education and work in Essex, near London. As a child he
didn’t mind new and unusual food. He
Preparation: Exercise 5/Learning Difficulties: wasn’t fussy at all, not like other kids!
Copy the table in Exercise 5 onto A4 paper Jamie could cook from an early age.
When he was eight years old, he used
with space for students to write the verbs. to help in the kitchen of his parents’
Copy one for each student. restaurant. He could only do easy
jobs but he enjoyed the work. He
used to stand on a chair because he
couldn’t reach the work surface!

Culture notes (Exercises 1 and 9) Jamie loved cooking so he decided to

become a chef. When he was sixteen,
Students study for a degree at university. College he left school and went to a catering
college in London and got a diploma.
is a generic term for other higher education Because of his talent, hard work and cheerful
establishments. Some colleges offer degree courses. personality, he became successful. He is now
Vocabulary: Education and work
known all around the world and earns a very
Some have shorter courses leading to a diploma. good living! 3 1
31 Listen and repeat. Make two lists under
Jamie Oliver is a famous British cook. (See http:// the headings Education and Work.

www.jamieoliver.com) Rachael Ray is a famous Presentation become famous/ go to college/university 6

American cook. (See http://www.rachaelray. 1 1

30 Listen and read. What’s Jamie famous for?
successful 11
do well at school 3
leave school 5
pass exams 4
com) She hosts the Rachael Ray Show,f eaturing earn a living/money 9 start school 1
Comprehension
celebrity guests and cooking. find/get a job (as a chef) 8 study hard 2
get a degree/diploma 7 work hard 10
2 Read again and answer True (T) or False (F).
Jamie thinks school food isn’t always healthy. T
Warm-up 1
2 When he was a child, he didn’t like unusual food. F
Education
do well at school
Work
become famous/successful
3 His parents have a restaurant. T
• (Books closed) Race! Pairs write down as many 4 He didn’t like cooking when he was eight years old. 4 Number the activities in Exercise 3 in the
technology words as they can in two minutes. F order they usually happen. Then compare
with a partner.
5 At sixteen, he went to catering college. T
The pair with the most (correctly spelt) words 6 He is famous only in the UK. F 1 start school 2 study hard
wins.
28

Tip: Setting time limits for activities helps focus

students. Make sure you stick to any limit set. 1
3 Listen and repeat. Make two lists under
31
the headings Education and Work.
Lead-in
• Play the recording. Students listen and repeat
• (Books open) Use the photo to generate the words in chorus during the pauses.
interest. Students tell you where the children • Pairs discuss and write the words in the correct list.
are and what they’re doing. (They’re in a • Check answers. (Don’t mention the order the
kitchen learning to cook.) Students say/guess activities happen yet.)
who the man is. (Jamie Oliver)
• Check catering college, e.g. ask Where do Answers
people study cooking?( Catering college) The activities (in order of appearance in the table):
1 Education: do well at school, get a degree/
1 Listen and read. What’s Jamie
30
famous for? diploma, go to college/university, leave school,
pass exams, start school, study hard
• Play the recording. Students listen and read.
Work: become famous/successful, earn a living/
• Check the answer.
money, find/get a job (as a chef), work hard

Answer
4 Number the activities in Exercise 3 in the
Jamie’s famous for his TV programmes and
order they usually happen. Then compare
cookery books.
with a partner.
2 Read again and answer True (T) or False (F). • Students number the activities in their usual
order and compare. Tell students other orders
• Students read the True/False questions. are sometimes possible.
• They read the text again and answer True or • Check answers.
False.
• Check answers. Answers ➞ student page

Answers ➞ student page

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 3
Grammar Grammar
Past simple could
Jamie started cooking years ago. Positive and negative Answers
He didn’t mind unusual food as a child.
Did he leave school at sixteen?
Jamie could cook from an early age. 2 Why did he become a chef? He became a
He couldn’t do difficult jobs as a child.
Yes, he did./No, he didn’t.
Questions
chef because he loved cooking. 3 When did
Why did he go to catering college?
Could he cook when he was fifteen? he leave school? He left school when he was
Yes, he could./No, he couldn’t.
sixteen. 4 What did he get at college? He got a
5 Find the past simple form of these verbs in
the text in Exercise 1 and write them under Speaking
diploma. 5 Did he work hard? Yes, he did.
the correct heading.
8 Make questions. Then ask and answer.
become
grow up
decide
leave
do
love
enjoy
start
get go
work
1 A: Could you cook when you were eight? Grammar
B: No, I couldn’t.
Regular Irregular 1 cook / eight? 4 ride a bike / eight? • Students read the information.
5 use a computer / six?
Present Past Present Past 2 swim / three?
3 speak English / four? 6 read / five? • Draw their attention to the words in bold.
decide decided become became
• Have students repeat the examples in chorus
Writing
6 Write questions and answers. Then ask and
answer with a partner.
after you.
9 Write a short article about American chef
1 Where / Jamie Oliver / grow up?
Where did Jamie Oliver grow up? He grew up in Essex.
Rachael Ray. Use the information in her 7 A: You’re Tom.
profile.
2 Why / he / become / a chef?
3 When / he / leave / school?
Rachael Ray is an American … . She’s famous for … . B: You’re Tara. Ask and answer.
She’s also … . Rachael was born … and … . When she
4 What / he / get / at college?
was a child, … . • Students read the prompts.
5 he / work / hard?
• A confident student reads the example.
Grammar Rachael Ray • Open pairs ask and answer.
used to Occupation chef
When he was eight, Jamie used to help in his
parents’ kitchen.
Famous for TV cookery series; Grammar
her charity to
He didn’t use to be famous. Now he’s famous all help children • Students read the information.
around the world. eat healthier food
Born 1968 • Draw their attention to the words in bold.
Speaking
Grew up Massachusetts • Have students repeat the examples in chorus
and New York State, USA

7 A: You’re Tom. B: You’re Tara. Ask and answer.

Early life used to watch mother cooking after you.
1 A: When I was eight, I used to go to school by bus.
in family restaurant; could never
bake cakes or make coffee but
• Students circle the correct answer.
Now I ride my bike. What about you? enjoyed cooking • Check the answer.
Then Now Career in mid-twenties, used to teach
cookery classes; got first TV
1 Tom: go to school by bus ride bike
cookery series in 2001 Answer ➞ student page
2 Tara: hate eating fish like it
3 Tom: tidy my room once tidy it every day
a week > Now turn to Unit 3A in the Activity Book.
4 Tara: like reggae music can’t stand it 8 Make questions. Then ask and answer.
29
• Students read the prompts.
• A confident pair reads the example.
• Open pairs ask and answer.
Grammar
9 Write a short article about American chef
• Students read the information.
Rachael Ray. Use the information in her
• Draw their attention to the words in bold.
profile.
• Have students repeat the examples in chorus
after you. • Use the photo to introduce Rachael Ray (see
• Remind students regular verbs in the past can Culture notes).
be pronounced in three different ways: /t/ after • Students read the information. Check charity,
unvoiced consonants, e.g. finished, /d/ after e.g. ask for/give a translation.
vowels and voiced consonants, e.g. enjoyed, • Students write. Move round the class
and /id/ after d and t, e.g. decided. correcting their work.

5 Find the past simple form of these verbs in Ending the lesson
the text in Exercise 1 and write them under Roleplay. Invite a student to imagine he/she is
the correct heading. Rachael Ray or Jamie Oliver. The class interviews
• Students copy the headings into their notebooks. him/her (whole class or closed pairwork). They
• They find and write the verbs. use ideas from this lesson and their imagination.
• Check answers. Continue with a different Rachael/Jamie.

Answers Learning difficulties

Regular: decide/decided, enjoy/enjoyed, love/ For Exercise 5, give all students a copy of
loved, start/started, work/worked the table you’ve prepared to stick in their
Irregular: become/became, do/did, get/got, go/ notebooks. This will be of special help to
went, grow up/grew up, leave/left students with learning difficulties who may
find it hard to organise their work.
6 Write questions and answers. Then ask and
answer with a partner. Photocopiable Resource 3A. You can use this
• Students write individually. resource any time after Exercise 8.
• Open or closed pairs take it in turns to ask and
answer.
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 B We were looking for you! Lesson aims:
• describe past experiences
Presentation • use prepositions of

Unit 3, B
movement
1
1 32 Listen and read. Choose the correct
words.
Tara, Tom and Dylan are visiting a stately home near
London.
Newla nguage Tara: There you are! We were looking for you
everywhere!
Grammar: Past continuous – positive, negative, Tom: I was in the 1 bookshop / library.
questions and short answers, wh-ques tions; Dylan: The library? What were you doing there?
Tom: I was looking at the 2 books / pictures when I
past continuous with when and while heard a voice from behind the bookcase.
Tara: A voice?
Vocabulary: Prepositions of movement Tom: Yes, and you’ll never believe this! While I
was pressing my ear against the bookcase, it
Preparation: Lead-in: Use the Internet to find suddenly swung 3 closed / open.
and print a photo of a stately home (see Culture Tara: No way! A secret door!
Vocabulary: Prepositions of
Tom: Yes! I fell through the door into a private
notes). Exercise 3: Book a computer room. 4
dining room / restaurant!
movement
Tara: Really? Then what? 4 1
34 Listen and repeat. Match the
Tom: Well, there was a woman in there in an prepositions with the pictures.
old-fashioned 5 dress / hat and a wig.
Culture notes Dylan: A ghost?! across along around into out of
Tom: No! She was just one of the tour guides! I was over through towards under
There are lots of stately homes (large, often in the staff room!
beautiful, historic houses) to visit in the UK. (See Tara: How embarrassing!

http://www.visitbritain.com/en/Things-to-do/ 2 1
33 Listen and repeat the dialogue.

Heritage/Stately-homes.htm) 1 across 2 along

English today

Warm-up • There you are!

• Then what?
(Books closed) Divide the class into two, the • How (embarrassing)!
3 under 4 over
Noughts (0) and the Crosses (X). Draw a 3 x 3 grid
Comprehension
on the board. Teams take it in turns to choose a
square. Teams say the past simple of an irregular 1
3 Read again and complete the summary.
Tom had an embarrassing experience last week. He 5 through 6 around
verb you say to win a 0 or X. If the answer is correct, was in the 2 library at a stately home. He 3 heard a

write 0 or X in the chosen square. The first team to noise so he pressed his 4 ear against a bookcase
and listened. Suddenly a door opened and he 5 fell
get a horizontal/diagonal line of 0s or Xs wins. into a secret room. Inside, he saw a 6 woman in an
old-fashioned dress and a wig. She wasn’t a 7 ghost , 7 into 8 towards
she was a tour 8 guide and he was in the staff room!
Lead-in 5 Where did the mystery man go? Did he come
out of the house?
• (Books open) Use the photo to generate First, he went across a road. Then, … .
interest. Students guess what the children are
30
talking about.
• Teach stately home using the photo you’ve
brought.
• Check tour guide. Say Tour guides show 3 Read again and complete the summary.
people round stately homes and tell them • Students silently read the summary.
about their history. • They read the dialogue in Exercise 1 again,
1 1 underlining relevant parts of the text. Then
Listen and read. Choose the correct
32 they complete.
words.
• Play the recording. Students listen, read and Answers ➞ student page
choose.
• Check students’ predictions. (They’re talking
Suggestion: Pairs use the Internet to find out
about what happened to Tom.)
about a stately home in the UK. They write about
Answers ➞ student page it, saying why they’d like to visit it, download a
photo and create a poster.
English today
• Draw students’ attention to the English today 1
4 Listen and repeat. Match the
34
box.
prepositions with the pictures.
• They repeat each phrase after you in chorus.
Encourage them to use appropriate intonation. • Students read the words in the box.
• Have students find and underline the • Play the recording. They listen and repeat.
expressions in the dialogue in Exercise 1. • They look at the pictures and do the matching
exercise in pairs. Tell them there is one extra
1
2 Listen and repeat the dialogue.
33 preposition.
• Play the recording. Students listen and repeat
Answers ➞ student page
each line in chorus during the pauses.
• Divide the class into groups of three. Allocate
roles. Play the recording again. Students 5 Where did the mystery man go? Did he come
repeat their lines during the pauses. out of the house?
• Point out we can use go before all the
prepositions.

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 3
Grammar 8 Write sentences about what Daniel saw. Use
Past continuous when and while. Then retell the story to your
partner.
Grammar
Positive and negative
We were looking for you everywhere. Daniel and his parents were visiting family in LA. While • Students read the information.
they were having lunch in a diner, … .
I wasn’t touching the pictures.
• Draw their attention to the words in bold.
Questions
Were you standing in a secret passage?
Writing • Point out/elicit while + past continuous and
Yes, I was./No, I wasn’t.
What were you doing there?
9 Look at the pictures. Write sentences with when + past simple.
when and while. Use the prompts to help.
1 While Sally and her family were having a picnic in the
• Students find and underline all the examples
6 What you were doing at these times? park, a boy … . of the past continuous, when and while in the
Ask and answer. dialogue in Exercise 1.
1 A: What were you doing at nine o’clock last night?
1
7
B: I was watching TV. What were you doing?
1 nine o’clock last night 35 Listen to the radio programme and
2 seven o’clock this morning choose the correct answers.
3 five o’clock last Saturday
4 six o’clock last Wednesday • Check robbery and camera crew, e.g. ask for a
1 Sally and family / picnic // boy / fall into / river
quick translation/explain.
Grammar
Past continuous with when and while
• Students silently read questions 1–6 and
I was looking at the books when I heard a voice. predict the answers.
While I was looking at the books, I heard a voice.
• Play the recording. Students listen and circle.
• Play the recording again, pausing to check
Listening
1
2 boy / shout for help // man / jump in / to save answers.
7 35 Listen to the radio programme and
choose the correct answers.
The boy on the radio show …
Answers ➞ student page
a was visiting Los Angeles.
b was watching a film about Los Angeles. AUDIOSCRIPT PAGE 105
2 Daniel and his family …
a were having lunch in a diner.
b were looking for a bank.
8 Write sentences about what Daniel saw. Use
3 While they were sitting in the diner, …
3 man and boy / stand / on riverbank // camera crew / arrive
when and while. Then retell the story to
a Daniel’s mum went to the bank across the road.
b they saw a bank robbery outside.
your partner.
4 A man was coming out of the bank when …
a a woman shouted ‘Stop him!’
• Give students time to write. Tell them to
b a police officer stopped him. use the ideas they heard in Exercise 7. Move
5 The man was running away when …
a the woman knocked him over.
round the class prompting and checking.
b a cyclist knocked him over. 4 camera crew / film / actors // Sally and family / see / them • Pairs read their stories to each other.
6 A camera crew on the back of a truck …
> Now turn to Unit 3B in the Activity Book.
a was recording the news.
b was filming the actors.
9 Look at the pictures. Write sentences with
31 when and while. Use the prompts to help.
• Students tell you what they can see in each
picture. Check vocabulary, e.g. riverbank, save.
• Point out First, … Then, … in the example. Elicit • Pairs use the prompts to write sentences.
other words they can use to sequence their
ideas, e.g. next, after that, finally.
Sample answers
• Different students say a sentence about each of
… fell into the river. 2 The boy was shouting
the pictures.
for help when a man jumped in to save him.
3 While the man and boy were standing on
Suggestion: Pairs imagine what happened next. the riverbank, a camera crew arrived.
They write two or three sentences and read them 4 The camera crew were filming the actors
to the class. when Sally and her family saw them.

Answer Ending the lesson

No, he didn’t (come out of the house). Students write a true and a false sentence about
themselves using the past continuous and when/
Grammar while. Different students read their sentences
• Students read the information. aloud. The class guesses which one is true and
• Draw their attention to the words in bold. which is false.
• Have students repeat the examples in chorus
after you. Learning difficulties
Help students with learning difficulties with
6 What were you doing at these times? Ask Exercise 8 by writing prompts on the board,
and answer. e.g. Daniel/his family/sit/diner/see/bank
• A confident pair reads the example. robbery. This will enable them to concentrate
• Pairs ask and answer in open or closed pairs. on writing sentences as they won’t have to
refer back to Exercise 7 for information.
Fastfi nishers: They ask and answer about more
past times. Photocopiable Resource 3B. You can use this
resource any time after Exercise 8.

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 C No one believed us! Lesson aims:
• describe objects
Presentation • use indefinite pronouns

Unit 3, C 1 1
36 Listen and read. Match the photos and headlines with the news stories.

Newla nguage Strange

Grammar: Indefinite pronouns – positive,
negative, questions 1 B
Lily and Eu
but true!
gene were
unusual for looking for
somewher
Vocabulary: Describing objects them abou
their wedd
t wedding pa
ing when so
meone told
e
A
one believe rties at Mc
Donalds. ‘N
Preparation: Warm-up: Use the Internet to find
Slide to your ride
d us but we o
idea!’ Did th thought it wa
eir food co s a great
me in heart
and print three A4 action photos or photos of ‘No, nothing
and square
was differen -sh
t; there we
aped boxes?
burger boxe re hard chair
unexpected/unusual events. Exercise 3:B ring cheerful.’ s but it was
cheap and
s

objects/pictures of: something gold, silver (e.g.

jewellery), bronze (e.g. a coin) and soft (e.g. a 2 C
Some tourists we
re driving throug
h
ething large
they noticed som
furry toy). Ending the lesson: Bring six to eight Wis con sin wh en
in the thick branch
es of a
and rectangular p truck. B
known objects (e.g. connected to technology) tree. It was a blu
e and white pick-u
k-u p truck there as a
in a non-transparent plastic bag; bring a A local man put
the pic
son. ‘Do you use
anything The McWedding
‘treehouse’ for his ,’ he
ed the tourists. ‘No
blindfold. to get up the
clim
re?
b
’
the
ask
tree!’
said , ‘we

3 A
Culture notes (Exercises 1 and 6) Overvecht sta
anywhere spec
tion in the Ne
therlands isn’t
ial but it now
passengers. ‘It’ has a slide for
Wisconsin is a state in north-east USA. The it’s great fun!
s long, straig
ht and smooth
and
Everyone lau
Antikythera Mechanism is kept at the National down it. It ge
ts them to the
ghs when the
platforms rea
y slide C

h a view
Does anyone lly fast.’
Archaeological Museum of Athens. miss their tra
in? Not now!
A car wit
Warm-up Comprehension Vocabulary: Describing objects
• (Books closed) Stick the photos you’ve 2 Read again and answer True (T), False (F) or 3 1
37 Listen and repeat. Make four lists under
brought on the board. Pairs use the past Doesn’t say (DS). the headings Size, Shape, Texture and Metal.
1 Weddings at McDonalds are cheap. T
continuous and when/while to write a 2 The burgers were in heart-shaped boxes. F bronze gold hard large long
sentence connected to each. Different 3 Tourists in Wisconsin saw a truck in a tree. T rectangular rough round silver smooth
4 A local man made a treehouse for his son. T soft square straight thick thin
students read out their sentences. 5 There’s a children’s playground at every train
Size Shape Texture Metal
station in the Netherlands. F
large rectangular hard bronze
Lead-in 6 You can use the slide to get to the street. F

• (Books open) Pairs use the photos to predict 32

what each headline means.

• The class tells you their ideas. Don’t tell them
if they’re right yet. Use the photos to check 3 1
Listen and repeat. Make four lists under
37
slide, wedding, view and pick-up truck. the headings Size, Shape, Texture and
Metal.
Tip: When students learn a new verb, teach • Students read the words in the box.
them and have them note the past simple • Play the recording. They repeat each word in
form, e.g. slide – slid. chorus.
• Pairs write the headings in their notebooks and
1 write their lists.
1 Listen and read. Match the photos and
36 • Check answers.
headlines with the news stories.
• Play the recording. Students listen, read and Answers
match. Size: large, long, thick, thin Shape: rectangular,
Answers ➞ student page round, square, straight Texture: hard, rough,
smooth, soft Metal: bronze, gold, silver
2 Read again and answer True( T), False( F)or
Doesn’t say( DS).
Suggestion: With a weak class, have students find
• Students read questions 1–6.
and underline the words in the texts in Exercise 1
• They read the text again, underlining the
before repeating them. Check understanding
relevant parts. Then they answer T/F/DS.
of any others you think your students will find
Answers ➞ student page difficult. You could use opposites, e.g. thick – thin,
and your objects/pictures of different metals.
Suggestion: Ask the class to tell you which
story they think is the strangest. Encourage 4 Choose all the correct answers.
them to explain their choice. • Pairs read and choose.

Answers ➞ student page

32

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 3
4 Choose all the correct answers. 6 Complete the text with the correct indefinite
1 The trunk of a tree can feel …. pronouns. • Use the photo to teach lump of rock, ancient,
a hard. b rough. c soft. archaeologist and wheel. Teach mechanical
2 A box can be ….
a round. b rectangular. c square. and mechanism by referring to machines
The Antikythera Mechanism
3 Wedding rings are usually made of ….
a gold. b silver. c bronze. Over 100 years ago, in
students know, using L1 if necessary. Teach
4 A slice of bread can be …. 1901, sponge divers gear, e.g. (using gesture) say Cars have five
were diving 1 somewhere
a thick. b smooth. c thin.
near the Greek island of or six gears. Explain or translate eclipse and
Antikythera when they
Grammar discovered an ancient shipwreck.
Indefinite pronouns
shipwreck. On the ship
they found a strange
• Students quickly read the text. They tell
Positive object – a hard lump
of rock in a rectangular
you what the photo shows (the Antikythera
Tourists noticed something large in a tree.
They were looking for somewhere unusual.
wooden box. Mechanism) and as much about it as they can.
Someone told them about McDonalds. At first, archaeologists didn’t think it was 2 important. • They read again and complete.
But years later, when scientists looked more carefully, they
Everyone laughs
when they go down
discovered 3 very special. Inside the rock were thirty • Check answers.
bronze gear wheels, like a mechanical clock, and ancient
the slide. Greek writing. Over 2,000 years old, it’s the oldest complex
gear mechanism in the world!
Negative
No one believed us!
Answers
What was it for? 4 knows for sure because there’s
Nothing was different. 5
like it 6 else in the world. Today, scientists 2 anything 3 something 4 No one 5 nothing
This road goes nowhere. call it the world’s oldest computer. They think it was 7
The station isn’t anywhere for predicting eclipses of the sun and moon and deciding 6 anywhere 7s omething
special. when to hold the ancient Olympic Games!

Questions
Does anyone miss their train? 7 Ask and answer about the Antikythera
Speaking
Do you use anything to get up there? Mechanism to complete the information.
7 Ask and answer about the Antikythera Mechanism
to complete the information. • Students take it in turns to ask and answer.
5 Choose the correct words.
1 Eugene couldn’t find a nice wedding ring
1 A: What did the divers find? They complete as they go.
B: a hard lump of rock in a rectangular wooden box.
for Lily anywhere / nowhere.
1 What did the divers find? 4 Why is it special?
2 Eugene’s mum didn’t eat something /
2 Where did they find it? 5 What was it for?
Answers ➞ student page
anything at the wedding!
3 How old is it?
3 Someone / Anyone helped the local man
put the truck in the tree.
4 The local man saw a truck in a tree
What
Where found
a hard lump of rock in a rectangular wooden box
on a shipwreck near the island of Antikythera
Tip: Give a weak class time to read the questions,
nowhere / somewhere in Virginia, too. How old over 2,000 years old re-read the text and underline the relevant
5 There’s nothing / anything in guidebooks Why special oldest complex gear mechanism in the world
about the Overvecht slide. What for scientists think it’s for predicting eclipses information before they ask and answer.

8 Student A: go to page 101.

Student B: go to page 105.
8 Student A: go to page 101.
> Now turn to Unit 3C in the Activity Book.
Student B: go to page 105.
33
• Have students go to the correct page and
look at the information there. Students work
in pairs to complete the information. Check in
Grammar open pairs.
• Students read the information in the Grammar
Answers ➞ page 103
box.
• Draw their attention to the words in bold. Ending the lesson
Elicit/point out some/any/nothing refer to
objects/ideas, some/any/nowhere to places and Game! Divide the class into two teams. Blindfold
some/anyone/no one to people. a student from one team. Give another student
• Draw students’ attention to the underlined from the same team an object from your bag.
positive verbs used with no one, nothingand He/she describes it to the first student, who
nowhere. guesses what it is to win a point. The teams take
turns to describe and guess.

Suggestion: With a weak class, first remind them

or elicit that we usually use some with a positive Learning difficulties
verb and any with questions and negative Remind students to focus on key words to help
sentences. them understand a text. You could have them
underline the key words the first time they
read the text in Exercise 6. This will benefit
5 Choose the correct words. all, but will be particularly useful for students
• Students read the sentences and choose, with learning difficulties. It will boost their
referring to the Grammar box for help. confidence and help to increase their reading
speed.
Answers ➞ student page

6 Complete the text with the correct indefinite Photocopiable Resource 3C. You can use this
pronouns. resource any time after Exercise 6.
• Students describe what they can see in the
photo. Don’t tell them what it is. Encourage
them to use the vocabulary they’ve just learned.

33

M03_TODA_TB_L03GLB_1143_U03.indd 33 05/03/2014 15:21

 D Communication W

Unit 3, D Speaking: Make excuses and apologise

1
1 38 Listen and read. Today, the Jones family are going to lunch with Aunt Saffy.

Newla nguage 1 2 3

Functions: Speaking: Make excuses and

apologise; Writing: A letter of apology
Englisht oday: Sorry I’m late. Never mind.
Sorry, (Mum), I’m not coming. (Tom) and I have
got (tickets for the rock concert). Sorry, (Tara), I
forgot. Hurry up.
Preparation: Exercise 3: Bring a blank sheet of
paper for each pair. Exercise 6: Provide letter Mum: Hi, Tara! We’re leaving for Aunt Tara: Mum, did you wash my blue Mum: Dylan, hurry up and change your
notepaper or A5 paper – one sheet per student. Saffy’s in half an hour. dress? clothes, please! Aunt Saffy’s expecting
Tara: Sorry I’m late, Mum. I was Mum: Oh no! Sorry, Tara, I forgot. us.
watching a DVD with Fran and I Tara: Oh, Mum! Dylan: Sorry, Mum, I’m not coming.
didn’t want to miss the end! Mum: Can’t you wear something else? Tom and I have got tickets for the
Warm-up Mum: Never mind. Why don’t you go
and get ready?
Tara: Hmm … Maybe. I’ll look in my
wardrobe.
rock concert, remember?
Mum: Oh, I forgot. Can you phone your
• (Books closed) Pairs take it in turns to describe Tara: OK. I’ll be quick, I promise! aunt and apologise?
Dylan: All right. I’ll do it now.
different classroom objects to each other. The
listener guesses. 2 1
39 Choose the correct answers and complete English today
the dialogues. Then listen and check.
Dialogue 1 • Sorry I’m late. • Sorry, (Tara), I forgot.
• Hurry up.
Tip: Demonstrate pairwork activities with Mum: Fran! We’re leaving for Uncle Jim’s house in half • Never mind.
• Sorry, (Mum), I’m not coming.
an hour.
confident students first. This is often more Fran: 1 I’m sorry I’m late , Mum. I was doing my Art • (Tom) and I have got (tickets for the rock concert).

effective than explaining and helps focus the project when I saw the time.
a I’ll go now b I’m sorry I’m late c Never mind
class, too. Fran: Mum, did you wash my black skirt?
Your turn
Mum: 2 a
a Sorry, dear. I forgot. b Sorry, I can’t. c All right. 3 Use the ideas below and Exercise 2 to help

Lead-in Dialogue 2
Dad: Hurry up and change your clothes, Paul. Grandad’s
you write two dialogues. Then act them out.
1 • leaving for Grandma’s house in twenty minutes
• (Books closed) Ask the class Do you ever have expecting us.
Paul: 3 c I’ve got tickets for the football match.
• visiting a friend
• favourite jeans?
family lunches? Who with? Do you like them? a I can’t. b It’s OK. c Sorry, I’m not coming. 2 • Aunt Annie’s expecting us
Why/Why not? Dad: Oh, sorry, I forgot. I’ll tell Grandad you’re sorry.
Paul: 4 a I’ll phone him.
• tickets for the football match

• (Books open) Ask the class about the photos. a It’s OK. b I can’t. c Sorry I’m late.
34
(Photo 1) Who can you see?( Tara and her
mum) Where are they?( At home in the
kitchen) Students describe what they’re
1
wearing. (Photo 2) Students predict what 2 Choose the correct answers and
39
they’re talking about. (Photo 3) How does complete the dialogues. Then listen
Dylan look? (Students share their ideas.) and check.
1 1
Listen and read. • Students quickly read each dialogue. They
38
tell you where the people are going in each.
• Play the recording while students listen and read. (Dialogue 1: Uncle Jim’s. Dialogue 2: Dad and
• Check students’ predictions about photo 2. the family – Grandad’s. Paul – the theatre.)
(Mrs Jones is apologising to Tara because she • Students choose and complete. Tell them to use
forgot to wash her blue dress.) the dialogue in Exercise 1 to help.
• Play the recording. Students listen and check.
See Introduction page iv. • Play the recording again, pausing to check
• Play the video all the way through. Then play answers.
it again, pausing after each section to ask
comprehension questions. Answers ➞ student page
• Tell students (L1) there is another version of
the video with a different ending. Ask for English today
suggestions for another ending. Then play the • Draw students’ attention to the English today
alternative version. Ask how many students box.
guessed correctly. (Answer: Tom doesn’t want • Have them repeat each expression after you in
to change his clothes. He thinks they’re all chorus, paying attention to intonation.
right.) • Have them find and underline the expressions/
AUDIOSCRIPT PAGE 105 similar expressions in the dialogues in Exercises
1 and 2.

Suggestion: Have students choose either the 3 Use the ideas below and Exercise 2 to help
first or alternative dialogue and act it out in you write two dialogues. Then act them out.
groups of three. • Give students time to read the information.
• Pairs decide who their dialogues are between.

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M03_TODA_TB_L03GLB_1143_U03.indd 34 05/03/2014 15:21

 Writing: A letter of apology 3
4 Read the letter. Why did Lucy miss her uncle’s birthday? 5 Put the paragraphs of the
letter in the correct order. • (Books open) Students read the tips.
I hope you’re well. • Point out Love, and Lots of love, are the
10 Lavender Close A 2
most informal endings and that Please give
Newport
NP10 5QR Give my love to your family.
With best wishes,
my regards to and With best wishes are both
12th November Paul more formal.
B 6
• They find and underline the phrases in the
Thanks for inviting me to your
house last Friday. I’m very sorry
letter in Exercise 4.
I couldn’t come. I had to go to a
Dear Uncle Julian
Julian, friend’s birthday party. Answers ➞ student page
How are you? I hope you and Aunt Marie are well and C 3
enjoying the good weather.
Thank you for inviting me to your birthday party Dear David,
last Saturday. I’m very sorry I couldn’t come. I D 1 Suggestion: Stretch a strong class. Students tell
was in bed with flu. I was feeling really bad but I’m
much better now. Let’s arrange to meet soon. you which phrases from the box they might use
your By the way, thank you very much for sending E 5 to write a letter or email to a good friend.
ecting me those DVDs. It was very kind of you. I really
enjoyed watching them while I was in bed. By the way, many thanks for
g. I’d love to see you soon. Can I visit you next lending me ‘Photos from the
he weekend? Past’. It was very kind of you. I
Please give my love to Aunt Marie. love books about photography 5 Put the paragraphs of the letter in the
Lots of love, and I really enjoyed reading it.
your
Lucy F 4 correct order.
• Students read the paragraphs. They circle key
Your turn
Writing tip words as they read.
6 Use the information below
Structure of a letter
to write a letter to your
• Pairs order the paragraphs, using Exercise 4
Greeting Dear (name), grandma. Use Exercises 4 and the Writing tip to help.
Paragraph 1 How are you? I hope you’re well. and 5 to help.
Paragraph 2 Thanks: Thank you/Thanks for -ing • you couldn’t go to your
Apology: I’m very sorry I couldn’t … grandma’s for Sunday lunch
Answers ➞ student page
– you had to study for an
Reason: I had tickets for an important game./I was in
important History test
bed with flu.
Paragraph 3 By the way, many thanks for …/thank you very much
• grandma sent you a cake – it Suggestion: If students are weak, order with
made you feel better
for … It was very kind of you. the whole class. Write the letters on the board.
Paragraph 4 I’d love to see you soon. Let’s arrange to meet soon.
Ending (Please) give my love/regards to …
> Now turn to page 37 in the Activity Different students write the corresponding
With best wishes,/All the best,/Yours,/Love,/Lots of
Book.
number next to each and explain why. Correct
love, as you go.
Look at Lucy’s letter again and underline the phrases she
uses from the list above.

35
6 Use the information below to write a letter
to your grandma. Use Exercises 4 and 5
to help.
• Pairs write two dialogues together on the • Give students time to read the information
paper you’ve brought, then act them out, and to write.
changing roles. • Move round the class prompting and checking.
• Collect each pair’s dialogues to use in Ending • Remind students to check their work when
the lesson. they finish.

Tip: In collaborative writing tasks like this, be Suggestion: Have students write their letter on
clear whether you want one student or both to the paper you’ve prepared, to make the task as
write. realistic as possible. This is motivating!

4 Read the letter. Why did Lucy miss her

Ending the lesson
uncle’s birthday?
Give out two or three of the most interesting
• Use the photo to introduce Lucy. dialogues you collected after Exercise 3 to
• Students quickly read the letter and note the different, confident pairs. They act them out for
answer. the class.
• Check the answer.

Answer Learning difficulties

Because she was in bed with flu. Tell students with learning difficulties they
can take key phrases from example texts to
use in their own work. For instance, to help
Writing tip them with Exercise 6, point out they can copy
• (Books closed) Ask the class to tell you (L1) if the phrases they underlined in the letter in
they ever write letters. Why/Whynot? Who to? Exercise 4.
Ask them if they (would) write in the same
style to a family member and a friend. Explain
we write in different styles depending on the Photocopiable Resource 3D. You can use this
situation/recipient. resource any time after Exercise 3.

35

M03_TODA_TB_L03GLB_1143_U03.indd 35 05/03/2014 15:21

 E Culture today

Unit 3, E A great British author

What do you know
Newla nguage about Dickens?
New words: chapter, debt, episode, escape, Life
Charles Dickens was
factory, guardian, impatiently, novel, orphan, born in Portsmouth,
poor, prison, publish, shilling England in 1812. Ebenezer Scroog
e (left)
When he died in
Preparation: Exercises 1 and 2: Use the Internet 1870, he was Britain’s Novels
favourite author. Charles Dickens
to check the value of 30p in your currency. Dickens wrote twenty novels. He used to publish one
Education chapter of a novel every week or month. The novels
Exercise 5: Book a computer room. were popular and people used to wait impatiently for
He didn’t go to university. He only went to school for
each episode – like soap operas.
three years!
Some of his characters’ names became words in the
Early experiences English language. For example, Ebenezer Scrooge was
Culture notes (Exercises 1 and 4) When he was twelve, his father went to prison because a character in one of Dickens’ stories. He hated
spending money. Now, we use the word scrooge to
A shilling was a coin used before 1971 in the UK. he couldn’t pay his debts. Charles went to work in a
factory. He used to work ten hours a day and earned describe a person who doesn’t like spending money.
Ebenezer Scrooge was a character in Dickens’ six shillings (just 30p) a week. He described factory life Write in and tell us about your favourite Dickens novel
and the life of the poor in many of his novels.
novel A Christmas Carol.(See http://www. or character!

perryweb.com/Dickens/work_list.shtml)
Pip with Miss Havisham in Great Expectations
Michael Morpurgo is a famous British children’s
author.(See http://www.michaelmorpurgo.com)

Warm-up
• Students imagine they’re going to a family A
lunch. They’ve just got back late from a L
s character
My favourite Dicken
1

friend’s house. Mum/dad isn’t happy. They ‘Great N

our ite cha racter is Pip from
haven’t got any nice clothes to wear because My fav the story
ectati ons ’
. Pip is an orphan and in E
Exp
Est ella and her rich fo
mum/dad forgot to do the washing yesterday. he meets a girl cal
led
ella but
visham. Pip loves Est
Student A is himself/herself. Student B is guardian, Miss Ha au se he ha s no money.
E
bec
she doesn’t love him
3

n called New words

mum/dad. They roleplay a conversation in ld he helped a ma
sc
When Pip was a chi h wa s escaping from chapter debt episode escape us
ile Ma gw itc
open or closed pairs. Magwitch wh
Magwitch gives mo
ney to factory guardian impatiently ho
prison. Years later, In the end, Pip learns novel orphan poor prison N
kes him ric h.
Pip and ma money!
re important than
publish shilling It
Lead-in that friends are mo 5

• (Books open) Read the title. Draw students’ 36 Penny, 13paper realia – a write-in to a magazine in hand-written font]

attention to the picture of Charles Dickens.

Students tell you what they know about him,
if anything. Tell them lots of his novels have
been made into films and TV series, e.g. Oliver Answers
Twist (see Culture notes). 1 Three. 2 Because his father was in prison (and
had debts). 3 Six shillings a week. (30p)
1
1 Listen and read. Name two characters
40
4 Twenty. 5 A character in one of Dickens’
from Charles Dickens’ novels. stories. 6 Because he hasn’t got any money.
• Play the recording. Students listen and follow 7 Magwitch. 8 Friends are more important than
the text. money.
• Check answers.
Suggestion: Give students time to find and
Answers
underline the new words. Check a weak class
Any two of: Ebenezer Scrooge, Pip, Estella,
understands them.
Miss Havisham, Magwitch

Go to the Culture video for this lesson.

2 Read again and answer the questions.
(See Introduction page v.)
• Draw students’ attention to New words. • Write on the board:
Remind them they should use the context and 1 The author was born in England.
photos to help them understand. 2 The author didn’t like school.
• Students read questions 1–8. 3 The author’s school was near a chocolate
• They read the text again, underlining the factory.
relevant parts. 4 The author wrote a book for the President
• They write their answers in their notebooks. of the USA.
• Check answers. Tell students how much one 5 The author wrote his books in his living
shilling/30p is worth in your currency. (See room.
Culture notes.) • Give students time to read.
• Play the video to 1:38. Students watch and note
True/False for each sentence.

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 Literature 3
Reading Speaking

1 1
40 Listen and read. Name two characters 4 Ask and answer about Michael Morpurgo. Use 4 Ask and answer about Michael Morpurgo.
from Charles Dickens’ novels. the information and the questions below.
1 A: When was he born?
Use the information and the questions
Comprehension B: He was born in 1943. below.
2 Read again and answer the questions.
Michael Morpurgo • Students guess what kind of stories Michael
1 How many years did Charles Dickens go to school
for? Life: Born in 1943, in St Albans, Morpurgo wrote. (See Culture notes.)
2 Why did Dickens work in a factory?
3 How much money did he earn in the factory?
near London.
• Students quickly read the text. Check
Education: Michael Morpurgo
4 How many novels did Dickens write? went to boarding school. He went their predictions. (He’s famous for writing
to university at King’s College in
5 Who was Ebenezer Scrooge?
6 Why doesn’t Estella love Pip? London. (children’s) stories.)
ne
7 Who was in prison in Great Expectations? Early experiences: His first job • Students read the questions, re-read the text
8 What did Pip learn? was a teacher in a primary school. First, he told stories
or to his class and then he started writing. and underline the relevant information.
Listening Novels: More than 100 novels. One very famous • They take it in turns to ask and answer.
novel is War Horse, about a horse in World War I.
1
as 3 41 Listen to the dialogue about a famous
author and complete the text. 1
2
When was he born?
Did he go to university?
Answers
. 3 What was his first job? 2 Yes, he did. 3 A primary school teacher.
vel
4 More than 100. 5 A horse in World War I.
4 How many novels has he written?
5 What is War Horse about?

Think about it

How often do you read books for fun? Do you

Think about it
spend more time reading from a computer screen
or a book? What are some of your favourite How often do you read books for fun? Do you
books?
spend more time reading from a computer
Project: A great author screen or a book? What are some of your
Anna Sewell 5 Find a picture of a great author from your favourite books?
Life: She was born in Great Yarmouth, England in country and write about him/her. Use the
1
1820 . When she died in 1878 she was living near ideas below. • The class tells you how often they read books
Norwich in Norfolk. • Life • Novels for fun.
Education: She only 2 went to school • Education • Your favourite character
for two years! Her parents educated her at home. • Early experiences • Pairs note the advantages and disadvantages
Early experiences: She had an accident Life of reading from a computer or e-reader
she was walking back from
screen. They tell the class. Discuss.
3
while Miguel de Cervantes was born
school. Because of that she 4 used to in Alcala de
Henares in Spain in 1547… .
use horses a lot to help her get around. She loved
horses and wanted people to be kind to them.
• Brainstorm favourite books. You could vote
Education
Novels: She only wrote one novel, Black Beauty. Some people think he went to
the University
for a class favourite.
It is about the life of a beautiful black horse. of Salamanca … .
5
Everyone loved it.
Early experiences
37 Suggestion: Ask the class if they ever read in
English. What? They tell you why reading in
English is a good way of helping them improve,
• Students guess the author’s name. (e.g. it will help them learn new words).
• Play the video to the end. Check answers.
• Find out what students know about Roald
Dahl’s books. 5 Find a picture of a great author from your
country and write about him/her. Use the
Answers ideas below.
1 False (Wales) 2 True 3 True (Cadbury’s) 4Fals e • Students read the headings and the example.
(For Walt Disney. The President’s wife liked it.) 5 • They choose a great author. They use the
False (In a hut in his garden) Internet to find out more about him/her and
to print a photo.
1
• Give them time to write, using a computer.
3 41 Listen to the dialogue about a famous Move round prompting and checking.
author and complete the text.
• Students use the photo to predict what Anna Ending the lesson
Sewell wrote about. (Books closed) Memory game/pairwork. Student
• They quickly read the text. Check their A closes his/her book. Student B asks Student A
predictions. (A horse) three questions about the authors in this lesson.
• Play the recording. Students listen and For instance, When was Charles Dickens born?
complete. They swap and continue.
• Play the recording again, pausing to check
answers. Learning difficulties
Answers ➞ student page Students could do part of Exercise 5 in pairs.
One student searches for a photo, while a
AUDIOSCRIPT PAGE 105 stronger reader finds information. They both
discuss what to write. The stronger writer could
note the ideas and print a copy of the notes for
both of them. They write individually at home.

37

M03_TODA_TB_L03GLB_1143_U03.indd 37 05/03/2014 15:21

 F Revision 3 Look at the table. Write about what these people
could/couldn’t do before they started school. D
1 Match 1–9 with a–i. Then complete the text
Dylan could swim and ride a bike. He couldn’t … .

Unit 3, F Revision
below. Use the correct forms of the verbs.
T
1 start/leave a hard Read and Swim Ride a Use a
2 do b a job write bike computer
3 pass c successful Dylan ✗ ✓ ✓ ✗ D
4 study d school Tom ✗ ✗ ✓ ✗
Language revised 5 get e a living
Tara ✓ ✗ ✓ ✓
6 earn f college/university
Grammar: past simple; used to, could;pas t 7 find g well 4 Tell Bruno what to do to
continuous; past continuous + when/while; 8
9
go to
become
h
i
a degree/diploma
exams
complete the course.
1 Walk along the wall. T
indefinite pronouns

Emily’s art
Vocabulary: Education and work, Prepositions
1 2 D

of movement, Describing objects T

D
Functions: Speaking: Make excuses and walk/the wall swim/the pool

apologise; Writing: A letter of apology 3 4

T

Pronunciation: /ɪŋk/,/ ɪŋ/

Preparation: Warm-up: Prepare enough small Emily 1 started school when she was five years old. She
was a good student. She 2 did very well and run/the tree jump/the wall
D
slips of blank paper for pairs. Write one of the 3 passed all her exams. When she was eighteen years 5 6 M
old she 4 went to university. She 5 studied hard and
words taught in Units 3A–C on each at random. 6 got a degree in Art when she was twenty-two. G
It doesn’t matter if you use the same word twice. She had to 7 earn a living but she couldn’t find a job
as an artist. Emily also loved cooking so she 8 went walk/the table jump/the box M
to catering college and 9 got a diploma as a chef. G
7 8
D
Warm-up Then she had an idea: she started making ‘art cakes’. They
looked like famous paintings but they were cakes. People G
M
• Give each pair one of your prepared word loved them! Soon she 10 became successful and she
opened her own shop. Well done, Emily! jump/the box run/the finish line
slips. They write a sentence in their notebook G

using the word. Different pairs read out their 2 Write sentences about what these people used
5 Complete the email with the past simple or
past continuous forms of the verbs.
D
M
sentence but say ‘mmmm’ instead of their to do when they were younger and what they
do now.
D
word. The class guesses what it is. 1 Fran’s Mum didn’t use to like cooking. Now she loves it.
send save
Then Now
Subject: Surprise!
Lead-in 1 Fran’s mum: not like cooking love it
Hi Saffy,
M
D
2 Fran’s grandma: live in Italy live in the UK
Have a look at the photo that comes with this email.
• (Books closed) Quiz! Divide the class into 3 Mr Jones: go everywhere go everywhere Here’s the story. Last Saturday morning, Tara and
by bike by car Dylan 1 were doing (do) their household jobs.
two teams. Teams take it in turns to answer 4 Mrs Jones: wear only jeans smart clothes They 2 (tidy) the garage when they 3
questions using language from the unit. 5 Tom’s mum: have a pet cat have a pet dog (hear) a strange noise. It 4 (come) from a box
behind the car. Tara was scared but Dylan wanted to
6 Tom’s dad: play football play golf
Possible questions: 1) Where did Jamie Oliver on Saturdays
see what was in the box. While he 5 (try) to
open it, three mice 6 (jump) out. Dylan
go when he was sixteen? (Catering college) 38
7
(run) out of the garage faster than the mice!

2) Say three ways of finishing a letter.

1 Match 1–9 with a–i. Then complete the text
below. Use the correct forms of the verbs. 3 Look at the table. Write about what these
• Give pairs time to do the matching exercise. people could/couldn’t do before they started
school.
Answers ➞ student page • Students use the information to write sentences
with could/couldn’t.
• Students predict what Emily’s job is.
• Check answers.
• They quickly read the text. Check their
predictions. (She’s a cook.)
• They use verbs 1–9 to complete. Answers
Dylan couldn’t read and write. He couldn’t use a
Answers ➞ student page computer.
Tom could ride a bike. He couldn’t read and write.
2 Write sentences about what these people He couldn’t swim. He couldn’t use a computer.
used to do when they were younger and Tara could read and write. She could ride a bike.
what they do now. She could use a computer. She couldn’t swim.
• Students use the prompts to write sentences
with used to. 4 Tell Bruno what to do to complete the course.
• Check answers.
• Pairs take it in turns to give Bruno instructions,
using the correct preposition of movement.
Answers • Check answers.
2 Fran’s grandma used to live in Italy. Now
she lives in the UK. 3 Mr Jones used to go
Answers
everywhere by bike. Now he goes everywhere
by car. 4 Mrs Jones used to wear only jeans. 2 across 3 around 4 over 5 under 6 into 7 out
Now she wears smart clothes. 5 Tom’s mum of 8t owards
used to have a pet cat. Now she has a pet dog.
6 Tom’s dad used to play football on Saturdays.
Now he plays golf.

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M03_TODA_TB_L03GLB_1143_U03.indd 38 05/03/2014 15:21

e 6 Choose the correct words. 8 Choose the correct phrases to complete
3
Dylan: Tara, have you got my MP3 player? I can’t find it Nathan’s letter to his uncle.
1
somewhere / anywhere.
Tara: No, I haven’t. It must be Dear Uncle Peter,
2
somewhere / nowhere How are you? I hope you and Aunt Sarah are well. 8 Choose the correct phrases to complete
1
Never mind / I’m very sorry I couldn’t come to your
in your room.
barbecue last Sunday. 2 I had a bad cold / I couldn’t. Nathan’s letter to his uncle.
Dylan: No, it isn’t. I left it on It was awful at first but, fortunately, I’m 3 really sorry /
the kitchen table before feeling better now. • Students read and choose.
dinner. It was in a By the way, 4 thank you / I apologise for sending me
small blue bag. I found the comic book. It was very kind of you. 5 I had great fun /
the bag but there’s Many thanks for reading it. Answers ➞ student page
3
anything / nothing in it. It’s empty.
6
Lots of love / I’d love to see you soon. Why don’t we
meet next weekend? I could come and visit you.
Tara: Well, maybe 4 someone / anyone took it from All the best, 1
there. Why don’t you ask Mum? Nathan 9 42 Listen and repeat.
Dylan: I asked her. She said she didn’t see 5 anyone /
anything on the table before dinner. • Play the recording. Students listen and repeat
Tom: Hi, guys! Oh, I love this song!
Dylan: Tom! Can I ask you 6 something / nothing? Is that
Pronunciation: /ɪŋk/, /ɪŋ/ the rhyme.
your MP3 player? 1
9 42 Listen and repeat.
Tom: No, it’s yours. You gave it to me when I went
running because I couldn’t find mine!
I think that I’ll sing Play the Pronunciation video for this
A song about spring
7 Complete the dialogues with phrases a–i. And have something to drink lesson. Play it again and have students say the
Then act them out. That’s fizzy and pink! rhyme along with the video.
Dialogue 1
Mum: Hi, George! We’re leaving for Aunt Tessa’s in half
1
10 43 Listen and circle the /ɪŋk/ sound. Then
an hour.
George: I 1 ’m sorry I’m late , Mum. I 2 d the listen again and underline the /ɪŋ/ sound. Suggestion: Pairs practise saying the rhyme to
football match on TV. 1 I think he’s coming. each other. Encourage them not to look.
Mum: 3 i Why don’t you go and get ready? 2 She’s putting the dishes in the sink.
George: OK. I’ll be quick. 3 I’ve got nothing to wear. I’ve only got this pink T-shirt.
Dialogue 2 1
George: Mum, did you wash my black T-shirt? My progress 10 43 Listen and circle the /ɪŋk/ sound.
Mum: Oh no! Sorry, dear. I 4 h . Can’t you
5
a ?
11 Read and tick (✓). Then listen again and underline the
George: OK. I’ll look in my wardrobe. I can: /ɪŋ/ sound.
Dialogue 3 talk about things that happened in the past but
Mum: Diana, 6 e and change your clothes, not now. • Play the recording. Students listen and circle
please! Aunt Tessa’s expecting us for lunch soon.
Diana: Sorry, Mum, I 7 g . My friends and I have
Jamie used to help in his parents’ restaurant. the /ɪŋk/ sound.
talk about abilities in the past.
got tickets for the pop concert, remember? You He could cook when he was eight years old. • Play the recording again. They listen and
and Dad said it’s OK.
Mum: Oh, I forgot. Can you 8 f ?
describe past experiences with when and while. underline the /ɪŋ/ sound.
I was looking at the books when I heard a voice.
Diana: 9 c I’ll do it now.
use prepositions of movement.
• Play the recording again, pausing to check
a wear something else f phone your aunt He walked across the road. answers.
b ’m sorry I’m late and apologise describe objects.
c All right. g ’m not coming The box was large and rectangular.
make excuses and apologise.
Answers ➞ student page
d was watching h forgot
e hurry up i Never mind. I’m sorry I was late. I was watching a DVD.

> Turn to Unit 3 Check in the Activity Book on page 38.

39 11 Read and tick (✓).
• (Books closed) Ask the class what they’ve
learned in Unit 3. Ask them to remind you
5 Complete the email with the past simple or why it’s important to think about this (e.g. so
past continuous forms of the verbs. they know what they’re good at or need to
work harder at).
• Students quickly read the email. They tell you • (Books open) Tell students the table will help
what the surprise was. (Mice!) them think. Give them time to look at the
• They read again and complete. examples individually, reflect and tick.
• Check answers. • Ask the class about each point in turn. Ask
them to give examples to you or a partner.
Answers
2 were tidying 3 heard 4 was coming 5 was
trying 6 jumped 7 ran Learning difficulties
Encourage students to help each other, e.g. by
comparing answers. This will benefit all and
6 Choose the correct words.
is a way of supporting students with learning
• Students quickly read the dialogue and tell you difficulties without attracting attention.
who’s got Dylan’s MP3 player. (Tom )
• They read the dialogue again and choose.
Tests on Teacher’s etext for IWB (see
Answers ➞ student page Introduction page vi.).
You can now use Unit Test 3.
7 Complete the dialogues with phrases a–i. After grading the test, you can allocate an
Then act them out. Extension Test or a remedial Revision worksheet
• Students quickly read the dialogues and tell to stronger and weaker students.
you if the people are going to the same place.
(No. Diana’s going to a concert.)
• Students read the dialogues again. Pairs
complete.

Answers ➞ student page

• Pairs act out the dialogue.

39

M03_TODA_TB_L03GLB_1143_U03.indd 39 05/03/2014 15:21