teacher`sbook

ingear 1
teacher’sbook
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Unit
1 My time
Contents
topic
•Free time and leisure
reading
•Reading about teenagers’ hobbies
•World music
•Strategy: Predicting content
VOCABULARY
•Free-time activities: cinema, travel and literature
•Countable and uncountable nouns
•Partitives with uncountable nouns
•Quantifiers
•Phrasal verbs
•Compound nouns and adjectives
grammar
•Adverbs and expressions of frequency
•Present simple and present continuous
•Question forms
listening
•Teenagers talking about their hobbies
•Strategy: Predicting content
•Pronunciation: /s/ /z/ /ɪz/
In Gear 1 • Teacher’s Book
1Aim: To introduce the topic of free time and hobbies.
Procedure: Refer students to the photographs and elicit the
free-time activities in each one. Ask students if they do any of
these or other free-time activities.
Listening transcript:
1.1
2Aim: To introduce vocabulary related to the topics of film,
travel and literature.
Procedure: Students work in pairs to match the clues to the
words in bold in the text.
Answer key
1 actor, director, extra 2 sunscreen 3 backpack 4 guidebook
5 trilogy 6 comedies, action films 7 take place 8 well-known
3Aim: To further enrich free-time vocabulary and review the
present simple.
Procedure: Students read the survey questions and write
two more of their own.
4Aim: To personalize the topic of free time while practising
the vocabulary and present simple through speaking.
Procedure: Students work in pairs or small groups asking
and answering the survey questions. If there is time, ask each
group to share some of their findings with the rest of the class.
Vocabulary Reference, Student’s Book page 147
Remind students they can find the word list for each unit,
with translations and pronunciation, in the Vocabulary
Reference at the back of their book.
speaking
•Interviewing classmates about their free time
•Discussing the WOMAD festival
•Talking about music
•Strategy: Keeping it simple
writing
•Punctuation: Capital letters
•Connectors: and, but, because
•Strategy: A place description
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Unit
1 My time
GRAMMAR: Adverbs & expressions of frequency, present tenses, question forms
VOCABULARY: Free time & leisure, countable & uncountable nouns, partitives with
uncountable nouns, quantifiers, phrasal verbs, compound nouns & adjectives
1
1.1 Read the extracts. Who do you agree with?
1
2
I love going to the cinema and
I sometimes rent DVDs. I really
enjoy comedies and action
films. I haven’t got a favourite
well-known actor, but I think
Ken Loach is a brilliant director.
I’d love to be an extra in a crowd
scene in a film.
3
When I want to have a good time,
I buy a guidebook, pack my
backpack and go travelling. I
always use a money belt to keep
my cash and passport safe. And,
of course, it’s important to take
sunscreen or a raincoat with you,
depending on your destination.
2 Look at the words in bold. Can you find…
Reading is my favourite hobby.
I read at home, on the bus,
everywhere. Now I’m reading a
crime novel which takes place in
Scotland. It’s the second book of
a trilogy and is based on a true
story. It’s the best-selling book
this month.
3 A survey. Read the questions and write two more.
1 three people who work in the film industry?
2 a cream to protect your skin?
3 a bag you take on holiday?
4 a book for tourists?
5 a series of three books?
6 two types of films?
7 a verb which means happen?
8 a synonym of famous?
How do you spend your free time?
1 How often do you watch foreign films with subtitles?
2 Do you collect famous people’s autographs? Why/not?
3 Do you prefer to travel by train or by bus? Why?
4 Which countries would you like to visit?
5 How often do you read a novel for pleasure,
not for school?
6 Do you enjoy reading the newspaper?
7…
8…
4
Work in groups. Interview your classmates.
Vocabulary Reference page 147
My time
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Workbook pages 4 and 5
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Teacher’s Resource Book pages 40 and 41
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READING
World music
1.2
STRATEGY Predicting content
Use the title of the text and any photographs or
illustrations to predict what the text is about.
1 Answer the questions and practise the strategy.
1 Look at the photos. What can you see?
2 Look at the title. Is WOMAD a real word or an invented
one? What does it mean?
3 What do you predict the text is about?
The wonderful
of
2 Read the text. Are the statements True or False?
Justify your answer with information from the
text.
1 If you go to a WOMAD festival, you will only listen
to music.
2 Singers and dancers from all over the world perform
at WOMAD.
3 WOMAD festivals are not very popular.
4 There are opportunities to learn about other cultures
at WOMAD.
5
3 Answer the questions using your own words.
1 What’s the aim of WOMAD?
2 What can you do at WOMAD apart from listening
to music?
3 Why is WOMAD important for Cáceres?
10
15
6
14
WOMAD stands for World of Music, Arts and Dance.
The objective of WOMAD is to bring together and
celebrate different forms of music, art and dance
from countries and cultures all over the world. Peter
Gabriel had the inspiration for WOMAD in 1980
and the first festival took place in 1982. Since then,
WOMAD festivals have been held in many countries
and thousands of people have danced to music from
Algeria to Zimbabwe.
The festivals are always wonderful, unique occasions
that introduce lots of talented artists to international
spectators. They also offer many different audiences
the opportunity to experience other cultures through
music. At these festivals music is the universal
language. The events encourage people from different
places to get on with one another and, as a result, help
overcome the more negative aspects of our world, like
racism or xenophobia.
In Gear
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f
Unit
In Gear 1 • Teacher’s Book
reading
In Gear
WOMAD
The first WOMAD festival took place in 1982 in the
UK. Co-founded by musician Peter Gabriel, the idea
behind WOMAD festivals is to bring together artists
from around the world and celebrate different forms of
music, art and dance. The festivals are family-oriented
and feature not only different performances but also
educational workshops and activities. For example,
participants at a recent festival could learn Korean
dance steps, try playing a flute and take part in cooking
a Portuguese cod stew. There is also a global village
of shops where visitors can buy arts, crafts and food
items from around the world. WOMAD festivals are held
several times a year at different international locations.
Some of the Spanish artists who have participated
in WOMAD include Jerigüey, Flamenco artist José
Mercé, Luxury 54, Los Gofiones, Los Coquillos and Los
Alienigenas.
Strategy Predicting content
Read the strategy together and ask how the photos and titles
could help reading comprehension.
Students learn about an international festival that
celebrates diversity and multiculturalism.
1Aim: To apply the strategy of predicting content.
1 My time
2Aim: To learn to search a reading text for information that
justifies an answer to a true or false question.
Procedure: Ask students to read the statements and
underline information in the text which determines whether
the statements are true or false.
Answer key
1 False. WOMAD celebrates music, arts and dance. 2 True. From
Algeria to Zimbabwe. 3 False. Festivals have been held in many
countries and thousands of people have attended them. 4 True.
WOMAD offers opportunities to learn about other cultures
through music.
Listening transcript: 1.2
3Aim: To learn to answer comprehension questions in one’s
own words.
Procedure: Read the first question together and elicit an
answer that does not copy the text word for word. Students
can answer the remaining questions in pairs. Circulate and
help as needed.
Sample answers
1 The aim of WOMAD is to encourage cross-cultural
understanding through a multicultural festival that features
music, art and dance. 2 There are workshops and activities
on cooking, musical instruments and clothing from different
countries. 3 The city has been awarded many prizes for
promoting international solidarity and tolerance, and
hosting WOMAD may help Cáceres be named the 2016
European City of Culture.
Procedure: Read through the strategy together. Students
work in pairs to answer the questions.
Answer key
Students’ own answers.
Careful!
Make students aware of the following false friends:
• Introduce does not mean ‘put something into a place’ but
‘bring people together and make them meet each other’.
• Attend means ‘go to an event’ and not ‘take care of’ or ‘pay
attention to’.
• Successful refers to something that has ‘achieved its goal or
is popular and/or money-making’ rather than ‘an event or
incident’.
7:14
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Unit
1 My time
In Gear 1 • Teacher’s Book
4Aim: To learn how to eliminate incorrect answers and find
information in the text to support the correct answer.
Procedure: Read through the first question and ask the
students if any answers are obviously wrong and can be
eliminated. Focus on the remaining answers and search
the text for information that eliminates or supports each
one. Students finish the task in pairs following the same
procedure.
Answer key
1 c: one man (Peter Gabriel) 2 b: people speak many different
languages (performers come from all over the world;
international spectators) 3 d: two to three days (festivals
usually last for a weekend) 4 a: on several stages at one time
(simultaneous live performances on two or more stages)
5Aim: To learn how to search the text for individual words
while learning to pay attention to context clues and parts of
speech.
Procedure: Do the first question with the students. Remind
them that adjectives describe nouns and that they often end
with suffixes like -al, -ent, -ive, -ous, -ful, -less, -ed or -ing.
Answer key
1 talented 2 artist 3 spectator 4 audience 5 performance
6 stage
6Aim: To personalize the subject of music festivals while
developing fluency skills.
Procedure: Students discuss the questions in small groups.
Weblink
Students can connect to www.womad.org. Students work
in pairs or groups to write ten questions about WOMAD for
another pair or group of students to answer. This could also
be done as a homework assignment.
Students use the internet to search for information.
Extra activity
If you would like to provide the students with extra reading
practice, dictate or write the following True or False
questions on the board:
1 Thousands of people danced from Algeria to Zimbabwe
during a WOMAD festival. (false)
2 Peter Gabriel had the idea for starting WOMAD. (true)
3 Spectators experience racism and xenophobia at the
festivals. (false)
4 Children can participate in the workshops and activities.
(true)
5 Hosting WOMAD has been a positive experience for the
city of Cáceres. (true)
6 Cáceres has been awarded the prize of European City of
Culture. (false)
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READING
Unit
1
k
4 Read the text again. Choose the correct option.
Only ONE answer is possible.
20
25
30
35
40
45
WOMAD festivals usually last for a weekend and
are active and diverse musical events, featuring
simultaneous live performances on two or more
stages. They also include participatory workshops,
as well as music and dance sessions hosted by
many of the visiting artists. Visitors to the festival
can try on traditional clothes from different
countries, try out some new dance steps and
even play handmade instruments like the kora
and djembe from Senegal. Some WOMAD festivals
feature a ‘Taste the World’ tent. Here visitors can
attend cookery sessions and watch artists prepare
traditional dishes from their countries. WOMAD
has something for everybody, and children are not
forgotten with workshops and activities provided
specially for them.
There are WOMAD festivals all around the world
and WOMAD has been held in Spain at different
locations including Las Palmas de Gran Canaria
and Cáceres. The combination of WOMAD,
with its focus on multicultural exchange and
communication across cultures, and the historic
setting of Cáceres has been very successful.
WOMAD in Cáceres has become one of the
most exciting festivals in Spain. And thanks to
WOMAD, the city has been awarded several prizes
for its promotion of international solidarity and
tolerance. Perhaps the association with WOMAD
will even help Cáceres in its bid to be named the
2016 European City of Culture.
1 WOMAD was originally the idea of…
a a theatre group from Algeria.
b a musical group from Zimbabwe.
c one man.
d a dance group.
2 At WOMAD…
a people speak an international language.
b people speak many different languages.
c people learn new languages like Wolof.
d people don’t understand one another.
3 WOMAD festivals usually last for…
a a fortnight.
b one week.
c a night.
d two to three days.
4 Groups sing and dance…
a on several stages at the same time.
b only on one stage at a time.
c in tents and caravans.
d in different cities at the same time.
5 Find words in the text that match the
definitions. Use the clues to help you.
1 An adjective, beginning with t, which means you are
good at something.
2 A person who acts, dances or sings for other people.
This word is a noun with six letters.
3 A person who watches other people act, dance or sing.
This noun is a cognate.
4 A group of people who watch others acting, dancing
or singing. This noun starts with a.
5 Live entertainment presented to the public. The word
contains the suffix -ance.
6 A platform used by actors, dancers and singers. It
begins with s and has one syllable.
SPEAKING
6 Work in groups and discuss the questions.
1 Do you enjoy live music?
2 Would you like to go to WOMAD?
3 Can you play a musical instrument?
Where are this year’s WOMAD festivals taking place?
www.womad.org
My time
Workbook page 8
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Teacher’s Resource Book page 112
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VOCABULARY
Countable and uncountable nouns
1 Read the examples in the box and choose the
correct options.
SPEAKING
4 Complete the questions with expressions in 3.
Ask a partner.
Nouns can be countable or uncountable.
a Countable nouns have singular and plural forms.
b Uncountable nouns only have a singular form.
c Some nouns can be both countable and
uncountable.
Would you like some cake / cakes? It’s delicious.
I made two birthday cake / cakes for her party: there
were so many guests!
1 What is the best … … advice you can give a friend?
2 Do you spend a large or small … … money every
month?
3 What is the best … … music you have heard?
4 Do you drink a … … orange juice every day?
5 How many … … honey do you have in your tea?
Quantifiers
5 Read the rules in the box and answer the
question.
a We use quantifiers like some, any, no, a lot (of),
lots (of), several, plenty with both countable and
uncountable nouns.
b We use quantifiers like many and (a) few with
countable nouns.
c We use quantifiers like much and (a) little with
uncountable nouns.
d Which quantifiers do we use in affirmative, negative
or interrogative sentences?
6
2 Complete the table with the nouns.
• audience • baggage • coffee • couscous • glass
• mistake • money • monument • novel • room
• spectator • travel
countable
uncountable
both
audience
Partitives with uncountable nouns
3 Match the expressions with the uncountable
nouns. One expression is used with two nouns.
1 a bottle of 1-g
2 a can of
3 a cup of
4 a glass of
5 a piece of
6 a spoonful of
7 a sum of
8
a advice
b coffee
c cola
d milk
e money
f music
g oil
h sugar
1.3 Choose the correct options to complete
the text.
I don’t go to 1many / much / little concerts
because my parents don’t let me. My friends
don’t have 2plenty / some / any problems with
their parents and they go to 3little / much / a lot of
concerts! It’s a pain. Anyway, my parents say that
now I’m seventeen I can go to 4much / a little /
a few concerts in the summer. So, I’m going to
Rock in Rio with 5many / much / several friends. I
don’t know how 6many / some / much spectators
go to big festivals like this, but I can imagine
there will be 7a lot / a few / a little of people there.
I’m taking a backpack with 8any / plenty / some
sandwiches, sunglasses and sunscreen. I’ll also
take 9a few / a little / much money, so I can buy a
T-shirt at the festival as a souvenir.
In Gear
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Unit
In Gear 1 • Teacher’s Book
vocabulary
1Aim: To revise the differences between countable and
uncountable nouns.
Procedure: Ask students to explain what they remember
about countable and uncountable nouns. Read the grammar
rules and answer the questions together to check what they
already know and clear up any confusion.
Answer key
1 cake 2 cakes
Extra activity
You could start out by asking the students what they had
for breakfast/lunch. Write their answers on the board in two
unlabelled groups: countable and uncountable nouns. Elicit
the difference between the words and then launch into the
review of the grammar in exercise 1.
2Aim: To check students’ understanding of the difference
between countable and uncountable nouns by classifying
them.
Procedure: Students copy the chart in their notebooks and
write the words in the correct columns.
Answer key
countable: mistake, monument, novel, room, spectator
uncountable: audience, baggage, couscous, money, travel
both: coffee, glass
3Aim: To present partitives used with uncountable nouns.
Procedure: Explain to the students that specific partitives
collocate with specific uncountable nouns. Look at the first
example as a class and then ask the students to work in pairs
matching the remaining expressions with the uncountable
nouns.
Answer key
1g 2c 3b 4d 5a, f 6h 7e
1 My time
5Aim: To revise quantifiers and check students’ previous
knowledge by reading grammar rules and answering
questions.
Procedure: Read the grammar rules as a class. Ask the
students to answer the questions in pairs. As this is a
complex grammar area, it may help to write the answers on
the board and provide students with example sentences.
Answer key
Affirmative
some: I have some new books. I have some good news.
a lot (of), lots (of): She has a lot of friends. She ate lots of cake.
no: He has no friends. He has no luck.
plenty of: They have plenty of books. They have plenty of
money.
a few: We have a few eggs. (We don’t need to buy any more.)
few: We have few eggs. (We need more eggs.)
a little: I need a little water. (I have a small amount of water.)
little: I have little water. (I need more water.)
several: I have several questions.
Negative
any: I haven’t read any books lately. I haven’t got any cheese.
much: We haven’t got much time.
many: There aren’t many customers in the shop.
Interrogative
any: Have you read any books lately? Have you got any cheese?
much: Is there much snow in the winter?
many: Are there many students in your class?
6Aim: To check students’ understanding of the rules for
using quantifiers.
Procedure: Students choose the correct option and listen to
the recording to check their answers.
Answer key
1 many 2 any 3 a lot of 4 a few 5 several 6 many 7 a lot
8 some 9 a little
Listening transcript: 1.3
4Aim: To contextualize and personalize the partitives
and uncountable nouns from exercise 3 while developing
speaking skills.
Procedure: Students complete the questions with the
correct word from exercise 3. Check the answers and then
put students in pairs or small groups to ask and answer the
questions.
Answer key
1 piece of 2 sum of 3 piece of 4 glass of 5 spoonfuls of
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Unit
1 My time
7Aim: To encourage students to use context to determine
the meaning of phrasal verbs.
Procedure: Remind students that phrasal verbs are a
combination of a verb and a preposition or an adverb. Elicit
a few that they already know (wake up, put on, take off, etc.).
Remind students that it is possible to deduce the meaning
of phrasal verbs they don’t know through context. Read the
first example together and elicit the meaning of stand for.
Then ask students to find the correct definition (d). Students
finish the rest of the questions in pairs.
Answer key
1d 2b 3e 4c 5a
Students learn to use context and their general
knowledge of English to deduce the meaning of words they
do not know.
8Aim: To check students’ understanding of the phrasal
verbs studied in exercise 7.
Procedure: Students complete the questions with the
correct words from exercise 7. Check the answers and then
put students in pairs or small groups to ask and answer the
questions.
In Gear 1 • Teacher’s Book
Extra activity
Music festivals are held around the world and are usually
organized around a musical genre, local holiday or social
movement. You might write up a list of festivals and ask
students to guess what kind of music is featured and where
they take place. For example:
Snowbombing: Dance music in the Austrian Alps.
InProg: Progressive rock music in Moscow, Russia.
Glastonbury: One of the largest outdoor music festivals in the
world in Glastonbury, England.
CMA Music Festival: Hosted by the Country Music Association in
Nashville, Tennessee (USA).
You could ask your students if they would like to go to a
musical festival or if they have ever been to one. Did they
like it? Why/not? Share your own experiences as appropriate.
For further practice, put students in groups and ask them to
design their own music festival and present it to the class.
Where would it be held? What would the theme be? What
artists would they invite?
Answer key
1 get on with 2 try out 3 bring, together 4 try on 5 stand for
9Aim: To revise formation rules for compound nouns and
adjectives.
Procedure: Read through the rules as a class and elicit
examples of each type of word (for example, toothbrush, train
station, old-fashioned). Analyse the first few words together
and remind students to try to use the words in a sentence in
order to determine if they are nouns or adjectives.
Answer key
1 adjective 2 adjective 3 noun 4 adjective 5 noun 6 adjective
7 noun 8 noun
10Aim: To check students’ ability to apply the rules learnt in
exercise 9.
Procedure: Students complete the sentences with the
correct words and check their answers in pairs.
Answer key
1 luggage 2 eyed 3 in 4 looking 5 left 6 passport 7 open
8 part
Vocabulary Reference, Student’s Book page 147
Remind students they can find the word list for each unit,
with translations and pronunciation, in the Vocabulary
Reference at the back of their book.
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Phrasal verbs
7 Match the phrasal verbs with the meanings.
VOCABULARY
Unit
1
k
Word formation: compound nouns
and adjectives
Compound nouns and adjectives are the combination
of two or more words.
a Compound nouns can be written as one word, as
two words or with a hyphen.
b Compound adjectives are generally written with a
hyphen.
Use a dictionary to check how compound words are
written.
9 Look at the examples. Are they nouns
or adjectives?
1 easy-going
2 handmade
3 ice cream
4 red-headed
5
6
7
8
sunscreen
three-year-old
departures board
weekend
1 WOMAD stands for World of Music, Arts and Dance.
2 The objective of WOMAD is to bring together people
from different places.
3 The events encourage people to get on with one
another.
4 Visitors to the festival can try on traditional costumes.
5 Visitors can try out some new dance steps.
a test a new activity to see if you like it
b introduce people to other people
c put on clothes to see if they fit
d be an abbreviation of
e have a friendly relationship with
10 Complete the compound nouns and adjectives
SPEAKING
to match the definitions.
8 Complete the questions with the phrasal verbs
in 7. Ask a partner.
1 Do you … … … your parents?
2 Would you like to … … golf?
3 Do you agree that parties are a great way to … all your
friends …?
4 Do you usually … … clothes before you buy them?
5 What does BBC … …?
1 hand luggage: the bags you take on the plane
2 blue-…: used to describe a person with blue eyes
3 check-…: where you register in a hotel or at the airport
4 good-…: attractive
5 …-handed: you don’t write with your right hand
6 … control: where you show your identification to enter
or leave a country
7 …-minded: you are receptive to new ideas and
arguments
8 …-time: you only work a few hours a day/week
Language Reference page 127
My time
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Workbook pages 4 and 5
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Teacher’s Resource Book pages 40 and 41
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GRAMMAR
Adverbs and expressions of
frequency
1 Identify the adverbs and expressions of
Present simple and continuous
5 Look at the examples in bold. What tenses are
the verbs in?
frequency.
1 I try to go to the cinema once a month. once a month
2 He is always on time for concerts.
3 She sometimes plays the guitar in her brother’s band.
4 They go to the cinema every week.
5 We don’t often go to concerts in a stadium.
2 Complete the rules in the box. Match them with
the examples in 1.
Adverbs and expressions of frequency tell us how
often an action takes place.
a We use adverbs of frequency after / before the verb
be.
b We use adverbs of frequency after / before
other verbs.
c We use adverbs of frequency after / before
auxiliary verbs.
d We use expressions of frequency at the beginning /
end of a sentence.
3 Rewrite the sentences with the adverbs or
expressions in the correct place.
1 We are late for concerts as we don’t want to miss
anything. (rarely)
We are rarely late for concerts as we don’t want to miss
anything.
2 They buy their festival tickets in advance on the
internet. (normally)
3 She doesn’t enjoy modern plays at the theatre. (always)
4 I’m mad about WOMAD and go to the festival. (three
times a year)
5 The festival lasts for the whole weekend. (generally)
6 The art gallery has great exhibitions. (every six months)
SPEAKING
4 Ask a partner how often they do the following…
1 go to the cinema.
2 dance to African music.
3 buy CDs.
4 listen to world music.
5 play a musical instrument.
1 My sister is always reading my text messages. It’s
really annoying.
2 Leave me alone for a while. I’m listening to my new CD.
3 ‘What do you do for a living?’ ‘I’m a musician.’
4 She’s practising really hard for her dance audition.
5 We go to music festivals every summer.
6 The film starts at eight o’clock. Don’t be late.
7 They are going to WOMAD next week.
6 Match the rules in the box with the examples in 5.
We use the present simple to…
a talk about habitual or routine actions.
b talk about facts and truths.
c talk about timetables and schedules.
We use the present continuous to…
d talk about actions happening now.
e talk about ongoing activities.
f talk about fixed, future plans.
g talk about annoying habits.
Remember we don’t normally use stative verbs with
the present continuous.
10 In Gear
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Unit
In Gear 1 • Teacher’s Book
grammar
1Aim: To revise adverbs of frequency by identifying them in
context.
Procedure: Ask students if they remember any adverbs of
frequency. Write them on the board in a comparison scale
from most to least frequent. Ask students to turn to exercise
1 and identify the adverbs or expressions of frequency.
Answer key
1 once a month 2 always 3 sometimes 4 every week 5 often
Careful!
Be aware of the following common error:
Word order
• Putting the adverb in the wrong place:
She always studies in the library. (NOT She studies always in
the library.)
2Aim: To revise word order rules for adverbs and
expressions of frequency through the analysis of example
sentences.
Procedure: Ask the students to look again at the sentences
in exercise 1 and elicit that the adverbs and expressions
of frequency appear in different places in the sentences.
Read the first rule together and direct students’ attention to
sentence 2 in exercise 1. Elicit the correct answer and then
ask the students to answer the remaining questions in pairs.
Answer key
a We use adverbs of frequency after the verb be.
He is always on time for concerts.
b We use adverbs of frequency before other verbs.
She sometimes plays the guitar in her brother’s band.
c We use adverbs of frequency after auxiliary verbs.
We don’t often go to concerts in a stadium.
d We use expressions of frequency at the end of a sentence.
I try to go to the cinema once a month.
They go to the cinema every week.
1 My time
5 The festival generally lasts for the whole weekend. (before
other verbs) 6 The art gallery has great exhibitions every six
months. (expressions at the end of a sentence)
4Aim: To practise adverbs and expressions of frequency
through a personalized speaking task.
Procedure: Students work in pairs asking and answering the
questions. Remind them that they will need to begin their
questions with ‘How often...?’.
Answer key
Students’ own answers.
Extra activity
Encourage fast finishers to think of five more questions.
Alternatively, ask students to change partners or carry out
this task as a milling activity and instruct them to talk to
three or four different students before sitting down. Ask
them to write down their answers so that when they return
to their seats they can share their findings with the person
sitting next to them. Careful!
Be aware of the following common errors:
Present simple vs. present continuous
• Using the present simple to express actions happening now:
I’m doing my homework now. (NOT I do my homework now.)
• Forgetting to include the verb be:
She’s working on a science project. (NOT She working on a
science project.)
5Aim: To check students’ ability to identify the form of the
present simple and present continuous tenses in example
sentences.
Procedure: Students work in pairs identifying the verb tense
in each sentence.
Answer key
1 present continuous 2 present continuous 3 present simple
4 present continuous 5 present simple 6 present simple
7 present continuous
3Aim: To check students’ understanding of the word order
rules presented in exercise 2.
Procedure: Read the first question together and elicit which
word order rule has been applied in the correct answer
(We use adverbs of frequency after the verb be.) Students
complete the remaining questions in pairs. Ask students to
justify their answers with the appropriate word order rule.
Answer key
1 We are rarely late for concerts as we don’t want to miss
anything. (after be) 2 They normally buy their festival tickets
in advance on the internet. (before other verbs) 3 She doesn’t
always enjoy the modern plays at the theatre. (after auxiliary
verbs) 4 I’m mad about WOMAD and go to the festival three
times a year. (expressions at the end of a sentence)
7:14
6Aim: To revise the differences in the use of the present
simple and present continuous by matching usage rules to
example sentences.
Procedure: Ask the students what they remember about the
uses of the present simple and the present continuous. Read
the rules together to check that they have thought of all of
them. Remind students that stative verbs are not usually
used in the present continuous and elicit a few examples
(like, know, want, own, think, remember, etc.). Students match
each rule to an example sentence in exercise 5.
Answer key
a5 b3 c6 d2 e4 f7 g1
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Unit
1 My time
In Gear 1 • Teacher’s Book
7Aim: To check students’ ability to determine both when to
use the present simple or the present continuous and how to
correctly form each tense.
Procedure: Remind students to read the whole text before
choosing the correct form of the verbs. Students can do the
task individually and then check their work in pairs.
Answer key
1 want 2 like 3 am listening 4 are planning 5 haven’t got
6 do you think 7 go 8 are 9 closes 10 takes 11 am doing
Listening transcript:
1.4
Careful!
Be aware of the following common errors:
Questions
• Omitting do or does in present tense yes/no questions:
Do you go to the movies? (NOT You go to the movies?)
• Confusing auxiliary verbs and using do or does instead of a
form of be in the present continuous:
Where are you going? (NOT Where do you going?)
8Aim: To revise question forms by analysing word order
patterns.
Procedure: Read the rules about question forms together.
Write a few more questions on the board and highlight
the patterns, such as: Where do you live? Why is he leaving
early? Have you seen Brad Pitt’s latest film? Who forgot their
backpack? Students work in pairs to put the questions in
order.
Answer key
1 Why are you studying music? 2 Where is WOMAD held?
3 What happens at a WOMAD festival? 4 Do the bands
perform live? 5 How often do you go to concerts with your
friends? 6 Are you fond of jazz? 7 Who is teaching you to play
the guitar?
9Aim: To check students’ understanding of question words.
Procedure: Look at the example and, if necessary, do
question 2 with the students by eliciting that they will need
the question word what. Students finish the exercise and
compare their answers with a partner. Answer key
1 Do you 2 What is 3 Where do you 4 How far is 5 How often
do 6 Who do 7 How many
Language Reference, Student’s Book pages 127-129
Remind students they can consult the Language Reference
at the back of their book.
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7
1.4 Complete David’s email using the correct
form of the verbs in brackets.
GRAMMAR
Unit
1
k
8 Order the words to form questions.
1 you / studying / are / music / Why / ?
Why are you studying music?
2 WOMAD / is / Where / held / ?
3 at / What / WOMAD / happens / festival / a / ?
4 Do / perform / the / bands / live / ?
5 go / with / you / How often / to / concerts / do / your /
friends / ?
6 of / fond / Are / you / jazz / ?
7 is / teaching / to / Who / play / the / you / guitar / ?
9 Complete the questions for the underlined
Dear Peter,
I got your email about the concert
yesterday. Of course I 1want (want) to go!
I really 2… (like) that band. In fact, I 3…
(listen) to their latest CD right now. Lots of
my mates from school 4… (plan) to go to
the concert too. I 5… (not/have got) a ticket
yet! I hope I can get one.
What 6… (you/think) of this idea? Let’s meet
outside your school and 7… (go) to buy
the tickets together – if there 8… (be) any
tickets left! We need to meet at 2.30 p.m.
because the ticket office 9… (close) at
3.00 p.m. Don’t be late: it 10… (take) fifteen
minutes to walk there.
I must get back to my homework. I 11… (do)
Maths at the moment .
See you,
words in the answers.
1 Do you enjoy doing sports?
Yes, I love sports.
2 … … your favourite sport?
My favourite sport is surfing.
3 … … … go surfing?
I go surfing in Cornwall.
4 … … … Cornwall from London?
It’s about 320 km.
5 … … … you go surfing?
I usually go twice a month.
6 … … you go surfing with?
My father.
7 … … competitions do you enter a year?
About ten competitions.
David
Question forms
a Questions in English usually follow the pattern:
(Wh-word) + auxiliary verb + subject + verb + …?
Do you like world music?
How are you getting to the concert?
b Remember that if the wh-word is the subject of the
question, we don’t need an auxiliary verb. These
questions follow the pattern:
Wh-word + verb + …?
Who is going to the concert with you?
Which group plays first?
Language Reference pages 127-129
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LISTENING
Hobbies
2 Tommy enjoys travelling because…
a he visits museums.
b he loves visiting islands.
c he meets new people and eats different foods.
3 Pat thinks that…
a Daniel Craig is better than Sean Connery.
b Sean Connery is better than Daniel Craig.
c Casino Royale is better than Goldfinger.
5 Answer the questions using your own words.
1 What problem does Gill have with choosing books
to read?
2 Why did Tommy go to Greece? Who did he go with?
3 What reasons does Pat give for enjoying Bond films?
PRONUNCIATION
STRATEGY Predicting content
The -s and -es endings in plural nouns and third person
verbs are pronounced in three different ways:
/s/, /z/ and /ɪz/.
Use the photographs or illustrations and the questions
to predict what the listening is about.
1
Answer the questions and practise the
strategy.
6
1 Look at the photos. What can you see?
2 Read the questions in 3 and 4. How many people are
talking?
3 What are they talking about?
2
1.5 Listen and check your predictions in 1.
3
Listen again. Are the statements True or False?
1 Gill reads a lot of books, but she never reads magazines.
2 Her friend Suzanne loves Robert Louis Stevenson
and H. G. Wells.
3 Tommy usually travels on his own or with friends.
4 He has visited Canada and Athens.
5 Pat has a small collection of James Bond films.
6 She’d rather watch a Bond film than read a Bond novel.
4
Listen and choose the correct option. Only
ONE answer is possible.
1 Gill recommends The War of the Worlds and The Time
Machine to people…
a who read online.
b who enjoy science fiction.
c who don’t mind sad endings.
1.6 Do you hear /s/, /z/ or /ɪz/?
Categorize the words.
• books • bridges • friends • games • messages
• museums • parents • photographs • places
7
/s/
/z/
/ɪz/
jumps
loves
languages
1.7 Say the sentences aloud with the correct
pronunciation of -s or -es.
1 Gill reads novels, email messages and stories.
2 She loves science fiction books like The War of the
Worlds.
3 Tommy visits temples, museums and islands when he
goes to Greece.
4 He travels with his parents or his school friends.
5 James Bond films have lots of stunts and spectacular
scenes.
6 The actor jumps off bridges and travels to dangerous
places.
Pronunciation Reference pages 113-115
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Unit
In Gear 1 • Teacher’s Book
6Aim: To study the pronunciation of -s and -es in plural
listening
Strategy Predicting content
Remind the students how they used pictures and titles to
help predict the content of the WOMAD reading text. Point
out that they can use the same techniques to predict the
content of a listening exercise by looking carefully at the
photos or illustrations and by reading the questions before
listening.
1Aim: To apply the strategy of predicting content.
Procedure: Read through the strategy together. Students
work in pairs to answer the questions. Ask students for some
of their ideas and write them on the board.
Answer key
Students’ own answers.
nouns and the third person singular of the present simple.
Procedure: Read the pronunciation box and drill the three
different endings together. Students copy the table into their
notebooks and write the words in the correct column as they
listen to the recording.
Answer key
/s/: books, parents, photographs
/z/: friends, games, museums
/ɪz/: bridges, messages, places
Listening transcript:
1.6
In Gear
2Aim: To check how effective predicting content can be to
improve listening comprehension.
Procedure: Students listen to the recording and note which
of their predictions were correct. Go through the list of ideas
on the board and tick off the ones the students predicted.
Listening transcript:
1 My time
1.5 Teacher’s Book page 272
3Aim: To check students’ listening comprehension through
True or False questions.
Procedure: Students read the statements and listen to the
recording. When correcting, ask the students if they can
correct the false answers.
Answer key
1 False. She reads magazines, too. 2 False. Suzanne loves
Stephanie Meyers and Anthony Horowitz. 3 False. He has
mostly travelled with his family and school. 4 True. 5 False. She
has a huge collection. 6 True.
Remind students of the difference between voiced and
unvoiced consonants. Ask them to touch their throats
so that they can feel the voiced endings, /z/ and /ɪz/,
and the unvoiced ending, /s/. Write the answers to
exercise 6 on the board and focus students’ attention on
the final sounds of each word. Elicit that the -s ending is
unvoiced, /s/, when the final sound of the word is also
unvoiced and that the -s ending is voiced, /z/, when the
final sound of the word is also voiced. Then explain that
we pronounce the -s/-es ending as /ɪz/ when the final
word ends in -ch, -dge, -ge, -s, -se, -sh, -ss, -x, -z.
7Aim: To practise pronouncing the -s and -es endings in
sentences.
Procedure: Ask the students to read the sentences in pairs
and predict how the -s/-es endings will be pronounced.
Check their answers and then drill each sentence, starting
with small sections and building until the students can say
the whole sentence. Ask students to listen to the recording
and repeat, pausing the CD between each sentence.
Answer key
1b 2c 3b
Answer key
1 reads /z/, novels /z/, messages /ɪz/, stories /z/
2 loves /z/, books /s/, worlds /z/
3 visits /s/, temples /z/, museums /z/, islands /z/, goes /z/
4 travels /z/, parents /s/, friends /z/
5 films /z/, lots /s/, stunts /s/, scenes /z/
6 jumps /s/, bridges /ɪz/, travels /z/, places /ɪz/
5Aim: To practise answering comprehension questions.
Listening transcript:
4Aim: To practise listening for detail and eliminating
incorrect answers through a multiple choice listening task.
Procedure: Students read the questions and listen to the
recording.
Procedure: Students answer the questions in pairs. If
students need more help, you can give them a photocopy of
the transcript and let them read and listen once more. Answer key
1 It’s difficult to know which books are going to be good. 2 He
went to Greece on a class trip. He travelled with his classmates.
3 The stunts, the clothes, the cars and the gadgets.
7:14
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1.7
Pronunciation Reference, Student’s Book pages 113-115
Pronunciation Reference, Teacher’s Book pages 228-233
Remind students they can consult the Pronunciation
Reference for extra practice tasks.
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Unit
1 My time
speaking
1Aim: To introduce the topic of music while developing
In Gear 1 • Teacher’s Book
Listening transcript:
1.8 Teacher’s Book page 272
speaking skills.
Procedure: Direct students’ attention to the two
photographs and ask them to discuss their similarities and
differences.
Strategy Keeping it simple
Read the strategy together. Remind students to avoid trying
to translate more complicated grammar structures from
their native language but to concentrate instead on gaining
confidence with the English structures they know.
Answer key
Students’ own answers.
4Aim: To provide more opportunities for speaking practice
Extra activity
In order to help students get the most out of picture
description tasks, you might want to first review some
useful expressions. Using another photo or a drawing on the
board, elicit example sentences to illustrate the following
expressions:
There is/are...
It looks like...
She/He seems...
They seem...
In the background/foreground...
On the right/left...
This could/might be...
2Aim: To practise the Useful Language and personalize the
topic of music while developing speaking skills.
Procedure: Read the Useful Language together, highlighting
pronunciation and explaining new words. Students answer
the questions in pairs.
Answer key
Students’ own answers.
Careful!
When going over the Useful Language, you may want to
focus students’ attention on the grammar of the expressions
for likes and dislikes. Point out that verbs are followed by a
noun or a gerund: I prefer eating out. I like staying in. I hate
tennis. You may also want to highlight the prepositions that
follow some of the verbs: keen on, fond of, mad about. Show
students that after these prepositions, they will also need to
use a noun or a gerund: I’m mad about skating. Finally, point
out that after would rather the infinitive form of the verb is
used: I’d rather watch a film.
3Aim: To focus students’ attention on the verbs and
expressions used to express likes and dislikes.
Procedure: Ask the students to read the sentence halves
before you play the recording.
while reviewing the vocabulary and grammar in the unit.
Procedure: Ask students to discuss their musical tastes
in pairs or small groups. Remind them to use the Useful
Language for expressing likes/dislikes, and adverbs of
frequency and the present tenses.
Answer key
Students’ own answers.
Extra activity
If you like, you can write additional questions on the board
to keep the students’ conversation going:
1 What’s your favourite kind of music?
2 How often do you go to concerts?
3 Do you often listen to music? 4 Do you have music on when you are doing homework?
Why/not?
5 Do you usually wear earphones? Why/not?
DID YOU KNOW?
Ian Fleming is best known for his James Bond novels.
However, he also wrote a successful children’s story for his
son called Chitty Chitty Bang Bang about a flying car. It was
also made into a popular musical film.
Weblink
Students can connect to www.royalalberthall.com and
discover when the first concert was held there. As an
extension, ask students to plan a trip to the hall to be
presented to the class. What concert would they attend?
What restaurant would they dine at? In what section of the
concert hall would they book their tickets? This could also be
carried out as a homework assignment.
Students use the internet to search for information.
Speaking Reference, Student’s Book page 116
For additional speaking practice, ask students to turn to page
116 of the Student’s Book.
Answer key
1b 2d 3e 4a 5f 6c
18
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1
Unit
SPEAKING
Talking about music
1
SPEAKING
k
Useful Language
Look at the photos. What’s the connection between
them? What things are different?
Types of music
classical
heavy metal
hip-hop
indie rock
jazz
new age
pop
reggae
rock
People
artist
band
composer
fan
megastar
musician
Instruments
bass guitar
drums
piano
keyboard
rhythm guitar
double bass
Useful verbs and expressions
enjoy
like
love
2
Answer the questions. Ask a partner.
1 What kind of concerts can you see in the photos?
2 What sort of music are the groups playing?
3 What musical instruments are they playing?
4 Do you like these types of music? Why/not?
5 What’s the most popular band in your country?
6 Why are they so popular? Do you like them?
3
I’m keen on (hip-hop).
I’m fond of (listening to orchestral music).
I’d rather (go to a concert than listen
to a CD).
I don’t mind (singing).
I’m not mad about (playing the piano).
I can’t stand (listening to heavy metal).
1.8 Listen and match the sentence halves.
1 I’m really keen on…
2 I usually listen…
3 I love…
4 I’m not mad about…
5 We want to…
6 I can’t stand…
4
dislike
hate
prefer
a singing.
b hip-hop music.
c listening to jazz.
d to music with earphones in.
e writing my own songs.
f record some songs in the future.
Work in groups. Describe your musical likes and dislikes.
STRATEGY Keeping it simple
Use a variety of simple expressions when you are speaking.
Don’t try to be too complicated.
DID YOU KNOW?
Ian Fleming wrote twelve novels and nine
short stories about James Bond. The first
one, published in 1953, was Casino Royale.
When was the first concert in the
Royal Albert Hall?
www.royalalberthall.com
Speaking Reference page 116
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WRITING
A place description
Getting started
1 Read the rules and rewrite the sentences with
4 Read the description again. Which paragraph
capital letters.
We use capital letters with…
a the personal pronoun I.
b the first word in a sentence.
c names of people, companies, places, rivers,
mountains, lakes, seas, etc.
d titles of books, films, plays and works of art.
e titles of people.
f days of the week, months, holidays and festivals.
g nationalities and languages.
h many abbreviations: WOMAD, BBC.
1 every saturday my family and i go sailing in our boat,
sally, in the english channel.
2 cáceres is a province in extremadura near the
portuguese border.
3 visitors to womad can try on traditional asian clothes.
4 my teacher, miss jones, is going on a cruise on the
danube river on new year’s eve.
5 the british prime minister is meeting the mayor of new
york later today.
6 my friends and i went to london in july and we saw the
phantom of the opera.
2 Choose the correct connectors to complete
the text.
We use connectors in writing to organize and structure
our ideas. We use and to add information, but to
contrast information and because to give explanations.
John 1because / and Simon are in California on holiday.
It is very different to what they expected. The weather is
nice, 2but / and the ocean water is cold. They have eaten
a lot 3and / because the food is delicious. This week they
are going to Monterey, Santa Cruz 4and / but Los Angeles,
5
because / but they aren’t going to San Diego. They can’t
go there 6because / and they don’t have enough time.
They don’t like shopping, 7but / and they have bought
a lot of clothes 8because / but jeans and trainers are so
cheap.
3 Read the description and list the connectors.
tells you about…
1 the location?
2 the people?
3 the history?
4 the architecture?
5 the reasons to visit?
Describe a place you know well
My town is called Cáceres. It’s on a low hill in the vast
plain of Extremadura, near the border with Portugal.
It has a population of about 93,000 inhabitants. It’s
the place I know best because I’ve lived here all my life.
It was originally a Roman town and the Roman and
Moorish wall, over one kilometre long, still surrounds
the old town. The streets are narrow in this part of
the town, but they become wider as you approach the
central square. Today, Cáceres is a commercial and
administrative town where you can admire medieval
and Renaissance buildings. Visitors to Cáceres will
also come across very friendly people, plenty of
places to see and nice weather. In addition, Cáceres
is home to an important multicultural event, WOMAD,
which is held in spring. It’s a fantastic experience
where you can enjoy all kinds of music, art and dance.
The city has such architectural richness that it has
been declared a UNESCO World Heritage site. So if
you love the mix of old and new, come to Cáceres; it’s
well worth a visit.
14 In Gear
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In Gear 1 • Teacher’s Book
writing
1Aim: To point out rules for capitalization in English.
Procedure: Read the punctuation rules together and
go through the first question as a class. Students finish
punctuating the remaining sentences in pairs. You can ask
students to write their answers on the board.
Answer key
1 Every Saturday my family and I go sailing in our boat, Sally,
in the English Channel.
2 Cáceres is a province in Extremadura near the Portuguese
border.
3 Visitors to WOMAD can try on traditional Asian clothes.
4 My teacher, Miss Jones, is going on a cruise on the Danube
River on New Year’s Eve.
5 The British prime minister is meeting the mayor of New
York later today.
6 My friends and I went to London in July and we saw The
Phantom of the Opera.
2Aim: To highlight connecting words in essays.
Procedure: Read the explanation of connectors with the
class. Ask for some example sentences with and, but and
because and write them on the board. Students read the text
and choose the correct connector.
Answer key
1 and 2 but 3 because 4 and 5 but 6 because 7 but
8 because
3Aim: To revise the connectors from exercise 2 and add new
ones to the list.
Procedure: Tell students to make a table in their notebooks
with three columns: Add information, Contrast information
and Give explanations. Ask students to read the description
of Cáceres in exercise 4 and write any connectors they find
in the correct column. If they find any connectors that do
not correspond to one of the categories, ask them to try to
come up with a new category. Write the words on the board
in columns.
Answer key
Add information: and, in addition
Contrast information: but
Give explanations (introduce a cause): because
Introduce a conclusion: so
7:14
Unit
1 My time
Careful!
In order to use connectors successfully, students need to
learn what they mean as well as their grammar and register.
It might help students to have a section in their notes
dedicated to recording connectors throughout the year. It
can be useful to ask students to periodically practise writing
sentences with similar meanings while using different
connectors.
In Unit 1, you can point out the following:
• We use and to add information. We don’t usually begin
a sentence with and. When we want to add information
in a subsequent sentence, we use another more formal
connector like in addition.
We finished our homework, tidied our bedroom and cooked
dinner.
We finished our homework and tidied our bedroom. In
addition, we cooked dinner.
• We use but to contrast information. We do not usually put
but at the beginning of a sentence.
I like to watch football on TV, but I don’t like to play it.
• We use because to give explanations or reasons. Because
can be used at the beginning or middle of a sentence. The
important thing to point out to students is that it always
precedes the explanation.
Because it was raining, we stayed in the house.
We stayed in the house because it was raining.
• We can use so to introduce a conclusion. It is also used
to give a result, but that use is not illustrated in the
descriptive essay on Cáceres. When so is used to introduce
a conclusion, it appears at the beginning of a sentence.
So, if you like museums, shopping and expensive restaurants, I
recommend that you visit Paris.
4Aim: To highlight the importance of organizing a written
text into different sections that work together in a logical
fashion.
Procedure: Remind students that good writing is more than
correct punctuation and grammar – it’s also the coherent
organization of ideas and information. Ask them what
information is important to describe a place. Compare their
ideas to those in exercise 4. Ask them what information
should be at the beginning, middle and end of an essay.
Point out that there are three paragraphs in the Cáceres
description and ask them to identify in which paragraph the
information can be found.
Answer key
Paragraph 1: location, people (population)
Paragraph 2: history, architecture, people (character)
Paragraph 3: reasons to visit
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1 My time
In Gear 1 • Teacher’s Book
5Aim: To brainstorm ideas for a place description.
Procedure: Elicit ideas for places students can describe, such
as capital cities, their hometown, a favourite holiday resort,
an imaginary city from a book or film, etc.
6Aim: To write a description of a place by going through
the steps to analyse and discover the essential parts.
Procedure: Read the Useful Language together, explaining
new words. Students work on their own, brainstorming ideas
for the sections of their essay.
7Aim: To write the first draft of a place description.
Procedure: Students work on their own to write the first
draft of their description essay. Remind them to tick off their
ideas from the previous task and use connectors.
Strategy A place description
Read the strategy together as a reminder that writing
is easier when you discuss things you are interested in
and when you follow a clear format. Point out as well
the importance of a conclusion that includes the writer’s
opinion.
8Aim: To encourage students to use a set of criteria to
analyse their work before writing their final draft.
Procedure: Students answer the questions in reference
to their essay. If there is time, allow students to read and
analyse a classmate’s essay. Tell students to write a final draft
for homework, taking their analysis into consideration.
Students evaluate their own work.
Writing Reference, Student’s Book pages 121-122
Remind students to consult the Writing Reference for a
summary of the text organization, an example essay and
additional useful language.
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1
Unit
Generating ideas
WRITING
k
Useful Language
5 TASK: Describe a place you know well.
6 Plan your description. Brainstorm your ideas using
the headings.
People:
population, jobs,
customs
Location:
north-west
History:
origin of town
Geography:
rivers, mountains
Describing the place and area
busy
crowded
flat
hilly
lively
mountainous
peaceful
picturesque
rural
urban
Describing the location
on the coast
in the north
near the centre
Describing the people
Architecture:
streets, monuments
Why visit?
awards
chatty
easy-going
friendly
open
rude
sociable
Things to see
Getting organized
7 Organize your ideas, plan your essay and write it.
STRATEGY A place description
a Choose a place that’s important to you and explain why.
b Describe the place: geography, history, climate, inhabitants.
c Write a conclusion and make a recommendation to visit.
Checking and editing
8 Read your essay and answer the questions.
1 Have you explained why the place is important to you?
2 Have your described the place?
3 Have you included a conclusion and a recommendation?
art gallery
castle
cathedral
church
market
museum
palace
park
stadium
temple
theme park
zoo
Things to do
buy souvenirs
get to know local customs
go sightseeing
take a bus tour
try local dishes
visit historic monuments
Writing Reference pages 121-122
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Teacher’s Resource Book page 132
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REVIEW
Un i t
1
2
3
• action • actor • advice • artist • audience • autograph
• baggage • best-selling • comedy • extra • guidebook
• novel • perform • raincoat • spectators • subtitles
• sunscreen
1 Find three things you can read.
2 Form compound nouns with these words.
a … book
b … film
3 Find two people you see in a film.
4 Find words that mean:
a something to protect you from the sun
b something to protect you from bad weather
c a film which makes you laugh
d a famous person’s signature
5 Which word means a painter or a performer?
6 Which verb forms a noun using -ance?
7 Find three nouns which are normally uncountable.
8 Which uncountable noun can be used with a piece of …?
9 Find two words to describe people watching a
performance.
2 Rewrite the sentences using the words in the
box.
5
6
7
8
9
LISTENING
VOCABULARY
1 Answer the questions using the words in the box.
4
3
1.9 Listen and write the sentences.
GRAMMAR
4 Complete the text using the correct form of the
verbs in brackets.
In summer I always 1… (go) camping near the sea on
holidays. At the moment I 2… (stay) at a campsite near a
beautiful, long, sandy beach. I’m with eight friends and I
was a little worried about being in such a big group but,
in general, we 3… (get on) really well with each other. It’s
just my friend Tess who’s being a bit of a problem. She
4
… (always/complain) about things and I think she’s quite
bored. This evening we 5… (go) into the next town for
some nightlife to make her happy, but she says she 6…
(not/like) dancing! I asked her, ‘So what 7… (you/want)
to do?’ and she had no answer. But everything else is
great. We 8… (not/do) the same things every day, but we
always go swimming in the mornings. Toby 9… (do) the
cooking, which is good for us because he’s a great cook!
I wish I never had to leave, but school 10… (start) again
next Monday so I guess I’ll have to go!
WRITING
5 Complete the sentences with and, but or
• bring together • get on with • stand for
• try on • try out
1 I need to see if this T-shirt is the right size for me.
2 I have a good relationship with my sisters.
3 She wanted her friends to meet each other.
4 He wanted to experiment with a new dance step.
5 What do the letters ASAP mean?
because.
1 I’ve got my sunscreen, my passport … my ticket! I’m
ready to go.
2 My guidebook recommends that restaurant, … we
can’t eat there today … it’s closed.
3 I’d love to visit Venice … travel in a gondola.
4 Don’t forget to take your raincoat … it often rains
in Venice.
5 She lives in Venice, … she can’t speak Italian.
16 In Gear
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Teacher’s Resource Book pages 15904/02/10
and 168
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Unit
In Gear 1 • Teacher’s Book
1Aim: To revise vocabulary from Unit 1.
Answer key
1 guidebook, novel, subtitles (accept: autograph)
2 a best-selling b action
3 actor, extra
4 a sunscreen b raincoat c comedy d autograph
5 artist
6 perform
7 advice, baggage, sunscreen
8 advice, baggage
9 audience, spectators
2Aim: To revise phrasal verbs from Unit 1.
Answer key
1 I need to try on this T-shirt / try this T-shirt on / try it on.
2 I get on with my sisters. 3 She wanted to bring together her
friends / bring her friends together. 4 He wanted to try out a
new dance. 5 What do the letters ASAP stand for?
1 My time
Further practice and evaluation
Student’s Book
Pronunciation task 1, page 113
Speaking task 1, page 116
Workbook
Unit 1, pages 4-11
Exam practice, pages 76, 77 and 94
Teacher’s Resource Book
Unit tests, pages 159 and 168
Grammar worksheets, pages 14 and 15
Vocabulary worksheets, pages 40 and 41
Skills worksheets, pages 66, 86, 87, 112 and 132
DVD
Unit 1
Web page
Interactive language and skills activities
3Aim: To do a dictation.
Answer key
1 What does Sally do in her free time?
2 She loves going to the cinema and she watches lots of DVDs.
3 She doesn’t do any sports, but she enjoys tennis on TV.
4 She meets a few friends on Saturday nights.
5 She’d love to have more free time.
Listening transcript:
1.9 Teacher’s Book page 272
4Aim: To revise the present simple and present continuous
tenses.
Answer key
1 go 2 ’m staying / am staying 3 ’re getting on / are getting
on 4 ’s always complaining / is always complaining 5 ’re
going / are going 6 doesn’t like 7 do you want 8 don’t do
9 does 10 starts
5Aim: To revise the connectors and, but and because.
Answer key
1 and 2 but, because 3 and 4 because 5 but
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