Y our life

Get started
friends from another country,
how they met their friends,
where their friends are from
etc.
Dialogue
BACKGROUND NOTES
How are things?: is a general
informal greeting particularly
amongst young people.
I’m good, thanks: Good is
used among young people in
informal situations. Fine is more
generally used.
1A
Your life
1 Ss tell the class if they have
ANSWER
KEY
Mia’s from the USA.
Comprehension
3 Ss read through the
statements. Play the
recording, twice if necessary,
for Ss to answer the
comprehension questions.
ANSWER
KEY
2 F 3 DK 4 T 5 T 6 F
Solve it!
4 Ss look at the photo and
name the people.
ANSWER
Present simple and present continuous
Stative verbs
Vocabulary Personality adjectives
Get started
1
Have you got any friends from other
countries? Tell the class.
Dialogue
1
02
Greg:
Polly:
Ryan:
Polly:
Ryan:
Polly:
1
ľ&]ïRZLHNľ3UDFD
ľ(OHPHQW\ZLHG]\RNUDMDFKDQJORMÚ]\F]Q\FK
and discuss what they can
see. Make sure students
identify skateboard. Play
the recording once for Ss to
answer the question.
Grammar
2
What’s she like? (= What is
she like?): means tell me about
her. It does not refer to
likes/dislikes.
2 1.02 Ss look at the photo
She doesn’t know many people.
Greg:
Polly:
Greg:
Polly:
Ryan:
Polly:
Mia:
Listen and read. Where’s Mia from?
Hi, Polly. How are things?
Hi, guys. Good, thanks.
What are you doing here?
I’m visiting a new girl in my class. She
doesn’t know many people yet.
What’s her name?
Mia. She’s American. Her parents are
working here for a year.
What’s she like?
She’s really friendly and she’s clever, too.
She speaks three languages.
She sounds a bit scary.
Don’t worry, she’s cool.
Is that her, up there?
Yes, it is. Hi, Mia! We’re here! These are my
friends, Greg and Ryan. Greg’s the one with
the skateboard.
Nice to meet you. Come on in!
Exam link: phrases
r How are things? r Good, thanks.
r What’s she like? r Come on in!
Comprehension
3
1
2
3
4
5
6
Answer true (T), false (F) or don’t know (DK).
Greg, Ryan and Polly are friends. T
Mia has got lots of friends in the UK.
Greg and Ryan go to Polly’s school.
Mia’s parents have got jobs in the UK.
Polly likes Mia.
Mia knows Greg and Ryan.
Solve it!
4
Read the dialogue again. Name the people
(A–D) in the photo.
A Polly B Mia C Ryan D Greg
10
0B83%B6%B3,1*/%BB8LQGG
28
A
KEY
1A
B
C
D
11
0B83%B6%B3,1*/%BB8LQGG
29
Dialogue
5 1.03 Ask Ss to look at the
photo and then listen and
read to answer the question.
ANSWER
1A
KEY
Come to the youth club.
6 Ask Ss to read again more
carefully to write the correct
names.
ANSWER
KEY
2 Polly 3 Polly, Greg and Ryan
4 Polly 5 Mia
Vocabulary:
Personality adjectives
Vocabulary: Personality adjectives
7 a Recall Ask Ss to look
7a Recall Look at the personality adjectives
in the Word bank on page 131. Then write the
words in the correct lists.
at the example words.
They then look at the
Word bank on page 131
and write the words in
the correct lists (positive/
negative). When checking
the answers, Ss listen and
repeat words chorally.
ANSWER
Dialogue
1
03
5
Greg:
Ryan:
Mia:
Polly:
Mia:
Polly:
KEY
Positive: clever, cute,
easy-going, friendly, funny,
generous, hard-working,
helpful, kind, loyal, polite, tidy
Mia:
Polly:
Mia:
Negative: annoying,
bad-tempered, bossy, lazy,
mean, quiet, rude, shy,
unfriendly, untidy
Listen and read. What’s Mia going to do?
Bye, Polly. See you tomorrow.
Nice to meet you, Mia. Bye!
They’re nice.
Yes, they’re a bit big-headed sometimes, but
they’re really good fun. I like them a lot.
Do they go to our school?
No, they don’t, but we often hang out
together at the club.
What club?
The youth club. We go there once or twice
a week. Do you want to come next time?
Yes, thanks. That would be great.
Exam link: phrases
Comprehension
if words are positive,
negative, or both. They
can mark the words
in their book ‘+’, ‘-‘ or
‘=’, or write lists in their
notebook.
Students listen to and
repeat the words.
ANSWER
KEY
8 Explain that pairs must
match each sentence with
an adjective from Exercise 7.
Point out that Ss will need to
use different forms within the
exercise (he, she, they).
30
6
Answer the questions.
Who …
1
2
3
4
5
is a bit big-headed? Greg and Ryan
goes to Mia’s school?
meets every week?
gives an invitation?
accepts an invitation?
annoying
1
b 04 Extension Listen and repeat. Then add
the words to the lists in Exercise 7a. Which
three words could go in both lists?
r big-headed r cheerful r confident
r dishonest r dull r good fun r honest
r impatient r intelligent r modest r moody
r patient r relaxed r selfish r sensible
r sensitive r serious r sociable r talkative
8 Look at the prompts. In pairs, describe the
people using the adjectives in Exercise 7.
1 John thinks he’s fantastic.
A: What’s John like?
B: He’s big-headed. He thinks he’s fantastic.
r See you tomorrow. r hang out
r That would be great.
b Extension 1.04 Ss decide
Positive: cheerful, confident,
good fun, honest, intelligent,
modest, patient, relaxed,
sensible, sociable
Negative: big-headed,
dishonest, dull, impatient,
moody, selfish
Both: sensitive, serious,
talkative
clever
2
3
4
5
6
7
8
Andy and Sue never tell the truth.
Ben gets good marks at school.
Kate never stops talking.
Alex and Shaun like meeting people.
Jim isn’t very interesting.
Fay’s happy one minute, and sad the next.
Nick and Penny don’t think about other people.
Pronunciation: Word stress
9
1
05
Go to page 134.
12
0B83%B6%B3,1*/%BB8LQGG
ANSWER
KEY
2 They’re dishonest. 3 He’s intelligent.
4 She’s talkative. 5 They’re sociable. 6 He’s
dull. 7 She’s moody. 8 They’re selfish.
Pronunciation: Word stress
9 a 1.05 Ask Ss to turn to page 134 in the
SB. Point out the emboldened syllable
indicates stress and ask Ss to listen and
repeat the words.
b 1.06 Ask Ss to listen and underline the
stress.
ANSWER
KEY
accept annoying believe brother clever
generous impatient invite often serious
sociable talkative unfriendly untidy
c 1.07 Ss listen and repeat, practising in
pairs.
Speak
10 Give an example of your own then give
Ss a few minutes to think about which
adjectives to use. Ss then work in pairs to
tell each other.
Speak
Speak and write
10
12a Work in pairs. Take turns to
talk about somebody in your family.
Use the questions to help you. Your
partner takes notes.
Use different personality adjectives to talk about
a) yourself, b) a friend and c) someone on TV.
a) I’m friendly and sociable, but I’m sometimes …
Grammar
Present simple and present continuous
Name the tenses.
1 She speaks three languages.
2 I’m visiting a new girl.
3 She doesn’t know many people yet.
4 Her parents are working here for a year.
5 We often hang out together.
Stative verbs
We don’t normally use these verbs in the continuous: be,
believe, forget, hate, hear, hope, know, like, love, mean, need,
prefer, remember, see, sound, think, understand, want.
Complete the rules.
We use the ____ tense for permanent situations and routines.
We use the ____ tense for activities which are happening at
or around the time of speaking.
1A
r8IBUTIFTIFMJLF r8IBUEPFTIFTIFEPFWFSZEBZ r8IBUEPFTIFTIFVTVBMMZEPBU
the weekend?
r8IBUTIFTIFEPJOHBUUIF
moment? (Guess!)
Remind Ss that because
the email is informal in
most cases they should
use contracted forms. Ss
complete the email. When
they have finished, Ss can
take turns to read parts of
the text aloud.
ANSWER
KEY
2 ’m writing 3 like 4 go 5 ’m
learning 6 don’t know 7 sit
8 goes 9 don’t go 10 play
11 are playing 12 ’re making
13 ’s calling 14 ’s cooking
15 wants
My brother’s intelligent, but he’s really
lazy. He goes to this school. At the
weekend he plays a lot of computer
games. At the moment, he’s having a
Maths lesson.
Speak and write
12 a Ask Ss to choose a family
b
Now tell the class about the
person your partner described.
Then write about him/her.
member or friend and
make notes in answer to
the questions. They then
work in pairs to exchange
information.
Marta’s brother is …
Extra practice
b Ss use the information
For more practice, go to page 120.
they learned to write
a short text. When they
finish, they can pass it to
their partner to check for
accuracy.
Practice
11 Complete Mia’s email with the correct form of
the verbs.
Mia.jpg
Hi!
EXAM IDEA
How are you? I 1hope (hope) you’re all OK. I 2___ (write)
this in my bedroom. Here’s a photo of me outside our new
London flat.
You can use the questions
in Exercise 12a to prepare
a variation on an examlike exercise. Read out the
following sentences twice and
ask Ss to match them to the
questions in the box.
My new school is a bit strange, but I 3____ (like) it. About
a thousand kids 4____ (go) there. I 5____ (learn) some
names slowly, but I 6____ (not know) many people yet.
One girl is really cool. Her name is Polly and we usually
7
____ (sit) together in class. She’s quite sporty. She 8____
(go) swimming three times a week. I 9____ (not go) with
her! They 10____ (play) a lot of soccer, sorry ‘football’,
here. My brother Bart and his new friends 11____ (play) it
right now. They 12____ (make) a lot of noise!
1 He’s at school now, so
maybe he’s studying Maths.
2 He always meets his friends
after school.
Must go! Mum 13____ (call) me. She 14____ (cook) dinner
and she 15____ (want) some help.
3 He never stops talking.
Write soon.
4 He’s quite busy because he
works in a music shop on
Saturdays.
Love,
Mia
13
0B83%B6%B3,1*/%BB8LQGG
Grammar
Ss read the sentences aloud and name the tenses.
Check that Ss remember we use ‘s’ only for the
third person affirmative in the present simple.
ANSWER
Practice
BACKGROUND NOTES
‘Love’: a closing phrase used in emails/
letters to close family/friends. Used more by
girls than boys.
Extra practice
See page 120 in the SB.
KEY
1 present simple 2 present continuous
3 present simple 4 present continuous
5 present simple
Complete the rules
Complete the rules as a class.
ANSWER
Answers: 1 What’s he doing
at the moment? 2 What does
he do every day? 3 What’s he
like? 4 What does he usually do
at the weekend?
KEY
present simple, present continuous
11 Establish that this email is from Mia to
a friend, about her life in the UK. Check
that Ss remember negative forms: we use
don’t/doesn’t with the present simple,
’m not/isn’t/aren’t with the present
continuous. Write a couple of examples
on the board and get Ss to make them
negative – I like English lessons – I don’t
like English lessons etc.
31
Dialogue
BACKGROUND NOTE
The London Underground
rail system is known as the
underground or the tube. The
system in New York, USA is
called the subway.
1B
Where are we going?
Grammar
Function
Wh- questions (present simple and
present continuous)
Ask for help with words in English
1 1.08 Ss look at the photo,
saying who they can see
and where they are. Ensure
bus and tube are mentioned.
Encourage Ss to guess,
using the present continuous
tense, what is happening:
They are looking at a map.
Play the recording once. Ss
listen and read to answer the
question.
ANSWER
KEY
The concert starts at 7 p.m.
and they have twenty minutes
to get there.
Comprehension
2 Play the recording again.
ANSWER
KEY
Solve it!
3 Ss may need to read again to
find the answer.
4
Polly: What time does the concert start, Ryan?
Ryan: Seven o’clock. We’ve only got twenty
minutes. How long does the bus take?
Polly: It takes ages at this time of day.
Ryan: OK. Let’s take the tube.
Mia: What’s ‘the tube’? Is it the subway?
Polly: Yes. We call it the tube, or the underground.
Ryan: Come on, you two! What are you waiting
for? Let’s go!
Mia: OK. Wait for us!
1 Which station are they going to?
1
08
2
Listen
ANSWER
KEY
2 five 3 Bakerloo (brown) line
4 Charing Cross
Solve it!
3
Read the dialogue again. What time is it now?
14
0B83%B6%B3,1*/%BB8LQGG
EXAM IDEA
Grammar
Draw Ss’ attention to the notice above the ticket
machine in the photo (Buy tickets here before
boarding). Ask them if they understand what it
means. Explain that you will read aloud a few
other typical notices that can be found on buses
or on the underground. Their task will be to
choose where the notices can be found:
Ask individual Ss to read the questions aloud.
Ss listen and repeat chorally. Remind Ss
that we use do/does to form present simple
questions and is/are for present continuous
questions.
1 Enter through the front door only.
2 Mind the gap.
3 Show your travel card to the driver.
4 Press here before your stop.
Answers: on the bus – 1, 3, 4; on the
underground – 2.
32
2 How many stops are there?
3 Which line do they need?
4 Solve it! Where do they start their journey?
Complete the information.
BACKGROUND NOTE
map and identify lines. Ask
questions about the map:
Where is Regent’s Park? On
the Bakerloo Line. Ss then
listen and study the map.
Marylebone
The friends are going to a 1_______
concert . It starts
at 2____ . They decide to go by 3____ and not
by 4____ , because the 5____ takes a long time.
6.40 p.m.
4 1.09 Ask Ss to look at the
09
Look at the tube map and listen. Answer
the questions.
Comprehension
KEY
The tube has coloured lines
which intersect at stations so
that people can change (trains).
We usually refer to the lines by
their names – the brown line =
Bakerloo line.
1
Listen and read. Why are the friends
in a hurry?
1
2 7 p.m. 3 underground (tube)
4 bus 5 bus
ANSWER
Listen
Dialogue
Ss work individually and
complete the answers. They
can compare in pairs before
checking.
Now ask Ss to look at the question words.
Check they understand whose = of who(m).
Ask Ss to choose three of the question words
and write their own questions.
Grammar
Exam link: communication
1B
Ask for help with words in English
1
Wh- questions (present simple and
present continuous)
7 12 Listen and repeat. Then practise the
conversation in pairs.
What time does the concert start?
How long does the bus take?
What are you waiting for?
Where are you going?
What’s ‘the tube’?
A: How do you say ‘the metro’ in English?
B: You say ‘the underground’ or ‘the tube’.
A: What does ‘season ticket’ mean?
B: It means a monthly ticket.
Ask about words in English
r How do you say ‘the metro’ in English?
r What’s the word for ‘the metro’ in English?
r What’s ‘the metro’ called in English?
Question words
r What r Who r Which r Where r When
r Why r How r What time r What sort of
r Whose r How much r How many
r How long r How old r How far r How often
What are you doing?
I’m doing my homework.
Ss to listen and repeat.
ANSWER
8a Match the British English words (1–10)
with the American English words (a–j).
Exam link:
communication
Ask for help with words
in English
1–f taxi – cab
"2)4)3(
%.',)3(
2 (like)?
!-%2)#!.
%.',)3(
Music? I like all sorts. Rock and pop, mostly.
3 (be)?
7 1.12 Ask students to listen
and read the conversation.
Get one pair to read the
exchanges aloud. Ss listen
and repeat. Show the
pattern of the exchange by
substituting a word in Ss
L1 – How do you say …
in English? Ss practise the
listed questions and answers
in pairs.
My favourite singer? Jamelia.
4 (listen to)?
1 taxi
UVCFVOEFSHSPVOE
3 film
4 pavement
5 trousers
6 biscuit
7 autumn
8 holiday
9 lift
10 football
Right now? A CD. It isn’t mine.
5 (be)?
It’s Joe’s. I borrowed it.
6 (buy)?
a) cookie
b) fall
c) elevator
d) pants
e) soccer
f) cab
g) vacation
h) movie
i) sidewalk
j) subway
8 a Remind Ss that words
Not often. I don’t usually buy CDs nowadays.
in British and American
English sometimes differ
– e.g.: subway/tube. Elicit
further suggestions. In
pairs Ss match the words.
In feedback, Ss listen and
repeat the words.
b
6a
1
10
Listen to the mobile phone call and
respond with questions.
1 Sorry. Who is it?
2 Sorry. Who do you want to speak to?
b
1
11
KEY
3 Where is she? 4 What’s she
doing? 5 When does the Youth
Club meet? 6 What time do
you usually meet? 7 How much
does it cost? 8 What’s your
phone number?
Ask about pronunciation/spelling
r)PXEPZPVQSPOPVODFTBZUIJTXPSE
r How do you spell ‘autumn’?
these answers.
1 (do)?
b 1.11 Listen to check. Ask
Ask about meaning
r What does ‘the tube’ mean?
r What’s ‘the tube’?
Practice
5 Use the verbs to write the questions for
I’m sorry. She isn’t here.
She’s ...
Can I leave a message?
To demonstrate the
exercise, play the first two
exchanges while Ss read
the examples. Play the rest
of the recording. Ss write
possible questions. They
can compare answers
before you check with the
whole class.
Work in pairs. Ask and answer in different
ways about the words above.
A: How do you say ‘taxi’ in American English?
B: You say ‘cab’. What does …
Now listen and check.
Extra practice
For more practice, go to page 120.
ANSWER
15
0B83%B6%B3,1*/%BB8LQGG
Practice
Ss can then practise the correct exchanges
in closed pairs.
BACKGROUND NOTES
Instant messages/text messages, or
SMS: short messages sent by mobile phone
or computer. Smiley/sad face icons, as in the
example, are common.
Jamelia: a British R&B singer/songwriter
born in 1985.
5 Ask Ss where they might see the writing
(on a mobile phone/computer screen). Use
the example to point out that the tense of
the answer shows which tense to use in
the question. Students write questions for
the answers. Check with the whole class.
ANSWER
KEY
2j tube/underground – subway
3h film – movie 4i pavement –
sidewalk 5d trousers – pants
6a biscuit – cookie 7b autumn
– fall 8g holiday – vacation
9c lift – elevator 10e football –
soccer
KEY
2 What sort of music do you like? 3 Who’s
your favourite singer? 4 What (music) are you
listening to? 5 Whose is it? 6 How often do
you buy CDs?
6 a 1.10 Explain that Ss are going to listen
to a mobile phone call. Use the board to
briefly present telephone language. (They
will study this in more detail in Unit 9.)
Hello/Hi it’s ...
Can I speak to …/I want to speak to ...
b Ask a good pair of Ss to
demonstrate the exercise,
asking the same question
in various ways. In open
pairs then closed pairs,
Ss ask and answer the
questions. Monitor their
pronunciation.
Extra practice
See page 120 in the SB.
33
BACKGROUND NOTE
Nick Park: a British cartoonist,
animator and director. He
has won 4 Academy Awards
(Oscars) for his animated
films, including The Wrong
Trousers (1993) and A Close
Shave (1995). His most famous
characters are Wallace and
Gromit, a man and his dog
made from plasticine. His first
feature-length film was Chicken
Run (2000).
1C
Comprehension
Grammar
Past simple and past continuous
Time markers: when, while/as
Vocabulary Jobs
2
Answer the questions.
1 What good news did Nick Park hear?
His film was a big hit.
2
3
4
5
Read
1
1
13
Read the article. Why was it a day to
remember for Nick Park?
Read
What bad news did he hear?
How did he hear the news?
What did the fire destroy?
Where were Wallace and Gromit when the fire
broke out?
Nick Park, director of the Wallace and
Gromit animated films, talks about his …
1 1.13 Ss make suggestions
about why it was a day to
remember. Ss then read the
text. They compare their
ideas to the real story and
decide who was closest.
Day to
remember
Comprehension
‘
I remember it well – it was October 2005.
I was on a world tour, and I phoned one of the
managers of our company, Aardman Animations,
because I wanted to talk about our latest film, The
Curse of the Were Rabbit. He told me some good
news. The film was a big hit. But he also had some
terrible news – our warehouse was on fire! At that
moment, as we were speaking on the phone, a
huge fire was burning!
2 Ss read the text again. They
can work in pairs to answer
the questions.
ANSWER
As we were speaking …
KEY
2 His warehouse was on fire.
3 His manager told him. 4 Most
of the items in the warehouse,
including the pie machine.
5 They were travelling with Nick
Park (in his suitcase).
At the time, of course, we
about
that – we were worrying about our workers.
Fortunately, there were no casualties, and the
original Wallace and Gromit models were safe,
too. When the fire broke
, they were
with me, so they were in my suitcase! And
anyway, our artists soon
more models.
It wasn’t the end of the world.
It was awful. There was a big collection of Wallace
and Gromit models and drawings in there. The
building started to collapse while the fire fighters
were trying to save them. The last man was running
out when the whole building came down. We lost
nearly all of our models, including the pie machine
from the film Chicken Run.
Vocabulary: Jobs
’
3 a Recall Write Nick Park’s
jobs on the board:
cartoonist, animator,
director. Ask Ss to indicate
the suffix in each job. Ask
them to suggest more jobs
that end this way.
Ss complete the words in
Exercise 3a with a suffix,
then check their answers
in the Word bank on
page 131.
ANSWER
KEY
2 artist 3 director 4 electrician
5 farmer 6 firefighter 7 journalist
8 musician 9 shop assistant
10 receptionist 11 model
12 builder 13 detective 14
manager
b Ss can work in pairs to
answer the questions.
Point out that there are
several possible answers.
Check their answers, then
Ss can transfer new words
to the table.
34
16
0B83%B6%B3,1*/%BB8LQGG
ANSWER
KEY
2 a beautician 3 a hairdresser 4 a ski
instructor 5 a mechanic 6 a pilot 7 a dentist
8 a chef 9 a waiter/waitress 10 a vet
Optional extra
On the board write job-related prompts, e.g.
well-paid/badly paid, professional, important,
interesting/boring, creative, outdoors, in an
office. Students work in pairs one describes the
features of a job on the list in the Word bank and
the other asks questions and guesses the job.
e.g. Student A: It’s creative but not very wellpaid. Student B: Is it a hairdresser? A: No, you
work with wood. B: Is it a carpenter? A: Yes.
They take turns to describe and guess.
Grammar
The Ss identify the numbered tenses. Ask Ss
to recall the present tense of the verb in each
case. Get Ss to locate irregular (came) and
regular (started, happened) past simple verb
forms. Ask Ss if they remember how past
tense affirmative regular verbs are formed
ANSWER
1C
Vocabulary: Jobs
3a Recall Complete the words and write
them in the table. Add more jobs to the table.
Then check the Word bank on page 131.
1 actor 2 art__ 3 direct__ 4 electric__
5 farm__ 6 fire fight__ 7 journal__ 8 music__
9 shop assist__ 10 reception__ 11 mod__
12 build__ 13 detect__ 14 manag__
-er
-or
actor
-ist
-ian
other
b Answer the questions. Sometimes there is
more than one answer.
Who …
1 fights fires?
6
a fire fighter
7
2 works with make-up? 8
3 cuts hair?
9
4 teaches skiing?
10
5 works with cars?
flies planes?
looks after teeth?
cooks food?
serves food?
looks after animals?
Grammar
Practice
4 Complete with the correct form of the verbs.
5 Explain that Ss must choose
Nick Park
the correct verb form and
conjunction. Ss can complete
the exercise in pairs.
Nick Park made (make) his
first film when he was thirteen.
He started making the first
Wallace and Gromit film
while he 2____ (study) at Film School.
He 3____ (complete) it seven years later, while
he 4____ (work) for Aardman Animations.
Once, while he 5____ (visit) New York, he 6____
(leave) the Wallace and Gromit models in a
taxi. Fortunately, the taxi driver 7____ (notice) the
story as he 8____ (read) his newspaper. When he
9
____ (check) his taxi, he 10____ (find) the models.
1
ANSWER
Time markers when, while/as
Name the tenses 1–8.
When the fire 1broke out, they 2were travelling.
The last man 3was running out when the
building 4came down.
As/While we 5were speaking, a fire 6was
burning!
7
The building started to collapse while/as the
fire fighters 8were trying to save the models.
Complete the rules.
We often use …
r UIF@@@@UFOse to describe completed actions.
rUIF@@@@UFOTFUPEFTDSJCFBDUJPOTUIBU
continued for some time in the past.
rUIFXPSE@@@@UPJOUSPEVDFDMBVTFTJOUIF
past simple.
rUIFXPSET@@@@PS@@@@UPJOUSPEVDFDMBVTFT
in the past continuous.
KEY
2 was carrying, when
3 weren’t wearing, when
4 While, was talking 5 lost,
as 6 were queuing, when
Speak
6 Brainstorm words for family
members and write them on
the board. Ask Ss to form
an example question with
mother and answer it. Explain
that Ss should work in pairs
to ask and answer as many
questions as possible about
family members, and be
careful with he/she/they.
5 Choose the correct options. Then complete
the sentences with the correct form of the verbs.
Past simple and past continuous
KEY
2 was studying 3 completed
4 was working 5 was visiting
6 left 7 noticed 8 was reading
9 checked 10 found
1 The house was burning when/while the
fire fighters arrived (arrive).
2 The waiter ____ (carry) drinks as/when he fell.
3 The cyclists ____ (not wear) their helmets
as/when the accident happened.
4 While/When we were waiting, the shop assistant
____ (talk) on the phone.
5 I ____ (lose) my house keys as/when I was
running for the bus.
6 We ____ (queue) for tickets when/while the film
started.
Extra practice
See page 120 in the SB.
Speak
6 Talk about your family using the prompts
and when or while.
8IBUXFSFUIFZEPJOHXIFOXIJMFZPVw
r HPUIPNFZFTUFSEBZ
r XFOUUPCFEMBTUOJHIU
r XFSFIBWJOHCSFBLGBTU
r MFGUIPNFUIJTNPSOJOH
A: What was your brother doing when you got
home yesterday?
B: He was eating a sandwich.
Extra practice
For more practice, go to page 120.
17
0B83%B6%B3,1*/%BB8LQGG
(with – ed) and where they can find irregular
verbs (on page 141 in the SB). Elicit further
examples of both regular/irregular verbs.
Remind Ss how we form past continuous with
was/were + ing
Complete the rules
Complete the rules as a class. Ss may need to
be told that a clause is a subject + verb.
ANSWER
KEY
past simple, past continuous, when, as, while
ANSWER
KEY
1 past simple 2 past continuous 3 past
continuous 4 past simple 5 past continuous
6 past continuous 7 past simple 8 past
continuous
Practice
4 Ss can choose the correct tense in pairs.
Remind Ss to use contracted forms where
possible. Ask individual Ss to read the text
aloud for Ss to correct their answers.
35
BACKGROUND NOTES
Ethnic minority: groups that
differ from the main population
in culture or traditions. Many
ethnic minorities in the UK are
migrants from former British
colonies, or their descendants.
Cantonese: a form of Chinese
spoken in south eastern China
and Hong Kong.
1D
A multi-cultural society
Read
Across cultures
The United Kingdom: the UK
consists of England, Scotland,
Wales and Northern Ireland.
Great Britain consists of
England, Scotland and Wales.
The Republic of Ireland (ROI),
in the south of Ireland, is an
independent nation. The UK
and ROI are members of the
EU (= the European Union).
1
Read the texts. Where are Simon, Magda and Benji’s families from?
Who are we?
Simon
Hi there. I’m Simon. I was born
in Cardiff, but my parents come
from Hong Kong, in China. I
speak Cantonese at home and
English with my friends, and I’m
learning Welsh at school, too.
We celebrate both Chinese and
British festivals so we have lots
of parties in our house!
Read
1 1.14 Before you start the
Factfile
text, if you have a large world
map, display it for Ss to find
the countries mentioned in
this lesson. In addition to
the UK, it would be useful to
locate Bangladesh, Pakistan,
the Caribbean Islands
and continental European
countries. Ask Ss if they have
visited the UK, or if they have
family or friends who have
gone to work there.
Ask Ss to look at the
teenagers’ photos and guess
their heritage. They read to
find out where the teenagers’
families are from.
ANSWER
1
14
Magda
Benji
Hi, my name’s Magda. I’m Polish
and I’m a student in Edinburgh, in
Scotland. I was studying English
in Kraków when a friend invited
me here for a holiday. I liked it and
I decided to stay! I study during
the week and I work in a café at
the weekend. I miss my parents,
of course, but I go back home
quite often.
The United Kingdom (England, Scotland,
Wales and Northern Ireland)
Did you know …?
SCOTLAND
> About sixty million people live in the
UK. About 7% of them are from ‘ethnic
minorities’. Many of their families
originally came from the Caribbean, India,
Bangladesh, Pakistan and Hong Kong in
the 1940s, 50s and 60s.
> In 2004, ten countries, mostly from central
include: Freddie Mercury and Jamelia
(musicians), Theo Walcott and Lewis
Hamilton (sports stars) and Naomi
Campbell (model).
Magda’s family – Poland
Benji’s family – the Caribbean
New words
2 Ask Ss to read the text again
more carefully to answer the
questions. Ss can compare
their answers before you
conduct feedback.
NORTHERN
IRELAND
ENGLAND
WALES
Birmingham
Cardiff
Oxford
London
> British celebrities from ethnic minorities
KEY
Comprehension
Edinburgh
Belfast
and eastern Europe, joined the European
Union (the EU). After that, many young
people from these countries came to the
UK to work and study.
Simon’s family – Hongkong
Ask Ss to find these words
in the text, then to guess the
meaning of the new words from
the context. Help them with any
words they can’t guess.
Hello. I’m Benji and I’m from
London. My dad was born
here, too. My grandparents
were from the Caribbean.
They met on a ship while they
were travelling to England. I
think London is a cool city, but
I’d like to visit the Caribbean
one day.
New words
r Bangladesh r the Caribbean
r celebrate r celebrity r ethnic minority
r the EU r Hong Kong r India r miss
r mostly r multi-cultural society
r originally r Pakistan
18
0B83%B6%B3,1*/%BB8LQGG
Establish the correct answers. You may
wish to get Ss to ask/answer the questions
in closed pairs, as a brief speaking activity.
ANSWER
KEY
1 Three. 2 In Edinburgh. 3 In London.
4 On a ship travelling to England. 5 England,
Scotland, Wales, Northern Ireland. 6 About
sixty million people. 7 Lots of people from
India, Bangladesh, Pakistan, Hong Kong and
the Caribbean came (immigrated) to the UK.
8 European Union. 9 2004.
BACKGROUND NOTES
Bangladesh: a country in southern
Asia. Formerly part of British India, this
independent country was formed in 1971.
People from Bangladesh are Bangladeshi,
the language is Bengali.
Bangla: a type of pop music from the same
region, popular with young Bangladeshi
people in Britain.
Listen
3 1.15 Ask Ss to look at the photo of Nasma
and guess where she is from. (Accept any
ideas – Ss will find out when they listen.)
36
Write
Comprehension
2
1
2
3
4
5
6
7
8
9
Answer the questions.
Writing tip: Make an ideas map
How many languages does Simon speak?
Where does Magda live?
Where was Benji born?
Where did Benji’s grandparents meet?
Which countries are in the UK?
What is the population of the UK?
What happened in the 40s, 50s and 60s?
What does EU mean?
When did many people from central and eastern
Europe come to the UK?
Now do Exercise 5.
^_f^ef 7
5 Ask Ss to look at the picture
šckcXehd_dIYejbWdZ
šb_l[i_d8_hc_d]^Wc
šif[Wai;d]b_i^
Hamish
šckc½ifWh[djiIYejj_i^
šijkZ_[i<h[dY^WdZIfWd_i^WjiY^eeb
š^WiWkdjiWdZkdYb[i_d;Z_dXkh]^
šl_i_jih[bWj_l[i_dIYejbWdZ_dj^[
1 home town
Oxford
Nasma
Read through the box, you could
create an ideas map as a class
to start.
šbel[ih[]]W[cki_YWdZ
Listen and complete the ideas map with
3
information about Nasma.
2 parents
of Hamish. Explain that the
notes are about him but
that they need organising. In
pairs, Ss should match the
information to the correct
section of the ideas map and
write the numbers.
ANSWER
šZWZ½ifWh[djicel[Z\hec;Z_dXkh]^je
BedZed_dj^[,&i
3 grandparents
šZWZXehd_d;d]bWdZ
šfWh[djic[jWjkd_l[hi_jo
5 other relatives
8_hc_d]^Wc
4 languages
6 Draw an ideas map about a person in your
family. Then write about him or her.
Speak
Project
4
Choose three of the headings from the ideas
map in Exercise 3. Make notes about yourself.
Then give a one-minute talk to the class.
KEY
mum born in Scotland 2
lives in Birmingham 1
speaks English 4
mum’s parents Scottish 3
studies French/Spanish at
school 4
has aunts/uncles in
Edinburgh 5
visits relatives in Scotland in
summer 6
dad’s parents moved from
Edinburgh to London in the
60s 3
dad born in England 2
parents met at university in
Birmingham 2
ikcc[h
6 summer
holidays
Reggae: a style of pop music
originating in Jamaica.
Writing tip: Make an
ideas map
5 These notes about Hamish are not very well
organised. Match the notes to each part (1–7) of
the ideas map in Exercise 3.
1
15
BACKGROUND NOTES
Hip hop: a style of pop music
originating in the USA.
Before you start to write, make an ideas map. This
can help you to organise and plan your writing.
Listen
7 favourite
music
1D
Write
Find six interesting facts about Poland and
write a factfile. Look at the factfile in Exercise
1 to help you.
6 Ask Ss to work individually
to draw an ideas map about
a member of their family. Go
around the class to monitor
and help. Ss use the notes to
write a paragraph in class or
at home.
19
0B83%B6%B3,1*/%BB8LQGG
If you wish, pre-teach some of the new
vocabulary e.g. Bengali etc. Explain that
they must complete the ideas map while
they listen to information about Nasma. Ss
listen once, then compare their answers
before listening again. Check answers with
the class.
ANSWER
KEY
2 Born in London. 3 From Bangladesh.
4 Bengali, English, French. 5 Bangladesh
6 Bangladesh 7 Bangla
Speak
4 Explain that what the Ss have completed
about Nasma is an ideas map, which is
a useful way to organise ideas for writing/
speaking. Read the writing tip to the class.
Ask Ss to choose three topics from the
ideas map and use them to make notes
about themselves. They should then use
these notes as a basis for talks in small
groups. Choose a few Ss to give their talk
to the whole class.
Project
Refer Ss to the factfile in this
lesson. Discuss where Ss might
find information about Poland,
e.g. in encyclopedias, the
Internet. Either individually or in
groups, Ss should collect facts
and write a factfile about Poland
or a region of Poland. These can
be displayed as posters if there is
space in the classroom.
37