Our world Lesson aims:

• identify materials and containers

• describe processes

Unit 8, A A Plastic is recycled, too.

Newla nguage
Grammar: Present simple passive: be + past
participle – positive, negative, questions
Vocabulary: Containers and materials

Culture notes
In the UK rubbish and recycling are collected
from bins that people leave outside their houses.
Pick-up frequency and arrangements vary from
area to area.

Warm-up Presentation
• Game! Divide the class into two teams. Play 1 3
15 Listen and read.
English today
the word association game described in Unit What does Tom say about recycling?
Dylan: Right, we have to put the rubbish in the correct
4 Magazine (Warm-up). Use words or short bins. Paper, cardboard, tins and glass are all
• Right, …
• … stuff like that
• Thanks for helping.
• No wonder (my fleece
expressions from Unit 7. recycled so they go in the blue bin. • By the way, … smells funny).
Tom: What about plastic?
Dylan: Plastic is recycled too but only bottles and pots.
Lead-in Tom: What are the green bins for? Comprehension
Dylan: Food waste. And the green bag is for garden
3 Read again and choose the correct answers.
• (Books closed) Write the Unit 8 title, Our waste. Food and garden waste is composted. And
anything that isn’t recycled goes in the black bin. 1 The Jones’ rubbish goes inside …
world , on the board. Students predict what Plastic carrier bags or crisp packets – stuff like that. a one bin. b several bins.
the unit’s about. Tom: Is the rubbish collected every week? 2 Plastic bottles go in the …
a blue bin. b green bin.
Dylan: Well, one week the blue and green bins are
• (Books open) Students quickly look through collected and the next week the black bin. By the 3 The green bins are for …

the unit to check their predictions. They way, thanks for helping. I hate sorting rubbish! a food waste. b paper.
4 Someone collects rubbish for recycling …
Tom: Yes but recycling is good for the environment. It
tell you which lesson they’re most looking saves energy and reduces pollution. a every week. b twice a month.
5 In Cambridge, they don’t recycle …
forward to and why. Dylan: Hey, did you know some fleece jumpers are
a plastic carrier bags. b plastic pots.
made from recycled plastic bottles?
• Use the photo to generate interest. Use it to Tom: Yuk! No wonder my fleece smells funny! 6 Dylan thinks sorting rubbish is …
a an OK job. b an awful job.
check bins, (sort) rubbish and fleece.T each 2 3
16 Listen and repeat the dialogue.
recycle and composted, e.g. ask for/give a 88

translation. Students name everything they

can. Tell them that in Exercise 4 they’ll learn
new words to help them speak about the 3
2 Listen and repeat the dialogue.
16
photo. They guess what the boys are doing.
• Play the recording. Students listen and repeat
3
1 15 Listen and read. What does Tom say each line in chorus during the pauses.
about recycling? • Divide the class into two. Allocate roles. Play
• Play the recording. Students listen and read. the recording again. Students repeat their lines
• Check their predictions. ( The boys are sorting during the pauses.
rubbish so it can be recycled.)
3 Read again and choose the correct answers.
• Check the answer.
• Students silently read the questions.
Answer • They read the dialogue in Exercise 1 again,
Tom says recycling is good for the environment. underlining the relevant parts, and choose.
It saves energy and reduces pollution. Answers ➞ student page
3
English today 4 Listen and repeat. Label the words
17
Container (C) or Material (M). Which two
• Draw students’ attention to the English today
words can be both?
box.
• Have them repeat each phrase after you in • Students read the words in the box. Explain a
chorus. Encourage them to use appropriate carrier bag is a big plastic bag.
intonation. • Play the recording. They listen and repeat the
• Get students to fi nd and underline the words in chorus during the pauses.
expressions in the dialogue in Exercise 1. • Pairs do the labelling exercise and answer the
question.

Answers ➞ student page

Answer
Tin and glass can be a container and a material.

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 8
Vocabulary: Containers and Grammar
materials
3
Present simple passive:
be + past participle
6 Look at the pictures and read the sentences.
4 Listen and repeat. Label the words
17
Container (C) or Material (M). Which two Positive and negative Complete the sentences with the present
words can be both? Paper is recycled. simple passive. Then number the pictures in
Garden waste is composted.
aluminium (can) M (carrier) bag C bin C Some fleece jumpers are made from recycled the correct order.
bottle C box C can (of cola) C cardboard M plastic bottles.
(juice/milk) carton C glass M jar C Some waste isn’t recycled. • Students look, read and complete.
packet (of biscuits/crisps) C paper M plastic M
(yoghurt) pot C steel M tin (of baked beans) C
Carrier bags aren’t recycled. • They number the pictures.
Questions

5 Look at the photo on page 88 again. What

Is the rubbish collected every week?
How are plastic bottles recycled?
Answers ➞ student page
objects and materials can you see?
plastic rubbish bins
Speaking
7 Look at Exercise 6 again. Explain to your
6 Look at the pictures and read the sentences. partner how plastic bottles are recycled.
Complete the sentences with the present 7 Look at Exercise 6 again. Explain to your
simple passive. Then number the pictures in partner how plastic bottles are recycled. • Give students time to look.
the correct order. The bottles are collected in bottle banks. …
• Pairs take it in turns to explain the recycling
How are
8 Student A: go to page 103. process to each other.
Student B: go to page 107.
plastic
bottles Listening 8 Student A: go to page 103.
recycled? A 1 collected B 5 cut 9 3
18 Listen and complete Student B: go to page 107.
the answers.
• Have students go to the correct page and
Plastic fantastic look at the information there. Students work
Melissa shoes
in pairs to complete the information. Check in
1 What are Melissa shoes made of? plastic
C 7 made D 6 melted E 3 washed
2 What’s special about this material? It gets softer
open pairs.
when it’s warm.
3 Where are Melissa shoes made? in Brazil Answers ➞ page 104
4 How are Melissa shoes different? They’re eco- friendly .
5 How much of its waste does the 99 percent
3
F 2 taken G 4 sorted
factory recycle?
9 18 Listen and complete the answers.
6 What do Melissa shoes smell like? bubble gum
• A student reads the title aloud. The class
1 The bottles are collected in bottle banks. About you
2 They are taken to the Recycling Centre. guesses why Melissa shoes are ‘plastic
3 First, the bottles are washed . 10 Ask and answer with your partner. fantastic’. Teach bubble gum, e.g. name
4 Then, they are sorted into colours.
5 Next, they are cut into small pieces of plastic.
1 What things does your family recycle? Make a list.
2 What waste is collected from your home? What do
a popular brand. Say It’s … (elicit/say) …
6 The pieces of plastic are melted . you have to take to a recycling centre? bubble gum.
7 Finally, the melted plastic is made into new things.
> Now turn to Unit 8A in the Activity Book. • Students read the sentences. Pairs predict the
89 answers.
• Play the recording. Students listen and
complete.
• Play the recording, pausing to check answers.
Suggestion: With a weak class, before you play
the recording ask students to check the meanings Answers ➞ student page
of words they don’t understand in a dictionary, AUDIOSCRIPT PAGE 108
or have stronger classmates explain/translate.
10 Ask and answer with your partner.
5 Look at the photo on page 88 again. What • Students read the questions.
objects and materials can you see? • They write a list of things their family recycles.
• They ask and answer with a partner.
• Closed pairs take it in turns to point to and
name as many things as they can. Ending the lesson
Grammar I nvite different students to tell the class how
their answers were similar to and different from
• Give students time to read the information. their partner’s in Exercise 10.
• Draw their attention to the words in bold.
• Ask students why we use the passive. ( Either we
don’t know, or it isn’t important, who/what is Learning difficulties
the subject of the verb.) Help students with learning diffi culties with
• Have students repeat the examples after you in Exercise 9. Copy the audioscript for them to
chorus. follow as you play the recording the second
• They fi nd and underline examples in the time to check answers. It’s advisable not to let
dialogue in Exercise 1. them have it before, so they learn not to be
dependent on it.

Photocopiable Resource 8A. You can use this

resource any time after Exercise 7.

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 B It was called Lesson aims:
• express opinions and describe feelings
smellovision! • report past events

Unit 8, B
The Hoax Museum
Newla nguage
Grammar: Past simple passive: be + past
Smellovision
Here’s an amusing true story about the power of

participle – positive, negative; be + past TV. In 1965, a professor from London University
was invited by the BBC to appear on TV. He was
participle + by, wh-ques tions interviewed about his new invention. It was
called smellovision and it could send smells from
Vocabulary: Adjectives with - ed/-ingend ings the TV studio into people’s homes.
To show how this worked, the professor put some coffee The TV people were surprised. Why? Because the
beans and then some onions into the smellovision machine. programme was a hoax! The technology didn’t exist! The
Viewers were asked to stand about two metres from their viewers couldn’t really smell these things at all!
Culture notes TV sets, sniff and phone the studio if they smelled anything. We may find this funny and embarrassing now but fifty years
People from around the country phoned and said, ‘We can ago TV was a new and exciting technology. Most people
he ‘smellovision’ hoax was an April Fool’s Day
T really smell coffee and onions!’ They were very excited.
Some even said, ‘The onions made my eyes water!’
didn’t understand how it worked and they were ready to
believe anything!
joke played by the BBC on their viewers.
Presentation Vocabulary: Adjectives with -ed/-ing endings
Warm-up 1 3
19 Listen and read. Can you 3 3
20 Listen and repeat. Tick (✓) the adjectives with a

• (Books closed) Game! Play Whisper down the guess what hoax means? positive meaning and cross (✗) the ones with a negative
meaning. Which adjectives can have both meanings?
line with vocabulary from Unit 8A. (See Unit 2 Comprehension
Someone/ You are/ Someone/ You are/
Magazine, Warm-up.) 2 Read again and write True (T), something is … feel … something is … feel …
False (F) or Doesn’t say (DS). amusing amused ✓ exciting excited ✓

Lead-in 1 The professor talked about his

invention on BBC radio. F
annoying annoyed ✗ frightening frightened ✗
boring bored ✗ interesting interested ✓
• (Books closed) Write the title on the board. 2 He was a science professor at
London University. DS embarrassing embarrassed ✗ surprising surprised ✓✗
Ask the class to guess what ‘ smellovision’ 3 The professor said smellovision
4 Ask and answer.
means. Check (mime) smell and sniff . Don’t used people’s TV sets to send
smells into their homes. T 1 A: What’s the most exciting thing you’ve ever done?
teach hoax yet (see Exercise 1). 4 The professor put some coffee and B: I went white-water rafting last summer.
some onions into a TV set. F
• Students describe the photo. They guess when 5 More than one thousand viewers
1
2
What’s the most exciting thing you’ve ever done?
What’s the most annoying thing someone has done to you?
it was taken. called the studio that day. DS 3 What’s the most interesting book you’ve ever read?
6 Some viewers cried because they 4 What’s the most frightening film you’ve ever watched?
3 smelled onions. T
1 19 Listen and read. Can you guess what 7 Fifty years ago very few people had
5 What’s the most amusing thing you’ve ever heard?

hoaxm eans? a TV. DS 5 Complete the sentences. Then tell the class.
1 I feel excited when I go on holiday with my family .
• Play the recording. Students listen and read. 2 I feel annoyed when … . 4 I feel bored when … .
5 I feel embarrassed when … .
• Check answer. 3 I feel surprised when … .

90

Answer
A hoax is a kind of trick. The BBC wanted their
viewers to believe something that wasn’t true.
(See Culture notes.) Fast finishers: Write surprising and boring on
the board. They use them to write two more
questions. Then they ask the class.
2 Read again and write True (T), False( F)or
Doesn’t say( DS).
• Students silently read the questions. 5 Complete the sentences. Then tell the class.
• They read the text in Exercise 1 again, • Students read the sentences and complete.
underlining the relevant parts and answer. • Invite different students to tell the class.

Answers ➞ student page Grammar

• Students read the information.
3
3 20 Listen and repeat. Tick (✓) the adjectives • Draw their attention to the words in bold.
with a positive meaning and cross (✗) the • Point out ‘by the BBC’. Explain that the subject
ones with a negative meaning. Which (the BBC) is mentioned here because it is useful/
adjectives can have both meanings? interesting to know who did the action.
• Students read the words in the box. • Have students repeat the examples after you in
• Play the recording. They listen and repeat the chorus.
words during the pauses. • They fi nd and underline examples in the
• Pairs tick and cross. dialogue in Exercise 1.
• Check answers. Point out/elicit we can be
6 Write the questions. Then ask and answer
surprised by something good or bad.
about the story in Exercise 1. Use the past
Answers ➞ student page simple passive.
• Students read the prompts.
4 Ask and answer.
• They use the prompts to write questions.
• Students read the questions. Remind them to refer to the Grammar box for
• A confi dent pair reads the example. help. Move round the class checking.
• Pairs take it in turns to ask and answer. • Check answers.

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 8
Grammar Writing
Past simple passive: be + past participle
9 Complete the text about an Internet hoax. 8 Complete the texts with the correct forms of
Positive and negative Use the information below and the past
The professor was interviewed on TV. simple passive.
the verbs. One is a hoax, the other is true.
The professor wasn’t interviewed on the radio. Which is which?
be + past participle + by How to charge an iPod:
The professor was invited by the BBC. • Pour two cups of an energy drink into a jug. • (Books closed) Write both titles on the board.
Questions •
•
Make some holes in an onion.
Place the onion in the jug.
The class predicts what each text is about.
What were the viewers asked to do?
Who was the professor invited by?
• Leave it there for thirty minutes. • Check grab (mime) and (steering) wheel
• Then take the onion out of the jug.
• Dry it with a towel. (draw one).
6 Write the questions. Then ask and answer
• Push the iPod charger into the
onion.
• (Books open) Students read both texts and
about the story in Exercise 1. Use the past • Connect the charger to the iPod. check their predictions.
simple passive.
1 A: What was the new invention called?
• They read them again and complete, using
B: It was called smellovision. the past simple passive.
Can an onion really
1 What / the new invention / call?
• Students tell you which story is a hoax!
2 Who / it / invent by? charge an iPod?
3 Where / the professor / interview? One of the funniest Internet hoaxes ever was a video • Check answers.
s 4 Who / he / invite by? that showed how to charge an iPod using just an onion
5 What / put / into / the smellovision machine? and an energy drink. This is how it was done:
6 What / the viewers / ask / to do?
Two cups of an energy drink were poured into a jug. … Answers
7 Finish the story. Use the questions to help. In the video, the iPod started to charge! 2 was taken 3 wasn’t interviewed 4 was
1 Who was surprised?
2 Why were they surprised?
Unfortunately, lots of people believed it and tried it at
home. But they were only left with an iPod that smelled
posted 5 was called 6 wasn’t marked
3 Why did viewers believe the hoax? of onions! The chimp text is the hoax.
8 Complete the texts with the correct forms
Now turn to Unit 8B in the Activity Book.
of the verbs. One is a hoax, the other is true.
Which is which?
9 Complete the text about an Internet hoax.
Use the information below and the past
rty-year-old
ry 2013: A fo 4th June 2011: A no simple passive.
20th Februa si x- ye ar-old. t very
by a
1 was saved (save) Happy Birthday!
while
Frank Dane, for
Sussex fainted
ty-two, from o A birthday party invitation 4 • Use the photo to generate interest. Students
ar-old Elsie, wh
his car. Six-ye (post) by
he was driving
t to him ,
a German girl on a socia
l networking site. She describe it. They guess what’s in the jug.
was sitting nex
5
(call) Thessa and she only
grabbed the wh
eel and invite her friends. However, 6
it
wanted to
• Students read the information and the text.
to sto p the car. mark) ‘private’ so 1,500 (not
managed
Frank
2 (take) house!
people arrived at her They tell you what the hoax was about.
d is now
to hospital an
ate ly Elsie • They use the information to help them
well. Unfortun )
3 (not interview
. Why?
rewrite the information, completing the
by our reporters
Because she can
’t spe ak – section in italic. Remind them to use the past
!
Elsie is a chimp simple passive.
91

Answers
Some holes were made in an onion. The onion
was placed in the jug. It was left there for
Answers thirty minutes. Then it was taken out of the
2 Who was it invented by? jug. It was dried with a towel. The iPod charger
3 Where was the professor interviewed? was pushed into the onion. The charger was
4 Who was he invited by? connected to the iPod.
5 What was put into the smellovision machine?
6 What were the viewers asked to do?
• Students read the text again, underlining the Suggestion: Help a weak class by eliciting the
answers. past simple passive verbs for each instruction
• A confi dent pair reads the example. before they do the exercise.
• Pairs take it in turns to ask and answer.
7 Finish the story. Use the questions to help. Ending the lesson
• The same pairs continue telling the story Pairs imagine a hoax story. They make notes and
together. They take it in turns to make tell another pair or the class.
sentences, using the questions to help.
Learning difficulties
Sample answers Help students with learning diffi culties by
1 The TV people were surprised. adapting exercises to make them achievable.
2 Because it was a hoax. The technology didn’t Don’t insist they write complete sentences in
exist. Exercise 9. Have them write the past simple
3 Because they didn’t understand how TV passive of each verb in the instructions instead.
worked. If they do well, encourage them to use the
verbs to write some complete sentences.

Photocopiable Resource 8B. You can use this

resource any time after Exercise 9.

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 C Communication W

Unit 8, C Speaking: Say goodbye 1

2
3
1 21 Listen and read. Tom is going back home to Chicago. Dylan and his dad are taking him to the airport. 3

Newla nguage 1 2 3
D
Functions: Speaking: Say goodbye; Writing: A I
thank you letter I
I
Englisht oday: Thank you (for everything). Give s
A
my regards to your mum and dad. Please come b
and see us again! I’d love to. I’m/We’re going t
M
to miss you. Have a good flight/journey. Keep d
in touch. O
B
Preparation: Warm-up: Make a set of seven Tom: Goodbye, Mrs Jones and thank Tom: Bye, Tara. Look after yourself. Dad: We should go. Have you got your T
adjective cards for each pair. Use the adjectives you for everything. Tara: You, too. We’re going to miss you. passport, Tom? P
y
Mum: Bye, Tom. We’ve enjoyed having Tom: Good luck with the singing. Tom: Yes, it’s in my rucksack with my
ending -ing from Unit 8B, Exercise 3. you here. Give my regards to your Tara: Thanks, Tom. Have a good journey ticket.
mum and dad. and don’t forget to keep in touch, Dylan: Have you got the medal you
Tom: I will. And I’ll tell them how well OK? were given by the rugby team?

Warm-up you looked after me.

Mum: Oh, that’s nice. Please come and
Tom: I won’t, I promise. Tom: It should be in my pocket. Yes, it’s
right here.
see us again! Dad: Great, let’s go.
• Pairs place their cards face down. Student A Tom: I’d love to.
takes one and tells B something that he fi nds/
found amusing, etc. Now it’s Student B’s turn. 2 3
22 Complete the dialogue. Use the
English today
They continue until there are no more cards. English today box. Then listen and check.
• Thank you (for everything).
Lisa: Goodbye, Mrs Gordon. 1 Thank you • Give my regards to your mum and dad.
for everything .
Lead-in Mrs Gordon: Bye, Lisa. It’s been lovely having you
• Please come and see us again!
• I’d love to. • Have a good flight/journey.
here. 2
• (Books closed) Ask students when they last Lisa: Me, too.
• I’m/We’re going to miss you. • Keep in touch.

said goodbye to someone who was visiting. Mrs Gordon: Don’t forget, 3 .
Lisa: I will. I’ll tell them what a brilliant
Invite different students to tell the class. time I’ve had. Your turn
• (Books open) Ask students about the photos, Mrs Gordon: Oh, that’s nice. 4
3 A: You’re saying goodbye to your host family.
Lisa: 5
Maybe next year.
e.g. (Photo 1) What’s happening? (Photo 2) Mrs Gordon: Yes, that’s a good idea. Now, 6 .
B: You’re the son or daughter in the host family.
Use Exercise 2 to help you write a dialogue.
What do you think they’re saying to each Lisa: There’ll be lots of films to watch on
Then act it out.
the plane so no problem.
other? (Photo 3) What’s Tom doing? (Students Mrs Gordon: Great. Bye, 7 .
A: Goodbye, … . Thank you for everything.
B: Bye, … . I’m going to miss you …
predict.) Use the photo to check rucksack. Lisa: Yes, I’ll email when I arrive.

Check journey. Say Tom’s going home. He’s 92

going on a long …(elic it/say) journey.

3
1 21 Listen and read.
See Introduction page iv.
• Play the recording while students listen and
• Play the video all the way through. Then play
read.
it again, pausing after each section to ask
• Check students’ predictions. (Photo 1) Tom’s
comprehension questions.
going home to the USA . (Photo 2) Have a
• Tell students (L1) there is another version of
good journey./We’re going to miss you, etc.
the video with a different ending. Ask for
(Photo 3) Tom’s checking he has his rugby
suggestions for another ending. Then play the
medal.
alternative version. Ask how many students
English today guessed correctly. (Answer: Tom hasn’t got his
medal. He has to fi nd it before he goes.)
• Draw students’ attention to the English today
box. AUDIOSCRIPT PAGE 108
• Have them repeat each sentence after you in
chorus, paying attention to intonation. Suggestion: Have students choose either the fi rst
• Get them to fi nd and underline the or alternative dialogue and act it out in groups
expressions in the dialogue in Exercise 1. of three.

Suggestion: With a less confi dent class, check 3

understanding of expressions they may fi nd 2 Complete the dialogue. Use the English
22
diffi cult, e.g. Say ‘ Give my regards to’ … means today box. Then listen and check.
(elicit/say) ‘ say hi to’. ‘Keep in touch’ means … • Students quickly read the dialogue. They tell
(elicit/say) call/email/text! you what the relationship is between Mrs
Gordon and Lisa. ( Lisa’s an exchange student
who’s been staying with Mrs Gordon’s family.)
• Students read the dialogue again and
complete.
• Play the recording. Students listen and check.
• Play the recording again, pausing to check
answers.
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 Writing: A thank you letter 5 Read the letter and correct it.
8
1 Mark where each paragraph ends.
4 Read Tom’s letter and answer True (T) or False 2 Correct seven mistakes (punctuation
(F). Correct the false sentences. and capital letters).
1 Tom liked visiting London best of all. F 3 Write a greeting and an ending. Answers
2 Everyone at Tom’s school plays rugby. F
t. 3 Dylan’s family are invited to Chicago. T Corrections to False sentences:
Dear Mrs Gordon.,
i’m
I writing to say thank you for having
1 Tom liked learning to play rugby with Dylan
Dear All, me. I had a fantastic time in Chicago,. / best of all. 2 Tom’s the only one at his school
I’m writing to say thank you very much for having me to stay. I’ve told my family all about it. I think
I had a really great time in Ccambridge. the best bit was our visit to Lake
who can play rugby.
I’ve told Mum and Dad all about it. It was great fun when we went Michigan. Also, I really enjoyed the
sightseeing in London. That old prison, The Clink, was scary! musical ‘Million Dollar Quartet ’ at the
And I realyl enjoyed our camping trip to the Lake District. It’s a
beautiful place. Best of all, I learnt to play rugby with Dylan. I’m
theatre. It was brilliant./Mum and Dad Writing tip
would love you and your family to come
the only person at my school who can play it. and visit us in C
cambridge. perhaps
P you • Give students time to read the tips and
Mum and Dad say please come to Chicago and visit us. Why could come next summer. What do you
don’t you come next summer.? think.? /
questions.
Once again a big, big thank you! Once again, thank you so much and • Pairs discuss and note the answers. They
Best wishes, please keep in touch.
Tom Best wishes,
correct the mistakes.
your
P.S. Dylan, dont’ forget to email me that photo! You know, the one Llisa • Check answers.
my you took when I was given my rugby medal!

ou Answers
s, it’s There are four paragraphs: 1) Tom thanks
the family. 2) He says what he enjoyed. 3) He
invites them to Chicago. 4) He thanks them
again.
Your turn
Polite language: ‘Dear’/‘thank you very much
6 Imagine you’ve spent three months
with a host family in London. Write for having me to stay’/‘please come to Chicago
a thank you letter. Mention some
of the things you enjoyed doing
and visit us’/‘Once again a big, big thank
y. Writing tip during your stay. Choose from the you’/‘Best wishes’
list below.
Writing a thank you letter
Paragraphing • go on a day trip to Brighton
Divide your letter into paragraphs. • visit the Tower of London Answers ➞ student page
Punctuation • go to the funfair at Chessington World of
Adventures
Check your spelling and punctuation. Use capital letters correctly.
Language • ride on the London Eye 5 Read the letter and correct it.
• take a river boat to Greenwich
Make sure you are polite.
• see a Shakespeare play at the Globe Theatre • Students guess the city in the photo. They
Look at Tom’s letter again and answer the questions. • see the lions at Woburn Safari Park
How many paragraphs are there? What does each paragraph do? quickly read the letter to fi nd out. ( Chicago)
Find one example of polite language.
There are four punctuation/spelling mistakes. Find and correct them.
• They read the questions. They read the letter
> Now turn to page 95 in the Activity Book.
again and answer.
93

Answers ➞ student page

6 Imagine you’ve spent three months with a

Answers host family in London. Write a thank you
2 I’m/We’re going to miss you. 3 give my regards letter. Mention some of the things you
to your mum and dad. 4 Please come and see us enjoyed doing during your stay. Choose
again! 5 I’d love to. 6 have a good flight. 7 keep from the list below.
in touch. • (Books open) Students read the question and
the information.
3 A: You’re saying goodbye to your host family. • They write, using Exercises 4 and 5 and the
B: You’re the son or daughter in the host Writing tip to help.
family. Use Exercise 2 to help you write a • Remind students to check their punctuation
dialogue. Then act it out. and spelling when they fi nish.
• Pairs write their dialogue. Move round the class
prompting and checking. Ending the lesson
• They act it out, changing roles. oleplay in groups of three. Tom’s just arrived
R
home from Cambridge. Student A is Tom.
4 Read Tom’s letter and answer True (T) or False Students B and C are Tom’s mum and dad.
(F). Correct the false sentences. Students roleplay their conversation.
• (Books closed) Ask the class if they ever write
thank you letters. If so, who to? Learning difficulties
• (Books open) Students read the questions. They Help students with Exercise 6 by writing an
read the letter, underlining the relevant parts, outline gapped thank you letter as a guide
and answer. for them to complete. You could provide the
Answers ➞ student page sentence openers/closers of each paragraph.

Photocopiable Resource 8C. You can use this

resource any time after Exercise 3.

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 D Cross-curricular studies

Unit 8, D QUIZ TIME

Inventions that changed the world
Newla nguage How much do you know about these inventions?
New words: by hand, copy, create, flexible,
manmade (plastics), method, printing press,
product, range (of products), telegraph,
(wireless) telegraphy
Preparation: Exercise 7: Book a computer
room.
1 When was the printing press invented? 3 What invention from 1969 lets you talk to
your friends online?
Culture notes A 1800 B 1220 C 1650 D 1440
A home computer B smartphone C Internet

The electric telegraph system was invented by D keyboard

the American Samuel Morse (1837). Emails began

in the early 1960s but became more widely used
only in the 1990s. The fi rst telephone call was
made by its inventor, the Scotsman Alexander
Graham Bell on 10th March, 1876. Home
computers fi rst appeared in the 1970s. IBM
invented the fi rst smartphone in 1992. 2 Which of these fast methods of 4 Which material is used in all these products:
communication came first? clothes, keyboards, bottles, phones,
A telegraph B telephone C email D Internet computers, planes and cars?
Warm-up A glass B plastic C gold D aluminium

• Write four of the English today expressions 1 The printing press was invented in 1440 by Johannes 3 In 1969 one computer communicated with another
from Unit 8C on the board, omitting one Gutenberg, who was born in Mainz, Germany. Before it was
invented, there were very few books. Most books had to be
computer and the Internet was born. Early computers could
not communicate with each other. The World Wide Web
or two key words in each, e.g. Keep … . copied by hand so they were very expensive. Today, over
300,000 books are published every year in the USA alone.
(WWW) is an application of the Internet. It was created in
1989 by British scientist Tim Berners-Lee.
The class suggests words to complete each 2 The telegraph was the first really fast method of 4 Plastics are used in a huge range of products today, like
communicating over long distances. Electricity made planes and phones. They are light, cheap, strong and flexible.
sentence. Pairs choose two expressions. They wireless telegraphy possible in the late 19th and early 20th Modern methods of communication were made possible by
write a two-line mini-dialogue for each and centuries. Before the telegraph was invented, people had to
send letters by post to get in touch.
the use of plastics. The English inventor Alexander Parkes
created the earliest form of manmade plastic in 1855.
practise them. My score: ........ 4 correct answers: Well done! 3 correct answers: Not bad! 0–2 correct answers: Try again!

Lead-in 94

• (Books closed) Write Inventions that changed

the world on the board. Students predict what
inventions they’re going to fi nd out about. Study tip
• (Books open) Students guess what the • Students silently read the tip.
machine is in Photo 1 and what the man is • Check understanding. Ask the class Should
doing in Photo 2. They tell you what they can you read quickly or slowly when you scan
see in the other two photos. Use gesture to for information? (Quickly.) Do you need to
teach flexible. Teach publish, e.g. translate it. understand every word?( No.)
3
1 23 Listen and read. Do the quiz. Go to the Cross-curricular studies video
• Play the recording. Students listen, read and for this lesson. (See Introduction page v.)
circle the answers. • Ask Why does the boy like films? Play the video
to 0:10. (He loves popcorn.)
• Write on the board:
Suggestion: If your class is weak, pause after 1 It’s checked by hand.
each question. Invite the class to guess answers. 2 It’s shaken again.
Check as you go. 3 The packets are closed and put into boxes.
4 It’s poured into a machine and cooked in
Answers ➞ student page vegetable oil.
5 Corn is brought to the factory in paper bags.
3 6 The boxes are wrapped in plastic.
2 24 Listen and read the answers. What’s
7 It’s dropped into another machine and it
your score?
falls into packets.
• Play the recording. Students listen, read and 8 Caramel flavouring is poured onto it and it’s
check their answers. They add up their score mixed.
and read ‘My score’ at the foot of page 94. 9 The popcorn’s shaken and small broken bits
• Draw students’ attention to New words. are removed.
• They fi nd and underline the new words in the • Check vocabulary as necessary.
text. Check understanding of words you think • Pairs order.
students will fi nd diffi cult, e.g. product. Tell
them/elicit a product is something people make.

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 Science and technology 8
Listening
New words
by hand copy create flexible 3
Answers ➞ student page
5 25 Listen to a
manmade (plastics) method printing press Science teacher
product range (of products) telegraph talking about AUDIOSCRIPT PAGE 108
(wireless) telegraphy electricity with her
class. Match 1–5 6 In pairs, match the inventions (1–6) with
with a–g. There are
Reading two extra options. their benefits (a–f). Which do you think is
1 3
23 Listen and read. Do the quiz.
Benjamin Franklin experiments with a kite.
the most/least important invention?
2 3
24 Listen and read the answers. What’s • Pairs read and match.
your score? 1 Electricity is found a invented electricity.
2 Benjamin Franklin b only exist because of
3 Many inventors electricity. Answers ➞ student page
Study tip and scientists c in nature.
Scanning for specific information 4 Thomas Edison
5 Many important
d proved that lightning is
electrical.
• They discuss each invention in turn and decide
You scan a text to find information such as
names of people and places, dates, countries and
inventions e invented TV and computers. which is the most and the least important.
f invented the first modern
nationalities. Look for capital letters, numbers
light bulb.
et and names of countries or nationalities.
g tried to use electricity to Think about it
make light.
3 Scan the answers to the quiz questions on Speaking Make your own list of the top five inventions
page 94. How quickly can you find and circle
6 In pairs, match the inventions (1–6) with
that have changed the world. What benefits
this information?
1 Who was the printing press invented by?
their benefits (a–f). Which do you think is have they brought?
the most/least important invention?
2 How many books are published in the USA every
year? 1 light bulbs c 4 fridges a • Pairs use their own ideas and those in this
3 When did wireless telegraphy become possible? 2 wind power d
3 mass-produced cars f
5 social networking b
6 GPS technology e
lesson to list their top fi ve inventions.
4 In what year was the WWW created?
5 What nationality is Tim Berners-Lee? a We can buy food and keep it fresh for longer.
• They write a sentence about the benefi ts of
6 Who created the first manmade form of plastic? b We can keep in touch with friends anywhere. each one.
c We don’t have to go to bed when it gets dark.
Comprehension d It’s clean, cheap and it reduces pollution. • They read their list to another pair and
4 Read again and match the inventions with
e We can find our destination easily. explain their choices.
f We can travel further and go at our own speed.
their benefits.
1 This invention allows people to communicate Think about it 7 Choose an invention you think is important.
online whenever they want The Internet
2 Thanks to this invention, cars and planes are lighter, Make your own list of the top five inventions that Find a photo or a picture and write about it.
have changed the world. What benefits have they
so we can travel further but use less petrol. Plastic
3 Before this was invented, people had to write brought? • Brainstorm what they should include (who
letters to keep in touch. The telegraph invented it, when, what it is/does, why it is/
Writing: An important invention
4 Thanks to this invention, books became much
cheaper to make. The printing press
was important).
7 Choose an invention that you think is
important. Find a photo or a picture and • Students choose an invention. They use a
write about it. computer to write about it and the Internet
95 to fi nd a photo.

Ending the lesson

• Play the video. Students watch and check. ( Books closed) Discussion. Decide as a class which
• Check answers. invention is the most important to life today.
• Play the video again with no sound, pausing for
the class to describe the process.
Learning difficulties
3 Scan the answers to the quiz questions on Before the class does Exercise 3, students tell
page 94. How quickly can you find and circle you what they need to look for to answer
this information? each question. (1 a name, 2 a number, 3 a time
• Students read the questions, scan the text and reference, 4 a year, 5 a nationality, 6 a name.)
circle the answers. (See Learning diffi culties.) This will be especially valuable to students with
learning diffi culties as it will remind them to
Answers ➞ student page focus only on essential information.

4 Read again and match the inventions with

their benefits.
• Students read the sentences.
• They read the text again and match.

Answers ➞ student page

3
5 25 Listen to a science teacher talking about
electricity with her class. Match 1–5 with
a–g. There are two extra options.
• Use the photo to check lightning.
• Students read the sentence halves.
• Play the recording. They listen and match.
• Play the recording again, pausing to check
answers.

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 E Revision 3 Complete the text with the verbs in the box.
Use the present simple passive.
1 Match two words from the box with each

Unit 8, E Revision picture.

aluminium bag bin bottle box can

collect donate give make make separate
not throw use wash

cardboard crisp fleece glass jumper

Some things you didn’t
packet plastic pot rubbish yoghurt
Language revised know you can recycle!
1 rubbish bin Here are some surprising things that
Grammar: Present simple passive – be + past 1 2 3 4
can be reused or recycled.

participle; past simple passive – be + past In Japan, false teeth 1 aren’t thrown
away! A company recycles the metal
participle; be + past participle + by, inside them. The company sells the
metal and the money 2 to
Wh-ques tions 5 6 7 8
the charity UNICEF (United Nations
International Children’s Emergency Fund). D
Vocabulary: Containers and materials, Old trainers are never too old. T
Adjectives with - ed/-ingendings First, they 3
4
, then they
to people who don’t
have enough money to buy new
Functions: Speaking: Say goodbye; Writing: A 2 Complete the text with the present simple trainers or they 5 into
thank you letter passive form of the verbs.
building materials.
D
In some hair salons, the hair that your
Pronunciation: Pronunciation: /r/ hairdresser cuts off 6
company called Locks of Love. It
by a
T
Preparation: Warm-up: Note nine present and 7

who are ill.

to make wigs for people

past simple passive sentences from Unit 8D. Old mobile phones, laptops and other electronic devices
are full of valuable materials like gold, steel and plastic. D
These materials 8 at a Reprocessing Centre and T
then each material 9 into something new.
Culture notes (Exercise 8)
D
Rubbish trucks (or garbage trucks , USA) are also Every year, tons of old clothes 1 are thrown (throw) away 4 Write and ask questions about the inventions. T
with other waste from our homes. Up to 95 percent of these Use the information in the table to answer them.
called refuse trucks or dustbin lorries in the UK. clothes could be reused or recycled. The fashion company
1 A: When was the telephone invented?
H&M has begun a global recycling programme. Shoppers
B: It was invented in 1875 by Alexander Graham Bell.
2
(allow) to hand in their old clothes at any H&M
Warm-up store. Any pieces of clothing of any brand 3 (accept). 1 When / telephone / invent? T
2 When / first / incandescent light bulb / develop?
If they bring a carrier bag full of clothes, customers
• (Books closed) Divide the class into two teams 4
(give) a voucher for £5.
3 Who / first / mass-produced cars / build by? M
4 Who / World Wide Web / create by?
and play Noughts and Crosses (see Unit 3B, H&M say, ‘We want to do good for the environment.’ The
5 Who / iPhone / invent by?
company was started in Sweden in 1947. It now has over
Warm-up). Write a prompt for one of the 2,700 shops in forty-eight countries. What? Who? When?
T

sentences you’ve prepared on the board. 80 percent of old clothes that are collected are reused. They 1 telephone Alexander 1875
5
(send) to many countries in Europe, Africa and
Students say a passive sentence from Unit 8D Asia. They 6 (check) and sorted and the best
2 first incandescent
Graham Bell
Thomas Edison 1879
M
T
to win their O or X. (sell) in secondhand shops and markets.
7
light bulb M
The other 20 percent of old clothes are recycled. Recycled 3 mass-produced cars Henry Ford 1908
textiles 8 (use) to make new things such as
Lead-in blankets, mattresses and gardening products.
4 World Wide Web
5 iPhone
Tim Berners-Lee
Steve Jobs
1989
2007 T

• ( Books closed) Quiz! Divide the class into 96

two teams. Teams take it in turns to answer
questions using language from the unit.
Possible questions: 1) Write paper/recycle
on the board. Students say a present simple Answers
passive sentence. (Paper is recycled. ) 2) What’s 2 are allowed 3 are accepted 4 aregiv en 5 are
the past participle of leave? (left) sent 6 arec hecked 7 ares old 8 areus ed
1 Match two words from the box with
each picture. 3 Complete the text with the verbs in the box.
• Students read the words in the box, look at Use the present simple passive.
the pictures and match. • Use the photos to teach false teeth and wig.
• Check answers. Teach donate, e.g. translate.
• Students read the text and complete.
Answers • Check answers.
2 plasticbag 3 cardboard box 4 yoghurtpot
5 glassbot tle 6 aluminiumc an 7 fl eece jumper Answers
8 crisppac ket 2 is donated (given) 3 are washed 4 are given
(donated) 5 are made 6 is collected 7 is used
2 Complete the text with the present simple 8 are separated 9 is made
passive form of the verbs.
• Students look at the photo. Ask Do you ever 4 Write and ask questions about the inventions.
go to H&M? Why/Why not? Use the information in the table to answer
• Ask Does H&M help the environment? them.
Students quickly read the text and tell you.
• Students use the prompts to write questions.
(Yes.)
• Check answers.
• They read the text again and complete.
• Pairs take it in turns to ask and answer, using
• Check answers.
the information in the table.

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 5 Read the dialogue and choose the 7 Read the letter and correct it.
8
correct words. 1 Number the paragraphs in the correct order.
2 Find and correct nine mistakes (punctuation and
capital letters).
3 Write a greeting and an ending. Answers
Dear Aunt Cora, 2 miss you 3 my regards 4 come and see us
A my host family, the joneses,
2 M J lived in Cambridge?. I was
really well looked after. I was taken to London and I was
5 in touch 6 good journey/fl ight
taken camping. I even learnt how to play rugby.
It was great and I made friends with really nice people,.
B 3 So. thank you again, because Mum only allowed me to 7 Read the letter and correct it.
go because of you. Give my regards to Uncle Tthomas.
C 1 Im
’ writing to say thank you for telling me about the • The class looks quickly at the letter and tells
school exchange programme. I’ve just come back from
three months in england
E and it was fantastic. you who it’s to/from. ( to Aunt Cara, from
Dylan: Are you 1 excited / exciting about going home? Love ,
Tom: I can’t wait to see Mum and Dad but I’m going Tom
Tom )
to be 2 boring / bored on the flight home. It’s • Pairs answer the questions.
about eight hours. The films on the way here
were very 3 bored / boring. They were all ones Pronunciation: /r/
I’ve seen before. Answers ➞ student page
3
Dylan: I’m not 4 surprised / surprising. You’ve seen 8 26 Listen and repeat.
everything! So what will you tell your family Ron gets on a rubbish truck
3
about England? Then his routine begins. 8 26 Listen and repeat.
Tom: The weather isn’t brilliant but I’ve had a really He sorts out your recycling
5
interested / interesting time. I’ve really enjoyed And returns the empty bins. • Use the picture to teach rubbish truck (see
myself.
ces
Dylan: What were the best things you did? Culture notes) and grin.
tic. 3
9
nd Tom: We’ve done lots of 6 excited / exciting things. I 27 Listen and repeat the tongue twisters
again and again very fast.
• Play the recording once or twice. Students
loved getting close to the lions at Woburn Safari
Park. 1 Red roses are really romantic. read and repeat the rhyme in chorus.
Dylan: But you were really 7 frightened / frightening! 2 Red lorry, yellow lorry.

m.
Tom: No, I wasn’t! 3
4
Rocky ran round the room three times.
Richard rode the wrong ride at the funfair.
Play the Pronunciation video for this
6 Tom is saying goodbye to his rugby coach. 5 Reduce, reuse, recycle. lesson. Play it again and have students say the
Complete the dialogue. Then act it out.
Tom: Well, bye Mr Patterson. 1 Thank you for 10 Read and tick (✓). rhyme along with the video.
everything . You’ve been a great coach.
I can: 3
Mr Patterson: It was a pleasure. The rugby team is going 9 27 Listen and repeat the tongue twisters
to 2 . We won a lot of matches identify materials and containers.
this year! Boxes are usually made of cardboard. again and again very fast.
describe processes.
Tom: Well, it’s a shame I can’t say goodbye
to everyone. Please give 3 to The bottles are collected in bottle banks. • Invite a student to say a tongue twister in
them all. express opinions and describe feelings. your language. Ask students if they know any
Mr Patterson: Yes, I will and please 4
again. The film is boring. She’s bored.
Tom: Well, I’d like to come back next summer. report past events.
in English.
Mr Patterson: Oh, the rugby season will be over. Never A forty-two-year-old was saved by a six-year-old. • Play the recording. Students listen, read and
mind, keep 5 with the other team
members. And have a 6 .
say goodbye.
Please come and see us again soon.
repeat.
Tom: Thanks, I will.
> Turn to Unit 8 Check in the Activity Book on page 96.
• Pairs practise saying the tongue twisters to
97 each other as fast as they can.
10 Read and tick (✓).
• (Books closed) Ask the class what they’ve
Answers learned in Unit 8. Ask them to remind you
2 When was the fi rst incandescent light bulb why it’s important to think about this (e.g. so
developed? (It was developed in 1879 by Thomas they know what they’re good at or need to
Edison.) work harder at).
3 Who were the fi rst mass-produced cars built by? • (Books open) Tell students the table will help
(They were built by Henry Ford in 1908.) them think. Give them time to look at the
4 Who was the World Wide Web created by? (It examples individually, reflect and tick.
was created by Tim Berners-Lee in 1989.) • Ask the class about each point in turn. Ask
5 Who was the iPhone invented by? (It was them to give examples to you or a partner.
invented by Steve Jobs in 2007.)
Learning difficulties
5 Read the dialogue and choose the Work with the whole class on Exercise 4. Write
correct words. each prompt in turn on the board. Invite
different pairs to write a question on the
• Students read the dialogue and circle. board. Check as you go. Pair any students with
Answers ➞ student page dyslexia with strong readers/writers. Open pairs
ask and answer.
6 Tom is saying goodbye to his rugby coach.
Complete the dialogue. Then act it out. Tests on Teacher’s eText for IWB (see
Introduction page vi).
• Brainstorm with the class the English today You can now use:
expressions for saying goodbye (Unit 8C). Unit Test 8
• Students read the dialogue and complete. Achievement Test Units 7–8
• Check answers. Skills Test Units 7–8
• They act out the dialogue. Review Test Units 1–8 (Basic and Standard)
After grading the tests, you can allocate an
Extension Test or a remedial Revision worksheet
to stronger and weaker students.

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 Unit 8, Magazine piiic
p ck miix
ck x and

? ?
Newla nguage Game on! 1 2

?
START Talk about your family.
Who’
what
Vocabulary: counter, roll (dice) Play the Today! big board game.
was e

Preparation: Warm-up: Write the alphabet Instructions

on one side of A4 paper so the letters are big You’ll need:

• a counter for each player
enough to cut into cards. Copy three alphabets • a pair of dice
per pair and make sets of letter cards for them. • a watch for each group
10 9 8
How to play
Game on!: Make a counter. Bring a small piece Talk about your plans for next

?
Name five injuries or illnesses. My d
weekend.
• Play this game in groups of three or four.
of blank paper for groups of three or four • First, make your counter. Take a piece of

to make their set of counters. Bring a pair of paper and cut out a small circle. Write
your name on it. 11
scissors and two dice for each group. • Read the instructions below to find out What has Ella Vine wanted to
do for a long time? [U5B]
what you have to do.
Game on! Suggestion: Book a computer room. • Start the game. Roll the dice and go 14
forward as many squares as the dice
MUM:
indicate. Do what the square says. 12 13

?
• The winner is the person who finishes first! I was … when

?
Warm-up the bell rang
for class today.
Name five parts of a building.
DAUGH

?
What you have to do
• Game! Pairs put their letter cards in order Orange squares: Talk for thirty seconds.
to write as many verbs as they can in three Then go forward three squares. If you
can’t talk for the full thirty seconds, go
minutes. The pair with the most correctly back one square.

spelt verbs wins. You could have them play Green squares: Answer the question.
If you answer correctly using your 22 21 20
again, using the letters to write nouns or book, stay where you are. If you answer I’m allowed to … but I’m not What
Name five containers.
adjectives. correctly without looking at the book, allowed to … . some

?
go forward two squares. If you answer
incorrectly, go back two squares.
Game on! Purple squares: Complete the sentence
23
Talk about what
within five seconds. Then go forward one
• Ask students if they ever play board games at square. If you take longer, stay where
you like doing in
your free time.

home. They tell you which games they play you are.

and how often. Ask Do you like board games? Yellow squares: Name five items in fifteen 24 25 26
seconds! If you can’t, go back three squares. Who paints the fastest? Who I’ve got lots of … but not What
Have them explain why/why not. paints the slowest? [U7A] many … . fleec
made
Blue squares: Complete the joke! Then
• Explain they will play against each other in go forward one square. If you can’t
groups of three or four. complete the joke, stay where you are.
98

Instructions
• Teach/check counter by showing the class the
one you’ve made. Check they understand roll What you have to do
and dice (demonstrate). • Students silently read the What you have to do
• Draw six squares next to each other on the text.
board and write Start by the one on the • Check understanding. (Books closed) Have
left. Check go forward and go back by using different students explain to the class what
gesture. they have to do when they land on the
• Give each group a pair of dice, scissors and different coloured squares. You could ask short
paper for making counters. Make sure check questions, e.g. How long do you talk for
someone in each group has a watch that if you land on an orange square? (30 seconds.)
counts seconds. What do you have to do if you can’t? (Go back
one square.)
How to play • Remind students:
• Invite one or two confident readers to read – they can only have one attempt at each
the You’ll need and How to play instructions question
to the class. – they mustn’t ask anyone for help. It’s a
• They make their counters. game!
• Students take it in turns to roll a die. The – If they disagree if an answer is correct or
student with the highest number will go first. not, they ask you
The student on his/her left will go second and – They must be careful to time all group
so on. Quickly check by asking those going members correctly.
first to put up their hands. • Give students plenty of time to play the game,
• Ask each group to nominate a time-keeper. e.g. 25 minutes. Move round the class, helping
Again, quickly check by asking them to put up and clearing up doubts.
their hands. • Check answers to any questions students had
• Students place their counters on Start. The difficulty with/disagreed about.
game is now ready to begin.

98

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 8

magazine
3
Fast finishers: They use their Students’ Book to

? ?? ? ??
2
TEACHER: Tell me a sentence
that starts with an ‘I’. 4
make up extra questions to try on each other.
Who’s Jamie Oliver and
what did he use to do when he
STUDENT: I is the …
TEACHER: Stop! We say
When I was
three years
Tell them to note possible answers, too!
‘is’ after ‘I’. The right

?
was eight years old? [U3A] old I couldn’t … .
form is ‘am’.

?
STUDENT: OK. I am the
ninth letter of the
alphabet!
5
Name five outdoor activities. Suggestion: The same groups make their own
version of Game on! They use the Students’
8 7 Who’s Steve 6 Book to research questions. They use a
Backshall and how Talk about what life will be like computer to design their own board. They

?
esses. My dad has never … .
many countries in the year 2050.
write their questions in the same colour-coded

?
has he visited? [U4B]

squares and illustrate it using photos or clip

?
art. They print their board on A3 paper, swap
14 with another group and play!
MUM: Did you enjoy
15 16

?
your first day at
school? What time does Tara have to be

?? ?
ding. Talk about your favourite actor. back home on weekdays? What
DAUGHTER: First day? Do you

?
mean I about at the weekend? [U6A]
to go back Tip: Use students’ performance in Game on!
tomorrow?
17 to help you decide which language your class
I like clothes which … . would benefit from further practice on, either
in the next class or at the beginning of the
20 19 18 next school year.
not What should you do if Talk about
your best Name five wild animals.
someone faints? [U6B]

?
holiday.

Learning difficulties

?
Help students with learning difficulties play
Game on! by having pairs play against each
26
27
27
28 other, not individuals. Pair them with a strong,
MUM: Would you your
What are some
fleece jumpers dinner now, dear?
What food items
were used to test
FINISH cooperative partner. Each pair has one counter.
SON: What are my choices?
made from? [U8A]
MUM: Yes or No.
smellovision? [U8B]
The strong partner reads each question. They
take it in turns to answer, helping each other if
99 necessary.

Answers
2 Jamie Oliver is a British chef who is famous for
his TV programmes and cookery books. When he
was eight he used to help in the kitchen of his
parents’ restaurant.
3 don’t
5 See Unit 1C and 4A Vocabulary.
7 Steve Backshall presents wildlife and nature
programmes on TV. He’s visited over 100
countries.
9 See Unit 6B Vocabulary.
11 Ella Vine has wanted to be an actor and to
visit Hollywood for a long time.
13 See Unit 7B Vocabulary.
14 have
16 Tara has to be home by 8 p.m. on weekdays
and by 10 p.m. at the weekend.
18 See Unit 7C Vocabulary.
20 You should raise their legs higher than their
head and keep them cool.
22 See Unit 8A Vocabulary.
24 Tom paints the fastest. Dylan paints the
slowest.
26 (recycled) plastic (bottles)
27 like
28 onions and coffee beans

99

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