Contents ld i + Present/Past tenses (revision) Breaking news — [* past pertecuPast perfect continuous ‘© Quantiirs (the wholeo both pp. 721 neither ether none) Skis Practice 1 pp. 2224 Language in Use tp. 25 Revision 1p. 26 Consumer ‘© Future tenses (revision); Future bs continuous society ‘© singtto- infinitive form (cevision) we 274i # Comparisons (revision) Future perfect/Future perfect continuous Skis Practice 2 pp 42-48 ; ae © Clauses of concession Language in Use 2p. 45 Revision 2 p. 46 '¢ Modals (revision) The right thing |* Conditionals 0,1, 2,3 todo 2 shes * Relative causes p.4761 Mined conditonals Skis Practice 3 pp. 62-64 Language in Use 3p. 65 Revision 3p. 65 Still a mystery | Te passive personaly impersonal constructions ‘© Question tags Articles (a, an, the, -) we. 67.81 '* Reflexivefemphatic pronouns Skills Practice 4 pp. 82-84 Language in Use 4 p. 85 Revision 4 p,86 ifelon «Reported spech tater’) Ufelong + Reported quesonicommends learning + Special infoductory verbs op. a7 2 Time dauses ‘kis Practice § pp. 102-104 Language in Use 5p. 105 Revision p. 106 i + The causative Getting to know |* yee iating & making you assumptions ‘© Clauses (purpose, result, pp. 107-121 reason amie) Skills Practice 6 pp. 122-124 | Inversion Language in Use 6 p. 125 Revision 6p. 126, Vocabulary Bank pp. V81-V823, Writing Bank pp. WB1-W86 Grammar Reference pp. GR1-GR19 Pronunciation p. GR22 Rules for Punctuation p. GR20 “American-Brtish English p. GR21 Neeru "+ Jobs «Health issues * Extreme Sports * Appearance & Entertainment Character - © The Internet © The Environment © The Weather '* World events Volcanoes Accidents & injuries Types af TV programmes Weather phenomena and weather isioms Disasters Phrasal verbs: back, call, carry Word formation: compound adjectives '* Shops & services Materials & substances Supermarket shopping Furniture & appliances Faulty products Phrasal verbs: do, drop. get Word formation: verbs fro adjactives }® Community action '¢ Members of society World problems '¢ Raising awareness le Space colonisation © Environmental problems }© Phrasal verbs: hand, hang. joie © Word formation: prefixes usec mith nouns to form nouns Mysterious events UFOs Strange Creatures, 1* Ways of looking /* Unexplained phenomena '* Sound verbs ‘Types of books Phrasal verbs: keep, Jet. pick Word formation: forming owns Sam verbsladjectives '¢ Learning experiences Martial arts skis '* School subjects '» Technology in education '* Achievements © Gap year experiences © Higher education Phrasal verbs: pass, stick, think Word formation: abstract nouns '* Appearance & Character Changing one's appearance Personality types Body language Body idioms Communication mistakes Phrasal verbs: il, hold, ty Word formation: nouns from verbs Word Formation pp. WE1-WF3 Key word Transformations pp. KWTT-KWT3 Word List pp. WL1-WL13peer recur Re aad Culture Corner! Cae foreteld © Revision # Inthe Heat ofthe Moment (multiple) © An interview © Whatit's lke to be neara | ® Hurricane Katrina choice) ‘© Decide what to watch on TV | _ volcano The tragedy of ‘© Trapped! (missing sentences) Give bad news & react ‘+ Aninterview ‘New Orleans 1 strange weather were having! Intonation: echo questions | © An experience someone had | (headings) GDS) © Astory © Tunami:A wave ‘© The ay the Eorth Moved ofdisaster missing sentences) (Geography) = Anews eport (TF) # Temorrow's World (multiple © Buy dothes ‘© How inventions will improve | * Madein the USA ching) © Describe sb's life our lives {answering 1» Eooses The Ticks ofthe Trade | © Compare lifestyles ‘© An email of complaint questions) 2 Make complaints & request | © A comparison of two lifestyles |* How tobe a ime warp (multiple action ‘© How vertical farms can benefit] responsible «Intonation: exclamations society shopper 1 (missing sentences) (Citizenship) es (multiple matching) Make a donation to charity | * Ashort account of aday | * Glastonbury Express opinion in the life of an unemployed | Festival pen Intonation: polite requests | _ person loze) A radio interview 4 Wletter about an experience _|* Whats Alecture Deforestation? 7 1 Adoy in the shoesof.. (sentence completion) A Street Education (multiple choice) ‘© The Worst Placeto Take a Walk! (missing sentences) © An opinion essay (Geography) ‘Space Colonsation Futursor Fantasy? (missing sentences) ‘an interview (multiple choice) ‘A book review © Haunted London ‘A paragraph about a tour (multiple choice A summary coze) ‘A description of an experience | © The Day ofthe ‘A presentation on dinosaurs | Trfids © TeTuthisntoutthere..orisit? | Book tickets for a guided tour missing sentences) Intonation: question tags 12 search of Monsters (multiple oo) (© Mynencus Places (multiple | ji ji i r i 4 a Sent! (rissng sentences) beat Monologues (multiple matching) 3 a = prising sentences) Borrow library books ‘An interview Edinburgh's Award = tae cnseny (multiple choice) | ® Pronunciation: emphatic How an inventor feels (open cloze) (= Taedoy who Hornessed the Wind stress ‘What someone learnt from an | ® Train your brain! peuple choice) © Compare photos experience (SHE) ‘= Take ebreak (multiple matching) (© ghar education experiences jmustiple matching) (= Meee whotyouthinkyou are! | # Speculate & make ‘© A descriptive article about a | ® Hoka! (open cloze) imuttple choice) assumptions person © Nature peaks ‘= Deslng with Difficult People Rearrange an appointment | * Asummary (Science) (eatiple matching) © Pronunciation: expressing ‘A paragraph about a ae Br! (1F/D5) sympathy personality type ‘© Doyou speak dolphinese? ‘© Crticise & respond oe Atalk jmesing sentences) ‘+ A monaiogue (multiple choice) aoswee 0. AST-AS2 Evaluations pp. E1-E12 ‘Workbook & Grammar Book Tapescrpts SIs Sok Tepcscripts pp. SBTI-SBT9 Workbook & Grammar Book Key ‘pp. WGTTNGTS ‘pp. WGKT-WGKZ7 lnregular verbsIntroduction to the Teacher Prime Time (CEF level 82) is a modular secondary- level course for learners studying British English at upper-intermediate level. It allows a flexibility of approach which makes it suitable for classes of all kinds, including large or mixed ability classes. Prime Time (CEF level 82) consists of six modules. Each module consists of nine units plus Language Review, Revision and Skills Practice sections. The corresponding module in the Workbook provides the option of additional practice. COURSE COMPONENTS Student’s Book & Workbook The Student’s Book is the main component of the course. Each module is based on a single theme and the topics covered are of general interest. All modules follow the same basic structure (see Elements of the Coursebook) ‘The Workbook is in full colour and contains units corresponding to those in the Student's Book containing practice on all four language skills. It also contains a Grammar Bank, Revision Practice for students to prepare for their tests. It can be used either in class or for homework upon completion of the relevant unit in the Student's Book. Teacher's Book and Tests The Teacher's Book contains Teacher's Notes which provide step-by-step lesson plans and suggestions about how to present the material. This book also includes a complete Key to the exercises in the Student's Book & Workbook and the tapescripts of the listening material. The Tests, one per module, are available for teachers to use as a formal means of checking their Ss’ progress. There is also a full key to the Tests, listening tasks & tapescripts. Class Audio CDs The Class Audio CDs contain all the recorded material which accompanies the course. This includes the dialogues and texts in the Listening and Reading sections, as well as model dialogues, Pronunciation/Intonation section and the material for all listening tasks. Student's Audio CD The S's Audio CD contains the main texts or model dialogues in the Reading sections of the Student’s Book, Pronunciation/Intonation tasks as well as the Listening tasks of the Workbook for the purposes of homework and preparation. ELEMENTS OF THE COURSEBOOK Each module begins with a moduler spread contains: a brief overview of what will be co in the module, pictures and words/phrases © to the theme of the module, and exercises practice the vocabulary presented. Each module contains the following sections: Vocabulary Pictures are employed to introduce Ss to © vocabulary of each module. Vocabulary practiced through various types of exercises particular feature of the book is the teaching of collocations, which helps Ss remember vocab. items as parts of set expressions. (See Student’ Book Ex. 1a, p. 10) Grammar + The gramman items of each module presented by means of clear and concise theory boxes. + Grammar exercises and activities rein understanding of these items. There Grammar Reference section at the back Student's Book that offers more details Listening tasks and Speaking practice ‘= Ss can develop their listening skills th variety of tasks. These tasks vocabulary and grammar practices module, in this way reinforcing of the language taught in the module * Controlled speaking activities have bees carefully designed to allow Ss guided practice before leading them to freer speaking activities Pronunciation/Intonation Pronunciation activities help Ss recognise sounds and reproduce them correctly. Intonation activities help Ss improve their intonation patterns. Everyday English These sections provide practice in © communication. Standard expressions and structures associated with realistic situ: extensively practised. Study Skills Brief tips, explanations and points throughout each m strategies which improv and enable Ss to become = the English languagepM Writing Bank This section provides preparation of the writing task types as they are presented in the Student's Book. It contains theory, plans, full-length model compositions and useful language to help Ss produce successful pieces of writing, Reading texts ‘These texts or situational dialogues practise specific reading skills such as skimming, scanning, intensive reading for specific purposes, understanding text structure and so on. The texts are usually exploited in four stages: + a warm-up activity to intrigue students; + top-down activities (scanning and reading for gist); + bottom-up activities (reading for detailed understandini * oral reproduction (Ss outline the main points Of the text), writing The writing sections have been carefully designed to ensure that Ss systematically develop their writing skills + A model text is presented and thoroughly analysed, and guided practice of the language to be used is provided, + The final task is based on the model text and follows the detailed plan provided. + All writing activities are based on realistic types and styles of writing such as letters, emails, descriptions, postcards and reviews. Culture Corner & Curricular sections module contains a Culture Corner and a Curricular section + © exch Culture Corner, Ss are provided with information and read about aspects of English speaking countries that are thematically Seked to the module. Ss are given the chance to process the information they have learned and omipare it to the culture of their own country. » Curricular section enables $s to link the mes of the module to a subject from their curriculum, thus helping them alise the language they have learnt by ng it to their own personal frame of ce. Lively and creative tasks stimulate Ss allow them to consolidate the language y have learnt throughout the module. Module Language Review & Revision sections follow every module and reinforce Ss’ understanding of the topics, vocabulary, and structures that have been presented. Games enable to use the new language in an enjoyable way, using the format of a team competition and promoting humanistic learning, The material has been designed to help Ss learn new language in the context of what they have already mastered, rather than in isolation. In the Revision sections, a grading scheme allows Ss to evaluate their progress and identify their weaknesses. The objectives of the module and the Ss’ achievements are clearly stated at the end of each Revision section. Grammar Reference section This section offers full explanations and review of the grammar structures presented throughout the book. It can be used both in class and at home to reinforce the grammar being taught. Vocabulary Bank This section contains presentation and practice of vocabulary items related to the theme of the module, American English - British English Guide ‘An American English - British English Guide outlines and highlights differences between the two main international varieties of English Irregular Verbs This provides students with a quick reference list for verb forms they might be unsure of at times. Word List A complete Word List contains the new vocabulary presented in each unit, listed alphabetically, with a phonetic transcription of each word, SUGGESTED TEACHING TECHNIQUES A Presenting new vocabulary Much of the new vocabulary in Prime Time (CEF level 82) is presented through pictures, Ss are asked to match the pictures to listed words/phrases. (See ‘Student's Book, Module 1, p. 18, Ex. 16) Further techniques that you may use to introduce ew vocabulary include: ‘+ Miming. Mime the word you want to introduce. For instance, to present the verb sing, pretend you are singing and ask Ss to guess the meaning of the word. ‘+ Synonyms, opposites, paraphrasing and giving definitions. Examples: ~_ present the word strong by giving a synonym: "powerful"; — present the word strong by giving its ‘opposite: “weak”, ~ present the word weekend by paraphrasing it; “Saturday and Sunday"; ~ present the word famous for by giving its definition: “very well - known (person or thing)"iii + Example. Examples place vocabulary into context and consequently make understanding easier. For instance, introduce the words city and town by referring to a city and a town in the Ss’ country: “Rome is a city, but Parma is a town.” + Sketching. Draw a simple sketch of the word ‘or words you want to explain on the board. For instance: tall JA SSshort * Flashcards. Flashcards made out of magazine or newspaper pictures, photographs, ready- made drawings and any other visual material may also serve as vocabulary teaching tools. «Use of L1. In a monolingual class, you may explain vocabulary in the Ss’ native language. This method, though, should be employed in moderation. * Use of Dictionary. In a multilingual class, Ss may occasionally refer to a bilingual dictionary. ‘The choice of technique depends on the type of word or expression. For example, you may find it easier to describe an action verb through miming than through a synonym or definition. Note: Check these words sections can be treated as follows: Go through the list of words before Ss read the text and present the new words by giving examples, synonyms/opposites or miming ‘their meaning, | Alternatively, go through the list of words after Ss have read the text and ask $s to explain the words using the context they appear in. Ss can give examples, mime/draw the meaning, or look Up the meaning in their dictionaries. B Choral and individual repetition Repetition will ensure that Ss are thoroughly familiar with the sound and pronunciation of the lexical items and structures being taught and confident in their ability to reproduce them, Always ask Ss to repeat chorally before you ask them to repeat individually. Repeating chorally will help Ss feel confident enough to then perform the task on their own, © Listening and Reading ‘You may ask $s to read and listen for a variety purposes: * Listening and reading for gist. Ask Ss to or listen to get the gist of the dialogue being dealt with. (See Student's Book, Modu Ex. 2a, Tell Ss that in order to complete th successfully, they do not need to underst single detail in the text.) * Listening and reading for detail. Ask read or listen for specific information Student's Book, Module 1, p. 9, Ex. 2b/Module 1. p. Ex. 9. Ss will have to read or listen to the text on pe for a second time in order to do the task. Th looking for specific details in the text and ni general information.) D Speaking © Speaking activities are initially controlled allowing for guided practice. (See Student's 8: ‘Module 1, p. 13, Ex.6 where Ss use the same st to express likes ard dislikes.) ‘© Ss are then led to free speaking a Student's Book, Module 1, p. 18, Ex. 3 whe invited to give and react to bad news, p the necessary lexical items and s E Writing All writing tasks in Prime Time been carefully designed to clos produce a successful piece of, + Always read the model text with the tasks that follow in have acquired the necessar with the final writing task Module 1, p. 20.) ‘+ Make sure that Ss understand writing for a purpose. Go through task in detail so that Ss are fully aware oF they are writing and who they are writ (See Studemt’s Book, Module 1, p. 20, Ex asked to write a story.) + Make sure $s follow the detailed plan they provided with. (See Student's Book, Module 1, p. 2 Ex. 10.) + It would be well-advised to actually comp! the task orally in class before assigning it written homework. Ss will then feel _m confident with producing a complete piece writing on their own F Projects ‘© When dealing with project work, it is necessary to prepare Ss well in class before they attemp’ the writing task at homep Wd b lh bh Ma Ma Me et | o 4 ing homework When assigning writing tasks, prepare Ss as well as possible in advance. This will help them avoid errors and get maximum benefit from the task. Commonly assigned tasks include: Copy ~ $s copy an assigned extract; Dictation — Ss learn the spelling of particular words without memorising the text in which they appear; Vocabulary ~ Ss memorise the meaning of words and phrases or use the new words in sentences of their own; Reading Aloud - Assisted by the S's CDs, Ss practice at home in preparation for reading aloud in class; Project ~ After they have been prepared in class, Ss complete the writing task; and Writing - After thorough preparation in class, Ss are asked to produce a complete piece of writing, H Correcting students’ work All learners make errors ~ it is part of the learning process. The way you deal with errors depends on what the Ss are doing Oral accuracy work: Correct Ss on the spot, either by providing the correct answer and allowing them to repeat, or by indicating the error but allowing Ss to correct it. Alternatively, indicate the error and ask other Ss to provide the answer. * Oral fluency work: Allow Ss to finish the task without interrupting, but make a note of the erfors made and correct them afterwards. © Written work: Do not over-correct; focus on errors that are Girectly relevant to the point of the exercise. When giving feedback, you may write the most common errors on the board and get the class to attempt to correct them ember that rewarding work and praising Ss is importance, Post good written work on a ay board in your classroom or school, or give ward” stickers. Praise effort as well as success. 1 Class organisation + Open pairs The class focuses its attention on two Ss doing the set task together. Use this technique when you want your Ss to offer an example of how a task is done, (See Ex. 3 on p. 18 ofthe Student’ Book.) = Closed pairs Pairs of Ss work together on a task or activity while you move around offering assistance and suggestions. Explain the task clearly before beginning closed pairwork. (See Ex. 60m p. 13 of the Student’ Book) + Stages of pairwork = Put Ss in pairs. = Explain the task and set time limit. = Rehearse the task in open pairs. = In closed pairs, get Ss to do the task. — Go around the class and help Ss. — Open pairs report back to the class. + Group work Groups of three or more Ss work together on a task or activity. Class projects or role play are most easily done in groups. Again, give Ss a solid understanding of the task in advance. J. Using the Student’s Audio CD Dialogues, texts and Pronunciation sections are recorded on the Student's Audio CD. Ss have the chance to listen to these recordings at home as many times as they want to improve their pronunciation and intonation S listens to the recording and follows the lines. S listens to the recording with pauses after every sentence/exchange. S repeats as many times as needed, trying to imitate the speaker's pronunciation and intonation. * S listens to the recording again. S reads aloud. + All listening tasks in the Workbook are also included in the Student's CD. K Using L1 in class Use L1 in moderation and only when necessary. ABBREVIATIONS Abbreviations used in the Student's Book and Teacher's: T Teacher Pip). Page(s) Ss) Student(s) eg. For example HW Homework ie. Thatis Lt Students’ native ete Etcetera language sb Somebody Ex(s). Exercise(s) sth SomethingBB Breaking news In this module, $s will explore the topics of world events, volcanoes, accidents & injuries, weird weather and disasters. Modular page 7 Lesson objectives: Overview of module Vocabulary: World events (technological invention, volcanic ‘eruption, huge tropical storm, mine collapse, earthquake, tsunami) 8-9 Lesson objectives: To read for gist & specific information, to revise tenses, to talk & write about volcano chasing Vocabulary: Voicanic eruptions (ash and gas fly up into the atmosphere, rocks and lava erupt out of the crater lava pushes through vents in the side ofthe volcano}; Verbs (erupt. grab, burn, mystify shelter, admit); Phrasal verbs (take off, setup, shoot up; Nouns (volcano, heat, as mask, ava flow, deafening roar, acid, aming hot ava, camp, dormant volcano, steam, lava fountain, jet ‘flava, boulder polsonous gas); Adjectives (frelance, dedicated, sharp); Phrases (ground is shaking, stunning photograph, Spectacular shot, in high demand, black the view, be worth tbe on the scene, toke precautions, matter of urvival) ere ee 10-11 Lesson objectives: To read for gist, to read for cohesion & coherence, to learn the past perfect & the past perfect continuous, to prepare and act out an interview Vocabulary: Accidents & injuries (twist/sprain your ankle, go 10 hospital, faint with exhaustion & dehydration, see a doctor slam a door on your finger, be very painful, badly gash your leg, have ‘stitches, sip & break your arm, put on a cast, bang your head, put ice on i); Verbs (trap, struggle); Phrasal verb (chip away at); Nouns (canyon, sacrifice, climbing gear fist od kit, crack, boulder, canyon wall, exhaustion, debydration, blunt penknife, rescue crew, prosthetic arm, motivational speaker, disabled athlete, troubled teenager); Adjectives (emote, delirious); Phrases (disaster stuck, gt free, administer frst aid, be missing, notify authorities, liv ife tothe fulest, desperate struggle, loved ones) 12 Lesson objectives: To listen & read for gist, to read for key information, to personalise a situation, to describe 2 national disaster, to compare and contrast disasters Vocabulary: Verbs (strengthen, declare, evacuate, smash, struggle 0 cope, pump, rebuild); Nouns residents, state of ‘emergency, storm surge, looting, volence, emergency services the military, army engineers, slow recovery); Adjective (desperate); Phrases (eye ofthe storm, below sea level, come ashore) a 13 Lesson objectives: Deciding what to watch on TV, to practise intonation in echo questions, to practise role- playing Vocabulary: Sentences (What are you watching this or? It's nearly finished, What’s on later?, Why don’t you look in the TV ‘guide?, | like the sound ofthat, Is there anything else on, As Tong as we can change the channel at 8, That’ fine with me!) eee 14-15 Lesson objectives: To listen & read for gist, to read for specific information, to learn weather idioms, to talk & write about weird weather Vocabulary: Weather idioms (raining cats and dogs, every ‘loud has a silver lining, fair-weather friend, n a fog, be under the weather}; Verbs ((crash (into), restore, occur spin, ignite Nouns (weather forecast, lightning storm, weather phenomens nitrogen oxide, ozone layer, temperature, wildfire, region witness violent storm, miracle, underground river: Adjectives neverending, violent, whiting, astonished, rare); Adver> constantly; Phrases (wrap up warm, silver lining, make works news, above ground) 16-17 Lesson objectives: To read for specific information, to read for cohesion & coherence, to revise quantifiers, to talk & write about a disaster Vocabulary: Disasters (closed down, washes away. running water, undersea earthquake strikes, force, evacuated); Verbs (strike, exceed, shake, head (for), roll (across), crash (into struggle, collapse, rip (apart), blaze, sweep away, slam into) Nouns (force, nuclear meltdown, axis, foreshock, epicentre. ‘authorities, warning, debris, landslide, mud, pylon, evacuation, explosion, technician, aftershock, relief worker); Adjectives (devastating, courageous, desperate); Adverb (inland); Past participle (loaded (with)) 18 Lesson objectives: To describe a picture, to role-play giving & reacting to bad news, to listen for specific information, to write a news report» Vocabulary: Disasters (rail accident, landslide, flood, factory explosion, road accident, plane crash, severe/freak storm, ‘environmental disaster tsunami, earthquake, war, avalanche) ol 19 Lesson objectives: To listen & read for gist, to read for Key information, to give a presentation on tsunamis Vocabulary: Verbs (side, fore, ripple, flatten, Nouns (speed Undersea landslide volconic eruption, tectonic plats, foul ine pebble, shore, fas tide, Impact, ecosystem); Adjective inti ‘Rdverbs (outwards inland); Phrases (in its path, on @ irae Scale, tremendous damage loss of ite) eminence 20-21 Lesson objectives: To analyse a model story, to practise using adjectives and adverbs, to write a story Vocabulary: Adjectives (deafening, dark, terrified, massive, heavy); Adverbs (rapidly, carefully, violent) 22-24 Lesson objectives: To read for gist, to read for cohesion & coherence, to talk about likes & dislikes, to listen for key information, to read for lexical correctness, to complete a multiple choice cloze, to practise forming Words, to practise key word transformations, to write 2 story (Erie cue 25 Lesson objectives: To present/practise phrasal verbs with back, call and carry, to practise prepositional phrases, to Form compound adjectives, to revise collocations, to do 2 to write a quiz 26 ;See eee te 1 this module, Ss will explore the topics of shopping, shops & services, materials & substances, supermarket shopping, furniture & appliances and faulty products. CTD Lesson Objectives: Overview of the module Vocabulary: Shops & services (shoe shop, clothes shop, supermarket, chemists, bookshop, optician’, jeweller’, post ie, butchers, baker's florist’, hair salon); Nouns (chicken sts, biographies, bunch, daffodils, prescription, aisle, frozen foods, alls); Phrase (cut and blow-dry) Eke 28-29 Lesson Objectives: To listen & read for gist, to read for specfc information, to revise future tenses, to talk & werite about products of the future Vocabulary: Materials & substances (fabric [cotton, sil, metal aluminium, steel ass, wood oak, pine Vero (aissolvel; Phrasal verbs (turn into, drop in, 08 inta); Nouns (Spray-on fabric, minut fibres, garment, srendsetter booth, bandage, furniture covering, fuly-working machine, cartridge, skin graft, bura victim, detary advice): Agjectves (ull functiona, lighter instant, voice-actvated) Phrases (develop textiles, generate electricity, monitor itnes, ary ‘nstontly, go on sale, no assembly required, endless possibilities, on demand) Ceara 30-31 Lesson Objectives: To listen & read for gist, to read for key formation, wo revise comparative/superlative forms, ve & «ing forms, to talk & write about supemartet tncks Wocabulary: Verbs (expose, grab, tempt resist, tend (to, scan); Neues litng coors, reshly-baked bread, fresh produce, deal, Seger and strategy, aisle, checkout, tempting display, quay cet money-off coupons); Adjctives (overflowing, emerson pre-packaged, loose, sneaky); Phrases (the answer Se ere you 30.0 waste, ul eye level glve your neck a sweortont meant = Ene odcress sb by name) Gam x Seen Objectives: To listen & read for gist, to read for Best formation, to summarise a text, to write a Ser text about 2 product from your country ecabulary: Verbs wonder ban, fast-forward); Phrasal verb (@ Sack Nouns (story durable cotton, manual worker, sermon, Savie tem, batch of fries, formula, brass kettle, seems mgrecents trade secret); Adjective (crispy, Phrases ag sate verge us5y diner sales se) Seo 33 Lesson Objectives: Buying clothes, to practise intonation to practise role-playing ‘ces (What size are you?, Any good2, Can By Bem on please?, We've almost sold out., Can I pay by + receipt sin the bag., Do you need any help’, + 1D, please?, They're on sale at the moment, ey fit me really well) ney? es, Consumer society 4B os Lesson Objectives: To listen & read for gist, to read for specific information, to make assumptions based on information in a text, to compare two people's lifestyles Vocabulary: Verbs (rule, long, cherish, mend, admit, spol, shudder); Nouns (time warp, era, values, time capsule, retro décor lipstick, convention, trilby hat, pension, conveniences, Violence, greed, materialism); Adjectives (second-hand, vintage, authentic, tight, bland, distressing); Phrases (make do, throwaway fashion, out of sight, in retreat from) CREED 36.27 Lesson Objectives: To read for cohesion and coherence, to Dresentipractise the future perfect and the future perfect. Continuous, to develop critical thinking skills Vocabulary: Skyscraper farms (Solar panels and wind turbines power the building, Different storeys grow a variety of fruit and vegetables, Glass walls allow in sunlight, The produce ‘is grown in @ solution of nutrients and water); Verbs (drain, "se, Soar, consume, convert; Phrasal verb (spring up); Nouns (wonder, structure, solution, nutrients, mankind, wasteland), Adjectives (lush, equivalent); Adver’ (horizontally); Phrases (long gone, vertical farming, food shortage, environmentally friendly, transport costs, local produce, permanent light source, industrial greenhouse) CED x: Lesson Objectives: To listen for key information, to make complaints & request action Vocabulary: Faulty Products (The heel s broken, The strap is torn, button is missing, The lens is scratched, The lid is ‘racked, There's @ chp init, There's a hole in the sleeve, The earphones are damaged.) Cee 39 Lesson Objectives: To listen & read for gist, to read for comprehension Vocabulary: Verbs (treat, operate); Phrasal verb (sell off); Nouns (bargoin-hunting, quest, awareness, human rights, hard-earned cash, policy, sweatshop, child labour, guarantee, ‘natural resources, treasure trove, purchase, reduced prices, balance): Adjective (ethical; Phrases (manufacture goods, ‘mine of information, seasonal retail shift, money sense) TEED 1 Lesson Objectives: To analyse a model email of complaint, to present clauses of concession, to practise linking words, to write an email of complaint COED 42-4, Lesson Objectives: To read for gist, to read for specific information, to listen for specific information, to compare photographs, to practise word formation, to Practise key word formations, to write an article EEE ore 45 Lesson Objectives: To present/practise phrasal verbs with do, drop & get, to practise prepositional phrases, to form verbs from nouns/adjectives, to revise collocations, to do a quiz, to write a quiz 46 vi(T)vii(T) In this module, $s will explore the topics of community ‘action, members of society, world problems, environmental problems and space colonisation. Cremer Lesson objectives: Overview of the module Vocabulary: Community action (recycle old materials, pick tp liter in your neighbourhood, help the elderly, donate to charities look after stray animals) CRD 40-49 Lesson objectives: To listen & read for gist, to read for specific information, to revise modals, to write an account of an imaginary experience Vocabulary: Members of society (the rich, the poor, the ‘young, the blind, the homeless, the elderly, the unemployed, the disabled); Verbs (abuse, criticise, accuse, donate); Phrasal ‘verbs (set out, get rid of, dig nto, doze off; Nouns (prosthetic make-up, walking stick. senior citizen, scruffy clothes, pufly tyes, frizy hair, debt, family break-up, judgment), Adjectives {marginalised, eye-opening, shabby, convincing, chatty, embarrassed, invisible); Phrases (go undercover, make small talk); Past participle (curled up) EDM Pm 50-51 Lesson objectives: To listen & read for gist, to read for specific information, to revise conditionals, to present! practise Wishes, to role-play and summarise/paraphrase information Vocabulary: World problems (homelessness ilteracy, war, ‘crime, ageing population, population growth, hunger, racism, poverty), Verbs (beg, leak, adopt); Phrasal verbs (turn up, ‘miss out); Nouns (affection, slum, volunteer group, hygiene, literccy, makeshift school, broken home, violence, destitution, shack, reputation, host family); Adjectives (worthwhile, privileged, appalling, wealthy, nerve-racking, eager, unofficial, eye-opening); Phrase (shine shoes) a7 52 Lesson objectives: To listen & read for specificinformation, to read for lexico-grammatical correctness & coherence, to write about an interesting festival in your country Vocabulary: Verbs (wander, promote, respect, recover); Nouns {performing ars, summer solstice, legend, teepee, fan, massage ‘amphitheatre, pyramid, stage, humanitarianism, freedom of expression, principles; Adjectives (mystical, muddy, loyal familia); Phrases (spiritual tradition ifin doubt) ERS ed 53 Lesson objectives: Making a donation to charity, to practise intonation in polite requests Vocabulary: Sentences (How can |help you? like o make 2 donation, Would you like to make a single donation or a fegular monthly donation?, That's wonderful, Could! get your fall name and address, please?, Could you give me your credit or debit card number, please? And what the expiy date’, Thank you so much for you donation, You'e very welcome.) BThe right thing to do CRE 555 Lesson objectives: To listen & read for gist, to read for cohesion & coherence, to present/revise relative clauses to write & act out an interview Vocabulary: Raising awareness (raise funds by organising = music. festival or an art contest, join a conservation tnvironmental group, start a blog campaign, organise @ sie ‘Show ora lecture create informative window displays and posters make a video and upload it to YouTube, walkthrough the Amazon Rainforest), Verbs (gather, conserve); Phrasal verb (set off Nouns (source, trickle electric ee, drug smuggler, malaria, hese tribes, sharp-toothed caiman crocodile, former army captain jangle expedition, deforestation, pit viper, swarm of wasps. forest ‘worker, natural wonder); Phrases (entire length, face terrifying hazards, true inspiration, raise public awareness, grab attention. hair-raising moments, inject with antibiotics, draw a bow, reach @ destination, collapse with echaustion, at all costs) 56-57 Lesson objectives: To read for cohesion & coherence, to presentipractise mixed conditionals, to talk about Coionising space, td consolidate information in a text to develop critical thinking skills Vocabulary: Verbs (spread, orbit, generate, construct, extract ‘overcome, afford; Phrasal verbs (warm out, wipe th up); Nouns (colonisation, leap, mankind, solar panel, supplies, resources, ‘colony, atmosphere, carbon dioxide, exploration, centuries, ‘milena, catastrophe, meteor nuclear war Adjectives (endless ‘elfsufficent harsh); Phrases (futuristic community fina frontier) as Lesson objectives: To practise expressing an opinion and discussing a problem, to listen for specific information Vocabulary: Environmental problems (ar pollution, rubbish water pollution, deforestation, natural resources (il, coal & gas ete) arerunning out, electronic waste) ES eke era 59 Lesson objectives: To listen & read for gist. to read for Jexico-grammatical correctness and coherence, to give 2 presentation on deforestation Vocabulary: Verbs (contribute include); Phrasal verbs (turn into, die out); Nouns (tropical rainforest logger urban developer, imine, ecosystem, disease, greenhouse gas, global warming); ‘Adjectives (sustainable, commercial), Phrases (slash and burn, ‘mojor threat, unique species, cancer-fighting properties) CCD 0-61 Lesson objectives: To analyse a model essay, to practise Tinking words, to write an opinion essay 62-64 Lesson objectives: To read for cohesion and coherence, to listen for specific information, to describe pictures, to practise word formation, to practise key word ‘transformations, to write an opinion essay (EIrTer ees 65 Lesson objectives: To present/practise phrasal verbs «with hand, hang & join, to practise prepositional phrases, to form nouns with prefixes, to do a quiz, to write a quiz, CEs 3 : SsBERRA on In this module $s will explore the topics of mysterious events, strange creatures, unexplained phenomena and books. PModuior pase Lesson Objectives: Overview of module, to read and listen for gist ‘Vocabulary: Mysterious events/places (Roswell UFO incident, Bigfoot, Apollo 13, JFK's assassination, the Bermuda Triangle, Stonehenge) CHS 0-69 Lesson Objectives: To read for gist, to read for cohesion & coherence, to study/revise the passive, to talk and write about an experience Vocabulary: Verbs (unfold, report (on, burst); Nouns (sceptic, freeway, billboard, assignment, spot, cattle farmer, weather balloon, debris, aircraft, hangar, army base, remains, eye- witness account, hieroglyphics, autopsy, hotspot, formation, rattlesnake); Adjectives (oval-shaped, weird, doubtful, eerie); Past particle (ined (with) CHIC 70-71 Lesson Objectives: To listen and read for specific information, to revisefpractise the passive (personall impersonal constructions), to summarise @ text Vocabulary: Nouns (plaster cast, sample, specimen, ryptozoologist, witness, scratch, screech, fate, hoax, footage, mobility, hips, native tribe); Adjectives (leading, countless, valued, sceptical, cecretive, panther-like, reluctant); Phrases (stand guard, legendary beast, hard evidence, virtually unknown, tales of sightings, become extinct, prehistoric times, human settlement) C72 Lesson Objectives: To read for specific information, to read for lexical correctness, to talk and write about an expenence using the senses, to present a haunted mysterious place from your country ‘Wocabulary: Verbs (behead, spot, occur); Nouns (graveyard, imersonment trial, execution, torture, occurrence, phantom, estex clog dance); Adjectives (haunted, violent, tragic, cruel); Presses (ghostly goings-on, make presence felt, freeze in serax welcome addition) ‘4d Everyday English 2B Lesson Objectives: Booking tickets for a guided tour, to learn intonation in question tags Vocabulary: Sentences (This is the right place to get tickets for the Tower of London, isn't Ys, it certainly is, Could you tei me what the ticket price includes, please? dik to book some tickets for this afternoon then, please. How many tickets would you like? My pleasure. Enjoy your vst) CTO 74-75 Lesson Objectives: To listen and read for gist, to read for specific information, to practise articles, to describe ‘an imaginary visit to a place using the senses Stilla mystery 2B Vocabulary: Verbs (sustain, bess, gather, drag, resemble, aim, prowl); Nouns (dizziness, anxiety, vegetation, serpent, river bed, labyrinth, boulder, maze lair); Adjectives (apparent, glowing, suffocating; Adverb (majestically, itriguingly) Phrases (tap dripping, tp foot, drive sb to distraction, iritating sound, remain a mystery, dive sb mad, baffling enigma, ‘methane gas bubbles eerie sound) CHEE 76-77 Lesson Objectives: To read for specific information, to read for cohesion and coherence, to revise reflexive! emphatic pronouns, to practise key word transformations, to speculate on a topic and give your opinion Vocabulary: Verbs (preserve, unleash, roam, las, excavate, reactivate, hatch, revive, magnify, survive}; Nouns (clone, thigh ‘bone, organic material, finding, genetic map, ancestor evolution, ‘embryo, expedition, lead, alteration, blueprint); Adjectives (domestic, remote, dormant, reverse, optimistic, prehistoric, impressive, ambitious, satisfying); Adverb (officially); Phrases {make a breakthrough, distant relative, conduct experiments, on lead) CH 7 Lesson Objectives: To listen for key information, to talk about books you have read, to compare photographs Vocabulary: Types of books romance, science fiction, classic novels, crime, non-fiction, horror story, tragedy, thriller, biography, historical fiction, mystery story, adventure story, fantasy); Plot (mysterious, clever, interesting, exciting, grippin, well/poorly-developed, fast/slow-paced, predictable, weak, funny, unimaginative, original, briliant, awful); Characters (interesting, well-rounded, likeable, dul evi, shallow, unusual! Beginning/Ending (confusing, flat, unexpected, disappointing, exciting, surprising, satisfying) [th Curricular: Literature A) Lesson Objectives: To listen for gist, to read for cohesion and coherence, to describe an imaginary scenario from a book Vocabulary: Verbs (doubt, wipe, smack, hack, account (for, mist); Phrasal verbs (settle down, break in, whip up); Nouns (trap, hedge, alertness, lane, flame-thrower, outhouse, wire, enclosure); Adjective (unharmed); Advert (iritably); Phrase (slashing sting) CHATS 0-01 Lesson Objectives: To analyse a model book review, to recommend a book, to write a book review [skills Practice ¢ Lesson Objectives: To listen for key information, to read for gis, to read for specific information, to discuss a topic and come to an agreement, to read for lexico-grammatical correctness, to practise word formation, to write a story Lesson Objectives: To present/practise phrasal verbs, to practise prepositional phrases, to form abstract nouns from verbs/adjectives, to revise collocations, to revise collocations, to do a quiz, to write a quiz [Revision 4ix(T) > Lifelong learning In this module Ss will explore the topics of learning, education, skills, awards, achievements and experiences, Cerne 87 Lesson Objectives: Overview of the module, to listen for gist Vocabulary: Learning experiences (family& home environment, educational institutions, the mass medi, travelling, pees free time ‘activities, youth groups & social organisations, information technology, nature the environment) Ec ed 88-89 Lesson Objectives: To read for gist, to read for cohesion ‘and coherence, to learn reported speech, to act out an interview, to write about sb’s experience Vocabulary: Shaolin skills (balance body on the tps of spears, leon a bed of nails, break bricks on someone’ bods, throw oneself into the ai, walk barefoot up a staircase of knives, fight blindfolded, do the spits, stand still wth legs bent, crawl on hands ‘and knees down a mountain}; Verbs (spin, land); Nouns (spear, ‘muscles, failure, punch, kick, martial art, meditation class, humility discipline); Adjective (bent); Adverb (constantly): Phrases (gasp in amazement, stunning scenery, take breath away, tomy relief, build character inner strength, mental strength) Grea 90-91 Lesson Objectives: To listen for specific information, to listen and read for gist, to read specific information, to learn reported questions and commands, to act out an interview, to talk and write about the Khan Academy Vocabulary: School/University subjects (Chemistry Maths, Medicine); Technology in education (take an online course, watch lectures/educational videos online, complete an MEA through a Facebook application, have private lessons, enrol at 1 school/university, have lessons with interactive whiteboards); Verbs (tutor, admit, quit, stumble, claim); Nouns. (lecture, university graduate, clip. principle, scribble, crash course, ‘approach, process); Adjectives (potential virtual, motivated, committed); Phrases (at your own pace, attract attention, ‘occasional error, teaching resource, negotiation skis); Past participle (converted) TT 2 Lesson Objectives: To read for gist, to read for lexico- grammatical correctness & coherence, to listen for specific information, to talk and write about an award for young people in your country Vocabulary: Verbs (aim, progress, pick); Nouns (animal rescue centre, charity shop, parachuting, fist aid, expedition, rowing trip, royal palace), Adjectives (challenging, focused, disciplined); Adverb (ultimately); Phrases (full potential, extracurricular activity) EMS ar d 93 Lesson Objectives: Borrowing library books, to learn emphatic stress Vocabulary: Sentences (Do you know the ttle of the book and the author? Il check on the computer for you, I'm afraid its outright now., Would you lke to reserve it?, When will it be bback in?, Can | take these two books out, please?, They're due back one week from today.) 5e Overcoming the odds 94-95 Lesson Objectives: To listen and read for specific information, to learn special introductory verbs, to talk and write about how you imagine sb feels Vocabulary: Achievements (geta degree invent something to improve peoples lives, pass your diving tes, establish 0 successful business, win 0 scholarship to a collegetuniversiy lear to speak a foreign language, take par in a charity projec win a sports competition, do well in your exams/a test) Verbs (capture, ignore, iigate); Phrasal verb (drop out; Nouns {kerosene lamp, famine, starvation, tution fees tractor wind light bulb, miracle, conference, scholarship, donation, tito Adjectives (faint, scarce, influential, generous; Adverb (truly Phrases (sl-taught inventor, set one’s sight high, sop meta hhave acces to, renewable energy, real aset, hands-on method shining example); Prepostional phrase (cue to Garey ooo 96-97 Lesson Objectives: To listen and read for gist, to read for specific information, to learn time clauses, to summarse a text, to talk and write about gap year experiences Vocabulary: Gap year experiences fwork asa beekeeper study » What's in this module? Read the title of the module Breaking news and ask Ss to suggest what they think the module will be about (it is about world events and disasters). Go through the topic list and initiate a discussion to stimulate Ss’ interest in the module. Vocabulary 1 Alin To present vocabulary for world events + Play the recording with pauses for Ss to repeat as a class or individually. Check Ss’ pronunciation and inton: 2 a) ALIN To introduce new vocabulary ‘+ Give 5s time to complete the sentences in pairs. + Check Ss" answers Answer key 1 launched 3. caused 5 hit 2 rescued 4 erupted b) Allin To match vocabulary to pictures ‘+ Ask $s to look at the pictures A-E and then match the world events in Ex. 1 to them. + Check Ss" answers. ‘Answer Key technological invention mine collapse huge tropical storm volcanic eruption earthquake & unami 3 AJM Tolisten for gist ‘+ Explain the task and play the recording. ‘+ Ss listen and match the extracts to two of the pictures, + Check Ss" answers. mone> Answer Key Extract 1-D Bxtract2-B OVER To You! (Blinn to personalise the topic Ask Ss to dose their books, then eit answers rom = vatous Ss around the cas & — Suggested Answer Key The Microsoft Corporation launched the first tablet PC in 2002. 33 men were trapped in a mine in Chil. Hurricane Katrina caused terrible flooding in New Orleans ‘and lots of people died In 2010, a volcano in celand erupted. There was a terible earthquake and a tsunami in Japan in 2011 and thousands of people died. EY Nacho DR ee LU Uo The Microsoft Corporation is an American company that develops and manufactures a range of computing,’ gaming and electronic products including Windows, Microsoft Office, Xbox 360, as, well as digital services including MSN and Windows Phone. It was founded by Bill Gates and Paul Allen in 1975. ¢ ‘The Atacama Desert is in Chile in South America to the west of the Andes Mountains. It covers a 1000-km strip of land along the Pacific coast. It is said to be the driest place in the world. New Orleans is a large city in the state of Louisiana, in the south of the USA. It has a population of 1.2 million people and covers 9,726 square km. Itis famous for its jaz music, its cuisine and its festivals, especially Mardi Gras. Iceland is an island country in the North Atlantic Ocean. It is part of Europe and the capital city is Reykjavik. It has a population of 318,452 people. it is famous for its volcanoes and glaciers. Japan is an island country in East Asia in the Pacific ‘Ocean, It is also known as the Land of the Rising Sun. The capital city is Tokyo and the population is, 127 million people 2 : :// Vocabulary: world events, volcanoes, accidents & /injuries, types of TV programmes, rare weather phenomena, disasters Grammar: reset & pt tenses (eso past @) perfect & past perfect continuous; quantifiers Everyday English: deciding what to watch on TV 5 Intonation: echo questions B k oe Ree ate aan Word formation: compound adjectives Writing: a story Culture Corner: Hurricane Katrina: The tragedy of New Orleans Curricular (Geography): Tsunamis ree TR Over To rou! Close your books and say a few things you remember about the events that have happened in the 21st century so far. err Ey * technological invention * volcanic eruption Se ee Ores ed Setar ro 3 men were 2) De ec nd lapsed mine inthe Atacama Deo U Ru ca ry Se act launch®3, caused, erupted. Sa f Pett o ay Eee rca) em ng ‘massive looing and loss of fen New Orleans, USA. earthquake 8) vepan Ws 5:50. Decide what to watch on TV. Use the sentences in Ex. 2 and the TV guide to act out your own dialogue. Follow the plan. oe outs dislike for _/ finished what's on TV. Ask B what's “Suggest checking on, / the TV guide. TellB two =~“ Express dislike & ask 6 options. about another option. Suggest <——»/Agree but say another option / another show you want to watch later. Agree <14 6 The rain of fish is a new phenomenon. In three minutes, complete the word map with as many words as you can, Compare with your partner. <> BETTI close your eyes and listen to the music and sounds. What is the weather like? What can you hear, see, feel, smell? Tell the class. «Listen and say. Have you heard of any of these phenomena? Which can you see in the pictures? + raining animals + giant hailstones pink snow ‘red rain * a never-ending lightning storm * ball lightning + a fire tornado * blue moon * a moonbow (lunar rainbow) Read the title of the text and the subtitles. Which of the weather phenomena are they about? «listen and read to find out. Read again and mark the sentences T (true), F (false) or DS (doesn’t say). Justify your answers. It rains a lot in Catatumbo, Venezuela. DS 2. It’s possible that the Catatumbo lightning is helping the Earth. T Ball lightning appears for longer than normal lightning T Fire tornados can happen when a fire is very hot and it’s windy. They don’t happen very often Strong winds probably cause it Strang hd we're having: e weather fod Complete the sentences using words from the GEES box in the correct form. According to the weather forecast it will ain this evening If you are out in a lightning storm, never take shelter under big trees. The devastating tsunami in Japan made world news, shocking people everywhere. Most tornadoes in the northern hemisphere spin in the opposite direction to the hands ofa clock. A violent storm broke out causing the whole area to flood. Scientists are working hard to restore the ozone layer before it is too late. thee CSE EEE Ee ce EL “LAC ume | PRP yhVocabulary 1 Ali To generate topic-related vocabulary + Ask Ss to copy the word map headings into their notebooks and then give them three minutes to ‘add as many words as they can think of. + Check Ss’ answers on the board. ‘Suagested Answer Key Nouns: clouds, lightning, thunder, wind, snow, hal, sleet, heat. gale Werbs: rain, snow, shine, pout, spin, crash, light up, rain Adjectives: windy, snowy, crisp, freezing, cool, scorching, beam, strong, putty, whirling, swirling, violent Extreme conditions: cyclone, hurricane, storm, whitlwind 2 Alilm To develop critical thinking skills n to the music and sounds. * Ask various Ss around the class to say what they think the weather is like and what they imagine they can see, feel, hear and smell Suggested Answer Key ‘think the weather scold. (can see snow, bare trees and a swinter landscape. ican hear the wind blowing. can feel the xi fcan smell nature. 3 ‘To introduce topic-related vocabulary + Play the recording. $s listen and repeat together or individually + Elicit which of the unusual weather phenomena Sshave heard of + Direct Ss' attention to the pictures and elicit swhich of the phenomena they can see. ance Key © enevernding lightning storm 2 eteesorado 3 aiming animals Reading & Listening € Alm To read for gist = Direct Ss’ attention to the title and subheadings i the text and play the recording, Ss listen and follow the text in their books and ind out which of the weather phenomena the texts are about Answer Key rever-ending lightning storm fre tornado raining animals iN To read for specific information * Give Ss time to read the text again and mark the statements correctly. + Check Ss’ answers and ask for justifications, Answer key 2 the lightning activity produces nitrogen oxide which ‘may help to restore the ozone layer. 3. ball lightning... lasts longer than a lightning bolt. 4 Afiretomnado.can happen when high temperatures from ‘wildfire mix with strong winds. 5 Luckily, fre tornados are very rare. 6 has been happening... for aver a century. 7 One explanation is that strong winds... could pick them up. Refer $s to the Check these words box and explain/ elicit the meanings of the words or ask $s to use their dictionaries and look them up, Suggested Answer Key ~ see p. 20(7) Cee eeu Catatumbo River is a river that starts in Northern Colombia and ends in Lake Maracaibo in Venezuela, It is 338 kilometres long and it is famous for the Catatumbo Lightning which takes place at the ‘mouth of the river. Lake Maracaibo is a large bay connected to the Gulf of Venezuela in the north of Venezuela. itis 75 km long, 67 km wide, 59 metres deep and it contains saltwater Brazil is the largest country in South America. The capital city is Brasilia and the population is 190, million people. The people speak Portuguese and ‘they are known for their love of football Kanto is a region in Japan in Asia that includes the Greater Tokyo Area, the country’s capital. Around, fone third of the population of Japan live in this, region. In 1923, there was a huge earthquake in Kanto that killed over 100,000 people, Yoro is a region in the north of Honduras in Central ‘America. It covers an area of around 5,000 km? and has lots of fertile farmland. The population is around 500,000 people and itis famous for the rain of fishes (Lluvia de Peces). 6 Aim To consolidate new vocabulary * Explain the task and give Ss some time to complete it in pairs. Check Ss’ answers. 14(1)