Tài liệu Live beat 3 teacher book

K O O B S ’ ACHER TE Liz Kilbey • Ingrid Freebairn • Jonathan Bygrave • Judy Copage Contents Page Students’ Book Contents 4 Introduction 6 Teaching notes units 1–10 24 Extra practice answer key 122 Word bank 131 Students’ Book Pronunciation 133 Word list 135 Irregular verbs 139 Class audio script 140 Workbook answer key 150 Workbook audio script 158 3 Students’ Book Contents 4 TIME PASSES 3 CITY LIFE 2 THAT’S LIFE 1 PERFORMANCE WELCOME Contents 2 4 Grammar Vocabulary a What are you doing here? p4 Present simple and present continuous Stative verbs Personality adjectives b I’ve got some photos. p6 Countable and uncountable nouns with some, any, a/an and no House and furniture c It was raining when we landed. p8 Past simple and past continuous Time markers: when, while Jobs d What is it? p10 Wh- questions Question words Clothes 1a I’m going to apply. p12 Future with going to and will Types of music and musical instruments 1b I’m going out. p14 Present continuous for future arrangements 1c They’re the best films ever! p16 Comparison of adjectives: much + comparative adjective (not) as … as Superlatives Make arrangements: invite, accept, refuse (with excuses) Adjectives of opinion 1d Music festivals ACROSS CULTURES p18 SKILLS FOCUS: READING 1e The concert p20 SKILLS FOCUS: WRITING 2a I’ve just told you. p22 Present perfect simple with time adverbials ever, never, already, just, yet Household jobs 2b He asked me out. p24 Present perfect simple and past simple Time adverbials Relationship words and phrases 2c People who you can trust. p26 Defining relative clauses with who, which, that, whose, where Family 2d The Rock Roses REAL LIFE ISSUE p28 SKILLS FOCUS: LISTENING AND SPEAKING Language Revision p30 Skills Revision p31 3a Too big to see it all on foot p32 Adjectives and nouns of measurement Transport too + adjective/adverb + to (not) + adjective/adverb + enough to 3b You can’t miss it. p34 3c We throw away too many things. p36 Places in town too many, too much, not enough Pronouns some-, any-, no-, every+ thing, where, one, body Language Revision p21 Talk about problems: suggestions and advice Ask for and give directions Countable and uncountable nouns 3d Sightseeing – by land, sea or air! ACROSS CULTURES p38 SKILLS FOCUS: READING 3e A great city p40 SKILLS FOCUS: WRITING 4a I haven’t seen the sun for weeks. p42 Present perfect simple with for and since Collocations with make and do 4b You’ve been talking for ages. p44 Present perfect continuous with for and since Phrasal verbs with look 4c She used to be a Goth. p46 used to Echo questions 4d Right or wrong? REAL LIFE ISSUE p48 SKILLS FOCUS: LISTENING AND SPEAKING Function Language Revision p41 Show interest Language Revision p50 Skills Revision p51 5b I couldn’t sleep. p54 Past ability: could and was/were able to Verbs of action 5c Plato, who was born in Athens, … p56 Non-defining relative clauses: who, whose, which, where 6a It might snow. p62 6d The ski trip REAL LIFE ISSUE p68 SKILLS FOCUS: LISTENING AND SPEAKING Language Revision p70 Skills Revision p71 7a He told her to throw it. p72 Reported requests and commands Adjective word order 7b He said he was writing a book. p74 Reported statements Appearance 7c She asked if I could come … p76 Reported questions 9 MOVING ON 8 FEELINGS 5 AROUND THE WORLD Materials 6 THINGS TO REMEMBER Vocabulary Present simple passive Past simple passive 7 REPORTING SPEECH Grammar 5a They were made in Thailand. p52 Function Landscape and environment Give and react to opinions 5d Wonders of nature ACROSS CULTURES p58 SKILLS FOCUS: READING 5e A day out p60 SKILLS FOCUS: WRITING Language Revision p61 will/won’t/may/might for predictions Holidays Reminders, promises and offers 6b If she’s here, we’ll invite her. p64 First conditional with if/unless will future with when/as soon as Adjectives with prefixes: un-, in- and im- 6c The two men hadn’t met before. p66 Past perfect simple Collocations with lose 7d Traditions around the world SKILLS FOCUS: READING Speak on the phone ACROSS CULTURES p78 7e Thank you p80 SKILLS FOCUS: WRITING 8a How would you feel? p82 Second conditional -ed and -ing adjectives 8b I wish we could stay longer. p84 I wish with past simple Phrasal verbs with out, up, on 8c It was so boring I fell asleep. p86 so + adjective … (that) … such (a/an) + adjective + noun (that) … Types of TV programme 8d Online bullying REAL LIFE ISSUE p88 SKILLS FOCUS: LISTENING AND SPEAKING Language Revision p90 Skills Revision p91 9a You can’t afford to Verb with infinitive or gerund buy it. p92 Computer language 9b He had to swim on his back. p94 Rules and obligation: must and have to Sport (equipment, people and actions) 9c It’s so different from London. p96 Adjectives with prepositions 9d Sporting passions ACROSS CULTURES p98 SKILLS FOCUS: READING Extra practice p102 Word bank p111 Pronunciation p113 Language Revision p81 Make suggestions Say goodbye 9e Looking back p100 SKILLS FOCUS: WRITING Word list p115 Language Revision p101 Irregular verbs p119 3 5 Introduction Principles behind Live Beat We believe that three key principles need to be followed if language learning material is to be effective for teenagers. 1 Motivate and maintain interest The visual presentation of the content, and the topics and issues it deals with, must motivate the students from the start. In addition the learning tasks in the course must involve and challenge students both linguistically and cognitively to maintain their interest and ensure that learning is effective. Live Beat achieves this by using: • authentic location photography, magazine articles, website articles and emails, as well as material in puzzle formats. • supplementary content in a variety of digital delivery formats such as authentic video blogs, video drama, grammar animations, interactive games, etc. • a group of sympathetic teenage characters with whom students can easily identify. • situations, topics and emotional issues (see in particular the Real Life Issue lessons) which students will recognise and respond to. • authentic functional language and everyday expressions which young British and American people use in conversation with each other (see the Phrases boxes and the Use your English sections). • topics which expand students’ knowledge of the world (see the Across Cultures lessons). • memory exercises and puzzles (see the Solve it! exercises in the Students’ Book, the puzzle exercises in the Motivator worksheets and the interactive games on the eText) to provide cognitive stimulus. • interesting and varied language exercises to encourage the practice of key language (e.g. quizzes and questionnaires). • personalisation to allow the students to talk about themselves and their opinions as much as possible. 2 Enable all students to succeed The course material should make it possible for every student to achieve success at his or her level of ability. Live Beat achieves this by providing: • grammar in clear tables for easy processing of information, and Grammar summaries in the Workbook. • clear signposting of the key language (highlighted in red) in the presentation texts and dialogue. 6 • memorable exemplification of grammar structures through video animations on the eText. • graded grammar practice tasks with simple language manipulation exercises followed by more challenging tasks in the Workbook and on the MyEnglishLab. • Extra practice activities in the back of the Students’ Book for learners who need extra challenge (stretch activities) or support (remedial activities). • additional lead-in, revision and extension activities in the Teacher’s Online Resource Materials to help teachers tailor the material to individual class needs. • multi-level exercises in the Workbook. 3 Set goals and monitor progress The learning material should contain markers throughout the course to enable students to monitor their progress, gain a sense of achievement and develop independent learning strategies. Live Beat achieves this by providing: • Objectives boxes at the beginning of each lesson, enabling students to focus on what their learning goals are. • Skills tip boxes containing simple advice to help students develop their learning skills. • a Language Revision every unit with a Self-check score box and Audio answer key. • a Skills Revision every two units which concludes with a Now I can descriptors checklist to help students build awareness of their learning outcomes. • Language round-up pages in each unit of the Workbook to help students monitor their own progress. • an extensive Assessment package in the Teacher’s Online Resource Materials and Teacher’s eText and on the MyEnglishLab. Course components Students’ Book The Students’ Book contains a Welcome unit for revision and 9 core units. The units are organised into lessons. Video and animation is an integral part of the course and can be accessed on the eText or MyEnglishLab. Units 1, 3, 5, 7 and 9 follow this pattern: • three language input lessons (a, b and c) • an Across Cultures lesson (d) • a Writing skills lesson (e) • a Language Revision lesson Units 2, 4, 6 and 8 follow this pattern: • three language input lessons (a, b and c) • a Real Life Issues lesson (d) • a Language Revision • a Skills Revision The a, b and c input lessons present and practise grammar, vocabulary and functional language (Use your English). Lesson d focuses on skills development. It consolidates and extends the language presented in the preceding three lessons and provides further reading, listening, speaking and writing practice. There are two types of skills development lessons – Real Life Issues and Across Cultures – and they both cover all four skills, reading, listening, speaking and writing. The emphasis on particular skills is slightly different, however. In the Across Cultures lessons, the emphasis is on reading, with reading tips that offer strategies for reading different kinds of text more efficiently. In the Real Life Issue lessons, the emphasis is on listening and speaking. Tips for listening and speaking are provided which train students to listen and speak more confidently. The Writing skills pages focus on writing and provide tips and writing practice leading to the production of different kinds of text such as a description, a postcard, an email, etc. They contain a model text plus focus task, writing tips, one or two exercises based on the writing tips, and finally the main writing task. They are designed to build students’ confidence and improve their performance by providing a lot of help and guidance. There is a Language Revision page at the end of each unit. The pages contain accuracy exercises to revise grammar, vocabulary and communication, finishing with a simple self-assessment box to help students monitor their own progress. Skills Revision pages revise the skills taught in the preceding two units. The questions are designed to give students practice with the types of questions that come up in the Trinity, KET and PET exams. At the end of the Students’ Book, there are Extra practice exercises, Pronunciation exercises, a Word bank for revision of the main vocabulary from the previous level, a unit-by-unit Word list and an Irregular verbs list. Workbook The Workbook is divided into units and lessons which correspond to those in the Students’ Book. The a, b and c input lessons provide practice of phrases, grammar, vocabulary and functions. It contains exercises at two levels of difficulty, indicated by one or two stars, to cater for mixed ability classes. Most students will benefit from completing both levels of difficulty in the exercises, but students with a good basic knowledge may attempt just the higher levels of task. Additionally, each input lesson ends with a Grammar summary which contains example boxes and simple rules. Language round-ups give extra practice of the unit. These exercises have a marking scheme and progress Self-check score box and Audio answer key so that students can check their knowledge. Skills practice pages focus on reading, writing and listening. Odd numbered units concentrate on reading and writing whereas even numbered units focus on reading and listening with an additional short writing task. Teacher’s Book The Teacher’s Book contains the Students’ Books pages, Answer keys for the Students’ Book and Workbook exercises, Audio scripts for the Class and Workbook audio and informative Background notes. Optional Extra activities (Look forward, Extension, Extra practice) provide further practice which the teacher can draw on to tailor the course materials more closely to the needs of individual classes. Class audio CDs The Class audio CDs contain all the recorded material from the Students’ Book. Teacher’s Online Resource Materials The Teacher’s Online Resource Materials can be accessed using the access code supplied on adoption of Live Beat. All material is provided in pdf format and can be printed, if preferred. The Teacher’s Notes contain Answer keys for the Students’ Book and Workbook exercises, Audio scripts for the Class and Workbook audio and informative Background notes. Optional Extra activities (Look forward, Extension, Extra practice) provide further practice which the teacher can draw on to tailor the course materials more closely to the needs of individual classes. Hyperlinks take the teacher directly to the Motivator worksheets. These correspond to lessons a, b and c of the units in the Students’ Book and, in addition, summative Round-up worksheets which revise the language from the three input lessons. The lively, stimulating activities are a mixture of puzzles, problem-solving exercises and information-gap tasks and include many authentic text types (e.g. maps, menus, notices and signs). Since some have been designed for the student to complete individually and 7 some for pairwork, the worksheets can be used to vary the class dynamic, and as the activities are highly visual they are particularly suitable for use with students who have Specific Learning Differences. Specific teaching notes for the Motivator worksheets with integrated answer keys can be found in this section of the Teacher’s Online Resource Materials as well. In addition, the enhanced functionality of the Teacher’s eText allows the teacher to: The Teacher’s Online Resource Materials also contain the complete Assessment package for Live Beat. This consists of: • call up the answers to the activities on screen. • a Diagnostic test to be used at the start of the course to assess the level of students. • hide/reveal sections of the screen, etc. • individual Unit tests focusing on Grammar, Vocabulary and Functions. Students’ eText • two Skills tests every two units, one focusing on Reading, Writing and Listening and the other specifically on Speaking. • Summative tests every two units to assess students’ progress at key points during the course. • End-of-year tests to assess students’ progress at the end of each academic year. • zoom in on any part of the page. • play audio material and display the audio script while the audio is playing. • view the course video material with the option to display or hide the video script. • highlight words or phrases on screen. • write/delete notes. The Students’ eText is a simplified version of the Teacher’s eText, designed for individual use on a tablet or PC. Essentially students have the same basic functionality as the teacher with the classroom version but without the Show answers facility, Teacher’s materials or the write-on-screen tools. The Students’ eText can be used instead of a print version of the Students’ book. • A and B versions of all the tests above. MyEnglishLab A version of all of the above test types is provided for students with Specific Learning Disabilities (SLD), such as dyslexia. The MyEnglishLab is an online resource which allows teachers and students to interact beyond the classroom. It contains: Teacher’s eText • the entire Workbook in an online, easy-to-manage, interactive and auto-graded environment. The Teacher’s eText is a digital presentation tool designed for use with an Interactive whiteboard or a projector connected to a PC. It is a key component of the course permitting the teacher to vary the classroom dynamic, engage students’ interest and so increase their motivation to learn. On the Teacher’s eText the Students’ Book pages can be shown on screen and the teacher can use the hotspots on them to navigate between the pages and connect directly to the key features of the tool: • animated grammar presentations • animated pronunciation presentations • video clips with dialogues from the Use your English boxes • additional video lessons based on teenagers’ video blogs • class audio-recordings • enhanced interactivity built into the d lessons • interactive games for revision • Teaching notes • Motivator worksheets • Tests • phonetics chart 8 • a wealth of extra Skills practice specifically written for the MyEnglishLab environment. • student access to Video blogs with follow-up activities to consolidate learning from the classroom activities. • additional Five Days drama video activities featuring yet more exposure to authentic use of English. • Pronunciation activities with Record and playback. • useful tips designed to help students complete activities and feedback on submission of an activity to help students understand why an answer is right or wrong. MyEnglishLab gives teachers instant access to a range of diagnostic tools. The Gradebook enables teachers to see how students are progressing at a glance. The Common Error Report indicates which errors are the most common and which students are making these errors. The Summative and Skills tests are also available in interactive format. Teachers can assign tasks to the whole class, groups of students or individual students and communication tools enable teachers to send instant feedback on their students’ work. Features of Live Beat Students’ Book a, b and c input lessons present and practise grammar, vocabulary and functional language (Use your English). Objectives boxes make students aware of the language they are going to learn. 3a Too big to see it all on foot. 3a Grammar Listen too + adjective/adverb + to Comprehension 2 Find ... 1 two ways of crossing the river. by bridge, … 2 an unusual kind of taxi. 3 a slow way to enjoy the sights along the river. 4 two ways to look down on London. 5 a fast but sometimes uncomfortable way to get about. Read 3 01 GE Listen and read the webpage. How many types of transport does it mention? It’s (isn’t) long enough to enjoy the view. They (don’t) move slowly enough to see the sights. Practice 3 in style 4 Key grammar is highlighted in red. Make sentences. Use the prompts and too ... to or (not ( t) ... enough to. 1 it/be expensive/travel by taxi It’s too expensive to travel by taxi. 2 rickshaws/not be big/carry lots of people 3 I/not dance well/perform in public 4 you/be young/get married 5 David/not study hard/pass his exams 6 Jack/not be strong/carry that box 7 you/be clever/solve the puzzle? 8 Maisie/run slowly/win the race THE CITY too 3 03 Listen to the talk about the Docklands Light Railway. Complete the notes. (not) + adjective/adverb + enough to AR0U ING N TT too 6 The city’s too big to see it all on foot. The car goes too fast to take photos. D 3 CITY LIFE 1 Answer the questions in pairs. to * * * * Write sentences about you with too … to or (not) … enough to. Use the ideas in the box or your own ideas. I’m (not) old enough to have a job. I’m too young to have a job. to * * * * DLR = 1Docklands Light Railway opened in 2 unusual because 3 started with 4 stations km long and was 5 now 6 stations and 7 km long 200,000 passengers every 8 ground (mostly) goes 9 speed: 10 km per hour Vocabulary: Transport 7a Look at the types of transport in Exercise 1 again. Write the advantages and disadvantages of each one. enough to tempt you The Tube: quick, easy, often crowded b enough to Recall How many more types of transport can you name? Check the Word bank on page 112. car, tram, … too too to Vocabulary: Adjectives and nouns of measurement Speak and write 5 8 3 02 Listen and repeat. Then match the nouns to the adjectives. age – old to Discuss the questions in pairs or small groups. Then write some travel advice to tourists in your town or city. r 8IBU
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113 115 Workbook a, b and c input lessons are multi-level and practise grammar, vocabulary, functional language (Use your English) and Grammar reference columns. 3a 3a Too big to see it all on foot. Grammar: too + adjective/adverb + to; (not) + adjective/adverb + enough to 1 Complete the sentences with one word in each space. 1 I wrote carefully, but I didn’t write carefully 5 Complete the second sentence so that it has the same meaning as the first. Use the word in capitals. win. too + adjective/adverb + to Match the definitions (1–9) to the words (a–i). 1 You cycle on this. e She types too slowly to be a secretary. 4 You can phone for one to take you friends. ENOUGH (not) + adjective/adverb + enough to where you want to go. 6 It’s like a big car (or a small lorry). 2 My PC is too slow for this game. FAST . 7 3b You’re clever enough to get into university. 5 It’s like a train but below the city. my friends. My PC You’re too young to buy fireworks. 3 You fly in this. 1 I’m too young to go on holiday with my 3b You can’t miss it. 3 I worked hard, but I didn’t work Grammar summary 2 It’s like a small motorbike. I’m not old enough to go on holiday with enough. 2 I swam well, but I didn’t swim well enough Use your English: Ask forruns and give 6 Complete the dialogues with one word in She fast enough to be a sports You can catch this at a railway station.directions each space. star. Vocabulary: Places town 3 Complete the description with one letter 8 It travels on water. 3 I in was too slow to win the race. RAN strong enough 5 Match the picturesHe to isn’t the directions from to lift his Theatre Bank in each space. bags. 9 You drive it. I . the box. 1 Match the beginnings (1–10) to the quickly and London Road He doesn’t sing well enough to win Museum endings (a–g) to make places in enough town. Some Our town is very beautiful. In the centre of the Supermarket 4 I’m not tall to play for the school made lots of mistakes. Pharmacy a) underground f) van the competition. beginnings match the same ending. Library Car Park town is a lovely 1square with cafés and beautiful • Go straight on. • Turn right . basketball team. SHORT 5 I spoke quietly, but I didn’t speak quietly b) train g) car Station Road • Cross the road. • Take the first on the right. 1 swimming old buildings. There’s an interesting 2_ _ s _ u _ I’m a) centre . e and my teacher heard me. Not c) moped h) helicopter Post • Turn left. • The bank is next to the station. Hotel 2 petrol b) gallery Office where you can find out about the town’s history. 5 I’m not good enough at French to Use second on the left. d) boat i) taxi • Go past the bank. • Take the Use the prompts to write sentences. 3 police c) pool this book. SPEAK Not far from the centre, there is a big 3_ _ r _ • We use too + adjective/adverb + to and understand • The bank is opposite the station. Station e) bike Where do you want to go for your winter Newsagent 4 sports d) station with trees and grass. It’s a great place to walk • Go right out of the station. (not) + adjective/adverb + enough + toGrammar: Pronouns some-, any-, no-, I don’t . 6 Look at the pictures and complete the puzzle. to say that something is not possible. holiday? 5 town e) shop a sunny day and there’s a small 4_ o _ every- + thing, where, one, body 6 We can’t go out for a meal because allonthe Hospital He’s too young to play with us. (It’s Vocabulary: Countable and Grammar: too3 many, too much, not enough 6 tourist information restaurants f) officeare shut. LATE with animals like wolves and deer in it. There 1 2 impossible for him to play with us 5 Complete the sentences with the uncountable nouns 1 A: Excuse me. How can I get to the theatre? 1 7 music aren’t. any elephants or lions, though. There’s because his age.) pronouns from the box. 3 Complete the sentences Turn with right. too much,of too It’s g) hall 1 2 NOT many, aren’t enough or isn’t enough. She speaks too quietly to be an actress.B: Go right out of the station and 8 art a 51 _ h _ _ t _Choose _ where the you option can seewhich great is plays. (It’s impossible for her to be an actress the first turning on your 3 Vocabulary: Adjectives and nouns of possible. • nobody • nowhere • anywhere . Go 9 post There are two 6_ _ t _ _ s where you can stay the 1 There’s too much rubbish. because of the quietness of her voice.) 4 measurement pharmacy• and turn • somewhere the • anything anyone There areand a lot of . but the smaller 10 shopping night. 1One is big expensive, 2 There 2 information. • We use adjective/adverb + enough + to •5 nothing • Everyone . The theatre is 6 4 Complete the text with one word in is nicer. a) rubbish b) holes c) problems one Oh, and in Station Road, just past 3 There are holes in the roads. to say something is possible. 1 2 Complete the places. 1 Moscow? 4 each space. S C O O T E R the supermarket. 7 2 There is some 8 in the kitchen. She’s good enough to win this the _ h _ _ m _ c _, is my _ c _ _ _ l. 4 There shops in this town. 1 Have you got anything to wear to the party? 2 1 My mum works here. sells Eye coffee and It’s quite 1expensive. It/cold It’s too cold. TheShe London is great. competition. (It is possible for her to2 A: How can I get to the museum from the R a) food b) things c) luggage good music on the radio. 5 There 2 We’ve got to eat. Why didn’t you cakes. café win this competition.) 3 2 Jamaica? Tickets cost about £20 each for adults, but it’s 3 Phrases hospital? 3 I’ve got a big . A 6 There things to do in the evenings. • We don’t use too or enough with go shopping? worth it. ThegoEye 135 2. Mr Smith works here. People to is him to metres ask 2h a) It/far 4 B: Go left 7 of the hospital and a) family b) options. children c) problem 4 Choose the correct 7 There noisy children in this class. adjectives which don’t have N are so you get a great view from the top. There 3 There’s to go in the evening. It’s a for.money or give him their money. b) I/not rich 5 8 5 turn at the corner. Take the needme. more . comparative Excuse 8 There pollution from this factory. or superlative forms, e.g. are thirty-two glass rooms that you standMike: in 4 We S is really boring town. b 3 Skiing? Bank impossible, dead, English – things can’t 9 turning on your left and go a) informations b) news c) schools 6 4 . for your journey. They are very 3b Tracey: Yes? 4 Complete the dialogues with onebeword orless impossible, dead or 4 It was great! I met was really nice. P 3 Three hundred people work here. They make more or a) I/scared . straight on. At the corner, turn right and the Twenty-five people can go in each one and 1 a problem with got . trying to 7 Mike: 5 We’ve I’m a bit far / lost / wrong. I’m contraction in each space. English. 5 What a terrible party. There’s here. cars. .f O b) It/dangerous there is still lots of room to move around. The museum is on the left 10 to the a) c) factory getpollution to the café. b) traffic 8 A A: Why don’t you like your school?Common mistakes 4 Taylor, the 6 I don’t want to go this weekend. 4 Miss Jenkins, the nurse, and Miss 4 Rome? Eye isn’t very f . It’s slow enough R library. 6 There aren’t many . Tracey: The café? B: I9 don’t 5 like it because we get He is enough old to understand the rules. ✗ 7 Do you know who is interested in doctor, work here. forhpeople to get on and off easily. a) It/rainy . T a) money b)6gardens streets 7 ✓ Complete the dialogues with one word in He is old enough to understand the rules. 5 Oh, I 2think / mean / supposec) there are 1 It isn’t veryfrom o here. , but I can’t Mike: too much homework and we have the environment? 5 We get our daily newspaper b) My Italian/not good 7 He’s too unfit for being a footballer. ✗ each space. of cafés. 2 imagine London without it. Big Ben isn’t very 2 lots Tick (✓) the sentences which are exams. There 8 Let’s go different this summer. n . He’s too unfit to be a footballer. ✓ 6 Put are. a cross (✗) about after the 1 A: 1Excuse me. Can you tell me the f from The Eye and it’s a nice Railway Tracey:correct. Yes, there Tell me the sentences one you 3 holidays and there Bank 6 My friend worked here with ten other people. Station 5 London 6 Complete the dialogues with the correct 6 are incorrect. 2 walk. You just cross the River Thames, which which to the post office, please? want. 4 free time! pronouns. a computer. 7 friend a) It/big . They all had a deskis and about 200 metresMy w , on 9 haven’t got a food. ✗ B: Yes, of course. Go 3 on Mike: 1 IEh? 8 B A: Why don’t you play outside? hated it. o b) The food/not tasty Westminster Bridge, which is about 1 A: I want to go somewhere warm this isn’t any food./ mean ✓ along this road for about 200 metres. Go Tracey:2 There I 3guess / suppose what it looks B: There 5 parks 7 You can book your250 holiday on 8the . l internet or. metres summer. I want to meet rich 4 3 How manykind children areitthere? the supermarket and then 7 like, what of food sells. and green spaces. I can’t play in the street you can go here. t a and handsome. I want to do 5 got aIt’s child. the road at the traffic lights. Mike: 4 My Oh. sister’s It’s French. got very good cakes. because there’s 6 8 When I want a book to read, I go here. exciting. 6 you carry all these You’ll see the post office your Tracey:5 How Oh, I can know. ‘Le Soleil’. Comeluggages? with me. traffic and there’s 7 l B: 25So you don’t want to go camping? that luggage heavy? right. Mike: 6 Is Thanks … is it far … through the park? pollution. I can’t play in the garden because 8 9 You can get a holiday job as a waiter here. 2 A: Are you OK? Railway Station 7 There’s of rubbish the 2 A: Sorry to 7 you, but 8 Wow, it’sa alotlong way … in Ah, atstreet. last, the room – Mum there 8 r B: No. I had a terrible day. went 8 There’s a rubbish the hall. do I get to the sports centre? town centre. Whatin4more / now / for? and Dad have got 9 10 It’s a great place to buy food. It’s cheaper than wrong. I was late and the10 exam was difficult. lots the of plastic. B: Go left 9 of here. Tracey:9 There We justare cross road and it’s over there. flowers! Bank smaller shops. s Railway Station I don’t want to do this evening. 9 10 Have you got a plastic? the third turning on your left. That’s Look. C A: Why don’t you like holidays? I don’t want to talk to and I haven’t any money. Chapel Street. The sports centre is next Mike: 11 IOh great.got Thanks. Can I buy you a cake? B: We always take 10 . don’t want to go 11 12 How many money an Italian restaurant. Tracey: Mmm, I’d love one.have you got? luggage. It’s really heavy. We don’t A: But ’s going to Michelle’s party. 13 The news today was very interesting. A: Thank you. have1011 money for taxis. B: No, they aren’t. I’m not going. 14 I heard an interesting news this morning. B: You’re 12 . 26 27 Planes are always late and there 3 A: You look upset. What’s wrong? 12 information B: I don’t want to talk about it. enough to pass my exam. Green Rd. 4 I wrote my test 2 3c We throw away too many things. Park St. 3 CITY LIFE 3 Vocabulary: Transport Grammar summaries contain example boxes and simple rules. Multi-level exercises mean all students are able to succeed. 24 about the flights so you wait in the airport for hours. At the hotel, there are always 13 there 14 can help me. There’s There’s old people and never children I can do. I can go to escape. 3c Grammar summary too many, too much, not enough Our teachers give us too many tests. There is too much traffic. There wasn’t enough information. I think there is enough food now. Note Use • We use too many with plural, countable nouns. There are too many people here. • We use too much with uncountable nouns. We waste too much electricity. • We use (not) enough with countable and uncountable nouns. There aren’t enough people. There isn’t enough money. Pronouns some-, any-, no-, every- + thing, where, one, body There’s someone/somebody in the kitchen. Have you got anything to eat? There’s nowhere to swim in this town. I take my camera everywhere I go. Note Use • We use pronouns with some when the identity of the person, thing or place is unknown. Someone picked up my bag by mistake. • We use pronouns with any in questions and negative sentences. I didn’t see anything. • We use pronouns with no in positive sentences. They have the same meaning as any in negative sentences. I didn’t see anything. = I saw nothing. • We use pronouns with every in positive sentences to mean all the people, all the things, all the places. Everyone in my class forgot their homework. = All the people in my class forgot. Common mistakes • We don’t use no one, nobody, nothing or nowhere in negative sentences. I haven’t seen no one today. ✗ I haven’t seen anyone today. ✓ A: This sounds terrible. B: It is. My mum wants me to tidy my room. of my age. 28 12 29 Language round-ups bring together all the language taught in the unit. 3 1 Complete the text with the words from the box. 3 Cross out the incorrect word in each sentence and write the correct one. 1 Where do I get to the bus station? How 3 Buses are too slowly. Last month my parents and I went to London. We got there by 1train. At the station, lots of 5 We haven’t had nothing to 2 The 7 The man in the travel agent’s gave . There was a station near our me some useful informations. hotel. We had a great time. We saw a play by Shakespeare at a 5 London is an 7 8 There’s anything good on and we visited lots of interesting museums and 6 in my town. 10 How width is this bridge? On the second day, we went along the River Thames by 9 always busy, but there are lots of 11 …/10 4 2 is going out this evening? a) Siracusa is a perfect city 5 He didn’t use to go to the cinema Hi Rose, Choose the correct options. hotel restaurant so I went to a 10supermarket / I’m glad you can come to my party. The best way to 1get to my house is by bus. The house isn’t 2 from the bus station. Go out of the right. Walk past the bus station and 3 and then 5 the post 4 the left. My house is first turning 6 Tom’s Café, opposite the park. next 7 I’ve invited seven people. I wanted to ask the whole class, but my mum said that was too 8 people and that our house isn’t big 9 to have a big party. Maybe she’s right. With a small party, there rubbish to clear up won’t be too 10 afterwards! I think that’s enough information for you. Phone else. me if you need to know 11 See you on Saturday. pharmacy and bought a sandwich. Then I found Love, Donna I wanted to buy a stamp but 1somebody / nobody knew the way to the post office. One man told me to 2turn / take the first turning on the left. It was the wrong way. Then 3someone / anyone told me to walk 4along / past the market, but I didn’t see a market 5nowhere / anywhere. There were some tourist information 6agents / centres, but 7anything / nothing was open. In the end, I went back to my hotel. I was 8too / enough tired to do anything else that day. I didn’t have 9enough / too many money to eat in the 2 The Washington Monument is over 100 / 30 years old. …/10 there were stamps for sale right next 11by / to the 5 LISTEN AND CHECK YOUR SCORE Total …/40 the National Mall. 4 The Smithsonian is nineteen / one of nineteen 7 My grandfather is 73 and he’s lived in this town since he was born. He’s seen a lot of changes. One good thing is that the town is much cleaner now. When my grandfather was growing up, there wasn’t much traffic but there were a lot of factories. On some days, the air used to be so dirty that people stayed indoors and there didn’t use to be any fish in the river. Now, the factories have all gone. There is a lot of traffic and there’s still some pollution, but there are more parks and the river has been clean since the 1980s. Siracusa. b You could spend your whole holiday here. However, the small lanes and roads leading off in every direction also need to be explored. 2 The old city, on the island of Ortygia, is small enough to be explored on foot in a day or two. Many of the streets are almost traffic free. 3 Siracusa is full of cafés. The locals sit outside, watching the world go by. When you need a rest, why not do the same? 4 For fresh food, the outdoor market is the place to go. Every day, you can find fresh fruit, vegetables, cheese and, best of all, fish from the Mediterranean Sea. 4 Listen again and complete the sentences. 1 The two people have got a History exam tomorrow. c) There is no need for supermarkets in Read the text again and choose the correct options. high. 3 because of the smoke. 1 1 The Washington Monument is 100 / 170 metres in the morning? evenings a week. Siracusa, Sicily’s jewel 3 The Washington Monument / White House is in that they sold stamps, too. All that walking and .../10 2 4 works better in the evening than 4 The writer’s grandfather went out two the heart of the city. If you want to shop, then the place to go is the Pentagon City Mall. It has its own underground station, Pentagon City. 3 Peter 3 doesn’t like black and white films? town now. b) The Piazza Duomo is There are nineteen museums and a zoo in the Smithsonian Museum. These include the Natural History Museum and the Museum of Air and Space. Most of the museums and the zoo are free and they are open 364 days of the year. Complete the text with one word in each space. …/10 hotel! 3 There aren’t any factories open in the 2 There was too many traffic. . The only problem . The roads are 30 1 has been studying the wrong subject? Look at the brochure and match the topic sentences (a–d) to the spaces (1–4). d) When it’s time to relax, the Italians know best. with trees, flowers and grass where you can relax. 2 2 The air was cleaner in the past. 3 11 I hated walking round Paris. with London is the 10 Listen to the conversation and answer the 7 questions. Who … T Write The Washington Monument has a height of 170 metres. It is over 100 years old and took over thirty years to build. The Monument is in The National Mall, very close to The White House. 9 There is not enough bookshops city, but a lot of . 2 1 The writer’s grandfather has always lived in the for walking. 1 TV. Let’s watch a DVD. . museums are free to visit. We ate in a great 8 Mall Washington DC, the capital of the USA, is probably best known for The White House, where the President lives. However, there is much more to see. ten metres. from the centre so we travelled everywhere by 4 Museum Listen Read the text and answer true (T) or false (F). same town. 6 The deep of the river here is our hotel. The hotel was quite 3 1 6 Pentagon City is the name of a hotel / an underground station. 3 The eat yet. Read Smithsonian which is free. Read the text and complete the places (1–3) with one word in each space. 1 The were waiting so we took one to SKILLS FOCUS: READING, LISTENING AND WRITING 5 The zoo is the only part / one part of the Read 1 2 There are too much cars here. 4 4 Skills practice SKILLS FOCUS: READING AND WRITING 4 Are this your luggage, sir? 2 3 3 Skills practice Language round-up • art galleries • traffic • train • boat • underground • parks • expensive • theatre • restaurant • taxis • far Skills practice pages focus on reading, writing and listening. My grandfather had a good childhood. He was a teenager when rock and roll was popular. He used to go dancing every Friday and Saturday. He didn’t have much money, but everything was cheap. His family didn’t have a television, but there was a cinema in the town centre. People used to smoke in the cinema! It was as polluted as the air outside, but my grandfather’s parents used to take him every week when he was a boy and they used to sit in the smoky air. I can’t believe he’s still so healthy! Write a brochure about a place that you know. Use the topic sentences to start your paragraphs. 2 The Geography exam is next . 5 Peter is going to study for the exam in the . 6 Peter and his girlfriend had an argument because he fell asleep in the . Write 4 • • • • Use the notes to complete the report about a special building. • Designer: Renzo Piano Name: The Shard Opened: 1st February 2013 • Where it is: Southwark Height: 306 metres • How to get to it: London Bridge – train or Floors: 72 underground 1 The Shard is a new building in London. It opened on 2 it has 4 building was 5 . It is 3 high and floors. The designer of the , an Italian. I like the Shard because of its shape. It’s a bit like a tall, thin, pyramid. It is made of glass and it is beautiful when the sun is shining on it. The Shard is in 6 close to 7 2 There are lots of places to go to relax. station. 5 4 You don’t need money to enjoy yourself. . 4 Film Noir films are usually 1 The town really comes to life in the evenings. 3 Use the local transport to see the town. . 3 Peter goes to film club every in London. It is very railway and underground Now write a similar description of a building in your country. Make notes first. museums in Washington. 31 39 Odd units focus on reading and writing. Even units focus on reading, listening and writing. eText eText brings Live Beat to life with integrated media to use on a variety of platforms. Grammar and Pronunciation animations bring language to life. Audio can be played from the page with or without subtitles. Videos provide visual contextualisation to aid comprehension. Answer keys can be accessed via Show answers icons. 13 Interactive activities can be opened via the star icons. Games are used for language revision. Teaching resources, videos and games are available for download. MyEnglishLab The MyEnglishLab is an online, easy-to-manage, interactive resource with auto-grading which allows teachers and students to interact in the classroom and beyond. Interactive practice exercises and tests can be assigned to the whole class or to individual students. 14 The Gradebook shows at a glance how students are progressing. Teacher’s Online Resource Material The Teacher’s Online Resource Material for Live Beat is available online or through your local Pearson representative. Round-up 2 Live Beat offers a comprehensive assessment package with A and B versions to prevent copying. 3 A trip to New York Look at Jo’s tickets and receipts from her recent trip to New York. Complete the details of her trip below and number them in the correct order. Round-up 1 3 Can you tell me the way?PARK BIKE HIRE on to Oxford station Buses from Headingt Student A 1 15.00 13.00 11.00 9.00 17.00 You are at the train station. Look at your task list. Identify where you need to go for each task and write the places on the list. erty Ferry room 3c The waiting Lib CENTRAL h June Friday 29t $10 28th June 2 Ask Student B for directions to each1place. Start from the train station each time. round trip to Statue Read the story and complete the sentences in the speech bubbles using too much/too many or of Liberty not enough. A: Can you tell me the way to …? 3b Shopping in town xis Smile Ta B: Yes, go left out of the station car 2 park, turn left along … … because I can’t sleep at night. I agree. And there 2 There 1’s too much noise (noise). (pollution). That’s why I’m here. l, EXIT you went to. lsea Hote You have just arrived home from town. Look at the pictures write the places to Cheand 1 Big 1 Each unit of the Students’ Book is accompanied by five Motivator worksheets. They include activities for every a, b and c lesson, plus two round-up activities which revise the language from these three lessons. JFK n Manhatta 3a Your perfect room! To do 1 $45 present to Sue 2 Send birthday 1 3 Meet Joe 1mfor 20 coffee You have to buy some furniture for your new attic bedroom. You need a wardrobe and a desk and chair. Look at the room plan and draw the items you choose on the plan. bed FROM 1m 20 window LONDON HEATHROW shop Hthrw ve C U at ! I’ll ha Sun pm Dave x car! new 80 cm rental Return DVDTOtoJFK NEW YORK From OXFORD ✂ 4 TO 5 HEATHROW LONDON4m drawers I could have all night SUNDAY 01.07 1 You are at the train station. Look at your task list. Identify where you need 10.15 to go for each task and write the places on the list. 2 Give Student A directions to the places he/she asks for, starting from the train station. JFK Airport to Manhattan 1m by 20 DEPART SINGLE danced 6 FLIGHT 325 Student B N DINGTO LONDON PAD To FLIGHT 630 4 He’s right you know. There 4 Forty minutes on the bus! There height of room: 2m 40 DEPART 3 (people), that’s the problem. (traffic) inWEDNESDAY this town. 27.06 NEW YORK 3 Give Student B directions he/she for, starting from the train station. JFK asks 16.45 to the places FROM 3 Evening perform 9 p.m., 30th ance June 1m Wardrobes 5 1 Easyfix London New York by 3 to Chesterton That’s right. And those young people with their fast cars! They’ve got 8 Oxford to London by 300 cm 9 5 (money) in my opinion. Saturday evening show at 2 Flatpack 150 cm 7 200 cm See Central Park by To do EXIT 1 Headington to the station by bus book Return library Paddington station to Heathrow by 180 247 cm cm home from airport by Return 220 cm Buy new Coldplay CD with Visit Statue of Liberty by Go swimming 80 cm 67 4 2 3 3 8 120 cm 60 cm6 5 2 7 8 80 cm Excuse me, is there a problem? 3 Photocopiable © Pearson Education Ltd 2015 60 cm Then ask Student A for directions to each place. Start from the train station each time. A: Can you tell me the way to …? B: Yes, go left out of the station car park, turn left along … 2 Antique 3 Spacemaster 80 14 cm 150 cm 160 cm © Pearson Education Ltd 2015 3 Photocopiable 0 cm 14 1 80 3 9 2 7 6 (not respect). I remember 15 years ago … p h a r m a c y And there 1 4 Desks and chairs9 5 1 Easydesk 6 cm 7 Yes. My music (not loud)! 13 © Pearson Education Ltd 2015 3 Photocopiable Write the highlighted letters in the correct square below. (Use the numbers in the boxes to help you.) Where did you forget to go? Complete the sentence. I forgot to go to the to 1 2 3 4 5 6 7 m 8 9 . 3 Photocopiable © Pearson Education Ltd 2015 12 2 Tell the class which furniture you are going to buy, and explain your choices. We’re going to buy … We’re not going to buy … because it’s too … 11 A version of all of the above test types is provided for students with Specific Learning Disabilities (SLD). 3 Photocopiable © Pearson Education Ltd 2015 Material for exploiting the video blogs is provided in the form of Teaching notes, Worksheets and Transcripts. 15 Procedures Photographs The photographs which accompany the presentation material in each lesson in the Students’ Book are an important teaching resource. They can be used for setting the scene, for presentation or revision of grammar and vocabulary, and for presenting additional language. In addition, the photographs frequently provide useful cultural information. Learning objectives The learning objectives box at the beginning of each input lesson of the Students’ Book contains a list of the main areas of Grammar, Vocabulary and Functions in that lesson. The list is designed to make students aware of the language they are going to learn. It is often useful to discuss the learning objectives in the students’ L1 (first language). Suggested procedure • Draw students’ attention to the Grammar objective(s), and tell them that this language is highlighted in the presentation dialogue or text. students’ attention to the target language. The following guidelines may be useful for exploiting the dialogues in general. Suggested procedure • Check the teacher’s notes for ideas to exploit the photo and introduce the situation. Present any language you think may cause problems, but don’t focus explicitly on the grammar yet. • All dialogues are preceded by a focus question in the instructions. Depending on students’ confidence and ability, you could ask them to cover the dialogue in their books and look at the photo while they listen for the first time. • Play the dialogue and ask for the answer to the focus question. • Students look at the dialogue to check the answer. • Students look at the comprehension questions. Check they understand all the questions. Play the dialogue again then check the answers to the questions. You may need to play the dialogue several times. • If necessary, pause the audio recording to give students time to check and record their answers. • Ask students to look at the Vocabulary objective(s), and elicit any words they may already know. Suggested further work on the dialogue • Finally, ask students to look at the Functional objective and elicit any language they already know, or ask them what language they might expect to find in this part of the lesson. • Students read the dialogue aloud in pairs or groups. • When the lesson has been completed, ask the students to go back to the learning objectives and give examples for each objective. Then get them to say which areas they found easy, and which ones they feel they need to practise more. Get started Some lessons contain a Get started task to introduce the topic of the lesson and generate some discussion. Get started tasks in the early units may be conducted in the L1. Later on, encourage students to use English as far as possible in these tasks. They can be conducted as a whole class activity or in pairs. It may be useful to write up any ideas or vocabulary deriving from the activity on the board. Dialogue The dialogues in Live Beat feature recurring teenage characters in different situations, and present the new language in context. All dialogues contain examples of the key grammar, vocabulary and functions of the relevant lesson. The key grammar is usually printed in red, and can be used later in the lesson to draw 16 • Play the dialogue again for the students to listen and repeat. • Some pairs or groups can act out the dialogue in front of the class. • Write a skeleton version of the dialogue on the board. Students try to remember the missing parts. Slowly increase the number of gaps until students can recite the whole dialogue from memory. • Students can then act out the dialogue without help from the book. Read Two types of reading texts are found in Live Beat. The first, shorter type is used to present new language in the a, b and c lessons. The key grammar is printed in red and can be used to focus on the target language later in the lesson. The second, longer type of reading text is used to develop reading skills in the d lessons. These texts are often adapted from authentic sources and cover a range of topics which are of interest to teenagers. They are presented in a variety of realistic formats such as website pages, magazine or newspaper articles, quizzes, etc. The following guidelines are for exploiting reading texts are used for language presentation in the a, b and c lessons. For guidelines on developing the skills practised in the d lessons, see the Skills focus section below. Suggested procedure • Use the photos or artwork to introduce the topic of the lesson. Present any language you think may cause problems, but don’t focus explicitly on the grammar yet. • Students look at the focus question in the instructions. This provides a purpose for reading. • Students read the text silently. Encourage students to skim it quickly first to get a general idea, and then to scan for the answer to the focus question. Check the answer to the focus question. • Students look at the comprehension questions. Check they understand all the questions. Students read the text silently again to find the answers. If desired, the audio of the text can be played so that students can read and listen. • Students can compare their answers in pairs before you ask the class to give the answers. Vocabulary remember is with the following game. Students work in pairs or small groups. Give them a time limit, for example, three minutes to write down as many words or phrases as they can from the last lesson. The pair or group that remembers the most items wins. To improve spelling, teams can also win an extra point for each correctly spelt item. Solve it! The Solve it! boxes contain tasks designed to engage students cognitively through problem-solving questions and activities as a way of maintaining motivation and providing a change of focus between the presentation materials and the language practice. They invite students to exercise their thinking skills and use English to solve problems. The short exercise is usually based on the presentation dialogue or text of that lesson. It often involves looking at a photo for clues as well as interpreting the written information. Vocabulary is presented in lexical sets. It is practised through exercises linked to the grammatical or functional goals of the lesson. Many of the new words are illustrated and their meaning will be clear. When there aren’t illustrations, new words can be taught using a variety of techniques: Suggested procedure • mime the words; this is especially suitable for some verbs • Students can compare their answers in pairs before you check with the whole class. • point to objects in the room to explain the words; this is especially suitable for common objects and personal possessions • explain in simple English • use L1 to translate certain words which are hard to explain or illustrate • ask the students to use dictionaries Suggested procedure • Students look at the vocabulary in the box. Ask them to find some of the words in the text or dialogue. • Play the audio recording and ask the students to mark the stress in longer words. • Students complete the vocabulary exercise. • Ask the students to use the words in sentences that are personal to them. • Students read the Solve it! question. • Ask the students to work silently for one or two minutes. Do not allow anyone to shout out the answer in order to allow all the students time to find the answer. Grammar The grammar boxes focus on the main grammar point in a lesson and are presented in tabular form for easy understanding by the student. The grammar boxes are followed by practice exercises. Although we recommend that the Grammar section is exploited after the presentation, since it’s important to see the language in a natural context like a presentation dialogue or text before doing any analytical work, some teachers in certain teaching situations may wish to start a lesson with the main grammar point then continue with the dialogue or text. In this case the grammar animation provided on the Teacher’s eText is a powerful aidememoire to focus students’ attention on the language form and usage. • Encourage students to keep a vocabulary notebook. Suggested procedure • After completing the vocabulary section in a lesson, students may record the vocabulary in their notebooks with an English explanation, an L1 translation if desired and an example sentence. • Students look at the grammar box and read the example sentences aloud. • Ask students to revise the vocabulary for each lesson as part of their homework. You can start the following lesson with a quick recall of the previous lesson’s words. One way of checking what the students • Students make more example sentences using the relevant grammar structure. • Draw students’ attention to the highlighted words in the presentation text or dialogue. • If necessary, use the L1 to point out any significant differences between the grammar of the L1 and English. 17 Suggested procedure for eText • The grammar animation can be used after the Dialogue section. • Play the whole video animation for students and check if students understand the general context. • Play the video again, pausing before key grammar points, and ask students to give you the next part of the dialogue. • Resume the video for students to check if their answer was correct. Ask students to repeat the whole sentence. • Refer students to the grammar box and pay attention to the highlighted words. If necessary point out any significant differences between the grammar of the L1 and English. • Ask students to form groups and write their own dialogue using the appropriate grammatical structure. Encourage students to use the grammar box as reference while writing their dialogue. • Ask groups to perform their dialogues in front of the class. Practice Practice exercises generally follow the Grammar box and are focused on accuracy. They can be done individually or in pairs where students can cooperate in finding the answers. Many of these exercises are personalised so that students can talk or write about their own lives and opinions, an important factor in maintaining motivation. Revision and Extension activities are given in the Teacher’s Book notes. Suggested procedure • Make sure students understand the task. • Read the example aloud while they follow. • Ask the students to work silently on their own for five minutes while they do the exercise without writing. Do not allow anyone to shout out the answer. Allow all the students time to work out the answers. • Ask individual students for the answers. • If a student makes a mistake, ask another student to provide the answer. • If there’s time, get the students to write the answers in their notebooks. Further practice exercises are to be found in the Extra practice section, in the Workbook or MyEnglishLab and the Motivator worksheets. Listen, Speak, Write Further practice of the main language goals is provided in the Speak, Listen and Write exercises of the input lessons (a, b and c). While grammar exercises are extremely valuable for initial accuracy practice, these 18 skills-based exercises provide the opportunity to listen to and produce the key grammar and vocabulary in realistic and personalised contexts. Suggested procedure for Listen exercises • Make sure the students understand the task. Read the rubric aloud while they follow. If absolutely necessary, translate the instructions into L1. However, do not translate as a matter of course, since you want students to get used to reading instructions and to learn basic classroom language. • Make sure they understand phrases like True, False, Tick, Doesn’t say, Choose the correct answer, Complete the table. • Where there are specific questions to answer about the recording, ask students to read through all the questions before you play the audio. They will then know what information they are listening for and it will help them to focus on this. Also, the questions often contain words that they are going to hear in the audio and it will help them to recognise these words on the audio if they have already read them. • Play the audio once. Students write their answers. • Ask students how they got on. Depending on time and the ability of the class, you may need to play the audio again. • Check answers, asking individuals in the class. If a large number of students have made a mistake, replay the relevant bit of audio, stopping and explaining the issue/language which has caused misunderstanding. • Depending on the amount of time available to you, you may want to follow the listening exercise with some speaking practice based on the answers. Suggested procedure for Speak exercises • Make sure the students understand the task. Read the rubric aloud while they follow. If necessary, translate the instructions into L1. • Model the example with an able student, with you saying A’s part and the student saying B’s part. • Students work in pairs while you go round the class checking on their work. • Choose a couple of pairs to do the task while the rest of the class listens. • Depending on the type of task, the amount of time you have and the ability of the class, you could ask students working in the same pairs to write the dialogues or questions and answers that they have just produced orally. Suggested procedure for Write exercises • Make sure the students understand the task. Read the rubric aloud while they follow. If necessary, translate the instructions into L1. • Ask an able student to provide an example and write it on the board. Ask other students for examples and write them on the board. Elicit more examples from other students. Ask appropriate questions to elicit relevant answers. • Divide students into 2 groups: group A repeats A’s part of the dialogue, group B repeat B’s part. Play the recording again with students reading out loud their part of the dialogue together with the speakers in the video, keeping the same pace and intonation. • Ask students to do the writing task individually. Tell them they can use/adapt the examples on the board. • Explain you are now going to play only A’s part of the dialogue and students must reply with B’s line. A timer on the screen will tell them how much time they have to reply. • While students are writing, go round the class checking their progress. Note the most common mistakes. • Tell the class about five mistakes that you’ve seen in their work and write the correct version on the board. Ask students to check that they haven’t made any of these mistakes. • Tell the class that you will mark their written work individually when you next take in their exercise books. Use your English The Use your English sections provide communicative language practice in functional/situational contexts, e.g. ordering food, exchanging opinions, giving and accepting invitations, etc. This language is introduced in the presentation dialogues to provide a realistic context. Each Use your English section contains a short example dialogue followed by the key functional language in tabular form. Practice exercises follow. Videos of the dialogues are available on the Live Beat eText. These provide visual contextualisation to aid comprehension and offer students the opportunity to role play parts of the dialogue for additional speaking practice. • Follow the steps above for part B of the dialogue. • Ask students to work in pairs and role play similar conversations using the prompts from Use your English box. Pronunciation Pronunciation exercises are found at the back of the Students’ book and cross-referenced with the relevant lesson as well as on the MyEnglishLab. The exercises isolate and practise specific sounds, and stress or intonation patterns. The particular pronunciation point selected for the lesson occurs in the presentation dialogue. Each pronunciation section contains examples to repeat, and a further exercise to identify the point being practised. Short animations on the eText also provide a useful visual reference for students. Suggested procedure • Focus the students on the point to be practised. Suggested procedure • Play the recording of the Pronunciation exercise and ask the students to listen and repeat. Play the sounds several times if they are having difficulty producing them. • Introduce the function/situation in the heading and translate it into L1, if necessary. • Play the next part of the recording and ask the students to complete the task. • Play the audio of the dialogue/conversation while students listen and read it. Suggested procedure for eText • Play the audio again and, if you wish, pause it after each sentence so students can repeat. • Correct any pronunciation problems. • Ask the students to look at the box containing the functional phrases. • If you wish, get the students to repeat the phrases in the box. • Students practise the dialogue/conversation in pairs or groups, depending on the number of speakers. • Demonstrate the practice exercise(s) with a volunteer. • Students do the exercise(s) in pairs or groups. Suggested procedure for eText • Play the whole scene once and ask students who the people in the scene are and where they are (e.g. in Unit 1 Use your English video – a teacher and a student in a school). Students may read the dialogue in their books. Especially at lower levels it is very beneficial if students see the words they are learning and hear them pronounced at the same time. Apart from providing a clearly pronounced model the animations also show the phonetic transcription of the pronounced word. You can use this to teach your students phonetic transcription and show them how to check pronunciation of unknown words in a dictionary. For kinaesthetic learners especially it may be beneficial to ask them to stand up when they hear the stressed syllable in a word, to tap to the sentence stress or raise or lower their hands depending on the intonation pattern. The presentation dialogues can also be used for additional pronunciation practice through straightforward repetition and chaining repetition techniques. The MyEnglishLab also contains practice exercises with record and playback so that students can assess their own performance. 19 Skills focus: Reading, Listening, Speaking and Writing The Students’ Book contains 9 skills focus lessons. These are the fourth lesson (lesson d) in each unit. They are divided into two categories: Across Cultures and Real Life Issues. Each lesson contains practice in all four language skills, and in addition, each concentrates on a specific skill or skills and includes a special ‘tip’ related to this skill, with an accompanying practice activity. The Across Cultures lessons feature cultural aspects of the English-speaking world. They cover topics such as home, school, jobs, etc. and are written from a teen perspective. The texts in these lessons are often adapted from authentic sources and presented in a variety of realistic formats such as website pages, magazine or newspaper articles. The lessons also often present additional information in tables or charts. Read In the Across Cultures lessons, the skill of reading is given special emphasis. Reading tip boxes offer strategies for training students to be more efficient confident readers of different kinds of text. The following guidelines are for exploiting reading texts in general in all the d lessons, whether an Across Cultures, where reading tips are provided, or a Real Life Issue lesson, where the tips are for speaking and listening. It is important to treat the reading texts in the d lessons as opportunities for students to improve their reading comprehension and expand their vocabulary rather than treat them as opportunities for language analysis. (Lessons a, b and c serve this purpose.) Suggested procedure for Reading • Get students to look at the photographs/illustrations and ask them some questions to activate their background knowledge of the topic, and to establish the context of the text. • Point out the New words box and ask students if they know any of the words. Tell the students they will meet these words when they read. Explain or translate any new words that are essential to the comprehension tasks or ask students to look them up in a dictionary before they read. • Sometimes new words can be guessed from the context, so it is useful to encourage students to try and get the general idea of the text in the first reading and to guess the meaning of any new words they encounter. Students can be told the exact meaning of the words after the first reading. Guessing meaning is one of the most important skills when 20 reading in a foreign language, and it can help develop autonomous reading skills if the students are given the confidence to guess through class activities. • Use the Get started activity (if provided), or ask some simple questions of your own to focus students on the topic of the text. • Ask students to read the Reading tip, and check they understand it. Give more explanation or examples as needed. • Ask the students to look at the focus question in the instructions and read the text silently. Check the answer to the focus question with the class. • Students read the comprehension questions, and read the text again, focusing only on finding the information to answer the questions. • Students can compare their answers in pairs before you check the answers with the class. • Students read the text again to ensure they understand it. Ask for any comments which students might have about what they have read. Ask students if they found it easy or difficult, and, if there was a Reading tip, ask them if they managed to use it. The texts are recorded, and the audio can be played for the students to follow. This is useful in the early stages of training reading skills. However, students should be encouraged to read silently as soon as they have built enough confidence. The Real Life Issue lessons are designed to highlight issues which are of particular interest to students, and which contain moral dilemmas, such as bullying, honesty, family relationships, etc. They ae presented as, and based on, real incidents taken from life, and are fully illustrated. Listen In the Real Life Issue lessons, tips for listening and speaking are given special emphasis. These tips offer different strategies for training students to be more efficient, confident listeners and speakers. The following guidelines are for exploiting listening texts in general in all the d lessons, whether a Real Life Issue, where listening and speaking tips are provided, or an Across Cultures lesson, where listening and speaking tips are not provided. It is important to treat the listening texts in the d lessons as opportunities for students to improve their listening comprehension and to listen for important information, rather than to treat them as opportunities for language analysis. (Lessons a, b and c serve this purpose.) The listening texts are related to the theme of the lesson. They may provide a continuation of the story or topic, or another angle on it. Suggested procedure for Listening • Ask the students to predict what they think will happen in the text they are going to listen to. You can prompt students by writing some questions on the board for discussion. Make notes on the board of any predictions they make to provide focus for the first listening. • Explain any new words which may discourage students from listening. There are usually very few new words in the listening texts. • Ask the students to read the Listening tip, if there is one. Check that they understand the tip, and discuss it with the class, giving more explanation as needed. • Play the recording for students to listen and grasp the gist. Discuss students’ original predictions and what they actually heard. • Students read the comprehension questions and listen again, keeping the Listening tip in mind, if there is one. • Students can discuss their answers in pairs. Play the recording again, pausing if necessary for students to complete and check their answers. • Ask for any comments students might have about what they have heard. Ask them if they found it easy or difficult, and if they managed to use the Listening tip strategy. Speak/Speak your mind! Students often find speaking at length difficult, and can be reticent because they are afraid of making mistakes. They need plenty of encouragement to ‘have a go’ and try to express themselves even if they make some accuracy errors. The Speak and Speak your mind! sections provide students with the opportunity to give their own opinions on the theme of the lesson. It is helpful to use pair and group work as much as possible so that all students have the chance to practise speaking at the same time. You can walk around the class to listen and note any errors and difficulties in order to give feedback after the task has been completed. The following guidelines are for exploiting speaking tasks in general in all d lessons, whether a Real Life Issue, where speaking tips are provided, or an Across Cultures lesson, where speaking tips are not provided. Suggested procedure for Speaking • If there’s a Speaking tip, ask the students to read it. Check that students understand the tip, and discuss it with the class, giving more explanation as needed. • Students read the task. Check that they understand what to do. • If possible, put students into pairs or groups to carry out the task. Monitor and make notes for feedback later. • Ask some students to report back what they said. • Write any errors that you heard on the board and ask students if they can correct them. Praise students for their achievement of the task, and, if appropriate, ask if they managed to use the Speaking tip to help them speak. Write There are short writing tasks at the end of all the d lessons. The writing tasks follow the theme or topic of the texts, and give students the opportunity to produce a short text of the same type as one of the texts in the spread. So if, for example, there’s a job advertisement somewhere on the spread, students may be asked to write a job advertisement. If there’s information about a British festival, students may be asked to produce information about a festival in their country or town. The writing task that students do at the end of the Across Cultures lessons, is a project, and can be done cooperatively by groups of students. This project work can be displayed, if desired. All writing tasks in the d lessons can be set as homework if there isn’t enough time to do them in class. However, it’s always a good idea to allow preparation time in class before the students do them for homework, to increase confidence, improve performance, and reduce the time you will have to spend marking! Suggested procedure for Writing • Make sure the students understand the task. Read the rubric aloud while they follow. If necessary, translate the instructions into L1. • Ask a confident student to provide an example and write it on the board. Elicit more examples from other students. • Have students do the writing task individually, whether in class or as homework. Tell them they can use/adapt the examples on the board. • If students do the task during the lesson, go round the class checking their progress and taking note of mistakes that occur most often. • Tell the class about the five most common mistakes that you’ve noticed, and ask students to check that they haven’t made any of these mistakes. • Tell the class that you will mark their written work individually when you next take in their exercise books. • If desired, display the students’ Project work done for Across Cultures writing tasks in the classroom. • Perform the first part of the task with the class, or use a confident student to demonstrate. 21