NI

T
U
MIND AND BODY
IN THE PICTURE Talk about the human body 64–65
READING Read quickly 66
GRAMMAR Zero conditional, should Talk about results and the best thing to do 67
VOCABULARY AND LISTENING Understand spoken instructions 68
GRAMMAR First conditional Talk about possible situations in the future 69
LANGUAGE & BEYOND Communicate your message when you give a talk 70
SPEAKING Ask for and understand advice at the doctor’s 71
WRITING Give examples 72

IN THE PICTURE Create an avatar

Talk about the human body Pages 64–65

STAGE TIME FOCUS

GET STARTED Talk about avatars.

WORK WITH WORDS Recycle and learn body parts vocabulary. Do a body parts quiz.

SPEAK Draw a personal avatar and describe it to a partner.

Get started 2 1.67

Ask students if they know the meaning of avatar (an image on
■ Play the track for students to listen to some clues to help
a computer that represents the user, particularly when they them to match the body parts in the box to the correct
are interacting with other people online). letters in the pictures.
■ Let students compare their answers in pairs and ask if they
Elicit from students some of the ways people interact would like to hear the clues again.
online, eg games, chats, forums, virtual reality worlds, social ■ Play the track a second time if necessary but don’t confirm
networking sites, etc. Find out if students interact in any of
the answers at this point.
these ways and if they use an avatar.
Ask if anyone has seen the film Avatar. If so, invite them to AUDIO SCRIPT
explain something about the story to the class. Brain. Your brain is inside your head.
Finger. You have five fingers on each hand.
GO BEYOND FOR TEACHERS Thumb. You have one thumb on each hand.
Background note: Avatars Shoulder. Your shoulders are at the top of your arms.
The word avatar has its origin in Hinduism, where it refers to a Toe. You have five toes on each foot.
deity taking a terrestrial form. It has become a widely-used term Ankle. Your ankles are between your legs and your feet.
in computing to refer to the graphic form adopted by a person Knee. You have a knee in the middle of each leg.
in a forum, chatroom, game or virtual reality world. The hugely Heart. Your heart moves blood around the inside of your body.
successful 2009 science-fiction film Avatar, directed by James Neck. Your neck connects your head to your body.
Cameron, tells the story of an alien species which is infiltrated by Throat. Your throat is in your neck at the front.
humans who are able to remotely ‘inhabit’ alien bodies. Stomach. Your food goes to your stomach when you eat.
Chest. Your chest is between your neck and your stomach.

WORK WITH WORDS 3 1.68

■ Play the track for students to listen and check their
1 RECALL answers. Tell students that they will also hear the answers
■ Ask students to look at the pictures of an avatar under to Exercise 1.
construction. Divide the class into pairs to name the body ■ Play the track again for students to listen and repeat.
parts labelled A–L. Set a time limit of one minute for this. ■ Ask students to find two examples of silent letters (the k in
■ Let students compare their answers in pairs before you knee, the b in thumb).
check them in open class. ■ Draw students’ attention to the word stomach. Remind
■ Ask students to turn to page 135 and complete the Work them that ch is most often pronounced /ʧ/, as in chest but
with Words task. that in some words it is pronounced /k/, as in stomach.

ANSWERS ANSWERS / AUDIO SCRIPT

See items A–L in Exercise 3 answers / audio script. A hand B eye C arm D teeth E back F head
G leg H ear I foot J mouth K nose L face
M brain N thumb O finger P stomach Q throat
R toe S chest T ankle U neck V shoulder W knee
X heart

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 MIND AND BODY

4 SPEAK
■ Refer students back to the word box in Exercise 2 and ask
them to write the words in their notebooks according to 7
their position in the body – from the highest to the lowest. ■ Refer students to the examples of avatars on page 65. Do
■ Draw a simple body on the board and elicit the answers a class poll to see which style they prefer.
from top to bottom writing them next to the corresponding ■ Ask students to draw their own personal avatar. Encourage
body part. them to be creative. They may like to adopt one of the
styles shown in the book, or invent a style of their own. Set
ANSWERS a time limit of five minutes. Remind them not to show their
drawing to the person next to them as this will spoil the
brain, neck, throat, shoulder, chest, heart, stomach, thumb,
second part of this activity.
finger, knee, ankle, toe
8
■ Focus students’ attention on the language in
Extra activity the PHRASE BYTES box. Elicit several example sentences
Divide the class into pairs to test each other on the body from the class, eg It’s got long legs. It looks like a dinosaur.
parts vocabulary by taking it in turns to point to different ■ Divide the class into pairs to take it in turns to describe
parts of the avatar in the pictures for their partner to their avatar to their partner who must try and draw it as
name. precisely as possible. If possible have students sit back-to-
back so they are absolutely reliant on listening and do not
5 THE MOVING PICTURE see each other’s drawings. Set a time limit of five minutes
■ Explain to the students that they are going to watch a video before students change roles. Encourage students to use
of an artist creating an avatar. Ask them to watch and note the phrases from the PHRASE BYTES box.
down the body parts in the correct order. ■ At the end of the activity invite students to show their
■ Check answers in open class. originals and copies to other pairs and comment on how
accurate (or inaccurate!) the copies are.
ANSWERS / VIDEO SCRIPT
GO BEYOND
(See underlined text below for answers.)
Narrator: Ask students to do the Words & Beyond exercise on page
Now the avatar’s ready, we can see him in action. There he is. 135.
He’s waking up/opening his eyes. He can hear something. Somebody’s
coming. He needs to escape. Extra activity
He’s climbing down the fire escape ladder and jumping onto the street. Put students into pairs and ask them to use the body
He’s running towards us. parts vocabulary to make a crossword. First they should
He’s turning round now and he’s running towards that fence. He’s arrange the words, looking for letters that can be used to
climbing over the fence. And he’s gone. link words, eg

t o e t
6
■ Ask students to work individually to do the body parts quiz, h h
checking the meaning of any unfamiliar words before they
start, eg complex /ˈkɒmpleks/ (made of many different things s h o u l d e r
or parts that are connected; difficult to understand); m o
bone /bəʊn/ (one of the hard parts that form a frame inside
the body of a human or animal). Set a time limit of five b a
minutes for this.
t
■ When they have finished, ask different students to read out
the quiz questions and invite students to raise their hands
When they have a suitable arrangement, they should
if they know the answer. Nominate students to give the
draw an empty grid to represent the words, number the
answers.
words for down and across and write clues for each word.
Each pair then swaps their crossword with another pair to
ANSWERS
complete the puzzle.
1 the brain 2 the throat 3 the nose and the ears
4 the knee 5 the stomach
Homework
GO BEYOND FOR TEACHERS Ask students to cut out a photo of a person from a
Background note: The Body Parts Quiz magazine and stick it in their notebooks and then label
1 Despite advances in neuroscience, scientists are still a long the different body parts with vocabulary from this lesson.
way from understanding how the brain works. The brain has an Display the work around the classroom.
estimated 85 billion neurons and is often referred to as the
most complex object in the universe.
2 A flap in the throat called the epiglottis actually separates the
‘food’ pipe (oesophagus) from the ‘air’ pipe (trachea).
3 According to some reports, the nose and ears continue to grow
slightly as we get older. Various different theories have been put
forward to explain why, but there is no general agreement as to
why this might happen.
4 The three bones that connect at the knee are the thigh bone
(femur) and the two bones of the lower part of the leg (fibula
and tibia).
5 Gastric acid in the stomach is capable of breaking down metal.

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 READING Train your brain
Read quickly Page 66

STAGE TIME FOCUS

GET STARTED Define the key vocabulary in the lesson.

Talk about different types of games and puzzles. Learn how to read quickly (a reading sub-
SPEAK AND READ skill). Read a website page about brain puzzles. Do five brain puzzles and compare answers
with a partner.

REACT Ask for and give opinions about brain puzzles.

Get started 2b 2.01

Write these words on the board: puzzle, game, quiz. Divide
■ Remind students that often when we are reading on the
the class into pairs or small groups to talk about what these internet we try to read very quickly to see if a page has the
words mean and how the three activities differ from each sort of information we are looking for.
other. ■ Ask students to read The Brain Puzzler website homepage
quickly, keeping in mind the tips from the HOW TO box.
Listen to what the students are saying, but don’t give them Point out that they should read the whole page including
the answer yet. the puzzles in the second column but that, for the moment,
Dictate three definitions for students to write in their they shouldn’t stop to do the puzzles.
notebooks: ■ If they have timers on their mobile phones or watches,
1 a competition in which you answer questions encourage them to time themselves. If you have a
2 an activity that you do for fun, that has rules and that you computer in the classroom, you could activate a timer for
can win or lose all the class to check as they read.
3 a game that you have to think about carefully in order to ■ Don’t play the audio at this point.
do it
3
Invite three students to the board and ask each of them to ■ Ask students to look back at the HOW TO box and to tick
write up one of the definitions. Make any corrections. the tips that helped them to read quickly.
Ask students to match the definitions to the words.
4
ANSWERS
■ Ask students to cover the text and see if they can
remember the answers to the questions. Set a time limit of
1 quiz 2 game 3 puzzle three minutes for them to make notes of the answers.
■ Then refer them back to the website to check their own
SPEAK AND READ answers.
1 ANSWERS
■ Refer students to the words and icons, and elicit which 1 Nothing – it’s free. 2 There are over 10,000 puzzles.
of them are games (chess and brain training games), and 3 Because our whole body works better and we feel better.
which are puzzles (crosswords and Sudoku). 4 We need to exercise for 30 minutes at least three times a week.
■ Elicit the verb we use with crosswords and Sudoku (do). 5 We become more intelligent. 6 Puzzles are fun.
■ Focus students’ attention on the PHRASE BYTES box, pointing
out that the verb form used after the verbs like, love and
Fast finishers
hate is the -ing form.
■ Divide the class into pairs to answer the questions and Ask fast finishers to scan the text to find words that
discuss these activities. Encourage them to give details, eg match the following definitions.
when they do them. Set a time limit of two minutes for this. – a mix of foods that keep us healthy (balanced diet)
■ At the end of the activity, tell students that brain training – often (regularly)
games are very popular as they provide good exercise for – an adverb used for emphasising something that is
the brain. Point out to them that learning a language is surprising (actually)
considered to be very good brain exercise too. – feeling certain or sure about something (convinced)
2a
5
■ Elicit some situations where reading quickly is important, ■ Ask students to work individually to do the puzzles in The
eg when we want to get the general idea of a text in order
Brain Puzzler text. Set a time limit of five minutes for this.
to decide if we want to read it in more detail; in exams;
when we have to gather a lot of information quickly for a
■ Let students compare their answers in pairs and encourage
task, etc. them to explain the reasoning behind their answers.
■ Ask them if they think it’s harder to read quickly in a foreign
■ Refer students to page 141 to check their answers.
language than in their own language and, if so, why (there
can be lots of words you don’t know; sometimes you focus ANSWERS
too much on the meaning of individual words and then you 1 Second place 2 21 3 short
lose track of the overall meaning, etc). 4 Tuesday, Thursday, today, tomorrow
■ Read through each of the tips in the HOW TO box with them 5 IV = 4 in roman numerals
and, after each of the first two tips, ask if they think they
already do these things when they read in English.

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 MIND AND BODY

REACT Extra activity

Refer students back to the first tip in the HOW TO box.
6 Ask them to work in pairs to apply this tip to the first
■ Divide the class into pairs to answer and discuss the section of the website text. Remind them to think about
questions. forming subject–verb–object groups, but to be careful not
■ Do a class poll to see how many students think puzzles can to make the groups of words so long that they would be
make you more intelligent. difficult to read as one. Go through the introduction as a
GO BEYOND class first.
Ask students to work in pairs to make a list of other activities Encourage each pair to compare their ideas with another
that are good for your brain. Set a time limit of three minutes. pair. Remind students that there is no right answer, but
monitor and make suggestions as they work on the task.
Invite students to share their ideas in open class and to say
which activities they do. Homework

Recorded reading text 2.03 Ask students do some research on the internet into
The audio track can be used to help the students with brain training games and make notes under the following
reading quickly. In Exercise 2b playing the track while headings: Website; Name of game/puzzle; Short description
students read will encourage them not to stop at difficult (What do you have to do?); Your opinion (Was it fun? Was it
words. For less confident students, allow them to read good for your brain? Would you recommend it?).
through the text first, then play the audio for a second Encourage students to report back in the following class by
read through. comparing their notes with a partner.

GRAMMAR Zero conditional, should

Talk about results and the best thing to do Page 67

STAGE TIME FOCUS

GET STARTED Talk about rules at school.

READ Read some quiz questions. Encounter the target grammar in context.

STUDY Use the reading text to deduce grammar explanations.

Practise verb forms in zero conditional and if clauses with should. Do quizzes about science
PRACTISE
and dangerous situations.

WRITE AND SPEAK Write some quiz questions and quiz other students.

Get started STUDY

Write the word RESULT on the right-hand side of the board. 2
Elicit from students some of the rules in your school. As they
■ Explain that sentences like the ones in Exercise 1 that use
tell you about the rules, write three or four on the board as the word if are called conditional sentences. Tell students
examples of the zero conditional, lining up the main clauses that these follow four common patterns and that these
underneath where you have written RESULT, eg If you fight patterns are often called the zero, first, second and third
with another student, you get a detention. If you don’t do your conditional.
homework, you stay after class to finish it.
■ Focus students’ attention on the explanation box and point
out that in today’s lesson they will be looking at the pattern
Explain that these actions represent the results or called the zero conditional.
consequences of the situation explained in the first part of ■ Go through the explanation box with the class and elicit the
the sentence. tense used to talk about the result.
■ Explain that the if-clause can come either before or after
READ Grammar in context the main clause, pointing out that if it comes first, a
1 comma is needed after it. Ask students to reformulate
■ Ask students to read and answer the quiz questions about some of the rules you wrote on the board in the Get started
health. activity starting with the main clause, eg You get a detention
■ Let students compare answers in pairs before you check if you fight with another student.
them in open class. As you check the answers, personalise
the process a little by asking: Has anyone ever had a ANSWER
broken arm? How long did it take to get better? What do you present simple
usually do if you don’t want to get a cold?

ANSWERS
1 A 2 B

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 3 GO BEYOND FOR TEACHERS
■ Explain that should can also be used with an if-clause to
Background note: Dangerous situations
say that something is a good idea. Give an example, eg If
you don’t want a cold, you should wash your hands often. 1 There are two reasons here. The first is that trees can be blown
■ Ask students to complete the explanation box by writing in over during storms. The second is that trees are often the tallest
the missing word for the question form. objects in the area and may therefore attract lightning.
■ Ask students to reformulate question 2 from Exercise 1 2 The fire is likely to short circuit power in a building, or firefighters
as a positive sentence. Write the following on the board to will turn off the electricity when they arrive to fight the fire, so
help them: you could get trapped in the lift.
You if you .
3 112 is the common emergency telephone number that can be
(You should wash your hands if you don’t want a cold.)
dialled free of charge from any telephone or any mobile phone
■ Now ask them to reformulate the sentence as a question
to reach emergency services (ambulances, fire & rescue service
starting with should. (Should you wash your hands often if
and police) in the European Union (EU).
you don’t want a cold?)
4 A red flag means it isn't safe to swim or the beach is closed to
ANSWER swimmers.
Should 5 Putting ice on a burn can harm the skin more, or lower body
temperature unnecessarily.
PRACTISE
4 5b
■ Explain that we often use the zero conditional when we
■ Ask students to reformulate the statements in the quiz to
are talking about scientific topics where a given situation write them as questions. Encourage them to vary the order
always produces the same result. of the if-clause and the main clause, using a comma where
■ Go through the example before asking students to necessary. Set a time limit of five minutes.
complete the remaining statements in the quiz with the
■ Check answers by nominating students to read you the
correct verb forms before they think about the answers. questions and giving them the correct quiz answers.
■ Check answers in open class.
■ Divide the class into pairs to answer the quiz questions. ANSWERS
Set a time limit of two minutes for this before you check 1 Q: Should you stand under a tree if you’re in a storm? or If
answers in open class. you’re in a storm, should you stand under a tree? A: No, you
shouldn’t.
ANSWERS 2 Q: Should you use the lift if there’s a fire in a building? or If
2 boils 3 don’t need 4 is 5 leave 6 does it make there’s a fire in a building, should you use the lift? A: No, you
1 A 2 B 3 B 4 B shouldn’t.
3 Q: Should you phone 112 if you’re on holiday in Europe and
you need the police? or If you need the police and you’re on
GO BEYOND FOR TEACHERS holiday in Europe, should you call 112? A: Yes, you should.
Background note: Science quiz 4 Q: Should you go swimming if you see a red flag at the beach?
or If you see a red flag at the beach, should you go swimming?
1 Heat makes things expand because it causes molecules to A: No, you shouldn’t.
move further apart, making the substance occupy more space. 5 Q: Should you put ice on your hand if you burn it on
2 The height of Mount Everest means that the air pressure is something very hot? or If you burn your hand on something
higher and this has an effect on boiling point. The boiling point very hot, should you put ice on it? A: No, you shouldn’t.
of water is 100°C at standard pressure. On top of Mount
Everest, at 8,848m elevation, the boiling point of water is 71°C.
The boiling point decreases 1°C for every 285m of elevation.
WRITE AND SPEAK
3 You can get sunburnt on cloudy days, as UV radiation can 6a
penetrate some clouds, and may even be more intense due to ■ Divide the class into pairs to write an extra question for
reflection off the bottom of the clouds. each of the three quizzes. Remind them of the topics: Quiz
4 Leaving your fridge door open makes the cooling mechanism 1 – Health, Quiz 2 – Science, Quiz 3 – Dangerous situations
work harder meaning that more heat is generated from the coils and encourage them to follow the question format in each
section. Set a time limit of eight minutes for this.
at the back of the refrigerator, which cancels out any cooling
effect from leaving the door open. 6b
■ Ask students to swap their questions with another pair and
decide on the correct answers. Allow three minutes.
5a ■ Then invite them to check with the pair who wrote the
■ Refer students to the pictures and elicit what the questions to see if their answers are correct.
dangerous situations are.
■ Ask students to complete the quiz with should or shouldn’t. Homework
■ Let students compare their answers in pairs before you
check in open class. Dictate these sentence beginnings and ask students to
write suitable endings using the zero conditional.
ANSWERS
2 shouldn’t 3 should 4 shouldn’t 5 shouldn’t 1 If my friend is feeling sad, …
2 If I get hungry between meals, …
3 If I don’t sleep for eight hours, …
4 If I don’t do exercise, …
5 At my school if you don’t do your homework, …
6 If I don’t understand something in class, …

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 MIND AND BODY

VOCABULARY AND LISTENING Stretch!

Understand spoken instructions Page 68

STAGE TIME FOCUS

GET STARTED Recycle vocabulary for body parts

Talk about exercise habits. Match verbs for different actions to pictures. Practise saying the
WORK WITH WORDS
words.

Learn how to understand spoken instructions (a listening subskill). Listen to a podcast and
LISTEN follow instructions for an exercise routine. Fill the gaps in a summary of the podcast (exam
practice task). Invent an exercise routine.

REACT Exchange opinions about the benefits of doing exercises in class.

Get started 4b 2.03

(Before class prepare the copy of the audio script for Exercise
■ Tell students they are going to listen to some instructions
4b to hand out to each student for homework.) from a podcast. Refer them to the picture and title of the
podcast and elicit what they think the podcast is about
Write these jumbled words on the board and ask students to (how to do exercises at your desk).
rearrange the letters to form the names of body parts. Set a ■ Ask students to listen to the instructions and do the
time limit of three minutes for this. exercises. They will need to have some room to carry out
1 hubmt 2 stech 3 cenk 4 barin 5 drelhous the exercises, so make sure their chairs are set back from
6 ote 7 rathe 8 keen 9 chamsto 10 klena their desks to give them space.
■ Play the track through without stopping and observe how
ANSWERS your students are coping with the instructions. You may
1 thumb 2 chest 3 neck 4 brain 5 shoulder need to repeat the track stopping after each instruction to
6 toe 7 heart 8 knee 9 stomach 10 ankle check that students have understood it.

AUDIO SCRIPT
WORK WITH WORDS Welcome to this month’s ‘Exercise at your desk’! If you do these
1 simple exercises every day, you’ll feel better and you’ll study better!
■ Divide the class into pairs to answer the questions about All you need is a chair and three minutes. But it’s very important to
their exercise habits. Remind them to use the expressions move slowly. If you’re not careful, you’ll hurt yourself. Are you sitting
once/twice/three times a week/month as well as other comfortably? Then let’s start!
frequency adverbs and expressions (from Unit 1) when they First, stand up and sit down. But don’t use your hands. Now do the
answer question 1. exercise again.
■ In open-class feedback, nominate two or three students to For the next exercise, try to touch your ears with your shoulders. Count
tell the class what they learned about their partner. to ten. Then do it again. Next, look up slowly, then look down. Now do it
again. Finally, turn your head from side to side. If you do it slowly, you’ll
2 relax your neck. Now do it again.
■ Refer students to the verbs in the box and ask them For the third exercise, stretch your arms out in front of you. Point your
to match them to the pictures. Set a time limit of five fingers down at the floor. Count to ten. Now turn your hand over so that
minutes. your fingers are pointing up. Count to ten. Next, stretch your arms above
■ As students finish, ask them to compare their answers with your head. Try to touch the ceiling. Count to ten. Finally, try to touch
another student. Don’t confirm the answers at this point. the middle of your back with your right hand. Use the other arm to help
3 2.02 you. Count to ten. Do the same with the other arm.
■ Play the track for students to listen and check their And now the last exercise. First, look down. Next, slowly move your
answers. chest forwards and try to touch your knees with your chest. Relax your
■ Play the track again for students to listen and repeat. arms and neck. Now hold your right elbow with your left hand. If you
pull your arms up, you’ll stretch your back and shoulders.
ANSWERS / AUDIO SCRIPT And that’s it! Have a great day!
1 look up 2 look down 3 stand up 4 sit down 5 point
6 hold 7 turn 8 stretch 9 touch 10 pull Alternative procedure: less confident groups
You may prefer to read out the audio script yourself with
a less confident group. This will give you much more
LISTEN flexibility to repeat or emphasise words if you see that
4a your students have not understood parts of the text.
■ Elicit some situations where students have to understand
spoken instructions, eg following instructions in a class, 5
talking to a pharmacist about medication, understanding ■ Encourage students to reflect and say which tips
technical instructions if their computer crashes, etc. in the HOW TO box helped them to understand the
■ Read through the HOW TO box with students. instructions in the podcast and tick them.

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 6 2.03 REACT
8
Exam type task ■ Divide the class into pairs to answer and discuss the
questions. Set a time limit of two minutes.
■ Give students one minute to read the summary of the ■ Before they start, draw students’ attention to
podcast before they listen. the PHRASE BYTES box and encourage them to use the
■ Play the track for students to listen and complete the phrases in their discussion.
notes.
■ Let students compare their answers in pairs before you Alternative procedure: more confident groups
check them in open class. Divide pairs into Student As and Bs. Explain that Student
A is a couch potato (someone who hates exercise and
ANSWERS loves sitting around not doing much at all), and Student
2 slowly 3 sitting (down) / on your chair 4 neck B is a busy bee (someone who is always doing sport
5 back and shoulders and exercise). Students must answer the questions in
character and try to convince each other of their differing
opinions.
7
■ Divide the class into pairs to invent a short exercise routine GO BEYOND
with a maximum of three different exercises and write it in
their notebooks. Remind them to use verbs from Exercise 2 Ask students to do the Words & Beyond exercise on
and the parts of the body listed on page 64. Set a time page 135.
limit of 15 minutes. Extra activity
■ Nominate different students to read out one of their
In pairs, students take it in turns to mime sequences of
exercises and ask the rest of the class to follow the
three actions using the verbs in Exercise 2. Their partner
instructions. (Make sure in advance that these exercises
are feasible and not dangerous.) must say the verbs in the order that they were performed.

Extra activity
Homework
Save the students’ exercise routines and use them in a
class when students have been doing a sedentary activity
Prepare copies of the audio script and ask students to
or you feel they need a boost in energy. Each time ask
study it and identify imperatives, sequencers and adverbs
the authors to lead a short exercise session using the
of manner. They could highlight each feature in a different
instructions they wrote.
colour.

GRAMMAR First conditional

Talk about possible situations in the future Page 69

STAGE TIME FOCUS

Write two first conditional sentences by separating and punctuating words from a line of
GET STARTED
letters.

READ Read a conversation. Encounter the target grammar in context.

STUDY Use the reading text to deduce grammar explanations for first conditional.

Practise using first conditional structures in controlled exercises. Practise correct sentence
PRACTISE
stress in first conditional sentences. Personalise opinions using first conditional sentences.

SPEAK Talk about future consequences of different actions.

Get started ANSWERS

Write these letters in a line across the board: If you help me paint my bedroom, I’ll help you fix your bike.
ifyouhelpmepaintmybedroomillhelpyoufixyourbikeifyoudont If you don’t study hard, you won’t pass your exams.
studyhardyouwontpassyourexams
Ask students if these sentences are examples of the zero
Explain that there are two sentences on the board but that all conditional (no).
the punctuation marks and the spaces are missing.
Ask them how they know this (the verb tense in the second
Give students two minutes to separate the words and write part is not present simple / they are not situations that are
two sentences with the correct punctuation – capital letters, always true).
commas, apostrophes, etc.
Explain that these are examples of the first conditional and
Let students compare their answers in pairs before you check that they are going to be studying this structure in today’s
them in open class, writing them on the board. lesson.

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 MIND AND BODY

READ 4c 2.05
1 ■ Play the track for students to listen and repeat.
■ Ask students to read the conversation and answer the
question. AUDIO SCRIPT
■ Elicit the answer in open class and ask some follow-up See Student’s Book page 69 Exercise 3.
questions like: Why is it called a ‘fun run’? (because it isn’t
a serious race – anyone can do it); How much money will Alternative procedure: more confident groups
the organisers give to charity if you finish the run? (£20); Before listening in Exercise 4c, ask students to
How far is the run? (5km); Why is Aiden worried about doing underline the words that they think will be stressed in
the run? (because he’s unfit); Which verb is used in the last the sentences in Exercise 3. Remind them about the
line of the conversation to talk about preparing for the run? distinction between ‘content’ and ‘function’ words. Play
(train). the track for them to see if they were right, then play it
■ Ask if anyone has ever done a fun run. again and have them listen and repeat.
ANSWER
5a
Rosa and Aiden decide to do a fun run. ■ Ask students to work individually to complete the opinions
with the correct form of the verbs in brackets.
STUDY ■ Let students compare their answers in pairs before you
check them in open class.
2
■ Start by asking students to underline any sentences which ANSWERS
have an if-clause in the conversation in Exercise 1. When 1 eat; won’t live 2 ’ll do/will do; exercise 3 will work; do
you elicit the examples, point out that these are examples
4 don’t go; won’t get
of the first conditional. Ask students: Does the if-clause
describe a situation or a result? (a situation).
■ Divide the class into pairs to complete the grammar 5b
explanations using examples from the conversation. ■ Ask students to decide if they personally think the opinions
■ Read through the explanations with students, checking that are true. If they don’t, ask them to rewrite the opinions in
they have completed the examples correctly. their notebooks using will probably, might or probably won’t.
■ If you feel it’s necessary, write an example sentence for the Alternative procedure
zero and first conditionals on the board and contrast their Divide the class into pairs to discuss the opinions and
form and use. You may also want to give further practice of decide if they agree or disagree. If they disagree, they
the contracted form of will. should rewrite the opinions in their notebooks using will
probably, might or probably won’t. Encourage pairs to
ANSWERS compare their adjusted sentences with another pair and
you finish they’ll give justify their opinions.

PRACTISE 6
■ Go through the example with the class. Then ask students
3 to put the words in order to make the remaining questions.
■ Ask students to work individually to read the sentences and Suggest that they cross out the words as they use them so
circle the correct options. Encourage them to refer back to that they are sure to use all the words.
the explanations if they are not sure. ■ Check the answers in open class.
■ Let students compare their answers in pairs before you
check them in open class. ANSWERS
2 If you go online this evening, which website will you visit
ANSWERS first?
2 do 3 might hurt; don’t 4 it’s; you’ll 3 What will your English teacher do if you don’t do your
homework?
4a 2.04 PRONOUNCE 4 If you go to the cinema this weekend, what film will you see?
■ Remind students that in English, some words are stressed 5 What will your mum or dad say if you pass all your next
more, or said louder, than others. exams?
■ Play the track for students to listen. Ask them to pay
particular attention to how the underlined words are Fast finishers
stressed. Ask fast finishers to write two more questions using a
first conditional pattern.
AUDIO SCRIPT
See Student’s Book page 69.
SPEAK
4b 7
■ Have students read the question and choose the correct ■ Divide the class into pairs to ask and answer the questions
answer using the sentences in Exercise 4a to help them. in Exercise 6. Before they start, focus their attention on
■ Check the answer in open class. the PHRASE BYTES box and encourage them to use these
phrases in their discussion.
ANSWER ■ Monitor and make quick corrections of the first conditional
2 Nouns, adjectives, verbs and negative verbs like don’t, can’t. as necessary.
(These are the types of word that give the ‘content’ of a
sentence.)

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 Homework

Ask students to write six sentences about their future

using the first conditional, eg
If I go to university after I finish school, I’ll study geography.
If my brother doesn’t turn down his music, I won’t be able
to finish my homework.

LANGUAGE COMMUNICATE & COOPERATE

Should
&BEYOND
"AIM:" be AIM: Communicate your message when you give a talk Page 70
deleted
so it is
consistent STAGE TIME FOCUS
with the
other Talk about how you feel about giving a talk in class. Think about jobs and other situations
pages? – GET STARTED
where it is important to be able to give a talk.
design
READ AND LISTEN Listen to a student giving a talk. Suggest how it could be improved.

DO Rank tips for giving a talk according to how important they are.

REFLECT Discuss what is important when giving a talk in order to communicate your message.

EXTEND Prepare and give a short talk. Give feedback to other students.

COMMUNICATE YOUR MESSAGE WHEN YOU GIVE READ AND LISTEN

A TALK 1
Whether it is to be successful in an increasingly ■ Focus students on the photo of a student giving a talk and
competitive job market or to participate in a public elicit if they think it went well or not, giving reasons for their
meeting and state one’s point of view, being able to answers.
speak in front of others is a skill that must be learned ■ Then ask them to read the start of his talk and ask
and practised if students are to feel confident. Public students if this changes or confirms their original idea.
speaking is daunting at the best of times, but for
many teenagers it can be a huge challenge and of 2 2.06
course, doing it in a foreign language increases the ■ Play the track for students to listen to Ruben’s talk and find
pressure. Whilst for a lucky few public speaking comes out what it is about.
easily, most will need some help to deliver a talk and
successfully communicate their message. ANSWER / AUDIO SCRIPT
Ruben’s talk is about his hobby, which is playing chess.
Ruben: Er, hi. Shall I start now? Right. Erm. Where shall I start … er
Get started …
Ask students what the difference is between talk and Teacher: Quiet please, Ruben’s talking.
give a talk. (The first is general, meaning to use words to Ruben: Yes, well, you all know my hobby. Well, most of you. It’s
communicate but the second is more specific, referring to a really old game. Er, thousands of years old. I can’t
speaking in front of people in a structured presentation.) remember how many thousands. Lots. Er, it originally came
Divide the class into pairs and give them two minutes to talk from … from … I’ve got it here somewhere … no I can’t
about how they feel when they have to talk in front of the find it. I think it was India. And I started playing when I was
class and how important they think it is to be able to give a really young. I think I was six, or five. My uncle taught me
talk and why. to play. And it’s great. I really enjoy it. They say it’s good for
Elicit some answers in open class, eg I feel embarrassed. your brain, so that’s good. Maybe you should all try it. Yes,
Giving is talk is important because you might have to do it in I definitely recommend it. Chess is a great game. So, has
your job. Giving a talk helps you to present your ideas clearly. anyone got any questions? Right, well, that’s it. Can I sit
Giving a talk in English is difficult because you don’t know some down now?
of the words you need.
Give students two minutes to brainstorm jobs where a person 3
might have to talk in front of other people (eg teacher, lawyer, ■ Divide the class into pairs to evaluate Ruben’s talk and
business person, politician, etc) and why. make suggestions about how he could make it better. Set a
time limit of three minutes for this.

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 MIND AND BODY

DO Extra activity
Ask students to put these stages of a talk in the correct
4 order: Moving from one topic to another; Reminding people
■ Focus students’ attention on the tips for giving a talk. what you talked about; Introducing yourself; Telling people
■ Divide the class into pairs to discuss and rank each what’s in your talk; Ending your talk.
tip from 1–5, where 5 = very important and 1= not
important. Before they start, draw students’ attention Check the answers in open class.
to the PHRASE BYTES box and encourage them to use the Prepare and hand out these phrases from a talk for
phrases in their discussion. students to match to the stages.
■ In open-class discussion, go through the tips and invite A: Thanks for listening. Does anyone have any questions?
different pairs to say what ranking they gave the tip and
B: OK, so now let’s move on to …
why. See if other students agree.
C: First, I’ll talk about things you will need to go skiing and
REFLECT then I’ll explain how to do it. At the end of my talk, I’ll tell
you about some good places to go skiing.
5
D: So that’s it. In my talk today, I’ve given you some ideas
■ Refer the students to the questions and give them three
minutes to reflect on their answers. about what you need to buy if you want to go skiing,
some tips for how to ski and some suggestions of where
■ Discuss the questions in open class. Alternatively set up
to go.
small groups and ask students to discuss the questions.
■ Nominate a student to read out the REFLECTION POINT . Ask E: Good morning. My name’s Trevor and today I’m going to
the class if they agree with all of the points and if there are talk to you about skiing.
any other recommendations they think should be included.
■ You could make these comments to finish the discussion: ANSWERS
– All of the tips in Exercise 4 are useful ones. 1 Introducing yourself (E)
– Good preparation will help you if you are feeling nervous. 2 Telling people what’s in your talk (C)
– When you are giving a talk, you often have to speak 3 Moving from one topic to another (B)
slower and more clearly than you think you do. Speaking 4 Reminding people what you talked about (D)
slowly will also help to keep you focused and calm. 5 Ending your talk (A)
– Looking at your audience will make them feel that
you are interested in them and that you want to
communicate your message. Homework
EXTEND
Ask students to use their one-minute talks as a basis for
6 a three-minute talk that they can prepare at home using
■ Ask students to work individually to prepare a one-minute visual or audio material if possible. Draw up a schedule
talk about one of their hobbies or interests using the tips in so that over a period of two weeks, in each lesson one or
Exercise 4. Give them 5–10 minutes. two students give their talks. You can give personalised
■ You might like to model the task giving a one-minute talk feedback to students after these talks and they could
about one of your own hobbies or interests. This will give form part of your oral assessment for the term.
students a feel for how much material they need to create.
7
■ Divide the class into groups of three or four and ask them
to present their talks and give some feedback to the others
in their group. Invite them to refer them back to the tips in
Exercise 4 to do this.
■ Circulate and monitor as they work, making notes of
anything you would like to give feedback on.

SPEAKING At the doctor’s

Ask for and understand advice at the doctor’s Page 71

STAGE TIME FOCUS

GET STARTED Play a game of hangman to introduce some key phrases used in the lesson.

SPEAK Learn vocabulary for symptoms of common illnesses. Talk about the last time you were ill.

Watch or listen to a person visiting the doctor. Listen for specific information. Identify useful
WATCH OR LISTEN
phrases for being sensitive when giving bad news or difficult advice (a speaking sub-skill).

Prepare a conversation between a doctor and a patient. Memorise and perform the
ACT
conversation for the class.

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 Get started ANSWERS / VIDEO/AUDIO SCRIPT
Play a quick game of Hangman with phrases related to the Ben has got the flu. He shouldn’t go to school and he should rest
theme of illness, eg visit the doctor, take some medicine, get a lot. He could take an aspirin for his headache. He shouldn’t play
the flu, feel terrible. All these phrases appear in this lesson. If basketball on Friday.
you think your students will have difficulty with this vocabulary,
you can simplify it, eg doctor, medicine, nurse, headache. Doctor: I’m afraid you’ve got the flu.
Ben: The flu? So what should I do?
SPEAK Doctor: Well, you shouldn’t go to school. You should rest a lot.
Ben: Should I take some medicine?
1 Doctor: I’m not sure that will help, but perhaps you could take an
■ Focus students’ attention on the pictures and ask students aspirin for your headache.
to match them to the expressions in the box. Ben: I’ve got a basketball match on Friday.
■ Let students compare their answers in pairs, but do not Doctor: I think you should probably stay at home.
confirm answers at this point. Ben: But I’m the captain!
2 2.07 Doctor: You won’t be better on Friday, so maybe it’ll be best for
■ Play the track for students to listen and check their your team if you don’t play.
answers.
■ Play the track again for students to listen and repeat.
6a
■ Remind students that ch is pronounced /k/ in some words,
eg ache /eɪk/ and /tʃ/ or /ʃ/ in others, eg church /tʃɜː(r)tʃ/,
■ Elicit or clarify the meaning of sensitive /ˈsensətɪv/ (showing
chef /ʃef/. that you care about someone and understand their
feelings).
■ If your students are having trouble pronouncing cough, write
the phonemic script on the board and emphasise that there
■ Ask students if they think it’s important that a doctor is
are just three simple sounds, in spite of the spelling of the sensitive. Why?/Why not?
word, ie /kɒf/.
■ Refer students to the tips in the HOW TO box about being
sensitive.
ANSWERS / AUDIO SCRIPT 6b
1 a headache 2 a runny nose 3 a temperature ■ Refer students to the conversation in Exercise 5 to find and
4 a sore throat 5 a stomach ache 6 a cough underline examples of being sensitive.
■ Nominate different students to read out their answers.
3
■ Divide the class into pairs to answer and discuss the ANSWERS
questions with a partner. I’m afraid you’ve got the flu.
■ Circulate and offer any help as needed. Perhaps you could take an aspirin for your headache.
I think you should probably stay at home.
WATCH OR LISTEN You won’t be better on Friday, so maybe it’ll be best for your team
if you don’t play.
4 2.08
■ Tell students that they are going to watch or listen to Ben
visiting a doctor. Elicit or clarify the meaning of symptoms 7 2.10
/ˈsɪmptəmz/ (changes in your body that show you might be ■ Play the track for students to listen and repeat.
ill).
■ Books closed. Play the first part of the scene for students AUDIO SCRIPT
to watch or listen to and note down Ben’s symptoms. 1 I’m afraid you’ve got the flu.
■ Let students compare their answers in pairs before you 2 What should I do?
elicit them in open class. 3 Should I take some medicine?
4 Perhaps you could take an aspirin.
ANSWER / VIDEO/AUDIO SCRIPT 5 I think you should probably stay at home.
Doctor: Come in. So, what’s the problem? 6 Maybe it’ll be best for your team if you don’t play.
Ben: I feel terrible. I’ve got a runny nose and a headache.
Doctor: Right. Does your stomach hurt? ACT
Ben: No, it doesn’t.
Doctor: Have you got a temperature? 8 2.11
Ben: Yes, it’s 38 degrees. ■ Divide the class into pairs to prepare a conversation at the
doctor’s including expressions from Exercise 1 and ways
of expressing advice in a sensitive way. Before they start,
5 2.09 focus their attention on the PHRASEBOOK box. Play the track
■ Books still closed. Play the rest of the scene for students for students to listen to and repeat the expressions.
to watch or listen to and find out and note down what Ben ■ Encourage them to follow these steps:
has got and what he needs to do. 1 Decide who their characters are. How old are they? What
■ Ask students to check their answers by reading the video type of people are they?
script on page 71. 2 Decide on the illness and the symptoms. Make notes of
■ After checking the answers, ask students what word is the language you will need.
often used by Ben and the doctor to ask for or give advice 3 Decide what advice the doctor will give. Discuss ways to
(should/shouldn’t). give difficult advice sensitively.
4 Decide how the patient will react to the doctor’s advice.
5 Write your conversation. Make use of expressions from
the PHRASEBOOK box.
6 Check your conversation for any language errors.

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 MIND AND BODY

9
Homework
■ Ask students to practise and memorise their conversation,
making it sound as natural as possible. Remind them to
Ask students to make a set of vocabulary cards to record
stress the content words in sentences.
words and expressions related to doctors and illness.
■ Circulate and monitor as they practise, offering help with
They should choose at least ten words or expressions
pronunciation and intonation as necessary.
from page 71. On one side of the card, they should
■ Invite students to present their conversations to the class. write the word(s) and on the other, a definition or a
(If you can, try to set up some props for a doctor’s surgery
small picture or an example sentence with the words
– at least a table and two chairs – and a white coat for the
gapped out. They can use the cards to help memorise
doctor would be great!)
the vocabulary and to test themselves. Ask them to bring
■ You could ask students to vote for the best performance.
their cards to the next class to compare with another
■ Try to make some notes to give each pair feedback student.
after their performance, highlighting the strengths and
weaknesses of their conversations.
Extra activity
Divide the class into pairs. Ask them to write the
symptoms from Exercise 1 on small pieces of paper and
to place the pieces of paper face down in a pile. Each
student takes it in turn to pick up a piece of paper. They
must imagine that their partner has the symptom on the
piece of paper. They should offer advice to their partner
until he/she guesses what the symptom is, eg (Student
picks up a piece of paper saying a headache): You should
take an aspirin and you should get lots of sleep. Don’t
move your head too much. Stay in a dark room.

WRITING What’s your advice?

Give examples Page 72

STAGE TIME FOCUS

GET STARTED Talk about who you ask for advice.

Read a problem and some replies from an internet forum page. Discuss which reply gives the
READ AND SPEAK
best advice. Learn how to give examples (a writing sub-skill).

Controlled practice of language for giving examples. Decide on advice for a student who has
PRACTISE
too much schoolwork.

PLAN Work through a plan for writing a forum post about a problem.

WRITE AND CHECK Write a post explaining a real or invented problem.

SHARE Share your ‘problem’ with another student and offer each other some advice.

Get started READ AND SPEAK

Dictate the following questions: GO BEYOND FOR TEACHERS
Who do you ask for advice when you have a problem? Background note: Internet forums
What kind of problems would you talk about to these people:
parents, teacher, brother or sister, grandparents, school Internet forums (sometimes called message boards) provide
friends a space where people can ask questions or pose problems
Can you think of some good advice someone has given you? which can be answered by others on the forum. Some forums
What was the advice and how did it help you. are managed by moderators, who have to approve messages
Divide the class into pairs or small groups to discuss the before they are posted. Forums can range from sites which host
questions. discussions on a variety of topics to sites which are dedicated to a
specific topic, eg vegetarianism, games, computers, etc.

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 1 WRITE AND CHECK
■ Elicit what an internet forum is. If necessary, explain what
it is (a website where people can ask for advice about 6
problems or start a discussion about a topic that interests ■ Ask students to write their problem post. Set a word limit
them). of 80 words and a time limit of ten minutes
■ Refer students’ attention to the problem and the replies ■ When they have finished writing, encourage them to check
posted on the You.Me.Us site. Ask them to read and decide their texts carefully and tick the items in the Writing plan
which reply gives the best advice. Set a time limit of three to make sure they have followed the instructions correctly.
minutes for this. Then they should check for any grammar, spelling or
■ Ask students to compare their ideas in pairs and explain punctuation mistakes.
their choices.
SHARE
2a
7
■ Point out to students that they can make their writing
clearer and more interesting to readers by providing
■ Ask students to swap their problems with another student,
examples. allowing students to choose their partner for this activity.
■ Ask them to read the   HOW TO  box. Set a time limit of one
■ Explain that students should read their partner’s problem
minute for this. and write a short reply giving him/her some advice on the
situation.
■ Then ask students to cover the box and work in pairs to
recall the two tips using their own words.
■ Students read the replies and discuss the problems and
advice together.
■ Elicit the tips in open class.
Alternative procedure
2b
■ Refer students back to the forum messages in Exercise 1 Collect in all the problems. Divide the class into small
to find and underline examples of giving examples. groups. Distribute three or four problems to each group
and ask them to take it in turns to read out a problem to
■ Elicit examples from different students.
the group. Encourage the group to discuss advice they
ANSWERS could give to the author of the problem and decide on two
good pieces of advice.
like my friends and my old room
like telling lies about me
For example, if I talk in class, she laughs. Extra activity
such as talking to her, or contacting her parents Play a game to practise using should for giving advice.
Write a list of six problems that you think your students
could give advice on. Divide the class into two teams.
PRACTISE Teams take it in turns to select a representative who sits
3 with his/her back to the board. Write the problem on
■ Tell students they are going to read another problem posted the board and ask other students to call out advice to
on the forum. Ask them to work individually to write one their team member without naming the problem. Deduct
word in each gap to complete the text. points if they do this. The guesser must guess exactly
■ Let students compare their answers in pairs before you what the problem is by listening to the advice suggested.
check them in open class. Suggested problems:
I am running late for a date and my mobile is out of battery.
ANSWERS I have an exam tomorrow and I haven’t studied.
1 example   ​2 like   ​3 as
I have a cold.
I like someone I met, but I’m too shy to ask them out.
4
■ Divide the class into pairs to discuss and decide on the I need to buy a present for a friend, but I don’t have much
best advice for Stefan. money.
■ Elicit some ideas from different pairs in open-class I have lost a book that a friend lent me.
feedback.

PLAN Homework
5 Ask students to choose one of the suggested problems
■ Explain to students that they are going to write about in the Writing plan box and write a problem post for an
a problem to post on the forum. Emphasise that their internet forum. Point out that they will have to imagine
problem can be a real one or an invented one, making sure that they have this problem, even if they haven’t. Remind
students realise that they will be sharing their problem them to follow the steps given.
posts with other students. If they are sensitive about
a problem, it is probably better that they invent one, or Explain that they should then invent a reply giving advice.
choose a real one that is less personal. Their problem post should be around 60–80 words and
■ Read through the Writing plan with students. When you the replies around 30–40 words each.
come to point 2, ask students to find examples in the text
in Exercise 1 of the zero and first conditionals.
■ Set a time limit of five minutes to brainstorm ideas. Walk
round the class, helping students if necessary.

ANSWERS
… if I talk in class, she laughs. (zero conditional)
If you talk to her when she’s not with her friends, maybe she’ll tell
you why she’s being so horrible. (first conditional)

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 UNIT REVIEW

VOCABULARY Parts of the body GRAMMAR Zero conditional, should

1 3
■ Focus students on the picture and ask students what ■ Write an example of a zero conditional sentence on
the woman is doing (stretching her arms above her the board, eg If you heat water to 100oC, it boils. Invite
head). Elicit the meaning of workout in the title (a set different students to help you highlight the form:
of exercises). if-clause with present simple + result with present
■ Ask students to read the text and complete the parts simple.
of the body. ■ Remind students that we use should to say something
■ Check the answers in open class, paying close is a good idea. Ask what the negative form of should is
attention to pronunciation. (shouldn’t).
■ Refer students to the title of the text and elicit what it
ANSWERS means (it’s a good idea to do exercise but not to do too
1 neck 2 throat 3 shoulders 4 chest much).
5 heart 6 stomach 7 fingers 8 thumbs ■ Ask them to complete the text, using the zero
9 toes 10 knees 11 ankles 12 brain conditional or should and the verbs in brackets.
■ Let students compare their answers in pairs before
you check them in open class.

ANSWERS
Exercise verbs 1 should exercise 2 exercise 3 has
2 4 shouldn’t start 5 do 6 prepares 7 is
8 doesn’t feel
■ Ask students if they remember the physical exercises
they did when they listened to the podcast on page
68. Explain that the text they are going to read here
contains a similar set of instructions.
■ Ask students to complete the instructions with verbs First conditional
from the box.
■ Let students compare their answers in pairs before 4
you check them in open class. ■ Remind students that the first conditional is used to
■ You may like to suggest that students work in pairs to talk about actions and possible results in the future.
take it in turns to read the instructions out and do the Elicit the form, ie if-clause with present simple + result
exercises. with will/won’t/might.
■ Start by asking students to skim the text to say what
ANSWERS type of text it is (an advert) before they read more
1 stand 2 look 3 point 4 turn 5 look carefully and choose the correct options. Set a time
6 touch 7 stretch 8 hold 9 pull 10 sit limit of two minutes for them to circle the correct
options.
■ After you check the answers in open class, divide
the class into pairs to take it in turns to read out the
advert. Encourage them to make it sound like a radio
advert and sound enthusiastic about what they are
trying to sell.

ANSWERS
1 You’ll 2 you 3 you 4 you’ll 5 you aren’t
6 we’ll

Extra Resources
Go online for
■ the Speaking part of the Progress Check X&X
■ a downloadable Project linked to Units X–X
■ Downloadable audio and audioscripts for the Student’s Book and Workbook
■ Video s and video scripts
■ Extra Vocabulary for revision (less confident students) and extension (more confident students)
■ Extra Grammar for revision (less confident students) and extension (more confident students)
■ A standalone CLIL lesson, with full teacher’s notes
■ A Life Skills lesson, with full teacher’s notes
■ Speaking Database materials
■ Wordlists
■ Tips for using the Grammar Database
Workbook pages 00–00

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