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SECOND EDITION
A2+/B1 TEACHER’S BOOK
Contents Introduction
T4
Focus 2 Unit walkthrough
T6
Focus 2 Component overview
T12
Using videos in the classroom
T14
Assessment Package
T15
Assessment for learning, GSE and 21st-century skills
T17
Mediation in Focus Second Edition
T18
How to teach with projects
T19
Focus Second Edition and Readers
T20
How to flip the classroom with Focus
T21
Focus 2 Student’s Book with answer key Contents
2
Unit 1
4
Unit 2
18
Unit 3
32
Unit 4
46
Unit 5
60
Unit 6
74
Unit 7
88
Unit 8
102
Video worksheets
116
Grammar and Use of English reference and practice
132
Workbook answer key
160
Culture notes
171
Student’s Book audioscript
176
Videoscript
193
Photocopiable resources
199
Life skills photocopiable resources
274
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Introduction DEAR TEACHER, We are writing to you to introduce the new edition of Focus, our five-level course for upper secondary students. As writers, it is always a privilege to be invited to ‘have another go’ and we are grateful to our publisher Pearson for giving us this opportunity. At the same time, we are particularly wary of introducing change for change’s sake. ’If it ain’t broke, don’t fix it’ is a maxim we set great store by. In our own classrooms, we are still using ideas and teaching techniques that we learnt early on in our careers. Why? Because they still work. Consequently, the changes you will find in this new edition have been influenced by three important factors: 1) Your feedback, which we are happy to say has been overwhelmingly positive and extremely helpful in identifying areas to focus on. 2) Changing circumstances, where we have responded to the continuing evolvement of some exams – for instance: a stronger focus on Use of English tasks. 3) New opportunities, in particular the strategic partnership between our publisher Pearson and the BBC. This has enabled us to include some delightful BBC clips in each unit, adding an exciting new dimension to the course. All that said, we still believe that writing language learning materials is not an exact science. A ‘one size fits all’ set of materials just doesn’t exist. It can’t. There are too many variables: • The students – number, age, personality, attitude, life and learning experience, home support, class dynamic … • The school – syllabus, timetable, policies, Ministry reforms, classroom environment, equipment … And most importantly, you: • The teacher – your experience, your training, your beliefs, your motivation … So we accept that everybody’s teaching context is unique and the perfect English course is an unattainable dream. However, our own experience in the classroom has taught us to value three things above all when using teaching and learning materials: reliability, flexibility and credibility.
Reliability Quite simply, we want the materials to work. We don’t want the course to let you down in the classroom. So we continue with our clean design, clear, easy-to-understand instructions and a wide variety of engaging topics, texts and tasks that have been combined in a logical way that will make sense to you and to your students. We are pragmatic. We’ve made it clear when a lesson starts and when a lesson ends. We don’t want to give you any nasty surprises. We don’t want to overcomplicate things. The less time you spend setting activities up, the more time your students spend practising the language. And maximising language practice time is key – particularly for the core skills. Students learn by doing. They learn reading by reading more; listening by listening more; writing by writing more; and speaking by speaking more. Let’s give them more time to ‘do’. Needless to say, the course covers all the necessary language work appropriate for the level and follows the Common European Framework of Reference (CEFR). We hope you will appreciate the stimulating and memorable way in which each carefully selected grammar structure and vocabulary item is presented. But we are well aware that presenting language is not even half the story. We have designed these materials so that they systematically recycle the language that has been presented. ‘Use it or lose it’ is our motto. You will discover that this course, with all its supporting print-based and digital materials, provides your students with the repeated exposure and practice they require. Reliability = trust. We are confident you will be able to trust Focus Second Edition.
Flexibility One of the things we learnt early on in our careers is that you teach the students, not the lesson plan. There is no point in slavishly following a prescribed ‘teaching path’ through a set of materials if the students are not with you. Your ability to react to emerging classroom situations and adapt your lesson accordingly is a vital teaching skill. So while a course might provide you with a reliable framework that you feel comfortable with, you will always need options, you will always need variety, you will always need alternative ways of presenting and practising language. We strongly believe that a rigid unit structure does NOT have to be a teaching straitjacket. The lessons themselves are brimful of different ideas, task types and interesting information. Then the supplementary material we have developed, both print-based and digital, offers you almost limitless flexibility. You can give extra multiple choice grammar exercises, do a communicative A/B information-gap activity or watch a specially selected BBC clip. Flexibility = choice. We think you will appreciate the range of choice in Focus Second Edition.
T4
Credibility So, while we are sure that a reliable and flexible course will help you, it’s this third characteristic that really counts. You have to believe in the materials. You have to understand and assess the broad educational and methodological principles that underpin our materials and decide: are the ideas and the approach credible? Do they reflect your own views of how languages are learned? We’d like to take this opportunity to summarise our thinking on this and explain what lies at the heart of Focus Second Edition. We can do this by grouping our thoughts under three words beginning with ‘M’: Motivation, Memory and Meaning.
Motivation The American linguist and philosopher Noam Chomsky once said that almost everything in the education process was about getting the students’ interest in what they’re being taught. This is our starting point: students learn best when they are interested in the material. It’s as simple as that. We may not have got it right every time for your particular teaching context, but our overriding concern has been to select topics, texts and tasks that engage students both emotionally and intellectually. You need to organise the learning around things your students can relate to – things that are part of their life experience or things that they aspire to. An engaged learner is a more successful learner. We think course materials can play a big part in this key area of engagement.
Memory ‘Learning is remembering’, or so the adage goes. With the pressure all teachers are under to cover the syllabus, complete the course and finish the book, we worry that not enough time is spent on recycling. Too much presentation, not enough practice. Systematic recycling of new language is a core feature of Focus Second Edition. There is a particular emphasis on vocabulary. The linguist David Wilkins noted back in the 1970s that while we can convey very little without grammar, we can convey nothing without vocabulary. Words are the basic building blocks of any language, but how many times do you need to see a new word before you truly acquire it? Ten? Twenty? Thirty times? It’s definitely more than once! In the new Word Store sections, students using Focus Second Edition will devote valuable time to new vocabulary, as well as learning a variety of ways of recording it.
Meaning As the linguist and academic Rod Ellis reminds us, motivation in second language learning is derived from getting meanings across successfully. We are strongly opposed to mechanistic practice and drills where form dominates and meaning is irrelevant. If you ask your students to choose the correct quantifier in the question: How much/ many petrol is there in the car? I’m sure most of them will correctly choose much. But they might also legitimately wonder whose car we are talking about. And then think, ’But I don’t have a car. I’ve never bought petrol in my life. I can’t even drive …’ Why not ask them to choose the correct quantifier in this question: How much/many water do you drink? Then, when they have chosen the correct quantifier, they can at least ask their partner the question. Information is exchanged; students practise their speaking; the exercise is meaningful, not meaningless. This is one tiny example of an approach to learning that we passionately believe in. Don’t practice language for the sake of it. Language exists to make meanings, and our learning materials should reflect this. These are some of the more important ideas that we hold dear. Over the years, they have influenced our teaching and our writing. Credibility = belief. We want you to believe in Focus Second Edition. So, now it’s over to you. We’d like to take this opportunity to wish you and your students every success. Our warmest regards, Sue and Vaughan
T5
Focus 2 Unit walkthrough VOCABULARY LESSONS
Inspiring quotations to be used as conversation starters or to find out what students already know
1
1.1
The SHOW WHAT YOU KNOW boxes revise vocabulary students should already know, thus enabling all the students in the class to start at the same level
VIDEO
VOCABULARY
3
1
1.2 SPEAKING Look at the photos and discuss
the questions. Then listen and check your ideas.
Personality • un-, in-, im-, ir-, dis• questions with like
1 What is the purpose of the charity organising these activities? 2 What can young people do to help older people? 3 What can older people do to help young people?
I can describe people’s personality and emotions.
WORD STORE 1
WORD STORE 1A Personality
WORD STORE 1A | Personality
5
interesting loud positive relaxed sociable
most: the young or the older people? Why?
b c d e f
stressed negative unsociable serious quiet
2 SPEAKING Use the adjectives in Exercise 1 to describe people you know.
1.3 Complete WORD STORE 1A with the adjectives in red from the text. Then listen, check and repeat.
Life is really simple, but we insist on making it complicated. Confucius
≠ NEGATIVE
1 care /
/ focus on
adjectives from WORD STORE 1A.
3
≠ mean
4
to
1 Charity workers are (not selfish). They are kind and helpful. 2 Teenagers are (not cheerful). They are always in a bad mood. 3 Young professionals are (not lazy). They want to be successful. 4 Many billionaires are (not mean). They give lots of money to charities. 5 Most children are (not outgoing). They’re not confident with strangers. 6 Young people are often (not sensible). They make stupid decisions.
4
≠ lazy
5 connect /
5
≠ shy
6
≠ silly
8
1.4 Complete WORD STORE 1B with the underlined
caring
You do charity work because you’re kind and generous, right? Well, that’s a bit dishonest.. In fact, I really enjoy spending time with older people.
He’s adventurous – he travels to exciting places. I love hearing about his adventures.
Thanks to my visits, I hope she feels less lonely than before. Mitzi helped me a lot when I had some work problems.
She’s He’sH outgoing as and always cheerful – she makes me feel young again.
9 Complete the sentences with adjectives from WORD STORE 1B.
I can look after myself – I like to be independent but I look forward to the weekly visits.
I like being with young people. I am more confident when I use the Internet now.
She’s a good listener. I talk to her about my worries and she gives me advice. She’s wise, sensitive and has a lot of experience. I’m talkative, and they like that.
You read so many bad things about young people in the press – that they’re selfish or irresponsible, but he’s caring, sensible and hard-working.
My grandparents are very quiet and polite, polite but older people are not all like that. John’s really loud and funny. We laugh a lot together.
He’s got tattoos and long hair. He looks like a hippy, but he’s lovely and very popular with the ladies!
10 SPEAKING Change three of the names in Exercise 9 to describe people you know. Then tell your partner.
1.5 Answer the questions in WORD STORE 1C with the highlighted sentences in the text. Then listen, check and repeat.
1 2 3 4 5
3
≠
4
3 honest
≠
5
4
≠ impolite
5
≠ unpopular
6 responsible
≠
7
≠ insensitive
WORD STORE GLOSSARY
8
≠ unwise
Words to learn
PARTS OF SPEECH
WORD STORE 1C | Questions with like
1
STUDENT ACCOMMODATION
1 Watch the BBC video.
pronoun – e.g. it, we, him
What does he look like?
verb – e.g. teach, learn, remember
(noun phrase)
like as a verb
OTHER TERMS antonym – e.g. caring ≠ selfish collocation – e.g. go home, find a solution
What do you like? (noun phrase)
WORD STORE 1D | -ive, -ative, -able, -ing act adapt communicate imagine inspire protect 1
active
compound noun – e.g. website, text message
MY WORD STORE partitive – e.g. can of cola, box of chocolates
My top five words from Unit 1 phrasal verb – e.g. switch on, find out, give up 1 synonym – e.g. big = large 2 WORD BUILDING 3 prefix – e.g. unfit, dishonest 4 suffix – e.g. successful, employment 5
2 3
6 I chocolate.
For the worksheet, go to page 116.
numeral – e.g. one, two, first, second preposition – e.g. at, in, under
look + like > appearance
3
adverb – e.g. well, badly, often noun – e.g. table, advice, uniform
(adjective)
2
adjective – e.g. good, red, shy article – a/an, the
What is he/she like?
-ive
I look my dad. I look like my dad. My neighbours are kind and friendly. My mum looks her mum. My parents always look cheerful. My grandmother looks Queen Elizabeth.
2
2 dependent
12 Rewrite the sentences with like if necessary. Then tick the sentences that are true for you.
1
1 adventurous ≠ unadventurous
WORD STORE 1C Questions with like 11
with
My top five words from Unit 1
WORD STORE 1B | un-, in-, im-, ir-, dis-
be + like > personality
1 Gary is an guy. He never tells lies. 2 Emma is very . She knows everything. 3 Paul’s only eighteen, but he has a job and lives on his own. He’s very . 4 Dan is very . He always says ‘please’ and ‘thank you’. 5 Lucy is . She doesn’t like travelling or trying new experiences. 6 Martha is very . She is always the centre of attention.
about
MY WORD STORE
adjectives in the text. Then listen, check and repeat.
OLDER PEOPLE SAY …
/
in
3
WORD STORE 1B un-, in-, im-, ir-, dis-
YOUNG PEOPLE SAY …
think
2
≠ miserable
7 SPEAKING Discuss whether you think the statements
GENERATION GAP?
POSITIVE 1
≠ selfish
in Exercise 6 are true.
Lives people live
WORD STORE 1E | Word families
2
6 Replace the phrases in brackets with appropriate
1 Match adjectives 1–6 with their opposites a–f. e a boring 1 funny 2 3 4 5 6
Lives people live
Go to WORD STORE 1 page 3
4 Read the comments in the text. Who benefits SHOW WHAT YOU KNOW
The WORD STORE booklet attached to the back of the Student’s Book includes additional vocabulary exercises. Sections A, B and C accompany the Vocabulary lessons.
-ative
4
-able
5
-ing
6
13 SPEAKING Complete these questions for the sentences in Exercise 12 with D you S or D your. ST Then ask your partner. 1 Do …? 2 What …? 5 Does …? 6 Do …?
3 Does …?
4 Do …?
1 Do you look like your dad?
4
5
Contextualised vocabulary presentation (listening or reading tasks)
Highlighted target vocabulary items
The BBC video is related to the unit topic, but it can be used at any point in the unit, e.g. as a starter or summary. Each video is accompanied by a video worksheet at the back of the Student’s Book.
UNIT 1
VIDEO
VIDEO WORKSHEETS Student Accommodation
BEFORE YOU WATCH 1 In pairs, match the collocation parts. Use your dictionary if
6
necessary. 1 2 3 4 5 6
wave miss out be involved live pay develop
a b c d e f
rent in a project in a nursing home on the fun of student life somebody goodbye friendships
2 SPEAKING Discuss what typical student accommodation is like in your country.
3 SPEAKING You are going to watch a video about student accommodation. Discuss which words and phrases in the box you think you will hear.
books dining room deaf elderly people isolation loud music loud television parties peaceful posters save money
WHILE YOU WATCH 4 5
1 Watch the video and check your ideas in Exercise 3. What is unusual about student accommodation at Humanitas? 1 Complete the sentences with the numbers in the box.
Then watch the video again and check your answers. 5 18 30 80 160 30,000 . 1 Most of the residents are over 2 The accommodation is free for Jurrien and other students. 3 Jurrien must spend hours each month with the elderly residents. 4 Jurrien can save euros while he’s studying. 5 One of the students lived in a student house when he was . 6 Jurrien likes having grandparents waving him goodbye when he goes to college every day.
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T6
1 Complete the sentences. Watch the video and check your answers.
1 Jurrien is involved in a project to young and older people and the elderly with feelings of loneliness and isolation. 2 He wanted to have the of connecting with elderly people. 3 ‘What I’ve learnt here is to the older residents, the older people in our society.’ 4 Both have a lot to learn from each other. 5 The friendships that are important for both young and old.
AFTER YOU WATCH 7
SPEAKING Discuss the advantages and disadvantages of living in this kind of student accommodation. Use the KEY PHRASES to express your ideas. The good thing about living in this kind of accommodation is that you don't have to pay rent.
KEY PHRASES The (only) good/bad thing is that it is / about it is … I would/wouldn’t like to live there because …
1
3
GRAMMAR LESSONS
The grammar in each lesson is presented in context and highlighted, to make it easily identifiable.
1.2 6.2
4
1.6 Match questions 1–6 with answers a–f. Then
listen and check. Who inspires you? Why do you admire him? Does he give money to environmental charities? Have you ever met him? What is he doing now? Are you following him on Twitter?
d
a No, never. b Not exactly. He runs The Leonardo Leonar DiCaprio Foundation. c He’s working on a new film. d Leonardo DiCaprio. e Yes, I am. f Because he’s passionate about the he environment.
1 ‘Who inspires you?’ ‘The person who inspires me is Michelle Obama.’ 2 ‘Who ?’ ‘She’s the ex-first lady 1 of the United States.’ 3 ‘Why ?’ ‘I admire her because she does 2 a lot of good work with young people.’ 4 ‘What ?’ ‘She’s trying to teach children about exercise and health.’ 5 ‘Have ?’ 3 ‘No, I haven’t seen her in person, but I’ve watched her online.’ 6 ‘What ?’ ‘She is still working with young people.’
3
1.5
1 (SPEND)
3 Read the GRAMMAR FOCUS. Complete the examples using the questions in blue in Exercise 2.
GRAMMAR FOCUS
7 SPEAKING Ask and answer the questions about the
2
Present tenses – question forms • To make questions, you put an auxiliary verb (do, be, have) before the subject of the main verb. Present Simple ➞ Why 1 dobehavWy you admire him? Present Continuous ➞ What 2 he doing now? Present Perfect ➞ 3 dobe t yev n him? you ever met • When you ask about the subject, you don’t use the Present Simple auxiliary do/does. Who 4 you? NOT Who does inspire you?
information in Exercise 6. Use different question 61 S how long or how often. words, e.g. what, A: What are you reading at the moment? B: A book about Steve Jobs.
FOCUS VLOG
2
About happiness
3 Watch the Focus Vlog. For the worksheet, go to
page 117.
examples using the verb patterns in blue in Exercise 2.
GRAMMAR FOCUS shopping for clothes. shopping for clothes. shopping for clothes.
4 SPEAKING Discuss what makes you happy and why.
4
FOCUS ON LIFE SKILLS
Verb + -ing or verb + to + infinitive • After some verbs and verb phrases you usually use the to + infinitive.
1 SPEAKING Which three things in the box are likely
Examples: agree, can’t afford, choose, decide, hope, manage, need, pretend, refuse, want, ’d like, ’d prefer I want 1 good at all times.
2
What makes him/her happy?
form of the verbs in brackets.
5 SPEAKING Do the questionnaire. What is your Jake
6 Complete the sentences with PEMAIKa to wear or wearing. Which sentences are true for you? 1 I can’t stand wearing formal clothes like suits. 2 I don’t mind second-hand clothes. 3 I refuse skinny jeans. They’re too uncomfortable. 4 I hate heavy winter coats. 5 I can’t afford designer clothes. They’re too expensive. 6 I avoid anything yellow or pink.
A In the morning, I spend a lot of time 13 about my clothes. B In the morning, I don’t spend much time 14 about my clothes. C I wear the same clothes every day.
WHAT DOES IT MEAN?
Laura
1 I love … 2 I need … 3 I’ve decided …
Mainly Bs I NEED THEM You don’t mind 16 (think) about clothes, but they are not your priority. You prefer casual clothes because you need 17 (be) comfortable.
SPEAKING Ask and answer the questions. Use the adjectives in the box. Explain why you feel these emotions in these situations. How do you feel when … • you are meeting a friend and he/she is really late? • you work really hard for something and you succeed? • your team loses a game? • a teacher appreciates your work? • you do poorly in a test? • your best friend doesn’t want to help you with your homework? • you have a house to yourself for the weekend?
When I'm meeting a friend who is really late I usually feel irritated. I don't like when people waste my time.
yourself. Write five true sentences and one false.
You enjoy 15 (think) about clothes (perhaps a bit too much), and the way you look is important for your personal identity.
6
angry bored excited happy irritated lonely proud relaxed sad stressed worried
Lola
7 Complete the sentences with information about
Mainly As I LOVE THEM
. I also like and . I find very relaxing. I think can be fun, but I don’t like and I really hate .
Why?
4 Complete the questionnaire with the correct
attitude to clothes? Tell your partner.
I’m crazy about
3 Watch the interviews where people talk about what makes them happy. Complete the table.
Examples: avoid, can’t stand,tlconsider, icfsad don’t mind, enjoy, hate, like, love, miss,trdaead prefer, spend time I enjoy 2 comfortable things.
6 (THINK)
one piece of information which is not true. Share your profile with your partner and guess what is not true about him/her.
family food fresh air friends money shopping sport sunshine
5 (GET)
A I hope 10 a job where I can wear all my favourite clothes. B I want 11 a job where I can wear practical, comfortable clothes. C I’d like 12 a job where I can wear a uniform or a suit.
Communication 5 Complete the profile information. Give at least
to make young people happiest? Discuss.
• After some verbs and verb phrases you usually use the -ing form of a verb.
A I refuse 8 sweatpants. B I love 9 sweatpants at home for comfort. C I wear sweatpants all the time.
3 Complete the quotes. Then watch again and check your answers.
into the Jake: ‘You can get 1 air.’ countryside and 2 Laura: ‘Money makes me happy because I’ve 3 it, it’s well-earned and then I get I want to spend it to spend it on 4 on.’ Lola: ‘Life without friends is just 5 and sad.’
1 I want to look good at all times. 2 I enjoy wearing comfortable things. 3 I’m not interested in clothes.
4 (WEAR)
4 I spend a lot of time … 5 I sometimes pretend … 6 I hope …
8 Read your sentences in Exercise 7 to your partner for him/her to guess which sentence is false.
Mainly Cs I HATE THEM You hate
3
What makes you happy?
opinion about clothes.
A I love 6 new clothes every season. B I only buy clothes when I need them. C I avoid 7 new clothes for as long as possible.
6 Complete the sentences to make them true for you. I’m reading at the moment. It takes me minutes to get to school. I go shopping for clothes a month. I’ve been to foreign countries. inspires me.
Focus Vlog About happiness
sweatpants
2 Tick the sentence that best describes your
3 (BUY)
4
suit
3 Read the GRAMMAR FOCUS. Complete the
A I spend a lot of money on clothes. B I can’t afford 1to spend much money on clothes. C I prefer 2 my money on going out.
about the object (b) of each statement.
1 2 3 4 5
hoodie jacket tie uniform
WHAT IS YOUR ATTITUDE TO CLOTHES?
5 Complete the questions about the subject (a) and 1 aEmily and Peter like watching bscience-fiction films. a Who likes watching science-fiction films? b What do Emily and Peter like watching? 2 aNeil has joined bAmnesty International. a Who 5 b Which organisation 3 aRosie can speak bthree languages. a Who b How many languages 4 aDave has visited bLondon. a Who b Which capital city 5 aTom is reading bBarack Obama’s biography. a Who b What 6 aViv admires bEmma Watson. a Who b Who 6
clothes in the pictures. Which of the clothes do you have? Tell your partner.
verb + -ing or verb + to + infinitive
A I enjoy 3 B I don’t mind 4 C I refuse 5
3
VIDEO
1 SPEAKING Match the words in the box with the
I can use verbs taking to + infinitive and -ing forms.
2 (GO)
4
VIDEO
GRAMMAR
1.2 GRAMMAR
I can ask questions in a variety of present tenses.
famous people or people you know and tell your partner.
1 2 3 4 5 6
1.7 Complete the questions for
the interview about Michelle Obama. Then listen and check.
Present tenses – question forms
1 SPEAKING Who are your role models? Think about
2
2
VIDEO
GRAMMAR
The GRAMMAR FOCUS boxes with rules and structures
Grammar page 133
(think) about clothes! You choose (spend) your time and money on other things. But don’t forget, clothes can be fun. 18
19
Grammar page 132
10
6
Personalised grammar activities
The grammar animation videos can be used for presenting new structures, for reinforcement after the teacher has presented the grammar point or as a general tool for review.
117
Focus Vlog videos presenting target grammar in context, with a corresponding video worksheet at the back of the book
The GRAMMAR AND USE OF ENGLISH REFERENCE AND PRACTICE can be used for review at the end of a Grammar lesson or during unit review. It can also be used by fast finishers or students who require extra practice. Each structure presented in Grammar lessons has its own section in GRAMMAR AND USE OF ENGLISH REFERENCE AND PRACTICE, which includes a detailed explanation of the structure and additional practice exercises.
GRAMMAR AND USE OF ENGLISH 1.2
Present tenses – question forms
We form yes/ Weno questions, wh- questions and subject questions in different ways. Look at the tables below for questions in the Present Simple, the Present Continuous and the Present Perfect.
Present Simple Yes/No questions
Do
I/you/we/they
Does
he/she/it
speak English? mcrhC
Wh- questions qru
What languages
do
I/you/we/they
does
he/she/it speaks
speak?
1 Who sits / does Who sit next to you in class? 2 Where does your best friend live / lives your best friend? 3 Which capital cities has visited your best friend / has your best friend visited? 4 You are watching / Are you watching the news now? 5 Why Jamie and Toni have been / have Jamie and Toni been so quiet today? 6 What you do / do you do at the weekends?
I
Are
you/we/they
Is
he/she/it
working now?
am
I
is
he/she/it
are
you/we/they
doing?
3 Ask questions for the following answers.
now?
? 3 My Dad usually cooks dinner in our family. ?
Have
I/you/we/they
Has
he/she/it
swum in a river?
4 Yes, I am. I am studying at the moment. ? 5 I love reading books in my free time.
Wh- questions qru
have
I/you/we/they
has
he/she/it
done?
Subject questions
has swum
in a river?
Notice the position of the preposition in wh- questions with verbs followed by a preposition, e.g. listen to music. mowc What does Emily listen to? In subject questions in the Present Simple, we do not use an auxiliary verb (do/does). ,oWe does). Julia gives money to charity. Who gives money to charity? mowc What does Julia give to charity?
132
verbs in brackets.
2 No, she hasn’t. She has never worked in an office.
Yes/No questions
Who
1 Complete the sentences with the correct forms of the
1 No, I haven’t. I’ve never met an important person.
Present Perfect
What
• verbs expressing preferences: would like, would love, would prefer I like going out with my friends, but today I would like to stay at home. (tjI
? is working
• particular verbs and verb phrases: avoid, consider, -in.Evs, can’t stand, prefer, fi,sWs, spend time Laura prefers texting to sending emails.
• verbs such as: agree, can’t afford, manage, need, pretend, refuse Why do you lyvm(yhtoh refuse to lend ynd me your shoes?
5 Jo has visited Poland, Russia and Slovakia. Slovakia
Subject questions
Who
• verbs expressing emotions, e.g. enjoy, hate, like, love, (not) mind I hate wearing a suit and a tie.
• most verbs expressing plans, decisions, intentions and willingness, e.g. hope, want, decide, choose Tim ajnt(htoh(tmdI wants to study Law.
6 Jim is watching a comedy at the moment.
Wh- questions qru
We use the -ing form after:
We use the to + infinitive after:
4 My best friend lives in Frankfurt.
Am
Verb + -ing or verb + to + infinitive
1 My grandparents give money to a charity. charity
3 I’m dreaming about my winter holiday in Austria.
Yes/No questions
1.5
English sentence clauses often contain two consecutive verbs. After some verbs we use the -ing ing form, after others lito + infinitive. Eng
2 Tina has tried Japanese food. English?
Present Continuous
What
1 Choose the correct option.
2 Write questions about the underlined information.
Subject questions
Who
REFERENCE AND PRACTICE
?
4 Complete the questions with the correct forms of the auxiliary verbs do, be or have. One question does not need an auxiliary verb. you like, Sebastian? I like hip-hop. 1 What music 2 Who your parents talking to in the kitchen? 3 you seen my laptop? I can’t find it anywhere. 4 Why Asia always so serious? She never looks happy. 5 What Martin eaten this afternoon? 6 Jane looking for her glasses? They’re over here. 7 Who wants to help me bake dad’s birthday cake? 8 you like apples? These ones are really juicy.
1 2 3 4 5 6 7 8 9 10
I don’t mind (get up) early. Karen spends a lot of time (chat) online. I refuse (wear) this skirt – it is too short! I always agree (help) my brother at home. They hope (meet) Sting after the concert. I can’t stand (shop). It’s so boring! Peter wants (be) like Steve Jobs. Sue has decided (lend) me her new dress. Does Angela enjoy (work) as a volunteer? Ben prefers (swim) to running.
2 Choose the correct option. 1 2 3 4 5 6 7 8 9 10
Karen really enjoys reading / anyw’dl to read poetry. Would you like going / to go to the cinema? Pete can’t stand wearing / anyP’dw to wear formal clothes. We can’t avoid telling / anya’// to tell him. I’ve decided going / to go abroad. He would like spending / anymx’ to spend l more time with me. I really hate getting / anyc’a to get up early in the winter. Did she manage completing / to complete her work? We don’t mind waiting / anyPdIa to wait for you. I can’t afford buying / anyu.( to buy a new computer.
3 Complete the sentences using the prompts in brackets. Add any necessary words. Do not change the order of the words given. (stand/spend) the holidays at 1 I can’t home. I’d like to go somewhere exotic! 2 Why does Peter (pretend/worry) Sarah? He clearly doesn’t like her. 3 It’s a good idea to (avoid/depend) people that you don’t know very well. 4 I finally (manage/focus) my homework. 5 We (hope/see) you both at the party. 6 Roger (not/mind/talk) his ex-girlfriend. They’re still very good friends. 7 I (miss/spend/time) my best friend from primary school. 8 Edgar (hate/listen) heavy metal music. He prefers hip-hop.
4 Complete the second sentence so that it means the same as the first. Use no more than five words including the word in capitals. 1 I don’t want to wear the same clothes every day. REFUSE I the same clothes every day. 2 It’s not a problem for me to get up early in the morning. MIND I early in the morning. 3 He didn’t want to see me, so he stayed at home. AVOID He stayed at home to me. 4 It’s my choice to study Art at university next year. CHOSEN I Art at university next year. 5 Karen doesn’t want to go to the theatre, she wants to go to the cinema. PREFERS Karen doesn’t want to go to the theatre, she cinema. 6 It is really fun for me to play football with my team. ENJOY I really with my team.
5 Complete the text with the correct form of the verbs in the box.
change do go join play practise spend tell win Last month I decided 1 my lifestyle. Why? Well, I don’t mind 2 you that I was a bit worried about my size and my weight. I spent too much time 3 computer games and I refused 4 any kind of exercise as well. Firstly, I considered 5 to the gym. But this is expensive and I can’t afford 6 much money. Plus, it’s a little boring and unsociable, I think. So, I chose 7 a badminton club, instead. I wasn’t very good at first, but I managed 8 my first game yesterday so I’m really happy. Of course, I need 9 more, but I’m really passionate about my new hobby.
133
T7
Focus 2 Unit walkthrough LISTENING LESSONS The listening lessons offer varied tasks and opportunities for students to practise listening skills with new vocabulary, as well as with graded exam-type tasks.
1.3 1
Exam-like listening tasks in the EXAM FOCUS
WORD STORE 1A | Personality
Note completion I can identify key details in a simple recorded interview.
1.8 Do you know the places in the box where
people do voluntary work? If necessary use a dictionary. Then listen and repeat.
EXAM FOCUS 8
Note completion
1.10 Listen to Tim and Becky again and complete
each gap with one or two words from the dialogue.
volunteer there. Explain why or why not.
5 Key Questions before you volunteer for work overseas
1.9 Listen to two volunteers, Karen and Martin. Where do they do their voluntary work?
1 Are you fit and healthy? You often work in difficult conditions, and you sometimes need to work 1 . 2 Can you adapt to new situations? You need to adapt to 2 , the food, the accommodation and a new 3 . 3 Are you a good team player? All volunteers work in teams so you need to have good 4 skills. You need to be outgoing and above all 5 . 4 Are you sensitive to other cultures? You need to be open to people and remember that your 6 life is not the only way there is. 5 Do you want to learn from the experience? Volunteering can change your life and you as a person. It’s an excellent opportunity to help people, learn 7 and make new friends for life.
4 Read questions 1–8 in Exercise 5. Match the underlined words and phrases with the words and phrases in the box. confident 7 people without a home two or three impresses people Saturday or Sunday chickens more likely to do something in a team 1.9 Listen to Karen and Martin again and answer
the questions. Write K (Karen) or M (Martin). Who … 1 helps homeless people in the local area? 2 works with farm animals? 3 volunteers a few hours a week? 4 does voluntary work every weekend? 5 thinks that volunteers are more active than other people? 6 enjoys working with other people? people 7 thinks that voluntary work makes you more sure of yourself? yourself 8 thinks that doing voluntary work makes a good impression? impression
6
POSITIVE
≠ NEGATIVE
1 care /
1
think
/
≠ selfish
2
in
2
≠ miserable
3
/ focus on to
caring
3
≠ mean
4
4
≠ lazy
5 connect /
5
≠ shy
6
≠ silly
about
with
MY WORD STORE
WORD STORE 1B | un-, in-, im-, ir-, dis-
2 SPEAKING Discuss whether you would like to
5
WORD STORE 1E | Word families
My top five words from Unit 1
in a developing country in a nursery in a hospital in a library on a farm in an old people’s home in a prison in a soup kitchen for homeless people
3
Lives people live
WORD STORE 1
LISTENING
B
5
4
≠ impolite
5
≠ unpopular
6 responsible
≠
7
≠ insensitive
WORD STORE GLOSSARY
8
≠ unwise
Words to learn
numeral – e.g. one, two, first, second preposition – e.g. at, in, under pronoun – e.g. it, we, him verb – e.g. teach, learn, remember
(noun phrase)
OTHER TERMS
like as a verb
antonym – e.g. caring ≠ selfish collocation – e.g. go home, find a solution
What do you like?
compound noun – e.g. website, text message
(noun phrase)
3
MY WORD STORE partitive – e.g. can of cola, box of chocolates
WORD STORE 1D | -ive, -ative, -able, -ing act adapt communicate imagine inspire protect 1
-ive
C
adverb – e.g. well, badly, often noun – e.g. table, advice, uniform
What does he look like? 2
adjective – e.g. good, red, shy article – a/an, the
(adjective)
look + like > appearance
active
My top five words from Unit 1 phrasal verb – e.g. switch on, find out, give up 1 synonym – e.g. big = large 2 WORD BUILDING 3 prefix – e.g. unfit, dishonest 4 suffix – e.g. successful, employment 5
2 3
D
1.12 Listen, check and repeat.
WORD STORE 1D -ive, -ative, -able, -ing 12
1
ambitious
7 SPEAKING Imagine you could volunteer anywhere in 11
≠
1.11 Listen and put the adjectives into groups A, B, C or D depending on the stress.
A
the world. Which country would you choose? Why? Tell your partner.
4
3 honest
What is he/she like?
adventurous ambitious fantastic optimistic passionate pessimistic responsible voluntary
1 Where does Becky want to do voluntary work? 2 Does Tim think she has the right personal qualities? 3 Is Becky inspired by the conversation?
be + like > personality
PRONUNCIATION FOCUS
about international volunteering. Answer the questions.
3
≠
PARTS OF SPEECH
for international voluntary work. Ask and answer the questions in Exercise 8 and decide.
10
2
2 dependent
WORD STORE 1C | Questions with like
9 SPEAKING Discuss whether you are good candidates
1.10 Listen to Tim giving Becky some advice
1
1 adventurous ≠ unadventurous
-ative
4
-able
5
-ing
6
1.13 Complete WORD STORE 1D. Make personality adjectives from the verbs in the box by adding -ive, -ative, E -able OCM or -ing. Then listen, check and repeat.
7
3
More practice of the vocabulary sets from the lesson in the Student’s Book
The PRONUNCIATION FOCUS activities focus students’ attention on different aspects of pronunciation (sounds, stress, etc.) and help them improve their pronunciation.
READING LESSONS Exam-like reading tasks in the EXAM FOCUS
1.4
READING
the verb + preposition structures in WORD STORE 1E. 1 Amy is a cheerful kind of person. She always focuses on positive things. 2 Billy believes working hard and playing hard. 3 Carol never looks at a map. She depends her phone for directions. 4 David thinks his health too much. He always thinks he’s ill. 5 Emily has younger brothers and sisters. She has to deal a lot of noise at home. 6 Fred doesn’t care the environment. He never recycles anything. 7 Gabrielle worries her grandparents because they’re old. 8 Helen prefers to connect her friends face to face. 9 George always sings along when he listens music. It’s so annoying!
I can identify specific information in an article.
1 SPEAKING Complete the table with three names of people you know. Then talk about each person and discuss the questions. X (Age 40–59) Y (Age 20–39)
1.14
GENERATION X Born between 1965 and 1980, now in their forties and fifties. Generation X created the Internet. When they were teenagers, mobile phones were enormous, and not many people had computers at home. They had to deal with big changes in technology. But this generation is adventurous and adaptable – 5 they are not afraid of change. Now they use wearable technology to stay fit and healthy. Generation X believe in looking after themselves and staying young. Generation X grew up with both parents at work during the day. This is one of the reasons they are independent independent. Generation X are very sociable, but also hard-working. Even when they go out until late, they still get up for work.
7 SPEAKING Change the names in Exercise 6 to make some true
1 What are they like? 2 What do they like? 3 How often do they use technology?
sentences about people you know. Tell your partner about them.
1 2 3 4 5 6
Exercise 1 with the information in the article.
Matching
3 Read the text again. Match generations with the statements. Write X, Y or Z in the boxes. Which generation … 1 enjoy new experiences? 2 often don’t earn as much as they’d like to? 3 can do more than one activity at the same time? 4 are independent? 5 often appear self-centred? 6 are tolerant and believe in equality? 7 enjoy using social media?
At the moment, what sort of music are you listening At school, which subject is hardest to focus ? What is the worst situation you have ever had to deal In your family, who’s the person you can most depend Which global problems do you most worry ? Before you fall asleep, what do you think ?
? ? ?
9 SPEAKING Ask and answer the questions in Exercise 8. 10
1.16 Complete the table with the underlined adjectives in
the text. Mark the stress. The listen, check and repeat. Noun
Adjective
1 2 3 4 5 6 7
adventurous
adventure ambition impatience independence loneliness passion popularity
10
They’re passionate about music. They invented punk, grunge and techno. When they were teenagers, they listened to music on cassette and CD players.
8 Complete the questions with the correct preposition.
2 Read the text. Compare your ideas in
EXAM FOCUS
A BRIEF GUIDE TO THE GENERATIONS
6 Complete the sentences with the correct preposition. Check
Matching
Z (Age 15–19)
The Reading lessons feature a variety of reading texts, which also present factual information that is interesting and relevant to teenagers.
1.15 Complete WORD STORE 1E with the verbs in blue in the text. Then listen, check and repeat.
WORD STORE 1E | Word families
POSITIVE
≠ NEGATIVE
1 care /
1
think
/
≠ selfish
2
in
2
≠ miserable
3
/ focus on to
caring
3
≠ mean
4
4
≠ lazy
5 connect /
5
≠ shy
6
≠ silly
about
with
MY WORD STORE My top five words from Unit 1
WORD STORE 1B | un-, in-, im-, ir-, dis-
1 2
1 adventurous ≠ unadventurous
3
2 dependent
≠
4
3 honest
≠
5
4
≠ impolite
5
≠ unpopular
6 responsible
≠
7
≠ insensitive
WORD STORE GLOSSARY
8
≠ unwise
Words to learn
PARTS OF SPEECH
Born between 1980 and 2000, now in their twenties and thirties. Generation Y, or Millennials, are the selfie generation, also known as Generation Me Me Me. Some people say they focus on themselves too much.
WORD STORE 1C | Questions with like
15
be + like > personality
They grew up with technology and they depend on their smartphones. They download and listen to music on their phones all the time.
1
pronoun – e.g. it, we, him verb – e.g. teach, learn, remember
(noun phrase)
like as a verb
Lots of Generation Ys went to university, but because of unemployment 25 they find it hard to get jobs that make them happy.
collocation – e.g. go home, find a solution (noun phrase)
3
WORD STORE 1D | -ive, -ative, -able, -ing act adapt communicate imagine inspire protect
GENERATION Z Born between 1995 and now.
1
-ive
Generation Z are good at multi-tasking. They can use several screens at the same 30 time and this is why they’re called Screenagers. They’re fast thinkers, and when something doesn’t happen quickly, they get impatient impatient.
Generation Z believe in getting a good education, but they worry about university fees. This generation is ambitious and want to start their own businesses.
active
compound noun – e.g. website, text message
MY WORD STORE partitive – e.g. can of cola, box of chocolates
My top five words from Unit 1 phrasal verb – e.g. switch on, find out, give up 1 synonym – e.g. big = large 2 WORD BUILDING 3 prefix – e.g. unfit, dishonest 4 suffix – e.g. successful, employment 5
2 3
Generation Z are the ‘we’ generation. They don’t think about themselves too much. Instead they focus on global problems like terrorism and global warming. They’re sociable and they enjoy connecting with friends on social media, but they can also feel very lonely lonely. Generation Z love going to gigs or amusement parks. Eighty percent prefer to spend time with their friends in person than on the phone or online.
OTHER TERMS antonym – e.g. caring ≠ selfish
What do you like?
Many of them live at home and depend on their parents. They get married later than Generation X — the average age for women is twenty-seven and for men it’s twenty-nine. They would like to be more independent, but they can’t afford to be.
numeral – e.g. one, two, first, second preposition – e.g. at, in, under
What does he look like? 2
adverb – e.g. well, badly, often noun – e.g. table, advice, uniform
(adjective)
look + like > appearance
Generation Y have FOMO or ‘fear of missing out’. They like to share 20 experiences on social media, and they worry about being popular and having a good time. Fifty-three percent prefer to spend money on an experience than a possession.
adjective – e.g. good, red, shy article – a/an, the
What is he/she like?
Z? Discuss with a partner.
5
WORD STORE 1A | Personality
GENERATION Y / MILLENNIALS
4 SPEAKING Are you typical of Generation
WORD STORE 1E Verb + preposition
Lives people live
WORD STORE 1
-ative
4
-able
5
-ing
6
35
40
Generation Z don’t care about where you’re from or the colour of your skin. Music is an essential part of their day.
8
9
3
More practice of the vocabulary sets from the lesson in the Student’s Book
T8
USE OF ENGLISH LESSONS
The Use of English lessons help students to analyse meanings of language and structures.
4
so and such I can use so and such correctly.
questions. 1 Do you, or would you like to, live with three generations of your family? 2 What advantages can you think of? 3 What disadvantages can you think of?
Use of English rules with extra practice at the back of the book
1.6
so and such
We use so before:
• You use so to emphasise adjectives. so + adjective ➞ It’s so crowded! • You use such to emphasise nouns. such + noun phrase ➞ It’s such a long way. We’re such close friends. They give such good advice.
• adjectives without nouns: I love talking with my aunt Tanya. She is so inspiring.
5
• quantifying expressions (e.g. many/much) followed by a noun: I’m very happy that Iso eytkueThg.kSI many friends are coming to the party. Teenagers don’t spend so much time watching TV these days.
• adjectives followed by nouns: Greg has got such a comfortable sofa in his bedroom. • nouns: Such people will always help you in need. Angela always has Ilove’lop such luck – she is always in the right place, at the right time. Notice that with such: • we use the indefinite article a/an, if it precedes a countable singular noun: Moving to the UK was such a good decision because we live closer to my family now. Uncle Tom has such an interesting life – he travels a lot.
1.19 USE OF ENGLISH Complete the text with the grandmother’s views. Choose the correct option, A, B or C. Then listen and check.
generations in the same house. This is because young people can’t afford to move away from home. Also the older generation live longer now, and they want to be useful. These homes are crowded, but the generations help and support each other. So what’s it like to have grandparents, parents and children living together? We asked members of three generations of the same family.
1.17 Listen to the father’s views. Which of your ideas in Exercise 1 does he mention? 1.17 Listen again and choose the correct option.
1 2 3 4 5
1 We have three generations in this house: it’s so / such crowded! 2 New Zealand is so / such a long way from the UK. 3 Childcare is so / such expensive in London. 4 We were so / such poor that we couldn’t go on holiday. 5 The house is very small for so / such a big family.
A A A A A
so so many such such so
B B B B B
• we do not use any article if it precedes a plural or uncountable noun: Bob works as a police officer and he often gives people such bad news that they feel upset. IlovestSek.VI Every morning Josh goes for Ilove’ such long kmeVt’pI walks with his dogs. So and such may be also used in expressions such eust(((tnshn ... that and so ... that that, when we want to stress an adjective or noun and focus on the consequences of events described in the main sentence clause: Luckily, my parents bought such a cheap house that we’ve got some money for new furniture. My younger sister has got so many toys that my parents want to give some away.
1 Choose the correct option.
such such many such a so such
C C C C C
1 He’s so / such adventurous and loves extreme sports. 2 That was so / such an irresponsible thing to do! 3 There were so / such many people at the restaurant – we couldn’t get a table. 4 They’re never at home because they’re so / such busy people. 5 The book was so / such an interesting – I read it in one day. 6 It’s so / such a lovely day today – let’s go to the park. 7 I had so / such much work to do yesterday. 8 Becky made so / such a good impression when she met my parents.
such an such a so such a such a
6 SPEAKING Which generation do you think benefits most from living in ‘one home’? Discuss with a partner.
Use of English page 134
11
1 You really shouldn’t spend much time playing games. 2 My sister is friendly and caring person! 3 My neighbours are outgoing people and love having garden parties. 4 You’ve got many clothes that you must have something I can borrow. 5 It was amazing idea to have a family picnic in the park. 6 I won’t ask Ann because she gave me irresponsible advice last time.
3 Join the two sentences to make one. Use so, such and
We use such before:
We thought about it for a long time because we’re 1such independent people. Some elderly people are lonely, but not us – we’ve got 2 friends that we never feel lonely. But we wanted to help with the children. We try to be useful and it’s 3 fun to spend time with my grandchildren. People say that teenagers are selfish and rude, but I must say my granddaughter’s 4 polite young lady and she’s very kind. I worry about her little brother though. He’s 5 lazy!
Around the world, many families live with several
2 Complete the sentences with so, such, or such a(n).
so and such
We use the pronouns so and such when we want to stress the noun they precede.
I don’t mind living with my grandparents, they’re 1 so lovely. I like talking to them – they’re very experienced and give 2 good advice. Mum and Dad are 3 busy. They don’t have time to listen to our problems. My parents are 4 lucky because grandma and granddad are very helpful in the house. Grandma is 5 a good cook that she does most of the cooking, while granddad looks after the garden.
One home, three generations
3
1.18 Read the LANGUAGE FOCUS. Complete the text below with the daughter’s views. Use so or such. Then listen and check.
LANGUAGE FOCUS
1 SPEAKING Read the introduction. Then discuss the
2
The LANGUAGE FOCUS boxes with usage rules and structures
The WRITING FOCUS boxes with key phrases and stepby-step guidelines on how to write a given type of text
GRAMMAR AND USE OF ENGLISH
USE OF ENGLISH
1.6
WRITING LESSONS
that. 1 My brother is a cheerful person. He says hello to everybody. 2 It was a wonderful holiday. We want to go back next year. 3 My father was inexperienced at cooking. He burned our breakfast. 4 It was a comfortable armchair. I fell asleep. 5 The shirt was inexpensive. I bought one for you too. 6 The weather was bad. We decided to stay at home.
4 UNIT REVIEW Choose the correct answer, A, B or C to complete the text. My favourite cousin is the son of my dad’s brother. His name is Jack and he’s the same age as me. We don’t have any brothers or sisters but we spend 1 time together that we are like brothers. We have 2 fun together and do all kinds of adventurous things like going climbing and visiting new places. We are different in many ways, however. For example, I think that Jack is 3 hard-working person. He always gets good grades at school and is able to really focus 4 one thing and does the best he can at everything. I can be rather lazy, to be honest. On the other hand, Jack can be rather shy – not like me. I also think he’s a little too 5 because sometimes I have to tell him not to worry 6 what other people think or say. Despite these differences, he’s still my best friend. 1 A so much
B so many
C such a
2 A so
B such
C such an
3 A such 4 A at
B such a B with
C so C on
5 A sensible
B selfish
C sensitive
6 A on
B about
C at
WRITING
1.7
I can write a short personal email to introduce myself.
1 SPEAKING Choose five qualities to describe the ideal exchange student. Discuss with a partner. confident and independent friendly and outgoing generous good-looking good at sport honest interested in computers into the same music as me keen on the same hobbies as me sensible
2 Read the email from an exchange student. Tick the topics in the box that the student writes about. family school
food sport
hobbies
Target structure practice in the typical Use of English format
music
3 SPEAKING Does the person in the email sound like your ideal exchange student? What details would you change? Tell your partner.
To: Jo Subject: C U soon!
6 Mark these phrases as F – usually used in the first
correct order (1–5).
paragraph, or L – usually used in the last paragraph.
a basic information about yourself b a greeting and information about why you are writing c say you’re looking forward to seeing him/ her d finish with a friendly goodbye e information about your likes/dislikes/ hobbies etc.
1 How are you? 2 I’d better stop now. 3 Looking forward to hearing from you/ seeing you. 4 Give my love to …/Say hello to … 5 It was good to hear from you. 6 Cheers, 7 Dear ... 8 I’m writing to tell you about …/say sorry about …/thank you for … 9 C U (see you) soon/next week/in a few months.
5 Read the WRITING FOCUS. Complete the examples with the phrases in purple in the email.
WRITING FOCUS A personal email/letter • Start the letter/email with a friendly greeting: Dear Nick,/1Hi Jo, • Don’t use full forms. Use contractions: you’re (not you are)/ are 2 • Use emoticons ( ) or abbreviations (but don’t overuse them): Bye for now = Bye 4 now. • Ask questions to show you want a reply: What do you enjoy doing at weekends?/ What 3 ? • Finish the letter/email with a friendly goodbye, e.g. vAAc•.acqaU• All the best/4 .
Hi Jo,
about coming to stay How are you doing? I’m really excited more about myself. with you. I’m writing to tell you a bit in Venice. My brother and As you know, I’m sixteen and I live about studying but I go to the same school. I’m not crazy What about you? What it’s OK – my favourite subject is Art. subjects are you good at? and I’m not bad at In my free time, I’m keen on sports music, especially volleyball. I’m also passionate about to Little Mix all British bands. At the moment I’m listening interested in? the time. What kind of music are you to the cinema. going love I and friends my At weekends, What do you enjoy doing at weekends? I’m sure we’ll have fun. I can’t wait to see you next month! OK, time to finish. Write soon Bye 4 now.
SHOW WHAT YOU‘VE LEARNT 11 Read the email from your English-speaking friend Jenny and the notes you have made.
7 Replace the underlined phrases in the email with suitable phrases in Exercise 6.
8 SPEAKING Which of these statements illustrate good (G) or not good (NG) exchange students? Why? Discuss with a partner. 1 I’m obsessed with hiphop. 2 I’m mad about shopping. I spend lots of money on clothes. 3 I watch a lot of DVDs, especially horror films. 4 I’m serious about politics. 5 I love acting – I’m involved in a local theatre club. 6 I’m afraid of animals, especially dogs. 7 I’m ambitious – I’m always disappointed with low marks at school. 8 I’m useless at sport and I’m very unfit.
It's me. Je
nny.
I’m happy too!
From: Jenny Subject: Hello!
9 Read the LANGUAGE FOCUS. Complete the examples with the correct prepositions. Use the examples in the email in Exercise 2 and in Exercise 8.
It’s great to hear that you’re going to come and stay with me and my family for two weeks. Please tell me something about yourself. What subjects do you like at school?
LANGUAGE FOCUS
What music and films do you like? What do you do in your free time?
Adjective + preposition • Use an adjective + preposition to give information about yourself. I’m crazy/excited/mad/passionate/serious/worried 1 about I’m bad/good/useless 2 I’m involved 3 I’m afraid 4 I’m keen 5 I’m disappointed/obsessed 6
I’d like to plan some cool activities for us Let me know if you have any questions for me. See you soon, Jenny
Answer Jenny’s questions
Note: It’s okay for questions to end in a preposition: What subjects are you good at?
Ask Jenny about her interests
Write your email to Jenny using all the notes.
10 SPEAKING Complete the questions with the correct
Carlo
preposition. Then ask and answer the questions. 1 2 3 4 5 6
12
134
4 Put the sentences summarising the email in the
A personal email/letter
Exam-style writing tasks provide students with realistic opportunities to practise their writing skills.
What sort of things are you interested ? What after-school activities are you involved What bands and singers are you keen ? What sports or games are you good ? What sort of things are you serious ? What are you most passionate ?
To: Jenny Re: Hello! ?
Hi Jenny, Thanks for the email.
Carlo
Useful language for the writing task is presented through varied and relevant texts.
13
The LANGUAGE FOCUS boxes with extra usage rules and structures
SPEAKING LESSONS
Exercises in the Speaking lesson focus students’ attention on how functional language is used.
1.8
SPEAKING
4
Showing interest
1.21 Cross out the response that is NOT possible in each case. Then listen, check and repeat.
1 A: I’ve got thousands of songs on my phone. B: Have you? / Cool! / Is it? 2 A: I love Spanish and Italian food. B: Really? / Are you? / Do you? 3 A: My parents have got an apartment in Paris. B: Wow, that’s interesting! / Have they? / Are they? 4 A: There are forty students in my class. B: Is it? / Are there? / Really? 5 A: I can play the guitar. B: Cool! / Are you? / Can you? 6 A: I’m passionate about politics. B: Really? / Do you? / Are you?
I can show interest in a conversation and express similarity or difference.
1 SPEAKING Look at the activities in the box. Discuss the questions. eating and drinking travelling doing sport listening to music shopping socialising with friends meeting new people watching films being online 1 How much of your free time do you spend on each activity? 2 What other things do you do in your free time? 3 How similar or different are you to your partner?
Pairwork activities encourage students to practise the functional language from the lesson and increase their confidence in using the language.
5
1.22 Listen and decide if the two speakers are similar (✓) or different (✗).
1
2
3
4
5
6
6 Complete the table. Statement
2
1.20 Listen to two dialogues and answer the questions.
1 What do Ed and Nick have in common? 2 What do Rachel and Kate have in common?
3
1.20 Listen again and complete the SPEAKING FOCUS with responses a–e.
a Do you? Right … b Really? That’s cool! c Is she?
d Really? I love it. e Me too.
SPEAKING FOCUS Statement A: I’ve got loads of friends and they want to meet you.
Showing interest B: 1Really? That’s cool!
A: I’ve just got one sister. She’s a model.
B:
A: She’s training to be a pilot.
B: Wow, that’s interesting.
2
Say you’re similar
Say you’re different
a I’m worried Me too. about the world.
Are you? 1 I’m not.
b I’m not worried about the world.
2
Aren’t you? I am.
c I love reading poetry.
3
d I don’t like reading poetry.
Me neither.
e I’ve got lots of cousins.
6
f I haven’t got any O Me neither. cousins.
?
4
I don’t. Don’t you? 5
.
7
?
I haven’t. Haven’t you? 8 .
7 Complete the sentences to make them true for you. 1 2 3 4 5 6
I’m really into … I haven’t got … I really like … I’m very interested in … I’m not very keen on ... I’m not very good at …
8 SPEAKING Follow the instructions below to make dialogues.
Saying you are similar Statement A: I love travelling and meeting B: 3 new people. A: I don’t really like rock or heavy metal.
B: Me neither.
Statement A: I’m not very keen on tea.
Saying you are different B: 4
A: I don’t like travelling.
B: Don’t you? Oh, I do!
A: I play the violin.
B:
Student A: Choose a statement from Exercise 7. Say it to Student B. Student B: Say if you are similar or different. Use the SPEAKING FOCUS to help you.
ROLE-PLAY
Showing interest
5 Watch the video and practise. Then role-play
your dialogue.
5
14
The SPEAKING FOCUS boxes with the target language from the lesson
Role-play videos presenting language in real-life situations, helping students improve their reception and speaking fluency
T9
Focus 2 Unit walkthrough WORD LISTS
FOCUS REVIEW
Glossary of vocabulary items from the unit with pronunciation, divided into lessons
UNIT 1
Lives people live
1.1 Vocabulary
1.3 Listening
4.1
adventurous /ədˈventʃərəs/ bad mood /ˌbæd ˈmuːd/ be popular with /ˌbi ˈpɒpjələ wɪð/ be successful /ˌbi səkˈsesfəl/ be the centre of attention /ˌbi ðə ,sentər əv əˈtenʃən/ caring /ˈkeərɪŋ/ charity /ˈtʃærəti/ cheerful /ˈtʃɪəfəl/ confident /ˈkɒnfədənt/ dependent /dɪˈpendənt/ dishonest /dɪsˈɒnəst/ experience /ɪkˈspɪəriəns/ friendly /ˈfrendli/ generous /ˈdʒenərəs/ hard-working /ˌhɑːd ˈwɜːkɪŋ/ honest /ˈɒnəst/ impolite /ˌɪmpəˈlaɪt/ independent /ˌɪndəˈpendənt/ insensitive /ɪnˈsensətɪv/ irresponsible /ˌɪrɪˈspɒnsəbəl/ kind /kaɪnd/ lazy /ˈleɪzi/ lonely /ˈləʊnli/ look after /ˌlʊk ˈɑːftə/ look cheerful/tired /ˌlʊk ˈtʃɪəfəl/ˈtaɪəd/ look forward to /ˌlʊk ˈfɔːwəd tə/ mean /miːn/ miserable /ˈmɪzərəbəl/ outgoing /ˌaʊtˈɡəʊɪŋ/ polite /pəˈlaɪt/ popular /ˈpɒpjələ/ responsible /rɪˈspɒnsəbəl/ selfish /ˈselfɪʃ/ sensible /ˈsensəbəl/ sensitive /ˈsensətɪv/ serious /ˈsɪəriəs/ shy /ʃaɪ/ silly /ˈsɪli/ sociable /ˈsəʊʃəbəl/ stupid /ˈstjuːpɪd/ talkative /ˈtɔːkətɪv/ tattoo /təˈtuː/ tell lies /ˌtel ˈlaɪz/ unadventurous /ˌʌnədˈventʃərəs/ unpopular /ʌnˈpɒpjələ/ unwise /ˌʌnˈwaɪz/ wise /waɪz/
1.2 Grammar
4.2
admire /ədˈmaɪə/ be passionate about sth /ˌbi ˈpæʃənət əˌbaʊt ˌsʌmθɪŋ/ follow sb on Twitter /ˌfɒləʊ ˌsʌmbɒdi ɒn ˈtwɪtə/ foreign country /ˌfɒrɪn ˈkʌntri/ in person /ˌɪn ˈpɜːsən/ inspire /ɪnˈspaɪə/ it takes sb a minute/an hour to do sth /ɪt ˌteɪks ˌsʌmbɒdi ə ˌmɪnət/ən aʊə tə ˈduː ˌsʌmθɪŋ/ role model /ˈrəʊl ˌmɒdl/ run a foundation /ˌrʌn ə faʊnˈdeɪʃən/ work on /ˈwɜːk ɒn/
4.3
accommodation /əˌkɒməˈdeɪʃən/ act /ækt/ active /ˈæktɪv/ adapt to /əˈdæpt tə/ adaptable /əˈdæptəbəl/ ambitious /æmˈbɪʃəs/ communicate /kəˈmjuːnɪkeɪt/ communicative /kəˈmjuːnɪkətɪv/ developing country /dɪˌveləpɪŋ ˈkʌntri/ difficult conditions /ˌdɪfɪkəlt kənˈdɪʃənz/ fantastic /fænˈtæstɪk/ farm /fɑːm/ fit /fɪt/ healthy /ˈhelθi/ homeless /ˈhəʊmləs/ hospital /ˈhɒspɪtl/ imaginative /ɪˈmædʒɪnətɪv/ imagine /ɪˈmædʒɪn/ impress /ɪmˈpres/ inspired by /ɪnˈspaɪəd baɪ/ library /ˈlaɪbrəri/ make a good impression /ˌmeɪk ə ɡʊd ɪmˈpreʃən/ nursery /ˈnɜːsəri/ old people’s home /ˌəʊld ˈpiːpəlz həʊm/ opportunity /ˌɒpəˈtjuːnəti/ personal quality /ˌpɜːsənəl ˈkwɒləti/ pessimistic /ˌpesəˈmɪstɪk/ prison /ˈprɪzən/ protect /prəˈtekt/ protective /prəˈtektɪv/ soup kitchen for homeless people /ˈsuːp ˌkɪtʃən fə ˌhəʊmləs ˌpiːpəl/ sure of yourself /ˈʃɔːr əv jəˌˈself/ team player /ˈtiːm ˌpleɪə/ voluntary work /ˈvɒləntəri wɜːk/ volunteer /ˌvɒlənˈtɪə/
1.4 Reading
4.4
adventure /ədˈventʃə/ ambition /æmˈbɪʃən/ average age /ˈævərɪdʒ eɪdʒ/ be afraid of /ˌbi əˈfreɪd əv/ believe in /bəˈliːv ɪn/ belong to /bɪˈlɒŋ tə/ can’t afford /ˌkɑːnt əˈfɔːd/ care about /ˈkeər əˌbaʊt/ connect with /kəˈnekt wɪð/ deal with /ˈdiːl wɪð/ depend on /dɪˈpend ɒn/ enormous /ɪˈnɔːməs/ focus on /ˈfəʊkəs ɒn/ generation /ˌdʒenəˈreɪʃən/ get married /ˌɡet ˈmærid/ get up /ˌget ˈʌp/ gig /ɡɪɡ/ go out /ˌgəʊ ˈaʊt/ good at /ˈɡʊd ət/ grow up /ˌɡrəʊ ˈʌp/ impatience /ɪmˈpeɪʃəns/ impatient /ɪmˈpeɪʃənt/ independence /ˌɪndəˈpendəns/ listen to /ˈlɪsən tə/ loneliness /ˈləʊnlinəs/ miss out /ˌmɪs ˈaʊt/ passion /ˈpæʃən/
Revision of vocabulary and grammar from the unit as well as Use of English, Reading, Listening, Speaking and Writing tasks in an exam format
FOCUS REVIEW 1
Word list popularity /ˌpɒpjəˈlærəti/ share /ʃeə/ spend money on /ˌspend ˈmʌni ɒn/ spend time /ˌspend ˈtaɪm/ think about /ˈθɪŋk əˈbaʊt/ unemployment /ˌʌnɪmˈplɔɪmənt/ worry about /ˌwʌri əˈbaʊt/
1.5 Grammar
VOCABULARY AND GRAMMAR 1 Complete the sentences with personality adjectives. The first letters are given. 1 Shona never smiles and is always depressed. She’s a really m person. 2 Tim looks after his younger brother when their parents are out. He’s so r . 3 Zina is such a s girl. She cares only about herself. 4 Neil’s never made a silly decision. He’s such a boy. s 5 Has Marion always been so l ? She always stays in bed until midday! 6 My grandparents often give me money for the cinema or CDs. They‘re so g .
4.5
avoid /əˈvɔɪd/ can’t stand /ˌkɑːnt ˈstænd/ casual clothes /ˌkæʒuəl ˈkləʊðz/ consider /kənˈsɪdə/ decide /dɪˈsaɪd/ don’t mind /ˌdəʊnt ˈmaɪnd/ enjoy /ɪnˈdʒɔɪ/ get a job /ˌɡet ə ˈdʒɒb/ hate /heɪt/ hoodie /ˈhʊdi/ identity /aɪˈdentəti/ jacket /ˈdʒækət/ look good /ˌlʊk ˈɡʊd/ prefer /prɪˈfɜː/ pretend /prɪˈtend/ priority /praɪˈɒrɪti/ refuse /rɪˈfjuːz/ second-hand clothes /ˌsekəndˌhænd ˈkləʊðz/ skinny jeans /ˌskɪni ˈdʒiːnz/ suit /suːt/ sweatpants /ˈswetpænts/ tie /taɪ/ uniform /ˈjuːnəfɔːm/ winter coat /ˌwɪntə ˈkəʊt/
1.6 Use of English
2 Complete the sentences with the correct form of the words in capitals. 1 My brothers are very . They play sports every day! ACT 2 Gino makes new friends easily. He’s so . COMMUNICATE 3 Carla is sometimes , so I don’t believe in her stories. HONEST 4 Volunteers work in different conditions, so they must be to changing situations. ADAPT 5 Leslie is such an girl. She comes up with stories and writes songs. IMAGINE 6 A lot of people decided to help this poor family after that TV programme. INSPIRE
4.6
be lucky /ˌbi ˈlʌki/ busy /ˈbɪzi/ cook (n) /kʊk/ crowded /ˈkraʊdɪd/ elderly /ˈeldəli/ experienced /ɪkˈspɪəriənst/ poor /pʊə/ rude /ruːd/ useful /ˈjuːsfəl/
1.7 Writing
3 Complete the questions with the correct form of the verbs in brackets. 1 2 3 4
4.7
bad at /ˈbæd ət/ be crazy about /ˌbi ˈkreɪzi əˌbaʊt/ be into/keen on /ˌbe ˈɪntə/ˈkiːn ɒn/ be involved in /ˌbi ɪnˈvɒlvd ɪn/ be mad about /ˌbi ˈmæd əˌbaʊt/ be obsessed with /ˌbi əbˈsest wɪð/ be serious about /ˌbi ˈsɪəriəs əˌbaʊt/ disappointed with /ˌdɪsəˈpɔɪntɪd wɪð/ excited about /ɪkˈsaɪtɪd əˌbaʊt/ interested in /ˈɪntrəstɪd ɪn/ unfit /ʌnˈfɪt/ useless at /ˈjuːsləs ət/
1.8 Speaking
5 6
you ever any problems with your smartphone? (have) What your new friend ? (look like) Who my tablet? It’s not on my desk. (use) your grandparents listening to heavy metal? (like) What Amy at the moment? Is it a TV show? (watch) Who your dog when you’re on holiday? (look after)
4 Use the prompts to write sentences. 1 2 3 4 5 6
4.8
can’t wait /kɑːnt weɪt/ do sport /ˌduː ˈspɔːt/ have sth in common /ˌhæv ˌsʌmθɪŋ ɪn ˈkɒmən/ play the violin/guitar /ˌpleɪ ðə ˌvaɪəˈlɪn/ ɡɪˈtɑː/ socialise with /ˈsəʊʃəlaɪz wɪð/
My sister / avoid / buy / second-hand clothes. you / ever / refuse / help / your friend? We / not need / wear / a school uniform. They / not afford / buy / a new laptop. I / always / want / dance / in a folk group. you / spend / a long time / study / when you get home from school?
USE OF ENGLISH
PREPOSITIONS AT at all (2.4): The place hasn’t changed at all. at first (2.8): At first he seemed strict, but now I really like him. at the age of (5.4): Jamie won his first tournament at the age of fifteen. at the beginning (4.7): At the beginning of each lesson there is usually a revision exercise. at the door (2.2): There is someone at the front door; can you answer it, please? at the end (5.1): Rob’s moving to Maine at the end of May. at the weekend (4.6) (Br.E.)/on the weekend (Am.E.): I like to play golf at the weekend. BY : Everyone joined in the conversation. join in (8.6) – by credit card (7.8): It’s more convenient for me to pay by keep out (5.5) – : My coat is really warm and it credit card. keeps the rain out. let in (4.3) – : Don’t let them in. FOR look after (1.1) – : We look after Rodney’s kids for a while (2.8): At last, he could relax for a while. after school. for ages (7.1): I haven’t seen Lorna for ages. look for (6.6) – : He’s looked for the file but for instance (6.3): She’s totally unreliable – for instance, she hasn’t found it. often leaves the children alone in the house. look forward to (doing sth) (1.1) – : I’m really for your information (6.7): For your information, I’ve worked looking forward to going to Japan. as a journalist for six years. : If you don’t know the word, look FROM it up in the dictionary. from time to time (5.3): We see each other from time to time. : The kids learn fast, and can’t IN wait to move up to the junior team. PERSONAL PRONOUNS AND POSSESSIVE PRONOUNS in common (1.8): I found I had a lot in common with Mary. : Get an app that tells you to in fact (1.1): I know her really well; in fact I had dinner with her PREPOSITIONS AFTER VERBS drink water before you pass out. Personal pronoun as Personal pronoun as an Possessive pronoun last week. : Stop putting yourself down! Possessive pronoun (+noun) a subject object (no noun) in favour 6E€ •36 of (5.2): Are you in favour of the death penalty? : Let’s put some music on. in my opinion (3.8): In my opinion, he made the right decision. (6.1) – : I don’t know how you put I’m ’m a student. Come with me. It’s my house. It’s mine. in need (7.5): We must care for those in need. up with all this noise. I like you. It’s your bike. It’s yours. in the background (3.8): In the background you can see theHave you got a cat? (7.4) – : The accident put him off school. He works at home. Can you help him? It’s his book. It’s his in the corner (4.3): Jo was sitting in the corner of the room. She’s been to Prague. Listen to her. It’s her room. in the end (2.8): In the end, we decided to go to Florida. in the foreground (3.8): There were three figures in the Is it a famous city? I can’t find it. Oxford (= it) is famous for its university. foreground. We live in Poland. Wait for us. It’s our tablet. in the middle (3.8): Why’s your car parked in the middle of the road? You can’t sit here. Can I talk to you? It’s your car. in the world (3.2): You’re the best dad in the world. Past Are they working? Do you know them? It’s their money. Infinitive Infinitive Past Participle Simple ON on a website (6.7): Responses will be posted on the website. DEMONSTRATIVE PRONOUNS, INTERROGATIVE PRONOUNS, RELATIVE PRONOUNS lend [lend] be [biː] was/were [wɒz/wɜː] been [biːn] on a train/plane (4.2): There were a lot of tourists on the train. on foot (4.7): We set out on foot to explore the city. let [let] become [bɪˈkʌm] became [bɪˈkeɪm] become [bɪˈkʌm] Demonstrative Interrogative Relative on special offer (7.1): I got a really nice cashmere pullover – it lie [laɪ] begin [bɪˈgɪn] began [bɪˈgæn] begun [bɪˈgʌn] was on special offer. Plural on my/your etc. own (2.8): Did you make that all on your own? Singular light [laɪt] blow [bləʊ] blew [bluː] blown [bləʊn] What? on the one hand … on the other hand … Who? lose [lʊːz] break [breɪk] broke [brəʊk] broken [ˈbrəʊkən] hand, they work slowly, but on the other hand they always Whose? finish the job. make [meɪk] bring [brɪŋ] brought [brɔːt] brought [brɔːt] Which? on the phone (1.4): Turn the TV down – I’m on the phone! mean [miːn] Where? build [bɪld] built [bɪlt] built [bɪlt] on time (5.1): In Japan the trains are always on time. this these When? burned [bɜːnd]/ burned [bɜːnd]/ meet [miːt] that those burn [bɜːn] PREPOSITIONS AFTER NOUNS Why? burnt [bɜːnt] burnt [bɜːnt] pay [peɪ] attitude to/towards (1.5): He has a very old-fashioned How? buy [baɪ] bought [bɔːt] bought [bɔːt] attitude to women. (How often? How long? How far? put [pʊt] candidate for (6.7): Sara seems to be a good candidate for catch [kætʃ] caught [kɔːt] caught [kɔːt] How much? How many? ) read [riːd] the job. choose [tʃuːz] chose [tʃəʊz] chosen [ˈtʃəʊzn] opinion about/on (1.5): Can I ask your opinion about something? ride [raɪd] come [kʌm] came [keɪm] come [kʌm] reason for (7.7): Did he give any reason for leaving? NUMERALS ring [rɪŋ] solution to (7.8): The solution to the puzzle is on p. 14. cost [kɒst] cost [kɒst] cost [kɒst] Numbers: 1 – 100 rise [raɪz]
• Say if you think the hero is a man or a woman and what he/she looks like • Accept Student B’s suggestions about the hero’s appearance and say what personality the hero would have • Add more detail about the superpower • Suggest a name for the hero.
WRITING 10 Do the task in pairs. This semester you’re taking part in a student exchange programme in the UK. Write an email to a friend in the USA. Include the following information:
Student B
• explain where you are and express your opinion about this place
Your friend and you want to create an Internet comic book about matters which interest young people. You’re thinking about who the hero should be. Read the role card and have a discussion. Student A starts the conversation.
• talk about the family you’re staying with • describe a friend you met at the new school • write how you spent the last weekend.
Past Simple
Past Participle
lent [lent]
lent [lent]
let [let]
let [let]
lay [leɪ]
lain [leɪn]
lit [lɪt]
lit [lɪt]
lost [lɒst]
lost [lɒst]
made [meɪd]
made [meɪd]
meant [ment]
meant [ment]
met [met]
met [met]
paid [peɪd]
paid [peɪd]
put [pʊt]
put [pʊt]
read [red]
read [red]
rode [rəʊd]
ridden [ˈrɪdn]
rang [ræŋ]
rung [rʌŋ]
said [sed] seen [siːn] sold [səʊld]
send [send]
sent [sent]
sent [sent]
set [set]
set [set]
set [set]
drunk [drʌnk]
shine [ʃaɪn]
shone [ʃɒn]
shone [ʃɒn]
drove [drəʊv]
driven [ˈdrɪvn]
shoot [ʃuːt]
shot [ʃɒt]
shot [ʃɒt]
eat [iːt]
ate [et]
eaten [ˈiːtn]
show [ʃəʊ]
showed [ʃəʊd]
shown [ʃəʊn]
fall [fɔːl]
fell [fel]
fallen [ˈfɔːln]
shrink [ʃrɪŋk]
shrank [ʃræŋk]
shrunk [ʃrʌŋk]
feed [fiːd]
fed [fed]
fed [fed]
shut [ʃʌt]
shut [ʃʌt]
shut [ʃʌt]
sang [sæŋ]
sung [sʌŋ]
dream [driːm] drink [drɪnk]
drank [drænk]
drive [draɪv]
feel [fiːl]
felt [felt]
felt [felt]
sing [sɪŋ]
fight [faɪt]
fought [fɔːt]
fought [fɔːt]
sit [sɪt]
sat [sæt]
sat [sæt]
find [faɪnd]
found [faʊnd]
sleep [sliːp]
slept [slept]
slept [slept]
fly [flaɪ]
flew [fluː]
flown [fləʊn]
forget [fəˈget]
forgot [fəˈgɒt]
forgotten [fəˈgɒtn]
smelled [smeld]/ smelt [smelt]
forgive [fəˈgɪv]
forgave [fəˈgeɪv]
forgiven [fəˈgɪvn]
freeze [friːz]
froze [ˈfrəʊz]
frozen [ˈfrəʊzən]
get [get]
got [gɒt]
got [gɒt]
give [gɪv]
gave [geɪv]
go [gəʊ] grow [grəʊ]
found [faʊnd]
2
3
smell [smel]
smelled [smeld]/ smelt [smelt]
speak [spiːk]
spoke [spəʊk]
spend [spend]
spent [spent]
spent [spent]
spill [spɪl]
spilled [spɪld]/ spilt [spɪlt]
spilled [spɪld]/ spilt [spɪlt]
given [ˈgɪvn]
stand [stæŋd]
stood [stʊd]
stood [stʊd]
went [went]
gone [gɒn]
steal [stiːl]
stole [stəʊl]
stolen [ˈstəʊlən]
grew [gruː]
grown [grəʊn]
swim [swɪm]
swam [swæm]
swum [swʌm]
took [tʊk]
taken [ˈteɪkən]
157
0 1 2 3 4 5 6 7 8 9 10
≠ selfish A warm
1 care /
B freezing
think
/
about
in / focus on to with
him on Twitter. C download MY WORD
STORE
Myhis top five words from Unit 1 about life?
C honest
A clever
B outgoing
A protective
B communicative C 4imaginative
≠ impolite
0 1 2 3 4 5
had [hæd]
had [hæd]
hear [hɪə]
heard [hɜːd]
heard [hɜːd]
teach [tiːtʃ]
taught [tɔːt]
taught [tɔːt]
hide [haɪd]
hid [hɪd]
hidden [ˈhɪdn]
tear [teə]
tore [tɔː]
torn [tɔːn]
hit [hɪt]
hit [hɪt]
hit [hɪt]
tell [tel]
told [təʊld]
told [təʊld]
hold [həʊld]
held [held]
held [held]
think [θɪnk]
thought [θɔːt]
thought [θɔːt]
hurt [hɜːt]
hurt [hɜːt]
hurt [hɜːt]
throw [θrəʊ]
threw [θruː]
thrown [θrəʊn]
keep [kiːp]
kept [kept]
kept [kept]
understand [ˌʌndəˈstænd] understood [ˌʌndəˈstʊd] understood [ˌʌndəˈstʊd]
known [nəʊn]
wake [weɪk]
woke [wəʊk]
woken [ˈwəʊkən]
led [led]
led [led]
wear [weə]
wore [wɔː]
worn [wɔːn]
learned [lɜːnd]/ learnt [lɜːnt]
learned [lɜːnd]/ learnt [lɜːnt]
win [wɪn]
won [wʌn]
won [wʌn]
leave [liːv]
left [left]
left [left]
write [raɪt]
wrote [rəʊt]
written [ˈrɪtn]
B B B B B B B B B B B
take from experience same passionate make study because joke some should
C 7dishonest A outgoing B miserable 7 Paul always expects the worst to happen 8 – C make D .go he’s very C by D with C pessimistic A unwise B protective C event D impression
≠ insensitive websites.
WORD STORE GLOSSARY
≠ unwise A text message
Words to learn
B search engine
C Internet server WORDorSTORE 1C | Questions with not very 8 I’m – I don’t like changes C near D exact 24 Can you help me new experiences.D interested be + like > personality C serious A spend B update C adventurous A generous B caring C are D spend What is he/she like? 25 Sorry, my battery passJane is perfect D stay to be our leader – she’s 9 ICthink you.(adjective) C andintelligent and D that 1 really .
PARTS OF SPEECH adjective – e.g. good, red, shy my Facebook profile? adverb – e.g. well, badly, often
like
C switch on– a/an, the article – e.g. table, advice, uniform while I wasnoun calling numeral – e.g. one, two, first, second
A put on preposition – e.g. at, in, under C look silly + like > appearance B went dead pronoun – e.g. it, we, him chess. What does he look like? verb – e.g. teach, learn, remember C gave out C about (noun phrase) 2 26 Alexander Fleming penicillin –OTHER an TERMS 11 When I was younger, I was keen like as a verb important antibiotic – in 1928. playing tennis. antonym – e.g. caring ≠ selfish C sensitive laugh smile A B Dsensible C any D the 10 Sarah is really good C need D will A of B at
B discovered C collected collocation – e.g. go home, find a solution What do you like? A invented C on 27 This ecological organisation is trying to compound noun – e.g. website, text message phrase) and make sure we still MY WORD STORE the(noun environment have partitive – e.g. can of cola, box of chocolates a planet to live on. My top five words from Unit 1 Jane lives near Tommy. phrasal verb – e.g. switch on, find out, give up A collect B observe C protect 1 Jane doesn’t live very far from Tommy. A worried about synonym – e.g. big = large WORD STORE 1D | -ive, -ative, -able, -ing 28 He’s always wanted to be so 2 he asked I sat down to read a magazine and Dylan B came in. disappointed with for a telescope observeprotect the sky. 3 WORD BUILDING act adapt communicate imagineto inspire a magazine, Dylan came in. While I C passionate about prefix – e.g. unfit, dishonest There were some photographs of toys from 100 years ago. A an astronomer 4 I like jeans, but this pair too100 tightyears ago. suffix – e.g. successful, employment playiswith There were some photographs of toys13 that children active B a1 mathematician 5 even for me. I’ll try a bigger size. Jane tries not to watch Tommy race in competitions because she gets nervous. 2 -ive C a biologist C designer casual B skinny Tommy A race in competitions because she gets nervous. Jane avoids 3 29 What dictionary do you use to the Tommy swims so fast – it’s amazing! 14 I think you should wear a suit and a for meaning of words you don’t understand? jobamazing! interview. swimmer –ait’s Tommy is A look up B check up C look after -ative 4 Jane would like to play golf, but she hasn’t got enough money to buy all the equipment. C uniform A tie B hoodie Use no more than three words.
have [hæv]
learn [lɜːn]
do of example common keen leave go for fun a must
B in
2 Complete the second sentence so that it has a similar meaning to the first sentence.
spoken [ˈspəʊkən]
lead [liːd]
A A A A A A A A A A A
Sentence transformation A at
take [teɪk]
knew [njuː]
outside! ≠ NEGATIVE
a lot of cool articles. Before going on an exchange, it’s important for the school to choose 9 right 6 I hate people because I can’t ≠ unpopular stand A go B visit C switch to fill in forms about your5personality, family, teenager for you to stay with. You 10when somebody lies to me. 6 responsible 23 ≠ This will help you find some useful interests and pastimes.
run [rʌn]
dreamed [driːmd]/ dreamt [dremt]
C 1insensitive caring
1 adventurous unadventurous lesson yesterday? Can I borrow them? 3 Exchange programmes are good 7 you meet people from different countries≠and really it’s an excellent 5 Wow! Adam’s – he writes the dependent ≠ and 2 way also learn about living in another country. Of course, to practise 4 A do B take C invent most interesting stories I’ve ever read! 3 honest ≠ ! improve a foreign language at the same time as having 8 5 are 22 Do you ever this website? There
sold [səʊld]
dreamed [driːmd]/ dreamt [dremt]
B emotional
weeks – but in some countries students go for longerand periods. They can go for as long meeting talking to people. 4 Zoe loves 1 A as blog B virus C menu as she is. WORD STORE 1B | un-, in-, im-, ir-, dislike to be at a school orI’dcollege in as the other country. a year and also 6 2 21 Did you notes during the Chemistry
saw [sɔː]
drawn [drɔːn]
A generous
≠ shy 5 become 3 Damien’s very plan these A lot of people 19 . Heand wants to There are special organisations that help schools it can be a wonderful someone and who have are lots often of money. 2 3 ≠ silly 6 4 . Students stay with teenagers of the important age, in the same A splash B follow C ambitious lazy time inB the honest aA short other country – maybe two 20 or three things. Sometimes students 5 Does your friend write a
sell [sel]
done [dʌn]
drew [druː]
Lives people live
WORD STORE 1E | Word families
C 2boiling 3 on big Every year lots of students exchange and stay withbuys students inTwenty years ago people used to work ≠ miserable 2never 18 I think Sophie programmes is a bit 2on – she 1 4 birthday presents for her family. who computers. volunteers other countries. This practice was first inspired ≠ mean 3 helped in other connect / countries in war time. C 4serious A shy B mean A digital B desktop C 5electronic ≠ lazy
see [siː]
did [dɪd]
draw [drɔː]
WORD STORE 1A | Personality 17 Take a warm hat and gloves! It’s
0
risen [ˈrɪz ən]
do [duː]
Lives people live, Science and technology WORD STORE 1
1 Tom doesn’t care about other people’s feelings. He’s the most person I know. POSITIVE
Exchange programmes
said [sed]
dug [dʌg]
WORD PRACTICE 1
There is one example.
ran [ræn]
dealt [delt]
dug [dʌg]
All the WORD STORE activities are tied into the Vocabulary, Listening and Reading lessons, giving students additional practice of new vocabulary. By completing the exercises in the WORD STORE, students compile their own mini dictionaries of the most important words and phrases from the unit.
For questions 1–30, choose the correct answer, A, B or C, to complete the sentences.
rose [rəʊz]
cut [kʌt]
dealt [delt]
dig [dɪg]
know [nəʊ]
Your friend and you want to create an Internet comic book about matters which interest young people. You’re thinking about who the hero should be. Read the role card and have a discussion. You start the conversation.
1 Read the text below and decide which answer (A, B, C or D) best completes each gap.
say [seɪ]
cut [kʌt]
deal [diːl]
1
158
Do the task in pairs. Student A
Multiple-choice cloze
run [rʌn]
cut [kʌt]
Answer key
1,000 – one/a thousand 3,555 – three thousand, five hundred and fifty-five 56,223 – fifty-six thousand, two hundred and twenty-three 725,000 – seven hundred and twenty-five thousand 1,000,000 – one/a million 1,000,000,000 – one/a billion
8
• Disagree with the description of the hero’s appearance and suggest a change • Add some more features of the character of the hero and suggest a superpower he/she has • Say what he/she is interested in • Discuss Student A’s name of the hero and agree on the name.
IRREGULAR VERBS
Numbers over 100
SPEAKING
meaning to the underlined words.
PRONOUNS & NUMERALS
Ordinal numbers
1 Do you think the people in the photo are good voluntary workers? Why?/Why not? 2 Do you get involved in voluntary work? Why?/ Why not? 3 Describe a school charity action you took part in or heard of.
Before, during and after the experiment, the participants from both groups were asked how happy they were. The results of the experiment show that when people do not share what they have with others, they feel 5 generous people.
1 Agnes is so friendly and sociable. A outgoing B lucky C responsible 2 What is she like? A What kind of person is she? B What is her appearance? C What is her hobby? 3 Jasper can’t stand buying unimportant things. A doesn’t mind buying B doesn’t want to buy C can’t afford to buy 4 Their grandmother is so caring. A such a caring woman B such caring woman C always caring 5 Drake is crazy about sports cars. A useless at B obsessed with C afraid of
PHRASAL VERBS
Cardinal numbers 20 – twenty 21 – twenty-one 22 – twenty-two 23 – twenty-three 24 – twenty-four 25 – twenty-five 26 – twenty-six 27 – twenty-seven 28 – twenty-eight 29 – twenty-nine 30 – thirty 40 – forty 50 – fifty 60 – sixty 70 – seventy 80 – eighty 90 – ninety 100 – one/a hundred 101 – one/a hundred and one
Today’s guest of the weekly programme is Tony Miller, who studies 1 in Zurich.
6 Choose the answer, A, B or C that is closest in
USE OF ENGLISH 1 crazy about (1.7): Lee’s crazy about cats. different from (2.6): New York and Chicago are very different from each other. disappointed with (1.7): Local residents were disappointed with the decision. excited about (1.7): The kids are getting really excited about our trip to California. famous for (4.7): France is famous for its wine. good at (1.4): Andrea is very good at languages. interested in (1.7): All she’s interested in is boys! involved in (1.7): How many people are involved in the decision-making process? keen on (1.7): I’m not very keen on their music. mad about (1.7): I’m mad about shopping, I spend lots of Use a dictionary to translate the phrasal verbs into your money on clothes. language. obsessed with (1.7): William is obsessed with making money. passionate about (1.2): I’ve always been passionate about believe in (1.4) – : Do you believe in ghosts? football. : Antarctica doesn’t belong to proud ‚3 •6 of (3.4): Her parents are very proud belong of her. to (2.4) – anyday-to-day nation. responsible for (6.1): She’s responsible for the break up (5.1) – : We break up in December for running of the department. our sensitive to (1.3): Good teachers are sensitive towinter their holiday.
Ordinal numbers first (1st) second (2nd) third (3rd) fourth (4th) fifth (5th) sixth (6th) seventh (7th) eighth (8th) ninth (9th) tenth (10th) eleventh (11th) twelfth (12th) thirteenth (13th) fourteenth (14th) fifteenth (15th) sixteenth (16th) seventeenth (17th) eighteenth (18th) nineteenth (19th)
Verbs: belong, carry, clean up, communicate, earn, pick up, protect, run, sing, watch, wear Nouns: bags, gloves, outfit, phone, rain, rubbish, screen, trees, volunteers, wood
Tony volunteered to help a team of 2 to do a unique experiment. In the experiment, fifty participants received an amount of money and were divided into two groups. People in Group 1 could only spend the money on themselves, while people in Group 2 – on any 3 . During the experiment, the researchers observed those parts of participants’ 4 which are responsible for making decisions and feelings.
The WORD PRACTICE and USE OF ENGLISH sections review language from the current and previous unit(s). They can be used as part of the unit review.
Lists of prepositions, phrasal verbs, pronouns and numerals as well as irregular verbs at the end of the Student’s Book
allergic to (8.1): If you are allergic to nuts, you should tell Cardinal numbers everybody. 1 – one annoyed with (2.5): Are you annoyed with me just because I’m 2 – two a bit late? 3 – three bad at (1.7): I’m not bad at volleyball. 4 – four capable •E ‚EA6 of (7.3): Do you think he’s capable of murder? connected with (5.5): Police think the killings may be 5 – five connected with each other in some way. 6 – six 7 – seven 8 – eight 156 9 – nine 10 – ten 11 – eleven 12 – twelve 13 – thirteen 14 – fourteen 15 – fifteen 16 – sixteen 17 – seventeen 18 – eighteen 19 – nineteen
has taken part in an experiment. Then complete the summary with the missing information. Do not use more than three words in each gap. Listen to the recording twice.
1 Johann is boy that he has never been to a school party. A so shy B such shy C such a shy 2 with the project today? A Who helps Mary B Who is helping Mary C Who does help Mary 3 X: I don’t enjoy shopping for clothes. Y: A Me too. B Me neither. C Not me. 4 Sally is . She’s been to Thailand twice. A such an adventurous B such adventurous C so adventurous 5 X: My older sister is a charity worker. Y: A Is she? B Does she? C Has she?
WORD STORE BOOKLET
BACK OF THE BOOK
PREPOSITIONS AFTER ADJECTIVES
words in the box to describe it. In pairs, describe the photo and answer the questions.
1.23 Listen to a conversation with Tony, who
17
Downloadable students’ MP3 recordings specially designed to practise vocabulary
6
12 After twenty years of teaching, Mrs Jones 3 is still it. And her students always enjoy the classes too.
buy all the equipment. Jane would like to play golf, but she can’t 15 We can’t afford to spend money things Jane took some photos while Tommy waswe practising. don’t really need. -able Tommy’s practice. Jane took some photos C at A on B for on my 16 It took me three months to learn to type -ing computer without looking at the . A broadband B keyboard
2
30 Bill Townsend has company for seven years. 5
A made
B gone
a computer software C run
6
C printer
4 159
T10
7
16
15
PREPOSITIONS IN PHRASES
9 Look at the photo and choose the most suitable
LISTENING
5 Choose the correct answer, A, B or C.
3
WORKBOOK
A corresponding Workbook lesson for each lesson in the Student’s Book
1
The REMEMBER THIS and REMEMBER BETTER boxes containing useful strategies for memorising words and structures
1.9
Lives people live
1.1 6.2
with the correct adjectives from the box. There are two extra words.
Personality • un-, in-, im- ir-, dis• questions with like
caring cheerful generous hard-working mean miserable selfish shy silly
L: So, how are things with Simon? Is he the perfect fiancé?
SHOW WHAT YOU KNOW
2 Chris is serious / boring / quiet. He never has anything interesting to say because he spends all his time playing computer games.
L: Does he have any time for you then? A: Oh sure. He’s a very 2 guy. He calls me every night and asks about my day.
3 Meghan is always interesting / funny / relaxed. She never gets stressed about anything.
L: Wow. Lucky you! Dave never asks about my day. He only thinks about himself. He’s so 3 . Dave also thinks he’s the best fiancé in the world, but he never buys me anything nice and he doesn’t like paying for us when we go out. He’s really 4 .
4 Joe never laughs or has any fun. He’ He’s a very serious / sociable //hresdr. relaxed young man. 5 Marcus always makes me laugh. He’s really quiet / funny / loud.
2 Anna is making a list called ‘My Perfect Fiancé’. Complete her list with pairs of opposites from the box.
not b
2 ªc
not b
3 ªo
not b
4 ªh
not b
5 ªg
not b
PART 2
Talk about the environment. 1 What is your dream birthday meal? 2 Would you prefer to work long hours in a job you enjoy or short hours in a job you hate? Why? 3 Is there an extreme sport you would like to try? Why? 4 What can tourists do and see in the area where you live? 5 How is the weather changing? Should we try to stop it from changing? How?
Talk about personalities. 1 What adjectives can you use to describe yourself? Why? 2 When you meet new people, are you outgoing or
PART 1
1 2 3 4 5
1 A person who is other people. A relaxed 2 A person who is A sensible 3 A person who is A independent 4 A person who is A sociable 5 A person who is people like. A unwise
2 two / I / dishonest / had / friends 3 new / Jamie’s / loud / friend / extremely / is
is outgoing and likes meeting
C outgoing
letters are given.
To help you learn the personality adjectives from this lesson, try to remember them with people you know: My dad is usually cheerful. He’s not a miserable man. Choose five pairs of opposite personality adjectives from this lesson. Write sentences about people you know. Use the model sentences. My little sister is shy. She’s not an outgoing girl. 1 Our History teacher is . He’s/She’s not a man/woman. 2 My best friend is . He/She is not a person. 3 4 5
. . .
Mike is generous. He gives half of his pocket money to the local charity. 1 Please don’t be s . Share the chocolate with me. 2 My older sister doesn’t talk to people she doesn’t know well. She’s extremely s ! 3 Mia is very i and doesn’t like asking for help or advice from anybody. 4 Amy is w . She knows the answer to every question I ask her. 5 Lucy is extremely u . She never wants to try new things. Fortunately, her younger sister is quite the opposite! /10
4
UNIT 1 Summative Practice
Unit 1
FOCUS 1 GRAMMAR REVIEW
B funny C sociable does not do silly things. B selfish C sensitive loves doing new and crazy things. B adventurous C irresponsible is somebody who is not loud. B silly C quiet is somebody that not many B unpopular
h
WRITING BANK
8 Complete the sentences with adjectives. The first
REMEMBER BETTER
1 Match the types of houses with their definitions.
GRAMMAR: Train and Try Again
But you never feel l 1 1 a 1 _____________ No, she doesn’t enjoy cooking. b 2 Taurus: You will leave a young child 2 alone near c 3 a swimming pool. Yes, he’s studying for his exams. 4 To join us, call … But when the child falls into the water, you will 3 d Accepting suggestions5 rescue him. No, I have never met him. e 6 If you have seen it, please … 4 happy. Gemini: You B are always smiling and f That sounds fantastic! A 7 4 No, I don’t like shopping. g _____________ 8 I’d love to (go). 5 You don’t need help or advice Y from other h PART 2 9 Maintaining contact Yes, David has visited Paris and London. people. 5_____________ Well, it’s worth a try. In pairs, ask and answer the questions about the photos. 10 Cancer: You easily get upset and6embarrassed when 11 Yes, we go to the gym at theI suppose weekend.it’ll work. Student B’syou. photo Student A’s photo people criticise 1 Make positive sentences (+), negative sentences (–) 12 7 angry by saying 1 What is the woman with short hair doing? But 1you often make people Present Simple and Present Continuous and questions (?) in the Present Simple. No, they aren’t having dinner. A B C 2 2 How can you describe the woman’s personality? something impolite. Agreeing with an opinion We use the Present Simple to talk about: Monkeys / like / bananas (+) Monkeys like bananas. 8 and exciting 3 How are the volunteers helping the people standing Leo: You3always want to try new 1 1 • regular activities: Yes, they do aerobics twice a week. opposite them? 4 8_____________ things. 1 he / watch TV / in the evenings (+) A B C I often go to the gym. I (completely) agree that/with … 4 What skills do the volunteers need to do this work? It is 5very difficult for you to wait things. for the answers 2 Ask wh-for questions below. 2 2 9 • states and permanent situations: 5 Would you like to do this voluntary work? Why?/Why not? _____________ I couldn’t t agree more 1 2 my mother / drink / coffee (–) A B that/with …C My uncle lives in Toronto. Virgo: You take hot soup to your grandmother when Tom helps old people in the local area. 3 3 That’s fine with me. • preferences, with verbs like love, hate, like, prefer, etc.: it’s cold. 10the _____________ 3 Read the instructions on your card. In pairs, take turns to role-play conversation. 2 A B C 3 Donald / spend / Christmas / at home / every year (+) You never stop believing in Tom Y yourhelps own abilities. I love Chinese food. old people in theI local 4 thinkarea. so too. 11 _____________ Student B Student A 4 3 Affirmative Negative Describing lost property Libra: You are always ready to findI enjoy an original A B music. 4 you / often / go / shopping (?) 5 C I/You/We/ I/You/ You are getting to know Student B, an exchange solution to a problem. 4 run. don’t (do not) run. Description 5 Apologising They We/They student at your school. Ask questions and find You don’t say much. Y Sue is keen on music. 6C A B 5 my aunt / work / at school (–) ways you are similar/different. Scorpio: You don’t take a break until Informal phrases doesn’t (does not) 5 the job is finished. He/She/It runs.. He/she/It 14 6 _____________ • run. • Introduce yourself and ask Student B I’m reading a book by Stephen King at the moment. Describing features A really sorry (that) B ... C I’m You •find it easy to talk and Y what his/her favourite hobby is. 6 explain things to 6 he / speak French (?) Yes/No questions Short answers people. • 15_____________ Sue is reading a book by Stephen at the moment. • Show interest. Say if you are similar or different. 7 SorryKing to bother you. I/you/we/ Yes, I/you/we/they do. presents. Do run?Size 7 Ask Student B about his/her personality. Sagittarius: You •always buy great birthday they No, I/you/we/they don’t. 16 _____________ Stephen King wrote the book. • Say if you are similar or different. A I haven’t written B C Sorry for so long./Sorry for not writing 2 Complete the sentences with the Present Continuous Yes, he/she/it does. You •like meeting new people Y and talking to Does he/she/it run?Shape 8 I: for so long. Ask Student B if he/she is from Generation Z. forms of the verbs in brackets. No, he/she/it doesn’t. 8 them. 17_____________ I’m from London. • Say if you are similar or different. Ask Student B time phrases in theColour Present Simple: always, every day/ A writing to tell you B how sorry ICam Common Andy is looking (look) at the watch now. I’m to ... (about) … Capricorn: You want to be successful, 9 rich and powerful. if he/she prefers films, music or books. D: week/year, never, often, on Sundays, sometimes, usually. usually 18 It will never happen again. 1 My mum (have) lunch in the kitchen. 9 _____________ I’m phoning Sue. • Say if you are similar or different. Summarise Material I: C A B We use always, usually, often, sometimes and never: People can trust you. 10 2 The cat (run) round the garden. ways that you’re similar to Student B. Formal phrases D: mothers Aquarius: You think about yourself butThe notcharity about helping how • after the verb be: Age • End the conversation. 10 with children is in Africa. 3 He (not/work) now, he 11 usually late to school. Tom is bsbann. other people feel. I apologise for … B A C (swim) in the pool. I: Frank has borrowed this game from Lilian. You have no friends. Y • before the main verb: 4 you (read) at the 11 Please accept my apology for … 12 meal out of the last Pisces: You can make a wonderful My dad bsbann. usually reads at home. moment? Ato play it with Alex. B C Reasons for search 15 J: three things in the fridge. Frank has borrowed this game We usually use every day, yeyg.rubdIa. every Sunday, every weekend 5 This summer my sister (work) in 12 You like to take care of other people. Y at the end of the sentence: Closing formulas: emailsB and letters 23 a restaurant. 1.5 Verb + -ing form or to A infinitive _____________ I: My dad washes his car every Sunday. C 6 your best friend (laugh) Informal phrases J: We use the Present Continuous to talk about: 3 Choose the correct forms. 13 now? wishes, 1 Karen really enjoys reading Best to A read B C • activities taking place at the moment of speaking: 3 Complete the dialogue with the correct Present My grandfather is sleeping. 2 Would you like going to go I: 14 Bye for now/See you! Simple or Present Continuous forms of the verbs in • temporary situations: 3 Pete can’t stand wearing to wear A B J:C brackets. I’m saving for a new game. 4 We can’t avoid telling to tell Love,/Take care!/All the best, A: Hi Louisa, what are you doing (you/do)? 5 I’ve decided going to go NOTE: With some verbs (e.g. like, hate, know, love, 1 I: you (watch) TV? 6 They can’t afford buying toFormal buy phrases need, prefer, neehd r+ete+d understand, )nhe+scbnhd want) –bnc we don’t use the Present Disagreeing with an opinionB: No, I’m not. YYou can turn it off. J: Continuous: 7 I’d love working / to work 126 Y Yours sincerely, 8 Do you ever miss to go going I: don’t understand you. I really IodhcrbdIygscadI A: Why 2 you (pack) your 9 Tim always manages arrivingRegards, to arrive D: bag? Affirmative Negative on time. B: I need to go. My friend 3 (wait) for me. 10 Have you ever considered leaving to leave ’m not Today we 4 (study) for the big test. I ’m (am) I Contacting people country to live abroad?
7 Choose the correct answers A–C.
has / very / parents / Pauline / serious Pauline has very serious parents. 1 last / was / hairdresser / cheerful / Zoe’s
HOME
adventurous ambitious brave caring 1 cheerful communicative confident creative 2 energetic generous hard-working imaginative 3 impatient independent irresponsible lazy 4 lonely outgoing protective quiet reliable 5 1.2 Present tenses – question forms rude selfish sensitive 6 1 energetic Ask yes/no questions for the7answers below. Aries: You are full of energy.
Take turns to describe the photos.
A: Do you looks like your parents? Do you look like your parents? B: People say I look a little like my mum. A: What flavour ice cream you like? B: I love vanilla. A: Are Gareth and Liu like dogs? B: I think they like cats more. A: What is your sister look like? B: She’s tall and has small brown eyes. A: What does Tracy like? B: She’s caring and sensitive. A: What does your English teacher look? B: He’s short and wears glasses.
EXERCISES
5
2 Look at the photos of people doing voluntary work. 1 Complete the descriptions with words from the box.
SHOW WHAT YOU‘VE LEARNT
not bselfish
1 ªs
PART 1
3 VOCABULARY BANK 4
order.
✗ negative
EXAM SPEAKING
PEOPLE
5 Read REMEMBER THIS. Put the words in the correct
My Perfect Fiancé is ... ✓ positive ªcaring
Additional vocabulary and grammar practice as well as the Writing Bank
1 In pairs, ask and answer the questions.
question.
You can use personality adjectives before a noun: A caring friend or after the verb be: My friend is caring.
L: Well, good for you. Unfortunately, I’m not. I’m unhappy; really 6 . I don’t know what to do. Does Simon have a twin brother?
caring cheerful generous hard-working lazy mean miserable outgoing selfish sensible shy silly
6 Look at the dialogues. Correct the mistake in each
unpopular sensitive honest polite responsible adventurous wise dependent
REMEMBER THIS
A: Poor you. Simon is exactly the opposite. He takes me to a restaurant sometimes and he pays for the food. And he often buys me flowers. He’s very 5 . I’m really happy, you know.
WORD STORE 1A | Personality
4 Add negative prefixes to adjectives a–g. Complete
Try to be generous. Nobody likes mean people. They are nearly always unpopular. 1 Mum trusts my older brother Peter to look after our little sister. He’s extremely . He never does anything dangerous or silly. 2 Katie never lies. She is a very a person. Katie’s also b – she knows a lot of things. 3 David doesn’t say ‘please’ or ‘thank you’. He’s a . He’s extremely b too and likes doing everything without any help. 4 I was unhappy because I didn’t pass my driving test. I told Tom and he laughed! Is he always so ?
A: Well, nobody’s perfect, but you know what? He’s really great. First of all, he’s really cheerful, you know, always happy and smiling. And he’s very 1 . He wants to be a teacher and he does lots of studying in the evenings.
1 Gabby is very unsociable / loud / stressed. She stays at home and doesn’t like going out with friends.
WORD STORE 1C | Questions with like
a b c d e f g
A few months later ...
1 Choose the correct adjectives.
WORD STORE 1B | un-, in-, im-, ir-, dissentences 1–4 with some of the adjectives in their negative or positive form.
3 Complete the conversation between Anna and Laura
VOCABULARY
The Exam Speaking sections helping students prepare for their oral exams
5
(am not)
Ways to contact people
The SHOW WHAT YOU KNOW tasks in the Vocabulary and Grammar lessons serving as a warm-up and to revise vocabulary or grammar students should already know
144
The SHOW WHAT YOU’VE LEARNT tasks in the Vocabulary and Grammar lessons helping students to check their progress and be aware of what they’ve learnt
You/We/ ’re (are) running. They
He/She/ If you have any information, please contact/call/leave a ’s (is) It message for Alison on (0961224466). Yes/No questions
If you are interested in …, call (John/Ms White) on Am I (0961224466). Are
152
You/We/ They
aren’t running. (are not)
He/She/It
isn’t (is not)
A: Oh, I see. Y Yes, you often 5 at the beginning of the week. B: Yeah. Y Before I go, I 6 Jane. Where is she? A: She 7
Short answers
(play) in the garden.
B: Right. She always 8 after dinner. Anyway, I 9 now. Please tell Mum that I 10 with Steve.
Yes, I am. / No, I’m not.
you/we/ Yes, you/we/they are. running? No, you/we/they aren’t. they
he/she/ Yes, he/she/it is. Is it No, he/she/it isn’t. Common time phrases in the Present Continuous: at present, at the moment, (right) now, these days, this morning/month/ year/summer, today. today
(have) tests
(want) to talk to
A: You often 11
(play) basketball (need) to go (study)
(study) with Steve!
B: Erm, I have to go. Bye!
133
Focus 1 Grammar Review with grammar explanations and revision of the grammar taught in level 1.
PHOTOCOPIABLE RESOURCES
Photocopiable vocabulary, grammar, writing, speaking and Use of English activities in the Teacher’s Book
Resource 1
Life skills photocopiable resources teaching competencies indispensable to success in 21st-century society
What are they like? 1.1 Vocabulary (personality)
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Student A
Resource 23 Accommodation Focus Review 4, Speaking James is __________
P1
B The presentation had a clear structure.
1 Giving an exam presentation is different from / similar to a classroom presentation. 2 It is a affh good / wsh bad idea for a speaker to start a presentation by saying something funny. 3 The way a presenter uses their body during a talk can / dsiifn cannot change the message. 4 It is cl OK / ifnocl not OK for a presenter to speak longer than scheduled. 5 The best way to prepare for a presentation is to practise it alone / with someone else. 6 It is cl OK / ifnocl not OK for presenters to read from a page so they don’t forget what to say.
Read texts 1–4. Choose the correct answer, a, b or c.
Name and description
TEXT 3 Resource 34 A job application
TEXT 1
1 Lucy: She’s extremely unhappy. She’s always complaining or in a bad mood.
6.7 Writing IT’S AS EASY AS APP What are the basic skills that should learn? For many centuries the obvious answer was: 3 Fiona: She talks badly about her friends when they are not there. reading, writing and arithmetic. Quite recently computer classes (ICT) havesmiling. been made an obligatory part of national curriculums 4 Dave: He always behaves in a happy, friendly way. He’s always You are onThese holiday, staying with In my letter of application: to teach students how to use basic programmes. days, 2________, 5 Helen: She’s friendly and she enjoys meeting people and talking to new and people. family in Dublin. • The beginning matches the end (Dear Mr Smith → Yours sincerely; , more more countries areyour starting to realise that You have seen to succeed in the twenty-first century an pupils should bewalker able in a local ad for a dog Dear Sir or Madam →etcshdepTnmaps,,I Yours faithfully), 6 Rob: He’s not very willing to talk to people. to create their own software. newspaper. Write an email in reply • In the first paragraph, I have said where I saw the job advert, In fact, some schools in the UK are planning to get rid of ICT to the advert, including the following explained what I am doing now and why I am writing. lessons and replace them points: • In the second paragraph, I have given reasons why I am interested would involve building websites, designing games and mobile Student B • Explain why you are writing and in the job, I have mentioned my attached CV and any relevant work phone apps. They hope that today’s generation of children, who foundliving out about the job experience. CLUES AND ANSWERS FOR STUDENT A are already familiar with using smartphoneshow and you practically in the world of social media, will soon become offer.the designers of • In the third paragraph, I have said I am available for an interview the future. Name and description • Describe your current situation and at any time and mention the contact details in your CV. Education authorities have no problem convincing students’ why you are interested in the job. • I have used polite formal language, e.g. free → available, the right parents that 4to ________ bbbbbbbb skills are important. A recent survey 1 James: He’s afraid of everything new. He never says what he thinks people • Mention your work experience and person → a suitable candidate, because he doesn’t want them to get angry with him. 5shows that 94 percent of them believe that computer skills are why you are thewho perfect candidate • I have not used emoticons (), ), abbreviations clehMMd vmhYmpiuen (info/CU/gr8) ________ for the job market. Examples of British bbbbbbbb teenagers 2 Sara: She often tells lies and you can’t trust her. have managed to sell their apps to big corporations also help for the post. or contractions (I’m/He’s). make the decision easy. After all, who wouldn’t child • Statewant yourtheir availability to attend • Ibhave checked my 1a c spelling and punctuation. 3 Pete: He always puts a lot of effort into his work. to become a millionaire? 2a b c 2 Ben: He always gives people lots of time and money.
1 a something. 4 Sylvia: She’s very reasonable. She always does the most practical 2 a although
b all b however
5 Mark: He’s cruel and he doesn’t like spending money – especially b with 3 a foron other people. 6 Olivia: She’s kind, sympathetic Part and 2 helpful to other people.4 a so
5 a essential
b this b unnecessary
a TEXT 2
’s the price of a single room?
c c c c c
a job interview at any time
3a 4a 5a
3 Read the text and check your answers to Exercise 2. 4 Which three tips from the text do you think are the most useful? In pairs, explain why.
5
1a 2a 3a 4a 5a
which in that never allergies
b b b b b
why for as ever diseases
1 What are the topics of Jenny's presentations? 2 What pros and cons does she mention about the issues?
c c c
use to begin a presentation (B) and which to end it (E)?
SPEAKING
□ The subject/topic of my talk today is … □ I’d like to start by talking about ... □ That brings me to the end of my presentation. □ To summarise, …/To conclude, … □ Before I start, it might surprise you to learn that … □ Well, that’s it from me. Thank you for listening. □ Today I’d like to talk about ... But first, did you know
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your own words.
LIFE SKILLS
3a b c 4a b c 5a b c c [1] cMissing information where the advert was. [2] Wrong spelling. [3] Incorrect word form (adjective instead of adverb). c
[4] Irrelevant information. [5] Incorrect relative pronoun. [6] Informal language.
PHOTOCOPIABLE
Focus 2 Second Edition
Giving presentations
E Do you have any questions?
that ...?
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Project
Prepare a two-minute presentation on a subject you find interesting.
x
Robert Kern c
© Pearson Education Limited
E The presenter looked confident and relaxed.
7 Study the box below. Which of the phrases could you
9 Do the task below.
c faithfully, Yours
PHOTOCOPIABLE
D The presenter spoke strongly and clearly.
8 Read the quote. In pairs, explain what it means using
• My text is neat and clear. b b b
C The presenter communicated his ideas in an effective way (eye contact, body language, facial expression.)
All great speakers were bad speakers at first. Ralph Waldo Emerson (American poet)
Dear Sir or Madam, TEXT 4 I would like to aply for the position of a dog walker. I am seventeen and I am staying in Dublin for the summer, so I could start any time to help the family I am staying with.
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Watch or listen to a student giving two presentations and answer the questions.
LIFE SKILLS VIDEO
b I am particular interested in the position you offer because I love animals and I can deal with them. In the THE ZEBRA MYSTERY For many years scientists have wondered LOCATION c attached CV you will see I have had summer jobs in retail, which taught me responsibility. I taught children swimming too. I also black and white stripes. Some believe that the stripes create anhelped my uncle – a dog behaviourist, who makes me the ideal candidate for the job. 3 Where i d movements optical illusion which hides a zebra’s this way I am freeand anyintime, you can invite me for an interview. Please find contact details in my CV. 4 How far is it f• protect it from being attacked. When lions see a group of zebras, Lucy is Ben is Yours faithfully, the stripes make it difficult for them to assess the zebras’ size and __________ __________FACILITIES e speed. However, one study has found Robert that lionsKern are particularly 5 What •f are there?good 2bbbbbbbb ________ catching zebras. f outgoing modest arrogant uncommunicative 6 Is t Wi-Fi?selfish generous There have been other popular theories too. One claims g uncooperative disloyal grumpy cheerful miserable that each zebra has a unique pattern of stripes so 7 What facilities lazy c or Madam, one individual can recognise another. Dear ThereSir is also a theory that suggests that the stripes help zebras with andadvertisement in Echo local newspaper from 7th June [1], I would like to aply Too,I RESPONSIBILITIES Withthermoregulation reference to your apply [2] for the h sun. protect them from the strong African 8 What do I h 212 position of a dog walker. I am seventeen and I am staying in Dublin for the summer, so I could start any time to help PHOTOCOPIABLE A team of US researchers has 9 D I have to help clean the room? familyThe I am staying the zebra got its stripes for different the reasons. zebra’s shortwith. i hair makes it easy for dangerous African to bite and infect [3] interested in the position you offer because I love animals and I can deal with them. I amflies particular particularly oThmn)s,Th,I the animal with different In the attached CV you will see I have had summer jobs in retail, which taught me responsibility. I taught children harder to land on stripes and during their evolution zebras have swimming too. [4] I also helped my uncle – a dog behaviourist, who which [5] makes me the ideal candidate for the job. developed a perfect way to keep the flies away. The stripes are I amthe free anywhich time,attract you can invite I am available narrow on the lower legs and on the head, areas 1 ame for an interview. b c for an interview at any time. [6] Please find my flies the most. contact details in my CV. 2a b c PHOTOCOPIABLE
Presenting
presentations. Choose the options that you think are correct. Say why.
CLUES AND ANSWERS FOR STUDENT B
P2
A The beginning of the presentation was interesting
2 In pairs, discuss the opinions about giving
cloze 48 Multiple-choice dishonest Resource lazy Focus Review 3, 5, 6 and 7; Use of English
Watch or listen again and look at photos 1–2. For each presentation (P1 and P2), rate aspects A–E below from 1 to 5 (1 = poor, 5 = excellent).
Ideas and organisation
1 Describe the last time you gave a presentation. What was it about? How did you feel? 2 In which situations in your life could public speaking skills be useful? Say why.
hard-working cowardly sensible outgoing cheerful sensitive unkind caring mean irresponsible
PRICE 1 How m 2 W
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Giving presentations
1 In pairs, answer the questions.
Student A
Sara is __________Part 1
LIFE SKILLS
2
• Follow the tips from this lesson (Plan, Prepare, Practise, Present). Use some of the phrases from Exercise 7 to help you. • Give your presentation in front of the class and listen to presentations from other students. • Give each other feedback. Say what you liked about the presentation and what you could improve.
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Focus 2 Second Edition
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The four Ps to a perfect presentation Life skills teacher’s notes At some point in life, everyone has to stand up and speak in front of a group of people. For most of us this can be extremely stressful, but there’s some good news. Although not everyone can be a great public speaker like Barack Obama or Oprah Winfrey, giving a presentation is definitely Audio/Videoscript a skill you can learn. Here are four steps to a successful presentation. T = Teacher J = Jenny
Life skills
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3 PRACTISE 1 PLAN T: Good morning everyone! Jenny is giving her Extra activity in class Practising helps you feel more confident when you so I’d like you all to listen When you first start to plan a presentation, ask presentation this morning, Invite students to tell the class about a presentation they speak in public. It’s a goodand idea to:give us some feedback. Good luck, Jenny! yourself these questions: then found interesting. Why was it interesting? What did they J: Yes.and The watch topic of my • Practise in front of a mirror yourpresentation today • Who is your audience? At school, you’re talking like about it? Was there anything they didn’t like? What is competition. competition good for students? body language. Remember that you Iscan use to your teacher and classmates, buta presentation an official interesting? do they think makes I would like to start by pointing out that today your body and facial expressions to help the exam is a more serious and formal situation. students are obliged to compete a lot. There are If there is time, let them discuss in pairs or groups first, audience understand your It issports also competitions at school • Why are you giving the presentation? What the classmessage. tests, exams, then share their ideas with theisclass. a good idea to move during the presentation almost every week. message of your speech? Decide if you want to keep the audience’s Parents attention. and teachers want students to compete and to make the listeners laugh, inform them about Next class all the time. • Time your speech. Readwin through your Some people think this is a good something, or maybe persuade them to agree thingcan as competition is part from presentation and see if you keep to the timeof our academic and with your ideas. Students think about their classmates’ feedback working lives. They get nervous and do not do their Exercise 9 and prepare a new presentation. They record limit. You can also record yourself speaking to • How much time have Thisclass will help best. Sorry. Competition is part of our academic and it and you play got? it for the in theyou next lesson or, if time observe how you use your voice. decide how much information share your working lives. In the future, we will have to compete allows, they givetotheir newwith presentations in front of the • Practise in front of an audience, example and jobs. We shall have audience. for places for at a university class. Have a brief feedback session: was their classmates’ to prove that we arewith better than others. Thanks family and friends. This will help you deal feedback helpful? Did it help them improve? How? to competition, we can improve our skills. But other 2 PREPARE stress and prepare to answer any questions. people do not agree that competition has a positive At this stage you should: Answer key effect on students. It can be motivating for those 4 PRESENT • Research your topic. Make Exercise 2 sure you understand students who are able to win because they are very The big day is now here. For your actual your subject well. Decide what you want to say good at Maths or sports and enjoy taking part 1 different from presentation: and try to make it interesting for your audience. in school contests. However, there are some students 2 good • Wear clothes which arewho comfortable are just notbut good at competing. When they have • Organise your ideas 3 caninto a clear introduction, to take exams, they get nervous and do not do their appropriate for the occasion. Think about main body and conclusion. You can start with 4 not OK They formal often forget whether your audiencebest. will wear or things which normally they a joke, some surprising a personal anecdote 5 with facts, someone else would remember. Losing in competitions can cause informal clothes and wear something similar. or a question to get 6 notthe OKlisteners’ attention. them to feel less talented than others and less • Look at the listeners as you speak.That Smile at it is certainly not encouraging • Create note cards to help confident. is why Exercise 5 you remember what the audience and breathe deeply this will for them. It isas also important for children to learn to say. Don’t try to learn your presentation by 1 Is competition good for children? Should students takefeel less nervous. help you Never read the say that it is better to compete to cooperate. Experts heart word for word. Instead, put two or three a break before going to university? presentation from a page speak rather directly withbut ourselves than with other people. As we key points on note cards and follow your plan. 2 all know, in our future lives we shall have to work to the people in your audience. in teams and then it will be important for us to work Is competition good for children? • Use your own words and don't speak too fast. together. Competition in a team is not a good thing Pros: competition is part of our academic andSpeak working clearly and try to sound confident. because we end up fighting, which is … lives; thanks to competition, we can improve our skills; T: I’m going to have to stop you there, I’m afraid, Jenny. it can be motivating for those students who are able Your time is up. Any comments? to win because they are very good at maths or sports 279 Focus 2 Second Edition 2 T: So, Jenny! Time for your next presentation. So, listen Cons: there are some students who are just not good up everyone and good luck! at competing; They often forget things which normally J: Today I’d like to talk about the question: should they would remember. Losing in competitions can cause students take a break before going to university? Let them to feel less talented than others and less confident; me begin by saying that lots of students go straight Experts say that it is better to compete with ourselves to university when they finish secondary school. It’s rather than with other people. expected, it’s normal, it’s what their parents did and what most of their friends are planning to do. But just Should students take a break before going because everyone else does something, that doesn’t to university? necessarily mean it’s right for you, does it? Imagine Pros: you’re used to studying – you’re in the ‘learning we all do the same as everyone else. That sounds zone’, and if you take time off, it may be harder to get very boring, doesn’t it? So, let’s have a look at the back into studying habits; it might be more difficult pros and the cons. Yes, of course, there are lots to get a place at university; if you finish education earlier, of reasons why going straight to university is a good you can start your career earlier too. idea. Firstly, you’re used to studying. When you’re Cons: some students decide to take a break for a year a student, you develop useful study skills – for and travel to other countries to do some part time work; example, you learn how to manage your time, make you can get different types of work experience and learn notes and remember things best. If you like – we’re about your strengths and weaknesses; you can become in the ‘learning zone’, and if we take time off, it may more responsible and mature so that when you return be harder to get back into studying habits. It might to studying you have a better attitude. even be more difficult to actually get a place at university. Secondly, if you finish education earlier, Exercise 7 you can start your career earlier. That’s got to be E, B, B, E, E, B, E, B good thing! However, some students decide to take
© part Pearson Education Limited PHOTOCOPIABLE and enjoy taking in school contests.
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© Pearson Education Limited
Focus 2 Second Edition
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Focus 2 Component overview STUDENT’S BOOK and WORD STORE • Introduction unit revising basic vocabulary and grammar, and 8 topic-based units divided into 8 main teaching lessons: Vocabulary, Grammar (2 lessons), Listening, Reading, Use of English, Writing and Speaking • Video (BBC videos, Focus Vlogs, Grammar animations, Role-play videos) in every unit – see references in the Teacher’s Book at the top of the page and next to the exercises
VIDEO
3
3.1
I can use language related to films, film-making and TV.
SHOW WHAT YOU KNOW 1 Put the words and phrases in the box under an appropriate verb. the telly Internet radio stations my favourite rock album blogs on my laptop fashion magazines horror movies music on my mobile e-books YouTube clips Read
Watch
Listen to
blogs on my laptop
2 SPEAKING Think of three more words and phrases for each verb. Which of them do you do? Tell your partner.
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3 SPEAKING Complete the sentences to make them true for you. Then discuss your TV habits with a partner. 1 I usually watch TV with my family / on my own / … 2 I watch most TV programmes live / on demand / … 3 I usually watch TV programmes on my phone / the TV / … 4 Each day I watch TV for around fifteen minutes / one hour /… 5 I also watch other things such as Vmphp?ufiHerwW YouTube clips / music videos / … cpWrHfiornumW 6 My favourite TV programme at the moment is .
4 Read the text. What is a ‘TV binge watcher’?
Go to WORD STORE 3 page 7 WORD STORE 3A TV programmes 6
1.44 Complete WORD STORE 3A with the words in red from the text. Then listen, check and repeat.
7 SPEAKING Think of an example of each type of TV programme in WORD STORE 3A. Which programmes do you never/rarely/sometimes/often binge watch? Tell your partner.
WORD STORE 3B Adjectives 8
1.45 Complete WORD STORE 3B with the underlined adjectives in the text. Add a translation. Then listen and repeat.
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Put the adjectives from WORD STORE 3B on the line according to how positive or negative you think they are. Some can be both, depending on the context.
5 SPEAKING Discuss the questions. 1 Are you a TV binge watcher? 2 What’s the longest single time you’ve ever spent watching TV? 3 What is the best TV series you've ever seen?
positive addictive
I read blogs on my laptop.
The arts
negative
One episode is never enough
Beauty is in the eye of the beholder. A proverb
I have an embarrassing confession to make – I am a TV binge watcher! Of course I don’t mean traditional TV programmes – documentaries, chat shows, rebfsmtck– reality TV and the old soap operas my grandmother likes to watch. They’re boring. No – I mean the on-demand TV series that are so engaging and addictive.
• Word list at the end of each unit
When I was a teenager, before on-demand TV, I was a bookworm. I used to sit down with a gripping novel, and read chapter after chapter, sometimes a whole book in a day. Now, I’m twenty-seven and I do the same with TV.
• Focus Reviews after every unit: Vocabulary and Grammar practice; Use of English and skills in an exam format • Clear lesson objectives (‘I can…’) taken from the Global Scale of English (GSE)
VOCABULARY Watching habits • TV programmes • adjectives • elements of a film/TV drama
TV audiences are becoming more difficult to please, so TV channels are producing better dramas more quickly. The best drama series have complex plots and fascinating characters characters. I just have to watch the next episode. My greatest weakness? I really like dramas that are funny and moving with brilliant acting. But my absolute favourite type of series is fantasy or science fiction.. I love the imaginative costumes and amazing special effects.. The series I watch on TV are excellent excellent.. I never go to the cinema these days.
WORD STORE 3C Elements of a film/TV drama 10
1.46 Complete WORD STORE 3C only with vowels. Use these definitions to help you. What is the mystery word? Listen, check and repeat.
1 2 3 4 5 6 7 8 9
11
artificially created images or sound in a drama what actors do in a drama clothes an actor wears the events in the story of a drama the written words of a drama the main people in a drama the place where or time when a drama happens the music that is played during a drama the way a drama finishes
1.47 Listen to Lucy talking about her favourite TV series and write her answers. Then listen again and check.
1 What is your favourite TV series? 2 How or where do you watch it? 3 How many episodes have you watched? 4 What kind of series is it?
THE MUSKETEERS
5 What is the setting? 6 What is the plot or main storyline?
11 Watch the BBC video.
7 What do you like most about it?
For the worksheet, go to page 120.
12 SPEAKING Discuss your favourite TV series using the questions in Exercise 11.
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• Video worksheets for the BBC clips and Focus Vlogs • Grammar and Use of English Reference and Practice: detailed explanations of all the grammar and Use of English topics covered in the units • Lists of prepositions, phrasal verbs, pronouns and numerals as well as irregular verbs • WORD STORE booklet with additional vocabulary and Use of English practice
Access code to EXTRA DIGITAL ACTIVITIES AND RESOURCES • Grammar and Vocabulary Checkpoints to help students check how ready they are for class tests and to monitor their progress • Reading, Listening and Use of English banks of texts and exercises • All audio and video resources
Access code to PEARSON PRACTICE ENGLISH APP • Student’s Book audio • Word lists with audio • Video
STUDENT’S BOOK and WORD STORE with ONLINE PRACTICE This version of the Student’s Book contains everything described above (Student’s Book and WORD STORE, extra digital activities and resources, Pearson Practice English app) PLUS: • Interactive Workbook with instant feedback • Gradebook to review students’ performance
WORKBOOK • Mirrors the Student’s Book unit structure and pagination • REMEMBER THIS boxes drawing attention to tricky language • REMEMBER BETTER boxes with tips on remembering new language • Speaking Bank with useful phrases in the Speaking lessons • Exam Speaking sections in each unit with speaking tasks in an exam format • Self-check after each unit with Vocabulary, Grammar and Use of English exercises
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VOCABULARY Online • phones and computers • word building • collocations
1 Complete the sentences with the correct form of the verbs from the box. download
2 3 4
5
3 Complete the sentences with the correct form of the
follow
go
post
update
visit
How do I tbad post this photograph of us on social media? I don’t understand why so many people celebrities on Twitter. Akito online the moment she wakes up to check her social media messages. I’ve never this website before. It has some excellent information on it! It’s very important to your social media profile. Then everybody has the latest information about you. Dean is the only person I know that still buys CDs. Most people music on computers now.
Log on and log in both mean start using a computer system or website (you often have to enter a username and password to do this, but not always). Their antonyms are log off and log out.
2 I’ve started using a new . I type in what I’m looking for on the Internet and it finds the websites I want really quickly. A broadband B username C search engine
When you learn phrasal verbs, check in the dictionary or online and find the antonym. We often (but not always) we use the opposite preposition, e.g switch on ≠ switch off.
A Write the opposites. Use a dictionary if necessary. scroll up ≠ scroll down 1 turn up (the volume) ≠ 2 turn on ≠ 3 log on ≠
B Complete the sentences with phrasal verbs from Exercise A. The information you need is at the bottom of the webpage. You need to scroll down. 1 I can’t study with that loud music playing. Please will you the volume. 2 Use your username and password to to the website. 3 the TV before you go to bed.
WORD STORE 2A | Phones and computers 2 Complete the texts with compound nouns. The first and last letters are given.
@ COMPUCLEAN, we clean all kinds of computers including desktop computers omputerss MPULO@E and 1l s. Call us now on 073 123 345 456 for more information.
howitworks.com – Internet searches To use the Internet you need to have a 5w bb r. Then, you can use the touch screen on your phone or the 6 k d on your computer to put a word or phrase into a 7s he e such as Google. If you have 8b d, the information you are trying to find appears very quickly.
Thank you for joining www.english4U2learn.com, the number one website for language learners. We have sent you an email with your 2u e and other login details. Follow the link in the email and choose a 3p d of nine characters or more. And remember, you can use a 4l r p r to print your personal daily wordlist, so you can study any time, anywhere!
Charles Darwin, the world famous biologist, travelled to many exotic places such as the Galapagos Islands. BIOLOGY 1 Galileo Galilei, a famous , was the first person to see the rings of Saturn. He did this using his telescope in 1610. ASTRONOMY 2 The famous Isaac Newton was born on Christmas Day 1642. And it’s not true that an apple hit him on the head. PHYSICS 3 Larry Page, the who helped start the company Google, is now worth $44.5 billion. COMPUTER SCIENCE 4 The Nobel Prize is named after Alfred Nobel. He was a and he is famous for making dynamite. CHEMISTRY 5 Euclid was a and many people call him the Father of Geometry. He wrote one of the first textbooks for teaching Maths. MATHEMATICS
WORD STORE 2C | Collocations 4 Choose the correct verbs. 1 When you do / make an experiment, it’s not always a success. 2 I prefer collecting / taking specimens. It’s better than working in the laboratory. 3 Was it Maria Skłodowska-Curie that invented / discovered radium? 4 The Scottish man, John Logie Baird, invented / discovered television in 1925. 5 Please take / do the important measurements this afternoon, Adam.
Your comments on the topic of teenage communication
6 Famous scientists often develop / observe important theories.
will328 says: Most young people do not use their phones for speaking to people. We either look for information on the Internet or we send 9t tm s to family and friends.
7 Do you prefer taking / doing notes on a computer or a piece of paper? 8 Today we can do / make research on the Internet. In the past it wasn’t so easy. 9 Scientists spend a lot of time just observing / discovering their experiments.
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• Grammar: Train and Try Again – additional grammar activities • Writing Bank with phrases from the WRITING FOCUS boxes in the Student’s Book • Answer keys to the Self-check, Grammar: Train and Try Again and Focus 1 Grammar Review sections
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SHOW WHAT YOU’VE LEARNT 5 Choose the correct answers A–C. 1 I can’t enter the website. Something is wrong. Am I using the correct ? A keyboard B password C text message
REMEMBER THIS
REMEMBER BETTER
SHOW WHAT YOU KNOW
1
WORD STORE 2B | Word building words in capitals.
2.1 6.2
• Vocabulary Bank – a topic-based word list with vocabulary from all units, followed by exercises • Focus 1 Grammar Review – grammar explanations and revision of the grammar taught in level 1.
Science and technology
3 Sarah spends a lot of time specimens in the countryside. She truly enjoys being a biologist. A collecting B developing C inventing 4 Kevin wants to be a computer A science B scientist C biologist
when he is older.
5 Ben emailed the document to me. I made a copy of it on paper with the for you. A keyboard B web browser C laser printer 6 I’m busy at the moment. I’m about astronomy. A making B doing C taking 7 Most people have a because it’s fast. A web browser B broadband C desktop
notes on this film
Internet connection now
8 I need a new for my desktop computer. The ‘Enter’ key doesn’t work. A keyboard B laptop C username 9 You must be very creative to something completely new and useful for people to use. A invent B discover C observe 10 James’ father is a(n) people who are sick. A astronomer B chemist C physicist
. He develops new drugs for
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TEACHER’S BOOK and WORD STORE • Unit-by-unit Student’s Book pages with overprinted answer key • WORD STORE pages with overprinted answer key • Ideas for extra activities and projects • References to additional resources and the course assesssment • Teacher’s Book pagination mirrors the Student’s Book’s pagination • Workbook answer key • Culture notes • Student’s Book audioscript and videoscripts • 55 photocopiable resources with instructions and answer key • 3 Life skills photocopiable resources with instructions and answer key
Access code to: PRESENTATION TOOL • Front-of-class teacher’s tool with fully interactive version of Student’s Book and Workbook activities with integrated audio and video • Easy navigation via either book page or lesson flow ONLINE PRACTICE, EXTRA DIGITAL ACTIVITIES AND RESOURCES • Teacher view of Online Practice and extra digital activities • Access to the Gradebook and student’s performance area • Assigning tasks to the whole class, groups or individual students • Automatic marking to save time TEACHER’S RESOURCES • Photocopiable resources with instructions and answer key • Life skills photocopiable resources with instructions and answer key • Culture notes • Student’s Book and Workbook answer keys • Audio and video with scripts • Word lists with audio recordings • Assessment Package consisting of ready-made tests in versions A and B • Lesson plans • A series of video clips on how to use the course material
CLASS AUDIO CDS Audio material for use in class (Student’s Book)
EXAM PRACTICE BOOKS A series of booklets which provide additional, intensive practice and support for important international exams. These books work alongside the Level 2 Student’s Book: • Cambridge English Key and Preliminary • Pearson Test of English General Level 1 and Level 2 The audio recordings and answer keys are available in the Teacher’s Resources.
Additional information and support available at www.english.com/focus T13
Using videos in the classroom There are four types of videos in Focus Second Edition:
1 BBC VIDEOS These are short (2–3 minutes) video clips produced by the BBC. As an extension of the topics covered in all vocabulary lessons, the authentic, natural-language BBC videos give students an opportunity to hone their reception skills while further enhancing their vocabulary. Each video is accompanied by a Video worksheet for students to practice comprehension and use the extra vocabulary. For the Video worksheets, go to the back of the Student’s Book. Students are also prompted to discuss the topics covered in the videos and relate them to their own experiences, improving their critical thinking skills. You can use the BBC at the beginning or at any other time in the unit. No. of videos: 8 (1 per unit)
2 FOCUS VLOGS (VOX POPS) These short clips have been given the form of a vlog. Filmed on the streets of London, they feature real people answering questions that touch upon their lives and opinions, while following the topics and themes covered in the lesson they appear in. They present the target grammar structures in a real context in small, easy-to-manage chunks for the students to model their own speech on, helping them improve their productive accuracy. The vlogs feature unscripted, authentic, spontaneous speech of speakers of English from the UK as well as from other countries and as such, they expose students to real language they can encounter in their lives. Each vlog is accompanied by a Vlog worksheet at the back of the Student’s Book. You can use the vlogs at the end of the Grammar lesson that they appear in. No. of videos: 8 (1 per unit)
3 GRAMMAR ANIMATIONS Each of these videos features two parts: an animated cartoon presenting the grammar structure in context and a teacher’s explanation with the purpose of reinforcing students’ understanding and learning of the structure. You can use all or only part of the video to help your students learn grammar in an engaging and attractive way. Not being part of the lesson, these videos can be used independently as an introduction to the Grammar lesson, as its summary or even mid-lesson as an extra resource to facilitate students’ learning. No. of videos: 16
4 ROLE-PLAY VIDEOS The function of these short videos is to present the key Speaking lesson language provided in the SPEAKING FOCUS box by showing it used in real-life situations. They enable students to not only learn, but acquire language by offering them visual clues such as location, body language and facial expressions, which help to improve students’ communication skills in terms of both reception and speaking fluency. Each video has an A and B version for the students to role-play available on Pearson English Portal only. Use the role-play videos at the end of the Speaking lessons. No. of videos: 27
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Assessment Package Test type Placement Test Grammar Quiz Vocabulary Quiz Use of English Quiz Unit Tests
Vocabulary, Grammar and Use of English (A/B) Dictation, Listening and Reading (A/B) Writing
Review Tests
Vocabulary, Grammar, Use of English and Reading (A/B) Writing Speaking (A/B/Teacher’s notes)
End-of-year Test
Listening, Use of English and Reading (A/B) Writing Speaking (A/B/Teacher’s notes)
Quantity
Total marks
Timing
1 16 8 8
100 15–20 20 15
60 mins 10–20 mins 10–20 mins 10–20 mins
8 8 8
30 30 30
25–35 mins 20–30 mins 30–45 mins
4 4 4
50–60 30 20
40–45 mins 30–45 mins 8–10 mins per pair
1 1 1
60 20 20
40–55 mins 30–45 mins 12–15 mins per pair
Overview of the Package
Versions of tests
The Focus Second Edition Assessment Package provides a wide range of tests which can be used at different points in the course. Level 2 has: • 1 Placement Test • 16 A and B Grammar Quizzes • 8 A and B Vocabulary Quizzes • 8 A and B Use of English Quizzes • 8 A and B Unit Tests • 4 A and B Review Tests • 1 A and B End-of-year Test
Most tests, except Placement Test and Writing sections, have two versions: A and B. Versions A and B are designed to be at exactly the same level of difficulty and feature the same task types; however, the test items in each are different. For listening tests, the test items are different but the audio is the same in both A and B versions, making it easy to administer. You can use the A/B tests in two ways: • give half of the class A versions and half of the class B versions – this helps to deter cheating, • give all students the A test and then use the B test either for students who missed the test or as a re-test or remedial work for students whose score shows they need a little more work on the unit objectives.
Assessment of learning or assessment for learning? Any test can be used either as assessment of learning or assessment for learning. Assessment of learning usually takes place after the learning has happened and provides information about what the student is achieving by giving a mark or a grade. You can also use the tests as assessment for learning by providing specific feedback on students’ strengths and weaknesses, and suggestions for improvement as part of the continual learning process. It is a combination of both types of assessment which can provide powerful tools for helping your students’ progress.
Marking Writing and Speaking tests Writing and Speaking tests have detailed mark keys to help you mark consistently and give students meaningful feedback. If you have the mark scheme for the exam your students will ultimately take, you may prefer to refer to this. Whichever mark scheme you use, it can be very useful to go through it with your students before they take the test so they know what they are going to be marked against. You can then refer back to these marking criteria in your feedback.
Exam preparation As your students are going to be working towards their exam, the tests also provide regular opportunities for them to try exam-style tasks in a low-stakes test environment, which should help them feel more confident going into the final exam. We would recommend using past papers or practice papers in addition as you get close to the date of the exam.
Expected outcomes We would expect all students who have completed the instructional material to score at least 50 percent, and the best students to score 90–100 percent on any given test. We have deliberately included more challenging questions in each test so as to help you identify students performing above the level.
Tests on paper The tests are provided in both PDF and editable format. We recommend using the PDF versions as they are. However, if you do need to edit the tests, this should be possible. When you are marking Listening and Reading tests, there is an extended answer key to help you explain why a question is right or wrong, or which part of the text an answer can be found in. There are also assessment criteria for Speaking and Writing tests.
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Assessment Package Placement Test
Review Tests
The Focus Second Edition Placement Tests are designed to help the teacher to place students at the right level of the Focus Second Edition series. Each test contains 100 multiple-choice questions and is designed to last for an hour. For placing students, we would suggest the following approach according to scores: • 10 and under correct: Consider starting the student at the level below (1). • 10–40 correct: Start the student at the expected level (2) and monitor progress to check whether remediation or extra support is required. • 50–75 correct: Consider an extra oral interview to determine whether the student should start at the expected level (2) or could start at the level above (3) with extra support. • More than 75 correct: Start the student at the level above (3).
There are four Review Tests (one every two units). These are cumulative achievement tests, and so test the learning objectives from all units so far: Review Test 1: Units 1–2 Review Test 2: Units 1–4 Review Test 3: Units 1–6 Review Test 4: Units 1–8 Depending on your school year, you may wish to do all of these or just some of them. Each test has three parts: Vocabulary, Grammar, Use of English and Reading; Writing; Speaking. The Vocabulary, Grammar, Use of English and Reading part has A and B versions. There is only one version of the Writing task. Students do the Speaking tasks in pairs and there are separate materials for Students A and B, as well as the answer key which includes notes for the teacher with questions. As with the Unit Tests, you can assign all or none of the parts of the test, depending on the time available.
Vocabulary Quizzes There are eight A and B Vocabulary Quizzes, which test the vocabulary taught in each Vocabulary lesson in the Student’s Book. Depending on the quiz, they should take between ten and twenty minutes each.
Grammar Quizzes There are sixteen short A and B Grammar Quizzes (two per unit), which test the grammar taught in each Grammar lesson in the Student’s Book. The Grammar Quizzes can be used at the end of a lesson, for homework, as a review at the beginning of the next lesson or later in the unit as quick revision.
Use of English Quizzes There are eight A and B Use of English Quizzes, which test the structures taught in each Use of English lesson in the Student’s Book. Depending on the quiz, they should take between ten and twenty minutes each.
Unit Tests There are eight Unit Tests, which test the learning objectives from each unit. These should be administered after each respective unit review. Each test has three parts: Vocabulary, Grammar and Use of English; Dictation, Listening and Reading; Writing. The Vocabulary, Grammar and Use of English part and Dictation, Listening and Reading part have A and B versions. There is only one version of the Writing task. You can assign all or none of these, depending on the time available. If you are including the Listening test, it is best to do the listening first, and then students can do the other sections in their own time.
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End-of-year Test The End-of-year Test provides a skills-based test covering learning objectives from the whole course. The test has three parts: Listening, Use of English and Reading; Writing; Speaking. The Listening, Use of English and Reading part has A and B versions. There is only one version of the Writing task. Students do the Speaking tasks in pairs, and there are separate materials for Students A and B, as well as well as the answer key which includes notes for the teacher with questions. You can assign all or none of the parts of the test, depending on the time available.
Assessment for Learning, GSE and 21st-century skills ASSESSMENT FOR LEARNING Focus Second Edition includes elements of Assessment for Learning methodology. The aim is to enhance learning by supporting students in understanding what they know and what they need to do next, making them active in their own learning. At the same time, using Assessment for Learning helps teachers to understand where their students are in their learning and make decisions about how to help students improve. When we talk about Assessment for Learning, we’re really talking about assessing students formatively, watching and listening to our students to see how far they understand and using this to help decide what we need to do next. This can be during any activity in class or using a test from the Assessment Package. In Focus Second Edition, a handful of Assessment for Learning techniques and activities have been integrated into each unit to give students an awareness of what and how they are learning and give you, the teacher, lots of opportunities to assess how each student is doing. Each unit starts with a thought-provoking quote linked to the topic of the unit to get students thinking about the theme as a whole, as well as help them remember any topic vocabulary that they already know. The SHOW WHAT YOU KNOW section at the start of the unit reinforces this and helps all students start from a confident beginning. Throughout the unit, you can use class activities and/or the quizzes in the Assessment Package to check students’ learning and deal with any misunderstandings or areas of weakness during the cycle of learning. Consider using the quizzes and other tests in alternative ways: have students work on them together or mark each other’s papers. Ask them to highlight areas for revision or further work. Rather than marking papers right or wrong, indicate how many answers are wrong and ask students to work together to find the errors, using their classmates’ feedback, the Internet, or reference books to help make the corrections. In addition, the vocabulary and grammar lessons in the Workbook finish with SHOW WHAT YOU’VE LEARNT exercises which help students be aware of their own learning. The Self-check sections at the end of each Workbook unit give students an opportunity to revise the grammar and vocabulary from the unit and check their progress.
The GLOBAL SCALE OF ENGLISH The Global Scale of English is a standardised, granular scale from 10 to 90, which measures English language proficiency. Unlike other benchmarks that describe attainment in broad bands, it identifies what a learner can do at each point on the scale across speaking, listening, reading, and writing skills. For instance, a person who has a speaking ability of 47 ‘can describe their dreams, hopes, and ambitions.’ The scale is designed to motivate learners by demonstrating incremental, step-by-step progress in their language ability. Teachers can use their knowledge of their students’ Global Scale of English level to choose materials that are precisely matched to ability and learning goals. The Global Scale of English serves as a standard against which English language courses and assessments worldwide can be benchmarked, offering a truly global and shared understanding of language proficiency levels. Visit www.english.com/gse to learn more about the Global Scale of English.
21ST-CENTURY SKILLS Focus Second Edition provides students with an opportunity to develop the skills they need to be successful in a 21st-century community, with its increased need for the efficient use of the information the students have learnt. Discussion and role-play activities throughout the course encourage students to practise their communication and collaboration skills, which they develop further while working together on the projects found at the end of each unit (see the teacher’s notes to the Focus Review sections). The projects are aimed at developing both students’ personal skills and their creativity. The Focus Vlog videos expose students to various native and foreign accents of English as the speakers talk about their personal experience and the cultures of their home countries. Moreover, the Focus Vlog worksheets include the Focus on Life Skills sections with activities designed to develop creativity and teamwork as well as collaboration, communication and digital skills. The BBC videos featuring engaging stories from various cultures expand students’ cultural awareness, encouraging them to discuss the ideas presented and to compare them with their own experiences, providing an opportunity to hone their critical thinking skills. The Life skills photocopiable resources at the back of the Teacher’s Book develop students’ future career, social and personal development skills, focusing on such topics as: giving effective presentations, choosing a career, taking part in a debate, setting achievable goals and using online resources.
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Mediation in Focus Second Edition In 2017, the Council of Europe released the CEFR Companion Volume with New Descriptors – a set of new Can Do statements to complement the original 2001 publication. A key focus for this new set of descriptors is Mediation. When most people think of Mediation, they either think about disputes (resolving conflict between two parties) or, in the context of language, they think of translation and interpreting. Both are true, but the term is used more broadly to cover spoken and written language functions in which the learner is conveying and interpreting meaning. Mediation descriptors may be new to the CEFR, but mediation itself is not new – within the same language (intralingual) or from one language to another (interlingual). It combines reception, production and interaction and is a common part of everyday language use – making communication possible between people who, for whatever reason, are unable to communicate successfully with each other: they may speak different languages and require a translation, they may not have the same subject knowledge information and need an explanation or simplification, they may not be of the same opinion and need someone to identify common ground. Mediation can also involve written texts – with the reader summarising, paraphrasing or interpreting the information for a different audience. How is Mediation organised in the CEFR? The scales (categories) for mediation are presented in three groups, reflecting the way in which mediation tends to occur. 1 Mediating a text consists of passing on to another person (in speech or writing) the content of a text which is, for various reasons, inaccessible to them. It includes: • relaying specific information (e.g. listening to or reading something and then passing the information on to a third party). This may not be an explicit activity at the lower levels of the course, but this skill is practised whenever learners are asked to listen for information or scan the text and then tell the teacher/classmate what they have understood; • explaining data (e.g. in graphs, diagrams, charts); • processing text (e.g. summarising a text or set of texts, making a technical text understandable to a non-specialist, passing on key information from an announcement or set of instructions); • translating a written text; • note-taking (lectures, seminars, meetings); • expressing a personal response to creative texts (including literature) (e.g. explaining why you like a story/film, interpreting a character’s reactions, describing how a creative text makes you feel); • analysis and criticism of creative texts (including literature) (e.g. critically evaluating the success of a creative text, comparing different approaches to a subject in different creative texts, explaining the techniques used by the author to create emotions, atmospheres). 2 Mediating concepts involves facilitating access to knowledge and concepts for others. It includes: • collaborating in a group (e.g. asking for other people’s opinions, inviting others into the discussion, saying why you agree or disagree with an opinion, asking questions to keep the discussion going, highlighting the main issues that need to be discussed); • leading group work (e.g. allocating turns in a discussion, keeping the discussion on topic, asking questions to clarify meaning, asking others to explain their reasoning behind an opinion, encouraging others to elaborate on what they have said). 3 Mediating communication facilitates understanding and successful communication between users who may have individual, sociocultural, sociolinguistic or intellectual differences. It includes: • facilitating pluricultural space (e.g. supporting inter-cultural exchanges, understanding cultural differences, demonstrating an understanding of different perspectives); • acting as intermediary in informal situations (with friends and colleagues); • facilitating communication in delicate situations and disagreements. Where is Mediation in Focus Second Edition? Plenty of Mediation activities can be found in Focus Second Edition – both for mediating the texts intralingually and interlingually. Look out for all open reading and listening comprehension tasks, translation and transformation tasks, gapped summaries, rewriting texts in a different register (formal/informal), picture description, speculating or drawing conclusions. There are also numerous tasks which cater for mediating concepts and communication – look out for communicative pairwork or groupwork tasks, projects or problem-solving activities. Source: Common European Framework of Reference for Languages, Learning, Teaching, Assessment, CEFR Companion Volume with New Descriptors
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How to teach with projects THE BENEFITS OF TEACHING WITH PROJECTS The benefits Projects help students to work together to produce a presentation, a poster, etc. in English. They usually require students to do research and present the information in a creative way. Projects in the English language classroom provide several benefits: 1 Authentic use of language Students work on a task which requires them to use English authentically. Projects also often develop all four skills: reading, writing, listening and speaking. 2 Development of personal skills Projects often require learners to collaborate, enabling them to develop skills such as the ability to cooperate, solve problems and communicate. 3 Development of autonomy As project work involves students making decisions about how to achieve their learning objective, they are able to develop learner autonomy with support and guidance from their teacher. 4 Development of critical thinking skills Students can develop information literacy and media literacy when doing research online, determining what information is useful, biased, false, etc. They can also develop critical thinking skills when analysing that information, evaluating it and deciding how to use it. 5 Development of creativity Many projects require learners to be creative in some way. Creativity, along with collaboration, communication and critical thinking skills are considered to be key skills for 21st-century learning.
HOW TO EXTEND FOCUS PROJECTS The teacher’s notes to each Focus Review lesson include a topic for a project. We encourage teachers to acquaint their students with the project at the beginning of the unit so that they can work on it over a longer period of time. Here is one of the topics from Focus 2 Second Edition: Work in groups. Do some research to find out about unusual scientific work or a place to do science experiments. Prepare a presentation about it and then present it to your class. To expand the project, students’ work on it could be divided into a few stages: 1 In class: After the first lesson of the unit, students are given the topic of the project. Homework: Each student researches unusual scientific work or a place to do experiments. 2 In class: Students share their research with their groups and then select one piece of work or place they are most interested in. Homework: Students go away and do more research on the scientific work or place to do experiments they have selected. They take notes. They plan a presentation about it. 4 In class: Groups work together and give each other oral feedback and suggestions on their plans. Homework: Then they prepare their presentations. 5 In class: Students present their work to the class. Then they vote on their favourite unusual scientific work or place to do experiments and discuss why.
6 Increased motivation Project work adds variety to lessons and gives students an opportunity to use English in contexts close to their lives. Students’ motivation increases when they make their own decisions regarding what exactly their project will focus on and then have a chance to present it to others. It is important to note that while project work provides many development opportunities, students are likely to need support in exploiting those opportunities, such as advice from their teacher on how to work independently or feedback on their communication skills.
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Focus Second Edition and Readers In order to help students achieve greater fluency in English and gain confidence and pleasure in learning the language, we have carefully selected a list of Pearson English Readers to accompany each level of Focus Second Edition.
Level 1 LEVEL 2
LEVEL 2
LEVEL 2
1200 headwords
B2 +
C1
50
60
70
80
90
GSE 10
600 headwords
Level 1
300 headwords
Easystarts
200 headwords
CEFR
C2
nglish at www.englishscale.com
