4

Live well

Unit summary

Exercise1

Focus students attention on the people in the photos and ask

Vocabulary

them to use adjectives to describe how the people feel.

Phrasal verbs: calm (sb) down, cheer (sb) up, chill out, cut
down on, face up to, open up to, slow (sth) down, wake (sb) up,
work out
Aches and pains: broken, bruised, dislocated, itchy, sore,
sprained, swollen
Phrasal verbs: carry on, end up with, keep in, lie around, wrap up
Word builder: accessible, advisable, cautious, national, snowy
Learn it!: break (n), break (v)

Grammar

Invite different students to read aloud the different responses

to the question. Ask the class to read and listen and see if
the adjectives that they used to describe the photos are
mentioned. Tell them to write the adjectives that are in each
text in their notebooks.
Ask students to find three pairs of opposite adjectives.
Tell students that there might be more than one possible
antonym for some adjectives.
Allow students to compare their answers in pairs before
checking them with the class.

SUGGESTED ANSWERS

The first and second conditional

if and unless
The third conditional

calm/ stressed (angry/anxious/busy); grumpy/ cheerful;

sleepy/ dynamic

Functional language
Asking for advice
What should I do?
What would you do if you were me?
Would you suggest (+ing)?
Giving advice
If you, you will (+ infinitive)
If I were you, Id (+ infinitive)
My advice would be to (+ infinitive)
Make sure you (+ infinitive)
Have you thought about? (+ing)
You could (+ infinitive)
You should/ shouldnt/ Y ou ought to (+ infinitive)

Unit opener
Vocabulary
Aims

Learn phrasal verbs for actions and feelings that make you happy.
Learn adjectives for feelings.
Talk about what makes you happy.

7
5

Develop linguistic communication.

Develop social and civic competences.
VOC APP

For individual practice, students who have a smartphone can

download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.

Unit4

T46

Exercise2

Ask a confident student to read the instruction and the

definitions aloud.
Tell students to find adjectives in the speech bubbles that
match the definitions. Point out that more than one adjective
might match some of the definitions.
Allow students to compare their answers in pairs before
checking them with the class.

ANSWERS

1 anxious2 cheerful3 dynamic4 grumpy; angry

5 sleepy6 calm

Exercise3

Read through the instruction with the class. Tell students to

use the list of adjectives from exercise2.

Choose an adjective and ask and answer the question with a
strong student.
Divide the class into pairs to ask and answer the questions.

Exercise4

Ask individual students to read the sentences in exercise4.

Then ask them to read the speech bubbles again and decide if
the sentences are true or false, correcting any false sentences.
Remind them to write their answers in their notebooks.
Check answers with the class and elicit corrections for the
false sentences. Accept variations on the sentences given in
the answer key, as long as the meaning is the same.

ANSWERS

1
2
3
4
5

True.
False. Beth doesnt cut down on things she does.
False. Thomas listens to music when he has a problem.
False. Abigail opens up to friends when she feels anxious.
True.

Exercise5

Optional activity
Write the following questions on the board:
1 What problems do you find it difficult to face up to? Why?
2 Do you know anyone who should slow down? Why?
3 What do you do when you want to chill out?
4 What should you cut down on? Why?
Ask students to write one more question to ask a partner,
using the phrasal verbs in the speech bubbles.
Divide the class into pairs or small groups to ask and answer the
questions on the board and their own question.
Invite some students to share one of their own answers with
the class.

Exercise6

Read through the instruction with the class. Ask students to

read the questions quickly, ignoring the gaps, to get the gist.

Divide the class into pairs and ask them to complete the

ANSWERS

1 cheer2 work3 open4 calm5 chill

v Vocabulary practice
13 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.

Exercise721st Century skills: Supporting others

Focus students attention on the21st Century Skills box and

Focus on the phrasal verbs in bold in the speech bubbles and

elicit the meanings.

Ask students to choose the correct options and copy and
complete the sentences in their notebooks. Do the first one as
an example if necessary.
Check answers with the class.

ANSWERS

1 slow down 2 face up to 3 cheer up 4 cut down

questions in their notebooks.

Check answers with the class.
Tell the pairs to ask and answer the questions.
Invite some students to share their own answers with the class.

read through the task.

Divide the class into small groups and ask them to think of
ways of cheering someone up. Ask students to think about
what they do when they want to cheer themselves up.
Tell each group to choose a representative to write their
sentences.
Ask groups in turn to present their advice to the class. The
class could vote for the best.

Exercise8

Play the video for students to watch.

v Your Views: Cheer up!
Duration:2.22 minutes
Topic: What cheers you up when youre sad?
Task: Discuss your views on the topic.

Further practice

Vocabulary, Workbook page 32

Vocabulary reference, Workbook pages 112113
Vocabulary worksheets, Tests and Resources Multi-ROM

T47

Unit4

4.2 The power of positive action

Reading

Exercise2

Explain that16 are comments people have left on the blog.

Ask students to read the blog again and, in their notebooks,
complete the comments with the correct colour.
Allow students to compare their answers in pairs before
checking them with the class.

Aims

3
5
7

1 yellow2 green3 blue4 red5 Red6 green; pink

Read and listen to a blog about how colours affect our mood.
Answer questions on the blog.
Develop cultural awareness and expression.
Develop social and civic competences.
Develop linguistic communication.

Optional activity

v Reading preparation
Interactive task to introduce students to the topic.

Warm-up

With books closed, point to some colours around the

ANSWERS

classroom and ask: What colour is this? Include some unusual

colours such as beige if possible, and check students
understand light and dark to describe colours.
Give students two minutes to write as many colour words as
they can. They can use their dictionaries to help.
Invite the students who wrote the most words to make a
list on the board. Ask the rest of the class to suggest further
colours. Make sure that students understand all the colours.
Ask: Whats your favourite colour? Which colours do you like
wearing? Why? Which colours dont you like? Why? Do some
colours make you feel more cheerful? Elicit a range of ideas.

Ask students to read the blog posts again and then write their
own comment in response to one of the posts.
Invite students in turn to read out their comments to the
rest of the class, who should say which blog post it relates
to. Elicit whether they agree or disagree with the comments.
Encourage as many students as possible to join in and express
their opinions.

Exercise1 $2.02

Read through the question with the class and draw students

attention to the colours of the blog entries. Play the recording

for students to read and listen.
Check answers with the class, and elicit any related
experiences that students have had with colours.

SUGGESTED ANSWERS

Blue makes people less hungry. Light blue helps you to study
and relax.
Green calms people down.
Pink slows people down and makes them sleepy.
Red creates a more dynamic mood and makes people win
more games.
Yellow helps people to open up and cheer up.

Culture note
According to psychologists, yellow is associated with sunshine
and energy and is therefore a good colour to use in a kitchen
or dining room. Green is associated with nature, and is a
calm, restful colour. It is often used in bedrooms. Blue is also
believed to be a calm, soothing colour, associated also with
intellectual activity, making it suitable for bedrooms and
studies. Pink is a restful colour, associated with love, so is
most suitable for bedrooms. Red is associated with danger,
adventure and warmth. It is often recommended as a colour
for dining rooms, but not for bedrooms.

Unit4

T48

The first and second conditional

Aims

Revise the form and use of the first and second conditional.
Complete sentences and a dialogue using the first and
second conditional.
7 Develop linguistic communication.

v Grammar animation
Presentation of the first and second conditional in context.

Exercise3

Read through the example sentences in the table with the

class and make sure students understand them. You could ask
students to translate the sentences into their own language
to check understanding.
Ask students to answer the questions in their notebooks. With
a weaker group, work through the questions with the class,
eliciting and discussing the answers.
Check answers with the class.
Students can copy the examples into their notebooks, or they
could modify the example sentences to make them more
personal to help them remember the grammar.

ANSWERS

1

2
3

first conditional: sentences 1 and 2

second conditional: sentences 3 and 4
first conditional
second conditional

Exercise4

Read through the instruction with the class.

If necessary, read the first gapped sentence aloud and elicit

the correct first conditional.

Ask students to copy and complete the sentences in their
notebooks with the first conditional form of the verbs in
thebox.
Check answers with the class.

ANSWERS

1 ll be late 2 wont be hungry 3 passes theexam

4 llfeel less anxious 5 ll feel more dynamic
6 doesntcutdown
v Grammar practice
13 star tasks to practise the first and second conditional. Also
available on the Tests and Resources Multi-ROM.

Recycle

Read through the information in the Recycle box with the class.
Write a first conditional sentence with If + not on the board

e.g. If I dont go running, I feel stressed out. Underline If I dont

and point out that we can replace if not with unless and an
affirmative verb.
Write a second conditional sentence with he or she on the
board, e.g. He would go to bed if he were sleepy. Underline were
and reinforce the point that we can use were with I and he/
she in second conditional sentences.

T49

Unit4

You could point out that If I were you, Id is often used to

give advice.

Exercise5

Read the first gapped sentence aloud and give students

time to write the answer in their notebooks. Elicit the correct

second conditional sentence.
Ask students to complete the remaining sentences and
questions in their notebooks.
Check answers with the class.

ANSWERS

1 Amy would help us if she were here.

2 If they went to bed earlier, they wouldnt feel so sleepy (at
school).
3 Would I feel more relaxed if I painted my bedroom green?
4 If I were you, Id slow down. You look stressed out.
5 Would I have more energy if I worked out at the gym
beforeschool?

Exercise6

Ask students to read the dialogue quickly, ignoring the gaps,

to get the gist. Ask: Why does Harry want to paint his bedroom?
(the colours are too dark)
Ask students to read the dialogue again and write the correct
verb forms in their notebooks.
Check answers with the class by inviting two confident
students to read the completed dialogue to the class.

ANSWERS

1 had2 paint3 were4 look5 wouldnt choose

6 llfeel

Your turn
Aims

Practise using the second conditional.

Discuss ideas about colours for a bedroom, trainers, the school
building, hair and a car.
5 Develop social and civic competences.
4 Develop sense of initiative and entrepreneurship.

Exercise7

Read through the instruction with the class and invite a

student to read the questions aloud.

Ask students to add more questions with their own ideas

in their notebooks. Go round monitoring and assisting as

necessary.
Divide the class into small groups to ask and answer the
questions. Remind students to use the second conditional in
their answers.
Conduct class feedback and invite groups in turn to tell the
class what their answers were and why.

Further practice

Grammar, Workbook page33

Grammar reference, Workbook pages114115
Grammar worksheets, Tests and Resources Multi-ROM

4.3 Sporting injuries

v Listening preparation
Interactive task to pre-teach vocabulary in the audio.

Vocabulary and Listening

Exercise3 $2.03 Audio script pT155

Read through the instruction with the class and give students

Aims

time to copy the table in their notebooks.

Learn vocabulary for aches and pains.

Listen to a podcast about sports injuries.
Answer questions on the podcast.

Play the recording for students to listen and complete the

7
2

Develop linguistic communication.

Develop learning to learn competence.

Warm-up

With books closed, ask: What sports do you do? Elicit some
answers and write the sports on the board.

Point to the sports on the board and, as a class, brainstorm

more sports. Add these to the board and check that students
understand them all.
Ask: Have you ever suffered a sports injury? Elicit a few answers,
then ask: Which sports do you think are the most dangerous?
Why? Elicit a range of answers.

table. Pause the recording as necessary to give students time

to write.
Play the recording again if necessary, for students to check
and complete their answers.
Alternatively, students could answer the questions from
memory, and then listen again to check and complete their
answers.
Check answers with the class.

ANSWERS

Exercise1

Sport

Injury

How

Event
missed

Maria
Sharapova

tennis

bursitis/
injured
her
shoulder

playing
tennis

US
Open

Steve
Morrow

football

broken
arm

celebrating

a party

Ask students to read through the web page and look at the

photos. You could ask them to match the problems shown in

the photos with the tips.
Ask: Have you ever suffered with any of these problems? Elicit a
range of answers from individual students.
Divide the class into small groups to discuss the tips. Ask them to
choose the three most useful tips. Explain that there isnt a right
or wrong answer, but they should try to justify their choice.
Invite groups in turn to tell the class their top tips and why
they have chosen them.

Exercise2

Read through the instruction with the class.

Read through the adjectives in the box, modelling their

pronunciation and intonation. Make sure students understand

all the adjectives.
Read through the sentences with the class, ignoring the gaps,
so students get the gist.
Ask students to copy and complete the sentences in their
notebooks with the correct words.
Allow students to compare their answers in pairs before
checking them with the class.

Exercise4 $2.03 Audio script pT155

Read through the instruction with the class. Invite individual

students to read the sentences aloud.

Play the recording again for students to listen and put the

sentences in the correct order in their notebooks.

Allow students to compare their answers in pairs before
checking them with the class.

ANSWERS

C, E, B, F, A, D

ANSWERS

1 dislocated2 bruised3 itchy4 swollen; sprained;

broken5 sore
v Vocabulary practice
13 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.

Unit 4

T50

The third conditional

Aims

Learn the form and use of the third conditional.

Complete sentences and a text using the third conditional.

Develop linguistic communication.

v Grammar animation
Presentation of the third conditional in context.

Exercise5

Read through the example sentences in the table with the

class and make sure that students understand them. Students

could translate the sentences into their own language.
Ask students to read the rules, choose the correct options and
copy the complete rules in their notebooks.
Encourage students to copy some of the examples from the
table in their notebooks, or modify the example sentences to
make them more personal to help them remember.
Reinforce the point that we use the past perfect, not would,
in the if clause: If they had known, they would have done things
differently. NOT If they would have known, .

ANSWERS

1 past2 past perfect simple 3 would have 4 first

Exercise6

Read through the instruction and the sentences and make

sure the students understand them.

Ask them to match the beginnings15 to endings AE in
their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.

ANSWERS

1 E2 D3 A4 C5 B

Exercise7

Focus students attention on the picture and ask students

what they know about the sports stars Rafael Nadal, Serena
Williams and Michael Jordan.
Read through the sentences aloud, ignoring the verbs in
brackets. Ask students if they already knew the information
about the three sports stars.
Ask students to write the completed third conditional
sentences in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class. Refer back to the rules in
exercise5, as necessary, to explain the answers.

ANSWERS

1 hadnt started2 had listened3 Would ... have become

Culture note
Michael Jordan was not initially accepted into his university
basketball team because, at1.80 m, he was considered too
short. The following year, he trained hard and also grew10
cm, so was finally accepted into the team.

T51

Unit 4

Rafael Nadal wanted to follow his uncle Miquel ngel Nadal

and become a professional footballer. However, his uncle
Toni realized he was going to be a better tennis player and
persuaded him to leave school and dedicate himself to tennis
when he was15.
Serena Williams started playing tennis with her sister Venus
when she was very young, and soon started winning junior
tournaments, going on to become the World Number One.

Exercise8

Focus students attention on the photo of Claire Lomas, and

ask them to read the text quickly, ignoring the gaps, to get
the gist. Ask: Which sports event did she participate in after her
injury? (the London marathon)
Ask students to read the text again and write the correct verb
forms in their notebooks.
Check answers with the class.

ANSWERS

1 hadnt had 2 wouldnt have lost 3 d used

4 wouldvebeen5 wouldnt have raised 6 hadnt done
v Grammar practice
13 star tasks to practise the third conditional. Also available
on the Tests and Resources Multi-ROM.

Your turn
Aims

Write sentences about a sports person.

Practise using the third conditional.

3
7

Develop cultural awareness and expression.

Develop linguistic communication.

Exercise9

Elicit information about sports people that students admire.

Write notes on the board as students offer information.

Focus on the notes on the board and elicit one or two third
conditional sentences about the sports people.
Ask students to write their sentences in their notebooks, using
the notes on the board or their own ideas. Remind them to
include at least one third conditional sentence. Encourage
them to use the language in the Useful language box.
Goround monitoring and assisting as necessary.
Conduct class feedback, praising good use of the target
language and correcting any mistakes.

Further practice

Vocabulary, Workbook page 34

Vocabulary reference, Workbook pages 112113
Vocabulary worksheets, Tests and Resources Multi-ROM
Grammar, Workbook page 35
Grammar reference, Workbook pages 114115
Grammar worksheets, Tests and Resources Multi-ROM

4.4 Culture

Exercise2

Give students time to read the sentences. Check that students

Reading and Vocabulary

Aims

Read and listen to an article about the Canadian winter.

Answer questions on the article.
Understand phrasal verbs in context.
Learn about adjective suffixes and practise using them.

3
7

ANSWERS

Develop cultural awareness and expression.

Develop linguistic communication.

Warm-up

Focus students attention on the map and elicit what students

know about Canada, e.g. its geography, weather, sports,

famous Canadians, etc.
Read the title of the article aloud. Ask: How cold do you think it
is in the winter in Canada? What dangers are there when it is very
cold? How do you think people stay healthy?
Encourage students to speculate and share their ideas with
the class.

Canada
Canada is the worlds fourth-largest country by total land area,
and one of the richest countries in the world. Its capital is Ottawa.
The native people of Canada include the Inuit, who live in
the far northern parts of the country. European colonization
of Canada, mainly by Britain and France, began in the 16th
century, and the country gradually gained full independence
during the 19th and 20th centuries.
Canada has two official languages, English and French, and
prides itself on being ethnically and culturally diverse.
Winnipeg is in the south of Canada, about half way between
the eastern and western shores. It is Canadas seventh largest
city. The climate is warm in the summer and very cold and
dry in the winter, with snow sometimes lasting for up to six
months. Temperatures can fall as low as -50 degrees.
Spongee is a game similar to ice hockey that is played only
in Winnipeg. The game is played with a soft spongy puck
instead of the traditional hard puck used in ice hockey, and
players wear ordinary shoes instead of ice skates.

Exercise1 $2.04

Read through the topics in the box with the class. Encourage

1 True: freezing winters with temperatures of -50C lower

than they sometimes are on Mars!
2 Not in the text. We only know.
3 Not in the text. Winnipeg schools cancel outdoor breaks at
-25C but the text doesnt say what happens between0C
and-25C.
4 Not in text.
5 True: Winnipeggers also play a variation of ice hockey
called spongee.
6 False: The skywalk is a network of heated walkways and
tunnels.

Exercise3

Culture note

understand everything, e.g. freezing.

Ask them to read the article again and decide if the sentences
are true, false or not in the text. Ask them to write the
evidence for each answer from the text and correct any false
sentences.
Allow students to compare their answers in pairs before
checking them with the class.

students to guess which of the topics the article will discuss

and what it might say about each one.
Play the recording for students to read and listen for the
topics that are mentioned and make a note of them in their
notebooks.
Check answers with the class and ask who guessed correctly.

ANSWERS

houses and transport arent mentioned

Focus students attention on the highlighted phrasal verbs

ANSWERS

1 keep in 2 end up with 3 lie around 4 carry on

5 wrap up

Optional activities
Divide the class into groups to discuss these questions: What
do you think you would enjoy about life in Winnipeg? What do
you think you would find difficult? Then invite different groups
to share their ideas with the class.
As a class, discuss the advantages and disadvantages of living
in a cold climate.
Divide the class into pairs and ask them to design a poster for
a school in Winnipeg, advising students on how to stay safe
and healthy during the winter. Encourage them to use zero
conditional sentences. Go round monitoring and assisting as
necessary. Students can present their posters to the class, and
the class could vote for the best.

Exercise4 Learn it!

Focus students attention on the two words in the Learn it!

box. Point out the pronunciation is the same.

Ask students to make one sentence with break as a noun and

in the article. Encourage them to guess their meaning from

context.
Ask students to match each phrasal verb to one of the
definitions (15) in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class.

one with break as a verb.

Ask students to read out their sentences.

Unit 4

T52

Word builder: adjective suffixes

Exercise5

Read through the instruction and the words in the box

with the class. Then ask students to find the corresponding

adjective forms in the article. You could do this as a race, to
motivate students.
Check answers with the class, and write the adjectives on the
board. Each time, invite a student to read aloud the relevant
line from the article. Make sure that students understand all
the adjectives.
Give students time to read the sentences. Then ask them to
complete them with the correct adjectives.
Allow students to compare their answers in pairs before
checking them with the class.

Exercise6

Invite a student to read the instruction aloud. Make sure

ANSWERS

access accessible (lines4647: first aid kits are accessible)

advise advisable (line13: its advisable to wrap up)
caution cautious (lines1112: the people of Winnipeg have
to be cautious)
nation national (line31: the national sport of ice hockey)
snow snowy (line27: even in extremely snowy or foggy
weather conditions.)
1 cautious2 national3 snowy4 advisable
5 accessible
v Vocabulary practice
Interactive task to practise adjective suffixes.

Optional activity
Focus on the adjectives in exercise5. Elicit the adjective
suffixes and write them on the board (-ible, -able, -ous, -al, -y).
Point out that -able is used as a variant of -ible. Divide the class
into small groups and ask them to think of more adjectives
which have these suffixes.
Elicit the adjectives and write them on the board. Remind
students that it is a good idea to learn word families, and learn
how to form new words from words they already know.
SUGGESTED ANSWERS

-ible/ able: enjoyable, comfortable, visible, edible

-ous: dangerous, famous, mysterious
-al: logical, professional, traditional
-y: windy, rainy, sunny

Your turn
Aims

Discuss things that you take with you on a winter holiday.

Practise using conditionals and giving reasons.

7
3

T53

Develop linguistic communication.

Develop cultural awareness and expression.

Unit 4

students understand everything.

Read through the questions with the class and elicit some
example answers.
Give students time to prepare their ideas individually. Point
out that if any students dont go on this kind of holiday, they
should imagine what they would do if they did. Encourage
them to use the language from the Useful language box.
Go round monitoring and assisting as necessary.
Divide the class into small groups to share their ideas, or
discuss the ideas as a class.
Conduct class feedback, inviting some students to tell the
class what they take with them and what they do on their
holiday. Praise good use of the target language and correct
any mistakes as necessary.

Exercise7

Students watch the video.

v Culture video: Vancouver

Duration:4.14 minutes
Topic: Vancouver: a city in the south of Canada.
Video worksheets are available in the iPack Resources tab.

Focus on PE

Ask students to read the sentences and discuss the answers in

pairs before they look at page143 to find out if they are right.
Students can now do the Focus on CLIL activities on page143.

ANSWERS

1 False. Cardiac muscles are in our hearts. 2 True3 True

Further practice

Reading, Workbook page 37

Word builder, Vocabulary reference, Workbook page 112
Focus on PE, Students Book page 143
Curriculum extra worksheet Unit 4, Tests and Resources Multi-ROM

4.5 Practical English: asking for and

giving advice

DICTATION Give students time to read through the gapped

Listening
Aims

Read a guide to staying healthy at exam times.

Discuss the tips and add further ideas.
Listen to a conversation about tips for staying healthy at
examtimes.
Do a dictation based on the conversation.
7 Develop linguistic communication.
2 Develop competence in learning to learn.

sentences.
Play the recording again for students to listen and write the
missing words in their notebooks. Pause the recording as
necessary to give students time to write.
Alternatively, students could complete the sentences from
memory, and then listen again to check and complete their
answers.
Check answers with the class.

ANSWERS

Warm-up

With books closed, ask: How often do you have exams?

Exercise3 $2.06 Audio script pT155

Howmuch time do you spend revising for exams? Elicit a range

of answers.
Then ask: Why do you think its important to be healthy when
youre revising for exams? How could you stay healthier during
exam times? Encourage as many students as possible to join in
and share their ideas.

Exercise1

1
2
3
4
5

would be to stop
Have you thought about
could
were; d
drink too much; wont sleep well

Optional activity
Ask students to use the sentence beginnings in exercise3
to write two more pieces of advice about reducing stress at
exam times. Divide the class into pairs to compare their ideas
and choose two pieces of advice they both agree with. Then
invite some pairs to tell the class the two pieces of advice they
chose and why.

Read the instruction and the title of the guide aloud, then

focus students attention on the photos. Ask: What tips do you

think the guide includes? Encourage students to speculate and
share their ideas.
Ask students to read the guide and make a note, in their
notebooks, of the tips they use themselves. Then encourage
them to reflect on the situation and add one more tip.
Invite students in turn to read their tips to the class. Write
them on the board.
Conduct class feedback. Ask students which tips they consider
to be the most useful.

Exercise2 $2.05 Audio script pT155

Tell students they are going to listen to a teacher giving

advice about exam revision. Read the question aloud.

Play the recording for students to listen and make a note, in
their notebooks, of the tip that is discussed.
Allow students to compare their answer in pairs before
checking them with the class.

ANSWER

Get enough sleep

Unit 4

T54

Speaking

Ask students to copy the remaining sentences into their

Aims

Play the rest of the recording, pausing after each sentence or

Learn about sentence stress.

Learn about and practise paraphrasing as a speaking strategy.
Learn functional language for asking for and giving advice.

7
2

Develop linguistic communication.

Develop competence in learning to learn.

v Speaking preparation
Interactive task to activate the functional language.

Exercise4 $2.07

Invite a student to read the instruction aloud. Give students

time to read the dialogue.

Play the recording and ask students to answer the question.

Alternatively, ask two confident students to play the roles of

Leo and Ms Collins and to read the dialogue aloud.

Check the answer with the class.

notebooks.

ANSWERS

What should I do to get fit?

If I were you, Id get some sleep.
What would you do if you were me?
My advice would be to eat lots of fish and vegetables.

Exercise7

Read the instruction with the class, and then focus students

ANSWERS

They are talking about taking breaks whilst studying (tip 4).

Exercise5

Read through the Speaking strategy box with the class.

Focus on the words in the box and elicit some possible

paraphrases for brain, e.g. Its something that controls our bodies.
Divide the class into small groups to think of paraphrases for
the remaining words.
Invite groups in turn to tell the class their paraphrases. As a
class, discuss which paraphrases work best for each word.

EXAMPLE ANSWERS

Its the thing inside your head that thinks. (brain)

Its something that you do when you move your body to
music. (dance)
Its similar to a meal but its smaller. (snack)
Its what somebody does after sport to cool down their
muscles. (stretch)

Optional activity
Ask students to look back at the text on pages5253 and
choose three more words to paraphrase, e.g. trapped, breaks,
sensible. Give them time to think of ways to paraphrase them.
Divide students into pairs to read their paraphrases to each
other, without saying the words. Their partner must guess
thewords.
Conduct class feedback eliciting how easy or difficult they
found the task, and how many words they guessed correctly.

Exercise6 $2.08 Say it!

Read through the instruction with the class and explain that in

English some syllables are stressed more than others.

Write the first question from the Say it! box on the board. Play
the recording for this question and elicit which syllables are
stressed. Underline these syllables on the board.

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Unit 4

question so that students can underline the stressed syllables.

Check answers, playing the recording again so that students
can hear which syllables are stressed.
Play the recording again for students to listen and repeat.
There is a follow-up exercise for further practice on page150.

attention on the phrases for asking for advice in the Functional

language box. Make sure they understand everything.
Invite two different students to read the two situations aloud.
Then divide the class into small groups and ask them each to
choose one of the situations.
Explain that they should prepare and practise a dialogue
asking for and giving advice. Tell them to use the dialogue in
exercise4 as an example.
Go round monitoring and assisting as necessary. When
students finish, they can swap roles and practise again.
Invite some students to perform their dialogues for the class.

Optional activity
Ask students to work individually and think of another
situation that they would like advice about.
Divide the class into pairs and ask them to take turns to explain
their situations to their partner and ask for and give advice.
Ask students to tell the class if their partner gave useful advice.

Your turn
Exercise8

Play the video for students to watch and interact with.

v Interactive video: New friends
Vlogsters: Unit4
Duration:3:54 minutes
Topic: Tips on how to make friends if youre shy.
Task: Make a choice from the options offered at the end of
thevlog.
Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.

Further practice

Pronunciation, Students Book page150

Practical English, Workbook page 36
Functional language, Vocabulary reference, Workbook page 112
Vlogsters scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM

4.6 Writing a blog

Exercise2

Ask students to read the blog again and match topics15 to

Aims

Read a model blog.

Learn some differences between formal and informal English.
Write a blog.

7
4
3

Develop linguistic communication.

Develop sense of initiative and entrepreneurship.
Develop cultural awareness and expression.

Exercise3

Encourage as many students as possible to join in, express

their opinions and give reasons for their opinions.

Warm-up

Ask: Do you write a blog? If not, would you like to? Do you read

other peoples blogs? What do you enjoy reading about? Elicit a

range of answers.
Focus students attention on the photos and ask: What do
you think an inner-city farm is? Why do you think this girl enjoys
working on the farm? What do you think she writes about in her
blog? Elicit a range of answers.

Research it!

Read the Research it! box with the class.

Students could do the research online in class, using their

ANSWERS

1 Week32 Week13 Week34 Week25 Week2

Read the question aloud and discuss it with the class.

Writing preparation

Week1, Week2 or Week3 in their notebooks.

Give students time to compare their answers in pairs before
checking them with the class. Encourage students to provide
evidence from the blog for their answers.

Optional activity
Ask students if they know of any urban farms in their area,
town or city. Elicit any information they have, or encourage
students to do some research to report back at a future class.
Ask students: If youd had an urban farm near your home when
you were younger, what would you have done? If you had one near
your home now, would you like to work there? Why?/ Why not?
Elicit ideas as a class or, if students are very interested in the
topic, give them time to discuss the questions in groups.
Theninvite them to share their thoughts with the class.

phones or tablets. You could do the activity as a race, to

motivate students.
Students will probably find the answer that blog is short for
weblog (web log), a list of items on a web page.

Exercise1

Read through the list of benefits with the class and make sure

students understand them all.

Ask them to read the model text and make a note of the
benefits that the blogger mentions in their notebooks.
Check answers with the class.

ANSWERS

1 and3

Culture note
There has been a growing movement to create more urban
or inner-city farms over the last twenty years, and they can
now be found in cities around the world. The aims of urban
farming are: to produce fresh food locally in a way that
reduces the carbon footprint from agriculture; to provide
fresher food which contains fewer chemicals; to encourage
people to spend more time outdoors doing physical activity;
to help to connect people living in cities with country life.
Some larger scale urban farms have also been established,
such as the worlds first rooftop farm, which was opened in
New York City in2010.

Unit 4

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Look at language: formal and informal English

Exercise4

Read the question through with the class and elicit the

answer. Point out or elicit that blogs are written in informal

English in order to address the reader directly and have the
feeling of being a conversation.

ANSWER

a Think of ideas

Read through the instruction with the class.

Go through each section of the diagram and check that
students understand what each part asks for.

Ask students to copy the diagram in their notebooks and

complete it with the topic from exercise7 that they are going
to write their blog about.

The blog is written in informal English. Examples of informal

English include phrases like chill out and kids as well as use
of contractions.

b Plan

Exercise5

Read through the features with the class. Check that students
understand colloquial (= very informal).

Ask students to find examples of the features in the blog.

Conduct class feedback. Ask students to provide examples of

Go through the writing plan with the class and make sure

c Draft

Ask students to write the first draft of their blogs. If they

the features they found.

SUGGESTED ANSWERS

1
2
3
4
5
6

join; volunteer; spend (etc.)

Ive just joined; I volunteered; I spent; I worked
kids
chill out
Ive; theyll; Im; couldnt
but; and; also

Exercise6

Focus students attention on the blog and point out that the

underlined words are more formal than usual for a blog. Ask
students to rewrite the underlined words in their notebooks.
Check answers with the class.

ANSWERS

1 Ive2 wasnt3 wouldnt4 Also5 Ive6 kids

7 cheers me up

Optional activity
Ask students to read the final sentence of each blog post. Ask:
What do you notice? (They all end with an exclamation mark.)
Elicit or point out that it is important to end a blog post
strongly, for example with a humorous comment or an opinion.

Writing task
v Writing preparation
Interactive task to practise useful expressions to use in a blog.

Exercise7

Explain to students that they are going to write a blog about a

free-time activity. Invite a student to read the task aloud.

Brainstorm some ideas for free-time activities that students

could write about, e.g. joining a sports club or a gym, joining a

drama group, working as a volunteer, etc.
Invite some students to read out their ideas for blogs to
theclass.

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Unit 4

students understand that they should structure their blog in

this way.
Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.

do this in class, go round giving help and encouragement.

Remind them to use informal language and phrasal verbs and
to make the blog reflect their personalities and interests.
Remind them to check their grammar and spelling carefully.

d Check

Ask students to exchange their first drafts with their partners

and to read their partners blog.

Students should go through their partners blog and answer

the questions.
Students then report back to each other about their work.

e Write

Students write the second and final drafts of their blogs.

Tell them to correct any mistakes their partners found.
If they do this in class, go round giving help and

encouragement. Remind them to use informal language.

Invite some students to read their blog to the class. Their
classmates can listen for examples of informal English.
Alternatively, students could work in pairs to read their
partners blog to check that it follows the blog plan, uses
informal language and includes phrasal verbs.

Further practice

Writing, Workbook page38

Writing reference, Workbook page 92
Unit 4 Review and Skills Practice, Students Book pages 128129