Be An English Whiz 2 Bimester Teacher S

Teachers
Guide
Bimester 2
BE an
English Whiz
BESB_EngWhiz_7th_Bim2_TG_P01.indd 81
th
Grade
9/21/12 12:55 AM
Sistema UNO has been developed by a multidisciplinary team of 50 educational

experts from 12 countries in Latin America (Mexico, Brazil, Spain, Argentina,
Colombia, Chile, Guatemala, Peru and Venezuela, among others).
Grupo Santillana has been working on the project for 10 years, researching,
piloting, designing, exploring, and listening to thousands of students, teachers
and directors throughout the region.
The result is Sistema UNO, a new and completely innovative educational
proposal for schools, built around 21st Century parameters and oriented
towards a shared vision for leadership, new practices, quality, and profound
improvement in short, for a better education.
CREDITS
Teachers
Guide
Bimester 2
BE an
English Whiz
7th
Grade
General Content Director

Antonio Moreno Paniagua
Cover Photography
Shutterstock.com
Research and Development Directors

Noem Valencia de Trainor, Mary Yonker
Design
Sistema UNO
Editorial Director
ngela Ortiz
Layout
Overprint, S.A. de C.V.
BE Managing Editor
Susana Moreno Parada
Art and Design Coordinator
Gil G. Reyes Ortiz
The BE textbook is a key

component, and serves as a core
organizer of all the programs and
projects that make up Sistema
UNO. It focuses on the development
of skills, while simultaneously
allowing learners to acquire the
second language in a meaningful
and natural manner. This book is
integrated into Sistema UNO as a
whole in order to guide our work
towards the future.
Design Coordinator
Juan Manuel Santamara
Sistema UNO Editor
Alejandra Camizao
Sistema UNO Assistant Editors
Luis Albores, Belkis Maldonado
RIGHTS
D. R. 2012. This is a collective derivative work based on the intellectual work Target
PET, published by Santillana Educacin, S.L./Richmond, licensed by Sue Ireland
and Joanna Kosta; and has been adapted and developed by Sistemas Educativos de
Enseanza S. A. de C. V., legal address Av. Ro Mixcoac 274, Colonia Acacias. C.P.
03240, Mxico, D.F., for Sistema UNO of Grupo Editorial Santillana for all countries
in Ibero-America (Brazil, Spain, Argentina, Colombia, Chile, Peru, Uruguay, Paraguay,
Bolivia, Venezuela, Panama, Nicaragua, Costa Rica, Honduras, Guatemala, El Salvador,
Dominican Republic, Puerto Rico and Portugal), in English, Spanish and Portuguese.
Sue Ireland, 2012.
Joanna Kosta, 2012.
Santillana Educacin S.L. / Richmond, 2012.

Sistemas Educativos de Enseanza, S. A. de C. V., 2012.
Member of the Cmara Nacional de la Industria Editorial Mexicana.

Reg. Nm. 3616
Impreso en Mxico / Printed in Mexico
All rights reserved. No part of this book may be reproduced, stored in a
retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without prior permission
in writing of the publishers.
ISBN: 978-607-723-232-2
First Edition: July 2012
9/21/12 12:55 AM
Table of Contents
Bimester
page 84
page 86
page 87
page 88
page 89
page 90
page 110
page 130
page 156
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PET Introduction
Icons
Characteristics of an UNO Classroom
Sistema UNO Educational Framework
Common European Framework
Unit 6
Adventurers and explorers
Unit 7
Winners and losers
Unit 8
The best days of your life
Students Book Transcripts
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PET
Course Introduction
About the PET examination

PET is an intermediate level examination set by the University of Cambridge ESOL examinations. It is at B1 level of
the Common European Framework of Reference for Languages, and covers all four language skills reading, writing,
listening and speaking.
About BE an English Whiz

BE an English Whiz provides all the things you need to help your students prepare for the PET examination:
Essential exam practice, tips and strategies

Students get plenty of practice of each part of the exam with at least one exam task in every lesson. There are
also Exam tips next to each exam task.
Engaging topics, texts and artwork

BE an English Whiz focuses on young peoples interests and experiences. The topics are all things that teenagers
and young adults can talk about, and the texts and artwork are specially designed to appeal to students and get
them using English.
Key language practice

A good basic vocabulary is essential for passing the PET exam. BE an English Whiz contains topic-specic
sections to practise using and understanding the words from the ofcial vocabulary list for PET. Each lesson also
contains a Language focus section, which looks at key grammar or functional language that may appear in the
exam. Students are encouraged to extract the language from examples in the dialogues and texts, and work out
the rules for themselves. There is also a complete Language summary at the back of the Students Book which
provides detailed explanations and clear examples of language use.
Fun communicative tasks
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Students also get lots of practice at using the language, with fun games and speaking tasks to engage them and
cement their learning. These tasks ensure plenty of variety in the classroom and show students how they can use
the language they are learning in the real world.
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Ten tips for teaching PET classes

1
Tell students to always read the instructions for test questions very carefully. They will get
useful information which will help them understand what the text is about or understand
who the speakers are and what they are talking about.
Have students look at the listening transcripts to see how the questions work - all the
possible answers are mentioned, but only one is the right answer.
Encourage students to keep a vocabulary notebook organised by topic. They can draw
pictures, or write translations, denitions and example sentences to help them remember
the words.
Get students to practise reading texts quickly all the way through at rst to get a general
idea of their meaning, without worrying about unknown words.
Encourage students to practise guessing the meaning of words from context. Tell them
to work out what kind of word it is from the grammar (e.g. verb, noun) and use the whole
sentence to guess the meaning.
Students need to be able to spell basic words correctly in the exam, so spend some time
working on spelling practice. You can give regular spelling tests and ask students to make
posters to remind them of the spellings of tricky words.
Give students plenty of practice at writing postcards and emails so they get used to the
phrases used to start and end letters.
Show students how the questions use paraphrasing they say the same things as the texts
but use different words. Highlight parts of the texts or dialogues where this happens so
students know they need to listen or read for the meaning rather than exact words.
Remind students that they will hear each dialogue twice, so they will have a chance to check
their answers or listen again if they missed something.
10
Reduce students stress about the exam by giving them as much information about it as
you can:
conduct mock speaking tests with other teachers taking the role of the examiner.
do practice tests under exam conditions to recreate the time pressure.
use the results of the practice tests to show students how well they are doing.
Course Introduction
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Icons
Attitudes and Values
Abilities
Developing Literacy
Emotional Development
Intellectual Abilities
Learning Strategies
Metacognition
Bodily / Kinesthetic
Interpersonal
Intrapersonal
Logical / Mathematical
Musical
Naturalist
Verbal / Linguistic
Visual / Spatial
Resources
i
Apps
Audio
Digital Activity
Digital Expression
Informational Video
Key Concept
QR Code
Video
Textbook
Workbook
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Multiple Intelligences
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Characteristics of an UNO Classroom

Classroom Environment
1. The universal understandings, essential questions, and values for each bimester
are posted in the classroom.
2. Clear rules established by the students are posted and observed. Students
respect the rules.
3. The physical classroom environment promotes learning. All decorations are
related to a learning outcome.
4. Teacher displays student work.
5. Seating configurations promote cooperation and teamwork.
6. The language being studied is the only language spoken in class.
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Instruction
7. The teacher relates what the students are learning to the universal
understanding and value of the bimester.
8. The teacher uses inquiry-based instruction and cooperative learning strategies.
9. The lessons have build up, core teaching and wrap-up phases.
10. The teacher consistently praises students that reach the established expectations.
11. The teacher adapts instruction to meet the needs of all students.
12. The teacher allows students to discover principles and rules through practical
examples.
13. Students speak more than the teacher does.
14. The teacher emphasizes high-level vocabulary use.
15. The information students are learning is related to their daily lives and surroundings.
16. Students explore multiple intelligences through activities.
17. The teacher uses digital media, diagrams, pictures, drawings, and body
language to communicate meaning.
18. Students can express what they have learned in spoken and written forms, and
can apply new knowledge through different activities.
19. The teacher presents the students with frequent opportunities to review
the material with questions, role-plays, graphic organizers, think-pair-share
exercises, debates and summaries.
20. The teacher motivates and challenges students by asking questions that require
high level, critical thinking.
Assessment
21. At the beginning of the class, students tell the teacher what they learned in
the previous class. At the end of the class, students tell the teacher what they
learned that day.
22. The teacher constantly assesses students understanding through formative
assessments.
23. Students link new learning to previously taught subjects.
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Sistema UNO Educational Framework

Sistema UNO Transdisciplinary Themes
Bimester 2
KNOWING OUR
PLACE AND TIME
Bimester 3
LETTING OTHERS
KNOW
Bimester 4
KNOWING OUR
WORLD
Bimester 5
KNOWING
OTHERS
In Knowing Ourselves,
students focus on selfknowledge (spiritual,
social, physical and
mental health). They
explore and express their
own feelings, beliefs
and values and those of
others. They learn about
their personal rights and
responsibilities. They
inquire about their culture
and personal relationships
with their families, groups
of friends, communities.
In Knowing Our Place

and Time students
investigate the
interconnectedness
between communities
and civilizations locally
and globally. They link
these understandings
to their own personal
histories. They analyze
how major discoveries,
explorations and
migrations have impacted
their lives and their
communities. They
explore how the arts
reflect those historic
events.
In Letting Others
Know students develop
an awareness of the
interdependence of
people, living and nonliving things in natural
environments. They
learn about the rights
and responsibilities in
sharing our planets finite
resources. They inquire
into the different ways
communities negotiate,
collaborate or solve
conflicts to ensure equal
access. They appreciate
the aesthetics of the
natural world.
In Knowing Our World

students explore the
impact of science and
technology on the
growth and development
of human societies
in their respective
environments. They
study the interactions
between these societies
and the physical and
biological world. They
examine the challenges
they may face as a result
of these interactions.
They inquire how humans
used their understanding
of scientific principles
and laws to advance
civilization. They express
their ideas and different
points of view about the
scientific world.
In Knowing Others
students inquire about
societal decision-making
structures and functions
in local and global
communities. They study
the way these structures
and their functions are
interconnected and the
manner that decisions
are made. They explore
how these structures
express their ideas and
values. They investigate
how economic and
political activities
impact society and the
environment.
Honesty
Respect
Tolerance
Responsibility
Solidarity
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Bimester 1
KNOWING
OURSELVES
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BE and the Common European Framework of Reference

The Common European Framework of Reference for languages (CEFR) describes what a learner is supposed to be
able to do in reading, listening, speaking and writing at each level. A Basic Speaker, B Independent Speaker, and
C Proficient Speaker. The table below describes the equivalency of BE grades with the CEFR levels. The Cambridge
ESOL exams written for each of these levels are indicated.
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of basic needs.
Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she
lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly
and clearly and is prepared to help.
A1
Beginner
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very
basic personal and family information, shopping, local geography, employment). Can communicate in simple and
routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in
simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
A2
Elementary
B1
Intermediate
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school,
leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can
produce simple connected text on topics that are familiar or of personal interest. Can describe experiences and events,
dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
B2
UpperIntermediate
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions
in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of
subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
FCE
B2
Taken from: http://www.cambridgeesol.org/exams/exams-info/cefr.html
KET
B1
PET
BE
6th
BE
7th
BE
8th
A2
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A1
BE
1st
BE
2nd
BE
3rd
BE
4th
BE
5th
BE
9th
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Bimester 2
Unit
6.1 Adventurers and explorers

The wind was blowing hard
Exam practice
Reading Part 3
Vocabulary
travel and transport
Language focus
past continuous and past simple
Day 1
like travelling? Why? Which ways of travelling do

you enjoy? Which do you dislike and why?
Ask students which forms of transport are best for
the environment and why.
Vocabulary: travel and transport

1 Ask students to do the matching task in pairs.
Ask students to cover the words, and test each
Ask students to do this activity in pairs.

Check answers with the class.
Answer key
1 aeroplane 2 bicycle 3 train
4 dog sled 5 bus 6 car
Ask individual students to explain how the words
other on the spelling.
Answer key
aeroplane C bicycle B boat A
car E dog sled G train F
bus D
Background extra
Dog sleds are used to travel over snow or ice,

and are still used today in Canada, Greenland
and Scandanavia for hunting, moving goods
and delivering mail. The sleds are pulled by
one or more sled dogs. The dog teams are very
carefully put together, and the lead dog has to
be very experienced. The most common breeds
of dog chosen for pulling the sleds are Alaskan
Malamutes and Siberian Huskies.
in each group are related (a voyage is the journey

you make when you sail on a boat; the cabin is
where you sleep on a boat; the deck is the open
part of the boat where you can walk around).
Explain that check in is a verb, but check-in (with a
hyphen) is a noun: the check-in (desk).
Ask students to identify the words which can go
in more than one group (cabin, seat, baggage,
luggage, route, fuel, windscreen, brakes, to board,
announcement, to catch, passenger, overtake,
seat belt).
Vocabulary extra
Ask students to work in pairs and add three more
words to each group. They can use a dictionary if

they need to.
Brainstorm other words for means of transport
(coach, ferry, helicopter, hovercraft, motorbike,
scooter, underground train, taxi, tram).
Write the following headings on the board: by air,
by land, by rail, by road, by sea. Ask students to
copy the headings then write all the transport
words under the correct headings. Remind
students that it is a good idea to record new
vocabulary in groups.
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Warmer
Ask students to look at the pictures. Ask: Do you
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Bimester 2
Unit
6.1

The wind was blowing hard
E Reading Part 3 V travel and transport L past continuous and past simple
Vocabulary: travel and transport

1
Match the words to pictures AG.

(aero)plane
car
bicycle
boat
dog sled
bus
train
2 Match each group of words to one of the ways of travelling.
0
1
2
3
4
5
6
to sail / cabin / deck / voyage boat

to take off / check-in / ight / baggage
to cycle / seat / brakes / helmet
to board / carriage / platform / announcement
to pull / snow / ice / luggage
to catch / trafc / passenger / route
to overtake / seat belt / windscreen / fuel
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100
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Exam practice: Reading Part 3

SB p. 101
Exam guide
Students are given a long factual text to read.

There are ten true / false statements about the
text, based on specific factual information in
the text. The statements may contain the same
information but in different words. The texts are
typically taken from brochures, books and website
information.
3
Ask students to look quickly at the heading and
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the map. Discuss the meaning of the heading.

Ask: What sort of text is this? (a magazine article).
Elicit that the two men travelled using no motors
or engines. Get suggestions from students, e.g.
bicycle, canoe.
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3 Read the title of the article about two young men who travelled from the North to the
South Pole. Look at the map of their route and read the first sentence. What means
of transport do you think they used on their journey?
From Pole to Pole Manpowered

In May 2008, at the age of 20, Rob Gauntlett and James Hooper became the rst people to travel
from the North Pole to the South Pole without engines or motors, using only natural power.
hey set off for the North Pole from

Qaanaaq in Greenland on April 8th
2007. They began their journey on skis,
but their progress was so slow that after
a few weeks they changed to dog sleds.
It was on this part of the journey that
Rob almost lost his life. They were racing
over the ice when Rob dropped his
glove into the snow. As he was running
back to get it, he fell straight through
the ice into the freezing water, hitting his
head as he fell. He lay face down in the
water for three minutes until James was
able to pull him out. It was four hours
before he was rescued and taken to
hospital, explained James. Our parents
wanted us to give up at that point, but
we knew we had to continue.
After their three-month trek on foot
across the Arctic, Rob and James
sailed from Upernavik in Greenland
to New York. There they began a
17,000-kilometre bike ride through
Central and South America to Punta
Arenas in Chile. Some of their best
memories are of this part of the trip. We
cycled 160 kilometres a day, which was
tiring, but every night when we stopped,
people met us with big smiles and
offered us food!
Finally the boys boarded their 107-metre
yacht for the voyage across the
Southern Ocean. But just four days
before they reached the South Pole, a
huge storm almost swept James into
the sea. I was working on the deck while

Rob was trying to sleep below. The wind
was blowing at about 100 kph and the
waves were rising 25 metres into the air.
Suddenly a huge wave crashed into the
boat. I wrapped my arms around a pole
and held it tightly. The boat turned over on
its side, but luckily when it came back up
again I was still holding on.
They nally sailed into Sydney Harbour,
Australia, 396 days after setting off. Now
back in the UK, the pair are working on
a book and a documentary about their
experiences. We dont have plans for
another expedition just yet, but Im sure
we will one day. Its just a matter of time!
Underline the important words in the

sentences and text as you read.
Check the sentences and text again. Make
sure they say the same thing
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101
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Day 2
Read the Exam tip with the class. Ask students to
read the sentences very carefully and underline

key information.
Focus on the bold sentence at the beginning of the
text. Ask students to read it carefully and find the
part that relates to sentence 1 of Activity 4 (the
first people to travel ... without engines or motors).
Elicit the answer to sentence 1 (B).
Tell students to read the rest of the text and
decide if the sentences are true or false. Remind
them that the information in the text will be in the
same order as the statements.
(they were racing over the ice). Elicit that the

second event (Rob dropped his glove) happened in
the middle of the first event.
Ask students to identify the tenses of the verbs.
Answer key
were racing = past continuous
dropped = past simple
If necessary, remind students how to form the

past continuous (using the past simple of the verb
be + -ing form of the main verb).
6
Ask students to complete the rules.

Answer key
Answer key
A past simple B past continuous

C past continuous; past simple
1 B 2 A 3 B 4 B 5 A
6 B 7 A 8 B 9 B 10 A
Ask students to find more examples of verbs in
Ask students: Would you like to go on an
the text and match them to the rules.
expedition like this? Why / why not?
Answer key
Speaking extra
C As he was running back to get it, he fell straight

through the ice.
B I was working on the deck while Rob was trying to
sleep below.
B The wind was blowing ... and the waves were rising ...
C When it came back up again I was still holding on.
they are going to interview Rob or James. As a

class, brainstorm questions they can ask, and
write them on the board. Students can copy them
down. For example:
Why did you want to do this expedition?
What was the hardest part of the journey?
Did the expedition change you in any way?
Was it difficult riding a sled?
How did you feel when the wave hit the boat?
Where would you like to travel to next?
Ask students to now imagine they are Rob or
James and prepare their answers to the questions.
Students can role-play an interview between a
journalist and Rob or James, then swap roles and
practise again.
Ask students to do this individually. Remind them

that some verbs have irregular past simple forms.

Answer key
1 was riding 2 hit 3 fell off
4 was wearing 5 tried 6 was hurting / hurt
7 was cleaning 8 saw 9 went
10 were waiting 11 made 12 started
13 found out 14 were still talking 15 arrived
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Ask students to imagine they are journalists and
Highlight the spelling of riding, and remind

Language focus:
past continuous and past simple

p
5
students that verbs ending in -e lose the -e before

adding -ing. Elicit other examples, e.g. hope
hoping, changechanging.
Ask students to look at the diagram and the

example sentence. Ask: Which event started first?
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4 Read the text to decide if each sentence is correct (A) or incorrect (B).
Unit 6
A: YES
B: NO
1 Many travellers have completed this journey without powered transport.

2 Rob and James changed to dog sleds in order to improve their speed.
3 Robs accident in the Arctic happened because he fell off the dog sled.
4 Rob managed to climb out of the water alone.
5 Rob and James had to wait for several hours before help arrived.
6 The boys parents persuaded them to continue with their journey.
7 People in South America were very friendly to Rob and James.
8 Both Rob and James were on deck when the storm hit their boat.
9 James was knocked off the boat during the storm.
10 Rob and James are condent that they will go on another journey together.
Language focus: past continuous and past simple

5
Look at the diagram. Which verb is in past continuous and which is in past simple?
They were racing over the ice
when Rob dropped his glove.
Complete the rules with past continuous or past simple.

A We use
to talk about completed actions in the past.
B We use
to talk about activities in progress at a particular point
in the past. We often link two activities with while.

C We use
to talk about a longer activity interrupted by a shorter

for the shorter action.
action. We use
Find four more examples of past continuous in the article. Do they match rule B or rule C?
7
Complete the sentences with the correct form of the verb in brackets.
Last week I (0)
had
bike when I (2)
(have) a nasty accident. I (1)
(4)
(wear) a helmet. I (5)
(6)
(hurt) too much. A young man (7)
nearby and he (8)
me a cup of tea. We (12)
(fall off). Luckily I

(try) to stand up but my leg
(see) the accident. He (9)
to call an ambulance. While we (10)
(wait) he (11)
(start) chatting and (13)
out) that we used to go to the same school. We (14)

ambulance (15)
(ride) my
(hit) a stone and (3)
(clean) his car

(go) inside
(make)
(nd
(still talk) when the
(arrive) half an hour later.
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102
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Speaking
8
SB p. 103
Students tell their stories in pairs, and decide

whether their partners story is true or false.
As an example, tell the class a story and ask
Writing extra
Ask students to write up their stories, and pin
them on the wall.

Ask students to read their classmates stories and
write True or False next to them.
You can find out which story fooled the most
people.
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students to guess whether it is true or not.

Read or tell the story again, and ask students to
make a note of all the past continuous and past
simple verbs.
In pairs, ask students to try and reconstruct the
story. Ask one or two to re-tell it to the class.
Read through the notes and questions with the
class. Allow students time to make notes and
prepare their stories.
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Speaking
8 Write a short story. It can be true or invented. Choose a title.
A nasty accident
An exciting adventure
A terrible journey
Use past continuous to set the scene and give background details.
Who were the people in your story? What were they doing?
Use past simple to tell the main events of the story.

What did the people do? What happened in the end?
Use the pictures for ideas.
Tell your partner the story. You can use your notes as a guide but dont read them. Your
partner must guess if the story is true or made up.
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103
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Day 3
Language practice
SB p. 104-105
Unit 6
Lesson 1
Less
1
Reading across: board, fasten, miss, cabin, plane,

helicopter
Reading down: platform, timetable, pilot,
announcement
plane
2
3
4
5
cabin; fasten
pilot; helicopter
platform; announcement
miss; timetable
1 was waiting
2
3
4
5
6
7
8
phoned
missed
took
were flying
hit
felt
landed
Writing Part 3
4
Answers will vary.
What do I have to do?

In Part 3 you have to write a letter.
You have to write about 100 words.
For the letter, you will have part of a friends letter to reply to. This will give
you the topic and one or two questions to answer.
Answer all the questions in the letter. Begin with Dear or Hi and end with an
expression such as best wishes, see you soon, or lots of love.
Do not write too few or too many words. If you write too few you will
lose marks and if you write too many you have more chance of including
unnecessary information and making mistakes.
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How do I do it?
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Consolidation
3 Read the email and choose the correct tense, past simple or past continuous.
Unit 6
Language practice
To:
1 Find ten travel words in the word square.
P
L
A
T
Subject:
Q
U
Dan
Awful journey!
Hi Dan
I am writing a quick note to say thanks again for a great weekend, and
to tell you I (O) got / was getting home OK yesterday - eventually! It
was a terrible journey. When I (1) was waiting / waited for the bus to
the airport, my mother (2) was phoning / phoned and talked for so
long I (3) was missing / missed my bus. In the end I (4) was taking
/ took a taxi and got there just in time for my ight. Then, when we
(5) were ying / ew over the mountains, we (6) were hitting / hit
a storm. The plane bounced up and down and I (7) was feeling / felt
really sick. We nally (8) were landing / landed and, thankfully, Katia
was at the airport to meet me.
See you here next time!
Jeff
Exam practice: Writing part 3

4 Answer this exam question.
2 Use the words in Activity 1 to complete these sentences about travel.
1 They give you a card at the airport check-in desk which you must show before you
can
board
the
This is part of a letter you receive from an English friend.

Now write a letter to your friend, answering the questions.
Write your letter in about 100 words.
-ZINYWXKSXFEGOJVSQ
%YWXVEPMEMX[EWELSYV
JPMKLX8IPPQIEFSYXXLI
PSRKIWXNSYVRI]]SYZIIZIV
QEHI;LIVIHMH]SYKSERH
LS[HMH]SYXVEZIP#;LEX[EW
XLINSYVRI]PMOI#
2 Wed just found our seats in the
when the ight attendant told us to
our seat belts ready for take-off.

3 Tom is training to be an air ambulance
always wanted to y a
. Hes delighted because hes
4 The station was full of people waiting on the
when there was an
that the train was cancelled.

5 I think we should hurry, I dont want to
the bus according to the
it leaves in ve minutes.
105
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99
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Bimester 2
Unit
6.2 Adventurers and explorers

Into the rainforest
Exam practice
Day Listening
1
Part 2
Vocabulary
the natural world
Language focus
conjunctions
Writing Part 3 (story)
Day 4
Warmer
Focus on the picture and ask: What do you know
branch 2
bush 5
buttery 11
cat 7
about rainforests? Try and elicit ideas about

climate, vegetation and animals.
Ask: Why are rainforests important?
Background extra
Rainforests are typified by high levels of rainfall,

approximately 1,7502,000mm of rain per
year. There are two types of rainforest: tropical
rainforests (found near the equator), and
temperate rainforests (found in temperate regions,
such as North America, northern Europe and
parts of South East Asia). Rainforests are home to
two-thirds of all the living animal and plant species
on Earth. Many natural medicines have been
discovered there. The forests also supply 28%
of the worlds oxygen, processing it from carbon
dioxide through photosynthesis.
Vocabulary: the natural world

1 Ask students to work in pairs to match the
pictures with the wildlife words.

Check answers, and check that students
understand all the words. Model and drill the
pronunciation of unfamiliar words.
crocodile 10 leaf 4
ower 8
monkey 1
giraffe 6
parrot 15
insect 3
polar bear 14
snake 16
tree 9
whale 12
zebra 13
Ask students to discuss the questions in pairs.

Answer key
The animals which dont belong in the rainforest are:
cat, giraffe, polar bear, zebra, whale.
Giraffes and zebras live in Africa, and polar bears
live in areas surrounding the Arctic Ocean. Cats are
domestic animals and live in most developed countries.
Ask students to make a list of other animals they

know which live in the rainforests. They can use a
dictionary to do this (sloth, chimpanzee, toucan,
jaguar, bengal tiger, gorilla, orangutan).
3
Elicit questions which students can use for this
activity and write them on the board:

Have you ever been to ... / seen a ...? etc.
Ask individual students to tell the class about the
most interesting experience their partner has had.
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Answer key
100
9/21/12 1:08 AM
Bimester 2
Unit
6.2
Into the rainforest
E Listening Part 2 Writing Part 3 (story) V the natural world L conjunctions
15
13
2
10
12
6
14
3
11
16
4
Vocabulary: the natural world

1 Match the plant and wildlife words to the picture.
branch
butterfly
bush
crocodile
leaf
flower
monkey
snake
tree
cat
giraffe
insect
parrot
whale
polar bear
zebra
Which of the animals dont belong in the rainforest? Where do they live?
Which of these places have you visited? Ask your partner about his / her experiences.
a ave
c
a liff
c
m
ountain
a esert
d
a ainforest
r
a orest
f
a ake
l
a a
wterfall
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101
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Exam practice: Listening Part 2

SB p. 107
Ask students: Would like to be an explorer? Which

place would you most like to explore and why?
Exam guide
Students must listen for specific information.

They hear either one speaker giving information
or an interview with two speakers. There are six
multiple choice questions. Students must listen
and choose the correct answer to each question.
They are given time to read the questions before
they listen, and will hear the recording twice.
4
Read the Exam tip with the class.

Ask students to read the questions carefully.
Ask: What do you learn about Sally Brendle from

reading the questions? (She has been to Africa.
She went on an Amazon expedition. Shes been to
the rainforest. Shes made a new TV programme.)
Pre-teach the following vocabulary: atmosphere,
unspoilt, protect, rare.
Play the CD and ask students to tick the correct
options.
Language extra
Ask students to read through the transcript on

page 153, and underline the examples of the past
simple and past continuous. Remind students that
we use the past simple for completed actions in
the past, and the past continuous for actions in
progress in the past.
1
Transcript
Speaking extra
Ask students to imagine they went on a trip to the
rainforest. Ask them to make notes individually

on what they did, what they saw and what the
rainforest was like.
In pairs, students can interview each other about
their experiences.
Answer key
2 C
3 C
4 B
5 B
6 A
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1 A
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9/21/12 1:08 AM

1
4 You will hear a radio interview with an explorer, Sally Brendle.
For each question, put a tick () in the correct box.

1
On her last trip, Sally

A found a new kind of snake.
B saw a rare crocodile.
C discovered an unknown river.
2 When Sally was a child she

A enjoyed going to the zoo.
B worried about the environment.
The questions will be in the same

order as the information in the
recording.
Read the
questions
Exam
tip before you
listen so that you know what kind of
information you are going to hear.
C kept wild animals at home.

3 What work did Sally do when she went to Africa?
A She helped to build a school.
B She studied animals in the forest.
C She recorded the numbers of certain animals.
4 Sally was invited to join the Amazon expedition because
A she knew a lot about medicine.
B one of the original team members was injured.
C she was a well-known plant expert.
5 What does Sally say about the rainforest?
A Its a dangerous place.
B Its very calm.
C Its easy to get lost.
6 Sallys new TV programme is about
A some less well-known animals.
B the ways people can protect wildlife.
C her experiences in the rainforest.
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Day 5
Language focus: conjunctions

SB p. 108
5
Language booster
despite / in spite of
Ask students to work in pairs to complete the
Read the Language booster with the class. Point out
table.
that despite and in spite of are followed by a noun.
Ask students to find the example of despite in the

transcript (Despite the heat and the wildlife its
quite safe).
Answer key
Time: when Condition: unless
Reason: because / since / as
Contrast: even though / although
7
6
Ask students to find the conjunctions in the
transcript. Go through the sentences with

conjunctions (see bold words in the transcript),
and check students understand the meaning.
Ask students to put the conjunctions into the
table.
Answer key
Ask: What do you think happened? Elicit ideas.
Ask students to read the text quickly and check if
their ideas were correct.

Ask students to read it again and complete the
gaps. Check answers with the class.
Answer key
1 until
2 so that
3 Although
4 because
5 As soon as
6 although
7 While
8 Before
9 when
10 but
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Time: while, as soon as, since Condition: if

Reason: (in order) to, so Contrast: but, although
Read the text title and first sentence with the class.
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9/21/12 1:08 AM
Language focus: conjunctions
Unit 6
Read the sentences and put the underlined words into the table.
When Sally was a child she kept wild animals at home.
Sally was invited to join the Amazon expedition because / since / as
she knew a lot about medicine.
Even though / Although the snake was tiny, it was still very exciting.
Many animals will disappear unless they are protected.
Time
(tell us when)
Condition
(tell us what might happen)
Reason
(tell us why)
Contrast
(link two different ideas)
when
Find sentences with these conjunctions in the transcript of Sallys interview on page
153, and put the conjunctions into the table.
although
as oon
s
sa
(in rder)
o
ot
since
but
so
if
while
Language booster
despite / in spite of
We use despite / in spite of + noun to introduce two contrasting ideas.
Despite the heat and the wildlife, its quite safe.
Complete the spaces in the blog with these linking words.

although
although
as oon
s
sa
so hat
t
because
until
as oon
s
before
when
as
but
while
http://www.myblog.com
)N]VIL^MV\]ZM
My friends and I set off on our trip to the waterfall (0) as soon as
it was light. We cycled for an hour (1)
we reached
the edge of the forest. We locked our bikes (2)
no one
could take them and continued on foot. (3)
it was very
hot we were all wearing long trousers (4)
there were
so many insects. (5)
we reached the waterfall we put
on our swimming things and jumped in.
We had fantastic fun (6)

the water was freezing cold.
Then we had our picnic. (7)
we were eating we saw
some beautiful butteries among the trees. Soon it was time to go.
(8)
we left we picked up all our rubbish.
It was getting dark (9)
we nally arrived home. We
were very tired (10)
it was a great day.
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105
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Exam practice: Writing Part 3 (story)

SB p. 109
Exam guide
In Writing Part 3, students have to write a story

in about 100 words. For the story, students are
given a title or the first sentence of a story.
Students should make sure their story comes
to a definite end, and they should check tenses
and past forms of irregular verbs carefully for
accuracy.
8

Read the first prompt with the class and elicit
Ask students to write their stories.

Encourage them to use conjunctions, and include
10
ideas for the setting. Tell students that the

setting should include information about time
and place.
Tell students to read the remaining prompts.
Elicit what tenses students might use in their
story (past simple and past continuous).
a range of vocabulary and structures.

If time runs out, leave the task for homework
and finish the activity the following session.
In groups, ask students to read out their stories.
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Ask which stories students found the most

exciting and original.
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9/21/12 1:08 AM
Exam practice: Writing Part 3 (story)

8
Look at the exam task and plan your story. Think about:
1
where the story is set
2 what the discovery is a plant, an animal, a building, something else

3 who the characters are in the story
4 what happens at the beginning, middle and end of your story.
Your English teacher has asked you to write a story.
Your story must have the following title:

An amazing discovery
Write your story in about 100 words.
Before you start, plan your story

carefully.
Use conjunctions to connect the ideas.
Make sure it comes to a natural end.
9
Write your story.
10 Read your story to your group. Whose is the most exciting / original?
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Day 6
Language practice
SB p. 110-111
Unit 6
Lesson 2
Less
1
1 B
1
2
3
4
5
2 A
3 B
4 C
Everyone enjoyed themselves despite the wet

weather.
Although we saw some beautiful parrots, we
didnt find any monkeys.
We managed to climb to the top of the cliff in
spite of our heavy bags.
I dont like snakes, although Im glad theyre
protected.
We swam in the lake in spite of the freezing
water.
1
2
3
4
B
A
C
B
5 A
6 C
7 D
8 C
9 A
10 D
Reading Part 5
You have a short text with ten spaces and an example (0).
There are four multiple-choice word options for each space. You have to choose
the correct option for each space.
This part tests vocabulary, and some grammar.
Read the title and the text to get an idea of the topic.
Go back to the beginning and think about the example.
Work through the questions, looking at the words before and after each space.
Try to think of a possible word for the space before you read the four options.
Try all the options in the space to see if they are possible.
Read the whole sentence to check that the word you have chosen makes sense.
When you have completed the task read the whole text with your answers again.
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How do I do it?
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9/21/12 1:08 AM
Consolidation
Unit 6
Language practice
1 Try this quiz to see how much you know about the rainforest. Choose A, B or C.
3 Read the text below and choose the correct word for each space. For each question,
Brazil
0 Around a quarter of the worlds rainforests are in

A Brazil
B Russia
1 A quarter of the ingredients in our

A make-up
circle the correct letter A, B, C or D.
C Nepal
come from rainforest plants.
B medicine
C food
2 Twenty-ve acres of rainforest in Borneo has more than 700 species of

more than the whole of the USA.
A tree
B monkey
3 One in ve of all the
C leaf
in the world live in the rainforests
of the Amazon.
A lakes
B birds
4 20 percent of the worlds

A rain water
C crocodiles
is found in the Amazon.
B sea water
C fresh water
2 Join these sentences using the words in brackets.
0 Our walk in the forest was brilliant. We were bitten by insects.
(even though)
Our walk in the forest was brilliant, even though we were bitten by insects.
1 Everyone enjoyed themselves. The weather was wet.
(despite)
2 We saw some beautiful parrots. We didnt nd any monkeys.
(Although)
3 We managed to climb to the top of the cliff. Our bags were heavy.
(in spite of)
4 I dont like snakes. Im glad theyre protected.
(although)
5 We swam in the lake. The water was freezing.
(in spite of)
may
Scientists believe that rainforests (0) _______
developed for living in the treetops. Some

monkeys have thin webs of skin between their
legs that (4) __________ them to almost y
between (5) _____________. Others have long,
be home to more than ten million different
strong tails, like an (6) ____________ arm, so they
forms of wildlife. The largest group
can hang down to (7) __________ pieces of fruit.
(1) __________ of insects, which climb or y
(8) __________ the weather is so hot and damp
easily from tree to tree. Most people are familiar
during the day, most forest creatures are active
(2) ___________ colourful parrots, but they are
during the (9) __________ of darkness. And a
only one part of the total bird (3) __________,
large number of animals, including great apes,
which goes from tiny hummingbirds to huge
big cats and (10) ___________ elephants, live on
toucans. Many rainforest animals have
the forest oor.
0 A may
B can
C should
D would
B consists
C holds
D claims
2 A with
B to
C of
D by
3 A set
B company
C population
D society
4 A let
B allow
C make
D admit
5 A branches
B leaves
C owers
D plants
6 A accurate
B equal
C extra
D alive
7 A contact
B achieve
C approach
D reach
8 A Although
B When
C Since
D Unless
9 A hours
B days
C seasons
D times
10 A only
B almost
C hardly
D even
A keeps
111
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RAINFOREST
ANIMALS
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9/21/12 1:08 AM
Bimester 2
Unit
7.1 Winners and losers

I could easily swim further
Exam practice
Reading Part 2
Vocabulary
sport
Language focus
comparative and superlative
adverbs
Day 7
country? What sports do people enjoy watching?

In pairs, ask students to discuss which of the
sports in the pictures they enjoy doing or
watching, and which ones they would like to try.
Listening: sport
1 Ask students to do the matching activity in pairs.
Tell students that Kirsty Muir is a 22-year-old
They can use a dictionary if necessary.

Ask students if they can think of any other sports
words, for example: baseball, basketball, boxing,
diving, fishing, ice hockey, motor-racing, rugby,
skiing, squash, badminton, table tennis, volleyball.
student training to take part in the next Olympic

Games.
Ask students what they know about the modern
pentathlon. Elicit that it includes fencing,
swimming, horse-riding, running and shooting.
Play the CD and ask students to make a note of
the sports Kirsty mentions.
Answer key
shooting swimming horse-riding fencing
running football exercises in the gym
Background extra
Answer key
The modern pentathlon is a sports event that
1 swimming 2 cycling 3 horse-riding

4 golf 5 shooting 6 running
7 fencing 8 football 9 tennis
10 rock-climbing 11 athletics 12 hockey
13 karate 14 snowboarding 15 windsurng
includes pistol shooting, fencing, 200 m freestyle

swimming, showjumping and cross-country
running. This event was introduced to the
Olympics in 1912. Originally the event took place
over four or five days, but now it is a one-day
event, which makes it especially tough.
Vocabulary extra
2
Ask students individually to think of five sports,
but not tell anyone what they have chosen.

Put students into groups of four. Tell students
they should take turns to mime the sports they
have chosen. The other members of the group try
to guess the sport. The student who guesses a
sport first gets one point.
When all the students have mimed their sports,
they can add up their points to find the winner.
Transcript p. 156
Play the CD again, and ask students to complete
the timetable.
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Warmer
Ask students: What sports do people do in your
Answer key
9.30 shooting 10.30 swimming 1.30 riding
3.00 fencing 3.30 running 6.30 football
110
9/21/12 1:08 AM
Bimester 2
Unit
7.1
Winners and losers

I could easily swim further
E Reading Part 2 V sport L comparative and superlative adverbs
Vocabulary: sport
1 Match the sports to the pictures.
athletics
cycling
fencing
football
golf
hockey
horse-riding
karate
rock-climbing
running
shooting
snowboarding
swimming
tennis
windsurfing
10
13
12
15
14
11
2 You will hear an interview with Kirsty Muir, an athlete, about training for the modern
pentathlon. Which sports does she talk about?
3 Listen again and complete Kirstys training timetable.
9.30
10.30
12.00
1.30
3.00
3.30
lunch
6.30
7.30
exercises
4 Put the sports from Activity 1 in the correct column.
go
play
do
swimming
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114
Vocabulary: sport
4 Ask students to complete the table with the sports
Vocabulary extra
In pairs, ask students to discuss what equipment
from Activity 1, and any other words of their own.

Explain that some sports can go in more than one
column.
Ask students to compare their answers with a
partner.
Answer key
go: cycling, horse-riding, rock-climbing, running, snowboarding, swimming, shooting, wind-surng
play: golf, football, hockey, tennis
do: athletics, fencing, karate, rock-climbing, shooting
Kirsty needs for each sport, and where she does it.
They can use the transcript or a dictionary if they
need to.
swimming: swimming pool, swimming costume /
swimsuit, goggles
horse-riding: riding school, horse, helmet, boots
fencing: fencing jacket, mask, gloves, a weapon
(sword).
running: running shoes
Brainstorm other vocabulary for sports equipment
(ball, bat, racket, golf club, hockey stick, table
tennis bat). Elicit that we use a racket in tennis,
badminton and squash, but a bat in cricket, table
tennis and baseball.
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Language focus: comparative and

superlative adverbs SB p. 115
5
Ask students to read the sentences and identify the
comparative and superlative adverbs (further, the

least).
Ask students to complete the rule.
Answer key
We use comparative and superlative adverbs to compare
the way people do things.
Play again the interview from Activity 2 and ask

students to find other examples of comparative
and superlative adverbs (see bold examples in the
transcript). Ask students to add some of their own
adverbs to the list.
6
Ask students to do this individually, then compare

their answers in pairs.
Answer key
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1 better / the fastest

2 worse / best
3 more slowly / the hardest
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9/21/12 1:09 AM
Language focus: comparative and superlative adverbs

5 Read the sentences and choose the correct ending to the rule.
I could easily swim further.

Shootings the sport I enjoy the least.
We use comparative and superlative adverbs to compare
people or things / the way people do things.
6 Look at the triathlon results table and complete the sentences using comparative or
superlative forms.
Cycling
Swimming
Running
2 points
2 points
Ludmila
1 point
3 points
2 points
6 = Silver
Helene
3 points
1 point
1 point
5 = Bronze
1 Kirsty ran
3 points
Total
Kirsty
7 = Gold
(well) than she usually does but she didnt
swim
(fast).
(badly) th an Ki rsty a nd H elene b ut sh e d id th e
2 Ludmila cycled
(well) in swimming.
3 Helene ran
(slow) than the other two but she tried

(hard).
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9/21/12 1:14 AM
Day 8

SB p. 116
Exam guide
Students are tested on their ability to skim read

for specific information. They read five short
descriptions of people and are asked to match them
to eight short factual texts on a common topic. The
topics include books, courses, holidays, websites,
etc. There may be some unfamiliar vocabulary in
the texts, but students will not be tested on this
vocabulary.
7
Read the Exam tip with the class. Ask students to
read the text about Juan, then find how many of the
sports courses mention water sports. Tell students
to read each one carefully to find which corresponds
exactly to what Juan wants (H).
Ask students to read the remaining texts and match
the courses with the people.
Answer key
1 H
2 E
3 B
4 G
5 C
Writing extra
of their family like the texts in Activity 7.

In pairs, ask students to swap texts and try and
match their partners family member with the most
appropriate sports course. They should give reasons
for their choice.
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Ask students to write a paragraph about a member
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7 The people below all want to learn a new outdoor
Unit 7
sport. Underneath, there are eight descriptions of

short courses in outdoor sports. Decide which course
would be the most suitable for the following people.
Two or three texts will look like possible

answers so read carefully to find the
correct one.
3 Marie is a non-swimmer who

has not done any exercise for a
long time. She loves speed and
wants to try a new activity for
half a day.
Juan wants to spend

half a day learning a
water sport that he
can do when the waves
are not big enough
for surfing. He dislikes
being part of a group.
4 Lech, Monika and their twelveyear-old daughter are all

confident swimmers. Theyd like
to learn a new water sport on a
half-day course.
2 Claire would like to try

climbing but is nervous
about heights. She
doesnt want to spend
much money to start
with.
5 Peter and his eighteen-yearold son Dan want to spend a

day together doing a range of
outdoor activities that they will
find challenging. They also hope
to see some wildlife.
Sports courses
A Swindale Beach
Learn respect for the sea by booking a place on this two-hour ocean
knowledge session. Basic life-saving and sea safety techniques are
covered, making it an excellent introduction for anyone of 14 or over
planning to take up water sports.
B Portloebar
When the seas too rough for sailing, try land yachting. In a taster
session lasting three hours you will rst learn to stop and turn by using
the sail: land yachts have no brakes or steering wheel and can reach
50 kph! This beach sport is fast and fun and requires little tness.
C Ramsey Rocks
On this exciting six-hour adventure, you will climb over cliffs and
rocks and jump from them into the sea. You can explore sea caves
and youll see a variety of birds and other creatures. A professional
guide is responsible for the safety of the six group members at all
times. Minimum age 16.
D Carliport Island
On this one-day sea outing with qualied instructors, you rst learn
the basics of how to control your boat. You will then sail round the
island, stopping for a picnic lunch at one of the islands many hidden
beaches. Dolphins and seals are often seen.
E Boulder Crags
We offer one-day introductory courses to this challenging rockclimbing activity. It is done without safety ropes, just a few metres off
the ground and so is suitable for children. Only climbing shoes are
needed, as helmets and a thick landing mat are provided.
F Lasham
Learn the absolute basics of traditional rock-climbing in a day on this
fun course. No experience is required but you must be prepared to
work hard to reach the top. We recommend you wear climbing shoes
and waterproof trousers and jacket. Groups will be kept small.
G Glaze Lake
This calm lake is the ideal venue for beginners of all ages to learn to
windsurf. If, after our four-hour taster lesson you are unable to sail
your board, we will give you back your money! Teaching groups are
according to age and ability with a maximum of six members.
H Whitesands
In this brand new activity from the US, you stand on a six-metre
long board and use a large paddle. This allows you to ride waves
when the seas too calm to use your regular surf board. Youll
need strength, surfing experience and good balance for one of
our individual two-hour lessons.
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Speaking
8
SB p. 117
Elicit the questions and write them on the board:
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Have you ever tried any of these activities? Which do

you like the most? Why? Which would you like to try
the most? Why? Which do you like the least? Why?
Which would you like to try the least? Why?
Ask students to ask each other the questions and
discuss the activities in pairs.
When they have finished, ask them to swap partners
and repeat the questions.
Ask individual students to report back to the rest of
the class something interesting or surprising they
found out about their classmates.
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Speaking
8 Make questions from the prompts and talk to your partner about the sports in the
texts above.
1 You / ever / try / any of these activities?
2 Which / like / do / most? Why?
3 Which / like / do / least? Why?
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9/21/12 1:14 AM
Day 9
Language practice
SB p. 118-119
Unit 7
Lesson 1
Less
1
1 board
2 goal
3 pitch
4 track
5 helmet
6 athletics
Word going down: racket
1
2
3
4
more frequently
the best
more easily
the worst
Reading Part 3
You have to read a longer, factual text and six sentences.
You have to decide if each sentence is correct (A) or incorrect (B).
The sentences will come before the text and will be in the same order as the
information in the text.
First read the instructions to nd the topic of the text.

Read the sentences so you know what information you have to look for.
Read the text through quickly once.
Look at the rst sentence and underline the words in the text where you
can nd that information.
Read that part of the text very carefully to decide if the sentence is correct or
incorrect.
The text and the sentence may contain the same information but in
different words.
1 B
5 A
2 A
6 A
3 B
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How do I do it?
4 B
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6.2
Consolidation
Unit 7
Language practice
1 Use the clues to complete the puzzle. What is the highlighted word?
1
2
3
4
5
3 Look at the sentences below about adventure racing. Read the text to decide if
each sentence is correct or incorrect. If it is correct, put a tick () in the box under
A for YES. If it is not correct, put a tick () in the box under B for NO.
You need this for surng on the sea or snow.

You kick the ball into the net to score this.
Hockey and football are played on this.
You run races on this.
This protects your head.
A: YES B: NO
1 Adventure racing takes place at traditional sporting venues.
6 This is a word for running and jumping, etc.
2 An event for first-time racers usually includes three different sporting skills.
3 Adventure racers sometimes have to climb the walls of tall buildings.
4 The tests for racers at checkpoints are designed to measure their levels of fitness.
5 There is an age limit for competitors.

2
6 There are organised opportunities for racers to improve their racing skills.
3
Adventure racing
Adventure racing developed from the triathlon, the three-part

athletics event in which athletes race on foot, on bikes and in
the water. During the 1980s athletes added a range of other
activities, and adventure racing was born.
2 Complete the sentences with a comparative or superlative adverb
A typical adventure race for beginners lasts 46 hours and

includes swimming in a lake or river, mountain biking and
running across rough countryside. Advanced-Ievel races
can be over several days and may include sports such as
rock-climbing, mountaineering, roller-skating or skiing. A city
event might include biking down stone stairs, getting through
a large pipe or descending on a rope from the top of a block
of flats.
formed from one of the adjectives in the box.

bad
0 My sister drives
careful
easy
more carefully
frequent
good
than Lewis Hamilton.
1 You will be able to run faster if you train

do now.
than you
2 Torres was man of the match because he played

3 You can ride a bike
4 I came last because I swam
when the wind is behind you.

!
Adventure races include checkpoints along the route, where

racers are given tasks designed to test their ability to think
clearly when physically very tired. For this reason, adventure
racing is known as a thought sport: winning or losing
depends not only on speed and strength, but also on skills
such as map-reading, planning and decision-making.
Almost anyone can try adventure racing, but for insurance
purposes, you have to be 18 or over. For entry-Ievel races you
If you decide to take adventure racing further, there are

weekend training camps where you can learn more about
various aspects of the sport, for example bike-handling,
climbing down a cliff or race preparation! These courses
usually end with a race in which you can try out what you
have just learned.
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118
should be able to swim 1 kilometre, cycle 20 kilometres and

run 5 kilometres. However, the ability to keep going without
giving up is just as important as your sporting skill.
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Bimester 2
Unit
7.2 Winners and losers

He has just won first prize
Exam practice
Listening Part 3
Writing Part 2
Vocabulary
feelings and opinions
Language focus
present perfect and past simple
Day 10
Warmer
Write the word competition on the board.
In groups, ask students to discuss the following:
Vocabulary: feelings and opinions

3 Students find the words in the text. Check
answers, and that students understand the
meaning of all the words. Model and drill the
pronunciation of words that are new to students.
Do you enter competitions? Have you ever won a

competition? How did you feel?
Reading
1 Ask students to look at the picture and answer
the questions. Elicit that the boy has won a

competition, and that he is feeling very happy.
Ask students to read the article and check their
answers.
Answer key
upset disappointed surprised amazed
certain condent nervous anxious
pleased proud
Ask students to write sentences, then ask

individual students to read out their sentences to
the class. Write them on the board, and ask other
members of the class to correct them if necessary.
Ask students to read the text again and say
whether the sentences are true or false.

Answer key
2 B
3 A
4 B
Vocabulary extra
Write these sentence stems on the board. Ask

Background extra
The National Spelling Bee in the United States

started in 1925. Competitors enter from all parts
of the United States, and also from Canada, New
Zealand and Europe. Competitors start by taking
part in spelling bees in their school. If they win,
they go on to compete at higher levels (district,
region, state) before they reach the national final.
students to complete them with their own ideas:

Im confident that ...
I was disappointed when ...
My parents are proud of me because ...
I often feel anxious before ...
I was amazed when ...
Ask one or two students to read out their
sentences.
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1 B
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Bimester 2
Winners and losers
Unit
He has just won first prize
7.2
E Listening Part 3 Writing Part 2 V feelings and opinions L present perfect and past simple
Rahul wins
National Spelling Bee
For the past five years the Hathwar family have travelled to Washington
DC to watch their children in the top US spelling competition, the National
Spelling Bee. Their elder daughter, Gayathri, has taken part since she was
nine years old, and her younger brother Rahul has just won the first prize
of $40,000 at his first attempt.
Rahul and Gayathri studied hard to reach the final, which was shown on
television all over the US. Mr Hathwar helped his children beforehand by
making lists of words and checking their meanings. He was confident they
would do well. Rahul even stopped playing computer games and doing his
other hobbies to concentrate on learning spellings.
I dont regret it, he says. The Spelling Bee has taught me to work hard. I
didnt expect to come first so I was amazed at the result. I was so anxious
when I arrived at the Television Centre I couldnt stop shaking.
Gayathri admits she is a little disappointed that she has never won a prize
but she is very proud of her brothers success.
Reading
1 How do you think the boy is feeling? What do you think he has done to win this cup?
Read the newspaper article and check.

2 Are these sentences true (A) or false (B)?
A: YES B: NO
1
2
3
4
Gayathri and Rahul have each been in the Spelling Bee the same number of times.
Rahul is sorry he gave up his hobbies for the Spelling Bee.
Rahul was very nervous before he went on television.
Gayathri feels jealous because her brother has won the prize.
Vocabulary: feelings and opinions

3 Find words in the article that are used to mean:
upset
surprised
certain
nervous
pleased
Use each new word in a sentence about yourself.
I was disappointed when our team didnt win the football last week.
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Language focus: present perfect and past simple

SB p. 121
4
Ask students to read sentences 14 and underline
the verbs.
Elicit which verbs are in past simple and which are
in present perfect.
Ask students to match the sentences to the rules.
Answer key
1 D
2 B
3 A
4 C
Ask students to complete the sentences.

Answer key
1 went 2 arrived / switched / started
3 has displayed 4 hasnt decided
Language booster
for and since
Read the Language booster with the class.

Ask students to write the headings for and since, then ask them to put
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these phrases under the correct heading: three months, ten days, last
week, a month ago, twenty minutes, five oclock.
Ask them to add three of their own phrases under each heading.
122
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Language focus: present perfect and past simple

4 Match the sentences to the rules.
A We use past simple for

something that happened at a
definite time in the past.
Gayathri has taken part since

she was nine years old.
We use present perfect (often

with just) for something that
happened in the recent past.

with yet, already, never or ever)
for something that happened at
an indefinite time in the past.

with for or since) for something
that started in the past and is
unfinished.
2 Rahul has just won the rst

prize.
3 Mr Hathwar helped his children

beforehand.
4 She has never won a prize.
5 Complete the sentences with either past simple or present perfect of the verb in
brackets.
1 After the final of the Spelling Bee, the family
(go) to a restaurant
to celebrate.
2 As soon as Rahul
(arrive) home he
computer and
(switch) on his
(start) playing computer games.
3 Rahuls head teacher
(display) the cup in the school entrance hall
so everyone can admire it.

4 Rahul
(not decide) yet how to spend the prize money.
Language booster
for and since
We use for with a period of time.
For the past five years
We use since with a definite time or a time clause.
since she was nine years old.
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9/21/12 1:14 AM
Day 11
SB p. 122
Exam guide
Students listen to one speaker giving information

about something such as a course or a visitor
attraction. Students have to complete some
notes summarising the recording, by completing
six spaces with a word or a number. Spelling
doesnt always need to be correct to get the mark.
Students should write numbers in figures to save
time.
6
Ask students to look at the notes. Ask: What are
they about? (a competition)

Ask students to guess what the missing words
might be.
Read the Exam tip with the class, and remind
students that they will hear the recording twice.
Play the CD and ask students to complete the
gaps.
Play the CD again. Students check their answers.
Answer key
1 Midnight 2 daughter 3 paint
4 dog 5 lunch 6 30 April
Play the CD again if necessary. Put students into
pairs and ask them to discuss the competition,

using their own ideas.
Ask some students to report back to the class on
their discussions.
3
Transcript p. 157
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Unit 7
6 You will hear some information about a competition. For each question, fill in the missing
information in the numbered space.
Design a book cover competition

FMKIRSYKL
(1)
Name of book:
, Suzie Wilson
Jacquie Cooper and her (2)
Judges:
by hand
Design the cover: by computer or
do not use (3)
20 x 13 centimetres
Size:
, title and authors name
small (4)
Include:
with Jacquie Cooper
(5)
First prize:
(6)
ay
Wednesd
date:
Closing
7 In pairs, decide what the most important part of this competition is:
A an original idea
B a beautiful image
C following the instructions
If you dont hear the answer the first

time, go on to the next question. You
will hear the recording twice.
Try to spell your answers correctly.
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125
9/21/12 1:14 AM
Exam practice: Writing Part 2
SB p. 123
Answer key
Exam guide
Sam does not explain how he got the tickets.

The last sentence is not necessary.
The six spelling errors are: writing, tickets,
Wednesday, with, enjoy, interesting
Students write a short message of between 35

and 45 words, for example a note, a postcard
or an email to a friend. They are given three
prompts, and to achieve full marks they have
to communicate all three points mentioned.
Students should not include any unnecessary
information or write more than they are asked to.
This part only carries a maximum of five marks,
so students should not spend too long on it.
8
When students have written their answers, ask
them to compare them with a partner.

Ask them if they can suggest ways their partner
can improve their message.

Ask students to read the instructions and the
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sample answer very carefully.

Discuss the answer, and elicit the errors.
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9/21/12 1:14 AM

8 Read the exam task and one students answer.
Which point is not included? Which piece of information is not necessary?

Correct the six spelling errors in the answer.
You have won two tickets for a

sports event.
Write a note to an English friend of
yours. In your note, you should
explain how you got the tickets
tell your friend what the event is
invite your friend to go with you.
Write 3545 words.
9 Write your own answer to the question.
Hi George
Im writting to tell you some good
news. Ive got two tikets for the
match between Liverpool and
Everton on Wedensday. Do you
want to come whit me? I think we
will enjoi it. Ive got an intresting
new computer game.
Sam
Dont write more than 45 words.

Be sure to include the three points
but dont write any unnecessary
information.
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127
9/21/12 1:14 AM
Day 12
Language practice
SB p. 124-125
Unit 7
Lesson 2
Less
1
1 Since
2 for
3 At first
4 now
5 already
6 yet
Answers will vary.
Reading Part 4
You have to read a text and understand both facts and peoples attitudes
and opinions.
There are four multiple-choice questions, each with four options.
The rst question usually tests the writers purpose, and the last
question asks about the writers opinion. Both of these will test your
understanding of the whole text.
The other two questions test detailed meaning, opinion or attitude. They
will be in the same order as the information in the text.
Read the text once quickly to get an idea of the topic, then again for
more detail.
In the rst and last questions, ask yourself the question, then look at the
options to see which one matches your answer. Check the text again to
make sure it is correct.
Do the other questions one at a time, checking your answers against the
text. Dont just match words in the text with the options. Think carefully
about the meaning.
1 D
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How do I do it?
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Consolidation
Unit 7
Language practice

3 Read the text and questions below. For each question, circle the correct letter
1 Complete the text with these words
ago
already
at first
Eight years (0)
(A, B, C or D).
for
now
ago
since
yet
My names John Martin. Last summer, I went to London to meet Lorna Black, the head of
Amanda Strong started entering
an organisation that makes sure the voices of young people are heard. As a school student,
I was invited to join the judges for a competition called Yell!. The people who entered had
to create an artwork a picture, a film or a photo showing one of the problems that young
people face in society today.
competitions in magazines and newspapers.

(1)
paid for a holiday (2)
(3)
but (4)
(5)
then she has won hundreds of prizes and hasnt
Although Lorna and her colleagues had managed to select 30 finalists from the 3,000
a long time.
her family thought Amandas hobby was a joke,
entries, it was still really difficult to choose the winners. Of course I wanted the best entry to
succeed, but I also didnt want to disappoint anyone. Judging the younger age group was
particularly hard because, having a younger sister, I know how upset kids can get if they
dont win.
theyve changed their minds! Amanda has

taken her sister on a cruise to the Caribbean
this year. The rest of her family havent booked a holiday

(6)
he panel of four judges consisted of myself, Ali Lewis, lead singer of the band Popart,
Helen Rivera, art designer of a daily newspaper, and Victor Staton, editor of a magazine for
young people. I didnt always agree with their opinions, but it was a great challenge to work
beside them as an equal, and an experience I will never forget.
. Theyre waiting to see what Amanda wins!
2 Make up a short story using all the words in the box above.
What is the writer doing in the text?
3 The writer found his job difficult because
inviting young people to judge a

competition.
he felt sorry for the losers.
all the entries were so good.
encouraging school students to enter a

competition.
there were too many finalists.
explaining how the winners of a

competition were chosen.
he wanted his sister to win.
describing his role in a competition.
4 What would the writer say about the judges?

A
2 Lorna Black works for an organisation that

A
makes films about young people.
makes sure young people are listened to.
deals with young peoples problems.
organises societies for young people.
There werent any disagreements,

despite the difference in our ages.
B I felt that they looked down on me and

didnt understand me.
C They respected my opinions even though
I was the youngest.
D They were all experts so I wasnt able to
say what I really thought.
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124
129
9/21/12 1:27 AM
Bimester 2
Unit
8.1 The best days of your life

Students dont have to study!
Exam practice
Reading Part 1
Vocabulary
school and study
Language focus
obligation, prohibition and
permission
Day 13
Warmer
Ask students to look at the first two pictures.
Vocabulary: school and study

1 Ask students to do the matching task in pairs.
Encourage them to use dictionaries to look up any

words they do not know.
Answer key
1 G
2 A
3 H
4 B
5 D
6 E
7 C
8F
Vocabulary extra
Ask students to write a sentence with one word
from each of the eight groups. For example: He

gave us permission to play football. We have
lessons in a classroom. Elicit sentences for all
the words from the class. Encourage students to
record example sentences as well as translations
when they record new vocabulary.
Background extra
In the United Kingdom, children start school at the
age of 4 or 5 and must stay at school until they

are 16. They go to Primary School until the age of
11, then at age 11 they move to Secondary School.
In England and Wales, students take GCSE exams
at the age of 16. They usually take between eight
and ten subjects. If they continue at school, they
Tell students they are going to read an article
about a school. There are gaps in the text which

their partner will help them to complete by giving
them clues about the missing words.
Divide the class into A and B students and ask
students to turn to their texts, and read them
through. Put students into AA and BB pairs. Ask
them to try and guess what their missing words
are, then discuss the clues for the words in green.
As an example, elicit a clue for missing word (1)
from the Student A text (a room where you have
lessons). Ask B students to try and guess the
word (classroom).
Put students into AB pairs. Tell them to take
turns to give their partner clues for their missing
words.
Students can check their answers by looking at
each others texts.
Ask students to read the sentences and tick

boxes A or B from memory.
Tell them to look back at the article and check

their answers.
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Ask: Which school is most like your school? Which

school would you prefer to go to? Why?
Ask students what is happening in the third picture
(a mother is taking her child to school on their
first day). Ask: Do you remember your first day at
school? How did you feel?
study three or four subjects and take A Level

exams at the age of 18. In Scotland, students take
Standard Grade exams at the age of 16, usually
in seven or eight subjects. If they continue at
school, they study for up to six Higher Grade
exams over a further one or two years.

Answer key
1 A
2 A
3 A
4 B
5 B
6 A
7 B
Ask students if they would like to go to this

school. Ask why / why not?
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Bimester 2
Unit
8.1

Students dont have to study!
E Reading Part 1 V school and study L obligation, prohibition and permission
Vocabulary: school and study

1
Work in pairs to match the groups of words to their headings.

Can you add any more words to each group?
1 punishment / rule / permission
A places in a school
2 corridor / classroom / laboratory
B qualications
3 essay / project / homework
C school curriculum
4 degree / certicate / diploma
D places to study
5 university / college / school
E tests and exams
6 take / pass / fail
F school subjects
7 lessons / timetable / subjects
G controlling students behaviour
8 Biology / Geography / Science
H school work
Read the article about an unusual school. Student A, look at page 142. Student B, look at
page 144. Complete the text by giving each other clues for the missing words.
Are these sentences about the school correct (A) or incorrect (B)?
A: YES B: NO
1 Students dont have to do any homework.
2 Students neednt study at all.
3 Students have to decide for themselves how they spend their time.
4 Students can go shopping during the day.
5 Students must do three chores every day.
6 Students mustnt miss the school meetings.
7 Students from this school cant go to university.
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9/21/12 1:27 AM
Day 14
Elicit one or two advantages and disadvantages
from the class.

Students work in pairs and write down as many
advantages and disadvantages as they can.
Ask a few pairs of students to tell the class some
of the ideas they have thought of.
Read the sentences with the class and make sure
Writing extra
Ask students to imagine that they go to
Answer key
Harrisburg Circle School. Ask them to imagine

a typical day and make notes on it. Elicit some
answers from the class and write good ideas or
useful vocabulary on the board.
Ask students to write a short letter or email to a
friend, telling them what a typical day is like at
Harrisburg Circle School.
1 We mustnt / cant drop litter in the playground.

2 We must / have to switch off our mobile phones.
3 We dont have to / neednt call school when we are ill.
We can / have to send a letter the next day.
4 We mustnt / cant bring our MP3 players into school.
Elicit one or two ideas for rules, and write them
Language focus: obligation, prohibition

and permission
5
students understand them.

Focus on the example and make sure students
understand that they should rewrite the sentences
using the verbs from Activity 3.
Ask students to write the sentences individually
then compare their answers in pairs.
Ask students to complete the rules individually.

Focus on sentences 1 and 6 from Activity 3 and
highlight the difference between dont have to
(its not necesary) and musnt (its forbidden).
Answer key
1 dont have to, neednt 2 have to, must
3 mustnt, cant 4 can
Language booster
past obligation and permission
Read the Language booster notes and examples
with the class.

Explain that must does not have a past form, so
we use had to to talk about past obligation.
Explain that we use could to talk about
permission in the past. Elicit the negative form
(couldnt): When I was at school, we couldnt go
shopping during the day.
on the board. For example: In our ideal school you

must wear jeans.
Students write their rules in pairs.
Ask one or two pairs of students to read out their
rules to the class.
Writing extra
Ask students to write a list of the rules in their

current school. For example:
We have to stay in school at lunchtime.
We must wear a uniform.
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4 Work in pairs to write down as many advantages and disadvantages of this kind of
education as you can think of.
Language focus: obligation, prohibition

and permission
5 Complete the rules with the underlined words from Activity 3.
1 Its not necessary:
and
2 Its necessary:
and
3 Its forbidden:
and
neednt
Language booster
past obligation and permission
The past of must and have to is had to.
I had to work things out for myself.
The past of can is could.
I could do it in my own time.
4 Its allowed:
6 Rewrite the school rules so that all sentences start with We. Sometimes there will be
more than one right answer.

0 All students must wear full school uniform at all times.
We have to wear full school uniform at all times.

1 Dont drop litter in the playground.
2 All mobile phones must be switched off.
3 Its not necessary to call school when you are ill. Send a letter the
next day.
4 Dont bring MP3 players into school.
7 Work in pairs to write three rules for your ideal school. Compare your list with
another pair. Did you have the same ideas?
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9/21/12 1:27 AM
Day 15
SB p. 130
Exam guide
Students are tested on their understanding of five

short texts. The texts can be public signs, notices or
labels on packaging, or personal messages such as
notes, postcards, emails or text messages. Students
choose the correct answer A, B or C. The texts are
all separate and each one is on a different topic.
8
Ask students to look at the texts quickly and say
where they would find them (in a school).

Read the Exam tip with the class. Read the first
text with the class and point out that all the
possible answers contain the words lost property,
but only one is the correct answer. Elicit the main
meaning of the text (to warn students about what
will happen to lost property if they dont collect it).
Elicit the correct answer (C).
Ask students to do the rest of the task individually.
Answer key
1 C
2 A
3 A
4 B
Language extra
cough to indicate a gap. Ask students to read the
texts in Activity 8 again and complete the sentences using the verbs from Activity 3.
1 You _____ collect your lost property soon.
2 You _____ bring your raincoat on the trip.
3 You _____ bring more than 5 spending money.
4 You _____ buy your tickets for the show soon.
5 Year 12 students _____ use the library computers
at any time.
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Dictate these sentences to the class. Pause or
Answer key
1 must / have to 2 must / have to
3 mustnt / cant 4 must / have to
5 can
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9/21/12 1:28 AM
Unit 8

8 Look at the text in each question. What does it say? Circle the correct letter A, B or C.
1 The purpose of this notice is to

rty
All items of lost prope
at
will be thrown away
term.
the end of
Year 9 - You dont need a packed lunch for

Fridays trip to Beecham Valley, but dont forget
your raincoats. A maximum of 5.00 spending
money each please! We will return at 4.45 p.m.
Jane I just booked some

tickets for my parents
for the school show and
there are only a few left.
If you want yours to come
youd better hurry!
Sophie
A ask students to check their classrooms for items

of lost property.
B tell students where to go to collect items of lost
property.
C warn students to collect their lost property soon.
2 This message is telling students

A what they need to bring with them on the trip.
B what time they must arrive at school on the day
of the trip.
C how much they have to pay for the trip.
3 A Jane should order some tickets as soon as

possible.
B If Jane wants to see the show she needs to book a
ticket.
C Jane neednt get any tickets because Sophie has
enough.
4 What does this notice say about Year 12 students?
Students from Year 12

are free to use the library
computers at any time.
A They neednt pay to use the library computers.

B They dont have to get permission to use the
computers.
C They must check whether the computers are free
before they use them.
Think about what kind of text it is, and

what the main message is.
Dont choose an answer just because it
has the same words as the text. Think
carefully about the meaning.
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135
9/21/12 1:28 AM
Speaking
9
SB p. 131
Read through the sentences with the class and
make sure students understand them.

Revise language for giving opinions. For example:
What do you think? I agree / dont agree with that.
Im not sure. In my opinion ...
Students discuss the sentences in pairs.
Encourage students to give reasons for their
opinions.
Speaking extra
Choose one of the sentences which most students
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have strong feelings about.

Elicit arguments for and against the idea, and
write these on the board. Tell students they are
going to have a debate.
Put students into small groups, with some
students who are for the idea and some who
are against. Each group should also have a
chairperson whose job is to keep control of the
debate and make sure that everyone has the
chance to speak.
Set a time limit for the debate, then ask students
to report back on whether they have changed
their opinion.
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9/21/12 1:28 AM
Speaking
9 Discuss the sentences below with your partner. Write A beside the sentence if you
agree with your partner and D if you disagree.
1 Nothing is more important in life than a good education.

2 You dont have to make a child learn. Children want to learn.
3 You dont need a degree to do well in life.
4 School uniforms are a bad idea.
5 Most schools have far too many rules.
6 Homework is more important than school work.
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Day 16
Language practice
SB p. 132-133
Unit 8
Lesson 1
Less
1
1
2
3
4
5
6
7
8
cant
dont have to
have to
cant
dont have to
can
dont have to
can
Dear Margarita,
I enjoyed my English course, but there were lots of rules! We had to
keep our rooms tidy and we couldnt move the furniture around. We
didnt have to do our own laundry, luckily! We had to be on time for
all meals and classes, and if we missed a class, then we couldnt go
out in the evening. There were organised trips, but we didnt have to
go on those if we didnt want to! We could go to the library whenever
we wanted and we didnt have to pay to use the computers, so I could
check my emails whenever I wanted to!
Take care
Josephine
You have to read three short descriptions of people, and ve short texts.
You have to match each person to the correct text.
The texts will be about things like books, courses, holidays, museums, websites.
There may be some words that you are not expected to know in the texts. However,
you will not be tested on these words.
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Reading Part 2
How do I do it?
Read the instructions to nd the topic of the texts.

Look at the descriptions of the people and underline the important information.
Read the texts and nd information that matches the descriptions of the people.
The correct text will contain the same information as the description but in different
words. It will meet all the requirements in the description, not just one or two of them.
3
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Consolidation
Unit 8
Language practice
1 Read the rules below and complete the email using dont have to, cant, have to or can.
3 These people all want to do an art course. Below are descriptions of five courses.
Decide which course would be the most suitable for the following people.
Hilldown English Summer School School Rules
1
2
3
4
5
Rooms must be kept tidy. AII students must make their own beds.
Do not move the furniture in your room.
Laundry will be collected once a week.
Students must be on time for classes and meals.
Students who miss a morning class because of illness are not allowed to
go out in the evening.
6 Organised trips and activities are available, but taking part is up to you.
7 The library is open all day and you have free access to the internet.
1 Akio is an
experienced artist
looking for an
enjoyable course
where he can
improve his skills.
He enjoys painting
outdoors and is free
in the afternoons.
Subject: Hello from Hilldown!

Dear Margarita,
Im enjoying my English course but there are lots of rules! We (0)
keep our rooms tidy and we (1)
(2)
have to
move the furniture around. We
do our own laundry, luckily! We (3)
be on time for all meals and classes and if we miss a class, then we
(4)
go out in the evening.

go on those if we dont
There are organised trips, but we (5)

want to! We (6)
(7)
go to the library whenever we want and we
2 Jo is free during
the day. She doesnt
paint, but loves
modern art and
would like to learn
more about it. She
hopes to avoid
spending all her time
in the classroom.
pay to use the computers, so I (8)
check my emails whenever I want to!

Take care,
Josephine
2 Imagine that Josephine has finished her course. Rewrite her email in the past tense.
I enjoyed my English course, but there were lots of rules! We had to...
B This course is for anyone looking for a new hobby

or a career change. Students will study some
drawing techniques and will also be introduced to
the main areas of the cartoon industry, including
drawing for books and newspapers. There is also
advice on how to sell your work. Classes are on
Mondays, 6.309.00 p.m.
C This is a fun course, taught by a professional
artist. Most lessons will take place in the
countryside, where students will learn new
techniques, not only from the teacher, but also
from one another. The course takes place on
Tuesdays, 1.305.00 p.m.
D This course aims to provide an enjoyable
introduction to the most important art from the
Renaissance to the late 19th century. The course
will focus on looking works of art and discussing
them, and will help students decide whether to
study the subject further. The course takes place
on Tuesdays, 10.30 a.m.12.00 p.m.
E This course looks at some of the most important
art in the 20th and 21st century. Students will
learn about a wide variety of artists, and will
discuss the ideas behind their work. The course
will include lectures, discussions and films, along
with museum and gallery visits. Classes take
place on Thursdays from 1.003.00 p.m.
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132
3 Hugo draws in his

free time, but would
like to be able to
earn money from it
as he is bored with
his current job. He
can attend classes in
the evening or at the
weekend.
A Complete beginners will learn how to create art

based on their everyday experience. The course
will explore subjects such as the street, the city,
and friends and family. Students will also research
a modern artist of their choice in order to become
familiar with the language of painting. Classes are
on Fridays, 2.304.30 p.m.
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Bimester 2
Unit
8.2 The best days of your life

A job that you enjoy
Exam practice
Listening Part 2
Vocabulary
jobs
Language focus
relative pronouns
Day 17
Warmer
Ask students what jobs people in their family
have? Elicit the questions: What does your mother
/ father do?
Ask: What job would you like to do?
Write the jobs students mention on the board.
Vocabulary: jobs
1 Ask students to look at the pictures and match
them with the jobs.

Check answers with the class, and model and
drill pronunciation of any words that are new to
students.
Answer key
5 scientist
6 actor
7 football coach
8 journalist
Ask students to discuss these questions in pairs.

Ask some pairs to report back to the class on their
discussion. For example: We agree that the most

stressful job is ...
Elicit other jobs and write them on the board, for
example: teacher, hairdresser, designer, banker,
dentist, lawyer, librarian, sales assistant, taxi
driver, waiter, doctor, computer programmer.
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1 musician
2 basketball player
3 ight attendant
4 chef
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Bimester 2
Unit
8.2

A job that you enjoy
E Listening Part 2 V jobs L relative pronouns
5
7
Vocabulary: jobs
1 Match the jobs to the pictures.
actor
basketball player
football coach
journalist
chef
ight attendant
musician
scientist
2 Which of the jobs is the most interesting / exciting / dangerous / stressful? Which is
the best / worst paid? What qualifications, training or experience might you need to
do each job?
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SB p. 135
Exam guide
Students must listen for specific information. They

hear either one speaker giving information or an
interview with two speakers. There are six multiple
choice questions. Students must listen and choose
the correct answer to each question. They are
given time to read the questions before they
listen, and will hear the recording twice.
3

Tell students to read all the questions and possible
answers. Check that they understand everything.
Elicit that Sandy is a video game writer.
Refer students to question 1, and elicit possible
words that students might hear for each of the

answers (work for a newspaper, be in a band, play
basketball).
Play the CD as far as ...thats what I planned to do
as my job. Elicit the correct answer (B).
Play the rest of the CD and ask students to
complete the task.
Answer key
1 B
2 B
3 C
4 C
5 A
6 C
Ask students whether they would like to do this

4
Transcript p. 157
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job and why / why not?
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3 Look at the exam task. Read questions 16 and all the options.
What is Sandys job?
You will hear a woman called Sandy talking to

a group of students about her job. For each
question, put a tick () in the correct box.
You have 45 seconds to read the

questions before you listen.
The correct answer will have the same
meaning as the recording but may use
different words.
4 Listen to Sandy and answer the questions.
1 What did Sandy Duffy want to be when she was at school?

A a journalist
B a musician
C a basketball player
2 What did Sandy study at university?
A Maths and Physics
B Film-making
C Art
3 How did Sandy get her rst job as a video game writer?
A She answered a job advertisement.
B She met someone at a conference.
C She sent some information about herself to a company.
4 What does Sandy like best about being a video game writer?
A the prizes she has won
B the high salary
C the people she works with
5 What does Sandy dislike about being a video game writer?
A She has to travel a lot.
B She has to work long hours.
C She often has to change her job.
6 Sandy says that people who want to be video game writers should
A write stories from an early age.
B try and get a job as soon as they leave school.
C make sure they get a good education.
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Day 18
Language focus: relative pronouns

SB p. 136
5
Ask students to read the examples. Elicit that the

underlined words are relative pronouns, and are
used to join sentences together.
Students match the relative pronouns with AE.

Answer key
B 1 when
C 3 whose
D 2 where
E 4 who
Ask students to look at the job advert and the
picture quickly and guess the job. Dont confirm or

reject their guesses at this stage.
Ask students to read the text quickly and check
their guess. Elicit that the advert is for an
instructor for a science company.
Ask students to complete the gaps individually,
then check their answers with a partner.
Answer key
1 whose
2 who
3 when
4 where
5 whose
Ask students: Would you like this job? Why / Why
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not?
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Language focus: relative pronouns

Unit 8
5 Look at these examples from the listening.
1 I had an accident when I was playing basketball.

2 I went to lm school, where I studied lighting and special effects.
3 I had a friend whose job was organising conferences.
4 She met a man who owned a company.
5 He owned a company that made video games.
6 In which sentence does the relative pronoun refer to
A a thing
that
/ which
B a time
C a possession
D a place
E a person
7 What kind of job do you think this advert is for? Read and check. Then fill
each space with a relative pronoun. Sometimes there is more than one
possible answer.
Are you interested in science? Do you love working with children?

Do you want a part-time job (0) that / which you will enjoy and
have fun doing? If so, read on!
Cool Science is a company (1)
aim is to give young people a
better idea of what science is all about. We provide fun, entertaining activities
are aged between 4 and 11.
for children (2)
You will be an instructor and your role will be to give exciting science
demonstrations in schools, clubs, and at special events such as parties.
You will be able to choose (3)
you work evenings, weekends or
you live.
during the day. We will try to nd you work close to (4)
We need people (5)
personal qualities suit this kind of
work experience is not necessary as full training will be given.
Send us a CV and letter of application today!
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Writing
8
In pairs, ask students to discuss the jobs in the box.
SB p. 137
They should discuss the duties involved in each job,

the personal qualities required for the jobs, the hours
of work and the pay.
Ask students to write their adverts individually.
Encourage students to use relative pronouns where
appropriate.
Stick the adverts on the classroom wall, so that

students can circulate and read them all.
Ask individual students to tell the class which job

they would apply for and why.
and write them on the board. For example:

Why do you want the job?
What work experience do you have?
When can you start?
Have you ever worked with ... ?
Why do you think you are suitable for this job?
Give students ten minutes to choose a job and
prepare their interview. Student A (the employer)
should prepare the questions, and Student B
(the interviewee) should make notes about their
experience, qualifications, etc.
Monitor round the class while students carry out
their interviews, giving help and making a note of
common errors.
Students can then swap roles and prepare and
practise another interview.
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Speaking
p
10 Brainstorm questions that the interviewer can ask,
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Writing
8 In pairs, write a job advertisement for one of the following jobs.
dog-walker sports instructor waiter babysitter shop assistant
9 Read other students job adverts. Which one would you apply for?
Speaking
10 Role-play a job interview. In pairs, choose one of the jobs from Activity 8. Student A,
interview Student B for the job.

Student A: Would you employ Student B?
Student B: Would you take the job?
Change roles.
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Day 19
Language practice
SB p. 138-139
Unit 8
Lesson 2
1
1
2
3
4
Thats the woman whose son is a pop star.

I live in the village where I was born.
I moved here in 2006 when I got this job.
The film that/which I saw last night starred
Johnny Depp.
1
2
3
4
5
6
7
8
9
10
11
novelist
photographer
reporter
artist
scientist
manager
designer
sailor
interpreter
guitarist
footballer
1
2
3
4
D
B
C
A
5 B
6 D
7 A
8 A
9 C
10 B
Writing Part 3
4
Answers will vary.
In Part 3 you have to write a letter.

You have to write about 100 words.
For the letter, you will have part of a friends letter to reply to. This will give
you the topic and one or two questions to answer.
How do I do it?
Answer all the questions in the letter. Begin with Dear or Hi and end with an
expression such as best wishes, see you soon, or lots of love.
Do not write too few or too many words. If you write too few you will
lose marks and if you write too many you have more chance of including
unnecessary information and making mistakes.
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Consolidation
0
1
2
3
4
5
6
7
8
9
10
Unit 8
Language practice
1 Join these sentences with a relative pronoun to make one sentence.
0 Theres the internet caf. I left my bag there.
Theres the internet caf where I left my bag.

1 Thats the woman. Her son is a pop star.
2 I live in the village. I was born there.
A
A
A
A
A
A
A
A
A
A
A
of
stressful
stop
means
prepared
power
late
what
but
get
must
B
B
B
B
B
B
B
B
B
B
B
for
terrible
spoil
manner
produced
control
far
that
despite
stay
might
C
C
C
C
C
C
C
C
C
C
C
by
angry
hold
way
placed
rule
time
why
except
be
should
D
D
D
D
D
D
D
D
D
D
D
to
nervous
break
system
planned
influence
long
when
although
have
would
3 I moved here in 2006. In 2006 I got this job.
4 I saw a lm last night. It starred Johnny Depp.
4 Answer this exam question.
2 Add -er, -ist or -or to make jobs from these words.
You may need to make other changes.

0 instruct
1
instructor
This is part of a letter you receive from your English friend, Stefan.
Now write a letter to Stefan telling him about your school.
6 manage
novel
Write your letter in about 100 words.
7 design
2 photograph
Ive just started at a new

school. I like it, but its
very different from my
old school. Whats your
school like? What kind
of rules are there? Write
soon and tell me about it.
8 sail
3 report
9 interpret
4 art
10 guitar
5 science
11 football

3 Read the text below and choose the correct word for each space from the list on the top
of the next page. For each question, circle the correct letter A, B, C or D.
Interview Technique
Most people find the thought (0)
important not to be too (1)
of
a job interview terrifying. However, it is

on the day, because this could (2)
your chances of getting the job. The best (3)

well (4)
to beat the fear is to be very
. Research everything you can about the company and the person
who will be interviewing you. This will help you feel more in (5)
of the
situation, and you will impress the interviewer with your knowledge. Find out your best
route to the interview and make sure you know how (6)
get there. Decide (7)
it will take you to
you are going to wear the night before the interview.
Choose something you feel comfortable in, (8)
which makes you look smart
and successful. And finally, on arriving at the reception desk, (9)
polite to
the staff there. You never know whose opinion matters most in a company after all, the
receptionist (10)
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138
be married to the person who is interviewing you!
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Pairwork activities
Unit 8 Lesson 1: Student A
1 Help your partner complete the article by explaining the words in green. Your partner
will help you fill your spaces by giving you clues.
Breaking the Rules

Imagine a school where there are no (1) classrooms, no
curriculum, no (2)
and no principal. There
are no (3)
to send home to parents, no
homework and no (4) tests to take at the end of term.
At this school, students dont have to study unless they
want to. Sounds impossible? Well, this is the reality for
around 50 students who (5)
the Harrisburg
Circle School in Pennsylvania, USA. Here, students
are responsible for organising their own time and
the teachers dont give (6) lessons unless students
request them. So, if someone feels like learning French,
(7) biology, or (8)
, they can. If not, they
can read a book, play a video game, cook, play the
guitar or just hang out with friends. They can go outside whenever they want, although they cant leave the
school grounds without (9)
.
Students do have responsibilities, however. In the
(10) morning every student has to sign up for a task,
such as cleaning the floor, which they must do by the
end of the day. Also, everyone has to attend the weekly
school meetings, where all the (11)
about
running the school are made.
There is a law book which contains all

the school rules about (12) behaviour,
safety, and using school equipment.
(13) Punishments for those who have
(14)
the rules are decided
in the weekly school meetings.
Some people question whether a
school like this can provide a good
(15)
. But many of the
schools students go on to get
(16) degrees from colleges and universities all over the country, and abroad.
Others go directly into the world of
work. One ex-student who now runs
a (17) successful T-shirt company said
At this school I had to work things out
for myself, and I could do it in my own
time and in my own way. That (18)
me how to get what I want from life.
What more can you ask from a school?
142
Pairwork activities
Unit 8 Lesson 1: Student B
1 Help your partner complete this text by explaining the words in green. Your partner
Breaking the Rules

Imagine a school where there are no (1)
,
no curriculum, no (2) timetables and no principal.
There are no (3) reports to send home to parents, no
homework and no (4)
to take at the end of
term. At this school, students dont have to study unless
they want to. Sounds impossible? Well, this is the reality
for around 50 students who (5) attend the Harrisburg
Circle School in Pennsylvania, USA. Here, students
are responsible for organising their own time and the
teachers dont give (6)
unless students
request them. So, if someone feels like learning French,
(7)
, or (8) mathematics, they can. If not,
they can read a book, play a video game, cook, play
the guitar or just hang out with friends. They can go
outside whenever they want, although they cant leave
the school grounds without (9) permission.
Students do have responsibilities, however. In the (10)
every student has to sign up for a task, such as cleaning the floor, which they must do by the end of the
day. Also, everyone has to attend the weekly school
meetings, where all the (11) decisions about running
the school are made.
There is a law book, which contains

all the school rules about
(12)
, safety, and using
school equipment. (13)
for
those who have (14) broken the rules
are decided in the weekly school
meetings.
Some people question whether a
school like this can provide a good
(15) education. But many of the
schools students go on to get
(16)
from colleges and
universities all over the country, and
abroad. Others go directly into the
world of work. One ex-student who
now runs a (17)
T-shirt
company said At this school I had to
work things out for myself, and I could
do it in my own time and in my own
way. That (18) taught me how to get
what I want from life. What more can
you ask from a school?
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will help you fill your spaces by giving you clues.
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9/21/12 1:39 AM
Review Unit 6
SB p. 140
Answer key
1
2
3
4
5
6
7
8
taste
main course
wound
unwell
diet
flight
car
rainforest
1 They were repairing

2 I was eating; I found; What did you do?; I screamed
and called for the waiter.
3 I tried / was trying; you didnt answer / werent
answering; What were you doing? I was jogging
4 How did you hurt your leg?; I wasnt looking
where I was going; I fell
1
2
3
4
5
Although
As soon as
so
because
If
1
2
3
4
A
C
E
B
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Review
Unit 6
1 Match each of the words in the box to one of the lists below.
car
diet
0
1
2
3
4
5
6
7
8
flight
main ourse
c
atmosphere
sweet
baked potato
bandage
earache
sugary
announcement
traffic
insects
rainforest
service
sour
roast chicken
blood
temperature
high-fat
board
windscreen
waterfall
restaurant
menu
delicious
fried fish
cut
sore throat
healthy
baggage
overtake
trees
2 Complete the mini-conversations by putting the
verbs into past simple or past continuous.

1
A: How / be / your journey?
How was
your journey?
taste
unwell
price
fruity
spinach omelette
pain
cough
meat-free
check-in
seat belt
monkey
wound
restaurant
3 Here are some things an explorer said in a TV interview.
Complete the sentences with the words in the box.

although
B: Terrible! They / repair / the roads and

the traffic was awful.
as soon as
because
if
in order to
Im here in this African forest
the conditions are difficult, its

very enjoyable work.
try and save the wildlife of the region.
A: I / eat / a meal in a restaurant the other

day when I / find / an insect in my soup!
B: Thats disgusting! What / you / do?
A: I / scream / and / call / for the waiter!
A: I / try / to call you last night but you /

not answer / your phone. What / you do?
B: I / jog. Im trying to get fit.
we arrived we set up our

equipment and began our research.
Time is running out for some of these animals
A: How / hurt / your leg?

B: I / not look / where I / go / so I / fall /
Its difficult work

the forest is
very thick and there are few roads.
into a hole in the pavement.
so
in order to
we need to hurry.
we are lucky, we may discover a
new species.
4 Complete the conversation. What does David say to Sally?
Sally: Look! Weve received an invitation to my old school friends

wedding in France! Id love to see her again. Shall we go?
David: (0) D
Sally: We dont have to fly. We could drive. That way well be able to
see more of the country.
David: (1)
Sally: Id forgotten. How about taking the train?
David: (2)
Sally: Why dont we take a day or two off work then? We could have a
little holiday while were there.
David: (3)
Sally: Oh, I love Paris. Itll be beautiful at that time of year.
B: Shall I book the tickets then?

C: Thats not a bad idea, but its
still a lot of money for just
one days trip.
D: Well, Im not sure. Can we
afford to fly to France?
E: What a good idea! Its ages
since we last went away.
What about going to Paris?
David: (4)
Sally: Yes. I cant wait!
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140
A: Oh, I dont think thats a good

idea. You know I get car sick
on long journeys.
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9/21/12 1:39 AM
Review Units 7-8
SB p. 141
Answer key
1
1 proud because all the others are negative

feelings
2 goal because the others are all things you can
wear
3 ice because the others can all also be verbs
4 university because the others are all subjects
5 racket because the others are all sports areas
6 certificate because the others are all types of
work
7 digital because the others are all nouns
8 timetable because the others are all places
9 storm because the others are all adjectives
10 student because the others are all jobs
1 If
4 unless
2 can
5 doesnt have to / neednt
3 must / have to
1 when
2 who
3 whose
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4 where
5 that
6 where
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Review
1 Which word is the odd one out in each group, and why?
5
6
7
8
9
10
0 novelist pianist violinist guitarist
novelist because the others are all musicians

1
2
3
4
proud disappointed nervous jealous

helmet trainers gloves goal
snow rain thunder ice
Geography Biology Maths university
Units 7-8
track racket pitch court

certicate homework essay project
chip program network digital
classroom timetable corridor laboratory
storm mild hot heavy
scientist journalist student chef
2 Read the information about the competition and complete the sentences with the words in the box.
can doesnt have to have to if must unless
Photography Competition My Environment

The competition is open to students aged
1621.
The deadline is 31 October.
Up to three photos allowed per person.
Send a short title or explanation (maximum
60 words) with each picture.
No photos will be accepted without the
official entry form.
Photos can be in black and white or colour.
have to be between 16 and 21 years of age to enter.

0 You .................
1 .............. your photo arrives after 31 October it wont be
included in the competition.
2 Each person ............. send in up to three photos.
3 You ............. include a short explanation with each picture.
4 Your photo wont be accepted ............. you use the official
entry form.
5 Your photo ............. be in colour, it can be in black and white.
3 Complete this text by choosing the correct pronoun.
I want to be a paediatrician a doctor (0) who / whose cares for children. This has been my dream since I was little.
It all started (1) where / when I had a babysitter (2) which / who wanted to be a doctor. She got me interested in
medicine. Ive worked hard towards my goal. My Biology teacher, (3) whose / which father is a doctor, has always
encouraged me. This year she arranged for me to take a special class (4) where / which you choose something
(5) who / that you are interested in and do a project on it. I worked in a hospital for three weeks, (6) when / where
I saw for myself exactly what a paediatrician does. Now I am more determined than ever to become a doctor.
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Students Book Transcripts

Lesson 2, Activity 4
INTERVIEWER: Good evening and welcome to Our World.
Tonights guest is the explorer Sally Brendle.
Sally, youve been on expeditions to some of
the most unspoilt forests on the planet. What is
it like?
SALLY:
Fantastic. Theres nothing better than being
the rst scientist to see a particular river,
for example, or to nd a new plant or animal.
On my most recent trip, we were looking for
a rare crocodile in a rainforest in Asia but
we discovered a previously unknown snake.
Although it was tiny and completely harmless,
it was still very exciting.
INTERVIEWER: It sounds it! So, tell us about your early life.
How did you become an explorer?
SALLY:
Well, Ive been interested in nature ever since
I was a young child. While my friends were
playing games, I used to go shing or looking
for animals in the elds near my home. I wasnt
interested in protecting creatures in those
days. In fact, I used to catch them to put them
in my own little zoo!
INTERVIEWER: And what was your rst expedition?
SALLY:
As soon as I was eighteen, I went to Africa, with
an organisation called Africa Exchange. They
run different projects. Things like helping to
build schools or studying how monkeys behave.
My job was to count how many lions and
elephants there were in a certain area every
day. That was a fantastic introduction, and
really important for the protection programme.
INTERVIEWER: And what did you do after that?
SALLY:
While I was at university I met a famous
Brazilian explorer. He was planning an
expedition to the Amazon rainforest in
order to study the plants that people use for
medicine. A team member broke her leg so he
asked me to go in her place.
INTERVIEWER: Can you describe what its like to be in a
rainforest?
SALLY:
Well, the thing I always notice is the
atmosphere. Although its not silent, the noises
are all natural, which I nd very relaxing.
Despite the heat and the wildlife, its quite safe
if youre careful. Modern technology means
you cant really get lost nowadays.
INTERVIEWER: Mm. And nally, Sally, would you like to tell us

a bit about your new TV series?
SALLY:
Yes, of course. Its called Secrets of the
Rainforest. Of course, its no secret that
many animals will disappear unless they are
protected. The idea is to show people that
its not just popular animals like tigers that
are in danger. There are lots of animals in the
worlds rainforests that no one has heard of
and many of them need our help too. So in
this programme we introduce people to some
of those.
INTERVIEWER: Well, it sounds really interesting. I cant wait to
see it!
Unit 7
Lesson 1, Activities 2 and 3
INTERVIEWER: Thanks for making time to talk to us, Kirsty.
Perhaps you could start by telling us about a
typical days training.
KIRSTY:
Sure. Well, Tuesdays my busiest day. I get up
at around eight and pack my bag. Theres a
lot of equipment when you do ve different
sports! Then I drive to the sports village for
9.30. I spend an hour at the training centre
doing target practice. I must admit, shootings
the sport I enjoy the least. Then I go swimming.
Its only a short walk to the pool. I swim 3,500
metres, though I could easily swim further in
an hour and a half. At midday I have lunch and
discuss my progress with my coaches.
INTERVIEWER: I guess theres lots to talk about.
KIRSTY:
Yeah, but I cant spend too long with them
because I go riding at half past one. I put on my
riding clothes, apart from my boots and helmet,
before I leave for the riding school its about
half an hour away. There are several horses
that I ride. Some of them go better than others,
but theyre all pretty good.
INTERVIEWER: Do you ride all afternoon?
KIRSTY:
Id like to but I go fencing at three. Im afraid I
often drive faster than I should to get back in
time for my lesson. I change into my fencing
uniform and put on the special glove and
helmet. The lesson is only 20 minutes but
fencings the sport where I have to work the
hardest.
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Unit 6
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INTERVIEWER: Can you relax a bit after that?

KIRSTY:
Not exactly I put on my shorts and running
shoes for a gentle run around the track with
some of the other athletes. Its not a race so it
doesnt matter if I run more slowly than they
do. Afterwards I go home for a meal and a short
rest.
INTERVIEWER: You must be ready for that. How do you spend
your evenings?
KIRSTY:
At 6.30 I come back to the sports centre and play
football for an hour. This is the activity I enjoy
the most. My day nishes after Ive done some
exercises in the gym. At 9 p.m. I can go home and
have a rest or, more likely, get ready for the next
day.
INTERVIEWER: Well just listening to you makes me feel tired.
Now, how about your plans for ...
Are you a fan of the crime writer, Jacquie Cooper?
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Have you ever dreamed of seeing your artwork on

the front of a book?
To celebrate Jacquie Coopers fiftieth birthday this
year, we have organised a competition. Listeners
are invited to design a cover for a special edition of
Jacquies best-selling novel, Midnight. Its a thriller
about a young man who accidentally joins a group of
criminals after an evening out with his friends.
The competition will be judged by Jacquie herself
and Suzie Wilson. Suzie, who is probably best known
for presenting the popular music show, Concert Club,
is also Jacquies daughter and a keen collector of art.
You can design your book cover on the computer,
or by hand, with pen and ink or pencil. However,
you should not use paint in this competition. Your
work should be 20 centimetres by 13 centimetres
in size and the design should include the title, the
authors name and somewhere on the cover, a
small dog, which Jacquies publishers will use in
their advertisements. The rest is up to you, so be
imaginative!
The prize-winning design will appear on the book
cover and, in addition, the winner will meet Jacquie
and go to lunch with her at a top London restaurant.
The five second prize winners will each receive a
signed copy of one of Jacquies books.
We must receive your entry by post or email no later
than the 30th April thats a Wednesday. We will
contact the winners on May the 28th and their names
will be announced on this programme on May the 30th.
Make a note of those dates so you dont miss them.
Youll find further details of this competition and

some useful tips on our website at www
Unit 8
Hello everyone. My names Sandy Duffy and Im here
to tell you about my career as a video game writer. I

work with game developers and designers to think of
good stories, and I write all the dialogue in the game.
When I was in secondary school, I never imagined
that I would do this job! I played the violin and thats
what I planned to do as my job. But I had an accident
when I was playing basketball and hurt my hand, so
I had to think of another career. My mother wanted
me to be a journalist, but I didnt think it was for me.
I didnt know what to study at university. I was good
at lots of science subjects, including Physics and
Maths, but I also loved entertaining people and I was
good at Art. In the end I went to film school where I
studied lighting, special effects, how to use a camera
... all that! It was there that I started to think about
working in the video game industry.
Now, a question that everyone always asks me is,
How did you get your first job? Well, I had a friend
whose job was organising conferences. At one of the
conferences, she met a man who owned a company
that made video games. I wrote to him and sent my
CV. He obviously liked what he read because he gave
me an interview and offered me a job as a junior.
People also ask me what I like best about being a
video game writer. Well, the money is good and its
quite exciting. Just last night, for example, I was
at a big dinner where they were giving prizes for
new games. But what I love is the fact that I get on
so well with everyone in the business. Thats what
makes my job so much fun.
Obviously no job is perfect, though, and there are
things I dont like. Ive just started a new job, and
I have to spend a lot of time on the road or at the
airport, which I find very hard. Id really like to be
able to spend more time at home.
So, what should you do if you want to be a video
game writer? Well, there are people who say you can
do it without going to university, but I dont think
thats true any more. In my opinion you should work
hard at school and get a good degree. And read lots
of books that will help you later when you need to
think up stories for new games!
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Be An English Whiz 2 Bimester Teacher S

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Teachers

Sistema UNO has been developed by a multidisciplinary team of 50 educational

General Content Director

Research and Development Directors

The BE textbook is a key

Santillana Educacin S.L. / Richmond, 2012.

Member of the Cmara Nacional de la Industria Editorial Mexicana.

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About the PET examination

About BE an English Whiz

Essential exam practice, tips and strategies

Engaging topics, texts and artwork

Key language practice

Fun communicative tasks

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Ten tips for teaching PET classes

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Characteristics of an UNO Classroom

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Sistema UNO Educational Framework

In Knowing Our Place

In Knowing Our World

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BE and the Common European Framework of Reference

Taken from: http://www.cambridgeesol.org/exams/exams-info/cefr.html

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6.1 Adventurers and explorers

like travelling? Why? Which ways of travelling do

Vocabulary: travel and transport

Ask students to do this activity in pairs.

Ask individual students to explain how the words

other on the spelling.

Dog sleds are used to travel over snow or ice,

in each group are related (a voyage is the journey

Ask students to work in pairs and add three more

words to each group. They can use a dictionary if

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Adventurers and explorers

Vocabulary: travel and transport

Match the words to pictures AG.

2 Match each group of words to one of the ways of travelling.

to sail / cabin / deck / voyage boat

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Exam practice: Reading Part 3

Students are given a long factual text to read.

Ask students to look quickly at the heading and

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the map. Discuss the meaning of the heading.

Exam practice: Reading Part 3

From Pole to Pole Manpowered

hey set off for the North Pole from

the sea. I was working on the deck while

Underline the important words in the

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Read the Exam tip with the class. Ask students to

read the sentences very carefully and underline

(they were racing over the ice). Elicit that the

If necessary, remind students how to form the

Ask students to complete the rules.

A past simple B past continuous

Ask students to find more examples of verbs in

Ask students: Would you like to go on an