Unit 1
1.1
To ensure that students are clear on the overall meaning of the text before looking at pronunciation, ask them to listen and read in order to answer these gist questions: Why is Jenny tired? What’s Steve’s advice? (Jenny is tired because she goes to bed late after doing her homework and gets up early in order to practise the flute in the morning. Steve advises her to give up the flute.)
1.2
If necessary, tell your students that they should think about linking in order to focus their noticing eff orts at this stage. Or, elicit that linking is occurring before they complete the rule. (Answers: consonant; vowel).
1.3
Students listen and repeat.
Unit 2
2.1
Students listen to the recording while reading the tongue twisters.
2.2
Students close their books while you play the recording again. They put up their hands when they hear the clusters: strong, spread, streets, straight, stripes, screamed, struck, sprayed, Splash, screen. Students could raise their left hands for clusters with two sounds and their right hands for clusters with three. Finally, students open their books and practise saying the words in blue.
2.3
Unit 3
3.1
Focus students on this gist question before they listen and read the text for the first time: According to Jack and Julia, what three things do Ace consider important in their shoes? (quality, design and marketing).
3.2
Ask students to identify strong and weak forms of of in the text by underlining strong (or stressed) forms and circling weak (or unstressed) forms. Strong forms all occur where of sits at the end of sentences. (Weak: brand of trainers, pair of green ones, made of fabric, a lot of eff ort, quality of their shoes, Of course, marketing of them. Strong: brand of, made of, thought of).
3.3
Unit 4
4.1
Focus students on the gist question before they listen and read the text for the first time: What did Lisa say that was unkind? What does Henry think she should do now? (Lisa said that a girl looked like a boy with her new haircut. Henry thinks she should apologise but be honest about her opinion and say she preferred the girl’s hair long.)
4.2
Ask students to identify the linked words in each sentence (was only /wǝz’ǝʊnli/; but I /bǝ’taɪ/; wish I /wɪ’ʃaɪ/; said it /se’dɪt/; was unkind of /wǝ’zʌnkaɪn’dǝv/; believe I /bɪ’li:vaɪ/; like a /laɪ’kǝ/; came out /’keɪmaʊt/; should I /’ʃʊdaɪ/; First, I’d apologise /’fɜ:staɪdǝ’pɒlǝ’dʒaɪz/, Then I’d admit /’ðenaɪdǝd’mɪt/; that I prefer it /ðǝ’taɪprǝ’fɜ:rɪt/; Actually, I /’æktʃǝli’jaɪ/; looks amazing /lʊksǝ’meɪzɪŋ/).
4.3
Unit 5
5.1
5.2
Students listen again and focus on the highlighted syllables. These are unstressed. Explain that we pronounce unstressed final syllables in many words with a schwa in spite of the different spellings.
5.3
Unit 6
6.1
Students read and listen to the text in order to answer this gist question: What happens at the end of Tom’s new fi lm? Do they find the treasure? (We don’t know if they find the treasure or not. We just know that the ending is unexpected.)
6.2
Encourage students to listen and notice that all of these sounds are pronounced /ʒ/.
6.3
Unit 7
7.1
Students read and listen to the text in order to answer this gist question: Does Gina accept or refuse Max’s invitation? (Gina accepts but then remembers she already has plans and has to refuse.) In addition to clarifying meaning of the text overall, this gist question also serves to clarify meaning of key vocabulary: accept/refuse an invitation.
7.2
Students identify and underline the inviting sentences (Why don’t you come along? How about bringing some friends?), Gina’s accepting sentence (Thank you, Max, I’d love to) and her refusal (I’m already going out on Saturday. What a shame. I’m sorry, Max.) Voices go up when inviting (and asking questions in general) and down when refusing. Acceptances are characterised by a rise (at the beginning) and a fall (at the end).
7.3
Unit 8
8.1
Students read and listen to the text in order to answer this gist question: What has happened? (The school has closed.)
8.2
Students listen again and underline stressed words (believe, tell, closed, rest, term, what, urgent situation, details, awful, extremely sorry, nothing, really,). Draw students’ attention to the way in which each speaker shows surprise by increasing their range.
8.3
Students listen and repeat, trying to produce the same range of intonation as the audio.
Unit 9
9.1
Students listen to the recording while reading the dialogues.
9.2
Ask students to identify the stressed syllables in the highlighted words: mystery (n), mysterious (adj), photograph (n), photography (n), navigation (n), navigate (v). Encourage students to notice that stress can differ across similar words.
9.3
Unit 10
10.1
10.2
Ask students to find and say the highlighted words (/ɪ/ it, Tim, things, important; /i:/ we, need, esteem, mean, Green, really, feel, be; /ɒ/ copy, pop, Ross, follow, /ǝʊ/ So, clothes, Rose, follow, don’t, clone). Ask students to exaggerate the sounds. In the /ɪ/ sound the mouth is small and slack. The mouth is stretched into a wide smile when saying the /i:/ sound. The /ɒ/ sound pushes the lips out and they stay in a circle. When saying the /ʊǝ/ sound, which is a diphthong, the mouth starts in a large circle shape and turns into a small one as we speak.
10.3
Unit 11
11.1
Students read and listen to the text in order to answer this gist question: Which one country have Steve and Jane been to? (Spain).
11.2
Ask students to say the underlined phrases, pronouncing to correctly. Encourage students to notice that to in the middle of a phrase is weak, and at the end of a phrase is strong.
11.3
Unit 12
12.1
Students listen to the recording while reading the dialogue.
12.2
Ask students to say the words containing the ea spelling, all highlighted. Ask them to make sure they pronounce them correctly (/e/ read, healthy; /ɜ:/ research, learned, early; /ɪǝ/ appear, year, ideas; /i:/ eating, really, Heath; /eɪ/ great, break). Note that year can also be pronounced with the /ɜ:/ phoneme /jɜ:/.
12.3
I think I am the person you’re looking for.
I play tennis on Tuesdays.
At the moment I’m writing a letter
to a friend.
I like what you’re wearing today.
I know what you mean and appreciate
your help.
We play football during most
school breaks.
I haven’t seen the new Hobbit film yet.
Have you ever been to Spain?
John took his exam last week.
Nina got here a few minutes ago.
They haven’t eaten at this restaurant before.
I haven’t eaten breakfast so I’m really hungry
and it’s two hours till lunchtime!
Present simple vs. present continuous
1 I think I am the person you’re looking for.
2 I play tennis on Tuesdays.
3 At the moment I’m writing a letter to a friend.
4 I like what you’re wearing today.
5 I know what you mean and appreciate your help.
6 We play football during most school breaks.
Present perfect vs. past simple
1 I haven’t seen the new Hobbit film yet.
2 Have you ever been to Spain?
3 John took his exam last week.
4 Nina got here a few minutes ago.
5 They haven’t eaten at this restaurant before.
6 I haven’t eaten breakfast so I’m really hungry and it’s two hours till lunchtime!
When she arrived, I was cooking dinner so I was a
bit distracted.
correct
As usual, we arrived at about 6pm, then we had dinner.
My teacher came to see how our project was going.
I’ll never forget the time I spent in Nepal.
The police saw the men and asked them what they
were doing there.
I’m sorry I can’t attend class tomorrow because I have
to go to the doctor.
My dad was going to work for another company so we
had to move house.
If I had to choose between going to a small school or a
large one, I would choose a large one.
You don’t have to finish your essay now. Mr Jenkins
said that we can hand it in next Friday.
You don’t have to bring anything to the party – just
bring yourself!
You mustn’t eat food in class – it’s against the rules!
You mustn’t talk during exams.
You don’t have to revise every unit. The exam only
includes Units 1 to 3.
You mustn’t use your phone in class. It’ll be confiscated.
Past continuous vs. past simple
1 When she arrived, I was cooking dinner so I was a bit distracted.
2 correct
3 As usual, we arrived at about 6pm, then we had dinner.
4 My teacher came to see how our project was going.
5 I’ll never forget the time I spent in Nepal.
6 The police saw the men and asked them what they were doing there.
have to vs. had to
1 I’m sorry I can’t attend class tomorrow because I have to go to the doctor.
2 My dad was going to work for another company so we had to move house.
3 correct
4 If I had to choose between going to a small school or a large one, I would choose a large one.
5 correct
6 correct
don’t have to vs. mustn’t
1 You don’t have to finish your essay now. Mr Jenkins said that we can hand it in next Friday.
2 You don’t have to bring anything to the party – just bring yourself!
3 You mustn’t eat food in class – it’s against the rules!
4 You mustn’t talk during exams.
5 You don’t have to revise every unit. The exam only includes Units 1 to 3.
6 You mustn’t use your phone in class. It’ll be confiscated.
when
if
who
which
absolutely
very
Let
made
let
if vs. when
1 when
2 if
3 when
4 if
5 If
6 when
7 if
Relative pronouns
1 who
2 which
3 which
4 who
5 who
6 which
absolutely vs. very
1 absolutely
2 absolutely
3 very
4 absolutely
5 very
6 very
make vs. let
1 Let
2 made
3 made
4 let
5 make
6 let
make
say
tell
Tell
said
was telling
Well, I think another route could be better.
He could do.
It could be because it’s so light. Just a guess!
It can’t be Nick – he didn’t think there was a problem.
This time next week we’ll be at university and we’ll be
living away from home.
say vs. tell
1 say
2 tell
3 Tell
4 say
5 said
6 say
7 was telling
Modals of deduction in the present
1 Well, I think another route could be better.
2 He could do.
3 It could be because it’s so light. Just a guess!
4 correct
6 It can’t be Nick – he didn’t think there was a problem.
Future continuous vs. future simple
1 This time next week we’ll be at university and we’ll be living away from home.
3 This time next week I’ll be doing my final exams. Scary!
5 I’ll be playing hockey when you arrive at the station but Chloe can meet you.
This time next week I’ll be doing my final exams. Scary!
I’ll be playing hockey when you arrive at the station but Chloe can meet you.
Do you need more time to finish
your work?
Lately I’ve been spending a lot of time watching TV.
It was a very heavy film, but we enjoyed
learning about history.
It’s best to study new vocabulary regularly rather
than trying to learn it all just before the exam.
Correct
Our family has agreed to put up a foreign student for a
month during the summer.
One advantage of taking the train is that you don’t have
to put up with traffic jams.
I don’t get to exercise so much anymore and I’m worried
about putting on weight.
Good news! We’re going to have to put off today’s test
until next Friday.
Cinema tickets were already expensive and now they’ve
just put up the prices again.
We put up posters to advertise the event.
Verb patterns
1 Do you need more time to finish your work?
2 Lately I’ve been spending a lot of time watching TV.
3 Correct
4 It was a very heavy film, but we enjoyed learning about history.
5 It’s best to study new vocabulary regularly rather than trying to learn it all just before the exam.
6 Correct
Phrasal verbs
1 Our family has agreed to put up a foreign student for a month during the summer.
2 One advantage of taking the train is that you don’t have to put up with traffic jams.
3 I don’t get to exercise so much anymore and I’m worried about putting on weight.
4 Good news! We’re going to have to put off today’s test until next Friday.
5 Cinema tickets were already expensive and now they’ve just put up the prices again.
6 We put up posters to advertise the event.
g
a
f
h
j
i
e
c
b
str
squ
spl
scr
spr
d
spend up
take up
what’s up
was up
isn’t up
stayed up
pick up
it’s up
he’s up
1 G
2 A
3 F
4 H
5 J
6 I
7 E
8 C
9 B
No answers
t pronounced: get up, isn’t up
d pronounced: spend up, stayed up
k pronounced: take up, pick up
s pronounced: what’s up, it’s up
z pronounced: was up, he’s up.
1.4
1 strong
2 squares
3 splash
4 screen
5 spread
6 screaming
1 b
2 d
3 e
4 a
Strong forms /ɒv/ are at the end of questions 2 and 3. The other forms are weak /ǝv/.
t pronounced: lost everything, felt awful
d pronounced: find out, lived in
k pronounced: work anymore, make up
s pronounced: it’s about, gets angry
v pronounced: have our, gave up
al
el
ate
ous
on
ion
ent
ure
ul
an
er
or
All of the sounds end with the schwa /ə/
usually
pleasure
collision
illusionist
occasion
version
Asia
decision
casual
1 find out
2 work anymore
3 lived in
4 lost everything
5 gets angry
6 have our
7 make up
8 felt awful
9 gave up
v pronounced: have our, gave up.
4.4
1 historical, novel, desperate, dangerous
2 famous, central, London
3 hospital, information, accident
4 picture, beautiful, woman, advertisement
5 obvious, another, horror
1 c
2 b
3 a
4 c
5 d
6 b
7 c
8 b
1 usually
2 pleasure
3 collision
4 illusionist
5 occasion
6 version
7 Asia
8 decision
9 casual
6.4
A
R
bookshop
English
highest
ladder
arm
that
later
crash
mobile
ambulance
way
1 refusing
2 refusing
3 accepting
4 accepting
5 refusing
1 A
2 R
3 R
4 A
5 A
6 R
1 love
2 sorry
3 kind
4 great
5 thank
6 pity
Intonation goes up when accepting an invitation. Invitation goes down when refusing an invitation.
7.4
She misheard the shop assistant. She thought he’d said ‘come back later’ not ‘hold the ladder’.
1 Tell
2 bookshop
3 English
4 highest
5 ladder
6 arm
7 that
8 ladder
9 later
10 crash
11 mobile
12 ambulance
13 way
1 navigate, navigation
2 mystery, mysterious
3 artist, artistic
4 present, present
5 photograph, photography
6 explain, explanation
7 investigate, investigation
8 electric, electricity
9 music, musician.
1 musician
2 navigator
3 presenter
4 investigator
5 electrician
6 researcher
clock
we’ll
hope
sheep
sit
won’t
cheap
sleep
note
Column 1 breathe, clean, easy, please, speak
Column 2 bread, breakfast, healthy, sweating
Column 3 early, heard, research
Column 4 break, steak
Column 5
wear
musician
navigator
presenter
investigator
electrician
researcher
9.4
1 sit
2 sleep
3 chip
4 will
5 note
6 hope
7 clock
8 won’t
9 sock
1 clock
2 we’ll
3 hope
4 sheep
5 sit
6 won’t
7 cheap
8 sleep
9 note
1 a
2 e
3 b
5 f
Strong forms (to be circled) are at the end of questions 2, 3, 4 and 5 and at the end of the first sentence in d. All other forms (to be underlined) are weak.
11.4
Column 1
breathe, clean, easy, please, speak
Column 2
bread, breakfast, healthy, sweating
Column 3
early, heard, research
Column 4
break, steak
