PERSONAL BEST A2 INTRO_p01_19_Intro

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British English

Personal Best A2

Teacher’s Book

Elementary

Series Editor Jim Scrivener Author Sheila Dignen

THE COMPLETE PACKAGE

What is available for Personal Best Student’s Book + online access Teacher’s Book + online access

• 12 units of class material

• Teacher’s Book with interleaved Student’s Book

• Review and Practice sections every 2 units

• Guidance notes, Answer Keys, Audio and Video scripts

• Grammar Practice, Vocabulary Practice and Communication Practice sections

• Access code for Richmond Learning Platform

• Access code for Richmond Learning Platform

Teacher’s Resource Book

Workbook +audio

• Over 60 supplementary photocopiable resources • Grammar, vocabulary and skills activities with Teacher’s notes

• Practice of the language and skills in the Student’s Book • For homework or self-study • Review and Practice sections every unit

• Copy-and-go grammar and vocabulary progress tests

• Additional Writing Practice section

Class Audio / Video pack

Language App

• Student’s Book Audio CDs • Student’s Book Video DVD

• Downloadable audio MP3s

• Fun games and activities for extra grammar and vocabulary practice • Rewards and scores to show progress

Digital Book • Complete digital version of the course • Answer Keys, Class Audio and Video • Use on any interactive whiteboard, or with a computer and projector.

Richmond Testing • Download unit, progress and mid-/ end-term tests • Editable versions • Richmond Test Manager for digital and customized tests

Richmond Learning Platform • Extended practice activities for grammar, vocabulary and skills • Class Audio MP3 and Video MP4 • Assign, track and mark activities and tests

CONTENTS





STUDENT'S BOOK CONTENTS

p4





INTRODUCTION

p6

1 You and me

p 20

2 Work and play

p 36

3 People in my life

p 56

4 Home and away

p72

5 What are you wearing?

p 92

6 Home and cities

p 108

7 Food and drink

p 128

8 In the past

p 144

9 Education, education!

p 164

10 People

p 180

11 On the move

p 200

12 Enjoy yourself

p 216

GRAMMAR PRACTICE

p 236

VOCABULARY PRACTICE

p 284

COMMUNICATION PRACTICE

p 328

AUDIO SCRIPTS

p 354

WORKBOOK ANSWER KEY

p 367 3

CONTENTS LANGUAGE GRAMMAR

1 1A 1B 1C 1D

You and me Meeting and greeting My summer blog Is that a man bag? Where's my wallet?

p4 p6

PRONUNCIATION

SKILLS VOCABULARY

▪▪ the verb be

▪▪ contractions of be ▪▪ countries and

▪▪ possessive

▪▪ sentence stress

adjectives

▪▪ ‘s for possession

p8

nationalities ▪▪ numbers 1 – 1,000 ▪▪ personal objects

p10

READING ▪▪ a blog about a summer spent in London ▪▪ approaching a text ▪▪ simple statements with be

Learning Curve

SPEAKING

▪▪ asking for and giving

personal information

▪▪ asking for clarification PERSONAL BEST

▪▪ a conversation in a

lost property office

2 2A 2B 2C 2D

What I do Weekdays, weekends Find a flatmate A new city

1 and 2

3 3A 3B 3C 3D

▪▪ present simple:

Work and play p12 p14 p16

▪▪ -s and -es endings ▪▪ jobs and job ▪▪ auxiliary verbs

do/does in questions

verbs ▪▪ activities (1)

p18

REVIEW and PRACTICE

p22 p24 p26

Learning Curve

LISTENING

▪▪ a video looking at work

and free-time activities ▪▪ listening for names, places, days and times ▪▪ introduction to the sound /ə/

WRITING ▪▪ opening and closing

an informal email

▪▪ connectors: and, but

and or

PERSONAL BEST

▪▪ an email to a friend

p20 ▪▪ adverbs and

People in my life Time together A new group Opposites attract A night out

positive and negative ▪▪ present simple: questions

expressions of frequency ▪▪ love, like, hate, enjoy, don’t mind + noun/-ing form

▪▪ sentence stress

▪▪ family

▪▪ -ing forms

▪▪ activities (2)

p28

READING ▪▪ a website about local clubs and groups you can join ▪▪ scanning a text ▪▪ also and too

Learning Curve

SPEAKING

▪▪ making arrangements ▪▪ accepting or declining

an invitation

PERSONAL BEST

▪▪ making arrangements

with a friend to do an activity

4

4A 24 hours in the dark 4B Weather around the world 4C A long weekend 4D A holiday with friends

3 and 4

5

6A 6B 6C 6D

▪▪ sentence stress ▪▪ linking

consonants and vowels

▪▪ daily routine

verbs ▪▪ the weather and the seasons

p34 p36

p40

▪▪ present simple

and present continuous ▪▪ can and can’t

▪▪ dates

▪▪ clothes

▪▪ can and can’t

▪▪ ordinal numbers ▪▪ hobbies

p44 p46 ▪▪ there is/there are,

p48 p50 p52

Learning Curve

LISTENING

▪▪ a video about the

weather in different parts of the world ▪▪ listening for the main idea ▪▪ sentence stress

some/any ▪▪ prepositions of place ▪▪ modifiers

▪▪ there’s/there are ▪▪ sentence stress

▪▪ rooms and

furniture ▪▪ common adjectives ▪▪ places in a city

READING ▪▪ an article about uniforms and if we like wearing them ▪▪ identifying facts and opinions ▪▪ adjectives

Learning Curve

LISTENING

▪▪ a video about unusual

homes ▪▪ identifying key points ▪▪ contractions

p54

REVIEW and PRACTICE

WRITING ▪▪ describing a photo ▪▪ using personal pronouns PERSONAL BEST

▪▪ an email describing

a holiday

p38

p42

Homes and cities A small space Amazing homes The Big Apple Beautiful places

time ▪▪ present continuous

p32

What are you wearing?

5 and 6 4

p30

REVIEW and PRACTICE

5A Party time 5B Don’t tell me what to wear 5C Do the things you love 5D Can I try it on?

6

▪▪ prepositions of

Home and away

Learning Curve

SPEAKING

▪▪ shopping for clothes ▪▪ offering help PERSONAL BEST

▪▪ a conversation in a

clothes shop

WRITING ▪▪ topic sentences ▪▪ describing places PERSONAL BEST

▪▪ a description of your

town or city

p56

Language App, unit-by-unit grammar and vocabulary games

CONTENTS LANGUAGE GRAMMAR

7 7A 7B 7C 7D

▪▪ countable and

Food and drink Food to your door Stopping for lunch Are you hungry? Out for dinner

p58 p60 p62 p64

uncountable nouns + some/any ▪▪ quantifiers: (how) much/many, a lot of, a few, a little

SKILLS

PRONUNCIATION VOCABULARY ▪▪ some/any

▪▪ food and drink

▪▪ weak form of

▪▪ containers and

portions

READING ▪▪ an article about what people eat for lunch around the world ▪▪ skimming a text ▪▪ pronouns and possessive adjectives

Learning Curve

SPEAKING

▪▪ in a restaurant ▪▪ asking politely for

something

PERSONAL BEST

▪▪ ordering food in a

restaurant

8 8A 8B 8C 8D

Technology through the ages Life stories Life in the 1980s What happened to you?

7 and 8

9 9A 9B 9C 9D

▪▪ past simple of be,

In the past p66 p68 p70 p72

REVIEW and PRACTICE

p76 p78

9 and 10

p84 p86

▪▪ irregular verbs

▪▪ intonation in

questions ▪▪ ‘d like and like

adjectives ▪▪ superlative adjectives

▪▪ -er endings ▪▪ superlative

adjectives

p88 p90

REVIEW and PRACTICE

p94

▪▪ school

subjects and education ▪▪ resolutions

▪▪ adjectives

to describe places ▪▪ describing appearance ▪▪ personality adjectives

have to ▪▪ be going to, future time expressions

▪▪ have to/has to ▪▪ sentence stress

▪▪ travel and

transport ▪▪ holiday activities

p96 p98 p100 ▪▪ present perfect

p102 p104 p106

with ever and never ▪▪ present perfect and past simple

p108

REVIEW and PRACTICE

Learning Curve

LISTENING

▪▪ a video about our

favourite inventions and inspirations ▪▪ listening for numbers, dates and prices ▪▪ phrases

WRITING ▪▪ planning and making

notes

▪▪ sequencers PERSONAL BEST

▪▪ a story about an

experience you had

READING ▪▪ an article about different education experiences ▪▪ understanding words that you don’t know ▪▪ because and so Learning Curve

LISTENING

▪▪ a video about

changing our appearance ▪▪ listening for detailed information (1) ▪▪ weak forms

Learning Curve

SPEAKING

▪▪ making suggestions ▪▪ sounding sympathetic PERSONAL BEST

▪▪ describing and

responding to problems

WRITING ▪▪ writing a description of

a person

▪▪ clauses with when PERSONAL BEST

▪▪ a description of

someone you admire

p92 ▪▪ have to/don’t

12 Enjoy yourself! 12A Going out 12B The book was better! 12C A famous voice 12D Would you like to come?

▪▪ life stages

p82

11 On the move

11 and 12

questions ▪▪ verb patterns: verb + to + infinitive

▪▪ comparative

11A Getting to work 11B Looking for Elizabeth Gallagher 11C Road trip 11D At a hotel

▪▪ inventions

▪▪ -ed endings

p80

10 People 10A First dates 10B You look so different! 10C The yearbook 10D Someone that I admire

▪▪ was and were

p74 ▪▪ past simple:

Education, education! School days Lifelong learning Change your life What's the problem?

there was/there were ▪▪ past simple: irregular verbs ▪▪ past simple: regular verbs and past time expressions

▪▪ sentence stress

▪▪ entertainment

▪▪ vowels

▪▪ opinion

adjectives

READING ▪▪ an article about the unusual way Jordan Axani found a travel partner ▪▪ reading for detail ▪▪ adverbs of probability Learning Curve

LISTENING

▪▪ a video about books

that have become films ▪▪ listening for detailed information (2) ▪▪ linking consonants and vowels

Learning Curve

SPEAKING

▪▪ arriving at a hotel ▪▪ checking information PERSONAL BEST

▪▪ a conversation at

a hotel reception

WRITING ▪▪ writing and replying to

an invitation

▪▪ articles: a/an, the or

no article

PERSONAL BEST

▪▪ an invitation to a party

and a reply

p110

Grammar practice p112  Vocabulary practice p136  Communication practice p158  Irregular verbs p176

Language App, unit-by-unit grammar and vocabulary games

5

A personal welcome to Personal Best by Jim Scrivener, Series Editor

Jim is an internationally respected writer, teacher trainer, materials designer, course leader and educational consultant. His work is mainly focused on practical classroom methodology and teaching techniques – on what works in the classroom. Over the years, he has taught and trained in many different teaching and learning environments around the world. Jim is an established and regular conference presenter. His books have twice won the Duke of Edinburgh English Speaking Union awards as well as the International House prize and the ARELS Frank Bell Prize.

Hello! And welcome to Personal Best.

I’d like to show you some of the features I really like about this book and point out some ways that you can get the most out of it. There are two key ideas that power the concept of Personal Best:

It’s Personal  The course focuses on students as individuals who learn at different speeds and have different strengths and weaknesses.

It helps learners achieve their Best  To help students reach their full potential, we have focused on the vital role of PRACTICE. The course makes sure that students can actually take away the language they can use.

How is Personal Best different? LANGUAGE

SKILLS

Grammar is taught in stand-alone lessons, separate from skills work. In many coursebooks, students have to understand difficult reading or listening passages before they can extract and study grammar points. In Personal Best language work is not tangled up within long reading or listening texts. The pronunciation syllabus focuses on connected speech to help with recognising and producing language. Lexis is prioritized. Personal Best includes two or more vocabulary sets per unit. Vocabulary items are useful and relevant for students and are used in discussions or tasks or for other work on a topic. Above all, PRACTICE is given priority in the course. There is a comprehensive skills syllabus. Students can see what is being focused on in the Listening Builder, Conversation Builder, Text Builder and Skill boxes. Reading and listening skills pages are designed not as vehicles for grammar presentations, but develop learner skills and strategies. Serious attention is paid to helping students speak and write better. Students are challenged to make use of selected functional language and to improve specific speaking or writing skills. There are clear task goals and cumulative aims for speaking and writing activities.

PRACTICE

at the heart of learning

So, how do students learn a language? Just by turning the pages of a book and doing the exercises? As every experienced teacher knows, doing the work, page after page, doesn’t necessarily mean that the students take away anything useful from a lesson. We need to make sure that there is deeper learning. The most important way that this can happen is through a quantity of focused, meaningful practice.

6

INTRODUCTION

We believe that typically students struggle with new language because they simply don’t get sufficient practice. They need lots of safe opportunities to try out using new language. Personal Best offers them a wealth of practice in a variety of exercises, tasks and games in the Student’s Book, Workbook, the Personal Best Language App, the Richmond Learning Platform and the innovative ‘3xPractice’ feature in the Teacher’s Book.

Moving beyond the ‘correct answer’

Teachers typically ask students to do each coursebook exercise on their own (or possibly in a pair) and then they check the answers together in the whole class (or students do this individually using a list of answers). The class then typically moves on to new work. Just collecting a list of correct answers doesn’t necessarily mean that students have really understood the language point. Students might get a correct answer by luck, by guessing, by listening to other students, by copying, by pretending that they agree with what you said, etc. When students call out their answers, teachers usually hear the students who are stronger, faster or louder – and say ‘good’ to their answers. But it’s important to remember that these students are, of course, the ones who have already got the correct answers. It’s the other students we need to be interested in. And just because some students have a correct answer, it doesn’t mean that they can actually use the items. A correct answer is the first step towards helping students to use the items, not the final goal. It can be quite a big leap from doing an exercise (such as filling in answers on the page) to really feeling confident with the language items themselves. One simple and enjoyable way you could try is by revisiting an exercise more than once – to go back to it after the original task and checking it has been completed and re-explore it, like a gold miner, digging deeper to find more treasure. By repeatedly reading, remembering, studying, saying and just ‘playing with’ the language, it is far more likely to lodge deeper in your students’ minds and become part of their usable database of language.

What is ‘3xPractice’?

How can I help my students to really learn the items they study? How can that learning be deeper and more long-lasting? The 3xPractice feature encourages students to play around with new language and experiment with forms and meanings so that they are ‘nudged’ towards greater internalisation, memorisation and personalisation. In the Personal Best Teacher’s Book, we will offer you lots of ideas for 3xPractice so that, if you want to and have time, you could really exploit the exercises and get much more learning value out of them. You may not want to do this every time you do an exercise – but I encourage you to try it sometimes, to see how much more an exercise can reveal beyond just the ‘correct answer’.

Enjoy using Personal Best

I really hope you enjoy using this course with your students – and don’t forget to check out all those extra ideas we’ve put together in the Teacher’s Book. You’ll find warmers, extra activities, concept questions and plenty more. Can a course book help students to reach their personal best? Not on its own, certainly – but perhaps, together with your skill and interest and personal touches, you may find a course here that not only helps your students to learn more and learn deeper than they thought possible but also helps you as a teacher to teach to your personal best. 

7

INTRODUCTION

Approach to Language teaching: A and C Lessons Lessons A and C always focus on Language. They cover grammar, vocabulary and pronunciation and use accessible, graded texts or audio to contextualise the language point. There is an emphasis on practice via clearly staged activities with additional practice in the Grammar Practice, Vocabulary Practice and Communication Practice sections, the Personal Best Language App, the Workbook and the Richmond Learning Platform.

Lesson A – Grammar, vocabulary and pronunciation

LANGUAGE

Each unit is constructed around a useful and stimulating topic.

present simple and present continuous

UNIT

5

Grammar practice sections provide more explanations, examples and opportunities for practice.

Clear grammar boxes give a summary of the structures being taught.

Each lesson has clear aims for grammar and vocabulary.

What are you wearing? present simple and present continuous

LANGUAGE

■

clothes

■

3 A B

1

This celebration takes place in Brazil. A lot of people wear red for this celebration. This celebration starts on a Friday. This celebration happens in the winter. Animals take part in this celebration.

to talk about facts and things that happen regularly. to talk about things that are happening now or temporary actions.

present simple and present continuous

4 A

Complete the interview with the correct form of the verbs in brackets. Which person from the text is the interview with?

Read the text. Match pictures a–c with the names of the celebrations 1–3. Match sentences 1–5 with the three celebrations.

5A

Go to Grammar practice: present simple and present continuous, page 120

Go to Vocabulary practice: clothes, page 143

1 2 3 4 5

LANGUAGE

For things that are happening now or temporary actions, we use the present continuous: I’m having dinner with my family now. I’m visiting Seville this week.

a dress a shirt trousers boots a jacket sandals a hat a suit

B

ordinal numbers

For things that happen regularly or are always true, we use the present simple: It always happens in January or February. I live in Shanghai.

Look at the pictures in the text. What are the people wearing? Choose from the words in the box.

2 A

■

Complete the rules with simple or continuous. Then read the Grammar box.

Grammar

5A Party time

clothes

Underline the verbs in the present simple and circle the verbs in the present continuous in the text.

1 We use the present 2 We use the present

ordinal numbers

■

Hello. I’m from 103 FM Radio. 1 you a good time? (have) Yes, it’s amazing! We 2 every year. (come) What 3 you at the moment? (do) We 4 the local people go past on their horses. (watch) The women look beautiful! What 5 they ? (wear) Long flamenco dresses with special sandals, lots of jewellery and flowers in their hair. People at the fair 6 always traditional clothes like that. (wear) A 7 you here? (live) B No, I 8 just the city this week. (visit) It’s my favourite festival in the whole country. A Great to talk to you! Enjoy the rest of the celebration.

A B A B A B

a

B

5.3 Listen and check your answers.

Go to Communication practice: Student A page 161, Student B page 170 b

5

My name’s Hong and I live in Shanghai. Today’s 28 January and I’m celebrating Chinese New Year with my family. Chinese New Year always happens in January or February, but the date changes every year. For example, it’s on 5 February in 2019 and on 25 January in 2020. Before New Year, we clean our homes and decorate them in the colour red for good luck. Then we have a special dinner with our family and wear red clothes. I’m having dinner with my family now and I’m wearing a red shirt. We’re all having a great time!

Match festivals 1–5 with the dates a–e. 1 2 3 4 5

My name’s Ana and I live in Rio de Janeiro. People from all over the world visit Rio at Carnival time. Carnival is on a different date every year, but it’s always about six weeks before Easter. It starts on a Friday and finishes on a Wednesday. Today’s Sunday, 26 February – the third day of the Carnival – and I’m watching a parade with my friends. The dancers and musicians in the parades are wearing beautiful, colourful costumes.

The language presentation texts are short and carefully graded to allow students to focus on the teaching point.

8

8 March 31 October 1 January 25 December 14 February

5.5 Pronunciation: dates Listen and repeat the dates. Which words are stressed?

It’s the second of May.

B 1 2 3 4

7 A

It’s the third of June.

It’s July the fourteenth.

It’s August the twenty-fifth.

5.6 In pairs, say each date in two different ways. Listen, check and repeat.

It’s the first of April.

I’m Antonio and I’m visiting Seville this week for the April Fair. I live in Madrid, but I come to Seville every year in April. Today’s 18 April – the second day of the fair – and right now I’m walking around with my friends. The April Fair is a party for the whole city. It starts at midnight on a Monday and finishes on a Sunday. The women wear flamenco dresses, jewellery and flowers in their hair, and the men wear suits and hats. Some people ride horses. The atmosphere’s brilliant! 40

a b c d e

Go to Vocabulary practice: ordinal numbers, page 143

6 A

c

Christmas Day New Year’s Day Halloween Valentine’s Day International Women’s Day

1 April 4 July 8 August 12 September

It’s April the first. 5 6 7 8

31 October November 20 December 30 January 16

9 February 26 10 March 5

Ask different classmates about their birthdays. Who has a birthday in the same month as you?

A When’s your birthday? B  My birthday’s on the seventh of March. A What do you usually do on your birthday? B I usually go out for lunch with my family. What about you?

B

Tell the class about your classmates’ birthdays.

Elena’s birthday’s on the fourth of June. She always goes out with her friends.

Personal Best

Every grammar point is practised on the Personal Best Language App.

Write sentences about some of your classmates. What do they usually wear to class? What are they wearing today?

41

Stronger students, or those who finish quickly, can engage with the language further in a Personal Best activity. Alternatives for weaker students are provided in the Teacher’s Book.

INTRODUCTION

Lesson C – Grammar, vocabulary and pronunciation

LANGUAGE

Vocabulary practice sections present and practise additional topic vocabulary.

A selection of key lexical items connected to the lesson topic is presented.

51

can and can’t

LANGUAGE

■

hobbies

can and can’t

4

5C Do the things you love 1

sew bake take photos paint make jewellery

Grammar

Read the webpage again and answer the questions.

can to talk about possibility: People can pay to download them. You can buy Alain’s cakes in this shop.

4 Where does Edith sell her clothes? 5 Where do people buy Alain’s cakes?

MONEY MONTHLY

5 A

Negative: People can’t use them for free. Questions and short answers: Can you make money from your hobby? Yes, I can. No, I can’t.

5.9 Pronunciation: can and can’t Listen and repeat.

B

4 You can’t sit there. 5 A Can you knit? B Yes, I can. 6 A Can John play chess? B No, he can’t.

5.10 Say the sentences. Listen, check and repeat.

1 I can’t swim. 2 You can sell your cakes here. 3 A Can I ask you a question? B Yes, you can.

Meet Sandra, Paul, Alexa, Edith and Alain. They all make money from their hobbies. 3

can to talk about permission: You can park here. We can sit here.

1 My brother can speak Italian. 2 I can ride a bike. 3 My sister can’t play the violin.

Do you have a hobby? Perhaps you write a blog, collect stamps or play chess. Or maybe you draw or paint. These are all great hobbies and many people enjoy doing them for pleasure, but can you make money from your hobby? Read this week’s article and find out. 5

2

5C

Go to Grammar practice: can and can’t, page 121

Do the things you love

1

LANGUAGE

can and can’t

can to talk about ability: He can make money by doing what he loves. She can sew.

Read the webpage. Which people don’t have another job?

1 How does Sandra make money? 2 What does Paul paint? 3 Do people buy Alexa’s photos directly from her?

hobbies

Look at the sentences in exercise 3. Choose the correct options to complete the rules. Then read the Grammar box.

Go to Vocabulary practice: hobbies, page 144

B

■

1 We put an infinitive with / without ‘to’ after can. 2 The he and she form of can is the same as / different from the other forms. 3 The negative form of can is can’t / don’t can.

Work in pairs. Match the verbs in the box with the pictures 1–5 in the text.

2 A

Each language lesson has one Pronunciation focus. The Personal Best Language App also contains a variety of pronunciation exercises.

Communication practice sections provide additional pairwork activities to practise the language.

4

4 David can’t sew. 5 Ellie can sing. 6 A Can you cook French food? B No, I can’t.

Go to Communication practice: Student A page 161, Student B page 170

6 A

Imagine you are the manager of a shop. Decide the rules for your shop assistants. Complete the sentences with can or can’t.

SANDRA works full time in an office, but in her free time, she makes jewellery. She started making jewellery when she was a girl and now makes earrings, bracelets and rings, and sells them online. She can earn about £100 a month from her hobby. She also wears some of the things she makes.

3

PAUL’s a teacher and, in his free time, he paints. He paints beautiful paintings of animals. People often ask him to paint their pets. He usually goes to their homes to see the pets, draws a picture and then finishes the painting in his studio at home. He sells about ten paintings every year.

ALEXA’s a nurse and her hobby is photography. She has three different cameras. She usually visits interesting places at the weekends. She takes great photos and she often uploads her photos to photo libraries. People can’t use them for free, but they can pay to download them.

1 2 3 4 5 6

EDITH AND ALAIN are retired. Edith can sew and make dresses, shirts and trousers. She sells her clothes at the local market. Alain loves cooking and he bakes delicious cakes. He sells them to local cafés and people love them. ‘It’s great,’ he says. ‘I can make money simply by doing what I love!’

You You You You You You

wear your own clothes at work. read magazines in the shop. drink tea and coffee when you’re at work. use your phone in the shop. choose what time you have lunch. have a discount when you buy things in the shop.

B

In pairs, ask and answer questions about your rules. Do you want to work in your partner’s shop? Why/Why not? A Can I wear my own clothes at work? B  No, you can’t. Everyone wears a uniform.

7 A

Match sentences 1–5 with headings a–e.

1 You can’t go swimming in the sea here because we don’t have a beach. 2 I can bake really good biscuits.

a Your abilities: things that you can do

3 You can drive a car if you’re over eighteen. 4 You can visit the Science Museum. 5 I can’t speak Japanese.

b Your abilities: things that you can’t do

Complete the sentences from the text with the phrases in the box. c Things that people can do in your town or city

d Things that people can’t do in your town or city

can’t use can pay can make can earn 1 2 3 4

She People They I

e Things that you can do in your country if you’re over eighteen

about £100 a month. them for free. to download them. money simply by doing what I love.

B

In our city, you can watch a football match at the national stadium.

Personal Best

44

Think of more sentences that are true for you in pairs.

Write about your favourite hobby. When do you do it? Do you do it with other people? Can you earn money from it?

45

Every vocabulary set is practised on the Personal Best Language App.

9

INTRODUCTION

Approach to Skills teaching: B Lessons Each B and D lesson focuses on development of one of the four skills: reading, listening, writing or speaking. Each B lesson focuses on one of the receptive skills, i.e. listening or reading. The listening lessons feature a video webshow called Learning Curve. The listening and reading lessons feature Skill, Text builder and Listening builder boxes.

Lesson B – Reading

SKILLS

Reading Skill boxes focus on and practise a particular reading skill, such as approaching a text, skimming and scanning, etc.

Each lesson has clear aims for the Reading Skill and Text builder features.

51

SKILLS

READING

identifying facts and opinions

■

adjectives

identifying facts and opinions

5B Don’t tell me what to wear 1

Do you wear a uniform at work or at school?

Describe your uniform to your partner. Do you like wearing it? Why/Why not?

Skill

Do you think uniforms are a good idea? Why/Why not?

B

I wear a uniform to school every day. The uniform for boys is black shoes or trainers, black trousers, a white shirt and a blue jumper. It’s quite boring, but I don’t mind wearing it. I think it’s OK to have a school uniform. It means my parents don’t need to buy lots of clothes.

Read the Skill box and the text. Find one fact for each person. 4 Nikki 5 Hannah

Maria, 27 I work in fashion and clothes are a big part of my life. I always wear stylish suits to work. It’s important to look good in my job – your clothes say a lot about you. Uniforms are fine for some people, but not for me. I don’t want someone telling me what to wear.

In pairs, say your facts. Do you remember which person says them?

Read the text again and answer the questions. Which person/people think(s) that … 1 uniforms aren’t for everyone? 2 his/her uniform isn’t nice? 3 his/her uniform is nice? ,

Text builder

Saif, 40

4 his/her uniform isn’t interesting? 5 uniforms are a good idea in his/her situation? , , ,

Everyone knows we wear a uniform in the fire service. We wear special boots, trousers, jackets, gloves and helmets because we need them. It also shows people that we’re firefighters – we’re there to help them. I think our uniform’s brilliant! It makes me feel part of the fire service.

adjectives

Adjectives often show someone’s opinion: It’s quite boring. We have a nice uniform at the bank.

The hat’s terrible.

Nikki, 35

Adjectives come before a noun and after the verb be: We wear a brilliant uniform. The uniform’s brilliant!

4 5

We have a nice uniform in my bank – the women all wear a smart jacket, a white shirt and scarf, and trousers or a skirt. It makes life simple because you don’t need to choose your clothes in the morning! I think the uniform’s quite fashionable, too – it’s similar to my own clothes.

Read the Text Builder. Find more examples of adjectives in the text. Does each one come before a noun or after the verb be? Look at the pictures. Imagine you wear one of the uniforms. Write a paragraph about your uniform. Give facts and opinions. a

b

c

Hannah, 21 I wear a uniform in my job – a hat, a shirt and trousers. I don’t like my uniform. I don’t like the material and the hat’s terrible. But I agree that uniforms are necessary in my job because they often get dirty and I don’t want to wear my own clothes at work.

d

Challenge! Personal Best

42

Text builder boxes focus on aspects of text cohesion, sequencing, referencing or language associated with a particular genre such as narratives or articles.

10

5B 1D

Richard, 16

A  I wear a uniform in my job – a hat, a shirt and trousers. B  That’s Hannah.

3

SKILLS

Uniforms are common for schoolchildren, police officers, firefighters, soldiers and a lot of other jobs. But do people like wearing uniforms? Does a uniform make you feel part of a group or do people dislike looking exactly the same? Here, five readers give us their opinions.

identifying facts and opinions

1 Richard 2 Maria 3 Saif

adjectives READING

ARE YOU A FAN?

NO

Texts often include both facts and opinions. A fact is a piece of true information: New Year’s Day is on 1 January. An opinion is what someone thinks about something. You can express an opinion with: a verb: I think (that) …, I don’t think (that) …, I agree, I don’t agree a positive or negative adjective: good, fun, lovely, bad, horrible

2 A

■

UNIFORMS

Read the introduction of the text and discuss the questions in pairs.

YES

Each reading lesson is built around a full-page text.

Choose a profession and design an ideal uniform for men and for women. Write a description of it.

Stronger students, or those who finish quickly, can engage with the language further in a Personal Best activity. Alternatives for weaker students are provided in the Teacher’s Book.

43

INTRODUCTION

Lesson B – Listening

SKILLS

Each listening lesson features a vocabulary set. Key lexical items are previewed on the page and exemplified in the video.

Each lesson has clear aims for the Listening Skill and Listening builder features.

61

SKILLS SKILLS

LISTENING

identifying key points

■

contractions

■

Learning Curve

Each listening lesson is built around the Learning Curve webshow, which presents documentaries and vox pops on the unit topic.

Students are exposed to a variety of accents and to features of natural spoken speech.

identifying key points

common adjectives

5 Learning Curve

6B Amazing homes 1

contractions

■

■

common adjectives

SKILLS SKILLS

LISTENING

6B 1B

6.10 Read the Skill box. Then watch or listen to the second part of the show. Complete the key points with the names.

Match the pictures a–h with the adjectives in the box. clean narrow light traditional heavy wide modern dirty

a

b

c

d Josh

e

f

g

Charlotte

Go to Vocabulary practice: common adjectives, page 145

2

’s home is very big and very old. ’s home is small, and it isn’t expensive. ’s only living in this home for a short time. ’s home has both modern and traditional things.

1 2 3 4 5 6 7 8

There aren’t any windows in Josh’s apartment. It’s quiet in his apartment at night. Charlotte has some new things in her kitchen. Her wardrobe’s very expensive. Danielle’s house is in Canada. She’s cleaning the shelves at the moment. Manu lives in his beach house for nine months every year. He’s a teacher in California.

6

h

Think of the homes of your friends and family. Describe them to your partner with the adjectives.

7

My parents’ apartment has a modern kitchen and bathroom. There’s an old armchair in the living room.

Danielle

1 2 3 4

6.10 Watch or listen again. Are the sentences true (T) or false (F)?

Discuss the questions in pairs. 1 Do you live in a house or an apartment? How old is it? 2 Are there old or new things in it?

3 A

In pairs, look at the pictures from the programme. What adjectives can you use to describe each house?

Manu

Listening builder

3 Describe your favourite room. 4 Do you live in your house or apartment all year?

contractions

When people speak, they usually contract verbs: He is calling from California! → He’s calling from California! My home is not big. → My home isn’t big. I do not understand. → I don’t understand.

8 A a house in the Czech Republic

B

4

Read the Listening builder. In pairs, complete the sentences from the programme with the contractions in the box.

b house in the Philippines

don’t there’s it’s I’m bed’s they’re

6.9 Watch or listen to the first part of Learning Curve and check your answers. 1 2 3 4 5 6

6.9 Watch or listen again. Which house in exercise 3 do sentences 1–5 describe? Write a or b. 1 2 3 4 5

This house can move up and down. This house is on an island. This house changes with the weather. This house can get bigger. This house is above the ground because it’s dry there.

Skill

B

9

identifying key points

Each listening lesson focuses on and practises a particular listening skill, such as listening for the main idea(s) or identifying the key points.

Challenge! Personal Best

6.11 Listen and check.

Discuss the questions in pairs. 1 2 3 4 5

When people speak, listen for the important things they say. • Don’t worry if you don’t understand every word. • People often give an example of the key points using for example, such as or e.g. • Listen to which words are stressed. People often emphasize the most important ideas. 50

When cold, the house turns and moves up, and gets a lot of sun. I mean a garage at a house. There are about 300 small apartments. And very cheap. My opposite the kitchen. There are four bedrooms and a bathroom next to each bedroom. a teacher!

What do you remember about the homes in the video? Which homes in the video do you like? Why? Which homes don’t you like? Why? Do you prefer modern or traditional homes? Why? Do you know someone who lives in an unusual home? Can you describe it?

Write a paragraph about your home or another person’s home.

Each listening lesson focuses on and practises a particular aspect of connected speech, such as contractions, linking, sentence stress, etc.

51

The vox pops also act as models for short speaking tasks where students talk about their own experiences.

11

INTRODUCTION

Approach to Skills teaching: D Lessons Each B and D lesson focuses on development of one of the four skills: reading, listening, writing or speaking. Each D lesson focuses on one of the productive skills, i.e. speaking or writing. The speaking lessons feature a video webshow called Learning Curve. The writing and speaking lessons feature Skill, Text builder and Conversation builder boxes The D lessons bring together the language and skills practised in the unit in a supported Personal Best productive task.

Lesson D – Speaking

SKILLS

Each lesson has clear aims for the Conversation builder and Speaking Skill features.

51

SKILLS SKILLS

SPEAKING

shopping for clothes

Each speaking lesson focuses on and practises a particular function, such as telling a personal story or speaking on the phone. The Conversation builder highlights the functional language from the video and gives students target expressions to take away.

Like the listening skills lessons, each speaking skills lesson is built around Learning the Learning Curve webshow. In Curve speaking lessons, the hosts talk about their personal lives through video diaries, and we see them in different situations.

■

offering help

shopping for clothes Conversation builder

Learning Curve

5D Can I try it on? 1 A

Where are the women’s changing rooms, please?

4

6

I like those (shirts).

A Do you have this dress in a small?

Skill

B No, I’m sorry, we don’t. We only have it in a large.

offering help

If someone needs something, we can offer to help them: • Ask if they need help: Are you alright? Do you need any help? • Ask if you can help: Can I help you? • Say what you will do: Just a moment. I’ll check. I’ll show you (where they are). Let me ask my colleague. One moment.

5.12 Watch or listen to the second part of the show and tick ( ) the clothes that Simon, Jack and Kate try on. 6 7 8 9 10

I like that (shirt).

Read the Conversation builder. Choose two items in the box. In pairs, take turns to ask and answer questions about them. Ask about the prices, sizes (small, medium or large) and colours. dress shirt jacket jeans pyjamas shorts

Simon likes / loves / doesn’t mind shopping for sports equipment. He likes / doesn’t like / doesn’t mind shopping for birthday presents. He likes / doesn’t like / doesn’t mind shopping at department stores. The big event is a special dinner / show / party. ‘First in Web TV’ is a prize / video channel / website.

coat top skirt tie suit

I like these (shirts).

Can I pay with cash/by credit card?

5.11 Watch or listen again. Choose the correct options to complete the sentences.

1 2 3 4 5

I like this (shirt).

Asking for permission: Can I try this (suit) on, please?

5.11 Watch or listen to the first part of Learning Curve. Are the sentences true (T) or false (F)?

1 2 3 4 5

this/that/these/those:

How much is it/are they?

1 Simon, Kate and Jack all want some new clothes. 2 They have a big event next week. 3 They want to order things online.

3

2D 5D

Do you sell (pyjamas)?

Do you like shopping in these places? department stores supermarkets markets local shops online shopping centres

2

SKILLS SKILLS

What colours are there?

books food clothes shoes jewellery sports equipment birthday presents

B

offering help SPEAKING

shopping for clothes

Asking for information: Do you have this (suit)/these (jeans) in (blue/a size 38/a medium)?

Do you enjoy shopping for these things? Why/Why not? Tell your partner.

■

scarf shirt dress pyjamas shorts

7

5.13 Read the Skill box. Complete the conversation. Listen and check. A B A B A B

1

?

Yes, please. I’m looking for jackets. 2

 . Thank you. Do you have this jacket in a large? 3  . One moment. … Yes. Here you are. Thank you very much.

Go to Communication practice: Student A page 161, Student B page 170

8 A

In pairs, read the situations. Choose your roles. Think about what you need to say.

PREPARE

Situation 1 Student A

5

Do you have it What colours Do you Where are the How much Can I pay with Can I try

a b c d e f g

sell pyjamas? this credit card here? in a size 38? are there? these on, please? is it? women’s changing rooms, please?

Each speaking lesson focuses on and practises a particular speaking skill, such as showing interest or taking turns, which is exemplified in the video.

Situation 2 You are a shop assistant in a shoe shop. You have shoes in black, brown and blue, in every size. Offer to help the customer.

You are a shop assistant in a department store. You You are a customer. You want to buy some brown shoes in a size 43. Ask about the price. If it’s OK, have white, blue and black T-shirts, in small and ask to try the shoes on. medium. They are $19.99. Offer to help the customer.

B

PRACTISE

C

PERSONAL BEST

Act out your conversations. Find a new partner and act out your conversations again. Is your conversation

better this time?

Challenge! Personal Best

46

12

Student B

5.12 Match the halves to make complete sentences. Watch or listen again and check. 1 2 3 4 5 6 7

You are a customer. You want to buy a blue T-shirt in a medium. You can spend $20. Ask to try the T-shirt on. Ask about the changing rooms.

Write a conversation between a customer and a shop assistant in a clothes shop or department store.

Each speaking lesson ends the unit with a step-by-step personalization activity where students follow three steps to consolidate the Conversation builder and Speaking Skill worked on in the lesson.

47

INTRODUCTION

Lesson D – Writing

SKILLS

61

SKILLS

WRITING

topic sentences

■

Each writing lesson focuses on and practises a particular writing skill, such as making notes or writing formally.

A range of text types are modelled and exemplified, including blogs, emails and essays.

Each lesson has clear aims for the Writing Skill and Text builder features.

topic sentences

describing places Skill

6D Beautiful places 1 A

2

Kathmandu Wellington Lima Warsaw Havana Nairobi Kingston Sofia

B

Think of ten more capital cities.

a b c d e f g h

describing places

Kenya Poland Nepal Bulgaria Cuba New Zealand Peru Jamaica

4 A B

Read the description of Lisbon. Match pictures a–e with paragraphs 1–5.

c

d

In pairs, write a topic sentence for each paragraph about Madrid. 1

. It’s in the middle of the country and it’s on the River Manzanares. Madrid’s also the political, economic and cultural centre of Spain.

2

. A really old park is El Capricho. This park has a river, a lake and some interesting statues and fountains. Another famous park is El Retiro. This is very popular with families.

3

. You can go to Plaza de Santa Ana, where there are a lot of fantastic bars and restaurants. Other great areas for going out are La Latina, Malasaña and Chueca.

describing places

e

Lisbon a city by the sea

5

1 Lisbon’s the capital city of Portugal. It’s on the River Tejo and it’s next to the sea. Lisbon’s quite a small capital city – about 550,000 people live there. 2

Lisbon has some very old areas. Alfama and Graça are beautiful old districts with narrow streets, small squares and interesting shops. Above them is the castle of São Jorge. There are wonderful views of the city from the castle. You can walk to Alfama and Graça or you can take the tram. It’s a great way to see this part of the city.

3

If you want to go on a day trip, take the tram to Belém. It’s the last district before the beach. There are some interesting museums, a cultural centre and some really lovely parks. You can try Belém’s famous pastel de nata, too. These are delicious custard pastries – perfect with a coffee.

4

There are lots of places to eat, drink and go out in Lisbon. Bairro Alto’s a good place for restaurants, music and shops. There are also lots of bars and cafés with musicians and it can be quite noisy at night. If you want a traditional Portuguese restaurant, go to Alfama or Graça.

5

You can visit Lisbon during any season. It isn’t very cold in the winter. Spring and autumn are lovely times to visit because it’s usually warm and sunny. Summer in Lisbon’s very hot, but you can go swimming in the sea to cool down!

3

Read the Text builder. Complete the sentences about the city of Santiago.

6 A

• places nearby to go on a day trip • good areas to go out (restaurants, shops, bars, etc.) • the weather in different seasons

Paragraph 1: Give geographical information about the location and population. Paragraph 2: Describe an interesting area in the city to visit. Paragraph 3: Describe a place near the city where people can go on a day trip. Paragraph 4: Talk about some good areas to go out. Paragraph 5: Talk about the best time to visit.

C

PERSONAL BEST Read your partner’s description. Choose a paragraph that you like. What do you like about it? Is there a topic sentence? Can you improve the paragraph?

Challenge! Challenge! Personal Best

practises a particular function such as expressing reasons and results or use of pronouns. The Text builder highlights an aspect of written English to help students build their own texts.

Choose a town or city that you know well. Make notes about the following:

B PRACTISE Write a description of your town or city. Begin each paragraph with a topic sentence.

4 an interesting day trip 5 where to eat and drink

Each writing lesson focuses on and

PREPARE

• the location and population • interesting areas to visit • places with good views

• • • • •

54

Recommending places: There are wonderful views of … from … If you want to go on a day trip, go to … … is a good place for … … is a great way to … There are lots of places to …

1 Santiago Chile. River Mapocho. 2  , go to Pomaire. 3 the city and the mountains from San Cristóbal Hill. 4 Cycling get to the top of the hill. 5 go out in the evening. Barrio Bellavista restaurants.

Write the paragraph number for each topic. 1 old parts of Lisbon 2 when to visit 3 geographical information

6D 1D

Read the Skill box. Underline the topic sentences in paragraphs 2–5 of the description of Lisbon.

Describing a place’s location and geography: … is the capital city of … … is in the middle of the country/on the River … /next to the sea. … people live there. b

SKILLS

topic sentences

Text builder

a

WRITING

When you write a text, give each paragraph one main topic. The first sentence of the paragraph introduces the topic – we call it a ‘topic sentence’. For example, in paragraph 1, the ‘topic sentence’ is: Lisbon’s the capital city of Portugal.

In pairs, match capital cities 1–8 with countries a–h.

1 2 3 4 5 6 7 8

■

Write about your favourite area in your town or city. Why do you like it? What can you do there?

55

Each writing lesson ends the unit with a step-by-step personalization activity where students follow the three steps to consolidate the Text builder and Writing Skill worked on in the lesson.

13

INTRODUCTION

Welcome to Learning Curve: the webshow for Personal Best

What is Learning Curve?

Learning Curve is an exciting webshow about interesting things from around the world. Located Learning and filmed in New York and London, the Learning Curve Curve hosts present documentaries, interview people on the street, and also talk about their personal lives through video diaries.

Learning Curve exposes students to natural spoken language and develops a range of speaking and listening skills. There is a variety of interaction: monologues to camera, narratives in flashback, two-way dialogues, phone conversations, video conference calls, and group conversations.

How is the webshow integrated into the course? All the video content is integrated seamlessly into the course with one video lesson per unit in the Listening (B) or the Speaking (D) lesson.

How and when do I watch Learning Curve? There is a clear Learning Curve icon on the Student’s Book page where video appears (or the corresponding audio should be played). This icon also appears in the Teacher’s Book. Students can watch each show in its entirety (for enjoyment or familiarisation purposes), or it can be broken down into more manageable chunks, as recommended in each lesson. Each one is selfcontained, so if one is missed for any reason, that won’t affect the enjoyment of the next show. Watching the video itself is our recommended option where technology allows, but if you are not able to play video in class, all of the video is supplied as audio only both as MP3 and on the Class Audio CDs. The scripts for the video are included in this

Teacher's Book and can also be downloaded from the Richmond Learning Platform.

How does Learning Curve help to develop skills? Too often students are frustrated that while they can understand their course book audio, they quickly feel lost when exposed to language outside the classroom. By using video to develop listening and speaking skills, students will build the skills and confidence to cope better with real life language environments; for example, recognizing that it isn’t always necessary to understand every word when listening for specific information or gist; or that an awareness of ‘filler expressions’ can help students decode spoken language, as well as help them to sound more natural when they produce these themselves. The videos help to bridge the gap between the classroom and the real world by exposing students to natural spoken English with well-staged and supported exercises.

Meet the hosts! Ethan Moore

Penny Abernathy

Ethan works in the New York City studio with Penny. He’s from Connecticut. He enjoys travelling and is a very sociable person.

Penny is British and works in the New York City studio with Ethan. She has a busy social life in New York, but sometimes she misses her family and friends. She shares a flat with her friend, Taylor.

Kate McRea Kate is from Los Angeles and works in the London studio with Simon. She loves being outdoors and is very sporty.

14

You will also meet …

Simon Collins Simon, who’s from the south of England, works in the London studio with Kate. He loves tennis, theatre and music. He isn’t very keen on shopping – or trying new things! He and Penny were friends at school.

Jack Goode

Jack has his own restaurant, The Goode Food Restaurant, where he is the head chef, and he’s also a food blogger and restaurant critic. Jack was at university with Simon and they have been best friends for years.

Taylor Weiss Taylor is from the Midwest in the USA. She lives in New York City with Penny and works as a personal trainer. She loves yoga and hates being late!

Marc Kim Marc’s family are from South Korea. He lives in New York City, where he works as the IT specialist at Learning Curve. He is also a part-time student.

INTRODUCTION

Approach to practice: In class Student’s Book: Practice section There is an extensive Practice section at the back of the Student’s Book for Grammar, Vocabulary and Communication Practice. Students are directed here from the relevant stages in the lesson. These sections should be done in class to get the maximum benefit from the course and can be used for revision later in the course. The Grammar Practice section provides a clear overview of the grammar for the lesson.

The Vocabulary Practice section includes full lexical sets (two or three per unit).

GRAMMAR PRACTICE

1 Read the advertisement and then complete the sentences with there is/are and there isn’t/aren’t.

We use there is to say that something singular exists. There’s a sofa in the living room. There’s a small balcony in my flat. There are five people in my family. There are three bedrooms in her flat.

We use some and any with plural nouns. We use some in positive sentences when more than one thing or person exists, but we don’t say exactly how many.

two bedrooms. a bathroom. a garden, but

1 2 3

There are some chairs in the classroom. There are some new students in our class. I have some books in my bag.

6A Student A

1

1 Look at the picture and the objects in the box. Ask Student B questions to find out where they are.

6.15

Match the places in the box with the pictures 1–15. Listen and check.

apartment block bridge cathedral church concert hall library market monument mosque office block skyscraper square stadium theatre park

mirror

pictures

books

ball

A Is there a mirror above the bed?

B No, there isn’t.

a park

near the flat.

?

some big windows in the living room. a bath in the bathroom. any people in the flat at the moment. some shops near the flat. an underground station near the flat.

4 5 6 7 8

We use any in negative sentences and questions with plural nouns. There aren’t any tables. I don’t have any brothers or sisters. Are there any shelves in the bedroom?

1

2

3

4

+

There’s a shelf in my bedroom.

There are some shelves in the kitchen.

There isn’t a chair in my bedroom.

There aren’t any chairs in the kitchen.

?

Is there a cupboard in your bedroom?

Are there any cupboards in the kitchen?

Yes, there is. / No, there isn’t.

Yes, there are. / No, there aren’t.

No, 2

Yes, 3

Yes, 4

Yes, 5

No,

Prepositions of place

6

Yes,

6.7 We use prepositions of place to describe location.

?

garage with your flat? . shelves in the living room? . basement that you can use? . sofa in the living room? . good restaurants in the area? . schools for the children? .

1

2 Answer Student B’s questions about his/her missing objects. You can only answer yes or no.

6C Student A 6

7

8

9

10

1 A Look at the information about three cities. Ask Student B for the missing information and write it in the chart. A Is the market square in Blue City busy?

Blue City mosque – really beautiful

sentences with prepositions of place.

Yellowtown

✔

garden

kitchen

museum – really interesting

dining room

11

garden

under

next to

bedroom

bathroom bedroom

more than one definition. The kitchen is The bathroom is The dining room is There is a small garden There is a large garden 6 There are some trees

behind

1 2 3 4 5 6 7 8

the bathroom. the two bedrooms. the kitchen. the house. the house. the large garden.

local people – friendly?

Explanations, usage notes and tables

hotels – really nice

food and drink – not expensive at all

✘

✔

museum – interesting?

✘

✔

cathedral – beautiful? Central Park – not very clean

✘

river – clean? monuments – not very famous

✘

2 Decide which city you want to visit in pairs.

3 Complete the sentences with places in a city.

A I want to go to Yellowtown because it has really nice hotels.

This famous is for Abraham Lincoln. Let’s go to the and buy some food for a picnic. We live on the 9th floor of this . You can see the from about 20 kms away. It’s very tall. I work in a small in the town centre. It has 4 floors. At the , you leave your shoes at the door before you go in. There are concerts and football matches at this . You can walk or cycle over this , but you can’t drive over it. There are concerts in our city’s every winter. The central in Wroclaw is really beautiful. There are colourful houses on all four sides. 11 I often go to the to study.

146

Go back to page 49

15

1 2 3 4 5 6 7 8 9 10

People live here. You go here for entertainment. , , This is a religious building. , , This is usually a tall building. , , This can be outdoors or indoors. It is very quiet in this building. You often find this in the centre of a square. You can sometimes find bars and restaurants here.

opposite

▲

122

between

14

2 Match the places in a city with the definitions. Some places go with

in 1 2 3 4 5

on

13

▲

in front of

12

Old Town – quite pretty

restaurants – not very expensive

✔

art gallery – good? garden

Greenville

beach – clean?

market square – busy? living room

B  Yes. It’s very busy.

B Answer Student B’s questions.

3 Look at the floor plan of a house. Complete the

The window is opposite the door.

?

?

5

2 Complete the questions and answers about a flat.

Plural nouns

–

Y/N

6C Places in a city

Third-floor two-bedroom flat in a popular area near shops and a park. Five minutes’ walk to Holborn Road underground station. Living room with big windows. Kitchen, bathroom (shower only, no bath). Empty – ready to move in!

We use there are for the plural form.

Singular nouns

COMMUNICATION PRACTICE

VOCABULARY PRACTICE

6A there is/there are, some/any, prepositions of place

6.3

The Communication Practice section provides two or three speaking tasks per unit.

B Yes, but the beach isn’t very clean.

7A Student A 1

Look at the two recipes. Ask Student B if he/she has the food items. Which dish can you cook? A Do you have any eggs? B Yes. I have six.

Omelette

Stirfry

3 eggs 1 onion potatoes 1 pepper cheese

rice 2 peppers 2 carrots 2 onions chicken

2 Look at the food in your cupboard. Answer Student B’s questions. B Do you have any beef? A Yes, I do.

162

Go back to page 53

One pairwork task for every grammar point (two per unit) and one for every speaking lesson (every two units)

Picture-dictionary style vocabulary presentations Additional exercises for extended practice

Additional exercises practise both form and meaning of new grammar.

Review and Practice There are six Review and Practice sections that revise grammar, vocabulary and functional language across units. They use a variety of exercises and end with a short, fun Personal Best section that allows for language recall in a more productive way. Review and Practice sections appear every two units and give further opportunities to practise grammar and vocabulary.

5 and 6

REVIEW and PRACTICE

REVIEW and PRACTICE

Grammar 1

I usually work in Budapest, but this month Prague. a I work b I working c I’m working

2

What a do you do b you do c doing you

3

My father a can to b can c is

in

Inside a

luxury plane

speak three languages.

3

three people in the picture. a They’re b There are c There’s

5

The letter M’s a between b behind c under

6

I’m sorry, but I a am not b can’t c don’t

2

kitchen furniture with a door where you keep things

2

you put books on these

c

wardrobe

3

shoes for hot weather or the beach

d

cupboard

4

bedroom furniture where you keep clothes

e

garage

f

jewellery

5

a building where you can read and borrow books

g

sandals

h

shelves

6

a room under the house

7

earrings, necklace, etc.

8

where you keep the car

a

basement

b

library

Hobbies

Clothes

Rooms

4

Vocabulary

They’re living in Dubai. (present simple)

3

What are you doing? (present simple)

4

We don’t work. (present continuous)

5

Where do you live? (present continuous)

6

He wears shorts. (present continuous)

7

She isn’t listening. (present simple)

8

Are you playing tennis? (present simple)

1

Circle the word that is different. Explain your answer. desk

department stores bake jeans tie garden paint shorts monument 1

In my office all the men wear a

son 6A Les

Name five rooms in a house.

Name five other items of clothing.

on Less 6A

Personal Best questions and prompts give the opportunity to revise a number of language and skills points from the preceding two units, allowing for language recall and personalization.

Write four sentences about your home, with there’s, there isn’t, there are, there aren’t.

son 5C Les

on Less 6B

Name three hobbies with the word play.

List four pairs of opposite adjectives.

on Less 5C

son 6C Les

List three things you can do well.

Name four adjectives to describe cities.

2

I don’t like shopping for my size.

3

In the park in our town there’s a of stone.

. . I can never find

1

attic

bathroom

kitchen

4

At the weekend, I love sitting in our

2

living room bedroom

kitchen

apartment

5

My wife likes to

3

sew

knit

bake

6

I like local shops, but I hate

cooker

son 5A Les

Describe what you’re wearing today.

Complete the sentences with the words in the box.

a shelf in the kitchen.

She plays tennis. (present continuous)

5 and 6

Personal Best

on Less 5A

Put the words in the correct columns.

Furniture

This is the Embraer Lineage 1000E. It 1 carry 90 passengers, but this one carries nineteen. There’s a living area the floor. There with leather seats and wool carpets 2 3 five TVs and four blu-ray players. The seats turn so four people can 4 around a dining table. The kitchen has two ovens, an espresso machine and a £50,000 dishwasher! There’s a 5 large bed 6 the bedroom and a shower. There are two toilets and, 7 the cockpit and the living area, there’s another cabin for the crew. For nineteen passengers, there are two flight attendants and two pilots. For luxury you 8 do better than the Embraer Lineage.

come this evening.

Rewrite the sentences with the tense in brackets. 1

1

L and N in the alphabet.

a good restaurant near here?

The books are a at b in c on

Match the definitions 1–8 with the nouns a–h.

armchair jeans bake hall play chess study sofa socks kitchen take photos wardrobe scarf bathroom skirt knit bed

a Is it b There’s c Is there 8

2

eat between can’t are on in very can

at the weekend?

4

7

2

Complete the text using the words in the box.

Choose the correct options to complete the sentences. 1

A variety of exercises revise the grammar from the previous two units. Grammar points are tested separately and in combination.

3

4

boots

shorts

trousers

belt

7

In the winter, I

5

three

second

fourth

first

8

I often wear

6

theatre

stadium

concert hall

bridge

7

armchair

cooker

sofa

chair

8

narrow

heavy

modern

wide

made .

, in a modern style. .

bread and cakes.

on Less 5C

son 6C Les

Write three sentences about things you can’t do at college or work.

Write a sentence with quite or really.

in the summer.

son 5D Les

son 6D Les

List three phrases for shopping for clothes.

Write three sentences to describe your city.

56

57

A variety of exercises revise the vocabulary from the previous two units. Vocabulary from different units and lessons is reviewed together.

15

INTRODUCTION

Approach to practice: Self study Richmond Learning Platform The Richmond Learning Platform complements the practice offered in the Workbook and on the Personal Best Language App with extra practice activities, a forum, messaging and storage areas, and a powerful and ground-breaking test management system.

Students Students can practise all the language and skills from the Student’s Book on the platform and receive instant feedback. They can try exercises up to three times to learn from their mistakes.

Teachers

There is a full range of downloadable editable or print-and-go resources, including the worksheets and progress tests from the Teacher’s Resource Book, audio scripts, wordlists and answer keys. Teachers have their own cloud storage area and can share activities from there with their students.

Testing The Richmond Test Bank offers ready-made interactive, editable or PDF tests, and the Test Manager enables teachers to create their own interactive or print tests from a wide range of activities and tailor them to their students’ needs.

Teachers can track students’ progress and level of self-study activity and assign ready-made activities from the platform or their own tailored tasks. A set of sophisticated tools enable teachers to see at a glance how students are progressing and to analyse and compare the progress made by individual students and groups.

Personal Best Language Practice App The Personal Best Language App offers free, self-study practice of the language content from the Student’s Book. Grammar and vocabulary are the main focus, although pronunciation is also incorporated. The App includes accompanying audio and images from the Student’s Book. Each level of the course has a corresponding App. This provides further optional self-study practice of the grammar and vocabulary of that level.

There are three different games for each grammar point and three for each vocabulary set from the Student's Book.

Making the most of the App

A clear App icon on the Student’s Book and Teacher's Book page indicates wherever a grammar point or vocabulary set has practice material available on the App.

Students access the App on an individual basis and use it in their own time (e.g. as optional homework or as on-the-go mobile learning) to internalise what they have learnt in class. The App provides motivation for short bursts of practice through timed activities and game-like challenges with instant feedback.

16

INTRODUCTION

Workbook The Workbook provides a page of practice for each Student’s Book lesson and an additional Review and Practice spread to revise the content from the whole unit. The Workbook offers comprehensive self-study practice of the language and skills taught in the Student’s Book. It provides practice not only of grammar, vocabulary and pronunciation but for all four skills – reading, listening, writing and speaking – for the corresponding Student’s Book lessons. The audio is available as MP3 download on the Richmond Learning Platform.

UNIT

6

Each grammar point is practised using a variety of controlled exercises.

6A

LISTENING: Identifying key points

Each reading or listening skill is practised using texts or audio on a topic related to the Student’s Book lesson.

LANGUAGE

VOCABULARY: Rooms and furniture

GRAMMAR: there is/there are, some/any and prepositions of place

1

6B

SKILLS

Homes and cities 3

Complete the text with the words in the box. there are are are there is any there some

Order the letters to make words for rooms or furniture. 1 Is there a DROBRAWE in your bedroom? 2 There are a lot of old books and toys in the TENSMEAB of our house.

there’s

3 When it’s sunny I like sitting outside on the YLBCAON.

So, this is my bedroom – I really like it! 1

4 We’ve got a AGGARE where my parents keep their car.

a window by my bed, so I 5 Julia’s in the THRABOMO. She’s having a shower.

can see outside. Opposite the bed is a TV. I love watching TV in bed at night! 2

clothes.

Each pronunciation point has accompanying audio with a practice exercise. This is available as an MP3 download on the Richmond Learning Platform.

6 Their house has a LITTOE upstairs and one downstairs.

some cupboards, too, for my 3

any shelves? Yes,

there 4

4

– look! There are

5

There aren’t 6

2 You can wash your clothes in this. w m

books

on them because I don’t like reading. 7

3 This is a room at the top of a house. a

are lots of DVDs though.

And 8

3

4 You walk up and down these. s

there a desk? No, I do

my homework downstairs on the big table!

2

Write the words for the definitions. 1 You look at your face in this. m

shelves beside the bed.

2 There is a picture on the wall.

6 There are often flowers and trees here. g

Choose the preposition which is not correct.

1

7 You can do your homework here. s

1 The boy is in front of / behind / between the door.

5

4 Is his book under / between / next to your shopping bag? 5 My house is between / under / opposite the park and the station.

4 It’s a sunny day today. 5 I do not like vegetables. 6 I’m nineteen years old. 7 She is not very friendly.

b the colours of the rooms

8 They’re not cheap at all.

c spending time with the family d the garden

PRONUNCIATION: there’s/there are

3 The big chair is on / behind / in front of the cupboard.

3 The table is near the window. 6.2 Listen to a TV show about houses. Tick ( ) the key points the speakers talk about. a the furniture

8 You cook food here. k

2 The table is next to / opposite / in a small window.

Read the sentences. Write the full form or contracted form of the underlined words. 1 He’s very busy at work.

5 You eat food here. d r

4

e the size of the house

2

Say the sentences. How do we say there’s and there are? Listen again and repeat. 6.1

1 The windows are really big and

1 There’s a bed in the living room.

2 At first, the house had two

2 There are some chairs next to the table.

3 Loretta has

clean light narrow uncomfortable dirty cheap modern quiet heavy expensive traditional wide noisy comfortable

. .

children.

6 Two apples are in / under / on the table.

3 Is there a sofa in your bedroom?

7 Your cat is behind / on / between the sofa.

4 Are there any shelves? No, there aren’t.

4 The presenter thinks their furniture is really .

8 Is your flat next to / between / on those two shops?

5 There are five tables in their house.

5 Loretta’s husband really likes

6 Is there any food in the cupboard?

6 Loretta painted the bathroom and

9 Our teacher is in / next to / in front of the big desk.

7 There’s a cooker in his room.

7 The furniture was

8 There isn’t a hall in his apartment.

8 Loretta loves sitting on the summer.

10 Her phone is behind / in / under the TV.

Put the adjectives in the box into seven pairs of opposite meanings.

6.2 Listen again. Complete the sentences.

1 2

furniture.

3

.

4 5

expensive.

6

in the

7

32

6C

33

LANGUAGE

VOCABULARY: Places in a city

1

3

Choose the correct options to complete the sentences. 1 I love Suzy’s house! It’s

Each vocabulary set is practised using a variety of exercises.

a quite

b really

1 QUESOM

B

good, but

4 HETACLADR

b not at all c quite

5 QERUAS 6 TRAPATEMN KLOCB

b not very c very

5 Everyone likes Laura. She’s a not very

b really

friendly.

b very

c quite

8 NORETCC LALH

c really

4

7 ‘Can they speak English well?’ ‘They can speak it well, but they want to get better.’ a very

2

b not very

c very

s or

3 My sister loves reading. She’s always at the l town.

y in

.

6 In my village there’s a b

2 quite / good student / is / Emile / a

. 3 really / costumes / your / colourful / are

. 4 friendly / her uncle / very / is / not

. 5 goes / early / to bed / Paola / very

. 6 not / my / warm / are / gloves / at all

.

D

A lot of tourists come to the April Fair every spring. This celebration takes place next to the river – it’s a wonderful party. There is horse-riding, music and women wearing colourful flamenco dresses.

E

Nicer times to visit are spring and autumn, when it’s sunny and a little bit cooler.

m here. They play rugby every

5 His brother-in-law’s an accountant. He works in an o eb k.

1 sunny / not / today / it’s / at all

There are really lovely restaurants where you can get delicious tapas and traditional Spanish food. You must try the delicious meat, Secreto Ibérico – it’s fantastic!

t every morning to buy

2 We live in an old city, so there aren’t many s other tall buildings.

4 There’s a small s weekend.

Order the words to make sentences.

C

Complete the words. 1 My mum goes to the m fruit and vegetables.

b not at all c quite

8 She’s good at sport. She often wins competitions! a not at all

You can visit museums, art centres, cinemas and theatres. The Plaza de España is a very famous place. It was built in 1928 and is really popular with tourists. If you like being active, you can play football or golf at the parks and sports centres. There are lots of great places to go walking, too.

Each writing or speaking skill is practised using texts and exercises on a topic related to the Student’s Book lesson.

7 HRUCHC

6 ‘Can you clean your bedroom? It’s tidy.’ a not at all

It’s on the River Guadalquivir, but it’s quite far from the sea. It’s a busy and lively place with a population of 700,000.

3 METNUNOM

4 We don’t want any dinner, thanks. We’re hungry. a really

A

2 TREHEAT

nice.

b not at all c very

3 ‘Do you like this music?’ ‘It’s it’s not my favourite.’ a not very

WRITING: Topic sentences

Order the letters to make words for places in a city.

beautiful. c not very

2 I don’t like that dress – it’s a quite

6D

SKILLS

GRAMMAR: Modifiers

e over the river.

At the back of the Workbook, there are six additional pages devoted to further writing skills practice, such as making notes or writing a narrative. These feature more model texts and exercises to practise the writing skill of the unit.

PRONUNCIATION: Sentence stress

5

1

6.3 Underline the stressed words in the sentences. Listen, check and repeat.

Read the text about Seville. Match paragraphs A–E with topic sentences 1–5. 1 If you visit Seville in the summer, it can be very hot.

1 That chair isn’t very comfortable.

2 Seville is also well known for its festivals.

2 Her grandparents’ house is quite modern.

3 You can always find something good to eat in this city.

3 It’s a very famous painting. 4 That restaurant isn’t at all expensive.

4 Seville is a famous Spanish city.

5 Our balcony is always really sunny.

5 There are so many things for tourists to see and do in Seville.

6 This is quite a heavy table. 7 The restaurant is very traditional.

2

Complete each sentence about Rome with one word. 1 Rome is the 3 Walking is a great

there. to see the sights.

4 There are wonderful top of the Gianicolo hill. 5 If Colosseum.

3

city of Italy.

2 More than 2.5 million people

of the city from the

like historical sights, go to the

6 There are also lots of really good

to eat.

Write about a city you know well. Begin each paragraph with a topic sentence. Include the following information: Paragraph 1: Where is the city? Paragraph 2: What can you do there? Paragraph 3: What special events or festivals are there? Paragraph 4: Where can you go to eat? Paragraph 5: When is the best time to visit?

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35

6

REVIEW and PRACTICE REVIEW

HOME

The Review and Practice section features podcasts and blogs from the Learning Curve team. This section revises the language taught in the unit and provides further listening and reading practice.

BLOG

REVIEW

REVIEW and PRACTICE

PODCASTS

ABOUT

CONTACT

HOME

BLOG

PODCASTS

ABOUT

6

CONTACT

Tom and Sam write about Buenos Aires. Tom and Sam talk about Sally and José's house.

The best of Buenos Aires We asked our readers to tell us about their favourite places in the beautiful city of Buenos Aires. Thanks for all your great ideas. We want to go there – now! We hope you do too when you read our blog!

1

2 3

4

A El Ateneo Grand Splendid

2

LISTENING

1

6.4 Listen to the podcast about Sally and

José’s house. What is unusual about it? a There is no furniture. b There are two houses inside it. c It’s very untidy.

2

6.4 Listen again. Are the sentences true (T) or false (F)? 1 Sally and José live in the country. 2 Sally and José don’t like each other. 3 José and Sally work together. 4 Sally goes to bed late. 5 José wants to keep the house clean. 6 Sally has a lot of clothes. 7 José’s house is the same as Sally’s. 8 José doesn’t see Sally every day.

READING

1

36

Read the blog about Buenos Aires. Match paragraphs A–E with pictures 1–5. 1

3

2

4

5

Choose the correct answers. 1 El Ateneo Grand Splendid doesn’t sell a books. b furniture. c cakes. 2 You can watch sport at a San Telmo. b La Poesía. c La Bombonera. 3 You don’t have to pay for a the football matches. b the walking tours. c the coffee at La Poesía. 4 They sell cheap clothes a in the park. b at the theatre. c in the market. 5 San Telmo has lots of a interesting buildings. b good places for music. c parks. 6 The Street art tour is in a one part of the city. b different parts of the city. c an ice-cream shop.

El Ateneo Grand Splendid is the best bookshop in the world! It’s in a beautiful building, which is nearly a hundred years old. There are lots of books, balconies, comfortable chairs and there’s a café that sells excellent coffee and cakes. It’s a heaven for book lovers!

5

B La Bombonera Above the houses and shops of La Boca you can find the football stadium. This is where the Boca Junior Football team plays. It’s not too expensive to get a ticket for a match, and it’s a really exciting place to spend some time.

C City walking tours Every day there are free walking tours of Buenos Aires, and you can choose to see the city by day or by night. You’ll visit modern and traditional buildings, from libraries to cathedrals. There is also a stop at the local market where you can buy clothes, food and drink – clothes are not at all expensive here. The tour begins in the park opposite the National Theatre and finishes in a bar where you can hear some live Argentinian music.

D San Telmo San Telmo is the oldest part of the city. There are narrow streets full of interesting shops, monuments and some excellent restaurants, too. It’s a great place to find an outdoor café, order a coffee and watch the world go past. A very popular café is La Poesía. It’s next to a beautiful old church.

E Street art tour Buenos Aires is famous for street art, and there are some really colourful paintings. The street art tour is a good way to learn about the artists of this amazing place. It takes you all over the city and finishes in a famous ice cream shop. The guides are really friendly too!

Our next blog post is about Egypt. Do you have any useful travel tips? Let us know!

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17

INTRODUCTION

Teacher’s Components Teacher's Book The Teacher’s Book is a comprehensive, full-colour resource that incorporates the complete Student’s Book. It provides all the necessary procedural guidance to teach the Student’s Book lessons as well as extra ideas to extend and support students. There is a unique 3xPractice feature for each lesson to help teachers and students go deeper into the activities and experiment with forms and meanings.

Each full-sized, colour Student's Book page is next to its accompanying teaching notes.

The aims of each lesson are clearly outlined.

The Overview gives a short summary of the unit content and aims.

There is an accessible easy-to-use warmer activity at the start of each lesson to interest and engage students in the topic.

UNIT

UNIT

Homes and cities 6

UNIT

6

Homes and cities LANGUAGE

there is/there are, some/any

■

prepositions of place

■

UNIT 6 OVERVIEW: This focus of this unit is the places where people live. Sts read a text about a microapartment in Japan, and talk about a room in their own home. They watch or listen to people talking about unusual homes and discuss traditional and unusual homes. They read a text about New York City and listen to descriptions of places to visit in other cities. They end by reading a description of Lisbon and writing a description of a city they know.

rooms and furniture

6A A small space 1

SKILLS

LANGUAGE

Look at these rooms and items of furniture. Which of them do you have in your home? Can you think of more?

Grammar there is/there are; some/ any; prepositions of place; modifiers

kitchen bedroom living room cooker wardrobe armchair sofa mirror

Vocabulary Rooms and furniture; common adjectives; places in a city

Listening Identifying key points; contractions

Pronunciation there’s/there are; sentence stress

Writing Topic sentences; describing places

Go to Vocabulary practice: rooms and furniture, page 145

2 A B

3

Look at the title of the text and the pictures. How is the apartment special?

LANGUAGE

Read the text and check.

6A A small space

Read the text again and answer the questions. 1 What is Gary’s job? 2 How does Gary make the different ‘rooms’? 3 Where is his bed?

4 Where can guests sleep? 5 According to the text, what free-time activities can Gary do in the apartment?

3xPractice boxes encourage students to engage more deeply with the language in three steps.

6A

Sts read about a micro-apartment in Japan and practise talking about the rooms and furniture in their own home. Grammar there is/there are, some/any; prepositions of place

24-room micro-apartment HONG KONG is a busy and exciting city with a population of more than seven million. Like most people in

Vocabulary Rooms and furniture (attic, balcony, basement, bathroom, bedroom, dining room, garage, garden, hall, kitchen, living room, study, toilet, armchair, bed, desk, shelves, sofa, wardrobe)

Ask: Where do you live? In a town or city, or in the countryside? In a flat/apartment or a house? Is your home big or small? Is it old or modern? Elicit a few answers from individual sts, then put sts into pairs to talk about their home. Ask some pairs to tell the class how similar or different their homes are.

When you come into the apartment, you see just one room. There’s a wall with a TV on it. If you move this, you find a kitchen with a sink and cooker. Next to the kitchen, there’s a small wall with a washing machine behind it. Back in the main room, are there any chairs? No, there aren’t any armchairs, but there’s a small sofa on a wall. You can lift the sofa, pull down the wall and it becomes a double bed! There are some shelves for books next to the bed and there’s a desk under the shelves.

1

Another wall in the main room has shelves for Gary’s 3,000 CDs. If you move this wall, you find a bathroom behind it. Is there space for visitors? Gary can cover the bath to make a bed for guests. In total, Gary can make 24 different ‘rooms’, including a dining room, a study and a home cinema. There isn’t a balcony, but Gary doesn’t mind. He has enough space to have dinner with friends, do yoga and even have a party!

Read through the words in the box with the class and pre-teach if necessary. Sts work in pairs and discuss which things they have in their home. Get feedback from them.

3 x PRACTICE

Remind sts to go to the app for further self-study vocabulary practice of rooms and furniture.

2 A

Refer sts to the title of the text and the pictures. Discuss as a class how the apartment is special. Elicit a range of ideas and encourage sts to guess and speculate, but don’t confirm the answers yet.

SB page 48, exercise 1

1 Do the exercise as normal. Get feedback from sts, then

elicit the three rooms in exercise 1: kitchen, bedroom, living room. Write these on the board. Brainstorm more rooms and add them to the board. Elicit which of the items in exercise 1 go in the different rooms and add them to the board. Brainstorm more ideas and add them to the board. 2 Do the exercises on the Vocabulary practice page with the class, then ask sts to close their books. Tell them they have learned 26 words for rooms and furniture. Give them three minutes to remember as many as they can. See who remembered the most. 3 Say: This is in the kitchen. You use it to wash your clothes. Elicit the correct word (washing machine). Sts work in pairs and write four more clues for furniture. Tell them they must include information about which room it is usually in. Sts can then work in groups of four to read their clues to each other and guess the words.

48

Communication Talking about your home

Go to Vocabulary practice: rooms and furniture, SB page 145/TB page 303. Sts will find more language presentation and practice for rooms and furniture here. Do these exercises with the class, or set them for homework, before continuing with exercise 2A of lesson 6A.

WARMER

Hong Kong, architect Gary Chang lives in a small apartment. But Gary’s apartment has a difference – he can move the walls. It’s only 32 square metres, but he can create a lot of new ‘rooms’ inside it.

Pronunciation there’s/there are

B Sts read the text to check the answer to the question in exercise 2A. Check the answer with the class. Answer It’s only a small apartment, but you can create 24 different rooms inside it.

3

Sts read the text again and answer the questions. With stronger classes, encourage sts to write full sentences in their answers. Check answers. Ask: Would you like to live in an apartment like this? Why/Why not?

Extra Practice activities offer ideas for further extending and exploiting the topic and language or skill of the lesson.

Answers 1 He’s an architect. 2 He moves the walls. 3 It’s inside the wall behind the sofa. 4 They can sleep on top of the bath. 5 He can watch films, have dinner with friends, do yoga and have a party.

108

EXTRA PRACTICE Workbook page 32; photocopiable activity 6A Vocabulary

109

SKILLS

topic sentences Skill

■

describing places

WRITING

SKILLS

6D 1D

Skill

topic sentences

Read the Skill box on SB with sts about topic sentences. Explain that topic sentences help the reader by giving them information about each paragraph at the beginning of the paragraph. Explain that the topic sentence should be quite general, then the paragraph itself can give more detailed information and opinions.

When you write a text, give each paragraph one main topic. The first sentence of the paragraph introduces the topic – we call it a ‘topic sentence’. For example, in paragraph 1, the ‘topic sentence’ is: Lisbon’s the capital city of Portugal.

4 A B

Read the Skill box. Underline the topic sentences in paragraphs 2–5 of the description of Lisbon.

1 2

. A really old park is El Capricho. This park has a river, a lake and some interesting statues and fountains. Another famous park is El Retiro. This is very popular with families.

3

. You can go to Plaza de Santa Ana, where there are a lot of fantastic bars and restaurants. Other great areas for going out are La Latina, Malasaña and Chueca.

Text builder

Answers 2 Lisbon has some very old areas. 3 If you want to go on a day trip, take the tram to Belém. 4 There are lots of places to eat, drink and go out in Lisbon. 5 You can visit Lisbon during any season.

B Elicit or explain that Madrid is the capital city of Spain. Sts work in pairs to write a topic sentence for each paragraph about Madrid. Discuss their answers as a class.

Recommending places: There are wonderful views of … from … If you want to go on a day trip, go to … … is a good place for … … is a great way to … There are lots of places to …

Read the Text builder. Complete the sentences about the city of Santiago. 1 Santiago Chile. River Mapocho. 2  , go to Pomaire. 3 the city and the mountains from San Cristóbal Hill. 4 Cycling get to the top of the hill. 5 go out in the evening. Barrio Bellavista restaurants.

6 A

PREPARE

Choose a town or city that you know well. Make notes about the following:

• the location and population • interesting areas to visit • places with good views

B

• places nearby to go on a day trip • good areas to go out (restaurants, shops, bars, etc.) • the weather in different seasons

5

Challenge! Challenge! Personal Best

122

18

EXTRA PRACTICE With books closed, write the following gapped sentences on the board: 1 Lisbon is ___ small capital city. 2 Lisbon has some ___ old areas. 3 There ___ interesting museums. 4 ___ also lots of bars. 5 It’s ___ noisy at night. 6 It ___ cold in the winter.

Sts read the sentences and complete them with the correct phrases. Check answers.

Paragraph 1: Give geographical information about the location and population. Paragraph 2: Describe an interesting area in the city to visit. Paragraph 3: Describe a place near the city where people can go on a day trip. Paragraph 4: Talk about some good areas to go out. Paragraph 5: Talk about the best time to visit.

6

Write about your favourite area in your town or city. Why do you like it? What can you do there?

EXTRA PRACTICE Workbook page 35; photocopiable activity 6D Skills

Sts can practise describing places and using can further by writing a description of their favourite area in their town or city. They can compare their descriptions in pairs.

Text builder

Answers 1 is the capital city of, It's on the 2 If you want to go on a day trip 3 There are wonderful views of 4 is a great way to 5 There are lots of places to, is a good place for

PERSONAL BEST Read your partner’s description. Choose a paragraph that you like. What do you like about it? Is there a topic sentence? Can you improve the paragraph?

PERSONAL BEST

Read the Text builder box with sts about describing places. Explain the meaning of wonderful views if necessary. Point out that we say a city is on a river, and next to the sea. Ask questions to check concept. Concept check questions: What phrases can we use to describe a place’s location? (it’s in the middle of the country, on the River ... , next to the sea). What phrase can we use to talk about the population? (... people live there). What phrase can we use to recommend a day trip? (If you want to go on a day trip, go to ...). What phrase can we use to recommend places to eat? (there are lots of places to eat). What phrase can we use to recommend a way of travelling around a city? (... is a great way to get around the city).

PRACTISE

C

PERSONAL BEST Sts work in pairs. They exchange their description with their partner and choose a paragraph that they like. They check that it has a topic sentence and give feedback on what they like about it and how it could be improved. Encourage a spirit of peer support and cooperation.

Weaker sts can work in pairs. They read the description in exercise 2 on page 54 again and note down five useful words or phrases for describing places, e.g. beautiful old district, You can try ..., If you want a traditional restaurant, go to ... . They can then use these words or phrases to write sentences about their own town or city. Sts can compare their answers in small groups.

Write a description of your town or city. Begin each paragraph with a topic sentence. • • • • •

C

Possible answers 1 Madrid is the capital city of Spain. 2 There are lots of wonderful parks. 3 There are lots of places to go out.

describing places

Describing a place’s location and geography: … is the capital city of … … is in the middle of the country/on the River … /next to the sea. … people live there.

Concept check questions ensure students have understood the grammar teaching point, or the text builder / listening builder/ conversation builder language presented in the lesson.

Sts underline the topic sentences in paragraphs 2–5 of the description on page 54. Check answers.

. It’s in the middle of the country and it’s on the River Manzanares. Madrid’s also the political, economic and cultural centre of Spain.

Personal Best boxes provide activities for weaker students. They are easy for teachers to set up and for individual students to work through on their own.

5

4 A

In pairs, write a topic sentence for each paragraph about Madrid.

6D

B PRACTISE Sts use the description in exercise 2 as a model and write their own description. Refer sts back to the Skill box and remind them to use topic sentences. Refer them back to the Text builder box and encourage them to use a range of different phrases for describing and recommending a place. You could set this stage for homework if you prefer.

Point out that in some sentences the missing words are modifiers, and some are related to there is/there are. Sts work in pairs and complete the sentences from memory. They can check their answers in the text. Remind them that it is important to use new language that they learn, to help them remember it. Answers 1 quite a 2 very 3 are some 4 There are 5 quite 6 isn’t very

Students follow the steps to write their own description.

A

PREPARE Sts prepare their ideas. With weaker classes, you could choose one or two cities, then brainstorm some ideas as a class and make notes on the board.

55

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INTRODUCTION

Teacher's Resource Book The Teacher’s Resource Book provides extensive photocopiable materials and unit tests. The photocopiable activities can be used as a change of focus or used as revision at a later stage. The unit tests help with recall and provide a sense of progress. There are photocopiable activities for grammar, vocabulary and skills.

The teacher’s notes provide preparation and procedural notes as well as extra practice ideas.

Students work in pairs or groups to complete engaging tasks that practise the language or skills from the lesson.

1A 1C

1B 1C

GRAMMAR

Tell me the answer

1B

VOCABULARY

What’s in the bag?

ASK A QUESTION

Shaping sentences

Look at your picture and the words in the box. Which things can you see? Put a tick (✔) or a cross (✘) next to each word.

Is your teacher at home?

chewing gum (✘) comb (✔) glasses ( ) gloves ( ) hairbrush ( ) identity card ( ) keys ( ) mirror ( ) phone ( ) photo ( ) purse ( ) stamps ( ) sunglasses ( ) sweets ( ) tablet ( ) tissues ( ) torch ( ) umbrella ( ) wallet ( ) watch ( )

Are you a student?

are

.... .

Is this an Italian class?

Is your class in the USA?

What’s your surname?

......

What’s your name?

ASK A QUESTION

in the park

at home

Personal Best

is

Sts work in groups. Give each group a copy of the resource sheet and make sure that each group has a sheet of paper to write their answers on.

2

Explain that sts have to make as many sentences as possible using the shapes on the resource sheet and write each one down. Each sentence must include a word or phrase from a star, a circle and a triangle, e.g. We aren’t from Brazil. We are in the classroom. Elicit one or two more examples from the class.

3 4 She

My friends

What’s in the bag?

1

English

’m not

What personal possessions do you carry around with you? Make a list and tell your partner.

ASK A QUESTION

ASK A QUESTION

I

Possible answers We are in the classroom. We aren’t in London. This isn’t my blog. This is really exciting. I am twenty years old. I’m not at home. My name is/isn’t Elena. He is interesting. She isn’t American. My friends are in the park. My favourite place is my class.

American

Where are your friends from?

am

It aren’t

my class

really exciting

FINISH He

Personal Best

The team

My favourite place

How old are you?

How are you?

my blog

Are you famous?

Fast finishers work in their groups. Tell them to cover the sentences they wrote and try to remember as many sentences as possible.

Set a time limit for sts to do the activity and monitor.

Look at your picture and the words in the box. Which things can you see? Put a tick (✔) or a cross (✘) next to each word. chewing gum (✔) comb (✘) glasses ( ) gloves ( ) hairbrush ( ) identity card ( ) keys ( ) mirror ( ) phone ( ) photo ( ) purse ( ) stamps ( ) sunglasses ( ) sweets ( ) tablet ( ) tissues ( ) torch ( ) umbrella ( ) wallet ( ) watch ( )

Sts use the words in the triangles and the circles to make true sentences about themselves and their lives. Set a time limit for this, then have sts compare their sentences in groups and find similarities.

EXTRA PRACTICE

At the end, ask groups to call out their sentences and check they are correct. For each correct sentence, the group wins one point. The group with the most points is the winner.

interesting

STUDENT B

PERSONAL BEST

PRACTISE

in London

You

Elena

Make one copy of the resource sheet for each group.

My name

isn’t

Are your parents Mexican?

What is your teacher’s name?

Sts play a game in groups. The aim is to revise simple statements with be.

PREPARE This

.......

Where are you from?

Simple statements with be

in the classroom

from Brazil

We

......

Where is your teacher from?

1B

SKILLS

1B Skills

Make sentences using a star, a circle and a triangle.

STUDENT A

START

SKILLS

Shaping sentences

Think of someone that you know well, e.g. a friend or someone in your family, and tell your group about him/her. Say the person’s name, nationality and age. Say if the person is a friend or someone in your family and tell your group where he/she is now.

Personal Best

Personal Best

What personal possessions do you carry around with you? Make a list and tell your partner.

twenty years old

Look at the words in the triangles and circles. Use these to make sentences that are true about you. Compare your sentences with the people in your group. Are there any sentences which are the same or similar? Personal Best A2 © Richmond 2017

Personal Best A2 © Richmond 2017

Personal Best A2 © Richmond 2017

Personal Best A2 © Richmond 2017

UNIT 6

PROGRESS TEST A

Name:

Date:

...................................................................................

..........................................

Complete the multiple choice questions. Write the correct answer in the box. 1 Have you

seen a tiger?

2 Every year, we drive along the Atlantic 3 I would exercise more if I

A follow-up Personal Best task at the end of each activity allows a more personal response.

. more time.

4 There’s too much food but I don’t want to 5 She has never

Iran.

b ever

c once

b sea

c mountains

a would have

b had

c have

a throw it

b lose it

c throw it away

a been to

b gone to

c been in

6 I would buy a new fridge, if I

you.

a were

b am

c will be

7 Niagara is one of the largest

in the world.

a rivers

b waterfalls

c streams

a went

b go

c been

a sunrise

b sun

c sunset

8 I

there 20 years ago.

9 We watched the

The Teacher’s Resource Book also provides photocopiable Unit Language Tests to check students' progress quickly in class or as homework.

.

a always a coast

and then went for dinner.

10 If you left now, you 11 She

the train.

a will be able to b could catch c can catch

snowboarding.

12 Anna’s car 13 I

on the way to work. you a lift, if the car was working.

14 I really want to

who took my phone.

15 If you could live anywhere in the world, where

live?

16 Could you buy some coffee, we have 17 I didn’t know the word so I 18 We have tasted it

it. in the dictionary.

.

b not tried

a broke up

b broke down c broke away

a ’d give

b had give

c has never tried

c give

a look after

b look up

c find out

a would you

b will you

c you would

a run out of

b lost

c emptied

a looked at it

b looked it up c looked it

a several times b 2 years ago c last weekend

19 One of the driest places in the world is Death 20 Surfers love going to Hawaii for its huge

a has try

. .

a Shore

b Cave

a waves

b seas

c Valley c oceans

Score

B1 Pre-intermediate

2

Audio / Video pack

Digital Book

The Audio and Video pack includes the Class Audio CDs and Class Video DVDs. All audio and video is also available to download from the Richmond Learning Platform.

This is a complete projectable digital resource for the teacher: it provides the Student’s Book in digital format with embedded audio, video, scripts, notes and answers, for use with a smart board or projector.

out of

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Personal Best B1 © Richmond 2018

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