More or less Lesson aims:

• say how people do things

• compare how people do things

Unit 7, A A You must try harder.

Newla nguage
Grammar: Comparative and superlative of
adverbs
Vocabulary: Adverbs

Warm-up
• (Books closed) Spelling game! Divide the class
into four teams. Say a new word from Unit
6, e.g. an illness or injury (6B). A volunteer
from each team writes it on the board at the
same time. Another four volunteers write a
different word. Continue, checking spelling
as you go. The team with the most correctly
spelt words wins. Presentation
3
1 01 Listen and read. What’s happened to Tom’s trainers? English today
Lead-in Tara is painting boxes to use in the end-of-year school play. She’s asked
• We haven’t got all day! • My treat.
Dylan and Tom to help her.
• (Books open) Invite a student to read the Tara: Come on, Dylan! Can’t you work faster? We haven’t got all day!
• I’m doing my best!
• Says who?
• Done!

Unit 7 title. Dylan:

Tara:
I’m doing my best!
Well, try a bit harder!
• Students quickly look through the unit to find Tom: Just watch me, Dylan! I’m painting the fastest! Comprehension
Tara: Yes but you’re not painting very carefully! Look! You’re
out what Unit 7 is about. They tell you which dripping paint all over your shoes!
3 Read again and complete the

lesson they’re most looking forward to and why. Tom: Oh no! My new trainers!
sentences with Tara, Dylan or Tom.
Dylan: You must be joking! You wore your new trainers to paint in? 1 Tara ’s asked for the boys’ help.
• Use the photo to generate interest. Ask What Maybe I paint more slowly than you do, but at least I’ve got 2 Dylan isn’t working fast.
are they doing? (Painting) Students predict more brains! 3 Tom paints very fast but he isn’t
doing a good job.
Tom: Says who?
what they’re talking about. Check playand Tara: Guys, stop arguing. Let’s make a deal. If we finish earlier than 4 Tom ’s wearing new trainers.

stage set. four o’clock, we’ll go out for ice cream. My treat. 5 Tara wants them to finish before
four o’clock.
Tom/Dylan: Done!
6 Tara ’s going to buy ice cream for
3
1 Listen and read. What’s happened to
01
2 3
02 Listen and repeat the dialogue. everyone.

Tom’s trainers? 76

• Play the recording. Students listen and read.

• Check students’ predictions and the answer.
(They’re talking about painting.) 3
4 03 Listen and repeat. Match each adverb
with its opposite. Which two words
Answer
mean the same? Which word doesn’t
They’ve got red paint on them.
have an opposite?
• Students read the words in the box.
English today • Play the recording. They listen and repeat the
• Draw students’ attention to the English today words in chorus during the pauses.
box. • Pairs do the matching exercise. They discuss and
• Have them repeat each phrase after you in note the answers to the other two questions.
chorus. Encourage them to use appropriate • Check answers.
intonation.
• Have students find and underline the Answers
expressions in the dialogue in Exercise 1. carefully – carelessly, early – late, far – near, fast/
3 quickly – slowly, loudly – quietly
2 Listen and repeat the dialogue.
02 Fast and quickly mean the same.
• Play the recording. Students listen and repeat Hard has no opposite in the context presented
each line in chorus during the pauses. in the dialogue in Exercise 1. It does in other
• Divide the class into groups of three. Allocate contexts, e.g. hit a ball hard/softly; my homework
roles. Play the recording again. Students was hard/easy.
repeat their lines during the pauses.
3 Read again and complete the sentences with Grammar
Tara, Dylan or Tom . • Students read the information.
• Students read the questions. • Draw their attention to the words in bold.
• They read the text again, underlining the • Remind them/elicit that a lot of adverbs finish
relevant parts. Then they write the names. -ly and that adverbs give us more information
about the verb.
Answers ➞ student page

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 7
Vocabulary: Adverbs 6 Look at the table and write sentences.
3 1 Tom works harder than Dylan but Tara works the
4 Listen and repeat. Match each adverb
03
with its opposite. Which two words mean the
hardest. Answers
same? Which word doesn’t have an opposite? Dylan Tara Tom 2 Tara does better at sports than Tom but Dylan
1 Work hard at 67% 92% 78%
badly carefully carelessly early far school does the best.
fast hard late loudly near quickly
quietly slowly well
2 Do well at
sports
**** *** ** 3 Dylan runs faster than Tom but Tara runs the
badly – well
3 Run fast (short 6 miles per 8 miles per 4 miles per fastest.
distance) hour hour hour
4 Go to bed late 11.30 p.m. 9.30 p.m. 10.00 p.m.
4 Tom goes to bed later than Tara but Dylan
Grammar 5 Get up early 8.15 a.m. 7.15 a.m. 7.00 a.m. goes to bed the latest.
Comparative and superlative of adverbs 6 Cycle far 10 miles 7 miles 8 miles
5 Tara gets up earlier than Dylan but Tom gets
quickly
Comparative
more quickly
Superlative
the quickest
Speaking up the earliest.
slowly more slowly the slowest 7 A: Imagine you’re B’s teacher. Make 6 Tom cycles further than Tara but Dylan cycles
hard harder the hardest
late later the latest
comments (1–6). B: Respond using a–f.
the furthest.
1 A: You’re speaking too loudly.
fast faster the fastest B: Sorry, I’ll speak more quietly.
well better the best
1 You’re speaking too loudly.
badly worse the worst
far further the furthest
2
3
You didn’t read the question carefully.
You didn’t do well in the last History test.
Suggestion: With a weak class, ask questions
4 You’re reading too fast. about the information in the table first, using
5 You’re very late with your project.
5 Look at the pictures and write sentences.
6 You’re working too noisily!
comparative and superlative adverbs, e.g. Who
1 Kieran is playing the guitar badly but David is
playing worse.
a I’m sorry. I / try / hard next time does sports the best? (Dylan)
b Sorry, I / speak / quietly
c I’m sorry. I / finish / it / early next time
d OK, I / read / slowly
e Sorry, we / work / quietly 7 A: Imagine you’re B’s teacher. Make
f OK, I / read it / carefully
comments (1–6). B: Respond using a–f.
8 Student A: go to page 103.
Student B: go to page 107. • Students read sentences 1–6 and prompts a–f.
1 2
About you
• A confident pair reads the example.
.
• Pairs decide who is A and B.
9 Ask and answer about your friends.
1 A: Which of your friends runs faster than you?
• Students ask and answer.
B: Marina runs faster than I do.
A: Which of your friends runs the fastest?
B: I think Olivia runs the fastest. Suggestion: Pairs change roles and do the
3 4
1 run fast
2 go to bed late
4 cycle far
5 live near the city centre
exercise again.
1 play guitar / badly 3 eat / slowly 3 get up early
2 arrive at school / late 4 dance / well
> Now turn to Unit 7A in the Activity Book.
8 Student A: go to page 103.
77
Student B: go to page 107.
• Have students go to the correct page and
• Point out how the comparatives and look at the information there.
superlatives of adverbs with one syllable and • Students work in pairs to complete the
two syllables are formed. information. Check in open pairs.
• Draw students’ attention to the irregular Answers ➞ page 104
adverbs well, badly and far.
5 Look at the pictures and write sentences. 9 Ask and answer about your friends.
• Students look at the pictures and read the • Students read the prompts.
prompts. • A confident pair reads the example.
• They write a sentence comparing each pair of • Pairs take it in turns to ask and answer.
pictures.
• Check answers. Ending the lesson
(Books closed) Divide the class into two teams.
Answers Ask each team in turn True/False questions
2 Tania is arriving at school late but Flo is arriving about the information in the table in Exercise 6,
later. e.g.Tara gets up the earliest. (False.)
3 Debbie is eating slowly but Max is eating more
slowly. Learning difficulties
4 Liam is dancing well but Jack is dancing better. Repetition helps all students remember new
language and is especially valuable for those
with dyslexia. If you have any students with
6 Look at the table and write sentences.
dyslexia, have the class repeat different
• Students read the information. comparative and superlative adjectives from
• They use the example to help them write the Grammar box after you in chorus.
sentences.
• Check answers.
Photocopiable Resource 7A. You can use this
resource any time after Exercise 7.

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 B The least stressful way … Lesson aims:
• compare buildings

London’s Biggest and Best

• write about an interesting

Unit 7, B
building

by Tom Harper
Here are two of the most
AMAZING buildings in London.
Newla nguage This is the Shard. Why is it called that? It’s a
Grammar: Comparatives – (not) as … as, less … skyscraper that looks like a piece of broken glass.
It’s the tallest building in Europe, with a height of
than; Superlative – the least 1
310 metres. The view from the 2 72nd floor is
spectacular. Inside there are restaurants, offices, a
Vocabulary: Buildings and parts of buildings hotel and flats. It’s a vertical city!
My opinion:
Preparation: Warm-up: Make eight verb/adverb It’s a great tourist attraction but the entrance tickets,
cards for miming: walk quietly, sing badly, which cost 3 £24.95 , should be less expensive. The
cheapest way to visit the Shard is to book tickets online in
write slowly, paint carelessly, speak loudly, get advance. This is the easiest and least stressful way, too.

up late, type fast, draw carefully. Exercise 8: This building is called the Gherkin – can you
Book a computer room. guess why? It isn’t as popular with tourists as the Shard
because it’s just an office building. But it’s cool to look at.
There are no walls but lots of windows – 4 24,000
square metres of glass! It’s the 5 6th tallest building
Culture notes in London. It has 6 38 floors and if you walk to the
top you’ll have to climb 7 1,037 stairs!

The Shard (310m) is a famous London skyscraper. My opinion:

It isn’t as tall as the Shard but it’s just as impressive.
It was finished in 2012. (See http://the-shard.com)
The Gherkin (180m) is also a famous London
skyscraper. It was officially opened in 2004. Presentation Vocabulary: Buildings and parts
of buildings
(http://www.30stmaryaxe.com) It’s called the 1 3
04 Listen and read. Complete the text with
3
the numbers in the box. 3 05 Listen and repeat. Label the words
Gherkin because its shape resembles that of the Building (B) or Part of building (P).
small pickled cucumber. 310 72nd 1,037 6th 24,000 £24.95 38
block of flats B ceiling P door P flat B
Taipei 101, built in 2004, was the world’s tallest Comprehension (ground, first, second, top) floor P house B office B

building until 2010. The Empire State Building 2 Read again and answer True (T), False (F) or
palace B roof P room P skyscraper B stairs P
theatre B wall P window P
in Manhattan, New York, was the world’s tallest Doesn’t say (DS).
4 Describe your school building. Use the words
building between 1931, when it was finished, 1 The view from the Shard is the one of the best in
London. T in Exercise 3.
and 1971. The Great Pyramid of Giza was 2 There are only offices inside the Shard. F My school is quite big. It’s got three floors and it’s got
3 You can visit the Shard. T
finished around 2,560 BC. It was the tallest 4 Over 100 families live inside the Shard. DS
a small theatre. The classrooms are on the first and
second floors and there are offices on the top floor.
man-made structure in the world for around 5 There’s a hotel inside the Gherkin. F The rooms all have big windows.
6 The Gherkin is 180 metres tall. DS
3,800 years! 7 The Gherkin is the tallest building in London. F
William Shakespeare (1564–1616) is considered
England’s greatest playwright and poet. 78

Shakespeare’s Globe in London is a 1997

reconstruction of the original 1599 Globe
Theatre where many of Shakespeare’s plays 2 Read again and answer True( T) False (F) or
were performed. (See http://www. Doesn’t say( DS).
shakespearesglobe.com) • Students read the questions.
• They read the text again, underlining the
Warm-up
relevant parts. Then they answer T/F/DS.
• (Books closed) Divide the class into two teams,
who take it in turns to take a card and to Answers ➞ student page
mime the verb and adverb for the other team
to guess.
Suggestion: The class tells you which building
Lead-in they prefer and why.
• (Books closed) Write the text title on the
3
board. The class guesses what it refers to. 3 Listen and repeat. Label the words
05
• (Books open) Students tell you what they can Building( B) or Part of building (P).
see in the photos. • Students read the words in the box.
• Use the photos to check skyscraper. • Play the recording. They listen and repeat each
1 3
Listen and read. Complete the text word in chorus.
04
with the numbers in the box. • They do the labelling exercise in pairs.
• Students read the numbers in the box. Play Answers ➞ student page
the recording once or twice. Students listen,
read and complete. 4 Describe your school building. Use the words
• Give them time to finish completing then in Exercise 3.
check answers. • A confident student reads the example.
• Pairs prepare a description, making notes to
Answers ➞ student page help.
• They describe your building to another pair.

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 7
Grammar Listening
Comparatives: (not) as … as, less … than
It’s (just) as impressive as the Shard.
7 3
06 Listen to a guided tour of 6 Ask and answer about the buildings.
Shakespeare’s Globe Theatre and
It isn’t as tall as the Shard.
The tickets should be less expensive than they are.
complete the text. • Draw students’ attention to the photos. They
Superlative: the least tell you what, if anything, they know about
It’s the least stressful way to visit the Shard. the buildings. (See Culture notes.)
• They read the prompts and the information in
About you the table.
5 Give your opinion by making comparisons. Use the • A confident student reads the example.
adjectives in the box.
• Pairs take it in turns to ask and answer.
boring dangerous difficult exciting fun
The Globe Theatre, Lond
on 3
healthy tasty 7 06 Listen to a guided tour of
1 cats / dogs / parrots
I think that cats are as much fun as dogs. Parrots are the least fun. Shakepeare’s Globe Theatre – Shakespeare’s Globe Theatre and
2 skateboarding / roller skating / cycling past and present complete the text.
3 chocolate ice cream / yoghurt / banana milkshakes I Richard Burbage built the first Globe Theatre
4 skiing holidays / beach holidays / camping holidays in 1 1599 . It was 2 three floors • Invite a student to read the title. They tell
6 Ask and answer about the buildings.
high and 3,000 people could watch the plays
there. Today only 3 1,500
you what they know about Shakespeare and
A: Which building took the least time to build? people fit in Shakespeare’s Globe. describe the photo. (See Culture notes.)
B: The Empire State Building in New York took the least time to
build. It only took a year and a half!
II In 1613 the theatre burnt down. It had a
straw 4 roof and a
• The class tells you if they think the photo is of
Which building …
special effect on stage started the fire. the first Globe Theatre. They read the text to
III In the sixteenth century,
• took the least time / longest to build?
• is the tallest / the least tall?
5 women didn’t use to act find out. (No.)
• has the highest number / the lowest number of floors?
in the theatre. They weren’t allowed.
IV The theatre was as 6 popular
• Play the recording. Students listen and
• is the most / the least popular?
and as expensive then as it is today. People complete. (The recording and text are not
used to come from all around to enjoy the day.
identical but contain the same information.)
• Play the recording again, pausing to check
Writing
answers.
8 Think of an interesting building in
your country. Compare it to the
Gherkin or the Shard.
Answers ➞ student page
Taipei 101, The Empire Great Pyramid
Taiwan State Building, of Giza The Colosseum is one of the most popular AUDIOSCRIPT ➞ PAGE 108
New York
tourist attractions in Rome. It’s older than the
How long to build 5 years
How tall 508 metres
1.5 years
381 metres
23 years
146.5 metres
Shard. It’s nearly two thousand years old! But 8 Think of an interesting building in your
How many floors 101 102 1 it’s just as interesting as the Shard.
country. Compare it to the Gherkin or
How many
visitors per year
About 1.5
million
Over 2 million Over 5 million
> Now turn to Unit 7B in the Activity Book.
the Shard.
• Pairs use the Internet to find out about an
79
interesting building they know.
• They write about it individually. Move round
the class prompting and checking.
Tip: Draw students’ attention to situations in Ending the lesson
which they might use new language, e.g. they
Game! Pairs think of a noun, e.g. a building, pet or
might want to describe their school to a new
possession. They write three sentences describing
friend or neighbour.
it, using at least one comparative. They read their
descriptions aloud for the class to guess.
Grammar
• Students read the information. Learning difficulties
• Draw their attention to the words in bold. Help students with learning difficulties with
• Check understanding, e.g. say The Gherkin isn’t Exercise 6 by working through it with the
as tall as the Shard. Draw the outline of both whole class in clear stages. For instance, draw
on the board and point out the difference in students’ attention to the ‘How long to build’
height (see Culture notes). The class tells you row in the table. A student reads out the name
the opposite of less and the least (more/the of each building and the number of years it
most). took to build. A different student reads the first
• If your class is weak, have them repeat the question using ‘the least time’. Invite another
examples in chorus after you. student to answer. Have the class repeat the
correct answer in chorus after you. Continue.
5 Give your opinion by making comparisons.
Use the adjectives in the box.
• Students read the adjectives and the prompts. Photocopiable Resource 7B. You can use this
• A confident student reads the example. resource any time after Exercise 6.
• Different students give their opinion.

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 C Lots of monkeys … Lesson aims:
• talk about wild animals
Presentation • talk about quantities

Unit 7, C 1 3
07 Listen and read. Choose the correct words.

Newla nguage To: madbrad@connectmail.co.uk send save

From: dyljones13@ukonline.com
Grammar: Quantifiers – countable nouns, Subject: Woburn Safari Park

uncountable nouns Hi Bradley,

I’ve just been to Woburn Safari Park. It’s only about an hour
Vocabulary: Wild animals from Cambridge. You 1 have to / shouldn’t go!
The 2 best / worst bit was the monkey enclosure. Lots of
Preparation: Exercises 4 and 8: Book a monkeys jumped on the car. I think they were 3 angry / hungry.
Tara had a little bread in her hand and they took it! She
computer room. opened her window – big mistake!
The zebras and the giraffes were 4 funny / beautiful. But we
couldn’t get very close because there were too many
5
people / children around.

Culture notes (Exercises 1 and 6) The penguins were cute but they weren’t much fun. They just
made a lot of noise and they can’t fly! 6 And / However, the
camels were awesome. Their humps make them look really
People in the UK can see and find out about different. There aren’t many animals as 7 ugly / beautiful as
they are!
wild animals in zoos, wildlife parks and safari We saw one or two rhinos, too (those horns are scary!) but
we didn’t see many ‘big cats’ – only a few lions (did you know
parks. You have to drive through parts of safari that lions are the only cats with manes?). I think the tigers

parks because the animals are often dangerous. were 8 sleeping / eating.
Unfortunately, we didn’t have enough time to see the lemurs.

Woburn Safari Park is in Bedfordshire, England. They come out at night. One day just isn’t enough to visit
Woburn!
It opened in 1970. (See http://www.woburn. Why don’t you go for your birthday next month?
Dylan
co.uk/safari) Dartmoor Zoo is near Plymouth,
Devon, in the south-west of England. (http:// Comprehension Vocabulary: Wild animals
www.dartmoorzoo.org) 2 Read again and answer the questions. 3 3
08 Listen and repeat. Which animals are in
1 How far from Cambridge is Woburn? Dylan’s photos?

Warm-up 2
3
What was Dylan’s favourite part of Woburn?
Why didn’t they get close to the giraffes and zebras?
camel cheetah giraffe lemur lion monkey
penguin rhinoceros (rhino) tiger zebra
• (Books closed) Race! Pairs write down as many 4 Which animal is very ugly?
5 Which animal was a bit boring?
‘Buildings and parts of buildings’ words as they 6 What were the tigers doing?
monkey

can in one minute. The pair with the longest, 7 Did Dylan visit everything? 4 Which animals in Exercise 3 …
8 When should Bradley visit Woburn? 1 are part of the cat family?
correctly spelt list wins. They read it to the class. cheetahs … , lions, tigers
2 are birds but don’t fly? penguins
Lead-in 3 have a humps b horns? a camels, b rhinos
4 mostly eat meat or fish? cheetahs, lions, tigers, penguins
• (Books open) Use the photos to generate 5 mostly eat plants, vegetables or insects? camels, giraffes,
rhinos, zebras,
6 mostly live in trees? lemurs, monkeys
interest. Check wild. Students predict where lemurs, monkeys
80
the animals are. Teach safari park (see Culture
notes). Students tell you how they think safari
parks are different from zoos (e.g. Animals
aren’t in cages. People can’t walk through a
safari park.) Suggestion: Ask students if they would like to
visit Woburn. Why/Whynot? They tell you about
3
1 Listen and read. Choose the correct
07 any zoos, etc. they’ve been to in your country.
words.
• Play the recording. Students listen, read and 3
choose. 3 Listen and repeat. Which animals are in
08
• Check students’ predictions. (The animals are Dylan’s photos?
in a safari park.) • Students read the words in the box.
• Play the recording. They repeat the words in
Answers ➞ student page chorus.
• Different students name the animals in the
2 Read again and answer the questions.
photos.
• Students read the questions.
• They read the text again, underlining the Answers
relevant parts. monkeys, camels, giraffes, a rhino, a lion
• They write the answers.
• Check answers.
4 Which animals in Exercise 3 …
Answers • Pairs answer the questions, using Exercises 1
1 Woburn’s about one hour from Cambridge. and 3 to help. Use the photos to check horn
2 The monkey enclosure. and hump with a weak class.
3 Because there were too many people around. Answers ➞ student page
4 The camel(s).
5 The penguins.
6 They/The tigers were sleeping. Suggestion: Alternatively, pairs use the Internet
7 No, because he didn’t have time. to help them answer.
8 Bradley should go for his birthday next
month.

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 7
Grammar Speaking
Quantifiers
7 Read the review of Lenthorpe Wildlife
Countable nouns Park. Ask and answer. Fastfi nishers: They imagine they own a zoo.
A lot of/Lots of monkeys jumped on the car.
We saw a tiger and a few lions.
1 A: Is it big?
B: Yes, it is. There are 4,000 square metres of
They write a list of the animals they’d like to
We saw one or two rhinos. park and there are a lot of play areas. have in it.
There aren’t many animals as ugly as they are!
Uncountable nouns
TRIP Lenthorpe
We had a lot of/lots of fun TIPS
Wildlife Park
Tara had a little bread in her hand. 7 Read the review of Lenthorpe Wildlife Park.
They weren’t much fun. ✓ 4,000 square metres of park with
There were too many people around.
five play areas Ask and answer.
✓ One of the widest varieties of
We didn’t have enough time to see the lemurs. big cats in the UK (tigers, lions,
cheetahs) and many more animals
• Students read the information and the
✓ Small numbers of visitors questions. Check variety, e.g. say A variety
5 Choose the correct words. ✓ Cheap entrance tickets (£4)
1 There were a lot of / a little monkeys.
✗ A few of the animals’ cages were of animals means … (elict/say) there are
a bit small and dirty
2 There were too much / too many people. ✗ Only one café (take a picnic!) different types of animals.
3 There wasn’t enough / too much time to see everything. ✗ Couldn’t find much information
4 There were only one or two / many big cats. about the animals • A confident pair reads the example.
5 Dylan saw a little / a few rhinos. • Students ask and answer in open or closed
6 The penguins made many / a lot of noise. 1 Is it big?
2 Are there any interesting animals? pairs.
6 Complete the text with the words in the box. 3 Is it busy?

a few a little lot of many many

4 Are tickets expensive? 8 Imagine you visited Lenthorpe Wildlife Park.
5 Are all the animals clean and happy?
much too many too much two
6 Are there any cafés or restaurants? Write about it in an email to a friend. Write
7 Can you learn a lot about the animals?
one paragraph about the good things and
They bought a zoo – it’s true! Writing one paragraph about the bad things.
When Benjamin Mee and his family bought a zoo in
England in 1997, they didn’t have 1 much money and 8 Imagine you visited Lenthorpe Wildlife • Ask students if they would like to visit
they only had 2 a little experience. Park. Write about it in an email to a
There weren’t 3 many people who wanted to buy friend. Write one paragraph about the Lenthorpe. They tell you why/why not.
the zoo because there were too 4 many animals.
The zoo had just 5 a few lions and one or
good things and one paragraph about • They write their email. Move round checking
the bad things.
6 two , tigers but it had a 7 lot of monkeys. The their work.
animals needed 8 too much food and the zoo needed
9 too many
hours of work but Benjamin and his family Subject: Lenthorpe Wildlife Park send save

worked hard and today you can visit over 200 animals
in Dartmoor Zoo. It’s a great day out! Dear Molly,
Lenthorpe Wildlife Park was good fun but Suggestions: Help students plan their work.
it wasn’t brilliant.
Draw two columns on the board, headed Good
See you soon. things and Bad things. Note the good and
guins
Love,
bad things about Lenthorpe as they tell you
affes, their reasons for wanting/not wanting to go.
bras, > Now turn to Unit 7C in the Activity Book.
nkeys Students can then refer to this as they write.
Benjamin Mee at Dartmoor Zoo
81
Pairs use the Internet to find out about a
zoo/wildlife/safari park in the UK or in your
country. They write about it, download photos
Grammar and make a poster.
• Students read the information in the Grammar
box.
• Draw their attention to the words in bold. Ending the lesson
• Check understanding of words you think your Brainstorm the good and bad things about zoos,
students will find difficult, e.g. say There were wildlife parks and safari parks with the class.
twenty lions. Were there a few or lots of lions? Ask them what they think the best way to learn
(Lots of lions.) And five lions? (A few.) about animals is.
• Students find and underline the examples of
quantifiers in Exercise 1. Remind them to use Learning difficulties
the context to help them understand. Help students with dyslexia with Exercise 2.
5 Choose the correct words. Have strong students read the questions aloud.
The class listens and follows in their books.
• Students read the sentences and choose, using Play the recording again, pausing wherever
the Grammar box to help. helpful. Students listen and read, underlining
Answers ➞ student page the relevant parts. Pair dyslexic students with
stronger ones: pairs discuss and the stronger
6 Complete the text with the words in the box. one notes the answers.
• Students read the title and look at the photo.
Ask the class Would you like to own a zoo? Photocopiable Resource 7C. You can use this
Why/Why not? They tell you their ideas. resource any time after Exercise 6.
• They quickly read the text and tell you the name
of the zoo. (Dartmoor Zoo. See Culture notes.)
• They read the text again and complete.

Answers ➞ student page

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 D Communication W

Unit 7, D Speaking: Ask for and give recommendations a

3
1 09 Listen and read. Mr and Mrs Woods are visiting Cambridge for the first time.
They ask Tara and Dylan for some information.
Newla nguage
1 2 3
Functions: Speaking: Ask for and give
recommendations; Writing: A guide to my town
Englisht oday: Can you recommend (a good
restaurant)? You could try (‘Burger Stop’). I
think you’ll like (‘Salt & Pepper’) better. You’ve
been very helpful.
Preparation: Warm-up: prepare eight True/
False questions about Unit 7C (e.g. The
penguins weren’t much fun. (True) The lions Mr Woods: Excuse me, do you live Tara: I think you’ll like ‘Salt & Pepper’ Tara: There are lots of different things
around here? better. It’s a bit further away from on the menu at ‘Salt & Pepper’.
were sleeping. (False) Exercises 4 and 6: Book a Dylan: Yes, we do. Can we help you? here but it’s very good. Mr Woods: Well, thank you very much.
computer room. Mrs Woods: We’re looking for
somewhere to have lunch with our
Dylan: But ‘Burger Stop’ is much better You’ve been very helpful.
value! You can eat as many burgers as Mrs Woods: I think we’ll try ‘Salt &
grandsons. Can you recommend a you want for £8. Pepper’. It sounds really nice.
good restaurant? Tara: Yes but there isn’t much choice
Culture Dylan: You could try ‘Burger Stop’. It’s on their menu. They’ve only got
round the corner. burgers!
Cambridge is a historic city in the east of
England. (See http://www.visitcambridge.org) 2 3 English today
10 Complete the dialogue. Choose a or b.
Its famous university is one of the oldest in Then listen and check. • Can you recommend (a good restaurant)?
Man: Excuse me, 1 do you live around here ?
the world. Students study at one of thirty-one Fran: Yes, we do. Can we help?
• You could try (‘Burger Stop’).
• I think you’ll like (‘Salt & Pepper’) better.
different colleges around the city. (http://www. Woman: We’d like to do some sightseeing. 2 b • You’ve been very helpful.
Tom: You could try the University Museum of Zoology.
cam.ac.uk) The Fitzwilliam Museum and the It’s round the corner.
University Museum of Zoology are both part of Fran: I think 3 b the Fitzwilliam Museum better. Your turn
Tom: But the Zoology Museum is great if you love animals.
Cambridge University. Fran: Yes but 4 a the Fitzwilliam Museum. 3 A: Imagine you’re visiting a town for the
Man: Well, thank you very much. 5 a first time. Ask B and C to recommend:
• a place where you can have a cup of coffee.
Warm-up Woman: I think we’ll try the Fitzwilliam Museum.
1 a do you live around here b can we ask you a question
• any interesting places to see.
• a place where you can buy some local food.
• (Books closed) Divide the class into two 2 a Where can we stay? b Can you recommend a museum?
3 a you won’t like b you’ll like Use Exercise 2 to help you write a dialogue.
teams. Ask each team in turn the True/False 4 a it isn’t as nice as b it’s a lot better Then act it out.
questions you’ve prepared. 5 a You’ve been very helpful. b You’ll be very helpful.

82

Lead-in
• (Books closed) Students tell you about a
new place they’ve visited on holiday. Ask • Tell students (L1) there is another version of the
them how they and their parents found video with a different ending. Ask for suggestions
out about things to do. Teach/check for another ending. Then play the alternative
recommend/recommendation, e.g. say A version. Ask how many students guessed
friend recommended a restaurant means a correctly. (Answer: Mrs Woods is going to try
friend … (elicit/say) … told me about a good ‘Burger Stop’ as her grandsons only eat burgers!)
restaurant. AUDIOSCRIPT PAGE 108
• (Books open) Ask the class about the photos,
e.g. (Photo 1) Where are they? Who are Tara
and Dylan talking to? (Photo 2) What are they Suggestions: Have students choose either the
talking about? (Photo 3) What do you think first or alternative dialogue and act it out in
the man and woman are saying? Students groups of four.
guess. Pairs imagine and write a different ending to the
3
dialogue. Different pairs read their new endings
1 Listen and read.
09 to the class.
• Play the recording while students listen and
read. 3
2 Complete the dialogue. Choose a or b.
10
• Check students’ predictions. (Photo 1)
Then listen and check.
They’re in Cambridge. Tara and Dylan are
talking to tourists/people they’ve just met. • Students quickly read the dialogue and tell
(Photo 2) Tara and Dylan are recommending you what Fran and Tom are recommending.
restaurants. (Photo 3) The man and woman (Museums)
are thanking the teenagers. • They read the dialogue again and choose.
• Play the recording. Students listen and check.
See Introduction page iv. • Play the recording again, pausing to check
• Play the video all the way through. Then play answers.
it again, pausing after each section to ask
comprehension questions. Answers ➞ student page

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 Writing: A guide to my town 7
4 Read the guide to Cambridge and match the headings 5 Choose the correct words to
(a–c) with the paragraphs (1–3). complete the brochure.
a Eating and drinking b Shopping c Culture and fun
Suggestion: Pairs use the Internet to find out
more about Cambridge. They plan a day out
Come to Cambridge! and write an itinerary. They tell the class.
c
1 There are lots of interesting things to do in Cambridge.
Besides visiting the famous university colleges, you can go to
museums as well as the theatre or a live concert. There are
other fun things you can do, too. You can hire a bike or go on
a ghost tour! You can also hire a punt (a type of rowing boat)
Writing tip
and go rowing down the river Cam. Welcome to our town! • Students silently read the tip.
b
2 In addition to the variety of shops in the town there are two
There are lots of things to do in our
town. You can visit the ruins of the
• They find and circle the words in Exercise 4.
new shopping centres. Don’t forget to have a look at our busy
outdoor market, too. You’ll find everything there – from books,
ancient market and the archaeological
museum next to it. There’s 1 too / also
• Check answers. Draw their attention to the
jewellery and hats to local fresh fruit and vegetables. an ancient theatre near the city centre. word order of the sentences containing
Also / Besides sightseeing, the city centre
adverbs/adverbial phrases of addition.
2
a
3 However, you won’t be able to do all your shopping and is the place to go shopping. You’ll find all
sightseeing if you don’t eat! Cambridge offers a wide choice of the latest fashions 3 as well as / too local
ngs
cafés and restaurants. You’ll find some of the best restaurants products like our famous cheese.
Answers ➞ student page
here. You’ll also find lots of very good value restaurants 4
In addition to / Also the shops in the
much. where you can have a tasty meal without spending a lot. centre, there is an outdoor market by
the river every Saturday where you can 5 Choose the correct words to complete
& find old books and antiques. If you go
there, don’t forget to have a glass of fresh the brochure.
lemonade, 5 besides / too. It’s the best,
and it’s from the local lemon trees! • The class describes the photo. They guess
what country the town is in. (Accept all
Your turn logical suggestions.)
6 In groups, write a short guide to
• They read the text and circle the words/
your town or city. Use Exercises phrases.
4 and 5 to help.

Punting on
What should a visitor to your town do?
Write about these topics. Use adverbs
Answers ➞ student page
the River Cam
and adverbial phrases of addition.
• Student A: Culture and fun 6 In groups, write a short guide to your town
• Student B: Shopping
Writing tip • Student C: Eating and drinking or city. Use Exercises 4 and 5 to help.
Adverbs and adverbial phrases of addition
When you want to add more to what you’ve already said, you There are lots of things to do in our town.
• Groups of three decide what to include in
can use an adverb or adverbial phrase of addition. You can visit … and … . There’s also … . each paragraph.
Besides sightseeing, the city centre is … .
Look at the text in Exercise 4 and circle these adverbs/ • They decide who is going to write which
adverbial phrases.
also as well as besides in addition to too
paragraph.
> Now turn to page 85 in the Activity Book.
• They each use a computer to write and find a
83
photo. Remind them to use adverbs/adverbial
phrases of addition. Move round the class
prompting and checking.
English today • Students collate their work and check it
• Draw students’ attention to the English today together.
box.
• Have them repeat each expression after you in Fastfi nishers: They help slower writers in their
chorus, paying attention to intonation. group.
• Students find and underline the expressions/
similar expressions in the dialogues in Exercises
1 and 2. Ending the lesson
3 A: Imagine you’re visiting a town for the first Different students read a sentence from their
time. Ask B and C to recommend: […] guide containing an adverb or adverbial phrase
Use Exercise 2 to help you write a dialogue. of addition. Invite the class to comment on the
Then act it out. content and to help correct if necessary.
• Groups of three choose a town they all know.
• Students write a dialogue together, using the Learning difficulties
ideas provided. If you have students with dyslexia, help them
• They act it out, changing roles twice. with Exercise 6. Write one or two of the
paragraphs with the whole class on the board.
4 Read the guide to Cambridge and match the Different students write a sentence each. They
headings (a–c) with the paragraphs (1–3). copy and write the other paragraph(s) in pairs.
• The class describes the photo. Point out the
college(s) in the background. (See Culture Photocopiable Resource 7D. You can use this
notes.) Use the photo to check row and hire. resource any time after Exercise 3.
• Students tell you what, if anything, they know
about Cambridge.
• They read the heading, text and do the
matching exercise.

Answers ➞ student page

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 E Culture today

Unit 7, E The British and their love of animals

The British love animals. Pets in Britain millions
Newla nguage More than 50 percent of 1 2 3 4 5 6 7 8 9 10
British families have pets. Fish 40 million
New words: budgie (budgerigar), cage, They have eight million Dogs
cats, one million birds, like
(animal) care, law, naturalist, nature, observe, budgies or parrots, and
Cats
Reptiles
rare, reptile forty million fish. The most Rabbits
popular fish are goldfish Birds
Preparation:Exer cise 6: Book a computer and tropical fish. They also Guinea pigs
room. keep small farm animals Hamsters
and snakes and other Chickens, etc.
reptiles as well. But it Frogs/Toads
doesn’t end there … Horses/Ponies
Culture
Sir David Attenborough was born in 1926. He is Nature programmes
a famous British naturalist and TV presenter of The British enjoy watching nature programmes,
too. They especially love the British naturalist
well-known nature and wildlife series, from Life David Attenborough. He’s one of the best-known
presenters of nature documentaries on TV. Not
on Earth (1979) to Life in Cold Blood (2007). many people have visited as many places or
observed as many wild animals as he has. He has
travelled to some of the coldest, hottest, wettest

Warm-up and wildest places on the planet. His amazing

documentaries have taught people a lot about rare
and wild animals on TV.
• Roleplay. Students work in groups of three. FACT: In the UK, 40 percent of people watch
Student A imagines he/she is a tourist in your nature programmes every week.

town. Students B and C are assistants in the

Volunteering
tourist information centre. They recommend I’m sixteen now so I’m volunteering at an animal
places to go, eat and other things to do. rescue centre. It’s brilliant. I have to work harder
than my friends in other part-time jobs but I’m
learning so much about animal care. I help to feed
the animals and clean out the cages. Yesterday I
Lead-in had to feed a baby monkey with a tiny spoon. I’ve
never done anything as exciting as that before!
• (Books closed) Students tell you what pets Sally, 16

they’ve got. FACT: The UK was the first country to make

• Check toad and pony, e.g. say A kind of big a law to protect animals.

frog is a … (elicit/say) toad. A small horse is a

New words
… (elicit/say) pony. budgie (budgerigar) cage (animal) care law
• Check million. Write 1,000,000 on the board naturalist nature observe rare reptile

and elicit/say the number. 84

• (Books open) Students read the title. Draw

their attention to the chart and photos. Ask
What does the chart show? (How many pet
fish, dogs, etc. people in Britain have.) They Answers
describe the photos to you. They predict 2 fish 3 horses, ponies 4 nature programmes
where the cats are. 5 every week 6 sixteen 7 first
3
1 Listen and read. Who is David
11
Attenborough? Suggestion: Give students time to find and
underline the new words. Check a weak class
• Draw students’ attention to New words.
understands them, e.g. ask them to point out
Remind them they should use the context and
the cage in the bottom photo. Invite a student to
photos to help them understand.
translate law.
• Play the recording. Students listen and follow
the text.
• Check students’ predictions and the answer. Go to the Culture video for this lesson.
(The cats are in an animal rescue centre.) (See Introduction page v.)
• Play the video to 00:13. Students say where the
Answer girl is. (The Cotswold Wildlife Park)
David Attenborough is a British naturalist and • Play the video with no sound to 2:00. Students
TV presenter of nature documentaries. watch and name the animals they can see.
Check as you go.
2 Read again and complete the fact file. • Write these questions on the board. Students
• Students quickly read the fact file. Check read.
rights, e.g. ask for/give a translation. 1 Ostriches can run at about ____ kilometres
• They read the text again, underlining the an hour.
relevant parts, and complete. 2 Meekats are the ___________ animals in the
• Check answers. world.
3 Giraffes’ necks can be ___ metres long.
4 Rhinos can weigh up to ___ kg.
5 Penguins and ostriches can’t ________.

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 The British and animals 7
Reading Speaking
• They tell the class.
s 1 3
11 Listen and read. Who is David
Attenborough?
4 Ask and answer about animals in your
country.
1 A: What pet do you have or would you like to have? 4 Ask and answer about animals in your
Comprehension B: I haven’t got a pet but I’d like to have a dog.
A: Why?
country.
n 2 Read again and complete the fact file.
B: Because there are lots of parks near my house. • Students read the questions.
You can walk a dog in the park and dogs are fun.
Quick facts 1 What pet do you have or would you like to have? • A confident pair reads the example.
• At least 1 50 percent of British families have a pet. 2 Do you enjoy watching nature programmes? What
programmes have you seen?
• Pairs take it in turns to read each question
• The most popular pets are 2 .
• The least popular pets are 3 . 3 What zoos or wildlife parks have you visited? aloud. They tell each other their ideas. Move
• British people really love watching 4
TV. Many people watch them 5 .
on Which was your favourite?
4 Which wild animal do you think is the most
round the class prompting, correcting and
• From the age of 6 British teenagers can interesting/the least interesting? Why? encouraging.
volunteer in animal rescue centres.
• The UK was the 7 country to fight for Project: An amazing animal
animal rights.
5 Read about the polar bear. Suggestion: Ask different students to tell
Listening Which fact is the most
interesting to you?
the class how their ideas are similar to and
3 3
12 Listen and answer True (T) or False (F). different from their partner’s.
An amazing animal:
the polar bear
The polar bear is the largest
bear in the world. Some males
can be three metres tall and Tip: A whole class focus after a closed pair
can weigh as much as 700 kilos. speaking activity is a good way of concluding
They live mostly in the Arctic,
Termite where the temperature can go down to -45 degrees. the exercise as it helps re-focus students.
Polar bears keep warm because they have thick fur, small
ears and short tails. They eat seals and fish. They find
Beaver
food easily because they can smell a seal under the ice 5 Read about the polar bear. Which fact is the
from many kilometres away. Unfortunately, there aren’t
many polar bears left – only about 22,000 in the world. most interesting to you?
1 Brooke has already seen the documentary Animal
House. F Interesting fact: Polar bear fur isn’t white. It doesn’t have • Ask the class to describe the photo of the
2 Brooke enjoyed the programme Frozen Planet. T any colour! The white colour comes from snow and light.
3 Animal House is a programme about people’s
polar bear. They tell you what they know
homes. F 6 Write about a wild animal. Find a photo and about them. With a weak class, check seal,
4 A termite home is like a skyscraper. T
5 Animal House is on TV every day. F
include at least one interesting fact. e.g. draw one on the board.
6 Beavers have teeth that grow very fast. T
The elephant: the largest land animal • Students silently read the text. Point out there
Think about it
Elephants are the largest land animals in the is no correct answer as we all have different
world. Their trunks can be up to two metres
A pet can make people happier, healthier, fitter long and can weigh as much as 140 kilos. opinions. Then they underline their answer
and less stressed. Do you agree? Interesting fact: An elephant uses its trunk and tell a partner.
like a snorkel to help it swim underwater.
85
6 Write about a wild animal. Find a photo and
include at least one interesting fact.
• Play the video with sound. Students watch and • Find out what students know about
shout ‘STOP’! when they hear an answer. Check. elephants. Teach trunk (mime) and snorkel
(draw one on the board).
Answers • Invite one or two students to read the text.
Animals from 00:13 to 2:00: lemurs, ostriches, • Students choose a wild animal. They use the
a tortoise, meerkats, zebras, giraffes, rhinos, Internet to find out about it and to find a
penguins photo.
1 70 2 funniest 3 two 4 3,500 5 fly • They use a computer to write.

Ending the lesson

3
3 12 Listen and answer True( T) or False( F). (Books closed) Brainstorm unusual pets, e.g.
• Use the photos to teach beaver and termite. snakes and pigs! Students tell you why they think
• Students read the questions. people want unusual/dangerous pets. Discuss any
• Play the recording. Students listen and answer. possible advantages and disadvantages these
• Play the recording again, pausing to check types of pets may have.
answers.
Learning difficulties
Answers ➞ student page
In ‘Think about it’, pair students with learning
AUDIOSCRIPT PAGE 108 difficulties with a strong partner. Allocate them
a pet you think the students with learning
Think about it difficulties will be especially interested in. This
A pet can make people happier, healthier, fitter will encourage them to contribute, which will
and less stressed. Do you agree? be a confidence-booster.
• Allocate pairs one of the pets from the chart
in Exercise 1. They think of ways in which their
pet can and might not make owners happier,
healthier, fitter and less stressed.

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 F Revision
1 Match the sentences (1–4) with the pictures 3 Look at the table. Compare the adventure parks.

Unit 7, F Revision (A–D).

1 Can you speak more loudly, please? C
2 Can’t you walk faster? We’re late! D
1 A: Aqua World is as expensive as Escape Land.
B: Heaton Towers is less expensive than Aqua World.
C: Heaton Towers is the least expensive of the three.
3 Please play your music more quietly. I’ve got a terrible 1 Tickets: expensive
headache. B
Language revised 4 I’m busy right now. Can you call back later? A
2
3
Rides: exciting
Visitors: popular
Grammar: Comparative and superlative of 4 Restaurants: good

adverbs; Comparatives – (not) as … as, less Aqua Heaton Escape

World Towers Land
… than; Superlative – the least; Quantifiers – 1 Day ticket £25 £20 £25
countable nouns, uncountable nouns 2 Rides ***** ***** **
3 Visitors 2.2 million 2.2 million 800,000
Vocabulary: Adverbs, Buildings and parts of per year per year per year
4 Restaurants **** ** ****
buildings, Wild animals
A B
Functions: Speaking: Ask for and give
recommendations; Writing: A guide to my
town
Pronunciation: the schwa /ə/
Preparation:W arm-up: Bring a photo of three
wild animals you know your class will find C D

interesting.
2 Match the descriptions (1–9) with the words
(a–i).
4 Which animal am I? Match the words in the box
Warm-up 1 A lot of people have their homes in this building. b
2 The Gherkin has thirty-eight of these. f
with the sentences.

• Show the class a photo you’ve brought. Pairs 3 a very tall building g camel cheetah giraffe lemur lion
4 You look out of a room through this. e monkey penguin rhino tiger zebra
brainstorm any words they associate with 5 You walk into a room through this. c
1 I run the fastest. I’m from the cat family. cheetah
the animal. Invite different students to tell 6 People usually work here. h
7 These are usually inside a building. You have to climb 2 I’ve got black and white stripes. zebra
the class their ideas. Show students your next them to get higher. d 3 I like to swim and I eat a lot of fish, too. penguin
4 I use my long arms to move from tree to tree. monkey
photo and continue. 8 This is above your head in a room. i
9 This stops the rain coming into a building. a 5 I’m not a monkey but I live in the trees, too. I come 1
out at night. lemur
a a roof d stairs g a skyscraper
Lead-in b a block of flats e a window h an office
6
7
I have a big horn on my nose. rhino
I have humps on my back. camel
c a door f floors i a ceiling
• (Books closed) Quiz! Divide the class into 8 I’m from the cat family, too. I’m the only cat with a
mane. lion
two teams. Teams take it in turns to answer 9 I’m very tall and I’ve got a long neck. I eat the leaves
from trees. giraffe
questions using language from the unit. Possible 10 I’m also from the cat family. I’ve got stripes. tiger
questions: 1) Who runs the slowest, Dylan, 86
Tara or Tom? (Tom) 2) Say You’re speaking too
loudly! (Sorry, I’ll speak more quietly.) 3) Spell
‘skyscraper’. 4) Recommend a restaurant to me.
3 Look at the table. Compare the adventure
1 Match the sentences (1–4) with the pictures parks.
(A–D). • The class describes the picture. Students tell you
• Students describe each picture to you and say about any adventure parks they’ve been to.
what’s happening. • They read prompts 1–4 and the information in
• Pairs read the sentences and do the matching the table.
exercise. • A confident pair reads the example.
• Open or closed pairs take turns to make
Answers ➞ student page sentences using comparative forms.

2 Match the descriptions (1–9) with the Answers

words (a–i).
2 Aqua World is as exciting as Heaton Towers.
• Students read the descriptions and words. Escape Land is less exciting than Aqua World/
• Pairs do the matching exercise. Heaton Towers. Escape Land is the least exciting.
Answers ➞ student page 3 Aqua World is as popular as Heaton Towers.
Escape Land is less popular than Aqua World/
Heaton Towers. Escape land is the least popular.
Fastfi nishers: They think of another building-
related word and write a similar definition. 4 The restaurants in Aqua World are as good as
the restaurants in Escape Land. The restaurants in
Heaton Towers are not as good as the restaurants
Suggestions: You could do this as a race. The in Aqua World/Escape Land. The restaurants in
pair that finishes first wins! Heaton Towers are the least good/worst.
Alternatively, turn this into a game. (Books
closed) Divide the class into two teams. Read
each team in turn a definition for them to
guess. To help a weak class, write options a–i
on the board.

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 5 Complete the text with the words in the box. 7 Choose the correct words.
7
There are lots of interesting things
few little a lot of lots many much to do in London.
1
Besides / Also visiting the famous sights,
one too museums and galleries, the world famou
you can visit
s London Zoo • Pairs act out the dialogue. They change roles
or the London Aquarium.

myblog
and do it again!
sign up log in

I know you’re a great footballer but there are lots of

We visited Aqua World last weekend. The other sports you can try 2 also / as well as football. 7 Choose the correct words.
tickets were expensive (there were four of us)
There’s a big choice of cafés and restaurants in our
but they were good value because we had
area. They serve British food but you can in addition
3 • Students quickly read the different texts and
1
lots of fun! My little brother couldn’t
to / also find lots of Chinese and Indian restaurants.
go on a 2 few of the rides because he choose.
wasn’t old enough but I went everywhere. Can I have a chicken salad and a ham
There were 3 one or two rides I didn’t sandwich,
too / besides?
Answers ➞ student page
4

like but the others were brilliant! I liked the

‘Space Rocket’ the most. The good thing was
that there weren’t 4 many people in the
Pronunciation: the schwa /Ə/ 3
queue so I went twice!
8 13 Listen and repeat.
We had lunch at one of the restaurants but 3
8 Listen and repeat.
there wasn’t 5 much choice on their menu:
they only had sandwiches and burgers. In
13
Look at my beautiful castle, • Play the recording. Students listen and repeat
the end, we sat on the grass and had a picnic It’s bigger and better than yours. the rhyme in chorus.
because there were 6 too many people It took me over an hour to make
in the restaurant and we couldn’t find a But at least it’s got windows and doors! • Tell them the schwa is the most common
table. I wasn’t very hungry so I just had a
7 little bread and a packet of crisps.
sound in English. It’s important to recognise
However, I took 8 a lot of photos as you can 9 3
14 Listen and circle the /Ə/ sound. it to help them understand. If they use it
see! I hope we can go again soon!
1 Their garden looks prettier than ours. properly they’ll sound more natural.
2 My kitchen isn’t as big as yours.
3 I can run faster than my father.
6 Put the dialogue in the correct order. Then act
4 Tina has a better answer for the second question. Play the Pronunciation video for this
it out.
4 Tara: You could try ‘Brown’s’. It’s round the corner. My progress
lesson. Play it again and have students say the
x
8 Man: Well, thank you very much. You’ve been very rhyme along with the video.
helpful. I think I’ll try ‘Shop One’. It sounds 10 Read and tick (✓).
really good.
3 Man: I can:
I’m looking for somewhere to buy a shirt. Can
you recommend a shop? say how people do things. Suggestion: Pairs practise saying the rhyme to
6 Tara: But ‘Brown’s’ is much better value. The prices She speaks very loudly.
compare how people do things.
each other. Encourage them not to look!
are really low!
2 Tom: Yes, we do. Can we help you? Dylan paints more slowly than Tom.
5 Tom: I think you’ll like ‘Shop One’ better. It’s a bit compare buildings.
3
ey
1 Man:
further away from here but it’s very good. This flat is less expensive than that one. 9 14 Listen and circle the /ə/s ound.
Excuse me do you live around here? talk about wild animals.
7 Tom: Yes, but there isn’t much choice. They’ve got We saw one or two rhinos. • Students read the sentences.
very few styles! There’s lots of choice at ’Shop
One’.
talk about quantities.
Tara had a little bread in her hand.
• Play the recording. They listen and circle.
ask for and give recommendations. • Play the recording again, pausing to check
s You could try ‘Burger Stop’.
answers.
> Turn to Unit 7 Check in the Activity Book on page 86.
Answers ➞ student page
87

10 Read and tick (✓).

• (Books closed) Ask the class what they’ve
4 Which animal am I? Match the words in the
learned in Unit 7. Ask them to remind you
box with the sentences.
why it’s important to think about this (e.g. so
• Students read the words in the box and the they know what they’re good at or need to
definitions. work harder at).
• Pairs do the matching exercise. • (Books open) Tell students the table will help
them think. Give them time to look at the
Answers ➞ student page
examples individually, reflect and tick.
• Ask the class about each point in turn. Ask
Suggestion: Stretch a strong class. (Books closed) them to give examples to you or a partner.
Read out the definitions one at a time for
students to guess. Don’t give them animals to
Learning difficulties
choose from.
Help students with dyslexia by drilling. (Books
closed) After the recording, students repeat
5 Complete the text with the words in the box. the rhyme in Exercise 8 two or three times
• Tell students the text is about Aqua World. in chorus before they read. This will help
They quickly read it and tell you if the writer them focus on the rhythm and pronunciation
wants to go back. (Yes.) without worrying about reading.
• They read it again and complete.
Tests on Teacher’s eText for IWB (see
Answers ➞ student page Introduction page vi).
You can now use Unit Test 7.
6 Put the dialogue in the correct order. Then After grading the test, you can allocate an
act it out. Extension Test or a remedial Revision worksheet
• Pairs read and order. to stronger and weaker students.

Answers ➞ student page

87

M07_TODA_TB_L03GLB_1143_U07.indd 87 05/03/2014 15:26