FIVE SENSES

UNIT

IN THE PICTURE Talk about how we use our senses 50–51

READING Use pictures to help you understand 52
GRAMMAR Passives (past, present and future) Use the past, present and future passives to talk about senses 53
LISTENING AND VOCABULARY Follow a conversation 54
GRAMMAR (In order) to … , so (that) … Talk about the purpose of doing things 55
LANGUAGE & BEYOND Recognise non-verbal communication 56
SPEAKING Ask for help with words at the chemist’s 57
WRITING Link similar ideas in a description 58

IN THE PICTURE Can you feel it?

Talk about how we use our senses Pages 50–51

STAGE TIME FOCUS

Play Snowman to introduce the title of the unit and recycle pronouncing the letters of the
GET STARTED
alphabet.

Recycle parts of the body. Associate sense verbs and nouns with each of the five senses.
WORK WITH WORDS Listen to sentences to say which sense is being described. Practise saying consonant
combinations. Watch a video and describe the scene using the sense verbs.

SPEAK Write about things you love or hate and describe them to your partner.

Get started ANSWERS / AUDIO SCRIPT 2.01

Books closed. Play a game of Snowman (see Games page 33) 1 sight 2 hearing 3 touch 4 smell 5 taste
to introduce the title of the unit: Five Senses.
3a
WORK WITH WORDS ■ Ask students to match the verbs in the box to the five
1a and 1b RECALL senses in the table in Exercise 2a. Don’t confirm the
■ Divide the class into pairs. Allow three minutes to do both answers at this point.
tasks. 3b
■ First ask students to write the names of parts of the body ■ Elicit which of the sense words in Exercise 2a can also
for as many letters of the alphabet as they can. be verbs.
■ Then ask students which words they can match to the five
icons in Exercise 2a. ANSWERS
■ Stop them after three minutes and choose different touch, smell, taste
students to say their answers.
■ Ask students to do the Work with Words task on page 134.
3c 2.02
SUGGESTED ANSWERS ■ Play the track for students to listen and check their
Exercise 1a answers to Exercise 3a.
ankle arm back chest ear eye elbow finger
■ Play the track again for students to listen and repeat.
foot hand knee leg mouth neck nose shoulder
teeth throat thumb toe tongue ANSWERS / AUDIO SCRIPT 2.02
Exercise 1b 1 sight – look, see, watch 2 hearing – hear, listen, sound
1 eye 2 ear 3 hand, finger, thumb 4 nose 3 touch – feel, touch 4 smell – smell 5 taste – taste
5 mouth, teeth, tongue
Extra activity
2a Ask students to write their own example sentence for each
■ Refer students to the names of the five senses in the box of the verbs: hear, listen,
listen, look
look, see and watch,
watch eg: I heard a
and ask them to write them next to the correct icons. noise outside my bedroom. What kind of music do you listen
to? (See Tips for help with these verbs page 29)
2b 2.01
■ Play the track for students to listen and check. Extra activity
■ Play the track again for students to listen and repeat. Ask students to add vocabulary relating to the senses to
the table in Exercise 2a, eg in column 4 Smell,, they could
write odour, fragrance, perfume, scent,, etc. Under Sight,
Sight
they could write vision, appearance, stare,
stare etc.

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 FIVE SENSES

4 2.03 6b
■ Refer students to the photos and explain that they will hear
■ Point out that the letters in blue are all groups of
10 sentences and should match each of them to one of consonants pronounced together. Ask students if they find
the photos. any of these consonant combinations difficult.
■ Play the track for students to listen and match. Point out
■ Encourage them to practise saying the consonants slowly
that some of the photos will be matched with several in pairs, focusing on any that they find particularly difficult.
sentences. 7 THE MOVING PICTURE
■ Explain to the students they are going to watch a video and
ANSWERS / AUDIO SCRIPT 2.03 they should imagine they are in each scene.
1 a 2 e 3 c 4 d 5 b 6 a 7 c 8 a ■ Ask students to say something using the sense verbs.
9 a 10 d
8
1 I can’t hear anything apart from amazing music. ■ Elicit the five senses from the class. Then elicit the sense
2 A: What do you think of this one? verbs they have been practising. Remind students that
B: Wow! That smells fantastic. some sense verbs can also be nouns.
3 It’s so hot here and that water looks so cool. ■ Ask students to choose the correct option to complete
4 It’s so good not wearing shoes. The grass feels so soft under each of the sentences.
my feet. ■ Nominate different students to read out their answers.
5 I like Mexican food. This tastes really good.
6 There’s so much to see in the city. It’s huge. ANSWERS
7 I love watching the sea. It’s so blue under the sky.
8 There’s so much traffic. Everything sounds so noisy here. 1 smell 2 sound 3 taste 4 look
9 I like listening to music while I walk. It’s relaxing.
10 Sometimes I lie on the grass and imagine I can touch the clouds in SPEAK
the sky.
9
5 2.04
■ Give students a minute to reflect and write the names of
things they love or hate to complete the sentences.
■ Ask students to use the verbs in Exercise 3 to complete ■ Divide the class into pairs to read their sentences to each
the sentences.
other. Encourage them to say if they feel the same way.
■ Play the track for students to listen and check. ■ Invite some students to say one interesting thing about
their partner in open class.
ANSWERS / AUDIO SCRIPT 2.04
1 feels 2 sounds 3 smells 4 see 5 looks 6 tastes Extra activity
7 hear 8 touch 9 watching 10 listening Ask students to write another sentence to explain the
See Student’s Book page 50 for audio script. reason why they love or hate the things in Exercise 9.
Refer them to the sentences in Exercise 5 to help as a
model for their answers.
Extra activity
Play a memory game in groups. Model the activity with GO BEYOND
the class first. Ask the first student to say a phrase with
Ask students to do the Go Beyond task on page 134.
one of the sense verbs, eg I see the blue sea.. The next
student must repeat what the first student said, She sees
the blue sea and add another phrase, such as I hear the Homework
waves. The third student must repeat what the first two
students have said, eg She sees the sea. He hears the Ask students to find a picture of a city or a landscape in
waves, and add another one, such as I look at the sky. If a a magazine or on the internet. Encourage them to write a
student forgets a phrase he/she is out of the game. The description of the scene using as many sense verbs and
last student to remember all phrases correctly is nouns as they can in their answer.
the winner.
6a 2.05 PRONOUNCE
■ Play the track for students to listen to the words, paying
particular attention to the consonants in blue.
■ Play the track again for students to listen and repeat.

AUDIO SCRIPT 2.05

See Student’s Book page 51 for audio script.

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 READING Fragrance fact file
Use pictures to help you understand Page 52

STAGE TIME FOCUS

GET STARTED Discuss personal experiences and recycle vocabulary related to the five senses.

Name perfumes and fragrances and talk about products that use fragrances. Read a text on
SPEAK AND READ
facts about fragrances. Discuss tips on how to use pictures to help you understand a text.

Discuss surprising facts about fragrances and if they should be banned in some
REACT
public places.

Get started ANSWERS

Elicit the names of the five senses. Ask students which 1 I (The very first perfume was incense made from burning wood or
senses they think are the most and least important and ask plants.)
them to explain their reasons in a brief class discussion. 2 C
Write these questions on the board and ask students to write 3 I (The world’s first perfume maker was a woman called Tapputi. She
one more question for each of the senses. lived in Mesopotamia.)
4 I (The first unisex fragrance appeared in 1994.)
Sight: What’s your favourite colour? 5 I (More than 4,000 ingredients are used in the fragrance industry.)
Taste: What food didn’t you like when you were young, but 6 C
do now?
Smell: Can you remember a smell that takes you back to 4
your childhood? ■ Ask students which tips in the HOW TO box they used to
help them in Exercises 2b and 3.
Touch: What don’t you like to touch?
Fast finishers
Hearing: What sounds don’t you like?
Ask students to find words in the text to match these
Divide the class into pairs to discuss these questions and definitions: a scientist who studies chemistry (chemist);
take turns to ask and answer their own questions. Nominate something often burnt at religious ceremonies (incense);
different students to share their answers with the class. something we use to make a room smell nice (air
freshener); affected by an allergy (allergic); to say officially
SPEAK AND READ that you must not do something (banned).
1
■ Ask students to brainstorm things that smell nice. Elicit REACT
answers in open class, eg a rose, perfume, freshly-cut
grass, Mum’s cooking! 5
■ Divide the class into pairs to answer the questions. Set a ■ Divide the class into pairs to discuss the questions.
time limit of two minutes. ■ Invite different students to share and explain their point of
■ Invite different students to share their ideas with the class. view. Try to develop a class discussion.

2a Recorded reading text 2.06

■ Ask students to discuss why it is useful to look at pictures The reading text is recorded as an extra audio track which
and text titles before you read a text. can be exploited for various purposes.
■ Refer students to the tips in the HOW TO box to see if they
thought of the same tips. Invite volunteers to read the tips In this lesson, use the audio for checking Exercise 3. Stop
out loud. the track at each point to ask if the answer is correct or
incorrect. Where it is incorrect, elicit the correct answer.
2b
■ Before students start to read, ask them to look at the text GO BEYOND
and pictures quickly in order to answer the questions. Elicit what a caption is. Then refer students to the explanation
■ Ask students to discuss their answers in pairs before you given. Focus students on the pictures in the text and ask them
elicit and check them in open class. to write captions using information from the text.
3 2.06
■ Ask students to read the text to decide if each sentence is Homework
correct or incorrect. Don’t play the audio at this point. Ideas
for using the audio are given at the end of the lesson. Ask students to write a list of smells they associate with
■ Ask students to correct the incorrect sentences. living in a flat or a house (cooking, pets, laundry, rubbish,
■ Encourage students to compare their answers in pairs etc) and say which smells are pleasant or unpleasant.
before you check them in open class.

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 FIVE SENSES

GRAMMAR Passives (past, present and future)

Use the past, present and future passives to talk about senses Page 53

STAGE TIME FOCUS

Play a game to recycle vocabulary related to the five senses and pre-teach key words for
GET STARTED
this lesson.

READ Read a text about a girl’s breakfast and discuss the effect of a cold on your taste buds.

STUDY Use the text to complete the grammar explanations about past, present and future passives.

Complete a news story and sentences with the correct passive form of the verbs. Rewrite
PRACTISE
sentences using the passive form.

Compare information about food consumption in your country and discuss how people will
SPEAK
eat food in the future.

Get started STUDY

Play a game of Double your Bet. Ask students to work in pairs 2
to decide if the statements below are true or false. Explain ■ Focus students on the grammar explanations and ask them
that each pair has 100 points to bet on true statements. They to complete the information with words from Exercise 1.
can distribute their points as they like, but they must spend all ■ Go through the explanations with the class, nominating
their points and note down how they have spent them. Explain students to give their answers and read out example
that true statements double the points they bet. However, if sentences from Exercise 1 for each of the
they get it wrong, they lose twice the points they have bet. grammar explanations.
When they have finished betting, tell students which of the
statements are true and ask them to total up the bets to see ANSWERS
who won the game. past participles: sent, given/received future: will/won’t
Statements:
The idea of there being five senses was conceived by Homer, Extra activity
the Greek philosopher. (False – it was Aristotle.) Students may need more controlled practice with the
Ten thousand taste buds can be found inside our mouths. (True) passive form before doing Exercise 3. Ask students to
find examples of past, present and future passives in the
Fish have the most highly developed sense of taste. (False – text and write them in their notebooks. Drill the positive,
insects do.) negative and question form for each example.
In general, girls have more taste buds than boys. (True) Then ask students to change the sentences to the active
Taste is the weakest of the five senses. (True) form, eg The brain sent visual messages,
messages etc.
Dogs have noses that are up to 100 times more sensitive than
ANSWERS
ours. (False – it is thought that dogs’ noses are 2,000–100
million times more sensitive than ours.) Past passive
Visual messages were / weren’t sent to her brain / Were visual
People who suffer from anosmia cannot smell at all. (True) messages sent to her brain?
People who have hyperosmia are very sensitive to taste. (False When all the messages were /weren’t received by the brain / Were
– they are very sensitive to smells.) all the messages received by the brain?
She was / wasn’t given the OK / Was she given the OK?
In the US, there is a National Sense of Smell Day in April. (True)
Present passive
There are four basic kinds of taste. (True – sweet, salty, sour Some cells which are / aren’t found in the nose / Are some cells
and bitter) found in the nose?
The taste buds are / aren’t located on the tongue / Are the taste
READ Grammar in context buds located on the tongue?
1 Future passive
■ Refer students to the picture and ask them to describe She’ll / won’t be given eggs again / Will she be given eggs again?
what is happening (a teenage girl is about to eat an egg She’ll / won’t be given the OK by her brain / Will she be given the
on toast). Elicit if students had a similar breakfast this OK by her brain?
morning.
■ Invite students to read the text about Molly’s breakfast and PRACTISE
answer the question at the end of the text.
3
ANSWER ■ Focus students on the news story and ask them to
When you have a cold, your nose is blocked and you can’t smell the complete the text with the future passive form of the verbs
food. Without your sense of smell, the food tastes different. in brackets. Before they start, point out the example.
■ Encourage students to compare their answers in pairs
before you ask for a volunteer to read out the completed
news story.

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 ■ Invite students to say if they would like to go to the new – Make the object of the active sentence the subject of
fast-food restaurant Sixth Sense and to say why or why not. the passive sentence.
– Form the passive using the correct tense of the verb to
ANSWERS be and change the active verb to its past participle.
2 won’t be allowed 3 will be served 4 will be given – Make the subject of the active sentence the object
5 Will people be told 6 won’t be shown of the passive sentence (although the subject can
sometimes be omitted because it is unnecessary).
4
■ Ask students to complete the sentences with the correct Fast finishers
passive form of the verbs in brackets. Before they start, Ask fast finishers to look at the text on page 52 and find
draw students’ attention to the example. as many examples as they can of passive sentences.
■ Encourage students to compare their answers in pairs
before you nominate different students to read out SPEAK
their answers.
6
ANSWERS ■ Divide the class into pairs to compare the information given
2 were chosen 3 are sold 4 are often rejected in Exercises 4 and 5 with the situation in their own country.
5 will be left 6 is grown; will be lost
■ Invite students to discuss how they think people will eat
in the future. Encourage them to try to include the passive
form in their discussion.
5 ■ Nominate different students to explain their opinions and
■ Focus students on the first sentence and the example try to develop a class discussion to close the activity.
answer and go through the transformation with the class.
■ Ask students to rewrite the remaining sentences using the
passive form of the verbs in blue. Homework

ANSWERS Ask students to write three breakfast menus: a healthy

breakfast, an unhealthy breakfast and a breakfast that
2 A product is often chosen because of the photo on the packaging.
will be eaten in the future. Encourage the students to
3 However, when the food is prepared, it can look very different.
read out their menus to their partner at the start of the
4 A lot of complaints are received by companies each year.
next class and discuss who has invented the healthiest,
unhealthiest and most futuristic breakfast.
Alternative procedure: less confident classes
If students are still unsure about how to change an active
sentence to passive, explain that they should follow
these steps:

LISTENING AND VOCABULARY The power of colour

Follow a conversation Page 54

STAGE TIME FOCUS

GET STARTED Recycle vocabulary related to colours to introduce the theme of the lesson.

Talk about words you associate with different colours. Read about and practise tips on how
SPEAK AND LISTEN to recognise words and phrases that develop ideas. Listen to an interview about the National
Colour Wheel and find out how culture affects your choice of colour.

REACT Discuss which colour reflects the way you are feeling now and your favourite colour.

Find out the meaning of colour idioms and expressions. Discuss experiences related to
WORK WITH WORDS
colour idioms and expressions.

Get started
■ Invite students to compare their ideas in pairs before you
discuss the colour associations in open class.
Write the following list on the board: A suit for an interview, A
mobile phone, Chocolate, The building we are in, Nail polish, A Fast finishers
motorbike, The walls in your bedroom, A sports car. Ask students to categorise the colours as ‘hot’ (orange,
red, yellow …) or ‘cold’ (blue, grey, green, silver …).
Divide the class into pairs to discuss which colour is the best
for each item on the list.
1b
Invite different students to come up and write the colours they ■ Focus students on the colour wheel and ask them to find
have talked about on the board. In open class, discuss why the colours given in the box that are on the wheel.
students chose the same, similar or different colours. ■ Ask them to work with a partner and take it in turns to
point to a colour.
SPEAK AND LISTEN
2a
1a ■ Ask students to read the tips in the HOW TO box. Invite a
■ Ask students to think of what they associate with each volunteer to read them out loud.
colour in the box and write the first word they think of.

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 FIVE SENSES

2b 2.07
■ When they have finished, do a quick class survey to see if
most students said the same colours.
■ Tell students that they are going to listen to an interview
with Amy Shore about the National Colour Wheel. Before WORK WITH WORDS
they listen, ask them to read the list of topics.
■ Play the track for students to listen and number the topics 6
in the order they are mentioned. ■ Refer students to the list of idioms and phrases and ask
them to match them to the definitions.
ANSWERS / AUDIO SCRIPT 2.07
a3 b4 c2 d1 ANSWERS
1 d 2 c 3 f 4 g 5 h 6 i 7 j 8 b 9 e
Presenter: So, Amy, tell us about the National Colour Wheel.
10 a
Amy: Well, basically, we’re asking people to visit our website at
www.nationalcolourwheel.co.uk so that they can take part
in our national colour wheel survey. Extra activity
Presenter: What do people have to do to take part? Read out these sentences for students to complete with
Amy: It’s very simple. They just have to look at our colour wheel one of the phrases from Exercise 6.
and choose the colour that represents the way they feel
and then choose their favourite colour. 1 I couldn’t see anything in the Sixth Sense restaurant. It
was .
Presenter: So what’s the purpose of the survey?
Amy: Well, we’re doing the survey in order to make people 2 I spent too much at the weekend and now I’m
think about the importance of colour in their lives and to .
discover the nation’s favourite colour. The thing is, our lives 3 Do you feel all right? You look .
are full of colours, from the colours of the clothes we wear 4 I find the colour grey depressing. It makes me
to the colours of our walls at home. But how much do we .
really know about what those colours mean?
5 We’re waiting to to go on a trip at the end
Presenter: I imagine you’d get different results in different countries.
of term.
I was reading on your website about how colours mean
different things in different cultures. 6 I don’t usually eat vegetables, maybe .
Amy: That’s right. These days, we often assume that everyone on 7 The loud music started and woke me up.
the planet is exactly the same. But the way we all relate 8 The results of the survey weren’t .
to colours shows how different we are. For example, in the
9 When I don’t want to hurt people’s feelings, I
West, we associate the colour white with peace, while in
sometimes .
China it means death. We associate the colour green with
nature and the environment, while in some parts of the 10 It upsets me when people waste food. It makes
world, especially countries with jungles, it means danger. me .
Presenter: Although I associate green with Ireland, but that’s
probably because I’m Irish. ANSWERS
Amy: That’s another good example. But, even though we react 1 as black as night 2 in the red 3 as white as a sheet
to colours in different ways, they have a powerful influence 4 feel blue 5 get the green light 6 once in a blue moon
on all of us. We saw this in a similar survey in Manchester. 7 out of the blue 8 black and white 9 tell a white lie
Most of the 20,000 people who took part chose yellow 10 see red
to describe the way they were feeling. Yellow is a happy,
sunny colour. However, the city’s ‘favourite colour’ was 7
blue. Curiously, no-one chose white or grey as their ■ Divide the class into pairs to make a list of things that
favourite colour. make them see red, feel blue, are black and white and
Presenter: Fascinating stuff. Well, good luck with the survey. only happen once in a blue moon.
Amy: Thank you. ■ Invite students to share some of their answers in
open class.
3 2.07
Extra activity
■ Play the track again for students to listen and choose the
Tell students some colour jokes to see if they can think of
correct answers.
the answers and find them funny.
■ Encourage them to compare their answers in pairs before
you check them in open class. What is black and white and ‘red’ all over? (A newspaper –
there is a play on words on the homophone red/read)
ANSWERS What is black and white and black and white and black and
1 A 2 B 3 A 4 C white? (A penguin rolling down a hill)
You could invite students to tell the class any suitable
4 jokes about colours that they know. Encourage them to
■ Ask students which tips in the HOW TO box they used to translate them into English to see if they are funny.
help them in Exercises 2b and 3.
GO BEYOND
REACT Ask students to do the Go Beyond task on page 134.
5
■ Divide the class into pairs to look at the colour wheel and Homework
answer the questions.
■ In open class, invite students to discuss whether they Ask students to write 100 words about important colours
chose the same, similar or different colours. in their country and what they represent.
■ Ask students to work in the same pairs and each choose a
role, A or B. Refer Student A to the task on page 141 and
Student B to the one on page 142.

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 GRAMMAR ((In order) to … , so (that) …
Talk about the purpose of doing things Page 55

STAGE TIME FOCUS

GET STARTED Recycle vocabulary from the unit so far and introduce the theme of the lesson.

READ Read about the story of Braille and say if young people still use it today.

Read the grammar explanations and underline examples of (in order) to and so (that) in
STUDY
the text.

Use the target language to complete sentences and a conversation. Write sentences with
PRACTISE
(in order)
order to and so (that).

SPEAK Exchange opinions and compare your ideas.

Get started PRACTISE

Play a game of Pictionary. Divide the class into teams. Ask 3
each team to send a volunteer to the front of the class. Give ■ Ask students to read the sentences and choose the correct
the students at the front of the class a word or phrase to draw option to complete them.
on the board. ■ Encourage students to compare their answers in pairs
As the students are drawing, the first team to correctly shout before you choose different students to read them out.
out what it is, wins a point.
Repeat this several times with different students. Suggested ANSWERS
words and phrases are: fragrance, crisps
crisps, the five senses
senses, taste 1 so that 2 to 3 in order 4 so that 5 to
buds, traffic, supermarket, shelves, survey. 6 so that
Invite students to think of other ways that we can
communicate words, apart from saying them or drawing them. Extra activity
(You could introduce the idea of Braille here as well as Give students 60 seconds to memorise the sentences
miming words.) in Exercise 3. Ask students to work in pairs to take it
in turns to test each other. One student closes his/her
READ Grammar in context book and the other student reads out the first part of the
1 sentence to see if their partner can remember the rest.
■ Refer students to the photo and elicit what they think the 4 2.08
boy is doing and what the text is going to be about. ■ Elicit from students whether they know anyone who is
■ Ask the students to read the story of Braille and find out if colour-blind and, if so, how this affects their everyday life.
young people today still use it. ■ Ask students to read the conversation between Mike and
■ Nominate a student to say the answer. Jacquie and complete it with to or so.
■ Circulate and monitor students, helping if necessary.
ANSWER ■ Play the track for students to listen and check their
No. They prefer using electronic screen readers. answers. You could stop the track and elicit the answers
from different students, asking why they chose that option
STUDY in order to consolidate usage.

2 ANSWERS
■ Read through the grammar explanation with the class and 1 so 2 to 3 to 4 to 5 so 6 so
ask them to underline examples of each point in Exercise 1.
■ Encourage students to compare their answers in pairs 5
before you check them in open class by inviting different
students to read out one sentence at a time and to say
■ Invite students to complete the sentences in their own
whether or not their sentence included an example. words using in order to
to/to or so that/so.
that/
that
■ Encourage students to compare their sentences in pairs or
ANSWERS small groups.
■ Nominate different students to read out their answers.
Blind people have restricted or no sight. They depend on their other
senses in order to live independently. They use their sense of touch to SPEAK
read Braille. A form of Braille was used by Napoleon’s soldiers so that
they could communicate silently at night. But it was a French teenager 6
called Louis Braille who developed the idea so blind people could use ■ Divide the class into pairs to answer the questions in
it. These days, however, young people prefer using electronic screen Exercise 6. Before they start, invite two confident students
readers so that they don’t have to use Braille. to complete and read out each of the model sentences.
in order to live, to read, so that they don’t – refer to now ■ Find out students’ reasons for their answers.
(in general).
so that they could, so blind people could – refer to the past

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 FIVE SENSES

Homework

Ask students to make sentences using in order to/to or

so that so and these phrases: save money; learn English;
that/so
that/
study hard; not carry a lot of money
money; not sunbathe too
vitamins
long; eat a lot of vitamins.

LANGUAGE COMMUNICATE & COOPERATE

& BEYOND
Recognise non-verbal communication Page 56

STAGE TIME FOCUS

GET STARTED Play a game to recycle vocabulary related to the senses and present words from the lesson.

Communicate a phrase without speaking to your partner. Read a text about body language
SPEAK AND READ
and discuss points that you think are true with your partner.

DO Find examples of body language in the text and demonstrate with a partner.

REFLECT Reflect on how body language can reveal things about us but is not always accurate.

EXTEND Create a scene from a silent film and perform it for the rest of the class.

When describing a word, you must not:

RECOGNISE NON-VERBAL COMMUNICATION
– Say what letter the word starts with or how many letters
Non-verbal communication is not only important it has.
in communicating meaning, but also in building – Say the word or any derivative, eg if the word is time you
social relations. The ability to relate well to can’t say timer or timed, etc.
others is important throughout life and non-verbal – Use ‘it rhymes with’ or ‘it sounds like’ type clues.
communication plays a key role. Developing the ability
to understand and use non-verbal communication can When describing a word, you can:
help you connect with others, express what you really – Choose to pass and not play a card – but only once
mean, navigate challenging situations and build better each turn.
relationships at home, at school and in the future – Gesticulate, act and mime (but NOT mouth) the word.
workplace. Possible words and phrases for cards:
In order for students to get better at reading non-verbal gesture, face,
gesture face eye, movement, communicate, body, to tell a
eye movement
communication, they should observe people around stand, character,
lie, stand, character hide,
hide mirror, disgusting, smell, reveal,
them and notice how people act and react to each accurate, feel,
accurate feel tired, quiet,
quiet hear, taste, head, wall
other. Remind students that they should be aware of
individual differences and that people from different SPEAK AND READ
countries and cultures tend to use different body
language signals. 1
Students can train themselves to use non-verbal
■ Divide the class into pairs to take it in turns to choose
signals that match their words and reinforce what they one of the phrases in the box and communicate it to their
are saying. They can use body language, for example, partners without speaking to see if they can understand.
to convey positive feelings even when they are not 2
actually experiencing them. If they’re nervous about ■ Focus students on the text about body language. Ask them
a situation, eg a job interview or a first date, they can to read it and tick the points that they believe are true,
use positive body language to signal confidence, even based on their own experience.
though they’re not feeling it. ■ Ask students to compare answers in pairs before you start
a class discussion by inviting different students to say
Get started which points are true for them and why.
Play a game of Articulate! Prepare by writing some key words DO
and phrases from the lesson on small pieces of card. Divide
the class into two or more teams. Explain to students that 3
the objective is to be the first team to correctly guess all ■ Divide the class into groups and refer them back to the text
the words that your team-mates describe in the time given. to find examples of body language.
Point out that all players must take it in turns to take the ■ Encourage them to take it in turns to demonstrate the body
top card from the pack and explain the word to their team. language described.
When a team member shouts out the correct answer, the next ■ Invite them to demonstrate other suitable examples to see
describer quickly takes another card and repeats the process. if their partners can interpret them correctly.
When the time runs out, each team counts the number of
cards that were correctly guessed. Before they start, make the
rules clear:

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 REFLECT EXTEND
4 5
■ Focus students on the REFLECTION POINT and elicit whether ■ Divide the class into groups to create a scene from a silent
they agree or not. film, following the instructions.
■ Encourage students to discuss the questions in open ■ Circulate and help students with any difficulties.
class, inviting different students to answer each question. ■ Encourage students to rehearse their scene and perform it
for other students to describe what happens.
Extra activity
Ask students to look back at the article to help them Extra activity
think of at least five ways they can use non-verbal If you have the facilities, play a silent film for students.
communication to create a good impression. Silent films are excellent for getting students to
produce language. You could try Buster Keaton’s
SUGGESTED ANSWERS Nothing but Pleasure, Charlie Chaplin’s The Kid, The
Stand tall with your shoulders back. Red Balloon directed by Albert Lamorisse or Jacques
Smile and maintain eye contact. Give a firm handshake. Tati’s Les Vacances de Monsieur Hulot and Jour de Fête.
Put your head to one side when you listen. Alternatively, you could use more modern films like Mr
Mirror your partner’s body language. Bean’s The Swimming Pool or a Wallace and Grommit film.
Divide the class into pairs or small groups. Explain that
one or two students should watch the film and describe
Extra activity what is happening to the other students who have their
Ask students to talk about last weekend in pairs. In a backs to the screen. Ask students to swap places every
less confident class, you could ask students to read out few minutes and, if necessary, write the vocabulary
a conversation in the book (for example Exercise 4 on students need on the board as the actions happen.
page 55). Get them to concentrate on their own and their
partner’s body language. After their conversation, ask
students to give feedback on their partner’s non-verbal Homework
communication and ask if their partner agrees with
their analysis. Ask students to research cultural differences in hand or
facial gestures. Encourage them to write short notes that
they can use at the beginning of the next class to talk
Extra activity
in groups.
Ask students what body language they might use in these
situations: You’re at a party and it’s New Year. You’ve got
a presentation in front of the class tomorrow. You’ve just
had a fight with your friend. You’ve got an interview for a
babysitting job tomorrow.

SPEAKING At the chemist’s

Ask for help with words at the chemist’s Page 57

STAGE TIME FOCUS

GET STARTED Recycle vocabulary to talk about common illnesses and what you can buy at the chemist’s.

Look at photos of common health complaints and say what is wrong and what the people in
SPEAK
the photos should do.

Watch or listen to scenes in a chemist’s where people are asking for products. Practise
WATCH OR LISTEN
asking for help with words when you don’t know the name of something.

ACT Role-play a conversation between a shop assistant and a customer at a chemist’s.

Get started
Write these jumbled sentences on the board for students to Invite students to come up and write the sentences in the
order in pairs. Encourage them to race against each other to correct order. Drill the pronunciation of headache /ˈhedeɪk/
/ˈhedeɪk/.
try to be the first to unscramble the sentences. Remind students that chemist’s is British English (in the US
do / do / have / you / when / headache / What / a / you / ? they say pharmacy or drug store).
store
(What do you do when you have a headache?) Encourage students to ask and answer the questions in pairs.
been / recently / sick / you / Have / ? Choose different students around the class to say what their
(Have you been sick recently?) answers were for different questions. Elicit and write a list of
any / got / you / Have / allergies / ? products you can buy at the chemist’s on the board (eg sun
(Have you got any allergies?) cream, antiseptic cream, plasters, painkillers, eye drops, etc)
to / you / go / chemist’s / do / often / the / How / ? and save this to give students ideas in Exercise 6.
(How often do you go to the chemist’s?)
buy / chemist’s / can / at / What / you / the / ?
(What can you buy at the chemist’s?)

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 FIVE SENSES

SPEAK 4b 2.10
1 ■ Focus students on the phrases from the conversation
■ Refer students to the photos and ask Do these people look and encourage them to complete any words they can
happy? How do you know? from memory.
■ Divide the class into pairs to answer the questions.
■ Play the track for students to complete the phrases or
■ Nominate different students to share their answers. check their answers.
■ Play the track again for students to listen and repeat.
WATCH OR LISTEN Encourage them to pay attention to the words that are
stressed (underlined in the answers).
2 2.09
■ Play the scenes for students to watch or listen. Ask ANSWERS / AUDIO SCRIPT 2.10
students to note down which of the problems shown in the 1 sure 2 means 3 called 4 for 5 difference
photos is not mentioned in the scenes.
■ Encourage students to compare their answer in pairs 1 I’m not sure how to say it in English.
before you nominate a student to say the answer. 2 I don’t understand what this means.
3 I don’t know what it’s called.
4 It’s a special cream for keeping insects away.
ANSWERS / VIDEO/AUDIO SCRIPT 2.09
5 What’s the difference between a lotion and a cream?
Photo c (headache) is not talked about.
1
Finn: Are you all right there? Extra activity
Bella: I need something for my stomach. I’ve got … I’m not sure Ask students to read out the conversations in pairs.
how to say it in English. It’s a pain. 5
Finn: You mean stomach ache. ■ Ask students to match the phrases in Exercise 4b to the
Bella: Yes. Is this the right thing for a stomach ache?
tips in Exercise 4a.
Finn: Yes, it is.
Bella: Also, I don’t understand what this means. Can you help me? ANSWERS
Finn: Let me see. Ah … sunset yellow. It’s a colour they use in the
1 Say that you don’t know the word.
medicine.
2 Say that you don’t understand.
Bella: I see. Does this sign mean that it is bad for you?
3 Say that you don’t know the word.
Finn: It can be bad for some people. Are you allergic to anything? 4 Explain what it’s for.
Bella: No, I don’t think so. 5 Ask the other person for more information.
Finn: Then you’re probably OK.
2
Ruby: Can I help you? ACT
Emma: Yes. I need some of that cream you put on your skin. I 6 2.11
don’t know what it’s called. It’s a special cream for keeping ■ Divide the class into pairs to complete the tasks.
insects away. Encourage students to use the ideas on the board from the
Ruby: Do you mean insect repellent? Get started activity to help them think of products you buy
Emma: I think so. at a chemist’s. Before they start, play the track with the
Ruby: This one is very good. expressions in the PHRASEBOOK box and encourage them to
Emma: What does ‘light fragrance’ mean? use these in their role-play. Set a time limit of five minutes
Ruby: It means the lotion has a fragrance but it’s not very strong. to prepare and act out the scene.
Here. Smell it. ■ Ask students to change roles and repeat with another
Emma: You called it a lotion. What’s the difference between a lotion product you can buy at the chemist’s.
and a cream? ■ Ask students to present one of their conversations to
Ruby: A cream is thicker than a lotion. the class.
Emma: OK. Thank you. I’ll take it. Alternative procedure: less confident classes
In a less confident class, ask students to prepare
3 2.09 the conversation in written form before doing this as
a speaking activity. When students change roles and
■ Play the scene again for students to listen and write the
missing words. repeat with another product you buy at the chemist’s,
ask students to try to perform the role-play without their
■ Choose different students to say the answers.
written notes.
ANSWERS
1 stomach 2 stomach ache 3 stomach ache 4 skin Homework
5 insects 6 insect
Ask students to find four or five pictures of things that
Alternative procedure: more confident classes they do not know the English for. Ask them to write about
Encourage more confident students to try to remember these objects using the expressions in the PHRASEBOOK .
and write in the missing words. Then play the track for At the beginning of the next class, ask students to work in
them to listen and check their answers. pairs. Ask them to read out each description and for their
partner to guess the picture it refers to.
4a
■ Ask the students to read the tips in the HOW TO box. Invite
two volunteers to read the tips out loud.

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 WRITING A place I really like
Link similar ideas Page 58

STAGE TIME FOCUS

GET STARTED Play a game to recycle language from the unit.

Describe a picture and talk about similar places. Read a description to match to the picture.
SPEAK AND READ
Look at linking words to join two parts of a sentence.

PRACTISE Link sentences together to make them more complex.

PLAN Plan a description of a place you really like.

WRITE AND CHECK Write the description and check you have covered the points in the plan.

Swap your description with another student and discuss which place you would most
SHARE
like to visit.

Get started ANSWERS

Play a game of Three in a Row (see page 33). To win a square, Other relatives often come too, so the house …
teams take it in turns to choose a square and make a correct The house is in the middle of nowhere, and there aren’t any …
sentence linking the two items, eg Sometimes you can find the … hills to climb and a huge forest to explore. And there’s the sea
same things in the chemist’s and the supermarket
supermarket. as well.
… wind on my face and the sand under my feet. I also love
chemist’s / Braille / electronic look / watch swimming …
supermarket screen readers My gran is not only one of the coolest people on the planet, but she’s
body language / listen / hear feel blue / also an amazing cook.
what you say see red
silent films / visual messages / dictionary / PRACTISE
Charlie Chaplin taste buds history book
4
■ Focus students on the sentences and ask them to rewrite
SPEAK AND READ them using the words in brackets to link the ideas. Point
out that some will be joined into one sentence, whereas
1 others will still be two sentences.
■ Divide the class into pairs to look at the photo and ■ Encourage students to compare their answers in pairs
describe it and tell their partner about any similar places before you check them in open class.
they know. Before they start, refer students to the
expressions in the PHRASE BYTES box and encourage them ANSWERS
to use these in their discussion.
1 There’s a park near my house and I go there once or twice a week.
■ Nominate different students to describe the photo and say
2 It’s not only a good place to meet friends, but it’s also a good place
if they know a similar place.
to do sports.
2 3 There are some basketball courts. There’s also an area for
■ Ask students to read the description and say which part of skateboarding.
the photo doesn’t match. 4 Once a month there’s a market. They have concerts in the
■ Elicit the answer in open class. summer too.
■ Draw students’ attention to the Get it right box. Ask 5 I go there to have fun. I sometimes go there to read as well.
students to underline the example sentence in the text. 6 You see lots of different people there. People take their pets
Remind students that quite is a one-syllable word whereas there too.
qui-et has two syllables.

ANSWER Extra activity

In the picture there’s no forest but in the description it says there’s Ask students to work in pairs to write a sentence
a forest. that describes each of the following words in sensory,
descriptive terms: sand,
sand river,
river trees, house, birdsong.
birdsong
3a Encourage them to use at least two adjectives. Then
■ Refer students to the tips in the HOW TO box. Invite ask them to note which of the five senses they have
volunteers to read the tips out loud. described, eg I love the feeling of fine, golden sand
between my toes. – touch/sight.
3b
■ Invite students to look back at the text in Exercise 2 and
underline all the linking words from the HOW TO box.

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 FIVE SENSES

PLAN SHARE
5 7
■ Explain to students that they are going to write a ■ Ask students to swap their description with a partner to
description about a place they really like. read and discuss which place they would most like to visit
■ Focus their attention on the Writing plan and go through and explain why.
the different points with them.
■ Give students 10 minutes to write their ideas for their plan. Homework
Circulate and help students if necessary.
Ask students to write five sentences to connect some of
WRITE AND CHECK the ideas in the Get started activity using and, also, too,
6 as well and not only + but also.
■ Ask students to use their plans and the model description
to write their own description. Encourage them to use some
of the language they have studied in this unit. Set a time
limit of 10 minutes.
■ When students have finished writing, encourage them to
check their work.

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 UNIT REVIEW

VOCABULARY The senses GRAMMAR Passive tenses

1 3
■ Divide the class into pairs to look at the words in the ■ Write a scrambled past passive sentence on the board
box and match the words to the five senses (touch for students to order, eg: invented Marconi The was by
– feel, touch; sight – look, see, sight, watch; smell – radio (The radio was invented by Marconi) and elicit
smell; hearing – hear, hearing, listening, sounds; taste from students which tense this sentence is in and how
– taste. we form the passive.
■ Ask students to work individually to complete Casper ■ Explain that the text is an encyclopaedia entry and ask
Wright’s introduction to his video game with the words them to complete it with the passive form of the verbs
in the box. in brackets.
■ Encourage them to compare their answers in pairs ■ Nominate different students to read the text out loud,
before you check them in open class. sentence by sentence, to check answers in open class.

ANSWERS ANSWERS
1 watch 2 sight 3 see 4 listening 5 hearing 1 was created 2 was inspired 3 was interviewed
6 hear 7 sounds 8 Look 9 touch/feel 4 will be used 5 will be connected 6 was reported
10 feel/touch 11 smell 12 taste 7 is played 8 will be remembered

Colour idioms (In order) to … , so (that) …

2 4
■ Explain to students that they are going to complete ■ Ask students to read the SensaWorld rules and
the conversation from the video game with colours to complete them using in order to/to or so that/so.
make typical English expressions. ■ Circulate and monitor as students are doing the task.
■ In a less confident class, write the colour options on If you feel they are having difficulty, stop them mid-task
the board: black, white, red, blue,
blue green.
green and do a quick review of when we use in order to/to
■ Divide the class into pairs to complete the and so that/so.
conversation by writing a colour in each gap. ■ Check answers in open class.
■ Nominate different students to read out their answers
to check them in open class. ANSWERS
■ Invite students to read the conversation out loud 1 in order to / to 2 so that / so 3 in order to / to
in pairs. 4 in order to / to 5 so that / so 6 so that / so

ANSWERS
1 black 2 blue 3 white 4 black 5 white 6 red
7 green 8 red 9 blue 10 blue

Extra Resources
Go to the Teacher’s Resource Centre at www.macmillanbeyond.com for:
■ mid-term tests
■ downloadable audio and audio scripts for the Student’s Book and Workbook
■ videos and video scripts
■ extra vocabulary at two levels of difficulty
■ extra grammar at two levels of difficulty
■ CLIL lesson, with full teacher’s notes
■ a life skills lesson, with full teacher’s notes
■ Speaking Database materials
■ the Beyond B1 wordlist
■ test generator for Unit 5 testing materials (all skills)
■ tips for using the Grammar Database
■ and more!
Go to the Workbook pages 52–63 for further practice material

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