English in Mind Second edition Student's Book Starter

0.english in mind S-2nd/Student Book CD 2

01 Introduction

  • English in Mind
  • Student's Book Starter
  • Second Edition
  • By Herbert Puchta & Jeff Stranks
  • Published by Cambridge University Press.
  • This recording is Copyright.
  • CD two

02 Unit 7 - Exercise 3d

  • CD2T2: Complete the sentences with expressions from Exercise 3c. Then listen and - check your answers.

  • 1 My mum checks her email at 8 am and 8 pm.

  • 2 Tom eats fruit on Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and - Sunday.
  • 3 Susan goes shopping on Monday, Wednesday and Saturday.

  • 4 Harry plays football on Saturday.

  • TAPESCRIPT/ANSWERS

  • 1 My mum checks her email twice a day.
  • 2 Tom eats fruit every day.
  • 3 Susan goes shopping three times a week.
  • 4 Harry plays football once a week.

03 Unit 7 - Exercise 5b

  • CD2T3: Look at the pictures. Listen and repeat the names. Then think of an - example for each type of programme from your country.

  • TAPESCRIPT

  • 1 soap operas n. 肥皂剧，又称泡沫剧或系列电视连续剧
  • 2 documentaries n. 纪录片
  • 3 sports programmes 体育节目
  • 4 the news 新闻
  • 5 chat shows n. （电视或广播电台的）访谈节目
  • 6 comedies n. 喜剧
  • 7 cartoons n. 卡通动画
  • 8 game shows 娱乐节目

04 Unit 7 - Exercise 6a

  • Unit 7 Compound nouns, Exercise 6a, Pronunciation

  • Listen. Is the stress on the first word, or on the second word?

  • CD2T4: Students read through the words. Play the recording, pausing after each word. Ask students to identify where the stress falls (the first word), making sure they can hear this.

  • TAPESCRIPT

  • chat shows
  • game shows
  • sports programmes
  • soap operas

05 Unit 7 - Exercise 7a

  • Listen to the two dialogues. Complete the table with information about how often the two people watch TV.

  • CD2T5: Students look through the information in the chart. Explain that the answers are expressions of frequency. Play the recording, pausing after the examples to make sure students understand what they have to do. Remind them that each interviewee may not mention every type of programme in the table. Continue with the recording while students listen and complete the chart

  • Weaker classes: If necessary, play the recording for Interview 1 and give students time to write their answers then play it a second time for Interview 2, giving students time to complete the table for that part.

  • Check answers, playing and pausing the recording again as necessary.

  • TAPESCRIPT

  • (Dialogue 1)
  • Speaker 1: Do you often watch TV, Dan?
  • Speaker 2: Well, no, not really.
  • Speaker 1: How often do you watch it? Every day? Three times a week?
  • Speaker 2: Hmm, every day I think. Yes, I watch TV every evening.
  • Speaker 1: And what sort of programmes do you watch?
  • Speaker 2: Well, I watch a lot of films, and I love documentaries. I watch films two or three times a week.
  • Speaker 1: Great! Do you watch the news at all?
  • Speaker 2: No, not very often. I don't like the news very much. But I like chat shows - I often watch them.
  • Speaker 1: What do you think of soap operas, then, Dan?
  • Speaker 2: I don't like them much. I never watch them. But I love drama series. I usually watch them. You know, series like House and Grey's Anatomy.

  • Speaker 1: Do you know what I think? I think you watch a lot of TV!

  • (Dialogue 2)

  • Speaker 1: I really like watching TV. Do you? Speaker 2: Er ... yes, I do.
  • Speaker 1: Well, how often do you watch TV, then? Do you watch something every day?
  • Speaker 2: No, I don't watch TV every day. I only watch a few programmes during the week. But I always watch TV at the weekend.
  • Speaker 1: Really? So, what programmes do you watch during the week?
  • Speaker 2: I watch my favourite programmes - there's a game show I like on Wednesdays, and on Friday evenings there's a music programme I watch.
  • Speaker 1: Do you ever watch soap operas?
  • Speaker 2: No, never. I think they're boring.
  • Speaker 1: What about films?
  • Speaker 2: No, not really. Well, hardly ever, in fact.
  • Speaker 1: What about at weekends?
  • Speaker 2: I watch a lot of sports programmes at weekends. And sometimes I watch cartoons.
  • Speaker 1: Yeah, me too. Do you watch documentaries?
  • Speaker 2: No, I don't.
  • Speaker 1: What about the news?
  • Speaker 2: Sometimes, yes.

  • Speaker 1: OK - well, I think I watch the TV about as often as you do. But I like different programmes

  • (Answers)

  • Interview 1
  • chat shows: often
  • soap operas: never

  • drama series: usually

  • Interview 2

  • sports programmes: a lot at the weekend
  • the news: sometimes
  • game shows: On Wednesdays
  • cartoons: sometimes

06 Unit 7 - Exercise 8a

  • Listen. What times do you hear? Write the numbers in the boxes. Then listen again and repeat.

  • CD2T6: Students look at the clocks and write their answers. Play the recording for students to check their answers.

  • Play the recording again, pausing after each time for students to repeat.

  • TAPESCRIPT/ANSWERS

  • 1 12:00 (twelve o'clock)
  • 2 8:45 (eight forty-five)
  • 3 11:15 (eleven fifteen)
  • 4 7:20 (seven twenty)
  • 5 2:00 (two o'clock)

  • 6 12:30 (twelve thirty)

  • Language note

  • Some students may produce times like They are seven and twenty or They are seven twenty because of the way their own language works. Remind students how we say times in English.

07 Unit 7 - Exercise 8b

  • Listen to these times. The listen again and repeat.
  • CD2T7: Draw four clock faces on the board and elicit o'clock, quarter past, half past and quarter to. Play the recording while students look at the clocks in their books. Then play the recording again, pausing each time for students to repeat.
  • TAPESCRIPT
  • 1 quarter past seven
  • 2 half past seven
  • 3 quarter to eight
  • 4 twenty to six
  • 5 five to seven
  • 6 twenty-five past six

08 Unit 7 - Exercise 8c

  • Listen to four conversations. Write the times you hear.
  • CD2T8: Play the recording for students to listen only. Play the recording a second time for students to write the time they hear. Check answers as a class.
  • TAPESCRIPT
  • 1
  • Man: Excuse me. What's the time, please?
  • Woman: The time? Erm, it's six twenty.
  • 2
  • Boy: There's a really good film on TV tonight.
  • Girl: Oh yeah? When?
  • Boy: Erm, nine o'clock, I think.
  • 3
  • Boy: What time's the bus to Cambridge?
  • Woman: Half past ten.
  • 4
  • Girl: Do you want to come to the cinema tonight? Boy: Yeah, OK.
  • Girl: OK. Come to my house first.
  • Boy: What time?
  • Girl: Is quarter past seven OK?
  • Boy: Yeah, fine. See you then.

  • Girl: OK. Bye.

  • Answers

  • 1 6.20 2 9.00 3 10.30 4 7.15

  • Vocabulary notebook

  • Students should start a section called Telling the time and note down how to do this in English.

09 Unit 7 - Exercise 10b

TODO: missing page 59 of TRP.pdf

  • Unit seven - Culture in mind - Exercise ten-b
  • CD2T9: Listen to Paul and complete the missing information in the table.
  • What British teenagers watch
  • Claire Woods
  • Claire is 16. She lives in Godalming in the south of England. She doesn't watch TV every day. She's selective - she chooses which programmes to watch. This is what she says about TV.

  • 'No, I don't watch TV every day. I think it can be a waste of time. My favourite programmes are competitions - like Britain's Got Talent. I always watch that. The people do great things. And that's why I like it a lot. I also watch documentaries - especially about life in other countries, because I really like geography. I sometimes watch cartoons at the weekend. I watch about eight hours of TV a week, I guess. I never watch sports programmes - I don't like them at all. And I hardly ever watch the news.'

  • CD2T9: Listen to the interview with Paul again. Underline the correct words.

  • TAPESCRIPT
  • Claire: Excuse me. Can I ask you some questions, please?
  • Paul: Er... yes. What's it about?
  • Claire: About TV actually. But first, what's your name and how old are you?
  • Paul: My name's Paul Evans and I'm seventeen.
  • Claire: Where do you live, Paul?
  • Paul: I live in Sheffield in the north of England.
  • Claire: OK. Do you watch a lot of TV, Paul?
  • Paul: Yes, I do. Well, I watch something on TV every day.
  • Claire: What sort of programmes do you like?
  • Paul: Erm, I like some of the drama series. My favorites are CSI and Lost. But I also love sports programmes. I watch football on TV, so I watch a lot of television on Saturdays and Sundays.
  • Claire: Do you like comedies?
  • Paul: No, not much.
  • Claire: What about soap operas?
  • No, I hate them. I think that's really stupid.
  • Claire: How many hours of a week do you watch TV, Paul?
  • Paul: Erm, about ten, no, twelve hours of a week, I think. Mostly the weekends.
  • Claire: Thanks for talking to me, Paul.

  • Paul: No problem.

  • CSI: Crime Scene Investigation (TV Series 2000–2015)

  • Questions/Answers

  • 1 Paul lives in (Northfield / Sheffield).
  • 2 Some of Paul's favorite programmes are (comedies / drama series.)
  • 3 Paul watches (football / basketball) on TV.
  • 4 He usually watches (10 / 12) hours of TV each week.
  • 5 Paul usually watches more TV (at the weekend / on weekends)

10 Unit 8 - Exercise 1b

  • Listen and check your ideas. Write 1-6 in the boxes.
  • CD2T10
  • Pre-teach necessary vocabulary, e.g. confused, scared. Play the recording while students listen and check answers.
  • TAPESCRIPT
  • Steve: This film's awful. I'm bored. Really bored.
  • Julie: Me too. And I'm confused - I mean, I don't understand the story [knocking sound]... What's that?
  • Steve: What?
  • Julie: That noise. What is it?
  • Steve: Hmm. I don't know. Stay here.
  • Julie: Don't go outside! I'm scared.
  • Steve: Don't worry, Julie. Everything's OK.
  • Julie: Steve? Where are you? Come back! Help!
  • Steve: Woooh!
  • Julie: Aagh!
  • Steve: It's me!
  • Julie: Oh Steve - you idiot! Don't do that! Steve: Sorry, Julie. It's just a joke.
  • Julie: Oh Steve. Sometimes you're really, really stupid.
  • Steve: Don't be angry, Julie. And don't cry! I'm sorry, OK?
  • Julie: Bye Steve! Enjoy the rest of the film!

  • Steve: Julie! Julie, don't go away, please! Julie, I love you! Aagh! Why do I do these things? Now, where's my phone? I'll send her a message.

  • Answers: 2B 3F 4E 5A 6D

  • OPTIONAL ACTIVITY

  • Play the recording again, pausing at times to draw students' attention to pronunciation and intonation. In pairs, students can act out the dialogue from Exercise 1. Circulate and help with pronunciation as necessary. Listen to some of the dialogues in open class as feedback.

  • Exercise 2 Grammar

  • Negative imperatives
  • CD2T10 Look at these sentences from the story on page 60. Who says them, Julie or Steve? Write J for Julie or S for Steve in the boxes. Then listen to the story again and check your answers.
  • 1 Stay here. (S)
  • 2 Don't go away. (S)
  • 3 Come back! (J)
  • 4 Don't do that. (J)
  • 5 Don't go outside. (J)
  • 6 Don't worry. (S)

11 Unit 8 - Exercise 3a

  • Pronunciation: Linking sounds
  • CD2T11: Listen to the four sentences. Can you hear the t in don't? Listen again and repeat.
  • Don't laugh.
  • Don't cry.
  • Don't shout.
  • I don't like hamburgers.

12 Unit 8 - Exercise 3b

  • Pronunciation: Linking sounds
  • CD2T12: Listen to these sentences. Can you hear the t in don't? Listen again and repeat.
  • Don't open the door.
  • Don't eat that.
  • I don't understand.
  • Don't ask me.

13 Unit 8 - Exercise 4a

  • Write the words from the box under the pictures. Then listen, check and repeat.
  • CD2T1: Students open their books at page 62 and look at the adjectives in the box and pictures 1 to 8. Look at the example. Students complete the exercise. Play the recording for students to listen and check answers.
  • TAPESCRIPT/ANSWERS
  • 1 confused 2 happy 3 excited 4 angry 5 worried 6 scared 7 sad 8 bored

14 Unit 8 - Exercise 4b

  • Listen to these six people. How do they feel?
  • CD2T14 Play the recording, pausing after the first item. Go through the answer as a class, making sure students all agree.
  • Stronger classes: Play the recording once. Students complete the exercise using adjectives from Exercise 4a.

  • Weaker classes: Play the recording once for students to listen only. Play it a second time for students to listen and write an adjective. Remind them to use adjectives from Exercise 4a. Check answers, playing and pausing the recording again as necessary.

  • TAPESCRIPT

  • 1 Stop it, will you. I said STOP!
  • 2 Oh, no. Look! Ugh! A snake!
  • 3 Oh, this film. It's awful!
  • 4 Come on, yes, shoot! Yes, GOAL!
  • 5 (somebody crying)

  • 6 Oh no! I've got a test tomorrow - and I don't think I know the answers.

  • Answers

  • 1 angry 2 scared 3 bored 4 excited 5 sad 6 worried

  • Vocabulary bank

  • Refer students to rhe vocabulary bank. Read through the words and phrases in open class and check understanding.

15 Unit 8 - Exercise 7a

  • Listen to the song and read the words. Choose the best answer.
  • 1 The song says 'Think about yesterday'.
  • 2 The song says 'Think about today'.

  • 3 The song says 'Think about tomorrow'.

  • Don't stop by Fleetwood Mac

  • If 'you wake up and don't want to smile,
  • If it takes just a little while.
  • Open your eyes and look at the day.
  • You'll see things in a different way.
  • [chorus] Don't stop thinking about tomorrow.
  • Don't stop, it'll soon be here.
  • It'll be here, better than before,
  • Yesterday's gone, yesterday's gone.
  • Why not think about times to come.
  • And not about the things that you've done?
  • If your life what tomorrow will do.
  • [chorus]
  • All I want is to see you smile,
  • If it takes just a little while,
  • I know you don't believe that it's true,
  • I never mean any harm to you.

  • [chorus]

  • CD2T15

  • Read through the options with students. Play the recording for students to listen and choose the best option. Check answers, playing and pausing the song again as necessary.

  • Answer

  • 3 The song says 'Think about tomorrow'.

16 Unit 8 - Exercise 8

  • Look at the title of the story and the pictures. What does Izzie want to change about herself? Read, listen and check your answer.
  • Kate looks great!
  • (1)
  • Ray: Hi, Kate. What's wrong?
  • Kate: Hi, Ray. Nothing. Well, the thing is, I'm a bit stressed with my school work.
  • Ray: Don't worry about it, Kate. It's only school work! Anyway, I've got work to do, too. Bye.
  • Kate: OK. See you, Ray.
  • (2)
  • Izzie: Wow! Kate's hair is great!
  • (3)
  • Izzie: I hate my hair. I want to change it completely.
  • Jo: What for? Don't change it! I think you've got nice hair!
  • Izzie: I don't know. I want hair like Kate's. Everybody thinks her hair's really nice.
  • (4)

  • Jo: Why do you want to be like Kate, Izzie? I think it's important to be yourself. People like you because you're YOU. Not because of your hair!

  • CD2T16

  • Read the instructions and question with students and ask students to guess the answer. Play the recording for students to listen and read to find the answers. Play the recording again, pausing as necessary for students to check their predictions.

  • Answers

  • Izzie wants to change

17 Unit 8 - Exercise 9c

  • Read the dialogue and put the sentences in the correct order. Then listen and check your answers.
  • CD2T17
  • Read through the sentences with students and clarify any problems with understanding. In pairs, students decide on the correct order for the dialogue. Check answers and ask students to practise the correct dialogue.
  • TAPESCRIPT/ANSWERS
  • Polly: Hi Kevin. How are you?
  • Kevin: I'm fine thanks, Polly. But what about you?
  • I think you're sad. What's wrong?
  • Polly: Nothing really. Well, the thing is, my cat's ill. She's old too, and I'm a bit worried. Kevin: Oh, that's sad. But don't worry. I'm sure she'll be OK.
  • Polly: Yes, perhaps. Anyway, let's go - I don't want to be late for school.
  • Kevin: Oh, you're right - it is late. Let's go!

18 Unit 9 - Exercise 1b

  • Read the article again and listen. Answer the questions.
  • 1 How does Rick talk to people?
  • 2 What do people do in a triathlon?
  • 3 How does Dick help Rick in a triathlon event?
  • 4 What name do Rick and Dick have when they do a triathlon?
  • 5 How long do they take to finish a triathlon?

  • 6 Dick says:'We think that we always win'. Why does he say that, do you think?

  • 'We never win, but we always win.'

  • Rick Hoyt is American. He is a wheelchair because he's got cerebral palsy. He can't talk so he uses a computer to communicate with people. Rick is a happy and successful man; he has a job at the University of Boston, and he works in computer studies. Rick loves sport too, and he takes part in marathons and triathlons.
  • Triathlons? In the triathlon, people swim four kilometres, cycle 180 kilometres and then run a marathon, 42 kilometres. Rick can't run, cycle or swim because he's in a wheelchair. So how can he take part in a triathlon? Rick can take part because he does it with his father, Dick Hoyt. In the running, his father pushed him in his wheelchair. In the swimming, Rick lies in a small boat and Dick swims and pulls him. And in the cycling. Rick sits in a special seat on the front of Dick's bike. Together, they are 'Team Hoyt'.

  • Of course, Team Hoyt never wins the race. The winner of a triathlon usually finishes in about nine hours. The Hoyts usually take about 14 or 15 hours. 'That's right,' says Dick. 'Rick and I never win. But we think that we always win.'

  • Rick Hoyt /rɪk/ n. 干草堆；扭伤；柴垛；桶架 v. 把……堆成垛；扭伤 n. (Rick) （英、美、德）里克（人名） /hɔit/ n. 霍伊特（男子名）

  • cerebral /səˈriːbrəl; ˈserəbrəl/ adj. 大脑的，脑的
  • palsy /ˈpɔːlzi/ n. 麻痹，麻痹状态；中风 vt. 麻痹；使瘫痪
  • marathon /ˈmærəθən/ n. 马拉松赛跑；耐力的考验 adj. 马拉松式的；有耐力的 vi. 参加马拉松赛跑

  • triathlon /traɪˈæθlən/ n. 三项全能运动

  • Did you know ...?

  • Team Hoyt's best marathon time is 2 hours and 40 minutes. (The best runners in the world usually run a marathon in about 2 hours and 5 minutes.)

  • CD2T18

  • Students read through questions 1 to 6. Check any problems. Go through the first item as an example, if necessary.
  • Stronger classes: They can answer the questions and then listen and check.
  • Weaker classes: Play the recording while students read and listen. Students complete the exercise.

  • Check answers, playing and pausing the recording as necessary.

  • TAPESCRIPT

  • See reading text on page 68 of the Student's Book.

  • Answers

  • 1 He uses a computer.
  • 2 They swim four kilometres, cycle 180 kilometres and run 42 kilometres.
  • 3 His father pushes him in his wheelchair in the running, he swims and pulls Rick in a boat in the swimming, and Rick sits in a seat on the front of his father's bike in the cycling.
  • 4 Team Hoyt.
  • 5 They take about 15 or 16 hours.

  • 6 Students' own answers; discuss in LI if necessary.

  • OPTIONAL ACTIVITY

  • Give students this True/False exercise on the
  • reading text. Encourage students to correct the false information.
  • 1 Rick is Australian. (False. He's American.)
  • 2 He loves sport. (True)
  • 3 A triathlon winner usually finishes in about nine hours. (True)
  • 4 Team Hoyt usually take ten hours to complete
  • a triathlon. (False. They take 15 o r 16 hours.)

19 Unit 9 - Exercise 3

  • Listen and write T (true) or F (false). Correct the false statements.
  • CD2T19
  • Students read through statements 1 to 5. Check any problems.
  • Stronger classes: They can predict whether the statements are true or false and then listen and check their answers.
  • Weaker classes: Play the recording for students to listen only. Students complete the exercise.

  • Check answers, playing and pausing the recording again as necessary.

  • TAPESCRIPT

  • Camels are amazing animals. They can live for up to six months in the desert without water. Did you know, the human eye can see over one million different colours?
  • Kangaroos don't run. They hop. They have very strong back legs. A kangaroo can hop ten metres in one go.
  • In the USA, a man called Mark Hogg can eat 94 worms in 30 seconds.

  • This is true. There is a man in Cuba who can dive without oxygen and can go to a depth of 162 metres.

  • Answers

  • 1 F (They can live without water for six months.)
  • 2 T
  • 3 F (They can hop ten metres.)
  • 4 T

  • 5 T

  • OPTIONAL ACTIVITY

  • Th is can be set for homework. Students can make up their own quiz based on animals, nature, etc. and can write quiz questions using can/can't.

20 Unit 9 - Exercise 4a

TODO: missing page 69

  • Pronunciation: can/can't
  • CD2T20: Listen to the sentences. What's the difference between the sounds in can /ə/ and can't /ɑ:/?
  • 1 He can write on a computer, but he can't walk.
  • 2 She can ride a bike, but she can't swim.
  • 3 They can learn to count, but they can't learn to talk.
  • 4 I can use a computer, but I can't draw pictures with it.

21 Unit 9 - Exercise 4c

  • CD2T21: Listen to the short conversations. Then listen again and repeat.

  • 1 A: Can you swim?

  • B: No, I can't.
  • 2 A: Can you sing?
  • B: Yes, but not very well!

22 Unit 9 - Exercise 6

  • CD2T22: Match the words from the box with the pictures. Write the words in the spaces. Then listen, check and repeat.

  • 1 play volleyball

  • 2 ski
  • 3 play football
  • 4 snowboard
  • 5 play tennis
  • 6 ride a horse
  • 7 play basketball
  • 8 do gymnastics
  • 9 rollerblade
  • 10 cycle
  • 11 play rugby
  • 12 skateboard

23 Unit 9 - Exercise 7

  • Listen again. Write T (true) or F (false). Correct the false statements.

TODO: TAPESCRIPT

  • 1 Hannah goes rollerblading every day.
  • 2 Sam likes playing tennis, but ke doesn't like watching it on TV.
  • 3 Hannah likes watching American football games.

  • 4 Sam plays football in his school team.

  • Hannah /'hænə/ n. 汉娜（女子名）

  • CD2T23

  • Students read through statements 1 to 4. Check any problems. Go through the first item as an example, if necessary.
  • Stronger classes: They can answer the questions and then listen and check only.
  • Weaker classes: Play the recording again while students listen only. Students complete the exercise.

  • Check answers, playing and pausing the recording as necessary to clarify any problems.

  • Answers

  • 1 F (She goes rollerblading every week.)
  • 2 F (He doesn't like playing tennis, but he enjoys watching it on TV.)
  • 3 T
  • 4 T

24 Unit 9 - Exercise 10c

  • Culture in Mind

  • Read the article again and listen. Complete the sentences with Craig or Julia.

  • Not only football and swimming!

  • Kids in British schools can do a lot of sport. Lots of teenagers do swimming or play football - but these days, there are other things they can do, too!
  • Craig Hopkins is 15 and he is Year 11 at St Mary's School in Oakham. He loves playing rugby and cricket. But his favourite sport is rowing. 'There is a big lake near my school and we go there once a week to row,' says Craig. 'I'm in the school team, and two or there times a year we row against teams from schools in other parts of the country.'

  • Julia Ho is 16 and is in Year 11 at Sandown School, Derby. 'Netball is cool,'says Julia. 'But I love orienteering! In orienteering. you have to run and run - but you have to find out where to go, too! You have a map and a compass, and you have to get to a place as fast as possible. It's great fun - even when it's raining!

  • orienteering /ˌɔːriənˈtɪərɪŋ/ n. 定向越野比赛，越野识图比赛

  • CD2T24 Students read the instructions. Check any problems.

  • Stronger classes: They can read the text silently and complete the exercise.
  • Weaker classes: The text can be read aloud and then students can complete the exercise.

  • Check answers.

  • Answers

  • Craig: cricket, rugby, rowing Julia: netball, orienteering

25 Unit 10 - Exercise 1b

  • Read the text again and listen. Write T (true) or F (false). Correct the false statements.

  • ROUND THE WORLD - ALONE

  • John White is a bus driver. He likes his job but he loves his boat. Once a year, John goes on a short journey in the boat. His wife Pauline and son Andy often go with him.

  • This year is different. John is taking a year off from his job and is sailing around the world. And he's doing it alone. An exciting journey? Yes and no. 'Sometimes, dolphins and whales swim along with the boat, and sometimes I sail past beautiful tropical islands,' says John. 'But sometimes the weather gets bad and then I have problems.' John wants to ...

  • dolphin /ˈdɑːlfɪn/ n. 海豚

  • whale /weɪl/ n. 鲸；巨大的东西

  • tropical /ˈtrɑːpɪkl/ adj. 热带的；热情的；酷热的

  • 1 John sails around the world every year.

  • 2 John is sailing around the world now.
  • 3 Pauline is with him on his boat.

  • 4 Everything on his journey is good.

  • CD2T25: Students read through sentences 1 to 4. Check any problems. Go through the example as a class.

  • Stronger classes: They can do this as a listening exercise only, without reading the text.
  • Weaker classes: Play the recording for students to read and listen. Students complete the exercise. Check answers, playing and pausing the recording again as necessary to clarify any problems.
  • Encourage students to correct the false statements. TAPESCRIPT

  • See reading text on page 74 of the Student's Book.

  • Answers

  • 1 F (He normally just goes on a short journey.)
  • 2 T
  • 3 F (He's doing it alone.)
  • 4 F (Sometimes the weather gets bad and he has problems.

26 Unit 10 - Exercise 2a

  • Here is a telephone conversation between John and Pauline. Complete the conversation with the words from the box. Then listen and check your answers.

  • a it's starting

  • b They're swimming
  • c are you doing
  • d I'm eating
  • e I'm getting

  • f he's having

  • CD2T26

  • Tell the students they are going to listen to a conversation between John and his wife Pauline. Ask students to predict what they will talk about, and write any interesting ideas on the board. Read through the dialogue with students and check understanding of difficult words: upstairs, progress, outside. Play the recording for students to listen and complete the dialogue. Let them check answers with a partner before feedback in open class.

  • TAPESCRIPT

  • Pauline: Hi, John. How are you?
  • John: Fine, yeah, I'm fine. How are you? What (are you doing)?
  • Pauline: Oh, (I'm eating) breakfast in the kitchen. Andy's upstairs in the bathroom - (he's having) a shower. So, are you OK?
  • John: Yes, I'm making good progress. And (I'm getting) very close to South Africa.
  • Pauline: Great!
  • John: Yes, and guess what? I can see dolphins outside! (They're swimming) next to the boat. Pauline: Oh, how lovely.
  • John: It is! But I'm worried. The weather's changing. There's a strong wind now and (it's starting) to rain. A bad storm's coming, I think. Sorry, Pauline, I can't talk any more. I have to go outside.

  • Pauline: John? Can you hear me, John?

  • Answers 2d 3f 4e 5b 6a

27 Unit 10 - Exercise 4

  • Listen to six sounds. What are the people doing?

  • Play the recording, pausing after the first item. Go through the example as a class, explaining to students that they must write a present continuous sentence to describe what they think the person on the recording is doing. Play the rest of the recording while students listen. If necessary, play the recording again. Check answers.

  • Answers

  • 2 He's having a shower.
  • 3 They're playing football.
  • 4 She's swimming.
  • 5 He's drinking.
  • 6 They're singing.

28 Unit 10 - Exercise 6

  • Pronunciation /h/ have

  • CD2T28: Listen and repeat the sentences.

  • 1 Hi! Can I help you?
  • 2 He can walk on his hands.
  • 3 Are you hungry? Have a hamburger.
  • 4 Henry's having a holiday in Holland.

29 Unit 10 - Exercise 7

  • Match the words in the boxes with the numbers and letters in the picture. Write the letters and numbers next to the words. Then listen, check and repeat.

  • CD2T29

  • Students open their books at page 77 and look at the picture and the words in the boxes. If they have given any of the words already in the Warm-up they can fill those in. Go through the example as a class, if necessary. Students then match the other words. Play the recording while students listen and check answers.

  • TAPESCRIPT/ANSWERS

  • 1 kitchen 2 bathroom 3 bedroom 4 living room 5 hall 6 garden 7 garage a window b door с bed d sofa e chairs f armchair g table h toilet i shower j bath к fridge I cooker

  • Vocabulary bank

  • Refer students to the vocabulary bank. Read through the words and phrases in open class and check understanding.
  • Vocabulary notebook
  • Encourage students to start a section called House and furniture, to note down any new words from this section, and to illustrate or write translations to help them remember the new items.

30 Unit 10 - Exercise 9

  • Look at the title of the story and the pictures. What does Darren want to do? Read, listen and check your answer.
  • A Kickabout
  • (1)
  • Darren: Hi Izzie.
  • Izzie: Hey Darren. What's up?
  • Darren: Nothing. But I'm bored. How about a bit of football?
  • Izzie: Sorry, Darren. Not now. I'm working.
  • (2)
  • Darren: Mark - my friend!
  • Mark: Hey Darren. What are you doing?
  • Darren: Looking for someone to play ... football!
  • Mark: Sorry - I'm busy. I'm finishing this. Why don't you ask Ray?
  • (3)
  • Ray: I don't know, Darren. I've got lots of things to do.
  • Darren: Oh, Ray. Just five minutes!
  • Ray: Oh - all right, then. Five minutes - no more!
  • (4)
  • Ray: Goal! Goal! Arsenal one/1, Liverpool no/oh/0! Yes!
  • Darren: Oh no! Let's stop, Ray. I'm tired!

  • Ray: Come on Darren - another five minutes! OK?

  • arsenal /ˈɑːsənl/ n. 兵工厂；军械库；武器；军火库

  • Arsenal 阿森纳

  • Liverpool /'livəpu:l/ n. 利物浦

  • CD2T30

  • Students read the title of the photostory and answer the question. Play the recording for students to check their answers. Explain that a kickabout is an informal game of football.

  • Answers

  • Darren wants to play football.

31 Unit 10 - Exercise 10c

  • Read the dialogue and put the sentences in the correct order. The listen and check your answers.

  • CD2T31

  • Read through the sentences with students and clarify any problems with understanding. In pairs, students decide on the correct order for the dialogue. Check answers and ask students to practise the correct dialogue.

  • TAPESCRIPT/ANSWERS

  • Millie: Dad? I'm going out now, OK?
  • Dad: What? But Millie, you've got lots of homework.
  • Millie: But I'm almost finished, Dad. I can finish tomorrow morning. I've got a bit of time before the English lesson.
  • Dad: Well, Millie - why don't you finish it now? Then you can go out and have fun, and not worry about it any more.
  • Millie: Oh, all right Dad. Maybe you're right.
  • Dad: Good girl.

32 Unit 11 - Exercise 1c

  • CD2T32

  • Students read through sentences 1 to 3. Check any problems. Play the recording for students to read and listen. Go through the first item as an example, if necessary. Students complete the exercise. Check answers, playing and pausing the recording again as necessary.

  • Read the article again and listen. Write the names of the special days.

  • 1 People go to friends' houses ().
  • 2 People eat special food ().

  • 3 People dance and do athletics ().

  • athletics /æθˈletɪks/ n. 竞技；体育运动；田径运动 复数 athletics

  • TAPESCRIPT

  • Scotland - a land of traditions
  • Scotland has lots of beautiful places to visit - and there are some special days there, too. Here are three of them.
  • 1 Burns Night
  • Every year on 25 January, the Scots remember a famous poet called Robert Burns. Usually there is a special dinner, and people eat haggis (which is made from different bits of a sheep!). People play music and they read Burn's poems aloud.
  • 2 Hogmanay
  • Hogmanay is an important holiday for the Scottish people. It is on 31 December - New year's Eve. Like everywhere in the world, Scottish people celebrate the New Year with a party. Then, early in the morning of 1 January, they put on warm coats and go 'first footing' - they visit the homes of their friends and take a piece of bread and a piece of coal, to bring their friends food and warmth all year.
  • 3 Highland Games

  • In the summer, there are Highland Games days all over Scotland. The men wear kilts (a type of skirt) and socks made from a special material called 'tartan'. Women wear beautiful skirts, blouses and scarves. There is dancing and the bands play music. There are lots of athletic events too - a famous one is 'tossing the caber': men try to throw a six-metre tree trunk (the 'caber').

  • Hogmanay /ˈhɒɡməneɪ; ˌhɒɡməˈneɪ/ n. （苏格兰的）除夕；除夕活动

  • Answers

  • 1 Hogmanay
  • 2 Burns Night
  • 3 Highland Games

33 Unit 11 - Exercise 2a

  • Listen and underline the syllables with the main stress. Then listen, check and repeat.

  • TAPESCRIPT

  • January February March April May June July August September October

  • CD2T33

  • Students open their books at page 83 and look at the months in Exercise 2a. Students read through the months quickly.
  • Stronger classes: Play the recording for students to listen and underline the main stress.
  • Weaker classes: It may be useful to write all the months on the board before you play the recording if you did not do this in the Warm-up. Play the recording, pausing after January. Elicit where the stress falls and mark it on the board, as in the example. Play the rest of the recording for students to listen and underline the stress.
  • Play the recording for students to check their answers, pausing as necessary to clarify any problems.

34 Unit 11 - Exercise 2c

  • Match the names of the seasons with the pictures. Write 1-4 in the boxes. Then listen, check and repeat.

  • CD2T34

  • Students read through the words in the box. Check students know how to pronounce each season: /ˈsʌmə(r)/ /ˈɔːtəm/ /ˈwɪntə(r)/ /sprɪŋ/. Go through the first item as a class, if necessary. Students complete the exercise. Play the recording once for students to listen and check. Play the recording a second time, pausing for students to repeat.

  • TAPESCRIPT/ANSWERS

  • A summer В autumn С winter D spring

35 Unit 11 - Exercise 4a

  • Match the names of the clothes with the pictures. Write 1-12 in the boxes. Then listen, check and repeat.

  • CD2T35

  • Books closed. Elicit the names of any clothes students know already in English and write them on the board. Check students know how to pronounce each word. Students then open their books at page 84 and look at the picture. They match the names of the clothes in the box with the picture. Go through the first item as an example, if necessary. Then play the recording for students to listen and check. Play the recording a second time, pausing after each item for students to repeat.

  • TAPESCRIPT/ANSWERS

  • 1 E T shirt 2 F scarf /skɑːf/ 围巾 3 C shirt 4 A dress 连衣裙 5 G trousers /ˈtraʊzəz/ 裤子，长裤 6 I jumper 工作服；妇女穿的套头外衣 (jumper一词在英国可指毛衣,而美国人很少用这个词当衣服讲,而用sweater表示毛衣) 7 H socks 8 J jacket 9 D top 上衣 10 В jeans 牛仔裤；工装裤 11 К shoes 12 L trainers 运动鞋

36 Unit 11 - Exercise 5

  • Listen and number the pictures

  • CD2TJ6

  • Students look at the pictures.
  • Stronger classes: Play the recording for students to listen and number the pictures in the correct order.

  • Weaker classes: Elicit and write on the board what each model is wearing so students know what they are listening for. Play the recording, pausing after the first item and go through this as an example. Play the rest of the recording for students to listen and mark the order. Check answers. Play the recording again to clarify any problems, if necessary.

  • TAPESCRIPT

  • 1

  • OK, and here comes our first model, Jonathan. He's looking good in his blue jeans, his grey trainers and his white T-shirt. And what a lovely leather jacket too! Let's give him a big hand.

  • Jonathan /'dʒɑnəθən/ n. 乔纳森（男子名）

  • leather /ˈleðər/ n. 皮革；皮革制品

  • 2

  • And here comes Samantha. Isn't she elegant in her blue dress, black shoes and her wonderful white scarf? Thank you very much, Samantha. And can I ask for a round of applause for Samantha, please.

  • Samantha sə'mænθə/ n. 萨曼莎（女子名）

  • elegant /ˈelɪɡənt/ adj. 高雅的，优雅的；讲究的；简炼的；简洁的

  • applause /əˈplɔːz/ n. 欢呼，喝采；鼓掌欢迎；掌声

  • 3

  • And now, George. Well, how do you like these grey trousers, with the green shirt and the black jumper? Isn't that a great combination? A big hand for George, please. Thank you.
  • 4

  • All right, and here we have Natalie. And Natalie's wearing a grey skirt with a pink top and beautiful black shoes. Let's give her a big hand too.

  • Natalie /'nætli/ n. 纳塔利（女子名）

  • Answers

  • A 2 В 4 C 1 D 3

  • OPTIONAL ACTIVITY

  • Ask a student to choose another person in the class and to describe what they are wearing without giving the name. The rest of the class must guess who is being described. The student who guesses correctly then describes someone else. Set a time limit for this.

37 Unit 11 - Exercise 7a

  • Pronunciation: /æ/ and /е/

  • Listen and repeat the words.

  • CD2T37: Students read the words in each

  • column. Play the recording, pausing after each word for students to repeat.

  • TAPESCRIPT

  • /æ/ black jacket hamburger thanks January
  • /е/ yes red dress yellow September

38 Unit 11 - Exercise 7c

  • CD2T39: Play the recording, pausing after each sentence for students to repeat.

  • TAPESCRIPT

  • 1 I like the black jacket in the window.
  • 2 I wear red in January and yellow in September.
  • 3 She's wearing a black and red dress.

39 Unit 11 - Exercise 8d

  • Listen to the dialogues and number the pictures 1-4.
  • CD2T39

  • Students look at the pictures. Play the recording, pausing after the first dialogue, and go through this as an example. Play the rest of the recording for students to listen and match. Students can compare answers in pairs before a whole-class check.

  • TAPESCRIPT

  • 1
  • Boy: Can I use your MP4 player?
  • Girl: No, sorry James, you can't. I'm using it.
  • Boy: OK.
  • 2
  • Girl: Is that magazine good?
  • Boy: Yes, it's great.
  • Girl: Can I read it?
  • Boy: Yes, of course you can! Here you are!
  • 3
  • Man: Can I try this shirt on, please?
  • Woman: Yes, of course you can.
  • 4
  • Girl: Dad, can I watch my programme now?

  • Man: No, sorry, you can't. I'm watching the football.

  • Answers

  • 1С 2D ЗА 4B

40 Unit 11 - Exercise 8e

  • CD2T40
  • and 2.
  • Students read through dialogues 1
  • Stronger classes: They can predict the missing words and then listen and check only.
  • Weaker classes: Play the recording while students listen. Then give students time to fill in the gaps.
  • Check answers, playing and pausing the recording as necessary to clarify any problems.

  • Play the recording again, pausing after each dialogue for long enough for students to repeat.

  • TAPESCRIPT

  • See dialogues 1 and 2 for Exercise 8d.
  • 1
  • Boy: (Can) I use your MP4 player?
  • Girl: No, sorry James, (you can't)? I'm using it.
  • Boy: OK.
  • 2
  • Girl: Is that magazine good?
  • Boy: Yes, it's great.
  • Girl: (Can) I read it?

  • Boy: Yes, of course (you can)! Here you are!

  • Answers

  • Dialogue 1: Can; you can't
  • Dialogue 2: Can; you can

41 Unit 11 - Exercise 9b

  • Culture in Mind
  • Read the text on page 86 again and listen. Answer the questions.
  • 1 When did the Edinburgh Festival start?
  • 2 Is the Edinburgh Festival just one event, or is it many events?
  • 3 What happens at the Edinburgh Tattoo?
  • 4 How many people go to the Tattoo each year?

  • 5 Why is it important to organise yourself for a trip to the Edinburgh Festival:

  • Edinburgh /'edinbərə/ n. 爱丁堡（英国城市名）

  • tattoo 英 /təˈtuː/ 美 /tæˈtuː/ n. 文身 vt. 刺花纹于 vi. 刺花样

  • The Edinburgh Festival 爱丁堡艺术节

  • Every summer there is a big festival in Edinburgh, the capital city of Scotland. Do you love dancing? Laughing? Films? Theatre? Well, the Edinburgh Festival is the place for you. There's something for everyone!
  • The 'Edinburgh International Festival' started in 1947. Artists and actors come from around the world, and there are many exhibitions and performances. People talk about 'The Edinburgh Festival', but there are really several festivals that all happen in August. There is a film festival, a theatre festival, a jazz festival, a book festival, and many others.
  • A famous event is the Edinburgh Tattoo - army bands from Scotland and other countries play music inside Edinburgh Castle at night. There is dancing too, especially Scottish country dancing. Every year, over 200,000 people watch the Tattoo and listen to the famous Scottish bagpipes.

  • People come from all over the world to see the events in Edinburgh. Hotels and guesthouses are always full, so if you want to see the festival, it's important to plan early. Do you want to go? Start planning now!

  • bagpipe /ˈbæɡpaɪp/ n. 风笛 vi. 奏风笛

  • guesthouse 英 /'ɡesthaʊs/ 美 /'gɛst,haʊs/ n. 宾馆；小型家庭旅馆

  • CD2T41

  • Students read through questions 1 to 5. Go through the first item as an example, if necessary. Give students time to read the text again and answer the questions. Check answers.

  • Answers

  • 1 In 1947.
  • 2 It is many events.
  • 3 Army bands play music and there is Scottish country dancing.
  • 4 Over 200,000.
  • 5 Because hotels and guest houses are always full.

42 Unit 12 - Exercise 1b

  • Read the text again and listen. Write T (true) or F (false). Correct the false statements.
  • 1 The men were in a small car.
  • 2 Buddy Holly's real name was J.P.Richardson.
  • 3 The plane was in the air for a long time.
  • 4 Four men died in the crash.

  • 5 Buddy Holly had a hit called American Pie.

  • TAPESCRIPT

  • See reading text on page 88 of the Student's Book.
  • The history of pop
  • This week: Buddy Holly and the Day the Music Died
  • The Day the Music Died
  • On 3 February 1959, three men were in a small plane in Iowa, USA, at one o'clock in the morning. They were Buddy Holly, Ritchie valens and J.P.Richardson (or 'The Big Bopper').
  • The three men were singers and musicians. Buddy Holly was very successful, with his songs like Peggy Sue and That'll be the Day. Valens and the Big Bopper were stars too.
  • It was a very cold night and there was snow and a lot of wind. The plane wasn't in the air for very long when there was a problem. The plane went down and crashed. The three musicians, and the pilot, were all dead.
  • Buddy Holly was only 22, and Ritchie Valens was only 17. The Big Bopper was 28.

  • In 1971, another singer, Don McLean, wrote a song about that terrible day. It was called American Pie and was about 'the day the music died'.

  • Iowa [ˈaɪəwə] n. 爱荷华州（美国州名）

  • CD2T42

  • Students quickly read through statements 1 to 5. Check any problems. Go through the first item as an example, if necessary.
  • Stronger classes: They can complete the exercise and listen and check only.

  • Weaker classes: Play the recording once for students to listen and read. Students complete the exercise. Play the recording again, pausing after each answer for students to check answers. Encourage students to correct the false answers.

  • Answers

  • 1 F (They were in a small plane.)
  • 2 F (The Big Bopper's name was J.P.Richardson.)
  • 3 F (It wasn't in the air for very long.)
  • 4 T
  • 5 F (It was Don McLean.)

43 Unit 12 - Exercise 3a

  • Pronunciation: was/wasn't and were/weren't
  • CD2T43 Listen and repeat the sentences.
  • 1 He was only 22.
  • 2 They were in Iowa.
  • 3 It wasn't a warm night.
  • 4 They weren't in New York.

44 Unit 12 - Exercise 3b

  • Pronunciation: was/wasn't and were/weren't
  • CD2T44 Listen and repeat the sentences.
  • 1 'Was he only 22?' - 'Yes, he was.'.
  • 2 'Were they in New York?' - 'No, they weren't.'.

45 Unit 12 - Exercise 5

  • Listen to Alan talking to his Gran about the Beatles. Check your answers to Exercise 5b

  • CD2T45

  • Play the recording for students to

  • listen and check their answers to Exercise 5b. Play it a second time, pausing as necessary t o clarify any problems.

  • TAPESCRIPT

  • Alan: What kind of music do you like Gran?
  • Gran: Well, my favourite group were the Beatles.
  • Alan: Oh, right. Were they from London?
  • Gran: No they weren't! They were from Liverpool.
  • Oh, they were fantastic, just wonderful.
  • Alan: How many of them were there - in the
  • Beatles, I mean?
  • Gran: There were four of them - John Lennon, Paul McCartney, George Harrison and Ringo Starr. They were very young - and I was very young too! John was my favourite, but they were all great. All the girls in my school were crazy about them!
  • Alan: Right! Are their songs still on the radio?
  • Gran: Yes, they are. That song Yesterday, for example - that's a really famous Beatles song, they play that on the radio a lot.
  • Alan: Oh yeah, I know that one. There was a really good song on the radio last week, it was called Miss You - I think that was the Beatles too.
  • Gran: No, Alan, I don't think so. Miss You was the Rolling Stones, not the Beatles.
  • Alan: OK, if you say so, Gran. Anyway, when did the Beatles break up - when did they stop?
  • Gran: 1970. John Lennon just said 'I want to stop', and they stopped.
  • Alan: John Lennon - hmm. He died, I think.
  • Gran: Yes, in 1980. December 1980. He wasn't very old - he was only 40. I remember the day he was shot - I was really sad.
  • Alan: Yeah, sorry Gran. But tell me some more about the Beatles.

  • Gran: Well,...

  • Questions/Answers

  • 1 Where were the Beatles from? (Liverpool)
  • 2 How many men were there in the group? (Four)

  • 3 What were their names? (John, Paul, George and Ringo)

  • Students read the questions. Elicit their responses, then play the recording again while students listen and check their answers.

  • Questions

  • 1 The Beatles were Gran's favourite group
  • 2 You never hear Beatles songs on the radio now.
  • 3 Miss You was famous Beatles song.
  • 4 The Beatles were still together in 1969.

  • 5 John Lennon was 50 when he died.

  • Answers

  • 1 T
  • 2 F (Some Beatles songs are on the radio a lot.)
  • 3 F (Miss You was a Rolling Stones song.)
  • 4 T
  • 5 F (He was 40.)

46 Unit 12 - Exercise 6a

  • Listen and repeat.
  • CD2T46

  • Students quickly read the list of numbers. Explain that this list of numbers is written the way dates are said (refer students to the Look! box if necessary). Play the recording, pausing after each number for students to repeat.

  • TAPESCRIPT

  • 1st (first) 2nd (second) 3rd (third) 4th (fourth) 5th (fifth) 6th (sixth) 7th (seventh) 8th ( eighth) 9th (ninth) 10th (tenth) 12th (twelfth) 13th (thirteenth) 20th (twentieth) 30th (thirtieth)

47 Unit 12 - Exercise 6b

  • Listen and write the numbers.
  • CD2T47

  • Play the recording, pausing after the first item and going through this as an example. Play the rest of the recording for students to listen and write down the numbers they hear. Students can compare answers in pairs before a whole-class check. Play the recording again if necessary to clarify any problems.

  • TAPESCRIPT/ANSWERS

  • 1 third 2 seventh 3 tenth 4 eleventh 5 nineteenth 6 twentieth 7 twenty-third 8 thirtieth

48 Unit 12 - Exercise 6d

  • Listen to four conversations and tick (√) the dates you hear.
  • 1 a 5 December () b 6 December (√)
  • 2 a 13 June (√) b 30 June ()
  • 3 a 4 January (√) b 14 January ()

  • 4 a 21 April () b 23 April (√)

  • CD2T48

  • Students read through items 1 to 4. Play the recording, pausing after the first item and go through this as an example. Play the recording for students to listen and complete the exercise. Check answers, playing and pausing the recording as necessary to clarify any problems.

  • TAPESCRIPT

  • 1
  • Boy: When's your birthday, Jane?
  • Girl: The sixth of December.
  • Boy: The sixth of December?
  • Girl: Yes, that's right.
  • 2
  • Girl: When's Emma's birthday?
  • Boy: Oh, urn, let me think. Erm, oh, yes. The thirteenth of June.
  • Girl: The thirteenth of June? Really? That's the same day as my grandmother's.
  • 3
  • Boy: Is there a concert in January?
  • Girl: Yeah. It's on the fourth.
  • Boy: Great. Erm, let me write it down. Fourth of January.
  • 4
  • Girl: Bye, Peter. Have a good holiday in Paris. Boy: Oh, thanks.
  • Girl: When are you coming back?

  • Boy: Oh, the twenty-third of April.

  • Answers

  • lb 2a 3a 4b

49 Unit 12 - Exercise 7

  • An accident in the park

  • Look at the title of the story and the pictures. How did Izzie hurt her head? Read, listen and check your answer.

  • (1)

  • Izzie: Hi, you two. Do you like my new hat?
  • Mark: Poor you!
  • Kate: Izzie, what happened?
  • (2)
  • Izzie: Well, this morning I was in the park, you know, skateboarding...
  • (3)
  • ... and suddenly, there was a boy on a bike. A minute later, I was on the ground. My head hurt and the boy was gone!
  • (4)
  • Mark: So it was the boy's fault. How silly of him!
  • Izzie: No, Mark. It was my fault, not his. My helmet was on my arm, not on my head!

  • Kate: Well, anyway, who was the boy? We have to find him.

  • silly /ˈsɪli/ adj. 愚蠢的；不明事理的；没头脑的

  • helmet /ˈhelmɪt/ n. 钢盔，头盔

  • CD2T49

  • Students look at the title of the story and the pictures and answer the question. Play the recording for students to read and listen to check their answers. If students ask questions about vocabulary, write the words on the board, but do not explain the meaning at this stage.

  • Answers

  • She was knocked over in the park while she was skateboarding.

50 Unit 12 - Exercise 8c

  • Read the dialogue and put the sentences in the correct order. Then listen and check your answers.

  • CD2 T50

  • Read through the sentences with students and clarify any problems with understanding. In pairs, students decide on the correct order for the dialogue. Check answers and ask students to practise the correct dialogue.

  • TAPESCRIPT/ANSWERS

  • Liz: Hey Dave. Are you OK?
  • Dave: No, I'm not. My little sister's in hospital. Her arm's broken.
  • Liz: Oh no! Poor her! What happened?
  • Dave: Well, I opened the door of our living room. She was on the floor, you know, playing with her toys. The door hit her arm. It was awful! And it was my fault!
  • Liz: Oh, Dave, come on. It's not really your fault, you know. Accidents happen - especially at home.
  • Dave: I know. But I feel terrible now. Poor Jenny -she's only seven!

51 Unit 13 - Exercise 1b

  • Read the text again and listen. Answer the questions.
  • 1 Why did the bus driver say to Rosa:'Stand up!'?
  • 2 Why did Rosa say 'No'?
  • 3 What was Rosa's world when she was a little girl?
  • 4 Why did he the police take Rosa to prison?

  • 5 Why did black people stop using the buses in Alabama?

  • CD2T51 Students read questions 1 to 5. Check any problems. Go through the first item as a class, if necessary. Play the recording for students to complete the exercise. Students can compare answers in pairs before a whole-class check. Play the recording again if necessary, pausing to clarify any problems.

  • TAPESCRIPT
  • See reading text on page 96 of the Student's Book.
  • SHE SAID 'NO'
  • One day in December nineteen-fifty-five (1955), Rosa Parks left work in Alabama, USA, got on a bus and sat down. More people got on the bus, and soon it was full. One man didn't have a seat. The bus driver said to Rosa:'Stand up! Give this man your seat!' Rosa was tired after a long day at work. So, she quietly said:'No.' This started something that changed the USA for ever - because Rosa Parks was a 42-year-old black woman, and the man on the bus was white.
  • When Rosa was a little girl, she walked to school, but the white children took a bus. Rosa saw their bus every day when it went past. 'In those days,' she said, 'there was a white world and a black world. I lived in the black world.' She went to a black school and studied with black children. When Rosa said 'No', she broke the law. The law said a black person had to give their seat to a white person. The police came and took her to prison. Many black people in Alabama were very angry, and they stopped using the buses for a year. Then the law changed, and slowly, things started to change all over the USA.

  • For the rest of her life, Rosa worked to help black people in the USA. She died on twenty-fifth (25) October two thousand and five (2005), at the age of ninety-two (92).

  • Rosa /'roʊzə/ n. 罗莎（女子名）

  • Alabama /,ælə'bæmə/ n. 阿拉巴马州（美国州名）

  • Answers

  • 1 Because a white man wanted her seat.
  • 2 Because she was tired.
  • 3 It was divided into a black world and a white world.
  • 4 Because she broke the law by not giving up her seat.
  • 5 Because they were angry that Rosa had been arrested.

52 Unit 13 - Exercise 3a

  • Pronunciation -ed endings

  • CD2T52 Listen and repeat the sentences.

  • 1 /t/ We watched a film.
  • 2 /d/ I called a friend.
  • 3 /id/ He wanted an ice cream.

53 Unit 13 - Exercise 3b

  • Listen and repeat the sentences.
  • 1 I phoned a friend.
  • 2 I phoned my friend.
  • 3 He talked a lot.
  • 4 He talked to the teacher.
  • 5 We visited a friend.
  • 6 We visited the museum.

54 Unit 13 - Exercise 5b

  • Listen to a radio quiz show. Check your answers to Exercise 5a.
  • CD2T54
  • Play the recording for students to listen and check their answers to Exercise 5a.
  • TAPESCRIPT
  • Host: Hello, and welcome back, and in the next round of our quiz we are looking at important dates, OK?
  • Woman: Yes, OK.
  • Host: And here is the first question. Singer Michael Jackson died on the 25th of June. In which year?
  • Woman: Er, I think it was in 2009.
  • Host: And 2009 is ... absolutely correct. Jackson died on June the 25th 2009. Well done, Sarah. That's 20 points for you. And here's our next question. When did the first man walk on the moon? Was it a. on July the 20th 1949? b. on July the 20th 1969? or c. on July the 20th 1979?
  • Woman: Oh, er, the man's name was Neil Armstrong. And I think it was 1979, so 'c'.
  • Host: Well, Sarah, you're right about Neil Armstrong - but he didn't walk on the moon in 1979, it was on July the 20th 1969. So no points for that, I'm afraid. Don't worry. Let's look at the next question. You can get 40 points this time. This question is about the Olympic Games in Beijing, China. They started on August the 8th and ended on August the 24th. In which year? a. 2004? b. 2006? c. 2008?
  • Woman: That's easy. It was in 2008.
  • Host: That's absolutely correct. 40 points for you. The Beijing Olympic Games started on August the 8th and they ended on August the 24th 2008. And now Sarah - 100 points on the all or nothing question. In Alabama, USA, in a famous incident, Rosa Parks did not give her seat to a white man. What year was that?
  • Woman: Er, oh, I'm not sure! Urn ... was it... 1958?

  • Host: Oh, I'm sorry, Sarah. It was in 1955, not 1958. Sorry about that, but you get a wonderful prize ...

  • Neil /ni:l/ n. 尼尔（男子名） Armstrong /'ɑːmstrɒŋ/ n. 阿姆斯特朗（美国宇航员，登月第一人）

  • Answers

  • 2 a 3 e 4 b 5 d

55 Unit 13 - Exercise 9b

  • Culture in Mind
  • Read the article again and listen. Write T (true) or F (false). Correct teh false statements.
  • 1 Elizabeth was queen for fifty years. ()
  • 2 Her father really wanted a son. ()
  • 3 Her father had six different wives.
  • 4 When Edward died. Elizabeth became queen. ()
  • 5 Everything was good in England in 1558. ()
  • 6 Elizabeth was intelligent and educated. ()
  • 7 England became strong when Elizabeth ()

  • 8 When she died, her son became king. ()

  • Elizabeth /ɪ'lɪzəbəθ/ n. 伊丽莎白（女子名）

  • The daughter of a lion

  • Perhaps I am not a lion - but I am the daughter of a lion, and I have lion's heart.
  • These are the words of Queen Elizabeth Ⅰ (the first), daughter of King Henry Ⅷ (the eighth), and queen of England from fifteen-fifty-eight (1558) to sixteen-oh-three (1603).
  • Elizabeth's father wanted a son very badly. He married six times, and he had a son. Edward, but Edward died in 1553. After that, Henry's other daughter, Mary, was queen for a few years, and then it was her sister's turn. Elizabeth Ⅰ, aged 25, became a great queen.
  • In 1558, England was in a bad state. People were hungry, and France and Spain wanted to control England. Elizabeth had a good education and was very good at languages. This helped her when she talked to the ambassadors from other countries.

  • She was a very clever woman. She made good decisions, and made England a great country. Her period as queen is called 'The Elizabeth Age'. It was a great time for adventure and for literature - Sir Francis Drake sailed around the world, and Shakespeare wrote many famous plays and became one of the great writers in history. Elizabeth never married. When she died in 1603, her cousin James Ⅵ of Scotland became king. The next Queen Elizabeth became queen in 1953 - 350 years later.

  • ambassador /æmˈbæsədər/ n. 大使；代表；使节

  • CD2T55

  • Students read through statements 1 to 8. You may want to pre-teach the irregular verbs died and became. Go through the first item as an example, if necessary. Students read the text again and complete the exercise. Check answers. Encourage them to correct the false answers.

  • Answers

  • 1 F (She was Queen for 45 years.)
  • 2 T
  • 3 T
  • 4 F (She became Queen when Mary died.)
  • 5 F (England was in a bad state.)
  • 6 T
  • 7 T
  • 8 F (Her cousin became King.)

56 Unit 14 - Exercise 1b

  • CD2T56 Ask students if they know anything about life in the 1960s. Listen to some of their ideas. Tell students they are going to listen to a teenager and his grandmother talking about life in the 1960s and life now. Play the recording while students listen and complete the exercise. Let them compare their answers with a partner before checking answers in open class.

  • Listen to Dave and his grandmother. They talk about life in the 1960s and life now.

  • TAPESCRIPT

  • Grandmother: I think life was great when I was a teenager. Yes, we had a lot of fun. Is it better now? I'm not sure. But it's very different! I think perhaps life is more interesting now - you know, there are computers and DVDs, and things like that. When I was young, of course, a lot of TV was in black-and-white, and we only got programmes in the afternoon and evening! But I think that life is more difficult for today's teenagers - for example, my grandson Dave. His school work - he gets a lot of homework to do, and he's always got tests and exams - it wasn't like that for me. I was freer than him, I think. School life is more difficult now, certainly. But you know, the really big difference? I think people were friendlier in the 60s than they are now.

  • Dave: I think perhaps that some things are easier now - for example, with mobile phones and the internet, I can talk to my friends any time I want to. But I also know that some things now are difficult for my grandma. I'm sure that now, life is faster than in the 1960s, and I think that's hard for her. I mean, now she's older, so of course things are more difficult - like, going shopping in town, it's hard for her, the streets are very crowded, they're more crowded than before - and there are a lot more cars these days, the roads are much busier than in the 1960s. And I'm sure that things in the shops are more expensive. So perhaps life is worse for her now - but she's a very happy person!

  • Who talks about these things? Write D (Dave) or G (grandmother)

  • 1 the streets in a town (D)
  • 2 school life ()
  • 3 DVDs ()
  • 4 the shops ()
  • 5 television ()

  • 6 mobile phones ()

  • Answers

  • 2 G 3 G 4 D 5 G 6 D

  • CD2T56

  • Read through the sentences with students and check understanding. Play the recording again for students to decide if the sentences are true or false. Encourage students to correct the false statements. Check answers.
  • Listen again. Write T (true) or F (false). Correct the false statements.
  • 1 Dave's grandmother thinks life is better now than in the 1960s. ()
  • 2 She didn't watch television when she was young. ()
  • 3 She thinks Dave's life at school is easy. ()
  • 4 Dave says it's easy for his grandmother to walk in the streets. ()

  • 5 Dave says his grandmother is a happy woman. ()

  • Answers

  • 1 F (She thinks life was better in the 1960s.)
  • 2 F (She watched TV in the evenings.)
  • 3 F (She thinks it's difficult.)
  • 4 F (The streets are very crowded.)

  • 5 T

  • CD2T56

  • Stronger classes: Students read through the sentences. Go through the first one as an example, if necessary. Students complete the exercise. Play the recording from Exercise lb again for students to check answers. Weaker classes: Play the recording again and then students complete the exercise. Play it a second time to check answers.

  • TAPESCRIPT

  • See tapescript for Exercise lb.

  • Who said these sentences in the conversation? Write G (grandmother) or D (Dave) in the boxes. Then listen again and check your answers.

  • 1 Now, life is faster than in the 1960s. (D)
  • 2 Now she's older. ()
  • 3 Some things are easier now. ()
  • 4 School life is more difficult now. ()
  • 5 People were friendlier in the 1960s ()
  • 6 Life is more interesting now. ()
  • 7 Is it better now? ()

  • 8 Perhaps life is worse for her now. ()

  • Answers

  • 2D 3D 4G 5G 6G 7G 8D

57 Unit 14 - Exercise 3a

  • Pronunciation /ðən/ than
  • Listen. How is than pronounced?
  • 1 She's taller than me.
  • 2 I'm older than him.
  • 3 It's hotter than yesterday.
  • 4 Our dog's bigger than yours.
  • 5 This is more expensive than that one.

58 Unit 14 - Exercise 6b

  • Write the words from the box under the pictures. Then listen and check your answers.
  • CD2T58

  • Give students a few minutes to read the words in the box and look at the pictures. Check any problems. Go through the example as a class, if necessary. Students complete the exercise.

  • Answers

  • 1 a dangerous street 2 a safe place 3 a noisy club 4 a modern house 5 an old-fashioned car 6 a boring game 7 an exciting film 8 a quiet garden

  • Language note

  • Remind students that in English adjectives do not agree with the subject. We don't say three moderns houses. Remind them too that adjectives usually go before the noun they are describing, e.g. we say a modern house NOT a house modern.

59 Unit 14 - Exercise 8

  • So sorry
  • Look at the title of the story and the pictures. Is Izzie angry with Darren? Read, listen and check your answer.
  • (1)
  • Mark: Hey, Darren. What's the matter?
  • Darren: Hi, Mark. I feel awful. You see, ... this morning I was on my bike in the park and I was in hurry ...
  • (2)
  • Darren: And there was a girl, skateboarding. I think she fell over, but I didn't stop. And now I feel terrible. You know, maybe she ...
  • Mark: Don't worry, Darren. She hurt her head a bit, but she's alright.
  • (3)
  • Darren: What do you mean? How do you know?
  • Mark: Well, I know who the girl was! It was Izzie!
  • Darren: Izzie! I don't believe it!
  • (4)
  • Darren: I'm so sorry about what happened, Izzie. I had no idea it was you.
  • Izzie: That's OK, Darren. It was sort of my fault, really. Next time I go skateboarding, I'm going to put my helmet on my head!
  • Darren: Thanks, Izzie.

  • Izzie: That's OK, Darren! Now - you can buy me an ice cream!!

  • CD2T59

  • Ask students to read the question and predict the answer but do not comment at this stage. Play the recording while students read and check their predictions. Check answers in open class. If students ask questions about vocabulary, write the words on the board, but do not comment at this stage.

  • TAPESCRIPT

  • See the text on page 106 of the Student's Book.

  • Answers

  • No, Izzie isn't angry.

60 Unit 14 - Exercise 9c

  • Read the dialogue and put the sentences in the correct order. Then listen and check your answers.

  • CD2T60

  • Read through the sentences with students and clarify any problems with understanding. In pairs, students decide on the correct order for the dialogue. Check answers and ask students to practise the correct dialogue.

  • TAPESCRIPT/ANSWERS

  • Phil: Hi Maggie. Did you see the exam results? They came out today.
  • Maggie: Yes, I saw them - unfortunately.
  • Phil: Oh dear. What's the matter? Not good news?
  • Maggie: No. I'm sort of unhappy. I only got 80% in French. I wanted 90%.
  • Phil: Oh, French? You know, Tom Black got 93% in French.
  • Maggie: What? I don't believe it! He was always terrible at French.

  • Phil: Well, you see, he studied really hard this year. How about you, Maggie?

  • End on page 109 of SB.pdf, page 103 of TRP.pdf

  • Vocabulary bank - Unit 1 countries and nationalities page 114 of SB.pdf