Vocabulary

The body• The face•

Grammar

was/were• could• Past simple: affirmative• Past simple: negative and questions•

Reading

Child prodigies • Culture: Einstein’s brain•

Listening

Back in time •

Speaking

Talk about your abilities in the past• Interview a historic figure• English you need: Say what’s wrong •

Pronunciation

Past simple: regular verbs •

Writing

Before/after• + -ing formMy family history •

Extra Resources

➟ My Portfolio pages 18–19➟ Multi-ROM Grammar, Vocabulary

and Pronunciation ➟ Tests

Teacher’s All-in-one Book

➟ DVD

➟ Mixed-ability Worksheets ➟ Speaking activities

The body

Warmer

In pairs, students make a head to toe list of parts • of the body. Give them a one minute time limit. Ask different pairs what they have written and make a list on the board.

1 Students match the pictures with the words. •

2 1.42

Play the CD to check answers. Point out that the • singular of feet is foot, and that when we talk about all the hair on a person’s head, hair is a singular noun.

Play the CD again. Students repeat the words. •

Answers / Transcript1 body2 leg3 head4 nose

5 mouth6 hair7 eyes8 arm

9 hand10 feet

3 Ask students if they recognize any of the people • in the photos.

In pairs, students match the parts of the body • with the people. Draw attention to the example dialogue to help them.

4 1.43

Play the CD to check answers. •

Answers / Transcript

1 It’s Batman’s body. 2 It’s David Beckham’s leg 3 It’s Frankenstein’s head. 4 It’s Jennifer Aniston’s nose. 5 It’s Albert Einstein’s mouth. 6 It’s Lisa Simpson’s hair. 7 They’re Pablo Picasso’s eyes. 8 It’s Arnold Schwarzenegger’s arm. 9 It’s Wolfgang Mozart’s hand. 10 They’re Rafa Nadal’s feet.

➟Student’s Book Word list page 108

➟ Workbook Word list page 47, Vocabulary page 48

78

943261 _ 0078-0093.indd 78943261 _ 0078-0093.indd 78 27/7/09 09:01:2927/7/09 09:01:29

Vocabulary The body • The face•

Grammar • was/were • could Past simple: affi rmative• Past simple: negative and questions•

Speaking Talk about abilities in the • past Interview a historic fi gure• Say what’s wrong•

Writing My family history• • before/after + -ing form

35

Pronunciation Past simple: • regular verbs

The body

1 Match the pictures with the words.

1 – body

arm | body | eyes | feet | leg | hair | hand | head | mouth | nose

Page 18My Portfolio

1 2 3 54

2 Listen and check. Then listen and repeat.

3 In pairs, match the parts of the body with the people.

Batman Pablo Picasso Rafa Nadal Wolfgang Mozart Frankenstein David Beckham Jennifer Aniston Lisa Simpson Albert Einstein Arnold Schwarzenegger

A I think it’s Frankenstein’s head. B Yes, and they’re Rafa Nadal’s feet.

4 Listen and check.

6

9

7 10

8

804650 _ 0035-0042.indd 35 2/3/09 18:17:06

79

Students look at parts of the body.

943261 _ 0078-0093.indd 79943261 _ 0078-0093.indd 79 27/7/09 09:01:3127/7/09 09:01:31

80

36

4 Read again. Match the sentences with the biographies. Then listen and check.

1 He was interested in physics when he was fi ve. D2 She made her professional debut when she was nine and her fi rst CD the same year. 3 She’s good at languages and can speak Italian, French, German and Swedish. 4 His fi rst word was ‘piz’, short for lápiz, or pencil in Spanish.

5 Write sentences with at or in.

1 I’m interested … … .2 When I was …, I was interested … … .

2 Write the names.

a Julia Hwang is a concert violinist. b … was a physicist.

3 Read the biographies. Write the names.

1 Match the pictures with the names.

1 Albert Einstein2 Lisa Simpson3 Pablo Picasso4 Julia Hwang

Name

He was born in Ulm, Germany in 1879.

He couldn’t speak until he was four.

But he was often bored at school and he wasn’t a good student.

Name

She’s only eight years old but she’s got an IQ of 159.

When she was a baby, she could spell words with her letter blocks.

She can sing and play musical instruments but she can’t dance.

Name

She was born in Seoul, South Korea in 1996.

She could play the piano when she was fi ve and the violin two years later.

When she was nine, she could play better than most seventeen-year-olds.

Name

He was born in Malaga, Spain in 1881.

And he had his fi rst exhibition in Barcelona when he was only nineteen.

He could draw when he was very young.

A

C

B

D

a b c d

c … is a very intelligent eight-year-old girl.d … was an important artist.

3 I’m good … … .4 I’m not very good … … .

804650 _ 0035-0042.indd 36 2/3/09 18:17:22

1

Students look at the life stories of famous child prodigies.

943261 _ 0078-0093.indd 80943261 _ 0078-0093.indd 80 27/7/09 09:01:3127/7/09 09:01:31

81

Child Prodigies

Warmer

Refer to the people and characters on page 35 • and point out that they’re all exceptional in different ways. Ask students who they think is the most exceptional and why.

Tell students that some of these people were • exceptional when they were children too; they were child prodigies.

Students look at the names and pictures on page • 36. Tell them that these people were all child prodigies.

1 Students match the pictures with the names. •

Answers 1 d 2 a 3 b 4 c

2 Students match the sentences with the people. •

Answersa Julia Hwangb Albert Einstein

c Lisa Simpsond Pablo Picasso

3 Students read the biographies and write the • names.

AnswersA Pablo PicassoB Lisa Simpson

C Julia HwangD Albert Einstein

4 1.44

Students read the biographies again and match • the sentences with the biographies.

Play the CD to check answers. •

Answers 1 D 2 C 3 B 4 A

Consolidation

Ask students if they’d like to be a child prodigy. If so, what exceptional ability would they like to have? What are some good things and bad things about having exceptional abilities? Discuss the questions with the whole class.

5Ask students to find the words • interested and good in the sentences in exercise 4. Then ask what preposition follows these words (interested in, good at) and check students understand the phrases. Point out that they are followed by a noun or the -ing form of a verb.

Students complete the sentences with • at or in.

Consolidation

• In pairs, students compare their sentences. Encourage them to also ask for more information about their partner’s answers.

• Invite some students to read their sentences to the class.

➟ Workbook Reading page 52

943261 _ 0078-0093.indd 81943261 _ 0078-0093.indd 81 27/7/09 09:01:3227/7/09 09:01:32

82

was/wereWrite the following prompts on the board: • first word / ‘piz’, Einstein / a good student, Picasso and Einstein / prodigies, Picasso and Einstein / musicians. Ask students to make sentences from the prompts.

Remind students that the past of • be is was/wasn’t, were/weren’t. Write the pronouns on the board and ask students to tell you when we use each form.

Check students remember that the subject and • the verb are inverted in the question form, and that we repeat was/wasn’t, were/weren’t in short answers.

1 Students complete the sentences with • was/wasn’t or were/weren’t.

Answers1 was2 weren’t

3 was4 wasn’t

5 were6 weren’t

2 Students complete the questions. Check these are • correct before students answer them.

Students then answer the questions. •

Answers1 Was; Yes, he was.2 Were; Yes, they were.3 Were; No, they

weren’t.

4 Was; Yes, he was.5 Were; No, they

weren’t.6 Was; Yes, she was.

Consolidation

• Students choose a person or a group from the past. Then they write three sentences about each one without writing the names.

• In pairs, students read their sentences to their partner, who tries to guess who it is. If they are not sure, they can ask more questions until they can guess correctly.

couldStudents close their books. Write the following • on the board: draw spell sing play the piano speak danceAsk students which of the four prodigies each word relates to, and if they’re about the past or the present. Students then look at the biographies and check.

Remind students that we use • can/can’t to talk about abilities in the present: She can sing but she can’t dance. Explain that we use could/couldn’t in the past: He could draw when he was very young. He couldn’t speak until he was five.

Point out that • could/couldn’t are the same for all persons, and that they’re followed by the infinitive. Show students how to make a question by inverting the subject and could, and how to make short answers.

3 1.45

Students complete the dialogue with • could or couldn’t.

Play the CD to check answers. •

Answers1 Could2 couldn’t3 could

4 Could5 could6 couldn’t

7 could8 couldn’t

Go 4 it!

4 Check students understand the words in the box, • especially: get dressed alone, run, tie my shoelaces.

Students copy and complete the table with six • abilities. They write these next to the age at which they could do them.

5In pairs, students ask each other about the • abilities in the box. Draw attention to the example dialogue to help them. Tell them to find out if their partner had any exceptional abilities when they were young.

Invite some students to tell the class any • interesting information they found out about their partner.

➟Student’s Book Grammar reference page 96

➟ Workbook Grammar reference page 44, Grammar page 49

943261 _ 0078-0093.indd 82943261 _ 0078-0093.indd 82 27/7/09 09:01:3327/7/09 09:01:33

37

He was often bored at school. He wasn’t a good student.

1 Complete the sentences with was/wasn’t or were/weren’t.

1 Salvador Dali was a Spanish artist.2 William Shakespeare and Miguel de

Cervantes … musicians. 3 Cleopatra … an Egyptian queen. 4 Joan of Arc … Italian. 5 Marie and Pierre Curie … scientists. 6 Abraham Lincoln and George Washington

… English.

2 Complete the questions. Then answer them.

1 Was Vincent Van Gogh French?2 … James Dean and Marilyn Monroe actors? 3 … The Beatles from London? 4 … Julio Iglesias a football player? 5 … Leonardo da Vinci and Michelangelo

composers? 6 … Pocahontas a real person?

He could draw when he was very young. He couldn’t speak until he was four.

Subject could / couldn’t Infi nitiveI / She / They could write.I / She / They couldn’t (could not)

Affi rmative Negative I / He / She / It was wasn’t You / We / They were weren’t

Questions Short answersCould he write? Yes, he could.Could they write? No, they couldn’t.

Questions Short answersWas he? Yes, he was. Were they? No, they weren’t.

3 Complete the dialogue with could or couldn’t. Then listen and check.

Tom You’re good at music Eli. (1) Could you play an instrument when you were four?

Eli No, I (2) … . But I (3) … play the piano when I was eight.

Tom (4) … you read music?Eli Yes, I (5) … . But I (6)… write it.Tom When (7) ... you write music? Eli When I was about ten. But I (8) … write

it very well.

could

was/were

play a musical instrument draw get dressed alone read run talk

tie my shoelaces swim use a computer walk write my name

Age Ability 2 years old I could walk. 4 years old I could draw. 6 years old 8 years old 10 years old 12 years old

5 Ask a partner.

A When could you draw?B I could draw when I was three.

4 Copy and complete the table. Choose six abilities. When could you do them?

804650 _ 0035-0042.indd 37 2/3/09 18:17:25

83

Students focus on famous historic figures.

Students reflect on the learning process for children.

943261 _ 0078-0093.indd 83943261 _ 0078-0093.indd 83 27/7/09 09:01:3427/7/09 09:01:34

84

38

The face

beard | ear | eyebrow | lips | neck | tooth | moustache | cheek

2 Read the description. Which face is it?

This person’s got a long neck, big eyes, thin eyebrows and long curly hair. The person hasn’t got a beard or a moustache.

1 Match the parts of the face with the words. Listen and check. Then listen and repeat.

1 – eyebrow

3 Listen to the interview. Which face is Pharaoh Hatshepsut’s?

4 Listen again and complete the description.

5 Answer the questions.

Did Hatshepsut …1 build temples? Yes, she did.2 protect her people?3 make Egypt rich?4 attack monuments?5 destroy statues?6 wear men’s clothes?

HatshepsutHatshepsut was a (1) pharaoh of Ancient Egypt. She was born in (2) … bc, and she died at the age of (3) … . She became pharaoh when she was about (4) … years old. Today, Cleopatra is more (5) …, but Hatshepsut was the most powerful woman leader of ancient Egypt. Archaeologists used a (6) … to identify her mummy.

a

1

2

3

6

8

cb

7

4

5

804650 _ 0035-0042.indd 38 6/3/09 16:14:19

1

Students contrast common beliefs about an historic figure with the documented reality.

943261 _ 0078-0093.indd 84943261 _ 0078-0093.indd 84 27/7/09 09:01:3527/7/09 09:01:35

85

The face

Background

Hatshepsut was the most powerful female ruler • of ancient Egypt, but she isn’t well-known because her stepson destroyed all evidence of her reign when she died. It’s thought that she dressed like a man and wore a false beard.

Warmer

Draw a circle on the board and ask students what • it is. Add hair, eyes, a nose and a mouth until students guess that it’s a head. Invite students to tell you what the features are called, and label them. Can students tell you any other features to add?

1 1.46

Students match the parts of the face with the • words.

Play the CD to check answers and introduce the • plural form of tooth (teeth).

Play the CD again. Students repeat all the words.•

Answers / Transcript1 eyebrow2 moustache3 lips4 tooth

5 beard6 ear7 cheek8 neck

2Students read the description and decide which • face it is.

Answer Face c

Consolidation

• Review other adjectives to describe the features in exercise 2.

• Students describe one of the other faces in exercise 1. They read their description to their partner, who has to identify the face.

➟Student’s Book Word list page 108

➟ Workbook Word list page 47, Vocabulary page 50

3 1.47

Tell students they’re going to hear an imaginary • interview with Pharaoh Hatshepsut.

Students listen to the interview and decide which • face is Pharaoh Hatshepsut’s.

Answer Face b

Transcript page 224

4 1.47

Students read the description. Check they • understand powerful and mummy.

Students listen again and complete the • description. Pause the CD to give them time to write their answers.

Answers1 pharaoh2 1508

3 fi fty4 thirty

5 famous6 tooth

Transcript page 224

5Students answer the questions. •

Ask • why she wore men’s clothes. (Because people respected men more.) Focus on her phrase: ‘I imagine things are very different today.’ Do students think that’s true?

Answers1 Yes, she did.2 Yes, she did.3 Yes, she did.

4 No, she didn’t.5 No, she didn’t.6 Yes, she did.

Did you know?

In Ancient Egypt, a lot of men and women shaved off all their hair and wore a wig. Both men and women used make-up too. Black make-up around the eyes is a well-known feature of ancient Egyptian faces.

➟ Workbook Listening page 53

943261 _ 0078-0093.indd 85943261 _ 0078-0093.indd 85 27/7/09 09:01:3627/7/09 09:01:36

86

Present simple: affi rmative

Write on the board: • want, live, marry, stop. In pairs, students write the past simple forms. Use the verbs to review the spelling rules for regular past simple forms.

Write these irregular verbs on the board: • have, write, fall, run. Students tell you the past simple. Remind them that they need to learn the past simple of irregular verbs.

1Check students understand the meaning of all • the verbs.

Students write the past simple of the verbs in the • correct list.

Answers

Regular verbs: matched, demonstrated, died, robbed, attacked, studied, identifi edIrregular verbs: did, said, found, wore, saw, gave, thought, ate

2 1.48

Check students understand • stepson, disappear, unidentified mummy and gap.

Students complete the text with the regular • verbs in exercise 1.

Play the CD to check answers.•

Answers1 attacked2 died

3 robbed4 studied

5 demonstrated6 matched

Pronunciation: Past simple:

regular verbs

Demonstrate the sounds in the table by saying • each verb. Explain that if the verb ends in a t or d sound, –ed is pronounced /id/. If the final syllable’s voiced, it’s pronounced /d/, and if it’s unvoiced, it’s pronounced /t/. Tell students that it’s voiced if you can feel your voice box vibrating when you touch it.

3 1.49

Students copy and complete the table using the • regular verbs in exercise 1.

Play the CD to check answers. Students hear each • verb twice.

Play the CD again. Students repeat the verbs. • Pause the CD for students to repeat.

Answers / Transcript

lived /d/ – died, robbed, identifi ed, studiedstopped /t/ – matched, attackedwanted /id/ – demonstrated

Past simple: negative and questions

Use the grammar table to review the negative • and question forms of the past simple. Point out that in both forms, we use the auxiliary did, and that the main verb is an infinitive.

4Students write the affirmative and negative • forms of the verbs and then decide who the woman is. Explain that they complete each pair of sentences with the same verb.

Answers1 didn’t speak; spoke2 didn’t go; went3 didn’t meet; met

4 didn’t marry; married

5 didn’t die; died

She’s Cleopatra.

5Students complete the questions, and then • decide who the interview is with.

Answers1 Did you have2 did you do3 Did you live

4 Did you win5 Did you lose6 did you die

The interview’s with the French emperor Napoleon Bonaparte.

Go 4 it!

6In pairs, students choose a historic figure and • answer the questions.

7Pairs interview another pair using questions • based on the ones in exercise 6. Can students guess the identity of the historical figure?

➟ Student’s Book Grammar reference page 97

➟ Workbook Grammar reference page 45, Grammar page 50

943261 _ 0078-0093.indd 86943261 _ 0078-0093.indd 86 27/7/09 09:01:3727/7/09 09:01:37

39

I died in 1458 BC. I built magnifi cent temples.

1 Write the past simple of the verbs.

do match say fi nd demonstrate die wear see rob give attack

think study eat identify

Regular verbs: matched, …Irregular verbs: did, …

2 Complete with the regular verbs in exercise 1. Then listen and check.

Hatshepsut’s stepson (1) attacked her monuments when she (2) … in 1458 BC. People (3) … her tomb, and her mummy disappeared. In 2007, archaeologists (4) … an unidentifi ed mummy. It was Hatshepsut. They (5) … its identity using an ancient tooth. The tooth (6) … a gap in the mummy’s teeth.

He didn’t want people to remember her. What did Cleopatra do?

Negative I didn’t listen.didn’t + infi nitive He didn’t stop.Questions Did you go?did + subject + infi nitive What did she do?Short answers Yes, I did. / No, I didn’t.

4 Write the affi rmative and negative forms of the verbs. Who is she?

1 She didn’t speak (✗) Egyptian at home. She spoke (✓) Greek with her family. (speak)

2 She … (✗) to school. Personal tutors … (✓) to her home. (go)

3 She … (✗) Julius Caesar in Rome. She … (✓) him in Alexandria. (meet)

4 She … (✗) Julius Caesar. She … (✓) Mark Antony. (marry)

5 She … (✗) of natural causes. She … (✓) from a snake bite. (die)

5 Complete the questions. Who is the interview with?

die do have live lose win

A (1) Did you have any brothers or sisters?B Yes, I did. I had seven brothers and sisters.A What (2) …?B I was a military leader and an emperor.A (3) … in the 18th century?B Yes, but I died in the 19th century.A (4) … a lot of wars?B Yes.A (5) … an important battle at Waterloo?B Yes, I did. I lost that battle against the English.A Where (6) …?B I died on an island called St Helena.

Past simple: negative and questions

Past simple: affi rmative

3 Copy and complete the table. Use the regular verbs from exercise 1.

Listen and check. Then listen and repeat.

lived /d/ stopped /t/ wanted /id/ watched

6 In pairs, choose a historic fi gure and answer the questions.

When was he/she born? When did he/she die? What job did he/she do? What important things did he/she do?

7 Interview another pair. Can you identify their historic fi gure?

A Where were you born? B I was born in …

Past simple: regular verbs

Pronunciation

804650 _ 0035-0042.indd 39 2/3/09 18:17:28

87

Students interview a partner and compile personal information.

943261 _ 0078-0093.indd 87943261 _ 0078-0093.indd 87 27/7/09 09:01:3827/7/09 09:01:38

88

40

1 True or false?

1 Albert Einstein was a physicist.2 He never won a Nobel Prize.3 His brain was bigger than normal.

2 Read and check your answers.

3 Answer the questions.

1 What was Einstein’s fi rst name? His fi rst name was Albert.

2 When did he leave school?3 Where did he want to study?4 Why was his brain smaller than normal?5 What did scientists in Canada discover?6 Which magazine named him ‘person of the

century’?

4 Choose the correct defi nition for the underlined words.

1 Who is the greatest genius? b a scientist b person with exceptional abilities2 Einstein left school when he was only 15. a fi nished b started3 He preferred to study at home … a liked … more b didn’t want to4 … he didn’t pass the entrance examination. a his result was good b his result wasn’t good5 ‘person of the century’ a a period of 10 years b a period of 100 years

W ho is the most famous scientist of all time? Who is the greatest genius? For many people,

the answer is the physicist, Albert Einstein.Einstein wasn’t a child prodigy. When he was a

baby, he was slow to talk. When he was nine years old, he couldn’t speak well. Einstein left school when he was only fi fteen. He didn’t like the classes. He preferred to study at home with books about mathematics, physics and philosophy.

When he was seventeen, Einstein wanted to study at the Institute of Technology in Zurich, Switzerland, but he didn’t pass the entrance examination. Einstein wasn’t a good student, but his ideas changed the way we look at the world. In 1921 he won the Nobel Prize.

When he died, a doctor removed his brain to investigate the secrets of his intelligence. Albert Einstein’s brain was smaller than normal because

he was a small person. In 1999, scientists in Canada discovered that the part of Einstein’s brain responsible for mathematical calculations was 15% bigger than normal. In the same year Time magazine named him ‘person of the century’.

uest • Find three more facts about the life of

Albert Einstein.

804650 _ 0035-0042.indd 40 2/3/09 18:17:30

1

Students autonomously use the media available to them to research a topic.

943261 _ 0078-0093.indd 88943261 _ 0078-0093.indd 88 27/7/09 09:01:3927/7/09 09:01:39

89

Einstein’s brain

CLIL objective: Students learn about the physicist, Albert Einstein.

Warmer

Write • Test your brain across the top of the board and the letters M G H S E I in a column. Tell students these are the first letters of six school subjects. In pairs, students write the names of the school subjects (Maths, Geography, History, Science, English, ICT – Information and Communication Technology).

Divide the class into two teams. Explain that • they’re going to do a quiz. Each team can choose one of the school subjects and try to answer a question related to the subject. The team that answers the most questions correctly wins. There’s one question for each subject. If a team gets an answer wrong, offer it to the other team to answer. Keep a record of the score.

Questions and answers Maths: What’s five per cent of eighty? (4)Geography: Where’s Wales? (in the United Kingdom)History: In what year did Spain organize the Olympic Games? (1992)Science: What’s H2O? (water)English: What’s the past of the verb ‘run’? (ran)ICT: What does WWW mean? (World Wide Web)

1Tell students they’re going to learn about a • person with an exceptional brain. Who do they think it is?

Students look at the photograph of Einstein. Ask • what they know about him.

Students decide if the sentences are true or false. • They will check their answers in exercise 2.

2 1.50

Students read and listen to the magazine article • and check their answers in exercise 1.

Answers

1 True2 False – He won the Nobel Prize in 1921.3 False – His brain was smaller than normal.

3Students answer the questions. Encourage them • to write full sentences.

Answers

1 His fi rst name was Albert.2 He left school when he was fi fteen.3 He wanted to study at the Institute of

Technology in Zurich, Switzerland.4 His brain was smaller than normal because

he was a small person.5 They discovered that the part of his brain

responsible for mathematical calculations was 15% bigger than normal.

6 Time magazine named him ‘person of the century’.

4Students choose the correct definition for the • underlined words.

Answers 1 b 2 a 3 a 4 b 5 b

Consolidation

• Tell students that Einstein is famous for many of the things he said. Write this incomplete Einstein quote on the board. “ is more important than knowledge.” What do students think is the missing word? In pairs, students think of a word to complete the quote.

• Invite students to read out their version of the quote. Then tell them the correct answer and read out the complete quote.“Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.”

Quest

Students find three more facts about the life of • Albert Einstein. They can do this by entering the words Albert Einstein into an Internet search engine or by consulting a reference book.

Suggested answers

He became interested in science when his father gave him a compass. He loved music and played the violin.His most famous formula was E = mc2.

943261 _ 0078-0093.indd 89943261 _ 0078-0093.indd 89 27/7/09 09:01:4027/7/09 09:01:40

90

Say what’s wrong

Warmer

Ask the students to speak very quietly during the • class. When they ask you why, touch your head and mime having a headache. Say: I’ve got a headache. It hurts. Check students understand the verb hurt. Then mime having a stomach-ache and say: My stomach hurts. Then sneeze and say: I’ve got a cold.

1Students match the pictures with the sentences. • Then they translate the sentences into their language.

Answers 1 b 2 c 3 d 4 a

2 1.51

Students listen to the dialogues and decide what • the problem is for each person.

Answers1 He’s got a headache.2 Her stomach hurts.

3 She can’t sleep.4 He’s got a cold.

Transcript page 225

Consolidation

• Ask students: When was the last time you had a cold? What did you do?

• In pairs, students ask each other about the last time they had the problems in exercise 1, and what they did.

Making suggestions

Ask students if they have any suggestions to help • Monty and Lucy. Write on the board: Why don’t you ... ? How about ... ? and complete the sentences using students’ suggestions. Point out the use of the infinitive and the -ing forms.

3Students write the correct option.•

Answers

1 relax 2 taking 3 lie 4 drinking

4 1.52

Students match the suggestions from exercise 3 • with the people in exercise 2.

Play the CD to check answers.•

Answers1 Emma2 Monty

3 Lucy4 Tom

Transcript page 225

5 1.53

Students match the parts of the phrases.•

Play the CD to check answers.•

Play the CD again. Students listen and repeat the • dialogues.

Answers / Transcript

1 c What’s wrong? (I’ve got a terrible headache.)2 d (I don’t feel well.) What’s wrong? (My

stomach hurts.)3 b What’s the problem? (I can’t sleep.)4 a Are you all right? (I think I’ve got a cold.)

6In pairs, students prepare and practise dialogues • for the different problems.

Invite some students to perform their dialogues • for the class.

➟ Student’s Book Word List page 108

➟ Workbook Word List page 47, English you need page 53

943261 _ 0078-0093.indd 90943261 _ 0078-0093.indd 90 27/7/09 09:01:4127/7/09 09:01:41

41

Say what’s wrong

1 Match the pictures with the sentences. Then translate.

1 I’ve got a headache.2 I can’t sleep.3 My stomach hurts.4 I’ve got a cold.

2 Listen to the dialogues. What’s the problem?

1 Monty He’s got a headache.2 Lucy3 Emma4 Tom

Making suggestionsWhy don’t you + infi nitiveWhy don’t you drink some water?

How about + -ing formHow about going to the doctor?

a b

c d

3 Write the correct option.

1 Why don’t you relax / relaxing more and stop thinking about your exams? relax

2 How about take / taking an aspirin?3 Why don’t you lie / lying down and stop

eating those chocolates?4 How about drink / drinking some hot lemon?

4 Match the suggestions with the people in exercise 2. Then listen and check.

1 – Emma

5 Match the parts of the phrases. Listen and check. Then listen and repeat the dialogues.

1 – c1 What’s a feel well.2 Are you b problem?3 What’s the c wrong?4 I don’t d all right?

6 In pairs, prepare and practise dialogues for these problems.

I’ve got a toothache.My back hurts.I can’t concentrate.

Tell a joke in English

Choose your favourite.

Doctor, Doctor. I think I need glasses.You certainly do Sir, this is a restaurant!

Doctor, Doctor. I feel like a sheep.That’s baaaaaaaaaad!

Doctor, Doctor. I think I’ve got déjà vu!Didn’t I see you yesterday?

Doctor, Doctor. I think I’m invisible.Who said that?

804650 _ 0035-0042.indd 41 2/3/09 18:17:33

91

Students use language that can be transferred to real-life situations.

943261 _ 0078-0093.indd 91943261 _ 0078-0093.indd 91 27/7/09 09:01:4227/7/09 09:01:42

92

42

1 Complete the sentences.

1 Hong Kong is a city in … .2 For most of the 20th century, Hong Kong

was a … colony.3 Hong Kong became part of China in … .

2 Read and check your answers.

3 Match the parts of the sentences.

1 Ming was born in e2 He went to live in Hong Kong at the age of …3 Hong Kong was British when … 4 The Japanese occupied Hong Kong during … 5 Ming didn’t get married until … 6 He worked in a factory and later, …

a he opened a shop.b the Second World War.c Ming arrived there.

d ten.e 1913. f 1946.

4 Complete the sentences with before or after.

1 Ming lived in Shanghai before moving to Hong Kong.

2 … moving there, he spoke English every day.3 His great-grandparents waited for the war

to fi nish … getting married.4 … losing his job, life was hard for Ming. 5 … opening a shop, he worked in a factory.6 He sang to us every evening … coming

home from work.

My family history

After leaving school, he worked for a tea company.

1 Complete the sentences.

1 Hong Kong is a city in … .2 For most of the 20th century, Hong Kong

was a … colony.3 Hong Kong became part of China in … .

2 Read and check your answers.

3 Match the parts of the sentences.

1 Ming was born in e2 He went to live in Hong Kong at the age of …f3 Hong Kong was British when … 4 The Japanese occupied Hong Kong during …g5 Ming didn’t get married until …6 He worked in a factory and later, …

a he opened a shop.b the Second World War.c Ming arrived there.

d ten.e 1913. f 1946.f

My family history

My great-grandfather, Ming, was born

in Shanghai in 1913, but moved to Hong

Kong at the age of ten. When he arrived,

Hong Kong was British.

After leaving school, he worked for a tea

company. He met my great-grandmother

in 1942, but they didn’t get married

until 1946. During World War II, the

Japanese occupied Hong Kong and Ming

lost his job. After the war, he worked in

a factory and later, he opened a shop.

He died in 1998, a year after Hong Kong

became part of China.

In his free time, Ming loved singing. My

parents say that I have his eyes, but I

don’t have his voice!

Chan Yuk-Lin

Family history project

before / after + -ing form

Page 19My Portfolio

My Webpage

5 Make notes. Then write about a person in your family.

Paragraph 1: Early lifeParagraph 2: Life after schoolParagraph 3: Your similarities

6 Now read your work again. Can you fi nd any errors?

804650 _ 0035-0042.indd 42 2/3/09 18:17:38

1

Students use strategies to plan their own written work.

Students use strategies to evaluate and develop their own written work.

943261 _ 0078-0093.indd 92943261 _ 0078-0093.indd 92 27/7/09 09:01:4327/7/09 09:01:43

93

My family history

Warmer

Ask if students remember the word for the • generation before parents (grandparents). Do they know the word for the generation before that? (great-grandparents)

In pairs, students tell each other what they • know about their grandparents and great-grandparents – their names, where they were from, what jobs they did, etc.

1Students complete the sentences. Encourage • them to guess if they aren’t sure.

2Students read the family history project and • check their answers to exercise 1.

Answers 1 China 2 British 3 1997

3Check students understand the first part of the • sentences, and ask them to translate the words in bold. Point out that these words all tell you when something happened.

Students match the parts of the sentences about • Ming’s life. Encourage them to do this without looking at the project, and to read it again to check their answers.

Answers 1 e 2 d 3 c 4 b 5 f 6 a

before / after + ing form

Students close their books. Write the following • sentence on the board: After … school, Ming worked for a tea company. Invite students to suggest ways to complete it. Explain that we use an -ing form if a verb comes immediately after before and after.

4Students complete the sentences with • before or after.

Answers1 before2 After

3 before4 After

5 Before6 after

Consolidation

• Write on the board: Ming didn’t speak English before he moved to Hong Kong. Ask students to rewrite it using an -ing form (… before moving to Hong Kong.)

• Write these sentences on the board. Students rewrite them with an -ing form.

1 Before he moved to Hong Kong, Ming only spoke Mandarin.

2 Ming made some extra money as a singer after he left school.

3 He worked for a tea company before he lost his job.

4 Hong Kong didn’t change a lot after it became Chinese.

Answers

1 Before moving to Hong Kong, Ming only spoke Mandarin.

2 Ming made some extra money as a singer after leaving school.

3 He worked for a tea company before losing his job.

4 Hong Kong didn’t change a lot after becoming

5Students make notes about a person in their • family following the instructions. Then they write about the person. Students could ask family members for more information about the person before they start to write.

6Students read their description again and check • for errors. Write the following checklist on the board for students to refer to:

was / werecould for abilities in the pastPast simplebefore / after + -ing form

➟ Workbook Writing page 54

➟ Website My webpage

943261 _ 0078-0093.indd 93943261 _ 0078-0093.indd 93 27/7/09 09:01:4427/7/09 09:01:44