Live Beat 4. Teacher's Book

157 Pages·20.675 MB·English

T E A C H E R ’ S B O O K
Ingrid Freebairn • Jonathan Bygrave • Judy Copage • Liz Kilbey
Contents
Page
Students’ Book Contents 4
Introduction 6
Teaching notes units 1–10 22
Extra practice answer key 114
Word bank 126
Students’ Book Pronunciation 128
Writing bank 130
Word list 135
Irregular verbs 138
Class audio script 139
Workbook answer key 147
Workbook audio script 154
Notes 156
3
Students’ Book Contents
Grammar Vocabulary Function
1a What are you Present simple and present Clothes, styles, accessories Shop for clothes
doing here? p4 continuous and patterns
Question tags
S
E 1b I’ve loved every Present perfect simple with for and Jobs
L
Y minute. p8 since
T
S Present perfect and past simple
E
F
LI 1c It’s much more Intensifiers much, far, a lot, a bit with Adjectives to describe work
1 rewarding. p10 comparative adjectives and adverbs
(not) as … as
1d Teenage fashion in Britain ACROSS CULTURES p12 SKILLS FOCUS: WRITING
2a I didn’t recognise Past simple Show concern and
S you. p14 Prepositions: during, for reassure
E
RI 2b I wasn’t really Past continuous and past simple with Phrasal verbs with up
O listening … p16 when, while, as
T
S
E 2c After getting up at Past simple and past perfect simple Transport and travel
LIF 5 a.m., ... p18 after/before + gerund (-ing form)
2 2d Milestones in travel CURRICULUM LINK p20 Language Revision 1: Units 1 & 2 p22
SKILLS FOCUS: READING
3a You’ll sleep in Future tenses: will, going to, present Food and kitchen equipment
tents. p24 continuous
Y to be about to + infinitive
T
LI 3b I don’t have to ask must, mustn’t, should, ought to, have Part-time jobs
BI my parents. p26 (got) to, don’t have to, needn’t, had
SI
N better (not)
O Gerund (-ing form) as subject and
P
S object
E
R 3c Please let me go. make, let, allowed to Invite, accept and
3 p28 refuse with excuses
3d A refugee’s story REAL LIFE ISSUE p30 SKILLS FOCUS: LISTENING AND SPEAKING
4a Phones which you Defining and non-defining relative Phrasal verbs with on
can fold up … p32 clauses
T 4b The most fun I’ve Present perfect simple with just, React to good and bad
N
E had for ages! p34 already, before, never, ever, yet news
M
Superlatives with the present perfect
N
AI simple
T
R 4c Ever since I was a Present perfect simple and Words connected with music
E
T child … p36 continuous with for and since
N
E Present perfect simple for numbers
4 and amounts
4d English literature ACROSS CULTURES p38 Language Revision 2: Units 3 & 4 p40
SKILLS FOCUS: WRITING
D 5a Unless they do First conditional with if, unless, Landscape and natural
L
R something, … p42 provided that, as long as environment
O
W 5b We won’t know Future time clauses with when, until, Extreme weather and natural
L until we leave. p44 as soon as, by the time, before disasters
A
R
U 5c In case it gets in case + present simple Camping equipment Make and respond to
AT cold … p46 requests
N
5 5d Glaciers CURRICULUM LINK p48 SKILLS FOCUS: READING
2
4
Grammar Vocabulary Function
6a If you were Second conditional with would, Transitive phrasal verbs
invisible for a day, might, could
… p50
N
O
TI 6b If only I had my wish/if only + past simple Ask for and give advice
A camera! p52
N
GI
A 6c We didn’t mind Verb with infinitive or gerund Noun suffixes -ion, -ment, -ity,
M queuing. p54 and -y
I
6
6d The end-of-year party REAL LIFE ISSUE p56 Language Revision 3: Units 5 & 6 p58
SKILLS FOCUS: LISTENING AND SPEAKING
7a He asked me if I Reported statements and questions Phone messages
E had a website. p60
T
A
C 7b You suggested Reported speech with verbs of
NI getting a taxi. p62 reporting
U
M
M 7c In spite of your Clauses and linkers of contrast Relationship words and
O faults, … p64 phrases
C
7 7d 21st century communication ACROSS CULTURES p66 SKILLS FOCUS: WRITING
8a He shouldn’t have should have/ought to have Apologise for past
left it there. p68 mistakes
?
OT 8b It can’t be easy. must/can’t/might/could for Phrasal verbs with away
N p70 deductions in the present
R
O 8c He can’t have must have/can’t have/might have/ Crime
T
H drowned. p72 could have for deductions in the
G
RI past
8 8d Charity work CURRICULUM LINK p74 Language Revision 4: Units 7 & 8 p76
SKILLS FOCUS: READING
9a The telephone The passive: present simple, past The media
was invented. p78 simple, present perfect, past perfect
S
W
E 9b They’re being The passive: present continuous, past Give opinions, agree
N
E followed. p80 continuous and future simple and disagree
H
T 9c It ought to be The passive: modals, gerund (-ing Adjective and noun formation
IN stopped. p82 form) and infinitive
9
9d Work experience REAL LIFE ISSUE p84 SKILLS FOCUS: LISTENING AND SPEAKING
10a If he had sold the Third conditional with would have Verbs connected with money
ring, … p86
Y 10b If only we’d had wish/if only + past perfect Phrasal verbs with out
NE the money! p88
O
M 10c I might not have Third conditional with might have Give and accept
0 done so well. p90 congratulations
1
10d Social customs ACROSS CULTURES p92 Language Revision 5: Units 9 & 10 p94
SKILLS FOCUS: WRITING
Extra practice p96 Word bank p108 Pronunciation p110 Writing bank p112 Word list p117 Irregular verbs p120
3
5
Introduction
Welcome to Live Beat 4. This is the final level of a • grammar in clear tables for easy processing of
four-level course for teenage students of English. information, and Grammar summaries in the
Workbook.
Live Beat takes students from beginner of false beginner
level to B1. Depending on their level, students can start • clear signposting of the key language (highlighted in
the course with Live Beat 1 or Live Beat 2. red) in the presentation texts and dialogue.
• graded grammar practice tasks with simple language
Principles behind Live Beat manipulation exercises followed by more challenging
tasks in the Workbook and on the MyEnglishLab.
We believe that three key principles need to be followed
• Extra practice activities in the back of the Students’
if language learning material is to be effective for
Book for learners who need extra challenge (stretch
teenagers.
activities) or support (remedial activities).
1 Motivate and maintain interest • additional lead-in, revision and extension activities
The visual presentation of the content, and the topics in the Teacher’s Online Resource Materials to help
and issues it deals with, must motivate the students teachers tailor the material to individual class needs.
from the start. In addition the learning tasks in the • multi-level exercises in the Workbook.
course must involve and challenge students both
3 Set goals and monitor progress
linguistically and cognitively to maintain their interest
The learning material should contain markers throughout
and ensure that learning is effective. Live Beat achieves
the course to enable students to monitor their progress,
this by using:
gain a sense of achievement and develop independent
• authentic location photography, magazine articles,
learning strategies. Live Beat achieves this by providing:
website articles and emails, as well as material in
• Objectives boxes at the beginning of each lesson,
puzzle formats.
enabling students to focus on what their learning
• a group of sympathetic teenage characters with whom
goals are.
students can easily identify.
• Skills tip boxes containing simple advice to help
• situations, topics and emotional issues (see in
students develop their learning skills.
particular the Real Life Issue lessons) which students
• a Language Revision at two-unit intervals throughout
will recognise and respond to.
the Students’ Book with a Self-check score box and
• authentic functional language and everyday
Audio answer key.
expressions which young British and American people
• Language round-up pages in each unit of the
use in conversation with each other (see the Phrases
Workbook to help students monitor their own
boxes and the Use your English sections).
progress.
• topics which expand students’ knowledge of the
• an extensive Assessment package in the Teacher’s
world (see the Curriculum Link and Across Cultures
Online Resource Materials and Teacher’s eText and
lessons).
on the MyEnglishLab.
• memory exercises and puzzles (see the Solve it!
exercises in the Students’ Book, the puzzle exercises
Course components
in the Motivator worksheets and the interactive
games on the eText) to provide cognitive stimulus.
Students’ Book
• interesting and varied language exercises to
The Students’ Book contains 10 units. Each unit is
encourage the practice of key language (e.g. quizzes
divided into four-page lessons, labelled a, b, c and d.
and questionnaires).
(The only exception is Lesson 1a, which extends to
• personalisation to allow the students to talk about
4 pages.) The a, b and c input lessons present and
themselves and their opinions as much as possible.
practise grammar, vocabulary and functional language
2 Enable all students to succeed (Use your English).
The course material should make it possible for every Lesson d focuses on skills development. It
student to achieve success at his or her level of ability. consolidates and extends the language presented
Live Beat achieves this by providing: in the preceding three lessons and provides further
6
reading, listening, speaking and writing practice. There Language round-ups give extra practice of the unit.
is a Revision lesson after every two units, making a These exercises have a marking scheme and progress
total of five revision lessons in the Students’ Book. Self-check score box and Audio answer key so that
These contain accuracy exercises to revise grammar, students can check their knowledge.
vocabulary and communication, and finish with a self-
Skills practice pages focus on reading, writing and
assessment box to help students monitor and reflect
listening. Odd numbered units concentrate on reading
on their own progress.
and writing whereas even numbered units focus on
The Skills lessons (Lesson d) are divided into three reading and listening with an additional short writing
rotating types: Across Cultures, Curriculum Link task.
and Real Life Issues. The Across Cultures lessons
Teacher’s Book
feature the English-speaking world, viewed from a
The Teacher’s Book contains the Students’ Book
teen perspective (e.g. fashion, technology, lifestyle).
pages, Answer keys for the Students’ Book and
They contain a particular emphasis on writing. The
Workbook exercises, Audio scripts for the Class and
Curriculum Link lessons deal with the sort of topics
Workbook audio and informative Background notes.
which students might encounter in their other subjects
Optional Extra activities (Look forward, Extension,
at school (e.g. Science, Geography). They contain a
Extra practice) provide further practice which the
particular emphasis on reading. The Real Life Issues
teacher can draw on to tailor the course materials more
lessons are designed to highlight the moral dilemmas
closely to the needs of individual classes.
which today’s teenagers may encounter in their everyday
lives (e.g. honesty, loyalty to friends, work experience).
Class audio CDs
They provide material for discussion and contain
The Class audio CDs contain all the recorded material
a particular emphasis on listening and speaking.
from the Students’ Book.
At the end of the Students’ Book, there are Extra
Teacher’s Online Resource Materials
practice exercises, Pronunciation exercises, a Word
bank for revision of the main vocabulary from the The Teacher’s Online Resource Materials can be
previous level, a unit-by-unit Word list and an Irregular accessed using the access code supplied on adoption
verbs list. The Extra practice exercises give further of Live Beat. All material is provided in pdf format and
practice of the grammar, vocabulary or Use your English can be printed, if preferred.
phrases presented in the a, b and c input lessons. These The Teacher’s Notes contain Answer keys for the
exercises can be used both for faster learners and for Students’ Book and Workbook exercises, Audio
those who need further consolidation. scripts for the Class and Workbook audio and
The Writing bank section gives detailed guidance on informative Background notes. Optional Extra activities
writing a variety of text types. Each bank is linked to (Look forward, Extension, Extra practice) provide
a specific lesson in the Students’ Book and to the further practice which the teacher can draw on to
relevant language content in that unit. The Writing tailor the course materials more closely to the needs of
banks can also be used independently if the teacher individual classes.
wishes. Hyperlinks take the teacher directly to the Motivator
worksheets. These correspond to lessons a, b and
Workbook
c of the units in the Students’ Book and, in addition,
The Workbook is divided into units and lessons which
summative Round-up worksheets which revise the
correspond to those in the Students’ Book. The a,
language from the three input lessons. The lively,
b and c input lessons provide practice of phrases,
stimulating activities are a mixture of puzzles, problem-
grammar, vocabulary and functions. It contains exercises
solving exercises and information-gap tasks and include
at two levels of difficulty, indicated by one or two stars,
many authentic text types (e.g. maps, menus, notices
to cater for mixed ability classes. Most students will
and signs). Since some have been designed for the
benefit from completing both levels of difficulty in the
student to complete individually and some for pairwork,
exercises, but students with a good basic knowledge
the worksheets can be used to vary the class dynamic,
may attempt just the higher levels of task. Additionally,
and as the activities are highly visual they are particularly
each input lesson ends with a Grammar summary
suitable for use with students who have Specific
which contains example boxes and simple rules.
Learning Differences. Specific teaching notes for the
7
Motivator worksheets with integrated answer keys Students’ eText
can be found in this section of the Teacher’s Online
The Students’ eText is a simplified version of the
Resource Materials as well.
Teacher’s eText, designed for individual use on a
The Teacher’s Online Resource Materials also contain tablet or PC. Essentially students have the same
the complete Assessment package for Live Beat. This basic functionality as the teacher with the classroom
consists of: version but without the Show answers facility, Teacher’s
• a Diagnostic test to be used at the start of the course materials or the write-on-screen tools. The Students’
to assess the level of students. eText can be used instead of a print version of the
Students’ book.
• individual Unit tests focusing on Grammar, Vocabulary
and Functions.
MyEnglishLab
• two Skills tests every two units, one focusing
The MyEnglishLab is an online resource which allows
on Reading, Writing and Listening and the other
teachers and students to interact beyond the classroom.
specifically on Speaking.
It contains:
• Summative tests every two units to assess students’
• the entire Workbook in an online, easy-to-manage,
progress at key points during the course.
interactive and auto-graded environment.
• End-of-year tests to assess students’ progress at the
• a wealth of extra Skills practice specifically written for
end of each academic year.
the MyEnglishLab environment.
• A and B versions of all the tests above.
• Pronunciation activities with Record and playback.
A version of all of the above test types is provided for • useful tips designed to help students complete
students with Specific Learning Disabilities (SLD), such activities and feedback on submission of an activity
as dyslexia. to help students understand why an answer is right or
wrong.
Teacher’s eText
MyEnglishLab gives teachers instant access to a range
The Teacher’s eText is a digital presentation tool
of diagnostic tools. The Gradebook enables teachers
designed for use with an Interactive whiteboard or a
to see how students are progressing at a glance. The
projector connected to a PC. It is a key component of
Common Error Report indicates which errors are
the course permitting the teacher to vary the classroom
the most common and which students are making
dynamic, engage students’ interest and so increase
these errors. The Summative and Skills tests are also
their motivation to learn. On the Teacher’s eText the
available in interactive format. Teachers can assign tasks
Students’ Book pages can be shown on screen and
to the whole class, groups of students or individual
the teacher can use the hotspots on them to navigate
students and communication tools enable teachers to
between the pages and connect directly to the key
send instant feedback on their students’ work.
features of the tool:
• class audio-recordings
• enhanced interactivity built into the d lessons
• interactive games for revision
• Teaching notes
• Motivator worksheets
• Tests
• phonetics chart
In addition, the enhanced functionality of the Teacher’s
eText allows the teacher to:
• zoom in on any part of the page.
• play audio material and display the audio script while
the audio is playing.
• call up the answers to the activities on screen.
• highlight words or phrases on screen.
• write/delete notes.
• hide/reveal sections of the screen, etc.
8
Live Beat
Features of
Students’ Book
a, b and c input lessons present and practise grammar, vocabulary and functional language (Use your English).
Objectives boxes make students aware of
the language they are going to learn.
4a 4a
Grammar 7
Comprehension Relative clauses
3 Defining relative clauses
1There were plenty of peoplewho///that had never
G1e t started In schools, libraries and offices 23sStFheumeetmuanrr .oto lgnolega.issstes sa wreh piceho///ptlheawt hhaovsee t(cid:75)i(cid:80)n(cid:67)y(cid:1) (cid:74)c(cid:84)o(cid:1)(cid:85)m(cid:80)(cid:1)p(cid:81)u(cid:83)(cid:70)te(cid:69)r(cid:74)s(cid:68) (cid:85)i(cid:1)n(cid:85) (cid:73)(cid:70)(cid:1) ThTahhdee ccchhoiimllddprreeunnte wwrshe a ost/ etsheca hitno wtohel.e s veied eino thhaed v ideo
future. computers at school.
T 4Tohr esytu wdieerde. mostly in places where people worked
EN IWt we owuoldu lbden ’ht ahradveer .t.o. ... 4S ?LVE IT! 56TaTchhceeu ycr’rhaetil edh rupegrnee d((( wmichatiocoh///ntishn.aest) (((wweh iscehe/// tinh atht)ey voiud eoon lmy asdeee in
Read museums these days.
NM 2 041 S5p eak N7oScnoo-mmdepefu icntheinrilsgd rareetn lsa,ctwhivoheoo cl ,wl ameuarsede elsu cak vyid eenoo.ugh to have
8The children’s ideas, which sounded like science
I fiction back then, had come true.
A 9Futurologists,whose(cid:1)(cid:75)(cid:80)(cid:67)(cid:1)(cid:74)(cid:84)(cid:1)(cid:85)(cid:80)(cid:1)(cid:81)(cid:83)(cid:70)(cid:69)(cid:74)(cid:68)(cid:85)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:71)(cid:86)(cid:85)(cid:86)(cid:83)(cid:70)(cid:13)(cid:1)
T agree there will be changes.
CChhoose thhe correct optiions.
R 1Onlydefining / non-defining relative clauses can
E 2uYsoeu tchaant. omit the relative pronoun in defining Vocabulary: Phrasal verbs with on
Key grammaTr rseulabtjievcet c /l aoubsjeesc t(s oefn ttheen ccelasu 5s ea.n d 6) when it is the 8 042
N
is highlighted Practice
E 6
in red.
4
switch on

that

Extra practice

Photographs set the scene and
present new language.
Communicative language is practised
in functional contexts.
4b 4b
Grammar
Grammar Present perfect simple with just, Comprehension Present perfect simple with just, already, Use your English: React to good
FuncD1tii oan0l4 3og LS Rui ssaueetilpamreecenpatr ldlaateoynt,i dv gbe oersoef owdard ieat.h,n W ndthe hbveoae p drg,r eeensvteseew nra,st y ppereterfseecnt t? 2 ALW1234 n(hwdttiLssihono oiwrvs:seenea?esw r)anry, t’ tnJthch e wro(eecJni enkoqf il subdaphecaeri)elsnzl s?otte i soraa S bnnRaodst (u .fRk atWn yitroharsicen?tke )g.e Sadm (dSeoo?wpnhSue iteh)xrs,te eupe dfrueelsn estvisoe nlreysad.IIHWIbPI ’’’rhvvvaeaeeeeaansv f hvteoanj ueac leyr yrsnvoeveote’net a,u nw trdd ni’ tnotwyore uin tneosrov ediptnueeh e isdtriatshn , nb titnsehy ea etivgfshlcole a ikgnmrmrleaga,y. me cy a meyete .e oatyt ne?faet .iyr.. and bad news
5 is better at the game? Complete the rules.
SLSLSiiooosspppaahhh:: iiieee::: fNWIY(cid:40)L akooe(cid:80)ihnrouv(cid:80).ao k e(cid:69)ktc!r (cid:1)nd kI(cid:71)m’o(cid:80)eivdw(cid:83)die(cid:1)n (cid:90) y ,dtj (cid:80)ohut.h(cid:86)ur sTei(cid:2) ts(cid:1)deh (cid:42) w’ oievsti oe nptton shrn i ezwtdehe vomiisnsew orainnt srw?e etwc onfkiun’ttlhna a t cthInh’eavyr!teet heg hi rnbaegada lt als.fto. ar (cid:114)(cid:114) (cid:1)td6he aawtd gin resea aast y t e (cid:114) d(cid:114) hd Hayva berde aa l urg?cok . (cid:114) (cid:114)u pIt’ sfo mr iyt t u rn. 231S uTbtYThpehheetfeee o sisrttreiiel mmoan tnteetheil eyvnaa cddemuevvssa.eee irrdwnbb ss_fiot __jhru_ _q s _itntu h,a eaaens lrdst eipeo _anrn_dets_ey s ,nac necnoeednmv. t_ee _rp a_ae tns rtedhfn eeet ceveentnr cd sec iosomf.m pe le RWTHW(cid:40)heo(cid:80)eoaaw(cid:80)lwtlc (cid:69)’ d!sft(cid:1) a o(cid:71)T r(cid:80)tnnheo(cid:83)taea(cid:1)a (cid:90)gl!tsl(cid:80)’yost(cid:86)i o ccg(cid:2)!dore onal/eta/wmbsraillziainngt!!
Dialogues Josh: aWgheys !don’t you have a go, too, Lisa? TThhaist ’iss tthhee bmigogset sfut nb eI’avre I ’hvaed e fvoerr a sgeeesn!! ROeha, cnot !t oT hbaatd’s naewwfusl/too bad!
plarnegsueangt en einw JLRoiyssaahn: :: AI(cid:42)IH(cid:85) dc(cid:8)re(cid:84)eaoy(cid:1) n(cid:80)n,y ’(cid:79)’owtt(cid:77). u(cid:90) ekI (cid:1)’ nu(cid:21)vhop(cid:17)eaw (cid:81) vfao(cid:1)e.(cid:66)l rrnI(cid:1) e(cid:72)ih’tat(cid:80),a dtJ(cid:15)vryoiee snsdhp’ t?te hdniost n agelal mimt bey e ymfeootr.ne e. y. P3r aCpceortmfiecpclete steim thpele c oorm ppaustte sri mgapmlee. review with the present THPTI’mhhooaaow ttrr’’e sstyae oralrleury ira !be/slYllaoeylor ! hrsuyoh pratroomib ohelree/ /taahm rpi nitsihgteya!r.ta.ble!
Man: You get three darts and you have to hit Never mind.
context. Josh: tOhKe .c Ia’llr dhsa.ve a go. Cheer up!
Ryan: It’s dead easy. Watch this. … Oops! Missed! 1Have played Pronunciation: Falling intonation
Josh: Hard luck. It’s my turn now. ... Yes!! yet in exclamations
SMoapnh: ie: THhearet’ sy oburi laliaren,t ,s iJr.osh! Well done! 5 044 Go to page 110.
JJLSooiossspahhh: ::i e: IHOT’vhehear! e tTw’,s hoL atinhst’ easa. b…gItii’ga segn aret …stpetr d ebgdseryeea narb ttIe ,’f vaoJeror! syehov.ue T.r hsaenekns!. 6 dmp04ir5aoolrmo eLg pciustoseten binvnee alErogsxwaae.itrnico itnsose p i1na. r pTt ahoiefr snt.h mUe asek et he
(cid:18)(cid:1)(cid:46)(cid:90)(cid:1)(cid:68)(cid:80)(cid:78)(cid:81)(cid:86)(cid:85)(cid:70)(cid:83)(cid:16)(cid:75)(cid:86)(cid:84)(cid:85)(cid:16)(cid:68)(cid:83)(cid:66)(cid:84)(cid:73)
A: My computer has just crashed.
B: Oh, no! That’s awful.
2 These are/good/exam results/
I/ever/have!
3 I’m really tired. I/not/sleep/for two days.
4 Write sentences using the present perfect simple (cid:21)(cid:1)(cid:42)(cid:16)(cid:75)(cid:86)(cid:84)(cid:85)(cid:16)(cid:72)(cid:70)(cid:85)(cid:16)(cid:85)(cid:74)(cid:68)(cid:76)(cid:70)(cid:85)(cid:84)(cid:1)(cid:71)(cid:80)(cid:83)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)
with ever and a superlative. Beyoncé concert.
1 TyTohhuaa’ttv’/sne i tceheve e tnrh iiscnaegisd/ty! othui/nsga y ! 345 TTThhhiiasst///gddoeiflofiicdciu/ohluto sgl idammaeyea//lw/sIe/he/eha/atp.vlaey.. P56r oTMhya nct awtua/dsi/ebn/aladsc tp wiziezaae/kI./tevieor eant. exercises
2 That/bad CD/they/hear. 6 That/fast car/he/ever drive. Extirsa oprlaacttiece and practise specific
For more practice, go to page 99.
34 Photographs with teen characters sounds, or stress35 and
engage students and set the scene. intonation patterns.
9
The Solve it! tasks engage Grammar boxes provide clear examples of
students cognitively. grammar points. Animated cartoons on the
eText present grammar in context.
4c 4c
Grammar 6
Present perfect simple with for and
S?LVE IT! since have been living since
3
Present perfect continuous with
Get started Comprehension for and since
4
1
F Vocabulary: Words connected with music
7a Recall
Read You can use the present perfect simple or continuous
2 046 withworkk andlive. guitar, … trumpet, … piano, …
Present perfect simple for b 047 Extension
DRIVERS numbers and amounts
free-time formula
Make rules.
Which tense do we use:
(cid:109)(cid:1)(cid:88)(cid:74)(cid:85)(cid:73)(cid:1)(cid:84)(cid:85)(cid:66)(cid:85)(cid:74)(cid:87)(cid:70)(cid:1)(cid:87)(cid:70)(cid:83)(cid:67)(cid:84)(cid:13)(cid:1)(cid:9)(cid:70)(cid:15)(cid:72)(cid:15)(cid:1)be, have, see, c
like)?
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of time?
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many things we’ve done?
Practice
5 Listen
8 048
Photographs provide
valuable cultural A: How long has he been a professional for three years
Factfile: Lewis Hamilton driver?
B: He’s been a professional driver for …
information. 1985 Born in Stevenage, UK years.
1998 BSteacratemde p plaroyifnegs stihoen aglu riatacring driver H19e9’s8 /bheee nw aas p trhoifretesesnio.nal driver since
2007 DWroonv eh iisn fhirisst f iFrsotr mFourlam Oulnae O rnaec erace Extra practice
2008 Won the Formula One world championship
2011 Bought Prince’s gold guitar
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d lessons focus on skills development. They consolidate and extend the language presented in the input lessons
and provide further reading, listening, speaking and writing practice.
Across Cultures lessons feature cultural aspects of the English-speaking
world. The focus of these lessons is on written communication and is
intended to help build students’ confidence.
7d 7d
Listen Writing tips
SKILLS FOCUS: WRITING 6 079 Listen to a radio discussiofno abcouut s on linguistic
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activities write and spell correctly.
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UK. If there are thirty students in a British reviews that it is excellent. Use Exercise 1
class, how many have a mobile phone? to help you.
66 67
10