mind flow - learning factory...mind flow is a four-level intermediate course covering cef levels b1...

Mind Flow is a four-level intermediate course

covering CEF levels B1 and B1+. Each volume consists of 25

lessons grouped into five units, providing 30 hours of core work

and additional materials that can extend the course to approximately

50 hours. Additional materials comprise extra reading texts, BYOD

(Bring Your Own Device) tasks to be used in class, as well as various online

activities students can do from home.

Activity Book• Fully integrated in the Student’s Book

• Learning tips for learner autonomy

• Stop & Check activities that help students to

independently evaluate their progress.

Teacher’s Guide• Lesson-by-lesson plans

• Useful tips and ideas for best practices

• Answer keys and audioscripts

• Resources pack with photocopiable activities

Digital componentsThe printed materials are accompanied by

a number of digital resources, which may be used

inside or outside the classroom. These include:

• An optional interactive digital book version of the Student’s Book

and Activity Book for use on Apple® and selected Android® tablets

• A digital version of the Teacher’s Guide

• A suite of digital materials for use in the classroom by

the teacher

• Student and teacher online access to audio, video and

digital activities and additional online tasks

Course ComponentsStudent’s Book

• Appealing topics which allow learners to express their ideas, share experiences and develop

critical thinking skills.

• Activities devised to give learners the opportunity to develop the four skills, with emphasis on speaking

and listening.

• A syllabus that responds to the grammar, pronunciation and lexical needs of intermediate learners and

provides inbuilt recycling.

• Target boxes with systematisation of language: grammar, vocabulary, functions and morphology.

• Pocket Expressions with conversational fixed expressions that help learners communicate more naturally.

• Language Reference pages including exercises for classroom and self-access use.

• Revision Section with further practice and revision exercises linked to each unit.

• Magazine Pages presenting authentic-like texts for extensive reading and discussion.

FEVEREIRO/2016

STUDENT’S BOOK

4

4

9 788580 782073

ISBN 978-85-8078-207-3

Mind Flow 4 – Audio track list

1 Introduction

2 Lesson 1A – Activity 2

3 Lesson 1A – Activity 5 – Pronunciation

4 Lesson 1A – Pocket Expressions

5 Lesson 1B – Activity 6

6 Lesson 1B – Pocket Expressions

7 Lesson 1C – Pocket Expressions

8 Lesson 1C – Activity 4


10 Lesson 1E – Pocket Expressions




14 Lesson 2B – Pocket Expressions



17 Lesson 2D – Activity 5

18 Lesson 2D – Pocket Expressions






24 Lesson 3C – Activity 7 – Pronunciation





29 Lesson 3E – Activity 3









38 Lesson 4E – Activity 3




Mind Flow 4, Student’s Book

Publishing Manager Raquel Carlos

Series Editor Ana Amaral Thornycroft

Development Editors Ana Amaral Thornycroft, Cláudio Rocha

Contributors Adrian Kitchen, Johann Potgieter, Luciane Laxe

Copyeditor Michele Myers

Proofreaders Daniel Sotello, Flavia Marinho, Maria Carolina Romaguera, Michele Myers, Tatiana Boynard, Vivian Albuquerque

Language Consultant Sue Sileci

Art Coordinator Nathália Barbosa

Art Editor Luis Saguar

Iconographer Alessandra Libonatti

Logo Design Núcleo-i

Design Project Aline Haluch, Juliana Braga – Studio Creamcrackers

Composition Ilustrarte Design e Produção EditoriaI

llustrations Estúdio Ilustranet

Educational Technology Manager Colin Paton

Multimedia Editor Vinicius Castilho

Audio Supervision Charles Lacerda, Josh Clayton

Video Editor Josh Clayton

Digital Book Editor Thiago Hime

Digital Book Proofreaders Luiza Brandão, Filipi Vieira

Multimedia Design MTI Studio

Digital Book Design Educamos Online

Audio Recording Studio New York Audio Productions

Video Recording Studio Pixel

Learning FactoryRua São Clemente, 258 / 4° andar

Botafogo, Rio de Janeiro – RJ. [email protected]

© Learning Factory Ltda, 2015. Mind Flow is a trademark of Learning Factory.

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping or web distribution, information networks or information storage or retrieval systems without the prior written permission of the publisher, Learning Factory.

Mind Flow 4 Student’s Book

ISBN 978-85-8078-207-3

Although every effort has been made to trace and contact copyright holders before publication, this has not always been possible. We apologize for any apparent infringement of copyright and, if notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.

Learning Factory is not responsible for the permanence of external website URLs referred to in this publication, and cannot guarantee that the content of such websites will remain appropriate.

See photo credits on page 132

CIP-BRASIL. CATALOGAÇÃO-NA-PUBLICAÇÃO

SINDICATO NACIONAL DOS EDITORES DE LIVROS, RJ

M616Mind flow 4 : student’s book / coordenação Ana Amaral Thornycroft. - 1. ed. - Rio de Janeiro : Learning Factory, 2015.

il. (Mind Flow ; 4)

ISBN 978-85-8078-207-3

1. Língua inglesa - Estudo e ensino. I. Thornycroft, Ana Amaral. II. Série.

15-28912 CDD: 428.24CDU: 811.111'243

08/12/2015 08/12/2015

MIN

D F

LOW

4 –

SC

OPE

& S

EQU

ENC

E

UN

IT 1

– T

HE

AR

TSLE

SSO

NFU

NC

TIO

NLA

NG

UA

GE

SKIL

LSR

ECYC

LIN

G

1A

A fe

ast f

or th

e ey

espa

ge 1

0

Talk

abo

ut t

ypes

of a

rtD

escr

ibe

art a

nd e

xpre

ss

tast

es

Voca

bula

ryPr

onun

ciat

ion

Wor

ds re

late

d to

art

Fixe

d ex

pres

sion

s fo

r exp

ress

ing

tast

es

Wor

d st

ress

: adj

ecti

ves

Spea

king

: tal

k ab

out a

nd d

escr

ibe

type

s of

art

; exp

ress

ta

stes

List

enin

g: a

dis

cuss

ion

abou

t art

1B A m

ost t

reas

ured

po

sses

sion

page

12

Talk

abo

ut tr

easu

red

poss

essi

ons

Des

crib

e tr

easu

red

poss

essi

ons

Voca

bula

ryW

ords

and

exp

ress

ions

for d

escr

ibin

g po

sses

sion

sFi

xed

expr

essi

ons

for t

alki

ng a

bout

trea

sure

d po

sses

sion

sSp

eaki

ng: d

escr

ibe

and

talk

abo

ut tr

easu

red

poss

essi

ons

Rea

ding

: a m

ind

map

; ext

ract

s fr

om a

n in

terv

iew

abo

ut

trea

sure

d po

sses

sion

sLi

sten

ing:

an

inte

rvie

w a

bout

a tr

easu

red

poss

essi

on

Verb

s te

nses

and

que

stio

n fo

rmat

ion

(wh-

ques

tion

s w

ith/

wit

hout

au

xilia

ry v

erbs

)

1C The

silv

er s

cree

n

page

14

Des

crib

e fil

ms

Nar

rate

sto

ries

and

film

pl

ots

info

rmal

ly

Voca

bula

ry

Gra

mm

ar

Wor

ds a

nd e

xpre

ssio

ns re

late

d to

film

s Fi

xed

expr

essi

ons

for g

ivin

g op

inio

ns a

bout

film

s Fi

xed

expr

essi

ons

for d

escr

ibin

g fil

m p

lots

Pre

sent

tens

es fo

r tel

ling

stor

ies

and

sum

mar

isin

g pl

ays

and

plot

s

Spea

king

: des

crib

e fil

ms

Rea

ding

: film

des

crip

tion

s in

a fi

lm q

uiz

List

enin

g: a

per

son

talk

ing

abou

t the

plo

t of a

film

Pre

sent

tens

es

1D The

art o

f cha

nge

page

16

Talk

abo

ut h

ow a

rt

chan

ges

our l

ives

Voca

bula

ry

Gra

mm

ar

Wor

ds fo

r tal

king

abo

ut a

rt c

hang

ing

lives

Ex

pres

sion

: I’ll

nev

er fo

rget

… (f

or th

e fir

st ti

me)

Verb

+ -i

ng: fi

nish

Ve

rb +

to +

infin

itiv

e: m

anag

e Ve

rb +

-ing

or t

o +

infin

itiv

e: fo

rget

, rem

embe

r, st

op, t

ry

Spea

king

: dis

cuss

quo

tes

abou

t pho

togr

aphy

Rea

ding

: sto

ries

of p

eopl

e w

hose

live

s w

ere

chan

ged

by a

rtV

iew

ing:

a p

hoto

grap

her p

rese

ntin

g a

proj

ect

verb

+ -i

ng: a

void

, can

’t s

tand

, en

joy

verb

+ to

+ in

finit

ive:

man

age,

pl

an

1E My

mus

icpa

ge 1

8

Talk

abo

ut m

oods

and

m

usic

Voca

bula

ryW

ords

for t

alki

ng a

bout

moo

ds a

nd m

usic

Fi

xed

expr

essi

ons

to d

escr

ibe

moo

dsSp

eaki

ng: t

alk

abou

t pla

ylis

ts, c

reat

e a

play

list

Rea

ding

: a p

oem

abo

ut m

usic

Wri

ting

: a p

oem

abo

ut m

usic

feel

-goo

d, s

uper

b

Lang

uage

Ref

eren

ce p

age

20

M

agaz

ine

Page

pag

e 22

UN

IT 2

– H

EALT

HLE

SSO

NFU

NC

TIO

NLA

NG

UA

GE

SKIL

LSR

ECYC

LIN

G

2A Wha

t’s w

rong

?

page

26

Talk

abo

ut h

ealt

h pr

oble

ms,

ailm

ents

and

ac

cide

nts

Sugg

est t

reat

men

tsM

akin

g de

duct

ions

abo

ut

the

past

Voca

bula

ry

Gra

mm

arPr

onun

ciat

ion

Wor

ds a

nd e

xpre

ssio

ns re

late

d to

hea

lth

prob

lem

s, a

ilmen

ts,

and

acci

dent

s Fi

xed

expr

essi

ons

for s

ugge

stin

g tr

eatm

ents

mus

t/m

ight

/can

’t +

hav

e +

pas

t par

tici

ple

Con

nect

ed s

peec

h: u

nstr

esse

d au

xilia

ry h

ave

List

enin

g: t

wo

peop

le c

ompl

aini

ng a

bout

a h

ealt

h pr

oble

mSp

eaki

ng: m

ake

gues

ses

abou

t pic

ture

s; ta

lk a

bout

ai

lmen

ts, a

ccid

ents

and

trea

tmen

ts; r

olep

lay

Part

s of

the

body

: ank

le,

back

, elb

ow, fi

nger

, foo

t, ne

ck,

shou

lder

, sto

mac

h, w

rist

Min

or a

ilmen

ts: c

old,

he

adac

he, t

ooth

ache

, ear

ache

, st

omac

hach

e, b

acka

che

2B Live

long

er

page

28

Talk

abo

ut lo

ngev

ity

Say

that

tw

o th

ings

var

y to

geth

er

Voca

bula

ry

Gra

mm

ar

Nou

n ph

rase

s an

d ad

ject

ives

rela

ted

to lo

ngev

ity

Mul

tiw

ord

verb

s Fi

xed

expr

essi

ons

for g

ivin

g op

inio

nsTh

e +

com

para

tive

exp

ress

ion

+ s

ubje

ct +

ver

b Th

e +

mor

e (o

r les

s) +

sub

ject

+ v

erb

Spea

king

: tal

k ab

out h

ealt

hy h

abit

s an

d lo

ngev

ity

List

enin

g: p

eopl

e be

ing

inte

rvie

wed

abo

ut th

eir l

ifest

yles

Com

para

tive

s

2C Pet t

hera

py

page

30

Talk

abo

ut p

et th

erap

yEx

pres

s ca

use

and

effe

ctVo

cabu

lary

Gra

mm

ar

Wor

ds a

nd e

xpre

ssio

ns re

late

d to

the

bene

fits

of p

et th

erap

y Fi

xed

expr

essi

ons

for c

heer

ing

peop

le u

pC

ause

and

eff

ect l

inke

rs

Spea

king

: tal

k ab

out p

et th

erap

y; ro

lepl

ay (c

heer

ing

peop

le

up)

Rea

ding

: a w

ebsi

te a

rtic

le a

bout

the

bene

fits

of h

avin

g a

pet

2D

Chi

llax

and

let y

our

hair

dow

npa

ge 3

2

Talk

abo

ut s

tres

s an

d de

-st

ress

ing

Voca

bula

ryW

ords

rela

ted

to s

tres

s an

d de

-str

essi

ng

Fixe

d ex

pres

sion

s fo

r tal

king

abo

ut d

e-st

ress

ing

Spea

king

: tal

k ab

out s

tres

s an

d de

-str

essi

ng te

chni

ques

Rea

ding

: peo

ple

talk

abo

ut s

tres

s an

d de

-str

essi

ngLi

sten

ing:

de-

stre

ssin

g te

chni

ques

2E Laug

hter

is th

e be

st

med

icin

e

page

34

Talk

abo

ut la

ughi

ng a

nd

hum

our

Voca

bula

ryW

ords

and

exp

ress

ions

rela

ted

to h

umou

r C

ollo

cati

ons

wit

h jo

ke

Fixe

d ex

pres

sion

s fo

r tal

king

abo

ut fu

nny

mom

ents

Spea

king

: tal

k ab

out l

augh

ter y

oga,

typ

es o

f hum

our a

nd

funn

y m

omen

tsR

eadi

ng: o

nlin

e fo

rum

pos

ts a

bout

hum

our

Vie

win

g: p

eopl

e be

ing

inte

rvie

wed

abo

ut la

ught

er y

oga

Wri

ting

: a p

ost a

bout

wha

t mak

es y

ou la

ugh

and

desc

ribe

a

funn

y in

cide

nt

Nar

rati

ve te

nses

Link

ers

Lang

uage

Ref

eren

ce p

age

36

UN

IT 3

– L

AW &

OR

DER

LESS

ON

FUN

CTI

ON

LAN

GU

AG

ESK

ILLS

REC

YCLI

NG

3A Bet

ter s

afe

than

so

rry

page

40

Talk

abo

ut t

ypes

of c

rim

es

and

how

to p

reve

nt th

em

Cri

tici

se a

nd s

ugge

st

alte

rnat

ives

to p

ast

acti

ons

Voca

bula

ryG

ram

mar

Pron

unci

atio

n

Wor

ds re

late

d to

cri

me

and

crim

inal

sC

riti

cisi

ng a

nd s

ugge

stin

g al

tern

ativ

es: s

houl

d/co

uld

+ h

ave

+

past

par

tici

ple

Con

nect

ed s

peec

h an

d th

e w

eak

form

of h

ave

/əv/

Read

ing:

an

artic

le w

ith ti

ps o

n ho

w to

pre

vent

cer

tain

crim

esLi

sten

ing:

a c

onve

rsat

ion

abou

t a c

rim

e w

itne

ssed

by

one

of th

e sp

eake

rs

Vie

win

g: k

eepi

ng s

afe

Spea

king

: dis

cuss

how

to p

reve

nt c

erta

in c

rim

es; t

alk

abou

t com

mon

cri

mes

in th

e ne

ighb

ourh

ood;

cri

tici

se a

nd

sugg

est a

ltern

ativ

es

3B Dum

b cr

imin

als

page

42

Talk

abo

ut d

umb

crim

inal

sR

epor

t sta

tem

ents

and

qu

esti

ons

Voca

bula

ry

Gra

mm

ar

Wor

ds a

nd e

xpre

ssio

ns to

talk

abo

ut ro

bber

y

Rep

orti

ng s

tate

men

ts a

nd q

uest

ions

Rea

ding

: a n

ote

to a

thie

fLi

sten

ing:

a c

onve

rsat

ion

abou

t a d

umb

crim

inal

sto

rySp

eaki

ng: t

alk

abou

t dum

b cr

imin

al s

tori

es; r

epor

t wha

t pe

ople

say

Voca

bula

ry: t

ypes

of c

rim

es

and

crim

inal

sR

epor

ted

spee

ch

3C Favo

urite

bad

dies

page

44

Talk

abo

ut fa

mou

s vi

llain

sVo

cabu

lary

Gra

mm

arPr

onun

ciat

ion

Wor

ds fo

r des

crib

ing

villa

ins

Expr

essi

ons

for p

layi

ng a

gam

e A

ddin

g em

phas

is a

nd e

xagg

erat

ing

Usi

ng in

tona

tion

to a

dd e

mph

asis

and

exa

gger

ate

Rea

ding

: des

crip

tion

s of

vill

ains

Li

sten

ing:

thre

e fr

iend

s pl

ayin

g a

gues

sing

gam

eSp

eaki

ng: t

alk

abou

t and

des

crib

e vi

llain

s

3D The

stra

nges

t law

s on

ear

thpa

ge 4

6

Talk

abo

ut u

nusu

al la

ws

Eval

uate

typ

ical

pu

nish

men

ts

Voca

bula

ry

Gra

mm

ar

Wor

ds a

nd e

xpre

ssio

ns re

late

d to

(bre

akin

g) th

e la

w a

nd

puni

shm

ents

Fi

xed

expr

essi

ons

for g

ivin

g op

inio

nsU

sing

neg

ativ

e pr

efixe

s to

cre

ate

oppo

site

adj

ecti

ves

Read

ing:

a s

hort

art

icle

abo

ut u

nusu

al la

ws

arou

nd th

e w

orld

Li

sten

ing:

a r

adio

pro

gram

me

abou

t unu

sual

law

sSp

eaki

ng: s

pecu

late

abo

ut u

nusu

al la

ws;

dis

cuss

typ

ical

pu

nish

men

ts

Be

agai

nst t

he la

w, a

llow

ed to

/ en

forc

ed/f

orbi

dden

/ille

gal/

proh

ibite

d

3E Hou

seho

ld ru

les

page

48

Talk

abo

ut h

ouse

hold

ru

les

Wri

te a

fam

ily m

anife

sto

Voca

bula

ryH

ouse

hold

cho

res

Adj

ecti

ves

and

expr

essi

ons

for t

alki

ng a

bout

hou

seho

ld r

ules

Mul

tiw

ord

verb

sEx

pres

sion

s fo

r sho

win

g ag

reem

ent/

disa

gree

men

t

Rea

ding

: a fa

mily

man

ifest

o Li

sten

ing:

thre

e pa

rent

s’ te

stim

onia

ls a

bout

hou

seho

ld ru

les

Spea

king

: dis

cuss

hou

seho

ld r

ules

Wri

ting

: a fa

mily

man

ifest

o ab

out h

ouse

hold

rul

es

Mod

als

of o

blig

atio

n an

d pr

ohib

itio

n: h

ave

to, m

ust,

don’

t hav

e to

, can

’t, m

ustn

’t

Lang

uage

Ref

eren

ce p

age

50

M

agaz

ine

Page

pag

e 52

UN

IT 4

– M

ON

EY M

ATTE

RS

LESS

ON

FUN

CTI

ON

LAN

GU

AG

ESK

ILLS

REC

YCLI

NG

4A Mon

eyw

ise

page

56

Talk

abo

ut s

pend

ing

habi

tsVo

cabu

lary

G

ram

mar

Pron

unci

atio

n

Nou

ns, a

djec

tives

and

exp

ress

ions

to ta

lk a

bout

spe

ndin

g ha

bits

M

ulti

wor

d ve

rbs

Fixe

d ex

pres

sion

s fo

r tal

king

abo

ut m

oney

hab

its

Mul

tiw

ord

verb

s an

d ob

ject

sU

nstr

esse

d pr

onou

n w

hen

used

wit

h m

ulti

wor

d ve

rbs

Spea

king

: tal

k ab

out s

pend

ing

habi

ts; d

ecid

e ho

w to

spe

nd

a su

m o

f mon

eyR

eadi

ng: a

n ar

ticl

e ab

out t

ypes

of s

pend

ers

4B Love

and

mon

ey

page

58

Talk

abo

ut p

aren

ting

and

fin

anci

al in

depe

nden

ceR

each

a c

onse

nsus

Voca

bula

ryG

ram

mar

Ex

pres

sion

s re

late

d to

par

enti

ng a

nd fi

nanc

ial i

ndep

ende

nce

Pass

ive

stru

ctur

es: b

e su

ppos

ed to

; be

forc

ed to

; be

expe

cted

to

Spea

king

: tal

k ab

out fi

nanc

ial i

ndep

ende

nce;

role

play

gi

ving

adv

ice

Rea

ding

: an

extr

act f

rom

an

arti

cle

Vie

win

g: a

sur

vey

in th

e st

reet

sLi

sten

ing:

par

ents

talk

abo

ut y

oung

adu

lts

and

finan

cial

su

ppor

t

4C Thin

k be

fore

you

buy

page

60

Talk

abo

ut m

akin

g w

ise

choi

ces

whe

n bu

ying

Voca

bula

ryW

ords

and

exp

ress

ions

rela

ted

to b

uyin

g an

d co

nsum

eris

mSp

eaki

ng: t

alk

abou

t buy

ing

wis

ely

Rea

ding

: tip

s on

how

to m

ake

good

cho

ices

whe

n sh

oppi

ngLi

sten

ing:

tw

o pe

ople

talk

abo

ut s

hopp

ing

habi

ts

4D Goi

ng s

hopp

ing

page

62

Talk

abo

ut s

hopp

ing

Ask

abo

ut a

nd b

uy th

ings

Voca

bula

ryN

ouns

rela

ted

to s

hopp

ing

Expr

essi

ons

for a

skin

g ab

out a

nd b

uyin

g th

ings

Fi

xed

expr

essi

ons

for i

nter

acti

ng w

hile

sho

ppin

g

List

enin

g: th

ree

diff

eren

t sho

ppin

g si

tuat

ions

Spea

king

: tal

k ab

out s

hopp

ing;

ask

abo

ut a

nd b

uy th

ings

; ro

lepl

ay d

ialo

gues

in d

iffe

rent

sho

ppin

g si

tuat

ions

Expr

essi

ons

for a

skin

g ab

out

and

buyi

ng th

ings

4E Con

sum

er

com

plai

nts

page

64

Talk

abo

ut c

onsu

mer

co

mpl

aint

sW

rite

an

emai

l of

com

plai

nt

Voca

bula

ryW

ords

and

exp

ress

ions

to ta

lk a

bout

con

sum

er p

robl

ems

and

com

plai

nts

Spea

king

: tal

k ab

out c

onsu

mer

com

plai

nts

List

enin

g: a

dia

logu

e be

twee

n a

diss

atis

fied

cust

omer

and

a

call

cent

re a

tten

dant

Rea

ding

: an

emai

l of c

ompl

aint

Wri

ting

: an

emai

l of c

ompl

aint

Lang

uage

Ref

eren

ce p

age

66

UN

IT 5

– L

AN

GU

AG

ESLE

SSO

NFU

NC

TIO

NLA

NG

UA

GE

SKIL

LSR

ECYC

LIN

G

5A A w

orld

of

lang

uage

s

page

70

Talk

abo

ut th

e im

port

ance

of

lear

ning

a fo

reig

n la

ngua

geTa

lk a

bout

dif

fere

nt

way

s to

lear

n a

fore

ign

lang

uage

Voca

bula

ryN

ouns

and

exp

ress

ions

for t

alki

ng a

bout

lear

ning

a fo

reig

n la

ngua

geFr

acti

ons

Expr

essi

ons

to ta

lk a

bout

qua

ntit

ies

Vie

win

g: a

pol

yglo

t exp

lain

ing

his

lear

ning

str

ateg

ies

Rea

ding

: an

arti

cle

abou

t lan

guag

es a

roun

d th

e w

orld

Spea

king

: dis

cuss

how

peo

ple

lear

n fo

reig

n la

ngua

ges

Lang

uage

s, c

ount

ries

and

na

tion

alit

ies

5B Wha

t’s y

our

Engl

ish?

page

72

Talk

abo

ut v

arie

ties

of

Engl

ish

arou

nd th

e w

orld

Talk

abo

ut h

avin

g an

ac

cent

in a

fore

ign

lang

uage

Voca

bula

ry

Gra

mm

ar

Nou

ns re

late

d to

lang

uage

lear

ning

Adj

ecti

ves

and

expr

essi

ons

rela

ted

to a

ccen

tsC

ollo

cati

ons

wit

h ac

cent

The

defi

nite

art

icle

Rea

ding

: a th

read

in a

n on

line

foru

mLi

sten

ing:

a r

adio

inte

rvie

w a

bout

Aus

tral

ian

acce

nts

Spea

king

: dis

cuss

wha

t asp

ects

of l

angu

age

are

mor

e re

leva

nt to

eff

ecti

ve c

omm

unic

atio

n; s

hare

exp

erie

nces

re

late

d to

list

enin

g to

dif

fere

nt a

ccen

ts

5C Onl

ine

lear

ning

page

74

Talk

abo

ut o

nlin

e le

arni

ngD

iscu

ss th

e ad

vant

ages

an

d di

sadv

anta

ges

of

onlin

e le

arni

ng

Voca

bula

ryG

ram

mar

Wor

ds a

nd e

xpre

ssio

ns re

late

d to

onl

ine

lear

ning

Link

ers:

com

pari

ng a

nd c

ontr

asti

ngR

eadi

ng: a

n ar

ticl

e ab

out o

nlin

e le

arni

ngLi

sten

ing:

test

imon

ials

of p

eopl

e w

ho h

ave

take

n on

line

cour

ses

Spea

king

: dis

cuss

onl

ine

lear

ning

; eva

luat

e ad

vant

ages

an

d di

sadv

anta

ges

of o

nlin

e le

arni

ng

5D I will

be

able

to…

page

76

Talk

abo

ut a

bilit

ies

and

doin

g th

ings

in E

nglis

hVo

cabu

lary

Gra

mm

ar

Wor

ds a

nd e

xpre

ssio

ns fo

r tal

king

abo

ut a

bilit

ies

in E

nglis

hFi

xed

expr

essi

ons

for b

eing

vag

ueEx

pres

s ab

iliti

es: b

e ab

le to

Rea

ding

: stu

dent

s’ a

nsw

ers

to a

sur

vey

Spea

king

: say

how

wel

l one

can

do

thin

gs; t

alk

abou

t thi

ngs

one

is a

ble

to d

o in

Eng

lish

Sayi

ng h

ow w

ell y

ou c

an d

o th

ings

5E

An

acti

on p

lan

page

78

Talk

abo

ut th

e ch

arac

teri

stic

s of

a g

ood

lang

uage

lear

ner

Wri

te a

n ac

tion

pla

n

Voca

bula

ryW

ords

rela

ted

to th

e ch

arac

teri

stic

s of

a g

ood

lang

uage

lear

ner

Expr

essi

ons

to o

utlin

e an

act

ion

plan

Rea

ding

: defi

niti

ons

of a

goo

d la

ngua

ge le

arne

r; a

ctio

n pl

ans

Spea

king

: dis

cuss

reas

ons

for l

earn

ing

Engl

ish;

dis

cuss

ch

arac

teri

stic

s of

a g

ood

lang

uage

lear

ner

Wri

ting

: an

acti

on p

lan

Lang

uage

Ref

eren

ce p

age

80

Mag

azin

e Pa

ge p

age

82

Phon

emic

Cha

rt p

age

84R

evis

ion

Sect

ion

page

85

A

ctiv

ity

Boo

k pa

ge 9

5

Lear

ning

tip

1 –

List

en to

mus

ic to

impr

ove

your

list

enin

g sk

ills

page

99

Lear

ning

tip

2 –

Pay

atte

ntio

n to

col

loca

tion

s pa

ge 1

04Le

arni

ng ti

p 3

– Im

prov

e yo

ur p

ronu

ncia

tion

pag

e 11

1Le

arni

ng ti

p 4

– Le

arn

wit

h yo

ur o

wn

mis

take

s pa

ge 1

16Le

arni

ng ti

p 5

– St

ick

to a

stu

dyin

g ro

utin

e p

age

123

Stop

& C

heck

1–2

pag

e 10

5

Stop

& C

heck

3–

4 pa

ge 1

17A

udio

scri

pt p

age

124

La

ngua

ge B

ank

page

129

Stop

& C

heck

Ans

wer

Key

pag

e 13

1

A B

D

THE

AR

TS

1

Look at the photos representing different types of art. Can you guess what they are?

What is your favourite type of art? Why?

How often do you go to…

art galleries and museums? film festivals?

craft fairs? music festivals?

theatre and dance performances?

Talk about a memorable experience you have had related to art.

E

C

VOCABULARY & SPEAKING

READING & VOCABULARY

1. Look at the pictures. They illustrate playlists on a music app. Match the adjectives in the Target box to the playlists.

She’s feeling blue.(1) She’s really excited.(4)

She’s a bit bored.(2) He’s so grumpy!(5)

They feel energetic.(3) He feels relaxed.(6)

TARGET

MOOD LISTS

How do you feel today? Are you in a good mood?

POCKET EXPRESSIONS 10

I’m in a good/bad/foul mood today.

I’m (not) in the mood to…

I’m in no mood for…

2. Read the descriptions of three playlists in #1 and answer the questions.

1. Which playlist does each one describe?

2. Look at the highlighted words and match them to the definitions.

a. (adj.) easy to remember

b. (adj.) causing happy and positive feelings

c. (adj.) relaxed, pleasant and smooth

d. (n) something that makes you feel better and happier

Jump for joy83,109 followers

Down in the dumps67,614 followers

Put your feet up21,760 followers

Feel the burn27,769 followers

Upbeat Jukebox30,219 followers

Cheer up, mate!65,079 followers

Forget about being moody. This playlist is full of catchy tunes and feel-good music.

A wonderful list that really gets you going. The perfect morning pick-me-up. Put on those running shoes!

A superb selection with mellow sounds of cool music to calm down your mind and thoughts. Close your eyes and enjoy it.

Talking About Moods

18

1D

MY

MU

SIC

3. Which playlists in #1 would people usually listen to in these situations?

a. waking up early at the weekend

b. being stuck in a traffic jam

c. working out at the gym

4. Work in pairs to create your own playlist.

5. Read a poem about music and answer the questions.

1. Which moods can be associated with each part of the poem?

2. According to the poem, how can music affect you?

6. Think about the influence of music in your life and list words related to music and feelings.

7. Write a poem.

d. after being dumped

e. getting ready for a date

f. lying on the sofa on a lazy Sunday

Do you usually listen to something to suit or to boost your mood?

READING

Play it on repeat

Music makes me flyMusic is desireMusic lifts me highSets my heart on fire

Music keeps me calmMusic makes me chillMusic in my palmFeel like lying still

Music makes me jumpMusic is a rocketMusic beats and pumpsPlayin’ in my pocket

Music cheers me upMusic is divineMusic picks me upNow I’m on cloud nine

Makes me feel so gladMaybe sounds clichéListening like madLet the music play!

WRITING

19

SPEAKING

personal safety change relationships working long hours money exams

1. Which ones cause the most stress in your life?

2. Which ones are not a common cause of stress in your group?

3. Which ones are most common among your friends and family?

READING & SPEAKING

2. How stressed are you? Look at some symptoms of stress and tick (ü) the ones that are true for you. The more ticks you have, the more stressed you are.

1. You are irritable with friends and family.

2. You have trouble sleeping.

3. You feel uninterested in things going on around you.

4. You either eat too much or experience a lack of appetite.

5. You get distracted easily and find it difficult to concentrate.

Work in groups to compare your answers. Who is the most stressed out?

3. Read about people talking about causes of stress and de-stressing. Talk to a partner.

1. What is the cause of each person’s stress?

2. What do they do to relieve stress?

1. Look at the most common causes of stress. Then talk in groups.

x

I usually have a lot on my plate, especially at work, and the only way to de-stress is going for a run. I always feel fantastic afterwards, completely relaxed. It’s as if you sweat your worries away.

KEVIN

While at uni I used to have trouble falling asleep before finals. I would toss and turn for hours and be exhausted the next day. So I watched films to take my mind off things.

SCOTT

A while back my boyfriend quit his job to finish his degree. As a result, we had some money worries and I got very irritated with

him all the time. So I took up dancing. What a great way to let off steam.

PAIGE

TESTIMONIALS

have a lot on your plate – have a lot of work or problems to deal with

take your mind off things – stop thinking and worrying about something

let off steam – do something to release stress or get rid of anger or energy

4. In groups, decide on the best activities to complete these sentences. Compare and vote as a class.

1. The best thing for letting off steam is… 3. Nothing is better to take your mind off things than…

2. The only way to really clear your head is… 4. When you have a lot on your plate, you should…

32

2C

CH

ILLA

X A

ND

LET

YOU

R H

AIR

DO

WN

LISTENING & VOCABULARY

5. 17 Look at pictures of other de-stressing techniques from around the world. Try to match each one to a country. Listen and check.

Which one seems most relaxing?

6. Listen again and replace the underlined words in each sentence with words from the box.

chill out de-stress loosen up slow down unwind

1. It’s quite common for women in China to relax with a zu yu. chill out

2. The Thai people are famous for relaxing with nuad.

3. The Russian way to relax is to go to a banya.

4. Keyif in Turkish means to relax by enjoying pleasurable things.

5. It is a traditional part of the French culture to relax with a petit aperitif.

SPEAKING

7. In pairs, ask and answer these questions.

How do you relax / chill out / unwind

at weekends?

after a long hard day?

during a busy day?

at stressful times like exams?

in traffic jams?

8. Work in groups. Create your own spa.

POCKET EXPRESSIONS 18

Talking about How to Relax

… is a great way to de-stress.

…makes me feel much better.

For me the best way to de-stress is to…

After a stressful day at…

Nothing is more relaxing than…

A B C

D E F

1. China 2. Thailand 3. Russia 4. Turkey 5. France 6. Sweden

33

4@

4A

MULTIWORD VERBS AND OBJECTS

A. verb + particle + object B. verb + object + particle

cut back fork out run out give away pay back put aside

We’re trying to cut back on office expenses.

I’m not forking out £10 on a bottle of water!

They ran out of money in only two weeks.

If he can’t sell it, he’ll give it away.

Have you paid back the money John lent you?

She puts some money aside for emergencies.

verb + object + particle

With this type of multiword verb, when the object is a pronoun (it, him, them, etc.) it must go

between the verb and the particle.

When it isn’t a pronoun it can go either between or after the verb and the particle.

1. Complete the sentences using one of the verbs from the box and the words in brackets.

cut back fork out give away

pay back put aside run out

1. It looks like they before the film was finished. (money)

2. She borrowed fifty quid from John and now she can’t . (him)

3. We’re trying to such as gym membership and cable TV. (expenses)

4. Each month my dad for his retirement. (some money)

5. The shop is of the new shampoo with your purchase. (samples)

6. We should’ve got it earlier. Now we’ll have to to go there. (a fortune)

PASSIVE STRUCTURES

When we want to say what people should (not) do according to the rules or the law, or to talk about

what is (not) expected to happen, we can use:

be + past participle + to + infinitive

What time are teenagers supposed to come back home at night where you live?

When I was a kid I was forced to drink milk for breakfast.

Italians are usually expected to be talkative people.

Attention!!

Supposed to and expected to are very similar in meaning in the affirmative form, when they mean should. However, in the negative form they have totally different meanings.

Not supposed to means it’s not allowed and not expected to means you don’t have to do it, but you can if you want to.

Employees are not supposed to wear shorts in the office. However, they’re not expected to wear formal dress either.

4

66

LAN

GU

AG

E R

EFER

ENC

E

KEY:1.1. ran out of money

2. pay him back

3. cut back on expenses

4. puts some money aside /

puts aside some money

5. giving away samples

6. fork out a fortune

2. Complete the sentences using a passive structure and a verb from the box.

support work 2x

1. The employes are well-paid, but they long hours.

2. Some people believe parents their adult children financially.

3. In developing countries, children many hours a day to help their families.

4B

GIVING OPINIONS

We can give opinions by using different expressions:

it’s + adjective + -ing

It’s not worth having a car in a city with good public transport.

It’s always interesting hearing what kids have to say, they are so honest.

it’s + adjective + to + infinitive

It’s important to think before you say something in anger.

Normally it’s not easy to spend money you worked hard for.

it’s + adjective + question word

It’s amazing how easy it is to stay in touch with family and friends nowadays.

It’s scary when you go for your first job interview.

3. Make complete sentences giving your opinion on the following topics.

1. worth / install / solar panels

2. important / save / water and electricity

3. scary / prices / go up / recently

4. easy / travel / train / my country

5. amazing / fast / babies / learn / to swim

6. interesting / go / modern art museums

2.1. are expected to work

2. are(n’t) supposed to support

3. are forced to work

3.1. It’s (not) worth installing solar panels.

2. It’s (not) important to save water and electricity.

3. It’s (not) scary how prices have gone up recently.

4. It’s (not) easy to travel by train in my country.

5. It’s (not) amazing how fast babies learn to swim.

6. It’s (not) interesting going to modern art museums.

67

HOW MANY LIVES CAN MUSIC

HELP CHANGE?

MUSIC CHANGING LIVES

Music plays a big part in

a lot of people’s lives. It

is a way to relax after

a long day at work. It can help

relieve the boredom of a long

car, train or plane journey. It

can be a way for young people to

express their identity. It is a great

leisure time activity whether it is

watching a concert, dancing at a

club or attending a music festival.

It is also a great way to connect

with other people. Even to meet

the love of your life!

Music can also be much, much

more. Since the 1960s it has

been associated with social and

political change. A lot of the

anti-Vietnam War feeling in

the US found its voice in songs

such as Country Joe’s Vietnam

Song. This was part of a broader

anti-establishment movement

led by Bob Dylan, among others.

More recently, in 2011 Tunisian

rapper El General uploaded a

song to FacebookTM criticising

the dictatorship in his country.

It went viral and helped kick-

start the Arab Spring revolution

across North Africa and the

Middle East.

release sold 3.7 million copies

and raised £8 million for famine

relief in Ethiopia. It also shamed

governments into doing more

to help out those countries that

needed it most. Since then there

have been repeat performances

with Band Aid II, Band Aid 20,

and in 2014 Band Aid 30. It is

impossible to calculate how

many lives have been saved and

improved by this project, but it

has certainly made the world a

better place.

Music can also help improve

lives in many other ways. Music

therapy is just another example

of how music is being used to help

heal troubled teens and improve

outcomes for long stay patients,

especially children. By lifting

their spirits it lifts their physical

health. Indeed many studies have

repeatedly shown that mental

and physical health are closely

linked and can affect one another.

So whether you make music or

just listen to it, it may be making

the world a better place or just

making you feel a lot better. After

all, music is universal. It reaches

everyone.

We want to hear from you. How does music make you feel?

How important is music in your life?

What do you think the world would be

like without music?

Music can change people’s lives

for the better in many ways.

Everyone has heard of Band Aid.

Moved by the harrowing images

of children starving in Ethiopia,

musicians Bob Geldof and Midge

Ure mobilised their fellow UK

musicians and released the song

Do they know it’s Christmas? It

was followed by large concerts

in the UK, and US musicians

followed suit. Not only did this

raise awareness of the problems

faced by some African countries,

but it also raised a lot of money to

help these countries. The initial

Noun personal safety

Adjectives irritable, stressed out

Verbs chillax, chill out, de-stress, loosen up, slow down, unwind

Expressions get distracted easily; lack of appetite; have a lot on your plate; have trouble sleeping, let off

steam; let your hair down, sweat your problems away; take your mind off things; work long hours

Pocket Expressions on page 33

1. Use the word in brackets and any other words you may need to complete the dialogue.

Graham How’s your sister, Mick?

Mick I’m really worried about Gail actually. She hardly eats anything and she’s lost a lot of weight. Her (1) (lack) is beginning to scare me.

Graham Really? Why do you think that’s happening?

Mick Well, I’m sure it’s because she’s been so (2) (stress) recently. She’s having

a hard time at work. Two people from her office left the company recently. Gail’s working (3)

(long) because she has to do their work too. And when she gets home, she has to make dinner for her kids, help them with their homework and so on.

Graham That’s terrible. Does she have time to (4) (chill) at weekends?

Mick No, she doesn’t. She’s also studying for her MBA so she studies on Saturdays and Sundays.

Graham It sounds like she’s got (5) (plate).

Mick You can say that again. She says she finds it impossible to concentrate during class. She gets (6) (easy) because she’s always thinking about her problems at work. She also (7)

sleeping (trouble) the night before big tests.

Graham Poor Gail! It sounds like she needs something to (8) things

(mind). A holiday maybe?

Mick She can’t take time off work at the moment. She couldn’t afford it anyway.

Graham Perhaps she should take up judo or karate. All that shouting and fighting must be a great way to (9)

(steam).

Mick She doesn’t have time, Graham.

Graham I’ve got it. Let’s take her out dancing on Saturday night so she can (10) (hair) for a while. Your mother can babysit, can’t she?

Mick I could check. Good idea, Graham. I’m sure a night out will help her to (11) (up). Thanks.

2. Unscramble these words associated with stress and de-stressing.

1. widnun – relax after a hard or stressful time

2. lixlach – informal way to tell someone to loosen up

3. biliterar – gets angry quickly and/or easily

lack of appetite

103

2C

AC

TIV

ITY

BO

OK

| C

HIL

LAX

AN

D L

ET

YOU

R H

AIR

DO

WN

Nouns action plan, characteristics, commitment, international exams, learning experience

Adjectives aware, curious, (actively) involved, realistic, responsible, self-aware, willing (to experiment)

Verbs improve, travel (overseas), work (for)

Expressions Another strategy could be…; I feel I need…; I have decided I’ll…; I have decided that…;

I have to work on…; I may try to…; I reckon I should…; Maybe I should consider…; My biggest

priority is…; My main aim is…; What I need is…; …will help me improve…

1. Complete Diana’s action plan with a word from the box.

aim consider decided feel improve need priority reckon try

I’m in my last year at university, and so my biggest (1) at the moment is to pass my finals. However, once I’ve got my degree, my main (2) is to get a job abroad. I’ve always dreamed of living in another country. I’ve been studying English for a few years now, but I know my level isn’t good enough to be able to work in English. I have two main problems: listening and vocabulary. I (3) I need to be able to understand different accents, so after graduating I (4) I should spend some time in Britain or the USA. I may (5) to find a job as a waitress or bartender, which would give me more opportunity to talk to native speakers. I also think I should (6) doing a course

abroad, so maybe I could do both those things at the same time. What I (7) is to spend more time learning new vocabulary. I’ve (8) that I’m going to dedicate half an hour a day to learning lists of words and expressions. I’m sure that will help me (9) .

Studying English is best done in frequent short periods rather than an occasional marathon session. Your brain is like a muscle and using it often will make it stronger, like going to the gym. If you were preparing for a sporting event, you wouldn’t train for four hours once a week, would you? Set aside some time to study formally every day – it can be a window of as little as 15 or 20 minutes – and be self-disciplined to stick to this routine.

LEARNING

MULTIWORD VERBS RELATED TO PROCRASTINATION

Everyone knows someone who has a tendency to put things off until the last minute or, in other words, someone who decides to delay or arranges to do things at a later time or date. They are what we call procrastinators.Eventually, procrastinators will have to get down to that activity, which means they will have to start doing it and direct their effort and energy to it.When they finally get round to doing what they have to do, that is, when they do what they have been intending to do for some time, it may already be too late!

VOCABULARY FEED

2. Complete these sentences with the correct form of the verbs from Vocabulary Feed.

1. Never until tomorrow the things you could do today.

2. It’s been a fantastic holiday, but now that we’re back it’s time to some hard work.

3. I’ve been busy lately, so I haven’t watching the final episode of the season.

123

5D

ACT

IVIT

Y B

OO

K |

AN

ACT

ION

PLA

N

MIN

D F

LOW

4 –

SC

OPE

& S

EQU

ENC

E

UN

IT 1

– T

HE

AR

TSLE

SSO

NFU

NC

TIO

NLA

NG

UA

GE

SKIL

LSR

ECYC

LIN

G

1A

A fe

ast f

or th

e ey

espa

ge 1

0

Talk

abo

ut t

ypes

of a

rtD

escr

ibe

art a

nd e

xpre

ss

tast

es

Voca

bula

ry

Pron

unci

atio

n

Wor

ds re

late

d to

art

Fi

xed

expr

essi

ons

for e

xpre

ssin

g ta

stes

Wor

d st

ress

: adj

ecti

ves

Spea

king

: tal

k ab

out a

nd d

escr

ibe

type

s of

art

; exp

ress

ta

stes

List

enin

g: a

dis

cuss

ion

abou

t art

1B A m

ost t

reas

ured

po

sses

sion

page

12

Talk

abo

ut tr

easu

red

poss

essi

ons

Des

crib

e tr

easu

red

poss

essi

ons

Voca

bula

ryW

ords

and

exp

ress

ions

for d

escr

ibin

g po

sses

sion

sFi

xed

expr

essi

ons

for t

alki

ng a

bout

trea

sure

d po

sses

sion

sSp

eaki

ng: d

escr

ibe

and

talk

abo

ut tr

easu

red

poss

essi

ons

Rea

ding

: a m

ind

map

; ext

ract

s fr

om a

n in

terv

iew

abo

ut

trea

sure

d po

sses

sion

sLi

sten

ing:

an

inte

rvie

w a

bout

a tr

easu

red

poss

essi

on

Verb

s te

nses

and

que

stio

n fo

rmat

ion

(wh-

ques

tion

s w

ith/

wit

hout

au

xilia

ry v

erbs

)

1C The

silv

er s

cree

n

page

14

Des

crib

e fil

ms

Nar

rate

sto

ries

and

film

pl

ots

info

rmal

ly

Voca

bula

ry

Gra

mm

ar

Wor

ds a

nd e

xpre

ssio

ns re

late

d to

film

s Fi

xed

expr

essi

ons

for g

ivin

g op

inio

ns a

bout

film

s Fi

xed

expr

essi

ons

for d

escr

ibin

g fil

m p

lots

Pre

sent

tens

es fo

r tel

ling

stor

ies

and

sum

mar

isin

g pl

ays

and

plot

s

Spea

king

: des

crib

e fil

ms

Rea

ding

: film

des

crip

tion

s in

a fi

lm q

uiz

List

enin

g: a

per

son

talk

ing

abou

t the

plo

t of a

film

Pre

sent

tens

es

1D The

art o

f cha

nge

page

16

Talk

abo

ut h

ow a

rt

chan

ges

our l

ives

Voca

bula

ry

Gra

mm

ar

Wor

ds fo

r tal

king

abo

ut a

rt c

hang

ing

lives

Ex

pres

sion

: I’ll

nev

er fo

rget

… (f

or th

e fir

st ti

me)

Verb

+ -i

ng: fi

nish

Ve

rb +

to +

infin

itiv

e: m

anag

e Ve

rb +

-ing

or t

o +

infin

itiv

e: fo

rget

, rem

embe

r, st

op, t

ry

Spea

king

: dis

cuss

quo

tes

abou

t pho

togr

aphy

Rea

ding

: sto

ries

of p

eopl

e w

hose

live

s w

ere

chan

ged

by a

rtV

iew

ing:

a p

hoto

grap

her p

rese

ntin

g a

proj

ect

verb

+ -i

ng: a

void

, can

’t s

tand

, en

joy

verb

+ to

+ in

finit

ive:

man

age,

pl

an

1E My

mus

icpa

ge 1

8

Talk

abo

ut m

oods

and

m

usic

Voca

bula

ryW

ords

for t

alki

ng a

bout

moo

ds a

nd m

usic

Fi

xed

expr

essi

ons

to d

escr

ibe

moo

dsSp

eaki

ng: t

alk

abou

t pla

ylis

ts, c

reat

e a

play

list

Rea

ding

: a p

oem

abo

ut m

usic

Wri

ting

: a p

oem

abo

ut m

usic

feel

-goo

d, s

uper

b

Lang

uage

Ref

eren

ce p

age

20

M

agaz

ine

Page

pag

e 22

UN

IT 2

– H

EALT

HLE

SSO

NFU

NC

TIO

NLA

NG

UA

GE

SKIL

LSR

ECYC

LIN

G

2A Wha

t’s w

rong

?

page

26

Talk

abo

ut h

ealt

h pr

oble

ms,

ailm

ents

and

ac

cide

nts

Sugg

est t

reat

men

tsM

akin

g de

duct

ions

abo

ut

the

past

Voca

bula

ry

Gra

mm

arPr

onun

ciat

ion

Wor

ds a

nd e

xpre

ssio

ns re

late

d to

hea

lth

prob

lem

s, a

ilmen

ts,

and

acci

dent

s Fi

xed

expr

essi

ons

for s

ugge

stin

g tr

eatm

ents

mus

t/m

ight

/can

’t +

hav

e +

pas

t par

tici

ple

Con

nect

ed s

peec

h: u

nstr

esse

d au

xilia

ry h

ave

List

enin

g: t

wo

peop

le c

ompl

aini

ng a

bout

a h

ealt

h pr

oble

mSp

eaki

ng: m

ake

gues

ses

abou

t pic

ture

s; ta

lk a

bout

ai

lmen

ts, a

ccid

ents

and

trea

tmen

ts; r

olep

lay

Part

s of

the

body

: ank

le,

back

, elb

ow, fi

nger

, foo

t, ne

ck,

shou

lder

, sto

mac

h, w

rist

Min

or a

ilmen

ts: c

old,

he

adac

he, t

ooth

ache

, ear

ache

, st

omac

hach

e, b

acka

che

2B Live

long

er

page

28

Talk

abo

ut lo

ngev

ity

Say

that

tw

o th

ings

var

y to

geth

er

Voca

bula

ry

Gra

mm

ar

Nou

n ph

rase

s an

d ad

ject

ives

rela

ted

to lo

ngev

ity

Mul

tiw

ord

verb

s Fi

xed

expr

essi

ons

for g

ivin

g op

inio

nsTh

e +

com

para

tive

exp

ress

ion

+ s

ubje

ct +

ver

b Th

e +

mor

e (o

r les

s) +

sub

ject

+ v

erb

Spea

king

: tal

k ab

out h

ealt

hy h

abit

s an

d lo

ngev

ity

List

enin

g: p

eopl

e be

ing

inte

rvie

wed

abo

ut th

eir l

ifest

yles

Com

para

tive

s

2C Pet t

hera

py

page

30

Talk

abo

ut p

et th

erap

yEx

pres

s ca

use

and

effe

ctVo

cabu

lary

G

ram

mar

Wor

ds a

nd e

xpre

ssio

ns re

late

d to

the

bene

fits

of p

et th

erap

y Fi

xed

expr

essi

ons

for c

heer

ing

peop

le u

pC

ause

and

eff

ect l

inke

rs

Spea

king

: tal

k ab

out p

et th

erap

y; ro

lepl

ay (c

heer

ing

peop

le

up)

Rea

ding

: a w

ebsi

te a

rtic

le a

bout

the

bene

fits

of h

avin

g a

pet

2D

Chi

llax

and

let y

our

hair

dow

npa

ge 3

2

Talk

abo

ut s

tres

s an

d de

-st

ress

ing

Voca

bula

ryW

ords

rela

ted

to s

tres

s an

d de

-str

essi

ng

Fixe

d ex

pres

sion

s fo

r tal

king

abo

ut d

e-st

ress

ing

Spea

king

: tal

k ab

out s

tres

s an

d de

-str

essi

ng te

chni

ques

Rea

ding

: peo

ple

talk

abo

ut s

tres

s an

d de

-str

essi

ngLi

sten

ing:

de-

stre

ssin

g te

chni

ques

2E Laug

hter

is th

e be

st

med

icin

e

page

34

Talk

abo

ut la

ughi

ng a

nd

hum

our

Voca

bula

ryW

ords

and

exp

ress

ions

rela

ted

to h

umou

r C

ollo

cati

ons

wit

h jo

ke

Fixe

d ex

pres

sion

s fo

r tal

king

abo

ut fu

nny

mom

ents

Spea

king

: tal

k ab

out l

augh

ter y

oga,

typ

es o

f hum

our a

nd

funn

y m

omen

tsR

eadi

ng: o

nlin

e fo

rum

pos

ts a

bout

hum

our

Vie

win

g: p

eopl

e be

ing

inte

rvie

wed

abo

ut la

ught

er y

oga

Wri

ting

: a p

ost a

bout

wha

t mak

es y

ou la

ugh

and

desc

ribe

a

funn

y in

cide

nt

Nar

rati

ve te

nses

Link

ers

Lang

uage

Ref

eren

ce p

age

36

UN

IT 3

– L

AW &

OR

DER

LESS

ON

FUN

CTI

ON

LAN

GU

AG

ESK

ILLS

REC

YCLI

NG

3A Bet

ter s

afe

than

so

rry

page

40

Talk

abo

ut t

ypes

of c

rim

es

and

how

to p

reve

nt th

em

Cri

tici

se a

nd s

ugge

st

alte

rnat

ives

to p

ast

acti

ons

Voca

bula

ryG

ram

mar

Pron

unci

atio

n

Wor

ds re

late

d to

cri

me

and

crim

inal

sC

riti

cisi

ng a

nd s

ugge

stin

g al

tern

ativ

es: s

houl

d/co

uld

+ h

ave

+

past

par

tici

ple

Con

nect

ed s

peec

h an

d th

e w

eak

form

of h

ave

/əv/

Read

ing:

an

artic

le w

ith ti

ps o

n ho

w to

pre

vent

cer

tain

crim

esLi

sten

ing:

a c

onve

rsat

ion

abou

t a c

rim

e w

itne

ssed

by

one

of th

e sp

eake

rs

Vie

win

g: k

eepi

ng s

afe

Spea

king

: dis

cuss

how

to p

reve

nt c

erta

in c

rim

es; t

alk

abou

t com

mon

cri

mes

in th

e ne

ighb

ourh

ood;

cri

tici

se a

nd

sugg

est a

ltern

ativ

es

3B Dum

b cr

imin

als

page

42

Talk

abo

ut d

umb

crim

inal

sR

epor

t sta

tem

ents

and

qu

esti

ons

Voca

bula

ryG

ram

mar

W

ords

and

exp

ress

ions

to ta

lk a

bout

robb

ery

Rep

orti

ng s

tate

men

ts a

nd q

uest

ions

Rea

ding

: a n

ote

to a

thie

fLi

sten

ing:

a c

onve

rsat

ion

abou

t a d

umb

crim

inal

sto

rySp

eaki

ng: t

alk

abou

t dum

b cr

imin

al s

tori

es; r

epor

t wha

t pe

ople

say

Voca

bula

ry: t

ypes

of c

rim

es

and

crim

inal

sR

epor

ted

spee

ch

3C Favo

urite

bad

dies

page

44

Talk

abo

ut fa

mou

s vi

llain

sVo

cabu

lary

Gra

mm

arPr

onun

ciat

ion

Wor

ds fo

r des

crib

ing

villa

ins

Expr

essi

ons

for p

layi

ng a

gam

e A

ddin

g em

phas

is a

nd e

xagg

erat

ing

Usi

ng in

tona

tion

to a

dd e

mph

asis

and

exa

gger

ate

Rea

ding

: des

crip

tion

s of

vill

ains

Li

sten

ing:

thre

e fr

iend

s pl

ayin

g a

gues

sing

gam

eSp

eaki

ng: t

alk

abou

t and

des

crib

e vi

llain

s

3D The

stra

nges

t law

s on

ear

thpa

ge 4

6

Talk

abo

ut u

nusu

al la

ws

Eval

uate

typ

ical

pu

nish

men

ts

Voca

bula

ry

Gra

mm

ar

Wor

ds a

nd e

xpre

ssio

ns re

late

d to

(bre

akin

g) th

e la

w a

nd

puni

shm

ents

Fi

xed

expr

essi

ons

for g

ivin

g op

inio

nsU

sing

neg

ativ

e pr

efixe

s to

cre

ate

oppo

site

adj

ecti

ves

Read

ing:

a s

hort

art

icle

abo

ut u

nusu

al la

ws

arou

nd th

e w

orld

Li

sten

ing:

a r

adio

pro

gram

me

abou

t unu

sual

law

sSp

eaki

ng: s

pecu

late

abo

ut u

nusu

al la

ws;

dis

cuss

typ

ical

pu

nish

men

ts

Be

agai

nst t

he la

w, a

llow

ed to

, en

forc

ed/f

orbi

dden

/ille

gal/

proh

ibite

d

3E Hou

seho

ld ru

les

page

48

Talk

abo

ut h

ouse

hold

ru

les

Wri

te a

fam

ily m

anife

sto

Voca

bula

ryH

ouse

hold

cho

res

Adj

ecti

ves

and

expr

essi

ons

for t

alki

ng a

bout

hou

seho

ld r

ules

Mul

tiw

ord

verb

sEx

pres

sion

s fo

r sho

win

g ag

reem

ent/

disa

gree

men

t

Rea

ding

: a fa

mily

man

ifest

o Li

sten

ing:

thre

e pa

rent

s’ te

stim

onia

ls a

bout

hou

seho

ld ru

les

Spea

king

: dis

cuss

hou

seho

ld r

ules

Wri

ting

: a fa

mily

man

ifest

o ab

out h

ouse

hold

rul

es

Mod

als

of o

blig

atio

n an

d pr

ohib

itio

n: h

ave

to, m

ust,

don’

t hav

e to

, can

’t, m

ustn

’t

Lang

uage

Ref

eren

ce p

age

50

M

agaz

ine

Page

pag

e 52

UN

IT 4

– M

ON

EY M

ATTE

RS

LESS

ON

FUN

CTI

ON

LAN

GU

AG

ESK

ILLS

REC

YCLI

NG

4A Mon

eyw

ise

page

56

Talk

abo

ut s

pend

ing

habi

tsVo

cabu

lary

G

ram

mar

Pron

unci

atio

n

Nou

ns, a

djec

tives

and

exp

ress

ions

to ta

lk a

bout

spe

ndin

g ha

bits

M

ulti

wor

d ve

rbs

Fixe

d ex

pres

sion

s fo

r tal

king

abo

ut m

oney

hab

its

Mul

tiw

ord

verb

s an

d ob

ject

sU

nstr

esse

d pr

onou

n w

hen

used

wit

h m

ulti

wor

d ve

rbs

Spea

king

: tal

k ab

out s

pend

ing

habi

ts; d

ecid

e ho

w to

spe

nd

a su

m o

f mon

eyR

eadi

ng: a

n ar

ticl

e ab

out t

ypes

of s

pend

ers

4B Love

and

mon

ey

page

58

Talk

abo

ut p

aren

ting

and

fin

anci

al in

depe

nden

ceR

each

a c

onse

nsus

Voca

bula

ry

Gra

mm

ar

Expr

essi

ons

rela

ted

to p

aren

ting

and

fina

ncia

l ind

epen

denc

e

Pass

ive

stru

ctur

es: b

e su

ppos

ed to

; be

forc

ed to

; be

expe

cted

to

Spea

king

: tal

k ab

out fi

nanc

ial i

ndep

ende

nce;

role

play

gi

ving

adv

ice

Rea

ding

: an

extr

act f

rom

an

arti

cle

Vie

win

g: a

sur

vey

in th

e st

reet

sLi

sten

ing:

par

ents

talk

ing

abou

t you

ng a

dult

s an

d fin

anci

al

supp

ort

4C Thin

k be

fore

you

buy

page

60

Talk

abo

ut m

akin

g w

ise

choi

ces

whe

n bu

ying

Voca

bula

ryW

ords

and

exp

ress

ions

rela

ted

to b

uyin

g an

d co

nsum

eris

mSp

eaki

ng: t

alk

abou

t buy

ing

wis

ely

Rea

ding

: tip

s on

how

to m

ake

good

cho

ices

whe

n sh

oppi

ngLi

sten

ing:

tw

o pe

ople

talk

ing

abou

t sho

ppin

g ha

bits

4D Goi

ng s

hopp

ing

page

62

Talk

abo

ut s

hopp

ing

Ask

abo

ut a

nd b

uy th

ings

Voca

bula

ryN

ouns

rela

ted

to s

hopp

ing

Expr

essi

ons

for a

skin

g ab

out a

nd b

uyin

g th

ings

Fi

xed

expr

essi

ons

for i

nter

acti

ng w

hile

sho

ppin

g

List

enin

g: th

ree

diff

eren

t sho

ppin

g si

tuat

ions

Spea

king

: tal

k ab

out s

hopp

ing;

ask

abo

ut a

nd b

uy th

ings

; ro

lepl

ay d

ialo

gues

in d

iffe

rent

sho

ppin

g si

tuat

ions

Expr

essi

ons

for a

skin

g ab

out

and

buyi

ng th

ings

4E Con

sum

er

com

plai

nts

page

64

Talk

abo

ut c

onsu

mer

co

mpl

aint

sW

rite

an

emai

l of

com

plai

nt

Voca

bula

ryW

ords

and

exp

ress

ions

to ta

lk a

bout

con

sum

er p

robl

ems

and

com

plai

nts

Spea

king

: tal

k ab

out c

onsu

mer

com

plai

nts

List

enin

g: a

dia

logu

e be

twee

n a

diss

atis

fied

cust

omer

and

a

call

cent

re a

tten

dant

Rea

ding

: an

emai

l of c

ompl

aint

Wri

ting

: an

emai

l of c

ompl

aint

Lang

uage

Ref

eren

ce p

age

66

UN

IT 5

– L

AN

GU

AG

ESLE

SSO

NFU

NC

TIO

NLA

NG

UA

GE

SKIL

LSR

ECYC

LIN

G

5A A w

orld

of

lang

uage

s

page

70

Talk

abo

ut th

e im

port

ance

of

lear

ning

a fo

reig

n la

ngua

geTa

lk a

bout

dif

fere

nt

way

s to

lear

n a

fore

ign

lang

uage

Voca

bula

ryN

ouns

and

exp

ress

ions

for t

alki

ng a

bout

lear

ning

a fo

reig

n la

ngua

geFr

acti

ons

Expr

essi

ons

to ta

lk a

bout

qua

ntit

ies

Vie

win

g: a

pol

yglo

t exp

lain

ing

his

lear

ning

str

ateg

ies

Rea

ding

: an

arti

cle

abou

t lan

guag

es a

roun

d th

e w

orld

Spea

king

: dis

cuss

how

peo

ple

lear

n fo

reig

n la

ngua

ges

Lang

uage

s, c

ount

ries

and

na

tion

alit

ies

5B Wha

t’s y

our

Engl

ish?

page

72

Talk

abo

ut v

arie

ties

of

Engl

ish

arou

nd th

e w

orld

Talk

abo

ut h

avin

g an

ac

cent

in a

fore

ign

lang

uage

Voca

bula

ry

Gra

mm

ar

Nou

ns re

late

d to

lang

uage

lear

ning

Adj

ecti

ves

and

expr

essi

ons

rela

ted

to a

ccen

tsC

ollo

cati

ons

wit

h ac

cent

The

defi

nite

art

icle

Rea

ding

: a th

read

in a

n on

line

foru

mLi

sten

ing:

a r

adio

inte

rvie

w a

bout

Aus

tral

ian

acce

nts

Spea

king

: dis

cuss

wha

t asp

ects

of l

angu

age

are

mor

e re

leva

nt to

eff

ecti

ve c

omm

unic

atio

n; s

hare

exp

erie

nces

re

late

d to

list

enin

g to

dif

fere

nt a

ccen

ts

5C Onl

ine

lear

ning

page

74

Talk

abo

ut o

nlin

e le

arni

ngD

iscu

ss th

e ad

vant

ages

an

d di

sadv

anta

ges

of

onlin

e le

arni

ng

Voca

bula

ryG

ram

mar

Wor

ds a

nd e

xpre

ssio

ns re

late

d to

onl

ine

lear

ning

Link

ers:

com

pari

ng a

nd c

ontr

asti

ngR

eadi

ng: a

n ar

ticl

e ab

out o

nlin

e le

arni

ngLi

sten

ing:

test

imon

ials

of p

eopl

e w

ho h

ave

take

n on

line

cour

ses

Spea

king

: dis

cuss

onl

ine

lear

ning

; eva

luat

e ad

vant

ages

an

d di

sadv

anta

ges

of o

nlin

e le

arni

ng

5D I will

be

able

to…

page

76

Talk

abo

ut a

bilit

ies

and

doin

g th

ings

in E

nglis

hVo

cabu

lary

Gra

mm

ar

Wor

ds a

nd e

xpre

ssio

ns fo

r tal

king

abo

ut a

bilit

ies

in E

nglis

hFi

xed

expr

essi

ons

for b

eing

vag

ueEx

pres

s ab

iliti

es: b

e ab

le to

Rea

ding

: stu

dent

s’ a

nsw

ers

to a

sur

vey

Spea

king

: say

how

wel

l one

can

do

thin

gs; t

alk

abou

t thi

ngs

one

is a

ble

to d

o in

Eng

lish

Sayi

ng h

ow w

ell y

ou c

an d

o th

ings

5E

An

acti

on p

lan

page

78

Talk

abo

ut th

e ch

arac

teri

stic

s of

a g

ood

lang

uage

lear

ner

Wri

te a

n ac

tion

pla

n

Voca

bula

ryW

ords

rela

ted

to th

e ch

arac

teri

stic

s of

a g

ood

lang

uage

lear

ner

Expr

essi

ons

to o

utlin

e an

act

ion

plan

Rea

ding

: defi

niti

ons

of a

goo

d la

ngua

ge le

arne

r; a

ctio

n pl

ans

Spea

king

: dis

cuss

reas

ons

for l

earn

ing

Engl

ish;

dis

cuss

ch

arac

teri

stic

s of

a g

ood

lang

uage

lear

ner

Wri

ting

: an

acti

on p

lan

Lang

uage

Ref

eren

ce p

age

80

Mag

azin

e Pa

ge p

age

82

Phon

emic

Cha

rt p

age

84R

evis

ion

Sect

ion

page

85

A

ctiv

ity

Boo

k pa

ge 9

5

Lear

ning

tip

1 –

List

en to

mus

ic to

impr

ove

your

list

enin

g sk

ills

page

99

Lear

ning

tip

2 –

Pay

atte

ntio

n to

col

loca

tion

s pa

ge 1

04Le

arni

ng ti

p 3

– Im

prov

e yo

ur p

ronu

ncia

tion

pag

e 11

1Le

arni

ng ti

p 4

– Le

arn

wit

h yo

ur o

wn

mis

take

s pa

ge 1

16Le

arni

ng ti

p 5

– St

ick

to a

stu

dyin

g ro

utin

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age

123

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& C

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pag

e 10

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4 pa

ge 1

17A

udio

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age

124

La

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page

129

Stop

& C

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Ans

wer

Key

pag

e 13

1

1D MY MUSIC

AIM OF THE LESSON

Talk about moods and music

Vocabulary Nouns: mood, music app, playlist, tune

Adjectives: blue, bored, catchy, energetic, excited, grumpy, mellow, pick-me-up, relaxed

Verbs: boost, calm down, feel, suit

Fixed expressions to describe moods: I’m in a good/bad/foul mood today.; I’m (not) in the mood to…; I’m in no mood for… (a joke.)

Skills Speaking: talk about playlists; creating a playlist

Reading: a poem about music

Writing: a poem about music

Recycling Feel-good, superb

SPEAKING & VOCABULARY 15 min

READING & VOCABULARY 20 min

2[TS] Refer sts to the descriptions of playlists and the tasks.[IND] Ask sts to identify which playlists are described. Then match the highlighted words and definitions.[TS] As you check each answer, clarify meaning by eliciting examples of catchy tunes and types of music sts would classify as feel-good music. Ask What’s the best time to listen to feel-good songs? Elicit examples

of instruments which produce mellow sounds, or singers who have mellow voices and which would be a perfect morning pick-me-up song.[PW] For quick instant practice, have sts answer in pairs: What would you prefer to listen to as an alarm in the morning: a catchy tune, a feel-good song, a pick-me-up song or some mellow sounds? Why? Challenge sts to guess your answer. Elicit a few answers from the group.KEY: 1. Cheer me up, mate! Feel the burn, Put your feet up. 2. a. catchy b. feel-good c. mellow d. pick-me-up

BYOD – Bring Your Own Device

If sts actually have their own playlists, they could share them in small groups. Sts could try and guess something about their peers’ personalities based on the types of music they have on their playlists, and vice versa.

importance of tone of voice and body language to express meaning.[TS] Conduct a brief practice activity encouraging sts to use verbal and nonverbal signs to express meaning. Give commands for sts to produce sentences in pairs. If necessary, model one or two sentences yourself.Suggested commands: Say you are in a good mood, sounding excited. Say you are in a good mood, sounding sarcastic. Say you are in a foul mood, sounding grumpy. Say you are in a bad mood, sounding blue. Say you are in no mood for a joke, sounding bored. [PW] Have sts answer the follow-up questions. Monitor for appropriate use of intonation.KEY: 4. Jump for joy 1. Down in the dumps 6. Put your feet up 3. Feel the burn 2. Upbeat Jukebox 5. Cheer up, mate!

[TS] Round off by eliciting a few answers to compare sts’ opinions. Ask Which playlist would you choose for yourself today?KEY: Open answers.

[PW] Ask sts to change pairs and compare their playlists.[TS] Round off by eliciting sts’ playlist names, descriptions and a couple of genres or songs they included.

4[PW] Ask sts to create a playlist in pairs. They must choose a mood and a few songs or types of music that fit the mood they have chosen. Encourage sts to produce a short descriptive text and choose a catchy name for their playlists.

3[GW] Have sts work in small groups and then answer the follow-up question.

1 10

Books closed.[TS] Ask How do you feel when you wake up in the morning? Elicit vocabulary related to moods and feelings and write them on the B. Ask Do you feel like doing the same things when you are happy as when you are sad? How does your mood affect your music preferences? Do you have a favourite music app?Books open.[TS] Exploit the pictures and the titles of the playlists in the music app, helping sts with unfamiliar expressions and eliciting the types of music they might find on each playlist. Then refer sts to the sentences in the Target box describing different types of mood.[IND] Have sts match the sentences and playlists.[TS] Classcheck.[TS] Refer sts to the Pocket Expressions. Play the audio and pause after each sentence for choral repetition. Focus on intonation. Highlight the

23

WRITING 20 min

READING 20 min

5[TS] Tell sts they will read a poem about music. Ask them to guess the content of the poem (the effects of music on the writer). Refer sts to the questions before they read the poem.[IND] Ask sts to read the poem silently first and then answer the questions.

[TS] Ask a volunteer to read the poem aloud. Take the opportunity to elicit/teach on cloud nine (very happy). Elicit sts’ opinions and reactions to the poem. Then elicit answers. Accept different answers and contributions.KEY: Suggested answers: 1. Excited, relaxed, energetic, blue, happy 2. Music can suit or change your mood in different ways.

in each verse. Explain that sometimes words have the same sound but different spellings like cliché and play. Also help sts identify other structural elements such as the rhyming patterns, the number of syllables and the rhythm in the lines of the poem.[PW] Have sts discuss the influence of music in their lives and list words related to music and feelings that can help them express this influence.

Students can benefit a lot from models. Models are essential for them to clearly visualise the text in its entirety. Providing your students with a writing frame can offer the extra support they need to successfully carry out the writing task. Make sure, however, that your students understand that the frame is just a draft. Encourage them to see the frame as a starting point for them to build upon, to add to, edit, rewrite and, ultimately, own their texts.[IND] Allow sts some time to write their poems. Monitor to see how sts are carrying out the task and help as necessary.

7[TS] Tell sts to think about the previous questions and discussions and use their lists to write their own poems. Tell sts that expressing their feelings and moods is more important than rhyming. Suggest a few writing models, like the one in the poem, so sts can have a frame to work with. You might suggest verses of three lines to simplify the writing process.When I’m… Music is… I like…When I feel… Music makes… I feel…When I get… Music… I listen to…

6[TS] Write questions on the B to help sts work on the structure of the poem:What does the title mean? (Suggested answer: It suggests that the person is using the repeat mode in an MP3 player, for example.) How many verses are there? (Five.) How many lines in each verse? (Four.) Which word starts most lines in each verse? (Music.) Circle the rhyming words

EXTRA

If time allows, organise sts in small groups and have them read their poems to their peers. Encourage good use of body language and intonation.

Homework RevisionActivity Book 1E, page 99 Revision Section 1E, page 86

Refer sts to Magazine Page on page 22 and encourage them to read the text at home. Give them a few tips on how to go about the reading.

24

2C CHILLAX AND LET YOUR HAIR DOWN

AIM OF THE LESSON

Talk about stress and de-stressing

Vocabulary Noun phrase: personal safety

Adjectives: irritable, stressed out

Verbs: chillax, chill out, de-stress, loosen up, slow down, unwind

Expressions related to stress and de-stress: get distracted easily; lack of appetite; have a lot on your plate;

have trouble sleeping; let off steam; let your hair down; sweat your problems away; take your mind off things; work long hours

Fixed expressions for talking about de-stressing: …is a great way to de-stress.; …makes me feel much better. ;

For me the best way to de-stress is to…; After a stressful day at…; Nothing is more relaxing than…

Skills Speaking: talk about stressing and de-stressing techniques

Reading: people talk about stress and de-stress

Listening: de-stressing techniques

SPEAKING 10 min

Books closed.[TS] Say Are you feeling stressed right now? If you are, let’s look at some ways to de-stress. Books open.

[TS] Refer sts to the title of the lesson Chillax and let your hair down. Elicit/Explain the meaning of chillax (chill out + relax) and let your hair down (to allow yourself to relax and enjoy something).

1[TS] Refer sts to the rubric and remind them to justify their answers, giving examples.[GW] Sts talk in groups about the most common causes of stress.

[WG] Ask each group to tell the rest of the class the main cause of stress in their group to find out the main cause of stress in the whole class.

READING & SPEAKING 15 min

[GW] Sts compare the answers in groups to answer the follow-up question and find out which student is the most stressed out. Encourage sts to expand their answers by giving examples.

2[TS] Ask sts to read the rubric. [IND] Sts carry out the activity individually.

3[TS] Go back to the causes of stress in #1. Tell sts they’re going to read about some people who found efficient ways of de-stressing. Have sts do the task. Tell them to refer to the glossary box if necessary.[IND] Sts read the texts and underline the main points. [PW] Ask sts to answer the questions in pairs based on what they’ve underlined.

[TS] Round off by asking Which of these techniques would be the most and least effective for you? Why? KEY: Kevin has a lot on his plate at work. He goes for a run; Scott used to have trouble sleeping. He watched films; Paige had money worries. She took up dancing

4[TS] Refer sts to the expressions in the glossary box again and practise pronunciation. Set up the group activity.[GW] Sts talk in groups and complete the sentences. Remind them to justify their answers.

[WG] Have sts vote as a class and write the most popular ideas for each category on the B. Elicit sts’ opinions.[TS] Ask sts to choose a de-stressing technique they’d like to try. Elicit some answers around the class.

LISTENING & VOCABULARY 15 min

[IND] Sts listen and match the techniques to the countries.[TS] Classcheck. Refer sts to the follow-up question.[PW] Sts talk about which technique they think is the most relaxing.[TS] Elicit some contributions.KEY: 1. B 2. E 3. F 4. C 5. A 6. D

5 17

[TS] Go through the pictures with sts, speculating about each de-stressing technique. Look at the countries and elicit what they know about each one and then try to do the matching activity. The pictures don’t give many hints; the activity is more about discussion and speculation. Don’t give any answers at this stage. Ask sts to listen and find out if their guesses were correct. Play the audio.

[TS] Classcheck and have sts repeat the new words.KEY: 2 de-stressing 3 unwind 4 slow down 5 loosen up

6[TS] Ask sts to listen again and do #6.[IND] Sts do the task.

32

SPEAKING 35 min

[PW] Sts engage in the conversation. Monitor the activity and make sure all sts are on track.

7 18

[TS] Go through the Pocket Expressions with sts. Play the audio and have sts repeat. Ask sts to use the vocabulary from #4 and #6 and the Pocket Expressions to talk about how they relax.

8[TS] Ask sts to come up with ideas for a spa. They have to design it, give it a name and make slogans to advertise it using language from the lesson. Then they have to present it to the class. They can use paper

and pencils, pens, felt-tip pens or tablets, if available. Allow plenty of time for preparation and presentation.[GW] Each group designs a spa and then presents it to the class.[WG] The class decides which spa is the most appealing and conducive to relieving stress.

BYOD – Bring Your Own Device

Ask sts to use their smartphones or tablets in pairs and look up other de-stressing secrets from around the world. Then have them share their findings in groups of four. Sts could do their search as homework and bring their findings to the following class.

Homework RevisionActivity Book 2D, page 103 Revision Section 2D, page 88

2D.7PlusLoad activity 2D.7Plus.Use this activity to consolidate vocabulary from the lesson and to replace conversation in #7.Part 1.[TS] Show illustrations and elicit what they have in common (people under stress). Tell sts they also show the literal meaning of some of the expressions they know.

[PW] Sts match the words/expressions to the pictures.Classcheck by having pairs come to the B one at a time to drag the words/expressions to the corresponding pictures.Part 2.[PW] Sts change pairs. They have about 5 minutes to discuss the questions.[TS] Round off by having sts share some of their answers with WG.

33

Mind Flow is a four-level intermediate course

covering CEF levels B1 and B1+. Each volume consists of 25

lessons grouped into five units, providing 30 hours of core work

and additional materials that can extend the course to approximately

50 hours. Additional materials comprise extra reading texts, BYOD

(Bring Your Own Device) tasks to be used in class, as well as various online

activities students can do from home.

Activity Book• Fully integrated in the Student’s Book

• Learning tips for learner autonomy

• Stop & Check activities that help students to

independently evaluate their progress.

Teacher’s Guide• Lesson-by-lesson plans

• Useful tips and ideas for best practices

• Answer keys and audioscripts

• Resources pack with photocopiable activities

Digital componentsThe printed materials are accompanied by

a number of digital resources, which may be used

inside or outside the classroom. These include:

• An optional interactive digital book version of the Student’s Book

and Activity Book for use on Apple® and selected Android® tablets

• A digital version of the Teacher’s Guide

• A suite of digital materials for use in the classroom by

the teacher

• Student and teacher online access to audio, video and

digital activities and additional online tasks

Course ComponentsStudent’s Book

• Appealing topics which allow learners to express their ideas, share experiences and develop

critical thinking skills.

• Activities devised to give learners the opportunity to develop the four skills, with emphasis on speaking

and listening.

• A syllabus that responds to the grammar, pronunciation and lexical needs of intermediate learners and

provides inbuilt recycling.

• Target boxes with systematisation of language: grammar, vocabulary, functions and morphology.

• Pocket Expressions with conversational fixed expressions that help learners communicate more naturally.

• Language Reference pages including exercises for classroom and self-access use.

• Revision Section with further practice and revision exercises linked to each unit.

• Magazine Pages presenting authentic-like texts for extensive reading and discussion.

STUDENT’S BOOK

4

4

9 788580 782073

ISBN 978-85-8078-207-3

mind flow - learning factory...mind flow is a four-level intermediate course covering cef levels b1...

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