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- •Virginia Evans - Jenny Dooley Express Publishing
- •In pairs, ask and answer questions about each person, as in the example.
- •6 Match the activities to the pictures.
- •0 A) Read the article and answer the questions, then explain the words in bold.
- •I»» Read «he «ex« again and underline «he phrases hich best describe pictures e - k.
- •Kead the letter and match the headings to the paragraphs.
- •Iq Underline the phrases in the letter which best describe the pictures, then explain the words in bold.
- •20 In pairs, ask and answer questions based on the letter, as in the example.
- •26 Put the verbs in brackets into the present simple or present continuous.
- •22 Make sentences about your country, using the present simple, as in the example.
- •24 In pairs, use the prompts to ask and answer questions about each person, as in the example.
- •28 In teams, use the words/phrases below to make sentences. Each correct sentence gets one point.
- •29“ Fill in am, is, are, do, does or isn't, then listen and check your answers. Name the tenses of the verhs (1 - 19), then explain their uses.
- •30“ Listen to the dialogues and match them to the situations in the list below. Then, in pairs, act out the dialogues.
- •32“ Read the notes, then listen and cross out the words you don't hear. Finally, use the notes to talk about the Spanish.
- •Introduction
- •Fill in the gaps with the verbs in the list.
- •Ironing, the housework
- •16“ Listen and match the speakers to their johs. Whose daily routine is not described?
- •20“ The picture shows what Pauline used to be like five years ago. Listen and fill in the missing words, then make sentences, as in the example.
- •Iq Match the present simple forms to the past simple forms. How do we form the past simple?
- •In pairs, ask and answer questions using the prompts below, as in the example.
- •77 N Read the sentences, then listen and mark them as t (true)
- •23 Read the article and number the paragraphs in the correct order, then explain the words in bold.
- •24 Read the dialogue and put the
- •Verbs in brackets into the correct tense. Then, in pairs, act out similar dialogues about yourselves.
- •2 List the adverbs of frequency, then say where we usually place such adverbs in a sentence.
- •What about you? Write your own timetable for Mondays, then tell your partner about it.
- •28 Bb Listen and complete the notes in the table, then, in pairs, ask and answer questions about Bill Newton, as in the example.
- •29 You have been asked to write a magazine article about Bill Newton. Use the information from Ex. 28, and the plan below, to write your article (1(h) - 150 words). Use the text in Ex. 23 as a model.
- •Introduction
- •2 Where can you buy these things? What else can you buy in each place in Ex. 1?
- •Requests
- •Ask and answer questions based on the text, as in the example.
- •: Fill in the correct prepositions, then make sentences using the completed phrases.
- •Suggest another title for the article.
- •Read the text again and take notes under the following headings. Then, talk about shopping in Paris.
- •Order of Adjectives
- •Its a beautiful, long, light blue, silk skin
- •Then describe the other objects. Find the objects that match descriptions 1 - 3,
- •1 Game: Write short descriptions of objects. Read them aloud and let the class guess what objects you are describing.
- •C) In pairs, choose two of the shops in the pictures and act out a suitable dialogue for each shop.
- •Introduction
- •3 B Listen and write s for Sandra, I) for David or Se for Senan.
- •8 ™ A) Put the events into the correct order, then listen and
- •Days to SteiDeinber
- •0 Fill in the correct preposition, then make sentences using the completed phrases.
- •16 “ Listen and match the speakers to how they feel.
- •Interrogative: Was l/he/she/it eating?
- •Iq What were you doing at these times - last Monday?
- •20 Put the verbs into the correct tense, then answer the questions.
- •) Brightly
- •Read the story and fill in the numbered gaps They climbed into the basket of the balloon.
- •Correct the sentences, as in the example. Close your books and try to give a summary of
- •24 Complete the sentences.
- •Read the story again and underline the phrases which describe sounds.
- •26 M Put the verbs in the past simple or past continuous, then listen and check. In pairs, act out similar dialogues using the prompts.
- •29“ Listen and put the events in the correct order. Then, use the list to retell the story.
- •Introduction
- •Grammar
- •Module Self-Assessment 1 (Unils 1-4)
- •Vocabulary
- •Module Self-Assessment 1 (Units I - 4)
- •It 1) (be) a dull Sunday morning and a
- •5) (Stop) and 6) (look)
- •Iq The pictures below show the beginning and ending of a story. Use the prompts to help you write a beginning and ending.
- •In pairs, ask and answer questions, as in the example.
- •Isabel each picture with the correct job in the list
- •Can you think of any other jobs?
- •Ito 08hlma is a schoolboy from Japan. He is 17 years old.
- •Make as many sentences as possible using the prompts.
- •2 Study the examples, and complete the rules.
- •Read the advertisement below, then use the prompts to make questions.
- •10 Breakfasts, lunches and dinners
- •I’m going to/l’ll
- •20 Complete the short dialogues below with will, won is going to or am going to.
- •C) Read the letter and answer the questions.
- •26 Fill in if or when where necessary, and put the verbs in brackets into the correct form.
- •24 Follow the arrows and make sentences.
- •B Complete the dialogue below using will or won7, then listen and check your answers.
- •We’ll tell them tomorrow.
- •Yours faithfully, (your full name)
- •5 Caterers on film sets
- •16 N Listen and fill in the missing phrases. Then, use the prompts to act out similar dialogues.
- •Giving Advice
- •20 In teams, use the words/phrases below to make sentences. Each correct sentence gets one point.
- •Introduction
- •22® Listen and underline the correct
- •Information in the table, then use the table to talk about Romano's.
- •Expand the notes into full sentences, as in the example.
- •My dog/hear/ the doorbell, it/bark
- •Press/this button, camera/ take a picture
- •Put the verbs into the present simple or the future simple.
- •Underline the correct word in bold.
- •‘Doctors Without Frontiers’ provides emergency health care/attention.
- •Where should you go if you have these problems — to a hospital, your gp, a dentist, or a chemist?
- •9 M Listen and repeat. Then, in pairs, use the prompts to act out similar dialogues.
- •13 M Joanne and her husband have recently moved into a new house. Listen and tick (/) what they’ve done so far.
- •In pairs, use the prompts below to act out similar dialogues, as in the examples.
- •I've been living here for twenty years.
- •In pairs, use the prompts to ask and answer questions, as in the example.
- •22 A) Read the article and match the paragraphs to the headings, then explain the words in hold.
- •23“ Listen and complete the table.
- •24 EshRead the two dialogues below and All in the correct form of the verbs in bold. Listen and check your answers. Then, in pairs, act out similar dialogues using the prompts below.
- •In teams, use the words/phrases below to make sentences. Each correct sentence gets one point.
- •26 M Listen and tick the words which end with the sound /id/. Listen again and repeat.
- •Introduction
- •In the first paragraph, we write who the person is and why he/she is important.
- •In the last paragraph, we write about the person’s character, likes and plans.
- •The Giant Squid
- •I (just/finish)
- •She (never/eat)
- •Reading & Listening
- •21 ™ Read the list of events below, then listen and put the events in the correct order.
- •22“ Listen and fill in the missing words. Then, use the prompts to act out similar dialogues in pairs.
- •Vocabulary Revision Game
- •23 In teams, use the words/phrases below to make sentences. Each correct sentence gets one point.
- •24“ A) Listen and tick the sound you hear. Listen again and repeat.
- •25“ Read the notes and try to put them in order, then listen and check. Finally, talk about the climbers’ experience.
- •26 Vour teacher has asked you to write a composition entitled ‘Trapped in the Snow’ (120-150 words). Use the information in Ex. 25, as well as the plan below, to write your story.
- •Introduction
- •I’ve got a lot of plans for the summer, too .
- •J Fill in the words from the list, then make sentences using the completed phrases.
- •Visitors should not touch the exhibits.
- •Passive
- •In pairs, ask and answer questions using the prompts, as in the example.
- •In pairs, ask and answer questions, then talk about each place, as in the example.
- •10 Read the newspaper article and fill in the gaps with the verbs in brackets, using the passive. Speaking
- •19 ™ Fill in the missing words, then listen and check. In pairs, act out a similar dialogue about the Tower of London.
- •At a gallery you can see ... . A works of art b shops
- •When is the opening of Shelby Museum’s new Whittaker Gallery?
- •Who will open the gallery? a the Mayor of Shelby
- •20 Put the verbs in brackets into the correct passive tense, then
- •In teams, use the words/phrases below to make sentences. Each correct sentence gets one point.
- •23« Listen and cross out the inappropriate words, then talk about the Statue of Liberty.
- •22« Listen and underline the word stressed, then repeat the
- •I want
- •Read the leaflet, then circle the correct answers to these questions.
- •Use the information in the leaflet to ask and answer questions in pairs, as in the example.
- •Is Your Home a Safe Place For Your Kids?
- •I could go to parties when I was 17, but I couldn’t go on my own; I had to go with my brother.
- •Match the headlines (1-3) to the signs (a-c).
- •2 British skier trapped in snow
- •Read the news reports again and answer the questions. Put a, b or c in each box.
- •Look at news report a. Which paragraph describes the event in detail? Which paragraph gives a summary of the event? Which paragraph is about the action taken?
- •In the second paragraph, we write a detailed description of what happened. In the last paragraph we write what action has been taken.
- •23® Listen to the news report and answer the questions.
- •24 Read the notes. In pairs, ask and answer questions using who, where, when and what, as in the example.
- •2 Match the problems to the causes, then make sentences using the passive, as in the example. Can you think of any other causes of these problems?
- •If I were the leader
- •0 Fill in the correct preposition, then make sentences using the completed phrases.
- •Put the verbs in brackets into the correct form.
- •I Read the short texts in Ex. 5 and underline all sentences which include conditionals type 2.
- •13 “ You will hear four people talking about
- •Look at picture b. Is the water clean? Who/What do you think is polluting it?
- •From the list below, tick (/) the three most important things we can do to save our planet's water supplies, then make sentences as in the example.
- •W'hat is the problem discussed? Which paragraphs include the writer’s suggestions? w'hat are these suggestions? What results/ examples does the writer use to support his suggestions?
- •20 In pairs, use the prompts below to ask and answer questions, as in the example.
- •24 M a) Look at the pictures.
- •Read the article about the Alton Towers Hotel and explain the words in hold.
- •Alton Towers — Where the Magic Never Ends!
- •0 Look at the cities on the map and correct the statements, then talk ahout the location of each citv.
- •3 Degrees Below Freezing
- •In pairs, ask and answer the questions below about your last holiday.
- •20 Bb Match the words which rhyme, then listen and check. Listen again and repeat.
- •2 Look at the advertisement for the Golden Reach Campsite and answer the questions. Then, use the information in the advertisement to talk about the campsite. Mil 'û lots
- •22 Use the information from the leaflet in Ex. 21, and the plan below, to write an article about the Golden Beach Campsite (120 - 180 words). You can use the text in Ex. 4 as a model.
- •1 A visit (a place); 2 the beginning
- •7 Embroidered designs; 8 to protect sth
- •10“ Listen and complete the dialogue. Then, in pairs, act out similar dialogues giving directions
- •Look at the pictures and label them with words from the list. Where would you like to take your friends on your birthday?
- •Which is your favourite kind of entertainment?
- •Have you ever been to a rock concert? If you have, what was it like?
- •14 ™ Listen and answer the questions.
- •Unforgettable Moments
- •16 M Listen to Jeff and Cathy, then say where they decide to go and why.
- •20 Read the short texts and replace the adjectives in bold with similar ones from each list.
- •21“ Ann went to a party. Look at Ann’s answers and complete David’s questions, then listen and check. Finally, act out the dialogue in pairs.
- •I fMUl iro
- •In the third paragraph, we write what happened during the celebration/event.
- •In the last paragraph, we write how we felt.
- •22 *N teams, make sentences using the words/phrases below. Each correct sentence gets one point.
- •23™ Listen and underline the stressed syllable, as in the example. Listen again and repeat.
- •Look at the poster and match each animal (a-f) to a name from the list (1-10).
- •Which animal:
- •Which of these animals are not endangered
- •Animals
- •A n I ivia l s iN Danqer
- •Reported Speech She said (that) she wanted to help.
- •16 ® Listen and (111 in the missing words, then use the prompts to act out similar dialogues.
- •Rewrite the sentences in reported speech and explain how they are formed.
- •Reported Questions
- •20“ Listen and mark the sentences as t (true) or f (false). Then, listen again and correct the false statements, as in the example.
- •Dogs make bad house pets. F Dogs make perfect house pets.
- •Viewpoints
- •In teams, use the words/phrases below to make sentences. Each correct sentence gets one point.
- •22 In Listen and tick how the speaker sounds. Listen again and repeat.
- •In the second and third paragraphs, we give our viewpoints and reasons. We list our viewpoints with firstly, furthermore, also, etc.
- •Reasons
- •6 Fill in the correct prepositions, then make sentences using the completed phrases.
- •Check the
- •Read the article again and answer the questions, then explain the words in bold.
- •IMliLt-u mi Ulü IiLüL: vus lir
- •20 In teams, use the words/phrases below to make sentences. Each correct sentence gets one point.
- •In the first paragraph, we state the topic.
- •In the fourth paragraph, we sum up the topic and give our opinion.
- •Use the points for and against, and the topic sentences above, to talk about the pros and cons of the Internet for children.
- •22 Use the information from Ex. 21 and the plan below to write a for-and-against essay (120-180 words) about whether children should use the Internet. Use the text in Ex. 13 as a model.
- •Internet? Read the points (1-6) and mark them as p (pros) or c (cons). Then, listen and check your answers.
- •8 Bb Listen to the episode, then take roles and read it aloud.
- •4 Read the episode and answer the questions.
- •Interrogative
- •Order of Adjectives
- •Fact adjectives
- •I am/You are/He is etc going to
- •I’m not/You aren’t/He isn’t etc
- •Irregular Verbs
- •Unit 7
- •Unit 13
- •Item Lost: Place/Date:
- •Item Lost: Place/Date:
- •I Name: Martha Wilsoh Telephone: 555-3617
- •Item Lost: handbag
- •Fire precautions
She will be leaving Angola next year.
Lead-in
Underline the correct word in bold.
‘Doctors Without Frontiers’ provides emergency health care/attention.
A patient is a person who is ill/ healthy.
A routine medical problem is a major/common health problem.
If you treat patients, you try to cure/repair them.
A decade is 100 years/10 years.
If you improve something, you make it better/worse.
Where should you go if you have these problems — to a hospital, your gp, a dentist, or a chemist?
a headache • a cold • toothache
the flu • a deep cut on your finger
a serious burn • a sore throat
earache • a tropical disease
a broken bone • a serious illness
stomach ache
If you have a headache, you should go to a chemist.
m Read the statements, then listen and mark them as T (true) or F (false).
34-year-old Dianne Grey was I I
o ci irv'occfi il artrocc ' >
□ □
□ □
P 1*0 ft I e
1
Why did she go to Africa?
What has ‘Doctors Without Frontiers’ been doing for people in Angola since 1986?
How did Dianne feel when she first went to Angola?
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