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2A itW jTo learn/consolidate new vocabulary

•Direct Ss' attention to the words/phrases in bold in the text and the list of words in the rubric.

•Give Ss time to match them, then check Ss' answers around the class.

Answer Key

at all costs: under any circumstances nasty: unpleasant

causing: creating invisible: impossible to see deadly: able to cause death attack: try to hurt

rare: unusual cute: pretty

Aim To extend vocabulary/To learn words easily confused

•Go through the verbs A-D and explain/elicit the meanings.

•Give Ss time to match them to the nouns, then check Ss' answers.

Answer Key

4 (AimJTO describe an imaginary scene using information from a text

Explain the task and give Ss some time to prepare their answers and then ask various Ss to tell the class about their imaginary encounter with a deadly animal.

Suggested Answer Key

I was on holiday in Australia last year. I was swimming in the sea and I felt a very sharp pain in my leg. I looked down, but I couldn't see anything, but my leg was really hurting. I screamed in pain and managed to get out of the water. Luckily, there was a lifeguard who saw my leg and knew straight away that it was a sting from a box jellyfish. He gave me an injection and called an ambulance. I spent the next few days in hospital and I nearly died. It was a very scary experience and I am lucky to be alive.

5 A i m To write a short text about a dangerous animal from your country

•Ask Ss to collect information from the Internet, school textbooks, encyclopaedias or other reference sources about a dangerous animal from their country.

•Allow time for Ss to collect their information and write their T/F sentences. Alternatively, assign the task as HW.

•Ask various Ss to swap their sentences with their partner and try to guess the answers.

Suggested Answer Key

A dangerous animal in my country is the adder snake. Without the anti-venin one in ten people will die from an adder bite and the bites are very painful.

1 It is a type of viper. (T)

2Most bites from adders occur in winter. (F - in spring or autumn)

3Adders have bands of red, yellow and black colours. (F - they are beige with a dark dorsal pattern or all dark)

4When an adder bites, it hangs on for a short while. (F - it bites and leaves)

5Adders are very aggressive. (F - they are shy)

6Adder snake bites are common. (F - uncommon)

Everyday English

1a) [Aim To present new vocabulary

•Play the recording with pauses for Ss to listen and repeat chorally or individually.

•Pay attention to Ss' intonation and pronunciation.

b)(Aim)To match medical advice to ailments

•Read the rubric aloud and explain/elicit the meanings of any unknown words.

•Read the example aloud and ask various Ss to say what medical advice a doctor might give for the remaining ailments in the list.

Answer Key

You have a sprained ankle/wrist. You should go to the hospital for an x-ray.

You have a sore throat. You should take some (cough) syrup and some painkillers.

You have an infected mosquito bite. You should put antiseptic/antibiotic cream on it.

2 a) [Aim ITO present situational language

•Play the recording. Ss listen and repeat chorally or individually.

•Pay attention to Ss' intonation and pronunciation.

b)(Aim)To match situational language to the

roles of the speakers in a situational dialogue

•Explain the task. Read the sentences aloud one at a time and elicit the speaker.

•Play the recording. Ss listen and check.

Answer Key

Doctor: Come in and take a seat., What seems to be the problem?, Let's take a look., I’m afraid it’s infected., I'll give you a prescription.

Patient: It's really itchy and painful., What should I do?, Should I come back and see you again?

з (AimJTo identify synonymous phrases in a dialogue

•Read out the phrases and give Ss time to find alternative phrases in the dialogue that have a similar meaning.

•Check Ss' answers.

Answer Key

I'm sorry to tell you - I'm afraid

Tell me what's wrong. - What seems to be the problem? Enter and sit down. - Come in and take a seat.

I'm going to look at it. - Let's take a look.

Pronunciation

(Aim To learn about/practise rhyming words

•Explain the task.

•Play the recording. Ss listen and circle the word that sounds different to the rest.

•Play the recording again with pauses for Ss to repeat chorally or individually.

•Pay attention to Ss' intonation.

Answer Key

Speaking

5(Aim)To practise role playing

•Explain the situation.

•Tell Ss that they can use the sentences in Ex. 2a and the health problems and medical advice from Ex. 1b to help them complete the task.

•Ss complete the task in pairs using the plan.

•Monitor the activity around the class and then ask various pairs to act out their dialogues in front of the class.

Suggested Answer Key

A:Hello, Miss Willis. Come in and take a seat.

B:OK. Thank you.

A:Now, what seems to be the problem?

B:Well, it's my ear. It's really itchy and painful.

A:OK. Let's take a look. Hmm ... yes, it's very red. I'm afraid it's infected.

B:Oh no. What should I do?

A:You should use some ear drops three times a day. I'll write you a prescription.

B:Thank you.

A:You're welcome.

Amazing abilities

Vocabulary

1(Aim)To introduce new vocabulary

•Play the recording with pauses for Ss to repeat chorally or individually.

•Pay attention to Ss' intonation.

Reading & Listening

2 a) (Aim To introduce the topic

Elicit answers to the questions in the rubric from various Ss.

Answer Key

Spider-Man is a comic book hero. He is famous for fighting crime, being able to climb up tall buildings and swinging from building to building using his spider webs.

b) Aim To predict the content of the text and to listen and read for gist

•Elicit why Alain Robert might be called the French Spider-Man.

•Play the recording. Ss listen and follow the text in their books to find out if their guesses were correct.

Suggested Answer Key

I think Alain Robert is called the French Spider-Man because he climbs up tall buildings.

(Aim ITO read for specific information and to learn/consolidate new vocabulary

•Give Ss time to read the text again and answer the questions.

•Check Ss' answers and ask Ss to provide evidence from the text to support their answers.

Answer Key

1 D (there's no rope and no safety net)

2C (He didn't have his apartment keys and his parents were out)

3A (he feels dizzy when he's up high)

4D (raising awareness about world issues/Alain wants people to see their environment differently)

5C (he got stuck on the 35th floor of London's Canary Wharf Tower when it started to rain)

6C (he is no superhero. He's just an ordinary man living a very dangerous life.)

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Modu

Suggested Answer Key

ledge (n): shelf at the bottom of a window concrete (n): substance buildings are made of rope (n): thick cord used for climbing

safety net (n): a large piece of material with threads woven together with holes in between, used to prevent injury from falls

bare hands (phr): hands not covered by gloves and not holding any equipment

gather (v): to collect/come together

sigh with relief (phr): release a deep breathe when sth unpleasant is over

vertigo (n): the feeling of dizziness or sickness when looking down

broken bone (n): part of the skeleton which is snapped or broken

raise awareness (phr): increase knowledge urban (adj): relating to towns or cities illegal (adj): against the law

get a fine (phr): have to pay money because of doing sth illegal

daredevil (n): person who does dangerous things slippery surface (n): area that is difficult to hold onto or walk on

get stuck (phr): become unable to move nickname (n): informal name for sb

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4 To consolidate information in a text

Explain the task and give Ss some time to complete it. Ask various Ss to share their answers with the class.

Suggested Answer Key

I have a fantastic view of the whole city from up here. I imagine the people on the ground below look very small but I don't look down because I might get dizzy and fall. I just look at the building in front of me and try to work out my next move. I need to think carefully about where to put my hands and feet. It's very quiet up here but I can hear the wind blowing. I am touching the side of the building and holding on tightly. I'm not scared. I'm just concentrating hard on getting to the top.

5Aim To consolidate new vocabulary

•Explain the task.

•Refer Ss back to the Check these words box and give Ss some time to complete the task.

•Check Ss' answers.

Answer Key

6[Aim To consolidate new vocabulary

•Explain the task.

•Give Ss some time to complete it.

•Check Ss' answers.

Suggested Answer Key

Alain can't climb slippery surfaces.

He wants to raise awareness about world issues.

He has had several broken bones because he has fallen 7 times.

Alain risks his life climbing tall buildings without a safety net.

Climate change is one of the most important world issues today.

After completing a difficult climb Alain sighs with relief. Alain climbs up tall buildings without a safety net. Alain suffers from vertigo so he feels very dizzy when he's up high.

Alain climbs walls with only his bare hands. The police don't let Alain climb public buildings.

7 [Aim]To summarise the content of a text using adjectives

•Read the rubric aloud and elicit answers from various Ss.

•Ask Ss to give reasons for their choice of adjectives.

•Give Ss time to write their sentences, then ask various Ss to read them out to the class.

Suggested Answer Key

He is crazy because he has vertigo and he has had broken bones and has made himself disabled by doing this.

He is a daredevil because he risks his life every time he climbs a new building.

He is extraordinary because he thought of an unusual activity to raise awareness about world issues.

Speaking & Writing

Aimbo write an interview

•Explain the task and ask Ss to work in pairs, take the roles of interviewer and Alain Robert and think of questions and answers.

•Tell Ss to think of simple questions using what, where, when, why and how, and remind them to start with a greeting and end by thanking Alain.

•Give Ss time to write their interviews, then ask various Ss to read them aloud to another pair or to the class.

Suggested Answer Key

A:Hello, Alain. Nice to meet you.

B:Nice to meet you, too.

A:So, when did you start climbing buildings?

B:When I was 12 years old. My parents were out and I didn't have my keys. So, I climbed up the side of the

building and got into the flat through a window on the 7th floor.

A:What are some famous buildings you have climbed?

B:The Eiffel Tower, the Empire State Building, and the

Petronas Twin Towers.

A:How many storeys can you climb?

B:About eighty.

A: Why do you do it?

В: I want to raise awareness about world issues like climate change, and I want people to see their environment differently.

A:What you do is sometimes illegal - so what do the police do when they catch you?

B:They put me in handcuffs, but most of the time I just get a fine.

A:What can stop you from climbing a building?

B:The weather. I can't climb when it’s raining, because I can't grip the slippery surfaces.

A:Where can I see you climbing a building?

B:On YouTube.

A: Thank you very much.

Feeling afraid

Vocabulary

1(A im )To introduce new vocabulary

•Direct Ss' attention to the pictures.

•Play the recording with pauses for Ss to listen and repeat chorally or individually.

•Elicit which words can be seen in the images.

•Read through the list of reactions and explain/ elicit the meanings of any unknown words.

•Read out the example and elicit similar sentences about Ss' phobias from Ss around the class.

Suggested Answer Key

I’m afraid of the dark. When it's dark, my heart beats fast and I can't breathe, etc

Reading

2a) [Aim To read for specific information

•Elicit a variety of questions from Ss around the class and write three of them on the board.

•Give Ss time to read the text and see if their questions were answered.

Suggested Answer Key

1 What is a phobia? (an irrational fear)

2Why do we have phobias? (our brain associates sth with danger)

3How can we combat our fears? (we can face our fears little by little)

b)[Aim]To read for cohesion and coherence

•Explain the task and ask Ss to read the headings A-F and then give them time to read the text again and match the headings to the paragraphs (1-5).

•Check Ss' answers. Ss should justify their answers.

Answer Key

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

sweat (v): to produce a salty liquid from the skin beat (v): to make regular rhythmic movements shake (v): to move quickly backwards and forwards

catch your breath (phr): to breathe normally after breathing fast

fear (n): an unpleasant feeling of being in danger enclosed (adj): referring to a closed off area

nightmare (n): a frightening and unpleasant experience odd (adj): strange and unusual

ridiculous (adj): silly and funny

suffer (from) (v): to be badly affected by an unpleasant condition

miss out (phr v): to not be able to experience sth sense (v): to become aware of sth

signal (n): a message

pump (v): to force a liquid in a certain direction adrenalin (n): a substance the body produces when you are scared, excited or angry

muscle (n): a piece of tissue in the body that connects bones together allowing them to move which tightens and relaxes to produce movement

tense (adj): unable to relax

HQC I

rational (adj): logical

get stung (v): (for an insect) to inject its stinger into you trigger (v): to start/set off a reaction/process

little by little (phr): a small amount at a time work up to (phr v): to work towards a goal

3 AimJTo consolidate new vocabulary

Give Ss time to complete the task then check Ss' answers.

4 Aim To consolidate new vocabulary

Give Ss time to complete the task then check Ss' answers.

Grammar

5(AimJTo present relative clauses

•Go through the examples and explain that we introduce relative causes with who/that, which/ that, whose, where, when, where/in which, or why.

•Explain that there are two kinds of relative clauses: defining and non-defining.

•Elicit further examples from the text from various Ss.

Answer Key

A defining relative clause gives information vital to the meaning of the sentence and a non-defining relative clause gives extra information that does not affect the meaning of the sentence.

Example from the text: This response is called 'fight or flight', which is necessary for our survival.

6(Aim To practise relative clauses

•Explain the task and give Ss time to complete it.

•Check Ss' answers.

•Elicit what type of relative clause each sentence is.

Answer Key

?Ben, who lives next door, is going to study Medicine.

(N)

2Is it your brother who is afraid of spiders? (D)

3This is the university where I studied for four years.

(D)

4My sister, who is ten years old, got stung by a bee yesterday. (N)

52006 was the year when I moved abroad. (D)

6The reason why I walk to work is to get some exercise.

(D)

7Dan's house, which is in a good area, is up for sale. (N)

8Mary is the girl whose mother is a doctor. (D)

7(Aim]To practise relatives

•Explain the task and read out the example.

•Give Ss time to complete the task.

•Check Ss' answers.

Answer Key

2The spider, which I saw in the bathroom, was very big.

3Ann, whose birthday is on the same day, is coming to the party.

4That is the Italian restaurant where we often eat.

5Ann, who got bitten by a dog when she was 8, has a phobia of dogs.

Aim To practise relative clauses

•Write the words in the list on the board and elicit a variety of sentences using relative pronouns/ adverbs from Ss around the class for each one.

•Write them on the board and ask Ss to copy them into their notebooks.

Suggested Answer Key

Jane, who is scared of spiders, isn't afraid of snakes. Someone who many people are afraid of is the dentist. A lift is something which many people feel nervous travelling in.

One mode of transport which manypeople fear is the plane. A snake, which many people think has wet skin, is actually dry to touch.

My neighbour, who is a doctor, is a very nice man.

( A im To learn/practise b u t... and-either... orneither... nor

•Read out the examples and point out that both refers to two people/things that share a quality, neither refers to two people/things that don't share a quality and either refers to one of two people/things that has a certain quality.

•Give Ss time to complete the task and then elicit answers from Ss around the class.

Suggested Answer Key

1 Both Meg and Amy used to be afraid of the dark.

2Phil wants to be either a doctor or a dentist.

3Neither Mark nor Rob is afraid of heights.

4Both my mum and my grandma hate crowds.

Speaking & Writing

10(Aim)To consolidate information in a text

•Play the recording again. Ss listen and follow the text in their books.

•Give Ss three minutes to write a few sentences about what they remember from the text. Ss read their sentences to their partner.

SuggestedAnswer Key

There are many different types of phobias. We develop phobias because our minds sense danger. There is no real danger only the memory of an experience which triggers fear. To overcome a phobia you have to face your fear little by little.

Skills

Vocabulary

1 [Aim]To present new vocabulary related to problems and possible solutions

•Direct Ss' attention to the problems (1-8) and the possible solutions (A-H).

•Ask Ss to read through both lists, and then ask a S to read a problem aloud and suggest the matching solution.

•Elicit other possible solutions from various Ss.

•Elicit sentences from various Ss in the form of advice, as in the example.

Answer Key

If your parents are too strict and you're always arguing, you should try to talk it through with them and make compromises.

If you've fallen out with your friends and they're gossiping aboutyou, you couldphone them and try to work things out. If your classmates laugh at what you wear, you should ignore them. You have the right to choose your own style. If you have lots of spots on your face, you should visit a dermatologist.

If your friends pressurise you to do things you don't want, you should stand up to them. If you don't want to do something, then don't.

If you've moved to a new city and you're finding it difficult to make friends, you could find a hobby and join a club. It's easier to make friends with people who have similar interests.

If you feel stressed out because ofschoolwork or exams, you could make a study plan.

Modu

2 (Aim To describe a picture

•Direct Ss' attention to the pictures and give them time to prepare their answers.

•Remind Ss to include the people, the situation and their feelings.

•Elicit answers from various Ss.

SuggestedAnswer Key

In picture I, there is a teenage boy sitting at a desk with his hands on his head. There are piles of books around him and I think he is studying. I think he feels stressed out because of his schoolwork or studying for exams.

In picture 2, there is a teenage girl in the foreground. She looks unhappy. There are three other girls in the background talking and laughing together. I think the girl feels unhappy and lonely because the other girls are gossiping about her/laughing at her.

Listening

з(Aim)To listen for specific information

•Read the Study Skills box aloud, and point out that this tip will help Ss to complete the task successfully.

•Explain the task and ask Ss to read the problems (A-F). Explain/Elicit the meanings of any unknown words.

•Play the recording. Ss listen and match the statements to the speakers.

•Check Ss' answers.

Answer Key

Speaking

4I A i m !To practise making suggestions

•Explain the task and go through the useful language.

•Ss work in pairs, using the problems and solutions in Ex. 1 and the useful language to act out exchanges as in the example.

•Monitor the activity around the class and then choose various pairs to act out their dialogues in front of the rest of the class.

SuggestedAnswer Key

A:My parents are too strict and we’re always arguing.

B:The best thing to do is talk it through and make

compromises.

A:OK. I'll try that and see what happens.

A:I've fallen out with my friends and now they are gossiping about me.

B:Why don't you phone them and try to work things out?

A:OK. I'll try that and see what happens.

odu

A:My classmates laugh at what I wear.

B:You should ignore them. You have a right to choose your own style.

A: You're right.

A:I have lots of spots on my face.

B:You should visit a dermatologist.

A:Yes, I think that could help.

A:My friends pressurise me to do things I don’t want to.

B:The best thing to do is to stand up to them. If you don't want to do something, don't do it.

A:OK. I’ll try that and see what happens.

A:I've just moved to a new city and I'm finding it difficult to make new friends.

B:Why don't you find a hobby and join a club? It's easier to make friends with people with similar interests.

A:That's a good idea.

A:I feel stressed out because of my schoolwork.

B:The best thing to do is to make a study plan.

A:Yes, I think that might help.

Writing

1a) Aim To analyse a model essay

•Go through the Writing Tip box and explain the structure and content of essays making suggestions for solutions to a problem.

•Write the phrases/sentences from the Writing Tip box on the board. Ask Ss to copy them in their notebooks and use them when they do the writing task.

•Refer Ss to Writing Bank 4 for more information. Give Ss time to read the essay, then elicit answers to the questions in the rubric.

Answer Key

In paragraph I, the writer states the problem.

In paragraphs 2-4, the writer presents their suggestions and results.

In paragraph 5, the writer summarises their opinion.

b) Aim To identify linkers and suggest alternatives

•Direct Ss back to the essay to find the linkers and write them on the board.

•Elicit alternatives from various Ss and complete the task as a class.

•Refer Ss back to the Writing Tip box if necessary.

SuggestedAnswer Key

but - however

To begin with - To start with, Firstly

As a result - Consequently

Secondly - Also, In addition,

Consequently - This way

Another helpful suggestion - In addition

All in all - To sum up, In summary

2 A i m To match suggestions to consequences

•Explain the task and give Ss time to read the suggestions and results.

•Check Ss' answers.

Answer Key

з [AimJTo analyse a rubric and match suggestions to results

•Read the rubric aloud and give Ss time to read through the suggestions and the results. Explain/Elicit the meaning of any unknown words.

•Give Ss time to complete the matching task, and then check Ss' answers.

Answer Key

Aim To write an essay making suggestions for solutions to a problem

•Explain the task and tell Ss to use the Writing Tip, the plan and their answers in Ex. 3 to help them.

•Give Ss time to write their essays, then check Ss' answers.

•Alternatively, assign the task as HW and check Ss' answers in the next lesson.

SuggestedAnswer Key t

Howcan you resistpeer pressure?

Peer pressure is a normal part of growing up, but it can sometimes be so strong that it makes you feel you don't control your own life. What can you do, then, to resist peer pressure so you don't do anything you don't want to?

To begin with, it’s important to trust your own feelings and know your personal limits. As a result, you will feel more confident in your actions.

Secondly, you should choose your friends carefully. Then, if your friends share your beliefs, you will reduce the amount of peer pressure you may experience.

Another helpful suggestion is to talk it through with someone you trust, such as a friend, teacher or parent. They may be able to give you helpful advice, as they probably have experience with peer pressure, too.

All in all, I think peer pressure can be a major problem. However, if you are confident, and have support from good friends, peer pressure will never be a problem for you again.

Curricular: P S H E

read for gist

•Elicit how many hours of sleep Ss get with a quick poll.

•Read the questions in the text aloud and elicit answers from various Ss.

•Play the recording. Ss listen and follow the text in their books to check their answers.

Suggested Answer Key

I get ten hours of sleep at night. There are four different stages of sleep. We need sleep for our bodies to repair and grow. Different people need different amounts of sleep.

2To read for specific information•*

•Ask Ss to read the sentences (1-6), and then give them time to read the text again and complete the task.

•Check Ss' answers. Ask Ss to justify their answers.

Answer Key

1 T body temperature drops

2T harder to wake up

3F (our brain is very active)

4T lack of sleep seriously affects

5T even shorten our life

6F (don’t exercise)

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

resting state (n): inactive condition drop (v): to become lower

heart rate (n): the number of times a person's heart beats per minute (heart = organ in the chest that pumps blood round the body)

bodily function (n): physical process that takes place in the body (e.g. breathing)

slow down (phr v): to happen more slowly

brain (n): organ in the head that controls the body active (adj): energetic

stage (n): phase or period light (adj): not deep or heavy

deeply (adv): intensely or heavily

replace (v): to put sth new in the place ofsth old repair (v): to mend

cell (v): the smallest part in a living thing lack of (n): not enough ofsth

affect (v): to influence sth to change grumpy (adj): bad tempered and miserable forgetful (adj): not able to remember

concentrate (v): to give sth your full attention

immune system (n): the parts and processes in the body that protect from illness

depression (n): mental state of sadness shorten (v): to make sth less in length

get into a routine (phr): to do things in a certain order caffeine (n): chemical substance found in coffee and tea keep you awake (phr): to stop you from sleeping

fall asleep (phr): (of the body) to go into a state of rest

з (AimjTo consolidate new vocabulary

Elicit a variety of answers from various Ss. Remind Ss to use words from the Check these words box.

Suggested Answer Key

When we sleep our heat rate drops.

We feel grumpy, forgetful and unable to concentrate when we don’t get enough sleep.

We should avoid drinks with caffeine before bedtime.

4 A i m To personalise the topic

Ask various Ss to read the questions aloud one at a time and then elicit answers from various Ss.

Suggested Answer Key

7 Yes, I do./No, I don’t.

2I feel tired and grumpy the next day when I haven't slept well. It makes my day more difficult.

3I avoid drinks with caffeine before bedtime. I will try to fall asleep and wake up at the same time every day from now on.

5 A i m To give a presentation on sleep

•Ask Ss to collect information from the Internet, school textbooks, encyclopaedias or other reference sources about sleep.

•Allow time for Ss to collect their facts and present them to the class. Alternatively, assign the task as HW.

Suggested Answer Key

Sometimes you may wake up just as you are falling asleep, because your body jerks suddenly. This happens because as you relax into sleep, the brain thinks you are falling down and instructs your muscles to jump back up. If you can’t sleep, some people say, you should count sheep. The truth is that counting sheep or anything else will actually keep you awake.

You shouldn't eat just before going to bed. This is because your body is busy digesting food instead of winding down to sleep.

If an adult sleeps more than nine hours it is as bad for them as sleeping less than six hours.

iMiiiafn

Language in Use

(Aim To present and practise phrasal verbs

•Go through the list of phrasal verbs and their definitions and elicit an example for each one from various Ss around the class using their dictionaries to help them if necessary.

•Give Ss time to complete the task and then check Ss' answers.

2 [Aimjlo practise prepositional phrases

Explain the task, give Ss time to complete it, and then check Ss' answers.

Answer Key

Aim To form adjectives from verbs

•Read the theory box and the examples aloud, and then explain the task.

•Give Ss time to complete the task and then check Ss' answers.

4 (Aim To revise vocabulary from the module

Give Ss time to complete the task, and then check Ss' answers.

Give Ss time to complete the task and then check Ss' answers.

78

[Aim]To consolidate vocabulary from the module

•Divide the class into two teams. Each team takes turns writing or saying a sentence with one of these words/phrases: feet depressed, skin infection, nasty bite, mouth utcer, wake up, inland, feel dizzy, take painkillers, antiseptic cream, prescription, get a fine, get stuck, deadly.

•Each correct sentence earns one point. If the sentence is incorrect the team loses a point. The team with the most points after all the words/phrases have been used wins.

Suggested Answer Key

Ifyou don't get enough sleep, you may feel depressed. You can get a skin infection from your cell phone.

A snake can give you a nasty bite. Garlic may get rid of a mouth ulcer.

You should wake up at the same time every day.

The inland taipan is the most dangerous snake in the world.

Vertigo can make you feel dizzy.

You should take painkillers for a headache.

You should put some antiseptic cream on a mosquito bite.

A doctor can give you a prescription for some medicine. Alain Robert often gets a fine for climbing buildings. Sometimes he can get stuck if it starts to rain.

\^The blue-ringed octopus Is deadly.

Quiz

Ss prepare their quizzes in groups. Ask Ss to go through the pages of the module and select information to compile their quizzes. Ask Ss to exchange their quizzes, do them, and then check their answers.

Suggested Answer Key

Quiz

1What shouldn't you drink before bedtime? (drinks that contain caffeine)

2What famous buildings has Alain Robert climbed? (the Eiffel Tower, the Empire State Building and the Petronas Twin Towers)

3Which building did he get stuck on? (the Canary Wharf Tower)

4How many hours ofsleep do babies need? (16-18 hours)

5How does a platypus defend itself? (It has a poisonous spike on its back legs.)

6Which is the most poisonous spider in Australia? (the funnel-web spider)

7What can ginger cure? (an upset stomach, travel sickness and bad breath)

Skills 4

Speaking

1[Aim]To describe a picture

•Read the rubric aloud and ask various Ss around the class to describe the picture.

SuggestedAnswer Key

In the picture I can see a classroom with some students sitting an exam or taking a test. There are four teenage students in the picture and they all have their heads down looking at the exam/test paper and writing the answers. There is a teacher walking around the classroom. In the foreground there is a girl with dark hair and sitting behind her there is a blonde girl. On the other side of the classroom there are two boys with short brown hair.

•Then elicit answers to the questions 1-3.

Suggested Answer Key

1I think the person in front is probably confident about the exam. She is looking at the paper and

writing. She looks relaxed. She doesn't look stressed.

2Yes, I do. It is the only way to assess their progress./ No, I don't. I think exams can be very stressful.

3Yes, I am. I study as much as I can and then I feel less stressed because I know I couldn't have revised any more. I also take deep breaths before I go into the exam room so that I can try and feel more calm.

2 A i m To analyse a model answer

Play the recording, then elicit answers to the question in the rubric.

Answer Key

He says that homework and coursework are better indicators of a person's knowledge of a subject rather than what he/she can remember in an exam. He also thinks that exam stress can make people forget what they know.

Reading

зa) [AimJTO read for gist

•Ask Ss to read the rubric and then read through the text.

•Elicit what the text is about.

е тО

Answer Key

The text is about the rescue of an Inuit boy from an ice floe.

b)Aim To read for specific information

•Give Ss time to read the text again and complete the task.

•Ask Ss to check their answers with their partner.

•Check Ss' answers around the class.

Answer Key

Listening

4[Aim To listen for key information

•Read the rubric aloud and ask Ss to underline the key words which give clues about what Ss may hear in the recording.

•Check Ss' answers on the board then play the recording and Ss complete the task.

•Check Ss' answers.

Answer Key

5[Aim To practise word formation

•Explain the task and give Ss time to complete it. Point out that correct spelling is required.

•Check Ss' answers on the board.

Answer Key

6 [Aim To practise key word transformations

Explain the task and give Ss time to complete it and then check Ss' answers around the class. Remind Ss that they have to use the given words without changing their form.

Answer Key

1 the man who helped us

2which they went on was

3who suffers from claustrophobia

4may/might/could still be

5mustn't take photographs

Writing

[Aim To prepare for a writing task and then write an essay making suggestions

•Read the rubric aloud and then play the recording.

•Ss listen and make notes.