Aim High 5 Teacher Book-Email
Aim High 5 Teacher Book-Email
Aim High 5 Teacher Book-Email
Teacher’s Book 5
Activate your students’ knowledge of English
through rich and motivating texts, essential الصف األول ثانوي – الفصل الدراسي األول
grammar and skills, and effective study strategies.
First Term – First Secondary Grade
Extend your students’ skills with vocabulary from
the Oxford 3000™ word list, and through the المستوى األول – نظام المقررات
Dictionary Corner sections.
5
self assessment and tests for every unit.
كتاب المعلم
5
Visit the teacher’s website, which provides a guide
KSA Edition CD
Teacher’s
Teacher’sBook
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Class Audio CD
training videos.
www.oup.com/elt/teacher/aimhighksa Teacher’s Book
• Teaching notes
• Teaching tips
• Optional activities
Extend your students’
vocabulary and language • Quick tests
• Unit tests
skills further with Oxford
dictionaries.
3
4
www.oup.com/elt
KSA Edition
Teacher’s Book
5
Contents
Introduction 2
Tips and ideas 3
Teaching notes
1 The virtual world 6
2 Adventure 14
3 Motivation 22
4 Friendship 30
5 Spend, spend, spend! 38
6 Inspiration 46
7 In business (Optional unit) 54
Workbook answer key 62
Photocopiable unit tests 70
Test answer key 84
Jane Hudson
Paul A Davies Tim Falla
Paul Kelly Susan Iannuzzi
Aim High has a very clear unit structure, which has been
A tour of the Student’s Book
designed to enable teachers to take students from input There are seven main units in the Student’s Book. Each unit has
(reading) to output (writing). In addition, in order to support the seven sections. Every lesson has a cross reference to the relevant
challenging grammar and vocabulary input, we have provided a page in the Workbook for extra practice.
reference section and extra practice in the Student’s Book. While
teachers need to ensure that students adequately cover the Reading
required grammar syllabus, equal importance needs to be given ● This contains the main reading text and introduces the theme
to the communicative aspects of English. of the unit.
● In addition to a Before Reading activity to get students thinking
The components of the course ●
about the topic, a Reading tip develops their reading strategies.
The reading texts are recorded so that students can listen to
Student’s Book the text as they read.
The Student’s Book contains: ● Important new vocabulary is highlighted in the text and
practised in a follow-up activity and in the Workbook.
● seven topic-based units
● The text contains instances of the main grammar point(s) of
● a Dictionary Corner section in each unit to promote dictionary
the unit.
skills and learner autonomy
● I can statements at the end of each unit to encourage Vocabulary
conscious learner development
● The Activate section recycles the vocabulary from the reading
● seven Grammar Reference and Builder sections, containing page in a different context to check understanding.
clear grammar explanations and further exercises for each
unit
● The Extend section introduces new lexical sets related to the
topic and focuses on aspects of vocabulary such as word-
● tip boxes giving advice on specific skills and how best to building, collocation and phrasal verbs.
approach different task types in all four main skills
● All the target vocabulary from the unit is highlighted in bold
● a Wordlist providing a lexical summary of the active and in the Wordlist at the back of the Student’s Book.
passive vocabulary of each unit with a phonetic guide for
pronunciation. The Oxford 3000TM key symbol in the Wordlist
indicates the most useful words for students to learn
Grammar
● There are two sections of grammar per unit, introducing one
● an irregular verbs list. main grammar structure in two stages. Alternatively, the second
grammar focus may be a different, but related, structure.
Workbook ● The grammar structures are presented in a short text or other
The Workbook mirrors and reinforces the content of the meaningful context.
Student’s Book. It offers: ● Learn this! boxes and grammar tables help students to work
● further practice to reflect the sections of material taught out the grammar rules, and further explanation and examples
in class can be found in the Grammar Reference section at the back of
● Challenge! exercises to engage more able students the Student’s Book.
● writing guides to provide a clear structural framework for ● Look out! boxes draw attention to minor grammar points, and
writing tasks, and a Writing Bank for reference help students to avoid common errors.
● regular Self check sections for students to develop an ● As well as the exercises in the units, there is further practice in
awareness of their progress the Grammar Builder section.
● a Vocabulary Notebook listing the vocabulary from the
2 Introduction
© Copyright Oxford University Press
a monolingual dictionary independently will equip students down three or four words from the text that they don’t
with important skills for autonomous learning. understand. Ask them to call out the words. You can then
● Students can also be encouraged to become more explain them
autonomous learners by reviewing their learning outcomes at ● rather than immediately explaining difficult vocabulary, ask
the end of the unit. The learning outcomes are expressed as students to identify the part of speech of the word they don’t
I can statements which focus on skills rather than grammatical know. Knowing the part of speech sometimes helps them to
or lexical items. Students decide which skills they found work out the meaning
difficult or easy, and, as a result, decide what their learning ● after working on a text, ask students to choose four or five new
objectives should be. The students are then referred to the words from the text that they would like to learn and to write
Self check pages in the Workbook. these in the Vocabulary Notebook section of the Workbook.
Teaching vocabulary
Testing and assessment
Vocabulary Notebooks
Aim High provides a variety of resources for teacher-made tests
and for students’ self-assessment: Encourage your students to record new words in the Vocabulary
● I can statements at the end of each unit in the Student’s Book
Notebook at the back of their Workbooks. You could suggest that
they write an example sentence that shows the word in context,
● Self check sections at the end of each unit in the Workbook
or they may find it easier to learn words by noting synonyms or
● unit tests covering vocabulary, reading, grammar, language
antonyms.
skills and writing in the Teacher’s Book (see pages 70–83).
Vocabulary doesn’t appear just on Vocabulary pages. You can ask
students to make a list of all the verbs that appear in a Grammar
The Common European section, or to choose five useful words from a reading text and
learn them.
Framework of Reference
Aim High has been designed to be compatible with the learning Learning phrases
objectives of the Common European Framework of Reference We often learn words in isolation, but a vocabulary item can
(CEFR). The CEFR is a description of linguistic competence at be more than one word, e.g. make a mistake, do your best,
six levels: A1, A2, B1, B2, C1 and C2. Aim High matches the CEFR have a shower, go swimming. Make students aware of this and
levels as follows: encourage them to record phrases as well as individual words.
Aim High 1 and 2: A2
Aim High 3 and 4: B1 / B2
Aim High 5 and 6: B2 / C1
Each level is divided into five skill areas – speaking, reading,
listening, conversation and writing. Each skill has a number
of descriptors that explain what a student can do with the
language. The descriptors are often represented as I can
statements, for example:
A2 Writing: I can write a simple personal letter, for example, thanking
someone for something.
The descriptors are written to help both learners and educational
professionals to standardize assessment. Use the I can statements
at the end of each unit and the Self check pages in the Workbook
to encourage students to assess their own ability.
Introduction 3
© Copyright Oxford University Press
rather than on testing. Here are some things you can do: speaks
● tell the students in broad terms what they are going to hear ● listen and react when a student speaks, with phrases like
it and tell you what they can see or what is happening Preparation
● pre-teach key vocabulary Allow students time to prepare their ideas before asking them
● read through the accompanying exercise carefully and slowly
to speak. This means they will not have to search for ideas at the
same time as trying to express them.
before the students listen. Ensure that the students understand
both the task and all the vocabulary in the exercise. Support
Familiar procedure Help students to prepare their ideas. Make suggestions and
It isn’t easy to listen, read the exercise and write the answers all provide useful words. Allow them to work in pairs, if appropriate.
at the same time. Take some pressure off the students by telling Choral drilling
them you’ll play the recording a number of times, and that they
shouldn’t worry if they don’t get the answers immediately. Tell ‘Listen and repeat’ activities, which the class does together,
students not to write anything the first time they listen. can help to build confidence because the students feel less
exposed. They are also a good chance to practise word stress
Monitor and intonation.
While the students are listening, stand at the back of the class
and check that they can all hear.
Preparation Accuracy
Try to anticipate problems and prepare in advance. Draw up With controlled grammar and vocabulary activities, where the
a list of the five strongest students in the class and the five emphasis is on the accurate production of a particular language
weakest. Think about how they will cope in the next lesson. point, it’s best to correct all mistakes, and to do so immediately
Which group is likely to pose more of a problem – the stronger you hear them. You want your students to master the forms now
students because they’ll finish quickly and get bored, or the and not repeat the mistake in later work.
slower students because they won’t be able to keep up? Think
about how you will attempt to deal with this. The Teacher’s Book Fluency
includes ideas and suggestions for activities that can be used With activities such as role play or freer grammar exercises,
for revision with weaker students, or as an extension for more it may be better not to interrupt and correct every mistake
able students. you hear. The important mistakes to correct in these cases
are those that cause a breakdown in communication. We
Independent learning shouldn’t show interest only in the language; we should also
There is the temptation in class to give most of your attention be asking ourselves: How well did the students communicate their
to the higher-level students, as they are more responsive and ideas? During the activity, you can make a note of any serious
they keep the lesson moving. But which of your students can grammatical and lexical errors and put them on the board at
best work on their own or in pairs? It’s often the stronger ones, the end of the activity. You can then go through them with the
so consider spending more time in class with the weaker ones, whole class.
and finding things to keep the fast-finishers occupied while the
others catch up. Self correction
Give students a chance to correct themselves before you supply
Peer support the correct version.
If you are doing pairwork, consider pairing stronger students
with weaker students. Putting students in pairs for writing Modelling
activities can be a great advantage for weaker students. When you correct an individual student, always ask him or her to
repeat the answer after you correctly.
Project work
Provide ongoing work for stronger students. You can give your Peer correction
stronger students extended tasks that they do alone in spare You can involve the rest of the class in the process of correction.
moments. For example, you could give them readers, ask them Ask: Is that answer correct? You can do this when the student has
to keep a diary in English or work on a project. They can turn to given a correct answer as well as when the answer is incorrect.
these whenever they are waiting for the rest of the class to finish
an activity.
Background Notes
The internet is a global system of international computer
Understanding Ideas
networks that carries a wide range of information • Students read the questions and think of possible
resources and has the infrastructure to support electronic answers.
mail. Its origins go back to the 1960s when the US military • Students discuss their answers in pairs.
started doing research into computer networks. This • Bring the class together to compare answers.
resulted in worldwide participation in the development
of new networking technologies and led to the Teaching Tip: Positive and negative
commercialization of an international network in the mid Write the heading THE INTERNET on the board. Draw two
1990s. An estimated third of the Earth’s population are columns underneath with the headings POSITIVE and
internet users. NEGATIVE. Put students in pairs and ask half the class to
think of positive effects of the internet and the other half
Read to think of negative effects. Write their ideas on the board.
Then ask them to look at the text and see which of their
Exercise 1 ideas are mentioned.
• Students read the text quickly and match the titles with
the paragraphs. Say: You only need to understand the sample answers
general sense of the text to do this exercise. Remind students 1 Positive: Users can work with foreign colleagues; consult
that there is one extra title. information in different countries; visit the libraries of global
institutions; consult online encyclopaedias and dictionaries;
• Check the answers.
consult specialized websites and online newspaper archives;
Answers buy products online; compare prices; share material; watch
1 E 2 D 3 F 4 B 5 A and listen to TV and radio stations; download podcasts.
Businesses can advertise and sell online.
Teaching Tip: Reading with the audio CD Negative: quality of material has declined; users have to
Playing the audio CD as students read will help them to read more to find the required information
focus on the text and read without stopping when they 2 possibilities for fraud; access to pornography; unwanted
come across unknown vocabulary. This encourages them advertising
to work out the meaning of new words when they hear 3 Students’ own answers
them in context. The CD also provides a pronunciation 4 if the information is balanced and informative
model for new vocabulary.
6 Unit 1
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Unit 1 7
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8 Unit 1
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Unit 1 9
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10 Unit 1
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Unit 1 11
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More practice
Workbook page 7
12 Unit 1
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Exercise 3
• Students work individually or in pairs to complete the
sentences. Check the answers.
answers
1 inter 2 techno 3 bio 4 ultra 5 micro 6 proto
Follow-up
Self Check, Workbook pages 8–9
Test Unit 1, Teacher’s Book pages 70–71
Unit 1 13
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14 Unit 2
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Unit 2 15
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16 Unit 2
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Exploit
Exercise 1
• Students work individually or in pairs to choose the
correct tenses. Remind them to check the uses in
exercise 3. Check the answers.
Answers
1 had been sailing 2 was 3 had hit 4 was pouring
5 made 6 had 7 spent 8 was rising 9 arrived
10 had spent
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18 Unit 2
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Unit 2 19
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20 Unit 2
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Unit 2 21
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Sample answers
Read 1 William Kamkwamba, because he is more concerned about
his village than himself.
Exercise 1
2 They have all overcome obstacles, so they show young
• Students read the text quickly and answer the questions. people that they should never give up.
answers 3 determination, courage, self-belief
1 Amir 2 William 3 Oscar 4 William 5 Oscar 6 Amir 4 I decide if a thing is worth doing, and if it is I try to do it well.
Exercise 2 $ 1.10
• Play the CD while students read the text a second time
and choose the best answer. Check the answers with the
class, asking for justification.
Answers
1 c 2 a 3 c 4 d 5 c 6 a
22 Unit 3
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Unit 3 23
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24 Unit 3
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Exploit
More practice
Exercise 1 Workbook page 20
• Focus on the example and refer back to the chart in Grammar Builder page 65, exercises 1–3
exercise 2 to show students how have to means it’s a ANSWERS GRAMMAR BUILDER 3 (PAGE 65)
necessity. Exercise 1
• Students continue working individually or in pairs to 1 mustn’t 2 should 3 needn’t 4 have to 5 need to
rewrite the sentences. Check the answers. 6 ought to
Exercise 2
Answers
1 must 2 have 3 don’t 4 had 5 mustn’t 6 to
1 You have to / must / need to wear a uniform at my school.
7 needn’t 8 should
2 You ought to / should say sorry to him.
Exercise 3
3 You don’t have to / needn’t study because you’re on holiday.
1 advice 2 no necessity or obligation 3 obligation
4 You ought to / should go to the doctor’s.
4 no necessity or obligation 5 prohibition 6 obligation
5 You have to / must / need to wear smart clothes when you
7 advice 8 past obligation
go to an interview.
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26 Unit 3
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More practice
Follow-up Workbook page 22
Grammar Reference page 64 Grammar Builder page 65, exercises 4–6
ANSWERS GRAMMAR BUILDER 3 (PAGE 65)
Exploit
Exercise 4
Exercise 1 1 e 2 d 3 f 4 b 5 c 6 a
• Focus on the example and establish why the answer is Exercise 5
correct. [because we use might, may or could to speculate 1 Olga must be Russian.
about something which is possible] 2 Sara could (may / might) be from Liverpool.
3 Ben can’t be on the course.
• Students continue completing the sentences individually
4 They can’t be in the library.
or in pairs. Check the answers.
5 Ray must know the answer!
answers 6 They could (may / might) be students.
1 might be / may be / could be 7 They could (may / might) be David’s parents.
2 must have been 3 can’t be 8 Mike can’t be a teacher.
4 may have been / might have been / could have been Exercise 6
5 must be 6 can’t have been 1 have left 2 have stayed 3 have lost 4 have met
7 may be / might be / could be 8 must have been 5 have walked 6 have taken 7 have seen 8 have done
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Warm-up Write
• Focus on the photo and the title of the anecdote. Ask Exercises 1 and 2
students to predict what the anecdote is about. • Students work individually. Monitor and help.
Read Exercise 3
• Students read through the instructions. Make sure they
Exercise 1 understand what they are going to write.
• Students read the anecdote and check their prediction. • If the writing is done in class, circulate and monitor. If you
• They discuss the answer to the question in pairs. notice common errors, write them on the board and ask
Answer the class to correct them.
It made the writer appreciate how hard his grandfather’s life Sample Answer
had been. It made him glad he didn’t have to go out to work. Slow down, you move too fast!
• Focus on the anecdote and elicit the following Waiting at the bus stop the other day, I started thinking about
information: all the time that I was wasting. I had so much to do, yet there
– The anecdote has a title. I was, sitting on the bench, doing absolutely nothing. I felt
– It is organized into four paragraphs. myself getting more and more stressed.
– The first paragraph explains the situation. The main problem was that I didn’t know the times of the
– The second paragraph explains what the problem was. buses, so I had no idea how long I was going to have to wait.
– The third paragraph explains what advice was given. I had a long essay to write once I got home and I really wanted
– The fourth paragraph explains what effect the advice had. to make a start on it.
– The style is formal, so we avoid short forms. When the bus arrived, I ran to get on it. ‘I don’t know why you’re
in such a hurry,’ the driver said. ‘I’m not going anywhere for
Exercise 2 another ten minutes.’ He went on to explain that I shouldn’t feel
• Students work individually. Check the answers. stressed. I should relax and take the time to think.
answers Thinking on the way home about what he’d said, I decided he
1 He’s in a very bad mood. was right. From that day on I’ve been a lot more relaxed and
2 He brightens up. I’ve realized you get more done when you’re relaxed than you
3 He gives the impression that he’s being sent off to prison. do when you’re stressed.
4 angrily marking scheme
5 Sample answer: Since that day, he has seen his school work • An appropriate title to the anecdote. [1 mark]
in a different light. He only has to think of his grandfather’s
• Anecdote organized into four paragraphs. [1 mark]
life as a child to find all the motivation he needs to do his
work as well as he can. • First paragraph explains the situation. [1 mark]
• Second paragraph explains the problem. [1 mark]
Prepare • Third paragraph explains the advice. [1 mark]
• Read through the Writing tip with the students. Check • Fourth paragraph explains the effect of the advice. [1 mark]
understanding by asking: When can we use present • Appropriate use of present participles. [1 mark]
participles? [when the subjects of both clauses refer to the • Correct punctuation for direct speech. [1 mark]
same person or thing] • Use of formal style. [1 mark]
• Students work individually or in pairs. Check the answers. • Accurate grammar and vocabulary. [1 mark]
answers
1 Disagreeing with team tactics, I had to speak to the captain. More practice
2 Swimming in the sea, he hurt his foot. Workbook page 23
3 can’t be changed
4 Training hard, I got back on the team.
5 Living in London for six months, we had a chance to practise
our English.
6 can’t be changed
7 Finishing the race, he quickly drank a bottle of water.
8 Cooking lunch, I talked to my friend.
28 Unit 3
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Unit 3 29
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30 Unit 4
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Unit 4 31
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32 Unit 4
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Unit 4 33
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34 Unit 4
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Follow-up
Grammar Reference page 66
Exploit
Exercise 1
• Students work individually to match the sentences.
Monitor and help. They compare with a partner before
comparing with the class.
answers
1 c 2 e 3 a 4 d 5 b 6 h 7 g 8 f
Unit 4 35
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36 Unit 4
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Language Skills
Exercise 1 $ 1.18
• Students work individually, then compare answers. • Students look up heart in their dictionary and look at the
list of idioms indicated by the IDM symbol.
• Play the CD for students to check their answers.
• Focus on the entry for at heart and elicit the following
• Students practise the dialogue in pairs. information:
Answers – at heart is an idiom.
1 lived 2 further 3 more 4 would 5 wouldn’t – at heart means really or in fact.
6 less 7 didn’t 8 better 9 most 10 was 11 least – an example of at heart is My father seems strict but he’s a
12 best very kind man at heart.
Exercise 2
• Focus on the example sentence. Explain that students
should look up the idioms related to heart and find the
• Students work individually to complete the sentences. right meaning to complete the sentences.
Check the answers.
• Students work individually. Check the answers.
Answers
Answers
1 the worst 2 longer 3 faster
1 at heart 2 heart of gold 3 by heart 4 change of heart
4 the least stressful 5 easier 6 less expensive
5 bottom of my heart 6 to heart 7 heart and soul
7 the best 8 the most important
Exercise 2
Exercise 3
• Students work individually to complete the sentences. • Read through the example with students and make sure
they know what to do.
Check the answers. Elicit the difference.
• Students continue working individually or in pairs.
Answers
1 have, ‘ll buy 2 had, would buy 3 will walk, move suggested Answers
4 would walk, moved 5 studies, will pass 1 My grandfather is ninety, but he still feels young.
6 studied, would pass 2 James is very generous.
3 I’ve memorized his phone number.
4 I’ve changed my mind.
Dictionary Corner
5 My promise to help was sincere.
Teaching Tip: Idioms 6 Don’t get upset when teachers are critical.
Idioms often have a meaning which is very different from 7 Martin always does his school work with a lot of enthusiasm.
the sum of their parts. Write these phrases on the board Exercise 3 Choosing the correct word: types of
and ask students to guess the meaning. relationships
call it a day
jump on the bandwagon
give sb the push
stick up for sb • Students look up acquaintance in their dictionary.
Get them to check their answers in a dictionary. Remind • Focus on the dictionary entry and elicit the following
them that they should look up the first meaningful word information:
of the idiom, unless it is a very common word. The – acquaintance has two meanings.
dictionary uses the symbol IDM to indicate idiomatic – acquaintance is a countable noun which means a
expressions. An arrow shows if the idiom also appears in person that you know but who is not a close friend.
the entry of another word. • Focus on the example sentence and explain that
students should look up the words in the box and
complete the definitions.
• Students work individually. Check the answers.
Answers
1 acquaintance 2 penfriend 3 spouse 4 sibling
5 classmate 6 relative 7 colleague 8 boss
Follow-up
Self Check, Workbook pages 32–33
Test Unit 7, Teacher’s Book pages 76–77
Unit 4 37
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38 Unit 5
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Unit 5 39
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40 Unit 5
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Unit 5 41
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42 Unit 5
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Unit 5 43
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44 Unit 5
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Exercise 2
• Students work individually to complete the sentences.
• Students look up the noun change in their dictionary.
Answers
• Focus on the idiom for a change and elicit the following
1 would have gone out, he’d information:
2 hadn’t been, wouldn’t have bought – for a change is an idiom.
3 wouldn’t have cost, had taken – for a change means in order to do something different
4 would have done, ’d known from usual.
5 wouldn’t have got, ’d arranged – the preposition used with a change is for.
6 hadn’t spent, wouldn’t have cooked
• Focus on the example. Explain that students should
Exercise 3 look up the words and find the right prepositions to
• Students work individually to complete the dialogues. complete the phrases. Point out that students will find the
prepositions either in the examples of the main entry for
Answers the word or in the list of idioms that follows the main entry.
1 himself; No, he had it mended. • Students work individually. Check the answers.
2 myself; No, you are going to have it made.
3 yourselves; No, we have them ironed. Answers
4 themselves; No, they’re having it decorated. 1 for 2 by 3 on 4 in 5 at 6 under
5 yourself; No, I had it cleaned. 7 out of 8 from
6 herself; No, she has it cut.
Exercise 2 Idioms: finance
Dictionary Corner
Teaching Tip: Examples
Examples are very important in a dictionary because they
show you how a word is used. Important phrases and
collocations are printed in bold type within the examples. • Students look up the verb cost in their dictionary.
Activity: Write these sentences on the board and ask • Focus on the dictionary entry and elicit the following
students to look up the words that are underlined to information:
complete the space. – cost is a transitive verb, which means it takes an object.
The house was sold auction. [at / by] – The past simple and past participle forms are both cost.
Would you prefer me to pay cash? [in] – cost has two meanings.
Can I pay cheque? [by] – The idioms cost the earth and cost a fortune both mean
The hospital was built a cost of £10 million. [at] to be very expensive.
After he lost his job, he got debt. [into] • Focus on the example sentence. Explain that students
He bought the clothes of his own pocket. [out] should look up the word in bold to find the correct word
in the box to complete the sentence.
Exercise 1 Expressions with prepositions • Students work individually. Check the answers.
Answers
1 up 2 fortune 3 in 4 meet 5 belts
6 money 7 water
Follow-up
Self Check, Workbook pages 40–41
Test Unit 5, Teacher’s Book pages 78–79
Unit 5 45
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46 Unit 6
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Exercise 1
• Students match the highlighted words in the text to the
definitions. Check the answers.
Unit 6 47
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50 Unit 6
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Exercise 2
• Read through the Look out! box with students and
check understanding by asking: When do we use few and
little? [when we want to emphasize the smallness of the
number] Do few and little have a positive or a negative
meaning? [negative]
• Students work individually or in pairs to complete the
sentences. Check the answers.
Unit 6 51
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Warm-up Write
• Ask students: Is architecture important to you? Why? / Why Exercises 1 and 2
not?
• Students read the essay question and write a plan. They
then write their essay.
Read
Sample Answer
Exercise 1 Parks, squares and public gardens are just some of the urban
• Focus on the essay and plan and elicit the following: spaces that everybody can enjoy in the city. Every city has
– The essay starts with a general introduction to the topic. these open areas and sometimes we take them for granted. But
– The style of the essay is formal, so we use full forms. do they really make our lives better? Is it important to preserve
– There should be five paragraphs in the essay. these spaces, or could we use them to build more important
– The middle paragraphs should explore one topic each. buildings such as apartment blocks?
– Expressions used for giving opinions include in my Whether we visit them once a week or once a month, we all
opinion [first paragraph] and I believe [last paragraph]. feel the benefit of urban spaces. They allow us to relax, for a
– We can give examples using the expression for example. few moments or a few hours, and escape the busy city life all
– The essay finishes with a conclusion. around us. Urban spaces help us to fight against the stress
• Students work individually and answer the question. which living in the city can cause.
On the other hand, parts of the city with no good urban spaces
Answer
can be depressing. Living surrounded by grey concrete, we can
Paragraph 4 is missing from the finished essay. There is no
forget the simple pleasure that plants and trees can bring us.
discussion of outside spaces in the essay.
People begin to feel gloomy if they do not have access to parks.
To sum up, while it is hard to say why parks and other urban
Prepare spaces make us feel better, there is no doubt that they improve
Exercise 1 our lives. Local governments and city planners must work
together to preserve these spaces, for the benefit of the whole
• Read through the Writing tip with students and check city population.
understanding by asking: How should you make an essay
plan? [with key words, abbreviations and symbols] More practice
• Give students time to find the examples in the essay plan. Workbook page 47
answers ANSWERS GRAMMAR BUILDER 6 (PAGE 71)
1 = 2 J 3 L 4 –> 5 + 6 e.g. Exercise 5
1 What I need is to go on holiday.
Exercise 2 2 What I’m looking forward to is finishing my exams.
• Read through the Learn this! box with students. 3 What I’d like to do is have a lie-in.
• Students work individually or in pairs to find the example 4 What I’m thinking about planning is a picnic in the desert.
and rewrite it. 5 What we’re going to is a family dinner.
Answer 6 What I want to do instead of revising is watch TV.
The last sentence contains a what clause: What we need are Exercise 6
more beautiful buildings … Students’ own answers.
This can be rewritten as: We need more beautiful buildings …
Exercise 3
• Read through the instruction and check understanding by
asking: What is a nominal subject clause? [It’s a what-clause]
• Students work individually to rewrite the sentences.
52 Unit 6
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Exercise 1
Unit 6 53
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54 Unit 7
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Unit 7 55
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56 Unit 7
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Unit 7 57
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58 Unit 7
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Unit 7 59
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60 Unit 7
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Language Skills
Exercise 1 $ 1.30
• Students work individually, then compare their answers in
pairs.
• Play the CD for students to check their answers.
• Students practise the dialogue in pairs.
Answers
1 update 2 signed in 3 username 4 password 5 link
6 click 7 download 8 logout
Exercise 2
• Students work individually. Check the answers.
Answers
1 F (He needs advice on using the website to download an
update for his phone.)
2 T • Students look up get in their dictionary.
3 F (He didn’t realise he had to sign in.) • Focus on the dictionary entry and elicit the following
4 F (It takes about ten minutes.) information:
5 T – get is an Oxford 3000 keyword. In fact it is one of the
6 T most common words in English.
– get has a number of different meanings. [16 in the OSD].
Exercise 3 – The most common meaning of get is to receive, obtain
• Students work individually. Check the answers. or buy sth.
Answers • Focus on the example and explain that students should
1 They asked us what we did. find a suitable verb to replace get in all the sentences.
2 He accused me of being rude. Point out that they may have to use a different form from
3 They wanted to know whether I was punctual. the infinitive.
4 He insisted on having lunch. • Students work individually. Check the answers.
5 correct Answers
6 correct 1 arrive 2 catching 3 received 4 became
7 Peter claimed that he knew the answer. 5 move/carry 6 hit
8 He wondered where they were.
Exercise 2 Types of business
Dictionary Corner
Teaching Tip: Choosing the right meaning
Encourage students to look through an entry carefully to
find the meaning they are looking for, especially in longer
entries. In the Oxford Student’s Dictionary, the definitions • Students look up the noun cooperative in their dictionary.
are numbered to show different meanings. The different • Focus on the dictionary entry and elicit the following
meanings are arranged in the order of how common they information:
are, so the first definition explains the most common use – cooperative is related to the subject of business.
of the word. Some entries include a subject label to show – cooperative means a business or organization that is
which subject area a word belongs to. owned and run by all of the people who work for it.
Activity: Students look up the following nouns and find • Focus on the example and explain that students should
out the number of meanings they have and what subjects look up the words in the box and check their meaning to
they are related to. complete the sentences.
article (n) [5: Media, Law, Language] • Students work individually. Check the answers.
branch (n) [5: Biology, Business]
capital (n) [5: Geography, Politics, Business, Architecture] Answers
paper (n) [5: Education] 1 cooperative 2 firm 3 franchise 4 multinational
work (n) [7: Media, Literature] 5 partnership 6 subsidiary
Follow-up
Self Check, Workbook pages 56–57
Test Unit 7, Teacher’s Book pages 82–83
Unit 7 61
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Since becoming more advanced, sales of smart phones 8 Complete the mini-dialogues.
6
(increase) rapidly. Smart phones Dialogue 1
7
(appeal) to many consumers because A Can you help me with my phone? I think the battery
they 8
(be) small, easy-to-use, and fast. has run out.
These days, several companies 9 (make) B 1
.
You can borrow my charger, if you like.
smart phones, but to date, one brand 10
A Thanks.
(not capture) the title of best smart phone. 2
?
Marks: __ /10 B There’s a plug socket behind the sofa.
6 Complete the second sentence so that it means the A Thanks. But the screen is still blank.
same as the first. Use the correct full form of the
3
?
verb in brackets and write four words each time. B You have to press the button on top of the phone and
put in your PIN number.
1 Paul met James four years ago.
Paul four years. (know) Dialogue 2
2 We went to Ireland in 2006, 2007 and 2009. A How long have you been watching TV?
We three times. (go) B 4 .
3 When did you move to Oxford? I started at ten and now it’s one o’clock.
How long Oxford? (live) A Well, the TV is really loud.
5
?
4 He bought his car in April.
B Yes, of course. I don’t really need the volume.
He since April. (have)
Marks: __ /10
5 James qualified as a teacher last year.
He for long. (teach)
6 The last time I saw Keira was in July. Writing
I since July. (see)
9 Write an opinion essay answering the question:
7 The match started at 3 p.m.
Have mobile phones had a positive or negative effect
They 3 p.m. (play) on our lives? Write about 200 words and organize
8 The train left at eight o’clock and it’s ten o’clock now. your writing into four paragraphs:
We two hours. (travel) • Write about the current situation and give your opinion.
9 Jake was unemployed from March to August. • Write about your main point and give some examples.
Jake six months. (work) • Write about your other points. Explain how they are
10 I studied architecture from 2004 to 2009. linked to the main point and give some examples.
I five years. (be) • Reaffirm your opinion and conclude your essay.
Marks: __ /10 Marks: __ /20
TOTAL: __ / 100
home. The 4 got wet too, so we couldn’t even 1 Who is Bear Grylls?
light the camping 5 to cook dinner. Fortunately,
we’d brought a 6 of hot soup, so we drank 2 What is Bear’s aim in each episode of the programme?
that instead. We spent the night lying in our sleeping
3 What does he have to do during his expedition?
7
, listening to the rain. The next day we tried to
climb the mountain overlooking the campsite, but I fell
4 What does he think of the dangerous creatures he
and twisted my ankle before we reached the 8 . meets?
Of course, we’d left the first 9 kit back at the
campsite, so we didn’t have any bandages. The whole 5 What did he always want to do when he was a child?
experience put me 10 camping for life!
Marks: __ /10 Marks: __ /15
1 The man worn / wearing the grey coat is our doctor. Dialogue 2
2 The cake didn’t taste very nice, so a few / few people A I don’t know anyone here. 4 ?
ate it. B The boy standing at the window? He’s my friend Simon.
3 Hurry up! We don’t have many / much time left! A 5 ?
4 The computer bought / buying for me by my uncle is B The boys eating cake? They’re my cousins Ben and
broken. Chris.
5 Would you like little / a little milk in your tea? Marks: __ /10
6 There were none / no jeans in his size in the shop.
7 The person made / making your lunch is my aunt.
Writing
8 Every one of / Every one the guests brought a present.
9 The building, designed / designing by a famous 9 ‘Is it better to live in the country or the city?’ What
architect, was fantastic. is your opinion? Write an essay of about 200 words.
10 All the food was eaten – there was no / none left. Write four paragraphs and include the following
Marks: __ /10 information:
• Write an introduction to the topic and state your
opinion.
• Write about the advantages of living in both the
country and city.
• Write about the disadvantages of living in both the
country and city.
• Write a summary of your opinion.
Marks: __ /20
TOTAL: __ /100
I was browsing an employment website recently when I 4 Arjun’s team won because .
saw an interesting advert. A multinational company was 5 Arjun’s ambition is .
taking 1 our local supermarket and they were Marks: __ /5
2
new staff. I clicked on the 3 to find 4 Read the text again and answer the questions with a
out more information. The advert said that they wanted to complete sentence.
4
on ten new cashiers and it was 5 at 1 What is Junior Apprentice?
people like me. As I had experience serving 6 in
my father’s shop, I decided to apply for the job. Also, I 2 What do contestants have to do?
wanted to start earning an 7 ! I had an interview
and they offered me the job, but I turned it 8 3 What was the final task?
because of the long hours. In the end I made the right
4 What was the name of their opponents’ product?
decision, because the multinational company 9
out of the deal because the 10 was too
5 What is Arjun hoping to do next year?
expensive.
Marks: __ /10
Marks: __ /15
Functions Bank 87
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acknowledgements
The authors and publisher are grateful to those who have given permission to reproduce
the following extracts of copyright material: pp.13, 21, 29, 37, 45, 53, 61 (Definitions
taken from the Oxford Student’s Dictionary ISBN 9780194317474 © Oxford
University Press. Reproduced by permission.)