4
Mind Flow is a four-level intermediate course
covering CEF levels B1 and B1+. Each volume consists of 25
lessons grouped into five units, providing 30 hours of core work
and additional materials that can extend the course to approximately
50 hours. Additional materials comprise extra reading texts, BYOD
(Bring Your Own Device) tasks to be used in class, as well as various online
activities students can do from home.
Activity Book• Fully integrated in the Student’s Book
• Learning tips for learner autonomy
• Stop & Check activities that help students to
independently evaluate their progress.
Teacher’s Guide• Lesson-by-lesson plans
• Useful tips and ideas for best practices
• Answer keys and audioscripts
• Resources pack with photocopiable activities
Digital componentsThe printed materials are accompanied by
a number of digital resources, which may be used
inside or outside the classroom. These include:
• An optional interactive digital book version of the Student’s Book
and Activity Book for use on Apple® and selected Android® tablets
• A digital version of the Teacher’s Guide
• A suite of digital materials for use in the classroom by
the teacher
• Student and teacher online access to audio, video and
digital activities and additional online tasks
Course ComponentsStudent’s Book
• Appealing topics which allow learners to express their ideas, share experiences and develop
critical thinking skills.
• Activities devised to give learners the opportunity to develop the four skills, with emphasis on speaking
and listening.
• A syllabus that responds to the grammar, pronunciation and lexical needs of intermediate learners and
provides inbuilt recycling.
• Target boxes with systematisation of language: grammar, vocabulary, functions and morphology.
• Pocket Expressions with conversational fixed expressions that help learners communicate more naturally.
• Language Reference pages including exercises for classroom and self-access use.
• Revision Section with further practice and revision exercises linked to each unit.
• Magazine Pages presenting authentic-like texts for extensive reading and discussion.
FEVEREIRO/2016
STUDENT’S BOOK
4
4
9 788580 782073
ISBN 978-85-8078-207-3
Mind Flow 4 – Audio track list
1 Introduction
2 Lesson 1A – Activity 2
3 Lesson 1A – Activity 5 – Pronunciation
4 Lesson 1A – Pocket Expressions
5 Lesson 1B – Activity 6
6 Lesson 1B – Pocket Expressions
7 Lesson 1C – Pocket Expressions
8 Lesson 1C – Activity 4
9 Lesson 1C – Pocket Expressions
10 Lesson 1E – Pocket Expressions
11 Lesson 2A – Activity 2
12 Lesson 2A – Activity 5 – Pronunciation
13 Lesson 2A – Pocket Expressions
14 Lesson 2B – Pocket Expressions
15 Lesson 2B – Activity 4
16 Lesson 2C – Pocket Expressions
17 Lesson 2D – Activity 5
18 Lesson 2D – Pocket Expressions
19 Lesson 2E – Pocket Expressions
20 Lesson 3A – Activity 5
21 Lesson 3A – Activity 7 – Pronunciation
22 Lesson 3B – Activity 3
23 Lesson 3C – Activity 4
24 Lesson 3C – Activity 7 – Pronunciation
25 Lesson 3C – Pocket Expressions
26 Lesson 3D – Activity 5
27 Lesson 3D – Pocket Expressions
28 Lesson 3E – Pocket Expressions
29 Lesson 3E – Activity 3
30 Lesson 4A – Pocket Expressions
31 Lesson 4A – Activity 6 – Pronunciation
32 Lesson 4B – Activity 3
33 Lesson 4C – Activity 3
34 Lesson 4C – Activity 4
35 Lesson 4D – Activity 2
36 Lesson 4D – Activity 4
37 Lesson 4D – Pocket Expressions
38 Lesson 4E – Activity 3
39 Lesson 5B – Activity 5
40 Lesson 5C – Activity 3
41 Lesson 5D – Pocket Expressions
4
Mind Flow 4, Student’s Book
Publishing Manager Raquel Carlos
Series Editor Ana Amaral Thornycroft
Development Editors Ana Amaral Thornycroft, Cláudio Rocha
Contributors Adrian Kitchen, Johann Potgieter, Luciane Laxe
Copyeditor Michele Myers
Proofreaders Daniel Sotello, Flavia Marinho, Maria Carolina Romaguera, Michele Myers, Tatiana Boynard, Vivian Albuquerque
Language Consultant Sue Sileci
Art Coordinator Nathália Barbosa
Art Editor Luis Saguar
Iconographer Alessandra Libonatti
Logo Design Núcleo-i
Design Project Aline Haluch, Juliana Braga – Studio Creamcrackers
Composition Ilustrarte Design e Produção EditoriaI
llustrations Estúdio Ilustranet
Educational Technology Manager Colin Paton
Multimedia Editor Vinicius Castilho
Audio Supervision Charles Lacerda, Josh Clayton
Video Editor Josh Clayton
Digital Book Editor Thiago Hime
Digital Book Proofreaders Luiza Brandão, Filipi Vieira
Multimedia Design MTI Studio
Digital Book Design Educamos Online
Audio Recording Studio New York Audio Productions
Video Recording Studio Pixel
Learning FactoryRua São Clemente, 258 / 4° andar
Botafogo, Rio de Janeiro – RJ. [email protected]
© Learning Factory Ltda, 2015. Mind Flow is a trademark of Learning Factory.
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping or web distribution, information networks or information storage or retrieval systems without the prior written permission of the publisher, Learning Factory.
Mind Flow 4 Student’s Book
ISBN 978-85-8078-207-3
Although every effort has been made to trace and contact copyright holders before publication, this has not always been possible. We apologize for any apparent infringement of copyright and, if notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.
Learning Factory is not responsible for the permanence of external website URLs referred to in this publication, and cannot guarantee that the content of such websites will remain appropriate.
See photo credits on page 132
CIP-BRASIL. CATALOGAÇÃO-NA-PUBLICAÇÃO
SINDICATO NACIONAL DOS EDITORES DE LIVROS, RJ
M616Mind flow 4 : student’s book / coordenação Ana Amaral Thornycroft. - 1. ed. - Rio de Janeiro : Learning Factory, 2015.
il. (Mind Flow ; 4)
ISBN 978-85-8078-207-3
1. Língua inglesa - Estudo e ensino. I. Thornycroft, Ana Amaral. II. Série.
15-28912 CDD: 428.24CDU: 811.111'243
08/12/2015 08/12/2015
MIN
D F
LOW
4 –
SC
OPE
& S
EQU
ENC
E
UN
IT 1
– T
HE
AR
TSLE
SSO
NFU
NC
TIO
NLA
NG
UA
GE
SKIL
LSR
ECYC
LIN
G
1A
A fe
ast f
or th
e ey
espa
ge 1
0
Talk
abo
ut t
ypes
of a
rtD
escr
ibe
art a
nd e
xpre
ss
tast
es
Voca
bula
ryPr
onun
ciat
ion
Wor
ds re
late
d to
art
Fixe
d ex
pres
sion
s fo
r exp
ress
ing
tast
es
Wor
d st
ress
: adj
ecti
ves
Spea
king
: tal
k ab
out a
nd d
escr
ibe
type
s of
art
; exp
ress
ta
stes
List
enin
g: a
dis
cuss
ion
abou
t art
1B A m
ost t
reas
ured
po
sses
sion
page
12
Talk
abo
ut tr
easu
red
poss
essi
ons
Des
crib
e tr
easu
red
poss
essi
ons
Voca
bula
ryW
ords
and
exp
ress
ions
for d
escr
ibin
g po
sses
sion
sFi
xed
expr
essi
ons
for t
alki
ng a
bout
trea
sure
d po
sses
sion
sSp
eaki
ng: d
escr
ibe
and
talk
abo
ut tr
easu
red
poss
essi
ons
Rea
ding
: a m
ind
map
; ext
ract
s fr
om a
n in
terv
iew
abo
ut
trea
sure
d po
sses
sion
sLi
sten
ing:
an
inte
rvie
w a
bout
a tr
easu
red
poss
essi
on
Verb
s te
nses
and
que
stio
n fo
rmat
ion
(wh-
ques
tion
s w
ith/
wit
hout
au
xilia
ry v
erbs
)
1C The
silv
er s
cree
n
page
14
Des
crib
e fil
ms
Nar
rate
sto
ries
and
film
pl
ots
info
rmal
ly
Voca
bula
ry
Gra
mm
ar
Wor
ds a
nd e
xpre
ssio
ns re
late
d to
film
s Fi
xed
expr
essi
ons
for g
ivin
g op
inio
ns a
bout
film
s Fi
xed
expr
essi
ons
for d
escr
ibin
g fil
m p
lots
Pre
sent
tens
es fo
r tel
ling
stor
ies
and
sum
mar
isin
g pl
ays
and
plot
s
Spea
king
: des
crib
e fil
ms
Rea
ding
: film
des
crip
tion
s in
a fi
lm q
uiz
List
enin
g: a
per
son
talk
ing
abou
t the
plo
t of a
film
Pre
sent
tens
es
1D The
art o
f cha
nge
page
16
Talk
abo
ut h
ow a
rt
chan
ges
our l
ives
Voca
bula
ry
Gra
mm
ar
Wor
ds fo
r tal
king
abo
ut a
rt c
hang
ing
lives
Ex
pres
sion
: I’ll
nev
er fo
rget
… (f
or th
e fir
st ti
me)
Verb
+ -i
ng: fi
nish
Ve
rb +
to +
infin
itiv
e: m
anag
e Ve
rb +
-ing
or t
o +
infin
itiv
e: fo
rget
, rem
embe
r, st
op, t
ry
Spea
king
: dis
cuss
quo
tes
abou
t pho
togr
aphy
Rea
ding
: sto
ries
of p
eopl
e w
hose
live
s w
ere
chan
ged
by a
rtV
iew
ing:
a p
hoto
grap
her p
rese
ntin
g a
proj
ect
verb
+ -i
ng: a
void
, can
’t s
tand
, en
joy
verb
+ to
+ in
finit
ive:
man
age,
pl
an
1E My
mus
icpa
ge 1
8
Talk
abo
ut m
oods
and
m
usic
Voca
bula
ryW
ords
for t
alki
ng a
bout
moo
ds a
nd m
usic
Fi
xed
expr
essi
ons
to d
escr
ibe
moo
dsSp
eaki
ng: t
alk
abou
t pla
ylis
ts, c
reat
e a
play
list
Rea
ding
: a p
oem
abo
ut m
usic
Wri
ting
: a p
oem
abo
ut m
usic
feel
-goo
d, s
uper
b
Lang
uage
Ref
eren
ce p
age
20
M
agaz
ine
Page
pag
e 22
UN
IT 2
– H
EALT
HLE
SSO
NFU
NC
TIO
NLA
NG
UA
GE
SKIL
LSR
ECYC
LIN
G
2A Wha
t’s w
rong
?
page
26
Talk
abo
ut h
ealt
h pr
oble
ms,
ailm
ents
and
ac
cide
nts
Sugg
est t
reat
men
tsM
akin
g de
duct
ions
abo
ut
the
past
Voca
bula
ry
Gra
mm
arPr
onun
ciat
ion
Wor
ds a
nd e
xpre
ssio
ns re
late
d to
hea
lth
prob
lem
s, a
ilmen
ts,
and
acci
dent
s Fi
xed
expr
essi
ons
for s
ugge
stin
g tr
eatm
ents
mus
t/m
ight
/can
’t +
hav
e +
pas
t par
tici
ple
Con
nect
ed s
peec
h: u
nstr
esse
d au
xilia
ry h
ave
List
enin
g: t
wo
peop
le c
ompl
aini
ng a
bout
a h
ealt
h pr
oble
mSp
eaki
ng: m
ake
gues
ses
abou
t pic
ture
s; ta
lk a
bout
ai
lmen
ts, a
ccid
ents
and
trea
tmen
ts; r
olep
lay
Part
s of
the
body
: ank
le,
back
, elb
ow, fi
nger
, foo
t, ne
ck,
shou
lder
, sto
mac
h, w
rist
Min
or a
ilmen
ts: c
old,
he
adac
he, t
ooth
ache
, ear
ache
, st
omac
hach
e, b
acka
che
2B Live
long
er
page
28
Talk
abo
ut lo
ngev
ity
Say
that
tw
o th
ings
var
y to
geth
er
Voca
bula
ry
Gra
mm
ar
Nou
n ph
rase
s an
d ad
ject
ives
rela
ted
to lo
ngev
ity
Mul
tiw
ord
verb
s Fi
xed
expr
essi
ons
for g
ivin
g op
inio
nsTh
e +
com
para
tive
exp
ress
ion
+ s
ubje
ct +
ver
b Th
e +
mor
e (o
r les
s) +
sub
ject
+ v
erb
Spea
king
: tal
k ab
out h
ealt
hy h
abit
s an
d lo
ngev
ity
List
enin
g: p
eopl
e be
ing
inte
rvie
wed
abo
ut th
eir l
ifest
yles
Com
para
tive
s
2C Pet t
hera
py
page
30
Talk
abo
ut p
et th
erap
yEx
pres
s ca
use
and
effe
ctVo
cabu
lary
Gra
mm
ar
Wor
ds a
nd e
xpre
ssio
ns re
late
d to
the
bene
fits
of p
et th
erap
y Fi
xed
expr
essi
ons
for c
heer
ing
peop
le u
pC
ause
and
eff
ect l
inke
rs
Spea
king
: tal
k ab
out p
et th
erap
y; ro
lepl
ay (c
heer
ing
peop
le
up)
Rea
ding
: a w
ebsi
te a
rtic
le a
bout
the
bene
fits
of h
avin
g a
pet
2D
Chi
llax
and
let y
our
hair
dow
npa
ge 3
2
Talk
abo
ut s
tres
s an
d de
-st
ress
ing
Voca
bula
ryW
ords
rela
ted
to s
tres
s an
d de
-str
essi
ng
Fixe
d ex
pres
sion
s fo
r tal
king
abo
ut d
e-st
ress
ing
Spea
king
: tal
k ab
out s
tres
s an
d de
-str
essi
ng te
chni
ques
Rea
ding
: peo
ple
talk
abo
ut s
tres
s an
d de
-str
essi
ngLi
sten
ing:
de-
stre
ssin
g te
chni
ques
2E Laug
hter
is th
e be
st
med
icin
e
page
34
Talk
abo
ut la
ughi
ng a
nd
hum
our
Voca
bula
ryW
ords
and
exp
ress
ions
rela
ted
to h
umou
r C
ollo
cati
ons
wit
h jo
ke
Fixe
d ex
pres
sion
s fo
r tal
king
abo
ut fu
nny
mom
ents
Spea
king
: tal
k ab
out l
augh
ter y
oga,
typ
es o
f hum
our a
nd
funn
y m
omen
tsR
eadi
ng: o
nlin
e fo
rum
pos
ts a
bout
hum
our
Vie
win
g: p
eopl
e be
ing
inte
rvie
wed
abo
ut la
ught
er y
oga
Wri
ting
: a p
ost a
bout
wha
t mak
es y
ou la
ugh
and
desc
ribe
a
funn
y in
cide
nt
Nar
rati
ve te
nses
Link
ers
Lang
uage
Ref
eren
ce p
age
36
UN
IT 3
– L
AW &
OR
DER
LESS
ON
FUN
CTI
ON
LAN
GU
AG
ESK
ILLS
REC
YCLI
NG
3A Bet
ter s
afe
than
so
rry
page
40
Talk
abo
ut t
ypes
of c
rim
es
and
how
to p
reve
nt th
em
Cri
tici
se a
nd s
ugge
st
alte
rnat
ives
to p
ast
acti
ons
Voca
bula
ryG
ram
mar
Pron
unci
atio
n
Wor
ds re
late
d to
cri
me
and
crim
inal
sC
riti
cisi
ng a
nd s
ugge
stin
g al
tern
ativ
es: s
houl
d/co
uld
+ h
ave
+
past
par
tici
ple
Con
nect
ed s
peec
h an
d th
e w
eak
form
of h
ave
/əv/
Read
ing:
an
artic
le w
ith ti
ps o
n ho
w to
pre
vent
cer
tain
crim
esLi
sten
ing:
a c
onve
rsat
ion
abou
t a c
rim
e w
itne
ssed
by
one
of th
e sp
eake
rs
Vie
win
g: k
eepi
ng s
afe
Spea
king
: dis
cuss
how
to p
reve
nt c
erta
in c
rim
es; t
alk
abou
t com
mon
cri
mes
in th
e ne
ighb
ourh
ood;
cri
tici
se a
nd
sugg
est a
ltern
ativ
es
3B Dum
b cr
imin
als
page
42
Talk
abo
ut d
umb
crim
inal
sR
epor
t sta
tem
ents
and
qu
esti
ons
Voca
bula
ry
Gra
mm
ar
Wor
ds a
nd e
xpre
ssio
ns to
talk
abo
ut ro
bber
y
Rep
orti
ng s
tate
men
ts a
nd q
uest
ions
Rea
ding
: a n
ote
to a
thie
fLi
sten
ing:
a c
onve
rsat
ion
abou
t a d
umb
crim
inal
sto
rySp
eaki
ng: t
alk
abou
t dum
b cr
imin
al s
tori
es; r
epor
t wha
t pe
ople
say
Voca
bula
ry: t
ypes
of c
rim
es
and
crim
inal
sR
epor
ted
spee
ch
3C Favo
urite
bad
dies
page
44
Talk
abo
ut fa
mou
s vi
llain
sVo
cabu
lary
Gra
mm
arPr
onun
ciat
ion
Wor
ds fo
r des
crib
ing
villa
ins
Expr
essi
ons
for p
layi
ng a
gam
e A
ddin
g em
phas
is a
nd e
xagg
erat
ing
Usi
ng in
tona
tion
to a
dd e
mph
asis
and
exa
gger
ate
Rea
ding
: des
crip
tion
s of
vill
ains
Li
sten
ing:
thre
e fr
iend
s pl
ayin
g a
gues
sing
gam
eSp
eaki
ng: t
alk
abou
t and
des
crib
e vi
llain
s
3D The
stra
nges
t law
s on
ear
thpa
ge 4
6
Talk
abo
ut u
nusu
al la
ws
Eval
uate
typ
ical
pu
nish
men
ts
Voca
bula
ry
Gra
mm
ar
Wor
ds a
nd e
xpre
ssio
ns re
late
d to
(bre
akin
g) th
e la
w a
nd
puni
shm
ents
Fi
xed
expr
essi
ons
for g
ivin
g op
inio
nsU
sing
neg
ativ
e pr
efixe
s to
cre
ate
oppo
site
adj
ecti
ves
Read
ing:
a s
hort
art
icle
abo
ut u
nusu
al la
ws
arou
nd th
e w
orld
Li
sten
ing:
a r
adio
pro
gram
me
abou
t unu
sual
law
sSp
eaki
ng: s
pecu
late
abo
ut u
nusu
al la
ws;
dis
cuss
typ
ical
pu
nish
men
ts
Be
agai
nst t
he la
w, a
llow
ed to
/ en
forc
ed/f
orbi
dden
/ille
gal/
proh
ibite
d
3E Hou
seho
ld ru
les
page
48
Talk
abo
ut h
ouse
hold
ru
les
Wri
te a
fam
ily m
anife
sto
Voca
bula
ryH
ouse
hold
cho
res
Adj
ecti
ves
and
expr
essi
ons
for t
alki
ng a
bout
hou
seho
ld r
ules
Mul
tiw
ord
verb
sEx
pres
sion
s fo
r sho
win
g ag
reem
ent/
disa
gree
men
t
Rea
ding
: a fa
mily
man
ifest
o Li
sten
ing:
thre
e pa
rent
s’ te
stim
onia
ls a
bout
hou
seho
ld ru
les
Spea
king
: dis
cuss
hou
seho
ld r
ules
Wri
ting
: a fa
mily
man
ifest
o ab
out h
ouse
hold
rul
es
Mod
als
of o
blig
atio
n an
d pr
ohib
itio
n: h
ave
to, m
ust,
don’
t hav
e to
, can
’t, m
ustn
’t
Lang
uage
Ref
eren
ce p
age
50
M
agaz
ine
Page
pag
e 52
UN
IT 4
– M
ON
EY M
ATTE
RS
LESS
ON
FUN
CTI
ON
LAN
GU
AG
ESK
ILLS
REC
YCLI
NG
4A Mon
eyw
ise
page
56
Talk
abo
ut s
pend
ing
habi
tsVo
cabu
lary
G
ram
mar
Pron
unci
atio
n
Nou
ns, a
djec
tives
and
exp
ress
ions
to ta
lk a
bout
spe
ndin
g ha
bits
M
ulti
wor
d ve
rbs
Fixe
d ex
pres
sion
s fo
r tal
king
abo
ut m
oney
hab
its
Mul
tiw
ord
verb
s an
d ob
ject
sU
nstr
esse
d pr
onou
n w
hen
used
wit
h m
ulti
wor
d ve
rbs
Spea
king
: tal
k ab
out s
pend
ing
habi
ts; d
ecid
e ho
w to
spe
nd
a su
m o
f mon
eyR
eadi
ng: a
n ar
ticl
e ab
out t
ypes
of s
pend
ers
4B Love
and
mon
ey
page
58
Talk
abo
ut p
aren
ting
and
fin
anci
al in
depe
nden
ceR
each
a c
onse
nsus
Voca
bula
ryG
ram
mar
Ex
pres
sion
s re
late
d to
par
enti
ng a
nd fi
nanc
ial i
ndep
ende
nce
Pass
ive
stru
ctur
es: b
e su
ppos
ed to
; be
forc
ed to
; be
expe
cted
to
Spea
king
: tal
k ab
out fi
nanc
ial i
ndep
ende
nce;
role
play
gi
ving
adv
ice
Rea
ding
: an
extr
act f
rom
an
arti
cle
Vie
win
g: a
sur
vey
in th
e st
reet
sLi
sten
ing:
par
ents
talk
abo
ut y
oung
adu
lts
and
finan
cial
su
ppor
t
4C Thin
k be
fore
you
buy
page
60
Talk
abo
ut m
akin
g w
ise
choi
ces
whe
n bu
ying
Voca
bula
ryW
ords
and
exp
ress
ions
rela
ted
to b
uyin
g an
d co
nsum
eris
mSp
eaki
ng: t
alk
abou
t buy
ing
wis
ely
Rea
ding
: tip
s on
how
to m
ake
good
cho
ices
whe
n sh
oppi
ngLi
sten
ing:
tw
o pe
ople
talk
abo
ut s
hopp
ing
habi
ts
4D Goi
ng s
hopp
ing
page
62
Talk
abo
ut s
hopp
ing
Ask
abo
ut a
nd b
uy th
ings
Voca
bula
ryN
ouns
rela
ted
to s
hopp
ing
Expr
essi
ons
for a
skin
g ab
out a
nd b
uyin
g th
ings
Fi
xed
expr
essi
ons
for i
nter
acti
ng w
hile
sho
ppin
g
List
enin
g: th
ree
diff
eren
t sho
ppin
g si
tuat
ions
Spea
king
: tal
k ab
out s
hopp
ing;
ask
abo
ut a
nd b
uy th
ings
; ro
lepl
ay d
ialo
gues
in d
iffe
rent
sho
ppin
g si
tuat
ions
Expr
essi
ons
for a
skin
g ab
out
and
buyi
ng th
ings
4E Con
sum
er
com
plai
nts
page
64
Talk
abo
ut c
onsu
mer
co
mpl
aint
sW
rite
an
emai
l of
com
plai
nt
Voca
bula
ryW
ords
and
exp
ress
ions
to ta
lk a
bout
con
sum
er p
robl
ems
and
com
plai
nts
Spea
king
: tal
k ab
out c
onsu
mer
com
plai
nts
List
enin
g: a
dia
logu
e be
twee
n a
diss
atis
fied
cust
omer
and
a
call
cent
re a
tten
dant
Rea
ding
: an
emai
l of c
ompl
aint
Wri
ting
: an
emai
l of c
ompl
aint
Lang
uage
Ref
eren
ce p
age
66
UN
IT 5
– L
AN
GU
AG
ESLE
SSO
NFU
NC
TIO
NLA
NG
UA
GE
SKIL
LSR
ECYC
LIN
G
5A A w
orld
of
lang
uage
s
page
70
Talk
abo
ut th
e im
port
ance
of
lear
ning
a fo
reig
n la
ngua
geTa
lk a
bout
dif
fere
nt
way
s to
lear
n a
fore
ign
lang
uage
Voca
bula
ryN
ouns
and
exp
ress
ions
for t
alki
ng a
bout
lear
ning
a fo
reig
n la
ngua
geFr
acti
ons
Expr
essi
ons
to ta
lk a
bout
qua
ntit
ies
Vie
win
g: a
pol
yglo
t exp
lain
ing
his
lear
ning
str
ateg
ies
Rea
ding
: an
arti
cle
abou
t lan
guag
es a
roun
d th
e w
orld
Spea
king
: dis
cuss
how
peo
ple
lear
n fo
reig
n la
ngua
ges
Lang
uage
s, c
ount
ries
and
na
tion
alit
ies
5B Wha
t’s y
our
Engl
ish?
page
72
Talk
abo
ut v
arie
ties
of
Engl
ish
arou
nd th
e w
orld
Talk
abo
ut h
avin
g an
ac
cent
in a
fore
ign
lang
uage
Voca
bula
ry
Gra
mm
ar
Nou
ns re
late
d to
lang
uage
lear
ning
Adj
ecti
ves
and
expr
essi
ons
rela
ted
to a
ccen
tsC
ollo
cati
ons
wit
h ac
cent
The
defi
nite
art
icle
Rea
ding
: a th
read
in a
n on
line
foru
mLi
sten
ing:
a r
adio
inte
rvie
w a
bout
Aus
tral
ian
acce
nts
Spea
king
: dis
cuss
wha
t asp
ects
of l
angu
age
are
mor
e re
leva
nt to
eff
ecti
ve c
omm
unic
atio
n; s
hare
exp
erie
nces
re
late
d to
list
enin
g to
dif
fere
nt a
ccen
ts
5C Onl
ine
lear
ning
page
74
Talk
abo
ut o
nlin
e le
arni
ngD
iscu
ss th
e ad
vant
ages
an
d di
sadv
anta
ges
of
onlin
e le
arni
ng
Voca
bula
ryG
ram
mar
Wor
ds a
nd e
xpre
ssio
ns re
late
d to
onl
ine
lear
ning
Link
ers:
com
pari
ng a
nd c
ontr
asti
ngR
eadi
ng: a
n ar
ticl
e ab
out o
nlin
e le
arni
ngLi
sten
ing:
test
imon
ials
of p
eopl
e w
ho h
ave
take
n on
line
cour
ses
Spea
king
: dis
cuss
onl
ine
lear
ning
; eva
luat
e ad
vant
ages
an
d di
sadv
anta
ges
of o
nlin
e le
arni
ng
5D I will
be
able
to…
page
76
Talk
abo
ut a
bilit
ies
and
doin
g th
ings
in E
nglis
hVo
cabu
lary
Gra
mm
ar
Wor
ds a
nd e
xpre
ssio
ns fo
r tal
king
abo
ut a
bilit
ies
in E
nglis
hFi
xed
expr
essi
ons
for b
eing
vag
ueEx
pres
s ab
iliti
es: b
e ab
le to
Rea
ding
: stu
dent
s’ a
nsw
ers
to a
sur
vey
Spea
king
: say
how
wel
l one
can
do
thin
gs; t
alk
abou
t thi
ngs
one
is a
ble
to d
o in
Eng
lish
Sayi
ng h
ow w
ell y
ou c
an d
o th
ings
5E
An
acti
on p
lan
page
78
Talk
abo
ut th
e ch
arac
teri
stic
s of
a g
ood
lang
uage
lear
ner
Wri
te a
n ac
tion
pla
n
Voca
bula
ryW
ords
rela
ted
to th
e ch
arac
teri
stic
s of
a g
ood
lang
uage
lear
ner
Expr
essi
ons
to o
utlin
e an
act
ion
plan
Rea
ding
: defi
niti
ons
of a
goo
d la
ngua
ge le
arne
r; a
ctio
n pl
ans
Spea
king
: dis
cuss
reas
ons
for l
earn
ing
Engl
ish;
dis
cuss
ch
arac
teri
stic
s of
a g
ood
lang
uage
lear
ner
Wri
ting
: an
acti
on p
lan
Lang
uage
Ref
eren
ce p
age
80
Mag
azin
e Pa
ge p
age
82
Phon
emic
Cha
rt p
age
84R
evis
ion
Sect
ion
page
85
A
ctiv
ity
Boo
k pa
ge 9
5
Lear
ning
tip
1 –
List
en to
mus
ic to
impr
ove
your
list
enin
g sk
ills
page
99
Lear
ning
tip
2 –
Pay
atte
ntio
n to
col
loca
tion
s pa
ge 1
04Le
arni
ng ti
p 3
– Im
prov
e yo
ur p
ronu
ncia
tion
pag
e 11
1Le
arni
ng ti
p 4
– Le
arn
wit
h yo
ur o
wn
mis
take
s pa
ge 1
16Le
arni
ng ti
p 5
– St
ick
to a
stu
dyin
g ro
utin
e p
age
123
Stop
& C
heck
1–2
pag
e 10
5
Stop
& C
heck
3–
4 pa
ge 1
17A
udio
scri
pt p
age
124
La
ngua
ge B
ank
page
129
Stop
& C
heck
Ans
wer
Key
pag
e 13
1
A B
D
THE
AR
TS
1
Look at the photos representing different types of art. Can you guess what they are?
What is your favourite type of art? Why?
How often do you go to…
art galleries and museums? film festivals?
craft fairs? music festivals?
theatre and dance performances?
Talk about a memorable experience you have had related to art.
E
C
VOCABULARY & SPEAKING
READING & VOCABULARY
1. Look at the pictures. They illustrate playlists on a music app. Match the adjectives in the Target box to the playlists.
She’s feeling blue.(1) She’s really excited.(4)
She’s a bit bored.(2) He’s so grumpy!(5)
They feel energetic.(3) He feels relaxed.(6)
TARGET
MOOD LISTS
How do you feel today? Are you in a good mood?
POCKET EXPRESSIONS 10
I’m in a good/bad/foul mood today.
I’m (not) in the mood to…
I’m in no mood for…
2. Read the descriptions of three playlists in #1 and answer the questions.
1. Which playlist does each one describe?
2. Look at the highlighted words and match them to the definitions.
a. (adj.) easy to remember
b. (adj.) causing happy and positive feelings
c. (adj.) relaxed, pleasant and smooth
d. (n) something that makes you feel better and happier
Jump for joy83,109 followers
Down in the dumps67,614 followers
Put your feet up21,760 followers
Feel the burn27,769 followers
Upbeat Jukebox30,219 followers
Cheer up, mate!65,079 followers
Forget about being moody. This playlist is full of catchy tunes and feel-good music.
A wonderful list that really gets you going. The perfect morning pick-me-up. Put on those running shoes!
A superb selection with mellow sounds of cool music to calm down your mind and thoughts. Close your eyes and enjoy it.
Talking About Moods
18
1D
MY
MU
SIC
3. Which playlists in #1 would people usually listen to in these situations?
a. waking up early at the weekend
b. being stuck in a traffic jam
c. working out at the gym
4. Work in pairs to create your own playlist.
5. Read a poem about music and answer the questions.
1. Which moods can be associated with each part of the poem?
2. According to the poem, how can music affect you?
6. Think about the influence of music in your life and list words related to music and feelings.
7. Write a poem.
d. after being dumped
e. getting ready for a date
f. lying on the sofa on a lazy Sunday
Do you usually listen to something to suit or to boost your mood?
READING
Play it on repeat
Music makes me flyMusic is desireMusic lifts me highSets my heart on fire
Music keeps me calmMusic makes me chillMusic in my palmFeel like lying still
Music makes me jumpMusic is a rocketMusic beats and pumpsPlayin’ in my pocket
Music cheers me upMusic is divineMusic picks me upNow I’m on cloud nine
Makes me feel so gladMaybe sounds clichéListening like madLet the music play!
WRITING
19
SPEAKING
personal safety change relationships working long hours money exams
1. Which ones cause the most stress in your life?
2. Which ones are not a common cause of stress in your group?
3. Which ones are most common among your friends and family?
READING & SPEAKING
2. How stressed are you? Look at some symptoms of stress and tick (ü) the ones that are true for you. The more ticks you have, the more stressed you are.
1. You are irritable with friends and family.
2. You have trouble sleeping.
3. You feel uninterested in things going on around you.
4. You either eat too much or experience a lack of appetite.
5. You get distracted easily and find it difficult to concentrate.
Work in groups to compare your answers. Who is the most stressed out?
3. Read about people talking about causes of stress and de-stressing. Talk to a partner.
1. What is the cause of each person’s stress?
2. What do they do to relieve stress?
1. Look at the most common causes of stress. Then talk in groups.
x
I usually have a lot on my plate, especially at work, and the only way to de-stress is going for a run. I always feel fantastic afterwards, completely relaxed. It’s as if you sweat your worries away.
KEVIN
While at uni I used to have trouble falling asleep before finals. I would toss and turn for hours and be exhausted the next day. So I watched films to take my mind off things.
SCOTT
A while back my boyfriend quit his job to finish his degree. As a result, we had some money worries and I got very irritated with
him all the time. So I took up dancing. What a great way to let off steam.
PAIGE
TESTIMONIALS
have a lot on your plate – have a lot of work or problems to deal with
take your mind off things – stop thinking and worrying about something
let off steam – do something to release stress or get rid of anger or energy
4. In groups, decide on the best activities to complete these sentences. Compare and vote as a class.
1. The best thing for letting off steam is… 3. Nothing is better to take your mind off things than…
2. The only way to really clear your head is… 4. When you have a lot on your plate, you should…
32
2C
CH
ILLA
X A
ND
LET
YOU
R H
AIR
DO
WN
LISTENING & VOCABULARY
5. 17 Look at pictures of other de-stressing techniques from around the world. Try to match each one to a country. Listen and check.
Which one seems most relaxing?
6. Listen again and replace the underlined words in each sentence with words from the box.
chill out de-stress loosen up slow down unwind
1. It’s quite common for women in China to relax with a zu yu. chill out
2. The Thai people are famous for relaxing with nuad.
3. The Russian way to relax is to go to a banya.
4. Keyif in Turkish means to relax by enjoying pleasurable things.
5. It is a traditional part of the French culture to relax with a petit aperitif.
SPEAKING
7. In pairs, ask and answer these questions.
How do you relax / chill out / unwind
at weekends?
after a long hard day?
during a busy day?
at stressful times like exams?
in traffic jams?
8. Work in groups. Create your own spa.
POCKET EXPRESSIONS 18
Talking about How to Relax
… is a great way to de-stress.
…makes me feel much better.
For me the best way to de-stress is to…
After a stressful day at…
Nothing is more relaxing than…
A B C
D E F
1. China 2. Thailand 3. Russia 4. Turkey 5. France 6. Sweden
33
4@
4A
MULTIWORD VERBS AND OBJECTS
A. verb + particle + object B. verb + object + particle
cut back fork out run out give away pay back put aside
We’re trying to cut back on office expenses.
I’m not forking out £10 on a bottle of water!
They ran out of money in only two weeks.
If he can’t sell it, he’ll give it away.
Have you paid back the money John lent you?
She puts some money aside for emergencies.
verb + object + particle
With this type of multiword verb, when the object is a pronoun (it, him, them, etc.) it must go
between the verb and the particle.
When it isn’t a pronoun it can go either between or after the verb and the particle.
1. Complete the sentences using one of the verbs from the box and the words in brackets.
cut back fork out give away
pay back put aside run out
1. It looks like they before the film was finished. (money)
2. She borrowed fifty quid from John and now she can’t . (him)
3. We’re trying to such as gym membership and cable TV. (expenses)
4. Each month my dad for his retirement. (some money)
5. The shop is of the new shampoo with your purchase. (samples)
6. We should’ve got it earlier. Now we’ll have to to go there. (a fortune)
PASSIVE STRUCTURES
When we want to say what people should (not) do according to the rules or the law, or to talk about
what is (not) expected to happen, we can use:
be + past participle + to + infinitive
What time are teenagers supposed to come back home at night where you live?
When I was a kid I was forced to drink milk for breakfast.
Italians are usually expected to be talkative people.
Attention!!
Supposed to and expected to are very similar in meaning in the affirmative form, when they mean should. However, in the negative form they have totally different meanings.
Not supposed to means it’s not allowed and not expected to means you don’t have to do it, but you can if you want to.
Employees are not supposed to wear shorts in the office. However, they’re not expected to wear formal dress either.
4
66
LAN
GU
AG
E R
EFER
ENC
E
KEY:1.1. ran out of money
2. pay him back
3. cut back on expenses
4. puts some money aside /
puts aside some money
5. giving away samples
6. fork out a fortune
2. Complete the sentences using a passive structure and a verb from the box.
support work 2x
1. The employes are well-paid, but they long hours.
2. Some people believe parents their adult children financially.
3. In developing countries, children many hours a day to help their families.
4B
GIVING OPINIONS
We can give opinions by using different expressions:
it’s + adjective + -ing
It’s not worth having a car in a city with good public transport.
It’s always interesting hearing what kids have to say, they are so honest.
it’s + adjective + to + infinitive
It’s important to think before you say something in anger.
Normally it’s not easy to spend money you worked hard for.
it’s + adjective + question word
It’s amazing how easy it is to stay in touch with family and friends nowadays.
It’s scary when you go for your first job interview.
3. Make complete sentences giving your opinion on the following topics.
1. worth / install / solar panels
2. important / save / water and electricity
3. scary / prices / go up / recently
4. easy / travel / train / my country
5. amazing / fast / babies / learn / to swim
6. interesting / go / modern art museums
2.1. are expected to work
2. are(n’t) supposed to support
3. are forced to work
3.1. It’s (not) worth installing solar panels.
2. It’s (not) important to save water and electricity.
3. It’s (not) scary how prices have gone up recently.
4. It’s (not) easy to travel by train in my country.
5. It’s (not) amazing how fast babies learn to swim.
6. It’s (not) interesting going to modern art museums.
67
HOW MANY LIVES CAN MUSIC
HELP CHANGE?
MUSIC CHANGING LIVES
Music plays a big part in
a lot of people’s lives. It
is a way to relax after
a long day at work. It can help
relieve the boredom of a long
car, train or plane journey. It
can be a way for young people to
express their identity. It is a great
leisure time activity whether it is
watching a concert, dancing at a
club or attending a music festival.
It is also a great way to connect
with other people. Even to meet
the love of your life!
Music can also be much, much
more. Since the 1960s it has
been associated with social and
political change. A lot of the
anti-Vietnam War feeling in
the US found its voice in songs
such as Country Joe’s Vietnam
Song. This was part of a broader
anti-establishment movement
led by Bob Dylan, among others.
More recently, in 2011 Tunisian
rapper El General uploaded a
song to FacebookTM criticising
the dictatorship in his country.
It went viral and helped kick-
start the Arab Spring revolution
across North Africa and the
Middle East.
release sold 3.7 million copies
and raised £8 million for famine
relief in Ethiopia. It also shamed
governments into doing more
to help out those countries that
needed it most. Since then there
have been repeat performances
with Band Aid II, Band Aid 20,
and in 2014 Band Aid 30. It is
impossible to calculate how
many lives have been saved and
improved by this project, but it
has certainly made the world a
better place.
Music can also help improve
lives in many other ways. Music
therapy is just another example
of how music is being used to help
heal troubled teens and improve
outcomes for long stay patients,
especially children. By lifting
their spirits it lifts their physical
health. Indeed many studies have
repeatedly shown that mental
and physical health are closely
linked and can affect one another.
So whether you make music or
just listen to it, it may be making
the world a better place or just
making you feel a lot better. After
all, music is universal. It reaches
everyone.
We want to hear from you. How does music make you feel?
How important is music in your life?
What do you think the world would be
like without music?
Music can change people’s lives
for the better in many ways.
Everyone has heard of Band Aid.
Moved by the harrowing images
of children starving in Ethiopia,
musicians Bob Geldof and Midge
Ure mobilised their fellow UK
musicians and released the song
Do they know it’s Christmas? It
was followed by large concerts
in the UK, and US musicians
followed suit. Not only did this
raise awareness of the problems
faced by some African countries,
but it also raised a lot of money to
help these countries. The initial
Noun personal safety
Adjectives irritable, stressed out
Verbs chillax, chill out, de-stress, loosen up, slow down, unwind
Expressions get distracted easily; lack of appetite; have a lot on your plate; have trouble sleeping, let off
steam; let your hair down, sweat your problems away; take your mind off things; work long hours
Pocket Expressions on page 33
1. Use the word in brackets and any other words you may need to complete the dialogue.
Graham How’s your sister, Mick?
Mick I’m really worried about Gail actually. She hardly eats anything and she’s lost a lot of weight. Her (1) (lack) is beginning to scare me.
Graham Really? Why do you think that’s happening?
Mick Well, I’m sure it’s because she’s been so (2) (stress) recently. She’s having
a hard time at work. Two people from her office left the company recently. Gail’s working (3)
(long) because she has to do their work too. And when she gets home, she has to make dinner for her kids, help them with their homework and so on.
Graham That’s terrible. Does she have time to (4) (chill) at weekends?
Mick No, she doesn’t. She’s also studying for her MBA so she studies on Saturdays and Sundays.
Graham It sounds like she’s got (5) (plate).
Mick You can say that again. She says she finds it impossible to concentrate during class. She gets (6) (easy) because she’s always thinking about her problems at work. She also (7)
sleeping (trouble) the night before big tests.
Graham Poor Gail! It sounds like she needs something to (8) things
(mind). A holiday maybe?
Mick She can’t take time off work at the moment. She couldn’t afford it anyway.
Graham Perhaps she should take up judo or karate. All that shouting and fighting must be a great way to (9)
(steam).
Mick She doesn’t have time, Graham.
Graham I’ve got it. Let’s take her out dancing on Saturday night so she can (10) (hair) for a while. Your mother can babysit, can’t she?
Mick I could check. Good idea, Graham. I’m sure a night out will help her to (11) (up). Thanks.
2. Unscramble these words associated with stress and de-stressing.
1. widnun – relax after a hard or stressful time
2. lixlach – informal way to tell someone to loosen up
3. biliterar – gets angry quickly and/or easily
lack of appetite
103
2C
AC
TIV
ITY
BO
OK
| C
HIL
LAX
AN
D L
ET
YOU
R H
AIR
DO
WN
Nouns action plan, characteristics, commitment, international exams, learning experience
Adjectives aware, curious, (actively) involved, realistic, responsible, self-aware, willing (to experiment)
Verbs improve, travel (overseas), work (for)
Expressions Another strategy could be…; I feel I need…; I have decided I’ll…; I have decided that…;
I have to work on…; I may try to…; I reckon I should…; Maybe I should consider…; My biggest
priority is…; My main aim is…; What I need is…; …will help me improve…
1. Complete Diana’s action plan with a word from the box.
aim consider decided feel improve need priority reckon try
I’m in my last year at university, and so my biggest (1) at the moment is to pass my finals. However, once I’ve got my degree, my main (2) is to get a job abroad. I’ve always dreamed of living in another country. I’ve been studying English for a few years now, but I know my level isn’t good enough to be able to work in English. I have two main problems: listening and vocabulary. I (3) I need to be able to understand different accents, so after graduating I (4) I should spend some time in Britain or the USA. I may (5) to find a job as a waitress or bartender, which would give me more opportunity to talk to native speakers. I also think I should (6) doing a course
abroad, so maybe I could do both those things at the same time. What I (7) is to spend more time learning new vocabulary. I’ve (8) that I’m going to dedicate half an hour a day to learning lists of words and expressions. I’m sure that will help me (9) .
Studying English is best done in frequent short periods rather than an occasional marathon session. Your brain is like a muscle and using it often will make it stronger, like going to the gym. If you were preparing for a sporting event, you wouldn’t train for four hours once a week, would you? Set aside some time to study formally every day – it can be a window of as little as 15 or 20 minutes – and be self-disciplined to stick to this routine.
LEARNING
MULTIWORD VERBS RELATED TO PROCRASTINATION
Everyone knows someone who has a tendency to put things off until the last minute or, in other words, someone who decides to delay or arranges to do things at a later time or date. They are what we call procrastinators.Eventually, procrastinators will have to get down to that activity, which means they will have to start doing it and direct their effort and energy to it.When they finally get round to doing what they have to do, that is, when they do what they have been intending to do for some time, it may already be too late!
VOCABULARY FEED
2. Complete these sentences with the correct form of the verbs from Vocabulary Feed.
1. Never until tomorrow the things you could do today.
2. It’s been a fantastic holiday, but now that we’re back it’s time to some hard work.
3. I’ve been busy lately, so I haven’t watching the final episode of the season.
123
5D
ACT
IVIT
Y B
OO
K |
AN
ACT
ION
PLA
N
MIN
D F
LOW
4 –
SC
OPE
& S
EQU
ENC
E
UN
IT 1
– T
HE
AR
TSLE
SSO
NFU
NC
TIO
NLA
NG
UA
GE
SKIL
LSR
ECYC
LIN
G
1A
A fe
ast f
or th
e ey
espa
ge 1
0
Talk
abo
ut t
ypes
of a
rtD
escr
ibe
art a
nd e
xpre
ss
tast
es
Voca
bula
ry
Pron
unci
atio
n
Wor
ds re
late
d to
art
Fi
xed
expr
essi
ons
for e
xpre
ssin
g ta
stes
Wor
d st
ress
: adj
ecti
ves
Spea
king
: tal
k ab
out a
nd d
escr
ibe
type
s of
art
; exp
ress
ta
stes
List
enin
g: a
dis
cuss
ion
abou
t art
1B A m
ost t
reas
ured
po
sses
sion
page
12
Talk
abo
ut tr
easu
red
poss
essi
ons
Des
crib
e tr
easu
red
poss
essi
ons
Voca
bula
ryW
ords
and
exp
ress
ions
for d
escr
ibin
g po
sses
sion
sFi
xed
expr
essi
ons
for t
alki
ng a
bout
trea
sure
d po
sses
sion
sSp
eaki
ng: d
escr
ibe
and
talk
abo
ut tr
easu
red
poss
essi
ons
Rea
ding
: a m
ind
map
; ext
ract
s fr
om a
n in
terv
iew
abo
ut
trea
sure
d po
sses
sion
sLi
sten
ing:
an
inte
rvie
w a
bout
a tr
easu
red
poss
essi
on
Verb
s te
nses
and
que
stio
n fo
rmat
ion
(wh-
ques
tion
s w
ith/
wit
hout
au
xilia
ry v
erbs
)
1C The
silv
er s
cree
n
page
14
Des
crib
e fil
ms
Nar
rate
sto
ries
and
film
pl
ots
info
rmal
ly
Voca
bula
ry
Gra
mm
ar
Wor
ds a
nd e
xpre
ssio
ns re
late
d to
film
s Fi
xed
expr
essi
ons
for g
ivin
g op
inio
ns a
bout
film
s Fi
xed
expr
essi
ons
for d
escr
ibin
g fil
m p
lots
Pre
sent
tens
es fo
r tel
ling
stor
ies
and
sum
mar
isin
g pl
ays
and
plot
s
Spea
king
: des
crib
e fil
ms
Rea
ding
: film
des
crip
tion
s in
a fi
lm q
uiz
List
enin
g: a
per
son
talk
ing
abou
t the
plo
t of a
film
Pre
sent
tens
es
1D The
art o
f cha
nge
page
16
Talk
abo
ut h
ow a
rt
chan
ges
our l
ives
Voca
bula
ry
Gra
mm
ar
Wor
ds fo
r tal
king
abo
ut a
rt c
hang
ing
lives
Ex
pres
sion
: I’ll
nev
er fo
rget
… (f
or th
e fir
st ti
me)
Verb
+ -i
ng: fi
nish
Ve
rb +
to +
infin
itiv
e: m
anag
e Ve
rb +
-ing
or t
o +
infin
itiv
e: fo
rget
, rem
embe
r, st
op, t
ry
Spea
king
: dis
cuss
quo
tes
abou
t pho
togr
aphy
Rea
ding
: sto
ries
of p
eopl
e w
hose
live
s w
ere
chan
ged
by a
rtV
iew
ing:
a p
hoto
grap
her p
rese
ntin
g a
proj
ect
verb
+ -i
ng: a
void
, can
’t s
tand
, en
joy
verb
+ to
+ in
finit
ive:
man
age,
pl
an
1E My
mus
icpa
ge 1
8
Talk
abo
ut m
oods
and
m
usic
Voca
bula
ryW
ords
for t
alki
ng a
bout
moo
ds a
nd m
usic
Fi
xed
expr
essi
ons
to d
escr
ibe
moo
dsSp
eaki
ng: t
alk
abou
t pla
ylis
ts, c
reat
e a
play
list
Rea
ding
: a p
oem
abo
ut m
usic
Wri
ting
: a p
oem
abo
ut m
usic
feel
-goo
d, s
uper
b
Lang
uage
Ref
eren
ce p
age
20
M
agaz
ine
Page
pag
e 22
UN
IT 2
– H
EALT
HLE
SSO
NFU
NC
TIO
NLA
NG
UA
GE
SKIL
LSR
ECYC
LIN
G
2A Wha
t’s w
rong
?
page
26
Talk
abo
ut h
ealt
h pr
oble
ms,
ailm
ents
and
ac
cide
nts
Sugg
est t
reat
men
tsM
akin
g de
duct
ions
abo
ut
the
past
Voca
bula
ry
Gra
mm
arPr
onun
ciat
ion
Wor
ds a
nd e
xpre
ssio
ns re
late
d to
hea
lth
prob
lem
s, a
ilmen
ts,
and
acci
dent
s Fi
xed
expr
essi
ons
for s
ugge
stin
g tr
eatm
ents
mus
t/m
ight
/can
’t +
hav
e +
pas
t par
tici
ple
Con
nect
ed s
peec
h: u
nstr
esse
d au
xilia
ry h
ave
List
enin
g: t
wo
peop
le c
ompl
aini
ng a
bout
a h
ealt
h pr
oble
mSp
eaki
ng: m
ake
gues
ses
abou
t pic
ture
s; ta
lk a
bout
ai
lmen
ts, a
ccid
ents
and
trea
tmen
ts; r
olep
lay
Part
s of
the
body
: ank
le,
back
, elb
ow, fi
nger
, foo
t, ne
ck,
shou
lder
, sto
mac
h, w
rist
Min
or a
ilmen
ts: c
old,
he
adac
he, t
ooth
ache
, ear
ache
, st
omac
hach
e, b
acka
che
2B Live
long
er
page
28
Talk
abo
ut lo
ngev
ity
Say
that
tw
o th
ings
var
y to
geth
er
Voca
bula
ry
Gra
mm
ar
Nou
n ph
rase
s an
d ad
ject
ives
rela
ted
to lo
ngev
ity
Mul
tiw
ord
verb
s Fi
xed
expr
essi
ons
for g
ivin
g op
inio
nsTh
e +
com
para
tive
exp
ress
ion
+ s
ubje
ct +
ver
b Th
e +
mor
e (o
r les
s) +
sub
ject
+ v
erb
Spea
king
: tal
k ab
out h
ealt
hy h
abit
s an
d lo
ngev
ity
List
enin
g: p
eopl
e be
ing
inte
rvie
wed
abo
ut th
eir l
ifest
yles
Com
para
tive
s
2C Pet t
hera
py
page
30
Talk
abo
ut p
et th
erap
yEx
pres
s ca
use
and
effe
ctVo
cabu
lary
G
ram
mar
Wor
ds a
nd e
xpre
ssio
ns re
late
d to
the
bene
fits
of p
et th
erap
y Fi
xed
expr
essi
ons
for c
heer
ing
peop
le u
pC
ause
and
eff
ect l
inke
rs
Spea
king
: tal
k ab
out p
et th
erap
y; ro
lepl
ay (c
heer
ing
peop
le
up)
Rea
ding
: a w
ebsi
te a
rtic
le a
bout
the
bene
fits
of h
avin
g a
pet
2D
Chi
llax
and
let y
our
hair
dow
npa
ge 3
2
Talk
abo
ut s
tres
s an
d de
-st
ress
ing
Voca
bula
ryW
ords
rela
ted
to s
tres
s an
d de
-str
essi
ng
Fixe
d ex
pres
sion
s fo
r tal
king
abo
ut d
e-st
ress
ing
Spea
king
: tal
k ab
out s
tres
s an
d de
-str
essi
ng te
chni
ques
Rea
ding
: peo
ple
talk
abo
ut s
tres
s an
d de
-str
essi
ngLi
sten
ing:
de-
stre
ssin
g te
chni
ques
2E Laug
hter
is th
e be
st
med
icin
e
page
34
Talk
abo
ut la
ughi
ng a
nd
hum
our
Voca
bula
ryW
ords
and
exp
ress
ions
rela
ted
to h
umou
r C
ollo
cati
ons
wit
h jo
ke
Fixe
d ex
pres
sion
s fo
r tal
king
abo
ut fu
nny
mom
ents
Spea
king
: tal
k ab
out l
augh
ter y
oga,
typ
es o
f hum
our a
nd
funn
y m
omen
tsR
eadi
ng: o
nlin
e fo
rum
pos
ts a
bout
hum
our
Vie
win
g: p
eopl
e be
ing
inte
rvie
wed
abo
ut la
ught
er y
oga
Wri
ting
: a p
ost a
bout
wha
t mak
es y
ou la
ugh
and
desc
ribe
a
funn
y in
cide
nt
Nar
rati
ve te
nses
Link
ers
Lang
uage
Ref
eren
ce p
age
36
UN
IT 3
– L
AW &
OR
DER
LESS
ON
FUN
CTI
ON
LAN
GU
AG
ESK
ILLS
REC
YCLI
NG
3A Bet
ter s
afe
than
so
rry
page
40
Talk
abo
ut t
ypes
of c
rim
es
and
how
to p
reve
nt th
em
Cri
tici
se a
nd s
ugge
st
alte
rnat
ives
to p
ast
acti
ons
Voca
bula
ryG
ram
mar
Pron
unci
atio
n
Wor
ds re
late
d to
cri
me
and
crim
inal
sC
riti
cisi
ng a
nd s
ugge
stin
g al
tern
ativ
es: s
houl
d/co
uld
+ h
ave
+
past
par
tici
ple
Con
nect
ed s
peec
h an
d th
e w
eak
form
of h
ave
/əv/
Read
ing:
an
artic
le w
ith ti
ps o
n ho
w to
pre
vent
cer
tain
crim
esLi
sten
ing:
a c
onve
rsat
ion
abou
t a c
rim
e w
itne
ssed
by
one
of th
e sp
eake
rs
Vie
win
g: k
eepi
ng s
afe
Spea
king
: dis
cuss
how
to p
reve
nt c
erta
in c
rim
es; t
alk
abou
t com
mon
cri
mes
in th
e ne
ighb
ourh
ood;
cri
tici
se a
nd
sugg
est a
ltern
ativ
es
3B Dum
b cr
imin
als
page
42
Talk
abo
ut d
umb
crim
inal
sR
epor
t sta
tem
ents
and
qu
esti
ons
Voca
bula
ryG
ram
mar
W
ords
and
exp
ress
ions
to ta
lk a
bout
robb
ery
Rep
orti
ng s
tate
men
ts a
nd q
uest
ions
Rea
ding
: a n
ote
to a
thie
fLi
sten
ing:
a c
onve
rsat
ion
abou
t a d
umb
crim
inal
sto
rySp
eaki
ng: t
alk
abou
t dum
b cr
imin
al s
tori
es; r
epor
t wha
t pe
ople
say
Voca
bula
ry: t
ypes
of c
rim
es
and
crim
inal
sR
epor
ted
spee
ch
3C Favo
urite
bad
dies
page
44
Talk
abo
ut fa
mou
s vi
llain
sVo
cabu
lary
Gra
mm
arPr
onun
ciat
ion
Wor
ds fo
r des
crib
ing
villa
ins
Expr
essi
ons
for p
layi
ng a
gam
e A
ddin
g em
phas
is a
nd e
xagg
erat
ing
Usi
ng in
tona
tion
to a
dd e
mph
asis
and
exa
gger
ate
Rea
ding
: des
crip
tion
s of
vill
ains
Li
sten
ing:
thre
e fr
iend
s pl
ayin
g a
gues
sing
gam
eSp
eaki
ng: t
alk
abou
t and
des
crib
e vi
llain
s
3D The
stra
nges
t law
s on
ear
thpa
ge 4
6
Talk
abo
ut u
nusu
al la
ws
Eval
uate
typ
ical
pu
nish
men
ts
Voca
bula
ry
Gra
mm
ar
Wor
ds a
nd e
xpre
ssio
ns re
late
d to
(bre
akin
g) th
e la
w a
nd
puni
shm
ents
Fi
xed
expr
essi
ons
for g
ivin
g op
inio
nsU
sing
neg
ativ
e pr
efixe
s to
cre
ate
oppo
site
adj
ecti
ves
Read
ing:
a s
hort
art
icle
abo
ut u
nusu
al la
ws
arou
nd th
e w
orld
Li
sten
ing:
a r
adio
pro
gram
me
abou
t unu
sual
law
sSp
eaki
ng: s
pecu
late
abo
ut u
nusu
al la
ws;
dis
cuss
typ
ical
pu
nish
men
ts
Be
agai
nst t
he la
w, a
llow
ed to
, en
forc
ed/f
orbi
dden
/ille
gal/
proh
ibite
d
3E Hou
seho
ld ru
les
page
48
Talk
abo
ut h
ouse
hold
ru
les
Wri
te a
fam
ily m
anife
sto
Voca
bula
ryH
ouse
hold
cho
res
Adj
ecti
ves
and
expr
essi
ons
for t
alki
ng a
bout
hou
seho
ld r
ules
Mul
tiw
ord
verb
sEx
pres
sion
s fo
r sho
win
g ag
reem
ent/
disa
gree
men
t
Rea
ding
: a fa
mily
man
ifest
o Li
sten
ing:
thre
e pa
rent
s’ te
stim
onia
ls a
bout
hou
seho
ld ru
les
Spea
king
: dis
cuss
hou
seho
ld r
ules
Wri
ting
: a fa
mily
man
ifest
o ab
out h
ouse
hold
rul
es
Mod
als
of o
blig
atio
n an
d pr
ohib
itio
n: h
ave
to, m
ust,
don’
t hav
e to
, can
’t, m
ustn
’t
Lang
uage
Ref
eren
ce p
age
50
M
agaz
ine
Page
pag
e 52
UN
IT 4
– M
ON
EY M
ATTE
RS
LESS
ON
FUN
CTI
ON
LAN
GU
AG
ESK
ILLS
REC
YCLI
NG
4A Mon
eyw
ise
page
56
Talk
abo
ut s
pend
ing
habi
tsVo
cabu
lary
G
ram
mar
Pron
unci
atio
n
Nou
ns, a
djec
tives
and
exp
ress
ions
to ta
lk a
bout
spe
ndin
g ha
bits
M
ulti
wor
d ve
rbs
Fixe
d ex
pres
sion
s fo
r tal
king
abo
ut m
oney
hab
its
Mul
tiw
ord
verb
s an
d ob
ject
sU
nstr
esse
d pr
onou
n w
hen
used
wit
h m
ulti
wor
d ve
rbs
Spea
king
: tal
k ab
out s
pend
ing
habi
ts; d
ecid
e ho
w to
spe
nd
a su
m o
f mon
eyR
eadi
ng: a
n ar
ticl
e ab
out t
ypes
of s
pend
ers
4B Love
and
mon
ey
page
58
Talk
abo
ut p
aren
ting
and
fin
anci
al in
depe
nden
ceR
each
a c
onse
nsus
Voca
bula
ry
Gra
mm
ar
Expr
essi
ons
rela
ted
to p
aren
ting
and
fina
ncia
l ind
epen
denc
e
Pass
ive
stru
ctur
es: b
e su
ppos
ed to
; be
forc
ed to
; be
expe
cted
to
Spea
king
: tal
k ab
out fi
nanc
ial i
ndep
ende
nce;
role
play
gi
ving
adv
ice
Rea
ding
: an
extr
act f
rom
an
arti
cle
Vie
win
g: a
sur
vey
in th
e st
reet
sLi
sten
ing:
par
ents
talk
ing
abou
t you
ng a
dult
s an
d fin
anci
al
supp
ort
4C Thin
k be
fore
you
buy
page
60
Talk
abo
ut m
akin
g w
ise
choi
ces
whe
n bu
ying
Voca
bula
ryW
ords
and
exp
ress
ions
rela
ted
to b
uyin
g an
d co
nsum
eris
mSp
eaki
ng: t
alk
abou
t buy
ing
wis
ely
Rea
ding
: tip
s on
how
to m
ake
good
cho
ices
whe
n sh
oppi
ngLi
sten
ing:
tw
o pe
ople
talk
ing
abou
t sho
ppin
g ha
bits
4D Goi
ng s
hopp
ing
page
62
Talk
abo
ut s
hopp
ing
Ask
abo
ut a
nd b
uy th
ings
Voca
bula
ryN
ouns
rela
ted
to s
hopp
ing
Expr
essi
ons
for a
skin
g ab
out a
nd b
uyin
g th
ings
Fi
xed
expr
essi
ons
for i
nter
acti
ng w
hile
sho
ppin
g
List
enin
g: th
ree
diff
eren
t sho
ppin
g si
tuat
ions
Spea
king
: tal
k ab
out s
hopp
ing;
ask
abo
ut a
nd b
uy th
ings
; ro
lepl
ay d
ialo
gues
in d
iffe
rent
sho
ppin
g si
tuat
ions
Expr
essi
ons
for a
skin
g ab
out
and
buyi
ng th
ings
4E Con
sum
er
com
plai
nts
page
64
Talk
abo
ut c
onsu
mer
co
mpl
aint
sW
rite
an
emai
l of
com
plai
nt
Voca
bula
ryW
ords
and
exp
ress
ions
to ta
lk a
bout
con
sum
er p
robl
ems
and
com
plai
nts
Spea
king
: tal
k ab
out c
onsu
mer
com
plai
nts
List
enin
g: a
dia
logu
e be
twee
n a
diss
atis
fied
cust
omer
and
a
call
cent
re a
tten
dant
Rea
ding
: an
emai
l of c
ompl
aint
Wri
ting
: an
emai
l of c
ompl
aint
Lang
uage
Ref
eren
ce p
age
66
UN
IT 5
– L
AN
GU
AG
ESLE
SSO
NFU
NC
TIO
NLA
NG
UA
GE
SKIL
LSR
ECYC
LIN
G
5A A w
orld
of
lang
uage
s
page
70
Talk
abo
ut th
e im
port
ance
of
lear
ning
a fo
reig
n la
ngua
geTa
lk a
bout
dif
fere
nt
way
s to
lear
n a
fore
ign
lang
uage
Voca
bula
ryN
ouns
and
exp
ress
ions
for t
alki
ng a
bout
lear
ning
a fo
reig
n la
ngua
geFr
acti
ons
Expr
essi
ons
to ta
lk a
bout
qua
ntit
ies
Vie
win
g: a
pol
yglo
t exp
lain
ing
his
lear
ning
str
ateg
ies
Rea
ding
: an
arti
cle
abou
t lan
guag
es a
roun
d th
e w
orld
Spea
king
: dis
cuss
how
peo
ple
lear
n fo
reig
n la
ngua
ges
Lang
uage
s, c
ount
ries
and
na
tion
alit
ies
5B Wha
t’s y
our
Engl
ish?
page
72
Talk
abo
ut v
arie
ties
of
Engl
ish
arou
nd th
e w
orld
Talk
abo
ut h
avin
g an
ac
cent
in a
fore
ign
lang
uage
Voca
bula
ry
Gra
mm
ar
Nou
ns re
late
d to
lang
uage
lear
ning
Adj
ecti
ves
and
expr
essi
ons
rela
ted
to a
ccen
tsC
ollo
cati
ons
wit
h ac
cent
The
defi
nite
art
icle
Rea
ding
: a th
read
in a
n on
line
foru
mLi
sten
ing:
a r
adio
inte
rvie
w a
bout
Aus
tral
ian
acce
nts
Spea
king
: dis
cuss
wha
t asp
ects
of l
angu
age
are
mor
e re
leva
nt to
eff
ecti
ve c
omm
unic
atio
n; s
hare
exp
erie
nces
re
late
d to
list
enin
g to
dif
fere
nt a
ccen
ts
5C Onl
ine
lear
ning
page
74
Talk
abo
ut o
nlin
e le
arni
ngD
iscu
ss th
e ad
vant
ages
an
d di
sadv
anta
ges
of
onlin
e le
arni
ng
Voca
bula
ryG
ram
mar
Wor
ds a
nd e
xpre
ssio
ns re
late
d to
onl
ine
lear
ning
Link
ers:
com
pari
ng a
nd c
ontr
asti
ngR
eadi
ng: a
n ar
ticl
e ab
out o
nlin
e le
arni
ngLi
sten
ing:
test
imon
ials
of p
eopl
e w
ho h
ave
take
n on
line
cour
ses
Spea
king
: dis
cuss
onl
ine
lear
ning
; eva
luat
e ad
vant
ages
an
d di
sadv
anta
ges
of o
nlin
e le
arni
ng
5D I will
be
able
to…
page
76
Talk
abo
ut a
bilit
ies
and
doin
g th
ings
in E
nglis
hVo
cabu
lary
Gra
mm
ar
Wor
ds a
nd e
xpre
ssio
ns fo
r tal
king
abo
ut a
bilit
ies
in E
nglis
hFi
xed
expr
essi
ons
for b
eing
vag
ueEx
pres
s ab
iliti
es: b
e ab
le to
Rea
ding
: stu
dent
s’ a
nsw
ers
to a
sur
vey
Spea
king
: say
how
wel
l one
can
do
thin
gs; t
alk
abou
t thi
ngs
one
is a
ble
to d
o in
Eng
lish
Sayi
ng h
ow w
ell y
ou c
an d
o th
ings
5E
An
acti
on p
lan
page
78
Talk
abo
ut th
e ch
arac
teri
stic
s of
a g
ood
lang
uage
lear
ner
Wri
te a
n ac
tion
pla
n
Voca
bula
ryW
ords
rela
ted
to th
e ch
arac
teri
stic
s of
a g
ood
lang
uage
lear
ner
Expr
essi
ons
to o
utlin
e an
act
ion
plan
Rea
ding
: defi
niti
ons
of a
goo
d la
ngua
ge le
arne
r; a
ctio
n pl
ans
Spea
king
: dis
cuss
reas
ons
for l
earn
ing
Engl
ish;
dis
cuss
ch
arac
teri
stic
s of
a g
ood
lang
uage
lear
ner
Wri
ting
: an
acti
on p
lan
Lang
uage
Ref
eren
ce p
age
80
Mag
azin
e Pa
ge p
age
82
Phon
emic
Cha
rt p
age
84R
evis
ion
Sect
ion
page
85
A
ctiv
ity
Boo
k pa
ge 9
5
Lear
ning
tip
1 –
List
en to
mus
ic to
impr
ove
your
list
enin
g sk
ills
page
99
Lear
ning
tip
2 –
Pay
atte
ntio
n to
col
loca
tion
s pa
ge 1
04Le
arni
ng ti
p 3
– Im
prov
e yo
ur p
ronu
ncia
tion
pag
e 11
1Le
arni
ng ti
p 4
– Le
arn
wit
h yo
ur o
wn
mis
take
s pa
ge 1
16Le
arni
ng ti
p 5
– St
ick
to a
stu
dyin
g ro
utin
e p
age
123
Stop
& C
heck
1–2
pag
e 10
5
Stop
& C
heck
3–
4 pa
ge 1
17A
udio
scri
pt p
age
124
La
ngua
ge B
ank
page
129
Stop
& C
heck
Ans
wer
Key
pag
e 13
1
1D MY MUSIC
AIM OF THE LESSON
Talk about moods and music
Vocabulary Nouns: mood, music app, playlist, tune
Adjectives: blue, bored, catchy, energetic, excited, grumpy, mellow, pick-me-up, relaxed
Verbs: boost, calm down, feel, suit
Fixed expressions to describe moods: I’m in a good/bad/foul mood today.; I’m (not) in the mood to…; I’m in no mood for… (a joke.)
Skills Speaking: talk about playlists; creating a playlist
Reading: a poem about music
Writing: a poem about music
Recycling Feel-good, superb
SPEAKING & VOCABULARY 15 min
READING & VOCABULARY 20 min
2[TS] Refer sts to the descriptions of playlists and the tasks.[IND] Ask sts to identify which playlists are described. Then match the highlighted words and definitions.[TS] As you check each answer, clarify meaning by eliciting examples of catchy tunes and types of music sts would classify as feel-good music. Ask What’s the best time to listen to feel-good songs? Elicit examples
of instruments which produce mellow sounds, or singers who have mellow voices and which would be a perfect morning pick-me-up song.[PW] For quick instant practice, have sts answer in pairs: What would you prefer to listen to as an alarm in the morning: a catchy tune, a feel-good song, a pick-me-up song or some mellow sounds? Why? Challenge sts to guess your answer. Elicit a few answers from the group.KEY: 1. Cheer me up, mate! Feel the burn, Put your feet up. 2. a. catchy b. feel-good c. mellow d. pick-me-up
BYOD – Bring Your Own Device
If sts actually have their own playlists, they could share them in small groups. Sts could try and guess something about their peers’ personalities based on the types of music they have on their playlists, and vice versa.
importance of tone of voice and body language to express meaning.[TS] Conduct a brief practice activity encouraging sts to use verbal and nonverbal signs to express meaning. Give commands for sts to produce sentences in pairs. If necessary, model one or two sentences yourself.Suggested commands: Say you are in a good mood, sounding excited. Say you are in a good mood, sounding sarcastic. Say you are in a foul mood, sounding grumpy. Say you are in a bad mood, sounding blue. Say you are in no mood for a joke, sounding bored. [PW] Have sts answer the follow-up questions. Monitor for appropriate use of intonation.KEY: 4. Jump for joy 1. Down in the dumps 6. Put your feet up 3. Feel the burn 2. Upbeat Jukebox 5. Cheer up, mate!
[TS] Round off by eliciting a few answers to compare sts’ opinions. Ask Which playlist would you choose for yourself today?KEY: Open answers.
[PW] Ask sts to change pairs and compare their playlists.[TS] Round off by eliciting sts’ playlist names, descriptions and a couple of genres or songs they included.
4[PW] Ask sts to create a playlist in pairs. They must choose a mood and a few songs or types of music that fit the mood they have chosen. Encourage sts to produce a short descriptive text and choose a catchy name for their playlists.
3[GW] Have sts work in small groups and then answer the follow-up question.
1 10
Books closed.[TS] Ask How do you feel when you wake up in the morning? Elicit vocabulary related to moods and feelings and write them on the B. Ask Do you feel like doing the same things when you are happy as when you are sad? How does your mood affect your music preferences? Do you have a favourite music app?Books open.[TS] Exploit the pictures and the titles of the playlists in the music app, helping sts with unfamiliar expressions and eliciting the types of music they might find on each playlist. Then refer sts to the sentences in the Target box describing different types of mood.[IND] Have sts match the sentences and playlists.[TS] Classcheck.[TS] Refer sts to the Pocket Expressions. Play the audio and pause after each sentence for choral repetition. Focus on intonation. Highlight the
23
WRITING 20 min
READING 20 min
5[TS] Tell sts they will read a poem about music. Ask them to guess the content of the poem (the effects of music on the writer). Refer sts to the questions before they read the poem.[IND] Ask sts to read the poem silently first and then answer the questions.
[TS] Ask a volunteer to read the poem aloud. Take the opportunity to elicit/teach on cloud nine (very happy). Elicit sts’ opinions and reactions to the poem. Then elicit answers. Accept different answers and contributions.KEY: Suggested answers: 1. Excited, relaxed, energetic, blue, happy 2. Music can suit or change your mood in different ways.
in each verse. Explain that sometimes words have the same sound but different spellings like cliché and play. Also help sts identify other structural elements such as the rhyming patterns, the number of syllables and the rhythm in the lines of the poem.[PW] Have sts discuss the influence of music in their lives and list words related to music and feelings that can help them express this influence.
Students can benefit a lot from models. Models are essential for them to clearly visualise the text in its entirety. Providing your students with a writing frame can offer the extra support they need to successfully carry out the writing task. Make sure, however, that your students understand that the frame is just a draft. Encourage them to see the frame as a starting point for them to build upon, to add to, edit, rewrite and, ultimately, own their texts.[IND] Allow sts some time to write their poems. Monitor to see how sts are carrying out the task and help as necessary.
7[TS] Tell sts to think about the previous questions and discussions and use their lists to write their own poems. Tell sts that expressing their feelings and moods is more important than rhyming. Suggest a few writing models, like the one in the poem, so sts can have a frame to work with. You might suggest verses of three lines to simplify the writing process.When I’m… Music is… I like…When I feel… Music makes… I feel…When I get… Music… I listen to…
6[TS] Write questions on the B to help sts work on the structure of the poem:What does the title mean? (Suggested answer: It suggests that the person is using the repeat mode in an MP3 player, for example.) How many verses are there? (Five.) How many lines in each verse? (Four.) Which word starts most lines in each verse? (Music.) Circle the rhyming words
EXTRA
If time allows, organise sts in small groups and have them read their poems to their peers. Encourage good use of body language and intonation.
Homework RevisionActivity Book 1E, page 99 Revision Section 1E, page 86
Refer sts to Magazine Page on page 22 and encourage them to read the text at home. Give them a few tips on how to go about the reading.
24
2C CHILLAX AND LET YOUR HAIR DOWN
AIM OF THE LESSON
Talk about stress and de-stressing
Vocabulary Noun phrase: personal safety
Adjectives: irritable, stressed out
Verbs: chillax, chill out, de-stress, loosen up, slow down, unwind
Expressions related to stress and de-stress: get distracted easily; lack of appetite; have a lot on your plate;
have trouble sleeping; let off steam; let your hair down; sweat your problems away; take your mind off things; work long hours
Fixed expressions for talking about de-stressing: …is a great way to de-stress.; …makes me feel much better. ;
For me the best way to de-stress is to…; After a stressful day at…; Nothing is more relaxing than…
Skills Speaking: talk about stressing and de-stressing techniques
Reading: people talk about stress and de-stress
Listening: de-stressing techniques
SPEAKING 10 min
Books closed.[TS] Say Are you feeling stressed right now? If you are, let’s look at some ways to de-stress. Books open.
[TS] Refer sts to the title of the lesson Chillax and let your hair down. Elicit/Explain the meaning of chillax (chill out + relax) and let your hair down (to allow yourself to relax and enjoy something).
1[TS] Refer sts to the rubric and remind them to justify their answers, giving examples.[GW] Sts talk in groups about the most common causes of stress.
[WG] Ask each group to tell the rest of the class the main cause of stress in their group to find out the main cause of stress in the whole class.
READING & SPEAKING 15 min
[GW] Sts compare the answers in groups to answer the follow-up question and find out which student is the most stressed out. Encourage sts to expand their answers by giving examples.
2[TS] Ask sts to read the rubric. [IND] Sts carry out the activity individually.
3[TS] Go back to the causes of stress in #1. Tell sts they’re going to read about some people who found efficient ways of de-stressing. Have sts do the task. Tell them to refer to the glossary box if necessary.[IND] Sts read the texts and underline the main points. [PW] Ask sts to answer the questions in pairs based on what they’ve underlined.
[TS] Round off by asking Which of these techniques would be the most and least effective for you? Why? KEY: Kevin has a lot on his plate at work. He goes for a run; Scott used to have trouble sleeping. He watched films; Paige had money worries. She took up dancing
4[TS] Refer sts to the expressions in the glossary box again and practise pronunciation. Set up the group activity.[GW] Sts talk in groups and complete the sentences. Remind them to justify their answers.
[WG] Have sts vote as a class and write the most popular ideas for each category on the B. Elicit sts’ opinions.[TS] Ask sts to choose a de-stressing technique they’d like to try. Elicit some answers around the class.
LISTENING & VOCABULARY 15 min
[IND] Sts listen and match the techniques to the countries.[TS] Classcheck. Refer sts to the follow-up question.[PW] Sts talk about which technique they think is the most relaxing.[TS] Elicit some contributions.KEY: 1. B 2. E 3. F 4. C 5. A 6. D
5 17
[TS] Go through the pictures with sts, speculating about each de-stressing technique. Look at the countries and elicit what they know about each one and then try to do the matching activity. The pictures don’t give many hints; the activity is more about discussion and speculation. Don’t give any answers at this stage. Ask sts to listen and find out if their guesses were correct. Play the audio.
[TS] Classcheck and have sts repeat the new words.KEY: 2 de-stressing 3 unwind 4 slow down 5 loosen up
6[TS] Ask sts to listen again and do #6.[IND] Sts do the task.
32
SPEAKING 35 min
[PW] Sts engage in the conversation. Monitor the activity and make sure all sts are on track.
7 18
[TS] Go through the Pocket Expressions with sts. Play the audio and have sts repeat. Ask sts to use the vocabulary from #4 and #6 and the Pocket Expressions to talk about how they relax.
8[TS] Ask sts to come up with ideas for a spa. They have to design it, give it a name and make slogans to advertise it using language from the lesson. Then they have to present it to the class. They can use paper
and pencils, pens, felt-tip pens or tablets, if available. Allow plenty of time for preparation and presentation.[GW] Each group designs a spa and then presents it to the class.[WG] The class decides which spa is the most appealing and conducive to relieving stress.
BYOD – Bring Your Own Device
Ask sts to use their smartphones or tablets in pairs and look up other de-stressing secrets from around the world. Then have them share their findings in groups of four. Sts could do their search as homework and bring their findings to the following class.
Homework RevisionActivity Book 2D, page 103 Revision Section 2D, page 88
2D.7PlusLoad activity 2D.7Plus.Use this activity to consolidate vocabulary from the lesson and to replace conversation in #7.Part 1.[TS] Show illustrations and elicit what they have in common (people under stress). Tell sts they also show the literal meaning of some of the expressions they know.
[PW] Sts match the words/expressions to the pictures.Classcheck by having pairs come to the B one at a time to drag the words/expressions to the corresponding pictures.Part 2.[PW] Sts change pairs. They have about 5 minutes to discuss the questions.[TS] Round off by having sts share some of their answers with WG.
33
Mind Flow is a four-level intermediate course
covering CEF levels B1 and B1+. Each volume consists of 25
lessons grouped into five units, providing 30 hours of core work
and additional materials that can extend the course to approximately
50 hours. Additional materials comprise extra reading texts, BYOD
(Bring Your Own Device) tasks to be used in class, as well as various online
activities students can do from home.
Activity Book• Fully integrated in the Student’s Book
• Learning tips for learner autonomy
• Stop & Check activities that help students to
independently evaluate their progress.
Teacher’s Guide• Lesson-by-lesson plans
• Useful tips and ideas for best practices
• Answer keys and audioscripts
• Resources pack with photocopiable activities
Digital componentsThe printed materials are accompanied by
a number of digital resources, which may be used
inside or outside the classroom. These include:
• An optional interactive digital book version of the Student’s Book
and Activity Book for use on Apple® and selected Android® tablets
• A digital version of the Teacher’s Guide
• A suite of digital materials for use in the classroom by
the teacher
• Student and teacher online access to audio, video and
digital activities and additional online tasks
Course ComponentsStudent’s Book
• Appealing topics which allow learners to express their ideas, share experiences and develop
critical thinking skills.
• Activities devised to give learners the opportunity to develop the four skills, with emphasis on speaking
and listening.
• A syllabus that responds to the grammar, pronunciation and lexical needs of intermediate learners and
provides inbuilt recycling.
• Target boxes with systematisation of language: grammar, vocabulary, functions and morphology.
• Pocket Expressions with conversational fixed expressions that help learners communicate more naturally.
• Language Reference pages including exercises for classroom and self-access use.
• Revision Section with further practice and revision exercises linked to each unit.
• Magazine Pages presenting authentic-like texts for extensive reading and discussion.
STUDENT’S BOOK
4
4
9 788580 782073
ISBN 978-85-8078-207-3