1 • Unit 7pearsonespana.blob.core.windows.net/books/ENE TB Uni.pdf · 2013. 5. 30. · energy 1...

144 energy 1 • Unit 7

03Energy TB1Units7-10 5/2/07 12:04 Página 144

145energy 1 • Unit 7

Focus 1 Switch on Unit 7

MaterialsEssential: CD2. Optional: Some real/fake money incoins and notes.

2 minute test: Unit 6 – revision (Noughts andcrosses)• Divide the class into two teams: A and B.

• Give 1 minute for Ss to prepare as many questions aspossible about Koko (or any of the main charactersin Unit 6). E.g., Can Koko smile? Can Dave play thepiano?

• Draw the noughts and crosses grid on the board andnumber the spaces. Team A are noughts (O) andteam B are crosses (X).

• Team B must first choose a number from the grid.Team A asks team B a question. Team B can discussbefore answering. If they get the right answer, put across (X) in their box.

• The winners are the team who get a complete line ofnoughts or crosses, across/down or diagonally.

Tip: This game can be used for any revision activityinvolving ‘asking for information questions’.

Unit objectives box• Draw Ss’ attention to the objectives of the unit in the

box. Use one of the ideas suggested in Units 0–3 toexploit it.

Lead in• Ask Ss to cover the text and look at the photo of the

festival. Ask: What is it? (A music festival/a pop orrock concert.) Who can you see? (Mel and Isabel.)

• Brainstorm any vocabulary that Ss know/remember.Give them 1 minute to find words in pairs/smallgroups. Elicit and check them with the class. Writeany useful words on the board.

ListeningExercise 1• Ask Ss to discuss the words in the box and check the

meaning. They can look in their dictionaries and findthe words in the photo.

• Elicit the answers and check the meaning. E.g., Ask:Where are Mel and Isabel? (In a queue.) Why? (Because they want to buy tickets.)

• Elicit and check joke and wait in L1 if necessary, tocheck Ss’ understanding.

• Model and drill the pronunciation of the new words.

Exercise 2 (CD2, track 6)• Ss read the questions. Tell them to listen and write

the answers.

• Play the recording. Remind them not to worry ifthere are words they don’t understand on therecording. Say: Just answer the 2 questions.

• Ss check in pairs. Monitor to see if they were able toanswer. Play the recording again if more than 2 or 3Ss can’t answer both questions.

• Call on Ss to answer. Check that they remember themeaning of in front of. Ask: Why can’t Mel see Tom?(Because they are in a queue.)

Answers: 1 They’re in a queue. 2 They’re in front ofthe stage (on the right).

Cultural notes:

Pop festivals usually take place over a weekend andfeature a number of bands: mainly pop, rock, heavymetal and world music. They have become regularevents in many countries since the 60s. The mostfamous was Woodstock, which took place in theUSA in 1969. In the UK, pop festivals usually takeplace in the summer months. The most well knownare in Glastonbury, which started in 1970, andReading, which started in 1960. However, localoutdoor pop music concerts are also very common.

Energise!One of the most important stages in a lesson is thefeedback stage, when you check Ss’ answers, correctand clarify any doubts and problems you noticedwhile you were monitoring. It is also the chance togive positive comments on their work and progress,which is very motivating. Ss are then ready to moveon to the next part of the lesson, and should be ableto concentrate better!

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Unit 7 71

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ReadingMel Hi, Tom!Tom Mel! What’s up? What are you doing?Mel I’m with Isabel. We’re waiting for Mickey.Tom So he’s late again! The band’s coming on

stage now!Mel I know. I can hear them.Tom Where are you?Mel We’re buying tickets. We’re waiting in a queue

at the moment but it isn’t moving. How muchare the tickets?

Tom Seven pounds fifty each.Mel What!?! You’re joking!Tom But four pounds with a student ID.Mel Oh, good! Are you standing near the

stage, Tom?Tom Yes, we are. We’re in front of the stage,

on the right.

Hellooo!!Mel Ouch! Who’s shouting?Tom Sorry, it’s Dave. He’s saying hello!Mel Muppet! Hey, I can see Mickey! See you later.

Read the conversation and correctthe sentences.

1 Mel is with Mickey. Mel is with Isabel.2 Tom is late.3 The tickets are seven pounds fifty each.4 Tom’s in front of the stage, on the left.5 Mel can see Dave.

Complete the phrases from theconversation. Then check what they mean.

1 What’s u —? 3 You’re j — — — — — !2 W — — — !?! 4 See you l — — — — .

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4

Listen and check. Compare the prices withyour answers from exercise 6.

1 the bottle of cola £1.002 the hamburger3 the mobile phone4 the bus ticket5 the CD

7

Vocabulary – Money

Say these prices. Then listen and repeat.

1 £1.00 15 £2.992 £1.50 16 £1.603 £15.00 17 £13.744 £80.00 18 £20.00

In pairs, match the prices to the correct objects.

£1.20 £2.80 £79.99 £1.00 £13.75

A: How much is the … ?B: I think it’s … .

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RememberThe signs go before

the numbers.

£20 twenty pounds£20.50 twenty pound

s fifty p(ence)



Focus 1 Switch on Unit 7

ReadingExercise 3• Ss read the conversation. Do the example and check

vocabulary. Give Ss 3 minutes to read the text andwrite down the correct answers.

• Ss check in pairs. Monitor for problems so that youcan deal with them in feedback.

• Call on Ss to answer. Involve all the Ss. Ask: Is youranswer the same/different?

• After question 4, mime/check the meaning of near.

• Note: Muppet is a friendly way of saying someone issilly.

Exercise 4• Ask Ss to read the text again and write the phrases

down.

• In pairs/small groups, Ss discuss the meaning of thephrases. Tell them to think about the words incontext and guess what they mean. Monitor closelyto see how well they do.

• Elicit answers and check the meaning. E.g., What’sup? is an informal way of saying What’s wrong?/What’s the matter?

• Ask: Why does Mel say What!?! ? (Because she thinksthe price of the ticket is a lot of money.)

• Ask: Why does she say You’re joking! (Because shedoesn’t believe him.)

• Elicit the phrases from Ss in L1 if necessary, to checkunderstanding.

• Note: Ss should know See you later from p 6exercise 7.

Vocabulary – Money• If possible, show Ss some money. Check the meaning

of pound. Ask: What sort of money do they use inBritain? (Pounds and pence.) Ask: How many penceare there in one pound? (100.)

• Ss might want to know the value of one pound intheir own currency.

• See Quizzes and Revision p 11 and 25.

Remember box• Ss read the box. Drill the pronunciation and highlight

the fact that we don’t say and between pounds andfifty.

• Tell Ss to copy the sentences and practise drawing thepound (£) sign.

Exercise 5 (CD2, track 7)• Check the meaning of price.

• Ss practise saying the prices in pairs/small groups.Monitor for pronunciation.

• Play the recording. Ss listen. Play the recordingagain, pausing after each price. Ss repeat chorally andindividually.

Exercise 6• Check the prices. Elicit/Drill the pronunciation of

each one.

• Ss look at the photos. Ask: What are these thingscalled? Elicit and drill: bottle of cola, hamburger, busticket

• Elicit/Check: How much? Ask: What do we say to findout the price? (How much is …?)

• Do the example and ask Ss to guess the answer.Model and drill: How much is the bottle of cola?

• Ss work in pairs and take it in turns to ask thequestion and guess the answer. Ask them to writedown their guesses.

Exercise 7 (CD2, track 8)• Play the recording for question 1. Ss check if they

had the correct answer. If not, tell them to write itnext to their answer.

• Play the rest of the recording. Ss check their answersand then check in pairs. Monitor for problems andplay the recording again if necessary.

• Call on Ss to answer. Correct/Drill the pronunciationif necessary.

Answers: 2 £2.80 3 £79.99 4 £1.20 5 £13.75

Answers: 1 one pound 2 one pound fifty p 3 fifteenpounds 4 eighty pounds 5 two pounds ninety-nine p6 one pound sixty p 7 thirteen pounds seventy-four p8 twenty pounds

Answers: 1 up 2 What! 3 joking 4 later

Answers: 2 Mickey is late. 3 The tickets are fourpounds with a student ID. 4 Tom’s in front of thestage, on the right. 5 Mel can’t see Dave.



Think about language

Make rules.• To make a present continuous negative

put not before/after am, is or are.• To make a present continuous question put

am, is or are before/after the subjectpronoun.

Check these verbs. Then write the -ing form. Be careful of the spelling changes.

sing singing

read

cook

study

watch

listen

play

sleep

write writing

dance

have

move

come

shop shopping

sit

run

Complete the phone conversation with the correct form of the present continuous. Use the verbs in brackets.

Sam Hi, Helen! What 1 (do) …… you ……… ?2 (play) … you … a computer game?

Helen No, I 3 (do) … my homework at the moment. What 4 (do) … Sarah … ?

Sam She 5 (sit) … on my bed and she6 (read) … a magazine. Hey! I can hear music. 7 (listen) … you … to a CD?

Helen No, I’m not. My brother 8 (play) … the guitar – it’s very loud!

Positive

I’mYou’reHe’s/She’s/It’s

singing.

We’re/They’re

I’m waiting in a queue atthe moment.

Negative

I’m notYou aren’tHe/She/It isn’t

singing.

We/They aren’t

I’m not waiting.

Questions

Am IAre youIs he/she/it

singing?

Are we/they

Are you waiting?

Short answers

Yes, I am./No, I’m not.Yes, you are./No, you aren’t.

Wh- questions

What are they doing?Who is shouting?

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Remember

e

drop the final ewrit writing

doingare

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FOCUS 2 Grammar – Present continuous

Unit 7



Focus 2 Grammar – Present continuous Unit 7

MaterialsOptional: Festival poster, pictures of bands/a concert forthe roleplay, Communication Activity 13, Flash Test 11.

2 minute test: Focus 1 – revision of prices(Dictation)• Dictate 8–10 different prices from Focus 1 exercise 5

(or similar ones).

• Ss write them down in words, and then check theiranswers in pairs.

• Elicit answers and write them on the board.Check/Drill pronunciation.

Grammar box• Write on the board: We’re waiting in a queue at the

moment but it isn’t moving.

• Tell Ss to look at the photo in Focus 1. Point to thesentence on the board and ask Who is saying thissentence? (Mel.) Ask: Where is she? (At the festival.)Ask: Who is she talking to? (Tom.) Ask: Who is shewith? (Isabel.)

• Underline: We’re waiting/at the moment/it isn’t movingin the sentence.

• Ask: Which of the underlined words mean now? Elicitanswer: at the moment.

• Point to the board again. Ask: Which tense is We’rewaiting and it isn’t moving? Give/Elicit the answer:the present continuous.

• Check the concept: Present continuous for actions inprogress at the moment of speaking. E.g., Ask: Iswaiting/moving temporary or permanent? Now oralways? (Temporary/Now.)

• Ask: How is this tense made/formed? Ss discuss thequestion in pairs. Give/Elicit the answer: with the verbto be + verb +-ing. Write this on the board.

• Point to the verb + -ing in the examples on the board:waiting and moving. If you think it is appropriate, tellSs this is called the present participle.

• Model and drill the pronunciation of the sentenceson the board.

• Ss read the Grammar box.

• Note: Examples of subject and object questions weregiven in Unit 6, Focus 2. In the Grammar box here a) What are they doing? is an object question; b) Whois shouting? is a subject question. The answer to Whatin a) is They’re waiting for Mickey. The answer toWho in b) is Dave (is).

Think about language• Ss discuss the questions in pairs/groups.

´

Exercise 1• Ss read and check the meaning of the verbs in

pairs/small groups.

• Ask them to pay attention to the examples and decidewhat the spelling is for the other verbs.

• Ss work in pairs to discuss and write the verbs andtheir present participle spellings in their notebooks.

• In feedback, elicit the answers and write them on theboard. Ask: What’s the difference in the spelling?(1st section: verb + -ing; 2nd section, verbs ending in -edrop the final -e + -ing; 3rd section, the finalconsonant is doubled + -ing.)

• Note: Spelling rules for the present participle a) verbsending in -y do not change to -i. b) In verbs of onesyllable, ending in a consonant preceded by a vowel,the final consonant is doubled.

Remember box• Read the box with Ss and elicit other examples.

E.g., like, love.

Exercise 2• Ss read the text. Ask: What are Sam and Helen doing?

(They’re talking on the phone.)

• Check the example. Ss work alone/in pairs. Tell themto look at the Grammar box for help.

• Check answers. Model/Drill the pronunciation of thequestions/answers in open pairs. Then write theanswers on the board.

Answers: 2 Are you playing 3 am doing 4 is Sarahdoing? 5 is sitting 6 is reading 7 Are you listening 8 is playing

Answers: reading; cooking; studying; watching;listening; playing; sleeping; dancing; having; moving;coming; sitting; running

Extra activity:Ss read the text in Focus 1 and find all the examplesof the present continuous.

Answers: 1 after 2 before



In pairs, make false sentences about thepeople in the photos. Correct your partner’s sentences. Use these verbs.

eat run sit stand read sing dancetalk watch cry shop wait listen

A: He’s sleeping.B: He isn’t sleeping. He’s reading.

In pairs, student A choose a person in thephotos. Student B ask questions. Who is it?

B: Is it a man or a woman?A: It’s a man.B: Is he sitting in a chair?A: Yes, he is./No, he isn’t.

Roleplay – Describe a scene

Student A: you are at a concert. Student B:you are at home. Call your friend on his/hermobile and have a conversation.

A: Hello.B: Hi! Is that … ?A: Yes, it is. Hi, … ! Where are you?B: I’m at home and I’m bored. Where are you?

What are you doing?A: (Describe where you are and what you are

doing.)B: What can you see? What are people doing?A: (Describe three people from the pictures or

invent some people.)B: You’re lucky! Are you having a good time?A: …

Now write the conversation.

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Unit 7



Focus 2 Grammar – Present continuous Unit 7

Exercise 3• Ask Ss to look at the photo. Teach/Elicit vocabulary

they will need for the exercise.

• Ask Ss to read the verbs in the box and find them in the photo. Check: eat, sit, cry.

• Model and drill the example sentences, highlightingthe sentence stress and short forms.

• Elicit some examples with He/She is/isn’t …

• Give Ss time to think about what they are going to say about the photo.

• Ss work in pairs. Monitor closely to help withaccuracy problems.

• Call on Ss to answer in open pairs. Correct and drillany problem sentences.

Exercise 4• Demonstrate the activity yourself, using the example.

Ss have to find out who you have chosen.

• Model and drill the Yes/No question form.

• Divide Ss into A and B. First A asks B the questionsand B answers. Then B asks A.

• Monitor closely to help with problems.

• Reorganise the Ss so that they practise with a different partner.

• Call on Ss to ask/answer in open pairs and clarify anyproblems.

Roleplay – Describe a sceneExercise 5• Ask Ss to imagine they are at a concert, or the

festival in the photo. They read the dialogue.

• Use the photo to elicit/teach: bored, lucky, have agood time. Ask: Are they happy or sad? (Happy.) Isthe festival interesting or boring? (Interesting.) Are thepeople bored? (No.) Are they having a good time or abad time? (A good time.)

• Model and drill the pronunciation of the new words.

• Check the conventions for answering the phone.E.g., Hi, is that … ? Yes, it is. Ask: Is it the same inyour language? Ss practise saying the 2 lines to eachother in pairs.

• Tell Ss to think about what they are going to sayabout the concert. They can use the photos or inventsome people, and make notes if necessary.

• Divide Ss into pairs, A and B. They act out theconversation. Then they change places and do itagain.

• Monitor and make notes on examples of goodlanguage and common mistakes your Ss make,including pronunciation problems.

• In pairs, invite Ss to act out their conversations infront of the class.

• Write some of the examples you noted on the board.Ask Ss to work alone/in pairs to correct them wherenecessary. Check answers.

• Alternatively: Instead of using the photo in the book,provide Ss with pictures of a concert/bands/singers,which they can use to describe where they are andwhat they can see.

• See Communication Activity 13.

Exercise 6• Ss write their conversation alone/in pairs. As with the

Writing Gyms, encourage Ss to collaborate andconsult you and their classmates if they have doubtsor questions.

• Alternatively: Ss can write the conversation forhomework.

• See Flash Test 11.

Extra activity:Ss can write a different version of their conversationin Exercise 5. They can use the photo or picturesthat you provide. In pairs, Ss then rehearse theconversation and try to memorise it. Monitor closelyand give help with pronunciation and accuracyproblems where necessary. Ss then act out theirconversations and the class votes for the best one.

Extra activity:If you have a poster of a festival, display it. Give Ss1 minute to memorise what is in it. Put Ss into pairs,A and B. First A sits with his back to the poster. Bchooses a person. A asks questions to find out whoit is. Then they change places and do the same.



Unit 7

Find out!

Student A look at this page. Student B go topage 136. Complete the prices of the things inthe photo.

A: How much is this/that/a cap?B: It’s … .A: How much are these/those sunglasses?B: They’re … .

Use this photo. Student A: you want to buya present for each person in your family. You’vegot £15.00. Student B: you are the seller.

A: How much is … ?B: It’s … .A: Can I have a … ?B: Here you are. That’s … .A: Thank you.

Student B: you want to buy a present foreach person in your family. You’ve got £24.00.

ReadingLaura How much are these pencils?Seller 80p each.Laura And a cap?Seller Three pounds ninety-nine.Laura And wallets?Seller Wallets are six pounds fifty.Laura Can I have two postcards, a cap

and two pencils, please?Seller That’s six pounds ninety-nine, please.Laura Here you are.Seller Great, thanks.Laura Wait a minute – that isn’t right.

Listen, read and answer the questions.

1 What does Laura buy?2 How much does the seller ask for?3 What’s the correct price?

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wallets £6.50

postcards 20p

sunglasses £8.75

football shirts £…

notebooks …p

posters £…

cameras £…

pencils 80p

dolls £…

pens £1.15

bus £…

caps £3.99

1

FOCUS 3 Communication – Buy things



Focus 3 Communication – Buy things Unit 7

2 minute test: Focus 2 – revision (Presentcontinuous mime game)• In teams, Ss prepare to mime as many activities as

they can think of in 1 minute.

• Each team mimes an action. The other teams take itin turns to guess the action and say it correctly. E.g.,She’s dancing/He’s playing the guitar/They’re singing.

• If they get the right answer and the sentence isgrammatically correct, they get a point. If they makea mistake, they lose a point.

• The winners are the team with the most points.

ReadingLead in• Ss look at the picture. Ask them to name the items

they see on the stall in pairs/small groups.

• Elicit the words and drill the pronunciation ifnecessary. Teach/Check and drill: postcard, camera.

Exercise 1 (CD2, track 9)• Play the recording and read the questions with the Ss.

• Ss read the text alone to answer the questions andcheck in pairs.

• Call on Ss to answer. Model and drill the prices ifnecessary.

• Check: polite request. Ask: Does Laura ask for whatshe wants in a polite way? (Yes.) Ask: What does shesay? (Can I have … ?)

• Check: Here you are. Ask: What does Laura say whenshe pays? (Here you are.) Mime the action she makes toillustrate the meaning and drill the pronunciation. AskSs to pass things to each other and say the phrase.

Find out!Exercise 2• Elicit and revise the difference between this/that/these/

those using the photo or classroom objects.

• Model and drill: How much … ? questions from theexample, in the singular and plural form.

• Elicit the answers and drill. Ss practise the questionsand answers in open pairs.

• Divide Ss into A and B. B looks at p 136. Tell them toface each other and not show their books to theirpartners.

• Ss take it in turns to ask questions and write downtheir partner’s answers.

• Call on Ss to answer in open pairs. Correct and drillfurther if necessary.

Exercise 3• Put Ss into pairs, A and B. Tell A’s that they have £15

to buy presents for their family.

• Give Ss A time to look at the picture and make a listof what they want to buy. Ss B look at the prices andpractise saying them alone.

• Drill the dialogue in open and closed pairs, usingsingular and plural examples from the photo: Howmuch is/are …? It’s/They’re …

• Ss do the activity. Monitor and make notes onexamples of good language/problem areas to dealwith in feedback.

Exercise 4• Tell Ss B they have £24 to buy presents for their

family. Follow the same procedures as in exercise 3.

• Write good language and problem sentences on theboard. Ss discuss them in pairs and correct ifnecessary. Check answers.

Answers: A: wallets £6.50, caps £3.99, pens £1.15,pencils 80p, postcards 20p, sunglasses £8.75; B: bus£4.50, cameras £5.99, notebooks 75p, poster £5.50,football shirts £23.00, dolls £12.50.

Answers: 1 two postcards, a cap and two pencils 2 sixpounds ninety-nine 3 five pounds ninety-nine



Unit 7

In pairs, look at the photos. What types ofmusic can you find?

Number 1 is jazz, I think.

Do you know any other types of music?

Match the types of music to bands youknow.

Rap – Eminem

Listening

Listen and decide. What type ofmusic is it?

1 jazz

In pairs or groups, talk about the types ofmusic you like and don’t like.

A: What type of music do you like?B: I like pop and rock, but I don’t like jazz. And you?

Pronunciation - \ø\, \œ\

Listen and repeat these words.

\œ\ jazz classical Latin bag\ø\ punk under country drums

Listen and choose the words you hear.

\œ\ \ø\

1 cap cup

2 ran run

3 bag bug

4 cat cut

5 and under

Memory Gym 12

yuyuyu

Music

Go to page 121

M

Blues

Techno

Rap

Jazz

Country

Folk

Classical

Rock

Pop

Punk

Metal

Latin

M

MUSICONLINE

M

1

2

4

6

7

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SHOPPING

CLICK NOW !75

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M3 M4

M1

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Memory Tip 7

Think of similar words in your language.

FOCUS 4 Vocabulary – Music



Focus 4 Vocabulary – Music Unit 7

MaterialsEssential: CD2. Optional: material for 2 minute test,phonemic chart, pictures of bands/singers.

2 minute test: Focus 3 – revision of buyingthings• Write the following dialogue in a jumbled order on

the board:

How much are these sunglasses?/They’re £4.50./Howmuch is this doll?/It’s £6.99./Can I have a doll, please?/That’s £6.99./Here you are./Thanks.

• In pairs/teams, Ss order the dialogue.

• Check the answers. Ss practise in pairs.

Exercise 1• Books closed. Create interest by eliciting some different

types of music Ss know. Write them on the board.

• Books open. Ss look at the list in their books and thephotos. Check if they are the same/different to theirlist. Do the example.

• Ss work in pairs and match the photos.

• Check Ss’ answers. Ask: Who sings/plays this music?

Exercise 2• Ss discuss any other types of music they know in

pairs/groups.

• Elicit answers.

Exercise 3• Do the example.

• In pairs/groups Ss discuss bands/singers which matchthe types of music.

Memory Tip 7• Read the box with the Ss and discuss the tip. Elicit

other words in your Ss’ language which are similar toEnglish words.

• Ask Ss to look at their Wordstore notebooks anddiscuss how they record their vocabulary.

Pronunciation – \ø\, \œ\Exercise 4 (CD2, track 10)• Write the 2 symbols on the board and model/drill the

pronunciation. Show the symbols on the phonemicchart if possible.

• Play the recording. Ss repeat chorally. Play it again,pausing for Ss to repeat individually.

Exercise 5 (CD2, track 11)• Ss read the words in the grid. Check the meaning

of words they don’t know.

• Play the recording for the first example: cap.

• Play the rest of the recording. Ss check answers in pairs. Monitor and play the recording again ifnecessary.

• Check answers with the recording, pausing it toelicit/check answers. Drill any problem sounds.

ListeningExercise 6 (CD2, track 12)• Ss look at the list of music. Play the recording for the

first example: jazz.

• Play the rest of the recording. Ss write their answersthen check in pairs/small groups.

• Play the recording again if necessary.

• Call on Ss to answer. Check/Drill the pronunciation.

Exercise 7• Do the example. Drill the question and answer. Ss say

what they like/don’t like.

• Elicit answers from the class and discuss populartypes of music in your class.

Memory Gym 12 – Music (SB p 121)Exercise 1• Ss can race to find the words in teams, or give a time

limit. Check answers. Refer Ss to their Wordstore books.

Exercise 2• Ss work alone. Give a 3-minute time limit.

• Ss discuss their lists in pairs/groups.

• Refer Ss to Wordstore p 31.

Answers: Across: latin, classical, pop, country, rock;Down: folk, jazz, punk, metal, techno, rap, blues.

Answers: 2 classical 3 rap 4 folk 5 country 6 blues7 techno 8 rock 9 latin 10 metal

Answers: 2 run 3 bag 4 cut 5 and

Answers: 2 rock 3 rap 4 classical

Cultural notes:

Music (see Cultural notes p 105)Dizzy Gillespie was an American trumpet player andjazz musician. He died in 1990.Jimi Hendrix was born James Marshall Hendrix in theUSA. He is a legendary guitar player who died in 1970.Missy Elliot is an American artist, producer, writer,rapper and singer.



Unit 7

Reading

Quick Read. Read the text quickly. What texttype is it?

a) a form b) an advertisement c) an article

Detailed Read. Read the text again and choosethe correct words.

1 Pop Dreams is …a) a TV programme. b) a cassette. c) a video.

2 There are … people watching Pop Dreams on TV. a) fifty b) 3,000 c) millions of

3 Pop Dreams is looking for … a) dancers. b) David Yates. c) singers.

4 … people are invited to sing in front of the judges.a) Fifty b) 3,000 c) Five million

5 This year’s winner is called …a) Pop Star. b) Pop Dream. c) David Yates.

6 David is in …a) the theatre. b) Britain. c) Las Vegas.

Listening

Listen to 3 contestants from Pop Dreams.Complete the table with information about them.

Speaking

Invent a new contestant for Pop Dreams andmake notes about him/her. Then in pairs, askand answer the questions from exercise 4.

A: What’s your name and where are you from?B: I’m … and I’m from … .

Study skills – Dictionary work

Before you use the dictionary!

• Examine the word. Is it a noun, an adjective or a verb?

Are you a musician? nounHave you got a good voice? adjectiveI’m travelling all over the world. verb

• Guess the meaning. Look at the context.

Are you a talented musician?a) Is talented an adjective, a noun or a verb?b) Do they want good, very good or bad

musicians?c) What does talented mean?

Pattie Rob Jane

1 from? London

2 job?

3 boyfriend/girlfriend?

4 favourite band/singer?

5 song today?

Writing Gym 7

yuyuyu

A form

Go to page 130

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1

2

4

5

Think about the study skill. Are theunderlined words nouns, adjectives or verbs?Can you guess their meaning?

1 3,000 people are sitting in the theatre.2 Some people can’t perform in front of

TV cameras.3 I’m recording a new song in Las Vegas.4 It isn’t easy.5 You can win too!

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FOCUS 5 Skills – Pop Dreams



Focus 5 Skills – Pop Dreams Unit 7

MaterialsEssential: CD2. Optional: materials for 2 minute test,examples of a form and advertisement, a world map,dictionaries, pictures of 2 young people, map of GreatBritain, Communication Activity 14.

2 minute test: Focus 4 – music (Find someonewho …)• Before class, write the different types of music from

Focus 4 on separate pieces of paper, one for each S.

• Check words Ss are not sure of.

• Follow the procedures outlined in the 2 minute testin Unit 5, Focus 4.

• Tell Ss to remember or note down the number of Yes/No answers.

• In feedback, call on Ss to tell the class how manystudents like each type of music.

ReadingLead in• Create interest in the text. Ask Ss to cover the text

and look at the title and question. Elicit their answersto the question.

• Check the meaning of dream/to dream. Ask: Is it yourdream to be a pop star? Ss discuss in pairs/smallgroups. Elicit answers.

• Ask: What do you think the text is about? Elicit Ss’ideas.

Exercise 1• Ss read the choices in exercise 1. Check the meaning

of form and advertisement using pictures/examples ifpossible. Model and drill the pronunciation.

• Give 1 minute for Ss to read the text alone anddiscuss their answer with a partner.

• Check the answer. Ask: Why? (Because they wantpeople to reply and take part in the programme.)

Exercise 2• Ask Ss to read the sentences. Check the meaning of

cassette, look for, millions, winner/win a competition,judge, theatre.

• Ask: Where’s Las Vegas? (In the USA.) Use theworld map if possible.

• Give Ss 4 minutes to read the text alone and write theanswers to the questions.

• Ss check in pairs/small groups. Tell them to find theplaces in the text which give the answers. Monitor forproblems you will need to deal with in feedback.

• Call on Ss to answer. Clarify any problems Ss had.

• Alternatively: Ask Ss to discuss what they think thenew words mean and/or find them in the dictionary.

Study skills – Dictionary work• Read the box with the Ss. If they don’t know the

meaning of noun, adjective, verb, use the examples to teach Ss the terminology. Elicit other examples to check understanding.

• Discuss the second point. Remind Ss that trying toguess the meaning of a word from its context is animportant skill. They should always try to do thisbefore looking up words in the dictionary.

• Ss work alone. The exercise encourages Ss to workout the meaning of talented.

• Ss discuss the questions in pairs/small groups.

• Elicit the answers and the concept of talented. Ask:Do they want good or bad musicians in the programme?(Good.) What’s another word for a good musician?(A talented musician.)

Exercise 3• Ss do the first part of the exercise alone and check

their answers in pairs/small groups.

• Tell them to find the sentences in the text and look at thecontext. This will help them to guess the meaning of theunderlined words in L1. Ss discuss their answers in groups.

• Alternatively: tell Ss to check their guesses by lookingthem up in their dictionaries.

Answers: a) adjective b) very good c) good

Answers: 1 a) 2 c) 3 c) 4 a) 5 c) 6 c)

Answer: b)

Cultural notes:

Talent competition programmes like Stars in theirEyes have always been quite popular on British TV.However, pop star competitions have become muchmore publicised recently since the success of the TVprogramme Pop Idol in 2001. Will Young was thewinner and as a result he became an instant pop starwith a recording contract, number one hit and a well-respected career. There are now spin-offs of PopIdol, like Pop Stars: The Rivals and The X-Factor.

Answers: 1 noun 2 verb 3 verb 4 adjective 5 verb

Extra activity:Write other new words from the text on the board.Ask Ss to find them and guess their meaning fromthe context. E.g., fantastic/contact/send/invite/look at.



Unit 7 81

ou’re on stage. 3,000 people are sitting in the theatre in front of you. Millionsof people are watching you on TV. Pick up the microphone, open your mouth and start to sing.

Is this you? Do you want to be a pop star?

Pop Dreams is looking for Britain’s next number one pop star. Are you a talented musician? Have you got a good voice? We’relooking for YOU.

It isn’t easy. There are 10,000 people in this competition and they want to be numberone too. Some people can’t perform in front of TV cameras. Can you sing in front of millions of people? Yes? Contact us today!

Y

✭✭✭

What do you do?

1 Record your favourite song on video or CD and send it to Pop Dreams.

2 We look at all of your videos andCDs and invite fifty people to the

TV programme.

3 Sing your song in front of our judges and the television cameras. Then the

competition starts!

I’m having a fantastic time!I’m travelling all over the world.

My new CD is coming out today and I’m recording a new song in Las Vegas.

It’s hard work but it’s great fun!Try it! You can win too!

IMPORTANT If you are under 16 please ask your parent or guardian to fill in this form and bring it along with you to the audition.

Name Address

AgeSigned (parent or guardian)Date

Write off for an entry form NOW!

This year’s winner – David Yates



Focus 5 Skills – Pop Dreams Unit 7

(SB p 76)

ListeningExercise 4 (CD2, track 13)• Check the meaning of contestant. Ask: Who are the

contestants? (Pattie, Rob and Jane.)

• Look at the example and check the notes in the grid.Elicit the full questions the interviewer asks and writethem on the board: Where are you from? Are youworking?/Have you got a job? Have you got agirlfriend/boyfriend? Who’s your favourite singer/band?What’s your favourite song?

• Tell Ss to copy the grid into their notebooks.

• Play the recording. Ss listen and note the answers.

• Ss check their answers in pairs while you monitor.They will probably need to hear the recording once ortwice more. Ss check answers after each listening.

• Call on Ss to answer.

SpeakingExercise 5• Show Ss pictures of 2 teenagers, who are contestants

on Pop Dreams. Tell Ss to imagine they are thisperson. They invent information about him/her usingthe questions from exercise 5 on the board.

• Ss prepare their notes alone or in pairs/small groups.Give a 4–5 minute time limit.

• Monitor closely while they work to answer questionsand provide vocabulary needed.

• When they are ready, put Ss into pairs with adifferent partner. First S A interviews B and makesnotes. Then B does the same.

• Monitor Ss from a distance during the interview.Make notes on examples of good language/commonproblems.

• Call on Ss to tell the class about their partner.

• Write examples of language you heard on the board.Ss discuss and correct it where necessary.

Writing Gym 7 – A form (SB p 130)Writing Tip - Addresses and phone numbers• Check any differences between British addresses and

those in their country.

• Elicit the telephone codes for Ss’ country/area.

• Check the pronunciation of the number ‘0’ inEnglish. It’s the same as the letter ‘O’ in BritishEnglish.

Exercise 1• Ss read the text.

• Ss rewrite the address and check in pairs.

• Elicit the answer and write it on the board.

Exercise 2• Ss copy the headings and write their own

information. Check surname and Ms/Miss.

• Ask questions to check. E.g., What’s your surname/area code? Call on Ss to answer.

Exercise 3• Ss read the form. Ask checking questions.

E.g., What’s his favourite band? How old is he? Ask questions about David. E.g., Why does he wantto be on Pop Dreams?

• Ss read the plan and look at the form. Give them 2–3minutes to decide why they want to be in PopDreams.

• Ss use the plan and David’s form to help them makenotes about themselves. Monitor closely andencourage Ss to collaborate.

Exercise 4• Ss check their forms with you or with a partner.

Encourage them to help each other with problemareas.

• See Communication Activity 14.

Answers: 8, Green Street, Brighton, Sussex BN4 5WV

Answers: Pattie: 2 No 3 Yes 4 Justin Timberlake 5 I’mwaiting for you; Rob: 1 New York 2 Yes 3 No 4 TheBeatles 5 Mambo Number 5; Jane: 1 Sydney, Australia2 No 3 Yes 4 Robbie Williams 5 I have a dream.



Grammar

Choose the correct words.

1 I ’m /’s reading a book.2 She aren’t/isn’t talking to her friend now.3 The dog ’re/’s sleeping.4 Mary and Tom is/are coming now.5 My mother ’m not/isn’t reading.6 We aren’t/isn’t sitting in here.

Complete with the correct form of the present continuous. Use the verbs in brackets.

1 A: What (do) …… you ……… at the moment?B: I (play) … my guitar.

2 A: What (do) … Kim … ?B: She (sleep) … .

3 A: (work) … Mary and Tim … now?B: No, they (watch) … TV.

4 A: (listen to) … your mother … music?B: Yes, she (listen to) … jazz.

5 A: (buy) … you … tickets?B: No, I (wait) … for Mickey.

Write the -ing form of the verbs.

sing sit cook draw write usetype read run swim dance

singing, …

Look at the picture and correct the sentences.

1 He’s playing the piano.

He isn’t playing the piano.He’s playing a guitar.

2 She’s playing a guitar.3 She’s standing at the piano.4 They’re talking.

Vocabulary

Find the music words.

1 zazj jazz 5 knup2 lsascliac 6 cork3 nochet 7 slube4 trouncy 8 natil

Write the prices.

1 one pound fifty

Communication

Write a conversation for a buyer and aseller in a shop. Use the words and prices fromexercise 6.

Buyer How much is a can of cola?Seller It’s … .Buyer Can I have …, please?

are doing

How

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g? GrammarExercises 1–4

VocabularyExercises 5–6

CommunicationExercise 7

1

2

3

5

6

7

4

21

5

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4

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Energy CheckU

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Unit 7



Energy Check Unit 7

GrammarExercise 1

Exercise 2

Exercise 3

Exercise 4

VocabularyExercise 5

Exercise 6

CommunicationExercise 7

How RU doing?• Look back at Energy Check Units 1–3 for ways of

exploiting the self-evaluation grid.

• See Mixed-ability Test Book Unit 7 Test p 45.

Possible answer: Ss write different dialogues.

Answers: 2 fifteen pounds 3 one pound thirty-five p4 eleven pounds ninety-nine p 5 eighty p 6 seventy-six p

Answers: 2 classical 3 techno 4 country 5 punk 6 rock7 blues 8 latin

Answers: 2 She isn’t playing a guitar. She’s playingthe piano. 3 She isn’t standing at the piano. She’ssitting down. 4 They aren’t talking. They’re singing.

Answers: sitting, cooking, drawing, writing, using,typing, reading, running, swimming, dancing

Answers: 1 am playing 2 is/doing, is sleeping 3 Are/working, are watching 4 Is/listening to,is listening to 5 Are/buying, am waiting

Answers: 2 isn’t 3 ’s 4 are 5 isn’t 6 aren’t



Culture fileIn Britain

✪ There are radio stations for all types of music.1FM and Kiss FM play chart music. Shockin’ FM plays Hip Hop and Rap, XFM plays rock.

✪ CDs cost between £10 and £15.

✪ Glastonbury and Reading are big rock festivals. Glastonbury costs £130 for the weekend.

bQuestionsRead and listen about Alex

and answer the questions.

1 What music does Alex like?2 How much do concert tickets cost?3 How many days is the Reading Festival?4 How much do CDs cost?

In groups, discuss the questions.

1 What music do you like?2 Do you go to concerts?3 What’s your favourite radio station? to

be ‘in

to’= t

o real

ly like

79

I love rock concerts. I som

etimes

go with my friends. Ticket

s are

between £10 and £20. In

the

summer I want to go to t

he

Reading Festival – four d

ays of

live music – fantastic!

CULTURECULTURE Music and meBITEBITE

3

1

2

I’m Alex and I’m from Birmingham.

I’m into all types of music but at t

he

moment I’m listening to a lot of roc

k and

metal. I love Alien Ant Farm, Nirvan

a,

Iron Maiden, White Stripes. Do you

know

White Stripes? They are from the U

SA.

They are so cool!.

1

I listen to music all the time at home– on CD and the radio. Popular radiostations are 1FM and Kiss FM. They play pop, rock, rap, dance –everything. I buy a CD every monthwith the money from my paper round.

2

White Stripes

Unit 7



Culture Bite – Music and me Unit 7

Lead in

• Create interest. Ask: Do you go to music festivals? Doyou know the names of any famous ones? Elicitanswers and discuss.

• Tell Ss to look at the photos and cover the text.Ask/Write on the board: What type of music do youthink he likes? How do you know?

• Ss discuss the questions in pairs/small groups butdon’t check their answers yet.

Exercise 1 (CD2, track 14)• Ss read questions 1–4. Give them 2 minutes to read

the texts alone and write the answers. Ss then checktheir answers in pairs.

• Text also on CD2.

• Call on Ss to answer. Write their answers on theboard.

• Elicit what Ss know about the different types ofmusic and bands/singers who play that type of music.

• Tell Ss to read the definition of to be into. Note: This isan idiomatic expression commonly used by youngerpeople.

• If necessary, answer any questions Ss have aboutvocabulary.

Exercise 2• Ss read questions and discuss their answers in small

groups. Monitor for questions/problems while theydiscuss.

• Call on Ss to report back to the class about theirgroup’s opinions. Discuss how similar/different theirtastes in music are.

Extra activity:Ss write a profile of themselves and the music theylike, or a Culture File about their own country likethe one here about Britain.

Answers: 1 rock 2 £10–£20 3 four days 4 £10–£15

Cultural notes:

The Reading Festival is an annual rock music festivalheld in Reading, a large town west of London.Metal rock music developed out of hard rock in thelate 60s/early 70s and was performed by groups likeLed Zeppelin and Deep Purple, and later by Guns ‘nRoses, Def Leppard and Van Halen.Pop music is any music which is widely popular,especially with young people. It usually consists ofsimple tunes with strong beats.Blues is a slow sad style of music which originated inthe US South. It developed from a combination ofAfrican music brought by slaves and southernchurch or spiritual music.R’n’B (rhythm and blues.) US popular music of the40s–60s, which had an important influence on rockand roll. It diversified into soul and funk.Jazz developed in the US in the early 20th century.It is characterised by improvisation and has its rootsin black American music.Folk is the traditional music of a country.Punk was a movement of disaffected youth in thelate 70s and manifested itself in fashion and musicdesigned to shock or intimidate. Some of the best-known bands include the Ramones, The Sex Pistolsand The Clash.Country is the popular music of the US South andWest. It evolved from the folk music of English,Irish and Scottish settlers.Techno is electronic dance music.Rap is rapid, rhythmic chants over a pre-recordedbacking track. It became popular in New York in1979 as part of the hip-hop culture. Public Enemywas an influential group.Hip-hop is popular music which originated in theNew York streets in the early 80s. Created by re-mixing, and heavily-accented electronic drumsbehind a rap vocal.Disco was an international style of music of the 70swith a heavily emphasised beat and designed to beplayed in discothèques rather than performed live.Chart is the most popular music currently in theweekly Top Twenty music charts.The White Stripes, Alien Ant Farm, Nirvana andIron Maiden are all ‘rock’ bands.


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