champions3_tb_low_res.pdf - PDFCOFFEE.COM (2024)

3

CHAMPIONS

CHAMPIONS Teacher’s Book

Level 3

Give your students the winning formula! Champions 2nd edition has a new look and updated content to keep your students motivated. A flexible new package ensures you have all the materials you need.

Student’s Book and Workbook UPDATED ● An emphasis on meaningful communication and skills development will give your students confidence in real life situations. ● New reading topics and culture sections will help your students learn about other cultures as well as their own. ● New cross-curricular reading and project lessons link English to other school subjects.

Teacher’s Book

For the student

CHAMPIONS 3

Teacher’s Book

Now comes with a reader, to add variety to your classes and to enable your students to develop their reading and language skills. Student’s Website NEW Interactive practice in Vocabulary, Grammar and Communication ● Automatic marking ● Web quest activities ●

Go to www.oup.com/elt/champions

Teacher’s Book UPDATED ● Now available online Online Teacher’s Resources NEW ● Over 40 printable worksheets ● Now with Reading and Writing practice ● Editable course tests with A&B versions ● Printable practice test for KET and PET

Audio CDs

UPDATED

DVD UPDATED ● Updated material ● Authentic interviews with British teenagers ● Worksheets

de la Mare   Dignen

For the teacher

Go to www.oup.com/elt/teacher/champions

3

4004718 Champions TB3 Cover.indd 1

2

www.oup.com/elt

Christina de la Mare Sheila Dignen

© Copyright Oxford University Press

2 18/11/2014 15:24

2nd edition

CHAMPIONS 3

Teacher’s Book

Christina de la Mare Sheila Dignen

1 © Copyright Oxford University Press

00 CHAMP 2e TB3 Prelims.indd 1

17/11/2014 13:59

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 2

04/11/2014 14:29

Introduction Introducing Champions 2nd edition 4 Overview of components 4 Using the Student’s Book 5 Classroom management 8 Suggestions for further reading 8 Games to use in the classroom 9 Common European Framework of Reference 10 Student’s self-assessment checklist 11 Student’s progress record sheet 12 Class Audio CD track list 13 Student’s Book contents 14

Teaching notes Welcome 16 Unit 1 22 Unit 2 29 Review A 36 Unit 3 38 Unit 4 45 Review B 52 Unit 5 54 Unit 6 61 Review C 68 Curriculum extra 70

Workbook answer key Answers to Workbook exercises Alphabetical word list Portfolio pages

73 79 85

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 3

04/11/2014 14:29

Introducing Champions 2nd edition

Overview of components

Methodology

Student’s Book and Workbook

Champions 2nd edition is a four-level British English course written specifically for secondary school students, with particular emphasis on meaningful communication and skills development. These are the key features of Champions 2nd edition methodology. Hands-on language presentation Students immediately interact with the dialogue or text that opens each unit, checking their understanding of meaning and context, and giving them the chance to try out new structures. Guided discovery Students explore the meaning and usage of new language before they move on to more formal presentation and practice. Communicative practice Dialogue work and personalization are emphasized at each level, and pairwork activities and games are included throughout. Cultural awareness A focus on the UK and other Englishspeaking countries is placed within the context of the wider world. Skills development In every unit students apply and extend what they have learnt, through targeted skills lessons designed to build their competence in each individual skill. Self-assessment Students regularly review and measure their progress against the Common European Framework of Reference. Learning across the curriculum Inter-disciplinary reading and project pages link the topics and language content of the main units to other areas of the school curriculum. Values The topics in Champions 2nd edition have been carefully chosen to stimulate reflection on a broad range of issues related to citizenship and the development of socially responsible values. These are highlighted in the teaching notes for each unit.

The Student’s Book contains: • six teaching units • a Welcome unit, reviewing key language from the previous level. In the Starter level, the Welcome unit briefly reviews basic language typically covered at primary level • a vocabulary and grammar review after every two units, including ‘can do’ statements correlated to the Common European Framework of Reference to encourage regular self-assessment • a Culture club lesson in each Review unit, giving an insight into life in the UK and other English-speaking countries • three Curriculum extra reading and project lessons. The Workbook contains: • additional practice for each unit, covering grammar, vocabulary, communication, reading, and writing • detailed grammar notes included at the start of each Workbook unit for ease of reference.

Flexibility A comprehensive package of components gives the teacher maximum support and flexibility. Whatever your teaching style, Champions 2nd edition has everything you could possibly need to match your students’ learning environment. Combined Student’s Book and Workbook available as a combined edition Student’s Website with many hours of interactive material for home practice, including Web quests Flexible assessment options Printable, editable tests are included on the Teacher’s Website, including a KET practice test and a PET practice test. Further practice tests can be purchased from oxfordenglishtesting.com Printable worksheets 42 extra worksheets are included on the Teacher’s Website, including new reading and writing practice, pairwork activities and games, and review and extension worksheets for extra grammar and vocabulary practice 4 Introduction

4004718 Champions 2e TB3.indb 4

Student’s Website The Student’s Website includes: • interactive practice for each Vocabulary, Grammar and Communication lesson from the Student’s Book • Text builder activities • automatic marking • Web quest activities • Champions 2nd edition e-cards and wallpapers.

Teacher’s Book The Teacher’s Book contains: • teaching notes and answer keys for all the Student’s Book material • ideas for warm-ups and extra activities • suggestions for using authentic songs with specific topics or areas of language • background notes and cultural information on people and topics mentioned in the Student’s Book • audio scripts for all listening material • answer keys for all the Workbook material.

Class Audio CDs Each set of Class Audio CDs contains: • all the listening material for the Student’s Book.

Teacher’s Website The Teacher’s Website includes printable tests and worksheets: • six unit tests and three review tests per level which are editable and have A and B versions to help prevent cheating • a KET practice test and a PET practice test • 42 worksheets, including new reading and writing practice

© Copyright Oxford University Press

04/11/2014 14:29

Using the Student’s Book

Language focus

Welcome unit The Welcome unit offers six pages of vocabulary and grammar practice, covering language students have seen in the previous level. In the Starter level, students are given a brief overview of basic language they may have seen at primary level, before beginning the main syllabus in Unit 1.

Main units Each main unit is divided as follows: Presentation 2 pages Vocabulary 1 page Grammar 1 page Communication 1 page Grammar 1 page Skills 2 pages

The exercises in the Language focus section familiarize students with the language of the unit, without requiring them to manipulate it. In Starter and Level 1, students focus on the target language in relation to specific scenes and sections of dialogue from the photostory; in Levels 2 and 3, students find phrases and structures in the presentation text and use them to complete sentences or captions about the text. Finally, Focus on you and Pairwork activities give students the chance to try out the new language in a personalized context, following carefully controlled models.

Vocabulary

Presentation The presentation text on the left-hand page exposes students to the theme, grammar, vocabulary, and functions of the unit. The exercises on the right-hand page allow students to interact with the dialogue in more detail, encouraging them to explore, use, and personalize new language before it is formally presented and practised on the Vocabulary and Grammar pages. In the Starter level and Level 1, the text is a dialogue presented in a photostory format. The photostories reflect the aspirations of the students, using familiar contexts to motivate and engage them. Each unit focuses on a different episode in the lives of the central characters. In the Starter level, the story takes place in a performing arts school and follows the fortunes of a new student, Holly. Holly is happy to be at her new school and quickly makes friends, but she also finds that she has a rival who wants to prevent her from achieving her dreams. The story culminates in the production of a school musical, where Holly finally wins the lead role. In Level 1, we follow the story of Sam. Sam loves basketball, but he is having problems with poor marks in his other school subjects. As he faces a moral dilemma, he is helped by a friend to make the right choice, and in the end everything works out for the best. In Levels 2 and 3, the emphasis is on texts dealing with individual topics of a more grown-up nature, in recognition of the fact that students, along with their interests and tastes, mature very quickly during the teenage years. A variety of formats and genres is used, including dialogues, magazine articles, and web pages. Following on from the presentation text, students complete a series of questions to check basic comprehension. The Check it out! feature draws students’ attention to useful colloquial expressions in the dialogue.

This page presents and practices a set of vocabulary items associated with the unit topic and previewed in the presentation lesson. Look! boxes contain useful tips and draw attention to potential pitfalls, including spelling rules, exceptions or irregular forms, collocations, and notes about English usage. Students once again have the opportunity for guided speaking practice with a Pairwork activity at the end of the lesson. At the foot of the Vocabulary page students are directed to the Student’s Website and the Workbook, where there is further practice of the unit vocabulary.

Grammar Underlying the methodology of Champions 2nd edition is the conviction that students understand and remember rules better if they work them out for themselves. As a result, a guided discovery approach to teaching grammar is adopted throughout the series. Each unit has two Grammar lessons. A grammar chart models the form of the key structures, using examples taken from the presentation text that opens the unit. Having already experimented with the new structures earlier in the unit, students are then encouraged to reflect on correct usage in more detail. A cross-reference to Rules directs the students to a grammar reference page in the corresponding Workbook unit, where detailed explanations and examples are given. The activities on the page provide thorough and detailed practice of both form and usage, moving from carefully controlled exercises to more demanding production. Grammar pages have optional Finished? activities which are designed as a fun way of providing extension work for fast finishers. Grammar pages also often feature a Game that encourages personalized practice in a less formal context. At the end of each Grammar page students are directed to the Student’s Website and the Workbook, where there is further practice.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 5

Introduction

5

04/11/2014 14:29

Communication One page in every unit focuses on everyday English. Conversational language is presented in the form of a dialogue which reviews the vocabulary and grammar from the previous lessons. In a similar way to the Language focus lesson on page 2 of the unit, Communication lessons allow students to explore and use a new structure before they move on to more formal practice on the subsequent Grammar page. The Learn it, use it! feature summarizes the target language in the dialogue, while a Pronunciation activity draws students’ attention to a specific sound or a relevant aspect of intonation. The students then listen to this language in different contexts before practising it themselves in the Pairwork activity. At the end of each Communication page students are directed to the Student’s Website and the Workbook, where there is further practice.

Skills The last two pages of the unit contain targeted skills work designed to equip students with the necessary strategies to build confidence and competence in each individual skill. Skills lessons also provide a way of consolidating and recycling the language students have studied throughout the unit, whilst exploring different aspects of the unit topic. Reading texts deal with the main topic of the unit in a factual way using real-life contexts. Comprehension exercises typically start with a skimming or scanning activity, followed by more detailed questions that gradually increase in difficulty as the series progresses. Listening activities extend the topic of the text. A variety of activity formats is used to help students develop wellrounded listening comprehension skills. The Speaking and Writing sections give students the opportunity to respond to the unit topic with their own ideas. To help students to organize their ideas, both sections usually begin with a written preparation stage. The aim is to strike a balance between giving clear, guided models on the page on the one hand, and allowing students freedom to express themselves and experiment with newly-acquired vocabulary and structures on the other.

Review units After every two main units there is a two-page Review unit comprising: Vocabulary and Grammar review and My Progress 1 page Culture club reading 1 page The first half of each Review unit covers the main vocabulary and grammar points from the previous two units. The My Progress chart is a self-assessment chart correlated to the Common European Framework of Reference. It is very motivating for students to reflect on their progress and this type of activity is also very helpful in encouraging students to take responsibility for their own learning.

6 Introduction

4004718 Champions 2e TB3.indb 6

Most teenagers are curious to know what life is like for their peers in other parts of the world. Culture club reading lessons give a factual account of different aspects of the English-speaking world from a young person’s perspective. The Focus on you section at the end of the lesson invites a personal response from students in the form of a piece of writing.

Curriculum extra There are three cross-curricular reading and project lessons in the Student’s Book, providing one page of material for each block of two units. The Curriculum extra lessons link to the themes of the corresponding Student’s Book units, as well as to subjects that students typically study in their own language, such as geography, science, music, literature, PE, and history. Each of the lessons concludes with a project that synthesizes the language focus and the content of the cross-curricular theme and gives students the opportunity to develop their creativity. The projects can be done in class or assigned for homework. Depending on time available and the needs of the students, the projects can be done in groups, pairs, or individually.

Workbook The Workbook section contains six five-page units of extra practice of the language and skills taught in the Student’s Book. The Workbook exercises can be completed in class or for homework. The first page of each Workbook unit summarizes the grammar structures introduced in the corresponding Student’s Book unit with comprehensive charts and detailed grammar notes. The following two pages provide extra vocabulary and grammar practice. The last two pages provide additional practice to accompany the Student’s Book Communication lesson, and further reading and writing practice.

Student’s Website The Student’s Website includes interactive practice of the Vocabulary, Grammar and Communication sections, a Text builder activity, and a fun Web quest for each unit of the Student’s Book. For each Student’s Book unit there are eight Grammar activities and two Vocabulary activities, and a Communication exercise with audio. There is also a Text builder activity for each unit of the Student’s Book which requires students to fill in missing words from a reading text to rebuild the text. These activities are automatically marked. A guided Web quest for each Student’s Book unit encourages students to search for information relating to the topic of the Student’s Book on the Internet using their English. Champions 2nd edition e-cards allow students to create and send cards to their friends with messages in English and Champions 2nd edition wallpapers enable students to personalize their electronic devices.

© Copyright Oxford University Press

04/11/2014 14:29

Teacher’s Book The Teacher’s Book contains detailed lesson notes and answers for all the Student’s Book and Workbook material. Each Teacher’s Book unit starts with a summary of the areas of grammar, vocabulary, communication, skills, and topical themes covered in the Student’s Book unit. These themes relate to values and responsible citizenship, such as: • ethics and morals • society, including the themes of respect, solidarity, and justice • multiculturalism, including anthropology, human rights, cultural studies, sociology, and historical, geographical, legal, and ethical perspectives • the environment, including protecting the environment, and natural cycles • work and consumerism, including mass communication, advertising, sales, workers’ rights, and consumer rights • health. The notes include a description of the aim of every exercise in the Student’s Book, followed by detailed instructions and answers. There are also suggestions for Warm-up activities, and Extra activities that can be used to extend the Student’s Book content according to the needs and abilities of each class. The Student’s Book is full of factual information and references to the real world. The teaching notes provide support for this by giving additional notes and cultural facts in the Background notes. Teenage students have an insatiable interest in music and popular culture, and the use of songs to consolidate the linguistic and topical content of the Student’s Book can be an effective way of motivating students. The teaching notes for each Review unit include suggestions for suitable songs that can be exploited for this purpose. The songs have been chosen because of their lexical, grammatical, or thematic link to the corresponding units. See page 8 for suggestions on how to exploit songs in class.

The review tests focus on vocabulary and grammar, and reading, writing, and listening skills. Each test is scored out of 100 points. Regular assessment makes it easier to monitor students’ progress. Teachers can keep a record of individual students’ progress using the evaluation chart on page 12.

Grammar and vocabulary Grammar help and Vocabulary help worksheets for each unit provide additional practice of the Student’s Book material at a basic level, and are ideal for giving weaker students more practice. Grammar extension and Vocabulary extension worksheets offer more challenging practice for the more able students.

Reading and writing There is one reading and writing worksheet per unit, helping students to develop their skills and confidence in these areas.

Pairwork There is one pairwork worksheet per unit, giving oral practice of the grammar and vocabulary of the corresponding unit.

Puzzles and games One page of puzzles is included for each unit, and two board games for each level of the series. Although these resources give practice of the main grammar and vocabulary of the unit, the emphasis is on fun activities, such as crosswords, wordsearches, and code breakers.

Practice test for Cambridge ESOL examinations The Teacher’s Website includes a practice test for KET and a practice test for PET.

Class Audio CD The Class Audio CD is for classroom use. There is a track list on page 13.

Extra resources Alongside the Student’s Book and Workbook, there is a large amount of extra resource material included on the Teacher’s Website. The extra resources provide support material for consolidation, extension, mixed ability classes, and assessment. All resources are printable, and can also be projected in class.

Tests For each level of Champions 2nd edition, there are six unit tests and three review tests. All tests have A and B versions to help prevent cheating. The tests can be opened using Microsoft® Word and edited before printing. The unit tests include vocabulary and grammar questions, dialogue work, and a writing task. Each test is scored out of 50 points. © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 7

Introduction

7

04/11/2014 14:29

• Correct the mistakes Include some incorrect words or

Classroom management An English-speaking environment

• Use English for classroom instructions as often as you

can, and ask students to use English as well. For example: Open your books at page 10. Let’s look at exercise 3. Raise your hand. Work in pairs. Ask your partner, etc. Students should be encouraged to use expressions such as: How do you say … in English? How do you spell …? I don’t understand. Please can you repeat that? Can you say that more slowly, please? Can we listen to that again, please? Can I go to the toilet?

Managing large classes Large classes are easier to manage if you establish routines such as: • Write a plan of the day’s activities on the board. • Make sure that everyone understands the task before they start. Give clear examples and ask students to provide a few as well. • Set time limits for all activities and remind students of time limits, for example: You have two minutes left. • Walk around the class, monitoring while students work. • Get to know your students’ personalities and learning styles so that you can maximize their potential in class. • Allow stronger students to help weaker students while ensuring that there is always an atmosphere of mutual respect and understanding.

Group and pairwork The interaction from working in small groups or in pairs is vital in a language classroom, and students quickly get used to what to expect. Here are some tips for organizing group work in large classes: • Do not have more than five students per group. • Set up group activities quickly by allocating students with a letter (A, B, C, etc.). Students form groups with other students who have the same letter. • Demonstrate tasks with one pair or group at the front of the class. • Set a time limit and keep reminding students of it.

Songs There are many ways in which songs can be exploited in class, including the following suggestions: • Gap-fill There are many variations of this type of activity, in which students are given the lyrics with certain key words deleted. To make it easier for students, the missing words can be grouped together in a wordpool. As students read the lyrics, they try to fill in the gaps, then they listen and check. If you wish to make the activity more challenging, you could add extra words to the wordpool as distracters, or not provide the missing words at all. It is important to choose the gapped words carefully, however, both so that they are audible, and so that students can guess from the context which word makes most sense in each gap.

8 Introduction

4004718 Champions 2e TB3.indb 8

information in the lyrics. Ask students to identify where the mistakes are and replace them with the correct words, before they listen to the song to check their answers. Choose the correct alternative At regular points in the lyrics, students have to choose between two or more alternative words or phrases to complete the lyrics correctly. Students then listen and check. Put the verses in the correct order This activity works especially well with songs that tell a story. Students are given the verses in the wrong order, and they have to guess the correct order before listening to the song. Match rhyming words Many songs are structured so that alternating lines end with rhyming words, and this provides an excellent opportunity to work on different sounds. One useful activity is to give students the lyrics with the lines of each verse jumbled. Students then attempt to unjumble the lines, according to which lines rhyme with each other, before listening to the song to check their ideas. Another variation is for students to choose between two alternatives to end each line. This could mean choosing the word that provides the best rhyme, for example, or the word that makes most sense in the context. Match words to definitions Songs often contain informal expressions, idioms, and ‘untidy’ grammar. With stronger groups it can be useful to have students try to match difficult words and expressions to definitions or explanations. Alternatively, where lyrics feature more standard items of vocabulary, students could work together in groups to find the words in a dictionary and agree on a definition.

Feedback It is important for students to have a sense of how they have performed. Provide feedback while you are monitoring activities. Alternatively, you can assess an exercise afterwards with the whole class: students can put up their hands to indicate how many answers they shared in pairs or groups, how hard or easy the task was, etc. Encourage students to behave well using a points system. Award points to pairs or groups that do not make too much noise. Deduct points from pairs or groups that are too noisy or who are not speaking in English.

Suggestions for further reading General reference Oxford Essential Dictionary – New Edition Practical English Usage – 3rd Edition by Michael Swan

Grammar Oxford English Grammar Course (Basic to Intermediate) by Michael Swan and Catherine Walter

Graded readers The Oxford Bookworms Library (Elementary to Preintermediate) – non-fiction readers that are ideal for extended reading, and graded non-fiction readers that are ideal for cultural and cross-curricular studies.

© Copyright Oxford University Press

04/11/2014 14:29

Exam preparation KET Practice Tests by Annette Capel and Sue Ireland

Ideas for supplementary activities and teacher development

If students guess the word or phrase before the hangman is drawn completely, they have won. If they do not, you are the winner. This can be played on the board with the whole class, in small groups, or in pairs. The complete drawing should look like this.

Oxford Basics – a series of short, accessible books for teachers who are looking for new creative ways of teaching with limited resources. Resource Books for Teachers – a popular series that gives teachers practical advice and guidance, together with resource ideas and materials for the classroom.

Games to use in the classroom Kim’s Game On a tray, place a selection of objects from a vocabulary set, e.g. classroom objects or food. Alternatively, you can write the names of the objects on the board and rub them off. In groups, give students two minutes to memorize what is on the tray or board. Remove an object and ask students to write down the missing object. Continue until the tray or board is empty. Check the answers with the class. The group with all the objects in the correct order is the winner. Simon Says Call out commands to the class. If your command is preceded by ‘Simon says’, students must obey the instruction. If it is not, they must ignore it. For example: Simon says stand up. (students stand up) Sit down. (students remain standing). Students who get it wrong are out of the game. This activity is good primarily for practising imperatives, but is also useful for practising vocabulary. With a strong class, you could let a student call out the commands. Bingo Tell each student to draw a grid of six squares and refer them to the vocabulary page(s) you have just worked on. Give them a few moments to memorize the words and pictures in the vocabulary set. Books closed, students then draw or write a vocabulary item in each square. Call out vocabulary items from the set. If the students have drawn pictures, call out the words in English. If students have written the English words, you can call them out in their L1. With a strong class you could read out definitions and get students to work out the word. When a student hears a word he or she has drawn or written, they must cross it out. When all six vocabulary items are crossed out, the student can call out Bingo. The first to call out Bingo wins the game. Hangman Choose a word or phrase. Write a gap for each letter of the word on the board. Separate words with a clear space or slash, e.g. I lived in Paris. _ / _ _ _ _ _ / _ _ / _ _ _ _ _ . Students guess which letters appear in the words. Each student can call out just one letter. If the letter is contained in the word, or phrase, write it in the appropriate place(s), e.g. for the letter ‘i’: I / _ i _ _ _ / i _ / _ _ _ i _ . If a student calls out a letter that isn’t in the word or phrase, write it on the board and draw one line of the hangman.

20 Questions This can be played on the board with the whole class, in small groups, or in pairs. One student chooses a secret identity, e.g. that of a celebrity. Other students must guess the identity by asking a maximum of 20 questions. The student may only answer with short Yes / No answers, e.g. Yes, I am. No, I don’t, etc. The game can be used to practise questions and answers in a variety of different tenses. Chinese Whispers This game is excellent for practising pronunciation. It can be played as a whole class or in small groups of at least six. Put students in a line or circle. Write a sentence on a piece of paper and give it to the first student. They should read it silently, but not show it to anyone else. The student then whispers the sentence to the person on their left, and so on. The game continues until the last student whispers the sentence in the first student’s ear. The first student then tells the whole group / class what he or she heard, and then reads out the original sentence. Is it the same?

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 9

Introduction

9

04/11/2014 14:29

Common European Framework of Reference (CEFR) The Common European Framework of Reference (CEFR) was designed to promote a consistent interpretation of foreignlanguage competence among the member states of the European Union. Today, the use of the CEFR has expanded beyond the boundaries of Europe, and it is used in other regions of the world, including Latin America, Asia, and the Middle East. The CEFR defines linguistic competence in three levels: A, B, and C. Each of these levels is split into two sub-levels: A Basic User A1 Breakthrough A2 Waystage B Independent User B1 Threshold B2 Vantage C Proficient User C1 Effectiveness C2 Mastery The CEFR provides teachers with a structure for assessing their students’ progress as well as monitoring specific language objectives and achievements. Students respond to the CEFR statements in the Reviews after Units 2, 4, and 6. Champions 2nd edition aims to enable students to move from no English or level A1 and into level B2 at the end of the four years of the course.

Descriptions of the CEFR levels covered in Champions 2nd edition Basic User A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction and needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows, and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspect of his/her background, immediate environment, and matters in areas of immediate need.

Independent User B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions, and briefly give reasons and explanations for opinions and plans.

10

Introduction

4004718 Champions 2e TB3.indb 10

B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Language Portfolio The Language Portfolio has been developed in conjunction with the CEFR. It is kept by the students and contains details of their experiences of languages and language learning. There are three elements to a Language Portfolio: a Language Biography, which details the day-to-day experience of the language; a Language Passport, which summarizes the experiences; and a Dossier, which is evidence of the experience.

Language Biography This can consist of the following: • a checklist for students to assess their language skills in terms of ‘What I can do’ • tools to help students identify their learning style and objectives • a checklist of learning activities outside the classroom. The My Progress checklists at the end of each review section in the Student’s Book together with the Portfolio photocopiable sheets on pages 85–87 in the Teacher’s Book will help students to monitor these points. There is also a photocopiable Student’s self-assessment checklist on page 11 in the Teacher’s Book which can be given to students to complete at the end of each unit.

Language Passport This can contain: • a student’s overall evaluation of their language skills, using descriptors from the CEFR (see Teacher’s Book pages 85–87) • a summary record of language learning, both inside and out of school • certificates.

Dossier This can be a compilation of samples of the student’s work, including tests, written work, projects, or other studentgenerated materials.

© Copyright Oxford University Press

04/11/2014 14:29

Student’s self-assessment checklist What I remember Useful grammar:

Useful vocabulary:

Objectives One thing I need to improve:

How can I improve this?

What did you do in English outside class? Do homework Learn new words Revise before a test Listen to music Read something extra Watch a TV programme, video, or DVD Write an email or chat Look at web pages Speak to someone Read a magazine

Other activities

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 11

Photocopiable © Oxford University Press 2014

11

04/11/2014 14:29

Student’s progress record sheet Name Class / Year

Class work: continuous assessment Date

Test results Grammar

Vocabulary

Skills

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Comments Units 1–2

Units 3–4

Units 5–6

12

Photocopiable © Oxford University Press 2014

4004718 Champions 2e TB3.indb 12

© Copyright Oxford University Press

04/11/2014 14:29

Class Audio CD track list Contents Track Contents 01 Title

Welcome unit 02

Page 4, Exercise 3

Unit 1 I’ve never had so much fun! 03 04 05 06 07 08 09 10

Page 10, Exercise 1 Page 11, Exercise 4 Page 12, Exercise 1 Page 12, Exercise 2 Page 14, Exercise 1 Page 14, Exercise 2 Page 14, Exercise 3 Page 17, Exercise 3

Unit 2 I haven’t finished it yet! 11 12 13 14 15 16

Page 18, Exercise 1 Page 20, Exercise 2 Page 22, Exercise 1 Page 22, Exercise 2 Page 22, Exercise 3 Page 25, Exercise 3

Unit 3 What should I do? 17 18 19 20 21 22 23 24

Page 28, Exercise 1 Page 30, Exercise 1 Page 30, Exercise 2 Page 32, Exercise 1 Page 32, Exercise 2 Page 32, Exercise 3 Page 32, Exercise 4 Page 35, Exercises 3 & 4

Unit 4 They can’t be real! 25 26 27 28 29 30 31

Page 36, Exercise 1 Page 38, Exercise 1 Page 40, Exercise 1 Page 40, Exercise 2 Page 40, Exercise 3 Page 43, Exercise 3 Page 43, Exercise 6

Unit 5 What were they doing? 32 33 34 35 36 37 38 39

Page 46, Exercise 1 Page 47, Exercise 4 Page 48, Exercise 1 Page 48, Exercise 2 Page 50, Exercise 1 Page 50, Exercise 2 Page 50, Exercise 3 Page 53, Exercise 4

Unit 6 They’re used for fun! 40 41 42 43 44 45 46 47

Page 54, Exercise 1 Page 56, Exercise 1 Page 56, Exercise 2 Page 58, Exercise 1 Page 58, Exercise 2 Page 58, Exercise 3 Page 59, Exercise 3 Page 61, Exercises 3 & 4

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 13

Introduction

13

04/11/2014 14:29

Welcome

page 4

● Musical instruments and genres  ● Food and drink ● Ordinal numbers  ● Dates  ● Countable / Uncountable nouns  ● some / any ● Compounds: some / any / no / every  ● have to  ● mustn’t / don’t have to ● will: future  ● will / be going to  ● First conditional

Unit

Vocabulary

Grammar

1

I’ve never had so much fun! page 10

Experiences

Present perfect (affirmative and negative) Past participles been / gone Present perfect (interrogative and short answers) ever / never Present perfect / Past simple

2

I haven’t finished it yet! page 18

Books

Present perfect + yet and already Present perfect + just Present perfect + for / since

Review: page 26 

3 4

Culture club: Argentina adventure tours page 27 

What should I do? page 28

Illnesses and symptoms

should / shouldn’t Second conditional

They can’t be real!

Investigation

Possibility in the present: may / might (not), must, and can’t a / an, the, no article

page 36

Review: page 44 

5 6

Culture club: Bullying: let’s stop it now! page 45 

What were they doing? page 46

Crime

Past continuous (affirmative, negative, interrogative, and short answers) while Past continuous and past simple + when / while

They’re used for fun! page 54

The computer

The passive The passive: present simple (affirmative, negative, interrogative, and short answers) The passive: past simple (affirmative, negative, interrogative, and short answers) by + agent

Review page 62 

Workbook: pages 67–97

14

00 CHAMP 2e TB3 Prelims.indd 14

Culture club: From slavery to presidency page 63 

Irregular verbs: page 98

© Copyright Oxford University Press

17/11/2014 15:03

y

nd

● Places around town  ● Personality  ● Weather  ● Housework ● a lot / much / many   ● How much …? / How many …?  ● must  ● Gerunds and verb + ing form   ● be going to (1)  ● be going to (2)  ● Present continuous for future 

Communication

Skills

Booking an activity Pronunciation: Strong and weak forms of have

Reading: A magazine article about the Duke of Edinburgh’s Award Listening: A teenager talking about his experience of the Award Speaking: Talking about experiences Writing: A postcard about your experiences

Buying presents Pronunciation: /h/

Reading: A short story Listening: A teenager talking about his reading habits Speaking: Talking about a book you have read recently Writing: A book review

Curriculum extra: Language page 64 

At the doctor’s Pronunciation: /ʊ and /uː/

Reading: An online problem page Listening: A parent and a teacher talking about a student Speaking: Giving advice Writing: A reply to a message post giving advice

Speculating Pronunciation: must be, might be, and can’t be

Reading: A magazine article about urban legends Listening: Two teenagers talking about urban legends Speaking: Speculating about urban legends Writing: Writing an urban legend

Curriculum extra: Life sciences page 65 

Reporting a crime Pronunciation: /ə/

Reading: An extract from a textbook: The founding of modern Australia Listening: A teenager talking about witnessing a crime Speaking: Finding out how observant you are Writing: An online article about a robbery

Asking about a tourist attraction Pronunciation: Connected speech

Reading: A magazine article about the positive side of the Internet Listening: A teenager and a senior citizen talk about technology Speaking: Talking about technological inventions Writing: A text about technological inventions

Curriculum extra: Environmental science page 66

Word list: page 99

© Copyright Oxford University Press

00 CHAMP 2e TB3 Prelims.indd 15

15

17/11/2014 14:56

Welcome answers

Grammar

1  piano  ​2  guitar  ​3  harp  ​4  violin  ​5  drums  ​ 6  saxophone

Ordinal numbers Dates Countable / uncountable nouns some / any a lot of / much / many How much …? / How many …? must Compounds: some / any / no / every have to mustn’t / don’t have to Gerunds and verb + -ing form be going to (1) be going to (2) Present continuous for future will: future will / be going to First conditional

Extra activity

• Review musician vocabulary by writing the words

from exercise 1, except recorder, on the board, and ask students to come and write the matching musician words (pianist, saxophonist, guitarist, trumpeter, drummer, and violinist). Review the pronunciation of the words and make sure students place the stress on the correct syllable, e.g. saxophonist, pianist.

Exercise 3  $02

• Play the CD. Students listen and put the types of music •

in the correct order. Check the answers with the class.

ANSWERS / AUDIO CD TRACK 02

1  f  ​2  c  ​3  e  ​4  d  ​5  a  ​6  b

And you?

• In pairs or small groups, students answer the questions. • Ask students to tell the rest of the class about their

Vocabulary Musical instruments and genres Food and drink Places around town Personality Weather Housework

partner / another person in their group.

Extra activity

• Play the CD again and ask students which instruments they can hear.

Food and drink    page 4 

Vocabulary

Aim

Musical instruments and genres    page 4  Aim

To review words for food and drink

Warm-up

• Tell students what you had for breakfast. Then ask What

To review words for musical instruments and genres

did you have for breakfast this morning? Elicit answers.

Exercise 4

Warm-up

• Ask students Do you play any musical instruments? If not, which musical instrument would you like to play?

• Students match the word parts to make the food words. • Check the answers with the class. ANSWERS

Exercise 1

• Students write the names of the instruments. • To check, you can write the gapped words on the board and ask students to come out and complete them.

ANSWERS

1  piano  ​2  recorder  ​3  saxophone  ​4  guitar  ​ 5  trumpet  ​6  drums  ​7  violin

2  biscuits  ​3  milk  ​4  sweets  ​5  bananas  ​6  potatoes  ​ 7  carrots  ​8  chocolate  ​9  water  ​10  yoghurt

And you?

• In pairs, students answer the questions. • Ask pairs to tell the rest of the class about their partner.

Exercise 2

• Students look at the picture and match the words in exercise 1 with the instruments.

16

4004718 Champions 2e TB3.indb 16

© Copyright Oxford University Press

04/11/2014 14:29

Weather    page 5 

Extra activity

• In small groups, students take turns to draw a food item from exercise 4 for the others to identify.

Aim To review language used to describe the weather

Places around town    page 5 

Warm-up

• Ask What’s the weather like today? Elicit adjectives to

Aim

describe it.

To review words for places around town

Exercise 7

• Students write sentences to describe the pictures. Remind

Warm-up

• Ask students questions to elicit places in town, e.g. I want to play football. Where do I go? (To the leisure centre.), etc.

them that in speech we normally use It’s rather than It is.

• Check the answers with the class. ANSWERS

Exercise 5

• Students match the words with the pictures. ANSWERS

1  car park   ​2  police station   ​3  bus stop   ​4  chemist  ​ 5  post office

And you?

• In pairs or small groups, students tell each other which places they pass on their way to school.

1  It’s windy.   ​2  It’s raining.   ​3  It’s sunny.   4​   It’s foggy.   ​ 5  It’s snowing.

And you?

• Elicit answers from the class about the weather in January and August.

Extra activity

• Bring in a recent weather forecast from a newspaper

Extra activity

• Play a memory game. A student makes a sentence, e.g. I went to the leisure centre. The next student repeats it and adds another place in town. If a student misses a place, they are out of the game.

Personality    page 5 

Aim

To review adjectives describing people’s personality

or find one where there is a variety of different types of weather. Give students copies or draw a larger version on the board. In pairs, students prepare a weather report as if they were presenting it on the news for the day ahead. Students should use going to: Today it’s going to be windy, etc. Pairs of students can come to the front of the class to present their weather report together. The class can follow the forecasts by comparing them to that in the newspaper or on the board and decide how accurate each forecast is.

Warm-up

• Write the six adjectives on the board with the vowels

gapped. Ask students to come out and complete the words.

Housework    page 5  Aim To review expressions for housework

Exercise 6

• Students complete the sentences with the adjectives. • Check the answers with the class. ANSWERS

1  creative  2  patient  ​3  outgoing  ​4  organized  ​ 5  shy

And you?

• In pairs, students discuss their best friend’s personality. • Ask some students to describe their friend to the class.

Warm-up

• Ask students What housework did you do this morning /

yesterday evening? Do you think you are helpful at home?, etc. Elicit responses.

Exercise 8

• Students read the sentences and choose the correct words. • They can compare answers in pairs. • Check the answers with the class. ANSWERS

Extra activity

• On separate pieces of paper write the adjectives from

1  make  ​2  cooking  ​3  takes  ​4  clears  ​5  feeds  ​ 6  doing

• Ask students to come to the front of the class. Tell them

And you?

exercise 6.

to do a simple action, e.g. hand out some sheets of paper, but they must do it in the way described on the piece of paper. Students must guess what the adjective is.

• In pairs or small groups, students answer the question. • Ask some students to report back to the class. Extra activity

• Play Hangman to review housework vocabulary. © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 17

Welcome 17

04/11/2014 14:29

Grammar

Exercise 3

• Students look at the fridge and tick or cross the items.

Ordinal numbers Dates    page 6 

Then they write sentences with some or any.

• They can compare answers in pairs. • Check the answers with the class.

Aim

ANSWERS

To review ordinal numbers and dates

Warm-up

• Ask students when their birthdays are. • On the board write the numbers 1 to 10 and to one side • •

write st, nd, and rd. Ask students to match the numbers to the endings. As a whole class count from 1 to 10 in ordinal numbers practising the pronunciation. Review the use of ordinal numbers (Ordinal numbers are used in dates and to describe the order of things, e.g. James came second in the race, and the sequence of events, e.g. I phoned home five times and mum answered the fifth time!).

Exercise 1

• Give students a few minutes to look at the fridge and to memorize what is in it.

• Books closed. In pairs or small groups, students write

Exercise 4

answers

1  ninth  ​2  thirteenth  ​3  twenty-second  ​4  thirty-first  ​ 5  twelfth

Exercise 2

• Students choose the correct words in the sentences. • They can compare answers in pairs. • Check the answers with the class. answers

1  second  ​2  thirty-three  ​3  third  ​4  tenth

Extra activity

• Play Bingo with ordinal numbers. Ask students to write numbers between 1 and 40 on their grids and call out ordinal numbers between 1 and 40.

• Students write questions and answers about the food items.

• They can ask and answer the questions in pairs. • Check the answers with the class. ANSWERS

1 2 3 4 5 6 7 8

Are there any biscuits? No, there aren’t. Are there any carrots? No, there aren’t. Is there any chocolate? No, there isn’t. Are there any tomatoes? Yes, there are. Is there any beef? Yes, there is. Are there any onions? Yes, there are. Are there any oranges? Yes, there are. Are there any bananas? Yes, there are.

Extra activity 1

• Students draw food items in a fridge. • In pairs, students take turns to ask about what is in each

Countable / Uncountable nouns some / any    page 6 

other’s fridge.

Aim

Extra activity 2

To review some / any with countable and uncountable nouns

Warm-up

• Draw a selection of food items on the board and ask

students to say if the nouns are countable or uncountable.

• Use these nouns to review some and any. On the board

write a few gapped sentences and questions with countable and uncountable nouns, e.g. There is ____ milk. There aren’t ____ tomatoes. Is there ____ orange juice?, etc. Ask students to come to the board to complete them with some / any.

4004718 Champions 2e TB3.indb 18

Extra activity

down the items they remember. Set a short time limit. The first pair / group to finish with all the correct items is the winner.

• Students write the numbers in words. • They can compare answers in pairs. • Check the answers with the class.

18 Welcome

1 (✗) There isn’t any yoghurt. 2 (✓) There are some eggs. 3 (✓) There’s some cheese. 4 (✓) There’s some orange juice. 5 (✗) There aren’t any potatoes. 6 (✓)There’s some bread. 7 (✓)There’s some water. 8 (✗)There isn’t any cola. 9 (✓) There are some tomatoes. 10 (✗) There aren’t any carrots.

• Students sit in a circle. One student makes a sentence

about the contents of an imaginary fridge, e.g. In my fridge there isn’t any milk. The next student repeats the sentence and adds another – either affirmative or negative, e.g. In my fridge there isn’t any milk, but there are some tomatoes. The third student repeats both sentences and adds their own. The game continues in this way. If a student misses one of the sentences, he / she is out of the game. The last student in the game is the winner.

© Copyright Oxford University Press

04/11/2014 14:29

a lot of / much / many How much …? / How many …?    page 7  Aim To review a lot of / much / many and How much …? / How many …?

Warm-up

• Ask students some questions with the target grammar,

e.g. Have you got much homework today? How much free time do you have at the weekend? Do you watch many films on TV? Elicit answers. On the board write the following and ask students to draw lines to match the words to when we use them: 1 much  ​ 2 many  ​3 a lot of a  questions / negative sentences + uncountable nouns b affirmative sentences + countable and uncountable nouns c  questions / negative sentences + countable nouns

ANSWERS

Warm-up

• Write the headings Person, Object, and Place on the board, • • • • •

and elicit the compounds that go under each heading, e.g. -one / -body goes under the person heading. Review the uses of some / any / no and every. Some is used in affirmative sentences. Any is used in questions and negative sentences. No is used in affirmative sentences with a negative meaning. Every is used in affirmative sentences to describe all people, things, and places collectively.

Exercise 7

• Students complete the compound words. • Check the answers with the class. ANSWERS

1  nothing  ​2  anywhere  ​3  someone  ​4  anyone  ​ 5  No one   ​6  somewhere  ​7  anyone  ​8  Everyone

have to    page 7 

1  a  ​2  c  ​3  b

Aim

Exercise 5

To review have to (affirmative and negative)

• Students read the text and choose the correct words. • They can compare answers in pairs. • Check the answers with the class. ANSWERS

Warm-up

• Ask students What do you have to do for other people this

week? and elicit responses, e.g. I have to help my mother. I have to go shopping for my grandmother, etc. Remind students that have to describes an obligation to do something for another person or to obey rules.

1  a lot of   2​   many  ​3  much  ​4  many  ​5  many  ​ 6  a lot of   7​   a lot of   8​   many  ​9  a lot of

must   ​page 7 

Exercise 8

• Students look at the prompts, ticks and crosses, and write

Aim

sentences with has to and doesn’t have to.

• Check the answers with the class.

To review the use of must and mustn’t

ANSWERS

Warm-up

• Ask What must you do at school every day? Elicit examples of school rules.

• Remind students that must is used to describe a necessity

or obligation to do something. It is also used to describe an obligation that the speaker sees as necessary, e.g. I must go to bed. I’ve got a test tomorrow. Mustn’t is used to describe prohibition. Remind students that must is a modal verb and does not take the third person s. It is followed by the main verb in its infinitive form.

Exercise 6

• Students complete the rules using must and mustn’t and a •

verb from the box. Check the answers with the class.

1 2 3 4 5

mustn’t / don’t have to    page 7  Aim To review the difference between mustn’t and don’t have to

Warm-up

• Review the use of don’t have to. On the board, write It’s the •

ANSWERS

1  must bring   2​   mustn’t run   ​3  mustn’t listen   ​ 4  must put   ​5  mustn’t use

Compounds: some / any / no / every    page 7  Aim To review compounds with some, any, no, and every

He has to clean his bedroom. He has to feed the rabbit. He doesn’t have to do the ironing. He doesn’t have to take out the rubbish. He has to lay and clear the table.

summer holidays. I don’t have to go to school. Ask students what don’t have to means. Ask students to think of a café or restaurant they have all visited. Ask them to imagine they are waiters / waitresses there. Ask them what they mustn’t do and don’t have to do in their job. Elicit ideas and write them on the board.

Exercise 9

• Students read the text and choose the correct words. • Check the answers with the class. ANSWERS

1  don’t have to   ​2  mustn’t  ​3  don’t have to   4​   mustn’t © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 19

Welcome 19

04/11/2014 14:29

Gerunds and verb + -ing form    page 8 

• In pairs, students ask and answer questions about what

Aims To review the use of gerunds as the subject of a sentence; to review the use of the -ing form after certain verbs

Warm-up

• Write these verbs on the board: fly, get, ride, win, play, •

take and ask students to spell the -ing form of the verbs. Review the spelling rules if necessary. On the board, write I llike swimming. Below write __________ is fun. Ask the students to complete it so that it means the same as the first sentence (Swimming is fun.). Repeat the process with a few more sentences, e.g. Doing the washing-up is boring. I don’t like __________ the washing-up.

• Students use the prompts to write sentences. • They can compare answers in pairs. • Check the answers with the class.

make a note of any repeated errors to check at the end of the lesson. Ask students to report back to the class with their partner’s plans.

be going to (2)    page 8  Aim To review be going to for predictions based on present evidence

• On the board, write Maria isn’t listening to her teacher. Her teacher is going to get annoyed.

• Ask How do we know that the teacher is going to get •

ANSWERS

Madison loves dancing. Skateboarding is fun. don’t like playing volleyball. Stealing money is wrong. Josh hates doing housework. My favourite hobby is reading.

annoyed? (Because Maria isn’t listening.) Remind students that be going to can also be used to make predictions based on present evidence.

Exercise 12

• Students look at the pictures and complete the sentences • •

Extra activity

• Students write jumbled-up sentences for their partners •

they are going to do this weekend.

• Monitor and check that students are taking turns and

Warm-up

Exercise 10

1 2 3 4 5 6

Extra activity

to reorder, using gerunds as the sentence subject and the verb + -ing form. Make sure that students give their partners an even mix of forms to practise and make sure that they are using both forms correctly.

with the verbs and expressions in the box. They can compare answers in pairs. Check the answers with the class.

ANSWERS

2 3 4 5

He’s going to eat a burger. It’s going to rain. She’s going to make a cake. I’m going to win the race.

Extra activity

• On the board, write some unrelated sentences

be going to (1)    page 8  Aim To review be going to for plans and intentions

Warm-up

• Ask students What are you going to do on your next holiday? and elicit responses.

• Remind students that be going to can be used to describe

future plans and intentions.

Exercise 11

• Students read the summer camp activities form and write

• •

affirmative and negative sentences about Zoey’s plans. They can compare answers in pairs. Check the answers with the class.

describing three different situations, e.g. My bus is late. James is in a café. Alice is buying a lot of crisps and soft drinks. In pairs, students write matching sentences with be going to based on the present evidence, e.g. I’m going to be late for school. James is going to order some food. Alice is going to have a party. Ask students to think of other possible sentences with be going to for each of the situations on the board. See how many different ideas the students can come up with. Monitor and check that students are using be going to correctly. Elicit their sentences and write some of them on the board.

ANSWERS

1 2 3 4 5

She’s going to explore the countryside. She isn’t going to take art and craft classes. She’s going to play outdoor sports. She isn’t going to do a yoga course. She’s going to learn a foreign language.

20 Welcome

4004718 Champions 2e TB3.indb 20

© Copyright Oxford University Press

04/11/2014 14:29

Present continuous for future    page 9 

Extra activity

• On separate pieces of paper write simple situations that

Aim To review the present continuous for future arrangements

• Ask students about their plans for the near future, e.g.

• •

Warm-up

What are you doing this afternoon after school? What are you doing at the weekend?, etc. Elicit responses with the present continuous. Remind students that the present continuous can be used to describe future arrangements that have been confirmed.

will / be going to    page 9 

Exercise 13

• Explain that The Domes are a band and the text is their • • •

schedule for the next two weeks. Check that students understand the verb perform. Students write the questions and then use the information in the text to answer them. Check the answers. Ask one student to read out a question and another to give the answer.

ANSWERS

1 2 3 4 5 6

When are The Domes playing in Colombia? They’re playing in Colombia on 4th March. How many concerts are they giving in Brazil? They’re giving two concerts. Where are they performing in São Paulo? They’re performing at the Morumbi Stadium. Where are they going after Brazil? They’re going to Colombia. Where is the tour finishing? It’s finishing in Monterrey, Mexico. How many cities are they visiting in Latin America? They’re visiting seven cities.

Extra activity

• Students write a similar schedule for their favourite band. • In pairs, they take turns to ask and answer questions about when and where the band is playing.

Aim To review the difference between will and be going to for predictions

Warm-up

• On the board, write the following sentences: • •

Exercise 15

• Remind students that we often use (don’t) think with will. • Students complete the sentences. • Check the answers with the class. ANSWERS

1  ’s going to be   ​2  will  ​3  will  ​4  ’re going to be   5​   will  ​ 6  ’m going to be

First conditional    page 9  Aim Warm-up

Aim

• Ask students If it’s sunny at the weekend, what will you do?

To review the use of will and won’t to talk about the future

Warm-up

• Tell the students The school is going to close for a week.

Zac is a fast runner. He’ll win. Zac is running faster than the other runners. He’s going to win. Ask students which prediction is based on opinion and which is based on present evidence. Remind students that we can use will to make predictions based on opinion. We use be going to when there is strong evidence that we can see right now.

To review the first conditional

will: future    page 9 

require an instant decision, e.g. I’m hungry. – I’ll make you a sandwich. I can’t carry all these bags. – I’ll help you, etc. Make a few copies of each so that you have several sets. Split the class into groups of six to eight students and give each one a set. Each student takes a turn to read out a situation. Another student must call out a decision with will / won’t. Monitor and check that students are taking turns and using will / won’t properly.

What will you do? Elicit students’ answers with will and won’t, e.g. I’ll get up late. I won’t study. I’ll help my parents, etc. Remind students that will / won’t can be used to express decisions made at the moment.

Exercise 14

• Students complete the dialogue using will and won’t and the verbs in brackets.

and elicit responses. Review the form of the first conditional. Ask what tense the verb takes in the if clause (present) and the main clause (will). Ask when and where we need to add a comma to the sentence (The comma follows the if clause when it is the first part of the sentence.). Remind students that we use the first conditional to talk about future situations which are probable.

Exercise 16

• Students complete the sentences with the correct form of •

the verbs in brackets. Check the answers with the class.

ANSWERS

ANSWERS

1  ’ll take   ​2  won’t take   ​3  will you be   ​4  won’t be   ​ 5  Will you have   6​   ’ll eat

1  ’s; ’ll go   ​2  don’t give; will be   ​3  ’ll buy; help   ​4  won’t pass; doesn’t study

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 21

Welcome 21

04/11/2014 14:29

1

I’ve never had so much fun! Exercise 2 Comprehension

Grammar Present perfect (affirmative and negative) Past participles been / gone Present perfect (interrogative and short answers) ever / never Present perfect / past simple

Vocabulary Experiences

Communication

Skills Reading: A magazine article about the Duke of Edinburgh’s Award Listening: A teenager talking about his experience of the Award Speaking: Talking about experiences Writing: A postcard about your experiences

Sports, experiences, and activities Community service

Presentation    page 10  To present the new language in an interesting context

Text The text is about an ocean sports festival in the US. A journalist interviews the festival organizer about the sport of coasteering.

Warm-up

• Ask students to look at the photos. Ask What can you

see? What are the people doing? Use the photos to teach waterskiing, coasteering, kitesurfing, and surfing. Ask Can you do these sports in your country? Have you tried them? Which one would you like to try? Why?

• Give students time to read the sentences. Check that they

understand them all. Play the CD. Students read and listen, and then choose the correct words. Check the answers with the class.

22

4004718 Champions 2e TB3.indb 22

1 Linda has done ocean sports before. 2 Coasteering involves climbing, jumping, swimming, and sailing. 3 Joe thinks that coasteering is quite safe. 4 Coasteering started in the 1980s. 5 Joe learnt about coasteering in the UK last year. • Students read the article again and decide if the sentences are true or false. Ask them to correct the false sentences. ANSWERS

• Remind students to copy any new words or phrases from the text into their vocabulary books.

Language focus    page 11  Aim To practise the target language

Exercise 3

• Students read the article again. They match the beginnings and endings of the sentences.

• Check the answers with the class. ANSWERS

​2  d  ​3  a  ​4  b  ​5  c

Exercise 1 Read and listen  $03

2  the US   3  a journalist Transcript    Student’s Book  page 10 

• Write these sentences on the board.

Consolidation

Aim

ANSWER

Kitesurfing and coasteering. Coasteering. It comes from the UK. You have to wear a wetsuit, a life jacket, and a helmet. She thinks it’s amazing. She’s planning to do kitesurfing.

1 False. She has never done ocean sports. 2 False. Coasteering involves climbing, jumping, and swimming. It doesn’t involve sailing. 3 True. 4 False. Coasteering started in the 1970s. 5 True.

Topics

ANSWERS

1 2 3 4 5 6

Extra activity

Booking an activity Pronunciation: Strong and weak forms of have

• Students read the text again and answer the questions. • They can compare answers in pairs. • Check the answers with the class.

Exercise 4  $04

• Students read the conversation and the words in the box. • Play the CD. Students listen and complete the • •

conversation. Stronger students can try to work out the answers themselves and then listen to check. They can compare answers in pairs. Check the answers with the class.

© Copyright Oxford University Press

04/11/2014 14:29

ANSWERS / AUDIO CD TRACK 04

1  I haven’t   2  Have you ever done   3  I have   4  ’ve done   5  haven’t done Alice  What did you do at the weekend, Hugo? Hugo  I went to an ocean sports festival and I tried coasteering. It was amazing! Have you ever tried it? Alice No, 1I haven’t. I think it sounds crazy! Hugo  No, it isn’t. It’s so much fun, and it’s really exciting. 2 Have you ever done anything exciting? Alice Yes, 3I have. I 4’ve done a parachute jump. Hugo  Wow! A parachute jump?! I 5haven’t done that!

Exercise 5 Focus on you

• Students tick the things they have done. Do not elicit answers at this point.

Exercise 2  $06

• Ask students to look again at the experience in exercise 1. • Play the CD. Students listen and write what the people • •

are doing. They can compare answers in pairs. Check the answers with the class.

ANSWERS / audio cd track 06

1 2 3 4

They’re flying in a plane. She’s doing a parachute jump. He’s riding a horse. They’re going whitewater rafting.

Extra activity

• In pairs or groups, students take turns to mime an activity from exercise 1. The others guess which activity it is.

Exercise 6 Pairwork

• In pairs, students tell their partner what they have done. •

Stronger students can add more ideas, using the same verbs, e.g. I’ve eaten sushi. I’ve visited Chile. Ask some students to tell the class about their partner.

ANSWERS

Exercise 3 Pairwork

• Students work individually to tick the things in exercise 1 that they have done.

• Ask a student to read out one of the things from exercise

Students’ own answers.

Vocabulary    page 12 

Experiences

Aim

To present and practise vocabulary for experiences: be in the newspaper, climb a mountain, do a parachute jump, fly in a plane, go whitewater rafting, meet a famous person, ride a horse, sleep in a tent, visit a foreign country, win a competition

Warm-up

• Ask students to look at the pictures and to say what they can see. Point to a few of the pictures and ask Have you ever done that / been there?

Exercise 1  $05

ANSWERS

Students’ own answers.

Exercise 4 Pairwork

• Elicit or explain the meaning of least + adjective. • Model a sentence for students before they begin the

• In pairs or individually, students match as many pictures as

• Play the CD. Students listen and check their answers. • Check comprehension by asking students to translate

they can with the experiences.

these words into their language: parachute, whitewater, foreign, and competition. Play the CD again. Students listen and repeat chorally, then individually.

ANSWERS / AUDIO CD TRACK 05

do a parachute jump 1 win a competition 2 visit a foreign country 3 meet a famous person 4 ride a horse 5 climb a mountain 6 go whitewater rafting 7 sleep in a tent 8 be in the newspaper 9 fly in a plane

1 that they have done. Ask When did you …? Where did you do this? Did you enjoy it? Elicit the answers. Point out to students that some of the verbs in the expressions are irregular in the past simple form. Students then work in pairs to ask and answer questions about their experiences. Ask some students to tell the class something they learnt about their partner.

• •

activity, e.g. Flying in a plane is the least exciting activity because I fly a lot. Underline the gerund as subject and encourage students to use it in their discussions. In pairs, students discuss questions 1 and 2. Encourage them to give reasons for their answers. Students should think of other adjectives to describe the experiences to support their argument, e.g. boring, interesting, fantastic, terrible. Monitor and give help where necessary. Make a note of any repeated errors to check at the end of the lesson. Ask some students to tell the class about their conclusions and invite others to agree or disagree. Contribute with your own views, too.

ANSWERS

Students’ own answers.

Extra activity

• Students choose their favourite experience from •

exercise 1. In class or for homework, they design a poster encouraging people to try the experience. You can display the posters around the classroom.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 23

Unit 1 23

04/11/2014 14:29

ANSWERS

Consolidation

• Remind students to copy the vocabulary from this lesson into their vocabulary books.

1  has lost   2  haven’t invited   3  haven’t seen   4  have visited  5  haven’t heard   6  haven’t done   7  has been

Exercise 2

Further practice

• Students complete the sentences with the present perfect

Website; Workbook  page 69

Grammar    page 13 

ANSWERS

Present perfect (affirmative and negative)

1  ’ve read   2  hasn’t flown   3  haven’t met   4  have bought  5  ’ve lost

Aim

been / gone

To present and practise the affirmative and negative forms of the present perfect

Aim

Warm-up

To present and practise the difference between been and gone

• Ask students What have you done this morning / afternoon at school? and elicit present perfect responses if possible.

Grammar boxes

• Go through the first grammar box with the class. Explain

• •

that finished isn’t the past simple form of finish, but the past participle. Draw attention to the form of the present perfect (have (’ve) / has (’s) or haven’t / hasn’t + past participle). Ask students to read the sentences and choose the correct words in the second grammar box. Check the answers with the class.

ANSWERS

1  don’t know   ​2  don’t know   ​3  don’t know • Highlight that the present perfect describes past events without reference to a time period, e.g. Have you ever met anyone famous? Yes, I’ve met Madonna. • The present perfect can also describe events which have happened in a period of time which has not yet finished, e.g. (It’s 11 a.m.) I’ve tidied my bedroom this morning. • Ask students to look back at the text on page 10 to find affirmative and negative examples of the present perfect. • Remind students to check the rules on page 68. Rules    page 68 

Warm-up and grammar box

• Go through the grammar box with the class and elicit students’ answers to the questions.

ANSWERS

1  No, he isn’t.   2  Yes, he is. • On the board write the following two sentences. 1 Jack was in the library but now he’s in the classroom. 2 Jack was in the classroom but now he’s in the library. • Ask students to complete matching sentences in the present perfect with been or gone: 1 Jack has ____ (been) to the library. 2 Jack has ____ (gone) to the library. • Remind students to check the rules on page 68. Rules    page 68 

Exercise 3

• Students complete the sentences with been or gone.

Remind them to think carefully about the meaning of each sentence and to look back at the grammar box if necessary. Check the answers with the class.

ANSWERS

1  been  ​2  gone  ​3  gone  ​4  been  ​5  gone

Exercise 4 Game!

• Give students a few minutes to look again at the

Past participles Grammar box

experiences on page 12 and to decide which they have done. Put students into pairs to compare their experiences and see who has done more things. Ask pairs to report back to the class and see who in the class has done the most things.

• Go through the grammar box with the class. • Point out that for regular verbs the past participle ends

Finished?

in -ed, as in the past simple. Say the base form of some regular verbs and elicit the past participles, e.g. T: walk.  SS: walked. Focus on irregular verbs and draw students’ attention to the list on page 98 of the Student’s Book. Choose verbs they have seen in the text on page 10, e.g. do, have, meet, and elicit the past simple and past participle forms.

Exercise 1

• Students complete the sentences with the affirmative or •

24

of the verbs in the box. Check the answers with the class.

negative present perfect form of the verbs in brackets. Check the answers with the class.

Unit 1

4004718 Champions 2e TB3.indb 24

• Students write sentences about their own experiences. • •

Encourage them to use and and but to join their ideas. Ask students to compare their experiences with a partner. Ask some students to read their sentences to the class. Ask other students Have you done this?

ANSWERS

Students’ own answers.

© Copyright Oxford University Press

04/11/2014 14:29

Exercise 3  $09

Consolidation

• Remind students to make a note of the grammar rules

and examples from this lesson in their grammar books.

Further practice

Website; Workbook  pages 68−70

Booking an activity Aim To present and practise the language of booking an activity

Warm-up

• Elicit or explain the meaning of the verb book. • Ask What is paintballing? Have you ever been paintballing? Do you wear special clothes? Use this discussion to introduce the words session and equipment.

Exercise 1  $07

• Play the CD. Students read and listen, and then complete the booking form. Stronger students can read the dialogue themselves and complete the form before listening to the CD. • Check the answers with the class. Transcript    Student’s Book  page 14  ANSWERS

Joe Tucker Saturday 8th February at 1 p.m. ten £190 Students listen again and repeat chorally, then individually.

Learn it, use it!

• Go through the Learn it, use it! box with the class. Draw • •

the activities. Check the answers with the class.

ANSWERS / AUDIO CD TRACK 09

Communication    page 14 

1 2 3 4

• Ask students to read the list of activities before they listen. • Play the CD. Students listen and match the people with

students’ attention to the different ways to ask for booking details and to reply. Elicit examples of other situations where we need to make a booking. In pairs, students ask and answer questions using the expressions in the box. Stronger students can substitute their own details.

Exercise 2 Pronunciation  $08

• Play the CD. Students listen to the pronunciation of have

in the sentences. Draw special attention to the /əv/ sound of the unstressed have in questions. • Students listen again and repeat chorally, then individually. Transcript    Student’s Book  page 14 

Extra activity

• Read out the sentences from exercise 2 placing the

stress on the underlined words as follows. Students underline the stressed syllables (Have you been here before? Yes, I have. Have you booked a session? No, I haven’t.).

1  a meal in a restaurant   ​2  a film   3​   a football match   ​ 4  a room in a hotel 1 Receptionist  Hello. Bella Italia. Can I help you? Clive  Yes, please. I’d like to book a table for six tonight. Receptionist  We have a free table at 8 p.m. Would that be OK? Clive  Yes, that’s fine. Receptionist  OK. Can I have your name and phone number, please? Clive  Yes. It’s Hargreaves, 0118 496 0722. Receptionist  Thank you. Goodbye then. See you later. 2 Receptionist  Hello. Can I help you? Sam  Yes, please. I’d like to book two tickets for the 8.30 p.m. showing of Blue Moon, please. Receptionist  OK. I’ve booked that for you. You can collect your tickets when you get to the cinema. Sam  Thanks. Goodbye. 3 Receptionist  Sportsline. How can I help you? Sally  I’d like to book two tickets for the Oxford York match on Friday evening. Receptionist  OK. That’ll be £58. Can I have your name and email address, please? Sally  Sure. It’s Sally Williams and my email is Williams@ coldmail.com. Receptionist  I’ve booked the tickets for you. I’ll send you an email to confirm that. Sally  Great. Thanks. Receptionist  Not a problem. Bye. 4 Receptionist  Good morning. Can I help you? Fernando  Yes, please. I’d like to book a room for tomorrow night. Receptionist  OK, that’s fine. Will you need car parking? Fernando  No, I’m arriving by train. Receptionist  OK, I just need your name then, please. Fernando  It’s Fernando Cardoso. Receptionist  That’s fine. See you tomorrow evening. Fernando  Thank you. Goodbye.

Exercise 4 Pairwork

• In pairs, students read the information and choose • • • • • •

between the two events. Tell them to plan the details they will give (day, time, number of people). Practise the pronunciation of the prices with the class. Explain 18+ age limit. Students take turns to play the parts of the receptionist and the person making a booking. Students can then make dialogues about the other event. Monitor and give help where necessary. Ask one or two pairs to act out their dialogues for the class.

ANSWERS

Students’ own answers. © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 25

Unit 1 25

04/11/2014 14:29

Exercise 2

Extra activity

• Students can make another role play, choosing an activity

from exercise 3 or a different activity of their own choice.

Further practice

• Students reorder the words to make questions and then write true short answers.

• Check the answers with the class. ANSWERS

Website; Workbook  page 71

Present perfect (interrogative and short answers)

1 Has your best friend ever been to the UK? 2 Have you ever seen a tiger? 3 Have you and your family ever moved house? 4 Have you ever played table tennis? 5 Have your parents ever made pizzas? 6 Have you ever swum in a lake? Students’ own answers.

Aim

Exercise 3

Grammar    page 15 

To present and practise the interrogative and short answer forms of the present perfect

Warm-up

• On the board, write ____ (Have) you ____ (eaten) Indian food? ____ (Have) you ____ (ridden) a horse?

• Ask students to complete the sentences. See if you can elicit affirmative and negative short answers.

Grammar box

• Go through the grammar box and draw students’ attention to the forms of the interrogative and short answers.

• Review some past participles of irregular verbs by writing

the infinitives on the board and eliciting the past participle. • Ask students to look back at the text on page 10 and to find examples of the interrogative form. • Remind students to check the rules on page 68. Rules    page 68 

Exercise 1

• Students write the present perfect questions and answers. • Check the answers with the class.

• Students write two negative sentences for each set of •

ANSWERS

1 My parents haven’t met my teacher. My parents have never met my teacher. 2 I haven’t run ten kilometres. I’ve never run ten kilometres. 3 Alice hasn’t eaten Thai food. Alice has never eaten Thai food. 4 You haven’t been to Paris. You’ve never been to Paris. 5 We haven’t tried whitewater rafting. We’ve never tried whitewater rafting.

Present perfect / Past simple Aim To present and practise the difference between the present perfect and the past simple

Warm-up and grammar box

• Ask Have you ever been camping? When did you go? Elicit a

ANSWERS

1 2 3 4 5

Have Flora and Ivan travelled a lot? No, they haven’t. Have I won a prize? Yes, you have. Has Lucy ridden a horse? No, she hasn’t. Have you found your passport? No, I haven’t. Has Tim been to Canada? Yes, he has.

ever / never Aim To present and practise the use of ever and never with the present perfect

Warm-up and grammar box

• On the board, write Have you ____ (ever) done a parachute • • •

jump? No, I’ve ____ (never) done a parachute jump. Students write ever and never in the correct gaps. Students read through the grammar box. Ask students to complete the rules with ever and never. Check the answers with the class.

ANSWERS

1  ever  ​2  never • Remind students to check the rules on page 68. Rules    page 68  26

Unit 1

4004718 Champions 2e TB3.indb 26

prompts. Check the answers with the class.

• •

student’s affirmative answer, e.g. Yes, I have. I went last summer, then write the questions and answers on the board. Go through the grammar box with the class. Ask students to choose the correct words. Check the answers with the class.

ANSWERS

1  past simple   ​2  present perfect​ • Elicit the two different tenses in the questions and answers on the board. Circle the time expression, e.g. last summer, and ask which tense describes a past event in a specific time (past simple), and which refers to a past event at no particular point in time (present perfect). • Elicit other examples of time references that can be used with the past simple, e.g. yesterday, on Sunday, last week, last year, two years ago, etc. Rules    page 68 

Exercise 4

• Students complete the sentences with the correct verb •

forms. Check the answers with the class.

ANSWERS

1  ’s gone   2  saw  3  Did they get married   4  Has Katie ever flown   5  started  6  haven’t tried

© Copyright Oxford University Press

04/11/2014 14:29

Finished?

ANSWERS

• Students write five questions to ask a partner. • They exchange questions with their partner and write true answers.

ANSWERS

Students’ own answers.

Extra activity

• Ask some pairs to read their questions and answers to the class. Ask other students to ask further questions about the answers using the past simple.

1 She’s done the Bronze Award. 2 She showed retired people how to use a computer and how to go online. 3 She learnt how to ride a unicycle. 4 Because she has never been good at sports. 5 She went on a canoeing trip with two friends in Canada. 6 Students’ own answers.

Extra activity

• Tell students to imagine they are going to do the Duke of Edinburgh’s Award.

• As a class, brainstorm some activities that students

Consolidation

• Remind students to make a note of the grammar rules

and examples from this lesson in their grammar books.

Further practice

Website; Workbook  pages 68−70

Skills    pages 16–17 

Reading Aim To read and understand a magazine article about the Duke of Endinburgh’s Award

Warm-up

• Point to the photo of the Duke of Edinburgh and ask Do • •

you know who this is? Discuss as a class who the Duke of Edinburgh is (see Background notes). Point to the other photos and ask What do you think young people have to do for the Duke of Edinburgh’s Award? What do you think they learn from these things? Elicit a few ideas. Use the photos to teach unicycle and canoeing.

Listening Aim To listen to a teenager’s experience of the Duke of Edinburgh’s Award

Exercise 3  $10

• Give students time to read the sentences. • Play the CD. Students listen and choose the correct answers.

• Play the CD again for students to check their answers. • Check the answers with the class. ANSWERS / AUDIO CD TRACK 10

Background notes

• Prince Philip, the Duke of Edinburgh (born 1921) is the

could do for each section of the award. Make notes on the board. Ask students to choose and plan an activity for each section of the award. Tell them they can use the ideas on the board, or their own ideas. Students can compare their ideas in pairs and discuss why they chose these activities. Ask some students to present their ideas to the class. Discuss as a class what students could learn from each of the activities mentioned.

husband of the British Queen Elizabeth II. He was born in Greece into the Greek and Danish royal families, but became a British citizen before he married Elizabeth. The Duke of Edinburgh’s Award scheme encourages young people to take part in a range of challenging activities designed to help them develop qualities such as maturity, independence, and leadership.

Exercise 1

• Read through the list of activities with the class, and check that students understand them all.

• Students read the magazine article and tick the activities that Jessica mentions.

ANSWERS

canoeing playing football volunteering

Exercise 2

• Students read the article again and answer the questions. • Check the answers with the class. • Discuss question 6 with the class, encouraging as many students as possible to join in and express their opinions.

1  the same   2  a primary school   3  guitar   4  basketball  5  hiking Tara  Have you ever slept in a tent, Oliver? Oliver  Yes, I have. I slept in a tent when I did my Duke of Edinburgh’s Award last year. Tara  Oh, have you done the Duke of Edinburgh’s Award? What was it like? Oliver  It was great. Tara  Did you do the Bronze Award last year? Oliver  No, I didn’t. I did the Silver Award. Tara  Is that very different from the Bronze Award? Oliver  Not really. The four sections are the same, but you do the activities for longer. Tara  What community work did you do? Oliver  I helped at a homework club at a primary school. It was fun! Tara  What else did you do? Oliver  Umm … well, for the skills section I learnt to play a musical instrument. I thought about the drums, but in the end I chose the guitar. Then for the sport … Tara  I know! You joined the school football team. Oliver  No, I didn’t actually. I joined the school basketball team. I’m still on the team! Tara  That’s great!

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 27

Unit 1 27

04/11/2014 14:29

Oliver  Then … I went on an expedition with my friends. Tara  Where did you go? Oliver  We went hiking in Snowdonia. And we slept in mountain huts. It was freezing! Tara  It sounds amazing!

Extra activity

• Write these gapped sentences on the board.

• •

1 Oliver did his Duke of Edinburgh’s Award last  . 2 For the Silver Award, you have to do the activities for  . 3 Oliver is still on the school basketball  . 4 Oliver and his friends slept in huts. 5 It was  . Students work individually or in pairs to complete the sentences from memory with one word. Check the answers with the class.

Consolidation

• Tell students that they should keep a note of mistakes that they make in their writing, and use the grammar rules in the Workbook to revise and learn grammar points that they find difficult.

Further practice

Website; Workbook  page 72

ANSWERS

1  year  2  longer  3  team  4  mountain  5  freezing

Speaking Aim To practise talking about experiences

Exercise 4 Pairwork

• Read the task with the class, then ask two confident

students to read out the example questions and answers.

• Elicit or point out that we use the present perfect to ask • • •

about experiences, then the past simple to find out more. Read through the experiences with the class and check that students understand everything. Put students into pairs to ask and answer the questions. Ask some pairs to tell the class something they learnt about their partner.

Writing Aim To write a postcard about an exciting holiday

Exercise 5

• Students read Dave’s postcard. • Elicit some ideas to replace the phrases in bold and • • •

brainstorm some ideas to add in the second paragraph. Make notes on the board. Students replace the phrases in bold with their own ideas and write a second paragraph with their own ideas. Students swap their postcard with their partner who corrects any mistakes. Ask some students to read their postcards to the class. Ask other students Whose holiday sounds the most fun? Why?

ANSWERS

Students’ own answers.

28

Unit 1

4004718 Champions 2e TB3.indb 28

© Copyright Oxford University Press

04/11/2014 14:29

2

I haven’t finished it yet! • Play the CD. Students read, listen, and find the book titles. • Check the answers with the class.

Grammar Present perfect + yet and already Present perfect + just Present perfect + for / since

Transcript 

  Student’s Book  page 18 

ANSWERS

Vocabulary

1  The Hunger Games, Catching Fire, and Mockingjay 2  Russian Roulette, Scorpia Rising, and Crocodile Tears.

Books

Exercise 2 Comprehension

• Students read the text again and answer the questions. • They can compare answers in pairs. • Check the answers with the class. Check students

Communication Buying presents Pronunciation: /h/

understand fight, protect, spy, suspense, and librarian.

ANSWERS

Skills Reading: A short story Listening: A teenager talking about his reading habits Speaking: Talking about a book you have read recently Writing: A book review

Topic Different types of books

• Remind students to copy any new vocabulary from the text into their vocabulary books.

Aim To present the new language in an interesting context

Text The article discusses the popularity of books with teenagers, and two teenagers describe the books they most like to read.

Background notes

• The Harry Potter fantasy novels by British writer

She was nine years old. They happen in an imaginary world. She prefers the books. He likes spy stories. Anthony Horowitz wrote the Alex Rider series. Think about what interests you, then ask your local librarian or bookshop. There’s something for everyone.

Consolidation

Presentation    page 18 

1 2 3 4 5 6

JK Rowling have sold over 500 million copies and have been made into a series of films starring Daniel Radcliffe. Suzanne Collins, an American television scriptwriter and novelist, is best known for The Hunger Games trilogy. The Hunger Games (2012) is the first in the Hunger Games film series based on her novels, starring Jennifer Lawrence as Katniss Everdeen. The British writer Anthony Horowitz has written over 50 novels. He has also written screenplays for television.

Language focus    page 19  Aim To practise the target language

Exercise 3

• Explain Russian roulette and crocodile tears. • Students read the text again and decide if the things have •

or haven’t happened yet. Check the answers with the class.

ANSWERS

1  (✓)  ​2  (✗)  ​3  (✗)  ​4  (✓)

Exercise 4

• Students look back at the text to find which phrases Anna and Ben use to describe each of the four books.

• Draw attention to the use of already and yet. • Students can compare answers in pairs. • Check the answers with the class. ANSWERS

1  d  ​2  a  ​3  b  ​4  c

Warm-up

• Ask What sort of things do you read? Elicit answers. • Ask students to read the title of the text and ask them what they think it means (Some people have the impression that teenagers don’t read enough.).

Exercise 1 Read and listen  $11

• Students look at the book cover. Find out who has read

Background notes

• Harry Potter and the Order of the Phoenix (2003) is by

JK Rowling. Pride and Prejudice by Jane Austen and Sherlock Holmes Short Stories by Sir Arthur Conan Doyle are from the Oxford Bookworms series. The Amber Spyglass (2000) is by Philip Pullman.

Harry Potter and the Philosopher’s Stone and elicit other books in the Harry Potter series.

© Copyright Oxford University Press

29

4004718 Champions 2e TB3.indb 29

04/11/2014 14:29

Exercise 5 Focus on you

ANSWERS

• Go through the list. Elicit or give the titles in the students’ language and elicit the names of the authors.

• Students write sentences as in the example. • Find out which is the most popular book.

1  detective story / crime story   ​2  autobiography  ​ 3  love story   ​4  horror story   ​5  fantasy story   ​ 6  biography  ​7  spy story

Exercise 2  $12

• Read through the sentences with the class and explain

ANSWERS

Students’ own answers.

Exercise 6 Pairwork

• In pairs, students exchange information about books they have and haven’t read yet.

• Monitor and check students are using the present perfect correctly with already and yet.

ANSWERS / AUDIO CD TRACK 12

ANSWERS

1  love story   ​2  science-fiction story   ​3  autobiography  ​ 4  spy story   5​   detective story / crime story   6​   horror story  ​7  fantasy story   ​8  biography • Students listen again and repeat chorally, then individually.

Students’ own answers.

Vocabulary    page 20  Books

Exercise 3 Pairwork

• Students choose one of the book types and make up

Aim To present and practise vocabulary for different types of books: autobiography, biography, detective story / crime story, fantasy story, horror story, love story, science-fiction story, spy story

• Books closed. Giving spy story as an example, ask students to think of as many different genres of books as they can, using their own language.

• The Hydrogen Sonata, published in 2012, is Iain M Banks’

• • •

ninth Culture novel about the science-fiction society, the Culture. The Hound of the Baskervilles was published in 1902 and was the third of Sir Arthur Conan Doyle’s novels to feature Sherlock Holmes. Trollope’s autobiography in An Autobiography and Other Writings by Anthony Trollope is the only autobiography by a major Victorian novelist. It was published after his death in 1882 and was a best-seller. From the Heart by Alan C. McKean and Merlin by Janet Hardy-Gould are from the Oxford University Press Dominoes series, which offers students a fun reading experience while building their language skills. Frankenstein by Mary Shelley was published in 1818 and tells the story of the monster created by the scientist, Frankenstein. Mozart is a biography of the famous musician and was published in 2006. It was written by Julian Rushton. The Big Story by John Escott is from the Oxford Bookworms series, which gives students practice accessing information with high-interest topics.

Exercise 1

the book types.

30

Unit 2

4004718 Champions 2e TB3.indb 30

Students’ own answers.

Extra activity 1 (for weaker students)

• In pairs, students discuss their favourite types of book, using the following example dialogue: S1: What do you think about fantasy stories? S2: I don’t like them. I think they’re boring. S1: Really? I think they’re great. But I hate love stories, etc.

Extra activity 2 (for stronger students)

• In pairs, students discuss films they have seen which •

are based on books they have read. They decide if they prefer the book or the film. Ask some students to give their opinions and invite the others to agree or disagree.

Extra activity 3

• Find out which is the most popular genre in the class •

by calling out each of the vocabulary items and asking students for a show of hands. Students record the results in a graph or pie chart for homework.

Extra activity 4

• Students design a poster of their favourite book for

• Individually or in pairs, students match the covers with • Check the answers with the class.

the opening sentence of a book. Tell them to include characters or situations that will provide clues about the type of book. Students take turns to read their sentence to a partner, who guesses the type of book. Stronger students can choose one or two more book types and write opening sentences. Weaker students can work in pairs to write the opening sentence, and then join another pair to read and guess.

ANSWERS

Background notes

• •

Warm-up

• •

spaceship and murderer. In pairs, students read the sentences and match them with the book types. This can be done as a whole-class activity if you prefer. Play the CD. Students listen and check their answers. Check the answers with the class.

homework. Encourage them to illustrate it and to include a short description of why they think people should read it.

© Copyright Oxford University Press

04/11/2014 14:29

Exercise 3

Consolidation

• Remind students to make a copy of the new vocabulary

• Read out the three example answers and point out how

Further practice

• Students write the sentences. • Check the answers with the class.

from this lesson into their vocabulary books.

Website; Workbook  page 74

they relate to the prompts.

ANSWERS

Grammar    page 21  Present perfect + yet and already Aim To present and practise the use of already and yet with the present perfect

1 2 3 4 5 6

Exercise 4

• Go through the list with the class and check students

Warm-up and grammar box

• Review the present perfect by writing on the board,

• •

• •

1 2 3 4 5 6 7 8

• •

gapped sentences, questions, and short answers with the main and auxiliary verbs missing, for students to complete. Review the meanings of already and yet. Ask students a few questions with yet, e.g. Have you had lunch yet? Have you finished your (art project) yet? Have you seen (film title) yet? Elicit short answers: Yes, I have or No, I haven’t, and, if possible, answers with already. Ask a student to read out the example question and answers in the grammar box. Students complete the two gapped sentences with already and yet.

Answers

1  yet  ​2  already • Explain that we use yet in negative and interrogative sentences to talk about something that hasn’t happened, but we are expecting it to happen. • Explain that we use already in affirmative sentences to talk about something that has happened, often sooner than we expected. • Remind students to check the rules on page 73. Rules    page 73 

Exercise 1

• Students read the sentences and choose the correct words. • They can compare answers in pairs. • Check the answers with the class. ANSWERS

1  already  ​2  yet  ​3  yet  ​4  already  ​5  already  ​6  yet

• Students use the prompts to write the sentences in the

correct order. Remind them to think carefully about the position of already and yet. Check the answers with the class.

ANSWERS

1 2 3 4 5 6

understand post something on a blog. Remind students of the list of irregular verbs on page 98. Students write sentences with already and yet. Check the answers with the class.

ANSWERS

She’s already made her bed. She hasn’t cleaned her room yet. She hasn’t done the shopping yet. She’s already finished her homework. She hasn’t spoken to Ana about tonight yet. She’s already posted photos on her blog. She hasn’t bought her mum’s birthday present yet. She’s already studied for the English test.

Exercise 5

• Students complete the email with the words in the box. • Check the answers with the class. ANSWERS

1  already  ​2  haven’t  ​3  already  ​4  yet  ​5  ’ve already   ​ 6  yet  ​7  has

Exercise 6 Game!

• Put students in pairs and read out the instructions.

• •

Individually, students write down their six guesses about actions their partner has already done / hasn’t done yet this week. Students ask their questions. They get one point for each correct answer and add up their score at the end. Find out which students scored the maximum of six points. Elicit some of their sentences with already and yet.

Finished?

• Students write about things they have and haven’t done today.

Exercise 2

I’ve already made my bed. Have you watched Sally’s new video yet? Mike hasn’t seen the photos of his birthday party yet. The train hasn’t arrived yet. We’ve already watched the latest Superman film. Have you read this autobiography yet?

Have you read this spy story yet? I’ve already done my homework. Hurry up! The film has already started. Have you met the new student yet? We haven’t done the shopping yet. Bruno has already downloaded some songs.

• Ask some students to read their sentences to the class. Ask other students Is this sentence true for you, too?

ANSWERS

Students’ own answers.

Extra activity

• Students choose a famous person. They write a list of •

things this person has already done and things he / she hasn’t done yet without revealing his / her identity. In pairs, students use their list to describe the person. Their partner has to guess who it is.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 31

Unit 2

31

04/11/2014 14:29

Exercise 2 Pronunciation  $14

Consolidation

• Remind students to make a note of the grammar rules

and examples from this lesson in their grammar books.

• Play the CD. Students listen to the pronunciation of the letter h in each word.

• Students listen again and repeat chorally, then individually. Transcript    Student’s Book  page 22 

Further practice

Website; Workbook  page 73

Extra activity

Communication    page 22 

• If students need more practice, say some more words for students to repeat, e.g. house, happy, help, has, Hawaii, etc.

Buying presents Aim To present and practise language for buying presents

Warm-up

• Ask students When did you last buy a present? Who was it for? What was it? Where did you buy it? Elicit responses.

Exercise 1  $13

• Pre-teach receipt and check students understand best‑seller and change.

• Students read through the dialogue and the expressions • •

in the box before they listen. Ask them to predict where the expressions belong. Play the CD. Students listen and complete the dialogue. Check the answers with the class.

ANSWERS / AUDIO CD TRACK 13

1  I’d like to get   2  What about   3  How much does it cost  4  I’ll take it   5  Here’s your change Assistant  Good morning. Can I help you? Julia  Yes, please. I’m looking for a present for my dad. 1I’d like to get him a book. Assistant  Well, what kind of books does he read? Julia  He loves crime stories. Assistant   Has he read The Girl with the Dragon Tattoo by Stieg Larsson? It’s a best-seller. Julia  Yes, he has. He’s already read it. He loved it. Assistant  2What about The Girl Who Played with Fire, then? It’s the next book in the series. I’ve just finished it. It’s great! Julia Cool! 3How much does it cost? Assistant  It’s £8, but there’s a sale at the moment. There’s a 10% discount, so that’s £7.20. Julia Great. 4I’ll take it. Here you are. Assistant  5Here’s your change and your receipt. Julia Thanks. • Students listen again and repeat chorally, then individually.

Learn it, use it!

• Go through the Learn it, use it! box with the class. Explain that just in I’m just looking means only or simply.

• Ask students to look back at the dialogue to find examples •

of the expressions in the box. In pairs, students practise using the expressions.

Extra activity

• In pairs, students act out the dialogue in exercise 1. • Ask one or two pairs to act out the dialogue for the

Exercise 3  $15

• Ask students to describe what they can see in the pictures. • • •

Pre-teach snowglobe, mug, souvenir, wrap, and gift bag. Play the CD. Students listen and answer the questions. They can compare answers in pairs. Check the answers with the class.

ANSWERS / AUDIO CD TRACK 15

1  baseball cap; brother; £6.99   ​2  snowglobe and mug; mum and dad; £12.98   ​3  T-shirt and gift bag; sister; £17.98 1 Assistant  Good afternoon. Can I help you? Boy  Um, I’m looking for a present for my brother. How much is this T-shirt? Assistant  The white T-shirt? It’s £14.99. Boy  Mmm, that’s quite expensive. Assistant  What about the baseball cap? It’s only £6.99. Boy  OK, I’ll take it. Assistant  That’s £6.99 then. Boy  Here you are. Assistant  Here’s your change and your receipt. Thank you. 2 Assistant  Hello. Can I help you? Girl  Yes, please. How much is the snowglobe? Assistant  It’s usually £9.99 but there’s a sale at the moment and it’s only £7.99. Girl  OK. And how much is the mug? Assistant  In the sale it’s £4.99. Girl  OK, I’ll take the snowglobe for my mum and the mug for my dad. How much is that? Assistant  It’s £12.98 altogether. Girl  Here you are. 3 Assistant  Hello. Can I help you? Boy  Yes, please. I’m looking for some souvenirs. Assistant  The souvenirs are over there near the window. Boy  Thank you. How much is this T-shirt? Assistant  It’s £14.99. Boy  Hmm. OK, I’ll take it. Could you wrap it for me? It’s a present for my sister. Assistant  Sorry, we don’t wrap things here, but there are some gift bags over there. They’re £2.99 each. Boy  OK, I’ll take one. Assistant  That’s £17.98 altogether. Boy  £17.98. Here you are. Assistant  Here’s your change.

class.

32

Unit 2

4004718 Champions 2e TB3.indb 32

© Copyright Oxford University Press

04/11/2014 14:29

Exercise 4 Pairwork

• In pairs, students plan their dialogue, deciding on the type • •

of shop, its products, and what the customer wants to buy. In pairs, students act out the dialogue and then swap roles. Ask one or two pairs to act out their dialogue for the class.

Extra activity

• Mime being asleep and then waking up suddenly and

looking surprised. Ask What have I just done? (You’ve just woken up.) Ask students in turn to mime doing something, then ask other students to guess what they have just done.

ANSWERS

Students’ own answers.

Present perfect + for / since

Further practice

Website; Workbook  page 76

Grammar box

• Read out the sentences. • Students complete the rules with for and since. • Check the answers with the class. • Remind students to check the rules on page 73.

Grammar    page 23  Present perfect + just Aim

Rules 

To present and practise the present perfect with just, and the present perfect with for and since

Exercise 3

Warm-up

• With books closed, write these verbs on the board: break, • •

do, eat, find, finish, have, miss, pass, score, send, take. Tell students they will need to know the past participles of these verbs for this lesson. Ask Which verbs do you think have irregular past participles? Put students into pairs and get them to guess the past participles of the verbs. They can then check their answers in the list of irregular verbs on page 98.

Grammar box

• Read out the sentences. • Students choose the correct words to complete the rules. • Check the answers with the class. ANSWERS

1  affirmative  2  have or has • Explain that we use just in affirmative sentences to talk about something that has happened, often sooner than we expected. • Remind students to check the rules on page 73. Rules    page 73 

  page 73 

• Students complete the time expressions with for or since. • Check the answers with the class. ANSWERS

2  for  3  for  4  since  5  for  6  since  7  since  8  for

Exercise 4

• Students complete the sentences with the correct verb forms and words.

• Check the answers with the class. ANSWERS

1  has studied; for   2  have lived; since   3  hasn’t eaten; since  4  ’ve had; for   5  haven’t read; for   6  haven’t seen; since

Finished?

• Students write sentences about themselves, using for and •

since. Ask some students to read their sentences to the class. Ask other students to change them so that they are true for them.

ANSWERS

Students’ own answers.

Consolidation

Exercise 1

• Students complete the sentences with the correct verb

• Remind students to make a note of the grammar rules

Further practice

forms and just. Check the answers with the class.

ANSWERS

1  has just scored   2  ’ve just had   3  ’ve just finished   4  ’s just taken   5  ’ve just sent

Exercise 2

and examples from this lesson in their grammar books.

Website; Workbook  page 73

Skills    pages 24–25 

• Point to the first picture and read out the example

Reading

• •

Aim

sentence. Students write the sentences. Check the answers with the class.

ANSWERS

1 2 3 4 5

She’s just done the shopping. He’s just broken a bottle. They’ve just missed the bus. It’s just eaten a fish. He’s just had a swim.

To read and understand an extract from a spy story

Warm-up

• Ask students to look at the picture. Ask Who can you see

in the picture? (A man and a woman.) Where are they? (In a café.) Students look at the title. Ask What are the man and woman talking about? Elicit students’ guesses.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 33

Unit 2

33

04/11/2014 14:29

Exercise 1

• Students read the story quickly and answer the question. • Check the answer with the class. Ask What is agent 006’s

job? (She’s a spy.) Who does she work for? (The government Secret Services) What is she doing at the coffee shop? (She’s working there and listening to the man at the table.)

ANSWER

The waitress is agent 006.

Exercise 2

• Pre-teach pour, smile, gun, kill, shocked, and special forces. • Students re-read the text in detail and answer the questions.

• Check the answers with the class. ANSWERS

1 2 3 4 5 6

He returned on Monday. She poured the coffee. He hasn’t told her because it’s top secret. It is very exciting and dangerous. He killed someone a week ago. She calls her boss at Secret Services MI9. Elicit the meanings of the expressions, I’m not sure, Oh come on, I risk my life every day, didn’t seem interested, he’s just admitted the murder, and well done.

Extra activity

• Books closed. Ask more questions to see how much

students remember, e.g. Where has the man just been? (In Australia) What has he done this month? (He’s flown a plane, done a parachute jump, and met a famous politician.) How do we know he’s dangerous? (He’s killed lots of people.)

Listening

Speaking

Aim To listen to an interview with a teenager about his reading habits

Warm-up

• Students name authors and describe books by them. Then •

they vote for the best-sounding book. On the board, write the following names: Charlie Higson, Young James Bond, SilverFin, and David Beckham. Explain that the students will hear the names in the listening exercise.

Exercise 3  $16

• Ask students to read the questions and to think about • •

which key words they need to listen out for. Play the CD. Students listen and answer the questions. Check the answers with the class.

ANSWERS / AUDIO CD TRACK 16

1 2 3 4

He reads every day. He reads (in bed) before he goes to sleep. He’s read six books (since the beginning of the year). He likes spy stories, science fiction, and non-fiction books. 5 He hates love stories. 34

Unit 2

4004718 Champions 2e TB3.indb 34

6 His favourite author is Charlie Higson. 7 His favourite book is SilverFin – the first young James Bond book. 8 He bought a book that David Beckham, the football player, has written about his life. / He bought David Beckham’s autobiography. Interviewer  How often do you read? Lee  I love reading. I read every day. Interviewer  When do you read? Lee  My favourite time to read is in bed before I go to sleep. Interviewer  How many books have you read since the beginning of the year? Lee  Mmm … one, two, three, four, five, six. I’ve read six books since January. I’ve just started my seventh. Interviewer  What type of books do you like? Lee  I like spy stories and science fiction. I like non-fiction, too. I like biographies particularly of sportspeople and musicians. Interviewer  What type of books do you hate? Lee  I read everything … except love stories! Interviewer  Who is your favourite author? Lee  My favourite author is Charlie Higson. I’m a big James Bond fan and I love the young James Bond series. I’ve read all five books in the series. Interviewer  What’s your favourite book of all time? Lee  Mmm … that’s a hard question! Probably SilverFin – the first young James Bond book. Interviewer  What was the last book you bought? Lee  The last book I bought was a book that David Beckham, the football player, has written about his life. Interviewer  And how do you choose a book to read, Lee? Lee  Well … I often read reviews on the Internet, and friends sometimes recommend books, too. When friends have just read a really interesting book they usually tell me about it …

Aim To ask and answer questions about a book you have read recently and complete a questionnaire

Warm-up

• Prepare students for exercise 4 by choosing a book that •

everyone has studied at school. Ask the questions from the questionnaire and elicit answers from the class. For question 8, you could elicit as many adjectives as possible to describe a book. Write students’ suggestions on the board under the headings Positive and Negative.

Exercise 4 Pairwork

• Give students time to think about the book they last read • •

and to consider their answers to the questions. In pairs, students ask each other the questions and record the answers. Monitor and give help where necessary. Ask some students to tell the rest of the class about their partner’s answers.

ANSWERS

Students’ own answers.

© Copyright Oxford University Press

04/11/2014 14:29

Writing Aim To write a book review

Warm-up

• Ask students if they ever read reviews of books, films, •

or TV shows. Ask What do you expect to find out from a good review? Write their answers on the board and leave them up.

Exercise 5

• Students choose a book and use the questionnaire in

• • •

exercise 4 to plan a review. Tell them to make notes first on each of the questions and then to use their notes to produce a first draft. Students swap drafts with a partner, who checks and corrects any mistakes. Students then write a final version of their review in class or for homework. They can add illustrations or photos if they wish. You can display the reviews around the class and encourage students to read each other’s work.

ANSWERS

Students’ own answers.

Extra activity 1

• In groups, students make a list of three or four novels that they have all read.

• They then take turns to describe a character from one

of these books, without naming him / her or any other character in the book. The other students in the group listen and guess the name of the character.

Extra activity 2

• In pairs, students choose a writer that they both like. •

Ask them to do some research for homework to gather some information about this person. In class, students pool their information and plan an interview for a TV chat show. One student takes the part of the writer and the other takes the part of the chat show host. They work together to prepare questions and answers, and practise their interview. Ask pairs to act out their interview for the class.

Further practice

Website; Workbook  page 77

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 35

Unit 2

35

04/11/2014 14:29

A

Review Exercise 5

Grammar Present perfect (affirmative and negative) Past participles been / gone Present perfect (interrogative and short answers) ever / never Present perfect / Past simple Present perfect + yet and already Present perfect + just Present perfect + for / since

Vocabulary

Background notes

• Sydney is a city on Australia’s south-east coast and is the country’s largest city. It has a population of more than 4.5 million people.

ANSWERS

1  just  ​2  yet  ​3  already  ​4  for  ​5  has been   ​ 6  haven’t been   ​7  been

My Progress

• Students read the sentences and choose the faces that are true for them.

Experiences: be in the newspaper, climb a mountain, do a parachute jump, fly in a plane, go whitewater rafting, meet a famous person, ride a horse, sleep in a tent, visit a foreign country, win a competition Books: autobiography, biography, detective story / crime story, fantasy story, horror story, love story, science-fiction story, spy story

Vocabulary Exercise 1 ANSWERS

​2  f  ​3  b  ​4  h  ​5  a  ​6  g  ​7  c  ​8  d

Exercise 2

• If students have fewer than three smiley faces, encourage them to review the grammar or vocabulary of the previous two units and do more practice.

Songs The following songs would be appropriate to use at this point: • The Long Way Around by Dixie Chicks (past simple / present perfect) • A Little Deeper by Ms Dynamite (present perfect) • Memory Lane by McFly (past simple / present perfect) • Thank You for the Music by ABBA (present perfect) • Message in a Bottle by The Police (present perfect) • Here Comes the Sun by The Beatles (present perfect)

ANSWERS

1  love story   ​2  detective story / crime story  ​3  science-fiction story   4​   horror story   ​5  autobiography / biography   ​6  spy story

Grammar Background note

• The London Eye is one of the largest Ferris wheels in

the world and attracts more than 3.5 million visitors a year. It is on the south bank of the River Thames.

Exercise 3 ANSWERS

1  ’ve seen   ​2  ’ve visited   ​3  ’ve walked   4​   ’ve eaten   ​ 5  haven’t had   ​6  has spent   ​7  hasn’t been   ​8  hasn’t rained

Exercise 4 ANSWERS

1  Have you seen   ​2  have  ​3  was  ​4  put  5  Have you ever met   6​   haven’t  ​7  saw

36

4004718 Champions 2e TB3.indb 36

© Copyright Oxford University Press

04/11/2014 14:29

A

Culture club Exercise 3 Focus on you

Grammar

• Students make notes on the questions in the exercise to

Present perfect Past participles been / gone ever Imperatives can

prepare a short text.

• If students need more support with this, you can • • •

Vocabulary Experiences Geography Wild animals

brainstorm ideas as a class and write them on the board. Students write a draft of their text and swap with a partner, who checks it for mistakes. They write a final version. Ask students to read their texts to the rest of the class or display them on the wall.

ANSWERS

Students’ own answers.

Extra activity

Topics

• Students write a short paragraph or tell the class about

Visiting different places Discovering new experiences

Aim To read and understand a tour operator’s web page offering adventure tours in Argentina

their most exciting experience. When everyone has spoken, students vote to choose the most exciting experience. You could record students’ experiences on the board and see how many students have done particular things. If there are enough common experiences, students could record the results in a pie chart or graph for homework.

Further practice

Warm-up

• Ask Has anyone been on an adventure or activity holiday?

Workbook  pages 68−77

What outdoor activities did you do? Elicit different activities and write them on the board.

Background notes

• An adventure holiday focuses on outdoor activities

such as cycling, trekking, and extreme sports. It may also include the opportunity to observe wildlife.

Exercise 1

• Before students answer the questions, write wildlife on the

board and explain its meaning. Ask students to scan the text and see how many examples of wildlife they can find. (dolphins, penguins, southern right whales). Students scan the web page quickly and find out the number of tours offered by the company.

ANSWER

four

Exercise 2

• Students read the text carefully and answer the questions. • They can compare answers in pairs. • Check answers with the class. answers

1 2 3 4 5

It’s one of the few moving glaciers in the world. Because only 5,000 now exist. It’s in north-west Argentina. It got its title of cultural capital of the Americas in 2006. She’s travelled three times with Argentina Adventure Tours. 6 He’s ridden horses, seen whales, penguins, and dolphins, and learnt to dance the tango. © Copyright Oxford University Press

37

4004718 Champions 2e TB3.indb 37

04/11/2014 14:29

3

What should I do? • They can compare answers in pairs. • Check the answers with the class.

Grammar should / shouldn’t Second conditional

ANSWERS

Vocabulary Illnesses and symptoms

Communication At the doctor’s Pronunciation: /ʊ/ and /uː/

Skills Reading: An online problem page Listening: A parent and a teacher talking about a student Speaking: Giving advice Writing: A reply to a message post giving advice

1 If you’ve got headaches or other symptoms caused by stress. 2 Because students who sleep well get better marks. 3 A student should take a break of ten minutes after studying for 50 minutes. 4 They should exercise for at least 30 minutes, four times a week. 5 Dark chocolate contains chemicals which can improve your mood and concentration. 6 They should do one thing they love every day and try to relax.

Extra activity

• Write these questions on the board or read them to the

Topics Health Looking after your physical well-being

Presentation    page 28 

Aim To present the new language in an interesting context

Text The text is a web page giving secondary school students advice about how to deal with stress.

Warm-up

• Ask How much time do you spend doing homework each

week? Do you get stressed about your studies? What makes you feel stressed? What do you do to help you feel less stressed? What’s the best way to deal with stress? Elicit answers, and encourage students to talk about their own experiences.

Exercise 1 Read and listen  $17

• Read the topics with the class and make sure students • •

understand everything. Play the CD. Students read and listen, and match the tips with the topics. Check the answers with the class.

ANSWERS

2  Sleep  3  Time management   4  Exercise  5  Food  6  Relaxation Transcript    Student’s Book  page 28 

Exercise 2 Comprehension

• Students read the health advice page again and answer the questions.

38

4004718 Champions 2e TB3.indb 38

class. 1  What problems can stress cause? 2  What should you do to fall asleep more quickly? 3  What advice does the web page give about walking? 4  What would happen if you ate a big bar of chocolate? Students answer the questions from memory, then check their answers in the health advice page. Check the answers with the class.

ANSWERS

1 It can cause headaches and other problems. 2 You should go to bed before midnight and you shouldn’t use your mobile phone or read in bed. 3 You should walk around to avoid backache, and you should walk to school or go for a walk in your lunch break. 4 You’d have stomach ache.

Consolidation

• Remind students to make a note of any new words or phrases from the text in their vocabulary books.

Language focus    page 29  Aim To practise the target language

Exercise 3

• Students look at the health advice page again and •

complete the sentences with the correct verb forms. Check the answers with the class. Make sure that students understand the sentences. You could get students to translate the sentences into their own language to check understanding.

ANSWERS

1  ’d be   2  rested; ’d have   3  wouldn’t feel; ate   4  would you do; didn’t have

© Copyright Oxford University Press

04/11/2014 14:29

Exercise 4

• Read the example sentence and elicit or point out that we use should for advice.

• Students write sentences with should or shouldn’t from the •

health advice page. Check the answers with the class.

• Students listen again and repeat chorally, then individually.

Extra activity

• In small groups or as a whole class, students take

turns to choose an illness / symptom from exercise 1 and mime it. The others guess what it is, giving their answer in a full sentence (You’ve got a sore throat / a temperature, etc.).

ANSWERS

1 You should make a timetable to manage your time. 2 You shouldn’t spend too much time sitting down. 3 You shouldn’t have too much chocolate.

Exercise 2  $19

• Read through the ideas in the box and check that

• Give students time to read through the dialogues. • Play the CD, pausing after each conversation to give

• •

• Check the answers with the class. • Ask Which phrases ask what the problem is? (What’s the

Exercise 5 Focus on you

students understand them all. Read out the example sentences. Students write sentences with the ideas in the box and add four ideas of their own. Ask some students to read their sentences to the class. Correct any mistakes as a class.

ANSWERS

Students’ own answers.

students time to write the answers.

matter? / What’s wrong?) Which phrases show sympathy? (Poor you! / Oh, dear.)

ANSWERS

1  earache  ​2  should  ​3  well  ​4  rash  ​5  should

Exercise 3 Pairwork

• Students work in pairs to write two short dialogues

Exercise 6 Pairwork

• Put students into pairs to compare and discuss their ideas and make a poster with their eight favourite tips.

• Ask pairs in turn to show their poster to the class and read •

out their tips. Discuss as a class which are the most important tips.

ANSWERS

• •

Students’ own answers.

Consolidation

• Suggest to students that they could write some

personalized reminders to themselves using should and shouldn’t, to help them study effectively.

• •

like the ones in exercise 2. Ask some pairs to read their dialogues to the class. Read the task in exercise 3 with the class and tell students they are now going to do spoken practice, without writing the dialogues first. Demonstrate the activity with a confident student. Ask What’s the matter? Encourage the student to choose an illness from exercise 1. When he / she answers, show sympathy and offer some advice from the box in exercise 3. Students work in pairs to have conversations. Ask some students Did your partner give you good advice?

ANSWERS

Students’ own answers.

Vocabulary    page 30 

Extra activity 1

• Ask students for other remedies used in their families

Illnesses and symptoms

for the illnesses in exercise 1. They can discuss these in groups and report back to the class.

Aim To present and practise the vocabulary for illnesses and symptoms: backache, a cold, a cough, an earache, a headache, a rash, a sore throat, stomach ache, a temperature, toothache

Warm-up

• Ask students to look at the pictures and to identify the illnesses in their own language.

• For homework, students research local or traditional

cures used in their country for common illnesses. Ask them to make notes and to share their information at the start of the next class.

Consolidation

Exercise 1  $18

• Individually or in pairs, students match the pictures with •

Extra activity 2

the illnesses and symptoms. Tell them to look for parts of the body in the expressions to help with the meaning. Play the CD. Students listen and check their answers.

• Remind students to copy the vocabulary from the lesson into their vocabulary books.

Further practice

Website; Workbook  page 79

ANSWERS / AUDIO CD TRACK 18

toothache 1  backache  2  a cough   3  a temperature   4  a cold 5  stomach ache   6  a headache   7  a sore throat 8  a rash   9  an earache © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 39

Unit 3

39

04/11/2014 14:29

Grammar    page 31 

Extra activity

• Give students the following situations: 1 It’s cold, but I

should / shouldn’t Aim To present and practise should and shouldn’t

Warm-up

• Ask students What should you do if you have a headache?

and elicit responses.

Exercise 3

Grammar boxes

• Go through the first grammar box with the class. Explain • • • •

that should is a modal verb, like can and that for all modal verbs there is only one form for all persons. Point out that the negative form is shouldn’t. Draw students’ attention to the question and short answer structures with should. Point out that should is used instead of do / does. Go through the second grammar box with the class. Check the answer with the class. ANSWER

base form • Highlight that modal verbs are always used with another verb in the base form and that we use should / shouldn’t to give advice. • Ask students to look back at the text on page 28 and to find examples of should / shouldn’t. • Remind students to check the rules on page 78. Rules    page 78 

• Students complete the sentences with should or shouldn’t. • They can compare answers in pairs. • Check the answers with the class. ANSWERS

of the questions. Ask another student to give the short answer.

ANSWERS

1 2 3 4

Should he go to school? No, he shouldn’t Should I exercise more? Yes, you should. Should she ask for help? Yes, she should. Should we study all night? No, you shouldn’t.

Exercise 4

• Read out the first part of the online post and the example • •

answers. Explain that the replies below all give advice to Katya. Students complete the online post and replies with should and shouldn’t and the verbs in the box when necessary. Check the answers with the class.

1  should eat   ​2  should drink   ​3  shouldn’t miss   ​ 4  should go   ​5  shouldn’t worry   ​6  should; wear   ​ 7  should

Extra activity

with advice for Katya, using should or shouldn’t.

• Ask pairs in turn to read their advice to the class. Ask Whose advice is best?

Finished?

• Read out the example answer and point out that students have to think of a suitable verb for each sentence.

• Students complete the sentences. • Students compare their answers in pairs. • Check the answers with the class.

• Students read the post and write sentences giving advice. • Students can compare their sentences in pairs. • Read the post to the class, then ask some students to read their sentences out to the class. Ask other students whose advice is best. Elicit more advice from the class.

ANSWERS

ANSWERS

order: should + subject + verb.

• Students write the questions and short answers. • Check answers by asking students in turn to read out one

• Students could work in pairs and write their own reply

should shouldn’t shouldn’t should shouldn’t

Exercise 2

1 ​2 ​3 ​4

• Read out the example question and point out the word

ANSWERS

Exercise 1

1 ​2 ​3 ​4 ​5

want to go out. 2 I’ve got an important exam tomorrow. 3 I love playing computer games. In pairs or as a whole class, students give advice for each situation. (Example answers: 1 You should take a jacket. 2 You should study. 3 You shouldn’t play for hours without a break.) Stronger students can think of their own situations and ask for advice.

should go shouldn’t eat should put on shouldn’t play Students can practise reading the dialogues in pairs.

Students’ own answers.

Consolidation

• Remind students to make a note of the grammar and the rules from this lesson in their grammar books.

Further practice

Website; Workbook  page 78

40

Unit 3

4004718 Champions 2e TB3.indb 40

© Copyright Oxford University Press

04/11/2014 14:29

• Play the CD. Students listen and repeat chorally, then

Communication    page 32 

individually. Transcript    Student’s Book  page 32 

At the doctor’s

Extra activity

Aim To present and practise language used for a consultation with a doctor

Warm-up

• Ask students When did you last have a sore throat /

• If students need more practice with these sounds,

backache / toothache? What did you do? Elicit responses.

encourage them to shape their lips in a small o for the /ʊ/ sound and to raise their tongues for the /u:/ sound. Then play the CD again for students to repeat. You can then ask them to repeat the following words chorally, then individually: /ʊ/ look, push, cook and /uː/ blue, food, flew.

Exercise 1  $20

• Draw attention to the picture and ask What is the • • • •

doctor looking at? What problem has the boy got? Elicit suggestions. Pre-teach allergic, prescription, and pill. Students complete the dialogue with the questions in the box. They can compare answers in pairs. Play the CD. Students listen and check their answers.

ANSWERS / AUDIO CD TRACK 20

1  How long have you had it?   2  Where does it hurt?  3  Are you allergic to any medication?   4  Can I still do sport? Doctor  Hello, Liam. How can I help you? Liam  I’ve got terrible backache. Doctor  I see. 1How long have you had it? Liam  I’ve had it for about a week. I was working in the garden when it started to hurt. Doctor  Right, let me have a look. 2Where does it hurt? Liam  Just here. Doctor OK. 3Are you allergic to any medication? Liam  No, I’m not. Doctor  Good. Here’s a prescription for some painkillers. You should take two pills twice a day for a week. Liam  OK, thanks. 4Can I still do sport? Doctor  No, you shouldn’t do any sport at the moment. You should rest. • Students listen again and repeat chorally, then individually.

Exercise 3  $22

• Students complete the table with the words. • Play the CD. Students listen and check their answers. • Check the answers with the class. ANSWERS / AUDIO CD TRACK 22

/ʊ/, foot, 1good, 2put, 3would /uː/, fruit, 4knew, 5soon, 6through • You could play the CD again for students to listen and repeat chorally, then individually.

Exercise 4  $23

• Give students time to read the notes to prepare them for the information they need to listen for.

• Play the CD. Students listen and complete the notes. • They can compare answers in pairs. • Check the answers with the class. ANSWERS / AUDIO CD TRACK 23

1  stomach ache   2  temperature  3  Wednesday 4  four  5  three  6  a lot of water Doctor  Good morning, Kaylee. How can I help you? Kaylee  I’ve got 1stomach ache and a 2temperature. Doctor  How long have you had the problem? Kaylee  I’ve had it since 3Wednesday. Doctor  OK. I’m going to write a prescription for you. You should take this medicine 4four times a day for 5three days. And you should drink 6a lot of water.

Exercise 5 Pairwork

• In pairs, students choose a problem and prepare a

Learn it, use it!

• Go through the Learn it, use it! box with the class. Draw • • •

attention to the different ways of describing pain using hurt and pain. Practise the falling intonation of the questions. Ask students to find examples of the expressions in the dialogue in exercise 1. In pairs, students can practise asking and answering questions using the expressions in the box.

• In pairs, students practise the dialogue in exercise 1.

Then ask them to swap roles and practise the dialogue again. Stronger students can change the illnesses / symptoms and use their own ideas.

• Voice the /ʊ/ and /uː/ sounds in the table.

Extra activity

Exercise 2 Pronunciation  $21

dialogue at the doctor’s. Remind them to look back at the dialogue in exercise 1 for useful expressions to use. Students practise their dialogues. Stronger students can choose another problem, swap roles, and act out another dialogue. Monitor and check that students are asking and answering questions appropriately. Make a note of any repeated errors to check with the class at the end of the lesson. Ask one or two pairs to act out their dialogues for the class.

Consolidation

• Remind students to make a note of any new words and phrases from this lesson in their vocabulary books.

Further practice

Website; Workbook  page 81 © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 41

Unit 3

41

04/11/2014 14:29

Grammar    page 33 

Extra activity

• Students write new endings for the sentences in

Second conditional

exercise 2 and then compare ideas in pairs. Elicit their ideas for the class.

Aim To present and practise the second conditional

• Students complete the questions and answers with the

Warm-up

• Ask students to imagine they could meet any famous person in the world. Ask Who would you choose? Elicit responses using I would like to meet … and write their choices on the board.

• Go through the grammar boxes with the class. • Ask students to complete the gaps in the second grammar box. Check the answers with the class.

1  found; ’d take   2  would you visit; went   3  ’d visit; went

Exercise 4 Game!

• Students do the quiz individually, then discuss their answers in pairs.

answers

1  the past simple   ​2  would + base form • Draw students’ attention to the verb forms in the two clauses. Explain that in the if-clause, the verb is always in the past simple and in the main clause we always use would + base form. • Tell students that in speech we use the contracted forms I’d, you’d, etc. instead of I / you would. • Point out that a sentence can begin with either the if-clause or the main clause, but when the if-clause comes first, we follow it with a comma. • Highlight that we use the second conditional to talk about unlikely or imaginary situations in the present or the future. • Look at the famous people mentioned in the warm-up. Ask If you met (famous person), how would you feel? Write the question on the board and elicit answers: If I met (famous person), I’d feel (emotion). • Remind students to check the rules on page 78. Rules    page 78 

• Ask pairs in turn Who is more honest, you or your partner? • See who is the most honest student in the class overall. ANSWERS

Students’ own answers.

Extra activity

• Write these sentence beginnings on the board.

• •

• Students choose the correct words in the sentences. • They can compare answers in pairs. • Check the answers with the class.

1  If I found … 2  If I won … 3  If one of my friends … Ask students to complete them with their own ideas. Ask some students to read their sentences to the class.

ANSWERS

Students’ own answers.

Finished?

• Students write three things they would do and three

Exercise 1

things they wouldn’t do if they won the lottery. Check they are using the second conditional correctly and make a note of any repeated errors to check at the end of the lesson. As a whole class, students exchange ideas.

ANSWERS

Students’ own answers.

answers

1  ’d travel   ​2  ’d pass   3​   would  ​4  didn’t  ​5  ’d call

Exercise 2

• Students complete the second conditional sentences and • •

correct verb forms. Check the answers with the class. Then ask Do you agree with the answers? What would you do in these situations? Elicit a range of answers.

ANSWERS

Grammar boxes

Exercise 3

questions with the correct forms of the verbs in brackets. Tell them to look at the grammar boxes if they need help. They can compare answers in pairs. Check the answers with the class.

ANSWERS

1  had; would buy   ​2  would be; failed   3​   wouldn’t go; had  ​4  Would you scream; found   ​5  heard; would you call

Extra activity

• Write If I won the lottery, … on the board. In small

groups or as a whole class, students make a chain of second conditional sentences, e.g. If I won the lottery, I’d buy a plane. If I bought a plane, I’d fly to Australia. If I flew to Australia, …, etc. Continue as long as possible.

Consolidation

• Encourage students to make a note of the grammar and the examples from this lesson in their grammar books.

Further practice

Website; Workbook  page 78

42

Unit 3

4004718 Champions 2e TB3.indb 42

© Copyright Oxford University Press

04/11/2014 14:29

Skills    pages 34–35 

ANSWERS / AUDIO CD TRACK 24

Reading Aim To read and understand an online problem page

Warm-up

• Ask students Do you ever read problem pages? Where do you read them? What kind of problems do people write about? Elicit responses.

Exercise 1

• Give students time to look at the web page and the pictures.

• Students choose the correct answer. • Check the answer with the class. Ask Do you ever read advice pages online or in magazines?

ANSWER

3  an advice site

Exercise 2

• Give students time to read through the questions. Check that they understand everything.

• Students read the web page and then answer the • • •

questions. Encourage students to write full sentences in their answers. Students can compare their answers in pairs. Check the answers with the class.

ANSWERS

1 The worst part is when Reese’s friends come over and his little brother won’t leave them alone. 2 He should promise to spend some time with his little brother. 3 Reese’s parents can help him. 4 She’s starting a new school because her mum has got a great job in a different town. 5 She’s worried because she’s changing schools in the middle of the term and she’s going to be ‘the new girl’. 6 She should ask questions because everyone loves talking about themselves. 7 An after-school club is a great way to make friends because you already like similar things.

Summary a Mrs Taylor  Good morning, Miss Green. I’m Sarah Taylor – Peter’s mum. Miss Green  Oh yes. Thank you for coming. Mrs Taylor  I’m really worried about Peter. His marks in maths are very bad this year. Miss Green  Yes, they are. I’m not very happy with him. Mrs Taylor  Oh dear! What’s the problem exactly? Miss Green  Well, he doesn’t listen in class. Mrs Taylor  Peter says maths is difficult. Miss Green  If he listened to the lessons, it wouldn’t be difficult. Mrs Taylor  But he says he doesn’t understand the lessons. Miss Green  But he never asks questions. If he asked questions, I’d be happy to explain. Mrs Taylor  Maybe maths is too difficult for him. Miss Green  No, that’s not the problem. Peter’s an intelligent boy. If he concentrated more on his work, his marks would be better. Mrs Taylor  He doesn’t do much homework. Do you give him homework every day? Miss Green  Yes, he should do twenty minutes of homework every day, but he never does it. If he did his homework, it would certainly help. Mrs Taylor  Oh dear. I didn’t know that. I’m really sorry. I’ll talk to Peter tonight and I’ll check his homework in future.

Exercise 4  $24

• Give students time to read the six pieces of advice. • Play the CD. Students listen and tick the advice that they hear from Miss Green.

• They can compare answers in pairs. • Check the answers with the class. ANSWERS

They should tick 2, 4, 5, and 6.

Extra activity

• In pairs, students imagine and write the conversation •

that Mrs Taylor has with Peter when she gets home. Ask one or two pairs to act out the conversation for the class.

Listening Aim To listen to a parent and a teacher talking about a student

Warm-up

• Ask students Do your parents talk to your teachers? When? What do they talk about? How do you feel about it? Elicit responses.

Exercise 3  $24

• Ask two students to read out the summaries. Elicit the •

meaning of pay attention. Play the CD. Students listen and choose the correct summary of the conversation.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 43

Unit 3

43

04/11/2014 14:29

Speaking

Writing

Aim

Aim

To discuss problems with a partner and to give advice

To write a reply to one of the people in exercise 5 giving advice

Warm-up

• Ask students Who do you talk to if you have a problem? Do your friends talk to you if they have a problem? Are you a good listener? Elicit responses.

Exercise 5 Pairwork

• Pre-teach get into trouble. • Give students time to read the two posts. To check that •

• • •

they understand everything, ask What’s Mia’s problem? What’s Prash’s problem? Read through the expressions in the box with the class. Elicit or give some examples of how to use each one, e.g. Joining a club is a great way to make friends. I’m sure everything will be fine. You should talk to your parents. You shouldn’t worry. Why don’t you ask for some help? Students work in pairs to discuss the problems and decide what advice to give. Ask some students to tell the class what advice they would give to each person. Discuss as a class what the best advice is.

answers

Exercise 6

• Read through the task with the class. Check that students • • • • •

understand everything. Elicit some expressions students can use to sound sympathetic, e.g. Poor you! I’m sure it’s very difficult for you. Students choose a problem from exercise 5 to answer and make notes for their reply. Students write a first draft of their reply and swap with a partner, who corrects any mistakes. Remind students that they should give advice and be supportive in their reply. Students write a final draft of their replies in class or for homework.

answers

Students’ own answers.

Extra activity

• Students can read each other’s replies and vote on the best advice.

Further practice

Students’ own answers.

Workbook  page 82

Extra activity

• Students can think of different problems and discuss • •

44

them with a new partner. If students need more support, you can brainstorm other problems as a class and students can choose a problem to discuss with their new partner. Ask pairs to tell the rest of the class about the problem and the advice they would give.

Unit 3

4004718 Champions 2e TB3.indb 44

© Copyright Oxford University Press

04/11/2014 14:29

4

They can’t be real! • Mountain gorillas live in mountainous areas of Central

Grammar

Africa, mainly in Uganda, Rwanda, and the Democratic Republic of Congo. They are now an endangered species, with only an estimated 880 creatures still living.

Possibility in the present: may / might (not), must, and can’t a / an, the, no article

Exercise 1 Read and listen  $25

Vocabulary

• Give students time to read the opinions. • Play the CD. Students listen and write the correct name for

Investigation

Communication Speculating Pronunciation: must be, might be, and can’t be

Skills Reading: A magazine article about urban legends Listening: Two teenagers talking about urban legends Speaking: Speculating about urban legends Writing: Writing an urban legend

Topics Stories from other cultures and urban legends Mysteries from the past

Presentation    page 36  Aim To present the new language in an interesting context

Text The text is two blogs about ‘Bigfoot’ or ‘Sasquatch’, a large ape-like animal which a lot of people believe might live in North American forests.

Warm-up

• Put students into pairs and give them two minutes to write down as many animals as they can.

• Write students’ ideas on the board. Make sure you include

cow, chicken, elephant, wolf, and cat as students may need these later in the lesson. See who wrote the most correct words. Point to the pictures and read out the title Hunting Bigfoot. Ask What kind of animal do you think this is? Use the pictures to teach ape. Ask Do you think this is a real animal? Why? / Why not? Are there any stories about animals like this in your country? Elicit a range of answers.

Background notes

• There have been numerous reported sightings of

Bigfoot, dating back to the 1920s. The creature is reported to be between two and three metres tall, and covered in dark brown or reddish-brown fur. Its footprints can measure 60 cm long. Most scientists discount the sightings as either misidentifications of bears or deliberate hoaxes.

each opinion. Check the answers with the class.

ANSWERS

a  Thom  b  Jenny Transcript    Student’s Book  page 36 

Exercise 2 Comprehension

• Check that students understand huge. • Students read the blogs again and answer the questions. • They can compare their answers in pairs. • Check the answers with the class. ANSWERS

1 He saw a huge, hairy animal. 2 It was walking on two legs. 3 She thinks they must be the footprints of a large animal but they were the wrong shape for an ape. 4 She thinks it isn’t very clear, but the animal looks like a bear. 5 Because apes usually prefer warm countries in Africa and Asia, not cold, northern forests.

Consolidation

• Remind students to make a note of any new vocabulary from the text in their vocabulary books.

Language focus    page 37  Aim To practise the target language

Exercise 3

• Students complete the summary with the correct articles or with a line.

• Check the answers with the class. Ask When do you use

‘a / an’, and when do you use ‘the’? When do you use no article? Elicit some ideas from students, in the students’ own language if necessary, but tell them not to worry if they can’t work out the rules because they will be studying articles later in this unit.

ANSWERS

1  –  2  the  3  –  4  an  5  –  6  a  7  a

Exercise 4

• Students complete the sentences with the correct modal verbs and the verbs from the blog.

• Check the answers with the class. Make sure that students understand all the sentences.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 45

45

04/11/2014 14:29

ANSWERS

1  might live   2  can’t be   3  might not know   4  must look   5  might not be   6  may exist

Exercise 5 Focus on you

• Point to the first photo and read out the example. Elicit • •

other examples. Prompt students by asking questions, e.g. Do you think it’s a dog? Is it a horse? Students look at the other photos and write sentences. Encourage students to write two or three sentences about each photo. Ask some students to read their sentences to the class. Correct any mistakes with the modal verbs.

ANSWERS

• Ask two confident students to read out the example

dialogue. Students work in pairs to discuss the photos. Ask some pairs to choose a photo and discuss it for the class, without saying which photo it is. Ask other students to guess which photo they are discussing.

ANSWERS

(someone who proves that a myth is not true).

• Read out the three texts and ask Do you think that any of • • •

them are true? Why? / Why not? Students work individually or in pairs to complete the article with the correct words. Play the CD. Students listen and check. Play the CD again, pausing after each word for students to repeat chorally, then individually.

Exercise 2

• Students choose the correct words. • Check the answers with the class. Make sure that students •

understand all the questions. Give students time to prepare their answers to the questions individually.

1  investigate  2  exploring  3  check; search for   4  record  5  proves; believe   6  discovered; explain

Exercise 7 Pairwork

• Read the two comments and check that students

• Check that students understand myth and mythbuster

ANSWERS

Students’ own answers.

Exercise 1  $26

1  solve  2  discover  3  search for   4  check   5  record  6  explain  7  believe  8  prove  9  explore

Exercise 6 Pairwork

evidence, to find the truth.

ANSWERS

Students’ own answers.

• •

• Elicit the idea that scientists can investigate and search for

understand them. Students work in pairs to discuss the two comments. Tell them they must give reasons for their answers. Ask some students to tell the class if they and their partner agreed or disagreed. Ask for a show of hands to see who believes that Bigfoot might exist.

Exercise 3 Pairwork

• Students work in pairs to discuss their answers to the quiz. Encourage students to give extra details.

• Ask some students Would you or your partner be a good investigator? Why? / Why not?

ANSWERS

Students’ own answers.

Extra activity

ANSWERS

• Write these sentence beginnings on the board.

Students’ own answers.

Extra activity

• Students could find some photos online like the ones

in exercise 5. They could stick one or two in their notebooks and write some sentences saying what they might be.

• •

1  I would like to investigate … 2  I think it’s possible to prove that … 3  I’d love to explore … 4  I think it’s impossible to explain … Students complete the sentences with their own ideas. Ask some students to read their sentences to the class. Ask other students Do you agree? Why? / Why not?

Vocabulary    page 38 

Students’ own answers.

Investigation

Consolidation

ANSWERS

• Remind students to copy the new vocabulary from this

Aim To present and practise verbs associated with investigation: believe, check, discover, explain, explore, investigate, prove, record, search for, solve

lesson into their vocabulary books.

Further practice

Website; Workbook  page 84

Warm-up

• Ask Do you enjoy learning about mysteries like Bigfoot?

What other mysteries do you know about? Prompt students with some ideas if necessary, e.g. mysteries of boats or planes that have disappeared. Ask How is it possible to solve mysteries like this?

46

Unit 4

4004718 Champions 2e TB3.indb 46

© Copyright Oxford University Press

04/11/2014 14:29

Grammar    page 39 

Extra activity

Possibility in the present: may / might (not), must, and can’t

• In pairs, students practise the dialogue in exercise 2.

Stronger students can adapt the dialogue, using their own words for buildings and places. Before doing this, brainstorm other monuments with the class, and write them and their locations on the board.

Aim To present and practise modal verbs used to express possibility in the present: may / might (not), must, and can’t

• Students read the sentences and decide whether they

Warm-up

• Ask What can you remember about Thom and Jenny? Do • •

they think that Bigfoot exists? Elicit some answers and write on the board: Thom thinks that Bigfoot must exist. Jenny thinks that Bigfoot might exist. Point to the sentences on the board and underline the modal verbs. Ask Who thinks it is possible that Bigfoot exists? (Jenny).

• Go through the first grammar box with the class. Point out

• • •

contain the correct modal verb. Students correct the sentences with the wrong modal verb. They can compare answers in pairs. Check the answers with the class.

ANSWERS

1  (✓)   2  (✗) You must be pleased.   3  (✗) She can’t be.   4  (✗) She might be at work or at home.

Exercise 4 Game!

Grammar boxes

Exercise 3

that may, might, must, and can’t are modal verbs, so they each have one form and are followed by another verb in the base form. Students complete the rules in the second grammar box with the correct modal verbs. Check the answers with the class.

ANSWERS

1  might  2  must  3  can’t • Explain that we use may / might when we think something is possibly true but we aren’t sure. We use must when we are sure that something is definitely true, and we use can’t when we are sure something is definitely not true. • Remind students to check the rules on page 83. Rules    page 83 

• Students look at the picture and read the questions. • In pairs, students make statements about the picture •

using may / might (not), must, and can’t. With weaker students you could go through the questions and elicit possible one- or two-word answers, and write them on the board, e.g. What country is he in? (France) Why is he there? (work). Students can then use the words as prompts to help them form their statements. While the students are discussing the picture, check that they are using the target grammar correctly. Make a note of any repeated errors to check at the end of the lesson.

Finished?

• In pairs, students write sentences about the picture. • Ask students to share their ideas with the rest of the class. ANSWERS

Students’ own answers.

Exercise 1

• Students read the sentences and choose the correct words. • They can compare answers in pairs. • Check the answers with the class.

Extra activity

• For homework, students find a picture in a magazine

ANSWERS

1  can’t  ​2  might  ​3  may  ​4  can’t  ​5  must  ​6  may

Background notes

• Stonehenge, on Salisbury Plain in southern England, is

a double circle of huge stones which was constructed in several phases in the Neolithic period, probably between 2600 and 2400 BC. Some theories suggest that Stonehenge was built as a burial site and for rituals connected with the dead. Other theories suggest that it was used as an astronomical observatory.

or newspaper and write statements speculating about the contents of the picture and reasons to support the statements. Students display their pictures and accompanying texts around the classroom for the class to read.

Consolidation

• Remind students to make a note of the grammar rules

and examples from this lesson in their grammar books.

Further practice

Website; Workbook  page 83

Exercise 2

• Students complete the dialogue with may / might, must, • •

or can’t. Remind them to look carefully at the context to work out the degree of certainty in each sentence. They can compare answers in pairs. Check the answers with the class.

ANSWERS

1  may / might   ​2  can’t  ​3  must  ​4  may / might © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 47

Unit 4

47

04/11/2014 14:29

Communication    page 40 

Exercise 3  $29

• Ask students to look at the table. Ask What problem do

Speculating Aim To present and practise language for speculating about situations in the present and events in the past

• • •

the people have in the three conversations? Ask students to think about the type of information they will need to fill in. Play the CD. Students listen and complete the table. They can compare answers in pairs. Check the answers with the class.

ANSWERS / AUDIO CD TRACK 29

Warm-up

• Ask students to look at the picture and ask Where are the

people? (Outside a cinema). What’s the problem? (They’re late for a film.) Ask Why do you think they’re late for the film? Elicit ideas with may, might, must, and can’t.

Exercise 1  $27

• Give students time to read the dialogue and the expressions in the box.

• Play the CD. Students listen and complete the dialogue with the expressions. Stronger students can read and complete the exercise on their own, and then listen to check.

ANSWERS / AUDIO CD TRACK 27

1  might be   ​2  must be   3​   might be late   ​4  might be   ​ 5  may still be   ​6  can’t be Grace Where do you think Mark is? He’s really late. Matthew He 1might be at home. Grace  No, he 2must be on his way. I spoke to him about it yesterday. Matthew  Well, the bus 3might be late. Grace  Or he 4might be on the next one. Matthew  Let’s call him … He isn’t answering. Grace  His mobile phone 5may still be at home. Matthew  It 6can’t be at home. He called me half an hour ago on it. Oh look. There he is! Mark  Where have you been, guys? It’s late. We’re going to miss the film! • Students listen again and repeat chorally, then individually.

Learn it, use it!

• Go through the Learn it, use it! box. • In pairs, students ask and answer using the phrases. • Stronger students can form a variety of different questions and answers with the phrases.

1  jacket; in the gym   ​2  MP3 player; in her bag   3​   keys; at Kevin’s house 1 Girl  I can’t find my jacket. Have you seen it? Boy  No, I haven’t. When did you have it last? Girl  I had it at lunchtime. Boy  Have you looked in the common room? You might have left it there. Girl  No, it can’t be there. I know I had it when I left the common room. Boy  Where did you go after lunch? Girl  I had PE. I know! It must be in the gym! 2 Mum  What are you looking for Sophie? Daughter  I’ve lost my MP3 player! Mum  Your room is so untidy. It might be in there under all your clothes! Daughter  Ha ha. Mum  It might be at Wendy’s house. Daughter  No, it can’t be there. I was listening to it on the bus this morning. Mum  It might be in your bag. Daughter Mmm … where’s my bag? You’re right. It was in my bag. Why didn’t I think of that? 3 Boy  Where are they? Girl  Where are what? Boy  I can’t find my keys. Girl  Have you looked in your room? Boy  Yes, I have. They’re not there. Girl  They might be in your pocket. Boy  No, I’ve already looked. … Hello … OK … I’ll come over and get them now. Girl  Who was that? Boy  It was Kevin. He says he has found my keys.

Exercise 4 Pairwork

Extra activity

• In groups of three, students practise the dialogue in

• In pairs, students practise dialogues for the situations in

exercise 1. They should read as expressively as possible.

Exercise 2 Pronunciation  $28

• Ask students to read the sentences before they listen. • Play the CD and draw attention to the stress on the modal

verbs and the weak sound of be. When the word following be starts with a vowel, encourage students to link the two words with a y sound rather than a glottal stop. • Students listen again and repeat chorally, then individually. Transcript    Student’s Book  page 40 

Extra activity

• •

the table. You may want to look at the first problem with the class, eliciting questions, e.g. Where do you think she is? Students then choose one of the situations and write a dialogue for it using exercise 1 as a guide. Check that students are using the language for speculation correctly. Ask one or two pairs to act out their dialogues for the class.

answers

Students’ own answers.

Further practice

Website; Workbook  page 86

• Go through the sentences in exercise 2 backwards to

practise the weak forms and stress. For example: … on his way. … be on his way. He must be on his way.

48

Unit 4

4004718 Champions 2e TB3.indb 48

© Copyright Oxford University Press

04/11/2014 14:29

Grammar    page 41 

Exercise 3

a / an, the, no article

• Students read and complete the texts. • They can compare answers in pairs. If they disagree, ask

Aim

To present and practise the differences between a / an, the, and cases where no article is used before a noun

Warm-up

• On the board, write I ate   ​banana and    orange at •

lunchtime.   ​banana tasted good, but    orange wasn’t very nice. Elicit the correct articles (a, an, The, the). Raise the question of why we use a / an in the first sentence and the in the other. Students may be able to suggest an answer to this, but if not, move on to the grammar box and explain the rules as you go through it.

• Students read through the rules and complete them •

ANSWERS

1  a sound   2  the sound   3  research   4  the Atlantic Ocean   5  Puerto Rico   6  stories   7  an old book   8  Italian  9  The old book

Exercise 4 Game!

• Read the task with the class. • Read through the topics with the class. Make sure that • •

Grammar box

with the correct article or with a line where no article is needed. Check the answers with the class.

• •

ANSWERS

1  a / an   ​2  the  ​3  no article • Remind students to check the rules on page 83. Rules    page 83 

Exercise 1

• Students read the sentences and choose the correct

words. Alternatively, you may choose to do this as a whole class activity, helping students with explanations where necessary. If students do the exercise individually, they can compare answers in pairs. Then check the answers with the class.

ANSWERS

1  an  ​2  the  ​3  homework  ​4  the; a   ​ 5  Paulo; a; the sea   ​6  Tokyo; the biggest; Japan

Extra activity

• Pick out some of the sentences in exercise 1 and ask

students to match the answers with rules in the rule box. For example, in sentence 1, we use an ant because this is something we are talking about for the first time; but we use the scarf because it is clear which one we mean.

them to try to find the relevant rule in the grammar box. Check the answers with the class.

students understand them all. Give students time to choose the topic for their partner to talk about. They then prepare their own ideas. Tell students they can use the timer on their phone or watch to time their partner. Students work in pairs and try to talk for one minute. Their partner times them and tells them when to stop. Monitor and help as necessary. Make sure students swap roles. Make a note of any repeated mistakes to go over at the end of the lesson. Ask Who talked for a minute without stopping?

ANSWERS

Students’ own answers.

Finished?

• Students write about a famous crime or mystery. • Display the stories around the classroom for students to read. Ask students to vote for their favourite story.

ANSWERS

Students’ own answers.

Consolidation

• Remind students to make a note of the grammar rules

and examples from this lesson in their grammar books.

Further practice

Website; Workbook  page 83

Exercise 2

• Pre-teach cashier. • Students read and complete the text. Tell them to look • •

carefully at the text to see if a noun is appearing for the first time or has been mentioned earlier. Students can compare answers in pairs. Check the answers with the class. For answer 13, make it clear that although the word crime has not appeared earlier in the text, we know which crime it is – it is the specific one that the report has described.

ANSWERS

1  a  ​2  the  ​3  –  ​4  The  ​5  a  ​6  –  ​7  –  ​8  The  ​ 9  the  ​10  the  ​11  the  ​12  an  ​13  the © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 49

Unit 4

49

04/11/2014 14:29

Skills    pages 42–43 

Listening

Reading

Aim To listen to two teenagers talking about urban legends

Aim To read and understand an article about urban legends

Warm-up

Warm-up

• Ask students Did you know the story about the Subte A

line? How do you think this story might have started? Elicit suggestions.

• Ask students to look at the title of the text. Ask What do you think the text is about? Elicit suggestions.

Exercise 3  $30

• Before listening, students read the sentences and think

Exercise 1

• Students read the question and then read the text quickly to find the answer.

• Check the answer with the class. ANSWER

It is a humorous or shocking story that is passed from person to person. The story may sometimes seem true, but no one has ever proved it.

Exercise 2

• Students read the text again in detail and answer the • •

questions. They can compare answers in pairs. Check the answers with the class.

It opened in 1913. Because the lights stop working. Because it’s an abandoned station. They see two men sitting on the platform. Two brothers and all their friends were there. They noticed a large mark on their parents’ car. They thought it must be from the party. Their mother crashed it just before the weekend.

Extra activity 1

• Ask students to look at the second paragraph and write • •

• • •

ANSWERS / AUDIO CD TRACK 30

ANSWERS

1 2 3 4 5 6 7 8

about the parts of speech (noun, adjective, or full clause) that will be needed to complete the gaps. You could tell students they only need to write one-word answers in the gaps in items 1, 2, and 3. Students guess the answers. They may know the story about the woman on the toilet. Use this as an opportunity to pre-teach exaggerated, stuck, and flush button. Play the CD. Students listen and complete the sentences. You can pause the CD after some of Jada’s replies. Students can compare answers in pairs. Check the answers with the class.

the sentences You may have read it on the Internet. / Someone might have sent it to you. See if you can elicit the meanings of the sentences in the students’ L1. If not, go through each sentence word by word. Explain that the structure: modal of possibility + have + verb in past participle is used to talk about possibility in the past.

Extra activity 2

• Ask students to find the opposites of the following

words in the text: closed (opened); uncomfortable (comfortable); standing (sitting); lived (died); false (true); winter (summer); terrible (amazing); left (returned).

Consolidation

• Encourage students to make a note of any new words

1  true  ​2  funny  ​3  person; person; Internet   ​4  she pressed the flush button before she stood up Dylan  What do you think of urban legends? Jada  I think some of them are stupid but most of them are fun. Dylan  Do you think any of them could be true? Jada  Some of them may be true but they’re usually exaggerated. Dylan  What type of urban legends do you like? Jada  I think some of the horror stories are great and I like some of the funny legends. Dylan  How do you think urban legends start? Jada  I think people tell their friends and they pass from person to person. The Internet is a great way to start them. You can send multiple emails or put the legend on lots of websites. Dylan  What’s your favourite urban legend? Jada  I like the story about the woman who was stuck to a toilet seat on a plane for two hours because she pressed the flush button before she stood up! It’s funny and it’s shocking. The perfect urban legend!

Extra activity

• Ask students to tell the story of the woman in the plane. •

Give them the opening, e.g. A 54-year-old woman was flying … and elicit suggestions to build up the story. In pairs, students invent details to make the story sound realistic (e.g. where the plane was going, how long the flight took, when the woman went into the toilet, how she finally got out). Elicit and compare students’ ideas.

and expressions from the story in their vocabulary books.

50

Unit 4

4004718 Champions 2e TB3.indb 50

© Copyright Oxford University Press

04/11/2014 14:29

Speaking

Writing

Aim

Aim

To discuss and make speculations about urban legends

To write a new an urban legend

Warm-up

Warm-up

• Ask students Do you sometimes receive emails telling stories like the ones in this unit? Do you believe them? Do you send them on to other people? Do you have a recent example of a story like this? Discuss the questions with the class.

• Make up an ordinary event and tell the class, e.g. A man

was walking to work when he lost his wallet. Later he found it at the police station. Ask students Why isn’t this an urban legend? Elicit that an urban legend tells a surprising event, which could be funny or shocking. At the same time it must sound as if it could be true.

Exercise 4

• In pairs, students read and discuss the questions. • Point out that could in the second question means the • •

same as might. Monitor and check for any repeated errors to check at the end of the lesson. Ask some students to tell the class their favourite urban legend. Find out if other students have heard the same stories. How did they hear them? Were the details the same?

ANSWERS

Students’ own answers.

• Read out the text and check its meaning with the class. • Ask two students to read out the example dialogue. Draw attention to the use of language for speculating.

• Practise the structure for expressing possibility in the

• Students write their own urban legend. They can use one

• • •

Exercise 5 Pairwork

Exercise 7

present again. In pairs, students discuss what the note might say. Check that they are using appropriate language, and make a note of any repeated errors to check with the class at the end of the lesson. Elicit a number of different suggestions for the contents of the note.

ANSWERs

Students’ own answers.

of the situations in the Student’s Book or think of their own. Ask them to write notes to plan their story and to include details to make it sound realistic. Students use their notes to produce a first draft and then swap drafts with a partner, who checks and corrects any mistakes. Weaker students may find it easier to write the story in pairs and swap with another pair for error correction. Students write their final version of the story in class or for homework. Ask students to read out their urban legends or display them around the classroom for the other students to read. The class can vote for the one that they think would be the most popular.

ANSWERS

Students’ own answers.

Extra activity

• Ask students to look on the Internet to find an urban

legend in their own language. Ask them to translate it into English and to tell the story to the class in the next lesson.

Further practice

Workbook  page 87

Exercise 6  $31

• Play the CD. Students listen and see if they guessed the •

correct ending. Ask for a show of hands and see how many students guessed correctly. You could also ask what they think of the urban legend.

ANSWER / AUDIO CD TRACK 31

A man returned to a car park to find that his car was badly damaged. At first he was very angry, but then he saw that the person who had done the damage had left a note. He opened the note and it said: ‘The people watching me think I’m leaving my name and address, but I’m not.’

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 51

Unit 4

51

04/11/2014 14:29

B

Review Exercise 6

Grammar should / shouldn’t Second conditional Possibility in the present: may / might (not), must, and can’t a / an, the, no article

Vocabulary Illnesses and symptoms: backache, a cold, a cough, an earache, a headache, a rash, a sore throat, stomach ache, a temperature, toothache Investigation: believe, check, discover, explain, explore, investigate, prove, record, search for, solve

Vocabulary Background notes

• Egypt is a country in North Africa with a population of

over 90 million. It is famous for its ancient civilization and the monuments from that period. The Egyptian Pyramids at Giza are a popular travel destination. Wolfgang Amadeus Mozart (1756−1791) was a child music prodigy and composer of the Classical era of music. He composed over 600 pieces of music, including several very popular operas.

ANSWERS

1  −  ​2  the  ​3  the  ​4  the  ​5  The  ​6  a  ​7  the  ​8  −  ​ 9  the  ​10  the

My Progress

• Students read the sentences and choose the faces that •

are true for them. If students have fewer than three smiley faces, encourage them to review the grammar or vocabulary of the previous two units and do more practice.

Songs The following songs would be appropriate to use at this point: • Black and White Town by Doves (should) • If I Were a Rich Man (from the film / musical Fiddler on the Roof ) (second conditional) • All I Want is You by Barry Louis Polisar, from the film Juno (second conditional) • If I Were a Painter by Norah Jones (second conditional) • It Must Be Love by Madness (must) • Once in a Lifetime by Talking Heads (might) • I’ve Got a Feeling by The Beatles (a / the) • Octopus’s Garden by The Beatles (an / the)

Exercise 1 ANSWERS

1  a temperature   2​   a cold   ​3  a cough   4​   a headache   ​ 5  stomach ache   ​6  backache  ​7  a sore throat

Exercise 2 ANSWERS

1  discovered  ​2  explained  ​3  believe  ​4  proves  ​ 5  searching for   6​   solve

Grammar Exercise 3 ANSWERS

1  shouldn’t go out   ​2  should buy   3​   shouldn’t eat   ​ 4  should visit

Exercise 4 ANSWERS

1  had; ’d buy   2​   wouldn’t be; went   3​   would you do; lost  ​4  Would your parents be; stayed

Exercise 5 ANSWERS

1  must  ​2  may  ​3  can’t  ​4  might

52

4004718 Champions 2e TB3.indb 52

© Copyright Oxford University Press

04/11/2014 14:29

B

Culture club Exercise 3 Focus on you

Grammar

• Read the task with the class. • Read the three topics with the class and brainstorm some

should / shouldn’t Second conditional Possibility in the present: may / might (not)

• • • •

Vocabulary Illnesses and symptoms

Topics Bullying and cyberbullying

ideas for each one. Write the ideas on the board. Students work in pairs to design their poster. Monitor and help as necessary. Students take turns to present their posters to the class. Hold a brief class discussion on which things students or schools definitely should and shouldn’t do.

Extra activity

• For homework, students could choose another topic

Aim To read and understand an article about bullying; to design and present a poster

Warm-up

• Read out the title of the article Bullying: let’s stop it now. Ask •

What different kinds of bullying are there? How does bullying make people feel? How can people prevent bullying? Elicit a range of answers.

Exercise 1

• Read through the activities with the class, and check that • • • •

students understand everything. Students decide which activities they consider to be bullying. Students read the article to see which ideas appear in the article. Students can compare their answers in pairs. Check the answers with the class.

that they feel strongly about, e.g. protecting the environment, or promoting sport in schools. They could make a poster with their ideas and suggestions for what students or schools should and shouldn’t do. In the next lesson, students can work in small groups and present their posters to each other and discuss the ideas. Ask groups in turn to tell the class what they think students or schools should and shouldn’t do to tackle these problems.

Further practice

Workbook  pages 78−87

ANSWERS

1  calling someone names   2  hitting someone   3  sending nasty messages

Exercise 2

• Students read the article again and answer the questions. • Students can compare their answers in pairs. • Check the answers with the class. ANSWERS

1 They use mobile phones or the Internet. 2 More than half of all teenagers. 3 Insecurity and worry, physical problems like headaches and stomach aches, and victims may want to hurt themselves. 4 Every kind of person. 5 Because many bullies were once victims themselves. 6 To ‘prove’ that they are strong and powerful. 7 A victim shouldn’t keep silent, fight back, or feel bad about himself or herself.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 53

53

04/11/2014 14:29

5

What were they doing? ANSWERS

Grammar Past continuous (affirmative, negative, interrogative, and short answers) while Past continuous and past simple + when / while

Vocabulary

1 2 3 4

Because the police rarely do anything. He was in a backstreet. He fell off his bike. Because she was only in the supermarket for a few minutes. 5 Nothing happened.

Extra activity

Crime

• Write these sentences on the board.

Communication Reporting a crime Pronunciation: /ə/

Skills Reading: An extract from a textbook: The founding of modern Australia Listening: A teenager talking about witnessing a crime Speaking: Finding out how observant you are Writing: An online article about a robbery

• •

1  Thieves stole about 60,000 bikes in the US last year. 2 Casey and Van Neistat’s film showed that it was difficult to steal bikes. 3  Casey stole a lot of people’s bikes in New York City. 4 Steve felt scared of the two boys as soon as he saw them. 5  Eva saw a man standing close to her bike. Students read the article again. They decide if the sentences are true or false and correct the false sentences. Check the answers with the class.

ANSWERS

To present the new language in an interesting context

1 False. Thieves stole about 60,000 bikes in New York City last year. 2 False. Casey and Van Neistat’s film showed that it was easy to steal bikes. 3 False. Casey stole his own bike in various situations in New York City. 4 False. Steve didn’t feel scared of the two boys as soon as he saw them. 5 True.

Text

Consolidation

Topics Crime, ethics, and morals

Presentation    page 46  Aim

The text is a website article about bike crime, featuring stories by two teenagers who have been victims of bike theft. It gives tips on how to keep your bike safe.

• Focus on the photos and ask What do they show? What can you see? Do you like biking? Do you bike to school? Is it safe to bike in your town or city? What dangers are there? How can you keep yourself safe? Use the photos to teach lock and steal. Also teach thief and theft.

Exercise 1 Read and listen  $32

• Read out the question. Pre-teach backstreet. • Play the CD. Students read and listen, and answer the •

question. Discuss the answer with the class.

ANSWER

• Students read the article again and answer the questions. • Check the answers with the class. 54

4004718 Champions 2e TB3.indb 54

Aim To practise the target language

Exercise 3

• Students complete the sentences and put them in order • •

to tell the two stories. Students can refer back to the article on page 46 to help them with the task. Check the answers by asking two confident students to read out the completed stories.

ANSWERS

Steve cycled alone at night and Eva didn’t lock her bike. Transcript    Student’s Book  page 46 

Exercise 2 Comprehension

text into their vocabulary books.

Language focus    page 47 

Warm-up

• Remind students to copy any new vocabulary from the

Steve’s story 2 They were walking towards me, and they were laughing and talking. 3 They weren’t doing anything threatening. 4 While I was cycling past them, one boy pushed me and I fell off my bike. 5 While I was getting up, the other boy hit me. 6 Then they took my bike and ran away.

© Copyright Oxford University Press

04/11/2014 14:29

Eva’s story 1 I was cycling with my friend Jane. 2 We left our bikes outside a supermarket while we did some shopping. 3 While I was waiting to pay, I looked outside. 4 I saw a guy standing near my bike, but he wasn’t doing anything suspicious. 5 When I got outside, the guy was riding away on my bike!

Exercise 4  $33

• Give students time to read the sentences. Check that they understand them all.

• Play the CD. Students listen and put the sentences in the • •

correct order. Play the CD again if necessary for students to check and complete their answers. Check the answers with the class.

Answers / Audio CD Track 33

A few weeks ago, I cycled to the leisure centre for basketball practice. 2I locked my bike to a post outside. 3While I was playing, I looked out of the window. 4A guy was standing near my bike, but he wasn’t looking at it. 5He was holding a black bag. 6I went on playing, and when I looked again, the guy was still there. 7He was doing something to my bike. 8I shouted and ran outside, but it was too late! 9He was running away with the front wheel of my bike!

Vocabulary    page 48  Crime Aims To present and practise words for criminal actions: burglary, kidnapping, mugging, murder, pickpocketing, robbery, shoplifting, vandalism To present and practise words for criminals: burglar, kidnapper, mugger, murderer, pickpocket, robber, shoplifter, vandal

Warm-up

• Remind students of the spy story in Unit 2 (page 24 of the

1

Exercise 5 Focus on you

• Read out the example answer. Ask individual students

• •

What about you? Give another example with the next activity on the list and elicit example answers from three or four students. Students write their sentences. Ask some students to read their sentences to the class. Correct any mistakes.

ANSWERS

• Students work in pairs to tell their partner what activities

they were and weren’t doing at specific times yesterday. Ask some students to tell the class something they learnt about their partner.

Extra activity

• Ask students to write three more sentences about what

• •

they were doing at specific times yesterday. Tell them that two sentences should be true and one should be false. Ask some students to read their sentences to the class. Correct any mistakes. Put students into pairs to read their sentences to each other and guess the false sentence. Ask who managed to guess correctly.

ANSWERS

Students’ own answers.

• In pairs or individually, students match the crimes with the pictures.

• If they worked individually, they can compare answers •

in pairs. Play the CD. Students listen and check their answers.

ANSWERS / AUDIO CD TRACK 34

robbery  1  burglary  2  pickpocketing  3  murder  4  mugging  5  vandalism  6  shoplifting  7  kidnapping • Students listen again and repeat chorally, then individually. • Draw students’ attention to the Look! box and read through the definitions.

Extra activity 1 vocabulary.

Exercise 6 Pairwork

Exercise 1  $34

• Prepare a wordsearch for students to practise the crime

Students’ own answers.

Student’s Book). Ask The man in the story committed a crime – what did he do? (He murdered someone.) Elicit or give the word for this type of criminal (a murderer). Ask What was the crime in Steve and Eva’s stories? (Someone stole their bikes.) What’s the word for a person who steals things? (a thief ).

Extra activity 2

• Put students in pairs and give each pair a piece of paper •

with a crime from exercise 1 written on it. Pairs prepare a mime for the crime on their piece of paper. Ask different pairs to perform their mime for the class. The others guess what the crime is.

Exercise 2  $35

• Students complete the table with the words for criminals. • Play the CD. Students listen and check their answers. ANSWERS / AUDIO CD TRACK 35

robber  1  shoplifter  2  burglar  3  pickpocket  4  murderer  5  mugger  6  vandal  7  kidnapper • Draw attention to the spelling of robber, mugger, and kidnapper. Point out that we double the final consonant of the verb before adding the -ed ending in the past simple. • You could play the CD again for students to repeat chorally, then individually.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 55

Unit 5

55

04/11/2014 14:29

• Students check the article on page 46 to find examples of

Extra activity

• Put students in pairs and ask them to cover exercise 2 in their books. They take turns to say a crime from exercise 1 and their partner responds with the word for the criminal.

• Read out the first question and answer, then read out the

Rules 

Exercise 1

second question and elicit the answer. Students could either work in pairs with their books open to ask and answer questions, or they could prepare their questions and then ask and answer the questions with their books closed, as a game. At the end of the activity, ask all students to close their books. Ask more questions to the whole class, e.g. What does a mugger do? Students race to give the correct answer.

continuous form of the verbs.

• They can compare answers in pairs. • Check the answers with the class and check that students have spelt the verbs in the -ing form properly.

ANSWERS

1  was listening   2  wasn’t wearing   3  were doing 4  was running   5  weren’t paying   6  was watching

Extra activity

• For more practice, call out verbs together with different

subjects, to elicit the past continuous form, e.g. we – drive (We were driving); he – not wait (He wasn’t waiting).

ANSWERS

Students’ own answers.

Consolidation

• Remind students to copy the new vocabulary from this lesson into their vocabulary books.

To present and practise the interrogative and short answer forms of the past continuous

Website; Workbook  page 89

Grammar box

Grammar    page 49  Past continuous (affirmative and negative) Aim To present and practise the affirmative and negative forms of the past continuous

Warm-up

• Ask students What were you doing at 8 p.m. yesterday

evening? and elicit responses using the past continuous if possible.

• Go through the grammar box with the class. • Draw attention to the word order in the interrogative form and the use of was / were as the auxiliary verb rather than did in questions and short answers. • Remind students to check the rules on page 88. Rules    page 88 

Exercise 2

• Students write the questions and then answer them. • They can compare answers in pairs. • Check the answers. Ask one student to read a question and another to answer.

ANSWERS

Grammar boxes

• Go through the first grammar box with the class. Draw

Past continuous (interrogative and short answers) Aim

Further practice

  page 88 

• Students complete the sentences with the past

Exercise 3 Pairwork

the affirmative and negative forms of the past continuous.

• Remind students to check the rules on page 88.

attention to the form: was / were + verb in -ing form. Check students understand that was / were is used depending on the subject pronoun, but the verb in -ing form doesn’t change. Equally was / were become wasn’t / weren’t depending on whether the sentence is affirmative or negative, but the verb in -ing form doesn’t change. Ask students to read the sentences in the second grammar box and choose the correct words. Check the answer with the class.

ANSWER

in progress in the past • Highlight that we use the past continuous to talk about actions happening at a specific time in the past. However, the form describes the actions as continuous rather than starting and then ending.

1 Was the burglar running away from the police? Yes, he / she was. 2 Were you talking to Mr Peters after the lesson? No, I wasn’t. 3 Were the two boys copying during the test yesterday? No, they weren’t. 4 Were the vandals writing graffiti on the wall last night? Yes, they were.

while Grammar box

• Ask a student to read out the sentences in the grammar • •

box. Students complete the rule with the correct word. Check the answer with the class.

ANSWER

while 56

Unit 5

4004718 Champions 2e TB3.indb 56

© Copyright Oxford University Press

04/11/2014 14:29

• Explain the meaning of while − it links two actions

happening at the same time. • Point out that while can go at the beginning of a sentence or in the middle, between the two clauses. If it goes at the beginning, we separate the two clauses with a comma. • Remind students to check the rules on page 88. Rules    page 88 

Exercise 3

• Students write sentences using the past continuous. • They can compare answers in pairs. • Check the answers with the class. ANSWERS

1 You were cycling to school while I was waiting for the bus. 2 While we were playing basketball, Maria was studying. 3 The students were talking while they were doing a test. 4 While we were walking down the street, our mum was watching us. 5 Jason was coming out of the cinema while we were going in. 6 While they were having lunch, they were watching TV.

Extra activity

• Write some sentence openings on the board, e.g. •

While I was doing my homework, … Mum was cooking dinner while … Students complete the sentences with actions that were happening at the same time. Write ideas on the board.

Finished?

• In pairs, students take turns to tell their partner what they •

were doing at the different times. Were any pairs doing the same thing at the same time?

ANSWERS

ANSWERS / AUDIO CD TRACK 36

Detective  Can I help you? Ian  Yes, I want to report a crime. Detective  1What happened? Ian  Some boys stole my rucksack. Detective  2What were you doing? Ian  I was walking along Redmond Street when two boys stopped me. Detective  3What did they do? Ian  One boy pushed me and the other boy stole my bag. Then they ran away. Detective  4What time did it happen? Ian  It happened at four o’clock this afternoon. Detective  5What was in your bag? Ian  Some books, my wallet, some money, and my keys. Detective  6What did the boys look like? Ian  They were 15 or 16. They were wearing jeans and jackets. • Students listen again and repeat chorally, then individually.

Learn it, use it!

• Go through the Learn it, Use it! box. Elicit extra or •

Exercise 2 Pronunciation  $37

• Ask students to read the sentences. • As a whole class, practise pronouncing /ə/ on its own. • Play the CD. Students listen and repeat chorally, then individually. Transcript    Student’s Book  page 50 

Extra activity

• Read out the sentences in exercise 2 again, placing

Students’ own answers.

the stress on the underlined syllables as follows. (What was in the bag? What were you doing? He was walking along the street. They were wearing jeans.) Ask students to underline the stressed syllables in the sentences. As a whole class, read out the sentences together, placing the stress on the underlined syllables.

Consolidation

• Remind students to make a note of the grammar rules

and examples from this lesson in their grammar books.

Further practice

Website; Workbook  page 88

Exercise 3  $38

Communication    page 50 

• Teach the word suspect, used as a noun. • Students read the crime report forms. As a whole class

Reporting a crime Aim To present and practise language for reporting a crime

Warm-up

• Ask students Has anyone in your family ever reported a crime to the police? What sort of information do the police want to know about a crime? Elicit ideas.

Exercise 1  $36

alternative information for the answers in the You say column and write it on the board. In pairs, students practise asking and answering questions, using the questions and answers in the box and the information on the board.

• Students read and complete the dialogue with the questions. • Play the CD. Students listen and check their answers. • Check the answers with the class.

• • •

brainstorm the information the police will need, e.g. clothes and appearance. Pre-teach quite, e.g. He was quite tall. Play the CD. Students listen and complete the forms. They can compare answers in pairs. Check the answers with the class.

ANSWERS / AUDIO CD TRACK 38

1 Place:  Greenside Park   ​Time:  3 o’clock yesterday afternoon  ​Item stolen:  Bike  ​Number of suspects:  Four  ​ Description:  Girls, about 13 or 14. Girl that took bike, long blonde hair, blue jeans, trainers 2 Place:  Number 29 bus / In River Street   T​ ime:  11 o’clock this morning   ​Items stolen:  Jacket  ​Number of suspects:  One  ​ Description:  Boy, quite tall and thin, about 15 or 16, orange T-shirt

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 57

Unit 5

57

04/11/2014 14:29

1 Detective  Can I help you? Molly  Yes, I want to report a crime. Detective  What happened? Molly  There was a group of girls in the middle of the road. I stopped and then they stole my bike and ran away. Detective  Where did it happen? Molly  It happened in Greenside Park. Detective  When did it happen? Molly  It happened at three o’clock yesterday afternoon. Detective  What did the girls look like? Molly  There were four girls. They were about 13 or 14. The girl that took my bike had long blonde hair and she was wearing blue jeans and trainers. 2 Detective  Can I help you? Gary  Yes, I want to report a crime. Detective  What happened? Gary  A boy stole my jacket. I was going home on the number 29 bus. It was very hot so I took off my jacket and put it on the seat beside me. When the bus stopped, a boy stood up, took my jacket, got off the bus, and ran away. Detective  Where did it happen? Gary  It happened in River Street. Detective  When did it happen? Gary  It happened at eleven o’clock this morning. Detective  What did the boy look like? Gary  I didn’t see him very well, but he was quite tall and thin. He was about 15 or 16. He was wearing an orange T-shirt.

• Students prepare their roles, using the language in

Exercise 1

• Pre-teach burn and alarm. • Individually or in pairs, students match the sentence •

Exercise 4 Pairwork

ANSWERS

1  past simple   2  past continuous • Point out that the past continuous actions in the example sentences in the grammar box were in progress when they were interrupted by shorter actions. Explain that we use the past simple to describe actions which interrupt longer actions described in the past continuous. • Draw attention to the use of when and while. Explain that when can be followed by either the past simple or the past continuous. However, while is only followed by the past continuous. • Point out that both when and while can go at the beginning or between two clauses of a sentence. Write the first example sentence from the grammar box on the board: While I was cycling past them, one of the boys pushed me. • Elicit the different ways of forming the sentence with when or while: When I was cycling past them, one of the boys pushed me. One of the boys pushed me when I was cycling past them. One of the boys pushed me while I was cycling past them. • Remind students to check the rules on page 88. Rules    page 88 

exercise 1 as well as their own ideas for different details. In pairs, students practise their role play. Monitor and check that they are using past tenses correctly. Ask one or two pairs to act out their role play for the class.

ANSWERS

ANSWERS

2  a  ​3  f  ​4  e  ​5  c  ​6  b

Extra activity

• Students write sentences from exercise 1 with the

clauses in the opposite order, e.g. My alarm went off while I was sleeping. Katie’s pet iguana escaped while she was cleaning her room.

Students’ own answers.

Further practice

Website; Workbook  page 91

Exercise 2

• Students read the text and choose the correct words. • Check the answers with the class.

Grammar    page 51  Past continuous and past simple + when / while Aim To present and practise the past continuous and past simple in sentences with when and while

Warm-up

• Write the following sentence on the board: While I was walking to school today, I met a friend. Underline was walking and met and elicit their forms. Ask students to make sentences of their own using while, the past continuous and the past simple.

Grammar box

• Students read the sentences in the grammar box and • 58

complete the rules with past continuous or past simple. Check the answers with the class.

Unit 5

4004718 Champions 2e TB3.indb 58

halves. Check the answers with the class. Ask students to read out each sentence in full.

ANSWERS

1  was sending   2  was opening   3  looked  4  saw 5  were moving   6  ran   7  was running   8  called   9  was watching   10  came   11  were moving   12  ran   13  got  14  were disappearing

Exercise 3

• Students complete the text with the correct form of the

• •

verbs. Remind them to think carefully about which actions were in progress when something else happened. Remind them also to think carefully about which tense follows while. Students can compare answers in pairs. Check the answers with the class.

© Copyright Oxford University Press

04/11/2014 14:29

ANSWERS

1  3  5  7 

stole; was walking   2  were travelling; met   woke; was snowing   4  was studying; flew   broke; was skiing   6  was waiting; arrived   were walking; started   8  was sleeping; got

Background notes

• Australia is the sixth-largest country in the world by area. It is also the twelfth largest economy.

• The continent has been inhabited for over 40,000 years,

Exercise 4

• Read out the example answer and elicit other possible

• • •

endings to the sentence, e.g. I saw Maria. / Someone stole my wallet. Students complete their sentences with their own ideas. Students can compare their answers in pairs. Ask some students to read their sentences to the class. Correct any mistakes as a class.

ANSWERS

Students’ own answers.

Finished?

• Students use the verbs in the box to write a crime story. •

They then exchange stories with a partner. Ask some students to read their stories to the class. Elicit other possible endings to the stories from the class.

ANSWERS

Exercise 1

• Students look at the text and decide what kind of text it is. • Check the answer with the class. ANSWER

b  an educational text

Exercise 2

Students’ own answers.

• Pre-teach death sentence, penalty, convict, ancestor, and

Extra activity

• If your students enjoy acting, they can act out their

crime story instead of reading it aloud. The others watch and then describe the actions they saw, using the past continuous and the past simple.

Consolidation

• Remind students to make a note of the grammar rules

and examples from this lesson in their grammar books.

Further practice

• • • • •

penal colony. Read through the questions with the class, and check that students understand everything. Students read ‘The story of Mary Wade’ and answer the questions. Students can compare their answers in pairs. Check the answers with the class. Discuss question 6 with the class, encouraging as many students as possible to join in and talk about their personal reactions to the text.

ANSWERS

Website; Workbook  page 88

1 2 3 4 5 6

Skills    pages 52–53  Reading Aim To read and understand an extract from a textbook: The founding of modern Australia

Warm-up

• Point to the map of Australia and ask What do you know •

but Europeans didn’t discover it until the early 17th century. In 1770, Britain claimed the eastern half of the country as its own, and in 1788, it began using it as a penal colony. The last convict ship arrived in 1848. Australia gradually became independent from Britain, a process which culminated formally in 1986, with legislation to break the remaining political ties between the two countries. However, Australia is still part of the British Commonwealth, and the British Queen is still the official head of state.

about Australia? What do you know about the modern country? What do you know about its history? Elicit some ideas. If students are struggling for ideas, ask some more detailed questions, e.g. What language do they speak in Australia? Why do they speak English? When did British people first go there? Elicit some ideas, but do not confirm them at this stage.

Because she came from a very poor family. They stole the girl’s clothes. They found it in Mary’s house. They sent her to Australia. She had 21 children. Students’ own answers.

Exercise 3

• Students read the facts and ‘Australia’s convicts’. • Discuss the answers to the questions with the class. ANSWERS

Australia Day is on 26th January. It celebrates the arrival of the first convict ships in Australia in January, 1788.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 59

Unit 5

59

04/11/2014 14:29

Listening

Writing

Aim

Aim

To listen to a description of a crime

To write an article about a robbery

Warm-up

Exercise 6

• Ask What kinds of crimes do young people commit? What •

happens to them if the police catch them? Why do you think some young people commit crimes? Elicit a range of answers from students.

• Read through the task with the class and make sure •

Exercise 4  $39

• Read the task with the class. Give students time to read • • •

the questions. Play the CD. Students listen and answer the questions. Play the CD again for students to check and complete their answers. Check the answers with the class.

• •

students understand everything. With weaker classes, write on the board: I saw a robbery yesterday! I was in … Use the prompts to ask two or three questions and elicit details of the crime. As students answer, write the sentences on the board. Students can then continue the article. Students swap their article with their partner who corrects any mistakes. Ask some students to read their articles to the class. Ask other students Who was a good witness? Why?

ANSWERS

Students’ own answers.

ANSWERS / AUDIO CD Track 39

1 She was buying a pair of boots. 2 She was waiting at the cash desk. 3 She was carrying a rucksack. 4 The security guard stopped them. 5 He found two pairs of shoes. 6 He took them to an office at the back of the shop. 7 The shop assistant called the police. I was in a shoe shop with my mum yesterday. I was buying a pair of boots. I was waiting at the cash desk to pay for them when I saw two girls walking quickly towards the door of the shop. One of the girls was carrying a rucksack. While they were walking through the door, the security guard stopped them. He asked to look in the rucksack. One of the girls opened the rucksack and the security guard found two pairs of shoes. The two girls were shoplifters! The security guard took the two girls to an office at the back of the shop and the shop assistant called the police.

Extra activity

• If you have time at the end of the class, play ‘alibi’. Set

• •

the scene for a crime, e.g. someone robbed a bank at 8 p.m. last night. Choose three students to be suspects. Tell them they were all together yesterday evening, and they must decide on their alibi. Allow them to go out of the classroom for two minutes to plan their alibi. Meanwhile, brainstorm with the rest of the class what questions students will ask. Ask the suspects to come back into the room one at a time. Students question each suspect and try to find inconsistencies in their alibis. The suspects ‘win’ if no inconsistencies can be found.

Further practice

Workbook  page 92

Speaking Aim To practise describing a picture of a crime

Exercise 5 Pairwork

• Read the task with the class. Give students one minute to look at the picture carefully, then ask them to cover it.

• Read through the prompts with the class. With weaker • • • •

classes, elicit some of the questions that students need to ask. Students ask and answer questions in pairs. Give students time to look briefly at the picture again, then ask them to cover it. Students swap roles and practise again. Ask pairs in turn to tell the class who was a better witness.

ANSWERS

Students’ own answers.

60

Unit 5

4004718 Champions 2e TB3.indb 60

© Copyright Oxford University Press

04/11/2014 14:29

6

They’re used for fun! Exercise 2 Comprehension

Grammar The passive The passive: present simple (affirmative, negative, interrogative, and short answers) The passive: past simple (affirmative, negative, interrogative, and short answers) by + agent

Vocabulary The computer

Communication

• Students read the questions and then read the text in detail to answer them.

• They can compare answers in pairs. • Check the answers with the class. ANSWERS

1 2 3 4 5

They were very surprised and excited. Their uncle took them to the Gadget Show Live. It was held in Birmingham. They spent a whole day at the show. They saw the presenters.

Extra activity

Asking about a tourist attraction Pronunciation: Connected speech

• In pairs or small groups, students discuss which

gadget from the text they would buy and give reasons.

• As a whole class, students share their views and

Skills Reading: A magazine article about the positive side of the Internet Listening: A teenager and a senior citizen talk about technology Speaking: Talking about technological inventions Writing: A text about technological inventions

explain their choices. Find out which gadget is the most popular.

Consolidation

• Remind students to make a note of any new vocabulary from the text in their vocabulary books.

Language focus    page 55 

Topics Gadgets and inventions The Internet

Aim To practise the target language

Exercise 3

Presentation    page 54 

• Students find the information in the text and complete

Aim To present the new language in an interesting context

the matching exercise. Stronger students can do the matching on their own first and then look back at the text to check. They can compare answers in pairs. Check the answers with the class.

Text

• •

The text is a report by a teenager on a technology fair which promotes new gadgets.

2  c  3  a  4  d  5  b

Warm-up

Exercise 4

• Write gadget on the board and below write mobile phone, tablet, etc. Elicit the meaning of gadget and ask Which gadgets have you got? Pre-teach I’d be lost without my … and ask Which gadget would you be lost without? Why? Elicit responses.

Exercise 1 Read and listen  $40

• Pre-teach fair. • Read out the answer choices and ask students to say what •

they think each of these gadgets can do. Play the CD. Students read and listen, and choose the correct answer for the question.

ANSWERS

• Students find the sentences in the text and complete the advertisements with the correct verbs.

• They can compare answers in pairs. • Check the answers and go through their meanings. ANSWERS

1 2 3 4 5 6

are shown is connected is worn  are offered are sold are used

ANSWER

b  headphones Transcript    Student’s Book  page 54  © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 61

61

04/11/2014 14:29

Exercise 5 Focus on you

ANSWERS / AUDIO CD TRACK 42

• Ask students to look closely at some of their possessions. •

Most of these will probably have the name of the country where they were made written somewhere. Students write sentences about five objects with was made.

ANSWERS

Students’ own answers.

Exercise 6 Pairwork

• In pairs, students tell each other where each of their five •

1 2 3 4 5 6

possessions was made. Ask some students to report back on any possessions that come from the same country. Elicit sentences with were made.

ANSWERS

Exercise 3 Pairwork

• Read the task with the class, then ask two confident

students to read out the example question and answer.

• Model the activity by asking a few students questions •

Students’ own answers.

Vocabulary    page 56  The computer

about the Internet activities in exercise 1. Students then work in pairs to ask and answer questions. Monitor and help as necessary. Make a note of any repeated mistakes in the collocations or in pronunciation to go over at the end of the lesson. Ask some students to tell the class something surprising they learnt about their partner.

ANSWERS

Students’ own answers.

Aim To present and practise computer vocabulary nouns: CD-ROM drive / DVD drive, headphones, keyboard, memory stick, microphone, mouse, printer / scanner, screen, speakers, USB port, webcam To present and practise computer vocabulary verbs: chat, download, play, receive, send, socialize, surf, upload, visit

Warm-up

Extra activity

• Ask students to keep a diary of their Internet use for

a week, to practise the vocabulary and discover how much they really use the Internet.

Exercise 4 Pairwork

• Pre-teach device. Give students a few moments to

• Ask Who has got a scanner? What other things for your

Exercise 1  $41

computer have you got? What do you use your computer for? Elicit some of the target vocabulary in English.

• Ask students to look at the picture and see how many computer words they know.

• Students match the objects in the picture with the words •

e  play games a  surf the Internet b  send / receive emails c  visit websites f  chat / socialize online d  download / upload software, videos, music, photos Students listen again and repeat chorally, then individually.

in the box. Play the CD. Students listen and check their answers.

consider their answers to the questions. In pairs, students take turns to ask and answer the questions. Monitor and help as necessary. Check students are using the vocabulary correctly. Ask one or two pairs to tell the class about their partner.

ANSWERS

Students’ own answers.

Extra activity

• Students work in small groups and pool their

ANSWERS / AUDIO CD TRACK 41

1  speakers  ​2  printer / scanner   ​3  headphones  ​ 4  microphone  ​5  webcam  ​6  screen  ​7  USB port   ​ 8  CD-ROM drive / DVD drive   ​9  keyboard   ​10  memory stick   1​ 1  mouse • Students listen again and repeat chorally, then individually. Check students’ pronunciation of loanwords.

• Students match the verbs with the nouns to make

62

expressions for using the Internet. They can compare answers in pairs. Play the CD. Students listen and check their answers. Check the answers with the class.

Unit 6

4004718 Champions 2e TB3.indb 62

Consolidation

Exercise 2  $42

• • •

information from exercise 4. They summarize the results for their group. Ask a member of each group to record their results on the board. Students all copy down the information. For homework, ask them to write a short report on the class’s use of computers and computerized devices, based on the groups’ results.

• Remind students to copy the new vocabulary from this lesson into their vocabulary books.

Further practice

Website; Workbook  page 94

© Copyright Oxford University Press

04/11/2014 14:29

Grammar    page 57 

Exercise 2

• Students complete the sentences. With weaker students,

The passive

Aim To present and practise the use of the passive

ANSWERS

1  is spoken   ​2  are sent   ​3  aren’t used   ​4  are written

Warm-up

• Write the following sentences on the board:

• • •

People make these speakers in China. These speakers ______ made in China. We sell the headphones online. The headphones are ______ online. Elicit the missing words (are and sold). Explain that the gapped sentences are passive. The other sentences are active. Ask In the passive sentences, do we know who makes the speakers and sells the pens? (No) Explain that in an active sentence, the subject does the action. In a passive sentence the action is more important than the subject, therefore the subject doesn’t need to be mentioned. Students compare the active and passive sentences on the board. Ask What happens to the object of the active sentence in a passive sentence? (It becomes the subject.)

Grammar box

• Go through the grammar box with the class and study the

go through the past participle forms of the verbs before they do the exercise. Check the answers with the class.

two sentences. Ask Why is the verb ‘be’ different in the two sentences? (In the first sentence the subject is singular. In the second it is plural.) Ask What happens to the main verb in the sentences? (It is always a past participle.) Students read the sentences and choose the correct words.

ANSWERs

1  isn’t  ​2  more • Remind students to check the rules on page 93. Rules    page 93 

The passive: present simple (interrogative and short answers) Aim To present and practise the interrogative and short answer forms of the present simple passive

Grammar box

• Go through the grammar box with the class. Point out the structure of questions in the passive: (question word +) be + subject + past participle of the main verb, and short answers: yes / no + subject + be. • Remind students to check the rules on page 93. Rules    page 93 

Exercise 3

• Students re-order the words to make questions and then • •

answer them. They can compare answers in pairs. Check the answers with the class.

ANSWERS

1 Are e-books sold in shops? No, they aren’t. 2 Are emails sent via the Internet? Yes, they are. 3 Is a webcam used with a computer? Yes, it is.

Exercise 4

• Explain native language and by. • Students write the questions and then choose the answers that they think are correct.

Exercise 1

• Students decide if the sentences are active or passive. Remind them to check if the subject does the action.

• They can compare answers in pairs. • Check the answers with the class. ANSWERS

ANSWERS

1  A  ​2  P  ​3  P  ​4  A

The passive: present simple (affirmative and negative) Aim To present and practise the affirmative and negative forms of the present simple passive

Grammar box

• Go through the grammar box with the class. Draw

attention to the form of the present simple passive: present tense of be + past participle of the main verb. • Ask students What changes depending on the subject of the sentence: the verb ‘be’ or the main verb in the past participle? (The verb be). • Remind students to check the rules on page 93. Rules    page 93 

1 Where are Bollywood movies made?   b India. 2 When is the Chinese New Year celebrated?   a  January or February. 3 Where is sushi eaten?   b Japan. 4 Which language is spoken as a native language by the most people?   b  Mandarin Chinese.

Finished?

• Students write five present simple passive sentences. • In pairs, students swap sentences and correct any mistakes. • Ask some students to read out their sentences to the class. Consolidation

• Remind students to make a note of the grammar and the rules from this lesson in their grammar books.

Further practice

Website; Workbook  page 93

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 63

Unit 6

63

04/11/2014 14:29

Communication    page 58 

Extra activity

Asking about a tourist attraction

• In pairs, students practise the whole dialogue in

exercise 1. Encourage them to read as expressively as possible.

Aim To present and practise language for asking and answering questions about a tourist attraction

Exercise 2 Pronunciation  $44

Warm-up

listen. Draw attention to the sound links. • Play the CD. Students listen and repeat chorally, then individually. Transcript    Student’s Book  page 58 

• Ask students to look at the photo next to exercise 1. Ask

Where do you think this building is? When do you think it was built? Do you like it? Elicit responses.

Extra activity

Background notes

• The Shard has 87 floors with offices, restaurants, bars,

• •

shops, flats, and hotel rooms. The open-air viewing platform on the 72nd floor has views over the whole of the city of London. The Italian architect Renzo Piano is well known for designs such as the New York Times Building, California Academy of Sciences in San Francisco, Kansai Airport (Japan’s second airport), Rome’s Auditorium Parco della Musica, and the Centre Pompidou, which he designed with the British architect Richard Rogers. The O2 Arena is a multi-purpose indoor arena in Greenwich, London. The One World Trade Center is the tallest building in the Western Hemisphere and stands at the centre of the site where the twin towers of the World Trade Centre once stood. The Tokyo Sky Tree is the world’s tallest free-standing broadcasting tower and was designed to symbolize a place where tradition and the future meet.

Exercise 1  $43

• Pre-teach glass and steel. • Play the CD. Students read and listen, and write the information.

• They can compare answers in pairs. • Check the answers with the class. Transcript 

  Student’s Book  page 58 

the Shard glass and steel Renzo Piano  ​ 306 metres Students listen again and repeat chorally, then individually.

• Go through the Learn it, use it! box with the class. • Draw students’ attention to the phrases in the past simple

in the dialogue, e.g. Look at that building! / It’s amazing! / He’s designed a lot of famous buildings. / Is it the tallest building in the city? / Yes, it is.

Exercise 3  $45

• Ask students to read through the factfile and to think

about the kind of information they will need to listen for.

• Pre-teach fabric. • Play the CD. Students listen and write the information. • They can compare answers in pairs. • Check the answers with the class. ANSWERS / AUDIO CD TRACK 44

1  O2 Arena   ​2  steel  ​3  2000  ​4  Richard  ​5  50 Tourist  Wow! That building’s amazing! What’s it called? Guide  Well, today it’s called the O2 Arena, but it was originally called The Millennium Dome. Tourist  It’s amazing! What’s it made of? Guide  It’s made of steel and strong fabric. Tourist  When was it built? Guide  It was built for the Millennium and it was opened on 1st January 2000. Tourist  Really? Who was it designed by? Guide  It was designed by a famous British architect, Richard Rogers. Tourist  How tall is it? Guide  It isn’t very tall. The dome is about 50 metres high.

• Ask students to read the factfiles and tell them to look at exercise 1 for questions they can ask.

• In pairs, students take turns to ask and answer questions

Learn it, use it!

• Give students practice with other consonant–vowel links

Exercise 4 Pairwork

ANSWERS

1 ​2 ​3 4

• Give students time to read the questions before they

passive and elicit their meanings. Ask students to look back at the dialogue and to find examples of the phrases. In pairs, students practise asking the questions and answering them with the information in the dialogue.

about the two buildings. Monitor and check that they are using passive verbs correctly. Make a note of any repeated errors to check with the class at the end of the lesson. Ask one or two pairs to act out their dialogues for the class.

Extra activity

• For homework, ask students to research a building in their •

country and to write their own factfile. Ask them to find a photo of the building and bring it to the next lesson. Students show their photo and use their factfile to answer questions from the class.

Further practice

Website; Workbook  page 96 64

Unit 6

4004718 Champions 2e TB3.indb 64

© Copyright Oxford University Press

04/11/2014 14:29

Grammar    page 59 

answers

The passive: past simple (affirmative and negative) Aim To present and practise the affirmative and negative forms of the past simple passive

The documents were scanned. The Eiffel Tower was designed by Gustave Eiffel. These pictures weren’t drawn by Picasso. The Simpsons cartoon wasn’t created by Walt Disney.

The passive: past simple (interrogative and short answers) Aim

Warm-up

• Ask if students can remember some of the facts from

the previous lesson, e.g. Who was the Shard designed by? (Renzo Piano) When was it opened? (In 2012) When was the One World Trade Center completed? (In 2014).

Grammar box

• Go through the grammar box with the class. Draw attention to the form of the past simple passive: past tense of be + past participle of the main verb. Explain that the only difference from the present passive is the tense of be. • Remind students to check the rules on page 93. Rules    page 93 

Exercise 1

• Go through the cultural references in the exercise.

• •

1 2 3 4

Ask What is ‘Macbeth’? (A play) What is the ‘Mona Lisa’? (A painting) Where are the Pyramids? (In Egypt). What is radium? (A radioactive metal – it has been used in the treatment for cancer). Individually or in pairs, students complete the sentences. Check the answers with the class.

ANSWERS

1  was painted   2​   weren’t built   ​3  wasn’t discovered   ​ 4  was designed

by + agent

To present and practise the interrogative and short answer forms of the past simple passive

Grammar box

• Go through the grammar box with the class. Point out

again that the only difference from the present passive is that we use past, not present, forms of be. • Remind students to check the rules on page 93. Rules    page 93 

Exercise 3  $46

• Pre-teach honey and add. • Students complete the dialogue using the past simple • • • •

passive. Remind them to check the subject pronouns in brackets and to think about the correct form of be. They should also check if they need to complete a question or sentence. Play the CD. Students listen and check their answers. They can compare answers in pairs. Check the answers with the class.

ANSWERS / AUDIO CD TRACK 46

1  wasn’t  ​2  it was made   ​3  was it eaten   4​   was it introduced  ​5  was it made   6​   was taken   7​   was added

Exercise 4

• Students write the past simple passive questions. They can

Aim

To present and practise the use of by + agent

choose the answers with a partner. Check the answers with the class.

ANSWERS

Grammar box

• Go through the grammar box with the class. • Explain that we use by if we want to identify who or what

1 When was the CD invented? In 1982. 2 When was the first 3D film shown? In 1922. 3 When were the first MP3 players sold? In 1998.

did the action. The person / thing is referred to as the agent. • Remind students to check the rules on page 93. Rules    page 93 

Finished?

Exercise 2

• On the board write the two example sentences. Draw

• •

arrows between them to show: 1 how the object in the active sentence becomes the subject in the passive sentence. 2 how the subject of the active sentence becomes the agent in the passive sentence preceded by by. 3 the forms of the verb in active and passive sentences. In pairs, students rewrite the sentences in the past simple passive. Remind them to decide whether the subject in the active sentence is more important than the action. Check the answers with the class.

• Students draw a timeline of the events and their dates.

They write sentences in the past simple passive, e.g. The first electronic computers were used between 1940 and 1945. Monitor and check that students are using the passive form correctly. Make a note of any repeated errors to check with the class at the end of the lesson. Ask students to read out their sentences.

ANSWERS

The first 3D film was shown in 1922. The CD was invented in 1982. The first MP3 players were sold in 1998.

Consolidation

• Remind students to make a note of the grammar rules from this lesson in their grammar books.

Further practice

Website; Workbook  page 93

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 65

Unit 6

65

04/11/2014 14:29

Skills    pages 60–61 

Exercise 3  $47

• Students read the instructions and look at the table. • Play the CD. Students listen and complete the table. • Check the answers with the class.

Reading Aim To read and understand an article about the positive side of the Internet

Warm-up

• Ask Do your grandparents use a computer? Do they find it difficult to use sometimes? Do you help them? Elicit responses.

Exercise 1

• Ask students to read the question and the answer options. • Students skim the text quickly and answer the question. ANSWER

b  young people who know a lot about the Internet and digital technology

Exercise 2

• Give students time to read the questions. • Students read the text in detail and answer the questions. • They can compare answers in pairs. • Check the answers with the class. ANSWERS

1 They are often criticized for spending too long in front of screens. 2 She was interviewed by The New York Times. 3 Teenage girls are the typical readers of Rookie. 4 It was shown in 2007. 5 The songs were written and performed by Charlie. 6 He has used Twitter to write comments and he is followed by 20 million fans.

Extra activity

• Ask students Were people healthier in the past because

they didn’t have digital technology? What would you do if you didn’t have digital technology for a week? Discuss the questions as a class.

ANSWERS / AUDIO CD TRACK 47

1  Ethan, 15 years old, teacher   ​2  Doris, 82 years old, student Interviewer  Last week a very special event was organized at Wycliffe High School. The event was called  ‘An Introduction to the Internet’ but, surprisingly, it wasn’t planned for the students at the school. In fact, the students all became teachers for the day. Ethan and Doris are here to tell us more about what happened. Ethan, can you explain what the idea behind the event was? Ethan  Sure. It was part of a national campaign to get older people online. The idea in our school was for young people to help older people develop their computing skills. People over the age of 60 were invited to school for the day and we taught them how to use the Internet. Interviewer  That’s a great idea! So, were you a teacher on the day, Ethan? Ethan  Yeah, I was. Interviewer  How old are you? Ethan  I’m 15. Interviewer  OK! And, Doris, you were a student for the day, weren’t you? Doris  Yes, I was. I’m 82 and, before last week, I had never used a computer. I was very nervous. Interviewer  Why were you interested in the event? Doris  Well, my son lives in Australia and it’s difficult to stay in contact. I wanted to learn how to send him an email. Interviewer:  And did you learn that? Doris  Yes, I did. Ethan was my teacher and he explained everything very well. He even showed me how to use Google Earth! I saw my son’s street and house on the Internet! It was incredible! Interviewer  And, will you buy a computer now? Doris  Well, to be honest I already had a computer. My son bought it for me a year ago but I was too frightened to use it! Now I send him an email every day. It’s wonderful. Interviewer  Fantastic! It’s never too late to learn!

Exercise 4  $47

Consolidation

• Encourage students to make a note of any new words

and expressions from the text in their vocabulary books.

Listening Aim

• Give students time to read the sentences before they listen again. Encourage them to predict the answers.

• Play the CD. Students listen and choose the correct words. • They can compare answers in pairs. • Check the answers with the class. ANSWERS

To listen to an interview with a teenager and a senior citizen who took part in a computer training day

​1  get older people online   2  older  ​3  Students  ​ 4  send an email   ​5  her son’s house and street   ​ 6  already had

Warm-up

• Ask students to imagine being someone who has never

learnt to use a computer. What problems would they have in the modern world? How could they start learning the skills needed to use a computer? Elicit ideas.

66

Unit 6

4004718 Champions 2e TB3.indb 66

© Copyright Oxford University Press

04/11/2014 14:29

Speaking

answers

Students’ own answers.

Aim

Extra activity

To ask and answer about inventions

• If students have access to computers in the classroom,

Warm-up

• Ask students What do you think the most important

invention has been in the past 50 years? Encourage students to give reasons for their answers and to discuss further if they do not agree.

Exercise 5 Pairwork

• In pairs, students read the dialogue. Ask them to swap

roles so they both have a turn at asking and answering.

• Students read the factfiles about the mobile phone and • • • •

the digital camera. Pre-teach wide, household, and own. Students prepare and practise dialogues about these inventions, using the questions from the dialogue about electronic computers. If students need more support, choose one of the inventions and elicit questions and answers from the class before they work in pairs. Monitor and check that students are using past simple passive forms correctly. Make a note of any repeated errors to check with the class at the end of the lesson. Choose two pairs to act out the dialogues for the class.

ask them to choose a favourite application or website and to give a tutorial for their partner on how to use it. If the other student already knows about the application / website, ask them to take the role of a person who is looking at it for the first time. To help the students plan their tutorial, pre-teach some vocabulary for using a computer, e.g. access, attach, browse, (double-) click on, log off, log on, scroll down.

Further practice

Workbook  page 97

answers

Students’ own answers.

Extra activity

• In small groups or as a whole class, continue the

discussions about inventions. Ask students to discuss the improvements in technology in their lifetime and to say which recent inventions they think are the most useful.

Writing Aim To write a short text about an invention

Warm-up

• Ask students What is your favourite gadget? When did you get it? What does it do? Elicit responses.

Exercise 6

• Students choose an invention from exercise 5 or a new

• • • •

invention to write about. Give them time to do some research on the Internet or in the school library. If they choose an invention from exercise 5, they can use the information in their books, but encourage them to find out some extra facts as well. Students make notes on their invention and prepare a first draft. Remind them to use the passive where appropriate. Students can swap drafts with a partner, who checks and corrects any errors. In class or for homework, students write their final text. They can add photos if they wish. You can display the finished texts around the class. © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 67

Unit 6

67

04/11/2014 14:29

C

Review Exercise 5

Grammar Past continuous (affirmative, negative, interrogative, and short answers) while Past continuous and past simple + when / while The passive The passive: present simple (affirmative, negative, interrogative, and short answers) The passive: past simple (affirmative, negative, interrogative, and short answers) by + agent

Background notes

• Frédéric Auguste Bartholdi (1834−1904) was a French •

Vocabulary Crime: burglary, kidnapping, mugging, murder, pickpocketing, robbery, shoplifting, vandalism; burglar, kidnapper, mugger, murderer, pickpocket, robber, shoplifter, vandal The computer: CD-ROM drive / DVD drive, headphones, keyboard, memory stick, microphone, mouse, printer / scanner, screen, speakers, USB port, webcam; chat, download, play, receive, send, socialize, surf, upload, visit

Vocabulary

sculptor. He is most famous for his sculpture, the Statue of Liberty. The Statue of Liberty stands on Liberty Island in New York harbour. It was given to the US by France in 1885 as a sign of their friendship during the American Revolution. It is made of steel and coated in copper and gold leaf. On its pedestal it is 93 metres tall. On its journey to the US it travelled in 350 pieces and was then reassembled. For many people arriving in the US by ship, the Statue of Liberty was the first thing they saw.

ANSWERS

1 2 3 4 5 6

Who was the Statue of Liberty designed by? It was designed by Frédéric Bartholdi. Where was it built? It was built in France. Why was it given to the US? It was given to the US to celebrate the 100-year anniversary of the Declaration of Independence.

My Progress

• Students read the sentences and choose the faces that

Exercise 1 ANSWERS

1  murderer  ​2  vandalized  ​3  vandals  ​4  burglary   ​5  burglars  ​6  robbed  ​7  robbers

Exercise 2

are true for them. If students have fewer than three smiley faces, encourage them to review the grammar or vocabulary of the previous two units and do more practice.

Songs

ANSWERS

1  keyboard  ​2  headphones  ​3  mouse  ​4  memory stick  ​5  DVD drive   ​6  printer

Grammar Exercise 3 ANSWERS

1  was cooking   ​2  were getting ready   ​3  was watching   ​ 4  Were you standing   ​5  was  ​6  wasn’t waiting   ​7  was waiting

The following songs would be appropriate to use at this point: • Kung Fu Fighting by Carl Douglas (past continuous and past simple) • Folsom Prison Blues by Johnny Cash (past simple and crime topic) • Made in Heaven by Kylie Minogue (present simple passive) • Memories Are Made of This by Johnny Cash (present simple passive)

Exercise 4 ANSWERS

1  did you see   ​2  was doing   3​   heard  ​4  were standing  ​ 5  were they doing   ​6  saw  ​7  were trying   ​8  were opening  ​9  started  ​10  arrived  ​11  were running   ​ 12  stopped

68

4004718 Champions 2e TB3.indb 68

© Copyright Oxford University Press

04/11/2014 14:29

C

Culture club ANSWERS

Grammar

1 2 3 4

The passive: past simple

Vocabulary Dates

Topics Individual freedom, discrimination, and segregation

Aim To learn about some famous African Americans; to learn how the lives of African American have changed over time; to give a presentation on an important person in the history of your country

They were first given their freedom in 1863. Because the school was for whites only. They insulted them and even gave them death threats. They gave other people the courage to fight for equality. 5 He was a church minister and the leader of the civil rights movement in the 1950s and 60s. 6 They became illegal in 1964. 7 Dream Day on 28th August is the anniversary of Dr King’s speech.

Exercise 3 Focus on you

• Read the task with the class. As a class, brainstorm some famous people from the students’ own country.

• Write the names on the board, then point to each one

Warm-up

• Point to the photos and ask What do you think life was like •

for African Americans in the past? How has it changed now? Point to the photo of Martin Luther King and ask Do you know who this person is? Why do you think he was important?

Background notes

• Rosa Parks (1913–2005) was an African American

woman from Montgomery, Alabama. In the 1950s, it was expected that if there were not enough seats on a bus, African American would give up their seats to white passengers. On 1st December 1955, Rosa Parks refused to give up her seat, and, as a result, was arrested. This sparked the Montgomery bus boycott in which African Americans refused to use the buses until the policy on seating was changed. It was an important part of the fight for civil rights, which culminated in the Civil Rights Act of 1964.

answers

Students’ own answers.

Extra activity

• Set up a class debate on this statement: ‘Positive

Exercise 1

• Give students time to read through the three options. • Students read the magazine article and then answer the •

in turn and elicit answers to the questions in exercise 3 about each person. Students research a famous person from their country and prepare a presentation. If students have access to the Internet in class, they can do the research in class. Otherwise, they can do the research and prepare their presentation for homework. Students take turns to present their famous person to the class. Ask students Who has had the most effect on life in your country? and discuss the question as a class.

question. Check the answer with the class.

discrimination is a good thing.’ Divide the class into teams, one for and the other against the statement. Teams each choose three speakers and discuss arguments and examples that they can use. Organize the debate formally, with a student chairperson and speakers taking turns to speak for a maximum of two minutes. The others listen, and at the end of the debate they can comment on which arguments they thought were the most convincing.

Further practice

ANSWER

b  Their actions helped black Americans get equality.

Workbook  pages 88−97

Exercise 2

• Students read the article again and answer the questions. • Students can compare answers in pairs. • Check the answers with the class.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 69

69

04/11/2014 14:29

A

Curriculum extra 

Grammar

Extra activity

• Ask students to close their books. Ask What have you

Present simple Present perfect Past simple

Vocabulary Languages

Project

Write a personal statement on why you are studying English

Project

• Read through the Project box with the class. Make sure

Topic

that students understand everything.

Endangered languages

• Discuss each of the questions in the Project box with the

Warm-up

• Ask What languages can you speak? What other languages •

would you like to learn in the future? Why? Elicit some ideas, then ask How many different languages are there in your country? How many languages do you think there are in the world? Which languages have the most speakers? Elicit a few guesses. Use the discussion to teach Mandarin Chinese and Hindi. Ask Why do you think some languages are more popular than others? Why do you think some languages are endangered? Elicit a range of ideas.

Exercise 1

• Students read the article quickly and match the languages

learnt about endangered languages? Elicit a few ideas, then put students into pairs to note down a list of bullet points with as many facts as they can remember from the article. Ask pairs in turn to tell the class their ideas. Make notes on the board. Students can open their books and read the article again quickly to see what ideas they missed.

• • •

class and elicit some possible ideas for each topic. Make notes on the board. Students then write their personal statement. Students can compare their statements in pairs or small groups. Ask some students to read their personal statements to the class. Ask other students Which ideas do you agree with? Do you hope to achieve the same things? How are your goals different?

Consolidation

• Remind students to copy new words or phrases from the lesson into their vocabulary books.

with the number of native speakers of each language. Remind students that they should read quickly, and not worry at this stage if they do not understand everything. Check the answers with the class. Ask Which number do you find most surprising? Why?

ANSWERS

2  a  3  b  4  c

Exercise 2

• Students read the article again and answer the questions. • Check the answers with the class. • Ask Do you think it’s sad when languages disappear? Why? / Why not?

ANSWERS

1 2 3 4 5

Around 25 languages disappear every year. Around 25% of the world know some English. English is the most popular language on the Internet. Boa Sr was the last person to speak Aka-Bo. Linguists believe that languages are ‘more than just words’. 6 There are 15 indigenous languages in Argentina. 7 Their education is in their native language and in Spanish.

70

4004718 Champions 2e TB3.indb 70

© Copyright Oxford University Press

04/11/2014 14:29

B

Curriculum extra  ANSWERS

Grammar

1 When you feel cold you aren’t more likely to get colds. 2 More oxygen enters your lungs when you breathe in fresh air. 3 Pictures of cities produced feelings of stress and worry in the brain.

Present simple should Second conditional

Vocabulary

Extra activity

Illnesses and symptoms

Project

• Ask students to close their books. • Write all the headings from exercise 1 apart from

Write a report on outdoor activities for young people in your area

Topics

• •

Helath and fitness

Warm-up

• Ask How healthy do you think you are? How much exercise

do you do? What kinds of exercise do you do? Elicit a range of ideas, and encourage students to talk about their own experiences. Ask Why is it important to exercise? In what ways is exercise good for you? Elicit a range of ideas. Try to elicit the idea that exercise is good for both the body and the mind.

Exercise 1

Project

• Read through the Project box with the class. Make sure • •

• Read through the headings with the class. Make sure that students understand them all.

• Students read the article quickly and complete the gaps

with the correct headings. Tell students not to worry if they do not understand everything in the article at this stage. Check the answers with the class.

ANSWERS

2  Vitamin D   3  Fewer colds   4  Happiness   5  Better concentration

Recommended sports on the board. Put students into pairs and ask them to make notes under each heading of information and facts they can remember from the article. Write students’ ideas on the board. Students can open their books and read the article again quickly to find any information or facts that everyone missed.

• • •

that students understand everything. Write the three headings on the board and brainstorm ideas for each with the class. Make notes on the board. Elicit the first few lines of the report with the class, e.g. Young people can do a lot of sports in my area. For example, they can … Students write their reports individually. Students can compare their reports in small groups and discuss which recommendations are the best. Ask each group in turn to tell the class their best recommendations. Discuss as a class what the local authority should do.

Consolidation

• Remind students to copy any new words or phrases from the lesson into their vocabulary books.

Exercise 2

• Check that students understand virus and breathe in. • Students read the article again and complete the summary.

• Students can compare their answers in pairs. • Check the answers with the class. ANSWERS

1  sun  2  colds  3  good  4  memories   5  20%

Exercise 3

• Students read the article again and rewrite the sentences with true information.

• Students can compare their answers in pairs. • Check the answers with the class.

© Copyright Oxford University Press

71

4004718 Champions 2e TB3.indb 71

04/11/2014 14:29

C

Curriculum extra 

Grammar

Extra activity 1

• Write these numbers and dates on the board.

The passive: present simple The passive: past simple by + agent

Vocabulary The environment

Project

ANSWERS

Design a poster for a fundraising event for an environmental charity

Topic Pollution

Warm-up

• Focus on the photos. Ask What can you see in each picture? •

What environmental problems do the pictures show? Elicit a range of ideas. Ask Where does all the rubbish in the oceans come from? What can people do to solve the problem? Elicit a range of ideas, and encourage students to speculate and express their own opinions.

Exercise 1

• Students read the web page quickly and match the

1 Algae provide about 70% of the world’s oxygen. 2 The Great Pacific Garbage Patch was discovered in 1997. 3 Only 10% of the 300 million tons of plastic produced worldwide every year is recycled. 4 The Plastiki was made from 12,500 plastic bottles.

Extra activity 2

• Ask students to close their books. • Write the three questions from the web page on the • • •

sections to the photos.

• Check the answers with the class.

• Read through the Project box with the class. Make sure

Exercise 2

• Students read the web page again and answer the

questions. Remind students to write full sentences.

• Students can compare their answers in pairs. • Check the answers with the class. ANSWERS

1 He was sailing to California after a boat race. 2 The world produces 300 million tons of plastic each year. 3 Sea animals like loggerhead sea turtles and fish, and people sometimes eat plastic. 4 The journey on the Plastiki helped to publicize the problem. 5 Readers can help by putting all their rubbish in the bin, using paper bags instead of plastic bags, and recycling their plastic bottles.

4004718 Champions 2e TB3.indb 72

board. Put students into pairs and ask them to make notes under each question of information and facts they can remember from the web page. Write students’ ideas on the board. Students can open their books and read the web page again quickly to find any information or facts that everyone missed.

Project

ANSWERS

1  B  2  A  3  C

72

1 70  2 1997  3 10  4 12,500 Ask students to scan the web page quickly to find the numbers and write a sentence saying what each one refers to. You could make this into a race, to make it more challenging. Check the answers with the class.

• • • • •

that students understand everything. Brainstorm some ideas for where each event could be held, and what it could be like. Brainstorm some ideas of projects to raise money for. Students design their posters. Display the completed posters around the classroom for students to look at. Discuss as a class which is the best poster and which event sounds the most exciting.

Consolidation

• Remind students to copy new words or phrases from the lesson into their vocabulary books.

© Copyright Oxford University Press

04/11/2014 14:29

Workbook answer key Unit 1 Vocabulary Experiences Exercise 1 1 2 3 4 5

be in the newspaper visit a foreign country go whitewater rafting win a competition sleep in a tent

Grammar Present perfect (affirmative and negative) Exercise 2

Present perfect / past simple Exercise 6 1 2 3 4 5 6 7 8

Have you called have called hasn’t been left Have you asked haven’t went

Exercise 7

1  ’s done   ​2  ’s written   ​3  was  ​ 4  learnt / learned   ​5  loved  ​ 6  climbed  ​7  has visited   ​8  ’s tried  ​ 9  did  ​10  fought  ​11  ate  ​ 12  ’ve never done

1  hasn’t had   ​2  haven’t spoken   ​ 3  ’ve seen   ​4  has started   ​5  haven’t come   ​6  ’ve tidied

Communication

been / gone

Exercise 1

Exercise 3 1 2 3 4

’ve been to the cinema has gone to Maria’s house has gone to Rome ’ve been to the shopping centre

Present perfect (interrogative and short answers) Exercise 4

1 2 3 4 5 6 7 8 9 10 11 12

Have you seen my MP3 player? I haven’t Have you left it at school? I haven’t Have you looked in your room? I have Have you asked Dad? I haven’t Has he come home? he has Have you seen my MP3 player? I have

ever / never Exercise 5 1 2 3 4 5 6 7

’ve never done Have you ever been ’ve never felt ’ve never had Have you ever fallen Have you ever jumped Have you ever met

Booking an activity 1 Have you been here before 2 What’s your name 3 When do you want to book the session 4 How many people are there 5 Is that OK

Exercise 4

Suggested answer Receptionist  Hello. Bay 20 Skate Park. Can I help you? You  Yes, I’d like to go skateboarding. Receptionist  Have you been here before? You  No, I haven’t. Receptionist  OK. What’s your name and mobile number, please? You  It’s (student’s name) and my mobile number is (student’s number). Receptionist  When do you want to go skateboarding? You  2 p.m. on Saturday. Receptionist  How many people are there? You  Four. Receptionist  Are you all over 12? You  Yes, we are. Receptionist  OK. That’ll be £10 for an hour. Is that OK? You  Yeah, that’s fine. Receptionist  OK. I’ve booked that for you. Goodbye. Have a nice day.

Skills Reading Exercise 1

Exercise 2

1 A  Hello. Can I help you? 2 B  Yes, please. I’d like to book a football pitch, please. 3 A  OK. Can I have your name and mobile number, please? 4 B  Yes, it’s Pedro Williams and my mobile number is 323-555-4911. 5 A  Thank you, Pedro. And when do you want the football pitch for? 6 B  For 11.30 a.m. tomorrow. 7 A  OK – Tuesday 22nd December at 11.30 a.m. How many people are there? 8 B Twelve. 9 A  That’s fine. And are you all over 13? 10 B  Yes, we are. 11 A  That’ll be £20 for the pitch. 12 B  That’s great. Thanks. Bye.

1 Teenagers between the ages of 14 and 17 2 In the Siskiyou Mountains in northern California 3 In July and August 4 For two weeks

Exercise 2

1 He’s been on two survival camps. 2 He’s learnt to make a fire, build a camp, find food in the wild, and how to use the sun to get clean water. 3 He thought it was brilliant. 4 She went on the survival camp last month. 5 Her favourite activity was cooking over the campfire in the evening.

Writing

Exercise 3

1 No, I haven’t. 2 It’s (student’s name) and my mobile number is (student’s mobile number). 3 For 2 p.m. on Saturday. 4 Two. 5 Yes, we are. 6 Yeah, that’s fine.

Exercise 3

Students’ own answers.

© Copyright Oxford University Press

73

4004718 Champions 2e TB3.indb 73

04/11/2014 14:29

Unit 2

Communication

Writing

Vocabulary

Buying presents

Exercise 3

Books Exercise 1

Across:  2 crime   ​3  detective    ​ 4 fantasy   ​7  biography Down:  ​5  spy    ​6  horror

Exercise 2

1  autobiography  ​2  horror story   ​ 3  detective story / crime story   ​ 4  love story   ​5  spy story

Grammar Present perfect + yet and already Exercise 3

1 have you sent the email to Mary yet? I haven’t switched on the computer yet. 2 Has Tom got up yet? he hasn’t woken up yet. 3 Have you bought the concert tickets yet? you haven’t given me the money yet. 4 Have they had their exam results yet? they haven’t seen them yet.

Exercise 4

1  ’ve already read   ​2  ’ve already finished  ​3  ’s already seen   ​4  ’s already visited   5​   ’ve already sent   ​ 6  ’ve already taken   ​7  ’s already broken

Exercise 5

1  yet  ​2  already  ​3  yet  ​4  already  ​ 5  yet  ​6  already  ​7  yet  ​8  yet

Exercise 2 1 2 3 4 5 6 7

Which one would you like? It’s normally $14.99. What size is she? Is this OK? Would you like it wrapped as a gift? That’s $11.49. Here’s your change and your receipt.

Exercise 3

Students’ own answers.

Exercise 6

Skills Reading Exercise 1

Present perfect + for / since

1  007  ​2  Dr. No  ​3  Daniel Craig

Exercise 7

Exercise 2

1  for  ​2  since  ​3  since  ​4  for

Exercise 8

1  since  ​2  yet  ​3  already  ​4  just  ​ 5  already  ​6  for  ​7  since  ​8  yet

Workbook answer key

4004718 Champions 2e TB3.indb 74

Students’ own answers.

1 Assistant  Good morning. Can I help you? 2 Julia  Yes, please. I’m looking for a present for my dad. I’d like to get him a book. 3 Assistant  Well, what kind of books does he read? 4 Julia  He loves crime stories. 5 Assistant  Has he read The Girl with the Dragon Tattoo by Stieg Larsson? It’s a best-seller. 6 Julia  Yes, he has. He’s already read it. He loved it. 7 Assistant  What about The Girl Who Played with Fire, then? It’s the next book in the series. I’ve just finished it. It’s great. 8 Julia  Cool! How much does it cost? 9 Assistant  It’s £8, but there’s a sale at the moment. There’s a 10% discount, so that’s £7.20. 10 Julia  Great. I’ll take it. Here you are. 11 Assistant  Here’s your change and your receipt. 12 Julia Thanks.

Present perfect + just 1  ’ve just painted   ​2  ’s just left   ​ 3  ’ve just seen   4​   have just won   ​ 5  ’ve just washed

74

Exercise 1

1 True. 2 False. He used guns or explosives that looked like everyday objects. 3 False. They are the second most successful series of films in the history of cinema. 4 False. About half the world’s population has seen a James Bond film. 5 True. 6 False. Most people like Sean Connery best. © Copyright Oxford University Press

04/11/2014 14:29

Unit 3

Communication

Vocabulary

At the doctor’s

Illnesses and symptoms Exercise 1

1  temperature  ​2  sore throat   ​ 3  toothache  ​4  stomach ache   ​ 5  backache  ​6  headache  ​7  cough

Grammar should / shouldn’t Exercise 2

1  shouldn’t  ​2  should  ​3  shouldn’t  ​ 4  should  ​5  should  ​6  should

Exercise 3

1 You shouldn’t run near the swimming pool. 2 Young children shouldn’t swim alone. 3 You should drink lots of water when you are playing sports. 4 You shouldn’t exercise for too long. 5 You shouldn’t eat in the leisure centre.

Exercise 4

1 Should Matt work harder at school? he should 2 Should children watch TV late at night? they shouldn’t 3 Should I eat chocolate every day? you shouldn’t

Second conditional Exercise 5

1  we’d have   ​2  didn’t have   ​ 3  Would  ​4  didn’t have   ​ 5  wouldn’t  ​6  did

Exercise 6

1  took; ’d feel   ​2  wouldn’t lose; tidied  ​3  ’d enjoy; tried   ​4  Would … play; was   ​5  would pass; studied   ​ 6  had; would … eat

Exercise 7

1  wouldn’t be   ​2  had  ​3  had  ​ 4  ’d go   5​   ’d have   ​6  didn’t spend   ​ 7  wouldn’t feel   8​   didn’t give

Exercise 8

1 Would you be angry if your friend told a secret about you? 2 Would you tell the teacher if someone cheated in a test? 3 What would you do if you won £100? 4 What would you do if you saw a famous person? Students’ own answers.

Exercise 1 1 ​2 3 ​4 ​5 ​6

terrible backache How long have you had it I’ve had it let me have a look Just here Here’s a prescription for some painkillers ​7 You should rest

Exercise 2

2  have  ​3  stay  ​4  can I   ​5  does

Exercise 3

a  4  ​c  5  ​d  3  ​e  2

Exercise 4

1 I’ve got a very bad headache. 2 It hurts above my eyes. 3 I’ve had it for two days now.

Exercise 5 1 2 3 4 5

My arm hurts. does it hurt It hurts near my hand. long have you had it I’ve had it since Saturday. I fell off my bike. 6 isn’t broken 7 you should rest it for a week

Skills Reading Exercise 1

Tennis, football, yoga, and dance.

Exercise 2

1 People should do at least half an hour of exercise four or five times a week. 2 They can become obese and they aren’t as happy as people who are active. 3 You can hurt your arm or leg, or get backache. 4 They should find a kind of exercise that they enjoy. 5 They would meet new people and make friends at the same time as doing exercise.

Writing Exercise 3

Students’ own answers.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 75

Workbook answer key

75

04/11/2014 14:29

Unit 4 Investigation

2 3 4 5

Exercise 1

Exercise 3

Vocabulary

record  discover  explain   solve  explore  search for   prove  investigate

Exercise 2 1  ​3  5  ​7 

explained  ​2  solve investigated  ​4  discovered record  ​6  searching for prove  ​8  explore

Grammar Possibility in the present: may / might (not), must, and can’t Exercise 3

1  might  ​2  can’t  ​3  must  ​4  might  ​ 5  must  ​6  may  ​7  might not

Exercise 4

1  might  ​2  can’t  ​3  must  ​4  might  ​ 5  must  ​6  must

a / an, the, no article Exercise 5

He must be on the next bus. No, it can’t be true. She must be sad about something. They might be at home.

b  5  ​c  2  ​d  4  ​e  3

Exercise 4

1 He may / might be at home and finishing his homework. 2 He may / might be on his way now. 3 He must want to come.

Exercise 5 Suggested answer Ben  Where do you think Jun is? He’s really late. Mi  He might be at home and finishing his homework. Ben  No, he must be on his way now. I spoke to him about it this morning. Mi  Well, the train might be late. Ben  Or he might be on the next one. Mi  Let’s call him … he isn’t answering. Ben  His mobile phone must be at home. Mi  He must want to come. Oh look. There he is. Jun  Where have you been, guys? It’s late. We’re going to miss the film!

1  an  ​2  the  ​3  the  ​4  Peru  ​5  a  ​ 6  animals

Skills

Exercise 6

Reading

1  an  ​2  the  ​3  −  ​4  −  ​5  The  ​ 6  −  ​7  −  ​8  the  ​9  the  ​10  −  ​ 11  the  ​12  a

Exercise 7

1 (✓) 2 (✗) He loved books and music. 3 (✗) He studied engineering at university. 4 (✗) He was the first man to walk on the moon. 5 (✓) 6 (✗) After 1994 he didn’t give autographs. 7 (✗) In 2005 a hairdresser tried to sell some of Armstrong’s hair.

Communication Speculating Exercise 1

1  might  ​2  must  ​3  might  ​ 4  might  ​5  may  ​6  can’t

76

Exercise 2

Workbook answer key

4004718 Champions 2e TB3.indb 76

Exercise 1 Three

Exercise 2

1 They are chemicals which are unique to each person. 2 Scientists think women like a smell which is very different from their own. 3 The physical signs of attraction are not being able to eat, sleep, or concentrate. 4 They change the way the body behaves, for example your hands might become hotter than usual, or you might find it difficult to speak clearly because you feel nervous.

Writing Exercise 3

Students’ own answers.

© Copyright Oxford University Press

04/11/2014 14:29

Unit 5

Communication

Vocabulary

Reporting a crime

Crime Exercise 1

1  kidnapping  ​2  shoplifting  ​ 3  robbery  ​4  vandalism  ​ 5  pickpocketing

Exercise 2

1  murderer  ​2  shoplifter  ​ 3  mugger  ​4  vandalized   ​5  stolen  ​6  kidnapped

Grammar Past continuous (affirmative and negative) Exercise 3 1  2  3  4  5 

wasn’t sleeping; was dancing   ​ wasn’t playing; was drinking   ​ wasn’t listening; was painting   ​ wasn’t playing; was reading   ​ wasn’t writing; was watching

Exercise 1

1  stole my rucksack   ​2  I was walking  ​ 3  they ran away   ​4  What time   ​ 5  look like

Exercise 2

2  e  ​3  b  ​4  d  ​5  a

Exercise 3

1 Yes, I want to report a crime. 2 A man stole my neighbour’s computer. 3 It was on Moore Street. 4 It was ten o’clock in the morning. 5 I was making my bed in my bedroom and looking out of the window. 6 He was wearing a white T-shirt with dark trousers, trainers, a jacket, and a cap. 7 He had long dark hair.

Skills

Past continuous (interrogative and short answers)

Reading

Exercise 4

1  B  ​2  A  ​3  C

1  3  5  ​7 

Were you talking   ​2  was  ​ Were you waiting   ​4  were  ​ Were they robbing   6​   were   were you wearing   8​   wasn’t

while Exercise 5

2  a  ​3  d  ​4  c  ​5  b  ​6  f

Past continuous and past simple + when / while Exercise 6

1  were walking; started   2​   met; was shopping  ​3  learnt / learned; was / were living   ​4  were waiting; robbed  ​ 5  took; were staying

Exercise 7

1  was watching   ​2  heard  ​3  went  ​ 4  was standing   5​   came  ​6  Was he carrying   ​7  had  ​8  happened  ​ 9  called  ​10  ran  ​11  was talking   ​ 12  was he wearing   1​ 3  did the man look  ​14  looked

Exercise 1 Exercise 2

1 About 75,000 gang members live in Chicago. 2 It is one of the biggest gangs in Los Angeles and has even got members in other countries. 3 LA street gangs started recording music in the 1990s. 4 They listen to ex-gang members because they really know what life in a gang is like. 5 They learn camping skills. 6 Because many of them have never left their neighbourhoods before. It’s a new experience for them and it helps them to think about their lives.

Writing Exercise 3 Suggested answers 1 They were writing graffiti. 2 They use it to vandalize buildings and mark their territory 3 Students’ own answers.

Exercise 4

Students’ own answers.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 77

Workbook answer key

77

04/11/2014 14:29

Unit 6 Vocabulary The computer Exercise 1

1  screen  ​2  USB port   ​3  keyboard  ​ 4  mouse  ​5  speakers  ​ 6  headphones  ​7  microphone  ​ 8  webcam  ​9  printer  ​10  scanner  ​ 11  memory stick

Exercise 2

1  receive  ​2  download  ​3  chatting  ​ 4  sent  ​5  surf  ​6  upload  ​ 7  playing

Grammar The passive Exercise 3

are produced, are told, is served, isn’t cooked, are sold

The passive: present simple (affirmative and negative) Exercise 4

1  sent  ​2  sold  ​3  is  ​ 4  created  ​5  is

Exercise 5

1  are taken   ​2  isn’t spoken   ​ 3  are shown   ​4  aren’t grown   ​ 5  is enjoyed

The passive: present simple (interrogative and short answers) Exercise 6

1 Are cars produced in India? they are 2 Is English spoken in the US? it is 3 Are letters sent on the Internet? they aren’t 4 Are hamburgers made with meat? they are 5 Is football played on ice? it isn’t

The passive: past simple (affirmative and negative) Exercise 7

1  was broken   ​2  wasn’t found   ​ 3  was carried   ​4  weren’t contacted   ​ 5  were told   ​6  was won   7​   wasn’t beaten  ​8  was given   ​9  wasn’t taught  ​10  was downloaded

78

Workbook answer key

4004718 Champions 2e TB3.indb 78

by + agent

Skills

Exercise 8

Reading

1 The Internet is used by over 2 billion people. 2 My bike was stolen last night. 3 The first books were printed in the 15th century. 4 The 100 metres gold medal was won by Usain Bolt. 5 Online games are played by many people. 6 The planet Uranus was discovered by William Herschel in 1781.

The passive: past simple (interrogative and short answers) Exercise 9

2 What food was found in the Pyramids? 3 Where was money invented? 4 What sport was played on the moon in 1971? 5 When was the Empire State Building built?

Communication Asking about a tourist attraction Exercise 1

1  3  4  5  ​6 

It’s called   ​2  is similar to   ​ What’s it made of   ​ When was it built   ​ Who was it designed by   He’s designed

Exercise 2 1 2 3 4

When was it built? Who was it designed by? How tall is it? What’s it called?

Exercise 3 Suggested answer Tourist  Wow! Look at that building! What’s it called? Guide  It’s called the Mode Gakuen Cocoon Tower. Tourist  It’s amazing! What’s it made of? Guide  It’s made of steel, aluminium, and glass. Tourist  It’s very modern. When it was built? Guide  It was built from 2006 to 2008. Tourist  Who was it designed by? Guide  It was designed by Tange Associates. Tourist  How tall is it? Guide  It’s 204 metres tall.

Exercise 1

2  A  ​3  C  ​4  B

Exercise 2

1 They could perform very difficult problems again and again. 2 They were so big and expensive that only big companies had enough money to buy them. 3 Computer experts used the first personal computers. 4 It was used to type in instructions to tell the computer what to do. 5 The first computer games were sold in the 1980s. 6 It made it easier for people with no training to use computers. 7 It has brought the opportunity to sell goods all over the world quickly and easily. 8 Because there are small computers you can wear or fit into your pocket, and 3D computers for amazing film and gaming experiences.

Writing Exercise 3

Suggested answer The first mobile phones were produced in the 1960s and weighed from 3kg to 40kg! In the 1990s smaller, lighter phones were produced. SMS messages became possible, too. But mobile phones still only had a few thousand customers. In the 2000s a new generation of mobile phones were sold. They were smaller and lighter, and they had access to the Internet, too. By 2007, they were used by 295 million people. Now mobile phones are used all over the world for lots of things: downloading music, writing emails, and reading newspapers, etc. In the future there may be live TV on all mobile phones!

© Copyright Oxford University Press

04/11/2014 14:29

Word list This word list shows the new key words and phrases that are introduced in Champions 2nd edition Level 3. The words are presented alphabetically and followed by a reference to where each is introduced. Key: W = Welcome,  U = Unit,  R = Review,  Cc = Culture club,   Ce = Curriculum extra

Word  Translation / Definition

Word  Translation / Definition

Aa

bar U3 bath U3 battle CeA be in a newspaper U1 be sick W bear U4 beg U5 beggar U5 believe U3 benefit CeB between U4 bilingual CeA biography U2 bird U4 biscuit W blogger U6 blood CeB bone CeB book U1 boss W bottle U5 bowling U1 boycott CcC brain CcC brand new U4 bread W break (noun) U3 break (verb) U2 brochure U5 bronze U1 build U5 building W bully (noun) CcB bully (verb) CcB bullying CcB bungee jumping U1 burglar U5 burglary U5 burgle U5 burn U5 bus stop W busy U2

a cold U3 a cough U3 a headache U3 a rash U3 a sore throat U3 a temperature U3 above U1 abroad W access U6 activity U1 actually U3 admire U3 admit U2 adventure U2 advice U2 affect CeA after-school U3 agent U2 agree U2 alarm U5 album U6 algae CeC alien U2 allergic U3 alligator U1 allow CcC alone U3 already U2 amount CeB an earache U3 ancient U4 anniversary RC ant U4 anxious U3 ape U4 appearance U5 archaeologist RB architect U6 area RC arrest U4 arrival U5 art and craft W art gallery U2 assistant U2 attend U6 authentic U4 author U2 autobiography U2 average U3 avoid U3 award U1

Bb

backache U3 backstreet U5 banana W bank W

Cc

café U2 calendar U4 camel U1 campaign CcB campsite U4 canoeing U1 captain U3 car park W carbon dioxide CcC career U6 careful U5 carrot W case CcB cashier U4 © Copyright Oxford University Press

79

4004718 Champions 2e TB3.indb 79

04/11/2014 14:29

80

Word  Translation / Definition

Word  Translation / Definition

catch fire U2 cause U3 cave U1 CD-ROM drive / DVD drive U6 celebrity CcB century U4 challenging U1 chance CcA character U2 chat / socialize online U6 check U4 cheese W chemical U3 chemist W chocolate W circus U1 city U4 civil rights CcC classical W clear the table W clearly U4 clever U6 climb U1 climb a mountain U1 climber U6 climbing W cloud W cloudy W coast U1 coasteering U1 coffee pot U2 cola W collect CcC collector U4 college U3 colony U5 come over U3 commission U6 commit U5 computerize U6 concentration U3 concert W concrete U6 confidence U1 confidently CcB connect U6 contact U4 contain U3 contestant U6 continue U2 control U6 convert U6 convict U5 copy U3 costume U4 countryside CeB couple U4 courage CcC course W cow U4 crash U4 crazy U1 cream U3 create U4 creative W creature U2 crime U4 crime story U2

criticize U6 cross U1 crowd CcC culture CeA current U2 cyclist U5

Word list

4004718 Champions 2e TB3.indb 80

Dd

damage U5 danger CeC dangerous U1 deal with U3 death U5 death sentence U5 debut U6 decide U4 definitely U2 dentist U3 descendant U5 deserve CcB design U6 detective story U2 determined CcC develop U6 development U1 device U6 digital U6 disappear U5 disappearance U4 disappointed W discover U1 distance U5 do a parachute jump U1 do the cooking W do the ironing W dolphin U1 download U2 download software, videos, music, photos U6 dragon U2 dream CcC driving test U2 drums W duke U1 dump CeC

Ee

e-book U6 Egypt RB Egyptian U4 elect CcC electronic U6 emotionally CcB empty U2 encourage U2 endangered CcA engine U4 enter U5 entertainment U4 equality CcC equipment U1 escape U4 evidence U4 exactly U2 exam W exciting U1 exercise U3 exist CcA expensive U5 © Copyright Oxford University Press

04/11/2014 14:29

Word  Translation / Definition

Word  Translation / Definition

experience (noun) U1 experience (verb) CcA explain U4 explore U4 extinct CeA

Hh

Ff

fabric U6 face U2 fact U4 factory U5 fail U3 fair U6 fairy U4 family-sized U3 fan U2 fantasy story U2 farm U5 fashion U6 feature U6 feed the dog W fight (noun) U2 fight (verb) CcB fill U5 film U4 film-maker U5 fine U1 fire U2 fit CeB fitness U1 fly U1 fly in a plane U1 foggy W follow U6 football match U1 football pitch U1 footprint U4 foreign W forget U3 fountain U5 free U1 freedom CcC fresh air CeB full U5 fun U1

Gg

gadget U6 garage U4 garbage CeC generation U6 get married U1 glacier CcA glass U6 global CcA go out U4 go whitewater rafting U1 goal U4 gold U1 governor CcC grab U4 graduate CcC graffiti U5 grow U2 guidebook U4 guitar W gun U2 guy U3

haircut U3 hairy U4 half-day U1 harp W hate W have an accident U1 head CcB headphones U6 health U3 healthily U3 hear U1 heart CeB heavy U3 helicopter U1 helmet U1 highlight U6 high-tech U2 hiking U1 hip hop W hit CcB hobby W hold U6 honest U3 honey U6 horror story U2 horse U1 horse riding U2 household U6 huge U4 humorous U4 hunger U2 hungry U2 hunt U4 hurt U3

Ii

ice pack U3 impress U3 impressive U6 improve U3 increase U5 incredible U5 indigenous CeA indoors U5 influence CcC insecurity CcB inside U4 insist U2 instead U6 interest U2 interview U5 invent U1 investigate U4 involved CcB

Jj

jazz W jellyfish CeC join U1 journalism U6 journey U4 jump U1 just U2

Kk

karaoke U1 keyboard U6 © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 81

Word list

81

04/11/2014 14:29

Word  Translation / Definition

Word  Translation / Definition

kidnap someone U5 kidnapper U5 kidnapping U5 kill U2 kilometre U1 kitesurfing U1

murder someone U5 murderer U5 muscle CeB museum U2 mysterious U2 mystery U4 myth U4

Ll

late W lay the table W layout U3 lazy W leader CcC least U1 legend U4 lemon U6 level U1 librarian U2 library W life jacket U1 limit U1 line U4 load the dishwasher W local authority CeB lock U5 lonely CeA lose U1 lottery U3 love story U2 lozenge U3 lucky U4 lung CeB

Mm

make fun CcB make my bed W manage U3 management U3 manuscript U4 mark U3 massive U4 matter U3 meal W medication U3 medicine U3 meet a famous person U1 member U1 memory stick U6 memory U2 metre CcA microphone U6 midnight U3 milk W minister CcC miss W mistake U4 modern U4 modernize U4 monster U2 mood U3 most U1 mountain biking U2 mouse U6 movement CcC, CeC mug someone U5 mugger U5 mugging U5 murder U5

82

Word list

4004718 Champions 2e TB3.indb 82

Nn

nasty CcB native (adjective) U6 native (noun) U6 near W neatly W nervous U3 network U4 New Zealand U1 nightmare U5 nocturnal U2 northern U4 note U4 notebook W notice U4 nowadays U6

Oo

obesity U3 obviously U4 occasional U3 office U1 opinion U4 organized W organizer U1 out U1 outdoors CeB outgoing W outside U1 oxygen CeB

Pp

pain U3 painkiller U3 paintballing U1 painting W park W participant U6 part-time W pass W passport U1 patch CeC patient W pay attention U5 penal U5 penalty U5 penguin CcA perform W permission W physically CcB piano W pick someone’s pocket U5 pickpocket U5 pickpocketing U5 pill U3 play games U6 pocket U5 police officer U5 police station W politician U2 © Copyright Oxford University Press

04/11/2014 14:29

Word  Translation / Definition

Word  Translation / Definition

pop W popular W possession U6 post (noun) U3, U5 post (verb) U2 post office W potato W pour U2 powerful CcB practice U3 practise U1 prefer U2 prescription U3 presenter U4 prime minister U5 printer U6 prison U5 prize U1 promise U3 proof U4 property U5 protect CcA prove U4 psychologist U4 publication U6 publicize CeC purpose U6 push U5 pyramid U4

rock (music) W rocky U1 romantic CcA round-the-world U3 rubbish CeC run away U5

Qq

quietly U2

Rr

rabbit W raining W raise CeC rare U4 reach CeC react CcC real U4 receipt U2 record U4 recorder W recycle CeC reflect U6 relaxation U3 release U6 repair CeB reply U2 report (verb) U5 reporter U1 researcher CeB rest U3 retired U1 return U2 reunite CeA ride U1 ride a horse U1 right CcC rise U2 risk U2 rob U4 rob a bank U5 robber U5 robbery U5 robot U6 rock U1

,

Ss

sale CeC Sasquatch U4 save CeC saxophone W scan U6 scanner U6 sceptic U4 school trip U1 science-fiction story U2 scientific U4 score U2 scream U3 screen U6 scuba-diving U1 search for U4 secret agent U2 secret services U2 section U1 send / receive emails U6 sentence U5 separate CcC series U2 servant U5 session U1 shape U4 shard U6 shine CeB shocked U2 shocking U4 shoplift U5 shoplifter U5 shoplifting U5 shoulder U3 show U1 shy W sick U3 silent CcB silver U1 similar U3 ski U5 skill U1 skin CcB slavery CcC sleep in a tent U1 smartwatch U6 smile (noun) W smile (verb) U2 smoking CeB snowboarding U1 snowing W social network CcB software U6 solve U4 soup U4 southern CcA space U3 spaceship U2 speakers U6 special forces U2 speech CcC © Copyright Oxford University Press

4004718 Champions 2e TB3.indb 83

Word list

83

04/11/2014 14:29

Word  Translation / Definition

Word  Translation / Definition

spend U2 spider U3 sponsored CeC sport W spy story U2 stand U4 state CcC statement CeA statue U2 steal W steel U6 stomach ache U3 stone U4 strange RA stress U3 stressed U3 stressful U3 strong CcB successful U2 sunny W surf the Internet U6 surfing U1 survive U1 sushi U1 suspect U5 suspense U2 suspicious U5 sweet W sympathetic U3 symptom U3

truth U4 turtle CeC

Tt

tablet U3 take a break U3 take out the rubbish W take part U1 talent U6 tattoo U2 teen U2 teenager U2 temple U4 term U3 terrifying U4 test U6 theft RB theory U4 thief RB threat CcC threatening U5 tiger U1 timetable U3 tiny CeB tip U3 tired U3 title U2 ton CeC toothache U3 top U1 top secret U2 topic U6 total U1 tour W tourist U4 tourist attraction U1 tower U6 travel W treat U3 trumpet W

84

Word list

4004718 Champions 2e TB3.indb 84

Uu

unforgettable CcA unicycle U1 uniform W unlikely U3 upload software, videos, music, photos U6 urban U4 USB port U6

Vv

vampire U2 vandal U5 vandalism U5 vandalize a building U5 version U4 victim CcB view (noun) U1 view (verb) U6 viewer U6 violin W visit a foreign country U1 visit websites U6 vitamin D CeB volunteer U1

Ww

wait U2 waiter U4 walk U2 wallet U3 watch U6 water W way CeC webcam U6 well W wetsuit U1 whale U1 whale watching CcA wheel U5 whole U3 wide CcA wild U4 win a competition U1 windy W witness U5 world W World Wide Web U6 worry CeB writer U2

Xx

X-ray U2

Yy

yet U2 yoghurt W

© Copyright Oxford University Press

04/11/2014 14:29

A

Portfolio

Speaking and writing 1 I can describe what I have or haven’t done in my life.

4 I can make a booking by phone.

B1

Can I book a session, please? 1 2 3 4 5

 I’ve ridden a horse. 1 2 3 4 5

Can you?

Can you? ___ / 5

/5

5 I can identify different types of book.

2 I can ask my partner about his / her

B1

autobiography 1 2 3 4 5

experiences.B1

When did youwin a competition? 1 2 3 4 5

Can you? Can you? ___ / 5

3 I can describe an experience in my life.

/5

6 I can have a conversation in a bookshop.

B1

I’d like to buy a book. 1 2 3 4 5

B1

I went to New York when I was ten.

B1

1 2 3 4 5

Can you?

/5

Can you? ___ / 5

Reading, listening, and writing

7 8 9 10

Can you? Yes I’m not sure

I can read and understand a text about ocean sports.

B1

I can read and understand a text about teenagers’ reading habits.

B1

I can read and understand a text about the Duke of Edinburgh’s Award.

B1

I can write a book review.

B1

Photocopiable © Oxford University Press 2014

4004718 Champions 2e TB3.indb 85

© Copyright Oxford University Press

No

Portfolio A

85

04/11/2014 14:29

B

Portfolio

Speaking and writing 1 I can talk about how to have a healthy

4 I can identify investigation words.

lifestyle.B1

You should eat lots of fruit and vegetables. 1 2 3 4 5

disappear 1 2 3 4 5 Can you?

Can you?

/5

2 I can identify different kinds of illnesses and symptoms.

B1

stomach ache 1 2 3 4 5 /5

5 I can speculate about situations.

B2

She might be from Columbia. 1 2 3 4 5

doctor’s.B1

My arm hurts. 1 2 3 4 5

6 I can talk and speculate about urban legends. It might have been an animal. 1 2 3 4 5 Can you?

Can you?

7 I can read and understand a text from an online problem page. B2 8 I can write a reply to a message post giving advice. B2 9 I can read and understand a text about searching for evidence. B2 10 I can write an urban legend. B2

4004718 Champions 2e TB3.indb 86

/5

/5

Reading, listening, and writing

Portfolio B

/5

B2

3 I can understand a conversation at the

86

/5

Can you? Can you?

B2

© Copyright Oxford University Press

Yes

Can you? I’m not sure

No

Photocopiable © Oxford University Press 2014

04/11/2014 14:29

C

Portfolio

Speaking and writing 1 I can identify different crimes and

4 I can ask and talk about popular gadgets. B2

criminals.

B1

kidnapping

My computer was made in China. 1 2 3 4 5

1 2 3 4 5

Can you? Can you?

/5

2 I can ask and answer questions about a crime.

5 I can ask for and give information about technological gadgets.

B2

What were they wearing?

B2

What do you use your computer for? 1 2 3 4 5

1 2 3 4 5

Can you? Can you?

3 I can describe a crime.

/5

B2

The digital camers was invented in 1975. 1 2 3 4 5

1 2 3 4 5

Can you? Can you?

7 I can read an article about bike crime. 8 I can read and understand an extract from a textbook. 9 I can read and understand a text about a technology fair. 10 I can read and understand an interview about people and technology.

Photocopiable © Oxford University Press 2014

/5

/5

Reading, listening, and writing

4004718 Champions 2e TB3.indb 87

/5

6 I can write about an invention.

A2

I saw a robbery yesterday.

/5

© Copyright Oxford University Press

Yes

Can you? I’m not sure

B1

B1

B1

B1

No

Portfolio C

87

04/11/2014 14:29

1 Great Clarendon Street, Oxford ox2 6dp Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford  New York Auckland  Cape Town  Dar es Salaam  Hong Kong  Karachi  Kuala Lumpur Madrid Melbourne Mexico City Nairobi  New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam oxford and oxford english are registered trade marks of Oxford University Press in the UK and in certain other countries © Oxford University Press 2014

The moral rights of the author have been asserted Database right Oxford University Press (maker) First published 2014 2018  2017  2016  2015  2014 10  9  8  7  6  5  4  3  2  1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press (with the sole exception of photocopying carried out under the conditions stated in the paragraph headed ‘Photocopying’), or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content isbn: 978 0 19 400471 8 Printed in Argentina This book is printed on paper from certified and well-managed sources.

© Copyright Oxford University Press

4004718 Champions 2e TB3.indb 88

04/11/2014 14:29

champions3_tb_low_res.pdf - PDFCOFFEE.COM (2024)
Top Articles
Latest Posts
Recommended Articles
Article information

Author: Clemencia Bogisich Ret

Last Updated:

Views: 6382

Rating: 5 / 5 (80 voted)

Reviews: 87% of readers found this page helpful

Author information

Name: Clemencia Bogisich Ret

Birthday: 2001-07-17

Address: Suite 794 53887 Geri Spring, West Cristentown, KY 54855

Phone: +5934435460663

Job: Central Hospitality Director

Hobby: Yoga, Electronics, Rafting, Lockpicking, Inline skating, Puzzles, scrapbook

Introduction: My name is Clemencia Bogisich Ret, I am a super, outstanding, graceful, friendly, vast, comfortable, agreeable person who loves writing and wants to share my knowledge and understanding with you.