UNIT 3

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74 UNIT 3

Whats on at the cinema?
Summary
Objectives
to enable students to put the events in a text
in order
to consolidate and expand students
knowledge of the use of some, any, no and
their compounds
to provide students with vocabulary related to
the cinema and different types of films
Warm-up
Bring in some pictures of famous film stars. Hold
up each one and ask, Whos this? to elicit their
names. Then ask, Do you know any of his / her
films? Write them on the board.
Reading 1.20
Direct students attention to the title of the lesson
(Whats on at the cinema?). Ask students what
films are on at the cinema at the moment. Write
some of them on the board, then ask which films
students want to see.
Play the Class Audio CD while students follow in
their books.
Ask students to read the text again and check
any unknown vocabulary. Try to elicit explanations
from students where possible. Ask students
to find the names of two kinds of films in the
dialogue. (science fiction film, comedy)
Select students to read out the text to the rest of
the class.
1 Tell students to work in pairs and put the
sentences into the order in which they
happened according to the text.
Answer key
b, d, a, e, f, c
ENTERTAINMENT
Basic competences
Competence in linguistic communication
Identifying basic linguistic structures (some,
any, no + compounds) in English
Information processing and digital competence
Knowing and using different information
channels and media (newspaper)
Cultural and artistic competence Appreciating
expressions of art and culture in daily life
(cinema)
Competence for learning to learn Putting
the new knowledge acquired in the unit into
practice in different contexts
Vocabulary check
2 Tell students to match the sentence halves.
The phrases in bold appear in the reading text.
Students can refer to the text for help or to
check their answers.
Answer key
1b 2a 3d 4c
Reinforcement
Give two possible answers for each question and
tell students to choose the correct one.
1 I turned on / off the TV and watched a football
match.
2 A good film is in / on at the cinema.
3 We did / studied our homework yesterday.
4 I want to take / give Sarah a ring later.
Extension
Give students the blank sentences below and tell
them to complete them.
1 I turned the TV and watched a football match.
2 A good film is at the cinema.
3 We our homework yesterday.
4 I want to Sarah a ring later.
Answer key
1 on 2 on 3 did 4 give
Extra
Students work in pairs to write sentences of their
own using the following phrases:
turn on the TV be on at the cinema
do my homework give somebody a ring
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Grammar
Read through the examples in the grammar box
for some, any and no.
Write I bought some new books last week., Have
we got any apples? and We havent got any bread.
on the board. Elicit the rules for the use of some
and any. (Some is used in affirmative sentences
and any is used in negative and interrogative
sentences.)
Write Theres somebody in the kitchen. on the
board. Ask students what other words we can form
with some. (someone / something / somewhere)
Elicit example sentences and write them on the
board. Then ask what words we can form with any.
(anybody / anyone / anything / anywhere) Elicit
example sentences.
Write I havent got any money. on the board and
ask students how we can rewrite the sentence
using no. (Ive got no money.) Write this on the
board and elicit the derivatives of no. (nobody
/ no one / nothing / nowhere) Ask for example
sentences.
Explain to students that something, anything,
nothing, etc., follow the same rules as some, any
and no, but that some and its derivatives can also
be used in questions when we offer or ask for
something we think or know exists. Write these
examples on the board:
Would you like some cake?
Could I have something to drink, please?
3 Tell students to copy and complete the
sentences with the correct option.
Answer key
1 any 2 nowhere 3 somebody 4 anything
5 some
Extra
Check students understanding of the phrases in
exercise 5 by asking the following questions:
Who stars in the film Mission Impossible 4? (Tom
Cruise)
What is on TV tonight?
Did you stay at home last Sunday or did you go
out?
When youre watching TV, do your parents ever turn
it off? Why?
Language awareness
6 Tell students these pairs of words are often
confused by learners of English. Students can
work in pairs to copy the sentences with the
correct answer.
Answer key
1 do 2 after that 3 studying 4 house
5 all morning
Speaking
7a Tell students to match the film genres to the
pictures.
Answer key
1 comedy 2 adventure 3 romance 4 cartoon
5 science fiction
Extra
Ask students for examples of the different kinds of
films in exercise 7a.
7b Have a short discussion based on the
questions. Alternatively, divide the class into
groups of three or four and instruct students to
discuss the questions amongst themselves.

Vocabulary practice

4 Tell students to copy the questions and the

correct answer for each exchange.
Answer key
1a 2b 3a
5 Tell students to copy and complete the
sentences with the correct prepositions. They
can refer to the text on page 34 for help if
necessary.
Answer key
1 in 2 on 3 at 4 off

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78 UNIT 3

At the cinema
Summary
Objectives
to introduce students to the present perfect
simple and offer written and oral practice
to introduce students to key word
transformation exercises
to expose students to language used at a
cinema box office
Warm-up
Ask students to tell you what happened in the
reading text on page 34. Prompt them by asking
questions. For example:
What did Robert and Mary do? (They stayed at
home all day Saturday, helped their parents and
did their homework.)
What did Robert see on the kitchen table?
(a newspaper)
What film was on? (Lost Galaxy / a science fiction
film)
Did Mary want to see it? (No, she didnt.)
Who did Robert decide to phone? (his friend Tom)
Speaking
Focus students attention on the pictures on page
36. Ask students what kind of films they enjoy.
1 Tell students to work in pairs. One student
chooses one of the film scenes and describes
the plot of the film to their partner for him / her
to guess. Then they swap roles.
Listening 1.21
Ask students to tell you what they usually do
when they go to the cinema (buy tickets, buy a
drink, etc.). Try to elicit ticket, soft drink, popcorn
and queue. Write these on the board.
2 Play the Class Audio CD. Then tell students to
read the statements and correct them. Instruct
them to compare their answers with a partner.
Play the Class Audio CD again to check their
answers.
ENTERTAINMENT
Basic competences
Competence in linguistic communication
Appreciating and valuing how language
can change depending on context and
communicative intent (cinema box office);
Learning to express and interpret concepts,
thoughts, feelings, facts and opinions
Social and citizen competence Showing
interest in and a respectful and tolerant
attitude towards other peoples personal
experiences
Cultural and artistic competence Appreciating
expressions of art and culture in daily life
(cinema)
Answer key
1 The film starts in a quarter of an hour. 2 Tom
and Robert buy a soft drink and some popcorn.
3 The last film Robert saw was Mission Impossible
4. 4 Tom has seen the latest James Bond film.
5 Susan is talking to a girl. 6 Tom, Robert, Debbie
and her friend sit together.
Reinforcement
Give two possible answers for each mistake and
tell students to choose the correct one.
1 The film starts in half / a quarter of an hour.
2 Tom and Robert buy some sweets / a soft drink
and some popcorn.
3 The last film Tom / Robert saw was Mission
Impossible 2 / 4.
4 Tom has seen / hasnt seen the latest James
Bond film.
5 Debbie is talking to a girl / boy.
6 Tom, Robert, Debbie and her friend sit / do not
sit together.
Extension
Ask students whether the following sentences are
true or false. Tell students to correct the false ones.
1 The film starts in half an hour. (False)
2 Tom and Robert buy a soft drink and some
popcorn. (True)
3 The last film Robert saw was Mission Impossible
4. (True)
4 Tom hasnt seen the latest James Bond film.
(False)
5 Debbie is talking to a boy. (False)
6 Tom, Robert, Debbie and her friend sit together.
(True)
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Grammar
Read through the examples in the grammar box
for the present perfect simple.
Write She has arrived / left. on the board and
explain that the present perfect simple can be used
for things that have just happened or things that
happened in the past but we dont say when. Write
the negative, interrogative and short answer forms
on the board (She hasnt arrived / left yet., Has she
arrived / left?, Yes, she has. / No, she hasnt.).
Tell students that the present perfect can also
be used to talk about a situation that began in
the past and continues up to the present. Write
We have known each other since May / for two
years. and I havent seen her for a long time. on
the board with for and since in a different colour.
Explain to students that in such sentences, since
refers to the point in time when the action started
and for is always followed by a period of time to
show duration.
Point out that regular verbs take an -ed ending (as
in the past simple) but for irregular verbs, students
will have to learn the past participles. Remind
students that they can refer to the list of irregular
verbs on page 119 of their books.
3 Tell students to copy the sentences with the
correct option.
Answer key
1 hasnt rained, for 2 since 3 seen 4 has 5 have
known, since
4 Tell students to rewrite the sentences using
the word given, but keeping the same meaning.
Make sure students understand they must not
change the word in any way.
Answer key
1 (a) quarter of an hour 2 days ago 3 havent
arrived 4 has gone to
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Write He isnt here. He has gone to London. and
He has been to London many times. on the board.
Ask students if they can explain the difference
between has gone and has been. (Has gone
means he went somewhere and he is still there.
Has been means he has visited that place at some
time in the past, but he is not there now.)
5 Tell students to copy and complete the
sentences with the correct form: been or gone.
Answer key
1 been 2 gone 3 been 4 been 5 gone
Extra
Students write sentences of their own illustrating
the difference between have been and have gone.
Functional language
6 Tell students to work in pairs to put the dialogue
into the correct order. When students have
finished, ask one pair to read it out to check that
it makes sense. Then have students practise in
pairs.
Answer key
c, e, b, f, a, d
Speaking
7a Tell students they are going to talk about
personal experiences using the question Have
you ever...? Ask two students to read out the
example dialogue. In pairs, students ask and
answer the questions to complete the table.
Remind students to use the present perfect
simple in their questions, and short answers in
the affirmative or negative form.
7b Ask students to report back to the rest of the
class about their partner. Remind them to use
the present perfect simple.
Extra
Tell students to think of two or three questions
they could ask their classmates about life
experiences using the question Have you ever...?
Tell students to mingle and ask as many people as
possible their questions.
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82 UNIT 3
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Situational English Language awareness

Explain that this activity introduces vocabulary Explain the differences between each pair of
connected to buying cinema tickets. Elicit the words. (Wait stay in a place until something
meaning of box office. happens. Wait for stay in a place until something
happens or someone arrives, used when we
8 Tell students to complete the conversation using
mention what or who. Queue a line of people
the words provided.
waiting for something. Line people or things next
Answer key to each other in a row. Last final, concluding.
1 tickets 2 film 3 showing 4 seats 5 row Latest most recent, newest.)
Tell students to practise reading the dialogue in 11 Tell students to copy and complete the
pairs. When they have finished, tell them to swap sentences with the correct option.
roles. Student B should answer the questions
using his / her own ideas. Answer key
1 a waiting for b waiting
Vocabulary expansion 2 a line b queue
3 a latest b last
9 Remind students that prefixes can be used to
12 Tell students to copy and complete the
form the opposite of a word. Tell them to match
sentences with the correct prepositions.
the prefixes to the words given.
Answer key
Answer key
1 in 2 for 3 in 4 at 5 in 6 about
1 impossible 2 displeased 3 disagree
4 unfortunately Extra
Extra Tell students to write their own sentences using
the following phrases:
Tell students to work in small groups and find
more examples for each prefix. They can use a in my hand for ages
dictionary to help them. in the queue at school
in a quarter of an hour talk about
10 Before doing the exercise, ask students
to name as many film genres as they can
remember, and write them on the board. Then
students read the descriptions and match
them with the types of film.
Answer key
1 horror 2 adventure 3 science fiction
4 romance 5 musical 6 thriller

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Toms letter to a friend

Summary
Objectives
to enable students to talk about films and give
opinions about them
to expose students to the content of a film
review and prepare them to write one of their
own
to provide guided practice in completing an
informal letter about a film
to teach the pronunciation of the vowel sound
/:/
to offer practice in listening for specific
information
Basic competences
Competence in linguistic communication
Learning to express and interpret concepts,
thoughts, feelings, facts and opinions in
conversations and writing texts; Using correct
pronunciation and intonation in oral activities
Social and citizen competence Showing a
respectful and tolerant attitude towards other
peoples likes
Cultural and artistic competence Appreciating
expressions of art and culture in daily life
(cinema)
Competence for learning to learn Working
individually or in groups to increase learning
efficiency

Warm-up 1 Tell students to try to do the exercise without

looking at the texts again. Encourage them to
Ask students how often they write letters and skim the texts to check their answers.
about the last letter they wrote (who it was to,
what it was about, how long it was, etc.). Answer key
1 Both 2 Both 3 Film Review 4 Toms Letter
Reading 1.22
Extra
Hold up the film review or cinema guide section Students find the adjectives used to describe
of a magazine or newspaper. Ask students what the aspects of the film mentioned in the texts.
information you can find there. Write the term film (special effects: fantastic / amazing; monsters:
review on the board. horrible / scary; actors: brilliant; story: silly)
Tell students they are going to read a film
review and a letter about the film that Tom and
Robert went to see (Lost Galaxy). Ask if they
can remember what kind of film it was. (science
fiction)
Play the Class Audio CD while students listen and
follow in their books. Ask students to tell you what
they think the term special effects means. Ask for
examples of films they have seen which had good
special effects.
Ask students to read the texts again and check
any unknown vocabulary. Try to elicit explanations
from students where possible.
Select students to read out the review and the
letter to the rest of the class.

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Vocabulary expansion Language portfolio

2 Read the vocabulary items with students and Tell students they are going to write a short film
make sure they understand them. Tell students review. Point out to students that the review is for
to complete the text with the correct words. their school magazine. Ask, Who is going to read
Answer key it? (students at their school / the readers of the
magazine)
1 cinema 2 screen 3 reviews 4 box office
5 tickets 6 actors Read through the notes given and make sure
students understand what they have to include.
3 Ask students to read the sentences and decide They can refer to the review on page 39 for help.
what kind of word is missing from each one.
(1 noun; 2, 3 adjectives) Tell them to copy and Speaking
complete the sentences with the correct word.
Answer key 6 Students mingle and ask two or three of their
classmates the questions. Put students in pairs
1 danger 2 frightening 3 horrible
and ask them to expand on the last question by
Reinforcement asking for more details about what they liked
and didnt like about the film.
Give students the blank sentences with two
possible answers for each question and tell them
to choose the correct one.
1 dangerous / danger
2 frightened / frightening
3 horror / horrible

Extension
Give students the blank sentences and the
words in a word pool. Tell them to complete the
sentences with the correct form of the words.

Language awareness

4 Tell students to copy the sentences with the

correct preposition.
Answer key
1 at 2 on 3 at 4 At 5 of
5 Students often confuse the words miss and
lose. Tell students to work in pairs and tick
the correct verb in each case. They can use a
dictionary if necessary.
Answer key
miss the bus, lose the keys, miss the film, miss /
lose a friend, lose a book

Extra
Students work in pairs to write a short dialogue.
They should try to include as many of the phrases
from exercise 5 as possible. When they have
finished, ask each pair to read their dialogue out
to the rest of the class.

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Writing Language portfolio Pronunciation 1.23

Tell students they are going to write a letter to
a friend similar to the one that Tom wrote to his
friend Edward. They can write about the film they
have just discussed in speaking exercise 6. Tell
students to copy the opening and fill in the name
of the person they are writing to, then read the
introductory paragraph. For the second paragraph,
read the points on the left to make sure students
understand what should be included. Students
then write the second paragraph. Do the same for
the third paragraph.
Extra
Tell students to show their work to their partners
and ask for their help in identifying and correcting
any mistakes. As students are doing this, walk
around the class to monitor and offer assistance.
Students write a corrected version of the letter at
home and hand it in at the next lesson.
Language awareness
7 Tell students that the vocabulary covered here
will be useful when discussing the kind of films
they like. Tell students to copy and complete the
sentences with the correct option.
Answer key
1 adventure films 2 a romance, a thriller
3 a science fiction film 4 musicals
8a Play the Class Audio CD while students listen
and repeat chorally and individually.
8b Students say the words aloud and decide which
ones contain the sound /:/.
Answer key
bird, turn, first
Listening 1.24
Remind students that Mary doesnt like science
fiction films, but prefers comedies. Tell students to
read the statements so they will be able to listen
for the specific information required here.
9 Play the Class Audio CD while students listen
and choose the correct answers. Instruct
them to compare their answers with a partner.
Play the Class Audio CD again to check their
answers.
Answer key
1b 2b 3a

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90 UNIT 3

Cross-cultural corner
Summary
Objectives
to generate discussion about song contests
to enable students to talk about music and
musical instruments and give opinions
to introduce students to the idea of presenting
information in the form of a graph or chart
to encourage students to work with their peers
to do project work
to draw students attention to commonly made
mistakes
Warm-up
Ask students what they think the title of the text
(A song for Europe) refers to. Ask them if it would
make sense to also have a Song for the World.
Ask them to explain their reasons.
ENTERTAINMENT
Basic competences
Mathematical competence Interpreting
information on a graph
Social and citizen competence Showing
interest in and a respectful and tolerant
attitude towards other peoples opinions (song
contests)
Cultural and artistic competence Appreciating
different aspects of the culture of other
countries (music)
Competence for learning to learn Working
individually or in groups to increase learning
efficiency; Learning to work together to
achieve a common goal (project)
Autonomy and personal initiative Learning
how to plan, develop and evaluate ones work
with confidence and a critical eye; Evaluating
ones own progress in the language learning
process, identifying mistakes and correcting
them
Reading 1.25
Write Eurovision Song Contest on the board
and ask students what kind of contest this is
and whether or not they enjoy watching it. Ask
students what their favourite song from the most
recent contest was and why.
Play the Class Audio CD while students follow in
their books.
Ask students to read the texts again and check
any unknown vocabulary. Try to elicit explanations
from students where possible. Ask students if Mr
Richards, Patricia and Carlos have a positive or
negative attitude about the contest. (Mr Richards:
positive, Patricia: positive, Carlos: negative)
Select students to read out the texts to the rest of
the class.
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1 Tell students to look at the text again to decide
if the statements are true or false.
Answer key
1 True 2 True 3 False 4 True 5 False
Reinforcement
Give two possible answers for each question and
tell students to choose the correct one.
1 a Mr Richards doesnt remember the first
contest.
b Mr Richards remembers the first contest. ()
2 a Not many countries entered the first
contest. ()
b A lot of countries entered the first contest.
3 a The Irish usually do well in the contest. ()
b The Irish dont usually do well in the contest.
4 a Patricia hasnt seen a contest live.
b Patricia has seen a contest live. ()
5 a Carlos thinks that everyone should sing in their
native language. ()
b Carlos thinks that everyone should sing in
English.
Extension
Tell students to read the text again and correct
the false sentences.
Answer key
1 True 2 True 3 The Irish usually do well in the
contest. 4 True 5 Carlos thinks that everyone
should sing in their native language.
Extra
Ask students which of the opinions expressed by
the three people they agree / disagree with. Ask if
the song which represents their country is usually
in English and if so, how they feel about this.
Speaking
2a Tell students to work in pairs to make a list of
different kinds of music. Make a class list on
the board (for example: pop music, rock music,
jazz, classical music, country and western, hip
hop, rap).
2b Write musical instrument on the board and ask
students to think of as many instruments as
they can. Make a list on the board. Students
then work with their partners to ask and
answer the questions about music.
2c Students take it in turns to report back to the
rest of the class about their partners.
92 UNIT 3
Project
Divide the class into small groups. Explain that
this project will take the form of a survey about
music. First of all, they must write three questions
like those given as examples. Students can also
decide to use some of these.
Each student in the group should choose one
of the questions and ask a number of people
(family, friends, teachers, etc.). The results can be
presented in graph form (as shown in the book),
or as a pie chart, a table or a short paragraph.
Encourage students to discuss which format might
be the most appropriate for their questions. When
all members of the group have completed their
survey and have the information in the format they
decided on, they can combine it on a large piece
of card.
Remind students to check each others written
work for mistakes before putting the whole thing
together. The completed projects should be
displayed on the classroom walls.
Language corner
Read this section with students. Ask if they often
make any of the mistakes focused on here. Tell
them to be careful when using these particular
structures.
Online resources for this unit
Grammar worksheet
Vocabulary worksheet
Pronunciation worksheet
Skills worksheet
CLIL worksheet
Test
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UNIT 3 93