1. Read the Answers. Then Write the Questions

GRAMMAR (play) basketball? 6 ______Fernando ______UNIT 1 (come) from Spain? 7 What sport ______Nadia > Consolidation ______(like)? 8 She ______(have got) a 1. Read the answers. Then write the motorbike but she ______(not questions. ride) it very often. 1 What’s your name? 9 They ______(sell) cameras in My name is Matt. that shop. 2 ______I come from Edinburgh. 3. Write sentences about the pictures. 3 ______I live in London. 4 ______I am 13 years old. 5 ______I like rock and reggae music. 6 ______I speak two languages: French and Spanish. 7 ______Yes, I have one brother. 8 ______My brother is 4 years old.

2. Complete the sentences with the correct 1 The sun is shining. form of the verbs in brackets. 2 ______1 Do you speak (speak) German? 3 ______2 Chiara ______(come) from 4 ______Italy. 5 ______3 What ______your mother 6 ______(do)? 4 Fernando and Nadia ______(not 4. Write complete sentences. live) in Manchester. 1 Darrel/not/like/swim 5 ______you ______Darrel doesn’t like swimming. 2 Laura/prefer/play/tennis/to/play/chess

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 ______3 Sam/love/paint ______> Extension 4 Alison/enjoy/watch/videos ______7. Look at the pictures and write a question 5 Rick/not/mind/cook using the word given. Then write an answer. ______6 Hannah/hate/play/basketball ______7 Bethany/like/go/cinema ______

5. Write the requests in the correct order and write complete answers. 1 go/can/toilet/I/to/the? – no Can I go to the toilet? No, you can’t. 2 window/open/can/the/we? – yes

3 Rob/dinner/stay/can/for? – yes

4 disco/to/can/go/I/the? – no

5 they/use/can/car/your? – no

6. Write the sentences in the correct order using could or couldn’t. 1 (play) Is the dog playing? 1 could/when/three/not/walk/she/Sally/ No, it isn’t. It’s sleeping. was 2 (sleep)______Sally couldn’t walk when she was three. ______2 I/not/the/prize/win/year/last/could 3 (dance)______3 He/young/sing/could/was/Tom/very 4 (drink)______well/when ______5 (talk)______4 could/swim/I/was/a/baby/when

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 6 (drive)______7 ______8 ______

8. Write questions based on the pictures and then give your own answers.

1 Do you like playing tennis? Yes, I love it. 2 ______3 ______4 ______5 ______6 ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 UNIT 2 9 We don’t write many letters. > Consolidation 10 He doesn’t watch TV. 1. What is the past simple of these verbs? 1 am/is/are was/were 11 You don’t phone your uncle. 2 work ______3 kiss ______12 They don’t have lunch at school. 4 talk ______5 phone ______6 ask ______7 think ______> Extension 8 see ______9 go ______3. Look at the sentences in exercise 2. Write 10 have ______questions in the past and short answers. 11 take ______1 Did she live in Rome? Yes, she did. 2 ______2. Rewrite these sentences in the past. 3 ______Affirmative: 4 ______1 She lives in Rome. 5 ______She lived in Rome. 6 ______2 We go to the cinema. 7 Did I play tennis? No, I didn’t. 8 ______3 You talk a lot. 9 ______10 ______4 They see their grandmother. 11 ______12 ______5 You take the bus to school.

6 He phones his friend.

Negative: 7 I don’t play tennis. I didn’t play tennis. 8 She doesn’t have a computer at home.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 4. Look at the pictures and write sentences in the past. (√ = affirmative, χ = negative, 4 Who? Tony lives in that house. ? = question). 5 What? Listening to music helps me study.

6 Where? Heather lives in Cork.

7 Where? Cork is in Ireland.

8 Which team? Liverpool plays at Anfield.

9 Who? Rob likes heavy metal.

6. Choose the correct object pronoun from the box. him them it her

1 I never write to (my grandparents) …

1 Did the girl use the Internet? 2 I really like (the film) … 2 ______3 ______3 Tom looks at (Jenny) … 4 ______5 ______4 We don’t trust (Paul) … 6 ______

5. Write subject or object questions based on the words and answers given. 1 Who? Mr Lafarge teaches French. Who teaches French? 2 What? Ian eats toast for breakfast.

3 Who? I support Alavés.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 UNIT 3 6 There are 22 boys at the party, but only 3 girls. There are ______girls. > Consolidation 7 There are 5 people and 5 books. There are ______books. 1. Complete the sentences with some or any. 8 Jamie never sits down, it makes me 1 There aren’t any bananas in the fridge. tired. He’s got ______energy. 2 Is there ______orange juice in the bottle? 3. Complete the sentences with a possessive 3 There are ______magazines on the adjective. table. 1 Our school is near where we live. 4 There isn’t ______money in my purse. 2 Can I have an aspirin? _____ head hurts. 5 There are ______beautiful toys in my 3 Sandra can’t play tennis because of a brother’s room. problem with _____ leg. 6 There isn’t ______milk in the fridge. 4 ‘Is that _____ brother?’ ‘My brother? 7 Is there ______chocolate in the shop? No.’ 8 There are ______envelopes on the table. 5 _____ last girlfriend was really pretty, 9 There aren’t ______pillows on Brenda’s don’t you think? bed. 6 They’re lucky. _____ parents aren’t 10 There aren’t ______stamps on the strict at all. envelope. 7 Mike’s got a new mobile – a present 11 There isn’t ______tea. We have to buy from _____ mum. some. 8 We’re the best. _____ team always wins. 9 ‘What’s _____ name?’ ‘She’s called 2. Complete the sentences using too much, Beatriz.’ too many, enough or not enough. 1 There are 6 chairs and 8 people. There 4. Rewrite the sentences using possessive are too many people. pronouns. 2 There are 6 chairs and 6 people. There 1 It’s my ball. are ______chairs. The ball is mine. 3 There is a traffic jam. There are 2 It’s his bike. ______cars. 4 I must write a thousand words and I’ve 3 They’re our chocolates. only got 20 minutes. There is ______time. 4 They’re my cassettes. 5 There are 5 people and I’ve cooked 15 kilos of rice. There is ______rice. 5 It’s their car.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 6 It’s her CD player.

7 They’re your friends, not my friends.

8 It’s our dog. 4 (money)______9 Its your problem. ______

> Extension 5 (homework)______5. Write sentences about the pictures using the words given.

6 (people)______

6. Complete the sentences with possessive 1 (chips) There aren’t enough chips. pronouns. 1 ‘Can I look at your magazine?’ ‘Ask Tanya. It’s hers.’ 2 It’s your money and my money. It’s ___ 3 That walkman is _____ but you can use it. 2 (goalkeepers)______4 Rob and Andrea have got a computer. ______It’s _____ 5 Take it. I don’t want it. It’s _____ now. 6 Do you see that boy there? Well the magazine is _____ 7 Don’t touch it! Lisa doesn’t like people touching things that are _____ 8 We have no homework so the day is 3 (water)______to enjoy. ______9 ‘Is this your mobile?’ ‘No, it’s _____,

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 that girl there.’

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 UNIT 4 7 He found his wallet when he (look) ______for his keys. > Consolidation 8 I did the washing-up while you (sleep) ______1. Past simple or past continuous? Circle the 9 When he was reading the newspaper he correct answer. (see) ______the advert. 1 The wind blew/was blowing. 2 I found/was finding 100 euros in the street. > Extension 3 The birds sang/were singing in the trees. 4 She broke/was breaking her leg during 3. Read the story and find eight things you the match. can improve or correct. 5 I slept/was sleeping at the time of the Last week I walked 1 along the beach, robbery. enjoying the sun and the sea. Children 6 It rained/was raining so we couldn’t go played 2 in the sand and some people were out. swimming in the water. 7 Suddenly I heard/was hearing a gunshot. Suddenly I was feeling 3 a pain in my foot. 8 The fox jumped/was jumping over the Ow! I said, and I was looking 4 at the blood fence. which came 5 from my toe. I was pulling 6 9 She kissed/was kissing me three times. the piece of glass out and I went back to my towel, where my friends sunbathed. 7 2. Complete the sentences with the correct They’re horrible friends. When they saw form of the verb. me they were laughing! 8 1 I (think) was thinking about you when you called. 1 was walking 5 ______2 We (play) ______tennis 2 ______6 ______when my racket broke. 3 ______7 ______3 While she was swimming, somebody 4 ______8 ______(steal) ______her towel. 4 I (have) ______the idea 4. Write complete sentences using the words while I was lying in bed. given and the correct form of (not) have to. 5 He discovered the formula while he 1 Lisa/no/get up/early (experiment) ______in the Lisa doesn’t have to get up early. laboratory. 2 Janet/no/help/mum 6 When I was shopping I (meet) ______Nigel in the street. 3 Stan/do/homework/5.00

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 4 Tom and Sharon/wear/uniform/school

5. Write pieces of advice using the words given. 1 have/shower/every/day You must have a shower every day. 2 clean/teeth/after/lunch

3 eat/lot/chocolate

4 footballers/train/every/day

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 UNIT 5 8 Denise lives in Paris. > Consolidation 9 Carrie has breakfast. 1. Complete the chart with the past participle of the verbs. Verb Past participle 3. Write the words in the correct order to read read make sentences. make 1 been/Tom/to/never/China/has pass Tom has never been to China. ask 2 had/has/Pete/accident/never/an shut hold 3 never/have/met/Pelé/we let pay 4 drunk/never/coffee/they/have know learn 5 just/been/I/to/doctor’s/’ve/the leave lose 6 has/a/seen/just/María/ghost stand fly

2. Write the sentences in the present perfect. 1 I eat Chinese food. > Extension I’ve eaten Chinese food. 2 I see Star Wars, Episode Two. 4. Write sentences using the present perfect. 1 Mary/break/a window. χ She/break/a door. √ 3 Gary drinks papaya juice. Mary hasn’t broken a window. She has broken a door. 4 Neil meets the president. 2 They/start/lunch. χ They/start/dinner. √ ______5 They are on holiday. ______3 I/read/a newspaper. χ 6 You open the box. I/read/a magazine. √ ______7 We talk to Penélope Cruz. ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 4 Sarah/lose/her car keys. χ Sarah/lose/her 4 Mary has lost her keys. house keys. √ ______5 Jennifer has broken her arm last Friday. ______5 John/break/his leg. χ 6 What did you do last summer? John/break/his arm. √ ______7. Write questions and answers with ever and 6 I/write/to my grandfather. χ I/write/to never. Use the present perfect. my uncle. √ A: you/drive/a car? Have you ever driven a ______car? ______B: car χ /motorbike √ I’ve never driven a car but I’ve driven a motorbike. 5. Complete the sentences using the present 1 A: she/eat/Japanese food? perfect or past simple form of the verbs in brackets. B: Japanese food χ /Chinese food √ 1 Have you seen (you/see) the new Star Wars film? 2 A: Theresa and John/play/hockey? 2 She ______(win) four prizes this year. B: hockey χ /golf √ 3 I ______(see) Peter yesterday. 4 Where’s my car? John ______(take) it. He needed it. 3 A: you/lose/your passport? 5 ______(you/go) to the cinema yesterday? B: passport χ /credit card √ 6 I ______(lose) my passport, I need a new one.

6. Tick the correct sentences. Then correct the mistakes in the other sentences. 1 I have never played hockey. √ 2 I have been to Rome last year. χ I went to Rome last year. I have been to Rome. 3 It has been cold last week.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 UNIT 6 ______5 holidays start/I happy > Consolidation ______1. Look at the calendar and complete the 6 he buy mobile/talk all day sentences about Jamie. ______Monday today ______Tuesday go to the cinema 7 they have money/travel around the world Wednesday meet some friends ______Thursday play rugby ______8 winter come/it snow Friday go to the park ______Saturday have a party ______Sunday go to the mountains

1 On Tuesday Jamie is going to go to the 3. Complete the sentences with must, may, cinema. might or can’t. 2 What is Jamie ______do on 1 Score: 4-0. We can’t lose now! Wednesday? 2 ‘Do you know where Sarah is?’ ‘No 3 He’s ______idea. She ______be at home.’ 4 On Thursday ______3 Parachuting ______be exciting. 5 What ______on Friday? I’d love to have a go! 6 He’s ______4 You look stressed. Working twelve 7 On Saturday ______hours a day ______be good for 8 On Sunday ______your health. 5 Man ______be the cause of the 2. Write predictions. change in the world’s climate. 1 she finish university/get good job 6 I’m not sure, but he ______win When she finishes university she’ll get a the race. good job. 7 He’s twenty metres in front. He 2 I grow up/live in Germany ______be first at the line! ______8 Animals ______be at fault for ______the world’s pollution. 3 she get motorbike/travel a lot 9 Global warming ______cause ______other problems that we don’t know ______about yet. 4 he go to beach/have fun ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 4. Match the parts of the sentences. 7 I’ll be sad______1 If it snows, ______2 If it rains, 3 If it’s sunny, 4 If it’s cold, > Extension 5 If I take the bus, 6 If I do more exercise, 6. When there is evidence you can make 7 If I eat too much chocolate, predictions with going to. Complete the 8 If I don’t study enough, predictions based on the evidence in the 9 If I ask you nicely, pictures. 10 If I give you the camera, cry fail fall kiss rain win

a I’ll take my umbrella. b I won’t pass the exam. c we’ll go to the beach. d will you lend me your mobile? e I’ll wear a coat. f they’ll go skiing. g I’ll get there quicker. 1 It’s going to rain. 2 Sam’s______h my dentist won’t be happy. i will you take a photo? j I’ll be fitter.

5. Complete the sentences with your own ideas. 1 I’ll tell you a secret if you promise not to 3 Elsa’s______4 They’re______tell anyone. 2 If I buy a new mobile,______3 If I go to the beach,______4 If I fail an exam, my parents______5 The baby’s______6 David’s______5 I’ll have a birthday party if______6 I’ll buy you a present______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 7. Are these predictions based on evidence or Rearrange the words to make complete not? (Remember: will = no evidence, going to sentences. = evidence.) 1 park/cold/unless/it’s/we’ll/to/go/the 1 ‘Spain is winning 3-1. They’re going to We’ll go to the park unless it’s cold. win.’ (evidence) 2 score/celebrate/unless/the/won’t/they/ 2 ‘It’s 0-0, but I think Spain will win.’ (no fans evidence) ______3 ‘I feel terrible. I think I’m going to be 3 will/unless/die/water/you/them/plants/ ill.’ ______the 4 ‘I think the weather will be good at the ______weekend.’ ______4 has/problem/he’ll/OK/a/be/unless/he 5 ‘He’ll pass the exam easily.’ ______5 home/I’ll/music/go/improves/the/unless 6 ‘Don’t touch that. You’ll break it.’ ______6 accident/unless/she’ll/careful/have/she’s/ 7 ‘Can you feel the wind? There’s going an to be a storm.’ ______

8. Write the sentences again using must/ 10. Rewrite these sentences using unless. may/might/can’t + have + past participle. 1 He’ll be sad if he doesn’t win. 1 I’m fairly sure he didn’t win. He’ll be sad unless he wins. He can’t have won. 2 I won’t go if you don’t go. 2 She probably left early. ______3 We won’t go skiing if it doesn’t snow. 3 They almost definitely bought the house. ______4 She’ll lose if she doesn’t play well. 4 It’s possible he was tired after working ______so much. 5 Tom will come if he doesn’t have to ______work. 5 I’m fairly sure I didn’t pass the exam. ______6 Plants will grow if there isn’t too much pollution. 9. Unless means if not. Normally it is used in ______the second part of a sentence. Example: We’ll play tennis unless it rains. = We’ll play tennis if it doesn’t rain.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 UNIT 7 > Extension > Consolidation 3. Give advice in these situations using 1. Look at the verbs in the box below and should or shouldn’t and a word from the box. decide which you should and shouldn’t do aspirin chocolate dictionary and write sentences. football plaster train do your homework help at home 1 I’ve cut my hand. watch TV all day tidy your room You should put a plaster on it. eat junk food talk to strangers 2 I’m afraid of aeroplanes. ______1 You should do your homework. 3 I don’t know what this word means. 2 ______3 ______4 I’ve got a bad leg. 4 ______5 ______5 Sarah’s got a headache. 6 ______6 Henry’s getting quite fat. 2. Complete the sentences for yourself in two ______different ways using for and since. 1 I’ve lived in my house 4. Complete the sentences using for or since. for five years. 1 How long have you been living in since I was ten. England? 2 I’ve had my favourite T-shirt I have been living in England since for______1998. since______2 How long have you known Peter? 3 I’ve been at my school ______we ______were at school together. ______3 How long has David had his car? 4 My best friend and I have known each ______2002. other 4 How long has Paula been learning ______French? ______two 5 I haven’t been to the cinema years. ______5 How long have we been waiting for the ______train?

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 ______an hour. 5. Write the questions for these answers. 1 How long has it been since you went horse-riding? I haven’t been horse-riding since I was twelve. 2 ______I’ve lived in Cordoba for five years. 3 ______Martin and Sheila have been going out together since last June. 4 ______I’ve been practising the piano for two hours.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 UNIT 8 2. Write sentences about each set of pictures using the adjectives given in the box. > Consolidation

1. Write the sentences in the passive. 1 They make those cars in Japan. Those cars are made in Japan. 2 They sell newspapers in kiosks. ______3 People buy thousands of cars every day. ______old popular shy happy 4 Bees make honey. ______1 María is older than Liz. 5 They grow bananas in the Canaries. 2 ______3 ______6 They invented the hamburger in 4 ______Germany. ______7 They sold Coca-cola as a medicine at first. ______8 They gave Father Christmas his red and white clothes in an advert. angry tall young well- ______dressed 9 They built the first shopping centres in the United States. 5 Graham is the angriest. ______6 ______7 ______8 ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 > Extension 8 Two men were killed yesterday by 3. Write sentences about the people and someone. objects using not as … as and an adjective 9 TV programmes are made in studios by from the box. directors. big heavy hot old 10 Big Brother is watched by millions. popular tall wide 5. Write complete sentences in the passive 1 Jane, 16 years old. Tim, 14 years old. using by only if necessary. Tim is not as old as Jane. 1 story/write/Internet/writer 2 Andy, 1m 78. Colin, 1m 83. The story was written on the Internet. ______(‘by a writer’ not necessary) 3 Madrid, 38ºC. London 27ºC. Present: ______2 Friends/make/the US/producers 4 River Thames, 96m. River Ebro, 71m. ______3 videos/buy/fans of the show 5 Neil, 68 kg. Mark, 83 kg. ______4 many/photos/the Friends stars/take/ 6 An elephant. A horse. photographers ______7 John - 28 votes. Sandy - 37 votes. Past: ______5 the book/write/1998/the writer ______4. Passive with or without by. Cross out the 6 the story/read/millions phrases which are not necessary. ______1 The race was won in record time by an 7 the fans/impress/story athlete. ______2 The race was won by a Spanish athlete. 3 Rice is grown in Valencia by farmers. 4 English coins are produced at the mint by workers. 5 Danny was bitten by a big dog. 6 The pictures were painted in 1896 by an artist. 7 The robbery was committed at night by a robber.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 VOCABULARY ADJECTIVES OF PERSONALITY AND EMOTION ADJECTIVE SUFIXES AND PREFIXES 1. Order the letters to find adjectives to 1. Make adjectives from these nouns by describe emotions. adding the missing endings. 1 rodpu proud 1 creation creat -ive 2 nrayg ______2 impression impress- ______3 eken ______3 suspicion suspic- ______4 reowidr ______4 doubt doubt- ______5 redti ______5 romance romant- ______6 riesnttede ______6 fantasy fantast- ______7 dhietfgern ______7 success successf- ______8 citxede ______8 wit witt- ______9 fame fam- ______2. Complete the sentences using the 10 wealth wealth- ______adjectives from exercise 1 with a preposition 11 use use- ______from the box below. 12 elegance eleg- ______about about by in of of on with 2. Complete the sentences with the negative form of an adjective from the box. 1 Julie was very proud of her new car. comfortable correct formal healthy 2 The players were ______interesting pleasant popular possible practising in the rain everyday. practical usual 3 I’m very ______my friend. I think he’s got a problem, but he 1 This maths problem is impossible! doesn’t want to speak about it. 2 That answer is ______4 The girls at school are ______3 Sam is quite ______seeing David Beckham. They think he’s 4 Jane’s shoes are very ______wonderful! 5 Andy’s clothes were too ______5 Claire’s only ______6 Paula slept in a very ______bed. shopping and fashion. She doesn’t talk 7 Mary’s book is ______about anything else. 8 Ann gave Bill a very ______present. 6 The students were very ______9 The smell coming out of the jar was very the idea of going on a school trip to ______Granada. 10 Greg’s lunch is very ______7 When she came home late her parents

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 were very ______her. 4. Find 13 more adjectives for describing 8 The baby started crying because he was personality in the word search. ______a dog. E K T F N Q E H A P P Y V A I D A S O E U T L O 3. Match each adjective with its O P C E P T Y F V I R R corresponding preposition. D L M C U A O F A M E G 1 tired in R E L I A B L E Y E O A 2 interested of I A E S P L T C H S C N 3 good about E S I I P E A T W S O I 4 proud about 5 frightened of H A D V S O C I A O M S 6 afraid at O N A E T E R V R C M E 7 angry about N T N J R D A E F I I D 8 worried on E L F A O K O I B A T D 9 aware at S S P G N O R F A B T A 10 excited with T I U E G H U M B L E U 11 bad of P R E L A X E D J E D S 12 keen by H A R D W O R K I N G I 13 mad of 5. Write the positive adjectives from exercise 4 and the corresponding negative adjectives. Positive Negative adjectives adjectives happy depressed ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 ______ADJECTIVES OF SIZE AND MEASUREMENT

1. Find seven more adjectives of measurement in the word search and write them below. W L O N G D Y I Y K E S U B E W A H G B I G M I S I M K U E T D F G U D S K A E A H K Y K Z L U S K S Z B M L Y T W E U A O U A A D H E A V Y M Y U B O S L O W

1 heavy 2 ______3 ______4 ______5 ______6 ______7 ______8 ______

2. Match the nouns and adjectives. Noun Adjective 1 height a wide 2 cheapness b high 3 slowness c long 4 width d cheap 5 length e heavy 6 weight f slow

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 3. Complete the questions with the adjectives CLOTHES in the box below. big heavy high high 1. Match the pictures with the words. long long tall belt boots earrings shorts jackets jeans sandals sweatshirt skirt suit 1 How long is the River Nile? It is 6,690 dress sweater sunglasses tie trainers kilometres. 2 How ______is your house? It has three bedrooms and two bathrooms. 3 How ______is Alison’s sister? She’s 1m97. 4 How ______is the suitcase? It weighs 30 kg. 5 How ______is the London Eye? It is 140 metres. 6 How ______does it take from London to Stratford? About two hours. 7 How ______do you go on the London Eye? 135 metres above the London skyline.

1 sweater 9 ______2 ______10 ______3 ______11 ______4 ______12 ______5 ______13 ______6 ______14 ______7 ______15 ______8 ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 2. Find the opposite adjectives in the box. baggy casual uncomfortable short small nice unfashionable

1 big small 2 fashionable/trendy ______3 formal ______4 comfortable ______5 long ______6 horrible ______7 tight ______

3. Find nine more items of clothing in the word search and write them below. T R O U S E R S E W A T R A E E S D O H O W B J U J L O H R Z I V I O I Y T R A I N E R S C O T U S S F I F H T N C T X E B L K J A J J O X S A A Z P L I M O U H E W O F U U Y R R F E M H A N MJ A C K E T N A P L L C U H B T E Y S S R E C A O F O I J A H U S R R S U A L I C U O T L X A S W I T X A Y R E Z J Q O H O A G X O T A W I T C B I S H O E S L T A D

1 trousers 6 ______2 ______7 ______3 ______8 ______4 ______9 ______5 ______10 ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 4. Match the words in the box below with the 5 ______10 ______pictures. 5. Write the words from exercise 3 and the buckle button collar cuff heel parts of the clothes from the box below that laces pocket sleeve strap zip each can have. buttons collar cuffs hem laces pockets sleeves turn ups

1 trousers: turn ups, pockets, buttons, hem 2 ______3 ______4 ______5 ______6 ______7 ______8 ______9 ______10 ______

1 sleeve 6 ______2 ______7 ______3 ______8 ______4 ______9 ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 COLOURS AND DESCRIPTIONS 2. Find nine more colours in the word search. 1. Describe the objects using the words in the S B E I G E U O S B box below. WL H M A B I X P R checked plain spotted striped E A F S B X A S E O X C I L H T B G L W A K P P U R P L E N O G U C B I W B H W C P R M U X G P A S R O E L T F L I P I 1 2 E W D C O R A N G E A T I F S I B K R T MO X M W H E M E O U Y E L L O W A Y S

1 beige 6 ______4 2 ______7 ______3 ______8 ______4 ______9 ______3 5 ______10 ______

1 It’s a plain vase. 2 ______3 ______4 ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 3. Look at the pictures. Then write sentences to describe them using the adjectives in the 4. Describe the woman in the picture. Follow correct order. the example.

1 ______1 (purse) leather, black ______It’s a black leather purse. 2 (bag) plastic, red ______3 (hat) woollen, white ______4 (diary) blue, leather ______5 (rucksack) nylon, black and green ______2 ______

1. Write sentences using the correct form of

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 the verb get. GOOD/BAD AT, INTERESTED IN 1 dark/9 o’clock/in summer It gets dark at 9 o’clock in summer. 1. Look at the chart and complete the 2 very hot/in August sentences about Ian. ______Ian interested in good/bad at 3 I/tired/after/a long day 1 play tennis no good ______2 cook yes bad 4 eat your food/before/it/cold 3 play football yes good ______4 dance no bad 5 without/an umbrella/you/wet 5 swim yes good ______6 I/bored/in maths class 1 Ian’s not interested in playing tennis but ______he’s good at it. 7 we/excited/when/Rafael Nadal/plays 2 Ian’s ______tennis but he’s ______3 Ian’s ______and he’s ______2. Rewrite the sentences using get or get to. 4 Ian’s ______1 I arrived at the station at 5.30. and he’s ______I got to the station at 5.30. 5 Ian’s ______2 Denise received a letter this morning. and he’s ______3 Sam reached the airport eventually. 2. Write six sentences about yourself similar ______to those in exercise 1. Use activities from the 4 My marks in the exam were bad. box. ______play chess swim run paint cook 5 Kim arrived at school late. play basketball/tennis/football dance ______play the piano/guitar/violin sing 6 They gave him a great present. ______1 I’m interested in playing chess but I’m bad at it. 2 ______3 ______4 ______5 ______6 ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 7 ______2. Complete the sentences with the correct MAKE AND DO form of a phrasal verb or expression with do from the box. 1. Match the phrasal verbs and expressions do away with do up do with (1-10) with the definitions (a-j). do something do someone a favour 1 make an effort 2 make a fuss 1 That car could do with a wash! 3 make up your mind 2 The house is very old, but he’s going to 4 make it ______it ______5 make a mistake 3 Don’t forget to ______your 6 make money coat. 7 make do 4 I wish my school would ______8 make a noise homework! 9 make up for 5 Can you ______me ______10 make up and find out if he likes me? 6 Karen is ______in the garden. a arrive in time b complain/show unnecessary excitement c make a loud sound d decide e do something wrong f repay, compensate for g try h invent i do well financially j manage with something even though it may not be ideal

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 PROBLEMS IN THE WORLD 11 The state of not having a job. ______1. Write the mirror words. 12 An illness or serious medical condition. 1 tnemnorivne eht the environment ______2 raw ______3 emirc ______3. Complete the sentences with words or 4 sdneirf ______expressions from the list below. 5 ecnaraeppa ______against the law discrimination global 6 tnemyolpmenu ______looks on the dole peace 7 esaesid ______treaty 8 ymonoce eht ______solar power vaccination 9 msicar ______10 ytrevop ______1 Solar power is an example of clean 11 ecnatpecca ______energy. 12 skram loohcs ______2 The two countries have signed the ______after ten years of 2. Match the words from exercise 1 to the fighting. correct definition. 3 Drunk driving is ______1 People that you know well and enjoy 4 Stop worrying about your ______spending time with. friends 5 She had a typhoid ______2 Illegal activities. ______before she went on holiday. 3 The land, water and air that people, 6 He is finding it very difficult to find a animals and plants live in. ______job. He’s been ______for six 4 When someone is allowed to become months now. part of a group. ______7 The ______economy is in a crisis. 5 A long period of fighting between 8 Immigrants are suffering serious countries. ______6 The situation or experience of being poor. ______4. Match the problems from exercise 1 to the 7 Violent or unfair treatment against sentences in exercise 3. people because they belong to a 1 the environment different race. ______2 ______8 The way that you look. ______3 ______9 Numbers or letters that a teacher gives 4 ______you for your work. ______5 ______10 The organisation of a country’s money, 6 ______business and products. ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 7 ______8 ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 READING AND WRITING

KEVIN’S FRIENDS

1. Read the text and circle the four adjectives which best describe Kevin. funny generous hard-working lazy quiet sociable talkative unsociable Kevin Crowther likes being with other people and he likes telling them about things. He’s very popular with his friends because he tells a lot of good jokes. Because he likes his friends’ company, he likes team sports, but that doesn’t mean he’s good at them. For example, he’s interested in playing basketball because his friends play a lot, but he’s not very tall and also he’s very bad at it. He enjoys football too, but he’s not exactly Figo. He doesn’t mind playing tennis and he’s quite good at it, but he prefers playing doubles because there are four people and not just two. He’s also very good at running but he doesn’t like it very much because it’s a solitary sport. He loves cooking, but only when he does it for his friends. He hates cooking for himself because there’s no one to talk to! He also hates working and he prefers watching videos to doing his homework, but obviously, if his friends are watching the video too, he loves it! friends? 2. Read the text again and answer these ______questions. 1 Why is he popular with his friends? Because he tells a lot of good jokes. > Write 2 Why does he like playing team sports? ______3. Write a description of a friend or family 3 Is he good at playing basketball? member. Think about these things: ______• What is his/her personality? 4 In tennis, does he prefer playing singles • What are his/her interests or hobbies? or doubles tennis? • Is he/she good at them? ______5 What sport is he very good at? ______6 When does he like cooking? ______7 Does he like working? ______8 Does he prefer watching videos with his ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 WHERE AM I?

1. Read the texts and decide where each person is. Write the numbers next to the correct places. beach cinema 1 city centre mountain park

Text 1 I’m sitting next to some friends and we’re all looking at a big screen. I’m drinking orange juice and my friends are eating popcorn. Some people behind us are talking very quietly. The man sitting in front of me is very tall, so I can’t see very well. This always happens to me when I come here!

Text 2 I’m walking on the grass with my dog. He’s running between the trees and barking. He usually barks when we come here. Two old men are sitting on a bench. They are talking and laughing. A girl is running and she’s wearing a walkman, but I don’t know what music she’s listening to.

Text 3 I’m standing at a bus stop, waiting for the bus to come. Lots of cars are driving past and people on the pavement are walking very fast. People always walk fast here, not like in the country. The shops are open and people are buying different things. I can see a man in the shop across the street. I think he’s buying a watch.

2. Read the texts again and answer the ______questions. 6 What does the dog usually do when they Text 1 go there? 1 Who is she sitting with? ______Some friends. 7 Do we know what kind of music the girl 2 What is she drinking? is listening to? ______3 What are her friends eating? ______Text 3 4 What is the problem with the man sitting 8 What is she waiting for? in front of her? ______9 How are the people walking? ______Text 2 10 What does she think the man is buying? 5 Where is the dog running? ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 > Write

3. Think about a place you go sometimes. Close your eyes and imagine you are there now. Describe it. Think about these things: •What are you doing? •Who are you with? What are they doing? •What usually happens when you are there? •What can you see?

______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 WHICH PLACE?

1. Read the texts and match them with the titles. a A Train Journey b A Library Visit c The Supermarket

1 My mum says I must go once a week because it’s important for my education and I don’t mind it. The most important thing is that you should be quiet because people are studying or reading. If you want to take books home, you have to be a member and you have to show your card, but if you only want to look at something you don’t have to.

2 Well, obviously, you have to buy a ticket from the machine or the man in the ticket office. Then you have to find the right platform and wait for it to arrive. When you find a seat, you mustn’t put your feet on the opposite seat because it makes it dirty. You shouldn’t fall asleep if you’re on your own or you might miss your stop!

3 First of all, you should make a list of the things you want. When you get there you should get a trolley or a basket. If you need a lot of things, you should get a trolley and for this, in most places you have to have a coin.

2. Read the text again and answer these questions. 6 Why shouldn’t you fall asleep? Text 1 ______1 How often must the girl go there? Once a week. Text 3 2 Why should you be quiet? 7 What’s the first thing you should do? ______3 What do you have to show to take a 8 What should you get if you only want a book home? few things? ______9 What do you need to get a trolley? Text 2 ______4 How many places can you buy your ticket from? ______5 Where do you have to wait? ______

3. Choose one of these places and describe a visit, explaining the rules or obligations. • the cinema • a restaurant • the zoo

______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 FAMOUS IN CHINA!

1. Read the text and decide which sentence best describes it. a Human Taxi are touring and having a holiday. b Rick is having a holiday after touring. c Rick is recording an album before touring.

My name is Rick Shaw and I’m a singer but I’m not famous in Europe. I’ve got a band called Human Taxi, with a keyboard player, a bass player and a drummer. I play the guitar as well as sing. I don’t know why, but our records are big hits in China and we’re always in the charts there. That’s why next month we’re touring China and Japan. We’re starting in Shanghai and finishing in Tokyo. In total we’re touring for two months and we’re playing in 38 different places! After all that work I’m having a holiday. I’m visiting relatives in Australia and I’m not singing or playing my guitar for three weeks. I’m resting before I come back to Europe because when I get back to Britain we’re going into the studio to start recording a new album. We’re calling it ‘Pull’. I’m planning to study Chinese too because a couple of the songs on the new album are in Chinese and Japanese! Sayonara!

2. Read the text again and answer the ______questions. 9 What are they calling it? 1 Are Human Taxi famous in Europe? ______No, they’re not. 10 What is Rick planning to study? 2 How many people are in the band? ______3 What does Rick play? > Write ______4 Where are their songs in the charts? 3. Write about your plans for the next few ______months. (You can invent them.) Think 5 Where are they playing their first about these things: concert? • Are you doing anything special? What? ______• Are you going on holiday? Where are 6 How long are they touring for? you going? ______• Are you visiting anyone? Who? 7 Who is Rick visiting in Australia? ______Next month I’m visiting my cousins in 8 Where are they recording the new France. We’re going by car to Marseille album? …

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 MISTERY MESSAGE

1. Read Steven’s story and circle the mode of communication described. Internet letter mobile phone telephone

One Saturday morning, when I was bored at home in my bedroom, I received a message. It said: ‘C U at 2.00 next to the big tree in the park’. I thought it was strange because I didn’t recognise the number. I also didn’t know which tree, and when I thought about it I also didn’t know which park, or which city! So I didn’t answer. It was obviously a wrong number and I forgot about it. At about quarter past two I heard another ‘beep’ and I saw that I had another text message. This time it said ‘I’m at the tree. Where R U?’ This time I sent a reply: ‘Which park?’ A minute later the reply came: ‘Finsbury!!’ Incredible! My local park! I made a decision. I went to the park and looked for a big tree. I thought, ‘Who sent the message? A boy or a girl?’ Then I found a very big tree and next to it was a girl with a mobile in her hand. She was beautiful. But was it her? I phoned her number and watched. Her mobile rang! It was her!

2. Read the story again and answer the ______questions. > Write 1 Where was Steven when he received the first text message? 3. What do you think happened next? In his bedroom. Continue the story. Think about these 2 What did he think about the message? things: ______• Did Steven talk to the girl? 3 Did he know who sent the message? • If not, what did he do? If he did, what ______happened? 4 What did he hear when the second • Did she know Steven? message arrived? • Who did she want to send the messages ______to? 5 What did he do this time? • Where was this person? ______6 What was the name of the park? Steven didn’t know what to do, so he ______waited for five minutes. The girl started to 7 Did he go to the park? walk away, so … ______8 Who sent him the messages, a girl or a ______boy? ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 A SUMMER’S DAY

1. Read the story and put the paragraphs in order. 1 c 2 3 4

a The sisters were wearing only T-shirts and shorts because it was summer and it wasn’t cold. Then Beth felt a drop of rain on her arm. She looked up and she saw that the clouds were getting darker.

b Hannah started to run. ‘Come on!’ she shouted to Beth. The rain was falling very heavily now and the girls were getting wetter and wetter. When they arrived home they were completely wet. Their mum said, ‘So you went swimming in the end!’

c On Saturday, Beth and Hannah decided to go to the park instead of the swimming pool. The weather was quite good. The sun was shining at times but there were also some clouds that were moving across the sky quickly because the wind was blowing.

d Then Hannah also felt a drop of rain on her leg, and then another. They decided that it was time to leave because they didn’t want to get wet, so they started to walk towards the park gates. The rain was now falling much harder.

2. Read the story again and answer the ______questions. 7 Why did they decide to leave the park? 1 Where did the girls decide not to go? ______The swimming pool. 8 What did Hannah shout? 2 Was the sun shining? ______9 What did their mum think? 3 Why were the clouds moving quickly ______across the sky? ______4 What were the girls wearing? ______5 Who felt the rain first? ______6 What did she see when she looked up?

3. Write a story about a problem you had with the weather. Think about these things: • What were you doing? • Where were you? • What were you wearing? • What was the weather like?

I was playing football with my friends on the beach. The sun was shining and it was very hot … ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 WHAT’S MY JOB

1. Read the text and decide what Liam’s profession is. Circle the correct answer. doctor footballer golfer gymnast

The first thing is that I must eat well. I mustn’t eat unhealthy things like chips or hamburgers. I must eat lots of salad, pasta and fish. This is a bit of a problem because I’m happier eating fast food, but if I want to win I must follow a strict diet. Obviously I must train every day but before I start I must make sure I’m ready. I must stretch all my muscles; in my legs and arms, and also in my neck, my back and my stomach. I must be very flexible in my sport and stretching stops me from hurting myself. Also, I must be very strong in all parts of my body, so I must spend a lot of time in the weight room, lifting weights. The stronger you are, the better you can be at my sport, if you maintain your flexibility. Finally, I must practise as much as possible. Some of the events in my sport are quite technical and without practice you can’t win.

2. Read the text again and answer the ______questions. 1 What mustn’t Liam eat? > Write Chips and hamburgers. 2 What kind of food is he happier eating? 3. Imagine you can decide some of the rules ______of your school or at home. Write about what 3 Does he train every day? people must and mustn’t do. Think about ______these things: 4 What must he do before he starts At school: training? • What must the pupils do? ______• What must the teachers do? 5 What five places must he stretch? At home: ______• What must your parents do? 6 What must you be in this sport? • What must your brothers/sisters do? ______7 Where must he spend a lot of time? At school the teachers must make the ______classes shorter and the breaks longer and 8 How does he describe some of the we must watch more videos … events in his sport? ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 SUPERNATURAL?

1. Read the texts and match them with the pictures.

Text 1 ... Karl’s parents have just received a postcard from their son. Karl says he has been taken to Jupiter by aliens. Karl’s mother said: ‘It’s not the first time that Karl has told us something like this. He’s got a lot of imagination and he has just bought a book about extra-terrestrials. I suppose that’s where he got the idea from.’

Text 2 ... Martha and Patricia have just come back from a weekend in the country. ‘We’ve been to look for UFOs,’ said Martha, ‘and we’ve had a great time. We’ve seen some strange lights in the sky and we’ve heard some mysterious noises.’ ‘We want to go again,’ added Patricia.

Text 3 ... ‘Chris has a special talent. He’s telepathic – he can read your mind. It’s incredible. For example, he’s told me that I’ve had pizza for lunch and that I’ve just come home from school.’ ‘But Neil, everybody knows we have pizza at school on Thursdays, and it’s five o’clock. Of course you’ve just come home from school.’ ‘Oh. I didn’t think of that.’

2. Read the text again and answer the ______questions. 6 What have they seen and heard?______1 Who has just received a postcard from ______Karl? His parents. 7 What is Chris’s talent?______2 Is Karl’s mother worried?______3 What has Karl just bought?______8 What day is it?______4 Where have Martha and Patricia been 9 Is Chris really telepathic?______this weekend?______5 Did they have a good time?______

3. Have you ever experienced anything strange? Write about it (or invent it). Think about these things: • What did you see, hear or experience? • When did it happen? • Was it good or bad? • How do you feel about it now?

I’ve seen a ghost, just once. Last year I was at my grandmother’s house when I heard a strange noise … ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 MUSIC FESTIVALS

1. Read the text and circle the best title. a How to Get Tickets to a Music Festival b A Look at a British Music Festival c Different Types of Music Festivals

Since the end of the 1960’s, pop music festivals have become very popular all over the world. One of the largest in England is at Glastonbury in June. It has become very famous and attracts the best British bands. This is what Carol says about the festival: ‘I’ve been to Glastonbury for the last four years and I love it! The music’s brilliant and the atmosphere is really good.’ The Glastonbury festival usually lasts three days, from Friday to Sunday, and you can buy your ticket at record shops or on the Internet. Many people buy a three-day ticket and stay in tents at the festival campsite. One problem at the campsite is keeping clean. Another teenager at the festival, James, has told us why: ‘There are thousands of people here and I haven’t had a shower since I arrived two days ago. It’s impossible. You just have to accept that you’re going to be dirty.’

2. Read the text again and answer the ______questions. 7 What is a problem at the campsite? 1 How long have pop music festivals been ______popular? 8 What hasn’t James done at Glastonbury? Since the end of the 1960’s. ______2 What is the name of a famous English festival? > Write ______3 How many years has Carol been going 3. Would you like to go to a music festival? to Glastonbury? Write your opinion. Include these things: ______• Why would/wouldn’t you like to go? 4 How many days is the festival? • What do you think are the good things ______and bad things about a music festival? 5 Where can you buy the tickets? ______I wouldn’t want to go to a music festival 6 Where do many people stay at the because I don’t like big crowds … festival? ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 SHOPPING

1. Read the text and circle the best title. a A Day at the Sales b Helen Finds a Bargain c How much?!

Helen was given some money for her birthday, so last Saturday she went shopping with her boyfriend, Steve, in Oxford Street, where all the popular shops are in London. It wasn’t January, when the big sales are on, but in some of the shops the prices were reduced. Helen was looking for a new top or jacket. Steve wasn’t looking for anything in particular, but he was hoping Helen might buy him a present. Helen found a blouse she really liked but when she was told the price, she said ‘How much?!’ It was 100 pounds and that was too much for Helen. They were getting tired but it wasn’t long before they found a small shop with a big sign in the window saying ‘Special Discount Prices’. They went in and Helen immediately saw a jacket that she liked. ‘I’m sure it’s too expensive,’ she said to Steve, but when she looked at the price she couldn’t believe it. Only eight pounds. She bought it and was very happy, and so was Steve, because he was given a CD as a present by Helen.

2. Read the text again and answer the questions. 9 Why was Steve happy? 1 Why did Helen have money? ______It was given to her for her birthday. 2 Who did she go shopping with? > Write ______3 Did they go to the January sales? 3. Write about something you bought ______recently. Think about these things: 4 What kind of clothes was Helen looking for? • What did you buy? ______• Where did you buy it? 5 Did Steve want to buy anything? • Why did you buy it? ______• How much did it cost? 6 Was the blouse expensive? ______Last weekend I went shopping with my 7 Why did they go in the small shop? friends at a big shopping centre. I wanted ______to buy some CDs … 8 How much did the jacket cost? ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 WHOSE PLANS?

1. Read the texts and decide which plans you like the most. Circle your answer. 1 Sam’s 2 Jamie’s 3 Judith’s 4 nobody’s

a) Sam’s plans I’m going to have a quiet night on Friday. Some friends are coming round to my house and we’re going to watch a video and eat pizza. I think there’ll probably be about six of us. On Saturday I’m going to get up early because I have to study and I want to finish before lunch – I’ve got an exam on Monday.

b) Jamie’s plans Some friends and I are going to the park. We’re going to play chess. There are special tables and we play against the people who are there. I don’t think I’ll win but it’ll be fun. After that we’re going to a hamburger restaurant to have something to eat. I really hope Judith will be there.

c) Judith’s plans At first the plan was to go to the cinema but now we’re not going. I think we’re going to a disco. I imagine we’ll have a good time but I’m not going to bed late because I want to study with Sam in the morning. Not because I want to study. I want to be with Sam!

2. Read the texts again and answer the afterwards? questions. ______1 What is Sam going to do on Friday 7 Who does he like? night? ______8 Is Judith going to the cinema? 2 How many people will be there? ______9 Is she going to bed early? 3 Why is he going to get up early on ______Saturday? 10 Who does she like? ______4 What is Jamie going to do in the park? ______5 Is he confident? ______6 Does he think he’ll be hungry

3. Write about some of your plans and your expectations. Think about these things: • What are you going to do? Who are you going to be with? • Where are you going to be? Will it be fun, interesting, boring, dangerous, etc.?

Tonight I’m going to the cinema with my girlfriend to see a horror film. I think it will be good … ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 PROTECTING THE ENVIRONMENT

1. Read the texts and decide which person is the most ecological and the least ecological. a The most ecological is ______b The least ecological is ______

Kim: In my house we do some things to help the environment. We recycle paper because if we don’t, they’ll cut down more trees, and we recycle plastic and glass because there’ll be more rubbish if we don’t do it. I sometimes save energy by turning off the lights but I often forget.

Noel: I know the environment is important, but it won’t make much difference if I do things or not. I sometimes recycle things, but the nearest recycling centre is a long way from my house, so I usually put everything in the rubbish. If I remember, I turn off the lights, but I don’t save water. It rains a lot where I live and I don’t think it’s necessary.

Nathalie: I’m a member of Friends of the Planet, a local ecological organisation, and I do as much as I can to protect nature. I recycle paper, glass, plastic and batteries and I’m very economical with electricity in my house. I also go on demonstrations to protest against companies that damage the environment. If we don’t do this, our planet will suffer.

2. Read the texts again and answer the ______questions. 7 Why does Nathalie go on 1 Who lives a long way from a recycling demonstrations? centre? ______Noel. 8 Does Noel often recycle things? 2 Who is a member of a ‘green’ ______organisation? ______3 Who forgets to turn off the lights? ______4 Who lives in an area where it rains a lot? ______5 What does Nathalie recycle that Kim doesn’t? ______6 Why does Kim recycle paper?

3. Write about what you do in your house to protect the environment. Think about these things: • What do you recycle? Where do you take it? • Do you save water? How? • Do you save energy? How?

In my house we recycle paper. I take it to a container in the street. We don’t recycle glass but … ______

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 PENGUIN READERS FACTSHEET Poe was born in January 1809 in Boston, USA. His life began tragically, as both of his THE BLACK CAT AND OTHER STORIES parents had died by the time he was two. He BY EDGAR ALLAN POE went to live with a family, the Allans, who became his foster parents. He went to good Teacher’s Notes schools and university, but had to leave university early because he fell out with his > Summary foster father, who never really understood him. Poe was deeply upset; his relationship with his In their strange atmosphere and the fantastic foster father worsened, and Poe left home for events they describe, the four stories in this ever. collection are typical of Edgar Allan Poe’s Poe showed early literary promise, finding a tales: part horror story, part romantic poetry. In publisher for his first collection of poetry, The Black Cat, one of Poe’s most famous Tamerlane and Other Poems, before he was stories, the evil done by an originally good man twenty years old. After a spell in the army he comes back to him in the terrible revenge of his started on a career in journalism and began once-loved cat. In The Oval Portrait, a traveller writing short stories. He married when he was comes across a remarkably life-like painting of twenty-six. Despite being a good, hard-working a woman in a mountain castle. He also finds a editor and also producing articles and short book, which tells him the portrait’s horrible stories all the time, Poe never had much money, secret. Berenice is the weird story of a strange and much of what he did have was spent on man’s proposal of marriage to his cousin, and alcohol. her terrible fate at his hands. In The Mask of the When Poe’s wife died young in 1847, any Red Death, another famous story, a prince tries stability in his life disappeared and he himself to escape a horrible epidemic by locking the was dead two years later, found unconscious in doors of his castle – but of course fails. the street after a session of heavy drinking.

> About Edgar Allan Poe > Background and themes

The American poet, fiction writer and critic, Horror stories are as popular today as they were Edgar Allan Poe (1809-49), was responsible for when the genre was at its height of popularity some of the most unforgettable stories of terror some two hundred years ago. Now we can find ever written. They were the products of the horror not only in books and plays, but also in mind of an unstable man, who lived a short and films and comics and on the Internet. But in unhappy life. nineteenth-century Europe it was, of course, through books that people enjoyed the

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 excitement and thrills of the horror story. Puritans and publishers alike by putting morals In the early part of the nineteenth century, before plot. One such writer was Charles Mary Shelley published her novel Frankenstein Brockden Brown (1771-1810), but the books he (1818). From this time until the latter part of the published at the turn of the century were century when Bram Stoker’s Dracula was different from his others in one respect – he published, there was no shortage of novels and included an element of horror in them. A little short stories telling tales of terror, murder, later, Nathaniel Hawthorne (1804-1864) wrote mystery and suspense. Some of the great novels and collections of short stories writers of the nineteenth century concentrated concerning themselves with evil and the darker much of their efforts in this direction, among side of the human soul. them Charles Dickens, Robert Louis Stevenson Edgar Allan Poe was influenced by both and Sir Arthur Conan Doyle. Brockden Brown and Hawthorne, who was a At the beginning of the nineteenth century on contemporary of his. The most successful of the other side of the Atlantic, the novel was Poe’s stories were in the tradition of Gothic struggling to make its mark on the United fiction, and combine terror and guilt in a lyrical States. The USA was still a very young country style that reminds us that he was a great poet, at that time, having only become independent in too. He also wrote some of the first science- 1776. Remarkably little in the way of American fiction stories; and in his character C. Auguste literature had been produced before Dupin, he virtually created the modern Independence. The novel had always been detective story. In addition, he was one of the regarded with suspicion by the leading thinkers most feared critics in America. of the country, most of whom were Puritans It is typical of Poe’s tragic life that he died with strict moral values. They considered the just as people were starting to read him in ever- novel to be a potentially dangerous thing, with increasing numbers and he was becoming the power to have a bad influence on young famous. After his death, his reputation people. Moreover, there was a strong tendency continued to grow, especially in Europe, and to look down on authors writing in the English for well over a century he has been one of the language who were not living and publishing most widely-read authors in any language. their work in Great Britain. Irving Washington was the best-known writer writing in English and living outside Great Britain. > Communicative activities He freely admitted to borrowing heavily from European literature and based one of his most The following teacher-led activities cover the famous stories, Rip Van Winkle, on a folk tale same sections of text as the exercises at the from Germany. back of the reader, and supplement those Early American novelists tended to be exercises. For supplementary exercises cautious. Many of them aimed to please covering shorter sections of the book, see the

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 photocopiable Student’s Activities pages of this a Are black cats ‘evil’ in your culture? Factsheet. These are primarily for use with b Are you superstitious? If so, what about? If class readers but, with the exception of not, why not? discussion and pair/groupwork questions, can 2 Put students into pairs. Ask them to discuss: also be used by students working alone in a The Black Cat begins: ‘You are not going to self-access centre. believe this story, but it is a true story …’. Do you think this is a good way to start a story which is impossible to believe? Does it > Activities before reading the book make the story seem more or less easy to believe? 1 Ask students if they like stories (in books or films) which frighten them. Why/Why not? The Oval Portrait Ask them what the most frightening story 1 Put students into small groups. they know is. Can the class agree on one They tell the story. Each student says one story? sentence, until the story is finished. They try to do it in three minutes. 2 Ask students to look up mad and horror in 2 Put students into small groups. their dictionaries. Then tell them that Edgar Ask them to make up a story for one of the Allan Poe led a difficult life and believed that other pictures in the room. One person in the he was mad. Ask students to talk about the group tells their story to the class. The class following: decides which story is best. — Is it necessary for a writer to be mad to be able to write real horror stories? Berenice — Do the readers of horror stories like the Put students into groups of four people. Ask stories more if they too have a difficult them to roleplay a conversation between two life? policemen/women and two of Egaeus’s — Can horror stories be dangerous for servants. The policemen/women ask questions some people? and the servants explain what happened.

The Mask of the Red Death > Activities after reading a section Put students into pairs. They role-play a conversation between a newspaper reporter and The Black Cat the stranger in the mask. Reporters ask 1 Put students into small groups. Ask them to questions like ‘Why did you go to the Prince’s discuss these questions. party?’ Ask them to look up superstitious in their dictionaries.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 The Black Cat > Activities after reading the book axe (n) this is like a big knife; people use it to cut down trees Put students into small groups. Ask them to bury (v) to put somebody who is dead under look up vampire and ghost in their dictionaries, the ground and then to discuss these questions: cellar (n) a room under the ground in a house a What do you most like to find in horror evil (adj) very, very bad and doing bad things stories – murder, vampires, ghosts, etc.? horrible (adj) very unpleasant b Do you think Poe’s stories are better as books horror (n) great fear or as films? What can you do with a film that mad (adj) ill in the mind you can’t do with a book? Think of five object (n) a thing that you can touch things, for example music, and make a list. plaster (n) this is put on walls to make them Then compare lists as a class. smooth It will be useful for students to know the servant (n) somebody who works for a person following new words. They are practised in the in their house ‘Before You Read’ sections of exercises at the back of the book. (Definitions are based on The Oval Portrait those in the Longman Active Study decorate (v) to put paint or paper on the walls Dictionary.) of a house oval (adj) with a shape like an egg portrait (n) a painting of a person

The Mask of the Red Death mask (n) this is worn over someone’s face to hide it

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 Student’s Activities > Activities after reading the story > Activities before reading the book 1. All of these sentences are in the story. Put 1. Try to answer these questions, then look in them in the same order as they are in the the Introduction at the front of the book to story. find the answers. a But the more I hated the cat, the more he a When did Edgar Allan Poe live? seemed to love me. i 1809-1849, ii 1919-1959, iii 1950-1990 b … I pulled her hand away from my b Which country did he come from? wrist, lifted the tool again, brought it i England ii The United States down hard and buried it in the top of her iii Australia iv Scotland head. c It was the shape of a large cat, hanging by its neck. The Black Cat d It was that evil enemy of Man called Drink who was changing me. > Activities before reading the story e I put my hand up, touched it, and found that it was a black cat – a very large one, 1. Look at the picture on the front of the as large as Pluto. book. What words does a black cat make you f I knocked hard on the part of the wall think of? Write them down and then talk where my wife was. about them with another student. g I took my knife from my pocket, held the poor animal by his neck and cut out At the middle of page 6 one of his eyes. 2. Which of the words below describe the h And there was the cat, standing on her people or animals in the story? head, his red mouth wide open in a bad brave clever good scream, and his one gold eye shining happy kind loving sick like fire. i There, on his front, was the shape of an The story-teller object I am almost too afraid to name … His wife It was that terrible machine of pain and Pluto death – yes, the GALLOWS! The second cat j I caught the cat and hung him by his neck from a tree until he was dead.

2. Talk about this question with another student. Can you agree? Was the second cat

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 Pluto? e Why does she die? The Oval Portrait 2. Continue to write the story, beginning like this: > Activities before reading the story ‘I put the book down, and looked at the portrait again. Now something was 1. Look at the picture at the beginning of the happening to the portrait. I was even more story. Guess which of these words you will afraid than before, because now …’ read in the story: afraid beautiful electricity paint photographer Berenice

Talk about your answers with another > Activities before reading the story student. Try to agree. When you’ve read the story, check back to see if you were right. 1. Look at the picture on page 18, and the words below it. Write down five words that At page 14, line 8 you think you will read in the story. Talk 1. What’s happening in the story? about them with another student. When you a Why do you think the story-teller closes have read the story, check back to see if you his eyes? were right. b Who do you think the woman in the portrait is? At page 20, line 16 c Talk about your ideas with another 1. Write down the three best words student. Can you agree? to describe Egaeus and the three best to describe Berenice. Then write sentences 2. What do you think is going to happen to describe Egaeus and Berenice. In what next? Discuss your ideas with another ways are they different? student. At the top of page 24 Page 14, line 8 to the end of the story 1. Answer these questions. 1. Answer these questions. a Why does Berenice change so much? a What is strange about the portrait? b What is wrong with Egaeus? b Why does the story-teller again pick up c Why does Egaeus ask Berenice to marry the book by his bed? him? c Why did the beautiful woman hate her husband’s paintings? d What happens to the woman when her husband is painting her?

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 2. Work with another student. Look at the 2. Were you right about question 2, the beginnings of newspaper stories below. newspaper stories, above? Talk to other Which newspaper story, if any, do you think students. Were they right? says what is going to happen in the story? Look up vampire in your dictionary. The Mask of the Red Death A Berenice drinks blood Beautiful woman is really vampire. > Activities before reading the story A man died in a strange old house yesterday … 1. Look at the picture on page 28. Guess B Man kills girl because of her teeth when this story happens. Police took a man away from his home a before 1600 yesterday after he killed his cousin b 1700-1800 because of her teeth. ‘I am a murderer,’ c 1800-1900 he said. ‘But I did it because her teeth were so bad. I saw them for the first 2. Think about the title of the story. Why do time last night …’ you think the Prince is throwing the key into C Man takes out girl’s teeth the lake? Make some guesses. A very strange thing happened at the big house on the hill last night. A man took At the bottom of page 31 out all his cousin’s teeth. ‘I wanted 1. Answer these questions. them,’ he said … a What is the Red Death? b Why did the prince take 1,000 friends to his house in the forest? > Activities after reading the story c Why did he throw the key into the lake? d What did the Prince do five months 1. Answer these questions. later? a Why does Egaeus want Berenice’s teeth? b When does the servant girl tell Egaeus that Berenice is dead? c When does Egaeus next wake up? d How many hours can’t he remember? e What is in the box on the table? Whose are they?

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 2. Mark ‘true’ √ or ‘false’ . > Activities after reading the book The Prince’s house has: a servants ___ Which story frightened you most? Put them in b a high wall outside ____ order, from most frightening to least c only seven rooms ____ frightening. The Black Cat, The Oval Portrait, Berenice, Each of the seven rooms has: The Mask of the Red Death d different furniture ______e lamps ____ f a clock _____ g windows the same colour as everything inside it _____ h When the clock makes a sound each hour, the dancers stop dancing and have strange thoughts. ______

3. Talk to another student. How are the seven rooms going to be important in the story? Try to guess.

to the end of the story 1. Answer these questions. a Why was everybody dressed so strangely at the party? b Why did people look at the tall masked man with anger and horror? c Who killed the Prince? d Why did everybody die?

2. Talk with another student. What do you think is the importance of the clock in this story?

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 MARTIN LUTHER KING BY COLEEN taught non-violent resistance to his followers. DENGAN-VENESS Hate must be met with love. The book follows the struggle in the South Teacher’s Notes for equality. Terrible violence was committed against African-Americans. Politicians were > Summary divided. President Kennedy supported King and began to draw up a civil rights bill, and then This biography follows the dramatic life story came the famous march on Washington, with a of one of the world’s most famous campaigners crowd of 200,000 marchers including 50,000 for peace. The writer has divided the story into whites. the events that first brought King to the civil Violence continued between blacks and rights movement and the many episodes on the whites in the South as blacks tried to challenge road to a better life for blacks in America. segregationist policies with direct action. Some Born in 1929 into a comfortable home in the gains were made, but many blacks lived in southern United States, King first learned about terrible poverty. As they became radicalised, the importance of skin colour when he was 5 they became more violent and they stopped and could not go to the same school as his listening to King. Their anger culminated in the white friend. At 15 he was made to give up his Watts riots in Los Angeles in 1965. seat to a white passenger on a two-hour bus In 1968 King made his last speech in front of journey. He enjoyed his college years in an audience in Memphis. The next evening he Philadelphia and Boston in the North of the US, was shot dead in a parking lot. Blacks have where life for blacks was much better and more equal political and voting rights today, thanks equal with whites. He was tempted to stay, but to the work of Martin Luther King at the head at 25, decided to move back to the of the civil rights campaign. segregationist South, to Montgomery, Alabama, King’s story, which has helped shape modern where whites hated blacks and where people America, is as powerful today as it was when needed his help. Here the real campaign began. he lived it. Readers will probably find this The book describes the origins of slavery and lively account both shocking and compelling. how the North and South of America came to have extremely different attitudes to blacks. King’s very public life began in 1955 with the > Background and themes Montgomery bus boycott, which saw the Ku Klux Klan (KKK) firebombing King’s home. This biography shows that Martin Luther King, King started making speeches all over the Jr. dedicated his life to his cause, and although country and fighting to stop segregation in he had a wife and four children, his time was schools. After reading Gandhi and Thoreau, not his own. The cause of civil rights for whose ideas are described in the book, King African-Americans was so big and his

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 campaigns made it so active, that he could around the world. never rest. He lived a very public life in front of African-Americans became radicalised and the world’s press. His heart, mind and actions wanted to fight. Some went further than King were ruled by his religious and political beliefs; wanted, and used violence, as in the Watts riots he was driven. Other protest leaders who have in 1965 in Los Angeles. But he taught them that given up their lives to their cause include they could change things. Publicity then Mahatma Gandhi, Nelson Mandela and Aung included posters, newspapers, meetings, word of San Suu Kyi in Burma, who has left her family mouth, marches, demonstrations, radio, and and children in England to fight for democracy early television. in her country. The central wrong-doing of this story is The central theme of King’s campaign for racism. The belief held by one race that they are civil rights was non-violence. It worked better better than another or that they can rule another for King in the US than it did for Gandhi in is behind most human conflict. The early slave India, where independence was accompanied traders treated black people as animals. It has by terrible fighting between Muslims and taken centuries for most whites to stop believing Hindus. There are lots of examples in King’s they are superior to blacks. Many whites today campaign of non-violent protest working. His still believe they are superior to blacks, in all campaign brought huge publicity and because parts of the world. Racism exists in more or less King taught blacks to meet the whites with extreme forms in most cultures, and is one of the love, not hate, it made the whites look silly and most pressing issues in world politics today. evil in the eyes of the world. For example, This is a long story to tell in a short space. when students organised lunchtime protests (see Encourage students to read more or search the page 18), the world saw white men arresting Internet if they are interested. One useful site is peaceful blacks because they sat in the wrong thekingcenter.com. Students may also come seats in a lunch bar in Woolworth’s. When across anti-King sites which try to show that children marched in Birmingham, Alabama (see King was not a good man. page 24), the police used water cannons and There are plenty of people in the world today dogs against them, arrested them and put them who wish the KKK had won the fight in the in jail. south of the US in the 1950s and 1960s. Another important weapon in King’s fight against injustice was publicity. For many poor blacks, life was simply a struggle to feed their > Communicative activities families and keep a place to live. King needed to reach all those people and show them that their The following teacher-led activities cover the lives could be better. He made speeches all over same sections of text as the exercises at the America. He held meetings. When he was back of the reader, and supplement those arrested, news of his arrest was in newspapers exercises. For supplementary exercises

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 covering shorter sections of the book, see the Pages 14–28 photocopiable Student’s Activities pages of this Put students in pairs or small groups. Give each Factsheet. These are primarily for use with pair one of the following episodes in the story. class readers but, with the exception of Ask them to summarise it in two or three discussion and pair/group work questions, can sentences and then read their summary to the also be used by students working alone in a class: self-access centre. King’s trip to Ghana, p.15; Rich’s lunch bar p.18; the vote for US president, November 1960; the May 15 Freedom Ride p.20; the > Activities before reading the book children’s march pages 24–25; Little Rock High School, p.22; Bull Connor, pages 25–26; 1 Ask students to look at the list of contents on the Washington march, p.27; the Sixteenth page iii. What do these titles tell us about Street Baptist Church, p.28. Martin Luther King, Jr? Expand the titles into predictions and ideas, and write notes on the Pages 29–41 board. The story of Martin Luther King, Jr. is the story 2 King, like Mahatma Gandhi, is associated of the fight by African-Americans to change a with non-violent protest. Do students think racist society into a non-racist society. Ask peaceful protest can change things in the students to think about why we have racism and world? Can they think of examples where it where it comes from. Invite them to talk about has worked in their country? racism in their own culture. Have they experienced racism themselves? What is the best way to respond to racism? > Activities after reading a section

Pages 1–13 > Activities after reading the book Get students to read about Rosa Parks on page 10 again. Put them into pairs. Tell them to 1 Class discussion. Martin Luther King, Jr. was imagine they are young reporters on a hero to young black people in the 1950s Montgomery newspapers. Half of the pairs and 1960s. Who are today’s heroes? What work for a white newspaper. The other half battles do they need to fight in today’s work for a black newspaper. They prepare their world? reports. Compare reports across the class, 2 Put students in small groups. When someone looking at ways students have used to express is murdered for a political reason, like bias and give only one side of the story. Gandhi in 1948 and King in 1968, they may become more important, not less. Students can discuss these questions: What happens to

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 people’s ideas and actions when they are feelings about something killed? Are people more interested or less segregate (v) to keep black people away from interested in them? Are they remembered or white people; for example, to have different forgotten? schools and different buses slave (n) someone who is owned by another person; they must work for them without any > Glossary pay violence (n) when people try to hurt and kill arrest (v) when the police take someone away other people bail (n) money paid to the court so someone voting rights (pl n) the right in law to vote can leave prison until their case comes to court bomb (v) bombs are dropped from planes Pages 14–28 during wars; when you bomb someone’s house, riot (v) when people run wild, usually in a city; you throw, for example, cans of gasoline they fight police, break store windows, burn through the window cars boycott (v) to stay away from something or stop doing something for political reasons campaign (n) a program of activities with a political purpose, usually to try and change something civil rights (pl n) the rights that a person has by law, for example, to go to school and to vote demonstrate (v) to show how you feel about something, often on the streets equality (n) having the same rights as other people freedom (n) the right to do what you like jail (n) prison leader (n) the person in an organisation or group who decides things march (n) when people walk together from one place to another with a political message peace (n) when there is no war preacher (n) a person who makes speeches about religion protest (n) when a group of people do something, often on the streets, to show their

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 Student’s Activities 2. Answer these questions. a How old was King when he first learned > Activities before reading the book that life was hard for blacks? b Why did he leave his good life in the Read the introduction on page iv and put North for the segregated South? these words in the right places. c On the train from Connecticut to Atlanta country dream national in 1945, what happened to him in the peaceful segregation dining car? a Martin Luther King, Jr.’s birthday is a d What did King think about Gandhi’s ______day in the US. ideas of non-violent protest? b King loved his ______but hated its e Black soldiers received a different laws against black men. welcome from white soldiers when they c ______means that a black woman returned from the war in 1945. What cannot sit next to a white woman on the happened? bus. f What job did Coretta Scott have before d He wanted all protests and marches to be she married King? ______. g What job did she have after they were e His ______was for a better world married? for everyone. 3. Work with another student. Look at page 10. One of you is Rosa Parks. The other is > Activities while reading the book the Montgomery bus driver. What do they say on the bus? Pages 1–13 1. Look through this section of the book 4. Which of these were for the Montgomery quickly. Find these dates and match them bus boycott? Which were against? with the things that happened. the bus company the KKK 1807 February 15, 1948 the black taxi companies the politicians December 1955 December 1, 1955 the MIA the police January 30, 1956 August 28, 1963 world opinion a King became a preacher. b King made his ‘I have a dream’ speech. Pages 14–28 c Rosa Parks was arrested on the bus in 1. Answer these questions. Montgomery, Alabama. a Why did Henry Thoreau refuse to pay d Slave ships became illegal in America. money on his earnings to the US e The civil rights campaign began. government? f The KKK bombed King’s house.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 b What did Mahatma Gandhi help to win 4. Imagine the South without Martin Luther with his peaceful protests? King in the 1960s? What happens? What is it c What happened in Montgomery in the like? Talk to another student. weeks after the blacks won the boycott? d Why were King’s arrests ‘good for his 5. Answer these questions. campaign’? a Why did President Eisenhower send e Why were King and the students given soldiers to Little Rock, Arkansas, in steak for their first meal in prison in 1957? October 1960? b In King’s letter from Birmingham Jail, f Why didn’t King help John F. what does ‘Wait!’ mean for black Kennedy’s campaign for president? people? c What did people think when they saw 2. Find the right name. US policemen and dogs attack black a 35th President of the United States children on a protest march? b A Birmingham preacher d Why was John F. Kennedy worried c Atlanta city judge about this civil rights bill? d Police chief, Birmingham, Alabama e How many whites joined the march on e State leader, Alabama Washington? f State leader, Arkansas f Two terrible things followed King’s ‘I g Time Magazines’s Man of the Year 1957 have a dream’ speech in August 1963. What were they? I Bull Connor II Fred Shuttlesworth Pages 29–41 III George Wallace 1. Put these words in the right places. IV John F. Kennedy defend destroy introduce V Judge Mitchell organise protect solve VI Martin Luther King, Jr. take VII Orval Faubus a War is not the only way to ______3. Imagine you were on the Freedom Ride problems, King said. bus on 15 May near Anniston, Alabama. b King decided to ______protest Write a few sentences to someone in your marches against segregation in Selma, family about what happened. How did you Alabama. feel? What did you do? c In February 1965 President Johnson promised to ______voting rights for everyone.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 d Alabama state leader, George Wallace, refused to ______the Selma to Montgomery march in March 1965. e Malcolm X told blacks to ______themselves with guns against the white enemy. f Stokely Carmichael told whites, ‘You will have to ______[freedom] from the whites!’ g Because King was against the war in Vietnam, President Johnson wanted to ______him.

2. How was Stokely Carmichael’s message different from King’s?

3. In what ways are blacks still not equal with whites in the US?

> Activities after reading the book

1. What do you think is the best moment in this story? What is the worst moment? Write some ideas. Look at another student’s ideas. Have you chosen the same things?

2. What social problems make you want to demonstrate in the streets? Write a list.

3. Describe Martin Luther King, Jr. in one sentence.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 STRIKER BY PETER AND KAREN VINEY for an event and take them to court. If someone slips over on the pavement, for example, they Teacher’s Notes might try to sue the council in charge of pavement maintenance. If something goes > Summary wrong during a hospital operation, the patient may choose to sue the hospital for whatever A professional goalkeeper in top league football extra suffering he or she has experienced. A suffers a terrible injury. At a difficult moment few years ago this would not have happened. in a match, in the penalty area, he fouls a People would have said it was an accident or striker. The striker kicks him between the eyes. bad luck, and would not have expected money. He is blinded. Doctors later tell him he will There are legal firms that specialise in never see again. ‘ambulance chasing’. They look for clients who The play is set in a courtroom. The have suffered injury and encourage them to take goalkeeper’s lawyer is trying to prove that the the person who might be responsible to court. striker’s action was dangerous. She wants to The two footballers at the centre of this play show that he was to blame for her client’s earn very high salaries. They play for top injury. They want twenty million pounds in league clubs (the names are invented). League compensation. football is big business today. Clubs have huge The striker’s lawyer argues that it was an turnovers, which include fees from television accident – nobody was to blame. He says that rights for showing their games, sale of football footballers earn very high salaries because it is shirts and other merchandise as well as the a dangerous sport. Both sides call witnesses – money the fans pay to come into the ground. the referee, a police officer, a sports But clubs have to compete for top players and commentator, the managers of both clubs. pay very high wages, and these are often more The play ends at the moment the jury leaves than they can afford. Several UK football teams the courtroom to decide on the case. The are in deep financial trouble. International readers or the actors can make up the ending for European matches are very important not just themselves, judging the evidence they have for the glory and reputation of the club, but for heard as if they were a real jury. income as well. Top football earner in the UK in 2002 was David Beckham of Real Madrid and England, > Background and themes who collects millions of pounds for advertising as well as his wages. An average footballer’s The central question of the play is whether wages are £500,000 a year, making them someone is to blame for an accidental injury. In among the country’s highest earners. Players many countries around the world there is an may have a relatively short career, but of course increasing tendency to find someone to blame there are many jobs in football off the field that

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 they can move into when they retire from playing – as manager, coach, on sports The following teacher-led activities cover the governing bodies, in the media and marketing. same sections of text as the exercises at the In today’s more flexible job market, many back of the reader and supplement those people have to re-train halfway through their exercises. For supplementary exercises working lives. covering shorter sections of the book, see the The courtroom has been a popular place for photocopiable Student’s Activities pages of this drama for centuries, going right back to Factsheet. These are primarily for use with Shakespeare’s Merchant of Venice. It provides class readers but, with the exception of a good opportunity to build up suspense and discussion and pair/groupwork questions, can tension. There can be sudden twists provided by also be used by students working alone in a new evidence or surprise witnesses, as in this self-access centre. play. There are opportunities for close psychological and emotional studies of character. Witnesses can be tricked into saying > Activities before reading the book the wrong thing by clever lawyers. The resolution of the story often comes suddenly Discussion. Why do courtroom dramas make and dramatically at the very end in the verdict good films and plays? Ask students for their of the jury – guilty or not guilty. ideas (see Themes section above for ideas if You don’t need a great knowledge of football you need them). Elicit examples of courtroom to understand Striker. The authors have scenes in film, plays and books they know. deliberately used a judge who knows nothing of the game and has to have all the rules explained. He doesn’t even seem to know how > Activities after reading a section many players are in a football team, despite the fact that football is Britain’s most popular sport. Act 1 As well as making the judge a useful device for Debate. ‘Footballers should not earn more than explaining the rules, the authors are making the £100,000 a year.’ political point that judges are very often Divide the class in two. One half argues for. removed from popular culture and the things The other half argues against. Give them time that are important in ordinary people’s lives. to prepare arguments. After the debate, take a free vote.

Acts 2 and 3 Quiz. Divide the class into teams of three or four. Each team prepares five questions based > Communicative activities on these sections of the play. Teams ask their

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 questions in turn. The other teams answer in act (n) this play has four main parts or acts; turn. Only one attempt to answer each question each act has several scenes is allowed. Teams score points for questions blind (adj) someone who can’t see is blind that no one can answer. Students who answer case (n) here, a court case; facts that the police the questions correctly score points for their put together to say that somebody has done team. something against the law evidence (n) facts that lawyers use in court to Act 4 show that something is true or untrue Write the names of the characters on slips of goalkeeper (n) a position in a football team: the paper. Hand them out to students at random. goalkeeper stands in front of his or her team’s Students hide their identity. Each student has to goal and tries to stop the ball going in; he can say something in the style of his/her character use head, hands, body and feet to stop the ball that contains a clue to his/her identity. The rest injure (v) when a player is injured, it means of the class have to guess who the student is. that they are hurt; they get an injury (n) Repeat the activity until all students have had a knock out (v) to kick or hit someone very hard turn. so that they cannot get up from the ground and their eyes are closed penalty (n) in football, if a player breaks the > Activities after reading the book rules in their own goal area, a player from the other team can try to kick the ball into their net Debate. Today it is much more common to try with only the goalkeeper to stop him or her to sue somebody if you have an accident. Is this referee (n) the person who controls a game of a good thing or a bad thing? Should people football and makes sure the rules are followed have to accept bad luck? Should they always save (v) in football, if the goalkeeper saves the get money for their injuries? ball, he or she stops the ball going into the net scene (n) a small part of a play: Act 1 of this play has three scenes > Glossary score (v) to get the ball in the other team’s goal sue (v) to take someone to court to get money It will be useful for your students to know these from them because they have hurt you in some new words. They are practised in the exercises way at the back of the book. (The definitions are truth (n) the true facts about something based on those in the Longman Active Study Dictionary.) Acts 2 and 3 deliberate (adj) something that is planned, that is not an accident Act 1 foul (n) in football, something that is against

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 the rules league (n) a group of football teams who all play each other twice in one football season, once at their own ground and once at the other team’s ground manager (n) a manager is employed by a football club to look after the team; he or she chooses the players for each game and tells them where to go and how to play striker (n) a member of a football team; the striker’s job is to score goals whistle (n) the referee makes a high sound with his whistle to stop and start the game

> Activities before reading the book Act 1 Scene 1 1. Read page iv of the book. Complete these 1. Mr Barrymore says, ‘My Lord, Ms sentences. Ferguson wants the jury to feel sorry for Pat a Joe Norris plays for Godwin.’ In what three ways does she do this b Pat Godwin played for in Scene 1? c Joe Norris is a d Pat Godwin was a 2. Answer these questions. e Joe Norris is a What do people in court call the judge? f Pat Godwin is b Who helps to look after the witnesses in g Both played for court? c What word could Ms Ferguson use I European footballer of the year. instead of ‘attack’ at the top of page 2? II blind. d Full time in a football match is 90 III goalkeeper. minutes. How long before the end of the IV Melchester United. game did the foul take place? V striker. e Where did the foul take place – in VI England. Northcastle’s penalty area or in VII Northcastle City. Melchester’s penalty area? f What could Pat Godwin see after the 2. Work in small groups. Can you find and kick? then explain any football rules in English? Use a dictionary if you need extra words. Scene 2 1. Make pairs. 3. Look at the picture on pages vi and vii. a playing I injuries Who … b early II teeth a watch but do not take part? c serious III match b watch and decide the case at the end? d front IV days c gives evidence to the court? e football V forties d controls the court? e make the cases for Pat and Joe? f takes notes during the case?

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 2. Correct these sentences. e ‘No, he won’t.’ a Pat Godwin is forty-one. b Dino Zoff was goalkeeper for England. 2. Mr Barrymore doesn’t have any questions c Pat has had four serious injuries. for Dr Bond. Why not, do you think? Can d He broke his front teeth and lost his leg. you think of a question he could ask to help e He has sued someone for each injury. Joe Norris? Talk to another student.

Scene 3 Scene 2 1. Put prepositions in the spaces. 1. Complete this information about Tony a Two years ago Pat was kicked Webb. ______the teeth. Age:______b There was a lot of blood ______his Job now:______mouth. Previous job:______c People read about the fight ______No. of times he played for England:______all the newspapers. Shirt number:______d Photographers took pictures ______the fight. 2. What does Tony Webb say that he doesn’t e There was a penalty ______the mean? Find some examples. Talk to another twelfth minute. student. f Joe always kicks penalties ______the left of the goalkeeper. 3. Make these sentences into things that g The court will return ______lunch Tony Webb might say: ______two o’clock. a That’s ______kick I’ve ever seen! (bad) 2. Work with a partner. One of you is Pat, b He’s ______goalkeeper I’ve ever the other is Joe. You have just finished the seen! (slow) game with Ireland. What do you say before c This is ______match I’ve ever the fight starts? been to! (boring) d I’m ______reporter you’ve ever Act 2 heard! (good) Scene 1 1. Write the questions to these answers. Scene 3 a ‘I’m the team doctor there.’ 1. What do these numbers refer to? b ‘Five years.’ I 11; II £8million; III 8th; c ‘Because I could see that the injury was IV £30,000; V £4million; serious.’ VI 19; VII 3rd; VIII 5; d ‘Yes, the best doctors in the world.’ IX £1.5million

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 a Pat Godwin’s weekly pay Act 3 b number of years Pat still had as Scene 1 goalkeeper 1. Correct these sentences. c Northcastle’ position in league on 20 a Sarah Newman was at the game as a March spectator. d Northcastle’s position in league at end of b She was watching the players when season Godwin and Norris crashed to the e price of new goalkeeper ground. f what Pat Godwin will earn after injury c She ran onto the field immediately. g number of players in a team d Godwin was holding the ball away from h age of Gary Sinclair, the number 2 his face. goalkeeper e The police haven’t looked at the i money received by Northcastle for evidence. Sinclair 2. Which football countries have a lot of 2. Answer the questions. fighting in the crowd? Does yours? Talk to a What reason does Cox give for finishing other students. 8th in the league? b Why was their new goalkeeper so Scene 2 expensive? 1. Work in a group of six students. Find c Mr Barrymore suggests another reason some space. Alan Dean describes what for finishing 8th. What is it? happened on page 21. Each of you is one of d When the club bought their new the players on the field. Act it out but take goalkeeper, they also sold their young care! goalkeeper. How much money did the two sales cost the club? 2. Work with another student. You are the e Fred Cox says that his club lost millions managers of the two teams. You meet in the because they didn’t get a place in tunnel between the pitch and the dressing Europe. They didn’t get a place because rooms. What do you say? Improvise a they lost their goalkeeper. How does Mr conversation. Barrymore answer this point? Scene 3 3. Do you think Ms Ferguson has made a 1. Put these events in order. good case for Pat Godwin? Talk to another a Both doctors came onto the field. student. b Both men fell to the ground. c Godwin fouled Norris. d Godwin was carried off.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 e He gave Melchester a penalty. d If the jury decides for Godwin, how f Norris kicked Godwin. much money would you give him? g The referee gave Godwin a red card. e If the jury decides for Norris, how much h The whistle went. money would you give him?

2. Norris kicked the ball when it was right in front of Godwin’s face. What do you think of > Activities after reading the book this action? Talk to another student. 1. Choose one of the pictures in the book. Act 4 Describe what is happening. Scene 1 2. Write a news report of the match in which 1. Cutler has changed his mind since 20 Pat Godwin lost his sight. Give your story March. a headline. Find a suitable photograph a What did he think when it happened? from a newspaper of an actual game and b What does he think now? write a caption. Make it as exciting and sensational as you like. 2. Why do you think he has changed his 3. Why do top football players earn a lot of mind? Ms Ferguson suggests that he wants money? Write some reasons. to move to Manchester United. Do you think she is right? Talk to another student.

Scene 2 You are reporting on Joe Norris’s evidence for a TV station outside the court. Describe what he says happened in the penalty area. Describe what he says about Pat Norris as a goalkeeper. Work in pairs.

Scene 3 1. Answer these questions. a The judge talks about car accidents. What does he mean? b What do you think is Mr Barrymore’s most important piece of evidence? c Whose actions were more dangerous do you think – Godwin’s or Norris’s?

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 ANSWER KEY surfing the Internet? 8 Do you like playing football? (Plus students’ own answers.) Grammar Unit 2 Unit 1 1. 2 worked; 3 kissed; 4 talked; 5 phoned; 6 asked; 1. 2 Where do you come from? 3 Where do you live? 7 thought; 8 saw; 9 went; 10 had; 11 took. 4 How old are you? 5 What sort of music do you 2. 2 We went to the cinema. 3 You talked a lot. 4 They like? 6 How many languages do you speak? 7 Do you saw their grandmother. 5 You took the bus to school. have any brothers or sisters? 8 How old is your 6 He phoned his friend. 8 She didn’t have a computer brother? at home. 9 We didn’t write many letters. 10 He didn’t 2. 2 comes; 3 does/do; 4 don’t live; 5 do/play; watch TV. 11 You didn’t phone your uncle. 12 They 6 does/come; 7 does/like; 8 has got/doesn’t ride; didn’t have lunch at school. 9 sell. 3. 2 Did we go to the cinema? Yes, we did. 3 Did you 3. 2 The/Some fish are swimming. 3 A woman is talk a lot? Yes, you did. 4 Did they see their dancing. 4 Some boys are riding bicycles. 5 A man is grandmother? Yes, they did. 5 Did you take the bus driving a car. 6 A girl is reading a magazine. to school? Yes, you did. 6 Did he phone his friend? 4. 2 Laura prefers playing tennis to playing chess. Yes, he did. 8 Did she have a computer at home? No, 3 Sam loves painting. 4 Alison enjoys watching she didn’t. 9 Did we write many letters? No, we videos. 5 Rick doesn’t mind cooking. 6 Hannah hates didn’t. 10 Did he watch TV? No, he didn’t. 11 Did playing basketball. 7 Bethany likes going to the you phone your uncle? No, you didn’t. 12 Did they cinema. have lunch at school? No, they didn’t. 5. 2 Can we open the window? Yes, you can. 3 Can Rob 4. 2 The boy didn’t use his mobile. 3 The woman read stay for dinner? Yes, he can. 4 Can I go to the disco? the letter. 4 Did the girl phone someone? 5 The boy No, you can’t. 5 Can they use your car? No, they didn’t use the computer. 6 Did the man write a letter? can’t. 5. 2 What does Ian eat for breakfast? 3 Who do you 6. 2 I could not win the prize last year. 3 Tom could support? 4 Who lives in that house? 5 What helps sing very well when he was young. 4 I could swim you study? 6 Where does Heather live? 7 Where is when I was a baby. Cork? 8 Which team plays at Anfield? 9 Who likes 7. 2 Is the boy sleeping? No, he isn’t. He’s running. heavy metal? 3 Are they dancing? Yes, they are. 4 Is the woman 6. 1 them. 2 it. 3 her. 4 him. drinking? No, she isn’t. She’s eating. 5 Are the girls talking? No, they aren’t. They’re swimming. 6 Is the Unit 3 man driving? Yes, he is. 1. 2 any; 3 some; 4 any; 5 some; 6 any; 7 any; 8 some; 8. 2 Do you like playing chess? 3 Do you like playing 9 any; 10 any; 11 any basketball? 4 Do you like painting? 5 Do you like 2. 2 enough; 3 too many; 4 not enough; 5 too much; cooking? 6 Do you like dancing? 7 Do you like 6 not enough; 7 enough; 8 too much. 3. 2 My; 3 her; 4 your; 5 His; 6 Their; 7 his; 8 Our;

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 9 her. 9 Carrie has had breakfast. 4. 2 The bike is his. 3 The chocolates are ours. 4 The 3. 2 Pete has never had an accident. cassettes are mine. 5 The car is theirs. 6 The CD 3 We have never met Pelé. player is hers. 7 The friends are yours, not mine. 4 They have never drunk coffee. 8 The dog is ours. 9 The problem is yours. 5 I’ve just been to the doctor’s. 5. 2 There are too many goalkeepers. 3 There’s too 6 María has just seen a ghost. much water. 4 He hasn’t got enough money. 5 She’s 4. 2 They haven’t started lunch. They have started got too much homework. 6 There are too many dinner. people (in the lift). 3 I haven’t read a newspaper. I have read a magazine. 6. 2 ours; 3 mine; 4 theirs; 5 yours; 6 his; 7 hers; 8 ours; 4 Sarah hasn’t lost her car keys. Sarah has lost her 9 hers. house keys. 5 John hasn’t broken his leg. John has broken his Unit 4 arm. 1. 2 found; 3 were singing; 4 broke; 5 was sleeping; 6 I haven’t written to my grandfather. I have written 6 was raining; 7 heard; 8 jumped; 9 kissed. to my uncle. 2. 2 were playing; 3 stole; 4 had; 5 was experimenting; 5. 2 has won; 3 saw; 4 has taken; 5 Did you go; 6 have 6 met; 7 was looking for; 8 were sleeping; 9 saw. lost. 3. 2 were playing; 3 felt; 4 looked; 5 was coming; 6. 3 χ It was cold last week; 4 √ ; 5 χ Jennifer broke her 6 pulled; 7 were sunbathing; 8 laughed! arm last Friday; 6 √. 4. 2 Janet doesn’t have to help her mum. 7. 1 A: Has she ever eaten Japanese food? B: She has 3 Stan has to do his homework at 5.00. never eaten Japanese food but she has eaten Chinese 4 Tom and Sharon have to wear a uniform to school. food. 5. 2 You must clean your teeth after lunch. 2 A: Have Theresa and John ever played hockey? B: 3 You mustn’t eat a lot of chocolate. They have never played hockey but they have played 4 Footballers must train every day. golf. 3 A: Have you ever lost your passport? B: I’ve never Unit 5 lost my passport but I have lost my credit card. 1. 1 made; 2 passed; 3 asked; 4 shut; 5 held; 6 let; 7 paid; 8 known; 9 learnt; 10 left; 11 lost; 12 stood; Unit 6 13 flown. 1. 2 going to; 3 going to meet some friends; 4 he’s 2. 2 I’ve seen Star Wars, Episode Two. going to play rugby; 5 is he going to do; 6 going to 3 Gary has drunk papaya juice. go to the park; 7 he’s going to have a party; 8 he’s 4 Neil has met the president. going to go to the mountains. 5 They’ve been on holiday. 2. 2 When I grow up I’ll live in Germany. 3 When she 6 You’ve opened the box. gets a motorbike she’ll travel a lot. 4 When he goes 7 We’ve talked to Penélope Cruz. to the beach he’ll have fun. 5 When the holidays start 8 Denise has lived in Paris. I’ll be happy. 6 When he buys a mobile he’ll talk all

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 day. 7 When they have money they’ll travel around French for two years. 5 We’ve been waiting (for the the world. 8 When winter comes it will snow. train) for an hour. 3. 2 may/might; 3 must; 4 can’t; 5 may/might; 5. 2 How long have you lived in Cordoba? 3 How long 6 may/might; 7 must; 8 can’t; 9 may/might. have Martin and Sheila been going out together? 4. 1 c); 2 a); 3 c); 4 e); 5 g); 6 j); 7 h); 8 b); 9 d); 10 i). 4 How long have you been practising the piano? 5. Students’ own answers (2-4 with will; 5-7 with if + present). Unit 8 6. 2 Sam’s going to fall. 3 Elsa’s going to win. 1. 2 Newspapers are sold in kiosks. 3 Thousands of cars 4 They’re going to kiss. 5 The baby’s going to cry. are bought every day. 4 Honey is made by bees. 6 David’s going to fail (the exam). 5 Bananas are grown in the Canaries. 6 The 7. 3 evidence; 4 no evidence; 5 no evidence; 6 no hamburger was invented in Germany. 7 Coca-cola evidence; 7 evidence. was sold as a medicine at first. 8 Father Christmas 8. 2 She may have left early. 3 They must have bought was given his red and white clothes in an advert. the house. 4 He might have been tired after working 9 The first shopping centres were built in the United so much. 5 I can’t have passed the exam. States. 9. 2 The fans won’t celebrate unless they score. 3 The 2. Students own answers. plants will die unless you water them. 4 He’ll be OK 3. 2 Andy is not as tall as Colin. 3 London is not as hot unless he has a problem. 5 I’ll go home unless the as Madrid. 4 The River Ebro is not as wide as the music improves. 6 She’ll have an accident unless River Thames. 5 Neil is not as heavy as Mark. 6 A she’s careful. horse is not as big as an elephant. 7 John is not as 10. 2 I won’t go unless you go. 3 We won’t go skiing popular as Sandy. unless it snows. 4 She’ll lose unless she plays well. 4. 2 OK; 3 by farmers; 4 by workers; 5 OK; 6 by an 5 Tom will come unless he has to work. 6 Plants will artist; 7 by a robber; 8 by someone; 9 by directors; grow unless there’s too much pollution. 10 OK. 5. 2 Friends is made in the US. 3 The videos are bought Unit 7 by fans of the show. 4 Many photos of the Friends 1. 2 You should help at home. 3 You shouldn’t watch stars are taken. 5 The book was written in 1998. TV all day. 4 You should tidy your room. 5 You 6 The story was read by millions. 7 The fans were shouldn’t eat junk food. 6 You shouldn’t talk to impressed by the story. strangers. 2. Students’ own answers. 3. 2 You should travel by train. 3 You should use a dictionary. 4 You shouldn’t play football. 5 She should take an aspirin. 6 He should stop eating chocolate. 4. 2 I’ve known Peter since we were at school together. 3 He’s had it since 2002. 4 She’s been learning

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 Vocabulary 4. E K T F N Q E H A P P Y Adjective suffixes and prefixes V A I D A S O E U T L O 1. 2 impressive; 3 suspicious; 4 doubtful; 5 romantic; O P C E P T Y F V I R R 6 fantastic; 7 successful; 8 witty; 9 famous; D L M C U A O F A M E G 10 wealthy; 11 useful; 12 elegant. R E L I A B L E Y E O A 2. 2 incorrect; 3 unpopular; 4 impractical; 5 informal; I A E S P L T C H S C N 6 uncomfortable; 7 uninteresting; 8 unusual; E S I I P E A T W S O I 9 unpleasant; 10 unhealthy. H A D V S O C I A O M S O N A E T E R V R C M E Adjectives of personality and emotion N T N J R D A E F I I D 1. 2 angry; 3 keen; 4 worried; 5 tired; 6 interested; E L F A O K O I B A T D 7 frightened; 8 excited. S S P G N O R F A B T A 2. 2 tired of; T I U E G H U M B L E U 3 worried about; P R E L A X E D J E D S 4 interested in; H A R D W O R K I N G I 5 keen on;

6 excited about; 5. happy-depressed; committed-uncommitted; decisive- 7 angry with; indecisive; effective-ineffective; hardworking-lazy; 8 frightened of. honest-dishonest; humble-arrogant; organised- 3. 2 interested in; disorganised; pleasant-unpleasant; relaxed-anxious; 3 good at; reliable-unreliable; sociable-unsociable; stable- 4 proud of; unstable; strong-weak. 5 frightened by;

6 afraid of; Adjectives of size and measurement 7 angry with; 1. 8 worried about; W L O N G D Y I 9 aware of; Y K E S U B E W 10 excited about; A H G B I G M I 11 bad at; S I M K U E T D 12 keen on; F G U D S K A E 13 mad about. A H K Y K Z L U S K S Z B M L Y T W E U A O U A A D H E A V Y M Y U B O S L O W

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 2. 2 d); 3 f); 4 a); 5 c); 6 e). 3. 2 big; 3 tall; 4 heavy; 5 high; 6 long; 7 high. Colours and descriptions 1. 2 They are striped pyjamas. 3 It’s a spotted dress. Clothes 4 It’s a checked skirt. 1. 2 skirt; 3 suit; 4 dress; 5 earrings; 6 sweatshirt; 2. 7 shorts; 8 sandals; 9 trainers; 10 sunglasses; S B E I G E U O S B 11 boots; 12 jeans; 13 jacket; 14 tie; 15 belt. W L H M A B I X P R 2. 2 unfashionable; 3 casual; 4 uncomfortable; 5 short; E A F S B X A S E O 6 nice; 7 baggy. X C I L H T B G L W 3. A K P P U R P L E N T R O U S E R S E W A T O G U C B I W B H W R A E E S D O H O W B J C P R M U X G P A S U J L O H R Z I V I O I R O E L T F L I P I Y T R A I N E R S C O T E W D C O R A N G E U S S F I F H T N C T X A T I F S I B K R T E B L K J A J J O X S A M O X M W H E M E O A Z P L I M O U H E W O U Y E L L O W A Y S F U U Y R R F E M H A N M J A C K E T N A P L L 3. 2 It’s a red plastic bag. 3 It’s a white woollen hat. C U H B T E Y S S R E C 4 It’s a blue leather diary. 5 It’s a black and green A O F O I J A H U S R R nylon rucksack. S U A L I C U O T L X A 4. (Model answer) 1 He is tall and he has long straight S W I T X A Y R E Z J Q hair. He is wearing striped baggy trousers, a belt, a O H O A G X O T A W I T shirt, a jumper and trainers. 2 It’s a short woman with C B I S H O E S L T A D long curly hair. She is wearing boots, a short-sleeved shirt, a checked skirt, a spotted tie and a necklace. 4. 2 cuff; 3 button; 4 heel; 5 laces; 6 buckle; 7 strap; 8 collar; 9 pocket; 10 zip. Get (any order) 1. 2 It gets very hot in August. 3 I get tired after a long 5. 2 trainers: laces; 3 shoes: laces; 4 boots: laces; day. 4 Eat your food before it gets cold. 5 Without an 5 jacket: collar, buttons, pockets, sleeves, hem; umbrella you get wet. 6 I get bored in maths class. 6 shirt: collar, buttons, pockets, cuffs, sleeves; 7 coat: 7 We get excited when Rafael Nadal plays tennis. collar, buttons, pockets, hem, cuffs, sleeves; 8 skirt: 2. 2 Denise got a letter this morning. buttons, hem; 9 jumper: cuffs, collar, sleeves; 3 Sam got to the airport eventually. 10 shorts: pockets, buttons, turn ups, hem. 4 I got bad marks in the exam.

Good/bad at, interested in Reading and Writing 1. 2 Ian’s interested in cooking but he’s bad at it. 3 Ian’s interested in playing football and he’s good at it. 4 Ian’s Kevin’s friends not interested in dancing and he’s bad at it. 5 Ian’s 1. funny; sociable; talkative; lazy. interested in swimming and he’s good at it. 2. 2 Because he’s with his friends. 2. Students’ own answers. 3 No, he isn’t. 4 He prefers playing doubles. Make and do 5 He’s very good at running. 1. 1 g); 2 b); 3 d); 4 a); 5 e); 6 i); 7 j); 8 c); 9 f); 10 h). 6 When he cooks for his friends. 2. 2 do (it) up; 3 do up; 4 do away with; 5 do (me) a 7 No, he doesn’t. favour; 6 doing something. 8 Yes, he does.

Problems in the world Where am I? 1. 2 war; 3 crime; 4 friends; 5 appearance; 1. 2 park; 3 city centre. 6 unemployment; 7 disease; 8 the economy; 9 racism; 2. 2 Orange juice. 3 Popcorn. 4 He’s tall. 5 Between the 10 poverty; 11 acceptance; 12 school marks. trees. 6 Bark. 7 No. 8 The bus. 9 Fast. 10 A watch. 2. 2 crime; 3 environment; 4 acceptance; 5 war; 6 poverty; 7 racism; 8 appearance; 9 school marks; Which place? 10 the economy; 11 unemployment; 12 disease. 1. 1 b); 2 a); 3 c). 3. 2 peace treaty; 3 against the law; 4 looks; 2. 2 Because people are studying or reading. 5 vaccination; 6 on the dole; 7 global; 3 Your card. 8 discrimination. 4 Two. 4. 2 war; 3 crime; 4 appearance; 5 disease; 5 On the platform. 6 unemployment; 7 the economy; 8 racism. 6 Because you might miss your stop. 7 Make a list. 8 A basket. 9 A coin.

Famous in China! 1. b). 2. 2 Four. 3 The guitar. 4 In China. 5 In Shanghai. 6 Two months. 7 Relatives. 8 In Britain. 9 ‘Pull’. 10 Chinese.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 Mystery message 6 Strange lights and mysterious sounds. 1. mobile phone. 7 He’s telepathic. 2. 2 He thought it was strange. 8 Thursday. 3 No, he didn’t. 9 No, he isn’t. 4 A beep. 5 He sent a message/He replied. Music festivals 6 Finsbury. 1. b). 7 Yes, he did. 2. 2 Glastonbury. 3 Four. 4 Three. 5 In record shops or 8 A girl. on the Internet. 6 At the festival campsite. 7 Keeping clean. 8 Had a shower. A summer’s day 1. 2 a); 3 d); 4 b). Shopping 2. 2 Yes, at times. 1. Helen Finds a Bargain. 3 Because the wind was blowing. 2. 2 Her boyfriend, Steve. 4 T-shirts and shorts. 3 No, they didn’t. 5 Beth. 4 A top or a jacket. 6 Dark clouds. 5 No, he didn’t. 7 Because they didn’t want to get wet. 6 Yes, it was. 8 ‘Come on!’ 7 Because there was a sign that said ‘Special 9 That they had gone to the swimming pool. Discount Prices’. 8 Eight pounds. What’s my job? 9 Because he was given a CD as a present. 1. gymnast. 2. 2 Fast food. Whose plans? 3 Yes, he does. 1. Students’ own answers. 4 He must be ready/stretch his muscles. 2. 1 He’s going to watch a video and eat pizza. 2 About 5 Legs, arms, neck, back, and stomach. six. 3 To study for an exam. 4 He’s going to play 6 Flexible. chess. 5 No. 6 Yes, he does. 7 Judith. 8 No, she isn’t. 7 In the weight room. 9 Yes, she is. 10 Sam. 8 Quite technical. Protecting the environment Supernatural? 1. The most ecological is Nathalie. The least ecological 1. 1 b); 2 c); 3 a). is Noel. 2. 2 No, she isn’t. 2. 2 Nathalie. 3 Kim. 4 Noel. 5 Batteries. 6 Because if 3 A book about extra-terrestrials. she doesn’t, they’ll cut down more trees. 7 To protest 4 To the country. against companies that damage the environment. 5 Yes, they did. 8 No, only sometimes.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 important to him than she was. d She becomes more and more pale and ill. The painting becomes more and more alive. Penguin Readers Factsheets e She dies because the painting is finished. The painting becomes alive and so she dies. The Black Cat and Other Stories 2. Open answers. • Teacher’s Notes Open answers Berenice Activities before reading the story • Student’s activities Open answers. Activities before reading the book a (I); b (II). At page 20, line 16 Open answer. The Black Cat Activities before reading the story At the top of page 24 Open answers. 1. a Because she has some very bad illnesses. b He has a type of monomania. He can’t stop thinking about At the middle of page 6 one thing. c Because he feels sorry for her. He knows Open answers. that she loves him. 2. Story C is what happens. Activities after reading the story 1. d); g); j); c); e); a); i); b); f); h). Activities after reading the story 2. Open answers. 1. a Because of his monomania. He can’t stop thinking about them. He thinks that only the teeth can stop The Oval Portrait him going mad. b When night was falling. c At Activities before reading the story midnight; d For five or six hours, from when night The words photographer and electricity are not in the was falling until midnight. e 32 teeth. Berenice’s story. teeth. 2. Open answers. At page 14, line 8 1. Open answers. The Mask of the Red Death 2. Open answer. Activities before reading the story 1. a). Page 14, line 8 to the end of the story 2. Open answers. 1. a The woman in the portrait looks alive. b To read the story of the portrait. At the bottom of page 31 c Because her husband’s paintings were more 1. a a terrible illness. b so that they could get away from

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 the Red Death. c so that nobody could get in or out of 1956. the house. d five months later the Prince had a party. 2. a He was 5. b Because the poor black people in the 2. a true; b true; c false (there were more rooms); South needed him. c The waiter took him to the back d true; e false (there were no lamps); f false (only the of the car and pulled a cloth down in front of his face. black room has a clock); g false (the black room has d He agreed with them. e The government gave red windows); h true. money to white soldiers for houses but not to black 3. Open answers. soldiers. f She was a singer. g She was his secretary. 3. Open answers. Page 32 to the end of the story 4. The black taxi companies, the MIA and world 1. a Because the Prince chose the way everyone was opinion were for the boycott; the bus company, the dressed, and the Prince was strange. b They looked at KKK, the politicians and the police were against the him with anger because he was wearing black, which boycott. made them think of death and they were trying to get away from that. They looked at him with horror Pages 14–28 because he was wearing a red mask which looked 1. a Because he didn’t agree with the US war with like a dead man. This frightened them because it was Mexico. b Freedom from British rule; c There was the mask of the Red Death. c The masked man. terrible violence. d Because the newspapers always d Because the masked man was Red Death, which wrote about it. e Because the world was watching. killed them. f He said he wasn’t a politician.

2. Open answers. 2. a IV); b II); c V); d I); e III); f VII); g VI). 3-4. Open answers. Activities after reading the book 5. a Because Orval Faubus, state leader, was breaking Open answers. the law. b ‘Never!’ c They could not believe their eyes. d He did not want another war between the Martin Luther King South and the North in America. e About 50,000. • Teacher’s Notes f John F. Kennedy was shot dead. The KKK Communicative activities murdered four young school girls in a church in Open answers. Birmingham.

• Student’s activities Pages 29–41 Activities before reading the book 1. a solve; b organise; c introduce; d protect; e defend; a national; b country; c segregation; d peaceful; e dream. f take; g destroy. 2. He didn’t believe in peaceful protest. When King was Activities while reading the book murdered, he told blacks to get their guns. Pages 1–13 3. They are paid less. The police stop blacks more often 1. a February 15, 1948; b August 28, 1963; c December on the roads. The police are violent towards blacks in 1, 1955; d 1807; e December 1955; f January 30, the cities.

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006 Club?’ b ‘How long have you worked there?’ or Activities after reading the book ‘How long have you known Pat Godwin?’ c ‘Why 1-3. Open answers. did you run onto the field?’ d ‘Has he seen any other Striker doctors?’ e ‘Will he ever see again?’ • Teacher’s Notes 2. Open answers. Communicative activities Open answers. Scene 2 1. Age: 39 • Student’s activities Job now: football reporter Activities before reading the book Previous job: professional footballer

1. a IV); b VII); c v); d III); e I); f II); g VI). No. of times he played for England: 43 2. Open answers. Shirt number: 9 3. a the spectators. b the members of the jury. c the 2. That’s the worst foul I’ve ever seen! witnesses. d the judge. e the lawyers. f the clerk. He’s the worst referee I’ve ever seen! That’s the easiest goal I’ve ever seen! Activities while reading the book 3. a the worst; b the slowest; c the most boring; d the Act 1 best. Scene 1 1. She asks, ‘Can he sit down …’ She says that he has Scene 3

had terrible headaches. She asks for a glass of water 1. a IV); b VIII); c VII); d III); e II); f IX); g I); h VI); i V). for him. 2. a Because they lost Pat and didn’t have another good 2. a My Lord; b the clerk; c kick or foul; d three goalkeeper. b Because all the clubs knew they had to minutes; e Northcastle’s penalty area; f Nothing. have a goalkeeper. So the prices went up. c Because they didn’t score goals. d £4million. e He says that Scene 2 clubs only earn millions in Europe if they win their

1. a IV); b V); c I); d II); e III). games. 2. a forty-one > thirty-five. b England > Italy. c four > 3. Open answers. three. d He lost his front teeth and broke his leg. e He has never sued anyone before. Act 3 Scene 1 Scene 3 1. a She was the chief police officer at the game. b She 1. a in; b around; c in; d of; e in; f to; g after, at. was watching the crowd. c She turned back to the 2. Open answers. crowd. There was fighting. d He was holding the ball in front of his face. e The police have looked at the Act 2 evidence carefully. Scene 1 2. Open answers. 1. a ‘What’s your job at Northcastle City Football

Scene 3 1. c); b); f ); h); a); d); g); e). 2. Open answers.

Act 4 Scene 1 1. a He thought it was a red card foul. b He thinks it was an accident. 2. Open answer.

Scene 2 Open answers.

Scene 3 a He says that an accident can become a crime if someone is hurt. b-e. Open answers.

Activities after reading the book 1-3. Open answers.