WORLD WISE STUDENT S BOOK

Transcription

1 WORLD WISE 2 STUDENT S BOOK

2 Phonemic Chart The 44 phonemes of Received Pronunciation Vowels Consonants i: sheep ɪ ship ʊ good u: shoot e bed ə teacher ɜ: bird ɔ: door æ cat ʌ up ɑ: far ɒ on eɪ wait ɔɪ boy aɪ my aʊ cow ɪə here ʊə tour eə hair əʊ show p pet top b bat cab t ten beat d dog bed tʃ chew much dʒ Jack age k car rock g go frog f five wife v video love θ thin tooth ð there with s sea house z zebra cheese ʃ sharp push ʒ television m moon room n now fin ŋ sing h hat l love ball r red w wet j yes voiced unvoiced

3 World Wise 2 STUDENT S BOOK Andy Cowle

4 Scope & Sequence Theme: Relationships Lesson Language Vocabulary Grammar Oral Reading Study Function skills Skills A1 Explaining/ identical twins, Review: Interview Note-taking Two is defining roles siblings Zero company. conditional with Discussing if, when, unless sibling page 6 relationships A2 Getting to know Speed dating Wish Talking about Identifying implied Who has a person what you should meaning the time? have done page 8 Word File: relationship Writing: Comparative and contrasting paragraphs Theme: Crime and punishment Lesson Language Vocabulary Grammar Oral Reading Study Function skills Skills Word File: crime Writing: Process (analysis) paragraphs Reading for Pleasure World Wise Blog: Self defence page 29 Stop & Check page 81 Pronunciation: -s A3 Catching up Relationships: Future with will: Saying what you Understanding Stay in touch. spouse, husband, continuous, will be doing inference wife, partner, perfect this year mate page 10 A4 Remembering Adverbs for Third conditional Talking about Blog: Finders Identifying Till death do an event telling stories: how your Keepers consequences us part surprisingly, parents met page 12 suddenly, luckily A5 Ending a Negative Sparing Internet site: Identifying It s not you, relationship questions another s Breaking up is so empathy it s me. feelings hard to do. page 14 B1 Offering Crimes Modals + past Providing A magazine Evaluating Crime is on alternative infinitives evidence or article: alternatives the increase. explanations support for an The Canoe Man opinion page 18 B2 Describing books It s about Ability in past Listening to a Identifying a Cat amonst (or films) someone who..., time: could vs. radio interview speaker s purpose the pigeons People say it s... was able to I found it..., It s Pronunciation: based on..., It reduced forms has... in it, It looks at..., It s page 20 really... B3 Giving opinions Words for Sharing options Online newspaper Distinguishing Prison break describing places article: Frequent between fact page 22 Flyer from justice! and opinion B4 Giving advice and Words related to Imperatives Listening to a Ranking Burglars steal warnings transport: parts radio show the show. of a car page 24 B5 Giving probable Words to Present perfect Talking about chain Speculating Jail mail reasons for describe pastimes continuous vs. motivation for on motive page 26 certain actions perfect simple doing things

5 Scope & Sequence Theme: Education Lesson Language Vocabulary Grammar Oral Reading Study Function skills Skills C1 Talking about Sitting exams; Past phrasal Conversation Blog excerpt: Identifying If at first you sitting exams resit, pass, modals Doing the purpose don t fail, revise Exchanging news Knowledge succeed... page 32 C2 Describing a... made a huge Causative verbs Formal speech Giving reasons An person s positive impression on..., extraordinary influence got me interested Talking about teacher in..., helped me extraordinary to... teachers page 34 Pronunciation: schwa sounds C3 Talking about be in charge of, Subjunctive Expressing your Letters to the Recognising bias Whose fault is discipline and be responsible that- clause own, and other editor it? respect in the for, take care of, people s, modern classroom coordinate with, opinions page 36 deal with C4 Talking about Words related to Review: Second Round table Online discussion Problem-solving Survival at teachers who are personal qualities: conditional discussion thread school bullied by their have + noun (e.g. pupils patience) page 38 C5 Talking about Disabilities Stative verbs Showing Article: Seeing is Expressing Review: Third Go the distance special needs conditional agreement and Believing empathy page 40 education disagreement Word File: learn Writing: Evaluation (analysis) paragraphs Theme: Global concerns Lesson Language Vocabulary Grammar Oral Reading Study Function skills Skills D1 Talking about Appliances Adverbs with -ly Interview Predicting impact Family goes changes from changes green Responding to page 44 recommendations D2 Talking about Oil drilling/spills Present perfect Responding to a Newspaper Identifying cause Oily clean-up responsibility and past simple: news report excerpts and effect page 46 just, yet, already D3 Talking about how Money and Review: Informal Online newspaper Responding to When the economy is banking Passive voice conversation article public opinion economies fail doing Discussing common beliefs page 48 and expectations D4 Talking about City-living, Future real Informal Identifying personal Urban sprawl advantages and suburbs conditionals interviews/ preferences page 50 disadvantages surveys D5 Talking about Participle phrases Commenting on a Facebook Giving an opinion Stop the noise! noise pollution webpage: written campaign page 52 speech text Word File: green Writing: Expository text Reading for Pleasure World Wise Blog: School uniforms page 55 Stop & Check page 96 Revision Section page 57 Vocabulary Builder page 65 Activity Book page 69 Audio Script page 99 Answer Key page 108 Language Bank page 114

6 B2 Cat amongst the pigeons 2 Listen to the first part of a radio programme. Which of these pictures would best identify the author of the book? Which of the items in Activity 1 would the author have stolen? 1 Work with a partner. In your opinion which things do thieves steal most often? Give reasons or evidence based on what you know or have heard. Number the pictures. (1=stolen most often, 5=stolen least often) Smoking kills and so do I the difference is I m faster. Now give me your wallet. 3 Listen to the rest of the interview. What is the interviewer s main purpose? Explain your answer. a To talk about a certain type of crime. b To talk about a writer s new book. c To talk about a criminal s regrets. 20

7 4 5 Write T (true) or F (false). 1 The author wrote his book while in prison. 2 The book is an autobiography. 3 The interviewer thinks burglary is dangerous. 4 The author specialised in a specific type of crime. 5 We never learn the title of the book. Listen to the interview again and fill in the gaps. 1 Rob s book is on the life of a cat burglar. 2 Rob onto roofs and balconies easily. 3 is a risky business. 4 Rob was pick a lock or crack a safe in record time. 5 Rob did burglaries because he liked the, beating the. 6 Rob finds life in prison very. 7 Word File crime A crime is an illegal act for which someone can be punished by the government. A crime scene is the place where a crime happened. A crime wave is a sudden increase of criminal activity in a certain place. Someone s partner in crime is the person he/she committed the crime with. Crime prevention is the attempt to reduce criminal activity and victimisation. Organised crime is carried out by a group of professional criminals who work together, often in secret. Look at the sample sentences in the grammar box. Answer these questions. When was Rob able to escape through a skylight? When was Rob able to pick a lock or crack a safe in record time? 6 Listen and circle the reduced forms you hear. Listen again and repeat the sentences. 1 I m talking to Rob Holmes. 2 What did you steal? 3 But light stuff easy to move, easy to carry. 4 Did you work alone? 5 You ve also got to do your homework. 6 What do you mean by that? 7 You have to get to know your product and your competition. Talking about ability in the past Rob was able to pick a lock or crack a safe in record time. Rob could pick a lock or crack a safe in record time. 8 Complete each sentence with either was(n t)/ were(n t) able to. 1 Rob was such a successful cat burglar because he get in and out of any building in under 10 minutes. 2 The police catch the kidnapper very quickly because he d written the ransom note on the back of an envelope addressed to himself. 3 The thieves get away because someone had stolen their car. 4 The investigators find lots of footprints at the scene of the crime because it was so muddy. 5 The prosecutor convict the thief because there was no evidence that he had been in the museum. Once when Rob was robbing a London penthouse, he was able to escape through a skylight. NOT: Once when Rob was robbing a London penthouse, he could escape through a skylight. We use both could and was able to to talk about general ability in the past. We use was able to if someone was successful in doing something. Could cannot be used. 9 Have there been specific instances in your life when you were suddenly able to do something special? Join a small group and share your story. I could never run faster than my brother, but once our neighbour s dog got loose and I was able to... 21

8 B3 Prison break 2 Work in a small group. Agree on five things that would make life in prison unbearable. I would hate the lack of privacy. 1 Which of these places would you be able to live in? Work with a partner. Take turns to describe the place in each picture using adjectives from the list. I couldn t live in a cave. They re creepy, dark and full of bats. e-news world arts economy sports Frequent Flyer from Justice! Luynes Prison ancient building 22 apartment palace cave cottage prison Appearance attractive crowded drab filthy grotesque old-fashioned unusual Condition charming creepy depressing fantastic horrible modern pleasant Size colossal gigantic immense mammoth massive miniature tiny Shape crooked curved deep flat narrow shallow steep Pascal Payet is a notorious criminal who loves the high life. During a period of seven years, he escaped from prison twice by helicopter, and even took part in a third helicopter breakout for his fellow inmates. French convict Pascal Payet, 43, was initially sentenced to 30 years in Luynes prison in France for a murder RELATED Study: New Genes Linked to Body Weight Uncontrollable disorder Boys now enter Puberty The five Best Moments + a - a 7 Great Benefits Of This Tea committed during the armed robbery of a security van. In 2001, he escaped when his accomplices hijacked a helicopter and flew down to the jail to simply pick him up and take him away. Two years later, while still on the run, Payet 4 The following year at an inquest, he was declared officially dead used a helicopter again to take him back to the same prison, where he was able to free some inmates and get away. The inmates were later caught, and Payet was caught months later and arrested, too. He was returned to jail and seven more years were added to his sentence. In an effort to increase security, the prison authorities moved Payet around different prisons in France on a regular basis. However, this did not prevent him from escaping again in 2007, this time from Grasse prison. Once again a hijacked helicopter came to get him. It landed on the roof of the prison and masked gunmen jumped out and threatened guards, before entering the prison to find Payet and take him away. Payet was captured a few months later in Spain and sent back to prison, where he is still serving his sentence. Share Print Comment And his death certificate was issued allowing his wife to claim all the insuranc money and his pension. he following ye at an inquest, he was declare officially dead, and his death certificate was

9 3 Read the article. Which of these statements best describes the article? Give reasons for your answer. a the writer s factual account of a prisoner s escapes b the writer s opinion about prison security c the writer s surprise at a prisoner s escapes 6 Choose the correct ending for each sentence. 1 After the interrogation, the guards took the burglar 2 Someone who commits a crime for the first time is sometimes 3 The kidnappers were sentenced 4 The rioters were charged 5 After the accident, Sam was not allowed 4 5 Write T (true) or F (false). 1 Payet has escaped three times from prison in a helicopter. 2 Payet s second escape was from Grasse Prison. 3 Payet has been recaptured after each escape. 4 Payet s accomplices didn t buy the helicopter for his escape. 5 Payet is always returned to the same prison. 6 Payet has not completed his sentence and is still in prison. Study the map of Grasse prison. Read the labels. Use the words to complete the news report. 7 a not sent to prison, but must report to authorities regularly. b to his cell. c 250 and made to pay for damaged property. d to drive for nine months. e to life imprisonment. Work with a partner. Your teacher will provide you with a handout. I agree that kidnappers who kill their victims deserve the death penalty. I don t think protestors should go to jail, but they should be forced to compensate people for the damage they do. 0. e ar d Grasse Prison... Inmates saw the helicopter clearly from the (1) where they had been exercising. One prisoner later said that the helicopter had barely missed the (2) as it landed on top of the (3). The guards in the tower did not fire on the helicopter as they had been expecting the arrival of prison supervisors that week. Prison guards standing along the inside (4) were wall cell block yard gate guard tower inner block the first to notice the gunmen on the roof enter the prison. The gunmen triggered the alarms, which automatically locked the (5). Guards were unable to enter the (6) until after the helicopter had flown off with the escaped prisoner. Escape from Grasse Prison Th The an i dec And was his w insu pen The inqu offic deat issu to c mon he f inqu offic deat

10 Activity Book B2 to intrude on someone or something, verb phrase Excuse me. I thought you were alone. I didn t mean to intrude on your conversation. Meaning: to get involved in something that is someone else s business Another expression with intrude: an intruder [a person who enters a building or grounds without permission] 1 Complete the sentences with intrude, intruder, intruding or intrusion. 1 The pilot was advised to turn back, because he was into Chinese air space. 2 Sorry to. Can we use this office? 3 When the police caught the he was carrying a DVD player. 4 Celebrities complain about media because they say it s an invasion of their privacy. 5 Since 9/11 there was a huge growth in goverment into people s lives. 6 The man was caught inside Buckingham Palace itself. 2 Listen to the conversation (track 21) and answer the questions. 1 Who is speaking to Mrs Arnold? a an intruder b Ernest Shackleton c a police officer 2 Where was Mrs Arnold when the incident took place? a in her bedroom b in the kitchen c downstairs 3 What incident does the man want to hear about? a Shackleton s adventure b the attempted burglary c Mrs Arnold s climbing trip 3 Answer the question and listen to the end of the conversation (track 22) to confirm your prediction. What do you think Mrs Arnold did next? 4 Write T (true) or F (false). Listening Part 1 Listening Part 2 1 Someone broke into Mrs Arnold s house. 5 Mrs Arnold hit the intruder with a torch. 2 Mrs Arnold s book on Shackleton 6 The intruder got in through the window. was stolen. 7 The police locked up the intruder near 3 Mrs Arnold shared her husband s love a hospital. of climbing. 4 Mrs Arnold s husband was attacked by an intruder. 76

11 B3 to break out, phrasal verb A group of inmates broke out of prison and one is still at large. Meaning: to escape from Another expression with break out: To break out something [to suddenly have spots, a rash or sweat appear on your skin] In October 2000, the American television network CBS aired CSI: Crime Scene Investigation. The programme became a runaway success. It was a new type of crime drama which followed the activities of Las Vegas criminalists, named crime scene investigators. The series has been criticised for portraying an incorrect image of how police officers actually solve crimes. However, that has not prevented it from becoming the most watched programme in the world with an estimated audience of 73.9 million in Its popularity has launched a new television genre: a graphic, gritty style of crime investigation. The series has made forensic science and procedures common knowledge for its viewers as they solve mysteries alongside the characters who collect and analyse enormous amounts of irrefutable evidence. The CSI franchise includes spin-off series located in Miami and New York as well as comic books, videos, novels and a travelling museum exhibit called The CSI Experience. 1 Read the text. Write T (true) or F (false). 1 CSI is only popular in the US. 2 CSI shows authentic police procedures. 3 There is more than one CSI series. 4 CSI created public awareness of forensic procedures. 5 The CSI Experience is a course in forensic science. 2 Find these words in the text. Match them to the definitions below. a to air b criminalists c gritty d forensic e a franchise f runaway 1 related to the scientific study of crime investigation 2 a brand that can be used to promote and sell a line of products 3 crime investigators 4 showing something unpleasant as it really is 5 something that happens quickly or uncontrollably 6 to transmit a programme on television 77

12 Writing Workshop 1 Analyse the writing model Escaping from prison is not easy there are three things you can t do without. Firstly you need documents an identity. In today s digital world people can be traced every time they make a phone call or a purchase. People can be traced the minute they leave home. Only a government or a very talented forger can supply a person with a new identity and the documents to support it a photo ID, a credit card and a driver s license. The next thing you need is a lot of money. Preparation, escape and survival all cost money. There will be bribes to pay at every stage. Some prisoners are very clever at making money inside prison selling smuggled goods and services. Others will need a loyal accomplice on the outside to get the necessary money. Once you have the documents and the money it is time to devise the escape plan. Every escape plan is different. It depends on the prison, its security system, its routines, its geographic location and the prisoner s skills and patience. The most common escape plan is tunnelling, but some prisoners climb over the wall, escape from the infirmary (the prison s hospital) or as they are transferred to a hospital outside the prison. And then there s the Monte Cristo escape escaping as a corpse. But that s another story. 1 Circle the topic sentence of the first paragraph. 2 What do you expect to read about and learn based on the topic sentence? 3 What is the main topic of each paragraph? a b c 2 Plan your writing 1 Choose a process to write about. Use your own idea or an idea from the box. Planning a burglary Planning a bank robbery Solving a crime Catching a criminal 2 List three steps and the outcome of the process you will write about. Step 1 Step 2 Step 3 Outcome 3 How will you introduce your topic? Write the topic sentence of your first paragraph. 3 Write Write your process analysis include at least three steps and the outcome. 80

13 Manual do professor Orientações para o uso do livro do aluno

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15 WORLD WISE 2 TEACHER S BOOK Andy Cowle

16 B2 Cat amongst the pigeons Aim of the lesson: Talking about burglary and cat burglars LANGUAGE Function: Describing books (or films) Vocabulary: It s about someone who..., It s based on..., It has... in it, It looks at Grammar: Ability in past time: could vs. was able to SKILLS Listening: A Skype interview Speaking: Talking about being able to do something special Pronunciation: reduced forms Competency: Identifying a speaker s purpose LISTENING CD Track 7 25 MIN 2 TS Play the audio. Ask Who are the speakers? (A radio host, Rob Holmes a prison inmate/a burglar) Where are they? (At the radio station, in prison) What kind of radio programme is it? (A book review programme) Read the questions aloud. Key: the top picture: the thief robbing the safe; the jewellery, possibly the painting CD Track 8 WARM UP 10 MIN 3 TS Play the audio. Sts listen for the main idea. Check for general comprehension as necessary. Classcheck. TS Books closed. Ask Has anyone ever stolen something from you? What did they steal? Why do you think they stole it? 1 PW Books open. Have sts identify the pictures. (Top to bottom: a sports car, a pedigree pet, cash, a smart phone, a painting and jewellery) Sts will rank the items, numbering pictures 1 5. Call on different sts to share their answers with the class. VIDEO ACTIVITY Track 4-B2/Video 10 MIN Provide a handout for each pair of sts or alternatively project the handout from Track 20 of the Multimedia CD-ROM. Video summary: Robbery Bob (Universal): Gameplay Trailer: Robbery Bob, the Man of Steal, is broken out of jail and participates in two house jobs in the suburbs. Time: 02:36 min Key: b 4 IND Sts work independently to answer the statements true or false and then compare their answers with those of a partner. Classcheck. Key: 1T 2F 3T 4T 5F CD Tracks 7 and 8 5 PW Sts complete the sentences and compare their answers with those of a partner. Play the audio again for sts to check their answers. Alternatively you can use the activity for dictation practice. Play the audio and have sts work individually listening for the missing words and phrases. Key: 1 based 2 could climb 3 Burglary 4 able to 5 challenge (the buzz), alarm systems 6 boring Resource Pack, page 71 30

17 PRONUNCIATION 10 MIN GRAMMAR 20 MIN CD Track 9 Reduced forms 6 TS/IND Write the first sentence on the board. Read it aloud. Have sts repeat the sentence as a chorus imitating your pronunciation. Ask Do you notice any reduced sounds? Elicit vowel-vowel and consonant-vowel reductions. Have sts listen again and repeat the sentence as they work on their own to circle the reduced sounds. Then in pairs have them compare their answers and practise reading the sentences aloud. Key: 1 talking-to, Rob-Holmes 2 What-did-you 3 easy-to-move, easy-to 4 Did-you, work-alone 5 You ve-also-got, to-do 6 What-do-you 7 have-to, get-to-know, product-and 7 Draw sts attention to the grammar box. Read the first two sentences aloud. Ask Is there a difference in the meaning of these two sentences? (No) Read the first explanation. Tell sts that these sentences are examples of general ability in the past. Read the next explanation. Read the third and fourth sample sentences. Explain to sts that could cannot be used in this sentence because it refers to a specific event. Have sts answer the questions. Classcheck. Key: when he was robbing a London penthouse, in general in the past 8 PW Have sts work in pairs to analyse the time frame and meaning of each sentence and complete the sentences by choosing between was/were able to, was/ were unable to and couldn t. Classcheck. WORD FILE crime A thematically linked Word File appears once in every unit. It is designed to introduce sts to idioms, collocations, colloquial terms, jargon and interesting uses of common, high-frequency words they already know. We recommend a 3-part task for Word Files, which can be managed full-class, as pair work or group work. 1 Analyse Point out the headword. Sts read the words or expressions coined from this word and their meanings. 2 Compare sts work backwards from the meanings to determine how they would express the same idea in their native language and compare the words and expressions to note similarities and/or differences. 3 Put to Use Sts write original sentences using the new words and phrases to share with the class. Key: 1 was able to 2 were able to 3 were unable to 4 were unable to 5 couldn t 9 TS Ask What sort of events show-off special abilities? Write sts answers on the board: Sports, Trips, Emergencies, Accidents, School Events (exams, presentations, plays) Ask for at least two examples of a special or a remarkable ability linked to any of these events. GW Group sts so they can take turns and tell each other their stories. Monitor sts conversations offering support as necessary. HOMEWORK Activity Book B2, page 76 31

18 B3 Prison break Aim of the lesson: Talking about prison escapes LANGUAGE Function: Giving opinions Vocabulary: Words for describing places SKILLS Reading: Online newspaper article: Frequent Flyer from justice! Speaking: Sharing opinions Competency: Distinguishing between fact and opinion VOCABULARY READING 15 MIN TS Books closed. With a show of hands, find out who lives in a house and who lives in a flat. Ask Where else would you consider living? (i.e. a caravan, a tent) For how long? 1 PW Books open. Try to pair sts with different living situations. Read the rubric aloud. Monitor sts discussions. Call on different sts to share a description of each picture. 20 MIN 2 GW Group sts in threes or fours. Sts need to come to a consensus about five things that would make prison life unbearable. Call on each group and list their responses on the board. As a class produce a list of the top 5 items. 3 TS Based on the format and layout have sts predict the type of reading text they are going to read. (Online newspaper article) Remind sts that newspaper articles always provide all the necessary information in the first paragraph and then add details in subsequent paragraphs. Have sts read the first paragraph and elicit the answers to the basic wh- questions: Who is the article about? (Pascal Payet) What did he do? (He escaped twice from prison.) When did he escape? (In 2001) How did he escape? (By helicopter) Have sts read the rest of the article and determine the writer s purpose. Have sts support their answer. Classcheck. 4 IND/PW Sts work independently to answer the statements true or false and then compare their answers with those of a partner. Classcheck. KEY: 1F 2F 3T 4 T 5 F 6T DEVELOPING READING SKILLS 20 MIN 5 PW Have sts work independently to study the picture and identify the different places in a prison. Then pair sts to use the words to complete the text. Classcheck. If sts have alternative choices, have them give reasons to support their answers. KEY: 1 yard 2 guard tower 3 cell block 4 wall 5 gate 6 inner block 6 TS Draw sts attention to the sentence stems. Have sts identify the different crimes mentioned in each sentence. (1 burglary, 2 misdemeanour or less serious crime, 3 kidnapping, 4 riot, 5 DUI or driving under the influence of alcohol) PW Sts match the stems to make logical sentences. Classcheck. Have sts discuss if these punishments are light, harsh, or justly deserved. KEY: 1b 2a 3e 4c 5d CONVERSATION 20 MIN 7 PW Provide a handout to each group or alternatively project the handout from track 21 on the CD-ROM. Monitor sts discussions providing assistance as required. Resource Pack, page 72 HOMEWORK Activity Book B3, page 77 KEY: c 32

19 CD-ROM track list Track Content Track Content 01 Introduction 12 C1/ Activity 5 02 A1/ Activity 3 13 C2/ Activity 3 03 A1/ Activity 4 14 C2/ Activity 5 04 A2/ Activity 2 15 C2/ Activity 6 05 A2/ Activity 3 / Activity 4 16 C4/ Activity 3 06 A2/ Activity 5 17 C4/ Activity 4 07 B2/ Activity 2 / Activity 5 18 D1/ Activity 4 08 B2/ Activity 3 / Activity 5 19 D3/ Activity 4 09 B2/ Activity 6 20 D4/ Activity 2 / Activity 4 10 B4/ Activity 2 21 B2-AB-2 11 C1/ Activity 4 22 B2-AB-3

20 WORLD WISE 2 CEF B1+ World Wise is a Common European Framework B1 + two-level series for young adult/adult learners of English whose first language is Portuguese. Instruction based on the CEF goals helps learners communicate confidently and fluently on a wide variety of universal topics. Natural-sounding audio and realistic reading texts provide a springboard for language development and student interaction. Dynamic and effective two-page lessons, plus opportunities for follow-up practice, as well as on-going assessment give learners a genuine sense of achievement. Student s Book 24 complete lessons plus fullyintegrated activity book exercises Interactive tasks with strong emphasis on the development of vocabulary and speaking skills An audio programmme introducing and building interest in the topics while providing a natural scenario for language in use A grammar, pronunciation and lexical syllabus responding to the specific needs and characteristics of Brazilian learners Built-in revision and recycling Complete answer keys and audioscripts Activity Book Fully integrated into the Student s Book Lesson-by-lesson support containing a list of idioms and useful expressions, vocabulary and grammar practice activities Special support for writing skills development from guided to open-ended writing tasks Learner-friendly training tips and activities Teacher s Guide Step-by-step lesson plans that help reduce teacher preparation time Useful tips and ideas for recycling and extension Extra photocopiable activities Multimedia CD-ROM Multimedia teacher resource with activities that integrate visual and audio stimuli Online resources For download and use in class ISBN