ADVANCED STUDENTS' BOOKLET

ADVANCED PHASE

STUDENT'S BOOKLET

Index

Unit 5

Eat your heart out

Unit 3

Things that matter

Unit 1

Bands and fans

Unit 4

Forces of nature

Unit 6

In the spotlight

Unit 2

Relative values

Revision

Revision

Units 3 and 4

Units 5 and 6

Revision

Units 1 and 2

Unit 11

Nothing to fear but fear

Unit 9

Lucky break?

Unit 7

A place to live

Unit 10

Friends for life

Unit 12

Crime scene

Unit 8

Moving on

Revision

Units 7 and 8

Revision

Revision

Units 9 and 10

Units 11 and 12

I. Speaking

II. Reading

Bands and fans

III. Vocabulary

IV. Speaking

V. Practice

VI. Speaking

START

VII. Illustrations

What are the advantages and disadvantages of having two jobs?

II. Pia is a personal assistant in a marketing agency and is going to start a new job as a singer in a pub. Her colleagues are talking about her. How do they feel about the news?

To be music to your ears

To be as fit as a fiddle

(Something) rings a bell

To change your tune

All that jazz

To face the music

A: I was delighted to find out that Pia got a job as a singer in a pub. It was music to my ears! She’s always wanted to have her own band. B: Oh, yes. However, she will need a lot of energy with her job at the office and this new job. A: I don’t think that will be a problem. She’s always been as fit as a fiddle. She’s always eating healthily and does exercise every week. C: Have you heard the news? Pia is having her first concert on Friday. D: Who? C: Pia, Laura’s personal assistant. D: Her name rings a bell, but I can’t remember her very well. C: Come on! She is the one who is always talking about music, rock bands and all that jazz. E: So, what did Laura say about Pia’s new job? F: She was a bit upset at first, but when Pia explained that it was a weekend job and that this new job will allow her to make new contacts for the agency, she changed her tune. E: Well, let’s hope Pia can handle both things. F: If she makes a mistake, she will have to face the music. Laura is very exigent.

Something you are pleased to hear about

To be healthy and strong

To sound familiar

and other similar things

To change your opinion completely, especially because you know it will bring you an advantage

To accept criticism or punishment for something you have done

III. Underline the idioms in the conversations in the first exercise. Can you work out the meaning from the context?

How do you think Pia got interested in music?

V. Complete the following sentences about Pia and how she got interested in music. Use an idiom from exercise I.

1. Pia’s family has always been into playing instruments, composing, singing and ……………………………………….
2. At the age of 6, Pia told her father she wanted to be a singer. It was ………………………………………. as he was a musician and his other children hadn’t shown any interest in music.
3. When Pia finished school, she told her parents she wanted to be a singer. Her mother didn’t accept this at the beginning, but when Pia explained that she was also going to university, she ……………………………………………………
4. Pia’s father has worked with famous singers. His name might …………………………………………………… if you know about country music.
5. Pia knows that a music career is not easy, but she is willing to learn, accept her mistakes and …………………………………. when any problems occur if necessary.

all that jazz.

music to his ears

changed her tune.

ring a bell

face the music

• Do you know someone who is as fit as a fiddle?
• When was the last time you received news that was music to your ears?
• Have you ever changed your tune about something?
• Think about some situations in which you had to face the music. What happened?

(Something) rings a bell

To change your tune

To face the music

To change your opinion completely, especially because you know it will bring you an advantage

To accept criticism or punishment for something you have done

Something sounds familiar

To be as fit as a fiddle

all that jazz

music to your ears

Something you are pleased to hear about

To be healthy and strong

and other similar things

I. Speaking

II. Reading

Relativevalues

III. Vocabulary 1

IV. Vocabulary 2

V. Practice

VI. Speaking

START

VII. Illustrations

Would you like to work as a teacher? Why? Why not?

II. Paul is a teacher in a primary school and he is talking about his students. Read what he says and ignore the gaps. What does he say about his students?

a. Someone who is really annoying and most people can’t stand

b. Someone who thinks that they know much more than other people

c. Someone who is lazy and avoids responsibility

d. Someone who behaves very well (a child)

e. Someone who is funny and entertaining

f. Someone who likes doing things on their own without other people

“I’ve been a teacher for more than ten years now and even though I love my job, it is quite complicated to deal with so many personalities. I really feel that, in general, my students are as good as (1) …………………………. because they are hard-working and conscientious, but they all have different characteristics. For example, Anne is a (2) …………………. -it-all. She really thinks that her opinions and ideas are the best and is quite reluctant to accept her classmates’ views. On the other hand, Hugo is easy-going and this is why everybody loves him. Unfortunately, I have to admit that he is a (3) ……………………. since he hardly ever does his homework and gets distracted easily in class. Hugo has a friend, Giovanni, who is very hard-working and usually helps Hugo. However, he has problems when socialising. I’d say he’s a lone (4) ………………………, but he can still work on that. Tania is also one of a kind. She is a bundle of (5) ………………. and everybody has fun when she is around. Overall, I’m very happy with my group this year. I’ve had groups that were a real pain in the (6) ………………., but these children are really nice and it’s easy to work with them.”

a pain in the neck

gold

know

a know-it-all

layabout

a layabout

wolf

laughs

neck

as good as gold

III. Now complete the gaps with one of these words:

know - neck - layabout - gold - wolf - laughs

a bundle of laughs

IV. Underline the idioms in the text in exercise I. Match up the idioms and the definitions:

a lone wolf

V. Think about a person you know who could be described by the idioms. Talk to a partner about them. For example:

When I was at school, there was a boy who was a pain in the neck. He was always bothering me. in the neck. He was always bothering.

I’d say my sister is a bundle of laughs. She is always telling jokes and everybody laughs at them.

1. Do you think that children can be a pain in the neck? Why? 2. Were you as good as gold when you were a child? 3. What do you prefer: working in groups or being a lone wolf? 4. Which of the idioms describe you?

A layabout

As good as gold

A lone wolf

Someone who likes doing things on their own without other people

Someone who behaves very well (a child)

Someone who is lazy and avoids responsibility

a pain in the neck

A bundle of laughs

a know-it-all

Someone who is funny and entertaining

Someone who thinks that they know much more than other people

Someone who is really annoying and most people can’t stand

Notes for Teachers

Show the picture and ask students what it illustrates. They should come up with the idea of having two jobs. Click on the image to reveal the question and ask students to discuss it in pairs or small groups. Collect ideas as a whole class.

Notes for Teachers

Students are provided with some time to read the questions and think about their answers.Organise pairs or small groups to discuss the questions and have a discussion as a whole class.

Notes for Teachers

Students read the sentences about how Pia got interested in music and try to complete the gaps with one of the idioms taught. Check the answers by clicking on the 'eye' icons that appear next to the sentences.

Notes for Teachers

Click on the corresponding unit to see the content. We will find a revision exercise (interactive activity) after two units (Revision sections).

Notes for Teachers

Students are asked to look at the pictures and to identify the job. Click on any image to reveal the question and ask students to discuss it in pairs or small groups. Collect ideas as a whole class.

Notes for Teachers

On this slide you will find pictures that illustrate the idioms, the idiom itself and its definition. You can use this as a revision or at any stage of the lesson to reinforce the meaning of the expressions. The first icon reveals the picture, the second, the idiom and the third, the meaning.

Notes for Teachers

Students are provided with some time to read the questions and think about their answers.Organise pairs or small groups to discuss the questions and have a discussion as a whole class.

Notes for Teachers

Exercise II: Set the context and ask students to read the three conversations about Pia. Ask them to get the main idea by answering the question in the instructions: 'How do they feel about the news?' and ask them not to worry about any unknown expression.Exercise III: Students are asked to identify the idioms in the conversations (you might want to remind them of what an idiom is at this stage). Use the stars to reveal the underlined parts. Do some pronunciation practise at word and sentence level. Click on the star at the top of the slide to reveal the idioms and ask students to discuss the meanings by looking at the context of the conversations. Students should be able to explain the idioms in their own words. Use the 'eye' icons to reveal the definitions as you check the answers with the whole group.

Notes for Teachers

Ask students to look at the photograph and think of possible ways of how Pia got interested in music to predict the content of the next exercise. You can ask for an example in order to give them an idea. Suggested answers: - She comes from a family of musicians. - She really admires a famous singer. - Her father/ mother wanted to be a musician, but they couldn't do it. - As a child, a music teacher inspired her.

Notes for Teachers

On this slide you will find pictures that illustrate the idioms, the idiom itself and its definition. You can use this as a revision or at any stage of the lesson to reinforce the meaning of the expressions. The first icon reveals the picture, the second, the idiom and the third, the meaning.

Notes for Teachers

To personalise the idioms, students are asked to think of people that can be described by them.Check the examples with them and organise pairs or groups to develop the activity.You might want to add the expression "I don't know anyone who is..." if they cannot think of any examples for some of the idioms.

Notes for Teachers

Exercise II: Set the context and ask students to read the paragraph about Paul's students without paying attention to the gaps. They must answer the question in the instructions. Answer: Paul generally likes his group even though they have different personalities.Exercise III: Click on the circle to reveal the instructions and the box with the words. Students are asked to complete the gaps with the words. They should not worry if they are not familiar with the expressions. They can do this in pairs and the teacher checks the answers with the whole group. Exercise IV: Click on the circle to reveal exercise IV and ask students to underline the idioms in exercise I. Do some pronunciation practise at word and sentence level. Check by clicking on the stars at the top of the slide. Click on the golden star to reveal the different definitions and ask students to match up the idioms and the definitions. Check answers with the whole class.

Notes for Teachers

This worksheet will introduce idioms related to music. This is a summary of the activities we will find in the worksheet. Click on each sub heading to go directly to the activity you want to work with.

Notes for Teachers

This worksheet will introduce idioms to describe personality. This is a summary of the activities we will find in the worksheet. Click on each sub heading to go directly to the activity you want to work with.

Notes for Teachers

This interactive activity has been designed to provide teachers with a tool to review the idioms taught in Units 1 and 2. You can do this as part of the Review page, after dealing with Unit 2 idioms or when you feel it is relevant to recycle vocabulary. If you have online lessons, this is the link to have access to the interactive quiz:https://quizizz.com/join?gc=94515392 You can also click on the Quizizz logo to go directly to the game. If you have face-to-face lessons, you can send the link via email or you can set this as homework and check it in class.