Cambridge University Press

978-8-490-36296-9 — Collaborate Level 3 Teacher's Book

Mark Hancock
Excerpt
More Information

7
Class discussion: Celebrations and traditions
Use the photo to initiate a class discussion. The main idea behind
A WORLD OF this image is to introduce the theme of celebrations and traditions.
Students should discuss the three questions in the flipped classroom
CELEBRATION activity on page 182.
As the discussion proceeds, write some of the key words and phrases
that come up on the board. At the end of the discussion you could
In this unit, students will find out about festivals and celebrations around
take a photo of the ideas, or ask students to do so. You could show
the world. They will also explore the world of folk tales. An insight into
this photo at the beginning of the next class and ask students to
these topics will help raise awareness that our planet is a vast place in
remember what the words and phrases were about.
which many diverse cultures and traditions coexist. This is closely related
to the value of respect – for one another’s culture, beliefs and traditions. It doesn’t matter too much if students have some of this discussion in
their mother tongue, particularly as they are yet to learn the vocabulary
in the unit which is related to this image. The idea behind the image is to
BASIC COMPETENCES get students to explore the topic, raise interest in it and allow them to
In this unit students will learn how to… use critical thinking skills before the language input from the unit.
• use vocabulary to talk about festivals, and music festivals and Possible answers
live music CLC, L2L, SCC, DC, CAE 1 There’s a group of people dancing. They are wearing colourful
• use the past perfect CLC, L2L clothes, and covered in colourful paints.
• use reported statements CLC, L2L 2 (I think) she’s feeling very happy because she’s having a great time
• understand a written information narrating a folk tale CLC, with some friends.
L2L, SCC, CAE 3 It’s the Holi festival in India. Painting one’s face is one of the
• understand a conversation about a music festival CLC, L2L, SCC traditions – the colours represent happiness, joy and love.
• invite a friend to a party CLC, L2L, SCC
KICK-OFF! Festivals for everyone
• write an email to a friend CLC, L2L, SCC, CMST
• pronounce the letter u CLC, L2L Class discussion: watch the video
• understand written cultural information about festivals in Like the photo on the opening page of the unit, the kick-off video
China CLC, L2L, SCC, DC, CAE should help students to start thinking about the topic of the unit.
• write a travel blog CLC, L2L, SCC, DC, CAE, SIE, CMST The video can be used as a springboard for discussion. It talks about
• understand and use information from a video about some different festivals around the world.
unusual, fun festivals around the world CLC, L2L, SCC, CAE
Possible answers
1 Life and death, the New Year, music, food, love.
CLC Competence in Linguistic Communication 2 In 2000.
L2L Learning to Learn 3 Students’ own answers
SCC Social and Civic Competences
DC Digital Competence Optional activity
CAE Cultural Awareness and Expression Ask students to write down one sentence for the following points after
SIE Sense of Initiative and Entrepreneurship having watched the video.
CMST Competence in Mathematics, Science and Technology
1 something you have just learned that you didn’t know before
2 something surprising
Flipped classroom activity check 3 your favourite scene in the video
Check students’ answers to the three questions in the flipped
Teacher’s Resource Bank, video worksheet
classroom activity and encourage them to share their thoughts.
Which sports do your students do?
Flipped classroom activity
EXPLORE THE PHOTO
Background information WARM UP WITH POPPLET
The photo shows people celebrating the Holi festival in India. A Hindu
Digital literacy: For homework, get students to work in small
spring festival, Holi is one of the most revered celebrations in the
groups and make a spidergram on Popplet about festivals. Some
country, taking place in almost every part of it. Holi starts in the evening
groups can focus on festivals from their country and where they
of Purnima (or the Full Moon Day) with celebrations around a bonfire,
are, while others can think of festivals around the world. This will
which represent the victory of good over evil. The following day, people
get students recognising and learning the vocabulary on page 87
go out and throw coloured powder and water over others, and there is
before they see it in class.
no limit – you can throw it over complete strangers of any social class.

180

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

LEARNING OUTCOMES

7
I can …
• understand texts about a folk tale and volunteering at
a music festival
• invite someone to a party

A WORLD OF •
•
write an email to a friend
understand how to use the past perfect and reported
CELEBRATION •
speech
talk about festivals and live music
• mark word stress, predict information and identify and
understand prefixes and suffixes
• write a blog post about a festival.

WATCH VIDEO 7.1

• Be
Befo
fore yo
fore
fo ou
u wat
a ch
ch, wh
what
hat
a kiin
nd of th
hiing
ngs do
do peo
e pl
ple ce
cele
ele
l brat
brat
a e at fes
esti
tiva
vals
valss?
• Wa
Watch
tcch a
an
nd ch
che
hec
eck.
k. Whe
hen wa
hen w s th
thee fi
firrsst Sn
firs Snow
wbo
omb
m ing
in
ng Fe
Fest
stiiv
ival
a?
• Wh
What
at is yo
youurr favou
avvou
ouri
r te
e fes
esti
tiva
v l? De
va esssccr
crib
rib
ibe
be itt.

p89 p91 p92 p94

GRAMMAR IN GRAMMAR IN EVERYDAY GLOBETROTTERS

KICK-OFF! 7.1 ACTION 7.2 ACTION 7.3 ENGLISH 7.4 7.5

86 A WO R LD O F C E LE B R ATI O N | U N I T 7

181

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

VOCABULARY Audio script

Festivals OMAR: Hey, Magda, can you help me? I’m doing a project at school about
Target vocabulary festivals and I need some good examples. Have you been to any festivals?
MAGDA: Erm, yes, I have, Omar. Last summer I went to the Notting Hill
atmosphere ˈætməsfɪə decoration ˌdɛkəˈreɪʃən parade pəˈreɪd Carnival in London.
carnival ˈkɑːnɪvəl firework ˈfaɪəwɜːk programme ˈprəʊgræm OMAR: A carnival in London? OK, tell me about that.
ceremony ˈsɛrɪməni float fləʊt stall stɔːl MAGDA: Well, it’s a big celebration of Caribbean culture in the city
costume ˈkɒstjuːm funfair ˈfʌnfeə streets at the end of August.
crowd kraʊd lantern ˈlæntən OMAR: Caribbean culture? Cool. Were there many people there?
MAGDA: Oh, yes. It’s one of London’s most popular events. The
Flipped classroom activity check crowds are huge.
Put two or three different groups together and ask them to test each OMAR: And what happens? What do people do?
other using their spidergrams. If time allows, ask students these extra MAGDA: They play music, they dance and they wear really bright,
questions. colourful costumes.
OMAR: Uh-huh. What else?
Which festivals have you been to? Which is your favourite festival? MAGDA: Lots of things. There are events on the programme for adults
Which festival would you like to go to? and children, like dance classes and competitions. The opening
ceremony is really loud and fun, and on the last day there’s a big
7.01 1 Encourage students to guess if they are not sure. parade with floats. Some of the decorations I saw were incredible.
Answers OMAR: Wait a minute, let me write this down. Events for adults and
2 decoration 3 firework 4 float 5 funfair children. A parade with floats. Incredible decorations. What about food?
6 programme 7 stall 8 lantern 9 parade MAGDA: Oh, yeah. There are lots of stalls with delicious Caribbean
10 atmosphere 11 celebration 12 crowd 13 carnival food, like spicy chicken and goat curry! I really want to go again. The
atmosphere was amazing.
OMAR: Are there fireworks?
LEARN TO LEARN
MAGDA: Not at the Notting Hill Carnival, no, but London does have a
Stress patterns big firework display at the end of the summer.
OMAR: That’s a really good example, Magda. Thanks so much!
Part of learning a new word is knowing how to pronounce it.
Familiarising students with word stress in English will help them not
only to recognise the words when listening to them, but also to make Answers
themselves understood when using them. carnival, crowds, costumes, programme, ceremony, parade, floats,
decorations, stalls, atmosphere, fireworks
7.02 2 Go through a few of the words with the whole class, to ensure they
understand the different stress patterns. You could get students Students’ own answers
to clap their hands to identify / count the number of syllables.
Answers
5 Use it! The activity allows students to practise and produce the
target language so that they become comfortable with it and it
2 costume, firework, funfair, programme, lantern
also gives them a chance to relate the vocabulary back to their
3 atmosphere, carnival 4 ceremony 5 decoration
own lives as the task involves personalisation.
Collaborate learning tip
Explore it!
Thinking of vocabulary related to a certain topic can throw
up very different results for one student compared to Digital literacy: Students guess the answer and check it
another as we all associate things in different ways. The on the internet. Remind students that when they search for
advantage of collaboration is that students can increase information, they need to check sources. To do this, they can
their knowledge through working together, testing each first search something about what they already know, like a
other and comparing results. festival in their country or home town and see whether the
information given is correct.
Answer
3 COLLABORATE You could use the words below to get students
b
started: 1 event 2 culture 3 celebrate 4 celebrated
As a follow up, ask students to find the answer to this
5 celebration.
question:
Pronunciation This might be a good time to direct students to the In which of these festivals do you wear green?
7.03
7.04
pronunciation activities on page 143. See page 280 of this book for a Hogmanay in Scotland b Bonfire Night in England
the answers. c Saint Patrick’s Day in Ireland
Answer
7.05 4 If necessary, go through the words in Exercise 1 and get different c
students to pronounce them before listening. You could also ask
Now encourage them to find their own question and answer
the class what they know about the Notting Hill Carnival.
on the internet.

182

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

4
2 3 5
1

6
7
VOCABULARY
Festivals

7.01
1 Match the words with the photos (1–9) and
definitions (10–13). Then listen, check and
repeat.

atmosphere carnival ceremony costume

crowd decoration firework float funfair 8 9
lantern parade programme stall

10 the feeling in a place or situation

11 a formal event performed on important
occasions
12 a large group of people together in one place
13 a public celebration with costumes, music and
dancing
1 costume
7.05
4 Listen to the conversation and write the words
you hear from Exercise 1. Then work in pairs to
LEARN TO LEARN describe the carnival.
Stress patterns Notting Hill Carnival is a celebration
Knowing the stress pattern of a word can help of Caribbean culture in London …
you pronounce it correctly and hear it when other
people say it. Use it! Write sentences about a famous festival
5
using words from Exercise 1. Then read your
7.02
2 Copy and complete the table with words
sentences to a partner. Can they guess the
from Exercise 1 according to their stress
festival?
pattern. Then listen, check and repeat.

1 2 3 4 5 Explore it!
Guess the correct answer.
parade The biggest carnival in the world is celebrated in … .
a Venice b Rio de Janeiro c New Orleans
3 COLLABORATE Think of one more word for Find another interesting fact about a
each stress pattern in Exercise 2. Then tell festival. Then write a question for your
your partner your words. Can they write the partner to answer.
stress pattern?
Pronunciation p143

U N I T 7 | A WO RLD O F CELEB R ATI O N 87

183

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

Answers
READING Students’ own answers
A folk tale Finished? Students who have already finished all of the tasks
A folk tale is a story that parents have passed on to their children on the reading page can turn to page 97 and do Exercise 1, which
through speech for generations. Traditionally, folk tales often begin practises the vocabulary seen on page 87 in a fun way.
with the expression, ‘Once upon a time’. The story usually follows a
problem-solution pattern: it begins by describing a situation, and
Optional activity
then a problem emerges. Towards the end of the tale, the problem is
usually resolved, and the story concludes with a happy ending such Digital literacy: Prepare a quiz on Quizlet for your students to work in
as, ‘They lived happily ever after’. The text on page 88 narrates the teams, with information taken from the article. Divide the class into a
Japanese folk tale from which the Star Festival originated. The tale is number of teams. The first team to get the right answer wins a point.
introduced by a brief paragraph about common elements present in If a team shouts out a wrong answer, they lose a point
stories throughout history, such as stars or heroes. 1 Who told stories about bears?
a The Ancient Greeks b The Native Americans c Altair and Vega
Background information
2 How did Orihime meet Hikoboshi?
Folk tales are typically passed on from one generation to the next,
a The Sky King introduced them b A farmer introduced them
and because they are passed on orally, there are often multiple
c She found him looking after cows
variations of the same story. Many folk tales help reinforce important
3 What separated the couple in this story?
values in certain cultures. This particular tale seems to emphasise the
a A river b The sky c A bridge
value of being hard-working.
4 Who made a bridge?
a Hikoboshi b The Sky King c Some birds
Optional activity
5 When can’t the couple meet some years?
Ask students to list examples of any folk tales they know. These may a On 7th July b When it rains c When the magpies come
include fairy tales, fables and well-known children’s stories. Which 6 What’s the Japanese for ‘pieces of colourful paper’?
ones are the most popular tales? Which tale(s) did students use to like a Tanabata b Orihime c Tanzaku
when they were younger?
Answers
1b 2a 3a 4c 5b 6c
1 Students could do this activity in pairs, and attempt to tell the
story by just looking at the pictures.
Optional activity
Answers In groups, students make a ‘bridge of words’ using the text. One
Students’ own answers student chooses a word from the text. The other students look for
another word which begins with the same letter as the last letter of
7.06 2 Tell students to identify the characters and other elements in the first word. For example, if the first student said meet, the next
the pictures when they hear them mentioned in the tale. This
student could say them. Then the next student could say a word
will help comprehension. Decide which students could close
beginning with m, such as made. If no one can find a word, then they
their books and just listen to the text. Then the class check
must start a new bridge of words.
their ideas from Exercise 1.

Answers Flipped classroom activity

Students’ own answers
GRAMMAR VLOG
3 Advise students to read the sentences first before rereading the Before you go through the grammar lesson on page 89, ask students
text. to watch the grammar vlog and animation as homework. They will
be able to watch the video at their own pace, stopping and starting
Answers
where they need to. The visual aspect and the storytelling involved
2 False 3 False 4 True 5 True
should help students to remember the grammar more easily. They
should answer the questions on the video itself and make a note
4 Remind students to look for keywords that help them find
of their answers to take to the next class. You could also give them
the new word. For example, they can look for the word river in
the worksheet from the Teacher’s Resource Bank for them to do as
paragraph 2, and see which words precede or follow it.
homework.
Answer
1 bank 2 furious 3 heartbroken 4 flock

5 Voice it! Students are given the opportunity to carry out a

thought-provoking speaking activity, which involves an element
of critical thinking. They are able to discuss their personal
response to the text and apply it to the world around them.

184

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

READING
A folk tale

A princess, a farmer and a bridge of birds The Sky King was furious.
‘You will never meet again,’
Throughout history, different he told them, and he sent
cultures have looked up at them to opposite sides of the
the stars in the night sky and river. But when he saw how
told stories about them. The heartbroken his daughter had
Ancient Greeks told stories become, he changed his mind.
about heroes, and the Native ‘If you do your jobs well,’ he said, ‘you can meet once
Americans about bears and a year, on the 7th day of the 7th month’. However,
fishermen. In Japan, people still tell the story of the first time the couple tried to meet, they couldn’t
Altair and Vega, two very special stars. cross the river. ‘I want to see him!’ cried Orihime.
Once upon a time, there was a Almost immediately, a flock
princess called Orihime. She of magpies came and made a
made beautiful clothes for her bridge with their wings. Now
father, the Sky King, while people say if it rains on 7th
she sat on the bank of the July, the magpies can’t come
Amanogawa River (the Milky and Orihime and Hikoboshi
Way). Orihime had always loved have to wait another year.
her work, but she wanted to find Every year, this story is celebrated in Japan as the
a husband, so her father introduced her to a farmer Tanabata – the Star Festival. There are parades,
called Hikoboshi. Hikoboshi looked after cows on the fireworks, lanterns and stalls with traditional food,
other side of the river. The and people write their wishes
princess and the farmer fell in on tanzaku (pieces of colourful
love and got married. However, paper), remembering how
they hadn’t been together long Orihime’s wish had come true.
when Orihime stopped making
clothes and Hikoboshi forgot
about his cows.

1 Look at the title and the pictures. What do you 4 Find words in the text that mean:
think happens in the story? 1 the land at the side of a river (paragraph 2)
2 very angry (paragraph 3)
7.06
2 Read and listen to the folk tale and check your
ideas from Exercise 1. 3 very, very sad (paragraph 3)
4 a group of birds (paragraph 3)
3 Read the sentences. Are they T (true) or F (false)?
1 All cultures and societies have told the same 5 Voice it! Discuss the questions.
stories about the stars. F 1 Do you think the king was fair to his daughter?
2 The Sky King didn’t want Orihime to get 2 If you were at the festival, what would your
married. wish be?
3 After Orihime and Hikoboshi married, Orihime 3 Do people tell stories like this in your country?
continued making clothes for her father. Why / Why not?
4 Orihime and Hikoboshi don’t meet every year. 4 Are there similar festivals in your country?
5 During Tanabata, Japanese people express Finished? p97
their hopes for the future.

88 A WO RLD O F CELEB R ATI O N | U N I T 7

185

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

GRAMMAR IN ACTION 7.07 3 Tell students to read through the whole text first to get a
general idea of what it is about. Then ask them to read it
Past perfect more slowly and decide on the correct form for each verb.
Grammar resources Emphasise that they need to spot the main past actions and
Teacher’s Resource Bank: video worksheet, extra grammar the actions which happened before. They can try and translate
practice, grammar spidergrams the sentences into their own language if this helps, or draw a
timeline. To check the answers, students listen to the audio.
Workbook: grammar practice Discuss any answers that students may have got different from
the audio.
GRAMMAR VLOG
If you didn’t ask students to watch the grammar video as a flipped Answers
classroom activity, you can do it in class. Make sure you pause the 2 realised 3 hadn’t brought 4 had left 5 didn’t know
video after the vlog presentation before showing the grammar 6 called 7 hadn’t left 8 found 9 took 10 sent 11 was
animation. Pause the video again and answer any questions students 12 had never seen
might have before going on to the practice stage of the video.
4 Use it! MIXED ABILITY The activity allows students to practise and
Flipped classroom activity check produce the target language so that they become comfortable
with it and it also gives them a chance to relate the vocabulary
Before beginning the lesson, check that students have understood
back to their own lives as the task involves personalisation.
the grammar video they watched for homework. If they did the video
Once students have written the questions, get them to ask and
worksheet, check answers. Encourage them to ask questions if they
answer them in pairs. Students could then write a few more
have any. Go through page 89 to check understanding and give them
questions by looking at past units.
more practice in this grammar point.
Answers
Answers
2 ... had you studied the past perfect?
‘World Space Day’.
3 ... had you heard about Daniel Kish?
Because the music equipment hadn’t got / gotten wet.
4 ... had you read about colour-blind glasses?
5 ... had you thought about how astronauts exercise in space?
Optional activity
Students’ own answers
If you’d like to make your students aware of why we use this
grammatical structure, you can start by asking them to think about Grammar game
these questions.
Play a guessing game. You or a volunteer reads out one of the
Look at the examples in the grammar table and answer the questions. sentences below. The class must guess the explanation (which is given
in brackets). You or the volunteer may say only yes or no. Students can
1 Look at the verbs in bold in the first example: which action
express their guesses either as statements or questions in the past
happened first?
perfect. For example, for the first sentence, they might say either It
2 Which tense is used for the action that happened first? Which tense
had died! or Had it died?
is used for the main past action?
3 How do we form the past perfect? We went to the zoo to see the tiger, but when we arrived, it wasn’t
Answers there! (It had escaped.)
1 Orihime became heartbroken. (1), Her father changed his mind. (2). Maria reached in her bag to get her phone, but it wasn’t there! (She’d
2 The past perfect.; The past simple. left it at home.)
3 With had/hadn’t + past participle. Jack went to watch the match, but the stadium was closed. (He’d gone
on the wrong day.)
1 Students look back at the folk tale on page 88, where they will I went to my friend Julia’s house, but a stranger opened the door.
see the grammar in context, in order to complete this grammar (Julia had moved.)
practice activity. Encourage students to work out that the Emma’s tennis racket was missing from her room. (Her brother had
contracted form of had in the affirmative is the same as the one borrowed it.)
for would (i.e. ’d), but it is the form of the verb which follows Martin got on the bus but he didn’t have enough money for the fare.
that shows the tense being used. (The price had gone up.)
There was a line of giant footprints in the sand. (An elephant had
Answers walked there.)
2d 3a 4b The normally busy streets were empty of traffic. (The petrol stations
had sold all the petrol and there was no petrol left.)
2 If necessary, before students complete the sentences, quickly
revise the irregular past participles in this exercise with them. Finished? Students who have already finished all of the tasks
on the grammar page can turn to page 97 and do Exercise 3, which
Answers practises the grammar seen on page 89 in a fun way.
2 Jaime had never gone 3 the programme had changed
4 Had you heard 5 she had bought 6 the event hadn’t started

186

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

Watch video 7.2

What ’s another name
GRAMMAR IN ACTION for Yuri’s night?
Why was the DJ still
Past perfect
able to play music?

+ When he saw how heartbroken his daughter had become, he changed his mind.
– They hadn’t been together long when Orihime stopped making clothes.
? Had the parade already started when you arrived?
Grammar reference p125

1 Match the beginnings of the sentences (1–4)

7.07
3 Complete the text with the past perfect or past
with the endings (a–d). simple form of the verbs in brackets. Then listen
1 I’d studied a but it was no and check.
German before I surprise because
went to Germany, she hadn’t
Profile Photos
2 I was very hungry studied.
when I got home b because he’d
from football already seen it.
practice, Today was almost a disaster. My
c but I learned a lot
friends and I were going to the
3 She failed her more while I was
Albuquerque International Balloon
exams last there. Fiesta, but when we 1got (get) there,
summer, d so I was pleased I 2… (realise) I 3… (not bring) my
4 He didn’t come that my dad had ticket. I 4… (leave) it at home. At
to see the new cooked dinner first, I 5… (not know) what to do, but
Star Wars film for everyone. then I 6… (call) my mum. Luckily, she
7
with us … (not leave) the house to go to
work yet, so she 8… (find) the ticket,
9
… (take) a photo of it and 10… (send)
2 Complete the sentences with the correct form of
me the photo. Anyway, it 11… (be) an
the past perfect.
amazing event. I 12… (never see) so
1 When we got to the park, (the fireworks /
many balloons before. The sky was
finish). full of them!
When we got to the park, the fireworks had
finished.
2 (Jaime / never / go) to a music festival, so he
4 Use it! Write questions about what you knew
was really excited.
before you started this book.
3 We were really confused because (the
1 … (hear) of the Tanabata festival?
programme / change) so much.
Before you started this book, had you heard of
4 (you / hear) about the Notting Hill Carnival
the Tanabata festival?
before you came to London?
2 … (study) the past perfect?
5 After (she / buy) some food at a stall, she went
to watch the parade. 3 … (hear) about Daniel Kish?
6 It was 9 o’clock, but (the event / not / start) yet. 4 … (read) about colour-blind glasses?
5 … (think) about how astronauts exercise in
space?
Finished? p97

U N I T 7 | A WO RLD O F CELEB R ATI O N 89

187

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

VOCABULARY AND LISTENING stages and five smaller ones and Gemma said last year there were
more than 30,000 people.
Music festivals and live music DARYL: Thirty thousand? That’s a huge crowd. Did she tell you which
bands she’d seen?
Target vocabulary
JACKIE: Yes, but I don’t remember what they were called. Wait! Blue
band member bænd ˈmɛmbə stage steɪʤ Wings! That’s one I remember. They were the headliners on the last day.
campsite ˈkæmpsaɪt support act səˈpɔːt ækt DARYL: Cool.
encore ɒŋˈkɔː tent tɛnt JACKIE: She sent me tons of photos while she was there. Here, look,
gig gɪg track træk I’ll show you some.
headliner ˈhɛdˌlaɪnə venue ˈvɛnjuː DARYL: Is that her selling T-shirts?
JACKIE: Yeah, they look cool, right?
DARYL: Wow, she looks a bit tired in that one!
WARM UP WITH EXIT TICKET JACKIE: Well, it was the last day. But she has so much energy, my sister!
Digital literacy: Get students to work in small groups and give The night she came home, she said she wouldn’t do it again – it was too
them five minutes to make a list on Exit Ticket of as many words much work – but the next morning she said she couldn’t wait to go back!
related to music festivals and live music as they can think of. Tell DARYL: Where is SumFun this year? It’s usually at a venue in the city,
them that the first group that gets 12 words should shout Stop! isn’t it?
JACKIE: No, it’s always outside the city, in the countryside. A few years
ago the organisers said they were going to move it to the beach, but
7.08 1 Tell students to read the definitions first, so that they they didn’t. Anyway, I really want to go, but Gemma told me not to buy
remember some of them when looking at the words – this may
a ticket because they’re too expensive. It’s cheaper to volunteer, and I
make the matching task easier. think it’ll be a great experience.
Answers DARYL: Well, I’d love to join you next time!
2 venue 3 headliner 4 track 5 band member 6 encore
7 stage 8 campsite 9 gig 10 support act Possible answer
Daryl is travelling to Morocco and Jackie is thinking about
2 Encourage students to read the whole text first before they
volunteering at a music festival.
complete it.
Answers
LEARN TO LEARN
2 headliner 3 stage 4 band members 5 track
6 encore 7 support act 8 venue 9 tent 10 campsite Predicting information
3 Use it! Students do the task first individually and then in pairs. Predicting information reduces uncertainty, which will help students
The activity allows students to practise and produce the target approach the listening task more confidently.
language so that they become comfortable with it and it also
gives them a chance to relate the vocabulary back to their own 5 Students read the gapped sentences in Exercise 6.
lives as the task involves personalisation. Answers
2a 3c 4c 5c 6b
A conversation
7.09 6 Check answers as a whole class.
7.09 4 Make sure students focus on the question while listening. Answers
2 T-shirts 3 six 4 30,000 5 one 6 countryside
Audio script
JACKIE: Are you doing anything exciting this summer, Daryl? 7 Voice it! Students are given the opportunity to carry out a
DARYL: I’m going to Morocco with my cousin. I’ve never been there thought-provoking speaking activity, which involves an element
before, but he went two years ago and said he’d had an amazing time. of critical thinking. They are able to discuss their personal
JACKIE: Oh yeah? response to the text and apply it to the world around them.
DARYL: Yeah, he said the people were really friendly and the food was Answers
delicious. He said he wanted to go back and he wanted me to go with
Students’ own answers
him, so I thought, why not? What about you? Any plans?
JACKIE: I’m thinking about volunteering at SumFun – you know, that
big summer music festival. Flipped classroom activity
DARYL: Really? I didn’t know you could volunteer there.
JACKIE: Yeah, my sister Gemma did it last year. She said it was really GRAMMAR VLOG
awesome. I mean, when she came home, she said she’d worked really Before you go through the grammar lesson on page 91, ask students
hard, but she also said it had been a great way to make friends. She to watch the grammar vlog and animation as homework. They will be
said the atmosphere was amazing. able to watch the video at their own pace, stopping and starting where
DARYL: What did she do there? they need to. They should answer the questions on the video itself. You
JACKIE: Different things. She sold T-shirts on a stall and helped could also give them the worksheet from the Teacher’s Resource Bank
people who were lost. SumFun is huge, you know – there are six main for them to do as homework.

188

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

VOCABULARY AND LISTENING 3 Use it! Imagine you went to a music festival
Music festivals and live music recently. Make notes about it using the
vocabulary from Exercise 1. Tell your partner.

7.08
1 Match the words with the definitions. Then
listen, check and repeat. A conversation

band member campsite encore 4 Listen to the conversation. What are Daryl and
7.09
gig headliner stage support act Jackie going to do in the summer?
tent track venue

1 something you sleep or shelter in outdoors LEARN TO LEARN

tent
Predicting information
2 the place where a special event happens
Skim through the questions before you listen and
3 the main band at a festival which usually plays try to predict what kind of information you need
last to listen for.
4 a song or piece of music on a CD or playlist
5 one of the musicians or singers in a group 5 Look at Exercise 6. What kind of information
is missing from each of the sentences?
6 an extra song performed at the end of a show
a an object b a place c a number
7 the area where musicians perform
1 c
8 an area where people can stay in tents
9 a music performance
10 a band that plays before the main artist
7.09
6 Listen
n again and complete the sentences.
1 Daryl’s
ar cousin went to Morocco two years ago.
2 Complete the text with the correct form of the
words from Exercise 1. 2 Gemma
Gem
e sold … on a stall.
3 There
The are … main stages at SumFun.
Th
What a festival! Eli and I saw so Last
ast year over … people were at the festival.
4 La
many incredible 1gigs. The 2… on the Jackie
ac can only remember the name of …
5 Ja
last night were Blue Wings. I’m a band.
ba
an
huge fan. I was standing very near 6 Su
SumFun
um has always taken place at a venue
the 3… , so I saw all of the 4… really the … .
in th
clearly. When they played their latest
5
… , the crowd went crazy. They were 7 ce it! Discuss the questions.
Voice
Voic
so popular that they had to play an 1 Are there any famous music festivals in your
6
… . Even the 7… before country?
co
ou Where are they?
them was brilliant. The 8… What
ha other jobs do volunteers do at a festival?
2 Wh
was great, too – an old castle
in the mountains. We were Which
hi jobs would you most like to do? Why?
3 Wh
staying in a 9… on a 10… , but
we didn’t get much sleep!

90 A WO RLD O F CELEB R ATI O N | U N I T 7

189

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

GRAMMAR IN ACTION Get it right!

Reported statements Go through the tip and examples with students. Point out this is a
very a common mistake learners make when speaking or writing.
Grammar resources
Ask them to translate the sentences into their own language and
Teacher’s Resource Bank: video worksheet, extra grammar
see if there are any differences. Mention that although tell is the
practice, grammar spidergram
most natural verb to use with an indirect object (such as a person’s
Workbook: grammar practice name or an object pronoun), say can also be used, if it’s followed by
the preposition to, for example: She said hello to her friends.
GRAMMAR VLOG

If you didn’t ask students to watch the grammar video as a flipped 2 Remind students of the tip in the Get it right! box in order to do
classroom activity, you can do it in class. Make sure you pause the this exercise.
video after the vlog presentation before showing the grammar
Answers
animation. Pause the video again and answer any questions students
2 (that) he didn’t have a costume.
might have before going on to the practice stage of the video.
3 (that) she was waiting for the parade to start.
4 (that) he couldn’t see the stage because there were too
Flipped classroom activity check many people.
Before beginning the lesson, check that students have understood 5 to show her the programme.
the grammar video they watched for homework. If they did the video 6 not to forget to send him some photos.
worksheet, check answers. Encourage them to ask questions if they
have any. Go through page 91 to check understanding and give them 3 Make students aware of the punctuation used when writing
more practice in this grammar point. direct speech. Remind them to use quotation marks and
commas, as in the story on page 88.
Answers
In Japan. Answers
She told her to study photography. 1 ‘You will never meet again,’ (he told them).
2 ‘If you do your jobs well, (he said,) ‘you can meet once a year,
Optional activity on the 7th day of the 7th month.’
3 ‘I want to see him!’ (cried Orihime).
If you’d like to make your students aware of why we use this
grammatical structure, you can start by asking them to think about
these questions. 4 Use it! Students do this task first individually and then in pairs.
The activity allows students to practise and produce the target
Look at the examples in the grammar table and answer the questions.
language so that they become comfortable with it and it also
1 What tenses are used for the reported speech? Complete the table. gives them a chance to relate the vocabulary back to their own
Direct speech Reported speech lives as the task involves personalisation.

a Present simple Answers

b Present continuous Students’ own answers
c Past simple
Grammar game
d Present perfect
Ask students to work in pairs or small groups and imagine that
2 Which two verbs do we use to report statements? suddenly, yesterday, all the animals and objects in the world started
to speak. Ask them to complete the sentences below. Encourage them
Answers
to choose the funniest endings they can think of. Then compare ideas
1 a Past simple b Past continuous c Past perfect
as a class and vote for the funniest.
d Present perfect
2 Say and tell (said and told in the past). A dog came up to me and said ...
A bird landed on my shoulder and told me ...
7.10 1 Students think back to the conversation on page 90, where When I was opening the fridge, it said ...
they heard the grammar in context, in order to complete this When I sat on my chair, it said ...
grammar practice activity. Advise students to read the whole When I was putting on my shoes, they told me ...
text first. Ask students what the forms of will and can are for A tree in the park told me ...
reported speech and encourage them to say a few examples The bus stopped and told me ...
using them. I was going to eat an apple, but it said ...
Answers Finished? Students who have already finished all of the tasks
2 was 3 was 4 could 5 had bought 6’d downloaded on the grammar page can turn to page 97 and do Exercise 4, which
7 ’d packed 8’d be 9 was going 10’d write practises the grammar seen on page 91 in a fun way.

190

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

Watch video 7. 3
Where was the rock festival
that her neighbour went to?
GRAMMAR IN ACTION What advice did the
Reported statements neighbour give her?

Direct speech Reported speech

Present
‘The people are really friendly.’ He said the people were really friendly.
simple
Present She said she was thinking about volunteering
‘I’m thinking about volunteering at SumFun.’
continuous at SumFun.
Past simple ‘I saw Blue Wings.’ She said she had seen Blue Wings.
Present
‘I’ve worked really hard.’ She told me she had worked really hard.
perfect
Grammar reference p127

7.10
1 Choose the correct answers. Then listen 2 Rewrite the sentences as reported speech.
and check. 1 ‘I went to an incredible festival.’ She told me
she’d been to an incredible festival.
2 ‘I don’t have a costume.’ He said …
Mark told me he 1was going / had gone to 3 ‘I’m waiting for the parade to start.’ She told
Thailand next week. He said he 2has been / me …
was really excited and that it 3will be / was
the only thing he 4 can / could think about. 4 ‘I can’t see the stage because there are too
He told me he 5had bought / bought his many people.’ He said …
ticket last week and he 6’d downloaded / ’s 5 ‘Show me the programme.’ She told me …..
downloaded an app to learn Thai yesterday.
He said he 7packed / ’d packed his suitcase 6 ‘Don’t forget to send me some photos.’ He
this morning and that he 8was / ’d be in said …
Bangkok next Monday. He said he 9went /
was going to meet his sister there. He told 3 Rewrite the reported speech as direct speech.
me he 10 had written / ’d write and tell us all Then check your answers in the Tanabata story
about it. on page 88.
1 He told them they would never meet again.
2 He said that if they did their jobs well, they
could meet once a year, on the 7th day of the
7th month.
3 She said she wanted to see him.

4 Use it! Complete the sentences with your own

ideas.
1 I don’t like … watching tennis.
Get it right! 2 I’ve never …
3 I can … very well.
We use a direct object after tell, but not after say.
4 Last week I went to …
He told me he couldn’t. ✓
5 Yesterday I didn’t …
He said he couldn’t. ✓
6 Please (don’t) …
NOT He said me he couldn’t. ✗
Finished? p97

U N I T 7 | A WO RLD O F CELEB R ATI O N 91

191

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

SPEAKING
Inviting a friend to a party TASK

1 Ask students to close their books or cover the page as they PLAN
7.11
listen.
4 Tell students that they will now have to plan their own
Answer conversation. Encourage them to use their own ideas
He thinks he’s going to a gig. and jot them down first.

Useful language SPEAK

This functional language can be used in any situation where 5 Once students have planned their conversation,
students invite a friend to a party, or accept a friend’s invitation. they can begin to practise it. Remind them to use the
checklist, which should make them more aware of their
2 Check understanding of the phrases in the Useful language own learning process.
7.11
box. Ask students if they remember which phrases in the
Useful language box are used by Josh, and which ones by Lara. CHECK
Students read the conversation and use the context to work
out where the phrases go. Then they listen and check, also 6 As well as checking one another’s work,
COLLABORATE

focusing on the intonation, pitch and tone in the audio. remind students to answer the question, thus giving
them a reason for listening.
Answers
1 What are you up to Answers
2 I’d love to Students’ own answers
3 What time should I be there
4 I’ll be there
5 Should I bring anything Optional activity
Students work individually. They write down a list of two or three
3 Students look at the expressions in the Everyday English box activities or events which do not sound like much fun (for example,
and think back to the conversation where they have seen them going to the supermarket when it’s raining, watching a speech or
in context. Encourage them to read each of the phrases before documentary about a subject they don’t find interesting, etc.). Then,
completing them. in pairs, students take it in turns to invite each other to their events.
The student inviting must be persuasive; the student being invited
Answers must try to refuse the invitation, but in a polite way.
1 I won’t say a word. 2 Count me in.
3 The more the merrier. 4 at my place. 5 It kicks off at

EVERYDAY ENGLISH
Play the video for students and encourage them to interact with the
questions towards the end of the video.

Optional activity
Ask students to act out the conversation from Exercise 1 in pairs. This
will help them to feel more confident with the language and give them
a chance to practise chunks of language and their pronunciation.

192

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

SPEAKING 3 Complete the sentences with the phrases in the

Everyday English box.
Inviting a friend to a party
1 … . I’m good at keeping secrets.
1 Listen to the conversation. What does Ryan 2 Of course I want to come with you. … .
7.11
think he’s doing on Saturday? 3 Invite everyone you know – … .
4 Why don’t we meet … ?
5 … 10 o’clock. Don’t be late!

JOSH: Hey, Lara! 1… on

Saturday?
LARA: Why? Is something
happening?
JOSH: It’s Ryan’s 17th. We’re organising a little Watch video 7.4
celebration for him. Why don’t you join us? Ever yday English
LARA: Sure, 2… . I’d forgotten it was his birthday.
Where is it? It kicks off at … Count me in.
JOSH: It’s at my place, but don’t say anything to at my place The more the merrier.
him. It’s a surprise.
I won’t say a word.
LARA: A surprise party? Really?
JOSH: Yeah, he told me once he’d never had one
before, so I thought, ‘Why not?’ He thinks
we’re going to a gig. TASK
LARA: OK. I won’t say a word. 3… ? Plan you own conversation
JOSH: It kicks off at six, but you can come when
you like. PL AN
LARA: OK, 4… around 7. 5… ? 4 Work in pairs. Plan a conversation like the
JOSH: Why don’t you bring some snacks? one in Exercise 1. Think about these things.
LARA: OK. What about a present? Should I get him
something? the type of party where and when
JOSH: He said he wanted a new backpack. We can what people should bring
buy him one together if you like.
LARA: Sure. Count me in. SPEAK
JOSH: Great! See you there, then! And tell your 5 Practise the conversation.
brother to come. The more the merrier!
CHECKLIST Remember to use:
• the past perfect and reported speech
7.11
2 Complete the conversation with the phrases • vocabulary from this unit
from the Useful language box. Then listen and • Useful Language and Everyday English
check. phrases.

Useful language CHECK

Should I bring anything?
6 COLLABORATE Work with another pair.

I’d love to. Listen to their conversation and write

I’ll be there (at/around) … examples of language they use from the
CHECKLIST. Which party would you prefer
What are you up to … ?
to go to?
What time should I be there?

92 A WO RLD O F CELEB R ATI O N | U N I T 7

193

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

Optional activity
WRITING
Make copies of the email, but take out all of the Useful language. Ask
An email to a friend students to close their books and put the phrases back into the text in
An informal or friendly email is an online writing genre addressed to the correct place. To make the task easier, you could supply students
friends or relatives about something personal. Informal emails have a with the missing Useful language. To make it more difficult, ask them
lot in common with speech, as the writer uses colloquial expressions. to remember the language.
Friendly emails are not usually carefully planned – they are written
directly from the head. However, there are some features which they Teaching tip
usually have in common. They begin with a greeting, and often some Remind students that planning is an essential part of practising
reference to a previous email from the other person. At the end, there any skill. By doing it, students can reflect on which information
may be a mention of a future action, or a request for the other person is important and which is not necessary. Planning is also a
to get in touch, followed by a goodbye phrase. very good way to think of the vocabulary and grammar which
is going to be used in the task. This will help students spot and
Background information
correct mistakes more easily.
Graduation ceremonies have been common in Europe for many
centuries. Students who are graduating often wear special clothes
– typically, a gown and a special hat, called a mortarboard. These
outfits may have evolved from the typical dress of university staff and
clergy in the Middle Ages. The word ‘graduation’ comes from the Latin TASK
gradus, meaning ‘step’.
PLAN
Optional activity
4 Tell students to make some notes about their ceremony
Digital literacy: In pairs, students make a list of ceremonies or first, using the questions in the box as prompts.
celebrations relating to people’s different stages in life, for example,
coming of age, graduation, wedding, or different anniversaries. Ask
them to choose one and do some online research to find out what the WRITE
traditions are relating to it in different countries.
5 Encourage students to use the writing template in the
Teacher’s Resource Bank to write their first draft.
1 Encourage different ideas from students. Then they read the
text quickly to check their answer.
CHECK
Answer
It’s a laurel crown, an old Roman symbol of victory. It was 6 COLLABORATE As well as checking one another’s

Sally’s (Gloria’s sister) graduation in Venice and wearing these work, remind students to answer the question, thus
crowns is a tradition there. giving them a reason for reading. Encourage them to
use the free online tool write and improve: https://
2 Students read the text again more carefully to do this task. writeandimprove.com/, where students can submit their
written work and have feedback on spelling, vocabulary
Answers and grammar in a matter of seconds.
a5 b2 c1 d3 e4
Answers
Students’ own answers
3 Useful language
Draw students’ attention to the Useful language box.
Explain that the text contains some useful expressions Finished? Students who have already finished all of the tasks on
for writing friendly emails. Ask students to put the words the writing page can turn to page 97 and do any of the exercises that
in order to make the expressions and check by finding they haven’t already done.
them in the text. Students then classify the phrases into
opening or closing ones. Flipped classroom activity
Answers Digital literacy: Encourage students to find out information about
1 Bye for now, (closing) festivals in China for homework in preparation for the next lesson
2 Write back soon! (closing) (page 94). You could ask them to find out about Harbin Ice and Snow
3 Anyway, that’s all from me. (closing) Festival, Chinese New Year and the Dragon Boat Festival, or leave it up
4 It was great to hear from you! (opening) to students to decide which festivals they want to find out about.
5 Thanks for your email. (opening)

194

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

WRITING
An email to a friend

To Mason

Hi Mason,
t to hear from you!
Thanks for your email. It was grea
on. I’d never been to a graduation
Yesterday was my sister’s graduati y took
what I’d expected! The ceremon
before. It was a bit different from Eve ryon e was
university in Venice in Italy.
place in a beautiful old hall at the ech es. The n the
were some really long spe
wearing formal clothes and there I was so prou d of
collect their certificates.
students went up to the stage to
Sally when she got hers!
students
tent by one of the canals. All the
Later there was a party in a huge them
Roman symbol of victory. Lots of
had put on laurel crowns, an old yon e was
The craziest thing was that ever
had also changed into costumes. ice. I told
y said it was a tradition from Ven
throwing eggs at each other. Sall
a graduation!
her it felt more like a carnival than
back soon!
Any way, that’s all from me. Write TASK
Bye for now,
Write your own email about a ceremony
Gloria
PL AN
4 Think of a ceremony you have been to.
1 Look at the photo. Why do you think the girl is Plan an email using the structure from
wearing a crown? Read Gloria’s email and check Exercise 2 and the questions.
your answer.
What was it for? Where was it?
2 Put a–e in the order they appear in Gloria’s email. What did people wear?
a goodbye What did people do?
b thanks for writing
c greeting
WRITE
d description of the ceremony 5 Write your email.

e request for a reply CHECKLIST Remember to include:

• the past perfect and reported speech
3 Put the words in the Useful language box in • vocabulary from this unit
the correct order to make sentences. Are they • Useful language phrases
opening or closing phrases? • the structure from Exercise 2.

Useful language CHECK

now / Bye / for / , 6 COLLABORATE Swap your email with a

partner. Have they got the items in the

soon / back / Write / !
CHECKLIST ? Which ceremony sounds the
that’s / all / Anyway, / me / from / . most interesting?
you / great / It / to / was / from / hear / !
email / Thanks / your / for / .
Finished? p97

U N I T 7 | A WO RLD O F CELEB R ATI O N 93

195

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

AROUND THE WORLD 4 Students need to skim the texts to find what the numbers refer
to. Remind them that the numbers are not in the order they
appear in the texts.
GLOBETROTTERS: A monkey buffet Answers
Choose the best time to watch the video, you might prefer to b the length of the Niagara Falls ice sculpture in metres
show it at the beginning of the lesson or at the end as a reward for c the length of dragon boats in metres
students. The video talks about endangered species. Read through d the maximum number of rowers on a dragon boat
the questions with students and ask them to predict answers before e the amount of snow used for the Niagara Falls sculpture in
watching, then watch to check their answers. You can find an extra cubic metres
video worksheet in the Teacher’s Resource Bank. f the year when people started to celebrate the the Dragon
Boat festival
Answers
• Students’ own answers
• Every year on the last Sunday in November (in Thailand).
• Students’ own answers

READING
A travel blog
A travel blog is a regular record of someone’s thoughts, opinions and
experiences that they put on the internet while travelling. The main
readers are usually the author’s family, friends and acquaintances,
which is why the style is informal and may include direct address to
the reader(s).

Background information
China is the most populated country in the world, with around
1.4 billion people. It is also one of the oldest civilizations, with an
ancient history and many artistic and scientific accomplishments.
The New Year and Dragon Boat festivals mentioned in the blog are
very old traditions.

Flipped classroom activity check

Encourage students to share the information they found about
festivals in China with the whole class.

1 Encourage different ideas, which could be related to the

lanterns and/or the colour red and what they might mean or be
used for.

Answers
Students’ own answers

7.12 2 Decide which students could close their books and just listen to
the text.

Answer
(2) Chinese New Year

3 Point out that numbers 1–5 may refer to more than one festival.
Answers
2 Harbin Ice and Snow festival
3 Chinese New Year and Dragon Boat festival
4 Dragon Boat festival
5 Harbin Ice and Snow festival

196

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

AROUND
THE WORLD

READING Globetrotters
A travel blog Watch video 7.5
A monkey buffet
1 Look at the photo of the lanterns. What do you
know about Chinese festivals? Discuss with a • Can you think of any festivals with animals?
partner. • When does the Monkey Buffet Festival take place?
• Do you agree that this is a good reason to
7.12
2 Read, listen and match the photo with one of
celebrate?
the festivals in the blog.

Ollie in China 23rd June, #67

Chinese people love to celebrate, so they have lots of festivals throughout the year. Here are my top three.

1
Harbin Ice and Snow festival
When I was a kid, I used to think my snowy creations were excellent, but they were nothing compared to what I saw
at the Harbin International Ice and Snow Sculpture Festival. Artists from around the world come to the event and
compete to build the most beautiful sculptures from snow and ice. Many were covered in colourful lights. In 2007, a
group of Canadian artists made a sculpture of Niagara Falls that was 250 metres long and used 13,000 m3 of snow.
Nobody had ever made such a huge snow sculpture before!

2
Chinese New Year
Did you know that about 20% of the world’s population celebrates Chinese New Year? But it doesn’t take place on
1st January, it starts just before spring. It’s a time when families pay respects to their ancestors and exchange gifts.
In China, red is a lucky colour, so there are red decorations everywhere, red lanterns in the street and poems in bright
red paint on the doors of houses. People also enjoy traditional food. Tangyuan, the sweet rice balls I tried in Beijing,
were one of the most delicious things I’d ever eaten.

3
Dragon Boat festival
When my Chinese friends told me they wanted to take me to see a dragon boat race in Hong Kong, I thought,
‘Dragons in boats?!’ But no – I’d misunderstood! The boats are wooden and decorated as dragons. They’re about
25–30 metres long and look awesome. Each boat has a team of up to 60 powerful rowers. People have celebrated
the festival since 273 BCE! They say that good luck and happiness come to the winners. While we were watching,
I ate zongzi, a traditional dish made of rice and bamboo leaves. It was really tasty!

3 Read the blog again. Write the name of the 4 What do these numbers in the blog refer to?
festival(s): a 20 The percentage of the world’s population
1 where people give presents Chinese New Year that celebrates Chinese New Year.
2 where you can take part in a competition b 250
3 where people celebrate with delicious food c 25–30
4 that has been celebrated for over 1,700 years d 60
5 that international artists attend e 13,000 m3
f 273 BCE

94 A WO R LD O F C E LE B R ATI O N | U N I T 7

197

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

Here are some ideas to help promote respect in the classroom.

LEARN TO LEARN
1 Model respectful language and develop awareness of it.
Prefixes and suffixes Emphasise that our statements and the way we communicate
By reading a text, students are not only learning new information, with one another have to always show respect. Get students to
but also expanding their vocabulary and improving on their spelling. realise that they can express any idea in a respectful way – even
Knowing the common prefixes and suffixes for word formation in in situations when they may not agree with someone. Explain
English will have an impact on all skills – as students will be able that sometimes ‘socially acceptable’ humour may go too far and
to use a rich variety of words when communicating or trying to accentuate statements based on ridicule or sarcasm, but these
comprehend a message in either written or spoken form. are in fact hurtful. You could brainstorm with students some
statements to show respect, for example, for classroom discussions
5 Recap on what prefixes and suffixes are, if necessary: a prefix and debates, to express disagreement, or for turn-taking. Have the
is a letter or letters added at the beginning of a word to make statements visible in the classroom as a reminder.
a new word, whereas a suffix is a letter or letters added at the 2 Encourage respectful behaviour. Perhaps some students might
end of a word. For example, we can make two adjectives out of find it a little difficult to make respectful statements in a foreign
the noun friend by adding the suffix -y and then the prefix un-: language. Allow them to choose the kind of statements they
friendly, unfriendly. Students do the task. Draw their attention feel confident saying. Sometimes simple greetings and thanks
to the nouns 6 taste and 12 spice – make them notice how the are enough to show politeness. Our body language is also key –
final e is replaced by y. encourage students to actively listen to one another and to you,
and respond meaningfully. Sometimes just eye contact is enough
Answers
to express respect.
2 colourful 3 lucky 4 powerful 5 snowy 6 tasty
3 Raise awareness of disrespect. If a student shows disrespect,
8 dirty 9 healthy 10 hopeful 11 thoughtful 12 spicy
quickly remind them that ‘we always use respectful words’. Present
students with different situations – perhaps short news stories
Collaborate learning tip
or images from the internet – and get them to discuss how these
Collaborative testing helps students: illustrate respect or disrespect in a broader sense: for people and
their cultures, for the environment, for animals. For the negative
• engage with content situations, encourage students to think about what the right
• increase their learning potential attitude should be.
• develop cooperation and communication skills
• reduce anxiety allowing for real learning to take place.
Explore it!
6 COLLABORATE Students write sentences using the adjectives Digital literacy: Remind students that not all of the
from Exercise 5. Then they get together with a partner and information they find on the internet is reliable, so it is best
guess the missing adjective in each other’s sentences. to double-check what they think the answer is by consulting
more than one source (see page XX).
Answers
Students’ own answers Answer
a

7 Voice it! Students are given the opportunity to carry out As a follow up, ask students to find the answer to this question:
a thought-provoking speaking activity, which involves an True or false?
element of critical thinking. They are able to discuss their There are more skyscrapers in Hong Kong than in any other
personal response to the text and apply it to their world, so it city in the world.
becomes more familiar to them. This Voice it also includes a Answer
value: respect, for you to discuss with your students. True
Answers Now encourage them to find their own question and answer
Students’ own answers on the internet.

VALUE: RESPECT
Respect is a very broad concept with many different aspects to it. MINI CULTURE PROJECT
It is politeness and care shown towards someone or something Students can now do the project on page 134. This project allows
considered important. It is also the feeling we show when accepting students to further exploit one of the themes from the reading text.
that other cultures and traditions are different from our own and Students are given the chance to investigate an area of culture and
behave towards them in a way that does not cause offence. There add a creative element to it. This is a collaborative project where
may be people we respect personally, because they have achieved students produce a small piece of work, using the target language
something we admire. We can also show respect for people we from the unit, to show their results.
haven’t met before, by being polite and courteous. Ways of showing See the Project Book for extensive teacher notes and templates for
respect differ across cultures. In one culture, for example, people may carrying out this project.
shake hands, while in another they may bow.

198

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

LEARN TO LEARN
Prefixes and suffixes
7 Voice it! Discuss the questions.
1 During Chinese New Year, families pay
Identifying and understanding prefixes and
respects to their ancestors. Why is this
suffixes can help you to expand your vocabulary.
important?
5 Find the adjectives from nouns 1–6 in the 2 In what ways do people show respect to
text and underline the suffixes. Then use the others?
suffixes to make adjectives from nouns 7–12. 3 Who do you most respect in your life?
1 beauty 7 care
beautiful careful
2 colour 8 dirt Explore it!
3 luck 9 health
Guess the correct answer.
4 power 10 hope
In the Chinese zodiac, every New Year
5 snow 11 thought is represented by an animal. Which of
6 taste 12 spice these animals is not in the zodiac?
a lion b monkey c snake
6 COLLABORATE Write sentences with
Find another interesting fact about China.
adjectives from Exercise 5. Then read them
Then write a question for your partner to
to your partner but don’t say the adjective.
answer.
Can they guess the missing word?

Mini culture project p134

U N I T 7 | A WO R LD O F C E LE B R ATI O N 95

199

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

7 REVIEW QUIZ
1 What are both Notting Hill and Rio famous for?
a their funfairs b their carnivals c their lanterns
The aim of this review page is for students to recall and revise 2 What does the Milky Way represent in the Japanese folk tale?
grammar and vocabulary from the unit. It also gives them a concise a a river b a bridge c a flock of birds
summary of these two areas. 3 Where is the International Balloon Fiesta?
a Beijing b Albuquerque c Hong Kong
VOCABULARY 4 What do you call a small shop at a festival?
a a tent b a stall c a store
Answers 5 Where is Bangkok?
a China b Morocco c Thailand
1 1 parade 2 firework 3 ceremony 4 floats 6 What is a Roman symbol of victory?
a a laurel crown b throwing eggs c crazy costumes
2 1 band members 2 gig 3 support acts 4 headliners 7 What is China’s lucky colour?
5 venue a yellow b green c red
8 What ingredient is in the Chinese dishes Tangyuan and zongzi?
a rice b bamboo leaves c noodles
GRAMMAR
Answers
Answers 1b 2a 3b 4b 5c 6a 7c 8a

31 Because his team had won the match.

2 Because he hadn’t studied enough.
3 Because they had missed the bus.
4 Because she had seen the movie before.

41 Jacob told me (that) there was a festival in the park.

2 Noelia told her brother not to touch her things.
3 Mike said (that) he’d never been to a carnival before.
4 Chloe said (that) I could watch the fireworks with her and
her friends.
5 Claire said (that) she would visit Grandma/her grandma at
the weekend.

GAMIFICATION: QUIZ EXTENSION

Do a quiz with the class to review what they have seen in Unit 7.
1 Divide the class into about four or five teams – enough so that the
members of each team can whisper together in a group.
2 Tell each team to choose one ‘secretary’ to write down their
answers on a sheet of paper. The teams should also give
themselves a group name, and the secretary writes this down at the
top of the sheet.
3 Explain that you will ask questions and give three possible answers.
Tell students to speak quietly in their team to decide which is the
correct answer. If they speak too loudly, one of the other teams may
hear what they say!
4 Ask the questions and give the three alternative answers. Repeat
the answers if necessary. Give the teams time to discuss the answer
and for the secretary to write it down.
5 At the end, collect the sheets and redistribute them so that teams
can mark each other’s answers.
6 Go through the answers and find out which team is the winner.

200

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

7 REVIEW

VOCABULARY GRAMMAR
1 Complete the sentences with the words in 3 Answer the questions with the past perfect.
the box. 1 Why was Cheng so happy? (his team / win
the match).
ceremony firework floats parade
2 Why did Freddy fail his exam? (not study
enough)
3 Why did they come home late? (miss / the bus)
Did you know … 4 Why was Lisa bored? (see / the movie before)
1 The world’s biggest … takes
place on the
streets of Manhattan in November
. It is famous
4 Rewrite the sentences as reported speech.
for its huge balloons of cartoon cha 1 ‘There’s a festival in the park,’ Jacob told me.
racters.
2 The word for … in Japanese mea 2 ‘Don’t touch my things!’ Noelia told her brother.
ns ‘fire-flower’.
3 ‘I’ve never been to a carnival before,’ said Mike.
3 During the opening … of the
Olympic Games, 4 ‘You can watch the fireworks with my friends
Greek athletes always enter the
stadium first. and me,’ said Chloe.
4 During the Bloemencorso Par
ade in Zundert, 5 ‘I’ll visit Grandma at the weekend,’ said Claire.
the Netherlands, … decorated with
8 million
flowers drive through the streets.

Vocabular y
2 Match
M t h th
the parts
t off th
the poster
t with
ith the
th words.
d Festivals
atmosphere float
support acts headliners gig
venue band members carnival funfair
ceremony lantern
costume parade
1 crowd programme
decoration stall
firework
Music festivals and live music
band member stage
campsite support act
encore tent
gig track
SPRING IT ON! 2
headliner venue
A night of rock and pop
Doors open: 6.30 Grammar
Johhny D and the D-Men: 7.00–8.00 Concrete: 8.00–9.00 Past perfect
3 Ellie Lane: 9.00–10.00 Reported statements
and Blue Wings 10.00–11.30 4
Live at Manchester Hall March 2nd 2019
5

96 RE VIE W | UNIT 7

201

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

7 FINISHED? Answers
1 costume, 2 decoration, 3 venue, 4 parade, 5 celebrate,
6 carnival, 7 campsite, 8 encore
The aim of this page is to allow students who have already finished
the lesson to practise the target language from the corresponding 2 Put students in groups and give them copies of the grid below.
Student’s Book page in a game-like way. Tell them to make chain sentences: The first student says the
phrase in column 1. The second student chooses a phrase from
Answers
column 2 to continue the sentence. The third student chooses
a word from column 3, and so on. The last student has to finish
1 the sentence. If there are fewer than six students in a group, the
C Z W B S B K Q R K E C sentence will pass back around the circle. For example, if there
F I R E W O R K E E R A are three students in the group, then the first student will have
to continue the sentence at column 4.
Y S X P T C M D M U E R

R F W C X V A M L H H N
1 2 3 4 5 6
M T B P E R A C L Q P I

N O I T A R O C E D S V
The teacher said I was see/seeing/seen ...

R E Z P G S E I C T O A The police officer told me he had feel/feeling/felt

E Z L O T O H M A B M L The president she would go/going/gone
T F R U K I F L O A T T The shop assistant could be/been
N P M W O T L F S N A R A kid on the bus work/working/worked
A E R I A F N U F U Y D Beyoncé wait/waiting/waited
L D W O R C Y F Y S K P
(other) (other)

2 bank – band, tricks – tracks, ace – act, deadliners – headliners,

rent – tent, rampsite – campsite, spage – stage Flipped classroom activity
Before starting the next unit, ask students to look at the photo on
3 Students’ own answers page 98 for homework. Encourage them to come up with some ideas
about the following questions before the next class. Doing this flipped
41 band member: The band member said (that) they were a
classroom activity will get students thinking about the topic of the
successful support act but hoped to be a headliner at a big
unit before they see it in class.
festival one day. He/She said (that) they wanted to play on
the main stage. 1 What can you see in the photo?
2 headliner: The headliner said (that) they were going to play 2 What do you think about the girl and what she’s doing?
all their latest tracks as well as their greatest hits at the 3 Where is the girl going? What or who is she carrying in the sack? Why
concert, and that they hoped to get a big encore. is she using this way of travelling?
3 support act: The support act said (that) they had/they’d
received an invitation to open the concert for a famous
singer on her next European tour and that they were going
to play at a new venue in Spain.

GAMIFICATION: EXTRA FINISHED? ACTIVITIES

1 Solve the riddles. Print out the riddles below and give them
out to fast finishers. They try to solve the riddles individually or
in pairs.
1 It starts like cost and ends like perfume.
2 It starts like decorate and ends like operation.
3 It starts like Venice and ends like continue.
4 It starts like parachute and ends like lemonade.
5 It starts like celebrity and ends like plate.
6 It starts like carnivore and ends like festival.
7 It starts like campus and ends like website.
8 It starts like encourage and ends like before.

202

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36296-9 — Collaborate Level 3 Teacher's Book
Mark Hancock
Excerpt
More Information

7 FINISHED?

1 Find 12 more festival words in the wordsearch. 3 What had you done by 9 pm yesterday? Write as
many things as you can remember.
C Z W B S B K Q R K E C
F I R E W O R K E E R A
Y S X P T C M D M U E R
R F W C X V A M L H H N
M T B P E R A C L Q P I
N O I T A R O C E D S V
R E Z P G S E I C T O A
E Z L O T O H M A B M L
T F R U K I F L O A T T
N P M W O T L F S N A R
A E R I A F N U F U Y D
L D W O R C Y F Y S K P
firework
By 9 pm yesterday, I’d done all my homework,
2 Find and correct seven more incorrectly spelt I’d cleaned my room, I’d read 100 pages of a book,
words in the text. I’d watched a parade, I’d been to a festival …

Home News Blog Lifestyle Food

4 Guess who said the following. Then rewrite the

My blog sentences as reported speech.

band member headliner

support act

1 ‘We are a successful support act, but we

hope to be a headliner at a big festival one
day. We want to play on the main stage.’

band member: The band member said they were a …

I love the band Whizz! I’m their biggest fan. I go ‘We are going to play all our latest tracks
to all their gs, know the names of all the bank 2 as well as our greatest hits at the concert.
members and have all their tricks on my smartphone. We hope to get a big encore.’
I rst saw them when they were a support ace at
the SumFun festival. These days they’re always the
deadliners. I’m staying in a rent on a rampsite, but
I don’t plan to sleep much. I want to be next to the ‘We’ve received an invitation to open the
spage all day. 3 concert for a famous singer on her next
European tour. We are going to play at
figs – gigs a new venue in Spain.’

UNIT 7 | FINISHED ? 97

203

© in this web service Cambridge University Press www.cambridge.org