1 That’s me! Aims: t o introduce the topic of the module and activate Ss’ background knowledge to present the learning objectives of the module • Draw Ss’ attention to the title of the module and the main picture on the page. • Ask Ss what they can see and elicit an answer (a (a teenager holding a skateboard). skateboard ). • Ask Ss: How old is he? What does he look like? How does he feel? • Elicit answers. Use Ss’ L1 when necessary. • Ask Ss to guess what the module will be about. • Ask Ss the questions in the Discuss section and elicit answers. • Ask Ss to look at the pictures A-E. • Ask Ss to tell you what each one of the pictures shows. Then ask Ss to go through the module and find where the pictures are. KEY picture picture picture picture picture A: p. 12 B: p. 14 C: p. 8 D: p. 16 E: p. 10 • Read out the objectives in the In this module you will learn section. • Explain any unknown words. 7 TB 1 That’s me! Discuss: What’s your favourite school subject? What do you do in your free time? What kind of clothes do you like wearing? Where can you find the following in this module? Go through the module and find the pictures. A B C D E In this module you will learn... to talk about school life to talk about your daily routines to describe appearance to give your opinion about clothes and fashion to talk about things that are happening now to talk about temporary situations to distinguish between habitual actions and things that are happening now to talk about free-time activities to say what you like and don’t like doing to say what you want or would like to do to describe personality to write about yourself and your best friend 7 1a 1 ocabulary Listen and repeat the school subjects below. Then look at the pictures and decide where you do each of the subjects. history physics biology maths geography art art room science lab gym chemistry PE (Physical Education) ICT (Information and Communications Technology) 2 ead classroom computer room A. Look at the pictures and the title of the text. How do you think Mellway is different from other schools? Listen, read and check your answers. M E L LWArmYing arts Before you read, try to predict what the text is about with the help of the title and the pictures. School for perfo ars old. y are 14-19 ye a w ll e M t a ts condary The studen ts as other se c je b su e m . sa They do the eography, etc g , ry to is h s, ath ce. schools like m usic and dan m rn a Libby Kingsley a fifteen-year-old le o ls a but they student says: Mellway is a great school. Classes start at 8:45am every day and they finish at 4 o’clock on most days. On Fridays they don’t finish at 4:00. They finish at 2:30, but I stay till 5 o’clock and practise with my friends. I want to become a singer so Mellway is perfect for me. Theo Hunt a fourteen-year-old student says: My favourite subject is modern dance. You see, I like hip hop. It’s great fun! The facilities at Mellway are excellent. My favourite place is the theatre. It’s very big, and at the end of school in July, we give a dance performance there. 8 FUNCTIONS Talking about school and school life Talking about your daily routine Talking about habitual actions and routines • Help Ss deduce the meaning of the phrase performing arts by making reference to different forms of entertainment such as dancing, singing, playing music, etc. • Ask Ss the question in the rubric. • Elicit answers but do not correct Ss at this stage. • Play the CD and have Ss follow in their books and check their predictions. Tell them to underline unknown words at the same time. • Check Ss’ predictions with the class. STRUCTURES Present Simple Prepositions of time VOCABULARY School subjects art biology chemistry maths PE physics geography history ICT Other words and phrases after also become before end (n) excellent facilities finish gym It’s great fun! learn like (prep) modern other perfect place practise say science lab secondary school start the same... as till until want 1 Vocabulary 9 Aim: to present some school subjects and facilities • Ask Ss to read through the school subjects presented and provide any necessary explanations. • Play the CD and get Ss to repeat the school subjects they hear. • Ask Ss to look at the pictures next to the list of the school subjects and read through the respective captions. • Ask Ss where they can find the places shown in the pictures (at (at a school). school ). • Help Ss deduce the meaning of any unknown words by relating them to the corresponding pictures. • Ask Ss to do the activity. • Check the answers with the class. 1a KEY Suggested answer Mellway is a school where students can also learn music and dance. • Ask Ss some comprehension questions: How old are the students at Mellway? They are 14-19 years old. What does Libby think of Mellway? She thinks that it is a great school/that it’s perfect for her. What time do classes finish on Fridays? At 2:30. When does Libby practise with her friends? On Fridays after school. Where do they practise? At Mellway. What does Libby want to become? A singer. What is Theo’s favourite subject? Modern dance. What does Theo think about the facilities at Mellway? He thinks that they are excellent. What is his favourite place at Mellway? The theatre. What is the theatre like? It’s big. KEY art room: art science lab: biology, chemistry, physics gym: PE classroom: history, geography, maths computer room: ICT • Ask Ss: What’s your (least) favourite school subject? What facilities has your school got? What other facilities would you like your school to have? • Elicit answers. 2 Read 10 A. Aims: • • • • t o help Ss make predictions about the reading text based on visual prompts t o present vocabulary, structures and functions in the context of an article to give Ss practice in reading for gist Draw Ss’ attention to the TIP and explain it. Draw Ss’ attention to the title of the text and the accompanying pictures. Make sure that Ss understand that Mellway is the name of the school. Ask Ss to tell you where the children in the pictures are (at Mellway) Mellway) and what they are doing (they (they are playing music/singing, etc.). etc.). TB 8 1a B. Aim: to give Ss practice in identifying specific information in the text • Have Ss read the text again and do the activity. • Check the answers with the class. KEY 1. They do the same subjects as other secondary schools like maths, history, geography, etc., but they also learn music and dance. 2. They start at 8:45am. 3. They finish at 4 o’clock. 4. Yes, she does. 5. Hip hop. 6. They give a dance performance. • Explain any unknown words and choose Ss to read the text aloud. Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the text • Ask Ss: What do you think of Mellway? Would you like to go to a school like Mellway? Would you study music or dance? Is there a similar school in your country? • Elicit answers and initiate a short discussion. 3 Grammar Aims: t o present and give Ss practice in using the Present Simple t o present some prepositions of time (at, in, on, till/until, before, after) Present Simple • Ask Ss to read through the tables. • Explain to Ss that this is the Present Simple of the verb start.. Discuss the formation of the tense and draw Ss’ start attention to the third person singular. • Ask Ss to read through the short dialogue and tell you when the Present Simple is used (to (to refer to a habitual action).). If necessary, demonstrate this with further action examples, e.g. I go to the cinema on Saturdays. Saturdays. Prepositions of time • Ask Ss to read through the table containing the prepositions of time at, in, on till/until, before and after and explain how they are used. • Refer Ss to the Grammar Reference (p. 118). • Have Ss do the activity. • Check the answers with the class. KEY 1. does, gets 2. Do … finish, finish 3. doesn’t work, goes 4. does … practise, plays 5. don’t stay, ride 9 TB 4 Pronunciation 11, 12 A. Aim: to have Ss differentiate between //, // and // sounds • Play the CD and have Ss repeat what they hear. Tell Ss to listen for the difference in pronunciation between lunch nch,, lab and pl pla ace ce.. • Elicit the answer that lunch has got an / / / sound, lab has got an / / / and pl pla ace has got an / /// sound. B. Aim: t o give Ss practice in differentiating between the //, // and // sounds • Play the CD and pause after each word. • Ask Ss to repeat each word and tick the sound they hear. • Check the answers with the class. • If necessary, play the CD again in order to clarify any questions Ss may have. KEY //:/: fun, subject, study //:/: maths, practise //:/: same, information 5 Speak & Write A. Aim: to give Ss practice in revising the structures, functions and vocabulary presented in this lesson by talking about their school through pair work • Ask Ss to read through the list of questions and make sure that they haven’t got any unknown words. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogue in class. B. Aim: to give Ss practice in writing a paragraph about their school • Allow Ss some time to write their paragraphs. • Choose some Ss to read out their paragraphs. 3 rammar Present Simple AFFIRMATIVE I We start You They He She It NEGATIVE starts I We don’t start You They QUESTIONS I we Do start? you they He She doesn’t start It A: What do you do every day after school? B: I watch TV and then my sister and I play computer games. Prepositions of time Complete with the Present Simple of the verbs in brackets. 1. William (do) his homework when he (get) home. 2. A: you (finish) school at 3pm on Fridays? B: No, we (finish) at 1:30. 3. My mother (not work) on Saturdays so she (go) shopping. 4. A: When your brother (practise) the guitar? B: Every day after school and he also (play) the guitar at the weekends. 5. Fay and Julie (not stay) at home on Sundays. They (ride) their bikes in the park. he Does she start? it at 7am / midnight / the weekend, etc. in the morning / spring / March, etc. on Thursday / Sunday evening / weekdays, etc. till/until 9pm / noon / Sunday, etc. before/after lunch / school / 11pm, etc. 4 ronunciation A. Listen and repeat. What’s the difference between a, b and c? a. lunch b. lab c. pl pla ace B. Listen and tick (3) the sound you hear. lunch / / lab // place // maths same fun information subject practise study 5 peak & rite A. Talk in pairs about your school. Use the ideas below. B. Read again and answer the questions. 1. 2. 3. 4. 5. 6. What subjects do students do at Mellway? What time do classes start? What time do classes finish on Thursdays? Does Libby stay at school after 2:30 on Fridays? What does Theo say is great fun? What do they do at the theatre at the end of school in July? What’s the name of your school? Where is it? How many teachers work there? How many students are there? What facilities are there at your school? What time do classes start and finish? What subjects do you do? What are your favourite subjects? B. Use the ideas from activity 5A to write a paragraph about your school. 9 1b 2 1 ocabulary A. Read the sentences and write the correct name next to each picture. Then listen and check your answers. ead A. Read the conversation on an online game chat channel between two players. Does Marcus get the map from the NPC (Non-Player Character)? 1 Marcus Hi, guys! I’ve got a problem. I’m looking for an NPC. He’s got the map I need. Can you help me? Oliver Sure. Where are you? Are you still at the lake? Marcus No, I’m in the park. He’s here too. Oliver Great, I’m in the park too. What does he look like? There are a lot of NPCs here! Marcus I know, and I’m almost out of time! Oliver So, what does he look like? Marcus He’s tall and slim. Oliver OK. What else? Marcus He’s wearing glasses and he has got short brown hair. Oliver There he is! He’s standing near a tree. Marcus No, that NPC has got black hair. Wait! There he is. Oh, no! My time’s up! Oliver Oh, that’s too bad. Sorry. Marcus No problem. Thanks anyway. 2 3 B. Read again and choose the correct NPC. Fiona is short and chubby. She’s got medium-length straight fair hair. Emma is really good-looking. She’s got short curly hair. Amanda is tall and slim. She’s got long wavy dark hair. 10 1 2 3 4 FUNCTIONS Asking about and describing people’s physical appearance • • STRUCTURES Present Progressive VOCABULARY Appearance chubby curly dark fair good-looking medium-length slim straight wavy Other words and phrases a lot of almost anyway glasses guys help (v) look for map (I’m) out of time. still (adv) That’s too bad. There he/she is. Time’s up. What does he/she look like? What else...? wait 1 Vocabulary 13 Aim: to present vocabulary related to physical appearance • Ask Ss to look at the three pictures and read through the three sentences. • Explain to Ss that they should write the correct name next to each picture after reading the descriptions. • Have Ss do the activity. • Play the CD and have Ss check their answers. • Check the answers with the class. KEY 1. Amanda 2. Fiona 3. Emma • Help Ss deduce the meaning of any unknown words by relating them to the content of the corresponding pictures. Language Plus • The noun hair is normally uncountable and it refers to the mass of hair on your head, e.g. Her hair is long. NOT: Her hair are long. The countable noun hair refers to one strand of hair, e.g. There is a hair in my soup! • We usually use the adjective chubby to refer to someone’s weight instead of fat fat,, which is considered rude. • When we use two or more adjectives to describe a person’s physical appearance, they follow the order: size / age + shape + colour + NOUN, NOUN, e.g. long wavy dark hair. 2 Read • • • and what an NPC is (short ( short for ‘Non-Player Character’, a character in a game which is not controlled by the players).. players) Draw Ss’ attention to the question in the rubric. Play the CD and have Ss follow in their books. Tell them to underline any unknown words at the same time. Tell Ss that they shouldn’t worry about unknown words at this stage. Have Ss answer the question. Check Ss’ answers with the class. 1b KEY No, he doesn’t. • Ask Ss some comprehension questions: Who has got a problem? Marcus. What’s his problem? He’s looking for an NPC. Who helps Marcus? Oliver. Where’s the NPC? In the park. Are there other NPCs in the park? Yes, there are. • Explain any unknown words. • Choose Ss to act out the dialogue. B. Aim: to give Ss practice in transferring from verbal to visual prompts • Ask Ss to look at the four pictures. • Ask Ss to describe the NPC in each picture. • Allow Ss some time to decide on the correct picture. • Check the answers with the class. KEY The correct picture is 1. C. Aim: to give Ss practice in reading for specific information • Have Ss do the activity. • Check the answers with the class. KEY 1. T 2. F 3. F 4. F 5. T Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the dialogue • Ask Ss some questions: Do you play online games? Do you think that playing online games is fun? 14 A. Aims: t o give Ss practice in making predictions about the content of the dialogue based on visual prompts t o present vocabulary, structures and functions in the context of a dialogue t o give Ss practice in identifying the main idea of the dialogue • Draw D raw Ss’ attention to the layout of the text and ask them if they know what it is. • Ask Ss to read the rubric and explain to them what an online game chat channel is (a (a feature of an online game in which players exchange messages about the game) game) TB 10 1b 3 Grammar Aims: t o present the Present Progressive t o give Ss practice in using the Present Progressive in context •Refer Ss to the table and explain to them that this is the Present Progressive of the verb draw draw.. Discuss the formation of the tense (affirmative, (affirmative, negative and question forms).). forms •Point out the time expressions used with the Present Progressive and explain any unknown words if necessary. • Refer Ss to the dialogue in the reading activity and ask them to underline all the examples of the Present Progressive (e.g. I’m looking for an NPC, He’s wearing glasses, etc.) and tell you when the tense is used (to (to describe an action that is happening now). now). • Refer Ss to the Grammar Reference (p. 119). • Have Ss do the activity. • Check the answers with the class. KEY 1. is Dad doing, ’s/is reading a book 2. ’m/am studying 3. ’re/are playing 4. ’s/is eating 5. ’re/are watching 6. Is Pete listening, ’s/is sleeping 4 Listen 15 Aim: to give Ss practice in transferring from verbal to visual information and listening for specific information • Tell Ss that they will listen to a phone conversation between a girl called Maria and her friend Simon. • Ask Ss to look at the pictures of the teenagers carefully as they must label each picture with the names given. For this reason, they must pay attention to what they hear on the CD. • Play the CD twice. • Check the answers with the class. KEY 1. Laura 2. John 3. Kelly 4. Lee 11 TB LISTENING TRANSCRIPT Maria Hello? Oh, hi, Simon! Simon Hey, Maria, what are you doing? Maria I’m at John’s house. We’re doing a project for school. Simon John who? Maria John Wilson. Simon Oh, is he the one with long dark hair? Maria Not any more. He’s got dark hair, but it’s really short now. Simon Really? So, who else is there? Maria Kelly and Laura. Simon Laura? I know her. She’s got curly fair hair, right? Maria That’s right. Simon But who’s Kelly? Maria She’s Laura’s friend. She’s got straight brown hair and brown eyes. Simon Is she a bit chubby? Maria Not any more. She’s quite slim now. Simon Are there any boys there? Maria Yes, Lee Gordon is here. Simon Who’s he? Maria You know him. He’s in your French class. Simon Really? What does he look like? Maria He’s tall and he’s got fair hair and blue eyes. Simon Oh, you’re right. He’s the new student in our class. Anyway, do you want… 5 Speak Aim: to give Ss practice in using the structures, functions and vocabulary presented in the lesson through pair work • Divide Ss into pairs. • Draw Ss’ attention to the speech bubble. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out their dialogues in class. 3 4 rammar Present Progressive AFFIRMATIVE NEGATIVE QUESTIONS I ’m drawing I ’m not drawing Am I He She ’s drawing It He She isn’t drawing It Is We You ’re drawing They we We You aren’t drawing Are you drawing? they They Listen to Maria talking on the phone to a friend. Label the pictures with the names. John drawing? Laura Kelly Lee he she drawing? it TIME EXPRESSIONS now, at the moment, these days, today, this week/year, etc. Complete the sentences with the Present Progressive of the verbs in brackets. 1. A: What isten Maria 1 3 2 4 (Dad / do)? B: He (read) a book. 2. A: Tina, are you here? B: Yes, Mum. I (study). 3. Look at the girls! They (play) football. 4. Mum (eat) dinner. 5. A: Boys, where are you? B: We 6. A: (watch) TV, Mum. (Pete / listen) to music? B: No, he (sleep). 5 peak Guessing Game: Who is it? Talk in pairs. Student A: Choose one of your classmates and describe him/her to Student B without saying his/her name. Student B: Listen to Student A’s description and try to guess which of your classmates he/she has chosen. C. Read again and write T for True and F for False. 1. Marcus needs a map. He is… and he has got... Is it… ? 2. Marcus and Oliver are at the lake. 3. Marcus doesn’t know what the NPC looks like. 4. The NPC Marcus is looking for is standing near a tree. 5. Marcus didn’t find the map. 11 1c 1 tracksuit ocabulary boots Listen and repeat. Which of these clothes and accessories are for boys, which are for girls and which are unisex? earrings shirt leggings shorts belt jumper top skirt hat sandals 2 ead A. Look at the picture. What is Liv doing? Listen to the dialogue and check your answers. Then read it out in pairs. Amy Hey, Liv. What’s up? Why are you cutting your favourite jeans? Liv I’m making a skirt. Amy Really? How often do you make your own clothes? Liv Well, I don’t usually make my own clothes. But I’m really bored of my old clothes, so I’m changing them. Anyway, jean skirts are in fashion this summer. Amy I see. What are you doing now? Liv I’m drawing a butterfly on one of the pockets. What do you think? Amy Well, it doesn’t look like a butterfly. Liv You’re right. What a mess! Amy Don’t worry. I’ve got an idea. Liv What are you looking for? Amy Just wait.... Liv Oh, patches. Beautiful! I want two. Let’s put this green patch here on my awful butterfly and the blue patch on the other pocket. Amy Do you still want a butterfly? Liv Yes, please draw a butterfly for me on the green patch. You always draw beautiful butterflies. Amy Sure. There you go. Liv Thanks, Amy. C. Read again and tick the correct picture a, b or c. B. Read again and answer the questions. 1. 2. 3. 4. 5. 12 What is Liv using to make a skirt? Why is Liv making changes to her clothes? What’s in fashion this summer? What does Amy want to put on the skirt? Who’s good at drawing? a b c FUNCTIONS Talking about clothes and fashion Talking about current activities and about temporary situations Distinguishing between habitual actions and current activities STRUCTURES Present Simple vs Present Progressive Stative verbs Adverbs of frequency VOCABULARY Clothes and accessories belt boots earrings hat jumper leggings sandals shirt shorts skirt top tracksuit Other words and phrases awful bored cut change Don’t worry. draw How often...? in fashion Let’s... once / twice / three times a... own (adj) patch pocket put wait What a mess! What’s up? Why...? 1 Vocabulary 16 Aim: to present clothes and accessories • Ask Ss to name any items of clothing that they already know. • Ask Ss to look at the pictures and read the words that accompany each picture. • Help Ss deduce the meaning of any unknown words by relating them to the content of the respective pictures. • Play the CD and have Ss repeat the words they hear. • Ask Ss which of these clothes and accessories they have got. Language Plus • The words leggings, shorts, trousers, jeans, etc. are always used in the plural because they are made up of two parts that go together. • The word top usually refers to a woman’s piece of light clothing worn on the part of the body above the waist. • Ask Ss the question in the rubric. • Help Ss deduce the meaning of the word accessories by asking them to tell you which of the items presented here are accessories (belt, ( belt, hat, earrings) earrings) and the meaning of the word unisex ((== worn by both boys and girls). girls). Optional activity •A sk a student to come to the board. • A sk him/her to choose one of his/her classmates but not to reveal who it is. • E xplain to Ss that they should try to guess the student their classmate has thought of by asking him/her questions about this person’s clothes. e.g. Is his/her T-shirt red? Are his/her trousers blue? Has he/she got a black belt? 2 Read 17 1c A. Aims: t o give Ss practice in making predictions about the content of the dialogue based on visual prompts t o present vocabulary, structures and functions in the context of a dialogue t o give Ss practice in identifying the main idea of the dialogue • Ask Ss to look at the picture and ask them the question in the rubric. • Elicit answers but do not correct Ss at this stage. • Play the CD and have Ss follow in their books and check their predictions. Tell them to underline any unknown words at the same time. KEY Suggested answer She is cutting a pair of jeans. • Ask Ss some comprehension questions: Does Liv usually make her own clothes? No, she doesn’t. What is Liv drawing on one of the pockets of the skirt? A butterfly. What does Amy think of Liv’s drawing? That it doesn’t look like a butterfly. Does Liv like her drawing? No, she doesn’t. Which patch does Liv decide to put on her butterfly? The green one. What does Liv ask Amy to do? To draw a butterfly for her on the green patch. • Explain any unknown words. • Choose Ss to act out the dialogue. B. Aim: to give Ss practice in reading for specific information • Have Ss do the activity. • Check the answers with the class. KEY 1. Her favourite jeans. 2. Because she’s bored of them. 3. Jean skirts. 4. She wants to put patches on the pockets of the skirt. 5. Amy. C. Aim: to give Ss practice in transferring from verbal to visual prompts • Ask Ss to look at the three pictures. • Ask Ss to describe the skirt in each picture. • Allow Ss some time to decide on the correct picture. • Check the answers with the class. KEY The correct picture is b. Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the dialogue • Ask Ss: Do you ever get bored of your old clothes? Have you ever tried to change them? What changes would you like to make to your old clothes? • Elicit answers and initiate a short discussion. TB 12 1c 18 3 Grammar 4 Listen Aims: Aim: to give Ss practice in transferring from verbal to visual information and listening for specific information • Draw Ss’ attention to the TIP and explain it. • Ask Ss to look at the pictures of the three models and ask them to describe what the models are wearing. • Play the CD twice. • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. t o have Ss differentiate between the Present Simple and the Present Progressive t o give Ss practice in using the Present Simple and the Present Progressive in context t o present and give Ss practice in using adverbs of frequency and How often…? Present Simple vs Present Progressive • Choose a student and ask him/her the following question about something you know he/she does, e.g. John, do you watch TV in your free time? ((Yes, Yes, I do.). do.). Then, ask him/her, e.g. Are you watching TV now? ((No, No, I’m not.). not.). • Ask Ss a few more similar questions and report their answers to the class, e.g. Anna plays tennis at the weekends, but she isn’t playing tennis now. • Ask Ss when we use the Present Simple and the Present Progressive. • Elicit answers and refer Ss to the second table. • Draw Ss’ attention to the NOTE and explain it. If necessary, demonstrate it with further examples (e.g. I think you are beautiful. I like this milkshake. I’m hungry, I want something to eat, etc.). etc.). • Refer Ss to the Grammar Reference (p. 119). • Have Ss do the activity. • Check the answers with the class. KEY 1. isn’t/is not watching, ’s/is listening, hates, thinks 2. goes, ’s/is visiting 3. live, are/’re staying, want Adverbs of frequency • Draw Ss’ attention to the graph and explain to them that the words always, usually, often, sometimes and never are called adverbs of frequency because they show the frequency at which an action happens. • Help Ss deduce the meaning of each adverb of frequency by relating them to the respective columns. • Read out the rules and demonstrate the position of the adverbs of frequency in the sentences. • Refer Ss to the comic strip and ask them to underline all the sentences containing adverbs of frequency (I ( I don’t usually make my own clothes, You always draw beautiful butterflies).). Ask Ss to provide examples of their own. butterflies • Point out to Ss that we use How often…? to ask about the frequency at which an action happens. • Point out to Ss that we say once / twice a month/day/ year but we say three times a month/day/year, month/day/year, etc. to answer a question beginning with How often…? • Refer Ss to the comic strip and ask them to underline any questions beginning with How often…? ((How How often do you make your own clothes?) clothes? ) • Refer Ss to the Grammar Reference (p. 118). • Have Ss do the activity. • Check the answers with the class. KEY 1. Arnold never watches horror films. 2. I don’t often play football on weekdays. 3. Susan sometimes watches TV after school. 4. How often do you see your cousins? 13 TB KEY Jessica is wearing an orange dress and is holding a small bag. Rita has got different coloured patches on her skirt and is wearing a big belt. Paola is wearing trousers with about ten pockets. pockets. LISTENING TRANSCRIPT Tanya Hello...I’m Tanya Ivory and welcome to In Style. Style. Today, we have Olivia Roberts and her models with us. Hello, Olivia... girls... So, Olivia, what have you got for us? Olivia Hi, Tanya. Well, I’ve got some beautiful clothes and accessories. Tanya OK. Let’s begin. Olivia Here comes Jessica. She’s wearing a cute dress, leggings and a big black belt. Tanya Oh, I love that orange dress. Olivia Yes, orange is in fashion this year. Tanya And her bag is great, too. Olivia Yes, small bags are in style this year. Thanks Jessica... Now, here comes Rita. She’s wearing a white top and a long orange skirt with different coloured patches on it. She’s also wearing a big belt. Tanya And ...what’s that big butterfly on her head? Olivia It’s a hat. Big hats are also in fashion... Tanya Are they? Well, then we’re going to see lots of hats this summer. Olivia Now, here comes Paola. She’s looking wonderful in a red top and trousers. Tanya Look at all those pockets! Her trousers have got about ten pockets on them. Oh, she’s wearing a big belt, too! Olivia Well, accessories are in fashion this year. Especially, big belts. Tanya Let’s go out and buy some new belts and bags. 5 Speak & Write A. Aim: to give Ss practice in using the structures, functions and vocabulary presented in the lesson by talking about their clothes • Ask Ss to read through the questions and make sure that they haven’t got any unknown words. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs or small groups and go round the class helping them when necessary. • Choose some students to act out the dialogue in class. B. Aim: to give Ss practice in writing a paragraph about their clothes • Tell Ss to use the ideas from activity 5A and write a paragraph. • Allow Ss some time to write their paragraph. • Choose some Ss to read out their paragraph. rammar 3 Present Simple vs Present Progressive TENSE USE Present Simple Adverbs of frequency EXAMPLE Everyday activities Beth usually wears trainers. or routines Present Progressive Actions happening now Beth is looking for her sandals at the moment. Temporary states Beth is wearing sandals this summer because they are in fashion. always usually often sometimes never We place adverbs of frequency: • before the main verb. Jamie never wears shorts. Hilda doesn’t often go shopping. • after the verb be be.. Wayne is usually tired after work. NOTE STATIVE VERBS (see, like, love, hate, want, think, need, understand, know, etc.) are usually not used in the Present Progressive. I want to buy these earrings. I love them! How often? A: How often do you go to the beach? B: Once / Twice / Three times a month month.. Complete with the Present Simple or the Present Progressive of the words in brackets. 1. Mark (not watch) the tennis match at the moment. He to music. He (listen) (hate) tennis. 2. Keith usually (go) to the skatepark after school, but today he (visit) (live) in London, but they 1. Arnold / never / horror films / watches / . 2. play / on weekdays / I / football / often / don’t / . his grandmother. 3. My uncle and aunt Put the words in the correct order to make sentences. 3. sometimes / after / TV / Susan / school / watches /. (stay) with a friend in Paris these days. They 4. see / cousins / how / you / do / often / your / ? (want) to see the city. 4 isten 5 Listen to a TV programme and find the mistakes in the fashion models’ clothes. Jessica rite A. Discuss in pairs or small groups. Paola Rita peak & What kind of clothes do you usually wear to school? What do you wear when you go out with your friends? Are your clothes in fashion? What’s your favourite item of clothing? B. Use the ideas from activity 5A to write a paragraph about your clothes. Before you listen, look at the pictures carefully. 13 1d 1 ocabulary Match. Then listen and check your answers. Do you do any of the following in your free time? surf table tennis read on the Net go arts and crafts hang songs / music videos from the Net chat rollerblading / skateboarding / to concerts play the Net do magazines / newspapers download out with friends 2 ead A. Listen and read. Which youth club are the boys talking about? fun? Do you want to have Then join the U B H C L T U YO st i c a t n u F ! Weekly competitions Dave Kevin Dave Kevin Dave Kevin Dave Kevin Dave Kevin Dave Kevin Dave Kevin rt T-shi Do you love playing computer games? Come to the Net Youth Club! Online games, karaoke nights and free Internet access What? mputer games, Karaoke, film nights , core! arts and crafts and mo When? Every Friday m to 10pm What time? From 6p his Join t th How much? £8/week mon t a e Age? 13-17 a nd g 14 Learn whole phrases (e.g. verb+noun), not just isolated words. ! Monthly computer game competitions! Winner gets £150! Every Tuesday, 6pm-10pm Cost: £25/month All ages welcome Have you g your handsoat free time on t the weeken d? ACTIVITIES: Online gam computer gaesm, arts and crafts, es, table tenn is Ever y Sat-Sun » 3pm-7pm » £30/month » Ages 14+ Hey, Kevin. Would you like to join a youth club? I’d love to. Well, check out this flyer. It looks good. It’s perfect for us. We love playing computer games. I can’t stand karaoke, though. Just don’t do it. There are lots of other activities. My sister would like to join, too. She loves doing arts and crafts. She’s a bit old. She’s only seventeen. Oh, that’s OK, then. Is the club open at the weekend? No, but it’s open till ten tonight. So, it’s open now. Let’s go and join! Sure, why not? B. Read again and write T for True or F for False. 1. 13-year-olds can’t go to the Net Youth Club. 2. You can play table tennis at the Weekend Youth Club. 3. The Weekend Youth Club is 30 pounds a week. 4. The Fun-tastic Youth Club is open every day. 5. Dave and Kevin enjoy playing games on a computer. 6. Kevin wants to join because he loves karaoke. 7. Today is Friday. FUNCTIONS Talking about free-time activities Expressing likes and dislikes Expressing a desire STRUCTURES like / love / enjoy / hate / can’t stand + -ing or noun would like / want + to VOCABULARY Free-time activities chat on the Net do arts and crafts download songs/music videos go rollerblading go skateboarding go to concerts hang out with friends play table tennis read magazines/newspapers surf the Net Other words and phrases a bit can’t stand check out competition early free It looks good. join karaoke lots of online only though website winner youth club Warm-up Aim: to introduce the topic of the lesson • Ask Ss what they like doing in their free time. • Elicit answers. 1 Vocabulary 19 Aim: to give Ss the opportunity to revise collocations related to free-time activities and introduce some new ones • Ask Ss to read through the two columns and match them to make collocations. • Allow Ss some time to do the activity. • Play the CD and have Ss listen and check their answers. KEY surf the Net read magazines / newspapers go rollerblading / skateboarding / to concerts hang out with friends chat on the Net play table tennis do arts and crafts download songs / music videos from the Net • • • • • Draw Ss’ attention to the TIP and explain it. Explain any unknown words. Ask Ss the question in the rubric. Elicit answers. Play the CD again and pause so that Ss can repeat what they hear. 2 Read A. Aims: 20 t o present vocabulary, functions and structures in the context of three flyers advertising youth clubs and a dialogue t o give Ss practice in reading for gist • Ask Ss to look at the flyers ((== leaflets containing information about an event, a product, a service, etc.) etc.) and tell you what they are advertising (three (three youth clubs). clubs). • Make sure that Ss understand what a youth club is (= (= a place where young people can go to meet, play sports and do other social activities) activities) and ask them if youth clubs are popular in their country/area, if they have ever joined a youth club, whether they liked the experience, etc. • Elicit answers. • Ask Ss to read through the three flyers. • Play the CD and have Ss follow in their books. Tell them to underline any unknown words at the same time. • Ask Ss the question in the rubric. • Check the answer with the class. 1d KEY The boys are talking about the Fun-tastic Youth Club. Language Plus We say eight pounds a/per week (£8/week). Per is more formal than a. • Ask Ss some comprehension questions: What does the Fun-tastic Youth Club offer? Karaoke, film nights, computer games, arts and crafts and weekly competitions. What will you get if you join the Fun-tastic Youth Club this month? A T-shirt. How much will you pay to join the Fun-tastic Youth Club? £8/week. Can twelve-year-olds join the Fun-tastic Youth Club? No, they can’t. What does the Net Youth Club offer? Online games, karaoke nights, free Internet access and monthly computer game competitions. How much does the winner of a computer game competition get? £150. Is the Net Youth Club open in the morning? No, it isn’t. How much will you pay to join the Net Youth Club? £25/ month. Is the Weekend Youth Club open on weekdays? No, it isn’t. Can thirteen-year-olds join the Weekend Youth Club? No, they can’t. Is the Weekend Youth Club open in the morning during the weekends? No, it isn’t. What does the Weekend Youth Club offer? Online games, arts and crafts, computer games and table tennis. What does Kevin’s sister like? Arts and crafts. How old is she? 17. Can Dave, Kevin and his sister join the same youth club? Yes, they can. B. Aim: to give Ss practice in reading for specific information • Have Ss do the activity. • Check the answers with the class. KEY 1. F 2. T 3. F 4. F 5. T 6. F 7. T • Explain any unknown words and choose Ss to read the dialogue aloud. Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the dialogue • Ask Ss which of the three youth clubs they would choose to join and why, what activities they would like a youth club to offer, why young people should join youth clubs, etc. • Elicit answers and initiate a short discussion. TB 14 1d 3 Grammar Aim: to present and give Ss practice in using the structures like / love / enjoy / hate / can’t stand + -ing or noun and the structures would like / want + to • Ask Ss to look at the first table and read through the examples. • Refer Ss to the flyers and the dialogue and ask them to underline the sentences which contain any of the verbs in the first table (Do ( Do you love playing computer games…?, We love playing computer games, I can’t stand karaoke..., She loves doing arts and crafts). crafts). • Ask Ss to tell you what they notice about these verbs (they are followed by an -ing form or a noun). noun). • Ask Ss to make their own sentences practising the structure (-ing (-ing or noun). noun). • Ask Ss to look at the second table and read through the examples. • Refer Ss to the flyers and the dialogue and ask them to underline the sentences which contain any of the two verbs in the table (Do ( Do you want to have fun?, Would you like to join a youth club?, My sister would like to join, too.). too.). • Ask Ss to tell you what they notice about these verbs (they are followed by to + the base form of the verb). verb). • Ask Ss to make their own sentences practising the structure (to (to + the base form of the verb). verb). • Write the following sentences on the board: I like going to the cinema. I’ d like to join a youth club. Ask them to tell you if there is a difference between them. Draw Ss’ attention to the examples I love going to concerts on Saturday nights and I’ d like to chat on the Net. • Help Ss deduce that in both cases the former expresses a general preference while the latter expresses a desire. • Further demonstrate this distinction with the rest of the verbs (e.g. I love pizza. vs I want to have pizza tonight.). tonight.). • Refer Ss to the Grammar Reference (p. 119). • Have Ss do the activity. • Check the answers with the class. KEY 1. to go 2. hanging 3. to get 4. reading, reading 5. to watch, watching 21 4 Listen A. Aim: to give Ss practice in listening for gist • Have Ss read the rubric and phrases a and b b.. • Play the CD and have Ss listen and answer the question. • Check the answer with the class. KEY The correct answer is a. at an Internet café B. Aim: to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-6 and make sure they haven’t got any unknown words. • Play the CD twice. • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. KEY 1. I 2. B 15 TB 3. F 4. F 5. F 6. B LISTENING TRANSCRIPT Fran Hey, Ian. Ian Hi, Fran. Fran What are you looking for? Ian Nothing much. I’m just looking for a music video, but I can’t find it. Fran I’ve got lots of songs on my computer, you know. Ian Yeah, I’ve got the song. I’d like to have the video. Fran The Internet’s great, isn’t it? You can find anything you want and it’s really cheap. Ian I know, I love it. I download songs every day. Fran I don’t buy CDs any more. Ian I do. I like having CDs, too. Fran Why? You can just download any song you want. Ian I don’t know. I just like it. Fran CDs are so expensive. Ian Not really. Oh, I give up. I can’t find it! What are you doing? Fran I’m just chatting. Ian Who’s online? Fran My friend Emma. Ian I know Emma. Fran Really? Do you hang out together? Ian Not really. She’s one of my sister’s friends. Fran I see. Ian So, do you want to play a game after you finish? Fran No, thanks. I can’t stand computer games. Sorry. Ian That’s OK. I’m not staying long anyway. Hey, do you read Computer Expert? Expert? Fran The magazine? Yeah, it’s really good. Ian I know. It’s the best. I’ve got the latest one at home. Do you want to read it? I can bring it to you tomorrow. Fran Yeah, thanks. Ian No problem. 5 Speak A. Aim: to give Ss practice in asking and answering questions about their likes and dislikes • Draw Ss’ attention to the activities in the table and check their understanding. • Ask some Ss which of the activities they like/don’t like. • Ask Ss to read through the speech bubble. • Choose a student and act out the dialogue. • Get Ss to do the activity in groups of three and go round the class helping them when necessary. • Choose some groups to ask and answer questions in class. B. Aim: to give Ss practice in reporting their group’s answers • Draw Ss’ attention to the speech bubble. • Have Ss report their group’s answers to the class. 6 Write Aim: to give Ss practice in writing sentences about themselves • Ask Ss to read through the prompts and elicit examples of what they have to write about. • Allow Ss some time to write their sentences. • Choose some Ss to read out their sentences. 3 rammar like / love / enjoy / hate / can’t stand + ing or noun I love going to concerts on Saturday nights. Jack hates concerts. would like / want + to I’d like to chat on the Net. Julie wants to watch music videos. Complete with the correct form of the verbs in brackets. 1. 2. 3. 4. Karen would like Do you enjoy I don’t want Stan hates (go) out for dinner tonight. (hang) out with your friends? (get) up early tomorrow morning. (read) newspapers but he likes (read) magazines. 5. A: Would you like (watch) a comedy tonight? B: Sorry, I can’t stand (watch) comedies. 4 isten A. Listen to two friends, Fran and Ian, talking. Where are they? a. at an Internet café b. at Ian’s house B. Listen again and answer the questions. Write F for Fran, I for Ian or B for both. 1. Who wants to download a music video? 3. Who doesn’t buy CDs? 2. Who loves downloading songs from the Net? 4. Who is chatting with Emma? 5. Who doesn’t enjoy playing computer games? 5 peak 6. Who likes reading computer magazines? GROUP SURVEY A. Talk in groups of three. Ask and answer questions and complete the table. Use the verbs in the box. Do you like... YOU go / concerts? Student 1 Student 2 like love enjoy hate can’t stand Do you like going to concerts? Yes, I love going to concerts. What about you? I hate going to concerts. listen / hip hop music? play / table tennis? karaoke? chat / Net? read / newspapers? 6 B. Report your group’s answers to the class. ... and ... like going to concerts, but I don’t. rite Imagine that you have a website. Write a few sentences about yourself. Hi! Welcome to my website. I’m... and I’m... years old. In my free time I love..., but I can’t stand... My friends and I... 15 1e 3 1 ocabulary peak & rite Read the blog post. In which paragraph can you find information about the following? Look at the pictures and match the opposite adjectives. Then listen and check your answers. Rob’s personality Rob’s appearance Marco’s appearance and personality friendly who Marco is shy what Rob and Marco do together Rob’s Blog! active rude polite unfriendly outgoing About me Hi! My name is Rob, and I am 13 years old. I’m tall and slim and I have got curly dark hair and brown eyes. I’m very active and I love sports. My favourite sport is ice-hockey. I am also very outgoing and I’ve got lots of friends. I love spending time with them. lazy When you learn new words, it’s a good idea to learn any synonyms and/or opposites. 2 16 peak CLASS GAME Say three sentences describing one of your classmates (appearance and personality) to the class, including one sentence which is not true. Your classmates must find what is not true about this person. Lee has got blue eyes and... He’s active and... FUNCTIONS Describing people’s personality Talking about yourself and your best friend VOCABULARY Personality active clever friendly helpful polite rude shy unfriendly Other words and phrases age both ice hockey local What is he/she like? lazy really outgoing spend Warm-up Aim: to introduce the topic of the lesson • Ask Ss to tell you some things about their friends. • Elicit answers. 1 Vocabulary 22 Aim: to present vocabulary describing people’s personality • Ask Ss to look at the pictures and read through the adjectives. • Help Ss deduce the meaning of any unknown adjectives by relating them to the content of the corresponding pictures. • Draw Ss’ attention to the TIP and explain it. • Explain to Ss that they should match the adjectives in the left column with their opposites in the right column. • Have Ss do the activity. • Play the CD and have Ss listen and check their answers. • Check the answers with the class. • Ask Ss to read through the five bullet points and check their understanding. • Have Ss do the activity. • Check the answers with the class. 1e KEY Rob’s personality 1 Rob’s appearance 1 Marco’s appearance and personality 2 who Marco is 2 what Rob and Marco do together 2 • Ask Ss some comprehension questions: Has Rob got lots of friends? Yes, he has. Why does Rob like studying with Marco? Because Marco is very clever and helpful. What sport do both Rob and Marco play? Ice-hockey. What team do Rob and Marco play for? The local icehockey team. • Explain any unknown words. KEY friendly ≠ unfriendly active ≠ lazy polite ≠ rude outgoing ≠ shy • Play the CD again and pause so that Ss can repeat what they hear. 2 Speak Aim: to give Ss practice in describing somebody (character and personality) • Draw Ss’ attention to the speech bubble. • Say three sentences describing yourself (appearance and personality) to the class, including one sentence which is not true, and ask Ss to tell you which one is not true about you. • Allow Ss some time to choose a classmate of theirs and think of three sentences about him/her (appearance and personality), including one sentence which is not true. • Ss take turns to say their sentences and have their classmates guess which one is not true. 3 Speak & Write A. Aims: t o help Ss prepare for the writing activity t o provide Ss with a sample for writing a blog post about themselves and their best friends t o give Ss practice in understanding the structure of a blog post • Ask Ss to read through the blog post. • Alternatively, you can have Ss read out the blog post in pairs. TB 16 1e B. Aim: to give Ss practice in reading for specific information and completing a table • Ask Ss to look at the table and check their understanding. • Refer Ss to the description in 3A and have them complete the table. • Check the answers with the class. KEY Name Rob Age 13 Appearance Height: tall, Build: slim Hair: curly, dark Eyes: brown Personality active, outgoing Interests/Hobbies sports, spending time with friends Best friend Marco Best friend’s appearance short and chubby, with short brown hair and blue eyes Best friend’s personality friendly, clever, helpful Things we do together study, play ice-hockey C. Aim: to give Ss practice in talking about themselves and their best friends through pair work • Have Ss copy and complete the table from activity B with information about themselves and their best friends. • Draw Ss’ attention to the questions in the speech bubble and check their understanding. Make sure that they can distinguish between What do you look like? ((used used to ask about one’s appearance) appearance) and What are you like? ((used used to ask about one’s personality). personality). • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogue in class. D. Aim: to present patterns of word order in sentences and give Ss practice in forming sentences • Draw Ss’ attention to the box and explain the patterns of word order in English. • Ask Ss to come up with their own sentences demonstrating the three instances presented. • Have Ss do the activity. • Check the answers with the class. KEY 1. Betty has got straight hair. 2. My brother is outgoing. 3. Neil does the washing-up every day. / Every day Neil does the washing-up. 4. Kate is a lovely girl. 5. Andrew surfs the Net in the evenings. / In the evenings Andrew surfs the Net. E. Aim: to give Ss practice in writing a blog post about themselves and their best friend • Ask Ss to read through the plan for a blog post and elicit examples of what they have to write about. 17 TB • Point out to Ss that they should use the information from activity C. • Draw Ss’ attention to the TIP and explain it. • Allow Ss some time to write their blog posts. • Choose some Ss to read out their blog posts. B. Read again and complete the table below about Rob’s best friend. Name Appearance: Height: tall Age short Build: chubby Hair Personality slim Eyes Interests/Hobbies Best friend Best friend’s appearance Best friend’s personality Things we do together D. Read and make sentences by putting the words in the correct order. Word order subject + verb + object We read magazines. My best friend My best friend’s name is Marco. Marco is short and chubby. He’s got short brown hair and blue eyes. He is friendly, and he is also very clever and helpful, so I like studying with him. He plays ice-hockey too. We both play for the local ice-hockey team. adjective + noun She’s a beautiful girl. She’s got beautiful eyes. verb be + adjective Tina is beautiful. 1. has got / Betty / hair / straight 2. is / outgoing / brother / my 3. every day / Neil / the washing-up / does 4. a / girl / Kate / lovely / is 5. the Net / Andrew / in the evenings / surfs C. Copy and complete the table above with information about your best friend. Then talk in pairs. What do you look like? ... What are you like? Are you outgoing/shy, etc.? ... What are your interests and hobbies? ... Who’s your best friend? ... What does he/she look like? ... What is he/she like? ... What do you do together? ... E. Imagine that you are starting a blog. Write a post about yourself and your best friend. Use the information from activity C and follow the plan below. About me Say what your name is and how old you are. Write about your appearance. Write about your personality and interests. My best friend Say who your best friend is. Write about his/her appearance. Write about his/her personality. Write what you do together. Group related pieces of information in the same paragraph. 17 1 Round-up F. Circle the correct words. 1. A: Where is Zoe? Does she watch / Is she watching TV again? B: No. She listens / is listening to music with her sister. They love / are loving music. 2. Daniel doesn’t study / isn’t studying now. He plays / is playing computer games with his brother. They always play / are playing computer games in the evenings. Score: /6 ocabulary A. Cross out the odd word. Then add one more. 1. maths – football – art – biology – 2. chubby – polite – active – helpful – 3. skirt – top – boots – shirt – G. Put the words in order to make sentences. 4. medium–length – free – wavy – curly – 1. my father / watches / often / films / . Score: B. Match. 1. have 2. go 3. download 4. chat 5. do 6. read 7. surf a. b. c. d. e. f. g. to concerts on the Net arts and crafts fun newspapers the Net songs Score: /8 3. never / out / goes / Leo / Tuesdays / on / . Score: 1. I go / play rollerblading twice a week. 2. Olivia has PE / chemistry now, so she’s in the science lab. 3. Mr Adams is very rude / outgoing. outgoing. All the students like him. 4. That jumper is perfect / lazy for Sally. She loves wearing red clothes. 5. This year we’re learning / practising about Britain at school. Score: /5 rammar D. Complete with the Present Simple of the verbs in brackets. 1. A: How often you (go out) with your friends? B: About three times a week. But I (see) them at school every day. 2. School (start) at 8:30 every day and (finish) at 3pm. 3. A: Diana (wear) belts? B: No. She (not like) accessories. /6 E. Complete with the Present Progressive of the verbs in the box. not skateboard read check out hang out do listen 1. A: Hey, what B: I 2. Nicole She music. 18 you some new online games. at the moment. at Tina’s house. They magazines and Score: /3 H. Circle the correct words. /7 C. Circle the correct words. Score: 2. a / week / go / you / swimming / always / do / twice / ? ? to /6 1. I enjoy play / playing table tennis with my friends in the evenings. 2. Lily wants join / to join an ice-hockey team. 3. My mother can’t stand wearing / to wear earrings. 4. I’d like making / to make my own clothes. Score: /4 ommunication I. Match. 1. What does Tina look like? 2. What is your sister like? 3. Would you like to join the youth club? 4. How often do you play basketball? 5. What is Amy doing now? a. Twice a week. b. She’s playing an online game. c. She’s friendly and polite. d. She’s tall and slim. e. I’d love to. Score: TOTAL SCORE: Now I can… talk about my school talk about my free-time activities / daily routines say how often I do things talk about things that are happening now understand the difference between the Present Simple and the Present Progressive talk about my clothes and accessories say what I like / don’t like doing and what I want / would like to do describe people’s appearance and personality talk and write about myself and my best friend /5 / 50 1 Round-up G. To be most effective, the exercises in the round-up section should be completed and checked in class. Ss should calculate and write down their scores. Aim: to help Ss revise the structures, functions and vocabulary presented in Module 1 through various activities. KEY 1. My father often watches films. 2. Do you always go swimming twice a week? 3. Leo never goes out on Tuesdays. H. KEY 1. playing 2. to join 3. wearing 4. to make Vocabulary A. KEY 1. cross 2. cross 3. cross 4. cross out: out: out: out: football chubby boots free add: add: add: add: geography, physics, etc. shy, rude, etc. leggings, jumper, etc. straight, fair, etc. Communication I. KEY 1. d 2. c B. KEY 1. d 2. a 3. g 4. b 5. c 6. e 7. f 3. e 4. a 5. b Now I can... Aims: C. KEY 1. go 2. chemistry 3. outgoing 4. perfect 5. learning t o give Ss the opportunity to check their progress to encourage learner autonomy • Draw Ss’ attention to the points and get Ss to read through them. • Explain any unknown words. • Get Ss to tick the points they feel confident about. For the points they are unsure of, they should refer back to the relevant sections in the module. Grammar D. KEY 1. do ... go out, see 2. starts, finishes 3. Does ... wear, doesn’t like E. KEY 1. are ... doing, ’m checking out 2. isn’t skateboarding, is hanging out, are reading, listening F. KEY 1. Is she watching, is listening, love 2. isn’t studying, is playing, play TB 18 2 Travelling Aims: t o introduce the topic of the module and activate Ss’ background knowledge to present the learning objectives of the module • Draw Ss’ attention to the title of the module and the main picture on the page. • Ask Ss what they can see and elicit an answer (two (two girls riding a camel). camel ). • Ask Ss: Where do you think the girls are? What are they doing? How do they feel? • Elicit answers. Use Ss’ L1 when necessary. • Ask Ss to guess what the module will be about. • Ask Ss the questions in the Discuss section and elicit answers. • Ask Ss to look at the pictures A-E. • Ask Ss to tell you what each one of the pictures shows. Then ask Ss to go through the module and find where the pictures are. KEY picture picture picture picture picture A: p. 23 B: p. 24 C: p. 29 D: p. 26 E: p. 20 • Read out the objectives in the In this module you will learn section. • Explain any unknown words. 19 TB 2 Travelling Discuss: Where can you find the following in this module? Go through the module and find the pictures. Do you like visiting new places? What’s the most exciting place you have visited? Which place in the world would you like to visit? In this module you will learn... to talk about past events to talk about past holidays to discuss means of transport you use to express ability in the past to talk about making travel arrangements to write a paragraph about a historical figure to write about a trip you went on to express your opinion to link your ideas with and and,, but but,, so and because A B D E C 19 2a 1 ocabulary Match the pictures with the holiday activities. Then listen and check your answers. 1 2 3 4 5 6 7 8 sunbathe travel abroad go on a cruise go sightseeing buy souvenirs go hiking explore a cave go horse riding 2 ead A. Look at the pictures. Where did Liv travel to? Listen to the dialogue and check. Then read it out in groups. Liv Stu Amy Liv Bill Liv Hi, guys! Hey, you’re back! How was your trip? It was a great experience. Did you visit the Pyramids? Of course. And the Sphinx. We also walked around Cairo and went on a cruise down the Nile. Amy Did you take pictures? Liv Yeah, but I haven’t got my camera with me, so I can’t show you. Stu So, what else did you do there? Liv I rode a camel. Well, I tried to ride a camel. Amy No! What was it like? Liv I was quite scared, to be honest. It’s not like riding a horse. Camels are really tall. Bill Did you fall off? Liv Almost. But I managed to stay on. Stu So, did you go on a trip into the desert? Liv No, it was really hot. Oops, I almost forgot. Here you go guys, souvenirs all the way from Egypt. Stu A pyramid! Thanks, Liv. Bill Ermm... Liv, my souvenir is broken. It hasn’t got a nose. Amy It isn’t broken, Bill. That’s what the Sphinx looks like. Bill I know, I’m only joking! B. Read again and answer the questions. 1. 2. 3. 4. 5. 6. 20 Where did Liv go on a cruise? Why can’t Liv show them pictures of her trip? What does Liv think of camel riding? Did Liv fall off the camel? What did Liv get Stu from Egypt? Why does Bill say his souvenir is broken? FUNCTIONS Talking about past events Talking about one’s last holiday STRUCTURES Past Simple VOCABULARY Holiday activities buy souvenirs explore a cave go hiking go horse riding go on a cruise go on a trip go sightseeing sunbathe travel abroad Other words and phrases almost around be back broken camel desert experience (n) fall off forget Here you go. I’m only joking. manage scared show (v) To be honest,... try 2a Background note • Egypt is a country in Africa Africa.. The capital of Egypt is Cairo.. The river Nile flows through Egypt. It’s one of the Cairo longest rivers in the world. There are many things to do and many sights to see in Egypt, like the Pyramids, the Sphinx, etc. • The Pyramids of Giza are near Cairo and are considered one of the Seven Wonders of the ancient world. They hold the bodies of three pharaohs (=kings (=kings of ancient Egypt).). Egypt • The Sphinx of Giza was built before 2500 BC. It is the statue of a creature which had the body of a lion and the head of a man who looked like the Pharaoh. • Check the answer with the class. KEY Liv travelled to Egypt. Warm-up • Ask Ss some comprehension questions: Aim: to introduce the topic of the lesson • Ask Ss to tell you what their idea of holiday fun is. • Elicit answers. 1 Vocabulary 23 Aim: to introduce some holiday activities • Ask Ss to read through the list of phrases and match them with the pictures 1-8. • Allow Ss some time to do the activity. • Play the CD and have Ss check their answers. KEY sunbathe 5 travel abroad 6 go on a cruise 3 go sightseeing 1 buy souvenirs 8 go hiking 7 explore a cave 4 go horse riding 2 • Help Ss deduce the meaning of any unknown words by relating them to the content of the corresponding pictures. • Ask Ss which of these activities they have tried or do when they are on holiday. • Elicit answers. • Play the CD again and pause so that Ss can repeat what they hear. 2 Read A. Aims: • • • • • 24 t o help Ss make predictions about the dialogue based on visual prompts t o present vocabulary, structures and functions in the context of a dialogue t o give Ss practice in reading for gist Ask Ss to look at the pictures accompanying the dialogue, identify the characters and guess what is happening. Elicit answers. Ask Ss the question in the rubric. Elicit answers but do not correct Ss at this stage. Play the CD and have Ss follow in their books and check their predictions. Tell them to underline any unknown words at the same time. What does Liv think of her trip to Egypt? That it was a great experience. Did Liv visit the Pyramids and the Sphinx? Yes, she did. What did she also do in Cairo? She walked around it. Did Liv take pictures on her trip? Yes, she did. Is Liv showing pictures of her trip to her friends? No, she isn’t. What did Liv ride in Egypt? A camel. What did Liv get Bill from Egypt? A souvenir of the Sphinx. Does Bill believe what he is saying about his souvenir? No, he doesn’t. • Explain any unknown words. • Choose Ss to act out the dialogue. B. Aim: to give Ss practice in identifying specific information in the dialogue • Have Ss read the text again and do the activity. • Check the answers with the class. KEY 1. Down the Nile. 2. Because she hasn’t got her camera with her. 3. That it isn’t like riding a horse. / That it’s scary. 4. No, she didn’t. 5. A souvenir pyramid. 6. Because it hasn’t got a nose. Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the dialogue • Ask Ss some questions: Have you ever been to Egypt? If not, would you like to? What would you like to see there? • Elicit answers and initiate a short discussion. TB 20 2a 25, 26 3 Grammar 4 Pronunciation Aims: A. Aim: to present the difference between the /t/, // and // sounds of the -ed ending of regular verbs in the Past Simple • Play the CD and tell Ss to repeat what they hear and listen for the difference in pronunciation of the -ed endings: lik liked ed,, lov loved ed and visit visited ed.. • Elicit that lik liked ed ends in a / / / sound, lov loved ed ends in a / / / sound and visit visited ed ends in an / /// sound. • • • • • • • • • • • • • • • • • t o present and give Ss practice in using the Past Simple of regular and irregular verbs and the verb be t o familiarise Ss with common time expressions used with the Past Simple Ask Ss to read through the table (affirmative, (affirmative, negative and question forms). forms). Explain to Ss that this is the Past Simple of the regular verb visit and the irregular verb go go.. Ask Ss what they notice about the formation of the Past Simple of regular and irregular verbs (the (the Past Simple of regular verbs is formed by adding -ed to the base form, while each irregular verb forms the affirmative form in a different way). way). Point out to Ss that the affirmative form of the Past Simple of both regular and irregular verbs is the same for all persons in the singular and in the plural. Refer Ss to the list of irregular verbs (p. 127). Draw Ss’ attention to the second column and ask them what they notice about the formation of the negative form of the Past Simple (we (we add didn’t/did not before the base form of the main verb). verb). Point out that we usually use the short form (didn’t (didn’t)) when we talk. Draw Ss’ attention to the third column and ask them what they notice about the formation of questions in the Past Simple (we (we add Did before the subject and the base form of the main verb). verb). Ask Ss to find examples of the Past Simple in the dialogue (was, (was, Did you visit, walked, went, Did you take, did you do, rode, tried, Did you fall, managed, did you go, forgot).). forgot Refer Ss to the Grammar Reference (pp. 119-120). Refer Ss to the dialogue and draw their attention to the question So, what else did you do there? as opposed to the questions beginning with Did…? Ask Ss what they notice about the answer to the question So, what else did you do there? Point out to Ss that questions beginning with a question word ask for specific information (I ( I rode a camel.), camel.), while questions beginning with Did…? require only short answers (Yes, (Yes, No, Of course, Almost). Almost). Draw Ss’ attention to the time expressions. Point out that we use these time expressions with the Past Simple. Read out and explain the NOTE. Refer Ss to the Grammar Reference (p. 120). Have Ss do the activity. Check the answers with the class. KEY 1. Did … like, was 2. didn’t/did not go, went 3. didn’t/did not buy, bought 4. started, stayed 5. Did … take, took, loved 21 TB B. Aim: to give Ss practice in differentiating between the /t/, // and // sounds of the -ed ending of regular verbs in the Past Simple • Play the CD and pause after every verb. • Ask Ss to repeat each verb and tick the sound they hear. • Check the answers with the class. • If necessary, play the CD again. KEY /t/:/: helped, walked, finished /d/:/: tried, explored //:/: wanted, started, waited 5 Speak Aim: to give Ss the opportunity to practise the vocabulary, structures and functions presented in this lesson through pair work • Ask Ss to read through the speech bubble and check their understanding. • Draw Ss’ attention to the TIP and explain it. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogue. rammar 3 Past Simple AFFIRMATIVE I You He She It We You They NEGATIVE visited/went I You He She didn’t (did not) visit/go It We You They QUESTIONS I you he Did she visit/go? it we you they TIME EXPRESSIONS yesterday last night/week/year, etc. in 1981, etc. two days/months ago NOTE The Past Simple of the verb be is was / were. My friends were at the cinema yesterday, but I was at home. For a list of irregular verbs, go to p. 127. Complete the sentences with the Past Simple of the verbs in brackets. 1. A: you (like) the film? B: Yes, it (be) great. 2. Last summer we We (not buy) a bike. (buy) a skateboard. She (start) raining, (stay) at home. Alice B: Yes, she b. lov loved ed c. visit visited ed B. Listen and tick (3) the sound you hear. 4. Yesterday, at 5 o’clock, it 5. A: a. lik liked ed (go) on a cruise around the 3. Matt and Fay so I A. Listen and repeat. What’s the difference between a, b and c? (not go) camping. Mediterranean. They ronunciation 4 (take) pictures in Japan? (take) lots of pictures. (love) the place. liked /t/ loved // visited // helped walked tried wanted started explored finished waited 5 peak Talk in pairs. Think of your last holiday. Then ask each other questions. When did you last go on holiday? ... Where did you go? ... Did you go sightseeing? What did you see? ... Did you take pictures? ... Did you buy souvenirs? What did you buy? ... Did you have a good time? ... While speaking, use vocabulary and language you’ve learnt. 21 2b 1 ocabulary A. Look at the means of transport below. Are they land, sea or air transport? Listen and check your answers. What other means of transport do you know? underground motorbike a ead 2 A. Listen, read and put the pictures in the correct order. Write 1-5. c b d e helicopter Exploring Bangkok by Adam Storm ferry tram van B. Complete the sentences with the adjectives below. Then listen and check your answers. dangerous expensive fast crowded popular 1. When something isn’t cheap, it’s . 2. When something isn’t slow, it’s . 3. When lots of people like something, it’s . 4. When there are lots of people in a place, it’s . 5. When something isn’t safe, it’s . 22 Last month I was in Bangkok and I wanted to try Thai food. The hotel receptionist told me about a good restaurant near the Chao Phraya River. I decided to go on foot and explore the city. But I soon got tired and took the bus. There was a lot of traffic, so I got off and decided to go by underground. I found an underground station easily. I got off two stops later, but I couldn’t see the river or the restaurant. I didn’t know what to do. ‘Do you need help?’ a man asked me. I was so happy! He could speak English very well! I asked him for directions to the restaurant and he said, ‘Oh, you’re on the wrong side of the river. It’s on the other side.’ So, I took the ferry. Then I took a tuk tuk. It’s a kind of taxi and it’s very popular in Bangkok. It took me to the restaurant, and guess what! It was closed. B. Read again and write T for True or F for False. 1. Adam was in Thailand a month ago. 2. Adam wanted to go to a place near the Chao Phraya River. 3. The man spoke to Adam in Thai. 4. The man gave Adam the wrong directions. 5. Adam didn’t have lunch at the restaurant. FUNCTIONS Talking about means of transport Expressing preference Expressing ability in the past KEY 1. expensive 2. fast 3. popular 4. crowded 5. dangerous STRUCTURES The verb could Adjectives - Adverbs of manner VOCABULARY Means of transport ferry helicopter motorbike van tram underground Other words and phrases ask (for) careful cheap closed crowded dangerous decide expensive fast get off Guess what! hard late later on foot popular safe side slow something station tell terrible traffic wrong • Explain any unknown words. • Ask Ss to match the adjectives in the box to different means of transport, e.g. bus: cheap, slow, usually crowded. 2 Read Aim: to introduce the topic of the lesson • Ask Ss to tell you what tourists can see if they go on a tour of their city, what is the best way to tour their city, etc. • Elicit answers. • • • 27, 28 A. Aim: to present some means of transport • Ask Ss to look at the pictures and read through the means of transport. • Help Ss deduce the meaning of any unknown words by relating them to the corresponding pictures. • Ask Ss the first question in the rubric. • Elicit answers. • Play the CD and have Ss check their answers. KEY land: underground, motorbike, tram, van sea: ferry air: helicopter • Ask Ss the second question in the rubric. • Elicit answers. KEY Suggested answers land: car, bus, train sea: ship, boat air: plane • Play the CD again and pause so that Ss can repeat what they hear. B. Aim: to present and give Ss practice in using some attributive adjectives and their opposites • Ask Ss to read through the sentences 1-5. • Ask Ss to read through the adjectives in the box. • Have Ss do the activity. • Play the CD and have Ss check their answers. 29 A. Aims: • • Warm-up 1 Vocabulary 2b • • t o present vocabulary, structures and functions in context t o give Ss practice in reading for gist Ask Ss to look at the five pictures and tell you what they show (different (different means of transport) transport) and if they can identify them. Elicit answers. Ask Ss to look at the title of the text and the pictures accompanying it. Ask Ss to look at the layout of the text and tell you what they think it is (a (a story/personal account), account), where it can be found (in ( in a magazine/travel blog) blog) and who it was written by (Adam ( Adam Storm). Storm). Ask Ss to tell you what the pictures on p. 23 show (some ( some means of transport in Bangkok), Bangkok), who they think the boy in the picture on p. 22 is (Adam ( Adam Storm) Storm) and what they think the text is about (something ( something that happened in Bangkok).). Bangkok Elicit answers but do not correct Ss at this stage. Play the CD and have Ss follow in their books. Tell them to underline any unknown words at the same time. Background note • The city of Bangkok is the capital of Thailand in Southeast Asia. • An auto rickshaw or three-wheeler or tuk-tuk tuk-tuk,, is a motor vehicle that is one of the main means of transport in many parts of South and East Asia. It is a motorised version of the traditional rickshaw, a small three-wheeled cart. It is particularly popular with tourists and areas where traffic congestion is a problem. • Have Ss do the activity. • Check the answers with the class. KEY 1. b 2. c 3. e 4. a 5. d • Point out to Ss that we use by ((by by bus/underground/ ferry/tuk tuk) tuk) in front of all means of transport while we say on foot and take the bus. bus. TB 22 2b • Ask Ss some comprehension questions: What did Adam want to try when he was in Bangkok? Thai food. Who told Adam about a good restaurant? The hotel receptionist. Why did Adam decide to go to the restaurant on foot? Because he wanted to explore the city. Why did Adam take the bus? Because he got tired. Why did Adam get off the bus? Because there was a lot of traffic. Which means of transport did he decide to use next? The underground. Did he find an underground station easily? Yes, he did. After how many stops did he get off? Two. Did he see the restaurant when he got off the underground train? No, he didn’t. What did the man tell Adam? That he was on the wrong side of the river and the restaurant was on the other side. What did Adam do? He took the ferry. How did Adam get to the restaurant? By tuk tuk. What is a tuk tuk? A kind of local taxi. B. Aim: to give Ss practice in identifying specific information in the text • Have Ss do the activity. • Check the answers with the class. KEY 1. T 2. T 3. F 4. F 5. T • Explain any unknown words and choose Ss to read the text aloud. Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the reading text • Ask Ss some questions: Has anything similar happened to you or to a friend while visiting a foreign country? What happened? What did you/your friend do? What other local means of transport are there in your city? • Elicit answers and initiate a short discussion. 3 Grammar Aim: to present and give Ss practice in differentiating between the verbs can and could and using adverbs of manner The verb could • Ask Ss to read through the two sentences and draw their attention to the words in bold. • Ask Ss to tell you the difference between can/can’t and could/couldn’t ((can/can’t can/can’t refer to ability/lack of ability in the present while could/couldn’t refer to ability/lack of ability in the past). past). • Refer Ss to the Grammar Reference (p. 120). • Have Ss do the activity. • Check the answers with the class. KEY 1. couldn’t 2. Can, can, couldn’t 23 TB 3. can’t 4. could, can’t Adverbs • Ask Ss to look at the two columns in the first table. Explain to them that the words in the left column are adjectives.. Remind Ss that adjectives usually come before adjectives nouns and they give extra information about them, e.g. a nice house, a good book. book. • Explain to Ss that the words in the second column are adverbs of manner ((=they =they describe how something happens)) and derive from the respective adjectives in the happens first column. • Draw Ss’ attention to the first four adverbs (nicely, ( nicely, carefully, happily, terribly) terribly) and ask them what they notice about their formation (we form most adverbs of manner by adding -ly to the adjective e.g. nice – nicely, careful – carefully. carefully. However, adjectives ending in a consonant + -y -y,, drop the -y and take -ily e.g. happy – happily and adjectives ending in -le -le,, drop the -e and take only -y e.g. terrible – terribly). terribly). • Draw Ss’ attention to the second table. • Explain to Ss that the adjective good forms its adverb irregularly (well (well),), while the adjectives fast, early, late and hard form their respective adverbs by keeping the same form. • Refer Ss to the Grammar Reference (p. 120). • Ask Ss to read through the examples and draw their attention to the words in bold. • Ask Ss what the adjective careful in the first example describes (the (the driver) driver) and what the adverb carefully describes (how ( how he drives). drives). • Provide Ss with examples of the adjectives and adverbs included in the table (e.g. He’s a good singer. – He sings well. He’s a fast runner. – He runs fast. The bus was five minutes early. – They arrived early. He’s late for work again. – He arrived late again. I sleep on a hard mattress. – I work hard.). hard.). • Point out to Ss we can use adjectives without nouns after the verbs be be,, look look,, feel feel,, etc. (e.g. She’s nice, He’s late/early, late/early, etc.). • Have Ss do the activity. • Check the answers with the class. KEY 1. terribly 2. politely 3. well 4. lazily 4 Speak & Write A. Aim: to give Ss practice in using the structures, functions and vocabulary presented in this lesson through pair work • Ask Ss to read through the two questions and check their understanding. • Ask Ss to read through the dialogue in the speech bubble and check their understanding. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogue. B. Aim: to give Ss practice in writing about the means of transport they use/like/don’t like • Ask Ss to read the prompt and elicit examples of what they have to write about. • Allow Ss some time to write their sentences. • Choose some Ss to read out their sentences. 3 Adverbs rammar ADVERBS OF MANNER The verb could • I couldn’t speak Spanish when I was young, but now I can can.. • Tony could run fast when he was young, but now he can’t can’t.. Circle the correct words. 1. I didn’t take my umbrella with me because I can’t / couldn’t find it. ADJECTIVES ADVERBS nice careful nicely carefully easy terrible easily terribly IRREGULAR ADVERBS 2. A: Can / Could you speak German? B: Yes, I can / could. could. A: But you can’t / couldn’t speak German five years ago. B: No, but I studied in Germany for a year. 3. I can / can’t buy this dress. It’s very expensive. 4. My father can / could play football very well when he was young, ADJECTIVES ADVERBS good fast early late hard well fast early late hard • Mark is a careful driver. He drives carefully carefully.. • They are very good dancers. They dance well.. well but now he can’t / couldn’t. couldn’t. Complete the sentences with adverbs. Use the adjectives in bold to form adverbs. 1. The taxi driver was terrible terrible.. He drove . 2. James is very polite polite.. He always speaks to his teachers . 3. Laura is good at languages. She speaks Italian very . 4. The children are very lazy lazy.. They just sit 4 watching TV all day. peak & rite A. Talk in pairs. Discuss the questions below. Which means of transport do you usually use? Why? Which means of transport do you like/ don’t like? Why/Why not? I usually take the underground because it goes fast. What about you? I take the bus. It isn’t very fast, but it’s cheap. B. Write a few sentences about the means of transport you use/like/don’t like. Say why. I usually take the bus because… 23 2c 1 ocabulary Look at the pictures and complete the sentences with the words in the box. Then listen and check your answers. currency pack called 1. A: Can you help me booked take off boarding pass 4. Pete didn’t drive me to the airport. my suitcase? I for a taxi. B: OK. Where are your clothes? 5. I downloaded my 2. Judy went to the travel agent’s onto my yesterday and smartphone. plane tickets for July. 3. I went to the bank yesterday and 6. A: What time did your plane ? I exchanged B: At 6 a.m. for my trip. 2 ead A. Look at the picture. What do you think the two girls are talking about? Listen, read and find out. Fay Sue Fay Sue Fay Sue Fay Sue Fay Sue Fay Sue Fay Sue Fay 24 Did you book our flight to Paris? Yes, my mum and I went to the travel agent’s yesterday. Great! Let’s make a list of what we need. Good idea! First, passports. Last year, my cousin Fran left her passport at home and missed her flight. OK, passports. How many bags do we need? Let’s take the big red suitcase and your small blue bag. Did you check the weather on the Internet? Do we need warm clothes? I did. It’s cold in Paris. Pack some jackets and jumpers. OK. Did you exchange money too? Yes, my dad went to the bank this morning and exchanged some money. Great. When can we check in? Tomorrow. We can do it online. And we can print our boarding passes too. We can also download them onto our smartphones. Good idea. Oh, by the way, can your parents drive us to the airport? Sure. I can’t wait for our holiday! FUNCTIONS Talking about making travel arrangements STRUCTURES Personal Pronouns VOCABULARY airport bag bank boarding pass book check (v) check in exchange money flight happen make a list miss a flight pack passport print suitcase ticket travel agent’s 1 Vocabulary KEY 1. She left her passport at home and missed her flight. 2. Yesterday. 3. The weather. 4. He went to the bank and exchanged some money. 5. Tomorrow. 2c • Explain any unknown words and choose Ss to read the text aloud. 30 Aim: to introduce vocabulary related to travelling • Ask Ss to read through the words in the box. • Ask Ss to read through the sentences 1-6. • Help Ss deduce the meaning of any unknown words from the content of the corresponding pictures. • Have Ss do the activity. • Play the CD and have Ss follow in their books and check their answers. • Check the answers with the class. KEY 1. pack 2. booked 3. currency 4. called 5. boarding pass 6. arrive 2 Read 31 A. Aims: • • • • • • • t o help Ss make predictions about the content of the dialogue based on visual prompts t o present vocabulary, structures and functions in the context of a dialogue t o give Ss practice in reading for gist Ask Ss to look at the pictures accompanying the dialogue. Ask Ss to tell you what they can see in the pictures and guess what the text is about. Elicit answers. Ask Ss the question in the rubric. Elicit answers but do not correct Ss at this stage. Play the CD and have Ss follow in their books and check their predictions. Tell them to underline any unknown words at the same time. Check the answer with the class. KEY The two girls are talking about what they need to do before their trip. • Ask Ss some comprehension questions: Where are the girls going? To Paris. Who went to the travel agent’s? Sue and her mum. What is the first thing the girls put on the list? Passports. Who can drive the girls to the airport? Fay’s parents. B. Aim: to give Ss practice in identifying specific information in the dialogue • Have Ss read the dialogue again and do the activity. • Check the answers with the class. TB 24 2c Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the dialogue Ask Ss some questions: How often do you go on holiday? What kind of things do you pack when you go on holiday? 3 Grammar Aim: t o present and give Ss practice in using personal pronouns • Ask Ss to read through the short dialogue in the grammar box. • Draw Ss’ attention to the words in bold. • Ask Ss what He and him refer to and what they notice about them (they (they both refer to Jack. He goes before the verb want and is used as the subject while him goes after the verb drove and is used as the object). object). • Refer Ss to the table and explain to them that the column on the left contains personal pronouns which are used as subjects (e.g. I ’m busy.) busy.) while the right column contains personal pronouns which are used as objects (e.g. Can you do me a favour?) favour? ) or after prepositions (e.g. Look at me!! ). Demonstrate the relationship between them, me e.g. I – me, You – you, He – him, etc. with more examples. • Ask Ss to find examples of object pronouns in the text (We can do it online, We can also download them them..., ..., …can your parents drive us us... ...).). • Refer Ss to the Grammar Reference (p. 120). • Have Ss do the activity. • Check the answers with the class. KEY 1. me, it, it, him 2. us, it 4 Listen 3. them, they 4. He, you 32 Aim: t o give Ss practice in listening for specific information • Ask Ss to look at the pictures and name the items. • Play the CD twice. • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. KEY The following pictures should be ticked: a, b, c, e, f 25 TB LISTENING TRANSCRIPT PatrickHi, Tina. What are you doing? Patrick Tina Tina Hi, Patrick. I’m packing for my trip to Spain. Can you help me? Patrick OK. Tina Tina So, which bag do I take? I have this blue bag and this red suitcase. Patrick Patrick Well, the bag is a bit small. Take the suitcase. By the way, when is your flight? Tina On Friday. Patrick Patrick Let me check the weather on the Internet... Here we are, it’s cold in Spain this week, so take a warm jacket. Tina Tina Yes, good idea. What about shoes? I don’t need boots, right? Patrick Patrick No, I think just trainers are OK. But maybe pack an umbrella. Tina Good idea. What else do I need? Patrick Patrick What about money? Did you go to the bank? Tina Tina Yes, I went yesterday, and I exchanged some money. Patrick Great. Don’t forget to take it with you. Tina Of course. Thanks Patrick, you’re really helping. Patrick No problem. Now, what about the hotel... 5 Speak Aim: t o give Ss practice in talking about preparing for a trip • Ask Ss to read through the ideas in the box. Make sure they haven’t got any unknown words. • Ask Ss to read through the speech bubble. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogue. 3 rammar Personal Pronouns SUBJECT PRONOUNS OBJECT PRONOUNS I you he she it we you they me you him her it us you them 4 isten Look at the pictures below and tick (3) what Tina is taking on her trip. a b A: Jack doesn’t have a car. B: Yes, I know. I drove him to the airport yesterday. He didn’t want to take a taxi. Complete using personal pronouns. 1. A: Give my mobile phone, Adam. I know you’ve got . B: No, I haven’t. I gave to your brother. Ask . 2. Tell about your trip. We want to know all about . 3. A: Those shoes are nice! I want to buy . B: Aren’t a bit expensive? 4. A: Where’s Mr Smith? B: is over there. Do c d e f want to talk to him? g 5 B. Read again and answer the questions. 1. What happened to Sue’s cousin last year? 2. When did Sue and her mum book the tickets for Paris? 3. What did Sue check on the Internet? 4. What did Sue’s dad do this morning? 5. When can Sue and Fay check in? peak Talk in pairs. Imagine that you are preparing for a trip. Ask and answer questions about the things you did or didn’t do before your trip. You can use the ideas in the box. book / flight check / weather pack / clothes download / boarding passes exchange currency check in Did you book our flight? Yes, I booked it yesterday. Did you pack your clothes? 25 2d 1 ead A. Do the quiz and test your knowledge. Then listen and check your answers. Quiz: Tr������n� T��� �n� N��… lots of people drive electric cars. They are 1 Nowadays, good for long journeys because it is cheap to charge them, and they are environmentally friendly. But electric cars weren’t always popular. When did the first electric cars appear on the roads? a. in the 1890s b. in the 1920s c. in the 1950s travelling by ship is fast, cheap and safe. But 2 Today, travelling by ship used to be difficult. In the past, famous explorers went on long voyages around the world. These voyages were dangerous, and it sometimes took months for the ships to see land. How long did it take explorer Ferdinand Magellan to cross the Pacific Ocean in 1521? a. a month b. about two months c. about three months travelling by plane is easy and fast. A flight 3 Nowadays, from London to New York takes about 7 hours. But travelling by plane didn’t use to be that easy. In 1919, John Alcock and Arthur Brown made the first non-stop flight across the Atlantic. How long did this flight take? a. 27 hours b. 20 hours c. 16 hours started using trains for travelling in the 19th 4 People century. In 1830, trains could run at about 30 km/h. Today, there are new kinds of trains that are very fast, like the maglev train. How fast can the Shanghai maglev train complete its 30 km journey? a. in about 4 minutes b. in about 7 minutes c. in about 10 minutes B. Read again and answer the questions. 1. 2. 3. 4. 5. 26 Why do people use electric cars for long journeys? Did travelling by ship use to be fast? How did explorers travel around the world? What happened in 1919? What is the maglev train? FUNCTIONS Talking about travelling in the past and present Talking about past states and habits STRUCTURES Used to 2d Aim: to give Ss the opportunity to elaborate on the topic of the reading text • Ask Ss: VOCABULARY across appear century charge (v) complete cross (v) electric environmentally friendly explorer famous feel in the past it takes... journey land (n) nowadays reach sailor voyage world 1 Read Post-reading Did you think that the information in the quiz was interesting? What else would you like to learn about travelling in the past? • Elicit answers and initiate a short discussion. 33 A. Aims: t o activate background knowledge t o present vocabulary, functions and structures in the context of a quiz t o give Ss practice in doing a quiz about the present and the past • Ask Ss to do the quiz and underline any unknown words at the same time. • Play the CD and have Ss follow in their books and check their answers. KEY 1. a 2. c 3. c 4. b • Ask Ss some comprehension questions: Did lots of people buy electric cars in the past? No, they didn’t. Were the voyages explorers used to go on safe? No, they weren’t. They were dangerous. What is it like to travel by plane nowadays? It’s easy and fast. How are trains different now compared to trains in the 19th century? Trains are faster now. B. Aim: to give Ss practice in reading for specific information • Have Ss do the activity. • Check the answers with the class. KEY 1. Because they are cheap to charge and they are environmentally friendly. 2. No, it didn’t. 3. By ship. 4. John Alcock and Arthur Brown made the first non-stop flight across the Atlantic. 5. It is a very fast train. TB 26 2d 2 Vocabulary Aim: t o give Ss practice in using some of the vocabulary presented in this lesson • Ask Ss to read through the words in the box. • Have Ss do the activity. • Check the answers with the class. KEY 1. voyage 2. takes 3. explorers 4. world 5. land 3 Grammar Aim: t o present and give Ss the opportunity to practise using used to to refer to past events and habits • Ask Ss to read through the first example sentence and draw their attention to the phrase in bold. • Explain to Ss that this is the affirmative form of used to. to. • Ask Ss to tell you when used to is used (we (we use it to talk about past states and habits). habits). • Ask Ss to read the explanation in brackets. • Draw Ss’ attention to the remaining example sentences and explain to them that the phrases in bold are the negative and the question form of used to respectively. If necessary, provide Ss with any further explanations concerning its formation. • Ask Ss to underline any other examples of used to in the text (...travelling ( ...travelling by ship used to be difficult, ...travelling by plane didn’t use to be that easy). easy). • Ask Ss to tell you what they used to do when they were younger but don’t do any more or the opposite. • Elicit answers. • Refer Ss to the Grammar Reference (p. 120). • Have Ss do the activity. • Check the answers with the class. KEY 1. didn’t use to go 2. Did you use to live, used to live 3. used to drive 4. used to hang out 5. Did Julie use to have 4 Listen 34, 35 A. Aims: t o give Ss practice in making predictions about the content of the listening text based on their background knowledge t o give Ss practice in listening for gist • Ask Ss to read through the questions 1-4 and the corresponding options and check their understanding. Background note The Americas are the lands of the Western hemisphere or the New World, consisting of the continents of North America and South America with their associated islands and regions. • Allow Ss some time to answer the questions based on what they know about Christopher Columbus. • Elicit answers but do not correct Ss at this stage. • Play the CD and have Ss listen and check their predictions. • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. 27 TB KEY 1. a 2. a 3. a 4. b LISTENING TRANSCRIPT Host And now it’s time for ‘History Corner’! Who are we looking at this week, Tina? Tina He’s an Italian explorer and he was born in 1451. Host I’m not sure. Tina He’s quite famous. Host Is it Marco Polo? Tina No. This explorer went on four voyages to...? Host To where? Tina The Americas. Host I know. It’s Christopher Columbus. Tina That’s right. B. Aim: to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-6. Make sure they haven’t got any unknown words. • Play the CD twice. • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. KEY 1. T 2. F 3. F 4. T 5. F 6. F LISTENING TRANSCRIPT Tina OK, let’s learn a bit more about this famous explorer. He left on his first voyage on 3rd August in 1492. Host Did he have only one ship? Tina No, there were three. The Pinta, the Niña and the Santa Maria. Host How many months was the voyage? Tina Well, they saw land on 12th October, so it took them about two months. Host What was it like on the ships? I mean, I saw a film once and the weather was terrible. Near the end of the voyage, the sailors died because they didn’t have food or drink. Tina Well, actually, that’s not true. Life was difficult on the ships because they were usually small, but they had lots of food and drink. And, on the first voyage, the weather was fine. Host I see. So, where did Columbus go first? Tina To San Salvador, an island in the Bahamas. But he didn’t know that. He thought he was on an island near India. Host So, he didn’t know he was in the Americas? Tina No, he didn’t. Host And, when did he find out? On his second voyage? Tina Nope. Host His third? Fourth? Tina He never knew. He lived his whole life thinking he went around the world to Asia. Host Really? I didn’t know that... (fade out) 5 Write Aim: to give Ss practice in writing a short paragraph about a famous person based on given information • Refer Ss to the questions in activity 4A. • Ask Ss to read the prompt and elicit examples of what they have to write about. • Allow Ss some time to write their paragraphs. • Choose some Ss to read out their paragraphs. 2 4 ocabulary Complete the sentences with the words in the box. voyage explorers takes land world 1. On its first A. How much do you know about the explorer Christopher Columbus? Answer the questions below. Then listen to the first half of a radio programme and check your answers. 1. Where was he from? a. Italy b. Spain 2. When was he born? a. in 1451 b. in 1541 3. Where did he travel to? a. the Americas b. Australia 4. How many voyages did he go on? a. 3 b. 4 , the ship travelled to Australia. 2. It isten about 30 minutes to walk to the beach. 3. I’m reading a book about famous , like Columbus and Magellan. 4. When he was twenty years old, he spent a year travelling around the . Christopher Columbus B. Now listen to the rest of the radio programme and write T for True or F for False. 5. After two months at sea, we saw . 1. Columbus took three ships on his first voyage. 2. After three months they found land. 3 rammar 3. Near the end of the voyage, the sailors didn’t have food or drink. Used to 4. The first place Colombus went to was San Salvador. I used to have a pet dog when I was a child. (= I don’t have a dog any more.) 5. Columbus also travelled to India. My parents didn’t use to go to the theatre. (= Now they go to the theatre.) 6. Columbus found out he was in America on his third voyage. Did Henry use to play football? Complete the sentences below. Use the correct form of used to and the words in brackets. 1. Paul (not go) to the youth club, but now he goes every day. 2. A: (you / live) in London when you were young? B: No, I (live) in Bristol. 3. Alison (drive) to work, but now she takes the bus. 4. Jane and I (hang out) after school, but now we only hang out on Saturdays. 5. A: (Julie / have) long hair? B: Yes, she did. 5 rite Use the answers to the questions in activity 4A to write a short paragraph about Christopher Columbus. Christopher Columbus was an explorer from... 27 2e 1 ocabulary Look at the adjectives in the box. Which of them have a positive and which a negative meaning? Listen and check your answers. interesting awful amazing cool fantastic weird exciting frightening brilliant horrible wonderful 3 peak & rite A. Read the e-mail and answer the questions below. 1. Who is writing the e-mail and to whom? 2. When did Carol go on a school trip? 3. Where did they go? 4. How did they get there? 2 isten 5. How long did it take them to get there? 6. What time did they arrive? 7. What did they do there? A. Listen to Tim talking to his friend Elisa on the phone about a school trip to a cave and answer the questions. 8. Did Carol have a good time? 1. Did Tim enjoy the journey there and back? 2. Did he enjoy the visit to the cave? Dear Olivia, B. Listen again and choose the correct pictures a or b. 1. What time did Tim’s class leave for the school trip? 06:00 06:30 a b 2. How did the students explore the cave? How are things? I hope you are well. I went on a school trip last Friday and I had a fantastic time. We went by coach to the city and visited the Science Museum. We arrived there at about 10:30. It took us two hours to get there because of the traffic, but we didn’t mind. We had fun on the coach, too. We spent all day at the museum and we saw old and new inventions and fossils of dinosaurs. We even watched a brilliant 3D film. My favourite place, though, was the experiment room. It was so cool! We could do our own experiments! What a day! It was the best school trip ever! Speak to you soon, Carol a b 3. What happened in the cave? 4. What time did the students get home? 20:00 a 28 b a 21:00 b FUNCTIONS Talking about a school trip Expressing opinion STRUCTURES Linking words VOCABULARY Adjectives expressing opinion amazing brilliant cool exciting fantastic frightening horrible interesting weird wonderful Other words and phrases 3D film arrive because of coach dinosaur even experiment hope How are things? How long? invention leave mind (v) visit (n) What a...! Warm-up Aim: to introduce the topic of the lesson • Ask Ss if they like going on school trips, how often they go on school trips, etc. • Elicit answers. 1 Vocabulary 36 Aim: to present adjectives with positive and negative meaning • Ask Ss to read through the adjectives in the box. • Ask Ss the question in the rubric. • Have Ss do the activity. • Play the CD and have Ss check their answers. KEY Positive meaning: interesting, amazing, cool, fantastic, exciting, brilliant, wonderful Negative meaning: awful, weird, frightening, horrible • Play the CD again and pause so that Ss can repeat what they hear. • Explain any unknown words and ask Ss if they can think of more adjectives to add to each category (e.g. (e.g. positive: fine, great, super, etc., negative: bad, strange, etc.). etc.). 2 Listen 37 A. Aim: to give Ss practice in listening for gist • Ask Ss to read through the two questions and check their understanding. • Play the CD and have Ss answer the questions. • Check the answers with the class. KEY 1. No, he didn’t. B. Aims: 2. Yes, he did. t o give Ss practice in listening for specific information t o give Ss practice in transferring from verbal to visual information • Ask Ss to read through the questions 1-4 and look at the corresponding sets of pictures. • Play the CD and have Ss choose the correct picture for each question. • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. KEY 1. b 2. b 2e 3. a 4. a LISTENING TRANSCRIPT Elisa Hello? Tim Hi, Elisa. Elisa Hi, Tim. How are you? Tim I’m a bit tired. Elisa Why’s that? Tim I went on a school trip to Lumsden Cave with my class today. Elisa Really? Tim Yeah, I got up at six o’clock this morning. We left at half past six from school. Elisa Why so early? Tim Well, it was a long trip by bus. It was quite exciting in the beginning but soon we all got bored on the bus. Elisa What was the cave like? Tim It was quite interesting and the guide showed us some amazing things. Elisa I went to a cave with my parents once, but I didn’t really enjoy it. We walked around and it was quite slippery. Tim Oh, we didn’t walk. We went around in boats. Elisa So, there was water in the cave!? That’s exciting! Did you swim? It was a very hot day. Tim It was hot outside the cave. But it was cold in the cave. And the water was freezing! Anyway, they told us that it was dangerous to swim there. Elisa Too bad. Not very exciting. Tim Actually, something exciting did happen. Mr Taylor fell in the water. It was so funny! Elisa No! Tim Yeah, he tried to stand up in the boat and... splash! Elisa Sounds like fun. What else did you do? Tim Nothing much. We had our lunch and went home. Three hours on the bus again! Awful! Elisa What time did you get home? Tim About an hour ago. Elisa What? So late? It’s nine o’clock. Now, I see why you’re so tired. 3 Speak & Write A. Aims: t o provide Ss with a sample for writing an e-mail about a school trip t o give Ss practice in identifying specific information in an e-mail about a school trip • Ask Ss to look at the layout of the text and tell you what it is (an (an e-mail). e-mail ). • Ask Ss to look at the pictures and read through the e-mail. Background note In film, the term 3D (three dimensional) is used to describe any visual presentation system that attempts to maintain or recreate moving images of the third dimension, the illusion of depth as seen by the viewer. • Ask Ss to read through the questions 1-8 and check their understanding. • Have Ss do the activity. • Check the answers with the class. TB 28 2e KEY 1. Carol is writing to Olivia. 2. Last Friday. 3. They went to the Science Museum. 4. By coach. 5. Two hours. 6. At about 10:30. 7. They saw old and new inventions, fossils of dinosaurs, they watched a 3D film and did their own experiments. 8. Yes, she did. • Ask Ss some comprehension questions: Why is Carol writing to Olivia? To tell her about a school trip that she went on. Where is the Science Museum? It’s in the city. Why did it take them two hours to get to the museum? Because of the traffic. Did they enjoy the journey there? Yes, they did. Did they go anywhere else? No, they didn’t. What was Carol’s favourite place in the museum? The experiment room. What does she think of the school trip? That it was the best school trip ever. • Explain any unknown words. Language Plus Explain to Ss that because expresses reason or cause and point out the following patterns. because + subject + verb I was late because I missed the bus. because of + noun We didn’t go to the park because of the rain. B. Aims: • • • • • t o give Ss practice in talking about a school trip t o prepare Ss for the writing task Draw Ss’ attention to the speech bubble. Allow Ss some time to make their notes in the space provided. Choose a student and act out the dialogue. Get Ss to do the activity in pairs and go round the class helping them when necessary. Choose some pairs to act out the dialogue. C. Aim: to introduce and give Ss practice in using the linking words and, but, so, because • Ask Ss to read through the box. Point out that we use and to link similar ideas; but to link opposite ideas; so to express result or consequence; and because to express reason or cause. Make sure they understand the difference in the use of the linking words presented. • Refer Ss to Carol’s e-mail and ask them to underline all the examples of the linking words. • Ask Ss to come up with similar sentences about the school trip they talked about in activity 3B. • Have Ss do the activity. • Check the answers with the class. KEY 1. because 2. so 3. but 29 TB 4. because/and 5. and 6. so D. Aim: to give Ss practice in writing an e-mail about a school trip • Draw Ss’ attention to the TIP and explain it. • Point out to Ss that they can use the e-mail in activity 3A as guide. They can also use the answers to the questions in activity 3B. • Allow Ss some time to write their e-mails. • Choose some Ss to read out their e-mails. B. Think about a school trip. Look at the questions in the speech bubble and make some notes. Then talk in pairs. When did you go on the trip? I went yesterday / last week / two days ago, etc. Where did you go? I went to... How did you get there? ... What time did you arrive? ... How long did you stay there? ... What did you do there? ... What time did you leave / get home? ... Did you have a good time? ... C. Read and complete with and, but, so or because. Linking words and We went to the city and visited the museum. but All my friends had a good time but I didn’t. so We were tired, so we went home. because I ate a sandwich because I was really hungry. 1. We didn’t visit the museum it was closed. 2. My friends wanted to buy some souvenirs, we went to the souvenir shop. 3. Tina went to Egypt, she didn’t buy souvenirs. 4. The journey took two hours the weather was terrible. 5. We spent the day on the beach then had lunch at a local restaurant. 6. The place was horrible, we left. D. Write an e-mail to a friend telling him/her about a school trip. Use your notes from activity B. • When writing a letter or an e-mail to a friend, don’t forget: - to start with Dear/Hello/Hi + your friend’s first name - to use a set phrase How are you? I hope you’re well. / How are things?/I’m writing to tell you about... - to end with a set word/phrase and your first name under it. Yours, /Bye for now, / Love, / Speak to you soon, /Best wishes, • Do not write very short sentences. Join your sentences with and, but, so or because. 29 2 E. Complete the sentences with adverbs. Use the adjectives in brackets to form adverbs. Round-up 1. Look (careful). Can you see the spider? 2. I always go to bed (late) on Saturdays. 3. My grandfather walks (slow) but he doesn’t get tired (easy). 4. Ted can drive a car very (good) and he’s only fifteen! Score: /5 ocabulary A. Match. 1. 2. 3. 4. 5. a. hiking b. a trip c. souvenirs d. a cave e. an experiment explore go on do buy go F. Complete with personal pronouns. Score: /5 B. Circle the correct words. 1. We went to the restaurant by / on foot. 2. A: Yesterday at school we did a brilliant experiment / invention! invention! B: Wow, that’s cool / horrible. horrible. 3. Jake is going to the bank. He wants to check / exchange money. 4. The trip / voyage to the museum was interesting. list . 5. Peter didn’t go to France. He misssed his flight / list. 6. I didn’t print my boarding pass / passport. passport . I downloaded it onto my smartphone. 7. The water in the swimming pool was a bit cold, but I didn’t hope / mind. mind. 8. Did you book / pack your suitcase? Score: rammar /9 C. Complete with the Past Simple of the verbs in brackets. 1. Harry month. He (visit) his cousins in Rome last (go) sightseeing and he (learn) a lot about the history of Italy. you (do) last 2. A: What night? B: We (have) dinner at a Chinese restaurant. A: Really? you (like) it? B: Yeah. The food (be) fantastic. But it (be) a bit expensive, so we (not can) get dessert. 3. We (not manage) to find a taxi so we (take) the bus to the city centre. Score: go be walk eat 1. My brother to school but now he goes by bike. 2. My parents abroad in the past, but now they do. 3. When I was a child, I with my hands. 4. Kevin horse riding every weekend. Now he doesn’t have time. 5. When I was young, I afraid of cats. I was so silly! Score: /5 30 Score: /5 ommunication G. Complete the dialogue with the sentences a-e. a. How long did you go for? b. To be honest, I don’t like the sea. c. I’m only joking! d. Well, I almost fell into the sea because of a kid! e. No, I didn’t. Jake Peter Jake Peter Jake Peter Jake Peter Jake Peter Hey, Peter! Where were you last week? I went on a cruise. (1) Three days. Did you have a good time? (2) It was terrible. But why? Cruises are exciting. I love the sea! (3) I can’t swim. Oh, I didn’t know that. And what happened? (4) He wanted to skateboard on deck! It was a very frightening experience. Jake That’s horrible! Listen, Peter, let’s go swimming later. Peter Jake! Jake (5) Score: / 10 TOTAL SCORE: / 50 / 11 D. Complete the sentences below. Use used to and the verbs in the box. not travel 1. We’ve got a new PE teacher at school, Mr Jones. is brilliant. We all like . 2. I saw Laura today and I asked about the cruise. 3. took lots of pictures on our holiday. Would you like to see ? Now I can… talk about past events talk about past habits express ability in the past talk and write about famous people use the Past Simple use linking words (and, but, so, because) CLIL Page: History 2 Round-up To be most effective, the exercises in the round-up section should be completed and checked in class. Ss should calculate and write down their scores. Aim: to help Ss revise the structures, functions and vocabulary presented in Module 2 through various activities. G. KEY 1. a 2. e 3. b 4. d 5. c Now I can... Aims: Vocabulary A. KEY 1. d 2. b Communication 3. e 4. c 5. a B. KEY 1. on 2. experiment, cool 3. exchange 4. trip 5. flight 6. boarding pass 7. mind 8. pack t o give Ss the opportunity to check their progress to encourage learner autonomy • Draw Ss’ attention to the points and get Ss to read through them. • Explain any unknown words. • Get Ss to tick the points they feel confident about. For the points they are unsure of, they should refer back to the relevant sections in the module. CLIL Page: History The Teacher’s Notes can be found at the back of the book. Grammar C. KEY 1. visited, went, learnt/learned 2. did ... do, had, Did ... like, was, was, couldn’t 3. didn’t manage, took D. KEY 1. used to walk 2. didn’t use to travel 3. used to eat 4. used to go 5. used to be E. KEY 1. carefully 2. late 3. slowly, easily 4. well F. KEY 1. He, him 2. her 3. We, them TB 30 Culture page 1 Means of transport around the world 38 Aim: to introduce Ss to certain aspects of the culture in various countries • Draw Ss’ attention to the title of the text and ask them to tell you some means of transport in their country or other places that they are familiar with. • Elicit answers. • Ask Ss which means of transport are popular in their country and why. • Elicit answers. A. • Ask Ss to look at the pictures 1-4. • Point out to Ss that these pictures are related to different means of transport around the world. • Ask Ss to tell you what these pictures show and elicit answers. • Play the CD and have Ss follow in their books. Tell them to underline any unknown words at the same time. • Explain that they should match the paragraphs with the pictures. Have Ss do the activity. • Check the answers with the class. KEY Double-decker – London 2 Gondola – Venice 4 Coco taxi – Cuba 3 Cable cars – San Francisco 1 • Ask Ss some comprehension questions: What is the open top of a double-decker useful for? It’s useful for seeing the sights better. When did the first double-decker start taking people around London? More than 60 years ago. What are gondolas? Long black boats. Are they a new means of transport? No, they aren’t. When were they very common? In the 18th century. What is a fun way to get around Havana? You can use coco taxis. What fruit do they look like? Like a coconut. Why are they a good way to get around? Because they are cheap and fast. Who invented the cable car? Andrew Hallidie. What happened in 1873? The first cable car made its journey down Clay Street. B. • Have Ss do the activity. • Check the answers with the class. KEY 1. T 2. T 3. F 4. F 5. F 6. T • Explain any unknown words and choose Ss to read the text aloud. • Ask Ss which of these means of transport they would like to use and why and generate a short discussion. 31 TB Project Make a poster! • Ask Ss to do some brainstorming and tell you which unusual means of transport they are going to make their poster about and initiate a short discussion. • Refer Ss to the Project Skills section and explain the steps they have to follow to make their poster. • Allow Ss time to search the Internet and find information about unusual means of transport. • Have Ss do this activity in class or assign it for homework. • Have Ss present their posters to the rest of the class. A. Listen, read and match the pictures with the paragraphs. Culture page 1 Means of transport around the world 1 Double-decker - London The red double-decker buses of London are world famous and one of the most common sights in London. They have got two levels and some have got an open top so that tourists can see the sights better. Over sixty years ago, the first double-decker took passengers around London, and today they are still popular. They are a great way to get around London and they are not very expensive. 2 3 Gondola - Venice When people think of Venice, they think of the canals and the long black boats, called gondolas. Gondolas take people around the city. They were the most common means of transport in the 18th century. However, today mainly tourists ride in them. Riding in a gondola is an excellent way to see this beautiful city. Coco taxi - Cuba 4 B. Read again and write T for True or F for False. A fun way to get around cities in Cuba, like Havana, is to take a coco taxi. They are funny-looking vehicles; they are black or yellow, and round like a coconut with three wheels. They look funny but coco taxis are cheap and can take you around the city very fast. 2. Double-deckers are a cheap way to see London. Cable cars - San Francisco 5. Coco taxis are only one colour. An exciting way to get around San Francisco is to take a cable car; they go up and down the steep streets in the city. Andrew Hallidie invented the cable car and the first one made its journey down Clay Street in 1873. So, when you visit San Francisco, don’t forget to ride one. 1. Double-decker buses are over fifty years old. 3. People didn’t use gondolas in the past. 4. You can see coco taxis only in Havana. 6. Cable cars are more than a hundred years old. Project Make a poster! Do some research and choose four unusual means of transport that are used in different countries of the world. Then make a poster including the information you have collected and a picture for each of the means of transport. 31 Complete the song with the words in the box. Then listen and check your answers. trainers like skatepark explore early games evening take home Me and my board! I wake up so (1) , outside it’s still dark I take my board n’ head for the (2) My friends are there, they’re all looking good Super cool (3) , and tops with hoods Me and my board Jump on! Let’s go! I never get bored Jump on! Let’s go! After school ends, I skateboard some more I just go around, it’s a great way to (4) I never (5) the bus, walk or ride a bike I’ve got my board, and that’s what I (6) Me and my board Jump on! Let’s go! I never get bored Jump on! Let’s go! The (7) comes and it’s time to go I jump on my board and skateboard (8) No skateboarding at home and that’s a shame So on my computer, I play skateboard (9) 32 ! Song 1 Me and my board! 39 Aim: to help Ss revise and consolidate the structures, functions and vocabulary they have already studied through a song • • • • • Draw Ss’ attention to the title of the song. Ask Ss to guess what the song will be about. Accept all answers. Explain to Ss that ‘board’ is short for ‘skateboard’. Ask Ss to read through the words in the box and the song without worrying about the correct answers. • Ask Ss to guess the correct words before listening to it. • Play the CD and have Ss listen to the song carefully and check their answers. • Check the answers with the class and explain any unknown words. KEY 1. early 2. skatepark 3. trainers 4. explore 5. take 6. like 7. evening 8. home 9. games • Play the CD again and have Ss sing along. • Ask Ss if they know how to skateboard and if they think it is a difficult sport; if they would like to learn how to skateboard or not and which other sports they are interested in, etc. and initiate a short discussion. TB 32 3 Adventure Aims: t o introduce the topic of the module and activate Ss’ background knowledge to present the learning objectives of the module • Draw Ss’ attention to the title of the module and the main picture on the page. • Ask Ss what they can see and elicit an answer (a (a young girl doing an extreme sport). sport). • Ask Ss: Where is she? How old is she? What is she wearing? What does she look like? What can you tell from the expression on her face? Have you ever tried anything similar? If not, would you like to? • Elicit answers. • Ask Ss to guess what the module will be about. • Ask Ss the questions in the Discuss section and elicit answers. • Ask Ss to look at the pictures A-E. • Ask Ss to tell you what each one of the pictures shows. Then ask Ss to go through the module and find where the pictures are. KEY picture picture picture picture picture A: p. 36 B: p. 35 C: p. 41 D: p. 42 E: p. 38 • Read out the objectives in the In this module you will learn... section. • Explain any unknown words. 33 TB 3 Adventure Discuss: Are you an adventurous person? What’s the most exciting thing you have ever done? Do you know any mystery stories? Where can you find the following in this module? Go through the module and find the pictures. A B C D E In this module you will learn... to use the Past Progressive to narrate past events to distinguish between the Past Simple and the Past Progressive to describe your feelings to discuss what you can do at a funfair to write a story 33 3a 1 ocabulary Look at the pictures and complete the sentences with the words in the box. Then listen and check your answers. tree banana bike arm broke wall Nigel crashed into a hit his head and his wrist. Tina fell off her and hurt her knee. ead A. The people and the cat shown below were involved in a car accident. Can you guess what happened? B. A police officer is interviewing three eyewitnesses to the accident. Listen, read and check your answers. Then read the dialogues out in groups. Officer Excuse me, what exactly happened here? Man I’m not sure. I live in that house over there. I just saw the boy. He was lying on the pavement and his knee was bleeding, so I called for an ambulance. Officer Did the car hit the boy? Man I really don’t know. Is he OK now? Officer The boy? Yes, he just hurt his back and his knee. 34 Brian jumped off a fell down and hurt his and his back, and broke his finger. 3 2 2 1 , 4 , Jessica slipped on a skin, fell down and sprained her ankle. Before you read the text, look at the pictures. They will help you understand the text. Officer Excuse me, did you see the accident? Girl Yes. The boy was skateboarding on the pavement. Suddenly, I saw the car. Officer Where were you? Girl I was walking on the other side of the street. Officer Was the driver going fast? Girl Yes! But suddenly, the car swerved, changed direction and almost hit the boy! Officer So, the car didn’t hit the boy. Girl No, he just fell down and the car crashed into a tree. Officer That’s strange. 2 Read FUNCTIONS Narrating past events/accidents A. Aim: to help Ss make predictions about the content of the dialogue based on visual prompts • Draw Ss’ attention to the TIP and explain it. • Ask Ss to look at the pictures of the cat and the people that were involved in a car accident and guess what happened. • Elicit answers but do not correct Ss at this stage. STRUCTURES Past Progressive VOCABULARY Parts of the body ankle arm back finger knee wrist Verbs related to accidents bleed break crash into fall down sprain hit hurt slip Other words and phrases accident ambulance banana skin call for exactly explain in the middle of jump (off) just lie (lay-lain) Never mind. pavement strange suddenly Warm-up Aim: to introduce the topic of the lesson • Ask Ss: Do you often have accidents? What kind of accidents do you usually have? Are they serious or funny? • Elicit answers. 1 Vocabulary 3a 41 40 Aim: to present vocabulary related to parts of the body and accidents • Point to parts of your body (arm, (arm, ear, face, foot, hand, head, leg, etc.) and ask Ss to name them. • Ask Ss to look at the pictures and read through the sentences underneath them. • Help Ss deduce the meaning of any unknown words from the content of the corresponding pictures. • Ask Ss to read through the words in the box. • Have Ss do the activity. • Play the CD and have Ss follow in their books and check their answers. • Check the answers with the class. KEY 1. wall, arm 2. bike 3. tree, broke 4. banana B. Aims: t o present vocabulary, structures and functions in the context of a dialogue t o give Ss practice in reading for gist • Help Ss deduce the meaning of the word eyewitness ((=sb =sb who saw an accident or crime happen). happen). • Play the CD and have Ss follow in their books and check their predictions about what happened. Tell them to underline any unknown words at the same time. KEY Suggested answer The young woman was driving fast. She tried to avoid hitting a cat and crashed into a tree. The boy fell off his skateboard and hurt his back and knee. • Ask Ss some comprehension questions: Is the man sure about what happened? No, he isn’t. Does he live nearby? Yes, he does. Why did he call for an ambulance? Because he saw the boy lying on the pavement and his knee was bleeding. How is the boy? He is OK. What was the boy doing when the accident happened? He was skateboarding on the pavement. Where was the girl when she saw the accident? She was walking on the other side of the street. Did the car hit the boy? No, it didn’t. What did the car crash into? A tree. Where was the cat? In the middle of the street. Did the woman see everything that happened? No, she didn’t. What didn’t the woman see? The boy. • Explain any unknown words and choose Ss to act out the dialogues. • Make sure Ss understand the difference between the following pairs of words: fall-slip, sprain-break, hit-hurt and the meaning of jump and crash crash.. • Explain any unknown words. TB 34 3a C. Aim: to give Ss practice in reading for specific information • Ask Ss to read through the paragraph to get an idea of what it is about without paying attention to the gaps. • Have Ss do the activity. • Check the answers with the class. KEY 1. pavement 2. driving 3. cat 4. street 5. crashed 6. hit 7. skateboard 8. knee Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the dialogues • Ask Ss: In your opinion, who is to blame for the accident? Have you ever been in an accident or seen one happen? How did it happen? • Elicit answers and initiate a short discussion. 3 Grammar Aim: to present the Past Progressive and give Ss practice in using it in context • Ask Ss to read through the table (affirmative, (affirmative, negative and question forms). forms). • Explain to Ss that this is the Past Progressive of the verb sleep.. sleep • Ask Ss what they notice about the formation of the Past Progressive (we (we form it with the past tense of the verb be and the main verb with the ending -ing). -ing). • Draw Ss’ attention to the first example and ask them why the Past Progressive is used (to (to describe a past action: I was studying, I wasn’t watching that was in progress at a specific point in time: at ten o’clock last night). night). • Draw Ss’ attention to the second example and ask them why the Past Progressive is used (to (to describe the background scene of an event/narrative/story). event/narrative/story). • Refer Ss to the reading activity and ask them to underline all the examples of the Past Progressive ( ...was lying..., ...was bleeding..., ...was skateboarding..., ...was walking..., Was the driver going...). going...). • Refer Ss to the Grammar Reference (p. 123). • Have Ss do the activity. • Check the answers with the class. KEY 1. were cooking, was bleeding 2. was watching 3. were … doing, Were … playing, wasn’t playing, was surfing 4. was running 35 TB Optional activity •A sk Ss a few questions to practise the Past Progressive. e.g. A: A: Where were you at eight o’clock yesterday evening? B: I was at home. A: What were you doing? B: I was watching TV. • Alternatively, you can divide Ss into pairs and have them act out a similar dialogue. Ask one of the students in each pair to report the answers to the class. e.g. At At eight o’clock yesterday evening, Paul was watching TV and I was listening to music. 4 Speak & Write A. Aim: to give Ss practice in using the structures, functions and vocabulary presented in this lesson through role play • Explain the activity to Ss. • Ask Ss to read through the questions in the box and check their understanding. • Choose a student and act out the dialogue. • Get Ss to do the activity in groups of four and go round the class helping them when necessary. • Tell Ss that when it is their turn to be the police officer they should keep notes because later they will be asked to write about the accident. • Choose some groups to act out the dialogue. B. Aim: to give Ss practice in writing a narrative text (a car accident) • Explain to Ss that they should write about the car accident they discussed in activity 4A. • Allow Ss some time to write their paragraphs. • Choose some Ss to read out their paragraphs. 3 rammar Past Progressive AFFIRMATIVE I He She was sleeping It NEGATIVE QUESTIONS I He She wasn’t (was not) sleeping It I he Was she it sleeping? we We We Were you sleeping? You were sleeping You weren’t (were not) sleeping they They They • I was studying at ten o’clock last night. I wasn’t watching TV. • It was raining yesterday and the children were playing in the rain. Complete with the Past Progressive of the verbs in brackets. 1. Yesterday afternoon Jill and Greg (cook). Suddenly, Jill cut her finger. It (bleed) a lot and she couldn’t stop it so Greg took her to hospital. 2. Susan (watch) DVDs all day yesterday. At seven, a friend came to see her. 3. A: What you afternoon? (do) all you (play) the guitar? B: No, I (not play) the guitar. I (surf) the Net. 4. A: How did Sophia break her leg? B: Well, she (run) near the swimming pool and she slipped and fell. Officer Woman Officer Woman Excuse me, can you explain what happened? Well, there was a cat, you see. Ah! A cat. Yes. It was in the middle of the street. I think the driver didn’t want to hit it, so she... Officer Now, I understand. The driver swerved because of the cat and almost hit the boy. Woman What boy? Officer Never mind. C. Read again and complete the paragraph below. A boy was skateboarding on the (1) . A young woman was (2) was going fast. Suddenly, she saw a (3) in the middle of the (4) to hit the cat so she swerved and (5) into a tree. She didn’t (6) he fell off his (7) and his (8) peak & rite A. ROLE PLAY Imagine that there was a car accident in your neighbourhood yesterday. Talk in groups of four. Student A: You are a police officer. Ask the eyewitnesses (Students B, C, D) questions. What time did the accident happen yesterday? Where were you? What were you doing? What exactly did you see? Did you call for an ambulance? her car but she . She tried not the boy but and hurt his back . 4 Students B, C, D: You are eyewitnesses to the accident. Think about the questions above and discuss what happened. Then answer Student A’s questions. B. Write a short paragraph about the accident. 35 3b 1 ocabulary Match the pictures with the words. Then listen and check your answers. 1 2 3 4 5 6 2 ead A. Look at the pictures, read the titles of the texts and guess what the mysteries are about. Then listen, read and check your answers. Green Children in Woolpit 7 8 ghost alien scream appear / disappear shadow dark footprints monster When you learn new words, you must remember if they are verbs, nouns, adjectives, etc. 36 Last year, I was on holiday in Suffolk with a friend. One evening, we were walking in a forest near the village of Woolpit when we heard some strange voices. They were coming from behind some bushes. When we went closer, we saw two children. The strange thing was that these children were green! Their skin, their clothes, everything! They were like aliens. When my friend saw them, she started screaming. She was frightened! I was calm and tried to follow them, but the children disappeared into the forest. Were they playing a joke on us or not? I really don’t know. Matilda Harrison FUNCTIONS Narrating mysterious experiences Understanding time sequence STRUCTURES Past Simple – Past Progressive Time clauses (when, while) VOCABULARY alien area Believe it or not... bush calm campsite close (adv) dark die disappear follow footprint frightened ghost group hear huge human I (don’t) think so. monster mystery noise organise play a joke on sb probably scream shadow skin village voice wild 42 1 Vocabulary Aim: to present vocabulary related to mysteries • Ask Ss to look at the pictures 1-8 and read through the list of words. • Have Ss do the activity. • Play the CD and have Ss follow in their books and check their answers. • Check the answers with the class. KEY ghost 6 scream 2 shadow 8 footprints 4 alien 1 appear/disappear 5 dark 7 monster 3 • Help Ss deduce the meaning of any unknown words from the content of the corresponding pictures. • Draw Ss’ attention to the TIP and explain it. • Play the CD again and pause so that Ss can repeat what they hear. 2 Read A. Aims: • • • • • 43 t o help Ss make predictions about the content of the texts based on visual prompts and their background knowledge t o present vocabulary, structures and functions in the context of two texts about real-life mysteries t o give Ss practice in reading for gist Draw Ss’ attention to the main title (Real-life ( Real-life mysteries). mysteries). Ask Ss to read through the titles of the two texts and look at the accompanying pictures. Draw Ss’ attention to the phrase Green Children in Woolpit and Huge Himalayan Footprints and ask them to guess what the mysteries are about. Elicit answers but do not correct Ss at this stage. Play the CD and have Ss follow in their books and check their predictions. Tell them to underline unknown words at the same time. 3b Background note • Suffolk is a non-metropolitan county of historic origin in East Anglia, England. It has borders with Norfolk to the north, Cambridgeshire to the west and Essex to the south. • The Himalaya Range or Himalayas is a mountain range in Asia, separating the Indian subcontinent from the Tibetan Plateau. The Himalayan mountain system is the planet’s highest and home to some of the world’s highest peaks, including Mount Everest. • Check the answers with the class. KEY Suggested answers The first mystery is about two children who looked like aliens. The second mystery is about some huge footprints in the snow which were twice the size of human footprints. • Ask Ss some comprehension questions: Where was Matilda on holiday last year? In Suffolk. Who was she with? A friend. What were Matilda and her friend doing when they heard some strange voices? They were walking in a forest near the village of Woolpit. Where were the voices coming from? From behind some bushes. What colour were the children’s skin and clothes? Green. What did Matilda’s friend do when she saw them? She started screaming. What did Matilda try to do? She tried to follow them. What happened in the end? The children disappeared into the forest. What did Jim’s mountain climbing group organise last year? A trip to the Himalayas. When did Jim and his friend see the huge footprints in the snow? On the last morning of their trip. What were they doing when they saw the huge footprints in the snow? They were exploring the area. What did they do? They ran back to the campsite and told the others. What did the others say? That it was probably a wild animal or a monster. B. Aim: to give Ss practice in identifying specific information in the text • Have Ss do the activity. • Check the answers with the class. KEY 1. B 2. M 3. B 4. J 5. M • Explain any unknown words and choose Ss to read the texts aloud. Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the texts • Ask Ss: Have you or someone you know ever had a similar experience? Do you believe in ghosts/aliens/monsters? • Elicit answers and initiate a short discussion. TB 36 3b 3 Grammar Aims: • • • • • • • • • • • t o have Ss differentiate between the Past Simple and the Past Progressive t o give Ss practice in using the Past Simple and the Past Progressive in context to introduce time clauses Write on the board: e.g. I watched TV last night. I was watching TV from 8:00 to 9:30. While I was watching TV, John called me. I was watching TV when John called me. Explain the use of the Past Simple and the Past Progressive in the same sentence using while ((=to =to introduce an action of longer duration which was interrupted by another action of shorter duration, e.g. While I was watching TV, John called me.) me.) or when ((=to =to introduce an action of shorter duration that interrupted the action of longer duration, e.g. I was watching TV when John called me.). me.). Go round the class asking Ss questions: e.g. What were you doing at eight o’clock yesterday? Did anything happen while you were…? and eliciting answers. Write on the board: e.g. I was watching TV at eight o’clock last night. My brother was reading a book at eight o’clock last night. While I was watching TV, my brother was reading a book. Help Ss deduce the meaning of while ((=to =to link two clauses describing actions which were happening at the same time in the past) past) in the sentence. Ask Ss to read through the examples in the grammar box and draw their attention to the verbs in bold. For further practice, refer Ss to the texts and ask them to underline any examples of the Past Progressive and Past Simple in the same sentence. Elicit answers (text a: One evening, we were walking in a forest near the village of Woolpit when we heard some strange voices. text b: On the last morning, a friend and I were exploring the area when suddenly we saw some huge footprints in the snow!). snow! ). Refer Ss to the Grammar Reference (p. 123). Have Ss do the activity. Check the answers with the class. KEY 1. was lying, saw 2. was doing, was writing 3. were playing, called 4 Listen 4. was reading, came 5. fell, broke, was running 44 A. Aims: • • • • t o prepare Ss for the listening activity by making predictions about the content of a radio programme t o give Ss practice in listening for gist Ask Ss to read through the two questions and check their understanding. Elicit answers but do not correct Ss at this stage. Play the CD and have Ss check their predictions. Check the answers with the class. KEY 1. Yes, there were. 2. Maybe because they didn’t eat a lot. 37 TB B. Aim: to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-4 and check their understanding. • Play the CD and have Ss do the activity. • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. KEY 1. F 2. T 3. F 4. F LISTENING TRANSCRIPT Host Good evening, it’s midnight and time for Mystery Hour.. Kevin Gordon, our expert is with us. What Hour mystery have you got for us tonight, Kevin? Kevin Well, this time last year Matilda Harrison saw two green children while she was walking near the village of Woolpit in Suffolk. Now, this is interesting because there is a story about two green children in Woolpit. They arrived in the village about 900 years ago. Their eyes were green, their skin was green and they spoke a strange language. Host How strange! Kevin Also, they only ate green vegetables, especially green beans. Host Really? So what happened to them? Kevin Well, the people of the village helped and looked after them, but unfortunately the boy died a year later. But the girl became healthy and strong and stayed in Woolpit. After many years, she wasn’t green any more. Her skin colour turned back to normal. Host So, were they aliens or what? Kevin I don’t know. Sometimes people’s skin turns green when they don’t eat a lot for a long time. Host And what about the language they spoke? Kevin Well, in the 12th century people never left their villages, so two villages in the same area sometimes spoke different languages. Host That’s very interesting. But what did Matilda Harrison see? Kevin Well, I believe someone was playing a joke on her. Host I see, OK, thanks Kevin. What’s next week’s…? 5 Speak Aim: to give Ss practice in using the structures, functions and vocabulary presented in this lesson through a pair work activity • Ask Ss to turn to the appropriate page, look at the pictures and read through the speech bubble. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogues. 3 rammar Past Simple - Past Progressive Time clauses (when, while) • While we were sitting in the garden, we heard a strange noise. • I was walking on the beach when it started raining. • While George was driving, driving, he was listening to music. Complete the sentences with the Past Simple or the Past Progressive of the verbs in brackets. 1. I (lie) on the sofa when I (see) a shadow on the wall. I was frightened! 2. While Samantha (do) her homework, Pam (write) e-mails. 3. While you (play) tennis, Rob (call) you. 4. The teacher (read) something to her students when Mr Barnes (come) into the room. 5. Gary (fall) and (break) his leg while he 4 Huge Himalayan Footprints My mountain climbing group organised a trip to the Himalayas last year. On the last morning, a friend and I were exploring the area when suddenly we saw some huge footprints in the snow! They looked like human footprints but they were twice the size of my footprints. We were frightened! We ran back to the campsite and told the others. Who made those footprints? The others said it was probably a wild animal or a monster, but I don’t think so. Jim Moor isten (run). A. You will hear a radio programme called Mystery Hour. Before you listen, guess the answers to the questions below. Then listen and check your answers. 1. Were there ever any green children in Woolpit? 2. Why were they green? B. Listen again and write T for True or F for False. 1. The green children first appeared in Woolpit nine years ago. 2. The green children ate only green vegetables. 3. The girl died after a year. B. Read again and write M for Matilda, J for Jim or B for both. 4. The green children spoke the same language as the people in Woolpit. 1. I was with a friend when it happened. 2. It was getting dark when it happened. 3. I can’t explain what I saw. 4. I was scared. 5. I heard and saw something strange. 5 peak Talk in pairs. Go to the Pair work activities section. 37 3c 1 water slides Ferris wheel bumper cars roller coaster 38 ocabulary Listen and repeat. games with prizes 2 Amy Liv Amy Bill Liv Stu Amy Stu Bill Liv Bill Stu Amy Bill ead A. Look at the pictures. What happened to Bill? Listen to the dialogue and find out. Then read it out in groups. Hey, Liv, let’s get some lemonade and go to Dreamland. OK. Wait, there’s Bill and Stu. So, what’s it like in Adventureland? There are no roller coasters but there are some great rides. Hang on a minute. You’re all wet. Yeah, we went on the log flume. What’s that? It’s like a big water slide. And you’re in a boat. Bill, you’ve got some blood on your T-shirt. Are you OK? Don’t worry, that’s just ketchup. I ate a sandwich. Well, you didn’t actually eat it all. Ha, ha... What do you mean? We each got a sandwich before we got on, but I didn’t manage to finish it. So, I took it with me. Amy You took food on the ride? Stu Yeah, bad idea. Bill I was eating my sandwich when suddenly, we went down a hill. I got ketchup all over my T-shirt. Stu Luckily, we splashed into some water and it washed it off a bit. Bill Anyway, it was great fun! Right, what’s next? Amy Was there a long queue at the log flume? Stu Why? Liv We want to go on it too! FUNCTIONS Discussing rides at a funfair Making offers Accepting and refusing offers Writing a summary • Elicit answers but do not correct Ss at this stage. • Play the CD and have Ss follow in their books and check their predictions. Tell them to underline unknown words at the same time. • Check the answer with the class. STRUCTURES some – any – no VOCABULARY Words/Phrases related to funfairs bumper car Ferris wheel prize ride sandwich water slide KEY Suggested answer He got ketchup all over his T-shirt. roller coaster Other words and phrases actually be left blood each get on Hang on a minute! hill ketchup luckily wash wet What do you mean? • Ask Ss some comprehension questions: What do the girls want to get? Some lemonade. What are there in Adventureland? Some great rides. Why are the boys wet? Because they went on the log flume. What is the log flume like? It’s like a big water slide. Where are you when you are on the log flume? In a boat. What did the boys buy to eat? Sandwiches. Did they both eat their sandwiches before they got on the log flume? No, they didn’t. Who took the sandwich with him? Bill. How did Bill get ketchup all over his T-shirt? The boat went down a hill. What happened then? They splashed into some water. Did they have fun? Yes, they did. queue Warm-up Aim: to introduce the topic of the lesson • Ask Ss if they have ever been to a funfair, if they had a good time, if funfairs are popular in their country, if there is a funfair in their neighbourhood/area, etc. • Elicit answers. 1 Vocabulary 45 Aim: to introduce vocabulary related to funfairs • Ask Ss to look at the picture and tell you what it shows ( rides, games and slides that are common at funfairs). funfairs). • Ask Ss if they can name any of them in their L1. • Elicit answers. • Play the CD and pause so that Ss can repeat what they hear. • Help Ss deduce the meaning of any unknown words by relating them to the objects they refer to. • Ask Ss what their favourite rides are at funfairs. • Elicit answers. 2 Read • Explain any unknown words. • Choose Ss to act out the dialogue in groups. B. Aim: to give Ss practice in reading for specific information • Have Ss do the activity. • Check the answers with the class. KEY 1. Dreamland 2. roller coasters 3. ketchup 4. was eating (a sandwich) 5. Amy and Liv / The girls 46 A. Aims: t o help Ss make predictions about the content of the dialogue based on visual prompts and their background knowledge t o present vocabulary, structures and functions in the context of a dialogue t o give Ss practice in reading for gist • Ask Ss to look at the pictures, identify the characters and tell you where they are (Amy, ( Amy, Liv, Stu and Bill are at a funfair; Stu and Bill are on a log flume ride). ride). Background note A log flume is a special way of transporting lumber and logs with the use of water that was popular in the USA. People built huge flumes to be able to move wood from dangerous mountain slopes to sawmills, where the wood was cut into boards. Today, a log flume ride is one of the most popular attractions at a funfair. It consists of a water flume and a hollow log in which passengers sit and slide along the flume. • Ask Ss the question in the rubric. 3c C. Aims: • • • • • t o have Ss identify linking words in the context of a summary of a story t o give Ss practice in summarising Have Ss do the activity. Check the answers with the class. Ask Ss the question in the rubric. Elicit answers (first, when, while, then, after that, later). later). Explain to Ss that the linking words are used to link actions in the past. KEY 5While Bill was eating his sandwich, the log flume went down a hill and he got ketchup all over his T-shirt. 3When they got there, they each got a sandwich. 4Then, they decided to get on the log flume. 1Yesterday, Bill, Stu, Amy and Liv went to the funfair. 2First, Bill and Stu went to Adventureland. 7Later, they found Amy and Liv and told them about Bill’s accident. 6After that, they splashed into some water and the ketchup washed off. TB 38 3c Post-reading 5 Listen & Write Aim: to give Ss the opportunity to elaborate on the topic of the dialogue • Ask Ss some questions: A. Aim: to give Ss practice in listening for specific information and transferring from verbal to visual information • Ask Ss to read through the questions and make sure they understand everything. • Draw Ss’ attention to the pictures and ask them to find the differences in each pair. • Play the CD. • Have Ss do the activity. • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. Do you like funfairs? What are your favourite rides? What else do you like doing there? • Elicit answers and initiate a short discussion. 3 Grammar Aim: to present some/any/no and give Ss practice in using them in context • Ask Ss to read through the sets of examples with some some,, any and no no.. • Check Ss’ previous knowledge of some ((used used with uncountable and plural countable nouns in affirmative sentences and in questions when we offer something) something) and any ((used used with uncountable and plural countable nouns in negative sentences and in questions). questions). • Ask Ss to tell you when no is used (we (we use it with uncountable and plural countable nouns in affirmative sentences to give a negative meaning). meaning). • Ask Ss to tell you what they notice about no and any (they can be both used in sentences with a negative meaning).). Elicit that no (=not any) is used in the place of meaning not any (e.g. There isn’t any milk in the fridge. = There is no milk in the fridge.) fridge.). • Refer Ss to the dialogue and ask them to find examples with some/any/no ((...let’s ...let’s get some lemonade..., There are no roller coasters but there are some great rides, ...you’ve got some blood on your T-shirt, ...we splashed into some water...).). water... • Refer Ss to the Grammar Reference (p. 123). • Have Ss do the activity. • Check the answers with the class. KEY 1. any 2. no, some 4 Pronunciation 3. no 4. some 5. any, some 47, 48 A. Aim: to have Ss differentiate between the //, // and // sounds • Play the CD and tell Ss to repeat and listen for the difference in pronunciation between sandw sandwiich ch,, wh whee eell and ride de.. • Elicit the answer that sandw sandwiich, has a short // / / sound, whee wh eell has a long // / / sound and ride has an // / / sound. B. Aim: to give Ss practice in differentiating between the //, // and // sounds • Play the CD and pause after each word. • Ask Ss to tick the sound they hear. • Play the CD again so that Ss can repeat what they hear. • Check the answers with the class. KEY //:/: hill, Ferris //:/: cream, each //:/: slide, prize, why 39 TB KEY 1. a 2. b 49 3. a LISTENING TRANSCRIPT Frank Hi, Sue! How are you? Sue Well, something terrible happened to me yesterday. Frank What happened? Sue I went to the park because it was a beautiful day. It was nice and sunny, so I was wearing my green hat. Anyway, I was walking in the park when I saw some beautiful flowers. Frank Really? Sue Yes – they were blue! I stopped to look at them but it was very windy, and I almost lost my hat! Frank Oh, no! And what did you do? Sue I ran after it. It’s my favourite hat, you see! But I wasn’t very careful. I slipped on some water and I fell! Frank Oh, no! Sue Yes, and I sprained my... Frank (interrupting) Don’t tell me you sprained your ankle again! Last time that happened you couldn’t walk for two weeks. Sue Well, it’s not my ankle this time. It’s my wrist. And now I can’t play tennis, and I’m in the team. We had a match yesterday afternoon, and I couldn’t play. Frank Oh, Sue, that’s too bad. I hope you feel better soon. Sue Thanks, Frank. t o give Ss the opportunity to write a paragraph about an accident based on information acquired through audio input to give Ss practice in writing a story using linking words •Explain to Ss that they are going to write about the accident in Activity A. •Ask Ss to read the words in the box and remind them about the use of linking words (used to link actions in the past). •Ask them to use the questions and the correct answers to write the paragraph. • Allow Ss some time to write their paragraphs. • Choose some Ss to read out their paragraphs. B. Aims rammar 3 Complete with some, any or no. some - any - no • There are some nice souvenirs over there. Let’s check them out. • Would you like some orange juice? 1. Are there good restaurants in the area? 2. I’m sorry. There is lemonade. Would you like orange juice? • We haven’t got any DVDs. • Is there any coffee left? 3. We wanted to go on the roller coaster and luckily there were • There were no bumper cars at the funfair. • There was no food left so we went out for dinner. 4. When we went to Costa Rica, we bought 4 people in the queue. paintings by local artists. 5. They didn’t have ronunciation A. Listen and repeat. What’s the difference between a, b and c? a. sandw sandwiich b. wh whee eell ice cream, so I got us 5 c. ride B. Listen and tick (3) the sound you hear. sandwich // wheel // beautiful ride // slide cream prize each hill Ferris why cake. rite isten & A. Listen to Sue talking to her friend Frank on the phone about an experience she had yesterday, and answer the questions. Choose picture a or b. 1. What was Sue doing when she lost her hat? a b 2. How did Sue get hurt? B. Read again and complete the sentences. 1. The girls were going to when they saw the boys. 2. There aren’t any in Adventureland. 3. There’s on Bill’s T-shirt. 4. Bill while he was on the log flume. 5. want to go to Adventureland. C. Read again and put the summary of the story in the correct order. Write 1-7. Which words are used to link the sentences? a b 3. What happened to Sue? While Bill was eating his sandwich, the log While flume went down a hill and he got ketchup all over his T-shirt. When they got there, they each got When a sandwich. Then, they decided to get on the log flume. a Yesterday, Bill, Stu, Amy and Liv went to the funfair. First, Bill and Stu went to Adventureland. B. Write a short paragraph about what happened. Use some of the words in the box to link your sentences. Later, they found Amy and Liv and told them about Bill’s accident. b when while then after that later After that, they splashed into some water and the ketchup washed off. 39 3d 1 B. Listen and repeat. North ocabulary A. How do they feel? Listen and repeat. East West South angry lonely shocked worried surprised embarrassed 2 ead Write down new words in your notebook. Together with the English word write the translation in your language and an example sentence. A. Look at the book cover and the picture from Chapter 1 and guess the answers to the questions below. Then listen, read and check your answers. 1. Where does the story take place? 3. Are the animals friendly or unfriendly? 2. Who are the main characters? 4. What will happen? CHAPTER 1 r d icy in the fa It was cold an was snow ica and there north of Amer ere on enry and Bill w everywhere. H In the icult journey. a long and diff t every had six dogs, bu olves. beginning, they w another to the ere night, they lost w ey three dogs, th Now, with only ly. travelling slow ks follow ows that shar kn e on ‘Every land ose wolves are ships. Well, th angry ill. He was very sharks!’ said B wolves e uldn’t scare th because they co away. peared. ave she-wolf ap Suddenly, a br out ab t ething differen d There was som an f ol lf dog, half w ry her. She was ha en H of the humans. wasn’t scared n their surprised. Eve and Bill were d one of ndly to her an dogs were frie out ds her. Then ab bushes, them ran towar th ped out of e m ju s ve ol w twelve biting g and started attacked the do don 4 White Fang | Jack Lon When you don’t know the meaning of a word, try to guess its meaning. 40 en were gs. The two m its neck and le shocked! clever! se wolves are he T ! ap tr a s ‘It’ id Bill them, now!’ sa We need to stop s. ve asing the wol ou’ve and started ch outed Henry. ‘Y sh ’ y! az cr e ’r ‘You bullets!’ only got three ard later, Henry he A few minutes he n he T e gun shots. cries and thre . He rn tu re Bill didn’t save heard nothing. to ng ’t do anythi now. knew he couldn gs do o m and tw hi st ju as w It him. and afraid. He was alone 2 Read FUNCTIONS Expressing emotions Narrating events Talking about books A. Aims: STRUCTURES Compounds of some, any, no, every VOCABULARY Adjectives describing emotions angry embarrassed lonely shocked worried Points of the compass east north south west • surprised Other words and phrases a few alone attack bite brave chase crazy different far feel half in the beginning lose neck return save scare (away) shark shout take place wolf 1 Vocabulary 3d 52 50, 51 A. Aim: to present adjectives describing feelings • Ask Ss to look at the pictures and read through the words underneath them. • Explain to Ss that these are adjectives which describe how the people in the pictures feel. • Help Ss deduce the meaning of any unknown adjectives by relating them to the content of the corresponding pictures. • Play the CD and pause so that Ss can repeat what they hear. • If necessary, provide any further explanations and play the CD again. • Draw Ss’ attention to the TIP and explain it. Optional activity Present Ss with several situations and ask them to use the words in activity 1A and say how they feel in each of them. e.g. A: Your Your sister/brother borrowed your MP4 player and lost it. B: I am angry. A: It is summer and all your friends are away on holiday. You haven’t got anybody to talk to. B: I am lonely. B. Aim: to present the four main points of a compass • Ask Ss to look at the picture and tell you what it shows (the four main points of a compass). compass). • Play the CD and pause so that Ss can repeat what they hear. • Ask Ss to close their books. Then draw a compass and write the following on the board W, N, S, E. E. Ask Ss to label the four points of the compass using the letters on the board. Elicit answers. • • • • • • • • • t o help Ss make predictions about the content of a literary text based on visual prompts t o present vocabulary, structures and functions in the context of a literary text t o give Ss practice in reading for gist Draw Ss’ attention to the cover of the book and the accompanying picture. Ask Ss if they have read the book or seen the film. Elicit answers. Ask Ss to guess what the book is about. Explain the word fang to Ss (= (= a long sharp tooth). tooth). Ask Ss to read through the questions and check their understanding. Have Ss do the activity. Elicit answers but do not correct Ss at this stage. Draw Ss’ attention to the TIP and explain it. Play the CD and have Ss follow in their books and check their predictions. Tell them to underline unknown words at the same time. Background note Jack London (1876 – 1916) was an American author who wrote The Call of the Wild, White Fang and The Sea-Wolf along with many other popular books. A pioneer in commercial magazine fiction, he was one of the first Americans to make a lucrative career exclusively from writing. • Check the answers with the class. KEY 1. In the far north of America. 2. Henry, Bill and some wolves. 3. The dogs are friendly and the wolves are unfriendly. 4. The wolves will kill Bill. • Ask Ss some comprehension questions: What was Henry and Bill’s journey like? It was long and difficult. What happened every night? They lost a dog to the wolves. Why were they travelling slowly? Because they had only three dogs. What does Bill call the wolves? Land sharks. Why does he say that? Because the wolves were following them just like sharks follow ships. Why was he angry? Because he couldn’t scare the wolves away. What happened then? A she-wolf appeared. Were the dogs friendly to the she-wolf? Yes, they were. Why were Bill and Henry shocked? Because the wolves attacked the dog and started biting it. Why did Bill start chasing the wolves? Because he wanted to stop them. What did Henry hear after Bill started chasing the wolves? He heard cries, three gun shots and then nothing. TB 40 3d B. Aim: to give Ss practice in identifying specific information in the text • Have Ss do the activity. • Check the answers with the class. KEY 1. It was cold and icy. 2. Six. 3. Because she was half dog, half wolf and wasn’t scared of the humans. 4. About twelve wolves jumped out of the bushes, attacked the dog and started biting its neck and legs. 5. Because he had only three bullets. 6. He didn’t return, so the wolves probably killed him. 7. He was afraid. • Explain unknown words. • Choose Ss to read out the text. Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the texts • Ask Ss some questions: Do you know any other stories with animals? What are they about? • Elicit answers and initiate a short discussion. 3 Grammar Aim: to present the compounds of some, any, no, every and give Ss practice in using them in context • Draw Ss’ attention to the table. Explain to them that these are the compounds of some, any, no and every used to refer to people, things and places places.. • Ask Ss to read through the examples and draw their attention to the compounds of some, any, no and every in bold. • Point out to Ss that the endings -one and -body are both used to form compounds which refer to people people,, the ending -thing is used to form compounds which refer to things, while the ending -where is used to form compounds which refer to places. • Point out to Ss that every and its compounds are used with singular countable nouns (Everyone ( Everyone always has…). has…). If necessary, provide them with further examples. • Refer Ss to the Grammar Reference (p. 124). • Have Ss do the activity. • Check the answers with the class. KEY 1. something, anything 2. no one, everything 3. anybody, something 4. anywhere, somewhere 4 Listen 53 A. Aim: to give Ss practice in listening for gist • Ask Ss to look at the pictures a-d and tell you what they show. • Explain to Ss that the people in the pictures are Native Americans;; in the past, when the book White Fang was Americans written, people called them Indians Indians.. 41 TB Background note Indians is the term that was used in the past to refer to the people who lived in North and South America before the Europeans arrived. Today, the term Native Americans has come to replace the term Indians Indians.. • Make sure Ss realise that the she-wolf in picture c is the same one mentioned in the text. • Play the CD and have Ss do the activity. • Check the answers with the class. KEY a. 2 b. 4 c. 1 d. 3 B. Aim: to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-5 and check their understanding. • Play the CD. • Have Ss do the activity. • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. KEY 1. T 2. T 3. T 4. F 5. F LISTENING TRANSCRIPT Teacher OK class, let’s remember what happened in the last chapter of White Fang. What happened to Henry? Did the wolves eat him too? Toby? Toby No, some men came along and saved him. Teacher That’s right. Now the story follows the wolves. Did you all read chapter 3?... Good. Who can tell me what happens to the she-wolf? Linda? Linda She has baby wolves. Teacher That’s right. But all the baby wolves die, except for one. And what’s his name? Jamie? Jamie White Fang. Teacher Yes, now how does White Fang get his name? Anyone? Jamie? Jamie One day, while White Fang is exploring the forest, he sees five men, five Indians. One of the men called Grey Beaver goes closer to White Fang and the young wolf bites his hand. The man sees the wolf’s big teeth, so, he calls him White Fang. Teacher Very good. And what happens next? Toby? Toby White Fang’s mother appears. Teacher That’s right. Does she attack the men? Linda? Linda No, Grey Beaver remembers her, and she remembers him too. Teacher Remembers what? Linda She used to live with the men about a year ago, so she’s friendly towards them. Teacher Good. And then White Fang and the she-wolf go and live with the Indians in their camp. So, let’s continue reading now from page... 5 Speak Aim: to give Ss the opportunity to expand on the topic of the reading and listening activity • Ask Ss the questions. • Elicit answers and initiate a short discussion. rammar 3 Compounds of some, any, no, every SOME ANY NO EVERY People someone somebody anyone anybody no one nobody everyone everybody Things something anything nothing everything Places somewhere anywhere nowhere everywhere • I’m bored. Let’s do something something!! • I’m hungry. Is there anything to eat? • I asked the class, but nobody knows where Bill is. • Everyone always has a good time at Jill’s parties. Circle the correct words. 1. A: Would you like something / nothing to drink? B: No thanks. I don’t want anything / nothing. nothing. 2. A: Who’s that? B: She’s new at school but everyone / no one likes her. A: Why not? B: Because she thinks she knows something / everything.. everything 4 isten 3. A: Does everybody / anybody know Kevin? B: I do. A: I’ve got something / anything for him. Can you give it to him? B: Sure. 4. A: I can’t find my MP4 player somewhere / anywhere! anywhere! B: It’s probably somewhere / everywhere in your room. Look again. A. Listen to a teacher talking to his students about White Fang and put the pictures in order. Write 1-4. a b c d B. Listen again and write T for True or F for False. 1. Some men saved Henry from the wolves. 2. The she-wolf is White Fang’s mother. 3. A man called Grey Beaver gave White Fang his name. 4. The she-wolf tried to attack the Indians. Indians. 5. White Fang used to live with men in the past. B. Read again and answer the questions. 1. What was the weather like? 2. How many dogs did Henry and Bill have when they started on their journey? 3. Why was the she-wolf different? 4. What happened when one of the dogs ran towards the she-wolf? 5. Why did Henry think Bill was crazy to chase the wolves? 6. What happened to Bill? 7. How did Henry feel? 5 peak Discuss the following: • Did you like the extract from White Fang? • How do you think the story continues? • Would you like to read the book White Fang? • Do you like dogs or are you afraid of them? • Have you got or did you use to have a dog? What is/was it like? 41 3e 1 a. b. c. d. e. f. ocabulary Match the pictures with the phrases. Then listen and check your answers. I I I I I I lost my keys. got stuck in a lift. missed the bus. got lost. got a flat tyre. got locked out. 2 1 4 5 2 peak & rite A. Read the story and answer the questions. When it is possible, underline words/phrases in the story to justify your answers. Lucky or unlucky? It all happened two months ago. It was Monday afternoon and I was walking back home from school. Suddenly, I saw a black cat. ‘That’s bad luck,’ I thought. When I got home, I saw the cat again in our garden. I quickly ran outside but it was very windy and the door closed behind me. I got locked out! I had no keys, phone or money. My parents were away for a few days, so nobody could help me. Luckily, my bedroom window was open, so I took a ladder and started climbing up. Unfortunately, while I was climbing, a police officer saw me. ‘Come down immediately!’ he shouted. I was shocked! I tried to explain the situation but he didn’t want to listen. Fortunately, after a while, our next-door neighbour heard us, came out and said to the police officer, ‘I don’t think Chris is a burglar! That’s his house!’ Well, maybe I was lucky in the end. 1. Does the writer say when and where the story happened? 2. Does the writer mention the events of the story in the order in which they happened? 3. Does the writer use present tenses to describe what happened? 4. Does the writer use adjectives and adverbs? 5. Does the writer use linking words? 6. Does the writer say what finally happened? 42 6 3 A. Aims: VOCABULARY Phrases related to misfortunes be/get lost be/get stuck in a lift get locked out lose one’s key get a flat tyre Other words and phrases adventure after a while be away behind finally fix for hours fortunately immediately in the end ladder luck lucky maybe neighbour next-door put up a tent quickly quite situation tired unfortunately unlucky 1 Vocabulary 54 Aim: to present some misfortunes • Ask Ss to read through the phrases a-f and look at the pictures 1-6. • Allow Ss some time to do the matching. • Play the CD and have Ss follow in their books and check their answers. • Check the answers with the class. KEY 1. a 2. f 3. b 4. e 3e 2 Speak & Write FUNCTIONS Narrating a story Talking about misfortunes 5. c 6. d • Help Ss deduce the meaning of any unknown words from the content of the corresponding pictures. • Play the CD again and pause so that Ss can repeat what they hear. • Ask Ss if any of these things have ever happened to them. • Elicit answers and initiate a short discussion. t o provide Ss with a sample for writing a story about a misfortune t o give Ss practice in reading for specific information • Ask Ss to look at the layout of the text and tell you what it is (a (a story). story). • Ask Ss to read through the story. • Ask Ss some comprehension questions: What happened while Chris was walking home? He saw a black cat. What did he think about that? He thought it was bad luck. What happened when he got home? He got locked out. Why couldn’t anybody help him? He had no keys, phone or money and his parents were away for a few days. What did he decide to do? He decided to take a ladder and climb up to his bedroom window. What did the police officer tell Chris to do? To come down immediately. Did the police officer believe his explanation? No, he didn’t want to listen. What happened in the end? His next-door neighbour came out and told the police that Chris was not a burglar. • Ask Ss to read through the questions 1-6 and check their understanding. • Have Ss do the activity. • Check the answers with the class. KEY 1. Yes: …Monday afternoon…, When I got home... 2. Yes: …I was walking back home…, …I saw a black cat, …I got home…, I saw the cat again…, …ran outside, the door closed behind me, I got locked out, etc. 3. No, he uses Past Simple and Past Progressive: I had no keys…, My parents were away…, …nobody could help me, …while I was climbing, a police officer saw me, I tried to explain... but he didn’t want to listen, etc. 4. Yes: suddenly, black, bad, quickly, windy, luckily, open, unfortunately, immediately, shocked, fortunately, next-door, lucky. lucky. 5. Yes: suddenly, when, but, so, while, after a while, in the end. 6. Yes: A neighbour told the police that Chris wasn’t a burglar. TB 42 3e B. Aim: to present adjectives, adverbs and some linking words and give Ss practice in using them when writing a story • Read out and explain the use of linking words, adjectives and adverbs presented here. • Ask Ss to read through the words in the box. • Have Ss do the activity. • Check the answers with the class. KEY 1. Suddenly 2. When 3. Luckily 4. Unfortunately 5. While C. Aim: to give Ss practice in narrating a story • Ask Ss to read through the first and the last paragraph of the story. • Then ask them to look at the pictures and read through the prompts. • Have Ss work in pairs and take turns to narrate the main part of the story, each student narrating the part of the story corresponding to two of the pictures. • Go round the class helping Ss when necessary. • Choose some pairs to narrate the story to the class. D. Aim: to give Ss practice in writing a story based on visual and written prompts • Draw Ss’ attention to the TIP and explain it. • Allow Ss some time to write the main part of the story. • Choose some Ss to read out their stories. 43 TB B. Read and complete the sentences with the words in the box. When you write a story: use the words when and while to link two past actions. When I saw the bus, I started running. When Pete arrived home, his parents were having lunch. While I was walking home, I met my teacher. Kate was listening to music while she was drawing. use adjectives like surprised surprised,, shocked shocked,, scared scared,, etc. to describe how you felt and adverbs like suddenly suddenly,, (un) luckily and (un)fortunately (un)fortunately.. when while suddenly luckily unfortunately 1. Raymond was in the lift all alone. , it stopped. He was frightened! 2. Susan left the room, they started talking about her. 3. We were walking on the beach when it started raining. , it stopped after a while. 4. Tracy had a very nice book about Spain. , she lost it. 5. we were studying, Brian was playing the guitar. C. Talk in pairs. Below are the first and last paragraph of a story. Look at the pictures and use the prompts to tell the main part of the story. Last weekend, Kelly and her cousin Carla decided to go camping in the forest. It was the beginning of summer and it was quite warm and sunny. get tired / and / stop • After a while / they / t can / tent / but / they / no • They / want / go back • They / be lost! / put up / rrive / they a / y e th / • When / river lore / area tent / near ide / to exp c e d / y e th • Then / • Kelly and Carla / walk / for hours / and / finally / find / road • Luckily / there / be / car / with / fla t tyre • The driver / try / fix / it • They / walk / in / forest / when / suddenly / they / hear / strange noise • They / think / it / be / bear! • They / be / frightened / so / they / start / running Fortunately, when the driver fixed the flat tyre, he took the girls home safely. They were so happy to be back. After their adventure, they didn’t want to go camping alone again! D. Write the main part of the story shown above. Use the prompts given. Don’t forget to make any necessary changes. 43 3 E. Complete with some, any or no. Round-up 1. There isn’t milk left. Would you like tea? 2. A: Aunt Fay gave me cake. It’s in the fridge. B: Hey. There’s cake in the fridge. Who ate it? ocabulary Score: A. Cross out the odd word. Then add one more. F. Circle the correct words. 1. shocked – angry – worried – locked – 2. bush – ankle – finger – wrist – 3. Ferris wheel – bumper cars – ride – tent – 1. Jack broke a bottle of water and there was water everywhere / nowhere on the kitchen floor! 2. A: What’s that noise? B: I can’t hear anything / something. something. 3. The film was great. Anyone / Everyone loved it. 4. I think nobody / somebody is playing a joke on you. 5. I’m thirsty, but I’ve got nothing / something to drink. 6. Is there a restaurant anything / anywhere around here? 7. I just called Jake’s house, but there’s nobody / anybody at home. Score: /7 Score: / 6 B. Circle the correct words. 1. I crashed into a tree yesterday. Fortunately / Unfortunately,, someone saw me and screamed / Unfortunately called for an ambulance immediately. 2. My dad was on a pavement / ladder cleaning the windows when he slipped and fell. Luckily / Suddenly, he didn’t break anything. 3. A: It’s very dark / shadow in this cave. Let’s go outside. B: Why? Are you surprised / frightened? frightened? 4. Last month Mary missed / lost her keys twice and she got a stuck / flat tyre three times. 5. There was a huge prize / queue at the bank today. 6. When Kelly heard about the accident, she was shocked / embarrassed. Score: / 10 rammar not sleep 1. Tina buy ommunication G. Complete the dialogue with the sentences a-e. a. You played a joke on me. b. I don’t think so. c. Hang on a minute. d. What do you mean? e. I don’t believe you. C. Complete with the Past Progressive of the verbs in the box. show talk wait for me outside the shop while I souvenirs. about the school trip all 2. The boys day yesterday! 3. A: What Andrea you when I saw you in the park yesterday? B: Pictures from her holiday. 4. My uncle called us very late last night, but we . Score: /5 A: Hey, Julia. That wasn’t very funny yesterday. B: ((11) A: Oh, come on. I know everything. (2 ( 2) B: No, I didn’t. A: ((3 3) It wasn’t you? B: No, it wasn’t me. What happened? A: Well, I think I saw a ghost then. B: Oh come on. (4 (4) A: But I saw a strange shadow in the garden and… B: Maybe it was your sister or someone else. A: ( 5) Score: / 10 TOTAL SCORE: / 50 D. Complete with the Past Simple or the Past Progressive of the verbs in brackets. Now I can… 1. Alan narrate past events and accidents describe my feelings use the Past Progressive understand the difference between the Past Simple and the Past Progressive use compounds of some, any, no, every write a story (slip) on a banana skin and (fall down) while he (walk) to school today. 2. The kids (swim) when suddenly they (see) a shark. 3. I (listen) to music when my parents (get) back from their trip. That’s why I (not hear) them. Score: 44 /4 /8 3 Round-up Communication G. To be most effective, the exercises in the round-up section should be completed and checked in class. Ss should calculate and write down their scores. Aim: to help Ss revise the structures, functions and vocabulary presented in Module 3 through various activities. Vocabulary A. KEY 1. cross out: locked 2. cross out: bush 3. cross out: tent add: surprised, frightened, etc. add: back, knee, etc. add: roller coaster, water slide, etc. KEY 1. d 2. a 3. c 4. e 5. b Now I can... Aims: t o give Ss the opportunity to check their progress to encourage learner autonomy • Draw Ss’ attention to the points and get Ss to read through them. • Explain any unknown words. • Get Ss to tick the points they feel confident about. For the points they are unsure of, they should refer back to the relevant sections in the module. B. KEY 1. Fortunately, called 2. ladder, Luckily 3. dark, frightened 4. lost, flat 5. queue 6. shocked Grammar C. KEY 1. was waiting, was buying 2. were talking 3. was ... showing 4. weren’t sleeping D. KEY 1. slipped, fell down, was walking 2. were swimming, saw 3. was listening, got, didn’t hear E. KEY 1. any, some 2. some, no F. KEY 1. everywhere 2. anything 3. Everyone 4. somebody 5. nothing 6. anywhere 7. nobody TB 44 4 Places Aims: t o introduce the topic of the module and activate Ss’ background knowledge to present the learning objectives of the module • Draw Ss’ attention to the title of the module and the main picture on the page. • Ask Ss what they can see and elicit an answer (a (a signpost in a park with arrows with names of countries on them pointing in different directions). directions). • Ask Ss: Where do you think this is? What is written on the arrows? Do you think they are pointing in the right directions? • Elicit answers. Use Ss’ L1 when necessary. • Ask Ss to guess what the module will be about. • Ask Ss the questions in the Discuss section and elicit answers. • Ask Ss to look at the pictures A-E. • Ask Ss to tell you what each one of the pictures shows. Then ask Ss to go through the module and find where the pictures are. KEY picture picture picture picture picture A: p. 52 B: p. 50 C: p. 48 D: p. 54 E: p. 46 • Read out the objectives in the In this module you will learn... section. • Explain any unknown words. 45 TB 4 Places Discuss: Do you live in a small town or a big city? What’s it like where you live? Would you like to change anything about where you live? Where can you find the following in this module? Go through the module and find the pictures. A B C D E In this module you will learn... to make an offer, ask for permission and make polite requests to express possibility to ask for and give directions to refer to the location of places in a town/city to read a map to make comparisons to discuss life in the city and in the country to talk about space and our solar system to write about your town/city 45 4a 1 ocabulary Complete the sentences with the places in the box. Then listen and check your answers. hairdresser’s travel agent’s newsagent’s florist’s chemist’s post office library market 1. You can buy magazines and newspapers at the . 2. You can post a letter or buy stamps at the . 3. You can borrow books from the . 4. You can get a haircut at the . 5. You can book a holiday at the . 6. You can get medicine from the . 7. You can buy fruit and vegetables at the . 8. You can buy flowers at the . 2 ead A. Listen and read. Where would you hear these dialogues? Choose from the names of the places in activity 1 and write them in the boxes. Find key words in the text. They help you understand the main ideas. 1 Girl Hello. Man Good afternoon, can I help you? Girl Yes, please. Have you got today’s Daily News? News? Man Yes, of course. Here you are. Girl Thanks. Man Would you like anything else? Girl Yes. Have you got the magazine Popular Teens? Teens? Man Hmm, there may be one on that shelf over there. Let me check. 2 Woman Man Woman Man Good morning, how can I help you? I’d like to go to San Juan in July. San Juan, Puerto Rico? That’s right. Are there any cheap flights? Woman Umm, I’m afraid not. Tickets are around 1100 euros. But I might find some cheap tickets for June. Man June? Oh, no. I want to go to a dance festival in July. Woman I haven’t got anything, sorry. Man Thank you anyway. 46 3 Boy Woman Boy Woman Boy Woman Boy Woman Boy Woman Hello, could I ask you something? Yes, of course. I left my card at home. Can I still borrow this book? No, I’m afraid you can’t. But I really need this book. I can bring my card tomorrow. I’m sorry. You know, there is something you can do. What’s that? Ask one of your friends to borrow it for you. That’s a good idea. Thank you! You’re welcome. B. Read again and write T for True or F for False. Dialogue 1 1. The girl wants to buy two newspapers. 2. The man is sure he’s got Popular Teens. Teens. Dialogue 2 3. There are cheap flights to San Juan in July. 4. The man wants to go to Puerto Rico in July. Dialogue 3 5. The boy hasn’t got his card with him. 6. The woman decides to give the boy the book anyway. FUNCTIONS Talking about places in a city/town/neighbourhood Making, accepting and refusing offers Asking for, giving and refusing permission Making polite requests Asking for a favour Expressing possibility in the present or future STRUCTURES Can / Could / May / Might VOCABULARY Places in a town/city chemist’s florist’s hairdresser’s newsagent’s post office festival Warm-up Aim: to introduce the topic of the lesson • Ask Ss to tell you what visitors can see if they walk around their city/town. • Elicit answers. 55 Aim: to introduce some places in a city/town • Ask Ss to read through the sentences 1-8 and check their understanding. • Ask Ss to read through the places in the box. • Have Ss do the activity. • Play the CD and have Ss listen and check their answers. • Check the answers with the class. KEY 1. newsagent’s 2. post office 3. library 4. hairdresser’s • • • • market 5. travel agent’s 6. chemist’s 7. market 8. florist’s Language Plus Draw Ss’ attention to the following words: hairdresser’s, newsagent’s, florist’s, travel agent’s and chemist’s and explain to them that they take ’s because they refer to the place and not to the occupation (e.g. She’s a hairdresser. BUT: You can get a haircut at the hairdresser’s.).). hairdresser’s. • Help Ss deduce the meaning of any unknown words from the context of the corresponding sentences. • Ask Ss which of these places there are in their city/town. • Elicit answers. 4a 56 A. Aims: • • Other words and phrases borrow bring Can I help you? card euro get a haircut Here you are. I’m afraid not. Let me check. medicine post (v) stamp tidy my room Would you like anything else? You’re welcome. 1 Vocabulary 2 Read • • t o present vocabulary, structures and functions in the context of three dialogues taking place at different places t o give Ss practice in reading for gist Explain to Ss that they are going to listen to three dialogues and they must decide where each dialogue is taking place choosing from the places in activity 1. Draw Ss’ attention to the TIP and explain it. Play the CD and have Ss read and listen to the first dialogue. Tell them to underline any unknown words at the same time. Ask Ss where they think this dialogue is taking place. Elicit the answer that it is taking place in a newsagent’s. Ask Ss to tell you which words helped them decide (Daily ( Daily News, magazine Popular Teens). Teens). Follow the same procedure with the other two dialogues. Check the answers with the class. KEY 1. newsagent’s (Daily ( Daily News, magazine, Popular Teens) Teens) 2. travel agent’s (San ( San Juan, Puerto Rico, flights, tickets) tickets) 3. library (card, (card, borrow, book) book) • Ask Ss some comprehension questions: Has the man got the ‘Daily News’? Yes, he has. Does the girl also want to buy a magazine? Yes, she does. Where does the man say the magazine might be? On the shelf. Where does the man want to go? To San Juan. Where is San Juan? In Puerto Rico. How much are the tickets to San Juan? Around 1100 euros. Why does the man want to go to San Juan? He wants to go to a dance festival there. Where did the boy leave his card? At home. Can the boy borrow the book without his card? No, he can’t. What does the woman tell the boy to do? To ask one of his friends to borrow the book for him. Does the boy like her idea? Yes, he does. B. Aim: to give Ss practice in identifying specific information in the dialogues • Have Ss do the activity. • Check the answers with the class. KEY 1. F 2. F 3. F 4. T 5. T 6. F • Explain any unknown words. • Choose Ss to act out the dialogues. Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the dialogues • Ask Ss: What do you usually buy at the newsagent’s? What about your parents and other members of your family? Is there a lending library in your neighbourhood? If yes, do you borrow books from it? What kind of books? What kind of services can a travel agent provide? • Elicit answers and initiate a short discussion. TB 46 4a 5 Speak 3 Grammar Aim: to present Can / Could / May / Might and give Ss practice in using them in context • Draw Ss’ attention to the first two rules and the accompanying examples. • Ask Ss to come up with their own examples of situations in which one might offer to do something and ask for permission. • Ask Ss to read the third rule and the examples. Make sure that they can differentiate between making a polite request and asking for a favour. Point out to Ss that we use could when we want to sound more polite. Explain that we do not say May you...? when making requests or asking for a favour. • Have Ss come up with their own examples of situations in which sb would make a request and ask for a favour. • Draw Ss’ attention to the fourth rule and the example. Point out to Ss might is used to express slighter possibility than may or could could.. • Explain to Ss that could is not used in the negative form to express sth that is not a possibility e.g. We may/might not go to the party. party. • Ask Ss to come up with their own examples of situations expressing possibility in the present/future. • Tell Ss to underline any examples of Can/Could/May/ Might in the dialogues and discuss which functions they express (Good (Good afternoon, can I help you? – to offer help. help. Hmm, there may be one on that shelf over there. – possibility in the present. present . Good morning, how can I help you? – to offer help. But I might find some cheap tickets for June. – possibility in the present. Hello, could I ask you something? – to make a polite request. Can I still borrow this book? – to make a polite request / ask for permission). • Refer Ss to the Grammar Reference (p. 124). • Have Ss do the activity. • Check the answers with the class. KEY 1. c 2. e 3. b 4 Pronunciation 4. f 5. d 6. a 57, 58 A. Aim: t o have Ss differentiate between the // and // sounds of the letter ‘c’ • Play the CD and tell Ss to repeat and listen for the difference in pronunciation between c afé and cinema ((in in the word café the letter ‘c’ has got a / / / sound while in the word cinema the letter ‘c’ has got an / / / sound). sound ). • If necessary, play the CD again. B. Aim: to give Ss practice in differentiating between the /k/ and /s/ sounds of the letter ‘c’ • Play the CD and pause after each word. • Ask Ss to repeat each word and tick the sound they hear. • If necessary, play the CD again. • Check the answers with the class. KEY / k/:/: welcome, card, haircut, perfect / /: medicine, centre, facilities, voice 47 TB Aim: to give Ss the opportunity to practise the vocabulary, structures and functions presented in this lesson through pair work • Ask Ss to look at the first picture and guess what the situation is. • Draw Ss’ attention to the speech bubble. • Make sure that Ss understand that we use Yes, of course. to respond to someone’s request in a positive way while we use Sorry, you can’t. to respond to someone’s request in a negative way. • Ask Ss to give you a few more responses (I’m ( I’m afraid not. I’m afraid you can’t., etc.) etc.) • Choose a student to act out the dialogue. • Ask Ss to look at the pictures and read through the speech bubbles. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogues. 5 peak Talk in pairs. Imagine you are the people shown in the pictures below. Ask and answer questions. go / concert / Mum? ...... 1 borrow / car / tonight? 3 ...... rammar Can / Could / May / Might We use • Can I…?, Could I…?, May I…? to make an offer. Could I get you something to drink? • Can I…?, Could I…?, May I…? to ask for permission. May I use the phone? • Can I/you…?, Could I/you…? to make polite requests and ask for a favour. Could is more polite. Could you drive me to the city centre? Can I have some coffee, please? • may, might and could to express possibility in the present or future. Might expresses slight possibility. We might go to the party, but I’m not sure. 2 What would you like? ...... 3 Match. 1. It’s hot in here. 2. You look tired. 3. I need to call my sister. 4. I’m a bit hungry. 5. It’s very cloudy. 6. I really want to buy this skirt. a. Can I borrow €50? b. May I use your phone? c. Could you open the window, please? d. It might rain. e. Can I help you with the housework? f. I may get a sandwich. have / espresso / please? help me / tidy / room? 4 ...... ...... 4 ronunciation A. Listen and repeat. What’s the difference between a and b? a. café b. cinema see / ticket / please? 5 B. Listen and tick (3) the sound you hear. café / / medicine welcome card centre facilities haircut perfect voice cinema // I’m late for work. post / letter / for me? 6 ...... Can I go to the concert, Mum? Yes, of course. / Sorry, you can’t. 47 4b 1 Go straight on Bill Stu Bill Stu Bill Stu Bill Stu Bill Stu ocabulary Listen and repeat. traffic lights 2 Turn left pedestrian crossing ead bus stop footbridge tunnel Turn right stop sign A. Listen to the dialogue. Then read it out in pairs. Does Stu manage to get to level eight? Hi, Stu, my brother’s got that game. What level are you on? Seven. That’s quite difficult. Need some help? Yes, please. How do I get to the bank? Right, get into the police car. Go straight on and turn right at the traffic lights. Oh, there’s the bank, on the left. And the bank robbers are outside the bank! They’re getting into their car. Catch them! Here we go! They’re going very fast. Oh no! Where did they go? I lost them. Quick, go past the bus stop and turn left. What? Do I drive into the park? Bill Stu Bill No, sorry. Turn left at the end of the park. OK. Now what? Turn right at the petrol station. Hmm. What street is this? I think we’re on Station Road. OK, go down Station Road and turn left into Bell Street. Do I go through the tunnel? No, stop the car in front of the supermarket. The bank robbers are in a house behind it. How do you know? I play this game all the time. Get out of the car, go catch them and you win. Thanks. Level eight, here I come! Stu Bill Stu Bill Stu Bill Stu B. Read again and put the pictures in the correct order. Write 1-5. c 48 a b d e FUNCTIONS Asking for and giving directions Referring to the location of places in a city/town Reading a map STRUCTURES Prepositions of place Prepositions of movement VOCABULARY Directions Go straight on. How do I get to...? It’s on your right/left. Turn right/left at the... Turn right/left into... Street/Road. Other words and phrases all the time bus stop catch footbridge Need some help? Now what? pedestrian crossing petrol station police station robber stop sign traffic lights tunnel Warm-up Aim: to introduce the topic of the lesson • Ask Ss how they get to school/work, etc. • Elicit answers (on (on foot / by bus / by car, etc.). etc.). 1 Vocabulary 59 Aim: to introduce topic related vocabulary • Ask Ss to look at the pictures and read through the captions. • Help Ss deduce the meaning of any unknown words from the content of the corresponding pictures. • Ask Ss to tell you what they know about the colours of the traffic lights ((when when the red light is on drivers must stop until the green light is back on while when they see the amber light they must slow down so as to stop). stop). • Ask Ss if there is a pedestrian crossing in their neighbourhood and make sure that they understand what it is (=a (=a marked place in a road where traffic must stop to allow people to walk across). across). • Ask Ss if they have ever used a footbridge and elicit answers. • Ask Ss what drivers must do when they drive through a tunnel ((They They must turn on their car lights.). lights.). • Ask Ss what drivers must do when they see a stop sign (They must stop and check that the road is free of other vehicles before they continue.). continue.). • Draw Ss’ attention to the sign in the upper right-hand corner of the page. Make sure that Ss understand the meaning of the directions by relating them to the direction of the arrows. • Play the CD and pause so that Ss can repeat what they hear. 4b 60 2 Read A. Aims: t o present vocabulary, structures and functions in the context of a dialogue t o give Ss practice in reading for gist • Ask Ss to look at the picture and tell you what is going on ( Bill and Stu are playing a computer game.). game.). • Play the CD and have Ss follow in their books. Tell them to underline any unknown words at the same time. Language Plus The question Need some help? is used in colloquial, everyday language instead of the standard question Do you need some help? • Ask Ss the question in the rubric. • Check the answer with the class. KEY He probably does reach level eight ( Level eight, here I come!). come! ). • Ask Ss some comprehension questions: Who’s got the same game as the one Stu is playing? Bill’s brother. What level is Stu on? Seven. What car is Stu driving? A police car. What does he have to do in order to win? To catch the bank robbers. Are the bank robbers going fast? Yes, they are. Does Stu drive into a park? No, he doesn’t. Where are the bank robbers at the end of the game? In a house behind the supermarket. How does Bill know where the bank robbers are? He plays the game all the time. • Explain any unknown words. • Choose Ss to act out the dialogue in pairs. B. Aim: to give Ss practice in identifying specific information in the dialogue • Ask Ss to look at the pictures a-e. • Have Ss do the activity. • Check the answers with the class. KEY a. 3 b. 1 c. 4 d. 2 e. 5 Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the dialogue • Ask Ss: Do you play computer games? What kind of computer games do you like playing? Are you good at giving and understanding directions? • Elicit answers and initiate a short discussion. TB 48 4b 3 Grammar KEY Aim: to present prepositions of place and movement and give Ss practice in using them in context • Draw Ss’ attention to the position of the balls in relation to the boxes and ask them to read the prepositions of place. • Give an example using an object in the classroom and a preposition of place, e.g. The chair is behind the desk, desk, or The book is next to the pencil. pencil. Elicit a few more examples from Ss. • Draw Ss’ attention to the motion of the ball in the pictures and ask them to read the prepositions of movement. • Explain to Ss that prepositions of movement are used in combination with verbs denoting motion, such as walk, go, run, get, get, etc. Give Ss an example, e.g. He walked into the classroom. classroom. Elicit a few more examples from Ss. • Refer Ss to the Grammar Reference (p. 124). • Have Ss do the activity. • Check the answers with the class. KEY 1. next to, at, past, up 2. from, down, into, between 4 Listen & Speak 61 A. Aims: t o give Ss practice in listening for specific information t o give Ss practice in understanding directions and transferring from verbal to visual information by drawing a route on a map • Draw Ss’ attention to the map and point out where the people are. • Play the CD twice and have Ss draw the route. Background note • A GPS (Global Positioning System) is a system by which signals are sent from satellites to a special device, used to show the position of a person or thing on the surface of the earth very accurately. • A GPS installed in a car provides useful information about the car’s position and the best travel routes to a given destination by linking itself to a built-in digital map. A monitor in the car shows the relevant portion of the map. The driver can enter the target location and the computer will calculate the optimal route and display it instantly. It can respond to user preferences and map a route that avoids either highways or local roads. If the map is detailed enough, it will also provide the locations of the nearest petrol station, supermarket, hotel, restaurant, and ATM machine. Nowadays, most GPS units can issue auditory directions (i.e. ‘Turn left’) to guide drivers as they travel. • Check the answer with the class. 49 TB King R o ad LISTENING TRANSCRIPT GPS Turn left and go through the tunnel. Woman What tunnel? Man This GPS is useless. Get the map out. Woman OK, where are we? Man We are on Green Street. Woman OK, turn right here, into George Street. Man I can’t. I went past it now, but I can try and turn around... Woman Wait, it’s OK. Go straight on, past the bus stop and at the traffic lights turn right. Man OK, but I can’t see a street name. Woman Over there. We’re going down King Road. Man There’s a pedestrian crossing up ahead. Woman OK, after the crossing, turn left into Sunset Road. Man OK. Woman Is there a footbridge on this road? Man Yes, there is. Woman Good, go straight on and after the footbridge, turn right into Elm Street. Man Great. Woman The bookshop is on the left. Man Yes, I can see it. Well done. Much better than a GPS, eh? Woman And a much nicer voice. B. Aim: to give Ss practice in asking for and giving directions • Ask Ss to read through the phrases in the box. • Draw Ss’ attention to the speech bubble and check their understanding. • Choose a student to act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogue. rammar 3 Look at the map in activity 4 and circle the correct words. Prepositions of place in front of behind opposite between next to out of through Prepositions of movement up down towards 4 into past from isten & peak to around 1. A: Excuse me, is there a florist’s near here? B: Yes, there’s one on Sunset Road. It’s opposite / next to a market. A: How do I get there? B: Well, we’re on Green Street now. Go straight on and on / at the traffic lights turn right. Go past / through Mint Road and turn left at the chemist’s. That’s Sunset Road. Go up / around this road and the florist’s is on your left. A: Thank you very much. 2. A: How do I get from / at the train station to the police station? B: Well, go down / into Green Street and turn right to / into George Street. The police station is on your right, behind / between the library and the post office. A. Listen to two people talking and draw the route on the map. King R o ad B. Talk in pairs. STUDENT A: Look at the map above and imagine you live in one of the blue houses. Student B wants to come to your house but doesn’t know the way. Give him/her directions from the station to your house. Use the phrases in the box. STUDENT B: You want to go to Student A’s house but don’t know the way. Follow Student A’s directions to find his/her house. Go down... Walk towards... Go past... Go straight on. Turn right/left at the... Turn right/left into... Street/Road. It’s on your right/left. So, how do I get from the station to your house? Go straight on and then... 49 4c 1 ocabulary Match. Then listen and check. 2 ead Do you like life in the city or in the country? Do the quiz and find out! QUIZ: 1 2 3 4 5 Are you a city or a country person? 1. What do you usually do on a sunny day? a. hang out at the shopping centre b. go for a long walk and enjoy nature c. do gardening or have a barbecue 2. What is your ideal pet, a goldfish, a horse or a cat? a. A goldfish, because it isn’t as big as the others. b. A horse, because you can ride it around. c. A cat, because it’s more useful than the others. It can kill mice. 3. Where is your favourite place to have a meal? a. At an expensive restaurant, of course! b. At home. Home-cooked food is better and healthier than food in restaurants. c. At a friend’s house. It’s free and I don’t need to cook. 4. Which is your ideal house? a. a big flat in the city centre b. a cottage near a lake c. a bungalow in a quiet area 6 7 houseboat farm cottage caravan bungalow block of flats tree house 50 5. Everyone in your neighbourhood knows each other. How do you feel about it? a. It’s a big problem. I don’t want everyone to know everything about my life. b. It’s perfect. You make lots of friends this way. c. It’s useful when you need some help but sometimes it’s a bit annoying. 6. What is your general opinion about life in the country and life in the city? a. Life in the country isn’t as exciting as life in the city. b. Life in the country is more peaceful than life in the city. c. Life in the country isn’t very different from life in the city. STRUCTURES Comparative forms (not) as + adjective + as VOCABULARY Types of houses block of flats bungalow houseboat tree house caravan cottage farm Other words and phrases annoying barbecue boring busy comfortable cook (v) country do gardening each other excitement general go for a walk healthy home-cooked ideal important kill life lifestyle mouse – mice nature neighbourhood noisy offer (v) peace and quiet peaceful pollution prefer relaxed this way useful Which...? without 1 Vocabulary 4c 2 Read FUNCTIONS Making comparisons Comparing life in a city with life in the country Expressing preference 62 Aim: to introduce some types of residence • Ask Ss to look at the pictures 1-7 and tell you what they show (different (different types of residence). residence). • Ask Ss to read through the list of words. • Have Ss do the activity. • Play the CD and have Ss follow in their books and check their answers. • Check the answers with the class. KEY houseboat 3 cottage 1 bungalow 6 tree house 2 farm 4 caravan 5 block of flats 7 Aim: to present vocabulary, structures and functions in the context of a quiz • Ask Ss to look at the layout of the text, decide what it is (a (a quiz) quiz) and where it may be found (in ( in a magazine / online).). online • Ask Ss if they do quizzes and if so, what they are usually about, if they believe in the results they get, etc. • Elicit answers. • Draw Ss’ attention to the title of the quiz. • Ask Ss what the quiz is about and elicit answers (if ( if you like living in the city or in the country). country). • Tell Ss to read through each question carefully and then choose the answer which best describes their attitudes and feelings. Encourage Ss to guess the meaning of any unknown words they may have. • Point out to Ss that there are no correct or incorrect answers. The point of the quiz is for Ss to form a clearer picture of which lifestyle they find more appealing. • Have Ss do the quiz. Go round the class helping them when necessary. • Alternatively, Ss can do the quiz in pairs and take turns to ask and answer the questions. • Have Ss add up their scores. • Ask Ss to read through what their scores say about them. • Ask Ss if they agree or disagree and initiate a short discussion. • Explain any unknown words. Post-reading Aim: to give Ss the opportunity to elaborate on the topic of the quiz • Ask Ss: Where do you live? What are the advantages and disadvantages of living there? Would you prefer to live somewhere else? Why / Why not? • Elicit answers and initiate a short discussion. • Help Ss deduce the meaning of any unknown words by relating them to the content of the corresponding pictures. • Point out that a bungalow is a house with just one level and no stairs. • Ask Ss if they have ever lived in a caravan or a bungalow, if they would live in a tree house or a houseboat, etc. • Elicit answers. • Play the CD again and pause so that Ss can repeat what they hear. TB 50 4c 3 Grammar Post-listening Aim: to present the comparative form of adjectives as well as the structure as + adjective + as and give Ss practice in using them in context • Draw Ss’ attention to the table. Explain that these are the positive and comparative forms of adjectives. • Ask Ss to read through the example and draw their attention to the words in bold. • Ask Ss to tell you what they notice about how the comparative form of an adjective is formed by looking at the first five adjectives in the table as well as the example. • Elicit the answer that we form the comparative by adding -er to the end of one-syllable adjectives. We use more with adjectives with two or more syllables. • Point out to Ss that we also use than after the comparative form of the adjectives. • Give an example using Ss in the classroom and write it on the board, e.g. Peter is taller than Ben. Ben. Elicit a few more examples from Ss. • Explain that some adjectives have got irregular forms and point them out in the table. • Draw Ss’ attention to the NOTE. Explain to them that we use the structure (not) as + adjective + as as another form of comparison between two people or things. • Give an example using Ss in the classroom and write it on the board, e.g. Kathy is as tall as Mary. Mary. • Refer Ss to the Grammar Reference (pp. 124-125). • Have Ss do the activity. • Check the answers with the class. Aim: to give Ss the opportunity to elaborate on the topic of the listening activity • Ask Ss: KEY 1. more tired 2. cheaper 4 Listen 3. annoying 4. cold 5. better 7. comfortable 6. more difficult 63 A. Aim: to give Ss practice in listening for gist and transferring from verbal to visual information • Ask Ss to look at the four pictures and read through the names of the people and explain to them that these are their new homes. • Play the CD and have Ss do the activity. • Alternatively, play the CD and pause after each monologue for Ss to choose their answers. • Check the answers with the class. KEY Lionel 1 Polly 2 Eric 4 Stacey 3 B. Aim: to give Ss practice in listening for specific information • Ask Ss to read through the statements and check their understanding. • Play the CD and have Ss do the activity. • Alternatively, play the CD and pause after each monologue for Ss to choose their answers. • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. KEY Lionel I liked my old neighbourhood more than my new one. Polly I think life in the country is healthier than life in the city. Eric My new home is nice but noisier than my old home. Stacey I like living in the country and in the city. 51 TB Have you ever changed homes? Why did you change homes? Do you like your new home more than your old one? • Elicit answers and initiate a short discussion. LISTENING TRANSCRIPT Lionel I didn’t want to come and live in the country. You see, I like to have lots of shops near my house. OK, it gets a bit noisy in the city, but I didn’t mind. I like action. I really liked our old flat and from my room I had a great view of the city. Our new house is not that bad and there’s also a swimming pool, which is great. But it’s so quiet around here. I’m going to miss the city. Polly Well, there are lots of reasons why I prefer it more here. It’s not as noisy as my old neighbourhood, for one thing. And I think the people are friendlier too. Everybody knows each other and they like to help out. We don’t live in a big house any more, but I don’t mind. I like it here because of the nature and there’s no pollution. I don’t get as many headaches as I did in the city. Cities these days are horrible. Eric My new home is cool and the area is beautiful. There are great parks around here to ride my bike in so I’m really happy. There is one problem, though. We live on the second floor of a block of flats so we are close to the street. I can close the window for some peace and quiet but I like to have it open. In the country, we always had the windows open and there was no noise at all. Stacey My family and I spent many years in the country and I enjoyed it very much. I used to go for long walks and even go sailing on the lake near our house. We had to leave though because of my dad’s job. We didn’t want to live in a flat and luckily we found a lovely little house. I don’t miss the country because I’m used to my new home now and I love it. There are so many different things to see and do. I do a lot more shopping and it’s never boring here. 5 Speak & Write A. Aim: to give Ss practice in comparing two pictures and discussing life in the city and in the country through a group-work activity • Ask Ss to look at the two pictures and read through the adjectives in the box. Make sure that they haven’t got any unknown words. • Ask Ss to read through the speech bubble. • Choose a student and demonstrate a way to begin the discussion by acting out the exchange in the speech bubble. • Get Ss to discuss life in a city and in the country in small groups and go round the class helping them when necessary. • Choose some groups to act out their discussion. B. Aim: t o give Ss practice in writing about whether they prefer to live in the city or in the country • Draw Ss’ attention to the questions in the rubric and elicit examples of what they have to write about. • Allow Ss some time to write their sentences. • Choose some Ss to read out their sentences. Check your score: More as: You are a city person and you prefer a busy lifestyle. You enjoy the excitement and you don’t mind noisy places. You love shopping and all the things a city has to offer. Living in the country is boring for you. More bs: You are a country person and you prefer a relaxed lifestyle. You love nature and animals, and you like living without noise and pollution. You love walking, exploring places and meeting people. More cs: You are not exactly a city or a country person. You like the fun of the city but you also enjoy some peace and quiet. For you, an easy and comfortable lifestyle is more important than the place you live. rammar 3 Comparative forms POSITIVE COMPARATIVE fast faster nice nicer big bigger busy busier peaceful more peaceful good better bad worse far farther/further many/much more 4 isten Life in the country is more peaceful than life in the city. NOTE (not) as + adjective + as Life in the city isn’t as peaceful as life in the country. Complete the sentences with the correct form of the adjectives in brackets. 1. We are 2. The houseboat is 3. Sam isn’t as 4. Today, it isn’t as 5. Phil is 6. Life on a farm is 7. Our new sofa is as 5 A. Listen to four people talking and match them with their new homes. 1 (tired) today than we were yesterday. (cheap) than the caravan. (annoying) as his sister Beth. (cold) as it was yesterday. (good) than Neil at tennis. (difficult) than life in the city. (comfortable) as my bed. peak & rite A. Talk in small groups. Look at the pictures below. Compare the two places using the adjectives in the box. 2 3 4 boring interesting busy crowded healthy ugly safe dangerous modern noisy peaceful exciting quiet B. Listen again and match the people with the statements. Life in the city is more dangerous than life in the country. Yes, but life in the city is more exciting. Lionel Polly Eric Stacey B. Write a few sentences answering the following questions: Which place do you prefer, the city or the country? Why? Lionel Polly Eric Stacey My new home is nice but noisier than my old home. I think life in the country is healthier than life in the city. I liked my old neighbourhood more than my new one. I like living in the country and in the city. 51 4d 1 ocabulary Listen and number the pictures. Write 1-6. solar system moon planet galaxy star Earth 2 ead A. What do you know about our solar system? Listen, read and check your answers. Our solar system There are billions of galaxies in the universe. Each galaxy has got billions of solar systems! Everybody knows that, right? Well, there’s more! Our galaxy, the Milky Way, has got up to 400 billion stars, and one of them is the sun. The sun is in the centre of our solar system and all the planets move around it. It is important for life on Earth because it gives us light and heat. Our solar system has got eight planets, not nine like we used to think: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Scientists don’t consider Pluto a planet any more, but a dwarf planet, because it’s very small. So, the smallest planet in our solar system is Mercury and the biggest is Jupiter. Also, the closest planet to the sun is Mercury, but it isn’t the hottest. The hottest planet of all is Venus, but don’t think you can sunbathe there: it has temperatures of about 460 ºC! Neptune is the farthest planet from the sun, and it is one of the coldest planets of the solar system along with Saturn and Uranus. Temperatures on Neptune can reach -220 ºC! 52 ! ! ! It takes one second for a human to freeze on Uranus! You can fit around 1320 Earths inside Jupiter! That’s big! Also, Jupiter is as heavy as 317 Earths! Sunlight travels at about 300,000 km/sec. It takes about 8 minutes to reach the Earth and about four hours to reach Neptune. FUNCTIONS Making comparisons Talking about our solar system • Ask Ss some comprehension questions: STRUCTURES Superlative forms VOCABULARY Words related to space Earth galaxy moon outer space solar system star sun universe planet Other words along with billion centre fit (v) freeze heat heavy inside light million minus move next over reach scientist second (n) sunlight temperature thousand 1 Vocabulary 64 Aim: to introduce vocabulary related to space • Ask Ss to look at the pictures and read through the words underneath them. • Help Ss deduce the meaning of any unknown words by relating them to the content of the corresponding pictures. • Play the CD and have Ss listen and do the activity. • Check the answers with the class. KEY moon 4 solar system 2 planet 3 galaxy 6 star 1 Earth 5 4d How many galaxies are there in the universe? Billions. How many solar systems has each galaxy got? Billions. How many stars has the Milky Way got? Up to 400 billion. Is the sun a planet or a star? It’s a star. Why is the sun important for life on Earth? Because it gives us light and heat. How many planets has our solar system got? Eight. Can you name them? Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Why do scientists consider Pluto a ‘ dwarf’ planet? Because it’s very small. Which is the smallest planet in our solar system? Mercury. Which is the biggest planet in our solar system? Jupiter. Which is the closest planet to the sun? Mercury. What is the temperature on Venus? About 460 °C. Which is the farthest planet from the sun? Neptune. What are the coldest planets of our solar system? Neptune, Saturn and Uranus. What are the temperatures like on Neptune? They can reach -220 °C. How long does it take for a human to freeze on Uranus? One second. How heavy is Jupiter? It’s as heavy as 317 Earths. How fast does sunlight travel? About 300,000 km/sec. How long does sunlight take to reach the Earth? About 8 minutes. How long does sunlight take to reach Neptune? About four hours. • If necessary, play the CD again and pause so that Ss can repeat what they hear. 2 Read 65 A. Aims: • • • • t o introduce the topic of the reading activity by activating Ss’ background knowledge t o present vocabulary, structures and functions in the context of a text about our solar system Ask Ss to read the title, look at the pictures accompanying the text and guess what it is about. Ask Ss the question in the rubric. Elicit answers but do not correct Ss at this stage. Play the CD and have Ss follow in their books and check their answers. Tell them to underline unknown words at the same time. Background note km/sec is a written abbreviation for kilometres per second.. second (-)…°C is a written abbreviation for (minus)…degrees Celsius.. Celsius TB 52 4d B. Aim: t o give Ss practice in identifying specific information in the text • Have Ss do the activity. • Check the answers with the class. KEY 1. F 2. F 3. T 4. T 5. T 6. F • Explain any unknown words and choose Ss to read the text aloud. 3 Vocabulary 66 Aim: to present numbers over a thousand • Draw Ss’ attention to the numbers in the box. • Help Ss differentiate between hundred, thousand, million and billion and explain to them how numbers over a thousand are said in English. • Point out to Ss that in English we say two hundred stars (not two hundreds), three thousand people (not three thousands), four million cars (not four millions), five billion computers (not five billions). billions). • Point out to Ss that when we write the numbers, the thousands, millions and billions are marked by commas. For the numbers 1-9 thousand, the comma is optional. • Write some numbers on the board and ask Ss to say them in English. • Ask Ss to look at the numbers a-e. • Have them read the numbers aloud and write them on the board. • Play the CD and have Ss listen and check their answers. • Play the CD again and pause so that Ss can repeat the numbers they hear. KEY a. three hundred and seventy-two b. three billion, four hundred million c. fifty-nine thousand, two hundred and thirteen d. four million, two hundred thousand e. seven thousand six hundred and ninety 4 Grammar Aim: to present the superlative form of adjectives and give Ss practice in differentiating between the comparative and the superlative forms of adjectives in context • Draw Ss’ attention to the table. Explain to them that it shows the positive, the comparative and the superlative forms of adjectives. • Ask Ss to read through the examples and draw their attention to the words in bold. • Ask Ss what they notice about the formation of the superlative form by looking at the table and the examples (we (we form the superlative by adding -est to onesyllable adjectives. We use most + the positive form of the adjective when the adjective has got two or more syllables).). syllables • Point out that we use the superlative form to compare three or more people or things and that the adjective is preceded by the and it is usually followed by in or of of.. • Give an example using Ss in the class and write it on the board, e.g. Beth is the tallest girl in the class. class. • Explain to Ss that some adjectives have got irregular forms and point out good, bad, far, many/much. many/much. • Refer Ss to the Grammar Reference (pp. 124-125). • Have Ss do the activity. • Check the answers with the class. 53 TB KEY 1. taller, tallest 2. cheapest 3. popular 4. warm, coldest 5. newer, more modern 6. most famous 7. hottest 5 Speak Aim: to give Ss practice in using the comparative and the superlative forms of adjectives to talk about the planets of our solar system through a guessing game • Draw Ss’ attention to the TIP and explain it. • Ask Ss to look at the information in the table and check their understanding. • Ask Ss to read through the speech bubble and make sure that they haven’t got any unknown words. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogue. 3 ocabulary Look at the box and read the numbers a-e aloud. Then listen and check. 4056 four thousand and fifty-six 25,377 twenty-five thousand, three hundred and seventy-seven 33,000,000 thirty-three million 2,850,146,500 two billion, eight hundred and fifty million, one a. b. c. d. e. hundred and forty-six thousand, five hundred 4 Complete the sentences with the correct form of the adjectives in brackets. rammar Superlative forms POSITIVE COMPARATIVE SUPERLATIVE tall large hot easy popular good bad far many/much taller larger hotter easier more popular better worse farther/further more the tallest the largest the hottest the easiest the most popular the best the worst the farthest/furthest the most Venus is the hottest planet of all. all. The smallest planet in our solar system is Mercury. 5 B. Read again and write T for True or F for False. 1. Every galaxy has got lots of universes. 2. The sun is in a solar system but not in the Milky Way. 3. The Earth is bigger than Mercury. 4. The Earth is 1320 times smaller than Jupiter. 5. Venus is hotter than Mercury. 6. Uranus isn’t colder than Venus. 372 3,400,000,000 59,213 4,200,000 7690 1. Adam is (tall) than Mike, but Fran is the (tall) of the three. 2. I didn’t have a lot of money on me so I bought the (cheap) T-shirt in the shop. 3. The National Museum is as (popular) as the History Museum. 4. Today, it isn’t as (warm) as it was yesterday. I think today is the (cold) day of the week. 5. My uncle’s car is (new) and (modern) than my dad’s. 6. Who’s the (famous) scientist of our century? 7. In Malta, July is the (hot) month of the year. The temperature can reach over 38 ºC! peak GUESSING GAME. Talk in pairs. average temperature size (diameter) distance from sun Mercury 167 ºC 4900 km 58,000,000 km Venus 464 ºC 12,100 km 108,000,000 km Earth 15 ºC 12,800 km 150,000,000 km Mars -63 ºC 6800 km 228,000,000 km Jupiter -145 ºC 143,000 km 778,000,000 km Saturn -184 ºC 120,000 km 1,400,000,000 km Uranus -214 ºC 50,000 km 2,900,000,000 km Neptune -210 ºC 49,500 km 4,500,000,000 km Student A: Choose four planets from the table above, but don’t tell Student B. Then describe the planets to Student B, as in the example. You have two minutes. How many planets did he/she guess correctly? Student B: Listen to Student A’s descriptions and try to guess the planets. How many planets did you guess correctly in two minutes? It’s bigger than Mars but it isn’t the biggest planet in our solar system. Is it ...? No. It’s the hottest planet. I know. It’s ... Correct! Next one. It’s... Before you speak, make sure you understand the task and how you should use the prompts. 53 4e 1 ocabulary Match the pictures with the words and the signs. Then listen and check your answers. 1 a. train station 2 b. airport 3 3 peak & rite A. Read the description and answer the questions below. 1. What place is the writer describing? 2. Where is that place? 3. How many sights does the writer talk about in the second paragraph? 4. What does the writer think of Paris? 5. What does the writer enjoy doing with his friends? 6. What adjectives does the writer use to describe the place? 2 isten A. Before you listen, look at the pictures below. Do you know anything about these places? c. stadium San Francisco Bay 4 d. car park 5 e. bridge Golden Gate Park Golden Gate Bridge 6 f. castle Chinatown Cable cars B. Listen to a radio advertisement and tick the places above that are mentioned. 7 g. port C. Listen again and complete the sentences. 1. 2. 3. 4. 5. 6. 54 San Francisco is the largest city in California. tourists visit San Francisco every year. The Golden Gate Bridge is metres long. At AT&T Park you can watch a game. is a good place for shopping at street markets. You can go on a bike ride over the . FUNCTIONS Understanding signs Talking about one’s town/city VOCABULARY Places in a city art gallery bridge train station car park castle port KEY 1. fourth 2. About 16 million 3. 1280 4. baseball 5. Chinatown 6. Golden Gate Bridge stadium Other words and phrases capital For example,... Give me the chance. go cycling sight top tourist view LISTENING TRANSCRIPT San Francisco “The city by the bay” San Francisco is the fourth largest city in California, and a beautiful port city on the west coast of the United States. It is popular with tourists from all over the world, and about 16 million people visit it every year. What to see... Probably the most famous sight is the Golden Gate Bridge. It is 1280 metres long and goes from one end of the bay to the other. There are also many beautiful old buildings all over the city and lovely places that are very popular in the summer. What to do... San Francisco is full of excellent art galleries and museums. Just for fun, why not visit Ripley’s Believe it or Not! museum, and see some amazing things. Do you like sports? Well, get down to AT&T Park and watch a baseball game with the San Francisco Giants. Where to shop... There are many shopping centres in San Francisco. But for something different, visit Chinatown with its famous street markets. It’s the oldest Chinatown in the United States and it’s a great place to visit, especially when it’s Chinese New Year! How to get around... The most popular way to get around the city is by bike and there are lots of organised bike tours. These take you over the Golden Gate Bridge and through some of San Francisco’s parks. You can also hire a boat from the port and sail around the bay. Warm-up Aim: to introduce the topic of the lesson • Ask Ss to tell you where they live, what are some places people can visit in their town/city, etc. • Elicit answers. 1 Vocabulary 67 Aim: to present vocabulary related to places in a city/ town • Ask Ss to look at the pictures 1-7. • Tell Ss to cover all the signs on the right except the first one. Tell Ss to look at the sign and try to guess what it refers to without looking at the word underneath it. • Elicit answers. • Ask Ss to read through the word underneath the sign and help them deduce the meaning of the word by relating it to the sign. • Have Ss uncover the next sign and follow the same procedure. Do the same with the rest of the signs. • Allow Ss some time to do the matching activity. • Play the CD and have Ss listen and check their answers. • Check the answers with the class. • Play the CD again and pause so that Ss can repeat what they hear. KEY 1. c 2. a 2 Listen 3. f 4. b 5. e 4e • Check the answers with the class. If necessary, play the CD again in order to clarify any questions Ss may have. 6. d 7. g 68 A. Aim: t o prepare Ss for the listening activity by activating their background knowledge • Ask Ss to look at the pictures and read through the descriptions underneath them. • Ask Ss the question in the rubric. • Elicit answers but do not correct Ss at this stage. B. Aim: to give Ss practice in listening for gist • Play the CD and have Ss listen to the radio advertisement carefully and do the activity. • Check the answers with the class. KEY San Francisco Bay, Golden Gate Bridge, Chinatown C. Aim: t o give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-6 and check their understanding. • Play the CD. • Have Ss do the activity. 3 Speak & Write A. Aims: • • • • • t o provide Ss with a sample for writing a description of a city t o give Ss practice in identifying specific information in the description of a city Ask Ss to look at the pictures accompanying the text and tell you what they show (the (the Louvre, the Eiffel Tower and a stamp with the Mona Lisa on it). it). Ask Ss to read through the description. Alternatively, choose Ss to read out the text in parts. Ask Ss to read through the questions 1-6 and check their understanding. Have Ss do the activity. Check the answers with the class. KEY 1. Paris, the capital of France. 2. On the River Seine in northern France. 3. Two (the Eiffel Tower and the Louvre). 4. That it is a beautiful city. 5. They enjoy going cycling and watching their football team Paris Saint-Germain at the Parc des Princes Stadium. 6. northern, famous, interesting, amazing, popular, beautiful TB 54 4e • Ask Ss some comprehension questions: What do people call Paris? ’The city of light’. Do tourists get bored visiting Paris? No, they don’t. How tall is the Eiffel Tower? It is 324 m tall. What is the view from the top of the Eiffel Tower like? It’s amazing. Which is the biggest and the most popular museum in Paris? The Louvre. What can you see there? Famous sculptures and paintings. Who was ‘Mona Lisa’ painted by? Leonardo da Vinci. Are there many parks in Paris? Yes, there are. • Explain any unknown words. B. Aims: • • • • • t o help Ss identify what aspects to focus on when describing a place to give Ss practice in talking about their town/ city Ask Ss to read through the questions in the speech bubble and check their understanding. Allow Ss some time to make their notes in the space provided. Choose a student and act out the dialogue. Get Ss to do the activity in pairs and go round the class helping them when necessary. Choose some pairs to act out the dialogue. C. Aim: to present and give Ss practice in avoiding repetition when writing • Draw Ss’ attention to the box and explain it. • Make sure that Ss understand the examples in the box. If necessary, provide them with further examples. • Refer Ss to the text, draw their attention to the first highlighted word in it and ask them to tell you what it refers to. • Elicit answers and tell Ss to do the same with the rest of the words. • Allow Ss some time to do the activity. • Check the answers with the class. KEY 1. it it:: Paris 2. them them:: the sights 3. it it:: the Eiffel Tower 4. Here Here:: the Louvre 5. them them:: the parks 6. We We:: my friends and I D. Aim: to give Ss practice in writing a description about their town/city • Draw Ss’ attention to the TIP and explain it. • Ask Ss to read through the plan for a description of a town/city. • Tell Ss that the questions indicate what the content of each paragraph should be. • Allow Ss some time to write their descriptions. • Choose some Ss to read out their descriptions. 55 TB I live in Paris, the capital of France. Paris is on the River Seine in northern France. People call Paris ‘The city of light’ and it is one of the most famous cities in the world. There are many interesting sights in Paris and tourists never get bored with visiting them. There’s the Eiffel Tower, for example. It is 324 m tall and millions of people visit it every year. The view from the top is amazing! There are also lots of museums and art galleries in Paris. The biggest and the most popular is the Louvre. Here you can see famous sculptures and paintings like Leonardo da Vinci’s Mona Lisa. Paris is a beautiful city and I like it very much. There are lots of parks and my friends and I often go cycling in them. We also love sports and watch our football team Paris Saint-Germain at the Parc des Princes Stadium. Many tourists visit my city, and this gives me the chance to meet people from all over the world. B. Think about your town/city. Look at the questions in the speech bubble and make some notes. Then talk in pairs. C. Read and find what the highlighted words (1-6) from the text refer to. Avoiding repetition When writing, try not to repeat the same words all the time. Use words like: he / she / it / we / they him / her / it / us / them here / there this / that • There’s a beautiful forest near here. I go there hiking in the forest every weekend. • Lots of tourists visit my town and I always them try to show the tourists around. 1. it: 2. them: 3. it: 4. Here: 5. them: 6. We: D. Write a description of your town/city. Use your notes from activity 3B and follow the plan below. What’s the name of your town/city? ... Where is it? ... What are some important features of this place (size, population, mountains, etc.)? ... What are some of the most interesting sights? ... What can people do there? ... What do you think of the town/city? ... What do you enjoy doing there with your friends? ... Introduction: What’s the name of your town/city? Where is it? Is it big? Are there any mountains, hills, rivers, etc.? Main Part: What are some of the most interesting sights? What can people do there? Do lots of people visit them every year? Conclusion: What do you think of the town/city? Is there anything you like/dislike about it? What do you enjoy doing there with your friends? Use a variety of adjectives when you write to make your description more interesting. 55 4 E. Complete the dialogues with the correct form of the adjectives in brackets. Round-up ocabulary A. Match. 1. outer 2. car 3. pedestrian 4. post 5. bus 6. travel 7. stop 8. solar a. office b. sign c. space d. system e. park f. crossing g. stop h. agent Score: /8 B. Complete the sentences with the words in the box. borrow block chance caravan comfortable post ideal planet 1. My aunt and uncle bought a(n) and travelled around the country last summer. 2. This island is the place for your holiday. 3. Could I that book for a minute? 4. Linda lives in a(n) of flats in the city centre, and it’s very noisy there. 5. I like travelling abroad. It gives me the to go sightseeing and meet local people. 6. I think Saturn is the most beautiful . 7. We need to this letter but we haven’t got any stamps. 8. That sofa doesn’t look very . rammar Score: /8 C. Circle the correct words. A: Excuse me, where’s the chemist’s? B: It’s on Baker Road, (1) through / between a newsagent’s and a bookshop. A: Is it far? B: No, it’s about five minutes (2) out of / from here. Go (3) down / through Palm Street and turn right (4) to / into Malcolm Road. Walk (5) up / towards this road, go (6) around / past the supermarket and turn left (7) behind / at the traffic lights. That’s Baker Road. The chemist’s is (8) in / on your left, (9) next / opposite to a newsagent’s. Score: /9 D. Circle the correct words. 1. I need to go shopping. May / Could you come with me? 2. A: Is Sheila joining us? B: I don’t know. She’s got a lot of homework so she might / can stay at home. 3. It’s a very cold day today. It can / may snow. 4. May I / Can you borrow your red dress, please? 5. Ted’s house can / might be that one, but I’m not sure. Score: 56 /5 1. A: So, what do you think? The blue or the yellow bag? B: Well, the yellow bag is (1) (nice) than the blue bag, but it’s (2) (small). But look at that price! Maybe the blue bag is (3) (good). It isn’t as (4) (expensive) as the yellow bag. A: Look, maybe we need to find something (5) (cheap) than this. It’s probably the (6) (expensive) thing in this shop! 2. A: So, are you coming to the beach with us? B: I don’t know. It’s a bit cold today. A: What? It’s (7) (hot) than it was yesterday and (8) (sunny). B: Really? And where are you going? A: To Blue Bay Beach. B: But that’s the (9) (popular) beach around here! It’s always (10) (crowded) than the other beaches. A: The other beaches may not be as (11) (crowded) or as (12) (noisy) as Blue Bay Beach, but Blue Bay is the (13) (nice) of all! ommunication Score: / 13 F. Match. 1. May I see your ticket, please? 2. Thanks for your help. 3. How do I get to the market? 4. Which sights can we visit? 5. What’s the museum like? 6. Need some help? 7. Why do you want to be alone? a. The castle and the art gallery. b. Yes, please. c. Go straight on, towards the station. d. I want some peace and quiet. e. It’s as interesting as the art gallery. f. You’re welcome. g. Here you are. Score: TOTAL SCORE: Now I can… make requests and offers ask for, give and refuse permission express possibility talk about space say where buildings are located ask for and give directions make comparisons talk about life in the city and in the country describe my town/city CLIL Page: Geography /7 / 50 4 Round-up To be most effective, the exercises in the round-up section should be completed and checked in class. Ss should calculate and write down their scores. E. KEY 1. nicer 2. smaller 3. better 4. expensive 5. cheaper 6. most expensive 7. hotter 8. sunnier 9. most popular 10. more crowded 11. crowded 12. noisy 13. nicest Aim: to help Ss revise the structures, functions and vocabulary presented in Module 4 through various activities. Vocabulary A. KEY 1. c 2. e 3. f 4. a 5. g 6. h 7. b 8. d B. KEY 1. caravan 2. ideal 3. borrow 4. block 5. chance 6. planet 7. post 8. comfortable Communication F. KEY 1. g 2. f 3. c 4. a 5. e 6. b 7. d Now I can... Aims: Grammar C. KEY 1. between 2. from 3. down 4. into 5. up 6. past 7. at 8. on 9. next t o give Ss the opportunity to check their progress to encourage learner autonomy • Draw Ss’ attention to the points and get Ss to read through them. • Explain any unknown words. • Get Ss to tick the points they feel confident about. For the points they are unsure of, they should refer back to the relevant sections in the module. CLIL Page: Geography The Teacher’s Notes can be found at the back of the book. D. KEY 1. Could 2. might 3. may 4. May I 5. might TB 56 Culture page 2 Scotland 69 Aim: to introduce Ss to certain aspects of the Scottish culture • Ask Ss to look at the pictures and the title of the text and tell you what the text is about (Scotland ( Scotland).). • Ask Ss if they have ever been to Scotland, if they would like to, etc. • Elicit answers. • Play the CD and have Ss follow in their books. Tell them to underline any unknown words at the same time. • Ask some comprehension questions: When did Edinburgh become the Scottish capital? At the beginning of the 15th century. Where are the Highlands? In the north of Scotland. What makes them the perfect place for visitors? The green hills, blue rivers and lakes. What are the bagpipes? They are the traditional musical instrument of Scotland. What is a loch? It’s a lake. Which is probably the most famous loch in Scotland? Loch Ness. Is Loch Ness deep? Yes, it is. What is the Gaelic word for Scotland? Alba. • Have Ss do the activity. • Check the answers with the class. KEY 1. capital 2. Highlands 3. Nessie / the Loch Ness Monster 4. take a picture of the monster / Nessie 5. kilt 6. Gaelic • Explain any unknown words and choose Ss to read the text aloud. • Ask Ss if they would like to visit Scotland and why and generate a short discussion. You can also talk about some interesting features of their own country. Project Make a flyer! • Ask Ss to do some brainstorming and tell you which information they would include in a similar flyer about their country and initiate a short discussion. • Refer Ss to the Project Skills section and explain the steps they have to follow to make their flyer. • Allow Ss some time to search the Internet and find the information they need. • Allow Ss some time to do this activity in class or assign it for homework. • Have Ss present their flyers to the rest of the class. 57 TB Culture page 2 Listen, read and complete the sentences. SCOTLAND With its incredible beauty, castles and stories full of mystery, Scotland is one of the most amazing places in the world. Edinburgh became the Scottish capital at the beginning of the 15th century. Today it is a popular tourist centre. The bagpipes are the traditional musical instrument of Scotland. Scottish men play the bagpipes wearing a traditional kind of skirt, a kilt. The Highlands are in the north of Scotland and they are one of the most popular places to visit. They’re home to Britain’s highest mountain, Ben Nevis. The green hills, blue rivers and lakes of the Highlands make them the perfect place for visitors. There are lots of lochs (lakes) in Scotland. Loch Ness is probably the most famous. Many people believe that Nessie, the Loch Ness Monster, lives there and lots of tourists visit the lake every year hoping to take a picture of her! Some parts of the lake are more than 200m deep, so it’s the perfect place for a monster! 1. The Gaell c e fàl lte (fall-che) = welcom tland Alba (ah-luh-buh) = Sco Many years ago, Scottish people spoke Gaelic. Today, they speak English too. However, the pronunciation of Scottish English is different. So, ‘What’s your name?’ sounds like ‘Whit’s yer name?’. of Scotland is Edinburgh. 2. Ben Nevis is in the 3. Loch Ness is famous for 4. Tourists visit Loch Ness and try to 5. A . . . is a traditional Scottish skirt for men. 6. Scottish people speak English and . Project Make a flyer! What is special about your country? Think of some of its beauties, historical places, buildings and traditions. Is there a legend related to a specific place? Choose the information you are going to use and make a flyer similar to the one above. 57 Read the song and choose the correct words. Then listen and check your answers. Unlucky day I woke up this morning One hour late for (1) breakfast / school I missed the (2) taxi / bus so I walked Oh, I’m such a fool! While I was walking I saw a big black (3) dog / cat I slipped and fell down Ouch! I (4) broke / hurt my back. It’s an unlucky day Oh, when will it end? Please tell me soon Or I’ll go crazy my friend! I asked my dad for the (5) car / bike And he gave it to me But when I was (6) driving / riding home I crashed into a tree! 58 Song 2 Unlucky day 70 Aim: to help Ss revise and consolidate the structures, functions and vocabulary they have already studied through a song • • • • Draw Ss’ attention to the title of the song. Ask Ss to guess what the song will be about. Accept all answers. Ask Ss to read through the song without worrying about the correct answers. • Ask Ss to guess the correct words before listening to it. • Play the CD and have Ss listen to the song carefully and check their answers. • Check the answers with the class and explain any unknown words. KEY 1. school 2. bus 3. cat 4. hurt 5. car 6. driving • Play the CD again and have Ss sing along. • Ask Ss if they have ever had a day like this and what happened, if they are superstitious, what things they consider to be ‘unlucky’, etc. and initiate a short discussion. TB 58 5 Today and tomorrow Aims: t o introduce the topic of the module and activate Ss’ background knowledge to present the learning objectives of the module c ritical thinking, communication & autonomous learning • Draw Ss’ attention to the title of the module and the main picture on the page. • Ask Ss what they can see and elicit an answer (a (a computer in a green field, a blue sky in the background and a rainbow coming out of the computer and spreading across the sky). sky). • Ask Ss: Do you like this photograph? Why / Why not? What is unusual about it? • Elicit answers. Use Ss’ L1 when necessary. • Ask Ss to guess what the module will be about. • Ask Ss the questions in the Discuss section and elicit answers. • Ask Ss to look at the pictures A-E. • Ask Ss to tell you what each one of the pictures shows. Then ask Ss to go through the module and find where the pictures are. KEY picture picture picture picture picture A: p. 67 B: p. 64 C: p. 62 D: p. 60 E: p. 68 • Read out the objectives in the In this module you will learn... section. • Explain any unknown words. 59 TB FUNCTIONS Talking about computers Making future plans 2 Read A. Aims: STRUCTURES Future be going to Present Simple with future meaning Present Progressive with future meaning VOCABULARY Computer words cursor keyboard laptop monitor mouse mouse pad printer screen speakers USB flash drive Other words and phrases bargain (n) definitely Do you fancy...? entrance exit expert fair (n) fee Hold on. in a while It’s out of this world. latest Nice one. real Sounds good. technology wireless to introduce the topic of the lesson ommunication c • Ask Ss: Have you got a computer? Do you use a computer? What do you use it for? • Elicit answers and initiate a short discussion. 1 Vocabulary • • • • • t o present vocabulary, structures and functions in the context of two short dialogues t o give Ss practice in reading a poster advertising an event t o give Ss practice in reading for gist c ritical thinking & communication Draw Ss’ attention to the two pictures accompanying the dialogues and ask them to tell you what they show (an (an advertisement for a computer fair, people at a computer fair).). fair Make sure that Ss understand what a computer fair is and ask them if they have ever been to one. Play the recording and have Ss follow in their books. Tell them to underline any unknown words at the same time. Ask Ss the question in the rubric. Check the answers with the class. KEY Yes, they do. Warm-up Aims: 5a 3 2 Language Plus The USB flash drive is used for storing information. It has replaced the floppy disk. • Ask Ss some comprehension questions: What can you see at the computer fair? The latest technology. What can you find at the computer fair? Some real bargains. What time does it start? At 9 in the morning. How much do you have to pay to get in? €5. When does it take place? On Saturday 8 April. What does Greg need? A wireless mouse. When do the boys decide to go to the computer fair? In the afternoon. Was Alan’s laptop expensive? No, it wasn’t. Where is Greg going? To check out the printers. Where is Alan going? To get something to drink. Aim: to introduce vocabulary related to computers • Ask Ss to look at the pictures and read through the list of words. • Allow Ss some time to do the matching. • Play the recording and have Ss listen and check their answers. • Check the answers with the class. • Help Ss deduce the meaning of any unknown words by relating them to the corresponding pictures. KEY printer 9 screen 1 keyboard 3 monitor 2 mouse pad 5 laptop 8 speakers 10 cursor 6 USB flash drive 7 mouse 4 • Play the recording again and pause so that Ss can repeat what they hear. TB 60 5a B. Aims: t o give Ss practice in identifying specific information in the dialogues critical thinking • Have Ss do the activity. • Check the answers with the class. KEY 1. You can listen to top computer experts speaking. 2. At p.m. / At 9 in the evening. 3. At McHill School, Main Hall. 4. He is playing football. 5. By bus. 6. A wireless mouse, a laptop and (probably) a printer. 7. At the exit. • Explain any unknown words and choose Ss to act out the dialogues. Post-reading Aims: to give Ss the opportunity to elaborate on the topic of the dialogues critical thinking & communication • Ask Ss some questions: Are computer fairs held in the town where you live? Have you ever attended one? What would attract you at a computer fair? Why? • Elicit answers and initiate a short discussion. Future be going to and the Present Progressive with future meaning: the former is used to describe actions we intend to do in the future, while the latter is used to describe actions we have arranged to do in the near future. Point out to them, however, that in a number of cases they can be used interchangeably depending on the speaker’s intentions: e.g. I’m going to have a party next week and I’m having a party next week communicate, more or less, the same message. • Refer Ss to the Grammar Reference (p. 125). • Have Ss do the activity. • Check the answers with the class. KEY 1. is/’s going to get, Is … going to have 2. are going to watch, am/’m going to stay 3. is not / isn’t going to come, is/’s going to help 4 Pronunciation A. Aim: t o have Ss differentiate between /e/ and // sounds • Play the recording and tell Ss to repeat and listen for the difference in pronunciation between ch che e ck and ch chea eap p. • Elicit the answer: ch che e ck has got an /e /e / sound while ch chea eap p has got an /i /i// sound. • If necessary, play the recording again. B. Aim: t o give Ss practice in differentiating between /e/ and / / sounds • Play the recording and pause after each word. • Ask Ss to repeat each word and tick the sound they hear. • If necessary, play the recording again. • Check the answers with the class. 3 Grammar KEY /e/:/: exit, technology, entrance /i/:/: screen, keyboard, fee, speaker Aims: • • • • • • • • • 61 TB to present and give Ss practice in using the Future be going to c ritical thinking, communication, autonomous learning & creativity Ask Ss to read through the tables with the formation of the Future be going to. to. Check Ss’ previous knowledge of the Future be going to by saying: I’m going to watch my favourite film on TV tonight. Then ask Ss: What are you going to do? Elicit answers and ask Ss to find examples of the Future be going to in the dialogues (I’m ( I’m going to get a new laptop, How are you going to get there?, Are you going to buy anything else?, I’m going to check out those printers over there, OK, I’m going to get something to drink). drink). Point out to Ss that questions beginning with question words (e.g. How are you going to get there?) there? ) ask for specific information, while questions beginning with Am/ Are/Is…? (e.g. Are you going to buy anything else?) else? ) are usually followed by short answers (Yes/No (Yes/No).). Ask Ss to read through the box containing the time expressions used with the Future be going to. to. Make sure that they haven’t got any unknown words. Ask Ss to come up with their own examples using the Future be going to and the time expressions in the box. Draw Ss’ attention to the NOTE about the Present Simple and the Present Progressive with future meaning and explain it. Ask Ss to find examples of the Present Simple and the Present Progressive with future meaning in the dialogues ( ... it’s open till late, are you going to the computer fair..., I’m playing football on Saturday morning, So, are you coming?).). coming? Draw Ss’ attention to the subtle difference between the 4, 5 5 Speak & Write A. Aims: • • • • t o give Ss practice in talking about their plans for the weekend communication & cooperation Ask Ss to read through the speech bubble. Choose a student and act out the dialogue. Get Ss to do the activity in pairs and go round the class helping them when necessary. Choose some pairs to act out the dialogue. B. Aims: t o give Ss practice in writing about their plans for the weekend creativity • Explain to Ss that they should write about the plans they discussed in the previous activity. • Allow Ss some time to write their sentences. • Choose some Ss to read out their sentences. FUNCTIONS Making predictions, on-the-spot decisions, promises, offers and requests STRUCTURES Future will VOCABULARY advice certainly connect e-reader future game console headphones last (v) promise smartphone smartwatch sound (n) turn on work (v) 1 Vocabulary 6 Aim: to introduce vocabulary related to gadgets • Ask Ss to look at the pictures and read through the words/phrases underneath them. • Help Ss deduce the meaning of the words from the content of the corresponding pictures. • Play the recording and have Ss repeat the words they hear. • If necessary, play the recording again until Ss feel more confident with the pronunciation of the words. 2 Read 7 A. Aims: • • • • • • • t o present vocabulary, structures and functions in the context of an online forum t o give Ss practice in reading for gist c ritical thinking & communication Ask Ss to tell you what kind of a forum this is (a (a technology forum). forum). Ask Ss to tell you what a technology forum is about (talking about gadgets, computer problems, etc.). etc.). Ask Ss what other forums they know of, if they have ever joined a forum, etc. Ask Ss to read through the posts. Play the recording and have Ss follow in their books. Tell them to underline any unknown words at the same time. Ask Ss the questions in the rubric. Check the answers with the class. B. Aim: to give Ss practice in identifying specific information in the forum • Have Ss do the activity. • Check the answers with the class. 5b KEY 1. He needs advice about what kind of headphones to buy for his new smartphone. 2. Mr Cat says that the TH250 headphones are wireless, not very expensive and that you can get them in lots of different colours. 3. Chocolate_cake says that the TH250 headphones work OK when she connects them to her phone, but sometimes they don’t work when she connects them to her computer. 4. Chocolate_cake wants to buy the new wireless SD500 headphones. 5. Silvia likes the SD500 headphones. 6. Charlie_07 decides to go to the electronics shop tomorrow and check out the SD500 headphones. • Explain any unknown words and choose Ss to read forum posts aloud. Post-reading Aims: t o give Ss the opportunity to elaborate on the topic of the reading text c ritical thinking & communication • Ask Ss some questions: Do you read online forums? What kind of online forums do you find interesting? Why? Do you believe online forums can be helpful? • Elicit answers and initiate a short discussion. KEY The boy wants to buy some new headphones. Mr Cat recommends the TH250 headphones, but Chocolate_cake and Silvia recommend the SD500 headphones. • Ask Ss some comprehension questions: What headphones does Charlie_07 like? He likes wireless headphones. What is the problem with the headphones that Charlie_07 likes? They are usually expensive. Why does Mr Cat suggest the TH250 headphones? Because they are wireless, they’re not very expensive and you can get them in lots of different colours. Does Chocolate_cake like the TH250 heaphones? No, she doesn’t. Why? Because sometimes they don’t work when she connects them to her computer. Why does Chocolate_cake want to buy the new wireless SD500 headphones? Because her best friend has got them and he likes them a lot. What does Silvia think about the SD500 headphones? That they are a bit expensive, but the sound is so good. What will Charlie_07 do tomorrow? He’ ll go to the electronics shop and he’ ll check them out. TB 62 5b 3 Grammar LISTENING TRANSCRIPT A:Billy, are you coming to the event at the shopping A: centre today? B: B: Tina, I’m tired. I think I’ll go tomorrow. A: A: Tomorrow! But it’s a one-day event! B:Really? B: Really? A: A: Come on! You’ll enjoy it! You might see some of your classmates there. Everyone’s going! You see, there are going to be lots of new inventions there. Gadgets of the future! B: B: Cool! Will there be any cool new game consoles? A: A: Erm... nothing like that! But, do you remember my friend Alice? B:Sure. B: Sure. A: A: Her dad will be at the event. His invention is a new smartwatch. And guess what it does? B:What? B: What? A: A: It helps you organise your housework! B: B: Boring! Anyway, what time does it start? A: A: It’s one o’clock now. It starts in an hour from now, at two. B: B: OK, I’ll come. How are we going to get there? A: A: We can take the bus. B: B: Why don’t we just ride our bikes? I hate waiting for the bus. A: A: OK. Come on, let’s go. B: B: Hold on! Did you close the kitchen window? A: A: Of course I did! B: B: Wait! You didn’t turn the TV off. A: A: Oops! I’ll turn it off now. B:OK. B: OK. Hurry! Aims: • • • • • • • • • • • • to present and give Ss practice in using the Future will c ritical thinking, communication, autonomous learning & creativity Ask Ss to read through the tables with the formation of the Future will will.. Ask Ss about its formation (will (will - will not / won’t + the base form of the verb). verb). Point out to them that will remains the same in all persons. Remind Ss that we usually use the full forms when we write and the short forms when we speak or when we want to be informal. Refer Ss to the online forum posts and ask them to find examples of the Future will (e.g. I think that you will really like them, ... I think I’ ll buy the new wireless SD500 headphones, I promise you will love them, I’ ll go to the electronics shop...). Ask Ss to look at the examples and tell you when the Future will is used (for ( for predictions, promises, on-the-spot decisions).). decisions Read out and explain the rule. For further practice, write the following sentences on the board and ask Ss to tell you how will is used in each one. e.g. I’I ’ ll be there at six, rain or shine. – promise Don’t worry, Mum, I’ ll wash the car – offer Will you let me borrow the car, tonight Dad? – request Someone’s at the door. I’ ll go check. – on-thespot decision I don’t think they’ ll win the match. prediction Ask some Ss to come up with their own sentences. Have Ss read through the NOTE and explain it. Refer Ss to the Grammar Reference (p. 125). Have Ss do the activity. Check the answers with the class. KEY 1. will/’ll drive 2. will not / won’t get 3. Will…help 4. will win 5. will/’ll bring 6. will not / won’t watch A. Aim: t o present words/phrases expressing different levels of certainty • Draw Ss’ attention to the box containing words/phrases that express certainty. • Have Ss do the activity. • Check the answers with the class. KEY When we are 100% certain: It will definitely be... / It will certainly be... / I’m sure that... When we are almost certain about something: It will probably... / Maybe... When we are not so certain about something: I don’t think that... / It will probably... / Maybe... 8 4 Listen Aim: to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-5 and check their understanding. • Play the recording and have Ss do the activity. • Check the answers with the class. If necessary, play the recording once more in order to clarify any questions Ss may have. KEY 1. T 2. F 5 Speak & Write 3. T 4. T 5. F B. Aims: • • • • t o prepare Ss for the writing activity t o give Ss practice in making predictions about what gadgets will be like in 20 years’ time Ask Ss to read through the speech bubble. Choose a student and act out the dialogue. Get Ss to do the activity in pairs and go round the class helping them when necessary. Choose some pairs to act out the dialogue in class. C. Aims: t o give Ss practice in writing their predictions about gadgets in 20 years’ time creativity • Allow Ss some time to write about what gadgets will be like in twenty years’ time. • Point out to Ss that they can use the ideas they discussed in the previous activity. • Choose some Ss to read out their predictions. 63 TB FUNCTIONS Expressing obligation and absence of obligation Expressing prohibition 2 Read A. Aims: STRUCTURES must – have to VOCABULARY Recyclable materials battery glass metal paper plastic Other words and phrases bottle can (n) clean (adj) cut down cycle (v) dirty do the washing-up during energy environment It doesn’t matter. leaflet miss out on the phone plant (v) protect public transport recycle recycling bin reuse soap special take out the rubbish throw tap turn off • • • • • • 1 Vocabulary A. Aims: • • • • • • 9, 10 to introduce vocabulary related to the protection of the environment critical thinking & communication Draw Ss’ attention to the leaflet/poster and ask them what it shows/presents (it ( it shows/presents seven good ideas to help protect the environment). environment). If necessary, help Ss deduce the meaning of the phrase protect the environment by relating it to the pictures of the poster. Ask Ss to read through the list of words in the box. Make sure that they haven’t got any unknown words. Have Ss do the activity. Play the recording and have Ss listen and check their answers. Check the answers with the class. KEY 1. street 3. trees, Don’t 4. lights 5. Save 7. bags • Help Ss deduce the meaning of any unknown words by relating them to the corresponding pictures. • Ask Ss which of these things they do and if they know of any other ways of protecting the environment. • Elicit answers and initiate a short discussion. 5c 11 t o help Ss make predictions about the content of the dialogue based on visual prompts t o present vocabulary, functions and structures in the context of a dialogue t o give Ss practice in reading for gist c ritical thinking, communication & personal and social responsibility Ask Ss to look at the picture accompanying the dialogue. Ask Ss to identify the characters and tell you where they are and what they are doing (Stu ( Stu and Amy are talking next to a recycling bin.). bin.). Ask Ss the question in the rubric. Elicit answers but do not correct Ss at this stage. Play the recording and have Ss follow in their books and check their predictions. Check the answer with the class. KEY Suggested answer They are talking about recycling / how to recycle different things. • Ask Ss some comprehension questions: Why is Stu recycling? Because he is trying to save the planet. What does Stu want to recycle? An orange juice bottle and a pizza box. Can Stu recycle the pizza box? No, he can’t. Why? Because it isn’t clean. Can we recycle things with food in them? No, we can’t. What has the leaflet got? It has got information about recycling. What happened at school? Someone came and talked to them about recycling. When did this happen? During the science lesson. Why didn’t Stu hear the talk? Because he left school early. • Explain unknown words and choose Ss to read the dialogue aloud. to introduce vocabulary related to recycling communication Ask Ss to look at the two rows of pictures. Explain to Ss that the pictures in the first row show recyclable items and the pictures in the second row show recycling bins for different materials. Make sure that they haven’t got any unknown words. Ask Ss if there are similar recycling bins in their area/ neighbourhood, what materials they recycle, etc. Elicit answers and initiate a short discussion. Have Ss do the activity. Play the recording and have Ss listen and check their answers. Check the answers with the class. B. Aims: • • • • • • • KEY 1. glass 2. paper 3. plastic 4. batteries 5. metal cans TB 64 5c B. Aim: to give Ss practice in identifying specific information in the dialogue • Have Ss do the activity. • Check the answers with the class. KEY 1. F 2. F 3. T 4. T 5. F 6. T 4 Speak Aims: • • Post-reading Aims: to give Ss the opportunity to elaborate on the topic of the dialogue ommunication c • Ask Ss some questions: Do you rinse the bottles with water before you recycle them? Do your teachers talk to you about recycling? When did you learn about recycling? Who talked to you about recycling? • Elicit answers and initiate a short discussion. 3 Grammar Aims: • • • • • • • • t o present the modal verbs must and have to and give Ss practice in using them in context to give Ss practice in differentiating between mustn’t/can’t and don’t have to Ask Ss to read through the examples and draw their attention to the words in bold. Explain to Ss that both must and have to express obligation in the present/future. present/future. However, mustn’t expresses prohibition in the present/future ((can’t can’t is slightly milder than mustn’t mustn’t),), while don’t have to expresses absence of obligation in the present/future. If necessary, provide Ss with further examples, e.g. You You must / have to learn how to use a computer. You mustn’t eat in the museum. I don’t have to wake up early on Sundays. Refer Ss to the dialogue and ask them to underline any examples of must/mustn’t/can’t and have to / don’t have to ((You You must put it in the special bin for plastic, You have to wash it first, … you don’t have to wash it with soap…, ... you can’t recycle everything, You mustn’t recycle anything with food in it). it). Read out and explain the NOTE. Refer Ss to the Grammar Reference (p. 126). Have Ss do the activity. Check the answers with the class. KEY 1. must 2. mustn’t 3. have 4. don’t have to 5. have to 6. had to 7. don’t have to 65 TB • • • to give Ss practice in talking about what they must / have to, mustn’t and don’t have to do at home through pair work critical thinking, communication, cooperation & personal and social responsibility Ask Ss to read through the list of ideas in the box. Make sure that they haven’t got any unknown words. Ask Ss to read through the speech bubble and check their understanding. Choose a student and act out the dialogue. Get Ss to do the activity in pairs and go round the class helping them when necessary. Choose some pairs to act out the dialogue. 5 Write Aims: • • • • to give Ss practice in writing about what they must/have to, mustn’t and don’t have to do at school c ritical thinking, creativity & personal and social responsibility Ask Ss to read through the list of ideas in the box and make sure that they haven’t got any unknown words. Draw Ss’ attention to the prompt and elicit examples of what they have to write about. Allow Ss some time to write their sentences. Choose some Ss to read out their sentences. FUNCTIONS Talking about endangered animals and pollution Talking about conditions and their results • Draw Ss’ attention to the layout and the title of the text as well as the accompanying pictures. • Ask Ss what the text is (a (a website), website), where it can be found (on the Internet) Internet) and what it is about (Hector’s ( Hector’s dolphins). dolphins). • Ask Ss if they have ever heard of Hector’s dolphins. • Elicit answers. STRUCTURES Conditional Sentences Type 1 VOCABULARY Habitats jungle ocean polar region Animals bat deer dolphin killer whale Background note polar bear tiger Other words and phrases adult air breathe continue creature endangered species extinct feed grow harm (v) in danger net organisation pick up pollute rare round (adj) touch weigh Warm-up Aims: to introduce the topic of the lesson c ritical thinking, communication & personal and social responsibility • Ask Ss: What animals need protection? Why must we protect them? How can we protect them? • Elicit answers and initiate a short discussion. 1 Vocabulary 12 A. Aim: to introduce vocabulary related to animals and their habitats • Ask Ss to look at the pictures of the animals 1-6 and read through the words underneath them. • Help Ss deduce the meaning of any unknown words by relating them to the corresponding pictures. • Point out to Ss that the plural number of deer is deer deer.. • Draw Ss’ attention to the six habitats. • Have Ss do the activity. • Play the recording and have Ss follow in their books and check their answers. Background note Polar bears are found in Arctic regions mainly throughout the Arctic Ocean and surrounding seas. • Check the answers with the class. KEY ocean 6 cave 2 desert 4 polar region 5 jungle 3 forest 1 2 Read A. Aims: 5d 13 t o present vocabulary, functions and structures in the context of a website t o give Ss practice in reading for gist by identifying the main ideas of each paragraph of the website through a matching activity c ritical thinking, communication & personal and social responsibility Hector’s dolphins were named after Sir James Hector (1834-1907), a Scottish geologist, naturalist and surgeon. When he was the curator of the Colonial Museum in Wellington, known today as the New Zealand Dominion Museum, he examined the first specimen found of the dolphin. • Ask Ss what we must do about Hector’s dolphins and elicit the answer (We (We must help save them.). them.). • Draw Ss’ attention to the TIP and explain it. • Ask Ss to read through the website. Tell them to underline any unknown words at the same time. • Ask Ss to read through the questions a-d in the box and check their understanding. • Allow Ss some time to do the activity. • Play the recording and have Ss follow in their books and check their answers. KEY 1. c 2. a 3. d 4. b • Ask Ss some comprehension questions: Where do Hector’s dolphins live? Around the coast of New Zealand. Why should we help them? Because they are one of the world’s rarest and most endangered species. What colour are they? They are grey with areas of black and white. How long are they? Between 1.2 and 1.4 long. How much do they weigh? Up to 50 kg. How many Hector’s dolphins used to live in the waters of New Zealand fifty years ago? 26,000-30,000. What can make Hector’s dolphins ill? Water pollution. How can we help keep the environment clean? We must pick up any rubbish we see. What will happen if we continue to pollute? Problems will get worse. What must we do if we see a dolphin in danger? We must call for help. B. Aim: to give Ss practice in identifying specific information in the website • Draw Ss’ attention to the TIP and explain it. • Have Ss do the activity. • Check the answers with the class. KEY 1. They are rounder than other dolphins and have got a round, black fin. They are also the smallest dolphins in the world. 2. About 7000. 3. Because they can’t breathe. 4. Because they may eat them and die. 5. We mustn’t try to touch or feed it. • Explain any unknown words and choose Ss to read the text aloud. TB 66 5d Post-reading Aims: to give Ss the opportunity to elaborate on the topic of the website c ritical thinking & communication • Ask Ss some questions: • Play the CD again. • Check the answers with the class. If necessary, play the CD a third time in order to clarify any questions Ss may have. KEY 1. T 2. BC Do you know of any other endangered species? Have you ever visited any similar websites? Would you like to join an organisation that helps endangered species? 3 Grammar • • • • • • • • • • to present and give Ss practice in using Conditional Sentences Type 1 through a matching activity c ritical thinking & communication Draw Ss’ attention to the rule about the formation of Conditional Sentences Type 1 in the box. Ask Ss to read through the examples and draw their attention to the words in bold. Explain to Ss that these are Conditional Sentences Type 1 and they consist of the if-clause and the main clause. clause. Ask Ss to tell you how each conditional sentence is formed (we (we use the Present Simple in the if-clauses while we use the Future will / the modal verbs can, may, might or must / the Imperative in the main clauses respectively). respectively). Ask Ss to tell you when Conditional Sentences Type 1 are used (for ( for something that is probable in the present/ future).). future Point out to Ss that we use a comma to separate the if-clause from the main clause (when (when the main clause follows the if-clause, but not when the main clause comes first).). first Refer Ss to the website and ask them to underline all the examples of Conditional Sentences Type 1 in it (If ( If things don’t change, this kind of dolphin will soon become extinct, If the dolphin can’t get out, it will die..., If boat users aren’t careful around these waters, they can harm or kill a dolphin, If you see any rubbish, pick it up, If we continue to pollute, problems will get worse, If you see a dolphin in danger, call for help). help). Refer Ss to the Grammar Reference (p. 126). Have Ss do the activity. Check the answers with the class. KEY 1. c 2. e 4 Listen 3. b 4. f 5. a Aims: • A. Aims: t o give Ss practice in listening for gist critical thinking • Ask Ss to read through the question and the options and make sure they haven’t got any unknown words. • Play the recording and have Ss listen to the dialogue and answer the question. • Check the answer with the class. KEY b B. Aim: to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-6 and make sure that they haven’t got any unknown words. 67 TB 5. T 6. BC 5 Speak 6. d 14 4. T LISTENING TRANSCRIPT Amanda Would you look at that! Frank Yes, tigers are beautiful. Amanda You know, I watched a documentary about them. Did you know that there are only about 4000 of these animals in the wild at the moment? Frank Yes, I know. Actually, many tiger species have become extinct in the last one hundred years. Amanda That’s horrible. Come on, let’s go this way. Frank Oh, there’s a camel. The sign says it’s a Bactrian camel. There are only 900 left in the wild. Amanda Really? You know, it’s quite short, isn’t it? Frank That’s because it’s got shorter legs than other camels. And it’s got two humps to store food, not one like other camels. Amanda Well, I read something funny about camels. A thirsty camel can drink up to 135 litres of water in only 13 minutes! Frank That’s a lot of water! Amanda Yes. It can even drink salt water. (a tiger’s roar) Frank What was that? Amanda It’s probably one of the tigers. Frank That was very loud! Amanda Well, you can hear them from over three kilometres away! Frank That’s amazing! Amanda Yes. Do you know how long they live? Frank Erm... for about 50 years? Amanda No, they only live for 20 years at best. I wonder how long camels live. Frank Oh, they live to be 50. The sign says that one main reason they are endangered is that humans kill them for their meat. Amanda Poor animals! • Elicit answers and initiate a short discussion. Aims: 3. BC • • • • to give Ss practice in talking about environmental problems ritical thinking, communication, cooperation c & personal and social responsibility Ask Ss to look at the two pictures and read through the speech bubble. Make sure that they haven’t got any unknown words. Choose a student and act out the dialogue. Ask Ss to read through the ideas in the box and check their understanding. Point out to them that the first column includes problems related to the environment while the second column includes possible consequences of these problems. Get Ss to do the activity in small groups and go round the class helping them when necessary. Choose some groups to act out the dialogue. FUNCTIONS Making suggestions Inviting Accepting and refusing an invitation VOCABULARY beach clean-up clean up collect rubbish hopefully How about...? How could I say no? I can’t make it. I’m looking forward to... ill invite It was nice of you to... Maybe some other time. reply (n) stay (v) Thanks for... Why don’t we...? 1 Speak Aims: • • • • • • • • • to give Ss practice in making suggestions about taking part in an environmental event ritical thinking, communication, cooperation c & creativity Draw Ss’ attention to the speech bubble and check their understanding. Write the following sentences on the board and explain that we use the phrases Shall we...?, Let’s, How about...?, Why don’t we...? to make suggestions: Shall we go to the Italian restaurant tonight? Let’s go to the cinema tomorrow. How about eating out tonight? Why don’t we go to the zoo tomorrow? Point out to Ss that we use Shall we + the base form of the verb, Let’s + the base form of the verb, How about + -ing form and Why don’t we + the base form of the verb to make suggestions. Refer Ss to the Grammar Reference (p. 126). Ask Ss to make suggestions of their own using these phrases. Ask Ss to look at the pictures and captions and check their understanding. Choose a student and act out the dialogue. Get Ss to do the activity in pairs and go round the class helping them when necessary. Choose some pairs to act out the dialogue. 2 Listen A. Aims: • • • • • • 15, 16 to give Ss practice in listening for gist and transferring from verbal to visual information c ritical thinking, communication, personal & social responsibility Draw Ss’ attention to the activity. Tell them that they are going to listen to a podcast. Ask Ss if they know what a podcast is (a (a recording that you can listen to on your computer or your smartphone from a website)) and if they listen to podcasts. website Elicit answers and initiate a short discussion. You can also suggest some safe websites where Ss can listen to podcasts related to the topic of the lesson. Play the recording and have Ss do the activity. Check the answers with the class. KEY b 5e LISTENING TRANSCRIPT Brandon Jones is an artist from Brentford. He became very popular this year with his project Rubbish on the Beach. If you think Rubbish on the Beach is just a painting of… well, rubbish on the beach, then you’re wrong. Brandon was at a beach one day, taking some pictures of the view, when he saw lots of plastic bottles on the sand. So, he decided to pick up the rubbish and clean up the beach. But he didn’t just recycle the things he found – he had a better idea. Why not use the bottles to make art? And that’s how his project started. B. Aim: to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-5 and make sure they understand everything. • Play the recording twice. • Check the answers with the class. KEY 1. T 2. T 3. F 4. F 5. F LISTENING TRANSCRIPT Girl: Wow! That was a really interesting podcast. Boy: Yes, it was. I didn’t know that artists use rubbish to Yes, make art. Girl: Girl: It’s amazing, isn’t it? We had an art lesson a few weeks ago about how we can use old things to make something new. The art teacher showed us how to make a lamp and a pencil case from metal cans. Boy: Really? If I collect some cans, can you show me? Girl: Girl: Of course. Hey, did you hear about the beach clean-up my school is organising? Boy: When? Where? Girl: This weekend at Sunset Beach. Boy: Nice! Are you going? Girl: Girl: Of course, everybody from my school is going. Do you want to come? Boy: I ’ll join you if I don’t go camping with my cousins. I’ll So, are you going to recycle the things that you pick up from the beach or… make something out of them, like in the podcast? Girl: Girl: Brilliant idea! If we find lots of bottles on the beach, I’ll keep them to make something! Boy: Now that I think of it, there might be other things, Now like metal cans, that you can also use. Girl: Girl: That’s a good idea, and my painting will be different from Brandon Jones’s. Hey, if you decide to come, do you want to make a painting together? Boy: Well, actually, I’d like to make my own painting. But Well, we can work on our projects in my back garden and help each other. What do you think? Girl: Sure! 3 Speak & Write A. Aims: t o provide Ss with a sample for writing an e-mail of invitation t o familiarise Ss with common expressions for making invitations and accepting and refusing an invitation t o give Ss practice in discussing plans c ritical thinking & communication • Ask Ss to look at the layout of the text and tell you what it is (an (an e-mail). e-mail ). TB 68 5e • Ask Ss what information they would include in an invitation (e-mail (e-mail or letter) letter) and elicit answers. • Ask Ss to read through the e-mail and underline any unknown words at the same time. Alternatively, you can ask Ss to read out the e-mail in parts. • Ask Ss to look at the invitation and make sure they understand what kind of information is needed to complete it. • Have Ss do the activity. • Check the answers with the class. C. Aim: to present set phrases for making invitations and accepting or refusing an invitation, and to give Ss practice in using them in context • Draw Ss’ attention to the box containing the set phrases used for inviting and accepting or refusing an invitation and check their understanding. • Ask Ss to read through the messages 1-4 and the replies a-d and check their understanding. • Have Ss do the activity. • Check the answers with the class. KEY 1. b 2. a 3. c 4. d TREE-PL ANTING Optional activity communication, creativity & cooperation Day: Sunday 12th June Time: 8 a.m . We will meet at Springston Youth Club walk and to Forest Park. Stay for the at r afte club the youth the event! barb eque • Ask Ss some comprehension questions: Why is Ziggy writing to Freddie? To invite him to a treeplanting event. Why is Ziggy inviting Freddie to the event? Because it is a brilliant way to have fun and help the environment too. What are they going to do in the morning? They’re going to plant trees. What are they going to do at midday? They’re going to go back to the youth club and have a barbecue. What are they going to eat and drink? Burgers and soft drinks. Who else is going to be there? Harry and Rick. • Explain unknown words. B. Aims: • • • • • 69 TB t o give Ss practice in talking about an event they are planning to go to communication & cooperation Ask Ss to read through the questions in the speech bubble and check their understanding. Allow Ss some time to read through the poster. Choose a student and act out the dialogue. Get Ss to do the activity in pairs and go round the class helping Ss when necessary. Choose some pairs to act out the dialogue. Have Ss work in pairs. SA thinks of an event and invites his/her partner to it. SB either accepts or refuses the invitation. D. Aims: • • • • t o give Ss practice in writing an e-mail of invitation c ritical thinking, communication & creativity Draw Ss’ attention to the TIP and explain it. Refer Ss to the information in activity 3B and elicit examples of what they have to write about. Allow Ss some time to write their e-mails. Choose Ss to read out their e-mails. 5 Round-up To be most effective, the exercises in the round-up section should be completed and checked in class. Ss should calculate and write down their scores. Aim: to help Ss revise the structures, functions and vocabulary presented in Module 5 through various activities. Vocabulary A. KEY 1. c 2. b 3. d 4. e Now I can... Aims: t o give Ss the opportunity to check their progress t o encourage learner autonomy autonomous learning • Draw Ss’ attention to the points and get Ss to read through them. • Explain any unknown words. • Get Ss to tick the points they feel confident about. For the points they are unsure of, they should refer back to the relevant sections in the module. 5. a B. KEY 1. rare 2. forward 3. future 4. reuse 5. weigh 6. last 7. exit Grammar C. KEY 1. must / have to 2. mustn’t 3. must / have to 4. don’t have to 5. mustn’t D. KEY 1. Will 2. ’re 3. ’ll break 4. organising 5. will 6. had to E. KEY 1. aren’t 2. don’t eat 3. calls 4. run 5. ’ll get Communication F. KEY 1. b 2. e 3. a 4. d 5. f 6. c TB 70 6 Healthy life Aims: t o introduce the topic of the module and activate Ss’ background knowledge to present the learning objectives of the module • Draw Ss’ attention to the title of the module and the main picture on the page. • Ask Ss what they can see and elicit an answer (a (a pair of trainers, a bottle of water, some apples, a sliced orange, weights, headphones, a notebook, a towel and a measuring tape). tape). • Ask Ss: Who would use all these things? • Elicit answers. Use Ss’ L1 when necessary. • Ask Ss to tell you what Healthy life signifies for them and initiate a discussion. • Ask Ss to guess what the module will be about. • Ask Ss the questions in the Discuss section and elicit answers. • Ask Ss to look at the pictures A-E. • Ask Ss to tell you what each one of the pictures shows. Then ask Ss to go through the module and find where the pictures are. KEY picture picture picture picture picture A: p. 74 B: p. 80 C: p. 72 D: p. 79 E: p. 77 • Read out the objectives in the In this module you will learn... section. • Explain any unknown words. 71 TB FUNCTIONS Talking about eating habits Asking and answering about quantity STRUCTURES How much…? / How many…? / Much / Many / A lot of / Lots of / A few / A little VOCABULARY Food beans carrot cheese chicken sausage cucumber lettuce mayonnaise meatballs mushroom olive oil pasta peas salt sauce strawberry sugar yoghurt Other words and phrases at some point avoid be rich in bone choose completely contain dairy product diet every now and then exercise (v) fat (n) feel like fresh fried health instead of junk food necessary overdo overweight strong tasty teen totally unhealthy vitamin Warm-up Aims: to introduce the topic of the lesson • Ask Ss: Do you take good care of your body and your health? What do you do to keep healthy? • Elicit answers and initiate a short discussion. 17 1 Read A. Aims: t o present vocabulary, structures and functions in the context of an article about fast food t o give Ss practice in reading for gist • Draw Ss’ attention to the layout of the text and ask them what type of text it is (a (a magazine article). article). • Draw Ss’ attention to the title of the text and the accompanying pictures. Ask them what the pictures show (a (a burger, a girl eating a burger) burger) and what the article is about (about (about fast food and how healthy it is). is). • Ask Ss if they think fast food is healthy. • Elicit answers. • Ask Ss to read through the opinions 1-4 and the two texts that follow, and check their understanding. • Play the recording and have Ss follow in their books. Tell them to underline any unknown words at the same time. • Have Ss do the activity. • Check the answers with the class. • Ask Ss some comprehension questions: 6a Why does everybody love fast food? Because it’s fast, cheap and tasty. What does Peter Swain think of fast food? That it isn’t that bad for you. What does our body need? A little fat. What does he think of fried food? That we shouldn’t overdo it with it. What does a fresh salad with olive oil give us? Vitamins. According to Rosalind Mack, what is fast food? It’s junk food. Does it contain many vitamins? No, it doesn’t. What are milk and dairy products rich in? They are rich in protein and calcium. What are they necessary for? They are necessary for healthy teeth and bones. B. Aim: t o give Ss practice in identifying specific information in the article • Have Ss do the activity. • Check the answers with the class. KEY 1. Because it helps us be strong and healthy. 2. Because potatoes are rich in carbohydrates and they give us energy. 3. Nowadays most fast-food places have salad bars. 4. Fat, salt and sugar. 5. Because fast-food is a big part of their diet and they are overweight. Also, they don’t exercise a lot. 6. They need to avoid fast food, eat home-cooked meals with lots of fresh vegetables, and drink lots of milk instead of soft drinks. • Explain any unknown words and choose Ss to read the article aloud. Post-reading Aims: t o give Ss the opportunity to elaborate on the topic of the text • Ask Ss: Who do you agree with, Peter Swain or Rosalind Mack? How many meals a day do you have? Do you eat lots of vegetables and fruit? • Elicit answers and initiate a short discussion. KEY 1. P 4. R TB 72 6a 2 Grammar Aim: to present How much…? / How many…? / Much / Many / A lot of / Lots of / A few / A little and give Ss practice in using them in context • Check Ss’ previous knowledge of countable and uncountable nouns. Ask them to give you some examples. • Ask Ss to read through the Grammar box and check that they understand the terms used. • Point out to Ss that we use How much…? to ask about the amount of something while we use How many…? to ask about the number of something. • Point out to Ss that much is used in questions and in negative sentences only, many is usually used in questions and in negative sentences, while a lot of and lots of are usually used in affirmative sentences. A little and a few are used in affirmative sentences. • Explain to Ss that a little and a few have a positive meaning. They mean some but not much/many. much/many. • Point out to Ss that we can also use How much…? to ask about the price of something. • Ask Ss to underline all the relevant examples in the article (…our ( …our body needs a little fat too, Also, eating a few chips…, Eating a lot of it is..., …it doesn’t contain many vitamins, Many teenagers are overweight…, …and lots of fresh vegetables, ...lots of water...). water...). • Refer Ss to the Grammar Reference (p. 126). • Have Ss do the activity. • Check the answers with the class. KEY 1. How much 2. much 3. lots of 4. lots of 5. Many 6. a little 3 Listen 4 Speak & Write A. Aims: 18 Aim: to give Ss practice in listening for specific information • Ask Ss to read through the statements 1-6 and check their understanding. • Play the recording twice. • Check the answers with the class. If necessary, play the recording again in order to clarify any questions Ss may have. KEY 1. F 2. F 3. F 4. T 5. F 6. F LISTENING TRANSCRIPT Man Hello there, could I ask you a few questions for a survey about teens and healthy eating? It won’t take long. Girl Sure, why not? Man First of all, how many litres of water do you think you must drink every day? Girl I think about 2 litres a day. At least that’s how much I drink. Is that OK? Man Yes, that’s good. What about when you’re exercising? 73 TB Girl I play tennis, but I don’t really drink more. Man Well, try to drink half a litre before you start exercising and if it’s hot, drink a bit every fifteen minutes. Girl That sounds like good advice. Man Now, 40% of your daily food must be, what? Girl Ermm... Fruit and vegetables probably. They’re very good for you. Man That’s true, but the answer is actually carbohydrates. Girl Like bread and pasta? Man That’s right. And if you do a lot of exercise, you must eat more of these types of food. Girl OK. Man Do you drink milk? Girl Erm... Not really. I usually have some on my cereal. I don’t really like it. Do I have to? I mean I’m not a child any more. Man Well, for a person your age about three cups of dairy products a day are necessary. Girl Does that include yoghurt? Because I eat a lot of yoghurt, and I love cheese. Man Well, I guess that’s enough, then. Girl What about sweets? I want to stop eating them but I just can’t. Man Listen, sweets are OK if you don’t eat too many. That’s the thing to remember. Don’t overdo it. OK, just a few more questions... t o give Ss practice in talking about healthy and unhealthy food • Ask Ss to look at the pictures and read through the descriptions of the meals. Help them deduce the meaning of any unknown words by relating them to the corresponding pictures. • Ask Ss which of the meals in the pictures they have tried / they enjoy eating, etc., and elicit answers. • Ask Ss the question in the rubric. • Elicit answers and initiate a short discussion. B. Aims: t o give Ss practice in talking about their eating habits through pair work • Ask Ss to read through the questions and make sure they understand them. • Get Ss to discuss the questions in pairs and go round the class helping Ss when necessary. • Choose some pairs to act out the dialogue. C. Aims: to give Ss practice in writing a paragraph about their eating habits • Explain to Ss that their answers to the questions in activity 4B will provide the content for their paragraphs. • Allow Ss some time to write their paragraphs using the ideas from the previous activity. • Choose some Ss to read out their paragraphs. FUNCTIONS Talking about ailments Stating a problem / describing symptoms Asking for and giving advice Expressing opinion and making suggestions STRUCTURES The verb should VOCABULARY Ailments and illnesses cough earache fever headache stomach ache the flu toothache sore throat Other words and phrases answer (v) be on time cancel hang up honey lemon lie (lied-lied) look after Oh dear! painkiller You poor thing! warm What’s wrong with you? 1 Vocabulary 19 Aim: to present some ailments • Draw Ss’ attention to the pictures 1-7 and ask them: What’s wrong with this girl? • Don’t expect any answers, but tell Ss to read through the sentences and help them underline the ailments in each one of them (earache, (earache, stomach ache, toothache, headache, sore throat, cough, fever). fever). • Have Ss do the activity. • Play the recording and have Ss listen and check their answers. • Check the answers with the class. KEY I’ve got I’ve got I’ve got I’ve got I’ve got I’ve got I’ve got earache. 3 stomach ache. 7 toothache. 1 a headache. 5 a sore throat. 2 a cough. 4 a fever. 6 • Play the recording again and pause so that Ss can repeat what they hear. 2 Read A. Aims: 6b 20 t o present vocabulary, structures and functions in the context of a dialogue t o give Ss practice in reading for gist • Draw Ss’ attention to the pictures accompanying the dialogue and ask them where the characters are and what is happening. • Elicit answers (Amy ( Amy and Liv are outside a cinema and Amy is talking on her mobile. / Bill is at home and he is talking on the phone. There is a football match on TV in the background. Stu is sitting on the sofa and he is watching the match). match). • Play the recording and have Ss follow in their books. Tell them to underline any unknown words at the same time. • Ask Ss the question in the rubric. • Check the answer with the class. KEY Suggested answer Because he was watching a football match with Stu. • Ask Ss some comprehension questions: Where did Amy call Bill first? She called him on his mobile. Did he answer his mobile? No, he didn’t. Where did she call him next? She called him at home. Did she find him? Yes, she did. According to Bill, why was he at home? Because he had the flu. What did he say was wrong with him? He said he had a fever, a headache and a bad cough. What did Amy tell him to drink? Some warm tea with honey and lemon. Does Bill want the girls to visit him? No, he doesn’t. Why didn’t Amy believe that Bill was telling the truth? Because she could hear Stu talking about the football match. • Explain any unknown words and choose Ss to act out the dialogue. Language Plus The structure have got + ache is used with the following parts of the body: head, stomach, ear, tooth, back. back. In British English, the indefinite article a/an is not used with these aches, except for headache ((I’ve I’ve got toothache. but I’ve got a headache.). headache.). In American English, got is omitted and the indefinite article a/an is used with all of the aches (I ( I have a toothache. I have an earache). earache). TB 74 6b B. Aims: t o give Ss practice in identifying specific information in the dialogue • Have Ss do the activity. • Check the answers with the class. KEY 1. It’s almost nine o’clock. The film starts in fifteen minutes. 2. He’s never on time. 3. You should take a painkiller and stay in bed then. / He shouldn’t go out. 4. Maybe we should cancel the cinema and come and see you. 5. That’s just Stu. He’s… um… looking after me. 6. Sorry Amy. I promise I won’t lie to you again. Post-reading Aims: t o give Ss the opportunity to elaborate on the topic of the dialogue • Ask Ss: Have you ever done anything similar to what Bill did? What did you tell your friends? Why did you lie to them? Did they believe you? How did they react? How can lying affect friendships/relationships? • Elicit answers and initiate a short discussion. 3 Grammar Aims: t o present the modal verb should and give Ss practice in using it in context • Ask Ss to read through the table. • Explain to Ss that this is the modal verb should should.. • Ask Ss to tell you what they notice about it (should ( should remains the same in all persons singular and plural, it forms the negative and the question form without an auxiliary verb and it is followed by the base form of the verb).). verb • Ask Ss to read through the examples. • Ask Ss to underline all examples of should and shouldn’t in the dialogue (I ( I think we should call him, You should take a painkiller and stay in bed then, He shouldn’t go out, And you should drink some warm tea with honey and lemon, Maybe we should cancel the cinema and come and see you). you). • Ask Ss to tell you when the modal verb should is used. • Elicit that it is used to give advice, express opinion, make suggestions.. suggestions • Refer Ss to the Grammar Reference (pp. 126 - 127). • Have Ss do the activity. • Check the answers with the class. KEY 1. She should take a painkiller. 2. You shouldn’t eat any more sweets. 3. You should open the window. 4. You should ask the teacher. 5. He shouldn’t drink cold water. 75 TB 4 Listen 21 Aim: to give Ss practice in listening for specific information • Ask Ss to read through the list of ailments. • Play the recording twice. • Check the answers with the class. If necessary, play the recording again in order to clarify any questions Ss may have. KEY The following should be ticked: fever, the flu, sore throat, cough LISTENING TRANSCRIPT Garth Hello! I’m home. Is anybody here? Laura I’m in the living room. Garth Hi. Oh dear! You look awful. What’s wrong? Laura (Starts coughing.) Garth You should have a hot drink for that cough. Laura I’m having a cup of tea. It helps my throat quite a bit. Garth Is it sore? Laura Yes, very. It hurts when I talk. Garth Do you want something to eat? Laura No, thanks. Garth Why? Have you got stomach ache too? Laura No, my stomach’s fine. I’m just not hungry. Garth Try to eat lots of fruit. Laura You’re right. I should eat more, actually. Garth You’ve probably just got the flu. Lots of people at school have got it. Laura Yeah, Mum was here a while ago. She rang up the doctor and he said it was the flu. Garth My friend Lee had the same thing last week. He had a terrible headache too. Laura Well, my head feels fine. I think I’ve got a fever, though. Garth Really? Let me feel your head... Yes... you’re quite hot. You should really get to bed. Laura No, I’m fine here. At least I can watch some TV. Garth Would you like a glass of orange juice? Laura Oh, yes please. Thanks. 5 Speak Aims: t o give Ss practice in asking for and giving advice • Ask Ss to read through the ideas in the box and make sure they haven’t got any unknown words. • Ask Ss to read through the speech bubble. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping Ss when necessary. • Choose some pairs to act out the dialogues. 2 Read FUNCTIONS Expressing opinion Agreeing and disagreeing A. Aims: STRUCTURES Question tags VOCABULARY agree be fit be too long disagree exercise (n) instructor long so many use machines Phrases related to sport do aerobics do karate go jogging work out lift weights Warm-up Aims: t o introduce the topic of the lesson • Ask Ss to tell you what they do to keep fit. Ask them if they go to a gym and what they do there or if they exercise on their own. • Elicit answers and make a list of things Ss do to keep fit on the board. 1 Vocabulary 22 Aim: to present phrases related to sport • Ask Ss to read the phrases in the box and look at the pictures underneath them. • Have Ss do the activity individually or in pairs. • Play the recording and have Ss check their answers. • Play the recording again and have Ss repeat the phrases they hear. 23 6c t o present vocabulary, structures and functions in the context of a dialogue to give Ss practice in reading for gist • Ask Ss what they can see in the picture and to tell you what is happening (a (a boy and two girls are at a gym and they are talking to each other). other). • Elicit answers. • Play the recording and have Ss follow in their books. Tell them to underline any unknown words at the same time. • Ask Ss the question in the rubric and elicit answers. • Check the answers with the class. KEY Phil wants to join a karate class because he thinks it’s brilliant fun and good exercise. • Ask Ss some comprehension questions: Where are Phil, Julie and Nat? They are at a gym. What does Phil think about the gym? He thinks it’s boring. Does Julie agree with him? No, she doesn’t. Where does Julie say you can make new friends? She says you can make new friends at the gym. Why doesn’t Phil want to do aerobics? Because he thinks it’s boring. • Explain any uknown words. • Choose Ss to act out the dialogue. KEY 1. d do o aerobics 2. go jogging 3. do karate 4. lift weights TB 76 6c B. Aim: to give Ss practice in reading for specific information • Have Ss do the activity. • Check the answers with the class. KEY 1. Nat 2. jogging 3. Phil, Julie 4. karate 5. aerobics 3 Vocabulary Aims: t o give Ss practice in using the vocabulary and structures presented in the lesson • Ask Ss to read through the dialogues 1-3. Ensure that Ss haven’t got any unknown words. • Ask Ss to read through the words in the box. • Have Ss do the activity. • Check the answers with the class. • • • • • • the sentence is affirmative and that they are in the affirmative when the sentence is negative. Write a sentence about one of your students, e.g. Paul isn’t German, ? on the board. Choose another student and ask him/her to complete the question tag. Ask Ss some more examples practising the question tags (e.g. Maria and Jane are cousins, aren’t they?, John and Sam don’t like horror films, do they?, etc.). Ask Ss to underline all the examples of question tags in the text (But ( But aerobics is just boring, isn’t it?, ... you like karate, don’t you?, I wasn’t long, was I?). I? ). Refer Ss to the Grammar Reference (p. 127). Have Ss do the activity. Check the answers with the class. KEY 1. don’t they 2. has he 3. aren’t we 4. isn’t she 5. didn’t she 6. do 5 Speak KEY 1. work 2. instructor 3. fit, exercising, machines 4 Grammar Aim: to present question tags and give Ss practice in using them in context • Ask Ss to read through the examples and draw their attention to the short questions at the end of the sentences. Tell Ss that these questions are called question tags. tags. • Explain that it is the rising or falling intonation that indicates the difference in the function of the question tag. • Read out the first example with falling intonation at the question tag. • Ask Ss if they think you are asking them this question for them to confirm, or whether you are making a statement that you expect them to agree with (you (you are making a statement that you expect them to agree with).). If necessary, choose a student and say with falling with intonation, e.g. Tom is polite, isn’t he? ((Yes, Yes, he is.) is.) • Read out the second example with rising intonation at the question tag. • Ask Ss to tell you if they think you are asking them a question that you want them to confirm or whether you are making a statement that you expect them to agree with (you (you are asking a question that you want them to confirm).). If necessary, choose a student and say with confirm rising intonation, e.g. You will finish your project by Friday, won’t you? ((Yes, Yes, I will. / No, I don’t think I will.). will.). • Draw Ss’ attention to the verbs and the question tags in bold and ask them to tell you what they notice about the way question tags are formed (Question (Question tags are formed with the auxiliary or modal verb of the sentence and a personal pronoun in the same person as the subject. If there is no auxiliary or modal verb in the sentence, we use do/don’t, does/doesn’t or did/didn’t, depending on the tense of the verb.). verb.). • Point out that question tags are in the negative when 77 TB Aims: t o give Ss practice in agreeing and disagreeing through an oral activity • Ask Ss to read through the statements and make sure they understand them. • Ask Ss to read through the speech bubble. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go around the class helping them when necessary. • Choose some pairs to act out the dialogues. 6d FUNCTIONS Talking about sports and one’s favourite team Asking about and understanding length of time VOCABULARY Words related to sport against champion championship cup (n) handball league national point season spectator sports event trophy Other words and phrases achieve activity advertisement be born especially ex- full hero hold main manager reply (v) reporter successful turn into 1 Vocabulary 24 A. Aim: to introduce vocabulary related to sports • Ask Ss to read through the words on the left and then read through the definitions on the right and check their understanding. • Allow Ss some time to do the matching. • Play the recording and have Ss listen and check their answers. • Check the answers with the class and explain any unknown words. KEY A match is an organised game or sports event. A spectator watches a sports event. A league is a group of teams that play matches against each other to win points. A trophy is a prize, like a cup, for the winner. A champion is the best player or team in a sport or competition. The national team is the team of a particular country. 2 Read A. Aims: 25 t o prepare Ss for the reading text by activating their background knowledge t o present vocabulary, structures and functions in the context of a text about a football team • Draw Ss’ attention to the title of the text and the accompanying pictures and ask them if they can identify the team the text is about. • Elicit answers. • Ask Ss what they know about FC Barcelona. Explain to them that the initials FC stand for Fútbol Club ((=Football =Football Club).). Club • Elicit answers but do not correct Ss at this stage. • Play the recording and have Ss follow in their books and check their answers. Tell them to underline any unknown words at the same time. Background note • Barcelona is the capital city of Catalonia which is an autonomous community in northeast Spain. • The Camp Nou (Catalan for ‘new ground’) is a football stadium in Barcelona, Spain. The stadium has been the home of FC Barcelona since its construction in 1957. It is the largest stadium in Europe and the twelfth largest in the world. • El Clásico (English: The Classic) Classic) is a football match between FC Barcelona and Real Madrid. • In 1900, Alfons Macaya Sanmartí, the president of Hispània AC, offered a trophy, the Copa Macaya, Macaya, to be contested by several teams from the championship of Catalonia. • Johan Cruyff (1947-2016) was a former Dutch footballer and manager. He was named European Footballer of the Year three times (1971, 1973, 1974). After his retirement in 1984, he became highly successful as manager of AFC Ajax and later FC Barcelona. • Ronald Koeman (1963-) is a former Dutch football defender, known for his rocket free kicks and long passing. • Josep ‘Pep’ Guardiola i Sala (1971-) is a former Spanish football midfielder and current Manchester City manager. • The Primera División (= First Division) of the Liga de Fútbol Profesional (= Professional Football League), commonly known as La Liga (= The League) is the top professional football league in Spain. • The Copa del Rey (= the King’s Cup) is an annual competition for Spanish football teams. First played in 1902, FC Barcelona have won the most titles, with 31 wins. • The UEFA Champions League is an annual football cup competition organised by UEFA since 1955 for the top football clubs in Europe. It is the most prestigious club trophy in European football. • Ask Ss some comprehension questions: What is FC Barcelona? It is a sports club for men and women. What are they? A top European team. What is the nickname for the football team? Barça. How did Joan Gamper try to start a football club? He placed an advertisement in the local newspaper. Did lots of people reply? Yes, they did. What is the name of the first trophy that Barça won? Copa Macaya. What was Johan Cruyff before he became the manager of Barça? He was a player in the team and a hero for Barça fans. What did Barça Dream Team achieve? They won four championships in a row. Who played in Barça Dream Team? Ronald Koeman and Pep Guardiola. Who was Barça’s manager in 2009? Pep Guardiola. What is Barça’s main rival? Real Madrid. Language Plus Team is singular when it refers to the football club/ association (But ( But it is most famous for its football team.) team.) and plural when it refers to the footballers who make up the team (They (They are a top European team and their nickname is Barça.). Barça.). TB 78 6d B. Aim: to give Ss practice in identifying specific information in the text • Have Ss do the activity. • Check the answers with the class. KEY 1. For its football team. 2. In 1899. 3. In 1902. 4. Johan Cruyff. 5. They became the first European team to win the treble of La Liga, Liga, Copa del Rey and the UEFA Champions League twice. 6. At the Camp Nou Stadium. 7. 99,354. • Explain any unknown words and choose Ss to read out the text aloud. Post-reading Aims: to give Ss the opportunity to elaborate on the topic of the reading text • Ask Ss: Do you like football? Why / Why not? What is your favourite team? Do you go to matches or watch them on TV? • Elicit answers and initiate a short discussion. 3 Listen 26 Aim: to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-6 and check their understanding. • Play the recording twice. • Check the answers with the class. KEY 1. Barcelona/1992 2. the USA 3. 25/twenty-five 4. 12/twelve 5. 8/eight 6. autographs and photographs Post-listening Aims: t o give Ss the opportunity to elaborate on the topic of the listening text • Ask Ss: Do you know of the US Dream Team? Do you watch NBA games? Is your national basketball team successful this year? • Elicit answers and initiate a short discussion. 79 TB LISTENING TRANSCRIPT Bob And we’re back. So, Greg, we’re at the end of your top ten best sports teams ever. What’s at number one? Greg Well we have to go back to the Barcelona Olympics of 1992. Bob I thought so. Greg I’m talking about the USA basketball team, which became known as the ‘Dream Team’. Bob I remember it well. Greg I became a sports reporter a long time ago; 25 years ago, to be exact, and I don’t remember seeing another team like that. And there is a reason for this. It was the first year that stars from the NBA, America’s national league, played together as a team during the Olympics. Bob So, there were lots of famous players. Greg Oh yes. Michael Jordan, Magic Johnson, Larry Bird, Charles Barkley, the list goes on. There were 12 players and they were all superstars. Bob Did they lose any games? Greg Nope. They won all eight games they played. And they beat each team by an average of 44 points. Bob Wow! That was hard for the other teams. Greg Well, some teams actually enjoyed the experience. Bob Really? Greg Yes, in their first game against Angola, they won by 68 points. Bob Wow! Greg And after the game, the Angolan players asked the Dream Team for autographs and photographs with the players. Bob That’s amazing. Greg The good thing is, because of the Dream Team, basketball is now very popular all over the world. A lot more countries are involved and national teams are constantly improving. Bob That’s true. The USA are good, but they don’t win every game any more. Greg Exactly. Bob Well, thanks for that... 4 Speak & Write A. Aims: to give Ss practice in talking about their favourite team • Ask Ss to read through the list of questions and make sure they understand them. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to ask and answer the questions. B. Aims: to give Ss practice in writing about their favourite team • Ask Ss to read through the prompts and elicit examples of what they have to write about. • Allow Ss some time to write their paragraphs. • Choose some Ss to read out their paragraphs. 6e FUNCTIONS Talking about sports and free-time activities VOCABULARY Sports equipment football boots goal goggles knee pads net racket shin pads stick swimwear Other words and phrases be in good shape be interested in coach court follow advice go on a diet keep fit lately Let me know. lose weight/kilos member nearby pitch practice (n) put on weight race recently similar Take care. take up That’s all for now. tip tournament water polo 1 Vocabulary • Draw Ss’ attention to the sports in the box and check their understanding. • Ask Ss to look at the table. Explain to them that the second column shows where each sport takes place, while the third column includes the necessary equipment for each sport. • Have Ss do the activity. • Play the recording and have Ss follow in their books and check their answers. • Check the answers with the class. KEY tennis water polo football hockey volleyball • Point out to Ss the difference between a pitch ((for for football/hockey/cricket/rugby,, etc.) and a court ((for football/hockey/cricket/rugby for tennis/basketball/volleyball/squash, etc.). • Draw Ss’ attention to the pictures on the right and ask them if they can identify them (goggles, (goggles, ball, knee pads, football boots) boots) by looking at the EQUIPMENT column of the table. • Help Ss deduce the meaning of any unknown words in the EQUIPMENT column by relating them to their schematic knowledge about each sport. B. Aims: A. Aims: 29 to give Ss practice in listening for gist Ask Ss to read through the names and the sports. Draw Ss’ attention to the TIP and explain it. Play the recording and have Ss do the matching. Alternatively, play the first monologue and pause so that Ss can choose their answer. • Follow the same procedure with the rest of the monologues. • Check the answers with the class. • • • • KEY Linda: hockey, Carlos: football, Owen: volleyball 27, 28 to introduce vocabulary related to sports A. Aims: 2 Listen to introduce vocabulary related to fitness • Play the recording and have Ss follow in their books. • Draw Ss’ attention to the phrases in bold in each sentence and encourage them to guess their meaning from the context. • Check the answers with the class. KEY Suggested answers 1. keep fit = to stay healthy and strong through physical exercise 2. go on a diet = to eat less food because you want to become slimmer lose kilos = to become slimmer 3. take up = start an activity be interested in = like sth very much 4. in good shape = to be in a good physical condition take part in = participate in 5. put on weight = become fatter B. Aims: to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-6 and check their understanding. • Play the recording. • Check the answers with the class. If necessary, play the recording again in order to clarify any questions Ss may have. KEY 1. C 2. L 3. O 4. O 5. L 6. C LISTENING TRANSCRIPT Linda: I never thought I’d like it so much. I used to think it was a silly sport. But now, I think it’s the best sport in the world. I have to say though, it’s a bit difficult - more than I expected. When I started playing, I didn’t use to be very fit, and trust me, you need to be in good shape to play. It’s becoming easier for me - you know, all the running around the pitch. But I really like it. It’s different from football and more interesting because you have to use your stick to hit the ball. Carlos: I liked it in the past too, but I was always too busy with studying to take it up. Well, a few months ago, I decided to join a local team, and what can I say? It’s fantastic! It’s all I can think about! My friends are in the same team so we meet and go to practice together every afternoon. I’m not saying it’s not hard work, and you can get injured easily, but it’s great fun! Yesterday, we won the match after I scored the final goal and we were all very excited! I think it was because I was wearing new boots! Ha ha! Owen: When we lived by the sea, my friends and I used to play for hours and I enjoyed it a lot. But it’s one thing to play on the beach with friends, and another to be a member of a team and play on a court. Yes, you still hit the ball over the net, but I miss the sand and the sun, and I don’t enjoy it as much. Anyway, I’m going to continue playing because I want to keep fit and maybe it’ll help me make new friends. Moving to a new place is not easy. TB 80 6e 3 Speak & Write A. Aims: t o provide Ss with a sample for writing an e-mail to a friend giving news about a new free-time activity t o give Ss practice in reading for specific information • Ask Ss to look at the layout of the text and tell you what it is (an (an e-mail). e-mail ). • Ask Ss to look at the picture and tell you what it shows (three girls in a tennis court holding rackets and tennis balls).). balls • Ask Ss to read through the e-mail and underline any unknown words at the same time. Alternatively, you can ask Ss to read out the e-mail in parts. • Ask Ss to read through the questions 1-8 and check their understanding. • Have Ss do the activity. • Check the answers with the class. KEY 1. To give news and tell her friend about a new activity she took up. 2. Tennis. 3. Three times a week. 4. With her friend Miranda. 5. She thinks it’s fantastic. / She thinks it’s fun and good exercise. 6. That she is really good but she needs to work hard. 7. She won her first official match. 8. She’s going to take part in a tournament in a nearby town. • Ask Ss some comprehension questions: Did Christine join the tennis club after her friend’s advice? Yes, she did. Where does Christine practise? At the local court. Is Miranda good at tennis? Yes, she is. How long ago did Miranda become a member of the tennis club? Two years ago. What does Miranda do to help Christine get better? She gives her lots of tips. What did Christine think about tennis before she joined the club? That it was very difficult. What happened to Christine after only a few months of practice? She lost weight. How does she feel? She feels very healthy. What does Christine hope to be one day? As good as Miranda. • Explain any unknown words. B. Aims: t o give Ss practice in talking about an activity they have recently taken up • Ask Ss to read through the questions in the speech bubble and check their understanding. • Allow Ss some time to make their notes in the space provided. • Choose a student and ask him/her the questions. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to ask and answer the questions. 81 TB C. Aims: t o give Ss an overview of which tenses to use when writing t o have Ss revise the tenses that have been presented • Draw Ss’ attention to the box explaining which tenses they should use when writing in relation to the time reference of the events or actions they want to describe. • Make sure that Ss haven’t got any questions concerning how the tenses are used. • If necessary, ask Ss to give you examples of the tenses in the box. • Have Ss do the activity. • Check the answers with the class. KEY 1. Adam is going to buy a tennis racket tomorrow. 2. I took up swimming last year. 3. The coach usually gives us good advice. 4. We became members of the sports club last month. D. Aims: t o give Ss practice in writing an e-mail to Christine telling her about an activity they have recently taken up • Draw Ss’ attention to the TIP and explain it. • Remind Ss that they should begin their e-mail with an appropriate greeting (Dear ( Dear / Hello / Hi), Hi ), they should start the first paragraph of the e-mail with a suitable set phrase (How ( How are you? / I’m writing to tell you about..., etc.) and they should end their e-mail with a set word or phrase (Yours, (Yours, Bye for now, Speak to you soon, soon, etc.). Refer Ss to the TIP in Module 2e for more information. • Refer Ss to their notes from activity 3B and elicit examples of what they have to write about. • Allow Ss some time to write their e-mails. • Choose Ss to read out their e-mails. 6 Round-up Communication F. To be most effective, the exercises in the round-up section should be completed and checked in class. Ss should calculate and write down their scores. Aim: to help Ss revise the structures, functions and vocabulary presented in Module 6 through various activities. KEY 1. e 2. c 3. f 4. b 5. d 6. a Vocabulary A. Now I can... KEY 1. b 2. e Aims: 3. f 4. c 5. a 6. d t o give Ss the opportunity to check their progress to encourage learner autonomy B. KEY 1. overweight 2. cancel 3. completely 4. overdo 5. instead of 6. fit • Draw Ss’ attention to the points and get Ss to read through them. • Explain any unknown words. • Get Ss to tick the points they feel confident about. For the points they are unsure of, they should refer back to the relevant sections in the module. CLIL Page: PE The Teacher’s Notes can be found at the back of the book. Grammar C. KEY 1. should buy her a present 2. should take a painkiller 3. shouldn’t go swimming 4. should cook 5. shouldn’t lose 6. shouldn’t drive without (his) glasses D. KEY 1. A few 2. lots of 3. many 4. much 5. a little 6. much E. KEY 1. didn’t you 2. don’t they 3. didn’t they 4. will he 5. isn’t she 6. do I 7. isn’t she 8. couldn’t he 9. is he 10. were you TB 82 Culture page 3 Central Park, New York City – 30 Hyde Park, London Aims: t o introduce Ss to certain aspects of the culture in the USA and the UK A. • Ask Ss to look at the pictures and tell you what the texts are about (two (two parks, one in New York City and one in London).). London • Ask Ss if they have ever been to either of these parks or cities. • Elicit answers. • Ask Ss the question in the rubric. • Elicit answers but do not correct Ss at this stage. • Play the recording and have Ss follow in their books and check their answers. Tell them to underline any unknown words at the same time. Background note • Manhattan is one of the five boroughs of New York City. It is located on Manhattan Island and it’s the smallest borough, but the third largest in population. Manhattan is popular for many reasons, and it’s known as the business centre of the USA and the world. It’s home to some of the most famous landmarks in the country, such as the Empire State building, the Chrysler building and Central Park. • King Henry VIII (1491-1547) was king of England from 1509 till his death and was one of the monarchs of the House of Tudor. He was an important figure politically and historically, however, the importance of his reign is at times overshadowed by his six marriages. One of his six wives, Ann Boleyn, who was executed, was the mother of Elizabeth I, the last Tudor monarch. • Ask Ss some comprehension questions: Where is Central Park? In the middle of Manhattan Island. When did it open? In 1859. Why is it called the ‘Lungs of the City’? Because it’s got over 26,000 trees. What can you do at Central Park? You can enjoy the environment and do many activities. How was Hyde Park used in the 16th century? King Henry VIII used it to hunt deer. Can you still hunt deer today? No, you can’t. Can you do sports there? Yes, you can. B. • Have Ss do the activity. • Check the answers with the class. KEY 1. H 2. B 3. H 4. B 5. C 6. B • Explain any unknown words and choose Ss to read the text aloud. • Ask Ss if they would like to visit these parks and why, and generate a short discussion. You could also talk about the parks in their own city/town. 83 TB Project Make a travel guide! • Draw Ss’ attention to the project and tell them that they are going to make a travel guide. • Refer Ss to the Project Skills section and explain the steps they have to follow to make their travel guide. • Allow Ss some time to search the Internet and find information about the two cities. • Ask Ss to choose four tourist attractions they think people should go to when visiting New York City or London. • Allow Ss some time to do this activity in class or assign it for homework. • Have Ss present their travel guides to the rest of the class. Song 3 Where did it all go wrong? Aims: 31 t o help Ss revise and consolidate the structures, functions and vocabulary they have already studied through a song • • • • • • • • Draw Ss’ attention to the title of the song. Ask Ss to guess what the song will be about. Accept all answers. Explain to Ss that something ‘goes wrong’ when it does not progress in the way that it was supposed to and it becomes much worse. Ask Ss to read through the words in the box and the song without worrying about the correct answers. Ask Ss to guess the correct words before listening to it. Play the recording and have Ss listen to the song carefully and check their answers. Check the answers with the class and explain any unknown words. KEY 1. mind 2. extinct 3. something 4. fire 5. question 6. planet 7. Wake • Play the recording again and have Ss sing along. • Ask Ss if they agree with the message the song is trying to send, what environmental problems they think are most serious, if they do anything to protect the environment, etc. and initiate a short discussion. TB 84 7 Teen life Aims: t o introduce the topic of the module and activate Ss’ background knowledge to present the learning objectives of the module • Draw Ss’ attention to the title of the module and the main picture on the page. • Ask Ss what they can see and elicit an answer (some ( some teenagers).). teenagers • Ask Ss: Where are the teenagers in the picture? What are they doing? What can you tell from the expression on their faces? • • • • Elicit answers. Ask Ss to guess what the module will be about. Elicit answers. Ask Ss the questions in the Discuss section and elicit answers. • Ask Ss to look at the pictures A-E. • Ask Ss to tell you what each one of the pictures shows. Then ask Ss to go through the module and find where the pictures are. KEY picture picture picture picture picture A: p. 92 B: p. 89 C: p. 95 D: p. 86 E: p. 90 • Read out the objectives in the In this module you will learn... section. • Explain any unknown words. 85 TB 7a FUNCTIONS Talking about TV programmes Talking about past experiences STRUCTURES Present Perfect Simple • Elicit answers. VOCABULARY TV programmes cartoon game show sitcom soap opera talent show the news weather forecast wildlife documentary Other words and phrases be in trouble change one’s mind channel contestant correctly host let Of course not. What’s on? 1 Vocabulary Aims: How often do you watch TV? What kind of TV programmes do you watch? What is your favourite TV programme? What time is your favourite programme on? What channel is it on? 32 t o introduce some TV programmes • Ask Ss to look at the pictures 1-8 and tell you what they show (different (different TV programmes). programmes). • Ask Ss to read through the list of TV programmes. • Ask Ss to tell you which of the TV programmes included in the list they are already familiar with. • Have Ss do the activity. • Play the recording and have Ss listen and check their answers. • Help Ss deduce the meaning of any unknown words by relating them to the corresponding pictures or give them examples of famous TV programmes (e.g. sitcom: The Big Bang Theory, talent show: Britain’s Got Talent, game show: The Chase). Chase). Background note • A soap opera is a television series about the lives and problems of a particular group of characters. The series continues over a long period and is broadcast (several times) every week. • A situation comedy, comedy, sitcom for short, is a regular television programme which shows the same characters appearing in different funny situations. • A game show is a television programme where people score points by answering questions or doing things. • A talent show is a television programme where contestants perform acting, singing, dancing, acrobatics and other activities to showcase a unique form of talent, often for some sort of reward. • If necessary, play the recording again and pause so that Ss can repeat what they hear. KEY soap opera 8 game show 3 talent show 4 weather forecast 1 the news 2 wildlife documentary 5 cartoon 7 sitcom 6 • Ask Ss some questions: 33 2 Read A. Aims: t o help Ss predict the content of the dialogue based on visual prompts t o present vocabulary, structures and functions in the context of a dialogue t o give Ss practice in reading for gist • Draw Ss’ attention to the pictures accompanying the dialogue and ask them to tell you what is happening. • Elicit answers but do not correct Ss at this stage. • Play the recording and have Ss follow in their books and check their predictions. Tell them to underline any unknown words at the same time. Background note • The Lord of the Rings film trilogy consists of three epic fantasy action films: The Fellowship of the Ring (2001), The Two Towers (2002) and The Return of the King (2003). The trilogy is based on the three-volume book The Lord of the Rings by J. R. R. Tolkien. Set in the fictional world of the Middle-earth, the three films follow the young hobbit, Frodo Baggins, as he and a Fellowship embark on a quest to destroy the One Ring, and thus ensure the destruction of its maker, the Dark Lord Sauron. • Notting Hill (1999) is a romantic comedy directed by Roger Michell. Anna Scott, a leading American actress, played by Julia Roberts, accidentally meets the attractive, but unassuming British travel bookshop owner William Thacker, played by Hugh Grant, who works and lives in Notting Hill, London, and love immediately blossoms. However, Anna’s fame and her American boyfriend get in the way. • Check the answer with the class. KEY Suggested answer Bill and Stu are taking part in a game show. • Ask Ss some comprehension questions: What is the name of the game show? ‘How well do you know your friends?’ What are the questions that Bill and Stu have to answer about? They are about Liv and Amy. How much time have they got to answer the questions? 40 seconds. Does Stu think that they are going to win? Yes, he does. Why does he think that they are going to win? Because he thinks they know everything about the girls. What’s on 21st July? Amy’s birthday. Which film does Stu think that the girls have watched 15 times? The Lord of the Rings. Is chicken salad Liv’s favourite food? No, it isn’t. Do the boys know what Liv’s favourite school subject is? Yes, they do. How many questions did the boys get right? Three. TB 86 7a Did Bill know the answers to all the questions? Yes, he did. Why did they lose? Because Stu answered first and gave incorrect answers. • Explain any unknown words and choose Ss to read out the dialogue in groups. B. Aim: to give Ss practice in identifying specific information in the dialogue • Have Ss do the activity. • Check the answers with the class. KEY 1. T 2. F 3. T 4. T 5. T 6. F • Ask Ss when the Present Perfect Simple is used and refer them to the Grammar Reference (p. 127). If necessary, provide Ss with further explanations and/or examples. • Ask Ss to come up with their own examples practising the Present Perfect Simple. • Have Ss do the activity. • Check the answers with the class. KEY 1. Have … met, ’ve/have heard 2. has travelled, has … visited 3. Has … had, has … wanted 4. haven’t done 4 Speak Aims: Post-reading Aims: t o give Ss the opportunity to elaborate on the topic of the dialogue • Ask Ss: How popular are game shows in your country? Do you like watching game shows? Why / Why not? Would you like to participate in a game show? Why / Why not? • Ask Ss to read through the speech bubble and check their understanding. • Choose two students and act out the dialogue. • Get Ss to do the activity in groups of three and go round the class helping them when necessary. • Choose some groups to act out the dialogue. 5 Write & Speak A. Aims: • Elicit answers and initiate a short discussion. Optional activity • First divide Ss into pairs. • Have each student write down 5 questions about a classmate of theirs (SA and SB should choose a different classmate). They should either know the answers to the questions or get that classmate to tell them. • Have Ss play the game in pairs taking turns to ask and answer questions. • This could also be organised as a whole class activity with each pair coming to the front of the class and the rest of the students being the audience. 3 Grammar Aim: to present and give Ss practice in using the Present Perfect Simple • Ask Ss to read through the tables. • Explain to Ss that this is the Present Perfect Simple of the verbs watch and see see.. • Ask Ss what they notice about the formation of the Present Perfect Simple ((It It is formed with have/has and the past participle of the main verb.). verb.). • Point out to Ss that the past participle of regular verbs is formed in the same way as the Past Simple (by ( by adding the ending -ed to the verb, e.g. watch – watched). watched ). On the other hand, each irregular verb forms the past participle in a different way, e.g. see – seen seen.. Refer Ss to the list of irregular verbs on page 130. • Draw Ss’ attention to the time expressions. Explain any unknown words and point out to Ss that we use these time expressions with the Present Perfect Simple. Simple. • Ask Ss to read through the example and draw their attention to the words in bold. • Ask Ss to underline all the examples of the Present Perfect Simple in the dialogue (Has ( Has Liv ever had very short hair?, Which film have the girls watched 15 times?, Has Amy ever had a pet?). pet? ). 87 TB t o give Ss practice in talking about TV programmes t o give Ss practice in writing about what their classmates have/haven’t done • Have Ss work in pairs. • Ask Ss to read through the prompts in the box and check their understanding. • Ask Ss to read the sentences about Rob that are given as an example and check their understanding. Explain to Ss that they should write similar sentences about their partner using the prompts. • Allow Ss some time to write their sentences. • Choose some Ss to read out their sentences. B. Aims: t o give Ss practice in asking and answering questions about what their classmates have/ haven’t done • Draw Ss’ attention to the speech bubble. • Have Ss ask and answer questions. • Choose some pairs to act out the dialogue. 7b FUNCTIONS Talking about bands Linking past and present time Background note STRUCTURES Present Perfect Simple vs Past Simple Present Perfect Simple with yet / already have been / have gone VOCABULARY Words related to the music industry album audience autograph fan gig go on tour live lyrics music award performance stage Other words and phrases crowd cute enjoyable Europe excited giant go wild go wrong I guess. laugh moment smile (v) talented thrilled Warm-up Aims: t o introduce the topic of the lesson • Ask Ss if they are/have ever been in a band, what kind of band they are / have been / would like to be in, etc. • Elicit answers. 1 Vocabulary Aims: 34 t o introduce vocabulary related to bands and concerts • Ask Ss to look at the pictures 1-8. • Ask Ss to read through the list of words and phrases that follows. • Have Ss do the activity. • Play the recording and have Ss listen and check their answers. • Check the answers with the class. KEY band 7 audience 6 stage 1 autograph 2 go on tour 3 music award 5 fans 4 lyrics 8 • Help Ss deduce the meaning of unknown words/phrases from the content of the corresponding pictures. • Play the recording again and pause so that Ss can repeat what they hear. • Ask Ss: What is your favourite band? Can you understand the lyrics of their songs? Have you got their autograph? Have you been to any of their concerts? • Elicit answers and initiate a short discussion. 2 Read A. Aims: 35 t o present vocabulary, structures and functions in the context of a magazine article t o give Ss practice in reading for gist • Draw Ss’ attention to the pictures of the three bands and ask them if they have heard of them, if they like them, what they know about them and elicit answers. • U2 are a rock band formed in Dublin, Ireland. The band consists of Paul David Hewson, known as Bono (lead vocals and guitar), David Howell Evans known as The Edge (guitar, keyboards and backing vocals), Adam Clayton (bass guitar) and Larry Mullen Jr. (drums and percussion). They have sold more than 175 million albums worldwide and have won 22 Grammy Awards, more than any other band. Throughout their career, they have campaigned for human rights and social justice causes. • Muse are an English rock band. It consists of Matt Bellamy (lead vocals, guitar, keyboards), Chris Wolstenholme (bass guitar, backing vocals) and Dominic Howard (drums). Muse have sold more than 30 million albums all over the world. They have received many awards and nominations, including two Grammy Awards, two Brit Awards, seven MTV Europe Music Awards and numerous NME Awards. • Coldplay are a British alternative rock band formed in London in 1998. The members are Chris Martin (lead vocals, keyboards, guitar), Jonny Buckland (lead guitar), Guy Berryman (bass guitar) and Will Champion (drums, backing vocals, other instruments). Coldplay have sold over 80 million albums and have been an active supporter of various social and political causes and have performed at various charity projects. • Play the recording and have Ss follow in their books. Tell them to underline any unknown words at the same time. Background note • Oslo is the capital of Norway and is also the largest city in the country. • Lisbon is the capital and the largest city of Portugal. It is one of the oldest cities in the world. • Sydney is the largest city in Australia and it is built on hills around Port Jackson. • Ask Ss to read through the three titles and check their understanding. • Allow Ss some time to choose the title which best describes the people’s accounts. • Check the answer with the class. Ask Ss to provide justification for their answers. KEY b. A performance I’ll never forget • Ask Ss some comprehension questions: When did U2 go on the PopMart tour? In 1997. Where did Martin see them? In Oslo. When did U2 go off stage? Towards the end of their gig/concert. What did the concert crew bring on stage? A giant lemon. Who was inside it? U2. What does Sabrina think of Muse? That its members are talented. Where did Sabrina and her aunt see Muse? In Lisbon. When did they play in Lisbon? In 2016. What could they see when the concert started? Nothing because it was dark. Where did Penny see Coldplay? In Sydney. How did she feel before the concert? She was thrilled. When did Chris Martin jump off the stage? During the song ‘Fix you’. What does Penny say about that day? That she has never had a more exciting day in her life. TB 88 7b B. Aim: to give Ss practice in identifying specific information in the article • Have Ss do the activity. • Check the answers with the class. KEY 1. C 2. M 3. U 4. M 5. U 6. C 7. C • Explain any unknown words and choose Ss to read the texts aloud. Post-reading Aims: t o give Ss the opportunity to elaborate on the topic of the reading text • Ask Ss to look at the picture on the right and ask them: Who are these girls? What can you see written on the blue guitar? What do you think it is? • Elicit answers and explain to Ss that a girl band is a band made up of girls, in this case, the two girls in the picture (Lana and Fay) and that Tidal Rap is the name of their band. • Have Ss read through the sentences 1-7 and check their understanding. • Play the recording twice. • Check the answers with the class. If necessary, play the recording again in order to clarify any questions Ss may have. KEY 1. F 2. F 3. F 4. T 5. F 6. F 7. T • Ask Ss: Have you heard of any similar incidents happening during a concert? What makes seeing a band perform live so special? • Elicit answers and initiate a short discussion. 3 Grammar Aims: t o have Ss differentiate between the Present Perfect Simple and the Past Simple t o give Ss practice in using the Present Perfect Simple and the Past Simple in context • Ask Ss to read through the two example sentences. • Ask Ss what the difference between the two tenses is. • Help Ss deduce that the first sentence (I’ve ( I’ve seen this film before), before), in which the Present Perfect Simple is used, describes an action which happened in the past but we do not know when exactly (before ( before),), whereas the second sentence (I ( I saw this film last night), night), in which the Past Simple is used, describes an action which happened in the past and we know when exactly (last ( last night). night). • Make sure that Ss understand the difference between the two tenses. If necessary, provide them with further examples (e.g. I’ve visited Spain twice so far vs I visited Spain two years ago) ago) and/or clarifications. • Draw Ss’ attention to the time expressions. Revise the different time expressions used with each tense. Explain any unknown words. • Point out the expressions yet and already already.. Write the following sentences on the board: I haven’t had lunch yet. I have already had lunch. Explain to Ss that yet is used at the end of negative sentences and questions, while already is usually used between have + past participle in affirmative sentences. Ask Ss to find any examples of them in the article (I ( I haven’t booked tickets yet...). yet...). • Draw Ss’ attention to the NOTE and explain it. Make sure that they understand that have/has been (to) means that someone has visited a place but has returned, while have/has gone (to) means that someone has gone somewhere and is still there. If necessary, provide them with further examples and/or clarifications. • Refer Ss to the Grammar Reference (p. 127). • Have Ss do the activity. • Check the answers with the class. KEY 1. Did you go, left 2. have gone, haven’t been 3. Has Lucy booked, booked 4. Has Sam ever eaten, went, liked 4 Listen Aims: 89 TB 36 t o give Ss practice in listening for specific information LISTENING TRANSCRIPT Host Welcome, Tidal Rap, it’s so good to have you here! Lana Thank you, Max! Fay Thanks! Host So, where does the name come from? Lana Actually, my brother thought of it, and we liked it. Fay says it matches our music and our style. Host Girls, everyone’s talking about your album. Tell us about it! Lana Well, Fay wrote the lyrics and I wrote the music. We worked really hard but loved every minute of it! Fay Yes, that’s true. It wasn’t easy, but at the same time it was fun. We called it ‘New Beginnings’ because it’s our first album. Host I see. I’ve listened to it and it’s fantastic. When can people buy it? Fay Thanks. Well, it’s going to be in the shops next week, so go out and get it! Host And I’m sure your next albums will be just as great! So, how did Tidal Rap get started? Lana We are best friends and, two years ago, we decided to make this band. From the start we could tell that we were a good team. Fay Yes, we’re a great team! Host Now, you’ve already given some concerts. Do you get scared or nervous before a performance on stage? Fay No way! It’s just good fun. Lana I do a bit. I mean, we’ve only done five gigs, so it’s still early. But the audiences are usually amazing and that helps. Host Girls, your fans have called here at the studio and want to know how they can contact you. Lana We have our own website, and our fans can join our mailing list and post messages. Fay Or they can send us e-mails. Just visit our website at www.tidalrap.com. Host OK girls, let’s listen to one of the songs from your album. It’s called… 5 Speak Aims: t o give Ss practice in using the functions, structures and vocabulary presented in this lesson through pair work • Ask Ss to read through the prompts and check their understanding. • Ask Ss to read through the speech bubble and check their understanding. • Remind Ss of the use of the Present Perfect Simple (Have ( Have you ever been to a concert?), concert? ), and the Past Simple (Who (Who did you see?). see? ). • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogue. FUNCTIONS Understanding mobile and instant text messaging VOCABULARY add be right back chat room laugh out loud make sure normal note phrase receive rule shorten smiley SMS symbol text (v) text message type (v) whole Warm-up Aims: t o introduce the topic of the lesson • Ask Ss: Do you send text messages? Do you chat on the Internet / send e-mails? Do you write the full forms of words when you send text messages / e-mails / chat on the Internet? • Elicit answers and initiate a short discussion. 37 1 Read A. Aims: t o introduce ‘chatspeak’ by activating Ss’ background knowledge symbols used in the dialogue by referring to the text, if necessary. • Point out to Ss that chatspeak isn’t proper English and shouldn’t be used in formal written texts but only in conversational ones, like text and online instant messaging. • Refer Ss to the chatspeak and smiley dictionary on p. 118. 7c C. Aim: to give Ss practice in identifying specific information in the article • Have Ss do the activity. • Check the answers with the class. KEY 1. Internet slang, netspeak, SMS language. 2. In chat rooms, in e-mails or in text messages. 3. Because they have wanted a short and easier way to write messages. 4. Because it can be slower to read than normal writing. 5. To make sure the receiver of the message understands it. 6. They show how you are feeling, without using words. • Explain any unknown words. • Choose Ss to read the text aloud. • Draw Ss’ attention to the dialogue on the computer screen. • Ask Ss to tell you what is happening and elicit answers (e.g. two friends, under the sign-in names K-girl and YOYO, are chatting on the Internet). Internet). • Ask Ss to read through the dialogue. • Ask Ss the question in the rubric. • Elicit answers but do not correct Ss at this stage. B. Aims: t o present vocabulary and functions in the context of an article about chatspeak t o expand on Ss’ knowledge of chatspeak • Ask Ss to look at the layout and the title of the text and tell you what kind of text it is and what it is about (an (an article about chatspeak). chatspeak). • Ask Ss to tell you what chatspeak is and elicit answers. • Draw Ss’ attention to the phrase A beginner’s guide in the title and ask them to tell you what this shows about the article (the (the article provides some basic information about chatspeak and it familiarises readers with chatspeak). chatspeak). • Draw Ss’ attention to the faces on the page. • Ask Ss to tell you what these are and elicit answers. • Play the recording and have Ss follow in their books. Tell them to underline any unknown words at the same time. • Ask Ss some comprehension questions: Post-reading Aims: t o give Ss the opportunity to elaborate on the topic of the text • Ask Ss: Are there any common chatspeak abbreviations in your language? If yes, can you give an example? Which of the abbreviations or symbols in the text do you use the most? In your opinion, how useful are chatspeak abbreviations and symbols? • Elicit answers and initiate a short discussion. What are some of the problems with text messages? The keyboard on mobiles is small and this makes writing difficult, and also, they used to be expensive. Is it fast to write in chatspeak? Yes, it is. How can you use chatspeak? You can type one letter and it can mean a whole word, you can shorten words, and use symbols and numbers, you can shorten phrases to letters, etc. Are there set rules to chatspeak? No, there aren’t. What effect do smileys have on your chatspeak? They make it more interesting. • Refer Ss to the dialogue in activity A and ask them the question in the rubric. • Make sure that Ss understand all the abbreviations and TB 90 7c Aim: to introduce vocabulary related to notes and text messages • Have Ss do the activity. • Check the answers with the class. KEY 1. text 2. receive 3. note 4. type 5. chat room 6. text messages Aim: to present and give Ss practice in using the Present Perfect Simple with How long?, for and since • Ask Ss to look at the table and draw their attention to the question How long has Robbie been in the team? • Ask Ss to tell you when we use How long…? (to ask about an action which started in the past and continues up to the present). present). • Ask Ss to read through the two sentences. • Draw Ss’ attention to the rule about for and since and explain to Ss the difference between a period of time and a point in time by writing some further examples on the board, e.g. for two hours/weeks, since 2003 / twelve o’clock / yesterday, etc. • Ask Ss to come up with their own examples using for and since since.. • Ask Ss to underline all the examples of for + a period of time and since + a point in time in the text (... ( ... Internet users have used it in chat rooms or in e-mails for years., People have wanted a short and easier eay to write messages since 1993...). 1993...). • Refer Ss to the Grammar Reference (p. 127). • Have Ss do the activity. • Check the answers with the class. KEY 1. have … been, ’ve/have been, since 2. haven’t / have not spoken, for 3. haven’t / have not played, since 4. Have … seen, since 5. hasn’t / has not won, for 38, 39 A. Aim: to have Ss differentiate between // and // sounds • Play the recording and tell Ss to repeat and listen for the difference in pronunciation between goo ood d and gr grou oup p. • Elicit the answer that goo ood d has got an // / / sound while grou gr oup p has got an // / / sound. • If necessary, play the recording again. B. Aim: to give Ss practice in differentiating between // and // sounds • Play the recording and pause after each word. • Ask Ss to repeat each word and tick the sound they hear. • If necessary, play the recording again. • Check the answers with the class. KEY //:/: put, wolf, bush, football //:/: rule, soon, lose, pollution 91 TB A. Aims: t o prepare Ss for the listening activity by activating their background knowledge • Draw Ss’ attention to the two texts and ask them the question in the rubric. • Elicit answers (a (a note and a text message). message). B. Aims: t o give Ss practice in listening for specific information 3 Grammar 4 Pronunciation 40 5 Listen 2 Vocabulary • Ask Ss to read through the note and the text message and check their understanding. • Ask Ss to guess what kind of information is missing. • Play the recording twice. • Check the answers with the class. If necessary, play the recording again in order to clarify any questions Ss may have. KEY the theatre, seven / 7 (o’clock) supermarket, crisps, orange juice LISTENING TRANSCRIPT 1. Ray Hello? Fran Ray! Where are you? Ray I’m at home. Fran Did you see my note? Ray No, sorry. Fran Oh well, I’m at the theatre. Want to come? Ray Yeah, OK. Fran Well, get here quick. The show starts at seven o’clock. Ray OK, I’m leaving now. 2. Son Mum Son Mum Son Hello, Mum. Are you still at the supermarket? No, I’m going now and I just got your message. Great. Don’t forget to get me some crisps, OK? Sure. And the orange juice. See you soon! 6 Write Aims: t o give Ss practice in writing a note and a text message • Ask Ss to read through the situations in the box and make sure they understand them. • Draw Ss’ attention to the TIP and explain it. • Point out to Ss that they can use the note and the text message as well as the smiley dictionary on p. 118 as guides. • Allow Ss some time to write their notes and text messages. • Choose Ss to read out their notes and text messages. FUNCTIONS Identifying and describing clothes Expressing preference Talking about sizes Talking about prices Buying and selling Background note STRUCTURES too / enough one / ones Pounds/pence are used in the UK. Pence is the plural of penny.. penny Euros/cents are used in the countries of the European Union. Dollars/cents are used in the USA. Canadian dollars/cents are used in Canada. Australian dollars/cents are used in Australia. VOCABULARY Words/Phrases related to prices/money amount cent change (n) discount dollar pay by credit card pay in cash penny - pence pocket money pound total • For further practice, write some prices on the board and ask Ss to read them aloud. Shops bookshop clothes shop shoe shop supermarket A. Aims: electronics shop pet shop Phrases related to shopping Can I try it on? How much does it cost? How much is it? I’ll take it. What size are you? Other words and phrases cash desk customer extra small/large product receipt shop assistant tight t o introduce the topic of the lesson • Ask Ss: Do you like going shopping? How often do you go shopping? What do you like buying most (clothes, shoes, accessories, books, etc.) when you go shopping? • Elicit answers and initiate a short discussion. 1 Vocabulary A. Aims: 41, 42 t o introduce vocabulary related to shops • Draw Ss’ attention to the pictures and the sentences 1-6 and explain any unknown words. • Have Ss do the activity. • Play the recording and have Ss check their answers. • Check the answers with the class. KEY 1. bookshop 2. supermarket 3. pet shop 4. clothes shop 5. shoe shop 6. electronics shop B. Aims: 43 2 Read t o help Ss make predictions about the content of the dialogues based on visual prompts t o present vocabulary, structures and functions in the context of two dialogues t o give Ss practice in reading for gist fitting room Warm-up Aims: 7d • Explain to Ss how prices are read in English. • Ask Ss to tell you where pounds/pence, euros/cents and dollars/cents are used. • Ask Ss to look at the pictures of the two teenagers and tell you where they are (she ( she is in a clothes shop, he is in a shoe shop). shop). • Ask Ss the question in the rubric. • Elicit answers but do not correct Ss at this stage. • Play the recording and have Ss follow in their books. Tell them to underline any unknown words at the same time. • Check the answers with the class. KEY Suggested answer The girl is going to buy a dress. The boy is going to buy a pair of shoes. • Ask Ss some comprehension questions: What colour is the dress that Mrs Huber likes? It’s pink. Does Katie like it? No, she doesn’t. What does Katie think of pink? That it is for babies. Where is the fitting room? Next to the cash desk. Does Mrs Huber use her credit card to pay for the dress? Yes, she does. What size are the brown shoes Nathan is trying on? They are an 8½. Does Nathan buy them? No, he doesn’t. Why? Because they aren’t big enough. / Because they are too tight. What colour are the shoes he buys? White. How much do they cost? £55.50. How does Nathan pay for the shoes? He pays in cash. • Point out to Ss that we pay in cash but we pay by credit card.. card • Explain any unknown words. • Choose Ss to act out the dialogues in groups. t o introduce vocabulary related to sizes and prices • Play the recording and pause so that Ss can repeat the sizes they hear. • Choose Ss and ask them: What size are you? • Elicit answers (I’m ( I’m a…). a…). • Play the recording and pause so that Ss can repeat the prices they hear. TB 92 7d B. Aims: t o give Ss practice in identifying specific information in the dialogues • Draw Ss’ attention to the receipts and explain any unknown words. • Have Ss do the activity. • Check the answers with the class. KEY 1. dress 2. small 3. 35.50 4. credit card 5. white 6. 9 7. 55.50 Post-reading Aims: t o give Ss the opportunity to elaborate on the topic of the dialogues • Ask Ss: Who do you usually go shopping with? Do you usually pay in cash or by credit card? Do you buy clothes that are the latest fashion? • Elicit answers and initiate a short discussion. 3 Grammar Aims: t o present too/enough and one/ones and give Ss practice in using them in context Too/Enough • Ask Ss to read through the examples in the first Grammar box. • Draw Ss’ attention to the phrases too big and big enough and ask them what they understand (in ( in the first example the jeans are bigger than they should be, while in the second example the jeans are smaller than they should be).). be • Ask Ss what they notice about the position of the adjective big in the two sentences (in ( in the first sentence the adjective big goes after too while in the second sentence it goes before enough enough).). • Ask Ss to underline all the examples of too and enough in the dialogues (It’s ( It’s too big for me, No, they aren’t big enough, They’re too tight). tight). • Refer Ss to the Grammar Reference (p. 128). • Have Ss do the activity. • Check the answers with the class. KEY 1. too tired 2. too old 3. cheap enough 4. too noisy 5. comfortable enough One/Ones • Ask Ss to read through the examples in the second Grammar box. • Draw Ss’ attention to the pronouns one and ones ones.. • Ask Ss which word the pronoun one refers to (jacket ( jacket).). • Ask Ss which word the pronoun ones refers to (trainers (trainers).). 93 TB • Ask Ss to tell you when the pronouns one/ones are used (they are used when we don’t want to repeat a noun that has already been mentioned). mentioned ). • Ask Ss to underline all the examples of one/ones in the dialogues (That (That blue one isn’t bad, But we’ve got these white ones in a 9) 9) and tell you which words they refer to (dress, shoes). shoes). • Refer Ss to the Grammar Reference (p. 128). • Have Ss do the activity. • Check the answers with the class. KEY 1. one 2. ones 3. one 4. one 5. ones 4 Vocabulary Aim: to give Ss practice in using vocabulary related to shopping in context • Have Ss do the activity. • Check the answers with the class. KEY 1. in cash 2. products 3. discount 4. receipt 5. cost 6. cash desk 5 Speak Aims: t o give Ss practice in using the structures, functions and vocabulary presented in this lesson by simulating a conversation between a customer and a shop assistant • Divide Ss into pairs. • Refer SA to p. 117 and SB to p. 118. • Ask Ss to look at the pictures and read through the phrases in the boxes and check their understanding. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping Ss when necessary. • Choose some pairs to act out the dialogues. FUNCTIONS Talking about teen problems Expressing emotions Asking for and giving advice VOCABULARY any more argue at least calm down cheer up exam feel down fight (v) first of all Hopefully, everything will be OK. I don’t get it. It’s not fair. learn a lesson lend make a mistake mark (n) notice (v) perhaps share tell the truth upset Warm-up t o introduce the topic of the lesson • Ask Ss: Who do you usually ask for advice when you have a problem? When was the last time you asked for advice? What was it about? Did the advice help you? Do your friends ask for your advice? When was the last time you advised a friend about a problem? What was it about? Did your advice help him/her? • Elicit answers and initiate a short discussion. 1 Vocabulary A. Aims: 44 t o present some teen problems and words of advice • Ask Ss to read through the teenagers’ problems on the left and then read through the words of advice on the right. • Allow Ss some time to do the matching. • Play the recording and have Ss listen and check their answers. • Check the answers with the class. KEY 1. b 2. c 3. a • Ask Ss if they agree with the advice given and if they would advise these people differently. • Elicit answers. B. Aim: to give Ss practice in guessing the meaning of phrases presented in the lesson • Draw Ss’ attention to the phrases 1-5 and refer them to the corresponding speech bubbles. • Ask Ss to read through the meanings a-e and check their understanding. • Have Ss do the activity. • Check the answers with the class. KEY 1. c 2. a 3. e Aims: t o present Possessive Pronouns and the Possessive Case and give Ss practice in using them in context STRUCTURES Possessive Pronouns Possessive Case Aims: 7e 2 Grammar 4. d 5. b • Explain any unknown words. Possessive Pronouns • Ask Ss to read through the first table (possessive ( possessive adjectives – possessive pronouns). pronouns). • Check Ss’ previous knowledge of possessive adjectives by asking them when they are used (they (they are used before nouns, without articles, to show possession). possession). • Ask Ss to read through the examples and draw their attention to the words in bold. • Ask Ss to tell you which of the words in bold are possessive adjectives (your, (your, My). My). • Draw Ss’ attention to the words mine and his his.. • Point out to Ss that they are possessive pronouns. pronouns. • Ask Ss to tell you what they notice about possessive pronouns (they (they are used instead of a possessive adjective + noun and they are never followed by nouns). nouns). • Point out to Ss the relation between possessive adjectives and possessive pronouns, e.g. my – mine, your – yours, yours, etc. • Ask Ss to underline all examples of possessive adjectives and possessive pronouns in the speech bubbles of the previous activity (1. My My,, 2. my, Mine, 3. My, my, my, a. your, Your,, b. Your, hers, c. mine Your mine).). • Refer Ss to the Grammar Reference (p. 128). Possessive Case - Whose...? • Write on the board, e.g. my dad’s car, Peter’s car and underline the apostrophe s. s. • Check Ss’ previous knowledge of when the genitive apostrophe is used (it ( it is used after nouns and names to show possession). possession). • Draw Ss’ attention to the first two examples (singular nouns / regular plural nouns) in the grammar box. • Ask Ss to tell you why in the first example the apostrophe is before the -s while in the second example it is after the -s ((because because in the second example the noun ‘ boy’ is in the plural). plural ). • Draw Ss’ attention to the third example (irregular ( irregular plural nouns).). nouns • Point out to Ss that in irregular plural nouns we add ’s to the irregular plural. • Ask Ss to underline all the examples of the possessive case in speech bubble a. (parents’, ( parents’, friends’). friends’ ). • Draw Ss’ attention to the question word Whose in the exchange. • Ask Ss when we use it (to (to ask about possession). possession). • If necessary, give further examples, e.g. pick up a book and say: Whose book is this? It’s…’s (book), etc. Point out that it is not always necessary to have a noun after the Possessive Case. • Make sure that Ss understand the difference between the use of the question words Who ((nominative nominative case, to ask about a person’s identity) identity) and Whose Whose.. Have them practise the difference by asking them questions. • Refer Ss to the Grammar Reference (p. 128). • Have Ss do the activity. • Check the answers with the class. KEY 1. grandparents’ 2. My, men’s 3. friend’s, her 4. Whose, ours, theirs TB 94 7e 3 Speak & Write A. Aims: t o provide Ss with a sample of a letter to an advice column asking for advice t o give Ss practice in identifying some stylistic features of a letter asking for advic • Ask Ss what an advice column is (it’s ( it’s a magazine column where people can write about a problem they have and get advice from an expert). expert). • Ask Ss who the man in the picture is (the (the man who writes the advice column). column). • Ask Ss: Do you read advice columns in magazines? Have you ever written to an advice column to ask for advice? If not, would you like to? Do you think advice columns give good advice? • Elicit answers and initiate a short discussion. • Ask Ss to read through the letter and underline any unknown words at the same time. Alternatively, choose Ss to read out the letter in parts. • Explain that it’s another way to give advice. • Ask Ss to produce their own sentences using the imperative to give advice. • Ask Ss the questions. • Elicit answers. KEY 1.Suggested 1. Suggested answer Yes, it was. 2. First of all, I honestly don’t think you should… / Perhaps you shouldn’t… • Ask Ss some comprehension questions: Why does the writer believe that the boy shouldn’t lie to his father? Because it’s always important to tell your parents the truth. What might happen if the boy tries to fix the bike? He might make it worse. What should the boy explain to his dad? That his friend needed his help and he was trying to do a good thing. Should the boy tell his dad that he made a mistake? Yes, he should. Language Plus • Explain any unknown words. Probs is an abbreviation for problems problems.. C. Aims: • Ask Ss the questions 1-3. • Elicit answers. KEY 1. The boy gave his dad’s new bike to his friend, but his friend had an accident and crashed it. 2. I’ve got a problem and I’m not sure what to do. / What should I do? / Do I lie and say I crashed it? / Can you please help me? 3. Suggested answer I’d advise him to tell his father the truth. • Ask Ss some comprehension questions: Why did his friend need a bike? Because he wanted to go to the shops. When was that? Last week. Why couldn’t the boy give his friend his own bike? Because it had a flat tyre. How does the boy feel now? He’s upset. Why is he so upset? Because his dad really likes his bike. What will happen if he lies and tells his dad that he did it? His dad will be really angry. What will make his dad even angrier? If he tells him that he lent it to his friend, Kevin. What does the boy need if he decides to fix his dad’s bike? A lot of money. Is it easy for him to find the money he needs? No, it isn’t. Why? Because he’s only 14. • Explain any unknown words. B. Aims: t o provide Ss with a sample of a letter giving advice t o give Ss practice in identifying some stylistic features of a letter giving advice • Ask Ss to read through the advice and underline any unknown words at the same time. Alternatively, choose a student to read out the advice. • Point out to Ss the use of the imperative in the text: Explain that..., Tell him that... 95 TB t o give Ss practice in asking for and giving advice through pair work • Refer Ss to p. 118. • Ask Ss to read through the respective lists of situations and expressions and make sure they understand them. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogues. D. Aim: to present set phrases to ask for and give advice, and to give Ss practice in using them in context • Draw Ss’ attention to the box containing the set phrases used to ask for and give advice and make sure they understand them. • Ask Ss to read through the texts and make sure they haven’t got any unknown words. Point out that the first text is a letter asking for advice and the second one is a letter giving advice. • Ask Ss to read through the phrases a-f. • Have Ss do the activity. • Check the answers with the class. KEY 1. b 2. f E. Aims: 3. a 4. c 5. d 6. e t o give Ss practice in writing a letter to a problem page asking for advice • Draw Ss’ attention to the TIP and explain it. • Allow Ss some time to write a letter asking for advice. • Ask Ss to swap letters with their partners, read their partner’s letter and write another letter giving him/her advice. • Choose Ss to read out their letters. 7 Round-up To be most effective, the exercises in the round-up section should be completed and checked in class. Ss should calculate and write down their scores. Aim: to help Ss revise the structures, functions and vocabulary presented in Module 7 through various activities. Communication F. KEY 1. h 2. d 3. h 4. b 5. c 6. e B. KEY 1. fan, gig 2. receive 3. thrilled, enjoyable 4. Cheer up 5. shoe shop 6. notice 7. supermarket 8. contestants 7. d 8. a 5. b 6. f 7. e 8. g t o give Ss the opportunity to check their progress to encourage learner autonomy A. KEY 1. g 2. f 4. c Now I can... Aims: Vocabulary 3. a • Draw Ss’ attention to the points and get Ss to read through them. • Explain any unknown words. • Get Ss to tick the points they feel confident about. For the points they are unsure of, they should refer back to the relevant sections in the module. Grammar C. KEY 1. has taken, hasn’t lost 2. have ever seen 3. have ... won 4. have never had 5. have known D. KEY 1. twice 2. for 3. since 4. yet 5. before E. KEY 1. Have you ever travelled, visited 2. have known, met 3. bought, have never bought 4. have you had, made TB 96 8 Fame Aims: t o introduce the topic of the module and activate Ss’ background knowledge to present the learning objectives of the module • Draw Ss’ attention to the title of the module and the main picture on the page. • Ask Ss what they can see and elicit an answer (a (a man signing a baseball and some fans around him). him). • Ask Ss: Where are the people in the picture? What are they doing? Who do you think the man is? • • • • Elicit answers. Ask Ss to guess what the module will be about. Elicit answers. Ask Ss the questions in the Discuss section and elicit answers. • Ask Ss to look at the pictures A-E. • Ask Ss to tell you what each one of the pictures shows. Then ask Ss to go through the module and find where the pictures are. KEY picture picture picture picture picture A: p. 105 B: p. 102 C: p. 98 D: p. 107 E: p. 101 • Read out the objectives in the In this module you will learn... section. • Explain any unknown words. 97 TB FUNCTIONS Defining people and things STRUCTURES Relative Pronouns: who/which/that VOCABULARY all of a sudden chewing gum colourful create design (v/n) dream enter a competition expect feel sorry for headline image mysterious organiser rest (n) seem town hall 8a Did many artists enter the competition? Yes, thousands of artists entered the competition. Who won? Tim Blake, a 13-year-old student. Why did he win? Because his design was colourful and fun, and it was just the sort of image that the town council wanted to brighten up the town. What else did Tim win? £5000. to give Ss practice in identifying specific B. Aims: information in the article • Have Ss do the activity. • Check the answers with the class. 1 Read A. Aims: 45 t o help Ss make predictions about the content of the article based on visual prompts t o give Ss practice in reading for gist t o present vocabulary, structures and functions in the context of an article about two teenagers • Draw Ss’ attention to the layout of the texts and ask them where they can be found (in ( in a newspaper). newspaper). • Ask Ss to tell you what the name of the newspaper is ( Daily News) News) and when it was published (Monday ( Monday 2 April). April ). • Draw Ss’ attention to the banner headline of the article (Teens in the headlines). headlines). • Ask Ss to tell you which teenagers the headline refers to ( it refers to the teenagers in the pictures). pictures). • Draw Ss’ attention to what the teenagers are holding in the pictures and to the headlines next to the small pictures, and ask them the question in the rubric. • Elicit answers but do not correct Ss at this stage. • Point out to Ss that the headlines are short and to the point, the verbs are always in the Present Simple and no articles are used (therefore ‘Lucky teen wins dream trip’ is used instead of the full sentence: A lucky teen won a dream trip). • Play the recording and have Ss follow in their books and check their predictions. Tell them to underline any unknown words at the same time. • Check the answers with the class. KEY Suggested answer The first text is about a teenage girl who won a dream holiday. The second text is about a teenage boy who won a wall design competition. • Ask Ss some comprehension questions: What does Jane Robson do? She’s a student at Kingsford School. What did she win? A trip for two to New Zealand. Why did she win? Because she was the 1,000,000th customer at Megabuys supermarket. When did this happen? Last Tuesday. Has she won anything else in the past? No, she hasn’t. Why is it the perfect prize for her? Because she has always wanted to visit New Zealand. Why does she say that it isn’t fair for the other customers? Because she only bought some chewing gum and she won. What did Gilford Council announce? The winner of their wall design competition. When did they announce the winner? Last night. Why did they organise the competition? Because they wanted local artists to design something to go on the huge north wall of the new town hall. KEY 1. J 2. T C. Aim: 3. B 4. B 5. T 6. J to give Ss practice in identifying elements of cohesion in the article • Have Ss do the activity. • Check the answers with the class. KEY 1. the trip to New Zealand 2. Jane Robson 3. Megabuys supermarket 4. Gilford Council 5. the artist / Tim Blake 6. the design 7. the money • Explain unknown words and choose Ss to read the article aloud. Post-reading Aims: to give Ss the opportunity to elaborate on the topic of the reading text • Ask Ss: Have you ever taken part in a competition? What was it about? Have you ever won anything in a competition? What was the prize? • Elicit answers and initiate a short discussion. 2 Vocabulary Aims: • • • • • t o present adjective suffixes (-y, -ous and -ful) t o give Ss practice in forming adjectives using adjective suffixes (-y, -ous and -ful) in context Draw Ss’ attention to the NOTE and explain it. Ask Ss to read through the sentences 1-8. Draw Ss’ attention to the words in bold capitals at the end of each sentence and make sure they haven’t got any unknown words. Have Ss do the activity. Check the answers with the class. KEY 1. peaceful 2. mysterious 3. dangerous 4. useful 5. windy 6. noisy 7. healthy 8. hopeful 3 Grammar Aims: to present relative clauses introduced by the relative pronouns who, which, that, and to give Ss practice in using them in context to help Ss differentiate between defining and non-defining relative clauses TB 98 8a • Ask Ss to read through the rules. • Point out to Ss that the relative pronouns who, which and that are used to introduce relative clauses. • Write on the board: That’s the boy. He was in the newspaper and then the sentence That’s the boy who/ that was in the newspaper. Distinguish between the main clause ((That’s That’s the boy) boy) and the relative clause ((who/that who/that was in the newspaper). newspaper). • Ask Ss: Which word do the relative pronouns ‘who/that’ refer to? They refer to the noun ‘ boy’. Is ‘who/that’ the subject or the object of the relative clause? It’s the subject. • Point out to Ss that who/that replaces ‘ he’ in the sentence He was in the newspaper. newspaper. • Follow the same procedure with the example These are the shoes which/that cost €120. €120. • Write on the board: That’s the girl. I met her at the park., and then the sentence That’s the girl who/that I met at the park., and follow the same procedure. • Elicit the answers that the relative pronouns who/that refer to the noun ‘girl’ and who/that is the object of the relative clause. • Point out that who/that replace ‘ her’ her ’ in the sentence I met her at the park. park. • Write on the board: That’s the girl I met at the park. park. • Ask Ss why we haven’t used the relative pronouns who/ that in this sentence (the (the relative pronouns who/that can be omitted when they are the object of the verb in the relative clause). clause). • Write the following examples on the board: The book which is on the desk is Tina’s. Peter, who is my cousin, went to Spain this summer. Ask Ss to tell you if they notice any difference between the sentences. Elicit answers (the (the relative clause in the second example is between commas). commas). • Explain to Ss that these are two types of relative clauses, Defining Relative Clauses and Non-Defining Relative Clauses.. Clauses • Ask them to omit the relative clause in the first example on the board and read out the sentence (The (The book is Tina’s). Tina’s). • Ask Ss the following questions: Do we know which book we are referring to? no Is the relative clause necessary for the meaning of the whole sentence? yes • Ask Ss to do the same for the second example on the board, and ask them the following questions: Do we need to know that Peter is the speaker’s cousin? no Is the relative clause necessary for the meaning of the whole sentence? no • Explain to Ss that in Defining Relative Clauses we do not use commas, because the relative clause provides information which is essential to the meaning of the main clause. • Explain to Ss that in Non-Defining Relative Clauses we give additional information which is put in commas in order to separate it from the main clause. • Point out to Ss that in Non-Defining Relative Clauses we cannot replace who and which with that. that. • Ask Ss to underline all the examples of relative pronouns in the article (... ( ... teenager Jane Robson, who is a student at Kingsford School, won a dream holiday..., I won a trip to New Zealand, which is the country I’ve always wanted to visit, ... I was the person who won the trip, ... but the artist who won isn’t famous, The design which Tim created is colourful..., ... it’s just the sort of image that he wanted to brighten up the town...). town...). • Refer Ss to the Grammar Reference (p. 128). • Have Ss do the activity. 99 TB • Check the answers with the class and ask Ss to add commas where necessary. KEY 1. William Frank is the man who won the race. 2. Camels, which live in the desert, can carry a lot of weight. 3. This is the shopping centre that opened last month. 4. I saw Miss Jane, who used to look after us when we were young, on my way back home. 5. Those are the mugs which I wanted, not those ones! 6. I want to buy the new laptop that I showed you yesterday 4 Listen Aims: 46 to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-4 and check their understanding. • Explain to Ss that the sentences refer to a news bulletin. • Play the recording. • Play the recording a second time. Have Ss check their answers. • Check the answers with the class. KEY 1. Schools, the snow 2. firefighters 3. tennis, Australia 4. 152 million LISTENING TRANSCRIPT And now for the news in brief. The whole country woke up this morning to find everything covered in white. The snow created problems on many roads and students didn’t go to school today because they were closed. It seems like the weather will continue until Tuesday. So, be careful on those icy roads. There was a huge fire today at a cinema in Manford. All the audience managed to get out of the building and firefighters spent all afternoon trying to put it out. Tragically, two firefighters who got stuck in the building, were very badly injured. Paramedics took them to hospital straightaway but they died soon after. Sports now and over to the other side of the world in sunny Australia. The person who won the Princeton Open tennis championship is 19-year-old Roger Woods. It was a successful championship for him. He won the final match 6-4 6-2 6-3 and he’s looking forward to his next championship in South Africa. Finally, there was a lot of excitement today at the Jameson Gallery in Portsmouth. The gallery bought a Van Gogh painting from a businessman in the USA. He has got many more paintings at home and says that the Van Gogh was the one which he really loved and he wanted the world to have the chance to see it. Before the Van Gogh, the most expensive painting that the gallery owned was worth 100 million. Now, at 152 million, the Van Gogh is one of the most expensive in the country. That’s all for now, more news in an hour... 5 Speak Aims: to give Ss practice in using the functions and structures presented in this lesson through an oral activity • Ask Ss to read through the newspaper headlines. • Ask Ss to form full sentences (A ( A 14-year-old won a trip. / A girl found an old coin. / A dog saved a man. / A student got lost in a cave.). cave.). • Ask Ss to read through the speech bubble and check their understanding. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose Ss to tell the stories to the class. FUNCTIONS Agreeing and disagreeing Finding things in common Expressing feelings • Ask Ss to tell you where the characters are and what is happening (Bill, ( Bill, Amy, Stu and Liv are on the stage of a theatre).). theatre • Ask Ss the question in the rubric. • Elicit answers but do not correct Ss at this stage. • Play the recording and have Ss follow in their books and check their answers. Tell them to underline any unknown words at the same time. • Check the answers with the class. STRUCTURES So/Neither VOCABULARY Feelings confident confused disappointed pleased proud unhappy jealous nervous Other words and phrases audition clearly embarrassing Give something your best shot. How come...? I’ll tell you what. perform play (n) There’s no need. What if...? Warm-up Aims: to introduce the topic of the lesson • Ask Ss: Who’s your favourite star? What does it take to become a star? How difficult/easy is the life of a star? Would you like to be a star? • Elicit answers and initiate a short discussion. 1 Vocabulary Aims: 47 to present adjectives describing feelings • Draw Ss’ attention to the TIP and explain it. Explain to them that when they encounter an unknown word in a text, they should try to guess its meaning. Tell them that they can try to identify what part of speech it is (noun, ( noun, verb, adjective, etc.) etc.) and that the other words in the sentence can help them understand its meaning. • Ask Ss to read through the sentences 1-6. • Play the recording and have Ss listen. Tell them to underline any unknown words at the same time. • Draw Ss’ attention to the words in bold and explain to them that these are adjectives describing feelings. • Help Ss deduce the meaning of any unknown words from the context of the respective sentences. • Ask Ss to read through the definitions a-f and check their understanding. • Have Ss do the activity. • Check the answers with the class. KEY Suggested answer Amy and Stu are nervous before the audition. • Ask Ss some comprehension questions: What does Liv say about this chance they have to become famous? That they must give it their best shot. Is this their first performance? No, it isn’t. Do Amy and Stu feel ready to become famous? No, they don’t. What does Stu think might happen? They might make a mistake. Why is Bill confident that they aren’t going to make a mistake? Because they have worked hard for this. Why did Amy and Stu join the band? Because they love performing with the other guys. Do Stu and Amy become confident in the end? Yes, they do. • Explain any unknown words and choose Ss to read out the dialogue. to give Ss practice in identifying specific B. Aims: information in the dialogue • Have Ss do the activity. • Check the answers with the class. KEY 1. Full Blast, Blast, you’re on next, OK? 2. Come on you two. I’ve never seen you like this before., Neither have I. 3. If this audition goes well, we’ll perform on TV, … 4. We aren’t going to make a mistake. We’re all going to be brilliant! 5. So do I. 6. We aren’t going to make a mistake. We’re all going to be brilliant!, Let’s just go... We just want to perform and have some fun, right? Post-reading Aims: KEY 1. e 8b to give Ss the opportunity to elaborate on the topic of the dialogue 2. d 3. a 4. b 5. c 6. f • Ask Ss: 2 Read A. Aims: 48 t o help Ss make predictions about the content of the dialogue based on visual prompts t o give Ss practice in reading for gist t o present vocabulary, structures and functions in the context of a dialogue • Ask Ss to look at the picture accompanying the dialogue. Have you ever felt nervous before an important event? What happened in the end? • Elicit answers and initiate a short discussion. 3 Grammar Aims: to present So and Neither and give Ss practice in using them in context • Ask Ss to read through the short dialogues in the TB 100 8b Grammar box drawing their attention to the words in bold. Ask Ss to look at the first dialogue. Tell them: A is jealous of Rod’s new bike., and then ask them: Is B jealous of Rod’s new bike? Yes, he/she is. Is C jealous of Rod’s new bike? No, he/she isn’t. Point out to Ss that B agrees with A’s statement while C disagrees with it. it. Ask Ss what they notice about the use of So So.. Elicit that we use So + auxiliary verb + subject when we want to agree with an affirmative statement. Follow the same procedure with the second dialogue. Ask Ss to look at the third dialogue. Tell them: A hasn’t been abroad yet., and then ask them: Has B been abroad yet? No, he/she hasn’t. Has C been abroad yet? Yes, he/she has. Point out to Ss that B agrees with A’s statement while C disagrees with it. it. Ask Ss what they notice about the use of Neither Neither.. Elicit that we use Neither + auxiliary verb + subject when we want to agree with a negative statement. Follow the same procedure with the fourth dialogue. Ask Ss to underline all the examples of So and Neither in the dialogue (So ( So am I, Neither have I, Neither do I, So do I). I ). Refer Ss to the Grammar Reference (p. 129). Have Ss do the activity. Check the answers with the class. • • • • • • • • • • • • • • KEY 1. Neither does 2. So do 3. So did 4. Neither is 5. So was 6. Neither will 4 Listen 2. b Aims: 49 3. b LISTENING TRANSCRIPT 1. Ken Hi, Zoe. Thanks for waiting for me. Zoe That’s OK. I was here for my audition anyway. So, how did yours go? Ken Well, I don’t really know. That Mr Gibson doesn’t say much, does he? I didn’t like him. Zoe Neither did I. Ken But I think it went well. They seemed to like me. Zoe That’s good. Ken At least I didn’t make any mistakes. Zoe Neither did I. I’m feeling quite confident. Ken So am I. Zoe Excellent. 101 TB Hi, Ricky! How was the competition? Do I have to talk about it? Oh dear. That bad, eh? Do you know who won? Who? My brother! Oh no! And does that make you feel bad? No, I’m really happy for him, honestly. He was the best today, really. But me... I was just terrible. Gail Why? Ricky No idea. And I know I can do so much better. Gail Oh well, maybe next time. Ricky Yeah, we’ll see. 3. Susan Luke! There you are. Luke What’s up? Susan I need your help. You used to be in a band, right? Luke Yeah. Susan Well, my band is giving a concert tonight and our guitar player is ill. And of course, I can’t play the guitar. Luke Neither can I. Susan What? Luke I’m a drummer, remember. Susan That’s right. Sorry, I forgot. Do you know any guitar players? Luke There’s a girl in my Spanish class. I could call her. Susan Thanks, mate. 5 Speak Aim: to give Ss practice in listening for specific information • Ask Ss to read through the questions 1-3 and the corresponding options. Make sure that they haven’t got any unknown words. • Play the recording. • Alternatively, play the recording and pause after each dialogue for Ss to write their answers. • Play the recording a second time. Ss check their answers. • Check the answers with the class. KEY 1. c 2. Gail Ricky Gail Ricky Gail Ricky Gail Ricky to give Ss practice in agreeing and disagreeing through an oral activity • Ask Ss to read through the list of ideas in the boxes and make sure they understand them. • Ask Ss to read through the speech bubble. • Choose a student and act out the dialogue. • Get Ss to do the activity in groups of three and go round the class helping them when necessary. • Choose some groups to act out the dialogues. FUNCTIONS Talking about facts and procedures STRUCTURES Present Simple Passive VOCABULARY Jobs editor graphic designer photographer printer writer Other words and phrases article at this stage building change (n) copy (n) deliver discuss gift interview (v) lastly meeting mention nation page photograph sell topic A. Aims: t o give Ss practice in understanding text structure by activating their background knowledge t o present vocabulary, structures and functions in the context of a text about a magazine • Draw Ss’ attention to the title of the text and ask them to tell you what it is about (it ( it is about the magazine ‘Superstar’).). ‘Superstar’ • Ask Ss to look at the pictures and tell you what they show (how ( how ‘Superstar’ is created). created ). • Have Ss do the activity. • Play the recording and have Ss follow in their books and check their answers. Tell them to underline any unknown words at the same time. • Check the answers with the class. KEY a. 3 b. 2 c. 1 KEY 1. Ideas for articles. 2. Graphic designers. 3. They save it on a hard drive. 4. The magazines are put into boxes. 5. They deliver them to shops all over the country. • Explain any unknown words and choose Ss to read the text aloud. Post-reading 50 1 Read 8c B. Aim: to give Ss practice in identifying specific information in the text • Have Ss do the activity. • Check the answers with the class. d. 4 e. 5 • Ask Ss some comprehension questions: What is ‘Superstar’? The nation’s favourite magazine. What is the first thing that writers and editors do? They get together for a big meeting. What is mentioned there? Topics and ideas for articles. What do reporters do? They interview famous actors and pop stars and write articles. What do graphic designers try to make? They try to make every page look cool. Why do they make lots of changes at this stage? Because they want to make sure that everything is perfect. Why do they print a few copies first? Because they want to check them. Aims: to give Ss the opportunity to elaborate on the topic of the reading text • Ask Ss: Do you read magazines? What is your favourite magazine? What do you like reading in a magazine? Do you find the job of a reporter exciting/interesting, etc.? Would you like to work for a magazine? • Elicit answers and initiate a short discussion. 2 Vocabulary Aim: to give Ss practice in using some of the vocabulary presented in the lesson in context • Have Ss do the activity. • Check the answers with the class. KEY 1. deliver 2. sold 3. interviewed 4. save 5. discussed 6. mention 7. printed TB 102 8c 3 Grammar Aims: to present the Present Simple Passive and give Ss practice in using it in context • Ask Ss to read through the grammar box. • Explain to Ss that this is the Present Simple Passive. Passive. • Draw Ss’ attention to the formation of the Present Simple Passive. Explain to them that we form the Present Simple Passive with the auxiliary verb be ((am, am, are, is) is) and the past participle of the main verb. • Write a sentence in the Active Voice on the board, e.g. Mrs Stuart cleans the house every day., and then write its passive equivalent underneath: The house is cleaned by Mrs Stuart every day. day. • Explain to Ss how the Active Voice changes into the Passive Voice. • Point out to Ss that the Active Voice focuses on the person doing the action (Mrs (Mrs Stuart cleans) cleans) while the Passive Voice focuses on the action itself (the (the house is cleaned). cleaned ). • Point out to Ss that the person who does an action or something that causes an action is called the agent and is preceded by the preposition by by.. Explain that we use by + agent when we want to emphasise who does or what causes the action. Otherwise, it is usually omitted, especially when we don’t know who does an action or when it is easily understood who does it (English ( English is spoken in many countries.) countries.) • Tell Ss to underline all the examples of the Present Simple Passive in the text (… ( … magazine is created, Topics are mentioned and ideas for articles are discussed, … and pop stars are interviewed. Photographs are taken and articles are written, Lots of changes are made at this stage…, The magazine is saved on a hard drive…, … a few copies are printed and they are checked, …thousands of copies are printed and put into boxes, … the magazines are delivered to shops and sold…, … they are bought and enjoyed…). enjoyed…). • Refer Ss to the Grammar Reference (p. 129). • Have Ss do the activity. • Check the answers with the class. LISTENING TRANSCRIPT Interviewer Hi! I’m here at the Superstar offices, the home of every teenager’s favourite magazine. And with me I have Oliver Watson, editor of the magazine. Hello, Oliver. Oliver Hello and welcome. Interviewer Tell us a little bit about Superstar magazine. Oliver Well, Superstar is one of the most popular magazines in the country. Over 900,000 copies are sold every month. That’s almost a million! Interviewer Wow, that’s a lot. Now, how did you start in the magazine business? Oliver Well, I used to be a graphic designer. Interviewer For Superstar? Oliver No, actually I worked for a small sports magazine, and after a few years I became the editor. Then I came here. Interviewer And you turned Superstar into a very successful magazine. Is it only popular with teenagers? Oliver Actually, we’ve found out that younger children and even adults read Superstar. Interviewer The thing I like about Superstar is that it doesn’t do what other mags do to sell. Other mags give gifts and bags and all sorts of things to try and get people to buy it. But Superstar just has a free poster and that’s it. And still it’s very popular. Oliver Yes, well, we try to write the best stories and make all our interviews interesting. That’s what people like, it seems. Interviewer Great. So, is this where the magazine is designed? Oliver That’s right. Would you like to see where Superstar is printed? It’s not far. Interviewer OK, why not? Oliver We print in the building opposite this one. Let me show you. Interviewer OK, I’ll follow you. 5 Speak & Write A. Aims: KEY 1. is watched 2. isn’t called 4 Listen 3. is taken 4. Are… used 5. are sold 6. are played 51 A. Aim: to give Ss practice in listening for gist • Explain to Ss that they should listen to find out what the main topic of the interview is. • Ask Ss to read through the sentences a-c and make sure they haven’t got any unknown words. • Play the recording. • Check the answer with the class. If necessary, play the recording again. KEY b B. Aim: to give Ss practice in listening for specific information • Ask Ss to read through the sentences 1-5 and make sure they haven’t got any unknown words. • Play the recording. • Check the answers with the class. If necessary, play the recording again in order to clarify any questions Ss may have. KEY 1. F 2. F 103 TB 3. F 4. T 5. T to give Ss practice in making factual statements using the Passive Voice • Ask Ss to read through the prompts and make sure they understand them. • Ask Ss to read through the speech bubble and check their understanding. • Choose a student and make a factual statement for him/ her to respond to. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose different pairs to act out the exchanges and check their answers. KEY Spanish is spoken in Argentina. 40 billion text messages are sent in the UK every year. Keys are made of metal. Sushi is eaten in Japan. Cricket is played in England. David Beckham’s first son is called Brooklyn. 12 million new cars are bought in the USA every year. B. Aims: to give Ss practice in using the Present Simple Passive to write about facts • Read out the prompt and elicit examples of what they have to write about. Tell Ss to write similar sentences using the information in activity 5A. • Allow Ss some time to write their sentences. • Choose some Ss to read out their sentences. FUNCTIONS Talking about the film industry Talking about past facts STRUCTURES Past Simple Passive VOCABULARY award (v) category ceremony cm (centimetre) director in fact king librarian Oscar present (v) queen refuse role several story worldwide 1 Read 52 A. Aims: • • • • • • t o introduce the topic of the feature article by activating Ss’ background knowledge t o present vocabulary, structures and functions in the context of a feature article Draw Ss’ attention to the title of the text and to the picture next to it. Ask Ss the question in the rubric. Elicit answers but do not correct Ss at this stage. Ask Ss to look at the posters of the three films, tell you what they know about them and how they are related to the Oscars. Elicit answers but do not correct Ss at this stage. Play the recording and have Ss follow in their books and check their answers. Background note The film The Miracle Worker (1962) was directed by Arthur Penn. It tells the story of how Anne Sullivan taught the blind and deaf Helen Keller to communicate. Patty Duke played Helen Keller and throughout the film the only word she spoke was ‘wah-wah’, which is baby talk for ‘water’. • Ask Ss some comprehension questions: 8d Who are the Oscars given to? To the best in the film industry. Are the Oscars given every year? Yes, they are. Can you name some of the categories in the Oscars? Best Picture, Best Director, Best Actor, Best Actress, etc. Who is the ceremony watched on TV by? By millions of people worldwide. What is the Academy Award? A gold-plated statuette. How much does it weigh? About 4 kilos. Who did it probably get its name from? From Margaret Herrick. What was she? A librarian at the Academy. What did she say about the statuette? ‘It looks just like Uncle Oscar!’ When did she say that? Around 1931. When did the film ‘Ben-Hur’ win 11 awards? In 1959. Which film won 11 awards in 2003? ‘The Lord of the Rings: The Return of the King’. Which film did Patty Duke play in that won an Oscar? ‘The Miracle Worker’. When was that? In 1962. What did Dame Judi Dench win in 1998? An Oscar for Best Actress in a Supporting Role. How long did she play in ‘Shakespeare in Love’? Eight minutes. When did Marlon Brando win an Oscar for Best Actor? In 1972. Which film did he play in? ‘The Godfather’. Did he go to the Oscars ceremony? No, he didn’t. to give Ss practice in identifying specific B. Aim: information in the feature article • Have Ss do the activity. • Check the answers with the class. KEY 1. In Hollywood. 2. The first Academy Awards ceremony was held. 3. It is 34.5 centimetres tall. 4. 11. 5. She only said one word throughout the film and she was awarded / she won an Oscar for Best Actress in a Supporting Role. 6. She played the role of Queen Elizabeth I. 7. He refused it. • Explain any unknown words and choose Ss to read the text aloud. Post-reading Aims: to give Ss the opportunity to elaborate on the topic of the reading text • Ask Ss: Have you ever watched the Academy Awards Ceremony on TV? Do you watch it every year? What do you like about the ceremony? What is your opinion of the Oscars? Would you like to go to Hollywood one day and attend this event? • Elicit answers and initiate a short discussion. TB 104 8d 2 Grammar Aims: to present the Past Simple Passive and give Ss practice in using it in context • • • • • • • • • Ask Ss to read through the grammar box. Explain to Ss that this is the Past Simple Passive. Passive. Draw Ss’ attention to the formation of the Past Simple Passive.. Passive Explain to Ss that we form the Past Simple Passive with the past tense of the auxiliary verb be ((was, was, were) were) and the past participle of the main verb. Write a sentence on the board, e.g. Mary wrote this email and then ask a student to form its passive equivalent (This email was written by Mary). Mary). Tell Ss to underline all the examples of the Past Simple Passive in the text (The (The first Academy Awards ceremony was held in 1929, … why it was named Oscar…, … Patty Duke was awarded the Oscar…). Oscar…). Refer Ss to the Grammar Reference (p. 129). Have Ss do the activity. Check the answers with the class. A. Aims: 53, 54 t o present and raise Ss’ awareness of silent letters in words • Play the recording and ask Ss to identify the silent letters (=not pronounced) pronounced ) in the verb weigh weigh.. • Elicit the answer that the silent letters are gh gh.. B. Aim: to give Ss practice in identifying silent letters in words • Ask Ss to read through the words and underline the silent letters in them. • Play the recording and pause so that Ss can repeat the words they hear. • Check the answers with the class. KEY t wo answ ans wer wallk wa receip recei pt knee sign sig island is autumn autum n through through 4 Speak & Write A. Aims: to give Ss practice in using the Past Simple Passive through a famous facts quiz • Ask Ss to read through the prompts. • Ask Ss to read through the speech bubble and make sure they understand it. • Choose a student and act out the first exchange. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose different pairs to act out the exchanges and check their answers. 105 TB B. Aims: to give Ss practice in using the Past Simple Passive to write about facts • Draw Ss’ attention to the prompt and elicit examples of what they have to write about. Tell Ss to write similar sentences using the information in The Famous Facts Quiz. • Allow Ss some time to write their sentences. • Choose some Ss to read out their sentences. KEY 1. was given 2. weren’t invited 3. was awarded 4. were told 5. were bought 6. was … written 3 Pronunciation KEY Who were the Harry Potter books written by? By J. K. Rowling. Who were The Lord of the Rings books written by? By J.R.R. Tolkien. When was the first laptop made? Around 1980. Who was Lara Croft played by? By Angelina Jolie. How much was youtube.com sold for? $1.65 billion. When was Mickey Mouse created by Walt Disney? In 1928. Which actress was given the Oscar for the film The Reader? Reader? Kate Winslet. How much was spent on Spider-Man 3? 3? $258 million. FUNCTIONS Talking about films Expressing opinion VOCABULARY Words/Phrases related to films acting action-packed direct (v) leading actor scene soundtrack special effects star (v) Other words and phrases Egyptian incredible come out title unusual come to life plot ancient 8e KEY Title of film: Night at the Museum: Battle of the Smithsonian Year: 2009 Type of film: Adventure Leading actor(s): Ben Stiller, Amy Adams Director: Shawn Levy Acting: Plot: Soundtrack: Special effects: • Ask Ss some comprehension questions: 55 1 Vocabulary Aims: to introduce vocabulary related to films Ask Ss to read through the words 1-6. Ask Ss the question in the rubric. Elicit answers. Ask Ss to read through the definitions a-f and make sure they understand them. • Allow Ss some time to do the matching. • Play the recording and have Ss listen and check their answers. • Check the answers with the class. • • • • KEY 1. b 2. d 3. f 4. e 5. a 6. c 2 Speak & Write A. Aims: t o provide Ss with a sample for writing a description of a film t o give Ss practice in reading for specific information and completing a table Which film is ‘Night at the Museum: Battle of the Smithsonian’ a sequel to? It’s a sequel to ‘Night at the Museum’. When was ‘Night at the Museum’ filmed? In 2006. Who stars in both films? Ben Stiller. What is Ben Stiller’s name in the films? Larry Daley. What happens to the museum exhibits at night? They come to life. What does Larry Daley have to do? He has to sneak into the Smithsonian to help his friends - the exhibits. Does he do this on his own? No, he doesn’t. Who helps him? Amelia Earhart. Who plays Amelia Earhart in the film? Amy Adams. Who is Amelia Earhart? A famous pilot from the past. What do Larry and Amelia manage to do in the end? To put everything back in order. What can you see in the film? Dinosaurs, ancient Egyptians and famous people from the past coming to life. • Draw Ss’ attention to the pictures accompanying the text and ask them to guess what the text is about. • Elicit answers (it ( it is about a film). film). • Ask Ss what they know about this film, if they have watched it, and if they liked it or not. • Elicit answers. • Ask Ss to read through the text and underline any unknown words at the same time. Alternatively, ask Ss to read out the text in parts. Background note The Smithsonian Institution is an educational and research institute and associated museum complex. Most of its facilities are located in Washington, D.C., but its 19 museums, zoo, and nine research centres include sites in New York City, Virginia, Panama, and elsewhere. It has over 155 million items in its collections and publishes two magazines. • Ask Ss to look at the table and check their understanding. Explain to them that the emoticons or ‘smileys’ are used to show the writer’s opinion and that they should tick the appropriate column according to what is mentioned in the text. • Have Ss do the activity. • Check the answers with the class. TB 106 8e B. Aim: to give Ss practice in talking about their favourite film or about a film they have recently seen through pair work • Allow Ss some time to complete the table about their favourite film or about a film they have recently seen. • Ask Ss to read through the speech bubble and make sure they haven’t got any unknown words. • Choose a student and act out the dialogue. • Get Ss to do the activity in pairs and go round the class helping them when necessary. • Choose some pairs to act out the dialogue. C. Aim: to raise Ss’ awareness of certain structures that can be useful when writing a description of a film • Draw Ss’ attention to the box presenting the structures and point out that they are commonly used in descriptions of films. • Have Ss do the activity. • Check the answers with the class. KEY 1. who 2. stars 3. that 4. were filmed 5. directed 6. which 7. is played D. Aim: to give Ss practice in writing about their favourite film or about a film they have recently seen • Draw Ss’ attention to the TIP and explain it. • Ask Ss to read through the plan of a film review with questions to help them when planning one and make sure they understand it. • Refer Ss to activity 2B and explain to them that they can refer to the activity if they are writing about the same film or to get ideas. • Allow Ss some time to write about their favourite film or about a film they have recently seen. • Choose some Ss to read out their paragraphs. 107 TB 8 Round-up To be most effective, the exercises in the round-up section should be completed and checked in class. Ss should calculate and write down their scores. F. KEY 1. was hit 2. is taken 3. took 4. is spent Aim: to help Ss revise the structures, functions and vocabulary presented in Module 8 through various activities. Vocabulary A. Communication G. KEY 1. confused 2. embarrassing 3. organiser 4. disappointed 5. a meeting KEY 1. b 2. a KEY 1. mention 2. effects 3. colourful 4. enter 5. interview 6. deliver Grammar C. 4. b 5. b Now I can... Aims: B. 3. a t o give Ss the opportunity to check their progress t o encourage learner autonomy • Draw Ss’ attention to the points and get Ss to read through them. • Explain any unknown words. • Get Ss to tick the points they feel confident about. For the points they are unsure of, they should refer back to the relevant sections in the module. CLIL Page: Music The Teacher’s Notes can be found at the back of the book. KEY 1. which 2. who 3. which 4. which 5. who 6. which 7. who D. KEY 1. are sent 2. is sung 3. is printed 4. are ... paid E. KEY 1. was given 2. was built 3. were taken 4. was cancelled TB 108 Culture page 4 Popular Musicals Aims: 56 to introduce Ss to certain aspects of the culture in the USA and the UK • Ask Ss to look at the pictures and guess what the text is about (two (two musicals). musicals). • Ask Ss if they are familiar with these musicals and what they are about. • Elicit answers. • Play the recording and have Ss follow in their books. Tell them to underline any unknown words at the same time. Background note Andrew Lloyd Webber (1948- ) is a very successful English composer of musicals. In 1996 he was awarded an Oscar for Best, Original song (You (You must love me) me) in the film Evita Evita.. • Ask Ss some comprehension questions: Who are the two musicals written by? Andrew Lloyd Webber. When and where was the first performance of The Phantom of the Opera? In 1986 in London. Who is The Phantom? A young composer who lives in the Paris Opera House. Who is Christine? A beautiful opera singer. What happens in the end? The Phantom helps Christine and Raoul be together. What is special about the animals in ‘Cats’? They talk and act like humans. Where do the cats live? In a junkyard. What makes ‘Cats’ one of the most popular musicals of all time? The music, the colourful costumes and make-up. • Have Ss do the activity. • Check the answers with the class. KEY 1. Both 2. Cats 3. Phantom 4. Both 5. Phantom 6. Phantom 7. Cats 8. Both • Explain any unknown words and choose Ss to read the text aloud. • Ask Ss if they would like to watch these musicals and why and generate a short discussion. 109 TB Project Write a review! • Draw Ss’ attention to the project and tell them that they are going to write a review. • Refer Ss to the Project Skills section and explain the steps they have to follow to write their review. • Allow Ss some time to search the Internet and find the information they need. • Explain to Ss that they should always proofread their work when they finish. • Allow Ss some time to do this activity in class or assign it for homework. • Have Ss read out their reviews in class. Song 4 Superstar Aims: 57 to help Ss revise and consolidate the structures, functions and vocabulary they have already studied through a song • • • • • • • • Draw Ss’ attention to the title of the song. Ask Ss to guess what the song will be about. Accept all answers. Explain to Ss that ‘super’ is used before nouns to indicate that something is bigger, better or more advanced than something else. Ask Ss to read through the song without worrying about the correct answers. Ask Ss to guess the correct words before listening to it. Play the recording and have Ss listen to the song carefully and check their answers. Check the answers with the class and explain any unknown words. KEY 1. believe 2. albums 3. far 4. pop 5. award 6. Fans • Play the recording again and have Ss sing along. • Ask Ss if they would like to be a music superstar and why or why not; what they think the advantages and disadvantages of being a superstar are, etc. and initiate a short discussion. TB 110