Blockbuster 3 is a modular course in English aimed at students within the category of B 1.1. The course incorporates both a cross-cultural approach, and its syllabus reflects the guidelines of the European Framework.
with detailed theory and After each five units there is an Exploring Grammar section Wllich revises the grammar from the previous five There are also Revision sections which revise all the material covered up to that point in the book.
Blockbuster 3 develops all four skills (listening, speaking, reading and writing) through a variety of communicative tasks, and systematically recycles key language items. Above all, it is designed to promote active (activating all new vocabulary and structures in meaningful, everyday situations), holistic (encouraging the creative collective use as well as the linguistic analytical use of students' brains) and humanistic learning (acquiring and practising language through pleasant tasks and topiCS paying attention to students' needs, feelings and desires).
My Language Portfolio My Language Portfolio contains material to be used in a variety of tactile tasks throughout the course. This material is printed on pages which students may then cut out and file in their individual Language Portfolios (see Students' Language Portfolios below).
The coursebook consists of eight modules of five units each. Each unit is designed to be taught in five 50·minute lessons. There is also a Culture Corner and Curricular Cuts section, as well as a Self Check section, at the end of each module.
Student's Book The Student's Book is the main component of the course. Each unit is based on a single theme and the topics covered are of general interest. All modules follow the same basic structure (see Elements of the Coursebook below). .. Optional units The course includes two units aimed to be done before certain celebrations (May Day and St Patrick's Day). Workbook & Grammar Book The Workbook & Grammar Book is in full colour. The Workbook contains units corresponding to those in the Student's Book. It can be used either in class or for homework upon completion of the relevant unit in the Student's Book. It aims to consolidate the language presented in the Student's Book through a variety of exercises incorporating all four skills. The Grammar Book provides further exploration of the grammar taught in each unit of the Student's Book,
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Teacher's Book The Teacher's Book contains detailed Teacher's notes, which provide: • objectives of each unit in a clear and concise way • step-by-step lesson plans and suggestions on how to present the material .. a full key to the exercises in the Student's Book and Workbook & Grammar Book • tapescripts of all listening material • My Language Portfolio guidelines • instructions & key to board games .. a full key to the Test Booklet The photocopiable material is: • Evaluation sheets .. Formative Evaluation Charts • Student's Self-Assessment Forms .. Progress Report Cards .. Resource Bank Material with Extension Activities • Progress Check Tests & Key Test Booklet The Test Booklet contains eight Modular Tests, each in two versions of equivalent level. This is to ensure reliability of results, especially with where students sitting next to each other work on different tests, but are tested in the same langua£lo areas at (~xactly the same level of difficulty. The tests Ih~) assessment of students' progress and enabl(~ tho \O!:lCrlOr to pinpOint students' specific stren~Jths There is also n Mid well as an Exit Test.
all and can thoso plnnninq In
nn ofloctlvo assessment test for 1l10VO Oil 10 thB next level.
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00
Use of (bilingual/monolingual) dictionary. Encourage students to guess the meaning of a word, then use their dictionaries to check if their guess is correct. Sketching. Draw a simple sketch on the board to illustrate the word(s) to be explained. For instance:
tall short
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Flashcards. Make Flashcards out of magazine or newspaper pictures, photographs, ready drawings and any other visual material which may serve as vocabulary teaching tools. Use of L 1. In a monolingual class, vocabulary can be explained in the students' mother tongue, although this method should be used only in moderation. Students also need to compare their mother tongue to the English language to find similarities and/or differences.
C - ASSigning homework It is recommended that homework is regularly assigned and routinely checked according to the specific needs of the class. When aSSigning writing tasks, prepare students as help well as possible in advance. This will them avoid errors and get maximum benefit from the task. Commonly assigned homework tasks include: 00 Vocabulary. Students memorise the meaning of words and phrases. spelling 00 Spelling. Students learn the of particular words without memorising the text in which they appear. Student's 00 Reading aloud. Assisted by the Cassette or CD, students practise at home in preparation for reading aloud in class. 00 Writing. After thorough preparation in class, students are asked to produce a complete piece of writing.
D - Correcting students' work
All learners make errors; they are part of the process of learning. The way errors are dealt with depends on the activity. 00 Oral accuracy. In drill work, correct students on the spot, either by providing the correct answer and asking them to repeat it, or by indicating the error but Alternatively, allowing students to correct it. indicate the error and ask other students to correct it. The choice of technique depends on the type of word or expression. For example, it may be easier to 00 Oral fluency. In pairwork or free speaking activities, allow students to finish the task without interruption, describe an action verb through miming, and not but make a note of the errors made and correct them through a synonym or definition. afterwards. 00 Written work. Do not over-correct; focus on errors B - Writing (Skills work) All writing tasks in Blockbuster 3 have been carefully that are directly related to the point of the exercise. designed to guide students closely in producing a When giving feedback you may write the most successful piece of writing. common errors on the board and help the class to 00 Always read the model text provided and deal in correct them. detail with the tasks that follow. Students will then Remember that praising students and rewarding Post written work on have acquired the language necessary to cope with good work is of great importance. a notice board in the classroom or school, or give the final writing task. 'reward' stickers, Praise effort as well as success. 00 Make sure that students understand they are writing for a purpose. Go through the writing task in detail E - Class organisation so that students are fully aware of why they are 00 Open pairs. The class focuses its attention on two writing and who they are writing to. students doing the assigned task together. Use this 00 Make sure that students follow the structured outline technique to provide an example of how the task they are provided with. should be done. 00 It would be advisable to complete the task orally in 00 Closed pairs. Pairs of students work together on a class before assigning it as written homework. task or activity, while the teacher moves around the Students will then feel more confident about classroom offering assistance and suggestions. producing a complete piece of writing on their own. Ensure the task is clearly understood before closed pairwork begins. 00
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Stages in pailWork:
throughout the their learning both The main emphasis that while compiling develop the skill of working The aim of the
for documenting the classroom. of learning, so Portfolios, learners
Organise students into pairs Set the task and time limit Rehearse the task in open pairs Ask students to do the task in closed pairs Go around the class and help students is to develop the Pairs report back to the class be guided at • Groupwork. Groups of three or more students work first on how to organise work, keep records, together on a task or activity. projects or roleplay access their own information, etc. Learners at this level are often most easily done in groups. Again, ensure are usually willing to experiment and try new things, but students clearly understand the task in advance. at the same time, can be discouraged if they are not Rolling questions. A student answers a question, • a routine has been sure what is required of them. Once then proceeds to ask a question directed at the next established and learners begin to develop their student in turn. This continues around the class. autonomy, they can be given more responsibility and F - Using the Student's Cassette or Audio CD All dialogues and texts in the Culture Corner and Curricular Cuts sections are recorded on the Student's Cassette or CD. Students have the chance to listen to these recordings at home as many times as they want in order to improve their pronunciation and intonation. The suggested stages of such self-access study are: • The student listens to the recording and follows the lines in the text or dialogue. • The student listens to the recording with pauses after each sentence or exchange. The student repeats as many times as needed, trying to imitate the speaker's pronunciation and intonation. • The student listens to the recording again, then reads aloud.
freedom. Learners will still appreciate feedback and appraisal, though, so it is important that their efforts are monitored and facilitated. First
Steps is Itsuggested that work on the Language Portfolio is started a few weeks into the course once students have made some progress in the English language. At this level, a letter can be sent home to parents to inform them that the students will need a folder, plastic envelopes, etc. At the beginning of the first session, ask the students to turn to page three of their Language Portfolio. Go through the letter together, making sure that the students have a thorough understanding of the concept of the Language Portfolio. Encourage them to ask questions about anything they do not understand. Then, give the students some time to arrange their Language Portfolio. Go around, providing any necessary help. the students have arranged their Language Once At the beginning of the course, students should be Portfolio, go through each page together, commenting asked to obtain a suitable folder, or sectioned on the layout and pictures, and giving a brief document wallet, which they will bring to each lesson explanation of the content of each page. Spend some and which will hold their personal Language Portfolio. time going through the Language Biography section, This will be used to store not only the material cut providing any necessary help. Once this has been out of the printed supplement, My Language Portfolio, completed, encourage the students to do the activities but also a wide variety of other documents and material. in the Dossier section. In practice, Language Portfolios may include projects or other written work; computer diskettes with How to approach each section work or drawings completed inside or outside the class; I) Language Passport video cassettes with the students' favourite story, filmed Read out the introductory paragraph as the students performances of songs, school plays, etc; Evaluation follow silently. Answer any questions they may have. Sheets and reports from teachers; various realia or Each time they are given something for this section, pictures and so on. In short, it is a collection of what the remind them to make a record of it and file it in the learners want to keep as evidence of what they are appropriate section of their Language Portfolio. learning through the medium of the English language. This Language Portfolio is the student's property. It is a tool to accompany the students' language learning
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should offer a ways. Consequently, a coursebook II) Language Biography variety of exercises and material which stimulate all Spend some time on each section, making sure the types of learning styles in order to help the learners students know what is required of them. learn according to their personal learning styles. Here is a brief explanation of the rationale of each .. Visual Learners need to see the teacher's body section: language and facial expression to fully understand - All about me: Students fill in their personal the content of the lesson. They think In pictures and information and record their exposure to the learn best from visual displays, including diagrams, English language. illustrations, transparencies, videos, flashcards and How I learn: Go through the section along with students, providing any necessary help. The hand-outs. purpose of this section is for both students and .. Auditory Learners learn best through verbal teacher to be able to determine each student's explanations, discussions, talking things through individual learning style (i.e. visual, auditory, and listening to what others have to say. Written tactile/kinaesthetic) and needs. information may have little meaning until it is heard. My World of English: By updating the record, Students often benefit from reading a text aloud and students get a sense of achievement in the target using a tape recorder. language. " Tactile/Kinaesthetic Learners learn best through a Now I can: Students have the opportunity to hands-on approach, actively exploring the physical assess their own learning. If a student moves to world around them. They may find it hard to still a new school his/her teacher will also be able to for long periods and may become distracted by their gauge this student's level. need for activity and exploration. These learners Future Plans: Students record their intentions and express themselves through movement. They have ambitions concerning their improvement in the a good sense of balance and hand-eye cotarget language. ordination. By interacting with the space around them, they are able to remember and process III) Dossier information. Involve them in role play, pairwork and The activities have been designed to reinforce the other classroom activities. language covered in each module. They can be done upon completion of each module or at a time convenient to the teacher, provided that students have covered the corresponding module. Evaluation is an essential part in the learning process. It helps the learners recognise their progress It is suggested that teachers participate in the in the target language, how much they have achieved activities by bringing in a completed version of an and what areas need further practice. The learners' activity to be presented. Students need to be attitude towards their own learning experience is motivated and inspired, and the following is a positively influenced as they participate in the whole suggestion on how to approach each activity: Every process. Evaluation also allows teachers to reflect on time students present an activity, give them due the validity of their teaching practices and the types of praise and attention, reward them with stickers, etc. material being used. In general, make them feel that they have done The process is divided into three parts: Initial something special; in this way, the whole class will Evaluation at the beginning of the course, Formative be encouraged to do likewise. Evaluation, which is done on a day-to-day basis, and Cumulative Evaluation, upon finishing a module.
Experienced teachers will be aware that some of their students learn best by listening to new information, some prefer to read about it, whereas other students need to do something with the new information. There is no absolute 'best' method of learning; these are all valid learning styles, as different people learn in different
Initial Evaluation This evaluation centres mainly on the students' reports from the previous school year. The teacher can assess the students' level, work already covered, work which needs to be covered, strengths/weaknesses, etc.
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Formative Evaluation Any exercise a student does can be used for this type of evaluation. The results are then recorded on the student's Formative Evaluation Chart. Make as many photocopies as you need and complete the charts as indicated. Write the names of the activities you are going to evaluate (e.g. dialogues, songs, pailWork, etc) and write the marks obtained with the help of the following code, using colours if you wish. c (competence - green): the student has a full understanding of the task and responds appropriately w (working on yel/ow): the student has an understanding of the task but the response is not fully accurate n (non-competence red): the student does not understand the task and is unable to respond appropriately
Cumulative Evaluation Cumulative evaluation takes into account the work the students have done throughout the module as well as their participation and attitude. The instruments of evaluation are: 00 Student's Check Forms: After the students have completed the Self-Check section of each module, they fill out the photocopiable Check Form, giving their subjective opinion of their own performance. This learning-to-Iearn technique enables the students to develop awareness of their progress. The Check Forms should be kept in their Language Portfolio for future reference. The Check Forms are printed at the back of the Teacher's Book.
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Aflc3r students complete each '''''1ri.rln
00
test, photocopy Card from the
should these cards in their Language Portfolio lor lulure Yr.,It:'f""""'" Student Evaluation completed the Module teacher corrects it and records their progress on this sheet, which is printed in the Test Booklet. The sheet together with the corresponding Module if the teacher wishes is given to students for them to file in their Language Portfolio.
The following abbreviations are used in the Student's Book and Teacher's Notes: T S(8)
teacher student(s) HW homework L1 students' mother tongue exercise p(p). page(s) e.g. for example i.e. that is etc etcetera sb somebody sth something
., )I>
.,
reading sentences in order to identify context; listening to dialogues and comparing them with the written version; listening to a dialogue to match people to their job; listening to dialogues to sequence information; listening to the module song to revise vocabulary.
Objectives
In this module, the students will learn how to: • talk about their personal belongings/hobbies/chores. III describe their rooms. • talk about people's character and appearance. " express annoyance. III express their likes/dislikes. • make suggestions agree/disagree. III talk about hobbies. III write an interview. III write a summary of a text. (II use previous knowledge. • develop learning strategies. • develop learner autonomy. • introduce their family by means of an email.
Developing oral comprehension: listening to and
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Developing oral expression in different situations:
asking and answering questions in pairs to talk about their rooms; producing a monologue to describe people's hobbies; talking about chores; creating short dialogues, making suggestions, expressing agreement! disagreement; asking friends about their hobbies; interviewing a friend about his/her lifestyle; playing a board game to consolidate the language of the module. • Developing written comprehension: reading dialogues to obtain general and specific information; reading articles to expand vocabulary; reading an email from somebody introdUCing himself; reading the words of a song; reading an article about vacations in the US; )I> Content - Concepts reading the text again in order to write a short text. • Developing written expression: preparing a short text I. Communicatiori skills on a room; preparing a chores chart; writing an • Express annoyance. introductory email to a pen pal; writing an article on III Talk about their hobbies and lifestyles. holidays in students' country, and an interview for a III Give information about other people's appearance. school magazine. II. Thinking about language • USing previous knowledge: computer skills: knowing A. Language and grammar functions how emails work. III Present simple and present continuous. ., Learning strategies: discussing the opening questions Adjectives. Adverbs of frequency. Phrasal and related to the themes of the module; skimming the pages stative verbs. to find out about these themes; observing photos in B. Vocabulary order to understand the oral and written texts; classifying • Personal belongings. Leisure activities/ hobbies. vocabulary; asking and answering questions to reflect on Household chores. Lifestyles. Character and the formation and use of grammatical structures. appearance. III Developing learner autonomy: using Study the Skills C. Phonetics and phonology boxes to learn how to study alone; revising vocabulary with III Understanding the different aspects of English the help of the Word revising grammar with the help of pronunciation: rhythm, stress and intonation. the Grammar Reference Section (Student's Book) and the ., Pronouncing the active vocabulary and basic Workbook & Grammar Book; completing the self-evaluation structures of the module. exercises Self Check 1; using the self-evaluation form Student's Check Form 1 to reflect on their achievements; III. Sociocultural aspects updating their My Language Portfolio. III Using appropriate formulaic expressions to express annoyance. .. Dealing with Diversity (II Using appropriate formulaic expressions to ask and Reinforcement activities talk about likes/dislikes, habits and routines. • Completing the Workbook exercises for 1-5 units . ., Sociocultural aspects of English-speaking countries: (Workbook & Grammar Book) vacations in the US. (II Completing the grammar revision exercises, unit 1. III Other sociocultural aspects: emails. (Workbook & Grammar Book) • Using the photocopiable exercises Photocopiable Material .. Methodological Procedures for module 1. (Resource File, Teacher's Book) • Recognising the characteristic sounds of English: It Completing the Dossier activity for module 1. (My listening to and repeating the active vocabulary of the Language Portfolio) module. III Revising the dialogues, songs and oral texts with the Familiarising oneself with the rhythm and intonation helpStudent's of the CD/cassette. (module 1) of English: listening to the introductory dialogues; III Doing the interactive reinforcement activities. repeating and reading dialogues aloud; listening to the (Blockbuster CD-ROM, module 1) module song and singing along; producing exchanges based on oral models.
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Inulnul10llhl III Moduln I 110111(1 onmo. (Resource File
Extension activities " Doing the pairwork exercise for module 1. (Pairwork
Board
Activities, Student's Book) " "
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Completing the language awareness exercises for module 1. (Workbook & Grammar Book) Doing the interactive extension activities. (Blockbuster CD-ROM, module 1)
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Now I Self Clwv/( I sollovnluntion page. (Student's Book) \II SII/(/(lII/'s G/leck Form, module 1. • Module Tosil wiliton Booklet) • Photocopiable Stuelonl Evaluation Sheet. (Resource File Teacher's • My Language Portfol/o. • Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) Progress Report module 1. • Photocopiable Card, (Resource File Teacher's Book) \II
Values and Attitudes
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Respect for their classmates' belongings and family circumstances. " Interest in finding out about lifestyles. Interest in finding out about vacations. Active participation in group activities and non-competitive games. II. Interest in overcoming learning problems.
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Transversal Themes
Moral and social development: the activities presented in the module will help the students: " use appropriate expressions to express annoyance, likes and dislikes, and to make suggestions. \II respect their classmates' turn when taking part in group activities. " be tolerant of their classmates' level of English.
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Evaluation
I. Communicative abilities Criteria \II Creative reformulation of oral messages: using appropriate formulaic expressions to express annoyance, likes & dislikes, and to make suggestions. \II Participation in oral exchanges: to exchange information about likes/dislikes, leisure activities; to describe people; to interview a friend or family member to find out about about their daily routine. \II Reading texts in order to identify and extract information from: the dialogues of the module; emails; articles; an article on vacations in the US. \II Writing: a short description of a room; an email to a friend about hobbies; a summary of a text; preparing a chart on chores; an interview. Procedures \II Playing the Module 1 board game to evaluate students' communicative abilities and their degree of participation in group activities. (Resource File Board Games: module 1) \II Revising the language presented in the module with the help of the Now I can ... checklist. \II Completing the Self Check 1 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 1. \II Completing the Module Test 1 written test. (Test
Thinking about language Criteria • Understanding the formal aspects of the foreign language code: contrasting the present simple and the present continuous; using the appropriate adverbs of frequency. • Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module. • Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form. • Active participation in the self-evaluation process to correct errors and improve the learning process. Procedures 41 Completing the Self Check 1 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 1. " Completing the Module Test 1 written test. (Test
Booklet) \II
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Presenting their chores chart to the group. Playing the Module 1 board game to evaluate students' morphosyntactic knowledge and their degree of participation in group activities. (Resource
File
Board Games: module 1)
Instruments
• \II \II
Now I can ... checklist. Self Check 1 self-evaluation page. (Student's Book) Photocopiable Student's Check Form, module 1. " Module Test 1 written test. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource File Teacher's Book) II My Language Portfolio. II Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) \II Photocopiable Progress Report Card, module 1. (Resource File - Teacher's Book) II Module 1 board game. (Resource File Board Games)
Booklet) \II
Updating the module activities in My Language
Portfolio. \II
Systematic observation of students' attitude; recording the results on the photocopiable Formative
Evaluation Chart. (Resource File
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Teacher's Book)
III.
Sociocultural aspects Criteria \II Using appropriate expressions to ask and talk about likes/dislikes, annoyance and to make suggestions. II Sociocultural aspects of English-speaking countries:
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understanding the information given in the article on vacations in the US. Other sociological aspects: understanding emails; understanding hobbies and leisure time activities.
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Procedures "
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II)
Completing the Self Check 1 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 1. Presenting their chores chart to the group.
Instruments .. Now I can ... checklist. .. Self Check 1 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 1. • My Language Portfolio. /I Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) .. Photocopiable Progress Report Card, module 1. (Resource File Teacher's Book)
Other SOCiological aspects: the history of the British police; an article about animal welfare in S8' country.
Methodological Procedures Recognising the characteristic sounds of English: listening to and repeating the active vocabulary of the module.
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Familiarising oneself with the rhythm and intonation of English: listening to the introductory dialogues; repeating and reading dialogues aloud; listening to the module song and singing along; producing exchanges based on oral models. Developing oral comprehension: listening to and reading sentences in order to identify context; listening to dialogues and comparing them with the written version; listening to a dialogue to correct a statement; listening to a text in order to solve a crime; listening to the description of strange laws; listening to the module song to revise vocabulary.
Developing oral expression in different situations:
• .. Objectives In this module, the students will learn how to: /I talk about crime, criminals, and the police. fi express interest & surprise. .. state facts. .. express doubt and certainty about facts. " ask for & give information. • write an eye-witness statement. • write a detective story as a comic strip. • use previous knowledge. • develop learning strategies. .. develop learner autonomy.
II)
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.. Content Concepts I. Communication skills • • • •
Talk about a crime. Ask and answer questions about a crime. Carry out a telephone conversation. Research information about an animal welfare organisation.
• •
II. Thinking about language A. language and grammar functions •
Past simple and past continuous. Used to and would. Phrasal verbs. Linkers.
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B. Vocabulary •
Personal belongings. People who help us. Detective stories. Police equipment.
C. Phonetics and phonology • •
Understanding the different aspects of English pronunciation: rhythm, stress and intonation. Pronouncing the active vocabulary and basic structures of the module.
.. Dealing with Diversity Reinforcement activities
III. Sociocultural aspects .. • •
Using different formulaic expressions to express doubt and certainty. Requesting information. Sociocultural aspects of English-speaking countries: animal welfare and neighbourhood watch in the UK.
asking and answering questions in pairs to solve a crime; creating short dialogues about describing a crime in the past; describing a crime to the police; interviewing somebody in relation to a crime; presenting a short summary to the class; narrating a story based on a mime. Developing reading comprehension: reading dialogues to obtain general and specific information; reading articles to expand vocabulary; reading a comic strip about a murder; reading the words of a song; reading an article about the history of the police, reading a website about animal welfare; reading a leaflet about neighbourhood watch in Britain; reading the text again in order to prepare a school watch scheme. Developing written expression: preparing a statement on a crime; describing the life of a superhero; making a comic strip; composing strange laws; writing a short crime story; designing a website; producing a leaflet. Using previous knowledge: information on crime and crime prevention; the Internet and webpage design. learning strategies: discussing the opening questions related to the themes of the module; skimming the pages to find out about these themes; observing photos in order to understand the oral and written texts; classifying vocabulary; asking and answering questions to reflect on the formation and use of grammatical structures. Developing learner autonomy: using the Study Skills boxes to learn how to study alone; revising vocabulary with the help of the Word List; revising grammar with the help of the Grammar Reference Section (Student's Book) and the Workbook & Grammar Book; completing the selfthe evaluation exercises Self Check 2; using selfevaluation form Student's Check Form 2 to reflect on their achievements; updating their Language Portfolio.
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Completing the Workbook exercises for units 6-10. (Workbook & Grammar Book) Completing the grammar revision exercises, unit 2. (Workbook & Grammar Book)
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It
Using the photocopiable exercises Photocopiable Material for module 2. (Resource File, Teacher's Book) Completing the Dossier activity for module 2. (My
11m Mmlule board game to evaluate stuclontn' OOll1llHmtclltive abilities and their degree of III Ilroup activities. (Resource File
Language Portfolio) Revising the dialogues, songs and oral texts with the help of the Student's CD/cassette. (module 2) III Doing the interactive reinforcement activities. (Blockbuster CD-ROM, module 2) Extension activities • Doing the pairwork exercise for module 2. (Pairwork
/Hodulo
•
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•
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Completing the language awareness exercises for module 2. (Workbook & Grammar Book)
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Doing the interactive extension activities. (Blockbuster CD-ROM, module 2)
Animal welfare: the activities presented in the module will help the students: • observe and appreciate the work of animal welfare. • appreciate the vunerability of animals and the need to protect them adequately. ... Evaluation I. Communicative abilities Criteria • Creative reformulation of oral messages: using appropriate formulaic expressions to express interest or surprise; using the appropriate questions to ask for information. • Participation in oral exchanges: exchanging information about crime; creating short dialogues to ask for and give information about past events; participating in team games; presenting an information leaflet. • Reading texts in order to identify and extract information from: the dialogues of the module; articles; comics; a leaflet and a webpage. • Writing: texts to describe crime; a statement; a website; a leaflet.
in the module with the of the Now I can checklist. Completing the Self Clleck 2 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 2. Completing the Module Test 2 written test. (Test 1I1fl
Booklet) Updating the module activities in My Language
Portfolio. •
Systematic observation of students' attitude; recording the results on the photocoplable Formative
Evaluation Chart. (Resource File
Interest in learning about crime. Interest in finding out about job responsibilities. Interest in finding out about animal welfare. Accepting and viewing errors as a natural part of the learning process. Reflecting on their progress and showing willingness in overcoming learning problems.
Transversal Themes .. Crime prevention the activities presented in the module will help the students:
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Activities, Student's Book)
.. Values and Attitudes • •
41
Teacher's Book)
Instruments II Module 2 board game. (Resource File
Board Games) 41 Now I can ... checklist. .. Self Check 2 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 2. • Module Test 2 written test. (Test Booklet) • Photocoplable Student Evaluation Sheet. (Resource File Teacher's Book) • My Language Portfolio.
II. Thinking about language Criteria • Understanding the formal aspects of the foreign language code: appropriate formation and use of used to and would; use of phrasal verbs; appropriate use of linkers. .. Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module. • Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form. • Active participation in the self-evaluation process to correct errors and improve the learning process. Procedures • Completing the Self Check 2 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 2. .. Completing the Module Test 2 written test. (Test Booklet) • Presenting their leaflet to the group. • Playing the Module 2 board game to evaluate students' morphosyntactlc knowledge and their degree of participation in group activities. (Resource File Board Games: module 2) Instruments • Now I can ... checklist. • Selt Check 2 self-evaluation page. (Student's Book)
Photocopiable Student's Check Form, module 2. Module Test 2 written test. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource File Teacher's Book) • My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) • Photocopiable Progress Report Card, module 2. (Resource File Teacher's Book) • Module 2 board game. (Resource File Board Games) •
•
III.
Sociocultural aspects Criteria • Using appropriate greetings upon welcoming someone. • Using appropriate beginnings and endings in letters and emails. • Sociocultural aspects of English-speaking countries: understanding the information given in the texts about the police, animal welfare and neighbourhood watch. • Other sociocultural aspects: finding out about animal welfare in Ss' country; making a leaflet on school security. Procedures • Completing the Self Check 2 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 2. • Presenting their leaflet to the group. Instruments II Now I can ... checklist. • Self Check 2 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 2. II II
II
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My Language Portfolio. Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) Photocopiable Progress Report Card, module 2. (Resource File Teacher's Book)
Objectives
In this module, the students will learn how to: • make predictions. • talk about future plans. • talk about endangered species and their protection. • talk about global warming. • discuss hypothetical situations. • express certainty/uncertainty. • ask for/give advice. • write a horoscope entry. II make a poster on environmental protection. • write an advert. II write a letter of advice. • use previous knowledge. • develop learning strategies. • develop learner autonomy.
» I.
Content
Concepts
Communication skills • Talk about future plans and aspirations. II Talk about plans to help the environment. • Discuss hypothetical situations. • Talk about a natural habitat. II Describe a conservation project.
II. Thinking about language A. Language and grammar functions II Future (will). Contrasting the use of will with going to. Forming abstract nouns from verbs. Type 0 & 1 conditionals. Modals' (should/shouldn't). Phrasal verbs. B. Vocabulary • Predictions. Star signs. Changes in life. Endangered animals, animal categories, environmental change and protection. Gadgets. Teenage problems. C. Phonetics and phonology • Understanding the different aspects of English pronunciation: rhythm, stress and intonation. • Pronouncing the active vocabulary and basic structures of the module. • Pronouncing the stressed words/syllables in a sentence. II Positive and negative exclamative intonation. III.
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Sociocultural aspects II Using different expressions to make predictions. • Using different expressions to express plans. • Sociocultural aspects of English-speaking countries: environmental protection; ecological habitats. • Other sociocultural aspects: teenage issues; techonology; recycling; animal welfare; career plans. Methodological Procedures Recognising the characteristic sounds of English: listening to and repeating the active vocabulary of the module; repeating sentences to pronounce the stressed words and syllables; practising affirmative and negative exclamative intonation. Familiarising oneself with the rhythm and intonation of English: listening to the introductory dialogues; repeating and reading dialogues aloud; listening to the module song and singing along; producing exchanges based on oral models. Developing listening comprehension: listening to dialogues and comparing them to the written version; listening to a dialogue for advice; listening to a dialogue to fill in gaps; listening to a report to confirm predictions; asking and answering questions in pairs about future plans; making predictions; listening to the module song to revise vocabulary. Developing oral expression in different situations: creating a dialogue about protecting endangered species; recalling information about technology; encouraging people to buy something; creating a dialogue giving and asking for advice; doing a presentation on botany and plants; playing a game to consolidate the language of the module.
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Developing reading comprehension: reading UldIVUUt:1" to obtain general and specific information; reading school magazine article to expand vocabulary; reading a webpage about global warming; reading an article about gadgets, reading an Internet message board containing advice for teenagers; reading an email containing advice from a friend; reading the words of a song; reading a text about a conservation project in Britain; reading the text again in order to write a report; reading an article about natural habitats. Developing written expression: preparing a weekly horoscope; preparing a poster and a brochure on conservation; making an advertisement for a local park; writing an advert for a gadget; writing an email giving advice. Using previous knowledge: local, national and international environmental issues; biology. Learning strategies: discussing the opening questions related to the themes of the module; skimming the pages to find out about these themes; observing photos in order to understand the oral and written texts; classifying vocabulary; asking and answering questions to reflect on the formation and use of grammatical structures. Developing learner autonomy: using the Study Skills boxes to learn how to study alone; revising vocabulary with the help of the Word List; revising grammar with the help of the Grammar Reference Section (Student's Book) and the Workbook & Grammar Book; completing the selfevaluation exercises Self Check 3; using the selfevaluation form Student's Check Form 3 to reflect on their achievements; updating their Language Portfolio. Dealing with Diversity
Reinforcement activities • Completing the Workbook exercises for units 11-15. (Workbook & Grammar Book) • Completing the grammar revision exercises, units 3 & 4. (Workbook & Grammar Book) • Completing the grammar revision exercises. (Workbook & Grammar Book) • Using the photocopiable exercises Photocopiable Material for module 3. (Resource File, Teacher's Book) • Completing the Dossier activity for module 3. (My
Language Portfolio) •
Revising the dialogues, songs and oral texts with the help of the Student's CD/cassette. (module 3) • Doing the interactive reinforcement activities. (Blockbuster CD-ROM, module 3) Extension activities • Doing the pairwork exercise for module 3. (Pairwork
Activities, Student's Book) • •
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Completing the language awareness exercises for module 3. (Workbook & Grammar Book) Doing the interactive extension activities. (Blockbuster CD-ROM, module 3) Values and Attitudes Interest in finding out about environmental issues. Interest in learning about new technology. Interest in finding out about animal welfare. Showing willingness in overcoming learning problems.
). TrllIHlVoumllhomos En\llronmontlll nWlll'Onoss: the activities presented in the modulo will tho Hilldonts: • IJllonnlllioll on t10w to protect the environment and IOGal hnbitnts. • develop their inlerest in technology.
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Evaluation
I. Communicative abilities Criteria • Creative reformulation of oral messages: using appropriate expressions to make predictions. • Participation in oral exchanges: exchanging information about events; the environment; technology problems; participating in team games and whole-class discussions to talk about ecology. • Reading texts in order to identify and extract information from: the dialogues of the module; school magazine articles; web pages; adverts; emails; informative texts. • Writing: a horoscope; making a poster and writing a leaflet on environmental issues; an advert for a gadget; an email containing advice. Procedures • Playing the Module 3 board game to evaluate students' communicative abilities and their degree of participation in group activities. (Resource File Board Games: module 3) • Revising the language presented in the module with the help of the Now I can ... checklist. • Completing the Self Check 3 self-evaluation page (Student's Book) and writing down the results on the photocoplable Student's Check Form, module 3. • Completing the Module Test 3 written test. (Test Booklet) • Updating the module activities in My Language Portfolio. • SystematiC observation of students' attitude; recording the results on the photocopiable Formative Evaluation Chart. (Resource File - Teacher's Book) Instruments Board • Module 3 board game. (Resource File Games) • Now I can ... checklist. • Self Check 3 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 3. • Module Test 3 written test. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource File - Teacher's Book) • My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File - Teacher's Book) • Photocopiable Progress Report Card, module 3. (Resource File - Teacher's Book) II. Thinking about language Criteria • Understanding the formal aspects of the foreign language code: appropriate formation and use of will; use of going to; correct formation of conditionals type 0, 1 & 2; appropriate use of should/shouldn't; use of time words; adverb formation.
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Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module; correct pronunciation of stressed words and syllables in sentences; appropriate intonation to express feelings and show surprise. • Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form. • Active participation in the self-evaluation process to correct errors and improve the learning process. Procedures .. Completing the Self Check 3 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 3. • Completing the Module Test 3 written test. (Test
Booklet) • •
Presenting their self-portrait to the group. Playing the Module 3 board game to evaluate students' morphosyntactic knowledge and their degree of participation in group activities. (Resource
Fife
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• • • • • •
Board Games: module 3)
III. Sociocultural aspects Criteria • Appropriate use of different expressions to talk about plans and intentions. .. Using different expressions to show surprise. • Sociocultural aspects of English-speaking countries: reflecting on the certainty/uncertainty, animal welfare and environment technology. • Other sociocultural aspects: understanding teenage problems. Procedures • Completing the Self Check 3 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 3, • Presenting their written work to the group. Instruments .. Now I can ... checklist. • Self Check 3 self-evaluation page, (Student's Book) • Photocopiable Student's Check Form, module 3.
• • •
My Language Portfolio. Photocopiable Formative Evaluation Chart, (Resource Fife Teacher's Book) Photocopiable Progress Report Card, module 3. (Resource File Teacher's Book)
Content - Concepts
I. Communication skills
Instruments
• Now I can ,.. checklist • Self Check 3 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 3, • Module Test 3 written test (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource File - Teacher's Book) • My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) • Photocopiable Progress Report Card, module 3. (Resource File Teacher's Book) • Module 3 board game. (Resource File Board Games)
Objectives
In this module, the students will learn how to: • talk/write about country & beach rules. • talk/write about travel tips. • talk about school/subjects and school rules. • write school rules. .. talk/write about sports & equipment. • compare sports, • write an email giving advice. • use previous knowledge. • develop learning strategies. • develop learner autonomy.
Reprimand, make excuses & apologise. Give advice & reasons. Express agreement & disagreement. Ask for/refuse to give permission. Explain the traffic rules in their country. Research and talk about holidays in the past
II. Thinking about language A. Language and grammar functions • Use of must/mustn't. Phrasal verbs. Contrasting shouldn't/mustn't Use of don't need to/don't have to/can't. The comparative and superlative. Word formation (-ed and -ing endings), Contrasting the use of should/need. B. Vocabulary • Rules of the countryside. Travel. School subjects. Extreme sports & equipment Types of holidays. C. Phonetics and phonology • Understanding the different aspects of English pronunciation: rhythm, stress and intonation. • Pronouncing the active vocabulary and basic structures of the module. • Reprimanding & making excuses/apologising. III.
Sociocultural aspects • Using different expressions to agree/disagree. • Using different expressions to ask/give/refuse permission. • Sociocultural aspects of English-speaking countries: countryside rules; summer school activities; extreme sports; rules of behaviour/manners; history of holidays in the Victorian era. • Other sociocultural aspects: travel to Tokyo and activity holidays.
.. Methodological Procedures •
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Recognising the characteristic sounds of English: listening to and repeating the active vocabulary of the module; repeating sentences to practise affirmative and negative intonation. Familiarising oneself with the rhythm and intonation of English: listening to the introductory dialogues; repeating and reading dialogues aloud; listening to the
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(II
(II
II
(II (II
(II
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module song and singing along; producing exchanges based on oral models. Developing listening comprehension: listening to and reading sentences in order to identify reprimands, excuses and apologies; listening to and reading sentences in order to identify requests for permission and refusals; listening to an announcement and a dialogue in order to identify rules; listening to different sounds and matching them with pictures; listening to the module song to revise vocabulary. Developing oral expression in different situations: creating short dialogues about the rules of the countryside/beach and of school; giving some tourist tips; asking for/giving/refusing permission; explaining the equipment needed for particular sports; describing what people need to bring on holidays; comparing types of sports with classmates; interviewing someone about their sporting interests; presenting a poster on holidays in Victorian Britain to the class; playing a game to consolidate the language of the module. Developing written comprehension: reading dialogues to obtain general and specific information; reading leaflets/brochures/articles to expand vocabulary; reading a website forum about travelling to Tokyo; reading the words of a song; reading an email about holidays in Britain; reading a leaflet about manners in the UK; reading a text again in order to write a leaflet; reading a text about holidays in Victorian Britain. Developing written expression: describing rules and manners; preparing a poster on road signs; designing an Internet forum for tourists; writing a list of rules for a holiday camp; writing a paragraph on favourite sports; writing an email on holiday preparations; preparing a poster based on holidays in Victorian Britain. Using previous knowledge: geography; traffic rules. Learning strategies: discussing the opening questions related to the themes of the module; skimming the pages to find out about these themes; observing photos in order to understand the oral and written texts; asking and answering questions to reflect on the formation and use of grammatical structures. Developing learner autonomy: using the Study Skills boxes to learn how to study alone; revising vocabulary with the help of the Word List; revising grammar with the help of the Grammar Reference Section (Student's Book) and the Workbook & Grammar Book; completing the selfevaluation exercises Self Check 4; using the selfevaluation form Student's Check Form 4 to reflect on their achievements; updating their Language Portfolio.
Dealing with Diversity Reinforcement activities (II Completing the Workbook exercises for units 16-20. (Workbook & Grammar Book) (II Completing the grammar revision exercises, units 5, 7 & 14. (Workbook & Grammar Book) II Using the photocopiable exercises Photocopiable Material for module 4. (Resource File, Teacher's Book) (II Completing the Dossier activity for module 4. (My Language Portfolio) II Revising the dialogues, songs and oral texts with the help of the Student's CD/cassette. (module 4)
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interactive reinforcement module 4)
II
activities.
Extension activities II
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II
Doing the (PailWork Activities, Student's Completing the awareness exercises for module 4. (Workbook & Grammar Book) Doing the interactive extension activities. (BlOCkbuster CD-ROM, module 4)
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Values and Attitudes Interest in learning about correct forms of behaviour in the UK. • Interest in finding out more about sports in the UK. • Understanding the importance of developing good social and communicative skills. • Displaying confidence in one's ability to communicate successfully in English.
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Transversal Themes Protection of the environment: the activities presented in the module will help the students: • learn about the rules of the countryside and how to respect nature. • learn about different types of sports and the necessary equipment.
Moral and social development: the activities presented in the module will help the students: • learn about manners and expected forms of behaviour in the UK. • appreCiate and respect rules and regulations.
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Evaluation I. Communicative abilities Criteria • Creative reformulation of oral messages: using appropriate expressions to show surprise and sympathy. • Participation in oral exchanges: exchanging information about rules and regulations; giving tourist information; talking about sports and associated equipment; comparing different sports forms; carrying out an interview about sports; preparing a presentation on holidaymaking in the past. • Reading texts in order to identify and extract information from: the dialogues of the module; lists of rules; a website forum; an advertisement leaflet; a tourist guide; an article on sports; an email; an article. II Writing: a poster on road signs; an internet forum; a list of rules; a paragraph on sports; an email to a friend giving instructions; a leaflet; notes and an advertisement poster for holidays. Procedures • Playing the Module 4 board game to evaluate students' communicative abilities and their degree of partiCipation in group activities. (Resource File Board Games: module 4) II Revising the language presented in the module with the help of the Now I can ... checklist.
Completing the Self Check 4 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 4. " Completing the Module Test 4 written test. (Test Booklet) (II Completing the Mid-Term Test written test. (Test Booklet) (II Updating the module activities in My Language Portfolio.
.. Photocopiable Student's Check Form, module 4. .. Module Test 4/Mid-Term Test written tests. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource File Teacher's Book) .. My Language Portfolio. .. Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) .. Photocopiable Progress Report Card, module 4. (Resource File Teacher's Book) .. Module 4 board game. (Resource File Board Games)
.,.
(II
Systematic observation of students' attitude; recording the results on the photocopiable Formative
Evaluation Chart. (Resource File
Teacher's Book)
Instruments • Module 4 board game. (Resource File
" • (II
• "
" " "
Board Games) Now I can ... checklist. Self Check 4 self-evaluation page. (Student's Book) Photocopiable Student's Check Form, module 4. Module Test 4/Mid-Term Test written tests. (Test Booklet) Photocopiable Student Evaluation Sheet. (Resource Fife Teacher's Book) My Language Portfolio. Photocopiable Formative Evaluation Cl1art. (Resource File - Teacher's Book) Photocopiable Progress Report Card, module 4. (Resource File Teacher's Book)
II. Thinking about language Criteria .. Understanding the formal aspects of the foreign language code: appropriate formation and use of must/mustn't; use of don't need to/don't have to/can't; appropriate use of shouldn't/mustn't; appropriate formation and use of the comparative and superlative; formation of -ed and -jng endings; correct use of should/need. .. Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module; appropriate intonation to reprimand, make excuses, and to apologise. .. Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form. .. Active participation in the self-evaluation process to correct errors and improve the learning process. Procedures \II Completing the Self Check 4 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 4. .. Completing the Module Test 4/Mid-Term Test written tests. (Test Booklet) " Presenting their self-portrait to the group. o Playing the Module 4 board game to evaluate students' morphosyntactic knowledge and their degree of participation in group activities. (Resource
File - Board Games: module 4) Instruments II
"
Now J can ... checklist. Self Check 4 self-evaluation page. (Student's Book)
III.
Sociocultural aspects Criteria \II Using appropriate expressions to agree/disagree. \II Using appropriate expressions to ask for/give/ refuse permission. \1/ Sociocultural aspects of English-speaking countries: understanding countryside rules; understanding rules of behaviour/manners; appreciating the history of holidays in the Victorian era. • Other sociocultural aspects: presenting tips on travelling to Tokyo and activity holidays. Procedures .. Completing the Self Check 4 self"evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 4. \1/ Presenting their written work to the group. Instruments .. Now I can checklist. • Self Check 4 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 4.
.. My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) \II Photocopiable Progress Report Card, module 4. (Resource Fife Teacher's Book)
... Objectives In this module, the students will learn how to: \1/ describe clothes & patterns. \1/ talk about shops & products. .. interpret shop notices. • describe objects/faulty products. \1/ discuss methods of payment. • explain newspaper headlines. " write a quiz. .. write letters and emalls of complaint, requesting action and a reply. \II use previous knowledge. • develop learning strategies .. develop learner autonomy. ... Content - Concepts I. Communication skills • Shopping. • Compose a comic strip containing a dialogue.
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III III III
Write a formal letter to a hotel. Discuss currency. Write an article about shopping centres.
II. Thinking about language A. Language and grammar functions III The order of adjectives. The passive. Phrasal verbs. Word formation (negative adjectives). B. Vocabulary III Clothes/patterns. Types of department stores/ shops & products. Methods of payment. Adjectives relating to faulty products & making complaints. C. Phonetics and phonology III Understanding the different aspects of English pronunciation: rhythm, stress and intonation. III Pronouncing the active vocabulary and basic structures of the module. III Expressing intonation in making complaints, requesting action and responding to a complaint. III. Sociocultural aspects III Using various expressions while choosing and buying a product in a shop. III Using various expressions to make and respond to complaints. III Sociocultural aspects of English-speaking countries: shopping in the UK and Canada; flea markets in the UK; understanding newspaper headlines. .. Other sociocultural aspects: the history of money. )I> III
III
III
III
III
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Methodological Procedures Recognising the characteristic sounds of English: listening to and repeating the active vocabulary of the module; repeating sentences to practise interrogative intonation. Familiarising oneself with the rhythm and intonation of English: listening to the introductory dialogues; repeating and reading dialogues aloud; listening to the module song and singing along; producing exchanges based on oral models. Developing listening comprehension: listening to and reading sentences in order to identify the speaker's intentions; listening to dialogues related to shopping for specific information; listening to the module song to revise vocabulary. Developing listening expression in different situations: asking and answering questions in pairs on holiday destinations and shopping; creating short dialogues related to choosing and paying for products; creating dialogues asking for/giving advice; describing a faulty product and making a complaint; responding to complaints; comparing a shopping trip with classmates; presenting a summary of an article to the class; playing a board game to consolidate the language of the module. Developing reading comprehension: reading dialogues to obtain general and specific information; reading shop signs to expand vocabulary; reading a quiz about money; reading a leaflet about shopping in department stores in Canada and at flea markets in London; reading an email of complaint; reading a British sports products catalogue; reading the words of a song.
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Dovoloplng written expression: turning a written dialogue Into comic strip; writing a letter to describe missing a quiz on currency; writing a rlO(~f'nntl\IO article on shopping centres; writing an email of complaint about a faulty product; making notes and writing a leaflet about flea markets; making a list of personal expenditure. Using previous knowledge: mathematics: arithmetic, geometry, currency and money; shopping skills. Learning strategies: discussing the opening questions related to the themes of the module; skimming the pages to find out about these themes; observing photos in order to understand the oral and written texts; learning how to use catalogues; classifying vocabulary; asking and answering questions to reflect on the formation and use of grammatical structures. Developing learner autonomy: using the Study Skills boxes to learn how to study alone; revising vocabulary with the help of the Word List; revising grammar with the help of the Grammar Reference section (Student's Book) and the Workbook & Grammar Book; completing the self-evaluation exercises in Self Check 5; using the self-evaluation form Student's Check Form 5 to reflect on their achievements; updating their Language Portfolio. Dealing with Diversity
Reinforcement activities III Completing the Workbook exercises for units 21-25. (Workbook & Grammar Book) • Completing the grammar revision exercises, units 6 & 18. (Workbook & Grammar Book) • Using the photocopiable exercises Photocopiable Material for module 5. (Resource File, Teacher's Book) III Completing the Dossier activity for module 5. (My
Language Portfolio) Revising the dialogues, songs and oral texts with the help of the Student's audio CD/cassette. (module 5) III Doing the interactive reinforcement activities. (Blockbuster CD-ROM, module 5) Extension activities • DOing the pairwork exercise for module 5. (Pairwork III
Activities, Student's Book) • •
)I> III III III III
)I>
Completing the language awareness exercises for module 5. (Workbook & Grammar Book) Doing the interactive extension activities. (Blockbuster CD-ROM, module 5) Values and Attitudes Interest in learning about shopping and products. Interest In learning about money and currency. Showing interest in overcoming learning problems. Interest in evaluating the progress achieved. Transversal Themes
Moral and social development: the activities presented in the module will help the students: III develop courtesy when shopping and returning goods. III learn how to use common polite expressions appropriately when making complaints in English.
). Evaluation I. Communicative abilities Criteria • Creative reformulation of oral messages: using
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•
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appropriate expressions to request and give information, to make and accept complaints; to express opinions; to give descriptions and recommendations. Participation in oral exchanges: role plays related to shopping and travel; describing products; playing games using the passive; presenting a short report on flea markets; discussing personal expenditure.
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III
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signs; a quiz; an article; a leaflet; texts relating to shopping; a shopping catalogue. Writing: another ending for a comic strip; a letter to a hotel manager describing lost property; a magazine article for tourists; an email of complaint; notes on flea markets and personal expenditure; making a quiz about currency. Playing the Module 5 board game to evaluate students' communicative abilities and their degree of participation in group activities. (Resource File Board Games: module 5) Revising the language presented in the module with the help of the Now I can ... checklist. Completing the Self Check 5 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form. (Resource File
III
III
III III
Completing the Module Test 5 written test. (Test Updating the module activities in My Language
File •
Systematic observation of students' attitude; recording the results on the photocopiable Formative
Evaluation Chart. (Resource File Teacher's Book) Instruments III Module 5 board game. (Resource File Board Games) III Now I can ... checklist. • Self Check 5 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 5. (Resource File Teacher's Book) • Module Test 5 written test. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource File Teacher's Book) • My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) • Photocopiable Progress Report Card, module 5. (Resource File - Teacher's Book)
passive; formation of negative adjectives.
Teacher's Book)
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Photocopiable Progress Report Card, module 5.
•
Module 5 board game. (Resource File Games)
(Resource File
Teacher's Book) Board
III. Sociocultural aspects Criteria III
• •
III
Using appropriate expressions while choosing and buying a product in a shop. Using appropriate expressions to make and respond to complaints. Sociocultural aspects of English-speaking countries: understanding how to shop in the UK and Canada; appreciating flea markets in the UK; discussing newspaper headlines. Other sociocultural aspects: understanding the importance of money.
Procedures III
Completing the Self Check 5 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 5.
(Resource File •
I. Thinking about language Criteria III Understanding the formal aspects of the foreign language code: correct formation and use of the
Teacher's Book)
Photocopiable Formative Evaluation Chart. (Resource
File
Portfolio. •
Presenting their self-portrait to the group. Playing the Module 5 board game to evaluate students' morphosyntactic knowledge and their degree of participation in group activities. (Resource File Board Games: module 5)
• My Language Portfolio.
Booklet) •
Completing the Self Check 5 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 5. (Resource File - Teacher's Book) Completing the Module Test 5 written test. (Test Booklet)
Instruments III Now I can ... checklist. III Self Check 5 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 5. (Resource File Teacher's Book) • Module Test 5 written test. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource
Teacher's Book) •
Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module; appropriate interrogative intonation. Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form. Active participation in the self-evaluation process to correct errors and improve the learning process.
Procedures
Reading texts in order to identify and extract information from: the dialogues of the module; shop
Procedures •
III
Teacher's Book)
Presenting their written work to the group.
Instruments III Now I can ... checklist. • Self Check 5 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 5. (Resource File - Teacher's Book) • My Language Portfolio.
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•
Photocopiable Formative Evaluation Chart. (Resource
File •
Teacher's Book) Photocopiable Progress Report Card, module 5. (Resource File - Teacher's Book)
>•
listening to and repeating the active vocabulary of the module; practising intonation in making, accepting and rejecting suggestions. .
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Objectives
In this module, the students will learn how to: • talk about festivals and celebrations. • order food at a restaurant. • write a comic strip. • write an invitation by email. • write a short biography about a famous entertainer. • write a story. • use previous knowledge. • develop learning strategies. • develop learner autonomy.
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Content - Concepts I. Communication skills • • • • •
preferences. amazement/surprise. Issue/accept/refuse invitations. Describe local festivals and traditions. Describe a famous person.
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II. Thinking about language A. Language and grammar functions •
Expressing preference (prefer/would prefer/ would like). Countable and uncountable nouns. Formation and use of the present perfect. Word formation (nouns, adjectives from verbs). Relatives. Phrasal verbs. Contrasting the present perfect and the past simple. Linking words.
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B, Vocabulary •
Places to eat. Food and celebrations. Entertainment and entertainers. Theme park attractions.
C. Phonetics and phonology • • •
Understanding the different aspects of English pronunciation: rhythm, stress and intonation. Pronouncing the active vocabulary and basic structures of the module. Expressing specific and general preference; making, accepting and rejecting suggestions.
• •
III. Sociocultural aspects • • • •
•
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USing different expressions to issue, accept and refuse invitations. Using different expressions to make recommendati~ns. Using different expressions to express surprise/ amazement. Sociocultural aspects of English-speaking countries: British food and restaurants; British celebrations; famous celebrities/entertainers in the past; forms of entertainment; US Independence Day and UK Remembrance Day. Other sociocultural aspects: Shrove Tuesday celebrations.
Methodological Procedures Recognising the characteristic sounds of English:
•
Familiarising oneself with the rhythm and Intonation of English: listening to the introductory dialogues; repeating and reading dialogues aloud; listening to the module song and singing along; producing exchanges based on oral models. Developing listening comprehension: listening to and repeating sentences in order to establish the speaker; listening to a dialogue to complete a text; listening to music to visualise contexts; listening to short dialogues for specific information; identifying sounds with feelings; listening to the module song to revise vocabulary.
Developing oral expression in different situations: creating short dialogues about favourite places to eat; asking and answering questions in pairs about eating preferences; asking and answering questions ~bout celebrations in other countries; issuing and accepting a telephone invitation to a party; creating a dialogue to express amazement and surprise; presenting a short speech about a 'special day' to the class; playing a game to consolidate the language of the module. Developing reading comprehension: reading dialogues to obtain general and specific information; reading an article on Shrove Tuesday to answer questions; reading a letter/email/story to fill in blank spaces; to expand vocabulary; reading biographical articles about two famous entertainers; reading the words of a song; reading articles about days of commemoration in Britain and the US; reading texts again in order to write a short text and a speech. Developing written expression: making a dialogue into a comic strip and giving it an ending; writing a postcard about a local festival; write an email inviting a friend to a party; writing a biography about a famous entertainer; writing a horror story for a competition, writing a short article about a national celebration; researching and making notes on a national commemoration. Using previous knowledge: history and culture: local festivals, traditions and ceremonies; famous personalities. Learning strategies: discussing the opening questions related to the themes of the module; skimming the pages to find out about these themes; observing photos in order to understand the oral and written texts; asking and answering questions to reflect on the formation and use of grammatical structures. Developing learner autonomy: using the Study Skills boxes to learn how to study alone; revising vocabulary with the help of the Word List; reviSing grammar with the help of the Grammar Reference Section (Student's Book) and the Workbook & Grammar Book; completing the selfevaluation exercises Self Check 6; using the self· evaluation form Student's Check Form 6 to reflect on their achievements; updating their Language Portfolio.
,... Dealing with Diversity
III
email; a short biography; a short story; a short text; notes.
Reinforcement activities • .. .. ..
Completing the Workbook exercises for units 26-30. (Workbook & Grammar Book) Completing the grammar revision exercises, units 8, 9, 13, & 17. (Workbook & Grammar Book) Using the photocopiable exercises Photocopiable Material for module 6. (Resource File, Teacher's Book) Completing the Dossier activity for module 6. (My
Procedures III
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Revising the dialogues, songs and oral texts with the help of the Student's CD/cassette. (module 6) Doing the interactive reinforcement activities. (Blockbuster CD-ROM, module 6)
Extension activities .. .. ..
Completing the language awareness exercises for module 6. (Workbook & Grammar Book) Doing the interactive extension activities. (Blockbuster CD-ROM, module 6)
). Values and Attitudes .. .. .. •
III
e
Interest in finding out about celebrations and festivals in other countries. Interest in discovering other types of food. Developing confidence in one's own ability to communicate in English. Accepting errors as a natural part of the learning process.
). Transversal Themes Moral and social development: the activities presented in lile module will help the students: .. understand the importance of politeness when ordering food and eating out. Peace studies: the activities presented in the module will help the students: .. understand that they share the world with people of different traditions and customs. .. develop their interest in local cultures and traditions.
III
•
Systematic observation of students' attitude; recording the results on the photocopiable Formative
Evaluation Chart. (Resource File Teacher's Book) Instruments III Module 6 board game. (Resource File Board Games) III Now I can ... checklist. III Self Check 6 self-evaluation page. (Student's Book) III Photocopiable Student'S Check Form, module 6. II Module Test 6 written test. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource File Teacher's Book) .. My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) III Photocopiable Progress Report Card, module 6, (Resource File Teacher's Book) II. Thinking about language Criteria .. Understanding the formal aspects of the foreign language code: appropriate formation and use of
III
Criteria • Creative reformulation of oral messages: using appropriate expressions to express surprise/ amazement, to express preference, to issue invitations. Participation in oral exchanges: to describe types of food and restaurants, to talk about celebrations in other countries; to describe happy days; to issue invitations; discuss national songs; present a speech on a national commemoration.
Updating the module activities in My Language
Portfolio.
). Evaluation I. Communicative abilities
Revising the language presented in the module with the help of the Now I can ... checklist. Completing the Self Check 6 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 6. Completing the Module Test 6 written test. (Test
Booklet) ..
Doing the pairwork exercise for module 6. (Pallwork
Activities, Student's Book)
Playing the Module 6 board game to evaluate students' communicative abilities and their degree of participation in group activities. (Resource File
Board Games: module 6) ..
Language Portfolio) ..
Writing: a comic strip; a postcard; an invitation by
III
..
prefer/would prefer, like/would like; correct use of uncountable nouns some/any/a lot of/a few!(a) little; correct use and formation of the present perfect; formation of nouns/ adjectives from verbs; contrasting the use of the present perfect and past simple. Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module; appropriate intonation to express specific! general preference. Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form. Active participation in the self-evaluation process to correct errors and improve the learning process.
.. Reading texts in order to identify and extract information from: the dialogues of the module; a dinner menu; an informative article; an email; biographical entries; a story.
23
Procedures • Completing the Self Check 6 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 6. • Completing the Module Test 6 written test. (Test Booklet) • Presenting their self-portrait to the group. • Playing the Module 6 board game to evaluate students' morphosyntactic knowledge and their degree of participation in group activities. (Resource File - Board Games: module 6) Instruments • Now I can ... checklist. • Self Check 6 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 6. • Module Test 6 written test. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource File - Teacher's Book) • My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File - Teacher's Book) • Photocopiable Progress Report Card, module 6. (Resource File - Teacher's Book) • Module 6 board game. (Resource File - Board Games) III.Sociocultural aspects Criteria • Using appropriate expressions to express specific and general preference. • Using appropriate expressions to express surprise/ amazement. • Sociocultural aspects of English-speaking countries: understanding British food, restaurants and celebrations; appreciating US Independence Day and UK Remembrance Day. • Other sociocultural aspects: understanding the information about Shrove Tuesday celebrations around the world; discussing different types of food . Procedures • Completing the Self Check 6 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 6. • Presenting their written work to the group. Instruments • Now I can ... checklist. • Self Check 6 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 6. • My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File - Teacher's Book) • Photocopiable Progress Report Card, module 6. (Resource File - Teacher's Book)
MODULE 7: Getting it across ~
In this module, the students will learn how to: • talk about technology and communications. • ask for/give clarification. • write online messages. • express negative feelings. • talk about TV and the media. • use topic/supporting sentences in opinion essays. • use previous knowledge. • develop learning strategies. • develop learner autonomy. ~
Content - Concepts
I.
Communication skills • Leave/take a phone message. • Write in SMS language. • Clarify a statement. • Expression in different forms of language and code. • Talk about feelings. • Talk about means of communication . • Write an opinion essay about the Internet.
II.
Thinking about language A. Language and grammar functions • Appropriate use of say and tell. Reported speech (statements, questions and commands). Formation of abstract nouns from verbs. Phrasal verbs. Linking words. B. Vocabulary • Means of communication. Mobile phones. Feelings and teenage concerns. Parts of the body. TV and the media. C. Phonetics and phonology • Understanding the different aspects of English pronunciation: rhythm, stress and intonation. • Pronouncing the active vocabulary and basic structures of the module. • Expressing preference; seeking clarification and clarifying information.
III.Sociocultural aspects • Using different expressions to express preference. • Using different expressions to clarify points. • Sociocultural aspects of English-speaking countries: SMS language; sign language; Braille and bubble language. • Other sociocultural aspects: the means of communication; communication technologies; television. ~
•
24
Objectives
Methodological Procedures Recognising the characteristic sounds of English: listening to and repeating the active vocabulary of the module; practising intonation in expressing preferences, asking for permission, giving clarification.
..
..
the Dossier activity for module 7. (My Portfolio) Revising the songs and oral texts with the of the Student's CD/cassette. (module 7) the interactive reinforcement activities. (Blockbuster module 7) "n,nll~'n"
..
repeating and module song and based on oral models.
listening to the along; producing exchanges
.. ..
Extension activities .. the pairwork exercise for module 7. (I-'''''In''''',v Llf'T,IIIITIt'" Student's Book) .. the awareness exercises for module 7. (Workbook & Grammar Book) .. Doing the interactive extension activities . module 7)
..
)0>
.. ..
..
..
. .
..
bubble talk; nFo",a"tir,,., a board game to consolidate the module. dialogues and specific information; reading phone an short 8M3 messages; instant messenger the words of a song; an article about bubble talk, television, smoke and sound and hearing. written message for the talo,nh,,,, message to a out an instant messenger chat; writing an opinion essay about the Internet; on an old form of communication. knl'lwllptin",· biology: parts of the and communications. related to the themes of the module; to find out about these in order to understand and written texts; vocabulary; reflect on the structures. learner using the Study Skills boxes to learn how to study alone; with the of the Word grammar with the help of the Grammar Reference Section and the Workbook & Grammar evaluation exercises Self Check 7; the selfevaluation form Student's Check Form 7 to reflect on their Portfolio. their
)-
Reinforcement activities .. Completing the Workbook exercises for units 31-35. IW/"lrl
.. )0>
Values and Attitudes Interest in out about different communication technologies. Interest in non-verbal such as Braille, underwater of the process. on their progress and showing willingness in .~".,...;.,~ learning Transversal Themes the activities the students: learn about the different ways I1p\lRlnnm~!nt·
..
• )0>
I.
in have to
who have to use different
Evaluation Communicative abilities Criteria .. Creative reformulation of oral messages: using nm~~".... n" to indicate check describe feelings; reasons. to arrange a information; to talk about ' ...... n""w prepare a on underwater to comment with supporting! opposing arguments. .. texts in order to and extract information from: the the messages; 3M3 messages; instant messenger articles on secret/coded messages; articles. .. a message; an 8M3 message to an instant messenger apologise for conversation with a friend about a secret/coded message to a friend; an opinion article about the Internet. Procedures • the Module 7 board game to students' communicative abilities and their in group activities. Board Games: module 7)
•
25
•
Revising the language presented in the module with the help of the Now I can ... checklist. • Completing the Self Check 7 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 7. • Completing the Module Test 7 written test. (Test Booklet) • Updating the module activities in My Language Portfolio . • Systematic observation of students' attitude; recording the results on the photocopiable Formative Evaluation Chart. (Resource File - Teacher's Book) Instruments • Module 7 board game. (Resource File - Board Games) • Now I can ... checklist. • Self Check 7 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 7. • Module Test 7 written test. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource File - Teacher's Book) • My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File - Teacher's Book) • Photocopiable Progress Report Card, module 7. (Resource File - Teacher's Book) II.
26
Thinking about language Criteria • Understanding the formal aspects of the foreign language code: appropriate formation and use of reported speech ; use of linking words ; appropriate use of say/tell ; formation of abstract nouns from verbs. • Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module; appropriate intonation to express preference, check/clarify points, pronounce stressed syllables correctly. • Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form. • Active participation in the self-evaluation process to correct errors and improve the learning process. Procedures • Completing the Self Check 7 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 7. • Completing the Module Test 7 written test. (Test Booklet) • Presenting their self-portrait to the group. • Playing the Module 7 board game to evaluate students' morphosyntactic knowledge and their degree of participation in group activities. (Resource File - Board Games: module 7) Instruments • Now I can .. . checklist. • Self Check 7 self-evaluation page . (Student's Book) • Photocopiable Student's Check Form, module 7. • Module Test 7 written test. (Test Booklet)
• • • • •
III.
~
Photocopiable Student Evaluation Sheet. (Resource File - Teacher's Book) My Language Portfolio. Photocopiable Formative Evaluation Chart. (Resource File - Teacher's Book) Photocopiable Progress Report Card, module 7. (Resource File - Teacher's Book) Module 7 board game. (Resource File - Board Games)
Sociocultural aspects Criteria • Using appropriate expressions to express preference. • Using appropriate expressions to clarify points. • Sociocultural aspects of English-speaking countries : understanding SMS language; appreciating sign language and Braille; grasping bubble language. • Other sociocultural aspects: comprehending the importance of the means of communication and communication technologies ; evaluating the Internet. Procedures • Completing the Self Check 7 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 7. • Presenting their written work to the group. Instruments • Now I can ... checklist. • Self Check 7 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 7. • My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File - Teacher's Book) • Photocopiable Progress Report Card, module 7. (Resource File - Teacher's Book)
Objectives
In this module, the students will learn how to: • talk about UFOs, superstitions & unexplained mysteries. • talk about sport and equipment. • describe people's character . • form comprehension questions. • write a comic strip. • write a quiz about superstitions. • write an article about a mystery. • write a webpage about celebrities. • write a story. • use previous knowledge. • develop learning strategies. • develop learner autonomy. ~
I.
Content - Concepts Communication skills • Express surprise. • Enquire about/show interest in knowledge. • Describe personalities. • Improve narrative skills.
II. and grammar functions "Question Causative form. Past the use of let and make. Phrasal verbs.
B.
" 'nor"ti'~i(,",,,
Sports & equipment. causes. Character traits. Ghosts.
a text about Hollywood to fill in information; a website to decide on a favourite good/bad fictional character; a to develop narrative the words of a song; reading texts about British and written writing a dialogue from a comic strip and giving it a different ending; local and
C. " " •
of English pronunciation: rhythm, stress and intonation. Pronouncing the active and basic structures of the module. about about/describing
" •
III. •
•
•
to ask for and impart to ask and describe personality and character. Sociocultural aspects of countries: fictitious film heroes and sports. Other sociocultural supernatural beliefs and ,~~,.~."i~n in other countries.
•
Procedures the characteristic sounds of listening to and repeating the active vocabulary of the for and intonation in
oneself with the
and intonation introductory dialogues; aloud; to the
•
•
question radio programme for to an interview for specific information; listening to short in the correct order; extracts in order to put a to the module song to revise ue'vel,ODI,na oral in different situations: asking and answering questions in pairs to question turns in narrating a sentences to the causative producing short on sports and related equipment; about HnlhfllluVIf'l
folklore: local stories. discussing the related to the themes of the module; to find out about these themes; order to understand the oral and written texts; information from and l'ln'~W'~rlrl('l use of grammatical structures. learner boxes to learn how to with the help of the Word grammar with the of the Grammar Reference Section (Student's and the Workbook & Grammar the selfevaluation exercises Self Check 8; the selfevaluation form Student's Check Form 8 to reflect on their Portfolio. achievements; their with
Reinforcement activities • the Workbook exercises for units 36-40. (Workbook & Grammar Book) units 15 & • the grammar revision 20. (Workbook & Grammar " Using the photocopiable Material for module 8. the Dossier 8. (My Portfolio) the dialogues, songs and oral texts with the of the Student's CD/cassette. 8) II Doing the interactive reinforcement activities. (Blockbuster CD-ROM, module 8) Extension activities • the exercise for module 8. (Pairwork Llrl-IIm,,,,,, Student's Book) " Completing the awareness exercises for module 8. 'M''''''''''''-'''''''' & Grammar • the interactive extension activities. (Blockbuster CD-ROM, module 8) )0-
•
Values and Attitudes Interest in folklore.
• II
Dracula.
year. )0-
Transversal Themes
Cultural will the students:
the activities presented in the module
• •
appreciate the existence of diversity in folklore and culture around the world. appreciate the importance of being able to narrate and describe cultural phenomena.
.. Evaluation I. Communicative abilities Criteria • Creative reformulation of oral messages: using
•
•
•
appropriate expressions to enquire about knowledge; show interest in knowledge; ask about and describe personality and character. Participation in oral exchanges: ask for and impart knowledge; ask for and describe personality and character; commenting on superstitions and ghost stories; presenting a monologue about local folklore; acting out a dialogue in Castle Dracula.
Reading texts in order to identify and extract information from: the dialogues of the module; a comic strip about aliens; an article about sporting superstitions; an article about Hollywood ghosts; a website on good and bad fictional characters in films; an extract from a ghost story; articles on folklore in Britain and elsewhere. Writing: a story from a comic strip; a quiz on local superstitions; an article about local ghost stories; describing four film superheroes on a webpage; writing a narrative based on pictures using direct speech.
II. Thinking about language Criteria • Understanding the formal aspects of the foreign language code: appropriate formation and use of
•
•
•
Procedures •
• • •
Procedures •
• •
• • •
Playing the Module 8 board game to evaluate students' communicative abilities and their degree of participation in group activities. (Resource File Board Games: module 8) ReVising the language presented in the module with the help of the Now I can ... checklist. Completing the Self Check 8 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 8. Completing the Module Test 8 written test. (Test
Presenting their posters and written work to the group. Playing the Module 8 board game to evaluate students' morphosyntactic knowledge and their degree of participation in group activities. (Resource File Board Games: module 8)
File Teacher's Book) My Language Portfolio. Photocopiable Formative Evaluation Chart. (Resource
Booklet)
• •
Completing the Exit Test. Updating the module activities in My Language
•
Photocopiable Progress Report Card, module 8.
•
(Resource File - Teacher's Book) Module 8 board game. (Resource File
Systematic observation of students' attitude' recording the results on the photocopiable Formativ~
Evaluation Chart. (Resource File Teacher's Book) Instruments • Module 8 board game. (Resource File Board Games) • Now I can '" checklist. • Self Check 8 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 8. • Module Test 8/Exit Test written tests. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource Fife Teacher's Book) • My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) • Photocopiable Progress Report Card, module 8. (Resource File - Teacher's Book)
28
Completing the Self Check 8 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 8. Completing the Module Test 8 and Exit Test written tests. (Test Booklet)
Instruments • Now I can ... checklist. • Self Check 8 self-evaluation page. (Student's Book) • Photocopiable Student's Check Form, module 8. • Module Test 8/Exit Test written tests. (Test Booklet) • Photocopiable Student Evaluation Sheet. (Resource
Fife
Portfolio. •
the causative form; use of the past perfect; correct intonation and use of question tags; contrasting the use of make/let; forming verb opposites; phrasal verbs. Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module; appropriate intonation when enquiring about/showing interest in knowledge; asking about/describing personalities and character; correct pronunciation of stressed syllables. Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form. Active participation in the self-evaluation process to correct errors and improve the learning process.
Teacher's Book)
Board
Games)
III. Sociocultural aspects Criteria • • •
•
Using appropriate expressions to ask for and impart knowledge. Using appropriate expressions to ask about and describe personality and character. Sociocultural aspects of English-speaking countries: understanding supernatural beliefs; understanding fictional film heroes and villains; understanding sports. Other sociocultural aspects: understanding supernatural beliefs and superstitions in other countries.
Procedures III
III III
III
Completing the Self Check 8 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 8. Completing the Exit Test. Presenting their written work to the group.
Instruments III Now I can ... checklist. III Self Check 8 self-evaluation page. (Student's Book) III Exit Test (Test Booklet). III Photocopiable Student's Check Form, module 8. III My Language Portfolio. III Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) III Photocopiable Progress Report Card, module 8. (Resource File Teacher's Book)
III
III
III
III
>III
•
Developing oral expression in different situations: reading and answering questions about the text; preparing an oral presentation. Developing reading comprehension: reading the text and filling in missing sentences; labelling pictures; reading instructions on how to make a May Day basket. Developing written expression: making a list of festival activities; choosing a festival in their country and making notes on the types of activities associated with it. Using previous knowledge: history and culture: local festivals. Developing learner autonomy: looking up the vocabulary in the dictionary.
Values and Attitudes Interest in finding out about seasonal festivals. Interest in arts and crafts.
>II>-
Transversal Themes Peace studies: the activities presented in the lesson will help
Objectives
n this lesson, the students will learn how to: III talk about the May Day festival. III talk about a seasonal festival in their country. III read and follow instructions. III use previous knowledge. III develop learner autonomy.
.. Content - Concepts I. Communication skills III
III III
Read and discuss a text about May Day festival traditions in Britain. Describe a similar seasonal festival in their country. Follow instructions to make a May Day basket.
II. Thinking about language A. Language and grammar functions III
Revision of grammar structures.
B. Vocabulary III
Vocabulary connected with festivals.
C. Phonetics and phonology III
III
Understanding the different aspects of English pronunciation: rhythm, stress and intonation. Pronouncing the active vocabulary and basic structures of the module.
II.Sociocultural aspects III
III
Sociocultural aspects of English-speaking countries: a British seasonal festival. Other sociocultural aspects: comparing the May Day festival with a similar festival in their country.
.. Methodological Procedures III Recognising the characteristic sounds of English: listening to and repeating the active vocabulary of the lesson. III
III
FamiliariSing oneself with the rhythm and intonation of English: reading the text aloud. Developing listening comprehension: listening to and reading the text about the festival.
.
the students: III appreciate the importance of traditions. III appreciate the importance of celebrations and festive occasions.
>-
Evaluation I. Communicative abilities Criteria III Creative reformulation of oral messages: using appropriate expressions in their class presentation.
Reading texts in order to identify and extract information from the text of the lesson. III Writing speech notes on a local festival. Procedures III
III
Systematic observation of students' attitude; recording the results on the photocopiable Formative
Evaluation Chart. (Resource File Teacher's Book) Instruments III Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) III My Language Pottfolio.
II. Thinking about language Criteria • Understanding the formal aspects of the foreign language code: correct use of grammatical structures. III
III
Recognition and correct reproduction .of the characteristic sounds of English especially those practised in the vocabulary and structures of the lesson. Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form.
Procedures III
Presenting a speech to the class; presenting and displaying their May Day baskets.
Instruments III My Language Portfolio. III Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book)
29
III. Sociocultural aspects Criteria • Using appropriate language to prepare an oral presentation. • Sociocultural aspects of English-speaking countries: understanding the importance of May Day in Britain. • Other sociocultural aspects: comparing May Day with a similar festival in their country; making a presentation on a seasonal festival in their country. Procedures • Presenting their speeches to the group; presenting and displaying their May Day baskets. Instruments • My Language Portfolio. • Photocopiable Formative Evaluation Chart. (Resource
File
Teacher's Book)
•
•
• • •
>•
>-
Objectives
»
Values and Attitudes Interest in finding out about the traditions associated with St Patrick. Transversal Themes
In this module, the students will learn how to: • talk about St Patrick's Day. • make a St Patrick's Day poster. • use previous knowledge. • develop learner autonomy.
Peace studies: the activities presented in the lesson will help the students: • appreciate the importance of traditions. • appreciate the importance of celebrations and festive occasions.
>-
>-
I.
Content - Concepts Communication skills • Read and discuss a text on St Patrick and the annual feast day held in his honour.
I.
II. Thinking about language A. Language and grammar functions • The imperative. The affirmative and interrogative in the present. B. Vocabulary • Vocabulary associated with St Patrick's Day and festivals in general. C. Phonetics and phonology • Understanding the different aspects of English pronunciation: rhythm, stress and intonation. • Pronouncing the active vocabulary and basic structures of the module.
» •
It
•
Sociocultural aspects • Sociocultural aspects of English-speaking countries: St Patrick's Day, the Irish national holiday. \9 Other sociocultural aspects: Christian feast days and national holidays. Methodological Procedures Recognising the characteristic sounds of English: listening to and repeating the active vocabulary of the lesson. Familiarising oneself with the rhythm and intonation of English: reading a text aloud. Developing listening comprehension: listening to and reading a text about St Patrick's Day.
Evaluation Communicative abilities Criteria • Creative reformulation of oral messages: using appropriate questions and expressions when asking questions about St Patrick. \9 Reading texts in order to identify and extract information from: a quiz; a text. • Writing speech notes on a local festival. Procedures • Systematic observation of students' attitude; recording the results on the photocopiable Formative
Evaluation Chart. (Resource File
Teacher's Book)
Instruments • Photocopiable Formative Evaluation Chart. (Resource
File II.
III.
30
Developing oral expression in different situations: reading and answering a quiz about St Patrick's Day; correcting sentences related to the story of St Patrick's Day; asking and answering questions about St Patrick's Day. Developing reading comprehension: reading the quiz about St Patrick's Day; reading the text to correct the information given in sentences. Developing written expression: making a poster about St Patrick's Day. Using previous knowledge: history and geography: Ireland and local festivals. Developing learner autonomy: looking up the lesson's vocabulary in the dictionary.
Teacher's Book)
Thinking about language Criteria • Understanding the formal aspects of the foreign language code: appropriate use of affirmative and interrogative forms in the past. Appropriate use of the imperative. • Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the lesson. • Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form. Procedures • Presenting and displaying their posters.
Instruments • Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book) III. Sociocultural aspects Criteria • Using appropriate questions and answers when talking about St Patrick's Day. • Sociocultural of Englishcspeaking countries: understanding the origins and meaning of Sf Patrick's Day. • Other sociocultural understanding Christian traditions and national holidays. Procedures • Presenting and displaying their posters. Instruments • Photocopiable Formative Evaluation Chart. (Resource File Teacher's Book)
31
The. wray we live 13 fore you start ... •
ANSWER KEY
Prepare a simple questionnaire for the students in the class to use in an "ice-breaking" activity. e.g.
Find someone who ... has a pet has a brother likes the same music as you likes the same food as you does not have a mobile phone! •
Introduce yourself to the class and distribute the questionnaires. Invite individual Ss to ask you the questions to demonstrate the activity and to ensure Ss use the correct question form (e.g. Do you have
a pet?, •
Do you have
a brother? etc).
Ss circulate freely around the class asking each other the questions and noting the names of Ss who answer in the affirmative. When Ss have completed the activity, conduct feedback to elicit the names of students (e.g. Who has a pet?, Who has
a brother? etc)
( LOOk at Module 1 ) •
Ask Ss to look at the title of the module (The way we live) and ask them to suggest what this means, referring them to the pictures on the page to generate ideas. Ask Ss what topics they think will be covered in the module. Develop the discussion according to Ss' responses. SUGGESTED ANSWER KEY
Pic 1 (p. 8) T: What page is picture 1 on? S1 : It's on page 8. T: What are the people doing in this picture? S2: Two of them seem to be drinking coffee. One of the men is reading something and the girl is taking notes. T: Where do you think the people are? S3: There is a computer on the table and I can see other cups on tables in the background. I think they are in an Internet cafe. T: Why do people go to places like this? S4: It's a good place to meet friends and get information from the Internet. Students like to meet there and swap ideas about their projects. Pic 2 (p. 14) What is this a picture of? What is the title of the film? What was the last film you saw called? What was it about? What films do you like? Pic 3 (p. 10) What is the boy doing? Would you enjoy doing something like this? Why (not)? Do you think children should help their parents? What chore do you enjoy doing? Pic 4 (p. 13) What is the girl doing in this picture? How useful are computers? What can you use them for? What other things can you see on pages 12 - 13? Pic 5 (p. 6) How do you know this is a boy's room? What about the room on page 7? Who tidies your room? What things do you have in your room?
I think the title refers to different ways that we spend our time and the different things that we do as part of our routines.
•
Ask Ss to look through the module and find the page numbers for each of the pictures . Conduct feedback with the class, and ask questions to stimulate discussion.
33
The way we live, Units 1 · 5 Find the page number(s) for Ask Ss to read the list of items and check that they understand what they have to look for. Allow 3 - 4 minutes for Ss to find the items and compare their answers with those of a partner. Conduct feedback with the class and ask questions to stimulate and develop discussion.
an advertisement (p. 10) Is this an interesting advert? Why (not)? What adverts do you like? What about adverts on television/radio/in magazines? Do you believe everything you see and ' read in adverts? Why (not)?
film characters (p. 14) Do you have a favourite actor? Why do you like him/her? Do you prefer to go to the cinema or watch a film at home? Why?
an interview (p. 12) How do you know this is an interview? Have you ever been interviewed for anything? What is the purpose of interviews? What other things can you see on pages 12-13? Do you enjoy playing games? Why (not)?
a messy bedroom (p. 6)
•
What else can you see on pages 6-77 Which room looks most like yours? Is it important to be tidy? Why (not)?
•
an email (p. 8) How do you know this is an email? Why has sending emails become so popular? How else can we communicate with people? Which do you think is better, to receive an email or a letter from somebody?
34 I I
C___O_b_j_eC_ti_ve_s__) Present the objectives of the module. Explain that in the next five units Ss will learn how to do all the tasks listed. Check that Ss understand the objectives and answer any questions they may have about them.
Messy or tidy? f
Objectives
\.'--- - - - -/
2 Focus - Practising vocabulary; oral description •
Vocabulary: personal belongings Listening: expressing annoyance (intonation) Reading: for specific information (dialogue) Speaking: expressing annoyance (role play) Grammar: so/such Phrasal Verbs: take Writing: a descriptive paragraph
Ss work in pairs. Allow a short time for Ss to prepare notes for their descriptions. Tell Ss that they will need these notes later in the lesson. Alternatively, brainstorm relevant vocabulary and write it on the board. e.g. lamp
bookcase
V
CABULARY
, Focus - Introducing the vocabulary • Refer Ss to the title of the unit and ask them to say which room is messy (Gary's) and which is tidy (Mary's). Ask questions to revise/introduce vocabulary (e.g. Where are Gary's socks? On the floor. Where are his comics? On the bed. Where are Mary's magazines? In the rack. Are the posters in Gary's room straight? No. etc).
• Ss work in pairs to describe one room to their partner and then change roles. Allow time for pairs to answer the questions in the rubric.
SUGGESTED ANSWER KEY Gary's room is very messy. The bed hasn't been made and there are a lot of things on the bed and on the floor. Gary has some sports posters on the walls and a blind over the window. He has a computer which he uses to play computer games. Mary's room is very tidy. The bed is made and everything is in its place. Mary has a rug on the floor and curtains at the window. There is a desk in her room and she has a picture on the wall over her bed.
ANSWER KEY Mary likes listening to music. Gary likes playing games. Mary likes collecting things. Mary likes talking on the phone. Mary likes reading magazines. Gary likes reading comics. etc
desk •
Once pairs have described their rooms to each other and said what they like doing, invite a few Ss to describe their rooms to the class.
• Extension: Ss introduce their partners to the class, describe his/her room to the class and say what he/she likes doing. SUGGESTED ANSWER KEY My room is very small and it is usually very messy. I'm not very good at making my bed or picking up my things. I have a computer in my room which I use to surf the Net. I also have a stereo in my room which I use to play my favourite CDs. When I'm in my room I like to talk on the phone with my friends.
LISTENING 3 Focus - Practising stress and intonation • Ask Ss to read the sentences and underline the words they think will be stressed. Play the recording once. Ss compare answers in pairs. Play the recording again to check answers, pausing after each utterance for Ss to repeat the sentence (choral and individual repetition). • Ss work individually to decide which expressions express annoyance. Play the recording again when checking answers with the class. ANSWER KEY Stressed words: now, up, wrong, bomb's, me, joking, mess, like, always, time, off
35
Messy or tidy? ANSWER KEY
Expressing annoyance Get in here now! It looks like a bomb's hit it. You must be joking! Everything's such a mess! That's what you always say! Come off it!
It looks fine to me. - It doesn't bother me! I'll see to it myself. - Leave it to me. I'm always busy. - I'm always pressed for time. It looks very untidy! - It looks like a bomb's hit it!/ Everything is such a mess! What do you want? - What's up? Stop it. - Come off it. Is there a problem with it? - What's wrong with it?
4 Focus - Predicting the content •
If Ss have difficulty predicting the content of the dialogue, remind them what Gary's room is like and elicit how his mother might feel about it (angry) and what she might want Gary to do about it (tidy it up). • Write Ss' predictions on the board and play the recording. Check accuracy of predictions with the class . SUGGESTED ANSWER KEY The dialogue is probably about Gary's mother complaining about his messy room. She will probably ask him to tidy it up and Gary will make excuses.
READING 5 Focus - Reading for specific information •
Ss complete the task individually and then compare answers with a partner. Check answers . with the class. ANSWER KEY 1 angry 2 a mess
3 4
isn't pressed for time
6 Focus - Practising vocabulary: idiomatic expressions • To demonstrate the task, read out the first item (It looks fine to me.) and ask Ss to find the equivalent expression in the dialogue (It doesn't bother me!). Ss then work in pairs to complete the task. Check answers with the class.
36
7 Focus - Activating vocabulary •
Ss work in pairs. Check that Ss understand the differences in the situation and r~lationship between the two characters (e.g. share room, both the same age). Instruct Ss to read the dialogue in Ex. 5 again and select the phrases, or their alternatives from Ex. 6, that will be appropriate for the role play. • Allocate roles and ask Ss to close their books before initiating the activity. Monitor and assist Ss as needed . As pairs complete the task, tell them to change roles and begin again. • Invite 2-3 pairs to act out their dialogues for the class. Ask Ss to compare these dialogues with their own, focussing on any significant differences. SUGGESTED ANSWER KEY A: Pam? Can I talk to you for a minute? B: Why? What's up? A: What's up? Just look at this room! B: What's wrong with it? It looks fine to me. A: It's a mess! It looks like a bomb's hit it! B: Do you think so? I like it like this. A: Well, I don't! I hope you don't think I'm going to tidy it up! B: . Don 't worry. Leave it to me. I'll do it at the weekend. A: That's what you always say - and then you go out with your friends! B: Oh, come off it. You know that's not true. The problem is, I'm busy studying for exams. A: No, Pam. The problem is, you're lazy!
essy or tidy? 10 Focus - Introducing phrasal verbs with 'take'
XPLORING GRAMMAR 8 Focus - Using 'so/such' •
Presentation: Draw a picture of the sun on the board and write Temperature: 38 ·C beside it. Ask Ss what the weather is like to elicit 'It's very hot'. Write this sentence on the board. • Pointing to the information on the board, and miming a swimming action , ask Ss what they want to do (go swimming). Write the sentence We want to go swimming. on the board and then ask Ss why they want to go swimming to elicit
ANSWER KEY
because it's hot.
• Make the comment I see. You want to go swimming because it is so hot. and write the sentence We want to go swimming because it is so hot. on the board. Elicit the meaning of so. • Repeat the procedure to elicit the sentence We want to go swimming because it is such a hot day. Ask Ss questions to elicit the difference in structure and identify the rule. Ss then complete the box in their books and find the example in the dialogue. • Extension drill: say noun phrases or adjective/ adverb. Ss add so/such. e.g. T: cold S1: so cold T: nice day S2: such a nice day
1 take after 2 taking ... out
3 4
take off take up
WRITING
11 Focus - Giving a factual description • Ask Ss to look at the notes they made for Ex. 2. Develop an outline of the paragraph on the board, eliciting ideas from Ss (e.g. What will you say in the first sentence?). Ss use the outline and their notes to write their paragraphs. Suggested outline: size of room - if tidy/untidy - why - what in the room - what like doing in the room SUGGESTED ANSWER KEY My room is quite small and it is usually very messy. I'm not very good at making my bed in the mornings or picking up my things. I have a computer in my room which I use to do my homework. I also have a radio in my room that I use to listen to music. When I'm in my room I like to read books.
ANSWER KEY • • •
• Ask Ss to read the Study Skills box. Check understanding of the form verb + particle and ask Ss to find examples in the dialogue in Ex. 5. (tidy up, take up). Elicit or explain the meaning of the two phrasal verbs. • Refer Ss to the phrasal verbs in the mindmap in Ex. 10 and check understanding. Ss complete the sentences individually. Check answers with the class.
such (+ a/an) (+ adjective) + noun so + adjective/adverb example: ... such a mess!
Focus - Practising the use of 'so/such' • Ss complete the task answers with the class.
individually.
Check Workbook Unit 1 (optional)
ANSWER KEY
1 so 2 so
3 such 4
5 so
such
37
Fun time Objectives
'1---- --,
ANSWER KEY
\'--------'
1 hanging out with friends 2 skateboarding 3 surfing the Net
Vocabulary: leisure activities Everyday English: likes/dislikes Reading: for gist (email) Speaking: talking about hobbies Grammar: present simple; adverbs of frequency Listening: for specific information (multiple matching) Writing: an email describing hobbies and interests
4 going to the cinema 5 playing baseball 6 mountain biking
EVERYDAY ENGLISH ADDITIONAL MATERIAL cards naming different leisure activities
VOCABULARY
Likes/Dislikes 2 Focus - Asking about and stating personal likes and dislikes •
1 a) Focus - Sensory perception: associating sounds and images • Introduction: ask Ss if they are ever reminded of things by certain sounds or smells. Give an example (e.g. A loudly ticking clock always reminds me of my grandfather because he had one in his living room.) . • Tell Ss that they will hear a piece of music. Ask them to close their eyes, listen silently and keep their eyes closed until you tell them to open them. • Ask Ss to think of what activities they associate with the music and play the recording . • Remind Ss to keep their eyes closed and ask them to think of the images and activities the music brought to mind. Play the recording again and then conduct feedback with the class. List suggested activities on the board for use with Ex. 2. SUGGESTED ANSWER KEY The music was fast and quite exciting. It reminded me of horses racing across country.
b) • Work through the list of activities with the class to check that Ss understand all the activities listed . Ss match the activities to the photographs in pairs. Check answers with the class.
38
•
•
•
•
Use the list of activities on the board from Ex. 1 to present the language. Ask a few individual Ss questions about some of the activities to elicit yes/no answers (e.g. Do you like Climbing? etc). Refer Ss to the lists of positive and negative adjectives and check understanding . Ask individual Ss Why do/don't you like climbing? to elicit because it's dangerous/exciting etc. Repeat using the structures What do you think off How do you like ... ? to elicit I like/don 't like it because ... Refer Ss to the language box and check understanding of the different responses for likes / dislikes. Point out that the strongest responses are given at the top of each column. Take the role of B and demonstrate the activity with a student. Monitor pairs as they work on the task. SUGGESTED ANSWER KEY
A: Do you like dancing? B: I don 't really like it. I find it boring. I prefer exciting things like mountain biking. What about you? A: I quite like dancing, but I don't like mountain biking. I think it's dangerous! I prefer hiking. etc
READING 3 a) Focus Recognising predicting the content •
the
text
type;
Ask Ss whether they have computers and what they use them for before asking them to answer the questions in the rubric.
Fu time ANSWER KEY
ANSWER KEY
An email. David is writing to Mario.
David's hobbies: spending time with friends, going to movies and concerts, hanging out, skateboarding, mountain biking, baseball.
b) Reading for specific information •
•
Remind Ss that headlines, titles and pictures can often help us predict what a text will be about and that this makes it easier to understand. Refer to the pictures and discuss what the email might be about with the class. List suggestions on the board and then tell Ss to read the text to check their predictions. Point out that they should ignore the numbered gaps in the text.
SUGGESTED ANSWER KEY
A: What do you like doing in your free time? B: I like playing football and computer games. What about you?
A: I don 't like computer games and I don't play football but I like to watch it. I like watching movies, too.
EXPLORING GRAMMAR SUGGESTED ANSWER KEY Perhaps the email is about free-time activities.
1\
' ocus - Practising cloze texts • Explain to students that, in this type of activity, th e words required to complete the text are usually words with little lexical force . Elicit examples (e.g. prepositions: of, in, from; conjunctions: . and, because, when; auxiliary/modal verbs: am, have, must, etc).
6 Focus - Present simple: presenting th e present simple tense • Write the sentence Peter lives in a big c ity. on the board . Ask Ss whether the sentence describes a habit, routine, timetabled event or permanent state to elicit permanent state . • Refer Ss to the examples in Ex. 6. Ss match the sentences to the uses individually. Check answers with the class and then ask pairs to find other examples in the text. ANSWER KEY
• Ss complete the task individually and compare answers with a partner. Play the recording and check answers with the class .
1 c
bId
3
bId
4
a
Timetables and programmes: It starts at 2 pm.
ANSWER KEY and 2 with 3 but 4 on
2
5 6 7 8
also it
9
10
Routines, habitual actions: We sometimes go ... I often play .. .
of front
do it
Permanent states: He works as a computer technician.
PEAKING 5 Focus - Talking about hobbies and interests • Ss work in pairs to read the text in Ex. 3 and compile their lists. Ask a few pairs to report to the class in order to check answers. Initiate a discussion of Ss' hobbies. • Alternative: tell Ss to work in pairs and ask each other about their hobbies.
•
Revise the form of the present simple with the class, building up a table on the board: Affirmative form:
I/you/we/they live ... He/she/it live~ .. . Negative form: I/you/we/they do not live .. . He/she/ it does not live .. . Interrogative form: Do you/we/they live ... ? Does he/she/it live .. .?
39
Fun •
•
Remind Ss that do not and does not are shortened to don't and doesn't in informal written and spoken English. Ss complete the questions individually. Check that they have formed the questions correctly. Remind Ss of the form of short answers (e.g. Yes, I do; No, they don't etc). Ss ask and answer the questions in pairs.
b) Focus - Practice: using adverbs of frequency •
Refer Ss to the frequency chart. Explain that the percentages are not absolute (apart from always and never) and that often usually means more than 50%. • Work through the vocabulary in the table, checking understanding. Ask one pair of Ss to read the example aloud to demonstrate the activity. • Point out that Ss should add a comment to their answers and elicit possible comments. List these on the board (e.g. It's boring, I think it's exciting, I love/hate it, etc). • Initiate the activity and monitor pairs, providing assistance where necessary. Conduct feedback by questioning individual Ss (e.g. T: How often do you do the shopping? S1: I rarely do the shopping. I find it tiring. etc).
SUGGESTED ANSWER KEY 1 Do you play football on Saturdays? No, I don't.
2 Do your parents work in an office? Yes, they do.
3 Does your school bus leave at Bam? No, it doesn't. 4 Does your best friend play music? No, he doesn 't. 5 Do you live in a big house? Yes, I do. 6 Do you get homework every day? Yes, I do. 7 Do you go out with friends? Yes, I do. B Do you watch the news on TV? No, I don 't.
SUGGESTED ANSWER KEY A: How often do you listen to the news?
B: I rarely listen to the news. I think it is boring. A: How often do you go ice skating? B: I sometimes go ice skating on Saturdays. I really like it. A: How often do you do the housework?
ADVERBS OF FREQUENCY
B: I never do the housework. I hate it.
(
A: How often do you make lunch?
8 a) Focus - Using adverbs of frequercy Focus - Using adverbs of frequency with the present simple and 'to be' •
Ask Ss to study the examples and discuss the possible rule in pairs. Then tell pairs to find other examples in the text to see whether they conform to the rule they have proposed. Conduct feedback with the class.
ANSWER KEY Adverbs of frequency go after auxiliary verbs and before main verbs. Examples: We sometimes go .. . We usually just hang out ... I often play ...
B: I always make lunch on Sundays. I enjoy it. LISTENING
9 Focus Multiple specific information •
•
matching:
listening
Ss read the list of names and hobbies. Explain the task and point out that there are two items that they will not need to use. Play the recording without pauses. Ss compare their answers in pairs. Play the recording again and check answers with the class. Play parts of the recording a third time to clarify answers if necessary.
ANSWER KEY Lisa Jake
F
B
not used: A, H
40
for
Richard G Judy C
Patrick
0
un time I'll
POS ITIONS
10
oeus - Introducing 'adjectives I roposltions'
Refer Ss to Appendix 1 on p. 139 and ask them to omplete the phrases in Ex. 10. Alternatively, ask Ss to first complete the phrases and then check their answers using the appendix. • Ask Ss to identify the expressions which have a negative meaning.
at
2 with
3 at 1 about
I'm keen on travelling. I hope to go on the school trip to England this spring.
WRITING (an email)
11
Focus - Writing an emai l describing hobbies and interests •
ANSWER KEY "
I'm interested in photography and I enjoy reading about it.
+ dependent
5 6 7 8
at on of at
9 in 10 on
negative meaning: bad at, bored with
•
Instruct Ss to make a list of their leisure activities. Tell them to include one or two activities they are not good at or no longer enjoy. • Ss work in pairs to talk about their leisure activities. Remind them to use as many of the prepositional phrases as possible. Monitor Ss work. Initiate the activity by talking about yourself (e.g. I'm bad at sports and I rarely take part in team games) .
• Alternative: distribute 10-12 cards naming different activities to pairs or groups of three. Place these face down on the table. Ss take turns to pick up a card and say how they feel about the activity named, using appropriate prepositional phrases.
SUGGESTED ANSWER KEY I'm bored with collecting stamps. I think I'll take up a new hobby. I'm brilliant at gymnastics and practise whenever I get the chance. I'm crazy about playing hockey and I'm on the school team. I'm excellent at swimming and I hope to win a medal this year. I'm an expert on coins. I'm president of the coin collectors' club at school.
Write the following on the board: Paragraph 1, Paragraph 2, Paragraph 3, Paragraph 4. Ask Ss to look at the email in Ex. 3. again and identify the main point of each paragraph. Write these on the board (e.g. 1: introducing reason for writing, 2: describing personal interests, 3: talking about dislikes, 4: requesting a reply). • Remind Ss that this is an email and ask them what other type of writing it is similar to (an informal letter) .
• Tell Ss to use the plan on the board to write their emails. Ask concept questions to establish that (1) they are writing to a person they have not met and (2) they know very little about the person but would like to learn more.
SUGGESTED ANSWER KEY Dear Giselle, How are you? I'm glad you want to be my penfriend. Let me tell you a little about myself and my interests. I'm a very active person with lots of hobbies. I like spending my free time playing baseball and hockey. I also like listening to music and going to rock concerts. I'm very keen on reading and I spend a lot of my pocket money on best sellers. I hate just hanging out at home and always try to keep busy with my friends. I'm not too fond of cooking; I prefer going out to eat with friends to making something to eat at home. Of course, I love going to parties! I guess that's all about me. How about you? Write and tell me about yourself and your hobbies, Best regards, Tony
I'm very fond of music. I play the piano and the guitar. I'm not very good at playing tennis but I still enjoy it.
Workbook Unit 2 (optional)
41
Objectives
"l--- - - - - .
5 6 7 8 9 10 11 12 13 14
Vocabulary: chores Reading: for gist (an advertisement) Speaking: relating information from memory Everyday English: making suggestions Grammar: present continuous Writing: a chores chart
The The The The The The The The The The
people are shovelling snow. boy is vacuuming the carpets. man is mowing the lawn. woman is mopping the floor. man is digging the garden. man is pruning trees. man is sweeping the driveway. man is ironing clothes. man is taking the rubbish out. woman is dusting the furniture.
ADDITIONAL MATERIALS a large magazine picture torn into small pieces and pasted on pieces of cardboard and a complete copy of the same picture
• Ask Ss why the question (What do you do .. .) is in the present simple form (asking for information about habitual actions.). Ss work in pairs to exchange information about their routines. Ask individual Ss to report to the class.
VOCABULARY Chores
SUGGESTED ANSWER KEY
1 Focus - Defining routine domestic tasks • Initiate a conversation about what jobs Ss do at homes. List responses on the board and ask Ss which of the jobs they dislike doing. Make a separate column of these and give the column the title Chores. Invite Ss to define the word (e.g. Jobs which we have to do but don't like doing). • Refer Ss to the pictures . Emphasise the concept that the people are doing the tasl
42
people are watering the flowers. boy is raking leaves. man and the woman are preparing a meal. man is washing the dishes .
I make my bed eve/}' day. I also take out the rubbish eve/}' morning before I go to school. Once a week I make lunch for my family and I like doing that. Once a month I give my mum a break and dust the furniture for her.
STUDY SKILLS •
Form groups of 3-4 Ss. Distribute the pieces of the magazine picture, one piece to each group, and ask Ss to describe the whole picture. • Ask Ss why this is an impossible task in order to elicit that the pieces do not provide enough information to do the task. Show Ss the whole picture and then ask them to read the information in the Study Skills box . • Invite Ss to comment on any similarities between the advice provided in the box and the demonstration with the pieces of the picture to illustrate the importance of getting a general idea of the content of a text. READING 2 a) Focus - Reading for the gist; Familiarising Ss with the text type •
Refer Ss to the title and ask them what type of text it could introduce.
Chores! • Identify the purpose of the title with the class and develop the discussion to talk about the purpose of titles in general. SUGGESTED ANSWER KEY Perhaps it is the title for an advertisement. It aims to arouse people's curiosity and provide some basic information. Titles generally are designed to stimulate interest In a text and provide an idea of what the text will be about.
b) Focus - Practising for exams: multiple choice • Ask Ss what services they think 'Helping Hands' might provide based on their reading of the title. List suggestions on the board and tell Ss to read the text to check (e.g. 'Helping Hands ' provides a service to help people with their household chores) . • Ss complete the multiple choice task individually and compare answers with a partner. Play the recording and check answers with the class. ANSWER KEY C
2 A
•
3 B
5 B
4
6 A
A
7 C 8 C
Ss identify the chores from Ex. 1 individually. Check answers with the class.
ANSWER KEY dig the garden, prune trees, rake leaves, wash the dishes, mow the lawn, water the flowers, sweep the driveway
EAKING
3 Focus - Speaking practice • Divide the class into groups of 3-4. Speaking with book closed, one S in each group describes five things that Helping Hands can do to the other Ss in the group. Ss help the speaker with prompts. • Repeat the activity with the other Ss in each group.
SUGGESTED ANSWER KEY 'Helping Hands ' can dig gardens, prune trees and rake leaves. They can also wash the dishes, mow lawns or water flowers.
EVERYDAY ENGLISH 4 Focus - Making suggestions; agreeing/ disagreeing • Tell Ss to close their books. Write the sentence Let's go for a coffee. on the board . Ask concept questions to establish that this is a suggestion. Elicit any other language for making suggestions that Ss know (e .g. How about going for a coffee?) • Tell Ss to open their books and look at the language for making suggestions. Ask individual Ss to complete each utterance to suggest going for coffee to establish the required structures. (e.g. Why don't we go for a coffee? It might be an idea to go for a coffee. We could go for a coffee. I think it would be a good idea to go for a coffee.) • Elicit some more possible activities from the class and write them on the board (e.g. watch television, have a party, go to the cinema, etc). Ask a S to suggest one of the activities and agree to it (e.g. $1: Why don't we listen to some music? T: That sounds like a good idea to me.) • Repeat the procedure, but this time disagree with the suggestion (e.g. $2: We could go swimming this weekend. T: I don't really like the idea.) • Drill the other expressions for agreement/ disagreement, making sure that Ss use the correct intonation to sound enthusiastic/ unenthusiastic. • Divide the class into pairs. Tell Ss to read the rubric and ask concept questions to check understanding (e.g. What have you found? What are you going to do? etc) . • Allocate roles and ask one pair to demonstrate the activity using the example in the book. • Initiate the activity and monitor Ss exchanges, giving assistance if needed. • Conduct feedback by asking pairs to act out exchanges for the class.
43
3
Chores! 6 Focus - Looking at the question form of present continuous
SUGGESTED ANSWER KEY A: Let's get somebody from Helping Hands to prune the trees, shall we? B: What a good idea! A: It might be an idea to get somebody from Helping Hands to rake the leaves. B: That sounds like a good idea to me. A: We could get somebody from Helping Hands to wash the dishes. B: I don 't think so.
A: I think it would be a good idea to get someone
•
sleeping? T: Mal}' - have lunch S2: Is Mal}' having lunch? T: children - play S3: Are the children playing? etc}. • Ask Ss questions to elicit short answers (e.g . T: Are you having a lesson now? Ss: Yes, we are. T: Is Peter sleeping now? S1: No, he isn 't. etc) .
•
from Helping Hands to mow the lawn. B: I don 't really like the idea.
1 Are you washing the dishes now? No, I'm not.
5 Focus - Presenting the present continuous
2 Is your father working at the moment? Yes, he is.
• Write the following on the board: James goes to work at 8 am evel}' day. It's 8 am now so ... Ask Ss to complete the sentence to elicit James is going to work. Ask Ss to explain the use (e.g.
3 Is it raining now? No, it isn't.
4 Is your mother doing the shopping now? No, she isn 't.
something happening at the time of speaking).
•
Ss complete the matching task individually and then compare answers with a partner. Check answers with the class. • Tell Ss to work in pairs to find other examples in the leaflet and identify their uses. Check answers with the class. ANSWER KEY
2 - a
5 Are you mopping the floor now? Yes, I am.
7 Focus - Expressing irritation with 'always + present continuous' •
3-c
4-b
Examples
a At this vel}' moment our volunteers are working in homes ... b Are you having a hard time doing everything yourself?; Today they are digging .. . ; They are also washing the dishes .. . ; This week they are working in Blackheath. c Next week they are moving to Clapham. d Are you always complaining about housework?
44
Ss work in pairs to ask and answer the questions. Conduct feedback with the class. SUGGESTED ANSWER KEY
EXPLORING GRAMMAR
1- d
Refer Ss to the two questions in the leaflet to revise the question form of the present continuous. Give prompts to conduct a short drill to practise the form (e.g. T: sleep S1 : Are you
Draw a matchstick figure on the board and introduce him/her to the class as your friend . Explain that, although you like the person, s/he has some annoying habits. List these on the board (e.g. forgets to close the door, asks for things, keeps people waiting, etc).
• Ask Ss to tell you why your friend irritates you to elicit: e.g. She's always forgetting to close the door, She 's always asking for things, She 's always keeping people waiting, etc .
•
Ss complete the task individually. Alternatively, Ss can act out the exchanges in pairs. Check answers with the class.
E
Chores! ANSWER KEY 2 He 's always watching television. 3 She 's always complaining (about something). 4 He 's always playing loud music.
U Focus - Looking at stative verbs
• Write the expression 'Head and heart verbs ' on the board and invite Ss to suggest what it might mean. Elicit the information or explain that the expression refers to verbs that express thought or emotion. • Refer Ss to the examples in the theory box and ask them to identify those that express emotion (love, hate). Point out that the other verbs are related to conscious thoughts (head verbs) . • Ask Ss to identify the verb in the theory box that expresses possession (belong). • Explain that such verbs do not normally take the present continuous form and that they are known as stative verbs. • Ask Ss to identify the stative verbs in items 1-6. (The verbs in 1, 4, 5 are stative.) • Ss complete the task in pairs. Check answers with the class.
SUGGESTED ANSWER KEY A: Do you belong to a sports club? B: Yes, I do. 2 A: Are you studying French now? B: Yes, I am. 3 A: Are your parents going on a trip this weekend? B: No, theyaren 't. . 4 A: Do your parents like soap operas? B: No, they don't. 5 A: Do you believe in ghosts? B: No, I don 't. 6 A: Are your friends having a lesson now? B: Yes, they are.
GAM E Focus further • •
•
Practising the present continuous
Divide the class into two or more teams, depending on the number of Ss in the class. Demonstrate the activity. Read the statement in the example and ask teams to find out what you are doing (e.g. mowing the lawn) . Appoint one S to be the "Leader" and tell the leader to write down what s/he is doing on a piece of paper. Tell teams they can only ask six questions and initiate the activity. Keep team scores.
WRITING 9 Focus - Writing notes in a chart form • • •
•
Ask Ss to explain the meaning of chores again (e.g. repetitive, boring jobs). Explain the task and tell Ss they may use examples from Ex. 1 as well as their own ideas. Explain that Ss should write notes, i.e. key words rather than full sentences. Give examples on the board: (e.g. Man: wash car, buy food, etc). Ss complete the task as described in the rubric . Invite a few individuals to report to the class and encourage Ss to make comparisons with their own lists.
SUGGESTED ANSWER KEY Weekly Chores Chart Mon: Tues: Wed: Thurs: Fri: Sat: Sun:
make bed, cook breakfast make bed, rake leaves make bed, cook breakfast, iron clothes change sheets, dust furniture make bed, take rubbish out make bed, cook breakfast and lunch make bed, water flowers
Workbook Unit 3 (optional)
45
es Objectives
•
Reading: predicting the content; reading for global understanding; summarising a text Grammar: present simple; present continuous Speaking: (portfolio) asking/answering questions in an interview Writing: (portfolio) an interview
Ss complete the task individually and then compare answers with a partner. Check answers with the class. ANSWER KEY
1 school life 2 hobbies & free time
3 house & home 4 hopes & fears
3 Focus - Summarising a text • Write the following on the board : My train arrives
ADDITIONAL MATERIALS
in London at 5:30. I will call Mary when I get there.
one coin for each pair of students in the class
Ask Ss to identify the key words and underline them (e.g. arrives, London, 5:30, call, Mary). Write a sentence summarising the information:
READIN G 1 Focus - Predicting the content • Ask Ss to identify the city in the picture and then tell them to skim the introduction to the reading to check. • Ask questions to find out what Ss know about Moscow to establish a background for the reading task (e.g. Where is Moscow? What country is it the capital of? Do you know what the weather is like in summer/winter? What do you think it would be like to live there? etc) .
•
Ss work with books closed to prepare the three questions they would like to ask Sasha. • Tell Ss to read the text as you play the recording and check whether their questions are answered. SUGGESTED ANSWER KEY Sasha is from Moscow, the capital city of Russia. I would like to ask him what his school is like, what he does in his free time and what music he likes.
2 Focus - Reading for global understanding • Ask Ss to read the five labels in Ex. 2 and predict what they would expect to read under these headings (e.g. Food: Sasha's favourite food, the food he likes/dislikes, What he has for breakfast, etc) .
•
Stress the point that it is not necessary for Ss to understand every word in the text in order to do the task. Remind Ss that there is one label they will not need to use.
Arriving London 5:30; call Mary then.
•
•
•
Remind Ss that notes should consist of short phrases and key words rather than complete sentences and allow time for Ss to make their notes individually. Circulate and assist as necessary. If there are a large number of Ss in the class, divide the class into groups of 3-4. Individual Ss use their notes to report to the class/group. Conduct a class discussion on the differences in lifestyles. SUGGESTED ANSWER KEY schoo/life: Man - Sat, 8:30 - 3:00 hobbies & free time: plays football, ice-hockey, computer games; listens to COs house & home: 3-bedroom flat with parents, sister, grandmother and cat hopes & fears: happy to have great family, lots of friends; worries about future, doesn 't know what wants to be Sasha seems to have a similar life to ours although his flat sounds a bit small.
EXPLORING GRAMMAR 4 Focus - Using the present simple or present continuous • Ask Ss to quickly skim the text and identify the tenses used (present simple, present continuous). • Go through the listed uses and elicit the tense used for each (Happening now, around present time: present continuous. Routines, habits, timetables: present Simple. Fixed arrangements, annoyance: present continuous).
46
Lifestyles • Ss identify uses in the text individually and then compare answers with a partner. Check answers with the class. SUGGESTED ANSWER KEY Examples actions happening now/around the time of speaking: Right now, I'm studying for my English class. routines: In the evenings I have additional algebra .. .; After school I have a break, then I do my homework.; I usually stop around 9 o'clock. Every d y my parents give me ... habits: I mostly play football ... ; I also enjoy computer games ... annoyance: My mum is always complaining about me drinking cola.
oeus - Practising the present continuous/ I resent simple • Tell Ss to read the example and identify which present tense is used (present continuous). Explain that the present simple is not needed in every situation . • Ss work in pairs. S 1 chooses a picture at . random and reports what the person is saying. S2 identifies the picture and selects another picture to continue the task. • When pairs complete the task, select individuals to report what the people are saying. SUGGESTED ANSWER KEY 2 It's snowing outside and I feel very cold. 3 I'm going to work and I'm waiting for the train. 4 I'm going to work and I'm sitting in a traffic jam. 5 I'm not going to school today. I have a temperature. 6 I'm ironing clothes. I have a lot to iron.
"ME Ask Ss to look at all the pictures and ask them to think of what is happening in each one. Quietly help II individual Ss have difficulty understanding the ctivity in particular pictures. Demonstrate the activity using the example, taking the role of A.
•
Divide the class into pairs and make sure each pair has a coin and tokens such as erasers or pencil sharpeners to mark their positions on the board. • Tell Ss that, when they complete the task for each square they land on, they should tick (/') the square. If they land on the square again, they should move forward to the next square they have not visited. Also explain that they should move to the start again once they complete the task for square 12 and that the game ends when they have completed the tasks on all the squares . • Check that Ss understand the rules and initiate the activity. Circulate and monitor pairs, assisting where necessary. SUGGESTED ANSWER KEY A: B: A: B:
What are they doing in picture 2? They are playing ice hockey. How often do you play ice hockey? I don't play ice hockey. etc
Activities 1 do the shopping 2 play ice hockey 3 read a book 4 cook a meal 5 go mountain biking 6 use computer
7 do the washing up water flowers 9 listen to music 10 do homework 11 go swimming 12 play music
8
SPEAKING 6 Focus - Conducting an interview • Ask Ss to read the interview in Ex. 2 again. Allow time for Ss to think of and prepare their own answers to each question. • Divide the class into pairs and allocate roles. Tell the interviewers to take notes of their partner's responses to each question. • Initiate the activity and monitor Ss, helping as required. Ss change roles when they have completed the interview and repeat the.task. • Invite pairs to act out their interviews in front of the class. • If suitable equipment is available, video or tape record these interviews. Use the recordings to analyse pronunciation, intonation and grammatical accuracy with the class. (Ss' own answers)
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Lifestyles
7 Focus - Writing an interview from notes •
Explain the task. Tell Ss to use the headings and questions from Ex. 2 and the notes they made in Ex. 6 to complete the task. • Ss exchange their written interviews with the Ss who were interviewed. Tell Ss to read the interviews to check whether the facts recorded are correct. SUGGESTED ANSWER KEY School life When does school start/finish? 9:00 to 4: 15 pm, Monday to Friday. We have a onehour lunch break evety day. Do you get homework? Yes, about 3 hours evety day, sometimes more if we have exams. I have a Histoty exam next Monday, so I'm studying for that at the moment. Hobbies & free time Do you get any pocket money? I get a little bit from my parents evety week, but I also have a job at the local shop on Saturday mornings which helps a lot. What do you do in your spare time? Well, I love electronics and I spend a lot of time building my own radios and so on. I'm not vety good at sports, but I enjoy watching tennis on television. I spend a lot of time reading, too. I love reading true stories.
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House & home Where do you live? I live in a house with my parents and my grandmother. It's not vety big, but it's OK because I have my own room. Do you argue with your parents? No, not really! My parents approve of the things I do most of the time. I probably have more arguments with my grandmother! Hopes & fears What do you like/hate about being 14? I don 't have a lot of problems. I've got some really good friends and my interests keep me busy. The only problem is that there is never enough time to do all the things I want to do. What do you worry about? School, mostly. I want to do well because I want to go to university, so I warty about exams quite a lot.
Workbook Unit 4 (optional)
I
Objectives
SUGGESTED ANSWER KEY A: What is Smeagollike? B: I think Smeagol is dishonest because he tells a lot of lies. He is also selfish and only thinks of himself. A: Anything else? B: Yes, he 's greedy. He doesn 't like to share things.
V cabulary: adjectives of character and appearance peaking: talking about appearance eading: for gist and specific information (an nrtlcle)
Writing: note taking; summary writing
A: What is Sam like? B: Sam is loyal and caring. He is always with his friend Frodo, whatever the danger, and he wants to help and take care of him. He is honest, too, because he always tells the truth.
II I ITIONAL MATERIALS , l
IIr
ine pictures showing people of distinctively f' nt age, physical appearance and character
ABULARY
A: What is Gandalf like? B: I think Gandalf is smart and wise because he always plans his actions and gives good advice. He is also very calm and never loses his self-control.
Focus - Describing characters and appearances • Tell the class to look at the pictures at the top of the page. Ask Ss whether they have seen the film featuring these characters or read the book The Lord of the Rings. If Ss are unfamiliar with the film/ book ask them to speculate what it might be about (An adventure which is set in a fantasy world). • Refer Ss to the title of the unit and elicit its meaning (Good and bad characters). Ask Ss which of the characters shown they think are heroes and which are villains. Tell Ss to read the descriptions to check (Heroes: Aragorn, Sam, Ganda/f; Villains: Smeagol). • Ask Ss to look at the list of character adjectives. Ask questions to check understanding (e.g. T: What word do we use to describe a person who is concerned about the feelings of other people? S1: Sensitive. etc). • Allow time for Ss to read the descriptions again and identify the adjectives needed to describe each character. Refer Ss to the example exchange and use this to demonstrate the activity (e.g. T: What is Aragorn like? S1: I think he's brave. He isn't afraid to put his life in danger. T: Anything else? S1: Yes, He's smart because he can come up with great ideas.). Ss complete the task in pairs. Ask a few pairs to act out their exchanges in order to check answers.
SPEAKING 2 Focus - Describing appearances •
Describe a S in the class without naming the person. Ss guess who you are describing (e.g. T: This student is tall and slim, with long, dark hair. Who is it?). • Write the headings on the board and complete the lists with the class, explaining any new vocabulary at the same time . Ask Ss if they can add any other words to the lists. ANSWER KEY
Age: young/in his late fifties/early thirties/late teens Height: tall, of medium height Build: slim, well-built, fat, big Hair: dark, fair, curly, long, straight Face: round, oval, plain, beautiful, handsome, ugly Special features: moustache, beard, dimples, wrinkles •
Refer Ss to the example exchange and tell them to work in pairs to complete the task as they did in Ex. 1. Ask a few pairs to act out their exchanges in front of the class in order to check answers.
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Heroes & Villains READING
SUGGESTED ANSWER KEY A: B:
What does Aragorn look like? He 's got long, dark hair, a moustache and beard. He has very dark eyes.
4 Focus - Predicting the content
a
A: What does Sam look like? B: He's quite young and handsome with fair curly hair and an oval face. A: What does Gandalf look like? B: He's very old with long white hair and a beard. He has an oval face and lots of wrinkles.
• Extension activity: divide the class into groups of 3-4. Give each group 6-8 magazine pictures of different people. Ss in each group take turns to describe one of the people. The other Ss in the group have to decide which person is being described. (Ss' own answers)
3 Focus - Forming words: adjectives •
Refer Ss to the adjectival suffixes in the box and ask them to provide examples from Ex. 1 and 2 (Ex. 1: sensitive, selfish, caring, powerful, funny, greedy. Ex. 2: curly, beautiful). Elicit or provide
examples of adjectives formed with the remaining suffixes (e.g. Portuguese, musical, economic, hopeless, marvellous, aged).
•
Ss form adjectives and write sentences individually. Ask a few Ss to read out sentences to the class. SUGGESTED ANSWER KEY 1 He is not as handsome as he was when he was young, but he's still an attractive man. 2 She knows a lot of funny jokes and she makes everybody laugh. 3 I'm sure she will be rich and famous one day because she's a very ambitious person. 4 Although he is nearly ninety, he is still very energetic and loves going for long walks. 5 He is a very careless person; he's always breaking things! 6 She 's a careful person who always stops to think before she does anything. 7 He is very popular because he is selfless and always puts other people first.
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• Tell Ss to look at the picture at the beginning of the text on p. 15. Ask Ss if they know who the person is and/or what he does. • Ask Ss how the title and picture are linked and what the title tells us about the person (e.g. He must be a famous basketball player). Ss read the first paragraph to check their predictions. SUGGESTED ANSWER KEY The text probably describes personality and appearance.
Allen
Iverson 's
5 a) Focus - Gap filling •
Ss complete the task individually and compare answers with a partner. • Play the recording to check Ss' answers and then answer any questions. ANSWER KEY 1- c 2 -a
3 - g 4 - f
5 - d 6 - e
7-b
b) • Read through the list of topics with the class •
and check understanding. Ss identify the topics mentioned in the article in pairs. Check answers with the class.
ANSWER KEY name - what famous for, description, physical appearance, character qualities & qualifications, hobbies & interests
6 Focus - Recalling information • Ss prepare 5-6 questions individually. • Tell Ss to close their books and work in pairs tc answer each other's questions. When the) complete the task tell them to open their book~ to check the information.
Heroes & Villains GESTED ANSWER KEY •
Who does Iverson play for? When was he born? What does he look like? What are his hobbies?
•
(
us - Joining sentences; linkers Ilarer Ss to the text at the top of the second lumn . Read the text aloud and invite Ss to mment, asking them whether the text sounds natu ral and why (The text sounds unnatural because it consists of a lot of short sentences.).
A I< Ss what words can be used to join ntences and then refer them to the theory lox. Elicit example sentences from Ss, giving prompts if required (e.g. He is a good portsman and also a talented musician. He njoys playing football but he doesn't like watching it. etc) .
• Ss find the examples in the text. Check nswers. • Ss complete the joining sentences task Individually and compare answers with a partner. Ask a few individuals to read their paragraphs to the class to check answers. ANSWER KEY /-Ie also has a goatee beard as well as a thin moustache. However, he can sometimes be shy as he doesn 't easily talk to people he doesn't know ...
SUGGESTED ANSWER KEY Ann is a tall girl in her late teens. She is slim and she has got long blonde hair and blue eyes. She likes wearing casual clothes and she is both cheerful and amusing. However, she is selfish.
WR ITING
o
•
Refer Ss to the Study Skills box. Read out each of the points and check understanding by inviting Ss to comment on each point. Ask Ss if the technique is similar to the one they use in their L1. • Ss read the text and note main points individually. Stress the importance of using key words rather than sentences. Conduct feedback with the class, writing notes on the board. SUGGESTED ANSWER KEY Paragraph 1: Allen Iverson, basketball player, Philadelphia Paragraph 2: born 1975, tall, strong, long hair, beard, moustache Paragraph 3: talented, caring family man, shy Paragraph 4: likes American football, movies, restaurants Paragraph 5: successful, interesting
b) •
Explain that the information in a summary does not have to follow the order that it is presented in the original text. Ask Ss if any information could be re-ordered in the notes they have made (e.g . successful could come in the introduction) . • Remind Ss that a summary should contain only information given in the original text, not their personal opinions or comments. • Ss write their summaries individually.
SUGGESTED ANSWER KEY Allen Iverson is a successful and talented basketball player. He was born in 1975 and he plays for Philadelphia. He is well-built, and good-looking. He is a caring family man but he is a little shy. He is an interesting person who likes American football, watching movies and going to restaurants.
Workbook Unit 5 (optional)
a) Focus - Looking at summary writing skills • Ask Ss if they have to write summaries in their L1 and, if so, how they go about such tasks.
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If. Objectives Vocabulary: holidays and vacations Reading: reading for specific information Speaking: giving a short speech based on reading text Writing: describing typical holidays
SUGGESTED ANSWER KEY The text is probably about holidays in the United States.
3 a} Focus - Reading for specific information •
ADDITIONAL MATERIALS four blank postcards for each student 1 a} Focus - Introducing dates and holidays • Ask questions to revise the months of the year (e.g. Which is the shortest month of the year? Which months have 30 days? Which months are the summer months? When is your birthday? etc). • Ss look at the dates and try to answer the question in the rubric. Explain the significance of any dates Ss are unfamiliar with. ANSWER KEY 1 January - New Year's Day 4 July - Independence Day 11 November - Veterans' Day, Remembrance Day (Hostilities in World War I ceased at the 11th hour on the 11th day ofthe 11th month in 1918) 25 December - Christmas Day
Ss read the text and answer the questions individually before comparing their answers with a partner. Check answers with the class.
ANSWER KEY
1 a holiday: a special day of celebration a vacation: a period of time, ranging from a few days to several weeks, spent away from school or work 2 Normally about two weeks 3 No 4 Yellowstone National Park; the Grand Canyon; sightseeing in Washington DC and New York; Disney World in Florida
b} •
Encourage Ss to use the context to deduce the meanings of the words in bold . Allow time for Ss to discuss their ideas with a partner before conducting feedback with the class. Alternatively, Ss use their dictionaries to find the meanings of the words as they are used in the text.
ANSWER KEY b} • Ask Ss which days are important holidays in their cultures and extend the discussion to include other important holidays. Encourage Ss to say why the holidays are significant. (Ss' own answers) 2 Focus - Reading: predicting the content •
Refer Ss to the pictures and ask them to say what they know about the places shown (e.g. "Yellowstone is a huge park in America. I think there are a lot of wild animals, especially bears, there. ''). • Allow a short time for pairs to predict content. Ask one pair for their prediction and ask the class whether they agree. If Ss make a variety of predictions, list these on the board. • Play the recording and check Ss' predictions.
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ranging: varying typically: usually, normally generally: usually, most frequently package tours: holidays organised by a travel company arrange: organise transportation: means of moving from place to place accommodation: place to stay/sleep local air fares: cost of flying within the country backcountry: an area where very few people live, a long way from cities and towns nature walk: an excursion on foot through the countryside rent: pay money to use for a short period of time cabin: a small wooden house, usually in forests or on mountains giant: very big
Culture Corne 1: Time Off! II Focus - Giving a short speech •
Initiate a discussion on public speaking and ask Ss what makes a good public speaker (e.g. A person who uses eye contact, does not read a prepared speech, does not speak too quickly, uses gesture to emphasise points, etc).
•
Explain that good speakers use cards on which they write notes for their speech and that each card will have brief notes for each of the main points. • Distribute cards and allow time for Ss to prepare their speeches. Encourage them to make notes, but monitor Ss to make sure they do not attempt to write complete speeches. • Ss give their speeches to the class. If the class is large, Ss work in groups to perform the task. SUGGESTED ANSWER KEY In the United States, when people talk about a holiday they mean particular days of the year when special events are celebrated, such as the start of a new year. But when they talk about a vacation they mean a period of time when they don't go to work or school, usually in the summer. Most American vacations last about two weeks and people usually visit places within the United States - popular places to visit include Washington DC, Yellowstone National Park, the Grand Canyon, New York and, perhaps not surprisingly, Disney World in Florida.
5 Focus - Writing: describing typical holidays •
Initiate a discussion on holidays with the class, eliciting the information required for the writing task. List relevant points on the board to form a plan. • Check Ss understand that they are writing a general account and not about their personal experiences. Elicit the person they should use and the tense (e .g. third person plural, simple present)
•
Ss complete the task in class if time allows. Alternatively, it may be set as homework. SUGGESTED ANSWER KEY Most people in my country take their holidays in the summer, usually in August. In fact a lot of shops and factories close for the month as everybody heads to the south of the country. A lot of people also go abroad for their holidays, usually to countries in the Mediterranean. When they are on holiday, people love to eat good food, . go sightseeing and swimming, or just sit around talking with their friends .
53
c
"cular C t
: ( iterature) Robinson Crusoe
Objectives
ANSWER KEY
Reading: for gist and specific information (a descriptive text) Writing: a short description of a person
The 'I' is Robinson Crusoe. The text is a description of Friday.
3 a) Focus - Reading for specific information
1 Focus - Introducing a text •
•
• •
•
Write the names Robinson Crusoe and Daniel Defoe on the board and ask Ss if they have heard the names before and whether they know anything about them. If Ss are familiar with the names, ask them to tell the class what they know. Pairs then decide whether statements 1-4 are likely to be true or false . Ss read the fact-file to check their predictions. Conduct feedback with the class. Alternatively, if Ss are not familiar with the names or the story of Robinson Crusoe, ask Ss to read the fact-file and then decide whether statements 1-4 are true or false. Check answers with the class. Ask questions to elicit the meaning of the words in bold with the class (e.g. What part of speech is the word 'novelists'? Is it a thing or a person? What other word in the text does it resemble? What is a novel? So what do you think a novelist is? etc).
• Tell Ss to read questions 1-4 and check understanding. Ss complete the task individually and then discuss and justify their answers in pairs. Check answers with the class. • Ss use dictionaries to find the meanings of any of the words in bold they are unfamiliar with. Check with the class. ANSWER KEY
1-8
2 - 8
3 - A
4 - 8
manly: showing strength and courage high forehead: part of the face between the eyebrows and the hairline sparkling: shining brightly, like a diamond trust: believe strongly in someone savages: people from an undeveloped society abilities: skills, talents minds: intelligence so on: etcetera true: honest, loyal civilised: developed, sophisticated
ANSWER KEY 1 true
2
true
3
false
4
false
novelists: people who write books of fiction goes to sea: becomes a professional sailor adventures: unusual, exciting and perhaps dangerous journey or series of events shipwrecked: describing a person who has survived after their ship has been sunk uninhabited: describing a place which has no people living there
2 Focus - Reading: predicting the content •
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Ss complete the task as described in the rubric. Check answers and then discuss possible reasons why Defoe wrote the book in the first person with the class (e.g. It makes the narrative more vivid; the third . person would be inappropriate because Crusoe was alone) .
b) • Write the name 'Friday' on the board. Explain the task and elicit possible headings from the class. • Write headings on the board and allow Ss time to complete their notes. Conduct feedback with the class. SUGGESTED ANSWER KEY Friday age, appearance, likes and dislikes, character 'Friday' is the character who Robinson Crusoe meets in Daniel Defoe's classic novel. He is about 26 years old and he is strong and well-built with a handsome face and long, straight black hair. He enjoys learning English and he is a quick learner. He is a happy, hard-working person who is never in a bad mood. He is very trustworthy and loves Crusoe like a father.
Curricular Cuts 1: (Literature) Robinson Crusoe - xplain to Ss that they only need to draw the face of 'Friday' for this task.
SUGGESTED ANSWER KEY Robinson Crusoe is about 30 years old. He is tall and thin and he has long hair and a long beard. He likes teaching me to speak his language and he is pleased when I help him with things. He is kind and I love him like a father.
(\; 'o wn answers)
u -
Writing a description of a person
- xplain the task and tell Ss to use their notes II' m Ex. 3b as a model plan. Allow time for Ss to complete the task. Alternatively, Ss write their descriptions as a I) mework activity.
Pairwork Activities I IRWORK ACTIVITY 1
I XI lOin the task. Students look at two different fJlu I d pairs Ss ask each other questions to find
cards, one about a sports club and one about an actor. Working in out more information. Check Ss' answers and then ask some pairs to
fUl l out their dialogues in front of the class.
SUGGESTED ANSWER KEY
Set 1 - Get Wet Sports B: What sports can you do at the club?
A: Windsurfing, water-skiing and scuba diving. B: How much is the first lesson?
A: The first lesson is free. B: Where is "Get Wet Sports"?
A: It's on Palm Beach. B: And which days is it open? A: The club is open every day. B: What times is it open? A: It opens at 9 am and it closes at 7 pm. B: Thank you.
Set 2 - Actor Profile A:
What is the actor's name?
B: Bruce Willis. A: When was he born?
B: He was born on the nineteenth of March, nineteen fifty-five.
A: How tall is he? B: He 's one metre and eighty three centimetres tall.
A: Does he have any special features? B: Yes, he has a scar on his right shoulder. A: What films has he made? B: Die Hard, Twelve Monkeys and The Sixth Sense. A: Thank you.
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C rl:me 1
•
Units 6 · 10 Before you start ... •
Go through the questions with the class. Alternatively, Ss discuss the pOints in groups of 3-4.
( Look at Module 2 ) •
Ask Ss to look at the pictures and read the title, Crime doesn 't pay. Ask Ss how the pictures and the
title are related to elicit the meaning of the title. Develop a discussion about crime in their own countries, asking Ss whether there is more crime nowadays than ten years ago and what kinds of crime are the most common. SUGGESTED ANSWER KEY My parents say there is more crime nowadays than when they were young. They tell me that you could leave your door unlocked and not be afraid of burglars. You cannot do that these days! Also, there are different kinds of crimes these days. People steal credit cards a lot and there is also identity theft when people steal your bank account details to use.
•
56
Ask Ss to look through the module and find the page numbers for each of the pictures. Conduct feedback with the class, and ask questions to stimulate discussion.
Pic 2 (p. 20-21) Where are the people? What is the man coming in the door doing? Why does the woman in the mauve sweater have her hands in the air? Have you ever seen a situation like this? Pic 3 (p. 29) Where is the woman? How does she feel? What is she doing? What time is it? What is she wearing? What do you think she is saying? Pic 4 (p. 23) Who is this person? What is he doing? Where have you seen him before? How is the picture related to the title of the unit? What do you expect to learn in this unit? Pic 5 (p. 25) Who do you think this man is? What is he doing? Where is he? What has he found?
Find the page number(s) for Ss read the list of items. Check understanding. Allow 3-4 minutes for Ss to find the items. Conduct feedback and ask questions to stimulate discussion. newspaper headlines (p. 20) How do you know these are headlines? Which headline do you think is the most interesting? What subject do these headlines deal with? What is the purpose of a headline?
ANSWER KEY
an advert (p. 23)
Pic 1 (p. 27) T: What page is picture 1 on? $1: It is on page 27. T: Who do you think this person is? $2: I am not sure but I think he lived a long time ago because he is wearing old-fashioned clothes. T: What is he wearing? $3: He is wearing a long blue coat and a tall hat. T: What is he carrying? $4: It looks like a kind of club. Maybe it is for hitting people.
What is the advert for? What information is it giving us? Have you been to an exhibition like this? What kind of exhibitions do you like to go to?
a comic strip (p. 24-5) Do you like comic strips? Do you prefer theJjl to articles? Have you ever written a comic strip? What features should a good comic strip have? Does this comic strip attract your attention?
an article (p. 26-7) How do you know this is an article? What do you think this article is about? Do the illustrations help you understand the article?
ilUe- doe·so't pay Units 6 · 10
C ___O_b_je_ct_iv_es_ _) I'll olll III objectives of the module. Explain that
III III
11
xl five
units Ss will learn how to do all the
It il II l d. II 1< lh t Ss understand the objectives and till WI r ny questions they may have about them.
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Clum
crooks!
Objectives
ANSWER KEY •
Vocabulary: crimes and criminals Listening: practising intonation and stress (expressing interest/surprise; breaking news) Reading: for specific information (dialogue) Grammar: past simple (regular/irregular verbs) Speaking: role play; dialogue Writing: (portfolio) writing an eyewitness statement
• • •
•
A vandal causes damage to buildings or property. A mugger attacks someone in the street and takes their money. A kidnapper takes someone away by force. A pickpocket steals from people's bags or pockets. A robber steals money or goods from a business like a bank or shop.
VOCABULARY 1 a) Focus - Introducing vocabulary Refer Ss to the title of the unit and the picture. Ask them to say how they are connected. (The picture shows a robber who doesn't seem to know what he is doing. He appears to be a clumsy crook.) Ask questions to revise/introduce vocabulary (e.g. Who can you see in the picture? A robber, two bank cashiers and six customers. How do the bank cashiers feel? They look rather scared. What does the robber have on his head? He is wearing a bag or a sack on his head, perhaps a paper one or maybe it is made of cloth. etc). • Refer Ss to the headlines. Read them out and ask Ss to underline any words they can find which are connected with crime (mugging, kidnap, pickpocket, vandalise, arrest, robber, burglar). Elicit/Explain new vocabulary. Ensure that Ss understand the different types of crimes mentioned in the table. • Ss complete task. Check answers.
•
Optional extension: allow Ss two minutes to write sentences of their own about crime and criminals containing as many words from the table as possible. Ask Ss to read out their sentences and the rest of the class listens for errors. Write the corrections on the board. The S who has used the most words from the table correctly is the winner.
•
ANSWER KEY robber, burglar, pickpocket
vandalise, kidnap, mugging,
b) Focus - Completing a table
SUGGESTED ANSWER KEY
A burglar stole some money and vandalised the house. Mugging is a more common crime than kidnapping or pickpocketing. etc
LISTENING 2 a) Focus - Practising intonation and stress •
Ask Ss to read the list of sentences and underline the words they think are stressed. Play the recording once. Ss compare answers in pairs. Play the recording again to check answers, pausing after each utterance for Ss to repeat the sentence (choral and individual repetition) . • Ss work individually to decide which expressions break news and which show interest or surprise. Play the record ing again while checking answers with the class.
•
Refer Ss to the column in the table dealing with criminals and the example sentence. • Ask Ss to match the criminals to their definitions and write sentences defining what the criminals do. • Check answers.
58
ANSWER KEY a)
break news: You have to listen to this! You won't believe what he did! It gets worse!
Clumsy crooks! 1m
III I'
ANSWER KEY
Interest or surprise: unbelievable! II ppened next?
Witness Statement Time: 2:30 pm Date: 12th March .. . A robber came into the bank wearing a canvas sack over his face. He lifted the sack, pulled out a gun and demanded money from the teller. The teller opened the safe and the alarm went off, so the robber panicked and ran out of the bank empty-handed.
W/W/ II al ln 'lI n s y that again! me? lOry!
u - Predicting the content
A11
to read the expressions in Ex. 2a again
HllC l oll It uggestions about what the dialogue is II ( ut. Fl mind the Ss to think about the kind of I rl which would include expressions to II 1
I (I l ing t the picture, it seems as if the dialogue is rll III a bank robber who wasn 't very good at his ''l l ' , N probably didn't manage to get any money. I/If} xpressions show that things happened which really surprising.
wow
ocus - Reading for specific information
11 1
•
Elicit meanings of the words in bold. Ss then think of sentences containing an example of each new word. Ask some Ss to write their examples on the board . ANSWER KEY canvas sack: a large bag made of strong coarse cloth demanded: asked for sth in a forceful way captured: caught dumb: silly according to: from what sb/sth says went off: started to ring empty-handed: with nothing in his hands
b) Focus - Selecting headlines •
to read out the dialogue. Ask questions
in the picture? (The fact that the robber has a sack over his face and cannot see where he is walking.)
r I vant to the incorrect information in the witness I tement at specific pOints in the dialogue and licit answers. Wha t was the robber wearing? (a canvas sack) Did he pull out a club? (No, he didn't. He pulled out a gun.) Why did the robber panic? (The alarm went off.) Did the robber get a lot of money? (No, he left mpty-handed.)
• Refer Ss to the witness statement. Ask Ss to underline the parts of the statement which differ from the text (wearing a paper bag, pulled out a club , ran out of the bank with all the money). Ss rewrite statement with correct information from the text. In pairs, Ss check and edit their partner's work. Check answers.
Ss look at the picture of the bank again. Ask Ss : What do you think is strange and unusual
•
Refer Ss to the first question in the rubric and ask them to find a sentence in the corrected witness statement which is connected with the previous question and answer. • Ask Ss to identify words in the headlines in Ex. 1a which would help them answer the second question in the rubric. • Ss complete the task. Check answers. ANSWER KEY A robber came into the bank wearing a canvas sack over his face . Headline E - POLICE ARREST BANK ROBBER
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6
Clumsy crooks!
EXPLORING GRAMMAR
SPEAKIN G 6 Focus - Acting out a dialogue
4 Focus - Using th e past simple • Presentation: write the headings TODAY and YESTERDAY on the board. Elicit from Ss what they do everyday and write under the heading TODAY (e.g. I walk to school everyday, I eat breakfast everyday). Ask Ss to say what they did the previous day and write the sentences under the heading YESTERDAY (e.g. I walked to
• •
• •
school yesterday, I ate breakfast yesterday).
•
Remind Ss of how the past simple is formed and that it has both regular and irregular forms. Elicit the negative and interrogative forms of the past simple and ask Ss to talk about things they did not do the previous day (e.g. I did not (didn 't) go swimming yesterday.). Ask Ss to look at the Grammar Reference Section on p. 132 reminding them of the rules on how to spell the past simple. • Refer Ss to the rubric. Ss read the dialogue and identify the verbs and their uses in pairs. Check answers.
• •
Divide the class into pairs and allot different headlines from Ex. 1 to each pair of Ss. Ask Ss to reread the dialogue and the phrases in Ex. 2. Ss select certain phrases to use in their dialogues. In pairs, Ss decide on the plot of their dialogues. Initiate the activity and monitor and assist when necessary. Ss take it in turns to play each role. Invite Ss to act out their dialogues for the class . Ss vote for the best dialogue. SUGGESTED ANSWER KEY
A: Hey, Mary! You have to listen to this! B: What is it? A: Well, I'm reading about a bus driver who B: A:
ANSWER KEY B: A:
regular: happened, pulled, lifted, demanded, captured, opened, panicked
irregular: did, tried, wore, went, ran
a He tried to rob a bank last week. Well, he pulled out a gun, lifted the sack off
b
B: A:
his face and demanded money from the teller! Well, when the teller opened the safe, the alarm went off, so he panicked and ran out of the bank empty-handed!
5 Focus - Practising tenses • •
B:
Ss complete the task individually. Check answers with the class and elicit and explain any difficulties in verb formation the Ss may have come across.
v~
WRITING 7 Focus - Writing a police statement •
Ask Ss: What is an eyewitness? (someone who sees an incident and can say exactly what happened) What is a statement? (an official written text, often for the police)
•
Ask Ss what kind of incidents eyewitnesses might have to describe. Elicit answers and revise the vocabulary of crimes in Ex. 1 (a mugging, a
ANSWER KEY did you see 2 stopped
3 4
took told
caught a pickpocket. How? Wasn't he driving the bus? No, he was at the bus station having a break. He was talking to another driver when the pickpocket tried to rob him. He didn 't! So did he take the driver's money? Actually, the driver had the keys to the bus in his pocket. They were on a key ring which had an alarm on it. It went off so the thief panicked and tried to run away. What happened next? The pickpocket didn 't know the bus station very well. Unfortunately for him, he ran into a garage and there was no back door! The driver managed to catch him there. Someone called the police and they arrested him. What a story!
5 did he look 6 didn 't see
burglary, an act of vandalism,
60
a car accident, etc).
Clumsy crooks! Write the three categories on the board and ask j to imagine they had witnessed a kidnapping. I II it ideas as to what happened and write them under the headings . In truct Ss to follow the same procedure and ttl ke notes about a robbery. use their notes to write their statements .
SUGG ESTED ANSWER KEY I was looking out of my bedroom window late last night when I saw a man climbing in the front window of the house opposite. I knew my neighbours were out for the evening and there was no one at home. I rang my neighbours' number and left a message on their answering machine. I told them that their house was surrounded by police and for them to get out as quickly as possible. As soon as I put the phone down the robber jumped out of the window and ran off empty-handed down the street.
Workbook Unit 6 (optional)
e f· hers
Objectives Vocabulary: crime fighters Reading: to predict context; for specific Information (short texts about crime fighting jobs) Grammar: past continuous Speaking: telling a story, recording a story Listening: for specific information Game: miming and narrating a situation Writing: portfolio; short narrative article
•
Check answers and elicit any new vocabulary.
ANSWER KEY A store detective
B bodyguard C police officer
o
private investigator E security guard
• Optional extension: ask Ss to talk about what they know about each of the jobs in pictures A-E (e.g. A police officer tries to prevent crimes and
V CABULARY
I a) Focus - Introducing vocabulary about people who help us •
•
•
Refer Ss to the title of the unit and ask: What do we mean by crime fighters? (People who have jobs that help keep us safe, protect us and catch criminals.) Ss look at the pictures and read the captions. In pairs, Ss try to find which jobs are being described. Ask Ss to look at the list of jobs in Ex. 1 and match them with pictures A-E.
to catch criminals. He also controls the traffic in the city centre. He often patrols the city in a car or he may sometimes walk around the streets, usually with another police officer.) .
b) Focus - Defining jobs •
Draw Ss' attention to the two other jobs in the list in Ex. 1a. In pairs, Ss write a definition of these jobs in the same style as those in the speech bubbles. • Ss read out their definitions to the class. • Ask Ss: Which job would you prefer to do?
61
Crime fighters c) Focus - Defining words
SUGGESTED ANSWER KEY
•
I decide how long a guilty person should go to prison for. I guard people and make sure they don't escape from the place where I work.
ANSWER KEY
I'd prefer to be a bodyguard because I'd like to meet some famous people. I'd keep all the fans and photographers away from them.
howling: emitting a loud sustained sound characteristic of members of the dog family thunder: produce loud sounds accompanied by lightning terrified: scared trembling: shaking involuntarily with fear meowing: crying (as a cat does) watering: giving water to sth, usually plants grabbed: seized with a sudden motion unharmed: uninjured soaking: very wet smartly-dressed: well-dressed nervously: in an uneasy way picked up: took chased: ran after caught up: ran fast enough to reach sb knocked: hit with force
. READING 2 a) Focus - Predicting the content
•
Ss explain the words in bold either from context or by using dictionaries.
Draw Ss' attention to the title of the text and the first sentences from each section. Ask them what they think the text might be about.
SUGGESTED ANSWER KEY
It may be about unusual things that can happen to you when you are working. •
Elicit from Ss the two jobs which are mentioned in the text. Ask Ss to think of any unusual things that might happen in these jobs. • Ss listen , read and check their predictions.
Ask Ss to make sentences of their own usin~ the words in bold and write some example~ on the board. • Remind Ss that a good title should be eye catching and have an impact on the readel Write an example title for each section on th board. • In pairs, Ss make up titles for each of th sections of the text. Elicit answers. •
SUGGESTED ANSWER KEY The police officer's car might break down and the thief he was chasing may escape. The store detective may not recognise who the shoplifter is. She may accuse someone else.
SUGGESTED ANSWER KEY b) Focus - Reading for specific information
• •
Ss read the statements. Elicit new vocabulary. Remind Ss that there must be clear evidence in the text to show if a statement is Right or Wrong. If there appears to be no information directly relating to the statement, then it is very likely the answer will be Doesn't say.
ANSWER KEY 1 W 2 OS
62
3 R 4
OS
5 R 6 W
It's raining cats! When a thief is not a thief!
EXPLORING GRAMMAR 3 Focus - Using the past continuous
•
Write the sentence The radio was playing whe walked into the restaurant. Ask Ss to identify t verbs. Elicit from Ss which verb shows a) action happening in the past over a period time and b) which verb shows another acti which interrupts it ( a) was playing, b) walke Ss identify the tenses.
Crme fighters • Ask Ss to look at the sentences in the statements. Elicit any new vocabulary. Ss identify the tenses. Check answers. In pairs, Ss match the rules to the sentences. ANSWER KEY
rising, was running, were trying
2-d
• • •
Pa st Simple - called, arrived Past Continuous - was talking, was driving, was
1- c
5 Focus - Retelling a story
3-b
4-a
• • •
SUGGESTED ANSWER KEY
'\ Focus - Making sentences from prompts
It was a stormy night and we couldn't find her anywhere. I was looking for her in the garden when I heard her miaowing in a tree. I didn't know how to help her but then a policeman cycled past and asked me what was happening. I told him about my cat and he said he would find a solution. He ran to my neighbour who was watering his garden, grabbed his hose and pointed it at my cat. The water from the hose knocked my cat out of the tree and it fell into my arms. The cat was soaking wet but fortunately unharmed. I was so grateful to the policeman.
• Ask Ss to use two prompts to make each sentence and tell them that different combinations of prompts are possible. Remind them to use the past continuous at least once in all sentences. • Refer Ss to the example sentence and ask them to find other combinations which are possible (e.g. He was reading his newspaper at 9 pm/ yesterday/when his mobile rang/while the children were playing in the garden).
• Ss complete the task individually and in pairs compare their sentences with their partner's. • Check answers with the class.
Last week I heard we had employed a new store detective in the department store lawn. I decided to see how good she was so I went to the cosmetics department and picked up a bottle of expensive perfume. I wanted her to notice me so I looked round nervously and then I ran quickly to the door. Suddenly I was knocked to the ground and I saw it was the detective who had done this. I laughed and told her I was testing her to see how good she was. She was very surprised!
SUGGESTED ANSWER KEY They were going to work at 9:00. The children were playing in the garden while he was working on the computer. She was cooking dinner when her mobile rang. He was doing the shopping when someone stole his wallet.
fl AKING
Focus - Telling a story • Refer Ss to the Study Skills box. Suggest that when Ss record themselves, they should firstly try to analyse their own performance, making notes on what they think their weaknesses might be and then play their cassettes to their partners to get a second opinion. In order to check that their evaluations were accurate, listen to recordings with Ss and discuss their performance.
In pairs, Ss decide which of the two roles they are going to play. Ss re-read the story they have chosen and make notes for their roles. Each S tells their partner their story and records their monologue. Ss play the recordings and listen for any mistakes. Ss exchange their cassettes with another pair and analyse the monologues. Check that Ss' evaluations were correct.
LISTENING 6 a) Focus - Listening for specific information (gap-filling) •
Ask Ss: What is a superhero? (Someone, either real or imaginary, who is able to do amazing and extraordinary acts of bravery.)
•
Ss look at the pictures in Ex. 6 and ask them to identify the superheroes shown there (Spiderman, Batman, Superman) .
63
Crime fig ters •
Elicit from individual Ss which superhero they prefer and why. (Spiderman is my favourite superhero because I love the way he can c limb buildings so easily.).
•
Refer Ss to the exercise. Ask Ss to look at the gaps and to anticipate what kind of information is missing (a place, a date, a period of time, a noun,
•
a time or a price).
Ss listen to the recording and fill in the gaps. Check answers. ANSWER KEY New York City
2 19th 3 1950s
4
movies
5 12pm 6 half price/$3
b) Focus - Expressing an opinion •
Refer Ss to the rubric and tell them why you would/would not go to this exhibition (I wouldn't go to the exhibition as I think it's not for my age.).
• •
In pairs, Ss answer the question. Elicit answers from the class.
SUGGESTED ANSWER KEY I would like to go to the exhibition because I go to all the movies/films about these characters and I think it would be fascinating.!1 wouldn't go to this exhibition as I am not interested in characters from comics.
WRITING 7 Focus - Writing a short narrative article • Ask Ss to select one of the situations mimed in the game in the previous exercise. • Remind Ss to plan their articles and make notes before starting to write them. Ss should remember to plan their articles in a logical chronological order. • Ss write the articles and then in pairs exchange their writing . Ss read their partner's work looking for mistakes. SUGGESTED ANSWER KEY Even though I am a superhero, I also want to appear as a normal person so I work in a bank as a cashier. One day, I was giving a customer some money when a man burst into the bank pointing a gun. He told me to hand over all the money from the safe. I pretended to be afraid and told him only the manager could open the safe. The robber ordered me to find the manager. I went into his office, put my $uperboy clothes on and ran back to the cash desk. The robber was so surprised to see me! Quickly, I knocked the gun out of his hand and tied him up with my special rope. I left the bank and flew away as the customers were phoning the police. Another day in the life of a superhero.
GAME •
Elicit different situations in which you would need a superhero's help and write them on the board. • Ss choose a situation from the list or one of their own ideas and mime it to the class. • Teams of Ss explain what each person miming is doing.
64
Workbook Unit 7 (optional)
In search of truth Objectives
c) Focus - Looking for specific information •
Reading: predicting the content; for specific information (newspaper report and comic strip) Vocabulary: detective stories Listening: predicting; for specific information (finding clues) Speaking: questioning someone (acting out a dialogue) Grammar: past simple and past continuous Writing: a comic strip
Refer Ss to the first picture and ask: What is the name of Sue Darling's nephew? (Gregory
Sykes) • Ask Ss to quickly scan the rest of the comic strip and find the other two names. • Check answers. ANSWER KEY 2 Mr Bates, the gardener 3
Inspector Drake
VOCABULARY
I a) Focus - Predicting the content and reading specific information •
Look at the rubric and elicit any new vocabulary. • Ask Ss to underline the key words in the title and the headline. • Ss complete the task and justify their answers. Ask Ss to say why the other two categories are inappropriate. ANSWER KEY
2 Focus - Introducing the vocabulary: detective stories •
Elicit any vocabulary connected with crime and detective stories the Ss know and write the words/phrases on the board. • Refer Ss to the definitions in Ex. 2 and ask them to identify the parts of speech they are looking for and whether they are singular or plural (singular noun, plural noun, verb, adjective, present participle).
• Ask Ss to complete the task in pairs. • Elicit any other new vocabulary in the comic strip.
It is a detective story. The key words which indicate the type of story are: search, truth, murdered.
ANSWER KEY 1 victim 2 suspects 3 to inherit
b) Focus - Forming questions •
Instruct Ss to read the first exchange in the dialogue and the report and to underline any points they think are important. • Ask Ss to suggest a question the inspector may ask from the exchange in picture 1 and write it on the board (How much money did she have? When did you last see your aunt? Did she have a will? etc).
• • •
Remind Ss of how questions are formed. In pairs, Ss write more questions. Ss read out their questions. Elicit answers from the class.
SUGGESTED ANSWER KEY • • • •
greedy 5 investigating
4
LISTENING 3 Focus - Predicting and listening for specific information • Ask Ss to work in pairs and to identify the murderer giving reasons for their choices (e.g. It could be Mr Bates because he has scratches on his arm. It could be Gregory as he will inherit a lot of money from his aunt.).
•
Elicit suggestions from the Ss and write them on the board. • Play the recording and check answers.
Who found the body? What time was the body found? What was she wearing? Did she have any enemies? etc
65
~______n_s_e_a_r_c______________________________________~~ ANSWER KEY Mr Bates's dog attacked Miss Darling and she died from her injuries. The clues were the bites on Miss Darling's neck, the piece of her dress which was buried in the garden and the fact that the Inspector said the dog was fierce.
SPEAKING
4 Focus - Acting out a dialogue •
•
• •
Revise the formation of past tense questions with Wh-words. Write some examples on the board (e.g. When did you last see Miss Darling? Why didn't you telephone the police?). In pairs, Ss form questions based on the prompts and any other questions they think would make the dialogue more interesting. Ss act out the dialogues in pairs taking it in turns to play both roles. Select some pairs of Ss to read out their dialogues.
•
Ss write sentences, wherever possible referring to crime or detective stories, using the prepositions in the exercise.
ANSWER KEY upset about, sorry about, happy with, angry at/ with, suspicious of, confused with, worried about
SUGGESTED ANSWER KEY I was upset about the burglary at my friend's house. Nick said he was sorry about breaking his victim 's arm during the mugging. The victim was happy with the long prison sentence which his attacker received. Mary is angry with her lawyer as he failed to win the case. I am suspicious of Cathy; I am sure she is the one who stole my purse. The witness became confused with all the questions the police asked him. Tom felt worried about leaving his old mother alone in the house as there had been a lot of burglaries in the district recently.
SUGGESTED ANSWER KEY Drake: What were you doing when Miss Darling was preparing to go for her evening walk in the garden? Maid: I was ironing her clothes. Drake: What time did you last see her? Maid: At about 6 pm just before I watched the news on TV. Drake: Why didn't you check that Miss Darling had returned from her walk? Maid: Because it was my evening off. I went to the cinema. Drake: Where did you find her body? Maid: I didn't. Mr Bates, the gardener, found it in the study.
5 Focus - Revising prepositions • • •
66
Ask Ss to complete as many of the gaps as possible before referring to Appendix 1. Ss check the preposition examples which are mentioned in the Appendix. Check all answers with the class.
EXPLORING GRAMMAR
6 a) Focus - Using the past simple and past continuous •
Write the sentence (Jerry was running to catch the train when he tripped and fell over) on the board and ask the Ss to identify the tenses of the verbs. (past continuous and two past simple) Ask Ss to say which actions were long, happening for a period of time, and which were short (was running - long action, tripped/fell - short actions) . Remind Ss that the past continuous is used to describe an action taking place over an extended period of time and the past simple is used to show an interruption of that action. • Ss read the comic strip again and underline the relevant verbs.
ANSWER KEY when you were leaving, while I was pruning, when was the last time, As I was leaving, when I found her
In search of truth b) Focus - Linking sentences •
Refer Ss to the example sentence and ask them if this is the only possible correct answer. • Remind Ss that the three words, when, while, as, can be used with the past continuous with no change in meaning. Refer Ss to the Grammar Reference Section on p. 132 for further information on the grammar taught in this unit. ANSWER KEY
2 While/When/As they were playing, they saw a mouse.
3 While/When/As Robert was interviewing a witness, his boss called him. 4 While/When/As the robbers were leaving the bank, the police surrounded them. 5 While/When/As he was sleeping, the phone rang.
WRITING 7 Focus - Making a comic strip •
Elicit from the class suggestions on what features a good detective story should have (e.g.
a clever detective, several possible suspects, •
clues to help find the robber/murderer etc). Ask Ss: Do you think this comic strip in Ex. 1 is a good detective story? Elicit opinions and then
ask Ss how they think the story could be improved. • Ss work together in groups and make notes for their stories including the necessary features for a detective story which they previously discussed. • Each group produces its comic strip with illustrations and speech bubbles. Display all the comic strips in the class and Ss vote for the most convincing/interesting/exciting story. (Ss' own answers)
Workbook Unit 8 (optional)
On the Beat 9 Objectives
Vocabulary: police equipment Reading: for gist and specific information (text) Grammar: past habit: 'used to/would' Speaking: presenting a summary of a text Listening: for specific information Everyday English: expressing doubt and certainty Writing: writing strange laws for the classroom
VOCABULARY 1 Focus - IntroduCing the vocabulary: police equipment •
Refer Ss to the title of the unit. Elicit the different meanings of beat (e.g. hit, rhythm, movement). • Explain that this particular meaning of 'beat' is less common. Here 'beat' refers to the area of a town a policeman patrols on foot. Elicit from the Ss if policemen in their countries also walk around their towns on foot or patrol in special police cars. • Elicit from Ss the answer to the question. ANSWER KEY
I· on duty 67
On the Beat •
Elicit from Ss the difference between on duty and on guard. Write example sentences on the board to ensure Ss understand the difference.
SUGGESTED ANSWER KEY
As the title of the text contains the phrase on the beat it must be about policemen on duty. Perhaps Bobbies means policemen.
SUGGESTED ANSWER KEY on duty - to be in the process of doing your job on guard - to protect someone/something, to stop someone from escaping
ANSWER KEY They are all names for policemen that were used in the past.
When a policeman is on duty, he wears a uniform. Two policemen were on guard outside the politician's house.
b) Focus - Answering multiple choice questions 2 Focus - Identifying equipment
•
Draw Ss' attention to the Study Skills box. Remind Ss that although there is often an obvious false choice in the options, this is not always the case. Ss should always check that there is evidence in the text to support the option they have chosen and that this evidence has exactly the same meaning as the option. The false options are written in such a way so as to mislead the reader into believing that they are correct. Ss should always check their answers by eliminating the other choices and looking for supporting evidence. • Ss work individually and select their answers for the multiple-choice questions. • Check answers with the class. Ask Ss to justify their choices by referring to relevant parts of the text.
•
Refer Ss to the list of words and elicit new vocabulary. • Select two Ss to describe the two pictures mentioning what the men are wearing and what they are carrying. Ask Ss to say what police equipment the two men are carrying (e.g. staff, lantern, club, whistle).
•
In pairs, Ss identify the items that police use today and say what they are used for. • Elicit answers from the class. SUGGESTED ANSWER KEY The police still use handcuffs, clubs, whistles and flashlights. Handcuffs are used to stop a prisoner from escaping. Clubs are used to control a crowd. Whistles are used when an officer is in trouble to attract the attention of other policemen who may be nearby. Flashlights are used to help look for criminals at night.
ANSWER KEY
I.1 - 8
3 a) Focus - Predicting the content; multiple choice questions •
Remind Ss what the title of the unit means and what the topic of the vocabulary exercise was. Point out to Ss that the text has almost the same title and ask them to predict what the text is about. • Then ask Ss to scan the text to find what Charlies, Bobbies and Peelers are and to find out if their prediction was correct.
68
3-A
4-C
4 Focus - Writing captions •
READING
2-A
Ss explain the words in bold either from context or by using a monolingual dictionary. ANSWER KEY ordinary citizens: normal people who live in a town or a city trial: a meeting where a judge and jury decide if sb is guilty or innocent watchman: a person who guards a building or an area cheeky: rude, impolite tease: joke about sb
On the Beat
trick: deceive sb criminal: a person who does sth against the law founder: the person who starts an organisation/ business foggy: filled with fog or mist equipped: with all the tools/equipment permission: being allowed to do sth tough: hard spare a thought: think about
•
Elicit from the Ss that these events took place in the past but do not now and so used to/would + infinitive are structures used to describe habits in the past. • Refer Ss to the past habit verbs and ask if the use of would/used to is interchangeable (e.g. Can we say I would be a Girl Guide/Boy Scout or I used to go camping?). Elicit answers. ANSWER KEY
•
• •
•
•
Refer Ss to the pictures illustrating the text and ask them to identify who they are. (Charlie and Peeler) In pairs, Ss recall what they can remember from the text about each person. Explain that a caption is a short phrase underneath an illustration describing what is happening or what the person in it is saying. On the board draw two stick figures, one with a policeman's helmet and the other carrying a big bag with LOOT (stolen items) written on it. Ask Ss what they think is happening and what captions they could write (e.g. The policeman has caught the robber - possible captions: Stop, thieff, Caught you!, The police at work, The police get their man, etc). In pairs, Ss write possible captions for the pictures in the text.
We can only use both 'used to' and 'would' when we are referring to an action. When we are talking about a state, we can only use 'used to '. So we cannot say I would be a Girl Guide/Boy Scout but we can say I used to go camping. •
Remind Ss that we use the past simple to talk about something that takes place at a specific time in the past (e.g. When I was 15, .. .). • Ss complete the task referring to the highlighted verbs in the text. ANSWER KEY past habit: would even keep, used to patrol, used to wear specific time in the past: appeared
b) Focus - Confirming understanding SUGGESTED ANSWER KEY Charlie Peeler -
Teasing was a popular pastime An elderly police force Need for protection A dangerous occupation
RAMMAR 5 a) Focus - Describing past habits with 'used to' and 'WOUld' • Write these sentences on the board: When I was 15, I used to be a Girl Guide/Boy Scout. Every summer I would go camping and I used to cook all our meals over an open fire . • Ask Ss: Am I a Girl Guide/Boy Scout now? Do I go camping every summer? Do I cook meals over an open fire? (No.)
•
Draw Ss' attention to the sentences on the board again. Ask Ss whether the verb forms can be replaced by the past simple.
ANSWER KEY The verbs can be replaced by the past simple when the actions refer to habits. When I was 15, I was a Girl Guide/Boy Scout. Every summer I went camping and I cooked all our meals over an open fire.
• Ask Ss to look for a negative past habit in the text (didn 't use to wear) and elicit how the negative is formed. Also elicit how the interrogative is formed and ask Ss to write examples of each.
69
On the Beat ANSWER KEY
SUGGESTED ANSWER KEY
The negative of 'used to' is formed in the same way as any verb in the past with the auxiliary did + not + the bare infinitive. The question follows the same pattern with did + subject + bare infinitive. e.g. Tom didn't use to read newspapers when he
The first police in Britain were ordinary citizens. They didn 't use to get paid and they used to keep criminals in their own homes before they went to trial. After 1633, policemen called Charlies used to patrol the streets but young men used to make fun of them as they were old and weak. In 1829, the first modern police, known as Peelers started to patrol the streets. They used to work seven days a week for £1 . They used to wear smart blue uniforms and tall hats which protected them if criminals attacked them. It was difficult being a policeman in the past.
was at university. Did you use to play in the school football team?
6 a) Focus - Correcting errors • •
•
Inform Ss that the mistake in each sentence is underlined. Refer Ss to the Grammar Reference Section on p. 133 to check they clearly understand the formation of the structures being tested. Check answers and Ss justify their corrections.
8 Focus - Answering multiple matching questions
ANSWER KEY
1 used to be/was 2 use to get
3 4
caught didn't use to like
b) Focus - Practising 'used to/would' •
•
•
LISTENING
Ask Ss to think of a particular age in their lives that they really enjoyed. In pairs make a list of the things they did in the past that they do not do now and another list with the things they do now but did not in the past. Write on the board some example sentences about your particular habits at an age you enjoyed. Mention both the things you did in the past and things you did not (e.g. When I was 11, I would play football every Saturday. I used to have long hair. I didn 't use to drink coffee.) Ss form their sentences and read them to the class.
• • • • •
Refer Ss to the rubric. Elicit from Ss if they know of any strange laws in their countries. Ss read the prompts and explain any new vocabulary. Ss listen to the cassette/CD and complete the task. Check answers. Play the recording again and Ss note down the reasons for the strange laws.
ANSWER KEY
1-b
2-a
3-e
4- f
not wearing a hat: because they block the spectators' view in the Olympic Stadium not putting ice cream in pocket: because the ice creams would attract other people's horses and the people with the ice creams could steal the horses not riding ugly horse/not wearing mask: no explanations
SPEAKING 7 Focus - Giving a summary of a written text •
•
•
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Remind Ss that before writing the summary, they should underline the key points in the passage . In pairs, Ss arrange the underlined points in a logical order and rewrite them to include used to/would/past simple . One S from each pair reads out their speech to the class.
EVERYDAY ENGLISH 9 Focus - Expressing doubt and certainty • •
Draw Ss' attention to the prompts. Elicit any new vocabulary. Tell Ss that these phrases show doubt but also surprise/disbelief.
On the Beat •
•
•
Make up some examples of strange laws/rules regarding the class and ask Ss to respond appropriately (e.g. You must wear slippers in the
WRITING
classroom at all times. You can't be serious! You have to do six hours of homework evety night. Oh come on! That can't be true!).
•
Refer Ss to the situations and the example dialogue. Instruct Ss to follow this example and to take it in turns to play the different roles. Select some Ss to act out their dialogues. Check answers.
SUGGESTED ANSWER KEY
A: Did you know that it's against the law to take a photograph of a police officer in France?
10 Focus - Writing strange laws for the classroom
•
Refer Ss back to the examples of strange laws in the Everyday English section. In groups, Ss think of at least four strange laws. Make a poster presenting these laws and illustrate them. Display all the posters in the classroom. Ask Ss to vote for the most unusual! amusing poster.
SUGGESTED ANSWER KEY
Students who are late to class have to wear a top hat for the rest of the day. Students can only write their exams with fountain pens and green ink.
B: Really! You're kidding! A: Honestly, I'm not lying!
sa e r-----~(
Workbook Unit 9 (optional)
Iwa 5 as the 5 e
Objectives
Reading: predicting the content; for specific information (text)
Speaking: acting out a telephone conversation Listening: identifying sounds; sequencing events Phrasal Verbs: break Writing: telling a story based on pictures
READING Focus - Predicting the content •
SUGGESTED ANSWER KEY It looks as if the girl has come home and found all the lights on in her house. She probably thinks there is a burglar in the house. She looks frightened. Maybe she forgot to turn the lights off or a member of her family has a key and has come to see the girl. Then the girl could go inside to see who is there and find her brother watching TV and having a snack.
2 a) Focus - Completing a gapped text •
Refer Ss to the title of the unit and elicit the meaning (We cannot always understand what is
really happening, things appear to be different from what they really are.). •
•
Ask Ss to look at the picture and thinking about the meaning of the title of the unit guess what is happening. Also ask Ss to think of an ending for the story. Instruct Ss to look at the text with the gaps and see if their predictions were correct.
•
Remind Ss how to complete a gap filling exercise. Ask them to read the text for the gist of the story. Then they should look at each gap to find out which part of speech is miSSing. They should then complete the gaps thinking about both the grammar and the context of the gap within the sentence. When they have finished the exercise they should read the whole text to ensure it 'flows '. Ss explain the words in bold .
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Things are not always as they seem!
•
listen to the recording to check their answers. Elicit answers that were not correct and discuss why they were incorrect.
•
3 of 4
her
5 as 6 a
7 have
•
Instruct Ss to close their books and in pairs to recall the story, each S telling part of the story and then the other continuing. • Select several pairs to present their versions to the class. • Ss open their books and, without looking at the text, complete the exercise in pairs. • Check answers.
•
• Optional extension: in pairs Ss can write a paragraph using the sentences from Ex. 2b and suitable linking words.
3 Focus - Analysing functions of paragraphs • •
Read out the information in the Study Skills box. Ss identify the different functions of the paragraphs.
In pairs Ss write a short introductory paragraph. SUGGESTED ANSWER KEY Yesterday afternoon, on a windy autumn day, Sam was walking by the river on the way to the bank where he worked. When he was nearly there, he spotted someone coming towards him smiling. At first he had no idea who the man was. Then he realised the person who was holding his hand out to him was his roommate from university, Bob. He had not seen him for ten years.
ANSWER KEY Shelley parked her car. She noticed the lights were on. The house was in a mess. Shelley called the police. They took fingerprints. Julie arrived home. Julie explained what happened.
Ss look at the picture and as a class elicit what may be happening. Ask Ss: Who do you think Sam and Bob are? Where are they? What are they doing there? What time of year is it? What time of day is it? What do you think they are saying to each other?
b) Focus - Sequencing events •
Refer Ss to the first paragraph of the text in Ex. 2 and elicit which tenses are used. (past simple, past continuous)
•
ANSWER KEY 1 was 2 were
4 Focus - Setting a scene
SPEAKING 5 Focus - Acting out a telephone conversation •
Ask Ss: Why is Shelley phoning the police officer? How do you think she feels? What do you think the police officer will say?
•
Elicit that Shelley will have to tell the police officer to stop looking for a burglar and explain what had happened. She probably feels rather embarrassed and the police officer will either be annoyed that his time has been wasted or will think the situation is funny. SUGGESTED ANSWER KEY
S: Is that the police station? May I speak to PC ANSWER KEY Paragraph 1 - sets the scene Paragraphs 2 and 3 - develops the story Paragraph 4 - describes what happens in the end
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Beech, please? PO: PC Beech speaking. How can I help you? S: Oh, it's Shelley Peters here. You came to my house yesterday as I reported a burglary. PO: Yes, Miss Peters. We are looking into the case. We haven't any suspects at the moment. S: Actually, I have to tell you something. It wasn't a burglary. My sister borrowed my dress and a ring as she was going out. They were not stolen.
hings are not always as they seem! po: Really? Well I am pleased to know that you have your things back. S: I am terribly sorry to have bothered you. I shouldn't have wasted your time. PO: It doesn't matter, but tell your sister to ask you before she borrows your things again. S: Thanks, for your understanding, PC Beech. I'll certainly tell my sister to be a bit more considerate in future.
LISTENING
•
Ss look at the pictures. Elicit what is happening in each picture. Play the recording of the sounds and stop after each sound to establish what the sound is and how it is connected to the pictures.
b) Focus - Sequencing events • • •
Ss listen to the recording and put the pictures into the correct order. In pairs Ss retell the story. each S focusing on retelling one picture at a time. Select one S to tell the class the story.
I
ANSWER KEY 1- B
8 Focus - Rewriting a story from pictures • Ask S8 how plausible the ending to the story was. • Elicit more endings for the story and write them on the board. • Ss vote for the ending which is the most believable. • Ss write their stories choosing one of the elicited endings or one of their own. SUGGESTED ANSWER KEY
6 a) Focus - Identifying sounds •
WRITING
2-C
3-A
4-0
5-£
7 Focus - Using phrasal verbs with 'break' •
Remind Ss that phrasal verbs have different meanings. Ask them if they know any other meanings for the examples in the exercise. • Check the answers to the exercise. Then Ss write sentences of their own using the verbs in the exercise. SUGGESTED ANSWER KEY 1 broke down 2 broke up
3 4
Julie came home from work tired and depressed because no one had remembered her birthday. She was so miserable that she went to bed early and was trying to sleep when suddenly, she heard a noise downstairs. She heard a loud crash like something breaking. She went cold and felt really frightened. "What should I do?" she thought. "I must phone the police." She could hear someone moving around downstairs so she called the police and asked them to come as quickly as possible. After what seemed like hours, there was a knock on the door. Julie let the policeman in and pointed to the sitting room. "That's where he is," she whispered. The policeman slowly opened the door to the room. Then a large grey cat ran out of the room and up the stairs. Inside the sitting room there were pieces of Julie's favourite crystal vase on the carpet but there was no one else there. "That was my neighbour's cat. He must have got in and smashed my vase!" she said. The policeman and Julie burst out laughing.
Workbook Unit 10 (optional)
broke in broke out
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L
•
Culture Corner 2: The RSPCA Objectives
Vocabulary: charities; animals Reading: a web page Speaking: giving an informative talk Writing: designing a web page
1 Focus - Predicting the content •
Refer Ss to the title and the pictures. Ask Ss: What do you think the RSPCA is? Elicit/Explain that it is an organisation that tries to help animals that have been badly treated. Why do you think some people are cruel to animals? Elicit a variety of suggestions (e.g. They may not have been taught as children to respect animals.).
•
Remind Ss that when an exercise asks them to look for a specific piece of information, such as a name or a date, they don't have to read the whole text in great detail. They should scan the text looking for the answer to the question only. Ask Ss to practise this skill by asking them to find a way in which people can contact the RSPCA. Ask Ss: How would you contact an organisation like the RSPCA? Elicit suggestions (Perhaps you can write to them or phone them).
Tell Ss to look quickly at the text to find either an address or a phone number. Ss find the telephone number 0870 55 55 999. • Ss scan the text to find what RSPCA stands for. ANSWER KEY RSPCA stands for The Royal Society for the Prevention of Cruelty to Animals.
• Ask Ss to look at the pictures and the news items to find how they are connected with the RSPCA. Elicit how the animals have been badly treated. • EliCit/Explain any new vocabulary. Focus on kittens and pony, explaining that these are the terms for baby cats and horses . • Write the words dog and pig on the board and elicit the terms for their young . Then write the baby animal terms, calf and lamb, and ask Ss to find their adult animal names. Ask Ss if they know of other terms for baby animals. • Play the recording and check answers.
74
ANSWER KEY The animals in the news items were badly treated and the RSPCA helped by finding them new homes. The kittens' owners dumped them and the pony has a neck injury from a tight collar.
2 a) Focus - Understanding numbers •
Select some Ss to read out the numbers to the class. Then Ss scan the text for the answers.
ANSWER KEY
69,956 - the number of animals the RSPCA found new homes for in 2003 25 - the fact that someone phones the RSPCA help line every 25 seconds 323 - the number of inspectors working for the RSPCA 182,570 - the number of animals the RSPCA inspectors rescued in 2003
b) Focus - Answering comprehension questions •
Ss read the text again and in pairs answer the questions. • Most of the highlighted words will have been explained in the pre-reading activity. As a revision exercise ask Ss to explain the highlighted words. • On the board, draw the table with some words taken from the text. Ask Ss to complete the table with the missing parts of speech. • As an optional homework exercise, Ss can write sentences of their own using words from the table. ANSWER KEY 1 You should phone the national cruelty and advice line for help. 2 They investigate cases of cruelty and check the treatment of animals in places such as pet shops, markets and farms . 3 They educate people with videos, posters, leaflets and magazines.
Culture Corner 2: The RSPCA
•
, .
,
, '.
"
verb ' ·.r
" '.'" )":~:}?1:~:--" ~i~~~:~'-;5~\~~
educate
education
inspect
inspector/inspection
-
cruelty
investigate
,.
investigation/investigator
-'." .. -,. -"";' ''',; .-" "'·-'~'F,~·t""'"·l .,, ____ ad"ective " :~~" ..' y' :adverb '-'~~'c./f?""·r J (. '" ' ~, '. I., ~., ~"", .,.,i"t .;,~)'.:t:t;;~~~
I
t
,1-, .. '
•
educated/educational
educationally
-
-
cruel
cruelly
investigative
-
4 a) Focus - Giving a talk •
Ss work in pairs. Using the information in the text and their own ideas, Ss make notes on what they think the job of an RSPCA inspector would entail. • Elicit suggestions from the class and write them on the board . • Remind Ss the speeches are for schoolchildren and the language and content should reflect this. • In pairs, Ss prepare short speeches on the organisation. SUGGESTED ANSWER KEY
Focus - Predicting the content • Ask Ss: Who knows how to surf the Internet? • Elicit responses and ask: What details should a home page of a website have? Elicit/Explain that it should give the basic facts about the organisation and a list of links where you can find more detailed information . • Ss work in pairs and make notes on the information they think the RSPCA website will give them. Ss discuss their answers as a class. • Those Ss who have computers at home can look at the RSPCA's website and report back to the class in the next lesson on what information is given on the links. SUGGESTED ANSWER KEY News: what is happening in the organisation now Campaigns: how they are trying to educate the public Animal Care: how to look after our pets Rehoming: finding new homes for badly treated animals Careers: job opportunities with the RSPCA How You Can Help: what the public can do to help the RSPCA Education: information for teachers to use in their classes FAQ: questions the public want to know about the organisation Contact Us: the telephone number and address of the RSPCA
Good morning, children. My name is Carol Briggs and I am an inspector for the RSPCA I would like to tell you what we do to help animals which have been ill-treated. The inspectors travel around the country checking that animals are treated well in places like pet shops, farms and markets. We also rescue animals which are in danger and find new homes for them with people who will take care of them. We also try to educate the public to respect animals more. We organise advertising campaigns and work with children in schools, just like you, to teach them about animal welfare. So, please, if you love animals join our organisation and help protect the animals of this town. Thank you for your attention.
b) Focus - Designing a web page •
In groups of four, Ss look for information on an animal welfare group in their country. • Tell Ss to decide what information they need on the home page of their web page and which links they want. • DeSign a web page and make it into a poster. Display the posters and Ss vote for the one which is most attractive and informative.
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Curricular
• iii
i e ship) atch
hbourho Objectives
I III answers are acceptable as the leaflet I' I III dvertising the scheme and giving II If 1'111111 n about it - all advertisements give
Reading: selecting paragraph headings (leaflet) Writing: an information leaflet
1 Focus - Discussing local crime •
Ss revise vocabulary of crimes. In pairs, Ss discuss which crimes often happen in their area and also the crimes that rarely take place where they live. SUGGESTED ANSWER KEY In our area there are some burglaries and car thefts. Sometimes there is vandalism but there are no murders, kidnappings or muggings.
2
111101'11 w/lon al l U liollceboard - you would probably find
this III
public library or college
fI
3 - il l aOlloml public - as it shows pictures of famil/e. Ills probably written for all ages I
3 a) Focus - Matching headings to paragraphs •
Remind S th t the heading is a summary of the paragraph that follows. • Ss underline key words in the headings and match them to th e paragraphs. • Ss compare their choices with their partner's. • Ss explain the words in bold.
2 a) Focus - Eliciting specific information •
Elicit from Ss what the connection is between the top picture and its heading (e.g. There is a group of people, both police and citizens, who work together in Neighbourhood Watch.). Ask Ss if they have
•
similar schemes in their country. If Ss do not understand the concept of Neighbourhood Watch, as it may not be operating in their country, explain that it is a scheme where people in a residential area form a group who check on their neighbours' homes when houses are empty or when people are at work. The hope is that if criminals know that this scheme is operating in an area, they will be deterred from committing crimes there.
b) Focus - Eliciting information •
Ss work in pairs and, thinking about what has been said so far about Neighbourhood Watch, answer the questions. Ss justify their answers. • Ss read the text carefully to see if their choices were correct.
76
ANSWER KEY
I.1 - E
2- C
3-F
4- A
5-0
b) Focus - Asking and answering questions •
Elicit possible question words from Ss and write them on the board. (What, Where, Why, Who, When, How) Then revise the formation of questions with these beginnings. Write some examples (e.g. What do your neighbours do in the Neighbourhood Watch scheme?).
• Then revise question formations with the verb to be and the auxiliary do/did. • Divide the class into pairs. Each person writes a question for each paragraph. Then each S asks his partner a question and elicits answers. • Walk around the class and monitor the activity correcting any errors in both the questions and the answers. • Select some pairs of Ss to read out their questions and answers.
Curricu ar Cuts 2: (Citizenship) Neighbourhood Watch SUGGESTED ANSWER KEY
Disadvantages • • •
What is Neighbourhood Watch? Are people in this scheme paid a salary? Who can join Neighbourhood Watch? Why can anyone become a member? Who do members sometimes help? Is the scheme only about helping each other? What does Kleeneze do every year? What does Britain's Best Neighbour get? What do you have to ask your neighbours? How can you find out more about Neighbourhood Watch?
A: Have you seen this notice about the Neighbourhood Watch scheme in the street? Why don 't you join? B: I'm not keen on these community projects. A: Yes, but it would be good for you to know that your house was safe. B: That would be good but I don't like the idea of people knowing the details of my private life. They would have to know when I was going away and when I was returning. A: True, but you really should become a member as you would get to know your neighbours better. B: Perhaps, but won't this divide the neighbourhood into two parts, those in the scheme and those not? A: I don 't think that would happen. And one really good reason to join is that we younger ones can keep an eye on the older people in the community. You know, like your Granny. B: Actually that is a reason to get involved. I'll think about it.
A:
What is Neighbourhood Watch? B: It is a scheme to help prevent crime and improve the quality of life in communities. B: Are people in this scheme paid a salary? A: No, it is a voluntary organisation. You don't get any money. etc
4 Focus - Persuading people •
Elicit from the class advantages of joining a Neighbourhood Watch scheme. List them on the board . • Then think of reasons why people would not want to join such a scheme. • Revise the language of persuasion. Elicit(Teach expressions and phrases Ss could use (e.g. You really should ... , I think joining is would be ... for you to ...).
•
a good idea,
It
In pairs, Ss use the information and phrases to make a dialogue. Elicit the first exchange from the class, write it on the board and let the Ss continue (e.g. A: Have you seen this notice about the Neighbourhood Watch scheme in the street? Why don't you join? B: I'm not keen on these community projects.).
•
Less privacy Neighbours know details of your personal life May divide neighbourhood into those who are in the scheme and those who are not etc
5 Focus - Writing a leaflet •
Divide the class into groups of four. Elicit what a School Watch scheme is and why such a scheme would be necessary, (Students keeping an eye on their school to stop vandalism. It may be necessary in towns where there is a lot of crime.)
•
Monitor Ss and correct the dialogues where necessary. Select several pairs to act out their dialogues.
Ask them to brainstorm and produce a list of things that a School Watch scheme could include (e.g. keeping an eye on the classrooms, looking out for graffiti, helping Ss who have learning problems, etc).
SUGGESTED ANSWER KEY Advantages Feel your house is safe and secure Get to know people in your neighbourhood Old people looked after
•
Remind Ss to write headings for each section and to follow the example in the text. • Ss write their leaflets and illustrate them. • If Ss find this task too difficult, give them a copy of the example leaflet below with some words blanked out and in groups, using the text as a model to fill in the gaps.
77
Curricular Cuts 2: (Citizenship) Neighbourhood Watch SUGGESTED ANSWER KEY
What else can it do? 'School Watch' is not only about helping each other but also about making good friends. Some members may decide to help schoolmates who have problems with their homework.
What is School Watch? 'School Watch' is a voluntary scheme in the UK which helps schools prevent vandalism and improve the quality of school life. It is about protecting yourself and your schoolmates. They keep an eye on you and your classroom and you do the same for them.
Who is Britain's Best School Watcher? Every year Rocket Publishing, the company which provides you with your school books, looks for Britain 's Best School Watcher and gives him or her lots of prizes. You could be the one!
Is it for everyone? Anybody can become a member of a 'School Watch' scheme because everyone has something to offer.
How do you start? The only thing you need to do to be part of this scheme is to talk to the teacher in charge of the Scheme in your school. To find out more about 'School Watch', check the official website at www.schoolwatch.org.co.uk
Pairwork Activities PAIRWORK ACTIVITY 2
Explain the task. Students look at two different cards, one about a crimewatch report and one about an incident report. Working in closed pairs, Ss ask each other questions to find out more information. Check Ss' answers and then ask some pairs to act out their dialogues in front of the class. SUGGESTED ANSWER KEY
Set 1 - Crime watch B: A: B: A: B: A:
B: A:
B:
A:
78
What is the man's name? Robert Joe Garner What does he look like? He's 31, well built, 1.92 metres tall and he has a shaved head. What type of crime took place? A murder. Where and when did it happen? It was in the Red Lion Hotel on Friday June 4th. Why are you trying to find him? He may have important information about the murder.
Set 2 - Incident Report
A: When did the incident happen? B: A: B: A: B:
A: B:
A: B:
On September 12th. At what time (did the incident happ II) ? At 7:30 pm. Where did it happen? In Newman Street. What is the person 's nClmo? Paula Shepard. What happened? Ms Shepard had 11 r w III I Inl /I willi w Iking down Newman II' I.
Changing World Units 11 · 15 Jefore you start ... •
steals things from people's homes? etc).
•
•
ANSWER KEY
Ask Ss questions to elicit vocabulary describing criminals (e.g. T: What do we call someone who
51: A burglar.
Ask Ss to name their favourite detective character and briefly describe the types of crime the character investigates. Remind Ss of the article they read in Unit 9 and ask them what they recall about "bobbies " .
( Look at Module 3 ) •
Refer Ss to the title of the .module and elicit the meaning. Ask Ss what they consider to be the most significant changes taking place in their own communities. Initiate a discussion of the most important changes in the world during the past decade. SUGGESTED ANSWER KEY The title refers to all the changes that are happening today. For hundreds of years, life changed very little, but now it seems to change from one day to the next. I don't like the way my community is changing. There seem to be more cars on the roads every day and there is a lot of pollution. I think the most significant change over the past ten years has been the rapid growth in the use of the Internet. It is truly amazing.
•
Ask Ss to look through the module and find the page numbers for each of the pictures. Conduct feedback with the class, and a.sk questions to stimulate discussion.
Pic 1 (p. 42) T: What page is picture 1 on? S1: It's on page 42. T: What can you see in the picture? S2: It's a group of young people - teenagers. T: Why do you think this photograph was taken? S3: I think they wanted to have the picture so that they can remember the time they spent together. T: Look at the title of the unit. How do you think the picture relates to it? S4: Most people have problems. The title is what we say to people when we want to help them with their problems. _ Pic 2 (p. 40) Do you have a mobile phone? What other things can you see on the page? Which do you think is the most useful? Do you think people spend too much money on things like these nowadays? Pic 3 (p. 36) What is the name of this animal? Have you ever seen any of these animals? Which ones do you think are dangerous? Pic 4 (p. 38) What is this animal called? Where do they live? What does the picture suggest may happen to them? Look at the title of the unit, what do you think you will learn in the unit? Pic 5 (p. 34) What is this a picture of? What do you have to do to get one of these statues? Do you think they are important? Why (not)?
79
C~hangi.ng
World
Units 11 · 15
C ____O--=bj:ec ..-_t_ iv_ es_ _)
Find the page number(s) for
Ss read the list of items. Check understanding . Allow 3-4 minutes for Ss to find the items. Conduct feedback and ask questions to stimulate discussion .
•
a newspaper article (p. 36)
•
How do you know this is a newspaper article? What sort of newspaper is it from? What other things would you expect to find in a school newspaper?
a board game (p. 41) What other board games do you know? What games do you like to play? Which are better, board games or electronic games? Why?
a web page
(p. 42) How do you know this is a web page? What is it about? Would you ever visit a site like this? What do you do when you need advice about something? signs (p. 37)
What are these signs about? Where do you think you might see them? Why are signs important? What pictures could you use with these signs?
an email (p. 43) What is the email about? Would you prefer to receive a letter or an email from a friend? Why?
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Present the objectives of the module. Explain that in the next five units Ss will learn how to do all the tasks listed . Check that Ss understand the objectives and answer any questions they may have about them.
at's in store to me? \.
Objectives
)}-- - - - - .
Vocabulary: plans and predictions Listening: for specific information Reading: for gist and specific information (dialogue) Grammar: the future simple Speaking: role play Everyday English: making and responding to
ANSWER KEY I'll get married. (prediction) I think you'll make an excellent architect. (prediction) I hope so! I don't think I will. (prediction) Probably not. I'm sure I'll be a famous rock star. (prediction)
predictions
Writing: a horoscope
b) Focus - Predicting the content •
ADDITIONAL MATERIALS horoscopes taken from magazines or newspapers
VOCABULARY Focus - Introducing the topic •
•
Refer Ss to the title of the unit and elicit the meaning. Discuss the other questions in the rubric with the class. Invite Ss to talk about their ambitions for the future in terms of work, education and lifestyle. Help Ss with vocabulary as required (e.g. T.' What do you want to do in the future? $1.' I want to travel around the world and then get a job working for a travel company because I love travelling.).
SUGGESTED ANSWER KEY The title asks the question 'What is going to happen to me in the future?' The pictures represent things we can do or have in .the future such as wealth, fame or the opportunity to do the things we want to do. The unit is about what we can expect to do or what will happen to us in the future .
ISTENING 2 a) Focus - Predicting stress patterns •
•
Ask Ss to read each sentence and underline the words they think will be stressed. Play the recording and check answers with the class. Identify the sentences which express prediction with the class.
Ask Ss to predict the content of the dialogue in pairs. Elicit ideas from the class, writing suggestions on the board . Play the recording to check answers.
SUGGESTED ANSWER KEY They are talking about their plans for the future.
READING 3 a) Focus - Talking about future plans •
Ss complete the task individually and then compare answers with a partner. Check answers with the class.
ANSWER KEY Tina thinks she will get married and have children. Ann thinks Tina will make an excellent architect. Ann thinks she will be a famous rock star. Sentences to be underlined: I'll get married and have two children. I'll be a famous rock star. I'll travel around the world.
b) Focus - Deducing meaning •
Encourage Ss to use the context to deduce the meanings of, or find synonyms for, the words in bold. Allow time for Ss to discuss their ideas with a partner before conducting feedback with the class. Alternatively, Ss use their dictionaries to find the meanings of the words as they are used in the text.
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1
What's -n store or
e? •
ANSWER KEY
think about: consider carefully picture: imagine though: however signing autographs: writing your name for
fall over, loose shoe, etc).
•
Explain that we can never be certain of anything in the future, but that we can say that some things are more likely to happen than others. • Refer Ss to the example sentences in Ex. 4 and ask them which one expresses the highest degree of certainty. Ss then complete the matching exercise individually. Check answers with the class. • Ss find examples from the dialogue in Ex. 3 individually.
someone when you are famous manager: a person responsible for organising or running something give up: stop thinking about or stop trying to do something, abandon
EXPLORING GRAMMAR 4
Ask Ss whether we can be certain that Number 4 will win the race and elicit possible mishaps (e.g.
ANSWER KEY
Focus - The future simple tense for predictions
1-a
•
... will it always be like this? I'll get married and have two children. I don't know yet what I'll be .. . I think you'll make an excellent architect. I'm sLire I'll be 8 famOLiS ro ck star. .. . my Ilf will /Jango. I'II/rovo l 1'01111(1111 worlel ...
Draw a grid on the board to represent a race track and runners at the start of a race.
1
2
3
4
5
6
2-b
3-a
4-a
.. . will YO II /) . V IlII If' n? / d n'l (/l/n/ / will,
5
til
1I
of the future simple
Finish
r pr mpt and elicit what • •
Ask Ss to predict who they think will win the race. Move the 'runners' so that it is clear who is most likely to win the race and repeat the question to elicit Number 4 will win the race.
3 1
6 2
5
4
SUGGESTED ANSWIIl I A:
Finish
82
I think you 'll /) lit 11//0 /I (1111/ 11/" film star because you Ell' J)/I ( ,11 ,w/l/l I B: Perhaps. I'm WI HI 'II / rJ If hmO/I! f' because you like childroil , oi l
What's in store for me? 6 a) Focus - Time expressions & future events •
Ss complete the task individually and then compare ahswers in pairs. Discuss the rule with the class, pointing out that the various time expressions (as soon as, after, before, etc) all answer the question When ... ? • Elicit and list time expressions on the board. Ask Ss questions to drill the form (e.g. T: When will you buy a car? 51: As soon as I learn to drive, after I pass my test, when I have enough money, etc).
ANSWER KEY
+ present simple I'm sure/I think/I expect + future simple as soon as/when
Future tenses are not used in time clauses
b) Focus - Practice •
Ss complete the task individually. Check answers with the class.
SUGGESTED ANSWER KEY ... I finish talking to Helen. 2 ... Jack will arrive? 3 ... you go home. 4 ... I get home.
•
Monitor pairs as they act out their dialogues, providing assistance where required. When Ss complete the task, ask a few pairs to act out their dialogues for the class.
(5s' own answers)
EVERYDAY ENGLISH 8 Focus - Making and responding to predictions • Write an unlikely prediction on the board (e.g. I expect I will win the lottery this week.) and invite Ss to respond appropriately (e.g. I don't think so.). If Ss fail to respond, refer them to the language box and elicit appropriate responses. • Ask Ss which of the ways of responding to predictions given in the language box are the most optimistic/pessimistic (e.g. I'm sure I will/I don't think so) . • Refer Ss to the example and elicit other optimistic responses (e.g. I'm sure she will, I hope so). • Check that Ss understand the prompts. Ss work in pairs to complete the task. Conduct feedback by asking a few pairs to act out the exchanges for the class . SUGGESTED ANSWER KEY A: I'm certain he'll pass his exams. B: I'm not that sure. A: I expect she'll get a job soon. B: I'm sure she will. etc
SPEAKING 7 Focus - Talking about personal predictions •
Refer Ss to the dialogue in Ex. 3 and ask questions to build a suitable framework for the discourse on the board:
LISTENING 9 Focus - Listening for specific information • Ask Ss if they ever read horoscopes in magazines or newspapers. Initiate a short discussion on the topic (e.g. why people read
Comment on present situation. Agree. Ask about future. Comment. Ask about future plans. Answer. Ask about partner's plans.
horoscopes, whether they believe them etc).
• Ask Ss to read the statements. Explain the task. • Play the recording. Ss compare answers with a partner. • Play the recording again if necessary and check answers with the class. • Teach the spelling rule: 'I' before 'E' except after 'C' and elicit examples (e.g. receive, believe, etc). Elicit the reason why the rule does not apply in this case (5heiva is a proper name).
Answer.
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What's in store for me?
I ANSWER KEY 1-A
SUGGESTED ANSWER KEY
2-8
3- 8
4- C
5-A
Work:
The beginning of the week will be difficult but you will have reasons to celebrate by Friday. Family: A member of your family will receive a pleasant surprise this week. Health: You will feel tired during the week. Get as much rest as you can. Friends: You are popular with your friends at the moment, so don't change anything. An old friend will reappear at the weekend.
WRITING 10 Focus - Writing a weekly horoscope •
Distribute magazine/newspaper horoscopes around the class. Ask Ss to identify the type of information found in horoscopes. • Ss confirm that the topics suggested in their books are commonly found in horoscopes. • Ss complete the task individually in class if time allows. Alternatively, it may be set as homework.
Workbook Unit 11 (optional)
er .--_ _ _ _~I \
Objectives
)1--------'-,
Vocabulary: classes of animal; endangered species Listening: for specific information Reading: for gist and specific information (newspaper article) Grammar: the future simple/'going to' Speaking: discussing and presenting ideas (role play) Writing: a poster
ADDITIONAL MATERIALS large sheets of paper for posters
VOCABULARY 1 Focus - Classifying animals and endangered species •
Refer Ss to the title of the unit and the pictures. Ask Ss how the pictures and the title are related (The pictures show animals that may soon disappear completely.). Discuss possible
reasons why the animals are endangered.
84
•
Check Ss understand the categories by eliciting familiar examples (e.g. mammal - dog, cat) and by asking Ss to explain some of the characteristics of each category (e.g. Birds have feathers and lay eggs.).
•
Ss categorise the animals individually and then compare answers with a partner. Check answers with the class. ANSWER KEY
Mammals - Gorilla, Siberian tiger Birds - Frigate bird, Yellow-eyed penguin Amphibians - Tomato frog, Loggerhead turtle Fish - Seahorse Insects - Tiger beetle Reptiles - American crocodile
Friends in dange c) Focus - Summarising main pOints
I1EADING
•
TUDY SKILLS
Ask Ss to read the study skills box silently. Answer any questions Ss may have and then ask them what other clues they should look for to help them understand a text (e.g. title, pictures) .
ANSWER KEY See animals, go mountain biking, horse riding and canoeing.
2 a) Focus - Reading: global understanding • To ensure that Ss do not spend too much time on this task, quickly elicit answers to each question in the rubric with the whole class and then allow Ss time to read the text and check answers.
Ss identify the activities individually and then compare answers with a partner. Check answers with the class .
3 Focus - Understanding written signs •
SUGGESTED ANSWER KEY
Ss match the meanings to the signs individually. Point out that there are two signs which are not explained. • Check answers and then ask Ss to explain the meaning of the two remaining signs.
It is an article written for students. The writer's purpose is to provide information and get support.
[ ANSWER KEY
1- E
2-A
3-8
b) Focus - Practising cloze texts •
Remind Ss of the importance of quickly reading a text to get the gist. Tell them they should not worry about words they do not understand and that they should complete the gaps they are sure of first, coming back to the more difficult items afterwards. • Ss complete the task individually before listening to the recording to check their answers. Check Ss' answers. • Use concept questions to help Ss with any of the words and phrases in bold that they have difficulty explaining. Alternatively, Ss use dictionaries to find the meanings.
SUGGESTED ANSWER KEY Drive slowly - do not speed Jogging not allowed - you must not run EXPLORING GRAMMAR
4 Focus ' - The future Simple and 'going to infinitive' •
ANSWER KEY 1 of
2 will 3 as
4 going 5 there 6 who
7 be 8 an 9 and
10
can
wildlife protection: a campaign to prevent the extinction of wild animals natural environment: where animals and plants normally live in the wild endangered species: animals and plants which are at risk make a difference: improve a situation count on: depend on
•
•
+
Write the following sentences on the board: 1. It's going to cost a lot of money to repair his car. 2. It will cost a lot of money to repair his car. Ask Ss concept questions to clarify the difference in meaning (e.g. Which sentence suggests the speaker already knows the cost of the repairs? etc). Elicit the tense used in sentence 2 and the use of the tense (making predictions) . Refer Ss to the uses of tenses in Ex. 4 and check understanding. Ss match the sentences to their meanings individually and then compare answers with a partner. Check answers with the class. Ss find further examples in the text individually. Check with the class, eliciting the function of each example.
85
SPEAKING
ANSWER KEY
a going to visit
d
b will be on time c won't be late
e
I'll open going to rain
7 Focus - Discussing and presenting ideas •
.. . going to get involved .. . (intention) ... will have the opportunity ... (promise) .. . you will all join in ... (request) ... will get the chance ... (promise) ... will all decide ... (giving information) .. . will give you ... (giving information) ... is going to give ... (future plan) ... will be on ... (giving information) ... going to organise ... (intention)
•
•
• •
5 Focus - Practising future simple/'going to' •
Ss complete the task answers with the class.
individually. Check •
ANSWER KEY 1 will 2 are going to 3 will
4
5
will/is going to am going to
(Ss' own answers) WORD FORMATION 8 Focus - Forming abstract nouns from verbs
LISTENING
•
6 a) Focus - Warm up: discussing animals •
Ss form groups of 3-4. Explain the task. Go through the list of prompts and check understanding . Tell groups to discuss each suggestion and identify the advantages and disadvantages of each before deciding what they intend to do to help endangered species . When groups have decided on their intended actions tell them to make notes for their presentations. Warn groups to be prepared to answer questions from the class . Groups choose a spokesperson to present their proposals to the class. When each group completes their presentation, encourage the other Ss to question their proposals. When all groups have completed their presentations, Ss decide what they intend to do as a class.
Ss first discuss which animals they like in groups of 3-4. Conduct feedback with the class.
•
(Ss' own answers)
Refer Ss to the examples in the box and elicit the rule (-r --. -ry; t - . -tion; -e - . -al). Check the pronunciation of /IntenJon/. Ss complete the task individually. Check answers with the class. ANSWER KEY
Explain the task, pointing out that there are three animals that will not be adopted . • Play the recording once and allow time for Ss to compare answers in pairs. Play the recording again and check answers with the class.
3 collection 4 protection
•
2-H
3-F
4-E
e
8 arrival
Ii n
IINlval
9
made in the
5-A
( , wn n, WI /I )
86
6 7
WRITING
I ANSWER KEY 1-G
x/1lblllon
2 discovery
b) Focus - Listening for specific information (multiple matching)
ow! Objectives
,I-----~ SUGGESTED ANSWER KEY
Vocabulary: the environment Reading: predicting the content (a web page) Grammar: conditionals: type 0, type 1 Listening: listening for specific information (form completion) Phrasal Verbs: turn Writing: an advertisement
The web page is for children because it includes links to games and knowledge tests. It provides information about global warming.
b) Focus - Predicting the content •
Read each question in the text to the class and ask Ss to predict the answers with books closed . List Ss' predictions on the board. • Tell Ss to read the text as you play the recording. Check answers with the class .
VOCABULARY 1 a) Focus - Looking at vocabulary related to the environment
SUGGESTED ANSWER KEY
• Ask Ss what environmental problems we face today. If Ss mention global warming, ask them to explain the term . Alternatively, write the expression global warming on the board and invite Ss to explain what it means. • Ss read the dictionary definition. Check understanding and ask Ss to describe how the problem is illustrated in pictures A-C.
• • • • •
SUGGESTED ANSWER KEY These are the main causes of global warming; burning fossil fuels produces gases which heat the air around the earth and prevents heat from escaping into space.
b) Focus - Predicting the content • Write the following on the board : If global warming continues, ... and refer Ss to pictures D-F. Invite Ss to complete the sentence on the board.
Experts think global warming will get worse if we don 't do anything. Burning fossil fuels causes global warming. Nobody is really doing anything to stop global warming. Sea levels will rise, animals will become extinct and there will be more storms and floods. People should use less energy and avoid waste.
3 Focus - Reading for specific information; answering multiple choice questions •
Explain the task as described in the rubric. Ss answer the questions individually and compare answers with a partner. Check answers with the class. • Use concept questions to help Ss with any of the words and phrases in bold that they have difficulty explaining. Alternatively, Ss use dictionaries to find the meanings.
SUGGESTED ANSWER KEY
ANSWER KEY
If global warming continues sea levels will rise, there will be more storms and floods and animals will become extinct.
1- B
READING 2 a) Focus - Reading skills: recognising the text type • Ask Ss the questions in the rubric in order to introduce the topic. Do not spend much time on this as the aim is for Ss to skim the text.
2-A
3-C
4-A
5- C
experts: people who have a lot of knowledge about a particular subject blame: identify something as being the cause of something bad prevent: stop something from happening cutting down: destroying task: a piece of work, a job laws: rules set by the government which people have to obey believe: think something is true
87
Take action now!
~~~~--~~~=-=-=------------------------------------------------------------<~ ~ Ask Ss to identify the tenses of the underlined verbs (simple present) and ask what word could replace it (when). Check that Ss understand that this form is used to describe general truths. • Ss complete the rules for the conditionals individually. Check answers with the class and elicit further examples (e.g. If people don't eat properly, they get ill. I'll call you if
climate: general weather conditions that are typical of a particular region become extinct: die out completely energy: power that makes machines work and provides heat turn off: remove the source of energy so that the equipment stops working wisely: sensibly, with careful thought shower: washing by standing under a spray of water
there is any news. etc).
•
Go through the text in Ex. 2 with the class, identifying the conditionals.
4 Focus - Practising summary skills •
•
ANSWER KEY
Demonstrate the task by eliciting an appropriate answer to the first question (e.g. Experts know that global warming will continue to get worse if
present
we do not do something about it.).
Type 1: If
Type 0: If/When
simple present --+ simple
+ simple present --+
imperative/will ... etc
Ss complete the task individually.
b) Focus - Practising conditionals
SUGGESTED ANSWER KEY
•
Experts are certain that global warming will get worse if we do not do something about it. The burning of fossil fuels is one of the main causes of global warming because these fuels produce greenhouse gasses which prevent heat escaping into space. Not much is being done about global warming because people can't agree on what to do. Nobody really knows what will happen if global warming continues, but experts think that it will have negative results. People can help to slow down global warming if they use less energy.
2 produce 3 keep
4 put, floats 5 can
6 Focus - Looking at phrasal verbs with 'turn' •
Briefly revise the common features of phrasal verbs with the class (e.g. often have a single word equivalent, difficult to identify meaning from the components, can have more than one meaning).
•
5 a) Focus - Looking at type 0 & 1 conditionals •
Refer Ss back to the rubric for Ex. 1b and ask them to identify the structure in the question (e.g. future simple + if + present simple). Ask concept questions to check Ss understand that this is an example of a type 1 conditional and that the structure is used to show there is a real possibility of something happening if the condition is met. • Ask Ss why sea levels will rise if global warming continues to elicit: The ice will melt. Ask Ss at what temperature ice melts (0 Celsius). Write the following sentence on the board: Ice melts if the temperature rises 0
0
Ss complete the task individually. Check answers with the class.
ANSWER KEY
EXPLORING GRAMMAR
above 0 and this will make sea levels rise.
88
+
Ss identify the opposites and complete the task individually. Check answers with the class and elicit example sentences for the remaining two phrasal verbs. ANSWER KEY 1 on
2 down
3 off
4
up
SUGGESTED ANSWER KEY They offered her a place at university to study Chemistry, but she turned it down because she wants to be a doctor. When you heat ice it turns into water.
Take action now! 7 Focus - Looking at prepositions
WRITING
•
Write the following on the board: Some verbs are always followed by a Rreposition. The preposition we use depends on the verb. We call these dependent prepositions. • Check that Ss understand the concept and refer them to the examples in Ex. 7. Ask Ss if they can provide the prepositions before referring them to Appendix 1 to complete the task.
3 for 4 about
PLANT-A-TREE DAY! You can help make a difference! We provide the trees - you plant them!
8 Focus - Competing forms: listening for specific information
•
•
Explain the task to the class. Discuss the information Ss will need to include in order to complete the task (e.g. date, time and location, what people will need to bring) . Ss complete the task individually in class if time allows. Alternatively, it may be set as homework.
5 on
LI STENING
•
•
SUGGESTED ANSWER KEY
ANSWER KEY 1 of 2 for
9 Focus - Writing an advertisement
Ask Ss to read the information and predict the type of information required to fill each gap (e.g. 1 - a date; 2 - a time; etc) . Play the recording once. Ss compare answers in pairs. Play the recording again if necessary and check answers with the class.
Date: Time: Location: Bring: Call:
Saturday, 19th September 10am - 5pm Green Park spade, boots, old clothes 789 3017
Workbook Unit 13 (optional)
ANSWER KEY 2 6
3 recycling 4 newspapers
5 215643
89
Tee
·01
Objectives
SUGGESTED AN W R K Y
Vocabulary: describing gadgets Reading: predicting content (advertisements); exam practice (multiple choice cloze) Grammar: type 2 conditionals Speaking: persuading using type 2 conditionals Writing: an advertisement for a gadget
mobile phone: tak /s wi pllotogrnphs, camcorder to record special mom II/ " Il J MMS, emails portable DVD player: pi are
magazine pictures of various gadgets, a dice or spinner for each pair of Ss
digital music player: listen to 12 hours of music, store 5,000 songs, play games
b) Focus choice •
VOCABULARY 1 Focus - Describing gadgets •
Ask Ss if they know what a gadget is. Refer them to the pictures and explain that the objects are all gadgets. Elicit a definition . Alternatively, ask Ss to look the word up in their dictionaries. • Work through the list of functions, checking understanding. Ss match the functions to the gadgets individually. Check answers with the class and then ask Ss to describe any gadgets they own or use at home.
I
3- A
4-E
5- 0
STUDY SKILLS Read and discuss the information in the Study Skills box with the class, focusing on possible sources of such material in your area. Stress the point that the more exposure Ss have to the language, the more their mastery of the language will improve. 2 a) Focus - Reading: predicting the content •
Write mobile phone on the board and ask Ss to suggest what the instrument can be used for. List suggestions on the board and repeat the procedure for the remaining three gadgets. • Ss read the text and note any uses they did not predict. Conduct feedback with the class.
90
•
ANSWER KEY
2 C
READING
•
•
Exam practice: vocabulary multiple
Ss look at the options for each item before commencing the task. Check that Ss understand the vocabulary. Ss first complete the task individually and then discuss answers with a partner. When pairs agree on their answers, play the recording to check and correct. Allow time for pairs to deduce the meaning of the words in bold before conducting feedback with the class .
1 8
ANSWER KEY 2-C
wherever you
handheld organiser: keep schedules, store phone numbers and photos, play games and music
ADDITIONAL MATERIAL
1-8
y movl s
3 A 4 C
5 C
7 8
6 8
8
C
elegant: smart, stylish allows: permits, lets instant: a very short period of time share: let others see or use something you have display: the screen that shows information fingertips: the ends of your fingers have sth at my fingertips: have sth ready for immediate use digital: an advanced way of storing sound and visual images store files: save/keep electronic information portable: that can be easily carried and used in different places adaptor: a device for connecting electrical equipment to a power supply rechargeable battery: a device that is used to store electrical energy and can be used many times remote control: a device that allows a piece of electronic equipment to be controlled from a distance
Technology on your side
..
•
schedule: a plan or list of things to be completed by certain times look up: find information about something store: save, keep transfer: move sth from one place to another back up: keep a copy of sth
Focus - Consolidation
ANSWER KEY
If + past simple
b) Focus - Practice •
• Ss work in groups of 3-4 with books closed. One S in each group describes one feature they remember and the turn passes to the next S in the group who has to say another thing they remember about one of the gadgets. The activity ends when groups cannot recall any more information about the gadgets.
EXPLORING GRAMMAR 4 a) Focus - Looking at type 2 conditionals
•
Draw a picture of a car with a flat tyre and a man standing beside it on the board. Draw a telephone box as well. Present the following situation to the class: This is John. He has a problem. His wife is waiting for him but he is going to be late because he has a flat tyre. What can he do? Elicit: He can phone his wife/the breakdown service. Tell Ss that the phone is broken and write the following on the board: He would call if the phone worked. Check that Ss understand the concept, invite other suggestions and make appropriate comments (e.g. He would phone his wife if he had a mobile, but he hasn't got one.). • Refer Ss to the underlined sentence in Ex. 2. Ask concept questions to check understanding (e.g. Does the writer think life is easy now? What does the writer say you need? Is he talking to people who have an organiser? etc).
Point out that each exchange is about giving advice. Ss then complete the task individually. Ask pairs of Ss to read out the exchanges and check answers with the class.
ANSWER KEY installed 2 bought
SUGGESTED ANSWER KEY S1: The mobile phone has a camcorder. S2: The Digital Music Player stores up to 5,000 songs. S3: The DVD player comes with a remote control. S1: The handheld organiser has games on it.
Focus attention on the structure, eliCiting the tenses used in the two clauses. Ask Ss to complete the rule in Ex. 4.
3 owned 4 had
5
were
5 Focus - Further practice •
Ss complete the task individually and then compare answers in pairs. Check answers with the class, eliciting the function of each sentence. ANSWER KEY 1 2 3 4 5
were (imaginary situation) had (asking for advice) would take (giving advice) would call (imaginary situation) studied (imaginary situation)
SPEAKING 6 Focus - USing type 2 conditionals in persuasion • To demonstrate the activity, invite Ss to persuade you to buy one of the gadgets. Extend the dialogue by raising objections: S1: If you bought a portable DVD player, you could watch movies wherever you are. T: But wouldn't I bother people around me? S2: No, it comes with headphones .. . etc. • Ss complete the activity in pairs. To give further practice, distribute magazine photographs of gadgets for Ss to talk about.
(Ss' own answers)
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Technology on your side
•
Ask Ss to look at the pictures and captions for the game to familiarise themselves with the vocabulary. Read the rubric with the class to check understanding. • Demonstrate the activity. Throw a dice and move to the square indicated. Make a sentence appropriate for the square you land on and ask Ss if your sentence is correct. • Monitor the activity as Ss play the game . Resolve any disputes about what constitutes a correct sentence.
SUGGESTED ANSWER KEY 1 2 3 4 5 6 7 8
If I saw a snake, I would run away. If it wasn 't raining, we could go for a walk. If I saw a ghost, I would scream. If I took more exercise, I would be healthier. If I locked myself out, I would call for help. If I had wings, I would fly. If I were rich, I would be happy. If I had enough money, I would buy a fast car.
• Analyse the structure of one of the advertisements in Ex. 2 with the class, developing the outline on the board: (e.g. Heading: definition of gadget. Introduction: description of main use. Main body text: details of main features. Conclusion: details of additional features.). • Ss complete the task individually in class if time allows. Alternatively, it may be set as homework.
SUGGESTED ANSWER KEY Bottle and Jar Opener Fed up with all those bottles and jars which have tops that are too tight for you to open? This handy little tool will put an end to your frustration! The opener has a strong rubber loop attached to either end of the handle, one for bottle tops and the other for jar tops. Simply wrap the appropriate loop around the top, tighten it, give a quick twist, and the top comes off! The opener comes with a strong base which can be fixed to a work surface to hold the jar or bottle securely and safely.
WRITING
7 Focus - Writing: an advertisement •
92
Ss either write an advert for a gadget they choose themselves or select from the pictures you have brought to class.
Workbook Unit 14 (optional)
A w rd of advice Objectives Vocabulary: teenage problems Everyday English: asking for and giving advice Listening: for global understanding Reading: identifying tone and style: formal/informal Writing: an email giving advice
'Spooky' disagrees with his/her parents about his/her choice of career. (argue with adults)
EVERYDAY ENGLISH
3 Focus - Asking for and giving advice •
ADDITIONAL MATERIALS 'problem page' from a magazine, two large magazine pictures: one showing a formally dressed person and the ther showing an informally, casually dressed person.
Ask Ss to read the prompts in the language box and identify which problem each could be a solution to (e.g. Dido: get a part time job, borrow some money from your parents, etc).
•
Focus - Discussing teenage problems
Refer Ss to the ways of asking for and giving advice. To demonstrate the activity and check that Ss can use appropriate structures, describe a problem to the class and ask individual Ss to give you advice (e.g. T: I get bored at the weekends. What do you think I should do? S1: If
•
I were you, I'd join a club. S2: You should spend more time with your friends. etc).
VOCABULARY
With books closed, initiate a discussion about the problems local teenagers face. List major problems that Ss identify on the board. • Ask Ss to read the problems listed in their books and compare them with the ones they identified in the initial discussion. Explain any new vocabulary and develop the discussion, encouraging Ss to say why they think the points listed are/are not serious problems.
•
SUGGESTED ANSWER KEY A: I want to be a social worker but my parents think I should be a dentist. What do you think I should do? B: Well, the best thing to do is to tell them how important it is for you to help people ... etc
(Ss' own answers)
2 Focus - Reading: identifying problem types • Ask Ss where people can get advice about problems they may have. If Ss fail to mention problem pages in magazines, introduce them to the concept using the problem page from a magazine. • Ss read the web page and identify the problems. Conduct feedback and ask Ss to categorise the problems according to the categories listed in Ex. 1. SUGGESTED ANSWER KEY 'Looney' wants to stay out later than his parents will allow. (argue with adults/don't obey rules & regulations) 'Dido' can't afford to go on holiday with friends. (haven 't got enough money) 'Star' doesn't have enough time for homework. (have bad study habits)
Ask a pair of Ss to act out the example exchange and initiate the activity. Monitor Ss as they work on the task. Finally, invite a few pairs to act out their exchanges in order to check answers.
LISTENING 4 Focus - Listening for global understanding •
Explain that Ss will hear someone reading an email giving advice to one of the teenagers. As they listen, Ss identify the teenager and what advice is being given . • Play the recording once and check answers with the class. ANSWER KEY The email is to 'spooky'. The writer advises 'spooky' to explain to his/her parents why becoming a social worker is so important.
• Extension: for an extension activity, write the following T/F statements on the board:
93
A word of advice 1 Mark thinks that 'spooky' should not worry too much. 2 Mark would like to help poor people. 3 Mark thinks that being a social worker is important to 'spooky'.
6
0)
rganising a letter or an email
• AII( W I I>llor lime for Ss to locate and identify til
• Tell Ss to decide whether the statements are true or false as they listen. Play the recording again and check answers with the class.
lcivloo 1t1 the email.
SUGGES -D ANSWER KEY The advic Is In Ifle second paragraph; Mark advises 'spoc /W' I xplain to his/her parents why being a social w r/< r / a important.
ANSWER KEY
AI
I
.1-T
2-F
3-T
b) Focus - Identifying the paragraph function • .Ss identify the phrases/sentences individually and then compare answers in pairs. Check answers with the class.
READING 5 a) Focus - Recognising the tone and style • Use the magazine pictures to present the concept of formal and informal (e.g. informal
ANSWER KEY
If they understand how ... ; If you do this ... 2 I'm sorry to hear ... 3 Well, I hope ... 4 The best thing to do ... ; If I were you ... ; Why don't you ...
is more relaxed and friendly).
• Ask Ss to read the information in the Study Skills box and answer any questions they may have. • Check understanding of the concept by asking Ss what style they would use when writing to various people (e.g. cousin, friend, teacher, newspaper editor, politician, etc).
•
Ss complete the task individually and then compare answers in pairs. Check answers with the class.
ANSWER KEY 1 F/ I 2 1/ F
3 1/ F
5 1/ F
4
6
F/I
7 F/ I
WRITING 7 Focus - Writing: an email giving advice •
Explain the task. Remind Ss of the advice given in the Study Skills box and elicit the style they will use in their emails (informal). • Ss complete the task individually in class if time allows. Alternatively, it may be set as homework.
F /I
SUGGESTED ANSWER KEY
b) Focus - Looking at the email style •
S8 read the email and then complete the task in pairs. Encourage Ss to find examples to support their answers. Conduct feedback with the class.
SUGGESTED ANSWER KEY The email is informal because the language is not complex, the writer uses contracted forms such as 'don't worry' and informal expressions such as 'Good luck'.
Dear Star, A lot of kids have the same problem, but I don 't think it's difficult to organise your time so that you can do all your homework and still have free time. First, you must make a list of what homework you have to do and give yourself a specific amount of time for each task. Concentrate on your work for that time and turn off your mobile phone! In this way you will finish your work faster and then be free to go out. Hope my advice helps! Good luck, Franky
Workbook Unit 15 (optional)
94
In
c
ture
er3:Seeds
Objectives
ope
ANSWER KEY botanists: scientists who study plants rare: not common suburbs: part of a city outside the centre variety: different types environments: natural surroundings in which
Vocabulary: plants Reading: for gist and specific information (article from a brochure) Project: writing an article about a conservation project
things live
features: interesting or important parts evolution: process of change/development over a
DDITIONAL MATERIALS
long period of time conservation: protection and preservation of something, especially wildlife
formation about local conservation projects.
Focus - Vocabulary: naming plants •
Refer Ss to the pictures and ask them which ones they recognise. Elicit the names in the Ss L 1. Ask Ss what other plants they can name in English .
SUGGESTED ANSWER KEY A: B: A:
Where are the Botanical Gardens? In London's south-west suburbs. Who collect plants at Kew Gardens? B: Botanists. A: What can you see at the gardens? B: A variety of rare plants. ... etc
(Ss' own answers) Focus - Reading: predicting the content •
Refer Ss to the title of the text and ask how the title may be linked to the pictures. Ask Ss what they think the text will be about. Write predictions on the board. • Play the recording and then discuss the content with the class, referring to the predictions on the board. SUGGESTED ANSWER KEY The title mentions gardens and the pictures show different plants, so the text is probably about the plants grown in the gardens.
Focus - Understanding the vocabulary and reading comprehension •
Ss work in pairs and use their dictionaries to find the meanings of any of the words in bold they are unfamiliar with. • Write the term Wh-question words on the board and elicit when, where, what, who. Revise the form of wh-questions using prompts to elicit examples (e.g. T: When Peter born? etc).
Peter -
born. S1: When was
• Allow time for individual Ss to prepare whquestions on the text. In pairs, Ss ask and answer the questions orally.
4 Focus - Summarising a text •
Divide the class into groups of 3-4 for this task. Ss first underline the important information individually and then compare the pOints they have selected with other members of the group. • Groups prepare a set of notes based on the information they agree is important. Remind Ss that the information does not necessarily have to be presented in the same order as in the original. • Each group chooses a S to record the summarised information which is then played to the class. Alternatively, the S reports the group's summary to the class. • Conduct feedback with the class, inviting Ss to comment on the importance of the information provided by each group. SUGGESTED ANSWER KEY Kew Gardens, which covers 120 acres, contains the world's largest collection of rare plants, trees and flowers . There are also museums and libraries for people to visit. Experts at Kew carry out important scientific research and also help conservation projects all over the world.
95
Culture Corner 3: Seeds of Hope Focus - Project work: an article about a conservation project •
Discuss possible projects with the class and suggest possible sources of information (e.g. the Internet, newspapers, local government offices, libraries, etc).
• Alternatively, if sources of are restricted, provide Ss have brought to class. • Ss complete the task in Alternatively, it may be set
Objectives
isa
earin
ANSWER KEY
marshland: A, 0 , G, H hedgerow: B, F, (D) forest: B, C, E, F, (D)
3 a) Focus - Reading: predicting the content Refer Ss t ti, 1I11, Disappearing Habitats, and discu th qu lions in the rubric with th e clas . II It S ' Ideas for possible nd II tth m on the board .
•
1 Focus - Lead in: identifying habitats Refer Ss to the pictures and ask why the places shown are important to elicit that they are places where wild animals can live. • Ask Ss the questions in the rubric, reminding them of the significance of the places shown in the pictures to elicit ideas.
class if time allows. as homework.
(5s' own answers)
Curri ular Cuts 3: Sc·ence) · ats
Vocabulary: animals and habitats Listening: for specific information (animals and habitats) Reading: for gist and specific information (text about conservation) Speaking: giving a presentation
information and time with information you
•
omment on how l d in the text are.
b) Practl Ing I
•
til
ANSWER KEY
oml II'< III WI r wltllllH 01I ,
'Habitat' is a Latin word meaning the natural environment in which an animal or plant lives.
R
ANSW
2 Focus habitats •
Y 7 their 8 your
Vocabulary: looking at animals and
Ss work in pairs to match the animals with their habitats. Explain that some of the animals may have more than one habitat. Play the recording and then check answers with the class.
4
• WO I
I n
Will d l pi II (
96
I 1< Inclivldually and then II I nlr . Check answers
I
"
III I I IH
tit/II
/I)
meaning, rl of speech
Curricular Cuts 3: (Science) SUGGESTED ANSWER KEY • •
It was selfish of me not to help you. We collected money to donate to the Red Cross.
• • •
• •
I give money to 'Help the Homeless' because I think it is a good cause. The mayor has outlined his plan to clean up the town. Our MP says he is going to resign before the next election. 10,000 people have already signed the petition demanding more parks. The local council decided to vote against the mayor's plan.
isappearing Hab-tats 5 Focus - Preparing and giving a presentation •
Initiate a discussion to identify wildlife habitats that Ss are familiar with. Ss select one habitat each to base their presentations on . . • Discuss possible sources of information with the class (e.g. text books, libraries, etc). Set the ' task for homework. (Ss' own answers) .
PAIRWORK ACTIVITY 3 Explain the task. Students look at two different cards, one about an ebook and one about a botanical garden. Working in closed pairs, Ss ask each other questions to find out more information. Check Ss' answers and then ask ome pairs to act out their dialogues in front of the class. SUGGESTFD ANSWER KEY
Set 1 - Ebooks B:
A:
B: A:
B: A:
B:
A:
B:
A:
What is the name of the product? It's callec;i digibook. How much does it cost? It's only three hundred and ninety-nine euros. What does the package include? You get a cover, a battery, a stylus and a user's guide in English. What can you do with it? You can read your favourite ebooks, display photographs, listen to music, use Word and Excel files or browse the Internet. How can I pay for it? You can buy it with your credit card.
Set 2 - Botanical Gardens
A: What's the name of the gardens? B: The Paradise Botanical Gardens.
A: What are the opening hours in summer? B: The gardens are open from half past eight in the morning to six o'clock in the evening. A: Are the gardens open on Mondays in winter? B: No. They are closed. A: How much dqes it cost to see the alpine plants? B: It costs three euros. I A: What is the telephOne number? B: It's three-five-three-two, double-two-four-oh.
97
Out & About Units 16·20 Before you start ...
Pic 3 (p. 48) What is the person doing in this picture? What sort of things do you like doing in the countryside? What do you think you will learn in this unit?
Go through the questions with the class. Alternatively, Ss discuss the points in groups of 3-4.
Pic 4 (p. 56) What other things can you see on pp. 56-57? How are all the pictures related? What sort of holiday do ~'-, you enJOy?
( LOOk at Module 4 ) •
Ask Ss to look at the pictures and read the title, Out & About. Ask Ss how the pictures and the title are related to elicit the meaning of the title. Develop a discussion about outdoor activities, asking Ss whether young people today enjoy the same opportunities to do such things as their parents and grandparents did.
Pic 5 (p. 50) What sort of building is this? Where do we find such buildings? What does the title of the unit mean? What do you expect to learn in the unit?
Find the page number(s) for
SUGGESTED ANSWER KEY
Ss read the list of items. Check understanding. Allow 3-4 minutes for Ss to find the items. Conduct feedback and ask questions to stimulate discussion .
The pictures were all taken outdoors and three of them show people doing different things in the countryside, so the title refers to outdoor activities; things people do for enjoyment. Young people today probably have more opportunities to get involved in outdoor activities than their parents and grandparents had.
•
How do you know this is a forum? What do people talk about in forums? How useful do you think they are?
a school timetable
(p. 52) Is this similar to your school timetable? What time do you start/finish every day? What do you like/dislike about school? Why?
Ask Ss to look through the module and find the page numbers for each of the pictures. Conduct feedback from the class, and ~sk questions to stimulate discussion. ANSWER KEY ,
an advert (p. 56) What are these adverts for? Where would you expect to see them ? Why do you think people enjoy holidays like these?
, J
Pic 1 (p. 54) ~ T: What page is picture 1 on? S1 : It's on page 54. T: What is the person doing? S2: He 's rock climbing. T: What can you see in the other pictures? S3: People doing different sports. T: What do you think you will learn in this unit? S4: Perhaps we will learn more about these sports. Pic 2 (p. 52) Where do you think the pictures were taken? Why might they have been included in the article? Look at the title of the unit. How is it related to the pictures and the article ? What sort of things do you think you could do in a place like this?
98
a forum (p. 50)
signs (p. 49) What is the purpose of th ese signs? Do you have many signs in your community? What information do they give?
C ,-__O_b,:..je_C_tiv_e_s_ _) •
•
Present the objectives of th e module. Explain that in the next five unit Ss will learn how to do all the tasks listed . Check th at Ss und r land the objectives and answer any que lion lh y may have about them.
ow he cou try ode! Objectives
Explain that the expressions are the same and elicit the meaning (A set of rules
,}--------.
\'---- - - -,/
explaining how people should behave in the countryside). Ask Ss if they know of any similar codes (e.g. The highway code).
Vocabulary: rules of the countryside Listening: recognising speaker's tone; for specific information Reading: dialogue Grammar: must/mustn't (obligation & prohibition) Speaking: dialogue; beach and bathing rules Writing: a poster describing road signs to practice must/mustn't
• Allow time for Ss to read the text. Check understanding of key vocabulary. Alternatively, read the text to the class, explaining/checking understanding of key vocabulary at the same time. • Refer Ss to the example exchange and ask a pair of Ss to read it. Check that Ss understand the meaning of shouldn't by asking questions such as: Why shouldn't we drop litter?/What should we do with it? to elicit
ADDITIONAL MATERIALS
pictures of common local road signs
Because it's wrong./We should take it home with us etc.
VOCABULARY
•
1 a) Focus - Describing countryside activities
• Tell Ss to study the picture. As they do so, write the following questions on the board:
I
i
SUGGESTED ANSWER KEY
What's the weather like? Where are the people? What's Laura doing? How does Steve feel?
•
Ss complete the task in pairs. Check answers with the class, eliciting possible reasons why people should not do the activities.
A: Pete is feeding the horse. B: Really? We shouldn't feed the animals. We might make them ill.
Elicit answers to the questions on the board (e.g. The weather is good. They are in the country(side). Laura's picking flowers. Steve feels happy.).
A: Steve is climbing into the field where the cows are. B: Really? We shouldn't disturb the animals either. We might frighten them.
•
Ss work in pairs to describe what they see in the picture. Conduct feedback with the class. • Extension: Game: Ss close their books. Ask questions about the picture to see what Ss remember about the activities shown (e.g. T: What was Bob dOing? S1: Listening to music.).
A: Bob and Ann are playing loud music. B: We shouldn't play loud music in countryside. It frightens the animals.
the
A: Laura is picking wild flowers. B: We shouldn't pick wild flowers, it's wrong!
SUGGESTED ANSWER KEY It's a nice day and people are in the country. They are having a picnic. Laura is picking flowers and Bob and Ann are listening to music. Pete is feeding a horse and Steve is climbing a fence. The people look happy but the cows in the field look frightened.
b) Focus - Identifying incorrect behaviour •
Read the title of the unit, Follow the country code!, and provide Ss with the alternative expression: Keep the countryside code.
LISTENING 2
Focus - Recognising the speaker's tone when reprimanding, making excuses, apologising
• Ask Ss to read through the list and identify the utterances that are a) reprimands, b) excuses and c) apologies. Explain that some of the utterances do not fall into any of the three categories. Check answers with the class. • Play the recording, pausing after each utterance for Ss to repeat, chorally and individually.
99
Follow the country code! ANSWER KEY
a reprimands Don 't do that! I'm surprised at you! You mustn't pick wild flowers.
b excuses I only wanted to take a few.
e apologies I won't do it again. Sorry, I didn't think of that. I'm terribly sorry. It won't happen again.
5 Focus - Using phrasal verbs with 'pick' •
Check that Ss understand the basic meanings of the verb pick (e .g. remove from branch or roots; select) .
•
Ask Ss which of the phrasal verbs is most similar in meaning to the basic verb (pick out) and explain the difference in meaning. (e.g. To pick out' m an to select or choose from a group of similar it m ). • Ss campi l nlences individually. Check answer wilh lh la and then ask Ss to create their own nl nees. Ask a few individuals to nl n lo the class and invite read lhelr comm ent from lh olher s.
d other Why not? (asking for explanation) Why is that? (asking for explanation) I suppose you 're right. (concession)
3 Focus - Listening for specific information •
•
Explain the task and tell Ss to look at the poster as you play the recording . Ss compare answers in pairs. Play the recording again if necessary. Ss then read the dialogue to check their answers. Conduct feedback with the class. ANSWER KEY Don't pick wild flowers; Don't feed animals; Don 't drop litter
; ANSWERK Y
1 up
Lit
4
on
SUGGESTED ANSW ·n K Y 1 The chool bll. II, II Illy pi /( us up to take us to school II 0 () ' ,/eml . 2 I had eatoti SO i tJI /{) /l I Olild only pick at the dessert, v III/ I( 111/1It W f: d licious. 3 It was easy (Of' /1/ / I ) 0/ / 111 my sister in the crowd be 'II~ ( ~ II( Willi W ,ring a big yel/ow hat. 4 Nobody pi I (/ JII 11 /1 ,1 /01'001 because my big broth r w I, Ilw Iy will , m I
EXPLORING GRAMMAR READING
4 Focus - Summarising the main pOints of a text •
Explain that the four completed sentences will form a summary of the main points in the text. Remind Ss that they should use 2-4 words. • Ss complete the task individually. Check answers with the class. ANSWER KEY
1 2 3 4
100
... some wild flowers ... to feed the animals ... go for a walk .. . an empty crisp packet/some litter
6 a) Focus - Identify n obligation and r 11
xpressing
Write the f lie Will I III II I b rd : The law II Id pi IV ti ll I F mpts to elicit a sentence willi ' 111111 1/. / ' tI, law says that children mu I ) lu tll lI til.). omplete the sentence n Il l( II I lIeI 1\1\ I ask Ss what happens if I I I I 111 III I \w to elicit the concepts of I I I lUOI1/1 III II 11Ill nt. • Ss find th x 1I 1I1 Ii r II bligation and prohibition ill 1111 It I Ii I lIvl lu lIy. Check answers wilh ti l( 01I
•
says that ...
Fonow he country code! ANSWER KEY
SUGGESTED ANSWER KEY
obligation: .. . must keep the Country Code
A:
2 prohibition: .. . mustn 't pick wild flowers; .. . B: A: B:
mustn't feed the animals
b) Focus - Identifying/Understanding signs
• Ask Ss to say where they might see each sign , checking that Ss understand the meaning of the two graphic signs (3 - no swimming; 6 - no camping) and then allow time for Ss to complete the task individually. Check answers with the class.
A: B: A:
SUGGESTED ANSWER KEY
B:
A: B:
2 You must keep dogs on a lead. (in a park or public place) 3 You must not swim here. (anywhere where swimming is dangerous) 4 You must fasten your seat belt. (in a car or on an aeroplane) 5 You must not smoke here. (where there are things which burn easily) 6 You must not camp here. (in parks, on beaches) 7 You must not talk to the driver. (on a bus or coach) 8 You must pay here. (in a large shop or department store)
SPEAKING
This beach is lovely, but it's so hot! I'm going to dive into the sea from those rocks! You mustn 't do that! Why not? I'm surprised at you! Can't you see the sign? It says you mustn 't dive from the rocks. Why not? I only want to cool off a bit; I'm not going to swim out to sea! I suppose it's because there are rocks just under the water you could hurt yourself on. Sorry, I didn't think of that. I know, let's take Rover for a run. We can sit under those trees over there. OK, but you must keep Rover on his lead! Why is that? Because the sign says all dogs must be kept on a lead! We must follow the rules, remember!
WRITING 8
Focus - Writing a road sign poster to illustrate 'must/ mustn't'
•
Ss work on the task individually. Start by showing the class pictures of a few different road signs and eliciting the meaning of each . Ss then prepare their own posters, sketching different road signs. • Ss complete the task in class if time allows. Alternatively, it may be set as homework. (Ss' own answers)
7 Focus - Discussing a topic; consolidating
• Ask Ss which of the signs in Ex. 6 might be found on a beach (e.g. 2, 3, 6) and ask Ss to suggest other possible signs (e.g. No parking,
Workbook Unit 16 (optional)
Put litter in the baskets, etc).
• Tell pairs to decide on at least one thing people must do and one thing they mustn't do when they are on the beach and to think of reasons why they must/mustn't do these things. • Allow time for pairs to prepare and rehearse their dialogues. If suitable equipment is available, pairs record their dialogues. Select some recordings to play back to the class and invite Ss to comment. Alternatively, select pairs to act out their dialogues for the class.
101
Objectives Vocabulary: travel Reading: recognising text type, predicting content, skimming (Internet forum page) Grammar: should(n't)/must(n't) for advice/obligation Speaking: travel tips: giving advice with should/ shouldn't Listening: short dialogues (multiple choice) Writing: Internet forum page giving travel advice
READING 2 a) Focus Recognising the text predicting the content; skimming •
type;
Before Ss look at the text, ask them to read the Study Skills box. Elicit typical features of some basic text types (e.g. Newspaper article: headline, paragraphs, etc).
•
sub
headings,
short
Ss look at the text briefly and answer the question in the rubric. Conduct feedback, asking Ss to justify their answers.
ADDITIONAL MATERIALS
SUGGESTED ANSWER KEY
large pictures of famous cities from around the world, Ss' road sign posters from Unit 16
This is a page from the Internet because you can see Internet icons at the top of the page. It also says 'Internet Explorer'. This is the name of a program you can use to surf the Internet.
VOCABULARY 1 Focus - Encouraging a discussion on travel •
Stick pictures of famous cities on the board and ask Ss to identify and locate them (e.g. Paris. It's the capital of France. That's the Eiffel Tower. etc).
• Ask Ss whether they have ever visited any of these or another big city abroad. If the answer is yes, ask the S or Ss to describe their experiences, referring to the prompts indicated in the students' book. • Alternatively, ask Ss to speculate on how they would feel if they visited one of the foreign cities shown in the photographs, developing a class discussion covering the points indicated in the students' book.
• Extension: Ss study the page to identify the type of page it is (a forum page) and the main features of such pages (e.g. People post questions and information on different topics. They use pseudonyms and the messages they post are dated.).
b) Focus - Making collocations; predicting the content •
Remind Ss that collocations are words that are frequently found t 9 ther to make a short phrase. S compl t the matching task individually. Ch ck an w -rs with the class. • Ask Ss to read th CjU tl n posted at the top of the foru m I 'I Lllld pred ict what the text is about. II 'II pl'Odl oll n and then play the recordlll J \ r() lei lIle text. Conduct feedba 1< wl!.h II H 01I ,
SUGGESTED ANSWER KEY When I visited England I found it strange because they drive on the other side of the road. I kept trying to get into cars on the driver's side! I didn't have any problems with the table manners but I found it harder to understand the language than I expected. There are so many different accents!
ANSWER K Y 'I
II I
102
tJ
" rJ
I
I
Travel tips
.. SUGGESTED ANSWER KEY 'Spider Girl' is going to Tokyo and she wants some travel tips about visitinq Tokyo. The rest of the text will probably be ansvvers to her question, giving her advice on things 'sLich as using taxis, money, customs and habits.
c) Focus - Skimming; understanding vocabulary . •
Encourage Ss to skim the text quickly to identify the correct replies rather than read the text in detail. Tell Ss that the topics may be mentioned in more than one reply and set a time limit for Ss to complete the task individually. Check answers with the class. • Point out that Arigato is not an English word but that it is possible to guess its meaning from the context. (the word comes at the end of a request for help and it is followed by an exclamation mark) . • Work through the highlighted words with the class , encouraging Ss to use contextual clues to guess the meaning of any words they are unfamiliar with.
•
•
Tell Ss to read the example sentence and ask them how true the statement is for where they live. Encourage Ss to exchange opinions. Divide the class into groups of 3-4. Tell groups to discuss the question of travel using the phrases given and try to reach agreement. Each group selects a spokesperson to report back to the class. SUGGESTED ANSWER KEY People often hold up traffic when they are getting into or out of a taxi or car. It is difficult to get on a train during the rush hour because everybody tries to get on before others have got off. It is usually quicker to travel by motorbike in the city. Sometimes it is best to go on foot.
EXPLORING GRAMMAR
4 Focus - Learning 'should(n't)/must(n't)' for advice/obligation a) Focus - using 'should(n't)/must(n't)' •
ANSWER KEY eating: C, 0 manners: B, C, 0, F
money: A, C transport: E
•
'Arigato!' probably means 'Thank you!' practical: useful, usable extremely: very slippers: footwear for use in the home towel: cloth used to clean hands wipe: rub hands with a cloth tipping: leaving extra money as a reward for service bad manners: behaviour that is rude/impolite pavement: a hard part at the side of the road for people to walk on temple: a place of worship
3 Focus - Using prepositional phrases about travelling • Tell Ss to try to complete the phrases with the correct prepositions before they check their answers by referring to Appendix 1.
Revise the use and form of must/mustn't for obligation using the road sign posters Ss prepared in the previous unit. Allow time for Ss to find examples of the target structures in the text. Work through the examples with the class and check that Ss understand the meaning of should/ shouldn 't by asking appropriate concept questions (e.g. What will happen to you if you do not carry money with you? Will you be in trouble with the police if you do not carry a lot of money? etc) .
ANSWER KEY Give advice/suggestions: should/shouldn't Express obligation/prohibition: must/mustn 't
b) Practising the use of 'should/shouldn't' for advice •
Remind Ss of the title of the unit, Travel tips , and elicit the meaning of to give someone a tip in this context (e.g. to give advice). Again ask Ss which structure is used for giving advice to reinforce the concept.
103
•
Before pairs complete the task described in the rubric, tell them they do not have to remember the exact words used as long as they use You should/shouldn't ... . Conduct feedback with the class with books closed .
SUGGESTED ANSWER KEY
A: What should I do in a restaurant? Should I leave
should tip taxi drivers, too. A: Should I carry a lot of money? B: No, you shouldn't. You should use a credit card to pay for things.
SUGGESTED ANSWER KEY You should carry plenty of Japanese money with you. You should wipe your hands with a hot towel before you eat in a restaurant. You shouldn't eat and you shouldn 't blow your nose in public. You should stand back when the taxi door opens. You should be careful getting out of a taxi because people sometimes ride scooters on the pavement.
5 Focus - Practising the use of 'must/mustn't' •
Ss complete the task in pairs . Alternatively, individual Ss write the sentences and then compare their sentences with a partner. Check answers with the class, reminding Ss that these are all rules.
LI STENING 7 Focus - Listening to multiple-choice questions •
Explain to Ss that, following each question, they will hear a short conversation between two people, a man and a woman . • Tell Ss to look at the question and options for each item and check that they understand what is shown in each option . Revise the language for giving basic directions with the help of the sketch maps for question 4 (e.g . turn left/right; on the left/right).
•
Play the recording for the first question. Ss compare answers in pairs. Play the recording again and check answers with the class. Repeat the procedure for th e remaining questions.
ANSWER KEY You mustn 't carry sharp or dangerous objects. You must wear your seat belt for take-off and landings. You mustn 't smoke. You mustn 't use mobile phones. You must read the safety instructions. You must put hand luggage in the over-head lockers.
I
ANSWERKEV
1- C
6 Focus - Giving tips using 'should/shouldn't' •
104
Pairs first brainstorm ideas to produce a written list of possible tips and then act out a role-play with one S taking the role of the tourist. Conduct feedback by asking some pairs to act out their dialogues for the class . Tell pairs to keep their lists of tips. (The lists will be used in Ex. 8)
3- A
2- A
4-B
WRITIN G 8 Focus - Giving travel tips •
SPEAKING
a tip?
B: Yes, you should always tip waiters. And you
Ss work in group of 3·4. of tips compil ed for - x. 6 Remind grou ps lh t lh "y for their advice wher po always tip waiter much money.).
b
Groups use the lists to com plete the task. hould give a reason Ibl (e.g. You should
GUS
they do not earn
(5s' own answers)
Workbook Unit 17 (optional)
s
e sc Objectives
READING 2
Vocabulary: school subjects Reading: cloze practice (article providing information about a summer school) Everyday English: asking for and giving/refusing permission Grammar: expressing obligation, necessity and permission Speaking: have/need to; talking about obligation and necessity Listening: exam practice (multiple matching) Writing: list of rules for a summer camp
Focus - Providing information about a summer school a) Focus - Predicting the content
• To make sure that Ss concentrate only on the title and pictures in their books, write the subheadings on the board and ask Ss to cover the text. • Ss discuss their predictions in pairs . Conduct feedback with the class, writing predictions on the board. • Ss read the text to check their predictions. Check answers with the class. SUGGESTED ANSWER KEY
)CABULARY Focus - Identifying school subjects
•
Refer Ss to the timetable at the top of the page. Explain any vocabulary Ss are unfamiliar with, pointing out that maths is a common abbreviation for the word mathematics. • Initiate a class discussion on school subjects based on the questions in the rubric. Develop the discussion to elicit other subjects Ss study at school (e.g. chemistry, physics, biology, literature,
The text is probably going to describe the things you can do and learn at a summer school. It must be near the sea because I can see boats and the sea in the pictures.
b) Focus - Completing a cloze text
•
etc).
• To reinforce the vocabulary, ask Ss to describe the subjects they like/dislike most at school (e.g.
•
51: I love woodwork because I enjoy making things.) . Extension: describe a school subject without
naming it. described . subject for subject we
Ss have to identify the subject One S then describes another the class to identify (e.g. 51: In this
learn about things that happened in the past. 52: History. etc) .
Remind Ss that only one word is required to complete each gap. Refer Ss to an earlier cloze text (e.g. p. 45) and elicit the types of word required to fill the gaps (e.g. prepositions, pronouns, articles, auxiliary verbs, etc). Explain that the words required
are normally simple words of this sort. Ss complete the task individually and then compare answers in pairs. Play the recording and then check answers with the class. • Ss work in pairs to explain the words in bold. Alternatively, Ss use dictionaries to complete the task. •
ANSWER KEY SUGGESTED ANSWER KEY
We do maths and science at my school but we don't do things like swimming or canoeing. We do play basketball, but only in our free time. It would be fun to learn about photography, I think.
1 of 2 which 3 in 4
their
5 6 7 8
them like at from
9
10
a to
picturesque: attractive, interesting optional: not obligatory take part in: be active in doing something hand in: give in signed: having a person's handwritten name on it must never: totally forbidden
105 +
.I
Summer schools permission: officially allowing sb to do something staff: people who work for an organisation contact: write to or telephone somebody
EVERYDAY ENGLISH 3 Focus - Asking for/Giving/Refusing permission • Introduce the language by asking to borrow items from Ss (e.g. Can I borrow your rubber? May I have
a look at your book? etc).
If Ss do not give an appropriate response, refer them to the ways of giving permission and repeat the questions to elicit these (e.g. T: Can I borrow your rubber? 51: Yes, of course. etc) . • Ss study the table and the example exchange. Ask pairs of Ss to act out similar exchanges using alternative structures (e.g. 51: Do you mind if I borrow your pen for a minute? 52: No,
• Ask Ss what verb can replace have to in the illustrative sentence (must) . Explain that the two verbs are very similar in meaning in affirmative and interrogative sentences. • Ss work in pairs to identify the meanings of the underlined phrases. Tell Ss to look at the complete sentences to help them complete the task. • Check answers with the class. Be prepared to spend some time helping Ss to understand the concepts.
•
not at all. 53: Is it all right if I borrow your pen for a minute? 54: Actually, I'd rather you didn't. etc).
•
Pairs then act out similar exchanges using the remaining prompts. SUGGESTED ANSWER KEY
A: Is it all right if I watch TV? B: I'm afraid not. A: Excuse me, could I use your ketchup?
B: Yes, no problem. EXPLORING GRAMMAR 4 Focus - Learning '(don't) have to' (obligation), '(don't) need to' (necessity), 'can('t)' (permission) a) Focus - Identifying modal verbs • Write the following on the board : 1. You need to clean the room because ... 2. You have to clean the room because ... . 3. You can clean the room because ... . Ask Ss to suggest
ways to complete the sentences and accept suggestions which illustrate the meaning of the modal verbs in the sentences. If Ss are unable to make appropriate suggestions, provide these yourself (e.g. 1. it's very dirty. 2. Mum said so. 3. I've finished working in there.).
• Ask concept questions to elicit the meaning of the underlined modal verbs (1. necessity, 2. obligation, 3. permission).
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ANSWER KEY
a must attend ... ; have to be eaten ... ; must be in .. .; must never leave ... b will need to hand in ... c don't have to take part ... d can also go .. . e can't leave ...
b) Focus - Practising forms of obligation/ permission • Tell Ss to complete as many of the rules as they can before they read the text. Ss then read the text to complete the rules and correct any mistakes. Check answers with the class, eliciting the function of each sentence (e.g. 1, 3, 4 - obligation; 2, 7 not allowed to; 5 - not obliged to; 6 permitted to; 7 - not permitted to). ANSWER KEY
1 must/have to 2 can 't 3 must/have to 4 must/have to
5 don 't have to 6 can 7 can't
SPEAKING 5 Focus - Using '(don't) have/need to', 'can('t)' • Write the following sentences on the board: The doctor says I have to stay in bed for three weeks. I've got a terrible headache; I need to take an aspirin. Elicit/Explain th difference in meaning (e.g. We use 'have to ' wh n omebody else says something is nece ery).
18
Summer schools • Ask Ss to read the prompts and decide which ones suggest that somebody else has decided that these things are necessary and which ones describe things students can/cannot do. • Ask Ss what they need to do in order to be successful at school. Provide prompts if necessary (e.g. T: Do you need to study a lot? $1: Yes, we need to study a lot if we want to get
type of listening activity. Play the recording and allow time for Ss to compare answers in pairs. Play the recording again and check answers with the class.
I
ANSWER KEY
1- F
2-A
3- C
4- 0
5- G
good marks. etc).
• Ss complete the task in pairs. SUGGESTED ANSWER KEY A:
B:
A: B:
A: B:
Well, we don 't have to attend meetings, do we? No, but we have to take exams and we can 't choose our own subjects. That's true. Of course, we have to go to classes but we don 't have to wear a uniform. We have to be quiet in class, don 't we? Not always. We work in groups sometimes. We need to talk to each other then! But we can't eat in class - we're not allowed to do that.
LISTENING 6 Focus - Matching a) Focus - Choosing after-school activities • Ask Ss whether their school offers afterschool activities and develop a discussion on the topic. • Go through the list of activities with the class to check understanding. In pairs, Ss discuss which activity they would prefer. Conduct feedback to find out which activities are the most and least popular with the class. SUGGESTED ANSWER KEY I think I would choose to do archery because it's an interesting sport and you don't have to be very fit to do it. What about you? B: I'm not sure. I'm not very good at sports so I think I would choose photography. I've always wanted to learn more about it. A:
b) Focus - Listening and matching people to activities •
WRITING 7 Focus - Writing a list of rules • Ask Ss if they have ever been to a summer camp and brainstorm ideas about what young people can do at a summer camp. • Explain the task as described in the rubric. Ask Ss what information they would expect to see in a set of rules for a summer camp and discuss ideas. • Elicit/Present the outline for the text (e.g. Introduction: welcome, explaining purpose of text. Body: rules and reasons. Closing remarks: how to get help).
• Ss complete the task in class if time allows. Alternatively, it may be set as homework. SUGGESTED ANSWER KEY Buckdown Camp
To help make sure that you enjoy your time at Buckdown Camp we have prepared these guidelines for you. Follow the rules and we are sure you will have a wonderful time! You must respect the needs of others while you are here. For example, you must not make any noise after lights are out and you must keep the camp clean at all times. You do not need to bring equipment for any of the activities because we provide everything you require. Finally, remember that our staff are here to help you. If you have a problem or need help with anything, talk to us!
Workbook Unit 18 (optional)
Explain the task, reminding Ss that there are more options than they need to use in this
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g x-tre READING
Objectives Vocabulary: extreme sports & equipment Reading: to predict content Uumbled texts) Speaking: role-play (an interview) Grammar: comparative , superlative Writing: a paragraph about a sport
2 Focus - Reading texts describing extreme sports a) Focus - Predicting the content •
•
VOCABULARY 1 Focus - Identifying extreme sports and equipment a) Focus - Describing music in association with sports •
•
Read the title of the unit aloud. Ask Ss what the word x-treme represents and then ask how the title is related to the pictures. Tell the class they will hear two pieces of music. Play the recording and invite Ss to say which piece they associate with the activities and why.
•
Ask Ss whether they have ever tried or would like to try any of the sports shown in th e pictures in Ex. 1. Invite Ss to describe any other extreme sports they know of. Ss complete the task as described in the rubric. Conduct feedback with the class, eliciting Ss' ideas about what the sports may be. Explain that there are two texts which have been jumbled up and then tell Ss to read the text to check their ideas.
ANSWER KEY Kim - skyboarding Michel- free-running
b) Focus - Organising a text SUGGESTED ANSWER KEY
•
The pictures show different extreme sports. I think the fast music is best because it is exciting and these sports are exciting.
Working individually, Ss complete the task as described in the rubric . Play the recording for Ss to check answers.
ANSWER KEY
b) Focus - Matching equipment to sports •
Explain any vocabulary Ss are not familiar with. Ss complete the task in pairs. Condu ct feedback with the class.
You need surfing.
You need rafting.
a rope in order to do rock
a helmet in order to do whitewater
1- C 1- E
2-F 2-D
3-A 3- 8
c) Focus - Identifying sports equipment
a helmet to do
a harness, pads and a board to do kite
You need trainers and climbing.
Text 2:
•
SUGGESTED ANSWER KEY You need a board, goggles and snowboarding.
Text 1:
•
Wh n Ss iden tify the items of equipment, ask them to name sports in which they are used oth er than tho e discussed in Ex. 1. Oi cu lh meanings of the words in bold with th I , usin g concept questions to elicit m nin g where possible.
ANSWER KEY
equipment: board (surfing), pads (footbal/), helmets (molar raelfl g), lra in er (jogging)
landing: reaching IIJ gr und incredible: amazing set rules: correcl w y f p laying a game open mind: not having an plnl n before you try something freefall: the part of a para /JIII jump before the parachute opens stay close: keep near sam b Iy
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Going x·treme.
thumbs
up signal: hand gesture to show everything is all right roof jumps: leaping across the tops of buildings daring: dangerous concrete buildings: large structures like a block of flats or office block attached to: fastened to dazzling tricks: exciting/amazing movements back flip: a gymnastic manoeuvre
SUGGESTED ANSWER KEY Adjectives ending in -ed describe how we feel; adjectives ending in -ing describe what we think sth/sb is like.
b) Focus - Practising -ed/-ing adjectives
•
Brainstorm the names of different sports with the class. Write a list on the board. • Check Ss' understanding of the adjectives, eliciting their meanings. • Refer Ss to the example exchange. Ask one pair to read the exchange aloud to demonstrate the activity. • When pairs complete the task, conduct feedback by asking a few pairs to act out exchanges for the class.
PEAKING Focus - Acting out an interview
• Half the class prepare to interview Kim and the other half prepare to interview Michel. • Organise pairs so that Ss who prepared to interview Kim are paired with Ss who prepared to interview Michel. • Ss in each pair interview each other. When Ss complete the task, invite some pairs to act out their interviews for the class.
SUGGESTED ANSWER KEY A: Why don't we play football? B: Thanks, but I find it exhausting. A: Really? I never get tired playing football.
SUGGESTED ANSWER KEY A: Kim, why do you do skysurfing? B: I find it very exciting. When I'm in the air I'm the happiest person alive. A: Isn't it dangerous? B: No, not really. We are always very careful. A: Is it expensive? B: It is a bit. I can't afford to go every day! A: How often do you do it? B: About twice a month, unless the weather is bad.
4 Focus - Forming -ed/-ing adjectives a) Focus - Understanding the meaning
• Tell Ss to look at paragraph a) in the text and ask the class how Kim feels to elicit excited. • Ss find the other adjectives describing how people feel. Check answers, listing the adjectives on the board. • Repeat the procedure to make a second list of adjectives describing what things are like. • Ask Ss to formulate a rule for these adjectives. ANSWER KEY how we feel: excited, experienced what sth/sb is like: thrilling, amazing
A: Why don't we go skiing? It's thrilling! B: No thanks. I find it boring. A:
Really? I never get bored skiing.
EXPLORING GRAMMAR 5
Focus - Learning comparatives/superlatives
•
Draw three stick figures of different height on the board, giving each a name and a different age (e.g. Paul, 10. Peter, 14. Tom, 16). • Ask questions to elicit the comparative and superlative forms (e.g. T: Is Peter older or younger than Tom? $1: He's younger. T: What about Paul? $2: He's the youngest. etc). • Allow time for Ss to find and underline the comparatives and superlatives and then read the text with the class to check that Ss have identified the structures correctly. ANSWER KEY comparatives:
cheaper, faster, higher, less experienced, more spectacular, faster and faster superlatives: the happiest, the most incredible, the safest
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Going x·treme! 7 Focus - Completing sentences using comparatives
• Ss answer the questions in pairs. Check answers with the class and revise/teach other simple irregular forms (e.g. many - more - most,
•
good - better - best, etc) .
ANSWER KEY
Ss complete the task answers with the class.
individually.
Check
ANSWER KEY
1 comparative 2 comparative + and + comparative (faster and faster) 3 Short adjectives: -er, -est Long adjectives: more/most + adjective, less/ least + adjective 4 less
6 Focus - Discussing sports using comparatives and superlatives • Ss work in groups of three. Ask one group to read out the example in order to demonstrate the activity. • Draw a diagram on the board to show the structure of the discourse:
1 more, more 2 harder, harder
3 4
longer, longer more, more expensive
GAME •
Organise the class into an even number of teams; each team consisting of 3-4 Ss (e.g. If there are 15 Ss, three teams of 4 and one of 3 Ss.). Pairs of teams play against each other. • Allow time for teams to prepare statements as in the examples. • Explain that teams may challenge any statement made by their opponents if they think it is unrealistic (e.g. Bicycles are faster than trains). Teams are awarded a point for each accepted sentence. SUGGESTED ANSWER KEY Buses are cheaper than trains. Scuba diving is more dangerous than tennis. Tennis is more boring than football. Bicycles are slower than trains. Scuba diving is more expensive than football.
comparative: isn't as ... as ...
superlative: new statement • Check that Ss understand that a different S starts each exchange before initiating the activity. • Conduct feedback by asking a few groups to act out exchanges for the class. SUGGESTED ANSWER KEY S3: Basketball is quite exciting. S1: It is, but it isn't as exciting as hockey. S2: No way! Mountain biking is the most exciting of all. Golf is quite expensive. S3: It is, but it isn 't as expensive as horse riding. S1: No way! Scuba diving is the most expensive of all. Archery is quite difficult etc.
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WRITING
8 Focus • •
Writing a paragraph describing a sport
Explain the task as described in the rubric. Ss complete the task in class if time allows. Alternatively, it may be set as homework. SUGGESTED ANSWER KEY My favourite sport is football. I like it because you can play a game of football with your friends almost anywhere. All you need is a ball and some open space. When I play football with my friends I feel very happy because we have a lot of fun.
Workbook Unit 19 (optional)
olldays 2 b) Focus - Completing a multiple-choice task
Objectives
• Tell Ss that they should examine each option and the context carefully when dealing with this type of task to make sure that the word they choose fits both in terms of meaning and grammar. • Ss complete the task individually and then compare answers with a partner. Play the recording and check answers with the class. • Ss explain the meaning of the words and phrases in bold. Give the meaning of any items they cannot explain.
Vocabulary: types of holiday Reading: to make a prediction; for specific Information (multiple choice) Speaking: recalling a list of items Listening : for specific information (note taking) veryday English: suggesting, agreeing/ disagreeing (email) Writing: an email giving instructions
V
ABULARY
ANSWER KEY
Focus - Recognising types of holiday
1- C
3-8
5-8
• Refer Ss to the title of the unit, Activity holidays. Ask Ss what such holidays are (e.g. types of
2- A
4-C
6-A
waterproof: not letting water pass through protect: prevent from being harmed or damaged high-factor: powerful, strong resort: holiday centre washing-up liquid: soap for removing grease and
holiday which require people to do things).
• Ss complete the adverts individually. Check answers with the class. • Brainstorm different holiday types with the class. • Ask Ss if they have ever been on any of the holidays described and what such holidays are like.
2-a
3-c
SPEAKIN G
•
4-b
SUGGESTED ANSWER KEY types of holiday: package tour
dirt from cooking and eating utensils
3 Focus - Recalling a list of items
ANSWER KEY
I.1-d
7-A 8-C
camping,
cruise,
caravan,
Ss work in pairs with books closed. Tell pairs to work together to list the things George needs and the things he doesn't need . • Ss open their books and compare their lists with the points made in the text. Check answers with the class. ANSWER KEY
2
Focus - Reading an email (gapped text)
Doesn't need to take: boots, skis Needs to take: waterproof gloves, warm hat, ski
a) Focus - Predicting the content • Ask Ss to read the first paragraph of the email to find out what sort of holiday they are planning (a skiing holiday). • Ask Ss how they think the text will continue, referring them to the points given. • Ss read the text to confirm predictions. Check answers with the class.
I
goggles, high factor sunscreen, food
LISTENING 4 Focus - Taking notes (listening for specific information) •
ANSWER KEY tips
•
Explain that Ss will hear four short monologues in which the people describe their preferred holidays. Play the first recording and ask Ss which holiday the speaker prefers. Play the recording again if necessary.
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Activity holidays •
• •
Tell Ss to write down the type of holiday each of the remaining speakers prefer and play the remaining three recordings. Check answers with the class, playing the recordings again if necessary. Ask Ss which of the holidays they prefer and why.
warm suits with us, too, because it will be cold. A: Are you sure? Actually, I think it will be quite hot in the middle of summer!
7
Bob: hiking Michael: biking
Sue: sailing
B: Yes, I agree with you. It's very important to take
WRITING
ANSWER KEY Ann: skiing
SUGGESTED ANSWER KEY
Focus - Identifying the writing task •
EVERYDAY ENGLISH 5
Focus - Matching holiday equipment to its use •
Students work in pairs to complete the matching task. Check answers with the class.
•
ANSWER KEY 1-a 2-e
6
3-b 4-d
5- f
7-g
6-c
8- i
9- h
•
SUGGESTED ANSWER KEY
Focus - Suggesting/Agreeing/Disagreeing •
•
• • •
Check that Ss understand the meaning of making suggestions and elicit a few examples (e.g. T: cinema S1: Let's go to the cinema. S2: Why don 't we go to the cinema? etc). Refer Ss to the language box. Work through the structures, eliciting examples of suggestions and giving reasons for disagreeing. Ss work in pairs. Demonstrate the task by asking one pair to act out the example exchange. Initiate the task. Monitor and give help where necessary. Conduct feedback with the class, asking Ss what items they decided they needed/did not need for the different holidays.
Refer Ss to the Study Skills box and ask them to read the information Silently. Explain that rubrics usually give information about what to write and who the writing is addressed to. Knowing the latter sets the tone and style to be used in the writing. Ss read the extract from the email. Discuss the content with the class to identify the writing task and also the relationship between the writer and the recipient. Discuss what points Ss will cover in each paragraph, building up an outline on the board.
The friend wants to know what to bring with them on their mountain biking holiday. Paragraph 1: opening remarks; reason for writing Paragraph 2: what friend needs to bring/does not need to bring Paragraph 3: other suggestions Paragraph 4: closing remarks
8
Focus - Identifying opening/closing remarks •
Allow a short time for Ss to read the four items and then discuss answers with the class. ANSWER KEY Opening remarks: 2, 4 ClOSing remarks: 1,3
SUGGESTED ANSWER KEY
A: What do you think we should take with us on a hiking holiday?
B: Well, we definitely need to take a compass because we might get lost. A: Yes, that's true. And we should take a first aid kit. One of us might have an accident.
112
9 Focus - Writing an email giving instructions • •
Set the task as described in the rubric, telling Ss to use the outline developed in Ex. 7. Ss complete the task in class if time allows. Alternatively, it may be set as homework.
)(
Activity holidays SUGGESTED ANSWER KEY Hello, Peter!
It was good to get your email and, yes, I'm looking forward to the holiday, too. As to what you should bring, I hope you will find the following tips useful! First of all, we don 't need to take helmets because we get everything we need when we rent the bikes, but we do need to take our own camping equipment. We 'll use my tent, but you should bring some waterproof trousers and warm clothes in case the weather is bad.
I think we should take some basic food items with us, too. Could you bring some breakfast cereal and tinned vegetables? Anyway, I hope that this helps! See you soon! Bob
Workbook Unit 20 (optional)
Objectives Speaking: describing cartoons Reading: a quiz Project: rules of behaviour: writing a leaflet of dos and don 'ts
)DITIONAL MATERIALS
SUGGESTED ANSWER KEY The first cartoon shows people waiting at a bus stop. The man in the suit is annoyed about something the other person has done. The people are probably having dinner because it seems dark outside. They look surprised because someone is ringing the doorbell and they don't know who it is.
amples of quizzes taken from magazines
Focus - Describing cartoons •
Refer Ss to the title, Rules of Behaviour and invite them to suggest what this might mean. Do not comment on Ss suggestions at this stage. • Ask Ss to look at the cartoons. In pairs, Ss describe what is happening in the cartoons and how the people feel.
READING 2 Focus - Reading a quiz a) Focus - Predicting the content •
Show Ss examples of quizzes taken from magazines to stimulate interest and introduce the concept. Ask Ss if they have ever answered such quizzes and what sort of topics they cover (e.g. general knowledge, personality, etc) .
113
Culture Corner 4: The Rules of Behaviour
e-----------------------------------------------------------------------------< ~
• Ask Ss to read the introduction to the quiz and say what they think the quiz will ' be about, then ask them how the quiz is related to the title, The Rules of Behaviour. SUGGESTED ANSWER KEY The quiz is probably about the things you should or should not do in the United Kingdom in order to be polite. These are the 'rules of behaviour' mentioned in the title.
WRITING 4 Focus - Completing a cartoon strip •
Encourage Ss to use the context to deduce the meanings of, or find synonyms for, th~ words in bold. Allow time for Ss to discuss their ideas with a partner before getting feedback. Alternatively, Ss use their dictionaries to find the meanings of the words as they are used in the text. • Ss complete the cartoon strips individually. Check answers with the class.
drop by: visit unexpectedly/informally give sb a ring: telephone sb greet: say 'hello' shake hands: formal way of greeting somebody queue: line of people waiting for something wait my turn: allow people who arrived first to be served first
•
Ss complete the quiz individually. As they work on the task, circulate and provide assistance as necessary. • Tell Ss to check their scores and then conduct feedback, asking Ss which answer they chose for each question. • Ask Ss which rules of behaviour are similar to those in their own country.
1 queue
3 give ... ring
2 wait ... turn
4
drop by
SUGGESTED ANSWER KEY
5 Focus - Preparing a leaflet of behaviour dos and don'ts •
SPEAKING 3 Focus - Giving advice •
Ask Ss to read the example and then elicit other advice. • If the class is large, conduct this activity in groups of 3-4 and then ask individual Ss to give one piece of advice to check answers.
Remind Ss of the cultural comparisons they made in Ex. 3 and develop the theme to elicit more examples of rules of behaviour in the Ss' culture. List these on the board. • Tell Ss they should write a short introduction to their leaflets. Ask Ss what information they should put in their introductions (e.g. welcoming visitors, explaining the purpose of the leaflet) .
•
Ss complete the task in class if time allows. Alternatively, it may be set as homework.
SUGGESTED ANSWER KEY (5s' own answers) You should always ring people before you visit them. You should shake hands with people you are introduced to and say 'nice to meet you'. You should stand at the back of queues and wait your turn.
114
AI la
ac g}
ANSWER KEY
b) Focus - Answering quiz questions
People don't stand in queues when they are waiting for a bus, but they do in banks and shops.
---
Cur lie a What di
s ictorians to drill the structures (e.g. T: football Ss: We play football. T: gymnastics Ss: We do gymnastics. etc).
Objectives Speaking: presenting an oral summary Reading: recognising paragraph topic (article describing Victorian life) Project: a poster advertising a holiday package
,bDITIONAL MATERIALS
trge pictures of people participating in different sports clivities (e.g. cricket, rugby, football, lacrosse, athletics, vmnastics)
•
Pairs identify the activities in picture B, listing them as sports activities and games. • Check answers with the class and ask Ss which of the activities people do today and how the activities may have changed. ANSWER KEY Games: cricket, rugby, lacrosse, golf Sports: athletics, gymnastics
Focus - Talking about life in the past
SUGGESTED ANSWER KEY
• With books closed, initiate a discussion about what life was like for people 150 years ago. • Explain that the years 1837-1901 are known as the Victorian era because this was the time when Queen Victoria reigned. Ask Ss how periods of time are referred to in their own cultures. • Tell Ss to look at the pictures and identify the main activities. Conduct feedback with the class.
People still do all of the activities shown, but the clothes they wear and the equipment they use have changed.
SUGGESTED ANSWER KEY People spent time by the sea, taking part in or watching sport activities, going to the theatre or listening to gramophone records.
2 Focus - Discussing leisure activities
a) Focus - Vocabulary: seaside activities •
Ss work in pairs to complete the task. Conduct feedback with the class. • As a follow-up activity, ask Ss which of the activities they enjoy doing.
SUGGESTED ANSWER KEY The people who went to Swansea probably lived in big cities away from the sea. They could do a lot of things there, including swimming, sailing, cycling, driving and going on steamer trips.
b) Focus - Recognising sports activities •
Use pictures to present different sports and games. Write the following on the board: We I2fill'. games. We do sports. Use the pictures
3 Focus - Recognising paragraph topic • Tell Ss to read the text and match the information in the paragraphs to the pictures. • Refer Ss to the four possible titles. Elicit possible meanings for each (e.g. 'Off to the seaside!' - the start of a holiday, etc).
• Ss complete the task individually. Check answers with the class. • Ss use dictionaries to find and explain the words in bold. Check answers with the class. Alternatively, ask questions to elicit the meanings (e.g. What two words can you see in the word sing-song? Did people sing the songs alone? etc).
ANSWER KEY Paragraph 1: pictures C, 0 Paragraph 2: picture A Paragraph 3: picture B
1-0
2-A
3- C
sing-song: a group of people singing songs for pleasure wooden huts: small buildings made of wood and having only one room wheel: push something which has wheels lacrosse: a type of ball game played by two teams
115
Curricular Cuts 4: (History)What d
do for fun?
--------------------------------<1
Focus - Presenting an oral summary • Allow time for Ss to list the activities individually. Remind Ss that a summary should not contain too much detail. • If the class is large, divide it into groups of 3-4. Ss present their summaries to the other members of the group. SUGGESTED ANSWER KEY In their free time, Victorians read newspapers, magazines or comics. At home they played musical instruments or sang. Later, they had gramophones to play records on and they could also go to music halls and theatres. Victorians began to go to the seaside when the rai/way system developed and they also watched or played sports and games.
5 Focus - Designing a poster advertising a package holiday •
Remind Ss that transport was limited to rail and steamer during the Victorian era. Brainstorm ideas for the package holiday with the class. • Tell pairs to use ideas from the text and pictures to create their posters. • Monitor the activity, providing help where necessary.
116
liN W R K Y
SU
ATH A oh ·W- k II lid YIn tills historic city Enjoy: •
bo(wtlful Victoria Park and Walk Botanic I (Jrd n
• •
Cone rl Elnd p lay at the Theatre Royal Cricket t 111 ~ mOLl Lansdown Road Cricket Club Boat trips on th Rlv r Avon
•
Regular train service to nd from London. Accommodation In th e Great Western Hotel.
P E VI s(
Pairwork Activities ~AIRWORK
ACTIVITY 4
Sxp lain the task. Students look at two different cards, one about a zoo and one about a voluntary beach clean up. Norking in closed pairs, Ss ask each other questions to find out more information. Check Ss' answers and then ask ome pairs to act out their dialogues in front of the class.
SUGGESTED ANSWER KEY Set 1 - Bramwell Zoo
Set 2 - Clean up
B: What are the Zoo 's opening hours?
A: What are they going to clean up? B: 'The beach. A: Who is organising it? B: The local Scout group. A: Where will it happen? B: On Brighton beach. A: When will it happen? B: On Sunday, 19 th September. A: What time does it start and finish? B: It starts at 8 am and finishes at 5 pm.
A: It's open daily from 9:30 am to 4:30 pm.
B: Is it open at weekends? A: Yes, it's open from 9:30 to 7:00 at weekends.
B: How much is the admission for adults? A: Adults pay $17. Do children get in free? A: No. The admission for children is $12. B: Can we feed the animals? A: No. You mustn't feed the animals.
B:
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~iney M1"0 ,0.·. e~y / , Dl."·.' I U l
.•
,.~
Units 21 · 25 Before you start ... •
Go through the questions with the class. Alternatively, Ss discuss the pOints in groups of 3-4.
( Look at Module 5 ) •
Ask Ss to look at the pictures and read the title, Money, money, ... . Ask Ss how the pictures and the title are related to elicit the meaning of the title. Develop a discussion about how people in their country spend money, asking Ss how they spend their own money and whether young people today have a responsible attitude towards money compared to their parents. SUGGESTED ANSWER KEY I spend most of my pocket money on CDs and going out with my friends. I never save any money so I don't think I have a very responsible attitude towards it. I know my mother had to buy her clothes with her pocket money when she was my age but she always managed to save some money so she was much more sensible than me.
Pic 2 (p. 66) What can you see in the picture? How is it related to the title of the unit? What other things can you see on page 66? Which type of money is the easiest/most inconvenient to use? How many coins do you have with you at the moment? Pic 3 (p. 70) What can you see in the picture? What is it made of? What time of year would you wear it? How do you think it is related to the title? Pic 4 (p. 63) What is the girl in the picture doing? Describe her. Do you enjoy shopping for clothes? How often do you go shopping for clothes? Do you buy your own clothes or does your mother choose them for you? How is the picture related to the title of the unit? Pic 5 (p. 64) What page is picture 5 on? What are they made of? Do you wear jewellery? What other things can you see on page 64? How are the pictures related? What doyou think you will learn in this unit?
Find the page number(s) for •
Ask Ss to look through the module and find the page numbers for each of the pictures. Conduct feedback with the class, and ask questions to stimulate discussion.
Ss read the list of items. Check understanding. Allow 3-4 minutes for Ss to find the items. Conduct feedback and ask questions to stimulate discussion.
a department store guide (p. 64) ANSWER KEY
Pic 1 (p. 68) T: What page is picture 1 on? 51: It is on page 68. T: What can you see in the picture? 52: A young couple. T: What are they doing? 53: They are looking at a magazine or it may be a travel brochure. T: How do they feel? 54: They are smiling so I think they must be feeling quite happy. T: Where do you think they are? 55: They are probably in a shop or a travel agency.
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What is the purpose of the guide? Who would use it? Are there any other departments you could add? Do you enjoy shopping in this kind of store? Which is your favourite department?
a quiz (p.
66)
Where would you find this quiz? What kind of person would want to do this quiz? What is the quiz about? Have you ever done a quiz like this? notices in shops (p. 64)
What are these notices for? What information are they giving? Are you encouraged to buy anything after reading notices like these?
Units 21 · 25 newspaper headlines (p. 69) What is the purpose of these headlines? How are headlines different from regular sentences? Which headline interests you the most/least?
C,-_O_b-=..je_c_ti_ve_s_ _) •
an email (p. 71) /-low often do you send emails? Who do you send them to? Do you prefer to receive a letter in the post or an email? Do you think letter writing will disappear in the future?
•
Present the objectives of the module. Explain that in the next five units Ss will learn how to do all the tasks listed . Check that Ss understand the objectives and answer any questions they may have about them.
a board game (p. 67) 0 0 you enjoy playing board games? Why/why not? Who do you play them with? Which is your favourite board game? Have you played a game like this before?
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Shop till you drop
._----------------------------------------------------------------------------c . - - - - - - - - f(
Objectives
'1--------------,
•
Vocabulary: clothes, patterns and descriptive adjectives
Listening: for specific information (dialogue) Reading: for specific information (dialogue) Everyday English: shopping Writing: a comic strip
Draw Ss' attention to the list of clothing items on the board. Ask them to look at each suggestion and say whether they think you would wear it on formal or informal occasions. Remind Ss that many items can be both worn formally and informally. ANSWER KEY
Formal: suit, tie, evening dress, dinner jacket, bow tie, etc
Informal: slippers, trainers, T-shirt, shorts, jeans, sweatshirt, tracksuit, baseball cap, etc All the otheritems can be worn at any time.
VOCABULARY Focus - Learning vocabulary related to clothes - patterns and descriptive adjectives •
Ask Ss questions to revise/teach vocabulary of Who enjoys going shops/shopping (e.g. shopping? What do you like to buy? What is your favourite shop? Who do you like going shopping with? Is there anything you don't like about going shopping?). Elicit answers from the whole class. • Draw Ss' attention to the title of the unit and ask them to find a connection between it and the module heading Money, money, ... (The title of the unit means you do so much shopping that you are exhausted. This is connected with 'Money, money, .. .' as it suggests that you have probably spent a lot of money when you were I • shopping.).
1 a) Focus - Identifying people •
Revise the vocabulary of clothing. Ask Ss to write a list of as many items of clothing as they can think of in two minutes. Elicit answers and write the terms on the board. Find the pair that has the most items in their list. Introduce Ss to any vocabulary in the list below that they are unfamiliar with. SUGGESTED ANSWER KEY shirt, tie, waistcoat, dress, skirt, vest, gloves, hat, baseball cap, boots, shoes, slippers, coat, jacket, raincoat, belt, T-shirt, shorts, jeans, bow tie, trousers, scarf, evening dress, pullover/sweater, sweatshirt, suit, dinner jacket, trainers, tracksuit
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•
•
Now ask Ss in pairs to describe each other's clothes. Select some Ss to repeat their descriptions to the class. Elicit from Ss what they should mention when talking about clothes (e.g. type of clothes, colour, material, pattern, style, etc). Refer Ss to the pictures. In pairs, Ss match the descriptions to the appropriate pictures. Check answers. ANSWER KEY floral dress - Ann checked shirt - Brad baggy trousers - Brad (and perhaps Bob) striped T-shirt - Sarah and Jess plain V-neck jumper - Bob
b) Focus - Practising adjectives and their opposites •
Elicit/Explain vocabulary in the left-hand column of the lists of adjectives. • In pairs, Ss match these adjectives with their opposites in the right-hand column. Check answers. Explain any vocabulary in the righthand column the Ss do not understand . Check Ss fully comprehend the vocabulary by asking about what clothes the Ss in the class are wearing [e.g. Is Maria wearing baggy trousers? (Yes, she is.) Who is wearing a plain T-shirt? (Alex, Dimitri and Eleni.)}. • Refer Ss to the pictures again. In pairs, Ss describe the people to each other using the vocabulary in Ex. 1b.
Shop tin you drop ANSWER KEY
I. 1-C
2-E
ANSWER KEY
3-A
4-8
5-0
SUGGESTED ANSWER KEY
Customer: 2, 4, 6, 7 Shop assistant: 1, 3, 5
•
Sarah is wearing trendy, tight trousers. 8rad is wearing baggy, casual clothes. Ann's floral dress is quite fancy. etc.
•
21
extension: Ss write sentences describing the pictures and/or their own clothes using the vocabulary given.
Play the recording twice. The first time stop the cassette/CD after each prompt and the class repeats it chorally. During the second play choose several Ss to repeat each prompt individually.
Optional
TE NING
READING 4 a) Focus - Completing a dialogue with missing sentences
•
2 Focus - Working with multiple choice questions
• Ask Ss to read the prompts very carefully. • Draw Ss' attention to the second question and elicit/explain the difference between shop and store. (,Store' is the US equivalent of 'shop'. In British English a store refers to a shop that sells many different departments.)
goods
and
has
different
•
Remind Ss that each question has only one correct option and that the other two options are there to act as distracters for the listener. They may be referred to in the listening text but do not answer the question being asked. • Play the cassette/CD twice while Ss record their answers. Check answers.
•
• • • • •
Refer Ss to the picture and ask what the girl is doing (She is trying on a pair of jeans and a top.). Ask Ss to skim the text for the gist. Remind Ss that they will have met some of the phrases in the dialogue in the previous exercise. Refer Ss to the prompts and elicit any new vocabulary. In pairs Ss fill in the missing sentences. Play the recording to check answers. In pairs Ss then read the dialogue twice, taking each role in turn. Ss can make similar dialogues by replacing the items of clothing with their own choices and changing the responses in the section In the fitting room.
ANSWER KEY ANSWER KEY
I.1-C
2-A
3- 8
4-8
5-A
3 Focus - Identifying roles in a dialogue • Ask Ss to read the sentences and try to identify where the dialogue takes place. Ss justify their answers (a clothes shop because they mention fitting rooms, size and try on). • Elicit/Explain any new vocabulary. • In pairs Ss identify who is speaking in each sentence. • Check answers.
1-C
3-H
5-G
2- F
4-8
6- 0
b) Focus - Finding synonyms
• Ask Ss to underline key words in the prompts as this will help them identify the phrases. • Ss complete the exercise in pairs. Check answers.
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Shop till you drop ANSWER KEY
•
1 Can I have a look at it? 2 No problem. 3 Certainly. 4 Can I help you? 5 The trousers are perfect ... 6 It matches ... 7 It really suits you.
• •
EVERYDAY ENGLI SH
SUGGESTED ANSWER KEY
5 Focus - Paying for goods •
•
A: B: A: B:
I'll take these trainers, please. How would you like to pay? Can I pay by cheque? Certainly. That's £95. Could you sign here, please? A: Of course. B: Thank you very much. Your receipt's in the bag.
Ask Ss: What are the different ways you can pay for goods in shops? How do you pay for the clothes you buy in shops? Why? Do all shops accept all forms of payment? Elicit answers from different Ss . Ensure that Ss understand the vocabulary of means of payment. Elicit/Explain each term.
A: B: A: B: A: B:
I would like to buy this pullover, please. How would you like to pay? I'll pay cash. That's £35, please. Here you are. £50. Thank you very much. £15 change and here's your receipt. A: Thank you. Goodbye. etc.
SUGGESTED ANSWER KEY You can pay cash, by cheque, credit card or with a gift voucher. I usually pay by cheque as I don't like to carry a lot of cash with me. Not all shops accept credit cards or cheques as they prefer to have cash purchases. The shops have to pay an extra fee to the credit card company for every purchase. Cash is when we pay for things with coins or banknotes. A credit card is a plastic card which lets you take the goods immediately but pay for them later. A cheque is a piece of paper on which you write someone 's name and an amount of money you want them to receive. Your bank then gives this amount of money to them. A gift voucher is a piece of paper with an amount of money written on it. You buy it from a shop and give it as a present. The person you give it to can then take it to the shop and exchange it for some goods. Gift vouchers are usually given as presents.
•
Ss then look at the pictures and practise reading out the price of each item of clothing. • Refer Ss to the language items. Confirm that Ss understand the meaning of all the items and then ask Ss to read the example dialogue in pairs.
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In order to recycle the vocabulary of clothing from Ex. 1, each pair of Ss then makes a list of different pieces of clothing and gives each a price label. Ss can either use their own items or those in the pictures to form dialogues as in the example. Monitor the activity making sure that Ss use a variety of vocabulary and appropriate phrases. Select different pairs to act out their dialogues for the class.
WRITING 6 Focus - Writing a comic strip • •
Refer Ss back to the comic strip they wrote in Unit 8. Elicit from the Ss which features a comic strip should include (e.g. clear illustrations, speech bubbles which are brief and can be easily understood, a logical order of events, etc).
•
Focus on the dialogue in Ex. 4. Ask Ss to recall the story and select several Ss to tell the class. • In pairs, Ss think of alternative end ings to the dialogue. Elicit suggestions and write them on the board.
v
Shop tilB you drop SUGGESTED ANSWER KEY Possible endings: the customer really liked the top and it was a perfect fit the customer found a fault with the material the customer had forgotten to bring her purse, etc.
• As an alternative task, Ss could write dialogues with different endings and act them out in front of the class. • Ss could also draw the last scene on a poster adding speech bubbles. Display the posters in the class.
Workbook Unit 21 (optional)
n sal Objectives
•
Vocabulary: products on sale in department stores Speaking: asking for information (role play) Reading: for specific information Grammar: order of adjectives Listening: for specific information (conversation) Writing: a letter of enquiry
ANSWER KEY Electrical Goods - desk lamp, toaster Fragrance & Beauty - lipstick, perfume Jewellery - earrings Womenswear - dress Lingerie - dressing gown Accessories - scarf, silk bag Children's Wear - fleece sweaters Menswear - striped tie Footwear - winter boots· (this item could also be placed under the Sports & Leisure category) . Sports & Leisure - set of golf club~ Home & Furniture - chair, cushion, place mats, glass vases Toys - teddy bear, toy robot
rOCABULARY 1 Focus - Learning vocabulary related to products on sale in department stores Revise the difference in meaning of store and shop. (see unit 21) • Focus Ss' attention on the department store guide. Revise ordinal numbers by referring to the floors in the store guide (ground, first, second, third, fourth, fifth, sixth floor). • Elicit any new vocabulary in the store guide by asking questions (e.g. Where can you buy a gold ring? On the first floor, in the jewellery department. Where could you find a tennis racket? On the fourth floor in the sports and leisure department etc.). Ensure that one question for each department is asked. • In pairs Ss ask each other similar questions about the goods shown on p. 64 (e.g. Where can you buy a desk lamp? On the ground floor in the electrical goods department etc).
Select different pairs of Ss to act out dialogues for each item. Explain any items of vocabulary the Ss do not understand.
•
SPEAKING 2 Focus - Practising vocabulary of shops •
Divide the class into pairs. Select one pair to read out the dialogue. • Ask Ss to look at each line and try to find an alternative phrase for each speaker. Elicit suggestions and write them on the board.
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On sale ANSWER KEY
SUGGESTED ANSWER KEY
A: Is there anything I can help you with? B: Yes, where could I find the toasters, please? A: They are sold in the Electrical Goods department. B: Where is that? A: It's on the ground floor. B: Thank you very much. •
Remind Ss that they should vary their language when acting out their rol,e plays and not use the same phrases all the time. Ask Ss to select four items from the pictures and create dialogues for them with each S playing the roles of customer and shop assistant twice. SUGGESTED ANSWER KEY
A: B: A: B:
Can I help you? Yes, where could I find the glass vases, please? They're in the Home & Furniture department. Where is that? A: It's on the fifth floor. B: Thanks for your help.
I.1 - B
2-D
4-C
3 -E
5-A
I
EXPLOR ING GRAMMAR 4 Focus - Identifying opinion and fact adjectives • Write the words plastic, beautiful, useful, annoying, rectangular, expensive on the board. Elicit that these words are adjectives. • Hold up a mobile phone for the Ss to see. Ask several Ss: Is this mobile phone made of plastic? Elicit answer: Yes, it is. Ask Ss: Is it made of leather? Elicit: No, it isn't. Then ask different Ss: Is this mobile phone annoying? Why (not)? Elicit answers until you get both a positive and a negative response . Explain that certain adjectives describe things that are true of an object (such as colour, material, shape, etc) while others show someone's personal opinion and are subjective. • Refer Ss to the theory box and then Ss complete the task. Check answers. ANSWER KEY 1 0 2 F
READING 3 Focus - Matching headings to meanings • Tell Ss that these notices could be seen in shops in Britain. Ask them to read both the notices and meanings. • Do not explain any new vocabulary at this point but ask Ss to try to understand any unknown vocabulary from context. Remind them that the same words will not be used in both parts and they will have to look out for synonymous meanings. Direct Ss to notice D and ask them to find a meaning which includes an expression for half price (elicit 50%). • Ss work in pairs and underline key words in both the notices and the meanings. Ss match the notices to meanings. Check answers. • If Ss think the answer to meaning 1 is F, explain that the expression 'rock bottom' is the clue as this means very low prices whilst 30% is a sizeable reduction but not a very low price. Remind them that these are the kind of details they should always look out for when doing similar exercises.
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•
3 0
5 F
4 0
6 0
7 F 8 F
In pairs, Ss each point out objects in the room for which they must give one opinion adjective and one fact adjective. . SUGGESTED ANSWER KEY
The chair is made of wood and is comfortable. The cassette recorder is black and old-fashioned.
5 Focus - Using descriptive adjectives and nouns •
Draw Ss' attention to th e vocabulary boxes. Elicit what part of speech the words in the shapes box are. Ensure Ss understand the meaning of the sh p words by bringing in items or using it m In the classroom to ask: What shape is thl ... (e.g. pencil case)? Elicit answers (e.g. It Is r ctangular.).
On sale • Then focus on the words in the materials box. Elicit what part of speech they are (nouns). Present the words using objects in the classroom wherever possible or specific items from home. Ask Ss: What is the pencil case made of?/What is this scarf made of? Elicit answers (e.g. It is made of plastic./lt is made of silk etc). Elicit what other materials these objects could also be made of (e.g. pencil case -leather, cotton, wood; scarf - cotton, wool). • Ss look at the pictures and match the descriptions to the appropriate pictures. • Elicit answers. • In pairs, Ss describe the rest of the pictures in the same fashion. Also, Ss can bring objects from home and describe them to their partners without showing their partners the items. Each partner has to elicit what the objects are.
ANSWER KEY beautiful, modern house big, round, plastic ball green, Chinese, silk dress
•
Refer to the theory box and point out the order of categories of adjectives that must be written. • Ss complete the task individually and compare their answers with their partners. • Check answers with the class. ANSWER KEY 1 2 3 4 5 6 7 8 9
ANSWER KEY 1 box file
2 tennis ball
modern, black, plastic chair old-fashioned, wooden tennis racket modern, silver toaster big, grey winter coat trendy, blue running shoes small, silver and red toy robot pretty, yellow, straw hat large, antique rug cute, little, black and white toy
SUGGESTED ANSWER KEY /t's a triangular blue object with a hook on top. It's made of metal and plastic. We use it to hang our clothes in our wardrobes. /t's a square light brown object. It's made of wood. We put our photographs in it. It's a round black and white object. It's made of leather. We play football with it. It's a rectangular blue object. It's made of plastic and metal. We use it to sharpen our pencils.
Extra objects: e.g. /t's a rectangular, green object. It's made of plastic and paper. We use it to write notes for our schoolwork.
6 Focus - Learning the order of adjectives • Write three phrases on the board: a modern, beautiful house a plastic, round, big ball a Chinese, silk, green dress. • Ask Ss if they think these phrases are correct. Elicit that the order of adjectives is inaccurate. • Ask Ss to rewrite phrases with the appropriate adjectival order.
•
Ss refer to the same objects they brought in for Ei 5 and describe them in more detail using up to three adjectives. Remind Ss that using any more than three adjectives sounds unnatural. SUGGESTED ANSWER KEY It's a cheap, old, green notebook etc.
LISTENING 7 Focus - Identifying objects •
Elicit from Ss what a Lost Property Office is and where you would find one. If Ss are not familiar with the term, explain that it is a place where items that have been found in public places are handed in and people go there to find their missing possessions. You can find these offices in bus and train stations, colleges, etc. • Ask Ss to identify the three different objects in the pictures (watches, rings, gloves) . Then in pairs, each S selects one item from each category and describes it to their partner. Select different Ss to describe the objects to the class. • Check answers.
125
On sale ANSWER KEY They are long, red, satin gloves. They are short, blue, wool gloves. It is a square, yellow stone, gold ring. It is a square, blue stone, gold ring. It is a lady's gold watch. It is a lady's silverwatch.
•
• •
Before listening to the recording remind students that all the objects shown in the pictures will probably be mentioned but only some will be the items that are found . Ss listen to the recording and compare their answers with their partners. Check answers. ANSWER KEY ticks for items 1, 4 and 5.
WRITING 8 Focus - Writing a letter of enquiry •
Refer Ss to the rubric and elicit how someone could lose a bag at a hotel. Write suggestions on the board . SUGGESTED ANSWER KEY Someone could leave a bag outside the hotel and not put it into the taxi for the airport. They could also leave it in their room or take someone else's bag from reception by mistake.
•
Elicit the purpose of the last sentence, I look forward to your reply, and draw Ss' attention to
the signature asking them why it is written in this manner. • Elicit/Present alternative expressions for the phrases above. • Ask Ss to plan and write their letters. Monitor and assist the class. • In pairs, exchange the finished letters and each S edits their partner's work looking for errors and ways to improve the content. Each S must justify/explain the changes they have made. • Ss make any changes they think necessary and rewrite their letters. ANSWER KEY The letter is written to the manager of the hotel and is a formal letter. There are four paragraphs. The function of the first is to give the reason for writing, the second is to give background information, the third is to describe the suitcase and the fourth refers to the outcome. The letter begins Dear Sir and ends Yours faithfully whereas an informal letter would begin Dear Paul and end Love, Stacey. Tell Ss that Dear Sir is used when you don 't know someone's name. If you do know their name, the beginning of a formal letter should be Dear Mr Bromley and the end Yours sincerely. The purpose of the final sentence is to show the letter is coming to a close and to finish the letter in a polite tone. As the signature may not be read easily and the writer may be unknown to the reader, the name should be printed clearly below.
Alternative phrases
• •
Prepare Ss to write a letter of enquiry. Give each S a copy of the suggested answer. Ss read the letter. • Elicit who this letter is written to and what register it has. • Ask Ss to say how many paragraphs there are and what the function of each is. Elicit answers. • Then ask Ss to underline certain words or phrases. Tell Ss to look for 1) a phrase giving the reason for writing, 2) a polite phrase asking for someone to contact them and 3) one asking to get an answer to the letter. Elicit answers. • Elicit how you should begin and end a formal letter. Compare it to how you would begin and end a letter to a friend.
126
1 I am writing to enquire whether ... 2 Please would you inform me ... 3 I would be grateful for a prompt answer.
SUGGESTED ANSWER KEY Dear Sir,
1 I am writing to ask if you have found a bag that I left in your hotel last week. I stayed in room 475 from June 2nd until June 15th . As I was in suitcase behind.
a hurry to get to the airport, I accidentally left a small
The suitcase is made of brown leather, and has a metal handle. Inside there were some books, sapphire earrings and a red, cotton dressing gown.
a silk scarf, a pair of
2 I would be grateful if you would let me know if you have found it. If so, I would be vey grateful if you could send it back to me.
3 I look forward to your rep Iv. Yours faithfully,
cAdam CQyme/{ Adam Rymer
Workbook Unit 22 (optional)
Objectives Vocabulary: methods of payment Reading: for specific information (quiz) Grammar: the passive voice Writing: a quiz DCABULARY 1 a) Focus - Learning vocabulary related to ways of buying things
•
Refer Ss to the title of the unit. Revise terms concerning money learnt in unit 21 by asking: What do we mean by cash? What is a credit card? What is a cheque? When and why do we use these different ways to pay for things?
ANSWER KEY Cash is paying for things with coins or banknotes. A credit card is a plastic card which lets you take the goods immediately but pay for them later. A cheque is a piece of paper on which you write someone's name and an amount of money you want them to receive. Your bank then gives this amount of money to them.
• Allow Ss two minutes to write a list of all the things they spend their money on and a list of what their parents spend their money on . Ss then discuss with their partners the differences in their spending habits. • Ss present their findings to the class.
127
Cash or card? SUGGESTED ANSWER KEY
SUGGESTED ANSWER KEY
Student spending
- clothes, CDs, cinema tickets, coffee, football matches, mobile phone bills, cosmetics, snacks at school, etc
gift voucher Pros: easy to buy Cons: have to use it by a certain time
Parental spending - rent, loans, car services, supermarket bills, private lessons or school fees, taxes, electricity/gas/water bills, holidays, credit card bills, house repairs, furniture, etc
coins Pros: good for buying small things Cons: inconvenient to carry a lot credit card Pros: pay for goods at later date Cons: easy for others to steal and use them
b) Focus - Identifying methods of payment •
postal order Pros: good for those without bank accounts Cons: may be lost in the mail
Ss look at the list of words and then match the pictures to the appropriate terms.
ANSWER KEY
travel/er's cheques Pros: don't have to carry a lot of cash when you
coins, cheque, credit card, banknotes/notes
• • •
•
•
•
Focus on the terms in the list which were not used. Ask Ss to explain the meaning of gift voucher which was taught in unit 21. Ask Ss if they know the meanings of the remaining words. If they do not, explain that a postal order is a piece of paper like a cheque which is worth a certain amount of money. It is bought from the post office and the buyer sends it to someone who cashes it, not at a bank but at a post office. A traveller's cheque is a piece of paper bought from a bank or travel company which you exchange for local currency when you travel abroad. In pairs, Ss make a list of the good and bad paints of each method of paying and discuss which method they and their parents prefer. Write the headings Pros and Cons on the board and elicit suggestions from the class to include under the headings. Select different Ss to tell the class of their preferences and ask them to give reasons .
are abroad Cons: expensive to buy
banknotes Pros: convenient to carry Cons: difficult to use when you want to buy an expensive item like a car
cheque Pros: useful when buying things like a house Cons: if stolen, people can forge your signature and take your money I prefer to use banknotes as there are no extra charges to use them. However, my parents prefer to pay by credit card as they can pay for their purchases at a later date.
2 Focus - Practising verbs connected with money • •
Ss look at the list of verbs used for actions connected with money. Remind Ss that some verbs are always followed by a certain preposition. Ask Ss to look at the list of verbs and find those which are fo llowed by specific prepositions (spend on, pay for/off/ out/up/back).
• Te ll Ss that most of the verbs are connected with actions by people. Elicit the one verb that is not (cost) .
• •
128
Ss complete the gaps and compare their answers with their partners. Check answers.
R
Cas or card? •
ANSWER KEY 1 cost 2 get
3 pay 4 spend
5 earn subject
1.
EADING 3 Focus - Doing a multiple choice quiz •
Refer Ss to each question explaining any new vocabulary or terms. After each question Ss circle an answer. When Ss read question 5 they may not know who the people listed are. Elicit answers or tell Ss that Isaac Newton was a famous scientist and Charles Dickens was a novelist in the nineteenth century. Both are considered to be amongst the greatest British men of all times. Ss will probably know that Britain has a queen as head of state. • Play the recording and Ss check/amend their answers. • Check answers. • If there is time, Ss could tell the class about the people on their countries' banknotes giving reasons why they are famous . ANSWER KEY
I.1-A
2- C
3- 8
Draw the diagram on the board and explain the changes in sentence structure.
4- C
5- C
KPLORING GRAMMAR
object
Jaex::a,our;t,
2. My favourite vase subject
was broken
(by Jack)
ACTIVE
PASSIVE
agent
• Tell Ss that the subject in the active sentence becomes the agent in the passive and the object in the active becomes the subject in the passive. Then point out how the verb changes. The passive is formed from the verb to be + past participle. Ss must look at the tense in the active sentence and form the equivalent tense in the verb to be followed by the past participle which never changes. • To practise forming the passive write the table on the board and ask Ss to fill in the passive forms. Check answers. ACTIVE
PRESENT PAST SIMPLE PRESENT PERFECT FUTURE
•
l a) Focus - Learning the passive voice
• Write on the board: 1. Jack broke my favourite vase. 2. My favourite vase was broken. Ss read sentences. • Ask Ss: In sentence one, who broke the vase? Elicit answer: Jack. • Ask Ss: In sentence two, who broke the vase? Elicit answer: We don't know. • Write by the first sentence ACTIVE and the second PASSIVE. • Ask Ss to note the differences in the two sentences. Elicit that there are different subjects and verb formations for each sentence. • Explain that when we use the passive it is not always necessary to mention who does the action. We are more concerned that the action is done.
verb
PASSIVE do is/are done did was/were done has/have done has/have been done will do will be done
Ss complete the chart in Ex. 4a to confirm understanding of the structure. Check answers .
ANSWER KEY
were invited, will be published, have been discovered b) Focus - Identifying the uses of the passive •
Ss reread the quiz and underline any passive structures they find. Check answers.
ANSWER KEY
was used, was made, are used, have been used, is printed
•
Refer Ss to theory understanding.
box
and
confirm
129
Cash or card? Write on the board the following two sentences: John was arrested. My car was stolen. Elicit from Ss which use of the passive is shown in each (In the first case it is obvious from context that the police were the people who arrested John, and in the second the action of the car being stolen is more important than who stole it.) . • Ss look for examples of the passive in the quiz.
•
Remind th I rl In words/phrases are always foil w I I)y rt In prepositions. • Write: .. . ch qu , /( 11 .. . something, pay for something .. . c sh on the board and elicit which prepositions ar n ded in these phrases (by cheque, keen on, In cash) • Ss complete the exercise without looking at Appendix 1. Ss check answers from Appendix 1.
ANSWER KEY
ANSWER KEY Ss can justify both explanations in all the examples of the passive in the quiz as the action is more important than the person doing it and in all cases the agent is unknown or unimportant.
I·
1 by
Ss look at each exchange and elicit the tense of the verb needed for the response/question to be completed . • Elicit answers (1, 6 - present perfect, 2, 4, 5 past Simple, 3 - future simple). • Ss complete the task and compare answers with their partners. Check answers.
•
on
SUGGESTED ANSWER KEY 1 Which currency is used in Greece today? a dollar b euro c pound 2 Which currency was used in Greece before
ANSWER KEY 1 I haven't been invited.
2 ... it was stolen.
2002?
3 4 S 6
a franc
b lira c drachma 3 How many coins are used in Greece today?
They will be sent up immediately. They were made in Japan. It was damaged. Has their house been sold?
a 6
•
Focus on the theory box and explain the different functions of by and with. • Write on the board: Lunch was made ... Pam. Lunch was made ... the finest fresh ingredients. Ask Ss to complete the gaps and justify their answers (by Pam, with the finest fresh ingredients). • Ss complete the sentences in Ex. 6. Check answers. ANSWER KEY by
4
with, by
b 8
c 10
4 Which means of transport is stamped on some current Greek coins? a ship b train c car
6 Focus - Learning the use of 'by' and 'with' in the passive
130
4
In pairs Ss research the history of a currency using the Internet or encyclopaedias. Using the quiz in Ex. 3 as a model Ss make the quiz with 4/5 questions. Ss exchange their quizzes with another pair. Ss complete the quizzes and the answers are checked.
•
3
3 in
8 Focus - Writing a quiz •
2 by
2 on
WRITING
5 Focus - Practising the passive voice
1 with
•
7 Focus - Wor'kltl with pr positions
•
GAM E •
Divide the class into teams of four and tell them the winner of the game is the first person to reach the end. • Explain the rules of the game to the class. • Tell Ss to look in the headline for clues as to which tense will be used for the passive verb. Also remind Ss that an agent is not always necessary in a passive sentence and that they can only use each given verb once. • Monitor the class as they play to check on their responses.
VO 1
Cash or card? • When everyone has finished the game, elicit answers to each prompt and write them on the board .
ANSWER KEY A bank was robbed last night. Power at a factory was cut off. The local cinema will be closed by the mayor. An email address was sold for £50,000. A new school was/will be built in the town. Three people were/have been killed in an avalanche. 7 A man was rescued from the river by a dog. 8 A hotel was burnt down. 9 A new U2 album will be released soon.
1 2 3 4 5 6
Objectives Vocabulary: shops and products Reading: for gist and specific information (article) Speaking: recommending a vacation destination (role play) Grammar: the passive voice Phrasal Verbs: come Writing: article for a tourist magazine
•
Optional extension: the teams could make a similar game of their own. Instruct Ss to write 5 passive sentences using a variety of tenses and to make headlines from them. The sentences should be checked by the teacher before continuing. Teams exchange their games with each other. Each team checks that the one playing their game is giving the correct responses in the passive voice.
Workbook Unit 23 (optional)
Some Ss may be unfamiliar with the concept of charity shops, so explain that people give things they don 't want or need anymore and the shops sell them to raise money for charity. The things that people give are not in bad condition but are just unwanted goods. • Elicit from Ss if they have the same kind of shops in their countries. Ask Ss to name any other shops they can think of (e.g. shoe shop, CD shop, jewel/ery shop, sweet shop, cake shop etc). •
OCABULARY 1 a) Focus shops • •
• • •
Learning vocabulary for types of
Elicit the meaning of the title of the unit from Ss (lots of things in the same place or building). Ask Ss how the title might be connected with the heading of Ex. 1 (It is referring to a department store where you can buy many different types of goods under one roof.). Revise the difference between store and shop which was taught in unit 22 . Ss complete exercise. Check answers. Elicit the difference between a shopping centre and a shopping mall explaining that the former is British English and the latter is American English.
ANSWER KEY 1 0
3 A
5 0
2 C
4 B
6 0
7 0 8 0
The shops in the pictures are a bookshop, a coffee shop, a shopping centre/department store and a flea market.
SUGGESTED ANSWER KEY We have most of these shops in my country but we don 't have flea markets or charity shops.
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All under one roof b) Focus - Matching goods to shops •
Write these goods (pen, model of Eiffel Tower and a vase which is a hundred years old) on the board and elicit which of the shops in the list they can be bought from. • Elicit answers (pen - book shop, shopping centre, department store; model of Eiffel Tower - souvenir shop, shopping centre, department store; a vase which is a hundred years old - antique shop) . • Ss complete exercise. Check answers . • When checking answers, remind Ss that most goods can be bought in shopping centres and department stores. Tell them that many things , even designer clothes, can be found in charity shops as people donate many things of a high quality to these shops.
ANSWER KEY postcards - 3/4/5/7 designer clothes - 1/3/4 books/stationery - 3/4/7 trainers - 1/3/4 second-hand/used items - 1/2/6
SUGGESTED ANSWER KEY There will be information on what facilities there are and what there is to do in the mall. Also there is information on the accommodation, the best time to visit it and people 's opinions of it.
• •
SUGGESTED ANSWER KEY I'd like to have a holiday here as I love shopping.! I wouldn't like this place for a holiday as I prefer to go swimming and fishing at the seaside. We don 't have places like this in my country.
b) Focus - DOing a multiple choice task •
READIN G 2 a) Focus - Completing multiple choice questions •
• •
Ask Ss to think of the kinds of places people may choose to go to for a weekend . Elicit answers (e.g. a capital city of another country, the seaside, a health spa, a country hotel, an activity weekend, etc). Refer Ss to the task and ask them to skim the introduction and title only. Elicit what th e article is about.
ANSWER KEY The article is about a shopping mall in Canada where people go for their holidays.
•
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Then ask Ss to look at the subheadings and suggest what information there might be in each section . Elicit suggestions.
Ss read the whole article. Elicit from Ss if they think this would be a good place to spend a weekend and if there are similar places like this in their countries.
•
Ss complete task. Remind them that the wrong and doesn't say options are sometimes confused. The wrong option is appropriate when there is contradictory evidence in the text to the question whereas there is no information in the text to support the doesn't say option. Ss compare answers with their partners. Check answers.
ANSWER KEY
1 C 2 A
3 8 4 A
58 6C
c) Focus - Explaining words • •
Ask students to read the text again. In pairs, Ss explain the words in bold either from context or by using a monoligual dictionary. • As an extension ask Ss to find opposites to the words in bold. Write indoor on the board and elicit what the opposite would be. indoor - outdoor. • Instruct Ss that not all the words will have opposites.
AI under one ro f SPEAKING 3 Focus - Recommending a holiday destination • Ss work in pairs and take on the roles of travel agent and client. • Ss then make a list of the pros and cons of spending a holiday at a mall. Elicit suggestions, write them on the board and discuss (e.g. pros - variety of activities, not affected by weather, good for all the family, accommodation in mall; cons - as it is inside it is not very healthy, activities have to be paid for and could be expensive, could be noisy, etc).
•
Elicit possible questions that the client could ask and write them on the board (e.g. Is there
Client: Are there any hotels nearby? Agent: There is a hotel in the mall itself and several other highly recommended ones in Edmonton. They all have wonderful facilities. Client: This seems a perfect place for my family. I'd like to book, please. Agent: Yes, this is a great holiday destination for everyone.
EXPLORING GRAMMAR 4 a) Focus - Revising the passive •
Revise how the passive is formed and why it is used as learnt in unit 23 . • Elicit from Ss why an agent is used or not and refer to the underlined phrases in Ex. 2. Ss complete task. Elicit answers. If Ss did not explain the use of the agent well , revise the concept giving example sentences on the board.
something for all the family to do? What happens if it rains? Can I take a holiday there in the winter? etc) .
•
Point out to Ss that the agent wants to persuade the client to book a holiday so even if a negative enquiry arises, they need to find something positive to say about it. • In pairs Ss prepare task and each pair acts out their dialogue to the class. SUGGESTED ANSWER KEY Agent: Can I help you? Client: Yes, I'm looking for a short holiday for my family. Agent: Well, the West Edmonton Mall in Alberta is an excellent choice. There is lots to do and many clients have really enjoyed their trips there. Client: Is there something for all the family to do? Agent: Yes, indeed. The parents can shop in the 800 shops there and the children can go to the largest indoor amusement park in the world. Client: It sounds like an expensive place to visit. Is it? Agent: You do have to pay for the entertainment facilities but you don't have to pay to travel to any of them. They are all under one roof. Client: I would like to go in November. What happens if it rains? Agent: The weather doesn't affect the holiday as everything is indoors.
ANSWER KEY The last section was completed in 1998 - no agent as we are more concerned that the action is done good hotels can be found - no agent as it doesn 't refer to a specific person your holiday won't be spoilt by bad weather the agent 'bad weather' is mentioned as this informs us of what is actually spoiling the holiday
b) Focus - Practising the use of the agent • Ss look at the sentences and decide which need an agent and which don't. • Ss complete task individually. Check answers. • Ss justify why they have used the agent in certain sentences . ANSWER KEY • • • • •
Second-hand goods are sold at very low prices. Goods are donated by members of the public. The shops are run by volunteers. All profits are given to charity. The first charity shop was established in 1948 byOxfam.
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~~~A~I~I~u~n~d~e~r~o~n~e~r~o~o~f_____________________________~ Focus - Expanding headlines •
Focus on the first sentence and elicit what tense the verb is in and what its passive form is (past simple - was arrested). Elicit what the subject of the passive sentence will be (shoplifter) . Ask Ss to expand the headline into a passive sentence, elicit an answer and write it on the board. • Ss complete the task individually. Check answers . ANSWER KEY
SUGGESTED ANSWER KEY
A shoplifter in a supermarket was arrested early this morning. 2 Some coins were stolen from a charity shop. 3 The local shopping centre will be closed until June. 4 A man was attacked last night.
PHRASAL VERBS
name - Dante Shopping Centre location - Bologna, Italy what visitors can do - adults: shops and boutiques, gym, cinema; children: swimming pool, playground, organised games recommendation - really good place for a family holiday
Dante Shopping Centre
6 Focus - Learning phrasal verbs with 'come' •
Look at the explanations of the phrasal verbs in the spidergram. • Ask Ss to look at each sentence in the exercise and see which explanation of the phrasal verb is needed. Ss complete gaps with a .su itable particle. • Check answers with the class. • To confirm understanding, Ss write sentences of their own with the verbs which were not used. Elicit sentences and write a selection on the board.
Bologna, Italy
With more than 500 shops, designer boutiques and department stores, Dante Shopping Centre has become known as the place to go when you want to buy yourself something special. It is a shopper's paradise! Apart from shopping there is lots to do to en,tertain yourself from going to the gym, to the children 's playground. For the adults in the family you can see a film at the cinema and the children can go swimming in the huge pool and have fun playing with new friends made in the organised games groups, You can eat at one of the many restaurants serving tasty food and stay at the hotel next to the centre.
ANSWER KEY 1 across
• Write the headings on the board and Ss copy them into their notebooks. • In pairs, Ss think of a name for their centre and where they would like it to be. • As a class, elicit ideas for what visitors, both adults and children could do there. Ss write five or six ideas they would like to include in their articles. • Ss write their articles based on the notes they have made.
2 round
3 down
4
out
So for a weekend break visit the Dante Centre, a perfect place for a family holiday.
WRITING 7 Focus - Writing a descriptive article • Ask Ss if they have vi sited a large shopping centre in their country. There may not be any in their country or if they do not live in cities they may not be familiar with the concept. If this is the case, tell Ss they can write about an imaginary place. Help Ss to complete the task by eliciting ideas to make notes.
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Workbook Unit 24 (optional)
o Objectives Vocabulary: words for faulty goods Everyday English: making complaints and requesting action
Listening: for specific information Reading: for gist and specific information (email of complaint)
Writing: an email of complaint
• Tell Ss that sometimes a response complaint is not always positive. Write the phrase: Sorry, there's nothing we can do about it on the board as an alternative response. • Select Ss to act out the example dialogue. • Remind Ss that they must state the problem with their goods and request action in their exchanges. • Ss work in pairs. Monitor and correct the exchanges. • Choose Ss to act out their exchanges.
IOCABULARY
SUGGESTED ANSWER KEY
Focus - Describing faulty goods •
A:
Excuse me, I've got a problem with these
shoes.
Draw Ss' attention to the title of the unit and the pictures of the perfect goods. Ask Ss to suggest what kind of faults they might have.
The
heel is
broken.
I'd like
a
replacement, please.
B: Of course. Can I have the receipt, please? A: Excuse me, there 's something wrong with this
SUGGESTED ANSWER KEY 1 2 3 4 5 6 7 8
• •
office chair. The wheels are loose. Could you have
arm broken
a look at it, please?
B: Sorry, there 's nothing we can do about it. etc
flash not working handle broken lens scratched
LISTENING
material torn
3 Focus - Completing a multiple matching task
seams not sewn properly strap snapped
• •
leather scratched etc
Look at prompts. Elicit/Explain any unknown vocabulary. Ss complete the task. Tell Ss that two objects have two possible answers. Check answers. ANSWER KEY h
2 c
3 g 4 a
516 bid
7
8 f
e
VERYDAY ENGLISH 2 Focus - Making and responding to complaints • Ask Ss if they have ever complained about a faulty product. Ss tell the class what was wrong with the product and what action they took. • Draw Ss' attention to the phrases in the language boxes.
Refer Ss to the Study Skills box. Remind Ss that the prompts will be synonymous phrases for the actual words in the text so before doing each listening they should look at the prompts and think of as many different ways of expressing the ideas as possible. • Ss read rubric and then focus on prompts. Ask Ss to explain each prompt in their own words. • Play the recording twice while Ss mark their answers. • Check answers and play recording again if necessary.
I
ANSWER KEY 1- C 2- E
3-A
4- F
READING 4 a) Focus - Understanding the layout of an email •
Elicit from Ss who has a computer and who they send emails to. • Instruct Ss to read the first paragraph . Elicit answers.
135
Not good enough • Also ask Ss to say what register the email would be written in.
•
ANSWER KEY The email is from someone complaining about a product which they bought online. It will be a formal letter.
b) Focus Identifying paragraphs
the
functions
of
• Before reading the letter elicit from Ss what features they think the email will contain.
•
Elicit from Ss that the prefix un is the most widely used. • Refer Ss to the language box. Point out that these are rules that can be followed although there are some exceptions to the rules. • Ss complete the task following the guidelines in the language box. Ss should avoid using dictionaries wherever possible. Check answers. • Ask Ss to write some sentences using the negative adjectives to confirm understanding.
SUGGESTED ANSWER KEY
ANSWER KEY
The email will say what is wrong with the product and what action the writer wants.
Elicit the number of paragraphs in the email (4). • Ss complete task. Check answers asking Ss to read out the exact words from the email which gives the answer.
1 illegal 2 impolite 3 immoral 4 impractical
•
I 5
c-4
d-3
e-1
Focus - Reviewing pOlite opening/closing remarks
Remind Ss that in formal letters and emails there are some standard expressions for opening and closing the letter/email. • Ss complete task. Check answers.
•
•
3 4
closing opening
6 Focus - Forming negative adjectives
• Write exciting, honest, important, organised, wise, successful on the board. Revise the meanings as they have all been taught in previous units. • Point out that to form an adjective with an opposite meaning you can add a prefix (e.g. kind - unkind).
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Elicit from Ss what they would do if they had bought an item from a shop that was faulty (take it back and ask for an exchange or a refund/complain to the manager). Ask Ss: Where do people buy goods from apart from shops? Elicit answers (e.g. mail order catalogues, online shopping). Then elicit how
you would make a complaint to these places (letter/email).
•
ANSWER KEY opening 2 closing
irrelevant irresponsible imperfect irregular
7 Focus - Writing an email of complaint
•
b-2
5 6 7 8
WRITING
ANSWER KEY
a-2
Elicit the opposites to the words on the board (unexciting, dishonest, unimportant, disorganised, unwise, unsuccessful).
•
Refer Ss to the example email in Ex. 4a and elicit the style and tone. Remind Ss that written complaints must be formal ; briefly state the problem, say what action the writer wants taken but be polite and non-threatening in tone. Elicit from Ss the language required in a formal piece of writing (e.g. no phrasal verbs, no contracted verbs, no slang, not a chatty style etc) .
•
Revise the salutations and ending for formal letters as learnt in unit 22 and tell Ss to choose an appropriate opening and closing sentence from Ex. 5. • Ask Ss to find a formal phrase in the example email which is a polite request for action (I would greatly appreciate the matter.).
it if you could look into
•
In pairs Ss decide which product they have bought and what is wrong with it and make a plan following the example in Ex. 4a. Ss write their emails and then exchange with their partner. Ss edit emails. Monitor this activity and help correct any errors.
•
SUGGESTED ANSWER KEY Dear Sir/Madam,
am writing to complain www. warmclothes. co. uk.
I
about
a product I bought from your online shopping catalogue on
I ordered a grey fleece (code 79654 w/f) from your site on February 24th and received it five days later. However, when I tried it on I found that it was damaged. The zip was broken and one sleeve was longer than the other.
I am sending the jacket back and I would greatly appreciate it if you could look into the matter. I would like a replacement in the same size and colour.
I hope you will deal with this matter quickly. Please contact me by email or on 01924-645205 between 9am and 6pm. Yours faithfully, Andrea Harker
Workbook Unit 25 '(optional)
ulture C r er 5: Fie Objectives
• Ss then read the introduction. Ask questions to confirm they have understood the. text (e.g.
Vocabulary: markets and their goods Reading: for gist and specific information (tourist
What is the name of the market? Where is it? When did it open? When is it open? etc) . Write
leaflet)
questions on the board. Then ask Ss what they expect the text that follows to be about.
Project: writing a leaflet
SUGGESTED ANSWER KEY
Focus - Predicting the content •
Elicit from Ss what a flea market is and what can be bought there as learnt in Unit 24. • Ask Ss to describe the two pictures. Explain any vocabulary they do not know. SUGGESTED ANSWER KEY The first photo seems to be set by a river or canal and there is a kind of bridge over it. The other shows a market or a type of bazaar with stalls and lots of different things to buy.
I expect to read details of the market and what kind of things you can buy there.
2 Focus - Asking and answering comprehension questions • Ss read the text and underline any new vocabulary. Elicit/Explain new vocabulary. • Refer to the questions that were written on the board in Ex. 1. Instruct Ss to write similar questions on the text.
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Culture Corner 5: Flea markets •
•
Ss work in pairs and each S will make questions on one of the two parts of the text. Ask Ss to underline four pieces of interesting information. Ss write questions on this information and they ask their partners to respond. Select different pairs of Ss to act out their exchanges.
Camden Lock Market in London is one of Britain's biggest markets and is by the Regents Canal. It is open seven days a week from 10am - 6pm and 150,000 visitors go there every week. You can find lots of things to buy such as tasty food, bags, jewellery, carpets, ceramics and paintings. You can also sit in a cafe and relax, go on a barge trip or have your future told by a palm reader.
SUGGESTED ANSWER KEY What kind of food do you get at Camden Market? Tasty, freshly cooked food from all over the world. Where are the barges? On the Regents Canal. How many floors are there in the Market Hall? Three floors. Are all the goods made in Britain? No, you can find goods imported from all over the world there.
4 Focus - Writing an advertising leaflet •
•
• •
In the same pairs Ss look at the words in bold in the text they answered questions on. Ss write explanations for those words. Ss then give these definitions to their partner and they guess which word is being explained.
3 Focus - Making notes for a summary • Ask Ss to reread the text. • Write the following headings on the board: What is it? What can you find there? What can you do there? Instruct Ss to select the most important
pieces of information on Camden Lock Market for each category. • Ss write a short summary on their notes. Select Ss to read out their work to the rest of the class. SUGGESTED ANSWER KEY Camden Lock Notes What is it? One of Britain's oldest markets, 150,000 visitors a week, open 7 days a week, 10-6. What can you find there? Tasty food, crafts, bags, ceramics, paintings.
jewellery,
carpets,
What can you do there? Sit and relax in a cate, go on a barge trip, have your palm read.
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Elicit information from Ss about flea markets in their countries. If Ss are not familiar with flea markets, then they must use their imagination to do the task. Instruct Ss to copy the headings given in Ex. 4 into their notebooks and to make notes for each section. Ss write their leaflets using the one on p. 72 as a model. SUGGESTED ANSWER KEY Seine Flea Market, Paris Both locals and tourists love to visit the popular market on the banks of the River Seine. Open every day except Mondays from noon until sunset, it has become one of the most .visited tourist attractions in the French capital. What is there to buy there? Anything you could ever think of from second hand designer clothes to antique vases, from paintings to toys reminding you of your childhood. What else is there to do? You can try some of the tasty foods from the many stalls there or watch unemployed actors perform street theatre. Music from some of France 's brightest new artists can be heard in the market.
So, come along and see the market for yourself you are sure to have fun.
urricular Cuts 5: Maths Objectives
3 Focus - Doing calculations •
Vocabulary: mathematical terms Reading: for specific information (order forms) Speaking: making mathematical calculations
In pairs Ss do the calculations and practise saying the amounts to each other. ANSWER KEY
a £48.74 (forty-eight seventy-four) 1 Focus - Identifying symbols • •
Elicit from Ss who likes/dislikes doing maths at school. Ss give reasons for their answers. Draw Ss' attention to the symbols in Ex. 1 and ask them to say what the words for them would be in their own language.
2 Focus - Calculating the cost of purchases •
Look at the pictures and elicit what each item is used for. • Revise British money expressions and Ss read out the prices of all the items in the pictures. • Draw Ss' attention to the first order form and the example calculation . In pairs Ss read out the calculation . • Ask Ss: If Vince paid with a £50 note, how much change would he get?
• •
Elicit answer: £18.73, eighteen seventy-three. Ss complete task. Check answers. Ask Ss to read out the different calculations. ANSWER KEY Cindy: £8.99 + £11.98 + £30.29 = £51.26 (eight ninety-nine plus eleven ninety-eight plus thirty twenty-nine equals fifty-one twenty-six)
b
£250 each (two hundred and fifty pounds each)
4 Focus - Making a list of expenses • Ask Ss what they spend their pocket money on every week. Write a list on the board of what Ss buy. • Ss work in pairs. Each makes a list of what they spent the previous week and calculate the total cost. Ss compare their lists. • Discuss the results as a class. Elicit from Ss if they think they spend too much money. If so, which things in their lists could they give up. SUGGESTED ANSWER KEY Last Week's Expenses Magazines Cinema ticket Soft drinks Cosmetics CD
£3.00 £4.50 £1.60 £2.75 £10.99
Total
£22.84
Sherry: £19.89 + £19.89 + £36.00 = £75.78 (nineteen eighty-nine plus nineteen eighty-nine plus thirty-six equals seventy-five seventy-eight) Sherry would pay the most for her purchases and Vince the least.
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Pairwork Activities PAIRWORK ACTIVITY 5 Explain the task. Students look at two different cards, one about a shop receipt and one about a restaurant. Working in closed pairs Ss ask each other questions to find out more information. Check Ss' answers and then ask some pairs to act out their dialogues in front of the class .
SUGGESTED ANSWER KEY Set 1 - Top Gear
Set 2 - Valentine 's Day
B: A: B: A: B: A: B: A: B:
A: B: A: B: A: B: A: B:
What's the name of the shop? Top Gear. What was the date of purchase? May 21 st. How many items were bought? Three. How much did they cost? £53.19. Was any change given? A: Yes, £6.81 .
140
What's the name of the restaurant? Restaurant des Lilas. Where is the restaurant? 15 Ryder Road. What are the opening hours? It's open from 8pm until1am. How much is the menu for two? £140. A: How do I reserve a table? B: Telephone 02022 556643.
Units 26· 30 Before you start ...
Pic 3 (p. 78) What can you see in the other pictures? Which of these things would you like to eat most?
first discuss the points in groups of 3-4. Conduct reed back with the class. Alternatively, use the luestions to initiate a class discussion on the topic f shopping.
Pic 4 (p. 84) What are the people doing in this picture? Have you ever been to a place like this? What do you think you will learn in this unit?
( LOOk at Module 6 ) Ask Ss to look at the pictures and read the title, Festive Time. Ask Ss how the pictures and the title are related to elicit the meaning of the title. Ask Ss what they think they will learn in the module and develop a discussion on the topic of festivals and ce lebrations, inviting Ss to say which festivals they enjoy/do not enjoy and why.
Pic 5 (p. 76) What are the people doing in this picture? Do you like eating alone or with other people?
Find the page number(s) for Ss read the list of items. Check understanding. Allow 3-4 minutes for Ss to find the items. Conduct feedback and ask questions to stimulate discussion.
SUGGESTED ANSWER KEY The title refers to the different things people celebrate at different times of the year and I think we will learn more about these in the module. I enjoy our summer flower festival when all the buildings and streets in the city are decorated with flowers. It looks really beautiful.
•
a famous comedian (p. 82) What do you know about Charlie Chaplin? Have you seen any of his films? Who is your favourite comedian? What do you like about him/her?
a story (p. 84) What sort of stories do you like? What was the first story you remember reading?
Ask Ss to look through the module and find the page numbers for each of the pictures. Conduct feedback with the class, and ask questions to stimulate discussion.
a menu (p. 77) Where would you see a menu like this? What information do you expect a menu to give you?
an invitation email (p. 80)
ANSWER KEY Pic 1 (p. 82) T: What page is this picture on? S1: It's on page 82. T: What do you think the person is doing in the picture? S2: I think he is a person who does magic tricks. T: Look at the other pictures on the page. Would you like to do any of these things? S3: The man in picture 3 is doing something that looks very dangerous, but I would like to know how to do it. T: Why do you think people choose to do things like this for a living? S4: Perhaps they enjoy entertaining people. Pic 2 (p. 80) Why do you think the children are dressed like this? Do you take part in plays at your school? What do you think you will learn in this unit?
What is the purpose of the email? What register is the email written in? Why?
a message (p. 81) When might you take a message like this? Do you often leave messages for people? What sort of information do people put in messages?
a letter (p. 79) When do you write letters? What about? Do you write to people when you are on holiday?
C~ •
•
_____O__bJ_'e_c_ti_ve_s______)
Present the objectives of the module. Explain that in the next five units Ss will learn how to do all the tasks listed. Check that Ss understand the objectives and answer any questions they may have about them.
141
Places to eat Objectives Vocabulary: places to eat; food Listening: for stress and intonation (listen and repeat) Read ing: for specific information (dialogue) Everyday English: expressing specific and general preferences Speaking: ordering in a restaurant (role play) Writing: comic strip dialogue
VOCABULARY 1 a) Focus - Presenting the vocabu lary: places to eat •
Start the lesson with books closed. Write the title, Places to eat, on the board and elicit the names of different places to eat. • Tell Ss to look at the pictures at the top of the page and ask them which of the places they normally eat in . Discuss the questions in the rubric with the class. • Extension : Ss work in pairs. S1 chooses a picture to describe to S2, but without using the word or words in the caption. S2 identifies the picture and then chooses a different picture to describe to S 1. Demonstrate the task with a student (e.g. T: There are a lot of children eating and drinking here. S1: Picture one, the canteen.).
SUGGESTED ANSWER KEY 1 The children are in a canteen. They are having breakfast. 2 The people are at a restaurant. They are having dinner. 3 The family members are at home. They are having lunch. 4 The girl is in a cafe. She is paying for her food. 5 The couple are at a fast-food restaurant. They are getting their order.
b) Focus - Talking about meals • Ask Ss what they eat at various times of the day to elicit the names of meals and different foods (e.g. What do you eat when you wake up? What do we call this meal? etc). List meals and foods on the board.
142
•
Monitor pairs as they work on the task, offering assistance where necessary. Conduct feedback with the class.
SUGGESTED ANSWER KEY You can have lunch in a school canteen. 2 You can have lunch or dinner in a restaurant. 3 You can have all your meals at home. 4 You can have snacks, light meals, lunch and tea in a cafe. 5 You can have all meals in a fast food restaurant. I like to eat at home because I like the food my mother cooks and I like to eat with my family.
LI STENING 2 a) Focus - Introducing the vocabulary; stress and intonation • Write the first sentence on the board. Play the recording and ask individual Ss to read the sentence aloud. Underline the stressed words: I think I'll have the baked salmon. • Play the recordings of the remaining utterances, pausing after each one for choral and individual repetition and to allow time for Ss to underline the stressed words. • Conduct feedback with the class. ANSWER KEY Are you ready to order now? Excellent choice. I would like the steak, please. Well done, please. A table for ill'Q, sir? Would you like sparkling or still?
b) Focus - Predicting the content • Ask Ss to read the sentences again and suggest where they might hear them . Ask questions to establish that they are part of a restaurant conversation. • Ask Ss what the conversation is about and then work through the sentences with the class to identify the speakers. • Play the recording as Ss read the dialogue. Check answers with the class.
Places EVERYDAY ENGLISH
ANSWER KEY The dialogue is about ordering food in restaurant. Waiter: Are you ready to order now? Excellent choice. A table for two, sir? Would you like sparkling or still? Customer: I think I'll have the baked salmon. I would like the steak, please. Well done, please.
a
4 a) Focus Lead in: general preferences
•
•
• • •
Ask Ss to look at the text on p. 77 and identify what it is (a restaurant menu) . Ask Ss general questions to elicit the sort of information a menu provides (e.g. the dishes available, what the dishes contain, prices). Go through the menu with the Ss. Ask Ss how many sections there are and what they are called (starters, main courses, desserts, drinks). Ss complete the menu information individually. Check answers with the class. Ss work in pairs to explain the words and phrases in bold , using dictionaries if necessary. Ask two Ss to read out the dialogue, pausing them at appropriate times to elicit the meanings of the words and phrases in bold.
General
•
Use the diagram to demonstrate the relationship between general and specific preferences, adding categories to arrive at a specific dish (e.g. meat - beef - steak - grilled - medium) . • Refer Ss to exchanges 1 - 5 and ask them which questions ask about general preferences. Allow time for Ss to identify the exchanges. • Invite pairs to read out each exchange and elicit whether the exchange is specific or general, asking Ss to justify their answers.
3 Baked Salmon/Steak 4 Steak/Baked Salmon
sparkling: a slightly fizzy drink still: a drink that does not release bubbles healthy: food that is good for you for goodness sake: expression showing annoyance/impatience make up your mind: decide order: state the food you have decided to eat in a restaurant medium: meat neither cooked too much nor too little well done: meat cooked vel}' thoroughly follow: come after sth
Food
Specific
ANSWER KEY 1 Tuna 2 Lemon Chicken
specific/
• Ask Ss to identify the dishes chosen by James and Samantha. Ask Ss if they like the dishes and then develop the discussion to identify Ss favourite dishes. List some of these on the board. • Use the listed dishes to present the target language, asking Ss to state their preferences. Encourage Ss to use the target structures in their responses (e.g. Do you like fish? Meat? Which do you like most? Do you prefer fish or meat? etc). • Draw this labelled diagram on the board :
3 Focus - Reading for specific information •
expressing
ANSWER KEY 1 2 3 4 5
asks about drinks in general identifies a specific drink asks about a type of fish in general identifies a specific dish asks about specific drinks
b) Focus - Reinforcing the concept •
Ask Ss to find other examples in the dialogue and identify them as specific or general. Check answers with the class.
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Places to eat SUGGESTED ANSWER KEY ANSWER KEY A: Would you prefer roast or grilled chicken? B: Grilled, please.
Specific: Would you like sparkling or still? I think I'll have the baked salmon. I would like the steak, please. I'd prefer the grilled octopus .. . Would you like red or white ... ? General: I like red wine.
A: B:
Would you like black or white coffee? White, please.
A: B:
Would you like red or white wine? White, please.
A:
5
Would you prefer your steak medium or well done? B: Medium, please.
a) Focus - Talking about preferences
•
Go through the list of prompts with the class, checking understanding. • Take the role of B and demonstrate the task with a S, using the example exchanges. Elicit which exchange asks about general preferences and which asks about specific preferences. • Drill the two structures to contrast and practise the usual forms of the verbs (e.g. T: Cheese. S1: Do you like cheese? T: Hot food, cold food. S2: Do you prefer hot food or cold food? etc).
• Monitor Ss as they work in pairs to complete the task, encouraging them to use some of the dishes identified in Ex. 4a to extend the activity. Conduct feedback by inviting pairs to act out exchanges for the class. SUGGESTED ANSWER KEY A: Do you like milk? B: Not really. A: Do you prefer pasta or potatoes? B: I prefer potatoes.
b) Focus - Talking about specific preferences
•
Ss complete the matching task individually and then compare answers in pairs. Conduct feedback with the class, checking understanding of the vocabulary. • Ask a pair of Ss to act out the example exchange to demonstrate the task. Explain that 'Would you like ... ' and 'Would you prefer .. . ' are equivalent structures in this context. • Ss complete the task in pairs . Conduct feedback by asking pairs to act out their exchanges for the class.
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SPEAKIN G 6
Focus - Role play: acting out a restaurant conversation
•
Ss work in groups of three. Refer them to the rubric and explain the task. • Tell Ss to re-read the dialogue in Ex. 3. and note the phrases used by the waiter and two customers in order to prepare their dialogues. • Check that Ss have allocated themselves roles within their groups (2 customers, waiter) and initiate the activity. Monitor groups as they complete the task, giving assistance where necessary. • Conduct feedback by asking 1 - 2 groups to act out their dialogues for the class. Alternatively, if Ss are able to record themselves, play the recordings. SUGGESTED ANSWER KEY Waiter: A table for two, sir? Gary: Thank you. Waiter: Would you like some water? Sparkling or still? Gary: Still, please. Now, Carol, what would you like? Carol: Let me think. I would like to start with a chef's salad, and I'd like the grilled octopus as a main course. Gary: Well, I think I'll have roast lamb with rice. No, perhaps the lobster ravioli would be nicer. Carol: For goodness sake, Gary. Make up your mind! Waiter: Are you ready to order now?
Places to eat
.. Gal}':
I think so. I would like the lobster ravioli, please. Carol, what did you say you would like - the chef's salad followed by the grilled octopus, wasn 't it? Carol: Urn, sorry, I've changed my mind. I would prefer the soup of the day and the roast lamb, please. Waiter: Excellent choice. Would you like red or white wine with your meal? Gary: A bottle of white, please. Waiter: Would you like to order your dessert now? Carol: Oh. No dessert, thank you. Just two cups of coffee. Waiter: Black or white? Carol: Black, please.
WRITING 7 Focus - Writing a comic strip •
Explain the task and brainstorm for ideas to end the sequence. • Ss complete the task in class if time allows. Alternatively, set the task for homework. (Ss' own answers)
Workbook Unit 26 (optional)
Carnival Time Objectives Vocabulary: food and celebrations Reading: for specific information; summarising Grammar: countable/uncountable nouns Speaking: asking for information Listening: for specific information Writing: a postcard
•
Go through the list of celebrations with the class, giving a brief explanation of those which Ss are unfamiliar with, and asking which of the foods they think would be suitable for each celebration. • Invite Ss to describe other foods associated with celebrations that they know of. SUGGESTED ANSWER KEY
)DITIONAL MATERIALS o pictures of cups of coffee and a picture of a tin of ;tant coffee powder; a picture postcard
)CABULARY Focus - Presenting the vocabulary: food and celebrations •
Refer Ss to the pictures of the various foods and ask which of these items they have eaten. Explain any that Ss are unfamiliar with (e.g.
birthdays - birthday cake Easter - painted eggs Halloween - toffee apples Valentine's Day - chocolates Thanksgiving - roast turkey Shrove Tuesday - pancakes In Portugal they eat a special cake decorated with pieces of dried fruit on King's Day.
pancake = lightly fried batter made from milk, eggs, flour, sugar; toffee apples = raw apples dipped into ·caramelised syrup).
145
Carnival Time ANSWER KEY 2
Focus - Lead in
•
Explain the task and ask Ss to listen to the recording with eyes closed. Conduct feedback with the class. SUGGESTED ANSWER KEY The music sounds lively and happy. I imagine a lot of people enjoying themselves.
3
Focus - Predicting the content
•
Refer Ss to the pictures at the bottom of the page and ask them what they can see in the pictures (e.g. different types of food). • Ask Ss what connection there could be between the pictures and the title in order to predict the content of the text. List suggestions on the board . • Play the recording as Ss read the text to check predictions. Conduct feedback with the class. ANSWER KEY The text describes the different ways in which people celebrate Shrove Tuesday.
4 a) Focus - Reading for specific information: open ended comprehension questions
• Work through the questions with the class to check that Ss understand the information they have to find. Remind Ss that it is not necessary to answer the questions with complete sentences. • Ss complete the task individuaHy and then compare answers with a partner. Check answers with the class. • Go through the text with the class, using concept questions to help Ss explain the words in bold. Alternatively, Ss use dictionaries to look up unfamiliar vocabulary.
1 People celebrate Pancake Tuesday on Shrove Tuesday, the last day before Lent. 2 Meat, eggs, milk and butter. 3 It means 'Fat Tuesday' in English. 4 Special fried pastries called fritters. 5 King cakes are purple, green and gold.
use up: consume fatty: food containing a lot of fat roll up: fold over several times to make a cylinder race: competition to see who is the fastest throw: let go of something so that it moves through the air
frying pan: a flat metal pan with a long handle used for cooking food in oil
pastries: food made with flour, eggs and milk or water
pasta dish: food based on spaghetti or similar noodles
costumes: special clothes worn at carnivals hand-made: not made by machine fashionable: popular at a particular time
season: a particular period during the year fancy dress: clothes worn at parties that make you look like somebody else street parade: procession of people celebrating an important day or event traditionally: in a way that has been accepted for a long time round: shaped like a ball or circle cover: put a layer of something over an object tiny: extremely small hidden: that cannot be seen
b) Focus - Talking about true fri ends
• Ask Ss to read the information in the Study Skills box. • Explain that languages often borrow words from other languages, but point out that sometime~ meaning changes a lot so that some words become 'false friends'. • Ask Ss to find examples of 'true friends' in the text and any other examples of 'true friends' and 'false friends' they know. (Ss ' own answers)
146
Carnival ime c) Focus - Summarising a text • Ask Ss to read the text once more and then close their books. • In pairs, Ss recall four points from the text. • Conduct feedback with the class to elicit four key paints from the text. SUGGESTED ANSWER KEY Shrove Tuesday is celebrated in different ways in different places. In France they eat crepes to use up fatty foods. In the UK they eat pancakes and have pancake races. In New Orleans and Venice they dress up in costumes and have parades and parties.
Ask Ss if there is any sugar in the jar, eliciting the answer Yes. Write the question on the board: Is there ill1Y- sugar in the jar? • Ask Ss: How much sugar is there in the jar, a little or a lot? Use gesture to elicit the required answer (a lot). Write the full answer on the board : Yes, there is a lot of sugar in the jar. • Erase the line on the jar and draw one at a much lower point to indicate that it is almost empty:
and ask: Is there a lot of sugar in the jar now? Elicit the answer No and write the question and full answer on the board: There isn't much sugar
EXPLORING GRAMMAR 5 Focus - Presenting countable/uncountable nouns
•
Put or draw pictures of a cup of coffee and coffee powder on the board and write the following sentences to present the grammar: 'I want some coffee. I want a coffee. ' Ask Ss which sentence goes with which picture. • Put the second picture of a cup of coffee on the board and ask which sentence needs to be modified and in what way, to elicit I want two coffees. Explain that nouns that take the plural form are called countable nouns. • Ask Ss to read the text and find other food nouns which have a plural form (e.g. eggs, pancakes).
in the jar.
•
Remove the line and repeat the procedure to elicit There isn 't any sugar in the jar. • Refer Ss to the theory box and ask them to identify the differences in the structures when talking about countable nouns (e.g. use of plural verb, few, many) .
• Ss identify the countable/uncountable nouns. Check answers and then use the nouns to drill the structures (e.g. T: milk, question S1: Is there any milk? T: eggs, negative S2: There aren 't any eggs. etc).
ANSWER KEY 1- U
•
Refer Ss to the second sentence, I want some coffee . Explain that in this sentence the word 'coffee' refers to a material which cannot be counted and that such nouns are called uncountable nouns. Elicit/Present other common examples of materials to reinforce the concept of mass as opposed to separate objects (e.g. sugar, salt, pepper, etc). • Draw a picture of a jar of sugar on the board with a line to indicate it is nearly full:
2
2- C
3-C
4-U
5- U
6 - U/C (juice - uncountable, fruit - countable) Further examples from the text: Countable: crepes, pancakes, fritters, pastries Uncountable: butter, sugar
6 Focus - Practising gap filling • Refer Ss to the text and ask them to identify the text type and then read the text to find out what it is about (e.g. It's a letter from Judy telling her friend Laura about her holiday.).
Sugar
• Ss complete the gap fill task individually and then compare answers with a partner. Check answers with the class.
147
Carnival Time WRITING
ANSWER KEY 1 any 2 a lot
3 4
some any
a lot 6 some 5
7 some 8 Any
SPEAKING
9 Focus - Writing a holiday postcard •
•
7 Focus - Asking and answering questions about a text •
Refer Ss to the example exchange and ask them what type of information is being requested in the exchange to establish the main function of the task (eliciting information about Carnival
•
Ss read the text in Ex. 3 again and then close their books. Initiate the task, monitoring pairs and providing assistance where necessary. • When pairs complete the activity, conduct feedback by inviting pairs to act out short exchanges for the class. SUGGESTED ANSWER KEY
A: What do people do in England on Shrove
Orleans?
B: Yes, everybody eats King cakes.
LISTENING 8 Focus - Practising multiple matching
•
Explain the task, pointing out that there are more food items than people so there are some items Ss will not need to use. Check understanding of the items and play the recording once. Ss compare answers in pairs. Play the recording again if necessary and then check answers with the class. ANSWER KEY
I.1-e 148
Dear Isabelle, Having a wonderful time here, the Notting Hill Carnival is great fun - a lot of dancing and different West Indian dishes to taste. Brilliant! Today I hope to try some Thai food, everybody says it's fantastic! Anyway, I've got a lot of photographs to show you when I get back! Hope all is well with you, see you soon. Jim
Workbook Unit 27 (optional)
A: Do people eat any particular food in New
•
Give Ss a copy of the suggested answer to use as a model for their own postcards.
Tuesday? They eat pancakes with lemon and sugar and they have pancake races.
A: Do they eat pancakes in Italy? B: No, but a lot of people eat fritters.
•
the right, space for message on the left).
•
SUGGESTED ANSWER KEY
customs).
B:
Explain the task. Brainstorm for ideas about festivals in the Ss' country and elicit information about the suggested festival or festivals. Show Ss the reverse side of a picture postcard and explain the layout, pointing out that there is limited space for the message (e.g. address on
2-h
3-d
4-b
5- f
appymomen s \
Objectives
'l--- -----,
READING 3 a) Focus - Reading for general information'
Vocabulary: celebrations Reading: for gist and specific information (letter of invitation) Grammar: presenting the present perfect Everyday English: accepting/refusing invitations Listening: for specific information (gap filling) Speaking: making an invitation Writing: an invitation
VOCABULARY 1 Focus - Lead in •
Explain the task and ask Ss to listen to the recording with eyes closed. Conduct feedback with the class. SUGGESTED ANSWER KEY
• Work through the questions in the rubric with the class, eliciting the answer to one question before proceeding to the next. SUGGESTED ANSWER KEY The text is an informal email from Emily to a friend or relative.
b) Focus - Practising cloze texts •
Remind Ss that simple, grammatical words are normally the focus in tasks of this nature. • Ss complete the task individually and then compare answers with a partner. Play the recording and check answers with the class. ANSWER KEY
a birthday, people congratulating the person, clapping as candles are blown out, the taste of birthday cake, the smell of the candles
2 Focus - Presenting thE~ vocabulary: celebrations • Work through the list of prompts with the class, checking that Ss understand the vocabulary. • To demonstrate the task, refer Ss to the first picture and ask questions to elicit the location and activity (e.g. T: Where are the people? $1: In the street. T: What are they dOing? $2: They are having a carnival parade.) .
Monitor pairs as they work on the task, providing assistance where necessary. • Ask individual Ss to report back to the class in order to check answers .
are
2 in
3 am
4 a
5 will 6 lot
7 to 8 on
c) Focus - Reading for specific information •
Explain the task, telling Ss to make two lists; one of the things Emily has done and another of the things she is going to do. • Ss work in pairs to complete the task. Conduct feedback, building up two lists on the board by asking pairs to state one preparation until the lists are complete.
tl
SUGGESTED ANSWER KEY 1 The people are in the street. They are having a carnival parade. 2 The people are at home. It's someone 's birthday. 3 The children are in the garden. They are having a party. It may be someone's birthday. 4 The children are in a theatre. It may be a celebration for the end of the school year. 5 The people are at school. They are celebrating their graduation.
SUGGESTED ANSWER KEY
Done: sent out invitations, asked Annie to bring karaoke machine, tidied up garden Will do: prepare food, decorate house, make final preparations EXPLORING GRAMMAR 4 a) Focus - Presenting the present perfect • Ask Ss to close their books. Write the following on the board: 1. I've visited England three times. Ask Ss questions to elicit the meaning (e .g. 1. Do we know when the person visited England? What is the important information in the sentence?).
149
Happy moments •
• Write the following on the board and repeat the procedure: 2. I've just finished my homework. (Do we know exactly when the speaker finished the homework? Was it a long time ago? Which word tells you the speaker finished very recently?)
•
form and refer Ss to the list of irregular verbs on p. 130, reminding Ss of the need to learn these forms. • Ss complete the list of participles and then check their answers using the list on p. 130.
Repeat the procedure for the final sentence: 3. I've lived here for five years. (Does the speaker still live here? What is the important information in the sentence?)
•
ANSWER KEY
Regular:
talked received
Irregular: 5 met
6
4 8 6 sent
finished tidied 7 spoken
Focus - Practising 'already/yet'
• Write the following sentences to illustrate the structures: I've alreadv bought her a present but I haven't made the cake W . Elicit the use and meaning of the underlined structures. • Remind Ss of the lists compiled in Ex. 3c to introduce the task and use the information in the text to drill the structure (e.g. T: invitations S1: She has already sent out the invitations. T:
1 an action that happened at an unstated time in the past 2 a recently completed action 3 an action that started in the past and continues to the present b) Focus perfect
1 visited 2 3
Refer Ss to the questions and example sentences in Ex. 4a. Allow time for Ss to study the examples and answer the questions. Check answers with the class.
ANSWER KEY
Replace the sentences with the following: He's gone. He went yesterday. Explain the irregular
Identifying the uses of the present
food S2: She hasn 't prepared the food yet. etc).
• Conduct the activity with the class. Work through the text, asking Ss to identify the function of each example of the present perfect in the text.
ANSWER KEY
Has already done She has already sent out invitations. She has asked Annie to bring a karaoke machine. She has already tidied up the garden.
ANSWER KEY
At an unstated time:
Has not done yet
I've sent out invitations I've asked Annie to bring the karaoke machine I've already tidied up the garden Have you received a reply
She hasn't prepared the food yet. She hasn't decorated the house yet. She hasn't made the final preparations yet.
Recently completed actions: I've just finished my exams
Action continuing to present time: I haven 't heard from you I've lived here for four years 5
Focus - Presenting the past participles
• Write the following sentences on the board: I've invited Kate. I invited her yesterday. Ask Ss to identify the verb and tense in each sentence. Explain the term "past participle" and its use with the present perfect.
150
7
Focus - Asking and answering questions
• • •
•
Go through the prompts with the class to check understanding. Ss work in pairs. Ask one pair to read the example exchange to demonstrate the activity. Initiate the activity and monitor pairs as they work on the task, providing assistance where necessary. Conduct feedback, inviting pairs to act out exchanges for the class.
Happy mo ents SUGGESTED ANSWER KEY
•
A: Have you ever travelled abroad? B: Yes, I've been abroad several times. What about you? etc
o a)
A: B: A: B: A:
•
Refer Ss to the example exchange and ask which sentence shows when something started (a). Elicit the meaning of for in b. • Drill the two structures (T: yesterday S1: since
b) Focus - Consolidating and practising matching tasks •
Ss complete the matching task individually. Check answers with the class and then ask Ss to make similar sentences to talk about themselves.
11 Focus - Listening for specific information (gap filling) • Explain the task and refer Ss to the gapped note. Ask Ss what type of information is missing in each gap (1 - place, 2 - time, 3 - day, 4 - time, 5 noun) .
SUGGESTED ANSWER KEY 1 I've had a cold since Monday. 2 I've studied English for two years. 3 I've been on holiday for three weeks.
1 park 2 half past two 3 Saturday
(Ss' own answers) 9 Focus - Prepositions of time
ANSWER KEY
3 at
4 2 o'clock 5 friend
SPEAKING
Ss first try to complete the prepositional phrases individually and then check their answers with the reference material on p. 139.
2 at
Play the recording once. Ss compare answers in pairs. Play the recording again if necessary and check answers with the class. ANSWER KEY
4 I've lived here since 1999.
1 at
Are you doing anything tonight? No. Why? Do you fancy going to aconcert with me? That sounds great! What time? It starts at nine.
LISTENING
•
•
on the task, providing assistance where necessary. Conduct feedback, inviting pairs to act , out exchanges for the class. SUGGESTED ANSWER KEY
Focus - Presenting 'for/since'
yesterday; T: two hours S2: for two hours; etc)
2
4 on
5 on
::VERYDAY ENGLISH 10 Focus - Accepting/Refusing invitations •
Refer Ss to the language in the table and check understanding. • Elicit ideas for situations in which a spoken invitation would be appropriate, listing them on the board (e.g. going to the cinema/theatre/for a
12 Focus - Making an invitation •
Explain the task and model it for the class. All Ss prepare one invitation. • Before initiating the activity, tell Ss they must include all the necessary information in their message (Le. place/date/time of party, what to bring if anything, etc). • Monitor pairs as they work on the task, providing assistance where necessary. • Conduct feedback, inviting individual Ss to present their message to the class.
drink/meal etc).
•
Initiate the activity and monitor pairs as they work
151
Happy moments SUGGESTED ANSWER KEY
SUGGESTED ANSWER KEY
Hello, Brian! It's Nick. I'm having a barbecue party this Saturday at my place and would love it if you could come. The party starts at 5 o'clock so give me a call to tell me if you can make it. Talk to you soon. Bye.
Hi, Mike, How are you? I haven 't heard from you for ages!
WRITING 13 Focus - Writing an email invitation • •
Explain the task and elicit ideas for the points given in the prompts. If time is limited, set the writing task as a homework activity.
Anyway, I'm having a party this Saturday at my place to celebrate my birthday, starting at about 8 o'clock. Nothing special, just a few friends and some good music and conversation. As you know, I love cooking Indian food and I've already prepared a few dishes! Christine and Jane have already said they are coming and I hope you will be able to come, too. Please give me a call or send me an email to let me know. Love, Susan
Workbook Unit 28 (optional)
Great entertainers Objectives Vocabulary: entertainers Reading: for specific information (a biographical text) Phrasal Verbs: give Grammar: relative pronouns Writing: a biography
VOCABULARY 1 a) Focus - Presenting the vocabulary: entertainers •
152
Refer Ss to the title, Great entertainers, and the pictures and elicit/explain the meaning of the title. Ask Ss to name some of their favourite entertainers. • Work through the prompts with the class and ask Ss to identify the correct picture for each prompt. Alternatively, allow time for Ss to complete the task individually and then check answers with the class .
ANSWER KEY
a 2
c 1
b 3
d 5
e 4 6
f
g 7 h 8
b) Focus - Talking about L 1 equivalents • Ask Ss for their L1 equivalents of the vocabulary and discuss the popularity of these forms of entertainment in the Ss' culture or cultures. (Ss' own answers)
READING 2 a) Focus - Lead in: using background knowledge •
Ss read the Study Skills box. Explain that information on the subject of a text is often contained within the headline or photographs that accompany a text.
Great enteriainers •
Refer Ss to the photographs in the text and ask them if they can identify the people. Ask Ss what they know about them.
upside down: reversed, the part normally at the top is at the bottom
acting career: working as an actor for a long period of time success: managing to do sth that you want very much tramp: a person without an established residence that travels aimlessly from place to place bowler: a round, hard, black hat cane: a walking stick
SUGGESTED ANSWER KEY Harry Houdini was an escape artist. Charlie Chaplin was a famous comedian.
b) Focus - Predicting the content
•
Refer Ss to the title and ask them to predict the content of the text. List suggestions on the board . • Play the recording as Ss read the text to check their predictions. Conduct feedback with the class. SUGGESTED ANSWER KEY The text describes the lives of Houdini and Chaplin.
c) Focus choice)
•
Reading comprehension (multiple
3 Focus - Summarising
• Ss explain the words in bold. • Explain the task, emphasising the point that Ss should first highlight the important information and then make notes based on the information, using their own words as far as possible. • Monitor Ss as they work on the task, providing assistance where necessary. • Conduct feedback by asking individual Ss to read their summaries to the class. Invite other Ss to comment on the content.
Ss complete the task individually, underlining those parts of the text which provide relevant information. Check answers with the class, asking Ss to justify their answers.
SUGGESTED ANSWER KEY Harry Houdini was a great magician and escape artist. In his most famous tricks, he escaped from ropes, chains and even a strait-jacket. Charlie Chaplin was a famous clown. He started his acting career in London and then went to America. His most famous character was the.tramp.
ANSWER KEY
1-8
2-A
3-8
4-A
5-C
magic tricks: entertainment involving making seemingly impossible things happen
playing cards: thin pieces of card with numbers or pictures printed on them and used for playing games wand: long thin piece of wood used by a magician created: invented, designed Involved: had to do with handcuffs: two metal rings joined together and used to secure someone's wrists rope: a long thick cord made of twisted strands chain: a number of metal rings linked together lock: a device which keeps sth closed and secure act: a performance in a show tearing: pulling a material into two or more pieces strait-jacket: a special strong jacket which stops people using their arms hanging: secured in such a way that it does not touch the ground
4 Focus - Practising word formation
•
Read the theory box with the class, explaining the meanings of the words and pointing out the stress shift with -ation/-ive (e.g. information - informative) . • Elicit the noun and adjective forms of the verbs given and check understanding. • Ss prepare their example sentences individually. Conduct feedback with the class, asking a few Ss to read out their sentences for the class. ANSWER KEY attract - attraction - attractive create - creation - creative describe - description - descriptive imagine - imagination - imaginative
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Great enterta~iners •
SUGGESTED ANSWER KEY She is an attractive person who always dresses smartly. His house is entirely his own creation; he built it by himself. She was able to give the police a good description of the burglar. His stories are always interesting and imaginative.
•
ANSWER KEY ... created his famous Challenge Act, which involved ... ... the clown who made so many people laugh ...
5 Focus - Presenting phrasal verbs with 'give' Refer Ss to the definitions of the phrasal verbs and elicit the meanings in the Ss' L 1. • Ss complete the sentences individually and then compare answers with a partner. Check answers with the class.
Ask Ss to explain the use of who/which , referring them to the theory box if they are unable to answer. Explain the use of whose , providing further examples if necessary. Allow time for Ss to find the examples in the texts. Check answers with the class.
•
7 Focus - Practising the use of relative pronouns •
ANSWER KEY
ANSWER KEY 1 in
2 out
3 away
4
The book which you gave me is Pete's. Mrs Smith is the one who tells lies. Mrs Smith is the one who likes singing. Mrs Smith is the one whose car was stolen yesterday. Mrs Smith is the one whose husband is a singer. I don't like people who tell lies. This is the restaurant which is open on Sunday afternoons. This is the restaurant which serves paella.
up
GAME •
Ss complete the practice activity in pairs. Check answers with the class.
Ss form two teams and work with books closed to play the game. Set a time limit of 30 seconds for each team to prepare their sentences. Award points for sentences which are semantically and grammatically correct.
EXPLOR ING GRAMMAR 6 Focus - Presenting relative pronouns •
•
•
Write the following sentences on the board: The man bought Tom's car. The man can't drive. Ask questions to eliCit/present "who" (e.g. T: Who bought Tom's car? S1: The man. T: Who can't drive? S2: The man. T: Which man bought Tom 's car? S3: The man who can 't drive.). Write the full sentence on the board: The man who bought Tom 's car can't drive. Ask similar questions to elicit the sentence Tom sold his car to a man who can't drive. (e.g. Who did Tom sell his car to? What can you tell me about the man? etc).
Now write the following sentences on the board: Tom sold a car. The car was very old. Ask Ss
what we know about the car and then write the following on the board: Tom sold a car which was very old. Ask Ss which phrase the word which replaces (the car).
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WRITING 8 Focus - Writing a biographical description •
Explain the task and brainstorm for ideas, asking Ss to describe their favourite entertainers with particular reference to the pOints mentioned in the rubric. • Remind Ss to use sources of reference such as the Internet to obtain information they need and set the task, tell ing them they should write between 60 - 80 words. • Ss write their texts for homework, using the texts on Houdini and Chaplin as a model.
Great entertainers
.. SUGGESTED ANSWER KEY Rowan Atkinson, who is probably best known for his comedy character Mr Bean, was born in England in 1955. He studied electrical engineering at Newcastle and Oxford Universities, but has become famous as an actor, comedian, writer and producer. He has starred in television series such as 'Blackadder' and 'Mr Bean ' and played in several films, including 'Johnny English'. He is married and has two children.
Workbook Unit 29 (optional)
Over the moon Objectives Vocabulary: theme park attractions Reading: for gist (a story) Grammar: present perfect vs past simple Listening: for specific information Everyday English: expressing surprise/ amazement Writing: a story
rOCABULARY 1 a) Focus - Presenting the vocabulary: theme park attractions
• Tell Ss to look at the pictures and ask them if they know where or what the place is. • Elicit/Explain that this is EuroDisney and ask Ss to suggest what they can do and see there, based on what they can see in the pictures.
3
SUGGESTED ANSWER KEY EuroDisney is in France. People can go on rides, meet Disney characters and visit the fairytale castle.
b) Focus feelings
Presenting adjectives describing
• Ask Ss to identify the pictures using the vocabulary in the box. Explain the vocabulary as necessary. • Check understanding of the adjective prompts, asking Ss in which situations they experience the emotions (e.g. Do you think flying is exciting? What things do you find boring? etc).
•
Ask a pair of Ss to read the example dialogue aloud to demonstrate the task. • Monitor pairs as they work on the task, giving assistance where necessary. • Conduct feedback with the class, inviting pairs to act out exchanges for the class.
155
Over the moon SUGGESTED ANSWER KEY A: I think the boat ride is very relaxing. What about you? B: I think it's boring. I prefer the haunted house. I find it amazing. I can't stand roller coasters, though. I think they are frightening. A: I think the cartoon cowboy is very funny. What do you think? B: Yes, but I prefer the parade. I find it interesting. I can't stand fairytale castles, though. I think they are boring.
b) Focus - Practising cloze texts •
Revise techniques for dealing with this type of task with the class (e.g. using contextual clues, focus on structure rather than lexis).
•
Ss complete the task individually and then compare answers in pairs. Play the recording and then check answers with the class.
ANSWER KEY and
2 was 3 but
4 As 5 from 6 the
7 or 8 with 9 there
10 has
READING 2 a) Focus - Predicting the content •
•
• •
•
Explain the task. Refer Ss to the title of the story and play the recording once, asking Ss to identify the sounds they hear. Ss work in pairs to build up a list of the sounds they identified. Do not check answers at this stage, but explain that the sounds tell a story. Ask pairs to try to build up the story and play the recording again. Conduct feedback with the class, asking Ss how the sounds and title are related to the pictures and eliciting the stages of the story based on the sounds heard. Ask Ss to read the story to check their predictions. Conduct feedback with the class, matching the sounds to the different stages of the story.
SUGGESTED ANSWER KEY We hear an alarm clock ringing and then someone going downstairs. A door closes and there is the sound of happy voices before we hear the sound of a car starting and driving away. Next there are more voices and fairground sounds followed by the sounds of voices in a cafe or restaurant. Finally, we hear people singing 'Happy birthday' and clapping. This must be a surprise birthday outing to EuroDisney for somebody.
c) Focus - Global understanding • Ask Ss how Jenny felt when her uncle presented the cake and took off his mask then refer Ss to the title of the unit, Over the moon, and elicit the meaning . SUGGESTED ANSWER KEY Jenny was very happy and excited. The title is a phrase we use to say we are very pleased and happy about something that has happened, which is how she felt.
3 Focus - Practising text organisation • Work through the task with the class, asking Ss to skim the text to identify the paragraphs. ANSWER KEY Contains the climax event: 4 Concludes the story: 5 Sets the scene: 1 Include the events in the order they happened: 1,
2,3,4,5
EXPLORING GRAMMAR 4 Focus - Presenting the present perfect vs the past simple • Work with books closed and quickly revise the form and function of the past simple tense, writing key words on the board to elicit sentences (e.g. Mary - go - school yesterday? S1: Did Mary go to school yesterday? etc) .
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I~ 6
Over the moon • Ask Ss to read the questions and identify the uses in the example sentences and the tenses. • Ss work individually to find other examples in the text. Check answers with the class.
EVERYDAY ENGLISH 7 a) Focus - Expressing surprise and amazement •
Refer Ss to the expressions in the book. Explain that the expressions can all be used to express our surprise at a piece of news. • Play the recording and conduct choral and individual repetition . Encourage Ss to raise their eyebrows as they repeat. This will help them sound surprised.
ANSWER KEY 1 The past simple; specific time in the past. 2 The present perfect; unspecified time in the past.
Examples from the story 1 The last time I saw him was last Christmas. 2 This has been the best birthday ever!
b) Focus - Practising surprise and amazement •
, Focus - Practising the present perfect and past simple •
Ss work in pairs. Invite one pair to act out the example exchange to demonstrate the task. • Monitor pairs as they work on the task, giving assistance where necessary. Conduct feedback by inviting pairs to act out exchanges for the class. • Extension: invite Ss to state one unusual th ing they have done. List prompts on the board based on Ss' statements (e.g. ridden a camel, flown in a balloon, etc) . Pairs use the information to act out similar dialogues.
Introduce the task by making some statements that would normally elicit a comment of surprise and invite Ss to respond (e.g. T: My friend has just won a new Ferrari. Ss: Wow! etc).
• Check Ss' understanding of the concept of a theme park and elicit the types of activity they offer. List suggestions on the board (e.g. roller coaster rides, white-water rides, train rides, ice shows, etc) .
•
Ss work in pairs. Demonstrate the activity by inviting a pair to act out the example exchange. Insist on appropriate intonation. • Monitor pairs as they work on the activity, offering assistance where necessary and encouraging Ss to sound suitably enthusiastic and to use a range of expressions. • Conduct feedback with the class, inviting pairs to act out exchanges for the class.
SUGGESTED ANSWER KEY A: Have you ever visited a haunted house? B: No, I haven 't. Have you? A: Yes, I have. I visited one when I was in England. etc.
SUGGESTED ANSWER KEY
A: I went on a roller coaster at Alton Towers. It was a great ride!
TENING Focus - Multiple matching
B: That's incredible!
•
A: I went to the Fairyland Castle in EuroDisney. It was full of magic creatures! B: Are you serious?
Explain the task, reminding Ss that in this type of activity there are more options than they will need to use. • Allow time for Ss to read the options and then play the recording once. Ss compare answers in pairs. • Play the recording again if necessary and then check answers with the class.
I
ANSWER KEY 1-E
2- G
3- F
4- A
5- C
WRITING 8 Focus - Writing a story; identifying the topic •
Introduce the task by asking Ss if they have ever taken part in any writing competitions. • Ask Ss where they might find such competitions and what sort of things they might be asked to write.
157
Over the moon •
Refer Ss to the rubric and competition advert in Ex. 8. Ask Ss who has organised the competition and what competitors are asked to write. SUGGESTED ANSWER KEY The competition has been organised by a magazine for young teenagers. Competitors have to write a short story called 'The Haunted House'.
9 a) Focus - Planning
•
Ss read the information in the Study Skills box. Explain that it is . possible to "brainstorm" on your own by jotting down ideas on a piece of paper as they occur to you. • Demonstrate the task by summarising the story in Ex. 2 under the different headings. • Ss work in groups of 3-4 to brainstorm ideas under the headings given . • Monitor Ss as they work on the task. Conduct feedback with the class, writing suggestions on the board and encouraging Ss to develop and add to the ideas.
SUGGESTED ANSWER KEY The Haunted House Everybody said it was haunted, so Mary was not very happy when her brother, Tom, suggested they should explore the old, empty house. 'Come on, Mary,' he said, 'it's not dark! It'll be fun!' Finally she agreed, but she was still feeling nervous as they entered the silent building. There was dust everywhere! Suddenly, Mary stopped and pointed at the floor. 'Tom,' she whispered, 'look, a footprint! There are ghosts here!' Tom laughed. 'Don 't be silly, Mary! Ghosts don 't leave footprints!' But then he heard the sound. A door in front of them was opening slowly, but there was nobody there! They could smell candles burning and then wild laughter came from behind them. Mary screamed and tried to run away, but Tom stopped her. 'Happy birthday, Mary!' he cried. 'Your cake's in the other room and here are all your friends to help you eat it!' Mary was sure this was one birthday surprise she would never forget.
SUGGESTED ANSWER KEY People: Jenny, Uncle Bob, parents Place: EuroOisney Reason: birthday surprise Feelings: excitement, happiness Events: waking up, trying the rides, seeing Mickey Mouse, meeting Mickey again in the restaurant with cake, discovering Mickey is Uncle Bob
b) Focus - Writing
•
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Ss use notes to write their stories individually. Alternatively, set the task for homework.
Workbook Unit 30 (optional)
3 Focus - Reading for specific information; openended comprehension questions
Objectives
•
Check understanding of the questions and allow time for Ss to complete the task individually. • Check answers with the class.
Reading: answering open-ended comprehension questions (an article) Project: descriptioo of annual celebration
ANSWER KEY 1 a) Focus - Lead-in
• Ask Ss to look at the pictures and the title of the text. Ask them what country the text and pictures refer to. Elicit/Explain the meaning of the title of the text. • Ss read the verse of the song. Elicit suggestions for the missing words and then play the recording. Check answers with the class.
1 They declared their independence England. 2 They play military music. 3 They watch firework displays.
•
from
Ss explain the words in bold.
4 Focus - Doing a project: a national celebration
.•
Explain the task and ask Ss to think about similar celebrations in their own countries. • Write the headings name, date, place, activities on the board. Ask Ss to provide the information for a national celebration they want to write about and make notes under the headings. • Ss write their descriptions individually, either in class or as a homework activity.
SUGGESTED ANSWER KEY The song and article are about the United States of America. 'Independence Day' refers to the day when the country formed its own government and started to rule itself, free from foreign influence. The missing words are 'Independence Day'.
SUGGESTED ANSWER KEY
b) Focus - Discussing 5s' cultures
•
Explain that songs such as the one in Ex. 1a are called patriotic songs. • Briefly discuss the questions in the rubric with the class. (Ss' own answers)
2 Focus - Predicting the content • Ask Ss the questions in the rubric to stimulate interest, using further prompts if necessary. (e.g. Do you think they have parades? Is it holiday? etc)
•
July 1st is Canada Day, but it is usually celebrated the first weekend in July to make it a long weekend. People celebrate the day in different ways in different parts of the country. My favourite is in a part of Toronto called Harbourfront because there are a lot of free dances and plays to watch. There are always lots of things going on and at night everyone sits in front of the lake to watch the wonderful firework displays.
a
Play the recording as Ss read the text. Conduct feedback with the class. SUGGESTED ANSWER KEY Americans celebrate with parades, military music and firework displays.
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Curricular Cuts 6: (History) We will remember them . - - - - - - - --{(
Objectives
'l--- - -----,
•
Reading: for specific information (an article) Project: a presentation
Play the recording as Ss read the text. Conduct feedback with the class. SUGGESTED ANSWER KEY The words refer to why people celebrate Remembrance Day and what they do on that day.
1 a) Focus - Lead-in •
Ask Ss to look at the pictures on the page and describe what they see. Ask Ss what they think the phrase The Glorious Dead' means and how it relates to the title, We will remember them.
•
Ask Ss to identify the picture showing a poppy and ask how the flower may be related to the title and the other pictures.
SUGGESTED ANSWER KEY The pictures and the title are related to ways of remembering and honouring people who have died in the service of their country. Poppies symbolise the people who died in wars as they are the colour of blood.
b) Focus - Developing topic •
Spend some time discussing answers to the questions in the rubric with the class.
SUGGESTED ANSWER KEY Communities and countries may remember the day they were founded, the day they became independent or the days important wars began or ended. Remembering such things helps a country preserve its history and form its national identity.
2 Focus - Predicting text content •
Go through the words and phrases with the class, checking understanding. • Refer Ss to the title, Remembrance Day, and elicit its meaning, reminding Ss of the title of the page. • Ask Ss to suggest how the words may be related to the title and what it suggests about Remembrance Day events. Write suggestions on the board.
160
People remain silent for two minutes to honour the dead, leave wreaths of poppies on soldiers' graves and wear poppies as a symbol of remembrance.
3 Focus - Reading for specific information; openended comprehension questions •
Check Ss' understanding of the questions and allow time for them to complete the task individually. • Check answers with the class. • Work through the text with the class, helping Ss to explain the words in bold. Encourage Ss to give examples, synonyms or opposites wherever possible. ANSWER KEY 1 We remember the people who died in WW I and other wars. 2 Because the fighting stopped on that day at the eleventh hour to end WW I. 3 People wear poppies because they covered the soldiers' graves and they are the colour of blood.
ended: reached final point, stopped fighting: taking part in a war honour: to mark with respect silence: time of absolute quiet church service: religious ceremony political leaders: important members of parliament, people in charge of a country wreaths: arrangements of flowers and leaves, usually in a circle destroyed: damaged beyond repair mud: sticky mixture of earth and water blood-red: the colour of blood graves: places where dead people are buried symbol: a shape or design used to represent an idea
Curricular Cuts 6: (History) We will remember them '" 4 Focus - Doing a project: a speech
• Videotape Ss giving their speeches if possible. Play the tapes to the class inviting Ss to comment on the speeches in terms of fluency and body language. Alternatively Ss present their speeches to the class.
• Refer Ss to the rubric and explain the task. • Write the following headings on the board: What? When? Why? How? Ask Ss to think of a similar day in their own cultures and to make notes under the headings given. • Allow time for Ss to prepare their speeches, pointing out that a good speaker gives a speech using notes alone. • Monitor Ss as they pr~pare N'l@ir 5p~~Gh@s , providing help where necessary.
(Ss' own answers)
Pairwor
ctivities
IAIRWORK ACTIVITY 6 :xplain the task. Ss look at two different cards, one about a Red Sea holiday and one about a club. Working in closed lairs, Ss ask each other questions to find out more information . Check Ss' answers and then ask some pairs to act ,ut their dialogues in front of the class. SUGGESTED ANSWER KEY
Set 1 - Red Sea
Set 2 - Club
B: What type of holiday is offered?
A: B: A: B:
A: They are diving holidays. B: How many courses are there? A: There are three course : Scuba Diver, Rescue Diver and Divemaster. B: How much does the rescue diver course cost? A: It costs 250 euros. B: Are there any special offers? A: You can save 30% if you book online. B: Where can I get more information? A: From their website, redseascuba.com.
A: B: A: B:
A: B:
What is the name of the club? The AZ Mountaineering Club. How much does membership cost? It's 25 dollars a year. Are there any special offers? There's a 20% discount at climbing gear shops and all monthly training programmes are free. What is the telephone number? Six two three, eight double seven, two four eight five. Is there an email address? Yes, membership at azmc.org.
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Getting it acros·s, Units 31 · 35 . Before you start ... •
Ss first discuss the points in groups of 3-4. Conduct feedback with the class .
( Look at Module 7 ) •
Ask Ss to look at the pictures and read the title, Getting it across. Ask Ss how the pictures and the title are related to elicit the meaning of the title. Ask Ss what they think they will learn in the module and develop a discussion about means of Ss to say how communication, inviting communications have changed over the years and how important it is to have good communications.
SUGGESTED ANSWER KEY One of the pictures shows a mobile phone and another one shows people who are watching something on television. 'Getting it across' is a phrase which means explaining something to people so the module will deal with means of communication. Communications have improved a lot in recent years with the introduction of mobile phones and the Internet. Having good communications is extremely important because it helps people understand each other.
•
16 2
Ask Ss to look through the module and find the page numbers for each of the pictures. Conduct feedback with the class, and ask questions to stimulate discussion .
ANSWER KEY Pic 1 (p. 96) T: What page is picture 1 on? S1: It's on page 96. T: What can you see in the pictures on this page? S2: The pictures show a diver making signals with his hand. T: How are the pictures linked to the topic of communication? S3: Divers use hand signals to communicate underwater. T: What other special means of communication can you see on pages 96 - 97? S4: There's a special code on page 97. Pic 2 (p. 94) What do these pictures show? Why are they useful? What does the title of the unit mean? Pic 3 (p. 98) What are the people doing in the pictures? Do you watch television and films with your family? Which do you prefer, reading or watching television? Pic 4 (p. 92) What can you see in the picture? How have mobile phones changed people's lives? Pic 5 (p. 91) What can you see in the other pictures? How many of these things do you have at home? How can we use a computer to communicate?
Units 31 · 35 Find the page number(s) for • Ss read the list of items. Check understanding. Allow 3-4 minutes for Ss to find the items. Conduct feedback and ask questions to stimulate discussion.
a quiz (p. 92) What is a quiz? Do you enjoy doing them? What is this quiz about?
C~ •
•
____O_b~j_e_ct_iv_e_s
____~)
Present the objectives of the module. Explain that in the next five units Ss will learn how to do all the tasks listed. Check that Ss understand the objectives and answer any questions they may have about them.
hand signals (p. 96) When else do people use hand signals to communicate? Are hand signals international? an instant messenger (p. 94) What is an instant messenger? Why do you think people use them? Is it a good way of communicating? Braille alphabet (p. 97) Which people use the Braille alphabet? What does this system of printing help blind people to do? an opinion essay (p. 98) What is an opinion essay? Who could write it? What can it be about? smileys (p.94) Why do we call these pictures 'smileys'? Why do people put smileys in instant messages? When else can you use them?
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Leave a message Objectives Vocabulary: means of communication Everyday English: telephoning Reading: for specific information (formal/informal telephone conversations) Speaking: arranging a meeting by telephone Grammar: say/tell Listening: for specific information (a telephone message) Writing: answering machine greetings message
I
ANSWER KEY 1- d 2-e
5-b
• Ask Ss which of the means of communication they use in their daily lives. • Work through the list of prompts with the class to check understanding and explain that all these things may be done using electronic means of communication. • Ask a pair of Ss to read the example exchange aloud . Draw Ss' attention to the use of the collocations from Ex. 2a. • Initiate the activity and monitor pairs, offering assistance where necessary. • Invite a few pairs to act out their exchanges for the class to check answers.
1 Focus - Presenting means of communication •
Draw attention to the title of the unit, Leave a message, and ask Ss in what circumstances they might hear/say this. • Ask Ss to look at the pictures. Allow a short time for Ss to identify the objects and then ask what they have in common and how they are related to the title.
SUGGESTED ANSWER KEY When I want to send a friend a joke, I send them an email. What about you? B: I do the same or I send them a fax. A:
A:
When I want to wish someone happy birthday, I call them on their mobile. What about you? B: I do the same or I leave a message on their answering machine.
SUGGESTED ANSWER KEY All the objects are used for electronic communication. People use the phrase 'Leave a message' when the person you want to speak to is not able to answer your call.
A:
B:
Explain that Ss will hear sounds typically made by the equipment shown in the pictures. Play the recording, pausing to allow Ss to match each sound to the equipment. Check answers with the class.
When I want to gossip with online. What about you? I do the same.
a friend, I chat
When I want to send somebody a copy of my /D card, I send a fax. What about you? B: I do the same. A:
EVERYDAY ENGLISH
ANSWER KEY · mobile phone 2 fax machine 3 telephone
4-c
b) Focus - Talking about means of communication
VOCABULARY
•
3- a
4 answering machine 5 Internet/email
3 Focus - Telephoning • To introduce the topic, ask Ss how often they use a telephone and who they call (e.g. friends, parents, etc).
2 FOcys - Learning vocabulary related to means of communication
• Ask Ss to imagine this scene: you telephone a friend but the friend 's mother answers the phone and tells you that your friend is not there. What do you say? Elicit suggestions.
a) Focus - Learning collocations •
164
Ss cOQ1plete the matching task individually and ttien compare answers with a partner. Gheck answers with the class, explaining any , neW.Vocabulary.
•
Refer Ss to the list of utterances and play the recording, pausing after each utterance to allow for choral and individual repetition. Check that Ss use the correct intonation patterns.
F
L.eave a message • Ss work in pairs to decide which utterances would be used by a caller. Check answers with the class. ANSWER KEY Caller: Is Tony there? I'll call back later. Could I speak to Judy, please? Could you ask her to call me back?
• Ss complete the task individually and then compare answers in pairs. Play the recording and then conduct feedback with the class.
IANSWER KEY 1-C
2-B
3-E
4-A
5-G
SPEAKING 5 Focus - Arranging a meeting by telephone
lEADING
4 Focus - Making formal and informal telephone conversations; gap filling a) Focus - Using formal/informal language • To introduce the concept of formal/ informal telephone language, ask Ss what they normally say first when calling a friend (e.g. Hello Mary).
• Repeat the procedure to elicit what they would say if calling a person they do not know (e.g. Good morning, etc). • Ask two Ss to read the first and last exchanges in the first dialogue aloud. Ask another pair to do the same with the second dialogue. • Ask Ss which dialogue is between two people who know each other and then tell them to read the dialogues to check. • Conduct feedback with the class, asking Ss to justify their opinions. SUGGESTED ANSWER KEY The people in the second dialogue know each other. They use first names and informal expressions such as 'It's OK. " etc.
b) Focus - Completing a gap filling task • Ask Ss to read the information in the Study Skills box and point out that it is also important to read the whole text before attempting to fill in any of the gaps. • Tell Ss to read through options A-H and cbeck understanding. Remind Ss that there are t~.io options they will not need to use.
• Explain the task to the class. Allow time for pairs to prepare and rehearse their dialogues, monitoring and providing assistance as required. e Ss record their dialogues if the equipment is available. Alternatively, select pairs to act out their dialogues for the class. SUGGESTED ANSWER KEY
A: Hello? Could I speak to Judy, please? B: Who's calling? A: It's me, George.
B: Hi, George. Hold on a moment ... I'm afraid she's just gone out. Would you like to leave a message? A: Yes. I need to meet her. Could you ask her to call me back? B: OK. I'll make sure she gets the message. A: Thanks. Goodbye.
6 Focus - Practising prepositions • Tell Ss to try to complete the phrases with the corfect prepositions before they check their answers by referring to Appendix 1. • Allow time for Ss to prepare sentences individually and then invite individuals to read out their examples. SUGGESTED ANSWER KEY 1 I promise to talk/speak to him about the problem. 2 It's difficult to communicate with her at times. 3 Can I leave a message for Paul? 4 I'll call him on his mobile. 5 I use the Internet to keep in touch with my friends back home.
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Leave a message EXPLORING GRAMMAR
LISTENING
7 Focus - Using 'say/tell'
8 Focus - Listening to a recorded phone message
a) Focus - Learning common expressions with 'say/tell' Write the following on the board: tell somebody to do something; tell somebody (that) ... ; tell somebody about something; say (that) ". . Elicit sentences using these patterns (e.g. Tell Peter to close the door. Tell Mary that I miss her. He told us about his holiday. I said that I'm tired.). • Explain that tell is always followed by a noun or pronoun except in certain phrases and then ask Ss to complete items 1 - 8 individually. • Check answers with the class and then ask Ss to find examples in the dialogue.
a) Focus - Listening for the gist • Tell Ss that they will hear a short greeting and explain the task before playing the recording. Conduct feedback with the class.
•
SUGGESTED ANSWER KEY This is a greeting message on an answering machine. The speaker is Judy, the owner of the phone.
b) Listening for specific information •
Explain the task and ask Ss to read the information provided to identify what they need to listen for. • Play the recording once. Allow time for Ss to compare answers in pairs. Play the recording again if necessary and check answers with the class.
ANSWER KEY 1 tell 2 tell
• •
3 tell
5
4 say
6 say
tell
7 tell 8 tell
/'II tell you the way. /'II tell you when we get there.
ANSWER KEY
b) Completing a gap filling task •
11:35
Ss complete the task individually and then compare answers in pairs. Check answers with the class.
2 Judy
3 Tony 4 Saturday
5 553762
WRITING 9 Focus - Writing a telephone greeting message
ANSWER KEY 1 tell
2 say
• 3 Say 4 tell
5
tell
•
Play the recorded message from Ex. 8a again to familiarise Ss with the task. Allow time for Ss to prepare and record their messages. Alternatively, invite a few pairs to read out their messages to the class. SUGGESTED ANSWER KEY Hi! You have got through to Linda and Paul. I'm afraid we can't take your call at the moment. Please leave a message after the tone and we'll get back to you as soon as we can. Thank you.
Workbook Unit 31 (optional)
166
s Objectives
'l-- - - - - .
Vocabulary: mobile phones Reading: understanding text messages Grammar: reported speech : reporting statements Everyday English: checking and clarifying Writing: an 8M8 message
• •
SUGGESTED ANSWER KEY B: ... take photographs? A: I can't take photographs with my mobile, but I use it to listen to music. What about you? B: I listen to music, too. And I use it to listen to the radio.
ADDITIONAL MATERIALS 4 envelopes, each containing a short message: • • • •
I've got a new mobile phone. Mary I'm going to London. Bob Tim's stuck in traffic. Sue I don 't feel very well. Jim
Monitor pairs as they work on the providing assistance where necessary. Conduct feedback with the class, inviting a few pairs to act out their dialogues for the class.
READING 3 Focus - Completing a quiz •
VOCABULARY Focus - Learning vocabulary related to mobile phones •
Draw attention to the title of the unit, Send me a txt!, and ask 8s how the title is related to the pictures.
Conduct a quick survey with the class to find out how often they send and receive text messages and then ask 8s to complete the quiz individually. • Conduct feedback with the class, asking 8s how many questions they answered correctly. Ask 8s why people use expressions such as T2U L8R in text messages. SUGGESTED ANSWER KEY
SUGGESTED ANSWER KEY The picture shows a mobile phone. You can send text messages to people with these, which is what the title means.
•
8s match the pictures to the words individually and then compare answers in pairs. Check answers with the class.
It saves time and more information can be sent in a single message.
4 Focus - Understanding text messages a) Focus - Recognising the text type; reading for the gist •
Remind 8s of the importance of recognising text type and ask them to identify texts A-G (e.g. They are SMS messages).
ANSWER KEY
• Ask 8s to underline the key words in the texts
a 1
c
4
e 3
b 2
d 7
5
g 6
(e.g. on plane, getting luggage, in traffic, etc) .
•
8s work in pairs to summarise the situation described in the texts using the key words.
2 Focus - Discussing uses of mobile phones SUGGESTED ANSWER KEY
• Ask 8s what mobile phones can be used for apart from sending text messages. Elicit suggestions and then ask 8s to compare their suggestions with the prompts. • Explain the task and ask a pair of 8s to read the example exchange to demonstrate the activity, encouraging the 8 who takes the role of B to complete the question in the example.
The first texter is flying to London and the other, Tim, is driving to meet him at the airport. Tim is late because he is stuck in traffic and he finally goes to the wrong airport.
• 8s use the '8M8 dictionary' to decode the full text. Invite individual 8s to read out each message in full .
167
SEND ME A TXT!
b) Focus - Decoding a text message •
•
Ss complete the task individually and then compare answers in pairs. Ask individual Ss to write sentences on the board to check answers.
ANSWER KEY Tenses take 'one step back' in time when the reporting verbs 'say' and 'tel/' take the past form . Third person pronouns are used to report what the person said.
SUGGESTED ANSWER KEY A:
B:
C: D: E: F:
G:
Hi Tim! I have just got on the plane. I am so excited and I can't wait to see you! We land at eight o'clock. 1'1/ talk to you later. That's great! 1'1/ be at the airport to meet you. I'm looking forward to seeing you too! Have a good flight. The plane has landed. I am getting my luggage. Where are you? I'm stuck in traffic. 1'1/ be there as soon as possible. 1'1/ text you when I arrive. 1'1/ wait for you in the cafe. I'm here at last! Heathrow airport is huge. Which cafe are you in? Heathrow? Did I say Heathrow? I meant Gatwick airport!
read the examples of direct and reported speech. Ask Ss to deduce the rules for tense and pronoun changes in reported speech and identify the verbs used to introduce reported statements.
6 Focus - Reporting statements •
Ss complete the task answers with the class.
individually.
Check
ANSWER KEY fie said that Mr Brown would be my new Maths teacher. He said that we were going to the theatre on Monday. He said that he had been to Madrid once. He said that I needed to practise more. He said that he hadn't liked my essay.
EXPLOR ING GRAMMAR 5 Focus - Practising reported speech
• Extension (The whispering game): Ss work in groups of 3. Each S prepares 5-6 statements. S1 whispers a statement to S2 who then reports the statement to S3. S2 then whispers a statement to S3 and so on.
(statements) • Tell the class you have received some messages for some of the students. Choose four Ss and give each one an envelope containing a message. • Invite each S in turn to read the message they have received and then tell the class who the message is from and what it says (e.g. It's from
•
Mary. She says she has got a new mobile phone. etc). Say to the class: S1 got a message from Mary. She said she had got a new mobile phone.
Write the reported message on the board. Ask Ss if they can remember what the people said in the other messages, asking Ss who received the messages to read them again if necessary. • Write the elicited messages on the board and ask Ss to identify the differences between the reported form and the original. • Refer Ss to the theory boxes and ask them to
EVERYDAY ENGLISH 7 Focus - Checking and clarifying information •
because one of them made a mistake.).
•
Ask Ss how mistakes like this can be avoided to elicit the concept of checking and clarifying information.
•
Refer Ss to the ways of checking/clarifying information . Ask Ss to complete each one with reference to the problem identified in Ex. 4 (e.g.
•
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Refer Ss to message G in the text in Ex. 4. Ask Ss what the problem is and what may have caused it (e.g. They are at different airports
Didn't you say Heathrow? etc).
•
Ss complete the example exchange individually. Check answers with the class.
DMEA •
Ss work in pairs to act out exchanges based on the prompts. Remind them that they are reporting things said at an earlier time. Ask a few pairs to act out their exchanges for the class.
SUGGESTED ANSWER KEY
A: Didn't you say you would call me? B: No, I didn't. Actually I said I would send you a text message.
A: I thought you said you would wait outside B: 2 A:
B: 3 A:
B: 4 A:
B:
the cinema! No, what I said was I would meet you inside the cinema. Let me get this straight. You said your mobile was off. No, I didn't. Actually, I said the battery was low. I thought you meant you didn't get my message. No, what I meant was I hadn't seen it. Didn't you say you had left your mobile at home? No, I said that I had lost it.
V
a
WRITING 8 Focus - Writing an SMS message • •
Explain the task to the class. Ss exchange messages and write the message they receive in correct English as in Ex. 4b. • Ss then write a text message reply to their partners.
SUGGESTED ANSWER KEY Sorry, Tim! Wil b late, stuck.in traffic on M4. Shld b with u in abt 30 min. Txt u when there. c u. Sorry, Tim! I'm going to be late because I'm stuck in traffic on the M4. I should be with you in about thirty minutes. I'll text you when I get there. See you. OK. Wil wB 4 u in cafe. All right. I'll wait for you in the cafe.
Workbook Unit 32 (optional)
169
Are you online? Objectives
SUGGESTED ANSWER KEY
A: My parents don't say anything about the clothes
Vocabulary: feelings and emotions Reading: understanding a gapped dialogue (gap filling) Speaking: a dialogue Everyday English: describing negative feelings Grammar: reported questions Listening: for specific information (short dialogues) Writing: an Instant Messenger conversation
I wear, but my mum complains that I don't help enough around the house. What about you? B: My mum is quite happy as long as I keep my room tidy! I don't have many arguments with my parents, but they worry because 'I don't know yet what I want to do when I leave school.
READING VOCABULARY 1 Focus - Expressing feelings
Ss have books closed . Write the word smiley on the board and draw a sad face next to it • Ask Ss what these faces are used for. Elicit! Explain that they are used in emails and SMS messages to show how a person is feeling. Ask Ss how the person you have drawn is feeling
3
Focus - Reading an Instant Messenger text a) Focus Identifying understanding the gist
the
text
type;
•
(e.g. sad, unhappy, etc) .
• Tell Ss to open their books and look at the smileys in Ex. 1. Check understanding, asking Ss in which situations they have these feelings. SUGGESTED ANSWER KEY I feel angry when people don't listen to me. I feel depressed when my friend doesn't answer my messages. I feel upset when I hear bad news. I feel embarrassed when I don't know the answer to a question. I feel fed up when I don 't have anything to do. I feel confused when people give me different advice about the same thing. I feel surprised when something happens I didn 't expect would happen.
2
Focus - Discussing teenage concerns
•
Initiate a discussion about teenage problems and concerns with the class to elicit main concerns. • Refer Ss to the list of points in Ex. 2. Work through the list, asking Ss to identify the points that affect them in their relationships with their parents. • Ss discuss the points in pairs, following the example.
170
• Ask Ss to look at the text. Ask the questions in the rubric and elicit answers from the class. • Tell Ss to read the text to find out why the girls' feelings change. Conduct feedback with the class. SUGGESTED ANSWER KEY The text is a conversation between two friends using an Instant Messenger service. At first they are depressed and upset but at the end they seem happy. At first the girls are unhappy because Holly cannot go out, but at the end Angela tells her that a boy likes her.
b) Focus - Completing a gap-fill task
•
Read sentences a-g with the class, asking Ss to identify sentences: which they think are positive, which are neutral and which ones express negative ideas (e.g. positive: a, c; neutral: d, e, g; negative: b, f). • Ss complete the task individually and then compare answers in pairs. Play the recording and then check answers with the class. • Invite two Ss to read the text aloud, pausing after each phrase in bold. Use the context and concept questions to elicit the meaning of the phrases. ANSWER KEY
d
3 e
5 g
2 f
4 b
6 a
7 c
Are you online? :AKING Focus - Recreating a dialogue •
Ss work in pairs and make notes of the key pOints in the dialogue (e.g. band practice, not allowed out, not done homework, etc) .
•
Pairs decide on their ending and then act out their dialogues using their notes. Monitor pairs as they do the activity. • Conduct feedback with the class, inviting pairs to act out their dialogues for the class.
• Allow time for Ss to read the remaining examples in the language box and answer any questions they may have. • Ask two Ss to read the example exchange aloud to demonstrate the task. • Ss complete the task in pairs. Conduct feedback by asking a few pairs to act out their exchanges. SUGGESTED ANSWER KEY A: You look fed up. What's the matter? a: I'm going crazy! My girlfriend's not speaking to me again! A: Cheer up! Things can't be that bad!
SUGGESTED ANSWER KEY A: Are you coming to the cinema tonight? I can't. My mum won't let me go out. I'm furious. A: Again? Why not? a: She says I have to clean my room. I'm so fed up. I like it the way it is! A: My parents are the same. The other day my dad told me he was going to throwaway all my posters because he wanted to decorate my room!!! a: What??? A: It's all right. He didn 't. Anyway, enough about that! I've got some news for you. a: Oh yes? A: Remember Tom? That horrible boy who keeps wanting to go out with you? a: Do you have to remind me? A: I don't think he 'll bother you any more. He's going out with Susan now. They seem really happy together! a: Really??!! A: Yeah, so CHEER UP! Things aren 't that bad! Anyway, must go. Talk later. a: OK. See you!
a:
6 Focus - Forming abstract nouns from verbs •
Refer Ss to the theory box. Work through the examples with the class, eliciting other examples if possible. • Ss complete the noun formation task individually, using dictionaries if necessary. Check answers with the class. • Allow time for Ss to form example sentences and then ask individual Ss to read out examples. ANSWER KEY celebration
2 confusion 3 depression 4 irritation 5 description 6 employment
7 explanation existence invitation movement protection relaxation
8 9 10 11 12
SUGGESTED ANSWER KEY 1 We had a big celebration for my grandfather's
'ERYDAY ENGLISH Focus - Expressing negative feelings •
Remind Ss of the negative comments they identified in Ex. 3b and write them on the board (I was furious!, I'm so fed up!) .
•
Refer Ss to the list of ways of asking a person what is wrong . Ask Ss what situations might prompt people to use these expressions. List suggestions on the board (e.g. argument with
eightieth birthday. 2 First they told us to leave the building, then to stay indoors; there was a lot of confusion. 3 My friend is suffering from depression because he has such a difficult and unpleasant job. 4 He tried not to show his irritation at being asked so many questions. 5 She gave the police a detailed description of the man who had taken her handbag.
girlfriend/boyfriend/parents, bad school marks, etc) .
171
Are you online? 6 People move to the cities when it is hard to find employment in the countryside. 7 The teacher gave a detailed explanation which we all understood. 8 This must be one of the strangest animals in
b) Focus - Practising reported questions • Ss complete the task individually and then compare answers in pairs. Check answers with the class. • For further practice, Ss work in pairs and write questions for their partners to write as reported questions. Alternatively, groups play 'The whispering game' as described in Unit 32, Ex. 6. • Extension: Ss find examples of reported speech/reported questions in the text and rephrase them in the direct form (e.g. Have
existence. 9 Mary and Peter have sent us an invitation to their wedding. 10 The children stayed absolutely still; there was no movement at all. 11 Sun block gives protection against the sun's harmful rays. 12 Listening to loud music is not my idea of
you done your homework?, Yes, I have. etc).
relaxation! ANSWER KEY Angela asked if/whether Holly was going to band practice that night.
EXPLORING GRAMMAR 7 Focus - Reporting questions
Angela asked (Holly) what had happened.
a) Focus - Forming reported questions Revise the rules of reported speech with the class, using examples to build up a table showing the tet;lse changes on tbe board. • Refer Ss to the example questiolils ar.1d reported questions. Allow time for Ss to complete the rules. Check answers with the class. • Write the following statement on the board:
Angela asked if/whether Holly remembered Tom.
•
There are no questions in reported speech.
Refer Ss to the examples of reported questions and ask them what they think the statement means. • Explain that 1) reported questions end with a full stop, not a question mark, and 2) the subject precedes the verb in the reported clause. Conduct a drill to reinforce this point (e.g. T: What's the time? S1: He wants to know what the time is. S2: He asked what the time was. T: Where's Peter? S1: He wants to know where Peter is. S2: He asked where Peter was. etc).
I
ANSWER KEY If/whether
172
LISTENING 8 Focus - Listening for specific information • Ask Ss to look at items 1-3 and ask them to identify the three television programmes shown in item 2 (music, police, advert). • Explain the task and play each recording twice. Allow time for Ss to compare answers in pairs when they have heard each recording twice before proceeding to the next item. Check answers with the class. ANSWER KEY
I.1-8
2-8
3-8
WRITING 9 Focus - Writing an instant message •
Explain the task described in the rubric. Remind Ss of the structure of the dialogue in Ex. 3 and initiate the task. Monitor the activity and give pairs assistance where necessary. • Ask a few pairs to read out their dialogues when the class have completed the task.
VI
... SUGGESTED ANSWER KEY A: Hi, Bob. How are things? B: Awful. My girlfriend's not talking to me. A: What happened?? B: We had a terrible argument yesterday. A: What about? B: I told her I didn't like her new hairstyle and she got really angry. She said I was stupid and went home. She won't answer my messages. A: Cheer up! Send her a big bunch of flowers and a note saying how sorry you are! B: That's a good idea. Thanks. I'll do that.
Workbook Unit 33 (optional) .
ea ~------------------------------------------------------------------------~
Objectives
\'------------./
Vocabulary: parts of the body Reading: reading for specific information (article) Speaking: giving a set of instructions Grammar: reporting commands Listening: for specific information (gap filling) Writing: a secret message
VOCABULARY Focus - Learning vocabulary related to parts of the body •
Use your own body to present/revise the vocabulary (e.g. Touch or point to your wrist and ask: What do we call this part of the body? etc). • Give Ss instructions to point to or touch different parts of the body to reinforce the vocabulary. Do this with the whole class and with individual Ss (e.g. T: Everybody, touch your chests. T:
• Ss work in pairs, giving each other similar instructions to practice the vocabulary. • Refer Ss to the title of the unit, Breaking the code. Ask Ss to suggest what it might mean and then tell them to look at the pictures. Elicit answers to the questions in the rubric. SUGGESTED ANSWER KEY The diver uses the signs to communicate with other divers when they are underwater. The divers have to understand what the hand signals mean so in that way it is a type of code.
READING
2 a) Focus - Predicting the content; pre-teaching the vocabulary •
Refer Ss to the title of the article and ask them how it relates to the pictures. Ask Ss to suggest what the article might be about.
Mary, pOint to your feet. etc).
173
Breaking the code
e-------------------~------------------------------------------------------------~~.
• Work through the phrases with the class, explaining any new vocabulary. Ss read the text as you play the recording.
cross: shaped like 'X' link: join, connect hold out: extend, spread Sea animals: angel fish, jellyfish, octopus, shark Body parts: hand, fist, throat, arm, chest, thumbs,
SUGGESTED ANSWER KEY The article probably discusses communication used by divers.
ways
of
b) Focus - Reading for global understanding
•
Explain the first task, making sure that Ss understand the three options. Ss answer the questions individually and then compare answers in pairs. Check answers with the class. • Ss identify the signals individually or in pairs. Check answers with the class.
ANSWER KEY 1-' W
2 - OS
3- R
4 - OS
5- R
Focus - Deducing the meaning
• Work through the words in bold with the class; encouraging Ss to use contextual clues to guess the meaning of any words they are unfamiliar with. Alternatively, Ss use dictionaries to find the meanings of the words they cannot explain. • Ss work in pairs to identify the animals and body parts. Check answers with the class. ANSWER KEY
equipment: things needed to do a particular job buddies: friends, other divers underwater: below the surface scuba divers: people who use breathing equipment underwater communicate: exchange information fist: fingers curled together mate: friend urgent: needing immediate action complicated: not simple out of air: air bottles empty cutting signal: sign made with the hand clenched: fingers curled tightly
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SPEAKING 4
Focus - Giving instructions (monologue)
•
Explain the task and allow time for Ss to prepare their monologues, providing assistance where necessary. • If recording equipment is unavailable, ask individual Ss to read out their monologues to the class. SUGGESTED ANSWER KEY
Signals: 5, 6, 3, 7, 2, 8 3
fingers, legs
Point your thumb down to show you're going down.
If you run out of air, make a cutting signal in front of your throat and to signal danger hold out your arm with a clenched fist.
EXPLOR ING GRAMMAR 5 a) Focus - Giving commands
•
Refer Ss to the example commands and elicit the rule. Drill the structures with the class (e.g. T: Stand up. S1: She told us to stand up. T: Don't warty. S2: She told us not to warty. etc).
ANSWER KEY to
+ infinitive; not to + infinitive
b) Focus - Practising commands
•
Ss complete the task individually and then compare answers in pairs. Check answers with the class.
SUGGESTED ANSWER. KEY • • • • • •
He told them to follow him. He told them to stay close. He told them not to panic. He told them to make this sign in an emergency. He told them not to warty. He told them that evetything was OK.
----
Breaking the code AME
LISTENING
• Help Ss to produce a list of 10-12 commands on the board. Explain the rules of the game, referring Ss to the example exchange. Tell teams that they have three guesses to identify each command . • If the class is large, Ss play each other in groups of 3-4.
6 Focus - Presenting the phrasal verbs with 'look' •
Refer Ss to the definitions for each phrasal verb and elicit the equivalents in the Ss' L1. • S8 complete the sentences individually. Check answers with the class. • Allow time for Ss to make their own sentences and then select individuals to read out their suggestions. ANSWER KEY 1 after 2 forward to
7 Focus - Listening for specific information • Ask Ss what they know of Braille and the Braille alphabet. • Work through the text with the class, asking Ss to identify the type of information required to complete each item (e.g. 1 - a number, etc). • Play the recording and allow time for Ss to compare answers in pairs. Play the recording again if necessary and check answers with the class. ANSWER KEY
1 3 2 1829
3
12
4
soldiers
5 maths 6 1 minute
WRITING 3 out
5 for
4 up
SUGGESTED ANSWER KEY My cousin looks after me when my mother is at work. I'm not looking forward to going to the dentist tomorrow.
8 Focus - Writing a secret message • Write a word using the Braille alphabet on the board to demonstrate the task, asking Ss to identify the word. • Tell Ss to limit their messages to a maximum of ten words. (Ss ' own answers)
You'll get into trouble if you don't look out! I use my dictionary to look up words I don't understand.
Workbook Unit 34 (optional)
I've been looking for a bigger flat for ages.
175
Objectives Vocabulary: TV & the Media Reading: for specific information (an opinion essay) Listening: for specific information (dialogue) Speaking: discussion; exchanging opinions Writing: an opinion essay
VOCABULARY 1 Focus - Learning vocabulary related to TV and the Media •
Start the lesson with books closed. Write the title, In touch with the world, on the board. Elicit the meaning of the title and ask Ss to identify ways of getting information about what is going on in the world. Develop the theme to include a discussion of different types of news (e.g . . sports, local/national/international news, etc). • Refer Ss to the question in the rubric and discuss with the class, asking Ss to justify their answers. Alternatively, tell Ss to discuss the question in groups and then conduct feedback with the class.
ANSWER KEY
Television: documentaries, films, soap operas, reality shows, quiz shows, chat shows, political discussions, fashion shows, health programmes Newspapers: cartoon strips, business reports, comics, horoscopes Both: news, weather, international news
SUGGESTED ANSWER KEY I'm not interested in business reports at all and I don 't watch reality shows. I like watching quiz shows and reading cartoon strips.
READING
3 a) Focus - Giving an opinion on the usefulnesc of television •
•
SUGGESTED ANSWER KEY I listen to the radio to find out what is happening in the world because there are frequent, short news broadcasts. Television news programmes are long and boring and I don't have enough time to read newspapers or magazines.
2 Focus - Learning vocabulary related to television programmes and newspaper articles •
•
Ss work in pairs to list the items under these headings: Television, Newspapers and Both . Conduct feedback with the class. Discuss the programmes and articles with the class, inviting Ss to say why they like/dislike each one.
SUGGESTED ANSWER KEY I agree that television gives us useful information about the world because the news programmes have films of things that are happening. Apart from that, the documentaries deal with a wide range of subjects. The writer thinks that, on the whole, television is a useful source of information.
b} Focus - Practising completing cloze tasks •
•
176
Refer Ss to the statement in the speecl" bubble and the outlined structure for thE response. Allow time for Ss to consider their responses and then conduct feedback with the class, inviting individual Ss to give their opinions. Conduct a quick survey to find out how many Ss agree with the statement. Ss then read the text to determine the writer's opinion.
Remind Ss that the words required to fill the gaps are grammatical rather than lexical items and that they should use the context to help work out their answers. Ss complete the task individually and then compare answers in pairs. Play the recording and then check answers with the class.
In touch with the world
ANSWER KEY 1 from 2 the 3 is
ANSWER KEY
4 and 5 to 6 be
7 an · 8 our 9 of
10
them
to begin with - firstly furthermore - moreover, secondly on the other hand - however all in all - in conclusion
c) Focus - DOing an oral summary • Tell Ss to close their books and then ask them to write down two types of programmes the writer finds useful and two the writer does not find useful. • Ss compare answers in pairs and recall the reasons given by the writer. • Tell Ss to open their books and check their answers. Conduct feedback with the class.
6 Focus - Learning about paragraph structure •
Elicit/Explain the meaning of 'topic sentence'. Ss identify the topic sentences individually and then compare answers in pairs. Check answers with the class and ask Ss to explain the function of the other sentences in each paragraph. Refer Ss to the Study Skills box to check answers. ANSWER KEY
SUGGESTED ANSWER KEY
See Study Skills box.
The writer says that news programmes are useful because they show things as they happen and quiz shows help us improve our general knowledge. However, the writer thinks that watching violent films or bad soap operas can be a waste of time and have a negative influence on our behaviour.
4 Focus - Learning about text organisation •
Read the descriptions A-E with the class to check understanding. Ss complete the matching task individually. Check answers with the class.
LISTENING 7 Focus - Identifying speakers •
Initiate a discussion of the uses of the Internet to lead into the task. Read statements 1-5 with the class, asking Ss which ones they agree/ disagree with. • Explain the task and play the recording once. Ss compare answers in pairs. Play the recording again if necessary and check answers with the class.
ANSWER KEY
I
.A-5
8-2
ANSWER KEY
C-1
0-4
E-3
5 a) Focus - Identifying linking words • Work with the class. Go through the points and ask Ss to identify each linker.
I.1-P
2-M
3-M
4-P
5-P
SPEAKING 8 Focus - Developing ideas •
ANSWER KEY
a firstly, secondly b however
c moreover, in addition d for example, for instance
b) Focus - Introducing further linkers •
Ss complete the task individually. Check answers with the class.
Read each sentence aloud and ask Ss whether they represent supporting or opposing arguments. • Ss work in pairs. Give each pair one of the four sentences and ask them to recall the supporting ideas given in the listening task. Play the recording again to check answers. • Alternatively, give pairs photocopies of the tapescript. Ss identify the supporting arguments for each topic sentence.
177
SUGGESTED ANSWER KEY
SUGGESTED ANSWER KEY
Keeping in touch: fast, cheap email all over the
I agree that the Internet has become one of the most important means of communication nowadays, and we can see this because more people use it every day.
world
Crime: Internet not controlled Harmful, dangerous ideas: learn how to make bombs
Exchange
ideas
and
information:
online encyclopaedias, university and newspaper sites
WRITING 9 Focus - Writing a paragraph • Explain the task and remind Ss of the information given in the Study Skills box. • Ss write their paragraphs individually using either the supporting arguments identified in Ex. 8 or their own ideas. Monitor the activity, checking that Ss use appropriate linkers and giving assistance where necessary. • When pairs have exchanged and corrected the paragraphs, conduct feedback by inviting individuals to read out their paragraphs. SUGGESTED ANSWER KEY See suggested answer key, Ex. 10.
10 Focus - Writing an opinion essay •
Ss read the task rubric. Check understanding and pOint out that Ss can argue against the statement in their essays. • Set the task, reminding Ss to base their writing on the ideas discussed in Ex. 8 and to use appropriate linkers. • Ss complete the task in class if time allows. Alternatively, it may be set as homework.
178
To begin with, it is a cheap, easy way to keep in touch with people all over the world because you can send emails, which is much faster than sending a normal letter. Furthermore, it is now possible to make cheap phone calls using the Internet. Secondly, it is easy to exchange ideas and information with other people through the Internet. For example, there are a lot of chat rooms where people who share a similar interest can leave messages. However, it is true that the information on some sites can be inaccurate or harmful, and may encourage people to commit violent crimes. For instance, people can find out how to make bombs on the Internet. In conclusion, although the Internet can be harmful, I think that most people use it sensibly as a means of communication. In fact it is impossible to imagine life without it.
Workbook Unit 35 (optional)
Culture Corner 711 Say
-
r -- - - - - - 1 (
Objectives
'1----------.
Reading: for specific information (open-ended comprehension questions) Project: presentation: past means of communication
ANSWER KEY
I.1-b
2-c
3- a
b) Focus - Completing open-ended comprehension questions •
Refer Ss to questions 1-4 and check understanding. Explain that it is not necessary to use complete sentences to answer the questions. • Ss complete the task individually and then compare answers in pairs. Check answers with the class. • Ss work in pairs to deduce the meanings of the words in bold from the context. Alternatively, Ss use dictionaries to find the meanings. Conduct feedback with the class to elicit meanings.
ADDITIONAL MATERIALS pictures of maritime signal flags, semaphore flags, mirrors, Ic; information on past means of communication
1 a) Focus - Discussing means of communication • Discuss the questions in the rubric with the class . Use pictures to generate ideas and elicit different ways of communicating . SUGGESTED ANSWER KEY One Indian is telling the other the contents of a message being sent by smoke signal.
ANSWER KEY Hills and mountains. 2 By putting grass or small branches onto fires. 3 By changing the size and shape of the puffs of smoke and also the time between the puffs. 4 They helped to save lives and win battles.
Past means of communication include: heliograph, telegraph, carrier pigeon, semaphore flags
b) Focus - Predicting the content • Ask Ss the questions in the rubric and then invite Ss to say what they know about sending messages using smoke signals. SUGGESTED ANSWER KEY The text describes how Indians sent messages using smoke signals. People in other countries also sent messages using smoke signals.
2 a) Focus - Reading for specific information •
Refer Ss to pictures 1-3 and ask them to say which signal they would use for each meaning a - c and why (e.g. I would use one
3 Focus - Giving a presentation on communication •
Explain the task and brainstorm ideas on past forms of communication with the class. • Ss work in groups of 3-4; each group researching a different means of communication. If Internet access is available, groups may use it to obtain information. Alternatively, provide Ss with suitable reference material. • If the equipment is available, record or video the presentations. (Ss ' own answers)
puff of smoke to signify danger because it is the quickest signal to send.).
•
Play the recording as Ss read the text. Check answers with the class.
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Curricular Cuts 7: (Science) Sound & hearing . - - - - - - - --1(
Objectives
3 Focus - Identifying parts of a diagram •
Reading: scientific process; sequencing information Portfolio: description of the hearing process
Ss complete the task answers with the class.
individually.
Checl
ANSWER KEY 1 eardrum 2 stirrup
3 cochlea 4 nerves
1 Focus - Introducing the topic • Refer Ss to the title, Sound & hearing, and ask them which branches of science the subjects represent (physics, biology). • Extend the discussion, asking Ss whether they have studied these subjects at school and what they have learnt about them. • Read the four statements with the class, checking understanding. Ask Ss whether they think each statement is true or false. • Play the recording and check answers with the class. ANSWER KEY Statement 4 is not correct.
2 Focus - Describing and sequencing information • Ss work in pairs to put the sentences in the correct order. Ss then refer to the text to check their answers. Conduct feedback with the class.
I
ANSWER KEY ~-5-1-2-4
• . Ss work individually to look up the words in their dictionaries. Check answers with the class.
180
4 Focus - Describing the hearing process • Allow time for Ss to prepare their description ( the hearing process and then invite individual to describe the process to the class. SUGGESTED ANSWER KEY Sound travels in waves along the ear canal to the eardrum. When sound reaches it, the eardrum vibrates and this vibration moves three little bones called the hammer, anvil and stirrup. The sound then reaches the cochlea which is a curled tube filled with liquid and nerves. The movement of the stirrup makes waves in the liquid which stimulates the nerves to send signals to the brain.
Pairwork Activities PAIRWORK ACTIVITY 7 3xplain the task. Students look at two different cards, one about a television programme and one about a message. Working in closed pairs, Ss ask each other questions to find out more information. Check Ss' answers and then ask ome pairs to act out their dialogues in front of the class.
SUGGESTED ANSWER KEY
Set 1 - The Incredibles B: What channel is it on? A: It's on BBC 1. B: What day is it on? A: It's on Wednesday, the 21st of May. B: What time does it start? A: It starts at ten past six. B: Who is the director?
Set 2 - Message
A: B: A: B: A: B: A: B: A: It's directed by Brad Bird. A: B: What is it about? A: It's about a family of underground superheroes B: who have to save the world.
Who is the message for? It's for Peter Nichols. Who is it from? Monica Milne. What is the name of her company? She works for Sprint Advertising. What is the message about? It says that the meeting on Friday is cancelled. Who took the message? Kristi Gladen.
If
S·upe.r natural Units 36· 40 Before you start ... •
Pic 3 (p. 110) What page is picture 3 on? Have you ever seen a character like this? How would you feel if you saw this creature? What else can you see on page 11O? Which creature do you like the most?
Go through the questions with the class. Alternatively, Ss discuss the pOints in groups of 3-4.
( Look at Module 8 ) •
Pic 4 (p. 112) What page is picture 4 on? Who can you see in the picture? What kind of place is the picture set in ? Do you like travelling by train? Describe the Indian.
Ask Ss to look at the pictures and read the title, Supernatural. Ask Ss how the pictures and the title are related to elicit the meaning of the title. Develop a discussion about the supernatural, asking Ss whether they believe in the supernatural or not.
Pic 5 (p. 105) What page is picture 5 on? Where do you think these creatures are from? Do you think they are frightening? Do you believe in aliens? Why/Why not? Who do you think the other people on page 105 are? What do you expect to learn from the unit?
SUGGESTED ANSWER KEY Two pictures show creatures from outer space. The picture of the train is surrounded by some mist and it looks eerie and ghostly. These pictures show things that are not ordinary or of this world. The other two pictures are different. One shows a professional athlete and the other a film star. I think they want to show that these people are extraordinary also.
•
Find the page number(s) for • Ss read the list of items. Check understanding. Allow 3-4 minutes for Ss to find the items. Conduct feedback and ask questions to stimulate discussion.
a quiz (pp. 106 - 107)
Ask Ss to look through the module and find the page numbers for each of the pictures. Conduct feedback with the class, and ask questions to stimulate discussion .
Have you ever done a quiz like this? Do you win anything in this quiz? Where would you find a quiz like this? Do you enjoy doing quizzes?
a cartoon strip (pp. 104 - 105)
ANSWER KEY
Where would you find a cartoon strip like this? Do you think the illustrations are effective? · Which features should a good cartoon strip have?
Pic 1 (p. 106) T: What page is picture 1 on? S1: It's on page 106. T: What is the person doing? S2: He is playing sport. I think it is rugby or American football. T: What can you see in the other pictures? S3: People doing different sports. T: What do you think people will learn about in this unit? S4: Maybe they will learn about sports and the equipment you need to play them. Pic 2 (p. 108) What page is picture 2 on? Do you know this man? What else can you see on page 108? The text is presented in a different form, what do you think this shape is supposed to be? Do you believe in ghosts?
animated film characters (p. 110) Have you seen these animated characters before? Do you enjoy animated films? Which is your favourite animated film? What kind of person likes this type of film?
a story in pictures (p. 113) Who do you think the people in the pictures are? Where do you think the story takes place? Have you ever travelled on such a big ship? Can you guess in which order the pictures should be?
C___O_b_je_ct_iv_es______) •
•
182
,
Present the objectives of the module. Explain that in the next five units Ss will learn how to do all the tasks listed . Check that Ss understand the objectives and answer any questions they may have about them.
e truth is out there \
Objectives
)r------ ----.
Reading: for specific information (comic strip) Vocabulary: UFOs Speaking: retelling a story Grammar: question tags Listening: identifying the intonation Writing: retelling a story
VOCABULARY 2 a) Focus space • •
Presenting the vocabulary: outer
Elicit meanings of terms in the prompts. In pairs, Ss match frames to the vocabulary:
ANSWER KEY
a spaceship/flying saucer - frames 3 and 4 a spaceship landing - frame 3 aliens - frames 4, 5 and 6 a hatch - frame 4
READING 1 a) Focus - Predicting the content •
Refer Ss to the title, The truth is out there, and ask them where they think out there is. Elicit answers (e.g. in another country, outside the
b) Focus - Identifying synonyms •
Draw Ss' attention to the list of phrases. Ask Ss to identify the parts of speech in the list and remind them to look for the equivalent part of speech in the text (e.g. very strong wind storm:tornado/noun). • Check answers. • Ss can write sentences of their own with the synonyms to confirm comprehension .
home, outer space, etc) .
•
Ss quickly look at the pictures without reading the captions to establish that the answer is outer space. • Instruct Ss to look at the first and eighth frame but not to read the captions. Elicit from Ss what they think is happening in the two pictures and who the people are.
ANSWER KEY
SUGGESTED ANSWER KEY In the first picture, the people seem to be a family on a picnic in the countryside. In the last picture the son is in bed and seems upset. I think the mother is comforting him. Perhaps he can 't sleep.
•
Ss then look at the other six pictures and guess what happened in the story. Elicit suggestions from the class.
SUGGESTED ANSWER KEY A spaceship with aliens on board landed near the picnic site and the family ran away. The aliens ate the rest of the family's picnic but this story must have been a nightmare the boy had. That's why he is in bed looking upset.
b) Ss read the story on their own to check their answers.
tornado, get sick, scare them away, attacking us, creatures, nightmare
3 Focus - Choosing alternative titles • Ask Ss to state what the title of the unit means. • Ss select the answer they prefer and justify their answer. • In pairs, Ss write an alternative title of their own.
I
ANSWER KEY 1 Are we alone?
SPEAKING 4 Focus - Telling a story •
Ss work in pairs. Each S takes one frame and in their own words retells the story in the comic strip. Encourage Ss to expand the captions and add ideas of their own. • Select several pairs of Ss to tell their stories to the class.
183
36
The truth is out there
SUGGESTED ANSWER KEY
A: In the first picture, there is a family in the countryside, sitting on the ground and having
a picnic. The boy is asking for some more
B:
A:
B:
A:
B:
A:
B:
food but the mother says no. She thinks he will be sick if he eats any more. Suddenly the weather seems to change. It becomes very windy and the mother thinks it might be a tornado. The boy says he can see a spaceship landing. The father doesn 't believe him but his daughter says she can see it too. The boy looks frightened. The hatch of the spaceship opens and lots of strange looking aliens come out. They are hungry and can see the people having a picnic. The aliens want to eat the food so they decide to scare away the family. They point lights at the family and the father thinks the aliens are attacking them. He tells his family to run to the car. The boy is worried about leaving his food but the mother gets annoyed with him. She tells him to stop thinking about food. As the family run away, the aliens start eating the food. They like the food and thin~ they should do this more often. The boy, William, is running away and he is panicking as he thinks the aliens will catch him. He is asking for help. Then you see a different place. It's the boy's bedroom and his mother is waking him up. She is telling him he was having a nightmare. He doesn 't look very well. He says he shouldn't have eaten so much pasta the previous night.
EXPLORING GRAMMAR 5 Focus - Identifying question tags •
Write these questions on the board and elicit from the Ss if they have exactly the same meaning : Is it hot today? It is hot today, isn 't it? If the Ss cannot elicit the difference, explain that the first question is a genuine enquiry for information while the second is a question requiring confirmation of what someone feels.
•
Refer Ss to the language box. Work through thE explanations and how question tags are used. • Point out that the intonation of the question tag is important as the tone of voice indicates what the speaker expects as a reply. • Ss find examples of question tags in the text. Write them on the board and elicit how they are formed .
ANSWER KEY Question tags in the text •
Mum, I can have some more pasta salad, can't I?
•
It isn't a tornado, is it?
• •
Those creatures are eating, aren 't they? Stop thinking about food, will you? We should do it more often, shouldn't we? You were having a nightmare, weren't you?
• •
Formation When the main verb is positive, the tag verb is negative. When the main verb is negative, the tag verb is positive. The tag takes on the question form following a statement, and the two clauses are always separated by a comma. The auxiliary verb in the main clause is the same one used in the question clause.
6 Focus - Practising question tags • Ask Ss to look at the example exchange and to practise acting it out in pairs. • Ss read each statement, underlining the verb in the main clauses which they will make into the question tags. • Ss write sentences. Check answers. ANSWER KEY 2 A: B: 3 A: B: 4 A: B: 5 A: B: 6 A: B: 7 A: B:
She's lived here a long time, hasn 't she? Yes, she has. You've never met Paul, have you? No, I haven't. They didn 't see the flying saucer, did they? No, they didn 't. Children are noisy, aren't they? Yes, they are. You can 't drive, can you? No, I can 't. Maria looks happy today, doesn 't she? Yes, she does.
The truth is out there A: This picture is beautiful, isn't it? B: Yes, it is. 9 A: We 'll go out on Saturday night, won't we? B: Yes, we will. 10 A: I should go to the dentist, shouldn 't I? B: Yes, you should. 8
LISTENING 7 Focus - Identifying the rising/falling intonation • Ss listen to the comic strip story and record their answers in the book. • Check answers. • Ss practise the intonation of question tags in pairs taking it in turns to read out each role.
WRITING
8 Focus - Retelling a story • Ask Ss to close their books and elicit the story of the comic strip by asking different Ss to say what happened in each frame. • In pairs, Ss try to think of a variety of possible endings to the story. • Elicit suggestions and write some on the board. • Ss write their stories. Tell Ss to think about the stories they narrated in Ex. 4. • Ss exchange their stories with their partners to edit. • Ss rewrite parts of their stories if necessary. • Ask several Ss to read out their stories to the class.
SUGGESTED ANSWER KEY
A family was having a picnic in the country. They were eating some delicious food and the little boy, William, was enjoying eating the pasta salad. He liked it so much he had two plates of it and wanted some more. His mother refused to give him any more as he would be sick. Suddenly, there was a loud noise and a strong wind like a tornado. William then saw a spaceship landing in the field. The hatch opened and many aliens with green faces came out. The aliens were hungry and wanted the family's picnic so they scared the family away using big strong torches. The family ran to their car while the aliens enjoyed the picnic. William was afraid and kept running. He thought the aliens would catch him. Then William woke up in his bed. He realised he had had a nightmare. But was it a nightmare? There at the bottom of his bed was a strange torch. It wasn 't his. It was just like the ones the aliens had had in his dream!
Workbook Unit 36 (optional)
Objectives
)r---------,
Vocabulary: sports and equipment Reading: for specific information (a quiz) Speaking: talking about sports superstitions Grammar: causative form Listening: for specific information (a radio programme)
Everyday English: enquiring about knowledge; showing interest Writing : a quiz on superstitions
LEAD IN •
Refer Ss to the title and elicit what a superstition is (e.g. belief not based on any logic). Ask Ss if 1hey know of any superstitions and if they believe in them (knock on wood, black cats, spilling salt, horseshoe~, etc).
ANSWER KEY team sports: soccer, baseball, basketball, ice hockey, American football individual sports: bowling, tennis, golf
b) Focus - Presenting the vocabulary: sports eqUipment •
Refer Ss to the list of sports equipment. Elicit vocabulary. If Ss do not understand certain terms, give them clues {e.g. You wear these on your legs. (pads) You protect your head with it. (helmet) ]. • Explain to Ss that racquet/racket can be spelt in two ways and both are correct. • In pairs, Ss match the equipment to the sports in the pictures. • Ss think of other sports which use the same equipment. Give an example (e.g. You need a racquet/racket to play badminton.).
VOCABULARY
1 a) Focus sports •
Presenting the vocabulary: team
Ask Ss to look at the pictures. Make sure Ss know these sports and ask them which are played/popular in their countries and which they like to play. Elicit in which countries these sports are popular.
SUGGESTED ANSWER KEY Tennis and soccer are popular in my country. I also enjoy playing basketball. soccer - Brazil, Mexico, France, Germany, Turkey bowling - United States, Canada baseball- United States basketball -Italy, Spain, Turkey, Croatia, Russia tennis - Australia, Sweden, Russia, Belgium, Spain American football- United States ice hockey - Canada, Sweden, Russia, golf - Spain, Britain, United States
•
186
In pairs, Ss decide which sports are played as a team. Check answers.
ANSWER KEY You need an ice hockey stick to play ice hockey. You need a racquet/racket to play tennis. You need a basketball to play basketball. You need a mitt to play baseball. You need trainers to play basketball. You need a helmet to play ice hockey and American football. You need a jersey to play American football. You need golf balls to play golf. You need pads to play ice hockey. You need a football to play soccer.
SUGGESTED ANSWER KEY You You You You You
need a bat to play cricket. need a stick to play hockey. need trainers to play volleyball. need a helmet to p lay cricket. need a jersey to p lay rugby. etc
Superstitions READING
•
2 a) Focus - Predicting the content Refer Ss to the title of the unit and ask them to define superstitions again. Check answers. Draw Ss' attention to the dictionary definition of superstition to confirm understanding. • Ss read the title of the text. • Elicit what they think they will read about in the text. Check answers.
•
•
ANSWER KEY The text is about superstitions in sport. As it also mentions the phrase, playing it safe, it will probably be about superstitions which help sports people win their games.
b) Focus - Doing a quiz • Ask Ss if they know of any sports superstitions in their countries and whether they refer to good or bad luck. Write an example on the board (e.g. In hockey it is bad luck to leave your sticks crossed.). • Ss read the text and questions. Elicit/Explain any new vocabulary. • In pairs, Ss complete the quiz. Ss will probably not know many (or any) answers so instruct Ss to just guess what the answers might be. • Play the cassette/CD and Ss mark the correct answers. Ss compare the correct answers with their guesses. Ask Ss if they were surprised by any of the superstitions or if they found any to be illogical.
ANSWER KEY
1 b 2 a
3 a 4 b
5 c
7 a
6 c
8 b
3 Focus - Identifying the vocabulary •
Ss list all the words connected with sports equipment. Inform Ss that the words have already been discussed in Ex. 1 or elicited when preparing the text. Ss compare their lists with their partner's.
Ss explain the words in bold either from context or by using a monolingual dictionary. Ss should write sentences containing the words in bold to confirm understanding.
SPEAKING 4 Focus - Recalling information •
In pairs, Ss try to recall the sports superstitions without referring to their books. • Select different Ss to report the superstitions to the class.
EXPLORING GRAMMAR 5 a) Focus - Presenting the causative form •
Write 'I had my hair cut,' and 'I cut my hair,' on the board. Elicit the difference in meaning between the sentences (In the first, you arranged for someone to cut it for you and in the second, you did it yourself.). Tell Ss that this is known as the causative form . • Focus on the example sentences in Ex. 5a. Check Ss have understood the grammar form by identifying which sentence is in the causative form. ANSWER KEY 'Bill is having the wheel changed. ' is in the causative form.
•
Draw Ss' attention to the two examples of the causative form, 'Bill is having the wheel changed,' and 'I had my hair cut.' In. pairs, ask the Ss to work out how it is formed. Check answers.
ANSWER KEY It is formed with the verb 'to have' in the appropriate tense + the object + the past partiCiple.
b) Focus - Identifying the causative form • Ss work in pairs. Instruct them to reread the quiz and to pick out any examples of the causative they can find. Check answers.
ANSWER KEY mitt, bat, trainers, ball, pads, skate blades, sticks, football jersey, golf balls, helmet
187
Superstitions •
Ss then make a list of any task they need someone to help them with. Elicit suggestions and write them on the board. Ss then use these suggestions to write causative sentences using a range of tenses. Elicit answers.
Cynthia Cynthia Cynthia Cynthia Cynthia Cynthia Cynthia Cynthia Cynthia
ANSWER KEY having your mitt cleaned, having your hair cut the same day, have your photograph taken, have your skate blades sharpened, have your shoes polished
•
SUGGESTED ANSWER KEY paint a house, service a car, repair a watch, make a wedding dress, etc • • • •
I will have my house painted. I have had my car serviced. I am having my watch repaired. I had my wedding dress made. etc
had the silver polished last week. had the tablecloth ironed last week. is having the guest list made today. is having the menu planned today. is having the decorations chosen today. will have the house cleaned next week. will have the flowers ordered next week. will have the food bought next week.
Elicit suggestions for other th ings the mothers would need to do before the party. Write them on the board and select Ss to make regular and causative forms from them. Elicit answers orally.
SUGGESTED ANSWER KEY record some special music cassettes, wash glasses, write a congratulations speech, etc
Lisa Lisa recorded some special music cassettes last , week. Lisa is washing the glasses today. Lisa will write a congratulations speech next week.
6 Focus - Practising the causative form •
Focus Ss' attention on the rubric and the list of prompts. Ensure that Ss understand which tense they should use with the verb 'to have' in each section of the list of prompts. • In pairs, Ss write the sentences under two columns, one for Lisa and the other for Cynthia. Elicit answers.
Cynthia Cynthia had some special music cassettes recorded last week. Cynthia is having the glasses washed today. Cynthia will have a congratulations speech written next week.
ANSWER KEY
Lisa Lisa polished the silver last week. Lisa ironed the tablecloth last week. Lisa is making the guest list today. Lisa is planning the menu today. Lisa is choosing the decorations today. Lisa will clean the house next week. Lisa will order the flowers next week. Lisa will buy the food next week.
LISTENING 7 Focus - Listening for specific information •
•
Ss look at the pictures. Elicit if these symbols are considered good or bad luck in their own countries. Ss listen to the recording twice and note their answers. Check answers.
ANSWER KEY black cat - good luck umbrella - death ladder - unlucky number four - death
Superstitions EVERYDAY ENGLISH 8 Focus - Giving and responding to information
• Ask Ss if they like chocolate. Elicit responses. Ask Ss: Have you heard that chocolate is a cure for coughs? Elicit responses and write them on the board. If Ss do not respond with a variety of phrases, give them some examples and ask them which one they would choose to answer the question (e.g. Wow!, Is that really true?, Amazing!, What fantastic news!, I don 't believe you.).
•
Focus on the list of prompts. Elicit any new expressions. • Read out the exchange with a S. Elicit from Ss if they would have responded with a different answer from both the list of prompts and the phrases on the board. • Ss act out exchanges in pairs, taking it in turns to play the different roles. Select different pairs to act out their exchanges. Check answers. • Ss use the same phrases to ask their partners about superstitions in their countries. Monitor activity. Ss act out their exchanges for the class. ANSWER KEY A:
B: B: A: A:
B:
Have you heard that open umbrellas mean death in the Philippines? Really? You know that walking under a ladder in Italy brings bad luck, don 't you? That's interesting. Do you know the number four means death in Japan? Is that really true?
SUGGESTED ANSWER KEY B: Do you know that in England cutting your hair in a storm brings good luck? A: I don 't believe you. A: You know that in Italy a sneezing cat brings good luck to everyone who hears it, don't you? B: That's interesting.
WRITING 9 Focus - Writing a quiz on superstitions
• Ss from either the same or different countries work in pairs. • Ss brainstorm and think of as many superstitions as they can . For more examples, they can search in books or on the Internet. • Ss should try to find six different examples if possible, three associated with good luck and three with bad luck. • In pairs, Ss think of three multiple choice options. Monitor activity. • Ss give their quizzes to other pairs. Ss check answers. SUGGESTED ANSWER Kf Y 1 A
...... .. entering a house brings good luck. b dog c sheep
a frog
2 Cutting your nails on a .. .. .... .. ... brings you bad luck. a Sunday b Friday c Wednesday 3 Sleeping facing ... .. ... .. brings good luck. a north b west c south 4 To see a(n) .. ... .. . in sunlight brings bad luck. a bat bowl c cat
Workbook Unit 37 (optional)
Mysteries Objectives
ANSWER KEY
Vocabulary: supernatural beings Reading: for the gist and specific information (an article) Speaking: comprehension questions Exploring grammar: past perfect Game: dialogues with reported speech Listening: for specific information (an interview) Writing: an article on ghosts
VOCABULARY 1 a) Focus - Defining supernatural beings •
Refer Ss to the title of the unit. Elicit the meaning of mysteries. • Ask Ss how the heading for exercise one is connected with the unit title. Elicit answers.
A: What exactly is a poltergeist? B: A poltergeist is a ghost that can move furniture and throw objects around. A: What exactly is a witch? B: A witch is a woman who has evil magic powers. A: What exactly is a goblin? B: A goblin is a small, ugly creature that usually enjoys making trouble. A: What exactly is an alien? B: An alien is a strange being from another planet. A: What exactly is a UFO? B: A UFO is an l.midentified flying object. A: What exactly is a Martian? B: A Martian is an imaginary creature from the planet Mars.
b) Focus - Expressing opinions • Ask Ss to confirm they understand the link between the words and the title of the unit.
SUGGESTED ANSWER KEY The supernatural concerns things that happen which cannot be explained logically or by science. These things are mysteries.
Read out the list of supernatural beings and ask Ss if they know any of them. Ask Ss to define the beings that they know. • Individual Ss read out each definition, one by one. Elicit/Explain any new vocabulary. • In pairs, Ss match the definitions with the supernatural beings. Check answers.
ANSWER KEY These supernatural beings are mysteries because we are not really sure they exist.
•
ANSWER KEY
1 poltergeist 2 witch 3 goblin
4 alien 5 ghost 6 UFO
7 Martian
• Go through the list of beings and elicit whether the Ss believe they exist or not. Ss justify their answers. SUGGESTED ANSWER KEY I think there is life in outer space so I believe Martians exist. I don 't believe in goblins. I have never heard of anyone seeing them.
READING 2 a) Focus - Pred icting the content
• •
190
Select two Ss to read out the example exchange. Ss act out the exchanges taking it in turns to play both roles .
• Ask Ss if they know who the people in the pictures are. If they are unfamiliar with them, inform Ss that they are actors. Then ask Ss how the pictures are connected with the title of the unit. • Refer to the title and elicit what the Ss think the text will be about. • Ss read the text and see if their suggestions were correct.
Mysteries •
SUGGESTED ANSWER KEY The pictures are of Neve Campbell, Hugh Grant and Keanu Reeves who are all film stars in Hollywood. I expect the text will be about ghosts who have been seen in Hollywood or about ghosts the film stars in the pictures have seen.
b) Focus - Completing a gap filling exercise
•
Remind Ss of how to approach this task. Ss read the text again and then look at each gap to analyse which part of speech is missing. Then Ss fill in each gap making sure the word fits the context and is grammatically correct. Ss read the completed text to make sure the text flows . Remind Ss that certain terms are often tested such as reference words, auxiliary verbs, relative pronouns, adverbs, prepositions, articl~s, etc. • Ss complete the task and exchange their work with their partners'. Ss edit each others work but do not write the correct word . Should a S make a mistake, they will try to correct it when given their text back. • Check answers with the class, explaining any of the words in the gaps the Ss do not understand.
1 they
4 have
7 his
2 a
5 all 6 when
8
•
SUGGESTED ANSWER KEY A: Who did Hugh Grant believe the ghost was? B: Bette Davis. A: What did Neve Campbell say the ghost was like? B: She said it was cool. A: What was the ghost Keanu Reeves saw wearing? B: A white suit. A: Who else saw this ghost? B: Keanu 's nanny. EXPLOR ING GRAMMAR 4 a) Focus - Presenting the past perfect
•
•
•
ANSWER KEY
3 who
•
Monitor the task, correcting or prompting when necessary. Ss act out their exchanges in front of the class.
of
Ss explain the words in bold.
SPEAKIN G
•
3 Focus - Asking and answering compreh ension questions
e
•
1,
,s
Ie
lk 1S
•
Refer Ss to the Study Skills box and point out that underlining specific information will help them form questions. Instruct Ss to underline four parts of the text they think will make interesting questions. All Ss write four questions. In pairs, one S asks his/her partner four questions and gets answers. Then Ss exchange roles and Ss repeat task.
•
Draw a picture of a man getting on a bus with a clock above saying 8:30 am on the board. Tell Ss that this is Bill today. Ask: What is Bill doing? Elicit answers. (He is getting on a bus.) Where is he going? (Perhaps he is going to work.) What has Bill already done this morning? Elicit suggestions . (He has heard the alarm clock/has woken up/has had a shower/has eaten breakfast. etc) Now tell Ss that this is a picture of Bill on the previous day. Ask: What was Bill doing at 8:30 am yesterday? (He was getting on a bus.) Where was he going? (Perhaps he was going to work.) What had Bill already done yesterday morning? (He had heard the alarm clock/had woken up/had had a shower/ had eaten breakfast. etc) Tell Ss that this is the past perfect tense which can be thought of as the past of the past. Ss will already have been introduced to its usage in Module 7 when learning reported speech. Remind Ss that it is formed with had + past participle. Draw a time line on the board showing the relationship between the tenses.
past perfect
+
past simple
+
present simple
+ 191
Mysteries •
Refer Ss to exercise 4a. Ss complete the task. Ask Ss to justify their answers.
ANSWER KEY 1 past perfect - In picture 1, the woman had already finished her dinner by the time her husband came home. 2 past simple- In picture 2, the sentence includes a time phrase, last night.
b) Focus - Identifying the past perfect •
6 Focus - Completing sentences with the correc1 tenses • Write the partial sentences I did my homeworh and then I .. . and Dan ... by the time LaurencE arrived at the cafe. Elicit which tenses arE needed to complete the sentences and why (The first needs the past Simple because ii shows a sequence of events in the past. ThE second needs the past perfect to show that onE event happened before another.)
•
Elicit possible phrases to complete the
sentence~
(1. went to bed/surfed the Internet/ played football, 2. had drunk his coffee/had eaten a sandwich/hac read his newspaper).
Ss look for examples of the past perfect in the text. Check answers. •
ANSWER KEY had lived, had employed, had gone
• For further practice of the tense, ask Ss in
Look at the prompts and elicit/explain any neVI vocabulary. • In pairs, Ss decide which tenses are needed tc complete the sentences. Remind Ss tha different tenses can be used in certair examples. Check answers.
pairs, to tell each other about the things they had done before going to bed the previous evening.
ANSWER KEY 1 2 3 4 5 6
SUGGESTED ANSWER KEY Before I went to bed, I had eaten dinner/done my homework/watched TV/been jogging. etc
past perfect/past simple past simple past simple past perfect past Simple/past continuous past simple
5 Focus - Practising the past perfect • Ask Ss who helps their mothers/parents in the house and elicit what kind of chores they do for them . • Refer to the chores mentioned in the prompts. Elicit/Explain any new vocabulary. • Ss look at the example sentence and make negative/positive sentences from the prompts. • Check answers. ANSWER KEY 2 3 4 5 6
192
She She She She She
had walked the dog. hadn't taken out the rubbish. had taken the clothes to the laundry. hadn't tidied her room. hadn't dusted the furniture.
•
Ss complete sentences. Ask Ss to exchangE their sentences with different pairs to look fOI any errors. Monitor activity. Select Ss to reac out their sentences. Correct any mistakes thE Ss may have made. SUGGESTED ANSWER KEY 1 ... we had missed the last bus/we didn 't want to be late. 2 .. . Bill turned up at his house. 3 .. . went to bed. 4 ... she had eaten a whole pizza. 5 .. . she was feeling ill/felt ill. 6 .. . we arrived at the cinema.
GAME
•
• In teams, Ss think of four things that might have happened at a party to which someone might respond Oh no. • Teams ask each other the question written in the example and elicit responses using the past perfect. Monitor the activity, correcting where necessary. SUGGESTED ANSWER KEY Team A: Why did you say 'Oh, no '? Team B: Because I had scratched a CO. Why did you say 'Oh, no '? Team A: Because I had spilt red wine on the white carpet. Why did you say 'Oh, no'? Team B: Because I had just seen my ex-boyfriend walk into the room. etc
LISTENING 7 Focus - Answering multiple choice questions •
Remind Ss that all the options in the questions may be mentioned but they must listen carefully to find the one option which answers the question being asked. • Ss read the questions and options. Elicit/Explain any vocabulary they do not understand. • Play the recording twice and Ss note down their answers . Check answers.
Ss write an article with this information using the text in Ex 2 as a model. • Monitor the activity helping where necessary. Ask Ss to go round the class read ing the completed articles and vote for the article which has the scariest story. SUGGESTED ANSWER KEY Many old buildings in England are said to be haunted. One of the most haunted buildings is the Tower of London. Every year, 'ghost hunters ' spend the night before Halloween looking for ghosts there. They hope to get a sight of ghosts such as Anne Boleyn, the queen who had her head chopped off. She is supposed to walk through the Tower carrying her head under her arm. Some people say you can see ghosts here at any time of the year. Old beefeaters, the guards at the Tower, are seen wearing old-fashioned uniforms. They appear suddenly and disappear just as suddenly. The Tower has ghosts of famous people but haunted buildings are found all over Britain. Is there one near you?
Workbook Unit 38 (optional)
I
ANSWER KEY
1- B
2-A
3-C
4-B
WRITING 8 Focus - Writing a real-life ghost story • Find a ghost story to tell the Ss. • Then ask Ss if they know of anyone who has seen a ghost or has had a supernatural experience. If no-one has, ask Ss if they have read of or seen any on TV. If there is a lack of response, Ss should do some research on the Internet to find a frightening or strange story.
19
Objectives
)l------.. .
Remind Ss that the words in the prompts will not be the same as those in the text so they must look out for synonyms. • Ss underline key words in the prompts and then complete the task. Ask Ss to pick out the phrases in the text which helped give them the answers. •
Reading: for specific information (a web page) Speaking: justifying choices (monologues) Vocabulary: character adjectives; opposites; positive/negative adjectives Everyday English: describing personality Grammar: make/let Writing: a web page
ANSWER KEY 1 F - grumpy 2 T - make you laugh 3 T - everyone is scared of him 4 T - make himself disappear 5 F - help him see in the dark
READING 1 a) Focus - Predicting content •
•
•
•
•
Refer Ss to the title and elicit the meaning of foe . Draw Ss' attention to the word in the title to help them understand that the word foe must be the opposite of friend ('foe' means 'enemy' or 'opponent'). Ask Ss who enjoys going to the cinema and what kind of films they enjoy watching. Elicit answers. Refer Ss to the reading and elicit that it is a web page from the Internet. Then Ss skim the introduction to find out what the text is about (good guys and bad guys in the movies). Ask Ss if there are any characters they enjoy watching in the movies (e.g. good guys Indiana Jones, Superman, James Bond; bad guys - Darth Vader, Lex Luther, etc). Ss look at the pictures. Ask if they are familiar with any of these characters. If Ss are not familiar with these characters, tell them they all starred in recent Hollywood films which were very successful. Ss answer the questions. Ss listen to the text. Check answers.
ANSWER KEY
•
• Optional
extension: to confirm Ss have understood the text, extra comprehension questions can be asked. e.g. Who doesn 't like being with other creatures? (Shrek) Why does Stripe keep away from the sun? (because sunlight kills Gremlins) Which creatures are described as being ugly? (the Predator and Stripe) etc
SPEAKING 2 Focus - Justifying choices • •
The characters are related to the text because
some are considered friends and others foes. The text will be describing them and giving details of their lives. You need the information to help decide who to vote for.
b) Focus - Reading for specific information •
194
Ss read the text. Elicit/Explain any new vocabulary.
Ask Ss to try to work out the words in bold from the context where possible or use a monolingual dictionary. To ensure they have understood the words, Ss, in pairs, use the words in sentences of their own. Monitor the task, checking Ss have used the vocabulary correctly.
• •
Ss work in pairs. Ss select the characters they want to describe and read the texts about them . Student A closes their book and tells their partner about their favourite characters. Student B can add any information that their partner has missed out. Ss change roles and repeat the task. Select some Ss to talk about their favourite good/bad guys. Take a vote in class to find the most popular character.
-
Friend or Foe? b) Focus - Practising positive and negative adjectives
SUGGESTED ANSWER KEY I would vote for Yoda. I think he has a sweet face and is vety wise. I would like to have him as a 'teacher. I would also vote for The Predator as he is so ugly. I think the way he can make himself disappear is amazing.
•
Read out the list of adjectives and the class repeats them chorally. • Elicit/Explain new vocabulary. • Write Positive and Negative on the board. Go through the list of adjectives and elicit which category they are in. • In pairs, Ss find pairs of opposite adjectives.
VOCABULARY
3 a) Focus - Forming opposite adjectives
ANSWER KEY
•
Refer Ss to the Study Skills box. Instruct them to note down new adjectives they come across with their opposites, either with a prefix or a regular adjective as this means they learn them more easily. Encourage them to use the online dictionary as it gives antonyms. • Remind Ss that they have already studied forming opposite adjectives in Unit 25. • Write polite, legal, practical, regular on the board and elicit the opposite adjectives using prefixes (e.g. impolite, illegal, impractical,
Positive caring, cheerful, easy-going, funny, generous, honest, likeable, wise Negative aggressive, cruel, grumpy, mean, miserable, nasty, sneaky, stubborn Pairs mean ?' generous, grumpy ?' cheerful, honest ?' sneaky, easy-going ?' stubborn, cruel ?' caring, funny ?' miserable
irregular).
•
•
Elicit the rules to make these negative forms (Adjectives starting with I, opposites with ii, im or ir.).
m
or r form their
Draw Ss' attention to the rubric and look at the negative prefixes given. Remind Ss that the rules they have already learnt are usually followed but there are exceptions and they will meet one in this exercise. • Ss complete task. Check answers and elicit from Ss which is the exception.
Choose different Ss to describe people in the class using as many adjectives as possible. The class tries to find out who is being described.
•
ANSWER KEY
4 Focus - Describing a personality •
•
1 unkind 2 disloyal 3 unpopular
5 unfriendly 6 insensitive
4 insincere
8 unpleasant
7 impatient
loyal begins with '/' but does not take the usual prefix of if
•
EVERYDAY ENGLISH
For further practice, Ss can write sentences of their own with the negative adjectives. Monitor activity and correct where necessary.
• • •
• •
Draw Ss' attention to the structures in the language box. Remind them that What's .. . like? demands a response referring to someone 's character. Ss close their books. Ask the S who chose Shrek as their favourite good guy, 'What is Shrek like? ' Elicit response. Ss read the text again. Ss close books. Ss work in pairs. Student A asks their partner to describe the characters they did not choose in Ex. 2 using as many adjectives as possible. Monitor task, correcting where necessary. Select different pairs of Ss to act out their exchanges.
195
Friend or Foe? 6 Focus - Asking questions
SUGGESTED ANSWER KEY A: What do you think of Sully? B: He is easy-going and can make you laugh but he loves to scare little children too. A: What's Stripe like? B: He is mean, nasty and aggressive. A: What do you think of Shrek? B: He is sensitive and caring but he can be grumpy at times.
B: A: B: A:
• Ask Ss: Do your parents let you go to the cinema alone? Do your parents make you do your • •
Brainstorm a list of things that parents may/may not allow/force Ss to do. Write suggestions on the board. • Ss work in pairs taking it in turns to ask each other questions based on the list and adding any more ideas of their own.
What's The Predator like? He is aggressive, nasty and sneaky. What do you think of Smeagol? He is evil, sneaky and aggressive.
SUGGESTED ANSWER KEY Do your parents let you go out after midnight? Yes, they do./No, they don 't. Do your parents let you buy CDs every week? Yes, they do./No, they don't. Do your parents make you wear gloves in winter? Yes, they do./No, they don 't. Do your parents make you eat vegetables every day? Yes, they do./No, they don't. etc.
EXPLORING GRAMMAR 5 a) Focus - Analysing the uses of 'make' and 'let' • Write force and allow on the board. Elicit the difference in meaning (force: give someone no choice, allow: something).
• •
permit
someone
to
do
Read out the two sentences and elicit which implies force and which implies permission. Ss complete the rules.
ANSWER KEY
a force
b
homework every day? Elicit answers . (yes, they do./No, they don 't.)
allow
make+ bare infinitive (force/cause) let + bare infinitive (allow)
7 Focus - Forming verb opposites •
Refer Ss to the exercises they have done on adjectival opposites and draw their attention to the theory box, looking at the prefixes with the examples. • Write understand, approve, believe, cover on the board and elicit which of the three prefixes are needed to make opposite verbs (misunderstand, disapprove, disbelieve, uncover).
b) Focus - Practising use of 'make' and 'let' •
Ss read the sentences and decide which tense is needed for each example. • Instruct Ss to analyse the sentences and decide whether to use make/let in each gap. • Ss complete the task. Check answers as a class. ANSWER KEY 1 will let 2 makes
• Ss complete task. Check answers. • Ask Ss to give example sentences orally using the negative verbs . . ANSWER KEY 1 disobey 2 undress
5 mislead 6 untie
8 Focus - Practising prepositions 3 let 4 made
5
lets
• • •
196
3 misbehave 4 disagree
Ss complete task individually. Direct Ss to Appendix 1 on p. 139 and chec~ answers. Ss write example sentences. Monitor activit~ correcting and instructing where necessary.
Friend or Foe?
... •
ANSWER KEY 1 with
3 from
2 with
4
to
5 of 6 with
SUGGESTED ANSWER KEY • • • • • •
The film was popular with teenagers. Julia was careful with her homework as she didn't want to make any mistakes. Pam was velY different from her sister. Teeth are sensitive to changes in temperature. I am scared of big dogs. Are you familiar with the histolY of ancient Greece?
• • •
Ss write a short text on each character. The others in the group read and edit each others work. Each group then designs a poster to look like a web page using the text on p. 110 as a model. Monitor the class and assist the groups. Ss display their work and vote for the most attractive/interesting poster.
Workbook Unit 39 (optional)
WRITING 9 Focus - Creating a web page • •
Divide the class into groups of four. Each person must choose a film character they admire and search for information on them making notes . Ss can use the Internet or film magazines from which they should cut out pictures of these characters.
Spoo \
Objectives ) } - - - ---,
Reading: for specific information (a narrative) Speaking: narrating a story Phrasal Verbs: make Listening: putting a story in order Writing: making a story based on pictures
ales
• Then find out whether they prefer to read or listen to stories. Ss give reasons.
SUGGESTED ANSWER KEY ghost stories, murder mysteries, crime/detective novels, romantic stories, historical stories, social stories, science fiction, fantasy stories, etc I prefer to read science fiction novels as I find them velY scalY-
READING 1 Focus - Talking about storieS •
Elicit from Ss what kind of stories they like. Write the different types of stories on the board, adding more suggestions of your own.
2 a) Focus - Predicting the content •
Draw Ss' attention to the picture accompanying the text. Select several Ss to describe it. Elicit what they think the story might be about.
19·
Spooky Tales •
Play the recording of the sounds to help predict the plot. • Ss read the text to see if their suggestions were correct. • Check answers.
ANSWER KEY 3 The Wandering Cherokee The first title is wrong because the text does not describe the lives of the Indians, and the second is wrong because the train is real and not a ghost train.
SUGGESTED ANSWER KEY There is a train in the picture and an Indian man standing by the tracks. He has a kind of light around him. Perhaps he is a ghost and this story will be about him.
SPEAKING 4
Focus - Narrating a story
•
Instruct Ss to close their books. Go around the class eliciting the story in the order it is written in the text. If a S does not include a necessary part of the story, give prompts to elicit the missing information .
•
In pairs, Ss write down the main points of the plot in note form. Ss tell the story again, taking it in turns to speak. Ss correct and prompt thei r partners if necessary. Monitor the task helping and prompting if needed.
b) Focus - Practising linking words
•
Elicit what features a story needs to have to make it interesting. If Ss do not come up with many features, write some suggestions on the board.
SUGGESTED ANSWER KEY good organisation, good storyline/plot, linking words, descriptive adjectives, narrative tenses, logical order, strong conclusion, direct speech, etc
• Ask Ss to read the story again selecting the appropriate linking words and functions of paragraphs. Remind Ss to always read the completed text to see if it flows as a whole and not just to concentrate on the accuracy of the individual sentences. • Play the recording of the story and check answers explaining answers where necessary. ANSWER KEY 1 Suddenly
4
2 Then 3 When
5 After that 6 Finally
1 Paragraph 2 2 Paragraph 1
3 Paragraph 3 4
Before
Paragraph 4
3 Focus - Selecting a title
•
In pairs, Ss select the title they think is most appropriate. • Check answers. Ss justify their answers by saying why the other two titles are not correct.
.98
SUGGESTED ANSWER KEY • • • • • • • • •
James Burton was driving his train. He saw a Cherokee Indian on the tracks. James sounded the whistle but the Indian didn 't move. James noticed the train lights shone through the Indian - he realised it was a ghost. The Indian disappeared. SUddenly the Indian was standing next to James. He spoke to James - he disappeared again. James told his story to another driver. The driver knew about the ghost - he told James the story of the ghost.
5 a) Focus - Predicting the content
•
Go through the Study Skills box pOinting out the features Ss should particularly include in their written narratives. • In pairs, Ss go through the text underlining adjectives and the nouns they describe. Each pair compares their answers with another pair of Ss. Check answers.
Spooky ANSWER KEY
•
• • • •
SUGGESTED ANSWER KEY
cold, dark evening wintry winds James was new to the area black night Jameswas so exhausted
•
• • • • •
strange figure beautiful land next station fellow driver huge sigh I'm glad
•
Draw Ss' attention to the first example. Elicit different synonyms for the adjectives and write on the board (cool, chilly, freezing, icy, gloomy, depressing, etc). • In pairs, Ss find synonyms for the other phrases. Monitor activity helping and correcting where necessary. Ss compare their lists with other pairs. Check answers explaining any words which may not be synonyms or do not collocate with the nouns in the list.
1 2 3 4
skilful - capable, skilled kind - lovely, thoughtful wasteful- inefficient intriguing - exciting, fascinating, interesting
6· Focus - Presenting verb-adverb combinations • Ask Ss why we use adverbs and adjectives in written work (to give more information to verbs and nouns and to make the writing more descriptive) . • Draw Ss' attention to the first adverb-verb combination in the text and elicit any other combination that could have been used (e.g. moved rapidly/quickly, rumbled gently, ran speedily, etc) . • In pairs, Ss complete task. Check answers . ANSWER KEY
SUGGESTED ANSWER KEY • • • • • • • •
wintry (icy, chilly, cold, freezing) winds James was new (a recent resident) to the area black (dark, gloomy) night James was so exhausted (tired, worn out) strange (weird, odd, mysterious, peculiar) figure beautiful (magnificent, scenic, picturesque) land next (following, later) station fellow driver (no logical adjectives fit so use another driver or colleague) huge (gigantic, enormous) sigh I'm glad (happy, pleased, delighted, thankful, relieved)
yawned lazily, hardly keep, violently sounded, desperately tried, shining right through, said quietly, completely forgot
•
SUGGESTED ANSWER KEY • • • • •
b} Focus - Practising synonyms •
•
Ss write sentences of their own. Monitor task. Check answers. Ss read out some of their sentences to the class.
Look at the four adjectives in the prompt and elicit meanings. Ask Ss to make sentences of their own with the adjectives. Ss complete the task. Check answers.
• •
The cat sat in the sun and yawned lazily. 'You can hardly keep that big dog in such a small flat!' The teacher violently sounded the bell which told the students that their lunch break was over. Tom desperately tried to finish all the questions before the end of the exam. The early morning sunlight was shining right through the thin curtains. 'Please finish your homework, ' the teacher said quietly. Jane completely forgot her dental appointment.
ANSWER KEY 1 skilful 2 kind
•
3 wasteful 4 intriguing
In pairs, Ss find other synonyms wh ich could be used in the sentences. Monitor task.
7 Focus - Identifying direct speech • •
Ask Ss to remember why direct speech is used in narrative writing. Ss complete the task. Check answers.
199
Spooky Tales •
ANSWER KEY • • •
..
'Protect the land. Keep it beautiful! Live in peace!' - the Wandering Cherokee 'No-one would believe me!' - James 'Oh, that's the ghost of Tsali, the Cherokee Indian who wanders the hills of North Carolina. He was shot to death in this area while he was trying to protect his people. Many people claim to have seen him. ' - the fellow driver
I ANSWER KEY 1-0
•
Paragraph 1 - 'Oh, I am so sleepy, ' James yawned lazily.
Read out the explanations of the phrasal verbs with make. • Write this example on the board and ask Ss which phrasal verb should be used to complete the sentence. Pat bought her mother some
•
Ss complete the task. Check answers. Ss write sentences of their own to practise these phrasal verbs. Monitor activity. ANSWER KEY 1 for
2 out
3
out
4
up
LISTENING 9 Focus - Sequencing •
In pairs, Ss describe what is happening in the pictures. Each S describes two pictures. • Select several pairs of Ss to report their answers to the class.
00
Elicit what the Ss think the people in the pictures are saying.
10 Focus - Creating a story from picture prompts •
•
•
flowers to ... forgetting her birthday. (make up for)
4-8
WRITING
•
8 Focus - Presenting phrasal verbs with 'make'
3-A
Picture A - 'Look at that beautiful lady!' Picture 8 - 'Who are you?' Picture C - 'And this is the most luxurious cabin on the ship.' Picture 0 - 'What do you think our cabin will be like?'
SUGGESTED ANSWER KEY
Paragraph 2 - 'What is that man doing standing on the tracks?' James called out and violently sounded the train's whistle to warn the man. etc
2-C
SUGGESTED ANSWER KEY
• Ask Ss to suggest any other places in the text where direct speech could have been used. Ss suggest examples that could be used.
Paragraph 2 - 'Get out of the way, ' James screamed as he desperately tried to slow the train down.
Play the recording twice and Ss note down their answers.
• •
Elicit a summary of all the features of writing a story that have been discussed in this unit. Ss write their stories. Monitor the activity making sure they follow the guidelines given. Ss exchange their writing with their partners for editing. Ss rewrite their stories or make corrections. Select some Ss to read out their work to the class. SUGGESTED ANSWER KEY Mr & Mrs Smith and their young daughter, Abigail, were going on the holiday of a lifetime on the lUXUry ship, the Queen Mary. 'I'm so excited. I can't wait to go on that wonderful ship, ' said Abigail. After they had left their luggage in their cabin, they went to meet the guide for a tour of the ship. He was a cheerful, friendly man who told them the history of the grand ocean liner. While the passengers were looking at the Queen's Salon, Abigail suddenly called out, 'Look! What a beautifulladyJ' Everyone turned to where she was pointing but could see no-one. Abigail insisted, 'She's over there, wearing a white evening dress.'
Speo y Tales
4
Everyone laughed and the guide told her, 'It's just the sunlight shining through the windows.' Just as they were leaving the salon, Abigail felt someone touch her shoulder. She swung around and saw the young lady smiling kindly at her. 'I knew I wasn 't imagining it. I did see a lady,' Abigail whispered to herself.
Workbook Unit 40 (optional)
re ere 8: Objectives Reading: for specific information (a text about
folklore)
ANSWER KEY A selkie is a magical sea creature which can change from a seal to a human form.
Project: writing about folklore
1 Focus - Defining terms
• Look at the title and ask Ss to read the definition of folklore. Ss translate the word into their own language. • Elicit any examples of British folklore the Ss may know. If they do not know of any, give them some examples [e.g. Robin Hood, who was the leader of a group of robbers who stole from the rich and gave to the poor; the Beast of Bodmin Moor, which was a creature (perhaps a huge wild cat) that terrified travellers on the Moor}.
2 Focus - Understanding an extract
• Elicit any sea creatures Ss may know (e.g. whale, dolphin, shark, seal, etc).
•
Ss look at the sketch of the selkie. Select S to describe it. • Ss read the extract. Select S to give a definition of a selkie.
3 a) Focus - Completing multiple choice gap filling exercises
•
Inform Ss that the reading text will give more information on the selkies. • Remind Ss of the techniques of completing a multiple choice gap filling exercise (reading the text for the gist, reading the options and looking for clues as to the right answer, clues with prepositions, looking at the words preceding and following the gap, etc).
•
Ss complete the task.
b) Focus - Explaining words
• Play the recording while Ss listen and check their answers. • Explain any answers the Ss had difficulty with. • Ss explain the words in bold . ANSWER KEY
A 2 B
3
A
4 C
5 C 6 B
7 C 8 C
201
Culture Corner 8: Folklore Focus - Summarising a text •
Ss close their books and in pairs, recall what they can remember about the selkies. • Write the four headings on the board , Where they are from, What they are, What they do, Myths concerning them.
• • •
In pairs, Ss make notes under each heading based on the text. Check answers. Ss then make a short summary based on their notes. Select several Ss to read out their summaries.
Project 5 Focus - Presenting information • •
Divide class into groups of 3-4 Ss. Elicit which magical creatures come from the Ss' countries. If Ss come from different countries, each group chooses which country's mythical creature sounds the most interesting . If Ss are from the same country, make sure each group focuses on describing a different creature. Ss write about their creatures and make a poster with the texts. Illustrate the poster with pictures, maps, postcards of the area/mythical creature, etc. Pin up the posters. Each group then talks about its creature and Ss vote for the most interesting presentation.
•
SUGGESTED ANSWER KEY Where they are from Orkney and Shetland Isles, Scotland
•
What they are magical creatures - can change from seals to humans What they do dance in the moonlight on the beach, lie in the sun during the day
Myths concerning them if they want to return to sea, have to put skins back on; if lose skins, have to stay human forever The selkie folk are from the Orkney and Shetland Isles in Scotland. They are mythical, magical creatures that can change from being seals to humans by taking off their seal skins. They love to lie in the sun by day and dance on the beach in the moonlight by night. When they want to return to being seals, they put their sealskins on again and go back to the sea. If they ever lose their sealskins, they have to remain human forever.
202
SUGGESTED ANSWER KEY Leprechauns are male elves from Ireland. They are small, only two to three feet tall with pointed ears and are quite ugly. They look like little old men and have red beards, emerald green coats, red trousers and tall hats. They like living on their own and avoid contact with both humans ' and other leprechauns. They can make themselves invisible, are stubborn and are shoemakers. They enjoy drinking poteen and are known to be greedy. Leprechauns help guard fairy treasure which is a pot of gold found at the end of a rainbow. They protect it and try to keep any humans from finding
it.
Curricular Cuts 8: (Literature) Dracula
-
Objectives
'1----- --,
Reading: for specific information (extract from a story) Vocabulary: descriptive/feelings adjectives Portfolio: acting out a dialogue
•
Ss read the text again and task. Check answers.
I
ANSWER KEY 1-T
2-F
3- F
4- T
5- F
c) Focus - Explaining words
•
In pairs, Ss explain the words in bold either from context or by using a dictionary. Monitor the activity. • Ss use the words in sentences of their own to confirm understanding. Ss exchange their sentences with another pair for editing. • Ss read out some of their sentences to the class.
1 Focus - Predicting
•
Ask Ss if they know of any characters from horror stories and what they know about them (e.g. Count Dracula, a vampire who could not live in daylight and sucked blood from young girls instead of eating food/Frankenstein, who was a manmade monster, was treated badly by his inventor's assistant and so terrorised the area where he lived.). • Ss look at the title of the unit, the illustration and the photograph. Elicit how they think these are connected. Ss read the biography to check. SUGGESTED ANSWER KEY The photograph is of the person who wrote Dracula and the illustration shows the castle where Count Dracula lived.
•
Ask Ss more comprehension questions from the biography (e.g. Where was Bram Stoker born? When was he born? How old was he when he died? Is the story of Dracula true? Was Dracula English? What does Dracula try to do to Jonathan? etc). Elicit answers.
(Ss' own answers) 3 Focus - Descriptive phrases
•
Ss look through the text to find descriptions of Count Dracula. Tell Ss not just to look for adjectives but also the nouns they go with . Check answers. ANSWER KEY
Count Dracula: - tall, thin man - sharp nose black moustache - pointed beard - not a good face - hard and unkind (face) - big, white teeth red lips - cruel and nasty - (grown) young feelings - worried, terrified 4 Focus - Acting out a dialogue
2 a) Focus - Identifying characters
• Ask Ss to read the first paragraph of the text and elicit who the narrator is. If Ss have problems answering the question , refer them to the biography of Bram Stoker to help them locate the answer. ANSWER KEY Jonathan 's fiancee, Mina. b) Focus - Answering true/false questions
•
• Ask Ss: Who are Jonathan and Mina? (He is a lawyer and she is his fiancee.) From the text, what type of characters do you think they might be? (She must be kind and caring because she worries about him. He appears to be a rather nervous person.) • Ss underline the direct and indirect speech references in the text. Ss use these to write a dialogue. Allow Ss time to practise acting out the dialogue using gestures and facial expressions. • Ss act out their dialogues in front of the class. Ss vote for the best performance.
Ss quickly read the text. Ask Ss to close their books and elicit the main points of the story.
203
Curricular Cuts 8: (Literature) Dracula SUGGESTED ANSWER KEY M: Jonathan, are you alright? Is anything wrong? Why do you look so worried? J: Do you see who it is? (pointing to a man) M: No, dear, I don't know him. Who is it? J: It is the man himself. I believe it is the Count,
but he has grown young. My goodness, if this be so! Oh, my goodness! My goodness! If only I knew! If only I knew!
PAIRWORK ACTIVITY 8 Explain the task. Students look at two different cards, one about a book cover and one about a museum . Working in closed pairs, Ss ask each other questions to find out more information. Check Ss' answers and then ask some pairs to act out their dialogues in front of the class.
SUGGESTED ANSWER KEY
Set 1 - Book Cover
B: What'S the name of the book? A: It's called 'The CantelVille Ghost'. B: And who is the author? A: Oscar Wilde. B: What's it about? A: It's about an American family that moves into a haunted house in Canterville Chase. B: And how much does it cost?
A: £5.99. B: And who is it published by? A: Aston Books.
204
Set 2 - Museum
A: What kind of museum is it? B: It's a wax museum. A: And what can you see there? B: Dozens of wax monsters. A: Where is the museum exactly? B: It's at 213 Canada Street. A: And how much is the rate for children? B: It's €3.50. A: And what time does it open on Sundays? B: It's open from lOam until10pm.
c) Focus - Explaining words
LEAD IN
•
•
•
Ss work in pairs eliCiting the meanings of the words from context or their dictionaries. Monitor activities. • If Ss do not clearly understand the terms maypole/Morris dancers/May Queen, give your own explanations. • Instruct Ss to select some of the words in bold to label the pictures.
Elicit from Ss which special days their countries celebrate (e.g. Independence Day, saints' days, days celebrating national heroes/military victories, etc). Elicit what kind of things are done to celebrate these days (e.g. parades, festivals, concerts of traditional dancing/singing, etc).
1 Focus - Predicting content
• This section of the book should be done during the lesson closest to May 1. • Refer Ss to the title and elicit how they think it is linked to the pictures. ANSWER KEY traditions
for
2 a) Focus - Presenting topic sentences
•
Elicit the purpose of topic sentences and what they tell us. • Elicit how many paragraphs the text has (3) and then Ss read the first sentence of each to predict the information the text contains. Check answers. ANSWER KEY Paragraph 1 - what May Day is Paragraph 2 - what happens on May 1 Paragraph 3 - traditions dying out
Ss read the text to elicit the full content of the passage. b) Focus - Missing sentences
• •
•
Ss read sentences. Elicit/Explain any new vocabulary. Instruct Ss to read the sentences before and after the gaps to help fill in the correct answers and to always read the completed text. Ss complete task. Check answers.
ANSWER KEY .1b
I
garland, May Queen, May Day basket, maypole, ribbons
3 a) Focus - Selecting specific information
The pictures show different celebrating May Day in England.
•
ANSWER KEY
2a
3c
•
Ss close their books. Select different Ss to try to recall what was mentioned in the text. • In pairs, instruct Ss to underline the May Day activities and to use the information to prepare a short speech. Monitor the activity giving help or correcting where necessary. Select Ss to present their speeches to the class. SUGGESTED ANSWER KEY On May Day in England, children go to the countryside to pick flowers. Then they make the flowers into garlands. Some children fill May baskets with flowers and hang them on the doors of their friends' houses as a gift of love. They also decorate a maypole with ribbons and dance around it. A May Queen is chosen from the girls of the village. She wears a white dress, carries a basket of flowers and has a crown on her head. Some men dress in white clothes and big hats with bells tied to their legs. They are called Morris dancers and they do special dances waving handkerchiefs and banging sticks together.
b) Focus - Talking about May Day traditions
• Tell Ss about May Day customs in other countries (e.g. in Finland they have a carnival, in Sweden they have bonfires, in France they tie flowers onto cows' tails and anyone who touches them has good luck, etc) .
2C
•
In pairs, Ss make notes on the May Day celebrations in their countries. Ss prepare short talks on the traditions and read them out to the class.
4 Focus - Making May Day baskets • •
SUGGESTED ANSWER KEY In Greece, May 1 marks the beginning of spring. It is the custom for families to go into the countryside to have picnics. There, they might sing traditional songs and dance. They also pick flowers which they make into garlands. They hang them on their front doors and leave them there even when the flowers have died. They bring good luck to the homes.
206
• •
Make sure Ss understand the vocabulary in the list of equipment by holding up examples of each. Elicit new vocabulary in the instructions by demonstrating each stage of the process to the class. Ss then make their own baskets. Display all the baskets in the classroom .
ay EADIN •
•
Refer Ss to the title of the unit and ask them what they know about St Patrick (e.g. He is the national saint of Ireland. St Patrick's Day is celebrated by millions of people all over the world. He lived a very long time ago. etc).
•
SUGGESTED ANSWER KEY A 8 A 8 A 8
Focus - Eliciting information •
Ss read the prompts. Elicit/Explain new vocabulary. • In pairs, Ss complete the quiz. • Play recording and Ss check their answers.
I
2- C
3-A
4-C
2 a) Predicting information • Ask Ss to recall the date of St Patrick's Day (March 17). • Elicit what kind of activities the Ss think will take place to celebrate the occasion (e.g. parades, fairs, traditional songs/dancing, special food, etc). • Ss read the text underlining the ways in which people celebrate this special day. Elicit answers. • Ask Ss how they celebrate the name day of their countries' patron saints.
•
Write St Patrick's Day on the board . Explain that Ss must look for synonyms of the prompts given using the letters in the heading. Give an example (e.g. find a synonym for feeling ill, and paint to the letters S- I-C-K to spell sick.). • Give two more examples and Ss work in pairs to find the answers (e.g. what water comes out of in the kitchen - tap; a joke you play on people trick) . • In pairs, Ss complete the exercise. Check answers. ANSWER KEY 1 start 2 part
b) Focus - Completing true/false questions • • •
Look at the questions and elicit any new vocabulary. Remind Ss that there should be no evidence at all in the text for an answer to be DS (doesn't say). Ss complete the task. Check answers .
1 F
•
3 4
F F
5 T 6 OS
Ss explain the words in bold .
3 Focus - Forming comprehension questions •
•
3 air 4 dark
5 car 6 park
5 Focus - Making a poster • • •
ANSWER KEY 2 T
Where was St Patrick born? In Wales. What happens in Dublin on March 17? A huge fire work display. Which colour is associated with St Patrick? Green. etc.
4 Focus - Making words
ANSWER KEY
1-8
Monitor activity helping and prompting necessary. Select different pairs of Ss to act out th eir exchanges in front of the class.
•
•
Provide the class with large pieces of paper, green pens and crayons. Divide the class into groups of four. Instruct each group to create a poster which could be used to advertise St Patrick's Day. Elicit from Ss what they could put on the poster (e.g. sketches of St Patrick, a map of Ireland, a harp, a shamrock, an Irish flag, etc). Ss make their posters. Display the finished posters around the class and Ss vote for the one they think is the best.
Divide the class into pairs. Ss read the text again and underline three facts/pieces of information . Ss use them to form three questions. Ss take it in turns to ask their partners their questions and to elicit answers.
207
SUGGESTED ANSWER KEY 1 Someone who gives you help when you need it really is a good friend. 2 Dogs are vel)! loyal and faithful to people.
Play the song at the end of module 1.
1 Focus - Predicting the content • •
Ss look at the title and the pictures. Ask Ss: What can you see in the picture? What is
MODULE 2
a hero? What do you think the song is about? 1 Focus - Predicting the content SUGGESTED ANSWER KEY
•
•
There is a group of young people. Maybe they are schoolmates or friends.
•
A hero is someone who is brave and you
•
admire. Perhaps the song is about a friend who does something special and becomes your hero.
Refer Ss to the title of the song. Revise tl meaning of Superhero and ask Ss to recall ; many superheroes as they can (e.g. Superma Spiderman, Batman, etc).
•
In pairs, Ss look at the phrases and decide he they relate to the title. • Play the song twice and Ss check their answer
SUGGESTED ANSWER KEY
2 Focus - Practising gap filling • •
All these phrases refer to what superheroes can do.
Ss work in pairs. Instruct Ss to look at the gaps and analyse which parts of speech are missing.
A superhero A superhero A superhero A superhero
ANSWER KEY 1 and 2 what
things. 3 4
true all
5 always 6 when
3 Focus - Explaining proverbs • •
2 Focus - Interpreting the content • •
Elicit what a proverb is. If Ss do not know, explain the term to them and give an example. Tell Ss that some of the phrases mentioned are not proverbs but sayings. Elicit what a saying is.
I think it means that we may not be able to do the amazing things a superhero can, but we all have special qualities. Perhaps we can use these to help people.
A proverb is a short phrase which gives advice or tells you something about life. e.g. 'An apple a day keeps the doctor away.' This means that if you follow a healthy diet, you won't become ill.
• •
208
A saying is a well-known and wise statement.
Ss work in pairs and explain the meanings of the proverbs and sayings. Check answers.
Ss read the song again. Read out the last verse to the class. Elicit wt the verse means from the class.
SUGGESTED ANSWER KEY
SUGGESTED ANSWER KEY
•
can fly through windows. can see through walls. helps people and saves the world. has super powers and can do special
•
Ask Ss what special powers/talents they thi they have.
SUGGESTED ANSWER KEY S1: I am good at listening to people's problems and giving advice. S2: I am a talented cook and J invent new dishes and recipes. S3: I am great at telling jokes. This helps to cheer up my friends when they feel depressed.
Song Sheets 3 Focus - Explaining proverbs • Revise what a proverb is . .If Ss do not know, explain the term to them. • Tell Ss that some of the phrases mentioned are not proverbs but sayings. Elicit what a saying is.
• Play the song. Ss check their answers.
2 a) Focus - Interpreting the content • Elicit the meanings of peSSimistic and optimistic (e.g. having negative or positive feelings about life).
• Ss read the song again and complete the task. Check answers.
SUGGESTED ANSWER KEY A proverb is a short phrase which gives advice or tells you something about life. A saying is a well-known and wise statement.
I
ANSWER KEY optimistic
• Ss work in pairs and explain the meanings of the proverbs and sayings. Check answers.
• Instruct Ss to underline the parts of the song which show the singer is optimistic.
SUGGESTED ANSWER KEY If you are educated and well-read, you will achieve high positions. 2 Love is very important and many events could not happen without it.
MODULE 3
Focus - Predicting the content • Ss read the first line of the song. Elicit meaning. • Ask Ss what they feel their futures hold.
ANSWER KEY Ss should underline all the second verse of the song.
• Ask Ss if they are optimistic/pessimistic about their futures. Ss justify their answers. SUGGESTED ANSWER KEY • •
SUGGESTED ANSWER KEY The first line is saying no-one knows what will happen in their future lives. As for my future, I believe I will go to university and become a civil engineer. I think I will travel all over the world with my job. I hope I will get married and have three children.
• Refer Ss to the prompts. Elicit/Explain any new vocabulary. • Elicit how these phrases are linked to the song. SUGGESTED ANSWER KEY All these phrases are linked to someone's future life. I think it will be a good life as some phrases are very positive, for example, know for sure, exciting, bright, great things and feel certain.
I am worried about the future. There is so much unemployment that I may not find a job. I am sure I will have a happy life. There are so many opportunities for young people these days. I'm certain I'll find a good job with a high salary.
b) Focus - Making song titles • In pairs, Ss write titles for the song. • Ss read out their titles to the class. Ss vote for the best title. SUGGESTED ANSWER KEY Life will be wonderful life
great/Dreaming
of the
future/A
3 Focus - Explaining proverbs • Revise what a proverb is. If Ss do not know, explain the term to them. • Tell Ss that some of the phrases mentioned are not proverbs but sayings. • Elicit what a saying is.
21
= SUGGESTED ANSWER KEY
A proverb is a short phrase which gives advice or tells you something about life.
A saying is a well-known and wise statement. •
3 Focus - Selecting phrases
• Ask Ss to read the text again and to find any phrases relating to the pictures of the raccoon and the leaf. • Check answers. ANSWER KEY
Ss work in pairs and explain the meanings of the proverbs and sayings. Check answers.
Never pick wild flowers, Be kind and let them grow. Please don 't feed the animals, Please keep dogs on a lead.
SUGGESTED ANSWER KEY You should be optimistic about the future. 2 Doing many different things makes life interesting.
4 Focus - Explaining proverbs
• MODULE 4 1 Focus - Predicting the content
•
•
Refer Ss to the pictures. Ask Ss which animal it is and where it lives. If they do not know anything about this animal, tell Ss about it. Ask Ss what else they can see.
Revise what a proverb is. If Ss do not know, explain the term to them. • Tell Ss that some of the phrases mentioned ar not proverbs but sayings. • Elicit what a saying is. SUGGESTED ANSWER KEY
A proverb is a short phrase which gives advice or tells you something about life. A saying is a well-known and wise statement.
ANSWER KEY It is a raccoon. It is found in the United States, Central America and the West Indies. There is a large leaf next to the raccoon.
•
Ss complete the task. Check answers. SUGGESTED ANSWER KEY The song is about being in the country, and raccoons are wild animals that live there.
2
Focus - Presenting words in context
• •
Look at the prompts and elicit/explain any new vocabulary. Refer Ss to the title of the song and elicit how the prompts are linked to it. SUGGESTED ANSWER KEY These prompts seem to be about how to behave in the countryside.
•
Ss listen to the song. Check answers.
•
Ss work in pairs and explain the meanings of th e proverbs and sayings. Check answers. SUGGESTED ANSWER KEY 1 It is good to have rain in April because then flowers will bloom. 2 Good looks are only part of a person, while their character is more important than their appearance.
MODULE 5 1 a) Focus - Eliciting information
•
Refer Ss to the title of the song. Elicit the meaning of mall (a shopping centre in the United States). • Ask Ss: What do you find in a mall? (e.g. shops, restaurants, cinemas, bars, clubs, gyms, etc) • Look at the prompts. Elicit/Explain new vocabulary. • Go through the list of prompts and elicit which can be done in a mall.
Song Sheets ANSWER KEY
SUGGESTED ANSWER KEY
All the prompts are activities which can be done in a shopping mall.
A proverb is a short phrase which gives advice or tells you something about life. A saying is a well-known and wise statement.
b) Focus - Looking for specific information •
Play the song twice. Ss underline the activities listed in Exercise 1a which are mentioned in the song.
•
Ss work in pairs and explain the meanings of the proverbs and sayings. Check answers. SUGGESTED ANSWER KEY You shouldn't waste time as you could use it to earn money. 2 Stupid people spend their money unwisely and so waste it. 3 If you work all the time and never relax, then you become an uninteresting person.
ANSWER KEY shop, ride, swim, go on
a roller coaster, skate
Focus - Forming rhyming words •
Play the song again. As Ss listen, they underline the words which rhyme. • In pairs, Ss practise reading out the song to check their answers. • Each pair tries to find at least one word which rhymes with each set of lines. Write suggestions on the board and elicit the meanings of the new words.
MODULE 6 1 Focus - Predicting the content •
Revise the meaning of roller coaster which was taught in Song 5 and recycled in Unit 30. • Ask Ss: Where do you find roller coasters? (fairgrounds/theme parks) Have you ever been on a roller coaster? Does it move fast or slowly? (sometimes fast, sometimes slowly) How do you feel when you are on a roller coaster? (scared, terrified, excited, daring, etc)
ANSWERKEY The last word of every two lines rhymes, e.g. lines 1 & 2 day/play, lines 3 & 4 inside/ride.
•
Ss complete the task in pairs. Elicit answers.
SUGGESTED ANSWER KEY day/play - stay, hay, grey, may, tray inside/ride - pride, hide, tied, cried mall/all - tall, fall, small nice/paradise - twice, rice, mice want/restaurant - font skate/late - hate, mate, state
Focus - Explaining proverbs •
Revise what a proverb is. If Ss do not know, explain the term to them. • Tell Ss that some of the phrases mentioned are not proverbs but sayings. • Elicit what a saying is.
SUGGESTED ANSWER KEY The song is perhaps about someone's experience on a roller coaster or at a fairground. I think the music will sometimes be fast and sometimes slow like the roller coaster itself.
•
Play the song twice. Check answers.
2 Focus - Analysing the text •
Ss refer to the song. Elicit how the singer feels (so free).
• Ask Ss to look at the last verse. Elicit what the singer feels about the roller coaster.
211
Song Sheets
-
SUGGESTED ANSWER KEY
SUGGESTED ANSWER KEY
It must be his favourite ride as he says, 'this is the best.' He also says he sweats and screams, so he must be afraid.
I would use this expression if a friend was moving to another town or going away to university and I wanted to remain friends with them.
3 Focus - Explaining proverbs •
Revise what a proverb is. If Ss do not know, explain the term to them. • Tell Ss that some of the phrases mentioned are not proverbs but sayings. • Elicit what a saying is.
2 Focus - Identifying words
• •
ANSWER KEY to call, message, sign, email, chat online, phone, SMS
SUGGESTED ANSWER KEY A proverb is a short phrase which gives advice or tells you something about life. A saying is a well-known and wise statement.
•
Play the song. Ss read the song again underlining any word connected with communication.
•
Ss work in pairs and explain the meanings of the proverbs and sayings. Check answers.
Elicit which means of communication Ss mosl often use and why. SUGGESTED ANSWER KEY
•
SUGGESTED ANSWER KEY You don't have to have or spend a lot of money to have a happy life. 2 If someone has had a bad experience, they are cautious and avoid making the same mistakes again.
MODULE 7
•
3 Focus - Writing sentences
•
1 Focus - Understanding titles
• •
ANSWER KEY
•
The computer, telephone answering machine, portable/cordless telephone and mobile phone are all means of communication.
Refer Ss to the title of the song and elicit its meaning (to be in contact with someone) . Ask Ss when they would use this expression.
•
Tonia used her computer to send me an email. Mary left me a message on my answering machine. I can move around with my portable phone, so I can even take calls in the garden! I usually send around 10 SMS messages on my mobile phone every day.
4 Focus - Explaining proverbs
• • •
212
In pairs, Ss write sentences about the picture using the expressions from the song.
SUGGESTED ANSWER KEY
• Ask Ss to identify the objects in the pictures and say how they are linked .
•
I send emails to my friends because they are Cheap and I can get an answer back quickly. I like to use my mobile phone to send SMS messages. I do this because I can get in touch with my friends at any time as they always have their mobiles with them. etc
Revise what a proverb is. If Ss do not kno'A explain the term to them. Tell Ss that some of the phrases mentioned ar not proverbs but sayings. Elicit what a saying is.
.. SUGGESTED ANSWER KEY
SUGGESTED ANSWER KEY A proverb is a short phrase which gives advice or tells you something about life. A saying is a well-known and wise statement.
•
Ss work in pairs and explain the meanings of the proverbs and sayings. Check answers.
The song will be about different superstitions.
•
Play the song twice. Check Ss' predictions.
2 Focus - Understanding the content •
Ss read the song and complete the task. Check answers.
SUGGESTED ANSWER KEY ANSWER KEY
1 When someone cannot be seen, they can easily be forgotten. 0 2 If something bad happens, you hear about it so when you don't get any news, you know that everything is alright.
The singer says in the first line of the second verse that he is not superstitious. I don't believe in superstitions either.
3 Focus - Explaining proverbs MODULE 8 1 Focus - Predicting the content •
Revise the meaning of superstition as learnt in Unit 37. Ask Ss to explain which superstitions are shown in the pictures.
•
Revise what a proverb is. If Ss do not know, explain the term to them . • Tell Ss that some of the phrases mentioned are not proverbs but sayings. • Elicit what a saying is. SUGGESTED ANSWER KEY
ANSWER KEY •
• • •
•
A superstition is a belief in something that is not real or logical. If you break a mirror, you will have seven years' bad luck. If you walk under a ladder, you will have bad luck. In some countries seeing a black cat brings good luck. In others it means bad luck.
In pairs, Ss briefly talk about the superstitions they believe in. Select some Ss to tell the class about their beliefs.
A proverb is a short phrase which gives advice or tells you something about life. A saying is a well-known and wise statement.
•
Ss work in pairs and explain the meanings of the proverbs and sayings. Check answers. SUGGESTED ANSWER KEY 1 Knowledge is the most valuable asset. 2 You say this to somebody as a warning not to ask too many questions.
SUGGESTED ANSWER KEY I always touch wood if I want to have good luck or for something nice to happen to me.
•
Elicit what the Ss think the theme of the song will be.
21:
e------------------------------------------------------------------------~
http://www.lordoftherings.net/ http://www.zovakware.com/tests/lordoftherings.htm
"111
Module 2
www.rspca.org.uk/
Module 3
http://www.wwf.org/ http://www.greenpeace.org/ http://www.bbc.co.uk/cbbc/wild/index.shtml http://www .bbc.co. uk/nature/blueplanet/
Module 4
http://www.victorians.org.uk/
Module 5
http://www.camdenlock.net
Module 6
http://www.disneylandparis.com/uk/introduction.htm
Module 7
http://www.ukdivers.net/comms/signals.htm http://www.seagrant.wisc.edu/madisonjason11/diving_signals.html http://www.afb.org/braillebug/
Module 8
http://www.nationalgeographic.com/ngkids/9903/monsters/index.html http://www .mysteriousbritain .co. uk/
Evaluations
...........---------------Formative Evaluation Chart Name of game/activity: .... ............... .. ........ ..... ...... .. .......... ....... ... .... ...... ....... ........ .... ..... ...... ..... ............................................ .. Aim of game/activity: .......... .... .......... ...... .. ................. ... ... ..... ....... .. ............ ...... .. .. ........ ..... .... .............................................. .. Module: . ......... ...................................................
Unit:... ...... .... .. .......... ..... .......... .... ..... ... ...
Students' names
Course: .... ..... ..... .... .... ... .. .
Mark and comments
1
2 3 'I
5 6
71
8
9 10
11
12 13
1'1 15
1/J fI
13 19 2D 21.
22 23
2'1 25
Evaluation criteria:
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PHOTOCOPIABLE
c (green)
w (yellow)
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Cumulative Evaluation (
Student's Check Forms) Student's Check Form Module 1
Name: ............. ....................................... ............................. I can ...
remember
say
read and write
very well OK not very well very well OK not very well very well OK not very well
•
What things have you got in your room? What leisure activities do you like? What chores do you do weekly? What are you doing at the moment? What is your hero like? Draw how you feel!
•
• • •
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Student's Check Form Module 2
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read and write
say
very well OK not very well very well OK not very well very well OK not very well
• • •
• •
What happened next? Who helped you? What were you doing when you heard the scream? You can't be serious.
What happened in the end? Draw how you feel!
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Student's Check Form Module 3
Name: ........... ... ........ ............................. .............................. <.
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remember
I can ...
say
read and write
very well OK not very well very well OK not very well very well OK not very well
•
What will happen in the future? What are you going to do to help endangered species? What will happen if global warming continues? If I had a digital music player, I could listen to music everywhere. What WQuid you do if you were me? ~. Draw how you feel!
• • • •
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Student's Check Form Module 4
Name: ... .. ............................. .... ...........................................
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very well OK not very well very well OK not very well very well OK not very well • You must respect the countryside. • You shouldn't blow your nose in public. • Excuse me, may I borrow your pen? • Is rock climbing more dangerous than basketball? • We need to take a compass because we might get lost. Draw how you feel!
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read and w(ilO
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Can I help you , madam?
•
Which floor is the menswear on? • Credit car
•
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Student's Check Form Module 6
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•
OK
not very well very well
OK
not very well very well
OK
not very well
Do you prefer,rice or potatoes with that?
•
Do people in your country eat any special food?
•
Have you ever been to a carnival? That's the clown whose daughter is an acrobat. - Why have you been to Disneyland four times? I' -I went because it's so amazing. Draw how you feel!
•
•
© © ® © Express Publishing PHOTOCOPIABLE
21
Student's Check Form Module 7
Name: .................. ........ ... ................................ .. .................. .,
I can .,.
remember very well
•
OK I'not very well
say very well
OK
read and write not very well very well
OK
not very well
Would you like to leave a message? Didn't you say you would be back at ten? What's wrong? You look depressed. Why did the diver tell you to use hand signals? Do you agree or disagree with the programme?
•
• • •
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Student's Check Form Module 8
Name: ..... ..... ..... ....... .. ........... .. .. ..... ... ........... ..... ....... .... ... ....
I can ...
remember very well
OK
• Aliens travel in flying saucers, don't they? • Do athletes have things done for them? • Had you finished your homework 'by the time'the lights .went out? " ' . • What's your best friend like? • Wt:Jat was the climax of the story? Draw how you feel! "
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..... .... .. ..... .. .. ........ .. .. .. .. ......... .. .. ...... .. (name) can: very well talk about person<;ll belongings
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express annoyance
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talk abotlt leisure activities
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express likes & dislikes
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make suggestions - agree/disagree write an email about hobbies
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write an interview
describe physical appearance & character write a summary of a text
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talk about crimes & crime fighters express interest & surprise state facts
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express dowlDt & certainty ask and give information write and narrate a story write an eyewitness statement write a comic strip write a geography quiz write strange laws
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Progress Report Card Module 3
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OK
not very well
make predictions talk about future plans talk about environmental problems express certainty & uncertainty ask for & give advice write horoscopes make a poster for the protection of endangered species make a poster for tree planting design an advert write a letter of advice
.
Progress Report Card Module 4
......................................................... (name) can:
.,
very well
talk and write about the country code reprimand, make excuses & apologise talk and write about travel tips talk about school subjects write about.school rules talk about sports '& equipment compare sports
,
.. ,
give advice agree & disagree write an email of advice
..
"" "'\'T'I"\f"I'"'IDIARI F
OK
not very well
Progress Report Card Module 5
................. ................. ....... ................ (name) can: very well
OK
not very well
.-
describe clothes go shopping talk and write about shops & products describe objects make complaints & request action write a quiz about currency use different methods of payment write a dialogue as a comic strip write a letter to a lost property department write an article about a shopping centre write an email of complaint
Progress Report Card ......................................................... (name) can: very well
Module 6 OK
not very-well
talk about festivals & celebrations order food at a restaurant express surprise & amazement express preference make, accept & refuse invitations talk about entertainers write a short biography write a dialogue in a restaurant write an email of invitation write a scary story
,
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---..........--------------Progress Report Card ,
Module 7
........................... .......... .. ........... ... .... (name) can:
.
very well
OK
not very well
make a phone call & leave a message describe mobile phones'
.
check & clarify
report statements, questions & commands talk about teen"age concerns
~>
describe feelings
.
talk about TV & media
write an answering machine message write an SMS message
l
write an opinion essay ..
~,
Progress Report Card Module 8
........... .. ............................................ (name) can :
..
,
very well
,
~
,
"
talk about UFOs talk about sports & equipment make enquiries
&. show interest
talk abol:lt the supernatural
.>
describe personalities narrate a ghost story
..
design a web page for film characters write an alien story
."
write an article about ghosts write a ghost story
=
~ . . -~ --- D"hnC'hinn
,.
,
PHOTOCOPIABLE
OK
not very well
Resource Bank Pbotocopiable Material
~i~~the correct item.
Unit 1 Fill in: album, helmet, address, computer and sports. 1 My mother has Fiona's telephone number in her ...................... book. 2 I always wear a cycling ..................... . when I cycle to school. 3 They only play ...................... games after they finish their homework. 4 Your stamp ...................... is full. You need a new one. 5 Gary's walls are covered with ................ . posters.
c£i~~the correct item. 1 The children looked so / such bored at the party. 2 Your bedroom is in so / such a mess all the time. 3 Don't be so / such lazy. 4 He was so / such happy about our good news. 5 Why is picking me up so / such a problem?
1 John doesn't ................. surfing the net. He thinks it's boring. B likes Cloves A like 2 Maria is ................. about mountain biking. She finds it exciting. A liking B fond C crazy 3 Anna and Jack are ................. on reading books. They read one a week. A keen B fond C crazy
4 I'm very ................. of camping even if it is a bit tiring. A fond B keen C crazy 5 She ................. doing homework. She's not a very good student. B loves C hates A likes 6 I don't think she ................. doing extreme sports. She's easily scared. A fancies B hates C dislikes
Unit 3 Match the items to form phrases.
Unit 2 Match the items to form phrases.
11
226
1I
Iwater
A trees
2I
Irake
B clothes
3
Iprepare
C the floor
I
stamp
A with friends
4
Iwash
0 the carpets
21 31
horse
B biking
5
Ishovel
E the dishes
playing
C the cinema
6
Ivacuum
F leaves
41
doing
o
the net
7
I mow
G the flowers
51
surfing
E collecting
8
Imop
H a meal
61
bungee
F riding
9
Idig
I snow
7I
hanging out
G baseball
110 I
I prune
J the lawn
81
mountain
H jumping
Iiron
K the garden
91
going to
1111 1121
Itake the
L rubbish out
archery
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Use the present continuous to form full sentences, as in the example.
1 chef / prepare / customers' meals? /s the chef preparing the customers' meals? 2 James / sweep / kitchen floor.
Unit 5 Complete the spidergram with as many words as possible.
appearance
3 Lee / not / work / now. He / play / computer games.
\
/
4 Francis / wash or vacuum / car? 5 She / not take / History / this term. She / take / Sociology. 6 They / do the shopping / right now.
Unit 4 Put the verbs in brackets into the present simple or present continuous.
1 You can't go out to play, it .................... . (rain) really hard. 2 He usually.................. (have) breakfast before leaving for work. 3 On Saturday morning the boys ............ .. (go) to football practice. 4 Dad ................... (drive) me to school this morning. 5 The train for Milan usually .................. . (leave) from platform 8. 6 I can't talk now, I ..................... (iron) the clothes. 7 She..................... (get) home from work at about 5:30 pm. 8 My grandparents ................... (stay) with us over the Christmas holidays.
Fill in: both, a/so, a/though and as well as.
1 This movie is .............. funny and sad. 2 David Beckham is a handsome man .............. a good football player. 3 She has .............. brought the kids with her. 4 I admire athletes because they are disciplined .............. hardworking. 5 .............. my aunt is in her late sixties, she hasn't got any wrinkles. 6 .............. my mum and my dad are of medium height. 7 .............. he is calm, he is not very patient. 8 You should .............. remember to buy the newspaper.
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Unit 6
Unit 8
Complete the table with the missing nouns. verb
noun (criminal)
noun (crime)
mug burgle vandalise kidnap rob
Unit 7
Put the verbs in brackets into the past simple or past continuous.
1 What .......... (you/do) when you .... .. .. ., (witness) the mugging? 2 I .......... (walk) home from work when th accident .......... (happen). 3 He .......... (drive) to work when he ...... .. " (realise) he had forgotten his briefcase. 4 Why .......... (the police/arrive) so late? 5 The inspector .......... (question) th suspects while the police ...... .. .. (investigate) the crime. 6 Jeff .......... (prepare) his speech la t night; he .......... (not/get) any sleep.
Fill in: at, while and when.
1 The private investigator was listening carefully .......... the witness explained. 2 .......... midnight yesterday, the police officer was following the robber. 3 .......... the judge arrived at court, she asked to see the two lawyers in her office. 4 The prison officer was working .......... three o'clock this afternoon. 5 I was shopping .......... the store detective was looking for the pickpocket. 6 He was getting ready .......... she was having a shower. 7 The security guard didn't know what to do .......... he heard the noise. 8 I was driving home .......... I saw the kids vandalising a car.
Unit 9 Write the words under the definitions.
1 to go round a place and guard it
p----2 a colloquial English word for "policeman" b ___ _ 3 an object that makes noise when you blow it
w _____ _ 4 a metal object that rings when you hit it b __ _ 5 a glass and metal object that contains a candle inside it 1 _____ -
6 special clothes worn by members of an organisation u _____ _ 7 a tool we use to cut things
k ___ _ 8 cloth items that you put on your hands to protect them
g-----
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Unit 10 Fill in: up, down, out and in.
1 I had a terrible week. My car broke .......... and I had to take a taxi to work. 2 John broke .......... with me, he no longer wants us to be together. 3 Burglars broke .......... and stole my CD player. 4 It's very difficult for prisoners to break .......... of modern prisons.
Unit 11 Choose the correct response.
1 A: Do you think they'll get married? B: a I'm sure I will. b I believe so. 2 A: Will we be home in time for the show? B: a I hope so! b I expect it will. 3 A: I wonder if Graham will make a good chef. B: a I expect he will. b Do you know who?
4 A: I want to get a job as soon as I finish university. B: a I don't think it will. b I'm certain you will.
Unit 12 Complete the exchanges with the correct form of the verbs, using will or be going to.
1 A: I didn't have lunch. I'm starving. B: I .................... (make) you a sandwich. 2 A: Why do you look so happy? B: Because my best friend ...................... . (stay over) for the weekend . 3 A: Linda runs very fast. B: I am certain she ........... (win) the race tomorrow. 4 A: Do you want to come over this afternoon? B: I can't. My mum ........ (take) me to the dentist. S A: I'm going away next week but I'm worried about the garden. B: I ............... (water) the flowers for you. 6 A: Why did they buy a house by the sea? B: They ........................................ (move) there when they retire. 7 A: What time will you be home? B: I think the concert .......... (be) over by midnight. S A: He's driving too fast. B: Oh no, he ............................... (crash).
S A: Will the weather be nice over the weekend? B: a I suppose he will. b Perhaps. 6 A: I don't think he'll release a new album this year. What do you think? B: a I don't think so either. b I am certain. © Express Publishing PHOTOCOPIABLE
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Unit 13 Put the verbs in brackets into the correct tense.
1 If we don't do something about global warming, the situation ............................ . (not/improve). 2 Sea levels will rise if the earth ................ . (keep) getting warmer. 3 If people stop cutting down trees, deforestation .................... (not/be) such a problem. 4 If governments make laws protecting the environment, people ............... (have to) respect them. 5 When factories ............ (use) fossil fuels, the greenhouse effect gets worse. 6 When countries use less energy, it ......... (help) the situation. 7 Unless we ............ (use) air conditioning wisely, energy is wasted. 8 Children ........................... (help) prevent pollution if they learn about it at school.
Unit 14 Put the verbs in brackets into the correct tense.
1 If you slept earlier, you ........................ . (not/feel) so tired when you wake up. 2 He would be really angry at her if he ............... (know). 3 If they worked a bit harder, they .............. . (do) a better job. 4 If I ............... (be) you, I wouldn't tell anybody about your plans. 5 I would probably take the job if they ...................... (offer) it to me. 6 If she didn't talk in class, she .............. .. :............... (understand) Maths better. ~
o. © Express Publishing
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7 My father ................... (n ot/be) very happy if he knew about the accident. 8 .................... (Francis/get) angry if I used his office while he was away? 9 If I won the lottery, I .................... ... . (not/leave) my job. I love it too much. 10 If we got better jobs, we ............... (be able to) buy a bigger house. 11 .............................. (the course/improve) if the teacher answered more questions? 12 You ........................... (not/have to) carry an address book if you had a handheld organiser.
Unit 15 Give advice. Use the phrases in the box and the prompts.
• • •
You should ... If I were you, I'd ... Why don't you ... ? o The best thing to do is ...
1 I can't remember all my appointments. (buy an electronic organiser) 2 I want to lose some weight. (go on a diet) 3 I really want a new bicycle but I can't afford it. (save some money) 4 I haven't got enough free time. (manage your time better) 5 I feel tired and weak. (sleep longer and eat better)
Unit 16 Use must or mustn't to rewrite the sentences. 1 Don't drop litter.
3 use the towel to wipe your hands before you eat 4 blow your nose in public 5 watch out for motorcycles when walking on pavements 6 enter a temple with your shoes on
2 Keep your dog on a lead.
Unit 18
3 Don't feed the animals.
@§~the correct item. 4 No parking at any time. 1 Excuse me, ................. I borrow your pen please? A could B must C should
5 No smoking. 6 Don't play loud music.
2 Is it all ................. if I go out for a minute? B problem C right A OK
7 Pay at the front desk. 8 Always wear a seat belt.
Unit 17 Match the items to form phrases. 1 2 3 4
accept
A your hands
Iget into
B credit cards
Ivisit
C a taxi
carry
D slippers
1
1
5 6
Iblow
E your nose
Iwipe
F cash
7
1
put on
G friends
3 Do you ................. if I watch TV for half an hour? A care B mind C excuse 4 ................. I come in at ten tomorrow? I have a doctor's appointment. A Must B Can C Should 5 Yes, ................. you can borrow my book for tomorrow. A of course B sure C OK 6 I'd ............. you didn't eat in my bedroom. A mind B rather C think 7 I don't mind if you use my computer. Go ..................
A OK
B sure
8 Actually, I'd rather you Use the phrases and should/shouldn't to give advice to your friend who is planning a trip to Tokyo.
without me. A may
B don't
C ahead ................. go
C didn't
1 carry plenty of Japanese money 2 leave your shoes outside when you visit someone's house © Express Publishing PHOTOCOPIABLE
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Unit 19 Use the comparative or the superlative forms of the adjectives to complete the sentences.
1 Of all the sports I know, white-water rafting is .................................. (thrilling). 2 Rock climbing is much ..................... . (scary) than mountain biking. 3 Golf equipment is expensive, but scuba
4 5 6
7
a
diving equipment is .......................... .. (expensive). Boxing is a difficult sport but weightlifting is ........................... (difficult). Kitesurfing is not boring. It's .................... .. (exciting) than white-water rafting. Ice hockey is .................... (fast) and ......................... (dangerous) sport I've ever played. ....................... (cheap) scuba diving suit I could find was still too expensive. Sky diving is ............ .............. (thrilling) than tennis.
Unit 20
6 If it doesn't rain, we don't have to sleep in the .................. . 7 .................. are not necessary unless you plan to cross the river. a Athletes should have a .................. in their sports bag in case of injuries.
Unit 21 Choose the correct response. 1 A: Can I help you? B: a I'm just looking. b No problem.
2 A: What size are you? B: a Do they fit? b Medium, I think. 3 A: Could I try these trainers on? B: a What size are you? b How do they look? 4 A: Where can I try this on? B: a Do you need any help? b In the fitting room. 5 A: How would you like to pay? B: a In cash. b Where do I sign?
Fill in: rucksacks, waterproof trousers, water bottle, sunscreen, first-aid kit, map, tent and helmet.
1 You must always wear a .................. when you ride a bike. 2 Lying on the beach when it's hot can be dangerous if you aren't wearing ............. . 3 We need to buy .................. for our hiking holiday. 4 I'm really thirsty, have you got a .................. in your rucksack? 5 He lost the .................. and had to ask for directions.
2
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6 A: Do you take cheques? B: a I'll take them. b Certainly. 7 A: How does this coat look? B: a That's fine. b It suits you.
a
A: Do these trousers suit me? B: a It makes you look attractive. b They look great.
Unit 22 Rewrite these sentences putting the adjectives in the right order. 1 She was wearing a(n) (cotton, old, pink) skirt. 2 We just bought a (huge, wonderful, porcelain) vase. 3 They live in a(n) (stone, modern, ugly) house. 4 I don't like restaurants .
(tiny,
French,
boring)
4 John has invited Tasha to the graduation ball. Tasha ... .. ... ..................... ............ .... .. .... .... .. 5 The storm didn't damage my house. My house ....... ... ............ ....... ..................... . 6 Christie doesn't cook Sunday lunches. Sunday lunches ...................................... . 7 They will publish the travel book next week. The travel book ...................................... .. 8 Robots can produce electronic equipment. Electron ic equipment .. .............. .. .......... .. . 9 Has the gardener watered the rose bushes? Have the rose bushes ........................ .... .. 10 Did the travel agent send you the tickets? Were the tickets .......... .. .............. ........ .. .. .
5 She has (round, floral, comfortable) cushions on her bed.
Unit 24 Find eight types of stores/shops/ markets/centres.
6 He bought me a (silk, formal, grey) scarf. 7 There was a (cardboard, large, rectangular) box outside the door. 8 We didn't see many (old-fashioned, Italian-style, tall) buildings in the city centre.
Unit 23 Rewrite the sentences using the
passive. 1 My aunt makes our birthday cakes with fresh fruit. Our birthday cakes ........ .. .... ...... ........ .. .... . 2 Her parents organised her birthday party. Her birthday party .................................... . 3 Will Fred arrange the meeting? Will the meeting ................ .... .. ................ ..
P D C H A R Q
A F
Z E Q
Z A Q
T Y G E W E R T Y U I S P S D F G H J B 0 A N T I Q U E A U R X C V B N M P V T R T C 0 F F E E M W A S D F G H N E C V S H 0 P P I N S D F G H J K R T W E F L E A R T
I
M 0
0 0
K
S
D
P
0 I Y U J K N G L
L
Y
I
Think of one thing you can buy in each shop.
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4
Unit 25 Fill in: stuck, damaged, torn, missing, scratched, broken, cracked and loose. 1 The goods were .................... when they arrived, so I sent them back. 2 If the lens is .................... , it will appear on your photos as a long line. 3 I'd like to change this skirt please; the pocket is .................... . 4 I'd like a replacement for this shirt please; two buttons are .................... . S The mirror is ..................... We'd better replace it before it breaks completely. 6 Could you look at my shoes please? The heel is .................... . 7 This joystick is ..................... We can't use it to play. a This remote control is useless; the buttons keep getting .................... when you press them.
Unit 26
I have a table for two by the window madam. Customer: a That would be perfect. b Excellent choice sir. Can we see the please? Waiter: a Well done, please. b Right away, sir.
3
234
menu
Waiter: Are you ready to order? Customer: a As you wish. b I think so.
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I would like the steak, please. S Customer: Waiter: a Red or white? b Medium or well done? 6
Would you like a bottle of wine? Customer: a Yes, please. A bottle of red. b Yes, please. A bottle of still. Waiter:
7 Customer:
Could we order dessert, please? Waiter: a So would I. b Certainly, sir.
a
Waiter:
Would you like steamed vegetables or rice with that? Customer: a I need a moment to decide. b Yes, I do.
Fill in: a lot of, much, many, some, any, a few and a.
Waiter:
2 Customer:
Would you like a bottle of water? Customer: a Sparkling or still? b Yes. A bottle of still water, please.
Unit 27
Choose the correct response. 1
Waiter:
1 My coffee has too .......... milk. 2 There are some eggs in the fridge but not 3 Is there .......... coffee left? 4 I only made .......... pancakes because there wasn't much flour. S Don't forget to put .......... oil in the salad. 6 There isn't .......... water. Would you like some soda instead? 7 There are .......... biscuits in the tin, so have as many as you want. a Could I have .......... loaf of bread, please? 9 There isn't .......... salt in the soup, but there is a little. 10 Don't eat too .......... sweets.
Unit 28 Form full sentences using the present
perfect. 1 her parents/be/London/three times
5 The car ................. he bought is ch - p. A which B whose C who 6 Charlie Chaplin is the actor ................ . stars in that movie. A which B whose C who 7 The handbag ................. is on the armchair must be Juliet's. A which B whose C who
2 my cousin/already/finish/university 3 she/just/return/from school
8 Mrs Kumar, ................. is French, teaches at our school. A which B whose C who
4 you/ever/fail/an exam? 5 we/know/Gabriela/2002
9 The house ................. I saw was beautiful. A which B whose C who
6 he/ever/visit/Disneyland?
10 The house, ................. garden has a swimming pool, is very expensive. A which B whose C who
7 Paula/never/be/carnival party 8 I/Iive/in Paris/two years
Unit 30
9 she/not see/him/two weeks ,
................................................................. ,.
Put the verbs in brackets into the present perfect or past simp/e.
10 he/just/receive/the letter
Unit 29
~i~~ the correct item. 1 I have never seen a dog ................. sleeps so much. A which B whose C who 2 Anna is the girl...... ........... mum is a famous dancer. A which B whose C who 3 That's the woman ................. husband is a magician. A which B whose C who 4 John and Brad are the boys ............... .. work at the circus. A which B whose C who
1 Shakespeare ............. (be) a great writer. 2 It's the second time she ........ (fail) the exam. 3 I can't come to the party, my parents ...................... (just/return) from Paris. 4 Kelly ......................... (not/see) her best friend for over two weeks. 5 Brian ....................... (hot/arrive) on time so we left without him. 6 Why ........................... (Maria/stop) talking to you last night? 7 He ......................... (receive) the package I sent him weeks ago. 8 How many days .......................... (it/be) since you told him? 9 When I ......................... (buy) this dress, I was slimmer. 10 I ............................ (already/tell) you my opinion on this matter. © Express Publishing PHOTOCOPIABLE
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Unit 31
Unit 32 Turn the statements into reported speech.
@the correct item. 1 Maria called John to ........... ...... about their holiday plans. A tell B say C talk
2 I cannot communicate father since our argument. A on B with
2
my Cfor
3 ................. the truth is not always easy but you must do it. A Telling B Saying
1 'I'm stuck in traffic,' she said.
3 4
C Explaining
4 Could you please ................. me the time? A speak B say C tell
5
5 Can
you ................. the difference between British and Belgian chocolate? A talk B tell C say
6 She is so rude! She didn't even ................ . 'Hi.' A speak
B tell
C say
6
7
8
7 I asked Helen what happened but she didn't ................. me. A tell B speak
C say
8 If there is no answer, ................. a message. A tell B leave C say 9 It's too expensive to talk on the phone so we ................. online. A say B speak C chat 10 Keeping in touch ................. kids from my old school isn't easy. A with B for C to
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10
She ......................................................... .. 'The bus was late this morning,' my colleague told me. My colleague .......................................... .. 'I'll wait for you in the car,' he said. He ............................................................ .. 'Maria and John are coming,' Paul told hi mother. Paul ......................................................... .. 'I've been to Paris seven times,' Cindy said. Cindy ....................................................... . 'Mrs Simpson is your new Chemistry teacher,' the headmaster said. The headmaster ...................................... . 'I can't pick you up,' she said. She .......................................................... . 'I have lost my watch and my wallet,' he said. He ............................................................. . 'There will be a three-hour delay,' Daisy said. Daisy ....................................................... . 'We are going to the cinema tomorrow night,' Dad told me. Dad ............................................................ .
Unit 33 Turn the questions into reported speech. 1 'Will she come to the party?' He asked .................................................. . 2 'When did Maria call?' She asked ................................................ . 3 'Where have you put the shopping, Jane?' He asked .................................................. . 4 'Do you remember Patricia, Dad?' She asked ................................................ . 5 'Is Patrick coming to football training tomorrow afternoon?' Brian asked .............................................. . 6 'Are you still angry with me, Tom?' She asked ............................................... . 7 'Will you help me around the house?' She asked ............................................... . 8 'When did Jim celebrate his birthday?' Maria asked me ....................................... . 9 'Who is my team-mate for this game?' He asked ............................... ~ .................. . 10 'What do you think of Paula?' She asked ................................................ .
Unit 34 Turn the commands into reported speech. 1 'Stop at the lights,' said the driving instructor. 2 'Don't stop running until I tell you,' said the football coach. 3 'Turn to page 56 in your books,' said the Maths teacher.
4 'Don't come back after ten,' said their parents. 5 'Be quiet while I'm speaking,' said their professor.
Fill in: after, up, out, forward ta and far. 1 I asked my mother to look ................. the children while I was at work. 2 Is Vivien still looking .............. .. . a job in journalism? 3 He wasn't really looking ................ . starting university. 4 When you don't understand a word, look it ................. in the dictionary. 5 The children were told to look ................ . for poisanous berries while camping.
Unit 35 Underline the correct item. 1 Restaurants here are excellent value for money. Firstly/Moreover, theatres and night clubs are very cheap. 2 There are two reasons why I don't want to go out; firstly/moreover, it's a school night. 3 Firstly, the Internet makes it easy to talk ta my friends abroad. Secondly/For instance, it's great for playing online games. 4 The Firefox browser is great because it has so many features. For instance/ However, you can visit different sites using the same window. 5 I've got a fast Internet connection at home; moreover/however, it's very expensive to keep. 6 Moreover/In conclusion, I believe that the Internet is an excellent way to communicate. © Express Publishing PHOTOCOPIABLE
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Unit 36 Complete the question tags. 1 You won't be late, .............. .? 2 We will travel in space soon, ................. ? 3 You can remember the irregular verbs,
............................................. ?
6 The team/new pads/order/a week ago 7 Professional athletes/expensive trainers/ give/to them 8 Jack/racquet/rewire/by a professional/ tomorrow
4 This exercise shouldn't be too difficult,
............................................. ? 5 You haven't seen aliens, ........................ ? 6 George was having a nightmare last night, ................................... ? . 7 H'IS coo k"Ing IS d e I'ICIOUS, ........................ ? 8 You don't speak French, ....................... ? 9 You should go to a dermatologist, ........ ..
............................................. ? 10 Paul and Maria aren't still in Italy, .......... .
............................................. ? 11 You didn't see Fred, .............................. ? 12 That dog is cute, .................................... ?
Unit 37 Form full sentences using the
causative form. 1 Phil/baseball bat/paint/every three months 2 Harriet/basketball/pump up/before today's match 3 Mr Drake/golf clubs/carry/during yesterday's competition 4 We/our helmet/replace/sometime this year 5 The players/their jerseys/wash/yesterday
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Unit 38 Put the verbs in brackets into the past simple or past perfect.
1 They ........................ (finish) the popcorn before the film started . 2 When Maria ................. (come), most of the guests had already left. 3 The show ................................ (not/start) before we found our seats. 4 Anna wasn't hungry because she ....................... (eat) a big lunch. 5 Robert hadn't slept enough the night before so he .......................... (fall) asleep on the sofa. 6 Had the burglar already disappeared when the police ...................... (arrive)? 7 How many pairs . af trousers .................... .. (Jack/tryon) before he decided? 8 ..................................... (Maria/already/ cook) dinner when he called to cancel? 9 I ............................ (not/tidy) up my room by the time my mum came home. 10 Brenda couldn't get on the plane because she ........................ (forget) to take her passport.
Unit 39 Write the opposites of the words in brackets.
1 'Don't ever ............. (obey) me,' said the king. 2 Can you ........... (tie) this knot? It's really tight. 3 It's late, go upstairs to .............. (dress) and get ready for bed. 4 My father is very ................... (patient), he always wants to be served first. 5 It was very ............... (sensitive) of you to ask about the divorce. 6 Some advertising companies .......... . (lead) consumers. 7 My Physics teacher is ................ . (popular) because she's so strict. 8 Whenever he buys ice cream, it just seems to ............... (appear) immediately. 9 You're so ................. (pleasant) when you're in a bad mood. 10 They ............... (agree) with most of the things their boss says.
Unit 40 Underline the correct item. 1 From/Since his accident, Julian has been scared of water. 2 Despite her busy schedule, she was able to come to the wedding after that/after all. 3 She burst into tears as soon as/while she hung up the phone. 4 The farmer had put the horses in the stable finally/before it started to rain. 5 I usually eat dessert but/then I am too full at the moment. 6 Now/Finally, the children decided to go to the police. 7 She stood up, after that/then she walked towards the door. S The train had already left but/when she reached the station.
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Key to Resource Bank Unit 1 address 2 helmet so
2
3 computer 4
3 so
such
5 sports
album 4
both 2 as well as 3 also 4 as well as
5 Although 6 Both 7 Although 8 also
5 such
so
Unit 6 Unit 2 1 E 2 F A
3 G
0 H
4
I
5 6
2
C
3 A
7 A 8 B 4
A
9
C
5 C
6 A
verb mug burgle vandalise kidnap rob
noun (criminal) mugger burglar vandal kidnapper robber
Unit 7
Unit 3 G 2 F
3 H 4 E
5 6
0
7 J 8 C
noun (crime) mugging burglary vandalism kidnapping robbery
9 K 10 A
11 B 12 L
while 2 At 3 When
4
at
7 when 8 when
5 while 6 while
2 James is sweeping the kitchen floor. 3 Lee is not working now. He's playing computer
Unit 8
games. 4 Is Francis washing or vacuuming the car? 5 She is not taking History this term. She's taking Sociology. 6 They are doing the shopping right now.
2 3
Unit 4
5 6
4
is raining 2 has 3 go 4 is driving
5 leaves 6 am ironing 7 gets 8 are staying
were you doing , witnessed was walking, happened was driving , realised did the police arrive was questioning, were investigating prepared, did not get
Unit 9 patrol 2 bobby 3 whistle
4
bell
7 knife 8 gloves
5 lantern 6 uniform
Unit 5 face: round, fat, oval, long, beautiful, ugly, handsome age: young, in his late fifties, in his early thirties, in his early teens, old special features: dimples, wrinkles, moustache, beard hair: dark, fair, curly, straight, long, short build: slim, well-built, fat, thin, weak
Unit 10 1 down
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3
up
in
4
b
5 b
out
Unit 11 1 b
40
2
2
a
3 a
4
6 a
Key to Resource Bank
Unit 12 'II make 2 is going to stay over 3 will win 4 is going to take
5 will water 6 are going to move 7
8
will be is going to crash
2 You should leave your shoes outside when you visit someone's house. 3 You should use the towel to wipe your hands before you eat. 4 You shouldn't blow your nose in public. 5 You should watch out for motorcycles when walking on pavements. 6 You shouldn't enter a temple with your shoes on.
Unit 13 won 't improve 2 keeps 3 won 't be 4 will have to
5 6 7
8
use helps use will help
Unit 18 A 2 C
3 4
B B
7
wouldn 't be
8 Would Francis get 9 wouldn't leave 10 11 12
would be able to Would the course improve wouldn't have to
A B
7 C 8 C
Unit 19
Unit 14 wouldn't feel 2 knew 3 would do 4 were 5 offered 6 would understand
5 6
2 3 4 5 6 7 8
the most thrilling more scary more expensive more difficult more exciting the fastest, most dangerous The cheapest more thrilling
Unit 15 (Suggested answers) 2 3 4 5
Why don't you buy an electronic organiser? You should go on a diet. If I were you , I'd save some money. The best thing to do is to manage your time better. You should sleep longer and eat better.
Unit 20 5 map 6 tent 7 Waterproof trousers 8 first-aid kit
helmet 2 sunscreen 3 rucksacks 4 water bottle
Unit 16 Unit 21 2 3 4 5 6 7 8
You You You You You You You You
mustn't drop litter. must keep your dog on a lead . mustn't feed the animals. mustn't park here at any time. mustn't smoke. mustn't play loud music. must pay at the front desk. must always wear a seat belt.
Unit 17 B 2 C
3 4
G F
5 6
E A
7 0
You should carry plenty of Japanese money.
2
a
3 a
b
4
b
5 a 6 b
7 8
b b
Unit 22 She was wearing an old, pink, cotton skirt. We just bought a wonderful, huge, porcelain vase. They live in an ugly, modern, stone house. I don't like boring, tiny, French restaurants. She has .comfortable, round, floral cushions on her bed. He bought me a formal, grey, silk scarf. There was a large, rectangular, cardboard box outside the door. 8 We didn 't see many old-fashioned, tall , Italian-style buildings in the city centre.
2 3 4 5 6 7
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241
Key to Resource Bank
Unit 23
2 3 4 5 6 7 8 9 10
Unit 28 Her parents have been to London three times . 2 My cousin has already finished university. 3 She has just returned from school. 4 Have you ever failed an exam? 5 We have known Gabriela since 2002. 6 Has he ever visited Disneyland? 7 Paula has never been to a carnival party. 8 I have lived in Paris for two years. 9 She has not seen him for two weeks . 10 He has just received the letter.
are made with fresh fruit by my aunt. was organised by her parents. be arranged by Fred? has been invited to the graduation ball by John. wasn't damaged by the storm. are not cooked by Christie. will be published next week . can be produced by robots. been watered by the gardener? sent to you by the travel agent?
Unit 24
Unit 29 A
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missing
3 4
b b
5 b 6 a
Unit 27 much 2 many 3 any 4 a few
~42
5 6 7 8
some any a lot of a
9 much 10
many
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B C
5 A 6 C
7 8
6 7 8 9
was 2 has failed 3 have just returned 4 hasn 't seen 5 didn 't arrive
A C
9 10
A B
10
did Maria stop
received has it been bought have already told
Unit 31 3 A 4 C
5 B 6 C
7 A 8 B
9 C A
10
Unit 32
2 3 4 5 6
7 b 8 a
3 4
Unit 30
7 broken 8 stuck
5 cracked 6 loose
Unit 26 a 2 b
B
C 2 B
Unit 25 damaged 2 scratched 3 torn
2
7 8 9 10
said (that) she was stuck in traffic. told me (that) the bus had been late that morning. said (that) he would wait for me in the car. told his mother (that) Maria and John were coming. said (that) she'd been to Paris seven times. said (that) Mrs Simpson was our new Chemistry teacher. said (that) she couldn't pick me up. said (that) he had lost his watch and his wallet. said (that) there would be a three-hour delay. told me (that) we were going to the cinema the following night.
Key to Resource Bank
Unit 33 Unit 37 2 3 4
5 6 7 8 9 10
whether/if she would come to the party. when Maria had called . Jane where she had put the shopping. her dad whether/if he remembered Patricia. whether/if Patrick was coming to football training the following afternoon. Tom whether/if he was still angry with her. whether/if I would help her around the house. when Jim had celebrated his birthday. who his team-mate for that game was . what I thought of Paula.
Phil has his baseball bat painted every three months. 2 Harriet is going to have the basketball pumped up before today's match. 3 Mr Drake had his golf clubs carried during yesterday's competition . 4 We will have our helmets replaced sometime this year. 5 The players had their jerseys washed yesterday. 6 The team had new pads ordered a week ago. 7 Professional athletes have expensive trainers given to them . 8 Jack will/is going to have his racquet rewired by a professional tomorrow.
Unit 34 The driving instructor told me to stop at the lights. 2 The football coach told me not to stop running until he told me. 3 The maths teacher told them to turn to page 56 in their books. 4 Their parents told them not to come back after ten. 5 Their professor told them to be quiet while he was speaking . after 2 for
3 forward to 4
2 3 4 5
had finished came hadn't started had eaten fell
6 7
8 9 10
arrived had Jack tried on Had Maria already cooked hadn't tidied up had left
Unit 39
5 out
up
Unit 35 Moreover 2 Firstly 3 Secondly
Unit 38
4 5 6
For instance However In conclusion
2 3 4 5
disobey untie undress impatient insensitive
6 7 8 9 10
mislead unpopular disappear unpleasant disagree
Unit 40 Unit 36
2 3 4 5 6
wi ll you won't we can 't you should it have you wasn 't he
7 isn't it 8 do you 9 shouldn 't you 10 are they 11 did you 12 isn't it
Since 2 after all 3 as soon as
4 5 6
before but Finally
7 then 8 when
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243
Progress Check Tests
NAME: ...... .. .... .. ..... .. .... ..... ......... ....... .... .......................................
DATE: ... ............................... .
CLASS: ......................................................................... ... .............
SCORE: ... ........ ........ ....... / 80 (Time: 15 minutes)
1
Circle the correct item.
1 She usually ............ to school if it's not raining. A walked B walking C walks
2 Do you ... .. .... ... drive to work or do you sometimes take the bus? A never B always C often
3 This milk ... .. ....... strange. Are you sure it was in the fridge? A tastes B is tasting C taste 4 The girl .......... .. when she saw the spider. A screams B screamed C scream S We when the earthquake happened. A sleep B slept C were sleeping
6 Look at all those clouds. It ............ rain. A will B goes to C is going to 7 James ............ Gina tonight. A sees B is seeing C was seeing 8 When you .. ..... .... . the correct password, the program starts. A type B will type C typed 9 If I ........... money, I would lend you some. A have B will have Chad
246
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10 I wouldn't say no if he ...... ...... me to go out with him. A asks Basked C will ask
40- )
( Points: 10 x 4 =
2
Fill in each gap with ONE word.
1 If we had a little .... ...... ...... .......... . money, we would go to the Bahamas. 2 I usually go home at weekends, but ........ . weekend I'm staying in the city. 3 ............ ..... .. it rains, we'll go to the beach. 4 He ... ... ....... .... ............ to play professional football when he was young. S Finding the information we need .... ..... .. . ...... ........ .. ..... going to be difficult, isn't it? ( Points : 5 x 4 =
3
20-
)
Cross out the unnecessary word.
1 If you will see David at work, invite him to dinner tonight. 2 I not used to eat a lot of sweets when I was a little boy. 3 Paul was always making a sandwich when Chris called him. 4 Unless it rains, I will not cycle to work tomorrow. S If I were you, I would to ask for help. ( Points: 5 x 4 =
20- )
c
NAME: .. .............................................................. .........................
DATE: ......... ........ ........... ..... ..
CLASS: .........................................................................................
SCORE: .......................... / 80 (Time: 15 minutes)
1
Circle the correct item.
1 You ............ walk the dog; I've already done it. A shouldn't B mustn't C needn't 2 She bought a ............ bag to put her laptop computer in. A leather, black B black, leather C leather and black 3 The soup is ............ to eat; let it cool down a little. A hot B too hot C hot enough 4 Russia is ............ country in the world. A the largest B larger C the large 5 David, ............ sister is a colleague of mine, is a doctor. A whose B whom C who 6 We ............ have a lot of fun playing together when we were kids. A were used B used to C used 7 If Mark .... ........ about it, I'm sure he would tell us. A knows B know C knew 8 George is an excellent piano player, and he sings ............ . A good B well C better 9 ............ you study harder, you won't go to university. A If B Unless C If you don't
10 This a non-smoking building and you .. .......... smoke anywhere inside it. A can't B needn't C don't have to ( Points: 10 x 4 =
2
40- )
Fill in each gap with ONE word.
1 They say he's rich .................................... .. to buy his own island. 2 Where were you .................................. the burglary happened? 3 ....................................... is this car, Mike's or Anna's? 4 The flat .... ................... is above that shop is Julia's. 5 Both my brothers are older ...................... . me. I'm the youngest child. 6 We don't ........................... to cut the grass today; we can do it tomorrow. 7 You ............................... eat fewer sweets; they're bad for your teeth. 8 He's a good player, but he's not good as I am. 9 What's the name of the actor .................. . stars in this film? 10 ..................... pair of shoes do you prefer, these ones or the brown ones? ( Points: 10 x 4 =
40- )
© Express Publishing PHOTOCOPIA L -
2 4~
NAME: ................................................................ ............ .............
DATE: .................................. .
CLASS: .........................................................................................
SCORE: .......................... / 80 (Time: 15 minutes)
1
Circle the correct item.
1 Everyone ............ wants to be in the team,
put your hand up now. A whose B who
10 ............ and David's new house is in Southampton. A Nicola B Nicola's C Nicolas
C which
2 Fred ............ in the glass factory from 1994 to 1998. A has worked B works C worked
( Points: 10 x 4
2
= 40 )
Fill in each gap with ONE word.
1 I'd like to help .................................. with
his homework but I just don't have time.
3 I haven't seen Robert ............ we were at university. B from . C when A since
2 If you need a notepad, take the ............ .
4 Have you ......... visited the British Museum? A yet B once C ever
3 Sideways is the ....................... interesting film I've seen this year.
5 ............ African elephant is quite different to the Indian elephant. B A CAn A The
4 Bill was getting ready for bed ................ . he heard a noise downstairs.
6 Oscar and Lucy live in a flat next .......... .. the National Bank. A from B on C to
................................ which is on the desk.
5 It's too cold. I ............................. turn on the central heating. 6 If he really were from London, he .........
............ know where Trafalgar Square is. 7 Please don't stand ............ the TV! I'm watching the match. A in front of B before C front to 8 The car has a problem; don't work properly. A it's Bits
brakes C it
9 Paul says he will move out as soon as he can afford ............ . A a flat of his own B his own C an own flat
7 He hasn't played football .................... ..
his car accident. 8 Mike ................................. visited several countries and has friends in all of them. 9 I haven't been to Scotland .................... .. I was a student there back in the '80s. 10 I think ........................ . is someone at the door; maybe it's the postman. ( Points: 10 x 4 =
248
© Express Publishing PHOTOCOPIABLE
40- )
,
d
NAME: .........................................................................................
DATE: ..... .... .... ..................... .
CLASS: ........................................ .................................. .... ....... ... .
SCORE: .... .... .. ..... .... ....... /80 (Time: 15 minutes)
1
2
Circle the correct item.
1 John's car is still downstairs, so he ........ . be in the building. A must B can't C could 2 The doctor asked ......... . A her resting B resting
C her to rest
3 He can't leave early this afternoon, ......... he? A can't Bean C could 4 Don't ......... my secret to anyone. A say B told C tell 5 ....... of the students passed the exam. A Not B Nor C Neither 6 ......... university students may apply for a student loan. A Every BEach C All 7 VelY ......... students scored above 70% in the exam. A few B little C any 8 David is not answering his phone; he ......... be out of the office. A must Bean C can't 9 She moved ......... the door quietly so as not to wake the baby. A into B onto C towards 10 He didn't know that they were lying, ..... ... . he? A did B don't C weren't ( Points: 10 x 4 =
40- )
Underline the correct item.
1 If we can/could go anywhere in the world, we would go to Australia. 2 I can't go to the cinema with you because I have to/can study for an exam. 3 Whom/Whose is that brand new BMW? 4 Ronaldinho is one of the great/greatest footballers ever. 5 He worked in Dominican Republic/the Dominican Republic for twelve years. 6 It was nice of him to wait/waiting for us even though he was in a hurry. 7 She left without to say/saying anything. 8 I don't think she wants to move/moving back to Britain. 9 It's no use to try/trying to convince him. 10 The careless driver was made to pay/ paying for the fence he damaged. ( Points: 10 x 2 =
3
20- )
Cross out the unnecessary word.
1 Harry is supposed to have be giving a presentation tomorrow, but I don't think he'll be ready . 2 The boy it seems to be doing better, but he's still in hospital. 3 She's good at tennis and badminton, but she's even the better at basketball. 4 The man who he spoke to you doesn't know me. 5 Some people choose to go on holiday in winter, but more than prefer to go in summer. ( Points: 5 x 4 = 20© Express Publishing PHOTOCOPIABLE
) 24~
NAME: ... .. ............ ......... .... ...........................................................
DATE: ........................ .......... .
CLASS: .........................................................................................
SCORE: .......................... / 80 (Time: 15 minutes)
1
Circle the correct item.
1 Sandra ....... r. by the time I got to her house. A left B was leaving C had left 2 They say that the best caviar ......... Russia. A is made B they make C made
III
3 She ...... ... that Bob was going to be late. B told C told me A said me 4 Margaret had ......... yesterday, and it's broken down again today. A her car repaired B repair her car C her car repair 5 By 1995, Steve ......... worked as a programmer for six years. A already was B had already C already has 6 The report ......... finished on time unless we hurry up. A wasn't B won't be C hasn't been 7 The doctor antibiotics. A told that
......... B told
I need to
take
C said that
8 She said that she ......... sleeping when the burglar broke in. B had been Chad A is 9 Bill asked Alexa who ......... going to go to the theatre with. A she was B was she C was
250
© Express Publishing PHOTOCOPIABLE
10 We wanted a photo of both of us in front of the tower, so we ......... by a passer-by. A had taken a picture B took our picture C had our picture taken ( Points: 10 x 4 =
2
40- )
Underline the correct item.
1 Something smells/is smelling nice in the kitchen! What are you cooking? 2 Richard was doing his homework while Jenny played/was playing computer games. 3 If you press/pressed this red button, you will set off the alarm. 4 The weather is not hot enough/enough hot to go to the beach. 5 They say that Mr Brown is the strictest/ stricter teacher in the school. 6 John, who/whose sister is a nurse at the local hospital, wants to go to university to study medicine. 7 There were so much/many people at the party that Chris had to borrow chairs from a neighbour. 8 Gary is not tall enough joining/to join the basketball team. 9 This man have been/can't be David; he's on holiday in Spain. 10 Both/Neither my sisters can play the piano quite well. ( Points : 10 x 4 =
40- )
Key to Progress Check Tests Progress Check 1 (Units 1-4) 1
2
1 C 2 B
3 4
A
5
B
6
more 2 this
3
2
will not
C C
7 8
B
9
A
10
3 4
Unless used
5
is
3 4
always not
5
to
Progress Check 4 (Units 1-16) C B
1
2
3
Progress Check 2 (Units 1-8) 1
1 C 2
2
B
3 4
B
5
A
A
6
B
enough 2 when 3 Whose 4 which
5 6 7
8
7 8
than need should as
C B 9
9
2
B C
2 3 4
out one most when
2
3 4
A
5
A
C
6
C
5 6 7
8
will would since has
B
B C
5 6
B C
7 8
A A
3 4
it
9
C
10 B wait saying 8 to move 9 trying 10 to pay 6 7
the he
5
than
B
Progress Check 5 (Units 1-20)
who
1
1 C A
2 2
A
3 4
1 have
10 A
10 Which
7 8
C
1 could 2 have to 3 whose 4 greatest 5 the Dominican Republic 2
3 4
C
5
A
6
1 smells 2 3 4
Progress Check 3 (Units 1-12) 1
1 A 2
was playing press hot enough
5 6 7
8
B B
7 8
strictest whose many to join
9 A 10 C
C B 9
10
can't be Both
9 A 10 A 9
since
10 there
2
IlWrRIDS
At the end of modules 3, 7 and 8, there is a board game of SNAKES AND LADDERS. The aim of the games is to consolidate the content of the corresponding modules in terms of grammar, vocabulary and communicative skills, and to give students the opportunity to test their knowledge in an enjoyable way. They also act as an incentive for students to learn, and present the opportunity for them to use their knowledge in a real-life task. The games can be played individually, in teams or pairs. The competitive element can be removed by continuing the game until all players reach the last square. This promotes co-operation and allows scope for self and peer correction.
WHAT YOU NEED TO PLAY THE GAME the board game poster 2 a dice (If a dice is not available, use six small pieces of paper with the numbers 1-6 written on them and place them in a small bag or a pencil case.) 3 a number of big, coloured counters, depending on the number of players/teams
HOW TO PLAY SNAKES AND LADDERS Place the coloured counters on the start here square. Each player in the team throws the dice or picks a piece of paper from the bag in turn. The player with the highest number goes first and the other players follow in order. Each player moves their counter across the number of squares shown on the dice. Players complete the task depending on what colour square they land on. Pink squares contain a grammar task, blue squares contain a communication task and yellow squares contain a vocabulary task. If players land on a snake, they go down to the square at the end of the tail of the snake and, if they land on a ladder, they go up to the square at the top of the ladder. If they land on a blank square, they wait for their next turn to play. The game continues until all the players reach the finish here square.
2
Key to Board Games Board Game 7 (Modules 1-3) 2 3 4 5 7 8 10 11 12 13 15 16 17 18 20 22 23
24 25 27 28 29 30 ' 32
33 34 35 37 38 39
I'm crazy about it. Mountain biking Peter is such a clever boy! Police officer Ann and Lucy often go camping at weekends. I just love it. My hobbies are horse riding and skateboarding. Web camera Ben works as a bank clerk. I take the rubbish out and wash the dishes. Rake leaves My cousin and I are flying to Rome this Friday. Seahorse He's funny and honest. This beautiful house belongs to Mr Jones. She is very beautiful with dark, curly hair. Endangered animal Did you go to the party yesterday? Greenhouse gases I was walking home when I met John. Deforestation I was watching television. While Mary was driving to work her car broke down. I believe that I'll pass my exams . I'm sure he'll win the race. Prune trees I'm going to join an environmental group. I'll call you when I finish my homework. Portable DVD player Yes, I've got a web camera.
Board Game 8 (Modules 4-6)
24 25 27 28 29. 30 32
33 34 35 37 38 39
Board Game 9 (Modules 7-8) 2 3 4 5 7 8 10 11 12 13 15 16 17 18 20 22 23
2 3 4 5 7 8 10 11 12 13 15 16 17 18 20 22
Yes, I have travelled to England. Rock climbing You musn't smoke in here. It's forbidden . Rucksack Do I have to pay cash? My favourite school subject is history. I think they're exciting. Fleece sweaters Sky diving is more interesting than ... I like/prefer biking holidays. Earrings Hamlet was written by Shakespeare. Antique market Yes, I love them. Second-hand goods are sold in this shop. I spend most of my money on clothes. 23 High-heeled shoes
Have you got any news from Judy? Fast-food restaurant. How long has he lived here? Roast turkey I usually go shopping in the shopping centre. I haven't visited my grandparents for three months. I like to eat at home. That's the boy whose father is a famous actor. Graduation I usually invite friends to my house for a party. When did you last go to a festival? Magician Yes, I have and I enjoyed it very much .
24 25 27 28 29 30 32
33 34 35 37 38 39
I keep in touch with my friends by email. Fax machine Kim always tells the truth. Answering machine Paul told me that he couldn 't come to the party. Yes, they do have their own mobile phones. I feel embarrassed when I can't remember people's names. Charger The teacher told us not to talk in class. I have arguments with my parents about my schoolwork and grades. Mobile phone Mark moved to London, didn't he? Embarrassed Yes, I surf the net almost every day. Bob never tells lies, does he? My favourite TV programme is Friends. Depressed Sue will have her house decorated next week. An alien The concert had just started when we arrived. Ice hockey The most popular sports in my country are football and basketball. Peter had already left when I came back home. Yes, I play football and volleyball. His parents let him go out with his friends . Bowling You must be kidding! Jack said, 'I'm so upset!' Baseball Batman is my favourite movie character.
253
Key to Test Booklet B
TEST 1 A (Module 1) A
B
1 collecting 2 pressed 3 hanging 4 argue 5 fond
16 17
C 26
A
28 29 30 36 37
so such
E 41
42 43 44 45
38 39
11 12 13 14 15
220 23 E
brave broad late teens medium
C 26
24 G 25 H
D
looks are not having Sally takes sometimes loses Are you doing
31 32 33 34 35
so such
so
40
I find it exciting Why don't we take up I don't really fancy it That's a good idea I don't really like the idea.
F 46 47
B A
48 49
A
G
F
57
56
pocket keen sensitive selfish take
20 C 21 F
18 B 19 I
is always leaving belongs never watches go is thinking
27
D
J
6 7 8 9 10
B
B
50 51
H
58
A
C
54 55
A
60
E
A
B
52 53
0
59
TEST 1 B (Module 1) pressed argue pocket sensitive selfish
6 brave 7 late 8 keen 9 teens 10 collecting
K
18 19
0
20 21
C
28 29 30
is thinking look belongs go are not having
36 37
so such
27
E B
22 23
24 25
H A
Does Jane take Are you doing is always leaving never watches sometimes loses
31 32 33 34 35
such so
38 39
I F
so
40
E 41 42 43 44 45
Why don't we take up That's a good idea I find it exciting I don't really fancy it I don't really like the idea
F 46 47
B B
48 49
C
50 51
A
52 53
A
54 55
A
B
G
F
57
H
58
0
59
A
60
E
9 10
G F
A
56
11 fond 12 hanging 13 medium 14 broad 15 take
1 E
2 0
C
One of my favourite actors is Will Smith. He always plays very interesting and likeable characters in his films. His most famous films are Men in Black, Independence Day and Bad Boys. Will was born in Philadelphia, USA in 1968. He is young and very handsome as well as being tall and well built. He also has short hair and a goatee beard. I like Will because he is a lot of fun and is always laughing and joking. He is a very sensitive and caring man who loves his family. Will is also a very successful singer and rapper. In his spare time he enjoys playing chess and speaks Spanish very well. All in all, I really admire Will Smith. I think he's a great actor and singer as well as being a nice person.
1 2 3 4 5
J
C
B
B
TEST 2 A (Module 2)
H Suggested answer
A
16 17
3 4
A B
5 6
7 J
C H
8
I
B
11 12
burglar mugger
13 14
pickpocket robber
15
vandal
C
16 17
called mask
18 19
rob captured
20
long
23 24 25 26
found, was breaking was listening, was driving was cooking, was watering was leaving , rang stole, was sleeping was studying, heard
E
27
in
F
31 32
A
37 38 39
in the police
D 21 22
G
28
33 34
C
Hie
out
29 B F
40 41 42 2
A
3
down 35 36
E 0
of than
43 44 45
to
B
30 up
4
C
5
They were was B
Suggested answer It was a lovely, sunny day and I was walking to school with my friends Jane and Kerry. Suddenly, we heard a funny noise coming from a tree. Jane looked up and saw that there was a little cat stuck
Key to Test Booklet - Modular Tests
near the top . We couldn't leave it there so we decided to try and save it. Kerry started to climb the tree, but it started to move from side to side. Then, all of a sudden, the cat fell out of the tree . Luckily Jane was underneath and caught it. We were all very shocked , but happy. Then , an old lady came out of her house. She thought she had lost her cat, so was very happy to get it back and gave us all a treat.
1 G 2 E
3
I
5 6
4 H
7 J
C D
8
9 10
B
11 12
robber vandal
13 14
mugger burglar
15
pickpocket
C
16 17
rob captured
18 19
mask long
20
called
22 23 24 25 26
down
F 31 32
C E
G
37 38 39 40 41
was after was the in/through
42 43 44 45
him in that suspect/burglar/thief
H
46
C
48
B
47
A
3
11 12
D
G
13 14
C 21
in
A
B
49
A
5 6
4 C J I
22
run off switch off
26 27 28
will be will win is going to join
E 31 32
23 24
B B
15 16
7 8
A H
accept look into
B A
E C
25
rock on
I will isn't going to
will have will rise
38 39
install will see
H 46 47
of from
51
C
42
C
48 49
A
52
19 20
B F
29 are going to visit 30 is going to see
33 34
A
C B
17 18
I will will
G 41
9 10
43
D
as pollution
A
53
35
will
40
are making
44
B
50
not
54
B
45
E
55
A
J Suggested answer
up
33 34
B C
37
E 27
29
1 2
F 36
was making , was watering found , was breaking stole, was sleeping was leaving, rang was studying , heard was listening, was driving 28
8
F
A
8
D 21
A
D
TEST 2 B (Module 2) A
TEST 3 A (Module 3)
30
out
35 36
F D
C
50
There are many different kinds of pollution in the world today. They include air pollution , water pollution and noise pollution amongst others. We must all try to do something to reduce the pollution in our environment before it is too late. Air pollution is a huge problem all over the world. Many major cities suffer a great deal from the fumes produced by cars and factories. We can all help reduce the problem by doing a couple of simple things . For example, we should all use public transport instead of cars. For short distances, why not walk or ride a bicycle? This way we can all playa part in improving the environment.
B
Suggested answer It was a lovely, sunny day and I was at the beach with my friends Paul and David. As we were sunbathing, we noticed someone in the water. It looked as if he was waving at us. We went to have a closer look and realised the person couldn't swim and was in trouble . We didn't have much time, so Paul and I swam towards him as quickly as we could . He was very relieved to see us and said that a big wave had washed him out to sea. When we got back to the beach, the lifeguards were there. They said we were very brave and ·the next day our picture was on the front page of the local newspaper.
TEST 3 B (Module 3) A
8
1 2
B B
11 12
G
C 21 22
F
3
5 6
A
4 C 13 14
rock on accept
H B 23 24
15 16
B C
7 8
A J
switch off look into
9 10
B A 17 18
I
C 25
B C 19 20
D E
run off
255
Key to Test Booklet - Modular Tests
D 26 27 28
will be will win is going to join
E 31 32
I will will
F 36 37
make will rise
G 41
E
H
46 47
with about
51
C
29 30
G 33 will 34 isn 't going to
35
will
40
install
H 38 39
A
42
will have will see
43
44
B
C
45
J
A
52
53
A
50 when
54
B
55
33 34
B
36 37
A
43 44
I
51
F
D
in(to) out
38 39
B B
40 41
B B
45 46
C I
47 48
D
52
H
53
on/by
35
E
B C
11
16
D 21 22 23 24 25 E 26 27
.56
D
C
12 17
A B
5 6
B E
7 8
C B
13 18
F A
9 10
A B 14 19
C
C
20
faster than more exciting than cheaper than more boring than the most exhausting mustn't should
28 29
doesn't have to can 't
D
Roger Pete Beach holidays
Hi Roger, How are you? I thought I would give you som e tips on what to take with you on a beach holiday in a hot country, as I know it is your first time. Firstly, you don't want to get sunburnt, so make sure you pack a good sunscreen and a hat to protect your head. It is also a good idea to take some sunglasses for your eyes. When it comes to clothes, of course you need a swimsuit, otherwise you can 't go in the sea. You will need lots of light cotton clothes to keep cool in the evenings and to cover up in the midday sun . Lastly, make sure you take lots of money as you will probably want to buy some souvenirs for your friends and family. That's all for now. I hope you have fun. Pete
TEST 4 B (Module 4) A
1 2
B C
3 4
B
11
D
12
E
13
F
14
C
15
B
C
16
D
17
B
18
E
19
C
20
A
E D
D 21 22 23 24 25
E 26
30
55
A C
5 B 6 A
7 8
C C
9 10
B B
C
15
B
C D
B
54
TEST 4 A (Module 4) 3 4
49 50
A
Suggested answer
1 A 2 C
A
Suggested Answer To : From: Subject:
I think most people would agree that being a teenager these days is pretty tough. They have to cope with many problems. For example, they might have lots of homework, trouble with friends or not have enough money. One of the biggest problems, though, is probably the arguments teenagers have with their parents. These arguments happen because parents still control teenagers' lives, and teenagers feel their parents don 't really understand them . There are many ways to improve the situation , though. If teenagers tell their parents how they are feeling , then it may be easier for them to understand what is going on . Also, parents are more likely to give teenagers freedom if they prove they are responsible. It seems that communication really is the key to good relationships . It is also important to remember that all adults were once teenagers themselves!
A
42
D J
spend playing
48 49
off by
F 31 32
are going to visit is going to see
can
the most exhausting more interesting than more expensive than more exciting than (much) slower than
27
can can't
F 31 32
in(to) out
G 36 37
A B
28 29
mustn 't should 33 34
38 39
B A
30
on/by off 40 41
doesn 't have to
35
B B
by
42
A
Key to Test Booklet - Modular Tests
H
43 44
F
51
45
D
46
C
52
H
47 48
53
49 50
D D
E
54
B
C
55
TEST 5 A (Module 5) D
B
H . Suggested Answer To : From: Subject:
Percy Gina Camping trips
6
B
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
A A C C C A B B C B A A C B A C B C B
26 A 27 B 28 C 29 C 30 C 31 B 32 A 33 B 34 B 35 C 36 C 37 C 38 B 39 A 40 A 41 C 42 C 43 B 44 C 45 A
46 C 47 C 48 49 50
B C B
C
6
suits
C 11
51 B 52 C 53 A 54 C 55 B 56 B 57 C 58 A 59 B 60 A 61 C 62 B 63 C
64 C 65 B 66 A 67 B 68 C 69 A 70 C 71 B 72 C 73 A 74 B 75 C
12 13 14 15
2
A
76 B 77 A 78 C 79 B 80 C 81 B 82 B 83 A 84 C 85 C 86 B 87 A 88 A 89 C 90 C 91 B 92 A 93 C 94 B 95 A 96 A 97 B 98 C 99 C 100 B
3
D
4
8 9
on cards
traveller's range postal stuck destination
E
5 10
B earn
16 torn 17 facilities 18 voucher 19 department 20 second-hand 23 24
up down
25
across
D 21 22
round out
E 26 27 28 29 30
beautiful, old, Chinese antique, silver and red nice, antique, wooden pretty, white, silk cute, little, brown and black
F 31 32 33 34 35
Jennifer was not invited to the party. The restaurant is run by his family. Our weekend was spoiled by the rain. 500 people are employed by the company. An email was sent to the online shopping site (by Mary).
G
MID TEST
B A B A C
1
7 cash
Hi Percy, How are you? I thought I would give you some tips on what to take with you on a camping trip in the mountains, as I know it is your first time. Firstly, you will need to make sure you take a good ·raincoat and some waterproof trousers with you. The weather can be quite cold and wet sometimes in the mountains, and you don't want to be ill. Also, buy a good pair of hiking boots as you will be walking a lot. You will certainly need a tent to stay in and a sleeping bag to keep you warm at night. It is important that your rucksack isn't too heavy, as you will have to carry it around all day. . Last but not least, take a compass with you in case you get lost and need to find your way home. That's all for now. I hope you have fun. Gina
1 2 3 4 5
A
36 37
H 43
J
b
a
38 39
b b
40 41
b
47 48
me the
to
45
your
44
a
46
I
51
C
52
G
53
B
42
a
49 50
an this
b
54
H
55
D
Suggested Answer Dear Sir/Madam, I am writing to express my dissatisfaction with a product that I ordered from your catalogue. Last month, I ordered a new computer (product code C152 1) from your Internet catalogue. When I received the computer, I found out that the keyboard didn't work. I would greatly. appreciate it if you could either send me a replacement straight away or give me a refund . I hope that you can deal with this matter quickly. If you need any more information, please contact me at the email address above or on 02392 829311 after 5pm on weekdays. Yours faithfully, Jackie Simpson
257
Key to Test Booklet - Modular Tests
TEST 5 B (Module 5) A
B
1
6 7
E
2
D
3
8
cash suits
9
B
4
TEST 6 A (Module 6) 5
C
earn on
10
A
A
cards B
C
o
11 12 13 14 15
torn traveller's stuck destination facilities
21
down across
22 E
26
27 28 29 30 F 31 32 33 34 35
23 24
out up
25
b a
38 39
43 44
to a/the
45 on 46 the
51
C
52
b b
G
53
b b
42
47 48
off very
49 50
B
54
H
round
a
o
10 11 12
A B
13 C 14 B
15 16
H D
17 18
I
19 20
E A
G
H
25
27 28 29 30
went have you been has never been has gone have not seen
36
a
26
37
51 . 52
32 33 34 35
many, many much, much
rented created was directed has lived 39
a
49 50
of are
47 48
to was were all
53 54
show 8pm
55
€25
b
38
45
46
24th July
31
F
C
b
40
a
Suggested answer Hi Jack, How are things? I wanted to tell you what we did at Easter. Easter Sunday was great fun . I was at home with my whole family. In the morning, Mum hid painted Easter eggs around the garden and we all took it in turns to find one. Then, at lunchtime, we had a lovely big meal. We ate plenty of roast turkey and potatoes and afterwards a huge Easter cake that my grandma had made. In the evening, I went out with my friends. We really had a lot of fun . How about you? I hope you had a great time as well. Let me know your news soon. Love, Harriet
D
Dear Sir/Madam, I am writing to express my dissatisfaction with a product that I bought from your store in Brighton last week. I bought anew DVD player (product code F1621) and when I got it home, I realised that it did not work properly. When I put a DVD inside the machine, it came straight back out again. I would greatly appreciate it if you could either send me a replacement or give me a full refund. I hope that you can deal with this matter quickly. If you need any more information, please contact me at the email address above or on 02392 829311 after 5pm on weekdays. Yours faithfully, Martha Fracker
24
some, some any, some lot of, any
am for 43 have 44 a
J Suggested answer
258
C B C
4 C
F 41 42
in me 55
7 8 9
23
E
40 41
B C
22
Eileen was not invited to the wedding. Our weekend was spoiled by the rain. The restaurant is run by his family. 500 people are employed by the company. An email was sent to the online shopping site (by Mary).
37
5 6
C 21
antique, silver and red beautiful, antique, wooden cute, little, brown and black modern, red , glass pretty, white, silk
G 36
H
range voucher department postal second-hand
16 17 18 19 20
1 B 2 C 3 A
TEST 6 B (Module 6) A
B
C
C B C
4 5 6
A B C
7 8 9
B C A
10 11 12
C
13 F 14 A
15 16
G
17 18
D C
19 20
B I
1 2 3
H
B
Key to Test Booklet - Modular Tests
C
21 22
23 026 27 28 29 30
any/much many/lot of some/much lived met have you known went has played
37
b
has just bought 32 have not/haven't seen 33 were 34 has never eaten 35 has been
31
E 36
b
F 41 42
are on a· much
45 46 47 48
a
24th July
53 54
show 8pm
43 44 G
51
52
38
b
me played lot
39
a
49 50
are any
40
a
TEST 7 B (Module 7) 55
€25
A
TEST 7 A (Module 7) A
1 confused 2 fed up 3 embarrassed
B
6
C
11 12
o
16 17
D
7
E
chat make
4 5
depressed angry
8
B
13 14
send leave
18 19
tell tell
can reply straight away and, if need be, you can message them again, almost like having a conversation. So, it is much faster than sending a letter or even a fax. On the other hand, there are problems with sending emails. For example, you can easily send it to the wrong person. Also, you can lose the message if you have a problem with your computer. All in all, it is certainly a quick and efficient way of communicating, but we must remember that not everyone can use a computer so, for them, the telephone is probably still the best way to communicate.
any/some any/some
24
25
9
A
10 15
B
6
C
11 12
o
16 17
C
20
22 23
telling
24
25 E 21 22
23 24
25
couldn 't run wl
F 26
a
27
b
28
b
29
b
30
G
34 B 35 A
37
40 A
43
C
B
A
41 42
C 44 A
36
38 39
C C
33
B C A
B
45
C
H 46
E
47
A
48
B
49
G
50
H
32
8
E
leave make
13 14
take chat
15
send
tell tell
18 19
tell telling
20
says
7
B
9
10
C
A
if I knew Mark's he would call me what Maria had told couldn't run Kate had woken up
F 26
a
27
a
28
G
31
A
40
36
38 39
C
33
A B A
B
B C
34 35
37
32
A
41 42
46
E
47
A
48
B
49
a
29
a
30
a
A A
43 44
A
C
45
A
G
50
H
B
b H
31
D
confused embarrassed
5
take E 21
says tell
4
1 fed up 2 depressed 3 angry
Suggested answer
Is sending an email the best way of communicating? There are many arguments for and against this statement but, in my opinion, it is certainly the quickest and most efficient way of communicating. Firstly, you know that as soon as you have typed and sent the email.itarrivesalmostinstantly.This means whoever you are sending the message to
Suggested answer
I believe that children should be allowed to surf the Internet freely, as it can be a great educational tool. But there are certain things that parents must do to make sure that their children always surf safely. The Internet invites the outside world into your home and can be very helpful for children. There are thousands of educational sites online which can help them with their homework and, on a lighter note, keep them entertained. Parents and children alike must be aware of the dangers of using the Internet, though. Parents must warn their children about the dangers of using chat
25S
Key to Test Booklet - Modular Tests
rooms. They advise their children not to talk to strangers on the street, and the same must apply to the Internet. Parents must supervise their children in the same way that they supervise what they watch on TV. One way to do this is by keeping the computer in a room where all the family gather. This way, you can all enjoy the benefits together. All in all, I believe that if children are made aware of the dangers first, they should be allowed to surf the Internet freely.
have been hundreds of sightings over the years, but does the Loch Ness monster really exist? Many tests have been done, but there is still no real scientific evidence to prove it exists. That has not stopped scientists and adventure-lovers from trying to find Nessie, though. Most people would agree that Nessie is only a myth. But, is it, or is there really something out there?
TEST 8 B (Module 8) TEST 8 A (Module 8) A
B
C
o
1 pads 2 racquet
3 4
mitt swamp
6 7
8 9
impatient 10 unpopular
11 12
F H
21
with makes isn't let
22 23 24 E 31 32 33 34 35 F
G
H
disloyal insincere 13 14
I G
15 16
5
J
17 18
B
25 with 26 doesn't 27 from 28 made
1 swamp 2 racquet
3 4
B
6 7
8 impatient 10 9 unpopular
C
11 12
E C
19 20
29 30
won't with
0 A
o
51
C
52
B
48
34 35
53
A
F F
49 50 54
B
T T 55
nanny
unfriendly
Most people love reading about mysterious creatures and ancient legends. Perhaps the most famous of all is the Loch Ness monster, or 'Nessie'. Nessie is one of Europe's most famous monsters. It lives in Loch Ness, a lake in Northern Scotland. It was first seen in the 6th century. It looks like a dinosaur with a long neck and a small head, and is grey in colour. It is estimated to be between 15-40 metres long and around 1,130 kilos. There
13 14
I A
15 16
J
17 18
B
25 with 26 doesn't 27 from 28 made
E
19 20
C
F G
29 won't 30 with
cleaned/went packed/drove reached/had already taken off had just opened/rang was/had not ridden
F
36 Really 37 She's very pleasant and cheerful. 38 You know that Kyle believes in ghosts, don't you. 39 What do you think of our new neighbour 40 Yes, but they can be strict at times. 41 That's interesting 42 You can't be serious
G
43 44
F T
51
C
H
B
0 H
isn't with 23 makes 24 let
32 33
Really 37 He's very funny 38 You know that Jessica believes in ghosts, don't you? 39 What do you think of our new neighbour? 40 Yes, but they can be strict at times. 41 That's interesting 42 You can't be serious
47
disloyal insensitive
21 22
E 31
36
45 T 46 T
5
unfriendly
did/went reached/had already taken off packed/drove had just cleaned/dropped was/had not ridden
43 F 44 T
mitt pads
nanny
Suggested answer
260
A
45 46 52
47
T F B
48
53
A
F T
49 50 54
B
T T 55
B
Suggested answer Most people love reading about mysterious creatures and ancient legends. Perhaps the most famous of all is Bigfoot. Bigfoot is one of the world's most famous monsters. It looks like a giant ape, is dark brown in colour and is usually seen in forests. It was first seen in North America during the 19th century. Since then, there have also been reports from as far away as the Himalayas, Australia and South America. But, does Bigfoot really exist? A home movie shot in 1967 by Roger Patterson shows a huge, hairy monster walking in a forest.
Key to Tes t Booklet - Modular Tests
However, there is no real scientific evidence to prove it is real. That has not stopped scientists and adventure-lovers from tryin g to fi nd Bigfoot. Most people would agree that Bigfoot is on ly a myth . But, next time you see a huge footprint in the forest, you might want to look twice.
EXIT TEST 1 C B
2 3 4 5 6 7' 8 9
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
C A
B C B A A B C B C A B C C A B A C A B C B
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
C A
C B A
B C A
C C B C B C B A
B A C B B C C B A
51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75
C A A
C C B C C B B B C A
C C A
B C A
C C B C A
C
76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100
B B B C C A B C B A A C A B C B C A C B A C C A B
,
26 ]
Key to Test Booklet - Tapescripts
TEST 1 AlB - Listening Henry: It was very funny at school today. We had to write an essay or a song about the chores we disliked most. Father: That sounds fun! I know what you wrote about. Tidying your room. Right? Henry: How did you guess? (laugh) Father: And I'm sure I can guess what Greg wrote about too. Henry: I'm sure you can. He hates mowing the lawn, you know that. Father: I sure do. I'll never forget the time he "helped" you and had to go to the hospital. Anyway! How about the others? Henry: Let's see. Lenny wrote four hundred pages about taking the rubbish out. It was funny! He said he hopes he never becomes a bin man. Sarah went crazy and wouldn't stop writing. Father: So what does she hate so much? Henry: Cooking, of course. Father: Right! Henry: Naomi's mum makes her do the ironing every weekend so she hates that. Her essay was the funniest. And of course, Grant wrote a song about washing the dishes ...
TEST 2 AlB - Listening James: Hi David, how are you? David: My goodness. What a terrible day! James: Why, what happened? David: Well, I was in the High Street and suddenly I saw a young man trying to steal an old lady's handbag. James: Oh no! What did you do? David: Well, I ran over and tried to grab the bag away from the boy. James: What, you were the only one who went to help? David: Yes. Everyone else just walked past. James: That's awful. David: Then, a really silly thing happened. The boy ran off so I had the bag. But before I could give it back, the old lady thought I was trying to steal it as well, so she started to hit me with her umbrella! James: Ha ha!! Oh dear, next time you'll think twice about helping someone. David: I suppose so, but at least she said sorry in the end.
TEST 3 AlB - Listening Tom: Mum, I need to buy a mobile phone! I found one that isn't too expensive. Mrs Duncan: I'm sorry Tom, but I really don't think you need a mobile phone at your age.
;2
Tom: But Mum, I'm fourteen! All my friends have mobile phones and I need to keep in touch with them. If I buy a mobile phone, I'll be talking to you more too! Mrs Duncan: Mobile phones are very expensive and it will keep you from doing your schoolwork. You will be too busy playing with your phone to study. Tom: No Mum, that's not true. If I get a mobile phone, I'll just spend less time playing video games. Mrs Duncan: Mobile phones aren't toys Tom. They shouldn't be used for entertainment. Tom: But you can use them as cameras. I saw this great new model with a digital camera on it. I can take pictures and even videos with it! Mrs Duncan: Tom, we have a camera. You can take photographs with that! Tom: But what if there's an emergency? I can use the mobile phone to call you or dad! Mrs Duncan: I'll buy you phone cards Tom. A mobile phone is really not necessary. Perhaps we'll buy you one when you're older.
TEST 4 AlB - Listening Angela: Ah Sue, you're back. How was summer school? Sue: It was great, thanks. We all had a wonderful time. Angela: What sort of things did you do there? Sue: Well, I played a lot of squash. It's my favourite sport. Luke usually plays with me, but he was on the football pitch all day! Angela: How about Paul? Sue: Paul missed home so he stayed inside a lot and watched TV, but he got better eventually. Penny went canoeing, she said it was really exciting. Unfortunately, we didn't see much of Kate. Angela: Why? Sue: She was studying all the time. You know what she's like, she loves school! Angela: Umm strange!
TEST 5 AlB - Listening Mum: (sound of door opening and closing) Hi, Cynthia! Do you need any help with those bags? Cynthia: Hi, Mum! Thanks! Mum: It looks like you bought half the department store! What on earth have you got in there, anyway? Cynthia: Well, all my friends from the sports centre have a birthday this month. Mum: Really? How many friends did you buy a present for? Cynthia: Six. Mum: Wow! I bet it was difficult trying to find something nice for everyone. Cynthia: Well, not really. I mean, George was really easy. He loves mystery novels, so I got him a book. Mum: Ok. What about the twins, Veronica and Tammy?
Key to Test Booklet
Cynthia: Well, they both love classical music, so I thought of buying them a CD. Mum: But isn't that what you got them last year? Cynthia: Yeah, so I got them something different. I got Veronica some lipstick and Tammy a pair of earrings. Mum: What else did you buy? Cynthia: Well, I was thinking of getting Brenda a silk scarf since they're on sale this week, but she's already got plenty of scarves. So, I got her a bottle of perfume, instead. Mum: Oh, that's nice. What about Greg? Cynthia: Well , at first I had no idea what to get him. Then I remembered his sister telling me that he really likes taking photos, so I got him a camera. Mum: I'm sure he'll love it. Cynthia: Yeah . But finding something for Andrew was the most difficult of all. Mum: So what did you get him, then? Cynthia: Well, since I didn't know what to get, I bought him a gift voucher from the sports shop. That way he can choose whatever he likes. Mum: Great idea! I can't wait until my birthday!
TEST 6 AlB - Listening ... and I'm sure everyone will be happy to know that the Collins Circus is back in town for six nights from the 24th of July to the 29th of July. You can see them at the old horse jumping show grounds. They will be performing every afternoon at 2 pm and every evening at 8 pm. So, if you want to have some fun with the family next week you know what to do. And it won 't cost you very much either. Admission is 12 euros for adults and 8 euros for children or get a family ticket for 25 euros ..
TEST 7 AlB - Listening Dad: So did you have a good time at Pat's place last night? Glen: Not really! We ended up arguing about what to watch on TV. Dad: Again? Glen: Yep! Charles and Dave always want to watch football. Dad: Was there a match on TV last night? Glen: Yeah, but Ann hates football. She wanted to watch her favourite reality show, but Brenda hates them. She wanted to watch her favourite soap opera. Dad: Seems like you had a real problem there. Glen: Wait, it gets worse. Jane wanted to watch a fashion show so Henry stole the remote control and put a quiz show on instead. Dad: Are you serious? So, what did you all do? Glen: Well, when they were arguing they broke the remote control and Pat's parents kicked us out of the house ...
Tapescripts
TEST 8 AlB - Listening Radio presenter (man): Good morning and welcome to In Your Dreams. Today we are going to talk about the most popular dreams we all have. Joining us today is Dr. Amanda Josephson, a psychologist from Leicester University. Good morning, Dr. Josephson . Dr Josephson: Morning, George. Radio presenter: So, tell us how you started studying dreams. Dr Josephson: Well, as you already know, people have been studying dreams for thousands of years. I've always wanted to learn about the psychological side and what dreams meant in our everyday lives. Radio presenter: Isn't it true that in the past, dreams were always related to superstitions and the supernatural? Dr Josephson: Yes . In ancient times, people believed that dreams revealed secret messages about their lives or connections to the spiritual world. Some people still believe that today. Radio presenter: I know there are different kinds of dreams. Can you describe the ones that are the most common? Dr Josephson: Sure. One of the most popular dreams are ones where we're flying . Radio presenter: Oh, yes. I think we've all had dreams about flying. What do they mean? Dr Josephson: Generally speaking, flying represents how you control situations in life. Flying and enjoying it means you're in control of a situation, and you usually wake up feeling free. Whereas, flying in fear means you're afraid of challenges. Radio presenter: That's very interesting! What else is common? Dr Josephson: Well, chase dreams are very common, too . Radio presenter: You mean, running away from someone or something? Dr Josephson: Exactly. Chase dreams usually come from stress and pressure in real life. People who have this kind of dream a~e actually trying to "run away" from a problem . Radio presenter: I had never thought of that before. Um ... many of our listeners are wondering if you could tell us any interesting facts about dreams. Dr Josephson: Sure. First of all, everybody has dreams. Just because you don't remember a dream, doesn't mean that you didn 't have one. Radio presenter: Really? Dr Josephson: Yeah. Another fact is that even blind people dream. Radio presenter: Are you serious? Dr Josephson: Yes. Vision isn't the only thing that makes up a dream. The blind use other senses, like smell and hearing, which appear in their dreams. Radio presenter: That's incredible! What can you tell us about .. . (fade).
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Key to Test Booklet - Unit Tests
UNIT TESTS Unit 1 1 B 2 B
Unit 10 3 A 4 B
5 B 6 A
7 A 8 A
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Key to Test Booklet - Unit Tests
Unit 26
Unit 18 1 picturesque 2 optional 3 part 4 excursion
5 6 7 8
9 courses 10 pack
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1 a 2 b
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1 Rock climbing 2 goggles 3 warmer 4 tallest
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Unit 20 1 biking 2 hiking 3 sailing 4 waterproof
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Coursebook Tapescripts Unit 2 - Exercise 9 (p. 9) Sister: So do you like it at summer camp, Robert? Robert: Yeah! You know I love it. I really enjoy going fishing in the lake. Sister: Do you? What do your friends like doing? Robert: Well, Lisa is crazy about windsurfing so she spends a lot of time doing that. Sister: What about Richard? Is he still keen on water-skiing? Robert: Oh, no. He thinks it's boring. This summer Richard 's really into horses so he goes horse riding a lot. Sister: I see .. . Robert: Yes. And now it's Patrick that's really keen on water-skiing. Sometimes I go with him, too. Sister: Sounds like fun! What about Jake? Robert: Well, Jake is really fond of hiking so we all go hiking in the mountains on Saturdays. Sometimes we camp for the night. That's fantastic. Sister: I bet Judy comes with you too. She loves camping, right? Robert: Not any more, actually. She doesn 't like doing anything tiring. She doesn't even go scuba diving anymore. She just likes hanging out with her friends so she stays in the camp all the time . Sister: Really! She's like me then, hanging around the house all day ...
Inspector: Mr Bates, when I was leaving the house last night, I found this piece of material half-buried in the garden. It's from the dress that Miss Darling was wearing when she died . Mr Bates: Well .. . err .. . how very strange! I wonder how it got there! Inspector: I think you know very well how it got there Mr Bates! Mr Bates: Inspector! Are you suggesting .. .? Inspector: I'm suggesting , Mr Bates, that your dog attacked Miss Darling as she was taking her evening walk. When I found this piece of material, it all became clear! I believe that Miss Darling died from the deep bites to her neck. Mr Bates: OK, OK! It's true! But inspector, you have to understand ... the dog often barked and growled at Miss Darling. I never let him go into her' garden or near her house, but this time he escaped! I was just going outside to get him when I heard terrible screams and loud barking and growling. When I got to Miss Darling, it was too late ... I panicked, dragged her body into the house .. . Inspector: .. . and tried to make someone else look guilty! There was no argument between Miss Darling and her nephew, was there, Mr Bates! Mr Bates: No! It's true, all true! I'm so sorry Inspector, I'm so so sorry ...
Unit 9 - Exercise 8 (p. 27) Steve: Hey, come and look at this web page, Lucy! It's all
Unit 7 - Exercise 6a (p. 23) .. . if you 're looking for somewhere to take the kids this weekend, why not check out the Superheroes Exhibition taking place at the brand new Brooklyn Exhibition Centre in New York City? You can visit the exhibition any time from the 13th to the 19th of May. The exhibits include a very large collection of comic books featuring all of your favourite superheroes from the 1950s to the present day. Another exhibit features art and film clips about superheroes in the movies. The exhibition is open every day from 12pm to 6pm. Entry tickets cost $6 and it's half price for under-12s. This sounds like a great day out but if Superheroes aren't really for you then ...
Unit 8 - Exercise 3 (p. 24) Narrator: The next morning, Inspector Drake pays a second
about strange laws.
Fiona: Really? What does it say? Steve: Well in Athens, Greece. It says that it used to be illegal to wear a hat in the Olympic Stadium because they blocked the spectators' view! Fiona: (laughing) You're kidding! Steve: Well that's what it says here! Hey, listen to this one! It's illegal to put an ice cream in your pocket in Kentucky, USA. Fiona: No!! That's unbelievable! Why? Steve: Because in the past people would use it to try and encourage other peoples' horses to come away from their owners. Fiona: Wow! Because they wanted to steal them , huh? Steve: Yes. There's another one about horses here! It says it's against the law to ride an ugly horse in a public place! (laughs again) Fiona: Oh no, you can't be serious! Is that in Kentucky, too? Steve: No, that one's in New York City actually ... This one is good too. It says you can't wear a mask in Germany! Fiona: Oh come on! That can't be true! Tell me more, I'm enjoying this .. .
visit to Miss Darling's gardener, Mr Bates ...
Mr Bates: Inspector! Please come in! Inspector: Whoa! Is that your dog? He seems quite fierce! Mr Bates: Well, he's a good guard dog! Please come in. Don 't be afraid, I'm holding him. Inspector: Thank you . Tell me Mr Bates, has your dog ever attacked anyone? Mr Bates: Well ... errr ... no, he's a little fierce but .. .
Unit 10 - Exercise 6b (p. 29) It was Julie's birthday but she arrived home feeling tired and fed up. 'Huh! Some birthday this has turned out to be! Even my best friend has forgotten!' she thought to herself as she climbed the stairs to her room. She had a bath, read a magazine and then, at around ten she went to bed.
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Coursebook Tapescripts Just as she was falling asleep, she thought she heard a strange noise downstairs. She pulled the bed covers over her head and tried not to be afraid. A few minutes later, there was another noise, louder this time. She jumped out of bed, . grabbed the phone and called the police. Julie was shaking with fear as she waited for the police to arrive. 'This birthday couldn't get any worse!' Julie said to herself. A short while later, there was a loud knock at the door. She was shaking as she ran down the stairs and opened the door. 'Good evening, Miss,' the policeman said, 'So you think there's someone in your house?' The policeman walked into the house and threw open the living room door. Immediately, there was a loud cheer: 'SURPRISE!!' Well, Julie couldn't believe her eyes! It was a surprise birthday party, HER surprise birthday party! She was still shaking as she looked at the policeman and then back at the smiling faces in her living room. 'Oh, I'm so happy to see you all here!' she cried. 'What a birthday!'
Unit 11 - Exercise 9 (p. 35) A: Hi Lisa! B: Hi! What's up? A: You said you bought Stars for you and I want you to tell
B: A: B:
A: B:
A: B: A: B: A: B: A: B:
A: B:
>8
me what it says about Leo. There are predictions for the whole year, right? That's right. Let me see. Leo ... Leo ... Health first. It says that Leos over 50 will be healthier than the rest. Well, that's not very good for me ... Hold on. It gets better. You will make a lot of friends during the year. The only problem is that your parents will only like one of them. That's strange. They usually don't have a problem with my friends. Well, new year, new rules I suppose. It says here that you can get a daily horoscope if you want emailed to you. I don't know. It'.s a bit too expensive. Why don't you get the weekly one then? You really like horoscopes. That sounds better. How much is it? £2. Err, sorry that's for the daily one. Yours will be £3. It's fine. I'd give anything under £5. What's the astrologer's name? Mrs Sheiva. Let me spell it for you so you can look it up on the Net. S-H-E-I-V-A. Thanks, Lisa. I hope you'll have a lot of fun. I have to go and do the washing up. My mum will kill me if she gets back and it's still in the sink! I suppose you don't need Mrs Sheiva to tell you that! Goodbye. See in school tomorrow. Bye!
Unit 12 - Exercise 6b (p. 37) Sarah: Did your class decide what animal it's going to adopt? Amy: I wish! All the kids want to adopt a different animal. I don't think we'll ever agree. Sarah: Oh gosh. Amy: Yeah, it's impossible. Jeff really wants to adopt a monkey and Shane insists on adopting an eagle because he says there are almost no more eagles left in the area. Sarah: Well, that's true. Amy: I know but there are other animals in danger too. Sarah: Em! And how about Lara? She loves birds, doesn't she? Amy: Yep! She likes exotic ones . That's why she wants to adopt a parrot. Sarah: Oh right. I see. Amy: And Patrick thinks the leopard would be the best choice but Nadine disagrees. She wants to adopt a polar bear. Sarah: You guys really have to try to agree on something. Amy: Oh, I don't know what we're going to do.
Unit 13 - Exercise 8 (p. 39) Teacher All right class, quiet please. Thank you. I want you all to listen carefully because I want to talk to you about something very important. Steven are you listening? Good. Now, as I was saying, next week is Environment Awareness Week and I think we should all get involved by taking part in Recycling Day on Saturday, March 15th. I know it's the 12th today which means that you only have 3 days left. But that should be enough time for you to prepare. Now on that day, anytime between 9 and 6, you can take any recyclable materials that you have down to the Maple Avenue recycling centre. By recyclable materials, I mean things like glass, old newspapers, aluminium, etc. Does everybody understand? Great. For more information you can always call the local recycling centre on 321-5643. Here I'll write it on the board for you so ...
Curricular Cuts 3 Science Exercise 2 (p. 45) Teacher: OK class. Last week we talked about different animals and their habitats. Who can remember the names of them? OK Lisa, you tell us. Lisa: Um, there's the marshland and ponds, the hedgerow and err.. the forest? Teacher: Yes. Well done! And what wildlife do we find in marshlands and ponds, Jenny? Jenny: Ducks ... um ... and swans .. er .. Teacher: Good . What about other birds like owls and nightingales? Where might we find them? Paul? Paul: They live in forests where there are lots of trees to make nests. Teacher: That's right! And insects like butterflies, Lisa? Lisa: Do they live in hedgerows? Teacher: Yes.
Coursebook Tapescripts Paul: And forests! Teacher: That's right. And dragonflies, Paul? Paul: You can find them everywhere, can't you? Teacher: Well yes, but they must be near water. What else needs to be near water? All kids: Frogs! Teacher: They certainly do! Of course you also find them in forests and hedgerows, but their main habitat is marshlands and ponds. What about animals? Jenny: You mean like hedgehogs, Miss? Teacher: Yes, hedgehogs. Jenny: They live in hedgerows and forests too, I think. Teacher: Correct. Very good. OK, now let's move on to ...
Unit 17 - Exercise 7 (p. 51) 1 Where is the man going on holiday this year? F:
Who are you going on holiday with this year? M: Well , two very close friends are coming from Australia tomorrow, and then we're leaving on Sunday. F: Where are you going? M: I've booked a lovely hotel on the beach in Portugal. They wanted to go to Italy but it was too expensive. 2
I'd like to pay for this jumper, do you accept credit cards? M: No, I'm afraid we don't madam, we only accept cash and cheques. F: Can I pay by cheque then? M: Of course madam . That'll be £50 . How long does the fast train take?
F:
How long does it take to get to Brighton from here by train? M: There's a slow train that stops at each station, that takes an hour and a half. Then, there's another one which only makes two stops and takes an hour, or you can just take the fast train, which goes there directly in forty-five minutes. F: Forty-five minutes! Good. I'll take the fast train . M: Of course madam. That'll be £15. 4
Katy: Hey Steven, isn't it great that we all get to choose an after-school activity this year? Steven: I know, it's brilliant. What are you going to do? Katy: Well, I was going to do salsa dancing but in the end I chose the same as Joanna - photography! We get to develop our own photos in a dark room! Steven: That sounds great! I'm doing archery with Michael. I've always wanted to try shooting with a bow and arrow! Katy: Well now's your chance! What about Toby? Is he doing archery with you and Michael? Steven: No, actually I think he's chosen Chinese. Katy: Oh, I wouldn't like to do that! It sounds difficult! Steven: Yes, but Toby really likes learning languages. He already speaks really good German. Katy: Yes, you're right. So what about Sally and Rachel? Do you know what they're doing? Steven: Err ... I think Sally said she wanted to do OJ work and Rachel's going to do canoeing at the swimming pool. Katy: Wow! This is such a great opportunity! I wish I could have a go at everything! Steven: Yeah, I know what you mean!
Unit 20 - Exerc ise 4 (p. 56)
How did the woman pay?
F:
3
Unit 18 - Exercise 6b (p. 53)
Where is the restaurant?
F:
Excuse me, can you tell me the way to this restaurant? M: Yes, go up Grove Road until you reach Main Road. F: Do I have to turn into Main Road? M: Yes, turn left into Main Road. The restaurant is on the right.
Ann My friends tried to persuade me to go sailing with them this year, but I don't enjoy it. I like skiing holidays the most.
Bob I always spend my holidays in the mountains. I love hiking in the open-air. My sister usually goes biking, but that's not for me. Sue I spend a lot of time in the countryside during the summer. Sometimes I go camping or hiking with friends, but of all the outdoor activities I do, I prefer sailing holidays the best. Michael I went on a sailing holiday last year with some friends, but I wasn 't keen on it. What I really enjoy is going on biking holidays with my brother.
Unit 2 1 - Exercise 2 (p. 62) Dave: Go on, Kim - show me what you bought. Kim: You won't believe it. You are going to be so jealous. Dave: Oh come on - what is it? A T-shirt or a new pair of jeans? Kim: It's a leather jacket. It's fantastic, Dave. Do you know where I found it? Dave: The high street? Oh, I don't know - where? Kim: In the second-hand shop, next to the big department store. Dave: You're joking! It looks as good as new. Kim: I know! And guess how much it cost?
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Coursebook Tapescripts Dave: I have no idea - 100 pounds maybe? Kim: No, less than that. Dave: 85 pounds? Kim: No - it was 15 pounds. Dave: No way! Jackets like this are at least 80 quid in the shops.
Kim: You're telling me! I've wanted a jacket like this for ages, but I couldn't afford to buy a new one.
Dave: That's brilliant. What a bargain. Can I try it on? Kim: OK, but you must promise to give it back afterwards. Dave: We'll see about that!
Unit 22 - Exercise 7 (p. 65) A: Excuse me - is this the Lost Property department? B: It certainly is. How can I help you?
A: Well , I lost my bag on the train last week and it had some very important things inside. I've been looking everywhere for it. B: What did the bag look like, Madam? A: It was a very big, brown bag. B: Well, three bags of that style have been handed in. Just tell me what was inside your bag and I'll check them all.
Host: You're right! Ten points for you. Right, moving on .. . Question two. The first printed paper money was made in .. . England, Greece or China? J: Was it Greece? Host: No James, that's the wrong answer. Amanda if you can answer the question, the ten points go to you . A: Erm .. . Is it, China? Host: That's right! Well done. Come on James, she's running away with it. Next question .. . How many different currencies are used around the world? Is it 5, 178 or 2000? J: It's just a guess, but is it 178? Host: Yes, James, it is. Moving on to question four. Credit cards have been used in Britain since ... the 1920's, the 1990's or the 1960's? J: Is the answer the 1960's? Host: Yes, indeed it is. Well done. It's a very close contest you have twenty points each . So that means whoever answers the next question correctly wins the first round. Are you ready? A & J: Yes. Host: OK then . Whose face is printed on all British currency? Is it, Isaac Newton's, Charles Dickens' or the Queen's? J: It is the Queen's. Host: That's right! And James is the winner of Round 1 today. Well done James, but remember ...
A: Thank you that would be a great help. Well, the most
B: A: B: A: B:
A: B: A:
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valuable item was a watch given to me by my grandmother. Actually, she gave me two, this silver one I'm wearing and one with a gold strap. That one was in my bag. What else was in the bag? There was a ring , too. Can you describe it to me? Yes , it had a large, square stone with diamonds around it. It was a blue sapphire. Anything else? Nothing particularly special. Just everyday things like make-up, a mirror, pens and things like that. There is a bag here with contents fitting your description but there's also a pair of gloves. Oh, I forgot about them. Yes, I had a pair of long, satin evening gloves in my bag too! Well, you're lucky. This bag is obviously yours. Yes, that's definitely mine! Thank you so much. My pleasure. Glad you 've got your bag back.
Unit 23 - Exercise 3 (p. 66) Host: Good evening and welcome to Quiz time! Let's meet today's contestants. Amanda from London and James from Manchester. A &J: Hi. Host: .. . straight into Round 1, and the subject is - money. Right. Remember, the first person to press their buzzer can answer. So, here we go with the first question. Which method of payment was used first? Was it coins, credit cards or gift vouchers? A: Buzz ... That's easy. It's coins.
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Unit 25 - Exercise 3 (p. 70) Speaker 1 Can I have another vase please? This one is cracked. Speaker 2 This walkman has a very poor sound. I'll buy a personal CD player instead. Speaker 3 I only used this camera once and it broke. I want my money back. Speaker 4 Excuse me, this watch is slow. Can you mend it for me, please?
Unit 27 - Exercise 8 (p. 79) Lin: Oh, I really enjoyed the food at the Carnival! Patrick: So did I. What did you like most, Lin? Lin: Well I liked everything except the fish dishes. But I think the King cake was my favourite. How about you, Patrick? Patrick: The buttermilk pancakes were delicious but the crepes were the best. Lin: Did Roy and Mike like thEi food too? Patrick: I'm not sure they liked everything . Roy didn't eat any cake because he didn't like the colours. He ate a lot of potato pancakes though. And Mike had a great time eating fritters. Lin: Really? Fritters! I don't like fritters very much. Patrick: Neither do I. Anyway! How about Sally? What did she like best? Lin: Well, Sally would eat anything! She must have eaten about tl!n apple pancakes. She loved them .
Coursebook Tapescripts
.. Unit 28 - Exercise 11 (p. 81) III Mark. It's Janet. Out as usual! Listen , it's Mary's birthday and
Unit 33 - Exercise 8 (p. 95) 1
What grade did Amy get for English?
w· 're going to have the party in the park across from her house. Amy: They gave me my grades at school today, Dad. I got a C for English. Dad: Oh Amy! You got a B last time, didn't you? Amy: So? Lynne Brown only got a D. Dad: I don't care what Lynne got! It's your grades I'm interested in!
Would you like to come? We're going to start the party at about 11 If-past two in the afternoon. Oh , that's on Saturday of course. We can meet at my place first. Let's say about 2 o'clock and then go to the park together. Oh, do bring a friend, too.
Unit 30 - Exercise 6 (p. 85) A: What did you like most at EuroDisney, Jake? B: Well, I loved Phantom Manor, but my favourite was Big Thunder Mountain. It's a roller coaster ride. A: Wow! Sounds fun. And how about the others? B: Well, Lenny likes exciting rides too, so he loved Space Mountain. A: Really? I didn't know he liked things like that. B: Yeah, he does. He really had fun! He was screaming the whole time. A: Wow! It must be fantastic. And Kate and Elvis? B: Kate spent half the day in Pocahontas Indian Village . I think she would like to be an Indian. She's funny! A: Yeah, she is, isn't she? Did Elvis stay there with her too? B: No, he was pretending to be a pirate on Pirate's Beach. A: He loves pirate stories, doesn't he? B: He really does! But listen to this! Kim didn't go on any rides. A: Are you serious? B: Yeah . She spent all her money in the boutique. A: Anyway, sounds like everyone had fun.
Unit 31 - Exercise 8a (p. 91) Hi, this is Judy. I can't take your call at the moment. Please leave a message after the tone. Thank you .
Unit 31 - Exercise 8b (p. 91) You have one new message. Tuesday the 10th April. Message received at 11 :35am. New message: Hiya Judy, it's me Tony, from the French class. Dermot gave me your phone number, I hope you don't mind. Look, I'm having a party on Saturday at 8pm , a~d I thought you. might like to come. Give me a call so I can give you the details. My mobile number is 07866553762. Call me back when you can. Bye!
2
What does Mum want to watch?
Tom: Quick Mum, put the music channel on! Mum: I've already started watching a film. Tom: But the adverts are on at the moment! Mum: Well all right, you can have the music channel on for five minutes, but then I'm putting my police thriller back on. 3
What time does the film finish? Father: Have a good time, and I'll see you at 10:30.
Joyce: 10:30 is too early. The film finishes at 10:15, and I need at least half an hour to get back to the house. Father: Well alright, but you must be back before 11. Joyce: Yes okay, Dad . Bye.
Unit 34 - Exercise 7 (p. 97) Fiona: Hello and welcome to Tune In, with me, Fiona Sweeney. With me today is Hilary Burrows, a teacher of Braille, who will tell us a few things about this amazing code. Hilary, hello and welcome to the show. Hilary: Hello. Fiona: So tell me something about Braille. How did it all start? Hilary: You may find it hard to believe, but Louis Braille was just a child when he invented his code. Fiona: Really? Hilary: Yes. When Louis was three years old, he had an accident and became blind. But by the time he was 15 he had come up with what we now call Braille. His first book in Braille came out in 1829, when he was 20. Fiona: Wow! That's incredible! How did he come up with the idea? Hilary: Well, a man called Charles Barbier visited his school when Louis was 12 years old . Charles showed him his invention called 'night writing' - a code that soldiers could use to share secret information in times of war. Fiona: A-ha! Was that similar to Braille code? Hilary: Well, Barbier's system had 12 dots but it was too difficult for most people to understand. Braille characters include one to six dots. Fiona: Do these characters represent alphabet letters? Hilary: Yes, but also numbers, punctuation marks ... There are symbols even for maths and music! You can write and read anything in Braille! Fiona: That's amazing! But how easy is it for blind people to read Braille?
Coursebook Tapescripts Hilary: Actually, it's not as difficult as it seems. Someone who has
Unit 37 - Exercise 2b (p. 106)
read Braille for years can read 100 to 200 words in 1 minute.
Fiona: That's really fast! What tips do you have for someone who's learning Braille? Hilary: Well , I always think you should be patient...
Unit 35 - Exercise 7 (p. 99) Mary: Hello, Peter! Where have you been? I haven't seen you for ages! Peter: Oh, hello, Mary! Actually, I've been rather busy. I finally got connected to the Internet! Mary: The Internet? So I suppose you've been spending hours surfing the Net reading a lot of nonsense! Peter Oh , come on , Mary! How can you say that? The Internet is a wonderful source of information! You can learn things about any topic you choose almost immediately. There are even encyclopaedias online that you can get information from. Let's face it, it is far better than having encyclopaedias in your home. Encyclopaedias are very expensive, and they take up a lot of space. It is far cheaper to use the Internet. It's quicker, too. Mary: But how do you know that the information is accurate? Just be::cause it is on a website doesn't mean that what you read is true, you know! There are a lot of sites which say things which are simply not true. People make mistakes or deliberately tell lies! Peter: I agree with you, but most Universities and good newspapers have sites which provide information. Surely we can trust what they have to say? Mary: I suppose so, but not everybody is as sensible as you . I think a lot of the ideas and information you find on the Net is dangerous. I've heard that there are sites where you can find out how to make bombs , for example . That simply encourages people to commit violent crimes. Let's face it, nobody controls the Internet. Nobody says what can or cannot be put on a website. Peter: That's true, but I think the advantages make it invaluable. Take email.for instance. lt.s so easy to keep in touch with people. It's so fast and cheap . Think of how much it would cost to make a telephone call to a friend on the other side of the world! With the Internet you can send a message for less than it costs to send a letter and a lot more quickly, too! Mary: As long as the person you want to contact also has email, you mean. You wouldn't be able to send a message to me, would you? I haven't even got a computer. Peter: Well, I think it's about time you bought one and got connected . There's a lot you can learn from the Internet. There are even special forums where you can meet people who have the same interests as you. You can exchange information and ideas with people all over the world quickly and easily. Mary: No, thanks, Peter! If I need to find out about something, I'll do what I've always done - go to the library and look it up there! Peter: Um, Mary, have you been to a library recently? Even libraries have the Internet these days. If you want to find out something, they encourage you to use their computers to go online!
272
Good morning and welcome to another programme of Who would believe it? On today's show I'm going to talk about Sports Superstitions. Sports people are some of the most superstitious beings on our planet. Regardless of which sport it is, each and every player has certain rituals and beliefs, which they reckon bring them good or bad luck. Firstly, baseball players wouldn't dream of lending their bat to another player. They believe this brings bad luck during a game. Then, there are basketball players. To avoid bad luck, they wipe the soles of their trainers before a match. And have you ever noticed that ice-hockey players all tap their goalie on his pads just before the game begins? Well, they reckon by doing this, it helps them win the game. Tennis players are very superstitious when it comes to certain colours. They never wear anything yellow, because they feel it brings bad luck. Believe it or not, some numbers also have good and bad omens. Most American footballers prefer to have double numbers on their jerseys because they presume it's lucky. And what about golfers? What do you think brings them good luck? Many of those I spoke to admit to carrying coins in their pockets , especially pennies . They say it brings them good luck during tournaments. Ten-pin bowlers who are on a winning streak won't change their clothes, in case they break the streak, or so they believe. And last but not least, football players the world over swear that their mascot is an important good luck symbol. Join me again tomorrow when I'll be talking about superstitions of the rich and ..
Unit 37 - Exercise 7 (p. 107) A: Good morning, ladies and gentlemen. You're listening to Day After Day on Radio One with Mike and Helen. Good morning Mike! B: Oh hi, Helen."1don't think this is going to be a good day for me, though. A black cat crossed my path this morning! A: What do you mean, Mike? You're certainly in for a large amount of good luck today! Don't you know that in Britain, seeing a black cat is a good sign? B: Oh , I didn't know that! You know my parents are of Italian origin and in Italy we believe that seeing a black cat or walking under a ladder means that you'll have bad luck for the rest of your day. A: Oh , yeah? It's true that different countries have different superstitions. In many parts of Europe for example, people consider number 13 extremely unlucky. I've even heard that in some hotels there's no 13th floor or rooms with the number 13! B: Oh , yes! The Japanese have the same dislike for number
4! A: Really? Why's that? B: Because in their language, the word 'four' is pronounced in the same way as the word 'death' !
Coursebook Tapescripts A: Speaking of death, do you know that in the Philippines, opening an umbrella inside the house means that you won't live long? B: No, I've never heard of that. I thought they actually believe that when you open an umbrella in the house, out come the insects! A: Well, that's just a story that elderly people tell to make the fear more concrete to the children. B: Oh, I see! That's funny! Where I come from , dreaming of insects, especially of ants, means that you can expect success in business matters - that is more money! A: Ha, hal I'd really like to have a dream like that this month!
Unit 38 - Exercise 7 (p. 109) Interviewer: Jamie, you have been investigating various mysterious events most of your life. Could you tell our listeners about some of the strange goings on that people believe in? Jamie: Yes, of course Jack. I think a lot of people believe in ghosts. There are many castles in England that are believed to be haunted. One of the most famous ghost stories is perhaps about the ghost of Thomas Beckett. You know, he was the 12th Century Archbishop of Canterbury. People believe that his ghost has haunted The Tower of London for centuries and that he often appears in this castle. I have spoken to hundreds of people who believe that ghosts live in their house but I have never seen one myself. On the other hand, I believe in UFOs because there are hundreds of photographs of UFOs taken by people. Many UFOs have been seen in the Pacific and in India. I have seen one myself in California. It was back in the summer of 1972. I was out with friends and all of a sudden we saw bright lights moving in the sky just above a building and then very quickly they disappeared. I'm not sure I believe in little green men, though. I mean some people come up with very funny stories about aliens or Martians and strange creatures. Even John Lennon said that he was woken up one night by four aliens with heads like bugs, but I don't know. Other people believe in poltergeists. They tell us about strange happenings in their homes where furniture or other objects move. I think that this type of activity is often caused by people who have too much imagination, or who are having personal problems and I don't believe that poltergeists exist. There are strange things that happen that can be explained. For example, a baby was born with supernatural strength in Germany a few years ago. People call him Superman because he is twice as strong as children his age and stronger than most adults. Interviewer: Wow, he's a lucky boy, isn't he? Let's take a break and we'll be back with more in a minute ...
Yesterday, Mr. and Mrs. Jones and their little girl Abigail travelled to Long Beach where they embarked on the Queen Mary. They were taken to their luxurious cabin where they left their luggage. Then they met up with the ship's guide and other passengers for the Historic Shipwalk Tour. It was exactly at two o'clock in the afternoon when the tour group entered the Queen's Salon. At once, little Abigail pOinted towards the corner of the room. She said that she saw a beautiful young woman, in an elegant white evening dress dancing alone in the shadows. Others with the little girl said that they saw nothing. But the little girl kept insisting that she saw the beautiful lady. As the tour group was leaving, the lady in white tapped little Abigail on her shoulder and smiled at her. The strange thing is that in the past others have claimed to have seen the beautiful dancing lady in white in that same room. Ghost sightings and other strange happenings have been reported since the 1980's when John Smith, the ship's carpenter, said he heard voices and sounds of water while he was working on the ship. An expert in supernatural events examined the ship and also heard voices that he could not explain. Since then there have been various sightings of ghosts and unexplained events.
St Patrick's Day - Exercise 1 (p. 120) Host: Hi everyone and welcome to this week's Special Day quiz. In the studio with me today I have Cindy and Paul who are going to test their knowledge on St Patrick's Day. Are you both ready? Cindy & Paul: Yes. Host: For ten points, who can tell me which day St Patrick's Day is on? Is it on 4th July, 17th March or 1st May? Cindy: Buzz .. . 17th March. Host: Well done, Cindy! The first ten points go to you. Now, for question two. St Patrick is the patron saint of which country? Is it Wales, Scotland or Ireland? Paul: Buzz ... It's Ireland . Host: Ireland it is. That's ten points for you Paul. Let's move on to question 3. On St Patrick's Day, people wear green clothes, red clothes or black clothes? Paul: Buzz .. . I think it's red clothes. Host: I'm afraid that's the wrong answer, Paul. Cindy if you can answer correctly, you get a further ten points. Cindy: Is it green clothes? Host: Yes, you're absolutely right. Now for the final question who can tell me which plant is the symbol of St Patrick? Is it a nettle, grass or a shamrock? Cindy: Buzz ... I know that one. It's a shamrock. Host: You're right Cindy! Congratulations! You 're the winner of this week's prize - a fabulous weekend for two in Dublin.
Unit 40 - Exercise 9 (p. 113) There has been another report of a ghost sighting on the famous Queen Mary Ocean Liner. For those of you who do not know the history of the Queen Mary, it has been docked in Long Beach, California since 1967 and was turned into a ship hotel in 1972.
273
1
Workbook Key _____________________ Unit 3 Chores!
Unit 1 Messy or tidy? 1 a) living room: carpet, sofa, armchair, bookcase, TV, curtains, paintings Kitchen: cupboard , fridge, chairs, curtains, sink, forks, spoons, knives Bedroom: pillows, bedsheets, carpet, chest of drawers, bedside table, bookcase, bed, wardrobe, mirror, TV, posters, curtains, paintings Bathroom: mirror, curtains, towels, toothbrushes b) Living room: coffee table, fireplace Kitchen: table, plates Bedroom: desk, computer Bathroom: basin, shower
2
1 wrong 2 lazy 3 mess
3
d
4
1 such 2 so
5
4
5 6
2
out
c
2
like pressed Come
3
a
3 4
such such
up
7
8
4
3
1 a) 1 wash the dishes 2 prepare a meal 3 take the rubbish out
2
1 rake 2 shovel
3
a) 1 am meeting 2 Does Steve like 3 is flying 4 understands
3 4
mop iron
5 6
mow dig
5 6 7
8
7
prune
Do you remember is raining lives hates
b) (Suggested answers)
5
b
5 6
so so
4 off
after
dust the furniture water the flowers vacuum the carpets
b) (Ss' own answers)
bother joking
e
4 5 6
A: What are you doing tomorrow/at the weekend/ next Wednesday, etc? B: Tomorrow I am playing baseball with my cousins. (
4 a) 1 set table 2 mop floor 3 vacuum carpets
4 5 6
take out rubbish do the shopping clean bathroom
b) (Ss ' own answers)
Unit 2 Fun time 1 a) 1 2 3 4
cycling skateboarding archery windsurfing
5 6 7 8
dancing horseriding hiking skiing
Unit 4 Lifestyles 1
b) (Suggested answers) I enjoy hiking.
2
I enjoy cycling. I enjoy archery.
a) Megan seldom/rarely plays music at the weekends. Megan usually goes to the cinema at the weekends. Megan sometimes goes bungee jumping at the weekends. Megan never goes to the gym at the weekends. Megan always does homework at the weekends.
3
1 about
2 in
274
3 4
5 6
at to
Family Members
play football play ice hockey surf the net enjoy computer games listen to CDs go out with friends read magazines watch TV
do homework go to school have lunch work catch the bus go to bed have a bath cook dinner brush teeth
aunt parents niece sister grandmother uncle brother
2
3 4
3
on with
Dally Routine
2
Luke sometimes plays baseball at the weekends. Luke usually plays music at the weekends. Luke seldom/rarely goes to the cinema at the weekends. Luke never goes bungee jumping at the weekends. Luke often goes to the gym at the weekends. Luke always does homework at the weekends. b) (Ss ' own answers)
Free-time Activities
I
Joe usually rides his bike to school in the morning but this morning he is catching the bus. They sometimes take a walk in the afternoon but this afternoon they are playing music. Dad always goes to the office in the morning but this morning he is working from home. We often go jogging on Saturday but this Saturday we are playing tennis.
1 C 2 B
3 4
C B
5 6
B A
7 8
A A
Workbook Key
Unit 5 Heroes & Villains
Modul~
1 (Suggested answers) hair: age: special features: height •
•
2 2 3
1
long, straight, dark young , in his fifties wrinkles, moustache, beard short, medium height
Bill is in his early thirties. He has short dark hair, a beard and a moustache. He has a round face and is of medium build . Sue is in her late twenties. She has dark, long, curly hair. She has an oval face and beautiful dark eyes. (P) b (N) e. (N) g
3
1 attractive 2 funny
4
1 2 3 4
4 5 6
(P) c (P) f (P) a 3 4
7 8 9
(P)/(N) h (P) i (P) d
sensitive powerful
Why don't we go You must be joking! let's go I can't stand/I hate
5 6
10
2
1 B (C) 2 E (l) 3 A (l) 1 2 3 4
selfish ambitious
8
straight hard sparkling package
air round uninhabited amusement
9 10 11 12
Positive
Negative mean, dishonest, cheeky, greedy (shy, talkative)
2 C
3
B
B
5
rents
6
A: ... does the train leave ... B: Do you want .. .
2
hire
2
B: ... is not ...
3
A: Do you feel .. . B: ... 's raining
4
A: Are you doing ... B: ... am playing ...
4
A
3
hired
5
B 4
let
5 A: Is Sandra .. . B: ... is leaving ...
22-3-1-4
6
A: ... is laura ... B: ... is doing ...
7
A: ... do you go .. , B: ... am going ...
8
A: .. . does Mary do '" B: '" works .. .
9
A: Are you travelling .. . B: .. . am staying .. .
The Talented Viggo Mortensen 1 Jane is tall and very beautiful. She is in her teens. She has long, straight, fair hair. She dresses in light colours. 2 Mr Simpson is tall with short red hair. He is in his late fifties with a round face. He has a beard and brown eyes. He has wrinkles.
One person I greatly admire is Johnny Depp. He is an American actor who stars in my favourite film, 'Pirates of the Caribbean'. Johnny was born in 1963 in Owensboro, Kentucky, USA. He is slim with straight black hair, brown eyes and fair skin. Johnny is very talented . He is interested in music and he owns a night club. He plays in a band called P. He lives in France with his wife Vanessa and their two children. All in all, Johnny is a great actor. I love watching his films and I would like to be just like him one day.
.7
I (C) F (l) C (C)
7
8 9
4
Information to be included: name & profession , place & date of birth, physical appearance, hobbies & interests, feelings
(Suggested answer)
5 6
G (l) D (l) H (C)
(Ss' own answers)
1 Key words: article, school magazine, famous person, admire, 100 - 120 words
4
4 5 6
loving, brave, caring, loyal, patient, sensitive, calm, polite, intelligent, wise, shy, sociable, talkative
Writing
3
bad thin quick high
3
(P) j
5 . I hate/I can't stand 6 come off it 7 we could 8 That's a good idea.
1: English in Use
7
1 I play tennis ... 2 He is raking ...
a
(Ss' own answers)
9
1 interesting 2 talented
10
1 takes after 2 stand 3 you think of
3 4
3 4 4
5 6
But I'm not going .. . Is Judy sleeping .. .
successful faithful
5 6
curly dangerous
don't we belong to are you doing
275
Workbook Key
Unit 6 Clumsy crooks! 1 1 mugger 2 Vandals 2
told ran, arrived Did the alarm go off did not capture stopped, too k Did the man drop, saw did not know, did not open
2 C
4
(Suggested answers)
3
1 2 3
2 3
find clues inherit his fortune
276
A private investigator searches for information about people. A security guard protects buildings. A police officer fights crime. A prison officer supervises prisoners. A bodyguard protects famous people. A judge decides criminals' punishment.
1 howling 2 watering
3 4
soaking chased
investigate a crime
3
2
A: Did you hear anything strange? 8: Yes, I heard a dog barking.
3
A: Where did you find your grandmother and what time did you find her? 8: I found her in the kitchen , at 7pm.
3 4
witness scratches
5
guilty
4 A: What did you do while you were waiting for the police to arrive? 8 : I called my brother. 4 . 1 about/with 2 at/with
5
grabbed
3 4
of about
5
about
Unit 9 On the Beat 1
1
2 3
gloves (a) handcuffs (e) lantern (f)
2
1 patrol 2 trial
3
a) • •
2
5
4 C
8
P R I V ATE I N V EST I GAT 0 R) R A0 L LWF C G I U L 0 0 U F C D E I O(S E CUR I T Y G U A R D)L 0 U T S KU I E QU~YPNMU I ETWSP 0 POL ICE 0 F F ICE R) L 0 E Y D N NIWAED D RTYGMARKIJY 0 H B T P L 0 Y YWG D lOP E S U F F E M I OAC G Q T C I A I MEV D A F C C E C Z E U MAE T K P Y M 0 G I I ABE X I N A RGB I EWIOA E V C E I Q I Y D R WULOIAKEMAC E Q S TOR EQE T E C T I V E F W I J1L A~ E E E A B D H L TO K L 0 L T
3 4 5 6 7
... were playing. ... the doorbell rang .
1 greedy 2 nephew
a)
b) 2
4 5
2
Unit 7 Crim e fighters 1
.. . I was studying . ... went for a run. .. . she was away.
Unit 8 In search of truth " 1 1 prune rose bushes 4 question suspects
a) (Ss ' own answers)
b) 1 C
1 2 3 4 5
kidnapper robbery
a) Verbs to be underlined: was (irregular), attacked (regular), stole (irregular), caused (regular), demanded (regular), took (irregular), warned (regular)
b) 1 2 3 4 5 6 7 3
3 4
was raining, was howling was sitting, was searching Were you working was having, rang were driving, stopped
3
• • •
4 vest (c) 5 knife (b) 6 bells (d) 3 cheeky 4 tease
7
whistle (g)
5
founder
When Sandra was 20 years old, she used to wear jeans. She didn't use to wear suits. When Sandra was 20 years old, she used to work as a shop assistant. She didn't use to .work as a sales manager. When Sandra was 20 years old, she used to cook . She didn't use to buy takeaway. When Sandra was 20 years old, she used to walk to work. She d idn't use to drive to work. When Sandra was 20 years old, she used to rent a flat. She didn't use to own her own house.
Workbook Key b) (Suggested answor )
b)
I used to be a naugilly child. I used to cry very loudly if I di dn't get wh It I wanted and I used to hate being told wh l to do. 4
1 A
2
3
A
A
4
2
3
B
4 5
Unit 10 Things are not always as they seem!
6
1 a) took fingerprint burst out lau ghing wrote down a li st of items noticed something trange dropped open thank goodness b) 1 burst out laughing 2 noticed something strange 3 took fing erprints 4 wrote down a list of items 5 dropped open 6 Thank goodness
2 3
down 1 A
2 3 4
2 C
up
A A
3 5 6
A B
into 7 8
5
4
(Suggested answer) As I was watching TV at home a couple of weeks ago, I heard a strange noise. The programme I was watching was so interesting that I carried on watching it. While the adverts were on, I heard it again, so I decided to go upstairs and have a look. The window in the bedroom was open. 'I 'm sure I closed it,' I thought to myself. Then, I thought I saw a shadow on the floor and I got very scared. As I went to follow the shadow, I picked up my torch for protection. Suddenly, the electricity went out and it was very dark. I turned the torch on and that's when I, saw the stray cat. The cat must have come through the window. I felt so silly when I realised that nothing was wrong!
out
B C
Writing 1 Key words: school magazine, short story competition, 120-150 words 1 a short story 2 a crime 3 past simple and past continuous
Module 2: English in Use 1 1 demanded 2 vandal
A 4
B 3
3
Words to be underlined: when, in a flash, then, suddenly, while, as
2
1 2
E F
D G
1 2
animal welfare ill treatment keep an eye on
Events that happened at the same time: • ... the robbers were in handcuffs and the police were leading them away to prison. • I made my way to the bank .., I was thinking about it so I was a bit stressed. • People were screaming and crying • ... robbers were just laughing as they were emptying ... • One of the robbers pulled out his police badge and shouted. Events interrupted by others: • While I was waiting ... four armed, masked men burst into ... and shouted ... • Then, just as they were leaving, we heard ...
3 4
1 2
3 4 5
3 4
local pass prevent advertising ,
miss
so
•
but
steal
5 6
headline
3
robbery mugging 4
witness
•
and
5
C
6
B 4 5
5 6 7 8
7 I 8 A
9
H
voluntary scheme spare a thought
official deep cause quality
9 10 11 12
become catch make question
lose
./
./ ./ ./
./ ./
a) •
kidnapped burglar
D 1
3
4
3 4
lantern
2
C 2
2
The court found him guilty, so now he is in prison. The police took him to the police station and asked him some questions. The woman tried to rob the bank bl:lt the police caught her. Our neighbourhood used to be safe but now I am not so sure. The police chased the criminal and knocked him to the ground. Somebody stole his car, so today he is taking the bus to work.
./ ./
a match an appointment the target your ring a detail patience a chance your way
277
Workbook Key 6
7
8
1 was doing, broke 4 2 were walking, started 5 3 was riding, saw 1 2 3 4 5 6
were you doing saw was walking did you see was driving stepped
witnessed, were driving was watching, broke in
7 was 8 Was the man driving 9 didn't look 10 tried 11 Did anyone else see
10
11
1 ... I arrive in Portugal 2 ... will be home 3 ... I can 5
1 goes 2 see
6
1 a
1 Philip was washing the car when the fire started. 2 Neil was studying while his sister was listening to music. 3 Did Peter call? 4 I didn't buy anything yesterday. 1 Vandalism robbery 1 an eye on a member of happening
2 3
3 4
burglar kidnapper(s}
4 5
5
mugger
broke into make (any) sense
1
3 autographs 4 .manager
5 design 6 Oscar
2 2 In ten years, I will be rich and famous. 3 All books will be in electronic form soon. 4 In fifty years, the planet's temperature will be higher. 5 People will live on other planets in 100 years' time. 6 Robots will do the housework in 10 years' time. (Suggested answers)
I'll study Maths at university. I won't buy a car before I get a job. I'll travel to different countries. I won't get married young. etc
278
3 will wait 4 will Bob call, lands 2
3 a
b
4
a
5
'II meet
5
b
Eagles and seagulls are birds. Butterflies and ants are insects. Frogs and toads are amphibians. Lions and dolphins are mammals.
2
bull eagle turtle
3
1 2 3 4
4
1 6:30 2 10:30
deer ape dolphin
tiger penguin crocodile
'II open 'II be 'm going to plant 'II get 3 4
5 6 7 8
fox lion bear
'm going to tidy 'm going to make 'II bring 's going to rain
13 hour
5
01 4748900
Unit 13 Take action now! 1 Across 4 deforestation 6 climate
2
3
... my friends arrive '" I see her in class
(Suggested answers)
2 3 4 5
Unit 11 What's in store for me? 1 1 picture 2 famous
4 5
Unit 12 Friends in danger
1 Simon robbed a bank, so he went to prison. 2 The robber took the money and went abroad. 3 The man tried to mug the old lady but the police caught him. 4 Someone broke into her house but they didn't take anything valuable.
2 12
(Suggested answers)
(Suggested answers)
1 Kim was looking out of the window when she saw Mike. 2 Cathy was washing the dishes when she dropped the glass. 3 The children were playing outside while the burglar was breaking into the house. 4 The police surrounded the robbers as they were leaving the bank. 9
4
Down 1 floods
2
gas
3
1 c 2 a
3 4
b g
5 e 6 f
2
for
3
3
for
4
d
5
7 storm 8 energy
2
e
3
a
extinct
5
expert
7
d
with
4
of
4
5
c
b
(Suggested answers)
1 2 3 4 5
... ... ... ... ...
your health will suffer I finish reading wants to train as a fireman you study I don't have to look after my little brother
Workbook Key 6
turn off
turn down (reject)
turn into
the television the oven the heating
3
(Suggested answers) If I were you I'd take regular exercise. This would mean that you 'd lose weight. 2 Why don't you avoid junk food and sweets? If you did that, you 'd feel better. 3 Another good idea is to walk instead of taking the bus. That way, you'd become fitter.
a good student the proposal the opportunity a butterfly a beautiful woman the offer
Unit 14 Technology on your side 4
1 1 c
3
2d
a
1 handheld organiser 2 mobile phone 3 remote control 2
4
e
4 5
colour d isplay music collection
5
b
, Dear Emma, I'm sorry to hear that you 're worried about your weight. But you 're young and healthy, so losing weight won 't be a problem. The best thing to do is relcix about it. If I were you, I'd stop eating unhealthy food and cut back on junk food . This would mean that you'd lose weight. Another good idea is to increase your intake of fruit and vegetables so that your energy increases. If your energy increases, you 'll be able to start exercising more. Why don't you join a gym or start a new sport? You could also walk or cycle to school instead of taking the bus. If you follow my advice, you'll soon see a difference. You 'll be in shape in no time at all! Good luck with everything and I hope it all goes well. Love, Jeremy
(Suggested answers) 1 2 3 4 5 6
... I would buy a new computer .. . I would give it to the police ... we would go to America on holiday ... I would call the fire brigade .. . you would feel healthier ... I would stay in a nice hotel T
3
2
3 T
F
4
F
Unit 15 A word of advice 1
1 2
3
A
2 3
untidy argue temper
2
4 5 6 B
7
worry annoyed bored
3
B
8
obey moody
Module 3: English in Use 1
4
A
(Suggested answers) 1 2 3 4 5
... ... ... ... ...
reduce the number of calls you make? explain to him that it annoys you. I would ask them why. to prove to th em that you are responsible. write her a letter?
2
1 Key words: cousin, I want a holiday, go with them , holiday without my parents, advice 1 Dear ... , Love, .. . 2 a If I were you , I'd b Why don't you ... ? c You should ... d The best thing to do is .. . a) informal
C
2
A
3
B
b) 1 Why don't you come with us? 2 I think you should talk to your parents .. .
1 climates 2 prevent 3 task 4 warming 1 conservation 2 rare 3 obey 4 tourist
5 6 7
8 5 6 7
8
3
1 2 3
4
(Suggested answers)
Writing
2
(Suggested answer)
2 3 4 5 6 7 8 9
(mammals) - frog (birds)- crocodile (insects) - cobra
expert extinct release changed
9 10
make endangered
lose local social donate
9 10
portable greenhouse
4 5
(reptiles) - elephant (amphibians) - cat
Deer are mammals and they usually live in forests. Frogs are amphibians and they usually live in marshlands. Butterflies are insects and they usually live in hedgerows/forests. Snakes are reptiles and they usually live in forests/marshlands. Dolphins are mammals and they live in the sea. Nightingales are birds and they usually live in forests. Hedgehogs are mammals and they usually live in hedgerows/forests. Seahorses are fish and they live in the sea.
279
.......,
Workbook Key e
5
1 c
6
1 2 3 4
think believe think believe
7
1 2 3 4
were would help would take boils
5 6 7 8
would travel will talk will happen will put on
8
1 2 3 4
will/will am going to am going to will
5 6 7 8
will 9 are going to 10 is going to will
9
1 2
collection delivery
10
1
soon as I were you would you do extinct
2 3 4
2
a
3
4
b
waiting expect expecting waiting
5 6 7 8
3 4
5
5 6 7
1 The accommodation was superb. 2 It's a good idea to understand the customs of the countries you visit. 3 Air fares are more expensive in the summer. 4 We often travel by coach. 5 You should always mind your manners at the dinner table. 6 The transport system in Paris is amazing. 7 Chinese is a difficult language to learn. 8 The sights in Rome were wonderful.
popular famous
9 10
protection arrival
(Suggested answers)
d
9 10
5 6
saw will give
will am going to
2
1 wipe 2 travel should
3
vandalise entry
life bad
3 4 2
mustn't
3
Must
4
mustn't
2 b) 1
2
2
6 a
2 a
pick pick pick pick
3
1 must 2 must
4
(Suggested answers) You You You You You
d
4
3 4
mustn't must
5 6
3 4
on on
in(to)
5
1 picturesque 2 staff 3 schedule
4 classes 5 optional 6 excursions
2
1 c
3
must mustn't
2 a
e
4
7
b
permission
5
d
1 seaside town 2 classroom sessions 3 signed letter
4 summer courses 5 weekly schedule
3
1 2 3 4
has to can't don't need to Do you have to
5 have to/must 6 can't 7 Can
4
1 2 3 4
Sure, go ahead. Do you mind if I leave early? Actually, I'd rather you didn't. OK, but make sure you lock it.
coach language
Unit 19 Going x-treme! 1
280
in(to)/out of
./
1
Unit 17 Travel Tips fares customs sights
./
Unit 18 Summer schools
mustn't forget to close the gate. mustn't enter the building. must throw rubbish in the bins. mustn't park here. mustn't bring dogs with you.
1 accommodation transport manners
1
2 by
c
out - choose at - eat very little on - treat sb unkindly (sb) up - collect sb who is waiting for you
3
1 2 3 4 5
5
3 feed animals
pick flowers go for a walk
Mustn't
./
Meet in lobby at 2 o'clock
5
4 e
b
b 1 2 3 4
d
shouldn't
Go anywhere alone
Unit 16 Keep the country code! 3
4
./
Drink mint tea
1 a) 1 c
blow extremely
Should
Leave key at reception
down always obey find these flowers
5 6
1 skateboard 2 skis 3 rope
4 trainers 5 snowboard 6 bicycle
7
helmet
Workbook Key 2
1 amazing 2 scared
3 excited 4 tired
5
exhausted
3
1 incredible 2 open
3 4
5
roof
4
1 Ice hockey is the fastest sport in the world.
Module 4: English in Use 1
set stay
1 c 2 a
3 4
d b
2 a) 1 music 2 3 4
2 Football is cheaper than golf. 3 Free diving is one of the most dangerous sports in the world. 4 Kitesurfing is more exciting than table tennis . 5 Elephants are the largest land animals on Earth . 6 Lobster is more expensive than sardines. 5
1 the best 2 the most exciting 3 the tallest 4 higher
1
2
1 2
B B
1 a
3
C
4
C
2 a
5 A 6 B 3
b
4 a
1 Key words: holiday, different customs and traditions, postcard, impressions, way of life About my impressions of the way of life in that country. 2 Hi ''' ' Love, ". 3 people's behaviour, body language
3
• •
4
(Suggested answer)
(Suggested answers)
5 a
Writing
• It's about Baja. . ' people's behaviou r, body language
9 stay 10 open 11 set 12 full
extreme sports: bungee jumping, white water rafting, free diving, rock climbing, kitesurfing equipment: skis, helmet, trainers, rope, goggles, pads, bat, board
C B
4
2
5 shake 6 high-factor 7 action 8 dazzling
musical play long
What kind of musical instruments can you play? 2 My dad works long hours. 3 Children should always wear high-factor sunscreen. 4 Tom loves watching action movies. 5 Most sports have set rules .
3 7 8
e
b) (Suggested answers)
5 the nicest 6 more expensive 7 better
Unit 20 Activity holidays
5 6
2 & 4 can replace the opening remark. 1, 3 & 5 can replace the closing remark.
Hello from Japanl Having a great time here in Tokyo. It's a very interesting place with a lot of things to see and do. Japanese culture is thrilling but very different to our own. For example, it is not polite to blow your nose or kiss in public. And it is very rude to point at someone. Strangely, tipping is not necessary. When you are invited to someone's house, it's OK to be a little late. It is more important not to forget to bring a gift and give it with both hands. It's also rude to pour your own drinks; you should wait for your host/hostess to do it. There are a lot of things to learn and some things might seem strange but you must respect people's customs. I'll tell you more when I get back. See you soon, Conrad
1 disturb 2 drop 3 Hold 4 accept 2
5 6 7 8
9 10
wipe attend ring sea
3
meeting wait
5
C
6
Excuse
2
mustn 't should should can't
9 needn't 5 needn't 6 mustn't 10 can't 7 " sho uldn't/nee,dn't 8 shouldn't
A
0
4
B
sorry
3
Pardon
7
1 2 3 4
8
(Suggested answers)
9
5
E
1 2 3 4 5 6 7 8
You You You You You You You You
mustn't park on this side of the street. ' must stop here. mustn't go over 35 miles an hour. must slow down here. mustn't stop on the tracks. mustn't drive or walk acrO$S the runway. must keep to the right. mustn't smoke here.
1 2 3 4 5 6 7 8
I hope you can take part in the school play. We went to a beach where we could sunbathe. Our teacher said we should do our test in silence. We can feed the animals if we want. The older children are allowed to stay up later. Can we bring our dog on holiday? You needn't bring a present. Hockey players have to wear pads and helmets during the game.
281
Workbook Key 10
11
1 boring 2 thrilled
3 4
interesting respectful
1 mustn 't take 2 mustn't swim 3 should cut down 4 mustn 't touch
5 6
scary pollution
should join don't have to have to/must wear shouldn 't tell
5 6 7 8
Unit 23 Cash or card? 1
1 coins 2 credit card
3 4
banknotes cheque
2
1 c
3
b
1
2
Unit 21 Shop till you drop 7 9 11
Down 1 V-neck 3 trendy
4 5
•
3
dress tight short
12 fancy
trousers shirt
8 10
coat formal
John is wearing jeans, a checked shirt and trainers. Laura is wearing a skirt and a T-shirt. Lyn is wearing a white T-shirt and a skirt. Pat is wearing a shirt and trousers. Steve is wearing trainers, shorts, a T-shirt and a cap. Paul is wearing trousers, a white T-shirt and a jacket.
1 C
2
3 C
B
4
A
5
B
Unit 22 On sale 1 a) 1 c 2 f
3 4
b d
5 6
b) 1 Sports & Leisure 2 Home & Furniture 2
3
1 0 2 F
1 spend earned
3 4
F F
5 6
0 F
7 8
F
get cost
5
pay
2 by
3
with .
4 by
6
on
2 by
3
in
4
on
Unit 24 All under one roof 1 market: flea mall: shopping store: department, grocery shop: book, coffee, charity, antique, souvenir
2
1 d 2 b 1 2 3 4
3
2
a large,
comfortable, trendy, blue trainers a lovely, antique, Chinese lamp a lovely, old, wooden clock practical, new, rubber flip-flops
3 traveller's cheques 4 postal order
1 The lions are fed 20 kilos of food a day. 2 Corn is planted in the middle of spring . 3 I am not allowed to stay up past 10. 4 George was not invited to last week's dance. 5 The winners will be announced very soon. 6 Life has not been discovered on Mars. 7 250 people are employed by the company. 8 French francs are not used anymore.
0
• • • •
d
with
Electronics Fragrance & Beauty
3 4
8
7
282
3 4
gift voucher paplSr money
4
5
a e
rectangular, wooden table a new, striped , silk tie a nice, shiny, gold watch trendy, baggy, linen trousers a pleasant, floral, cotton dress thick, green, rubber boots a small, African, clay vase a warm , blue, sleeping bag
1
2 3 4 5 6
4
4
(Suggested answers) • • • • •
a
2
1 Across 2 jacket 4 trainers 6 gloves
2
3
2
3 4 5 6 7
8
4
e 6 a
3 g 4
7 f
5
c
holiday destination shopper's paradise amusement park weekend break The first supermarket was started in 1930 (by Michael J. Cullen). The best vacation packages are found by travel agents. Cheap used goods are found at flea markets. One billion cups of coffee were drunk last year. Thousands of pounds of stolen goods are recovered each year (by police). A cure for baldness was discovered (by researchers) . The most expensive piece of antique furnitu re was sold by Sotheby's Auction House. Automobiles were donated to charity organisations.
1 round 2 up
3 4
down across
5 6
out in
7
off
Workbook Key
Unit 25 Not good enough 4 5 6
1 a) 1 broken (e) 2 torn (f) 3 loose (b)
Accessories: scarf, bag, hat, gloves, etc Sports & Leisure: golf clubs, tennis racquets, trainers, football, etc Menswear: tie, trousers, shirt,jumper, etc
damaged (a) scratched (c) stuck (d) 3
b) 1 sleeve is torn 2 wheel is loose 2 3 4
3 4
zoom lens is stuck heels are broken
2B 3B 4A A It's about a company recalling a certain typWl of toy. 1 F
2
T
3
F
4 T
5
4
T
Writing 1 Key words: new bicycle, something wrong, email to friend, telling problem
3
Items to be ticked: sender's name, greeting, complaint, reason for writing, action taken, closing remarks
4
2 D
3
D
4
R
5
R
6
2
(Suggested answers)
5 6
empty short
Home & Furniture: chairs, sofa, table, shelves, etc
9
10
receipt missing
5 bring 6 take
7
1 2 3 4 5 6 7 8 9
The furniture will be delivered on Monday. 200 people were invited to the party (by her). The house was built 300 years ago. The fence is going to be painted next month . The lawn must be mowed (by you). His new book will be published in March. All the tests have been done. Her purse was stolen while she was shopping. The plants are watered every morning (by him). The tests have not been corrected yet.
10
casual baggy
spoil designer second-hand torn
a nice, Chinese, silk rug a heavy, round, black stone a small, old, metal table an expensive, grey, woollen coat a light, yellow, plastic ball a modern, French, cotton scarf
A robber was arrested last night. A Roman statue was found in a cave. A/The factory has closed. A b0y was kidnapped last Monday. The results will be announced tomorrow.
1 2 3 4 5
9
1 variety 2 development
10
1 2 3 4 5
matches fits
3 4
8
Module 5: English in Use 3 4
5 6 7 8
oriental bad
1 2 3 4 5 6
D
Dear Emily, Hi! How are you? I'm sorry you missed my birthday party. Everybody had a good time and I got some great presents. My cousin gave me a beautiful music box. I fell in love with it right away. But, when I wound it up, it only played a few notes and stopped. I was so upset. I didn't know what to do. I told my cousin and we took it back to the shop. I explained the problem to the shop assistant and she was very helpful. She helped me choose another music box. Everything worked out fine in the end. What have you been doing? Write back and tell me. Talk to you soon , Amanda
1 fancy 2 old-fashioned
low cash spend earns
9
10
6
(Suggested answer)
1
1 2 3 4
5 shopper's 6 active 7 fitting 8 freshly cooked
1 tryon 2 suits
a) Sentence showing disappointment: It was an awful surprise. Sentence showing relief: Everything worked out fine in the end . b) 1 R
flea shopping credit traveller's
5
1 My friend. 2 To tell him/her about the problem with my new bicycle. 2
1 2 3 4
3 4
illegal impatient
was busy was invented by earns €800 suits full refund from
6 7 8 9
10
5
payment
were posted can be bought spends is used fits you
Unit 26 Places to eat 1
1 restaurant 2 canteen
3 4
home cafe
2
1 sparkling 2 grilled
3 4
Black poultry
5
fast food restaurant
5
fish
283
Workbook Key 3
baked salmon roast beef steamed vegetables rice pudding
orange juice still water red wine
4
5
2 in
up
1
2
Do you prefer I'd like
3 4
out
4
away
a) Coco, the clown b) 1 C
4
3
2
3
A
A
4
5
B
C
Would you like llike
Unit 30 Over the moon Unit 27 Carnival Time 1 1 2 3 4
delicious different dishes special
2
d
2 c
U
5 6 7 8
3
1
2 C 3 C 4
U
5 specialities 9 6 traditional 10 7 treat 8 fancy dress 3
e
U U C C
4 9 10 11 12
1 - f cartoon cowboy 2 - d boat ride 3 - a haunted house
2
1 visited 2 Have you ever been 3 I have been
4 5
was has lived
1 came have never been has just left
4 5
has lived wrote
street experience
5 a
b·
U U C U
1
13 14 15 16
3
C C U C
2 3 4
4
1 some, a 2 any, some
any, any 5 any, any, some 6
3 4
a an, any, a lot
Unit 28 Happy moments 1 1 graduation 2 school 3 celebrate 2
3
preparations barbecue
7 8
2
My sister has been in Switzerland for five years. Jack has been on holiday since last Monday. I have nottravelled to Brazil since 1986. My father has been a teacher since 1984.
2 at
3
on
1 Are you doing 2 Would you like
3 4
I can't I'd love to
on
284
2 A
3
C
4
A
5
A
4
1 Key words: last weekend, theme park, family, friends, email.friend . where you went, what you did, how you felt A friend.
2 To tell him/her about my trip to a theme park. 3 Opening: How are things? How are you? Closing: Write to you soon. See you soon.
at
2
Boxes to be ticked: 1, 2, 3, 5, 6, 7
3
1 opening (I) 2 opening (I)
1
1 escape artist 2 bowler hat
2
1 career 2 characters
3 4
success magic
5
playing
3
1 who 2 which
3 4
which whose
5 6
which whose
fire-eater magic tricks
3 4
closing (F) opening (F)
5
closing (F)
4 (Ss' own answers) 5
Unit 29 Great entertainers 3 4
b) 1 B
1
have you been, I've been Has he visited, hasn't had Have you ever tried, I've always wanted Has she called, hasn't arrived yet Have you done, have already walked
4 5
5
invitations decorate streamers
a) It's about a theme park.
Writing
1 2 3 4 5
3
4
4 5 6
4 - e private investigator 5 - c top secret 6 - b fairytale castle
(Suggested answer) Dear Sally, How are things? I'm just fine . I had one of the most amazing weekends in my life. My older sister and I flew to EuroDisney in Paris. Can you believe it? We stayed at a great hotel close to the theme park. We shared the same room but it was big and very comfortable. Breakfast was delicious! EuroDisney is huge and we didn't have time to go on all of the rides, but we managed most of them and they were incredible. Some of them were very scary but most of them were great fun! I think my sist@r was more scared than I was even though she is older. I don't have time to tell you everything. We did so
Workbook Key many things. I'll tell you everything when I see you next week. See you soon, Jane
Unit 31 Leave a message 1
1 call 2 dead
4
~ctures:
2
3
1 hand-made 2 order 3 tear 4 streamers 1 2 3 4 5
5 6 7
8
soft main fancy dress street playing
1 look 2 stare
6 7
8 9 10 3 4
1 whose 2 who
5
(Suggested answers)
waved haunted
9 10
11 12 13 14 15
upside acting bowler roller two-minute
glanced watch
4
3 4
choice became mind escape
which who
firework political western wreaths patriotic
2
1 tell 2 says, telling b
2 a
4
to
2
4 5 6
6
which whose
1 some
4 5 6
some an some
6
tell
3
b
4
b
5
3
on
4
with
b
B
C
A
B
A
N
T
E
N
R
0
B
(H
A
N
0
S
F
R
E
E
S
E
T
P
S
T
C
H
A
R
C
H
C
E
'K
E
E
S
C
R
0
I
S
R
0
E
'-.../
A policeman is someone who protects people. A ruler is something which we use to draw straight lines with. A waiter is someone who serves customers. A nurse is someone who looks after sick people. A pencil is something which we use to write with .
2 a
for
5 tell
3 tell 4 Say
Unit 32 SEND ME A TXT!
T 2 3
email chat
5 6
answering machine battery charger
3
1
5 look
5 6
1
2 3
Module 6: English in Use 1
message machine
3
7 8
a
10
an
some
Q
W
N
A
A (B
A
T
T
E
R
Y
W
R
N
T
F
H
C
A
L
E
P
P
C
H
A
R
G
E
R
0
T
N
Y
A
E
S
A
G
X
C
F
H
0
0
(M
E
S
S
A
G
E) 0
T
0
G
R
A
P
H) N
'--"
A
M
L
B
A
Y
~(p
H
0
9 a
3
an
7
1 2 3 4 5
has lost 6 have seen 7 Have you ever tried 8 has not finished 9 left 10
S
1 any, some 2 some 3 any, some
4 5 6
some some, a few any, any
7 8
a lot of, some any, a little
9
1 since 2 already
3 4
for for
5 6
How long never
10
1 information 2 creative
3 4
attraction imaginative
5
description
11
1 have been living 2 on holiday since 3 a little sugar
2 didn't come did she live/has she lived did not go woke up Have you seen
3
1 She said (that) she would probably come. 2 He said (that) it was really hot in there. 3 She said (that) she had had a horrible flight. 4 He said that he was going on holiday soon. 5 He said (that) he had been to Cuba twice and (that) it was beautiful. 6 He said (that) he used his mobile to take photos. 7 He said (that) he would send me an SMS. 8 She said (that) she was working late that night. 9 She said (that) her battery was dead. 10 He said (that) his keypad was broken. 1 I thought you said 2 Actually
3 4
Didn't you say Let me get this straight
Unit 33 Are you online? 4 been here for 5 a few
1
+
(positive)
cheerful, happy
- (negative)
angry, confused, depressed, sad, embarrassed, fed up, furious, upset
285
Workbook Key 4
B
2
A
3
2 3 4 5
She asked if/whether I could help her with her homework. He asked me when I was coming. Mr McCabe asked if/whether he had left a message. Tony asked if/whether I would tell him a story. She asked where John was .
2 3
What's wrong? Actually, I'm a bit upset. Cheer up! Things can't be that bad.
4
2
C
3
B
5
A
4
2
d
b
a
3
b) 1 Scuba divers 2 sign language 3 hand signals head
4
2 neck 3 vyrist
5
2
up
3
4
1 2 3 4
5
6 2
4 5
1 a)
for
3
7 8
c
5 6 7 8
2 c
1 d
3
3
(Suggested answers)
b
5
A
3 C
3
a) 1
out
9 sport
10 news
5 e
1 He can speak clearly, although he is only two. 2 She tried hard. However, she didn't manage to solve the crossword. 3 Although these shoes are expensive, they will never go out of style. 4 Walking is a cheap form of exercise. In addition/ Moreover it is safe. 5 Tony is very selfish, although he helps people sometimes. 6 This house costs a fortune . . In addition/ Moreover, it is very far from the nearest bus stop.
~86
2
Sequence ideas: In conclusion, Secondly, Firstly Show contrast: However Add a point: In addition, Furthermore Give an example: For instance
2
forward
4 a
5 e
C
2
A
3
B
b) (Suggested answers)
hidden word: television 2
4 g
2
waist foot
video quiz show fashion series
d
5 e
Mrs Martin told us to stay in our groups. Mrs Martin told us not to talk too loudly. Mrs Martin told us to listen to her. Mrs Martin told us not to touch anything in the museum. Mrs Martin told us to call her on her mobile if we got lost.
cartoons documentary films weather
3
b) (Suggested answer)
clenched fist jelly fish
4
h
Research carried out by scientists suggests radiation from mobile phones causes changes in the brain .
Unit 35 In touch with the, world 1 1 2 3 4
B
1
hand leg chest
after
4
2
Writing
Unit 34 Breaking the code 1 a)
1 f
3
4
Mobile phones can sometimes be a nuisance. In addition, calls can be very expensive and people end up getting large bills. We can contact people much more easily. For instance, we don 't need to worry about finding a public telephone if we need to make a call. Mobile phones can help save people's lives. However, people using mobile phones while driving put their lives and the lives of others in great danger.
(Suggested answer) 'Mobile phones have made our lives much better.' Mobile phones have changed our lives a great deal over the past decade. Firstly, I think mobile phones make it easier for us to contact our families, friends, work colleagu.es and others. We used to arrange to meet friends the evening before, but now with mobile phones we can phone and reach people anytime and arrange to meet at shorter notice. Secondly, I strongly believe that mobile phones can help save people's lives. For instance, if you have an accident, you can call for help very quickly. There is no need to be near a public telephone. However, there are disadvantages associated with mobile phones. Although they can help us in daily life, they can sometimes be a great nuisance. For example, it's very annoying to hear phones ringing in the cinema. In addition, I'm totally against people having loud personal conversations while on the bus. For these reasons, I don't really agree that mobile phones have made our lives much better in all ways. Although they have many advantages, I feel that there are many problems associated with them, too.
Workbook Key
Module 7: English in Use
Unit 36 The truth is out there
1 TV
programmes: quiz show, documentary, comedy, soap opera, chat show, reality show, etc Newspaper sections: horoscopes, international news, cartoon strips, business reports, etc
2
3
4
4 5
1 2 3 4 5 6 7
chat send answering hand clenched sign cross
up-to-date entertainment violent exchange keep smoke coded
1 2 3 4
grounded crazy enough Hold
2
role - B waist - C
5
D
6 7
2 3 8
9
o
8 9 10 11 12 13 14 5 6 7 8
2 A
knocked beat struck
Leave 9 communicate 10 urgent 11 provides 12 3 4
15 16 17 18 19
B
4 5 6
hit reason cause
broad casted improve negative light
4
1 2 3 4 5
to open his enough of word he way to look after
6 7 8 9 10
looking for if/whether he liked looking forward to Pete was coming if/whether Ann was
creatures nightmare
scare attack
E
Z
L
U
S
U
Z
0
S
B
M
H
A
H
B
A
TOM
Z
S
K
R
Z
Y
D
B
E
V
T
A
C
K
y
H
P
Z
I
F
L
V
Q
E
C
L
M
N
H
A
y
W
P K
H U
1 scare 2 sick
3
feel
2 3 4
5 6
z w
w
b)
effect
entertainment independence
4
y
S
C
7
3
W
4
1 James asked Ann if/whether she could help him. 2 Rory said to Lynn (that) he would take her home in his car. 3 The waiter asked us if/whether we were ready to order. 4 Mary shouted (that) she would never forget it. 5 Hugh asked if/whether I could bring my guitar to the party. 6 Joanna said (that) there was a man outside. 7 Grandma said not to go to bed too late. 8 Jack said (that) he just loved cartoon strips. 9 Liz said to hold on a minute. 10 She asked us if/whether we had a nice time at the party. 3 4
a)
play save win attract car
luggage - A mate - D
3
1 organisation 2 invitation
2
furious, upset fed up depressed , sad
1 confused 2 cheerful, happy 3 embarrassed
6
1 1 sick 2 tornado
C
R
y
S
o 3 4
2
isn't it are we has she should we
K
alien nightmare
pasta 5 6 7 8
T
3
5
attack
freeze
don't you doesn't she aren't they has she
9 10
didn't they doesn't he
5 (Suggested answers) 2 3 4 5
He gave you the book You won't be late They have a big house He can 't drive a car yet You haven't finished your homework
Unit 37 Superstitions 1 Tennis: racquet, trainers American Football: helmet, jersey, pads, football Ice Hockey: stick, mitt, helmet, jersey, pads Baseball: bat, mitt, helmet, jersey, pads Basketball: basketball, trainers, jersey 2
1 even 2 lend player
3 4
1 2 3 4 5 6
5
1 a
3 4
streak bounce
5
good luck charm
2
mascot
3
charm
are having their garage painted had her hair cut is having air conditioning installed have your skirt shortened had her coat cleaned are having the car serviced
2
b
3
a
4
b
5 a
287
Workbook Key
Unit 38 Myst eri es
2
1 2 3 4 5 6
3
(Suggested answers)
1 (Suggested answers)
2
1 2 3 4 5
witch: female, magical Martian: alien, imaginary poltergeist: evil, powerful ghost: dead , spirit goblin: ugly, creature
1 2 3 4
was were going arrived had finished F
3
2
F
5 6 7 8
had wanted decided were standing told
9
had sold
3
T
5
T
4
F
Beginning: It was a horrible, cold and rainy afternoon yesterday when John left work. He got off the train and quickly ran to find some shelter. It was freezing cold, the wind was blowing fiercely and he was exhausted after a long day at work. As he was standing in a doorway, he remembered that it was his birthday. Ending : The cold and wintry day did not seem so bad now. He felt silly when he thought he had actually believed his friends had forgotten about him. The party was a wonderful surprise, one that he would never forget.
Unit 39 Fri end o r Foe? 1
1 c 2 f
2
1 patient 2 generous
from
3
4
e d
3 4
g b
7
a
mean cheerful
5 6
stubborn honest
5 6 3 4
2 to
with
3
4
with
4
2
My grandmother lets me play in the garden . My dad doesn't make me go to bed early. My s ister doesn't let me ride her bike.
Unit 40 Spoo ky Tales 1 1 c 2
3
B
2
d
2 A
a
3 3
C
4 4
C
e
5 5
b
B
6
(Sug gested answer) Main body paragraphs : He felt sad when he thought that no one had remembered him . None of his friends had called to wish him a 'happy birthday'. He decided to go home and make himself a nice meal. He would just have to celebrate on his own. He ran quickly through the rain and up the street to his house. John took his keys out to unlock the front door. That's when he noticed the door was slightly open. 'I'm sure I locked it when I left this morning,' he thought to himself. Slowly, he opened the door and entered the dark house. Suddenly, all the lights came on and people were shouting, 'Surprise!' and 'Happy Birthday! ' John was speechless. His friends hadn 't forgotten him after all.
(Suggested answers) 3 4
C
(Suggested answers)
2 3 4 5
great!wonderful/fabulous/terrific/beautiful enormous/large tiny/miniature horrible/terrible wonderful/terrific terrific/fantastie/fabulous/wonderful
Ann called her friend when she left the house. When she left the house, Ann called her friend . Lyn washed the dishes and after that, she watched TV. As soon as she saw a man behind the tree, she started screaming. Before he left the office, he turned off the lights. He turned off the lights before he left the office. She booked the tickets , then She went to do some shopping.
Module 8: English in Use 1
1 get flying good 4 certain 5 odd
2 3
2
1
2 3 4
pretends nightmare catch keep
6 winning 7 team 8 skate 9 team 10 guest
5 6 7 8
Wipe polish superstitious pay
4
11 12 13 14
magical make off pOinted
9 10
eyes fainted
Writing 3 1 good/nice: great, attractive, cheerful, terrific, fabulous, beautiful, fantastic, wonderful bad: evil, horrible, terrible, ugly, nasty big: great, large, gigantic, enormous small: tiny, miniature
288
4
1 sharp 2 view 3 habit
shot scare sigh
7 transform
5 6
1 kind good
3 4
odd racquet
5
2
sensitive
Workbook Key 5
1 kind 2 good 3 nice
6
1 2 3 4
7
has he did you isn't it are they
a) 1 2 ./
4 5 6
nice alone lend
5 6
won't you hasn't she didn't they isn't she
7
8 3 4
./ -
5 6
7 8
lonely borrowed
9
1 2 3
... had eaten. ... let me use ... ... careful with .. .
9 10
did you can they
1'0
1 2 3
unfriendly lovely impatient
11
1 2 3 4 5
she (had) cleaned off duty having her nails could go attention to
-
-
b) 1 Bill is having his car fixed. 4 Mary had dinner cooked yesterday. 5 Claire is having new curtains made. 6 Tim is having his car cleaned tomorrow.
8 2 3 4 5 6
4 5 6
4 5
... make out ... ... make up .. .
insincere depressing skilful 6 7 8 9
7 feelings 8 sensitive
had her car he would pick bel ieve in I left for
After she had cleaned the house, she went for a walk. The children had finished their homework before they went to play. Mary had washed the dishes by the time her husband came home. It had started to rain when they saw the ghost. By the time her friends arrived, she had seen the spaceship. The poltergeist had thrown objects around the room before it went away.
289
1
Workbook Tapescripts Unit 3 - Listening Mike: Well Paula, now that Mum and Dad are away on holiday, and we are home alone, we have to think about dividing the household chores between us. Paula: Oh, alright. Let's make out a chore schedule then, to make sure it's fair. Mike: Good idea. Hand me that piece of paper and a pencil, please. Paula: Here you are. Now, on Monday, I can cook the dinner if you set the table. Mike: That's fair enough. What about Tuesday? Shall I wash the dishes and you mop the floor? Paula: Oh I hate mopping the floor. Listen, you do that and let me wash the dishes. Mike: OK. On Tuesday, I mop the floor and you wash the dishes. Paula: On Wednesday, why don 't I make the beds and you vacuum the carpets? Mike: That's fine by me. I suppose I should change the bedsheets as well. Paula: Yeah, that would be great. What about Thursday? Shouldn 't we water the plants and take out the rubbish? Mike: /'1/ take out the rubbish if you water the plants. And don 't forget the plants inside as well. Paula: Alright then but don 't you forget to empty the bin in the bathroom, either. Mike: Oh yeah, I nearly forgot. Friday. What do we need to do on Friday? Paula: Well, Mum and Dad are due back on Saturday so we should buy some food. Mike: OK. Leave the shopping to me. Paula: OK but go to that new supermarket. It's called Greenways. It's really cheap. Mike: Greenways. Just let me write that down. G-R-E-E-N-W-AY-S. Paula: And then on Saturday, I'll do the dusting and you can clean the bathroom. Mike: Fine. I can 't wait to see Mum 's face when she sees how nice the house looks.
Unit 6 - Listening Paul: Sofie, you won 'lbelieve what happened to me last night! Sofie: What? Tell me! Paul: Well, I saw a mugger trying to attack Mrs Baker who lives across the road. Sofie: You're kidding me! What happened? Paul: Well, I was just coming back from walking the dog when I noticed Mrs Baker taking out her rubbish. Suddenly, a man came up behind her carrying a stick. Sofie: He wasn 't! Paul: He was! But luckily she saw him. Sofie: Really? So what happened next?
~90
Paul: She turned around and hit the mugger with the bag of rubbish! The bag broke when it hit his head and he dropped his stick! Sofie: That's unbelievable! Paul: I know! Sofie: So what happened in the end? Paul: Well, Mrs Baker screamed loudly and the , mugger ran away empty-handed. Sofie: What a story!
Unit 12 - Listening A: Tourist Office. Can I help you? B: Yes. Could you tell me the opening times of Dublin Zoo, please? A: Just a moment, sir. Yes, the zoo is open from Monday to Saturday from 9:30 am to 6:30 pm. On Sundays, it opens at 10:30 am and closes at 6 pm. B: And do you know how much it costs? A: Yes. It's thirteen euros for adults, ten fifty for students and eight fifty for children. B: Okay, thank you. A: You 're welcome. Oh, just one more thing. Last admission to the zoo is one hour before closing time. B: Alright! One more question. Are there any guided tours? A: Yes, there are but you'll have to call the zoo for details. B: Could you give me the number, please? A: Yes, it's 01 -4748900. B: That's 01 -4748900. Thank you. , A: You're welcome. Goodbye.
Unit 17 - Listening Now listen up. I know you are tired after the trip but I have a few things to remind you of before you go to your rooms. Firstly, you will be given a key and even though you are allowed to take it out with you, I think you should leave it at reception when you go out. I don 't want anyone to lose their keys. Always stay together in groups of three or four. I want to make that clear. You mustn 't go anywhere alone. Alright? This afternoon we will go on a walking tour of the old town and then you will have an hour free time to discover the rest of the town. By the way, while you 're here, you should try the mint tea . It's delicious! Now, tomorrow morning, we have a guided tour of the perfume factory so we need to be up ear/yo So you should get a good night's sleep tonight. Okay, you now have an hour to shower and change but you must be back here in the lobby at 2. Let's go.
Workbook Tapescripts
Unit 21 - Listening
A: Sounds like you guys had a lot of fun. B: And then Carl and Polly got into a big argument because
A: 00 you need any help? T: I'm looking for something to wear on my first day at my new job.
A: Of course. Are you looking for something formal? T: Not really. Something casual, like a short-sleeved shirt and
a pair of trousers. A: Certainly. What size shirt do you wear? T: Large.
A: No problem. And the trousers?
A: B:
A: B:
Carl really wanted to watch his favourite soap opera but Polly hates soap operas. She wanted to watch a quiz show. So what did you do? In the end, we left because Tom hid the remote control when Beth said she wanted to watch a documentary. Maybe you should plan something better for the next time you meet. I think so.
T: Medium waist, and long. A: Let me see what we have .. . try these on. Tell me if they fit OK. In the fitting room A: 00 they fit? How do they look? T: The shirt is really nice, but the trousers are too short. A: Unfortunately, they're the longest pair we have in stock at the moment. T: OK, thanks. /'1/ just take the shirt then. A: Great. Sorry about the trousers. The cashier is just over there.
Unit 29 - Listening Jenny: What are you doing, Ben? Ben: I'm reading a magazine article about Coco the Clown. Jenny: Coco? Is that his real name? Ben: No, silly! His real name is Nikolai Poliakoff. Jenny: That's not an English name. Is it Polish? Ben: Well, it says he was born in Russia, so it must be Russian. Jenny: What else does it say about him? Ben: Hmm, let's see. He was born in 1900 and went to live in England in 1929. Jenny: Was he a famous clown? Ben: Yes. He was famous for his funny make-up, oversized boots and huge red nose. Jenny: Really! Go on! Ben: It says that he received medal from the Queen of :ngland. lenny: A medal! What for? gen: For his help in teaching road safety to children. lenny: Wow! I bet that was fun.
Unit 40 - Listening James: Hey Patrick, guess what happened to me last weekend?
Patrick: Hey James .. . what? James: I was at my friend Alex's house for a sleepover on Friday night with about ten other kids. Patrick: That sounds like fun! James: That's not all ... five of us were still awake at 3 am, so we went outside to playa game of hide-and-seek. Suddenly, we saw something flying far away in the sky. It was zigzagging and going up and down extremely fast. NO normal aeroplane can move like that. Patrick: You're kidding!? What happened then? James: It came toward us slowly ... It was a light grey colour with lots of bright lights, and it had very small wings coming out the sides where the big wings are supposed to be! Finally it flew away. We COUldn't sleep at all after that! Patrick: What do you think it was? James: I think it was some kind of UFO alien spaceship, it certainly didn't seem man-made. Patrick: No way! That's crazy .. . are you sure you weren't dreaming? James: No, we were wide awake ... I know what I saw!
a
Unit 35 - Listening A: How was it at Jane's house? B: It was funny. We decided to watch TV but everybody wanted to watch something different so we argued all evening.
A: Oh gosh!
B: You said it! Jane wanted to watch that new reality show oh I forget the name but we're all tired of that kind of thing now. Of course Tom insisted on watching the sports channel because there was some football match on. Nobody else likes football.
291
Grammar Book Key Present Continuous
Unit 1 Present Simple 1
1 flies 2 catches 3 misses 4 kisses
2 2 3 4 5 6 7 8 9 10
3
5 6 7 8
stays fixes lies gives
9 10 11 12
A: B: A: B:
What does the hairdresser usually do? She cuts hair. What is she doing now? She's drinking juice.
3
A: B: A: B:
What does the secretary usually do? She answers the phone. What is she dOing now? She's reading a magazine.
4
A: B: A: B:
What does the chef usually do? He cooks food. What is he doing now? He's talking on the phone.
finishes loses plays dances
Does, No, he doesn't. Does, Yes, he does. Does he, Yes, he does. Does he, Yes, he does. Does he, No, he doesn't. Does he, No, he doesn't. Does, Yes, he does. Does he, Yes, he does. Does he, No, he doesn't.
6
Does your brother catch, goes, comes do you usually do, go, stay, read do you travel, fly do you have dinner, We usually eat always beats, know, always wins Do they live, is
1 2 3
Do, play Do, go Does, give
1 2 3 4 5
1 2
2
a) 1 2 3 4 5 6
is really enjoying is taking plans is speaks is now learning
b) •
actions happening now: she's sitting on a bench, they are talking about the course actions happening around the time of speaking: she's staying with her friend Lucy, she's really enjoying herself, she's taking a course, she's now learning Chinese, she is getting good grades, they are working on a project together fixed arrangements in the near future: they are going into town later
• 4
4 5 6
Do, go Do, take Does, play
(Ss' own answers) •
Adverbs of Frequency 1
100%: always 75%: usually 50%: often
25%: sometimes 10%: seldom/rarely 0%: never
2 3
Bob sometimes goes ... . Do you usually wake up ... ? Peter and Kate never drive ... .They always catch
4 5 6 7 8
It often rains .... I can never beat ... . They are always happy ... . Paula rarely goes ... . Sheila seldom has ... .
2
3
(Ss' own answers)
4
2 3 4 5 6
92
Bill and his family usually have dinner at around 8 pm. Jane is always at home on Sunday morning. I sometimes play with my friend Jim at the weekends. My father often drives me to school. My parents rarely go out in the evening.
No, they aren't. Ann and Sue are having a picnic. No, she isn't. Mrs Jones is holding the baby. No, he isn't. Mr Harris is sleeping. No, it isn't. The baby is crying. No, he isn't. Bill is chasing a dog.
Stative Verbs 1
2 3
2
3 4 5 6
7 finds 8 is getting 9 is sitting 10 are talking 11 are working 12 are going
are you looking
2 3 4 5
think 'm having
1 2 3 4 5
do you think, 'm thinking are you smelling, it smells look, 'm looking Do you have, 'm having don't see, 'm seeing
f~els
6 7 8 9
tastes 'm seeing Do you understand 'm thinking
Present Simple vs Present Continuous 1
1 is writing, writes 2 is baking, bakes 3 is playing, plays
4 5 6
is drinking, drinks is swimming, swims are watching, watch
3rammar Book Key ._-
6
lives, is staying goes, are seeing catches , is snowing, is taking cleans, is visiting is thinking, hates is finishing, is meeting
3
1 2 3
1) are you going, 2) Do you want, 3) need 1) Are you waiting, 2) 'm looking, 3) Do you want 1) does your father look, 2) works, 3) does he do
4
'm lying 2 is drinking 3 are playing 4 is watching 5 are having
2
1 2 3 4
5
5
6 7
8 9 10
are staying get up spend go 'm looking
2 A Brian takes .. . 3 A I'm travelling ... 4 A Do you always walk ... 5 B .. . he ill late. 5 6
6 2 is seeing 3 arrives at 4 is having
smell is wearing
Speaking (Suggested answers) a) I usually do the shopping at the weekend . I sometimes go to the movies at the weekend. b) (Ss' own answers)
Writing (Suggested answer) Greetings from New York, USA! I am staying at a hotel in the centre of Manhattan. Right now, I'm having breakfast with Lillian at a coffee shop on the top floor of a huge shopping mall. We usually wake up early and we go sightseeing in the morning. In the afternoon, Lillian goes jogging in Central Park while I go shopping. I'm looking forward to seeing you when I get back next week. Love, Arianna
Unit 2 0ast Simple (regular & irregular verbs) 1
+ ed -e
+d
landed, checked cooked watched reserved, promised, hired, lived, moved, arrived
double consonan stopped , travelled + ed consonant + y ~ ied cried, studied vowel + y + ed stayed
2
Ildl It! Idl
3
1 2 3 4
added, presented, started checked, asked , watched, wished, produced carried, travelled, arranged, delivered received, preferred, ordered
cooked went did you put Did the plane land 9 didn't study 6 moved 7 Did Jake come 8 did you leave
9 10 11 12 13 14 15
bought did you do broke did the book cost died came didn't play
2) went
3)
did you see
2
1) didn't you come 2) had
3) 4)
happened broke
3
1) Did Jeff make 2) bought
3) 4)
did it cost didn't tell
4
1) did you get
4
2) took
3) did you arrive
5 2 A: Do you go cycling in the countryside? B: Yes, I do. A: Did you go cycling in the countryside last Sunday? B: No, I didn't. I went to my cousin's birthday party. 3 A: Do you cycle to school? B: Ves, I do. A: Did you cycle to school this morning? B: No, I didn't. I walked to school. 4 A: Do you play in the park after school? B: Yes, I do. A: Did you play in the park after school yesterday? B: No, I didn't. I saw the dentist. 5 A: B: A: B:
Do you go to the cinema? Ves, I do. Did you go to the cinema last Saturday? No, I didn't. I went to the theatre.
6 A: B: A: B:
Do you jog in the mornings? Yes, I do. Did you jog this morning? No, I didn't. I overslept.
7 A: B: A: B:
Do you meet your friends at the weekends? Ves, I do. Did you meet your friends last weekend? No, I didn't. I was at work.
8 A: B: A: B:
Do you play volleyball? Ves, I do. Did you play volleyball today? No, I didn't. I did the shopping.
293
Grammar Book Key 6
a) (Suggested answers) •
A: B: • A: B: • - A: B: • A: B: • A: B: • A: B:
• •
A: B: A: B:
4
Did you go to the beach last week? Yes, I did./No, I didn't. Did you play football last Friday? Yes, I did./No, I didn't. Did you go out for dinner yesterday? Yes, I did./No, I didn't. Did you do your homework last night? Yes, I did./No, I didn't. Did you cook lunch yesterday? Yes , I did./No, I didn't. Did you have coffee this morning? Yes, I did./No, I didn't. Did you do the shopping last Friday? Yes , I did./No, I didn't. Did you go on holiday last year? Yes, I did./No, I didn't.
5
6
7
8
b) (Ss ' own answers) 9
7
(Ss' own answers)
10
Past Continuous
1 2 A: What was Larry dOing at 8:30 yesterday? B: He was holding a company meeting.
As!When!While Amy and Grant were playing tennis, it started to rain. Amy and Grant were playing tennis when it started to rain . While Paul was watching TV, his father was cooking dinner . Paul was watching TV while his father was cooking dinner. While he was driving to work, he was eating a sandwich. He was eating a sandwich while he was driving to work. As!When!While Peter was walking home, he slipped on the wet pavement. Peter was walking home when he slipped on the wet pavement. As!When!While Jenny was sleeping, she heard a loud noise. Jenny was sleeping wheQ she heard a loud noise. As!When!While Bill was watering the garden, he saw a cat. Bill was watering the garden when he saw a cat. While Fiona was swimming, Philip was playing on the beach. Fiona was swimming while Philip was playing on the beach.
3 A: What was Larry doing at 10:15 yesterday? B: He was presenting a new project.
4 A: What was Larry doing at 12:00 yesterday? B: He was having lunch with Mr Ray.
5 A: What was Larry dOing at 13:30 yesterday? B: 6 A: B: 7 A: B: 2
5 2
3 4
Bill and Ann were playing with their puppy. Mr Smith was taking a photograph. Tony was looking out of the window at an aeroplane. Mrs Smith was drinking a cold drink. simultaneous actions: Helen was drawing while her mother was cooking lunch. action in progress at a stated time: At 2 pm yesterday they were washing the car. action in progress when another interrupted it: He was walking home when it started to rain.
4 2 As!When!While Karen was ironing her blouse, she burnt her hand. Karen was ironing her blouse when she burnt her hand. 3 As!When!While Fred was watching TV, he fell asleep. Fred was watching TV when he fell asleep.
294
1 a) 1 left 2 was shining 3 was 4
5
were fishing changed
6 7
8 9
10
decided hit sank arrived were holding
b) 1 When did the boat leave the port? 2 Where were the men fishing? 3 What happened to the boat? 4 What were the men holding onto?
(Suggested answers)
2 3 4
3
He was researching new products. What was Larry doing at 14:45 yesterday? He was writing reports. . What was Larry dOing at 17:15 yesterday? He was playing tennis with his boss.
Past Continuous vs Past Simple
2
1 1) was Simon doing 2) walked 3) was watching
4) Did you change 5) wanted
2
1) happened 2) fell
3) was cycling 4) Did you go
3
1) were waiting 2) walked
3) Did you see 4) were wearing
4
1) did you do 2) fainted
3) called
5
1) was washing 2) heard
4) was cutting 5) hit
3) happened
Grammar Book Key 3
4
1 2 3 4 5 6 7 8
was walking , met were waiting , was changing left, took had was reading, called was peeling, was preparing stayed saw, was walking
1 2 3 4 5 6 7 8
arrived were were having (were) dancing dropped went met was
9 10 11 12 13 14 15 16
7
2 2 3 4 5 6
When I was a child, I would go to Mallorca with my parents every summer. One summer, my parents booked rooms in a hotel close to the beach. When we arrived at the airport in Mallorca, the sun was shining and we were all really happy to be there. We took a taxi and we arrived at the hotel. We were all waiting at the reception when the owner came to see us. We told him our name and we asked for our rooms. He was looking for our name on his list while he was talking on the phone quietly. Suddenly, the police appeared at the hotel reception and asked my dad to follow them to the police station. We were all very scared. At the police station we found out that my father looked exactly like a thief the police were looking for . They let him go after an hour. We were so relieved! We went back to ou r hotel to continue our holiday.
used to work Did you use to go didn't use to have used to go
I used to work in a fast food restaurant. I used to eat junk food. I didn't use to go swimming . I used to live in London but now I live in New York. I didn't use to have a car.
3 (Suggested answers) When I was ten, I used to cycle to school. When I was ten, I used to play football. When I was ten, I didn't use to eat vegetables. When I was ten, I didn 't use to go to the cinema. 4
5
1 2 3 4 5 6 7 8
used used used used used used used used
to to to to to to to to
• • • • • • • • • •
Fred Fred Fred Fred Fred Fred Fred Fred Fred Fred
used to have a beard and moustache. didn 't use to shave every day. used to work at a fast food restaurant. didn't use to be a policeman. used to play tenn is. didn't use to play golf. used to eat junk food . didn't use to eat fruit and vegetables. used to ride a bike to work. didn't use to drive to work.
eat love walk/would walk visit/would visit work be go/would go take
6 2 A - was watching 3 A - were
didn't use I used to
Writing (Suggested answer)
had went were walking bumped started realised was invited
6 7 ..8 9
4 5
Speaking (Ss' own answers)
Used to /Would 1 2 didn't use to like 3 used to live 4 Did you use to like 5 used to visit
1 to go 2 were playing tennis 3 to live in
Unit 3 Be going to 1 a) 2 Denise is going to sunbathe on beautiful beaches. 3 Denise is going to see monuments. 4 Denise is going to visit the Aqua Museum . 5 Denise is going to buy pottery. 6 Denise is going to learn flamenco dancing. b) (Suggested answers)
4 5
B - was having A - used to love
• • •
I'm going to visit my cousins in Madrid. I'm going to go camping with my parents. I'm going to visit my grandmother's village .
2 2345678-
c h a g f e d
Stan is going to plant a tree. Bob is going to take the train . Cindy is going to cut some flowers. Sally is going to have a baby. Marie is going to take a taxi. Ken is going to hit the ball. Jim is going to blowout the candle.
3
She's going to have dinner with. Professor Johnson on 21st October. She's going to give an interview to 'Feminine' magazine on 2nd November. She's going to have a meeting with the staff on 14th November. She's going to go to the 'Women 's Awards' on 29th November. She's going to fly to Venice on 1st December.
• • • • •
295
Grammar Book Key 4
2 3
6
4 are 5 be
going spend
is
Will (Future Simple) 1 2
2
A B
3 4
A A
5 6
B C
7 8
C A
2 a} Monday: Tuesday: Wednesday: Thursday: Friday:
Is Mary meeting her colleagues for a business lunch on Tuesday? No. She is collecting the tickets for the ballet. 3 Is Mary buying food for her dinner party on Wednesday? No. She is sending invitations for Sissy's birthday party. 4 Is Mary sending invitations for Sissy's birthday party on Thursday? No. She is meeting her colleagues for a business lunch. 5 Is Mary visiting Dr Smith about her backache on Friday? No. She is buying food for her dinner party. 2
a} (Suggested answers) 2 A: Will you go to university when you finish high school? B: Yes, I will . (I will study engineering.)/No, I won't. (I will try to find a job.) 3
A: Will you get your own flat when you get a job? B: Yes, I will. (I will get a·loan and buy a flat.)/ No, I won't. (I will live with my parents for a few years.)
4
A: Will you have a lot of money when you are 40? B: Yes, I will. (I will work in telecommunications.)/ No, I won't. (I will spend all my savings on travelling.)
5
A: Will you marry and have children in the next ten years? B: Yes, I will. (I will marry as soon as I find a good job.)/No, I won't. (I will be a relief worker in Africa.)
6
A: Will you visit a foreign country in the next three years? B: Yes, I will. (I will visit France.)/No, I won't. (I will travel around my country.)
7
8
A: Will you learn another foreign language before you finish school? B: Yes, I will. (I will learn German.)/No, I won't. (I will learn how to use computers well.) A: Will you buy your own house in the next 20 years? B: Yes, I will. (I will buy a house by the sea.)/No, I won't. (I will live with my parents.)
b} (Suggested answer) Katherine will study engineering. She will go on holiday with her sister in the next five years. She will get a loan and buy a flat. She will spend all her savings on travelling and she won't marry. She will visit a foreign country in the next three years. When she finishes school, she will learn another foreign language. She will ride a scooter and she will live and work in another country.
Be going to - Will - Present Continuous 1 2 3 4 5 6
96
're going to sail 'II do 'II get 'm going to see 'II probably go
7 8 9 10 11
'II go won't let 's going to be 'II make 'm going to meet
see collect send meet buy
b} (Suggested answers) • • •
I'm going to the hairdresser's on Friday afternoon. I'm visiting my grandmother at the weekend. I'm having dinner with my sister on Tuesday evening.
Time Clauses 1 2 3 4
2
will leave, sells 'II phone, come will go, are 'II wash, finishes
1 going to do 2 is going to 3 won't be
5 6 7 8
will cook, puts will you call won't buy, tell will you know
4 5
going to do won't take
Speaking (Suggested answers) B: Yes, we're going to stay in a 4-star hotel by the beach. A: Are you going with any friends or relatives? B: No, I'm just going with my family. A: Are you going to swim? B: Yes, every day. The beach is 2 minutes away from the hotel. A: Are you going to see any monuments? B: Yes, because we're going to Rome for 2 days.
Writing (Suggested answer) She's going there with her family. She's going to swim every day because the beach is 2 minutes away from the hotel. She's also going to see some monuments because she's going to Rome for 2 days.
Grammar Book Key
Unit 4 Conditionals 1 2 If she studies hard, she will pass her exams. (type 1) 3 If it rains, we won't go to the concert. (type 1) 4 If she is late, he will go without her. (type 1) 5 If you add salt, food tastes better. (type 0) 6 If you miss the bus, you will be late for school. (type 1) 7 If you don't stop talking, you will leave the room. (type 1) 8 If you heat metal, it melts. (type 0) 9 If it snows, the children will make snowmen. (type 1) 10 If it is sunny, they will go to the beach. (type 1) 11 If people eat a lot of fruit, they will be healthy. (type 1) 12 If I don't go to the dentist, the pain will get worse. (type 1) 2 2 If it wasn 't cold, we could play outside today. 3 If he had enough money, he could buy a computer. 4 If she had time, she would cook dinner. 5 If they made their beds, their mother wouldn't get angry. 6 If I exercised enough, I wouldn't put on weight.
3 2 A: What would you do if you wanted to lose weight? B: If I wanted to lose weight, I would join a gym. 3 A: What would you do if you found a purse in the street? B: If I found a purse in the street, I would report it to the police. 4 A: What would you do if you missed your bus? B: If I missed my bus, I would take a taxi. 5 A: What would you do if you were rich? B: If I were rich, I would travel all over the world. 6 A: What would you do if you met your favourite actor? B: If I met my favourite actor, I would ask for his autograph. 7 A: What would you do if you saw someone stealing your neighbour's car? B: If I saw someone stealing my neighbour's car, I would try to stop them. 4
1 2 3 4 5 6 7 8 9 10
wait, will make would you go, had boil, will make were, would wear had, would lend goes, won 't be able would, wasn't go, won 't had, would do, would spend doesn't come, will leave
5 1 2 3 4 5
If I were you, I would try to work harder. If she wasn't too tired, she would read me a story. If it rains tomorrow, we won't go camping. If I had golf clubs, I would play golf. If computers didn't cost so much, we could get one. 6 If John had a car, he would give us a lift. 7 If Tony saves enough money, he will go on holiday. 8 If I were you, I would go to the doctor.
6 (Suggested answers) I would go to Paris/I would choose Hawaii/I would travel to Spain 2 I would be Jennifer Aniston/I would be Brad Pitt 3 I would ask for their autograph/I would take a photo with them 4 I would help them/I would ask for help/I would call the police 5 I would live in New York/I would choose to live in Paris 6 I would stop wars/I would improve the environment 7 I would play it for my friends/I would become a musician 8 I would walk on Mars/I would take pictures on the moon 9 I would shout for help/I would sit down and cry 10 I would be happy/the school would be a better place 7
1 2 3 4
If unless unless if
8
1 when 2 if
9
1 2 3 4
5 6 7 8 3 4
I wouldn't you exercise I could go could afford it
If if unless If
When If
9 unless 10 unless
5 6 5 6 7 8
when when, If
took me won't go I were you if you wear
Speaking (Suggested answers) • •
• •
•
•
•
If I won the lottery, I would travel all over the world./lf I won the lottery, I would help poor and sick people. If I saw someone breaking into my house, I would call the police./lf I saw someone breaking into my house, I would ask for help. If I wanted to get fit, I would go swimming regularly./ If I wanted to get fit, I would join an aerobics class. If I wanted to do something exciting , I would go bungee jumping./lf I wanted to do something exciting, I would travel around the world. If I needed more pocket money, I would offer to do some more housework./lf I needed more pocket money, I would get a part-time job. If I wanted to lose weight, I would go on a diet./lf I wanted to lose weight, I would eat more fruit and vegetables. If I were bored, I would find something to do./lf I were bored, I would meet with my friends.
297
Grammar Book Key Writing (Suggested answers) If I were you, I'd stop eating junk food. If you cut down on sweets, you will lose weight. If I were you, I'd join a gym. If you walk for an hour a day, you will get fit.
3 verb forms referring to the future: is going to perform, will walk, will go well, future plan/intention: is going to perform fixed arrangement in the near future: is going to perform 4
Exploring Grammar (Units 1-4) 1 a) present simple: is, performs, come, balances, makes, believes present continuous: is preparing, is going to, are looking forward to negative form of presentsimple: I/you/we/they + do. not (don't) + bare infinitive, he/she/it + does not (doesn't) + bare infinitive interrogative form of present simple: do + I/you/we/they + bare infinitive, does + he/she/it + bare infinitive negative form of present continuous: I + am not ('m not) + verb + ing, you/we/they + are not (aren't) + verb + ing, he/she/it + is not (isn't) + verb + ing interrogative form of present continuous: am + I + verb + ing, are + you/we/they + verb + ing, is + he/she/it + verb + ing permanent states: is, believes repeated actions: performs, come, balances, makes actions happening around the time of speaking: is preparing, are looking forward to fixed arrangements in the near future: is going to perform b) stative verbs: feel, is, seem, believes
Revision Units 1-4 1 B 2 B 3 B 4 A 5 B
11 12 13 14 15
B C C B C
16 17 18 19 20
A C B C A
C B B A B
Modal Verbs 1 2 3
d h
2
1 2 3 4 5
3
a) 2 3 4 5 6 7
4 5
g
have to can't can don't have to doesn't have to
8
6 c
8 a
7
9
b
6 7 8 9 10
10
f
can't have to doesn 't have to can't has to
You mustn't have a party. You must keep the flat clean. You must do the washing-up. You must pick up the post. You mustn't forget to feed the goldfish. You mustn't leave the windows open when you go out. You must remember to turn off the lights before you go out.
b) (Suggested answers) 1 You must remember to buy milk. 2 You mustn't leave the empty dishes on the table. 3 You mustn't forget to feed the cat and the dog. 4 You must walk the dog. 5 You must pick up the laundry. 6 You must take out the rubbish . 7 You must water the plants. 4
2 3 4
298
6 7 8 9 10
Unit 5
2 a) past simple: had to, did, stunned, lived, had, turned out, made fun, flew around, impressed past continuo.us: was lying regular: stunned, lived, turned out, impressed irregular: had to, did, had, made fun, flew around negative form of past simple: lIyou/he/she/it/we/ they + did not (didn't) + bare infinitive interrogative form of past simple: did + I/you/he/ she/it/we/they + bare infinitive negative form of past continuous: I/he/she/it + was, not (wasn't) + verb + ing, you/we/they + were not (weren't) + verb + ing interrogative form of past continuous: was + I/he/ she/it + verb + ing, were + you/we/they + verb + ing b) actions which happened at a specific time in the past: did , stunned, lived, had, turned out, made fun, flew around, impressed action in progress when another action interrupted it in the past: was lying
conditional: How would you feel if you had to live in a box over the River Thames for 44 days? It expresses an imaginary situation contrary to facts in the present.
You mustn't eat too much ice cream. It's not good for you! You mustn't tell Anna about the party. It's a surprise. You needn't take an umbrella. It's going to be sunny today.
Grammar Book Key 5 6
You must have a bath tonight. You're very dirty! You needn't come to the theatre if you don't want to. 7 You needn't water the plants. I did it this morning. 8 You must remember to turn off the lights before you leave. 5
2 3 4 5
6
• •
8
9
10
A: B: A: B: A: B: A: B: A:
You mustn't park at any time. (outside private garage) You must keep this room tidy. (outside room) You must form a queue here. (store) You mustn't smoke. (public building)
Students must listen to the teacher/be quiet/keep the classroom tidy at school. Students mustn't throw rubbish/talk during the lesson/run in the corridors at school. Students needn't go out during the breaks/have lunch/bring crayons to every class at school.
Writing (Suggested answers) We We We We We We We We
2 You mustn't eat or drink in the gallery. 3 You mustn't touch the paintings in the gallery. 4 You must leave your bags at the entrance of the gallery. 5 You must carry your bags with you at all times in the airport. 6 You mustn't carry any sharp objects in the airport. 7 You mustn 't smoke anywhere inside the airport terminal. 8 You must check departure times in case of delay in the airport. 1 2 3 4
Can, can't, mustn't have to, have to should can, must
5 6 7 8
shouldn 't don't have to don't have to Can, mustn't
1 2 3 4 5 6 7 8 9
Can I use your telephone? You must be on time for class. You must not smoke in here. You should not call James right now. You should brush your teeth daily. Can I use your computer? You need not call Ian ; I've already called him. You must finish your projects on time. You don't have to ask my permission to borrow books. 10 Can I pay the rent next week?
1 2 3 4 5
don't have to doesn't have to mustn't doesn't have to has to
1 2 3 4
needn't come mustn 't play shouldn 't go mustn't drive
6 7 8 9 10
mustn't doesn't have to mustn't have to don't have to
5 6 7 8
can't take you should take mustn't make can leave work
must/have to keep the class neat and tidy. mustn't run in the corridors. must/have to be on time for the lesson. mustn't write on the walls. must/have to listen to our teacher. must/have to raise our hands to speak. must/have to respect our classmates. mustn't talk during the lesson .
Unit 6 Adjectives - Adverbs - Order of Adjectives 1 1 bright
5 6 7
small/old old/small Old hand-painted
2 3 4
light casual busy
2
1 2 3 4 5
dull, heavily, carefully, wet well, hard, last easy, difficult, confusing heavy, interesting, cheap exciting, old, tasty
3
1 2 3 4
late lately freely free
8
2 quickly 3 quietly 4 rudely 5 warmly
9 long 10 friendly 11 careful 12 rare
5 simple 6 simply 7 comfortable 8 comfortably
4 2 slowly 3 fast 4 hard 5 rudely 5
11
Can we eat on the coach? No, you can't. . Do we have to bring refreshments from home? No, you don't. Must we remain seated during the journey? Yes, you must. Can we bring radios or Walkmans? No, you can 't. Can we speak with our friends in museums and galleries? No, you can't. Must we stay close to our teachers? Yes, you must. Do we have to have lunch with our teachers? Yes, you do. Do we have to be at the departure point by 6:45? Yes, you do.
B: A: B: A: B: A: B:
(Suggested answers) •
7
Speaking (Suggested answers)
6 7
8 9 6 7
8 9
cleverly sadly happily beautifully
dangerously cleverly angrily heavily
10 11 12
noisily quietly well
10
well
299
Grammar Book Key 6 2 3 4 5 6 7 8 9
10 7
an old, wooden table a black, metal alarm clock a beautiful, yellow tulip a blue, glass vase a big, green bowl a white, china cup brown, leather slippers a pretty, black cat a small, brown dog
Writing (Suggested answer) Dear Tom, I hope you are well. How was your Saturday night? Did you go out with Elaine? I went to O'Neil 's yesterday with Jason but I didn't enjoy it at all. The restaurant was too crowded and the waiters were too slow. I had a salad and Jason had a pasta dish. The salad wasn't fresh and the pasta dish was too spicy. In addition, the food wasn't warm enough; it was almost cold. We had an awful time! The music was too loud and we couldn't even talk to each other. Anyway, I am definitely not going there again! I'm afraid I have to go now. I'm looking forward to hearing from you. Love, Emma
1 smart, Italian, leather shoes.
2 small, square, plastic alarm clock. 3 4 5 6
modern, heavy, black chair. beautiful, green, glass vase. old, yellow, straw hat. rectangular, red, wooden frame.
Too - Enough 1 2 I'm too tired to study. 3 Tom is too busy to come to the phone. 4 Paul ran fast enough to win the race. 5 We have enough money to buy a car. 6 She is too young to drive. 7 This food is too hot to eat. 8 David speaks too quietly for us to hear him. 2
1 2 3 4
enough enough too too
5 6 7 8
enough enough too enough
9 10
too enough
3 3 I am strong enough. 4 they were too expensive. 5 I am too tired. 6 I'm riot fit enough. 7 I am experienced enough . 8 he isn't fast enough. 4 2 3 4 5 6
Unit 7 Comparatives - Superlatives 1 a) 2 large, larger 3 more interesting, the most interesting 4 younger, the youngest 5 cosier, the cosiest 6 expensive, the most expensive 7 bad, worse 8 early, earlier 9 happy, happier 10 many/much/a lot of, more b) 1 the most interesting 2 earlier 3 cosier
3 4 5 6
more more more more
quickly, most quickly successfully, most successfully noisily, most noisily politely, most politely
b) (Suggested answers) 1 You will have to ask Dan more politely if you want to borrow his car. 2 Lucy drives more carefully than her sister. 3 We don't have much time to catch our train. Can we walk more quickly? 4 This is the most carefully written essay I have ever read.
Speaking (Suggested answers)
300
6 the youngest
2 a) 2 more quietly, most quietly
so slowly 7 speak slowly enough were playing noisily 8 blue glass bowl carefully 9 brown leather warm enough 10 cheap enough for have enough money
A: I went to O'Neil's yesterday but I didn't enjoy it at all. B: Why? What happened? A: First of all, the food wasn 't warm enough. B: Really? A: Yes, it was almost cold. In addition, the restaurant was too crowded and the waiters were too slow. B: Was the food tasty? A: Well, the pasta dish was too spicy and the salad wasn't fresh. B: That's awful! A: I know. The music was too loud as well, so we left really early.
4 the worst
!? the happiest
3
1 C 2 C
4
1 the highest 3 the closest 2 the largest 4 the deepest
5 6
the biggest the tallest
1 B 2 A
5 6
A B
3 4
B C
3 4
5 6
C B
A B
7
B
Grammar Book Key 5 2 A: The Wall is a better album than the Yellow Submarine. B: What? I think that the Yellow Submarine is the best album ever recorded.
3
A tent is not as expensive as a caravan. A caravan is not as expensive as a hotel. The hotel is the most expensive of all. The tent is the cheapest of all.
3 A: The Eaton Centre is busier than the West Edmonton Mall. B: What? I think that the West Edmonton Mall is the busiest shopping centre in Canada.
4
Eggs are not as fattening as burgers. Burgers are not as fattening as cakes. Cakes are the most fattening of all. Eggs are the healthiest of all.
4 A: Julia Roberts is more glamorous than Angelina Jolie. B: What? I think that Angelina Jolie is the most glamorous woman in the world.
5
Football is not as dangerous as windsurfing . Windsurfing is not as dangerous as bungee jumping. Bungee jumping is the most dangerous of all. Football is the safest of all.
11
1 2 3 4
the most beautiful the largest the hottest more
12
1 better at 2 the best 3 the richest of 4 as comfortable as
5 A: Owen is more talented than Beckham . B: What? I think that Beckham is the most talented footballer in the UK. 6
7
2 more comfortable than 3 more politely 4 the most expensive 5 more slowly
6 the best 7 cheaper 8 easier
(Suggested answers) 1 The Travellers' Inn is the most conveniently located of the three. 2 The Wexford Inn is not as expensive as the Marion Hotel. 3 The Marion Hotel is the largest of the three. 4 The Wexford Inn is as luxurious as the Marion Hotel. 5 The Marion Hotel is the most popular of the three. 6 The Travellers' Inn is not as cosy as the Wexford Inn. etc
8
a) 1 closer 2 bigger
3 hotter 4 farther/further
5 the largest 6 hot
b) 1 Which is the hottest planet? Venus. 2 Which is the largest planet? Jupiter. 3 Which is the farthest/furthest from the Sun? Jupiter. 4 Which is the coldest of all? Jupiter. 5 Which is the closest to the Sun? Venus.
9
10 (Suggested answers) 2 A sheep is not as tall as a horse. A horse is not as tall as a giraffe. The giraffe is the tallest of all. The sheep is the shortest of all.
5 the most expensive 6 more people than 7 longer than
Speaking (Suggested answers) A: The country is cleaner than the city. B: I know, but the city is more exciting than the country. etc
Writing (Suggested answer) Two amazing places to go on holiday in Spain are San Sebastian and Seville. San Sebastian is in the northeast while Seville is in the south of Spain. Seville is larger and has a bigger population than San Sebastian. San Sebastian has more expensive restaurants than Seville. Seville has more tourist attractions and more local events than San Sebastian. San Sebastian has a large variety of hotels but they aren't as luxurious as the hotels in Seville.
Unit 8
(Suggested answers) 1 My English teacher is the most interesting person I have met. 2 U2 is the most entertaining band I have seen. 3 Manchester vs Arsenal was the most exciting match I have been to. 4 My last year's birthday party was the dullest party I have had. 5 Trivial Pursuit is the most difficult game I have played. etc
5 noisier 6 the highest 7 best 8 the busiest
Relative Pronouns - Relative Clauses 1 2 A: What does a waiter do? B: A waiter is someone who serves food in restaurants. 3
A: What does a gardener do? B: A gardener is someone who looks after plants.
4
A: What does a builder do? B: A builder is someone who builds houses.
5
A: What does an actor do? B: An actor is someone who acts in plays and films.
6
A: What does a firefighter do? B: A firefighter is someone who puts out fires.
301
Grammar Book Key 2
1 who 2 whose
3 which 4 which
5 6
1 A 2 B
3 A 4 B
5 B 6 A
3 2 3 4
4
who which
7 8
who which
Speaking (Suggested answers) Team AS 1: I'm thinking of someone who has blue eyes. Team B S 1: Is it Maria? Team A S 1: No it's not. I'm thinking of someone whose mother works at the BBC. Team B S2: Is it Matilda? Team A S 1: No, it's not. I'm thinking of someone whose dog is big and white. Team B S3: Is it Jennifer? Team A S1: No it's not. I'm thinking of someone whose favourite subject is English. Team B S4: Is it Julia? Team A S1 : Yes it is!
7 A 8 B
I met a boy who just moved here a month ago, and he doesn't know many people here. I met a girl whose younger sister is in my class, and her brother plays in the school band. I met a girl who wants to go to university to study Law, and her parents are both lawyers.
1 who's 2 whose 3 whose
4 5 6
whose who's whose
7 8
who 's whose
Writing (Suggested answers) Houses:
This is a cottage house, which you usually find in the English countryside. Professions: Great Britain is the only country where you can still see milkmen. Animals : This is a squirrel , which you mostly see in Hyde Park. Plants : Ivy is a plant that you see at many English houses. Landmarks: This is Big Ben, which is Britain's most famous landmark.
5 2 3
Peter, this is the book which I told you about. Captain James Cook was an explorer whose first ship was called The Endeavour. 4 Do you know a girl who is called Kate? 5 Eleanor is the only friend I have who's a vegetarian. 6 Jake has a brother who he calls Benny but whose real name is Basil.
Relative Adverbs 1 1 why 2 when
3 4
where when
5 6
why when
where which/that
5
where
Exploring Grammar (Units 5-8) 2
1 where 2 which/that A: where
3
3 4
B: where
2 A: who
B: whose
3
B: where
A: where
1 a) have to, needn't, can't, should, can , could , don't have to, must
4 A: which
B: that
5
A: why
B: which/that
6
A: where
B: where
b) obligation or duty - have to, must suggestion - should, could lack of necessity - needn't, don't have to
2
Identifying/Non-identifying Relative Clauses
302
1 3 4 5 6 7 8 9 10 11 12
which/that (I, can be omitted) who (NI, cannot be omitted) who (NI, cannot be omitted) which/that (I, cannot be omitted) which/that (I, can be omitted) which/that (I, can be omitted) whose (I, cannot be omitted) which (NI, cannot be omitted) who/that (I, cannot be omitted) who (NI, cannot be omitted)
2
Sherry whose a dog whose we stayed in why/that she is
1 2 3 4
5 whose books 6 office which/that is 7 whose horse won 8 which was
adjective
noun
student huge best/worst friendly/helpful new great fantastic free
life amount thing teachers friends crowd cafes/restaurants time
adverb definitely
3
4
adjective
comparative
superlative
good bad cheap
better worse cheaper
best worst cheapest
It's not serious enough to get upset about. - positive I'm too tired to write any more. - negative
Grammar Book Key 5
8 9 10
that - thing (course) who - person (Lisa) that - people (great crowd)
Revision Units 1-8 2 3 4
A C B C
5 6 7 8
A B B A
9 10 11 12
13 14 15 16
C C B C
B C C A
17 18 19 20
B B B C
6 A: B: A: B:
A: B: A: B:
A:
Unit 9
B:
Present Perfect
7
1 2 3 4 5 6 7 8
It's the first time they have been here. Have you ever travelled abroad? I have already written ten emails today. She hasn 't finished her project yet. Has Daniel found a job yet? He has never pl ayed rugby. The plane has just landed .
2
They haven 't been shopping since last week. He hasn 't received a letter for weeks . We haven't seen a good film for months. They haven't had a holiday since last summer. We haven 't heard from Richard since last Christmas. She hasn't spoken to us for a week. Ann hasn't bought new shoes since last year. We haven 't visited Grandmother for weeks. Bill hasn't eaten sweets for a long time.
2 3 4 5 6 7 8 9 10
3
2
A: Why is she sad? B: She has lost her job.
3
A: Why are they upset? B: They have had an argument.
4
A: Why is she in hospital? B: She has had an accident.
4
2 3
5
2 3 4
since ever, never already since for since
4 5 6
5 6 7
for since since
recently how long always
(Suggested answers) 1 2 3 4 5 6 7
I haven 't talked to Kate since 1999. She hasn't seen him since yesterday . We haven't played squash for ages. I haven't been to the dentist since last May. He hasn 't washed himself for a week. I've been cooking since 10 o 'clock. I haven't seen her since last summer.
Have you rented a karaoke machine? No, I haven 't done that yet. Have you decorated the house yet? Yes, I have put up balloons. Have you ordered a cake? No, I haven 't ordered a cake yet. Have you arranged the catering yet? Yes, I have booked the best caterer in town . Have you booked a DJ? No, I haven't booked a DJ yet.
B: Have you found a job? A: Yes, I have. Have you started taking Spanish lessons? B: No, I haven't. What about you? Have you started taking guitar lessons? A: No, I haven 't. Have yoU moved house? B: Yes, I have. What about you? Have you visited . the UK? A: Yes , I have. Have you bought a new car? B: No, I haven 't. What about you? Have you saved any money? A: No, I haven 't.
9 A: B: A: B: A: B:
A: B: A: B:
8 for 9 since . 10 for
Have you found a job? Yes, I have. Have you bought a house? No, I haven 't. · Have you opened your own shop? No, I haven 't. Have you had a holiday this year? Yes, I have. Have you heard from Tom? No, I haven 't.
(Suggested answers) A: B: A: B: A: B: . A: B: A: B:
8
She has lived in Mexico for four years. The house has been ready since Monday. I haven't played tennis for months.
Have you booked a hotel? Yes, I've already done it. Have you cancelled the newspaper delivery? No, I haven 't done it yet. .. Have you bought any summer clothes? No, I haven't done it yet. Have you bought any sun lotion? No, I haven't done it yet. Have you rented a car? Yes, I've already done it.
10
1 has gone to 2 has been to 3 have been to 4 has gone 5 has been to
11
2 3
She's worked a lot. She's gone out.
6 7 8 9 10 4
has has has has has
been to gone to gone to gone to gone to
He's eaten.
303
Grammar Book Key 12 1 2 3 4 5
(Suggested answers) I've already finished my project. I haven't been in Spain since 2002. I've been single for two years. I haven't seen Lord of the Rings yet. I've just finished cooking . 6 I can't remember how long it's been since I last saw him.
B: Twelve. A: How many times have you missed school because of illness this year? B: I haven't missed school because of illness this year. A: How many times have you tidied your bedroom this year? B: I've tidied my room several times this year. A: How many times have you been to the theatre this year? B: I haven't been to the theatre this year.
Past Simple vs Present Perfect
1 2
3 4 5 6 7 8 9 10
have you seen, saw did you arrive, have been did they meet, have known Have you read, haven't had was he, was has she played, started Have you had, called has your team done, lost has she lived, moved Have the children been, took
2 2 A - been 3 B- met 4 B - went 5 H-was 6 B - since 7 B - yet 3
4
1 2 3 4
haven't seen went abroad have been here always loved
Speaking a) A: B: A: B: A: B: A: B:
5 6 7
to India twice seen Ben since hasn't finished writing
(Suggested answers) What's your full name? Maria Portus. When were you born? I was born on 27 September 1979. Where were you born? I was born in Barcelona, Spain. When did you start learning English? I started learning English in 1987.
A: How many foreign countries have you visited? B: Three. I've visited Italy, Greece and France. A: How many times have you been to the cinema this year? B: I have been to the cinema twice this year. A: How many times have you been swimming this year?
304
Maria Portus was born on 27 September 1979. She was born in Barcelona, Spain. She started learning English in 1987. She has visited Italy, Greece and France. This year, she has been to the cinema twice and she has been swimming twelve times. She hasn't missed school because of illness and she hasn't been to th.e theatre this year. She has tidied her bedroom several .timesthis year.
Unit 10 The Indefinite Article 'A/An'
8
7
Writing (Suggested answer)
8 B - Have you seen 9 B-won 10 A - went 11 B - went 12 A- became
was Ann, didn't see, had, has been has gone, had, finished, Have you finished, left Have you ever been, was have already done, did you call said, has just left Have you finished, did has gone, Did he tell, said Have you ever eaten, haven't tried
1 2 3 4 5 6
b) (Ss' own answers)
1
1 A: some 2 A: a 3 A: some, an 4 B: a,a 5 B: some 6
2
A: a
B: a B: an
B: an
1 Did you remember to get some milk when you were out? 2 He chose a novel that was about a poor family. 3 Andy, could you get some ice for the drinks please? 4 She works as an office clerk for a large company. 5 They say that an apple a day keeps the doctor away. 6 We have just bought a new apartment on a Greek island.
A/An/One(s)/Other(s) 1
2
1 2 3 4 5
1) 1) 1) 1) 1)
a, 2) One, a, 2) a, 2) a, 2)
one
a, 3) one 2) an, 3) a, 4) a one, 3) a, 4) one one, 3) a, 4) one, 5) a one
2 a
3
One
4 others
Grammar Book Key The Definite Article 'The' 1
2
3
2 3 4 5 6 7
the
1 2 3 4
the, the, the, the,
the The the the
1 a 2 3 4 5 6
8 9 10 11 12 13 14
a the a
the The
15 16 17 18 19 20 21
The the
the -
5 6 7 8 7 8 9 10 11 12
a an the
22 23 24 25
the the
the
Unit 11 Personal Pronouns - There/It/One
- ,the - ,the the, the 13 14 15 16 17 18
4 2 the chocolate ones 3
the the
easier for the
the the 4 5
1
A: B: A: B: A: B: A: B:
1
2 3 19 20 21 22 23
a
2
a 3
The town is very pretty I Yes, it is. It's small but beautiful. The hotel is a bit o ld , though. It's old but at least it's clean. I really like the view from the balcony. I know! That park is lovely, isn't it? Yes, and ' our breakfast was delicious, wasn't it? I loved it! I've never had fried eggs and bacon for breakfast before. I feel so full now! Does that mean we are not going horse riding? No, let's go . I really want to ride a horse in the British countryside. It will be amazing, it's such a beautiful country. It is. It's better than I had imagined! Are we taking the bus to that little village? Yes, the taxis are very expensive here. It's going to take us ages to get there, though . Well, it's a beautiful country, but it's also an expensive country.
4
4 5 6
them - 0 them - 0 him-O
1 I, them, They 2 they, They, it 3 she, her, She, her 1
4 5 6
7 8
she, them he, her, They We, it, We, it
5 There, It 6 one 7 There, it 8 It
it
1- $ us - 0
9 10
11 12
one There it one
1 There's a cake in the cupboard if you're hungry. 2 She rings him every evening. 3 This is a great toy. Do you want to play with it? 4 It's almost ten o'clock. Let's go. 5 Do you want to try some cake? It's really
6 7 8 9 10 11 12
delicious! Your hair is full of sand from the beach. Jane arrived at school late today. Will you come and visit us soon? Someone is knocking at the door. I think it's Henry. There's a book about dogs on the shelf. I have a lot of pens. Choose one. Do you like my new watch? I bought it yesterday.
Possessive Adjectives/Possessive Pronouns 1
2
Writing (Suggested answer) Last month we went on a school trip to Paris. It is a beautiful and exciting city. It took us only three hours to get there by train. We stayed at a luxurious hotel right in the heart of Paris. We could see th e Seine from our balcony. We stayed there for four days. We walked around the centre of Paris and went shopping . We sat at a typical French restaurant and ate fried snails. We also went to the Louvre but we didn't manage to see everything because it's very big . Paris has many museums and galleries. It is a vibrant city. The streets were full of artists and street entertainers like
them - 0 She-$ it - 0
2 there, it 3 one 4 one
British ones than the black
Speaking (Suggested answers) A: B: A: B: A: B: A: B:
singers and jewellery deSigners. The French people were nice and polite and they have really good taste in clothes. All in all, we had an amazing time. I really want to go there again and this time I'm going to stay longer. If you like big cities, you should definitely go to Paris.
3
1 her, hers 2 your, his 3 their, ours 1 2 3 4
4 6
its its it's it's
1 the
2 my
Their, theirs
7
my, mine
5 my, mine my, yours, his
5 6 7 8
3 4
the his
its It's its It's
9 10
It's its
5
my the
6
Possessive Case 1 2 3
Whose is this? It's Sandra's. It's her violin. It's hers. Whose are these? They are Sandra's. They are her golf shoes. They are hers.
305
Grammar Book Key 4 5
Whose is this? It's Bill 's. It's his horse. It's his.
4 2 3 4
Whose is this? It's Bill's. It's his baseball cap . It's his.
6 Whose is this? It's Bill's. It's his skateboard . It's his.
3
1 2 3 4 5
him, his, me, mine our, theirs my, Sue's him your, mine
1 2 3 4 5 6 7
That is his sister's car. My friend's house is really messy. Paul's and Mandy's grades were quite good. Trisha and Lucy's bedroom is large. The top floor's view is breathtaking . My mother-in-Iaw's fruitcake is the best. Postmen's bicycles have bells. The door's lock is broken. The hairdresser's is next to the butcher's. Next month's bank holiday is on the 23rd. The men's uniforms are blue and white . The computers' screens are dirty.
8 9 10 11 12
6 7
8 9 10
yours, Randy your ours, Yours John's, her his
2
1 2 3 4
this those That Those
1 2 3 4
there is yours or are its by himself
3 2 3 4 5 6 7
8 4
2 3 4 5 6 7
8
5
The house's windows were smashed in the storm. His teacher's praise made him very happy. I'm going to Kate and Mary's party. I'm going to stay at my cousin's house tonight. The cat sat on the shed's roof. The porter helped carry the guests' baggage. He marked Pam's and Karen's tests yesterday afternoon.
1 his 2 their 3 It 4 its 5 their
6 7
8 9 10
They him He her she
11 12 13
9 10
2
2
A: Did you cook breakfast for Paul?
3
A: Are they planning a party for Elizabeth?
S2:· S3: S4: S5: S6: S7:
herself themselves
5 6
herself yourself
B: No, they are planning a party for themselves.
306
5 6 7
8
9 10
This those
Heather and Sam's his himself by herself
I can I can I can I can I can I can I can
iron the clothes by myself. wash the dishes by myself. do my homework by myself. cook dinner by myself. take the rubbish out by myself. tidy my room up by myself. clean the bathroom by myself.
I can cook breakfast and clean the dishes by myself. Anna can clean the dishes by herself but she can't cook breakfast. I can also wash the clothes by myself but I cannot iron them. Anna, on the other hand, can iron the clothes by herself but she doesn 't know how to use the washing machine. I can't cut the grass by myself but Anna does it all the time. Generally, Anna and me can look after ourselves when our parents aren't home but there are some things that we can't do by ourselves.
B: No, I cooked breakfast for myself.
4
A: Did Peter buy these books for us? B: No, he bought them for himself.
5
A: Did your sister bring magazines for you? B: No, she brought them for herself. each other itself yourself each other
8
these this that these
Writing (Suggested answer)
1 herself 2 himself
1 2 3 4
5 6 7
Can you get the boys' umbrellas from the cupboard, please? Don 't eat those cakes. They're hers. Look at those black clouds over there . Stan, these are my friends , Kim and Kate. Jill and Jane's dog bit the postman yesterday. My dad shaves every morning before he goes to work . I cooked the whole dinner by myself. They are looking at themselves in the mirror. That's our new car. Richard spilled his coffee all over himself.
S 1:
her her me
1
3
8
introduced himself dress themselves burned myself hurt yourself
Speaking (Suggested answers)
Reflexive Pronouns 3 4
5 6 7
Demonstratives (this/that/these/those) 1
2
made, herself enjoyed myself behave yourself switches itself
5 6 7 8
yourself herself each other myself
Unit 12 Prepositions of Place - Movement At/ln/On/By 1
1 at the cinema 2 at the train station 3 at the park
4 5 6
at the circus in the restaurant in the museum
Grammar Book Key 2
1 behind 2 down 3 towards
5 between 6
on
3
2 Over 3 on 4 Opposite
5 6 7
next to In front of under
4
1 at 2 by
5 6
at in
5
6
3 4
4
at on
at In front of 3 to 4 through 5 behind 1 2
1 2 3 4 5 6 7 8 9 10
6 7 8 9 10
roun d
up
7
7 8
8
by on
between off onto ag ainst in
9
Speaking (Suggested answers) on • A woman is sitting I::ffi€Ief the chair. next to
in
•
•
in
Writing (Suggested answer) 11 12 13 14 15
My family is having a picnic at the seaside. We like to do this in the summer. We drive from our house to the beach. We sit by the sea on a blanket. You can see the sea in front of us. There is a loaf of bread next to my father. There is some food in front of me and a bottle of water right next to me.
out of under past towards out of
I live at 23 Prince Street. I went to school on foot. Peter went to work by car. Ken's office is on the third floor. There were a lot of people at the party. Joey bought something to drink on the train. This is the best cake in the world. I met Sarah at university. The children are running around in a circle. Sally lived in Paris until she was ten years old.
Exploring Grammar (Units 9- 12) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Prepositions of Time 1
at five 0' clock 2 in an hour 3 on New Year's Eve 4 in October 5 at Christmas 6 at midnight
2 2 3 3
1
2 4
5
1 2 3 4 5 6 7 8 9 10 1 2 3 4
in at in
4 6
on At on
in at
3 4
on behind
5
7 8
9
7 8 9 10 11 12 at on in
10 11 12 5
on Monday in 1492 on a cold day in the 18th century in 1990 in a few minutes in at in
13
beside
7
in
over 21
6 in
Mark is having a party on Saturday night. Susan finished her horriework in half an hour. Flowers blossom in spring . The Simpsons usually go away at the weekend. Don't believe everything you read in magazines. The bus is going from London to Gatwick airport. He's meeting Tony for lunch. Bob goes to work by train. Joey is the one sitting on my right. Jim has to get up early in the morning . between the bank below the lawyer's in front of London by
5 6 7 8
The man wearing jeans is geRfRa the woman wearing a white T-shirt. behind You can see trees Re*t4e them .
opposite each party in Kate's home on close at the
2
1 2 3 4
an (hasn't been mentioned before) a (to say what sth is) - (proper name) a (hasn 't been mentioned before) - (talking in general) a (hasn 't been mentioned before) the (talking about sth specific) The (talking about sth specific) the (has been mentioned before) the (talking about sth specific) - (proper name) the (talking about sth specific) a (hasn't been mentioned before) a (hasn't been mentioned before) the (talking about sth specific) the (talking about sth specific) the (superlative degree) a (talking in general) the (superlative degree) - (possessive adjectives are not followed by articles) - (reflexive pronoun following) I haven't written back to you sooner I've been very busy she's ever had We haven't seen each other for ages
The tense we use is present perfect.
Time expressions used with the 'present perfect': for, since, ever, already, just, always, recently, how long, yet, lately, never, so far, today, this morning/ afternoon/week/month/year, etc 3
1 - b : Past Simple 2 - c: Present Perfect 3 - a: Past Perfect
307
Grammar Book Key 4
Reflexive: herself, themselves, each other Demonstrative: this, that
3
1 any 2 bar 3 jar 4 some
4
A: B: A: B: A: B: A: B: A: B: A: B:
5 6 7 8
piece a kilo no
9 a 10 any, a
Revision Units 1-12 1 C 2 B 3 B 4 C
5 6 7 8
B C A C
17 18 19 20
B B B B
13 14 15 16
C A B C
9 10 11 12
B A C B
Unit 13 Countable/Uncountable Nouns 1 2 3 4
2
3
knives sisters cakes
5 6 7
1 an 2 some, some 3 a
1 loaf pair bowl
2 3
nationalities bottles bananas 4 5 6
4 5 6
group bottle can/tin
8 9 10
parties keys mice 7 8
some a some 7 8
A: B: A: B:
some some, a
box cup
A lot of - Much/Many - How much/How many
2
308
no 2 some 3 any
4 5 6
any any some
7 any 8 some 9 any
How much How much many how much
1
2 3 4 5 6
How many much many how many much
2
2 3 4
much many many
5 6 7
a lot of much a lot of
3
2 3 4
much much a lot of
5 6 7
many much many
8 9 10
4
2 3 4
packets jar tins
5 6 7
bottle any kilos
8 9 10
Some/Any/No 1 A: Can you see any food in the picture? B: Yes, I can see some vegetables. A: Can you see any drinks in the picture? B: Yes, I can see a glass of juice. A: Can you see any trees in the picture? B: No, I can't. A: Can you see any plates in the picture? B: Yes, I can see one plate. A: Can you see any plants in the picture? B: No, I can 't. A: Can you see any cupboards in the picture? B: Yes, I can see some cupboards. A: Can you see any women in the picture? B: Yes, I can see three women. A: Can you see any men in the picture? B: Yes, I can see two men. A: Can you see any children in the picture? B: No, I can 't. A: Can you see any orange juice in the picture? B: No, I can 't. A: Can you see any vegetables in the picture? B: Yes, I can see some peppers.
Is there any soup on the menu? Yes, there's tomato soup on the menu. Is there any fish on the menu? No, there isn't. Is there any chicken on the menu? No, there isn't. Is there any pasta on the menu? Yes, there is pasta with vegetables on the menu . Is there any chocolate on the menu? Yes , there's chocolate roll on the menu. Are there any sandwiches on the menu? Yes, there's super veggie club sandwich on the menu . Is there any ice cream on the menu? Yes, there's ice cream on the menu. Is there any tea on the menu? Yes, there's iced tea on the menu.
7 8 9 10
8 9 10
a lot of many much many a lot of much cartons loaf much
. Too many - Too much 1 2 too 3 too 4 too 5 too 2
many much many much
6 7 8
too many too much too much
There are too many jelly beans in the picture. There is too much cake, too much food, too many apples and too many bread rolls on the table. 4 There are too many strawberries. 5 There is too much pasta. 6 There are too many biscuits on the plate.
2 3
Grammar Book Key A few/Few - A little/Little 1 2 3 4 5 2
6
a few a little few little
6 7 8 9
a few little a little a few
10 11 12
a little little a few
1 a few 2 a little 3 a little
4 5 6
a few a little a few
7
a little
A: Is there much meat? B: No, just a little.
4
A: Are there many peppers? B: No, just a few.
5
A: Is there much watermelon? B: No, just a little.
6
A: Is there much ice? B: No, just a little.
7 A: B: 8 A: B:
Are No, Are No,
Writing (Suggested answer)
there many biscuits? just a few. there many eggs? just a few.
5
2 I'm going to buy some meat for lunch tomorrow. 3 I need to get a packet of sugar from the supermarket. 4 Don't forget to buy a packet of cereal. 5 There aren't any empty tables at this restaurant. 6 I think I bought too much fruit at the market. 7 There are many restaurants to choose from. 8 There are a few people over there. 9 I think we've bought too many bottles of water. 10 You shouldn't eat too much fast food. 11 I'd like a little more milk in my coffee. 12 Let's take Kate a box of chocolates. 13 We need a packet of sugar to make the cake. 14 Can I have a few strawberries, please? 15 Do we need a little cream? 16 There is very little time left. 17 The jewellery store sells a lot of beautiful watches. 18 She is going to invite many/a lot of people to her birthday party. 19 I'd like a lot of salt in my soup. 20 Mum went to buy a tub of ice cream. a few:
a little:
carrots, tables, grapes, olives, sandwiches, eggs, lemons, glasses, potatoes, napkins, onions, plates chocolate, cake, soup, coffee, ice cream, cheese, salt, bread, fish, sauce, chicken, pepper, sugar, milk
little free time how many people How much some ice much
b) My partner doesn't eat much meat every week. He eats chicken once a week and beef twice a week. He eats a lot of fruit but he doesn't eat much fast food every week. He doesn't eat any sweets because he doesn't like them.
. SHOPPING LIST a packet of sugar two kilos of apples a loaf of bread two cartons of milk a jar of honey a tube of toothpaste three tins of tuna
9 A: Are there many tomatoes? B: No, just a few.
4
6 7 8 9 10
a) A: How much meat do you eat every week? B: I eat chicken once a week and beef twice a week. A: How much fruit do you eat every week? B: I eat fruit five times a week. A: How much fast food do you eat every week? . B: I eat fast food only once a week. A: How many sweets do you eat every week? B: I don't eat sweets. I don't like them.
2 A: Are there many chocolates? B: No, just a few. 3
too much any coffee a little a few there any
Speaking (Suggested answers)
A: Are there many bananas? B: No, just a few.
3
1 2 3 4 5
Unit 14 The infinitive 1 (Suggested answers) 1 2 3 4 5 6 7 8 9 10 2
2 3 4 5
I love to prepare breakfast for my family. I might go to the cinema tonight. I promise to study hard for my exams. I'm too young to drive my dad's car. I had better go to the doctor soon. I forgot to wash the dishes in the morning. I know how to play cricket. I decided to buy a new bicycle. I expect to be in York by 5 pm tomorrow. I can play the guitar and the drums. to help to see borrow to go, buy
6 7 8 9
know to play to become to go
10 11
make stay
309
Grammar Book Key 3
4
3 4 5 6 7 8
to get more exercise to give my team a penalty stay in come with them to walk in the park at night to go to the beach to be a doctor when she grows up
2 3 4 5
to to to to
2
cook, go be watching have made be
6 7 8
to be teasing to stay to have been studying
2
1 They must be a family. They can't be colleagues. They must be on a tropical island. They can't be in a cold country. They must be very happy. 2 He must be a farmer. He can't be a taxi driver. He must be in his orchard. He can 't be in a forest. He must be picking fruit. He can 't be watering trees. He must feel proud.
3
1 2 3 4 5
to learn too young to cheat go to the her take
6 had better 7 forward to going 8 use arguing 9 must be
The -ing form 1 a) 2
3 4 5 6
B I T I T
12 13 14 15 16
7 I 8 B 9 T 10 T 11 I
T
17 18 19 20
B I T B
T
I T B
b) (Suggested answers) 1
2 3 4 5
He looks forward to seeing Jane in the summer. She decided to redecorate her flat. I offered to help her move house. She might go to Spain in the summer. It's not worth buying these shoes. They are too expensive.
to get eating being
5 6 7
2
2 3 4
3
1 to catch 2 to reach 3 to treat 4 to discover
to pick up be talking
5 6 7
8
get living to get jogging
8 9 10
miss clean up go
9 10 11 12
crying shortening to go to lose
Speaking Do you like reading books? Do you prefer meeting friends at a cafe? Do you enjoy talking on the phone? Would you like to join a gym? Do you like surfing on the Net? Do you prefer staying in to going out? Do you like hiking in the mountains? Do you enjoy listening to music? Writing (Suggested answer) In my spare time I like reading books. I prefer meeting my friends at my house to meeting them at a cafe. I enjoy talking on the phone but my parents aren't very happy about it. I don't like going to the gym. I prefer surfing on the Net instead. I prefer staying in to going out, so I tend to watch a lot of TV. I am very happy when I spend my free time listening to music.
Unit 15 Yes/No questions 1
4
5
6
2 3 4 5
waiting pack get take
1
2 3 4 5
asking go visiting to give waiting
1 2 3 4
relaxing not going riding to buy
6 7 8 9
wave travelling meeting stay
6 7 8 9 10 5 6 7 8
10 waking up 11 going 12 . hear 13 have
work do to have talking to go
11 12 13 14 15
meeting touching cleaning study walking
changing to stop camping taking
9 10
taking to say
Must/Can't - May/Might/Could 1
310
1 must 2 may 3 can't
4 5 6
must 7 couldn't 8 may 9
must can't must
1 2 3 4
he hasn 't we will they are she can't
5 6 7 8
you may it isn't she is he doesn 't
9 10
they have they didn't
2 2 Do they live in Edinburgh? Yes, they do. 3 Can I/we leave before 6 o'clock? No, you can't. 4 Did she have a test this morning? Yes, she did. 5 Did Sue finish her homework? No, she didn't. 6 Has Dan got a new mobile phone? Yes, he has. 7 Does she like going to the cinema? Yes, she does. 8 Is he always on time? No, he isn't. 3
2
A: Do you study at a university? B: Yes, I do./No, I don't.
3
A: Are you married? B: Yes, I am./No, I'm not.
4
A: Can you speak Italian? B: Yes, I can./No, I can't.
5
A: Do you live in a flat? B: Yes, I do./No, I don't.
10 must
Grammar Book Key 6 A: Have you ever been to Japan? B: Yes, I have./No, I haven't. 7 A: Do you like watching TV? B: Yes, I do./No, I don't. 8 A: Can you play the guitar? B: Yes, I can./No, I can't. 9 A: Do you have a lot of free time? B: Yes, I do./No, I don't. 10
A: Do you like pasta? B: Yes, I do./No, I don't.
Wh- questions 1 2 3 4 5 6 7 8 9 10 11
Where does he live? How long has he lived there? Where was he born? Why did he move to Catanya? What does he work as? How does he travel to work? What is his favourite hobby? How many miles does he cycle for? How many dogs does he own? Why doesn't he like cats?
2 camels A: What can they do? B: They can survive without water for as long as 17 days.
penguins A: Where do penguins live? B: They live in the Antarctic. A: How long do they live? B: They live for 10 to 15 years. A: What do they eat? B: They eat fish and squid. A: What can they do? B: They can stay under water for 18 minutes. ostriches A: Where do ostriches live? B: They live in Africa. A: How long do they live? B: They live for up to 50 years . A: What do they eat? B: They eat plants and grass. A: What can they do? B: They can run at 55mph. bald eagles A: Where do bald eagles live? B: They live in North America. A: How long do they live? B: They live for around 10 years. A: What do they eat? B: They eat fish and small animals. A: What can they do? B: They can fly at 75 mph.
lions A: Where do lions live? B: They live in Africa and Asia. A: How long do they live? B: They live for 10 to 14 years. A: What do they eat? B: They eat antelopes, zebras and other smaller animals. A: What can they do? .8: They can sleep for about 20 hours a day. flamingos A: Where do flamingos live? B: They live in America, Southern Europe, Africa and Asia. A: How long do they live? B: They live for 15 to 20 years. A: What do they eat? B: They eat shellfish. A: What can they do? B: They can eat with their heads upside down in the water.
Subject/Object Questions 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
What are Jeff and Brian always talking about? Who is Rachel waiting for? Who has Steve left a message for? What are Anna and her sister interested in? What does Dorothy want to do? Where did Nick's mother go? What did she buy? Whose is the green car? Who is he going to London with? Who called us earlier? Who is Mr Smith? What is her favourite band? Who doesn't Tina like? What did Bob leave for Mary?
Indirect Questions 1 2 3
Could you tell me how long it will take? Have you any idea if/whether my application will be successful? 4 Do you know how much I will need to pay each month? 5 Do you know if/whether I can pay more if I want to? 6 Could you tell me when I will know if I've got the money?
2 3 4 5 6 7 8 9 10
why we don't come here more often where the nearest bus stop is when he arrived if/whether he has ever been to Paris why she is always so moody how I can get to the bank if/whether you'd like to have dinner with me if/whether he has got any brothers or sisters
311
Grammar Book Key Question Tags 1 2 will/won't you 3 isn't he 4 doesn't she 2
2 3 4 5 6 7 8 9 10
Writing (Suggested answer) 5 6
will he, he won't aren't they, they are don't you, I/we do didn't they, they didn't aren't I, you are weren 't there, there weren't had he, he hadn't couldn't they, they could can he, he can't
3
2 isn't there " 3 didn't they ;r 4 do you ;r 5 can she" 6 haven't you ;r
4
1 2 3 4
will give him has no interest idea how they if/whether the shops
7 wasn't he" 8 did they'" 9 doesn't she" 10 doesn't he '"
5 6 7 8
Nancy's best friend is Melissa. Melissa is twentysix years old. She is a student elt Edinburgh University. Her parents are French but she was born in Italy. She used to live in Rome but she left at the age of nine. She has got a brother and a sister. Her brother is thirty years old and works as a lawyer for a successful company in Italy. Her sister is only fifteen and still goes to school. Melissa went to Rome recently and will be back in Edinburgh in a month.
will you shall we
you know if/whether the library if Joanna is any idea if/whether
Speaking (Suggested answers) Yes, she is. Her parents are Scottish, aren't they? S4: Yes, they are. She was born in London, wasn't she? S5: Yes, she was. She used to live in Liverpool, didn't she? . S6: Yes, she did. But she left at the age of five, didn't she? S7: Yes, she did. Her father was offered a job in London, wasn't he? S8: Yes, he was. They moved to a peaceful area in the suburbs, didn't they? S9: Yes, they did. She has got two brothers and a sister, hasn't she? S10: Yes, she has. Her brothers work as lawyers for a really big and successful company, don't they? S11: Yes, they do. Her sister doesn't work, does she? S12: No, she doesn't. She hoped to be a wellknown musician, didn't she? S13: Yes, she did . But she hasn't managed to fulfil her dream, has she? S14: No, she hasn't. Emily went to Paris recently, didn't she? S15: Yes, she did. She will be back in two weeks, won't she? S16: Yes, she will.
Unit 16
Both/Neith er - All/None - Each /Every 1 2 These girls both have long hair. Both of them have long hair. They both have long hair. 3 These are all books . All of them are books. They are all books. 4 Thes~ are both parrots. Both of them are parrots. They are both parrots. 5 These are all crayons . All of them are crayons. They are all crayons. 6 These are all balls. All of them are balls. They are all balls. 2
2 3
neither both
2
both all
4
5
S3:
Both (of them) Both of us
6
neither of us
3 4
none neither
5 6
all none
1 each 2 each
3 4
each Every
5 6
every Every
Every 2 all 3 neither
4 each 5 each 6 all
3
6 2 3 4 5 6 7 8 9 10 11 12
312
4 5
7 all 8
none
All members of the club must be over 20 years old . They both ate dinner but neither of them ate dessert. Each girl presented a different part of the project. All of them wanted to go and see the same film . Neither of the two sisters live with their parents. He's got six dogs and all of them live in the flat with him. All the guests stood up when the bride and groom arrived. They all enjoyed the meal but none of them liked the music. Alex and Nick were both tired after walking sixteen kilometres . All (of) the countries sent athletes to the games. None of my three pairs of jeans fit me anymore. Each of you must take turns to ask a question.
Grammar Book Key 7
1 Both of 2 All of them 3 None of the
4 Neither of them 5 Each guest 6 All of them
3
•
Writing (Suggested answer) Last week, my class went on a trip to EuroDisney. We had a great tim e. We all loved it. We stayed there for five days and none of us wanted to leave. We played with Donald and Daisy. They were both very funny. I wish I could go there every year. I told my parents that I want to go again and neither of them said no. They each actually said that they would like to visit EuroDisney themselves!
You have heard of British Chef Jamie Oliver, haven't you? His reCipes can't be too complicated, can they? We form question tags with the auxiliary or modal verb of the main sentence and the appropriate subject pronoun. When the sentence is positive, the question tag is negative. When the sentence is negative, the question tag is positive.
4
(Suggested answers) 81: It shouldn 't be too difficult to cook, should it? 82: I don't know, I've never cooked. What about you? Your mum cooks all the time for you , doesn't she? 81: Yes, but I will try to cook Chinese tomorrow! 82: You are joking, aren't you? Chinese food is really difficult to cook!
Exploring Grammar Units (13- 16) 1 a) Cou ntabl e nouns: chef, judg es, country, recipes, type, m eal, television show, ingredients, techniqu es, dishe , palate, potatoes, parsnips, sprouts, way, jar, products, success, place, items, market, vari ety, trip Uncountable nouns: garlic, rosemary, thyme, honey, olive o il , produce, tim e
Question tags tI
5
"
•
determiners : all (all takes a plural verb) indefinite pronoun: none (none takes a singular verb)
Revision Units 1-16
b) (Suggested answers) 1 Th ere are a few ca l~e recipes in my drawer. 2 You need to have a f w fu ll meals during the day. 3 Jamie has always got many Ingredients in the frl dg . 4 Oh, nol 80me potatoos have fallen out of my bag . 5 Have you got any Jars of jam left, sir? 6 I love a li ttle bit or garlic in my food . 7 There Isn't much rosema ry left. 8 I have nev r u d any thyme for my cooking. 9 There Is a lol or honey in my cupboard . Have som el 10 I've brou III yo u orne olive 011 from Crete. 2 a) to-infinitive: Lo ogl' e, to use, to turn , to satisfy , to make, to buy, Lo IJ ,to offer bare infinitive: rnuRt be, can't be, must start, shouldn 't hav , mll L be, may not like, can be, can 't m a l~, I OLlld 1:)o, must be, can buy, may becom e b) watchin g (n) cooking t cllnlquo9 (ad)) best tastin II 1109 (odj) buying (n) c) positive loglool 0 umptlons: must be the most pop liar' ollor negative logl 11 - umptlons: can't be too com plicated possibility: 1l'1Qy 110l lll(0 Ll1em, can be sweet, we may all b · orno XI 0rl 0 110rS
1 2 3 4 5
A C A C B
6 7 8 9 10
11 12 13 14 15
A B B C B
A B B C A
16 17 18 19 20
B C B C C
Unit 17 Present Perfect Continuous 1
1 2 3 4 5
6 'have been sweating has been playing have been watch ing 7 have been painting 8 has been racing has been helping has she been working? 9 have been writing 10 have been thin king has been trying
2
1 2 3 4
for since for since
3
•
Kim's been cleaning the windows for an houri since 11 o'clock. Maria's been revising for exams for an hour and a half/since 10:30. Jim's been programming the computer for half an hour/since 11 :30. David's been washing the car for two hours/since 100'clocl<.
• • •
5 6 7 8
for for since for
9 10
for since
313
Grammar Book Key 4
1 has been trying 2 has been waiting 3 has been getting
4 5 6
have been practising has been running have been playing
5 6
hadn't been had dropped
3
1 was cleaning 2 found
4
1 2
Past Perfect 1 2 3 4
2
had cooked had been had had
By the time she came, all the guests had left. After she had hung out the washing , it began to rain. 4 John had had lunch befo re he took a nap. 5 The phone had stopped ringing before he entered his office. 6 The film had already started when they reached the cinema. 7 He had been awake for hours before his alarm clock went off.
3
(Suggested answers) •
•
•
•
a After/When Ann had prepared the food, she put up the decorations. b Ann had prepared the food before she put up the decorations. a After/When I had slept for a couple of hours, I felt better. b ,I had slept for a couple of hours before I felt better. a After/When the children had played in the garden, they went inside. b The children had played in the garden before they went inside. a After/When Nancy had visited her parents, she met some friends. b Nancy had visited her parents before she met some friends.
Past Perfect - Past Continuous - Past Simple 1 1 looked 2 3 4 5 6 7 8 9
2
was had started felt had woken had worked felt hadn't eaten stood up
1 2 went 3 4
2
Was was
1 was cooking 2 burned 3 didn't hurt
10 11 12 13 14 15 16 17 18
looked was had rained hadn't been decided was felt had finally finished had taken
5 6
d idn't enjoy had seen
4 5
had forgotten/forgot remembered
did you find
3
had already missed
4
had been digging
Past Perfect Continuous 1
(Suggested answers) 2 3
planned broke
3
1 2 3
had been working had been eating had been walking
5 had been talking 6
had been waiting
had been chopping had been crying had been eating had been running had been sunbathing hadn't been sleeping had he been looking had been trying had been doing had Sandra been reading
2
1 2 3 4 5 6 7 8 9 10
3
1 2 3 4 5 6 7
4
1 since 2 How long 3 for, before 4 Until
5
1 B - for 2 A - had been waiting/ waited
6
1 2 3
had been taking he had been waiting hadn't realised had already bought had the baby stopped had you been standing had been practising
they had built after he had after he had
5 6 7 8
How long , before until since for, before 3 4 5 4 5
A - was working B - before A - for
he had been the time
Speaking A: Had her mother paid the bills by the time Linda returned home? B: Yes, she had. A: Had her mother gone to the bank by the time Linda returned home? B: No, she hadn't. A: Had her mother posted the letters by the time Linda returned home? B: Yes , she had . A: Had her mother done the shopping by the time Linda returned home? B: Yes, she had. A: Had her mother cancelled the dentist 's appointment by the time Linda returned home? B: No, she hadn't.
Grammar Book Key A: Had her mother cleaned the kitchen by the time Linda returned home? B: No, she hadn't. A: Had her mother taken the cat to the vet by the time Linda returned home? B: Yes, she had. A: Had her mother called the plumber by the time Linda returned home? B: Yes, she had .
4
5
They They They They
had had had had
2
3
1 2 3 4
is was is being are
5 6 7 8
was were are was
9
10
are was
A: Who was th e film Babe directed by? B: The film Babe was directed by Chris Noonan. 3 A: Who was the famous sculpture The Kiss created by? B: The famou s scu lpture The Kiss was created by Rodin . 4 A: Who was th e TV invented by? B: The TV was invented by John Logie Baird . 5 A: Where and when was the first hot-air balloon flown? B: The first hot-air balloon was flown in France in 1783. 6 A: Who was Harry Potter & the Philosopher's Stone written by? B: Harry Potter & the Philosopher's Stone was written by J.K. Rowling . 7 A: Who was penicillin discovered by? B: Penicillin was discovered by Alexander Flemming. 8 A: Who was the music for Matrix Revolutions composed by? B: The music for Matrix Revolutions was composed by Don Davis. 9 A: Where were th e pyramids built? B: The pyramids were built on the west bank of the River Nile. 10 A: Who was Sunflowers painted by? B: Sunflowers was painted by Vincent Van Gogh.
2 3
was it completed was it built
4
is it made of
2 A new swimming pool has been built. 3 Lots of new shops have been opened. 4 The old silk factory has been converted into a cinema. 5 Trees have been planted along the seafront. 6 The old library has been renovated. 7 Security cameras have been installed on the streets. 8 The population has increased.
The Passive is put are built is mowed/mown
were given will be taken care of
7
Unit 18
4 5 6
4 5
Free T-shirts will be given with all purchases over £10 next Monday. 3 My friend was given a beautiful watch after her graduation yesterday. 4 Rock concerts are organised in our town every year. 5 High school students were taken to the British Museum yesterday. 6 Dinner is being cooked as we speak. 7 Venice is visited by many tourists every year. 8 Sunflowers was painted by Van Gogh in 1888. 9 A new album has just been released by Paul McCartney. 10 The rubbish bins were emptied early this morning.
invited their friends . clean ed the barbecue. bought snacks and cold drinks. prepared a salad. etc
1 1 is turned on 2 is celebrated 3 are recycled
is made was devoted hasn't been cleaned
1
6
Writing (Suggested answers)
• • • •
2 3
2
2
8
1 with with by 4 by
2 3
9
• • • • •
5 by with 7 by 8 with
6
9 by 10
with
The Colosseum is located in Rome. The Venus de Milo is made of. marble. The helicopter was invented by Igor Sikorsky. The Mona Usa was painted by Leonardo da Vinci. Great Expectations was completed in 1861.
10 2 Yes, 3 Yes, 4 Yes, 5 Yes,
it will be delivered tomorrow. their invitations were sent out last week. it was cleaned yesterday. they were informed two days ago.
11
1 2 3 4 5 6
a hospital will be opened by Prince Charles. Tokyo was hit by a tidal wave. The World Cup was won by Brazil the moon may be hit by a meteor in 2035. Another world record was broken by Baxter a ski resort was destroyed by an avalanche.
12
2 3 4 5 6 7
It was manufactured in 1886. It is being repaired at the garage. My wallet has just been stolen. He has been sent to Germany on business. My flight was delayed. No, it is being painted at the moment.
315
Grammar Book Key 13 2 3 4 5
was broken was stolen was taken has been caught
14 2 3 4 5
AABA-
15
6 7 8
is being taken It is believed built is being prepared
2
6 7 8 9 10
is being held has been stolen is used to be serviced by was invited to
Paula said that she had been a teacher for ten years. She said that she was extremely organised and she never missed a deadline. 3 2 3
Speaking 2 A priceless painting was stolen (by thieves) yesterday in Paris. 3 The Summer Olympics will be hosted by London in 2012. 4 A warehouse was destroyed by fire this morning. 5 A cure for the common cold may be discovered (by scientists) this century. 6 Rising sea levels may be caused by global warming .
4 5 6 7 8 9 10 11 12
Writing (Suggested answer) It has been announced that a new baseball stadium will be built 'next year. According to police reports, a priceless painting was stolen from a Paris gallery yesterday. It has been decided that the Summer Olympics will be hosted by London in 2012. It has been announced that a warehouse was destroyed by fire last night. It is hoped that a cure for the common cold may be discovered this century. Finally, geologists believe that rising sea levels may be caused by global warming.
Unit 19
1 2 3 4
tell said told said
1 2 3 4 5 6 7 8
Dad asked if I could take the rubbish outside. John asked me who my favourite actor was. She asked her son where his coat was. The teacher asked who knew the answer. Bill asked her where she was going. Jim asked Cindy if she liked sports. She asked if I would pick her up at three o'clock.
2
The reporter asked Katie when she was going on tour. The reporter asked Katie how many tracks the album contained. The reporter asked Katie if she was planning on getting marrie d in the near future. The reporter asked Katie how long it took her to record the album . The reporter asked Katie what she liked to do wheri she had free time.
8
tell said said tell
9 10
said told
4 5 6
Reported Statements 1 2 3 4 5 6 7 8
316
2 3
5 6 7
Eric told me (that) he couldn't go to the party that evening. Mark told me (that) that film was very interesting. The plumber said to them (that) he would come the next day and fix the tap. Patty said (that) those had been/were the best days of her life. He said (that) he had already done the shopping. My boss said (that) I must type the letters today. Paul said (that) he had given her the papers.
He said (that) Christmas Day was/is always on 25th December. Dad said (that) it was time for bed. She told me (that) she would see me the following week. Patty said (that) she had finished the chores I had asked her to do. He said (that) we could go out that night. They said (that) they had never travelled by train before. He said (that) the Earth was/is round. They said (that) they had gone to the circus the previous week. He said (that) she had broken the vase. Sally said (that) she had gone to the theatre the previous day. Tina said (that) she was preparing dinner then. Mum said (that) I was going to be late for school.
Reported Questions
Reported Speech 1
Jenny said that she had studied Modern Languages at University. She said that she hadn't got any experience in editing but she was willing to learn and she was extremely reliable. Chris said that he had studied Eng lish Literature in England. He said that he had been a freelance writer for two years .
B - will be displayed B - is recovering A - What started
6 7 8
1 cars were sold 2 was the fire 3 is being cleaned 4 will be organised 5 be published
is being driven will be given back will be sent
Reported Commands/Requests 1 2 3
suggested ordered
2
The Yoga instructor asked Michael to raise his arms higher. The Yoga instructor told Michael to keep his legs straight.
2 3
4 5
told begged
Grammar Book Key
3
4
The Yoga instructor told Michael not to bend his knees.
2
He asked Carm en to step on the scale. He told her to d rink plenty of water. He told her to get more rest and relaxation. He suggested walkin g to work instead of taking the car. He told her not to eat a lot of/much junk food . He told her to take reg ular exercise. He told her to go to bed early .
3 4 5 6 7 8 4
2 3 4 5 6 7 8
3
Where are you from ? I'm from Spain . When did you start singing? I started sing ing at th e age of nine. R: Who is your favourite singer? S: My favourite sin ger is Madonna. etc
5 2 3 4
meeting had already do ne to stop me not
5 6 7 8
why I wanted they would se ll the play started if we liked
Unit 20 The Causative 7 was having 8 had
1 2 3 4 5 6
had have are having had will have
2
He has had a new garage built by a builder. He has had th e hall painted by a painter. He has had th e fri dge repaire d by a technician . He has had th e d inin g room red ecorated by an interior desig ner.
2 3 4 5
9 10
w ill have has
2
Luke had his bicycle repaired last week (by his uncle). Lisa had her car washed yesterday (by her daughter). I am going to have an extension built (by a builder). I must have the grass cut.. I will have the leaky tap fixed (by the plumber). The farmer needs to have his fence mended. The neighbours will have their flowers watered while they're away (by us). We won't have our pizza delivered in less than twenty minutes (by the pizza boy) . By the time we arrived , our bed room had been whitewashed (by Judy) . Heidi is having her pet parrot operated on (by the vet). I was having my car repaired (by the mechanic).
4
5 6 7 8 9
10 11 12
4
2 3 4 5 6
5
1 has had her 2 the food prepared 3 will have 4 the carpet replaced
R: S: R: S:
The reporter asked the famous singer where she was from. Th e famous singer said that she was from Spain. The reporter asked when she had started singing . She said that she had started singing at the age of nin e. Th e reporter asked her who her favourite singer was. She said that her favourite singer was Madonna. etc
He has had the house rewired by an electrician. He has had the tap fixed by a plumber. He has had the front door made by a carpenter.
3
'You (have) m ade too m any mistakes,' the teacher told him . 'Can I have anoth er piece of cake?' Paul asked me. 'Stop yelling !' my dad told me. 'I am going to th e party,' Barry told me. 'What time is it?' my mother asked me. 'He is telling the truth ,' she said . 'I will call you tomorrow ,' she told me. 'Can you pl ay th e g uitar?' she asked me.
Speaking (Suggested answers)
6 7 8
have it painted had the walls whitewashed have the garden redesigned have new furniture delivered have new carpets laid
5 6 7 8
will have her had their house having his teeth had his wallet
Speaking (Suggested answers) • • • • • •
He He He He He He
has has has has has has
had had had had had had
the fence repaired. the windows replaced . trees planted. the walls painted. the rubbish collected . the house cleaned .
Writing (Suggested answer) Dear Sam, Although my new holiday home was a terrible mess, I have finally managed to renovate it despite all the difficulties. Firstly, I have had the walls painted and the roof fixed . All the windows were broken so I have had them replaced . The fence was damaged so I have had it repaired. I have had trees planted but I haven't had the grass cut yet. I've had the rubbish collected and the house cleaned. After all these renovations, my holiday home looks very nice. Nevertheless, there are still some things that need to be done. I will have a swimming pool put in and I will also have a garage built. When the house is finished with all the renovations, I'll be expecting you for a visit. Hope to see you soon , Jonathan
317
Grammar Book Key
Exploring Grammar (Units 17-20) 1 They realised the cultural importance of the baths that the Romans had built ... 2
a) • •
•
they had an impressive temple built they also had a luxurious bathhouse constructed they had the bathhouses renovated
b) have
+
object
+
b) •
When the person performing the action is unknown, unimportant, obvious or has been forgotten .
•
To emphasise the action rather than the agent. If the agent is mentioned , then "by" is placed in front of the agent.
•
When the subject of the active verb is a word such as: people, one (indefinite pronouns) or I, you , he, she, we, they (personal pronouns) . These words (being the agent in the passive) are omitted.
past participle
c) The verb 'get' can replace the verb 'have' in more informal situations, often used orally.
Revision Units 1 - 20 3
a) Visitors say that the· city of Bath .. . is one of the most beautiful places they have seen ... b) •
•
4
present simple -+ past simple present continuous -+ past continuous present perfect -+ past perfect past simple -+ past perfect/past simple past continuous -+ past perfect continuous/ past continuous will -+ would Personal pronouns and possessive adjectives change according to the context.
a) • • •
•
318
The Romans wer~ so stunned (no active form) It was not only believed -+ People did not only believe the pleasure of the hot springs were rediscovered by the British aristocracy -+ the aristocracy rediscovered the British pleasures of the hot springs a large city was built -+ they built a large city
1 C 2 3
A C
4 C 5
B
6 7 8 9 10
B A A C A
11
C
12 13 14 15
A B B C
16 17 18 19 20
B B A B B
e · Chores galore!
Gadgets
Read the instructions and explain the activity. Have a class discussion about household chores and ask the students which ones they like/dislike doing. Tell them to list the chores they do at home daily or weekly and use them to write a letter to a pen pal.
Read the instructions and explain the activity. Take in a variety of pictures showing modern-day gadgets and ask students what they are called and what they are used for. Alternatively, ask them what gadgets, if any, they have at home. Suggest that they do some research on the subject before completing their poster.
Hollywood legends Read the instructions and explain the activity. Go around the class asking students who their favourite film star is. Ask them what they know about them; their real name, age, nationality, films they starred in, etc. Then, ask the students to find information on two famous Hollywood legends from magazines or the Internet before writing a short factfile on them. Record the students while presenting their work to th e class.
My ideal school Read the instructions and explain the activity. Ask the students to discuss certain rules they have in their school. Elicit which rules they like, don't mind, dislike. Ask them to imagine what kind of rules they would enforce if they could create their ideal school. Remind students to use a variety of modal verbs to express meanings such as obligation, necessity and permission , etc, before writing their list of rules .
Sleepy Crook! Extreme sports
Read the instructions and explain the activity. Have a class discussion about various crimes: robbery, kidnapping, mugging, etc. Asl< the students to use the title and the prompts to give information about the time, place and people involved in the crime and what happened in the end . Remind them to use past tenses before writing their report and presenting it as if they were reading it on th e radio.
Read the instructions and explain the activity. Ask individual students to describe an extreme sport and say what equipment they would need to do it. Refer them to the sport of bungee jumping and provide any necessary vocabulary needed to complete the task. Students can stick pictures on their work or draw pictures to make the flyer more appealing.
Hero of the day!
Shop till you drop
Read the instructions and explain the activity. Refer the students to the clues. Ask them who they think the hero of the day was and to use their imagination as to what may have happened . Encourage students to use a variety of adjectives wh en th ey talk about what happened and how th ey felt, to make their story more interesting. Then , asl< th em to narrate th eir story to the class.
Read the instructions and explain the activity. Ask the students about shopping facilities in their area. Discuss which type of shop they would go to if they wanted to buy trendy clothes, electrical goods, souvenirs, antiques, etc. Explain/Elicit the meaning of the captions above the photos before students complete their webpage.
A Piece of advice Read the instructions and explain the activity. Have a class discussion about the responsibilities of owning a pet. Ask students wh at advice they would give to someone who was thinking of getting a pet of their own. Recycle the expressions Ss learned regarding asking for and giving advice. (Wh at should I do? If I were you, I'd ... , etc) Ask them to think of their target reader to determine what style to use (formal/informal) before writing their advice column.
319
Lost property
Communication
Read the instructions and explain the activity. Ask students if they have ever lost anything, and if so, describe what the item looked like using two or three adjectives. Take the role of the lost property officer and ask the students what they lost at the university library. Ask them what it looked like, when they lost it, etc. After students have filled in the lost property form, they can act out a similar dialogue with a partner.
Read the instructions and explain the activity. Have a class discussion on the various means of electronic communication. Ask students when they would send someone an email, a fax, a text message, etc. Ask them why these means of communication are better/worse than speaking to people face-to-face. Refer students to the activity and elicit ideas on writing an opinion essay.
Simply the best Lights, Applause, Action! Read the instructions and explain the activity. Ask the students to imagine they are at a circus. Tell them to close their eyes and think about it for a moment or two. Where are they? What can they see? What are the animals/performers doing? etc Ask them to open their eyes and tell you about the circus. They can use this information to prepare their radio advertisement.
Taste luck! Read the instructions and explain the activity. Go around the class, inviting students to tell you what special foods are eaten at certain times during the year. Discuss what special dishes people prepare in their country on New Year's Eve. Ask them to read out what people eat on New Year's Eve in Spain, before completing the leaflet. It is a good idea to encourage the students to access their own information by using an encyclopaedia or the Internet. Students can also make up their own interesting facts - the information they use does not have to be factual.
Secret messages Read the instructions and explain the activity. Elicit or explain the meaning of the Morse code: a code used for sending messages. It represents each letter of the alphabet using short and long sounds or flashes of light, which is written down in dots and dashes. Ask students to work in pairs and give them enough time to decode the message. Having completed this task, students then write their own appropriate reply.
320
Read the instructions and explain the activity. Refer the students to the title of the article and encourage them to talk about the particular qualities one needs to become a champion. Recycle adjectives related to character traits for each of the subheadings before the students complete the task.
Superstitions Read the instructions and explain the activity. Ask various students whether they are superstitious or not. Ask them to recall which superstitions around the world are believed to bring people good/bad I.uck. Discuss which superstitions in their country are supposed to bring good luck. Provide any necessary vocabulary before the students complete their lists.
Dialogue Improvisation Write the following diagrams on the board. Ss can use them to improvise their dialogues.
Unit 1 p. 7 Ex. 7 Student A
Student B
Call out S's name. Ask the person to ~ Go in and wonder why. join you . Express your annoyance . ~ (Here .... What's up?) (name! / Where ... ? Get in herel ~ . Comment on the state of the room . (Just look ... .) Comment on the state of th e room again. (It's a mess. It looks like ... .)
--------..... Show surprise. ~ (What's wrong ... ? It looks fine.) / -
Comment on A's reaction. Express your opinion . (It doesn't bother me. / Do you think ______ so? I like it ... .)
Comment and refus e to help. / _ Make a promise. (You must be joking / EVerything~ ,S (Don't worry. Leave it .... I'll do .. .) such ... I hope you don 't think I'm .. .) Express doubt. (That's what you always .. .) Express opinion . (No, name. The problem is, you're lazy.)
_ _ _ _ _..... Comm ent and explain . ~ (Oh come off it. You know ... not true. The problem is .. .)
Unit 4 p. 13 Ex. 6 Student A
Student B
Ask when school starts/finishes . .---------:::::..... Reply. (When does ... ?) (8:30 am to 3:00 pm Monday to Friday In the evening I have English classes .. .) Ask if he/she gets H/W. (Do you get .. . ?) Ask if he/she gets (Do you get ... ?)
--
pocl~et money.
Ask where he/she lives. (Where do you .. . ?)
-...... Reply. (Yes, I do.)
_______
0--....,
~
~
~
Ask if he/she argues with his/her parents. (Do you argue .. . ?) /
Reply. (In a flat with .. .)
-a.... Reply.
1144..//- -. . . ~
Ask what he likes about being Ask what he hates about bein g (What do you like ... ? / What do you 'late ... ?) ~sk what he/she worries about. What do you ... ?)
Reply. (EvelY day my parents give ... .)
-.....
(Nothing really serious. Sometimes we argue about .. .)
Reply. (I've got ... family .. . friends ... / The only problem is .. .)
Reply. (I worry about .. .)
321
Dia/ogue Improvisation
Unit 6 p. 21 Ex. 6 Student A
Student B
Use an appropriate expression to - - - - - - - . . . Express annoyance. ~ (What ... ? I'm busy.) break news. (Hey name. You have to listen .. .) Start telling the story/news. (I'm reading .. .)
~
-
~
£--------.....
Use another expression to break news. (You won't believe .. .) ~ Go on with the story/news. (He tried .. .)
-
Express indifference. (And ... ?) Show interest. (OK tell me but .. .)
---... Express indifference again.
~ (So? That's what .. . do.)
Explain why the story/news is interesting . . ~ Express surprise . (Yeah, but .. .) ~ (That's unbelievable.) Use another expression to break news. (I know. It gets worse.)
~
Express interest. (Why, what happened .. . ?)
~
Go on with the story/news. Give deta~ Express surprise. ~ (He didn 't!) (Well, he .. .) Confirm and explain . (He did! The .. .)
.
Reply to comment (You can say that again!)
~
~ Make a comment.
~
.
(What
a dumb crook!)
~ Ask about the result (So did he ... ?
~
Reply . (According to the newspape~ Explain . (Well, .. .)
---... Express surprise. (How come?) - . . Express surprise. (What a story!)
Unit 10 p. 28 Ex. 5 Student A
Student B
Ask if that is the police station. Ask if you -----...,: Say who's speaking. Offer to help. may speak to PC Beach. . ~ (PC Beach speaking. How can ... ?) (Is that the ... ? May I speak to .. . ?)
Jf
L '
Say who you are. Remind him what ~ ; Show that you remembered. Explain had happened the previous day. the present situation. (OK. It's name here. You came to my . . Yes, Miss .. . . We are looking into the house .. .) ' ; case. We have no suspects .. .)
7. - - .
State that you have to tell him sth . Explain what really happened. I (Actually I have to tell you sth. It wasn't , a burglar. My sister .. .) :
! Express surprise. Make a comment. . (Really? Well I am pleased .. .) . .
Apologise. _: ~ Make a comment. (I'm terribly sorry ... I shouldn't have~ . . (It doesn't matter, but tell your sister .. .) wasted .. .) . Thank him for his understanding. Make a promise. (Thanks for your understanding, I'll certainly tell my sister .. .)
22
. .
Dialogue Improvisation
Unit 11 p. 35 Ex. 7
;c
Student A
Comment on present situation. (It's so great .. .) Ask about future.
_
Ask about future plans.
-
Agree and wonder.
(Yeah, it's lovely but .,. always .. .)
------iIo.... Comment.
~
(Do you ever ... ?)
Student B
.; ---------......
(It's fun to picture .. . / I picture .. .) Answer.
(So would you like ...? I Whal would .. .?) ~ ~
(No, I don 't think I would. I Yes, I'd like I ' I'll ...)
Comment on the answer.
Express hope and ask about partne r' s plans . (I hope so / I'd love to. What about ... ?)
(I think you 'll .. .) Answer. (I'm sure I'll / I'd like to ... )
....
y
~
~
Express surprise.
~
(Really? I thought you .. .)
Comment on th e change of plan. - - - -..... Comment.
(I've changed .., . 11'11 .... I'm planning to ...)
(I hope you .. . . I wish you all the best.)
Unit 16 p. 49 Ex. 7 Student A
Student 8
Comment on present situati on . Mal
(I'm enjoying ... . Let's/We ca n .. ./Why ~ don't we .. .) y' Show surprise.
(Why not?)
----- ..... Reprimand him again and expl ain.
~ (I'm surprised ... Can 't you see ... ?)
Show surprise again and mal
~ Explain . ~
(I suppose it's because ...)
(Why not? / Why is thai? I only wanllo .. .) ~ Apologise . Make an excuse. Suggest
"
(Sorry. / I'm terribly sorry. / I suppose you 're right. It won't happen again . I didn 't think ... . Let's I We can I Why don't we ...) Ask/Wonder why.
(Why is that?)
~
Comment on the suggestion.
(OK, but ...)
Explain .
(Because ... . We must .. . .)
323
Dialogue Improvisation
Unit 19 p. 55 Ex. 3 Student B
Student A
Ask why she does skysurfing .
(Kim, why do you .. .?)
-----... Reply. Comment.
_________ . (I find it .... When I'm in the air I'm the ~ happiest ... .)
Ask if it is dangerous.
F
(Isn 't it ...?)
~ i Reply. Comment. (No, not real/y. We are always ... .)
Ask if it is expensive.
-Ao.... .
~
(Is it ... ?) /
.
Ask how often she does it. (How often do ... ?)
Reply. Explain. Comment that you can 't afford to go every day.
(It is a bit. I can 't afford to go .. .)
..... Reply and explain. / Make a comment.
(About twice ... unless the weather ... .)
Unit 21 p. 63 Ex. 5 Student B
Student A
_ - - -....... Ask how he/she would like to pay.
Show what you 'll take.
(I'I/ take this ... please.)
--~ (How would you .. . ?)
...... Accept payment. Ask if A could sign .
(Certainly. That's .. . . Could you sign ...
Ask about the type of payment you Wish to pay With .
?)
(Can I pay by credit card / Could I write a cheque?) Reply .
(Of course.)
..
Thank A and tell him/her about the receipt.
(Thank you ... . You 're receipt is in ... .)
Student B
Student A
Show what you 'll take.
----... Ask how he/she would like to pay.
(I'I/ take this .. . please.)
______ (How would you ... ?)
Ask about the type of payment you wish to pay with .
~
Refuse payment.
(I'm afraid / I'm sorry we don 't take .. .)
(Can I pay by credit card / Could I write a cheque?) Offer to pay by cash.
(I'I/ pay by cash.) Give the money.
(Here you are.)
...... Accept payment.
_________ (Certainly. That's ... .)
~h Thank A and tell him/her about the receipt.
(Thank you .... You 're receipt is in .. . .)
324
Dialogue Improvisation
Unit 22 p. 64 Ex. 2 Student A
Student B
Offer to help.
-----~
(Can I help you?)
Reply and explain where it is.
~
Reply positively. Ask if he/she could tell you where you could find sth . (Yes, please. Could you tell me where I
could find the ... ?)
~ Ask about the floor.
(Of course - they are in ... deparlmenl.)
(Which floor ... ?)
Reply.
Thank A for his/her help.
..... _::::...- - - - -- -----lIo.. :. .
(It's on the .. .)
(Thanks for ... . / Thank you for .. .)
Unit 24 p. 69 Ex. 3 Student A
Offer to help. (Can I ... ?)
Student B
v' ~
Suggest the West Edmon ton Mall. Explain why you ...
__
(Well, the West ... is an excellenl choice. There is lots ... and many clienls havo enjoyed .. .) Reply.
State what you're looking for.
(Yes, I'm looking for .. .) Ask if there's sth for all the family to do.
(Is there sth ... ?)
- - - - - - . . . . Comment on how expensive it sounds / and ask for confirmation . (It sounds like an expensive ... . Is it?)
(Yes, indeed. The parenls can ... and the children can .. .)
Explain what he/she has to pay for and what he/she doesn't have to pay for.
-
,
(You do have to pay for ... bul you / don 't have to pay 10 Ira vel 10 ... They are all under one roof.)
... ?)
Explain.
Ask if there are any hotels nearby.
(The weather doesn't affeci .. . everything is indoors.) Reply and comm ent. (There is a hotel ... and olher/Jighly ... in
Edmonton. They all have wonderful facilities.)
Say when you would like to go. Ask what happens if it rains/in case of rain. (I would like to go in .. . . What happens
--.... (Are th ere any ... ?)
~ /
Comment and state that you'd like to book .
/
(This seems perfect. I'd like to .. .)
Comment on his/her choice
(Yes, this is a great holiday destination for .. .)
325
Dialogue Improvisation
Unit 26 p. 77 Ex. 6 Student A
Student C
Ask about the table. (A table for ... ?)
....... Thank him.
~ (Thank you. That would be ...)
Ask if they want water. ~ Answer and ask B what he/she would (Can I get you ... ? / Would you li~~ ... ?) , like to eat. _ _ _ _ (Yes, please. Name, what would ... ?) '
Student B
Answer.
Say what you would like to eat. Have
~ : second thoughts about your choice . / ~
(Let me .... I would like ...)
Reprimand A. (Cor go_odn~ss_sa~e. M..ake.UP
__ ,-,-,__ _
~
~_.~
..'"'""'>o
'• .
~
~~
__''"'
,
, Change your mind.
'
. (Well, I think I'll have .. . No, perhaps ...
.:L _
' would be nicer.)
._:.,- .:.-. '"
Student C
~ Order and ask B about his order. ' (I think so. I would like ... name what
Ask about order. (Are you ready ... ?)
.
did you say you would .. .)
Student B
State that you 've changed your mind and order. (I'm sorry, I've changed .... I would prefer ...)
/
Student C
Comment on his/her choice . Ask about the wine. (Excellent choice. Would you like ...)
~Orderit.
,
(. .. please.) Student B
, Ask about dessert. (Would you like?)
Refuse to take dessert. (Oh, no dessert thank .. .)
f
Student A
Make a comment. (As you both wish.)
326
~ Refuse to take dessert. (I don't think .. . either.)
- - - -- - - -' -
.
. ~~~~------------------------------------------------------~~~----~~----------
Dialogue Improvisation
Unit 31 p. 91 Ex. 5
Student A
Greeting. Ask for friend. (Hello? Could I speak .. .)
Student B
- - - - +,------a... i ~.
~
Answer.
(It's .. .)
;
Ask who is calling. (Who's ... ?)
Greet A ask him/her to hold on.
_ _ ,_ _--.... _ _ : Explain that the friend is absent and
:: Reply and leave a message. Y
i : ask for a message. ,. . . ' k~ , (HI, name. Hold on ... I m afraid ... Would . I' es, nee 0.... ou you as~er you like to leave ... ?) · him .. .) " : i Promise to give the message. Thank and say goodbye. : . (OK. I'll make sure .. .) : (Thanks. Goodbye.) IV
I
dt
C
Id
,i.,'
:
Student A
Student B
·~:~~~g
~. ~i::tt.sb:::esa:::o;)ou are. Ask how .
Reply. Explain that you tried to call/contact ... (Fine, thanks. Hey, I tried to ...)
~ Explain and apologise.
~ .. (Yes, I know. My battery... . Sorry .. .)
Tell B you wish to meet him/her _ i , somewhere. I : (It's OK. / It doesn't matter ... we've got i · to meet ...) · Promise to tell B the way. (Don't worry. /'II tell you .. .) Reply. (I want to tell you .. .)
,
~
Ask where that It. (Where's ... ?)
I
~! ~ ~
Ask the reason for the meeting. (And what's it all about?)
~
Ask for details. ~ (Who ... ?)
Refuse to tell . Promise to tell when you ' m~. (I can't say his/her name right now. I'll tell you when .. .)
:
32)
Dialogue Improvisation
Unit 33 p. 95 Ex. 4
Student A Ask if B is coming with you.
Student B --:----~
Explain why you can 't go. Say how
(Are you ... ?)
; ~ youfeel. / . , (I can't. My mum won't.. . . I'm furious.)
Show surprise and ask for details.
-:
~
~
Explain what happened to you.
,
day .. .)
I /'
L'
Explain that nothing happened and tell ;
B you've got news for him/her. (It's all right. Anyway, enough ... I've got some news .. .)
(Remember Tom? Well, he .. .)
Show surprise.
~ (What?)
(My parents are the same. The other
Tell the news.
Explain and make a comment.
' ~ (She says ... . I'm so fed up .. .)
(Again? Why not?)
~ ~ Show interest.
(Oh yes?)
i
: •
-,
~ Show surprise.
~ (Real/y!!!)
Confirm and encourage him/her. Greet ' ~ Greet A. B / Say Goodbye. I (OK. See you! / OK see ya!) (Yeah, so cheer up. Things aren't ... Anyway, I must go / I've got to go. Talk '
later / Talk to you later.)
328
