ty hohe bm iT ™ hall wy biel ee ee ee ee Mie oA cen MeN ay ACN ace a DUSTPublished by Express Publishing Liberty House, Greenham Business Park, Newbury, Berkshire RG19 GHW, United Kingdom (0044) 1635 817 363 Fax: (0044) 1635 817 463 ‘email: [email protected] ‘www.expresspublishing.co.uk © Virginia Evans - Jenny Dooley, 2014 Design and illustration © Express Publishing, 2014 Colour illustrations: Angela, Simon Andrews © Express Publishing, 2014 Music Arrangements by Taz © Express Publishing, 2014 First published 2014 Sixth impression 2019 Made in EU All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or ‘transmitted in any form, or by any means, electronic, photocopying, or otherwise, without the prior written permission of the publishers. ‘This book is not meant to be changed in any way. ISBN 978-1-4715-2139-3 Acknowledgements Authors’ Acknowledgements ‘We would like to thank all the staff at Express Publishing who have contributed their skills to producing this book ‘Thanks for their support and patience are due in particular to: Megan Lawton (Editor in Chief); Mary Swan and Sean Todd (senior editors); Michael Sadler and Steve Miller (editorial assistants); Richard White (senior production controller); the Express design team; Warehouse (recording producers); and Kevin Harris, Kimberly Baker, Steven Gibbs and Christine Little. We would also like to thank those institutions and teachers who piloted the manuscript, and ‘whose comments and feedback were invaluable in the production of the book. Photograph Acknowledgements Module 4: Avatar © everett/www.iml.gr on p. 53; Reading 4a: © Daniele Guido © sipa/Hand-imal Art www.iml.gr on pp. 54-55; Speaking 4e: Cirque du Soleil © laifwww.iml.gr; Stomp © corbis/smartmagna.com on p. 61; Module 8: Progress Check 8: Monkey Festival © sipa/www.iml.gr on p. 131 Every effort has been made to trace all the copyright holders. if any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.Teacher's Book Virginia Evans - Jenny Dooley Bas Express PublishingModule 1 Living Together (op. 5-20) Language Knowledge 1 (pp. 16-17) Language Focus 1 (p. 18) Progress Check 1 (pp. 19-20) Contents Nero people stages of life appearance character relationships free time/daity activi phrasal verbs: break -ing/-ed participles * present tenses * time adverbs * comparatives & superlatives exclamations ities 1e Hodza (mul choice; answer questions deal with multiple choice) iple how t Module 2 Survival (pp. 21-36) Language Knowledge 2 (pp. 32-33) Language Focus 2(p. 34) Progress Check 2 (pp. 35-36) ‘accidents & disasters natural phenomena weather ~ clothes space exploration phrasal verbs: put forming nouns from verbs past tenses past simple vs present perfect used to/would beiget used to ime adverbs adjectives/adverbs ‘a problem here! (missing sente Module 3 Work (pp. 37-52) Language Knowiedge 3 (pp. 48-49) Language Focus 3 (p. 50) Progress Check 3 (pp. 51-52) jobs of the future ‘work & education job qualities & requ phrasal verbs: give forming nouns from nouns iture tenses time clauses jrements n verbs/ | Profession (multiple matching - answer questions Module4 Entertainment (pp. 53-68) Language Knowledge 4 (pp. 64-65) Language Focus 4 (p. 66) Progress Check 4 (pp. 67-68) the ants art & crafts theatre & performar TV shows; professions related to the arts phrasal verbs: get compound nouns passive voice reflexive/emphatic r pronouns the causative saneither (missing sentenc answer questions) Module 5 an you help? (pp. 69-84) Language Knowledge 5 (pp. 80:81) Language Focus 5 (p. 82) Progress Check 5 (pp. 83-84) global issues the environment international organi phrasal verbs: turn forming adjectives from nouns or verbs Teported speach (statements; g commands) reporting verbs ications Module 6 Don't be afraid! (pp. 85-100) Language Knowledge 6 (pp. 96-97) Language Focus 6 (p. 98) Progress Check 6 (pp. 98-100) fears & phobias feelings idioms related to fe body language phrasal verbs: keep forming negative a) modals deductions ar ya ‘compounds jectives “Arachne to paragraphs answer questions) Module 7 Health & Food (pp. 101-116) Language Knowledge 7 (pp. 112-113) Language Focus 7(p. 114) Progress Check 7 (pp. 115-116) health & fitness food & drinks illnesses; symptoms treatments sports phrasal verbs: cut forming abstract nouns from adjectives conditionals wishes & (to) infinitive/“ing forr ‘auestion tags concession determiners/quantifiers ipa multiple choi ‘Module 8 Amazing Journeys (pp. 117-132) Language Knowledge 8 (pp. 128-129) Language Focus 8 (p. 130) Progress Check 8 (pp. 131-132) ‘travel holiday activities ‘accommodation transport city life; country life phrasal verbs: check verbs from adjectives & nouns dauses of result subjectotj ‘questions Simply U (muktiple matching) Inforgettable cLiL/Culture (pp. CC1-CC8) Writing Bank (pp. WB1-WB8) Grammar Reference (pp. GR1-GR25) Style (p. ST1) ‘Speaking Bank (p. SB1) Word List (pp. WL1-WL29) Appendices | & II (p. APP1) How to use a dictionary/thesaurus (DT1) Pronunciation (p. PR1) American English-British English Guide (p. AE-BEG1)2 radio interview ask for & express opinion CLL (Citizenshi (multiple choice) express (disagreement supporting sentences/formal Globalisation compare pictures style; linking pressing | (I/F statements) describe people's appearance & pinion) Culture spot character, a paragraph co British Ethnicity intonation in exclamations monologues describe an accident/disaster LIL Science) (multiple matchi narrate an event Phases of the a narratior ask about an experience/express | ¢ anews artide fF staternent (FF statements) interest/shock/disbelief a story (sequence of events Culture spot: describe a picture setting the scene; adjectives! ‘Stonehenge & the word stress & weak vowels adverbs) ‘Summer Solstice a dialogue describe work routine acy LiL (History): Child (YesINo statements) | « have a job interview a letter/email applying fo Labour in Victorian a monologue: adve intonation: echo questions a part-time job (beginnings Times (headings) (note taking) endings; informalformal style; | Culture spot: A Traditor Tmonologues (multiple |* describe your favourite TV show graphy LIL (Art & Design): matching) describe a performance you Sculpture (complete arradio talk (multiple | attended sentences) choice) recommend a performance recommending; brainstorming) | Culture spot: Tate monologues about compare pictures Modern reading preferences | * pronunciation: /av/ /o1/ (multiple matching) ‘monologues ake a presentation a summary ‘AIL (Science): (matching) ‘make suggestions - agree/disagree | © an essay pi Energy Resources a radio interview describe pictures problem a9 (answer questions) (multiple choice) pronunciation: homophones structur Culture spot: The First a dialogue (listen for Wind Turbine specific information) 2 radio intervie describe stressful situations ’ paragraph giving advice LIL (PSHE): (if statements; express concern/show sympa an informal email of advice ty multiple choice) give advice (openingjclosing remarks; give | questions) monologues (multiple | descnbe a picture advice, error correctic Culture spot: matchin¢ pronunciation: elision Keep a St monologues (multiple | express ikes/disikes an informal ema CLL (Science) matching) ask forfgive advice r- st essay (top The Di an intervie make decisions supporting sentences; linkers, CVF statements) (multiple choice) intonation: question tag concession) Culture spo a conversation ‘aditionally Unhea (YesNo staterner ‘an advert (multiple discuss your holiday plans an informal email CLiL (Geography) matching) describe your holiday last year you have visite Dartmoor: A Grar dialogues (multipl ask for/give information an informal letter givin Landscape (answer choice) ask aboutlexpress preference information (opening/closing questions) an advert (note compare pictures remarks; i Culture spot: taking) Intonation: subjectYobject questions Audioscripts (pp. T1-T11) Grammar Bank Key (pp. GBK1-GBK9) Evaluations (pp. E1-E15) Skills Work Key (pp. SWK1-SWK2) Workbook Key (pp. WK1-WK19) Quizzes Key (p. QK1) Workbook Audioscripts (pp. WT1-WT7) Irregular VerbsIntroduction to the Teacher On Screen B1+ is a modular secondary-level course for learners studying British English at CEF Level Bt+. It allows a flexibility of approach which makes it suitable for classes of all kinds, including large or mixed ability classes. ‘On Screen B1+ consists of eight modules. Each module ‘consists of six lessons plus Language Focus and Progress Check sections. The corresponding module in the Workbook provides the option of additional practice, COURSE COMPONENTS ‘Student's Book - Workbook & Grammar Book ‘The Student's Book is the main component of the course. Each module is based on a single theme and the topi ‘covered are of general interest. All modules follow the same basic structure (see Elements of the Coursebook), The Workbook is in full colour and contains modules ‘corresponding to those in the Student's Book containing practice in all four language skils. It also contains Skills Work Sections and a Grammar Bank with theory and exercises as well as practice in dictation, word distractors and translation exercises. It can be used either in class or for homework upon completion of the relevant unit in the Student's Book. Teacher's Book and Teacher's Resource Pack & Tests CD-ROM The Teacher's Book contains Teacher's Notes provide step-by-step lesson plans and suggestions about how to present the material. This book also includes a ‘complete Key to the exercises in the Student's Book & Workbook & Grammar Book and the audioscripts of the listening material. The Tests, one per module, are availabl for teachers to use as a formal means of checking their Ss’ progress. There is also a full key to the Tests, listening tasks & audioscripts as well as Resource Material in the Teacher's Resource Pack & Tests CD-ROM. Class Audio CDs The Class Audio CDs contain all the recorded material which accompanies the course. This includes the monologues/dialogues and texts in the Listening and Reading sections as well as the Pronunciation/intonation section, and the material for all listening tasks in the Workbook & Grammar Book. Student's Audio CD The S's Audio CD contains the main texts in the Reading sections of the Student's Book, Pronunciation/Intonation tasks as well as the Listening tasks of the Workbook for the purposes of homework and preparation, we The IWB contains all the material in the Student's Book, Teacher's Book and Audio CDs and aims to facilitate lessons in the classroom. It also contains grammar presentation of all the grammar structures in the Student's Book as well as video extracts for Ss to further practise their English and expand their knowledge. ieBook The ioBook contains all the material in the Student's Book and is the Ss’ interactive study partner, ELEMENTS OF THE COURSEBOOK Each module begins with a modular spread that contains: a brief overview of what will be covered in the module, pictures and words/phrases related to the theme of the module, and exercises to practise the vocabulary presented. Each module contains the following sections: Vocabulary Pictures are employed to introduce Ss to the vocabulary of each module. Vocabulary is practised through various types of exercises. A particular feature of the book is the teaching of collocations, which helps Ss remember vocabulary items as parts of set expressions. (See Student's Book Ex. 1a, p.87). Ss also practise word formation, prepositional phrases and phrasal verbs. Grammar + The grammar structures of each module are presented by means of illustrations and clear and concise theory boxes. + Grammar exercises and activities reinforce Ss’ Understanding of these items. There is also a Grammar Reference section at the back of the ‘Student's Book that offers more details Listening Tasks & Speaking Practice + Ss can develop their listening skills through a variety ‘of tasks. These tasks employ the vocabulary and grammar practised in each module, in this way reinforcing understanding of the language taught in the module. * Controlled speaking activities have been carefully designed to allow Ss guided practice before leading them to freer speaking activities. * The sections provide practice in real-life communication. Standard expressions and language structures associated with realistic situations are extensively practised.Pronunciation/Intonation Pronunciation activities help $s recognise sounds and reproduce them correctly. Intonation activities help Ss improve their intonation patterns. Study Skills Brief tips, explanations, and reminders at various points throughout each module help Ss develop strategies which improve holistic learning skills and enable Ss to become autonomous learners of the English language. Reading texts These texts practise specific reading skis such as skimming, scanning, intensive reading for specific purposes, understanding text structure, and so on. The texts are usually exploited in four stages: + a warm-up activity to intrigue students + top-down activities (scanning and reading for gist) + bottom-up activities (teading for detailed understanding) * oral reproduction (Ss outline the main points of the text) Writing ‘The writing sections have been carefully designed to ensure that Ss systematically develop their writing skils. + A model text is presented and thoroughly analysed, land guided practice of the language to be used is provided. + The final task is based on the model text and follows the detailed plan provided. + All witing activities are based on realistic types and styles of writing such as letters, emails, descriptions, ‘essays, stories and summary writing. Language Knowledge Sections These sections provide Ss with ample practice in open cloze texts, multiple choice cloze texts, word formation, ‘grammar and vocabulary exercises. CLIL/Culture Spot Sections Each module is accompanied by a CLIL and a Culture Spot section, + Each CLIL Section enables Ss to link the themes of the module to a subject from their school curriculum, thus helping them contextualise the language they have leamed by relating it to their own personal frame of reference. Lively and oreative tasks stimulate Ss {and allow them to consolidate the language they have Jeamt throughout the module. + In each Culture Spot, Ss are provided with cultural information and tead about aspects of English ‘speaking countries that are thematically linked to the module. Ss are given the chance to process the information they have leat and compare it to the culture of their own country. Module Language Focus & Progress Check These follow every module and reinforce Ss’ understanding of the topics, vocabulary, and structures that have been presented. The material has been designed to help Ss leam new language in the context of what they have already mastered, rather than in isolation. In the Progress Check sections, a grading scheme allows Ss to evaluate their progress and identify their weaknesses. The objectives of ‘the module and the Ss’ achievements are clearly stated at the end of each Progress Check section. Grammar Reference Section This section offers full explanations and review of the grammar structures presented throughout the book as well as rules of punctuation. It can be used both in class and at home to reinforce the grammar being taught. Writing Bank This section provides preparation of the writing task types as they are presented in the Student's Book. It contains theory, plans, fulLlength model compositions and useful language to help Ss produce successful pieces of writing. Word List & Pronunciation Sections ‘Acomplete Word List contains the new vocabulary presented in each module, listed alphabetically, with a phonetic transcription of each word and explanation. The Pronunciation Section familiarises Ss with the phonetic transcripts and pronunciation of vowels, consonants, diphthongs and double letters. American English - British English Guide ‘An American English — British English Guide outlines and highlights differences between the two main international varieties of English. Irregular Verbs This provides students with a quick reference list for verb forms they might be unsure of at times. SUGGESTED TEACHING TECHNIQUES A Presenting new vocabulary ‘Much of the new vocabulary in On Soren B1+ is presented through pictures. Ss are asked to match the pictures to listed words/phrases. (See Student's Book, Module 5, p. 72, Ex. 3.) Further techniques that you may use to introduce new vocabulary include: ‘+ Miming. Mime the word you want to introduce. For instance, to present the verb sing, pretend you are singing and ask $s to guess the meaning of the word,+ Synonyms, opposites, paraphrasing, and giving definitions. Examples: = present the word strong by giving a synonym: ‘powerful. = present the word strong by giving its opposite: ‘weak’. = present the word weekend by paraphrasing it: "Saturday and Sunday’ = present the word famous for by giving its definition: ‘very well-known (person or thing)’. + Example. Examples place vocabulary into context and consequently make understanding easier. For instance, introduce the words city and town by referring to a city and a town in the Ss’ country: “Rome is acity, but Parma is a town.” ‘+ Sketching. Draw a simple sketch of the word or words you want to explain on the board. For instance: = Flashcards. Flashcards made out of magazine or newspaper pictures, photographs, ready-made drawings, and any other visual material may also serve ‘as vocabulary teaching tools. + Use of L1. In a monolingual class, you may explain vocabulary in the Ss’ native language. This method, though, should be employed in moderation. + Use of Dictionary. In a multilingual class, Ss may ‘occasionally refer to a bilingual dictionary. The choice of technique depends on the type of word or expression. For example, you may find it easier to describe an action verb through miming than through a synonym or definition. Note: Check these words sections can be treated as follows: Go through the list of words after Ss have read the text and ask Ss to explain the words using the context they appear in. Ss can give examples, mime/draw the meaning, or look up the meaning in their dictionaries. B Choral & Individual repetition Repetition will ensure that Ss are thoroughly familiar with the sound and pronunciation of the lexical items and structures being taught and confident in their ability to reproduce them, ‘Always ask Ss to repeat chorally before you ask them to repeat individually. Repeating chorally will help Ss fee! Confident enough to then perform the task on their own. © Listening & Reading You may ask Ss to read and listen for a variaty of purposes: + Listening for detail: Ss listen for specific information after they have listened for gist. (See Student's Book, Module 1, p. 12, Ex. 3) + Listening & Reading for gist: Ask Ss to ead or listen to get the gist of the dialogue or text being dealt with. (See Student’s Book, Module 1, p. 5, Ex. 2. Toll Ss that in order to complete this task successfully, they do not need to understand every single detail in the text) + Reading for detail: Ask Ss to read for specific information. (See Student's Book, Module 4, p. 54-55, Exs 3 & 4. Ss will have to read to the text in order to do the tasks. They are looking for specific details in the text and not for general information.) D Speaking + Speaking activities are initially controled, allowing for guided practice. (See Student's Book, Module 2, . 29, Ex. 2 where Ss use the same structures to make suggestions.) + Ss are then led to free speaking actives. (See Student's Book, Module 2, p. 29, Ex. 3 where Ss are invited to make decisions, provided with the necessary lexical tems and structures.) E Writing Al writing tasks in On Screen 87+ have been carefully designed to closely guide Ss to produce a successful piece of writing + Always read the rubric and model text provided and deal with the tasks that follow in detail. Ss will then have acquired the necessary language to deal with the final writing task. (See Student's Book, Module 1, pp. 14-15.) + Make sure that Ss understand that they are writing for a purpose. Go through the writing task in detail so that Ss are fully aware of why they are writing and who they ‘are writing to. (See Student's Book, Module 2, p. 31, Ex. 9. Ss are asked to write a story.) + Make sure Ss follow the detailed plan they are provided with. (See Student's Book, Module 1, p. 15.) + It would be welladvised to actually complete the task orally in class before assigning it as written homework. Ss will then feel more confident with producing a ‘complete piece of writing on their own. F Assigning homework When assigning writing tasks, prepare Ss as well as possible in advance. This will help them avoid errors and ‘get maximum benefit from the task.‘Commonly assigned tasks include: Copy - Ss copy an assigned extract; Dictation ~ Ss leam the spelling of particular words without memorising the text in which they appear; Vocabulary - Ss memorise the meaning of words and phrases or use the new words in sentences of their own; Reading Aloud ~ Assisted by the S's CDs, Ss practise at home in preparation for reading aloud in class; Writing — After thorough preparation in class, Ss are asked to produce a complete piece of writing. G Correcting students’ work All learners make errors — itis part of the learning process. The way you deal with errors depends on what the Ss are doing. * Oral accuracy work: Correct Ss on the spot, either by providing the correct answer and allowing them to repeat, or by indicating the error but allowing Ss to correct it. Alternatively, indicate the error and ask other Ss to provide the answer, + Oral fluency work: Allow Ss to finish the task without interrupting, but make a note of the errors made and correct them afterwards. + Written work: Do not over-correct; focus on errors that are directly relevant to the point of the exercise. When giving feedback, you may write the most common errors on the board and get the class to attempt to correct them. Remember that rewarding work and praising Ss is of great importance. Post good written work on a display board in your classroom or school, or give ‘reward’ stickers, Praise effort as well as success. H Class organisation + Open pairs ‘The class focuses its attention on two Ss doing the set task together. Use this technique when you want your Ss to offer an example of how a task is done. (See Ex. 7b on p. 108 of the Student's Book.) + Closed pairs Pairs of Ss work together on a task or activity while you move around offering assistance and suggestions. Explain the task clearly before beginning closed pairwork. (See Ex. 5 0n p. 13 of the Student's Book) Stages of pairwork = Puts in pairs, = Explain the task and set time limit = Rehearse the task in open pairs. = Inclosed pairs, get Ss to do the task = Go around the ciass and help Ss. = Open pairs report back to the class. Group work Groups of three or more Ss work together on a task or activity. Class projects or role play are most easily done in groups. Again, give Ss a solid understanding of the task in advance. Rolling questions Ask Ss one alter the other to ask and answer questions based on the texts. Using the Student's Audio CD Dialogues, texts and Pronunciation sections are recorded con the Student's Audio CD. Ss have the chance to listen to these recordings at home as many times as they want to improve their pronunciation and intonation. S listens to the recording and follows the lines. listens to the recording with pauses after every sentence/exchange. S repeats as many times as needed, trying to imitate the speaker's pronunciation and intor S listens to the recording again. S reads aloud All lstening tasks in the Workbook are also included in the Student's CD. J Using L1 in class Use L1 in moderation and only when necessary. ABBREVIATIONS Abbreviations used in the Student's Book and Teacher's T Teacher pip). Pagets) S(s)_Student(s) eg. Forexample HW Homework ie. Thatis Lt Students’ native etc. Et cetera language sb Somebody Ex(s). Exercise(s) sth SomethingBee Pc Coe 7 In this unit Ss will explore the topics of people, family, appearance & character. Vocabulary: People of the world (dark hair, rosy cheeks, friendly people, happy to have quests, nomadic tribe, colourful clothes, tall, slim, hardworking, polite, pale skin, facial tattoos, brave, courageous, peaceful) Ja Reading 6-7 Lesson Objectives: To listen and read for gist, to read for specific information (multiple choice), to talk about a tribe, to describe an imaginary experience ‘Vocabulary: Nouns (crops, elder, baboon, bow, homeland, interpreter, niece, heat, soll, bug, meaning, nature, berry, possession, responsibilties, worry, arrival, departure, effect); Verbs (wander, hang, hunt, provide, gather, wonder); Phrasal verbs (pick up, set of, live off; Adjectives (lean, fit, curly, extreme, poor, generous, easy-going); Phrases (filled with, skin belt, native language, short supply, keep track of time, hunter-gatherer, in person, dive in, free from belongings, be better off, attached to, matter of time, be over) cz ry ‘Lesson Objectives: To leam topic-related vocabulary, to tak ‘about stages of life, to describe people, to lea vocabulary for physical characteristics, character and families, to listen for ‘pectic information (mutiple matching), to practise phrasal verbs with BREAK, to practise forming -ing/-ed participles and to practise prepositional phrases Vocabulary: Stages of ie (infancy, childhood, adolescence, adulthood); Physical characteristics: Age (child, young man or woman, middle-aged, old, in his/her latelearly twenties): ‘Complexion (tanned, dark, pale); Height (tall short, of average height); Build (skinny, plump, overweight, thin, slim, athletic, well-buit; Face (oval, round, fang); Lips (tl, thin) Eyes (brown, big, smal, hazel); Nose (big, flat, hooked); Hair (curly, short, straight, tong, wavy, bald, tizzy, fait, dark, ‘shoulder-length); Special features (wrinkles, freckles, shaved head, beard, moustache); Character (easy-going, arrogant, responsible, forget, annoying, messy, ambitious, sensitive, shy, tthful, open-minded, bold, grumpy, sensible, self- confident, impatient, generous, sociable, carefree, rude, brave, tank, honest, bossy, vain, stingy, mean, pole, ‘outgoing, helpful, nosey, anxious, noisy, sad); Family relationships (mum, dad, sister, brother, grandma, grandpa, motherivlaw, father-ivlaw, aunt, uncle, daughter, son, niece, nephew); Families (nuclear family, extended family, single-parent family) Living Together Eonar) oan Lesson Objectives: To learn or revise the present simple, the present continuous, the present perfect and the present perfect continuous, to practise adverbs of frequency, to lear or revise comparatives/ superlatives, to practise key word transformations, to compare people es re Lesson Objectives: To read for gist, to listen for specific information (multiple choice), to talk about the pros and cons of living in an extended family, to learn and practise exclamations Vocabulary: Nouns (nuclear family, extended family, cooperation); Vero (complain): Phrases (live long lives, have company, younger generation, chores to do, peace and quiet, complain, close relationships, hurt feelings) rns 13 Lesson Objectives: To read for gist, to complete a dialogue, to role play, to express an opinion, ask for an ‘opinion, and express (dis) agreement, to compare pictures a ao Lesson Objectives: To analyse a rubric, to analyse a ‘model, to practise linking words, to express an opinion, to write an opinion essay EMrterchann ok cau Lesson Objectives: To practise sentence transformations, to practise word formation, to practise vocabulary and ‘grammar from the modula Ite cic 18 Lesson Objectives: To practise vocabulary from the module, to practise sentence transformations, to complete cloze texts, Geicke EE Lesson Objectives: To read for spectic information (multiple choice), to isten for spectc information (T/F statements), to practise responses, to practise vocabulary and grammar from the module, to practise sentence transformations, to practise prepositional phrases, to wite an opinion essaySurvival Cetera Fa In this unit Ss will explore the topics of accidents & disasters, natural phenomena and space exploration. Vocabulary: Accidents & disasters (house collapses, fire breaks out, evacuated from homes, river burst its banks, rocks and mud bury homes, tanker sinks, spilling oil) Pa) Brae] Lesson Objectives: To listen and read for gis, to read for specific information (multiple choice), to narrate an event, to describe an imaginary experience Vocabulary: Nouns (crew, explosion, plot, survival, landing, lt-of, bang, tall, oxygen tank, meteor, command module, lunar module, Ifeboat, adapter, carbon dioxide, catastrophe, obstacle): Verbs (flash, re-enter, schedule, ‘explode, depend, conserve, build, reduce, consider) Phrasal verbs (carry out, deal with); Adjectives (doomed, leaking, enclosed, superstitious); Phrases (manned mission, no time to lose, cope with, splash down, go down in history, in charge of); Prep (despite) Pee ryt 5 Lesson Objectives: To leam topic-related vocabulary, to talk about natural phenomena, to describe the weather, to leam vocabulary for accidents, disasters and space exploration, to listen for specific information (multiple matching), to practise phrasal verbs with PUT, to practise forming nouns from verbs and to practise prepositional phrases Vocabulary: Natural phenomena: Clothes/Footwear/ Accessories (sandals, gloves, cap); Good weather (hot, ‘mild, warm, sunny, dry); Disasters (flood, hurricane, tsunami, tornado, earthquake); Bad weather (foggy, cloudy, frosty, stormy, rainy, windy, cold, snowy, chilly, thunder); Disasters (earthquake, tornado, volcanic eruption, flood, drought, tsunami); Accidents (train crash, car crash, factory fire, oil spill, building collapse, drowning, plane crash, gas leak, food poisoning, shipwreck); Space exploration (planet, star, solar system, atmosphere, moons, asteroids, telescope, satelite, spacecratt, robot, evidence of life) Era aak d ey Lesson Objectives: To learn or revise the past simple, the past continuous, the past perfect and the past perfect continuous, to compare the past simple and the present perfect, to leam and practise used tofwould/be used to, to practise key word transformations, to listen for gist, to ‘make notes, to narrate an experience Pr] aor 28 Lesson Objectives: To read for gist, to listen for specific information (multiple matching), to narrate a travel experience, {o listen for specific information (T/F statements), to leam and practise word stress and weak vowels Vocabulary: Noun (debris); Adjective (terrifying); Phrases (get stung by a bee, get bitten by mosquitoes, get caught ina terible storm, see a dangerous animal, have a bad accident, get food poisoning, get caught in a natural disaster, get badly sunburnt, tsunami struck, loud roar, froze in fear, huge wall of black water, pushed underwater, floating inside hotel lobby, grabbed onto a staircase, standing on rooftops, upside down cars, broken wrist) es 29 Lesson Objectives: To complete a cialogue, to role play, to ‘ask about a bad experiance, to narrate a bad experience, to express interest, 10 express shook/belief, to describe a picture PR 30-31 Lesson Objectives: To analyse a rubric, to analyse a model, to practise setting the scene, to practise using adjectives and adverbs, to write a story eran ne 32-33 Lesson Objectives: To complete an open cloze, to practise sentence transformations, to practise key word transformations, to practise vocabulary and grammar from the ‘modus le ete ee 34 Lesson Objectives: To practise vocabulary from the module, to practise sentence transformations, to practise phrasal verbs and prepositional phrases, to complete a cloze text Gericke ped Lesson Objectives: To read for specific information (multiple choice), to listen for specific information (mutiple matching), to practise vocabulary and grammar trom the module, to practise sentence transformations, to write a story vivii Work Vetoes Ey In this unit Ss will explore the topies of jobs, work, education, job qualities and requirements. Vocabulary: Jobs of the future (nanotech-nurse, oyber- ‘manager, vertical farmer, virtual security guard); Work (evening shift, successful applicant, CV, starting salary, 95 job, day staf, training, fulltime) Eo) 38-39 Lesson Objectives: To listen for gist, to ead for specific information (multiple matching), to make predictions, to talk and write about robots Vocebulary: Nouns (revolution, human, shore, navy, flame, surgeon, patient, surgery, pulse, temperature, specialist, corridor, fleet, staf, steak, entertainment, dessert, scifi film, tip, bomb alsposal expen); Verbs (operate, patrol, fight, defuse, rescue, race, drag, battle, shake, replace, save, provide); Phrasal vorbs (take over pick you up, give up, put out, wake up, hand out, get on with, head for, check out): Adjectives (remote-controlled, steady, ex-army, pocket-sized); Phrases (scifi fim, take (b's) temperature, get into trouble, keep afloat, operate ‘on, medical history, hard at work, take an order, main course, recharge batteries, fight crime) Eien 40-41 Lesson Objectives: To leam topic-related vocabulary, to talk ‘about work and personal quai, to learn vocabulary related to education, job qualities and requirements, to listen for specific information (mutile matching), to practise phrasal ‘ers with GIVE, to practise foming nouns from verbs! nouns ‘and to practise prepositional phrases Vocabulary: Work (ob involves traveling, check, stressful, well-paid job, work long hours, exciting job, responsibilty, ‘keep up-to-date, creative at work, concentration, work hard, eam allot, parttime job, long career, lose your job, look for @ job, quit your job, high position in a company): Education {hold a degree, fail exams, graduate trom university, ‘educated, enrol on @ course, post requires, resit exam, compulsory education, tution fees); Job qualites & requirements (ounctual, hardworking, (a) quick leamer, poite, ficient, cooperative, patient, enthusiastic) Eomcruneaes ery Lesson Objectives: To leam or revise future tenses (the future simple, the present simple [future use], the present ‘continuous [future use], (be) going to, the future continuous, ‘and the future perfect, to learn time clauses, to practise key word transformations, to make predictions and talk about future plans! intentions 3d_Listening skills 44 Lesson Objectives: To liston for spectic information (Yes! No statements & note taking), to talk about a job, to earn ‘and practise echo questions Vocabulary: Nouns (CY, banking, experience, computing, finance, skils, IT, department, interview, applicants, personality, wilingness, wages, ti): Verbs (guarantee, fil, tran); Phrasal vero (pick up); Phrases (computer repair shop, right grades, ful traning, key positions, good etude, bear in ‘mind, working environment, teat customers, application form, hold interviews) Pe ed 45 Lesson Objectives: To complete a dialogue, to role play an interview 3f Writing 46-47 Lesson Objectives: To analyse a rubric, to analyse a ‘model, to practise formal language, to write a CV, to write ‘an email applying for a job Ite iocn ee) 48-49 Lesson Objectives: To practise word formation, to practise sentence transformations, to practise vocabulary and grammar from the module eerie Ey Lesson Objectives: To practise vocabulary from the module, to practise sentence transformations, to practise phrasal verbs and prepositional phrases, to practise word formation, to complete a cloze text Getic Be Lesson Objectives: To read for specific information (multiple choice), to practise responding to situational language, to practise vocabulary and grammar from the module, to listen for specific information (Yes/No statements), to write a letter applying fora positionEntertainment tee = Tere By In this unit Ss will explore the topics of the arts, art & crafts, TV shows, books & films, theatre & performances. Vocabulary: Past participles (directed, painted, written, sculpted, designed); Nouns (oil painting, sculpture); Phrases (famous building, science-fiction film, classic novel) Cc) a Lesson Objectives: To read for gist, to read for specific information (missing sentences), to act out an interview, to talk about an artist's work Vocabulary: Nouns (fur, portrait, outline, advertising ‘agency, creation, advertising campaign, endangered species, masterpiece, canvas, design, scales): Verbs (stroke, promote, research, transfer, exhibit, bother); Phrasal verb (cary on); Adjective (realistic); Adverb (surprisingly, true-to-ite); Phrases (bring to fe, public awareness, environmental organization, Hyperrealist ‘movement, stay stil, shower away, handheld gadget) eee ay Lesson Objectives: To leam topic-related vocabulary, to talk about art & crafts, to leam vocabulary for TV shows, theatre & performances and professions related to the arts, to listen for specific information (multiple matching), to practise phrasal verbs with GET, to practise forming ‘compound nouns and to practise prepositional phrases Vocabulary: Art & crafts (digital photography, pottery, painting watercolours, drawing, wood carving, ice sculpting, knitting, jewellery making); TV shows (awards, characters, cast, set, hits, season, critics, series, episode, plotines); Theatre & Performances (stage, rehearsals, costumes, interval, act, audience); Professions related to the arts (juggler, living statue, trapeze artist, opera singer, mime artist, stand-up comedian, street magician) Ceca Ee) Lesson Objectives: To learn the passive, to change from the active to the passive, to leam the causative, to learn reflexivefemphatic pronouns, to practise key word transformations, to write a quiz 4d_ Listening skills 60 Lesson Objectives: To brainstorm for vocabulary, to talk about a film you saw, to listen for specific information (multiple choice), to give an opinion on a film, to listen for specific information (multiple matching), to talk about your reading habits, to pronounce /ail, /i! Vocabulary: Nouns (dwarves, dragon, adventures); Verb (spoil); Phrasal verbs (calm down, get on with, get into, pick out); Adjectives (boring, gripping, predictable, ‘moving, interesting, educational, exciting, scary, funny, relaxing, impressed, imaginary); Phrases (adapted from, based on, set out on a journey, battle scenes, edge of my ‘seat, make up their mind, stressed out, take my mind off, can't stand, get ost in, pass the time) Cn a Lesson Objectives: To read for gist, to complete a dialogue, to role play, to ask about a performance, to describe a performance, to recommend, to compare pictures 4f Writing 62-63 Lesson Objectives: To analyse a rubric, to analyse a model, to practise adjectives, to recommend, to write a review rier ena oes 64-65 Lesson Objectives: To complete a multiple choice cloze, to practise vocabulary and grammar from the module eter cae) a Lesson Objectives: To practise vocabulary from the module, to practise phrasal verbs & prepositional phrases, to practise sentence transformations, to practise word formation, to complete a cloze text ikon 67-68 Lesson Objectives: To read for specific information (TIFIDS. statements), to practise responses, to practise vocabulary and grammar from the module, to listen for ‘specific information (gap filing), to write a review viiiTee a In this unit Ss will explore the topics of global issues, the environment and international organisations. Vocabulary: Social problems: (poverty, homelessness, unemployment); Environmental problems: (endangered species, landfills full of rubbish, pollution); Nouns (Packaging, volunteers, household waste, accommodation) Ean) eal Lesson Objectives: To listen and read for gist, to read for the main ideas (matching headings), to talk about light pollution, to summarise a text, to research for a song Vocabulary: Nouns (overload, power cut, resident, emergency services, authorties, office block, secunty lights, heart disease, cancer, ighting); Verbs (spot, wander, waste, affect, hatch, swan, feed, reproduce, decline, disrupt ‘marve)); Phrasal verbs (creep in, switch off); Adjectives (giant, silvery, stray, cim, starry): Phrases (complete darkness, ight poluion, steetights shine, securty lights flash on and off, wasting energy, affects willie, get confused, sleep patterns get disrupted, dim streetights, switch off unnecessary lighting, low-energy bulbs, in a panic, shop front, fash on and of, baby turd, sleep patterns) Eerie ERE Lesson Objectives: To learn topic-telated vocabulary, to talk about the environment, to listen for specific information (multiple. matching), to leam vocabulary related to intemational organisations, to practise prepositional phrases, to practise forming adjectives from nouns or verbs and to practise phrasal verbs with TURN Vocabulary: The Environment (ozone layer, global warming, fossil fuels, thick smog, oil spil, greenhouse ‘gases, conservation projects); Verbs (prevent, save, raise, reduce, ban, fine, invest); international Organisations (WWF, Save the Children, Oxtam, The World Health Organisation, United Nations) iS au) EE Lesson Objectives: To leam reported speech (statements, questions, commands), to lear reporting verbs, to practise key word transformations, to act out a dialogue Can you help? Ee 76 Lesson Objectives: To listen for specific information (nuttiple choice), to tak about solutions for reducing traffic, to listen for spectfic information (multiple matching), to give 2 presentation on reducing waste, to leam and practise homophones Vocabulary: Nouns (cycle lane, exhaust fumes, trafic jam, public transport, trafic warden, fine, pedestrians, wheelie bin, compost, coffee shop, packaging, charity shop, bargain); Verbs (patrol, swerve); Adjective (disposable); Phrases (heavy trafic, narrow street, illegal parking, dangerous driver, enforce the Jaw, reusable mug) rs a Lesson Objectives: To complete a dialogue, to role play, to make suggestions, to introduce examples/resuits, to agree! disagree, to describe pictures EAT) Caz) Lesson Objectives: To analyse a rubric, to analyse a mode’, to practise linking words, to wite an essay providing solutions Language Knowledge 5 Eo Lesson Objectives: To complete a multiple choice cloze, to practise word formation, to practise key word transformations, to practise vocabulary and grammar from the module etre Ea Lesson Objectives: To practise vocabulary from the module, to practise sentence transformations, to practise word formation, to complete a cloze text Gericke 83-84 Lesson Objectives: To read for specific information (multiple choice), to complete a dialogue, to practise vocabulary and grammar from the module, to listen for specific information (multiple matching), to write an essay providing solutionsDon’t be afraid! Pere gy In this unit Ss will explore the topics of fears and phobias and feelings. Vocabulary: Fears (flying, storms, open water, mating new people, public speaking, heights, crowdsipeople, closed spaces, dentistidoctor, animalsibugs); Nouns (attack, blow); Verbs (shake, move, sting, bite, stop, freeze, sweat, hide, disappear); Adjectives (unhealthy, sick, wet) Son Eu Lesson Objectives: To listen and read for gist; to read for specific information; (matching headings) to talk and write about phobias Vocabulary: Nouns (arachnid, venom, treatment, fear, plughole, rainforest, tarantula, mosquito, cockroach, fy, moth); Verbs (harm, suffer, sweat, scream, block, craw, startle, reduce, shake, sweat, scuttle); Phrasal verb (run away); Adjectives (creepy, nutritious, common, eight- legged, irrational, deep-tried, confident) Phrases (suffer from, at ail costs, play a part, nutritious treat, pest controller, exposure therapy) Ceres 88-89 Lesson Objectives: To learn topic-related vocabulary, to learn vocabulary related to fears and phobias, to listen for ‘specific information (multiple matching), to leam vocabulary related to feelings, to leam idioms related to fear, to practise prepositional phrases, to practise forming negative adjectives and to practise phrasal verbs with KEEP Vocabulary: Fears & phobias (Animals - snakes, dogs, spiders, Natural environment ~ height, darkness, storms, Situational - closed spaces, tunnels, fying, Bloodlinjury - germs, blood, nesdles); Feelings (anxious, nervous, embarrassed, izzy, scared); Idioms (as white as a sheet, bbutterties in my stomach, scared sti, jumped out of his skin, hair stand on end) Gace 90-91 Lesson Objectives: To leam or revise modal, to lea or revise definitefindefinte articles, to practise deductions, to practise key word transformations 6d_ Listening skills 92 Lesson Objectives: To listen for specific information (T/F statements & multiple matching); to talk about social anxiety; to narrate a scary experience; to practise elision Vocabulary: Nouns (halls of residence, student counsellor, hypnotherapy, trekking, alligator, bungee jump, poison); Verbs (tremble, affect, persuade); Phrasal verbs (give up, come down with); Adjectives (anxious, faint, haunted): Phrases (painfully shy, make judgements, low self-esteem, the centre of attention, focus on, concentrate on, student counsellor, in public, beat my phobia, hot and humid, go through with i, special ‘occasion, live to tel the tale, proud of myself) Cn es EEF) Lesson Objectives: To complete a dialogue, to role play a dialogue, to express concem, to show sympathy, to give advice & respond to advice, to describe a picture Gai) or Lesson Objectives: To analyse a rubric, to analyse a model, to practise language for giving advice, to practise error correction, to write an email giving advice errr eee kd 96-97 Lesson Objectives: To read for the main message (nultiple matching), to complete a multiple choice cloze, to practise vocabulary and grammar from the module Language Focus 6 98 Lesson Objectives: To practise vocabulary from the ‘module, to practise phrasal verbs and prepositional phrases, to practise some/any/no and their compounds, to practise word formation, to complete a cloze text Gericke 99-100 Lesson Objectives: To read for specific information (multiple choice), to practise responding to situational language, to practise vocabulary and grammar from the module, to isten for specific information (T/F/DS statements), to write an email giving advice Module;xl Crete 101 In this unit $s will explore the topics of health & fitness, food & drinks, symptoms & treatments and illness. Vocabulary: Nouns (digestion, symptoms, immune system, diet, vitamin, calories); Verbs (lose, reduce, catch); Phrasal verbs (break down, fight off) cr) Re) Lesson Objectives: To listen and read for gist, to read for specttic information, (multiple choice) to talk about living longer, to research longevity Vocabulary: Nouns (heart disease, blood pressure, immune system, muscles, study, tip, beetroot, nitrates, ‘blood vessel, antioxidant, risk, cancer, goodies, heart rate, ‘endorphins, ageing, indigestion, enzyme, salva, digestion, process, nutrients, diabetes, tension, muscle, nerve, volunteer); Verbs (reduce, lower, promote, expand, boost, chew, absorb); Phrasal verbs (stock up on, tun out); Adjectives (tense, striking, juicy); Phrases (health benef, burst with, in an instant, lung capacity, gobble down, tell a lie, stick to) 7b Vocabulary rere) Lesson Objectives: To lea topicvelated vocabulary, to talk about the Mediterranean diet, to leam vocabulary for food & drinks, to listen for specific information (muitiple matching), 10 tak about your eating habits, 1o lean vocabulary for symptoms & treatments, to leam prepositional phrases, to learn to form abstract nouns from adjectives, to leam phrasal verbs with CUT Vocabulary: Food & drinks (Rad meat: lamb, beet: Dairy products: butter, cheese, yoghurt; Fruit: grapes, olives, watermelon, cherries; Legumes & nuts: almonds; Pasta: spaghetti; Vegetables: broccol, beetroot, cabbage, potatoes, tomatoes, cucumber, lettuce, onions, peas; Fish & seafood: tuna, lobster, salmon, prawns, trout; Poultry chicken, turkey; Sweets: ice cream apple pie, cake, Other: bread, eggs); Symptoms & treatments (sore throat, high temperature, muscles ache, bad cough, hurts to breathe, vomited, itchy eyes, sneeze, exhausted, mouth swells and itches, get a rash, tripped over, swollen and bruised, a cold! the flu, a chest infection, food poisoning, hay fever, insomnia, a food allergy, a twisted ankle) Cue aed Lesson Objectives: To learn conditional, to lear wishes, to leam the infintiver-ing form, to practise key word transformations, to state a problem and give advice Health & Food Ces 108 Lesson Objectives: To listen for specific information (tnuttiple choice), to tak about the pros of exercising in a {group, to listen for specific information (YesiNo statements), to talk about the pros and cons of organie food, to leam and practise question tags Vocabulary: Nouns (fitness, personal trainer, hormones, chemicals, pesticides, demand, bacteria, expertise); Verbs (motivate, attend, overdo, convince, demand); Phrasal verbs (let down, work out, go off}; Adjective (nutritious); Phrases (one-to-one attention, class level, pull ‘@ muscle, push themselves, aerobics sessions, fed naturally, artificial fertiliser, price comes down) Je Speaking skills 109 Lesson Objectives: To complete a mind map, to complete a dialogue, to listen for gist, to role play, to ask for/give/ respond to advice, to make decisions ae) EECaEE Lesson Objectives: To analyse a rubric, to analyse a model, to practise topic sentences, to practise linkers, 10 eam clauses of concession, to write a for-and-against essay 112-113 Lesson Objectives: To complete a multiple choice ciaze, to ‘complete an open cloze, to practise sentence transformations, to practise vocabulary and grammar from the module EI che Gee Iter oes Ae Lesson Objectives: To learn and practise quantifiers & determiners, to practise phrasal verbs & prepositional phrases, to practise sentence transformations, to practise word formation, to complete a cloze text Gericke Ce Lesson Objectives: To read for the main ideas (matching headings), to complete a dialogue, to practise vocabulary and grammar from the module, to practise sentence transformations, to listen for specific information (Yes/No statements), to write a for-and-against essayeon ae {n this unt Ss will explore the topics of travel, holiday activities, ‘accommodation, getting around and holiday situations. Vocabulary: Verbs (meet, stay, shop, explore, enjoy, join experience, sleep); Nouns (accommodation, home) Adjectives (local, sandy) Ec) 118-119 Lesson Objectives: To listen and read for gist, to read for specific information, (multiple matching) to talk about special places, to give a presentation on a holiday destination in your country Vocabulary: Nouns (passenger, crew, desert, ruins, rock, site, stall, maze, pavilion, pond, bridge, guide, cross- country skiing, Aurora Borealis, clap); Verbs (wander, board, float, entertain, remind, create): Adjectives (unique, elegant, separate, peaceful); Phrases (overnight (boat) trip, mouth-watering meal, on deck, dine in style, carve out of, off the beaten track, passionate about, take my breath away, wander around, take things at my own pace, physically active, husky sledding, stay awake, natural phenomenon, make noises, in the distance) 8b Vocabulary ORE Lesson Objectives: To learn topic-related vocabulary, to leam vocabulary related to holiday activities, to listen for specific information (matching), to talk about your last holiday, to learn phrasal verbs with CHECK, to leam vocabulary related to country life & city lif, to learn to form verbs from adjectives and nouns, to lear prepositional phrases Vocabulary: Holiday activities (lie on the beach, go shopping for souvenirs, write postoards, take holiday snaps, practise the language, enjoy the scenery, try the local food, go on guided tours, prefer an all-inclusive holiday); Types of holidays (sking, cruise, sightseeing, safari, beach); Accommodation (self-catering apartment, BBB, hostel, campsite); Transport (trolley, subway, taxi, Jerry, plane, moped); Cultural places (art gallery, museum, theatre, ancient site); Eating out (pizzeria, fast food restaurant, steakhouse, fish restaurant); City life/Country life (close relationship, job opportunities, peaceful walk, streets crowded with people, trafic jam, late hours, heavy traffic, polluted air, unspoilt nature) Eamccudueaal 12 Lesson Objectives: To leam clauses, to learn defining/non-detining relative clauses, to leam clauses of purpose, to learn clauses of result 123 Eee Pr) Lesson Objectives: To listen for specific information (muttiple choice); to listen for specific information (note taking); to persuade a friend to go on a holiday; to leam subject-object questions Vocabulary: Nouns (lifetime, dog sledding, snowmobiling, transter,); Verb (hire); Adjective (complimentary); Phrases (winter break, overnight stay, chainlft ride, direct flight, in-fight meal, luxury accommodation, 3-course meal, airport taxes, thermal clothes) ES rs ry Lesson Objectives: To complete a dialogue, to listen for Gist, to role play, to ask for/give information, to ask about! ‘express preference, to compare pictures Ea) Car Lesson Objectives: To analyse a rubrio, to analyse a ‘model, to practise adjectives, to practise informal style, to write an informal letter Eres 128-129 Lesson Objectives: To complete a multiple choice cloze, to practise sentence transformations, to complete an open cloze, to practise vocabulary and grammar from the module ee care) ED Lesson Objectives: To practise vocabulary from the module, to practise sentence transformations, to practise phrasal verbs & prepositional phrases, to practise word formation, to complete a cloze text Gerke) 131-132 Lesson Objectives: To read for specific information (muitiple matching), to choose the correct responses in situational exchanges, to practise vocabulary and grammar from the module, to practise sentence transformations, to listen for specific information (note taking), to write an informal email Amazing Journeys 8 Cees xii5(T) Module Objectives Read the tile of the module Living together and ask Ss to suggest what they think the module will be about (the module is about people around the world, stages of lite, appearance, characier and families.) Go through the objectives’ list to stimulate Ss’ interest in the module. 1 (iB) To introduce new vocabulary + Direct Ss’ attention to the texts A-C and the words in the lists above each one and give Ss time to use the words to complete the texts. * Check Ss’ answers around the class. Explain/Elict the meaning of any unknown words. ‘Answer Key A 1 dork 3. triendly 2 rosy 4 happy B 5 nomadic 7 slim 6 colour! polite C9 pale 11 courageous 10. facial 12. peaceful 2 IED To isten for specitc information + Play the recording. Ss listen and match the descriptions A-C to the pictures 1-3. * Check Ss’ answers. Answer Key 18 2¢ aA 3a) Ai to dentty specific vocabulary + Ask Ss to write the headings: appearance and character in their notebooks and then give them time to skim the texts again and write down relevant vocabulary items from the texts under the headings. Ss work in closed pairs. = Check $s’ answers on the board. ‘Answer Key Appearance: dark heit, rosy cheeks, tal, slim, pale skin, facial tattoos Character: warm, friendly, happy, hardworking, polite, brave, courageous, peaceful +) GBD To practise new vocabulary by describing people * Ss work in pairs and use the vocabulary from Ex. 3a to describe the people in the pictures. + Ask some Ss to describe the people to the class. ‘Suggested Answer Key (dval has got dark hair and rosy cheeks. She is warm and friendly and happy to have guests. ‘Koyatiis tall and siim. He is also hardworking and polite. Pui-Litan has got pale skin. She is brave, courageous ‘and peaceful. Direct Ss’ attention to the quotation and ask Ss to discuss what it means with a partner and/or give thelr opinion on it Then ask various Ss to tel the class. ‘Suggested Answer Key | think that this means that you don't need to have a lot of possessions and wealth to be happy. | think that if you make the most of what you have, then you can be very happy indeed. Background information Mongolia is a country in Central Asia. Itis bordered by Russia and China. The capital city is Ulan Bator and the population is 2.9 milion people. The people are called Mongols. Russia (also called the Russian Federation) is a large country in Eurasia. It is the largest country in the world. The capital city is Moscow and it has a population of 143 milion people. China (also called The Republic of China) is a large country in Asia. Itis the most populous country in the world with a population of 1.3 billion people. The capital city is Beijing. The language is Chinese and the currency is the yuan. ‘The Maasai are a people from Kenya and northern Tanzania in southeast Africa. There are around 841,000 Maasai people. They are a semi-nomadic people and they are easily recognised by their bright traditional dress. Eastern Arica is a region on the continent of Africa that includes the countries of Tanzania, Kenya, Uganda, Rwanda and Burundi as well as the islands of Mauritius and the Seychelles. ‘The Atayal is tribe from central and northern Taiwan, an island in East Asia. It is the second largest native tribe in the country and has an advanced culture, Northern Taiwan is @ region in Taiwan which is an island in East Asia off the coast of China. The capital City is Taipei anditis a tentory of the Republic of China.+ happy * rosy * dark » friendly 'm Odval and I'm from Mongolia, a country between Russia and China. | often wear a scarf Vocabulary ‘over my 4). hair and 1 people around the world have 2) cheeks from fi : Stages of erties pte col Mongolia is very cold, but Mongoans * character are warm, 3) .. people, families We are always 4) ..... to have phrasal verbs: BREAK guests. Why don’t you visit us in Mongolia? word formation: -ing/-ed participles * prepositions > Reading | pavarticle about the ‘* slim * polite * colourful * nomadic com ccion Vm Koyati and I'm from the Maasai, 5) . tribe in Eastern Africa / > Grammar BE) Our clothes are very 6)... sil + present tenses and we like to wear bracelets and necklaces. As pS Simeadverbs a people we are tall and 7) See o metate We are also hardworking and 8) ...... * exclamations © plurals > Listening a radio interview (multiple choice, note taking) > Speaking + peaceful * courageous * pale * facial Be eons 10s 6 Srey Hi, my name's Pui-Litan. My people, the Atayal, live in opinion(dis)agreement i © camaitaeies villages in the mountains of Northern Taiwan. Our name means ‘True People’. We have 9) une. Skin. Our > writing men are great hunters and our women are excellent * a paragraph comparing weavers. In the old days, the Atayal people wore people 10) smn tattoos. We are brave and 11) > Language Focus a ee people. We are also 12) and don't like fi * words often confused * grammar in focus * sentence transformations; + doze text D> Progress Check Mri ut ce ons) xk Sey | | "The happiest people don’t | have the best of everything; - BRU eC nue Stok rascal | they just make the best of Cee Rel tac ey ror Me Reet er cee ke (Anonymous) {Discuss RE aces sa a) Check these words in the Word List at the back of the book. Use them to fill in the sentences. * bows * lean * curly + attached * native * gather + crops * generous + wander 1 The Hadza people aren't plump; they are . é 2 Thoy have...... black hair. 3 The Hadza ® the valley hunting with .... and arrows. 4 They don't grow for food. Hadzane is their..... language 6 They aF€ warren people and share everything. 7 They ... around the fire to eat. 8 They don't become to people and things. b) What do the sentences in Ex. 1a tell us about the Hadza? 9) Why are they the last of the first? Read through to find out. Multiple choice Read the text quickly to get the general idea and the writers purpose, Read the questions and underline the key words. Read the text carefully to answer the questions. Note that the first question focuses on writer purpose and the last on overall meaning. The other three follow the order of information in the text and one of them focuses on attitude or opinion Read the text. For each question, choose the correct answer A, B, Cor D. 1 What is the writer doing in the text? A describing the way the Hadza live B promoting the hunter-gatherer lifestyle © helping protect the Hadza tribe D recommending a holiday experience 2 What does the writer say about himself? A He isn't enjoying his visit. B He is happy to learn Hadzane. © He is disappointed when nobody says goodbye. D He is excited about meeting them. Ser Sau PUES ec SUL au) SSR L Ru CeO amu Lm ‘A The tribesmen ere tn ‘A camp elder, Onwas, tes the others of a tree he saw filed baboons. They all pick up their bows and set off to go hunting, De en ete uk em ec but he is lean and fit. The rest of the men are aiso slim with short curly black hair. Their hunting knives hang from animal skin belts er ea ec ees Se re CCU men eae een od Ct RT cue tae Ce a ete te terrible. They don't keep track of time: hours, weeks, months and Ty ok en ee ae ere Be ae eee ee That's why | am here. | have come to meet these hunter-gatherers es 3. What does the reader learn about the Hadza from the text? A They are concerned about time. B They move from place to place. © They worry about their food. D They have a fixed daily routine, 4 How does the writer describe the Hadza in paragraph D? A They are responsible. B They are worried about their future. © They respect nature. D They don’t get upset easily. 5 What might the writer say about the Hadza? A They seem happy with the way they live. B Their way of life is not good for them and they need our help, © Their lifestyle is better than the way we live today. D They should have their own land and learn to farm:+) GBD 0 introduce key vocabulary and practise it in context * Refer Ss to the Word List at the back of their books and give them time to look up the ‘meanings of the words given. + Give Ss time to complete the sentences and then check Ss’ answers around the class. Suggested Answer Key bows: weapons that shoot arrows lean: without fat curly: having curls attached: liking very much native: belonging to an area gather: collect together crops: food grown to eat generous: giving things to others wander: walk freely around an area 1 Jean 4 crops 2 curly 5 native 3 wander, bows 8 generous 7 gather 8 attached ») ABD To introduce the topic; to predict content Elicit what the sentences tell us about the Hadza people from various Ss around the class. ‘Suggested Answer Key They tell us about the appearance and character of these people and how they live. ©) QED To reed tor spect Information ‘+ Give Ss time to read the text and find the answer to the question. Ask Ss to skim through the text rather than read it in detail. ‘+ Check Ss’ answers around the class. ‘Suggested Answer Key The first tribes of people in Attica were hunter- gatherers who lived day-to-day and the Hadza tribe is the last tribe who stil ive this way. 2 IBD To.0ad for epecificintormation + Read out the Study Skills box to help Ss do the task. ‘Ask Ss to read question 1 and the possible answers. * Give them time to read the text again and choose the correct answer for the question giving reasons, * Give Ss time to answer the rest of questions * Check Ss’ answers around the class and ask Ss to justiy their answers with examples from the text. Suggested Answer Key 1 A (whole text) 2D (lam thrilled to get close to the Hadza people.) B (They wander the land taking food from it whenever they need ...) D (They are generous and easy-going people ... 5 A (They don't seem to have any worries.) ‘+ Refer Ss to the Check these words box and explain! lit the meanings of the words or ask Ss to use their dictionaries and look them up. Suggested Answer Key elder (n): an older member of a community filled with (phr): being full of sth baboon (n): a large ape pick up (phr v): to fit sth up in your hand bow (n): a weapon which you shoot arrows from set off (phr v): to begin a journey lean (adj): without fat fit (adj): in good physical shape curly (adj): having curls hang (v): to be suspended skin belt (phr): a belt made from animal skin ‘hunt (v): to track and kill animals for food native language (phr): a language spoken by the people who live in a particular area ‘homeland (n): where a person was bon and grew up interpreter (n): a person who translates from one language to another to help two people who don't ‘speak the same language communicate niece (n): your brother or sister's daughter is your niece extreme (adj): very great in degree or intensity heat (n): hot temperatures ‘soil (n): the ground poor (adj): not rich; lacking short supply (ahr): when there is not much/many of sth bug (n): insect keep track of time (phr): to note the passing of the minutes, hours, days, weeks, etc ‘meaning (1 live off (phr v): rely on to provide with food, water etc nature (n): the natural world provide (v): to give sb sth they need hunter-gatherer (phr): a person who hunts and gathers frit, bores etc to live in person (phr): face-to-face gather (v): collect berry (n): a small fruit that grows in bunches on a plant or a bush generous (adi): give their melmoneyipossessions freely to another easy-going (adj): relaxed and carefree dive in (phr: to put your hands into sth quickly and eagerly possession (n): a personal belonging free from belongings (phr): without possessions responsibilities (n): duties be better off (phr): be in a better position worry (n): trouble or problem attached to (phr): to have a special bond with sb/sth arrival (n): the act of coming to a place departure (n): the act of leaving a place effect (n): a change one thing causes to another wonder (v): think about matter of time (phr): sth that is certain to happen in the future be over (phr): come to an endifnish71) 3 AiR) To consolidate information in a text + Give Ss time to answer the questions. ‘+ Remind Ss not to copy trom the text but to paraphrase the information in their own words. + Check Ss’ answers around the class ‘Suggested Answer Key 1 itis very hot, there is litle water and the soll is no {good for growing crops. There are also lots of insects. 2. They live day to day and do not have permanent homes. Also, | think that their way of living must be quite dangerous and that is why they don't become attached to people or things. 3. Life is very difficult for them and they may not be able to survive this way for much longer. 4 2) &)(AIZ) To consolidate new vocabulary through synonymous words/phrases * Read the words/phrases in the list and give Ss time to match them to the words in bold in the text. Ss can work in closed pairs. ‘Elicit answers from various Ss around the class and olicit what part of speech each word/phrase inbold is, ‘Answer Key Para A: set off = leave (phrasal verb) Para B: quite = fairy (adverb), lean = thin (adjective), fit= healthy (adjective) Para C: homeland = native land (noun), short = lite (adjective), provides = gives (verb), in person = face-to-face (prepostional phrase) ara D: return = go back (verb), gathered = collected (verb), possessions = things (noun) Para E: worries = troubles (noun), attached t of (adj), wonder = ask myself (verb), are over (phr verb) Ve 5 a) AiS) To describe a picture ‘Ask questions about the picture: What does it show? What is the weather like? What is the man like? What is he wearingiholding’doing? Elicit answers, then allow Ss some time to prepare their answers. Ask various Ss around the class to describe it. ‘Suggested Answer Key In the picture there is a Hadza tribe member with a bow and arrow ready to shoot. The tribe member is a man and he looks quite old. There are trees and bushes in the background, It seem itis a warm day. » (LITE. ATED ro compare wo peoples! lifestyles * Draw this table on the board. from Ss and write them on the board. fond inish answers ‘The Hadza You pelts houses/flats |no houses, no LIVE IN invilages/ | permanent farms/cities_|_ settlements Possessions) "av? ie possessions | possessions WORK go to work don't work don't goto SCHOOL goto school | Snr oe FOOD buy food hunt for food SHARING |otsrarether| share possessions | everything + Ask Ss to use the completed table to prepare their answers. Point out that Ss should use words like but, whereas to express contrast. * Elicit answers from Ss around the class. ‘Suggested Answer Key People in my country live modern lives with lots of possessions, but the Hadza live in a traditional way with litle or no possessions. In my country, people live in houses in villages, towns and cities, but the Hadza do not have houses or permanent settlements. In my country, people go to work and children go to school, whereas the Hadza do not have jobs or schools. in my country, people get their food from the supermarket and store it in cupboards and fridges in their homes. The Hadza hunt for their food on a daily basis and do not store food. The people in my country do not share their possessions or food, but the Hadza share everything, = pe ©} AiED To consolidate information ina text ‘Ask various Ss to tell the class four things they have leamt from the text Suggested Answer Key I eamt that they are one of the last tribes who live as ‘people in the past oi. I leamt that they ive day to day ‘and do not have permanent homes. | learnt that they don't become attached to people or things and that their way of life may not be able to survive for much longer. haa (ICT ATE) To expand the topic and develop research skills. ‘Ask Ss to research on the Intemet and find out more information about the Hadza and present it to the class. Ss can work in groups if they like and prepare a PowerPoint presentation. ‘Suggested Answer Key ~ See p. 10(T) Gl - seep. 107)eee eM Moe return to the camp. The women have gathered berries and frut. The tbe shares everything. They are generous and | easy-going people wih ots of free ime. They come and go from the ee leur Pe Pe {for the future. They wander the land taking food from it whenever they ae tu mel | PE Ce Deen ace DCS eee oc aa es Bee ei ee a cael Pere a eta eu) Re cae otal Check these words [elder « filled with » baboon * pick up * bow * set off ‘lean ® fit * curly * hang « skin belt * hunt ‘= native language * homeland * interpreter * niece * extreme * heat * soil * poor + short supply * bug * keep track of time |» meaning * live off * nature * provide * hunter-gatherer ‘© in person * gather * berry * generous * easy-going * divein * possession * free from belongings * responsibilities « be better off * worry * attached to * arrival * departure | + effect * wonder * matter of time » be over | Listening & Speaking <)) Listen and read the text. Say four things you have learnt about the Hadza from the text. ToC nae Peace es lacs ue Pee aa ua = Read the text again and answer the questions. 1 What problems do the Hadza face where they live? Why do you think they become attached to people or things? Why is the writer worried about their future? a) Match the words in bold to their synonyms: “healthy * ask myself * fairly slittle + lea nd of «collected * go back * things * face-to-face * troubles * thin «native land * finish b) What part of speech is each word: noun? verb? adjective? adverb? a) (sre Describe the picture in the text. b) gin ‘Compare the Hadza people to the people in your country. Writing ne Imagine you are staying a Pena cas a week. In three minutes write a few Se CO aucVocabulary from the text 1 Fil Choose the correct word. The village elder/native plans the day's hunt. He wants to get thrilled close to the tribe, ‘Some people find it difficult to keepihang track of their time. He likes providing/sharing things with his friends. It seems that time has no supply/meaning to Onwas, Other tribes raise sheep and grow crops/animals. They never plan/invite for the future | want to see the tribe in person/people. The man gathers/picks up his bow and sets off to hunt. The children don't go to school and do as they please/eel. in: matter, grow, native, feel, free, raise. language time of time hungry ~ ¢rops animals Ba Choose the correct preposition. 1 The streets are filled offwith people. Coffee is infat short supply as demand rises. In the evenings they often sit in/by the fire They always carry their bows ‘on/with them, We need to keep children free offfrom violence. The news has little effect on/ for Kate. Vocabulary Topic vocabulary Stages of life a a) Look at the stages of ife. Which one are you in? ‘stelinoee ee Te Re a b) In pairs match the activities to the stages of life above. + start a family + crawl * retire + go to school + graduate + learn to read and write + get a part- + get married * get a promotion + get a job ime job A person normally starts @ family in adulthood. Physical characteristics ‘Complete the table. Use: hair © lips + age * build * eyes * face + height + complexion child, young man or woman, middle-aged, old, in hishet late/early twenties tanned, dark, pale | tall, short, of average height skinny, plump, overweight, thin, slim, athletic, well-built ae oval, round, long ) ful, thin ) brown, big, small, hazel ) big, flat, hooked curly, short, straight, long, wavy, bald, frizzy, fair, ) dark, shoulder-length Special | wrinkles, freckles, glasses, beard, moustache SPEAKING.) Use words from Ex. 5 to describe the people in jictures. — SPEAKING ) Choose a person in the class and describe him/ her to your partner. Your partner guesses who the person is. is tall and slim with short curly hair, blue eyes and thin lips.1 ABD To consolidate vocabulary from a text ‘= Explain the task and give Ss time to complete it. * Check Ss! answers. ‘Answer Key 1 elder 5 meaning 9 picks up 2 close 6 crops 10 please 3 keep 7 plan 4° sharing 8 person 2 AIR) to consolidate vocabulary trom a text ‘= Explain the task and give Ss time to complete it * Check Ss’ answers. Answer Key 1 native 3 matter 5 grow 2 tree 4 feel 6 raise 3 Ai) 10 practise prepositional phrases + Give Ss time to complete the task * Check Ss’ answers. Ask Ss to start a Prepositions section in their notebook and lst the preposttonal phrases in alphabetical order. Ask Ss to revise them regularly. “Answer Key 1 with 2 in 3 by 4 with 5 from 6 on 4 @) iB) to introduce new vocabulary ‘Ask Ss to read the table. Read the question aloud, then go through the various stages of life. Elicit an answer from Ss. Suggested Answer Key 1'm 16 years old so I'm in my adolescence. ») AiR) to present and practise topic-related vocabulary in context * Go through the meaning. + Give Ss time to complete the task + Check $s’ answers. of words and explain/elicit ‘Suggested Answer Key infancy: crawl childhood: go to school, learn to read and write adolescence: go to school, graduate, get a part-time job ‘adulthood: start @ family, retire, get married, get a promotion, get a job A person normally crawls in infancy. A person normally goes to school and leams to read and write in childhood. A person normally goes to school, gets @ part-time job in adolescence. ‘A person normally graduates, gets @ job, gets married, starts a family, gets a promotion and retires in adulthood. 5 AI) To present new vocabulary + Gotthrough the list of words and explainvelict meaning. * Allow Ss time to do the task in pairs. «Check Ss’ answers on the board. Explain any unknown vocabulary. ‘Answer Key child, young man or woman, age middle-aged, old, in his/her latolearly twenties [complexion | tanned, dark, pale iheight __| tal, shor, of average height 2 skinny, plump, overweight, thin, pare slim, athletic, well-built face ‘val, round, fong ips Tul, thin eyes ‘brown, big, small, hazel nose big, fat, hooked hair ‘curly, short, straight, long, wavy, bald, fizy, fair, dark, shoulderJength special wrinkles, freckles, glasses, beard, features | moustache 6 AIA) To practise new vocabulary ‘+ Ask Ss to look at the first picture. Ask questions and elicit answers (e.g. How old do you think Laura is? Is she tall/piump? What complexion has she got? What is her hair like? etc) + Allow Ss some time to prepare their answers for the rest of the people. ‘+ Check Ss’ answers around the class. ‘Suggested Answer Key 1. Laura is in her early twenties and she is tall and slim. ‘She has got long straight blonde hair and a pale complexion. 2 Lucy is a child. She is short and thin. She has got dark, rizzy, shoulder-length hair. 3. Peter is middle-aged. He is tall and overweight. He is bald with @ beard. 4 John is a teenager. He is of average height and well-built, He has got short brown hair. 7 GiB) To consolidate new vocabulary + Explain the task ‘Ask Ss to work in pairs and complete the task ‘+ Monitor the activity around the class. ‘Suggested Answer Key ‘A: This person is short and plump with short brown hair and freckles. B: It’s John. 8(T)9(T) 10 " GD a precast vocabetery + Reler Ss to the Word List at the back of their books and give them time to look up the meanings of the adjectives. + Give Ss time to complete the task and then check Ss’ answers. ‘Answer Key 1. responsible 7 nude 2 messy 8 arrogant 3 shy 9 vain 4 tuthtul 10 polite 5 sensible 11 bossy 6 sociable 12 anxious Ge ra precti practiod new vorsbulery + Give Ss ime to complet the task, Check Ss answors and then elit sentences trom Ss around the lass. + Point out that when we describe negative quaties we use mid language (@9. at imes, I can be etc) ‘Answer Key tae earth ae, ed EB). 80 Suggested Answer Key 'm hardworking and generous. ! can be rude at times. ABE) to risten for specitic information (multiple matching) ‘+ Explain the task and ask Ss to read the names 1-5 and the character adjectives e-h. + Play the recording ‘+ Ss listen and complete the task. + Check Ss’ answers. ‘Answer Key 1a Bea crt 4h 5b 2) AB). To present new vocabuleryrevise family relationship words ‘+ Give Ss time to complete the task. + Check Ss’ answers. ‘Answer Key mum ~ dad aunt - uncle sister - brother ‘daughter - son grandma ~ grandpa ‘mother-in-law ~ father-in-law niece - nephew +) BD To consolidate new vocabulary ‘Ask various $s to describe their family members to the class. Ss can use the headings in Ex. 5 and the ‘words listed in the table as well as the adjectives in Exs 8 & 9 to prepare their answers. ‘Suggested Answer Key ‘My mum's short and plump with short brown curly hair. She is quiet, honest, shy and polite. My dad's tal ‘and slim with dark hair and green eyes. He's very ‘hardworking, self-confident and generous. ) QD To prevent new vocebulary/ expand the topic + Elicit explanations from Ss around the class andlor ask and answer the questions and ask Ss to make a note of the types of families in their notebooks Answer Key A nuclear fail isa family with a mum, a dad and chien, ‘an extended family includes the grandparents and other relatives. A single-parent family is a family with only a mum or a dad not both and a child (children). * Elicit what type of family each S lives in. RD to prosonpracise phrasal verbs Explain the task. Give Ss time to complete the task. ‘Ask Ss to check their answers in Appendix | ‘Check answers around the class. ‘Answer Key 1 up 2 down 3 out 4 down KID) 10 practise word formation (ingl-ed participles) + ad the table aloud to $s and explain any points they ace unsute of providing extra examples if necessary. + Give Ss time to complete the task + Check Ss’ answers on the board, Ss should juty their answers Answer Key 1 annoyed (feeling) 2 confused (feeling) 3. amusing (what lke) 4. interested (feeling) 5. shocking (what like) 6 boring (what like) IED To practise prepositionsl phrases Give Ss time to complete the task. ‘Ask Ss to check their answers in Appendix I Check answers around the class. ‘Ss can add these phrases in the Prepositions section in their notebook. Answer Key ton 2 with 3 about 4 to «5 toCharacter Choose the correct adjective. Check in the Word List at the back of the book. 1. Tom behaves properly and sensibly. easy-going/arrogantresponsible 2 Paul doesn’t keep things clean and organised. forgetfu/annoying/messy 3. Jane feels uncomfortable with other people. ambitious/sensitive/shy 4 Pam never lies. truthful/open-minded/bold 5 Ann uses her common sense to solve problems. grumpy/sensible/self-confident 6 John likes being with people. impatient’ generous/sociable 7 Bob always embarrasses people with what he says. carefree/rude/brave 8 Mary thinks she is the best. arrogant/frank/ honest 9 Pat takes pride in her looks. bossy/vain/stingy 10 Mark has very good manners. mean/polite/ outgoing 11 John enjoys telling people what to do. helpful/bossy/nosey 12. Peter is always nervous or worried. anxious/ noisy/sad Match the adjectives to their opposites. Which adjectives best describe you? ee T]_] quiet ‘a noisy 2] _J polite b dishonest [37 _] generous ¢ insecure — 4|_| hardworking d lazy ie honest e stingy 6 |_| self-confident f rude f I'm quiet and polite. | can be lazy at times. m° Listen to two people talking about their friends. Match the people to the character adjectives. Two adjectives do not match. People Character -[0[9] Peter a outgoing | GL] sam b anxious. |‘ oItiy © rude BL] Pau! oe emma © responsible " 1 messy [S57] Mark 9. shy i h_ bossy = Families Fl a) Form pairs. Lud "father-in-law Secu d F brother son grandma niece une! Cau P '@ nephew b) What do your family members look like? What are they like? Tell the class. My mum's tall and... with She's very hardworking and eyes and ... hair. ©) What is a nuclear family? an extended family? a single-parent family? Phrasal verbs: BREAK Choose the correct particle. Check in Appendix |. 1 They broke up/into last week. (separated) 2. Mike's car often breaks off/down. (stops working) 3. Arguments often break out/otf between them, (begin suddenly) 4 Helen broke down/out when she heard the news. (started crying) Word formation (-ing/-ed participles) E} Read the theory, then choose the correct adjectives. + We use ing adjectives to describe what sb/sth is like, Hes an interesting person. (What is he like?) + We use -ed adjectives to describe feelings He feels frightened. (How does he feel?) Amy gets easily annoyed/annoying He's confusediconfusing about her behaviour. She's an amused/amusing person. Sue is very interesting/interested in Maths. The news is shocking/shocked! He's such a boring/bored person. Prepositions Choose the correct item. Check in Appendix Il. 1 You can always count to/on me. 2 Sam disagrees to/with Ben's opi 3 Katy really cares over/about other people. 4 John hardly ever pays attention at/to what | Say. 5 He is indifferent in/to other people's needs. ns.10 Hi Katie Thanks for your email. Sorry | haven't written back sooner but 1) 'm having a tough time. My cousin, Jane, 2) has just moved into my flat. She's really annoying because 3) she's always borrowing my things without asking. Today 4) I've been cleaning my oom all morning and half my things are missing! ‘Anyway, what are your plans for the weekend? | usually 5) go to the cinema on Saturdays with my flatmate Sue. This Saturday 6) we're seeing the new Bond movie. | love Bond movies - 7) I've seen all of them! Why don’t you come with us? I can get cheap tickets ftom a friend of mine who 8) works there. it $) starts at 7 o'clock at The Roxy in the town centre. Well, 've got to go now. Sue 10) is calling me for dinner. Let me know if you're coming, Laura Grammar in use a a) Read the email. Is it formal or informal? Give reasons. 8 Put the verbs in brackets into b) Identify the verb forms (1-10) in bold. Match them to the uses (A-1). the present simple or the present continuous. reasons for your answers. Al_] ahabitiroutine [HI] @n action happening A a B| | apermanent state now C1] atimetable [1] anemphasis on the —— duration of an action a fixed future b BT arrangement that started in the past at and continues up to E|_] a temporary situation stoiplesent : a [F]_] recently completed == 77 an action that happened actor ~~ at an unstated time in G]_} acomplaint the past b a Choose the correct tenses. Justify your choices. 1 A: Chloe is graduating/has graduated next month 3a B: | know. | have just received/have just been receiving an invitation for the ceremony. b 2. A: Have you been seeing/Have you seen Dan anywhere? @ No, I've been looking/'ve looked for him myself for the last hour. 4a 3. A: Does Sally live/ls Sally living in the town centre? Yes, but she looks/is looking for a new place at the moment, 2 Hurry up! The bus leaves/is leaving in an hour. You have always rushed/are always rushing me! What has Amy done/is Amy doing this morning? She usually walks/is walking the dog in the park, but é this morning she goes/is going shopping What time are you meeting/have you met Alex? We are always meeting/always meet at 6:30 on Wednesdays. Pr o>r o> Most people (enjoy) going to the cinema 1 (enjoy) this book. it’s really good! Gary (appear) in a play this weekend He (appear) to be feeling better today, Yes, 1 (see) what you mean Leo 4 (see) Peter tomorrow morning. Sally (think) of going to Russia I ie {nov/think) she’s telling the truth This lasagna (taste) fantastic. Try some! She (taste) the soup to see iit needs more pepper.+ 2) AID roidentity style ‘Ask $s to read the email and elicit what style it is written in, Refer Ss to the back of the Ss’ book (style) and ask Ss to give reasons for their answer. Answer Key It is informal because it uses short forms (e.g. | haven't written), everyday language (e.g. Thanks for) and short sentences (e.9. I've got to go now). ») GiB) To prosentievise present tenses ‘+ Direct Ss’ attention to the email and elicit identification of the verb forms 1-10 in bold. + Give Ss time to match the verb forms 1-10 to the uses A-J. Ss can work in pairs + Check $s’ answers and refer them to the Grammar Reference section for more information. Revise formation of these tenses if necessary. Answer Key + Check Ss’ answers and elicit justifications. ‘Answer Key 1. (s graduating, have just received (fixed future arrangement & recently completed action) 2 Have you seen, I've been looking (recently completed action & an action that started in the past and continues to the present) Does Sally lve, is looking (permanent state & an action happening now) leaves, are always rushing (a timetable & a complaint) Js Amy doing, walks, is going (an action happening ‘now, a habitiroutine & an action happening now) 6 are you meeting, always meet (a fixed future arrangement & a habitiroutine) KIB) 10 practise the present simple and the present continuous + Explain the task and then give Ss time to complete it + Check Ss’ answers around the olass. * Ss should justty their answers. 1 present continuous ~ E ‘Answer Key 2 present perfect - F 1 @ enjoy (ike/permanent state) Selene, S bam enjoying (having a good time/action 4 present perfect continuous ~ | papoenhdec 5 present simple ~ A 6 present continuous ~ D 2. a is appearing (actingla fixed future arrangement) 7. present perfect -J 'b appears (seemsia permanent stato) a pees rears es 3. @ see (understand|permanent state) = : : r 10-Sandeeee is seeing (meetinglfixed future arrangement) 4. ais thinking (consideringlaction happening now) 2 am FrolpHiclies pisewiaenche b_ don't think (don’t believe/permanent state) + Explain the task and then give Ss time to complete Se 8 toares (tea Soe oe Se it. Ss compare answers in pairs. ‘bis tasting (testing/action happening now) From p.7(T) ‘Suggested Answer Key 'CT} Suggested Answer Key The Hadiza do not celebrate religious holidays, birtidays or anniversaries. They have no official leaders as everyone is equal. They do not have ceremonies not ‘even weddings. They do not have houses either. Everyone sleeps around the campfires and shares all the food. Family groups are hard to distinguish within a tribe as everyone lives together. G61TR ABB) to deserve an ima based on information in a text ‘+ Explain the task and give Ss some time to write a few sentences, + Ask various Ss around the class to share their answers withthe rest ofthe class. ary scenario I’ve been with the Hadza people for a week now. The conditions are very difficult because itis very hot and there are a lot of insects such as mosquitoes that bite. ! sleep in my tent, but the Hadza sleep outside around a campfire. The men go hunting together and the women collect berries and fruit. Itis very interesting to see how they live such a simple lite without worries but | really miss all my home comforts. 10(T)11(T) 4 RAD To practise adverts of frequency using personal examples. + Explain the task and read out the table explair eliciting the meanings of any unknown words. * Ss complete the task in pairs. * Monitor the activity around the dass. © Ask some pairs to report back to the class. Suggested Answer Key ‘A; What do you usually do in your free time? B: J usually read a book or watch a DVD. ‘Sometimes, | play a sport or go for a walk. How about you? A: usually go to the cinema or go bowling at the weekend. ete 5 AIR) To practise adverbs of frequency + Explain the task and give Ss time to complet it + Check Ss’ answers. + Refer Ss to the Grammar Reference section for ‘more information 1 ‘Answer Key 1 yet 3 just 5. already 2 never 4 rightnow — 6 for 6 AID To practise the present perfect and the present perfect continuous + Explain the task. Choose two Ss to read out the example, ‘+ Ss complete the task in closed pairs. * Monitor the activity around the class, * Ask some pairs to act out their dialogues in front of the class, ‘Answer Key 2 A: You look excited. What have you been doing? I've been preparing for the event. What have you done so far? I've ordered the food and sent the invitations, but | haven't decorated the house yet. You look exhausted. What have you been doing? {'ve been doing my chores. What have you done so far? I've watered the flowers and mopped the floor, ‘but | haven't walked the dog yet. 7 G3) to presentrevise comparatvlsupertaive forms ‘= Explain the task and elicit the comparative! superlative forms in the text, then elicit how we form comparative/superiative forms. + Refer Ss to the Grammar Reference section for more information, Answer Key ‘Comparative forms - taller, more patient ‘Superlative forms — the tallest, the least patient, the ‘most hardworking We compare two people or things by using the ‘comparative form (+ than). D>o> DEoe 10 n We compare more than two people or things by using the comparative form (+ than) and the superlative form (+ of) We show that two things are the same or not the same by using (not) as + adjective + as. ANB) To practise comparatvelsuperiative forms Explain the task, give $s time to complete it and then ccheck their answers around the class. Answer Key the least the most intelligent, as good as more patient than, kinder slower, later, faster than ‘more outgoing than, the most easy-going of axons BED ro practige key word transformations ‘+ Explain the task and give Ss time to complete it. © Check Ss’ answers, ‘Suggested Answer Key 1 the funniest person 2 haven't seen Alice for 3 isn't as patient as 4 first time I’ve been 5 has been learning Russian for BRED ro pracine comparisons with ajectives and adverbs: ‘= Explain the task and give Ss time to complete it. ‘+ Check Ss’ answers around the class. ‘Suggested Answer Key ‘My mum is more outgoing than my dad. J can run more quickly than my sister. My dad is not as helptul as my mum. ‘My cousin is more serious than his brother. ‘My grandma speaks more slowly than my grandpa. My dad is the most generous person in my family. My sister is more confident than my brother. My brother is the laziest person | know. My grandpa is the most polite person in the family. AID Towite an emai + Explain the task and give Ss time to complete it using their answers in Ex. 10. + Ask various $s to read their email to the class. ‘Suggested Answer Key Dear Jane, ‘hope you're well. You asked about my family, so here's what they're like! ‘My mum is outgoing and my dad is not as heloful as my ‘mum, but he is the most generous person in my family My brother isthe laziest person | know. My ister is more confident than my brother. My grandparents live with us. ‘My grandma speaks more slowly than my grandpa. My grandpa isthe most polite person in the family. What about your family? Write back Yours, KimWhat do you do over a typical weekend in YA Underline the comparative forms and circle your free time? What are you doing this the superlative forms in the text below Ex. 6. J weekend? Use phrases from the box to How do we: compare two people or things? discuss with your partner. always sometimes the dog, play tent clean room, hoover carpets, study, go to school/college, water flowers, walk {go to the cinema, watch TV, play computer games, go to ‘compare more than two people or things? show that two things are the same or not the same? the comparative or superlative forms. Include of, than or as. aitert the gym, surf the Net, listen to music, 1 A: Thanks for helping with the project. usually visit your grandparents, hang out with B: twas (littte) | could do. ~ z friends, eat out 2 A; Darren is by far Ai Wel daryou umaly. doesn tree tive? smn (Utalligant) person | know J B: Well, | usually... . Sometimes, ... . What a eee eee about you? etc (good) him at maths! 3 A: Franisabit..... j a Choose the correct adverb. XSRNOMGIED (patient) Ste. 1) Have you met David yet/ever? B: Yes, but Sue is MUCH «nen. (kind). 2 Tom's so far/never seen his cousins. an ne We cia: ee : : : 0 ~ late) we get there. 9. Mark’s sincerjust finished eating dinner, AMR EREN ae el 4 I'm watching TV still/right now. em ime ra)" aligolbag) Pal 4 5 Luke has ever/already phoned Liam. B: Yes, but Stella is 6 Ann's been in Dubai for/since two years. (easy-going) all a In pairs act out dialogues as in the example. 1 tired — clean room/dust the furniture (v), hoover the carpets (7), make my bed (x) A: You look tired. What have you been doing? B: I've been cleaning my room. A: What have you done so far? B: I've dusted the furniture and hoovered the Key word transformations Use the words in bold to complete the second sentence, so that it means the same as the first. Use two to five words. 1 Peter is funnier than any other person I've ‘ever met. THE carpets, but | haven't made my bed yet. Potor is a ve ever met. : Pe eae pledate tor the wren Polderfood 2 The last time | saw Alice was two weeks ago. (V), send the invitations (¥), decorate the Li house (x) | . nse srcereineees WO WOOKS. 3 exhausted - do my chores/water flowers 3 Molly is less patient than Kate. AS Molly Kate, (7), mop the floor (7), walk the dog (X) Comnaratives & Sunerlatives Peter is tall, but John is a bit taller than Peter. Steve is the tallest of all. Steve is more patient than Peter. Peter isn’t as patient as Steve. John is the least patient of all, but he is the most hardworking of all. [psec pp. Grs-crd 4 I've never been to China before. FIRST It's the to China 5. She started learning Russian two months ago. BEEN She two months. a (GPEAKING) Use the following adjectives/adverbs to compare people in your family: noisy, outgoing, quickly, helpful, serious, slowly, generous, confident, lazy, impatient, polite. Tell your partner. ‘My sister is the noisiest person in my family! a WRITING -) Use your answers in Ex. 10 to write an email to your English-speaking friend about your family. 11alee | 4a Listening skills EE — 12 Multiple choice Preparing for the task Read the questions (1-2) below and then answer the questions a and b. 1. Where is the interview taking place? A inaradio station B ina hospital © inthe stree 2. Dr Lee thinks everyone A should have lots of friends. B can easily f end should have a trustworthy friend. How many people will be talking? b_ What is the subject of the discussion? Read the dialogue and answer the questions in Ex. 1, Use the underlined phrases to help you. Presenter: Thank you for giving up @ busy morning at the hospital to come to the stualio and talk to ‘me, Doctor Lee. It's my pleasure. The hospital is just up the street, actually, so it's easy to get here. Presenter: OK. Now the first question sent in by Jane ‘rom Halifax fs this: what value do you put on friendship for someone's psychological well- being? 1 think it has a great deal of importance. You may have lots of friends but not all friends ‘are good friends. It is very important for everyone to have someone in their life who they can trust and who they know truly has their best interests at heart ~ someone who | accepts them for who they are and likes ‘everything about them - even their fautts. This is not easily achieved. Dr Lee: Dr Lee: a a) You will hear part of an interview with a girl called Lucy Baker who has written a book. Before you listen, check these words/phrases in the Word List. What do you think the book is about? + nuclear family * extended family + live long lives * have company + younger generation * chores to do * cooperation * peace and quiet * complain + close relationships * hurt feelings yd ee Read through the questions and underline the key words. They contain information about the situation and what to listen for. Remember that you will hear the answers in the same order as the questions are. b) () Listen to the interview. For questions 1-5, choose the correct answer A, B or C. 1 How does Lucy describe her family? A noisy B large funny 2. Lucy says her grandparents A give her lots of advice. B are very old. © make mistakes. 3. What does Lucy like about family occasions? ‘A doing chores together B getting together © having lots to do 4 Lucy doesn't like the fact that ‘Ano one ever listens to her. B the house is never quiet. © her family talks too much. 5 Lucy found it difficult to A listen to her family’s complaints. B_ get her family to read the book. € tell the truth about her family. What are the advantages of living in an extended family? What are the vantages? fen again and make notes. Tell the Ba ein ‘Would you like to be part of an extended family? Why (not)? Tell your partner. Intonation: Exclamations SEEZ3 a a) Fill in How or What. { How + adjective/adverb. How noisy he is! How quickly he walks! What + (@/an) adjective + countable noun. What a nice family! What polite children! ‘What + adjective + uncountable noun What bad weather! annoying! a rude person Ann is! .. friendly people! fast he talks! great news! b) (2) Listen and check then repeat. the intonation.1 QED 10 prepare fora listening task ‘+ Read aloud questions a & b. ‘+ Ask $s to read questions 1 and 2. + Focus their attention on the underlined words, ‘+ Elicit answers from Ss. Answer Key @ two people b friends 2 IED To prepare for a listening task + Explain the task and give Ss time to read the script and do the task. Ask Ss to pay attention to the Underlined words in both questions 1 and 2 and the script. * Point out that the script contains all the main ideas in questions 50 Ss need to be careful with their choices (e.g. hospital). + Check Ss’ answers. Answer Key 1A 2¢ 3. 0) AID) To introduce new vocabulary ane prepare fora listening task * Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words/phrases given * Elicit what the book can be about. Suggested Answer Key nuclear family: two parents and two children extended family: large family with lots of relations live tong lives: to survive a long time have company: having another person or people with you younger generation: children and teens ‘chores to do: housework and jobs around the house that need doing ‘cooperation: working together peace and quiet: without noise complain: to state your dissatisfaction with a situation close relationships: when people like and trust each other very much hurt feelings: when sb becomes upset because of sth sb else does Suggested Answer Key I think the book is about family relationships. b) ai To listen for specific information (multiple choice) + Read out the Study Skills box and explain the task. Then ask Ss to read the questions 1-5 and the possible answers and underline the key words. + Play the recording + Ssllsten and complete the task. Ss need to pay attention to the undertined words. * Check Ss’ answers. Answer Key 1B 2A g Sei 88 vap BIE 5B ID) 10 talk about the advantages and disadvantages of living in a large family and to take notes from an audio recording Play the recording again. Ss listen and make notes. Elicit answers from Ss around the class using their notes as well as their own ideas. Suggested Answer Key The advantages of fving in an extended family are that you always have company and you can get advice from your grandparents who have lots of experience. There is lots of cooperation and you can enjoy spending time with your family and there is always someone to listen to you. The disadvantages are that it is often quite noisy living in a house full of people and you may not have any quiet time or time alone. G03 AIED 10 express a personal opinion Give Ss time to form an opinion and then ask various Ss around the class to report back to the class. Suggested Answer Key Yes, | would lke to be part of an extended family because | think it would be nice to have lots of relatives to spend time with and share experiences with. No, | wouldn't lke to be part of an extended family because | think t would be too noisy to live in @ house full of people all he time. a) AID) to presentipractise exclamations * Go through the theory box with Ss and explain how we form exclamations, + Refer Ss to the Grammar Reference section for more information. + Explain the task and give Ss time to complete it. Ss should justify their choices. Answer Key 1 How 3 What 5 What 2 What 4 How 1) AID) To tisten tor contirmation and practise exclamations + Play the recording for Ss to check their answers, then play the recording again with pauses for $s to listen and repeat. ‘+ Check Ss’ intonation. 12(1)13(1) 1 GBB To predict the content o dialogue ‘+ Ask Ss to read the first and last exchanges in the dialogue and guess what itis about, + Then give Ss time to read the whole dialogue and check if their guesses were correct Suggested Answer Key | think the dialogue is about @ couple, who the speakers know, who is having a baby. 2 IBD o.complete an open cloze ‘+ Explain the task and give Ss time to complete it ‘Ask Ss to pay attention to the words before/after ‘each gap as these will help them do the tasks. ‘+ Ask Ss to read the completed dialogue to see iti makes sense. ‘Answer Key 1 be 5. better 9 make 2 about 6 when 10 yourself 3. being 7 to 4 al 8 or 22) GABBY To ston for confirmation * Play the recording. Ss listen and check their answers. + Elicit the style ofthe dialogue and ask for reasons. Refer Ss to the back ofthe book (style) for details Answer Key It is informal. (short forms (e.g She's), everyday language (That's correct), phrasal verbs (e.g. hang out with) ») AD To roleplay adiaogue Ss take roles and act out the dialogue in pairs. 4 GRD roidentiy functional language + Explain the task and give Ss time to read the Useful Janguage table and read the dialogue again and complete the task, + Check Ss' answers around te class. ‘Answer Key ‘Ask for opinions: Don't you agroo? Express opinions: In my opinion Agree: That's correct, Certainly, That's true Disagree: Not really Suggested Answer Key Don't you agree? = Isn't that right? In my opinion = If you ask me. That's correct = That's right Certainly = Of course. That's tre = True Not really. = No, | don't think so. 5 BD tocicoues « given topic an follow ‘a model dialogue + Explain the task and give Ss time to complete it in pairs. Write this diagram on the board. Ask Ss to follow it, A 8 Express opinion; > Agree. Expand on the sive first reason reason given. Give second reason 4. Agree. Expand on it. Reply.Give Ask Aif he/she agrees. negative reason -—»» Agree; Add a counter Agree. Come to. argument. a conclusion Agree with A. * Monitor the activity around the class and then ask some pairs to act out their dialogue in front of the class. ‘Suggested Answer Key ‘A: In my opinion, grandparents should look after their grandchildren because they are more trustworthy than other caretakers. Don’t you agree? B: That's tue, They have a family tie to them so they ‘care more about them. AA; Also, think t would help parents financially because they wouldn't have to pay the grandparents for looking atter the children. B: That's correct. On the other hand, grandparents ‘may spoil their grandchildren and let them have whatever they want. Don't you agree? ‘A: True, but grandparents may be quite old and they may not have the strength to take care of active children. B: OF course, but I thik grandparents can offer valuable advice o the younger generation. ‘A: That's true, Anyway, | think it may work for some families and not for others B: | totally agree. 6 ap To compare pictures Direct Ss' attention to the pictures and explain the task, * Ask Ss fo make notes for each photo under these headings: people - looks - clothes - feelings. Ask Ss to describe each picture using their notes. + Ss.use their notes to compare the pictures. Point out that Ss should use the linkers given to express similarity/contrast. ‘+ Ss complete the task in pairs ‘+ Monitor the activity around the class and then elicit a variety of statements ftom Ss around the class ‘comparing and contrasting the pictures. ‘Suggested Answer Key — See p. 14(T)Speaking skills _" Asking for & Expressing opinion/(dis)agreement BIR Read the first and the last ‘exchanges. What do you think the dialogue is about? Read through and check. Ann: Remember Laura and Paul? They are having a new baby boy. Really? Their daughter must 1) excited. Actually she's a bit upset 2) it. She likes 3). an only child because she gets 4) the attention. Err, in. my opinion it's 5) severnee 10 Rave siblings. It can be lonely 6) you've got no one of a similar age to talk 7) wos OF hang out with. That's correct. On the other hand, when you're an only child, you never have to share your room 8) your things. Certainly, but the way | see it, that could 9) - you spoilt. If you don't learn to share, you can become selfish. Don't you agree? Not really. | think that being ‘an only child makes you independent because you get used to doing things by 10) Still, it's nice to have a brother or sister to share your secrets. Isn't that right? That's true. Anyway, I'm sure Becky will love her new brother. Sally: Ann: Sally: Ann: Sally: Ann: Sally: Ann: B® Read again and complete the gaps with these words: when, feel, be, to, all, about, or, being, make, yourself, better, you. Two words are extra. a: Listen and check. Is it a formal or informal dialogue? Give reasons. b) Take roles and read the dialogue aloud. Mind the intonation. Which underlined phrases in the dialogue ask for/express opinions and agree/disagree? Replace them with phrases from the Useful Langu: Ein koa * In my opinion, + If you ask me, (that .. + The way I see it, * It seems to me (that) + | (don't/strongly) believe/think lage box. inion Coos * What's your opinion? * Don't you agree? Isn't that right? What do you think? + How do you feel about ...? Sr) Picea + I (quite) agree./ That's right + That's correct./True. + Of course./ Certainly. * I couldn't agree more. eee Reo I don't agree./That's not right. You are wrong there. Not, so./Certainly not./I don't think so./That isn't true. Of course not./Certainly not. No, | don't think so. | believe not. Should grandparents I act out a dialogue simi + More trustworthy than other + May spoil grandchildren. phrases from the language box and the ideas below to ‘+ Help the parents financially. look after their grandchildren? Use ilar to the one in Ex. 1. sf caretakers ‘+ May lack strength to take care of active children. + Can offer advice to younger generation. Comparing picture Compare the pictures. Ex. 1. While speaking li Use ideas from the dialogue in link your ideas. Use: and, too, as well, whereas, but, on the other hand, etc. j photograph B shows other hand, having brotl The photographs show ... Photograph A shows . Being an only child thers and sisters whereas On the 13D] Writing Bank 1p. Wet Rubric analysis Read the rubric, look at the underlined words and answer the questions. ‘You have had a class discussion about working mothers. Now your teacher has asked you to write an essay expressing your opinion on the following: Should mothers go to work? Write your essay giving reasons to support your opinion (120-160 words). 1 What do you have to write? 2. a) What style will you write in: formal or informal? b) What characterises this style? Tick (v) aad colloquial language and idioms short verb forms [longer sentences [formal linking words/phrases Model analysis Read the model essay. Which paragraph contains: T]_] writer's first viewpoint with ‘examples/reasons/results 2[_] introduction with the writer's opinion 3 ]_] writer’s second viewpoint with examples/reasons/results 4] writer's closing remarks with @ restatement of his/her opinion 3] opposing viewpoint with ‘examples/reasons/results Topic/Supporting sentences Tn essays the main body paragraphs should begin with topic sentences. A topic sentence introduces or summarises the main topic of the paragraph and gives the reader an idea of what the paragraph is about. ‘A topic sentence should be followed by supporting sentences which provide examples, results, reasons and justifications to support the topic sentence Writing An opinion essay E> The number of mothers who work full time is increasing every year. Some people think that ‘wornen should stay at home with their children, but I strongly feel that being ‘a working mother is beneficial. — ~~ [> To begin with, going to work means that mothers can provide more income forthe family. For example, they can buy bettar food and clothing for their children. Asa resut, they can ensure the children have what they need. [= secondly, working mothers are excellent role models for children. For instance, they demonstrate how to take care of children, the house and pursue a career. This sets a good example of how a modem person makes ‘their own choices about their life. [>> onthe other hand, working long hours means that mothers spend a lot of time away from home. Therefore, they may miss out on quality time with their children, [> inconclusion, | believe that although it may be difficult to be a working mother, there are ways to balance work and family. Working mothers can help their family financially and become great role models for their children ‘while getting recognition for their work. 6 a) Find the topic sentences in the main body paragraphs. Does each introduce a new topic? Which sentences support the topic sentences by giving examples, results, reasons? Which linking words influence the supporting sentences? b) Replace the topic sentences with other appropriate ones. Q) Find examples of formal language. Linking words/phrases Replace the underlined words/phrases in the model with alternatives from the Useful Language box. Read the paragraphs and choose the correct linking words/phrases. 1) First of all/To sum up, face-to-face communication is more effective than electronic communication. 2) However/For example, when we talk to someone in person, we see their facial expressions and read their body language. 3) Since/As a result, we can understand their thoughts and feelings better. 4) Alternatively/However, other ways of communicating can be more Convenient than letters. Electronic communication §) such as/because emails, tweets and text messages can be sent to anyone at any time. 6)To my mind/n this way, we can get in touch with people almost Ca ppeme sca+ GiB) To analyse a rubric ‘Ask Ss to read the rubric. Elicit which are the key words and ask Ss to underline them. + Refer Ss to the Writing Bank 1 for details. * Give Ss time to answer the questions and then check Ss' answers, Answer Key 1 an essay for my teacher on working mothers 2 formal 3 longer sentences, formal liking words/phrases 2 RID 0 read a model essay and match paragraphs to content '* Give Ss time to read the model and match the contents 1-5 to each paragraph A-E * Check Ss’ answers. ‘answer Key 18 2a 3c 4eE 5D 3 2) AiR To identity and analyse topic ‘sentences/supporting sentences in a model essay + Go through the theory box with Ss. * Ask Ss to find the topie/supporting sentences, then the linking words. ‘Answer Key Para B: To begin with, going to work means that ‘mothers can provide more income for the family. ~ Yes ~ example - For example, they can buy better food {and clothing for their children. (For example) Para C: Secondly, working mothers are excellent role ‘models for children. Yes ~ example - For instance, they demonstrate how to take care of children, the house and pursue a career. (For instance) Para D: On the other hand, working long hours means that mothers spend a lot of time away from home. ~ Yes - results - Therefore, they may miss out on quality time with their children. (Therefore) »y AED To suggest aternative topic sentences ‘Ss work in pairs. Elicit suitable alternatives from Ss around the class. ‘Suggested Answer Key Para B: In the first place, working mothers are better able to provide for their family. Para C: Furthermore, they set a good example for their children. Para D: However, working mothers may be away from home a fot. ) (AiB) To identity formal language ‘+ Elicit what characterizes a text as formal. Refer Ss to the back of the book (-style) and the Writing Bank 1 ‘+ Elicit examples from Ss around the class. ‘Suggested Answer Key full verb forms: €.9. they can buy, means, may miss ‘out on formal linkers: As a result, To begin with, On the other hand etc. longer, more complex sentences: e.g. Secondly, working mother .. pursue a career. more advanced vocabulary: 6.9. pursue a career, beneficial etc. no imperatives EBD To practise inking wordsiphrases Elicit suitable altematives from Ss around the class. ‘Suggested Answer Key To begin with = To start with For example = Therefore Asa result = In this way Secondly = in adaltion For instance = For example ‘On the other hand = Alternatively Therefore = As a result In conclusion = Allin al Ai) 1 practise linking words/phrases + Explain the task. Give Ss time to complete it + Check Ss’ answers around the class. Ss justity their answers. Answer Key 1 First of all (ist points) 4 However (contrast) 2 Forexample (example) 5 such as (example) 3 Asa result (result) 6 In this way (result) From p. 13(T) Ex. 6 ‘Suggested Answer Key The photographs show two families. Photograph A shows two parents with one child whereas picture B shows a family with grandparents, parents and two children. Both families look very happy. Being an only child means the girl doesn't have to share her things or room with her brother or sister. On the other hand, having brothers and sisters means they have someone to talk to and hang out with. They have to share things, too. 14(T)15(T) 6 Ai) 10 practise phrases used for expressing opinion ‘© Explain the task. Give Ss time to complete it. ‘Check Ss’ answers. Suggested Answer Key 1 strongly feo! that = In my opinion ‘believe that = To my mind 7 (iB) To practise phrases used for expressing opinion + Explain the task. Give Ss time to complete it + Check Ss' answers. Suggested Answer Key 2 I believe that itis better for children to grow up in the countryside. 3 I strongly belleve that eye contact is very important ina conversation. 4 Asfar as !am concerned, everyone needs a close friend. RID) To analyse a rubric ‘Ask Ss to read the rubric. Elicit which are the key words and ask $s to underline ther. Suggested Answer Key Key words: teacher, essay, ‘tis good to be part of an ‘extended family.’ opinion with reasons to support your point of view, 120-160 words ») AED to match viewpoints to supporting sentences + Explain the task. Give Ss time to complete it * Check Ss’ answers. Answer Key 4 2a 3b (AiR) To form main body paragraphs linking ideas ‘+ Explain the task. Give Ss time to complete it + Check Ss" answers. Suggested Answer Key To start with, in an extended family you rarely feel lonely. For example, you can spend your free time together instead of by yourselt, Therefore, you can share your interests and experiences. Secondly, family members can provide support to ‘each other. For instance, you can help each other with your problems. (On the other hand, you may need to share a room. AS a result, you may lack privacy. @ IB) to write an opinion essay + Refer Ss to the Writing Bank 1 for a model, useful language and writing tips. + Give Ss time to complete the task using the useful language box and their answers from Ex. 8 ‘+ Remind Ss to follow the plan, to not use short vero forms and to use appropriate linkers. + Remind Ss to follow the plan and check their frst draft against the Checklist amending accordingly it necessary. * Check Ss' answers. ‘+ Altematively, assign the task as HW and check Ss’ answers in the next lesson. ‘Suggested Answer Key Families come in all shapes and sizes. Some people think a nuclear family is the best option but | strongly believe that an extended family has a lot more to offer. To start with, in an extended family you rarely feel lonely. For example, you can spend your free time together instead of by yourself. Therefore, you can ‘share your interests and experiences. ‘Secondly, family members can provide support to each other. For instance, you can help each other with your problems. (Qn the other hand, in a big family you may need to share a room. As @.result, you may lack privacy. ‘Allin all, | believe that although you may want time to yourself sometimes, being part of a large family has ‘many benefits. You will always have someone to ‘support you and you will never fee! alone. Extra activity Photocopy the model above and omit the underlined linkers. Ss complete the task.Expressing opinion Find the phrases the writer uses to express his opinion in the model in Ex. 2. Replace them with other appropriate ones from the Useful Language box. FA Use expressions from the Useful Language box to expand the prompts to express an opinion. 1. parents/be/best friends with their children — In my opinion, parents should be best friends with their children. 2 better/children/grow up/countryside 3. eye contactivery important/in a conversation 4 everyone/needia close friend Writing a a) Read the rubric and underline the key words. Your teacher has asked you to write an essay on the following statement: Itis good to be part of an extended family. ‘Write your essay, giving your opinion with reasons to support your point of view (120-160 words). b) Match the viewpoints (1-3) to the supporting sentences (a-c). i ‘You rarely feel lonely. @ You can help each : other with your 2] _] Members can provide problems, support. b You may lack privacy. 3]_] You may need to share ¢ You can spend your a room. free time together. ©) Use appropriate words/phrases from the Useful Language box to introduce the viewpoints and join them to their supporting sentences. Use the plan and your answers from Ex. 8b as well as your own ideas to write your essay. Cen rery Listing & adding points * Firstly /Fist of all... © To start/begin with, .. © Secondly, .. * Moreover, * In addition/Also, .. ¢ Furthermore, Introducing examples/reasons/results * ...such as/lke... © For example/For instance, .. ¢ Therefore, ... + because/as/since Asa result. ‘© By doing this,/n this way... Giving opposing viewpoints © Onthe other hand, ... © Alternatively, .. ‘© However, (it can be argued that) .. + Incontrast, .. * In spite of Expressing opinion * strongly feel/believe that In my opinion, ... » To my mind, * The way see, ‘1 agree/l don’t agree that ‘As far as 1am concerned, Concluding * Inconclusion, + Tosum up, i> introduction. (Para 1) Main Body (Para 2) © Allinall,. In summary, present first viewpoint with examples/reasons/results (Para 3) examples/reasons/results {Para4) present opposing viewpoint with examples/teasons/results Conclusion (Para 5) restate your opinion using diferent words Checklist ‘When you finish your piece of writing check it for the following ‘+ Have you used correct grammar, punctuation & spelling? ‘+ Have you used formal style? ‘+ Have you stated your opinion in the introduction & conclusion? + Does each main body paragraph start with a topic sentence? ‘+ Have you used appropriate linking words? ‘+ Isyour essay the correct length? CLiU/Culture 1 p. CC1 * It seems to me that ... state topic & give your opinion present second viewpoint with 15Language Knowledge = | Sentence transformations Preparing for the task Oo a) Read the complete sentence, then the gapped one. What grammar structure does the second sentence test? Travelling by train is cheaper than travelling by plane. Travelling by train costs . travelling by plane. . than b) Choose the answer that best completes the gapped sentence. A little Bmore C less D_most Here are some sentences about John. For each question, complete the second sentence so that it means the same as the first. Use no more than three words. 1 My friend John has got an expensive camera. My .-« 8 very expensive. 2 Everyone in his family likes his photos. In his family, all of them his photos, 3 His studio isn't far from his house. His house is .. to his studio. 4. There are two windows in the room. The room .. two windows. 5 He makes more money than me. I make money than him. Here are some sentences about Sandra. For each question, complete the second | Read the complete sentence, then the gapped one. Identify the grammar structure the second sentence asks for. This will help you complete the gapped sentence so that it means the same as the first. Use no more than three words. sentence so that it means the same as the first one. 1. Sandra likes working with others more than ‘on her own. " Sandra | P9] For each question, complete the second working with others to working on her own. oe ere mena eam trie partie ase 2 She is the most polite person in the office. first. Use no more than three words. No one in the Office iS @8 «0.1... She is. 1. Each room has about twenty people. 3 Sandra hasn't got any brothers or sisters in In each room her family. about twenty people. In her family 2 This camera isn’t expensive to buy. any brothers or sisters. This camera doesn't cost ... 4 Tennis is her favourite sport. ... to buy. She likes tennis 3. Peter is taller than James. any other sport. James isn't as. ..-. Peter. 5 Sandra's favourite person is her aunt. 4 Everyone in our family has got blue eyes. ‘Sandra likes her aunt In our family, all of us.... blue eyes. any other person. 5 He likes doing things by himself. ‘ He likes doing things ........... own. Word formation 6 She likes travelling, and her friend likes it, Complete each sentence with a word too. derived from the words in bold. Check in She likes. aes and so .. your dictionary. =aeciiene. 1 You can alwe de id Si She's ays depend on Su 7 She has visited more places than her cousin Se eee nae rola Her cousin hasn't visited as .. Se eee Ne ana, f Paha bas Iways telling others what to do; he's (Boss) Thay ae Mos toe ie So ris They = .u. berries to bananas. Be Yeelna banat tere bee (NOISE) 9 The village is near the river. ‘The village fs RMaiaieved 4. She never remembers where her things are; she’s so (FORGET) 10 Paul has never seen a baboon before é crhtiae ie 5 He's got short... hair. (WAVE) Paul has seen a baboon. 6 He can get easily (BORE) 16+ «) iE To prepare for a sentence transformation task ‘Ask two Ss to read the two sentences and then elicit the grammar structure that the second sentence tests. Answer Key the comparative form ») AIR) To prepare for a sentence transformation task Elicit the correct answer. Ss should justify their answer. ‘Answer Key © (A, Daren'tin the comparative; B is in the comparative but when used to complete the second sentence the sentence doesn't mean the same as the first sentence) 2 ANID) To practise sentence transformations * Go through the box with Ss. + Give Ss time to complete the task * Check Ss’ answers around the class. Ss should justiy their answers. ‘Answer Key there are much (negative) tall as (as+adj+as) have got ‘on his (by oneself=on one's own) does (inversion) ‘many places as (as ... aS) prefer (like sth more than sth else=prefer sth to sth else) 9 close (close to=near) 10. first time (this is the (first) time + present perfect) evausons 3 aia To practise sentence transformations ‘+ Give Ss time to complete the task. ‘+ Check Ss’ answers around the class. Answer Key 1. friend John's camera 4 has got 2 like 5 less 3. nearlclose 4 QB) To practice sentence transformations * Give Ss time to complete the task. * Check Ss’ answers around the class. Answer Key prefers polite as there aren’tishe hasn't got ‘more than ‘more than 5 (RIED To practise word formation ‘+ Explain the task. Point out that Ss need to read the sentence and identify the part of speech missing (noun, adi, adv. etc). * Ss then have to think of appropriate prefixes/sufixes to form the new word. Point out that accurate spelling is required. ‘+ Give Ss time to complete the task. ‘+ Check $s’ answers on the board. ‘Answer Key 1. reliable (aaj) 4 forgetful (adj) 2. bossy (adi) 5 wavy (adi) 3 noisy (adj) 6. bored (adj) Asan extension Ask $s to create a Word Formation section in their notebooks and list words they come across in Word Formation sections as follows. Ss can look up more words derived from the word given in their dictionaries ‘and complete the table. Ask Ss to revise regularly NOUN | NOUN PERSON ABSTRACT VERB |ADVECTIVE] ADVERB reliabilty | rely | (un)reliable | (un)reliably oss: bossy fe noise noisy noisily Torget | forgetful wave | _ wavy ore | bored | _boringly 16(T)