DONALD ADAMSON ANA ACEVEDO MARISOL GOWER LONGMAN FAContents Introduction: Welcome to High Flyer Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Unit 17 Unit 18 Unit 19 Unit 20 Unit 21 Unit 22 Unit 23 Unit 24 Show business Bumps, thumps and flashes Comic Thrillers Animal helpers Revision Mars Songs and singers Communication Reading and rhyming Great adventures Revision Glorious food Wish you were here! Matters of the heart Give me a clue Believe it or not! Revision Do the right thing Schoolwork It takes all sorts An interactive life ‘The Sporting body Revision 100 106 112 118 123 129 134 139‘Welcome to High Flyer The course High Flyer is a two-book course especially designed for young teenagers who have reached an intermediate level of English. It follows a solid grammar syllabus and includes development of the four skills, while focusing on topics that reflect young people's interests. The components High Flyer Intermediate consists of: A Students’ Book with 24 units organised into four blocks of six units each. The sixth unit is a revision of the grammar and skills work featured in the previous five units. It includes project work, a summary of the teaching points in the block and a series of grammar practice exercises. ‘A Class Cassette to accompany the Students’ Book. A Workbook with 24 units which provide further practice in all elements of the syllabus and parallel the topics in the Students’ Book. It can be used in class or set for homework. A Grammar Praetice book which provides further practice of the grammar points in the Students? Book. A book of Tests to help monitor the progress being made. This Teacher's Book with detailed unit by unit notes and an answer key for the exercises in the Students’ Book and Workbook. The strands in High Flyer ‘The course consists of the following strands running parallel through both levels: Grammar Learners of English who have reached an intermediate level in their early teens may have already acquired the basic rules of English grammar in a subconscious way. However, given the relatively short amount of exposure, there may not have been sufficient opportunity for practice to allow learners to achieve accurate production. At the intermediate plateau stage, it is necessary for them to take stock and to revise what they know. ‘They can then add to that knowledge. Sccond language acquisition research has shown, that the grammar of the second language does not develop unless an effort is made to consciously analyse, learn and practise it. “The core of High Flyer is a grammar syllabus which starts with a revision of the main tenses. Each unit revises or presents two different grammar points in the context of a topic, through a reading or listening text. The rules of form and use of each point are then explicitly highlighted in a grammar box, like this: Present Continuous 1 Supersonico are taking part in an international music festival 183 a temporary situation. 2 Two members of the band are giving an interview. Now, at the moment of speaking. Present Simple 3. Silvia often plays in clubs with her band. It’s an habitual action. 4. Supersonico live in Cérdoba. Ita permanent situation. Tamtiking pop music. X I like pop music. 7 Also: hate, want, believe, know (for more see page 111) (Unit 1) ‘These grammar boxes have deliberately been kept succinct so as not to overload or intimidate students. The back of the Students’ Book contains a grammar reference section with further information for teachers to refer Students to in class or for students to consult independently when studying on their own, “The boxes are followed by controlled and then freer practice of the structure. This allows the rules to be internalised so that the learners can achieve linguistic competence.Vocabulary In order to be competent speakers of English, learners at an intermediate stage have to considerably expand their knowledge of vocabulary. This includes knowing the meaning, connotation and collocation of words. High Flyer includes two types of vocabulary work: Vocabulary - Exercises that recycle the new vocabulary from the texts. eg. the text that match these ns. space filled by muscle adj the healthy, firm state of muscles nan imperfection of the body caused by damage or illness to breathe out air to take quick short breaths, especially after great effort na feeling of sickness when looking down from a great height (Unit 23) Word Wawh - Information and tasks that enable the learners to increase their knowledge of how words in English are formed and how they change according to their grammar. ‘This knowledge enables the learners to deal with new words and to know how to alter them to fit different grammatical needs. e.g. Word watch A compound noun is made up of two or more words. Many compound nouns describe more ‘occurately the thing or person you are talking about: bank = the sides of a river or a place where you keep your money. river bank = the sides of a river. (Unit 11) However, since it is impossible to teach the enormous number of words that English contains, High Flyer Intermediate teaches students to make efficient use of monolingual dictionaries. Reading Successful understanding of a written text involves an awareness of the conventions of formal English, as well as the use of a variety of strategies that help readers understand the message of the text. ‘The course includes a large range of authentic texts such as magazine articles, newspaper stories, pamphlets, poems, play and novel extracts, letters, publicity materials etc. as well as a story in instalments in each book. Different reading strategies, from scanning to guessing unknown lexis to identifying the author's intention, are taught and practised to help the students become effective readers in any language. eg. Reading When you read a text in English, read it very quickly the fist time to get the general idea: run your eyes quickly down the text and pick out words which tel you about the content. This is called skimming. (Unit 3) ‘The storylines in each book provide an opportunity to read for pleasure. Students’ attention is engaged, not only by the suspense of the stories in itself, but by the ‘What do you think will happen?” type of questions. Listening For a listener to interpret a speaker's intention, he or she needs to know about the background, the form of discourse, the context, and the syntax and semantics of the language. Since a student normally has no control aver the speed of a listening text, listening tasks can be nerve-racking and demotivating, especially for the younger student. High Flyer makes learners aware that successful listening involves more than just understanding sounds and syntax. A variety of tips and tasks help the students develop strategies - such as using background knowledge, being aware of the type of situation, focusing on key information. e.g. Listening Pop songs are sometimes dfcut to understand because they are very fast or because the singers don't pronounce the words clear. When you listen to a song in English, use te tte, the words you can understand, ondthe music tse to get the general idea. You don't have to understand every word to enjoy a song, and listening to songs is good for your English (Unit 8) ‘The course includes a variety of listening text types (conversations, prepared talks, interviews, extracts from plays, advertisements, etc.). ‘The cassettes have been recorded using a variety of accents to reflect the English-speaking world. Speaking In its ‘Geet talking’ sections, High Flyer includes a variety of pair and group communicative tasks and problem-solving activities for students to practise and improve both the accuracy and fluency of their spoken English as well as some of the interactive skills used in everyday conversation. e.g. Get talking Preparing and giving short talks When you give a tok, ask yourself these questions: 1 What topic wll my listeners enjoy? 2. How much information can | give in the time I've got? 3. How can | organise my notes so I don't have to read a script? 4 Can everybody hear me and is my information clear? 5 What ilustrations can | use? (Unie 11) Pronunciation Regular pronunciation exercises help raise students! awareness of and sensitivity towards some of the ‘main features of English pronunciation. Individual sounds, rhythm, word stress, aspects of intonation, and feavures of connected speech are all dealt with through activities that move from recognition to production, thereby improving both listening and speaking skills. e.g. Pronunciation 14 Listen to these sentences from the survey. Underline the words most strongly stressed, 1 Ie’s not bad but it’ very sour. A bit too sour for me. 2 Is too fizzy. 3. Ics not too expensive. 4. Its just sweet enough and very fizzy. Read the sentences in the same way. (Unit 13) Writing Successful writing requires a higher degree of organisation and planning. This skill develops gradually both as a side effect of reading and as a result of practice in the different stages which. constitute the process of writing. High Flyer teaches and trains learners in the various steps involved in writing clear, coherent continuous prose of various types. High Flyer Intermediate concentrates on the process of writing, from paragraph organisation to editing one’s work. High Flyer Upper Intermediate concentrates on the characteristics of different text types, from formal letters to descriptions and from narratives to reports and pieces which present an argument. eg. Writing When you write @ paragraph, make sure that all the sentences in it develop the topic sentence or ilstrate it with additional information. (Unit 5) Project work A project is an extended language activity executed by students, both in and out of the classroom. Since projects involve research and putting together information, they bridge the gap between language study and language use and ensure genuinely communicative integration of the language skills. e Project 10 You are going to have a writing competition in your class. The theme is ‘Love through the ages’. a) Work in groups of four. Agree on four famous couples from your lists. b) Tike one of the couples each and find out information about them. ©) Write a short story about them. d) Make a poster by sticking your stories on a large.piece of card. Find illustrations for your poster. (Unit 18) Since students are free to choose what they include, they generally find projects exciting and motivating. Project work also gives young people valuable practice at working in teams. * High Flyer includes a project in every revision lesson. Teaching and learning with High Flyer Each unit of the ‘Teacher's Book contains clear and detailed notes on preparing and carrying out exercises as well as suggestions for further practice. As length of lessons can vary, adjustments can be made for shorter or longer class periods by setting some of the exercises for homework or by incorporating Workbook exercises into class time. Elicitation At the intermediate level, the students have a considerable store of language which they will have acquired from different textbooks and from informal learning from songs, magazines, travel, ete, Elicitation involves drawing information out of the students, or guiding them towards producing answers by themselves rather than telling them directly. Elicitation is important because: = it gives students the opportunity of showing what they know and so keeps them interested. ~ it tells the teacher how much the class knows and how much work the students need to do. At times, however, it may be necessary to prevent very good students from monopolising the class. Dealing with the grammar boxes ‘The boxes that highlight the presentation or revision grammar points feature examples of the structures taken from the reading or listening presentation texts. The grammatical structures appear in bold letters, while the explanation of the ‘meaning is in italics immediately after the example. For each grammar box you can use any combination of the following techniques: = Go through the box reading aloud and pausing at several stages to ask questions to check that the meaning is clear, e.g. TEACHER: Do they take part in music festivals all the time? STUDENT: No, they don’t. TEACHER: Right, it’ a temporary situation. They are taking part in a music festival. - Write the examples on the blackboard and underline the relevant grammar either before or after the students look at the book. - Have written example sentences on the board, elicit the rule of form or an explanation of the meaning from the students. - Deal with the point(s) on the blackboard before referring students to the box. ~ Ask the class to read the sentence(s) aloud or repeat after you, - Blicit other examples. - Ask the students how the point is expressed in their language. The comparison/contrast will help drive the point home. ~ Get students to look at the grammar box and discuss it in pairs before you go through it. - Get students to copy the examples into their note books. ‘The detailed unit by unit notes include suggestions for handling each of the grammar boxes. ‘The grammar notes at the back of the students? book contain additional information on the grammar points. Sometimes it is appropriate to refer students to them immediately after going through the box on the unit page (for instance in the case of the grammar box on page 7). At other times it will be better to refer students to them later, as in the case of reported speech. Students will also be able to make use of this section for self- study purposes, e.g. when writing a composition for homework. Dealing with the starred sub-skills boxes There are various ways of dealing with th strategies in the starred boxes. You can elistrategy from the class before they read the inforn na box (e.g. Ask: How can you tell what a text is about without reading it? before dealing with the reading box on page 10). You can go through the box with the class, or ask students to read and discuss it before you go through it. Different people have different learning styles, So some students will find some suggestions more helpful than others. Since the objective is for these strategies to become part of the students’ repertoire, it is important to get the students to react to the suggestions. Ask them to reflect and tell you if they do the same things in their own language, if they have ever employed any of the strategies when learning English before. Encourage the students to think about and develop the strategies that work best for them. Pair and groupwork In order to increase the amount of oral practice in class, High Flyer includes activities where the whole class works together as well as activities done in pairs or groups Pairwork maximises the amount of oral practice and encourages students to co-operate and to learn from each other. Working in pairs can also be a welcome change from the lockstep class where the teacher stands at the front and dictates the rhythm of the class ~ a rhythm which may be too fast for some students, and yet too slow for others. Having the students work in pairs frees the teacher to walk around the class monitoring individual students, acting as prompter, helping the weaker students and even participating in discussions. However, successful pairwork needs careful setting, up and monitoring. To help achieve this you can ~ read through the instructions with the class and make sure these are clear before putting the students into pairs. You can check comprehension by asking students to explain in their own words what they are going to do and/or by getting a good pair of students to demonstrate the activity. = make sure you do not let the activities go on for too long. With difficult classes where there may be discipline problems, you can remain at the front of the class to oversee what is happening (although the advantages of this must be weighed against the benefits derived from walking around listening to how the students are doing). Groupwork ~ 4-5 students working together is a good size — has all the advantages of pairwork but is more dynamic and gives more opportunity for discussion, Problems can be minimised by using the same strategies as for pairwork. ‘The easiest and most time-effective way of grouping students is according to the way they are sitting. But you may want to organise the groups in a different way. In groups that include weaker and stronger students the weaker students can learn from the stronger ones, while the stronger students may benefit from being called on to demonstrate or to help. If the weaker students are being dominated by the strong students, it may be better to form separate groups for weaker and stronger students. This way you can give more attention to those students who need it most. One reservation many teachers have about pair and groupwork is that it can cause too much use of the mother tongue. The freer the activity, the more the students in a monolingual class will slip into their own language. Some use of the students’ own language may be helpful for clarification, as long as the focus is the production of English. However, at an incermediate level, the students should be encouraged to use only ~ or mostly ~ English. High Flyer gives practice in some of the language necessary for actually carrying out pair and group activities (e.g. What do you think?), you can extend this range as necessary (e.g. It's your turn.). During the activities, go round the classroom monitoring students and reminding and prompting the students to use English where they seem to be slipping into the mother tongue. Monitoring students while they are doing a task Walking around while the students are doing a written exercise or oral work gives the teacher the opportunity to see how well the different points have been understood and to give more personalised attention to individual students. Ie is a good opportunity to improve the rapport with students, to praise or to re-explain a point. It also frees the teacher from the role of controller and allows him or her to act as facilitator, as a resource or as prompter.With classes of adolescents, however, itis often necessary to keep an eye on the whole group while walking around helping individual students. Spending time bending over to help a student sitting to one side of the room may be the ideal opportunity for a student who may have finished to start disturbing other students. In a case like this, you will need to go over and give him/her dn extra activity. [fan individual scadent has serious problems understanding a point, it might be better to see him/her after the lesson is over and re~ explain the point then, instead of holding up the rest of the class. Feedback After the students have completed an activity, they, and the teacher, will want to know how they have done. There are essentially two types of feedback which you can give: Form feedback ‘This is when the teacher lets the students know how correct the language was. This can be done by: ~ the teacher reading out the correct answers. - individual students reading out their answers, if appropriate with the teacher writing them on the board or recording their answers for a later session. - students writing the answers on the board with the teacher commenting on how accurate they are. ~ students writing the answers on the board with the class commenting on how right or wrong they are and why. ~ students working in pairs or groups correcting each other's work, The above suggestions range from the most teacher-controlled and most economical in terms of time, to the most student-controlled, which take longer but which can be the most beneficial Student to student correction can be the most profitable in terms of the learning experience. A considerable amount of reflection and peer teaching can take place in this situation. However, students need to be used to learning more independently, and to be able to say whether things are right or wrong, and to explain why. In practice, a variety of feedback techniques should be used, with, gradually, a greater emphasis on peer correction as the students get used to making linguistic judgements. Whichever method of feedback is used, the teacher should take 2 mental or written note of the most frequent mistakes for any revision work that needs to be done. Content feedback This concems the results of the activity or how well it was completed. The topics in High Flyer have been carefully selected to reflect the interests of teenagers, so students will feel inclined to express their opinions. It is therefore important that feedback sessions focus on what the students say or how the task was done, as well as on how correct the language was. This way, students will feel that their opinions are respected and will come to regard the English language as a medium of communication, not just as an academic exercise. Correcting written work Whether it is compositions, quizzes or tests, correcting written work takes a vast amount of a teacher's time, which can be wasted if students are not encouraged to reflect on the corrections and learn from their mistakes. Instead of writing the correct version for every mistake, you can write the correct version only when the student was attempting a structure beyond his/her level. For other mistakes you can: - underline the mistake and indicate the type of error in the margin (Je. tense, vocabulary, word order, etc.). - underline the mistake without indicating anything in the margin, - indicate the type of error in the margin and ask the student to identify the mistake and correct it. ~ put a cross in the margin. ‘Whichever suggestion you follow (they are given in order of the degree of difficulty for students), make a note of recurrent mistakes so that you can plan revision work. ‘When handing back work, get the students to read through the work and correct the mistakes, either individually or in pairs. Walk round helping where necessary. If appropriate, go through the answers with the whole class, revising points where necessary. ‘You may want to ask the students to rewrite and hand in some pieces of work. You may even offer to mark the work again so that students see how much they have improved.Talking to colleagues “Teaching can be one of the loneliest jobs. A teacher can end up just walking into the classroom, closing the door and teaching without any support or guidance. Talk to your colleagues about your teaching. Share ideas for classroom management or good activities. Do not be afraid to ask how they go about teaching a particular point. Teaching is a constant process of learning. ‘We hope you enjoy working with High Flyer. ‘Ana Acevedo Marisol Gower The first lesson Before you begin using High Flyer, you will want to spend some time finding out who the students are and what English learning background they have. They will want to learn something about you too! ‘The students who use High Flyer are at a very important stage in their personal and emotional development. They will be discovering individuality and independence and will not appreciate being treated like children. Let them know how the course will be assessed and what the assessment will consist of, Tell them about the learning activities they are going to do during the course and the reason for these activities. High Flyer includes games and competitions in order to motivate, concentrate or relax students. Students should recognise that there is a time to work and a time to play. Introducing the textbook “The usefulness of a textbook as a learning tool increases in direct proportion to the users’ awareness of the way it is organised. You can help the students become familiar with the structure and features of the book by organising the following competition. Explain to the students that the object is for them to gain familiarity with how the book is organised. The High Flyer quiz Instructions - Divide the class into two teams. The quickest way is to stand at the front with half the group to your right and half the group to your left. With your arm, draw an imaginary dividing line between team ‘Aand team B. You may want to let the teams choose a name. ~ Write the team names on either side of the board. ~ Explain that the winning team is the one with the ‘most points. Points are awarded if a member of a team answers a question about the book correctly. If an incorrect answer is given, the other team gets the chance to answer the question and win an extra point. ~ Ask the questions nominating the strudent who is to answer. If you don't know the students get them to make name signs by folding a sheet of paper in half and writing their name in large letters on one half. Questions 1 How many units are there in High Flyer? 2 How many revision units are there? 3 How often do they happen? 4 What two grammar points are presented in Unit 14 5 Which unit is about musical tastes? 6 What is Unit 3 about? 7 In which unit will you learn about the Past Simple and the Past Continuous? 8 In which unit will you read about Pocahontas? 9 For two points: how does the book indicate advice for better reading? 10 For two points: Is this symbol only for advice on reading? 11 Where can you find extra grammatical information? How is it organised? 12 What other material is there at the back of the book? 13 What is the name of the story that runs through High Flyer? 14 How many episodes are there? 15 Where do you look if you want to find out what is ina unit?Show business Exercise | + Tall students to look at page 6 of the Students’ book and describe what they see (a quiz and a picture connected with pop music) * Get students to tell you the names of some currently successful pop bands or singers. Do they know how or when they became successful? + Introduce the quiz. Read out the introduction yourself. Take the first question in the quiz. as an example and elicit some opinions. * Give students time to read the rest of the quiz silently and to write down their answers. They then check their score on page 102, ‘+ Ask students for their scores. Have some whole- ‘lass discussion about questions where there is disagreement. Reading * Read through the sub-skills paragraph. The basic idea is this: when we read, we should use what we already know. ‘The more we think about what we already know about a topic, the more we will understand, or be able to guess. Exercise 2 Vocabulary appear organise appreciate pay back-up pop band break op scene elated recording studio fame single (record) international number one * Read through the instructions. Elicit a few ideas about what will be in the article, based on the title of the article and the quiz which students did earlier. Tell students to note down some more ideas, for themselves. * Give students time to read the article silently, and to check their ideas. When you think they have nearly finished, check how much students have read, and ask them if they were right in their predictions. In this way you will start to form an idea of students’ reading proficiency. Exercise 3 * Read out the questions. Elicit one answer to demonstrate the task. * Give students time to look at the article again and write down their answers. * Go through answers with the whole class. Students should be able to quote the relevant sentences from the article, Answers: 1 They are taking part in an international music festival 2 They have other jobs (Carlos and Pepe as teachers, Silvia working in a shop, Pepe working as a builder). 3 They won a competition on a TV programme. 4A chance to make a single. 5 No, itis not important for Silvia. 6 Yes - ‘they look like being a winner’, Vocabulary Exercise 4 + Take the first item as an example. Then get students to find the other words in pairs. Go through the answers with the whole class. >Answers: 1 elated 2 manager 3 arrange 4 appreciate 5 expect (someone to do something) Extension Giving a talk . * Students work in pairs or groups and invent “facts? about an imaginary pop group ~ perhaps based on a group from their own town, region, or country, They come to the front of the class and give a short talk, describing the members of the group, what they do now, and what they hope to achieve, Alternatively, they could choose 2 real pop group. Grammar Present Continuous and Present Simple + Students keep their books closed. Briefly review the text about Supersonico, getting students to say what they remember. + Aska few questions relating to the reading ext. ‘They should contain Present Continuous forms (c.g. What are they doing on this trip?) and Present Simple forms (e.g. What languages do they sing in?). * Write the example sentences on the board. * Get students to identify the tenses within the sentences (in this case the Present Continuous and Present Simple). Underline these to focus students’ attention on them. ‘+ Model the example sentences using oral repetition. Students repeat the sentences after you, in chorus and/or individually + Students open their books. Read through the explanations in the book slowly as students follow. * Elicit further sentences from students about themselves, following the same patterns as the example sentences. * Use the board to deal with common mistakes. Write up a correct and an incorrect sentence, (e.g. I am liking pop music and like pop music.) Get students to identify the incorrect sentence. + Invite a student to come out to the board and correct the wrong sentence. 2 Exercise 5 * Go through the instructions and the example ‘+ Students do the exercise on their own. Go round quickly and check as they work. + Let students check their answers with a partner when they have finished. * Go through answers with the whole class, dealing with any recurring problems. You or students write answers on the board. Answers: 1 works (4 permanent) is working (I temporary, if te think that they will become full-time musicians) 2 isn't teaching (I temporary) 3 is teaching (I temporary) 4 is singing (2 moment of speaking) 5 sing (3 habitual) 6 aren’t taking part (2 moment of speaking) Exercise 6 + Give students a few moments to look at the exercise for themselves. Then go through the instructions. As you read through them, elicit further examples of permanent situations, habitual actions, etc. in order to make the task clear. * Write the example sentences on the board. Get students to change them into the third person form (ice. This person ... plays football, etc.) * Students write sentences and give them to you. Read out one of the papers (again, using the third person form) and see if students can guess who the sentences apply to. * Distribute the papers round the class. Get students to read out their papers, using the third person form. Other students guess who the sentences apply to. = Exercise 7 © Introduce the listening task by asking some questions about the pictures, e.g: — Where do the groups come from? — Have you got any idea what kind of music they play? = If 50, do you like that kind of music? * Play the extracts two or three times. Students t0 decide what languages the songs are in. They can discuss this in pairs.‘TAPESCRIPT: Music extracts in three different languages: 1 = Swahili; 2 = Spanish; 3 = English + Read out the question Would you play their music at a party? Give students time to form an opinion. Let them discuss the question with their partner. # Ask the class for their ideas. Students should give reasons for their answers. Exercise 8 * Give students time to read the quotes silently. * Students work in pairs or small groups to discuss the quotes. Go round quietly and ask for some opinions. * Elicit opinions from the class as a whole. Get students to vote on which one they agree with. Writing © Read through the sub-skills paragraph, Ask students if in their written work at earlier stages they have ever gathered ideas together and made notes before writing. Ask them if this has helped. Exercise 9 + Read out the subject of the composition: Do you prefer pop songs to be in English or in your own language? a) © Explain the first stage in the planning process: students have to decide on the points in favour of pop songs in English, and the points in favour of pop songs in their own language. * Give students time to read through the notes. + Write up the two headings on the board: ‘Pop songs in English’, ‘Pop songs in your own language’. Get students to copy the headings into their exercise books’. * Write the example notes under their headings on the board. Students copy them into their exercise books. ‘+ Students copy the remaining notes under the correct heading in their exercise books. * Go through answers. Write them on the board. Answers: Pop songs in English: music more important than words; artists better known op songs in your oon language: can understand the words; music part of traditional national culture; words ‘more important than musie b) * Read through the question. Help students with the technical terms. Elicit examples of content words and grammatical words. * Elicit examples of words that are missing. Get students to say whether they are content words or grammatical words. * See if students can expand the notes by adding grammatical words. 9 + Read through the instructions, Elicit examples of notes (not full sentences). * Give students time to produce more notes, working in pairs. Go round, check and help. * Go through answers with the whole class. The students can come up and write the notes under the appropriate heading on the board. Extension Writing a composition + Students write a short composition based on the notes they have written. This will give you an idea of their ability to write a piece of continuous text. Reading Vocabulary autocue lens camera operator mixing desk control room presenter director representative distract session expertise sound engineer floor manager technician af headphones vision manager 13Exercise 10 + Give students a few moments to look at the picture. Then ask students what they see (but at this point do not ask specifically what each person des), * Read out the instructions to the exercise. See if students have any initial idea about what the people do. + Students read the text silently and do the picture/job matching task. Go round as students read. * Go through answers to the matching task with the whole class. Do not go through the text in detail at this point Answers: | presenter 2 director 3 sound engineer 4 camera operator 5 floor manager Exercise |! * Point out that this task is also connected with the reading passage. Give stuclents a few moments to look at the columns. + Read out phrase | and phrase ¢). Then read out the complete sentence. Get students to point to the paragraph from which the information comes. * Students do the rest of the matching task. * Get students to read out their answers in complete sentences. Answer le 2a 3e 4b Sd Grammar Degrees of obligat * As with the previous grammar section, use the board to focus on the relevant grammar items: must, bave to, should, shouldn't, don't have to, mustn't. nm + Read through the explanations. You can get students to repeat the example sentences chorally or individually if you wish. * Elicit additional examples of sentences containing the same grammar items. Exercise 12 + Copy the table (with the spaces) onto the board. Gee students to copy it into their exercise books at the same time. + Fill in one of the spaces with the whole class as an example. * Go round the class, checking and discussing the task with the students as they do it. ‘© Ask students to call out the answers while you write them in the spaces on the board. Answers: Obligation Probiition must should don'thave to shouldn't mustn't have to Exercise 13 + Seart by writing a few sentences about yourself on the board. e.g: have to correct a lot of bomework, T must prepare mty classes etc. * Elicit a few examples from the students about themselves to get them started. Students work individually writing more sentences. They should write at least one sentence for every verb featured in the Grammar box. * Go through answers by getting students to come to the front of the class and write answers on the board, Get talking Exercise 14 * Write the phrases on the board, one under the other. * Read through the question. Give students a few ‘moments to look at the phrases. Do not take answers at this point. * State an opinion about something, e.g. about your school, your city, a well-known singer, a pop band, ete. It will be best if the opinion is controversial so that some people agree with it and others disagree.© Get students to use the phrases on the board to react to the opinion you have given. Elicit completions of the sentences (try to get a good number of different examples). ‘* Write three headings on the board: ‘Give an opinion’, ‘Agree’, ‘Disagree’. * Go through answers to the question calling on individual students. As they give the answers to you, write the phrases on the board under the correct heading. Answers: ) Giving an opinion: I (really) think th opinion .. ») Agreeing: Lagree with you about ..j agree that ..; ‘That's right. ©) Disagrecing: I don’t think so; I don’t agree/1 disagree, Inmy Exercise 15 + Make sure the instructions are understood. Point out the adjectives that are given to help with the discussion (entertaining, interesting, etc:). Also point out that students should use the opinion/agree/disagree phrases from the previous exercise in their discussion. * Have a ‘brainstorming’ session with the class for things which make/don't make a good TV programme. ‘These can be written on the board, Do not have any discussion at this point. * To demonstate, get students to give a few examples of sentences about the points you have elicited agreeing and disagreeing. * Point out that the points you agree on can be positive or negative — things that DO make a good ‘TV programme and things that DON’T make a good TV programme. * Divide the class into groups. Go round and listen as the groups discuss. + Atthe end, the groups report back to the class on the five things they agree on, giving their conclusions in the form of sentences. Extension ‘Classroom discussion: © Organise a What makes a good ..? discussion similar to that in Exercise 15, but about other topics of interest, e.g: What makes a good teacher? = What makes a good lesson? ~ What makes a good teenage magazine? Students discuss in pairs or groups, then report back to the class as a whole. Workbook answer key Ex3 1 Who watches the Eurovision Song Contest? 2 What will the singers tell you? 3. What must the singers have? 4 Where do most people involved work? Ex4 2. is carrying out the director's instructions. 3. are filming the singer. 4 is telling the floor manager what to do. 5. is preparing the next contestant. 6 are waiting in the wings. 7 is introducing the artists. 8 are encouraging their singers. Exs is taking 2 am speaking 3 are waiting 4 warming 5 tying 6 sing 7 come 8 have 9 are hoping 10 comes 11 is coming 12 is/are clapping 13 are cheering 14 is wearing 15 looks Ex6 I don’t have to 2 should 3 must 4 shouldn’t 5 mus/have to 6 have to 7 have to 8 have to 9 mustn't 10 shouldn't 15Bumps, thumps and flashes = ee: Exercise | + Tell students to look at the article quickly. Ask: Js there anything which looks interesting in it? Is there anything which catches your attention? . + Read out the instructions and go through the reasons that could make you want to read an article (c.g. Does it look short?, etc.). However, do not discuss the article in detail at this point. ‘* Students number the reasons in order of importance. + Read out the example question and answer. Then put the same question to a good student, to elicit a different answer. + Students ask each other questions as in the example. Do not let them spend too long on this. + Ask students if their partner agrees with the order they have given. ‘Try to establish how much agreement there is within the class as a whole. Reading * Get students to point out examples of illustrations, titles and subtitles. Ask them what the ‘content’ of a passage is (= the information it contains, or the message which it gives). Ask them. what ‘predict’ means (= guess what is coming). 16 * Read through the advice in the sub-skills paragraph. Ask students whether they usually use titles, subtitles and photographs to predict the content of a text and how it can help them. Exercise 2 Vocabulary amusement poltergeist associate: be associated with silly authorities sleep walk disturbance social worker giggle thump incredible verdict investigation * Read through the instructions. Give students a few moments to look at the title, subtitle and photographs. * Ask students what they think the story will be about. © Give students time to read the article silently, then ask them if they were right in their predictions and what kind of wrong predictions they made. Ask students: Were you surprised by the article? Did you find it interesting? Exercise 3 © Read out the true/false sentences, but do not let students shout out answers. © Give students time to look at the article again and work out answers. ‘Tell students to correct the false sentences. * Go through the answers. Students should be able to quote the relevant sentences from the article, and to correct the false sentences. Answers: 1 False (Something threw ber out of bed.) 2 False (Rose fll out of bed the following might.) 3 True 4 False (Tbe girs’ mother spent the night in their room sand watched wwhat happened.) 5 True 6 True (but with the reservation that nights aren't as ) exciting now.Exercise 4 * Check that students understand the instructions, Take an example if necessary, to show how the exercise works. * Students read the text silently and do the matching task. Go round quickly and check that students are able to do this. ; * Check answers by getting students to give the number-letter match, and read out the corresponding sentences. Answers: 1d 2e 3c 4b Sa Extension Telling stories + Students write stories they have heard about poltergeists, or come to the front and tell stories to the class Grammar Past Simple and Past Continuous with when and while # Aska few questions relating to the reading text. ‘They should contain Past Continuous forms, e.g., What were Janet and Rose doing at 2 a.m.2 (they were lying in bed) and Past Simple forms, e.g, Why did Rose wake up? * Put the example sentences on the board. * Get students to identify the main elements within the sentences. In this case, the main elements are (1) the Past Simple and Past Continuous tenses, (2) the linkers: while, when, as * Underline the tense forms and linkers to make sure students have their attention focused on them, * Get students to say the example sentences (with alternative forms using while, when, as), + Flicit further sentences from students containing the same patterns as the examples. Exercise 5 + Have this example sentence on the board: While Janet was lying on the floor Rose turned on the light. Point out the tense forms, and the use of the linker while. * Students write sentences based on the information in the article: three sentences with while and two with as. Go round and check as students work. * Students rewrite two of their sentences using when in a different position. * Go round the class asking for answers, Write good examples on the board. Example answers: (while) While Janet and Rose were sleeping, there was a loud thump. Something picked the girls up while their mother was watching them, While the investigation was going on, the incidents got worse. @) Asa journalist was taking a photo of Janet, a toy brick hit him. (© ar + Past Continuous) Amusement turned to fear as the incidents happened more frequently, (= as + Past Simple) (oben) Janet and Rose were sleeping when there was a loud ‘thump. A journalist was taking a photo of Janet when a toy brick hit him. Word watch * Make sure your students have at least one dictionary between three. ‘+ Read through the sub-skills paragraph. As you read, help students with the technical terms. ‘Tiy to make their meaning clear by eliciting examples, e.g. elicit an example of a simple definition such as: A bird isa kind of animal with feathers and wings. Exercise 6 Vocabulary definition stress pronunciation syllable division spirit = 7‘© Get students to work on the exercise in pairs or groups so that they can help each other. Copy the dictionary entry onto the board and then go round quickly as students work and check if they are having problems. * Go through answers by getting students to come up and write the labels on the board in the correet places. ‘Answers: 4 definition 5 stress 1 pronunciation 2 syllable division 3 grammatical information ‘Ask how many students know what 1 means. Get them to put up their hands, but not shout out the answer immediately © Aska student who has put up his/her hand for the answer. ‘Answer: n=noun (cbeck that students understand the meaning of noun; elicit examples if necessary) Exercise 7 ‘© Check that students understand the instructions. * Students read questions 1-4 and find the answers working quickly. © Go through answers with the whole class, using the board to show syllable divisions, etc. Answers: 1 a-muse-ment 2 pho-tog-ra-pher 3 to laugh in a silly” rd childish way 4Two pronunciations: a Stan British English pronunciation /ws:k/ and an American, pronunciation: /wstrk/ Get talking Exercise 8 * Divide the class into As and Bs and get students to read their roles and check if there is anything they do not understand. + Ask a good student A and a good student B to briefly explain their roles. * Elicit examples of things which could be said, in addition to the examples given. These examples could be written on the board as prompts. 18 ‘* Demonstrate the role play in front of the class: you take the part of A, a good student takes the part of B, Other students observe and listen as you role play. ‘+ Divide students into As and Bs, working in pairs. Students switch the roles of A and B. Go round and ‘monitor as students talk to each other. * Finish by getting some of the pairs to act out the role play in front of the class. Exercise 9 * Go through the instructions with the class. Give students time to look at the pictures and discuss them with a partner. # Have a brief discussion of the pictures. Ask students if they know what UFO means (= Unidentified Flying Object). Listening Read through the sub-skills paragraph which gives advice on how to approach a listening text. ‘= Elicit one or two examples of words that students guess will occur, based on the pictures. = Exercise 10 Vocabulary barn egg-shaped cigar UFO cornfield # Students work in pairs on the first task and produce lists based on the pictures. © Ask for words from the different pairs in the class, ‘These can be written on the board. * Play the three descriptions once through on the tape. Students can write down their answers (not shout them out). Answers: Description 1 = picture b; Description 2 = picture a; Description 3 = picture ¢TAPESCRIPT: FIRST ACCOUNT: MAX: I was working with my brother in the barn late at night. At about 1.50 a.m, we saw a bright light outside, over the com field. At first we thought ie was a helicopter but it wasn’e making any noise and it was round. It had lots of red lights under it. We went outside and stood under a tree at the edge of thé field. The UFO came directly towards us and stopped above the tree. We were terrified so we ran back to the barn, When we looked round, the UFO was flying slowly Northwards. A few minutes later, it disappeared behind the mountains. SECOND ACCOUNT WOMANI was driving home with my husband after a trip to the cinema at about 9.30. Suddenly, we saw a large object with three red lights over the road ahead of us. We thought maybe it was a plane but it was mushroom- shaped and it had stopped over a car about a hundred metres down the road . large white circle of light, appeared below it and we saw that the door of the car was open and the driver had gone. It was really beautiful so we sat quietly in the car and watched it. It stayed there for about 40 minutes. Then it went up and moved away very, very fast ‘THIRD ACCOUNT: Boy: You're not going to believe it but I saw a UFO over the field in front of our house last night. Giri: You saw a what? nov: A UFO. An Unidentified Flying Object. Girt: Really? pov: Yes. Iwas sitting at my desk by the window. I was doing my homework. It was at about 9 when T saw this... thing. ai: What thing? What do you mean? soy: Well, first I saw four green lights, then they tured red and finally white. GIRL: | Ttsounds like a plane to me. pov: That's what I thought a first, because it was longish, like a cigar. But then it came close and I saw it didn't have any wings. After a bit it moved away again, GIRL: Gosh! What did you do? sov: — Twent to get my dad. When we looked out of the window, it was flying away. GikL: Do you mean your dad saw i too? Bov: Yes, it was realy incredible. We're going to make an official report. Exercise II ‘+ Give students a few moments to look at the chart. Then play the cassette again, more than once if necessary. Students fill in the chart. Go round quickly and check, without correcting answers, * Read out the example dialogue for checking with a partner. Blicit further examples of questions and answers if necessary. * Students work with a partner and ask and answer, as in the example dialogue. * Go through answers with the class. You can play the cassette again if you wish, pausing it when phrases occur which provide answers. ‘Answers: Case [Time and|What were [Who with] What did place they doing? they see? colour shape T [Ista fworkingin brother —Jred the barn round 2 [930 pam, [driving [husband fred/whive home after mushroom crip to shaped the cinema J [900 pam. |siting ae —falone, green, red, his desk then with then white ldoing his dad ——|cigar- homework shaped Grammar ‘Adverbs and adverbial phrases (manner, place, time) + As.with other grammar sections, have example sentences on the board in order to focus on the relevant grammar points. In this section we are concerned with the position of adverbs and adverbial phrases within the sentence. ‘+ Read through the explanations, Pay particular attention to the very last heading and example: How comes before where which comes before when. * Elicit additional examples of sentences containing other adverbs and adverbial phrases, Exercise 12 + Go through the instructions and the example. “Take further examples if necessary.* Students do the exercise on their own. * You can let them check their answers with a partner when they have finished. * Go through answers with the whole class, dealing with any recurring problems. Get students to write complete sentences on the board. Elicit” alternatives, where these are possible. Answers: 2 Atabout 1.50 a.m. we saw a bright yellow light ‘outside over the corn field OR We saw a bright yellow light outside over the corn field at about 1.50 aan. 3 Twas driving home with my husband after a trip to the cinema at about 9.30. OR At about 9.30 I was driving home with my husband after a trip to the cinema. 4 It stopped over a car about a hundred metres down the road OR About a hundred metres down the road it stopped over a car. 5 We sat quietly in the car and watched it OR We sat and watched it quietly in the car OR We sat in the car and watched it quieth 6 I saw a UFO over the field in front of our house last night. 7 L was sitting at my desk by the window (‘at my desk’ is almost like a ‘how’ phrase here) + Play the cassette again. Students check their answers. Notice that students’ answers may well vary from the sentences on the cassette, yet still be correct. Exercise 13 Vocabulary in connection with ‘occupation object (= thing) signature observation sketch + Give students a few moments to look at the form for themselves. Then read through the instructions. ‘Students complete the forms, using their imagination. Go round and check as students write. + When students have finished, you can let them exchange their forms with a partner. * Get students to come to the front and give an oral report. This should be based on the information they have filled in on their forms. 20 They begin: My name is.... and Tork as a... At (TIME) on (DATE) Iwas at (PLACE) when I saw ete. You could display imaginatively completed forms with well drawn sketches on the wall of the classroom. Extension Writing about UFOs © Get students to write a report of their observation of a UFO, in narrative form, based on. the form they have completed. ‘Classroom discussion «Have a longer discussion of UFO phenomena. ‘The discussion can include the following questions: = What are UFO sightings caused by? = Are there many different causes? Do UFO sightings simply result from misinterpretations of natural phenomena such as lightning? = Or from aeroplanes, weather balloons, etc.? Or are they merely hallucinations? = What do you think of stories of abductions by ‘aliens’ etc? * You can give these questions for students to consider before the discussion if you wish: students discuss them in pairs or groups, then report back to the class as a whole. However, you may prefer to deal with the topic in whole-class discussion throughout, introducing the questions one at a time, or using them as prompts, when the discussion seems to be slowing down. The Flood: Episode | Vocabulary: budget heavy rain burst its banks income current account pour episode put water on to boil evacuate stupid flood weather forecast Before reading # Students look at the first page of the story and. say what they sce in the picture. Ask a few questions, e.g:= What isthe story about? — What do you think will bappen in this epivade? * Ask students if they have any personal experience of floods. Do any of the rivers in their region ever flood? Have they read about any disastrous floods in newspapers or seen pigtures of them on television? First reading * Set students a few questions to answer from a first look at the story (scanning for specific information). e.g: How many people are there in the family? What are their names? What does Mrs Wilson do? —What is she doing at the moment? Students scan for the information and answer as ly as they can. Main reading * Take the first question as an example. Students answer orally. If the class is weak, read through all the questions and take more answers as examples. + Set students to read the story and answer the questions in writing. When students finish, you can Jet them compare answers with a partner. * Ger students to read out their answers in complete sentences Answers: 1 Tchad been raining for atleast ren days 2 Because she had to earn all the money for the family. 3 Because the river has broken through its banks and the house is in danger of flooding. 4 They have to go to the school. Prediction and speculation © Give students a few moments to consider their answers to question 5. They can compare their ideas, working in pairs. + Students put forward their ideas, giving reasons for their answers. Follow-up (optional activities) * Get students to think of two possible outcomes to the situation — one positive and one negative. Elicit some ideas from the class as a whole. ‘© Brainstorm vocabulary which would be useful in describing each outcome. * Students work in pairs and prepare dialogues corresponding to positive and negative outcomes. © Students act out their dialogues, working in pairs. * Choose pairs to come to the front of the class and act out while the rest of the elass listens, Workbook answer key ~ 25a ghost— 1;a demon ~ 4; a vampire ~ 3 1-b 2c 3a Ex3 1-Driver stopped for a hitchhiker 2Took her to her house 3-She left her coat in the car 4-Driver took it to her house a few days later 5-Older woman in the house 6-Mysterious answer Ex4 Bumps and Thumps in the Night ExS 1 A friend of a friend. 2 He tried to have. 3 A.couple of days later. 4 When he found. 5. The woman burst. Ex6 1. She was pointing at her house. 2. He was driving down the Al. 3. He was feeling angry 4 He was looking for something in his car 5 They were approaching a junction Ex7 1 When I was walking in the graveyard I saw a vampire 2 While I was trying to sleep I heard a noise 3 As she was driving her car she saw a witch by a tree 4 Lielt a hand on my face while I was listening to music 5. When I was looking at the gravestone it fell over 6 Lheard a loud thump when I was reading a book Ex10 1 investigation; 2 sudden; 3 two; 4a single event which is usually not very important; 5 lit; 6 ver8 21Comics Exercise | + Tall students to look quickly at page 14 of the unit and ask them what they see. Elicit the fact that it contains pictures from comics. Do not discuss the content of the pictures at this point. * Students work in pairs, and try to match the comic frames with the names. This should not take long. Answers: 1 = Batman 2= Garfield 3 = Popeye # Ask students the questions. Ask for the names of some of the most popular comics. Reading * Go through the sub-skills paragraph. Explain that the first reading is very quick — just long enough to get a general idea of the subject matter. Exercise 2. Vocabulary block ( apartment building) kid ( child) collect retired comic (magazine) X-ray vision © Give students a short time to skim through the passage. After that, they will have to close their books. * Tell students to work in pairs and to write down the words they remember from the text. * Students can check their answers from their books. 22 Exercise 3 + Students open their books again and read out the choice of titles, a~d. Do not comment on the titles at this point. * Give students time to read the article silently, and to decide on the best title. * Call on individual students to give their answer. ‘Ask students why the other titles are less suitable (because they only refer to part of the text, not the text as a whole) Answer: —_ b Masters of the (Reading) Us Exercise 4 + Take the firse question as an example, if necessary. Elicit some facts about Superman from the text. ‘+ Give students time to read the remaining questions and to find answers, working in pairs. * Go through answers with the whole class getting students to quote the relevant sentences from the text. Example answers: 1 He has X-ray vision. He ean fly. He's very strong. Nothing can hurt him, except Kryptonite 2 ‘He's always been my favourite.’ ‘And now he’s like an old friend.’ 3, They have been around for over a century. At first they didn’t have many pictures. 4 Printing methods improved, making it easier to print pictures. The cinema began, and people liked stories told through pictures. 5 More people could read by the end of the nineteenth century. Comics were cheap, and so people could afford to buy them. 6 Students give their opinion. Probably, the author likes comics: ‘.. they are fun and the pictures make them easy to read’ Grammar Past Simple and Present Perfect * Put these example sentences on the board: ‘Lcollected comics when I was about seven’ ‘Tcollected comics over fifty years ago.”‘Comics have had lots of pictures since the end of the 19th century. “Comics have had lots of pictures for very many years.” * Get students to identify the past tense form collected, and the Present Perfect form have bad. Underline these forms on the board. * ‘* Have choral or individual repetition of the example sentences. ‘+ Read out the example sentences again. After the simple past sentences, ask: Do I collect comics now? ‘The answer is ‘no’. After the Present Perfect sentences, ask: Do comics bave lots of piceures now? “The answer is ‘yes’, * Copy the time lines onto the board, with the captions to show past and present. ‘+ Go through the example sentences again. Explain that collected is at a definitive time in the past and is completed. Explain that have bad began in the past but continues in the present ie. comics had alot of pictures in the past and they still have them now. + Use the board to write out the correct and incorrect sentences under Remember ... Get students to read out only the correct sentences. * Invite students to come out to the board and cross out the wrong sentences. Exercise 5 * Go through the instructions and the example. * Students do the exercise on their own and check their answers with a partner when they have finished * Go through answers with the whole class, dealing with any recurring problems. Answers: 2 read 3 have read 4 existed 5 has been/ was 6 has enjoyed Extension Students describe comics * Get students to bring comics into the class and describe them — the characters in them, the kind of adventures they have, the age-group which the comics are aimed at. Exercise 6 * Go through the first question as an example with the whole class. Go through answers in the usual way. Answers: 1 Thave not bought a comic since I was in junior school. 2 My brother hasn't washed for seven days! 3 I started reading Archie years ago. 4 Totarted reading Asterix when T was 11 5 Thave read Batman /T have been reading Batman since 1986. Pronunciation BS Exercise 7 ‘+ Ask students to read the first two lines of the poem and try to fill in the first blank. Check the answer with the whole class. ‘In pairs, students fill in the remaining blanks. * Play the cassette of the poem to allow students to check their answers. * Read the poem aloud, eliciting the correct personal adjective or pronoun at each blank. Answers: him; his; it; my; they; I * Ask one or two questions about the poem, €.g.: = Is the writer telling the srush?, ~ Why does be say Specially when I'm alone’? ‘TAPESCRIPT: Billy Dreamer’s Fantastic Friends ‘The Incredible Hulk came to tea, Robin was with him too, Batman stayed at home that night, Because his bat had flu. 23They signed my autograph book, But I dropped it in the fir, Now whenever I tell my friends ‘They say Um a terrible lar But incredible people de call round (Specially when T'm alone). And if they don’t and I get bored, Teall them on the phone. Ss Exercise 8 * Demonstrate the meaning of rhythm and main stress by reading part of the poem yourself, tapping out the thythm on a desk with your finger and exaggerating the main stress, + Play the poem again and tap out the rhythm and get students to tap along with you this time. Play the poem again (without tapping). This time students mark the rhythm themselves, tapping: with their finger. - Exercise 9 Play the cassette again as necessary. Read the poem aloud demonstrating the stress and rhythm clearly, Students could repeat individual lines after you. + In pairs, students read the poem aloud to each other. © Choose students to read verses to the class. Different students can take different verses in turn. Writing * Go through the sub-skills paragraph with the class, slowly, explaining as necessary. Point out that the activity here follows on from the note-making activity in Unit 1. Exercise 10 a) * Give students time to look at the statements. * Go through the statements and elicit full- sentence versions of them: They make people laugh. They take up too much time, etc. + Students tick the statements they agree with. 24 You can ask some students what they have ticked, but make it clear that there is no correct version. b) * Have the two headings on the board ~ ‘I think comics are good because ..”, and ‘I think comics are bad because ..”, plus the example statements. Get students to copy them into their exercise books. + Students copy statements under the two headings and add more statements of their own. Go round and check as students do this to get an idea of the kind of statements they are including. Example answers using statements in a think comics are good because: — make people laugh = silly but fun more fun than books (possibly relevant) 1 think comics are bad because take up too much time ~ reading comies: bad for mind “These points could also be considered relevant: = OK for people of all ages — ean enjoy comics and good books ° + Ask students to tick the ideas they would use for this composition. Go round quickly and check as they do this. 4) * Students number the ideas they have ticked from most important to least important, Ask one or ‘ovo of the students to explain their choices. * You may want to gather in the work students have done in this exercise, to look at it more closely and make suggestions. Extension Writing a composition * Get students to write the composition they prepared for in Exercise 10. This could be done as homework. Exercise 11 Vocabulary coward number one fan fall into someone's hands remote hero What on earth ..?* With books closed, remind students of the topic of the unit. Get them to say what they have looked at so far. * Students open their books. Give them a few moments to look at the comic page on page 17, to get a general impression. Ask one or two quick questions: How many pictures are there? Who is the ‘main character in the story? * Students read through the task, including phrases 1 — 5. If students cannot guess the meaning of ‘sound effects’, tell them you will come back to this expression later. You can elicit one of the answers and get a student to draw the shape on the board (e.g. the first one mentioned, the ‘thinks? bubble) + Students look at the page and draw the shapes. ‘Then obtain answers and get students to draw the shapes on the board. See if seudents have guessed the meaning of ‘sound effeets’ from looking at the content of the page (‘rumble’, ‘crash’, beep", ‘whirrr’ are examples of sound effects). Exercise 12 Students look at the comic page again and find answers to the questions. You can ask for answers to be written before taking answers from the class. Answer 1 He represents comies (or comic readers) 2 Because he thinks comics destroy the minds of young people, 3 She isa characteé in comies ~ probably a superhuman hero, or hero’s assistant. Exercise 13 * Students turn to their page and then fill in the blank speech bubbles to complete the story. Go round the class helping and checking students’ work. * Have students read out their endings to the class. Note: While students are reading you will have an opportunity to write the example sentences for the Grammar box on the board. Present Perfect Continuous ‘+ Have the example sentences on the board, as follows, but leaving plenty of space between them: ‘Come on Totem! I've been waiting for ages.” ‘For years I’ve been waiting for this moment. At last it has arrived!” * Ask students to identify the main elements within the sentences. These are in fact the same in both examples: the Present Perfect Continuous form I’ve been waiting. Underline this form in each sentence. * Have choral or individual repetition of the example sentences if you wish. + Read out the example sentences again. As you read, draw the time lines on the board, very slowly, under the sentences, from left to right. As you read the first example, continue drawing the line, past the end of the sentence, right to the end of the board. As you read the second example, stop drawing the time line, and shout Stp!, immediately before this moment. * Copy the captions ‘he started to wait’, ‘a long. time ago’, etc. onto the board, above and below the time lines, as shown in the diagram. * Read through the explanations. As you read, retrace on the board with your finger the time lines you have already drawn, ‘Elicit further examples of sentences which follow the same patterns. Exercise 14 * Go through the instructions and the example. ‘Take further examples if necessary. + Students do the exercise in pairs, Go round quickly and check as they work. * Go through answers with the whole class, dealing with any recurring problems. Elicit variations in the sentences where there is more than one possibility. You or students write answers (complete sentences) on the board. 25Example answers: 2 (For several years, collectors have been paying lots of money for old comics. 3 Batman has been trying to catch the Joker for a long. time. 4 Superman has been living on Earth since he was a baby. ‘ 5 Superman hes been fighting evil for many years, 6 Supergirl has been starring in the comic for many years. Exercise 15 * Read through the task. Elicit from students some things they know are done by other students in the class. + Elicit a question that could be asked of a student (c.g. How long ..?) Get the student to reply, as in the example. * Put students into pairs to finish the task. Extension Inventing dialogues for comic strips * Photocopy a page or pages from a comic strip story. ‘+ Blank out the words from the speech bubbles and photocopy again and hand out to students. ‘© Get students, individually or in pairs, to imagine what the characters are saying and to fill in the empty speech bubbles with their own dialogues. ‘+ Display completed comic strips on the wall and get students to go round reading each other's work. ‘At the end you could even have a vote for the most, exciting or imaginary one. Workbook answer key Ex2 le 2b 3c 4d Ex3 1 How many Tintin books have been sold? 2. Who created Tintin? 3. What did Hergé love doing as a child? 4 When did Hergé start to feel imprisoned by Tintin? 5 What did Hergé base the character of Tintin on? 26 Ex4 have been reading has had started have enjoyed lived started have been reading hhas appeared changed ExS 1 Harrison Ford has been making films ever since the 1970s. 2 Steven Spielberg has been directing films since 1974. 3 Kate Moss has been a model since she was fourteen. 4, Pavarotti has been an opera singer for about 30 years. 5 Roberto Baggio has been playing football for the Tealian national team since 1990. 6 Madonna has been making albums since 1983. Ex6 to not mind to quite like to love to be mad about eam aneeneThrillers Exercise | Vocabulary blood-curdling chilling atmosphere hair-raising horrifying * Read out the question Do you enjoy feeling scared? Ask a few students if they in any way enjoy feeling seared. * Tell students to look at the page. Ask what kind of publication they think it comes from. Quiz * Read out the instructions for the quiz. Make sure students understand that after the story three possible endings are given (ic. three explanations for the events in the story). The ending you choose is supposed to tell you something about yourself. * Students read the story silently, and the explanations which follow. Go round as students read, helping if they have difficulties. * Ask the class: How many of you lie the first explanation best? + Read out What the answer says about you for number 1. Ask students if they recognise themselves in the description given. Repeat the procedure for numbers 2 and 3, Exercise 2 ‘+ Give students time to read the text again and number the events. They check their answers in pairs. * Go through answers with the whole class getting students to quote the relevant sentences in support of them 1d 2b 3a 4c Sh 6c 7g 8F * Elicit examples of each frightening thing to check meanings e.g. students give an example of a dangerous fair ride. Students decide whether they find these things frightening or not. ‘+ Ask questions about the items: How many of you are scared by dangerous fair vides? etc. Exercise 4 + Read out the phrases describing feclings demonstrating with gestures if you can. Point out that has cundled = has stopped running, has become thick. Students do the matching task. Answers: Ic 2e 3a 4b Sd * Read out the question Wich of these things .?. * Give students a few moments to discuss this with a partner. Then ask some questions of students in the class to get them to report their feelings: Ama, does your beart beat faster in the dark?, eve. Word watch Give students time to read the sub-skills paragraph. ‘Then go through it with them eliciting examples. Exercise 5 * Elicit the answer to item 1. Then get students to do the matching task by themselves or working in pairs. Get students to read out their answers in complete sentences. Answers: Ib 2h 3e 4g Sd 6c 7a 8f Exercise 6 * Go through the task and the example with the class. Then students work in pairs and tell their™ partners about their frightening experiences. a7* Finish by getting students to volunteer experiences, or even better, to report what their partners have told them, using the third person: Jobn thought Dracula ‘was a frightening film. When be ‘watched it, his hands shook and he felt cold. Grammar * Past Simple and Past Perfect * With books closed, get students to tell you what they remember of the story ‘The Thing’. Have the first example sentences on the board: +t the Thing struck. Then they found Arthur. ‘© Ask students what tense the verbs are in. Underline the tense forms. © Draw the time line under this example, leaving plenty of room for the other example sentences to be written in. + Refer back to the example sentence again. Elicit what happened and when: the two events, in order. + Read out the second example sentence: ‘The thing had struck when/by the time they found Arthur’ Ask students to name the tenses used here: the Past Perfect and the Past Simple. + Explain that we use the Past Perfect to signal when one thing happened before another. Write the sentence above the time line. + Read out the third example sentence: ‘When/By the time they found Arthur the Thing had struck.” Blicit the fact that this gives exactly the same information as the second example but changing the parts of the sentence round gives “The Thing had struck’ more emphasis. Write the sentence below the time line, + Have choral or individual repetition of examples 2 and 3 if you wish: ‘Elicit sentences on the patterns of examples 2 and 3. + Draw students’ attention to the ‘Look.’ section, which deals with the Past Perfect as an alternative to the Present Simple, in sentences with the conjunctions before and afier. Elicit further ‘examples of sentences using the same patterns. 28 Exercise 7 * Check that the students understand the instructions by going through the example with the whole class. * Students do the task individually. Go round checking that they are doing it properly and clearing up any problems they might have. * Get students to quickly compare their answers in pairs. + Go through the answers with the whole class cliciting answers from individual students. Answers: 2 When Tony started walking, he had leamt to talk. 3 I did my homework after I had watched my favourite ‘TV programme. 4 By the time Denise saw the film of Dracula, she had read the book. 5 When we arrived at the cinema, the film had started. 6 Larrived after my sister had gone to bed. ——————— is Exercise 8 + Read out the example sentence: By the time Robbie played football, he bad belped in the garden. Elicit alternative ways of saying this sentence. Students write sentences, working individually or in pairs. ‘© Ask students to read out some of their sentences. Good examples can be written on the board. Example answers: (events | and 2 = d and b) By the time Robbie had lessons, he had helped in the garden. Robbie had lessons after he had helped in the garden (events 2 and 3 = b and a) Robbie helped in the garden. Then he played football. Robbie had helped in the garden before he played football. (events 3 and 4 = a and o) Robbie had played football by the time he sat at the table for dinner. Robbie sat at the table for dinner afier he played/after he had played football. ete.Writing * Read through the sub-skills paragraph eliciting examples: subject, verb, object, complement, full stop. You could have some simple sentences on the board with the appropriate labels, e.g. They (subject) have arrived (verb — elicit the tense) . They (subject) have been watching (verb ~ elicit the tense) TV (object) They (subject) are (verb) students (complement). Exercise 9 ‘+ Read through the situation and the questions, a) and b). * Read out the first note and the first two sentences in the composition. Elicit the tenses, and the words added. + Students read through the rest of the notes and the rest of the composition in the same way. They should note down the tenses and the words added. Go round, check and help as students work. * Go through the rest of the notes and ask for answers, comparing the notes with the sentences in the composition. Answers: a) The words added can be found from the composition, for example: missed bus ~ (1 bad) missed (the) bus. b) ‘The tenses to look at in particular ~ because they contrast with the normal Past Simple ~ are: 1 the Past Perfect forms (bad mised, hadn't studied, had dost; etc) 2 the Past Continuous forms (was maiting, was coming) ‘The tenses are used: 1 to make the order of events clear (Past Perfect contrasting with Past Simple) 2 to show that a continuous action was the "background? for a particular event (Past Continuous contrasting with Past Simple). Exercise 10 ‘+ When students have read the instructions elicit, some examples of notes. Students then prepare their own notes. + Students show the notes to their partners. * Get students to report to the class about their partner's notes. Listening * Read through the sub-skills paragraph. Point ut it that it contains two main ideas: L using what we already know to predict content (an idea we have already met in relation to reading) 2 not getting upset by unfamiliar words ~ just trying to use what we do understand. Exercise || * Students read through the instruction. Make sure that students understand ‘alternative! and ‘sum up’. The paragraphs represent two alternatives ~ they do not follow on from each other. © Students read the alternatives silently, then give their opinions. ‘Try to get them to give a reason for their opinion. Answer: The second paragraph is more accurate. (In the first paragraph, it isn’t true that he finds the conversation boring, and we are not told that his aunt unpleasant.) + Students expand the summary by adding more details. This could be done as a homework task. = Exercise 12 Vocabulary berry episode paralyse * Elicit some ideas about events which might continue the story. * Students work individually or in pairs and prepare their own list. Go round quickly as students work and get an idea of the kinds of things they are predicting. * Play the episode on the cassette player (twice if necessary). Ask if any students in the class got the events in the episode ‘right’ 29ray TAPESCRIPT pRuSENTER: Good evening. This is “Turn out the light and listen’, In tonight's episode of The Thing, the mystery is solved. NakkaoR: Robbie slowly went upstairs to his room, The conversation at dinner had upset him and he had” hardly touched his food. He had to put The Thing out ‘of his mind or he wouldn’t sleep. Hee shut his eyes tightly and thought of home. He had to admit it: he was very frightened. As he was falling asleep, the wind blew his window open and a hair-r seream filled his head Jing, blood-curdling ‘The scream had come from Helen’s room. Robbie ran down the stairs, his heart beating fast. ‘Helen! Helen!" he shouted. ‘What's happened? Are you OK? he asked knocking on her door. Helen opened the door. She was white as a sheet and her hands were shaking. ‘Robbie! Hurry! There's something {in my room,’ she shouted. Robbie turned on the light: there was broken glass on the floor and the wind and rain were coming into the room. But there was no one there. *Hey, I've got an idea,’ said Robbie. ‘Why don’t we both sleep in the library tonigh® Your window’s broken and ‘we both need some company.” Helen smiled gratefully. They each curled up on the big sofas and talked for hours, until they fell asleey ‘Vhat’s how Aunt Margaret found them in the morning. “Wake up you two. I'm sorry about your window, Helen, 1 forgot to lock it yesterday’ she said. ‘By the way,’ she added, ‘if you go to the green today, don't eat those red berries under the trees’. ‘What berries? said Helen. ‘And why shoulda’t we eat them?" “The ones near the path. They'll make you ill. “They'll give you funny marks and paralyse you,’ she explained..’Thae’s what the ‘Thing was all along! Mrs Grimsby has just told me ‘Do you mean the Thing is really only berries? Berries that make people ill?” asked Robbie. ‘Yes, apparently all the victims had eaten them. But they're going to get better soon,’ Aunt Margaret explained Helen and Robbie looked at each other and started to laugh. ‘You never believed those hair-raising stories about ghosts, did you?” Aunt Margaret said. ‘Of course not, said Robbie, ‘T always knew there was a perfectly logical explanation.” PRESENTER: The Thing was narrated by Peter Blake. ‘The producer was Tim Rochdale. 30 = Exercise 13 © Give students time to read the questions and to tty to answer them from what they can remember from the listening, ‘Play the cassette again. Students check their answers and alter them as necessary. * Play again, pausing the tape as necessary, and checking answers with the students. ‘Answers: 1 Helen screamed, 2 he wind broke the window. 3 Some red berries caused the vietims’ condition. 4 The do not dislike each other now, because they have shared a frightening experience, and spent a long time talking to each other. 5 He did not know that there was a logical explanation. The story makes it clear that he was very frightened (= Exercise 14 * Students read the questions silently. They try to remember and note down the expressions in answer to (a). * Play again. Students correct their answers. * Give students time to remember other expressions used to show you don’t understand something. They can work in pairs or groups to ‘collect’ these expressions. * Go round the class asking students for answers. ‘These can be written on the board. Answers: a) What (berries?)/Why shouldn’t we (eat them?)/Do_ you mean (‘The Thing’ is really only berries?) 'b) What do you mean? Pronunciation Exercise 15 © Go through the instructions with the class. Do ‘not read out the two sentences. * Students read the sentences silently, then say them to their partners. They should try to read them with some expression or feeling.* Get one or two students to say the sentences to the class as they think they should be said. + Play the sentences on cassette. Ask students for ideas about which version of cach sentence sounds more interesting. = Exercise 16 * Play the ‘interesting’ versions again. Students ‘mark the sentences as instructed. + Check answers with the whole class. Answer 1 As he was falling asleep, / fierce gust of wind blew his window open and a blood-curdling scream filled his head. 2 Robbie ran down the stairs, / his heart beating fast. * Students practise reading the sentences to their partners. Get talking * Students read the sub-skills paragraph. Draw their attention to the advice about intonation, stress and pauses. (You could demonstrate intonation, from the sentences students have already heard.) Exercise 17 * Divide students into As and Bs, working in pairs. ‘Ask the As and Bs to turn to their own pages. * Go through the instructions with the whole class, which are the same for A and B. Make sure that students understand the main elements of the task: to describe pictures and to react as a listener, showing if you don’t understand, and getting the speaker to make his/her description clearer and finally to work out the complete story, in its correct order. + Ifnecessary, with a weak class, you can elicit a description of a picture on AS page and a picture on B’s page, as examples. . + Asand Bs describe their pictures to each other and work out the story as instructed. Go round and listen as students talk. Make a note of any recurring errors for later work. * Put cach pair of students with anoihé pair. Pairs tell their stories to each other and check if they have arrived at the same sequence of events, Encourage students to follow the advice given in the previous exercise, using the various devices of intonation, stress, tense, etc. mentioned there. * Go through the correct story from the class as a whole Answer: Student B: picture 2; Student A: picture 1; Student A: picture 1 jcture 2; Student B: Extension Describing ‘scary’ experiences * As this unit focuses on ‘scary’ events, there is obviously scope for getting students to describe frightening events which have happened to them ~ real or imaginary. These events could form the basis of a narrative, prepared in writing, and/or given as an oral presentation. However, be careful not to pressurise students into recalling or talking about experiences which they find genuinely disturbing, unless they really want to talk. The Flood: Episode 2 Vocabulary go pale rowing boat Hey! smash to pieces pancakes Before readi * With books closed, get students to say what they remember of the story so far, using their own words. * Ask students what they found exciting or interesting in the story. What parts of the story have stuck in their minds? What made them want to read on? ‘+ Students open their books and look at the first page of episode 2. They say what they see in the picture. Ask: What do you think will happen in ebis episode? 3IFirst reading # Set students a few questions to answer from a first look at the episode. e.g. = Who are the people in this episode? — Hor does Tom feel about Lucy? ‘Students look for the information and answer as quickly as they can, a * Read out the introductory sentences, to Will the Kellys have to leave bome too? Elicit an answer (Yes, they will, or No, they won't, perhaps with some reasons), but do not correct answers or discuss in detail at this point. Main reading ‘© Point out the comprehension questions after the story (questions 1-4). Take the first question as an example if necessary. © Set students to read the story and answer the questions in writing. When students finish, you can Jet them compare answers with a partner. + Students read out their answers. You can insist that they answer in complete clauses or sentences. ‘Answers can be written on the board if you wish Answers: 1 Because there were floating trees that could smash his boat, and because the river was so fast that it was difficult for him to control the boat. 2 He doesn’t worry about the rain, because he doesn’t mind about getting wet when he is in his boat. 3 Because he is too shy to speak to Lucy Wilson. 4 He telephoned to warn them that they must leave hhome at once. © Finally, come back to the question asked in the opening paragraph. ‘The answer is: Yes, the Kells ill have 10 leave bome too. Students should be able to support the answer from evidence in the story. (In episode 1 it said “Phey're evacuating everyone’. In episode 2 it says “They're evacuating the whole street) Prediction and speculation . + Read out the prediction/speculation question (number 5). Give students a few moments to consider their answers. They can compare their ideas, working in pairs. + Students put forward their ideas, giving reasons for their answers. 32 Follow-up (optional activities) ‘© Elicit the fact that (in the nature of story-telling) it is inevitable that’Tom and Lucy will get together by the end of the story! Without looking at later episodes, students can write down a paragraph explaining how they think this happens. They can work in pairs for this. Encourage students to use some imagination if they can, not just set out obvious situations. ‘© Students read out their paragraphs. Praise students who show some originality or imagination in the events they describe. Workbook answer key Ex2 bored student; fascinating idea; frightened man; ‘worrying situation; tired secretary; exhausting game; excited tourist Ex4 ‘The correct order (left to right/top to bottom) is: cc}; d); as b); hs gs Hs €) Ex8 2. [hadn't done it the night before because I'd been watching football on TV. 3 Anyway, I got up early and did it all. 4 By the time I'd finished it, it was nearly time to leave, so [had a quick breakfast and ran to catch my bus. 5 T got to the bus stop just in time and caught the bus as usual. 6. However after I had sat down I realised I had ‘Teft my homework at home. 7 Afterall that! I was very upset because T had got ‘up so early to finish it. 8. [knew my teacher wouldn't believe me because Thad done the same thing the week before. 9 ‘That time I had been watching a film so I did not have time to finish my homework. 10 When I got to school I told my best friend what Thad done. Ex wonderful miracle beautiful magical sensible logical responsible practicalAnimal helpers Exercise | Vocabulary alternative irritation contribution laboratory cosmetic petition dolphin protester guinea pig shave harness (n) vanity irritancy * Tall students to look at the photograph and title of the article. * Read out the questions: How does the rabbit look?, ete. Blicita few answers, but do not tell students if they are right or wrong. * Students read the text quickly to check answers. Ask some students if they were right. Reading * Students read through the sub-skills paragraph about topic sentences. Ask students to give you ONE example of a topie sentence from the text (not the first paragraph, which has the topic sentente at the end). Exercise 2 * Go through the instructions and headings 1-5 with the students checking that they understand them, Get students to read the text again and to match the headings with the paragraphs. + Get students to give you thei the relevant sentences. Answers: 1 = paragraph 2; 2 = paragraph 5; 3 = paragraph 3; 4 = paragraph 1; 5 = paragraph 4 Exercise 3 * Students read the questions for themselves, then read the text again and write down their answers individually. answers quoting * Call on individual students to give you their answers. Students should he able to quote sentences from the text. Answers: 1 They test it carefully. 2 To see if the cosmetic causes skin irritation, 3 Petitions and demonstrations are being organised, and protesters are refusing to buy cosmetics that have been tested on animals. 4 No, itis done using laboratory dishes. jc. on cell ‘cultures grown in the laboratory). 5 Te has taught scientists about human behaviour, aspects of communication, and has helped in the development of new medicines. Grammar Passive voice * Put the example sentences on the board. * For use (1), ask students to identify the subject, verb, object in the active sentences and label them. Do the same for the passive forms, getting students to identify the subject, be, verb (Past Participle) * Elicit more examples of passive sentences. Get students to identify the passive forms in each ‘example they give. * For use (2) ask students to identify the subject, verb and object as for use (1). With the passive sentence, focus attention on (by + agent), Explain that the agent is the person or thing that does something. * Students read through the explanations for each use. Focus attention on the placing of important information at the end of sentences in English 33Exercise 4 * Do the first sentence with the whole class as an example. “Answers: Subject Object 1 We these products 7 2 Someone the animals 3 They a substance 4 specialist the damage technicians 5 Animal rights campaigns groups 6 companies new irritaney tests 7 Researchers new and better methods 8 They new and better methods © Write These products ... from the first sentence on the board. Ask students to help you finish rewriting it in the passive. © Students rewrite the other sentences deciding whether or not to include the agent. Answers: 1 These products weren't tested on animals. 2 First the animals were taken to the laboratory. 3 Then a substance was put in their eyes. 4 Later, the damage to the eyes is recorded. 5 Campaigns against animal testing are being organised by animal rights groups around the worl. 6 New irritancy tests are being used by more and more companies. 7 New and better methods for testing cosmetics are being developed by researchers in the USA. 8 New and better methods for testing products are alko being developed, Exten: A composition, or an oral presentation * Students could write a composition or give an oral presentation on the theme of ‘Animal Rights’ For example, they could argue for or against the use of animals in scientific research. 34 Word watch Exercise 5 lict the meaning of min the definitions (= noun). Students read through the definitions and decide what animal is being described. * Go through the answers. Get students to say which parts of the definition give the answer. ‘Answers: 2 rat 3 guinea pig 4 dolphin; 5 dog Exercise 6 * In pairs, students write a definition for cat. * Compare students’ answers and try to build up a good definition from the various suggestions in the class. The definition can be written on the board. ‘Finally, students compare their definition with a dictionary definition. Ask what the main differences are. Example answers: rn. A furry animal, larger than a rat, with small ears, tail, and whiskers. Its often kept as a pet and it loves: to catch mice. It makes a purring noise when itis happy. Pronunciation = Exercise 7 a) + Read through the explanation, then the list of verbs and the example noun. * Ir may be helpful to have the list of verbs on the board. Elicit another example answer if necessary. Students find the nouns, working in pairs and using dictionaries if necessary. Go round and check pairs as they work, Do not take answers orally at this point, ») '* Write demonstration on the board to show how stress can be said and marked. Students mark the stress on the remaining words9 * Play the cassette. Students check their answers. * Discuss answers, Elicit the words. Students can write the words on the board. Elicit the stress and get students to mark it on the board. pee Ee eae OS Cee Cee eee Answers: demonstrate ~ demonsttation; obsarve — observation; communicate — communication, contribute - contribution, organise - organisation, invtate irritation 4d * Play the cassette again and/or say the words. Students repeat in chorus. * Students practise reading the words quietly to ich other, working in pairs. Go round and listen as they say the words. Exercise 8 Vocabulary black widow spider groom (e) chimpanzee hug crane vice versa female web * Give students a few moments to look at the pictures and describe them, * Students think of possible solutions. Ask a few students for their ideas. Do not give correct answers, * Play the cassette. Students check their answers. Answers: Picture I: Let’s get together. Picture 2: I like you, Picture 3: I'm like you. “TAPESCRIPT: LECTURER: What do you do when you want to show affection to your friends or family? You probably kiss them, or hug them, What about when a boy wants to show a girl that he'd like to spend some time with her or vice versa. ‘Well, some people give chocolates or flowers. Others look at the other person and smile a lot. Of course, we ‘can always just say what we're feeling. In other words, wwe can use language to send all these messages. Animals can't talk. But they communicate theit feelings too. They have their own kinds of language. Chimpanzees usually live in big groups and show their affection to other members of the group by grooming them. They pick insects or dirt from their friends’ hair in order to clean it. When a chimpanzee does this, itis saying: ‘I ike you.” When a Japanese red-crowned crane wants to show a female that he is interested in her and wants to be with her, he does a dance. Ifthe female likes hitn too, she will dance with him, Their dance tells other cranes to go away. And how do animals tell each other that they belong to the same group, or kind? ‘The male black widow spider walks carefully on the web of the female, He plays the strings like a guitar. He’s telling her: ‘'m your kind of spider, not your food.” ‘As for humans, they behave like one another. Some ‘groups wear the same kinds of clothes, like uniforms. So the next time you go to the park or the country, watch the animals carefully. Perhaps you can guess what they're saying. Exercise 9 * Go through the question and give students time to look at the chart for completion. * Play the cassette again, Students work with a partner to complete the chart. + Play the cassette again, pausing the tape as necessary so that students can check answers, Answers ‘Tlike you.’ ~ use language and kiss or hug ‘Pm like you.’ ~ behave in similar ways e.g. wear the same kind of clothes ‘Let's get together’ — give chocolates or flowers; look at the other person and smile a lot. Writing + Students read through the sub-skills paragraph. Explain that the aim is to avoid sentences that are irrelevant to the ‘main idea’ of the paragraph. Exercise 10 * Read out the instructions and the topic sentence given. Elicit some ideas about how the paragraph might continue. Encourage students to use some of their own ideas, not just those in Exercise 9. 35+ Students write their paragraphs. They can work individually or in pairs for this. Go round and check as they work. © Correct answers. Extension Writing definitions, and a guessing game * Working in pairs or groups, students could prepare and write down definitions along the lines of the definitions in Exercise 5. + They read out the definitions without saying what the definition refers to. Other students in the class guess what the definition refers to. Exercise I Vocabulary agile pick up capuchin monkey put on cb quadriplegic do without stereo give up volume pick out * Elicit a few ideas about what the monkey does every day. Do not correct the answers they give. # Students read the text silently. Return to the previous question and elicit examples of what the monkey does. (He feeds Martha, he turns on the stereo ... ete.) Exercise 12 * Students read the text and complete the chart on their own. Blicit answers, getting students to copy the completed chart onto the board. Answers: Name: Tito Kind of animal: Capuchin monkey lace of origin: South America Length of training: four years Duties: pick up food, pick out CD, put food in her ‘mouth, put CD on, turn on stereo, turn volume up or down 36 Grammar Phrasal verbs | + Pur the example sentences on the board. © Get students to pick out the phrasal verbs and underline them. * Have choral or individual repetition of the example sentences if you wish. * Label the phrasal verbs within the example sentences to show the structure of the phrasal verbs: ‘VERB PARTICLE Tito picks up her food. ‘Tito turns on, the stereo. * Go through the explanations in the grammar section with students and add further explanations if necessary. Note: ‘particle’ is a useful term for ALL the lirele words that come after the verbs to make up phrasal verbs. At more advanced stages students may learn that some of these ‘little words’ have an adverbial function and others have a prepositional function. Exercise 13 Give students time to pick out the phrasal verbs from the text. Elicit answers and write them on the board. Answers: get up; get on; turn on; rurn up; turn down; give up; work our ‘© Give students time to find more phrasal verbs from the text. Encourage them to use dictionaries if they need to. Answers: wait for; pick up; listen to; pick out; put on; do without Exercise 14 * Go through the instructions and the examples. Elicit one or two more examples if necessary. Students write more sentences by themselves. Go round quickly and check as students work.Exercise 15 * Give students time to work out some more sentences about jobs Tito could do and to tell their partners about them. Ask for sentences from the class as a whole. Good examples can be written on the board, Exercise 16 * Students can read through the questions for themselves and to decide on their personal answers. Point out that all the questions contain phrasal verbs. licit some example answers to questions if necessary. Encourage students to answer in complete sentences, containing phrasal verbs. * Put students into groups and let them ask round the members of the group and get answers, * Find out which students were able to find a student with answers. Extension Writing or giving a talk about animals + Students write or give an oral presentation about animals and thgir abilities — perhaps describing a household pet, ot some other clever animal they have known, Workbook answer key Ext 1 the damage 2. petition 3 a substance 4a new medicine $a test 6a product Ex2 ‘Thé petition was signed last week A new substance was applied to the skin 4 The new medicine was developed in Japan 5 The product was marketed in South America 6 The test was done five times Ex3 2use 3 to be transported 4 are fighting 5 are used 6 were killed, controlled, has decreased 7 are made 8 wear 9 have produced, are killed ‘Ex4 a bear 2 3 Exs 1A giraffe has a very long neck and spots and lives in Africa. Tis the tallest animal in the world and is often considered the most elegant. 2 Aturkey is a large bird which is often found on a farm, It is sometimes eaten on special occasions. 3A tiger is a dangerous striped member of the cat family which mostly lives in forests. It is often kept in zoos, 4 A frog is a small amphibian with a dry skin which lives mostly in water. It starts its life as a tadpole and is often loved by children. Ex6 Ltruc 2 false 3 true 4 true 5 false 6 false Ex? 1. Because of its... 2. The lion can be distinguished ... 3 Usually young lions 4 Lions are feared and respected ... Ex9 1 give up 2 look after 3 put off 4 come across 5 pick up 6 get up 7 work out Ex 10 I come across 2 put off 3 work them out 4 give up Exit 2 He gets up. 3 He puts on his dressing gown. 4 He goes to the front door and picks up his mail. 5. He turns on the TV, 6 He tries to turn down the volume with the cordless telephone. 7 He gives up. 8 He turns off the TV manually, 9 The phone rings. He picks it up. 10 He works out his mistake and smiles. Ex 14 petition abolition definition information occasions Lion caption pronounciation 37Revision Exercise | (Skimming a text to find out what itis about) Vocabulary career taro establish ost tribe housing pollution tropical inhabitants Polynesia (n) ——_voleanic injustice Polynesian (adi) kiwi sweet potato * Students look at the pictures and describe what they see. Do not correct their guesses at this point. © Students skim the text to find out what it is about, Answer: Tris about the Maori population of New Zealand. Exercise 2 (Working out meanings of words in a text) © Tell students to find the words in the text. © Get individual students to read out the sentenc containing the words. * See if students can explain the meanings of the words without looking at the dictionary definitions. Let them prepare this in pairs first. © Students match the words with the dictionary entries, * Discuss the answers with the whole class, Answers: origin. beginning or cause of something or someone stone ~a small piece of rock injustice ~an unfair act inabitant ~a person who lives in a particular place tribe ~a group of people of the same race .. et. establish — to set up or begin something too! — any instrument for doing special jobs Exercise 3 (Intensive reading) ‘+ Students read the text and put the events in order. They may need some time to read the text in detail. * Go through answers, getting students to quote 38 the sentences from the text which give information about each event. Answers: 1 The Maori sal from Haws 2The Maori arrive in New Zealand. 3 The Maori hunt with stone instruments 4 Captain Cook arrives in New Zealand. 5 Many British soldiers arrive on the island, 6 The Maori lose some of their best land. 7 Many Maori move to the cities. Exercise 4 (Tenses and sequence markers) ‘+ Elicit examples of sentences using the tenses mentioned (Past Simple, Past Continuous, et ‘* Read out the example and elicit the tenses that are used in it. ‘+ Tell students that the exercise also revises the sequence markers, when and before. ‘* Students fill in the blanks. Go round, check and help as they work. ‘* When students have finished, they can compare their answers with a partner. * Go through answers with the whole class. Answe b) arrived, were living © have been living ¢) arrived, were ©) have been teaching 1) arrived, did not have Exercise 5 (Making notes; writing sentences with Present Simple and Present Continuous) a © Students read the instructions and the examples of notes. Check that they understand the task, going through the examples and asking for further examples if necessary. + Students copy the headings into their exercise books. Copy the headings onto the board as they do this. + Students make notes. You can allow them to work in pairs for this. Go round, check and help as, they work.* Discuss answers with the whole class. Call students up to write good answers on the board. Example answers (there are many possibilities): Manukau London Food sweet potato, taro fish and chips Transport boat, on foot commuter tins, buses People of Maori origin very few Maori b) + Ask students to identify the tenses used in the ‘example sentences (Present Simple in the first sentence, Present Continuous in the second). Elicit the reason for this (general habits in the first sentence; things happening at the moment, or continuously repeated, in the second). + Ifnecessary, use further cxamples of notes from (a) to elicit examples of complete sentences about Kiri’ life. * Students write sentences. Go round, check and help as they write. You can let students work in pairs if they find the task difficult. * Go through answers with the whole class. Example answers: Kiri probably eats sweet potatoes and taro in Manukau. She’s probably eating a lot of fish and chips in Britain, Kiri probably walks, travels by bus, or travels by boat in New Zealand. She’s probably using the train or the underground in Britain Kiri’ friends in New Zealand are probably Maori people/people she was at school with. Her friends in Britain are probably British/people from her work or from her new school. Exercise 6 (Listening) Vocabulary challenge scare Haka (Maori ceremony) tradition ritual tribal chant rugby a) (Predicting; listening for key words) * Go through the instructions. Check that students understand the situation, * Get students to note down the words from the list that they think will occur in the listening text. b) (Checking predictions) + Play the cassette through once or twice. Students listen and check their predictions. * Elicit answers from the class as a whole. Write the words that occur in the text on the board. Discuss briefly. Were there any words that were commonly predicted that did not oceur? Or any words that most students did NOT predict, but which DID occur? Answers: rugby; win; pick up; dance; ball; wary ©) (Listening for details) * Give students time to look at the questions for themselves. * Before you play the cassette again, see if any student can answer question a), as an example. * Play the text again. Students write down answers to the questions. Go round quickly and check how well students are able to answer. * Play the cassette again if necessary. * Go through answers with the whole class. You can play the text again, pausing the tape at the relevant points of information. Example answers: 1 He has to have it while he is watching a game. * 2 She is trying to give it up. 3 He and Kiri aren’t getting on very well at the ‘moment, 4 Because when they pick the ball up they don’t let it £0. 5 A Haka is a sort of Maori chant and dance done by ‘New Zealand rugby players before a game. "TAPESCRIPT: xin: Adam! Adam! Up here! ... Where have you been? ADAM: Iwas getting some chocolate. I ean’t do without it at a game! Want some? ini: No, thanks. I'm trying to give it up. DAM: Thanks for letting me have your brother's ticket. Doesn't he like rugby? art: He loves it, but we're not getting on very well at the moment. ‘iki: Here they are! ‘The All Blacks, the best team in the world! * ADAM I'm not sure. When England pick up the ball, they don’t let it go! »kink: Well see about that. This is exciting, isn’t it? Wait till you see the Haka. ADAM: The what? int: ‘The Haka. You know, the ceremony the All Blacks do before their games. ADAM: Oh yes! I've heard about it but... what is it exactly? ‘ kiki: Fes a very old Maori tradition. I's a sort of tribal chant and dance. The Maori did it before their wars. past: What for? ‘arnt: Well, it's a sort of a war ritual to scare the enemy. Before a game it means, ‘We challenge you to this game and we're going to do our best to win.” pant: Isee art: Hey, here we go. Watch this! int: Well, what do you think? ADAM: Wow, that was quite something, But J still want us to win, Come on England! The wider world * Briefly explain that the following exercises are intended to move from the topic in the text to focus on the students’ own world. Students will be asked to consider their own personal knowledge, experience and opinions. Exercise 7 (Personalisation: the students’ own country) a) * Students read the questions on the text, then answer them in writing. Go through answers with the whole class. Answers can be written on the board. Answers: 1 The first inhabitants were the Maori 2 They came from Hawaiki, 3,000km to the north. 3 The later settlers were Europeans. 4 English and Maori are spoken in New Zealand today. b) * You will need to prepare this part of the exercise before the class, and make sure that you know the answers for the questions for the country where you are teaching. Also decide if any of the Guestions do not apply to that country. + Tfstudents are all from the same country, they can work in groups and decide on answers to the questions. If not, students will have to consider their answers individually. 40 © Students write answers to the questions, in relation to their own country. # Discuss answers orally, with the class as a whole. Alternatively, students can write a paragraph or short composition in answer to the questions, for homework adding extra information. ) ‘+ Briefly elicit some possible answers to the questions. These answers may depend on the student's own opinion, + Students discuss the questions in groups. © Groups give their answers orally. Alternatively, students can write down their ideas, in class or for homework. Exercise 8 (Personalisation: opinions using modal verbs) * Students look at the ideas in the box. Let them discuss in pairs any ideas they are not sure of. Check that all the ideas are understood (e.g: ‘suspense’, ‘set in a distant land’). + Read through the example, pointing out the use of modal verbs: .. must have a happy ending, doesn't have to have a happy ending. ‘Elicit farther examples of sentences using the ideas in the box. © Students work in pairs and write their sentences down. Go round, check and help as they work. ‘+ Take sentences from the class as a whole. If the class agrees with a sentence, get a student to write it on the board. Exercise 9 (Making and using notes to tell a story; asking for clarification) # Get students to read through the task silently. Check that the task is understood by eliciting ways of ‘asking for clarification’ (Unit 4). + Elicit some ideas for films or books that students might make notes on. + Put students into pairs and get them to work on stages | and 2 of the task: making notes and putting events in order.‘* When two pairs have finished stages 1 and 2 you can get them to demonstrate the rest of the task: (Stage 3) telling the story and (Stage 4) listening and asking for clarification. This can be done by having the pairs at the front of the class while other students listen * When all pairs have finished stages 1 and’2, put pairs together to tell their stories to each other. Go round and listen as they do this * Finish by getting pairs to tell their stories to the class as a whole. Encourage students from the class to ask questions. Exercise 10: Project Preparation: Before class * Before you present the project to students, study each step thoroughly so that you know exactly what is required. * Be ready to give ideas about the kind of poster that students might produce: for example, it could be a poster in a travel bureau, or a leaflet produced for a mail-shot advertising campaign. If you can get hold of examples bring them to the class for students to look at. * Think of sources of information about the history of your country; also be ready to suggest historical events that the poster might mention. * Be ready to suggest (and perhaps bring in to the class) sources of pictures; illustrations that might be reproduced or be used as ‘raw material” for students’ own drawings. + Decide whether or not you want students to work together on the project, and what size of group’ would be suitable (pairs, larger groups) * Announce the project in an earlier lesson. Tell students to study the procedure for the project before you discuss it with them in class. In this way they will already have some idea of what is required of them, In class (1): Setting up the project * Go through the instructions for the project and check that the task is understood. * Introduce the idea of a poster. Ask students if they know what a poster is and if they have seen examples of posters about countries. Get students to suggest locations where the posters might appear. (in a travel agent, tourist information office etc.) ‘it a few important events that might be mentioned on the poster. These ean be written on the board. * Elicit examples of interesting items of information about your country in the present day that would interest people from other countries. * Divide the students up into pairs or groups in class. Try to have students working together who get on well with each other. Make sure all the groups have access to reference books/ encyclopedias ete. ‘* Students draw up a list of important historical events and present-day information. Go round the pairs or groups and discuss their ideas with them. * Students choose the information they think most suitable, and make notes. Go round the class helping and encouraging students as they work.This could be finished for homewor! is short. if time In class (2) * Students convert the notes to sentence form and make a draft version of the poster on a large sheet of paper. They can also make a rough sketch of illustrations. ‘The idea here is to work out the Janguage of the poster, and also the general layout. * Make sure that all groups have an idea of illustrations they want to insert, and where to find them. * Check through the rough versions in class as students work. * Students prepare a final version of the poster on a large sheet of paper or cardboard, including the illustrations. ‘* When students have handed in their finished posters you can arrange an exhibition on the walls, of the classroom, or on desks or tables. You and students can vote for the best posters. 41Grammar practice General procedures © If the task is straightforward and the instructions are simple, let students read through the task silently. If the task is more complicated, read through the instructions sentence by sentenc and check that they are understood at each point. * * In this revision unit, each instruction refers to one or more grammatical points (particularly tenses). Make sure the grammatical terms are understood by eliciting examples of phrases or sentences containing the grammatical point in question (c.g. examples of the tenses mentioned). ‘* Ifnecessary, get students to look back at the relevant pages of the unit where the grammatical point was dealt with. * Point out the example answers. If necessary, get students to do more examples in order to make the task absolutely clear, * Students do easier exercises on their own, IF you wish, they can compare their answers with a partner once they have finished. More difficult exercises can be done in pairs. All answers should be written, * As students work, go round quickly, check and help if required. Take a note of any recurring mistakes. + When students have finished, go through answers with the whole class. Whenever possible, elicit the reasons for the answers, not just the answers alone. Answers will usually be written on the board, but of course it is not necessary to write complete sentences on the board in every case, Exercise | (Present Simple versus Present Continuous) * Students can do this straightforward completion task on their own, then check their answers with a partner. Finally go through answers, eliciting the reason for the choice of tense, and write the completions (not the whole sentences) on the board. 42 Answers: b lives, is staying ©) don’t believe, are doing @) are getting, aren't doing ©) sings, is making Exercise 2 (Modal verbs) ‘Students do this transformation task on their own, then check their answers with a partner. * Complete sentences containing the correct modal form should be written on the board. Answers: 2 don't have to sing in English 3 should use a dictionary 4 must/have to have a visa 5 shoulda’t watch horror films ‘6 mustn't bring a dog into the children’s playground 7 must tell your teacher Exercise 3 (Mixed past forms; when and while) * This is a more complicated task, and you may have to elicit several examples before students understand it completely. ‘+ Students can work in pairs to decide on the sentences efore writing them down, ‘© When you go through answers, write good examples of sentences on the board, Answers: 2 When I got to my desk, the other students were reading an article in a book. 3 Everybody finished reading while I was looking for a book in my schoolbag. 41 found my book after e article 5 I finished the article while the teacher was explaining something. 6 The teacher gave a written exercise while I was looking for my pen. 7 When the teacher collected the work, I still hadn’t finished. 8 My classmates went home while I was doing the work. yyone had finished theExercise 4 (Past Simple versus Present Perfect) * Students can do this straightforward completion task on their own, then check their answers with a partner. Finally go through answers, eliciting the reason for the choice of tense, and write the completions (along with the subject of the verb) on the board. Answers: 2 who bought 3 it wasn’vit was not 4+ he has bought 5 Mr Carr started 6 he has bought 7 Batman and Spiderman first appeared Bhe added 9 he comic 10 It cost 11 Mr Carr's son... hasn't read came out Exercise 5 (Present Perfect Continuous; since/for) * Students can do this simple completion task on their own, then check their answers with a partner. Finally go through answers, eliciting the correct verb form, and getting students to give reasons for their choice between since and for. You could write the complete sentences on the board if you wish Answers: 2 have been living, for 3 have een going, since 4 have been investigating, for S have been training, for 6 have been watching, since Exercise 6 (Passive and Active forms) * As the choice of verb form is quite difficult in this exercise, you may prefer to have students working in pairs. When you go through the answers, elicit reasons for the choice of verb form. Get students to write completions on the board, along with the subject of the verb. Answers: © Scientists did 4) Important research is being done ©) People keep 4) large dogs are kept ) They are making h)a film was made Summary * ‘The purpose of this summary is to help students to focus their revision, so that they can readily check on what they remember and what they don’t remember from units 1-5, ‘* Present the summary in class. Explain to students how it can be useful to them. Grammar * Go through the grammar points, Elicit explanations of grammatical terms as you go along, including examples of tenses, adverbials, phrasal verbs ete. as they are mentioned. * Ask students about any points they found particularly difficult. Make sure they can find the relevant pages from the units covering these points. + If time allows, have some brief revision of grammatical points as they are mentioned. If students report particular problems with any points listed, set aside a later lesson to revise them. + Ifyou and your students are accustomed to a ‘memorisation’ teaching/learning style, you could get them to memorise the points covered. In this way they will establish a ‘framework’ in their own minds which will help their revision programme. Skills * Go through the skills points, Elicit explanations of linguistic terms as you go along (predict, skim, topic sentences, ete.). When you come to ‘Speaking’, get students to provide examples for ‘give your opinion’, ‘agree’, ‘disagree.’ * Ask students about any points they found particularly difficult. Make sure they can find the relevant pages from the units covering these points. * If time allows, have some brief revision of points: eg. tenses for a narrative, giving an opinion and agreeing/disagreeing with it * If students report particular problems with any points listed, set aside a later lesson to revise then * Ifyou and your students are used to a ” a‘memorisation’ teaching/learning style, you could get them to memorise the skills and sub-skills covered. In this way they will establish a ‘framework’ in their own minds which will help their revision programme. Workbook answer key . Ext a) true b) false ¢) false d) true ) false 1) false Ex2 1 were concerned 11 was called. 2. was elected 12 was called 3 came 13 shot 4 were assassinated 14 ran 5 were shot 15 was shot 6 were called 16 ran 7 was born 17 was advised 8 were assassinated 18 advised 9 were brought 19 contain 10 had 20 contained Ex3 livesis staying goes/walks or is walking spends/isn't having is speaking cats/is missing doesn’t watch or isn’t watching/watches 4 doesn’t have to has to should must mustn't must shouldn't ExS a) You miust buy a ticket b) You should give your seat to someone who is elderly or pregnant. ©) You mustn't smoke. d) You have to get off at a bus stop and not ata traffic light. ©) You shouldn't disturb the other passengers, Sou eene gs au Ex6 1 has been watching it since 2. has been reading it for 3 has been buying comics ever since 4 has been drawing comic figures ever since 5 ever since 44 6. have been reading comic books for Ex7 started were studying have performed started decided have been Manone x8 By the time the band ... they had been Before they made ... they had played .. While they were recording ... broke “They got .. after they had finished When they produced the CD they got .. As they were playing ... the audience started ... x9 give up look after put off/get up ccome across come across/work out 6 do without Ex 10 Show business band, photographer, to go on air, pop scene, camera operator, sound engineer, to get a break, to make a single, the charts, to do the backing Fear blood-curdling, scared, white as a sheet, hair- raising, terrifying Animals furry, long-eared, mane, long-tailed jobs photographer, psychologist, so bene AUR Ney 1a operator, sound engineer, workerExercise | + Ask students to give you the names of any of the planets in the solar system, in English. Do they know which planet is nearest the sun, and which is furthest away? + Students open their books at page 30. Read out the names of the planets to give them a pronunciation model. Point out that they are not in order. * Read out the names again. Students repeat after ‘you, in chorus or individually. + Students work in pairs and put the planets in order. * Go through answers with the whole class. Students write the answers on the board. Answer: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto Reading Exercise 2 * Go through the instructions and example with the class, check that the task is clear, and get students to write lists of expected words. Go round quickly and check as students work. * Students look at the interview quickly and check their lists. © Ask students how many of the words in their lists occurred in the text. Ask Toi words. les ofastite * Read through the sub-skills paragraph. Focus on the difference between ‘skimming’ (which is concerned with getting a rough idea of the content, or the ‘gist’, and ‘scanning’ (which is concerned with searching for particular kinds of information). * Elicit an example of a subheading and tell students that the subheadings are a guide to the kind of information in a section. Exercise 3 Vocabulary analyse equipment bacteria exploration balloon launch component lifeless micro-organism concentrate on negative conditions sample (n) conquest space station date (7) spacecraft * Go through the instructions, drawing students’ attention to how the questions asked by the interviewer form a series of subheadings. Students read the list of topics 1-6, ‘+ Students scan the text as instructed to find the sections. You can check some individual answers briefly before you discuss them with the class as a whole. * Go through answers with the class, getting students to read out the topic phrase from the list 1-6, together with the question in the interview. Answers: 2 Are there plans to look for life in the Future? (section 5) 3 Man has been sending ... What is their purpose? (section 1) 4 Launching the ‘balloon’ (section 3) 5 Do you think man will ever be able to actually live ‘on Mars? (section 6) 6 Can you tell us a bit more about the equipment ..? (Geetion 2) 45Vocabulary Exercise 4 * Students can read the passage aloud as you go through answers. When students give the word to fill the blank, get them also to read out the sentence in the interview which contained the word. . Answers: 2 surface; 3 landing; 4 exploration; 5 soil 6 micro-organisms; 7 lifeless Grammar Will, going to and Present Continuous as future * Pur the example sentences on the board. Get students to identify the going wo form, the will- future form, and the Present Continuous form. * Have choral and/or individual repetition of the examples if you wish. Then go through the explanations, getting students to produce sentences which follow the same patterns. Note: 1 When we make predictions, going to and will are not very different. However, they tend to show a difference in the following ways: Going to is used especially when we have clear evidence that something will take place: Look at those clouds! Its going to rain. Tealso sounds a little ‘more conversational than will. The fature with will sounds more factual or scientific and less immediate. It is also more common after expressions of certainty or uncertainty, such as I'nr sure that.. 2 There is often very little difference beeween going to and the Present Continuous to talk about plan: However, going to is used especially for firm intentions, things that we have already decided in our own minds (without necessarily discussing them with other people). The Present Continuous suggests that we have already discussed the plans with other people, and made arrangements with them, Exercise 5 * Briefly ask individual students to describe the pictures. Then get students to read the captions silently and to match them with the pictures. + Check answers with the whole class, eliciting the 46 language forms which express plans, arrangements and predictions. Answers: 48 We're going to launch a space station in the near fuacure, (plan) b Ina few minutes I'm travelling to Mars to collect soil samples. (arrangement) ¢ One day, man will live on Mars! (prediction) Exercise 6 * Students do the exercise on their own, Go round quickly and check as they work. Ask them to check their answers with a partner when they have finished. * Go through answers with the whole class, dealing with any recurring problems. For each answer, ask whether the verb expresses a plan, a prediction or an arrangement, Discuss different shades of meaning when more than one answer is possible, The answers can be written on the board. Answers: 1 will crash/are going to crash 2 will take offs going to put/is puttingyis collecting (Because the -ing form returning is used later in the sentence; note that is going to collect is NOT possible) 3 will go (is going to go is correct, but les likely) 4 will be (is going to be i correct, but less likely) 5 are going to launch/will launch ... wll collecvare going to collect 6 are having (are going to have is correct, bua less likely) Exercise 7 * Make sure students realise that this exercise deals with personal opinions. * Take the first sentence as an example and elicit some ideas. Then set students to read the remaining sentences and answer for themselves, + When students have answered for themselves, let them briefly discuss their answers with each other, working in pairs. * Have some brief whole-class discussion about cach sentence. It will be good if students have differing opinions and can give arguments for their points of view.Exercise 8 © Get a pair of students to act out the example dialogue ‘+ Students exchange opinions in pairs. Go round and monitor while students talk. * Pairs of students exchange opinions with other pairs. * Finish by getting pairs of students to exchange opinions across the class. Other students listen, and. then add their own comments, using the phrases J believe, Don't you think that ...? or In my view Writing * Go through the sub-skills paragraph about the stages in a composition, explaining as necessary. Find out which stage students find most difficult (eg; for many students, providing a satisfying conclusion may be a problem). Exercise 9 a) + Students read through the instructions. If necessary, get students to point to the paragraphs they have to read. * Students read the paragraphs silently and pick out the introductions and conclusions. Go round as students read and check their ideas quietly. * Go through answers, but do not go into detail about the paragraphs at this point. Answers: | conclusion; 2 introduction; 3 conclusion; 4 introduction b) + Give students a few moments to match the introductions and conclusions. They can check their answers briefly in pairs. * Check answers. Students should give evidence from the paragraphs to support their choice and explain the logic of the texts rather than simply saying which paragraphs match each other. Answers: bc; d- (Extracts b and ¢ indicate that the writer believes there is life on other planets.) (Extracts d and a indicate that the writer doesn't believe this.) 9 * Introduce the task. Elicit some examples of sentences that could begin an introduction. * Students write their introductions and conclusions, in class or for homework. Listening * Go through the sub-skills paragraph and get students to explain it in their own words. Ask students if they normally listen to English in this way. (= Exercise 10 agriculture objective (= aim) algae oxygen constant pole (north/south) develop (v) responsibility fantasy science fiction gigantic supply (n) humankind terraform magnily viewer melt (v) + Tell students to look at the pictures, read the captions and describe them. * Go through the instructions. See if students have any idea what terraforming means. Elicit some ideas about what they will need to listen for, to put the stages in the right order. * With a good class, you can also elicit ideas about what the right order will be, but do not give the answer yet * Play the cassette, more than once if necessary. Students number the stages. * Check answers. Do not discuss the answers in detail at this point. Answers: Stage 1: Heating up the planet Stage 2: Making oxygen Stage 3: Growing trees tage 4: Developing agriculture 47TAPESCRIPT: When you watch this, Iwill be dead. The responsibility, dear viewer, is now in your hands, When you first see these plans you will probably think they are just fantasy, « piece of science-fiction. But, once you have given them ‘more thought, you will understand their importance. Your actions will change the course of history by, carrying out the terraforming of Mars. Terraforming is the transformation of Mars to recreate the conditions on Earth. There are several stages involved. Pay attention. STAGE ONE: Objective: to heat up the planet. ‘Mary is quite cold, so you'll need to warm it up antficially Place gigantic mirrors around the planet: they will ‘magnify the sun’s rays and raise the temperature. The ‘mirrors will also melt the ice in the poles and form When this is done, you will have a supply of water. STAGE TWO: Objective: to make oxygen. ‘When the new oceans are formed, you will be able to grow algae in them. The algae will use the gas in the ‘Martian air to make oxygen. This is what happened on Earth four million years ago. STAGE THREE: Objective: to grow trees. Once you have solved the problem of oxygen, you will be able to plant trees to make sure there is a constant supply of oxygen. STAGE FOUR: Objective: to develop agriculture .. and for man to move The first thousands of Martians will be farmers. They will need a detailed agricultural programme to produce their own food. ‘This will be @ great day for humankind: birds will fly and other animals, including man, will be able to start a new life on Mars. = Exercise II * Give students 2 few moments to read through the task. Point out the example, which connects plant trees with getting a constant supply of oxygen. * Play the cassette again. Students do the 48 matching task. * Go through answers, playing the cassette again and pausing as necessary. Answers: 1d; 2a; 3e; 4b; Se Grammar Future clauses with when and once * Put the ewo sets of example sentences on the board. Have choral/individual repetition of the sentences. ‘+ In cach example, get students to identify the following: = the time word (when, once) = the subject of the time clause (you) — the tense used in the time clause (Present Simple or Present Perfect) = the subject of the main clause (you) — the tense used in the main clause (ature with will) — the main verb * Elicit the difference in meaning between the two sets of sentences. * Students read the Look! section. * Elicit examples of sentences following similar patterns. Get students to say whether or not the use of Present Simple or Present Perfect in the time clause makes a difference. Exercise 12 * Students read through the questions for themselves and answer them in writing using the patterns from Exercise 11. They can work in pairs for this if you wish, * Go round, check and help as they work. IF they are having problems in remembering the information, play the cassette again, * Go through answers with the whole class. Answers: 1 They will have water once/when they have melted the ice. 2 They will have a warm planet once/when they have planted gigantic mirrors around the planet.3. They will have oxygen once/when they have grown algae. 4 They will be sure of a constant oxygen supply once/when they have planted trees. 5 They and other animals will be able to start a new life once/when they have produced an agricultural programme. Exercise 13 * Give students a few moments to look at the instructions for themselves. * Read through the instructions yourself. Explain the situation further as necessary * Students read the list of actions for themselves and put them in order. * Get some students to tell you the order they have chosen, Exercise 14 * Elicit examples of sentences. Make sure students are able to use the Present Perfect form if appropriate, and also to use once as well as when. (c.g. Once I've got something good to eat, I'l report to my superiors.) * Students say sentences to each other in pairs. + Finish by getting further good examples of sentences. Extension Discussion on a topic followed by a composition + Discuss another topic related to space travel. For example: Is it worth spending money on space travel? Or should the money be used to improve people’ lives bere on Earth? Students discuss in pairs or groups and report back to the class. * After the discussion, you could get students to write a composition on the same topic, giving some of the arguments for and against a point of view. Workbook answer key Ext I float; 2 land; 3 launch; 4 astronaut; 5 Mercury; 6 balloon; 7 robots; 8 planet Ex2 I No 2. They will have five snacks instead. 3 Because Virtual Reality may lead to personality problems, with people losing their real identities. 4 Crime will increase. 5 Information about education, employment, medical history, credit status and genetic data, 6 Minimum bloodshed weapons such as laser rifles, ultrasound and sedative guns. Ex4 are going to do won't tell are going to send are doing / going to do will burn will be are you going to solve are going to send Fx 5 is attending will give is going to be will have to will be will be able to will enable are going to experience will feel 10 is not looking forward to eA bene wovaneune Ex6 1 he will have a general overview of the skills required for the job. 2 he has completed the course. 3 he has been in a simulator. 4 he will be able to attend a4 year training programme. 5 he has attended the 4 year training programme. Ex7 (in order of strength from weakest to strongest) drizzle, rain, pour, bucket down Ex8 shower, downpour, storm, flood 49Songs and singers Grammar Reported commands and requests Describing features and characteristics (the gi with dark hair) Describing clothes (the boy in the gown) Describing what someone is doing (the gi holding the tennis racket) Skills Writing: Writing descriptions of people Listening: Listening without understanding every word Get talking: Complaining and making excuses Word watch: Compound adjectives (dark-haired, ete.) Pronunciation: Contrastive stress Vocabulary ‘Types of music; clothes, personal features and characteristics = Exercise | * Ask students to tell you their favourite types of music, and their favourite groups or singers. © Make sure all students understand what the types of music are (romantic ballad, hard rock, etc.) + Play the pieces of music on cassette, Students match them with the types of music. Allow some discussion on this. Then play the music again and obtain answers. Answers: L rap; 2 opera; 3 romantic ballad; 4 reggae; 5 hard rock; 6 disco music PEE pe eee eee eee Exercise 2 * Elicit some adjectives that could be used to describe types of music. + Students work in pairs or groups. They discuss how best to describe the different types of music. “They should use other adjectives in addition co those in the box. © Students give their opinions about ways of describing the types of music. Other groups say if they agree. 50 Exercise 3 © Demonstrate the task by numbering the types of music in order of your own preference. Then students write down their numbers, individually. * Geta pair of students to act out the example dialogue. Point out useful phrases: (I think) irs brut .; 113 my least fccourite type of music; etc idents compare their numbers in pairs as instructed * You can measure the popularity of all the types of music mentioned by adding up the total ‘scores’ for each type of music. Exercise 4 Vocabulary artist (= singer) buzzer golden oldie round (in competition) stand up for one’s rights * Give students a few moments to look at the table, ‘+ See ifa student can give an example answer before they hear the cassette. Play the cassette, more than once if necessary. tudents match the columns. Check answers. Ask students if they know or have heard of the songs and the singers, Answers: Bab Marley /ells people to stand up for their rights/ Get up, Stand up Bryan Adams /asks bis girlfriend to forgive bim/ Please Forgive Me Paul Anka /tels bis girfriend to put ber Bead on bis shoulder/ Put Your Head on my Shoulder Harold Melvin and the Blue Notes asks bs girlfriend not to leave bim that way/ Don’t Leave Me This Way TAPESCRIPT: RADIO QUIZMASTER: In today’s edition of ‘Pop Quest’, ‘we have Vijay Patel, the winner from last week. And a new player, Anne Burns. Let’s get straight on with the First round, his is about songs which tell or ask people to do or not to do things. [As usual, the first person to press the buzzer gets toanswer. Pl give you one point for naming the song and another one for naming the singer who first recorded it So, fingers on buzzers, Question 1. He asks his girlfriend to forgive him. What's the song? Vijay Wav: ‘Please Forgive Me’. RaDIO QuIzMASTER: Correct! You get one point.+\nd for another point, who recorded it? vuay: Bryan Adams. RADIO QUIZMASTER: Right! Question 2, Ie tells people to stand up for their rights Name the song? ANNE: It’s ‘Get up, Stand up’, by Bob Marley. RADIO QUIZMASTER: Yes! you've got yourself two points. Who asks his girlfriend not to leave him that way? And what's the song? RADIO QUIZMASTER: Vijay, I think you were just first there. ‘VUAY: The song is ‘Don't Leave me This Way’, of course! And the singer's Jimmy Somerville QUIZ MASTER: You've got the song right, Vijay, but Jimmy Somerville wasn’t the original artist. Who was No, no idea? It was Harold Melvin and the Blue Notes. So only one point for Vijay there. And now for a golden oldie, Who tells his girlfriend to put her head on his shoulder? And what's the name of the song? ANNE: Isn’t the song just called ‘Put your Head on my Shoulder’? RADIO QUIZMASTER: Yes! Now can you name the singer? ANNT: Er... No, sorry. QUIZ. MasTrR: Bad luck Anne, it was Paul Anka, Listening Students read through the sub-skills paragraph. Ask students if they listen to the words, how much they try to understand, whether the words affect their enjoyment of a song, ete. Exercise 5 ‘Fecabulary faut relax settle down take it easy * Play the extract from the song. Students listen and think what the song is about, then discuss it with a partner. Elicit a few ideas, but do not discuss the song in detail = Exercise 6 3 LHCla, * Play the song again. Students turn to page 103 of their Students’ Book and follow the words as they listen. * Ask students what they think the song is about. Ask them whether they were right the first time they heard it. Example answer (there are many posible explanations of the song) ‘The song is about the different ideas of a father and a son. The father wants the son to stay at home and settle down, The son wants to go away and live his own life. Grammar Reported commands and requests * Puc the example sentences on the board. Have choral/individual repetition of the examples. * Get students to identify the words which are different in direct commands/requests and reported commands/requests (i.e. the words in bold in their books). Underline these on the board. * Explain or elicit the difference between a command (strong, suggests authority) and a request (polite, does not suggest authority). * Ifyou think students need the practice, say the ‘example sentences. Students repeat after you. * Explain the differences between direct commands/requests and reported commands/requests. Include: I the use of ‘reporting’ verbs: tell, ask, beg 2. the use of different pronouns and possessive adjectives: ‘your ~ their me ~ him 3. imperative — infinitive stand up to stand up don't leave ~ not to leave * Elicit further examples of direct and reported requests/commands using the same grammatical patterns. Exercise 7 * Elicit some commands from the song. Get students to change them to a reported form 51* Students work on the exercise, on their own, or in paits, writing out commands in their reported form. Go round quickly and check as students work. # Ask students for their answers. Deal with any recurring problems. Answers can be written on the board. 4 Example answers: ‘The father tells the son to take it easy He tells the son to find a girl He tells the son to settle down. He tells the son to marry. He tel the son to be calm. He tells the son to take his time. Ie tells the son to think 2 lot. He tells the son to think of everything he’s got. Exercise 8 * Go through the instructions. Get students to read out the quotes. They should try to vary the way of reading the quotes according to the strength of the command or request. + Students quickly look at the quotes and decide which are often said to them, marking them with a tick. © Conduct a quick vote, getting students to put their hands up if command applies to them. Exercise 9 * Ack two students to read the example dialogue. “Then get a pair of students to make up another dialogue, based on the commands in Exercise 8. * Students work with their partners, making dialogues-from the quotes in Exercise 8, Go round and listen as they talk. ‘© Encourage students to include ideas of their own, not the points used in Exercise 8. + Finish by getting different pairs to conduct exchanges while the rest of the class listens. + Finally, go through answers, dealing with any recurring problems you have noticed while listening to the students. 52 Pronunciation Exercise 10 * Students copy the sentence as instructed, while you put three copies of the sentences on the board. Students read through the instructions. ‘© Play the cassette, Students mark the stress in each of versions a, b and c. * Check answers, getting students to say the sentences with the correct stress. Answers: 2 stress on roont; b stress on tidy; ¢ stress on muther Exercise II © Give students time to look at questions 1-3 and to decide which questions match the answers they heard on the cassette. © Obtain answers and discuss, pointing out how the different stresses in My mother told me to tidy my room create contrasts in meaning = Exercise 12 Students look at the expressions in the speech bubbles. Ask which of the expressions are complaints and which are excuses, + Play the cassette. Students match complaints and excuses. * Check answers by getting students to quote the complaints and excuses they have heard. TAPESCRIPT: 1 MAN: Flow many times have I told you to turn the volume down? SON: Sorry. I didn’t realise it was so loud. 2 WOMAN: I thought I asked you not to wear that old T- shirt, Sorry. I forgot,3 Woman: Didn't I ask you to clean your room? DAUGHTER: I'm really sorry. T was going to do it yesterday but I had lots of homework. Exercise 13 ‘+ Explain the task. Point out the ideas in Exercise 8 and the phrases in Exercise 12. Elicit some suggestions for other things that parents complain about. + Get a good pair of students to act out one of the examples. * Students act out dialogues in pairs. * Finish by getting some pairs to act out while the rest of the class listens and corrects any errors. Exercise 14 * Students look at the photographs and read the clues silently, Do not let students shout out answers, * Get students to pick out from the clues the phrases that identify the people. * Read out the example dialogue. Tall students to compare their answers with a partner in the same way. Exercise 15 * Tell students to check their answers on page 103, then write sentences containing the descriptive phrases. Give them the model sentence from the previous example: The short-haired boy in the suit is Bob Marley. ‘+ Students underline the descriptive phrases. + Check that all students now know the answers, Get students to say which parts of the clues gave them the answer. Answers: 1 Bob Marley; 2 Martina Navratilova; 3 Cindy Crawford Grammar Describing features and characteristics + Write the example sentences (under headings 1-3) on the board. * Get students to pick out the ‘describing’ phrases in sentences I and 2 (witb short blond hair, in the suit). Underline these, then draw an extra line under the key ‘connecting’ words, i. with and in ‘The young woman with blond hair is Martina Navratalova. ‘The boy in the suit is Bob Marley. * With sentence 3, cross out the full stop and She is to show the transformation from one sentence to another, Underline the descriptive phrase smiling at the camera, Finally, draw an extra line under the connecting clement, i.e. the -ing part of smiling. Cindy is the long-haired girl smiling at the camera. + If the class needs the practice, say the example sentences. Students repeat after you * Go through the headings 1-3 and explain when necessary. * Elicit further examples of sentences using the same grammatical patterns. Exercise 16 * Go through one item as an example if necessary. ‘Then students do the exercise, on their own, or in pairs. Go round quickly and check as students work, Finally, go through answers, dealing with any recurring problems. Answers: 2 with, with; 3 in, in; 4 in; 5 with, in Exercise 17 * Elicit one or two examples. Then students sentences, working on their own or in pairs. Word watch * Students read through the paragraph and example sentence, 53Exercise 18 * Students write compound adjectives. Go through answers with the whole class. Example answers: Hlong-legged; 2 blue-eyed; 3 grey-haired; 4 green-eyed; 5 short-haired Exercise 19 ‘© Divide the class into pairs, A and B. Get As to turn to page 103 and Bs to turn to page 105. ‘+ Demonstrate the task with a strong student by asking an example question or alternatively get two good students to demonstrate. tudenes work in pairs asking and answering questions until they have completed the names. Writing Exercise 20 a) * Students look at the picture and describe it to their partner in their own words. Then ask students from the class to describe it to the whole class. Do not ask them to read the text aloud. * Students read the text silently. * Elicit quickly from the text an example of general impression, hair, eyes, clothes. b) * Students work in pairs and make a list of words and phrases for each category in a). * Check answers by getting students to write them on the board. Example answers: General impression: (son) a young, man; he was very serious and looked like a teenage businessinan; (father) older man; (woman) looked a bit annoyed Hair: (son) with short hai; (father) was a long-haired... Eyes: (son) and blue eyes Clothes: (son) wearing a suit; (father) in torn jeans; (man) with glasses 54 9 + Students read through the instructions. A good class may be able to write the description of the scene with very little preparation. However, with a weaker class you will probably have to elicit ideas and possibilities. The students then write their description. Collect the descriptions, correct and hand them back in the next lesson, The Flood: Episode 3 police officer software stuff (= things of various kinds) Before reading * With books closed, get students to say what they remember of the story so far, using their own words, Ask students what they found exciting or interesting in Episode 2. What made them want to read on? * Students open their books and look at the first page of Episode 3. Get them to say what they see in the picture. Ask: What will happen in this epizode? First reading + Set students a few questions to answer from a first look at the episode. For example: Ho« much can people take with them? Does Lucy leave the house? Students look for the information and answer as quickly as they can. + Read out the introductory sentences, to What do ‘you think they will take with them? Elicit some ideas, briefly, but do not say whether the answers are right or wrong at this point. Main reading + Students read the story and answer the questions in writing. When they finish, you can let them ‘compare answers with a partner. * Students read out their answers. You can insist that answers are given in complete clauses or sentences, Answers can be written on the board if you wish,Answers: 1 (1) To switch off the gas and electricity, (2) To take a sinall bag of belongings, one bag for each person. 2 Because it has all her business records on it. 3. Because she wants to save the computer records onto a disk. 4 Because they thought she had already géne outside, before them. + Finally, come back to the question asked in the ‘opening paragraph. Elicit the fact that we do not, know exactly what the Wilsons and Kellys take with them-only that Mrs Wilson takes some clothes in a suitcase, and that Annie takes one toy with her. Prediction and speculation * Students read questions 5 and 6 and write down their answers. They can compare their ideas, working in pairs. * Elicit some ideas orally. Students give reasons for their answers. Workbook answer key Ext 1 with the clip board 2. with the beard scratching his head Ex2 1 his flatmate 2. his make-up session, a short introduction, Johnny playing the sax, the interview 3 grumpy 4 he doesn’t want to sit at at table he doesn’t want a long introduction he doesn’t want to talk about his private life x3 1 The presenter asked him to sit on the other side of the table. 2. The presenter told him to be careful with the microphone 3. Johnny told him not to do any introduction before he played. 4 Johnny told him to make it short. 5 Johnny told him nor to talk about his private life, 7 6 Johnny asked him to concentrate on the kind of music the band plays. 7 The presenter told him not to advertise their future gigs too obviously. 8. The presenter told him not to worry. 9 The presenter asked him/told him to smile occasionally. Ex4 ‘My parents often told me not to go near the fire My parents often told me to be qui My parents often told me to stop fighting ‘My parents often told me to put my toys away My parents often told me to cat up my lunch. My parents often told me not to bite my sister My parents often told me to be careful Ex (variations are possible) Amelia is the one with blond hair eating crisps. Maria is the one with black hair carrying her coat. David is the one with curly hair wearing glasses. Anna is the one wearing a sweater and jeans standing next to Maria. Luis is the one talking to Katerina holding a racket. Ex6 Id2q3d4a Ex7 1 books; 2 yesterday; 3 lost; 4 all the words Ex8 1 long-haired/legged/nosed/fingered 2 dark-haired/eyed/skinned 3. fair-haired/skinned 4 blue-eyed/(haired) 5. short-haired/legged/nosed/fingered Ex9 Tlong-legged; 2 short-haired; 3 long- 4 blue-eyed; 5 dark-haired Ex 10 Number 2 was a blond-haired giel in jeans and high-heeled shoes Number 3 was a spotty long-haired youth in a leather jacket Number 4 was a middle-aged man with a walking stick and a beard/ wearing glasses gered; 55Communication? Exercise | * Give students a few moments to look at the pictures and the quotes and to decide what the people are talking about. # Ask students for possible answers. Possible answers: eat like mad ..”: over-eating, becoming overweight ‘Lalk about it ..”: This could be any problem. ‘look for solutions .": This could be any problem. ‘Lignore them... facial spots or some skin problem Pm very lucky ...: This could be any set of problems perhaps relating to health, problems at school, etc 41 get totally paralysed’: examination nerves, or fear of some big occasion Exercise 2 * Discuss the question briefly. Ask if there is a student in the class who has never had a problem. Reading + Students read the sub-skills paragraph. * Go through the paragraph, checking that students understand context and part of speech. ‘+ Ask students if they ever use this method to guess unfamiliar wor 56 Exercise 3 Vocabulary a shoulder to ery on keep a secret absolute misunderstanding chance secrecy complain store (= keep) handle (verb) view (= opinion) hassle * Students look at the five words very quickly and decide whether they know the meanings or not + Say the words. After each word ask how many students know the meaning of hassle. Students can raise their hands to give an idea of the number of students who know the words. + Introduce the text (Gini’s page) very briefly, eliciting the fact that it is from a teenage magazine, and that it deals with common problems. * Students read the text and find the words. You can ask them to underline the words if you wish, © When students have had time to read the text and find the words, they read and find the answers to questions a) and b). * Students check their answers with each other, working in pairs. * Go through the answers to parts a) and b). Do NOT discuss the meanings of the wrong definitions in part b) 1-5. Answers: a) hassle = noun; view= noun; chance = nouns handle = verb; store = verb b) | view =a personal opinion or belief about something. 2 handle = to deal with something or someone 3 hassle = an annoying difficulty 4 store = to keep information on a computer or in your memory 5 chance = a possibility or opportunity + Take one of the wrong definitions for question ©) and elicit the word, the part of speech and an ‘example sentence to make the task clear. Students, then work out the parts of speech for each ‘wrong? definition.+ When you go through the answers, make sure you elicit sentences with each word, using it in its alternative part of speech. e.g. The detectives viewed the scene of the crime. This bax is difficult to lift-it doesn't bave a bandle. Please stop hassling me all the time! There's a store in the town here you can buy good- quality shoes. didn’t arrange to meet ber-it was just a chance encounter while we were shopping. Answers: 1 view = verb; 2 handle = noun; 3 hassle = verb; 4 store = noun; 5 chance = adjective Word watch * Give students a few moments to look at the word watch sub-skills paragraph for themselves. ‘Then go through it, making sure students understand how the dictionary entries work. Draw attention to the numbers 1 and 2, the phonetic symbols, and the abbreviations: v = verb and = noun, Exercise 4 + Get students to find the entries for belp in their dictionaries. Make sure they identify the entry for the noun and that for the verb. * Students look up the remaining words, find the entries, and note down the parts of speech, Answers: act: verb, noun; talk: noun, verb; change: verb, noun; ‘bead: noun, verb (the dictionary may also have an entry for head as an adjective, meaning chief, or main); trust: ‘noun, verb. Exercise 5 * Read through the question and explain the task. You may have to take the word Aelp as an example, finding it in the last sentence of the first paragraph, and getting students to read out the entry in the dictionary which best matches its use within the text. © Students find the other words in the text and work out the entry in the dictionary which matches the use of the word in the text. + Discuss answers with the whole’class. will vary depending on the dictionary. 6 * Students should correct the false sentences as they do this exercise. Ger students to quote from the text in support of their answers. Exercis Answer 1 False (Parents have their own ideas ...) 2. True Just trying to explain your problems can help you ..) 3. False (Your friends can't always advise you.) 4 False (Some people can’t keep a secret.) 5 True (People aren't like cassette recorders.) 6 True (Choose a friend you can really trust.) Grammar Reported Speech | Exercise 7 * Students read the four sentences and decide which two repeat the speaker's words exactly * Check answers and ask students how they decided (direct speech is contained within quotation marks). Answers: | and 3 + ‘Tell students to read silently the sentences in the ‘Direct speech’ column of the Grammar box. As they do this, write the examples of direct speech (within the quotation marks) on the board, with plenty of space above each example. ‘+ Get students to read out the sentences in the direct speech column in the Students’ Book. Draw students’ attention to the ‘reporting’ words: says, «adds, complains, explains. + Above each sentence in direct speech on the board, write or get students to write the appropriate reporting phrase, including that: Emma says that She adds that OR She complains that Matthew explains that * Go through the changes that occur in transforming the direct speech to reported sentences. Do this on the board, getting students to rub out and change forms, one by one. 37Deal with the following points: 1 getting rid of the quotation marks and commas 2 changing the possessive pronouns: my to her, my to bis 3. changing the pronouns: we to they, I to be * Point out that with the reporting word say, we * usually omit that after it. Show this on the board by putting brackets round thet. Emphasise that itis not actually wrong to use that. * Consolidate by reading out or getting students to read out the complete reported speech sentences. + Tall students to turn to page 110 and look at the table of pronoun changes. * For further consolidation, you can get students, to make statements (direct speech) and other students to report them, using present tense forms, asin the examples. Exercise 8 * Students work on the exercise, on their own, or in pairs, writing out the examples of direct speech and putting them into their reported form. Go round quickly and check as students work. * Go through answers dealing with any recurring problems. You can get students to write the reported sentences on the board if you wish. Example answers: “Our differences are causing lots of problems”, she complains, Emma complains that their differences are causing lots of problems, “I'm finding my problems hard to handle,” says Matthew. Matthew says (that) he is finding his problems hard to handle. “L really don’t know what to do,” he adds. ‘Matthew adds that he really doesn’t know what to do. “Once when I had a problem I told a friend,” says Helen. Helen says that once when she had a problem she told a friend 58 Exercise 9 * Get students to read out the quotes in Exercise 1. They should try to vary the way of reading the quotes according to the emotion which they express. * Students quickly look at the quotes and decide which reporting verb would be best. Then they close their books and write the reported forms as, instructed. Exercise 10 * Students open their books again at the quotes. a) * Get some students to read out some of their ‘examples of reported speech. Obtain a general opinion from the class as to whether the examples are the same as the original. Does the example deserve to be given a point or not? 2g, Carl complains that be never bas a problem would not deserve a point. © Put students into groups. They read their sentences out to each other, judge the meanings, and award points, as instructed. b) + When students have finished reading the sentences to each other, tell them to add up their points. Find out which students have achieved a high score. = Evercise 11 Vocabulary guy lottery pick (= choose) * Tel students to look at the picture story and to guess which words could go in the blanks, before they listen to the story. © Briefly elicit suggestions about words that could go in the blanks. Do not correct at this point. * Play the cassette, several times if necessary. Students fil in the blanks. * Go through answers.Answers: 1 £1000; 2 most; 3 Walkman; 4 £2000; 5 some; 6 stereo; 7 £3000; 8 stereo; 9 computer; 10 £3,500 "TAPESCRIPT 1 ‘NICK: Hi, Paul! How are things with you? * PAUL: Great! My dad has won the lottery. NICK: Wow! Did he win a lot of money? PAUL: £1,000. Not bad eh? ‘NICK: Not bad at all! What's he going to do with it? PAUL: Well, you know my dad. He’s going to save most of it. But he is going to buy me a new Walkman because Thelped him pick the numbers. 2 NICK: Hey, Jane, guess what? I saw Paul Dixon at break ‘And he told me his dad had won the lottery. £2,000 I think he said. JANE; Really? What's he going to do with i? Go on a really good holiday? Nick: No, Paul said he was going to save some of it. And he’s going to buy Paul a stereo because he chose the numbers for his dad. JANE: Lucky Paul! T never win anything! 3 JANE: Hey, dad, you know how Paul's dad sometimes buys a lottery ticket? MR BEACH: Him JAN: Well, Paul told Nick that he'd won £3,000! Vhat a lucky guy! JANE: And wait for this! Paul chose the number. So he said his dad was going to buy him a stereo and a computer. MR BEACH: Well, maybe we should start buying lottery tickets too, Hello, John. Nice day, isn’e it? MR BEACH: Very nice, yes. Oh, by the way, congratulations! Jane told me about your win on the lottery with the ticket Paul bought. £3,500! T could do with that! Exercise 12 * Students read the alternatives for themselves and choose the best answers. You can get them to compare their answers in pairs if you wish. * Check answers, eliciting several different opinions if students are not in agreement. Students should try to give a reason why the alternative does not fit the story. Answers: 1b; 2b Grammar Reported speech 2 ‘Tall students that the story they have just read contains examples of reported speech in the past. Get them to identify examples of reporting verbs in the past from the story; e.g.: told, said. * Use the board to get students to make the alterations from direct to reported speech as for Reported speech 1. The difference this time is in the way the tenses change after reporting verbs in the past, as follows: Present Simple changes to Past Simple (e.g, buys ~ bought) Present Perfect changes to Past Perfect (e.g. bas won ~ had won) Present Continuous changes to Past Continuous (e.g. is going ~ was going) Tell students to turn to page 111 and look at the table of tense changes. * Point out also that after said and old, thar is usually omitted, especially in speech, * Also deal with the difference between say and tell, Ac this stage a simplified explanation is enough: tell MUST have a person after it, e.g, Paul told Nick .. . Say CANNOT have a person after it. (We cannot have Pau! said Nick ...) Elicit examples of sentences with say and tell to make the point clear. Exer B * Students read the instructions. Point out that the answers in sentences 2 and 3 become progressively longer, and that some of the blanks contain several words. * Students do the exercise individually, then check their answers with a partner. Answe 1 said, £1,000 2 told, had won £2,000, was going to save some of it/was going to buy Paul a stereo 3 told, Paul’s dad had won £3,000 in the lottery and that he was going to buy Paul a stereo and a computer. 59Exercise 14 * Take an example if necessary to make clear the difference between an explanation and a complaint. Then students do the exercise in pairs. Discuss answers with the class as a whole. Answers: 1C; 2; 3; 4C; SE Exercise 15 * Students do the exercise individually. When you go through the answers, write the sentences on the board. Get students to pick out the changes of tense that have taken place in moving from direct to reported speech. Answers: 2. Nick complained that Jane had changed her whole story. 3. Mr Dixon explained that he had bought/that he bought the ticket. 4 Jane complained that her dad wasn’t listening to her. 5. Paul told Nick that he was really happy because his dad was going to buy him a new Walkman, Exercise 16 * Read through the example. Elicit the words that were actually spoken (direct speech): STUDENT: P'm sorry I'm late, My alarm didn't g0 off. ‘TEACHER: I don’t believe you! * Elicit more examples of situations that require excuses (e.g. not doing one’s homework). * Elicit examples of excuses (direct speech), e.g. Dm sorry. I haven't done my homework. I bad toothache. Also elicit the possible reply, e.g. Thar’ all right. Then get students to transform the words into reported speech. * Get students to think of excuses they have given (plus the responses), and to report them. It may be better if they have the chance to write the reports out first Workbook answer key Ext 2 verbs 3 verb (participle) or noun or adjective; 4 verb; 5 verb; 6 adjective; 7 noun; 8 verb; 60 Ex2 1 problems; 2 gives; 3 stuck; 4 do; 5 force; 6 hard; 7 list; 8 figure Ex3 le; 2d; 3b; 4f; Sa; 6h; 7g; 8e Ex4 My parents often complained that I was making too much noise. . explained that when it was cold I had to wear a coat -» told me it was time to go to bed told me to hold their hand when I crossed the road complained that my hands were dirty said that it was rude to answer back told me that I looked just like my grandmother, ExS ‘My parents often complain that my hair is always a mess. «complain that I watch too much television «» say that I shouldn't go around with him often say that the biscuits are for everyone .. complain that my room is a mess +» say that I can’t go out looking like that -» say that I can’t put that poster up in the house .. say they wish I would wash my hair complain that my dirty clothes are always on the floor. Ex6 Dialogue A 1 Beata told Joanna that she had two tickets for .. 2. Joanna said that she didn’t think she would be able to go. 3 Joanna explained that her parents didn’t like her ... Dialogue B 1 Joanna told her mother that she had something to ask her. 2 Joanna told her mother that Beata had two tickets for .. 3. Her mother told her that she couldn't go. 4 Joanna complained that it wasn't far, 5. Her mother said she would talk to Beata’s mother. Ex7 Beata: Can I go to the Phil Collins concert on Wednesday? B's Mother: No, not on a weekday. Beata: But Joanna's going so it isn’t fair. BS Mother: Well in that case, I suppose you can,Reading and rhyming Reading and listening = Exercise | * Ask students what they see in the pictures. Who are the people? What are they doing? Are they bappy/sad/angry * Students read the poem silently. Then they work in pairs and ty to work out the missing words. + Play the cassette. Students check their answers. Answers: asked; morning; my teacher asked; school; ‘my dad asked; lunch; my brother cried; asked; asked if asked if, whether; passed; don’t ask; he has. Exercise 2 ; + Ask if che author is happy or sad, and why. Answers: The author is happy because ‘Tom has asked her out. “TAPESCRIPT Questions ‘Have you cleaned your teeth?” my mum asked this morning. ‘Did you do your homework?” my teacher asked at school. ‘Have you cleaned your room?” my dad asked at lunch. ‘Can you do my maths?” my brother cried. No one asked if Thad passed my test. No one asked if my team had won. No one asked if Tom had asked me out. Or whether T was happy or sad. In case anyone is interested, the answers are: Perhaps, don’t ask, he has. And T'll let you guess the last. Grammar eee Susie, Reported questions |: Yes/No questions * Tell students to read silently the sentences in the ‘Direct speech’ column. As they do this, write the two examples of direct speech (within the quotation marks) on the board, with plenty of space above each example. Do not include the ‘reporting’ phrases be asked me, ber brother asked ber: + Get students to read out the sentences in the direct speech column in the Students’ Book. Draw attention to the ‘reporting’ phrases: he asked me, ber brother asked her + Above each sentence in direct speech on the board, write or get students to write the appropriate reporting phrase: He asked me Her brother asked her * Go through the changes that occur in transforming the direct to reported sentences. Do this on the board, getting students to add iffwbether and to rub out and change forms, one by one. The changes are similar to those set out for Reported speech 2, in Unit 9, with the following changes: 1 A reporting word such as asked is used instead of said or told. 2 We use if or whether before the reported question. 3 The reported question has the word order of a statement (e.g. [ had cleaned my room), not a question. 4 Can changes to could in the past tense. * Consolidate by getting students to read out the complete reporied speech sentences, Exercise 3 a) + Ger students to complete the example given: My ‘mur asked me iffbether I had cleaned my teeth. * Students work out the reported questions. Go through answers in the usual way. ‘Answers: My teacher asked me ifwwhether I had done my homework, ‘My dad asked me iffwhether I had cleaned my room. My brother asked me if I could do his maths. 6b) * Take an example if necessary. Then students work out the question forms in the usual way. Answers: Did you pass your test? Didi your team win? : Did Tom ask you out? OR Has Tom asked you out? Are you happy? OR Are you sad? OR Are you happy or sad? Exercise 4 * Pur the column headings on the board. Students copy the headings into their exercise books. * Read out the examples and make it clear that these are questions that can be answered with Yes or No. * Elicit some further examples of similar yes/no questions. + Students think of questions and write them under the headings in their exercise books. Go round quickly and check as they work. + Students read out some of the questions they have written, Other students decide which column, they should go in. Good examples can be written on the board: Exercise 5 + With a strong class, students may be able to write the poem, using their own ideas, without any help. With a weaker class, you will have to take them through an example poem, line by line, using the example questions already written on the board. * Students exchange poems with their partners and read their partner's poem. Get the partners to read out the poems to the class. Word watch + Students read through the sub-skills paragraph. Elicit some examples of words that are general (eg. {food) and words that are more specific (e.g. bread, ‘fruit, meat, vegetables, etc.). Exercise 6 + Students copy the diagram into their exercise books, then fill it in with the correct headings. 62 Copy the diagram onto the board while they are doing this. + Get students to come up and write the correct headings on the board. ~ Answers: general word-specific-more specific-most specific * Students add two more examples in the ‘most specific’ column in their exercise books. Obtain some answers. Write them on the diagram on the board. Exercise 7 * Elicit some categories belonging within the general word ‘music’. Get students to say whether the words they give belong to ‘specific’, ‘more specific’, or ‘most specific’. Write these headings on the board ‘* Students work in pairs and think of as many ‘music’ words as they can in two minutes, + Students from the class suggest words and say what heading they think they belong to. In so doing they build up a diagram on the board. You ot students write the words under the ‘correct” heading. = Exercise 8 Vocabulary fantastic novel scary science-fiction © Tell students to read the task silently. * Play the cassette, more than once if necessary. Students work out their answers and discuss them quietly with a partner. Do not ask for answers at this point. * Students note down the opinions of the people they hear, then write them in the first person in the speech bubbles. * Play the cassette again, Students write down the phrases used when words are not known. Again, they can check their answers with a partner. * Go through answers by getting students to comeup and write the phrases for question b) on the board. Answers: a) BoY: I love science-fiction novels. (They're really exciting.) Gin quite like reading magazine articles because they're more important to our lives., b) you know, what do you call them? I can’t think of the right word, what do you call them? What's the word? TAPESCRIPT pov: [ read a lot for school and because I like it. Hove novels and especially .. you know ... the ones about space and ...erm .. fantasti things .. What do you eall them? GiRL: Space adventure stories? ov: No, there's a special word for them, cairt.: Science-fiction! oY: That's it! Science-fiction, I love science-fiction novels. They're really exciting and ... well .. sort of scary, you know? ‘Gin: Reading’s not really my thing but I quite like reading those .. er... can’t think of the right word .. What do you call texts about the real world? pov: You mean novels? You know ... in magazines. cammt No. Tmean oy: Articles? cmt: Yes, magazine articles. They're shorter and they're more .. What's the word? pov: Important. int: Important! Yes, they're more important to our lives. Get talking Exercise 9 * Read through the instructions. Elicit a few opinions about reading, and about poetry. Get students to give some examples using the phrases from Exercise 8 b). + Students discuss with their partner as instructed. Go round and ask some pairs their opinions. * Elicit further opinions from the class. See if there is any general agreement about the types of literature that are or arent popular. ' Reading Exercise 10 Vocabulary ahit a great success) publish collection support a good cause onter thy (@ your) profit (n) * Get students to explain in their own words what a book review is. Explain that they are about to read a book review by a student called Cliona O’brian. * Students read the text and decide if the questions are true or false, working individually. ‘They can check their answers with a partner. ‘Tell them to correct the false sentences. * Go through answers with the whole class, getting students to quote from the text in support of their answers. Answers: 1 Palse, She has written the review. 2 True. (.. published the letters they received and the poems...) 3. False. Thy wrote to many famous people. 4 False. 5 True. (... people in developing countries) 6 True. (... from twelve to hundred year-olds) 7 True. (I really enjoyed this book.) Writing * Students read through the sub-skills paragraph. Make sure that students understand order and logical progression. Ask students if they usually make a plan before they write. Exercise I a) * Get students to pick out the three paragraphs in the book review and read out the opening sentence in each paragraph. * Elicit another heading for paragraph 1 (eg. why it was made) * Students write the plan for each paragraph in their exercise books. 63© Check answers, writing or getting students to write the headings on the board, like this: Answers: Paragraph 1: what itis why it was made how they did it who made it Paragraph 2: why [like it Paragraph 3: price why I recommend it b) * Point out that the headings in the plan had to be expanded with a series of notes. + ‘Tell students to write the notes for each heading. Students can work in pairs for this. Go round, check and help. * Go through answers getting students to write them on the board beside the appropriate heading. Example answers: Paragraph I: what it is (collection of poems and letters) why it was made (to raise money for people in Ethiopia) how they did it (by asking famous people to send them their favourite poem) who made it (three pupils of Wesley College, Dublin) Paragraph 2: why Tlike it (poems were lovely; reasons people gave for their choices were interesting/funny) Paragraph 3: price (25.99) why I recommend it (supports @ good cause; you might learn to enjoy poetry) Exercise 12 * Students choose their own book or film to write about, and write their plans. © Students write their complete reviews. Take them in for correction, Check that the reviews follow the structure and paragraphing you elicited Hand the reviews back in a later lesson. 64 Grammar Reported questions beginning with Wh-words and how Exercise 13 * Give students a few moments to look at the words in the columns, and to write down the two correct sentences. Go round quickly and check as they do this. Answers: 1 The students wondered, ‘What can we do to help?" 2. The students wondered what they could do to help. + Give students a few moments to read the three questions, and to work out the answers Answers: 1 Sentence 1 = the direct question: ‘What can we do to help?” Sentence 2 = the reported question. 2 The word order in the reported question is the same as for a statement (:hey could do) not a question (can we do). ‘The punctuation is different because the reported question: 4) loses the comma after wondered. ») loses the quotation marks. ©) changes the capital on What .2 to a small W. 4) changes the question mark at the end to a fall stop. 3 The question cannot be answered with just yes or no. It needs a longer phrase, or a complete sentence to answer it + Pur the examples of direct speech on the board, Draw students attention to the transformations from direct to reported forms. * Consolidate by eliciting sentences which follow the same patterns. Exercise 14 * Students write out questions and answers using. their own ideas. Then they report them to their partner. Go round and listen as students talk: to each other. * Get some students to report back to the class what their partners have told them.Pronunciation Exercise 15 ‘* Write an example of a pair of rhyming words on the board (e.g. cat-hat), pointing out the sound at the end of the word and the vowel. * Elicit some more words that rhyme and'write them on the board. Include among them words that rhyme even though they are spelt differently, e.g. ‘feel ~ meal. * Students write down the rhyming pairs from the words in the box. * Students work with their partners to think of and add another word to each rhyming pair. Go round and check as they do this. * Elicit answers and write them on the board. Answers and example answers: wall-Paul-(hall) June-moon-(soon) head-Ted-(bread) Bert-shirt-(dirt) sweet-feer/eat/Pete~(meat) Claire-hair(share) toes-nose-(goes) night-bite-(fright) blue-you-(two) Exercise 16 Vocabulary appalling Don't breathe a word gorilla hobby © Students read the poem and work out the completions. ‘They compare answers in pairs. * Play the recording of the poem. Students check their answers. Answer Pets are the hobby of my brother Bert. He used to go to school with a mouse in his shirt. His Hobby it grew, as some hobbies will, And grew and grew and GREW until Oh don’t breathe a word, pretend you haven’t heard? A simply appalling thing has occurred The very thought makes me iller and ilie Bert’s brought home a gigantic Gorilla! Exercise 17 * Go through the instructions and the example. You can bring a few more examples of short poems to the class, but of course the poem doesn’t have to be silly or funny. * Students write their poems in pairs. * Get students to read out their poems to the class, Students could vote for the best poem. Extension ‘Writing poems with different rhyming words. ‘+ Elicit long lists of rhyming words from the whole class. Write them on the-board. + Get students to write more poems using words from the lists on the board. The Flood: Episode 4 Vocabulary Tabsolutely refuse wave (in water) Before reading * With books closed, students say what they remember of the story so far, using their own words ‘+ Students open their books and look at the first page of Episode 4. Get them to say what they see in the picture, Ask: What do you think will happen in this episode? First reading ‘+ Set students a few questions to answer from a first look at the episode. For example: Where is Lucy? Who sees where she is? Who goes in the van? Students look for the information and answer as quickly as they can. + Read out the introductory paragraph. Elicit answers (Yes, they will, or No, they won't, perhaps with a reason) but do not correct answers or discuss in detail at this point. : 65Main reading ‘Draw students’ attention to the comprehension questions after the story (questions 1-5). Take the first question as an example if necessary. * Get students to read the story and answer the questions in writing. When students finish, you can let them compare answers with a partner. 7 + Students read out their answers, Insist that they answer in complete sentences. Answers can be written on the board if you wish Answers: 1 Because she didn’t want to leave without Lucy. 2. He was afraid that the engine would be flooded. 3. He told her that Lucy was probably in the other police van. 4 Because he wants to get his boat and rescue Lucy. 5. Because he sees someone moving in the house. * Finally, come back to the question asked in the ‘opening paragraph. Elicit the fact that her parents drive away without her-but only because they think she might be in the other van. Prediction and speculation * Read out question 6. Give students time to consider their answers. They can compare their ideas, working in pairs. + Take some answers orally. Students give reasons for their answers. Follow-up (optional activities) * Get students to think of two possible outcomes to the situation-one positive (e.g. ‘Tom rescues Lucy and they get away safely) and one negative (eg. They are both drowned). Elicit some ideas from the Glass as a whole. * Students work in pairs and prepare dialogues corresponding to positive and negative outcomes. * Students act out their dialogues, working in pairs. Workbook answer key Ex1 2... what the capital of Poland was. where the 1994 World Cup took place, 66 4... what the nationality of the 1994 Wimbledon champion was. what the currency of Turkey was. cho the director of Jurassie Park was. which pop group Freddie Mercury sang with, which country Thessaloniki was in, «what language the Brazilians speak. 1 Yes; 2 Yes; 3; No; 4 No; 5 Yes; 6 No; 7 No; 8 No Ex3 2. [was asked if the zloty was the currency of Poland. 3 Lwas asked if Athens was the capital of Spain. 4 Iwas asked how many states there were in the USA. 5 Twas asked if part of Brazil was on the equator, 6 Iwas asked if the Argentineans speak Portuguese 7 Twas asked if Scotland was in England. 8 was asked if Maradona was Spanish. Ex4 General word Specific More specific Most specific food meals dishes spaghetti building house semi-detached modern stationery paper notebook English notebook cinema film feature film thriller computer personal lap top 1BM computer money currency notes pesetas vehicle car salooncar Rolls, Royce ExS la; 2b; 30; 4; Ex6 1 Miracle on 34tb Street; 2 Santa Claus; 3 Miracle on 344th Street; 4 Tens; S Arnold Schwarzenegger; 6 Ivan Reitman; 7 Princess Caraboo; 8 Kevin Kline; 9 The Pagemaster; 10 The Pagemaster Ex7 2... which part Richard Attenborough played. 3... which film the writer was going to see again that week. .. which film the writer didn’t enjoy. who played the part of a pregnant man, who the director of Junior was. .. which film was based on fact. who supported Phoebe Cates. which film Macaulay Culkin starred in. 10 ... which film has cartoons. Ex 10 she: three, keep, ingenious, mean, previous, rreason, seek, evening, people her: first, word, occur, shirt, learn, work, heard much: loved, funny, but, published, countries, money, wonder, brother, lovely eoraneGreat adventures Grammar ‘Used to and would to talk about past habits, situations, states Relative clauses with who, that, whose, which, where Skilis % ‘Reading: Scanning for names and dates ‘Listening: Using the announcement of the topic to predict content Get talking: Preparing for a talk: notes, illustrations, etc. ‘Word watch: Compound nouns Pronunciation: Stress in compound words Vocabulary Family histories, life in China, adventure stories Exercise | + Students quickly study the questions for a few moments, ‘+ Students tell each other about the oldest generation in their families, working in pairs * Choose some students to give a brief ‘talk’ about the oldest generation in their families. Listening e Exercise 2 Vocabulary actor : mime (n) adventure opera bound feet origins (= family furious roots) permission wrap * Go through the sub-skills paragraph with the class. Make sure they understand what is meant by a ‘mental picture’. Can they remember an instance recently when they formed such a ‘mental picture’ near the start of a talk? Did the picture turn out to be correct or incorrect? a) + Ask students to describe the pictures. What do they think the talk will deal with, on the basis of the pictures? * Play the introduction to the talk. Does this cause students to change their ‘mental picture’ in any way? What do they think the speaker is going to talk about? b) + Play the whole talk through, Students check their answers. Ask them whether they were correct or incorrect in their predictions. 9 * Give students time to read points a)-f) silently, and to try to put them in the correct order before they listen again. Do not discuss the answers at this point. * Play the talk again, more than once if necessary toallow students to check their answers. * Students give you the answers. Suess nics ES Eee ENSR SEES Answers: a); €); ds ds ; b) dq) *+ Elicit some examples of notes for any of the points in a)-f), * Students make notes on any two points they choose. Check in class, or take the notes in for correction, “TAPESCRIPT: My: I'm going to tell you about an adventure which started last year, when I visited China for the first time, Bur this is an adventure through history-the history of China and in particular the history of my family. I chose this topic because as you know, I'm Chinese-American and I'm very proud of my origins. Today I want to tell you about one person in my family: my great- grandmother. Her name was Liu Yi. She used to be very beautiful and like all the girls in those days she had bound fect. STUDENT I: Excuse me, Amy. What are bound feet? amy: Well, when Liu Yi was two, every night her mother would wrap a long piece of cloth round her feet to bend back all her toes, except the big one. Then she ‘would place a big stone on top to break all the bones in Liu ¥i's feet. This went on for several years. STUDENT 1: Ouch! Why did she do that? -Awty: Because the Chinese used to think that small feet ‘were beautiful, When a girl gor married, the bridegroom's mother would always examine her feet to 67check they were not more than 7'/: (seven and a half) centimetres long. srupeNt 2: Oh, and did Liu Yi ger married? aMty: Of course she did. She was my great grandmother! I'm coming to that. In those days girls from ordinary families didn't use to go to school, but Liu Y's parents did send her to school. She learnt to read and write, which was rare for a girl. And as part Of her education her parents used to take her to the opera jonce a year. Once, when she was at the opera she met cone of the actors and fell in love. Liu Yi's parents didn’t want an actor for a son-in-law and so she married him without their permission. Lin Yi’s parents were furious and they never spoke to her again. STUDENT 2: ‘That's awful! Aur: Yes, And because of this story T was very interested in visiting the opera in China. Te was so colourful with mime, dancing and of course singing. I'l play you some ‘music from the opera now. Listen to it and look at the photos I took there. Grammar Talking about past habits, situations and states ‘* Write the example sentences on the board. * Get students to pick out the words which show that things in the past went on over a period of time: ased to (with its question and negative forms Did .. use to? and didn’t use to) and would, Underline these words. * Go through the explanations, Point out that we have three categories of information: past habits, past states and past situations. Focus on the fact that would can be used for past habits, but not past situations and states. Nor is it used when we have a contrast with the present situation, as shown in the Look! section. + Refer students to the notes on page 112 for further explanations. * Elicit further examples of sentences using used to (plus question and negative forms) and would. In each case, get students to say whether wsed to and ‘vould can be substituted for each other, Exercise 3 * Go through the instructions and take examples as necessary. Students do the exercise, on theit own, or in pairs. Go round quickly and check as 68 students work. Finally, go through answers, dealing with any recurring problems Answers: | used to (not would); 2 used to (not would); 3 used to / would (also possible, if the situation has been introduced); 4 use to (not would); 5 used to (not would); 6 used to / would; 7 use to Exercise 4 + Give students time to look at the notes and write the sentences, as in the example. Tell students to write both used to and would forms, if both are ible. Go through answers with the whole class. Example answers: Her mother used to wrap/would wrap her feet and put ‘stone on top of them. She used to do/would do this every night, ‘The bridegroom's mother used to check/would check the size of the bride’s feet. In those days girls didn’t use to go to school. But Liu Yi used to go to school! Her parents used to take/would take her to the opera once a year. Extension Students talk about what they know * Individual students tell the class about things their family used to do when they were young, or when their parents were young. Get talking Exercise 5 * Go through the advice in the sub-skills box with students, After each question (1-5), elicit some possible answers as examples. a) * Give students a few moments to read through the question in a) and the four headings. * Very briefly, elicit a few ideas for notes to go with each heading. * Give students a time limit to discuss with their partner and write notes.b) «Read through the instructions and the example notes, Point out that students shouldn't simply list the nores they wrote for a). They should look at these notes and use them to make new notes, on advantages and disadvantages, making comparisons. * When they have finished, put students in pairs and get them to look at each other's notes and make suggestions about further points to include (or leave out). ° * Go through the framework with students, pointing out the kinds of thing that might be included under Introduction, Development and Conclusion. Then get students to prepare their talk, finalising their headings and notes. 4) * Students should work out and practise exactly what they are going to say, and time themselves. ‘When they have had time to prepare themselves students should give their talks. Divide students into groups and each student gives his/her talk to the rest of the group. Monitor and give feedback/correction after the activity. Exercise 6 ¢ Find out if any students have seen an Indiana Jones film, Ask them about the actors who appear in these films (e.g. Harrison Ford, Sean Connery). Ifa number of students in the class have seen these films, get them to build up an account of the action in one of the films. IF not, choose students to give a brief account of an adventure story they have read. Exer * Give students time to look at the pictures. Then answer the questions. ‘Example answers: 2 They are exploring/walking towards a mountain/looking for something 3. ‘The man at the front (with dark hair etc.) 4 Itshows their route/the Urubamba River/ Mount Huayna Picchu/a eave ete. 5 (Students give their own ideas.) Reading * Students read through the sub-skills paragraph. Make sure students understand why dates and names stand out in a text. Elicit today’s date and a name. Write them on the board to demonstrate the about numbers and capital letters. Exercise 8 Vocabulary archaeologist snap backpack speechless belt spirit (= ghost) chest (= large box) steep compass torchlight exhausting undergrowth identify vegetation on foot villager overgrown, water biscuit river bank water bottle row (v) wind (») © Get students to look at the items they have to scan for, and to find them from the text as quickly as possible: Answers: (name of a river): Urubamba (« woman’s name): Maria (name of a mountain): Huayna Picchu (name of a city): Cuzco (an American archaeologist): Hiram Bingham (a year): 1911 Exercise 9 * Students do this comprehension task on their own, then check their answers with a partner. Go through answers with the whole class. Answers (variations are possible): 1 By boat. 2 Because the way forward was blocked by thick vegetation, 3. Ie got lost at the place where the river turned right, just before they climbed Mount Huayna Picchu. 4 Ina cave, on Mount Huayna Picchu. Grammar Relative clauses: who, that, whose, which, where * Ask a few questions on the reading text which, will lead into the grammar section. In this case, the 69questions should contain relative pronouns, e.g: Can you remember the name of the river which they folloived? What was the city where they met Lais? What was the name of the woman whose belt they used? What nationality was the archaeologist who discovered the last Inca capital? ‘This will help to focus students on the grammar of relative clauses. + Put the example sentences in their ‘separated’ form on the board e.g. Manco Capac is a king. He founded the Inca Empire but not the examples of sentences joined with relative clauses. * Underline the items that will be transformed to relative pronouns, (ic. be, bint, bis, it, he mountain, there). + ‘Try to elicit the grammatical function of the words you have underlined, with books closed. L_Heis the subject of the verb founded. 2 Himis the object of the verb met. 3 His is a possessive adjective, with meaning “belonging to him’. 4 Its the subject of the verb covered, 5 The mountain is the object of the verb mentioned. 6 There is an adverb of place. + With books still closed, try to elicit the relative pronouns corresponding to the words you have underlined. * With a good class, see if students can join the sentences with a suitable relative pronoun, still with books closed. With a weaker class, let them look at the book, then close it, then join the sentences. This should be done on the board, rubbing out words, changing punctuation and adding the correct relative pronoun in the correct place. * Now reinforce the explanations you have already given, as necessary, looking at the sentences in the book with students and referring them to the notes on page 110. * Have choral/individual repetition of the complete sentences, including the relative clauses. + Elicit further examples of sentences that can be joined using the same relative pronoun patterns, and get students to join them. 70 Exercise 10 * Go through the instructions and example with the whole class. Then students work on the exercise, on their own, or in pairs. Go round quickly and check as students work. Finally, go through answers, dealing with any recurring problems. ae ee eee eee eee Answers: 2 An archaeologist is a person who studies 3. A condor is a large bird which/that 4 Caves are deep holes in the sides of mountains where prehistoric people used to live 5. A Chinese-American is an American person whose ancestors were Chinese. 6 Machu Picchu is a city (which/that) Hiram Bingham discovered. 7 Atahualpa was an emperor (who/that) the Spanish forces killed. ee Eee Exercise 11 * Go through the instructions and example with the whole class, and take further examples if necessary. Students write sentences about the names given, using a relative pronoun, + Go through answers. When an answer is given, invite other students to provide alternatives, Point out that that/iwhich can be omitted in some of the sentences. ee ee Example answers (variations are possibl Uiticos is the Inca capital (hat/which) Hiram Bingham identified Maria is the woman whose belt we used/who mentioned Manco Capac’s spirit. Luis is the man who told us about the cave. Bingham is the American archaeologist who identified Uiticos as the last Inca capital. Cuzco is the city where we had met Luis. ‘The Urubamba is the river (that/which) we followed. Pisae isthe place where we had breakfast. Word watch * Give students a few moments to read the explanation and examples in the sub-skills box silently. Then elicit more examples of compound nouns. Exercise 12 * Give students time to look at the compoundnouns from the text, and to discuss their meanings briefly with a partner. Then students answer using their own words. Answers: water bottles = bottles for holding water rowing boat = a boat that we move by the action of rowing (ie. using oars) + backpack = a pack which we carry on our backs water biscuits = a thin biscuit made with water torchlight = the light given by a torch undergrowth = plants and bushes that grow under taller trees * Set students to work in pairs and write down as many compound nouns as they can within three minutes, ‘* Find out which pair of students has the most words. Get them to read the words out and write them on the board. If all the words they read are real compound nouns, that pair is the ‘winner’ Pronunciation = Exercise 13 i * Play the word backpack on the cassette or say it several times, as an example. Students note where the stress occurs. * Play or say the remaining words, several times if necessary. Students mark the stress. * Go through answers, using the cassette or saying the words. As you do this, get students to repeat the words, paying attention to the stress. Answers: backpack; river bank; water bottles; rowing boat; water biscuits; torchlight; undergrowth ‘Elicit the fact that the main stress usually occurs on the first of the two words that make the compound noun. + Students exchange their lists from Exercise 12 and read them out. Encourage them to correct each other if the stress sounds wrong. Go round and help as necessary. Exercise 14 ‘* Make sure students understand the words ‘optimist, ‘pessimist’ and ‘realist’~"Then givecteem time to look at page 105 and choose the ending which they prefer. Finally, find out how many students have voted for each ending. Do they that the choice really says something about a person’ character? + Elicit a few examples of possible extra details, ‘Then students add to the story as instructed, with a concluding paragraph. This can be done in class or for homework. Workbook answer key Ext ‘Nickname | Other information Subject Mr Pargetter] Metalwork | Perey | strange look in eye, uninteresting lessons Mr Evans] Woodwork | Dai hit pupils with lengths of wood Me Bloater | Maths and sel, Games confusing lessons made all pupils write the same way Mr Bentley | English Ex2 1 bright; 2 random; 3 snap; 4 nickname; 5 blowlamp Ex3 2 He used to get a strange look in his eye. 3. Very little else used to happen in the lessons. 4 He used to have an unusual way of shortening lengths of wood. 5 They used to snap. 6 He always used to smell as though ... 7 This used to confuse some of our class. 8 One thing he used to do was to make us all write in exactly the same way. 9 He used to spend much of our first year giving back work. 10 We used to get really angry about this Ex4 55758 : — 7Ex6 When I was four I: used to have an afternoon nap used to go to bed before 8.00 p.m. didn’t use to like green vegetables 'Cuse to speak any English didn't use to go to school would wake up very early in the mornings + would wake up in the middle of the night used to be afraid of the dark used to play with toys didn’t use to swim used to be very thin used to be quite fat used to have blond hair used to have gaps in my teeth Ex7 Mr Pargetter was the teacher who taught metalwork. Peter kept a diary which described his teachers. ‘Mr Evans was the teacher whose nickname was Dai. Mr Bloater was the games teacher who smelt. The diaries are about teachers in a school where the children weren’t all very bright. ‘There were chidren in the class who weren't very bright. Peter describes the teachers at the school who seem strange. ‘MrEvans used to hie them with lengths of wood which snapped sooner or later. ‘The diary was written by a boy who went to the school aged 10. Ex8 Le; 2d; 3a; 46 Se; 6b Ex9 back: yard, pack, street, stroke, side water: biscuits, bed, pistol, melon, fall under: growth, arm, graduate, wear, river: bed, bank, side, rowing, sailing, Ex 10 boat: sailing, fishing bottle: water, scent, milk, wine light: torch, traffic, sun, day 2Revision Exercise | (Anticipating words and scanning for words in a text) Vocabulary the American Dream apartment backpack first-generation neighbourhood press agency roller blades roller-blade (¥) immigrant salsa (= type of in the heart of music) miles apart subway motocross T-shirt motocross water-skiing * Tell students to look at the picture, Ask them for the name of the city (= New York). * Introduce the topic of New York. Ask: Have any of you ever been to New York? Have any of your friends or relatives been to New York? + Ask the class as a whole for some words or phrases that they associate with New York or that describe New York. Write them on the board as examples. + Tell students to write a longer list of words or phrases about New York for themselves. Give them a time limit (e.g. one minute) to do this, + Students scan the text and note down any examples of the words they listed. * Discuss answers, first of all with reference to the words on the board. Ask: How many of the words on the board did you find in the text? * Ask-students their ‘scores’ (the number of words they anticipated) Exercise 2 (Working out meanings and parts of speech from context) ‘* When students have read the instructions go through the definitions. * Get students to read out the sentence in the text containing ‘roller blades’ (Iine 16). Get them to identify the word(s) round it which help us to see which part of speech it is. (In this case, the name David before it is the subject of the sentence: the subject must have a verb, i. r roller-blade. Also the phrase to school tells us where someone is going, so the word before itis probably a verb of motion, i.e. ‘roller-blades’.) * Point out the example answer given: a) - v. moves on roller blades. * Ask students: Have you got roller blades? Ask Do you roller-blade? Have you ever roller-bladed? * Students do the rest of the task, on their own or working in pairs. Go round, check and help as they work. ‘+ Go through answers with the whole class. Answers: b) =n. set of rooms... ete ©) =n.a large, usually grassy, .. ete d) = n, the regular timing in music or poetry ¢)=n.a mecting where 2 person ., etc Exercise 3 (Working out meanings from contexts) * Get students to look at the words listed before they look at the text again. * Read out each word. Check how many students think they know the meaning of the word. * Students work in pairs or groups. They find the words in the text and try to guess their meanings and write definitions for them. ‘© When they have finished, students check their guesses in a dictionary. * Discuss meanings with the whole class. Get students to read the sentences in the text which contain the words and to extract from the context any clues they used to work out the meanings of the words. Answ apartment = (American English for flat) set of rooms in a building, usually on one floor, including a kitchen and a bathroom immigrants = people coming into a country from abroad to make their life and home there reedom from danger, harm or risk a style of modern Latin American music (salsa reans salt, and the word was originally applied to types of Latin American food) subway = American English for underground railway BMayor = person elected to be the head of a city roots = connection with a place and feeling of belonging to a place Exercise 4 (Intensive reading) © Go through the first question and the exam answer. + Students find the answers to the remaining questions, working individually. Get them to write answers in complete sentences. + When students have finished, they can compare answers with a partner. * Go through answers with the whole class. Answers 2 David's family comes from Germany. Maria’ family ‘comes from El Salvador. 3 David spends the weekend in the family home dt Long Island, sailing, going water-skiing and doing motocross. Maria spends the weekend preparing interviews for the Children Express. 4 She is going to visit her grandparents in El Salvador for the first time, 5 She has arranged to interview the Mayor of New York. 6 Teasks the question because their backgrounds are so different. (They come from different cultures, and also, David's family is wealthy and Maria’s family is poor.) It seems unlikely that they will ever meet. 7 The ‘American Dream’ means the hope ot expectation that you will become very rich, even if you begin with nothing, Exercise 5 (Comprehension and mixed grammar revision) ‘* Go thirough the first question and example answer, * Students complete the sentences on their own, then check answers with a partner. © Go through answers with the whole class. Answers can be written on the board. Example answers: 2 where 3 who 4 which/that 5. goes to/visits 14 Exercise 6 (Reported speech) ‘* Find out what students remember about reported speech (Units 9 and 10). + Ifnecessary, get students to turn back to the relevant pages of Units 9 and 10 and look at them again. * Go through question 1 and the example answer given with the whole class. + Students write sentences in reported speech in answer to the remaining questions, working on their own. They can check answers with a partner. * Go through answers with the whole class. You could get students to write answers on the board. Answers: 2 He said his grandparents came to the United States looking for a better life./He said his grandparents stayed in New York. 3 They asked him iffwhether the streets were safe and what he did at Long Island. He told the reporters that he had never had any problems, and that where he was in Long Island he sailed, went water-skiing and did motocross 4 He said he liked motocross best: 5 She said that these days they spoke Spanish and English at home, but that they used to speak only Spanish when she was litle. 6 They asked her why she travelled so far to school, and if she felt American. She told the reporters that she travelled so far to school because it was a very ‘good school and her parents wanted her to have a ‘good education; also that she felt American, from the American Continent. 7 She complained about having to go to a school that ‘was such a long way away. Exercise 7 (Role play using Reported speech with used to and would) Guided discussion * Go through the instructions briefly and check that students understand what they have to do. * Elicit examples of things David’s parents used to tell him to do or not to do. ‘+ Elicit some examples of things that students’ parents used to tell them to do or not to do. Sentences can take the form: My parents used to tell ‘me (not) to* Go through the example dialogue. You could get students to act it out, working in groups of three. + Students work in groups. Go round the groups monitoring the students and noting down any recurring mistakes. Exercise 8 (Listening) Vocabulary crazy melt away my home town a brand new start king of the hill top of the heap (= better head of the list than anyone else; highly It’s up to respected) a) * Go through the instructions for part a). * Play the introduction and part of the talk. Play twice if necessary. * Go through answers. Answers: He is going to talk about New York's history, and life in New York now. TAPESCRIPT: T'm going to talk about New York City, my home town. People say that iti taller, richer, and poorer, and sometimes crazier than other cities. I think it’s a great place, First, I'm going to tell you about the history of New York asa city of immigrants. After that I'll talk about what it’s like to live there now. ‘New York has long been a place where people want to {go and live. Sometimes it has been because they are looking for a better life, sometimes because life in the city seetns very exciting. One way or another, New York has received many immigrants. There are even songs about it, like the one called ‘New York, New York’. It’s quite old, bue still very popular with New Yorkers. ll play a bit of it 5) * Go through the instructions for part b). Explain that students are going to hear a song. Check that the task is understood. * Play the song, several times if necessary. Students decide on their answers, They ean discuss the words in pairs or groups if they find the task difficult. (The detailed understanding’ ig diseite ss the song contains colloquial expressions; however, students should be able to get the general idea.) * Discuss answers, playing the song again as necessary. Students will probably need help with the colloquial expressions. Answers: 1 (personal answers) 2 The singer says he’s going to leave his home town and go to New York. He’s going there because he wants to make a new beginning in his life and to be a big success The wider world Exercise 9 (Reviewing personal knowledge; leading up to project) * Go through the questions. You can let students, suggest one or two answers as examples, but do not correct or discuss at this point. * Divide students into groups to discuss the questions. * Discuss the questions with the whole class. Exercise 10: Project Preparation * Before you present the project to students, study each step thoroughly so that you know exactly what is required. * Be ready to suggest types of musie that people of an older generation might have listened to when they were young, and artists who were popular. * Be ready to suggest sources of information about popular music, past and present. * Be ready to bring to the class sources of pictures, especially photographs of singers and musicians (magazines, books, record covers etc.) In class (1): Setting up the project a) * Elicit a few ideas about what music and artists were popular when students’ parents were young. Also elicit some types of music and some attists whotare currently popular, 75© Flicit ideas about sources of information: most obviously, students’ parents; but also pethaps teachers and local musicians. Ask if any parents still have records that they bought when they were young. ‘+ Divide the students up into pairs/groups in class. ‘Try to have students working together who get on well with each other © Each group draws up a list of music and artists, past and present. Go round the pairs or groups and discuss. ‘© Students collect information and make notes according to the instructions in step a). This could be finished for homework if time is short. In class (2) b) * Go round and check quickly on the notes that students have made. * Students then select the most relevant and interesting points and put them in order of importance. 9 + Students work out a plan for the complete piece of writing. Let them discuss and consult each other throughout this stage * Make sure that groups have an idea of illustrations they want to insert in the final version, and where to find them: © Check through the plans in class as students work. d) = © Students prepare a final version of the project, writing out the information neatly, and including photographs or drawings if possible. © When students have finished and handed in their projects you can arrange an exhibition of projects on the walls of the classroom, or on desks, or tables, ‘© You and students can then vote on the best projects. 16 Grammar practice Exercise | (Ways of expressing the future) + Students can do this completion task on their own, then check their answers with a partner. Finally go through answers, eliciting the reason for the choice of tense. * Write the completions on the board including the subjects of the verb, e.g. a) We are flying. Answers: 1 are flying 2 will love/is going to love 3. going to 4 is going to make/is making 5 will live 6am to stay Exercise 2 (Using once and when) ‘© With a good class, students can do this transformation task on their own, then check their answers with a partner. With a weaker class, students can do the exercise in pairs. * When you go through the answers, get students to write complete sentences on the board. Answers: 2 When they've brought back samples of Martian soil, they'll analyse them. 3. You'll feel better when you've had something to eat. 4 Pll help you with your homework once I've finished mine. 5 Tamar's going to New York when she's saved £500. 6 When you've read/When you read this letter you'll know what I mean. Exercise 3 (Reported commands and requests) © With 2 good class, students should be able to do the task on their own. However, there are some “tricky” points (e.g. changing pronouns), so they should check answers with a partner. Answers: 2 Richard told Tim to turn left at the traffic lights 3. Sam told Pete to turn the volume down, 4. Fileen asked Tommy not to play that record again. 5 Lily told Tom not to call her after ten. 6 Holly asked Jim to give the message to his father. Exercise 4 (Describing people and things) © Students could do this exercise in pairs. Whenyou go through the answers, get students to write the complete descriptive phrases on the board, or complete sentences, if time allows. tumed out that he wanted to take Sarah out but she can't go out alone with a boy. So he asked me if could come with them. ete. Answers: 2. Mel Gibson is a handsome actor with big blue eyes and brown hair. 3. My sister is the girl interviewing the French scientist. 4 My new coat is red with gold buttons, 5 A man in a suit and hat/A man wearing a suit and a hat took my bag. ‘Who's the girl signing autographs? 6 Exercise 5 (reporting statements and questions) + Get students to read the dialogue silently, then to act it out with a partner. Alternatively, get a good pair of students to act it out in front of the class. * Ask one or two questions about the dialogue: for example: How do you think Sally feels at the end of the conversation? Why does she feel like this? What do you think of Marius? + Students read the letter silently, * Fill in the first blank with the class, as an example. * Students work in pairs and write the completions to Sally’ letter in their exercise books. Go round, check and help. * Go through answers, getting students to write the relevant sentences on the board. ‘* Rub the sentences off the board and get students to close their exercise books. * Get students to read out the complete letter to their parmers. * Ger students to read the letter again and report five statements. Go through the example with the class first. Answers: ~ on Saturday night. Ttold him I wasn't. Then he asked me if I liked volley-ball. You know [love volley- ball! Then he wanted to know if my parents let me go ‘out in the evening. I thought he was going to ask me ‘out! But then he asked all these stupid questions: he asked me what time T had to get home, and then he asked me if [liked Sarah. Well, she's my best friend! It Exercise 6 (Used to and would) * Students do the exercise on their own, then check their answers in pairs. * Go through answers. The sentences can be written on the board Answers: 2 My parents used to like 3. she would ery a lot 4 People used to think 5 Twould go 6 Chinese girls used to suffer, their parents would bind Summary * The purpose of this summary is to help students to focus their revision, so that they can check on what they remember and what they don't remember from Units 7-12. * Present the summary in class. Explain to students how it can be useful to them. Grammar * Go through the grammar points, Elicit explanations of grammatical terms as you go along, including examples of tenses, reported orders, requests, etc. as they are mentioned. * Ask students about any points they found particularly difficult. Make sure they can find the relevant pages from the units covering these points. * You could also get them to memorise the points covered. In this way they will establish a framework in their own minds which will help their revision programme. Skills * Go through the skills points and ask students about any points they found particularly difficult. Make sure they can find the relevant pages from the units covering these points. If time allows, have some brief revision of those points, 7* If students report particular problems with any points listed, set aside a later lesson to revise them, * You could get them to memorise the skills and sub-skills covered. In this way they will establish a framework in their own minds which will help their revision programme. Workbook answer key Ex2 9 Ex3 av. to hold your finger b_n.a person who is in charge of something, cn, the showing of something. dv. to continue to have something Ex4 which with a moustache, in/wearing, asked ... could asked him to give me a job asked me what sort of job I was looking for told him T just wanted He asked me if I minded Ex5 is going to be; 2 are you going to do; 3 will make; 4 will you let; 5 will they pay; 6 will reduce; 7 are you going to pay; 8 are going to reduce; 9 will you be able; 10 going to send; 11 will give Ex6 1 have had their final/put on 2 they have put on/get into the 3. When they have got into the space ship they check 4 Once the controls have been checked the count- down starts 5 When the count down is finished they have lift off 6 When they have lifted off the astronauts will be very busy Ex7 1 The nurse told him to take his shirt off 2. The doctor told him to take a deep breath 3. The doctor asked him to put on his space suit 4. The ground staff told him to get into the space ship 5. The ground staff told him not to stand up till after lift off 6 The ground staff told him to check all the controls 78 7. The ground staff told him to prepare for count, down 8 The ground staff asked him not to talk for the next five minutes. 1. with less hair waving to .. 2. ... ina white coat with a stethoscope ... 3. ... with a moustache looking at... 4... with glasses inspecting .. 5. ima red hat and coat who is crying is the 6 ima green suit with the banana, Ex9 2 say; 3 explain; 4 complain; 5 complain; 6 said; 7 tell/explain; 8 telV/explain; 9 tell; 10 complain Exit 1 was asked how much time I usually spend on my homework 2 Twas asked where I do my homework 3 Twas asked what I listen to while I do my homework 4 Twas asked when I do my homework 5 Iwas asked if I get anyone to help me do my homework 6 [was asked if I let anyone interrupt me when I am doing my homework 7 Twas asked if [ever forget to take my homework home with me. Ex 13 Tricked the question that asked me: where all my black socks are. how many hours of TV I watched last year. if my English has improved this year. if I can afford a new CD. if my mother use to be like me. if I will ever get married, why I was reading these strange questions. who invented coca cola. there is a toilet on a helicopter. 10 if today will be like yesterday. 11 if Lam becoming like my parents. 12 how long my teacher has been teaching. 13 if my teacher is going out tonight. 14 what my parents were doing in 1975. 15 if Tam going to pass my English test. 16 when the world will come to an end. 17 where my teacher was living in 1973. 18 why I had been reading all these strange questions, Exit 1 skate; 2 subway; 3 agency; 4 intend; 5 sample; 6 ribbon; 7 button; 8 helmet; 9 cousins 10 volume, COVA AeGlorious food Exercise | * Write your own order of preference on the board to demonstrate the task. * Students look at the foods and write out their order of preference. ‘* Ask some students their order. See if there is any agreement in the class as to the foods preferred, Word watch + Students read through the sub-skills paragraph. Make clear the idea of ‘words-used-with-topics’ by asking for one or two examples of words associated with food. Point out that students will see an example of a diagram further down the page. Exercise 2 © Students work with a partner and write a list of adjectives. Go round and check that each pair is able to list a reasonable number of words. Exercise 3 + While students copy the diagram you can copy it onto the board. Elicit some adjectives and get students to say whether they belong to the ‘opinion’ or factual description’ end of the diagram. Note: In this diagram, ‘Tastes’ (sweet) and “Texture’ (crunchy, etc.) are between ‘fact’ and ‘opinion’. * Students continue and write their list of adjectives on their diagrams. Exercise 4 * Students look up the words and put them in the diagram. * Get students to say where the words should go. ‘Then get students to say where other words in their lists should go. Do not let this go on too long, but elicit and write on the board enough words to show a representative sample Answer soft = Texture filing = Factual description sour = Tastes scrumptious = Opinion Reading ‘© Students read the sub-skills paragraph. Try to elicit some words that might be found in advertisements, from both the ‘fact’ and ‘opinion’ category. Exercise 5 + Go through the first sentence, which is given as an example. Elicit the idea that all the statements here are facts-they can he checked scientifically, or as matters of statistics. ‘+ Students decide whether the remaining sentences are facts or opinions. You can let them discuss this in pairs if you wish. + Go through and discuss answers. Invite different opinions if students seem to disagree. Answers: 2 Opinion; 3 Opinion; 4 Fact; 5 Fact; 6 Opinion Exercise 6 Vocabulary additive deep-fried appetizing delicious choice fattening 19crack fixzy crackle milkshake crunch passion cube scrumptious deal * Students look at the advertisements and say quickly what the advertisements are for. . + Elicit some adjectives from the advertisements as examples (e.g. delicious, natural). Get students to say whether they are adjectives of fact or adjectives of opinion. + Seudents continue with the task on their own or in pairs, writing down the adjectives for each category. Go round the class and check how much agreement and disagreement there is between students’ lists. * Go through answers with the whole class. Answers: Adjectives of opinion Advertisement 1: delicious, scramptious, better, coolest Adverti better sit 2: natural, appetizing, finest, tastier, Adjectives of act Advertisement 1: fizzier (the amount of carbon dioxide can in theory be measured); healthy Advertisement 2: golden; freshest; fattening (the er of calories per gram can be measured) + Ask students what kind of adjective is the more common in each advertisement. (Adjectives of opinion are more common than adjectives of fact) Exercise 7- Students read the comprehension questions and sean the advertisements to find answers. ‘They write down their answers, working individually, then check their answers with a partner when they have finished. * Go through answers with the whole class. Pay particular attention to the comparative and superlative forms in the answers. Answers: I Because it combines the taste of cola with the taste and texture of a milkshake. 80 2 Colashake is fizzier. 3. Colashake isa healthy drink 4 No, you can’t. ‘Crunchies’ potatoes are the freshest in the land. 5 Crunchies are less fattening. 6 Because they have no additives, ie. they are closer to foods in their natural state. Exercise 8 * For this exercise it will be useful to draw the chart on the board. * Check briefly that students understand ‘selling points’, jazzy” (= lively, eye-catching, colourful). * Students work out answers and fill in the chart. You can let students work in pairs if you wish. * Go through answers, getting students to come up and fill in the chart on the board, Answers: Colashake | ‘Crunchies fizzier than Cola, | natural, no healthier than milk, | additives, scrumptious as | appetizing, ice-cream, tasty, fresh, inexpensive, ‘cool | non fattening selling points pictures lively, fun, jazzy | realistic, romantic appeal to teenagers to teenagers and adults Grammar Making comparisons 1 Unequal comparisons * Elicit sentences about things familiar to students. Write them on the board, but do not write down the comparative forms immediately. eg English is an (easy) subject than Maths, English is an easier subject than Maths. Football is an (interesting) game than baseball. Football is a more interesting game than baseball. Stone Roses are a (popular) group than Take That. Stone Roses are a less popular group than Take That.* Elicit as far as possible the rules for formation of comparatives. Students explain the rules in their own words. Use the information in the Grammar reference section page 107. * Go through the grammar examples for unequal comparisons in the Students’ Book. Have choral/individual repetition of the examplé sentences. * Elicit further sentences which follow the same patterns. 2 Equal/unequal comparisons * Follow the same procedure as for section | above, starting with an example sentence about things familiar to students (comparing two types of car, two sports, two singers, etc.). Use the not as as structure, 3 Superlatives: a) * Follow the same procedure as for Sections 1 and 2 above. You can give or elicit sentences such as: Let’s compare a Fiat and a Porsche. A Porsche is the faster car. Let's compare foothall and baseball. Foothall is the more interesting sport. b) * As for a) above. Exercise 9 + Give students time to look at the information, + Aska few questions to check that students understand the information, e.g: Which is the most fattening snack? Which snack is less fattening than Grinkles? Which is the healthier snack-Prizales or Crinkles? * Students write sentences. They ean work in pairs or groups for this task, * Go round and check as students work, to make sure that they are writing sentences that are factually correct and also grammatically correct. * Find out who has the most sentences and who has the fewest. Elicit sentences from the student(s) with the fewest. Get other students to add extra sentences, Exercise 10 * Elicit the names of popular snacks. * Blicic ideas for the advertisement including comparative and superlative forms of adjectives. ‘Then set students to work in pairs and create advertisements for their favourite snack, You may want students to finish the task as homework. * Display food advertisements on the wall of the classroom if possible. Students can then look at them and vote for the best one. Listening Exercise I! * Introduce the topic of surveys, ‘Tell the class something about some survey you have taken part in, * Read through the questions and the example. Elicit some answers from seudents in the class, as examples. * Students tell their experiences of surveys to their partners, Exercise 12 Vocabulary bubble (n) survey (n) giveaway tickle + Give students a few moments to look at the picture and the questions for themselves. Then play the cassette, several times if necessary * Ask for and check answers with the whole class, but do nor discuss them in detail at this stage. $$ Answers: 1 Anew orange drink is being tested. 2 The name of the product is “Fizz 3 He wants to find out what people think of its taste, fizziness (the bubbles’), and price. “TAPESCRIPT: INTERVIEWER: Excuse me. Can Task you some questions? It won't take long. ‘cin: Well, all right then. 8IINTERVIEWER: We're doing a survey on Fizz, the new orange drink. Have you tried it? ‘int: Yes, I have, INTERVIEWER: What do you think of the taste? int. Tes not bad. but it’s very sour... a bit too sour for ime. Yes, it’s not sweet enough. INTERVIEWER: What about the bubbles? GaRL: Oh, T think it’s too fizzy. Tt came out of my nose when I drank it quickly! INTERVIEWER: Right. What about the pri ‘GinL: How much is it? 35p or something, isn’t it? INTERVIEWER: Yeah. Gm: That's OK, I think. It’s not too expensive. INTERVIEWER: Would you buy it again? GtRL: I don’t think so. [like cola better. INTERVIEWER: OK, that’s all. Thanks for your time. ov: Fiza? You mean the new orange drink? I love it. L's just sweet enough, and very fizzy! Llove the way the bubbles tickle your throat. And it's very cheap, too. Are you giving away any samples? = Exercise 13 Students listen again, fill in the chart, and prepare their answers to the questions below the chart. Answers: Interviewee [Taste Bubbles_[Price T ji00 sour [too fizzy (not too expensive 2 Jsweet enough] very fizzy | very cheap ‘The boy likes the drink. The girl doesn’t like the drink because it’s too sour and too fizzy Pronunciation = Exercise 14 * Give students time to look at the sentences. Before they hear the cassette again tell them to try to decide which words will be stressed. Do not take answers at this point. * Play the cassette. Students underline the stressed words. * Go through answers, playing the cassette and using the pause button as necessary. 'svery sour. A bit too sour for me. 82 2 Is too fizzy. 3. It’s not t00 expensive, 4 [es just sweet enough and very tudlents practise reading the sentences. First they can repeat after you, then they can practise with a partner. Grammar Quality: very, too, (not enough) * Elicit examples related to things and characteristics that students know about. You can t sentences about any of the following, and write them on the board: well-known sportsmen or sportswomen: very (fast, skilful, etc.); too (slow, old, etc.); not (fast, skilful, ete.) enough books and films that students have read or seen: very (exciting, ete); 100 (long, boring, etc.); not (exciting, etc.) enough places in your town oF country: very (hot, cold, beautiful, etc.); r00 (hot, cold, ete:); not (warm, etc.) enough * Ask students to explain in their own words the differences between very, too, not .. enough with reference to the sentences on the board, * Go through the examples and explanations in the Students’ Book. Draw students’ attention to the notes on page 111. Have choral/individual repetition of the example sentences, + & patterns, farther sentences which follow the same Exercise 15 * Students try this exercise on their own first, then check their answers in pairs. Go round and check if they are having any difficulties. Then discuss answers with the class as a whole. Answers: not sweet enough = Doesn't like sweet = We don’t know sweet enough = Likes too sweet = Doesn't like very sweet = We don’t know Exercise 16 *+ Elicit adjectives if necessary, to help students inwriting the sentences; e.g. sweet, bitter, sour, acid, hot, spicy, mild, fatty, smooth, salty, healthy. + Students write sentences, When they have finished, you can put students into groups to tell each other about their likes and dislikes. They should use the sentences to discuss how far their tastes agree or differ. zi * Get feedback from the class as a whole. Try to make the discussion interesting-not just the mechanical production of sentences. Exercise 17 * ‘The main thing in this exercise is for students to understand clearly what they have to do, and for you to plan the organisation of the class in groups, and how the questions and answers are to be handled. * Temay be helpful if students read through the instructions (including the example questions and answers) before the lesson. + Tewill also be helpful if you have the names of some foods that you can suggest to students, together with adjectives that could describe their qualities. Exercise 18 * This exercise reviews expressions of quantity (ost, some, etc.) which students should have studied at earlier levels. a) * Give students time to look at the first few lines of the report (as far as the end of the section on “Taste’). Flicit some phrases that describe numbers (must. of, some of and a fect). * Students read the complete report for themselves and note down the expressions describing numbers. * Go through answers, but do not discuss the exact meanings of the expressions at this point. Answers: Sample: (numbers and percentages) 352, twelve, twenty-five 1 Taste: (numbers and percentages) 73%, 23%, 2% (quantifying expressions) most, some, a few 2 Bubbles; (numbers and percentages) 98%, 92% (quantifying expressions) nearly al 3 Cost (numbers and percentages) 92%, 8% (quantifying expressions) almost all, few b) * For this part of the exercise put the scale on the board. Elicit some percentages and quanti expressions and get students to put them on the scale, Then students continue the task, marking in the remaining percentages and quantifying expressions. ‘* Get students to write answers on the board. Point out that few and a few are virtually the same and would both cover the 2%-8% on the chart. However, few, without the indefinite article, is really a negative expression: it means the same as positive: it means ‘a small number’. Answers: 0% 2% 8% 23% 73% 100% few afew some most almost all nearly all 9 * Discuss the question briefly. Students should realise that percentages are more precise, since the uantifiers cover a broad range of percentages. Writing Exercise 19 * Discuss the task, eliciting examples of sentences that could be included in the report. * Students write the reports. If they carried out the survey in groups, the report can also be written asa group task, within the class. 83The Flood: Episode 5 Vocabulary computer data manage to do something diskette ruin genius Before reading . * With books closed, students say what they remember of the story so far, using their own words. ‘+ Ask students what they found exciting or interesting in Episode 4. What made them want to read on? sode Ask: What + Students open their books and look at 5. They say what they see in the pictur do you think will happen in this episode? First reading * Set students a few questions to answer from a first look at the episode. Who finds the electricity switch? Who copies the computer data? Students look for the information and answer as qu they can. * Read out the introductory sentences, as far as ‘How do you think she will manage to do this?” Flicit some ideas, but do not correct or discuss answers in detail at this point. Main reading * Students read the story and answer the questions in writing. When students finish, you can let them compare answers with a partner. * Students read out their answers. You can insist that they ahswer in complete clauses or sentences. Answers can be written on the board if you wish. Answers: I She decided to save the data on a diskette, (= a disk/a floppy disk) 2 Because the electricity had been switched off. 3. Hle knew where the electricity switeh was. 4 The flood is getting worse: it has covered all the roads and paths. 5 Because Tom is afraid he'll get lost in the darkness 84 + Finally, come back to the question asked in the opening paragraph. Elicit the answer given in the story: that Lucy copies the data on the computer onto a diskette. Prediction and speculation * Read question 6. Give students time to consider their answers. They can compare their ideas, working in pairs. * Elicit some ideas orally. Students give reasons for their answers. Follow-up (optional activities) © Students tell their partners about an occasion when they lost something important (perhaps a valuable object, or perhaps important data, such as the data on a computer). The partners ask questions and take notes, then finally tell the story to the whole class. Workbook answer key Ext 1 milk, lemon 2 honey, coffee, orange, chocolate, cola, biscuits, lemonade, ice-cream crisps, chilli, sausages, pizza crisps, pizza coffee, chocolate, lemon tomato, orange, lemon cola, lemonade crisps, pizza, chocolate, biscuits, ice-cream crisps, sausages, pizza, biscuits, ice-cream 10 crisps, biscuits Ex4 1 fizzy cnough; 2 very; 3 too; 4 very; 5 too; 6 enough/very; 7 too; 8 very/too Ex7 2 Who drinks the most coffee-the people in Finland or Japan? 3. Who produces the least butter-Germany, the USA or Japan? 4 What food do half the people in the world eat most of? 5. How much sugar is eaten every yea 6 How much tea does the average Briton drink? 7 How hig was the largest crisp ever produced? 8 What was used to make the longest banana split ever made? 9 Which is the hottest spice? 10 How many people did the largest paella feed? eaWish you were here! Exercise | * With books closed clicit some ideas briefly from students about how they plan for a holiday. * Students open books, and look at the exercise and the example sentence. * Elicit some more sentences that could go in the list of things to do. Then students write their own lists. Do not go through answers at this point. Exercise 2 Vocabulary ally excitement souvenir avoid goal (= aim) stick (= put) battery hit record sun cream brilliant joke suspense champion mega (= ‘Think Big! danger zone marvellous) traffic jam disposable On your marks! Yippee! * “Ask students to read the text silently. Tell them. to tick the sentences in their list that match the ‘tips’ (= helpful suggestions) in the text. * Check whether students had any/all of the same ideas in their lists as the tips in the text. Exercise 3 * Students look at the questions for themselves, then read the text (detailed reading) and write down answers, working individually, Students ean check their answers with a parmer. With a weaker class, get students to work out answers in pairs. + In part c), point out that “Phink Big! “dnd8Iivo heads are better than one!” are well-known sayings in English. Example answers : a) 1 Because it will bring some sunshine (= pleasure) «0 the cold dark months (= winter months) ahead. 2. Because the sun is strongest at that time, and you are most likely to be sunburnt then. 3. Because you may find some thi forgotten to pack. + Because people everywhere understand the meaning of a smile by Steps to planning a holiday I Write a list of things to do on the holiday. 2 Write a list of everything you need on the holiday. 3. Choose tapes to take with you. 4 Bay film for your camera or buy a disposable camera you have 5 Go through your last holiday in your mind. 6 Don’t stay in the sun too long. 7 Check the house before you leave. 8 Smile! CS) 1 Think of really unusual or special things you can achieve. 2 Two people working together can think of more things than one person working alone, 3 Little things that you buy on holiday will bring back happy memories in the winter months. 4 Showing friendliness with a smile is the best way of achieving a really enjoyable holiday. Grammar Conditional clauses (Zero conditional) + Pur the example sentences on the board. Point out the verb forms used for ‘General truths’ and ‘Advice’. © Have choral/indivi sentences, lual repetition of the example * Go through the explanations in the Students’ Book. Make sure students understand the meaning. of ‘automatic consequence’ and ‘recommended action’, © Point out that the Zero conditional is often used. for expressing scientific truths e.g. if water is heated to 100°C, it boil* Demonstrate on the board the clause orders in conditional sentences but point out that there is no comma when the if- clause comes second. * Elicit further examples of sentences using the same grammatical patterns. * Give students a few moments to look at the * Look! note. Read through it, and elicit further examples of /f-..nar sentences and unless sentences. Exercise 4 ‘Students read through the instructions, slowly. Point out that the sentences should be completed with ideas from the reading text in Exercise 2. + Students complete the sentences individually. Go through answers with the whole class. Example answers: 1 If you have an objective, holidays are more fun. AC 2 Tf you're going away, make a list of things you are going to need. RA 3 If you can't live without music, choose tapes to take with you. RA 4 If you stay in the sun too long, you burn, AC 5 If you have a bad memory, post a note to yourself. RA 6 If you don’t know what’s wrong, it’s hard to make things better. AC Exercise 5 * Students do the exercise and write their answers, working on their own. They: can check their answers with a partner when they have finished. * When you go through answers, write or get students to write the answers on the board. Answers: 1 Unless you have a hat and sun cream, don’t go into the sun 2 Unless you like heights, don’t climb on your own, 3 Unless you have time to write, don't promise your friends a postcard. 4 Unless you wear a hat in strong sun, you get sunstroke: 5 Unless you wear good sunglasses, the sun can damage your eyes 6 Unless you have a very good memory, post notes to yourself 86 Get talking Exercise 6 a * Present the task, making it clear that the sentences I-5 each follow a different pattern, but that they are all examples of ways of giving advice. * Students do the exercise. Go through answers with the whole class. Answers: 1 Why don’t you take some photos on your holiday? 2 You should take a guide book with you. 3 Make sure there is some film in your camera. 4 If you don’t have a camera, buy some postcards. 5 Unless you can speak the language, buy a phrase book. b) * Briefly discuss the notion of an ‘ideal holiday’. Look at the example and get students from the class to say some things that would make their ideal holiday. * Students make notes on their ideal holiday. ‘Then they tell their partners about their ideal holiday, following the sentence patterns in the example. 9 ‘+ Put the five patterns for giving advice on the board, as follows Why don’t you .. You should Make sure .. If you don’t (bave a camera, etc.) (buy one, et). Unless you (can speak the language, et.) (buy a phrase book, et). * Elicit some pieces of advice as examples. Students refer to their notes and lists + Students give their partners advice. Writing * See if students can give an example of a composition where this would be the case (¢.g. in a composition about one’ life, one could have a section on early life, in the past, and another about hopes for the future).Exercise 7 a) + Give time to work out the steps, discussing them with their partners if necessary (see answers below). Answers: a) gather ideas (Unit 1) 7 ) make notes (Unit !) 4) select the ideas you like best (Unit 3) ©) make sentences (Unit 4) ©) decide what to put in the introduction, development and conclusion (Unit 7) 4) make a plan (Unit 10) 6) ‘+ Students look at the plan and think of the tenses they will need. ‘+ Discuss the tenses with the whole class. * Elicit example sentences containing the tenses that are mentioned. Example answers: Paragraph I: Mainly Present Simple Paragraph 2: Mainly Past Simple, but could include introductory sentence(s) in the Present Perfect, e.g. I have enjoyed most of my holidays. T have had several very bad holidays. One of the worst was when T went to 4 ete Paragraph 3: Mainly Future with going to and Future with wil °°) * Students write example sentences using the tenses they have chosen. If there is time, go round the class quickly and check that the sentences are satisfactory. 4) * Students write the first draft of their composition, in class or for homework. Reading * For a) elicit words which have similar roots in English and in the students’ mother tongue. In b) give an example of a simple root form in English such as foot. Elicit related words such as football, footbridge, foothold, footloose, footpath, footprin ‘footwear: Exercise 8 * Students match the words with the definitions Do not go through the answers until students have had a chance to check their answers for themselves by reading through the text in Exercise 9, Answers: le; 2c; 3a; 46 Sb; 6g; Td Exercise 9 Vocabulary air-conditioned submersible coral transport (v) lagoon underwater reef variety ) scuba dive visibility snorkel wonderland spectacular worldwide Students look quickly at the text and pictures. Ask: Where would you see a text like this? What is the purpose of the text? What do you see in the pictures? * Students read the text silently, looking for the vocabulary they looked at in the previous exercise. Make sure that the students also check their answers to Exercise 8. * Go through the answers to Exercise 8 quickly, Do not discuss the text in detail, as there are more questions to come. Exercise 10 ‘+ Students read the questions, scan the text for answers, and write the answers down, working individually. Answers: 1 Teis the largest coral reef in the world 2 Over 1,000. 3 200. 4 Toa lagoon at the farthest edge of the reef. 5 You can swim, snorkel and scuba dive. 6 You can look at the fish and coral from a submersible Grammar Future Passive forms © Aska few questions using the Future Passive on the ‘Quicksilver’ tour which will lead into the grammar box e.g. Where will you be taken on a 87Quicksilver tour? What will you be shown if'you go in a submersible? See how well students understand the questions, and whether or not they use the Future Passive form in their answers. ‘* Students open their books and look at the grammar section, Write the example sentences on the board. Have choral/individual repetition of the example sentences. * Get students to pick out the Active and Passive verb forms. Underline these forms on the board. + Ask students to identify the subject, will + infinitive, object and adverb phrase and label chem. ‘Then ask about the equivalent passive form. Identify the pattern zl + be + past participle, and label will be taken accordingly. * Point out that in these first examples, the agent is ‘someone’. Elicit the fact that this information is ‘not important ~ ivis obvious that ‘someone’ does the action. * Elicit more examples of sentences on the pattern of the passive sentence (without agent). Get students to identify the passive forms in each example they give, * Go through the next examples (A marine biologist etc) in which the agent i important. Get students to provide further active and passive sentences in which the agent is important (and the passive sentences end in the pattern by + agent). Exercise 11 ‘+ Students rewrite the sentences on their own. ‘They can check their answers with a partner when they have finished. * Go through answers with the whole class. You or students write answers on the board. Answers: 1 You will be shown 2 water wonderland of tropical fish and coral. (no agent) 2 He will be taken to the lagoon at Agincourt. (no. agent) 3 We will be given a tour of the lagoon by a qualified and experienced guide. 4 She will be taught to scuba dive by a fally qualified diver 88 5 All our questions will be answered. (no agent) 6 The people on the tour will be given a free drink (no agent) 7 We will be provided with snorkeling equipment by Quicksilver. (by Quicksitver can be omitted if the sentence is part of a ‘Quicksilver’ advertisement; in this case we would already know who the agent is.) Exercise 12 ‘+ Introduce the task, which can be done as a competition. Students can work as individuals, in pairs or in groups to find answers from the pictures as quickly as possible. Answers 1 They are in California, Florida, and Paris. 2 Pictures 1 and 2 = acroplane; Picture 3 Two. Pictures ? and 3 = 1; Picture 1 4 To advertise a competition 5 In an advertisement or travel brochure, tening = Exercise 13 Vocabulary accompany fabulous ‘open (telephone line) ride (= fairground ride) * Explain that students are going to hear a radio announcement for ONE of the pictures. * Play the cassette, two or three times if necessary. Do not let students shout out the answer immediately. Let students discuss quietly in pairs after the second hearing. * Elicit the answer. See if students can remember. the phrases which indicate the answer. Answer: Picture 1 (Disneyland, California) * Elicit an example or two from the listening to illustrate the sub-skills paragraph-but do not take t00 many examples, as this is covered in the next exercise. Exercise 14 * In pairs, students read the sentences to each other as they remember them from the cassette,and decide which words are stressed, and the kinds of words which they are. + Discuss answers. Play the listening text again, pausing the cassette after the sentences, ‘+ Finish with choral repetition of the sentences with the stresses as they occur on the castette. Answers: 1 The lucky winner of today’s competition will take a trip to Disneyland. 2 You and an accompanying adult will be flown to Los Angeles in sunny California, the most exciting state in the union, 3 And that's not all! 4 You will also be taken to nearby Hollywood, home of the greatest movie studios in the world. The kinds of words wich are stresed are nouns, adjectives, verbs and adverts. We tend ta stress the most important swonds or the words which bave the mast meaning. This i ‘why types of words such as pronouns and articles are not usually stressed, ‘TAPESCRIPE: y: And now, it’s competition time! Here’s your chance to win a fabulous trip to Disneyland, the original magic kingdom of Disney. All you have to do is answer three questions! So don't go away!! SECOND PRESENTER: The lucky winner of today’s competition will take a trip to Disneyland. You and an accompanying adult will be flown to Los Angeles, in sunny California, the most exciting state in the Union. You will be given a Disney passport to go on any ride of your choice. And that’s not all! You will aso be taken to nearby Hollywood, home of the greatest movie studios in the world, Make this dream come true! Just answer these questions correctly! Quéstion 1: What's the name of Mickey's girlfriend? ‘Question 2: What are Donald Duck's nephews called? Question 3: Who wrote the music for The Lion King? y: Ifyou're fifteen or under, stare thinking and give us a call! The lines are open until six o'clock this evening and the number is 0171 236.456. Exercise 15 * Give students a brief time limit to write down their ideas for a trip which is a competition prize. * Students work to prepare a final list. + Give students time to prepare questions. They ‘may need some discussion and time to prepare interesting questions. Go round, check and help quietly as students work on this. * Students write their paragraphs. Play the radio competition again to remind them of the kind of phrases that are required. + Students read out their paragraphs. They could vote on who has the best paragraph, or who reads out their paragraph in the most persuasive way. Workbook answer key Exi Le; 2h, 3 bs4d;5 g56a7G8F Fx2 1 will be met; 2 will be provided; 3 will be taken; 4 will be driven; 5 will be flown; 6 will be laid on; 7 will be shown; 8 will be taken; 9 will be driven; 10 will be flown; 11 will be taken; 12 will be given Ex3 Singapore: bargains, sunset cruise, 200 Perth: black swans, city tour Ayers Rock: caves, helicopter Sydney: Bondi Beach, Harbour cruise Cairns and the Reef: snorkel, scuba dive, coral Ex6 2 You shouldn't scuba-dive unless there is an expert with you. 3. Don’t carry money with you unless you have a money belt. 4 You can't hire a boat unless you give them your passport. 5 Its difficult to telephone home unless you have a phone card, 6 There's no point taking photographs unless you have a flash, Ex7 1 The flight will be booked for you. 6 You will be taken from the airport to the hotel. 7 Your luggage will be taken to your room. 89