Oxford University Press, Great Clarendon Street Oxford oxz 6oP, United Kingdom Oxford University Press, Educational Centre SRL. 43 N.lorga Streot, Bucharest, Romania Oxford New York Athens Auckland Bangkok Buenos Aires Bogoté Bombay Chennal Cape Town Dares Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris Sio Paulo Singapore Taipei Tokyo Toronto Warsaw. and associated companies in Berlin Ibadan oeueS Tests OXFORD and OXFORD ENGLISH Test 1 Units 1-4 are trade marks of Oxford University Press Test 2 Units 5-7 Test 3 Units 8-10 ISBN 0 19 312123 9 Answer key © Oxford University Press 1998 No unauthorized photocopying All rights reserved. CONSULTANTS ‘Sue Mohamed, Freelance teacher trainer and writer, UK Rod Bolitho, international Fducation Centre, University College of St Mark and St John, Plymouth, UK PROJECT CO-ORDINATORS Ruxandra Popovici Ecaterina Comigel PROJECT ASSISTANT Mirela Ivan ‘The writing of this book has boon supported by the British Council Printed in Greece 30 32 45 53 4 64 71 17 79 80 82 84 86Pathway to English is your new English course for the secondary level. It isin eight parts, for Grades 5-12 respectively. This book at Grade 7 level is called English Serapbook. It builds on the foundations laid by Grades 5 and 6 English classes and assumes that students entering Grade 7 will have completed courses like English Agenda and English Facefite. What are the organising principles of English Scrapbook? ‘The syllabus is topic-based. This decision was made in recognition of the fact that learners are ‘more likely to be motivated by topies than by structural or functional headings to units, However, this does not mean that structures, functions and vocabulary are ignored. The topic basis is underpinned by a systematic, graded grammatical syllabus, some of it recycling grammar taught in earlier grades, and some moving on to new areas. Vocabulary is largely organised round the topics. Pronunciation is integrated with work on vocabulary and structures. Importantly, the main focus of English Serapbook is on effective communication, which means that ‘great attention is paid to language in use, with an emphasis on the four language skills of listening, speaking, reading and writing, and on ‘communicative functions. The interrelationship between the difforont elements in the syllabus Is shown in the Contents Chart at the beginning of the Student's Book. What kind of methodology does English Scrapbook imply? Looking at the language primarily as a means of communication has consequences for the way we teach it, In writing English Scrapbook we wore aware, too, of the need to take account of wider developments in the fleld of language teaching and education in general, Here are the main principles ‘we have tried to put into practice in this course: 1. Learner-centredness. The learner is at the centre of all classroom processes. Without learners shere would be no teachers. Yet in so many sanguage classes, itis tho teacher who dominates gets more language practice. We have tried to flect learners’ interests as far as possible in our ce of topics. We havo tried (through pair-work and group-work activities) o maximise opportunities for practice in speaking the language. Im Romanian classrooms, pairwork is generally easy, since most students sit noxt to another student they ean work with. Groups of four ean be formed in at least two ways a) with fixed desks: % . Ogee (pairs of students turn ae ieee aS T round to face those | ad's! i behind them: the an teacher (T) can move ‘from group to group in order to monitor) b) with movable desks: (once again, the teacher can move between rows to monitor the work in groups) We have tried to encourage learners to take more responsibility for their own learning, notably through Project Work, which is described in more dotail below. Learners are also frequently ‘encouraged to talk about themsolves. 2, Bajoyment. We learn best when we enjoy what we are doing. English Scrapbook has many excercises which emphasise the fun in learning. 3. Fluency as well as accuracy. In the past, we as teachers (and consequontly our students, t00) tended to concentrate on how our Tearners speak and write instead of focusing on what they wish to express, This is a result of our preoccupation with accuracy, and our eagerness to correct mistakes, Learners need to experiment with language whon trying to communicate, and this involves taking risks. Applied linguists are agrood these days that errors are not only inevitable but are even desirable part of the learning process. This view does not excuse errors (which all teachers recognise), but it does serve as a reminder that we should givo credit for fluency and for successful communication, as well as for accuracy.4, Creativity and variety. Following on from the last point, English Scrapbook encourages the creative use of language in a wide variety of different contexts and exorcise types. This should sive every learner the opportunity to contribute something to each lesson. We would like our students to express themselves fully in English, 5. Reading for pleasure. As woll as using short texts to develop students’ extensive and/or intonsive reading skills, English Scrapbook recognises the Importance of longer texts for developing children’s language abilities generally. We have choson a selection of myths and legends, troduced chronologically, in order to encourage students to read extensively for pleasure. These texts also servo as an initial introduction to the culture and civilisation of Britain and the United States, In Lesson 5 of each unit students will ead for general undorstanding and also to extract, information considered essential for general knowledge. 6. Project work. Project work involves the presentation of an extendod piece of wark on a certain topic usually provided by the teacher or the textbook, where the decisions about the content and the presentation are taken by the learners themselves. What are the main characteristics of project ‘work? *+ learner-centredness ~ By taking decisions and working together on the project, the students take responsibility for their own learning, personality ~The end product is the joint result of both individual and collaborative effort and therefore bears the mark of one person as an individual and as a member of a group. ** creativity ~ Students put a lot of imagination and original thinking into carrying out the task adaptability — Project work fits all ages and levels of knowledge. Why? What are the beneitts? + for the students® language use ~ They will learn by using the language they have studied (grammar, vocabulary) in real situations. They'll be learning by doing, without realising it consciously. * for communication ~ The students will be working in a social group and will have real reasons for practising listening, speaking, reading, writing skills and also a natural need to use functional language: asking for information, correcting someone, asking if someone is sure sbout/saying they are sure of something, asking jaring, asking for an opinion. giving * for the students’ motivation ~ The students will enjoy their task, feel positive about their work, and they will feel proud of the concrete result — the end product. for the students’ attitude ~ The students will develop a new outlook on work through co- operation and positive competition. ‘+ for the students’ aptitudes ~ A lot of practical skills are required throughout the project work sessions: drawing pictures and maps, arranging texts, cutting out pictures, completing charts, taking down notes, gathering and organising information, etc. ‘+ for educational purposes ~ Project work makes a ‘connection between learning a foreign language and the other subjects in the curriculum, such as: history, geography and art. Moreover, in English Scrapbook, emphasis has been placed on cross-cultural awareness so that students become sensitised to the customs and traditions of other countries which they then relate to their own culture. In this way, it can be seon to play an important role in the eross-curricular and cross-cultural aims of any teaching programme, What? No drawbacks? ‘Yes, but we think thoy are minor compared with the henefits. Anyway, if you are prepared, you can. cope. Here are a few potential problems and ways of solving them: + noise ~ The most unpleasant part of project work can be prevented by firm instructions about the level of acceptable noise at the beginning of the activity and also by efficient control during the lesson. Communication in real life involves noise, and yet itis purposeful noise. It is tho same in project work reparation — It may take a long time to prepare project work, but the students’ involvement, their Joy and their achievements make the effort ‘worthwhile * the use of mother tongue ~ The use of English for communication should be encouraged at the beginning of the activity. If the product in project work is considered to he more important than the language the students use, then a little use of the mother tongue should not bo a matter of concern, since the final project will be in English. different levels of ability ~ These are easily coped with through a differentiated treatment of the students, While some learners do not require special attention and guidance, others need help and encouragement, Each student should be assigned an appropriate role, which they can successfully carry out, within the working group. At the same time, the teacher should always have some extra activities in store for children who finish quickly to keep them busyOK, I'm interested, but where do I start? Here are some hints: + The choice of the project is of great importance. It must not be too difficult at the beginning, it should fit their interests and ft must be comprehensive, that means allowing for enough suub-tasks. It is advisable to tackle the project by breaking it into several supporting activities or bridging activities. + The next thing to organise is a box with ‘materials the students will need in almost all their project work lessons: scissors, ruler, paper, coloured paper, cardboard. glue, paper clips, etc. For some other very specific materials they need, you should ask students to bring them in advance. A good idea might be to keep some magazines and useful books and dictionaries at hand for quick reference. ‘+ Until the students develop an awareness of the project classes, keep reminding them beforeband about the date and the title of the project. The Dest place for project work within a teaching unit is at the end of it, because it implies the practice of both new vocabulary and new structure, although the total amount of lexical and grammatical items students need cannot be prodicted. «+ Get the students organised in project groups and keep those project groups the same until the end of this year’s project work, so that the product is the measurable result of individual and co operative effort. + Bofore starting the project lesson, you should discuss with the stitdents the materials they need, the ways of achieving their project tasks, ‘and give them some examples. ‘+ Whether in the shape of a poster or of a book, the presentation/display of the project is a most important element, You should encourage the sttidents (o keep it neat and give it an original artistic quality, The end products of the project svork increase in value if they are displayed. Display comers, of course, aro organised according to the resourees and space available to you But how ean I assess my students’ progress during project work? Isn't it difficult? It may be a little difficult, but project work can be assessed provided that you keep in mind the following: + Itis your choice to decide when to assess (at the ‘end of what period of time or continuously as students work in class) and how to assess (c.g. by observing their oral performance, by checking their written work, etc.) + Accuracy is not the only aspect of the language that you should assess. Fluency is at least as important, * Language is not the only element in a project to be evaluated. Credit should be given to creativity, originality, clarity. style, self expression and ultimately to every grain of effort students have put into their work. ‘+ Even for the teachers who worry a lot about the mistakes that occur there are ways to correct these errors without discouraging the students. You may ask them to da a kind of draft that you can correct, before the final version. On the final version, having pointed out the mistakes, let the students do the correcting themselves and adjust the decoration and the lay-out. Now I begin to understand where it fits in. Thope there's a chance to do project work in this book. Yes, of course, In Fnglish Scrapbook, students will produce their own project entitled "Your Scrapbook’. It is introduced carefully with plenty of support offered in the Teacher's Book. + The title ‘Your Scrapbook’ has been chosen for lot of different reasons. A scrapbook contains ‘pages on which to stick a personal selection of cut-out materials: pictures, photos, drawings and short texts. Its creation Is not too ambitious but ig interesting and challenging at the same time. Completing the scrapbook is a long term projec covering a whole school year, but with bridging activities in every unit. The titles for the different sections in the scrapbook are provided so as to fit the topic of the unit, They also provide an ‘opportunity for useful cross-cultural information exchange. + In ‘Your Serapbook’ in each unit, the students’ ‘work is divided into two distinct parts. In the first part, students are asked to read and record some factual information about other countries. In the second part, they are encouraged to produce a creative piece of work, relating the information ahout other countries to their own culture and using all their skills, both linguistic ‘and non-linguistic, Students will generally write in their notebooks/Scrapbooks, but some creative ‘work will require a larger format. For this ‘reason, we suggest students attach a large envelope to the back of their notebooks for storing posters, maps, etc. + The project work lesson Is always the fourth lesson within each unit. + You may like to start every project work lesson. with a brief revision of the language and structures in the first three lessons of the unit, [At the end of the activity you may suggest further related work for students to complete in ‘groups or individually for homework, + You will find specific methodological support in. the Teacher's Notes for each project lesson.What does all this mean for me as a ‘teacher? More than anything else, it means that the teacher should subordinate her/his own teaching to the needs of the learners, Coneretely, it will involve a lot of thought about classroom management: allowing learners to work in pairs and groups, providing display space for the products of project work, taking a lower profile during communicative activities, moving around, monitoring group-work, encouraging the use of English, keeping noise levels moderate and correcting errors selectively and sensitively rather than correcting every error. ‘Many of our students will need! English in their jobs and for future studies, and we should do all we can 10 help them to be autonomous learners and not to depend on us too much — hy providing the resources which they need in order to learn. A good English dictionary (e.g, the Oxford Advanced Learner's Dictionary) and a reliable Grammar Reference book (e.g. Eastwood, J., A Basic Grammar of English, published by Oxford University Press) will be an asset to every classroom. Finally, why not consider decorating your classroom with some maps and posters to help create an ‘English’ atmosphere? Some useful hints to bear in mind 1. Many of the exercises require completion of charts and tables, or deciding on a multiple choice option. Students should be reminded not to put any marks in their textbooks but to copy the eharts, sentence numbers, tc. into their notebooks 2, Each unit eontains more than enough exercise ‘material. Don't hositats to leave out an exerciso if you are short of time, or if your learners already know the language point concerned. Many of the exercises are suitable for homework 3. Pronunciation, The system used for transcriptions of English sounds is the International Phonetic Alphabet (PA). A key to the symbols used can be found at the back of the Student's Book. As these symbols were introduced systematically In English Agenda, they are used as appropriate in Bnolish Scrapbook. The approach to Sounds, word and sentonco stress begun in Enlist Agenda and English Factfile, is developed in English Scrapbook which also introduces work on intonation and sentence rhythm, 4. Vocabulary work. The students” vocabulary is built up systematically around the topics, but English Scrapbook distinguishes between words for active use and words for passive recognition only. You only need to teach and test the active vocabulary. This is listed in the introductory chart ‘at the start of each lesson in the Teachor’s Book. We also begin to introduce students to vocabulary skills: word building, guessing meaning from, context, ete, There is an English-Romanian and a Romanian-English glossary of the new words at the back of the Students’ Book. There is mention of the first occurence (unit, lesson) of each new word in the book. 5. Grammar. The exercise material is based on the principles of guided discovery, encouraging the learners to work out the rules of language for themselves, This is much more likely to result in effective long term learning and use, than simply memorising rules. The language boxes provide convenient, clear summaries of key points. 6, Evaluating your learners’ performances. Your learners will make progress quickly with your encouragement. ‘Try to ovaluate their work (written and spoken) positively, by giving credit for successful communication and not only negatively by deducting marks for mistakes. What does English Scrapbook consist of? At each level of Pathway to English, there is: Student's Book, containing all the material needed for lessons in class, and some homework activities. Thore are also round-up, general revision units which you can use at the end of each torm; a cassette, including recorded material needed for listening and pronunciation activities; an Activity Book, containing extra practice material {in grammar, vocabulary and reading for homework and for special schools where English is taught ‘more intensively. It contains a key to the exerci so that students can check thelr own learning and a Teacher's Book containing hints to the teacher and an overview of the main elements covered in each lesson. It also contains tapeseripts which the teacher can use to read aloud if no cassette player is available, and answers to selected exorctnts in the Students Book Finally i contains a sample test which can either be photocopied or written on the board for students to complete. Tt can also serve as a model for writing your own tests. 08Lesson 1 2a) Title: Greetings from Communicative aims: Asking for and giving opinions Skills covered: WRITING Reading Speaking Grammar: Adjectives ending in -ed and -ing Vocabulary: active: Adjectives deseribing weather, people, food and places [recycling] Adjectives expressing how someone foels passive: nasty, traffic jam This is a warm-up activity. Refer to each postcard in the book and ask students to guess what countries the threo postcards come from, ifstudents are in difficulty, be ready to help by asking them questions open-class. Possible questions: What can you see in the first postcard? What's the weather like? What is the woman on the left of the second posteard wearing? What dance is the wornan dancing? Is it rock ‘nroll? What building can you see in the third postcard? Supply some answers if necessary. Write the names of the countries on the board as the students guess them. Ansiwerss 1 Hawail; 2 Spatn; 3 Taly. ‘Aim: to develop the skill of reading for genoral understanding. The idea is not for students to understand every word. IPthey ask, give a quick translation and move on. ‘This vocabulary is not for active use. The {dea is to train students to tolerate ambiguity and not necessarily to understand every word 2b) Get one student to read out the first postcard which has already been completed for them. Elicit the clues that confirm that the postcard is from Hawaii, Le. its an island, it’s vory hot, people are lying on the beach or surfing. ‘Students read the other extracts silently, match the two halves of each postcard and decide on the appropriate name of the country. Students compare their answers with partner as thoy finish, Select three students to read out the completed postcards to check their answers. Answers: 1b, Hawall; 2 a, Spain; 3 ¢, Italy. ‘Aim: to develop the skil of reading for detailed information. Presteach nasty (not nice). traffic jam (traffic that can’t move), annoying (makes you feel angry) by rephrasing them. Students read the postcard from Haw silently to complete the task. ‘Ask the class open questions to find out what David liked and didn’t like about Hawaii. Make notes on the board. Students copy the notes into their notebooks. ‘Students read the other two posteards silently and make notes about David's likes and dislikes in their notebooks. They compare the answers with a pariner hefore you check the answors open-class. Answers: Country liked didn't like Hawaii the rain forests the climate the fantastic (it's too hot) brightly-coloured the nasty birds insects Spain the climate the smoke. the people the fruit the folk costumes ltaly the people the heavy the food trafficuni a 2c) Students read the three posteards again and identify the -ed and -ing adjectives Check the answers as a class. Answers: fascinating; exciting; annoying, terrified; bored, 3 Aim: to lead students to an awareness of the difference in meaning between -ed and -ing adjectives. Ask students to read the Language Focus bos. Make sure that they know all the adjectives in the bos, Refer students to the rubric and the Language Focus box and elicit the answers, Accept short answers (ic. fascinating and annoyed) if these are offered as they are ‘more natural, Write the complete answers on the board, Students copy them into their notebooks. Ask students how the use of -ing adjectives is different from the use of -ed adjectives. Highlight that -ing adjectives aro used to show what an object or a person is like, and ed adjectives are used to show how a person feels about an object or another person. Ansiwers Anna found the island fascinating. Poter felt annoyed by the traffic. 4 Aim: to give practico in the use of -ed and ing adjectives. Refer students to the Language Focus box and do the first sentence with them to show them what they need to do. Students write their answers in their notebooks and check the answers in pairs as they finish doing the task Ask individual students in the class for answers. Answers 4) interested; b) annoying, c) shocked: a) tiring; e) boring; f) depressed Sa) Alms: to give further practice in using -ing adjectives and giving opinions, Ask students to look at the pietures quickly ‘and then to read the conversation in the book silently Ask how many people are speaking and Which of the pictures the conversation is about. Elicit that there are four people and they are talking about picturo 1 5b) 6a) 6b) Ask students to look at picture 2 and the Language Focus box and choose appropriate adjectives for ‘clowns’, Ask a group of four to read the same conversation in their group aloud substituting the -ing adjectives for clowns as a demonstration of what they need to do. Divide the class into groups of four. Each group chooses a secretary. Ask students to work in thoir groups of four and make similar conversations on pictures 3 and 4. The secretary in each group makes Hotes about his/her group members’ opinions like this: George ~ ‘clowns are amusing’; Maria ~ ‘boring’; Alex ~ ‘depressing’ Get two groups to act out in front of the class the conversations about Mariah Carey and doing housework. Possible answers: Picture 2 Clowns: amusinyoring/depressing Picture 3 Mariah Carey: fascinating/boring’ annoying Picture 4 Doing housework: relaxing/tiring/ boring Got one student to read out the example in the book Ask the secretary of each group to use hisher notes to report his/her group members’ opinions to the class Aim: to prepare students for theie written homework. Refer to the rubric and elicit answers in open class, If students don't agroo, encourage them to discuss briefly their own opinions, Writo the agreed answers on the board. Students copy them into thir notebooks. Answers: the weather; people you meet; places; and food, Aim: to provide written consolidation of language so far and practice in writing | postcards. ; Students are asked to write a posteard from their imagined destination to their penfriends, They use the postcards in the lesson as models, the topics from Exercise 6a and -ed and -ing adjectives from the Language Focus box. ‘They write about what they like/don't like about the place they are visiting.Lesson 2 Title: What do you like? Communicative aims: Expressing likes and dislikes Deseribing personality Skills covered: LISTENING Reading Writing Speaking Grammar: So do/am I: neither dofam 1 [recycling] love, like, don’t mind, can't stand. hhate + -ing Vocabulary: ‘active: TV programmes [recycling] ‘Types of books {recycling} Adjectives describing personalit assertive, extravagant, sensitive, reliable, bossy, cool, confident, bitchy passive: show off, haircut, whatever the cost 4 This is a warm-up activity. ‘Aim: to revise vocabulary for TV programmes and to express agreement, ie, So do I, etc/ Neither do I, ete: ‘Ask students to look at the pictures and then to read the dialogue in the book silently and find which words mentioned in the dialogue are in the pictures. Put the students into pairs. ‘Ask students to read the dialogue in the book again and, in their pairs, to make two similar dialogues substituting words from the pictures for the ones mentloned in the dialogue, Get one pair to read out the dialogue apen- class. 2a) Aim: to revise and introduce new vocabulary for expressing likes and dislikes. Say: 1 fore chocolates. Ask: Does it mean that I like chocolates very much or I don’t like them at all? Plicit: You like cliocolates very much. “Ask: What's the opposite of ‘love’? Elicit: hate. Grimace to show you don’t like something. and elicit: can’t stand. Plicit that when it is not a problem for you, you say: I don’t mind. Use appropriate intonation, mime and gesture 1o help students understand the meaning of the expressions. Ask students to do the matching exereise in their notebooks. Answers: Lb; 20; 3 a. uni 1 2b) Play the tape. Students listen and check their answers, against the tape. Play the tape again and draw the students’ attention to the intonation (Le. the stress and rhythm of the sentences), Read out the example in the book and help students pronounce the sentence accurately: Play euch example on the tape twice to make sure students pronounce them accurately Get students to repeat the sentences in chorus and then individually Tapescript_ 4. Hove watching TY. ko it very much 2. Idon't mind doing howsework. K's not a problem For me. 8 Lean't stand waiting. Late i \20) Aim: to enable students to use words oxpressing likes and dislikes accurately within a sentence. Got students to look at the Language Focus box. Give them time to read and think. Write the verbs from the Language Focus box on the board, Students copy them into their notebooks Ask some students to read the sentences from the Language Focus box aloud. Ask: What are the words expressing likes and dislikes followed by? Elicit: They are followed by a verb + -ing. (gerund) Get one student to read out the example in the book, Do sentence 1 open-class to make sure students know what they need to do. Individually, students rephrase the rest of the sentences in writing, ‘Students check their answers in pairs before you check them with the whole class. Answers: 1 1 don’t mind visiting my relatives at the ‘weekend. 2 [can't stand getting up early every ‘morning. 3 Ihate fighting. 4 [love working in the garden every day. 5 I don't like cooking. 6 [ enjoy dancing. 3 Aim: to revise and extend adjectives deseribing personality Refer to the rubric and give students enough time to look for the adjectives and definitions they are not familiar with In the glossary at the back of the book. their notebooks. ‘They write them4° ouniT1 Explain the words which are less known, Tapescript 0. assortve =a person who speaks and acts penne gue, whats. oann he? in a forceful way so that people pay attention ce ain be a to diem. Oh, she's nce and she's you fun... and Studonts list the adjectives in two columns in Hove having fun their notebooks before they check the Sroryono laughs at her showing of ee ‘Um, the only thing shat sis doos Want vo be Chock the answers with he clas les ut Toot RA Ag students don’ agree whether some so Bub. ling abou yom fond adjectives are positive or negative (o.g, shy) behind her back, making horcible remarks Jot them diseuss their own opinions briefly about someones new shoes or hare, or and accept reasonable answors Something more personal about his rer ersonality jst Because you want took good Answers: in front of your friends, is something that 1 Positive Negative cau sand friendly jealous Un. find hor quite bitchy sometines, assertive extravagant actualy intelligent (shy) as HEN ea Ansivers: Lino 1 Yes: Lino 2 Yes; Line 3 No: (sensitive) unreliable Line 4 No; Line 5 No. lively hss hone bitchy Aim; to develop the skill of listening for res aa specific information, Sune Rofor tothe rubric and play the tape all the an way through, cau In pairs, students check what Sue kes and doesnt lke about Joanne. 4a) Aim: to practise describing personality Have the feedback open-elass. Rofer students to the picture and ask Istudents have dlicultios witha specie WHEY afb ss ora? section of tho tape, play it in isolation What are the tivo girls Behind doing? : Answers Sue tikes Joanne because she i What do you think they are ike? Cae ee What do you think the other girl is tke? Sod Gilda neSoMGAETAGLanis Noise Possible answers: off and is bitehy ‘The two girls who are laughing are probabl ively and funosing but ig Aim: to develop tho speaking sil of and Tho other gir is probably shy and sensitive, Practise giving opinions. she doesn’t look very confident. Get one student to ask you what you would do ‘somebody made unkind comments about 4b) Aim: to develop students’ ability to listen for Biase general understanding. Write the names and their pronunciation on the board. Pre-teach show off = to behave in a way that shows you want to impress people; haircut the style in which your hair has been cut; whatever the cost = regardless of effort invotveed, Ask students to copy the grid into their notebooks Refer to the rubric and play the tape. Students listen to the tape and tick the right column as they hear the lines Let students compare their answers with @ partner. ‘Check with them against the tape to see how much they were able to answer, Rofor to the rubric, make a choice and give reasons for your choice. In pairs, students make a choice and give reasons. Get a pair to act out thoir conversation opon- class for feedback. Aim: to practise adjectives describing personality and to prepare students for homework, Refer students to the questionnaire. Give ‘them enough time to read the questions 50 they can ask if there are problems of comprehension, Refer to the rubric and get one student to read out the example in the book. Match one more question to an adjective open-class, ie. question 2 — assertive, to make sure they understand what they need to do.5b) ‘Tell them that some questions n adjectives Students do the matching exercise and compare thelr answers with a partner before you ask for answers from the class. Answers: 1 friendly; 2 assertive: 3 intelligentconfident; 4 honest; 5 sensitives 6 extravagant; 7 jealous; 8 lively/fun-lovings 4 reliable; 10 bossy; 11 shy; 12 bitchy: 13 cool Aim: to give freer practice in using adjectives describing personality and to help students become more self-aware. ‘This exercise is suitable for homework. Tell students to answer the questions and use the previous exercise to get a list of adjectives which describe each student’s personality You might like to answer the questionnairo yourself in class to make sure students know ‘what thoy need to do. Lesson 3 22) Title: jnusual experience Communicative aims: Speaking about past events, Skills covered: READING Writing Speaking Grammar: Past Simple [recycling] Irocycling! passive: safari park, compound, lock, bonnet, sound the horn, warden, Landrover, lick ‘This is a warm-up activity Ask the questions in the book open-class to elicit students’ opinions on the topic, Students may need holp to express what they ‘want to say, They are unlikely to speak in accurate sentences but you can rephrase ‘what they say for other students and thereby clicit further comment, However, you should Jimi the time of discussion to no more than five minutes. Aim: to develop students’ skill of reading for general understanding Refer students to the advertisement on the page and pre-teach driv. 1 place offering = service where people stay in their cars sing the service provided. You may give 2b) 20) unira 5 some more examples like drive-in movie and drive-in restaurant. ‘Ask what people can see in a safari park. Blicit: Wild animals, Got students to read the story silently and find the right definition for safari park ‘Warn students that they may not understand every word in the text. Explain that they don't need to understand It all as they have enough. vocabulary to accomplish the task Answer: A safari park is a place where people can see animals in natural surroundings. ‘Aim: to train the students to relate information in the text to pictures. Comment on the pictures with the class and help them deduca the unknown vocabulary from the context and the pictures. This is passive vocabulary they need only to recognise: compound = an area of land that is surrounded by fences, walls or barbed wire: Tock = to fasten a door by means of a keys bonnet = a metal cover over the engine at the front of the car; = C8). ‘horn = « device on cars and other vehicles that you use to make a loud noise as a signal or warning to other people: ~ warden = an official who makes sure that certain laws are being obeyed: fire / lick = to move the tongue across the surface: of something. Refer students to the rubric and get them to write the answers into their notebooks. Elicit that the first picture in the story is e. ‘Ask them as a class to find picture 2, Get students to reread the story silently and. to number the rest of the pictures in the correct order. Let students check in pairs before you give feedback open-class. Answers: 1 right hand column, middle picture; 2 left hand column, top picture; 3 right hand column, top picture; 4 lof hand column, bottom picture; 5 right hand column, bottom picture; 6 left hand column, ‘middle picture Aim: to develop the skill of reading for specific information. Get students to road the questions first so thoy can ask if there are problems of comprehension, Divide the class into pairs. ‘Ask students to read the story again and, in their pairs, to take turns to ask and answer the questions.6 UNIT 1 Get open-pair questions and answers for feedback, Answers: a) The safari park was not far from Liverpool, b) The Hons’ enclosure. ©) The monkeys’ enclosure. ) They climbed all over the car, ate apples ‘and bananas and threw all kinds of things at them, ] Yes, as the lion got up on the bonnet of thelr ear, 1 It got off and started licking the warden’s hand as if nothing was the matter, 8a) Aim: to revise the simple past form of some irregular verbs, Got students to copy the irregular verbs in their notebooks. Ask them to find the past tonse form of the verbs as they read the story again and write them into their notebooks. Let them check the answers with another student before you check with the class. Answers: werelwas; drove; went; felt; Wok: had to; knew; heard; got; ate; could; bought; threw; came, 3b) Aim: to revise the simple past form of some regular verbs. Got students to look for seven regular verbs In the story and write them in their notebooks, Ask students to check their answers in pairs before you get feedback from the class. Answers: climbed: seemed; looked: started: stayed; sounded; arrived. 4 Aim: to give freer practice in writing about past events, Blicit from students that they might write about the place, the weather, the people they were with (family or friends), the people ‘they met there, what they did there, an interesting experience they had, and how they felt about i. You could write these suggestions on the board and ask students to copy and use them ‘when writing their homework, Lesson 4 ‘Title: Table manners around the world Communicative aims: To provide an opportunity for the practice of the variety of structures, functions and vocabulary already acquired by students at this level To raise students’ cross-cultural ‘awareness, Skills covered: Integrated skills Outcome: A page in the group Serapbook containing information about table ‘manners round the world including a paragraph about table manners in Romania Materials: Sheets of paper, stickers, glue, ‘magazine pictures, fall-ip pens, drawings 1 Divide the class into project groups and give the necessary information about the purpose and outcome of the project, Get students to read the paragraphs about table manners round the world. They should be able to deduce the meaning of unknown words from context, Help them if they can’t manage it and ask for explanation, by giving a quick translation. Students copy the table into their notebooks. Ask students to read the paragraphs about table manners round the world again. Ask: Where do villagers gather round one dish on the floor? Blicit: In Iran. Students fil in tho rest of the gaps in their project groups. Get students to copy the completed table into their group Scrapbook, : = person should lick the bowl from which he has eaten.; it is impolite not to carry on a conversation at dinner: In Britain... itis polite to burp at the end of a meal. 2 In their groups, students exchange opinions, compare and discuss table manners in Romania and write a paragraph on the topic. Students in one group compare their Paragraph with those of the other groups. ‘They suggest changes to make one another’s Paragraphs more interesting and relevant to Romanian culture. Each group writes thelr adapted paragraph into their group Scrapbook Each group decides how to decorate their Scrapbook page.Lesson 5 i 2 Aim: to develop the skill of readingfistening for general understanding; to encourage the ioyment of reading. One way of doing this is to play the cassette and let students enjoy listening to the story first. Got students to listen to and read the story again in order to answer the pre-set question, As this is extensive listening/reading, the idea is not for students to understand every word. If they ask, give a quick translation, Now vocabulary is not for active use. The idea is to train students to infer meaning from context, and not necessarily to understand every word. In pairs students take It in turns to answer the question Got feedhack open-class. The following extra information is for you to simplify and pass on, as you see fit, to your students. The sword in the stone BACKGROUND INFORMATION ‘Who was Arthur? ‘The first mentions of Arthut are in the Latin works of Celtic monks and in a Welsh poem \wntten around 600 AD, Many tales about him ‘come ‘rom the History ofthe Kings of Britain ‘written by Geoffrey of Monmouth in 1438, Inthe myth, €s a king, Arthur, counselled by Sir Kay and Merlin, the wizard, set about brining peace to the country. He married the beautiful Guinevere and founded the order of the knights (of the Round Table. The 150 knights sitting at the Round Table were eaual in Importance, and ‘whenever @ knight was wortry to sit there, nis ‘name vould appear. by Merlin’s magio, on his sect. Many famous knights came to sit atthe Round “ble in Camelot, Including Sir Gawein, Sir Lancelot, Sir Galahad, the most perfect of them, and Sir Percival, whose names are connected with the search for the Holy Gri ‘An Arthurian tradition also developed in Europe, In France, Waly and Germary. Many writers have adapted the stories of Arthur and his knights to contemporary tastes and thames (e.g. Mark Twa at King Arthur's Court A Connecticut Yanko unir1 7 Answer: Because the person who was able to pull the sword from the stone was the ‘rightful king of England. ‘Aim: to develop the skill of reading for essential information, Draw the chart on the board, ‘Ask students to have in mind the time in history, the main characters, and the main event as they read the story again. Encourage short, concise answers when students have finished reading the story. Although the main aim of this lesson is the extensive reading, you might like students to copy the answers In the chart into their notebooks, In this way they will keep a record of the essential information they extract from the legends and myths throughout the textbook, Answers: ‘TIME IN HISTORY The middle of the 5th contury MAIN CHARACTER(S) Sir Eetor and his sons, Sir Kay and his younger brother Arthur MAIN EVENT(S) Arthur pulled out the magic sword from tho stone and became king of England Possible follow-up discussion, Ask students: Why did Sir Kay lie? What's the difference between a lie and a ‘white lie"? Explain ‘white lio’ to the students: a lie that is not serious, or one that is told to avoid upsetting someone. Give an example of a ‘white Lie’ Put students into pairs and encourage them to discuss ‘white lies’. Finish the discussion opon-class,2a) Aims: to develop the skill ofl 2 A birthday party Lesson 1 ‘Title: Invitations Communicative aims: Inviting people, ‘accepting/refusing invitations Giving excuses Skills covered: LISTENING Speaking Reading Writing Grammar: Modal verb: would (invitations, ‘acceptances, wishes) [recycling] Td like to + verb (recycling! T’ve got + illnesses [recycling] Present Continuous with future meaning Vocabulary: active: birthday card, present, party, cake, invitation, to celebrate, lovely, great, fun, terrific, wonderful Passive: rehearsal, lo come round for a chat 1 Aim: to familiarise students with the vocabulary necessary for talking about birthdays. ‘This is a whole class activity ‘Tell students to look at the right-hand side of the page and describe what they see: party decorations, birthday cards, invitations, activities at parties and presents. Read out the questions. Ask students to look at the pictures again and answer the questions. ening for general understanding; to reoycle and oxtend tho language of giving invitations acceptances, refusals and excuses. Introduce the listening with the question: What do you say when you invite someone to a party? Read through the instructions and questions with the whole class. Tell students to think what answers they will probably hear. This will make it easier to understand the general idea. Leave the details for later. Play the cassette, ‘Take foodback orally. Ansiwers: a) Tony; b) Pam; ¢) Carol. Tapescript Dialogue 1 (Jane rings Tony) Jane ey Jane Tony Jone Tony Jone Teny ‘Tony? Ie mo, Jano. Are you busy? No, no. Pm watching TV but it's allright [won't be long. Er... would you like to come to my birthday party on Saturday? Ob yes! I really love to, Thanks. When is it exacily? AL five o'clock, Fine, Yl be there, OK. Bye! Bye! Dialogue 2 (lane rings Carol) Jone Carol Jane Carol Jane Carol Jane carot Jane Carol Jane Hello. Can I spoak to Carel, please? This is Carol Jane here, What are you doing next weekend? Pm not quite sure. Tm visting my grandparents ‘on Saturday. On Saturday? Well, on Saturday or. Sunday. Why? | wanted to invite you to my birthday party, but i's fon Saturday, V4 love to come. Ill spoak to Mum, Perhaps we fan go to Grandima’s on Sunday. Ill ring you back. Hope you ean come. Yes. Me too. Bye! OK. Bye! Dialogue 3 (lane rings Pam) Jane Hello. Can I speak to Pam, please? This is Jane. Pam's father Hold on a minute, please. Vl get her Pam. Jane Pam Jane Pam Jane Jane Pam 2b) Hello? Js that you Pam? Yes. What are you doing? 'm doing some exoreises but its OK. Sorry Ill be really quick. Would you like to ‘come to my birthday party on Saturday? Ob, Pd really love to, but my uncle's arriving from America that evening and \wo're having a family party. ‘That's a pity! now. Nevor mind. Have a lovely party! See you some other time Hope so. I will Sorry you ean't come. Bye! Byo! ‘Aim: to develop the ski specific information. Tell students they are going to listen to dialogues 1 and 2 again, ‘Ask them to read the questions before they listen, of listening for3a) 3) 30) Play the tape again. Let the students compare thelr answers in pairs and decide if they need to listen again. Conduct feedback by playing the cassette Stop It at the appropriate places. Check students’ answers. 4a) Answers: a) on Saturday; b) Oh yes! I'd really love to.; ¢) F'm not quite sure ... I'm visiting my grandparents on Saturday or Sunday. 4) I'd really love to but ..: &) My uncle's arriving from America and we're having a family party. Aim: to practise making/accepting invitations. This is controlled practice. Draw siudonts' atiention to the Language Focus box for ways of inviting, and accepting invitations. 4b) Give students a few moments to look at the box and read the dialogue with gaps. Students work in pairs and fill the gaps using examples from the Language Focus box. Ask pairs to read out the dialogue. Answers: aro you doing; you like; love, Aim: to practise inviting, and accepting invitations. Give students enough time to look at the pictures, ‘Students work in pairs inviting and accepting invitations as in the dialogue above. Go round and monitor as students talk to each other. Aim: to introduce refusing invitations politely and making excuses. Remind students that Pam refuses Jane's invitation to the party. 4c) Give students time to read the excuses in the Language Focus box before they listen. Play dialogue 3. Ask students to listen, paying, atiention to the kind of excuse Pam gives. Students look at excuses in the box and listen to the tape to find out which excuso in the box is similar to the one that Pam gives. Go through the answers with the class. Answer: (liness): 0.g. I'd really love to but ‘Tm not feeling very well. Aim: to practise inviting, and refusing invitations politely and giving excuses, Ask two students to read out the sample ialogue, comploting the gaps in Exercise 3a. Give students time to read the box and look at the pictures in Exereise 3a and to change the ‘scceptance into a refusal. Go round and monitor as students talk to each other, ‘Choose pairs to come to the front of the class and act out their dialogues. Aim: to Introduce the Present Continuous for future arrangements. Read through the explanation in the Language Focus box. Students read the model sentence in the box fon the right. ‘Then ask the questions in 4a. Pay particular attention to ‘some time in the future’ and to the faet that Grandma probably ‘kuows about it’ to check meaning. Answers: 1b); 2 Yes. she does. ‘Aim: to practise the Present Continuous for future arrangements. Give students a few moments to look at Liz's diary. Students read Liz's diary silently. Then, in pairs they speak about her arrangements next week. Go through answers with the class. Answers: She's writing an essay on/next Monday. She's studying maths on/next uesdey. She's rehearsing a play at the club next ‘Wodnesday. She's playing in a tennis mateh next ‘Thursday. ‘She's going to the theatre with her Mum next Friday. She's going to Steve's party noxt Saturday. She's visiting Aunt Mary next Sunday. ‘Aim: to practise writing about students’ future arrangements next week. Itis suitable for homowork. Set it up in class. Start with the question: What are you doing on Monday?/Tuesday, et. Students answer orally. Write an example on the board, e.g, I'm taking a trip on Monday ..10 unin 2 Less da) ab) 2a) son 2 Title: The sleepover party Communicative aims: jeseribing processes oa active: Food items [recycling] + to slice, to mix, to bake Containers and their contents; a bunch of, a bowl of, a bottle of, a bar of, a can of, a carton of, ajar of, a plate of, a packet of, a slice of, a tub of passive: dough, pillowease, to go wild Pronunciation: a /o/ bunch of /av/ bananas, Aim: to teain students to predict what the text ‘might be about before reading it Tell thom: When we read a text we try to predict its content from the (subjttle(s) and iltustration(s), Then It is easier to understand it Tell students to look at the plotures and title of the unit Ask them what they think the content of the story 1s going to be. Read the question and elicit whether they usually ask themselves questions about the Content of a story before they read it Is the question in the book similar to what they Would ask? Inet, what would they ask? Vocabulary: | ‘Aim: to develop the skill of reading for general understanding, Tell students to run their eyes quickly down the text and pick out words which tell them ‘about the content, e.g, party birthday party dresses, presents, musie, pyjamas, pillow ght, asleep. Give students time to read the story silently and to check if they were right or wrong. Ask them: Were you surprised by the story? Did Jane's quests go home when the party was over? Answer: Thoy sleep overnight at Jane's place, ‘Aim: to develop a reading strategy; getting the main idoa of each paragraph through the topie sentence, Tell students that the man idea of each paragraph is usually expressed by the topie 2b) 2c) Sentence (often at the beginning or at the end of the paragraph), Draw their attention to the titles a}-e) which oxpress briefly the main ideas of each paragraph. Go through the titles with the students checking that they understand them. ‘Ask students to read again and to match a title to each paragraph, Students check answers in pairs before you take whole-class foedback, Answers: 1 d; 2 ¢; 3 a; 4b; 5 ¢. Aims: to develop the skill of reading for specifle Information; to introduce the expressions which make uncountable nouns countable; to encourage the expression of personal opinions Givo students time to read the story again and ‘work out answers. Tp answer question b) they have to choose from the things in the picture those food items Jane's familly prepared for hor party Ask them to discuss the answors with their partners. ‘Toll them to link the facts In the story with things they experience in their own families, Allow studonts time to check answers in pairs before you take whole-class feedback. Answers: a) a sleepover party; b) a, d, ef Aims: to raise awareness of the way sounds aro linked in speech; to practise linking sounds, Draw students’ attention to the pronunciation of the expressions in 2b, Play the cassette Tapescript bunch of bananas 4 bowl of cereal ‘carton of milk ‘tub of ee cream places of cake 2d) Students repeat. Then ask individuals to say the expressions aloud, Aim: to practise other words which make ‘uncountable nouns countable. ‘This exercise is an extension of Exercises 2b and 2c, Students match the containers with their typical contents, Check answers by getting students to give the ‘number-letter match, and read out the corresponding expressions in full. Answers: 1 g; 2a; 3h; 46:54:66.7; 80.a =) 3) 34) ‘Aim: to introduce the passive voice ~ simple present for describing processes, Give students time to reorder the sentences ‘lustrating the process of pizza making ‘As you check their answers, ask them to say the complete sentences aloud. Answers: 41 Flour, oil, milk and salt are .; 2 The dough is shaped ..; 3 Cheese, onion and tomatoes are ..; 4 The slices are put ..; 5 Other tasty things are ...: 6 The completed pizza is. Aim: to help students identify the main elements of the pattorn within the simple present passive voice. Ask students to read the model sentences and answer the questions with the help of the Language Focus box. Ansiwers: a) bi b) a. ‘Aim: to practise the passive voice in describing processes. Students fill in gaps with the correct forms of the simple present passive voice. Check the answers with the whole class. Answers: Lis turned; 2 are sliced; 3 are broken: 4 (are) beaten; 5 are mixed; 6 are added; 7 is rubbod; 8 is poured; 9 is put; 10 is taken. Aim; to practise writing sentences which describe processes. This writing activity Is suitable for homework. Set it up in class by quickly brainstorming the ingredients for sandwiches (sifces of bread, cheese, a packet of butter/a tub of margarine, ete.) and some utensils (plate, knife, etc.) Write some useful verbs on the board, e.g. (0 butter, to slice, etc Students write the recipe for homework. Lesson 3 2a) 2b) ‘Title: What a mess! Communicative aims: Expressing thanks Skills covered: WRITING Roading Speaking Listening. Grammar: Linking sentences with but, (ai)though and however Vocabulary: active: Words describing things and events [recycling]: friendly, onjoyable, pleasant, dolicious, boring, tiring Words expressing degrees of intensity irecyclingl: quite, realy, extremely ‘Words expressing feelings (recycling! excited, pleased. bored passive: get mad with, eare about, do anything for @ laugh ‘Aims: to lead students into the topic; to make students aware of the points they have to check when writing a letter Ask them to look at the picture. Road the bubbles and ask: Does the girl know i) what to write? it) how to write? Give students some time to answer the questions. Help them if itis necessary. Answers: spelling; verb form; word order; closing expression, Aims: to raise awareness about writing as a process; to introduce the draft of a “Thank you’ letter; to develop the skill of reading for general understanding, Give students time to look at the draft letter. Go through the instructions with the whole class. Draw their attention to the Guide to “Thank You’ Leiters on the next page. Flicit from students not only the answers to the questions but also the format of informal letters by asking: Where do you look to find the answer to question a/bye)? What are the distinct parts of the letter? Go through answers with the whole class. Answers: a) Tracy; b) Jane: e) To thank her for the party. Alm; to make students aware of the ‘correction work they have to do at this stage. Ask students to use the signs given in the exercise to correct the mistakes:Me 12 UNIT 2 2c) 2d) 3a) 3b) Answers: (Gr) 1 didn’t really expect, (Spl great; (WO) special party. Aim: to develop the skill of reading for specific information, Tell students to read the letter again and answer the questions, Give students time to read the letter and check the answers with their partner. Answers: 1 ¢;2 63 ¢; 5a. ‘Aims: to introduce the elements of a “Thank you" letter; to raise awaroness of the logical flow of ideas within a letter. o) Ask students to work in pairs and compare the draft letter with the Guide to “Thank you" letters in order to answer the questions, Give students time to talk in pairs. Ask pairs to read out their answors, Answers: a) Dear Jane: b) Love, Tracy; ©) At the heginning of the body of the letter: ) extremely enjoyable/greavdelicious/ wonderfullots of fun/special Aim: to introduce the linking of contrasting facts or ideas in a text with the words: but, (although and however, Ask students to read the model sentences. ‘Thon ask: What is the first idea in sentence a)? Blicit the answer: She didn’t expect the sleepover party to be much fun. Then ask: What és the second idea in sentence a)? Elicit the answer: Jane's sleepover party was extremely enjoyable. Rofer to the Language Focus hox; read the ‘two facts, Explain contrasting ideas = opposed to each other and similar ideas = almost the same. Ask: Are they similar or contrasting ideas? Go through the other examples and point to but, (alithough and however as ‘linkers of contrast’, Rofer back to the Language Focus box and raw students’ attention to their position in the sentence and the punctuation used. Answer: a) contrasting ideas Aim: to practise linking contrasting ideas using but, (although and however. Read through the instructions and example sentences with the whole class Dravy students’ attention to the example in the Language Focus box, underlining the punctuation, Students join the sentences, Chock answers with the whole class, Possible answers 1 Parties are usually onjayable, but they can Sometimes be boring Although parties are usually enjoyable, they can sometimos be boring/Parties are usually enjoyable, However, they can sometimes be boring. 2 (Alithough Pam loves going to parties, she didn't go to Jane's pariy/Pam loves going to parties, However, she didn’t go to Jane's party/Pam loves going to parties, but she didn't go to Jane's party. 3 Having lots of guests is great fun, However, having guests too often is tiringHaving, lots of guests is great fun, but having guests too often is tiring /A/tehough having lots of uests is great fun, having guests too often is tring. 4 (Allthough Tracy dovs anything for a laugh, she won't wear that clown costume/Tracy does anything for a laugh. However, she ‘won't wear that clown costume /Tracy doos anything for a laugh, But she won't wear that clown costume. 5 It was a wonderful evening. However, we hhad to go homo early/It was a wonderful evening, but we had to go home carly (ADthough it was a wonderful evening, we had to go home early. © Alan expected Jano's guests 10 bo noisier, but they behaved quite well Alan expected Jane's guests to be noisier. However, they behaved quite well/(A)though Alan expected Jane's guests to be noisier, they behaved quite wel, Aim: to practise writing a “Thank you letter, this time to thank someone for a present, It is suitable for homework. Sot the activity in class. Get students to think what presents they might get Read through the Notes to number 5 in the Guide to “Thank you’ Lettors to point out ‘ways of thanking someone for a present. Write on the board an example of contrasting ideas concerning presents, such as: I didn’t expect to get any presents. However, I got a game. Use the signs in 2b when you correct tholr letters,