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