Scribd Logo
Upload

Welcome to Scribd!

  • Close Up C1

    Uploaded by

    Alexandra Oana
    3K views188 pages
    vhvh

    Original Title

    340186241-CLOSE-UP-C1

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    vhvh

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    3K views188 pages

    Close Up C1

    Uploaded by

    Alexandra Oana
    vhvh

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 188
    Do ae [yee | peat 4 CENGAGE learning” ‘Close-Up C1 Teacher's Book Philip James Publisher: Gavin McLean Development Editors: Angela Bandis and ayleigh Buller Project Manager: Bruce Nicholson Senior Project Editor: Amy Borthwick Production Controller Elaine Wiis Cover designer: Vasliki Chrstoferidou Text designer: Natasa Arsenidou CCompositor: MPS Utd Photo credits {© 2014 National Geographic Learning, as part of Cengage Learning ALL RIGHTS RESERVED. No part ofthis work covered by the copyright herein may be reproduced, transmitted, stored or used in any Form or by ‘any means graphic, electronic, or mechanical, including but nt limited to photocopying, recording, scanning, digitizing, taping, Web cstibution, information networks, or Information storage and retrieval systems, except as permitted under Section 107 or 108 ofthe 1976 Urited States Copyright Act, without the prior written permission ofthe publisher, For pemision to ue material fom his text or product, submit alrequests onine at wwntcengage.com/permisions | 'SQN: 978-1-4080-6197-8 National Geographic Learning ‘Cheriton House, North Way, Andover, Hampshire, SPIO SBE United kingdom Cengage Learning isa leading provider of customized learning solutions with office locations around the globe, including Singapore, the United kingdom, Australia, Mexico, Graz and Japan. Locate your local office at: International.cengage.com/region Cengage Learning products are represented in Canada by Nelson Education, td. ‘Visit National Geographic Leaning online at ngheengage.com ‘Visit our corporate website at wwwr.cengage.com Cover: (ont coves) () Orissa LeepaialNIC (n) Wandy Gactama/Nstonsl Geographic image Colon, fisherman in Ra Peng, Cental aa, Indonesia tack cove Zoom Team Shatersor Inside: 4 (Rectan Svin/Sutestoch() Pete Meld Nation Geographic mage Colleton, 5) Wine arks/NationalGeograhic ng Clon Printed in the United Kingdom by CPI, Antony Rowe Print Number: 02. Print Year: 2014 | eas i Contents of Student's Book 4 Introduction to Close-Up 6 | Unit 1 ~Scaling the Heights 8 DVD 1 - Extreme Skydiving 6" Unit 2 Like Comment Share 9 DVD 2 - Orangutan Language 2 Review 1 30 Unit 3 — Just for the Health of ft 32 DVD 3 ~ Paraguay Shaman 42 Unit 4 - Lights, Camere, Action! 43 DVD 4 - Skin Mask 53 Review 2 54 | Unit 5 Eat Up 56 DVD 5 ~The Smelliest Fruit 66 Unit 6 Living Planet 7 DVD 6 - Holland Water 7% Review 3 ” Unit 7 ~ Eurekal 9 DVD 7 - Lighting the Dark 89 Unit 8 - Money Mad 90 DVD 8 - Art of the Deal 101 Review 4 102 Unit 9 All That Jazz! 104 DVD 9 - Eye Trick Town 113 Unit 10—Modern Living 114 DVD 10 ~ Zoo Dentists 123 Review 5 124 Unit 11 ~ Sports Crazy! 126 | DVD 11 - Flying Pumpkins 135 Unit 12 ~ Fast Forward 136 DVD 12 Space Welk 146 Review 6 147 Photocopiable Extra Tasks (for early finishers) 149 Key to Extra Tasks 161 | Recording Script for Student’s Book 163 Key to Close-Up C1 Workbook 172 Recording Script for Close-Up C1 Workbook 181 (oy scare l cy UNIT 1 Scaling the Heights p5-16 2 Like Comment Share 17-28 p3i-l2) 4 Lights, Camera, tion! 5 Eat Up! p 57-68 | 6 Living Planet 9 All That Jazz! p 109-120 10 Modern Living 11 Sports Crazy! p 135-146 12 Fast Forward p 147-158 Reading “Adbventrers cf the Yea 2012; ‘nultipie matehing short texts ‘multiple-choice questions Remember Ths!; missing paregraphs Film Buffs Guide tothe Movies, multipie-choice questions shot texts, ‘multiple-choice questions Magma Rise Sparked Life asVie Knowl missing paragraphs ‘Thomas Edison Predietions That Came True or Dido, multiple matching Bartering - Exchanging Despair for Hopes ‘multiple-choice questions Cultural Free-For Al multiple matching Ocean Hero: multiple-choice questions short tex ‘multiple-choice questions Made on the Moon: missing paragraphs Leics) success-elated vocabulary, ph | prepositions, colvcatione & expressions social media-related vocebulay, phrasal verbs, Prepostions, idioms health- and medicine.related vocabulary, word formation, phrasal orbs, colloations & expressions film: and theatre-elated vocabulary, word formation, compound nouns, prepositions environment: and weather-related vocabulary, word formation, phrasal verbs, prepositions technology: and inventions related vocabulary. compound nouns, idioms money-elated vocabulary, phrasal verbs, colocations & expressions, word formation nouns, prepositions, callocations & expressions work: and lifestyle-elated vocabulary, word formation, phrasal verbs, collocatians & expressions prepositions, collcations & expressions words related to space, sconce, technological advances and the future, word formation, Prepositions, compound nouns ee review of present & past tenses, used to & would futur formefuture inthe past, tempovals | demonstative reflexive, indefinite and reciprocal pronouns, adverbs 8 adverb phrases, adverb forms, intensifying adverbs gerunds, infinitive, discourse markers transitive & intranstve phrasal verbs, separable & inseparable phrasal vetbs, same-nay question tags, question tags for polite requests, reinforcement tags model vars, perfect modal vers | conditional, unreal past, iaversion ‘elative clauses, participle clauses, cleft sentences | comparison of adjectives & adverbs, other ways of comparing, qualifiers t00 & enough, 2, auch paisive voice, reporting with passive | verbs seem appen,passve | reported speech, reporting verbs, reported questions clauses of resson, clauses of purpose & result clauses cf contest, neither ny, ether. or i Grammar Reference: Irregular Verbs: Writing Reference: Speaking Reference: p 161-172 p 173-174 p 175-184 p 185-186 Phrasal Verbs: Quiz Answers: | | multiple-choice questions Guestion note-taking multiple-choice questions ' porter \ multiple-choice questions eagraeing }multipe-choice ‘questions note-taking topic vocabulary muiple-choice questions mukiple-choice questions +] Mubiple matching multiple-choice questions 2) note-taking talking about heath, comparing photographs, using topic vocabulary talking about achievernents, challenges, ‘overcoming obstacles, comparing photographs, dealing with all parts ofthe talking about mobile phone use, social networking sites, presenting opinions and reaching 2 decieion talking about flm genres and cinem, presenting options, handing over to your | raking about food and eating, adding ideas, contrasting, agreeing and talking about nature, natural disasters, comparing photographs, selecting talking about inventions and inventors, madern technology, decison making, sing talking about money, shopping, poverty, Comparing photes, organising ideas talking about art and artists, decision ‘making, evaluating, negotiating talking about skill, qualities and qualifications, comparing options talking about sport, developing answers to personal questions, comparing photographs talking about life in the future, supporting ‘opinions with examples reference, postive presentation, description of Character, sills and experience; explaining a Condidate’s subi Extreme Skydiving essay, ‘Qrangutan Language corectragister, organising and developing ‘ideas within a paragraph information shect, Paraguay Shaman writing succinctly, organising information, | Siving advice, suggesting review, Skin Mosk appropriate style, giving opinions, using scourse markers, descriptive language proposal, ‘The Smelliest Fruit identifying differences between 2 proposal and a repor, stating purpose, introducing, talking about positives and negatives, recommending contribution, Holland Water ‘giving your opinion, organising information, ‘engaging the reador competition entry (nomination), Lighting the Dark Identifying choiee, deserbing achievements, | including and expanding on the reasons | article, ‘Art ofthe Deal engaging the reader, writing topic sentences, Etting the tone, using the right register report, Covering all the points in the task indicating, | the topic of exch paragraph article, determining the aim ofthe article summarising information letter, responding appropriately to the question, ‘niing openings and endings Fiying Pumpkins | essay, | Space Walk using expressions and linking words, ‘chieving a formal tone tough other Introduction to Close-Up Introduction to Close-Up Welcome to Close-Up, an exciting new intermediate and upper intermediate course which brings English to life through spectacular National Geographic photography and facts carefully selected to appeal to the inquisitive minds of students, Course Components Close-Up C1 Student's Book with DVD . The student's book is divided into twelve topic-based units. Each unit starts with a stunning photograph linked to the ‘theme of the unit and a summary of the contents of the unit. There are five two-page lessons in each unit covering reading, vocabulary, grammar, listening & speaking, and writing. The unit ends with a DVD page to accompany the National Geographic video alips found on the student's DVD accompanying Close-Up C1 Student's Book. The video clips are designed to expand students’ knowledge of the world they live in, and the tasks in the student's book aid comprehension and further discussion of the topic. Each unit also contains: + tasks that actively develop students’ reading, listening, speaking and writing skills. + Close-Up boxes that provide helpful tips on how to approach various aspects of a particular task. + Useful Expressions boxes in the speaking & writing sections that provide students with appropriate language when doing communicative tasks. *+ plenty of opportunity for discussion of the topics included in each unit. Close-Up C1 Student's Book also contains six reviews, one after every two units, which consolidate the vocabulary and grammar taught within those units At the back of the student's book, there is a wealth of reference material. The Grammar Reference and Irregular Verbs List support the grammar presented within each unit. The Writing Reference provides a summary of the Important points to remember for each genre of writing as well as a checklist. There is also a Speaking Reference, bringing the Useful Expressions presented throughout the course together in one place. In addition, the collocations & ‘expressions, prepositions and phrasal verbs actively taught in the student’s book are also listed for easy reference. Close-Up C1 Workbook with Audio CD The workbook accompanies Close-Up C1 Student's Book. Like the student's book, itis divided into twelve units and six reviews. Each unit consists of reading, vocabulary, grammar, listening and writing, There is also a review and a Use of English section after every two units. The review contains 20 vocabulary and 20 grammar multiple-choice {questions which are based on the language taught in the preceding two units. The Use of English section is made up of a complete FCE paper and familiarises students with the way grammar and vocabulary come together in exam-style tasks, The audio CD contains the recordings for use with the listening tasks in the units. ‘The workbook’s clear and simple format means that it can be used al home as well as in class, Close-Up C1 Teacher's Book Close-Up C1 Teacher's Book provides clear lesson plans with detailed instructions and tips for teachers on how to make the best of the material in the student’s book, The key to all tasks in the student's book is included. There is also a section of photocopiable vocabulary and grammar tasks which can be used with students who finish early in Glass, as a way of revising prior to a test, or as extra practice of the vocabulary and grammar in the student's book. Recording scripts with justification for the answers to the listening tasks underlined and the key to Close-Up C1 Workbook are also included, Close-Up C1 Teacher's Resource Pack The teachor’s resource pack contains a comprehensive testing package in printable POF format, The multiple-choice quizzes, one for each unit of Close-Up C7 Student's Book, focus on the key vocabulary and grammar items Presented in the unit, Progress Tests, one for use after every two units of Close-Up C7 Student's Book, include a reading comprehension task, a writing task as well as vocabulary and grammar tasks. There is also a Mid-Year Test (Units 1-6) and an End-of-Year Test (7-12) that provide a written test covering reading comprehension, Use of English and writing, as well as a listening test. The Close-Up C1 Teacher's Resource Pack also includes the key to all ests and the recording script with justification of the answers to the listening tests underfined. In addition, there is a Student's Record document, which can be printed for each student, where test results can be recorded. Close-Up C1 Interactive Whiteboard Software Close-Up C1 Interactive Whiteboard Software contains the student's book and also the workbook. Most of the tasks found in these books are interactive and have been developed to be easy to use by both students and teachers alike, The DVD accompanying Close-Up C1 Student's Book and the audio accompanying Close-Up C1 Workbook is included in the software, as is the audio from the Glose-Up C1 Class Audio CDs, The reading passages found in the student's book are also narrated on the interactive whiteboard software. The DVD can be played with or without subiitles. Justification for reading comprehension and listening tasks is available at the touch of a button, as is the key to all tasks, Close-Up C1 interactive Whiteboard Software also contains the Content Creation Tool, which allows teachers to create their own interactive tasks to use in class, and is compatible with any interactive whiteboard hardware. Close-Up C1 Audio CDs Close-Up C1 Class Audio CDs contain the recordings for the listening tasks found in Close-Up C1 Student's Book The audio CD that accompanies Close-Up C1 Workbook contains the recording for the listening tasks found in the units of the workbook, Professional actors are used in all recordings to ensure clarity and accurate intonation and pronunciation, Unit plan Reading: article, multiple matching Grammar: multiple-choice questions dealing with all parts of the question Writing: candidate's suitability Unit opener + Ask students to look atthe ttle ofthe unit and to guess what it might mean (being successful at something), + Ask them which other words they know that ean mean scaling the heights in this context (excel, prevail, triumph) + Ask students to tel the rest of the class one positive and one negative thing about being successful + Ask students to look at the picture and to read the caption. Then ask them how the man might be feeling and why he might be feeling tha way. + Ask them how the picture corresponds to the theme of the unit (success) and whether they feel that this ‘type of success is worth achieving Reading (€38 pages 67) Teaching Tip ‘Stress that there are no right or wrong answers in task A, but ask students to justify their choices. A + Ask students to look at the pictures in the top right-hand comer of page 6 and to say what the people are trying to accomplish. Ask them if they would ever take on such an extreme challenge. + Ask students to read the instructions and the list of achievements in A. Answer any questions they might have about them. Ask students to think about what they personally think of as success and to rank the achievements in the order that they consider to be impressive, Then ask students to work in groups of four to compare and discuss their answers. + Write numbers 1-8 as headings on the board and ask students which achievement they chose as the most impressive. Call out each of the achievements in tum and ask students from each group to report on how each one was ranked. Write their answers on the board under the headings with the number of students who chose this as the most impressive, Encourage students to discuss the results, Answers ‘Students’ own answers Vocabulary: success-related vocabulary, phrasal verbs, prepositions, collocations & expressions review of present & past tenses, used fo & would talking about achievements, challenges, overcoming obstacles, comparing photographs, reference, positive presentation, character description, skills and experiente; explaining a Background Information Every year National Geographic, one of the world's leading magazines, holds a competition to choose the Adventurers of the Year. After the nominees have been selected, people then have the opportunity to Visit the National Geographic website to view photos, listen to interviews and watch videos before voting for their personal favourite adventurer. Adventurers of the Year are selected for their extraordinary achievement in fields ranging from exploration to conservation to innovators of adventure. Ask students to look at the pictures on either side Of the article and ask them what the people in the pictures all have in common (they are all doing something adventurous and challenging) *+ Ask students to read the title of the article and elicit how it relates to the picture (the people in the piotures may have been in the running for People’s Choice Adventurers of the Year) + Ask students to read the instructions for B and check that they understand what they have to do. Tell them to skim read the text to find the answer to the question. Remind them that they don't have to read the text in detail at this point as they will have an opportunity to do that later. Ask students to do the task individually, bul check answer as a class. + Ask students at random round the class whether they feel the person/people deserved to win and why or why not. Encourage students to justify their answers. Answers ‘Sano Babu Sunuwar and Lakpa Tsheri Sherpa Students’ own answers Wordwise + Ask students to look at the words and phrases in pink in the text and to re-tead the sentences they are found in. Remind students that when they don’t know the meaning of a word, they should look carefully at the sentence itis found in to work out its meaning Ask students to work in pairs to decide what each of the words/phrases means | + Ask students to read the Wordwise box to compare their answers with the definitions given. Close-Up + Draw students’ attention to the Close-Up box and tell them that these boxes are used throughout the book to give them tips about how to do specific tasks, + Ask students to read the information in the box and then ask a student fo explain what it says in their ‘own words, + Explain that they should select their answers based on all four sections (not only one) and that they should pay attention to any small details to see which section fits best. + Encourage students to underfine any information in the texts that relates to the ideas in the questions, but point out that the ideas will be paraphrased in some way. + Explain to students that this task is multiple matching and that they should answer a, b, ¢ or d fo show which part of the article they found the information in + Ask students to read the questions before reading the text again so that they know what information to pay attention to. + Encourage students to guess the meaning of unfamiliar words from the context they are in before using their dictionaries. Explain any problem words and correct their pronunciation where necessary. + Ask students to read the text again and to underline any information related to the questions. + Ask students to do the task individually, but check as a class. Answers ‘1b (She showed fellow competitors and surfing fans ... picked up first prize in two events.) 2a (... and a bare-bones budget, ...) 3a (With borrowed gear ...) 4c (MacAskill makes us reimagine our daily environments as he and his bike become one.) 5d. (‘You have to see opportunity when it knocks on ‘your door’) 6b (Moore has pocketed a staggering $225,000 and has attracted fop-notch sponsors.) 7d. (Snowboarder Travis Rice, whose father was a ki patroller, was raised to take risks in snowy mountains.) 8¢ (In 2011, a short film ... became an instant sensation on YouTube.) 84 (Wasting no time, they then launched a tandem paraglider .. being only the third team to do so.) 10¢ (... a8 he rides through abandoned Scottish factories, ..) Get the meaning! D + Explain to students that the Get the meaning! feature allows them to practise new vocabulary that they have met in the reading passage. Ask students to look al the words in the yellow box and to scan the ext to find and underline them. ‘Ask them to say each of the words after you and elicit that they are all verbs. Correct their pronunciation where necessary. Stress that the verbs may be in a different form in the text and might need to be changed for the task, + Remind them that they should always try to work out the meaning of the word from its context and ask them to read the sentences in the text in which each word is contained + Ask students to read the instructions and check that they understand what they have to do. Encourage them to read all the sentences in D once before writing any answers. ; ‘Ask students to do the task individually, but check as a class. Answers 4 pocketed 4 executed 2 snatch 5 leap 3. crush What do you think? + Explain to students that they are going to answer some questions about success. Ask them fo read the questions and explain anything they don’t understand. + Ask students to answer the questions in pairs and encourage them to draw on personal experience. + Go round the'class monitoring students to ensure they are carrying out the task properly. Don't correct any mistakes at this point, but make a note of any problems in structure or pronunciation. + Ask students at random to answer each of the ‘questions and encourage the other students to give their opinions + Write any structural mistakes made by students on the board without saying who made them, and ask ‘them to correct them. Deal with any problems in pronunciation that came up. Answers Students’ own answers Teaching Tip Allowing students time to discuss their own personal experiences helps to improve their fluency and gives them a reason to communicate in English. Try to be aware of any sensitvtas students may have in talking about themselves, however, and don't insist when they seem reluctant to talk about particular subjects. Vocabulary (

    You might also like