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    Снимок экрана 2023-05-11 в 22.12.28

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    Natalya Mukhamedjanova 7 Translations by: Published by Express Publishing Liberty House, Greenham Business Park, Newbury, Berkshire RG19 6HW, United Kingdom Tel: (0044) 1635 817 363 Fax: (0044) 1635 817 463 email: inquiries@expresspublishing.co.uk www.expresspublishing.co.uk © Jenny Dooley ~ Bob Obee, 2018 Dezign and Illustration © Express Publishing, 2018 Colour illustrations: Victor, Aggelki & Kyr, Nathan, Andrew Simons © Express Publishing, 2018 Music Arrangements by Robin & Taz © Express Publishing, 2018 Music Compositions by Funkyfly & Taz © Express Publishing, 2018 First published 2018 Made in EU ‘Al rights reserved. No part ofthis publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means, electronic, photocopying or otherwise, without the prior written permission of the publishers. This book is not meant to be changed in any way. ISBN. 978-1-4715-7504-4 Acknowledgements Authors’ Acknowledgements ‘We would lke to thank all the staf at Express Publishing who have contributed their kills to producing this book. ‘Thanks for their support and patience are due in particular to: Megan Lawton (Editor in Chief); Mary Swan and ‘Sean Todd (senior editors); Michael Sadler and Steve Miler (editorial assistants); Richard White (Senior production controllen; the Express design team, Express studho (recording producers), and Kevin Hari, Kimberly Baker, Steven Gibbs and Christine Little. We would also like to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the book. Special thanks to LLP ‘Edu Stream’ for providing images of Kazakhstan and Kazakh people. Photograph Acknowledgements Module 6: Traditions & Language: Modular page: Roswell UFO Festival © Brian Cahn WpN/www.imlgr on p. 63; Reading 6a: Roswel UFO Festival © Peterson deluxiwinw.ira.gr on p. 64; Module 7: Music & Film: Star Wars © everett/wnw.iml.gr on p. 75; Mamma mia! © afpiwww.iml.gr on p. 75; Frozen! © Walt Disney Animation on p. 75; Heart of the sea © everett/www.imi.gt on p. 75; Module 9: Science & Technology: Reading 9a: Terminator or Robocop © everettcollection|www.imi.gr on p. 100; Jesse Sullivan © wenn/wwwimi.gr on p. 100 Special thanks to Shutterstock for images used in the book. Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity. E CEL FOR KAZAKHSTAN GRADE ©) Teacher's Book Jenny Dooley - Bob Obee Translations by: Natalya Mukhamedjanova Gee Express Publishing COT Cit cy LY fey (Titer res a ar icy Eee ee Qualities Past continuous sas Present perfect/Past perfect, hil Future tenses ‘The passive Prefixes to form verbs Tepoted speech Exercise & Sport [1 Tied strents ea Reported questions/orders Indirect questions Reporting vets Noun or vere Earth & our cca Modal of deduction place on it peed perches pp. 2940 Charities Condtionals & Conflict See ter pp. 41-52 nouns/adjactives Reading for Causes of purpose F Gaga aatesin jeasure pone raditions oa & Language PakevesiCompoind ade zy Comparatve!Supeatve Pe Forming nouns from verbs Music & Film Relatives aaa Indefinte pronouns: some/ pp. every/no/any & compounds Dermorstratives Reflexive pronouns Forming compound nouns PSE Hobbies Hobbies & Equipment Free-time acthities Phrasal verbs: tura National games Sport injures Phrasal verbs: run Tiy We-county We Compass points Dwellings Phrasal verbs: break Soca probes Charity work Emergency sewiees Phrasal verbs: loot Types of fiction Phrasal verbs: set Ageaves Celebrations Phrasal verb keep Types offims Music Dancing Phrasal verbs: cory 6 7 = 9 2 Bares Oca aves Travel Determiners/Pre-determiners & Tourism Paci tenvees pp. 87-98 Coyniniver ng re Science Abstract/Compound nouns: & Technology Aostac nouns rom adictves pp. 99-110, Wears of tansport Sights Landmarks Phrasal verbs take Tehroloay Gadgets Computers Phrasal verbs: come Language Review (pp- 111-119) Per ear Oy Self Check (pp. 120-128) ee ie Seon tt eer) Pete EES) Self Check Key (pp. 157-158) Pesaro er oMCEC RTF} fern ea A Se) Recorke tia ted Laem hs) C9 (Rats Cele Ree Ae Sherkattack (comprehension] + Expressing preferences | + Asummary of a text [+ Let's have Fun sround the questions) aking suggestions © An interviow for 3 word! Turing your hobby into a} + Discussing career options | school magazne + What did Victosians do for fun? business (T/F statements) Pronunciation: heteronyms | + A blog entry about (Histon), yourfovourtehebby | BF varyes Aehieverment Fun Races (complete Talking about national Kpartcordabouta ace] » Amazing stadiums sentences) games Asurvey report * Fist Aid (PSHE) Taking the Racing Werlg By} « Talking about injuries Edius Storm (T/F/DS statements) ] + Pronunciation: f/x Ne ey tte Sih through Sauran (17 Describng location Aparagaph wok | fivers ofthe Word statements) Describing your home yourhouse + Types of mountain (Science) What a strange pace totive! | + Talking about places An article sbout the (eomprehersion questiens) | + Pronunciation: i, ul, fo/ | place where youlive | Ka) VALUES Respect forthe environment Gongihe exta mie tohelp] » Caling ie emergency ‘Ashen emal aboutan |» volunteerng (Tf statements, matching |” services rgantsetion + UNESCO (Hiton) hesdings to entries) Pronunciation: fu ‘Ablog enty = The Borgen Project (muiipl Rd vawes thoiee) Helsing one another The Contenile Ghos Grea summary ‘Acunman ofa soy extract) Presenta folktale comic strip of a story | Mid VALUES Journey to the Centr Afolk tale The git of soryteling Earth (extract) The Worth of Wealth The Promised land Festivals blog (muluple Bangor Fnemaltoatiend [> ecotesivas matehing) Making suggestions) deserbing a festival | + Remembrance Day in Australis Naurye (eomprehension agreting-clsageceing An article deserting | (PSHE) questions) Sires chythm an event Elwes Respect for citferent cultures The fale Funires Gapped | + Recommending Ashotiex abouts [+ Darcing around the word tex) Inwitng/Accepting/ tradtioraldanceot + Thed elements of music Dalatunes(mutiple choice) |] * Refusing your country (Misc) Pronunciation: svong/veak| « Anemal reviewing 2 | mm forms of auxilary verbs film Quaues Bextor one Tpaagung Recping ms | © Asher menage abot |» Mapsmade made peor Fenian) apo} Poleeyeuvittal |e tng ta one Wes stay) fhe Lgendothe ke Aleterfeqestg tr | {rutile choice) ‘Nermaton forstos | GQ VALUES eo Tore for ones county The Ago of Cybernetce Waking predictions Rrurvey about tears | » The World of Science (multiple choice) Expressing opinions ‘and thei gadgets | + Whats ina computer (O57) Square-eyed Teens Talking about the future | + Anopinionesiay | mm (compreersion questions) ] + Complaining about a fauty ud VALUES podict Onine code of behaviour Intonation in questions Pere eer oer Cena) en eee rok aay Paper aTCaTy Workbook Vocabulary Bank Key (pp. 199-201) Workbook Key (pp. 178-191) Workbook Word Formation Key (p. 202) Sena Cree eC eR Workbook Presentation Skills Key (pp. 202.207) Textbook language DIFFERENTIATED INSTRUCTION ry Bd crtarivery / Provects Pronunciation © Listening ots, Seat research sii ao AD patrwor a groupwork Vocabulary Speaking Writing Reading Critical thinki aa OR ae ACROSS CULTURES FORMATIVE [ASSESSMENT Learners’ support Stildy - SkillS ross the Curriculum > (WlWokbeok ta) CHECK f/your process Beto Fesentaton as) (W)sturents Book: Language Review Ta 4 Introduction Excel for Kazakhstan is a task based English course of five levels bared on the Common European framework of Reference and desgned for learners studying Engish at CEFR levels low.mid A2 to high B1. ‘xcd for Kazakhstan develops all four sils(istenina, speaking, reading and writing) through a varety of communicatve tasks, and systematically recycles key language items. Above all, it is designed to promote active (activating all new vocabulary and structures i meaningful, everyday and cross cultural contexts) holistic (encouraging the creative collactve Lee of students! brains as wellas the linguetie analytical use of their brains) and humanistic (acquiring and practsng language through pleasant tasks and topics, paying attention to thelr neees, feelings and desires) ways of kaming. ‘Thecourse consists of: = The Student's Book which contains rine modules with ‘an Edutainment section at the end cf each module; and ‘Sut Check, Language Review, Reeding Practice and Listening Practice sections at the end of the book. ~ The Workbook & Grammar Book which contains: a Use ‘of English section with theory and exercises, a Vecabulary section with exercises to revise the vocebulary presented, Jmeach module as wel as a Presentation Skis section. GI Student's Book ‘The Student's Book is in full colour. Each module is based on. single theme and the topics covered are of general interest. {All modules follow the same basic structure (see Elements of 2 Module). Many tasks included in the Student's Book are ‘ult.senory, enabling students to practise all four language skills. a they complete the task. ‘Workbook & Grammar Book “The Workbook & Grammar Book isin full colour. It contains Units corresponding to those in the Student's Bock as well as 2 Use of English section, a Yocabulay Bank section and a Presentation Skil section. It can be used either in class or for homework upon completion af the relevant unit in the Student’s Book. It sims to consolidate the language and grammar presented in the Student's Book through a variety of exercises, incorporating all four stills. Translation, dictation and word formation exercises are als included. Teacher’s Book ‘The Teacher's Book is intetleaved and contains detailed teachers notes, which provide: ‘© the objectves of each module clearly and concisely ‘© step-by-step lesson plans and suggestions on how to present the material ‘+ extra activities for stronger & weaker classes = games + afull key to the exercises in the Student's Book & Workbook & Grammar Book = audioscripts ofall istening material ‘Teacher's Resource Pack & Tests CD-ROM “The Teachers Resource Pack contairs exercises to corsolidate what students have been taught in each module, as well as games, parwork activites, portfallo activities, tests and a key fo all exercises. It ako contains all recorded material and audiascrips that accompany the tess Class Audio CDs “The Class Audio CDs contain all the recorded material which ‘accomparies the course. we ‘The IWB contains all the material in the Student's Book, Teaches Book and Audo CDs and aims to facilitate lessons in the classroom. It ao contains presentation ofa the Use of Englsh structures in the Student's Book as well 2s video extracts for Ss 10 further practise their English and expand their krowledge. eBook “The leB0ok contains all the material in the Student's Book ‘and isthe Ss interactive study partner. Digi material ‘The Workbook & Grammar Book is accompanied by a cross- platform cigital application. DVD video Pal “The DYD Video Pal contans videos tightly related to the material in the Student's Book. DVD Activity Book & Key The DVO Acthity Book contains the exercies that accompany the videosin the DYD Video Pal. The Key contains the answers to the exercises. PRC Each module stars with a module presentation page to familianse students with the language and patterns in the module, The module presentation pages also whet students’ appetites by familarising them with some cf the text types, ppctures and actvities found in the coming module. Each module contains the sections described below. Vocabulary Vocabulary is introduced in a functional and meaningful context, andis practised through a variety of exercises such as picture:word association and completing set phrases in ‘order to help students use eveyeay English correctly. Reading “Throughout each module, there is @ wide variety of reading texts, Such as: emails, text messages, leters, articles, poems, tc, which allow ski, such 2s reading for gist and reading for speci information, to be systematically practsed. Use of English ‘The Use of English tems taught in each module are fist presented in context, then highlighted and darfied by i ‘means of clear, concise theory boxes. Specic exercises and activities methodically reinforce students’ understanding and rrastery of each item. The Workbook & Grammar Book contains adetailed explanation of each Use of Engish point. Lstening Students develop thei listering sis throughaa variety of tasks which employ the vocabulary and Use of English practised in the module in realistic contexts, Ths reinforces students’ Understanding ofthe lnguage taught inthe module. Speaking Controlled speaking actwites have been carefully designed toallow students guided practice before leading them to less structured speaking activities. Everyday English Functional dialogues st in everyday contexts familarse students with natural language. The dialogues alse present use! expressions so that students can practise everyday English, Pronunciation Pronunciation activities help students to recognise the various sourds of the English language, distinguish between tham and reproduce them correctly. EDUTAINMENT This section includes a Values section aiming to enable Ss to gain ‘moral values anc prepare them for thir future oi in society it includes a quiz that revises information presented inthe module and act a5 a sample for students to prepare a similar quiz of their own. It also has a song that i connected tothe themes of the modules as well as arated task. listening to ivy, high ualty songsis 2 humanistic activity which lowers the students affective filters and allows them to absorb language more easily. Study Skits Bie tins, explanations and reminders, at various points throughout each module help students to develop statecies which improve hoist learning sis and enable studerts to became autonomous learners of the English language. wetting Students develop their writing skis through the use of all four language stills. Guided “practice ct the relevant vocabulary is given and consolidated and followed by a model text whichis thoroughly analysed. Plans ae also provided to quide students. There are writing actvites throughout the modules, based fon realistic types and styles of waiting, such as letters, notes, postcards and emails These progress from short sentences to paragraphs and finally to full texts, alowing students to gradually build up their writing ski Across Cultures section In these interesting and informative pages, students axe provided with cross-cultural information and read about aspects of various counties and Kazakhstan which are thematically inked to the module. The section also contains ‘elated tases and creative projects, such as maling a poster, ii which ave students the chance to process the information they have eamtand compare it tothe culture of thelr own county. ‘Across the Curriculum section “This section enables students to link the theme of the module toa subject on thelr school curiculum, thus helping them to contextualse the language they have learnt by relating it to their own personal frame of reference. These sections contain lively and creative tasts which stimulate students and allow ‘them to consolidate the language they have leamt throughout the module. Language Review ‘This section provides students with practice on vocabulary presented in each module as well as practce on prepositions ‘and phrasal verbs. Salf-check ‘This section appears at the end of the book, and reinforces students’ understanding of the topics, vocabulay and structures that have been presented in each module, An answer key is provided for students to check ther answers land 2 marking scheme allows students to evaluate their own progress and entity their strengths and weaknesses. aE ‘A- Presenting new vocabulary Much of the new vocabulary in Excel for Kazakhstan is presented through pictures, and students are asked to match the pictures to sted words. Vocabulary is abvays presented in context, and emphasis i placed on collocations and word association since memorising new words is easier when they are presented in lexical sets. Further techniques that you may use to introduce new vocabulary include: ‘+ Miming. Mime the word to be introduced. For instance, to present sing, pretend you are singing and ask students to guess the meaning of the word. + Synonyms, opposites, paraphvasing and giving definitions. Examples ~ Present store by giving a synonym: A stores a shop. Present tall by gving its opposite: He isn’t short, he's tal, Present weekend by paraphrasing it: I don’t work at the weetend. I don't work on Saturday ond Sunday. ~ Present garage by giving a defintion: A garage is @ place wherewe put ourcar, next tothe house. + Contest. Place vocabulary items in context with examples which make understending easier and more complete. for instance, introduce the words city and town by relerting to a city and a town in the students’ own country: Aimaty isa cty, but tepnyok atown, + Visual prompts. Show photographs or drawings to make understanding easier. + Use of (biinguel/monotingual) dictionary. éncourage students to guess the meaning of a word, then use their dictionares to check if their quess i correct. ‘+ Sketching. Draw a simple sketch on the board to illystate the word(s) to be explained. For instance: ‘Flashcards. Make flashcards cut of magazine or newspaper pictures, photographs, ready drawings and anyother visual "material which may serve as vocabulary teaching too. + Ue of LT. In a monolingual class, vocabulary can be ‘explained in the students’ mother tongue, although this ‘method should be used only in moderation. Students ako need to compare their mother tongue to the English language to find similarities and/or differences. The choice of technique depends on the type of word or ‘expression, For exemple, it may be easer to describe an action verb through miming, and not through a snenym or definition, B—Writing All writing tasks in Excel for Kazakhstan have been carefully designed to guide students to produce 2 successiul piece of ‘writing ‘+ Aways read the model text provided and dealin detail with the vocabulary tasks. Students will then have acquired the language necessary to cope with the final writing tase ‘+ Make sure that students understand thay ate writing for {a purpose. Go through the writing task in detail so that students are fully aware of why they are writing and to vwhiom they are writing. + Itwould be advisable to complete the task orally in class before assigning It as written homework. Students will then fee! more confident about producing a complete piece of witing on their own. — Assigning homework It is recommended that homework is regulrly asigned and routinely checked according tothe specific needs of the class. ‘When assigning writing tasks, prepare students as much as possible in advance. This wil help them aveld errors and get ‘maximum benefit from the task Commonly assigned homework tas include: ‘© Vocabuiory. Students memorise the meaning of words ‘and phrases, ‘= Speling, Students learn the spelling of particular words without memorising the text ia which they appear = Reading aloud. Assisted by the Student’s CD, students practise at home in preparation for reading aloud in class. ‘+ Writeg. Alter thorough preparation in class, students are asked to produce a ccmplete piece of writing. D~ Correcting students’ work ‘Al leamers make eros; they are partof the process of leaming. ‘The way errors are dealt with depends on the activity * Oral accuracy. In dll work cortect students on the spot, either by providing the correct answer and asking them to repeat it, or by indicating the error but allowing students to correct it. Atematively, indicate the ertor and esk other students to correct it. + Oral func. In palrwork or free-speaking activities allow students tofirish the task without interruption, but make ‘ note of the errors made and correct them afterwards * Witten work. Do not over-correct focus on errors that are directly related to the point of the exercise. When giving feedback you may write the most commen errors (on the board and help the ciassto correct them. Remember that praising students and rewarding good werk is of great importance. Post written work on a noticeboerd in the classroom o: school, or give ‘teward’ slicker. Praise effort aswel a success. E~ Class organisation Open pars. The ciass focuses its attention on two students ding the assigned task together. Use this technique to provide an example of how the task should be done. + Closed pais. Pairs of students work together on a task or activity, while the teacher moves around the classroom offering assistance and suggestions. Ensure the task is clearly understood before closed painwork begins. + Stages in pairwork: = Organise students into pairs = Set the tack and time limit —_ Rehearse the task in open pairs ‘Ack students to do the taskin closed pairs ~ Go around the class and help students Pairs report back to the class + Groupwork. Groups of three oF more students werk together on a tak or activity. Clas projects or role play are cften most easly done in groups. Again, ensure students clearly understand the task in advance. * Roling questions. A student answers 2 question, then proceeds to ask a question directed at the next student intum, This continues around the class ECD {A the beginning of the course, students should be asked to ‘obtain a suitable folder, or sectioned document wallet, which they will bring to each lesson and which will held th personal Language Pertfoio. In practice, Language Portfolios may include projects or other written work: memory sticks with work or drawings completed inside oF outside the class; DVDs with the students’ favourite story, filmed performances of songs, school plays, Evaluation Sheets and reports from teachers, various realia or pictures and so on. In short, itis 2 collection ‘of what the learners want to keep as evidence of what they are leaming through the medium of the Engish language. ‘This Language Portfolio is the students propery. It a tool to accompany the students’ language learning throughout the course and is suitable for documenting their learning both inside and outside the classroom. The main emphasis is fon the process of learing, so that while compiling their Language Portfolios, learners develop the skil of working independently. The aim of the Language Portiolio isto develop the leamers’ autonomy. However, they should be guided at fst on how to ciganise thelr work, keep records, acces their own infomation, eX Leamers are esvally wiling to expenment and tty new things, butat the same tine, can be dscouragedif they are not sure what Is requied of them. Once a routne has Deen established and lames beg to develop their autonomy, they can be given mere responsitility and freedom. Learners wil stil appreciate feedback and appraisal though, so itis important that ther efforts are monitored and facilitated. "TYPES OF LEARNING STYLES. Experienced teachers will be aware that some of their students leam best by listening to new information, some prefer to read about it, whereas other students need to do something with the new information. There is no absolute ‘est’ method of learning; these are al valid learning styles, as diferent people learn in detent ways. Consequently, a coursebook should ofer a variety of exercises and material which stimulate all types of learning styles in order to help the leamess learn according to their personal learning styles. Via! Learners need to see the teacher's body language and facial expressions to full understand the content of the lesson. They think in pictures and learn best from visual displays, including diagrams, ilutrations, transparencies, videos, flashcards and hand-outs. «+ Auditory Leorrersleacn best through verbal explanations, discussions talking things through and listening to what others have to say. Writen information may have litle ‘mearing untl it Is heard. They often benefit from ‘reading text aloud and using a CO player. + Tactil/Kincesthetc Leamers lewn bes through 2 hends- fon approach, actively exploring the physica word around them. They may find It hard to sit stil for long periods and may become dlstacted by ther need for activity and exploration. These leamers express themselves through movement. They havea good sense of balance and hand+eye co-ordination. By interacting with the space around them, they are able to remember and process information. Involve them in role play, pparwork and other classroom activites. EWE Evaluation isan essential part in the learning process. It helps the learners recognise their progress in the target language, how much they have achieved and what areas need further practice. The learners’ attitude towards thelr own leaming experience Is positvey influenced as they partcipate in the iv Whole process, Evaluation also allows teachers to reflect on the validity of their teaching practices and the types of ‘material being used. The process i civides into three parts initial Evaluation at the begining of the course, Formative Evaluation, which is done on a day-today basis, and Cumulative Evaluation, ‘upon firisting a mode. Initial Evaluation ‘This evaluation centres mainly on the students’ reports from the previous school year. The teacher can assess the students’ level, work already covered, work which needs to be covered, strengths /weaknesses, ot. Formative Evaluation Any exercise a student does can be used for this type of evaluation. The results are then recorded on the student's Formative Evaluation Chart. Make as many photocopies as you need and complete the Chart as indicated. Write the names of the activites you are going to evaluate (e.g, dialogues, songs, parwork, etc) and write the marks obtained. ‘Cumulative Evaluation Cumulative evaluation takes into account the work the students have done throughout the module as well as their participation and attitude. The instruments of evaluation ae: + Student's Se-Assessment Forms: Alte the students have competed the Self-Assessment Form section of each module, they til out the photocoplable Sef-sessment Form, ving their subjective opinon of ther own. performance. This leaming-to-leam technique enables the students to develop avareness oftheir progress. The Selt sessment Forms should be kept in thelr Language Portfolio for future reference. The Self-Assessment Forms areprinted at the back ofthe Teachers Book. + Progress Report Cards: after students complete each module and take the corresponding test, photocopy the respective Progress Report Card from the Teacher's Book and fill cut a card for each student. The students should keep these cards in thei Language Portfolio for future reference. EN ‘The following abbreviations are used in the Student's Book and Teacher's Notes: teacher sb somebody studert(s) sth something homework noun studeris' mother tongue vy ve exercise ad) adecive pages) ad adver for example phr phrase thatis phe v phrasal verb et cetera Exercise & Qualities 1 Topic Across Cultures 3 In this module, $s will explore the themes of hobbies, equipment and free-time activities. Module page s ‘Lesson objectives: To talk about hobbies, to express preferences, to get an overview cf the medule Vocabulary: Hobbies (make jewelery/model cars, take ‘photos/par in school plas, go skydving/paineblling, play ‘online gamesitine uitar/piaro, cofect comic books/stamp:) Lesson abjectives To sien and read fr gist to read for specific Information (comprehension questions), to compare free-time actviies, to prepare 2 questionnaire and repert the findings, to posta comment on a Bog Vocabulary: Nouns (emusement pak, water per, mate, ‘andscope, hiking; Phrase (lea ink) If Across the Curriculum: History 14 Ja Reading & Vocabulary 67 Lesson objectives: To narrate an experience, to listen and read for gist, to read for specific information (comprehension questions), to describe an experience as a witness, to leam vocabulary for hobbies and equipment, to make suggestions, to leam prepositional phrases, towrite a summary of atext Vecabulary: Hobbies (play rugby, make © wooden sculpture, ploy the drums, go canceing, go sking); Equipment (gloves, drum tit, canoe, wood, rugby bal, goggles, paddte, skis, érumstick,corving tool), Verbs (rank, stike, rush ft, win}; Nouns (terror, vitim, blood, handle), Phrases (lose arm, shark attack, look bright, catch a wave, sharp pain, escape death, erter competion, overcome obstacles) Lesson objectives: To tak about free time in the Victorian fa, to read for key information (matching headings), to present Victorian hobbies Vocabulary: Nouns (performance, music hal, musical instrument, gramophone, record, day trip, raiiway systems, Seafront, Bathing sue, wooden fut, whee, er, facrosse) 1g Writing 15 Lesson objectives: To read for specific Information, to read for structure, to write 2 blog entyy about your favourite hobby EDUTAINMENT 1 16 lesson objectives: To learn about and discuss values, to doa quiz, to write a quiz, to Isten and read for gist, to read for specific information 1b Use of English 89 Lesson objectives: To revise the present simple, the present continuous, the past simple and tho past continuous, to revisejloamn the present perfact and the ppast perfect, to revise future tenses, to leam the future continuous and the future perfect, to revise the passive Language Review 1 m Self-Check 1 120 ‘Te Skills, 10-11 Lesson objectives: To listen and read for gist, to read for spectic information (T/f), to learn phrasal verbs with tuin, to form verbs with prefixes, to listen for specific information (T/F), to interview sb about their hobby, to writean interview Vecabulary: Vet (engrave); Nouns (echibtion, success, ig, miniature, tetie, determination, coleague), Adjectives (antique, high quelty, offi) ‘Id. Everyday English 12 ‘Lesson objectives: To discuss career options to report @ dialogue, to pronounce heteronyms Vocabulary: Discussing career options (Have you decided what you'd ike to study ..? Vm stil not sure what's best for ‘me. Do you have any hobbies? Kave you thought abcut studying ..? That sounds interesting. That's what Vm here for) 2 Exercise & Sport Topic Ze Across Cultures 2s In this module, $s will explore the themes of exercise and sport, national games and sports injures. Module page 7 Lesson objectives: To listen for gist, to talk about sporting events, to get an overview of the module Vocabulary: National games (motor racing, hore racing, tricthion, sailing) 2a Reading & Vocabulary 18.19 Lesson objectives: To listen and read for gist to read for specific information (sentence completion), to learn prepositional phrases, to create a fun race, to write 2 posteard about afun race Vocabulary: Spots injuries (pul ¢ muse, twist on ankle, ipraina ia, book ole, aut a finger, get black eye); Verbs (stick, spray, reach, cs), Nouns (championship, fd track, word record tenkara peddle, competion, pond}; Adjectives (outer, hiarious, foe; Phase (at asnel'space) 2b Use of English 20-21 Lesson objectives: To read for gis to listen and read for cohesion & coherence, 10 compare two stadiums, 10 present astadium Vocabulary: Verbs (demolish, measure, host); Nouns (structure, arch, spectatr, bios, wrestling, judo}, Adjectives (moveable, siding) 2f Across the Curriculum: PsHe 26 Lesson objectives: To Isten and read for gst, to read for specific information (comprehension questions), to tak shout the recovery position, to present a fitaid tveatment Vocabulary: Verbs (administer, edt, prevent, chee, wave); Nouns (care, icin, principle, casuaty, recovery postion, cimay); Adjectives (medical, unconscious, upright); Phrase (based on) 2g Writing 27 Lesson objectives: To listen and read for cohesion and coherence, to read for specific information, to do a class survey, make two pie charts and write a survey report Lesson objectives: To revise reported speech, reported statements, reported questions/orders, indirect questions, and reporting verbs 2c Skills 22-23 Lesson objectives: To listen and read for gist to read for specific information (T/F/DS), to learn phrasal verbs with fun, to form nouns from verbs, to listen for specific Information (multiple matching), to tak abouta dangerous sport, to write about a sport Vocabulary: Verbs (compete, bother, inspire Nouns (kart, achievement, transition, circuit, track, spotlight, ‘ambiton) 2d_ Everyday English 24 Lesson objectives: To listen end read for specific Information, to read for speci irformation, tact out 3 dialogue taking about injuries, to pronounce /u/, (ut! Vocabulary: Talking about injuries (Let me help you get 4p. cant believe | tipped over thot bal Le’s have a ook, shall we?! think you have twisted your ankle. I guess | wont be ploying in the match this weekend. No more footbal for you for 0 whi); Verbs (swell, focus); Phrasal verb (tip over), Nouns (oressure, bandage); Adjective (sore) vi EDUTAINMENT 2 28 Lesson objectives: To lear about and discuss values, to do a quiz, to write 2 quiz, to listen and read for gist, to read for specific information Language Review 2 nz Self-Check 2 121 Earth & our place on it | 3 Topic 3e Across Cultures 37 In this module, 5s will explore the themes of city Ife ws country life, geographry, locations and dwellings. Module page 29 Lesson Objectives: To talk about city Ife and country life, to describe where you ive, to get an overview of the module Vocabulary: City Ite - country lee (id, woods, cinema, museum, styscropers, factory, car por, shops, river, block ‘of flats, motorway, horbour, park, mountain, path, farm, shopping mal squore, department store) Lesson Objectives: To Isten and read for spedtie information to read for spect infomation (compeehersion questions), {0 present vers, to write a shert text about a ‘ver Vocabulary: Verbs (fo, stro, drt); Nouns (source, sunset, cable car, bani); Adjectives (icon, megnifcent, arta; Phrase (inthe biink ofan eye) 3a_ Reading & Vocabulary 30-31 ‘Lesson Objectives: To listen and read for git, © read for specttc information (T/F), to describe an experience as a witness, to lear vocabulary relating to locations, to form -ing/-ed aciectives, to talk about compass points, to write a short text about a piace Vocabulary: Locations (airport, puttc, ccas, populction, nightite, industria, located, famous, cosmepoiten,cesinction, ‘beach, seaside, attractions, peaceful clean}; Compass points (north, north-east east sout-enst, scuth, southwest, wes, ‘northwest; Vers (sistin, replenish excavate; Nouns (rade route, network supplies mins, evidence, mosque, nhabsat, siege} Adjectives (sgnficant, influential, cosmopoitan, ‘advanced, cbandoned, busting, crumbing, overland) 3f Across the Curriculum: sceme 38. Lesson Objectives: To talk about mountains, to read for cohesion and coherence (missing words), to present types of meuntain formation Vocabulary: Verbs (form, code, cack); Nouns (crs, tecore plate, pressure, fal line); Adjective (meted) 39 Writing 39 Lesson Objectives: To read for gist, to write an article about the place where you lve Vocabulary: Verb (splash); Phrasal verb (rent out); Nouns (lighthouse, guesthouse, electrical storm, fireworks display, wave), Adjectives (peaceful, isolated); Phrases (ofce job, hheavy traffic, forsale) EDUTAINMENT 3 40 Lesson Objectives: To learn about and discuss values, to doa quiz, o write 2 quiz, to listen and read for gist 3b Use of English 32-33 Language Review 3 13 Lesson Objectives: Te revise/present modals and medals of deduction 3c Skills 34.35 Self-Check 3 122 ‘Lesson Objectives: To listen and read for git, to read for spectic information (comprehension questions, to listen fo key information (multiple matching), to lear phrasal vetbs with break, to learn prepostions, to talk about homes, to design an unusual house Vocabulary: Verbs (chat, carve); Nouns (thatched root Inetch, moiquite, disease, nightfall, nature, cone, cave, courtyard); Adjectves (upside-down, cosy, fairy-tale) Phases (re top, fairy chimney) ‘3d Everyday English 36 ‘Lesson Objectives: To talk about places, o Isten and read for gist, to act outa dialogue about sb's holiday toa place, to pronounce /, i, 0! Vocabulary Tang about places (How was your holiday? So, tell me everthing! Where did you stay? It must be a lovely place! That's nice. Yd ioe to go one day.) vii 4 Charities & Conflict Topic 4e Across Cultures 49 In ths module, 5s will explore the themes of social problems, charity work, volunteering and emergency services, Module page a Lesson objectives: To listen for specific information (multiple matching), to talk about social problems, to get an overview af the module Vocabulary: Social problems (famine, war, poverty, homelessness, unemployment, dscase, literacy, racial scrimination) Lesson objectives: To isten and read for gst, to read for spectic Information (T/F), to write about volunteering holidays Vocabulary: Verbs (snop, disturb); Nouns (refuge, sanctuary, primate, corservation, pride, trap, communty, habitat); Adjectives (abused); Phrase (crticaly endangered, raise awareness) 4f Across the Curriculum: tistoy = 50 4a Reading & Vocabulary 42-43 Lesson objectives: To listen and read for gst to read for specific information (7/P), 10 read for key information {matching headings), to narrate an experience, to learn prepositional phrase, to lear phrasal verbs with look, to talk about Katie Spotz, to virta a paragraph about motivation Vocabulary: Verbs (honcur, row, persit; Nouns (spotlight, awareness, objective, feat, chorty, ankle poverty, ispiation assistance, sting, determination, Adjectives (S0b, incredible); Adverb (physically Phrases {overcome cbstaces, get stung) Lesion objectives: To listen and read for gist and specific information, to read for specific information (Comprehension questors), to give a presentation on UNESCO Vocabulary: Verbs (strive, defend, found, fund), Phrasal verb (wipe out); Nouns (governmert, poverty, development, headquarters, diversity); Adjective (alled); Phrases (promote peace, standard of fiving, reduce inequalities, cutural heritage) 4g Writing st Lesion objectives: To read for specific information, to read for structure, to write a blog enty Vocabulary: Verbs (assess, monitor}, Nouns (icedbock, ‘sk, creature, sea bed, population) 4b Use of English 44-45 EDUTAINMENT 4 52 Lesson objectives: To loarn/revise cencitionals (types 1,2,3) and wishes Lesson objectives: To learn about and discuss values, to o.a quiz, to write a quiz, to listen and read for ist de Skills 46-47 Language Review 4 4 Lesson objectives: To listen and read for gist, to read for specific information (multiple choice), to form verbs from nouns/adjectives, to listen for specttic information (multiple matzhing), to write an emal, to create your ‘own charity Vocabulary: Verbs (vaccinate, campaign, struggle); Pheasal vetb (stand fo); Nouns (relugee camp, wage, healthcare, wel, aid); Adjectives (enterprsing, non-proit); Phrases (draw sb’settention to sth, sustainable development) ‘Self-Check 4 123 4d_ Everyday English 48 Lesson objectives: To listen and read for gist, to practise reported speech, to act out a dalogue caling the ‘emergency services, to leam the pronunciation of fax), iu Vocabulary: Calling the emergency services (Which serrice?, What number are you cafing from?, Where is the fire?, Please stay on the ine.) Reading for pleasure | 5 Topic Sd The Promised Land 60-61 In this module, $s will explore the themes of fiction stories and fok tales. Module page 53 Lesson Objectives: To read to ientify genre, to get an overview of the medule Vocabulary: Types of fiction (fantasy, romance, comedy, horror, crime, science fiction) 5a The Canterville Ghost 54-55 Lesson Objectives: Tolisten and read for gist, to read for specific information (comprehension questions), to summarise a story and practise ertor correction to create a fictional land Vocabulary: Verbs (suround, capture, respec, train, achieve}; Nouns (igure, philosopher, advice, conic, Justice wisdom, soll society, goal); Adjective (ertle) Phrases (itary theory, ving conditions) Lesson Objectives: To read for specific information (answer questions, T/F/05), to listen and read for gist, to learn clauses of purpose, to retell a story from another point of view, to present a modemised version of a story Vocabulary: Verb (light); Nouns (lootstey, sight, chain, revenge), Adjectives (tom, insulted); Phrase (a flash of tight) EDUTAINMENT 5 62 Lesson Objectives: To learn about and discuss values, to do a quiz, o write a quiz, to sten and read for gist, to read for specific information Language Review 5 1s Self-Check 5 124 Sb Journey to the Centre of ‘the Earth 56-57 Lesson Objectives: To read for speciic information (answer questions), to liten and read for specif information (complete sentences), to learn phrasal verbs with set, to lear clauses of concession, to draw a picture from a description, to predict what happens next in a story Vocabulary: Verb (hiss); Nouns (heat, pckaxe, rope, ‘mark, compass) 5¢ The Worth of Wealth 58-59 Lesson Objectives: To listen and read for gist, 10 read for pectic information (multiple choice) to write a summary, to draw 2 comic strip, to research and present a folktale Vocabulary: Verb (dig; Nouns (purse, feast, palace, pice) ‘Adjectives (abandoned, contented, eternal) ix 6 Traditions & Language Topic 6e Across Cultures nm in this module, 3s will explore the themes of festivals superstitors and celebrations. Module page ry Lesson objectives: To Isten for ist, to talkabout festivals, to get an overview of the module, Vocabulary: Adjectives (colourful, artistic, serous, disgusting, unususl, exciting, weird) Lesson objectives: To listen and readifor gst, to read for specific information (comprehension questions), to practise prepositions to tak about festival activites Vocabulary: Verb (reduce); Nouns (waste, presentation, workshop, litime'; Adjective (environmentally friendly) 6f Across the Curriculum: PsHe m 6a Reading & Vocabulary 64-65 Lesson objectives: To isten and read for gist, to read for specif: information (multiple matching), to form nouns from verbs, to present festivals, to talk about festivals, to write about festival in your country Vocabulary: Celebrations (sand sculptures, dress up as aliens, town mascot, reworks diploy, watch a parede, treasure hunt, colourful flats, fabulous costumes, ciown a ‘queen, come clive); Verb (last), Phrasal verb (dress up); Nouns (theme, creature, ton, sculptor, exhiitio, alien aluminium foi, crowning, float; Adjective (protessionad) Phrase (come ava) Lesson objectives: To listen and read for gst, to read for key information (matching headings), to talk about Remembrance Day Vocabulary: Verbs (honour, ght); Nouns (war, memorial, bugte, silence, poppy, betietieds}; Adjectwe (pinned) 6g Writing 73 Lesson objectives: To read for content and structure, to lam about vivid descriptions, to write an article describing an event EDUTAINMENT 6 74 6b Use of English 66-67 Lesson objectives: To learn about and discuss values, to do.a quiz, to write a quiz, to listen and read for gist Lesson objectives: To lean/revse countable/uncountable nouns and quentiess, to leam/revise adjectwes/compound adjectives, to leam/revise the comparative/superlative Language Review 6 116 Self-Check 6 125 6c Skills 68-69 Lesson objectives: To liston and read for gist to read for specific information (comprehension questions), to learn phrasal verbs with Aeep,t0 talk about Nauryz festival, to listen for specific information (T/F), to write an email to your friend about Nauryz festival Vocabulary: Nouns (calendar, equnos, biessng, prosperty, teste, emonstretion, ngredent vitue, custom, forgveness, fortune, acestr) Adjective (holy) 6d_ Everyday English 70 Lesson objectives: To discuss buying a gif, to Isten and ‘ead for gist and specific information, to continue a dialogue, to reporta dialogue, to act outa cialogue Vocabulary: Buying a git (Le’s buy her a CD instead, She's not too teen on reading., How about a book?, Yes that’s a good idea, She'd like that,; Noun (top ten); Phrasal verb (heen on); Adjective (tussy); Adverb (hardly) Music & Film 7 Topic Te Across Cultures 83 In this module, Ss will explore the themes of types of films, music and dancing. Module page 75 Lesson objectives: To talk about films, to recommend films, to get an overview of the module Vocabulary: Types of films (adventure, fantasy, ‘rimation, action, thriller, biography, documentary, comedy, romance, science fiction, musicel, horror} Lesson objectives: To describe pictures, to listen ana ead for gist, to read for specific information (comprehension questions), to present traditional dances Vocabulary: Verbs (compose, hop, sway); Nouns (rhythm, ribbon, handkerchiet, couple, sleeve, tempo, movement Adjectives expresshe, ‘ai, upbeat); Adver (separately) 7a Reading & Vocabulary 76-77 Lesson objectives: To read for gst, to read for cohesion and coherence (missing sentences), to leam prepositional phrases, to form compound nouns, to talk about 2 film, to wrte a paragraph expressing your Cofinion on fictional versus factual films Vocabulary: Films (true stories, aerial shots, losing credits, highly praised, strong will), Verbs (wonder, copture, ‘operote}; Nouns (rush, universe, savings, dust, lack, she, dione, aerial shot, suppor, will self-belef;, Adjectives (irsprationa, precious, remote, highty-praived) 7# Across the Curriculum: Geography 84 Lesson objectives: To identify musical instruments, to tead for gst, to read for cohesion & coherence, to present an audio-visual ceation Vocabulary: Verbs (orgarise, divide); Nouns (element, tune, tone, pitch, chord, beat, tempo, composer) 7g Writing 85 Lesson objectives: To read fr lst (maiching headings), {© welte a fim review EDUTAINMENT 7 86 7b Use of English 78-79 Lesson objectives: To learn about and discuss values, to doa quiz, to write a quiz, to listen and read for gist Lesson objectives: To revise relatives, indefinite pronouns: some/every/nc/any & compounds, omenstratives and reflexive pronouns Language Review 7 WwW Self-Check 7 126 7c Skills 80-81 ‘Lesson objectives: To listen and read for gist, t read for pectic information (multiple choice), to leam phyasal verbs with cary, to listen for specific information (T/), to tak about Dalatunes, to write an emai about Kazakh music Vocabulary: Verbs (acces, cover, purchase); Phrasal vero (fede away); Nouns (interconnection, fyi, chords, social media); Adectves (ultimate avanbe) 7d Everyday English 82 ‘Lesson objective: To listen and read for gist to act out a dialogue inviting/accepting/tefusing, to pronounce strong/wek forms of auxliary verbs Vocabulary: Inviting/Accepting/refusing (Do yeu fancy ‘going to...? Sounds good! Sorry, lcan't moke it. No problem! Count mein! Alright then!) 8 Travel & Tourism Topic Be Across Cultures 95 In this module, $5 will explore the themes of means of ‘wanspor, sights and lancmarks. Module page 87 Lesson Objectives: To tak about means of transport, to read for gist and to get an overview of the module Lesson Objectives: To isten and reac for gst, to read for specific information (multiple matching), to compare and contrast two buildings, to write ebout.a building Vocabulary: Verbs (locate, stretch}; Nouns (landscape, privacy, mausoleum, miitery leader, worior, constracton, ome, tle, pigni); Adjectives (grand, modern-day reigius) Ba_ Reading & Vocabulary 88-89 Lesson Objectives: To listen and read for gist to read for specific information (sentence completion), to listen for specific information (gap fill, to lear phrasal verbs with take, to tale about places in Astana, to write a short message Vocabulary: Sights and activities (a beoutiful mosgue, stunning views, spectacular founteins, a mall ike © giart tent, a market with yurts, an indoor pool with a sandy beach, go fora sro along the river banks, go on a boat trip, 9 ike skating); Verbs (marvel, stroll; Nouns (destination wonder); Adjectives (stunning, domed, trend), acthity filed) ‘8f Across the Curriculu istoy 96 Lesson Objectives: To listen and read for gist, toread for specific information (comprehension questions), to present the Chang'an - Tian Shan Corridor Vocabulary: Verbs (loop, exchange); Nouns (settlement, merchant, sik, porcelain, gunpowder, weapon, legacy, globalisation; Phrases (material goods, mass media) ‘8g Writing 7 Lesson Objectives: To read for gist, to read for order of events, to write a story EDUTAINMENT 8 98 Bb Use of English 90-91 Lesson Objectives: To learn/revise adverbs ~ order of adverbs and determiners/pre-determiners Lesion Objectives: To learn about and discuss values, to do.a quia, to write aquiz, to listen and road for gist Language Review 8 118 Be Skills 92.93 ‘Self-Check 8 127 Lesson Objectives: To learn vocabulary for landmarks, to listen and read for gist, 10 read for spectic information (multiple choice), to form adjectives from verbs, to listen for speciic information (gap fill), to request information, to write a letter of request Vocabulary: Landmarks (cove, loch, causeway, fal, lke, ave); Verbs (wander, avoid, honour, defect, Jay); Phrasal verb (get rid of sti); Nouns (legend, nomad, region, bate) Adjectives (dense, crystal-clear, ferce, wounded) Bd_ Everyday English 4 Lesson Objectives: To listen and read for gist to learn the pronunciation o 8, Vocabulary: Apcoaising - Accepting an apology (Fancy tecing you here. My fight has been delayed. Where ere you off to? Have you been wasting long ' better go and check my fight, too! | thnk you've taken my bog. Oh, dd 1? You're right! I'm tebly sorry about that. Oh, dan’ worry about . Have @ good trip) Nouns (ceay, announcement, sticker, handle trp); Phrases (Yancy seirg you, tery sory) xii Science & Technology 9 Topic Ye Across Cultures 107 In this module, $s will explore the themes of technology, computers ard gadgets. ‘Module page 99 ‘Lesson Objectives: To tak about gadgets and their uses, to get an overview af the module Vocabulary: Gadgets (smartphone, games console, table, robotic vacuum deaner, MP3 player); Features of gadge's (a teuch} screen, headphones, buttons, a keypad, a remote contro, a controfer) Lesson objectives: To listen and read for gst, to read for specific information (T/F), to write a text abouta science centre/museum Vocabulary: Verbs (intiodice, demonstate, conduct Nouns (wonder, attacion, planetarium, universe, iluson, celing, gravity, maze); Actives (outermost, dedicated to, interactive, optical, rotating); Phrase (on dspley) ‘9f Across the Curriculum: Design & Technology 108 ‘9a Reading & Vocabulary 100-101 Lesson Objectives: Te listen and read for gist, © read for spectic information (multiple choice), to form abstract ‘nouns from adjectives, to learn words often confused, to tak about cybernetics, to present your own cyborg, Vocabulary: Verbs (identiy, develop, allow, function), Nouns Gastination, flesh, disability, mb, brain, wire, neve ‘muscle, device}; Adjectives (par-mecharicd, biclogical, sophisticated, cclour blind, arifcia), Phrase (become a reality) Lesson Objectives: To listen and read for specific information, to read for speci information {comprenension questions, ge a presentation on computers and parts Vocabulary: Yerbs (intepret, generate); Nouns (cicut board, command centr, software, graphics, memory, port) AdverD (germanentl) 9g Writing 109 Lesson Objectives: To Identify viewpoints and reasons] examples, to write an opinion essay 9b Use of English 102-103 EDUTAINMENT 9 110 Lesson Objectives: To leam/revise (to) — infinitve)-ing foim, to lear/revise abstract/compound nouns Lesson Objectives: To learn about and discuss values, to doa quit, to write a quiz, tolisten and read for gist 9c Skills: 104-105 Language Review 9 19 ‘Lesson Objectives: To read a bar graph, to tlk about gadget se, to read for specific information (Comprehension questions), to learn phrasal verbs with ‘come, to learn preposttiona! phrases to listen for specific Information (multiple matching), to write @ survey and make Dar chart Vocabulary: Verbs (demand, worry, rule); Phrasal vero (move up}; Nouns (screencger, surrey, addict, etfec, behaviour, passion, boet come, treatment, balance); Acjctives(Quick-thinking, multitasking); Adverb (constartly); Phrases (glued to, todls of communication, hhave an effect, psychological hep, virtual word) Self-Check 9 128 ‘9d Everyday English 106 ‘Lesson Objectives: To Isten and read for gist, to leam intonation in questions, to act out a dialogue complaining abcut a faulty product Vocabulary: Complaining about a faulty product (What seems tobe the problem?, I think the lens is scratched, Can I have a fook at i?, We'll have to send ® away to be repaired, How long wil t take?, We'll cal you when i's ready) Noun (lens; Adjectives (fauty, scratched); Phrase (end sth away, no charge) xiii Hobbies & Qualities » What's in this module? Read the title of the module Hobbies & Qualities and ask Ss to suggest what they thinkit means. Go through, the topic lit and stimulate a discussion to prompt Ss! interest in the module Find the page numbers for ‘+ Explain/tlict the meaning of any unknown words, then Ss find the page numbers for the items listed. 1+ Ask questions to check $5! understanding. Answer Key a shark (p. 6) Have you ever seen a shark? De you knew where it lives? Would you like te see one? Why (not)? souvenss (p. 10) What souvenirs are popular in your county? What souvents do you have from other ‘countries? ‘a water park (p. 13) Have you ever been to.a water park? Would you tke to go to one? Why (not)? Vocabulary 1 QB) To present vocabulary for hobbies 5(1) ‘© Go through the list of words and explain/elicit the meanings of any unknown words. ‘© Then ask Ss to read the phrases a-e and look at the pictures and complete the task ‘© Check 5’ answers around the class. Answer Key a make © ge e collect b take d play GIB) Presenting vocabulary for hobbies ‘© Go through the lst of themes and explain/elicit the meanings of any unknown words. ‘* Then ask Ss to look at the pictures and say which of the ones from Ex. 1 they can see and then give Ss time to match them to the themes given. ‘+ Check $3! answers around the class Answer Key 1 skydiving 3 play online games 2. painbalirg 4 collect stomps sports: skydiving, poinbaling the arts: tke photos, take part in schoo plays technolegy: play online games art and crafts: make jewellery, moke mode cars ‘music play the guitar play the piano 3 8 Ae Expressing preferences {Ase Ss to talk in pairs about which of the activities in Ex. 1 they like/dor't lke doing and why, using the phrases provided, + Monitor the activity around the class and then ask some Ss to share their answers with the class Suggested Answer Key I really like going pointbolling. 1 don’t like mokirg jevsellery. enjoy taking photos and playing online games | don’t lite making model cars o° collecting stamps. (i rsa sna i Explain the task and read out the adjectives and ‘explain/clicit the meanings of any unknown words. + Ask Ss to ask and answer in pairs following the cxample, + Then ask some palis to share thelr answers with the class. Suggested Answer Key ‘Az Do you have to an ertistc person to take part in school plays? 8: Yes, youdo. Do you have to be an energetic person to ‘make model cars? ‘A: No, you don't. You nave tobe a patient person. 8: Do you have to be a competitive person to play the ‘guitar? ‘A: No, you don’t. You have to be « musical person. 8: Do you have to be a patient person to play online games? ‘A: No, you den‘t. You have to be a competitive person. Do you have to be oft person to go skydiving? 8: No, youdon’t. You have tobe an energetic perio. etc MULES Hobbies & Qualities nes VIDEO Sreesanth cma ar a td |] Complete the phrases with verbs from the list. Ooms ‘make «collect © go * play ° take Tetras) Vocabulary obbies Ceara a jewellery / model cars * Writing an article about your Db ssssssuse photos / part in school plays Petes « skydiving / paintballing d cntine games / the guitar/piano Oren uid e comic books / stamps Siesta st Se la ola eco 2 Which of the hobbies in Ex. 1 can you see in * VALUES: Achievement the pictures? Which are related to: sports, the Pere cc arts; technology; art and crafts; music? ees eee case Sse eet eet F De eee EIST) (5g Which of the activities in Ex. 1 do Berto een) Roilaurey/duieaia voentreeaieey, Cee 1 really lke/enjoy .. ., Vm fond of ...., I'm keen on on +, [find ... fun/exciting/thriling, etc. ‘just hate... ., 1 can’t stand ..., preter | find ...boring/tring/dangerous/dificut, etc. (9373) Ask and answer questions about the hobbies in Ex. 1. Use: artistic, musical, creative, ae aa had ‘energetic, patient, fit, competitive. fro Pens 5 wu e PCy wn &: No, you don't ¥ tobe aaeune Peas woos 5 Reading la 1°” Tell the class about a nasty experience you had, Use Com these words appropriate adverbs. * catch a wave « sharp pain * victim » rush * blood + escape death « fit » handle ‘enter competition * win \ s overcome obstacles photographs and the box. What Is the text about? 40 Listen, read and check. “+ changed despite losing her left arm in o terble shark otteck, Bethany Hamilton's surfer lifestyle hasn’ Surfing has been Bethany’s favourite hobby atm. Her father, Tom, algo a long-time surfer, helped > since she was 5 years old. By the timeshe was her He fitted most of her boards with 2 special 13, she ranked 8th in the world for under- handle which she uses to pull herself up. cighteens and her future looked bright Bethany hes promised herself not co let anything However, on 31st October 2003 terror struck. It WS. stop her from doing what she Joves most. Soon after repeoutital day and like most other days 12,eaI-old the shark attack, she entered a local suring Bethany went surfing with her friends at Tunnels competition and surprised everyone by taking fifth Beach in Hawaii. She was waiting to catch a wave place. A few months ater, she won the NSSA when she suddenly fet 2 sharp pain in her arm and (National Scholastic Surfing Association) Nationals in ‘aw the sea turn red, She quickly realised that she 2005, ‘was the victim of a shark attack! Her: friends carried Bethany hasn't retumed to the beach where her herbackt the beach ardrued er tohoeptal” cere happened, Hower, the yung Anti aethanylost 60% of her blood but shemanaged tO surfer a very strong person. she says, eee: escape death. Bethany is lucky to be alive. But anyone can overcome abstaces if they really try.” pethaps the most amazing thing of all is that just three wets after losing her am she was surfing again! It wasn't easy for her, though. She had to find ‘a way to pull herself up onto the board with only one Read the text and answer the quest 1 What happened to Bethany when she was 13? 2. How did Bethany manage to surf again? 3. How did Bethany’s father help her? GaaTI CATES MTR answer the questions. Why hasn’t Bethany gone back to the place of the accident? 2. Bethany is a determined person. How can you support this statement? 3. What does Bethany’s determination teach us? ra) BD ve ee te ore ‘Ask various + around the class to share their ‘expatiences with the class (58 own answers) 0 EBD e peste ts coarse + Direct Ss attention to the photographs and give Ss a minute to read the Check these words box. Ss’ quesses as to what the text is about. * Play the recording, Ss isten and follow the text in their books and check if their guesses were correct. Suggested Answer Key | think Bethany was attacked by a shark and has continued surfing. * Refer 5s to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments. AGB) Vo read for specitc information © Cie Sti ta rnd the tet age dare a 2 FeAl au ths id fou gu Sioa timed Answer Key 1 When Bethany was 13, she went surfing with her fiiends at Tunnels Reach A shark attacked her and bit off herleh arm. 2 Bethany managed to sur agein by finding a way to pull herse¥ up ento her surboard. 3 Bethany’s father helped herby iting a special handle an her suifboards, Background information Bethany Hamilton was born on 8th February, 1990 in Hawai. she started surfing as a young child and started winning competitions in her teens. She is now a national charnpion and chairwoman cf the Beating the Odds Foundation (a children’s charity) as well as an author Tunnels Beach, Hawai, isin the northern pat of the island of Kauai. It is a popular place for swimming, snotkeling, scabs diving and surfing. 1t has clean white sand and the water i full of se lit la 05 BY orn ect tor + Give Sstime to lock atthe text again and formulate their answers ‘© Elicit answers from Ss around the lass. Suggested Answer Key 11 think that Bethany hasn't gone back to Tunnels Beach because there are alot of bad memories for her there 2. Bethany is determined person because she is still surfing even though she only bas one arm. Alo, because she hasn't eta hourlying experience put her ‘off doing something she loves, 3 Bethany’s determinavion teaches us that we can ‘overcome any obstacle ifwe try hard enough. Mout 67) la 3 GIS) To comsotdate new vocabulary ‘© Give Ss time to complete the task and check their answots in their dictionaries ‘© Elicit answers from Ss around the cass Answer Key 1 attacked 4 escape 7 won 2 lot S promised overcame 3 catch 6 entered § PS GB ta decree sn agnay experience ‘+ Explain the task. Tell Ss to think about where they. ‘were during the accident/why they were there, et (eg. Bethany’s friend ~ surfing with her ~a teenager who was at the beach with his/her family, etc) ‘+ Ss ptepate their answers. Ask vatious $s eround the ‘lass to descibe thelr experience, Suggested Answer Key It was @ beastiul day in 2003 and | was suring at Tunnels Beach with my friends. was in the water when, suddenly, (heard my fiend Bethany shouting for help. 1 looked to see what the matter was and saw that she was covered in blood. The water was red al around her, 10. 1 couldn't believe wht I wes seeing. Her arm was missing | was very shocked and scared but I got over to her as quickly 0s | could to help her. She was the victim of a shark attack. We cared her out ofthe water and called ‘an ambulance to take her to the hospital. The doctors said she wes very lucky to be alive. (Bethary’s friend) ey QS pecee cay re eter oe wou: HT) ‘equipment + Explain the task. Draw 5° attention to the hobbies in the pictures and the equipment in the lst and then Ss match them. + Play the recording. Ss listen and repeat chorally andlor individually. Check $s'_ pronunciation {and intonation, Answer Key 1 rug ball 6 skis 2 wood 7 drumsick 3 carving too! 8 drum kit 4. gogoles 2 cance S gloves 0 paddle PGi necmees tea Explain the task, Ss complete the task. Check Ss! Anawer Key Hobby Equipment Imake a wood sculpture | wood, carving too! [ply the drums drarstick(s) drum kit (go canoeing | canoe, pode ‘ge skiing (goggles, gloves shis To make a wood sculpture, you need wood and a coming tool. To play the drums, you need drumsticks and a drum kit. To go canocing, you need a canoe and a paddle. To go sking, you need goggles, gloves and skis. ) STR AAID To tal about an unusual hobby Give $s time to think of an unusual hobby and then ask various 5s to share their answers with the class. Suggested Answer Key ‘An unusual hobby is mekirg art from things you find. You can find things on the street, in the bin or on the beach and take thern heme and make a picure, 0 collage or a model out of i. I's not rubbish, i's called redammed or recycled art and iti slowly becoming more popular. You don’t really need any equipment except glue and paint depending on what you decide to make. I's lots of fun and some people even sell their ecycled at for money. QB) 10 practise making suggestions + Explain the task and ask two Ss to model the example exchange + Have Ss workin pairs and make suggestions, as in the exampe. + Monitor the activity around the class and then ask some pairs to make suggestions in front of the dass Suggested Answer Key Why don’t we make a wood sculpture? That's a good idea. What do we need. We need wood and a carving tool (Ok, Let’s get them, Why don’t we go canozing? That's a good idea. What do we need? We need a boat and a paddle. (Ok, Let's get them. Exercises 7 & 8 See p. (7) 3 Choose the correct word. Check in your dictionary. A shark struck/attacked Bethany in 2003. Bethany lost/missed her left arm. She was trying to get/catch a wave when the accident happened. Bethany managed to rush/escape death. She promised/fitted to continue surfing. Months later she entered /took a competition. She gained/won the NSSA Nationals. She tried hard and passed/overcame obstacles. 4 Snes am Imagine you were a witness to Bethany’s accident. Describe the experience and your feelings. weNaus * Hobbies & Equipment 5 8) Match the words to the numbers. (J Listen and check. Then repeat. * gloves * drum kit * canoe * wood * rugby ball + goggles * paddle + skis » drumstick + carving tool On O= go.canoeing 0 skiing “opy and complete the table with words from Ex. 5a. Make sentences, as in the example. Hobbies Equipment play rugby rugby ball To play rugby you need a rugby ball ° capil ‘Think of an unusual hobby. Present It to the class. Vocabulary la Speaking 1g sugges! You want to try the hobbies in Ex. 5a. Act out exchanges, as In the example, Ay Why don't we play rugby? 8: That's a good idea. What do we need? ‘A; We need a rugby ball BOK. Let’s get one ns * Prepositions 7 SHEET Choose the correct reposition. 1 What do you like doing in/on vyour spare time? 2. Asasculptor, Aidar pays attention of/to every detail in his artwork. 3. Some hobbies are useful for/ from the future because they teach you important skils 4. Saule is listening to music and making jewellery at/in the same time, 5. Skiing s a popular hobby with/ about people of all ages. Study. Skills, ‘Summarising a text To summarise a text read it carefully and tunderine the most important points. Make notes of these points iv your own words. Do not copy sentences from the text. Use ‘your notes to write your summary, Writing Write a summary of the text on p. 6. Read your summary to the class. 8 Students Book Language Review Ta) (P]Werkbook Ta) woou Use of English 1b * Present simple - Present continuous - Past simple - Past continuous 1 Read the examples. Which verb forms are in the present simple? present continuous? past simple? past continuous? Match the examples (1-10) to the uses (a-j) below. Make sentences using these tenses. a I’m seeing Laura tonight. [ZI Nurchan was piaying online games white Kanat was listening to rock music. Bibigul was playing the drums when her mum called. [41] The wood sculpting class starts at 9 am. [51 The film was released last month. al Pesters are being put up right now. Mardhan was jogging at 6 o’dock yesterday evening, [B1_] Akbota plays rugby every Wednesday. | put on my trainers and went fora run [1] The sun was shining and a cool breeze was blowing as Nurlan was skiing down the mountain * Present perfect/Past perfect a Read the theory. Then, use the phrases in the brackets to make sentences. + We use the present perfect (have + past Participle of the main verb) for: a) actions which happened at an unstated time in the past and continue up to the present. Konot has lost his gloves for skiing. b) experiences. I've tried suring, ‘but | haven't tried canoeing yet. We use the past perfect (rad + past participle ot the main vetb) for: a) actions that happened before another action in the past. He had hought 1 @ guitar @ month before he started the lessons. 2 'b) actions that finshed in the past and whose result was visible in the past. She was hoppy. She 3 ‘had started a new hobby. CThe result was visible in the past) Compare: She is happy. She has started ‘ «ney fichby. (The result in the present.) Note: The past perfect is the past equivalent of the present perfect. é 1 He is sad. (lose his rugby ball) He has lest his rugby ball 7 2 Shewas excited. (buy a new camera). 3. They were happy. (win first prize) We are worried. (not hear from Bob yet) timetables an action in progress in the past ‘two actions that happened one after the other in the past future fixed arrangements habits & routines an action completed in the past actions happening now or around the time of speaking h two actions which were in progress { at the same time in the past 1a longer action in the past that was interrupted by another action j background information in a story * Future tenses Read the examples. Which is: ‘an on-the-spot decision? @ gradually developing situation? a timetable? a future prediction based on what we see? a future lan or intention? a future prediction based ‘on what we think will happen? a promise?

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