ANA ACEVEDO MARISOL GOWER LONGMAN AAddison Wesley Longman Limited Eedinkergh Gate, Herles, Esex CM20 278 England end Associated Companies throughout the world, © Addison Wesley Longman Limited 1996 Al righs roared: wo part oft publaton maybe reproduce Stored in areca tem, or trated i ay form o by ay ‘means, electron, chanical phatspying, roning or ethers, ‘thot the prion tion penmiinn of the Pale First published 1996 Printed in Spain by Mateu Cromo ISBN 0 582 25605 4 Acknowledgements Weare grateful t the following for permission to reproduce ‘copyright material: Guinness Publishing Ld for a simplified and adapted extract ‘on ‘Monopoly’ in Tbe Guinness Book of boocations: Newspaper Publishing ple for an adapred extract from article “Teenagers and how to survive them’ by Nicholas Roe in. dependent 21.9.94; Scholastic Inc for an extract from Goesehumps ~ You Gant Scare Me by R. L. Stine. Copyright (c) by Parachute Press Though every effore has been made to trace the owners of ‘copyright material, in a few cases this has proved impossible and we take this opportunity to offer our apologies to any ‘copyright holders whose rights may have been unwittingly infringed Designed by Vie Joslin Cover designed by Clare Sleven Cover photo by Gareth Boden/LongmanANA ACEVEDO MARISOL GOWER LONGMAN FContents Introduction: Welcome to High Flyer The course ‘The components he strands in High Flyer ig and learning with High Flyer Unit 1 Crossing borders Unit 2 Exploring the world Unit 3 ‘That's what friends are for Unit 4 Kicks and thrills 5 Parents in the classroom Unit 6 Revision Unit 7 Don’t judge a book by its cover Unit 8 Puzzling puzzles Unit 9 Home and away Unit 10. Myths and legends Unit 11 Rocking ’n’ rolling Unit 12 Revision Unit 13. What’s on the box? Unit 14 Just the job Unit 15 ‘A slice of life Unit 16 Dreams and worries In the dead of the night Unit 18 Revision How was it done? Unit 20 Young people in the news Unit 21 Behind the scenes Unit 22. Land of the brave? Unit 23 Let’ keep talking Unit 24 Wt 118 123 128 134 139‘Welcome to High Flyer The course High Flyer is a swo-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 Upper Intermediate consists of A Students’ Book with 24 units arranged in 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. ‘Two Class Cassettes to accompany the Students’ Book. A Workbook with 24 units which provides further practice in all elements of the syllabus and reflects the topics in the Students’ Book. It can be used in class or set for homework. A book of Tests to help monitor students’ progress. ‘This Teacher’s Book with detailed unit by unit notes and an answer key for the exercises in the Students’ Book, Workbook and Tests. 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 learners’ relatively limited exposure to English, there may not have been sufficient opportunity for practice, which would have allowed them to arrive at accurate production. At the intermediate plateau stage, itis therefore necessary for them to take stock of and to revise what they know. They can then add to that knowledge. Second 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, at the Upper Intermediate level, with a revision of the past 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: Solsuch .. . (that) introduces a result. 1 so + adjective (+ that + sentence) George is so charming (that) everyone wants to be his friend. George is very charming. As a result, everybody wants to be his friend. 2 so + adverb (+ that + sentence) He plays basketball so well (that) he is always chosen for the school team 3 such + a/an + adjective + singular noun (+ that + sentence) Peter is such a good student (that) teachers hold him up as an example. 4 such + adjective + plural/uncountable noun G that + sentence) ‘They were such good friends (that) they became known as the “Three Musketeers’. (from Unit 3) ‘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 when studying on their The grammar boxes are followed by controlled and then freer practice of the structure. This allows the rules to be internalised so that learners can achieve linguistic competence.Vocabulary In order to be competent speakers of English, learners at intermediate level have to considerably expand their knowledge and store of vocabulary. This includes knowing the meaning, connotation and collocation of words. ‘To this greater end High Flyer includes two types of vocabulary work: Vocabulary — Exercises that recycle the new vocabulary from the texts. eg. 5 Find word: definitions. 1 To take something away from somebody. 90 2 To make something suitable for new conditions. 0 ___ 3 A long, organised journey made for a specific purpose. a 4A drug used to treat an illness. pee tee) 5 This word describes something which hurts a lot. Complete this word with the letters in the boxes and find out a quality explorers must have. Explorers have to be______U (from Unit 2) the text to match the Word watch — Information and tasks that enable learners to increase their awareness of the way words in English are formed and used. This awareness enables learners to deal with new words independently. eg. J, We can add a prefix to 0 word to form the ‘opposite, or near opposite. Some of these prefixes core: un- unhappy, unrepentant ine indirect, inefficient im- (usually before ‘m’ or ‘p’) immoral, impossible ik (usually before ‘!) illegal, illogical ire (usually before ‘r) irregular, irresponsible dis- disagree, disapprove, dishonest (From Unit 20) In High Flyer Intermediate, students were taught to make efficient use of monolingual dictionaries. ‘This work is continued in High Flyer Upper Intermediate: the teacher's notes include suggestions for further dictionary work. 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 reading strategies. 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. High Flyer Upper Intermediate recycles the reading strategies taught at the Intermediate level and develops more complex strategies such as reading meaningful groups of words in order to increase efficiency, and identifying the writer's gle. eg. alk. Efficient learners don't read word by word. They AR move their eyes along the lines of @ text, taking in ‘meaningful groups of about three to si words at @ time. (from Unit 5) The storylines in each book provide an opporeunity 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 next?” type of questions. Listening For a listener to interpret a speaker's intention and really understand what is being said, 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 over the speed of a listening text, listening tasks ean be nerve-racking and demotivating, especially for the younger student. High Flyer makes learners aware of all chat successful listening entails. A variety of tips and tasks help students develop strategies for successful listening such as guessing what speakers have been talking about and identifying the speakers’ attitude. ‘th, When you have missed the beginning of a FC conversation, you can stil guess what the speakers ore talking about. To do this 1 Try to pick out key words in order to guess the topic of conversation. 2 Try to make deductions about what was said before. (from Unit 14)‘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 ‘Get 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. When you take part in a discussion + Support what you say with reasons or examples. + Listen to others. Don't interrupt them. * Involve these who are not toking part. Ask, ‘What do you think?” (from Unit 20) 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 compositions which present arguments. e.g. hx When you write a description of someone, write FA® about the person's general appearance, give some details of physical characteristics which you think are important, and include some information about the person's character. (from Unit 15) 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 and aspects of intonation are all dealt with through activities that ‘move from recognition to production, thereby improving both listening and speaking skills. e.g. 12 [E5 Listen to three mini-dialogues. a) Which is the most important stressed syllable in each answer? 1 What do you think of Monopo Ir was a remarkably good idea. 2 Are you sure? Yes, it was a remarkably good ides 3 Don't you think its too complicated? No, it was a remarkably good idea. b) Why are different syllables the most stressed syllables in each answer? ©) Practise saying the three mini-dialogues. (from Unit 19) mportant 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, eg. 9 In groups, you are going to write a newspaper for your town or your school. a) Agree on what you are going to write about, for example personalities, events, etc. b) Decide what article you each want to write. Gather your information. (Interview the people you want to write about, for example.) ©) Write your individual articles. d) When your articles are ready, stick them on large sheets of paper to make a newspaper. Try to include some pictures if you can. (from Unit 6) 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 unit,Teaching and learning with 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 the 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 upper intermediate level, 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 students, or guiding them towards producing answers by themselves rather than telling them directly, citation 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 students still 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 of grammar points feature examples of the structures which are generally taken from the reading or listening presentation texts. The grammatical structures appear in bold letters, while the meaning is explained 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 ‘concept questions’ and so check that the meaning of the structure is clear to students. The detailed unit by unit teacher's notes include suggestions of concept questions. - Write the examples on the board and underline the relevant grammar either before or after students look at the book. = Having written example sentences on the board, elicit from students the rule of form or an explanation of the meaning (even if you simply say Does this mean .. . ?). ~ Deal with the point(s) on the board before referring students to the box in the Students’ Book. ~ Ask the class to read the example sentence(s) aloud or repeat them after you. - Elicit other examples, - Ask students how the grammar point is expressed in their language. ‘The comparison/contrast will help reinforce the point ~ 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 exercise books. The detailed unit by unit teacher's 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 itis 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 65). At other times, as in the case of wish (Units 16 and 17), it will be better to refer students to the grammar notes later, after the structure has been presented in its entirety. 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 skills boxes “There are various ways of dealing with the strategies in the starred boxes. You can elicit the strategy from the class before they read the information in a box (e.g. Ask: What do you do when ‘you want to find a number in the phone book? Do you ‘read all the names on the page? before dealing with the reading skills box on page 42.) Alternatively, you can simply 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 in the starred boxes more helpful than others. Since the objective is for these strategies to become part of the students’ repertoire, itis important to get students to react to the suggestions. Ask them to reflect and tell you if they do the same thing in their own language or if they have ever employed any of the strategies when learning English. Encourage 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 practice that can be done 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 students work in pairs frees the teacher to walk around the class and monitor individual students, act as prompter, help the weaker students and even participate 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 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 to0 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 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 of 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 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 still the production of English. However, at this level, 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 rhink?) and you can extend this range as necessary (e.g. It your turn.) During the activities, go round the classroom, monitoring students and reminding and prompting. them to use English where they seem to be slipping into the mother tongue. Monitoring students while they are doing a task Walking around while students are doing a written exercise or oral work in pairs gives the teacher the opportunity to see how well the different language points have been understood and to give more personalised attention to individual students. It 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 a 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 another 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 an extra activity. If an individual student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 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 them for a later session. - students writing their 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 pa each other's work. 's or groups correcting 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. ident correction ean be the most A Student to profitable in terms of the learning experien considerable amount of reflection and peer teaching can take place in this situation, However, students need to be used to learning more independently and they need to be able to say whether things are right or wrong and why. In practice, a variety of feedback techniques should be used, with a progressively greater emphasis on peer correction as the students get used to making linguistic judgements. Whichever method of feedback is used, the teacher should take a mental or written note of the most frequent mistakes for any revision work that needs to be done. Content feedback This concerns the results of the activity or how well it was completed rather than the language in which ideas and answers are expressed. 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 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 of 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 (i. 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 decide what the mistake is and correct it. = puta 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 students’ work, get them to read it through 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 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 the} have improved. Talking to colleagues “Teaching can be one of the loneliest jobs. A teacher can end up simply 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 ‘The students for whom High Flyer is intended are ata 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. If the class is new to High Flyer you can help students become familiar with the structure and features of the book by organising the following competition. Explain to 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 A and 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 ifa 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 student who is to answer (a member of each team in turn). Ifyou don’t know the students get them to make name signs by folding a sheet of paper in half and writing their name in Targe letters on one half. Questions 1 How many units are there in High Flyer Upper Intermediate? 2 How many Revision units are there? 3 How often do they appear? 4 What two grammar points are presented in ‘Unit 15? 5 Which unit is about pop concerts? 6 What is Unit 13 about? 7 In which unit will you revise the Passive voice? 8 In which unit will you read about secret agents? 9 For two points: how docs the book indicate advice for better writing? 10 For two points: Ts this symbol only for advice on writing? 11 Which sections in the book will help you revise a particular grammar point? 12 What do Revision units contain on the last page? 13 What is the name of the story that runs through High Flyer Upper Intermediate? 14 How many episodes are there? 15 Where do you look if you want to find out what is in a unit? Answers 124 24 3 Every sixth unit 4 Sequence of adjectives and phrasal verbs (2) 5 Unit 11 6 Television programmes 7 Unit 19 8 Unit 24 9 Starred boxes 10 No, it also indicates advice on reading, listening, speaking and word building (Word watch). 11 The Grammar practice section of the Revision units and the Grammar reference section at the back of the book. 12 A summary of the grammar and skills work covered in that block of six units 13 Vision of Danger 14 Fight 15 The table of contentsCrossing borders Exercise | * Get students into pairs. Read out the instructions for the exercise. Start by eliciting names of countries where English is an official language. Write a few students’ suggestions on the board. e.g. Great Britain, Northern Ireland, South Africa * Elicit information the class may have about the first country on the list. Write the information next to the name of the country in note form. Tell the class to do the same for the other countries and to add names of countries to the list in the same way. Set a time limit to make sure the task doesn’t go on for too long. * Ac the end of the time limit, stop the activity and ask pairs to compare-their answers with other pairs. * Take feedback by asking a few pairs to read out their answers. Answers (English speaking countries): Great Brita England, Scotland, Wales. Northern Ireland, the Irish Republie, the USA, Canada, Australia, New Zealand, South Africa, Zimbabwe. Exercise 2 * Ask students to read the whole exercise on their own, silently. After a few minutes, ask them to think of their own answers to the questions. Remember to give them enough time to do this. * Demonstrate the activity: get students to ask you the questions and answer them briefly. Students then do the same in pairs. 10 * Take feedback: ask individual students to tell the class about their partner's answers. Show interest in the responses by asking follow up questions: Wy do you think you would find those particular things difficult? What do you think you could do about this? ete. Encourage other students to ask this kind of question too. Reading ‘* Ask students if they ever read articles in magazines or newspapers. Get them to tell the class what kind of articles they prefer to read (in their own language) and what makes them read them. * Ask students to read the skills paragraph. Ask these questions to check understanding: Whar do articles in English often include? (an introductory paragraph) Why is the introductory paragraph ‘important? (you can predict what kind of article it is and it helps you decide if you want to read the article or not) What two kinds of articles are ‘mentioned in the information? (serious and light). Students should answer in their own words. * Ask students whether the articles they read in their language contain this kind of introductory paragraph and if so, whether they use this paragraph for the same reasons. Exercise 3 Vocabulary to make the most of something to interpret for to overtake to work out fellow pupils flabbergasted * Tall students that they are going to read three alternative introductions for an article. They must decide in each ease whether the article will be 1) serious and formal or 2) light and entertaining. ‘Tall them to pay particular attention to the words used: are they long, complicated words or words they use when they talk? * Give students time to read the paragraphs on their own. Then they discuss their answers in pairs. * After a while, stop the activity and take feedback: orally from the whole class. Insist on a justification for students’ answers. At this point, do not say whether students are right or wrong. Ask students which of the paragraphs would make them want to read the rest of the article and why.+ Tell students to read the article to check their response to the third introductory paragraph, Tell them not to worry about details in the text at this stage but to concentrate on whether the article is serious or light. Do not at this point answer questions about vocabulary, Zonduct whole-class feedback to find out whether or not students were right about the third introductory paragraph. Confirm students’ responses to introductory paragraphs I and 2. Answers: 1 Formal and serious because of the vocabulary and the mention of the political reasons. 2 Informal: it addresses the reader directly with a question but doesn't give any other information. 3 Informal: it quotes what people actually said, * Ask students to say what the general idea of the article is. difficulties people experience when they move to another country) Cultural notes Cambridge is one of the oldest universities i Britain. It is considered one of the best in the country and entry is very competitive Public schools are in fact private fee-paying schools. The academic standards are generally considered to be very high and it is often difficult to geta place at such a school. Spain is one of the favourite holiday destinations for English people, which is why Piotr jokes that going there for their holidays means they really behave like the British Szkola Podstawowa is the school which pupils in Poland attend from the age of seven to fifteen. Exercise 4 * Read out the questions, clarifying them if necessary. (e.g. focuses on’ = is about, ‘academic success’ = how well they are doing at school, ‘makes a link with’ = refers to the same thing 2s) + Ask students to read the article again and match each paragraph with one of the questions. Tike feedback from individual students as soon as the first few have completed the task. Ask the class to say whether they agree and ask students to justify their answers by quoting parts of the text. ‘Answers: | paragraph 4 (lines 12-17) 2 paragraph 2 (ines 4-8) 3 paragraph 7 (lines 29-32) + paragraph 5 (lines 18-22) 5 paragraph 6 (lines 23-28) 6 paragraph 3 (lines 9-11) * Do some vocabulary work at this point: ask students to choose three new words from the text which they would like to learn. (See ‘Vocabulary’, page 10.) Ask them to read them in the context and to ty to guess what they mean. They should then check their guesses in their dictionaries. © Ask students to try to teach their new words to the class by either explaining them or giving other examples to illustrate their meaning. Be prepared to intervene to help students. Exercise 5 * Ask students to look at their answers to Exercise 2. Are any of the things they mentioned also mentioned in the text? (heir difficulties and their parents’ difficulties may be most relevant here). Do this orally and fairly quickly. Grammar Revision of past tenses Students have already learnt all the tenses in this box. ‘The objective is to remind them of all the different ways they should know of talking about the past. *# Ask students to tell you the different past tenses they can remember. If your students don’t know the grammatical labels for the tenses, ask them to give you example sentences, * Write their suggestions on the board and provide the names of the tenses if students don’t already know them, Remind students that the Present Perfect is a past tense too despite its name. * Go through the tenses in the grammar box, making sure that students understand the different concepts. e.g. For ‘Piotr has won a scholarship.’ ask When did be win the scholarship? Yesterday? Tivo months ago? (We only know it was sometime in the past but we don’t know exactly when.) e.g. For ‘I saw that girls were playing on grass.’ ask Did the girls start playing before or after Joasia arrived? (Before) Did they stop playing when they saw her? (No, they continued to play.) Exercise 6 * Ask the class to go through the article and to underline in pencil all the past tenses they meet. A way of breaking up the task could be to put students into groups of 3/4. Each group then looks ata different paragraph.* Ask them to match the verbs they underlined with the different concepts in the box. Do the first one with the whole class to demonstrate the task. “Then ask students to do the same with the rest of the tenses they underlined. Don’t let this go on for too long. * Take feedback: put students’ answers on the board. Then, if the task was carried out in groups, students take a few minutes to check the other groups’ answers. At this point you may want to ask students to give you further examples of the structures by making sentences about themselves and their friends and family for each tense in the box. eg. ‘TEACHER: Pedro, what exciting things have you done this week? PEDRO: I've watched two football games and I’ve bought some comic books. TEACHER: When did you watch the games? Who won? pepo: I watched one game on Sund: Answers: Present Perfect: have made (13) and will probably ‘continue to, has been accepted (15) we don’t know when, has won (1.7) we don't know when, have made (1.21) and ‘ill probably make more, has adapting been ...? (1.23) and the adaptation process ill continue, have adapted (129) and they will probably adapt completely Present Perfect Continuous (one explanation only): hhas been visiting (.7), have been living (1.29) Past Simple (one explanation only): went (1.1), arrived (14), emigrated (1.9), went (1.9), had to have (1.10), left (112), didn’t know (114), started (1.15), studied (1.15), hhad to talk (1.16), needed (1.17), had to do (L.18), had (L19), asked (1.19), took (1.20), wanted (.21), were (124), heard (125), thought (125), was (1.26), played (126), was 1.27), saw (L27), was (1.28), went (31) Past Continuous: were overtaking (1.11) they started before the end of the following 12 month period and continued, was attending (I.12) she attended until they left Poland, were playing (1.27) they started before she arrived ‘and continued Past Perfect (ome explanation only): had done (13), had studied (1.15), had been (1.25) Exercise 7 * Ask students to read the instructions on their own. Check understanding and demonstrate the exercise by doing the first sentence with the class. * Circulate and make a note of any recurring problems. Special attention ~ in the form of concept checking ~ can be devoted to these problems at the feedback stage * Take feedback: students dictate the answers and you write them on the board. When the whole exercise has been corrected on the board - do students agree with what is on the board? ~ give students time to correct their mistakes in their exercise books. Circulate to make sure that this is done correctly. ‘Answers: | have emigrated, left 2 arrived, were having 3 has been studying 4 hadn’t studied, arrived, had been 5 has attended 6 had not been, moved 7 went tening © Exercise 8 * Elicit different types of things students listen to on the radio. e.g. interviews, stories ete. Ask students which is their favourite type and which they find most difficulVeasy to follow and why. * Read out the information in the box. When they. listen in their own language, does knowing the type of material they're going to hear help? Why? * Ask students to look at the BBC World Service text. Where does it come from? Tell students they're going to listen to what has been circled. Ask them to answer the questions about it, clarifying them if necgssary. + Take feedback and write students’ suggestions for question 3 on the board. + Students listen to the programme and check their answers to the three questions. * Acthe final feedback stage, elicit the correct answers in order to confirm or reject students? predictions. Answers: 1a radio programme 2 an interview 3 open question TAPESCRIPT: INTERVIEWER: In today’s edition of The Young Internationals, we talk to Richard Scarfi. Seventeen-year- old Richard went to live in Argentina three years ago. Richard, you're originally from the USA, aren't you? RICHARD: That's right. I was born in Austin, Texas. INTERVIEWER: And you went to Argentina after your parents got divorced.RICHARD: Well, they got divorced a year before we went. I think my mum felt a bit lonely in the States. She was born in Argentina and she wanted to be near her family. tNreRVIEWER: What about you? BICHARD: Well, I wasn't too sure. I didn't want to leave my friends, but I couldn’t really stay with my dad. He's a pilot and he's away most ofthe time, INTERVIEWER: So you went with your mum. Rica: Yeah. The three of us talked about it a lot. We decided it was best if I did. (NTeRVIEWER: Has adapting to a new country been difficult? RICHARD: Sort of. Now [like it alot. But so many things seemed different at first... and I came in the middle of the school year. INTERVIEWER: It must have felt very strange. RICHARD: Yes, it did. Pd never had to wear a uniform before and the classes were a lot more formal ... and serious. And then there was the language . tNreRviEWER: Didn't you speak Spanish when you went? auctianp: Not much. Mum had always spoken to me in Spanish, but I usually answered in English. And Pd never studied in Spanish. I just didn’t know the words for schoolwork. I didn’t do very well a frst. EN TERVIEWER: And how are you doing now? RicHaRD: Quite well. [hope to pass my exams and and get accepted at university to do journalism, ENTERVTEWER: Do you miss the USA? niciarb: Not very much now, but I miss football games. American football, that is. My friends keep trying to convert me to soccer ~ it’s the national sport in Argentina. ‘They'll be angry with me for saying this, but it’s nowhere near as good as American football. © Exercise 9 fell students to read the notes and point out that they are incomplete. Can they complete any of them at this stage? Take an example answer to demonstrate the activity. tudents listen to the programme again. ‘Tell them to listen for the relevant parts carefully. * At the end of the recording give students time to complete their notes and to compare them with their partner. Go round, check and help. * Play the cassette one last time to give students a chance to recheck their answers. * Take feedback by asking students to give the information using complete sentences. e.g. Richard emigrated to Argentina . Answers: 1 3 years ago 2 to be near family 3 pilot, away most of the time 4 went to Argentina with mum 5 more formal and serious 6 worn uniform 7 to pass exams and go to university 8 American football games Writing + Read through the skills paragraph. You may wish to get students to match the points with the article on page 6 of the Students’ Book. Exercise 10 + Tall students they are journalists. They are going to use their notes in Exercise 9 to write an article about Richard. * First tell them to cover the writing skills paragraph and elicit the main points mentioned there as a reminder. * In pairs, students decide how to organise points 1-8 from Exercise 9 into development paragraphs. Remind them that each paragraph should be about a different point. Suggested groupings: 1 and 2, 3 and 4, 5 and 6, 7 and 8. * Individually, students think about what their introductory and coneluding paragraphs. Elicit what would attract the reader’ attention. goin * Individually, students write their articles, * When students have finished, stick the articles on the wall and give students time to circulate in order to read them. If this is not possible in your class, collect the articles and redistribute them so that students have the chance to read other students! work. In either case, ask individual students to make brief oral comments about another student's article they liked and why. * Collect in students’ work for correction. Reading Exercise II Vocabulary transatlantic quartered (computer sereen) gist mundane awareness * Ask students to look at the photograph and to read the title of the article on pages 8 and 9. Ask them to guess what the article is going to be about. ‘Write a few of their suggestions on the board, e.g. 13Young people getting together via computers. * Ask students to read the introductory paragraph of the article only. Ask them to add three more suggestions about the content of the article. e.g. Its about British and American pupils who get together. It will mention high-tech equipment. * Ask students to read the rest of the article to check the suggestions. * During whole-class feedback, as students if suggestions were correct other main points in the article. individual Elicit any * Ask students to match the paragraphs of the article with the points in the writing box. Now that students have completed the task, you may want to clarify some of the new vocabulary. Exercise 12 * Read out the dialogue with a good student. Point out that some information is missing. Ask students to read the text again to complete the dialogue in pairs. * Take feedback: ask students to read out complete exchanges, not just the missing parts. Give students time to correct their work in their exercise books. Suggested answers: | It’s a conference between people in different places. They see only video images of each other. 2 Te’sa project which sets up video conferences between schools all over the world. (The purpose of the project is to increase young people’s understanding of other cultures.) 3 Video cameras and computers linked to the Internet. 4... the transmission wasn’t very good. 5 water pollution 6... also talked about less serious things. ‘+ Write the following sentences on the board before students look at their books: The children didn’t waste any time. I never talked to them. They didn’t do anything wrong. Nobody wasted any time. Didn't you get nervous? ‘Ask students to look at the sentences on the board carefully. What do they all have in common? (They are all negative.) Ask them to identify the part of each sentence that makes the sentence negative. 14 * Ask students to look at the grammar box on page a * Go through the information in the box with the class. Get students to identify the auxiliary verb in sentence | and the infinitive in 2, Elicit other no- and any- words. * After reading each item 1-5 ask students to make true sentences about themselves. Elicit these sentences by saying: 1 Tell me about things you should have done this week ‘but you didn’t do 2 Tell me something your parents always tell you not to do, 3 Tell me about things you never did during the last school holidays. 4 Tell me about a day when you didn't talk to anybody ‘for several hours. 'S Tell me about things nobody does in this class. * Now elicit negative questions from the class by telling them the following anecdote. friend of mine bad to sleep in the garden because he didn't have bis keys, It reas azofil because he was very cold and he {just couldn’s think of what t0 do t0 get in. Do you have ‘any ideas? * Students think of different things your friend could have done to get in. Then ask them to use negative questions to express their surprise/disbelief at your friend’s stupidity. e.g. Wasn't there anyone at ome to open the door for bim? Didn't be think of phoning? Couldn't he break a window? Exercise 13 + Ask students to read the instructions on their own, then go through the example with the class to demonstrate the task. Give students time to do the exercise and circulate to check that the task is being done correctly but do not interfere unless students ask you specific questions. * Ask individual students to write the correct answers on the board as they finish. Check the ‘answers with the rest of the class and make sure students correct their work. Answers: 2 One girl didn’t know anybody in the States. 3 Most people had never seen anything lke it. 4 Nobody did anything wrong. 5 There isn’t anybody in the computer room. 6 Dave never swims in the sea 7 [haven't been anywhere in the last week. 8 Te’s important not to panic. 9 Haven't you done your homework?Exercise 14 a) # Tall students to imagine they had a chance to participate in the Global Schoolhouse project. Go through the instructions in a) and the example in order to clarify the activity. Elicit further examples. + Students carry out part a). b) * Make groups of 3/4. Students use their notes to tell the rest of their group what single country and what single topic from their list they would like to discuss in the Global Schoolhouse project. * Students must try to persuade the group to make the same choice. °° * Check that each group has come to an agreement as to the topic and county they wish to work with. ‘Ask the groups to make a list of questions they would ask the people in the country of their choice about the topic they chose in b). Go through the example and elicit farther examples from a couple of groups to make sure everyone understands the task. © Students carry out part c). 4) ‘Ask groups to swap their work with other groups. * Take feedback: write down the topics and countries chosen and see which were the most popular in the class. Choose a couple you have found particularly interesting or original and ask for the opinion of the rest of the class. Workbook Students aré now in a position to do pages 4 to 5 of their Workbook. Don’t forget to go through the grammar information at the back of the Students’ Book to clarify this unit’s grammar points further. Workbook answer key Exercise | 1T 27 3F 4T Exercise 2 1 He grew up in Canada, 2 Because he wasn’t white/was an Indian 3 Because nobody liked the Indians. 4 Because Christopher Columbus thought he had sailed round the world to India, not to North America 5 Because he never let anyone know that he was an Indian. 6 Fine. No, because our heritage is romantic interesting and we're proud of it. Exercise 3 Suggested answers: 1 What was Gordon's father doing when he met his wife? 2. How did he feel while he was growing up? 3. Who first called Native Americans ‘Indians’? 4 How many Indians are registered in Canada? 5 How did Gordon succeed / make it in the white man's world? 6 Are Gordon's children embarrassed by their father? Exercise 4 2 portrayed 3 was growing up, treated 4 went, didn’t tell 5 have never suffered 6 called, had sailed 7 set aside, have come 8 has been trying Exercise 5 2 We emigrated because my father could no longer 3 People worry about eruelty to animals so no one wants to buy 4 hadn't ever been to 5 Many American kids learn nothing 6 Don’t you all live 7 Nobody believes that a... 8... they told me not to talk rubbish! Exercise 6 2E3e th Sa 6d 15Exploring the oe Exercise | Vocabulary, to haul sledges_mind over matter * Students look at the advertisement. Which words stand out? (Ranulph Fiennes/Mind Over Matter). Ask students if they have ever heard of the person. If they have, get them to tell you what they know. ‘Then ask them where they might find this advertisement (in a magazine/newspaper). * Go through the questions with the class and tell students to find the answers as quickly as possible. * Take feedback: individual students read out their answers and point out the parts of the advertisement where they found the answers. Answers: | ‘The book Mind Over Matter. 2 Ranulph Fiennes's crossing of Antaretica 3 £5.99 4 Great Britain Exercise 2 * Ask students what question the advertisement asks. (Could you do it?) * Elicit information students may have about Antarctica. Write students’ suggestions on the board. * Tell students to look at the information on the board and to think of things which would make an expedition to Antarctica very difficult and why. Ask them to make a list. You may want to do this exercise in pairs to save time. * Take feedback: ask students to read out the items on their list. Don’t concentrate on one student or pair but rather involve the whole class: ask the class what they think of other people's answers. Don't let this discussion go on for too long. Reading Exercise 3 Vocabulary: polar conditions dehydration gets rid of wo deprive (to be) characterised by to adapt latitudes expedition depression ‘medication frostbite painful Note: the last five words are the answers to Exercise 5 so do not explain them before students have done the exercise. * Students look quickly at the text and the photograph. Ask them what they think its about (problems of polar expeditions). ‘* Tell students to read the text to find four things which make expeditions to Antarctica difficult and to make a note of them. difficulties on the board. Does everyone else agree? Students compare the difficulties mentioned in the text to those they wrote in Exercise 2, Find out how many students correctly anticipated the difficulties. Answers: | not being used to extreme cold, which ‘causes madness 2 long periods of time spent in darkness causing depression (SAD) 3 very low temperatures causing frostbite 4 high altitude causing altitude si Exercise 4 * Go through the instructions, Check that students have understood the situation and what they have to do. Ask: Ibo answers questions from readers? What happened to the questions to these answers? What can you do to belp? * Go through items 1-5 with the class, clarifying them if necessary. * Tell students to read the text again to form the questions to match the answers. Do the first one with the class to demonstrate the task. Start reading’ out the text and ask them to raise their hands when they hear the answer. Elicit the correct question, * Give students time to write the questions and check them with their partner. * Take feedback. Ask students to tell you the line numbers or the paragraph where they found the ‘answers’. To test them get pairs of students to askthe question and reply. Do the exchanges sound natural and logical? Suggested answers: Accept any variations on the following: 1 Why did explorers on polar expeditions often go mad? 2 Can SAD be treated? 3 Do polar explorers stil get frostbite? 4 What are some of the symptoms of altitude sickness? § Why is Antarctica cone of the highest regions in the world? Vocabulary Exercise 5 * Tell students to read the instructions and to do the first part of the exercise on their own. Tell them, to write their answers in the spaces provided. * Circulate to check students’ progress. * When students have found all five words, go through the second set of instructions with the class. Do not take feedback on the answers to the first part of the exercise until students have found the word to complete the sentence. This will in itself tell students whether their answers to the first part are right or wrong. ‘Answers: | deprive 2 adapt 3 expedition 4 medication 5 painful Explorers have to be adventurous. You can at this point answer any vocabulary questions students may have on the text. Write on the board the words students want to know and write the line number where they appear. Ask the class to look at them in their context first. Can they guess the meaning (either from the context, because the word looks like a word in their language or because it an English word they already know)? Pronunciation I Exercise 6 # Write the word Jaritude on the board. Ask individual students to read it out loud. When somebody reads it correctly, ask him/her to repeat it for the class. Conduct choral repetition a couple of times followed by individual repetition. Exaggerate the stress and beat it with your hand, * Now mark the stress on latitude on the board using the boxes: a little one for the unstressed syllables, a large one for the stressed syllable. If necessary repeat the procedure with another example. * Tell students to work in pairs and ask them to mark the stress of the words using the boxes. While students do this, write the words on the board but, mix them up. * Take feedback: ask individual students to go to the board and mark the stress of each of the words. Do not confirm or reject answers yet. ‘Tell students to listen to the cassette to check and correct their answers. * Asa class, check that what is on the board is correct. Students come to the board and correct what is there as necessary. * Give pairs of students a few minutes to work out which word is the odd one out in each of the items 1-4, © Take feedback from students. * Play the cassette again, pausing it as necessary, and tell students to repeat the words as they hear them, log O oo ooo Answers: | latitude, temperature, Antarctica 090 o oof 1900 0 2 environment, expedition, medication 3 climate, Opoa0 B painful, extreme 4 deprive, depy Qo od, freezing Grammar Be /get used to * Write the first example in the grammar box on the board. (When people aren't used to living in extreme cold, they bave health problems.) Ask: Why do people have health problems in extreme cold? What is the reason? to try to elicit the form from students, Underline aren’s used 10 living. Have an exchange with students like this: 1: Have you ever lived in an extremely cold place? s:No, I haven't. T: Imagine it’s -30° outside. Do you think you will have problems because of the col s: Yes. 1: That’ right. Because the cold will be new and strange to you: you are not used to living in cold places. (Point to the structure on the board at the same time.) But what about after a year in this cold place? Is the cold very new and strange? s: Not any more. ‘T: So you won't have so many problems because you are getting used to the cold. etc 17* Ask students to look at the grammar box. Read the first two examples in the box and the explanations. Put the second example on the board and underline aren't used to extreme cold. Ask students to tell you what is the same in the two sentences and what is different. (Same: aren’t used to, Different: one has a verb + -ing, the other @ noun phrase.) * Got students to point to the verb + -ing and the noun phrase. * Read the explanation of the first two example sentences in italics. Highlight the new grammar on the board. Ask students to copy it and to highlight the important parts too. * Conduct choral and individual repetition of the sentences where appropriate * Repeat the procedure for the rest of the grammar box. ‘+ Ask students questions about the text to elicit answers using be/get used to: 1 Why did explorers often go mad in Antarctica? (Because they weren't used to living in extreme cold.) 2 When does the brain start working properly again? (When the body gets used to the cold.) Language note Students are already familiar with nsed to and this ‘may confuse them. If this problem arises write this at the end of the session: Tused to ride my bike to school —> I don't any more It’s a past habit. Lam used to riding my bike to school. —> I do it often <0 U'm not scared of the traffic. Pm familiar with it Extension + Flicit information students may know about the Sahara desert or some other extremely hot place in the world. e.g. There are no trees. There is no shade. It is very hot. There is a lot of sand. etc. Write students’ information on the board. Be prepared to doa certain amount of prompting. Ask students to relax and shut their eyes if they want to. Set up a situation in a desert in a soothing voice and tell students to try to visualise the things you are saying: Iris very, very hot. I look all around me and all I can see is sand . . © When you have finished, ask students to tell you how they feel: I'm very thirsty: Pm not used to living ina desert. I'm not used to this heat and I feel uncomfortable. Exercise 7 «Tell students to read Kirsty’ letter to her pen friend. ‘* Ack general comprehension questions: Where is Kirsty from? Who is she writing 10? Where did Kirsty -go.on holiday? Did she like it? + Tell students to look carefully at the sentences underlined and to replace them using (not) he used to and ger used to, Blicit the first answer as an example to demonstrate the activity. * Students check their answers in pairs where necessary + Take feedback. Students read out the answers in context. Write them on the board. Ask other students to correct them. Answers: adapted to — once we got used to condi 1 was unfamiliar with ~ I wasn’t used to the noi had never shared ~ I wasn’t used to sharing; I've always had ~ I'm used to having my own room; adapted to that - I soon got used to that; was not accustomed to ~ I wasn’t used to the changes in temperature; [never became accustomed to ~T never got used to; adapt to ~ you would get used to life in the camp Exercise 8 # Ask students to look at the photographs and captions. Get them to ask each other questions about the people e.g. Do you think Ella looks nice? Would you like 10 live in Northern Quebec? Have you ever been to New York? a) * Go through the instructions for a) and the example, ‘Elicit farther information from the class to demonstrate the activity. eg. It snows a lot. * Ask students to work in pairs. Circulate to check that the task is being done correctly and to make yourself available to help students if they require it # Take feedback: write students’ suggestions on the board. b) + Tell students that Ella, David and Alex are coming to their country to live for a few months. Ask them to make a list of things they think the foreign students will probably find difficult in their country and why, Go through the example with the class.* Take feedback orally but write particularly good examples on the board. Extension + Ack students to imagine the reverse situation to that in Exercise 8. What would they have to get used to if they went to stay with Ella, David and Alex? Why? Would they like to do that? Writing Exercise 9 © Go through the instructions with the class. Ask students to choose one of the people to write to. * Elicit from students the format of informal letters. They have already been taught how to write an informal letter so this shouldn't take long. Draw a letter format on the board using students? suggestions. Alternatively, you can simply refer students to Exercise 7 for a model of a letter. + Draw students’ attention to the expressions used. to give advice and make suggestions and elicit more expressions. Write these on the board too. e.g. If were you, I would . ..; I think it would be a good idea to advise you to. * Using the example from Exercise 8b and one or two of the expressions already mentioned, elicit a couple of examples of tips for Ella. e.g. You are used to living in a cold climate. You will have to get used to hot weather. Make sure you bring plenty of light clothes and a sun hat. * With the class, establish how many paragraphs they need to write. Suggestion: one paragraph for each of the main difficulties that Ella, David or Alex will encounter. + Ask students to make a plan for their letter. Insist on short note forms. Circulate to check that students are doing this correctly. ‘Tell students that their letter should contain approximately 150 words. They should look at their notes and tick the information they want to include. * Ask students to write their letters individually. * Tell students to use a dictionary to check their spelling. * Collect the letters and display them. Allow students to look at each other’s work. They should read at least three other letters. Tall them to choose the letter they liked best (not their own!) and to tell the class why they liked it re) Reading Exercise 10 * Tell students they’re going to read a short extract of a poem. Ask them to read the extract and to find ‘out how many people are mentioned (three: the writer and his companion and a third, unidentified person). *# Ask students who they think the third person is. Is he/she real or imaginary? Write students? suggestions on the board. Exercise II Vocabulary hard-headed ghostly spooky to march glaciers fll students to read the title of the article, Ask them: What do you think the article is about? Write suggestions on the board. + Tall students to read the article to find out if their mysterious person in Fxercise 10 is mentioned. * Conduct whole-class feedback: whose mysterious person was mentioned? * Ask students if they can think of an explanation for the phantom travellers: are they an illusio Were the explorers going mad? If so, why? Exercise 12 * Read the instructions and the sentences. Clarify any that students may not understand. * Do the first sentence with the class to demonstrate the task. * Give students a short while to read the article and note down the answers. Take feedback from individual students. Answers: | Marco Polo, Ernest Shackleton, Steve Martin 2 Ernest Shackleton 3 Marco Polo 4 Fletch 5 TS Eli ~ he wasn’t an explorer but a writer Grammar Clauses of concession: even though and despite * Write this on the board: Explorers are bard-beaded and practical Many explorers have sensed a ghost. * Point out that the first sentence says something positive about explorers ~ that they are tough and 19sensible. Ask them if the second sentence gives a similar idea or whether it is a surprising/contrasting idea. * Ask students what word we can use to link the two sentences (Explorers are hard-headed and practical. However, many bave sensed a ghost.) Write this on the board and highlight However. * To check comprehension, ask Do you expect hard- ‘headed and practical explorers to believe in ghosts? (No) So the second sentence is a surprising consequence. ‘Tell students they are going to learn some words that we use to link one idea with a surprising consequence. Ask them to look at the grammar box. * Read through the first example in the box. ‘* Write the model sentence on the board, under the sentence with However. Highlight Despite the fact that. © Read the explanation in italics with the class. * Repeat the procedure with the next two examples of despite. * In cach case, ask students to say what is different about the phrases that you have highlighted on the board. (the fact that / feeling / the failure). * Ask students to identify the fact that + sentence, verb -ing and noun, * Follow the same procedure for even though. * Ask students to write the examples in thei exercise books and to highlight the forms in the same way as you did on the board. Language note Clauses of concession can also be introduced by although and in spite of e.g. Although he felt his presence constantly, Martin never actually saw Fletch. In spite of feeling his presence constantly . .. ‘The order of the clauses can be reversed, e.g. Many explorers have sensed a ghostly companion despite the {fact that they tend to be hard-beaded. They fet a fourth presence even though there were only three of them. For ‘more information look at the grammar information on page 108 of the Students’ Book. * Write these sentences on the board and ask students to join them with despite/even though. L bate spinach. My mother makes me eat it. (eg. Despite the fact that I hate spinach, my mother makes ‘me eat it.) 20 te Ie was very cold. They went for a walk in the park. (eg. Exen though it was very cold, they went for a walk in the park.) Peter had never played chess before. He won the game. (c.g. Despite the fact that Peter bad never played chess before, he won the game.) * Conduct choral and individual repetition of the completed sentences as necessary. Exercise 13 + Ask students to read the instructions for the first part of the exercise and look quickly at the two columns. * After a short while, clicit a pair of contrasting sentences. If students get this right, ask them to continue doing the exercise. Otherwise, give the instructions again and demonstrate the activity. © Take feedback. + Ask students to join their contrasting pairs of sentences using the new words in the grammar box. Do the first one with them. * Ask individual students to write their sentences oon the board as they finish, Answers (showing one of the posible structures in each ‘ase): e) Even though it was very hot in the desert, they wore heavy clothes. 2) Despite the fact that there was no vegetation in that part of the desert, they thought they could see palm trees in the distance. 3a) Even though he was an experienced explorer, he couldn’t finish the trip. 4d) Even though she gets altitude sickness, she decided to climb Mount Everest. Se) Despite knowing it was a dangerous expedition, he agreed to go on the expedition. 6b) Despite being very adventurous, I wouldn't become an explorer. Get talking Exercise 14 a) * Go through the instructions with the class. Do the first one with them. * On the board write Negotiating solutions: useful expressions while the students work. * Conduct feedback: ask students to read out the unscrambled sentences. Write the expressions under the heading on the board.: Answers: 1 Aren’ ‘ou forgetting that explorers also need to be able to spend time on their ow. 2 Don't you think that experienc: 3 Wouldn't you say that training 4 Isn't good health more important than experienc Isn't experience more important than good health? * Ask students to copy what you have written on the board # Form pairs and make sure students understand who is A and B. «Tell students they are part of the selection ‘committee for a polar expedition. Explain that there is only one place left and that there are two candidates who want to go on the expedition. Tell them they must agree on one. Check that students have understood. Ask, What long journey is going to take place? (a polar expedition) How many places are lefi? (one) How many people want that place? (two) What is your jb? (to choose one of these people). b) + Tell seudents that they each have a different favourite candidate, Tell Student As to turn to page 102 and to study the information there. Tell Student Bs to turn to page 105 and to study the information there. If your class is rather weak at understanding written instructions, have Pair As and Pair Bs. In that way you would have two students studying the same set of instructions and helping each other. Then have them work with another pair who read the other set of instructions. * Circulate and listen as students are doing the task. Ie is useful on these occasions to have a pad and pencil to hand to make notes on the sort of things students are having difficulty with. This can then form the basis for remedial work at a later stage. *# Ask students to tell the class what they have decided and have the class react to the different solutions. Workbook answer key Exercise | 1 Mars 2 stars 3 scientist 4 Earth 5 moon 6 planet 7 spacesuit 8 vacuum 9 rocket 10 astronaut Exercise 2 2B3E4FSC6A Exercise 3 IT2E3T4T SFOTTF8T Exercise 4 “Tom isn't used to/hasn’t got used to living abroad. The children weren't used to sleeping in tents. Human beings aren't used to living in extremely cold conditions. Weh Astronauts aren’t used to being weightless in space. ‘Humans aren’t used to sleeping upside down. fe got used to the idea of travelling in space. Exercise 5 Even though the mountaineers were exhausted, they reached the peak, Despite having frostbite, Fiennes managed to walk Despite the bad weather, they were in good spirits. Even though the Moon has no atmosphere, people may live there in the future. 6 Despite never seeing Fletch, Martin ofien talked to him, Exercise 6 Zeven though 3 despite 4 Even though 5 even though 6 despite Exercise 7 1 ghostly, camping, frightened, surface 2 adapt, depressed 3 animals, scientists, interested, colony, temperature, typical 4 explorer, accustomed, solution, computer, disorder 5 wildernesses 6 environment, technology, mysterious Exercise 8 PEOPLE: explorers, astronauts, mountaineers, climbers PLACES TO EXPLORE: deserts, planets, mountains, glaciers, jungles, stars ILLNESSES & SYMPTOMS: headaches, frostbite, vomiting, altitude sickness, depression, dehydration TRANSPORT & EQUIPMENT: sledge, spacesuit, rocket, tent VERBS: freeze, colonise, haul, explore, travel Exercise 9 2 tell the truth 3 take care 4 spend money and time S explore the unknown 6 make a discovery 7 have fun 8 keep in touch Exercise 10 1 fit 2 clearly 3 depressed 4 spooky 5 adventurous 6 painful 21That’s what friends are for * Ask students if they have a best friend. (Do not ask who it is.) Ask them what makes that relationship special * Go through the instructions and definitions. Make sure students understand them, * Tell students to tick the definitions they agree with, Explain that they can tick as many as they want. ‘+ Tell students to write their own definition of a friend in number 5. Give them some time to do the activity. Meanwhile write on the board: What is a friend? A friend is someone * As students finish, tell them to see if their partner chose/wrote similar definitions. Get some of them to write the definitions they have chosen/written on the board to give slower students time to complete the task. * Take feedback starting with the definitions students have written on the board. Ask the class’ opinion of these definitions. Ask other individual students to read out anything different that they have. * Ask students to choose the three best definitions. These can then be written on pieces of cardboard and put on the classroom wall. Reading Exercise 2 Vocabulary to be keen on something to be embarrassed by something or someone to be shocked by someone or someone's behaviour 22 * Tell students to look at the advertisement and the accompanying questionnaire. Ask them who publishes the questionnaire, what the objectiv. and whether they have ever completed a questionnaire like this one. * Elicit the meaning of/pre-teach the above vocabulary items. * Students read the questionnaire and mark their answers. * Students work in pairs. Tell them to find out their partner's answers by asking the questions in the questionnaire. If you like, you can ask students to tell the class about some interesting things they have found out about their partner. Exercise 3 * Before putting students into groups, go through the instructions and explain the object of the exercise: to find a suitable pen friend for everyone. * Put students into groups of 4/5 and tell them to look at the fact files. Tell them they are from people who have written to Hands Across the World, + Tell students that in their groups they should look at the answers to their questionnaires and choose who would be most suitable for each member of the group to write to. * Go through the example. Ask students, Is it @ good idea for Sylvia to write to Benny? (Yes) Why? (Because they both love football.) * If your class is slower, read the first factfile with them and ask them to say whether they know anyone in their group who should write to the person on the card and why. * Set a time limit of approximately 5 minutes. * Students get on with the task. Circulate to help with any problems. Take feedback by asking students to give their answers and to say why they have made their recommendations. Grammar Adjective + preposition combinations * Go through the grammar box with the class. Highlight each adjective + preposition combination. After reading the examples for each preposition, elicit further examples from students by asking them to refer to the answers to their questionnaires.* Tall students that the best way to learn these combinations is to memorise them as set phrases. Note: For further combinations look at the grammar information on page 107 of the Students? Book. You may wish to do this now or ata later stage, when students have had time to assimilate these combinations. The grammar information at the back of the book can serve to bridge the ctice in the Students’ Book units and the individual work in the Workbook. Exercise 4 * Go through the instructions and the example with the class. * Tell students to do the exercise on their own. Tell them to refer to the box only when they can’t remember what preposition to use with a particular adjective. This will help them start memorising them. * Conduct feedback: ask students to write their answers on the board. Ask the rest of the class, Js that right? to encourage student correction. ‘* Make sure students correct their mistake their exercise books so that they don’t keep incorrect examples in writing. Answers: | Hernan is good at tennis/playing tennis, 2 She's terrified/afraid/frightened of the dentist/going to the dentist. 3 Twas amused by the story. 4 I'm fond of Hannah. 5 What are you most worried about? 6 My teacher is shocked by rudeness. 7 I'm not keen on baskethall/playing basketball. 8 A lot of people (in our school) are interested in the drama club. Extension * Tall students to swap books. Ask them to write a fact file for their partner. They should use as a model the fact files in Exercise 3. This activity is fairly controlled and so it is suitable for a slower class. * A more challenging alternative would be for students to write small advertisements for an international magazine in order to find pen friends. Students should specify the characteristies they look for in a pen friend. * Encourage them to use the adjective + preposition combinations they have just learnt. e.g. Lam a 15-year-old girl from . Lam looking for ‘pen friends from different countries. My ideal pen friend should be interested in... Lam keen on... so T would like a pen friend who is... etc. * Students’ advertisements can then be displayed (anonymously if they want) and when time permits (at the end of the class for example) students can choose an advertisement to reply to. * Students display their response beside the original advertisement, perhaps in the course of the following week. * Don't mark these papers. They are not pieces of written work for the teacher to judge! The objective is for students to communicate. Looking at them though, will give you an idea of any widespread mistakes and will allow you to plan future remedial sessions. Listening In English, a person’s attitude in conversation is expressed through stress and intonation as much as by the words they choose to use, hence the importance of using the correct intonation * Ask students how they can idemtify someone’s attitude in a conversation in their own language. Write their suggestions on the board as well as example sentences (emphasising stress and intonation if students suggest these). * Read the information in the skills box with the class. Compare the devices we use in English to those given by the students. Are the devices use these languages similar? © Beercise 5 a) * ‘Tell students that they're going to listen to four people talking about pen friends. Read the questions in a). Make sure students understand the difference between them, particularly questions | and 3. (Stress now for question | and when you were ‘younger for question 3.) + Tell students to listen and to decide which of the questions all four people are answering. They shouldn't worry about details at this point. * Play the cassette. Conduct feedback. Answer: Do you think having pen friends is a good idea? 23TAPESCRIPT 1 MANDY: Yes. Yes, I do. 've had several since I was in primary school. I still write to them and I've learnt a lot about other countries. I think everyone should have one, especially if you can practise the language you're studying at school. 2 ToM: Yes, I suppose itis. Although, if you don’t like writing letters it might be a bit difficult! I once had a pen friend in Scotland but we lost interest after a while so we never wrote again. But if I found a pen friend who liked the same things as me, I'd try again. You could become really good friends. 3 HELEN: Pen friends? What for? They can never become real friends because you may never even get to meet them. And you can’t have a friendship through letters. Besides, I don’t realy like writing ~ letters oF anything else! 4 Davib: Yes, it could be good but it can also be pretty boring - if you don’t like the people you get very much. ‘The problem is you don’t always get to choose them yourself, To tell you the truth, I can't make up my mind whether I like the idea or not. b) + Read out the four sentences and make sure students understand the difference between them. Flicit in particular that the fourth sentence illustrates a more positive opinion than the second. © Tell students to listen to the cassette again but more carefully this time and to write the number of the speaker next to their attitude. Answers: 3 doesn’t like the idea at all. 4 is really not sure whether he likes the idea. 1 definitely likes the idea of pen friends. 2 is not 100 per cent sure it’s a good idea re) Answers: 1 Yes, could, also, boring 2 Yes, do 3 Yes, suppose * Say the word Yer with a fall then a rise-fall to show students the difference between the two intonation patterns. * Tall students to listen to 2 and 3 again and to mark the intonation patterns used by the speakers, * Play the cassette, + Take feedback and ask students to match the patterns with the attitudes they convey. Ts speaker 2 enthusiastic and interested or doubtful? Likewise for speaker 3. Answers: 2 high fall expressing enthusiasm/interest 3 rise-fall expressing doubt/hesitation * Conduct choral and individual repetition of both patterns, Make sure students understand which pattern expresses which attitude! 4) * Tell students they are going to listen to the complete conversations again. Tell them to listen to the actual words more carefully this time and to make a note of the reasons the speakers give for their opinions. * Play the cassette. ‘onduct feedback. Answers: | Can learn about other countries and practise the language you're learning at school, 2 Difficult if you don’t like writing letters, could lose interest but could become good friends. 3 Can’t have -al friendships through letters and you may never get to meet. Also doesn’t like writing anything! 4 Could be boring if you don’t like the people you get: you don't always get to choose them yourself. ° + Tell students they are now going to listen to some sentences from the conversations. Read the sentences with the class in a neutral tone. Tell students to listen carefully and to underline the words the speakers emphasise. * Play the cassette. * Take feedback. 24 Pronunciation I Exercise 6 * Tell students they’re going to listen to some mini conversations. a) * Write the possible attitudes on the board: 1 enthusiastic 2 unsure 3 uninterested, Students needn't look at their books at this point: if youwrite the words on the board students won't be diseracted by other things on the page and you will find it easier to hold their attention. © ‘Tell students to listen and to identify each speaker's attitude: 1, 2 or 3. Play the cassette twice iftnecessary. * Conduct feedback. Does everyone agree? Answers: 1 uninterested 2 enthusiastic 3 unsure “TAPESCRIPT 1 GIRL 1: John’s really nice, isn’t he, Julie? Gini. 2 GuLtE): Yes, he is. BOY 1: I think Julie's very pretty. Don’t you think so, John? HOY 2 (OHI): Yes, she is. 3 ‘Gini. 2: What do you think of ‘Tom. Isn’t he good- looking? Gin. 1: Yes, he is. b) * Play the cassette again and ask students to repeat each response after they hear it. * Conduct choral and individual repetition, isolating the intonation patterns. 9 + Tell students they’re going to hear some comments. Tell them to respond to them with Yes, it is and the correct intonation to convey their particular attitude, * Stop the cassette after each comment and ask several students for their reaction. Repeat the comments yourself to cue them. * Every so often check with the student that you have understood their attitude correctly by asking a follow up question, e.g. Why don't you like it? depending on the comment. “TAPESCRIPT Gini: Isn't this exercise fun? BOY: Football is the best sport in the world! GIRL: Your country is the most beautiful country in the world! soy: Your language is more difficult than English GGiRL: Your mums cooking is better than any restaurant. Get talking Exercise 7 * Students open their books and look at the box (Expressing your attitude). Tell them to copy the box and to write the expressions in the correct place. Meanwhile, write the box on the board. * Take feedback: get students to write their answers in the box on the board. Make sure students correct their mistakes in their exercise bool Answers: Positive: Absolutely!; Uncertain: I suppose, Tm not sure, Yes, but .. 5 Negative: Certainly nov, Not at all! Exercise 8 Note: depending on the time available, this class discussion can be done with the whole class or in groups. If you decide to do it in groups, start the activity as indicated below but don’t let the discussion go on for too long otherwise students won't have anything else to say in their groups. Simply demonstrate the task. ‘* Ask students if they think pen friends are a good idea, Get their reactions, trying to elicit the expressions in the box. © Ask students if they would pay £5 (tell them the approximate equivalent in their currency) to get one. Ask students if they can think of ways of getting pen friends without having to pay an organisation like Hands Across the World, * Write students’ suggestions on the board and get the class to decide which are feasible and whether they would be prepared to try to find some pen friends. You may have to do some research yourself! Organisations such as the British Council may be of assistance or you could set up correspondence between your students and other students in your country by contacting the head of English at other schools. * If you have done the activity in groups, ask the different groups to report their ideas to the class. Then proceed as above. 25Exercise 9 + Tell students to look at the article, read the title and look at the pictures. + Students suggest what is happening and how the people in the pictures are feeling. * Ask them if they have ever felt that way themselves and ask them when (but only if they don’t mind sharing this information with the class). Suggested answers: First picture: one student is being praised her work is probably very good ~ and is happy, the other looks jealous. Second picture: the little boy is getting lots of attention from his parents, the older boy is jealous, He feels left out. Reading Exercise 10 Language note Jealousy is humorously referred to as the ‘green- ‘eyed monster’, Also, when someone is envious of someone else we can say, “Hes green with envy.” Vocabulary inseparable to drift apart affectionately to be fed up accomplished (athlete) to be struck by brainy to make a fuss to hold someone up as.an to spoil (the pleasure) ‘example achievements * Before students read the text, you may want to teach a selection of the new vocabulary. Write the words you have chosen on the board. Then either mime them or give an explanation. Students should try to guess which of the words on the board you are miming or explaining. * Read the questions with the class before they read the text. Clarify any problems students may have with them. # Ask students to guess the answer to the first question. Do not supply the answer yet. «# Tell students to read the text to confirm the answer to the first question and to find the answers to the other questions. The objective of this exercise is to help students focus on the important points in the text, They shouldn't worry about the details at this stage * Take feedback orally. 26 Answers: | jealousy 2 The Three Musketeers because they were always together. 3 Jon was an athlete, Peter was very clever and George was funny. + They were jealous of each other. 5 It can encourage you to become as good as those you admire and can help you develop your own qualities. 6 Concentrate on your achievements and don’t worry about what others think ‘of you; talk about your feelings. 7 Tt can be nice, like a gentle wind and it can be very damaging, like a storm (or variations of this). # Ask students what they think of the advice given in the text: if they were jealous of someone, would they find it useful? Why (not)? * Elicit other ways of dealing with jealousy in the situations described in the text. Don’t insist on. students talking about their personal experiences if they find it embarrassing. Grammar So and such ... (that) * Students close their books. * Ask students to tell you what they remember about George in the text. (He's very charming. Everyone wants ta be bis friend.) Write these two sentences on the board. Then write: George is very charming. As a result, everyone wants to be his friend. + Tell students that another way of saying this is to say: George is 50 charming that everyone wants to be bis friend. Weite the sentence on the board and highlight so charming that. * Ask students to tell you which words in the sentence introduce a result (o that). Ask students what part of speech charming is (adjective). Finally, ask them to identify the sentence within the sentence (everyone wants to be bis friend). * Conduct choral and individual repetition of the model sentence as appropriate. * Repeat the procedure with the other three structures in the box. * For each one begin with a sentence using as @ result, (2 John plays basketball very well. As a result, he is always chosen for the school team. 3 Peter is a very good student. As a result, teachers hold him up as an example. 4 They were very good friends. As a result, they became known as the Three Musketeers.)* Highlight the fact that in each example sentence, that can be omitted. * Ask students to look at the grammar box and to read it carefully. Answer any problems they may have about it. * Elicit a few sentences about the students’ friends and family using the same patterns. Be prepared to prompt, Exercise | * This exercise combines practice of vocabulary as well as so and such. Convey this to the students. * Go through the example with the class. Take number two as an example if necessary. ‘* Ask students to read the rest of the sentences first, without attempting to complete them and to say what kind of word they think goes in each blank: so/such (a) or a vocabulary item? * Once this has been established, get students to do the exercise individually. They have to refer to the text for the vocabulary, not do it from memory. * Take feedback: write the sentences on the board as students dictate them to you. Make sure students correct their mistakes as usual. Answers: 2 accomplished, 50 3 50, 50, hurricane 4 0, tiniest, popularity 5 such a 6 such 7 such a Exercise 12 ‘Ask students to read the instructions and the example on their own. ‘* Ask a student to do number 2 in order to check that the class knows what to do. * Students do the exercise on their own in their exercise books. * Conduct feedback: ask individual students to write their answers on the board. Note: if time is short, ask students to do the exercise on their own at home, Answers: 2 His sister is such a popular girl that he feels proud of her. 3 Jealousy and admiration are such common feelings that most friends have felt them. 4 Our maths teacher explains everything so patiently that I have a lot of respect for him, 5 She had such long hair that she could sit on it. 6 He's so funny that he makes everyone laugh, Exercise 13 * Check Exercise 12 if you sct it for homework, * Tell students you have a problem and tell them, about it. Make up a problem involving jealousy. + Tall students to think about the article and to try to give you advice. «* First elicit expressions used to give advice and write them on the board. e.g. Why don’t you... ? Tadvise you to... If Lwere you Td... * Then elicit full sentences giving you advice. # Ask students to read the instructions for Exercise 1B. ‘ Tell students to use their own ideas or, if they can't think of any, to use the information in the article on page 16. *# If necessary, take number 1 as an example and have a brief whole-class discussion * Geta student to go to the board. Ask the class to tell him/her how to start writing an informal letter in order to elicit the format. * Tell students to write a letter of advice to one of the people in Exercise 13 using the format and the expressions on the board. * Collect the letters for correction. Extension Ask students to write anonymous letters asking for help to solve a problem. When the letters are ready (help students as they write their letters but don't correct them), display them in the class. + Tell students to read the letters on the walls when they have time. Tell them to choose one and to write a reply giving advice. * They should then display their reply next to the letter they are answering by a date fixed by you and the class. Make sure this is actually done by reminding the class when you next see them. Vision of Danger (= Episode One Vocabulary trapped to flap restless coach delight «Tell students that they are going to read a story in episodes throughout this year/book. Ask them if they read a story in English the previous year and 27whether they enjoyed it. Ask them why (not). * Get students to suggest elements that a good story should have, in their opinion, Write their suggestions on the board as a vertical list. e.g. lots of action, romance * Students copy the list into their exercise books. ‘They will use it as a check list to form an opinion of Vision of Danger by the end of the story. + Tell students to look at the title of the story and the picture. Ask them what kind of story they think it’s going to be. A romantic story? A mystery? A thriller? Another kind? Do not give the ‘correct™ answer at this point. * Tell students to read the questions before the story. * Tall them to read the first episode of the story as they listen to it on the cassette to find out the answers to the questions, * Students compare answers with their partner. * Take feedback orally from individual students. * Teach the new vocabulary. Prepare a short, simple definition of cach of the words and write them on the board. Ask students to read the text again and note down the words being defined. e.g. held firmly ‘with no possiblity of escape (trapped); bus (coach); unable to stay still (restless); great pleasure (delight); to ‘wave something large and soft, like wings (flap) * Take feedback: individual students write the words next to their definition. * Go through questions 3-5 with the class. Give students time to consider their answers. © Take feedback, For question 5, write students? answers on the board and have students copy them. ‘They will need these to check their predictions when they next read Vision of Danger. Answers: 2.1 Because she feels things before others know about thet or before they've even happened 2.2 Her feet simply took her there. Ie was as ifshe was palled by an invisible force. 2.3 She sees someone who looks like her in a coach. 28 Workbook answer key Exercise | Vafraid 2 jealous 3 embarrassed 4 annoyed Exercise 2 C2 Jealousy E 4 Dealing with Peer Pressure Exercise 3 1a) 2b) 3a) 4b) Exercise 4 g00d at, shocked by, angry about, worried by, angry with, cross with, afraid of, interested in, fond of, jealous of, keen on, annoyed about, proud of, amused by, fed up with, bad at, terified of, embarrassed about 2at 3 of 4 with 5 of 6 about 7 about 8 on 9 about 10 with Exercise $ 2such a 3 such 450 S such 6 sucha 7 such 850 990 10 such a Exercise 6 2 Ie’s such awful weather, we'll have to stay indoors. 3 I’m so happy (that) I could fly. 4 We had such a great time at the pop concert (that) wwe can’t wait for the next one. 5. The teacher speaks English so quickly (that) I can’t understand a word. 6 Our gang is so popular (that) everyone wants to join it Exercise 7 2 play a game 3 join an organisation 4 do well 5 pay attention 6 trust your best friend 7 enter a competition § feel jealous Exercise 8 2 pretty/plain 3 worried/relaxed 4 excellent/unsatisfactory 5 definite/unsure 6 interesting/boring 7 serious/funny 8 brainy/stupid Exercise 9 2 jealous 3 advertisement 4 experience 5 accomplished 6 competition 7 behaviour 8 annoyed 9 organisation 10 enyironmentKicks and thrills - — Exercise | Vocabulary bone-crunching to instil to strike Co injure to pin someone down trophies tips cardiovascular system ratio padded (boots) * Ask students what kind of sports they do. Ask them why they like that particular sport and how it makes them feel. Be prepared to feed students any vocabulary they need to use. * Ask students where they can practise their favourite sport. Ask them to give you further information about it: Is it expensive? Do you need special equipment? Is it dangerous? etc. * Tell students to read the sentences in Exercise 1 and to say whether they think they are true or false, © Take feedback: write students’ answers on the board. At this stage, do not say if students’ answers are right or wrong. * Students read the pamphlet about martial arts to check their answers. * When students have finished, check the answers on the board with them. Find out how many had marked all - or almost all - of the statements correctly and congratulate them on their knowledge. Involve students further by asking them to tell you what else they know about martial arts. Answers: 1 F 21 3'T 4F * At this point deal with the new vocabulary but do not discuss the actual text in detail. For ideas, see Unit I, Exercise 4 or Unit 3, Vision of Danger. Reading Exercise 2 * Read the questions with the class. Ac this stage individual students can try to answer from memory or personal knowledge. Do not say if the answers are right or wrong. Cultural note ‘The yellow pages is a book that contains the telephone numbers and addresses of businesses and similar organisations in an area. They are organised according to the things they sell or the servi they offer. ‘Tell students to read the text to find the answers to the questions or to check the answers they already have. * Take feedback. Answers: 1 in China, Korea and Japan 2 taekwondo, kkarate and judo 3 Yes, it does. 4 Yes (in the yellow pages) 5 Because you should visit several clubs to ‘make sure the instructors are trained and that the classes are safe (or similar answer). 6 Because they ‘ight have something to hide (or similar answer). Grammar Indirect questions * Draw on the board four people: two children talking together and 2 child talking to an older person, Don't worry if you ean’t draw well matchstick people will suffice. The drawings are simply to help you establish the difference between a formal situation requiring polite language and an informal situation. * Elicit the question for the children talking together: ‘T; John is interested in Magda’s sports club. He wants to learn karate there. What question does he ask? : Do they teach karate at your club? © Write the direct question in a caption to go with the drawing. * Do the same for the second situation. If students give you the same direct question, say ie is all right but that it would be better to ask in a more polite way. Teach, I'd like to know if they teach karate at your club, * Conduct choral and individual repetition of the indirect question as appropriate. 29* When students are able to produce it with confidence orally, write it on the board. * Cue students to elicit further direct questions and their indirect equivalent. Use the same situation as before. e.g. Say, Now, Jobn would like to swim at the club. What does be ask? (Is there a (swimming) pool at your club? and I'd like to know if there’ a (wimming) pool at your club.) + During this activity, feed in the alternative indirect question forms: I was wondering if... and Can/Could you tell me if... 2 + Where appropriate, conduct choral and individual repetition of these alternative indirect question forms. * When students are able to produce them with confidence orally, write them on the board. * Ask students to look at the indirect questions on the board and highlight their important features. * Proceed in the same way for indirect Wb questions but perhaps with a slightly different situation. * Ask students to look at the grammar box and go through ic to make sure they understand how to use it. Exercise 3 * Go through the instructions and the example. # Students do the activity. Take feedback: one student asks another student in the class an indirect question. The other student answers using the information they read in the text. Te doesn’t really matter at this point if students can't remember the exact content of the text: the object, is for the exchanges to be as natural as possible. + As usual, make sure students correct their sentences in their exercise books. Answers (showing one of the posible structures in each ‘ase): 2 Td like to know which the most widely practised martial arts are, 3 Can you tell me if taekwondo involves hitting another person? 4 1 was ‘wondering if you can find a karate club in the telephone book. 5 Could you tell me why it isn'ta ‘good idea just to choose the club nearest your home? 6 Can you tell me why you would be suspicious if the club didn’ let you watch a class? 30 Exercise 4 * Prepare a sheet with information about a particular sports club or some other kind of club, Include details such as the cost, the frequency, size and times of the classes, etc. Give the shect to one member of the class. * Tell students that they want to attend classes at the club. Ask them to write a list of things they would want to know. e.g. How much do the clases cost? How many people are there in a class? etc. + “Tall the class that the student holding the information sheet is the person in charge of the information office. * The class asks him/her indirect questions to obtain the information they need. * Make pairs and assign students in each pair the role of either A or B. * Tell Student As that they want to learn judo and they are going to visit a club and talk to the staff * Tell Student Bs that they work at the club. ions then BS. * Tall students to make a note of the information they obtain from their partners. This will be used in Exercise 6. * Go through Student As instru + When the role plays are under way, circulate and note any widespread problems to revise later, but otherwise don’t interfere. * Conduct feedback by asking pairs of students to volunteer to act out their role plays in front of the class. Writing * Ask students to read the information in the skills, box. * With their books closed, ask students the following questions to check that they have understood the information correctly: What is a report? Why do people write reports? How many main ‘parts does a report consist of? What does each part include? Students may need help with point 2. Exercise 5 ‘Tell students that they're going to read extracts, from a report on a leisure centre. Elicit an explanation of what a leisure centre is,Cultural note A leisure centre is a place which provides a range of leisure activities such as different sports and a restaurant, etc. They are usually quite inexpensive and so are accessible to large numbers of people. * Write on the board: 1 Invroduction; 2 Description/evaluation; 3 Conclusion/recommendation. * Elicit/explain the sort of information students might find in each part of a report on a leisure centre. e.g. Introduction: name of centre, some of its facilities, aim of report. Deseription/evaluation: specific details about facilities. Put some of these points on the board. * Go through the instructions to Exercise 5. * Give students time to read the extracts and do the task. * Take feedback. Ask individual students to justify their answers by telling the rest of the class the words that helped them decide ‘Answers: | description/evaluation 2 conclusion/recommendation 3 introduction * Point out useful expressions for writing a report. Write Writing a report: useful expressions on the board and elicit students’ suggestions. e.g. Introduction: We visited . . . in order to assess the overall quality of .. These are our findings. Conclusion: The facilities are/the service is on the whole adequate. We ‘would (not) recommend it for + Students copy the information on the board into their exercise books for future use, Exercise 6 Remind students of the role play they did in Exercise 4: ask individual students to tell the class about the information they obtained. * Tell students that they are going to help their youth club put together a database of sports facilities in their area. (Explain database.) Tell them they're going to write a report on the facility they discussed in their role play. * Go through the plan and elicit some of the information they may want to include in each part of their reports. Students can use the language they have copied from the board. * Circulate while students are writing their reports and help where necessary. * Collect the reports to mark. Extension * Students write a report on places they visit often: a cafeteria, a club or a shop. * Tell students they could do the report from what they already know about the places they frequent, and that they could ask staff for any farther information they wish to obtain. Although interviews and background work will be done in the students’ own language, the exercise is still valid as they will have to write their reports in English. It is in fact quite a natural type of task which students ‘may have to perform in real life, © Agree on a deadline for when the reports have to be handed in. * ‘Publish’ students’ reports for the whole class to read. * In order to organise feedback, divide the class into two groups ~ A and B. * Display Group A’ reports and ask their authors to make themselves available in ease Group B want to ask them questions about their findings. * Do the same with Group B later on the same day or at the end of the following class Reading Exercise 7 Vocabulary thrill euphoria sites elation to brief adrenalin rush exhilarating abuzz purpose-built * Students look at the photograph illustrating the pamphlet and say what it shows. * Elicit any information students may have about bungee jumping. Ask them if they would like to do it and why (not). ‘Students read the questions, then they read the pamphlet to find the answers. Take feedback. Always encourage student-student correction. 31‘Suggested answers: | bungee jumping 2 a harness round his legs and waist 3 scared/excited 4 Is it safe? What if the ropes break? 5 You are completely safe in our hands. 6 You will ascend in our purpose-built Jump Station + In order to present most of the new vocabulary, ask students to read the text quickly again to find words to do with pleasure/excitement. * Conduct feedback: students write the words on the board under the heading Words to do with pleasure/excitement. Answers: all the words in the vocabulary section above except sites, to brief and purpose-built Word watch * Go through the explanation in the box with the class. The main ideas to understand are: 1 Suffixes change the grammar of a word, 2 Understanding a sentence is easier if you can identify the parts of speech. 3 Understanding a word is easier if you can tell what part of speech it is. * Try to elicit these main ideas with Students? Books shut. Write them on the board. Exercise 8 * Copy the chart onto the board. * Tell students to find the missing words. They are in the text. * Take feedback: individual students complete the chart. * Students copy the correct chart into their exercise books. If you have asked students to make a special vocabulary book or section, this is where this should go. Answers: Noun Adjective thrill thrilling exhilaration exhilarating euphoria euphoric safety safe emotion emotional elation elated enjoyment enjoyable growth growing tra rained 32 rs * Now ask students to complete the statements under the box. They should also copy them into their exercise books. Answers: I noun 2 adjective t further examples of words with these endings. Note: When students learn new words, where relevant, ask them to make nouns or adjectives deriving from these words to help them. build up their vocabulary. Exercise 9 * Tall students to read the sentences and to choose the word which completes each sentence correctly. * Take feedback and correct as necessary with the whole class. Answers: The words which complete the sentences are 1 thrill 2 safety, safe 3 exhilaration, elation 4 emotional 5 enjoyment Extension activities 1 Go back to the vocabulary exercise (words to do with pleasure/excitement) and tell students to try to put the words in order of intensity, from the strongest to the least strong, 2 Give students the following words and ask them to say what part of speech they are: energetic, physical, exploration, excitement, understandable, terrifying, experienced, unity. 3 Give students a list of nouns and adjectives and for each one ask students to find the corresponding adjective/noun. Make sure that the words you choose work with the endings the students have learnt in this unit. Grammar Reported speech + Ask students to close their Students’ Books and write two sentences about their favourite sport or lar to the sentences in Fxercise 9. They should try to use the words they have learnt in this unit. * Individual students read out only the first of the sentences they have written, Encourage the class to react to the information and to ask follow-up questions.* Ask one student to tell you his/her second sentence. e.g. Footbal is the most boring sport in the ‘world, Instruct him/her to say it quietly, so that only’ you can hear. Then: T: Did you hear that? ss: No, T: She says that football is the most boring sport in the world * Write the student’s original sentence on the board in quotation marks, then the reported sentence introduced by she says. Underline the verbs in the sentences. Ask students if there are any differences between the verbs in the ‘football’ sentence. (The tense remains the same because the introductory verb is in the present.) * Students open their books on page 21 and look at the grammar box. © Ask students to read number I in the box on their own, After a few minutes, ask these questions: When do we usually put the reporting verb in the present (Jumpers say...” “The brochure says ...°)? What happens to the tense of the verb in the reported sentence? * Go through the examples in the box and conduct choral and individual repetition as necessary and appropriate * Students quietly tell the person sitting beside them the second sentence they wrote about their favourite sporvactivity. © Students tell the class what their partner says about his/her favourite sport or activity. They, should of course use the structure you have just taught them. * Now, have students look at the second part of the grammar box. Go through the example. This is revision: students should already know how to report sentences in the past. * Write the first column of the following table on the board, Check that students remember the tense changes by asking them to complete the second column. * Take feedback and correct students’ work. + Write a few sentences on the board in different tenses and ask students to report them orally. If students make mistakes, point to the appropriate part of the table. Direct speech Present Simple Present Continuous Past Simple Present Perfect Reported speech Past Simple ast Continuous Past Perfect Past Perfect ill would may might must had to can could Exercise 10 '* Go through the instructions and the example. “Take further examples if necessary. '* Take feedback: ask students to write their sentences on the board, Correct them with the class once all the sentences are on the board. ‘Answers: 2'The publicity says that the safety of the equipment is guaranteed. Sandra commented that she thought it looked very safe too. 3 The organisers say that bungee jumping brings a sense of exhilaration and elation. 4 Someone said that the feeling was less physical than emotional. 5 Sandra said that she got no ‘enjoyment out of things like bungee jumping Exercise II * Go through the instructions and the example. ‘* When students have finished the activity, follow the same feedback procedure as for Exercise 10. Answers: 2 It says itis one of the world’s fastest growing mass thrill sports practised by hundreds of thousands of people around the world. 3 Tt says that all their equipment has been developed specifically for bungee jumping. 4 It says they are fully trained stening =) Exercise 12 *+ Ask students what they think about bungee jumping: are the people who do it brave oF stupid? Is it dangerous? What are the risks? Would they like to bungee jump? Why (not)? * Atthe end of the discussion, tell students that they're going to listen to someone who wants to. bungee jump but, (like them,) she's a bit worried. 33a) * Go through the instructions and the example so that students know how to do the first part of the task * Play the cassette. * Take feedback. Answers: safe? rope breaks? heavier than any other jumper? jumper touches ground? do something wrong? ») * Go through part b) of the instructions. As an example, try to elicit what the man says in response to the girl’ worries about safety (test all equipment carefully ~ never had any accidents) * Play the cassette again, * Take feedback by asking students to report their answers. e.g. The girl was worried about safety and the man said they tested the equipment carefully. Answers: equipment tested carefully; three ropes used and back-up systems built in within ropes; equipment tested with weights greater than any jumper; always safe distance between jumper and ground; will give basic training 9 © Ask students if they can remember what the id to express her worries and what the man to reassure her. Elicit an example, e.g. Reassuring people: Don’t worry. * Play the cassette again if necessary in order for students to carry out this part of the activity. * Students compare answers in pairs. * Take whole-class feedback: write the answers on the board under the headings Expressing worries andl Reassuring people. * Students copy the information into their exercise books. Answers: Expressing worry: What if ...? Reassuring: Don't worry. That wouldn't matter. There’s really no need to worry. Relax! “TaPESCRIFT INSTRUCTOR: Good afternoon, How can T help you? JUMPER: Hello, I've been reading your brochure and it looks very exciting ... but I've gota few questions. INSTRUCTOR: Sure, go ahead. 34 JUMPER: First of all Pd like to know if it's absolutely safe. INSTRUCTOR: Of course it is. We test all the equipment very carefully. We've never had any accidents. But there's always a first time! What if the rope INSTRUCTOR: Don’t worry. We use at least three ropes for each jumper. If one breaks, the others take the weight, And there are built-in back-up systems within the ropes. JumPeR: But what if I'm heavier than any other jumper? INSTRUCTOR: That wouldn't matter, you see, when we test the equipment we do it with weights which are many times greater than any jumper. JUMPER: Right. So the jumper never, ever touches the ground? INSTRUCTOR: No, never. There's always a safe distance between the jumper and the ground. There's really no need to worry. JUMPER: I’ve never done this before. What if Tdo something wron, INSTRUCTOR: Relax! You won't. We'll give you basic training before your first jamp. By the time you get up there, you'll know everything you need to know. JUMPER: OK. Now can you tell me how much a jump, INSTRUCTOR: Right. First you have to register as a club ‘member and be insured. That’s £14.50 for one year. Then there's the cost of the jumps. One jump is £25, but a second jump on the same day will only cost you $15. JUMPER: Gosh! I'll have to save up my pocket money for weeks! INSTRUCTOR: Pocket money. Wait a minute! How old are you? JUMPER: I'm fifteen. INSTRUCTOR: That’ fine then. The minimum age for bungee jumping is fourteen ~ but your parents will have to give you written permission. JUMPER: Permission? You don’t know my parents. INSTRUCTOR: Tell them it’s absolutely safe. Good luck sumer: Pll need it. Bye. Get talking Exercise 13 + Tell students that they are going to pretend they are at the top of a jump station. ‘ell them to picture what everything looks like from the top, 60 metres above the ground. Ask them to ‘stand’ right ar the edge and to tell the class what they can see. * Make groups of 3 and assign the roles. ‘Tell students to read only the instructions for their own role. Give them time co do so.# Answer any questions students may have about their roles. * Tell students to prepare a few notes about what they are going to say to the other members of thi group. Tell them to use the language they have just Tearnt: they can look at their notes for Exercise 12, if they want to. Circulate to give help if requested. * After a short while, and if the class is weak, get three strong students to demonstrate the role play. * The class then carries out the role play in groups. # While students are doing the task, walk round to listen in but do not interrupt or make any corrections. Instead, make a note of frequent mistakes and correct later. * Take feedback: one or two groups perform their role play. ‘© Ask Student As whether they decided to jump or not and why. Here is a chance for them to use reported speech again. e.g. I jumped because Mario said that it wasn’t dangerous. Student Bs and Cs should also participate in the discussion by pointing out their disagreements with each other. e.g. Student C: Mario said that it wasn't dangerous but I said the rope could break. Workbook answer key Exercise 1 Verbs: fly, wear, obey, slip Articles of clothing: boots, gloves, crash helmet Adjectives: chilly, rare, wise, waterproof, active, proficient, dangerous Exercise 2 AGB3C7D2ES Exercise 3 I In California, in the 1960s. 2 Four days. 3. By flying every weekend for a few months. 4 So your hands won't slip on the control bar. 5 Comfortable waterproof shoes or boots and a crash helmet. 6 People think they are ‘dangerous thrill seekers’. It’s not true because serious accidents are rare. Exercise 4 2 Can you tell me where bungee jumping began? 3. Td like to know if I can join the chib if T pay a deposit. 4 Could you tell me how dangerous bungee jumping 5. I'd like to know how much training I should have before the first jump. 6 Can you tell me if anyone has ever been hur 7. Td like to know what sort of elothes and equipment I need, 8 Iwas wondering ifI can watch a class before T decide whether to have a go. Exercise 5 2. The brochure says (that) snow boarding is one of the world’s fastest-growing sports. 3. Tom said (that) he couldn't imagine his mum andl dad letting him uy hang gliding. 4 Marina said (that) the first jump had been the most thrilling experience of her life. Sandra explained (that) she was nervous because she had never done any hang gliding before, 6 The instructor asked me if I had ever tried taekwondo. 7. My father told me not to ask him ifT could go bungee jumping because he would say no. 8 Our teacher warned us not to go swimming unless wwe were really sure the water was safe, Exercise 6 I staff 2 lifeguard 3 power 4 bones 5 helmet 6 club 7 field 8 reassuring Exercise 7 1 feel a huge thrill 2 practise a sport 3 flya glider 4 obey the rules 5 sprain your ankle 6 win a trophy 35Parents in the classroom Expressing preferenc would rather + subject + past tense : Expressing recommendations: Its time + to + infinitive, tts time + subject + past tense, had at ~ Word watch: Easily confused words: fa watch: Ea words: advceladvse, Introduction * Ask students to read the title of the unit and to try to guess what the unit may be about. * Ask them to read the title of the first text (‘Teenagers and how to survive them’) and ask them if they want to revise their initial guesses. * Ask students if they can interpret the title of the article. What does it mean? What does it say about teenagers? Do they agree’ * Elicit different reasons why adults may find teenagers difficult. Reading through the information in the skills box, making sure students understand it. With books closed, ask questions like, Do good readers read a text one word at a time? «Tell students they are going to conduct an experiment to test the information in the skills box. Exercise | * Students read the instructions for Exercise 1 Check students’ understanding and do a brief demonstration if necessary. * Stop the activity after a very short while and do not let students reread the text. Insist on students closing their books as soon as they have finished reading. ‘* Ask the two questions. Can students answer them 36 accurately? Tell them not to worry if they «: they will understand why in a moment. Exercise 2 + Tell students to repeat the operation with the text in Exercise 2, pausing at the places indicated by the slashes. # Ask the same questions as for Exercise 1. This time students should be able to answer them rately. Answers: | skills for adolescence 2 listening, participating, shifting in their seats Exercise 3 * Go through the questions and give students a little time to think about their answers. Students discuss their answers in pairs or small groups. sure the whole class s their opinion. * Take oral feedback: mi participates and v Answers: | reading 22 reading 2 3 Those in Exercise 2 because the groups of words give more complete ideas =) Exercise 4 Vocabulary eagerly tension to shift in one’ seat serully tactics to defuse innate tact quarrels * Pre-teach the new vocabulary. You can do this by writing definitions for each of the words and asking (pairs of) students to find a word in the text for each definition. e.g. with great enthusiasm: eagerly * Provide students with an opportunity to use the new vocabulary. Ask students questions such as: Can you think of one activity which you do eagerly? Who did you last have a quarrel with? * Tell students to read the article. Remind them about the expectations they already have of it and their knowledge of the topic. Remind students also to read the text in meaningful groups of words, as they did in Exercise 2 * Tall students they are going to listen to some questions about the article. Tell them to listen andto write down their answers after each question. * Play the cassette once, pausing the cassette recorder after each question to make sure students have understood them and to give them time to write down the answers. In , students compare answers. tucdents listen to the cassette again to double check and finalise their answers. fo take feedback, replay the questions and ask individual students to answer them one by one. Answers: | parents of teenage children 2 differences in lifestyle becween parents and teenagers 3 Because Mars Ashby said the previous course would ‘help with problems in the family’, Parents didn’t want to admit to problems so no one came, 4 No, she gets parents to share their solutions. TrAPESCRIPT 1 Who is the course for? 2 What can cause arguments between parents and. enagers? 3. Why didn’t anyone attend the previous course? 4 Does Mrs Ashby give all the possible solutions herself? Grammar Reporting advice * With books closed, write on the board, Parents: ‘We have a problem sith our teenage sons and daughters.’ Mrs Ashby: ‘Why don’t you talk to your teenage sons and daughters like adults?” sk students, What does Mrs Ashly suggest? Insist on students using suggest. Aim to elicit Mrs Ashby suggests (that) parents should talk to their teenage sons and daughters like adults. ‘* Write the model sentence on the board and highlight the verb complementation and the change in possessive pronoun (your ~> their). Write suggested over suggests and highlight the verb complementation staying the same. + Elicit further example sentences using this structure by setting up various situations. e.g. I want to organise something special for the English class at the end of this year but I don’t know what to do. What do you suggest? * Try to elicit the other verb complementation with suggest (+ -ing). + Repeat the same procedure for the other verbs. ‘When you have presented all the verbs, go through the grammar table with the class. Language note Unge is definitely stronger than the other verbs but the difference between suggest, recommend and advise is in fact quite slight. Exercise 5 * Go through the sentences and elicit from students how strong the advice given in each sentence is in order to help them decide which verb to use. * Tell students to rewrite the sentences using the verbs in the grammar box. * If necessary, take the first sentence as an example in order to demonstrate the activity. ‘Suggested answers: 1 Mrs Bailey suggested (that) Alex should wear something nice to his grandmother's party. 2 Tessa advised her older sister to come straight home after school. 3 Paco urged his friend to talk to his parents about his problems. 4 The headmaster recommends students to study much harder. 5 Marian urged her young brother to show their mum the teacher’s note. 6 Mrs Ashby advises talking more openly to children, Word watch * Students often confuse the spelling of these two pairs of words. One way to help them distinguish advise/advice is by insisting on the correct pronunciation: advise = /ad'vaiz/, advice = /ad'vais/. * Conduct a few choral and individual repetitions of the words * Students read the information in the skills box. “Take the first sentence or two in Exercise 6 as. examples to check that students have understood. Exercise 6 © Tell students to choose the correct word in each sentence. * Take feedback orally insisting on the correct pronunciation of advice/advise. Answers: The correct words are 1 advice 2 advice 3 practise 4 practice 5 advise 37ort Extension « Put students into groups and ask each group to think of a problem they have. It can be fictitious. * Each group writes down their problem and swaps, it with another group’. * Groups should discuss the problem they have just received and then give each other advice. * Groups report to the class the advice they were given using suggest etc. Listening + Tell students they are going to listen to a parent and some teenagers. The speakers are going to talk about how things have changed since they/their parents went on the course. * Can students predict the sorts of things the people might say? e.g. My parents and I get on better. * Go through the instructions and notes a) to ¢) Clarify anything that students don’t understand. + Play the cassette once. * Take feedback orally: ask students to give complete sentences. They should of course expand the notes into full sentences. + Notice that the fall sentence for c) will be, Nuonber 2's muna listens to her son and daughter while Ghe’) cooking. Answers:a1-b3 c2 TAPESCRIPT tie RoceRs: I've gota thirteen-yearold daughter who chatters non-stop. When I was on the course and sav the topic ‘How to stop your children talking’, I thought, this is for me. Now I know it meant exactly the opposite. 1 think I'd better start listening before she stops trying to talk to me. 2 GaRoL: My brother and I sometimes do our homework at the kitchen table while mum’s making supper. We've discussed a million things beoween Maths and Biology projects. I's good. 'd rather we had even more time to chat. 3 Pav: Since my parents went on the course, they seem to have decided it’s time we talked. The trouble is, I don’t always want to talk to them. 38 (© Exercise 8 Tell students they are going to read the comments made by the people on the cassette. * Tell them to read them through without, at this stage, worrying about the missing words. This is to get the gist of the comments. # After a couple of minutes, tell students to try to complete the sentences with the words in the boxes under each paragraph. ‘Take the first sentence as an example. * Circulate while students are doing the task and answer any questions but do not correct work at this point. * Conduct feedback: ask individual students to read out complete sentences. Write their answers on the board but again, do not correct them. * Play the cassette, stopping at the appropriate places, to check students’ answers. ‘Answers: | wh, topic, your, for, exactly, before 2 sometimes, kitchen, supper, Maths, good, chat 3 my, course, trouble, always Grammar Expressing preferences and recommendations * Ask students these questions about the comments in Exercise 8: 1 Does the girl think she and her family talk a lot? When do they do this? (They do talk a lot, while she and her brother do their homework and their mother cooks supper.) 2 Does the girl think they talk enough? What would sbe prefer? (She thinks they could talk more: she would rather they had even more time to talk.) © Write the sentence: I would rather we bad even ‘more time 10 talk on the board. Underline I and we and circle would rather and bad. + Now ask students this question about themselves: You can talk to your parents about your problems or you can talk to your friends. Which would you prefer to do? Write their preferences on the board, insisting they use would rather. (e.g. I would rather talk to my parents.) Highlight 1, would rather and talk as before. + Tell students to look carefully at the sentences on the board and ask them questions to help them break down the new structures. e.g. What’s the subject of would rather in the first sentence? (1) What's the subject of had? (we) What's the subject of wouldrather in the second sentence? (I) What happens to the main verb when we have two different subjects? * Repeat the procedure for Ie time and had better using the other comments in Exercise 8, * Go through the grammar box with students to make sure they understand the explanations. * Set up situations to elicit further examples of the new structures. e.g. Which would you rather do, read a book or watch a film? What would you rather we did after this exercise? ete * Teach students the contracted forms I'd rather and he'd better and conduct choral and individual repetition of the students’ examples as necessary. * Students copy an example of each of the new structures into their exercise books. Exercise 9 * Students read the sentences. Then they read the phrases in the box. * Tell the class they should use the phrases and the new structures in the grammar box to write recommendations. Go through the example to demonstrate the task * Students compare answers in pairs. * Take whole-class feedback: ask individual students to read out full sentences. Answers: 1 You'd better go/It’s time you went home. 2 You'd better clean it. 3 You'd better do/It’s time you did your homework. 4 It’s time to hang up/You better hang up. 5 You'd better tell your mother. 6 You'd better go/Ie's time you went to bed 7 You'd better get changed /It’s time you got changed. Exercise 10 * Go through the situations with the class and check understand * Elicit possible answers for number I to demonstrate the activity. * Students do the task individually. Set the exercise for homework if you haven't got enough classroom time. * Take feedback by asking several students to give their preferences for the same situation, ny Answers: ‘These will obviously depend on individual students but make sure that al their answers contain an appropriate form of would ratber: Items 1, 2 and 5 require would rather + infinitive; Item 3 requires would rather + subject + past tense; Item 4 could take either. Them 6 could take either. Extension * Students read the situations in Exercise 10 and look at their answers. # Pur studen choose a situation. © pairs and ask each pair to * Students prepare a dialogue which illustrates the situation, * Improvise a dialogue with a good student to demonstrate the activity. e.g. You are the parent, the student plays him or herself. T: (Name of student's sister) is having her party on Saturday evening. 8: Oh but it my best friend’s party then and I really want to go. ‘T:T'd rather you stayed for your sister’s party. ete. * Make yourself available for consultation and be prepared to do a fair amount of prompting. * Ask students to act out their dialogues for the rest of the class. Do not interrupt performances. Make a note of serious mistakes and correct them at the end if necessary or do some remedial work at a later stage. Writing Exercise I * Students read the article on page 22 again to remind themselves of the main features of the course that the article is about. * Go through the instructions with the class, clarifying where necessary. a) * Make pairs. Tell students to brainstorm the content of their poster: what would they like to include? * Elicit one or two ideas. e.g. talk, don't shout * Tell students to choose the ideas they like best after the brainstorming session. 39different ways in which students can put their ideas into sentences for their poster and write them on the board. e.g. Talk to each other, don’t shout, Its time you listened to your children and Why don’t you talk about things more? * Highlight the different format of the sentences (direct/indirect suggestions, commands, etc). Say that varying the sentence format is a good idea b) * Students make the poster in class. To do this, it may be a good idea to bring large pieces of card or paper to class. ‘ Ask different pairs to show their posters to the rest of the class and to explain why they chose the issues they did, why they decided on a particular style of writing, ete. Ask the rest of the class to comment. * Display the posters in the class for students to see each other's work and to vote on the best one. Vision of Danger = Episode Two * Ask students to describe what happened in the previous episode. ‘+ Ask them to describe Anya briefly and to guess what they think will happen in this episode. + Students read the questions in 2 before reading the text. They should then read the text to find the answers. © Take feedback. ‘Answers: | excited 2 Stefan sees Anya through the window of the coach. 3 He probably has the same powers as her. 4 He gets premonitions (line 56) and he looks like her physically. + Get students’ reactions to the episode. Did they like it? Do they think that it is possible for this to y P happen in real life? Have they ever had premonitions or do they know someone who has? * Play the cassette and ask students to follow the text in their books. * Students discuss questions 3 and 4 in pairs. «Take feedback: ask students to support their opinions. Extension * Go through question 5 and ask students to write the letter for homework. * The story lends itself to continued individual ‘work: students may for example write Anya or Stefan’ diary at the end of each episode, they may write a letter to someone about the events in the different episodes or they may act out scenes based on the episodes. Workbook answer key Exercise | 1 Humorous 2 Parents meet teachers. 3 She's on the side of parents Exercise 2 1b) 2b) 3a) 4b) 5a) Exercise 3 2... go out with Bruno more often, 3... asking Martin’s parents to call round. 4... to ring the instructor at the club . 5... should buy her mum some flowers, sit her down and explain the problem gently. Exercise 4 2. Maria's parents urged her to give up athletics. 3. The teacher advised Andrew to be tactful about his complaints. 4 She recommended that Maria and her parents should reach a compromise about late homecomings. Everyone urged their parents to go on the training 6 My grandfather suggested that I should tell my mother/telling my mother that I was unhappy at school. Exercise 5 Ie’s time you cut your hair We'd rather you didn't go to that disco. 'm afraid it's time to go/time we left. You'd better break the news to your old boylriend/tell your old boyfriend. Exercise 6 Ladvice 2 practise 3 practice 4 advice Exercise 7 2) History: line 1 it line 2 in Mathematics: line I to line 2 most line 3 the line 4 not line 5 a Literature: line 1 he line 2 it Chemistry: line I he line 2 of line 3 10 line 4 thac English: line I the line 2 it Sport: line I he line 2 go line 3 be line 4 isRevision Introduction ‘The exercises on pages 26 and 27 of the Students’ Book which revise a particular point include a cross reference to the page where this point was first taught. If (any of) your students are having difficulties with an exercise, you can tell them to turn to the page where the main point of the exercise is first covered and, if you think it necessary, go through the main point with them on another occasion. Reading Exercise | (Unit I, page 6, Reading skills box) * Students read and carry out the main instruction. ‘They then read and answer question a) on their own. Give them time to think about their answer. * Take feedback, insisting on reasons for students? answers and in particular on examples of the language to support their answers. Do not confirm or reject students’ answers at this stage * If students are unable to do the exercise and/or if a large number of students get the answer wrong, refer students to Unit 1, page 6. Tell students to go through the skills box and to look at their answers for Exercise 3 * Students read question b). + Tell students to draw up a pairs. individually or in * Take feedback of students’ ideas and write some of them on the board but do not correct them. ‘Answers: a) It’s probably going to be serious and rather formal, We can tell from: I the choice of vocabulary in the introductory paragraph e.g. ‘forge’ and ‘bond’; 2 the style of the paragraph (no quotations ‘or anecdotes). b) elephants, India, the relationship between people and elephants, an elephant tamer called Parbati Barua Exercise 2 (Unit 5, page 22, Reading skills box) ell students they are going to read the text to check their predictions of the style and content of the text. Elicit what they think they should do to read the text most efficiently. + Ask a couple of good students to read aloud the first paragraph pausing at the end of meaningful groups of words to remind the class how it is done, or demonstrate the strategy yourself. * Tell students to read the rest of the text in the same way and to check their answers to Exercise 1. * Take feedback to confirm or reject students’ answers and for part b) tick the ideas on the board which students predicted correctly. Exercise 3 (Unit 1, page 7, Grammar box) * Go through the answers with the class: elicit who, or what, the questions might be about from what students can remember of their first reading of the text * Elicit also what tense each question probably requires. ‘+ Ask students to read the article again and write the questions individually. ‘Ask students to compare their questions with a partner before taking feedback. Encourage them to explain their choice where their questions differ from their partner’. * Take feedback by asking one student to ask a question and another to read out the answer. The rest of the class corrects by saying whether the exchange sounds natural and logical and by providing a more natural/logical question where necessary. Answers: | What was the elephant doing when the dogs started barking? 2 Why did the dogs ran into the village? 3 Why were the villagers seared of and angry with the elephant? 4 When did Parbati learn to ride an elephant?/When did Parbati’s father teach her to ride an elephant? 5 What else did Parbati’s father teach her to do? 6 Has Parbati always lived in the jungle? 7 How long has Parbati been catching elephants? 8 What have illegal hunters done to the wild elephant? Exercise 4 (Unit 4, page 21, Grammar box) ** Ask individual students a couple of questions about their reaction to the text. Did you like it? Why (aor)? Could you do what Parbati does? etc. * Write the questions on the board and ask students to exchange opinions in pairs. ‘* Ask students to report to the class what their partner thinks. al* Go through the instructions and the example with the class. * Tell students to try not to read the text again and to continue the exercise from memory. This way, students will be forced to use their own words and. the practice will be more meaningful. * Take feedback. Encourage the rest of the class to agree or disagree with the answers. Answers: Accept any variations of thee answers: 2 She said that catching elephants was an adventure and that the exhilaration lasted for days after the chase. 3 She said her work was to rescue man from elephants and elephants from man. 4 She said she could teach an elephant almost anything. 5 She said tamed elephants grow to love their tamer and that they never forgot them, 6 She said humans were not as loyal as elephants. Exercise 5 (Unit 4, page 19, Grammar box) + Tell students to imagine they are going to write an article about Parbati for the school newspaper. * Go through the instruction in part a). * Tell students to make notes. Elicit an example to check understanding, e.g. ever killed a tiger? + Students carry out the task * Tell them to expand their notes using indirect questions. Elicit the example on page 27. * After a short time, ask individual students to read out their indirect questions for the rest of the class. ‘* Ask students to react to other people’ questions and to choose the most original/intere: + Seudents write the actual questions they would ask Parbati (direct questions) next to the indirect questions they wrote in a). ‘Answers: Open ended but make sure students use indirect questions of various kinds Exercise 6 (Unit 2, page I, Grammar box) * Read the two questions in the main instructions with the class and give students time to react to them in pairs. # Asa class, have a discussion about the issues, * Go through the rest of the instructions and ask students to write their answers down in full sentences using (not) be used to and get used to. Go 42 through the examples to make sure students understand the kind of sentence they are expected to write. * Ask students who finish early to write some of their answers on the board to give the others time to finish. * When everyone has finished, go through the answers on the board, correcting as necessary with the help of the class. Encourage students to ask the authors of the sentences further questions. * ‘Take oral feedback of the answers from the rest of, the class and ask other students to react as before. ‘Answers: Srudents’ von ideas but make sure they contain the grammar points you are trying to revise. Listening (=) Exercise 7 (Unit 3, page 15, Listening skills box) * With books closed, tell students they're going to cen to some friends talking about Alison Hargreaves. Elicit any information they may have about her. * If they have never heard of her, ask them to write down a few questions about things they may wish to find out about her. Write them on the board. e.g. Who is Alison Hargreaves? What did she do? Why is she famous? ete. a) * Go through the instructions with the class, clarifying where necessary. + Ask students to make ewo columns, one for Patrick and one for Laura, and to write numbers 1-4 vertically to the left of the columns. * Go through items 1-4 with the class and clarify any queries students may have. * Play the casserte once through and give students time to respond to the items they have been able to understand during this first listening. * Students compare answers in pairs. * Play the cassette again for students to check/complete their answers. With some classes it may be necessary to play the cassette lockstep, that is, to stop the cassette at the end of each exchange to give students time to answer. * Take whole-class feedback.Answers: | Patrick ~ interested, Laura ~ uninterested 2 Patrick - impressed, Laura ~ (quite) impressed atriek ~ impressed/surprised, Laura ~ unsurprised 4 Patrick ~ understanding, Laura ~ shocked b) * Go through the instructions and the example to check understanding. Take a further example if necessary. * Play the cassette, stopping after each exchange to give students time to write down the phrases or sentences. Be prepared to replay difficult or long parts, * Take feedback, Answers: | Patrick: It’s going to be really good. Laura: ‘Oh yes? 2 Patrick: I's incredible! Laura: Really? “That's pretty good. 3 Patrick: Especially for a woman. Laura: No, It’s amazing for anyone, man or woman. 4 Patrick: But climbing was her life! Laura: That's, terrible! People shouldn’t do things that are so dangerous they're putting their lives at risk. + Tell students to listen one final time and to underline the words the speakers emphasise to convey their attitude. * Take feedback by asking students to read out the sentences with the correct intonation and stress. ‘Answers word: emphasised: | P: really, good L: yes 2 P: incredible L: Really, good 3 P: especially, woman L: No, anyone, or 4 P: life Ls terrible, dangerous, risk 9 * Go through c) with the class. Ask students to look at their answers to a) (and b)) to answer part c). * Take feedback. Answers: | Disagree 2 Agree (though only partially, since Laura is not as impressed as Patrick) 3 Disagree 4 Disagree * Ask students who they agree with in relation to items 2-4. Ask them to justify their opinions to encourage discussion. * Where possible, i.e. from what students have learnt from the cassette, elicit the answers to students’ original questions about Alison Hargreaves. “TAPESCRIPT PATRICK: I'm writing my article for the class newspaper. I think it’s going to be really good. LavRa: Oh, yes? PaTRICK: Well, don’t you want to know what it’s about? aura: What? PATRICK: It’s about the life of Alison Hargreaves, the climber. She was great. She climbed Mount Everest and kK. LAURA: Really? That's pretty good. PATRICK: Pretty good? It’s incredible. Did you know, she climbed Everest alone and without oxygen tanks. LAURA: Gosh! That's amazing, PATRICK: Yeah, Especially for @ woman. LAURA: No! It’s amazing for anyone, man or woman, PATRICK: Yes, perhaps you're right. LAURA: So what happened to her? PATRICK: Well she died in an avalanche when she was climbing down after reaching the top of K2. LAURA: Oh no! That's terrible. People shouldn't do things that are so dangerous they're putting their lives at risk. PATRICK: But climbing was her life. Listen, let me read ‘you what her husband said: ‘She has atleast died where she wanted to, and on her way down after becoming the ‘one woman to climb the two highest peaks on earth’ LAURA: Yes. I'm sure she really wanted to climb the ‘mountains but that doesn’t mean she wanted to die there. PATRICK: I don’t know. She always said: He's better to have lived one day as a tiger than a thousand years as @ sheep.” LAURA: Hmm, I'm sorry. I just can’t understand that. ‘TEACHER: Shhh! You two at the back, be quiet and get on with your work The wider world Exercise 8 ‘+ Ask students to read the instructions. Tell them to discuss their ideas with a partner. Ask them to think of examples to support their opinions. * After a few minutes, elicit different occupations or sports in which people put their lives at risk e.g. boxers, motor racing drivers, climbers, stuntmen/women, fire fighters, soldiers, police officers. Write them on the board. * Ack students if they think there are any differences in the kind of risks the people take and the reasons why they take them (some are for pleasure, some out of duty for example). a* Ask students to say whether they agree with Alison Hargreaves. Is risk-taking more excusable in some situations than in others? Draw students’ attention to the occupations on the board. Encourage discussion and make sure students listen to each other. * Do not correct any mistakes during this activity. Project Exercise 9 A project is an extended piece of work done by students mostly outside the classroom. It is important, though, to set some time aside to check ‘on students’ progress with their project and to give any help necessary. Make sure they don’t do it at the last minute! In this project, students will have an opportunity to practise the organisation of an article Unit 1). * Tell students about the task. Do they think school newspapers are a good idea? Why (not)? * Elicit different kinds of articles that are normally found in newspapers e.g. current affairs/news, human interest, sports and fashion stories etc. ‘Write them on the board as students suggest them. *+ Ask students to decide which of the types of article would be nice to have in a school newspaper and which in a town newspaper. * Make groups. On this occasion, let students group themselves as they wish but make sure no group is larger than 4/5 students. * Tell the groups to deéide together (and in English!) whether they are going to produce a school or a town newspaper and who is going to write what. ‘+ Make a checklist of things students have to do when they do a project. Suggested stages 1 Identify and limit the topic for the project. 2 Gather information and make notes. 3 Select and prioritise the information you want to use. 4 Write the first draft 5 Find illustrations. 6 Edit (check spelling in the dictionary, check for grammar mistakes etc, as for any composition). 7 Write a final version. 8 (for this particular project) Make the actual newspaper. 44 ‘Agree on a date by which students will have to complete each stage. Make sure you make a note of these dates and, at each one, ask students to report on the progress they have made. In those sessions, ask students about the difficulties they have had in completing their tasks and offer help. A few minutes at the end of occasional lessons (agreed on with students beforehand) should be enough. * If students find it difficult to meet outside class time to make the newspaper, allot some class time for this purpose but remind them to bring what they need (pictures, large sheets, glue, etc.) + When the newspapers have been written, post them somewhere in the school where other people can read them. Grammar practice ‘The exercises in this section are best done individually unless otherwise stated. This will help students identify their personal weaknesses and strengths. * Go through the instructions and the examples with the class but otherwise let students do the exercises on their own. If you are short of time, these exercises can be set for homework, + Explain to students that the unit numbers given in brackets at the end of the instructions refer to the unit in which the structure was first presented Students should refer to the grammar box in that unit if they are not sure how the grammar works. Answer key Exercise | 2 had not (hadn's) seen 3 has been jumping 4 were having 5 stood 6 realised 7 was standing 8 Have you done 9 have (¥e) never done 10 had wasted 11 told 12 have been having Exercise 2 2 She says it’s really the most exciting sport in the world, 3 He said it was her turn, 4 She says she was standing in the queve. 5 She says everything looked very small. 6 She told him she had never done it jumped) in her life 7 She says he was angry because she had wasted his time. 8 She says she’s been having nightmares ever sin 9 She says she never wants to go to a bungee jumpi club againExercise 3 Sample dialogue: YoU: I was wondering if you could answer some questions, TOURIST: Sure, go ahead. you: Could you tell me how long you've been living here? “TOURIST: Only six months. YoU: And could you tell me if this is your first time in Italy? ToURIST: No, I came here on holiday once before. YoU: Do you like living here? rourist [ove it! ‘you: What do you miss the most? rouaist: My family YoU: Have you made any Italian friends? ‘rourist: Yes, lots. Italian people are very friendly! Exercise 4 2 Despite, so 3 such an, despite 4 Even though, so 5 such a, Even though 650, even though 7 despite, such Exercise § ly parents would rather I didn’t go out so often. 3 It’s very cold. You'd better stay indoors. 4 It’s time you went home. $ You'd better do your work now. 61d rather learn tennis than a martial art. Exercise 6 2 T've got a headache because I’m not used to sitting in the sun. 3 P'm not used to such cold weather 4 Reading in English was really hard for me last year but now I'm used to it, 5 Tm never late for school. I'm used to getting up carly. 6 We're getting used to the food in this country but we still don’t like the food at school. 7 Pm not used to seeing my best friend with other people: we're always together. Exercise 7 2 B suggested A should wear a hat. 3 B recommended/ advised A to wear gloves. 4 B suggested A should try not to use a dictionary. 5 B recommended A to keep his/her room dark and to try to go back to sleep. 6 B suggested A should make his/her own sandwiches. 7 B suggested A should go out with other people too. Exercise 8 Sample answers: He/she should be keen on going to basketball games. He/she mustn’t be afraid of making a fool of him/herself. My bestfriend can’t be shocked by my clothes. Grammar summary * There are various ways in which to exploit the grammar summary. In this unit, we suggest you should go through it point by point with the class. ‘This will familiarise students further with the metalanguage and will encourage them to think about their weaknesses and strengths. Understanding the grammar summary will help students revise on their own later on. * After each point, ask students to turn back to the exercise in the revision unit which revises that particular point. Ask them to see how well they did, If they did reasonably well, ask them to puta tick next to the grammar point in the summary. If, however, they made several mistakes, ask them to puta cross and to look at the grammar box and the exercises in the unit in brackets * Once students have understood how the summary works let them do the task described above on their own. Circulate to check that they are doing the task correctly but most importantly to note the areas where a high number of students seem to have done poorly. This will indicate to you the points you will need to revise at a later date. * As far as the skills summary is concerned, go through this list with the class, discussing each of the strategies and/or asking students questions about them. Workbook answer key Exercise 2 1b) 2a) 3b) 4a) Exercise 3 1 How does Wong fish/cateh fish? Why is he special What sort of birds does he u How does Mao know where the fish are? /where the fish are most plentiful? pen Why does Wong tie straw round their throats? What are his grunts and calls like? / What sort of ‘grunts and calls does he make? 7 What do the birds do with the fish? How long does the old man dance? 45Exercise 4 2... Mao was his favourite bird because he had caught the most fish. 3... birds that had got lost eventually found their own, way home. 4... nothing had been heard from Alison Hargreaves and it was feared she might have been struck by an avalanche. - «Alison was one of the most courageous women he/she had ever met. 6... she had first learned how to catch a wild elephant while hunting with her father. 7... we have to save elephants from man before they are hunted to extinetion. 8... ifyou want to be a good tamer, you must spend hours a day singing love songs to your elephant. Exercise 5 Maria is getting used to her new school Pm not used to driving on the right. Are you getting used to sleeping in a tent yet? ‘Tom is used to living in the jungle and he says Emma has never got used to the idea of her dad becoming a pop stat! Exercise 6 has won 3 has also been 4 cost 5 had gathered/had been gathering 6 was standing 7 waiting 8 have had waited 10 ran 11 began 12 sailed 13 had frozen/had been frozen 14 flew 15 was starting 16 struck 17 began 18 was falling Exercise 7 I despite 2 even though 3 Even though 4 Despite 5 Even though 6 Despite Exercise 8 1 Tom didn’t know anything about the USA until he vent there for his holidays. 2. Correct 3. haven't done any of the homework that the teacher gave us yesterday! 4 Correct 5. Correct 6 ‘Why haven't your parents sent a note about the school trip’ Exercise 9 Tsucha 250 380 4sucha Ssuch 6 sucha 7s0 850 Exercise 10 2... chow much driving lessons cost. 3... if [need a helmet if I want to take up hang gliding? 4. how old you need to be before you can do bungee jumping? 5... how difficult it is to tame a wild elephant. 6... how T can escape doing homework without the teacher noticing, Exercise I), Tat 2in 3a€ 40n 5 of 6 by 7 about 8 at/by 9 with Exercise 12 clation/elated safety/safe thrilV/thrilling emotion/emotional. strength/strong enjoyment/enjoyable excitement/exciting flexibility/Mlexible danger/dangerous exhilaration/exhilarating, popularity/popular responsibility/responsible Exercise 13, 1... the pupil to spend more time on his/her homework. 2. his son to get his hair cut if he really wanted to find a job. 3... her friend to wear a helmet when she rode a bike Ipecause it was much safer. 4... that teachers should meet up with parents more often than at present. Exercise 14 iv’s time, We'd better, I'd rather, mad, bring, match, you'd rather, pocketDon’t judge a book by its cover Exercise | * Check that students understand the terms ‘fact’ and ‘fiction’ by making statements about a current news item and about something that has just happened in a popular soap opera and asking them which one is fact and which one fiction, * Students read the instructions to Exercise 1 on their own. * Put them in pairs to do the activity. * Stop the activity after a few minutes. Ask different pairs what they think and why. Don’ comment on their answers at this stage. * Get students to check their answers on page 102. Comment on the accuracy of their answers and ask students how their own reading habits compare to those of British teens. Reading Exercise 2 + Ask students to look at the catalogue. What other items or services do catalogues often advertise? * Ask students to do the exercise and to put their hands up as soon as they have all the answers. + Notice who puts their hand up first. You may like to write the names of the first three students on the board. * As soon as about half the class have finished, start taking oral feedback. Ask the students who finished first before the others. Don't forget to congratulate those who were first and had the correct answers. * If opinions differ over which books are fictional, ask students who gave the correct answers to (try to) justify their answers. Answers: | Longest book: Jane Eyre; Shortest book: Bicycle Repair Manual 2 Fictional: Goosebumps ~ You Can't Scare Me (evil mud creatures’ likely to be fictional); Jane Eyre Penguin Popular Classics’, background knowledge); ! Was A Teenage Worrier written’ by Letty Chubb, but the author is Ros Asquith); Factual: 101 Magic Tricks, Bicycle Repair Manual; The Puffin Book Of Heroic Failures Chilarious true stories’) 3 The Puffin Book Of Heroic Failures Exercise 3 Vocabulary to puzzle governess goosebumps failure show off drowned revenge hilarious a) * Go through the instructions with the class. + Give students a few minutes to do the task. © Take feedback. Ask several students for their choice and reasons and ask for more information. * Elicit some of the reasons that students added. ») * If you found from Exercise 1 that your students don’t read much, go straight to b). You might find it useful to change the question to ‘Which book are you least likely to read even if you get it as a present?? * Read the instructions with the class. Give students a few minutes to think about their answers * Conduct feedback, encouraging students to give their reasons. * At this point, you might like to do some vocabulary work. Ask students to read the text again and tell you if there are any words they don’t understand. When they ask, try to elicit the meaning from another student, or give a clue from a cognate. Tf students don’t ask any questions, ask them yourself what the new words, listed above, mean. 9 * Go through the instructions and example with 47the class. You might need to clarify ‘that way”. Tell students that they can only give each book to one person * Students do the exercise individually. Circulate and check students’ work, especially the reasons students give for their choices. * Take oral feedback. The explanations are likely to be slightly different for each student. Answers: 1 Bicyile Repair Manual: He could keep his new bike in good condition. 2 Jane Eyre: Rosalie likes reading, particularly romantic stories. 3 The Puffin Book Of Heroic Failure: Safiye needs something to make her laugh. +101 Magic Tricks: So that he can impress his friends. 5 Goosebumps ~ You Can't Scare ‘Me: Emilio like seary stories, ots of action and mystery. 6 1 Was A Teenage Worrier: Jo wants to know about other teenagers Grammar Defining relative clauses with prepositions * Go through the table with the class. Take each example one by one, checking that itis clear, e.g. TEACHER: ‘Jane gets a message from a man.’ Which man? We don’t know yet. We need some more information. ‘She has long been in love with him.’ Is it just any man, Maria? Maria: No, she has long been in love with him. ‘TEACHER: Exactly! Hes the man she has long been love with. We can add this important information to the original sentence, so we get (if you can wevite as you talk, so much the better) ‘Jane gets ‘a message from the man she has long been in love with.’ When the two sentences became one sentence, which word disappeared, Fernando? FERNANDO: Him? ‘TEACHER: Right. The object pronoun disappears when we put the two sentences together because ‘man’, the object of the relative clause, is mentioned in the first part of the sentence. Since we are adding important information — a defining relative clause ~ about the man, the object of the relative clause, we can just put the sentei together: Fane gets a message from the man she’s long been in love with, Or we join them with a relative pronoun like... (pause to elicit) ‘thar’ or ‘who’ since we are talking about a person. Notice the change from a (indefinite pronoun) to the (definite pronoun) as we 48 are talking about 2 man who is unique for Jane (the only one she has been in love with). Now let's see what happens in the case of things. . (Repeat the process, trying to elicit more each time.) * Go through the other examples in a similar way. Highlight the fact that ‘that’ is not used in formal written language. * After all four sentences have been explained, ask students how they would put the informal ones into formal register and vice versa Exercise 4 * Read the instructions and example with the class. tudents do the exercise individually, in writing. * You might like to ask the students who finish first to write their answers on the board. Answers: 2 Literature is the school subject in which students are most interested. 3 The jacket (which/that) he travels to school in got stolen, 4 Maths is the school subject with which the majority ‘of students have problems. 5 Sophie is the cousin (who/that) I feel most comfortable with. 6 Few of my friends liked the book (whieh/that) I was very impressed by Listening + Ask students if they understand every word when they listen to something in English, Ask them what they can do to understand more (try to predict what kind of text they are going to listen to, use their knowledge of the situation, ete.) and elicit listening for key words. * Go through the skills paragraph. Ask students if they employ or have ever employed this strategy (though this might be unconscious) and if it helps. =) Exercise 5 a) * Students read the instructions, ‘* Tell them to try out the listening strategy when they do a). * Elicit possible key words students should listen for in the radio programme (nouns and adjectives in the titles or descriptions of the books in the catalogue).© Play the cassette and take quick feedback. Answer: Goosebumps ~ You Can't Scare Me because students will have at least heard the key words ‘Goosebumps’ and ‘Scare’ from the title. b) © Put students in pairs. They should tell each other what they remember and then try to piece the extract together. 9 * Read the example and write on the board the phrases We didn’t get the bit about ... and There was something about . + Ask different pairs to tell the class about the parts which are not completely clear to them. Encourage the use of the above phrases. d) * Go through the instructions for part d) and play the cassette again. * Give pairs a few minutes to check and add to their details. ‘Ask a few pairs to tell you about the incident. Brief summary of extract: Some children decide to get Courtney to Muddy Creek alone so they can give her a good scare. A girl who can imitate the voice of Denise, a friend of Courtney's, rings her saying she’s Denise and asks her to go to the Creek. Unfortunately, the real Denise is in Courtney's house at that moment! The caller hangs up in embarrassment. “TAPESCRIPT BROADCASTER: And now Book at Bedtime. Jane Crewsden reads Part 9 of Goasebumps — You Can't Scare Me, by RL. Stine. Eddie and his friends have decided that the tree house in the woods is 2 good place to scare Courtney. ‘They don’t know how to get her there, until they discover that Molly can imitate the voice of Courtney's friend, Denise. STORYTELLER: We made our way into the kitchen. Charlene handed the kitchen phone to Molly. ‘Then she brought over the cordless phone for the rest of us to listen in on. ‘Molly punched in Courtney's number, and we each held our breath as we listened to the phone ring. One ring. Two. Courtney picked it up after the second ring. “Hello?” Molly put on her best Denise voice. ‘Hi, Courtney. It's me. She really sounded just like Denise. I think she could've fooled Denise’s own mother! ‘Can you meet me in the woods? You know, at the tree house?” Molly asked in Denise's voice ‘Who i this? Courtney demanded, It’s me, of course. Denise,’ Molly replied. “That's weird’ we all heard Courtney say. ‘How can you be Denise when Denise is standing here right next to Wrong number,’ Molly said. She quickly slammed down the receiver. Calling Courtney had turned out to be a bad idea. Exercise 6 + Put students into groups and tell them to read the instructions and do the task. Fach group should apppoint a captain to report back. * Circulate and help as necessary. * Get the different group captains to report their group's plan back to the class. ‘+ Write on the board the names of the captains and 3-4 key words from their plan. Explain to the class that you are doing this as an aide memoire to help them vote at the end. * The class votes for the best plan by putting their hands up after you say the name of the captain of each team. Remind them they can vote only once. Exercise 7 * The purpose of this brief activity is to focus the students’ attention away from Goosebumps — You Can't Scare Me and onto another book from the catalogue, Jane Eyre. * Students read the questions and put up their hands as soon as they have the answers. Answers: Jane Eyre by Charlotte Bronté Reading * Go through the strategy in the skills box with the class. Invite participation and comments as you read, e.g. Why do you think it helps to do this? * You might have to clarify ‘plot’. Get students to try to guess the meaning from the context before you tell them. (The important events are the main elements in a plot.) 49Exercise 8 Vocabulary orphan governess tears telepathically * Give students a time limit (for example three minutes) to read the instruetions and do the task. * Take oral feedback. Have the students ever come across a similar type of text? Answers: It is a summary of the plot. It might be found in a literature reference book: a dictionary, encyclopedia or companion. The text itself might also come from a literature textbook, but probably not with the entries in alphabetical order. Exercise 9 * This exercise gives practice in identifying the main characters and places mentioned in the;plot summary, which is by necessity very dense. + Students should reread the text and work individually. *# You can ask students who finish first to write a couple of answers each on the board. ‘* When everyone has finished, check the answers on the board with the help of the class. Answers: 2 Thornfield Hall 3 StJohn Rivers 4 Jane Eyre § Mrs Reed 6 Mr Rochester 7 Jane Fyre 8 StJohn Rivers 9 Thornfield Hall 10 Lowood 11 Lowood 12 Mr Rochester Exercise 10 © Go through the instructions and example. * Students do this exercise either individually or in pairs in order to help each other. * Take feedback by getting pairs of students to dictate their notes for you to write on the board. Write a list leaving space between the incidents as, different students will want to include more elements than others. ‘Suggested answers: works as Adele Rochester's governess, romance with Mr Rochester, apparition of dark figure ignored, wedding interrupted ~ Mr Rochester already married to mad woman, runs away and is rescued, has a fortune, agrees to marry her rescuer, Mr Rochester calls her telepathically, return to burnt-down Thornfield Hall, Bertha dead, Jane and Rochester marry. 50 Grammar Non-defining relative clauses. * Go through the structure of non-defining relative clauses on the board before students look at the grammar box on page 33. ‘+ Ack them to give you the two sentences about Mrs Reed from Exercise 9. Write them on the board: Mrs Reed sends Jane to Lowood. She lives in the north of England. * Ask students which information is important in terms of the plot in Jane Eyre. * Elicit that the other sentence is therefore simply extra information, * Try to elicit how to embed the extra information into the sentence which carries the important information: ‘Mrs Reed, who lives in the north of England, sends Jane to Lowood. * Highlight: — the fact that the extra information clause was embedded immediately after ‘Mrs Reed’, the person it refers to. ~ the pair of commas to separate the extra information from the important information. — ‘who’ and ask students why it is necessary. (Because the sentence is about a person, and ‘who’ replaces ‘Mrs Reed’ as the subject of the extra, non= defining relative clause.) + Tall students that these clauses are not common in spoken English. © Ask students if Jane likes Mrs Reed. Fl write on the board 1 Jane doesn’t like Mrs Reed. and * Elicit an important piece of information about, Mrs Reed, e.g. 2 Mrs Reed sends Jane to Lowood. icit how to embed the extra information (1) 10 the important information (2): Mrs Reed, who/whom Fane doesn’t like, sends her to Lowood. * Highlight: = the use of ‘who’ or ‘whom’ to replace ‘Mrs Reed’, the object of the extra, non-defining relative clause. ~ the place where the extra information was embedded. ~ the commas. = the use of ‘her’ to avoid repeating ‘Jane’ when it is clear who we are talking about. If itis not totally clear, itis better to repeat the name.ry * Ask students to look at the first half (people) of the grammar box. *# Repeat the above process for ‘things’. Use: ‘Mrs Reed sends eae to Lowood, which is a charity school for orphans. which Jane bates ‘* Highlight the use of ‘which’ for both the subject and object of the extra, non-defining relative clause. * Tall students it is not possible to use ‘that? in these clauses. + Ask students to look at the second half of the grammar box. Exercise II * Go through the first part of the instructions and the example with the class. Emphasise the need to decide in each case on the important information according to the plot. Answers: St John Rivers, who rescues Jane, is her long lost cousin. Lowood, which is a charity school for girls without parents, is the place where Jane lives for a long time. Jane Eyre, who works as a governess, ‘marries her pupil's father. Jane loves Mr Rochester, ‘who is blinded in a fire/Mr Rochester, who(m) Jane loves, is blinded in a fire. Thornfield Flall, which Jane finds beautiful, is Mr Rochester's huge house. Exercise 12 * This is an exercise in creative writing. Tell students to think about how modern conditions would have affected the characters and events in “Jane Eyre, e.g. Jane would not have found ‘employment as a governess, but perhaps as a teacher. Then they should let their imagination fly. * Ifyou are short of time, the planning stage can be done in pairs in class, so that students can spark each other’ imagination. ‘The story can then be written at home. In the following class, the same pairs of students could compare their versions before handing them in. Workbook answer key Exercise | 1 They both got books published before the age of twenty/ when they were very young, 2 Rebecea started when she was eight; Vietoria was sixteen. 3. The Kitnapping of Mittens and Love Sixteen Exercise 2 1F 21 31 4 SF 6T 7F Gis reputation had nothing to do with her success but he encouraged her in other ways) 8 F Exercise 3 2. Her book, which is about the exploits of her two cats, has sold 1,000 copies. 3. Victoria's father, who is a writer, has had a lot of influence on her career. 4 Tanya has written a ghost story, which is really scary. 5. For his birthday, Tomek got a repair manual, which wwe found really useful for repairing our bikes. 6. The Book of Heroic Failures, which T read last week, is absolutely hilarious, Exercise 4 I which 2 which 3 correct 4 which 5 correct 6 who T correct 8 who Exercise § 2. Her father gave her a plastic typewriter which she learned to type on. 3. Emilio is writing to a girl he met up with on holiday last summer. 4 That book has got lots of jokes (which) you can amuse your friends with 5 Here is the letter I was telling you about yesterday. 6 Stephen Pile is a writer I'd love to spend some time talking to. Exercise 6 1. The company for which my father works is in difficulty. 2. The girl for whom the hero risks his life tells him she no longer loves him. 3. He's the instructor to whom I owe all my success. Exercise 7 2g 3h4aSc6d7e8bPuzzling puzzles ehateuaes Exercise | * Do the trivia quiz. with students, Read the questions with the three alternatives, Students who think they know the answer can put their hands up. Give feedback by sending students to page 102 of the Students’ Book. * Ask if anybody knows any other surprising facts they can tell the class. Reading * This is revision of a reading strategy. Elicit what, a topic sentence is and where in a paragraph it usually goes. * If the class provides the answers immediately, go straight onto Exercise 2. If they don’t, ask them to read the information in the box. When they have done so, ask them to explain the strategy in their ‘own words Exercise 2 Vocabulary crash-proof discouraged egg-shaped wrecked harmed delighted * Ask students to look at the text. Do they know what the title refers to? (The first men to fly. An old film (1960s) of the same name about the antics of the first plane designers became very popular, as did the title song.) + Tell students that the topic sentences have been left out of the text and put in Exercise 2. Students read the instruction and carry out the task. * Students check answers in pairs before you take whole-class feedback. 52 Answers: ie 2¢3a 4d 5b Exercise 3 idents read the instructions and answer the questions in writing. * Circulate and check, helping as necessary. ‘+ Ask students who finish first to write the answers on the board, * When everyone has finished, correct the board sentences with the help of the class. ‘Answers: | The fact that the shape of eggs makes them very resistant. (M. Sauvant had been testing eggs by. dropping them on the floor.) 2 Because they didn’t think his machine would work. They were afraid he would have an accident. 3 By having his friends push him off a 25 metre cliff. 4 Because the machine was totally wrecked. 5 He was a mad inventor (for example). * At this point you could do some vocabulary work. Elicit the meaning of the above words. * If that isn’t possible, tell students to look the words up in the dictionary. Make sure they identif} the right entry and meaning for the context. Grammar Past Perfect Continuous * Go through the first example with the class. Draw a time line on the board. Trace on it a wavy line from left to right as you say Monsieur Saucant bad been working on his aircraft for several years Ask the class, Was he working on bis aircraft in 1928? 1929? etc. up to 31. Then, finally, in 1932, he (pause to elicit) announced that the machine was ready. Draw a cross near the right-hand end as you say... when be finally announced that bis machine was ready. Repeat the actions following the shapes on the board saying be had been working ~ Past Perfect Continuous and be announced the machine was ready — Past Simple + Repeat che procedure with the second example, Instead of a wavy line, draw small crosses or arrows on the line from left to right. At the same time say He bad been putting hens’ eggs inside ostrich eggs . Draw a large cross or arrow on the line while saying... before be decided the aircraft should be egg- shaped. Repeat the actions saying he bad been puttinghens’ eggs in ostrich eggs ~ Past Perfect Continuous and, he decided his aircraft should be egg-shaped ~ Past Simple. © Elicit how the Past Perfect Continuous is formed, ‘ Ask students to find another three sentences in the text where the Past Perfect Continuous is used ‘Try to get students to produce two-clause sentences, e.g. 1.10 He had been observing bow resistant egg shells were when — elicit the other part ~ the decided the aircraft should be egg-shaped. 1.12 He had been dropping eggs on the floor ~ elicit the other part ~ before he decided the aireraft should be ege- shaped. 1.28 His friends had been expecting to see ‘Monsieur Savant wave — elicit more — when they saw that the machine bad been corecked. + Finally, elicit the two uses of the Past Perfect Continuous. (To emphasise the duration or repetition of an action before a point in the past.) Exercise 4 + Students read the instructions. You might want to take an example to ensure that they know what to do. * Students do the task. * While they work, circulate quickly to find out if they've understood the difference between the two tenses. * Take feedback. Individual students read out their answers. Write them on the board as they do so. Answers:| had been working, had been drawing, had been flying, announced 3 had heen asking, gave 4 had not been getting, had been sending 5 had been playing, was, had been dying Exercise 5 * Go through the instructions. * Ask students to suggest questions they would ask Sauvant. Write a few on the board and tell students to think how Sauvant would have answered. * Put students in pairs and ask them to do the role play, taking tums to ask questions and to be Monsieur Sauvant. * Listen in on students, Make a mental note of any recurring errors, * When most students have finished, stop the activity, Clear up any problems which you heard. + Students write up the interview in dialogue form in their pairs. * Students check their dialogues for mistakes. Collect the work for correction. Word watch * Go through the information in the box with the class. Elicit other examples of each case. © Ask students if the same can be done in their mother tongue. If it can't, how is extra information about a student, for example, dealt with? Exercise 6 * Students read the instructions and do the task. + Take oral feedback. Answers: 2 a leather jacket 3 chocolate ice cream 44 dog trainer 5 the bedroom window 6 the school library 7 shoelaces 8 a taxi driver 9 a cotton shirt Exercise 7 * Go through the instructions and example with, the class, * Highlight the phrase It ooks like reminds the speaker of something else to say that it * Put students in pairs to make deductions and try to guess what the subjects of the photographs are. + After students have finished the activity, have one or two good pairs demonstrate one of the dialogues. * Write suggested solutions to the puzzle on the board but do not tell students the correct answers: at this stage. Listening 1 Exercise 8 * Read the main instruction with the class. a) * Tell students to listen to the dialogue and check their answers to the puzzle in Exercise 7 * Play the cassette, * Take oral feedback to check students’ answers, including those on the board. 53* Ask the class who got all four items correct, who got three correct, who got two/one/zero. ‘Answers: | It’s an orangutang’s hair. 2 It’s Madonna’s beauty spor/part of Madonna's face. 3 They're the bristles of a hairbrush. 4 It’s part of a shoe/shoelace. b) # Students read th structions and the question: * Tell students to make notes of the answers as they listen to the cassette. + Play the cassette once more. * Students compare answers with their neighbour’. * Ask students if they need to listen again. If so, play the cassette again. * Take oral feedback. . ‘Answers: 1 They are in a moving car. 2 No, she doesn’t. She says she gets car sick. 3 He thinks she is ‘making excuses because she can’t do puzzles. 4 Sarah is, 5 Probably because Sarah got all the answers and he didn’t get any. He’s probably making excuses. ‘TAPESCRIPT SARAH: Are we nearly there? I’ 1 game or something? Jantte: Look. A friend of mine lent me this book of puzzles. Do you want to do some? saRatt: P'm not very good at puzzles, Besides, I get sick when I do things like that in the car. JAMMIE: You're just making excuses because you can't do puzzles. SARAH: Oh, al right. Let’s have a look. So you have to guess what the things are in the pictures, right? Jat: Yeah, Now, what can picture one be? It looks like hair. ssanatt: Yeah, it looks a bit like your hair. JAMIE: Very funny. saRatt: I'm joking. I don’t think it ean be human hair ~ something about it looks a bit odd. So it must be an animal’ hair. sauté: Well, it obviously isn'ta lion’s mane or a big cat because it’s got a sort of forehead. SARAH: I know! Its an orangutang. Is an orangutang’s hair, JAMIE: That's it. We've got it! saRAHt: Now, the second picture is part of someone’s face. JaMtt#: Oh, yeah, course. So the black mark’s a beauty spot. so bored. Shall we play 54 SARAIE: So what famous person has a beauty spot? JAMIE: I can’t think of anyone. SARAH: Madonna, silly. It’s part of Madonna’s face. JAMME: Oh yes! saratt: Now, the third picture is... Oh, I know! JaMttE: Give me a chance! They're matches, aren’t they? ‘They must be matches. Look: little sticks with coloured heads. But why are they standing? Maybe they're not matches. OK, I give up. What are they? SARAH: The bristles of a hairbrush, see? It’s a hairbrush, seen from the side. Let’s have a look at the next one. Jaattr: Well... Te looks, it looks like... a black hole! With something coming out, or going in. saRAtt: And this bit here looks like metal JAMIE: Yeah: a metallic edge to the circle. It's probably some kind of machine. SARAH: No, it isn’t, The bit coming out is a shoelace. It's part of a shoe! Janie: Rubbish! SARAH: Check the answers if you don’t believe me. savtte: I don’t want to do this any more. I feel a bit sick. sanatt: Oh, yeah! Who's making excuses now? Grammar Possessive forms * Go through part 1 with the class. * Elicit further examples. * Repeat the procedure with part 2. + Explain that itis often possible to replace, e.g. the ‘eys of the car with the car keys, i.e. by a noun + noun combination. However, this is not always possible. Advise students that if they are in any doubt, they should use the of construction. + Read part 3. Ask students which the two possessive forms are in each of the examples. Check understanding by asking concept questions such as, for the first example, Does Sarah bave one friend or ‘more than one friend? * Explain that this construetion is most frequently used when the ‘possession’ is a person. * Ask students if the double genitive exists in their language. The process of comparing and contrasting will help them remember this form. * Go through the Look! section emphasising the correct forms. * Elicit further examples.Exercise 9 * Tell students to read the instructions, look at the example and do the task, © Write the answers on the board for students to correct their own work. Answers: 2... in my father’s car. 3... my pen friend’s letters. 4... back of the book. 5 The windows of the house .... 6 My friend’s hair... a lion’s mane. 7... front of the bus, 8 my cousins’ house, 9 Mr and Mrs Jones’s cat Exercise 10 jet a student to read out the instructions and example. * Check students’ work as they write the sentences. * Take oral feedback. ‘Answers: 2 An uncle of hers plays in a band. 3 A friend of my mother’s has invented a new game. 4 Tapping her foot on the floor is a litle habit of hers. 5 A cousin of ours is moving to another country. 6 He's wearing an old suit of his father’s to the party. Exercise I * Read the instructions with the class. Tell students they have to decide who the different features belong to, for example it might be Arnold Schwarzenegger's hair. * Ask students what they think: Encourage them to give reasons for their deductions, eg. Ie must be... hair because and It can't be ¥ hair because. . * Students do the task in pairs. Give them only a shore time, * Take oral feedback. Answers: It’s Arnold Schwarzenegger's hair and. forehead. They are Kevin Costner’s eyes. It’s Cindy Crawford's nose. It’s Sylvester Stallone’s mouth. It's, Nicole Kidman’s chin, Vision of Danger 3) Episode Three 1 Ask students where Anya and Stefan met and where they are now. Answers: They met at Piccadilly Cireus. They are now in Primrose Hill Park. 2 While you play the cassette, students read the text individually and answer the questions. + While the students are doing the task, draw this crossword puzzle and write these clues on the board. Clues 1 His songs and his voice are sweet, 2 weird, uncommon 3 looking serious and displeased or puzzled 4 bending one’s head forward and down to show agreement 5 rather white, with less than the usual colour FES * Take feedback to the questions in 2. Answers: 1 None ~ she’s an only child. 2 Both of them are considered strange by other people and therefore have few friends. 3 ‘They hear a song, which they think is by Stone. 4 Because of her powers of premonition Vocabulary * This activity is designed to draw students’ attention to words which are new or which will be important in the story. * Tall students to look at the crossword grid on the board. They have to complete it with words from the text and work out the horizontal word. Answers: | Orpheus 2 strange 3 frowning 4 nodding 5 pale Horizontal word: Stone* Ask students to write a clue for the horizontal word. (Anya and Stefan’s frvourite singer). * Get a student to write it on the board. Make sure the possessive is correct. 3 Ask students if they think it is necessary for good friends to have lots of things in common. * Ask them to tell you what they have in common with their best friend. 4 Put students in groups to make predictions about the story. + After a while, ask the different groups what they think. Extension activities 1 Have students look at page 109, the entry on possession. Go through it with students, checking understanding and asking for more examples when appropriate. 2 In pairs, students make a crossword puzzle with 7-15 of the words they have learnt in this unit. hey should consult a dictionary to write the clues. ‘They then give it to another pair to solve. Workbook answer key Exercise | 2d 3h 4g Se 6a Th fe Exercise 2 B2 C6D4 EIFS Exercise 3 (suggestions only) b A surprise visitor d ‘The cow attacks © Mr Hird escapes Exercise 4 1 Acow 2. Prom a field next to the factory 3. Ithad been been planning a quiet lunch hour. 4 Icstared, then lowered its head and charged. 5. It stopped attacking him to chew the carpet and he retreated into the corridor. 6 ‘They had to put ropes round it. Exercise § 2 correct 3 had been watching 4 had been erying 5S correct 6 had been watching, fell 7 had been waiting, finally turned up 8 correct 9 felt, had been swimming and playing. 10 correct 56 Exercise 6 2 at the end of the road 5. the dog's dinner 3. Tom's watch 6 Janet’s boyfriend 4 the name of the book 7 teacher's pet Exercise 7 1A friend of mine has moved to New York. One of my brother’s pop songs has become a hit. A friend of yours phoned yesterday. antha borrow a puzzle book of yours? One of my brother's annoying habits is playing the drums too loud. 6 In one of my mother’s nightmares, she always comes face to face with a gorilla A favourite hobby of my sisters is collecting boyfriends. 8 One of Laura's best features is her lovely hair. Exercise 8 1 anice cube 5 agold watch 2 a baseball cap 6 a fortune teller 3 a toothbrush 7 a pencil sharpener 4a mountain bike 8 a paper clipHome and away Exercise | * Students match the words on the right with the definitions on the left and complete the title of the quiz. © Take oral feedback. * Do choral and individual pronunciation practice of the words as necessary. Answers: | pollution 2 endangered 3 botanist 4 wildlife 5 scenery 6 conservation 7 rain forest Title word: ecology Exercise 2 + Tell students to read the instructions and do the task, * To take feedback, ask individual students to read out the full sentences. Correct any pronunciation problems with the help of the class. Answers: 2 endangered 3 botanis 5 rain forest 4 conservation Word watch * With books closed, elicit what ‘countable’ and ‘uncountable’ nouns are or take some examples. * Go through the information in the skills box with the class. After each of the four points, check comprehension by asking for more examples. + In the case of singular countables elicit also that fans needed when talking about someone's occupation, e.g. He’ a teacher. In the case of uncountables used alone, ask students to tell you which of the examples refers to pollution in general (the second one). Blicic that when talking in general, the article is not used. (This is covered in the grammar box on page 41.) Exercise 3 * Read the instructions for a), b) and e) with the class. Students should write three lists in their exercise books: singular countable nouns, plural countable nouns and uncountable nouns. * Circulate to make sure the task is done correctly. ‘Ask three students who finish early to write a list each on the board and correct the lists with the rest of the class. Answers: Countable singular ~ father, botanist, ‘weekend, conservation camp, nature trail, article, paper, rain forest, year. Countable plural — people, animals, trees. Uncountable ~ traffic, pollution, nature, paper, furniture (Gingular countable form: a piece of furniture) Paper is countable when it means ‘newspaper’. Itis uncountable when it means ‘a material in the form of thin sheets used especially for writing’. Singular countable form: a piece/sheet of paper. Language note + Other common nouns which are uncountable in English (but countable in many other languages) and their countable equivalents are: advice (a piece/ word of...) bread (a slice/loafipiece of ...), chalk (a piece of...) information (a piece of information), soap (a bar of...) and work (a jo). * Elicit from students those of the above nouns which are countable in their language. Reading Exercise 4 Vocabulary fun-filled survival shared facilities dormouse scenery woodland worldwide habitat accommodation enthusiasm * Students read the instructions. * Tell them that in the case of words with more than one meaning, they should choose the meaning used in the text. 587* Remind students that their dictionary will tell them if a noun is countable [C] or uncountable (U]. With the help of a dictionary, they should be able to do the task unaided ‘In the case of new words (above), students can guess the part of speech of the word from the ‘grammatical structure of the sentence. * If students have got dictionaries to work with, they should look up the meaning of the new words too. Answers: Countable singular — summer, holiday, difference, world, aim, dormouse, example, habitat, ‘man, conservation camp holiday, organisation, camp, brochure, key Countable plural - scouts, camps, animals, plants, leaders, sports facilities, nature trails Uncountable — countryside, wildlife, food, help, nature, experience, energy, enthusiasm, survival, time, scenery, accommodation, information, work Exercise 5 © Read the instructions with the class. * In the comments section, students could include why the camp appeals or doesn't appeal ro them as well as more general considerations such as the merit or otherwise of the organisation. * Students carry out the task individually oF in pairs Answers: Locations ~ around the world. Number of camps ~ 16. Aim ~To protect the countryside and its wildlife. Trained leaders — Yes. Experience necessary? No. Activities ~ Explore the countryside, work to ensure the survival of hundreds of animals and plants, sports, nature trails, Prices from £60 a week, including accommodation and food. Grammar A, an or the? * Go through the table with the class. After each category, stop and check comprehension. 1 Ask students to think of another three sentences about a different animal. 2 and 3 Ask students if their own language works in the same way. 4 Ask students to w as examples. another couple of sentences N.B. If you refer your students to the grammar information on page 107, have them look at part 1 only. * Tell students to cross out the incorrect alternative in the brackets. Exer * When you take feedback, ask students to justify their choice by referring to the correct concept in the grammar box, Answers: The correct alternatives are 1 An environmentalist (general statement), a person (in general), the natural world (unique) 2a new road (one of several, mentioned for the frst time), Conservationists (in general, the road (already mentioned) 3 an ecological park (any one of several) 4 Dodos (in general), The dodo (in general) Exercise 7 * This exercise is similar to, but more demanding than, the previous one. * Students read the instruction. Emphasise the inclusion of articles only when necessary. * Students should justify their answers as in Exercise 6 when you take feedback. Answers: | African rhinos (in general), the World Wide Fund for Nature (unique) 2 wild animals (in general), cages (in general) 3 the city 200 (unique, generally only one zoo in a City), a male (one of several), a female (one of several), the female (mentioned before), the male (mentioned before) 4a fox (one of several), the fox (mentioned before) Exercise 8 * Read the instructions with the class and refer them to the box on page 41 * Students do the task on their own, * While students are working, write Basia’s letter on the board. The body is not necessary, but the addresses and greetings are. + As you take feedback, refer to the appropriate part of the letter on the board.Answers: Greetings: b) You don't know the person’s name (or their gender) ~ Dear Sir/Madam —> Yours faithfully Addresses: 2) Write sender’s address in the top right- hand corner (so the recipient has it to hand when replying). b) Write other person's address on the lefe-hand side, leaving a blank line after the date. Useful closing sentence when expecting a reply: I ook {forward to bearing from you. ‘Usefal expressions to ask for information: b) Foul (also) like t0 knew. .. ©) Vevonder if you could send me Irochures further information/an application form, et.) Language notes ‘You might like to discuss these variations with your students, or they may bring them up if they have seen them before. 1 Basia has written her address in indented style. The alternative, block style, would be: UL. Nowy Swiat 24 00-946 Warsaw Whichever style, indented or block, is used for the writer's address, the same style should be used for the recipient’ address on the envelope. 2 Basia did not indent the first line of each paragraph, an increasingly common style. She could have indented the firs line, lining up the first letter of each paragraph (including the parting phrases) with the first letter of the word after ‘Dear’ in the greeting, 3 Basia wrote ‘Miss’ in brackets after her name to tell the recipients what gender she is and what form of address (Mr, Mrs, Ms, Miss) she would favour when they reply. Exercise 9 a) + Tall students to think about things they might like to know before going on a conservation holiday with the International Conservation Scouts. + They make a short list in pairs. ‘* Write their suggestions on the board in full sentences. Suggestions: Where exactly are the camps? What is the ‘accommodation like? (individual rooms, dormitories). What kind of clothing would be suitable? How many campers stay at any one camp? What is the typical age group? b) « Students read the instructions and carry out the task individually. * While they work, circulate and help as necessary. « Ask students to edie their letter before handi in. Encourage them to look at one or more specific points at a time, for instance format, spelling, tenses, legibility. Exercise 10 * Read the instructions and questions with the students, ‘+ Put them in pairs to do the task. © Walk around supervising the work but don’t linger with any one pair. * Take feedback, either by asking students about their partners, or by asking ‘yes/no’ questions and asking people to put their hands up. e.g. Do you like the idea of travelling to other countries? Put your bands up. Whichever way, engage with what the students are saying: react to their comments and give your ‘own opinion. Listening + Ask students why they chat to their friends it: just to show friendliness, to share information, to ask for and give opinions. * Read the information in the box with the class, clarifying where necessary. (=) Exercise I! ‘Tell the students they are going to listen to a conversation. a) * On the first listening, tell them just to find out the answer to part a). © Take oral feedback. Answer: Forcign exchanges b) * Ask students to listen again and tick the aspects of foreign exchanges the speakers talk about. © Take oral feedback, Answers: food, customs, the advantages and disadvantages of foreign exchanges 599 * Students read the questions in part ©). * Tell them to listen once more to find the answers. * Take feedback by asking students to write the different speakers’ reasons in two columns on the board. Answers: The boy would like to go on a foreign exchange to find out how people live in other countries, and because it’s the only way to get to know the people. ‘The git! wouldn't like to go on a foreign exchange because she wouldn’t know the host family/country, she would have no family or friends there, she'd have to speak a foreign language, the customs /food ete. would be different and what if she didn’t like TAPESCRIFT MIkr:: Debbie! How’s it going? eBBit: OK. How "bout you? MIKE: Fine, Listen, have you seen that poster about foreign exchanges at school? DEBBIE: Yes. You're not thinking of applying, are you? Mike: Why not? It sounds like a good idea, benoit: I don’t think I'd like to live with a family I didn’t know, in a country T didn’t know. Can you imagine? family, no friends, a foreign language . tke: Yes! That's why it would be interesting! Aren you curious to see how people live in other places enpie: Well, yes, but... what if T didn’t like it Imagine going somewhere miles away like ... Japan! I watched 2 programme about it the other day and, you know, the Japanese do things very differently from us. ik: Oh yes? Like what? eBie: Well, everything! For instance, when they go into the house, they leave their shoes at the door. And, they're very formal: they bow when they say hello! MIKE: Oh, come on, Debbie! You can’t generalise like that! Nowadays some Japanese people take off their shoes... to keep the house clean, And anyway, walking without shoes is good for you! As for bowing, it’s a sign of respect. Friends don’t bow every time they meet! penntt: OK, but what about the food? You should see the food they eat! How would you like to have fish and soup for breakfast, and raw fish and seaweed for lunch? And they eat rice all the time. Mike: You mean they tend to eat rice ~ instead of bread. Their diet is very healthy. Have you ever seen a fat Japanese person? Well, apart from Sumo Wrestlers. And ‘whar’s wrong with rice, anyway? I love it! Denpit: Yes, but the rice in Japan is sticky. 60 MIKE: That's so you can eat it with chopsticks. You're just being prejudiced. We do things differently over here 00, you know! I bet when foreigners come to Britain they find life here pretty strange. Especially the food! DEBBIE: Mmm... T suppose so. Maybe I'd like to visit other countries, but I still wouldn't like to go ona foreign exchange. I'd feel very lonely. MIKE: Oh well, that's different. I'd like to get to know every country in the world, And I think foreign exchanges are a great idea: it’s the only way to get to know the people. I'll send you a postcard! Grammar The or zero article? * Read the information in the box with the class. + Elicit further examples to check understanding and write them on the board. Highlight the inclusion or omission of articles. Have students copy them in their exercise books. * Ask, too, how the students’ first language works. How is it similar to/different from, English? * The grammar information on articles on page 107 covers more fully the use and omission of articles Exercise 12 + Tell students to read the instructions and do the task. Take an example + Take oral feedback and write answers on the board. * Check understanding by asking students which of the concepts in the box are being referred to in each case. Answers: | Phe food (referring to somethin; particular), the food (referring to something in particular), The Japanese (nationality noun ending in és), the British (nationality noun ending in sb) 2 The Chinese (nationality noun ending in ese), eggs (a class of things in general), mud (a class of things in genera), straw (a class of things in general) 3 foreign exchanges (in general), young people’s (in gencral), The young people we met (a group in particular)Pronunciation I Exercise 13 a) * Students read the instructions and carry out the task, Answers: | The Japanese do things a litte bit differently. 2 The Americans tend to drink a lot of milk, 3 The other day we went to an Argentinian restaurant, The food was delicious. b) * Students listen again and write down 1 or 2 according to the pronunciaton of the each time it * Before you replay the cassette, read out both sounds to the class so they hear the difference. ‘Answers: 1 The Japanese ~ 12 The Americans 3 The other day ~ 2, The food ~ 1 °) * Give students a couple of minutes to complete the rule in pairs. Answer: the + consonant sound = /0x/, the + vowel sound = /o/ Exercise 14 * Ask students if they have ever been abroad or to a ferent area in their country. How different was it from home? * Students look at the three headings, * Elicit an example to go under each heading. * Tell students to carry out the task by making notes under the three headings. * Students present their information to the rest of the class. * Where possible, encourage comparisons between students who have made notes about the same places. Did the same things surprise them? Workbook Students are now in a position to do pages 24 to 25 in the Workbook. Workbook answer key Exercise | Ta) 2) 3) 4b) Exercise 2 1 45,000 2. Their habitats are disappearing, 3. Weapons 4° Air and water pollution 5 Unleaded petrol Exercise 3 1 How many species of animals become extinct every day? 2 What do almost half the people of the world lack? 3. Where have 18,000 lakes been polluted? 4 How much of the world’s tropical rainforest is destroyed every minute? 5 What may have happened by the year 2025? Exercise 4 2-3-4. Sthe 6- Across I rainforest 4 whale 6 lot 8 pollution 9 or 10 coal Lice 16 extinct 17 rain 18.do. 19 nest Down I respect 21no 3 scenery 4 wild $ ant 7 trail 12 endangered 13 botanist 14 wildlife 15 gas 61Myths and legends Exercise | * Before doing this exercise, ask students to look at the photograph. What is it of Have they got one at home? Is there one in the library? What do you call the different books? (volumes) How is the information arranged? (alphabetically) + Students read the instructions and the items. Clarify any unknown vocabulary. * Students do the exercise. © Take oral feedback. “Answers: myths and legends, +; the British Isle, 15 the phases of the moon, + (moon); Zulus, 5; the sea, 5; the solar system, 5 Reading * Before students read the information in the skills box, ask them: When you are looking for specific information in a text, do you need to read it all? (No, run your eyes over it/scan it tll you find what you are looking for.) * Read the information in the box with the class. # Ask them what types of publication require scanning rather than reading word by word (dictionaries, telephone books, contents pages in a book, store directories, ete). Exercise 2 Vocabulary myths midwinter to slip out timeless liver wicked frontiers wizard presence sword 62 * Ask students where they would be likely to find the text on page 42 in order to elicit ‘encyclopedia’. * Tall students to read the instructions, do the task and put up their hands when they have got the answers. © Take oral feedback. Answers: Legend « story about a real person who is famous for doing something brave or extraordinary. Myth = traditional story occurring in a timeless past and involving supernatural elements beyond the frontiers of logic. Exercise 3 ‘Students read the instructions. Ask them to think about their own definitions of myth and legend. + Put students into pairs to explain the terms to each other. Circulate, helping if necessary. Take oral feedback, putting the important points on the board. Suggested answer: The difference is that a legen about a real person and a myth is totally imaginary, but reflects common human worries. Exercise 4 * Ask the students what lines 50-58 are for in order to elicit ‘cross references’ — in case the person consulting the encyclopedia wants to know about specific myths and legends or something related to myths and legends. ‘+ Read the instructions with the class. Ask them where they are going to look for the answers to elicit both in the cross reference section and in the appropriate encyclopedia volume(s). * Students read the questions and answer them individually. * Take feedback. A variety of answers is acceptable. ‘When looking for references it is sometimes necessary to look in various different places. Encourage students to think of other entries they could look under if the information they found ‘wasn’t enough. (Suggested) answers: 1 Egyptian myths (as suggested in the cross reference section), Volume 2; Sphinx, Volume 5; Egypt, ‘Volume 2; Giza (if students know where the Sphinx is, they will think of looking here), Volume 32 seasons, Volume 5; Farth, Volume 2 3 Northern European myths (since we learn from line 51 that Thor was the northern European name for the ‘Thunder God), Volume 4; Thor and thunder, Volume 5 4 Fire, Volume 2; matches, Volume 3 Exercise 5 * Students read the instructions. You might have to clarify the word purpose. * Take the first match as an example and write it on the board: 1 ¢ Myths were created in order to explain natural occurrences people couldn't understand. * Students carry out the task. * Take feedback by having individual students read the resulting sentences. Write the number and letter on the board. * Explain the new words (above, in Exercise 2) after students have matched the columns and/or prepare short definitions of them. Then give them to students and ask them to look for the corresponding words in the text. Answers: e2d3f4a Sb be Grammar Expressing purpose * With books closed, ask students why people created myths. Try to elicit and then write on the board: People created miyths to explain natural events. Leave fairly large spaces between the words myths, to and explain. * Elicit from students which is the action and which is the purpose. Write these words above the corresponding clauses. * Underline 10 in your sentence and point out to students that this is one way of expressing purpose, ice. by using the infinitive. * Ask the class if they know another way of expressing purpose to elicit in order to. (Some students might offer so (that) which they also saw in Exercise 4. Accept this suggestion, write the phrase in a corner of the board and say you'll take it up later). © Write in order to as an alternative to to on the board. + Ask what the subject of created is and what the subject of explain is. * Explain that when the subject is the same (as in this example), it doesn’t have to be repeated if Gin order) tos used to introduce the elause of purpose. * Elicit, or retrieve from the board, so thar. Write under your previous sentence: People created myths so (chat) they could explain natural events. * Aske which the ‘action’ clause is and which the ‘purpose’ clause is. * Highligh the inclusion of they in the purpose clause when the linking phrase is s (that). Emphasise that when using s0 (that) each clause needs to include its subject (although in this case it is the same). * Highlight the word could. * Ask the class why Prometheus stole fire from the sun. ‘Try to elicit and write on the board: Prometheus stole fire from the sun so (that) humans cond keep warm. + Ask students to identify the ‘purpose’ and ‘action’ clauses. ‘+ Ask them what the subject of each clause is. Ask, What is the expression that conveys the purpose and what is the phrase that conveys “it would be possible for them to... .? ‘Tell students to open their books and look at the grammar box on page 43 and ask about anything which is not clear to them. ‘After a few minutes ask questions to check understanding, e.g. What modals, other than could, are possible with the second construction? How is a negative clause of purpose formed with an infinitive/with so thar? Which linkers can T use if the subjects of both clauses are the same? Which linker can Luse if the subjects of the clauses are different? Exercise 6 * Students read the instructions and do the task on their own, In the meantime, write the pairs of sentences on the board. + Take oral feedback. Students label the sentences con the board. (Don’t erase them because you'll need them for Exercise 7.) 63Answers: 1 The teacher gave us a text. (A) We could learn about legends. (P) 2 Find some information for my project. (P) I looked in the encyclopedia. (A) 3 My sister could do her homework well. (P) Thelped iy sister. (A) 4 T keep a vocabuilary book. (A) Learn new words. (P) 5 T studied hard last year. (A) Pass my exams. (P) 6 Kerry bought a new camera. (A) Take photos on her holiday. (P) 7 Alex came in very quietly. (A) Not to wake up his parents. (P) Exercise 7 * Go through the instructions and example with the class. * Alter the first pair of sentences from Exercise 6 accordingly. * Students carry out the task. * Circulate, checking and helping as necessary. * Take oral feedback. Alter the sentences on the board so that students can see the manipulation. * You might like to introduce a different order of clauses when using in order to. This is done when "we want to emphasise the action because it is special, different or strange. If you introduce this, highlight the comma after the clause of purpose. Answers: For alternatives with so that, see Exercise 8. 2 Tlooked in the encyclopedia (in order) to find some information for my project. / In order to find some information for my project, [looked in the encyclopedia. 3 Thelped my sister so (that) she could do her homework well. 4 [keep a vocabulary book (in order) to learn new words. / In order to learn new words, I keep a vocabulary book, 5 I studied hard last year (in order) to pass my exams. / In order to pass my exams, I studied hard last year: 6 Kerry bought a new camera (in order) to take photos on her holiday. 7 Alex came in very quietly in order not to / so as not to wake his parents up. 64 Exercise 8 * Go through the instructions and example with students. © Elicit the fact that they will have to add zill/vould or can/could to the purpose clause. * When taking feedback, alter the sentences on the board so that the manipulation is clear to students. Answers: 4 [keep a vocabulary book so (that) I can learn new words 5 T studied hard last year so (that) I could pass my 6 Kerry bought a new camera so (that) she could take photos on her holiday. 7 Alex came in very quietly so (that) he wouldn't wake his parents up. Exercise 9 * Students read the instructions. ‘* Remind them they have to put the verbs in the correct tense and add the necessary modals. ‘As soon as they finish the five items they should try to add one or two legendary or historie actions and their purpose ~ in full sentences. * Get pairs to exchange their work and do an initial correction of the other pair's work. * After a few minutes, conduct whole class feedback. Answers: 1 Robin Hood stole from the rich (in order) to help the poor. 2 The Norse gods ate golden apples (in order) to stay/so (that) they would stay young forever. 3 Thor, the storm god, used lightning so (that) the giants wouldn't hurt the gods. 4 Odysseus blinded the Cyclops so (that) he and his men could escape. 5 Orpheus sang to Hades, the king of the underworld, so (that) his dead wife, Eurydice, would come back to life ‘Suggested additions: | ‘The ancient Greeks gave the ‘Trojans a gigantic horse so (that) soldiers could hide inside and get into the city of Troy. 2 Hernén Cortés, the Spanish conquistador, burnt his boats in Mexico so (that) his men couldn't return to Spain,Get talking Exercise 10 * This is an information gap activity. Pairs of students have six different pictures, three each, which make up the myth. First, they have to describe their pictures to each other and then together decide in what order they go in order to tell the story. * Read the instructions on page 44 and the beginning and end of the myth to students. Put them in pairs, nominating an A and a B student in each pair. + Student As turn to page 105 and Bs to page 106. Go through the instructions there and make sure everyone is quite clear about what they have to do. * Circulate to help and keep the activity going (mostly) in English. a * Stop the activity after a few pairs have finished. Get one or two groups to tell the class their version of the story. * You may like to read the students the myth in a soft voice, like a bedtime story, and quieten the class after a period of noisy activity. Students then listen and look at the complete set of pictures. * After the story has been checked, students can write it up either in class or for homework. Answers: (Nunrhers correspond to the different pictures once they are ordered correctly) 1 Old Man Winter lived in the far north in a kingdom of snow and ice. 2 One day he began waiking south. As he walked, the sky darkened and it got very cold. Snow even began to fall. Chief Glooksap was horrified. Old Man Winter was getting near to where his tribe lived, 3 Glooksap then travelled to the warm south, where he knew Summer Queen lived. He told her about Old Man Winter and asked her for help. 4 Summer Queen started walking northwards, bringing warmth, light and life with her. 5 As she was approaching Chief Glooksap’s tribe, she came face to face with Old Man Winter. He looked worried, because he knew she was stronger than him, 6 Faced with the warmth, Old Man Winter began to melt. Chief Glooksap then took pity on him and asked Snow Queen to save him. Exercise I * This is a warm-up activity to re-focus students’ attention onto a different topic. * Students read the instructions and carry out the activity * After a few minutes, let them check their answers ‘on page 104, Additional information on answers: 1 William ‘Tell (A legendary Swiss hero who refused to bow to the Austrian governor's hat. As punishment, he was made to shoot an apple placed on his son's head with a crossbow. He succeeded!) 2 Buffalo Bill (Real name: William ‘Cody. An American Wild West buffalo hunter ~ he is said to have killed 4,280 head of buffalo in 4 months. He organised the first Wild West Show and made a fortune in show business.) 3 Pocahontas (Amerindian woman who helped maintain peace between English colonists and native Americans. She eventually married one of the colonists. She went to England where she died ‘of smallpox just before her planned return to America.) Reading Exercise 12 Vocabulary game marksman injured * Students read the instructions and do the task. * Conduct feedback as soon as someone thinks they know the answer. Answer: Encyclopedia entry. Exercise 13 * Go through the instructions with students * Students carry out the task. * Before conducting whole-class feedback, allow students to check their answers in pairs. Answers: An entertaining couple ~ P. 3, Fame and recognition ~ P. 4, The start of a brilliant career! — P. 2, The legend lives on — P.6, ‘Tragedy strikes ~ P. 5 * Ask students to deduce from the text what the new words (above) mean and to explain the meanings in their own words. 65Exercise 14 © Read the instructions with the class. © Students draw a trick and show and describe it to their partner. * If, while the students were working, you saw a particularly interesting way of conveying one of the tricks with a few lines only, you can ask the student to reproduce the drawing on the board and explain it to the class. Grammar Too and enough ‘Ask the class why Annie's family laughed at her when she said she wanted to shoot game. Write these sentences on the board: ‘They thought: She was too young to bold a gun properly. ‘She was not strong enough to sboot. * Ensure the meaning of the first sentence is clear by asking: Was it posible for her to bold a gun? (No) Was the fact that she was a woman the reason? (No) Was the face that she was very young the reason? (Yes) ‘Then read the sentence again: She was too young to hold a gun properly. Her hands were very little, so she couldn't hold the gun. * Highlight the infinitive after the adjective. * Ensure the meaning of the second sentence is clear by asking: Was it posible for her 10 shoot? (No) Was the size of ber bands the problem? (No) Was ber limited physical strength the problem? (Yes) Then read the sentence again: She was not strong enough to shoot. Shooting requires more physical strength than she bad. * Highlight the infinitive after the adjective. * Compare the use of too and enough with the use of very. Write on the board: She was very young and She wasn't very strong. Explain that these are general ‘comments on the degree or intensity. They don’t suggest excess or lack, and they don't indicate a particular result. Too and enough are usually followed by an infinitive clause that tells us the result, e.g. Annie couldn't hold a gun properly and she couldn't shoot. Language note Exceptions are when the result has been stated before, e.g. [feel faint. Its too hot. or when the result is so obvious that it goes without saying, e.g. Ir too bot! (accompanied by fanning oneself or blowing at hot soup). * Ask students to go through the box silently. 66 Exercise 15 * Go through the instructions, ask students to look at the first two lines of item 1 and ask, When can people drive in Britain? (17) How old is Marcia? (16) ‘So can she drive yet? (No), in order to elicit the example * Students carry out the task. * Write the phrases on the board when taking feedback. ‘Answers: | Marcia isn't old enough to drive, he’s old ‘enough to drive, she’s too old to drive. 2 he wasn’t well enough to play, (he) was too il to play. 3 Susan is too short, Nadia isn’t tall enough, Rachel i tall enough Exercise 16 © Read the instructions and example with students. * Give students five minutes to add as many similar sentences as possible. * Nominate students to share with the rest of the class one of their sentences. Writing + Read through the information in the skills box, referring to the Annie Oakley biography to illustrate each of the points in the box. For example, ask students what they know about Annie Oakley’s early life and which paragraph tells them this. Exercise 17 © This activity gives practice in writing biographies and also practises the reference skill (looking for information in an encyclopedia) featured in the first half of the unit. a * Read through the instructions with the class. * Ask them who they are going to write about and (especially if your school has a library) discuss under which letters of an encyclopedia or which chapter headings they are going to look for the information. + Set part a) of the task for homework. b) + Read through the instructions for part b) in the following lesson.* Explain that students will have to put their notes in order and divide them into the different stages of the person’ life. That is going to make up the paragraph divisions (although one stage might take ‘more than one paragraph, with each paragraph covering a specific aspect or chronological sub- stage) * Circulate, discussing the planned paragraphing ith the students. 9 * Students write the biography. When you correct it, focus essentially on the organisation into paragraphs. Workbook answer key Exercise | 1 William Frederick Cody 2 1861-65 3 The ‘Wild ‘West Show’ 4 Annie Oakley and Chief Sitting Bull Exercise 2 A3BIC4D2 Exercise 3 IF2T37 417 SF 6T7F Exercise 4 2 Annie Oakley joined the ‘Wild West Show’ in order to show off her skills. 3 Robin Hood and his men hid in the forest so as not to /in order not to be found by the Sherif’s men. 4 Parents choose bedtime stories carefully so as not to /in order not to frighten their children, 5. King Arthur's father gave him to Merlin so that the ‘magician could prepare the boy to be a great king, 6 Zeus chained Prometheus to a rock in order to punish him, Exercise 5 2s0.as not to 3 in order to 40 that 5 in order to 650 that Exercise 6 2. Tom set his alarm clock the morning. 3 Maria kept her boyftiend a secret so that nobody’ ‘would know he existed. I climbed a wall in order to get in to the concert My dad crashed the car so as not to kill the dog. ‘Mum had made sandwiches so that we would have something to eat as soon as we got to the beach, order to be up on time in Exercise 7 2. was too expensive to try 3. were not brave enough to do it 4 wasn’t clear enough to read 5. were too late to have dinner/for dinner Exercise 8 20) 3d) 4b) Se) 6a) Exercise 9 I brave 2 wicked, beautiful 3 hair-raising 4 wise 67Rocking ’n’ rolling Exercise 1 Find out how many of your students have been to a pop concert and how many have seen one on television. * Read through the list of items with students, clarifying where necessary. * Students tick those that their concert had and those which they consider very important. They can add to the list if they want. * Put the students into pairs to compare their opinions of what is essential at a pop concert. * Discuss with the class the things they find essential and why. This is a good opportunity to ‘engage with the class and talk about their own interests. Reading Exercise 2 Vocabulary stadium ner electronic cable footage stage mixer road crew audience vidiwall lead singer * Students read the instructions and do the task. After identifying the things the concert had, they should decide if it was what they consider a good show and discuss with a partner. * After taking feedback, ask the students about the photograph. Students should describe it and then tell you if they would have liked to have been there. Answers: videos, sound equipment, a large crowd, a good atmosphere (given the equipment, videos) 68 Exercise 3 * Tell students to look at the photograph and read, the text again so they can label the diagram. ‘Answers: I stage 2 mixing desk 3 video studio 4 video confessional 5 vidiwall ‘Tell students they have to write a short caption in their own words explaining what each of the things is or does. You may want to take an example and write it on the board. Suggested answers: | Stage: this is where the group stands during the concert. 2 Mixing desk: it is here that the sound engineer and technicians alter the volume of each instrument and voice so that the sound balance is excellent. It receives the sound from the satellite receiver. 3 Video studio: here there are ten video laser-dise players, which mix video footage from the confessional, the band video and satellite television to create visual effects. 4 Video confessional: itis like a small studio where fans are filmed talking about things they care about. 5 Vidiwall: these are giant vvideo screens on which the audience sees images of the band (and other video material). * To check that the meaning of new vocabulary is, clear to students, ask them questions like: What sport is played at Wembley Stadium? Can you name a local football stadium? Are concerts held there sometimes? Where do the singers and musicians stand during a show? etc. Grammar NB. Needn's and don't need 10 as absence of obligation are covered in Unit 16. + The grammar in this part of the unit is relatively ‘uncomplicated. It is therefore 2 good opportunity to let students work this grammar out for themselves. So, for an inductive grammar session: * Write on the board: Before a show, in the stadiuem: The stage needs to be built. The stage needs building. The road crew needs to build the stage. * Tell students to look at the grammar box, discuss the information in pairs and then tell you: — What the difference in meaning is between the sentences.— How the form changes from one meaning to the other. * This gives you an opportunity, while the students are working, to circulate and talk to them individually to see how they are getting on. * Take feedback on your questions. Lead students to mentioning the agent important vs agent unimportant difference, and the different complementations of need: 10 + infinitive vs. -ing/to de + Past Participle. * Highlight the structural changes, and the change in the position of sage in your sentences on the board, ie: (The stage| needs to be built (The stage needs building. The road crew needs 10 buildlthe stage! * Double check understanding of the concepts by asking: In the first two sentences, does it matter who does the work? And in the third? * Elicit further examples from the text, first examples where the agent is known, then examples where the agent is not known. Exercise 4 * Read the instructions and example with the class. ‘Ask them when to use need to (when we know who is required to do something) and when to use need doing/to be done (when it doesn’t matter who does something or when we don't know who is required) * When taking feedback, write the answers on the board, Answers: 2 The CD player needs mending / needs to be mended. 3 The microphones need testing / need to be tested before the concert. 4 You need to fix the lights before the disco. 5 Do you need to buy a programme? 6 The fire doors need checking / need to be checked before the concert. 7 You need to check your answers when you finish the 8 Everyone's tickets need checking / need to be checked at the gate. Exercise 5 © Read the instructions and example with the class. * Start the activity, looking at your watch. * Stop the activity after three minutes. * Call on individuals to give oral feedback. This time, write on the board only those answers which are wrong, either formally or factually, for the rest of the class to correct. ‘Suggested answers: Before: ‘The road crew need to connect miles of electronic cable, They need to build the stage, They also need to unpack the £2 million sound equipment and they need to set up 1,200 tonnes of equipment. ‘The video crew need to video the fans in the confessional, They need to film the band before they {go on stage. They also need to select and edit the best bits of the video confessional footage. In addition they need to mix these two with satellite TV. Finally, they need to load the laser dises. ‘The sound crew need to check the mixing desk and the connection with the band’s satellite receiver. During: ‘The video crew need to operate ten video laser-dise players. ‘The sound crew need to adjust the volume of each instrument and each voice. They need to integrate the sound from the band’s own satelite receiver. Exercise 6: Role play * Tall students they are going to work in pairs and read the instructions with them. + Emphasise the fact that they have to swap roles once they have finished the first interview. * Give students time to prepare both roles. * Put them into pairs to do the role play and nominate an A and a B within each pair for the first interview. * Nominate a strong A and a strong B to start the activity as a demonstration to the rest of the class. * Students work in their pairs. * As you walk around, make a note of one or two pairs who are doing very well, not only linguistically but because of imaginative or humorous comments. * At the end, ask one or two of these pairs to do the role play for the class to watch. 69Reading Exercise 7 Vocabuary duo three-dimensional digital pulses computer graphics 3D * In pairs, students look at the picture and the title of the article and answer the questions. + Nominate pairs of students to give you their suggestions. Write key words on the board. + Students read the article to check their answers to Question 2. Were they right? Exercise 8 * Read the instructions with the class. * Students do the task, While they are doing this, copy the incomplete notes onto the board. * Take feedback by getting students to complete the notes on the board. Answers: Name ~ Future Sound of London, Names of members ~ Brian Dougans and Gary Cobain, Internet address - FSOL <@fsol.demon. co.uk>, Name of gallery ~ The Kitchen, City ~ New York, ESOL ‘unique because ~ First group in world to play ‘live’ shows down telephone. Music transmitted via Internet. ‘Audiences soon take part in virtual reality concerts Vocabulary Exercise 9 * This exercise practises the new vocabulary in the text, Let students do it without any help once they have read the instructions. * Ask students who finish first to start writing their answers on the board as soon as most of the class has finished Answer studio 2 Internet 3 three-dimensional 4 graphics 5 workstations Exercise 10 «© Students make @ list of the seven phrasal verbs in the text, Ask them to copy not just the verbs, but the phrases in which they appear. + Students dictate the phrases to you. «Erase the first sentence as it isin the passive voice and thus not suitable for your purposes. 70 * Ask the class to identify the object of the phrasal verb in each phrase. Underline it. * Ask students where the object of the phrasal verb ‘goes, before or after the particle. Elicit the fact that it varies: with some phrasal verbs you can put the object either between the verb and the particle, or after the particle. Explain that these are separable verbs, With other phrasal verbs you have to put the object after the particle. Explain that these are inseparable verbs + Tell students to read the information in the grammar box and tell you which verbs are separable (ovitch on, bring about, put off). Write an ‘s’ after the corresponding phrases on the board. Don’t erase the sentences. Answers: the computer workstations were switched on, 1 team of people look after the technical side of things, Will this new technology bring about an entertainment revolution?, Those who look on technology as an essential part... but are getting bored with living on a diet of computer games, If you are looking for the ultimate rock experience, Don’t put it off tll later. Grammar Phrasal verbs | * Go through part 1 of the grammar box with the class. Draw students’ attention to the different word order: on followed by the computer workstation or the other way round, switched + it + on and the long direct object. * When you finish part 1, elicit the rules from students. With separable phrasal verbs, the two parts of the verb can be separated: if the object is a noun, it ean go before or after the particle. If itis a pronoun, it can go only before the particle. If itis a very long noun phrase, it can go only after the particle. © Ask students if there is an alternative word order for any of the phrases on the board. (Yes, Will this new technology bring an entertainment revolution about?) * Go through part 2 of the box. Draw students’ attention to the word order: ook + on + technology and look + om + it ‘Elicit the rules, With inseparable phrasal verbs the object always goes after the particle whether it is a noun or a pronoun.+ Remind students that the only way to remember iffa phrasal verb is separable or inseparable is to memorise it. Exercise II © Students read the first part of the instructions and complete the sentences with a phrasal verb from the box in the correct tense. * Take feedback. Ask students to rewrite the sentences with separable verbs using a pronoun, * Take feedback. Answers: 2 switch on 3 look after 4 brought about 5 live on 6 put off 7 look on; 1 switch it on 4 brought it about 6 put it off * For further practice, ask students to write their ‘own sentences using the phrasal verbs. Listening [ Exercise 12 * Tell students they are going to listen to two people talk about pop concerts. They have to listen and write down the four phrases the speakers use to express preference. + Emphasise that the expressions they need are of preference, rather than simply like or dislike * Play the cassette once. * Students compare answers with a partner. * Play the cassette again, * Take whole-class feedback. Write on the board the expressions that students give you. ‘* Conduct choral and individual pronunciation and intonation practice, Answers: | prefer, I'd rather, P'd much rather, [like ... better than "TAPESCRIPT soPute: I love this song! Did you know they're giving a concert in June? Lay and I are thinking of going. Why don’t you come too? saMt: Mmm, Where is the concert? I'm not very keen on. open air concerts. I like to be able to sit down, sopute: It’s at the football stadium. You can get seats but I prefer to stand — near the stage if possible! saat: Oh no! Not at the stadium! You won't be able to see anything! SOPUIE: Yes, we will. And anyway, it doesn’t really matter; it's the atmosphere that counts. sat: How much are the tickets, then? SOPHIE: Twenty-five quid.- © > saMt: Twenty-five quid! Pd have to save all my pocket ‘money just to get the ticket! I'd rather buy the record. SOPHIE: But it’s not the same. I'd much rather see them in the flesh. Lucy says they have a really good show. SAME: Yes, but twenty-five pounds is a fortune. And anyway, like listening to records better than listening toa group live. The sound is better ~ and you can listen to it as many times as you like. sori: But which would you rather do, listen to records all alone or go to a great concert with me and Lucy? SAM: Oh, well, if you put it like that ... I suppose I could make an effort and come to the concert. sopHTE: Great! And do you think you could lend us the ‘money for the tickets? saat: Uurh! Women! Get talking Exercise 13 * Blicit phrases for suggesting such as: Wy don't we...21'd like to... wouldn't you? and Lets... + Read the instructions with the class. Ask questions to check understanding, e.g. The tickets cast £15. How can you arrange to pay only £7.50? Tell students to try to persuade the rest of their group to do what they themselves want to do. * Put students in groups of 4/5 to do the task, * Circulate to make sure that students’ mother tongue is kept to the very minimum. * Don't let the activity go on for too long. Stop it at the first sign that students are not concentrating on the task any more. * Nominate a few of the groups to tell the class what they are going to do, attend the same concert together, or a different one individually. Vision of Danger © Episode Four 1 Ask students to reflect on what the last episode was about. Read Question 1 with the class and wait for students to answer. * If students can’t remember what happened, they should look back at the last episode, in the same way one would look back when reading more of a novel after a certain break, 1‘Answers: In the park, Anya felt butterflies in her stomach, a feeling she always got before something important happened. She and Stefan heard the song. about Orpheus. 2 Ask students to read the questions and then the story to find the answers. Students read alone and in silence while you play the cassette. * Check the answers with them. Answers: 1 He found out that the song they kept hearing didn’t exist, 2 They think the song is trying to tell them something. They think itis an attempt to warn them since they are special and have always had feelings about important things which are going to happen. 3 Orpheus was a mythological musician who sang so well that even wild animals and birds would stop to listen to him, 4 Stefan and Anya think that Stone is in danger because he's a wonderful musician too and the song ‘warns Orpheus of danger. 3 Students should read Question 3 and try to predict what will happen next. + Students can work in groups, prepare their continuation of the story orally or in writing, and then take turns to present it to the class. * After hearing all the versions, the class can vote ‘on the best one. Alternatively, devise a continuation using the best features of several versions. Extension activities 1 Students look at the information on phrasal verbs on page 109. Check that they understand the information by asking concept questions, e.g. What cdo you call the verbs which don’t take an object? And those which do? What are ‘separable transitive verbs’? 2Game * Have groups of students prepare a deck of cards each by writing a phrasal verb on each card. * To play the game, students put the cards face down in a pile in the middle of their group. ‘In turn they take a card and have 1 minute to produce a correct sentence using the phrasal verb on the card. ‘The rest of the group is the judge of whether a sentence is correct but an individual can appeal to the teacher if s/he thinks s/he is right. n + A-correct sentence gets a point. The winner is the person with the most points after a certain number of rounds, Workbook answer key Exercise | 1. The director of the film and the singers. 2 Atleast £50,000. Exercise 2 1 DK 2F3T4T 5ST OF Exercise 3 1 The electrician needs to check the lights. ‘The scenes need planning. The director needs to plan the storyboard. The dancers need to practise their steps. The road crew need to set up the stage. “The broken machine needs mending. “The cameraman and video crew need to film the band, Exercise 4 2 Tom needs to study tonight 3 Do we need to book ..2 4 The singer didn’t need to practise 5 The sound needs adjusting/to be adjusted 6 The fans need to speak clearly 7 Do the answers need checking/to be checked? 8 The film needed to be edited carefully/needed careful editing, 9 Our parents need to know what time . 10. Your eyes need testing/to be tested. Exercise § 2 picked out 3 found out + switch on 5 work out 6 setup 7 look for 8 brought about 9 look on 10 doitup Exercise 6 Groups of people: crew, band, audience Single people: engineer, fan, designer, singer, manager Equipment: lights, laser-dise player, cable, screens, instrument, microphone, mixing desk, satellite receiver Verbs: play, edit, fix, load, select, et up, put together, directRevision * You can do this revision unit in a different way to the way you did Unit 6, Start by telling the class to look at the ‘In units 7-12 you have learnt...” section on page 53. * Ask students to look through the list of grammar points and decide which ones they are sure they know (and tick these) and which they are not too sure about (and mark these with a cross). Tell students to put the list aside until they have done the revision unit. * At the end of the unit, ask them to look at the list again. Can they now say they know all the grammar points and change their crosses to ticks? Are there any points that they had ticked but on doing the exercises they decided they didn’t know? Do they now know these grammar points? * Ask the class if there are any questions they would like to ask about any of the grammar points. ‘They can ask them now or hand you a piece of, paper saying, for example: T think I now understand all the grammar in Units 7-12. or Lam still not quite sure about ‘This way, the students will learn to keep track of, their own progress and take responsibility for their own learning. + For the treatment of the ‘skills’ section, see page 76. Exercise | (Unit 8, page 36, Grammar box) ‘Read the instructions with the class. Wait for a few minutes for students to think about the answer. © Conduct feedback by writing students’ suggestions on the board. They will probably arrive at almost the right answer. * Ask students to scan the text to check their answer anyway. Answer: Iv is the only news agency run by children and which reflects their views Exercise 2 (Unit 8, page 34, Reading skills box) * In order to give the students practice in running their eyes over a text as opposed to reading it in detail, read the sentences one by one and ask students to put their hands up as soon as they have the answer. * Nominate a student to answer. This can be just after a few hands are up or after a large group of students seem ready. It is important to give students enough time for everybody to attempt the task, but only just enough so they are forced to scan the text. * As the answers are given, write the item and paragraph number on the board. ‘Answers: | paragraph 2 2 paragraph 4 3 paragraph 5 4 paragraph 15 paragraph 3 Exercise 3 (Unit 8, page 34, Reading skills box) * Students read the instructions and find the topi sentences. * Students will be more precise if they are asked to write the first and last couple of words only, separated by a dotted line. Show them how to do this using the example. Answers: Paragraph 1, Zumon Chowdury, thirteen, talks with a confidence which would have been impossible nine months ago. Paragraph 3, Fifteen-year-old Cleney Lebrasse joined because one of his teachers suggested it. Paragraph 4, Rachel Bulford, fourteen, joined Children’s Express in order to get experience in journalism, the career she’s interested in, Paragraph 5, ‘Children’s Express is doing something very important in giving children a chance to give their perspective on daily events or to write on issues that they are concerned about,’ says Cathryn Atkinson, Exercise 4 (Unit 9, pages 40 and 41, Grammar boxes) * Read the instructions with the class, Emphasise the fact that an article might not be necessary in all cases. ‘+ When the students have finished, ask them to ook at the boxes on pages 40 and 41 and correct their work in pairs. * Circulate, pointing to the relevant rule when students seem not to be able to identify * Do a quick oral check with the class. BAnswers: ... of the Football Association... to do an article on him ... we wrote up the article .. .Tdo an interview ... the only news agency ... briefs the children . . affeets kids ... about the Express ...on astory . .. can buy ~ lottery tickets... on ~ daily events . .. “The agency is Exercise 5 (Unit 8, page 35, Word watch) * Read the instructions and the example class. Tell them to do the task and to check their answers by finding the words in the text and telling you the line in which they occur. ‘Answers: | football corruption (1.56) 2 sports stories (154) 3 a football career (s.59-60) 4 a news agency (s.26-7) 5 homework (1.53) 6 the Football Association (1s.7-8) Exercise 6 (Units 7, 8 and 10, pages 31, 33, 36 and 43, Grammar boxes) * Make sure students understand what they have to do by doing number I with them. * Students do the task. Ask those who finish early to write the answers on the board. Answers: 1 Journalism is the career in which she’s interested, 2A teacher of his suggested he join the agency. 3 The reporters can write on issues about which they are concerned. 4 Zumon Chowdhury, who has been working for the agency for nine months, feels a lot better about his English, 5 Rachel Bulford joined the agency so that she could get experience in journalism. Exercise 7 (Unit 9, pages 40 and 41) * Elicit the layout and parts of a formal letter. Refer students to pages 40 and 41 if necessary. Tell them to address the letter to Children’s Express, Fleet Street, London SEI. (This address is incorrect and incomplete so that Children’s Express won't be flooded by letters.) * Discuss with the class what information about themselves they would need to include, e.g. How old they are, where they live, why they would like to be a foreign correspondent for Children’s Express. * Students could write the plan for their letter in class with your help, and the letter itself for homework. * Collect the letters for correction. At this stage, simply indicate the mistakes by underlining them or by putting a mark in the margin. When you give the letters back, put students in pairs to correct their and their parmer’s work. * You might like to collect the letters again to see if there are any mistakes which are not corrected in several letters. Do remedial work on those points as necessary. (© Exercise 8 (Unit 9, page 41, Listening skills box) * The class reads the introduction. a) * Play the cassette once and tell students to identify the general topic. * Check that students have identified the general topic of a park which is run-down, like the one in the picture in Exercise 9. b) * Students read the alternatives for b). Elicit what a drinking fountain and overgrown grass are. * Play the cassette and tell students to tick the alternatives mentioned. * Take feedback. 9 * Read the sentences with the class. Ask students if they remember who said that people like her have a greater need for the park. If they don’t know, tell them it was the little girl. © Play the cassette again and take feedback. Answer a) Hillfield Park, a park which is run-down ) flower beds, broken glass, benches, overgrown. {grass, ice cream shop, play equipment ) 1 little girl 2older man 3 litte girl 4 teenage girl 5 little boy TAPESCRIFT AMANDA: Hillfield Park has needed renovating for a long time: the grass is overgrown, the park is unattractive and vandalised, the benches are broken. The local council has decided to spend some money renovating HillfieldPark. As a local resident, what do you think needs to be done? COLDER MAN: Renovation sounds very nice in theory, but [mean — you, you get a lot of children coming along and they trample on the flowers, dig them up, pick them Now, if they had some responsibility for looking after the park, renovation would probably work, but they won't look after it. That’s the main problem. AMANDA: Thank you for talking to me, OLDER MAN: Not at all. AMANDA: And what about you? What do you think? OLDER TEENAGE GIRL: I think the adults tend to forget that there are young ones as well and they forget what it’ like to have nothing to do and just hang out in the streets. Tmean, not many people really listen to what kids think, it’s all ’m your mother or your father and I know best’, but they forget their own youth, The council should build a club house for teenagers to meet. AMANDA: Thank you. And you two. How do you feel about Hillfield as a park? LITTLE GikL It’s not very big. Tes dangerous and people = ehrm ~ teenagers break things and . .. it's just a mess. LITTLE BOY: There are bits of broken glass, so somebody could easily hurt... get hurt. There aren’t many things to play on, and there’s nothing else to do. LITTLE GIRL: Yes, we come here and play. Grown ups only use the park sometimes just to have a chat and perhaps to walk their dogs and ... and that’s it! We need it more, LITTLE Boy: Yeah, and we should have an ice cream shop. So if anybody gets hot they can just buy an ice Exercise 9 (Unit 1, page 47, Grammar box) * Divide the class into two teams and have a competition. In their teams, let students think for a moment about things that need to be done to the park and then ask them to tell you in turn. Which is the first team to run out of suggestions? ‘Suggested answers: ‘The bench needs mending / to be mended. The walls of the shed / house need washing / painting / to be washed / painted. ‘The path needs sweeping. The sign needs painting / cleaning / to be painted / cleaned. ‘The grass needs cutting / to be cut. The wider world Exercise 10 + Tall the class to read the introduction and questions and to think about possible answers. * They can discuss the answers in groups before having a whole-class discussion. Project project is best done over two lessons unless it is practical co set group homework. Lesson 1 * Read through a)-c) with students, clarifying where necessary, and tell them they are going to do the project in groups. + Put students into groups of 4/5 and ask them to decide which park/strip of land they are going to write their report on. * Give the class a date by which they have to do their individual research (and write the collective report if itis group homework). + They should write notes on their findings in English even though they will probably interview people in their own language. Lesson 2 (if applicable) * Groups pull together the information they have collected and consider which suggestions to put in their report, Remind students that their aim should be to try to please at least two of the age groups. * Check that the groups have a clear idea of the different parts a report can include. Otherwise refer them to Unit 4, page 19, Exercise 6 * Ask the groups to write and edit their reports before handing them in. Grammar practice ‘The exercises in this section are best done individually unless otherwise stated. This will help students identify their personal weaknesses and strengths. * Go through the instructions and the examples with the class but otherwise let students do the exercises on their own, If you are short of time, these exercises can be set for homework. + Explain to students that the unit numbers given, in brackets at the end of the instructions refer to the unit in which the structure was first presented. Students should refer to the grammar box in that unit if they are not sure how the grammar works. 15Answer key Exercise | 2 Arthur found the stone (which) Merlin had stuck the magic sword into. 3 The egg-shaped aircraft was the invention (which) Monsieur Sauvant was most happy with. 4 In the camps there are trained leaders (who/that) you can talk to. $ U2 are the group (who/that) I would most like to play with in a virtual reality concert. 6 Basia is the Polish girl (who/that) the International Conservation Scouts got a leter from. Exercise 2 2 His adventures are the central theme of the Odyssey, which begins some years after the fall of Troy. 3 Orpheus, who had the gift of music and song, went down to the Underworld and sang to Hades. 4 Thor was the greatest enemy of the giants, who were also hated and feared by humans. 5 Among Thor's chief enemies was the serpent ~ ormungand, who was the symbol of evil. Exercise 3 2 was, had been playing 3 had been studying, realised 4had been working, asked 5 had been buying, got Exercise 4 To ensure students understand how to do the exercise, ask them about the example, e.g. How tall is the robber? How tall is suspect 1? So, it can’t be suspect 1 because . .. (pause to elicit be's not tall enough). Suggested answers: It can’t be suspect 1. He’s not tal enough. / He’s too short, It can’t be suspect 2, He’s to0 old, he’s too tall, he’s too heavy. It can’t be suspect 3. He's too young, he’s too tall, he’s too heavy. It must be suspect 4, He’s tall enough, thin/light enough and old enough. or He’s not too tall, too thin/light or too old Exercise 5 + Students read the introduction to the activity. Ensure comprehension by asking a few questi How will the money be used? What do you have to do? a) * Go through the instructions and examples with the class. * Students work in pairs. While they work, write the headings of the two columns on the board, then circulate, helping when necessary. 16 b) * Go through the instructions and examples with the class. Ask the class which of the two sentences specifies the agent (the first one) and in which it is not important (the second one). What is the agent in the first sentence? (the school authorities) Exercise 6 looks on 2 brought about 3 switched on 4 puts off 5 looking for; 2 Working for Children’s Express has brought many changes about for the young reporters. 3 The young reporter switched the computer on as soon as she arrived at the Children’s Express office. 4 Hugh puts doing his homework off, but he’s always ready to write articles. Skills summary * Go through the skills list with the class, discuss each of the strategies and/or ask students questions about them. Reading: ask students ‘* when it is especially important to concentrate first on the important points of a text (when it is a Jong text or one with a lot of information, e.g. a summary). ‘+ what topic sentences express (the main idea of a paragraph) and where they usually go (at the beginning). + what they can do to find specific information quickly in a text (run their eyes over the text). * which of these strategies they have found most useful ‘Writing: ask students * what they have to include in a formal letter (the recipient's address and the appropriate greeting and signing off). * how they should order the information in a biography (chronologically, devoting one/two paragraphs to each stage of the person's life). Listening: ask students + what they concentrate on to get the gist of a listening text (key words). What parts of speech are key words likely to be? (content words ~ nouns, adjectives, verbs) + how they can get more out of the conversations they listen to (by asking themselves not only what the general and specific points are, but how the speakers feel about them)‘Speaking: ask students * how they feel about narrating stories. What do they find easy? What do they find difficult? * to think of ways of expressing preferences (c.g. swould (much) rather, prefer). Workbook answer key Exercise | C2D3A 4B Exercise 2 Azan age gap, a magazine, a magazine Bz a teenage magazine, a non-stop life, a pop star, a very small part Ci: the foot, a list, the people, The list, ‘The editorial department, the advertising department, the magazine, the marketing department, - (the type of people) D:~ (Magazine work), the efforts, a whole range, a fantastic job, the time Exercise 3 1 Because there weren't many magazines for younger teenagers. 2 Only a small part. 3. The marketing department. 4 You need to be talented and hard-working. {A friend of mine wants to be a journalist. Amanda, who has been working on her school magazine, is now fascinated by everything involved in producing a newspaper. 4 My sister is spending a month working with a news photographer in order to find out more about the work involved. 5 Our dog is on a diet because she is too fat to walk! 6 Anuncle of mine was in the paper yesterday because he saved a girl from a burning building. 7 Teen magazines cover issues about which teenagers feel passionate. 8 My brother has lost his job because he didn't work hard enough. Exercise § 2 to whom he had written as part of his school project 3 who was very impressed when he heard about it 4 which he had wanted to do since he was three years old 5 which he kept in a special folder 6 who was obviously very distressed 7 which it was now unable to descend 8 who was, of course, delighted 9 which he now felt very confident about driving 10 which they had rescued earlier Exercise 6 hhad been waiting interviewed, had been wanting had been sending, accepted had been sleeping, belonged had been hunting, nicknamed 6 realised, had been interviewing Exercise 7 2 need washing 3 hanging up 4 need painting/ 6 needs cleaning 7 needs emprying 8 needs mending/repairing redecorating 9 needs washing/cleaning 5 need pinning up/ ‘10 needs changing tidying Exercise 8 2. Car manufacturers need to make environmentally- friendly cars in order to reduce poisonous fumes. 3 Factories need to control their emissions in order to reduce acid rain. to recycle rubbish so that we can reduce the problem of waste 5 Everybody needs to write to their government in order to encourage the government to do more. 4 People net Exercise 9 live on 2 switch on 3 look for 4 look after 5 put off 6 brought about 7 do up Exer 10 Teorrect 2 That's my sister’s bag. 3 ...a friend of mine 4... the cover of the book. 5 correct 6... the walls of the classroom/the classroom walls 7 correct Exercise I! 1a bank manager 2 a cotton shirt 3 a football trainer 4 the kitchen door 5 a table lamp 6 a pencil case 7 a puzzle book 8 the bathroom 7What's on the box? Exercise | * Ask the class what they do in the evening when they are at home to elicit ‘watch television’. + Put students in pairs and tell them to do Exercise 1 * After a few minutes bring the class together and conduct feedback by asking several people the questions and asking others if they agree. * Talk about your own television watching habits and invite comment. Exercise 2 Vocabulary saga unruly animation investigative reporters nail-biting * Tall students to look at the text on page 54. Aske them where they think it.could have appeared. (Reviews like these are a regular feature of some British newspapers.) Elicit that the purpose of this type of review is to help people decide which television programmes to watch. * Get students to talk about their country. Are there similar reviews of television programmes? Where are they published? ‘+ Ask students to read the text and answer the questions. Take oral feedback. Answers: | cop (police officer) 2 1928 3 how plants survive 4 in an inner city school (a lot of inner city schools in Britain and the United States are notorious because the pupils are particularly difficult) 5 From 6 to 7.15 (Neighbours is an Australian soap opera featuring a group of people who live in the same street. It has been very popular in Britain for a number of years.) 6 Because itis the final ofthis year’s series. 78 Reading ‘+ Ask students what other things (apart from television programmes) are usually reviewed, Ask what people who write reviews are called. Lead students to the reading skills box to check or extend their answers. * Ask students if they have ever read reviews of any sort: computer games or new CDs, for example. * Elicit a few words or phrases that indicate the critic’ attitude to the various television programmes. (Adjectives: good, excellent, boring, ete. Phrases of recommendation: Don't miss...) Exercise 3 * Tell students they are now going to concentrate on the critic’ attitude to the programmes. They are to answer the questions. * Students compare their answers with a partner when they have finished. * Conduct whole-class feedback. * As students give you their answers, write on the board any phrases that are new to students. * Practise the opinion phrases by asking students to use them in connection with television programmes currently on in their country, Answers: | It has a lot of suspense, which eauses pleasant excitement: ‘nail-biting’, keep you on the ‘edge of your seat’ (as opposed to lying back and relaxing). 2 Yes. The critic talks about an ‘eventful? ( full of interesting or exciting events) week. 3 Yes: ‘rare opportunity’, ‘good old-fashioned fun’. 4 He/she thinks itis going to be good: ‘promising star’. 5 Yes: ‘rock classics’ (classic = a fine example of its type and of lasting importance). 6 Yes, very ‘exciting competitions’, ‘Don’t miss . Grammar Present Simple as future * Ask the class to look at the reviews again, * Blicit that the programmes will be shown that evening. + Flicit that the main tense used is the Present Simple. Ask the class why they think the Present Simple is used for things that will happen later. Write an example on the board, Tonight, we travel the world... to elicit that these things are alreadyprogrammed or timetabled. + If students can’t answer, refer them to the third example in the grammar box. * If they can answer this question, ask them to tell you the difference between using the Present Continuous and the Present Simple and refer them to the second and third examples in the grammar box. Highlight the difference berween a definite personal future plan and a programmed future event. ‘In the light of what they have just learnt about the Present Simple and the Present Continuous, ask students about the first example in the grammar box. Is this something that Anna has arranged herself of is it likely that someone else has made the arrangements? (The latter) Exercise 4 + Ask the class what the Present Simple is generally used for to elicit ‘habitual actions’ / ‘routines’ / ‘general time’. * Ask how we can tell if someone who uses the present is talking about general time or a future programmed action to elicit ‘context’. * Students read the instructions and do the exercise. * Take feedback, asking students which word or phrase helped them decide. ‘Answers: | F (this afternoon) 2 G (usually) 3G (wsually), F (tonight) 4 F (tonight) 5 F (this evening) 6G (no time reference ~ assume it's general present time) Exercise 5 * Read the instructions with the class and ask them how they are going to decide on the tense in order to elicit the Present Continuous for a personal plan and the Present Simple for a programmed future event/action. * While students do the task, circulate and check that the less strong students have understood. * Take oral feedback, writing the answers on the board. ‘Answers: | happens, leaves 2 does, start, am watching 3 opens, am meeting 4 does, land Listening I Exercise 6 ‘Ask students to look at the photograph and venture guesses about who the people are and what they are doing to elicit one brother and two sisters, talking about television programmes. Tall the class they are reading the Pick of the day from page 54. * Ask a student to read the questions aloud. Explain that the young people's names are Eddy, Nicola (the younger sister) and Claire (the older sister). ‘Tell students to listen and answer the questions. + Students compare their answers with a partner. * Play the cassette again and take feedback. Answers: 1 Top ofthe Pops, Gladiators, Panorama, Neighbours Oninibus, Speed 2 Nicola: Top of the Pops, Speed; Claire: Panorama, Neighbours Omnibus; Eddy: Gladiators “TAPESCRIPT EDDY: Great TV tonight, What shall we watch? NICOLA: Let’s watch Top of the Pops, The Doors are on tonight! CLAIRE: Oh, Nicola! You don’t really want to watch that, do you? It’s for the oldies, ike mum. EDDY: Yeah. Besides, Gladiators is on at the same time, Isn't it tonight they choose who goes on to the international competition? That'll be dead exciting! Shall we watch that? CLAIRE: on no, Eddy, not Gladiators again! Let’s watch somet teresting for a change. Panorama sounds good Why don’ we watch that Nico1A: What’s it about? CLAIRE: Language learning. Some reporters go to schools to find out if girls learn languages better than boys. EDDY: Oh, forget it! That sounds really boring, CLAIRE: Oh! Wait a minute, There’s a Neighbours Omnibus: Apparently, Annalise reveals some dark secrets in tonight’s episode. EDDY: That sounds OK. We can watch that if you want. NICOLA: That's not fair! We always watch what Claire wants. CLAIRE: I's OK, look. If we watch Neighbours at 6.00, we can turn over to Top of the Pops at 7.00, and then Eddy ccan watch the last bit of Gladiators. That's the exciting bit anyway. What do you think? Come on, Nicola, Bea sport! NICOLA: Oh, all right then. But if we do that, can we please watch the film afterwards? I love Keanu Reeves, 19