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Open كتاب دليل المدرس لمادة اللغة الانكليزية للثاني متوسط English for Iraq - H.K 2016
Open كتاب دليل المدرس لمادة اللغة الانكليزية للثاني متوسط English for Iraq - H.K 2016
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Republic of Irog,
Ministry of Educotion
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Published by
Carnet Publishing Ltd.
8 Southern Court, South Street,
Reading RCI 4Q5, UK
The right of the authors to be identified as authors of this work has been asserted
by them in accordance with the Copyright, Designs and Patents Act 1 988'
Permission to copy
The material in this book is copyright. However, the publisher grants permission for copies
of the pages marked 'Photocopiable' to be made without fee as follows:
Copies may be made for use within and by the staff and students of schools in the Republic
of lraq only.
No other part of this publication may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without the prior written permission of the Publisher. Any person who does any unauthorized act
in relation to this publication may be liable to criminal prosecution and civil claims for damages.
Every effort has been made to trace the copyright holders and we apologize in advance
for any unintentional omissions. We will be happy to insert the appropriate
acknowledgements in any subsequent editions.
IRQl5 TB 2ndl
Terry O'Neill graduated in Dublin and first taught English there. Next he worked as Head
of English in Dar-es-Salaam and later in Bahrain. ln 1972 he studied at the University of
Essex for an MA in Applied Linguistics. After graduating, he ioined the BBC in London to
work on English by Radio ond Television.
Peter Snow studied modern languages at London University. After graduating, he taught
in schools and colleges in cermany and the Netherlands. Peter then moved to the BBC
where he worked on English by Rodio ond Television for several years. He devised, produced
and presented programmes for overseas learners of English'
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The Unit I7ord lists printed in alphabetical order at the end of the
Activity Book contain both the testable and non-testable vocabulary
presented in English for lraq, 2',d Intermediate.
Materials for the teacher The audio cD contains texts for task-listening. Texts used for introducing
new language are also recorded, in order to help the students with
pronunciation. In addition, there are recordings of the extensive reading
and Story time texts, which can be played as consolidation after the
students have read silently.
\Word list at the end of each unit. These include both the
There is a complete
testable and the non-testable vocabulary presented in English for
lraq' 2"d
lntermediate.
T Teacher
S Student
Ex(s) Exercise(s)
V VocabularY
R Reading
'$flriting
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Individual lesson plans are laid out as follows. Each plan begins with a
table
Objectives:
Language:
Organization of 2,,dIntermediate is organized into eight units. The core English for lraq
English for lraq, teaching units are 1 to 3 and 5 to 7.
2"d Intennediate Unit 4 revises the first half of the book, and unit 8 revises the second half of
the book. There is material for T4lessons. The core units each have ten
lessons; revision Units 4 and 8 each have eight lessons'
The extra activities section at the end of each AB unit can be used
for
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teachers to set as test material. Lesson 10 is for extensive reading for
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enjoyment with Story time andto give teachers time to mark the
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Teachers should introduce the project at the beginning of the year so that
a routine is established from the outset. Students will then be prepared to
create material releyant to both the topic of the unit they are working on,
and the special project topics. These could be articles, reviews, blogs, etc,
that the students have written using the language they have learnt in the
classroom.
The Teacher's Book notes will identify instances when class work and
homework relating to the project can be inserted into a lesson and the
teacher should allocate time for these activities as part of the lesson plan.
From Unit 5 onwards, a special lesson is set aside for the students to work
on the project and this is also made clear in the notes.
Teachers should follow the instructions in the notes which will identify
suitable places where class work and homework can be directed towards
these activities.
Unit 3: Sports
In this unit, the students talk about their sports preferences and practise
search-reading with short factual texts about sporting events. They study a
writing plan and learn about topic sentences.
Grammatical areas:
. What would yow like to (do)? I'd like to ...
t How good are you at (uolleyball)? I'm quite good./I'd like to learn how
to play it.
o Past habitual tense: used lo + infinitive
. Decimal numbers
FunctionalAJotional areas :
. Asking about and expressing preferences
. Describing changes
. NTriting and saying years
Unit 4: Reuietu
There are four lessons in the SB and a test offour lessons in the AB. The SB
iessons review the advice given previously on how to improve language
skills in listening, speaking, reading and writing. There is no new
vocabulary. If a class has fallen behind, this unit can be omitted. The
students can read it themselves and do the short tasks, except for those that
have audio sections.
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Unit 6: Jobs
This unit builds up from presentation of the names of lobs and the names of
school snbjects to short reading texts on Career plans.The game What's ruy
iob? is included and a day in the life of a fire-fighter is illustrated. The
students compare an English school timetable with their own.
Grammatical areas:
. Revision of Present simple tense statements and questions
o Revision of Past simple tense
o Future: going to + infinitive
r Sentence pattern: 'When + present tense, f am going to ...
r Article before names of jobs
FunctionalA{otional areas:
. Describing jobs and people
. Describing abilities and interests
Unit 8: Reuieru
This unit has the same number of lessons and the same type of content as
Unit 4. Again, if a class has fallen behind, this unit can be omitted. The
students can read it themselves and do the short tasks, except for those that */
have audio sections. *f*
Adjective clauses
- defining (1) I like people who are polite.
Adverbs
-of frequency aluays, usually, often, sometimes, neuer
- of manner b eautifully, angrily, lowdly, qwickly, p olitely
Adverbial clauses
- of reason The owl can see uery well because it has big eyes.
Ittuas my birtbday, so I had a party.
-of time
when + past + past When we were in the water, a goat ate Daue's
shirt.
when + past cont. + past We were eating dinner uhen we heard something.
Adverbial phrases
- of location on, in, wnder, next to, behind, beh.aeen, opposite,
in front of
- of time at eight, on Friday(s), euery Friday
in spring, in April, on the first of May, tomorrolu
afternoon, in the euening once upon a time
(2) I play football once/twice/three times a week.
- of place (go) to school/bed, frorn lraq, at the shop, at
bome, at Ali's house, on the second floor, in
Mosul/a flat/the liuing room, ouer tbere, to the
supermarket
- of direction walked across the street
- of means by bus/bicycle/car
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Determiners
Indefinite articles a, an a book; an apple
(2) I'ue got a headache/an earache.
(6) She's a teacher. He's an architect.
Definite article the
- for specific reference It's under the table. (the only one in the picture)
- in names of some counrries the United States
No article
- with plural nouns I haue two dolls.I like apples.
- with uncountable nouns I like tea.
- in idiomatic phrases (go) bome/to bed, (come) to school, on holiday
some {or indefinite quantity
- with uncountable nouns Do yow tuant some milk?
- with plural countable nouns There are some books on the shelf .
Qny
- in negative statements Tbere isn't any bread. There aren't any eggs.
- in questions Is there any cheese in tbe fridge?
a feu (2) It's all right to eat a few sweets.
a lixle 12) A linle sugar is all rigbt.
a lot of (2) We sbould drink a lot of water.
too many (2) Too many sweets are bad for you.
too much (2\ Too much swgar is bad for yow.
Imperatives
Stand up, please.
-affirmative in instructions
- negative Don't run.
Corne to the sboP.
- in requests
Always keep kniues away from children.
- with always
Neuer let children plat with matches.
- wtth neuer
Infinitives
- after want I want to play football.
- after would like I'd like to go shoPPing.
Modals/auxiliaries/verbs
be, do
- Present simple tense [All forms]
- Past simple tense [AIl forms]
haue for possession
- statement I haue a bike.
& short answer Do you haue a garden? Yes, I haue.
- question
'We
- negative statement don't haue a garden.
haue to for obligation I baue to do some iobs in the bowse-
can
- in requests Can I haue a Pencil, Please?
Nouns
singular countable a book, a car
regular plural countable tLUo cars, three kites
Possessives
apostrophe s Hassan's howse
(3) men's /t u omen's / children's b ags
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Pronouns
- personal (subject) l, you, it, he, she, ue, they
- personal (obiect) me, yott, him, her, it, us, them
- possessive mine, yours, bis, hers, owrs, theirs
- demonstrative this, that, these, tbose
- reflexive Yow'll cut yowrself.
Punctuation
ApostroPhe
- in contracted forms I'nt/You're, isn't
- for possession Hassan's howse
Capital letters
- names of people Rasbid
- beginning of sentence This is my howse.
- names of towns Kirkwk
- names of countries England
- months January
- important holidays Eid al-Fitr
Comma
- in a list I like apples, bdndnas and dates.
- before but I like milk, but I don't like tea.
Exclamation mark
- to mark emphasis Look!
- after an order Sit dotun!
- to show surprise Hey!
- to show happiness Fantastic!
Full stop
- at end of sentence
- in abbreviations e.8.
Question mark
- at the end of questions wbv?
Questions
YeslNo type Are you (Abmed)? Is this white? Can you
swim?
'Wh-
type
'What's your name?-What are you doing?
-'What
'Who's tbat?'Who are they?
-'Who
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Tenses
Present simple
- for habitual actions I go to school dt seuen.
- for description The long-eared owl eats small animals.
Present continuous
- for actions in progress They are watchingTV. I am reading.
- for future arrangements I'm playing football on Thursday.
Present perfect
- for recent actions I haue (iust) read. a ghost story.
- for experience I haue been to Spain.
- for how long present (1) I'ue liued here for years/since I was a boy.
situations have lasted
'We
Past simple played football yesterday. Then we uent to the beach.
Futwre
- with will She'll be home at six o'clock.
- to forecast It uill be rainy tornorrow.
- with Present continuous I'm playing f ootball on Tbwrsday.
- wirh going to + infinitive (6) She is going to be a doctor.
Future continuous I will be uearing a T-shirt.
Conditionals
Type 1 If tbe boat sinks, tue uill swim.
Passive voice
Present simple (s) An article is uritten in London.
Past sinple (s) Radio u.,as inuented by Marconi.
'With modal can (s) Mobile phones can be used almost anywhere.
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,f English for Ircg Teocher's Book 2nd Intermediote: Introduction
Sentences
SimPle My name is Aisha. I didn't go away in the holiday.
ComPound I heard the school bus coming and I ran like this.
I like tea, but I don't like coffee.
You can go climbing, or you can go walking.
ComPlex (see under Aduerbial clauses and adiectiue clauses.)
Verb patterns
imperatives Neuer let children play uitb matches.
wa?xt + noun/Pronoun + to + inf. (2) Your father wants you to help him in tbe shop.
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English for Irog Teocher's Book 2nd Intermediote: Introduction
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3 Extra materials: You will need white card to make extra word
flashcards in classes requiring remedial word recognition practice, dialogue
cues and also to make other visual aids such as a word card holder. Scissors,
coloured chalk, coloured pens, sticky tape and Poster adhesive are also
useful. You will certainly need to provide, or ask the students to provide,
cardboard or thick paper to make the Get well cards in Unit 2.
2 Pair and group work Pair and group activities have these advantages:
r they promote communication in the classrooml
r they allow for oral practice by all, rather than a few students;
. they place responsibility for learning on the student.
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It is important that students understand these benefits. They are more likely
l to use the opportunities well if they do. Having permanent pairs of students
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j is most efficient, but it may be necessary to change these from time to time.
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j! Apart from the pair activities marked in the books, the students should
a be trained to discuss their answers and drafts of any writing task with their
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3 Mixed abilities Apart from promoting student-centred learning, pair and group work have
the additional advantage of releasing you to devote time to students who
need special attention. \7hen more able students are carrying out an activity
in pairs, you can work intensively with an individual or a small group.
Provided the students are working effectively, it is possible to caffy our this
teaching tactfully and quietly, so that the students are not embarrassed.
4 Lesson planning Good lesson planning results in efficient use of ciassroom time. Students
respond to a well-organized lesson where no time is wasted, and your job is
made less difficult.
Planning ahead
At the beginning of the year, read the whole of this Introduction in order to
understand the nature of the material and the learning and teaching
principles intended. Familiarize yourself with the language content in the
Overview on pages 6-10.
Before beginning to teach a unit, read the relevant section of the Course
Map at the beginning of the Student's Book, all the teaching material for the
unit, and the Unit Summary. Use the Unit Summary to see how many
lessons deal with the same language area. This will give you an overview of
the whole and enable you to ayoid over-teaching.
2 Think about the stated learning objectives and consider whether the
recommended procedure will achieve them. If necessary, amend the
procedure to suit the particular needs of your students.
3 Think about any difficulties your students may have and decide how
you can best present the materials in order to deal with these.
Ie( -.)
Estimate the time for each stage and try to avoid spending
too much
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time on any activitY.
6MakeSurethatyourplanallowsadequatetimeforstudent-to.student
interaction. Make sure also that there is a variety of activities
in the lesson'
The general pattern of a lesson should be:
the course materials and used for further practice rather than
for the
presentation stage.
how to interest your class right from the start of the lesson. All texts should
to this. TIy to
be introduced and generally you are left to decide oqhow
do
relate the topic to your students' own experience'
not been able to cover in the lesson, so that you can do it later'
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6 Using Arabic It is obviously important that English is used as much as possible during the
English lessons. For example, frequently repeated classroom instructions
should always be in English. However, there are occasions when it is
necessary and natural for both you and the students to use Arabic,
especially when eliciting comment and opinion. Sometimes explanations of
new activity types have to be given in Arabic, but always remember that
'demonstration'isttt'ftr than explanation. Grammatical explanations should
generally be avoided at this stage, but it is sometimes useful at the end of a
lesson to ask the students to explain to you in Arabic why particular forms
are used. tJ7here possible, avoid using Arabic to explain a word or phrase -
instead use mime, drawing or simple English explanations. Students are
more likely to remember if they have to make some effort to understand.
However, it is sometimes useful to check if they have understood by eliciting
the word or phrase in Arabic.
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English for Irog Teocher's Book 2nd Intermediote: Introduction
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General approach to Since real communication generaliy involves more than one skill,
language skills in Englisb for lraq adopts an integrated skills approach. The mz,terials and
English for lraq, methodology are essentially student-centred, aiming to promote learning
Intermediate
"2"d through meaningful individual and interactive tasks. The early levels of
English for Iraq, however, recognize that young learners need controlled
input and systematic mechanical practice of language before they can use it
to communicate. Lower levels of English for lraq therefore provide such
activities as choral repetition, picture to word, phrase or sentence matching,
and copying exercises.
By the time the students use 2'd lntermediate, the majority should be
reasonably competent in the mechanics of the language (decoding the script,
reading aloud and writing the script). They can therefore begin to make
progress in deveioping language skills. The students can also be expected to
take more responsibility for their own learning, for example by looking for
opportunities to practise English outside the classroom, by reading English
outside the course books and by doing more homework, such as
memorizing vocabulary and spelling at home. 2"d lntermediate therefore
puts greater emphasis on skill development and activities become more
varied and more task-based.
LISTENING
Listening objectiues English for lraq, 2"d Intermediate aims to develop the following types of
listening:
for gist, i.e. for general meaning of the whole;
. for specific information to be noted down in writing, i.e. for the details
specified in the task;
. for extra information not specified by the task. This allows the students
to record information which may be of individual interest. All listening
texts can be used for this purpose;
o for pronunciation, i.e. by imitating a recorded model;
Additionally, each episode of the serial story is recorded so that the students
can listen to it after they have read it.
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English for Irog Teocher's Book 2nd Intermediote: Introduction
There are several different types of text for reading aloud as a means of
improving pronunciation, eg. conversations, limericks, tongue-fwisters,
poems.
There are guided activities where the focus is on accuracy. These are almost
always pair activities, eg. Ask and answer'
There are more opportunities for less guided speaking in English for lraq'
2"d Intermediate than in previous books' Here, the focus is on
communication, eg. role-plaSgames, using pictures to give an account,
expressing opinions/imparting information:
3 Pairs demonstrate
prompt pairs of students as in Stage 2 above. This is called 'open pair
practice'.
4 Pairs practise
The whole class practise simultaneously in pairs. Circulate and observe.
This is called 'closed pair practice'. Make sure the students change roles
where relevant.
VOCABUIARY At this level there are many ways of dealing with vocabulary and
Objectiues you can choose from a variety of techniques to suit the situation. However,
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the following two important points need to be remembered:
1) The students should already have acquired a wide active vocabulary by
this stage. They should be able to use these words productively, i'e'
understand and use them orally and in writing. If not, remedial vocabulary
activities will be needed.
2) The students need to learn:
r how to dealwith unfamiliar vocabulary. They should know that the
meaning of a whole text can be discovered without
necessarily understanding every word and that the meaning of words
can sometimes be worked out from the text (see below);
r how to use a word list and dictionary. Note that there is a lesson on
using a dictionary in Unit 5.
,,k st ab I e u 9 c ab1t"lggt All of the new vocabulary is included in the Unit ITord lists printed in this
Teacher's Book and in the vocabulary boxes at the top of each lesson. Non-
testable items are marked with an asterisk.
'V7hen
dealing with new vocabulary in a lesson, tell the students to copy
the items into their own vocabulary notebooks at home and learn the
spelling. As the students have the lesson references, they can look at the
words in context. The references will also enable you to tell the students
which words you want them to revise for a spelling tesr or vocabulary quiz.
Help your students towards an awareness of word-building in English.
Don't restrict your own language or the language you present in the 2,,d
lntermediate materials. If you introduce vocabulary that is not printed in
the materials, write it on the board so that the students can copy it into
their vocabulary notebooks. '$7hen presenting new y-ocabulary, include
associated parts of speech whepe relevant. For example, if a verb first occurs
in its past tense form, present the infinitive and past participle also. If a
noun can be derived from it, present that too.
1 Elicit
'Ii7hen
introducing a lesson or an activity, name the topic. Ask the class to
call out any words they associate with the topic and write these quickly on
the board.
)f, 2 Check
Point to individual words and elicit orally. Ask questions which check
understanding.
ty 3 Teacher presents
Present new words necessary to an understanding of the text, unless these
have to be worked out from context. Use the most efficient method
available.
'Working
out the meaning Note that there is a lesson on working out meaning from context in
of words from context Unit 5. You will have to give students a lot of help and guidance, especiaily
at the beginning. There are many ways a word can be understood from
context and it will help students if they know what to Iook for. Train them
to look for any of the following in the text:
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English for Irog Teocher's Book 2nd Intermediote: Introduction
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from context
TP V2 - A procedure for working out the meaning of words
SomestepsrncludespecificSuggestionsfordealingwithnewvocabulary.
WherenospecificSuggestionsareincluded,thefollowingproceduremaybe
used.
4 Make a guess
They should indicate the
Ask the students to make a guess, however vague'
mime' drawing'
meaning in any way they can, for example, explanation'
translation, and so on.
Note:whenstudentsaremorefamiliarwiththeskillofworkingout
checking
meaning from context, let them work in pairs before
understanding as a class.
the opportunity
Aids to learning Unless students read English for enjoyment and have
to use English outside the classroom, they will find it difficult to remember
uocabularY
Apart from the exercises in the
the increasing number of words they need'
or ten-minute vocabulary activity into the lesson at
books, try to fit a five-
are more
least twice a week. If this is in the form of a quiz, the students
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lf likely to prepare for it.
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English for Iroq Teocher's Bool< 2nd Intermediote:
Introduction
?"d
A quiz can be oral or written. Tell the students which words, or at least
which category of words, the quiz will be based on, so that they can prepare
for it. The class can take part in teams or groups and you can award points.
Text types in English for Iraq Because of the school magazine theme of English for lraq 2'd Intermediate,
2"d Intermediate many of the texts are in the form of magazine articles. They include printed
interviews, notices, reports, personal letters, anecdotes, stories, timetables,
factual texts, conversations, pictures with captions, short descriptions (of
1S occupations, career plans and endangered animals) and two completed
.I
application forms. \7hi1e most of the texts are designed for reading practice,
some present a new structure.
Additionally, some texts are models for writing. For example, the three
magazine spreads have guided writing activities aimed at reproducing one
of the models presented
The completed application forms on SB13 are models for the writing task
:he on AB10.
The letter on SB23 is a model for the writing task in the following lesson.
The paragraph on SB3B is a model for the writing task on AB42143.
Reading techniques Predicting the content of a text:'lfhen we read, we usually bring some kind
of background knowledge to a text, together with an expectation of what
we are going to find in it. This is because we normally read what we want
to read. In the classroom situation, it is difficult to let students choose what
)ef they want to read. It is therefore very important to try to motivate them and
le arouse their interest in the texts provided. Always get students to think
at about the topic and make guesses about the content of the text before they
start reading. This will activate their own knowledge of the subject and give
them a reason for reading. For ways of doing this, see TP R1 below.
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English for Irog Teocher's Book 2nd Intermediote: Introduction
Skimming is the technique we use when we want to get a general idea of
what a text is about without reading all the details. It is a way of dealing
with the large amount of printed material we meet every day but don't have
time to read in detail. It is very important for the students to realize that
they can grasp the gist of a text without reading and understanding every
word. Otherwise they wlll never have time to read extensively'
4 Class check
It is often a good idea to let the students check each other's work before
carrying out a class check. Take an interest in the answers the students have
written, not ,usr in whether they are correct. This will help encourage a
!t positive attitude to reading.
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3 Search-reading
If the information required is not as simple as a name or a number, the
students have to ask themselves'Where in the text will I find this answer?
They then skim to find the place, before reading in more detail to find the
information they are looking for.
4 Reading intensiYely
Information is not always directly stated in a text - it may be inferred. In
this case, the students have to read more slowly and carefully and think
about what can be deduced or inferred.
3 Students read
Give the students enough time to read, but encourage them to try to read
quickly.
Note: Encourage your students to write 'reviews' of other stories they read
at home. They can copy the headings of the Story time chart into their
notebooks and use this format, or you may have an alternative to give
them. Try to allocate some class time each week for the students to talk
about stories they have read. This may encourage more students to read for
_ pleasure.
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?4 English for Iroq Teocher's Book 2nd Intermediote: Introduction
'lTriting
activities in English for lraq, 2"d Intermediate aim:
o to reinforce work on sftuctures and vocabulary;
. to deyelop students' ability to write continuous text, by focusing on
1S topic sentences and paragraph organization.
t
Actiuities A variety of activities work towards the first aim. These inciude vocabulary
exercises, completing grammatical tables, spelling and punctuation
exercises, writing answers to questions and completing gapped exercises.
As a means of developing the students' ability to write continuous text,
English for lraq, 2"d Intermediatehas the following activities:
. expanding notes
o correcting paragraphs marked by a teacher
. planning the content of a paragraph
)
J The following symbols are used in the marked paragraphs and it is
for suggested that you use the same ones:
P. - Punctuation error
Gr. - Grammar error
Sp. - Spelling error
Join - Join two sentences
Encouraging good uiting Ask students who have written good paragraphs or stories to read them
aloud to the class. Try to display their work or use it in the school magazine.
2 Notes
Either ask the students to think of ideas and write notes, or elicit ideas from
students and write notes on the board. Tell the students which pages in the
SB and/or AB to use for reference.
3 Plan
Referring to the notes already made, the students suggest the number of
paragraphs to be written and the topic of each one. This outline can be
written on the board. An example of an opening sentence can be
constructed by the class as a whole. A few examples of topic sentences
might also be constructed in this way.
4 First draft
rd Students write while you circulate and give guidance. Close attention should
be paid to connectors and reference pronouns, as well as grammatical
accuracy. You should indicate what needs amending without necessarily
telling a student exactly how to amend it. Consultation between partners
for can be encouraged at this stage. Students can also refer to dictionaries. This
draft might sometimes be done in pairs.
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Remember that this is preparation only. You still want the students to
complete the exercise on their own. It should not be copied from the board.
2 Students write
IX/hile the students are writing, go round the class helping and encouraging.
If a student has spelled a word wrongly, point this out. If necessary, tell the
student to find the word in his or her book. If a student has forgotten to use
a capital letter or a full stop, point and ask'Wbat's wrong? or 'Wbat's
missing?
3 Check answers
You can do a class check by:
. asking individual students to read out a sentence each. The rest of the
class confirm or correct;
. writing gapped sentences or paragraphs on the board and getting the
students to fill the gaps.
Dictation Dictation is useful for improving listening, spelling and punmuation. There
are no dictation exercises in English for lraq,2,d Intermediate but you can
use sentences and short paragraphs from the SB and AB texts for regular
dictation practice.
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4 Students correct
sk Refer the students to the text of the dictation in the Student's Book or
Activity Book. Tell them to check their work and correct it.
Note; Corrections should never be delaved.
Langwage atuareness/ Students need a lot of help and encouragement to spell correctly. They
rd. spelling will not develop good spelling just through reading and writing activiries.
They need to develop an awareness of common letter combinations in
English and an awareness of letters that never combine. Activities that
ng. encourage students to look at words.carefully and focus on word structure
he should be carried out regularly. Some examples are as follows:
use Rhyming words: XTrite a word on the board and elicit other words that
sound the same, for example, ball/wall/fall/tall, brother/motber, walk/talk.
Ask the students which parts of the words are the same.
Words within words: Write a word on the board and ask studenrs to find
other words within it. For example, find pen in pencil, yes and day rn
yesterday, right and ten in frightened, police, man and an in policeman, and
so on.
Note: Many English words have no regular spelling pattern. These just have
to be memorized.
Punctuation The best way to encourage correcr puncruation at this level is to focus the
students' attention on it at every appropriate opportunity. For example:
. use any suitable Student's Book text that the students have read. Ask the
students How many sentences are there? How many qwestions are
)re there? Ask them how they know. Get them to circle the initial capital
ln letters, the full stops, question marks and commas;
. ask the students to scan for names of people or places. Point out that
the capital letter will help them find the words quickly. Focus on speech
marks by asking them to read aloud what differenr characters say in
stories. This can be done as a pre-reading task;
#ff
l-a J
:l
;
Language tuork The Round. up of Units 1-3 and 5-7 in the student's Book
pages at the end
each unit'
summarize the main structural and functional areas introduced in
Language models are provided in the SB and AB for use in class and
also as
Project uork Project work has several learning benefits. For example:
. it allows the students to work fairly independently - they can choose to
find information that really interests them, rather than always being
directed by the teacher;
. it gives both more able and less able students an opportunity to work at
their own level;
. it is likely to motiYate some, if not all, students;
o it can promote real communication and interaction;
r it can be an excellent way of developing language skills, especially
reading and writing.
use one of the following three strategies to organize the proiect work for
your class. Don,r be put off by the apparent difficulties as once the
principles are in place, it will be worth the effort. If the students are
encouraged to take responsibility for the school magazine, this in itself will
have broad educational benefits. It is also something that can be continued
in subsequent years.
1 Divide the class in groups of 6-8 students and give each group a name.
Each group is responsible for allocating the required roles and
producing material for the school magazir,e'
2 Treatthe whole class as a group capable of producing material. You
collect articles, etc, whenever it's appropriate and take on the
responsibility of selecting material for inclusion or display'
(-{ }
The teacher's notes on project work assume that Option 1 (groups of 5-8
students) is the adopted strategy as it's the most inclusive. Remember that
rather than productng a magazine format school magazine, it could be
rok equally produciive to display the material around the classroom. This has
rnit. an on-going motiyational benefit as well as being easier to manage.
)as It is suggested that you try to collect information and articles for the
/N project yourself. This will encourage the students, and the material may be
needed by those studenrs who are not able to find any for themselves. They
should not be encouraged to be lazy, but some students may not have access
Lg to any English newspapers, magazines or broadcasts. Articles in Arabic are
o useful too, but captions will have to be written in English. This can be a
very good translation task for the students.
vill
red
Prt
rl
il
Book msp
Contents of a class magazine Proiect work: Planning to start a Clsking for ar(
Magazine job roles magazine' :Prelsing Pe
Adjectives describing personality Reading an episode of a story for
lr[;nn foi anr
Questions with how long? enioyment. isrenlng for c
Abreviations in notes Filling in an applicationform. ieading to rvr
Embarrassing stories Asking for and giving advice. equen-ce and
Hobbies Asking for and giving opinions. xpanding no
Vriting a shor
a Keeping fit
o Project work: Writing a limerick{o;1y;69 advice
s Healthy eating magazlne. nquiring abc
g 6 Making Cet wel/ cards ealth.
Common ailments
Understanding a menu s Reading an episode of a story forsking and ar
a Creetings enioyment. istening and
6 Medical advice
6 Role-play: Ordering a meal.
eading for g,
s € Writing Cet well messages. :orrecting tw
Feelings
:acher.
y'ritinq a Pers
Names of sports and games Project work: Collecting and writisking about
3 Words related to playing sports and games articles about sporting events for references at
Sports timetable magazlne. lstening for (
Olympic achievements Constructing tongue-twisters. :archingforir
Numbers and Years Role-play: Booking sports classes.tudying a wt
lnfer meaning from context. rpic sentencr
Words related to communicat;ons Project work: Collecting ancl wn[sking for an(
lnventions articles on lraq past and presentiiving advice
Newsprint the magazine. 4aking imPer
Reading an episode of a story folstening for
Telephones '
enjoyment. eading advic
Making telephone calls tudying how
te context.
eading short
€ jol
Occupations Proiect work: lnterviewing somerescribing
School subjects their job and writing ,n" 1n,.*;utescribing ab
srng plcture:
School timetable magazrne.
ompa(tnq at
Career choices, future Plans a flaying a gamet Whot's my iob?
own
4 neuairg u pourn for enloyment'ith
stening ior c
a Talking about school subjects.
ea'Jing for g
a Describing future plans.
ractising sea
6 Telling a story using pictures.
orrectinq a r
ianning ard
canning text
tht
Litter and waste Project work: (1) writing a repoiiscussing
Endangered animals litter in own town. (2) collectidil'.
offutt
Pollution information and writing , ,"poJuking
singpicture:
Clobal warming aboutworldproblems. for (
Headlines Reading the iinal episode of a sftening
)tes-
for enjoyment.
a
a
oiscuisinsanimalhabitats.
Making offers.
;ff:Jfl:,
tir ng a ;;',r
.f tr1
a Revision of tenses
ling to start
3 Present perfect with for and since
a Cerund after like, enjoy, hate, etc.
e of a story
a Apostrophe before and after s
for gist and detail, taking
notes'
for a Defining relative clause with who
ation form. to work out meaning,
a Adiectives describing people
ing advice.
ing opinions.
u lhort uaaount of a Personal event'
Whot would you like to (do)? l'd like to ... Reading tongue-twisters aloud
lecting and writilking about and expressing sports
How good ore you ot (volleyboll)? l'm quite Reading conversations aloud
rrtinq events forreferences and abilities'
hening for detail and writing notes' good./l'd like to leam how to ploy it.
:arching for information in short factual texts'
Past habitual tense: used to + infinitive
oue-twisters.
-q Decimal numbers
soorts classes.:udying a writing plan and learning about
,-m context. rpic sentences before writing a
paragraph' Comparatives and superlatives
:i
for and giving information. c Present and past simple passive t Stress and intonation
llecting and
advice. a Names of parts of speech o Practise telephone conversations
ast and
a Present passive with con
a lmperatives with do
a Forming the passive
re calls how to work out meaning from
context
short factual texts and captions.
(->
=d€
A school msgozine
Activities Language
Lesson Materials Topic area
Read poster. Vocabulary
1 S84 A school magazine
!7rite headings in Apostrophe before
AB3
alphabetical order' and after s
![ork out meanings.
Discuss the topic.
SB6
Read text of an interview. like, enjoy, hate,
AB4 An interuiew
Answer questions to check. loue, dislike +
Read the interview aloud. gerund
SBB/9
Problems Read a personal problem and Imperatives
AB617
advice given for gist and (positive and
vocabulary. negative)
Discuss the advice and other
problems.
Expand notes and write
paragraphs.
sB10/11
AB8/9
Read to order sentences and Past continuous
€a 314 Embarrassing
listen to check answers. Past simple
moments
'!7rite Vocabulary
own story.
Read stories aloud and choose
best ones for the magazine.
Plan typing and reProduction.
EnglishforlrogTeocher'sBook2ndlntermediote:Unit1
SB14
AB10-12 Round up Revise language from the unit. Revision
Unit objectives
Listening: Show increased understanding of how to listen for pronunciation.
Develop listening for gist and detail. Recorded conversations are longer in
English for lraq,2"d Intermediate and have up to four speakers.
Speaking: Participate willingly in all class interaction and, specifically, (a) show
increased confidence when expressing opinions on texts, and (b) make plans
'e and decisions relating to setting up a class or school magazine.
7O
Talk about activities and people one likes/dislikes following models with
reasonable accuracy and fluency.
Read a short story and a recorded interview aloud with good
pronunciation.
(t
J\
i
EffiJl L.rron t students to focus on them carefully. It should
help them to work out the meanings, especially
sB4 AB3 Gt if they say the words aloud as they write them.
Objectives: Read a poster introducing the B Carry out an oral class check.
unit and project topics.
Arrange items in alphabetical Answers
order.
L 1.1 sections
{=
::i
E!
EE.:,.,
rld
:ially
lem.
5 Longuoge study
4 well-known that the letters are short for full words. Then
give the class enough time to work out the
5 poetry
answer. Don't accept any answers.until most
Refer to the question 'Whicb sentence can yoLt students have their hands up. Elicit the answers
pwt tbese adfectiues into? Elicit suggestions. and write noun and uerb on the board.
gof C Ask the ciass to give you some exampies of
Answers nouns and verbs and write them under the tr,yo
interesting - best in sentence 2 headings.
'IiTrite
I Reod oloud in poirs sB5/7
B the following words on the board:, wife,
shout, pasta. Ask the students to find these A Tell the students to follow the interview as they
words and guess their meaning, listen. Play C& 2.
6i 2 is the text of the interview on 586.
3 Reod ond write 586 AB4 Play the audio with pauses, so that the students
listen to the native-speaker model and try to
A Do the first two questions as a class. Use the imitate it. Choose pairs of students to read parts
opportunity to introduce for and since.Don't
of the interview aloud. Correct pronunciation
spend time on the grammar at this stage, just
as necessary.
indicate the meaning. Tell the students to write
the answers in their Activity Books.
C Tell the students to practise reading aloud in
pairs. Select several pairs to listen to.
Tell the students to read and answer the next
four questions. Then elicit all the answers Concentrate on weaker students.
orally.
Answers
1 for ten years
2 Longuoge study sB7
2 since he was born
3 cleaning up, washing-up and gardening
A Go through item 1 in the grammar box. Explain
briefly how each sentence is used:
4 because he always learns something
since + fixed time in the past (e.g. I was born,
5 because there are too many cars in the town
last week)
centre
for + peiod of time (e.g. one week, ten years)
Elicit different examples:
I'ue liued bere for (L4 years)lsince (my family
moued from Kirkuk).
I'ue been in this school since (2001).
I'ue liued in our house for (fiue years).
My father has liued in (town) since (he came to
Iraq).
My family haue liued in our house for (many
years).
i$8 {
.l:i
E;i.r,., .*
Rule: B Tell the students to write short answers to each
question. Circulate and check their work. Point
/or + number of years/months/days, etcl and
+
out errors, but encourage them to correct
phrases, such as a long time, ages, years.
mistakes themselves.
since + clause (string of words with a verb), e'g'
I was a baby. Also + time words, e.g.
ar /last u eek.
C If there is time, invite students to read some of
J wly / Awgust/last y e
their answers to the class.
rion elicit different answers. Do the same with the the board without punctuation while they do
other three questions. the exercise. Note: This exercise focuses
particularly on the position of apostrophe s
1n
B Tell the students to ask and answer in pairs. with singular and plural nouns.
sB7 Answers
t
their partner.
A Ask the first question in the box. The students
should know the answer already. Tell the
B To check it, elicit each sentence orally'
students to read Jill's letter to find out what the
.e: C1
problem is and to explain it. Elicit possible
a=
E!i.._.
answers oraliy. Encourage the students to give before asking the class to give their opinions on it.
shortened versions of the text in the third Encourage them to give reasons for their answers.
person. Elicit the meaning of afraid (frightened) They can do this in Arabic, if necessary.
ar'd go red.
I
Point out that Jill's problem is shyness.Write
the other three problems. Elicit ideas orally.
the word on the board. Write happy on the
board and show how it can be changed into a
noun (bappiness) in the same way. Do the same
5 Work out feotures of notes s89
with kind, kindness.
I
answer the questions. Then elicit and discuss
SB8 AB5/7 Exs AJB
answers as a class.
:il
I
I
I!ffiil t.rron 7 ya
the underlined and italic words. Encourage the
students to see how the relationship between
sB10/1r AB8/9 6d these words can help with the ordering.
++
English for Iroq Teocher's Book 2nd Intermediote: Unit 1
1zine. Note: These are common English idioms - Suddenly I saw him and ran towards
1g phrases that don't mean exactly what the him. Bang! I ran into a big mirror. I
ts to individual words mean. still have a black eye. I feel
he I nearly died means'I was very embarrassed'. embarrassed every time I go out.
A black eye nteans'the area of the face around
rhe eye is bruised and black, not the eye itself'. Point out that when you are telling
You can get one by being hit or bitten by an embarrassing stories you use more varied
310/11 insect on that Part of the face. intonation. Play the first letter again: this time
ask the students to listen to the way the girls
wili 5 Write o PorogroPh AB8 Ex B
speak. Then invite different students to read one
story aloud. Correct pronunciation as necessary.
Go through the writing tip carefully. Focus on
Note: This is good pronunciation practice and it
this essential feature of paragraph writing:
will also help the students write their own stories.
:It OUt sentences don't begin on new lines but continue
le the along the lines. Focus also on punctuation.
een
Let the students choose one story to write as a
7 Write ond self-correct short story
paragraph. (If time is short, this could be done
AB9 Ex C
d for homework.)
their Note: This exercise will heip the students write A Ask the class to think of an embarrassing
le to their own story. moment. Give them time to think about this
in the and discuss in pairs. Then elicit some examples.
5 Check writing sBll 6& 4
B Introduce the writing topic. If some students
A Tell the students to listen and check the story can't think of an embarrassing moment that
Cds they wrote and to follow the other story on actually happened, ask them to try to imagine
SB11. Play fi4. one. You may need to give them some ideas. For
example:
6)4 a) Yow tuere bored in a shop with yowr
Liz: One day last week, my mum and I parents; you got the car keys and went out
were out shopping in town.'We were to sit in the car; you couldn't open the car
looking for a present for my uncle, door and got angry with it; ct mdn ran to
so we went to a gift shop. Mum saw the car shouting; it was the urong car!
'When
a really nice mug on the shelf. b) you were uery young, you were in the
'That's nice,' she said. 'Your uncle park with your parents; they were sitting on
will like that. He drinks lots of tea.' I the grass; you were on the swings; you
picked it up to look at the price and decided to plcly a trick on your father; you
ExA spilled hot coffee all over my dress. walked behind him uery quietly and put
It was the shop assistantb own mug! your hands ouer his eyes; you said'Guess
hoose
I was so embarrassed that I nearly wbo?' The man tttrned round; it wasn't
died! your father.
Wendy: Last week, my dad took my sister C Tell the students to write a draft in their
and me to the museum.'We were copybooks, then edit it and write it on AB9.
looking at an old car and I wanted Note: The next step in the Activity Book are
to ask Dad something. I turned important, so if time is short, leave them until
B10.
round, but he wasn't there. 'Dad! the next lesson.
rt the
Dad!' I shouted. I was worried.
m the
.f*
*.7 ;
English for Ircg Teocher's Book 2nd Intermediote: Unit 1
E
8 Reod stories otoud
qnd evoluote them
AB9 Ex D
Fffiil L"rron 8
sBI2n3 AB10
Tell the students you want them to read therr
for Objectives: Read an advertisement and
stories aloud in groups and choose the best
go comPleted aPPlication forms for
the school magazine. Before they begin,
detail. Fill in an application form'
through the language in the two boxes'
Longuoge: Expressing likes and dislikes and
-
giving reasons
If necessary, finalise the class arrangements for
Vocobulory: Arabic,youth, advertisement,
producing the material for the school magazine
that the adventure, fill in, aPPlication
r'rsir.g the directives on p28' Remember
form, in common"-, age \n),
stories don't have to be typed: they can be
address (n),language (Arabic -)'
handwritten. Encourage discussion within their
hobbY, ballooning, diving,
groups so they are clear who will be responsible
windsurfing, sleePing bag
for r,vhat. Elicit questions such as Who will do
this? Who has the best handwriting?
-! {n
L+ \-",
!
-'
you live? (address) listen for things they have and don't have in /
li
a another word for Pastime? (hobbY) common with the sPeaker.
\
a how old you are? (age) lr
'-t
.
.
what Arabic and English are? (languages)
something you sleep in when you are
t./- sProiectreminde
Project reminder sB78l29
camping? (sleePing bag)
. a sport that takes You uP in the skY? Remind the students about the Iraq summer camp
(ballooning) articles onSB2BI29 that you referred to briefly ear-
. a sport that takes you under the water? Iier in the lesson. Ask them to read the main text for
(scuba diuing) homework. Suggest they pay particular attention to
. a sport that needs water and wind? the final paragraph about the last day at the camp
(windsurfing) because the ultimate aim will be to produce a diary
entry for the school magazine which describes this'
B Ask questions about the application forms to Point out that there are two example diary enfries
on SB29.
give practice in scanning. For example:
,tA.
How often does Basim 8o carnPing?
Which languages does he sPeak?
What are his fauourite hobbies?
1-
It
t w*'^ @L.rron 9
sB14 A10-t2
6 Complete on oPPlicotion form ABlO
Objectives: Revision
A Go through the application form orally as a
Longuoge: Revision
class, eliciting information from individual
Vocobulory: Revision
students. Point out that if any of them don't like
camping, they can write this with a reason'
Remind them of this language: S814
1 Round up
What's (Arabic word) in English, please?
How do you sPell ..., Please?
Elicit further examples of all the language in
numbers 1 to 5. For number 1, give the class a
B Tell the students to complete the information I situation in which they can make suggestions' For
about themselves. Point out that they can ask l
example:
lmagine you are at home witb some friends.
spell them. Of course, they can usetheir \ Someone says: 'What shall we do?'
they
dictionaries if they have them. Tell them \ For number 5, give the class word cues to replace
can look back at SB13 if they need help. i
Zaid's story. F or examPle:
i
our football team, landmark' Palm Tree Island
C Go around the class while the students are
One student asks the question and others express
1
t
i
l
1 Please go to the shop and get something for
Answers your lunch.
1 team 2 Your sister called. She is coming,home at7
2 poetry o'clock and wants fish and chips for dinner.
3
4
5
cartoon
mean
interyiews 7 Reod onswers, write questions
t
6 balloon
,1t
AB12 Ex F
s814
Answers
1n
4 Write sentences with relotive 1 How often do you go swimming?
ISS A
Pronoun who AB11 Ex C 2 Which (other) countries have you been to?
rns. For 'SThich
3 languages do you speak?
There is no need to write these answers on the board. A-
I
ls.
l
i
I
t Answers I Project reminder sB28-31 6) ss
replace ,
I 1 I likeilove people who tell jokes.
2 Ihateldislike/don't like people who laugh at Refer students to the summer camp article which
,land
me. they read for homework. Start a discussion on the
3xpress
3 I dislike/don't like people who copy my subject and find out what they think and whether
homework. they would be interested in attending such a camp.
e Round 4 I love/like people who help other people. Go through any vocabulary they are unfamiliar with
5 I dislike/don't like people who tell lies. and prepare the class for listening to [audio]55. Play
much
/,/ the audio while they re-read the article.
:
i\
English for Irog Teocher's Book 2nd Intermediote: Unit 1
- L
't
O SS is the'summer camp'text on SB28' . 3 Listen for consolidotion SB15n6 O 5
Set the crossword exercise on SB30 as homework"r
This recycles the new vocabulary in the text' ,r' Tell the students to listen and follow the story in
their books. Tell them to pay particular
attention to the pronunciation of the direct
speech.
@L.rronlo ,
t
O S is the story on 5815/16.
sB15/15 AB13 6is iR Ask the students Why did the customs officer
l
and Basim look at Bob when he opened the
Objectives: Read a story for enjoyment. 'What
was in tbe suitcasel (the lady's
suitcase?
Longuoge: clothes). Then ask if there were things they
Vocobulory: It doesn't matter*', flight understood better through hearing the story.
attendant't, seat )'*, asleeP",
(n
Ask for particular examples and why they were
PassPort'r-, aPPear*, fewero, easier to understand. Encourage them to think
customs officer*, AnYthing to
about tone of voice. For example, the flight
declare?",'Would You mind
aftendant's tone of voice indicated that she was
actually unhappy with Bob, even though she
said 'It doesn't matter.' Similarly, Bob's tone of
1 Introduction sB15/15
voice should indicate how worried he was
about losing his suitcase.
A Elicit the story title. Then ask who Bob and
Basim are (the boys who filled in the
C Encourage students to give their opinion of Bob
application forms on SB13). Find out what they and predict what will happen at the camp.
remember about Bob and Basim.
Clarify anything they don't understand.
question 3.
ExA
Answers
1 Bob. Answers
2 To the'World Youth Camp in Australia. 1 farmer It's the only one that doesn't
3 Two unlucky things happened to him. (a) have something to do with
He dropped his orange juice. (b) He picked newspapers or magazines.
up the wrong suitcase, one that belonged to 2 museum It's the only one that doesn't sell
an old lady. His was still on the baggage food.
carousel.
-\
English for Iroq Teocher's Book 2nd Intermediote: Unit 1
16 6)s wife Wife is a woman. The others are Nadia: OK. Good idea. Tanya - interview.
all men. 'V7hat's
next?
story ln confident (The explanation will have to be Maysam: Um - the story. I7e don't have a
in Arabic.) It's a positive feeling; story yet.
ect the others are negative. Nadia: Don't we? Oh dear.'\)7e11, I'll write
magazloe The others all have something to the story. It'll be quicker if I do it.
do with camping. OK with you?
cut The others all have something to Maysam: Fine. But will you have time, Nadia?
do with speaking/the voice. Nadia: Sure. I'll do it. Nadia - story. Now
fficer
tbe .r.,"
'{ - who wrote about school news last
lady's time?
rey ExB Maysam: Just a minute. Um. School news -
iory. Rasha. But she doesn't want to do it
3y were Answer again. She rold me. She wants ro
r think photographer, pile, poetry, price, printer, write a review of a TV programme.
probably, programme 'Well,
ght Nadia: if she really wants to, I don't
ihe was mind. Rasha - TV review. But who'll
r She do the School news then?
:one of ExC Maysam: I think Mona wants to do the School
AS news this time. She asked me.
Answers Nadia: OK. Mona - School news. That
1 'Mum!'I shouted. 'Come here!' leaves just the Sports news. \fho's
r of Bob 2 ''What's the matter?' she asked. interested in sport?
lp. 3 'I've broken my brother's computer,' I Maysam: Abla. She loves sport.
answered. Nadia: Yes. But is she good at English?
4 'He won't be very happy about that,' she Maysam: Abla? Of course. She's fantastic at
said. English.
{' Nadia: Well, Abla it is, then. Abla - Sports
AB13 news. I think that's it.
' Ex D 6d6 Maysam: Right. Lett go and get something to
ton drink.
1"'
fle h
1
Presenter.'Nodio and Maysam have to decide Answers
I
who will write what for the school magazine. Maysam Problem page
Listen dnd draw lines. Tanya Interview
Eies Nadia: Right. The interview.'We need Nadia Story
somebody to do the interview. Rasha TV review
IX/ould you like to interview
Muna School news
somebody, Maysam? Abla Sports news
Maysam: Me? No. I can't do that, Nadia. I'm
doing the problem page.
4 I
ExF
Answers
was walking saw, was playing said, went,
shouted, fell, started, walked, has
ExG
Example answers
1 To stop stammering, try this: W'hy not
count to five before you speak? Think
about what you want to say. You can also
ask your teacher to helP- She will
understand.
'!7rite
2 new words in groups in your
vocabulary book, for example, names of
food, buildings or clothes. Ask your
brother or sister for help. Try to learn five
new words every day'
'ur{ d (
f 4 f Ei
\J,r
\
SB18 Eat the right food Read for gist and detail. Quantifiers: a little,
AB20l21 Find target language in the a few, too mucb,
text and work out rule for too many, a lot
using it.
sB22/23 'Get well' cards Read and discuss some Get well Imperatives
cards.
Choose one for a friend.
Read instructions to make a
card.
-.,*"*-:*#
Match personal messages
with the 'messages' in the
pictures.
Write an informal letter to
a sick friend.
./il
) ttr
SB25 Round up Revise language from the unit. Rhyme and rhythm
AB2B-30
'w, too
ry;any
Unit obiectives
l
Listening: Show improved ability to concentrate on the sounds and intonation heard
i.
in recorded texts.
Develop listening for language and detail and become more confident about
lot taking notes. Conversations have up to four speakers'
ecbes.
finitive Speaking: Participate with increased confidence and competence in all class interaction
and, specifically, express opinions on texts.
Read short recorded dialogues and limericks aloud with good
pronunciation.
Role-play conversations in a restaurant and between friends (one of whom
has an ailment) with reasonable fluency and meaningful expression.
Analyse and comment on a partner's answers to questions about the
exercise he/she takes and give advice.
Reading: Read for gist - to find the topics of paragraphs and the main point of a
short story.
)un +
Develop silent reading for detail and make inferences. Texts are up to 200
ve
rd words in this unit.
'Work
rew out meanings in context and interpret idioms.
'Writing: 'STrite
answers to questions with improved accuracy.
marks
Develop understanding of how to self-correct and improve writing.
!7rite a letter of between 50 and 100 words to a sick friend, following a
model.
-#
)tu:
Activity Books closed. Elicit the title on SB17, Focus on the last question on AB18. Let the
then the first instruction. Establish that there students discuss this in pairs for one minute before
are two paragraphs. Explain that the first eliciting answers. Give the English words for any
sentence tn a paragraph often gives you the new activities that arise. Revise and practise healthy
topic (what the paragraph is about). activities. Prompt the students to ask each other
questions.
Tell the students to read the first sentences in
each paragraph carefully, before reading the rest
of the paragraphs quickly. Tell them they have 5 Interpret Pictures sBl7
one minute to read the paragraph and not to
worry about unfamiliar words. A Elicit the question above the pictures on SB17.
Note: It is important to encourage the students Tell the students to work in pairs again and
to read quickly if they are to improve their discuss what the boys are saying' They can then
E
10 Discussion AB20 Ex D B Present heabby and unhealthy. Say:
lf we don't eat food tbat is good for us, LLte
informotion
MELeson 2
2 Reod for specific SB18
, us?
A Introduce the task. Tell the students to scan for students completed for homework in Unit 1 Lesson
the particular words, then check which of the 9. Ensure eyeryone is clear with the correct solution.
phrases is used with them. Consolidate the vocabulary by asking students to
about? Note: This activity is designed to let the students create sentences of their own with the words.
r, such as
work out a grammatical rule for themselves.
Answers
ake sure Answers
ACROSS
on 1, too much meat or cheese 3 eyes
: and 2 too many brscuits, sweets, fries or crisps 5 picnic
3 a few biscuits, sweets, fries or crisps
7 outdoors
4 too much cola 8 fresh
5 too manyla few chocolate bars
6 too many/a few vegetables
@*,-..
sB19 Meena: Oh, er, I forgot about a drink ... An
orange juice, please.
Presenter: fn o restourdnt. Listen. Part 1
'Waiter:
new One orange juice. Thank you, miss.
Waiter: Good evening.
renu, Father: Now you,'Waleed.
Facher: Good evening. '!Taleed: 'Well,I am hungry. I'd like a large
3aning ITaiter: Are you ready to order, sir?
burger and fries, please. And ...
Father: Er, are you ready, Meena ... rWaleed? '!Taiter:
One burger and fries.
Children: Yes, Dad.
)aning Father: You should have some vegetables,
Father: Yes, thank you. Meena, give the 'Waleed.
rnd the waiter your order.
rd in Waiter: The burgers come with a small
salad, sir.
sB2o AB22 Cc atg Tell the students to read the language box and find
another way of saying I'ue got a headache. Elicit rvhy
Objectives: Develop vocabulary related to ache has an 's' in the sentence My head aches
common ailrnents. (because it is a verb in the third person - it aches).
Practise reading dialogues aloud. Ask the students to change the sentences at the top of
Role-p1ay. the page so that acbeis a verb. (My stomach aches.
Longuoge: haue and haue got (a) + arlment My tooth aches. My head aches. My ear acbes.)
my (head) aches Note the following points:
Vocobulory: ache (u, n), pain (n ), tooth, British English speakers tend to use baue gor, while
toothache, stomach (z), American speakers prefer haue. They mean the same.
stomachache, headache, earache,
dentist, drop (n) The indefinite article a is essential in the sentences I
baue a headache and I haue a stomachacbe.With
earache and toothache, it is optional - I'ue got an
1 Listen for pronunciotion SB20 GE earache and I'ue got earache mean the same thing.
B Read the page title aloud and focus on the A Introduce the conversations. Tell the class they
pronunciation and the spelling of ache. are all about people with aches and pains. Ask
Note: Aches and pains .isia common expression the students to read the conversations as they
d{{-
u in English to describe feeling unwell, especiaily hear them. Play $ 9.
when one has a bad cold or flu.
6) 9 is the text of the four conversations on SB20.
C Tell the students to listen to $ 8 and look at the
pictures. Then use the audio with pauses for B Use pairs of students to read the conversations
pronunciation practice. aloud.
lL _.
Answers Doctor: Thatt right. Have you gor your
t headache , glasses with you?
2 glasses Rasha: Yes, I have.
3 doesn't look nice Doctor: Good. Put them on now, please, and
4 wear glasses all the time don't take them off until you go to
5 12 pills (painkillers) bed.
6 3 times Rasha: AII right, doctor. And thank you.
Doctor: Goodbye,Rasha.
Rasha: Goodbye,doctor.
Presenter.'Part 2
Doctor: Hello, Rasha. SThat can I do for you?
Rasha: I've got a very bad headache, doctor. 2 Use onswers to complete two
It hurts all the time. PorogroPhs AB23 Ex B
Doctor: A headache. I see. Your eyes look a
bit red, too. Tell me, Rasha, do you A Introduce the task. Let the students attempt the
wear glasses? activity without preparation. Monitor their
Rasha: Yes, sometimes. work and give help as necessary.
Doctor: But you're not wearing them now
'!fhy
not? B Elicit complete sentences from individual
Rasha: I don't like wearing them, doctor. I students to check answers.
don't look nice with glasses.
'Well,
Doctor: you should wear them all the Answers
time, Rasha. If you don't, you'll Noora had an earache, so she went to the
have headaches all day, every day - doctor. The doctor put some drops in Noora's
and night. And your eyes will get ear. Noora should do this rwice a day. Her ear
worse. You don't want that to will be better in a few days. Noora should not
happen, do you? go swimming.
Rasha: No, I don't, doctor. Do I have to
wear them when I'm watching Rasha had a very bad headache. It hurr all the
television? time. Rasha needs to wear glasses, but she doesn't
Doctor: Yes, of course. I said all the time. like wearing them. The doctor said Rasha shouid
Except when you're sleeping, of wear her glasses all the time. If she doesn't, she
course. will have headaches all the time and her eyes will
Rasha: All right, doctor. get worse. The doctor gave her twelve pills. She
Doctor: Good girl. I'11 give you some should take them three times a day.
painkillers to stop this headache, but
I don't want to hear that you ever
have a headache again. Do you 3 Express feelings in different situotions
understand? AB24 Ex C
Rasha: Yes, doctor.
Doctor: There are twelve pills in this box, A Ask a student to read the first sentence in
Rasha. Take two with water, three Exercise C. Then ask the class How do you
times a day - today and tomorrow. feel? Elicit answers and agree a suitable
Rasha: Two pills, three times a day - today adjective. Tell the students to write the answer.
and tomorrow. Then get them to complete the exercise on their
own.
1 (a) No, he doesn't. (b) I want him to play by some of the corrections and improvements orally.
himself.
Z la) (He said he felt sick) many times'
(b) Again and again. 5 Correct ond imProve the PqrogroPh
3 No, he didn't. AB25/27 Ex D
4 He didn't eat the crisPs.
5 (He had to go) to hosPital' A Tell the students to write the paragraph
6 No, he didn't. correctly in their copybooks. Let them discuss
the mistakes in pairs and suggest improvements,
B Have students re-read the story and work out but then write their own corrected draft. Make
meaning from context. sure they don't look at the Student's Book until
they finish.
Answers
rWhen they finish, tell them to look at SB21 to
an hour or so - (b) about an hour
(c) what someone does not usually do check their work.
unusual -
Note: Remind the students that they need card
swrprised - (c) He was shocked because
and colouring pencils in the next lesson.
something unexPected haPPened'
fawlt' (b) something bad that happened
because of me
Lesson 7
3 Work out on idiomotic sB22l23
exPression sB21
Objectives: Choose a Get uell card for
This is a yery common expression in spoken a friend.
English. It means Yow giue me a pain because yow Match the cards with the
are a nuisance. messages inside.
Read instructions and make
a card.
AB25 Ex C Read an informal letter.
4 Write sentences '!7rite
a Parallel letter'
sB24 Man: There was an old man from Jaipur, 4: Mime toothache. Then ask What's Lurong
Whose house had a green and blue uith me? and elicit You'ue got toothache. Invite
:t this door.
the students to mime other ailments and ask
I said, 'I like white.' other students What's wrong uith me? Get
them to continue this activity in pairs.
He said, 'That's all right.
But I think that white is a bore.'
Give out the corrected letters from Lesson 7.
E 5: Add when clauses to the two sentences. For
example:
I sometimes feel frigbtened when I am in the
yme. house alorue.
Project reminder sB28-3t
I feel excited when my friends uisit me.
Ask the class to do the same with other
Encourage students to write their own limericks for
'ious. adjectives. Use the following: hungry, tired,
submission to the school magazine. They could do
of angry, bappy, exbausted, sad, neruous, sby.
this as homework in addition to Exercise 4 on
tain for
SB31. The students will have discussed this in
:ao be F Organize the students in pairs. Tell them to
Lesson 5 and will now work on
be in a position to
lly the discuss things their parents want them to do.
their diary entries. Ask them to work on this for
,ay they Elicit examples as a class.
homework and present their diaries to their group
editors at the end of Lesson 10.
Answers
4 Reorder words to moke 1 '\7ould you like to go to a restaurant this
sentences AB29 Ex C evening?' she asked.
2 'I don't know what to do,' said Ali. 'I
Do the first two on the board. Use the agreed to meet Jamal, but I can't remember
demonstration to highlight the form of sentences' where.'
Point out that it is helpful to remember that
sentences begin with a capital letter.
7 Complete sentences AB30 Ex F
Tell the students to complete the other four
sentences and compare answers in pairs. Tell the students to complete the sentenQes using the
words in the box.
Answers
1 The doctor wants you to see him tomorrow. Suggested answers
2 Nadia has a pain in her ear. 1 frightened
3 A little sugar is all right, but too much is 2 excited
bad for you. 3 surprised, worried
4 Too many sweets are bad for your teeth' 4 happy, wonderful
-5 You shouldn't iet small children climb trees' 5 upset
rnt this Elicit answers. Then ask what the students Tell the students to fill in the summary chart on
think of Bob and what they have learned about AB31.
.. 'I him so far.
:member
Answers
They are two boys going to the Y/orld Extro octivities
Youth Camp.
i30 Ex F Z They met on the plane in Baghdad.
AB31-3s o te
J They are in Australia (at the'lTorld Youth
Use the Extra activities as approprlate.
using the Camp).
. They can be completed in class or for
He lost his suitcase.
homework.
. The more able students can do the exercises
while you attend to weaker students.
. Ask the project group editors to collect the
diary entries from their group members. They
will need to evaluate the material as well as
,----
make suggestions for improvement' They will Ex C - Listening
need to return the diary entries to their owners
at the start of Unit 3 Lesson 2, when there will
be a second chance to submit corrected and
6) tl
Presenter: Listen and answer the guestions.
improved versions.
Write short onswers.
Doctor: And your name is ... ?
Huda: Huda.
ExA Doctor: Hello, Huda. Now, what's the
matter?
Answers
Huda: I've got a stomachache.
1 cheer, up
2 coach,football
Doctor: A stomachache. How long have You
3 dentist, teeth had it?
4 doctor, ill Huda: Since yesterday morning.
5 editor, magazine Doctor: Yesterday morning! That's a long
6 exercise, take time.
'!7hy
didn't you come and see
7 food, fried me earlier?
8 mug, tea
I hoped it would go away.
Huda:
9 out of breath, unfit
Doctor: I see.
'What
did you eat the night
10 spare, time
before last?
Huda: Lamb and rice with a salad.
Doctor: That's all right then. Now, where
ExB exactly does it hurt? Ifhich Part of
your stomach?
Answers
Huda: It hurts all over.
Khalid was watching TV when the phone rang.
Doctor: Not in one particular place?
It was for his mother.
Huda: No. Allover.
'I'11 take it in the kitchen,' she said. 'Take care 'Well,
Doctor: it's not appendicitis then. I'll
of your littie brother.'
give you some medicine. Take it
'I will,'he answered.
three times a day.If the pain doesn't
Five minutes later, Khalid looked for his
go away, come and see me again
brother, but he wasn't there. Khalid ran into the
tomorrow and we'll do some tests.
garden and saw his brother up a tree.
All right?
'Stay there,' he shouted. 'Don't move.'
Huda: Yes, doctor. Thank You.
Just then, his brother fell. Khalid ran over. His
brother was lying on the ground. He was
Answers
crying, but he wasn't hurt. He was iust
1 Huda
frightened.
2 a stomachache
3 yesterday morning/the morning before
4 a salad
5 all over
6 medicine
7 three times
8 see the doctor again
Exercise E
[ave you
1 lamb
a long
2 baked
and see
3 grilled
4 menu
5 dentist
night
Ex F - Grommor
Ex H - Writing
Students'own answers.
Comparatives
SB35 The basketball game Read and comPlete a conversation'
Perform the conversation. twelue Point fiue
AB39l40
€d 20121 Narrate and write a storY from seconds
picture and written cues. one point four five
metres
ii
72 English for Irog Teocher's Book 2nd Intermediote: Unit 3
E=.i:.q,r.
Y
ts would
nit obiectives
.P.lay/do? Develop listening for pronunciation, language and detail.
Project work: There are opportunities to revise the diary entries in Unit 3. It's important
rves
students' *oit ir validated and even if their submissions are not acceptable
nt fiue
for the school magazine, they should be given the chance to display their
work, for example on the walls of the classroom. This unit is about sPort
four five
and you should make suggestions for presenting reviews of local events,
articles about their own sport or even photographs - all potential material
for inclusion.
v
eof
ual
nfinitive
v
E:*...-.
1ii
.' enjoyment), but you can'tplsyswimming' Lesson 2
,res os Note: The question uses do in all cases, for
lot the example, What sport wowld you like to do? s833 AB35 6& r0
Objectives: Listen for specific information.
to the B Elicit examples of each type from the class'
Ask and answer questions about
a sports timetable.
ar's old
sB32 Ask and answer questions about
4 Ask ond onswer questions
sports ability.
Demonstrate this activity with one student'
Longuoge: Apostrophe before s in irregular
A
plural nouns
Then choose two students to demonstrate. (See
TP 51 in the Introduction')
Hotu good are you ctt ...?
Vocobulory: timetable (z), beginners,
, advanced, team practice, leaflet,
B Tell the students to ask and answer questions in
good at something, quite, Practise
pairs. Try to listen to everyone.
this year,
]Iese
5 Do o vocobulory exercise A836 Ex A I Project work
Ensure the group project editors return the
A Read the rubric and, before giving any
explanation, see if any of the students can work corrected diary entries to their owners. Briefly go
it out for themselves. If they can't, ask ln which around the class checking that the group editors
sport do you run, iump and throw things? Or have marked the entries in a sensible way and made
use number 2, as it is more obvious. Whicb realistic proposals for improving the texts. Students
sport do you pldy on the beach using a ball and should allocate time during their homework to
a net? Then tell the students to work in pairs making the suggested improvements and resubmit
ports.
and try to do the others. Tell them to move on if their diary entries to their groups for inclusion in
nd check
they can't do one of them. They can come back the school magazir.e.
gain.
to it later.
ning of 1 athletics
think 2 volleyball A Read the title and present timetable. Tell the
3 karate students to read the first line under the title on
rs in
4 sailing SB33 and find what the boy in the picture is
The
5 tennis doing. Then tell the students to listen to the
6 gymnastics telephone conversation and answer the question
'Vlhat
7 football does Daue haue to leaue?
3re you
8 horse-riding Tell them to listen and follow the conversation.
Then play 6) 16. If you can't elicit the correct
answer - his name and address - play the audio
ran
5 Answer guestions AB38 Ex B again.
r it for
answer, They uant to send him a leaflet. Play answers, for example, iudo, swimming, etc.
the audio againif necessary. Explain leaflet and Continue with the questions, but now add the
ask the students to find the word on SB33. extra question How good are you at (ittdo)?
J-
I
Unit
i
l€ English for Irog Teocher's Book 2nd Intermediote: 3
*;+=."i..
,roctise Books shut. Tell the students they are going to
sB33
:..
(1 volleyball, 2 tennis, hear two conversations of people booking
5 Ssginners' lessons
--.--- 1 basketball) classes, Liz and Dave. Teil them to listen and
2 gymnastics,
2 tennis) answer these questions:
bubbles 4idvanced lessons (2 gymnastics,
,r^^ practices (1 volleyball, 2 swimming, 1. What s7orts does Liz ask about?
3 +
2 .What
classes will sbe go to - beginners
1 basketball)
aduanced or tedm Practice?
3 What sPort does Daue ask about?
s833 4 What class tuill he go to?
pa1rs.
box at the bottom of the page' Tell the students to write notes - the name of the
A Use the grammar
sports and just E, A or T for the classes. Play Parts
Remind the students that we put the apostrophe
S833 after s in plural nouns. (See the grammar
box 1 and 2. Give the students a few minutes to look at
on SB4.) However, there are some irregular
their notes, then let them hear the two parts again
re along plural nouns in English, for example, men, either to check or complete their answers'
the desk women, children andpeople. These already
show more than one, so, if we want to show f)18 Parts 1 and2 contain the text of the
Ask the
:it short possession, the apostrophe goes before the s' conversations on S834.
t to learn
I!ffiI L""on 3
sB34 AB37/38 f0 tg/19
their answers. Encourage them to scan quickly
to find the answers. Say:
Look at the first conuersation.
Who can be first to find the two sports Liz asks
about?
Objectives: Listen and read for specific 'S7hen
r do, iet a hand is raised, elicit the answer and ask
information.
ron't the student which line the sport is in. Use the
Do exercises practising
same procedure to elicit the answers to the
vocabulary, grammar and
other questions.
spelling.
Make conversations.
te Longuoge: Revision Answers
AB36 Vocobulory: book (z) Liz - volleyball T (team Practice)
- riding B (beginners)
Dave - judo B (beginners)
3 and
:hat they 1 Listen for specific informotion f) ts
rd the B Ask Why is Liz going to team practice and not
oth Start A Remind the students of the sports centre and a class? (Because she's quite good at volleyball.)
:ginners' what you can do there. Explain that when you
have chosen what to do, you have /o book a
c/ass. Present the new word.
,#- \
-=*
English for Irog Teocher's Book 2nd Intermediote: Unit 3 77
3 Listen for specific informotion Boy 1: Thursday at seven o'clock. Thank
AB37 Ex A Otq you.
attention to the item filled in on'Wednesday at I've never been riding before.
five o'clock. Then tell them to use their notes Officer: Our beginners' iessons are on
about Liz and Dave to fill in tu/o more spaces in Saturdays at ten in the morning. Can
you come then?
the timetable. Go around checking that
everyone is doing this correctlY. Boy 2: Yes, I can. That's fine. Thank you.
Tell the students they are going to hear three C Copy the Activity Book timetable on to the
more people phoning the sports centre to ask board, so that you can write the answers in the
about classes. This time, you want them to correct places when you elicit them from the
listen and write the answers in the timetable. class.
f the Answers
: other t have not played ,8 Role-ploy SB34 AB38 Ex E
be three 2 did
3 has gone/went A This activity will need to be demonstrated a few
4 am doing times before the students work in simultaneous
ble. 5 am going pairs. Take the part of the sports officer yourself
6 were playing first and choose one student to demonstrate'
Then use a few pairs of students to make up
re in conversations. Correct pronunciation as
,acher.) 5 Correct spellings AB38 Ex D necessary.
r (sB3,
-l
)(s833) A Discuss each sentence as a class and agree B Tell the students to make conversations of their
|
which word is spelled wrongly and how it own.
il (B) (SBJ3)
/s833)
|
,) I
should be written.
(B)(s833)
B Tell the students to complete the activity in
I
(B) (S833)
I
writing.
|
ics(A) (5833) I
ics (A) I
Answers
I
1 centre
\) (Audio 3)
I
|
2 beginners'
il (r) (sB3r) 3 athletics
|
4 practise
5 team
-
FIfrffiF L.uron 4 3 Reod ond complete o conversotion
SB35
sB3s AB39t4o €b zotzt
Tell the students to read the conversation and work
Objectives: Read and complete a out what Samir said. Tell them to write the letters
conversation. next to the numbers.
Role-play a conversation.
Narrate orally and in writing a 4 Listen to check sB3s f0 zolzr
story about a sports competition.
Longuoge: Comparative of adjectives and A Tell the students to listen and check their
adyerbs answers. Play 6) 20.
Vocobulory: result, win/won, lose/lost (to),
beat/beat, awful, point (z), Let's $20
face it, at least, against, race (n), Presenter.' Check your answers.
high jump, competition, 1f,2c, 3a, 4d,5b, 6e
conversation, point (a) (=
decimal point) B Tell the students to listen to the complete
conversation. Play €b 21.
I Vocobulory work - opposites ond f& 21 is the text of the complete conversation on
synonynls SB35 S835.
E:.:
tion t AB39 copybooks. Iff/hile the students write, circulate
7 Longroge studY
sB35 and monitor mistakes and difficulties. If you
grammar box on AB39 to explain how to see common mistakes, stop the class and
Use the
nd work numbers. Elicit other meanings of highlight the problem, showing the correction
say decimal
on the board.
: letters poifi. Prompt them if necessary to remember the
-'verb to point and the noun they learned previously
in this lesson, something
yott can score in a gd?txe' B Te1l the studentsto write a final version in their
zorzr Activity Books for homework.
Note: Make sLlte yoll say one
6& point four fiue and
not o/)e dot fortY-fiue'
)!r 10 Project reminder sB30-33
8 Tell o story from Picture cues Having reworked their diary entries, students can
AB39 Ex A no\,v present them one more time to their group
editor for consideration. Maintain an atmosphere of
Ask the class to describe the first picture. Elicit an fairness and ensure everyone is treated reasonably.
A
answer and let the class comment on it, Set a deadline for the group editors to give you what
correcting or improving it as they think necessary. they consider to be the best diary entry, for example
They should be able to remember the details of the end of Lesson 6. It wili then be your decision to
the competition from the previous lesson, but choose the best for the school magazine as lvell as
they can look back at SB35 if they need to' how to reward the efforts of the ciass in general.
Tell the students to work in pairs and discuss Return the class to a discussion about sport. Ask
the other pictr-rres in the same way. whether anyone has had a similar experience to
sB35 Hiial and Samir. If so, they could rvrite about it for
Elicit the whole story orally, sentence by the school magazine. Set this as a homework task.
ulary in sentence, and write it on the board. Use
clear snggestions from the class to improve and correct
as yoll write (see the example answer below).
Elicit punctuation and spelling as you write.
Lesson 5
sB36/37 AB40
o think Example answer
rm for First the girls ran 100 metres. Mary lost. She Objectives: Scan for information.
picture, rvas slower than Jane. Then they did the liigh \frite three similar qttestions to
Lning of jump. Mary beat Jane. She jumped higher than ask the class-
ach Jane. Next they went to the beach for the Use a set of sPorts verbs.
friendly. swimming race. Suddenly they saw a boy in the !7rite questions.
water. He was shouting'Help!' because he was Longuoge: Superlative of adjectives
drowning. The two girls jumped into the water (revision)
!s 6d 21 and swam towards/to the boy. They saved his Vocobulory: final (z), boxing", medal, score
life. Later Mary said to Jane, ''Well done, Jane! (n, u),world record,
of the You were fantastic.' performance, establish
te the
the boys.
9 Write the story AB40 Ex B
sation in
A Clean the story off the board. Then tell the
students to write a draft of the story in their
i., Sgfg AB41 A Tell the students to read Samir's article silently
and find out what he has added (things that are
Study a plan to write a paragraph. not in his notes). They can underline the extra
sB37 Read the completed paragraph. information or make notes of it in their
'STrite
sentences to practise the copybooks.
t some past habitual tense.
:hey used to + infinitive B Elicit answers. The extra information is:
rrite change (u, n), weak, schoolwork, . started doing judo two years ago
health, confidence, train (u), . couldn't run fast, was often ill
used to . was lazy, now trains every day
. gets good marks all the time
cn. . was afraid of exams
t Resd notes s838
rd you 4 Vocobulory focus
A Read the introductory text at the top of the
page and explain that this page shows how
and Samir planned his paragraph. Elicit what he did Set the task. Point out that the students have
rd you first (he wrote some notes). Elicit what he did already covered most of these words.
3tics.
next (he added to the notes and put them in
ick in order). Answers
1 personality
io run 2
B Ask individual students to read aloud the notes confidence
on the left. Elicit or present the meaning of 3 train
1 and
ueak and scbooltuork.
iump.
C Elicit the sentence at the top of the notes on rhe 5 Write onswers to questions
right. Explain that this is what the paragraph SB38 AB4t Ex A
AB4O will be about - how judo has changed Samir's
personality and his life. Tell the class that we A Introduce Exercise A. Teil the students they will
and
call such a sentence the topic sentence. Ask the not find the answer to question 5 in the text;
ld then
students to compare the two sets of notes and they will haye to think about it.
correct
find out what Samir has added to the first one.
B Elicit and discuss the answers.
Coliect the diary entries from tire group editors. Te1l 3 Write first drsft AB43
the class you will make your own choice by the
conclusion of the unit, at which point the proiect lfhen you feel the students are ready, tell them to
focus will be on the second magazrne article about write their first draft. At this stage, the stlrdents will
dates afrer Unit 5. need help expressing themseives accurately and
making their work more interesting, for example
Remind students abor-rt the homework task you set with the use of link words.
in the previous lesson and tell students they have
until the end of Lesson 10 to submit their work to
their group editors. 4 eheck ared irnprove writing A843
Sfhen you see that the majority of the class have got
hanging
6) 22 Part 2 is the second tongue-twister on SB39. B 2: Ask further questions about the timetable.
to look
vriting.
C 3: Ask the students about different sports.
s writing
Encourage them to answer truthfully.
a1ly when
\) 7*
{**t i r"
i,"l-
i'" I
mplete it
to work in pairs and practise
Tell the students AB45 Ex G
Go round monitoring as they work' 8 Punctuote sentences
ironun.iurlon.
Tell the students to complete this activity on their
Answers
own.
Years
(a) eighteen ninetY-six
Answers
(b) nineteen thirtY-six
(c) nineteen fortY-eight
1 'Look!' said Linda. 'The children's zoo is
oYer there.'
(d) nineteen eightY-eight
(e) two thousand
Z 'I'm sorry,' said the man at the sPorts
centre, ''We only have women's lessons
(f) two thousand and two
today.'
f5ExC (g) two thousand and four
(h) two thousand and ten / twenty ten
)re
lheck Times EEIIAB47
L"'on 10
(a) ten point two seven seconds sB41t42 6d zs
(b) nineteen point three fwo seconds
(c) one minute, fifty-two point one one seconds
Objectives: Read a story for enioyment'
(d) three minutes, forty-three point one three
seconds
Longuoge:
(e) one hour, fwenty-nine minutes, eighteen Vocobulory: break (a)", competition", court'r',
exhausted", ice-cream", melt"',
point zero eight seconds
queue (u)*-, sigh (z)", surPrise*',
(f) two hours, thirty-seven minutes, rwenty-
trip "
eight point five seven seconds
'Weights
1 Introduction sB41l42
45ExD fifty-two kilograms
sixty-eight point zero five kilograms
lry rtems. one hundred and five kilograms A Tell the students to recall the previous episode
eighty-five kilograms of Bob and Basim (5826127) and discuss what
rork in
two point zero five kilograms happened in pairs. Then discuss as a class,
sixty point five four kilograms prompting as necessary.
B Elicit the title of this episode. Ask the students
to talk about the pictures and predict what
7 Put notes into order AB45 Ex F happens. Check understanding of ice-cream and
use the pictures to elicit or present the meaning
Tell the students to discuss the ordering in pairs. of any words that students are unsure of'
When you elicit the answers, point out that this is a
Answers fe ze
1 SouthPort. Two sports officers are filling in d timetoble
2 Hewas tired/too hot, and he wanted to cool
for o special sports weekend olthe centre'
down. When ore these classes? Listen and drdw lines
3 Five- one for himself and one each for from the sports to the times.
Basim, Paul, Hans and Rod. Maie; Right - shall we trY and do the
timetable for the SPorts Weekend?
Female: I've done one. Do you want to have
3 Listen for consolidotion SB41/42 Cd 23
a look at it?
Male: Fantastic! Let me see. Now, on
Tell the students to listen and follow the story in SaturdaY we have onlY beginners'
their books. Play G 23. classes, and on SundaY onlY
advanced classes? Is that right?
6b 23 is the story on 5841142. Female: Yes. And we start with karate'
I(arate beginners - SaturdaY, from
ten o'clock to twelve o'clock'
4 Discussion sB41l42
Male: And the advanced class is - let me
see now - SundaY, from two o'ciock
As before, ask the class if they understood anything to four o'clock. Fine.
better through hearing the story. Elicit particular Female: Next, tennis. Advanced classes only'
examples and ask why they were easier to ' We have no beginners. SundaY
understand through listening. Ask the students if evening from five o'clock to seven
they want any further explanations, or if they have o'c1ock.
something to say about the storY. Male: Nobeginners at tennis?
Female: No. Everybody is advanced' But for
athletics, we onlY have a beginners'
5 Write notes on the story ciass. That's on SaturdaY from two
sB41l42 AB47 o'clock to four o'clock'
Male: That leaves iust two classes'
Tell the stLldents to fill in the summary chart on AB47 ' Female: That's right. And theY'il be
gymnastics.
Male: No judo or swimming or horse-
Extro qctivities riding or ... ?
Female: No. There's no time' So, gymnastics
AB49-s3 fa za - beginners. SaturdaY from five
o'clock to seven o'clock. And
advanced...
Ex A - Listening Male: Let me guess. Sunday morning from
ten o'clock to tweive o'clock.
Answers
Female: Correct' Sunday. Ten to twelve.
Karate: Beginners Sat. 10 - 12
Advanced gymnastics.
Karate: Advanced Sun.2-4
Male: So, let's check that. I(arate beginners
Tennis: Advanced Sun.5-7 Saturday ten to twelve. Karate
Sat.2 - 4
-
Athletics: Beginners
,.:)
end?
2 SCORE
r have
3 FINAL
Ex B - YocobulorY 4 LOSE
n
5 REASON
rers'
Ansrvers 6 OLYMPIC
final, score, kicked, won) cup, beaten, scored, 7 BEAT
goals, lost 8 RACE
9 MEDAL
10 GOAL
trom
Ex C - Grommsr
The game is: VOLLEYBALL
lme
Answers
r'clock
1 took place
s only.
2 to compete Project work
3 used to do
{
4 used to be End the unit by revealing the best diary entry you
3Ven
5 used to hate hive chosen for the school magazine. Have the
6 training students help you to display other worthy attempts
and ensure any other articles on sport are now in
iut for
the hands of the group editors.
lners'
l two
Ex D - Reoding
This is a good time to consider changing the roles
Answers within each project group in preparation for the
1 The 50 kilometre waik. next stage.
2 40 kilometres
3 i981
4 Every year.
5 Money/55,000 US dollars.
rastics
'e
6 32,000
7 American
8 It was a new world record.
9 No. (It was a new women's record for the
; from
London Marathon.)
l.
;inners
te
---::: - --
Review
Lesson Materials Topic area Activities
1 SB43 Listening Read Listening tips.
€t2s-27 Do exercises to practise points made in the tips.
\" .:']
1-
€
4 ,l
I
-E-.
€b 26 Cd27
Listen and checkyour answers.
1
What's the score in a football match between '$Taiter:
Iraq and Bohroin? Listen to the radio. Are you ready to order now, sir? R
Announcer: And now, sport. At the end of an Mr Andrews: Yes, we are. I'd like fried chicken
exciting game at the ner'v National with - er - rice, Please. D
'Waiter: Salad?
Stadium, the score was Iraq 3, a
it is. If not, play Part 2 agaio. The answer is: 'J7aiter: Madam?
Iraq 3, Bahrain 3. Mrs Andrews: Er, grilled fish, please.'!7ith fries.
Note: You may want to tell the sttldents that And I'11 have salad too.
r,vhen both teams have the same score, it is Waiter: Griiled fish, fries and salad. And o
a
called a draw. dessert?
Mrs Andrews: Fruit saiad, Please.
C Ask the students if there were words they didn't Mr Andrews: And chocolate cake for me. E:
EIffiFE t*tuo*
However, for most words, the students will
have to write their own short forms. Point out
2 in
OT
that they need to write enough of the words to sB44 it<
be able to read them easily later.
llt
Objectives; Review and practise ways of
Introduce the task. Explain that a student has improving reading'
listened to a conversation in a restaurant. They
shor-rld look at the student's notes and work out T
what Mr and Mrs Andrews ordered from the t Introduction
notes. Tell the students to work in pairs and
write the words in full. Talk about the reading skill. Ask if there are any
similarities with the listening skill. Discuss which one
Play G 27 for the students to check their the students find more difficult and why. Encourage
answers. a positive attitude to improving the skiil. Point out
that if the students can read well in English, all the
other aspects of learning become much easier.
?
ca {i
ir? .Read and discuss Tip 1' Then ask what the students Go through the advice on learning vocabulary.
:en :rvould expect to find in an article with the title Point out that although the students do not need to
Danger in the desert For examPle: worry about words while they are reading, reading
r Some people went on a picnic; their car broke is much easier with a large vocabulary. This only
fes, down; they didn't have enough water; they comes with practice.
became ill. How did they get back? Did they get
helP? How?
res. . didn't have
Some people got lost; they a
Man: Can I helP You. Read and discuss Tip L' Point out that
this is not so
that
Boy: When do You have swimming difficult if each one is done separately' Explain
if the students do this consistently, they will
lessons? not
Man: Are you good at swimming? only improve their writing, but will also improve
Boy: No. I'm a beginner' their English in general'
Man: The beginners' class is at ten o'clock
on SaturdaY morning'
3 Point o Picture s846
more fun.
Unit 4
English for Iroq Teocher's Book 2nd Intermediote:
your writing interesting sB45 It took them a year (365 days) to remove 10
tons of rubbish from the streets.
'Read and discuss Tip 3' Point out that it is more 3 They had four vans by their third year.
4 Their work had created cleaner-iooking and
:hoo1. potivadng to have an audience in mind and to
.:
; is not so
2 Specific marks: These marks can be shared
rlain that
berween the following:
1l not
nprove
Test A accuracy of:
- grammar
AB53/54
- spelling
- punctuation
Objectives: Do a reading test.
variety of structure
s845 variety of vocabulary
Answers
handwriting
Question B
e the L 'Green' is often used as a way to describe
r be much something good for the environment/nature.
The brothers and their helpers are helping to
improve the environment so they are 'green'.
{/r
E@Ir.'tc
0 ro
Teacher: Vhat about sPorts and games? Do
you swim or PlaY tennis?
No. I don't like swimming or tennis'
ABs5-s8
I How do You come to school?
eacner:
I live about one kilometre awaY' MY
'!7endy:
Objectives: Do a test of listening' grammar
and vocabularY' father brings me in his car'
walk
leacner: But that's not far! You should
to school. And walk home' You have
Unit 4
96 English for Irog Teocher's Book 2nd Intermediote:
Question
- Answers
1 ioke
D'YocabularY
@Ir"'rr
AB59/60
tennls,
i=t. /,
=:i= rePorter
r:
Objectives: Do a writing
=.l 4l poetrY test.
ay.My i',t review
. 5 editor One suggestion for marking the continuous writing
. walk task is as follows:
tru have
Question E -YocobularY 1 Impression mark: A portion of the total
1o, I Answers mark shouid be for general impression. This
rdaches choir, stammer, embarrassed, died, confident means the overall effect the piece of writing
has on the reader.
. Does it deal with the topic and any
E@Ir"'.
points to be included in it?
P . How.,vell is it organized?
. it long enough to be assessed?
Is
AB59l50 . How appropriate is the vocabulary?
The impression mark should not take account
Objectives: Do a reading test.
of handwriting, spelling, grammatical or
punctuation errors. However, if the piece is so
Answers
full of errors and incorrect vocabulary that it
Question A
cannot be understood, the impression mark
1b
may have to be zero.
Zb
Specific marks: These marks can be shared
Question B
between the following:
1 More food than you need makes you weigh
. accuracy of
too much.
o grammar
2 Cakes, chocolate, biscuits, jam and honey o spelling
3 Don't have sugar in your tea or coffee.
o punctuation
4 11 o'clock
5 A medal and a new computer for their c variety of structure
school
o varietl of vocabulary
6 Phone the number on the notice
. handwriting
7 At least once a day (or after every meal if
you can)
8 Three minutes
9 Every six months
10 a) contain b) overweight c) decay
d) cut down on e) prize
:s not
r-/ \
uJ .tr1
Project work: Unit 5 introduces the second project section, which is themed around
the
date palm' There is a reading texr abour the history of the
date prl.r, i.,
Iraq, which ties in with unit 5's focus on teaching i".,grrrg. for
iontrasting
the past with the presenr. Students subsequently ,rud nr.Iip.
fo.
madgooga, then write their own recipes for inciusion in the
magazine, first
using picture promprs and then using their own ideas i, gro,rprlThe
unit
focuses on ways of communicating and accessing informitio.r,
,rd yo,
could expand the project work by asking stud.ni, to do their
own
historical/cultural research on dates o. ,nothe. common foodstuff. you
could also incorporare writing tasks from the unit into the magazine.
€
7
English for Iroq Teocher's Book 2nd Intermediote: Unit 5 -,qg*
H
=-l
=
-
I Introduce the topic sB47 B Have one student from each group read their
text aloud to the class. When they finish, ask
A Books closed. !7rite the unit topic on the board: individuals in the group about the text in such a
Getting and sending information Explain that way as to clarify the text for the rest of the
the unit is mostly about modern ways of getting class.
and sending information, but you want to begin
by talking about the past. Ask how people sent
messages before there were telephones, or 4 Discussion
planes to carry letters. The students can answer
in Arabic if necessary. The questions at the bottom of the page should
arouse discussion. You may have to give the
B Tell the students to look at SB47 to see if any of students some clues, but try to get them to think for
the things they mentioned are on this page. themselves and offer suggestions.
Answers
2 Reod ond work out meonings 1 Night, because the light is clearer at night.
s847 2 The pigeons were only sent with messages
to their homes, so they could always find
A Read out the rubric and the words in the box at their way. Messenger pigeons are often
the top of the page. Tell the students to find called 'homing pigeons'. The messages were
each word and read the sentence or sentences tied to their legs.
around the word to try to work out the 3 There are no right or wrong answers, but
meaning. Tell them the pictures will also help get the students to give reasons for their
them. choices.
4 Elicit the telephone, email, text messages,
B Elicit the Arabic equivalents of the six words. letters by post, radio, television.
Then ask some questions to check
understanding in English. For example:
Wbich words are animals? (horse, pigeon)
:
=.:,.;
5 Do o vocobulorY consolidotion l Worm up sB48
exercise AB55
r the A Elicit the page heading. Then tell the students
Tell to look at the three pictures in pairs and
Introduce the vocabulary consolidation activity.
:h the students to complete it. Do a class check. answer the question.
all the students know what they have to do and Bilal: Have you got a newsPaPer?
what they will hear. Tell them there are three Khalid: A newspaPer? Yes.
separate conversations and that you will give Bilal: Ifell, use itl Look at the 'What's on'
them time after each to write their notes. PIay section. You'll find the cinema
Part L. listings there.
B Elicit answers orally to find out if the students Khalid: Oh, okay. I'll call You back.
need to hear the audio again. Then play the
other two parts. Answers
Saeed: weather tomorrow radio
Maysam: Iraqi inventor internet, Iibrary
6) 31 Khalid: tonight's film newspaPer
Three people need informdtion.Listen to their
conversotio ns and fill in the table.
Port I 5 Ask ond onswer questions SB48
lbrahim: Hi, Saeed.
Saeed: Hello, Ibrahim. I've got a problem. A Organize the students in pairs to discuss where
-What's
Ibrahim: the problem? to find the six pieces of information listed in the
Saeed: I want to go fishing tomorrow, but I box. The answers can vary and be a source of
don't know what the weather will be discussion. The important thing is that the
like. students understand and are able to use the new
Ibrahim: You should listen to the weather vocabulary.
forecast on the radio.
Saeed: Oh, yes. Good idea. Answers
how to grow plants - library, internet
a big world event - newspaper, internet
the population of India - atlas, internet, library
d a*
l*u
English for Irog Teocher's Book 2nd Intermediote: Unit 5
, the time of sunset - local newspaper, internet
when the museum is open - internet, telephone,
filil[f Lesson 3
local newspaper, tourist office sB49 AB55-57
rs Iraqi the meaning of encyclopedia - dictionary
here Objectives: Understand some features of a
B Demonstrate the following: dictionary entry.
T: I need to know bow to grow plants. Practise alphabetical order and
thing. P; Go to the library.lUse the internet. finding the correct definition.
the T: I need to know the population of India. Understand different grammatical
find P: Use/Look it up in an atlas. terms.
Use the actiyity for speaking practice and to Study a method of working out
revise vocabulary. You can use this again meaning in context and practise
whenever you have time. it.
Longuoge: Names of and abbreviations for
parts of speech
igoto 6 Listen to project text Vocobulory: abbreviation, adverb (Gr.),
sBss-5o 6} se preposition (Gr. ), conjunction
(Gr.), entrS comb (n, u), part of
I A Ask students to turn to page 58 in the Student's speech'', chesterfield", devoured
's no Book. Ask them whether they enjoyed reading (z) x- , shatter ed (u)"' , depressed
the article about dates for homework. Discuss (adi)", galloped (z)", cautious",
what they found interesting, and ask whether possible, impossible
there was anything they found difficult. Clarify
at's on' anything students didn't understand in the
a article. I Put words in olphobeticol order SB49
B Ask students to listen and follow the text in A Find out what the students know about the
their books. Play O 58. contents of dictionaries and how to use them.
Find out if any students have an English
f) 58 is the article on SB58. dictionary, in class or at home. Ask when they
, library use them.
per C Ask students whether there was anything rhar
became clearer when they listened to the text. If Read the first part o{ Dictionary tips to the
you have time, tie the text into the lesson by class. Revise alphabet and alpbabetical order.
s848 discussing where the writer might have found Elicit the word which comes first alphabetically,
the information in this magazine article. Set then tell the students to write the list in their
rwhere activity 1, on page 60, for homework, and ask copybooks in alphabetical order.
:d in the students to complete it for Lesson 4.
rce of Answer
he bag, belt, better, bicycle, blue, book, boy, box,
the new bright, build, bus, but
library
f af
-"t-'{/ t-
English for Ircg Teocher's Book 2nd Intermediote: Unit 5
-ta{
H
a
dictiono"Y'l!Z sB49
sB49 3 StudY o
2 Nome ond find Ports of sPeech
Present entry inthe phrase
dictionary entry - a
second exercise'
A Read tip 2 and introduce the printed in a dictionary'
out that it is easier word and explanation
Review abbreuiation' Point Ask questions about the dictionary
entry on
if you know the
to choose the correct meaning SB45. For examPle:
to attempt
kind of word it is' Tell the students 'What
is the entrY? (bank)
the exercise in Pairs' (six)
How manY meanings are there?
'\X/hat kind of word ls lt? (noun and verb)
stands
B Elicit or explain what each abbreviation
for and what it means: Elicit each of the four sentences
and what kind
t n. isshort for noun'Nouns are the names Then tell the
Iraq' of word bank is in each one'
of people or things, e'g' girl' Kbalid' in pairs'
students to do the exercise
desk.
us about a
v. is short for uerb'Yerbs tell
' Khalid is 14' Tbe giil Answers
state or an action, e'g'
verb c) 2, noun d) 5' verb
a) 3, noun b) 6,
sPoke-
are
ad.i. is short for adiectiue' Adjectives
' nouns' e'g'
describing words' They describe AJB
Iraq is beautiful'
4 Identify Ports of sPeech A865 Exs
describe
' adu.is short fot ad'uerb' Adverbs coniunctions in AB
A Ask the students to find five
verbs, e'g' The girl spoke quick'l'^t'
do the same with
that Exercise A. Then ask them to
e pron. is short fot pronoun' a word Make sure the
prepositions and pronouns'
,t".rd, in place of a noun' e'g' ! couldn't
wnderstand b-{.
,,oi.r,, have a thorough understanding of
parts of speech before going on
to
are these
t prep. is short fot preposition'There
o{ prepositiofl) e'g' to) at) on) Exercise B.
many kinds
place'
in, by.They can indicate direction'
table' Answers Ex A
time, etc' Put yowr book' on the
t coni-
a
is short fot conjunction' lotnrrg coni. PreP' Pron'
and under me
sentence.
when at you
J i-i
ui \--
Unit 5
1P4 English for Irog Teocher's Book 2nd Intermediote: 3
5 Use o dictionorY entry A866 Ex C flilJl L.rron 4
A Pronounce comb. Elicit the silent letter in the sB50/s1 A868-70
word. Tell the students to read the first
definition in the entry to find out what it Objectives: Use pictures and captions to
means. Point out that this is only one of the understand a process.
'Write
meanings. verbs in the
present passive
to complete sentences.
'Write
B Focus on entry 3 and the example sentence. about an illustrated
Check understanding. Then tell the students to process,
do the same thing with entry 4 and entry 1. Longuoge: Present passive
Note: If time is short, this exercise can be set as Vocobulory: less than, printing press, arrive,
homework. early, active (Gr.), passive (Gr.),
participle (Gr.), land (n), factory,
Example sentences can (n)
1 Your hair is untidy. You should comb it.
2 Can you lend me a comb, please? I've lost
mine. 1 Introduce the text sB50/51
=.
Elicit statements about each part of the process. the vertical axis by pointing to, e.g., 400 and saying
Present land, factory and can as they occur. four hundred tbousand tons, whlle writing 400,000
Prompt the students to use connecting words on the board. Point at more numbers and ask for
from picture 3 onwards. volunteers to read them in the same way. Practise
with long numbers that are more difficult to say,
Example text e.9.,431,286.
1 First, the fish are caught and put into boxes. Choose a number from the box in activity 2 on
2 Next, the boxes are brought to land. page 60 and write it on the board. Explain that this
3 Then the boxes are taken to a fish factory. is the number of tons of dates which was produced
4 At the factorS the fish are washed. in one of the years on the graph. Ask students to
5 Then they are cooked. read out the number or point to where they think it
6 Afrer that, the fish are put into cans. is on the graph. See if they can find the year w-hich
7 Finally, the cans are sent to the matches the number. Practise several times, if
shops/supermarket. necessary, then ask students to complete activities 2
and 3 on page 60 for homework.
homework from Lesson 2. Elicit the answers orally, (u)", continue (z)*'
clarifying anything which students are unclear
about by referring back to the text on page 58.
1 Check project homework sB60
Answers
traditional Do a class check of the homework from the
Mesopotamia previous lesson. Elicit the answers orally and clarify
plantation anything students are unsure of by referring back to
'lVhen
famous the graph on SB58. checking the answers {or
activity 2, point out that the quantity of dates
produced increases each year, so it is possible to do
l0 Understqnd o groph sB58 the activity simply by putting the numbers in order
from lowest to highest.
ess
Ask students to look at the graph on page 58. Elicit
ExC
what the figures on the axes mean. Demonstrate
reading off ayear from the horizontal axis by
the
pointing to it and saying, e.g. twenty-twelueltwo
thowsand and twelue. Then read off a number from -t-/
to the
201"1, 61.9,1.82
2012 655,450 Invite students to ask and answer the questions
201,3 676,L11, in open pairs.
Activity 3
1 shows 5 Finding definitions of words ABT!
2 increased
3 were produced A Tell the students where to find the words before
they begin:
1: text 1 (Baird)
sB53 AB71t72
,71
3 Reod to work out meonings SB53
Objectives: Understand a text about different
)re
kinds of phone.
A Ask the students to find and underline the
Reorder sentences.
following words in the text: landline, reliable,
Fill in gaps in a text.
phone mASt) access. Then get them to try to
Longuoge: Present passive with modal can
guess the meaning from context. Draw their
Vocobulory: access, send, receive, landline,
attention to the photographs. Let them discuss
advantage (z), disadvantage (n),
these words in pairs.
desert (a), reliable, phone mast,
useful, space (z), transmit, take
B Do class-level feedback. Elicit suggestions from
(photographs)
different pairs and praise students who made
intelligent guesses, even if they did not get the
correct meaning. Ask students if there ate any
I Answer o personol question s853
other words in the text they do not understand,
and, if there are any, elicit suggestions from the
A Focus on the pictures on SB53. Elicit the
class as to rheir meaning.
meaning of landline and mobile.
I E-e
JIJf
English for Irog Teocher's Book 2nd Intermediote: Unit 5 .-.10i"
t
r\qf
Jl'i
\ te \-
'/h "-''l
f-y' F
i.
o,; {}'{",'
\ i
{? ".::,, "l I ll I tlrl -
\\: :
{i
.
.--'-/ t
ProJect reclPe
reciPe SB59
" 5 Reorder rlc trf o sontence
sentence '' 8 Reod Proiect
.
ports of ., - -" ,-:' ,
_
r\{ E
'
Agf I
^
.--. students to turn to page 59 in their Student's I
" f -, l
I Ask
1 '-'-^:^^^- L^-^.,, - \ Books' Ask of a text this is and elicit or )
what sort ot
A.sk what,sort
If time is short, set this exercise as homework' "'', - -r^ ^--L-:Ir^ ,/
should be done in class.
u D'vuls
present propeTiy. or:1ln\!-9c1P*9:"I"!i:h
:'- "',ppgal! 1n !bgj']9uYl:,
'Lrls B
Exercise ---;;;'ipe
-Discuss
what generally involves' using L1 if
/if,t. i ttttt'sary' and elicit the meaning of ingredients'
i e
Answer
l, "' ,q'ip*ent, method and' traditional' Ask students
i *nu' they would expect to find in a recipe
for
-"i t I
t ' the vocabulary
vocaDulary in
,rr-'-'----'.' madgooga, and elicit or present
madgooga
' 'Were
5 Complete o gopped text AB]172 k\? '4he lngre.dients and Equipment sections'
students,predictionscorrect?Isthereanything
missing? Ask students to read the whole recipe
for
Do this exercise with the class as follows: they don't
. Tell students to read the text through homework, making a note of anything
understand.
silentlY.
' Explain that some of the words in the box
may be used more than once'
. Then tell them to read the first sentence and
raise their hands when they know the EffiL"rron 7
.
missing word. sBs4 AB72 f} rzlrr
Let them write the missing word'
o Move on to the next sentence' Objectives: Read about how to make a
Phone call'
Answers Listen and evaluate someone
message, did, bun was wearing, likes' very' making a call'
wants, buY, one j Listen for sPecific information
and write notes'
Make conversations'
7 Reod o text for specific informotion " sentences: positive
Longuoge: Imperative
AB72 Ex C
and negative with do for
emPhasis
Allow the students time to re-read the article on j Vocobulory: Speak up!, waste (z), clearly,
AB72 is
SB53. They then write if each statement on
(DS)' Part-time, ring uP
true (T), false (F) or if the article doesn't say
Answers
1 Introduction
1F
2T Before the students open their books, tell them
they
3DS are going to learn some things about making
4T important phone calls. Explain that by 'important"
5T yo, *arn calls to someone you don't know, for
6F example a shop or an office where you are asking
for inlormation. Ask them to think of some of the
*; things they should and shouldn't do when making
t ..{- important phone calls' Elicit ideas and write notes
on the board.
CrE *
J/H i" 1
lUt .--'
English for Irog Teocher's Book 2nd Intermediote: Unit 5
2 Reod for gist, then detoil sBs4 Receptionist: Excuse me, what are you talking
about? NThat hurts?
A Tell the students to read the text Speah up! on Anas: Er, my stomach. I have a bad
SB50 to see if it contains their ideas. Then elicit stomachache.
any points that match those on the board. Receptionist: Oh, OK. Are you registered at the
-
medical centre.
B Ask the class to think carefully about how I don't know. I need to see a doctor.
Anas:
'$(hat
many pieces of advice are given in the article. Receptionist: is your family name? I can
Tell them to read again and think carefully. check to see if you are registered.
Prompt them to see that there are actually four Anas: Abdullah (muffled)
points: each of them is duplicated, so each Receptionist: I'm sorry. Could you repeat that
positive has an equivalent negative. Elicit the please?
four positive points and write them on the Abdullah. Anas Abdullah.
Anas:
board as notes: Receptionist: Can you spell that, please?
1 say your name A-B-D-U-L-L.A.H.
Anas:
2 say why you're calling Receptionist: OK. Yes, you are registered. How
3 know what you want to say long has your stomach been hurting?
4 speak slowly and clearly Anas: For days now. I can't remember.
Note: Explain that the word do is used for Since Tuesday? No, since Monday
emphasis in the sentences on SB54. Each after my dinner.
sentence would be correct without it; however, Receptionist: OK. So, for 3 days? Right, when can
it makes the statements stronger. you come to see the doctor?
Anas: I can come any time. Well actually, I
can't come until my mum gets home
3 Listen ond evoluote o conversotion so she can drive me.
sBs4 fi rz Receptionist: And what time is that?
Anas: 4 o'clock.
A Use the short text and advertisement next to the Receptionist: OK. I have an appointment at 4.30.
'Would
picture of the boy to introduce the listening. that be OK?
Ask one student to read the text and another to Anas: Yes, thank you. That would be great.
read the advertisement. Discuss what Bill Reception: OK. \We'll see you at 4.30.
should do when he rings the restaurant. Anas: Thanks, bye.
B Read the rubric and explain the task. Tell the C Use the points on the board to check what Anas
students that they should look at the four points did. Ask:
on the board as they listen. Play f) 32. Did he giue his name?
Did be say why be uas calling?
{r 32 Did he know what he wanted to say?
Listen to Anas on the telephone. What does he Did he speak slowly and clearly?
do wrong? Play part 1 of the audio again, pausing at
Receptionist: Al Mafraq Medical Centre. How can appropriate points in the conversation so the
I help you? students can analyse what Anas said.
Anas: Ahhh my stomach, my stomach!
Receptionist: Hold on. Hold on. \7ho's speaking
please?
Anas: Oh. Yes. Um. Sorry. My name is
Anas. And, it really hurts.
Receptionist: Could you spell that, please? of advice for talking on the phone; do is not
Anas: Yes, of course. A-B-D-U-L-L-A-H' needed for emphasis here, though, since the
Receptionist: Thanks. How long have you had instructions in the recipe do not contradict
Your stomachache? common mistakes.
Anas: Um, around 3 daYs now'
Receptionist: OK, you'd better come in today'
\7hen would You like an i ,,',
aPPointment? \'. ,)
Anas: AnY time after 4, Please?
Receptionist: I have an appointment at 4'30'
'Would that be OK?
=, €F:
Ij4u
English for Iroq Teocher's Book 2nd Intermediote: unit 5
llafl -4
1:-
.\J
t bo'
A 1: Elicit the meaning of all the abbreviations B Tell the students to write the answers.
and ask for examples.
Answers
B 2: Use the examples to remind the students of 1 library 2bank 3 dictionary 4 newspaper
how to form the passive. Then write sentences
on the board to transform into the passive. For
example: 4 Write sentences AB73 Ex C
People in many parts of China grow rice.
Tonrists can see many famous bwildings in A Go over the example as a class. Then get the
India. students to choose one of the prompts and write
Show how to make the passive, beginning with their own sentence.
the underlined words.
Elicit and write the sentences on the board for
Example answers the students to copy.
Rice is grown in many parts of China.
Many famous buildings can be seen in India. Example answers
1 I used to walk to school, but I don't now
3: Books shut. See if the students can remember because I have a bicycle.
the rules for formal telephone conversations. 2 We used to buy food inlfrom a small shop,
Then study the phrases on SB51 and practise but we don't now because there is a
for repetition. supermarket.
3 I used to use a landline phone, but I don't
now because I have a mobile phone.
2 Spell words AB73 Ex A 4 i used to eat too much, but I don't now
because I want to get fit.
Tell the students to complete the spellings on their Point out that this exercise is like a puzzle students
own. Then get them to check with their partner have to find the clues to put the pieces together. Let
before having a class check.'!7hen you elicit the the students work in pairs to complete the exercise.
answers orally, ask the students whether they have
noticed anything the words all have in common. Answers
(They all have double letters.) 1,e,2cr 3a, 4d, 5b
rl
i
ii
n'
Unit obiectives
Listening: Develop listening for pronunciation, language and detail and ability to take
notes.
Objectives: Introduction to the unit topic - 3 Reod ond understond definitions 5862
jobs.
Read short texts and work out A Divide the class into three groups. Allocate
names of jobs. three texts to each group. Tell the students to
Longuoge: Indefinite article before job read the texts individually and try to
Vocobulory: businesswoman, pilot (n), understand the explanation of the jobs. Tell
architect, plan (u), design (z), them you will have a competition to see how
mechanic, workshop, garage) well they have understood the explanations.
repair (z), sure, visitor, engineer,
shop assistant, owner, customer, B Choose one job and ask the group who has read
firefighter, uniform (z), special, about it to give you information. Give them a
ll?
1i,'A
l:1
:11 ,
,i:
:ti:
E:
English for Irog Teocher's Book 2nd Intermediote: Unit 6
Ei*=.=
Answers
1 businesswoman IIttIf l"sson 2
2 engineer sB63 AB79/80 cd rZ
3 architect
4 pilot Objectives: I(ork out meanings of new
5 mechanic words.
6 dentist Read texts about two people's
7 firefighter jobs and make notes.
B teacher Ask and answer questions.
9 manager
Complete a printed interview by
10 doctor writing questions.
Check work by listening.
Longuoge: Question formation
5 Ask ond onswer guestions obout jobs Vocobulory: Dr (= Doctor), take care of,
AB78 Ex B hard-working, hours a day
(= euery day), clever, subject (z)
Ask a student to read one of the speech bubbles.
(school -), university, study (u),
Tell the students to put up their hands if they
college
can answer. Let the student nominate who
he/she wants to answer. The student who asked
the question should respond to the answer with
Yes, tbat's right or No, that's wrong. Continue
1 Introduction sB53
in the same way with other students.
Elicit the title. Ask the students to look ar the rwo
pictures and guess which two jobs the people do.
Organize the students to ask and answer the
Elicit a description of the two jobs similar to the
questions in pairs.
ones on SB-54.
Note: This exercise revises known names of
jobs as well as some of the new ones.
| |
I
/tr:
; ..' ,,
I
ij
7 Write guestions AB79/80 Ex C A Ask two students to begin reading the interview
aloud. Correct their pronunciation, using the
Tell the students to work on their own and write audio if necessary. Choose two more pairs of
the questions. Check samples of the students' work students to finish the interview.
as they are doing the exercise, but don't correct
everything at this stage. B Explain to the students that some of the
answers are not really what the person would
say, and explain why. To demonstrate what you
8 Listen ond check AB80 Ex D fd gZ mean, choose individual students to ask the
following four questions. Use these replies:
Tell the students to listen and check their answers. 2 Do you have to wear a uniform at work?
Play 6d 37. Yes, I do.
3 Do you like your job?
toJ/ Yes, I like it uery mucb.
Listen and check your answers. 6 How long did you have to study?
Voice: Where do you work? Six years.
f _r:.
Answers
L9, 2d, 3a, 4f, 5e, 6b, 7c, 8j,9k, 10m, 1,1,i, 1,2h,
1,3n,1,41
B Discuss the answers. Find out if any of the
students guessed the ending, but make sure they r,' i.! .,i
i'.. I
1 Collect project homework Teacher: Student 2 has to try to find out what
the job is. Student 2 can ask five
If you set the homework at the end of Lesson 3, ask questions onlY five, no more' I{
-
students to get it out now. Ask one or two students you can find out the job with five
to show the class their work and read it - you could questions or fewer, You get a Point.
ask for volunteers or ask confident students' As a If not - nothing. Right. You can
class, discuss the articles which are read' You could begin. I'll listen.
get the class to ask the readers questions about their Student 2: Have you thought of a job?
work. Collect in all the work and explain that you Student 1: Yes.
will choose some pieces for display or inclusion in Student 2: Um - do you work inside?
the magazine. Student 1: Sometimes.
Student 2: Do you work in an office?
Student 1: No.
2 Reod ond exPloin instructions 5865 Student 2: Do you make food for PeoPle?
Student 1: No.
A Tell the students to read the instructions for Student 2: Do you help people?
Game A silently and then explain the game to Student L: Yes.
you. The explanation can be done in Arabic as Student 2: You're a doctor.
a translation exercise. Make sure they explain Student 1: Wrong. I'm a policewoman.
the game without translating the instructions
word for word' Part 2
Teacher: Good morning, class.
B Use the same procedure with the instructions CIass: Good morning, Mr Kareem.
for the other two games. Teacher: Right, everybody. TodaY I want You
to play a game.
Class: (Sligbt cheer)
3 Listen for gist sB6s 6i rq Teacher: The name of this game is 'What's mY
job?' and this is what I want You to
A Read the listening rubric aloud. Then ask the do. You'll work in Pairs. One of You.
students to read the first question silently. Student 1, thinks of a iob, but
Check they know what to do, then ask them to doesn't tell his partner. All right?
Iisten and answer the question. Play O 39. Class: Yes, Mr Kareem.
/.{.\ f,
.*f'u
English for Irog Teocher's Book 2nd Intermediote: Unit 6 .727 ffi
:!s
l!ffi[I L.rron s 2 Present vocobulory
Tell the students you will give them clues about six
sB6d AB83-8s O no of the new subjects (see vocabulary listing in lesson
summary box) by writing on the board something
Objectives: Listen to identify days on a
they involve (present the word inuolue). Write on
timetable.
the board the following:
Compare an English timetable
numbers
with own school timetable. computers
'Write
a school timetable in
other cowntries
English.
cooking
Develop vocabulary for names of
sport
school subjects.
Painting
Ask and answer questions.
'Write about ability in different Tell the students to see if they can match the clues
to any of the subjects. Elicit or present the rwo
school subjects.
other new subjects from the timetable, religious
Longuoge: Present simple
education ard science. Clarify the meaning of all
Vocobulory: secondary", home economics,
the words and practise pronunciation.
geographS information
technology (lT), mathematics
(maths), religious education (RE),
3 Listen for detoils sB56 6)40
science, art, physical education
(PE), in common
A Introduce the listening. Tell the students to
listen and work out what days the seven
students are talking about. There is a pause
t Introduction sB55
after each student speaks to give the students
time to look at the timetable. Piay 6) 40.
A Elicit the heading. Then get the students to
guess or work out what kind of school has this
Answers
timetable, and where the school might be. (It is 'Wednesday
1
a secondary school timetable from a school in
2 Thursday
England.)
3 Monday
4 Tuesday
B Ask the question at the top of the timetable.
5 Friday
Give the students time to study the table. Then
6 Friday
elicit anything that is different, for example, the
7 Monday
starting and finishing times and the breaks.
6) 40
C Ask a few questions to help the students
Lookat the timetable.Which doys ore these
become familiar with the timetable. For
students tolking about?
example:
One.
Hotu many school days are there?
Boy 1: Now, what do I have after the
What are tbey?
break? Science, information
How many lessons are there euery day? technology - double lesson. Oh no!
How long are the lessons? Aha! Sport in the afternoon! That's
'\Yhich
subiects in the timetable do you know?
better! (Pause)
. 11
B Tell the students to try to pronounce the subjects B Say the words and let rhe students change their
in the same way as they heard them on the answers. Then write the words on the board
recording. Elicit the words and practise chorally. and get students to come out and underline the
appropriate part of each one.
10t-
English for Irog Teocher's Book 2nd Intermediote: Unit 6 ,w
7 Compore English
timetobles
"'oJ#;xxii'=,.. EEll L"'on 6
sB57 AB85/85
A Present the new phrase in common, r'vhich
Objectives: Use pictures to predict answers to
means the same. Then prepare for the Exercise
questions'
C by asking questions about the timetable on
Scan a text to check Predictions'
5866. For examPle:
'lThich subjects do you have in common? Read for detail'
Practise vocabularY'
Which subiects do You not have?
'$7hich subjects do you have that they don't Longuoge: going to future
have?
Vocobulory: patient ln, adi), peacock,
zoologist, examination, take (an
exam), Pass (an exam), fail (an
B Introduce Exercise C. Point out that the
exam), certain (fo' -), biologn
students have answered most of the questions
chemistrY, PhYsics
orally, so they should be able to attempt them
all. Tell them to concentrate on spelling the
subjects correctlY.
d 7
-* _r f
English for Irog Teocher's Book 2nd Intermediote: Unit 5
1 Introduction 5868/59 3 Scon for words cnd motch meonings
5868/59 AB85 Ex A
A Read the page title and present ctreer. Elicit the
names of the four students on 5868/69. Tell the students to scan the texts for the four words
in Exercise A and work out their meanings. Let the
B Briefly discuss what careers the students would students discuss their answers in pairs before
like to have. checking orally.
Note: zef is short for ueterinary surgeon, but it isn't
necessary for students to learn this yet, as the short
2 Scon to onswer questions 5868/59 form is the one most commonly used by native
English speakers.
A Read the rubric and do question 1a with the
class, asking the students to scan each text for Answers
the word friendly- Remind students that when 1d,2a,3b, 4c
they read in this way they should move their
eyes as quickly as possible over the words.
IThen students find an answer, they should put 4 Longuoge study sB59
their hands up immediately. They should then
continue scanning to see if any of the other A Go through the grammar box. Then elicit
stlrdents think they are friendly. Do class-level similar questions and write them on the board.
feedback. Do questions 1b and 1c in the same
way, as a class. B Use the questions on the board to ask and
answer in open pairs.
Answers
1a) Sara and Khalid
b) Adel, Sara and Dana 5 Discuss coreer plons S869
c) Adel
A Ask the students to think about what they want
Tell the students to do the other questions on to do when they leave school. Then elicit ideas
their own and write the answers in their from different students. Ask whether they have
copybooks. a better idea of what they might like to do now
they have read about other students.
Check the answers by eliciting information
about the different characters in whole Tell the students to discuss career plans with a
sentences, For example: partner. They should ask as many questions and
P1: Adel and Dania are good (fi science. in as much detail as they can, and respond to
P2: Khalid is good at mathematics. 'Write
what their partner says. prompt questions
on the board to help. For example:
Answers 'V/hat
subjects ctre you good at?
2a) Adel and Dania What do you like doing in your spare time?
b) Khalid Are you hard-working?
c) Sara Are you going to go to uniuersity?
d) Dania 'What
are yow going to stwdy?
3a) Adel and Khalid
b) Sara and Dania C Discuss the information the students have found
out as a class.
,ltG
I 7a t'"
i
for Irog Teocher's Book 2nd Intermediote: Unit
;
132 English 6 :
i
I
Ei-:.
I
5 Correct o PorogroPh AB87 Ex B 8 Reod o porogroPh oloud AB88 Ex D
Example aflswer
9 Introduce Proiect work sB84/85
I am very kind and friendiy. My favourite
subject at school is English, but I also like
geography. I fail some exams, but I pass exams Ask students to open their Student's Books at page
in most things. At the weekend, i go walking in 84. Elicit the title of the article, making sure
the hills. I like being outside because I like pronunciation of trash and treaswre is correct, and
looking at animals.
'!ilhen I leave school, I am check the meanings of the words. You could list
going to be a businessman. Before that, I am various objects and ask students to classify them as
going to go to college to study IT. trash or tredsure. Then ask students to look at the
pictures in the article and guess what it is about'
Discuss any ideas that arise with the class' Tell
7 Write o porogroPh AB88 Ex C students to read the article for homework, making a
Possible answers
A 1: Ask the students to give examples using
people they know. For example, ask Wbat does
Paragraph 1: The problems caused by
your (father) do?
rubbish/landfills
Paragraph 2: Recycling - the way to reduce the
2: Ask the students to talk about their favourite
amount of rubbish
sub;'ects and the things they are good and bad at.
Paragraph 3: Example of recycling - a way of
turning rubbish into traffic signs
3: Ask the students to say what they are going
Paragraph 4: The future: what you can do to
to do when they leave school.
reduce the amount of rubbish
Answers
B Elicit the rubric for activiry 2. Ask students to
write the words next to the definitions. Check
1 beat
Tell the students to complete the words from A Ask one of the questions which students have to
memory, then check their spelling in the Student's identify in the exercise. Elicit an appropriate
Book. answer. Continue with other questions,
recycling each one at least twice.
Answers
1 mechanic B Tell the students to write the questions in their
2 bus driver books.
3 architect
4 astronaut Answers
5 translator 1 What are you going to be when you leave
6 carpentgl school?
'!7hat
2 are you going to study at university?
'!7here
3 are you going to work?
4 Ask ond onswer obout jobs AB89 Ex C
5 Associote words with subjects A Tell the students to recall the previous episode
of Bob and Basim (5856/57) in pairs and
AB89 Ex D
discuss what happened. Then discuss as a class,
prompting as necessary.
Tell the students to do the exercise individually and
then check their answers with their partner.
B Elicit the title of this episode. Ask the students
to talk about the picture and predict what
Answers
happens. Use the picture to present basketball
1 Islam
and court.
2 weather and population
3 a long time ago
4 numbers and shapes
2 Reod for eqioyment sB71
5 cooking
6 computers
A Elicit the three questions orally and check
students understand them. Tell them to read the
story and {ind the answers.
isl t
l""r /
English for Irog Teocher's Book 2nd Intermediste: Unit 6
B Elicit the answers, allowing students to ask any
questions they have about the story. Ask
flffifl E*t ro o.t irriti",
students if they can remember what else took AB91-94 Cc nz
place in Southport (the tennis tournament)'
Ex A - Listening Qqz
Answers
1 Southport. Answers
2 His trainers. 1cr 2a, 3c, 4c,5b, 6a
3 Basim's joke is that Bob wants to be an
entomologist (a person who studies
insects). This is funny because Bob has been
ct 42
bitten by ants and doesn't want anyone to
Listen to these boys ond girls talking about
even mention insects.
whatthey ore going to be. Circle thejob eoch
person is going to do.
One.
3 Listen for consolidotion SB71 f& 4t
Boy 1:
'When
I leave school, I'm going to
work in mY father's restaurant for a
Tell the students to listen and follow the story in year' I reallY like working in the
their books. PIay 6)41. kitchen making delicious food for
people. Then I'm going to go to
6) +r ir the story on SB71. college to train. Perhaps one day I'li
have mY own restaurant'
Two.
4 Discussion sB71
Girl 1: At school, my best subjects are
English and Arabic. I'm also learning
Ask the class if they understood anything better
French. I'm going to try to get a iob
through hearing the story. Elicit particular examples in a newsPaPer office. TheY alwaYs
and ask why they were easier to understand through need helP with rePorts from other
listening. Ask the students if they want any further countries.
expianations, or if they have something to say about
Three.
the story. Did they enjoy it and find it funny?
Boy 2: My best school subject is
mathematics, but I also like
geography. I really want to visit
5 Write notes on the story SB71 AB90
other countries. In the evenings, I
often go to the airport and watch the
Teli the students to fill in the summary chart on planes. As I watch them, I think,
AB9O.
'One day I'm going to flY one of
those!'
Four.
Girl2: After school, I'm going to go to
training college. My favourite
subject is history - I just love it and I
want to tell other students about it
later. I'm very patient, so I won't get
angry if my students aren't interested
in it at first. I'll just have to make
4-7,: my lessons more interesring.
* ) o.
Ex C - Vocobulory
Ex G - Vocobulory
Answers
1 mathematics Answers
2 geography 1 reporter (or editor)
3 religious education (RE) 2 {irefighter
4 history 3 architect
4 o{fice manager
5 teacher
Ex D - Reoding 6 pilot
7 mechanic
Answers 8 dentist
1 He was (quite) lazy.
2 Mathematics.
3 The other students were hard-working.
99.*
LL.5
English for Irog Teocher's Book 2nd Intermediote: Unit 6 1t7
Ex H - Vocobulory
Answers
1 teach
2 mechanic
3 green
4 office
5 equipment
6 driving
Ex I- Speoking l
I
,
-q
J
Ex J - Vocobulory
Answers
1 Doctor
2 information technology
3 mathematics
4 examination
5 physical education
4€ lt
l, > {-f
f
lJ8 English for Irog Teocher's Book 2nd Intermediote: Unit 6
The world oround us
Lesson Materials Topic area Activities Language
7 SB72 World problems Discuss the topic. Form of headlines
AB95 Match headlines to pictures. Vocabulary
Study form of headlines.
SB76 Please keep the Read for gist and detail. Vocabulary
AB97 riuers clean Work out meanings.
etr ':i
i
F,+--
.r_q
Unit obiectives
Listening: Develop listening for pronunciation, language and detail and ability to take
notes.
Reading: Show improved ability to read silently at a reasonable speed and with
adequate understanding.
Read to understand cohesion in order to put sentences in correct order.
Read quickly for gist, to identify topics of paragraphs.
Show improved competence in scanning tasks.
Be able to make inferences from information in texts.
Proiect work: In Unit 7, students complete the Trash or treasure? project work. They read
and then write for the magazine about ways of reusing plastic bottles to
make various objects, and work in groups to invent a new way of making
an object out of bottles. There is an opportunity in Lesson B for students to
present their work. The Extra activities section also contains opportunities
for composing written pieces for the magazine on environmental topics.
.:,
::::
=ai
,??
i{ I
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@
sB72 AB95 A Use the grammar box at the bottom of the page.
Elicit one common factor in each headline that
Objectives: Read newspaper headlines; match shows they are nor normal senrences (they do
with pictures. not have full stops at the end). \7rite the first
Study headlines. headline on the board and elicit the missing
Discuss world problems. words.'Write the full sentence and underline the
Longuoge: Headlines: missing verbs, articles extra words.
Vocobulory: headline (z), scientist, air (n), 1 World getting warmer, scientists say
pollute, pollution, litter (z), waste The world is getting u)Armer, scientists say.
(z), supply (n) (water -), UK (= The other complete sentences are:
United Kingdom) 2 Sixteen elephants were found dead.
3 Air pollution is a danger to young and old
(pcppld, a doctor warns.
1 Worm up 4 Litter drowns a (/the) town!
5 Oil kills thousands of sea birds and pollutes
Books closed. Tell the students that the topic of this the beaches.
unit is Tbe world around '!7rite 'World
zzs. problems 6 Waste from a factory pollutes a (/thg)
on the board and ask the class what this means to town's water supply.
them. They can use Arabic, but if they mention
anything that is contained in the unit, write the key B Ask the students to look at the board and tell
words in English on the board. you what kinds of words are missing from the
headlines. The answer is:
articles: a/an and the
2 Reod heodlines ond motch to parts of the verb be
pictures SB72 Note: people canbe added in headline 3, but
this is not always necessary: narive English
A Present headline. Read each headline aloud and speakers informally use the phrase young and
briefly discuss what it means. present or elicit old without the noun.
the new words.
Tell the students to match the headlines to the 4 Group discussion sB72
pictures by writing the numbers and the letters
in their copybooks. A Organize the students in groups. Give one
student in each group the role of'secretary'.
Check the answers orally. Discuss the pictures Draw students' attention to the 'Taik about
and how they match the headlines during this these questions'rubric and the questions below
stage. it. Tell the groups to discuss each problem in
turn while the secretaries make notes. Ask them
Answers to talk about what they know and not to worry
1D,2B,3E,44,5R 6C if they can't think of reasons for some of the
problems. Leave the students to work on their
own, but let them know they can ask you for
help with ideas or any words they need.
Introduce Exercise A. Tell the students to use what B Elicit individual answers, showing interest in
they have learned about the forms of headlines in what the students have to say. The best answer is:
the lesson to re-write the sentences as headlines. She was upset to find out that people in Africa
don't euen haue 1"00 dollars to send tbeir
Answers children to school for a year.
Moving desert swallowing Iraq
Green Team cleaning Iraq's streets C Check the meaning of education and ]ink with
'Wild
leopards in sharp decline pbysical education from Unit 6. Draw the
ITater poliution a huge danger to local students' attention to haue ro in the first
population and wildlife sentence and ask them to identify another word
in the text that means the same thing; elicit
must. Draw attention to futttre as a noun
because the students have only seen it in its
Lesson 2 grammatical use previously.
IiA
I -2 -t-t
Sara:
with it any more.
A doll will be lovely. There's sure to
@EL.son 3
be a child who'll want ir.
sB74t75 AB97
!7idad: That's what I thought. Shall I take it
Objectives: Read to find out why animals
to your house?
are in danger and develop
Sara: No, thanks. Just bring it to the
vocabulary.
playground, please. At about quarter
Match animals to habitats.
to four.
'!fidad: All right. Bye for now. Practise expressing agreement
and disagreement.
Sara: Bye,'!7idad.
Longuoge: I agree/disagree.
I think you're right/wrong.
Vocobulory: blue whale, tiger, ibex*-, golden
I Moke conversotions AB95 Ex D
toad"-, snow leopard, in the wild,
horns, hunt (u), disappear,
A Choose two students to read the conversation
protect, fur, skin (n ), forest, coat
aloud as a demonstration. Tell them to complete
(z), reddish", greyish"', biggish",
the sentence I'll bring ... with anything they
male, female, bright, spot (z),
would like, and to choose one of the options in
exactly'!, drain (r,)*', adult,
each set of boxes. Encourage correct
wetlands'i, disagree
pronunciation. Then get the whole class to
repeat in chorus.
S:Y-{
English for Irog Teocher's Book 2nd Intermediote: Unit 7 1+7
l
-l
first paragraph, for example, there are just two Note: The students can answer the questions
sentences. Ask them to identify the topic without knowing the meaning of the remaining new
sentence (Sentence 1) and elicit a word that vocabulary.
sums it up (water). Once this is established, it
should be straightforward to conclude that Answers
'\fater in Iraq' is the paragraph heading for 1 Two
Paragraph 1. 2 It destroys wildlife habitats, damages the
rivers and damages health.
Get the students to work individually on the Stop littering and force government to stop
next three paragraphs. Give them a few minutes sewage and waste from factories, etc.
before going through the answers. Any two from: fishing, swimming and
boating.
Answers 5 Factories, hospitals and power stations.
Paragraph 1 Water in Iraq
Paragraph 2 \7ater pollution in rivers
Paragraph 3 1X/hat needs to be done 4 Feed bock on project homework
Paragraph 4 The solurion
Ask students to get out their homework from
Lesson 3 (writing a set of instructions to make a
2 Reod to work out meonings 5876 bird feeder). Go through the whole process as a
class, eliciting suggestions from students for each
A Tell the studenrs to read the rubric below the stage and writing down ideas on rhe board. Give
text and do the task. They should write their students some time at the end of the lesson to
answers down. improve their work in light of the class discussion.
Then collect in the pieces of writing and tell
When you check the answers, ask the students students you will hand them back with suggested
which words or phrases helped them to work improvements in Lesson 7.
out the meanings.
Answers
a person who does a job without pay volunteer Lesson 5
to add harmful things to water, etc. pollute
to drop rubbish litter
sB77 AB98
places where animals live habitats
Objectives: Read a short interview about
global warming.
\7rite and talk about possible
3 Reod for detoil sB75 AB97 future events.
Express opinions in discussion.
Tell the students that the answers come from all Longuoge: Expressing possibility with may,
four paragraphs on 5876. Do the first question with might and lt's possible tbat ...
the class. Then tell the students to read and answer Vocobulory: Earth, fuel (n), coal, ice cap*-, sea
the other four questions. Give them about five level, rise (u), might (u),
minutes before stopping them. Don,t check the atmosphere, farmland
answers at this stage.
q , ,.-1
, ir r,r
+ "-i /L.
::;
l)e €
/,4*
_L'* I :/
<
j
2 Predict ending SB78
Lesson 6
sB78l79 AB99 Cd ne-aa Ask the class to answer the question What do yow
think happened next? Elicit as many suggestions as
Objectives: Guess stories using picture cues. the students want to make. Prompt ideas as you feel
Read and sequence a jumbled necessafy.
account of a story.
Listen to check answers.
Listen and write notes. Reod ond order sentences correctly
Ask and answer personal SB78 AB99 Ex A
questions.
Give advice to people dropping Introduce Exercise A. Point out that the students
litter. did a similar exercise in Unit 6 - the story of a
Longuoge: Advising and ordering firefighter's day (5864). Elicit the first two sentences
Vocobulory: workman, truck, rubbish (z), of the story, which are given below the rubric. Then
rubbish tip, empty (adi, u), ask the students to find the next sentence (sentence
miaow"', puss*', wasteful, switch f). Tell the students to write the number 1 in the
off, plate (a), 'waste not, want box, then read and number the other sentences.
not"t, honest"-
!.
. ?" i j i
'l I ;
:-l
and the cat jumped out. It raced The answers should just be written in note form.
away. Like all cats, it was able to Pause after the first conversation and write note
find its way home. It reached the answers to questions 1. and 2 on the board, to make
house and sat outside. 'Miaow! sure students understand the task. You could pause
Miaowl' Somebody oPened the door after each conversation and ask what was said, and
and the cat ran inside. whether anyone had any different predictions.
_tl
Picture two,
Mother: James, you're wasting water.
IfffiF L"rron 7
James: No, I'm not. I'm brushing my teeth. sB80 A8100/101
Mother: But you don't need to keep the water
running all the time. It's very Objectives: Read a newspaper article for
wasteful. detail.
James: But we have plenty of water. Discuss the topic in groups.
Mother: Yes, we have now, but we may not Longuoge:
always have plenty. Turn the tap off. Vocobulory: challenge (z), dunam{',
economic*', economy,
Picture three. environment, expand, fertile,
Nasser: Oh, welcome, Kamal. Come in. green belto, marsh, oil well,
Kamal: Nasser, I thought your house was on political'', rainfall, sand dune,
fire! social"', suffer, zone"'
Nasser: On fire! \X/hy?
Kamal: There are lights blazing everywhere!
Nasser: Yes, isn't it lovely? 1 Introduction
Kamal: No, I don't think it is. I think it's
terrible to waste electricity like this. \Vrite the word desert on the board. Teli the students
You should switch most of them off, to discuss in pairs the different kinds of desert they
'STaste
not, want not, remember? know about and how these affect the world.
A Read out and explain the well-known saying in A Read the title of the article on SBB0. Present
the box on SB79 Quaste not, want not). Ask any vocabulary from the list above that could
the students if they remember who said it on cause problems.
the audio.
Tell the students to read the article and find the
B Introduce the questionnaire. Present honest.Tell answers to the two questions at the top of the page.
individuals to read one of the questions aloud
and ask another student to answer it. If there is C Elicit answers orally.
time, tell the students to ask and answer in
pairs. Answers
1 Sand storms, low rainfall, tree cutting,
burning oil wells
9 Give odvice o!" orders sB79 2 Water is beginning to flow back into the
marshes and the wildlife is returning.
Present litter.P.ead out the speech bubble and elicit
what type of litter people drop in the srreet. Tell the
students to work in pairs and think what else they 3 Reod to work out meonings
could say to the person in the first picture. Elicit SB80 AB100 Ex A
suggestions as a class. Tell the students to use the
prompts at the bottom of the page to make A Introduce Exercise A. Tell the students that they
sentences to say to the people in the other pictures. have already discussed most of these words, so
Elicit some examples. they should be able to do the exercise quickly.
iltf
b{+ h
English for Irog Teocher's Book 2nd Intermddiot": Unit 7
.)52''
B Check the answers orally.
ffffiF L.rron 8
Answers SB87
1 desert
2 wildlife Objectives: Work in groups to think of a new
3 environment way of reusing plastic bottles.
4 drained !7rite a method and draw
5 challenge pictures.
6 fertile Longuoge:
7 society Vocobulory: -
8 dunam
1 Collect homework
4 Reod for detoil SB80 AB100 Ex B
Collect in students' final versions of their written
A Introduce Exercise B. Go through each question work. Explain that you will select some for
orally and elicit possible answers with Student's inclusion in the magazine.
Books shut. Then tell the students to read for
the correct information.
2 Invent o new woy of reusing plostic
B Check the answers orally. bottles sB87
5 Discussion
3 Present work os o grouP
Draw students' attention to the box below the
article. Elicit the questions and clarify their meaning
Give groups a few minutes to prepare a very brief
if necessary. Tell the students to discuss the questions presentation of their work, with each student saying
in groups first and then report back to the class.
a sentence or two. Encourage students to distribute
roles evenly, or appoint roles yourself. Encourage
the class to ask questions. Afterwards, collect in the
5 Hond bock project work work for inclusion in the magazine or presentation
in a class display. If you think they will be able to,
Hand back the written work about making a bird
you could encourage your students to make their
feeder which you collected from students in Lesson
inventions at home.
4. Ask them to look at your comments, make some
improvements for homework and bring back final
copies in the next lesson to submit them for
inclusion in the magazine.
til*=
I tt
:r'L^@ {
Hk-j/
Ilffi l.sson 10
sB82/83 0"torF 4 Discussion sB82/83
1 Introduction sB82/83
effi,
t^ /'<-;7
around. Use some of them.
Ex E - Writing
Ex H - Vocobulory
A Preparation: Explain to the students that they
have to use rheir imagination for this writing
Students should play this game in pairs. Go through
task. Go through the notes and ask the
the instructions with the class and demonstrate the
students if they want to ask anything before
game with a confident student. Ask the student to
they begin. Remind them about making nores of
think of an animal, and take the role of Student 2
their ideas, numbering them in order, then
yourself.
writing a dra{t.
Ex F - Writing
Get students to follow the procedure used in
Exercise E. This writing task could be set for
homework.
cd*E
J''
.a*/\,t -t !
AB114 Return tests Return tests, check results and evaluate performance'
Notes:
the year' There is no new
1 This unit reyiews and tesrs the language skills which have been taught during
is part of the task'
vocabulary, except in those reading texts where rn'orking out meaning
Ifyouare able to carry out a speaking test, use any of the ideas suggested in previous units'
2
-\?r+
J\J
L -' ,,1v
sB88 fd st number.
Jalal wrote down the wrong address.
Objectives: Use pictures and text to predict Jane wrote down the wrong date.
situations.
Listen to check. \7hen you elicit each correct answer, ask What do
Discuss different waYs of you think will happen now? You want the students
listening. to understand that each person's mistake has
important resuits. Ask questions that will guide
them towards this. For examPle:
'Vlbat
1 Introduction sB88 will happen if Susan doesn't know Liz or
haue ber phone number? (She may never be able to
Books closed. Read the inffoductory text on talk to her.)
'\Yhat will happen if
SB76 to the class. Discuss briefly what kinds of Jalal doesn't know anyone in
problem people might have if they don't listen England/be hasn't got a lot of rnoney? (He won't
'f f p
r\\,
d.=P4
'What
Jalal can I do?
else in England!
I don't know anyone
IIffiJ,l L"rron 2
Taxi driver: Well, let's see. You can ...
sB89 fi SZSr
Port 3
Objectives: Review and practise reading
What did Jane Smith get wrong?
aloud.
Receptionist: Can I help you?
Play a memorization game.
Jane: Oh, yes. My name's Jane Smith. I
Make telephone conYersations.
have an interview at four o'clock.
'With
Miss Brown.
Receptionist: I don't think so, Miss Smith.
'S7hat I Introduction SB89
Jane: do you mean?
Receptionist: I don't think you have an interview
Go through the advice headed Remember!Remind
with Miss Brown at four o'clock.
the students that they have already been given this
Jane: But I have! It's about a job as a
advice in Unit 4. Ask whether any of them have
secretary.
followed the advice and if it has been helpful.
Receptionist: Yes, Miss Brown was looking for a
new secretary. And she's found one,
I'm pleased to say.
Jane: She can't do that!
'W'hat
about my
2 Listen ond reod oloud SB89 6& SZ
interview? I want that job. I'm a
really good secretary. I'm ...
A Tell the students to silently read the text in the
two large speech bubbles.'!7hen they finish, ask
Receptionist: Miss Smith. Please calm down. It's
How does the first speaker feel? Elicit.
true, you did have an interview. But
suggestions such as angry, unbappy. Ask the
it was yesterday. You didn't come for
same question about the second speaker and
it.
elicit suggestions such as pleased, happy.
Jane: It wasn't yesterday. It's today.
sB90
2 Reod to work out meonings SB90
Objectives: Scan to find paragraph topics.
Read to work out meanings of A Tell the students to read the rubric below the
new words. text and do the task. They should write their
answers down. If they don't know the English,
Note: The aim here is to work out the general they can use Arabic to give the meaning of a
meaning of words in context. Therefore, students word.
do not need to memorize new words in this lesson.
'When
you check the answers, ask the students
which words in each sentence helped them
1 Reod for gist sB90 work out the meanings.
-s /.ni-
rla lJ
1
\
i "/ .L/
2 Leorning to spell sB9r A Books shut. Ask the students to think about
how to make their writing more interesting.
Read through Tip 1. Stress the fact that learning to Elicit ideas from individual students and discuss
spell is something the students have to do for as a class.
themselues, and that it doesn't happen without hard
work. Ask the students if any of them use the Go through Tip 4. Then do the exercise, either
method in the tip or have another way of in pairs or as a class.
memorizing words. Point out that reading a lot is
also an effective way of learning to spell, because it Answers
will reinforce knowledge of how words look. 1 Ameen was very sad when/because his
grandfather died.
2 Hanan enjoys her job because she meets a
3 Proctise punctuotion sB91 lot of different people.
3 Marwa is very good at English, but she isn't
Give the students time to read and think about the good at maths.
questions in Tip 2. Elicit answers. Then write the
unpunctuated text on the board and elicit the Go through Tip 5. Tell the students to do the
punctuation marks. \7rite them in coloured pen next two exercises in pairs. They should write
or chalk. phrases, for example , interesting book, louely
place, sbowt lowdly, cry sadly.
Answer
Note: There are two ways of construing this D Elicit orally all the examples the students have
sentence correctly: as one sentence and as two written. This will allow them to note down ones
sentences. Accept both yersions and make sure they didn't think of themselves.
students are aware that both are legitimate.
As one sentence: 'You've done well in maths,
English and Arabic,' my mother said, 'but what qr"a
J T
English for Iroq Teocher's Book 2nd Intermediote: Unit 8
fJilllt"'t R them. Break it down, quickly, please,
please!''If you go through that door,,
AB109/110 f$ sr I shouted, 'you'll die. The heat and
smoke will kill you. W.e have special
Objectives: Do a test on listening, grammar equipment. You must leave now and
and vocabularv. let us get on with our 1'ob.'
Newsreader: The firefighters were able to get Mrs
Brown our quire quickly. And they
Ex A - Listening found the two girls, not in their
bedroom, but in the bathroom. That
probably saved their lives.
f) 54
Listen to the news on the radio ond answer
Answers
the guestions.
Newsreader: And nolv for some local news. A
La
house in Castle Street was ruined by
2 three
fire last night. Today, we are trying
3 sleeping
to find out how it started. Mrs Sarah
4 working
Brown and her two children, Ann,
5 a neighbour/Sam IThite
five, and Kate, three, were asleep
6 jump
upstairs. Mr Brown works at night,
7 to save her children
so he was not in the house when the
8 leave
fire broke out. Our reporter spoke to
9 in the bathroom
one of the Browns' neighbours, Mr
Sam lX/hite.
Sam: I was coming home late. As soon as I
Ex B - Vocobulory
got out of iny car, I smelled smoke.
Answers
Then I saw it was coming from the
1 desert
Browns' house. I ran towards the
2 llbrary
house. Oh, and I used my mobile
phone to call the firefighters. I
3 carpenter
4 mechanic
couldn't open the front door, so I
5 uniform
started shouting:'Fire! Fire!' Then
6 architect
Mrs Brown appeared at an upstairs
7 history
window. She was shouting, 'Help!
8 university, college
Help! I can't ger to my girls.' I told
her to ;'ump, but she shouted: 'No,
no! Not without the girls!'The
firefighters arrived at that momenr.
Ex C - Grommor
Newsreader: One of the firefighters spoke to our
Answers
repofter.
Firefighter: Ife got up to Mrs Brown from
1 seen
ExB
Answers
flffilll R"tr.,, t.rt,
AB109/115
1no
2 a glass bowl Objectives: Return tests and evaluate
3 stones, plants, water and goldfish performance.
4 they were black
5 the great white shark The students need to learn something from their
6 Australia performance in the end-of-semester tests. Get them
7 1b,2a,3c to study their test papers and ask questions if they
don't understand certain things they got wrong, or
could improve on. Ask them to fill in the
questionnaire on AB1 14. 1{fr
k)7
English for Irog Teocher's Book 2nd Intermediote: Unit
Word list
(n) = noun (zr) = verb (adj) = adjective (adu) = adverb (pop) = preposition
(Gr.) = grammatical term (modal) = modal verb (idiom) = idiomatic expression
+a Lf
170 English for Irog Teocher's Book 2nd Intermediote:Word list
t
i
i
1'
I
Proiect 3
landfill
pollute
population
reqrcling (n)
reduce
rubbish