A Teacher’s Introduction to Oxford Progressive English Book g This book follows the latest curriculum reforms. It consists of 10 teaching units each with a Gna Listening task and Spelling ond Vocabulary Test Yourself section. in addition Up § ond 10 have a Let's Revise section. Unies ‘Test Yourself ‘och Unit is concluded with a new section, Test Yourself. Listed under Spelling and Nocabulary are 10 wores in each column which have appeared in the preceding pages of the unis The spellings are for students co learn and test themselves on, and the vocabuta y Sond: have to be explained. Suggestions for how you may use this section are in the Jons inTeaching Guide 8. For example, you may like to use them for formal tests “Gna for students to keep their scores, or you may use them for extended writing tasks Let's Revise [Lets Revise is another visually appealing new addition section comprising: © Nacire | Unformacve ext) |« spores Fetals ond | Cultural event + Ethies & values Girerary text) | | + Ethics & values + Avoiding social evils + Media Media | [+ Ethies and values Nerrative! pease) Trowel & ronspore ecores ig Dans Ride |fccnctens |° Cithowareress & Cuerary tons) | aes |Boottory ((ecual Jinformative texts) | | + Crisis awareness and ‘management | |+ Criss awareness and ‘management | Expository (cual [informative texts) | + Seiance & cechnology as Eta ler + Sclence and technology in everyday life + Sollessness/Inegrity |+ Outdoor games + Sportsman sprit team spirit and team work Empathy = negrity + Respect for rule and law + Say no to theft + Media as source of instant knowledge + Empathy ‘nd pandemics + Awareness of crisis [+ Personality development. jichting emotions effectively + Travel ond Transport |+ Considering the principle of Sfety Fis! ledia as @ source of instant knowledge + Considering the principle of Safeny first” + Awareness of crisis + Awareness of crisis, accidents, natural calamitiesUsing text: based words In independent wet Answering text bbosed Qs on us, expanding ideas, ‘nd essesing| a character: characteristics of exe pes RESEARCH: Seudents to report back On texebased |e 20th or Issues arlking | 24s century froman ever | iyention astng heore | |isecphees and snes | ! } | iia | | leeenac eal | missing; to go Alliteration ! ‘missing;to miss | | ay “Te-based Qs Conjunctive adverbs ‘on vocabulary | | and mecnings i gopped text Information | An imaginative |sory Inserting given swords into text [sera eee oe soe eee Sten conn acc @dverbs | vocabulary, Text-based opinion accoune ofa mystery A imaginative scory about something which Is missing Using a Pepresirs | Answering tox | based Qs on Of texebosed | ‘is vocabulary, Incrprecaions Insering missing | inference and “ond lessons Opinions on the truth of a text Opinions on what really happened to the missing boat in the text JA Mysterious. | Hoord Filing in gaps and discussionWisc UCSC IT cau Smet + Eahies & values + Media * Sell people and places + Ethics & volves + Peace education + Salt people and places + Environmental ‘education transactional Narrative! expressive! reflective texte (ierary cox) Norrativel expressive! reflective texte ierary texts) | Norrie! expressive! reflective text (icerary ex) Sell people ong places + PotriotimNationol pride + Trove & wanspore + Crisis awareness & ‘management + Partilpatorycithenship Percicpotory cizenship + Parsciparary ckizeship + Personality development |» Trae + Empat + Respecting human rights , + Awareness of media bound propaganda + Respecting other religions, cultures, eth ‘other counerles, > Pelee Pierce * fades > Respet or rule nd lw Empathy + mecptones of erty > Respecting thar relains. cures eth citer comes yeasts estomer ever + Undrsonaea rly mo lew + Respecting amen fights > Knowing ire fo ober atone | Rupecng oiler curs, tcl ond cine pe jcamamsoncrieree ie? + Honing emotions efetively and coping with + Understanding Natlonal Pride + Considering che principe of Sofery frst + Avworeness of ess and accidents + Understanding indvial responsibility 05a Ina aiferentseuetion Cocing te Bdge i z + Trovel end wansport + Crisis aworeness and management Narrative! expressive! Feflctive tox (Uesrory texts) + Partiipatry etizenship | > Considering the principle of Soeny fst’ + Awareness of crisis oceidents + Understanding inividual responsibilty s ae ina diferene stvation Highspeed Tins Opening Up i Oino + Selence & Technology + Self people & places, + Travel & transport + Notre Expository (occu Informative texts) *Selence and technology in everydoy ie + Respecting other cultures and countries + Trovling etiquettes Spoghet Bolognese The Best Soup inthe How chocolate can b you and goed for the, How to Baldo Maglev ot Home este | Expository (octal Informative exts) + Sclonce and tchnelogy [Narrative expressive! Jr xs ierary texts) | |+- Sel people and places + Sal people and places + Patrotsm / National pride Persuasive! ‘orgumentatie tome ond [+ nvronmental education + Healeh & sofery | Expository (foccual [informative text) 1 good fer formers | Narrative! expressive! [reflective coxts icerary texts) + Dignity of labour + Ethics & values + Respecting other cultures and countries + Respecting other culeures and couneies + National pride (00d) + Effects of mons actions on environment + Awareness about heath + Value of labour *+ Moral courage / Patienceica + Travel & transport + Self people, places + Ethics ond valves * Avoiding social evil | leerory tex) Pakistan's Fist Astronaut Two Crcketing Achievements re | Informative tx) ‘Avoiding social ev! |Narrativey——}—— expressive! | + Set, people & places Feflective texts |+ National Pride | Norrative/ expressive! reflective toxts | (literary cexes) Sel people & places Role model (female) + Science & Technology + Education & Employment ‘Advennure National pride * Gender equality & equity | nverpersonat / | transactional | communication Incerpersonel / ‘trontactional ‘communication + Sports Norratve! ‘expressive! reflective texte | (icerory exes) + Role model (male) |+ Dignity ofebour National pride / Patriotism |+ Dignity of labour * Ethics &Values |+ Participatory citizens |+ Gender equality and, | equity Norratve! ‘expressive! reflective texts (literary texts) |+ Portiipatory citizenship |” Sub-themes Learn about others! way of ite Respecting human rights jig no to corruption Travelling etiquettes Respecting other cutures and counties Satna aby to dustin a deren pace Moral courage / Patience Tolerance Sauing no to corruption Hoarding | Showing the abity to adjustin a diferent place * Understanding National Pride (Longuage, Dre, Culture, Food, Arts and eras) Showing the ablity to aust ino different * Contemporary rote model Science and technology in everyday ie Exploring educstional opportunities Space exploration Understanding national pride Role of women in development of society Sportsman spire and ceamwork Ineernational rote model depicting noble Value of labour Exhibiting naional pride Respecting human rights ‘Appreciating value of labour ameng all + Moral courage 7 + Respecting human rights Role of women in development ofVocabulary Grammar | Writing pyre re | ‘Tabulated eer oe ae felis of Ereravhere| Prepostonal prove | erent text, Rana iho dest Blong Applying given adjectives to text Verb agreements | characters zt $ tory mode such | 2 eee er a deserion of Sau isin toe | enctging te Toone Senne lence aera ‘Phratol preposition | you feel you do. for comparison “fics from 3 gen long | | phrases | Beers in verb | cgreement | Words end expressions: odd man. How Gulley is Eoch ‘Answering oxt- ar ee One? besed Q: on us, | ‘errors in student ‘Adverbs of frequency |r! PSII beater | enema tenet ep mace” [thematic ens = ofinfricves win /Ecevented [op wordsjand | people and making Barger (tame [Reesng (grees | ia aes ‘examples, and one bes Brecice ting verbs of _ ee fFequaney rela SN ie | Tebulotng | sjuncive adverbs text-based pee leona With prompts: hove a text Fee og Anwerng wx creer cpewihhernew » -2ughsptings lary ers oF | pesed Qs onus, | surroundings Adolescent fect rs day ate | rmparons) | RESEARCH: Beain Pee eats ee 2 etal metaphor, | Finding out how an elderly persons Multiple choice Sao enmens Seneences | nference.and | ehldhood compares withthe questions TexYours! fecramenesand—arquesions, |fuettacar [etree oneness exclomatory commend se See Topic sentences for porographs Cn hw portant orn eee “The superlative mast__ Opinion plece on Sater eae creas the astronaut’. ena 00 Gaara lero Ned a lacoste ad AdAurain ee Jochieverents | fased Qs on Us Daedalus Sut? i orrcprce ] renee doa lone [word ond vocbuary | coord tanguage seg words a Wh texto strut on whae Gh from text a | makes ‘global icon’ | A sory about omeone whose [achievements fs | Writing cher ‘On the effectiveness of mottos| oa THE MONTGOLFIER BRO pedng HOT AIR BALLOONS Of the Shu Han kingdom, used the hot air balloon technology of airborne antems,as military signals, These “lanterns; called Kongming lanterns’ 4, after the formal name of Zhuge Liang, are the oldest in hot air balloon history. They were made with oiled rice paper on a bamboo frame. Inside, the hot air balloons contained a small candle or fuel cell composed of 2 waxy flammable material. Once the candle was lit, the envelope would heat up and begin to float. Inte hes Kingdoms Ea of 220-280 Zhuge Liang milan tau pnt S the modern day hot air balloon: came to be! These sky lanterns or fire balloons are used in festivals, or to ce! elebrate various holidays and special ‘occasions today in China and in other parts of the world, such as Thailand and Latin America,CTU. OXFORD PROGRESSIVE ENGLISH 8 Toxt B Today we tend to take human flight largely for granted, But in the early days: of aviation, even sending upa large balloon seemed tke a potentialy deadly bit of hubris: So when the fist passenger-ready hot ir balloons began taking to the skies, their designers decided to test them out with some animals first loon The Montgolfier brothers pioneered the hot air balloon as we know it (which isto saya large bal that floats under the power of heated air as opposed to a lighter-than-air gas such as helium) in the {ate 1700s. They were just two of sixteen children born to thelr family in a region of south-central France, which at the time was known for its paper-making.As adults, the two brothers became well- xnown paper manufacturers, but an interest in invention eventually led their lives in a different direction. jes unclear where exactly the Montgolfier brothers got the idea to Helpful Hints @ tinker with hot air balloons (the basic technology had been around forages in China), although the story tends to be that one of the seer brothers noticed some laundry rising up over a fire as it dried brothers were the chief Whatever the impetus, they first began experimenting with small: pioneers of the hot air balloon as we know it gcale versions of their eventual creation. They built boxes made of Tightweight wood, which they covered in thin taffeta fabric and then Filed with hot, smoky air. The experiments worked, even if they didn't between the prototype totally understand why at first (at one point they even speculated and the modern-day thatsmoke contained a rare, lighter-than-air component they dubbed version. *Montgolfier Gas’). After a series of successful scale tests in 1782, it syas time to try the real thing Notice the similaritiesNUR Mea TLC ced OXFORD PROGRESSIVE ay Gy er br foreire 15 set up an exhibition of their new flying balloon at ne, carry living creatures, Over a year or more of testing, their led oi esemble the bulbous shape we're familiar with today, and they knew from, = metown that it would fly, What they didn't know was what altitude efit of Louis XVI and Marie Antoinette. To best test the effects of ‘the brothers send up a couple of convicts, but the Montgolfiers a trio of animals, They selected one sheep, one duck, and one rooster to brave the The she¢ i the duck, clearly igh altitudes, would act as a control; and the rooster, a bird that never gets very .would act as a comparative case for the duck. an Ancient Greek word, It means excessive self-confidence, pride, or arogance which leads to fe thought that the Mongolfier brothers were over-reaching themselves and the project would n of the Royal Palace of Versailes 12 miles from the centre of Pars where the d from 1682 until the French Revolution in 1789. Now one of the world's most visited “Helpful Hints @ are Did you know? | The hot air balloon works on |_ the simple scientific principle: | warm air is lighter than coo! | air. Ths helps the balloon stay afloat. before Louis XVI icted a Eley about 30 feet (9 pees in diameter made of taffeta and coated flew about: 2 miles (3.2 km) and landed safely.The first manned flights The Montgolfiers’next step was to put a person in the basket. On 15 October 1783, they launched a balloon on a tether with de Rozier, a physics teacher, aboard, He stayed aloft for almost four minutes. | About a month later, de Rozier made the first free ascent in a balloon, flying from the centre of Paris to | the suburbs, about 5.5 miles (9 km) in twenty-five minutes. | Ironically, the first human passenger was also the first victim of balloon travel. de Rozier was Killed on 415 June 1785, when his balloon exploded during an attempt to fly across the English ChanneL | | Further successes On 19 January 1784, n Lyons, France, a huge balloon built by the Montgolfiers carried seven passengers 4 high as 3,000 feet (914 meters). The Montgolfier brothers’ success caused a sensation. The events were commemorated with engravings and illustrations. Chairs were designed with balloons carved into the back. Crockery came decorated with pictures of balloons. Reading for understanding A. 1, Inwhich century in China were Kongming lanterns used? (A) rategist have found them useful? (A) 2. Why would a military 3, How did the early sky-lanterns become air-borne? (A) 4, Why do you think the Lanterns are used as part of festivals and celebrations today? (A) B. 5. Why does sending up a large balloon these days not seem like a potentially deadly bit of hubris”? (B) 6. How could the sight of laundry billowing up over a fire have inspired the Montgolfier brothers? (8) 7, Whywere the Montgolfier brothers wrong in thinking that smoke was required to make the balloon float? (B) 8. How do you know that previous balloons had not been what is now the conventional round ‘bulbous’ shape? (B) 9. What did the public tests in the Montgolfier brothers’ home town a) tell them: and b) not tell them about their invention? (8) 40. Why do you think the Montgolfier brothers used a sheep and two birds rather than convicts for their test flight? (8)UNS Nae 2 a OXFORD PROGRESSIVE gy las the significant difference between the flight on 4 June 1783 an 4 [9 September 1783? How did the length of time airborne an a sta travelled differ? , 12. What did the Montgolfier brothers’ first manned flight achieve? 13. What was the significant difference between the flights made in October and November 1783 with de Rozier on board? 3 14. How do the ways in which de Rozier is a ‘first’ differ? 15. How had the Montgolfier brothers’ experiments progressed by 1784? Which words in the texts mean the same as: combustible (A) probable (8) experiment (B) inspiration (B) wondered (B) rounded (B) vital organs (B) airborne © . silkfabric (C) 0. intricately (©) CS Rom ND Making comparisons 1. Which adjectives from the following do you think suit each text? You may select more than one adjective for each text. Give examples from the text to support your choices. Which adjective do you think does not apply to each text? Informative well-plotted factual fictional narrative suspenseful entertaining detailed humorous interesting imaginative clearTUM cg see Ce 2, Where would you be most likely to read each of the texts? (apart from in your English text book!) Think of printed and online sources. Which texts did you find a) most interesting and b) least interesting to read? Give your reasons, Writing task Writing an Imaginative Account These days, hot air balloon flights are available for tourists all over the world. You can fly ‘over ancient historic sites in Turkey, over the animals in Serengeti National Park in Tanzania in Africa, or over the Great Wall of China—and many other locations all over the world. Where would you like to go in a hot air balloon? You have been given the choice of going wherever you would like! It does not have to be anywhere exotic. You may just want to fly over your own home. Write an account of where you would like to go and what you would like to see. Use the technique of brainstorming before writing a first draft. Make sure to edit and proofread the first draft before writing the final draft. Include: * What you think it would feel like. + What you could see that you could not see from the ground. + Whyyou have selected the place of your choice. 66 FANTASY FICTION, . THE HEART OF SILVERFISH This extract comes from a very exciting and inventive book~Cogheart by Peter Bunzl. It is full of wild adventures and treacherous plots set against a fantasy Victorian London. Thirteen-year-old Lily's father is an inventor of automata (he made Lily her pet mechanical {fox called Malkin), and when he goes missing after his Zeppelin is harpooned in the air, she is determined to find out the truth behind his disappearance. Helping her on her quest is Robert, the son of a clockmaker. Together, they visit Professor Silverfish who had once been a colleague of Lily's father John, hoping to find out information about his work and his disappearance. Glossary ‘Automaton (plural: automata): a self-operating mechanical device Harpoon: a spear-like weapon. Can be used in air combat by piercing the balloon of anothe _ zeppelin : aaaMonkees OXFORD PROGI Hybrid: someone who is half-mechanical and half-human lechanimal: a mechanical Animal such as Lily's fox, Malkin Perpetual motion machine: machine which will run for ever without the need for an extemal source of energy atype of crew and pas rship, a very large oval balloon fire jola' for It took the whole meal for Lily to explain to Professor Silverfish what had happened to her and Robert, and while she talked, the professor listened attentively, Meanwhile, the shiny mechanical butler whirred softly across the ornately patterned carpet, bringing endless courses under silver domes and placing them down on the long mahogany table. Robert sipped from a crystal glass full of lemonade but despite all the delicious things he'd eaten he still could not shake the feeling that there was something odd about the fous: tf any work took place, he wasn't sure what it could be. There were;no clocis. ne realized suddenly—that's what it was, and the only ti ing in the room came from the professor's strange heart.OXFORD PROGRESSIVE ENGLISH 8 Paragraph 2 Paragraph 3 Tes Vee LL The pudding arrived: a wobbling, jellified rich chocolate cream, served on a silver platter, Robert took a small stice, and when he'd finished eating, he looked up to find Lily had finished telling Professor Silverfish their story. The professor sat back and lit a cigar My deat’ he said, ‘you've been through the most terrible strife. If only. you'd telegrammed | feel sure | could've helped sooner! Lily leaned towards him.’So you know something more about Papa's disappearance, about the perpetual motion machine?’ The professor frowned, twisting the cigar in his hand stowly, Dear child, of course | know something about it. Thinking about it has taken up thirteen years of my life? He waited while his mechanical butler cleared away the last of the dishes and left. Then the professor dragged a marble ashtray across the table and tapped the ash from the end of his cigar. began, 'your father and | were working together on hybrid machines, with new feeling-engines, and | was studying bionies, making repairs to soldiers who'd been injured in combat. Unfortunately, | was only able to save a few men before my own health problems worsened. Every day ! found myself Losing breath, and forgetting pieces of vital knowledge needed for the work The doctors did Lots of tests. They discovered I was mortally ill—my heart was failing. Your father offered to help; he had been making a copy of a human heart from clockwork, and he thought if he could finish it, and implant it, he might save my life. | agreed anc paid him handsomely to start right away: “yell it looks like he did a good job; Robert said. He couldn't stop himself staring at © bulky device connected to the professors chest. He hoped he wasn't being rude “Seven years ag} Your father was designing mechanicals ‘What, this?’ Professor Silverfish tapped his device again.’Oh no! This primitive monstrosity has to be wound daily, and constantly repaired. Makes me feel like one of those useless mechanical!” he professor thumped the chest plate of his machine.’No, your father didn't create this heart. His device was much more sophisticated. Far more compact. A genius piece of engineering’ He brushed some ash from his white shirt cuff.'Even before it was finished,UT STN OXFORD PROGRESSIVE I begged to see the device, but John was always so secretive. He refused. Hid the thi his safe each day. Only when it was nearly finished did he show it to me in his office this very house. He removed a painting from above the fireplace, uncovering a safe, w he opened to reveal a small rosewood box. He placed the box on the workbench in fro of me. From inside came a quiet ticking. He turned a key in the lock and opened the {i and the tick got louder. | peered into the padded velvet interior, Nestling inside was th completed device: the Cogheart! “What did it look like?” Robert asked. “jtowas different in appearance from any piece of clockwork Id ever seen! Professor Silverfish sald. Organic and lumpy, like the organs one finds in a butcher's shop, I reached out and took the Cogheart in my hands. It felt cold and heavy, and yet the shape was not uncomfortable. In fact, it fitted perfectly into my palms, almost as ifthe thing was moulding to my skin wanting to become part of me. When I touched a catch on the front of the device a panel flicked open and I saw that the heart contained four glass chambers and hundreds of tiny metal cogs turning in unison. | stared at it in amazement. It was the perfect piece of hybrid technology, an impossible device made real Better than anything | could've come up with myself. ‘When can | have it? asked him. When will it be mine?” wut, when I saw him the next day, his face had hardened. ‘I'm afraid | cannot give you the Cogheart; he said. ‘Why ever not?’| asked. Because | have discovered something amazing; he replied. This device runs on perpetual motion. I've created the most powerful machine in existence. It will not slow or break or stop. It will nok die.! could never put that inside someone. You see,| believe I've discovered a way to keep humans alive for ever. And that's not something which should make its way into the world. The proper thing to do is to destroy the device: Paragraph “Soon, he said. B Reading for understanding 4, What does Robert find enjoyable and what does he find disconcerting in Professol "Silverfish’s horne? (Paragraph 1) 1 Why would the absence of clocks be noticed by Robert when Lily might not ha\ noticed? (Paragraph 1) "What are the signs that Professor Silverfish lives in considerable Luxury?which was currently keeping him alive? (Paragraph 3) : 7. How did the Cogheart’ which Lily's father made differ from the mechanical heart Professor Silverfish was using? (Paragraph 4) * How do you know that Professor Silverfish was extremely keen to have the Coghear fitted inside him? (Paragraph 4) 9 9, What exactly is a mechanical heart which runs on perpetual motion? (5) 410. Why did Lily's father feet that he could never implant his invention into a human being? Do you think he was right to refuse Professor Silverfish the chance of ha the Cogheart implanted? (Paragraph 5) 8 Use the following words and phrases from the text in interest Use the sentence structures such as SVO- Subject: Verb (transi 'SVO0 - Subject-Verb- Object (indirect)- Object (direct), in your es 1. silver domes (Paragraph 1) noun stress on 1* 2, terrible strife (Paragraph 2) 3, perpetual motion (Paragraph 2) 4, ionics (Paragraph 3) palms (Paragraph 4) 5. implant (Paragraph 3) (implant chambers (Paragraph 4) verb stress on 2” syllable; implant 10. cogs (Paragraph 4) Next, mark the multisyltabic words in your sentences. For example: Perpetual = per-P ene | Reading a character an ss What do you think about Professor Silverfish? He seems caring and helpful, but there are slight Assessment objective for hints that he is perhaps not as trustworthy as he Reading: peers Demonstrate understanding of The biggest hint that the writer gives you is in implcit meanings endl ia the professor's name. It sounds nice but.. Online definition of silverfish Silverfish are creepy litle silvery nightmare creatures that you can often find'in the dark, ‘damp corners of your home. They are harmless to us and our pets, but that doesn’t make them any less creepy. They are a natural disaster for books, clothing, and anything else which contains starch. OXFORDNIT 1 | GREAT INVENTIONS? Read the extract again and imagi gine that you are Lily or Robert. Use the appropri Of Voice and expressions while reading. a * Can you find any signs that would make you feel uncomfortable about Prof ; yt fessor Would you trust him completely? Give your reasons based on details from the ‘human ou thir id Writing task An Essay on Inventions Have you ever had an idea for a human beings, just something wi Write a description of what you would like to invent. + Include what effects it would have. that follows from the information you have given .n?- Perhaps it would be something to benefit n invention ton like Lily's father. hich would be fun, or an automat = Provide a concluding statement the first draft with sufficient details and proofreadit Follow the techniques of writing MODAL VERB SHOULD InUnit 9 of Book 7, you studied ought and should. ‘Should to express obligation You learned that the modal verb ought to can be replaced b) used to express obligation. yy should and in this sen Example {think you ought to apologize to your grandmother for your rudeness. 7 I think you should apologize to your grandmother for your rudeness. 7OXFORD PROGRESSIVE ENGLISH 8 ‘You also learned that should and ought are very close in meaning, although ought may have a stronger sense of moral obligation: Lily and Robert should be suspicious of Professor Silverfish. You should eat a good breakfast. Lily's father ought not to implant his perpetual motion heart into a human being. You ought to protect your little sister. ‘Should to express what is likely Should is also used to express what has been arranged or planned, or what is likely to happen: Asif is leaving work at three o'clock, so he should be here by four. Alicia is in bed with flu today, but she should be back at work next week. Ihave prepared for the long journey very carefully, so it should go well. 4. Write four sentences using should to express something which is planned or likely to ou Like. happen. You may write about any subject y | Example It should be a great party —everyone will be there, 2. Write four sentences using should to express obligation. Example You should always be kind to animals. There have been many world-changing inventions during the twentieth century and our present twenty-first century. Choose an invention which interests you and which has had profound effects. The effects may be global, national, local, or personal. They may be beneficial or harmful Whatever invention you choose, find out as much as you can about it. Make orderly notes on the information you collect. Select the most important points so that you can present | | the invention briefly to your group as good or harmful. eeDRL. CY OXFORD PROGRESSIVE Anessay Write an essay called: Inventions of the twentieth and twenty-first centuries Plan your essay in three parts SO (- cesnparzsay vbich you thnk is an explanation of how it has benefited people in o Give Full reasons, ines agraphs) ferent paris of the wor'd (2p SS (send pans en nvenion ich yu tink he werd weld be baller ff. aha inyeotion has explanation of the harm that th «Give fll reasons, including sinus 10 do, 1 individuals, to society, or the environment done, and parhaps « yaphs) beneficial effects of the one invention Fects of the other, or Speaking and Listening reat Inventions? You are going to listen to your teacher read you some arguments for and against the BD following recent advances and inventions in our societie You will have plenty of ideas, answers, and opinions on these topics which you will disci after listening, Listen attentively to others and take turns talking during the discussion: The topics: Cosmetic Surgery Plastics Fast Food, Phones and display devices 5. Transport peers Before listening, thin Before tiserng think about te following words and phrases which you may find ts your discussion when you are expressing your views.)GRESSIVE ENGLISH 8 Make sure you understand them and can use them correctly: | ethical questionable annihilation saturation binge eating strangulation cerebral damage ~ = Spelling . Currents (in the sea) . painstakingly . airborne Ro Mm s+ . balloon commemorated combat . disappearance . perpetual O©MNDH . device 10. metamorphosis unethical immoral decimate dependency superabundance ready-money degeneration an ethical dilernma reconstructive surgery time-bomb | changing habits explosion peer pressure neurological Meanings Oi o> oO § aioees 3 . strategist . flammable . helium . physiology taffeta . bulbous - automaton pioneered . nestling . moulding[ses 1 Meet the family neue om 2 Wemustfindwate! Adventure story Send me an email Peronal eral 4\ Anima news Newsesee st Redesigned, updated “NEW "ARTWORK. TECHNOLOGY SYLLABUS for all units for smartphones, IT, Internet Units 5, 1 Z unit 20 Revision (2 pages) (Let's Check) (2 pages) Test (2 pages) Extension (1 page) Extension (1 page) Extension (4 pages) End-of-Year Test OXFORD NEW FEATURES iTV) ers Borraphy,This book consists of sixteen teaching units and fou Ir revi teaching units, the Let’s Check section revises wh upils have completed this, th nat yo pupi ip , they can take the Test in sil recorded in the photocopiable Record of Assessments lence, Without h your class does well on the Let’s Check section, sao the end of the extend their language skills. If they have f © ON to the Extent en g y have found the test diffi ‘xten; Instead, re-teach weak areas identified by the Test before Ba the Extensi Each Extension section contains: loving on to the ma e - One Reading Comprehension text, with exercises (double-pa er: ~ Vocabulary exercises (not covered elsewhere in Book 3) Page spread) - id ti i Grammar and Punctuation exercises (not covered elsewhere in Book 3) "sion and &Xxte U have alreg nN ‘At the back, there are scripts for Listening Exercises (to be read aloud bt q Punctuation reference guide, a list of Irregular Verbs, and a Dicti Y the teacher fe teaching Guide 3 for detciled notes. The link to the audio-materiais Ra side the ¢o you to recordings ‘of the reading texts. Listen and Speak What did you do m\ during the weekend?, All language work should start with a chat! Talk informally for a few minutes each day, for example, discussing what the children did yesterday and what they are doing today. Before a weekend, a festival, or the school holidays, ask them what they are going to do. Use natural "spoken contractions such as /’m, they're, can't, etc. when talking. The dialogues in Lesson 1 of the teaching units teach and revise spoken discourse (functions), e.g. offering, accepting, and refusing. It is difficult to communicete appropriately in English without gipange ‘of these communicative functions. communicative ability, so adjust your approach accordin advice for organizing, monitoring, and correcting communicative .d enjoy the ‘ hem with act! Contents at the 10 the zoo. | saw two bears, I went t an elephant and some classes will have greets or tes gly. Teaching Guide 3 offers pra activities. (oa) Pesos helps children to speak expressively an Encourage tl edie to learn poems by heart and perform ¢ appropriate. You can lor cate ie cate poems in Book 3 by searching the re frone of theWords Lesson 2 of each teaching unit presents and practises new vocabulary, Pictures and examples are used to teach meaning. Practice activities help children to use them. New vocabulary is quickly learnt, and quickly forgotten, so revise new vocabulary in a 2-minute burst in the following lesson. Insist on correct Pronunciation of new words, paying attention to word-stress, which can affect the meaning. Teaching Guide 3 provides further advice on explaining the Study Corner. Some exercises focus on age-appropriate themes, such as Nouns for Science or Weather, featured in the Curriculum. The Dictionary at the back of the book teaches children how to find the meanings of new words, using alphabetical order. Reading Discuss all the pictures in the Lesson before you ask children to read the text. Read every text aloud or play the recording <)) BEFORE asking the children to read it for themselves. Focus on the meaning of each text ond try to relate it to the lives of your pupils. Please don’t ask them to ‘read round the class’. This can set incorrect models and be very boring! Children should practise reading aloud individually with you or their parents. As the children progress through the book, they will read a variety of fiction and non-fiction Text Types (genres). These are detailed in the Contents. Fiction text types in Book 3 include traditional and modern stories, myths, fairy tales, and fantasy. Non-fiction text types include safety instructions, experiments, fact files, recipes, and emails. The texts are linked to the themes and sub-themes listed in the Curriculum and designed to nurture ethical and socially responsible attitudes. Sentences These pages focus on grammar and punctuation, providing practice in the regular sentence structures of English. Always practise the sentences orally before you ask the children to write them and ask the children to use key structures to express their own ideas. Exercises with the notebook icon 57 should be written in full in children’s notebooks. Teaching Guide 3 provides further advice on explaining the Study Corner. In these exercises, children build on the oral work, vocabulary, text types, themes, grammar, ‘and punctuation that they have explored earlier in the unit. The exercises provide writing frames (such as substitution tables or leader questions) that scaffold free writing, enabling children to express their own ideas and experiences. Encourage the more able children to go, beyond the writing frames, using their own words. ing We assume that handwriting will be practised separately,5. | 14 4 2 By 2 28 30 32 33 6 34 a 40 | a 46 Deas Cuud Peer ee hasan} ees Cos BSc een sucis Biography oe Paragraph Thy fori) ‘We must find warer! vironmental education] ‘Send me an emai [Sell people, ond ploces) Poem ‘Animal news | Newspaper [Nowre) ‘artiele; Poem; Seory Revision ond Extension: Lets Check Tex Reading: Wow, i's hot! Wow, it's cold! [Gender equteg Set people, ond places; Playing spore) _ Erensin: Vocabulary and Punceaton ‘Eaersion: Grammar and Punctuation B; Description Food and drink Recipe [Hesthy food: Knowing children from ther nasons] Description Houses {My home; Eties end volves} The four elements | Ascience [Curiosity and learning] experiment Story The beginning of fire Ployscript | reking responsibil) Revision and Extension Lets Check Tet Reading: Heolthy foods Factsheet {Heolth: Healthy food) erase Extension’ Grammar ond Punctuation ‘ning oa Reading and Adventure story, Personel emai Personal emails | (erory Setting) J Uncountable nouns fr science Dut Ome > haa MOA a RSC caein fry Family members grondfather, grandme Parts of the bedp i eo | t06, thumb, noi eyelid Building materials wood, sone, steel PVC, bres gl Countries netionalites okistan, Banglades, ANghon Nepalese, Iranian, Brita Languages Urdu, Chinese, Nepali 5 + rend SriLankan, Sindh Engh ‘Animals, — erocodil, elephant, sheep, mon bear, fish, shark Ta Ports of animals tall trunk, teeth lows, spots hos sips lees Moke adverbs from adjectives ‘Common verbs of reporting say tl speak Unie nouns P piece, sic, bor, jug, bunch, packet, bole Sok Cooking methods fry. gril boil Furniture bedside tobe, bookcase, arnchalt Clothes (Revision) Earth: desert, mountain. hit ‘ir, bubbe, spoce, balloon Fire: bonfire, marches, rocket ‘Water? lake, ocean, river E 490-1000 ‘ardinal numbers! io anh ae Ordinal numbers: Diets and PortionsNani} eo) transactional writing es Rees eee ietten Stee is | Sentences about my fom | Sentence completion ‘Adverbs of time, manner, frequency | Saresconpaion Pon (aoe ‘bout a vise the seaside a Decry tec te Sipertoves (Condon) Parallel writing (story above rement layout | an animal) Revision and Extension: Lets Check aa i Me eee M Cl eal taracceleL CCopitl letters: Speech marks Spal 1 ck ok Sh lat epal lena | Commas, tal stops Copital letters sting, refusing + will | usually | Recipe Prepositions of place (revision) Adjective order foofenough + edectives fers + would Instructions | Zere conditonet Description of a room “| Report ofa science experiment Song Modal verbs (revision) __| ¢an/moy/ shell / wit Revision and Extension Let's Check ‘Write the end of a story. | Write a poster Survey questions/answers with Punctuation, apostrophes, capital letters Plural nouns "Nouns with double vowels / consonants More plural nouns Contractions with apostrophe ’s Words ending in -al-el ei | Change contractions to fllforms Punctuation of conditionalsLeaf = Sofety “ine home: | Notice Pooms | Bcerpt (oorratie) Diy Email (norracive): Personal leer 98 | fretmoogs So) a i ‘Baersion Grammar 7 coon edrepodior | (radon aoc tale): Story ee | a7 105 metre Cow] [Biers Tewetaor («| eter rw 18 140 [Sell people, and ploces) tole) lenieam | Nowe fei 49116. Bore Cony cos ere | | [ Resin od Bxesons 20 120 | Lees hed ia a | 122 ee | | Reading: What became of them? | Poems 124 (Newre) ‘ bs 426 | Extension: Vocebuiony I g27 | Eon Groner Digg leeape Execs or te wacker Cee" | 134 Punctuation ee | 7136 | Wreguar verbs 7 37) | Deterery —- | Phrasal verbs (s¢ | ove Macrae Electricity x Iced pol Materlls (or thes ong cotton, leather, plastie, wool Clothes (revleny = eta | Hours nage fect carey ‘Verbs for senses (transitivey ~~ | ea hear, toste, touch, smell z israel look. sound, taste, feel, smell a scirer er Soa poe tomtom Frightened, sad exceed nd Ma ‘Smartphone fectures Phrasal verbs T Purl nouns (rare) Plural nouns hit knives, leaves, lowes, rok, shies Whe ‘Shapes Squore, rectangle, triangle rele Extreme adjectives hoge ony. freezing, boing emi oe Tronsport Teeth Trororbike, elleopter. jeter mina Jeep Habieats | mountain, toke, grassland, desert. Parts of animals Frump, beak, coat, webbed feet ‘Adjectives ond adverbs | Kengoroo vocabularyteas Se Seed pace syntax and Secu / Present perfect (revision) ha rergbodly/ somebody onybody / nobody Suggestions (revision) ‘Obligation + have to /nor have to / muse Frreespresions wehiwihout preposition: So + adjective + chat Spelling inet) Peenelee ccd ner aac re ones ene Mri) meee a] Notice: trafic rules ‘Commas in conditional sentences Sentences about a day in your hhome town Complete a poem Phonles for poems Notes for a diary Phonle pattern for Write a diory -age: dy Write 0 story Layout of o personal letter Write a personal letter sight versus eo | en | 1 de / lwo never | Present perfect questions Offer + shal (revision) not much/many "Directions Defining relative clouses Permission + can/can'e Adjective order “Past simple (ireguler) Present continuous (for future) Purpose clauses + to (revision) ‘Comparisons (revision) “Revision and Extension: Let's Check “Test oth / neither ‘Antcles 0/ on /che _ | Irregular past tense forms ‘Nouns ending n -ation sion -ssion -cion Sentence completion | Plurat nouns; Chiefs versus leaves: Write adescription ofa Write sentences about journeys Adjectives + ful ‘Guided paragraph writing (description) ‘Adjectives and adverbs ending in ful fully less -lessly