Virginia Evans - Jenny Dooley Express PublishingTeacher's Book Virginia Evans - Jenny DooleyContents © behhave got © there is/there are * prepositions of place * plurals * question words © possessive adjectives ossessive pronouns Genitive * subject/object pronouns Unit 1 Day in, day out (pp. 10-22) Progress Check 1 (p. 23) bs & places of work |» present simple racter adjectives | present continuous * adverbs of frequency © verb + ing form The Real-Life Superheroes (article) - (TF statements, answer questions) * hobbies (multip matching) Skills 1 (pp. 24-25): Reading (multiple matching) - Use (pp. 26-27): Reading (matching heading Check your progress (p. 27) to paragraph: f English (Gentence completion) - List Unit 2 Travel (pp. 28-40) Progress Check 2 (p.41) ‘types of holiday. © past simple * holiday activities © used to roblem: © order of adjectives Travel Experiences (blog entry) - (headings, complete sentences) * holiday problem: matching) holidays (1/F state * multiple choice Skills 2 (pp. 42-43): Speaking (dialogue completion) - Reading (mult (pp. 44-45): Reading (text completion) - Listening (mul Check your progress (p. 45) Unit 3 Rain or Shine (pp. 46-58) Progress Check 3 (p. 59) © weathe © past continuous © cloth ® past simple vs past mieeiing continuous © whileAwhen * adverbs of manner The Legend of the Rainbow (multiple choice, an: question: ap fil Skills 3 (pp. 60-61): Reading (multiple che (pp. 62-63): Reading (text co Check your progress (p. 63) Unit 4 Sports & Health (pp. 64-76) Progress Check 4 (p.77) = modals alth proble * WU nouns parts of the bi juries * food & drinks © partitives © cooking methods ‘void inj uld young athlete (en Sports news (review (mutt pice, ans uestion: Skills 4 (pp. 78-79): Reading (multiple matching (pp. 80-81): Reading (multiple matching) Check your progress (p. 81)DIET ——- ae ee iii nS os ® greetings/introductions * telling the time i @ registration card | © talking about daily routines © a summary ‘A doy in the Life ofa | (PSHE) Howto | expressing likes/dislkes. | © a paragraph about what you | ilaroo (blog entry) - | Make a Good Fist }* making suggestions ~ do on Saturdays (TF statements, Impression | agreeing/disagreeing © a paragraph about your answer questions) (article) - (gapped * asking questions typical week & plans for the text) ) weekend | * an email about your daily 1 routine & free time (SKILLS capital letters, punctuation, word order, linkers: and ~ et too — but ~ because) a ae ‘¢ an email about a visit to a place | Travel Time (email, (Science) Waves ed ending past ‘+ ablog entry about a holiday | letter) - (multiple (informative simple | fol, fou! of yours matching, answer text) — (headings) ‘* an informal email about your | questions). i, |* dialogue completion holiday (SKILLS: adjectives, i }* asking questions tenses, opening/closing remarks, brainstorming) Tel, lel, Id * narrating a story +a summary Grandmother Spider | (Geography) re describing clothes © a story (SKILLS: sequence ‘Steals the Sun (story) - | Clouds © asking about/describing words, tenses, adjectives, | (multiple matching, _| (informative experiences - commenting/ describing feelings * dialogue completion * describing pictures story cards) answer questions) text) - (multiple matching, answer questions) Use of English (text completion) Sentence transformations) silent letters J expressing opinion - agreeing/disagreeing | © matching exchanges + dialogue completion Use of English (text completion) * healthy foods for athletes * aredpe * compare sports events © an email about a sports event © an email expressing your opinion (SKILLS: adjectives, expressing opinion, word ‘order, avoid repetition). Super Sunday | (magazine article) - | (headings, answer | questions) (Science) Caring for your Brain (article) ~ (answer questions, complete sentences)Unit 5 5 ‘ present perfect Pete's festival Special days ti ‘just - already — yet entries) - (multiple matching, (pp. 82-94) forssince - ever/never _| answer questions) e in * present perfect vs past simple matching Progress Check 5 earharces (p. 95) Skills 5 (pp. 96-97): Read: (pp. 98-99): Readin: Check your progress (p. 99) Unit 6 * environmen * will ‘On Thin Ice (magaz Mother Earth bles & act * be going to article) - (headings, answer (pp. 100-112) | * materia * present continuous questions) * environmental (future meaning) protecti = conditionals (types 0, 1, 2) * phrasal verbs = £1 Grando Show radio advert (aap filling) a talk (multiple choice) # a talk (VF statements) Progress Check 6 (p. 113) Skills 6 (pp. 114-115): Reading (multiple matching) ~ Ustening (multiple choice) ~ Use of Engl mpletion (pp. 116-117): Reading (matching headings to paragraphs) ~ Listening (multiple choice) ~ Use of English Check your progress (p. 117) Unit 7 * comparisons The Nomads of Mongolia * dialogue/ People & Places _|* family member: * too - enoughvery (article) - (multiple choice, monologue (pp. 118-130) |° shops & services |e as... os answer questions) (multiple choice) © direction: * relative pronouns: © activities Progress Check 7 (muttiple (p. 131) matching) Skills 7 (pp. 132-133): Reading (multiple matching) - Listening (T/F statements, matching exchanges) ~ Use of English (pp. 134-135): Reading (multiple matching) — Listening (multiple matching) — Use of English (sentence transformations Check your progress (p. 135) Unit 8 Culture (pp. 136-148) * films = the passive (present/past | The Life of Pi (magazine * book review “Vv simple) review) ~ (headings, answer (multiple choice) = musk # question tags questions) types of films * technology # some/any/every/no & (matching) @ entertainment ‘compounds '* matching Progress Check 8 |« art exchanges (p. 149) ‘© multiple choice Skills 8 (pp. 150-151): Reading (multiple matching, multiple choice) ~ Listening (matching exchanges} (pp. 152-153): Reading (matching headings to paragraphs) - Listening (multiple choice Check your progress (p. 153) Grammar Reference (GR1-GR12) American English-British English Guide (AE-BEG1) Notions & Functions (NF1-NF4) Irregular Verbs (1V1) Writing Bank (WB1-WB2) Student's Book Audioscripts (SBA1-SBA12) Word List (WL1-WL11) Writing Bank Key (WBK1)ee oe os * comparing festivals © describing a special day * asking aboutdescribing an event - expressing feelings * dialogue completion + asking for information * compare festivals ‘+ describe an embarrassing experience you had * an email describing a celebration you attended (SKILLS: adjectives, recommending, error correction) Finding your Roots (magazine article) - (multiple choice) (History) May Day (article) - (answer questions) Use of English (text completion) Sentence transformations) ~ Writing (an email) © asking for/making suggestions - agreeing’ disagreeing * matching exchanges * asking questions ‘a letter from Mother Earth © an email about an event you attended ® an article providing solutions to a problem (SKILLS: join ideas, expand sentences, error correction) EI Grando (article) ~ (multiple choice, complete sentences) (Environmental Science) Precious Water (quiz, informative text, persuasive text) - (multiple matching, identifying numbers) Speaking (responding to situations, dialogue compl {text completion, sentence transformations) - Writi letion) ing (an email) ‘alin © giving directions comparative -er | identifying people © describing your flat’ = asummary © a text about an attraction in your country Petrified Wood Park (internet advert! persuasive text) ~ Git & Design) The Gherkin (article) ~ (headings, answer preferencessikes — dislikes * asking about a film * dialogue completion © a short book review © a film review (SKILLS: adjectives, recornmending, brainstorming) neighbourhood * an informal letter describing | (missing sentences, _| questions) * talking about your neighbourhood (SKILLS: | complete sentences) (dis)satisfaction word order, brainstorming) (text completion) - Speaking (responding to situations) text completion, sentence completion) ~ Writing (a note) th: (8, fay * describing a film © a summary The Hobbit: From (ICD How to * expressing * aquiz Bestseller to Box Office | import Pictures (article) ~ (1/F statements, answer questions) from a Mobile Phone to a Computer tions) - statements) (text completion) - Speaking (responding to situations, dialogue completion) (sentence transformations, sentence compietion) ~ Writing (an email) Evaluations (E1-£16) Workbook Key (WK1-WK15) Workbook Audioscripts (WA1-WA8) Grammar Bank Key (GBK1-GBK5) Vocabulary Bank Key (VBK1-VBK2) Quizzes Key (QK1)Introduction On Screen 2 is a course for learners studying English at CEFR level A2/A2+. It allows a flexibility of approach which makes it suitable for classes of all kinds, including large or mixed ability classes. ‘On Screen 2 consists of eight units. Each unit consists of six lessons plus Progress Check and Skills sections. The corresponding units in the Workbook provide the option of additional practice. COURSE COMPONENTS: ‘Student's Book - Workbook & Grammar Book The Student's Book is the main component of the course. Each unit is based on a single theme and the topics covered are of general interest. All units follow the same basic structure (see Elements of the Coursebook). The Workbook is in full colour and contains units corresponding to those in the Student’s Book containing practice in all four language skills. It also contains a Grammar Bank with theory and exercises, a Vocabulary Bank with exercises, a Quizzes section and a Translator’s Comer section. It can be used either in class or for homework upon completion of the relevant unit in the ‘Student's Book Teacher's Book ‘The Teacher's Book contains Teacher's Notes which provide ‘step-by-step lesson plans and suggestions about how to present the material. This book also includes a complete Key to the exercises in the Student's Book & Workbook & ‘Grammar Book and the audioscripts of the listening material Class Audio CDs The Class Audio CDs contain all the recorded material which accompanies the course. This includes the monologues/dialogues and texts in the Listening and Reading sections as well as the Pronunciation/Intonation ‘section, and the material for all listening tasks in the © CD contains the main texts in the Reading e Student's Book, Pronunciation/intonation tasks of the Workbook for the ‘+ awarm-up activity to intrigue students top-down activities (scanning and reading for gist) ‘bottom-up activities (reading for detailed understanding) * oral reproduction (Ss outline the main points of the text) + written repreduction (Ss summarise the main points of the text) Vocabulary Pictures are employed to introduce Ss to the vocabulary of each unit, Vocabulary is practised through various types of exercises. A particular feature of the book is the teaching of collocations, which helps Ss remember vocabulary items as parts of set expressions. (See Student's Book Ex. 9, p.31). 8s also practise word formation, prepositional phrases and phrasal verbs. Grammar in use ‘+ The grammar structures of each unit are contextualised and presented by means of illustrations and clear and concise theory boxes. * Grammar exercises and activities reinforce Ss’ understanding of these items. There is also a Grammar Reference section at the back of the Student's Book that offers more details. Across Cultures/CLIL Each unit is accompanied by an Across Cultures and a LIL section * In each Across Cultures section, Ss are provided with cultural information and read about aspects of English speaking countries that are thematically linked to the Unit. Ss are given the chance to process the information, they have leamt and compare it to the culture of their ‘own country. + Each CLIL section enables $s to ink the themes of the unit to a subject from their school curriculum, thus helping them contextualise the language they have eared by relating it to their own personal frame of reference. Lively and creative tasks stimulate Ss and allow them to consolidate the language they have leamt throughout the unit. Listening skills and Speaking skills ‘+ Ss can develop their listening skills through a variety of tasks. These tasks employ the vocabulary and grammar practised in each unit, in this way reinforcing understanding of the language taught in the unit. * Controlled speaking activities have been carefully designed to allow Ss guided practice before leading them to freer speaking activities. ‘+The sections provide practice in real-ife communication. Standard expressions and language structures. associated with realistic situations are extensively practised. Bek hkhkhkhkhRhiobheibebeBeRBRHAeBeeSee eee RePronunciation/Intonation Pronunciation activities help Ss recognise sounds and Feproduce them correctly. Intonation activities help Ss improve their intonation patterns. Writing The writing sections have been carefully designed to ensure that Ss systematically develop their writing skis. * A model text is presented and thoroughly analysed, and guided practice of the language to be used is provided. * The final task is based on the model text and follows: the detailed plan provided. * All writing activities are based on realistic types and styles of writing such as letters, emails, descriptions, essays, stories and summary writing Progress Check These follow every unit and reinforce Ss’ understanding of the topics, vocabulary, and structures that have been Presented. Skills ‘Skills sections provide more practice on reading, listening, speaking, use of English and writing. Check your progress At the end of each unit a grading scheme allows Ss to evaluate their progress and identify their weaknesses. The ‘Objectives of the unit and the Ss’ achievements are clearly stated. ‘Study Skills Brief tips, explanations, and reminders at various points throughout each unit help Ss develop strategies which improve holistic learning skills and enable Ss to become autonomous learners of the English language. Grammar Reference section This section offers full explanations and review of the grammar structures presented throughout the book. It can be used both in class and at home to reinforce the ‘grammar being taught. Notions & Functions This section provides all the relevant notions and functions that learners should be able to use to function effectively and efficiently and achieve their language learning objectives as well as exercises to practise them. Irregular Verbs This provides students with a quick reference list for verb forms they might be unsure of at times. SUGGESTED TEACHING TECHNIQUES A Presenting new vocabulary Much of the new vocabulary in On Screen 2 is presented through pictures. Ss are asked to match the pictures to listed words/phrases. (See Student's Book, Unit 1, p. 13, Ex. 10) Further techniques that you may use to introduce new vocabulary include: + Miming. Mime the word you want to introduce. For instance, to present the verb sing, pretend you are singing and ask Ss to guess the meaning of the word. + Synonyms, opposites, paraphrasing, and giving definitions. Example = present the word strong by giving a synonym: “powerful”. = present the word strong by giving its opposite: “weak’. = present the word weekend by paraphrasing it: “Saturday and Sunday”. = present the word famous for by giving its definition: “very well-known (person or thing)”. = Example. Examples place vocabulary into context and consequently make understanding easier. For instance, introduce the words city and town by referring to a city and a town in the Ss’ country: “Rome is a city, but Parma is a town.” + Sketching. Draw a simple sketch of the word or words you want to explain on the board. For instance: tall + Flashcards. Flashcards made out of magazine or newspaper pictures, photographs, ready-made drawings, and any other visual material may also serve as vocabulary teaching tools. + Use of Lt. In a monolingual class, you may explain vocabulary in the Ss’ native language. This method, though, should be empioyed in moderation. * Use of Dictionary. In a multilingual class, Ss may ‘occasionally refer to a bilingual dictionary. The choice of technique depends on the type of word or expression. For example, you may find it easier to describe an action verb through miming than through a synonym or definition, Note: Check these words sections can be treated as follows: Go through the list of words after Ss have read the text and ask Ss to explain the words using the context they appear in. Ss can give examples, mime/draw the meaning, or look up the meaning inB Choral and individual repetition Repetition will ensure that Ss are thoroughly familiar with the sound and pronunciation of the lexical items and structures being taught and confident in their ability to reproduce them. Always ask Ss to repeat chorally before you ask them to repeat individually. Repeating chorally will help Ss feel confident enough to then perform the task on their own. € Listening and Reading ‘You may ask Ss to read and listen for a variety of purposes: + Listening for detail. Ss listen for specific information after they have listened for gist. (See Student's Book, Unit 4, p. 70, Exs 1 & 2b) + Listening and reading for gist. Ask Ss to read or listen to get the gist of the dialogue or text being dealt with, (See Student's Book, Unit 1, p. 19, Ex. 1. Tell Ss that in order to complete this task successfully, they do not need to understand every single detail in the text.) + Reading for detail. Ask Ss to read for specific information. (See Student's Book, Unit 1, p. 10, Ex. 2 Ss will have to read to the text in order to do the tasks. They are looking for specific details in the text and not for general information.) D Speaking * Speaking activities are initially controlled, allowing for guided practice. (See Student's Book, Unit 1, p. 19, Ex. 5b where Ss use the same structures to act out a dialogue.) + Ss are then led to free speaking activities. (See Student's Book, Unit 1, p. 19, Ex. 6 where Ss are asked to express choice, prioritise and recommend, provided with the necessary lexical items and structures.) E Writing All writing tasks in On Screen 2 have been carefully designed to closely guide Ss to produce a successful piece of writing. ‘= Always read the rubric and model text provided and ‘deal with the tasks that follow in detail. Ss will then have acquired the necessary language to deal with the final ‘writing task. (See Student's Book, Unit 1, pp. 20-21.) ‘Make sure that Ss understand that they are writing for a purpose. Go through the writing task in detail so that Ss are fully aware of why they are writing and who they are writing to. (See Student's Book, Unit 7, 10. Ss are asked to write an email) follow the detailed plan they are See Student's Book, Unit 1, p. 21.) d to actually complete the task ning it as written homework. ‘their own. F Assigning homework When assigning writing tasks, prepare Ss as well as possible in advance. This will help them avoid errors and get maximum benefit from the task Commonly assigned tasks include: Copy - Ss copy an assigned extract; Dictation - Ss learn the spelling of particular words without memorising the text in which they appear, Vocabulary - Ss memorise the meaning of words and phrases or use the new words in sentences of their own; Reading Aloud - Assisted by the S's CDs, Ss practice at home in preparation for reading aloud in class; Writing - After thorough preparation in class, Ss are asked to produce a complete piece of writing, G Correcting students’ work All learners make errors - itis part of the learning process The way you deal with errors depends on what the Ss are doing. * Oral accuracy work: Correct Ss on the spot, either by providing the correct answer and allowing them to repeat, or by indicating the error but allowing Ss to correct it. Alternatively, indicate the error and ask other Ss to provide the answer. * Oral fluency work: Allow $s to finish the task without interrupting, but make a note of the errors made and correct them afterwards. + Written work: Do not over-correct; focus on errors that are directly, relevant to the point of the exercise. When giving feedback, you may write the most common errors on the board and get the class to attempt to correct them. Remember that rewarding work and praising Ss is of great importance. Post well-written work on a display board in your classroom or school, or give “reward” stickers. Praise effort as well as success. H_ Class organisation © Open pairs The class focuses its attention on two Ss doing the set task together. Use this technique when you want your $s to offer an example of how a task is done. (See Ex. 6 on. 15 of the Student's Book:) * Closed pairs Pairs of Ss work together on a task or activity while you move around offering assistance and suggestions. Explain the task clearly before beginning closed pairwork. (See Ex. 12 on p. 15 of the Student's Book) * ‘Stages of pairwork Put Ss in pairs - Explain the task and set time limit. - Rehearse the task in open pairs. = In closed pairs, get Ss to do the task. = Go around the class and help Ss, = Open pairs report back to the class.* Group work Groups of three or more Ss work together on a task or Activity, Class projects or role play are most easily one in groups. Again, give Ss a solid understanding Of the task in advance. Rolling questions Ask Ss one after the other to ask and answer ‘questions based on the texts, | Using the Student’s Audio CD Dialogues, texts and Pronunciation sections are recorded On the Student's Audio CD. Ss have the chance to listen to these recordings at home as many times as they want to improve their pronunciation and intonation. * listens to the recording and follows the lines. * listens to the recording with pauses after every sentence/exchange. S repeats as many times as needed, trying to imitate the speaker's pronunciation and intonation. * Slistens to the recording again. S reads aloud. * Allllistening tasks in the Workbook are also included in the Student's CD. J Using L1 in class Use Lt in moderation and only when necessary. ABBREVIATIONS Abbreviations used in the Student's Book and Teacher's Book. T Teacher S(s) __Student(s) HW — Homework Li Students’ native language Ex(s). _ Exercise(s) PIP). 69. le etc, sb sth Page(s) For example That is Et cetera Somebody SomethingDay in, day out In this unit Ss will explore the topics of people, work and ‘education. Eon rl Lesson Objectives: To read for gist, to read for specific information, to talk about daily activities, to complete a ‘summary of a text Vocabulary: Verb (deserve); Phrasal verbs (put on, hang ‘uty; Nouns (community, accountant, the homeless, role model); Adjectives (secret, elderly, proud); Phrases (real ‘identity, fight crime, colourful costumes, lead double lives, read a novel, live alone) ees PEE) Lesson Objectives: To learn topic-related vocabulary, to listen for specific information, to talk about sb's routine, to ‘compare your Saturday routine to sb else's Vocabulary: Jobs (bank clerk, travel agent, tour guide, ‘swimming instructor, taxi driver, shop assistant, doctor, teacher, gardener, farmer, secretary, nurse, waiter, actor, ook, lawyer, accountant, police officer); Places of work (hospital, theatre, outdoors, office, restaurant, schoo); Character adjectives (reliable, sociable, creative, untrienaly, careful, lazy, patient, polite, hard-working, responsible, friendly, imesponsible, unsociable, unfriendly, impatient, unimaginative); Free-time activities (shopping, swimming, ‘out with friends, ice-skating, trekking, fishing, cycling, Jogging, puzzles, Thei boxing, gardening, sprints, aerobics, chores, sports, exercise, the cinema, a sleepover, a concert, the library, the shopping centre, the park, the theatre, football, computer games, basketbal, tennis, the guitar); Daily routine (have breakfast, have lunch, have dinner, go back home, do homework, have a shower, make the bed, get up, watch TV, go to bed, surf the Net, catch the bus to school, schoo! finishes) ACCU ace Lesson Objectives: To lear the present simple and the present continuous, to learn stative verbs, to lear adverbs ‘of frequency, to talk about daily routines, to write about a typical week and plans for the weekend o describe sb's typical day, to listen o write about a job gather); Phrasal verb (set up); Demme tnt a 18 Lesson Objectives: To listen for specific information, to listen for gist, to talk about hobbies, to learn intonation in Vocabulary: Hobbies (drawing, photography, horse riding, cycling, collecting stamps/coins, fishing, swimming, reading, painting, playing an instrument, doing sports, playing computer games, dancing) 1f Speaking skills 19 Lesson Objectives: To express likes/dislixes, to make suggestions, to role play, to ask for information Vocabulary: Expressing likes/dislikes (1 really enjoyllove, 1'm fond of, | quite like, ! prefer, ... is my favourite, | don't enjoylite ... at all, | can't stand, | hate, | don’t like... very much); Making suggestions (Why don't we ...? How about (going)...? Do you fancy (going)...2); Agreeing/ Disagreeing (That sounds great. I'd like that. Why not? | don't think so. No, I:don't feel lke that.) mar) 20-21 Lesson Objectives: To read for structure, to lear capital letters and punctuation, to write an email about your daily routine & free time CLIL (PSHE) ery Lesson Objectives: To read for gist, to complete a cloze text Laer eee ate ae Pel Bcc pL ee ee llee i CDE SEP Ell Travel ‘mn this unit Ss experien ‘will explore the topics of travel, holidays and 1008, nn F 9 Lesson Objectives: To listen and read for gist, to read for eneral comprehension, to talk about the Karen people, to complete an email summarising a text Vocabulary: Verbs (own, weave); Phrasal verb (get off Nouns (tribe, generation, cloth, adult, dragon, religion); Adjective local}; Phrases (book tickets, guided tour, step ack in time) ia 30-31 Lesson Objectives: To learn topic-related vocabulary, to ask about holidays, to write about means of transport, to listen for specific information, to write about a holiday problem Vocabulary: Types of holidays (cruise, safari, beach holiday, skiing holiday, sightseeing holiday, adventure holiday); Means of transport (coach, boat, bus, car, ship, taxi, van, underground, helicopter, bicycle, motorbike, ‘scooter, tram, train, plane); Geographical features (island, waterfall, river, desert, mountain, lake, volcano, forest, valley); Location (north, north-east, east, south-east, south, South-west, west, north-west); Holiday problems (heavy traffic, awful weather, crowded beach, polluted sea, Jong ‘queues, expensive hotels, dity room, noisy people) Cuan) 32-33 Lesson Objectives: To lear the past simple, to Pronounce /¥, /d/,/id/, to learn used to, to learn the order Of adjectives, to talk about a holiday, to write descriptions of souvenirs EEWerrrne td 34-35 Lesson Objectives: To listen and read for gist, to read for ‘specific information, to listen for specific information, to talk about sb's holiday, to write a blog entry Vocabulary: Verbs (rise, disappear); Nouns (trip, cabin, dog sledding, ride, treat, worry); Adjectives (awesome, ‘cosy, bumpy, enjoyable); Phrases (ski resort, get the hang ‘of, crash down, helicopter ride) Dac 7 Lesson Objectives: To describe a holiday, to complete a cloze text, to role play, to complete a dialogue, to ask for information Vocabulary: Sympathising (What a pity! Oh dear! Oh no! That's terrible, How awfull That's awfull I'm 90 sorry to ‘hear that.); Showing interest (Sounds exciting! Sounds like it was fun. It seems like you had @ great time!) PR) FLED Lesson Objectives: To read for structure, to learn adjectives, to learn opening/closing remarks, to write an informal email about your holiday ce) oy Lesson Objectives: To read and listen for gist, to read for general comprehension, to practise subject-specific vocabulary, to prepare a presentation on waves Bek “1 ee 5Rain or Shine In this unit Ss will explore the topics of nature and people. Pc) rr 7 Lesson Objectives: To listen and read for gist, to read for specific information, to narrate a story, to complete a summary of a text Vocabulary: Verbs (hold, pierce, grow, fal, shout, beg, destroy, cry, drop); Phrasal verbs (dry up, light up); Nouns. (bull, spear, crop, ground, robe, rainbow, indigo, violet); ‘Adjective (anxious); Phrases (god of thunder, ride away, sun comes out, even to this day) ED e tea cz Lesson Objectives: To learn topic-related vocabulary, to listen for specific information, to talk about the weather, to talk about clothes, to talk about feelings, to lear prepositional phrases, to write descriptions of clothes Vocabulary: Weather (fog, drought, hail, frost, flood, lightning, showers, thunder, snowfall, sunshine, drizzle, raindrops, blowing, shining, drizzling, pouring, falling, freezes, heavy rain, hot and sunny, weather forecast, sunny spells, a bit chilly, freezing cold, scorching hot); Clothes (belt, skit, jeans, boots, high-heeled shoes, suit, jacket, leggings, shirt, shorts, tie, trainers, T-shirt, gloves, dress, flat shoes, hat, coat, scarf); Feelings (angry, excited, ‘scared, sad, tired, surprised, worried, relieved) Elem ne Bh Lesson Objectives: To learn the past continuous, to ‘compare the past simple and the past continuous, to learn the use of while/when, to lear adverbs of manner, to talk about the past, to write about a past experience EY Meare bye] Lesson Objectives: To listen and read for gist, to read for specific information, to summarise a text, to listen for ‘specific information, to write a summary of a legend Vocabulary: Verbs (steal, discuss, hide, hang, offer, enter, eave, stretch); Phrasal verbs (come up with, buin ot (darkness, fur, feather, clay pot, web, ray); Adjective for specific information, to Pronounce /e/, /ae/, /s/ FM ec Ee To narrate an experience, [0 Lesson Objectives ride complete a cloze text, to complete dialogues, to des apicture Vocabulary: Asking about an experience (Are you alright? What happened? Is everyone OK2), Describing an experience (it was awful/scaryitrightening etc. It was @ horrible/terrtying etc experience.); Commenting on sb’s experience (You had a lucky escape. That's terrible): Desoribing feelings (1 was scared! frightened etc. I'm glad I'm OK now.) 3g Writing Eds Lesson Objectives: To read for structure, to order events ina story, to learn sequence words, to write a story Vocabulary: Adjectives (pleasant, pretty, beautiful, iovely, blazing, delicious, dark, stormy, miserable) Ceres 58 Lesson Objectives: To listen and read for gist, to read for general comprehension Berke) eeBEEK MH EEE eR eRe eee Sports & Health < this unit Ss will explore the topics of sports, health and food. Cra ding Gra Lesson Objectives: To read for gist, to read for specific information, to read for author's purpose, to recall Information from texts, to write about food for athletes Vocabulary: Verbs (replace, win sth, beat, score); Phrasal verb (warm up); Nouns (injury, pain, team doctor, protein, poultry, seafood, beans, nuts, dairy products, Carbohydrates, whole grains, vitamins, minerals, calcium, yogurt, broccoli, spinach, iron, presence), Phrases (no matter what, leafy vegetables, lost fluids, permission slip, head coach, sprain ankle) Cert Cra Lesson Objectives: To learn topic-related vocabulary, to Tole play, to ask for food/drinks, to listen for specific information, to write a recipe Vocabulary: Sports verbs (kick, score, warm up, exercise, beat, win, pass, practise), Health problems (a fever, a headache, an earache, a stomach ache, toothache, a Cough, a cold); Parts of the body (head, arm, shoulder, chest, toe, finger, leg, knee, neck, back, wrist, stomach, ankle, nose, ear); Injuries (sprain wrist, twist ankle, cut finger, hurt head, get a bruise, break a leg); Food & Drinks (ice, orange, rice, banana, butter, lobster, bread rolls, femons, grapes, tea, tomato, cereal, watermelon, Strawberries, beef, chicken, eggs, peach, fish, milk, cheese, nuts, ice cream , flour, sugar, coffee, potatoes, ‘melon, apple juice, mineral water, salt, milkshake prawns, pineapple, cake, burger, pasta, olive oil; Partitives (tin, can, glass, packet, bottle, cup, carton, bag, piece) Cree ue E Lesson Objectives: To learn modals, to give advice, to ‘write about health and sports, to learn the (to) infintive/ -ing form, to write about your likes/desires/obligations/ ees : To listen for context, to listen and information, to read for general 9 talk about Super Bowl Sunday, to tion, 10 complete an email, to rr 72 Lesson Objectives: To listen for specific information, to listen for gist, to learn about silent letters Lesson Objectives: To express an opinion, to complete a cloze text, to role play, to match exchanges, to complete a dialogue Vocabulary: Expressing opinion (1 think... because/as, | believe... That's because ..., In my opinion, To me); Agreeing/Disagreeing (1 agree with you. | see what you mean, You've got a point. | don't see the point. | don't see it this way. | don’t really agree.) CPR) aa Lesson Objectives: To read for structure, to leam adjectives expressing opinion, to learn word order, to listen for specific information, to write an email expressing your opinion pe a ee) uc) Lesson Objectives: To listen and read for specific information, to tead for comprehension, to give a presentation on the brain Progress Check 4 77 Aye) 78-81In this unit Ss will explore the topics of culture, festivals and celebrations. Eo) Ey) Lesson Objectives: To listen and read for gist, to read for specific information, to compare festivals, to write a ‘comparison of two festivals Vocabulary: Verbs (honour, grab, slip, tear, arrive, fight, commemorate, defeat); Phrasal verb (fall down); Nouns (century, bun, pirate, local, army); Phrase (make plans) re coe Ly Lesson Objectives: To learn topic-related vocabulary, to listen for key information, to talk about how you celebrated New Year, to listen for specific information, to write about an embarrassing experience Vocabulary: Celebrations & Customs (crowning of the festival queen, highlight, fireworks display, colourful parade, prize, bonfire, commemorate, last, dress up, let off fireworks, celebrate, come alive, participate in the competition, hold boat races, celebrate New Year, have a family meal, watch @ fireworks display, visit neighbours, bring good tuck, decorate our house, sing carols, exchange presents, cook a roast turkey, Christmas Dinner, fast for days, prepare a feast, greet, pray); Special Days (birth, birthday, new year, marriage, graduation); Embarrassing moments (spill a drink on sb, slip and fall into the pool, eat sth too spicy, step on sb’s foot, tear his shirt, break a glass, take the wrong coat, turn up in the ‘same outfit as sb else, fall down the stairs) Bre ur PLE Ys Lesson Objectives: To leam the present perfect, to leam just - already ~ yet - for - since - ever — never, to compare the present perfect and the past simple, to talk about a past experience, to write an email about a festival you recently attended 5d Across Cultures etd : To listen and read for gist, to read for i . to talk about festivals, to listen for tion, to write about a festival ‘paddle, encourage); Nouns g, kilt, pipe band, background, ‘sledge, kayak); Phrases (hammer workshop, art and crafts) Special Days 5e Listening skills 90 Lesson Objectives: To listen for gist, to listen for specific information, to tak about an event, to learn about homophones 5f Speaking skills 91 Lesson Objectives: To describe a special day, to listen and read for gist. to role play, to complete dialogues, to ask for information Vocabulary: Asking about an event (Did you do anything ‘special at the weekend? What was your weekend like? Did you have a nice time?); Describing an event (I went fo 2 party, a wedding, etc, We danced, sang, ate @ special ‘meal, played games, etc, There were all his/her frends! family members. There were a lot of people,); Feelings (1 enjoyed ita lot. it was amazing/ fun.) PRU xy) Lesson Objectives: To read for structure, to recommend, to practise error correction, to listen for ideas, to write an ‘email describing a celebration you attended UCC 94 Lesson Objectives: To listen and read for gist, to read for specific information, to talk about May Day, to compare two festivals Erika 95 ae eyMother Earth Cer 102-103 Lesson Objectives: To lear topic-related vocabulary, to ‘complete a cloze text, to listen for specific information, to Grr id Lesson Objectives: To listen for specific information, to tak about saving energy at home, to pronounce /d, hf Vocabulary: Saving energy at home (tum off lights, use fluorescent light bulbs, use candles, switch off your computer, take showers, fix dripping taps) Ca 109 Lesson Objectives: To ask for/mate suggestions, to agree/disagree, to listen and read for gist, to role play, to match exchanges, to ask for information Vocabulary: Asking for suggestions (What do you think? Can you suggest something? Can you help me think of a way to ...? Do(n't) you think ...2}; Making suggestions (How about ..? Why don't welyou ...? | suggest .../ YoulWe could ..., Let's...) Agreeing (Yes, | agree. That's a great idea! | think you're right. That's right! Certainly) Disagresing (No, | disagree don't agree. That's @ ternible idea. | think you're wrong. That's not right. Certainly not!) ou) one Lesson Objectives: To read for structure, to practise error correction, to listen for specific information, to write an article providing solutions to a problem are eeu) oe Lesson Objectives: To listen and read for gist, to read for specific information, to talk about water, to prepare a quiz = a g eked 113In this unit Ss will explore the topics of people, houses, shopping and places. Eee) mae Lesson Objectives: To read for specific information, to read for comprehension, to compare two lifestyles, to give @ presentation on the nomads of Mongolia Vocabulary: Verbs (manage, survive, develop, lose); Nouns (nomad, skyscraper, block of flats, shopping centre, neighbour, equipment, wool, leather, herder, skin); Adjectives (tough, narrow, harsh, traditional); Phrases (crowded with, heavy traffic, thanks to, long distances, protect from) ees Ors] Lesson Objectives: To leam topic-related vocabulary, to listen for specific information, to talk about family members’ appearance & character, to give directions, to draw a map and write about shops & services in your neighbourhood Vocabulary: Appearance (middle-aged, teenager, slim, plump, dark/fair hair, thin/full ips, elderly, young, red/dark hhair, in his twenties/teens, dark/pale complexion, thin, ‘overweight, wavylcurly hair, old, well-built, bald, grey hair) Family members (daughter, niece, grandma, cousin, sister, ‘aunt, mother, wife, nephew, son, husband, brother, father, grandpa, uncle); Shops & Services (eweller’s, optician's, cinema, park, gym, music shop, florist’s, concert hall, art gallery, post office, amusement park, restaurant, toy shop, museum, butcher's, bakery, aquarium, souvenir shop, theatre, pet shop, chemist's); Directions (next to, behind, in front of, between, opposite, tum, walk, get, take, miss, see, pass) emcee iPr ere] Lesson Objectives: To leam the comparative/superiative, to make comparisons, to leam too/enough, to learn relative pronouns, to talk about people and places Ch Mr Nscols ean anit) rere) Lesson Objectives: To read for gist, to read for cohesion and coherence, to read for comprehension, to listen for Specific information, to talk about the Petrified Wood Park, to write about a tourist attraction in your country Vocabulary: Verbs (cover, hire, display); Phrasal verbs (tum into, show off), Nouns (city block, stone, sculpture, amateur, geologist, tree trunk, addition); Adjectives (eutdoor, whole, petrified, cone-shaped, unique); Phrases (in the heart of, dinosaur bone, claw marks) People & Places Pema hd 126 jecti information, to Lesson Objectives: To listen for specific in on describe your neighbourhood, to pronounce /2/ in comparative -er 7f Speaking skills rea Lesson Objectives: To describe sb's flat/neighbourhood. to complete a cloze text, to role play, to complete dialogues Vocabulary: Enquiring about (dis)satisfaction (Are you ith) ...? How do you find ...? How are ‘you getting on with " (with 192); Expressing satisfaction (it's good/fine. It's just what I want/ need had in mind. It coukin't be better. | Jove it); Expressing dissatisfaction (’m not cp aalinasl (with) .., | don’t fke/ want .... There's @ problem i It’s not (good) enough. It's too...) 7g Writing 128-129 Lesson Objectives: To read for structure, to learn informal style, to leam word order, to brainstorm, to write a letter about your neighbourhood CLIL (Art & Design) 130 Lesson Objectives: To listen and read for specific information, to read for comprehension, to talk about the Gherkin, to compare two buildings Berka ED a ee eemeek eeue Culture {this unit ss will r culture anc fechnology Ml xe/re the tpies of popuar culture and RMS) 136-137 Lesson Objectives: To listen and read for gist, to read for Comprehension, to read for specific information, to talk about a film, to complete a summary of a text, to prepare a quiz on a film Vocabulary: Verbs (direct, set, star); Phrasal vero (figure ut); Nouns (survival, shipwreck, lifeboat, companion, ‘Screen, scene); Adjectives (fierce, advanced, realistic, remarkable); Phrases (leading role, stay alive, 3D image, special fects) Tr Lesson Objectives: To loam topic-related vocabulary, to listen for specific information, to talk about types of films, 40 talk about TV programmes, to listen to types of music, to talk about your music taste, to complete a cloze text, Vocabulary: Types of films (adventure, science-fiction, animated cartoon, comedy, westem, drama, historical rama, horror, detective); Adjectives related to films (interesting, sad, depressing, funny, boring, exciting ‘amazing, frightening, scary); Verbs related to films (star, direct, release, play, shoot, come out, compose); Nouns felated to films (ole, cast, blockbuster, reviews, critics, theme tune, film industry, main character, special effects, box office success, soundtrack; TV (game show, realty show, quiz show, chat show, tak show, DIY programme, nature programme, music programme, sports programme, ‘gardening programme, cookery programme, sitcom, drama, documentary, soap opera, fm, the news, cartoons); Music (azz, rock, reggae, ANB, disco, classical, hip hop, heavy metal, country); Adjectives related to music (boring, fast slow, happy, sad, calming, relaxing, loud, soft, dull; Related to bands (performance, live, release, stage, lyrics, album, latest hit, lead singers; Jobs related to the arts (singer, ‘musician, pianist, writer, composer, painter) (erent 140-141 Lesson Objectives: To leam the passive voice, to change from active to passive, to write about your favourite TV series, to learn reflexive/emphatic pronouns, to leam ‘question tags, to learn some/anyleveryino & compounds, ‘to complete a cloze text Mckee EE) Lesson Objectives: To listen and read for gist, to read for ‘specific information, to read for comprehension, to listen for specific information, to talk about The Hobbit, to write a review of a book Vocabulary: Verbs (release, battle, hit, capture); Phrasal verbs (queue up, step into}; Nouns (bestseller, author, prequel, series, scene, rate, frame); Adjectives (unexpected, award-winning, standard, smooth, realistic, e-like); Adverb (incredibly); Phrases (big screen, tiny detail, addled bonus) CS es wz Lesson Objectives: To listen for specific information, to give your opinion on horror fis, to pronounce fy, Ea a Lesson Objectives: To decide on a fim to watch, to complete a cloze text, to role play, to complete dialogues Vocabulary: Expressing like (| really fike/ enjoy ..., !'m keen on ...); Expressing dislike (! just hate ..., | find boning! difficult, etc); Asking about plot (What's the main plat? Tell me the storytine,}; Asking about acting (Who stars in it? Is the cast any good?) Era) ORL Lesson Objectives: To read for structure, to leam adjectives, to recommend, to write a review UTS er Lesson Objectives: To listen and read for gist, to read for specific information, to describe a process, to prepare a set of instructions Gerken) 149 ee EyObjectives To present/revise countries & nationalities, to present/ Tevise cardinal/ordinal numbers, to practise asking about country of origin and age, to practise/revise ‘greeting & introductions, to listen for gist, to act out dialogues, to present/revise the verb to be, to resent/revise subject/object pronouns and Possessive adjectives/pronouns, to revise a/an/the, to revise plurals, to revise/practise have got, to revi this/these/that/those, to revise there is/there are, to revise prepositions of place, to revise family Members, to present/revise possession, to Present/revise some/any/no/(a) few/(a) little, to Present/practise telling the time, to present/practise question words. Vocabulary: Fumiture/Fumishings: sink, cushions, 1nug, armchairs, sofa, chairs, washbasin, bed, mirror, window, wardrobe, table, cooker, cupboards, bath, pillow, curtains, fridge, desk, toilet, Family members: father/dad, grandpa, cousin, husband, nephew, son, ‘mother, aunt, sister, daughter, niece, mum, wife, uncle grandma, brother. 1 ain To present/revise countries & nationalities * Ask Ss to read the countries and complete the ‘gaps with the correct nationalties, * Check Ss’ answers. Suggested Answer Key 1 Polish 7 Argentinean 2 Japanese 8 Egyptian 3 Spanish 9 Canadian 4 Italian 10 Portuguese 5 Greek 11 Mexican 6 Brazilian 12 Pussian 2 ap To present/revise cardinal/ordinal numbers * Ask Ss to complete the gaps with the correct numbers. © Check Ss’ answers. Starter | * Ss work in pairs and ask and answer using the prompts and following the example. ‘+ Monitor the activity around the class and then ask ‘some pairs to ask and answer in front of the rest of the class. Suggested Answer Key Where's Mario from? : He's from Rome, Italy. : How old is he? He's 40. Where's Rosa from? She's from Madrid, Spain. How old is she? She's 62. Where's Amir from? : He's from Ankara, Turkey. How old is he? He's 14, Where's Darren from? He's from Dublin, Ireland. How old is he? 1: He's 10. Where's Lara from? She's from New York, USA. How old is she? She's 20. D> D>O> BED> DHDD A B: A B 2) AGB 10 presentrevise greetings and introductions Explain the task and give Ss time to read the dialogue and choose the correct words. Answer Key 1 name 3 Poland 5 thanks 2 Where 4 How +) ARB) To listen tor confirmation and gist Play the recording, Ss listen and check. din To act out dialogues greeting and introducing * Explain the task and ask Ss to work in groups of three and act out similar dialogues. * Ask various Ss to act out their dialogues in front of the class. Suggested Answer Key A: Helio! 'm Keith. What's your name? B: I'mHeny. A: Nice to meet you, Henry. Where are you from? B: I'm from England. Where are you from? A; I'm French. This is my fiend, Willa. B: Hi, Wiliam. How are you? ©: Hi. i'm fine, thanks.Starter 6 AED To presentirevise the vers to be (affirmative/negative/interogative) + Refer $s to p. GRY of the Grammar Reference section and ask them to read the table, ‘© Then give them time to complete the sentences and then check Ss' answers. Answer Key 1 isn't 2is 3 aren't 4 Ae 7 AiSD To practise the verb to be (interrogatve/ short answers) Give Ss time to complete the task and then check Ss’ answers. ‘Answer Key/Suggested Answer Key 2 Is, Yes, hes. His name is George. 3. Are, No, they aren't. They are lawyers. 4 Is, No, she isn't. She is forty. 5 Are, No, I'm not. I'm sixteen. 6 Is, No, itisn't. My favourite colours bive. 8 IBD To presentirevse subjectobject pronouns and possessive adjectives/pronouns + Ask Ss to study the table and then explain the task and give Ss time to complete it. Check Ss' answers. Answer Key 1 your, mine, her, Mine, you it 2 thai, they, my, them 3 1, our, i their, Ours 9 BRED To revise /anithe * Refer Ss to p. GR1 of the Grammar Reference section. $s time to complete the gaps with the correct then check Ss’ answers. é 11-0) AIED ro prosentrevie have got affirmative 4 & negative) + Refer Ss to p. GR2 of the Grammar Reference 4 . Explain the task and give Ss time to complete * Check Ss’ answers. ‘Answer Key 4 1 has got 4 have got 2 hasn't got 5 has got 3 has got 6 haven't got ty ABD To practise have got % © Explain the task and read out the example. * Ask Ss to write similar sentences using the iterns in Ex. 1a. ‘© Ask various Ss to read out their sentences to the cass. Suggested Answer Key Ihave got mobile phone, a laptop, a bike and a cap, tut haven't got a guitar, a TV, an MPS player or a DVD t player. 12 IBD To practise have got fnterrogative & short ¢ answers) ‘© Refer Ss to p. GR2 of the Grammar Reference ¥ ¥ ‘* Explain the task and read out the example. ‘* Give Ss time to complete the task and then check ‘Ss’ answers. Answer Key/Suggested Answer Key Have your parents got a car? Yes, they have./No, they haven't. Have you got a brother? Yes, | have./No, | haven't. Has your house got a garden? Yes, it has./No, it hasn't 5 Has your best friend got a bike? Yes, he/she fhas./No, he/she hasn't 6 Have you got a dog? Yes, | have./No, | haven't. s ao ee ee |He aim To practise this/these - that/those * Refer Ss to p. GR2 of the Grammar Reference ‘section. Explain the task and give Ss time to complete it. * Check Ss' answers around the class. Answer Key 1 This, that 4 These, those 2 That, these 5 Those, these 3° That, those 14 ain To practise there is/there are * Refer Ss to p. GR2 of the Grammar Reference section, * Explain the task and give Ss time to complete it. * Check Ss’ answers around the class, Answer Key 1 There are 5 There is 2 Thereis 6 There isn't 3 There aren't 7 There are 4 There are 15 (ATED 9 oractoe rebotions & ase * Refer Ss to p. GR2 of the Grammar Reference section, ‘Ask Ss to look at the pictures and explain the task. * Ss tell their partner what is in each room using Prepositions of place and the vocabulary in the box. * Monitor the activity around the class and then ask Some pairs to report back to the rest of the class. ‘Suggested Answer Key 1 There is a bed in the bedroom. There isa pillow on the bed. In front of the window, there is a desk with a chair. There is a wardrobe next to the desk. Jn the living room there is @ sofa. There are some ‘cushions on it. Behind the sofa there is a window. There are curtains in the window. On the floor, there is a rug. On the rug there is a smal! table, Between the two armchairs there is a cupboard. In the kitchen there is a table that is next to a window. There is a cooker, a sink and cupboards in a ‘ i x i a i i a a a a a a a 4 z z= x Starter 16 a) ESE 0 practie wocatsier tr tary members Explain the task and give Ss time to complete it, then check Ss" answers. ‘Answer Key 1 mum 4 wife 7 daughter 2 grandma 5 brother 3. uncle 6 niece 1) IED To present your temily Ask Ss around the class to present their family to the rest of the class. Suggested Answer Key ‘My dad's name is Henry and my mum's name is Pam. | have two brothers, Greg and Frank, and one sister, Valerie. Valerie is married and has a baby, Rachel. She ‘s my niece. We live close to my grandpa, George and his wife, my grandma, Alice. My favourite aunt, Linda, lives in London with her husband, Phil, They have one daughter, my cousin, Wendy.howe wa EBD Te precerwprectine posseesion Refer $s to p. GRY of the Grammar Reference section, ‘SASK Ss to study the table and then give them ‘tme to put apostrophes in the sentences where necessary. © Check Ss’ answer around the class, Answer Key. Who's Tony? He's John and Mary's uncle, ‘Sams Laura's husband, Mart is Ann's brother. Peter's the girs” unoie, This the men's house, Dea y BD to practne possession + Expitin the task and ask Ss to write down the ‘ames of six of their family members and swap ‘apers with their partner. ‘* Ss Work in pairs and take tums to ask and answer about thair family members, ‘* Monitor the activity around the class and then ‘ask some pairs to report back to the class. ‘Suggested Answer Key ‘Samuel, Helen, David, Phyilis, Bob, Jane, Erin, Tom ‘Suggested Answer Key A Who's Samuel? & He's Helen's brother. A: Who's Helen? & She's Erin's niece. A: Who's Tom? & He's Phyllis’s son. etc 18 AB orrentrse sian ewia '* Refer Ss to p. GRS of the Grammar Reference 1) AID +o proctisoovise tating the time © Explain the task and read out the example, * Ss work in pairs and ask and answer about the time, * Monitor the activity around the class and then ‘ask Some pairs to ask and answer in front of the rest of the class. ‘Suggested Answer Key ‘A: Have you got the time? B: It's twenty-five to four. Excuse me. What time is it? It's hal past two. Have you got the time? It's two twenty. What time is it? It's five o'clock. Have you got the time? ‘It’s @ quarter to six, Excuse me. What time is it? It’s a quarter to ten. Have you got the time? It's a quarter past eight. D> D> D> D> D> DD 2) IBD 10 presentievise question words '* Explain the task and give Ss time to complete it. * Check Ss’ answers. Answer Key 18 3 2A 4 76 aoa 2° F e 1) ABB) 1 practise question words + Explain the task and give Ss time to complete it. * Check Ss’ answers. Answer Key/ Suggested Answer Key What, My name is Laura. How, I'm 16 years old. Where, I'm from the USA. What, My telephone number is 2462-34521 When, My birthday is on 17th ‘May. Who, My best friend is Karen, whose, My father's character is most like mine, Nowsons BpaoBoDeBe eRe BE BRR KR RH MH BOHR, EBeBe MRR Kee eee ee ee Oe What's in this unit? In this unit Ss will explore the topics of people (daily routine & {ree-time activities), work and education. They will eam the present simple, the present continuous, adverbs of frequency, ‘Question words and the -ing fon. They wil learn to express likes/distikes & make suggestions, They wil also lear to write informal emails about their daily routine & free time. 1) (ARE) To introduce the topic and listen for specific information ‘Read the title of the text and elicit Ss’ guesses about what the text may be about. (Superheroes ‘neal ife. People who fight crime.) © Read the rubric aloud. Elicit the names of the superheroes in pictures B-E (Batman, ‘Superman, iron Man, Spider-Man) and what they fight (crime). Explain that these characters first appeared in comics. ‘+ Ask Ss to look at picture A. Ask about the people's appearance and in what way they can be related to the superheroes in pictures B-E. ‘* Play the recording, Ss listen and say how the people in picture A are related to the people in the other pictures. Check Ss’ answers. Suggested Answer Key Batman and iron Man have special suits that help them fight crime. Superman and Spider-Man have super powers. Superman can fly & Spider-Man can jump from ‘building to building like a spider. They lead double lives and fight crime and try to keep their communities safe. The people in picture A try to do the same thing without ‘Special superpowers. Sometimes, they dress like these ‘Superheroes. They want to fight crime and help people. b) ATED To consolidate information in a text © Explain the words/phrases in bold in the spidergram. * Then ask various Ss around the class to use the spidergram and tell the rest of the class about Superheroes Anonymous. Suggested Answer Key jin need = without essential things like money, food, good health homeless = without a house to live in Jead double lives = to have two separate different where they appear to be two different people ci to try to stop criminal activity 2 RIB) To read tor specific information (7/F) * Read the Study Skills aloud and explain that this advice will help Ss to complete the task successful. * Give Ss time to read the text again and complete the task. * Check Ss’ answers. Ss should justify thelr answers. with evidence from the text. Answer Key 1 F (the real identities of the members of ‘Superheroes Anonymous are a secret) 2 T (these people are ordinary) 3 T. (Night Owl says he is an accountant in the day. He goes to work ina suit and tle and works 9-5.) T (At night, he puts on his superhero costume ‘and hangs out with his friends on the streets to fight crime.) (Not all of the members of Superheroes ‘Anonymous fight crime. They also help people who need help.) * Give Ss time to look up the meanings of the words in the Check these words box in their dictionaries or look them up in the Word List Suggested Answer Key ‘community (n): a group of people that live in the same place/area real identity (phr): who sb actually is ‘secret (n): information kept hidden fight crime (phr}: to try to stop criminal activity colourful costumes (phr): bright outfits Tead double lives (phr): to have two separate lives where they appear to be two different people accountant (n): sb who does the accounts or taxes for a company or an individual put on (phr v): to wear ‘hang out (phr v): to keep company read a novel (phr): to read a book the homeless (pln): people who have no house to lve in elderly (adi): old live alone (phr): to live without anyone else in the same house deserve (v): to earn proud (adj): pleased with themselves role mode! (n): sb who another person aspires to be like because of their positive behaviour 10(7)