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  • 1. TEACHERS prox_CON 24-11-08 16:33 ™ÂÏ›‰·1 1st Grade of Junior High School ΤEACHER’S BOOK Προχωρημένων
  • 2. TEACHERS prox_CON 24-11-08 16:33 ™ÂÏ›‰·2 ™À°°ƒ∞º∂π™ E˘·ÁÁÂÏ›· ∫·Ú·ÁÈ¿ÓÓË, ∂Î·È‰Â˘ÙÈÎfi˜ μ·ÛÈÏÈ΋ ∫Ô˘‹, ∂Î·È‰Â˘ÙÈÎfi˜ ∞ÈηÙÂÚ›ÓË ¡ÈÎÔÏ¿ÎË, ∂Î·È‰Â˘ÙÈÎfi˜ ∫ƒπΔ∂™-∞•π√§√°∏Δ∂™ ∂ϤÓË ªÈÓٿη, ™¯ÔÏÈ΋ ™‡Ì‚Ô˘ÏÔ˜ ª·Ú›· ª·ÛÙ¿ÎË, ∂Î·È‰Â˘ÙÈÎfi˜ ∂˘·ÁÁÂÏ›· °ÂˆÚÁÔ‡ÏË, ∂Î·È‰Â˘ÙÈÎfi˜ ∂π∫√¡√°ƒ∞º∏™∏ μ·Û›ÏÂÈÔ˜ §fiÁÈÔ˜, ™ÎÈÙÛÔÁÚ¿ÊÔ˜-∂ÈÎÔÓÔÁÚ¿ÊÔ˜ ºπ§√§√°π∫∏ ∂¶πª∂§∂π∞ ÃÚ˘ÛԇϷ ∫·ÓÂÏÏÔÔ‡ÏÔ˘, ∂Î·È‰Â˘ÙÈÎfi˜ À¶∂À£À¡√™ Δ√À ª∞£∏ª∞Δ√™ ∫∞π πˆÛ‹Ê ∂. ÃÚ˘ÛÔ¯fiÔ˜, ¶¿Ú‰ÚÔ˜ Â.ı. Δ√À À¶√∂ƒ°√À ÙÔ˘ ¶·È‰·ÁˆÁÈÎÔ‡ πÓÛÙÈÙÔ‡ÙÔ˘ ∫∞Δ∞ Δ∏ ™À°°ƒ∞º∏ ¶ƒ√∂∫ΔÀ¶øΔπ∫∂™ ∂ƒ°∞™π∂™ ∞ÊÔ› ¡. ¶·¿ & ™›· ∞.∂.μ.∂. °’ ∫.¶.™. / ∂¶∂∞∂∫ ππ ∂Ó¤ÚÁÂÈ· 2.2.1 / ∫·ÙËÁÔÚ›· ¶Ú¿ÍÂˆÓ 2.2.1.·: «∞Ó·ÌfiÚʈÛË ÙˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ ÛÔ˘‰ÒÓ Î·È Û˘ÁÁÚ·Ê‹ Ó¤ˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ·Î¤ÙˆÓ ¶∞π¢∞°ø°π∫√ π¡™ΔπΔ√ÀΔ√ ¢ËÌ‹ÙÚÈÔ˜ °. μÏ¿¯Ô˜ √ÌfiÙÈÌÔ˜ ∫·ıËÁËÙ‹˜ ∞.¶.£. ¶Úfi‰ÚÔ˜ ÙÔ˘ ¶·È‰·ÁˆÁÈÎÔ‡ πÓÛÙÈÙÔ‡ÙÔ˘ ¶Ú¿ÍË Ì ٛÙÏÔ: «™˘ÁÁÚ·Ê‹ Ó¤ˆÓ ‚È‚Ï›ˆÓ ηÈÔ ·Ú·ÁˆÁ‹ ˘ÔÛÙËÚÈÎÙÈÎÔ‡ ÂÎ·È‰Â˘ÙÈÎÔ‡ ˘ÏÈÎÔ‡ Ì ‚¿ÛË ÙÔ ¢∂¶¶™ Î·È Ù· ∞¶™ ÁÈ· ÙÔ °˘ÌÓ¿ÛÈÔ» ∂ÈÛÙËÌÔÓÈÎÔ› À‡ı˘ÓÔÈ ŒÚÁÔ˘ ∞ÓÙÒÓÈÔ˜ ™. ªÔÌ¤ÙÛ˘ ™‡Ì‚Ô˘ÏÔ˜ ÙÔ˘ ¶·È‰·ÁˆÁÈÎÔ‡ πÓÛÙÈÙÔ‡ÙÔ˘ °ÂÒÚÁÈÔ˜ ∫. ¶·ÏËfi˜ ™‡Ì‚Ô˘ÏÔ˜ ÙÔ˘ ¶·È‰·ÁˆÁÈÎÔ‡ πÓÛÙÈÙÔ‡ÙÔ˘ ∞Ó·ÏËÚˆÙ¤˜ ∂ÈÛÙËÌÔÓÈÎÔ› À‡ı˘ÓÔÈ ŒÚÁÔ˘ πÁÓ¿ÙÈÔ˜ ∂. ÷Ù˙Ë¢ÛÙÚ·Ù›Ô˘ ªfiÓÈÌÔ˜ ¶¿Ú‰ÚÔ˜ ÙÔ˘ ¶·È‰·ÁˆÁÈÎÔ‡ πÓÛÙÈÙÔ‡ÙÔ˘ °ÂÒÚÁÈÔ˜ ÷Ú. ¶Ôχ˙Ô˜ ¶¿Ú‰ÚÔ˜ Â.ı.ÙÔ˘ ¶·È‰·ÁˆÁÈÎÔ‡ πÓÛÙÈÙÔ‡ÙÔ˘ ŒÚÁÔ Û˘Á¯ÚËÌ·ÙÔ‰ÔÙÔ‡ÌÂÓÔ 75% ·fi ÙÔ ∂˘Úˆ·˚Îfi ∫ÔÈÓˆÓÈÎfi Δ·ÌÂ›Ô Î·È 25% ·fi ÂıÓÈÎÔ‡˜ fiÚÔ˘˜.
  • 3. TEACHERS prox_CON 24-11-08 16:33 ™ÂÏ›‰·3 À¶√Àƒ°∂π√ ∂£¡π∫∏™ ¶∞π¢∂π∞™ ∫∞𠣃∏™∫∂Àª∞Δø¡ ¶∞π¢∞°ø°π∫√ π¡™ΔπΔ√ÀΔ√ ∂˘·ÁÁÂÏ›· ∫·Ú·ÁÈ¿ÓÓË μ›Î˘ ∫Ô˘‹ ∫·ÙÂÚ›Ó· ¡ÈÎÔÏ¿ÎË ∞¡∞¢√Ã√™ ™À°°ƒ∞º∏™ 1st Grade of Junior High School Teacher’s book ¶ÚÔ¯ˆÚËÌ¤ÓˆÓ √ƒ°∞¡π™ª√™ ∂∫¢√™∂ø™ ¢π¢∞∫Δπ∫ø¡ μπμ§πø¡ ∞£∏¡∞
  • 4. TEACHERS prox_CON 24-11-08 16:33 ™ÂÏ›‰·4
  • 5. TEACHERS prox_CON 24-11-08 16:33 ™ÂÏ›‰·i Contents Think TEEN Introduction Unit 1 Welcome! ii Unit 2 Junior High School Life! 8 Lesson 1 Fancy school? 9 Lesson 2 Join our club! 14 Lesson 3 TEEN best-sellers! 19 Unit 3 TEEN Matters! 26 Lesson 1 Food for thought! 27 Lesson 2 Your problem sorted! 33 Lesson 3 Were on a shopping spree! 38 Unit 4 Looking back on the past! 43 Lesson 1 On a mystery tour! 44 Lesson 2 Tell me a story! 50 Lesson 3 We survived the tsunami! 55 Unit 5 Times change! 61 Lesson 1 Fancy ancient history? 62 Lesson 2 A nation in brief! 69 Lesson 3 From generation to generation! 75 Unit 6 Teens in action! 82 Lesson 1 Lets go green! 83 Lesson 2 Many hands make light work! 88 Lesson 3 Learn by doing! 92 Unit 7 Tomorrow and … beyond! 97 Lesson 1 Travel plans! 98 Lesson 2 Good intentions! 105 Lesson 3 In the year 2525! 109 Unit 8 In the papers! 113 Lesson 1 “And the winner is…”! 114 Lesson 2 Crack the code! 118 Lesson 3 School reporting! 122 Unit 9 (Review) Happy summer holidays! 125 Appendices Tests 131 Think Teen Units 1-3 132 Sample rating scale for writing Think Teen Units 4-6 137 tasks in tests 151 Think Teen Units 7-9 143 Listening Test Tapescripts Units 1-3 152 Test Key Units 1-3 148 Listening Test Tapescripts Units 4-6 152 Test Key Units 4-6 148 Listening Test Tapescripts Units 7-9 153 Test Key Units 7-9 149 Key: Its up to you (Students Book) 154 Sample rating scale for speaking Workbook key 158 tasks in tests 150 i
  • 6. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page ii INTRODUCTION THINK TEEN SERIES The Think TEEN series is addressed development of all four skills: reading, to learners of the English Language in the writing, listening and speaking through first grade of junior high school. The authentic & semi-authentic texts design of the series was based upon the development of the students current methodological and pedagogical personality as a whole through topics principles of literacy, plurilingualism and aiming at their social development and pluriculturalism as set by the Common in combination with information and European Framework of Reference knowledge that comes from other (2001) and the Cross-curricular Unified school subjects Framework (2003). the use of the English language for The following parameters were also searching, locating and understanding taken into consideration: information that is related to the • the age of the students students needs and interests and which • their needs, interests and abilities they will use in order to achieve • the knowledge they bring in the EFL different communication objectives classroom after having been taught the the development of learning and English language in the State Primary communication strategies, with School for four years. particular emphasis on the • the case of absolute beginners who may development of students linguistic attend the first grade of junior high school. awareness and the promotion of In general, the series aims at providing ‘learning how to learn techniques EFL teachers with: through real life experiences so that • flexible material which can be easily adapted to different teaching contexts so as students can become autonomous to satisfy different learning needs but also learners different teaching approaches the enhancement of students ability to • the possibility to teach English across the function as mediators between high school curriculum monolingual individuals or groups • differentiated material so as to cater for the students’ familiarisation with the mixed-ability profile of high school different cultural environments and classes. different social behaviours In particular, the main aims of the the provision of a variety of activities series are: which will activate learners motivation the acquisition of basic knowledge, to learn & skills and communication strategies so the systematic recycling, consolidation that students will be able to function and extension of what they are taught satisfactorily in different linguistic and through regular revisions. cultural environments. This objective is accomplished through the systematic ii
  • 7. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page iii INTRODUCTION THE SERIES COMPONENTS 3) The teachers book contains a detailed Think TEEN consists of the students introduction and step-by-step lesson plans. book, the workbook, the teachers book It also provides the teachers with linguistic and the Audio CD. More analytically: elements, background cultural information & addresses of Internet sites which will 1) The students book comprises nine help them with their work. In the teachers units. Units 1-8 include three lessons each. book, teachers will also find the key to the Unit 9 is a review unit. A typical sequence students book and workbook tasks, the of a unit in is as follows: audio CD tapescripts as well as Cover page: Reading or listening task suggestions for extra activities & extra Reading and/or tests for assessing the learners progress. Lesson One Listening Vocabulary Link 4) Finally, the audio CD contains the Grammar Link students book texts & Listening tasks. Lesson Two Speaking and/or Writing Pronuncation Link USING THE STUDENT’S BOOK Lesson Three Project 1. COVER PAGE The cover page contains: Test 1. the title of the unit Can-do statement Self Assessement 2. the titles of the three lessons Focus on learning stategies 3. pictures relevant to the material of the three lessons in the unit At the end of the book there are 4. sentences or short texts, which students appendices with: read or listen to and match with the • a key to the quizzes in the book pictures • speaking tasks 5. a box with the aims of the unit and the • maps types of material students will be • grammar tables and rules exposed to through reading, listening, • a key for self-assessment speaking & writing, as well as links to • tiered tasks for differentiated other subjects. instruction, i.e. less and/or more The cover page aims to: demanding versions of the same task. 1. provide the context for the materials presented in the unit 2) The workbook contains exercises of 2. activate learners background graded difficulty that aim at providing knowledge and relevant cognitive learners with further practice. At the end of the workbook there are tasks for schemata differentiated instruction. 3. present some key vocabulary through the pictures and the accompanying sentences. iii
  • 8. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page iv INTRODUCTION 1.1. Process • They listen to the CD or read the text Students that precedes the Vocabulary Link & • look at the cover page and predict what check their answers. the unit / each lesson is about • If the vocabulary items are on the CD, • describe the pictures teachers can play the CD again & ask • read or listen & match pictures / topics / students to repeat the words to practise links with sentences / short texts pronunciation. • go through the box & see the type of • Students can cover the words, look at the material they will be using in the unit & pictures only and say the words. Students the links to other school subjects. can check each other in pairs. • Students look at the pictures for one 2. VOCABULARY minute. Then, they close their books and Compiling the vocabulary tasks for Think play a memory game with their partners Teen, we took into consideration that it is (e.g. Unit 4, Lesson 1: easier for students to learn & remember Student A: Picture 1: puppet vocabulary which is: Student B: Picture 2: music score, etc.) • organised in thematic areas • through guessing words from context • presented mainly through the use of visuals • In this type of task, students guess the • taught in combination with previously meaning of words from the reading texts acquired knowledge rather than taught that precede the Vocabulary Link Section in isolation & either match these words to definitions • taught in collocations or use them to complete sentences. • taught through repetition and memory • Teachers should resist pre-teaching games these words in the Reading section & • recycled and used in different contexts encourage students to use the context by • taught through a variety of tasks so as to guiding them with strategic questions at cater for learners diverse learning styles. their first attempts. To this end, we suggest a number of • e.g. Unit 2, Lesson 1: If students ask supplementary activities in the Teachers what the phrase ‘an ace at means, ask Book, which aim to assist teachers in them to read Magdas e-mail and draw revising & consolidating vocabulary. their attention to key words (‘I dont spend hours studying but… / I enjoy reading 2.1. VOCABULARY LINK SECTION English… ) so that they understand the meaning of the phrase on their own. Topic vocabulary is mainly presented through a variety of tasks in the 2.2. EXTRA VOCABULARY ACTIVITIES Vocabulary Link section: • through pictures 2.2.1. Vocabulary notebooks The procedure is as follows: • Learners keep vocabulary notebooks • Students match the words with the arranged either in thematic areas pictures. (e.g. school subjects, natural disasters, work, beginning with A, B, C etc.). iv
  • 9. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page v INTRODUCTION • They can write the Greek equivalent, • When a learner fails to say a word or make a drawing next to the word or use repeats a word which has been said by their dictionaries & write a simple another learner, the chain breaks & definition of the words. students have to start from the beginning • They can also include a section with with the same or another topic. synonyms & opposites (e.g. great = • The winners are the learners who last fantastic; healthy ≠ unhealthy etc.). longer without breaking the chain. • They can use their vocabulary notebooks to revise vocabulary for tests, 2.2.4. Bingo as a source for their projects & the • Learners choose nine words from the vocabulary activities suggested below. total number of words learnt over the lesson / unit / week and write them in the 2.2.2. Hangman nine boxes they have drawn. • This can be played in the last five min- • The teacher or a learner calls out words utes of the lesson to practise spelling of the at random and the learner who hears all new words taught. his/her words is the winner. This game can • Divide learners into two groups, A and also be used to practise correct B. Group A choose a word and write the pronunciation of lexical items. first and last letter of the word on the e.g. Unit 6, Lesson 1 blackboard. They put dashes in the place of the rest of the letters. recycling green rubbish • Group B call out letters. They can have eco team volunteer litter five wrong guesses and if they cant find the word, Group A take a point. waste- plant recycling point • Winner is the group with more points paper bin when the school bell rings. • The group who lose give the L1 2.2.5. Learner-Made Crossword Puzzles equivalent of all the words used in the • This activity is particularly useful for game. weaker learners as it can help them • Alternatively, learners play hangman in recognise new words taught. pairs. • Learners are given a topic area & a number of words to place in an empty 2.2.3. Chain crossword grid (e.g. school clubs). • This can be played with the class as a • They place words from the topic area in whole, in groups of 8-10 students or in an empty crossword grid in any way they smaller groups of 5-6 students. like (horizontally, vertically, diagonally, • The teacher writes or says a topic area upside down etc.). They should fill the (e.g. ‘book words, school subjects, the remaining squares with random letters environment etc.). from the alphabet. • Learners in their groups have to say • When the grid is ready, they give it to words related to the topic one after the their partner or to the rival pair or group, other (in a chain). and they take theirs. v
  • 10. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page vi INTRODUCTION • The winners are those who learners who e.g. Unit 2, Lesson 3 are the first to find and circle all the words εξώφυλλο their partner has chosen to put in the grid. συγγραφέας • This activity can be extended and the βιβλιοφάγος teacher can ask learners either to write the meaning of the words found in the grid, or πλοκή use them to write sentences with, or use them to write a simple story in groups. περιπέτεια χαρτόδετο e.g. Unit 4, Lesson 3 βιβλιοθήκη C H O I R L E D F W P εκδότης O B H X E A F R S A H χαρακτήρας O Q C D A N C E Y O O K J V O D E R C L D T 3. GRAMMAR LINK E U J O I N J I N I O The Grammar Link presents the new structures used in every lesson. There are R L A U N H O P X H G grammar tables using sentences assembled Y T N U G V O E K M R from the input texts and students are asked F T C L E R D R A M A to complete the grammar tables and work Y J E V O J K E O T P out rules for themselves. Input texts provide a context which M A R L H I T E C T H makes the meaning of the new structure as F O O T C H A R I T Y clear as possible. At the end of the book, there is a 2.2.6. Listening Grammar Appendix with completed tables • This is an activity which can be very and rules, which students can use to check easily adapted to include any lexical items their answers. we wish to revise. Teachers can guide students in noticing • The teacher gives learners a worksheet or language forms in input texts, asks them to make one in their notebooks e.g. underline verbs in the simple past with illustrations or L1 equivalents of the and divide them into regular & irregular, words s/he wants to revise. etc. • Most of them are scattered on the sheet Grammar Tables are followed by randomly, while some of them are placed speaking and writing activities which aim on specific spots, so that when learners at involving students in using the new follow the teachers instructions and join structures. the items she mentions, a simple shape such There is work on accuracy in the as a book, a ball, a star etc. is revealed. workbook. It is advisable that these • What the learners have to do is to listen practice activities are not done one after to the teachers instructions and join with the other all at once. Students would lines only the items s/he mentions. become bored by too much controlled vi
  • 11. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page vii INTRODUCTION practice. Teachers can decide which of • post-reading tasks aim at integrating the workbook tasks to do in class and reading with speaking, writing and / or which to assign as homework. Also, some listening and at encouraging students to of the workbook tasks can be used as apply the knowledge gained from the reviews at the start of the next lesson. previous stages to new situations. Also, through project work, students 4. READING access authentic texts on the Internet. At Reading texts and tasks used in the this point, it should be stressed, that coursebook aim at developing students students should never use the Internet for full range of reading skills by exposing class projects unsupervised. In addition, them to authentic or semi-authentic texts teachers should have accessed the and involving them in tasks they are likely suggested sites themselves before to confront in real life, such as reading recommending them to students as these signs & notices, e-mails, letters, notes etc. sites might have changed over time. Reading texts expose learners to a Finally, extensive reading should be rich but comprehensible input of real-life encouraged. Teachers can easily set up written language in use and help to bring class libraries with readers and magazines. the ‘real world into the classroom. Students can: The tasks selected aim at viewing the • keep a weekly / monthly reading diary text as a vehicle of information (TAVI • fill in comment sheets or write short approach) rather than as a linguistic reviews for the books they read object (TALO approach) (Johns & • use the story in a book to put on a play. Davies, 1983). All reading lessons are planned in a pre-, while- and post-reading 5. LISTENING framework, which allows for integration of The principles used for the selection all four skills and for work across the of the reading material, as outlined in the curriculum. preceding section, have also been applied Teachers are advised to follow the for the selection of the listening material. suggested procedure for each reading Listening texts are semi-scripted and lesson as: include authentic features of oral • pre-reading tasks aim at activating discourse, such as false starts, hesitations students formal & content schemata and and rephrasing. set optimum conditions for the learners to The tasks fall within a wide variety of approximate the authors intended types such as completion of tables, message matching, labelling, sequencing of • while-reading tasks train learners to visuals, etc. Moreover, grids and flow employ a variety of skills and strategies and diagrams are used, which contain and to approach a text using both bottom-up organise the ideational content that processing, and top-down processing in an learners are dealing with, and, also, interactive model, which allows learners to encourage them to take controlled steps understand through seeing the text as a while listening and allow them to do the whole tasks without relying on their memory. vii
  • 12. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page viii INTRODUCTION Some further points that should be in games can cleverly divert the considered by teachers are the following: learners attention from ‘conscious • we believe that teachers do serve as an learning to unconscious language imitable model and should address the acquisition (Krashen, 1982) class in English as a rule • create a need for communication, • the interactive kind of listening learners e.g. information-gap activities in which are involved in, during the lesson, should students must use language to cross the not be underestimated. Learners gap interact with both the teacher and their • allow learners to act as mediators, classmates in a variety of ways. For e.g. mediation tasks instance, they respond to a change of • emphasise not only the transactional scenery in class or request a turn to talk aspect of communication, i.e. the and interact with their partners in exchange of information, but also its pairwork or groupwork. In this sense, interactional aspect, i.e. the creation the listening they have to do simulates and maintenance of social roles real-life listening situations and is highly • integrate speaking with the other skills, interactive. For these reasons, students e.g. reading and, most importantly, should be encouraged to speak in listening, can be used to prepare English as much as possible learners for the speaking activity. • teachers can use authentic songs to Below we give an outline of what the supplement the listening material used teachers role in speaking tasks should be: in the coursebook. Authentic songs • teachers should plan & organise expose learners to real language, speaking activities carefully: provide useful practice in stress and o arrange pairs or groups in such rhythm and are interesting and fun. a way that stronger and weaker students work together 6. SPEAKING o allow time for students to There is a wide variety of speaking tasks prepare in the coursebook which aim to: o avoid ‘rushing the activity and • involve learners in pair- and allow enough time for it group- work as well as in class o provide a non-threatening discussions and gradually move from environment for all students controlled to freer practice o ask more confident learners to • allow learners to perform roles and reach an outcome through a specific demonstrate speaking tasks in procedure (Nation, 1989), e.g. role plays class • involve learners in playing games, • teachers should be concerned with which provide ‘genuine language accuracy but they should be more behaviour and involve the use of concerned with fluency & resist functional categories which will have correcting students errors during the much wider application (Maley 1981). task Moreover, the element of competition • the teacher would act as a monitor and would walk around the class to assist viii
  • 13. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page ix INTRODUCTION upon request and discreetly collect errors, The teacher as a sympathetic reader which would be used in a feedback session and editor should provide help in an after the speaking task. unthreatening way at the point of need. Alternatively, peer correction & 7. WRITING feedback can assist learners in taking The course aims at training students to responsibility for their learning & involve communicate fluently and effectively in them in fruitful peer interaction as more English by giving them plenty of practice competent learners could guide & in writing different types of texts such as support less competent ones. e-mails, postcards, articles, leaflets etc. Writing tasks included in the students The typical procedure can be as follows: book focus on writing as a process & a • When students write a text in class or at goal of learning rather than a product or home, the teacher can ask them to a channel for learning. Learners are exchange their pieces of writing with encouraged to communicate their their partners & comment on each interests, feelings and ideas to a specific others work. audience for a specific purpose. Writing • Students read their partners comments tasks follow a pre-, while- & & revise their texts. post-framework & integrate writing with • The teacher can also introduce a simple other skills in such a way that what is correction code to the students & read or listened to through reading & provide them with criteria checklists, listening tasks supplies both a model and such as the one provided in the SB, Unit information for what is to be written by 3, Lesson 2, p.36, so as to focus on certain the students. aspects of their partners written work. 7.1. CORRECTION & FEEDBACK 8. GAMES Taking into consideration that In this section, we describe some simple feedback on learners written work is games which can be played at different most useful when it is done during the points in Think TEEN. writing process (Krashen, 1984:11), we recommend that writing tasks in the 8.1. TWENTY QUESTIONS students book or part of them (e.g. • This game can be played in pairs or brainstorming, first draft, etc.) should be groups. done in class. There are different • Students think of a famous person or a approaches to providing feedback. We student in class. recommend a process approach, i.e. a • The other students ask ‘yes / no questions to find the person (e.g. Is it a multiple-draft process, where learners he / she? / Is she alive? Is she Greek / tall / are assisted in generating ideas and in young? / Has she got brown hair / Was she revising the communication of those a queen/ Did he fight in a war? etc. ideas by producing two, three and • They can ask up to 20 questions in possibly more drafts. order to find the person. ix
  • 14. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page x INTRODUCTION 8.2. TENNIS • Students either have to make sentences • You can use tennis balls for the game with the words or provide simple past but it can be played without them as well. forms / past participles / comparatives / • Bring two students out to the front of plurals etc. the class. They stand or sit facing each • Students will probably be familiar with other. this game. The purpose of the game is for • Another student or the teacher stands students to put their symbol (X or O) in by the board and has the role of the three consecutive boxes horizontally, umpire. vertically or diagonally. • Student A ‘serves by saying a verb, e.g. regular or irregular (e.g. go) X O O • Student B responds to the ‘service and gives the simple past or the past O participle of the verb (e.g. went / gone) X X X depending on what the teacher wants to practise. • Explain that they will have to choose a • If B is right, he/she gets a point, which word from the box and make a sentence / the umpire writes on the board. provide the simple past form etc. If the • If B is wrong, A gets a point. answer is correct they can put their symbol • Then, B serves choosing another verb (X or O) in the equivalent box. etc. • Then the other student(s) choose • Tennis can be played with: another word and if their answer is correct - countries & nationalities they put their symbol in a box trying to - the comparative & superlative form prevent the other students from having of adjectives three consecutive boxes. - the present simple (1st person • The first student or group who manage singular vs. third person singular) to put their symbol in three consecutive - countables / uncountables boxes is the winner. (much vs. many) - the past simple 9. CLASS ACTIVITIES - past participles Find someone who… (class survey) • Students interview members of the class 8.3. NOUGHTS AND CROSSES and conduct a class survey. There are • Students can play this game in pairs or in different ideas students can use each time groups of four. If they play it in groups of (school subjects they like / hate; favourite four, two students take the same symbol sports / hobbies, daily routines etc.). (X) and work together and the other two • Students work in groups. students take the other symbol (O) and • Each group prepares a grid with the work together. ideas they want to ask about or uses the • Draw a table for noughts and crosses on ones provided in the Students Book. the board. Write in the squares the words / • They interview members of the group collocations you wish to provide practice in. and/or other groups. x
  • 15. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xi INTRODUCTION • They analyse results & present them to they want to do (draw pictures, take the class either in writing or in speaking. photos, copy the groups presentation / They can also present results on the project after it has been corrected etc.), computer (pie graphs etc.). but should also encourage these students e.g. (Unit 2, Lesson 1) to be involved in tasks that they find more difficult (e.g. writing a text, making a Find someone who likes… presentation in class etc.). This can be gradually achieved if these students SUBJECT STUDENTS NAMES undertake these tasks in collaboration maths with more confident students & if they modern Greek feel that the class is a non-threatening environment. PE RE 11.2. LARGE-SCALE PROJECTS Large-scale projects are projects which English can be carried out throughout the school year. Our aims in including such projects 10. TOPICS FOR FURTHER DISCUSSION are to: This type of activities offers teachers • motivate learners the opportunity to sensitise students to • encourage work across the curriculum the themes of: • promote ‘whole learning encouraging • interaction learners to see actions, ideas and concepts • communication linked and not compartmentalised in • system subject areas • culture & civilisation • provide learners with a genuine • similarity - difference purpose for language learning & learning • change in general • time - space • foster learner autonomy by encouraging • individual-member of (national / learning by doing and discovering & world - wide) community etc. • allow for collaborative work Discussion of these topics can be in L1 (e.g. Books for teens in Unit 2, Lesson 3 or in L2 depending on the level of the or Treasure Hunt Task Sheet in Unit 6, students. Lesson 3). 11. PROJECTS 11.1. Assigning roles 12. ASSESSMENT • When students do projects, its better for A formative assessment scheme is used to each student to have a role he / she likes in assess the teaching & learning process. It the process. consists of: • The teacher can discretely allow weaker • a self-assessment scheme at the end of / less confident students to choose the task every unit in the students book xi
  • 16. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xii INTRODUCTION • three photocopiable review tests (Units 12.1.3. FOCUS ON LEARNING 1-3, Units 4-6 & Units 7-9) in the teachers STRATEGIES book. Review tests assess all four skills. A This section of the self-assessment rating scale for assessing the speaking and scheme aims at: writing component is presented on pp. 150- o sensitising students to “learning 151 of the Teacher’s Book. how to learn” techniques o raising their self-awareness 12.1. SELF-ASSESSMENT o enabling students to develop their There is a formative self-assessment autonomy scheme at the end of every unit. This comprises: In every test, there is focus on different • an informal test administered at the strategies, e.g. in Unit 2 the focus is on completion of each unit reading strategies, in Unit 6 on speaking • alternative assessment techniques strategies, etc. o a table with can-do statements Within each unit, there is an indication for students to complete referring students to the specific strategies o a table focusing on learning every time. Teachers are advised to go strategies through the list of strategies at the specific point in each unit so that students become 12.1.1. THE TEST aware of the strategies they can use to do The tests are time effective and the tasks. For example, in Unit 2, Lesson 1, consist mainly of discrete-item tasks, students can go through the reading which can be easily marked by the strategies before they do the reading task students themselves. Students can use the (see SB pp. 8-9 & 26). key in the appendices to check their The statements for the strategies have answers and calculate their score. In this been written in English, which might be a way, students can be responsible for their burden for students. Teachers can explain progress and take their own decisions these strategies in L1, if necessary. about their work in the future. Finally, students can be reminded of the The tests are success-oriented as there specific strategies for all similar tasks and is no pass or fail, which aims at reducing they can go back to these tables from time the stress or frustration that students to time and see if they have ‘learned to experience when doing tests (Rand, 1997). apply these strategies. In conclusion, the assessment scheme 12.1.2. CAN-DO STATEMENTS used in the course allows for continuous Students complete a can-do checklist assessment, which is believed to after taking and marking their test. The encourage students to contribute statements allow students to assess regularly to the class, and aims at taking themselves in the four language skills, the individual development of students look back on their progress and look into consideration rather than provide ahead to what they need to do in order final judgments about them. to improve. There is also space for students to make notes on their plans. xii
  • 17. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xiii INTRODUCTION 13. MY PORTFOLIO Differentiated instruction is integrated throughout the course in many ways, as outlined below: • instructional approaches vary: teaching is a blend of whole-class, group, pair and individual instruction and more importantly, the materials are flexible for teachers to blend further • materials address all learning styles: This indication appears in the book mainly visual, auditory, kinaesthetic etc.; next to writing tasks & projects. e.g. tasks encourage students to use It means that the work students do for the technology, play music or drama particular tasks can go into their portfolios, • materials are tuned to varying degrees of i.e. folders where students keep their work. difficulty: teachers and / or students can Portfolios can be used in many ways: decide what to do; e.g. the apt students • to allow students to take pride in their can accelerate the rate of their progress work at the end of every term / the by working ahead independently doing school year more demanding tasks in the book or • to assess students progress the workbook • to assess the learning process & plan • scaffolding is systematically built-in in all future teaching & learning activities: teachers and / or peers can help • to inform parents of the students students ‘climb up progress and • students are often given not only choice of • to encourage student, teacher and process but also choice of product; e.g. parent reflection they can decide if they want to write, record or present orally their presentation 14. DIFFERENTIATION in a project Differentiated instruction requires • students are trained to select and use teachers to be flexible in their approach to the learning strategies that help them teaching and adjusting the materials used and this is a skill they learn for life to the learners individual and diverse • there is work which facilitates learning abilities, needs and preferences. In other in context, not in the sense of reading words, especially in mixed-ability classes, or listening context but in the sense of such as Greek junior high school ones, it is enabling students to connect what they not possible for all students to learn the learn with their lives; e.g. see topics for same things in the same way over the further discussion same time span. • assessment instruments used are Quite a cumbersome task as it may varied, flexible & measure on-going seem, it is still feasible if we plan teaching performance; e.g. see can-do and learning through many modalities statements & ‘learning how to learn and ‘build bridges between the learner and strategies in self-assessment and extra learning (Tomlinson, 2000). tests in the Teachers Book. xiii
  • 18. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xiv INTRODUCTION 14.1 Its up to you! USING THE WORKBOOK This section contains less / more demanding versions of some of the tasks in 1. The Workbook contains: the student’s book & the workbook. There • extra practice activities based on the is indication next to these tasks. nine teaching units of the students book • differentiated material to provide for Task ...- p.... the needs of mixed ability classes. 2. The contents and the purpose of the Green colour: less demanding tasks workbook Yellow colour: more demanding tasks The workbook is closely integrated with Students should be trained to recognise the students book and contains tasks and it every time they see it and decide which activities that provide extra practice. version of the task they want to do. This 3. Reading would enable students of diverse levels of This section mirrors the topics of the ability to complete the tasks with success, students book, recycles and extends since as Vygotsky (1978) states, ‘if tasks are vocabulary and structures presented far ahead of a students current point of there. mastery, frustration results and learning does not. 4. Vocabulary & Grammar Links Yet, teachers can discretely encourage These sections review and provide less confident students to try doing more practice in the language presented in the demanding tasks over time. ‘A sense of students book. The Grammar Link also self-efficacy does not come from being told helps students focus on the grammar we are terrific but from our recognition that point presented and elicit the rules or we have accomplished something we relate the theory to examples. believed was beyond us (Tomlinson & Alan, 2000). 5. Writing The writing section aims at enabling students to improve their writing skills 15. LINK TO E-YLIKO through extra practice on various genres ranging from notes and paragraphs to Link to www.e-yliko.gr e-mails and reports. for the first grade of Junior High School 6. When should students use the workbook? When this indication appears in the The workbook can be particularly useful Students Book, teachers can use the for assigning homework. It can be educational CD compiled for the English exploited part by part, that is, when class of the first year of junior high students complete the vocabulary section school (advanced level). The topic on of a particular unit they can do the which students can work appears in the corresponding vocabulary part in the box every time. xiv
  • 19. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xv INTRODUCTION workbook. However, there will be TEACHER’S BOOK LEGEND occasions when the teacher might wish to vary this pattern. For instance, the Aids: It appears under tables on the reading section of the workbook could first page of each unit & refers to aids be done at the end of the unit when teachers can use for different tasks students have acquired the vocabulary : This means that teachers should and structures taught as the reading consult a specific section of the texts in the workbook are often more introduction demanding. Teachers might also choose to do some of the workbook activities NEXT LESSON: This indication aims at upon the completion of the unit as a preparing teachers for the next lesson review of what was done or as EXTRA! This symbol is used to indicate preparation for the self-assessment additional tasks section at the end of each unit in the : This means that teachers can set a students book or for the test contained time limit for the task to make it more in the teachers book. interesting. 7. Correction of the workbook It is highly recommended that WB Tasks ..., p. ... workbook tasks are corrected in pairs or groups by the students. The teacher This indication shows teachers which can offer help upon request and focus Workbook tasks they can work on at this more on students who need more point of the lesson. assistance. As far as the correction of Writing Strategies SB p. ... writing is concerned, teachers could apply the same principles and This indication refers teachers to the techniques as those applied to the relevant strategies in the student’s book. correction of the writing tasks in the students book. xv
  • 20. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xvi INTRODUCTION REFERENCES Council of Europe: Common European Framework of Reference for Languages (2001), Cambridge, CUP. [Online] Available from http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp [last accessed 26/06/08]. Cross-curricular Unified Framework (2003), Pedagogical Institute. www.pi-school.gr. Johns, T. & Davies, F (1983) “Text as a vehicle for information: the Classroom Use of Written Texts in Teaching reading in a Foreign Language” in Reading in a Foreign Language, 1/1 :1-19. Krashen, S. (1982) Principles and Practice in Second Language Acquisition, Oxford; Pergamon. Krashen, S. (1984) Writing: Research, Theory, and Applications, Oxford; Pergamon Institute of English. Maley, A. (1981) “Games and problem solving” in Johnson & Morrow (ed.) Communication in the Classroom, 137-148, Harlow, Longman. Nation, P. (1989) “Speaking activities: five features” in ELT J 43/1: 24-29. Rand, W. (1997) “Testing Deviant! Are you one also?” in English Teaching Forum April 1997: 48-52 Tomlinson, C.A., (2000). Differentiation of instruction in the elementary grades. [Online] Available from http://ericir.syr.edu/plweb-cgi/obtain.pl [last accessed 04/05/08]. Tomlinson, C.A., & Allan, S. D., (2000). Leadership for differentiating schools and classrooms. Association for Supervision and Curriculum Development. Vygotsky, L. S. (1978) Mind in Society, Cambridge, Massachusetts; Harvard University Press. xvi
  • 21. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page 1 Unit 1 Welcome! Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link / Lesson Themes Schedule Describing Leisure Present Links to: 4 teaching photos activities Simple Geography periods (verbs ‘to be, Modern 1. Cover page, Signs ‘have got & Greek Speaking & in English other verbs) Listening Asking for Classroom Themes: 2. Speaking, & giving Language Communication Reading & personal Interaction Listening information Civilisation & 3.Vocabulary culture Link & Grammar Link 4. Project & Culture Corner Aids o Students photos (Speaking, task 2) o Photos of signs in English (Project, Group A) o Greek Dictionaries (Culture Corner) 1
  • 22. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page 2 UNIT 1 Welcome! ë COVER PAGE EXTRA! SB page 1 • You can ask students to look through their books & find the childrens names. Vocabulary spend, international camp, nationality, Answers: Italian, English, French, Greek, 1. Pedro (e.g. unit 1, page 3) German, Indonesian 2. Jennifer (e.g. unit 2, page15) 3. Jean Paul (e.g. unit 2, page 9) 4. Magda (e.g. unit 2, page 9) Introduction: Cover page 5. Hans (e.g. unit 7, page 106) • Go through the instructions with the 6. Silou (e.g. unit 3, p.37) class and check for any difficulties. • Elicit: international camp (a camp with EXTRA! students from all over the world). • You can ask students if they have • Play the CD. been to an International Camp and/or an • Students listen and follow in their books. exchange visit & what they think the • They try to guess which language advantages are (e.g. travel abroad / meet children speak in & what their teenagers from different countries / learn nationality is. about foreign customs & traditions / • Ask: ‘What do you think these words / practise speaking in a foreign language phrases mean? etc.). • Elicit that they are greetings. Allow L1. SPEAKING Answers: SB pages 2-3 1. Italian (=Γειά! Τι κάνεις;) 2. English (=Γειά σου!) Aims and Objectives To involve students in talking about 3. French (=Είσαι καλά;) activities in photos 4. Greek To revise leisure activities 5. German (=Γειά! Τι κάνετε;) 6. Indonesian (Γειά! / Τι νέα;) Vocabulary & structures singing/playing music, wall scaling, Tapescript white-water rafting, horse riding, tennis, Listen to some children greeting in their making friends/meeting other language. teenagers/spending time with other 1. Ciao! Come va? teenagers, football, swimming, dancing 2. Hi, there! Present Simple for habitual activities 3. Ca va bien? 4. Καλημέρα! Task 1 5. Hallo! Wie geht sie dir? • Elicit that the photos show activities 6. Apa Kabar! children do at the International Teen Camp. 2
  • 23. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page 3 UNIT 1 Welcome! • Encourage students to talk about the • Students listen and tick the activities activities in the photos. Pedro mentions. • Assist with language. Answers: H, G, I, F (in any order) Answers: A. singing / playing music • Write the following questions on the B. wall scaling board: C. white-water rafting a. Where is the camp this year? D. horse riding b. Why does Pedro like it there? E. (playing) tennis c. What is he sorry about? F. making friends/meeting other d. What have the teenagers at the camp teenagers/ spending time with other promised to do? teenagers G. (playing) football • Play the CD again & ask students to H. swimming make notes to answer the questions. I. dancing • Its important that students understand that the teenagers at the camp are going Task 2 to keep in touch through e-mail as this is • Go through the instructions & the the main idea in all the units of the book. example with the class and check for • After checking answers, you can ask any difficulties. students to look through their book • Invite students to answer the question. and find out if the children keep their • Assist with language. promise. • Alternatively, students can talk about the activities they do in pairs. Answers: a. in Crete LISTENING b. (any of the following) SB page 3 there are a lot of teenagers he enjoys the sea Aims and Objectives he does sports To involve students in listening he likes the food - to a teenager talking about the he makes new friends International Teen Camp c. that he is going back home next week - for gist & detail. d. to keep in touch through e-mail Vocabulary Tapescript loads of, have the time of my life, Mediterranean food, make friends, Pedro is at the ‘International Teen Camp. keep in touch He mentions six of the activities in the photographs (A-J). Listen to him and tick the • Play the CD twice if necessary. right photographs. 3
  • 24. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page 4 UNIT 1 Welcome! Hi, everybody. Im Pedro from Italy. Im 12 • Explain the task & point out that the aim years old and Im at the ‘International Teen is for students to get to know each other Camp, in Crete. There are loads of better. teenagers from different countries here and • Explain that students should guess first were having the time of our lives. We enjoy and then answer their partners the sea, play football, dance, sing, eat questions to find out if their guesses Mediterranean food and make new friends were right. every day. Ive been here all summer and Im • Go through the example with the class. really sorry Im going back home next week. • Elicit / revise: enjoy, crazy about, Ill miss the place but Ill keep in touch with fashion, prefer, musical instrument, all my new friends through e-mail. Weve healthy food. promised well be back next year. Why dont • Revise question forms if necessary (e.g. you come too? ‘Do you want a big family? ‘Are you afraid of spiders? ‘Have you got a new bike?) WB Tasks 1-2 & 5, pp. 2-3 & 4 • You can use the tables & exercises in the WB for that. NEXT LESSON: see Aids p. 1 WB Tasks 6 & 8, pp. 5-6 SPEAKING SB pages 4-5 • Explain that they can ask for more details (e.g. ‘Have you got a pet? ‘What is Aims and Objectives it? Whats his/her name? etc.). To involve students in asking & answering questions to find out Task 2 personal information • Students can work in two or three bigger To integrate speaking with reading, groups & make posters with the profiles listening & writing of the students in their groups. • Students in each group write the students profiles. Vocabulary & structures • Then, they can exchange with other break the ice, classmate, enjoy, crazy groups & correct each others work. about, prefer, fashion, musical • You can ask them to check correct verb instrument, travel, healthy forms (3rd person singular in the Present Simple) in particular. Present Simple for habitual actions • Students write their final drafts & make the posters. Task 1 • They can add photos & put them on • Revise / elicit classmates & break the ice. display on the class notice board for • Divide students into pairs. One student everyone to see. in each pair is A & has to use Student As card and the other is B and has to use Student Bs card respectively. 4
  • 25. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page 5 UNIT 1 Welcome! READING LISTENING SB page 5 SB page 5 Aims and Objectives Aims and Objectives To involve students in reading signs & To involve students in listening to recognising English words everyday dialogues & recognising English words. • In pairs students circle the English words. Vocabulary • Elicit the meaning of these words & their Greek equivalents (Ωθήσατε, break, trendy, look Υπεραγορά, Χώρος Στάθμευσης). • Explain / elicit ‘foreign. • Play the CD twice if necessary. • Ask students to say what other foreign • Students listen and write down the words they see in signs (e.g. bank, cafe, English words they hear. tennis, Stop, sales, internet etc.). • Students check their answers with their • Elicit the Greek equivalents where partners. possible. Answers: Answers: push, supermarket, parking a: break, supermarket, OK b: sandwich, Miss Helen, trendy, look c: video club, match, bye Topics for further discussion Aims and Objectives To familiarise students with the themes Tapescript of civilisation & culture (multilingualism Listen to three every day dialogues in Greek. / multiculturalism / immigration), Write down the English words you hear. interaction communication A. (στο σπίτι) You can discuss with students the - Γιώργο, τι κάνεις; importance of English & other foreign - Φτιάχνω το ποδήλατο του μικρού. Τι είναι; languages in Greece & when they are - Κάνε ένα break να με βοηθήσεις με το used. μαγείρεμα. Έχουμε αργήσει. Και πες στη Key topics: Ρένα να πεταχτεί στο σουπερμάρκετ να Travelling/ tourism πάρει αναψυκτικά. Contact with foreign cultures - ΟΚ, έγινε. Technology Job qualifications etc. Β. (στην αυλή του σχολείου) If there are students from other - Πάμε να πάρουμε κανα σάντουιτς; countries, you can ask them to say - Πεινάω. which foreign languages are important - Πάμε. Κοίτα η Miss Helen τι φοράει. in their country & why. Πολύ trendy μας το παίζει τώρα τελευταία. 5
  • 26. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page 6 UNIT 1 Welcome! - (περιπαικτικά) Φοβερό look! GRAMMAR LINK Μη ξεχάσεις να το αντιγράψεις. SB page 6 C. (στο τηλέφωνο) - Τι ώρα θα συναντηθούμε; Correct the mistakes - Στις 9 παρά τέταρτο, έξω από το βίντεο Task 1 κλαμπ. Θα τα καταφέρεις; Το έργο • In pairs, students decide if the sentences αρχίζει στις 9. are right or wrong & correct the wrong - Ελπίζω. Το ματς τελειώνει στις 8... να ones. πλυθώ... να φάω κάτι... νομίζω ναι. - Μην αργήσεις πολύ. Τα λέμε. Bye. Answers: 1. Right WB Task 4, p. 4 2. Wrong (Have you got …) 3. Right 4. Wrong (There are three …) VOCABULARY LINK 5. Right SB pages 5-6 6. Wrong (My sister plays …) 7. Wrong (What kind of music do you Classroom language like?) Task 1 8. Right • In pairs or small groups, students complete the cards. Task 2 • Explain that they have to use words from • Pairs of students exchange their books the Language Bank. with other pairs & check their class- mates work. Answers: • They give 1 point for each correct 1. dictionary 2. help answer. 3. Junior High School 4. again • Pairs add up their score. 5. understand 6. out • You can name students with scores 8-10 as Grammar Champions. Task 2 • In pairs, students think of useful WB Tasks 7 & 9-10, pp. 6-7 classroom language & write two more cards (e.g. Can I open the window? / I havent done my homework etc.). NEXT LESSON: • Students can make their own Language • See Aids, p. 1 Corner & put up ‘Classroom Language. • Give guidelines for the project that follows • Encourage students to use ‘classroom so that students prepare before they come language every time they need to. to the next lesson! WB Task 3, p. 3 6
  • 27. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page 7 UNIT 1 Welcome! PROJECT CULTURE CORNER SB page 6 SB page 6 Aims and Objectives Answers: To involve students in collecting Τουρισμός: French (tour) foreign words which are used in Σαντιγί: French (chantilly) everyday life in Greece Μαγιονέζα: French (mayonnaise) To encourage work across the Καπετάνιος: Italian (capitan) curriculum (Modern Greek) Καραμέλα: Italian (caramella) To foster learner cooperation & Γιουβέτσι: Turkish (g vez) autonomy Μπουκάλι: Italian (boccale) Σκάκι: Persian (skak; from shah: king) • Go through the instructions for the Γιαούρτι: Turkish (yoghurt) project & explain. • Divide the class into two groups (A & B). WB Task 11, p. 8 Group A • Group A collect English words they can Introduction: Workbook writing see in Greek signs (in restaurants, road signs etc.). • Explain that they can do this on their way home & bring the words to the next class. • They can take photos of the words they find or make a note of them. • In class, they make a collage with the words they have collected. Group B • Students collect English words they use when they talk in their everyday life. • They write bubbles with these words & put them on the class notice board. • They can add photos of the students in their group. 7
  • 28. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page 8 Unit 2 Junior High School Life! Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link /Themes lesson schedule -School Present Links to: 4 teaching Lesson 1 -Describing subjects Simple Information & periods school -Vocabulary Tense Communication 1. Cover page, Fancy routines, related to Technology & Reading, school? states & school (ICT) (Tasks 1-3) habits routines Literature 2. Reading, Art (Tasks 4-6) & Vocabulary Link Themes: 3. Grammar Link System 4. Writing & Time Culture Corner -Vocabulary Present 4 teaching Lesson 2 -Expressing related to Continuous periods preferences clubs & Tense 1. Reading & Join our -Describing leisure Listening club! present activities (Tasks 1-3) activities -Idioms with 2. Vocabulary “time” Link 3. Grammar Link 4. Writing -Vocabulary Present 5 teaching -Narrating related to Simple periods Lesson 3 the plot of books & Tense 1. Reading & TEEN a book reading for vs Vocabulary -Expressing pleasure Continuous (Tasks 1-3) Best-sellers! reading Tense 2. Listening, preferences Grammar Link -Describing (Tasks 1 & 2) present 3. Grammar Link states & (Tasks 3-5) action & Speaking 4. Project 5. Self- assessment Aids o English-English dictionaries (Lesson 1, Vocabulary Link, Tasks 3 & 4) o Students photographs of their clubs or groups (Lesson 2, Writing) o Books in Greek or in English (Lesson 3, Project, Plan B) 8
  • 29. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 9 UNIT 2 Junior High School Life! ë COVER PAGE Task 1 SB page 7 • Ask ‘What can you see in the pictures? Elicit heads office, ancient Greek, Vocabulary university, ace at (excellent at). fancy, join, join, best-seller, cool • Explain parents days. Ask: ‘How do you feel about parents days? ‘Are you scared? Introduction: Cover page Elicit/pre-teach ‘dread. • Students do the quiz. Explain that if they Answers: A. 2 B. 1 C. 3 answer ‘yes/no, they have to follow the right arrows for the next question until Tapescript they come to the boxes with their type of Listen to what the kids are saying and match student. the photos (A-C) with their words (1-3). • The aim here is not for students to 1. Are we playing tonight? understand every single word in the 2. Let’s do this quiz! boxes presenting the three different 3. This year Im going to be like Stuff. Hes so student types, but to be able to cool! understand the general meaning. • Elicit bookish (comes from the word LESSON 1 ‘book, someone who studies a lot); Fancy school? sometime student (somebody who doesnt always study) school struggler READING (someone who finds school difficult / SB pages 8-10 boring/ doesnt try hard enough). • It would be interesting to ask students Aims and Objectives to think of Greek equivalents of these To involve students in words. - reading a quiz on types of students - skimming & scanning Task 2 To integrate reading with speaking • Students say what student type they are To present vocabulary & grammar in context according to the quiz. • Ask: ‘Do you agree? Vocabulary • Refer students to the example & heads office, ancient Greek, university, encourage them to say why they agree ace at, parents days, dread, tough, mags, or dont agree. practice, solve, term, faves, high/low • This can be done as a class discussion or marks, borrow, timetable in pairs / small groups. SCHOOL SUBJECTS:R.E.(religious education), P.E. (physical education), Task 3 maths, biology, modern/ancient Greek, • Students work in pairs. history, home economics, geography, • They ask each other the questions of ICT, music, English, French, German, the quiz to find out what type of technology, art. students their partners are. 9
  • 30. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 10 UNIT 2 Junior High School Life! • You can elicit the questions they will Task 5 need to ask & write them on the board • Elicit that this is Johns school timetable. before students do the task (e.g. Do you Ask: ‘Which do you think Johns favourite always do your homework at the last day is? ‘Which would be Magdas & Jean minute? Have teachers sent you to the Pauls favourite day? heads office this year? Do you care about • Students in pairs read the texts again and the Ancient Greeks? etc.). find the students favourite days. • When students finish, they tell the class • Discuss answers with the class and ask about their partners. Refer them to the students to justify their answers. example first. Answers: NEXT LESSON: see Aids, p. 8 Johns favourite day: Friday Magdas favourite day: Tuesday Task 4 Jean Pauls favourite day: Thursday • Ask: ‘What subjects are you doing this year? Revise/elicit names of school EXTRA! : Additional comprehension subjects (see Vocabulary box above) questions • You can write names of school subjects 1. Who likes meeting his/her friends at on the board. school? (John) • Students look at the pictures of the three 2. Who enjoys reading in English? children and guess what type of student (Magda) they are. 3. Who wants to get high marks? • Then they read to find out if their (Jean Paul) guesses were right. 4. Who dreads parents days? (John) • Discuss answers with the class. Tell them 5. Who never does homework? (John) to use clues from the text to justify their 6. Who likes reading about womens life? answer (e.g. Jean Paul is a bookish type (Magda) because hes ace at maths and he studies all subjects etc.). WB Task 3, p. 12 Answers: Magda: sometime student Task 6 Jean Paul: bookish type • Ask: ‘What school subjects do you do on John: school struggler … ( today)? • Elicit answers and ask: ‘Is it your favourite Introduction: Vocabulary day? /Why?/Why not? • Then ask: ‘Which is your favourite day at school? Why? WB Task 2, p. 11 • Allow several students to answer. 10
  • 31. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 11 UNIT 2 Junior High School Life! EXTRA! : Pair work activity “School” collocations • In pairs, students look at their school timetable. Task 2 • One student says which subjects he/she • Revise high/low marks, extra practice. likes and the other student has to find Ask: ‘What kind of marks does Jean Paul his/her favourite day. want to get?, ‘What kind of marks will • Students change roles & repeat the John get?, ‘Which subject does Magda activity. need extra practice in? • Elicit ‘loads of. WB Task 4, p. 12 & Task 1, p. 10 • Students complete the gaps or choose from the options to make true sentences about their school routine. VOCABULARY LINK • They read their completed sentences SB pages 10-11 to their partners and see if they agree/ disagree. Guessing words from context • Read the box with ‘Collocations with Task 1 the class. Explain that collocations are • Students look at the texts and find the words that go together. words. • Students work in pairs and collect more • Check answers and draw students collocations from Task 1 (At my school). attention to mags & faves. • Encourage students to write the • Elicit that this is language used by young collocations in their vocabulary people in their everyday life. notebook. • Ask students if they know other • When students finish, invite them to say ‘everyday words or phrases young peo- if they work hard for school or not. ple use. Encourage them to think of pop / rock songs they know. Answers: • You can collect examples on the board Collocations (e.g. gonna-going to, wanna - want to, wear a uniform, have a lesson / a break babe-baby, em-them (loveem, inem / exams, need (extra) practice (in), get etc.), outa- out of, veggies - vegetables …) high / low marks, spend time (on), go to school by bike/ by bus/ on foot Answers: a. ace at EXTRA! Game: Noughts and Crosses b. mags c. hang out (with my friends) Introduction: Games d. solve e. faves WB Task 5, p. 12 f. term g. fight h. I cant help it 11
  • 32. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 12 UNIT 2 Junior High School Life! Dictionary Skills of adjective, adverb, uncountable, countable, plural, American English. Task 3 • Students look through the dictionaries EXTRA! : Warm-up and find an example of each. (You can do this extra task before students • They choose two more symbols from their do Task 2 if the students are not familiar dictionary lists and explain them to the class. with using a dictionary.) • If there are not enough dictionaries for all Answers: adj.= adjective adv.= adverb students, they can work in pairs or trios. [U]=uncountable [C]=countable • In case students are not familiar with [pl.]=plural AmE= American English using dictionaries, you should explain n= noun v=verb what an English-English dictionary offers and show students the different EXTRA! : “Find someone who…” sections it contains. • You can warm the students up by Introduction: Class activities asking them to find some words in the Introduction: Vocabulary Link Section dictionaries. • Write 5 words on the board. GRAMMAR LINK • Students race to find the words and what SB pages 12-13 they mean ( 2 or 3 minutes). • The student / pair / group that finishes Present Simple first can be the ‘dictionary master(s). Task 1 • Read the instructions for Task 2 with the • Elicit that the verbs are in the class. Present Simple. • Explain verb & noun. • Students study the sentences and • Tell students that they might need to complete the Grammar table. search before or after the given words in • They can look at Grammar Appendix, the dictionary (e.g. ‘life comes first and p. 161 to check their answers. ‘live comes after). Answers: • Go round the class and assist. Statements Answers: I / you / we / they + verb. a. live b. - c. fight d. solution He / She / It + verb-s/es/ies Questions Task 4 Do I / you / we / they + verb. • Explain that there is usually a list of Does he /she / it + verb symbols on the first or the last page of a Negatives dictionary. I / you / we / they + dont + verb. • Students look at the list of symbols in He / she / it + doesnt + verb their dictionaries and find what the doesnt: does not symbols in the box mean. Youll probably need to explain the meanings WB Task 6, p. 13 12
  • 33. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 13 UNIT 2 Junior High School Life! • Elicit spelling rules for the third person Answers: singular. Students use the Grammar before the main verb Appendix, p. 161. after the verb ‘to be WB Tasks 7 & 8, pp. 13-14 Say: ‘Tell the class some things about you. WB Task 10, p. 15 For example, - where you live Task 3 - what you like /dont like • Read out the instructions. Elicit ideal - what you do when you get up / when you school. finish your homework / before you go to • Go through the questions with the class bed. & check for any difficulties. • Allow several answers. Make sure • You can elicit some ideas before students use the Present Simple students answer the questions for correctly. themselves (e.g. about the type of • Ask: ‘So, when do we use the Present teacher they prefer: democratic, Simple? Accept all answers that are enthusiastic, friendly, hardworking, relevant (allow L1 if necessary). experienced, young etc.). • Ask students to read the box in the • Assist with language. grammar table & explain habits & • Students answer the questions. states. • In pairs, they write two more questions in the blank boxes. EXTRA! : Grammar Practice • They write answers for themselves. Students read through the texts in Reading, Task 4, on p. 9 & underline some examples Task 4 of the Present Simple which express states • Students ask each other about their ideal and some which express habits. They can school routine and exchange ideas. use different colour pens for that, e.g. blue for states & red for habits (states: I enjoy WRITING reading …, I like school, etc.; habits: I SB page 14 always study Geography during the break, I always fight with my parents etc. Aims and Objectives To involve students in writing an e-mail WB Task 9, p. 14 about their ideal school routine To integrate writing with speaking Adverbs of frequency To provide practice in the language students have learnt in the lesson Task 2 • Students study the example sentences • Students use the ideas they have and underline the correct answer in the collected in the previous exercise to Grammar table. write an e-mail about their ideal school. • They can use the Grammar Appendix, • Read out the example. pp. 161-162, to check their answers. 13
  • 34. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 14 UNIT 2 Junior High School Life! • When students finish, they exchange LESSON 2 e-mails and comment on each others Join our club! work. • You can give them a criteria checklist in READING Greek or in English depending on the SB pages 15-17 level of your class e.g. Aims and Objectives 1. Check verbs in the present simple. To involve students in Are they correct? - reading a poster with announcements 2. Check collocations (have a break/ for school clubs high marks etc.). Are they correct? - reading students e-mails about school 3. Is it interesting to read? clubs - skimming & scanning • Ask students to revise their e-mails. To integrate reading with speaking • Alternatively, collect students work, To present vocabulary and grammar in write some comments on them and give context them back to the students to rewrite. Vocabulary • Alternatively, students can write their newcomers, school choir, drama, e-mails on the computers in the school cookery, charity, eco team, computer lab & e-mail each other. photography, snap, join, rehearsal, • The ICT teacher can help. costume, choreography, delicious, dish Introduction: Writing Task 1 • Students answer Jennifers questions in CULTURE CORNER the bubble. SB page 14 • Assist with vocabulary (e.g. school choir etc.) • Students look at the photos & read the • Students have a quick look at the poster text. and answer the questions. • Elicit: course, basics, health care, • You can ask students to match the public school. sentences on the poster with the names • Students find differences between the of the clubs at the bottom of the poster. class in the photos and their own, e.g. • Ask them to look at the pictures and - In my class, there are boys and girls. In the key words for help this class, there are girls only. (e.g. environment - eco team etc.). - In my class, all students are teenagers. • Assist with vocabulary. In this class, there are older women, too etc. Answers: a. Its for newcomers / new students. WB Task 11, p. 15 b. Its about school clubs at St. Peters School c. Open (e.g. In the reading club, Introduction: Workbook Writing teenagers read books they like. 14
  • 35. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 15 UNIT 2 Junior High School Life! Task 2 LISTENING • Discuss with students about clubs in the SB page 17 area where they live (e.g. in the municipality, local football teams, etc.). Aims and Objectives You can allow L1 for this. To involve students in listening • Ask students if they are members of a - to mini dialogues club / group / team and what they do (e.g. - for gist Im in the art club. We meet on Fridays To integrate listening with writing after school. We paint pictures etc.). In (taking notes) & speaking this way they revise PresentSimple. • Refer students to the example & invite students to tell each other which club Vocabulary they would like to join and why. omelette, camera, take pictures, novel, • Elicit join. library, recycling bin, collect • Assist with language. Reading Strategies SB, p. 26 • Explain that students are going to listen to some students doing things in their Task 3 clubs. • Ask students to look at the e-mails and • Explain that the noises they can hear say whos sending them to whom can help them understand the club the (A. Kate to Jane B. Jim to Paul children belong to and what they are C. Tom & Jennifer to Petra) doing there. • Students read the e-mails and find • Play the CD twice. Students listen and which clubs the students are writing take notes in their notebooks. about. Ask them to match the e-mails • Students check answers with their with the correct photographs. partners and see if they agree or • Encourage them to look for key words. disagree. • Ask them if there are any more clubs • Check answers with the class at the end. mentioned (football club in e-mail B). Answers: Answers: A4 (drama club) B2 (dance club) 1. cookery club (theyre making an C3 (cookery club) omelette) Task 4 2. photography club (theyre taking a • Students read the e-mails again and photo) answer the questions. 3. reading club (shes taking an interview • Ask students to say how they found from a famous writer) their answers. Answers: Tapescript a. Tom & Jennifer b. Paul c. Jim d. Kate Listen to some students talking and say what club they belong to and what they are doing. WB Task 1, p. 16 15
  • 36. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 16 UNIT 2 Junior High School Life! 1 Task 2 (sound of sb making an omelette) • Explain that students can choose one of - Here you are. What else do we need? these tasks. - Give me the cheese and some bacon. Mm… • Read through the tasks with the class it smells great! and check for any difficulties. - Be careful! The pan is really hot! • Read out the tip in the box and explain. 2 • Then read the example to give students - You were right! The view is wonderful from an idea of what they should say or write. up here. Come on, get the camera! Students work in pairs. - Just a moment! I need to check the light. • When they finish they present their word …… Now, its ready. Lets start! groups orally or in writing. (sound of sb taking pictures) • You can ask pairs who have worked on 3 the same task to produce a list with all (an interview with a writer) the words they have collected and put - When I was at primary school, I always them on the class notice board for wanted to write funny short stories about my everyone to see. friends. People said I was good. - So, Mrs. Wilson, when did you write your Idioms with ‘Time’ first novel? Task 3 - At 14. It was the story of a teenage girl who felt awful at school. She didnt have any…. • Explain that idioms are phrases which mean something different from the VOCABULARY LINK meanings of the separate words. You SB pages 17-18 can use L1 to explain that. • Play the CD. School Clubs • Ask students to listen & match the Task 1 idioms with their meanings. • Students look at the example words and • Check answers with the class & elicit the find the clubs. meaning of the idioms. Answers: Answers: Drama club, Cookery club, Dance club 1. c 2. e 3. a 4. d 5. b • Students look at the poster on p. 15 & the e-mails on p. 16 and find words that can go in each group. Tapescript Listen to Jennifer and her mum talking in Answers: five different situations and match the Drama club: musical, star, stage, idioms (1-5) with their meaning (a-e) rehearsals, costumes Cookery club: delicious, recipe book, 1. (loud music) healthy, dishes Jennifer: This party is great! Im having the Dance club: choreography, time of my life! festival, training, coach 16
  • 37. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 17 UNIT 2 Junior High School Life! 2. Kate (to her partner): How can you finish so Jennifers mum: Im going to get dressed for quickly? the concert, Jennifer. Jane: I never waste my time. Jennifer: Take your time, mum! Its still 6 Kate: I always take my time. oclock. We cant get in before 8.00 Jane: Yes, but you can work harder from 3. time to time if you want to get high marks. Jennifer: (loud, as if in another room) Kate: And you can take it easy from time to Mum, Im going out! time if you want to have friends. Jennifer’s mum: OK! Take your jacket and * Stress underlined words get back in time for dinner. You know dad will be angry if youre late. WB Tasks 2 - 4, pp. 17-18 4. Jennifers mum: My sister, Jane, lives in a GRAMMAR LINK town 10 km from here. We call each other SB page 18 every day and we try to meet from time to Present Continuous Tense time … when were not very busy with the children. Jennifer sometimes comes with me. Task 1 5. • Elicit that the verbs in the example Jennifers mum: Jennifer, please! Our guests sentences are in Present Continuous. are coming in an hour so dont waste your • Students study the example sentences & time! Lets tidy up this place! complete the Grammar table. • They can refer to the Grammar Task 4 Appendix, pp. 162-163 to check their • Refer students to the example. answers. • Ask: Who would say: Take your time? etc. • Students imagine situations in which Answers: someone could use these idioms. 1. sentence a 2. sentence c 3. sentence b We form questions and negatives with the EXTRA! : Writing mini dialogues help of the verb to be. You can ask students to work in pairs & • Ask students to work in pairs and make write mini dialogues or jokes with these three rules for the formation of the idioms. Ask students to act out their Present Continuous, one for the dialogues. affirmative, one for the negative and e.g. 1 one for the interrogative. They check (at the funfair, at the wheel) their rules at the Grammar Appendix, John: Its great up here! Im having the time pp. 162-163. of my life. Mike (who is scared): I hope we get back in WB Task 5, pp. 18-19 time for dinner. • Elicit spelling rules when adding -ing to e.g. 2 verbs. (in class; students are doing maths classwork) WB Tasks 6 & 7, p. 19 17
  • 38. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 18 UNIT 2 Junior High School Life! Task 2 WRITING • Explain that students should look SB page 19 around their class and answer these questions about what they & their Aims and Objectives classmates are doing at the moment. To involve students in making a school • Read through the questions with the club poster class & check for any difficulties. To integrate writing with speaking • Explain that they have to use short To provide writing practice in the answers. language students have learnt in the • If necessary, practise short answers lesson before students do the task. • You can point to a student / some Task 1 students and ask: ‘Is John reading at the • Discuss the questions with the class. moment?’ ‘Yes, he is. / No, he isn’t.’ • Explain that if students dont belong to a club, they can talk about other Task 3 extra-curricular activities they do • Read the example first. (e.g. a sport, a hobby etc.) • Students tell the class about their • Allow several students to answer. answers. Assist with language. Make sure students use the Present Continuous WB Task 8, p. 20 appropriately. • Ask students who have brought EXTRA! : photographs of their clubs or groups to Homework: What is your family doing at the show them to the class & describe what moment? the people in the photographs are Ask students to write a paragraph like doing. Assist with language. the one in the example in Task 3 about what members of their family are doing at Task 2 a certain moment of the day. For instance, • Read through the instructions with the class & check for any difficulties. in the evening they can look around their • Refer students to the posters on p. 19. house and see what their father, mother, • If there is a computer lab at school, brother, pet etc are doing or are not doing students can write their texts on the and write it down as homework. When they computer. You can ask the ICT teacher come back to class, they can read each to help if you are not familiar with others paragraphs and try to guess what computers. time of the day it is. Introduction: Writing NEXT LESSON: see Aids p. 8 WB Task 9, pp. 20-21 Introduction: Workbook Writing 18
  • 39. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 19 UNIT 2 Junior High School Life! LESSON 3 • Name a book you think students will TEEN best-sellers! have read & ask: ‘Who is the main character in Oliver Twist/ The Philosophers Stone ? READING SB page 20 • Students read the blurbs and complete the library cards. Aims and Objectives To involve students in Answers: - reading blurbs of books A. - scanning texts to locate information Author: Jeremy Strong To integrate reading with writing Main character: Stuff (Aka Simon) (taking notes), listening & speaking * ‘Stuff’ is the main character’s nickname. To present vocabulary and grammar in Other characters: Stuffs dad - context his girlfriend - her daughter - Stuff’s girlfriend, Delphine - her big brother - the new girl at school Vocabulary B. blurb, bookworm, front/back cover, Author: Cathy Cassidy author, main character, escape, Main character: Indigo neighbour Other characters: Indigos mum - Indigos baby sister, Misti - a strange Warm-up neighbour • Ask the class to read Petra & Hans e-mail. Task 2 • Ask: What is it about? (Its about • Read through the questions with the books). class & check for any difficulties. • Elicit blurbs & bookworms. • Students check answers with their • You can ask students what kind of partners before checking answers with books they enjoy reading. Elicit the class as a whole. vocabulary for different kinds of books Answers: a. Indigo b. Stuff (adventure, mystery, detective story, crime, c. Stuff d. Stuff e. Indigos mum science fiction, love story / romance, f. Delphine historical novels etc.). • Show a book (English or Greek) and Task 3 pre-teach: front cover, back cover. • Now that students have acquainted themselves with the plot of the books, Task 1 ask them which book they prefer. • Elicit: author & main character. • Encourage students to justify their • Show a school book and ask: ‘Who has preference (e.g. ‘I prefer Stuff because written this book? and then say ‘X is the its funny/ an adventure or ‘I prefer author of the book. Indigo Blue because I like mysteries etc.). 19
  • 40. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 20 UNIT 2 Junior High School Life! VOCABULARY LINK ‘Book’ words SB page 21 Task 2 Guessing words from context • Ask students to think of the ‘book words Task 1 they have learnt so far (e.g. bookworm, blurb, front cover, back cover, author, • Read through the sentences with the main character). class. Check for any difficulties. • Ask students to look at the second • Students read the texts and find the column. Read through the definitions missing words / expressions. Point out and explain words students ask for. You that in some cases a whole phrase is will probably need to explain/ revise: missing. outside, event, publish, popular. • With a less confident class, you can help by telling them which blurb to look at for • Students work in pairs to match the ‘book words with their meanings. each sentence : 1-4 blurb A 5-7 blurb B. • Check answers with the class. • Play the CD. • Students listen & check their answers. Answers: 1. e 2. g 3. d 4. a 5. f 6. b 7. c 8. h Answers: 1. sense of humour 2. taste ‘Book’ collocations 3. break up 4. gorgeous Task 3 5. the hurry 6. heating • Remind students that collocations are 7. secret words that go together to make a phrase. • Explain that students have to circle the Tapescript adjectives that go with the words: Listen and check your answers. novels, stories, writer. • Explain words in the puzzles students 1. “Marys jokes arent funny any more. I may ask for. think shes got a very bad sense of humour.” 2. “Dad and I have the same taste in music. Answers: We listen to the same songs and like the There are classic childrens adventure same bands.” comic crime detective romantic spy 3. “I dont love you anymore, Delphine. I novels. want to break up. Im sorry!” There are wonderful amazing 4. “This new girl is gorgeous! I want to meet incredible strange funny sad love her! I must find her phone number!” horror bedtime stories. 5. “Why the hurry, dad? Wait for me, A writer can be famous great please!” best-selling popular talented good 6. “Its very cold in here, Miss! Can we turn young modern. on the heating?” EXTRA! 7. “Sorry, pal! I cant tell you where were • Ask students to think of a book they going. Its a secret.” like and use words from the collocations task to talk about it. 20
  • 41. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 21 UNIT 2 Junior High School Life! • Give them an example first. ‘I like Pride Task 2 and Prejudice. It is a classic romantic • Read through the sentences with the novel. The story is wonderful and class. Explain / elicit: site, join, fan sometimes sad. The author, Jane Austen club, latest, set. is famous and popular but she isnt • Students listen and write down the modern. answers. • Refer students to the saying in the box: • Play the CD again if necessary. A book is a gift that lasts a lifetime. • Check answers with the class. • Elicit its meaning (you can have a book all your life & read it again and again) Answers: • Invite students to say if they agree & why. a. www.jacquelinewilson.co.uk b. a diary c. Scotland WB Tasks 1- 3, pp. 22-23 d. 1st e. Eleftheria f. 1940, just before the war with the LISTENING Germans SB page 22 Tapescript Listen to a radio programme. Three Aims and Objectives teenagers are talking about books. Tick the To involve students in listening book titles you hear. - to part of a radio programme about Welcome back! Youre listening to ‘Cool books Radio, 95.3 FM. Whats next? Best-sellers! - for detail Books youll really enjoy! We asked To present language in context teenagers about their favourite titles and To integrate listening with speaking authors and heres what they said: Vocabulary Helen: “Jacqueline Wilson is the number site, fan club, diary, hometown, war, cool one author of books for teenagers. My favourite title? ‘Girls under Pressure I guess. Its about a teenage girl who is fat and her Task 1 friends make fun her. Have you ever visited • Read out the titles before students lis- her site? Its www.jacquelinewilson.co.uk ten and check for any difficulties. Ill repeat it for you, write it down: • Ask: ‘Have you read any of these books? www.jacquelinewilson.co.uk. Join her fan ‘What are they about? club. You can win the Jacqueline Wilson • Allow some students to answer. diary! Its really cool.” • Play the CD. Students tick the book titles they hear. Antonio: “Ill tell you about Cathy Cassidy. • Play the CD again if necessary. Some people say shes the new Jacqueline • Check answers with the class. Wilson. She might be, shes really good. Cathy Cassidy lives in Scotland. I read her Answers: first book, DIZZY, in four hours! I couldnt 1. Girls under Pressure 2. Dizzy put it down! Its about a girl, Dizzy, whose 3. The Purple Umbrella mum is a hippie. And one day she takes her 21
  • 42. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 22 UNIT 2 Junior High School Life! away from her dad. Ask for it. I think Cathy Task 4 Cassidy knows what teenagers love to read • In pairs, students tell each other which of about.” the three books they want to read & why. Katerina: “My favourite author is Alki Zei. • Ask some students to tell the class. Shes Greek and all teenagers love her Assist with language (‘I want to read the books. Ill tell you about my favourite ‘The book about Dizzy because her mum is a Purple Umbrella. Its not exactly new, she hippie and thats strange. I think its wrote it in 1995. Its about a girl, Eleftheria. interesting etc.). Every day she plays with a French friend. Its summertime, just before the war with the GRAMMAR LINK Germans in 1940. They play and they SB pages 22-23 dream. You should read it” Present Simple vs. Now listen again and write down the missing Present Continuous information. Task 1 Task 3 • Revise habits & states. • Ask students if they remember what • Students study the example sentences & happens in each book. complete the rules. • Elicit some answers. • Play the CD again. Students listen and Answers: say which tense, the Present Simple or Present Simple the Present Continuous, the speakers are using when talking about the plot. • Check answers with the class. Elicit that habits and states theyre using the Present Simple. Ask the class why. Elicit that we use the Present Present Continuous Simple (the narrative present) when we tell stories, jokes, anecdotes. now / this week / these days Answers: Plot: Task 2 A. Its about a teenage girl who is fat and • Students match the pictures with the her friends make fun of her. days and then tell each other what B. Its about a girl, Dizzy, whose mum is a hippie. And one day she takes her Indigo is doing in the pictures and what away from her dad. day of the week it is. C. Its about a girl Eleftheria. Every day • Refer them to the example first. she plays with a French friend. Its • Ask students: ‘Which tense do we use to summertime, just before the war with say what Indigo is doing in the pictures? the Germans. They play and dream. (Present Continuous), ‘Which tense do we Tense: use to say what Indigo does on a certain Theyre using the Present Simple day? (Present Simple). 22
  • 43. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 23 UNIT 2 Junior High School Life! Answers: Answers: b. In picture b shes buying milk so its Action Verbs: study, visit, draw, dance, Monday because on Mondays she goes drive to the supermarket. State Verbs: love, hate, want, know, c. In picture c shes watching a film at need, like, understand the cinema with her friends so its Friday because on Fridays she goes out with Task 5 friends. • Students use verbs from the previous d. In picture d shes reading a book in task to write what people say in the the library so its Tuesday because she pictures. goes to the library on Tuesdays. • Students compare their sentences with e. In picture e shes playing basketball so their partners & then read them out in its Wednesday because on Wednesdays class. she goes to the sports centre. • Accept all possible answers Answers: • Alternatively, one student says what 1. I dont understand Portuguese Indigo is doing in the picture and the 2. I dont know the way / Excuse me, do other student finds the day it is. you know the way (to the museum)? e.g. A: Shes playing volleyball. B: So its 3. I want a hamburger, please Wednesday because on Wednesdays she 4. What are you doing?/Do you want to goes to the sports centre. go to the cinema? 5. I love you/her! WB Tasks 4 & 6-7, pp. 24-25 SPEAKING Action vs. State verbs SB page 24 Task 3 • Explain what action & state mean. Aims and Objectives To involve students in parallel use of • Students read the example sentences & L1 & L2 complete the Grammar table. To integrate speaking with reading & • They can refer to the Grammar listening Appendix p. 164 to check their answers. To provide practice in using the Answers: Present Simple to narrate events / tell a an action: a /d story a state: b /c We normally dont use the Present Vocabulary Continuous with state verbs. get married to, move to, record, moments, new member, help each Task 4 other, team, get a tan, feel good, • Remind students of the meaning of lie under the sun verbs they might not remember. 23
  • 44. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 24 UNIT 2 Junior High School Life! • Divide students into As & Bs. PROJECT • Students A look at page 142 and SB page 24 Students B at page 144 in the Appendix. Aims and Objectives • Ask students to imagine that they are To involve students in using talking to an English-speaking friend - the language of the unit in a new about a book. They should say a few context things about the story and if they think - the Internet to find information about its interesting. an author • Explain that they shouldnt translate To encourage work across the word for word but use their own curriculum (ICT, Modern Greek, Art) words. To foster learner cooperation & • Ask students: ‘Which tense do we use autonomy when we tell the story of a book? Elicit / To integrate all four skills revise that we use the Present Simple. • Explain the words in the box. • Read the steps of the project with the • Give students some time to prepare. class and check for any difficulties. Go round the class and help. • Divide the class into groups. • When students are ready, they tell PLAN A each other about the books. • If there is a computer lab at the school • Go round the class & assist when and there is access to the Internet, you necessary. can ask the ICT teacher to help the • When students finish, you can ask students. them if they think the book they heard • You can give students the following about is interesting. Ask them to say URLs: why. http://www.jacquelinewilson http://www.kidstartrandonhouse.co.uk WB Task 5, p. 24 & http://www.teenreads.com Tasks 8-9, pp. 25-26 http://www.cc.uoa.gr/ptde/epet/Author/lis t.html Introduction: Workbook Writing • Students should first search for the author they are interested in and then NEXT LESSON: see Aids p. 8 follow the links to find reviews of his / her books. • They read some blurbs, decide which book they want to present and take notes. • Students can choose different books in their group. 24
  • 45. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 25 UNIT 2 Junior High School Life! • When they decide which book(s) to Evaluation of the project present, they should work all together You can give students the following table to prepare their presentations. to evaluate the project. • Here are some ideas: students can visit http://www.haef.gr/chilias/greek/lit/books I spoke in English where they can see other childrens I used the language presentations and get some ideas I learnt in this unit speak from notes & perhaps show a Using the Internet picture of the book cover, which they can print from the website or draw helped me write a short blurb for the book and I found a lot of read it to the class interesting books write their texts on the computer in the library and then print them I enjoyed working make a power point presentation in my group and show it to their classmates in the computer lab (the ICT teacher can help them). Introduction: Reading Students present their books in class. SELF-ASSESSMENT SB pp. 25-26 PLAN B Introduction: Self-assessment • If theres not a computer lab in the school, students can bring different books in Greek or in English to class. NEXT LESSON: see Aids p. 26 • They can visit the school library / a public library in their area to find books or bring books from home. • Collect all the books and give each group one or two books they have not read. • Ask them to read the blurbs and decide which book they want to present to the class. • Tell them to prepare their presentation in their group (they can speak from notes, write a text, draw a picture etc.) • When students are ready, they present the books in class. 25
  • 46. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 26 Unit 3 TEEN Matters! Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link /Themes lesson schedule Lesson 1 - Expressing - Vocabulary -Nouns & Links to: 4 teaching an opinion related to quantifiers Home Economics periods Food for - Expressing food & -must / Culture 1. Cover page, quantity healthy diet mustnt / Music & Reading, thought! - Expressing dont have to Maths 2.Vocabulary obligation, (obligation / ICT Link prohibition prohibition / Art (Tasks 4-6) & & lack of absence of Vocabulary Link obligation obligation) Themes: 3. Grammar Link Space 4. Project System Civilisation & Lesson 2 - Expressing - Adjectives - must / culture, 4 teaching emotions describing may / Quality periods Your - Making guesses feelings might Quantity 1. Song time problem - Giving advice (speculation) 2. Listening - Giving reasons - should / & Speaking sorted! shouldnt 3. Reading (advice) 4. Grammar Link & Writing Lesson 3 - Comparing & Vocabulary Comparative 5 teaching contrasting related to & superlative periods We’re - Suggesting - computer / forms of 1. Reading & - Agreeing / video games adjectives Vocabulary Link on a 2. Listening disagreeing - shopping shopping 3. Grammar Link spree! (Tasks 1 & 2) 3. Grammar Link & Speaking 4. Project 5. Self- assessment Aids o Dictionaries (Lesson 1- Reading EXTRA!) o Ask students to bring empty packages or labels of food products (Lesson 1- Reading EXTRA! Project) o Ask students to bring song lyrics (Lesson 2 - Song time - EXTRA! Project) o Ask students to bring catalogues from companies & stores (Lesson 3- Project) 26
  • 47. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 27 UNIT 3 TEEN Matters! ë COVER PAGE • Ask: ‘What is Pedro sending his new SB page 27 friends? ‘What is it about? (an article with myths and facts about eating habits. Vocabulary • Elicit myth (a false idea people believe) Junk food, cool, stuff & fact (something true, real). • Students read the bubbles and discuss Introduction: Cover Page with their partners if they think the statements are myths or facts. Answers: • Ask some students to say what they 1. C 2. A 3. B think. Dont give right answers at this point. LESSON 1 • Students read the article on the next Food for thought! page and find out if the statements are myths or facts. • Its not necessary to explain any words of READING the article at this point. Students have to SB pages 28-29 skim to understand if the statements are myths or facts. Aims and Objectives Answers: To involve students in 1. myth (huge amounts of fat, salt and - reading a magazine article additives) - skimming & scanning 2. myth (tip 2) To integrate reading with speaking 3. myth (tip 3) To present vocabulary and grammar in context Task 2 • Go through the questions with the class. • Explain / elicit heart, fizzy drinks, add, Vocabulary calories. food, thought, myth, fact, skip a meal, • Students read the article again to find heart, fizzy drinks, add, calories, fat, salt, the answers. additives, colouring, dessert, fave foods • Check answers with the class. Task 1 Answers: • Draw students attention to the title of a. burger and chips or pizza/fat, salt & the lesson (Food for thought!) & additives explain / elicit the meaning of food & b. homemade pizza thought. Ask students to say what the c. for our teeth phrase means (plenty to think about). d. a little fresh orange juice • Show Pedros photo & read the e. burger and chips, pizza, chocolate information about him. Elicit healthy cake, fizzy drinks guy, junk food, eating habits. f. healthy meals /home cooked meals 27
  • 48. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 28 UNIT 3 TEEN Matters! EXTRA! : Task 2 Vocabulary work - Dictionary skills • Ask students to look at box A & find • Ask students to find & underline all the the adjectives in the article, p. 29. food & drink words in the article and find the meaning of the ones they dont Answers: know. They can use dictionaries. fatty - salty - sugary - healthy Note: • Ask students to look at the words in box tofu: noun [U] (ALSO bean curd) B. a soft pale food which has very little • Tell them that they can use the flavour but is high in protein, and which dictionaries to find the meaning of the is made from the seed of the Asian soya words they dont know. bean plant (from Cambridge Advanced Learners • Ask: ‘Which word goes with ‘milk? Dictionary available from (low-fat) / with bread? (whole grain) / http://dictionary.cambridge.org with meat? (grilled) / with vegetables? [last accessed 23/03/2006] (boiled). • Then ask them to complete Pedros EXTRA! poster. • Students add more food & drink words in their lists Answers: 1-3. fatty, salty, sugary (in any order) • They divide all the words into ‘healthy 4. healthy 5. whole grain & ‘unhealthy food. 6. boiled vegetables 7. low-fat 8. grilled • They present their lists in class. Task 3 WB Tasks 1 & 2, pp. 28-29 • Go through the words & the headings & elicit their meaning. VOCABULARY LINK • Students put the words in the correct SB pages 30-31 group. • Check answers with the class. Healthy Food Answers: Task 1 GRAINS: rice, cereal, pasta (bread, • Elicit that the pictures are labels on rusks etc.) food products. VEGETABLES: green beans, lettuce, • Ask: ‘Do you read the labels when you peas (cabbage, carrots etc.) buy food at the supermarket? / What DAIRY PRODUCTS: milk, yoghurt, information do they give? cheese (butter, cream etc.) • Allow some students to answer. Assist FRUIT: bananas, apples, peaches with vocabulary. (pears, melons etc.) • Ask: ‘Have you seen these labels MEAT/POULTRY/FISH: tuna, before? / What do they mean? chicken, steaks (lamb, duck, swordfish • Elicit the meaning of the labels. etc.) 28
  • 49. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 29 UNIT 3 TEEN Matters! Task 4 • Some more proverbs and sayings you • Students label the pyramid using the can discuss in class are: headings of the previous task. - A hungry man is an angry man. • Check answers with the class. - Appetite comes with eating. • Discuss the statement in the box. - Dont put all your eggs in one basket. Explain: emphasises, healthy food - Hunger is the best sauce. choices, physical activity. Encourage - Half a loaf is better than none. students to say why healthy food choices & physical activity are EXTRA! Project: Reading food labels important. Assist with language. • Students bring empty food packages, bottles etc. or just the labels. Answer: • They work in groups & read the labels on the packaging. They have to read the MEAT/POULTRY / FISH ingredients and decide if the product is DAIRY PRODUCTS healthy or unhealthy. FRUIT & VEGETABLES • Students make lists with healthy & GRAIN unhealthy products and present them to the class. They explain why they are Task 5 healthy or unhealthy. • In pairs or small groups, students pre- WB Tasks 3-7, pp 29-31 pare a diet for each case. • Alternatively, you can divide the class into three main groups. GRAMMAR LINK • Each group prepares a diet for one of SB pages 31-32 the people (e.g. Group A for the athlete etc.) Nouns and Quantifiers • Groups present their diets in class. • You can have a class discussion about Task 1 • Students look at the pictures & the healthy eating habits for teenagers. sentences. Introduction: Vocabulary • Elicit / revise the meaning of a lot of, a few, a little, many & much. CULTURE CORNER • Read the question under the pictures. SB page 30 Elicit answers. • Invite students to think of similar Answer: apples (countable noun), proverbs in Greek: apple has a plural form but rice - Ένα μήλο την ημέρα, το γιατρό τον doesnt. κάνει πέρα. - Όπου λαλούν πολλοί κοκόροι αργεί • Students study the example sentences να ξημερώσει. and tick the right boxes. - Ό,τι έγινε έγινε. 29
  • 50. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 30 UNIT 3 TEEN Matters! • They can check their answers in the • Ask students which girl, Petra or Jane, Grammar Appendix, p. 164. has healthier eating habits. Ask them to • Point out the following: explain why (e.g. Jane has healthier - a lot of & any can be used with eating habits because theres a lot of countables & uncountables fruit in her fridge / there arent many - much & many are used in questions sweets in her fridge etc.) & negatives Possible answers: Answers: Petras fridge: Countable: a lot of, a few, 1. There’s a little pizza (How) many, any 2. There are a lot of fizzy drinks Uncountable: a lot of, a little, 3. There is chocolate (How) much, any 4. Theres milk / There isnt much milk. 5. Theres juice. Task 2 6. There arent any eggs / vegetables etc. • Students divide the nouns into Janes fridge: countable and uncountable. 1. Theres a lot of milk. • They add more countable & 2. There are a lot of vegetables. uncountable nouns in the lists. 3. Theres a lot of cheese. 4. There are a lot of eggs etc. Answers: Countable: green beans, apples, Modals-must/mustn’t/don’t have to chicken (animal), bananas, steaks, peas, peaches Task 4 Uncountable: rice, milk, tuna, yoghurt, • Students match the sentences with the cheese, pasta, chicken (food) meanings. Remind students of the * lettuce can be countable & uncountable meaning of necessary & important. Answers: 1. b 2. c 3. a WB Task 8, p. 31 WB Task 9, p. 31 Task 3 • Divide the class into students A & B. Task 5 • Students A look at Petras fridge on • Students work in pairs to write the rules. page 143 & students B at Janes fridge • Encourage them to use ideas from the on page 145. lesson & add some of their own. • They tell each other what there is in • Remind them to use must / mustnt / Petras and Janes fridge respectively dont have to. and they spot the differences. • Remind students to use: Theres / are WB Task 10, p. 32 & a lot of, a little, a few etc. • Elicit some examples. Introduction: Workbook Writing • When students finish, ask some students NEXT LESSON: see Aids p. 26 to report the differences to the class. 30
  • 51. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 31 UNIT 3 TEEN Matters! PROJECT • If they choose Food and Celebrations, SB page 32 they can think of a holiday and what kind of food is eaten then in different Aims and Objectives countries (e.g. Christmas, Thanksgiving To involve learners in using the language etc.). of the lesson in a new context • If they choose Food and Climate, they To raise learners intercultural awareness can think of a cold or hot country and To integrate all four skills find information about what food is To foster cooperation & learner autonomy produced in this country & what their To encourage work across the curriculum typical diet consists of. (Art, Home Economics, Culture) • Groups of students present their • Read through the steps of the projects findings to the class. with the class & ask students to decide • Below we present some background which one they want to do. information teachers might want to use • Divide the class into two main groups as parallel texts (simplified or not). (group A: Project 1 & group B: Project 2) Background information • Students make smaller groups of 3 or 4 Food and Celebrations students (e.g. group A1, A2, B1, B2 etc.). Christmas Project Strategies, SB p. 32 Australia, New Zealand and South Africa & other countries that were once part of Project 1: Dishes the old British Empire have similar • Each group chooses one of the dishes in Christmas customs. Most of the food their coursebook or any other dish they typically associated with Christmas, such like. as mince pies and fruit cake, come from • They look at the food pyramid & they British tradition. In Australia, it is find what there is in the dish. becoming increasingly popular to enjoy • They decide if the dish is healthy or not. seafood on Christmas Day, rather than • Each group makes a drawing of the dish roast meats and ham - probably because of and presents it orally. the hotter weather. Traditional Christmas food differs from Project 2: Food and ... country to country, depending on local Religion / Celebrations / Climate availability and cultural significance. Some examples include: • Students who choose to do this project French Canada - desserts include will need to find information on the doughnuts and sugar pie. Internet or in encyclopedias / Germany - gingerbread biscuits and Geography books etc. liqueur chocolates. • If they choose Food and Religion, they Nicaragua - chicken with a stuffing can find information about what people made from a range of fruits and vegetables of a certain religion can / cant eat including tomato, onion and papaya. (e.g. Muslims dont eat pork / Hindus Russia - a feast of 12 different dishes, in India dont eat cows, etc.) representing Christs disciples. 31
  • 52. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 32 UNIT 3 TEEN Matters! New Year often consists of bread, cold cuts, cheese Traditional New Year foods around the and salad. world include: Adapted from Greece - a special sweet pasty baked http://www.thehollandring.com/food.shtml with a coin inside it. 2. (Extract from an interview with Colin Japan - up to 20 dishes are cooked Lighten from Great Britain, born 1949) and prepared one week earlier. Each food represents a New Years wish; for example, “We always had a Sunday roast and seaweed asks for happiness in the year that piece of meat sort of did service for ahead. about four days. I try and remember it in Scotland - haggis (sheeps stomach the correct order but it was always a stuffed with oatmeal and offal), Sunday roast. I think Monday was always gingerbread biscuits and scones. cold meat because there were still some Spain - 12 grapes, meant to be put into reasonable cuts left off of it, and then the mouth one at a time at each chime of Tuesday was shepherds pie or rissoles or the clock at midnight. something like that because that was just about the last of it, and Wednesday - I Adapted from cant always remember what happened on www.betterhealth.vic.gov.au Wednesday but I think it sort of depended on what was left. Thursday, my mother got Food and Climate paid when she was out at work - so we 1. Dutch food and eating habits always had a mixed grill Thursday night to As indicated in the famous painting by sort of celebrate. Friday was fish and chips, Vincent van Gogh The PotatoEaters, the there was never any variation for that at main ingredient in old-fashioned Dutch all. And because my mother was working, dinners is potatoes, usually accompanied Saturday then became wash day. So by meat and boiled vegetables. The Dutch because the kitchen was in a mess, we traditionally dont use very sharp spices always had sausage and mash cause that and are very fond of pouring gravy onto was quick to do. And then Sunday back everything. The Dutch have, however, into the weekly routine again.” always been internationally orientated and nowadays you can expect to find meals Adapted from varying from Italy to the Orient and from http://www.bl.uk/learning/resources/pdf/f China to Africa on Dutch dinner tables, oodstories/lightentranscript.pdf especially amongst younger people. The More sites consumption of dairy products is extremely http://www.faqs.org/nutrition/Foo- high, which, according to some scientists, Hea/Greeks-and-Middle-Easterners- accounts for the high average height of Diet-of.html (for Mediterranean diet) Dutch men and women. http://referaty.atlas.sk The Dutch generally eat three meals a (for British & American eating habits) day. Dinner (around 6 pm) is the main www.betterhealth.vic.gov.au meal for most people, but some rural (for Food and Religion / Celebrations) families and older people retain the www.foodafactoflife.org.uk tradition of eating the main meal at midday. (for Food and Religion) For them, the evening meal is light and Last accessed 24/07/2007 32
  • 53. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 33 UNIT 3 TEEN Matters! • Play the CD. Topics for further discussion • Allow several students to answer. Dont give the right answers. Aims and Objectives Familiarise students with the themes • Play the CD again if there is of civilisation & culture in relation to disagreement. people’s eating habits & food • Students read & listen to the song and traditions as these are determined by check their answers in pairs and then geographical position, climate & with the whole class. economy Answers: a. No, he doesnt • It will be interesting to organise a class b. He wants to play, to be with his discussion about how the geographical friends, to watch TV for hours, to play position, climate & economy of a on the computer country influence eating habits. • Students can draw on their personal Tapescript experience & knowledge and/or use the Student’s Book page 33 knowledge they have acquired from the project above. EXTRA! • They can also discuss whether • Ask: ‘Do you feel the same as Paul? traditional eating habits have changed ‘Do you want to do the same things as and why. Paul? • If there are students from other • Assist with language. countries, they can make a classroom presentation of the eating habits of the Task 2 country they come from (products, • Collect titles students suggest on the climate, agriculture, influence from board. other countries etc.). • Ask the class to vote for the best title. • Students decide on the best title and NEXT LESSON: see Aids p. 26 write it above the song. LESSON 2 Task 3 Your problem sorted! • Ask: ‘How does Paul feel before a test? Elicit nervous. SONG TIME! • Then ask: ‘Is it good to feel nervous? SB page 33 Elicit that it isnt good. Task 1 • Ask students to put ‘nervous in the • Books closed. Tell students that theyre correct box ( ). going to listen to a boy, Paul, singing a • Tell them to find more adjectives that song. describe Pauls feelings. • Ask students to listen to the song and • Elicit their meaning. say if Paul does well at school & what • Ask students to put them in the right box he wants to do. • Check answers with the class. 33
  • 54. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 34 UNIT 3 TEEN Matters! • Alternatively, students can ask the Answers: music teacher to help them write the music. You can give students some time excited nervous for that (three days, a week etc.). glad unhappy • When songs are ready, groups of sad students sing their songs in class. bored • You can have a song competition or (dead) tired students can perform their songs at a school party or a school celebration. Task 4 • Students can do this task using EXTRA! : Project Greek-English dictionaries • Ask students to bring CDs with famous • Collect adjectives on the board. songs about school or feelings. • Ask them to bring the lyrics & the CD. Possible Answers: They can find song lyrics on the Internet at www.mylyrics.com happy scared • You can photocopy the lyrics & play delighted terrified some of these songs for students to interested miserable learn & sing. etc. worried etc. LISTENING & SPEAKING SB page 34 Task 5 Ask students to say when they feel glad, bored, worried, nervous etc. Aims and Objectives Assist with language. To involve students in listening - to a conversation between two people - for gist & detail WB Tasks 3 & 4, pp. 34-35 To integrate listening with speaking, & Introduction: Vocabulary Link Section writing (taking notes) To present new language in context Task 6 • Students work in groups of 4-5. Vocabulary • Ask each group to write the lyrics of a school canteen, break, school yard, song about ‘feelings. lonely, make friends • Tell them that it can be about school, a friend, someone they like / dont like Task 1 etc. It can be sad, happy, funny etc. • Read through the questions with the • Ask them to give their song a title. class and check for any difficulties. • If there are students who play a musical • Ask students to look at the pictures instrument, they can write the music for before they listen and say what they can the song. This can be done at home. see. Assist with language. 34
  • 55. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 35 UNIT 3 TEEN Matters! Possible Answers: Tapescript a. a boy in his room; his mother is Listen to Paul and Jane and answer the questions. probably shouting at him, perhaps about a school test. Paul: Look at this photo, Jane! b. a girl in the school playground; shes Jane: Oh, yes. This is Jerry. He must be in the standing alone without friends and she school yard, in front of the canteen. looks miserable. Paul: Sure! And it must be during the break c. a boy outside the school canteen because there are other children in the yard. eating something Jane: Whats he eating? I dont think its d. a girl in her bed; she looks angry. some kind of fruit. Jerry never eats fruit. Paul: Well, it may be a bar of chocolate. • Students listen & answer the questions. Jane: Yes, I think youre right. He always eats They can take notes in their notebooks. this stuff. • Play the CD twice. Paul: You know, his mum worries a lot. Hes • Check answers with the class. put on a lot of weight! He must be much heavier than last year. Answers: Jane: Lets take him to the gym with us at the a. photo c (their friend Jerry) weekends. He might come. What do you b. hes getting fatter because he eats think? unhealthy, fatty food Paul: Im not so sure he wants but lets try c. to take him to the gym at the anyway. This is what friends are for, right? weekends Task 3 • Ask: ‘Where do you think the boy in Task 2 picture a is? etc. • Refer students to the Grammar Link • Elicit some example answers. box and explain that may & might have • Students talk with their partners about a similar meaning. the teenagers in the pictures. • Play the CD. • Pairs report back to the class what they • Students listen and say which word Paul think. & Jane use when they’re sure and which when they are not. Task 4 • Refer students to the tip & explain. • Play the CD once. Students listen & Answers: match the speakers with the photos. a. must b. may / might Check answers. • Students listen again & take notes in the boxes. • Play the CD twice if necessary. 35
  • 56. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 36 UNIT 3 TEEN Matters! Answers: we go on a school trip. Its my fault, I Speaker 1: picture d know, but Im shy and I dont make friends Speaker 2: picture a easily. Mum thinks Im happy in my new Speaker 3: picture b school but Im not. Can you help me? 1. Vicky; her parents dont let her go Now listen again and take notes in the boxes. out with her friends. 2. George; he doesnt do well at Task 5 school, he hates studying and his dad is • Ask: ‘Do you/your friends have problems angry with him. like these? ‘Who do you usually talk to 3. Ann; shes new at school and she about your problems? doesnt have any friends. Shes shy, she • This can be a class discussion. doesnt make friends easily. Encourage and facilitate the use of L2. READING Tapescript SB page 35 The teenagers in the pictures are calling the Teen Helpline to talk about their problem Aims and Objectives and ask for advice. Listen & match the To involve students in skimming a text speakers with the photos. to understand the general meaning & Im Vicky. I feel terrible. You see my parents scanning a text to locate specific dont let me go out with my friends. They all information go to the cinema or to the bowling alley on To integrate reading with speaking Saturdays and they have fun. I always stay in To present language of giving advice in and I fight with mum and dad. They cant context understand how bad I feel. Its not fair at all! They say its dangerous. What are they so Vocabulary afraid of? I think Ill lose my friends. Why am Agony Aunt, advice, similar interests, I so different? How can I make my parents chat, come up with, mate, nervous change their mind? My name is George. You know, I dont Task 1 really like school and my marks are low. • Elicit Agony Aunt. My dad is very angry with me. He says Im • Students read the letter and find which of lazy and I dont understand how hard he the teenagers Agony Aunt is writing to. works every day for us. He might be right but I hate studying. I want to become a Answer: footballer when I grow up. Is that so bad? Agony Aunt is writing to Ann (picture b) What should I tell him? Im Ann. Im new at this school. My problem Task 2 is that I dont have any friends. All my • Students read the letter again and tick the classmates are friendly with me but I dont pieces of advice Agony Aunt gives Ann. have any close friends. Sometimes I feel Answers: a, c, d, f very lonely, especially in the breaks or when 36
  • 57. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 37 UNIT 3 TEEN Matters! Task 3 GRAMMAR LINK • Pre-teach / elicit: similar interests SB page 36 (somebody who has similar interests to you likes the same things as you), chat Giving advice (talk), come up with (think), mates Task 1 (friends) • Students read Agony Aunts letter and • Students say how each piece of advice underline the language she uses to give can help Ann. advice • Encourage students to draw on the • Students use the language they have letter for useful language. underlined to complete the Language • Ask some students to give examples Box. (e.g. If you smile, you look friendly and other children want to be around you etc.). Answers A: The following should • At this point you can go back and be underlined: you should …, a very discuss the title of the lesson: good idea is …, you could…, why dont ‘Your problem sorted. Ask students you…?, you shouldnt …, just … to say what they think it means Answers B: a. should b. shouldnt (your problem solved). c. very good idea is d. you could e. dont you Task 4 • Students think of people they know for Task 2 statements a-d. • Ask students to look at p. 34. • Encourage students to justify their • Ask ‘Do you remember these teenagers answers (e.g. The P.E. teacher looks problems? friendly. He / She smiles a lot. / The • Play the CD if necessary. maths teacher makes me feel nervous. • Students choose one of the teenagers He / She asks difficult questions etc. and work with their partners to give • You can ask students to write a him / her some advice. paragraph with their ideas as • You can ask them to take notes of their homework. ideas. • Remind them to use the language of WB Tasks 1 & 2, pp. 33-34 advice. • Discuss students ideas in class. WB Tasks 5-7, pp. 35-36 37
  • 58. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 38 UNIT 3 TEEN Matters! WRITING LESSON 3 SB page 36 Were on a shopping spree! Aims and Objectives READING SB pages 37-38 To involve students in - writing a letter of advice - peer correction & process writing Aims and Objectives To involve students in To integrate writing with reading, - reading game reviews listening & speaking - scanning texts to locate information To integrate reading with speaking Task 1 • Explain that students have to write a Vocabulary letter of advice to the teenager they review, control, updates, evil, brain, have chosen. battle, forces, sticky, online, take part in, • Tell them to use ‘Giving Advice lan- log on, explore, solve guage and to explain how their advice can help. Task 1 • Ask them to use Agony Aunts letter as • Refer students to the title of the lesson. a model. Ask: ‘What do you think it means? • Students write the first draft of their (buying lots of things). letters. • Invite students to say if they ever go on a shopping spree and what things they Task 2 usually buy. • When students finish their first drafts, • Students read Jennifers e-mail & ask them to exchange letters with their answer the question. partners and check the points in Task 2. Answer: Shes asking Silou to help Task 3 her buy a computer game for her little • Students listen to their partners brother. comments and revise their letters. • Go round the class and assist when Task 2 necessary. • Ask students to have a quick look at the • Students write the final versions of their four texts and say what they are about. letters and hand them in. Elicit that they are reviews of computer / video games. Introduction: Writing: • Ask ‘Do you know/ play these games? ‘What are they about? Assist with lan- WB Task 8, p. 37 guage. • Elicit the meaning of army. Introduction: Workbook Writing 38
  • 59. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 39 UNIT 3 TEEN Matters! • Students read the reviews very quickly Task 3 to find the answers. ( 3-4 minutes). • In pairs, students search the texts to find the answers to the vocabulary Answers: puzzles as quickly as they can. a. the armies of Middle Earth • You can ask them to time themselves. b. tennis c. Wonka d. C • Check answers with the class. Task 3 Answers: • Revise: characters (Unit 2, lesson 3). A. 1. b 2. a Pre-teach / elicit control, updates, evil, When youre having a good time doing brain. something then this thing is “fun” - • Students read the reviews more “Funny” is something that makes you carefully & find the answers. laugh or something strange. Examples: ‘It’s fun playing this game.’ Answers: ‘I’ll tell you a funny story/joke.’ 1. A & C 2. B & D 3. C 4. D ‘There’s something funny about him.’ 5. B 6. C 7. A 8. A B. log on - update - online C. trilogy VOCABULARY LINK D. brainy SB page 38 Guessing words from context WB Tasks 2 & 3, pp. 38-39 Task 1 LISTENING • Students read the texts & find the words. SB page 39 • Explain that the letters in brackets show the texts where they can find the words. Aims and Objectives Answers: a. battle b. forces To involve students in listening c. evil d. sticky f. online - to a dialogue - for gist & detail Task 2 To integrate listening with speaking • Explain that the missing words are all To present the language of comparison verbs. in context • Students read the reviews & complete Vocabulary the sentences. magazine, sporty, popular, creatures, • Remind students that the letters in dangerous, online brackets show the texts where they can find the missing verbs. Task 1 Warm up Answers: a. take part b. log on • Ask: ‘Do you read game reviews in c. update d. explore e. solve magazines? ‘When?/Why? (when we want to choose which game to buy for WB Task 1, p. 38 ourselves or a friend / relative etc.). 39
  • 60. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 40 UNIT 3 TEEN Matters! • Ask ‘Which of the games on p. 37 would Lets see which one we can buy for Ian. you buy for a friend? ‘Why? Lyn: Oh, is this what he wants for his (e.g. I would buy Mario Power Tennis for birthday? OK then. Let me see.... Mmm, my little brother / sister because he / she what do you think about Charlie and the likes tennis and its an easy game etc.). Chocolate Factory? He liked the book and • Pre-teach / revise sporty (someone who the film... likes sports), popular (something a lot Peter: This one is for younger kids I think. of people like), creatures (monsters Look, it says 7+. etc.), online (connected on the Lyn: Maybe. And all the others must be more Internet), dangerous (not safe). exciting. Theyve got more stars, you see? • Students listen to Lyn & Peter and Peter: What about Mario Power Tennis. answer the questions. Looks interesting, no? He can start with the • Play the CD again if necessary. easiest matches of course and ... Lyn: Well, tennis isnt his favourite. Hes not Answers: a. a present for Ian b. son as sporty as you are. He prefers action. We can choose one of these two, the Lord of the Task 2 Rings or Matrix. What do you say? • Students listen again and circle the Peter: Not the Lord of the Rings again! I correct answer. know its one of the most popular books and • Play the CD again if necessary. films but all these bad creatures? And Matrix doesnt look better. I dont want my son to Answers: play with people online. It might be a. birthday b. older c. interesting dangerous. d. loves e. isnt f. doesnt know Lyn: Well then, find the nearest computer shop and we can go tomorrow after work. EXTRA! Im sure therell be a greater variety. Right? • Ask: ‘What does Ians father think of the Lord of the Rings & Matrix? (He doesnt Now listen again and circle the correct like the Lord of the Rings because it answers. shows all these creatures and he thinks GRAMMAR LINK Matrix online can be dangerous). SB page 39 • Play this part of the CD again if necessary. Comparing • Ask: ‘Do you agree with Ians father? Task 1 ‘Why/Why not? • Students study the example sentences, • Encourage and facilitate the use of L2. answer questions 1& 2 & complete the Tapescript table. Listen to Lyn and Peter and answer the • They can use the Grammar Appendix, questions. pp. 165-166 to check their answers. Peter: Lyn! Come here! Look at this Answer: magazine! It has lots of computer games. 1. a, b, c 2. d, e, f 40
  • 61. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 41 UNIT 3 TEEN Matters! • In pairs, students work out the rule for • Elicit the comparative & the superlative the formation of the comparative & the form of the adjectives above. Write superlative with short and long them on the board. adjectives • Revise the use of the comparative & • Elicit spelling rules (see Grammar the superlative form (see Task 1 above) Appendix, p. 165-166) • Students compare themselves with • Ask: ‘Which word comes after the members of their family. Explain that comparative form? (than) they have to use the comparative, the ‘Which word comes before the superlative superlative & the form ‘as … as. form? (the) • You can ask students to make (funny) drawings and use their sentences as WB Tasks 4 & 5, p. 39 captions to the drawings. This can be done as homework. • Draw students attention to the last • Students present their work in class. sentence in the box & ask them to choose the correct form. EXTRA! : Quiz Ask students to write six quiz questions Answer: fat about Greece or animals, at home and bring them to class. They should use the • Ask: ‘Who is fatter? comparative and superlative forms and • Elicit: Peter. they should make sure they know the • Elicit the rule (as + positive form of answers to the quiz, e.g. Which river is the adjective + as). longer, the Pinios or the Acheloos? Which is the highest mountain in Greece? Which Answers: animal is as heavy as …? AFFIRMATIVE COMPARATIVE SUPERLATIVE EXTRA! : Picture Dictation cheap cheaper than the cheapest easy easier than the easiest • Students draw a picture of a description interesting more interesting the most interesting the teacher dictates to them. than Here is an example: popular more popular than the most popular Draw a big mountain in the middle of the good better than the best picture./ There is a lower mountain next to bad worse than the worst it./ There are two houses at the bottom of Ian isnt as fat as Peter. the mountains./ The one on the left isnt as big as the other/ but the one on the right has a bigger garden./ There are three children in WB Task 6, p. 40 front of the houses, two boys and a girl. The girl is on the left./ The boy between the girl Task 2 and the other boy is the tallest./ The boy on • Use the drawings to elicit the meaning the right is the shortest. of the adjectives. 41
  • 62. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 42 UNIT 3 TEEN Matters! • As an extension, students can draw PROJECT their own pictures and describe them to SB page 40 their partners who draw them. Then, they compare their pictures. Aims and Objectives EXTRA! : Game: Noughts and Crosses To involve students in using the lan- guage of comparison in a new context Introduction: Games To integrate all four skills To foster cooperation and learner SPEAKING SB page 40 autonomy To encourage work across the curricu- lum (Maths, Art, ICT) Aims and Objectives To involve students in suggesting, agreeing & disagreeing • Read through the steps of the project To provide practice in the language of with the class. comparison • Divide the class into small groups. To integrate speaking with reading & • Students use the catalogues they have listening brought in class. Alternatively, students can find information on the Internet. Task 1 You can ask the ICT teacher to help • Discuss the questions with the class. them • Assist with language. • Students select 3 products from one category & compare them in terms of Task 2 cost, size, speed & design. • Ask: ‘What clothes can you see in the • Students use posters, pictures, tables pictures? (polo shirt, jacket, sweater). etc. to illustrate their project and • Read through the task and the boxes with present it orally in class. the class & check for any difficulties. • Explain the meaning of casual (clothes SELF-ASSESSMENT SB pp. 41-42 we wear every day), trendy (in fashion, cool) fashionable (in fashion). Introduction: Self-assessment • In pairs, students decide which present to buy. NEXT LESSON see Aids p. 43 • You can ask a confident pair to present an example conversation. • Pairs report their decision to other pairs & justify it. WB Task 7 & 8, pp. 41-42 Introduction: Workbook Writing NEXT LESSON see Aids p. 26 42
  • 63. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 43 Unit 4 Looking back on the past! Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link /Themes lesson schedule Lesson 1 -Vocabulary -Simple Past Links to: 4 teaching -Describing related to Tense Science periods On a past events talking about -Prepositions History 1. Cover page, mystery -Asking and important of time Art & Reading, answering personalities Music 2.Vocabulary tour! about past of the past Geography Link events - Dates & ICT 3. Grammar Link year 4. Project Themes: -Vocabulary Past Time 4 teaching Lesson 2 -Describing related to Continuous Change periods Tell me the background describing Relativity 1. Reading in a story a burglary of actions 2. Vocabulary a story! -Asking and -Weather & events Link & answering about collocations Listening what people 3. Grammar Link were doing at 4. Reading & a certain time Speaking in the past Lesson 3 Natural Past Simple 5 teaching Narrating disasters & vs Past periods We a past event accidents Continuous 1. Reading & survived Vocabulary Link (Tasks 1 & 2) the 2. Vocabulary tsunami! Link (Task 3) & Grammar Link 3. Listening & Writing 4. Project 5. Self- assessment Aids o Dictionaries (Lessons 1, 2 & 3 -Vocabulary Link) o Photos of the tsunami disaster in Indonesia (Lesson 3- Reading) o A tennis ball (Lesson 1 - Grammar Link EXTRA!) 43
  • 64. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 44 UNIT 4 Looking back on the past! ë COVER PAGE Warm up SB page 43 • Ask: ‘Where is this page from? • Elicit that its a webpage / from the Internet. Vocabulary • Ask: ‘What can you read about on this survive, tsunami, experience, create, webpage? (about science/important invent, top your teacher, enter a people etc.). competition, tragedy, prize, • Accept all answers at this point. entertainment, subscribe, trivia • Read the introduction about John. Point out that this webpage is from the • Elicit that the three friends from the Homework Helper. camp have discovered a newspaper for • Ask: “What does John want to find?” teenagers on the web. (information about three important • Ask: ‘What have Magda, Jean Paul and people). John have discovered?/ ‘What is it called? / ‘What kind of links are there Task 1 on the site? etc. • Students look at the drawings and Introduction: Cover page match them with the pictures. • Play the CD. Students listen & check. Answers: A. 3 B. 1 C. 2 Answers: LESSON 1 a. puppet b. music score (the written On a mystery tour! version of music) c. dynamite d. fairy tale e. award f. railway READING g. play SB pages 44-45 Tapescript Aims and Objectives Listen and check. To involve students in a. puppet b. music score c. dynamite - reading clues to guess famous people d. fairy tale e. award f. railway g. play - scanning texts to locate information To integrate reading with writing Introduction: Vocabulary Practice (taking notes) & listening & speaking To present vocabulary and grammar in Task 2 context • Read the question to the class. • Students say names of composers, plays, Vocabulary awards, fairy tales & puppets characters puppet, music score, classical music, they know of. dynamite, fairy tale, award, railway, play, • Assist with language. Accept Greek composer, Swedish, American, Danish, ones too. Austrian, British/English 44
  • 65. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 45 UNIT 4 Looking back on the past! Possible Answers: often satirical. The text was first written Plays: Mary Poppins, Romeo & Juliet, down and printed by J. P. Collier in 1827. Macbeth, Hamlet, Mousetrap etc. Sources: Columbia Encyclopedia Awards: Nobel, Oscar, Grammy, Arion http://www.bartleby.com, (Greek) etc. Wikipedia http://en.wikipedia.org & Fairy tales: Little Red Riding Hood, http://www.answers.com Puss in Boots, Cinderella, Snow white, The Little Mermaid, The Emperors Task 3 new Clothes, Pinocchio, The Three • Elicit entry (: text). Little Pigs etc. • Students read the texts quickly and Puppets: Kermit, Piggy from The find the correct entries. Muppet Show, Cookie Monster, The Answers: Grouch from Sesame Street (USA), a. B b. D c. E d. A e. C Punch & Judy (Britain), Karagoz (Greece, Turkey, Egypt) etc. Task 4 • Revise nationalities. Write some countries on the board and ask students Background information to say / write the nationality (Greece, the Punch and Judy USA, Great Britain, France, Sweden, Punch and Judy, famous English puppet Denmark, Germany, Austria etc.). play, very popular with children and • Students read the texts quickly and performed widely by strolling puppet complete the table. players, especially during the Christmas season. It came to England in the 17th Answers: cent. by way of France from Italy and Mystery person A: 1833, (-) , Swedish, developed out of the commedia dellarte chemist, dynamite / award character, Pulcinella. To this traditional Mystery person B: 1936, 1990, figure of the Italian comedy were added American, puppeteer, Muppets aspects of the medieval English fool. Mystery person C: 1805, (-), Danish, Punch, a hunchback, with a hooked nose writer, fairy tales and chin and a pot belly, was the cruel and Mystery person D: 1756, 1791, boastful husband of a nagging wife, Judy, Austrian, composer, music whom he often beat and in many versions Mystery person E: 1564, (-) , British, killed. Featuring, as it does, a deformed, poet / actor / playwright, plays child-murdering, wife-beating psychopath who commits appalling acts of violence Task 5 and cruelty upon all those around him and • In pairs, students try to find who each escapes scot-free, it is greatly enjoyed by mystery person is. small children. Terry Pratchett draws • Remind students to use ‘must, ‘may/ attention to this paradox in his short story might for their guesses (e.g. ‘The first Theatre of Cruelty, the last line of which is person must be … because … etc.). In "Thats not the way to do it." this way they revise the language they The language of the play is coarse and learnt in Unit 3, Lesson 2). 45
  • 66. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 46 UNIT 4 Looking back on the past! • Students check their answers on p. 141. Answers: Answers: We build... A. Alfred Nobel We write... a bridge B. Jim Henson a fairy tale a block of flats C. Hans Christian Andersen music canals D. Wolfgang Amadeus Mozart a story a sonnet tunnels E. William Shakespeare a poem railways WB Tasks 1 & 2, pp. 44-45 We compose NEXT LESSON see Aids p. 43 an opera VOCABULARY LINK a symphony SB page 46 a ballet music Vocaburary Strategies, SB p. 62 Task 3 Guessing words from context • Ask students to find invented & created Task 1 in the texts and elicit their meaning. • Elicit explode (e.g. a bomb / dynamite • Elicit / revise discover. explodes) & protagonists (word of • Students complete the gaps. Greek origin). Remind students of the Answers: meaning of once (one time). a. invented b. discovered c. created • Students find the words in the texts. • Tell them that in the parentheses they Task 4 can see the text the word is in & what • Students use dictionaries to complete part of the speech it is. the table. • Explain noun, adj., verb. • Explain that there is not a verb for poetry/poem. Answers: a. explosives b. annual Answers: c. starred d. composed e. best known VERB NOUN 1 NOUN 2 create creator creation Collocations invent inventor invention discover discoverer discovery Task 2 compose composer composition • Remind students of the meaning of - poet poetry/poem collocations (e.g. words that go together to make a phrase). Task 5 • They scan the texts to find words to add • Ask students to read the date in the to the three groups. example sentence. • Explain that some words can be in more • Ask students to copy all the dates from than one group. Give music as an the texts in their notebooks & read example (write music, compose music) them with their partners. 46
  • 67. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 47 UNIT 4 Looking back on the past! • Point out that we say: 1805 (eighteen GRAMMAR LINK /oh / five) & 2006 (two thousand and six SB page 47 or two thousand six). Past Simple EXTRA! Write more dates on the board and ask Task 1 several students to read them. • Students do the quiz from memory and then read the texts to check their Task 6 answers. • Ask students to ask each other what • Ask students to correct false happened in these years. statements. • Assist with language (e.g. A: What • Ask students: ‘Which tense are the happened in eighteen / twenty-one? verbs in? Elicit that they are in the B: The Greek War of Independence). Past Simple. Answers: Answers: 1821: the Greek War of Independence a. T b. no (They were American) 1940: Second World War c. T d. F (He wrote fairy tales) 2004: the Olympic Games in Greece e. T f. no (He died at a young age) Task 7 Task 2 • Read through the Preposition Bank and • Students look at the sentences in the check for any difficulties. quiz and complete the table. • Revise ordinal numbers (first, second, • Check answers. Elicit that start is a third, fourth … twenty-first etc.). regular verb & write an irregular one. • Say: ‘I was born on the fourteenth of • In groups, students describe the rules September nineteen / sixty-three. When for the formation of the Past Simple were you born? (affirmative, interrogative & negative) • Write on the board: ‘When were you for the verb be, for regular & irregular born? I was born … verbs. They check their answers in the • Elicit some answers. Grammar Appendix, pp. 167-168. • Ask students to tell each other when they and members of their family Answers: 1. wasnt 2. Was and/or friends were born. 3. started 4. didnt 5. Did 6. wrote 7. didnt 8. write 9. werent 10. didnt Introduction: Vocabulary Link Section WB Tasks 5- 7, pp. 46-47 WB Tasks 3 & 4, pp. 45-46 • Ask students to make two columns in NEXT LESSON see Aids p. 43 their notebooks: Base Form & Past Simple. 47
  • 68. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 48 UNIT 4 Looking back on the past! • They look back at the texts and write down in their notebooks all the regular WB Tasks 8-9, pp. 47-48 past forms under Past Simple. Remind them that regular verbs take -ed at the EXTRA! Game: Tennis end. • Ask them to write the base form of the Introduction: Games verbs. Task 3 • Write the list on the board. Add the • Students work in pairs. Divide pairs into verbs play & try in the list. As & Bs. • Highlight suffixes in the Past Simple • As secretly choose one ‘Mystery Person and ask students what they notice. Elicit they want to be. that some verbs take -d, some others • Bs ask yes/no questions to find who -ed & that there are verbs which change their partner is. their spelling (consonant + y: -ied). • Remind students to use the Base form Past Simple interrogative form of Past Simple & like liked short answers. invent invented • Ask one or two pairs to perform in use used front of the class. die died ask asked Task 4 create created • Students write True/False or yes/no appear appeared quizzes like the one in Task 1 above. start started • Ask them to have at least one sentence star starred in the interrogative and one in the compose composed negative form. play played try tried WB Tasks 10-12, pp. 48-49 • Students find the irregular past forms in the “Mystery Person” texts and make a EXTRA! Game: 20 questions list. • They find the base form of the irregular Introduction: Games verbs & check their answers at the Grammar Appendix, p. 168. Answers: Base form Simple Past be was/were find found become became have had write wrote build built buy bought 48
  • 69. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 49 UNIT 4 Looking back on the past! PROJECT other students can find their mystery SB page 48 person. • If the school has a webpage, students Aims and Objectives can publish their quizzes there for To involve students in writing clues students from other schools to solve. about important people from the past • If there is a school newspaper, they can To integrate all four skills put their quizzes in the ‘quiz section’. To allow for work across the curriculum WB Task 13, p. 50 (history, science, music, modern Greek, ICT) Introduction: Workbook Writing To foster learner autonomy & cooperation Background Information The people in the photos on p. 48 are: • Read through the steps of the project Theodore Giourtsihin, Agatha Christie with the class and check for any & Albert Einstein. difficulties. Theodore Giourtsihin (or Fyodor • Students search in their schoolbooks Yurchikhin) is the first Greek cosmonaut (history, science, modern Greek, music) who has travelled to space. In 2002 he flew and find three important people from aboard the Atlantis and in 2007 on board the past. the Soyuz. Until today (2008) he has spent • Alternatively students can search on the 207 days, 13 hours and 3minutes in space. Internet. Some useful sites: He was born on Jan. 3, 1959 in Batumi, -Columbia Encyclopedia: Georgia to Pontic Greek parents, who http://www.bartleby.com currently live in Sindos, Greece. He is -Wikipedia http://en.wikipedia.org married and father of two daughters. His (in English) or http://el.wikipedia.org hobbies include collecting stamps and (in Greek) space logos, sports, history of -Encarta Online: http://encarta.msn.com cosmonautics, and promotion of space. (here they can click on Quick Facts) He also enjoys reading history, science -http://www.encyclopedia.com fiction and the classics. -http://www.answers.com Sources: • Tell them that the clues must be easy http://en.wikipedia.org for other students to understand but http://pontosworld.com/ they shouldnt be too obvious. Agatha Christie (1890-1976) was the • Remind them that they have to use the best selling mystery author of all time and Past Simple. the only writer to have created two major • Assist with language. Refer students to detectives, Poirot and Marple. She also the Grammar Appendix, p. 168 if they wrote the longest-running play in the need help with irregular verbs. modern theater, The Mousetrap. The • When students have written their clues, daughter of an American father and a they work in small groups & take it in British mother, Agatha Mary Clarissa turns to read their clues and see if the 49
  • 70. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 50 UNIT 4 Looking back on the past! Miller was born in Torquay in the United States citizen in 1940 and retired from his Kingdom on September 15, 1890. Her post in 1945. family was comfortable, although not Einsteins many contributions to physics wealthy, and she was educated at home, include his special theory of relativity, with later study in Paris. In 1914 she was which reconciled mechanics with married to Col. Archibald Christie; the electromagnetism, and his general theory marriage produced one daughter. In 1920 of relativity, which extended the principle Christie launched a career which made of relativity to non-uniform motion, her the most popular mystery writer of all creating a new theory of gravitation. He time. Her total output reached 93 books died on April 18, 1955 in Princeton, New and 17 plays; she was translated into 103 Jersey. languages (even more than Shakespeare); Source: http://nobelprize.org and her sales have passed the 400 million mark and are still going strong. Named a LESSON 2 Dame of the British Empire in 1971, Tell me a story! Christie died on January 12, 1976. Source: http://www.bookrags.com READING SB page 49 Albert Einstein was born at Ulm, in W rttemberg, Germany, on March 14, 1879. Six weeks later the family moved to Aims and Objectives Munich, where he later on began his To involve students in schooling. Later, they moved to Italy and - reading a story from a short story Albert continued his education at Aarau, competition Switzerland and in 1896 he entered the - skimming & scanning Swiss Federal Polytechnic School in To integrate reading with listening & Zurich to be trained as a teacher in speaking physics and mathematics. In 1901, the To present vocabulary and grammar in year he gained his diploma, he acquired context Swiss citizenship and, as he was unable to find a teaching post, he accepted a Vocabulary position as technical assistant in the Swiss pavement, broken, jewellery, lie, lock, Patent Office. In 1905 he obtained his fall in love, get married doctors degree. During his stay at the Warm up Patent Office, and in his spare time, he • Refer students to the cover page of the produced much of his remarkable work. unit & ask: “Which site was Magda He became a German citizen in 1914 and interested in?” (in the Short Story remained in Berlin until 1933 when he Competition site). renounced his citizenship for political • Ask students to read Magdas e-mail. reasons and emigrated to America to take • Ask: ‘Did Magda enter the competition? the position of Professor of Theoretical What happened? (Yes, she entered the Physics at Princeton. He became a United competition. She won the second prize). 50
  • 71. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 51 UNIT 4 Looking back on the past! Task 1 Task 4 • Ask: ‘Do you like reading stories? / What • Revise / elicit the meaning of the kind of stories do you like reading? adjectives. • Elicit different types of stories (science • Ask students to say in which part of the fiction, mystery, detective, romance story Mary felt this way and why. etc.). Possible answers: • Revise character and ending (Ask: 1. Mary was / felt angry / disappointed / ‘Whos your favourite character? ‘Do you scared when she saw her kitchen like stories with a happy or sad ending?). window broken / her jewellery was • Allow several students to answer. missing. • Ask students to cover the story in their 2. She was / felt disappointed when the books. police didnt have any news about the • In pairs, they guess the answers to the burglars. questions without reading the story. 3. Mary was / felt happy / excited when she Remind them to use ‘must, ‘may/ saw John again / John asked her out. might for their guesses (e.g. The main 4. Mary was / felt lucky she found a lovely husband. character may be a woman etc.). Task 2 Task 5 • Students read and/or listen to the story • Students say if they liked or didnt like and check their guesses. the story. • Encourage them to comment on the Answers: plot, characters, language (e.g. I liked a. Mary Larson the story because it was interesting and b. in Marys flat (kitchen) had a happy ending / I didnt like the c. two policemen (one of them is John story because I dont like romantic stories Edwards) etc.). d. happy Tapescript WB Tasks 1 & 2, pp. 51-52 Student’s book page 49. NEXT LESSON see Aids p. 43 Task 3 • Students look at the pictures. Elicit some vocabulary: jewellery, police station, ask somebody out, get married, husband. • Students read the story again and put the pictures in the right order. • Ask students to tell the story looking at the pictures. Make sure they use the correct form of the simple past. Answers: 1.b 2.d 3.e 4.a 5.c 6.g 51
  • 72. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 52 UNIT 4 Looking back on the past! • Elicit that it starts with a description of VOCABULARY LINK SB pages 50-51 the time the incident happened (about 11:30 / evening) & of the A burglary weather (cold / winter) Task 1 • Then ask students to look at the • In pairs, students find words in the story different types of weather & complete to match the pictures. the gaps. • Play the CD. Answers: • Students listen & check. a. jewellery b. report c. upside down • Explain that non-stop can be used with d. lock e. pavement f. thief “snow” as well. Answers: Task 2 • Ask students to find the words/phrases A. non-stop. B. hard C. going down. in the story & read the sentences they D. light E. sunny are in. This will help them match them Tapescript with their meaning. Listen and check. Answers: A. 1. f 2. c 3. a 4. b 5. e 6. d (sound of raining hard) Speaker 1 : It was raining hard … Task 3 Speaker 2: … heavily • Students look up the verb lie in their (sound of raining slightly) dictionaries and find how many Speaker 3: … slightly meanings it has got. (sound of raining harder) • They say which meaning it has in the Speaker 4: non- stop pictures. B. • Then ask them to find the verb in the Speaker 1: It was snowing heavily … story and say what meaning it has in this Speaker 2: (trembling)… hard context. Speaker 3: … lightly. C. Answers: Lie: 1. (past: lay) to be in a flat position Speaker 1: The sun was coming up … on a surface Speaker 2: … going down … 2. (past: lied) to tell a lie Speaker 3: … shining The first picture shows “lie” meaning 2 D. & the second picture shows “lie” mean- (sound of strong wind blowing) ing 1. In the story it has meaning 1. Speaker 1: A strong cold … (sound of light wind) Speaker 2: … light wind was blowing. Weather collocations E Task 4 (sound of birds singing) • Refer students to the 1st -prize-story & Speaker: It was a beautiful sunny warm ask: “How does this story start?” spring morning. 52
  • 73. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 53 UNIT 4 Looking back on the past! Task 5 Tapescript • In pairs or small groups, students use What were Marys neighbours doing the words / phrases in Tasks 1-5 to between 10:00 and 11:00 last night? Listen make a story. to Johns report to the police chief and • They can make notes of the story and match the people with the pictures. then tell the class. • You can ask students to vote for the “Miss Larsons block of flats is at 45 Pond best story. Street. It has two floors and there are two flats on each floor. Mary lives on the first floor. WB Tasks 3-5, pp. 52-53 The flat next to hers belongs to a couple, the Smiths. Last night between 10 and 11 LISTENING oclock, Mr Smith was watching the football SB page 51 match on TV and his wife was talking on the phone with her mother. The TV was loud so they didnt hear a thing. They went to bed Aims and Objectives when the match finished, at 11.15. The flat To involve students in listening above Marys belongs to a student, called - to a part of a radio play Peter Brad. Yesterday, he left his flat at 5 - for detail oclock and went to his girlfriends. He says To present vocabulary and grammar in they were driving to some friends at the time context of the burglary. He came back home after • Read through the instructions with the midnight. Finally, the last flat belongs to a class and check for any difficulties. family, the Robinsons. Mr Robinson is a taxi • Play the CD twice. driver and he was working last night. Mrs. • Students listen and match the people Robinson had finished cooking and she was with the pictures. checking her students writing. Shes a • Ask students to say what each person teacher. Their daughter, Pam, was listening was doing at that time. Write an to music on her Discman in her room. She example on the board (Mr. Smith was was wearing earphones so she didnt hear watching a football match on TV). anything strange. Unfortunately, sir, we • At the end, ask students: ‘Are any of weren’t able learn anything useful from the these people guilty? Why? neighbours.” • Accept all answers. Answers: 1. d 2. a 3. g 4. c 5. h 6. e (b & f are distractors) 53
  • 74. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 54 UNIT 4 Looking back on the past! GRAMMAR LINK Task 3 SB pages 52-53 • Ask students to read the beginning of Marys story. Past Simple / Past Continuous • Ask: ‘What time of the day was it? What was the weather like? What was Mary Task 1 doing? • Students study the example sentences • Ask: ‘What is the role of these sentences and answer the questions in the in the story? Grammar table. • Revise that they set the background. • They can check their answer in the • Students write the first three sentences Grammar Appendix, p. 169. to set the background for each story. • You can ask students to find more • Students exchange with their partners examples of verbs in the Past and give each other feedback. Continuous in the story & say which set • Students revise their sentences & read the background and which were actions them out in class. in progress at a specific time in the past Possible answers: (Background: A strong wind was b. It was an afternoon in autumn. A blowing. Actions in progress: all her strong wind was blowing. Helen was neighbours were sleeping / Marys cooking in the kitchen. She was in a clothes were lying on the floor and her hurry. money and jewellery was missing). c. It was a hot summer day. The sun • In pairs, students make the rule for the was shining. Jennifer was coming out of formation of the interrogative and the supermarket. Her trolley was full of negative forms of the Past Continuous. things. d. It was a cold winter night. It was They check their answers in the raining heavily. Lena was studying in Grammar Appendix, page 169. bed. She had an important exam the Answers: next day. a. 1. b/c 2. a 3. d b. was / were + verb+ ing WB Task 8, p. 54 c. Questions: was/were + subject + verb -ing Negatives: subject + was/were + not + READING & SPEAKING verb - ing SB page 53 WB Tasks 6 & 7, pp. 53-54 Aims and Objectives To involve students in Task 2 -reading a short story • In pairs, students ask and answer about -asking & answering to exchange information what they were doing at the times / To integrate speaking with reading & moments shown in the box. listening • Ask some students to report what their partners were doing. Vocabulary grounded, wh-question words 54
  • 75. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 55 UNIT 4 Looking back on the past! Task 1 • Ask: ‘What happens when you break LESSON 3 something at home / dont listen to your We survived the tsunami! parents / get low marks? Elicit grounded (you cant go out because youve done READING something wrong). SB page 54 • Divide the class into As & Bs. • As read the story on p. 143 & Bs on p. Aims and Objectives 145. Ask students to read the Speaking To involve students in Tip! -reading a quiz about tsunamis • Revise wh-question words. Elicit that -reading a newspaper article about the we use the question form after wh- tsunami disaster in Indonesia words. -scanning texts to locate information • As & Bs ask each other and complete To integrate reading with writing the gaps in their stories. (taking notes) • Ask students to compare their stories at To present vocabulary and grammar in the end and check their answers. context Vocabulary Answers: A: cinema/foot/brother/mum tsunami, giant, huge, location, victim, B: friends/living room/two thousand/ two police sirens Warm up Task 2 • Ask: ‘Do you remember Jean Paul? / • Ask ‘When was the last time you were What type of student is he? grounded? ‘What happened? (Unit 2 - Lesson 1). • Students ask each other to find out • Elicit that hes the bookish type, he what happened. enjoys learning new things & he wants • You can ask some students to report to to get high marks. the class (if their partners agree). • Ask students to look at the first page of the lesson. Ask: ‘Whats the lesson about? EXTRA! / What does Jean Paul want to do? • Ask students who think their story is • Elicit that the lesson is about the amusing to tell the class. tsunami disaster in Indonesia in 2004 & that Jean Paul wants to write an WB Task 9, p. 55 as homework article about this event in the school Students bring their stories to the newspaper. next class and compare them with their partners. Task 1 • Pre-teach / elicit: giant / huge (very big), earthquake (when the earth Introduction: Workbook Writing shakes; use gestures), closer to (nearer). NEXT LESSON see Aids p. 43 • Students do the quiz and check their answers on p. 141. 55
  • 76. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 56 UNIT 4 Looking back on the past! Background Information Task 2 Tsunamis in Ancient Greece • If you can find photographs of the tsunami disaster in Indonesia, bring A. The eruption of the volcano of them in class & ask students to say what Santorini Professor Marinatos was the first to suggest they can see. In this way, you can in 1939 that the eruption of Thera was the activate students background cause for the destruction of the Minoan knowledge & elicit useful vocabulary. Civilisation. The theory argues that the • Pre-teach / elicit: disaster (something earthquakes destroyed the palaces, tsunamis that happens suddenly and destroys obliterated the fleet and peers of the places and / or kills people), location Minoans, and the volcanic ash of Thera (place), victims (people who lost their covered the whole island destroying crops homes or were injured / killed), witness and suffocating animals. Many geologists have argued that the Thera eruption was of a (someone who was there and saw what colossal scale, and the effects described by happened). Marinatos were possible. Others have • Students read the article and complete disagreed. Recent data places the bulk of the the notes. ash deposits of the volcano to the East carried by the easterly jet streams of the area, Answers: with little effect upon the island of Crete Project - Disasters (D.M. Pyle, "New estimates for the volume of Notes on tsunami the Minoan Eruption". Thera and the Date: 26/12/2004 Aegean World III). Time: 7.58 The biggest blow to this theory came in 1987 Location: Phuket, Indonesia from studies conducted at the Greenland ice Number of victims: cap. Scientists dated frozen ash from the 150.000 people were killed Thera eruption and concluded that it 5 million lost their homes. occurred in 1645 BC, some 150 years before the final destruction of the Minoan palaces. Witnesses: Pete and Cathy Nationality: British History of Minoan Crete available from http://www.ancient-greece.org Their description: [last accessed 08/07/08] • Police sirens, helicopters and shocked people B. Earthquake in Helike On a winter night in 373 BC, a catastrophic • The phone was dead earthquake and tsunami destroyed and • Beach: Full of broken (beach) submerged Helike, the principal Greek city umbrellas, boats on the southwest shore of the Gulf of • People couldnt find their families Corinth. Helike had been founded in the • Airport closed Bronze Age and its pan-Hellenic sanctuary of Helikonian Poseidon was known through the Task 3 Classical world. • Encourage students to answer in L2. Dora Katsonopoulou, 2005 Discoveries at Assist with language. Ancient Helike available from Task 4 http://www.helike.org/paper.shtml • Elicit / revise natural disasters (things [last accessed 08/07/08] that happen suddenly like the tsunami 56
  • 77. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 57 UNIT 4 Looking back on the past! in Indonesia, people cant stop them). into thunderheads, enabling the • Students think of other disasters and development of thunder and lightning.. their causes. Hurricanes are created by complexes • Their geography books and teacher can of thunderstorms that evolve into help them collect the information they hurricane strength with the aid of the need. ocean and atmosphere. The water must be • You can assign this task as homework warm enough to provide energy for the so that students have time to prepare. hurricane, usually higher than 75 degrees • When they come to class next time, they Fahrenheit. The warm water provides report their findings to the class. head moisture which, in turn, provides energy. This is why hurricanes quickly Possible answers: earthquake, volcano/volcanic eruption, weaken when they travel over land or flood, avalanche, hurricane (a violent colder ocean waters, since they lack the wind which has a circular movement, warmth and the moisture. especially found in the west Atlantic http://library.thinkquest.org/03oct/00758/ Ocean), typhoon (a violent wind which en/disaster/tsunami/causes.html has a circular movement, found in the [last accessed 08/07/08] West Pacific Ocean), tornado (a strong dangerous wind which forms itself into an upside-down spinning cone and is WB Tasks 1 & 2, p. 56 able to destroy buildings as it moves across the ground). People give names to hurricanes, typhoons & tornadoes. VOCABULARY LINK Source: Cambridge Advanced Learners SB pages 55-56 Dictionary Natural Disasters / Accidents Background Information Task 1 Causes of natural disasters • Elicit accidents (bad / unfortunate There are three main causes of things that happen suddenly, e.g. like tsunamis: seismic activity, submarine when you fall and break a leg or an landslides, and cosmic impacts. arm; people can avoid them if they are Earthquakes occur when the earths careful). tectonic plates release stress. • Ask students to say which pictures show A flood can happen during heavy accidents & which natural disasters rainfall and overflowing river banks. The (natural disasters: 1, 2, 3, 4, 6 & 8; most devastating flash floods are from accidents: & 5, 7). dam and levee failures. • Students match the words with the The power of electrical storms pictures. originates from the processes of the water • Play the CD. cycle. The water cycle is the cause of • Students listen, check their answers and cloud formation, some of which develop repeat. 57
  • 78. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 58 UNIT 4 Looking back on the past! Answers: Answers: 1. d 2. c 3. g 4. f 5. h 6. a 7. i 8. b Victims: homeless, survivors, trapped What they need: hospital care, food Tapescript supplies, electricity, clean drinking water Who can help: emergency crews, Listen, check and repeat. officials, fire fighters, doctors / nurses, 1. flood 2. earthquake 3. avalanche volunteers, rescue teams 4. tsunami 5. car crash 6. hurricane 7. fire 8. volcanic eruption * Underlined items are in the article Task 2 WB Task 4, p. 57 • Students match the articles with the natural disasters / accidents. GRAMMAR LINK • Ask them to look for key words SB page 57 (e.g. text A: river, rainy season etc.). Past Simple vs. Past Continuous Answers: A. flood, B. car crash C. earthquake Task 1 D. volcanic eruption E. hurricane • Students look at the pictures and match them with the sentences. • Explain action in progress (an action WB Task 3, p. 57 that continues), interrupts (stops). • Students complete the table. They NEXT LESSON see Aids p. 43 check their answers in the Grammar Appendix, p. 169-170. Task 3 • Students find the verbs in the Simple • Revise victims. Elicit the meaning of Past & Past Continuous in the text the words in the three boxes: injured about the tsunami disaster and work (someone who is hurt), cut off (when with a partner to explain the use of the telephones are dead or roads destroyed tense in every case (e.g. Pete and Cathy people are cut off), shelter (a safe from England were spending their place), the government (people like Christmas holiday … : Past Continuous (name of) the Prime Minister who must to set the background etc.). help people when there is a disaster). • Students can check the words they dont Answers: 1. b 2.a know from the Word Bank in dictionaries. An action in progress: Past Simple / Past • Elicit that the article is about Hurricane Continuous Katrina which hit New Orleans in 2005. A sudden event: Past Simple / Past • Students read the article & find more Continuous words to add in the word groups. The sudden event often interrupts the •They can use their dictionaries if necessary. action in progress. While + past Continuous When + past simple or past continuous 58
  • 79. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 59 UNIT 4 Looking back on the past! Task 2 1. • Explain the activity. (a teenage girl talking on the phone on her • Divide the class into As & Bs. balcony) • Collect As half sentences and read - Listen, I cant come. My mum is still mad them out at random. at me. My marks were really bad. • Bs who think their sentence matches - (pause - shes listening) with the teachers read it out. - Where are you? Outside my house? Where? • The class decide if it matches or not. I cant see you! You must leave right away, Students change roles. Repeat the activity. you know. If they see you ....Oooh! (sound of a mobile falling down) WB Task 5-8 pp 58-59 - My god! Mums mobile! Shes gonna kill me! LISTENING 2. SB page 58 (a teenager listening to loud rock music on his Discman, walking in the street with a Aims and Objectives friend and singing, a puddle full of water in To involve students in listening front of him) - to short dialogues - Mmm, mmm, (humming the tune), this is - for gist & detail To integrate listening with speaking great! Its The Scorpions, you know! I love them! Vocabulary - James, watch out! mobile, bulb, fix a lamp (sound of someone stepping in the puddle) - Oh, I didnt see it. Oh no! My new trainers. Task 1 Look at them. • Ask: ‘What can you see in the pictures? 3. ‘What do you think has happened? (A fat man on a chair, trying to fix a lamp, • Allow students to speculate on the his wife next to him) pictures. - Nigel...eh...are you sure this chair is strong? • Elicit bulb. Its too old! • Then play the CD twice if necessary. - Yes, dear. Dont worry. It will be ready in a Students listen & match with the minute. Look, Im taking out the old bulb correct pictures. and....oooOOps (chair breaks, man falls) - Nigel! Answers: - Oh no! (in pain). Oh my God! I think, I 1. c 2. a 3. b have broken my leg. Why did you give me that (d is extra) chair? Tapescript Task 2 Listen to people talking in three different • Students narrate the accidents. Make situations and match them with the correct sure they use correct past forms. pictures. 59
  • 80. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 60 UNIT 4 Looking back on the past! • Students say what happened in the PROJECT extra picture. SB page 60 • Students can write the conversation. Aims and Objectives WRITING To involve students in SB page 59 - searching the Internet to find photographs of natural disasters Aims and Objectives - writing captions under the photos To involve students in To allow for work across the curriculum -writing a newspaper article about a (ICT, geography, art) natural disaster - peer feedback & correction • Explain the project to the class. To integrate writing with reading, • Students search the Internet to find listening & speaking photographs of natural disasters around the world. Task 1 • They can key in search terms such as Answer: ‘photographs earthquakes or the earthquake in Athens in 1999 ‘photographs natural disasters in a Task 2 search engine and find sites which present natural disasters. • In pairs, students plan their writing. • Some search engines they can use are: Ask them to look at the writing guide and http://www.altavista.com, organise the information they have for http://www.search.yahoo.com, each paragraph. http://www.google.com • Encourage students to go through Unit • Students read the accounts of the 4 and collect the ideas and the language disasters and download / print they need. photographs. • Students read each others work and • They write information cards to make comments. accompany them (see example about • You can give students a criteria the earthquake in China in SB). checklist to use either in Greek or in • There can be a class exhibition of English depending on the level of your photographs of natural disasters. class. Here is one in English: • Alternatively, students can find Read your partners work and check: photographs of natural disasters or - Are there three paragraphs? accidents from newspapers & - Are the tenses correct? magazines and write captions for them. • Students revise their work and hand it in. SELF-ASSESSMENT SB pp. 61-62 Introduction: Writing Introduction: Self-assessment WB Task 9, p. 60 NEXT LESSON see Aids p. 61 Introduction: Workbook writing 60
  • 81. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 61 Unit 5 Times change! Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link /Themes lesson schedule -Vocabulary Relative Links to: 4 teaching Lesson 1 -Giving related to clauses - History periods information Ancient Who / Geography 1. Cover page, Fancy -Asking for Egypt & Which / Culture Listening & clarification / Rome Where Maths Vocabulary ancient repetition Technology Link history? -Talking Music 2. Reading about 3. Vocabulary & important Themes: Grammar Links people Time in history Place Similarity- difference Lesson 2 -Education The gerund Change 4 teaching -Comparing & -Large Communication periods A nation contrasting numbers 1. Reading -Expressing -Vocabulary 2. Vocabulary in brief! preferences & related to Link opinions superstitions 3. Grammar Link & Listening 4. Project - TV & radio Simple Past 5 teaching Lesson 3 -Describing programmes & “used to” periods photos referring -Technology to talk about 1. Listening & From to life in the past past habits Speaking generation & the present & states 2. Vocabulary - Expressing & Grammar to ones opinion Links & generation! -Agreeing / Writing disagreeing 3. Listening -Talking about & Reading past habits 4. Project & states 5. Self- assessment Aids o Maps of Ancient Egypt & Rome (Lesson 1, Vocabulary Link, History 1) o Students history books (Lesson 1, Vocabulary Link, History 2, Extra, Lesson 1, Project) o Photos of students parents (Lesson 3, Extra Project) 61
  • 82. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 62 UNIT 5 Times change! ë COVER PAGE Answers: SB page 63 1. 10 2. 8.30 Vocabulary 3. Box Office educational school trip, school visit, the 4. Childrens shop British Museum, the British Embassy, 5. 020 7323 8511 school exhibition, generation, notice board, notice Tapescript Introduction: Cover page Listen to the recorded message from the British Museum and complete Davids Answers: notes. 1. C 2. B 3. A Thank you for calling the British Museum. The British museum is open the following LESSON 1 days and times. Fancy ancient history? Mondays, Tuesdays, Wednesdays, Saturdays and Sundays from 10 am to 5.30 pm LISTENING Thursdays and Fridays from 10 am to SB page 64 8.30 pm. The information desk in the Great Court Aims and Objectives To involve students in listening can give you the information you need. If - to a recorded message of a museum you want tickets for special guided tours and - for detail events, go to the Box Office. Within the Great Court you can find the Childrens Shop where you can buy books Vocabulary for children on history, archaeology and recorded message, guided tour, events, arts. There is also the Souvenir and Guide activities, Box Office. Shop for those who want a special souvenir to remember their visit. Listening Strategies, SB p. 82 There are activities for children, families and school groups. For more information, • Read through the instructions with the please phone 020 7323 8511. class. • Elicit recorded message. Thank you for calling the British Museum. • Play the CD twice. If you want to talk to one of our • You can ask students to check their representatives, press 1. answers with their partners before you check with the class. Now listen again and check your answers. 62
  • 83. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 63 UNIT 5 Times change! POSTER B: The Roman Empire VOCABULARY LINK a. gladiator b. helmet c. emperor SB page 65 d. beard e. wall f. trade History 1 Introduction: Vocabulary Link Section Task 1 • Ask students to look at the theme Task 2 posters. • The purpose of this task is to allow • Elicit: Ancient Egypt & Roman learners to link the vocabulary they Empire. have just learnt to their experiences. • Ask students to find Ancient Egypt and • Go through the example. the Roman Empire on the maps in their • Elicit remind. history books or on the maps you have • Encourage students to choose words & brought in class. tell the class what they remind them of • Ask students to say what they know (e.g. some words could remind students about these ancient countries. of computer / video games they might • Assist with vocabulary. play or films they have seen). • Read through the instructions for the • Accept all answers. task with the class & explain. • In pairs, students match the words with READING the pictures in the two theme posters. SB pages 66-68 • Play the CD. • Students check their answers. Aims and Objectives • You can play the CD again & ask To involve students in students to listen and repeat to practise - jigsaw reading pronunciation. - reading texts from a museum guide book about Ancient Egypt & the Answers: Roman Empire POSTER A: Ancient Egypt - skimming & scanning texts a. statue b. mummy c. crops To integrate reading with writing d. temple e. hunting f. desert (taking notes), listening & speaking (exchanging information) POSTER B: The Roman Empire To present vocabulary and grammar in a. gladiator b. helmet c. emperor context d. beard e. wall f. trade Vocabulary Tapescript Ancient Egypt: Listen and check your answers. pharaoh, farming, hunt, rule, POSTER A: Ancient Egypt mummification a. statue b. mummy c. crops The Roman Empire: d. temple e. hunting f. desert emperor, gladiator, continent, official language 63
  • 84. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 64 UNIT 5 Times change! Task 1 Answers: • Refer students to the pictures on pp. 66 Ancient Egypt: & 67. 1. Nile 2. food and sport • Elicit what the pictures show: pharaoh, 3. boats 4. 67 pyramid, mummy, emperor, 5. mummification amphitheatre, gladiator. 6. look inside mummies • Ask: “What are the texts about?” The Roman Empire: • Elicit that the first text is about Ancient 1. Europe 2. North Africa Egypt and the second about Ancient 3. 80 4. barbarians Rome. 5. gladiators 6. wild • Read through the instructions with the class & explain that one group of students is going to ‘follow Davids Task 3 group and read the text about Ancient • Students check their answers in their Egypt and the other group is going to group. ‘follow Susans group and read the text Task 4 about Ancient Rome. • Students from groups A & B pair up. • Divide students into two groups: A • Arrange the seating accordingly. (Davids group) & B (Susans group). • Students turn to p. 146. • You can ask students A to sit all • Go through the instructions & check for together at the same part of the any difficulties. classroom & students B to do the same. • Draw students attention to the • Students A & B read their texts quickly Language Bank & encourage them to to find the answers to the three use these phrases when doing the questions. speaking task. • Ask them to check answers in their • You can ask a confident pair to model groups. the activity in front of the class. • Go around the class and monitor. • When students finish the first part of the task, they change roles. Answers: • Go around the class and assist. Ancient Egypt: Answers: a. the Nile STUDENT A b. Rameses II The Roman Empire: c. the British Museum 1. North Africa 2. Asia The Roman Empire: 3. Hadrian 4. 80 a. Latin & Greek 5. barbarians 6. wild animals b. Hadrian STUDENT B c. murmillo Ancient Egypt: 1. Nile 2. sport Task 2 3. boats 4. 67 • Students read the texts more carefully 5. mummification 6. mummies & complete the notes. 64
  • 85. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 65 UNIT 5 Times change! Task 5 http://www.ancientegypt.co.uk/life/story/m • Students read both texts and do the ain.html where the daily life of a quiz. nobleman & a farmer are juxtaposed. • Ask students to correct the false sen- tences. WB Tasks 1 -3, pp. 61 Answers: NEXT LESSON see Aids p. 61 THE EGYPTIANS 1. T 2. F (they didnt have a good road system VOCABULARY LINK SB page 68 because of the hills and the desert) 3. F (stone statues) 4. T History 2 THE ROMANS Task 1 1. T • Go through the names in the box & ask 2. T students if they know these people. 3. T • You can elicit the names in Greek. 4. F (Murmillo was a kind of gladiator) • In pairs, students match the people with what they were. EXTRA! : History Masters • Tell them not to worry about words • Students work in pairs or small groups they dont know & try to guess. (3-4 students). • Play the CD. • Students find as many similarities & • Students check their answers. differences between the two ancient • Elicit the meaning of admiral, warrior, countries / civilisations as they can general, dictator, philosopher, and ( 5-10 minutes). goddess. • When the time finishes, pairs/groups present similarities & differences in Answers: class. 1. f 2. c. 3. e 4. a • The pair/group who has managed to 5. h 6. b 7. d 8. g find more can be ‘History Masters. Tapescript Task 6 Listen and check your answers. • Students in small groups or pairs brain- 1. Socrates was a Greek philosopher. storm and collect more facts about the 2. Napoleon was a French general. Egyptian / Roman civilisations. 3. Hitler was a German dictator. • You can ask some questions to guide them (e.g. What was daily life like in 4. Nelson was an English admiral. Egypt / Rome? What kind of clothes did 5. Victoria was an English queen. they wear? etc.). 6. Wallace was a Scottish warrior. • A very interesting site students can visit 7. Louis XIV was a French king. about Ancient Egypt is: 8. Athena was a Greek goddess. 65
  • 86. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 66 UNIT 5 Times change! Background Information built the Nazi Party into a mass movement. Socrates (circa 470 - 399 BC) He hoped to conquer the entire world, and for Greek philosopher whose way of life, a time dominated most of Europe and much character, and thought exerted a profound of North Africa. He instituted sterilisation influence on ancient and modern and euthanasia measures to enforce his idea philosophy and is widely credited for laying of racial purity among German people and the foundation for Western philosophy. The caused the slaughter of millions of Jews, Sinti most important source of information about and Roma (Gypsies), Slavic peoples, and Socrates is Plato who depicts him as a many others, all of whom he considered contradictory character. Perhaps his most inferior. In the final days of the war, he important contribution to Western thought committed suicide in his underground bunker is his dialectic method of enquiring in Berlin as the city was being overrun by the (answering a question with a question). Red Army. Socrates was tried on charges of impiety and Horatio Nelson (1758-1805) corrupting the youth and condemned to British naval commander, whose victories in death by poisoning (the poison probably the battles of the Nile and Trafalgar made him being hemlock) in 399 BC; he submitted to a British national hero. Nelson is regarded as the sentence willingly. the most famous of all British naval leaders Napoleon Bonaparte (1769-1821) and as one of the most noteworthy in world French general, first consul (1799-1804), and history. In 1849 a monument known as the emperor of the French (1804-1814/15), one Nelson Column was erected to Admiral of the most celebrated personages in the Nelson in Trafalgar Square, London. history of the West. He revolutionised military Queen Victoria (1819-1901) organisation and training using the best Queen of the United Kingdom, of Great tactics from a variety of sources and he Britain and Ireland (1837-1901) and empress modernised and reformed the French Army. of India (1876-1901). Her reign was the He scored several major victories. His longest of any monarch in British history and campaigns are studied at military academies came to be known as the Victorian era. all over the world and he is widely regarded as one of the greatest commanders ever to Sir William Wallace (ca. 1279-1305) have lived. Aside from his military Son of a small landowner, he became a achievements Napoleon is also remembered knight and a Scottish patriot, who led a for the establishment of the Napoleonic resistance to the English occupation of Code, which is considered the first successful Scotland during significant periods of the codification and strongly influenced the law Wars of Scottish Independence. William was of many other countries with its stress on the inspiration for the historical novel The clearly written and accessible law. Acts and Deeds of Sir William Wallace, Adolf Hitler (1899-1945) Knight of Elderslie written by the 15th German political and military leader and one century minstrel Blind Harry. This work is of the 20th centurys most powerful dictators. more of a novel than a biography and is Hitler converted Germany into a fully responsible for much of the legend militarised society and launched World War encompassing the history of William II in 1939. He made anti-Semitism a Wallace. The 1995 Mel Gibson film keystone of his propaganda and policies and Braveheart is based upon the novel. 66
  • 87. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 67 UNIT 5 Times change! Louis XIV (1638-1715) Introduction: Vocabulary Link Known as The Sun King (in French Le Roi Section Soleil) or as Louis the Great, Louis XIV ruled France for seventy-two years-the longest EXTRA! : Historical figures reign of any French or other major European • Students work in small groups. monarch. Under his reign, France achieved • Ask them to collect names of other not only political and military pre-eminence, important philosophers, kings, admirals but also cultural dominance with various etc. in history. cultural figures such as Moliere, • They can use dictionaries to find the Racine,Boileau, la Fontaine etc. His rule typified the period of absolute monarchy in English names of the historic figures the second half of the 17th century. This they collect (e.g. Achilles etc.). epoch is widely known as the age of Louis • Students present their lists in class or XIV because other European monarchs make a poster. imitated and competed with developments in France. The phrase "L tat, cest moi" ("I am Task 2 • Explain that AD stands for Anno the State") is frequently attributed to him, Domini in Latin (‘In the Year of the though this is considered by historians to be a historical inaccuracy and is more likely to Lord referring to the Gregorian have been conceived by political opponents calendar system) & BC stands for as a way of confirming the stereotypical view ‘Before Christ. of the absolutism he represented. Answers: Goddess Athena a. after b. before One of the most important goddesses in Greek mythology. The owl and the olive tree are sacred to her. Athena sprang full-grown Task 3 and armoured from the forehead of the god • Elicit statue & battle. Zeus and was his favorite child. A virgin • Explain other words students might not goddess, she was called Parthenos (“the know. maiden”). Her major temple, the Parthenon, was in Athens, which, according to legend, Answers: became hers as a result of her gift of the olive bronze, stone, marble, gold statues tree to the Athenian people. Athena was fight, win, lose, die in a battle primarily the goddess of the Greek cities, of industry and the arts, and, in later mythology, Task 4 of wisdom; she was also goddess of war. She appears in Greek mythology as a helper of • Students use encyclopedias, history many heroes, including Hercules, Jason, and books or the Internet to find when the Odysseus. people lived. • Alternatively, you can use the Sources: information in the TB. Britannica www.britannica.com Microsoft® Encarta® Online Encyclopedia 2006 http://encarta.msn.com/encyclopedia wikipedia http://en.wikipedia.org 67
  • 88. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 68 UNIT 5 Times change! Task 2 Answers: • In pairs, students match the names in Names should be placed on the Time the first column with phrases from the Line in the following order: second & third columns to make BC: People Worshipped Athena, sentences. Socrates • Go through the table & the example AD: Wallace, Louis XIV, Nelson, first. Napoleon, Victoria, Hitler • Elicit city-state. Nelson & Napoleon lived in the same • Ask students to take it in turns to talk century (late 18th- early 19th) about these people with their partners & then report to the class. • You can ask students to write the EXTRA! : Homework practice sentences in class or at home. • You can ask students to find relevant information in their history books or in encyclopedias & write sentences with Answers: • Minos was a Greek king who lived at the collocations in Task 3 as homework Knossos. (e.g. Most statues in ancient Greece were marble / Napoleon fought in a lot of • Athens was a Greek city-state which battles etc.). had a lot of power. • Athens was the Greek city-state where WB Task 4, p. 64 Socrates lived. • The Minotaur was a monster which was GRAMMAR LINK half-man and half-bull. SB pages 69 • Sparta was a Greek city-state where people lived a strict and simple life. Relative Clauses - • Miltiades was a Greek general who Who / Which / where fought in Marathon. Task 1 • The Parthenon was the temple which • Students study the example sentences the Greeks built for Athena. & complete rule. • They can check their answers at the WB Tasks 5-7, pp. 64-66 Grammar Appendix, p. 170 NEXT LESSON see Aids p. 61 Answers: In relative clauses, we use who to talk about people which to talk about things or animals where to talk about places where something happens. 68
  • 89. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 69 UNIT 5 Times change! PROJECT LESSON 2 SB page 69 A nation in brief! Aims and Objectives Task 1 To involve learners in • Refer students to Mrs. Jones words in - using the language of the unit in a the bubble. new context • Elicit united. - collecting facts about the history of • Ask students if they know any united their area countries (e.g. the USA, the United - writing an ancient history quiz Kingdom, the former USSR etc.). To encourage work across the • Revise embassy (see cover page). curriculum (History, Geography) • Then ask students to look at the map of To foster learner cooperation & the UK on p. 158 & find the countries it autonomy consists of. To integrate all four skills Answers: Class organisation England, Wales, Scotland & Northern Unit 3, Lesson 1, Project, p. 31 Ireland Task 2 Project A: An ancient history quiz • Encourage students to use their history Answers: books to find interesting facts. London is the capital city of England • Each group should also prepare the key and of the UK. to their quiz. Cardiff is the capital city of Wales, • Students give their quizzes to other Belfast of Northern Ireland & groups. Edinburgh of Scotland. • The group who wrote the quiz gives the other group feedback. Background Information Ireland Project B: A local history poster Second largest of the British Isles. The • Students can find the information they island is divided into two major political need on the Internet / books from the units-Northern Ireland, which is joined local library. Their history teacher can with Great Britain in the United Kingdom, help them. and the Republic of Ireland. • You might need to give groups of The Republic of Ireland students who choose to do this project It covers approximately five-sixths of the extra time to prepare. island of Ireland, occurying all but the • Students make a poster with a short text northeastern corner of the island. The and pictures & present it to the class. states constitutional name is Ireland (ire) and this is how international organisations WB Task 8, p. 66 and residents usually refer to the country. It is a member of the European Union, has a Introduction: Workbook writing 69
  • 90. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 70 UNIT 5 Times change! developed economy and a population of • Ask students to work in small groups. slightly more than 4.2 million. English and Groups report their answers to the class. Irish are the official languages. Dublin is the capital of the republic and by far its Task 2 largest city. • Students scan Nadias article to see if it Sources: includes any of the ideas they collected Columbia Encyclopedia www.bartleby.com in the previous task. Britannica www.britannica.com • Invite students to say how many of their & wikipedia http://en.wikipedia.org ideas are included in the article. Task 3 Task 3 • Students will probably know that • Divide students into small groups Cambridge & Oxford are famous for (3-4 students). their universities. • Students find the answers to the quiz. • If they dont, you can provide the Answers: names of the cities & ask students to a. 59 b. 1 hour and twenty minutes find them on the map. c. 6 d. the Globe Theatre e. 16 WB Task 4, p. 68 f. English, mathematics & science g. a horserace READING SB pages 70-72 Task 4 Answers: Aims and Objectives 500 km: how wide UK is (UKs width) To involve students in 100: theatres in London -reading an article about the UK 5: the age children start school -skimming & scanning 93%: the percentage of students who To integrate reading with speaking get free education To present vocabulary and grammar in 5.5: the average weight of a British context childs school bag. Vocabulary Task 5 leisure time, schooling, population, Possible Answers: official language, pastime, classical plays, education, private school Similarities In both countries, watching television is Task 1 the most popular leisure pastime. • This is a brainstorming activity, which In both countries, people like spending aims at activating students background time at home with friends & relatives. knowledge. Both English & Greek people like • Elicit the meaning of leisure time & schooling. listening to music. 70
  • 91. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 71 UNIT 5 Times change! Both the Greeks & the British enjoy Education watching football etc. Task 2 Differences • Students circle the words to make Greek children start school when they collocations with the word school. are six. English children start school at • Ask students to check the meaning of the age of five. the different types of schools in In England students can leave school at dictionaries. the age of 16. In Greece they can leave • Refer students to the box & elicit the school at the age of 15. meaning of public school (δημόσιο). British children study English, mathe- • Elicit that a public school in Greece is a matics & science as core subjects. Greek state school where students dont pay fees. children study modern Greek, ancient • Ask: ‘What kind of school do you go to? Greek, mathematics & science. Elicit answers (e.g. I go to a state mixed British people often visit libraries in school etc.). their free time. Greek people rarely visit them. Answers: There are not so many musicals on in I go to a state private mixed public Athens as in London. boarding school Horseracing is not as popular in Greece A state school is a school which offers as in England. free education. Greek people dont really enjoy walking. In a private school, students have to They use their cars too much etc. pay fees. A mixed school is for boys & girls. (For public school refer students to the VOCABULARY LINK note in the SB) SB page 72 In Greece public schools are state schools. Guessing words from context A boarding school is a school students Task 1 live in. • Explain that the indication next to the definitions shows which part of the WB Task 5, p. 69 article to search in. Answers: a. population b. entertain c. leisure activity / pastime d. cultural e. attend f. National Curriculum 71
  • 92. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 72 UNIT 5 Times change! Numbers Task 5 • Play the CD. Task 3 • Students listen & circle the numbers • Ask students to guess what the numbers they hear. might refer to (e.g. population, how tall • Play the CD twice if necessary. a mountain is, percentages etc.) Answers: • Provide / elicit vocabulary students a. 30 b. 50 c. 80 d. 60 e. 19 f. 14 need. • Play the CD. Tapescript • Students listen & find out what the Listen and circle the correct numbers. numbers refer to. a. Ive got about thirty CDs. • Draw students attention to the fact that b. How old is he? I think hes fifty. in English we put a comma in c. This book has eighty wonderful photos thousands & a point in decimal from Scotland. numbers (the opposite of what we do in d. Sixty years ago there was a park right here. Greek). e. Can you please tell me where classroom • Ask: ‘When do we use “and”? nineteen is? • Elicit that we use it before tens. f. There are fourteen students in my English Tapescript class. Listen to the numbers and repeat. Introduction: Vocabulary Link Section There are around 3,000 islands in Greece. Mount Olympus, the highest mountain in WB Task 6 & 7, pp. 69-70 Greece, is 2,917 metres high. Greece has a population of about GRAMMAR LINK 11,000,000. SB page 73 About 98 per cent of the Greek population are Greek Orthodox. Gerunds One English pound is around 1.5 euros. Task 1 Answers: • Students study the example sentences & complete the Grammar table. 3,000: number of islands in Greece 2,917: height of Mount Olympus • They can check their answers in the Grammar Appendix, p. 170. 11,000,000: population of Greece 98%: the percentage of Greek people Answers: who are Orthodox Gerund: Verb + ing 1.5: exchange rate of euro in relation to 1. b 2. a 3. c the English pound Task 2 Task 4 • Students work in groups of 3 or 4. • In pairs, students write sentences which Explain that they will need to use the contain different numbers. gerund after the phrases. • Go through the example first. 72
  • 93. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 73 UNIT 5 Times change! • Elicit some examples first (e.g. I enjoy Task 1 playing computer games/ Im very good at • Elicit that the pictures show playing the guitar / I think doing superstitions. homework is the most boring activity for • Ask students to describe the pictures & teenagers etc.) elicit relevant vocabulary (ladder, mirror, touch wood etc.). Task 3 • Play the CD. • Students get all together & discuss • Students listen & tick the superstitions similarities & differences in their Mrs. Jones is talking about. groups (e.g. In my group, all students • Play the CD again if necessary. think that playing computer games is the most popular activity for teenagers/ only Answers: one person is good at cooking / everyone enjoys playing basketball etc.). a. d. • You can elicit similarities & differences b. e. according to gender (what boys / girls prefer) if you think it is pertinent to c. f. your teaching context (e.g. Girls enjoy dancing & singing but boys like watching Task 2 football / Both girls and boys think that • Play the CD twice if necessary. shopping/ doing housework / going to the • Check answers & invite students to say if cinema is the most boring activity / the Greeks have the same superstitions popular activity for teenagers etc.) . as the English (e.g. In Greece, people think that breaking a mirror and seeing a WB Tasks 8 & 9, p. 70 black cat bring bad luck etc.). • Elicit that people who believe in superstitions are called superstitious. LISTENING • Ask: ‘Are you superstitious?/ Which SB page 73 superstitions do you believe in? • This can be done as a class discussion or Aims and Objectives in small groups. To involve students in listening • In the second case, students report to - to a part of an interview with a British the class if people in their group are Embassy official. superstitious or not & what - for gist & detail superstitions they believe in. To integrate listening with speaking Answers: Vocabulary superstition, ladder, mirror, touch wood, a. BL d. (not mentioned) cross fingers b. GL e. BL c. BL f. GL 73
  • 94. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 74 UNIT 5 Times change! Tapescript PROJECT Listen to Mrs. Jones talking about SB page 74 superstitions in the UK and tick the superstitions she is talking about. Aims and Objectives Antonio: ... one last question, Mrs. Jones. To involve students in Are the British superstitious? - using the language of the unit in a Mrs. Jones: Of course, they are. Ill give you new context some examples to get an idea. First of all, - preparing a presentation of a nation they believe that walking under a ladder To encourage work across the curriculum brings bad luck. If they have to pass under a (history, geography, culture) ladder, they cross their fingers and keep them To foster learner cooperation & autonomy crossed until they see a dog. Isnt that To integrate all four skills strange? Opening an umbrella in the house is also • Read the steps of the project with the unlucky. It brings bad luck to the person who class and check for any difficulties. opened it or to the whole family who lives in • Groups of students decide on a nation this house. Whats more, they believe that they would like to learn more about. opening their umbrellas in fine weather • Ask students to allocate tasks in their brings rain! group (e.g. In each group Students Breaking a mirror brings seven years of bad 1 & 2 collect information & photos, luck! You know what they do for luck? They Students 3 & 4 write the article, touch wood. They say for example: ‘Ive never Student 5 compiles the project & edits had problems with my car - touch wood! the article, Student 6 makes the oral One last thing I want to tell you is about presentation). black cats. The British think that • Students use the Internet, black cats are lucky. Seeing a black cat in encyclopedias and/or their school books the morning while youre going to school or of other subjects to collect information. to work means youre really lucky and youll • Explain that they can practise their have a great day! So, if youre superstitious presentation using a cassette recorder if and you visit England, dont pass under a they like. ladder, dont open your umbrella when the • Different groups present their project to the class. weather is sunny, dont carry mirrors because • Students put their posters on display for they might break and look for black cats. all students or for students from other Youll have all the luck you need! classes to see. WB Tasks 1 -3, pp. 67-68 WB Task 10, p. 71 (homework) Introduction: Workbook writing 74
  • 95. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 75 UNIT 5 Times change! LESSON 3 Tapescript From generation to generation! Listen to Magda. What are they doing? Hi, there. For our exhibition, we need to find LISTENING out as much as we can about teenage life in SB page 75 the past. Thats why we are going to interview Mrs. Ioannou, our English teacher. Lets see what she will tell us about her life when she Aims and Objectives was our age. To involve students in listening - to an interview Task 2 - for gist & detail • Ask: ‘How old is Mrs. Ioannou? To integrate listening with writing • Elicit that she must be about 40-45. (taking notes) & speaking • Ask: What do you think Mrs. Ioannou did when she was your age? How was teenage life different then? Vocabulary • Allow several students to answer. Accept generation, school exhibition, interview, all answers. school uniform, modern technology, Assist with language. Make sure students traffic, argument, channel, radio station use the Simple Past (Dont introduce ‘used to at this point). Task 1 • You can elicit: school uniform, • Refer students to the title of the lesson. technology, arguments with parents etc. • Elicit generation & that students in • Go through the topics in the table & Magdas school are preparing an check for any difficulties. exhibition entitled ‘From generation to • Explain that students dont have to generation. understand everything but tick the • Ask students to look at the picture & topics the speakers are talking about. say what they think Magda & her • Before playing the CD, you can ask friends are doing. students to guess which topics are • Accept all answers at this point. mentioned. • Play the introduction to the interview. • Play the CD twice if necessary. • Students listen & find out what the Answers: students are doing. School, Modern Technology, Going out, Answers: Watching TV Theyre interviewing Mrs. Ioannou, Task 3 their English teacher, about teenage • Ask students to go through the notes life in the past. before they listen. • Check for any difficulties. • Pre-teach: professional & fought. • Play the CD twice if necessary. 75
  • 96. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 76 UNIT 5 Times change! mum got furious. There werent any cinema Answers: complexes, only small, local cinemas, but it 1. Saturdays 2. girls was fun, especially in the summer. 3. Internet 4. Saturday evening Magda: No mobile phones, no computers, 5. the cinema 6. black & white no CDs... What did you do when you were at 7. two 8. radio home? 9. favourite songs 10. parents Mrs. Ioannou: We watched TV but it was black and white. There were only two channels, can you imagine? But we always Tapescript found something interesting to watch. The Listen to the interview with Mrs. Ioannou radio was totally different. Groups of friends and tick the topics they are talking about. used to set up radio stations and play music all day long. You could call them and ask Hi, there. For our exhibition, we need to for your favourite song. Some of them find out as much as we can about teenage became famous radio DJs later, like Yannis life in the past. Thats why we are going to Petridis and Michalis 267. interview Mrs. Ioannou, our English Magda: So, was your teenage life better, teacher. Lets see what shes going to tell us Mrs. Ioannou? What do you think? about her life when she was our age. Mrs. Ioannou: It was different. We were Magda: Mrs. Ioannou what was your life busy at school and we had arguments with like when you were a teenager? Did you study our parents like you. Some things were hard at school? simpler and maybe everyday life wasnt as Mrs. Ioannou: Of course we did. We used stressful as it is today. I believe that to have school on Saturdays too! Can you teenagers nowadays know more things believe it? We also wore uniforms. A blue about the world around them. And you are dress called “ποδιά”. I remember all girls all very clever! hated it. Boys didnt use to wear a uniform Magda: Mrs. Ioannou, thank you for your in High School. What else? We didnt have help. We wont need the internet to do our all these gadgets that you have nowadays. project this time. Mobile phones... or computers. There was no Internet so when we needed some Task 4 information for a school project, we looked • Ask: ‘What did your parents do/use to do for it in some heavy encyclopaedias we all when they were teenagers? had at home. • Allow several students to answer. Magda: What about entertainment? Did • Students may come up with more ideas you use to go out with your classmates? (e.g. My dad wore/ used to wear bell Mrs. Ioannou: Well, not so much when I bottom trousers/ had / used to have long was 13 but when I was 15... 16 Saturday hair etc.) evening was the best part of the week. I used • Assist with language. to spend hours in front of my mirror and my 76
  • 97. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 77 UNIT 5 Times change! Background Information SPEAKING A. (inset photo on SB p. 75) SB page 76 Yannis Petridis is the Host / DJ / Aims and Objectives Producer of a daily Radio Program (from To involve students in Monday to Friday) broadcast on the same -describing photos referring to life in the radio station and at the same time past & the present (4p.m.) since 1975. He has been a pioneer -choosing photos for a school exhibition for our "radio days". At a time when in -expressing their opinion Greek radio (which was limited to state -agreeing / disagreeing radio stations) you could only listen to Greek or "easy-listening" music, he was Task 1 the first one who dared to dedicate a daily • Elicit that students in Magdas class are music programme to good Rock, Pop, looking at photos / choosing photos for Soul, World, Punk or even Country the school exhibition. music. His first program (back in 1975) • Ask: ‘What can you see in the photos was called "Rock Club" and "Pop Club". theyre looking at? Yannis Petridis is the owner of one of • Elicit that some photos show life in the the biggest private record collections in the past & some photos life in the present. world (much more than 100.000 records!) • Ask students to describe the photos in and the manager of "VIRGIN" records in more detail. Greece. For 20 years (1978-1998) he was • Assist with language. the Chief Editor of the Greek music maga- zine "Pop & Rock". He is also the only Answers: Greek journalist who has the right to vote for the "Rock & Roll Hall of Fame" (the a. (past) black and white television - famous museum about rock music). the 60s b. (present) students in a computer lab Source: c. (past) students wearing school http://www.zaffy.net/petridis_main.htm uniforms d. (present) home cinema B. e. (past) disco- the 70s / 80s Michalis 267 (Listening) f. (present) teenagers shopping Michalis Tsaousopoulos (Michalis 267) is a DJ and radio producer. Task 2 He started his career as an amateur DJ • Go through the instructions with the before 1988. class & check for any difficulties. Today he runs Athens Radio DeeJay 95.2. • Refer students to the Language Bank. • Elicit some example conversations Source: before students do the task. http://www.koutouzis.gr/8eamata.htm 77
  • 98. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 78 UNIT 5 Times change! • Explain that pairs have to discuss all VOCABULARY LINK photos & decide which are suitable / SB page 77 unsuitable for the exhibition & how the students in Magdas class can use the suitable ones. TV and Radio Programmes • At the end, pairs of students tell the Task 1 class what they think. • Go through the words in the box & elicit the meaning of words students Task 3 dont know. • After students have presented what • In pairs, students put the words in the they think about the photos in Task 1, correct group. you can ask them to brainstorm & • Play the CD. collect ideas for more photos. • Students listen & check their answers. • This can be done in small groups. • Ask groups of students to report their Answers: ideas to the class & explain why the On TV: soap opera, police drama, photos would be suitable. cartoon, quiz show, chat show, documentary, game show, viewers Possible answers: On the radio: phone-in programmes, - black & white photos of old cars / listeners buses / trams & photos of the metro On both: music programme, sports today programme, the news, commercials, - photos of teenagers dressed in clothes breaking news of the 60s (bell-bottom trousers etc.) & Tapescript teenagers today Listen and check your answers. - photos of music concerts then & now On TV - photos of jobs which have disappeared soap opera, police drama, cartoon, quiz & photos of supermarkets / department show, chat show, documentary, game show, stores today etc. viewers On the radio phone-in programmes, listeners On both music programme, sports programme, the news, commercials, breaking news Task 2 • In pairs, students tell each other which programmes they like watching or listening to & which programmes they never watch or listen to. WB Tasks 3 & 4, p. 74 78
  • 99. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 79 UNIT 5 Times change! Technology GRAMMAR LINK SB pages 77-78 Task 3 • Students complete the gaps with the Talking about past habits and prepositions. states - Past Simple / used to • Play the CD. • Students listen & check. Task 1 • Students study the sentences & Answers: complete the Grammar Table. a. - b. on c. to d. from e. - f. on • They can refer to the Grammar Appendix, pp. 170-171 if they need Tapescript help. Listen and check your answers. a. How often do you surf the Internet? Answers: b. What do you usually find on the Internet? Past habits: a, d, e c. When do you connect to the Internet? Past states: b, c d. What do you usually download from the We form the negatives with Internet? subject + didnt + use to (in the base e. Do your parents use the Internet? form) f. Who else in your family goes on the We form the questions with Internet? did + subject + use to (in the base form) The short answers are: WB Task 7, p. 76 Yes, I did / No, I didnt Task 4 • Students work in pairs. Task 2 • They ask each other & then report to • Students add their own ideas in the the class (e.g. John surfs on the Internet table. every day. He usually finds song lyrics. He • In pairs, they ask each other & put a connects to the Internet after he does his tick or a cross in the table. homework. He downloads songs & play • Explain that they can use either the station cheats from the Internet etc.) Past Simple or ‘used to. Introduction: Vocabulary WB Tasks 5 & 6, p. 75 WB Tasks 1 & 2, pp. 72-73 79
  • 100. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 80 UNIT 5 Times change! WRITING LISTENING & READING SB page 78 SB page 79 Aims and Objectives Aims and Objectives To involve students in writing a To involve students in paragraph about their partners’ past - listening to & reading a song about habits past habits To provide practice in simple past & - listening for gist “used to” - reading & listening for detail To integrate writing with speaking To integrate listening with reading & speaking Task 1 • Students write their paragraphs & draw a picture of their partner if they like. Vocabulary • Explain that students can use both the lyrics, advice, abroad, diary, subtitles, Past Simple & ‘used to to make their key pal, music score paragraphs more interesting. Task 2 Task 1 • In pairs, students read each others • Books closed. paragraphs. • Explain that they have to check if the • Write the three questions on the board. Simple past & used to forms are used • Play the CD twice if necessary. correctly. • Students listen & find the answers. • Students give each other feedback & write their final drafts. Answers: Task 3 A dad is singing to his son about how he • Students put their paragraphs on used to practise English display on the class notice board for everyone to see. • Alternatively, students can write their Task 2 paragraphs on the computer & publish • Books open. them on the school website. • Go through items a-j & check for any difficulties. Introduction: Writing (peer feedback & process writing) • Play the CD again. Students follow in their books and tick the correct EXTRA! : Writing answers. • Students can write about their past • Check answers with the class. habits when they were in primary school or in kindergarten at home & bring to class next time. Answers: a, c, g • Students can exchange paragraphs & check each others work. WB Task 8, p. 76 (homework) Introduction: Workbook writing 80
  • 101. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 81 UNIT 5 Times change! Task 3 PROJECT • Invite students to answer the questions. SB page 79 • This can be done as a class discussion or in small groups. Aim To raise students awareness about EXTRA! learning how to learn • Play the CD again. Students sing the song. • Read through the steps of the project • They can sing the song in different with the class & explain. ways: each group one verse, every other • Students choose an activity from verse etc. Listening & Reading Task 3. • Refer students to the idea in the box. • They have to try & add this activity to • Revise music score. their daily routine for three weeks (this • If there are any students who can play time period can be longer or shorter). a musical instrument, they can play the • At the end of the first week, allow some song in class or in school celebrations. time in class for students to discuss how • They can ask the music teacher to help theyre getting on & if they find the them. activity useful etc. • Allow L1 if necessary. EXTRA! : Writing a song • At the end of the project, students can • Ask students to find words which rhyme write what they did, for how long & if it in the song (‘school-Liverpool’, helped them. ‘comics-lyrics, ‘school-tool’, etc.). • Allow less confident students to write • Explain words students ask for. their texts in L1. The aim of the project • In small groups, students write their is to encourage students to make own songs about learning English. decisions about their own learning. • They can use the ideas in Task 2. EXTRA! : Project • Encourage them to use words that When my parents were teenagers… rhyme. • In groups, students make a list of questions they would like to ask their EXTRA! : School band parents / relatives about their teenage • If there are any students who can play a life. musical instrument or write music, they • They collect information and photos & can write the music for the songs & bring them in class. perform them in class or in school • They write short texts to accompany the celebrations. photos. • They can ask the music teacher to help • They make a poster and put it on them. display. NEXT LESSON see Aids p. 61 SELF-ASSESSMENT pp. 80-82 Introduction: Self-assessment 81
  • 102. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 82 Unit 6 Teens in action! Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link /Themes Lesson Schedule Lesson 1 -Talking Environment Present Links to: 3 teaching about Perfect Environmental periods Let’s go experiences Simple (1) Education 1. Cover page, green! Culture Tasks 1-4 History & Reading ICT 2. Vocabulary & Modern Greek Grammar Links Geography 3. Speaking Themes: System Interaction Lesson 2 -Talking Work Present Dimension 3 teaching about skills Perfect periods Many & abilities Simple (2) 1. Reading hands -Expressing & Speaking make light preferences 2. Vocabulary & work! -Talking Grammar Link about recently 3. Writing & completed Speaking actions Lesson 3 -Talking Ancient Present 5 teaching about past monuments Perfect periods Learn experiences Simple vs. 1. Reading by Past Simple & Listening doing! 2. Grammar Link & Speaking 3. Reading & Writing 4. Project 5. Self- assessment 82
  • 103. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 83 UNIT 6 Teens in action! ë COVER PAGE • Refer to Andrews message & ask: SB page 83 ‘Wheres Andrew from? (Brighton in England) / ‘What is he interested in? Vocabulary (ecology / the environment) adopt, recycling, discover, protect, • Elicit green in this context. archaeologist • Ask: ‘What has he made? (a website where teenagers can share information & help protect the environment) Introduction: Cover page Task 1 • Write recycling on the board. Explain Answers: A. 3 B. 1 C. 2 that ‘re- means ‘again. (D is extra) • Then ask students if they can find a Greek word in the word recycling. Tapescript • Elicit that its the word cycle: κύκλος. Listen and match the speakers (1-3) with the • Ask students to think of more words ideas in the photos (a-d). There is one extra which have cycle in them. photo. • You can collect students answers on the board. Speaker 1 Hi, Im Andrew. I worry about our planet Possible Answers: and I want to help. Thats why Im in a bicycle, cycling, cyclist, encyclopaedia, recycling team. Cyclops Speaker 2 Hi, there. Im Penelope. I live in a historic • Read question c & ask students to circle city and I love discovering its past with my the things we can recycle. friends. Ill tell you what we do. Speaker 3 Answers: My name is Lyn. I love animals so Im glass, bottles, cans, batteries, magazines, trying to do something to protect them. plastic bags, books, newspapers Its really interesting and fun! • Students can add more things we can LESSON 1 recycle to the list. Lets go green! Possible Answers: The purpose of the tasks that follow is to old clothes, mobile phones, computers activate students background knowledge. (by giving them to charities) Warm-up • Finally, draw students attention to the • Ask students to look at the page & title of the lesson and elicit its meaning elicit that it is a webpage. (Lets care about / protect the environment). 83
  • 104. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 84 UNIT 6 Teens in action! Task 2 • Ask: ‘What is the groups motto? What • Students do the quiz & check their does it mean? (Their motto means answers with the key on p. 141. Think before you throw rubbish away). • Invite students to say how they feel about these facts (e.g. I think its good Answers: that newspapers contain 50% of recycled Its about recycling / the three Rs & paper / Its amazing that recycling one invites students to join a school aluminium can saves enough energy to environmental scheme power a TV for three hours. We should recycle all aluminium cans etc.) Task 4 • Ask: ‘Do you know other interesting facts • In pairs, students collect ideas. about the environment? • Discuss students ideas in class. • Allow several students to answer. Assist • Assist with vocabulary as necessary. with language as necessary. • Here are some more interesting facts Possible Answers: you may wish to use: - use rechargeable batteries - sort rubbish Environmental facts - ask parents not to use their cars all the Every ton of recycled office paper saves time 380 gallons of oil. - adopt an animal Recycling 1 ton of paper saves 17 trees & - recycle school books at the end of the oil enough to run a car for 1,260 miles. school year Glass produced from recycled glass - join environmental schemes instead of raw materials reduces related - make posters/leaflets to inform people air pollution by 20%, and water pollution - clean up beaches by 50%. - plant trees By turning down your central heating - turn off the lights when we leave a thermostat one degree, fuel consumption room is cut by as much as 10%. - use solar heaters etc. One ton of carbon dioxide that is released in the air can be prevented by replacing every 75 watt light bulbs with energy efficient bulbs. Sources http://library.thinkquest.org http://www.ecocycle.org/tidbits/index.cfm Task 3 • Students read the poster & say what it is about. • Elicit reduce, reuse & school environmental scheme. 84
  • 105. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 85 UNIT 6 Teens in action! READING VOCABULARY LINK SB page 85 SB pages 86-87 Aims and Objectives Guessing words from context To involve students in Task 1 - reading website texts about school • Remind students to use the context to environmental schemes understand what the words mean. - skimming & scanning texts To integrate reading with speaking Answers: To present vocabulary and grammar in 1. e 2. d 3. b 4. h 5. f context 6. a 7. g 8. c The Environment Vocabulary environmental scheme, manufacturer, Task 2 • Students match the signs with the eco team, recycling point, volunteer, pictures. waste reduction, remove, litter, rubbish • Play the CD. Task 1 • Students check their answers. • Students read the texts & compare the Answers: ideas mentioned in the text (from Task 1. b 2. e 3. a 4. c 5. d 4 above) with theirs. Tapescript Task 2 Listen and check your answers. • Ask students to justify their answers. Number 1: Join the school ecoteam! Number 2: Use the waste paper bin to Answers: sharpen your pencils. a. 2 b. extra c. 4 d. 1 e. 3 Number 3: A new recycling point in our area! Number 4: Don’t drop litter! Task 3 Number 5: Take the rubbish out! • Students read the texts more carefully & find what each team does. Task 3 • Go through the verbs with the class & Answers: elicit their meaning. a. 3 b. 2 c. 1 d. 4 e. 2 • Students can work in pairs. Answers: Task 4 trees: plant/cut down • Invite students to say which scheme water/energy: waste/save they would like to join & why animals: take care of/ kill (e.g. ‘Id like to help with the posters. Im cars/bicycles: park/use good at drawing / Id like to join the first environment/forests: protect/destroy scheme because we can collect money to beaches/parks: clean up/ pollute buy basketballs, too). paper/glass/aluminium: recycle/throw away WB Tasks 1 & 2, p. 78 litter: pick up/drop 85
  • 106. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 86 UNIT 6 Teens in action! Introduction: Vocabulary Link Section EXTRA! Game: Tennis Introduction: Games WB Tasks 3-5, pp. 79-80 Task 2 • Students work in pairs. GRAMMAR LINK SB pages 87-88 • They go through the texts on page 185 Task 2 & make a list of what the students on Andrews site have done for Present Perfect Simple (1) the environment. Task 1 • Go through the example sentences with Answers: the class & explain the uses of the Andrew has joined an eco team. Present Perfect. • Ask students to answer the questions in At Andrews school they have collected the first table. cans & taken them to the recycling point. Answers: Do we mention the exact time? NO At Sheilas school theyve started a Is the exact time important? NO Waste Reduction Week. They have We use Have you ever …? to ask about removed the waste-paper bins. The experiences headmaster has given students a bag to put the litter they produce during the • Explain past participle. day. • Students complete the second Grammar table & check their answers At Tonys school theyve teamed up with with the Grammar Appendix on p. 171. other schools and formed eco teams. • Ask students to look at the texts & find regular & irregular past participles to Bettinas team has designed recycling complete the gaps in the table. posters to encourage people to sort their • They can refer to the Grammar rubbish. Theyve made a poster with the Appendix if they have any difficulties. names and addresses of stores which Answers: recycle computers and mobiles. + have/ has + past participle Have / has + + p.p ? Task 3 + have / has + p.p • Students use the Present Perfect to say Past Participle what the children have done to help regular: verb - ed with the environment. • You can ask students if there is a simi- e.g. formed , joined , removed lar day in Greece (June 5th is the irregular: see Appendix page 168. World Environment Day). e.g. gone, bought , given 86
  • 107. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 87 UNIT 6 Teens in action! Answers: www.greenpeace.org/greece a. They have cleaned up the beach. www.ci.fort-collins.co.us b. They have sorted paper and glass. (e.g. at www.ci.fort-collins.co.us/ c. They have taken care of stray dogs. bicycling/?home students can find slogans d. They have planted trees. & photos for bicycling) e. They have ridden their bikes to www.kidsrecycle.org/index.php school / He has ridden his bike to www.metrokc.gov/DNR/Kidsweb/ school. Below we illustrate an example: Background Information Topic: Eco tourism Suitable time: before the end of the school The World Environment Day (WED) year. was established by the United Nations • Students collect ideas from sites, leaflets, in 1972. WED is hosted every year by a books etc. in Greek or in English. different city and commemorated with • If they are in Greek, students have to an international exposition through the understand the main idea & say it in week of June 5. Every year WED has a English; they are not expected to different topic e.g. In 2004 the topic was translate. Wanted! Seas and Oceans - Dead or • They make posters with photos / drawings Alive? & slogans, e.g. List of topics available at: http://en.wikipedia.org/wiki/World_Envi Going on holiday? Leave your car at ronment_Day home! Plastic bags in the sea: a deadly snack Other international environmental for dolphins, turtles & sea birds! days: Dont turn on the lights! Look at the UN World Day for Water: March 22 stars! Youll also avoid nasty mosquito International Day for the Preservation bites! of the Ozone Layer: September 16 Jet ski= Noise & fumes! Try surfing instead! Its cheaper, it doesnt pollute EXTRA! Project: Our School Environment & it helps you keep fit! Day Like listening to music on the beach? • You can organise an environment day at your school. Dont forget your rechargeable batteries! etc. • Find a topic with the students & help (Ideas taken from: www.greenpeace.org/greece) them decide what activities they can do • They organise a school exhibition & invite & how to allocate tasks among them ($ Introduction: Projects). all students & teachers to visit & become • You can ask other teachers to help. aware. useful sites WB Tasks 6-8, pp. 80-81 www.environment-agency.gov.uk 87
  • 108. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 88 UNIT 6 Teens in action! SPEAKING LESSON 2 SB page 88 Many hands make light work! Aims and Objectives READING & SPEAKING To involve students in using the SB pages 89-90 Present Perfect Simple to ask & answer questions about their experiences Aims and Objectives To involve students in Task 1 - reading an advertisement for • Ask students to take their books, leave voluntary work, a letter of their places and walk around the application & a CV classroom to find students who have - skimming & scanning done the activities in the questionnaire. - talking about what voluntary work they • Explain that they must write full would like to do for the zoo answers not just the names. To integrate reading with speaking • The person who finishes first is the To present vocabulary and grammar in winner. context • Point out that if students reveal their answers, they help someone else to win. • Students who finish first, second etc. Vocabulary wait for the other students to finish. voluntary work, congratulations, arts & • Then they read their answers crafts, special events, CV (curriculum (e.g. George has cleaned up a beach). If vitae), pet, qualifications, skills somebody rightly objects to one of their findings, they lose a point etc. Task 1 • Refer to Lyns e-mail & photo. Task 2 • Ask: ‘Whos sent Andrew an • Students work in groups. e-mail? (Lyn) ‘Wheres she from? • Based on the results of their (London, the UK) ‘How old is she? questionnaire, each group has to decide (over 18). if the class cares about the environment • Elicit the meaning of congratulations. or not. • Ask: ‘Does she like Andrews webpage? (Yes, she thinks its great) WB Tasks 9-11, pp. 81-82 ‘Why is she writing? For WB Task 11, students prepare at home & do the speaking task in Answers: the next session. Shes sending Andrew an advertisement. Task 2 • Ask: ‘What kind of work is the advertisement about? 88
  • 109. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 89 UNIT 6 Teens in action! • Present / elicit voluntary work (students are familiar with ‘volunteer, Unit 6, Possible Answers: Lesson 1) personal information (name, date of birth, address, telephone number, Answers: nationality, interests), qualifications Its about voluntary work for the zoo. (education, foreign languages, experience) & skills EXTRA! : Extra questions • Can school children volunteer? (No, Task 5 they have to be over 18). • Students read Lyns letter & CV to find • What will volunteers have to do for the the answers. zoo? (answer visitor questions about • Revise: she was born on … (Unit 4, animals / play games with young visitors Lesson 1, Vocabulary Link). etc.) • Elicit vet. • What kind of experience would be • Check answers with the class. useful? (library) Answers: Task 3 a. She was born on 11th May, 1988 • Go through the instructions & the list b. She wants to become a vet of topics with the class & check for any c. She has worked as an assistant in the difficulties. school library • Ask students to discuss in pairs. d. Shes a friendly person & she learns • Refer them to the Language Bank. fast. She loves animals & spending time • You can ask a pair to give an example with children. in front of the class. • When they finish, students report to the Task 6 class. • Explain that students have to complete the missing phrases in Lyns letter & Task 4 CV. • Refer to the advertisement & ask: • You may have to explain accept. ‘What should people who want to do Answers: voluntary work for the zoo send? • Elicit that they should send a CV. 1. g 2. b 3. e 4. d 5. a 6. f • Explain that CV stands for Curriculum (c is extra) Vitae. • Refer to Lyns CV & elicit what a CV Task 7 is. You can allow L1. • Ask students to check the zoos • Ask: ‘What information is there in Lyns advertisement, Lyns qualifications, CV? Assist with language. With less skills & interests & say what voluntary confident students, you can allow L1. activities she can do for the zoo. • You can present / elicit qualifications • Elicit computer literate. & skills. 89
  • 110. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 90 UNIT 6 Teens in action! Possible Answers: Answers: 1. She can answer visitors’ questions a. 2 b. 4 c. 7 d. 5 e. 1 about animals / give instructions / f. 3 g. 10 h. 6 i. 9 j. 8 take visitors on guided tours because she loves animals / speaks French / Task 2 likes meeting people. 2. She can play games with young Answers: visitors because she enjoys spending She mentions: skills, experience, time with children. qualifications, personal qualities, CV 3. She can help the zoos librarians because she has experience in library Task 3 work / she has worked as an assistant • Students fill in the table with their in her school library. qualifications (e.g. foreign languages they 4. She can also help out at special events can speak), skills (e.g. if they are good at because she likes meeting people / she computers, art & craft, music etc.), learns fast / shes a friendly person / personal qualities (e.g. adjectives to shes computer literate describe their character) & experience (if they have had any) (e.g. helping out at Task 8 the school library / at school celebrations / • Ask some questions to help students taking part in school plays / doing (e.g. Have you ever helped organise voluntary work for an environmental something / a school celebration / a scheme etc.). party? Have you ever done charity work? etc.) Introduction: Vocabulary Link Section • Encourage students who have done voluntary work to tell the class what WB Task 4, p. 84 they have done & how they felt. WB Tasks 1-3, pp. 83-84 GRAMMAR LINK SB page 91 VOCABULARY LINK SB page 91 Present Perfect Simple (2) Work Task 1 • Elicit the meaning of the words in bold. Task 1 • You can ask students to provide the • Ask students to go through the tables Greek equivalents. with the words & say what they have in • Point out that in English we often use common (theyre all about work). the Present Perfect with these words / • Encourage students to use Lyns letter expressions. & CV to find the answers. 90
  • 111. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 91 UNIT 6 Teens in action! • You can ask students which tense(s) we WRITING & SPEAKING would use in Greek to say similar things SB page 92 (1. αόριστο, 2. παρακείμενο, 3. αόριστο ή παρακείμενο, & 4. ενεστώτα). Aims and Objectives To involve students in Answers: -writing a letter & a CV to volunteer 1. b 2. c 3. d 4. a for a bazaar - talking about what they could do to Task 2 help with the bazaar • Say: “Lyn hasnt started her studies yet - process writing & peer feedback so …”. To provide practice in the language • Elicit: “…so she can do voluntary work students have learnt in the lesson for the zoo”. To integrate writing with reading & • Elicit that this is the result of the speaking previous action. • Use the sentences about Lyn in the Task 1 Grammar table & ask students to finish • Go through the advertisement with the them with the result of the actions class. (e.g. Lyn has just finished school. Now • Ask: “Who is asking for volunteers?” she can work for the zoo etc. (the local council). Elicit council. The college has already accepted her so • Then ask: “What will the money be used she can study to become a vet. for?” (to help the local childrens She has worked in the school library for hospital) & elicit that this is a good cause. three years so she has some experience in • Elicit what activities are involved in this library work / she can help out the voluntary work. librarians at the zoo etc.). • Go through the plan & check for any • Explain that students will have to do the difficulties. same with activities they / members of • Explain that students can use the ideas their family / friends have / havent they have collected in Vocabulary Task 3. done today / this week / this month etc. • Refer them to Lyns letter & elicit how • Read the example first. theyre going to start their letter & how • Students do the task in pairs. theyre going to sign off (Dear Sir / Madam & Yours faithfully + their full name). WB Tasks 5-7, pp. 85-86 • Students write their letters, read each others work & give each other feedback. EXTRA! : Homework • You can prepare a checklist with points • You can ask students to write sentences they can check (e.g. letter layout, showing the results of what they have correct use of the Present Perfect, use done recently as homework. of vocabulary related to the semantic field of “work” etc.). 91
  • 112. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 92 UNIT 6 Teens in action! Task 2 • Ask students to scan the page & find • Ask students to follow the layout of out which place this is (Philopappos Lyns CV. Hill in Athens). • Refer to Penelopes photo & ask: ‘What Task 3 do you think Penelopes hobby is? • When students finish, ask them to work • Allow some students to answer & then in groups & read letters & CVs in their ask them to read her e-mail to find out. group. • Ask: ‘What other information can you • Refer them to the Language Bank & find about Penelope? the example & elicit some more • Elicit answers. example answers if necessary. • Students go through their skills, Answers: qualifications, personal qualities & Shes from Athens, Greece. Her hobby experience & decide how each person is history & writing articles about places in the group can help. in Greece. At the moment, shes writing an article about the Philopappos Hill for WB Task 8, p. 87 homework the English school newspaper. Introduction: Workbook writing Task 2 • In pairs, students do the quiz. LESSON 3 • Explain that if they need help with the Learn by doing! vocabulary, they can look at the Help Box below. READING • Students check their answers with the SB page 93 key on p. 141. Task 3 Aims and Objectives • Students match the words with the To involve students in pictures. - reading an e-mail & a quiz • Play the CD. - skimming & scanning • Students listen and check their answers. To integrate reading with speaking To present vocabulary in context Answers: a. 3 b. 7 c. 1 d. 4 e. 2 f. 6 g. 5 Vocabulary Ancient monument, orator, tyrant, Tapescript Listen and check your answers. assembly, live performance, inscription, a. orator compass, treasure b. assembly c. monument Task 1 d. treasure • Refer students to the photo & ask them e. inscription if they know what it shows. f. live performance • Elicit ancient monument. g. compass 92
  • 113. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 93 UNIT 6 Teens in action! LISTENING the 14th High school of Athens visited the SB page 94 archaeological site of Filopapos Hill and explored the area in a different way. For Aims and Objectives almost three hours, they travelled through To involve students in listening time while they were playing treasure hunt. - to a radio news report Our reporter, Jane Kelly, was there: - for gist & detail Task 3 To integrate listening with writing • Play the CD. (taking notes) & speaking • Students put the pictures in order. • Play the CD again. Vocabulary • Students check their answers. treasure hunt, archaeologist, newscaster, orator speaking to public, inscription, Answers: compass The correct order is e, c, b, d, f, a Task 1 Tapescript • Read the instructions with the class & Listen to the news report and help Penelope ask students to look at the pictures and put pictures a-f in the correct order. brainstorm answers. • Assist with language as necessary Music!!! (and ‘Omega radio!) (archaeologist, newscaster, orator Newscaster: Back again with news about an speaking to public, inscription, unusual school trip. Yesterday, students of compass). the 14th Junior High school of Athens visited the archaeological site of Filopappos Task 2 Hill and explored the area in a different • Play the first part of the news report. way. For almost three hours, they travelled • Students listen & check their guesses in through time while they were playing Task 1. treasure hunt. Our reporter, Jane Kelly, was • Ask them to choose the best title for there: the news report. Reporter: What exactly are you doing here Answer: this morning? Junior Archaeologists in action Student A: Our teachers have given us a questionnaire and we must go around the Tapescript place in small groups and find all the Listen to the first part of the news report. answers. Check your answers in Task 1 and choose Reporter: Sounds interesting! What are these the best title for the news report. questions about? Student C: Well, most of them are about Music!!! (and Omega radio! daily life in ancient Athens. Look! Weve Newscaster: Back again with news about an already found where Greek orators, like unusual school trip. Yesterday, students of Demosthenes, used to stand to speak to the 93
  • 114. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 94 UNIT 6 Teens in action! public. Its there, at the Pnyx. Now, were Task 4 going to the monument of Filopappos. We • Play the CD again. want to copy the names on the inscriptions • Students complete the notes. there. If we finish first and our answers are Answers: all correct well be the winners of the game. 1. three hours 2. small groups Reporter: Wow! So, let me not waste your 3. daily life 4. speak to the public time. Gook luck!! 5. copy the names on the inscription Newscaster: The school has organised this 6. maps 7. compasses game four times so far with great success. 8. biology 9. 120 Mr Ravasopoulos, the biology teacher who had the original idea, says to Jane Kelly: Task 5 Mr Ravasopoulos: Ive always wanted to • Ask individual students if they have make young people love history. Weve ever been on a trip like this. actually prepared the students for this day. • Encourage students who have to give Weve told them a lot about the historical more details. period theyre exploring right now. Weve • Invite students who havent been on a also given them maps and compasses, and trip like this to say if they want to go & here they are! to justify their answer. Reporter: They look so excited about it. Have you done all this work by yourself? WB Tasks 3-5, p. 89 Mr Ravasopoulos: No, of course not. My colleagues and a group of archaeologists have helped me a lot. I would like to thank GRAMMAR LINK them for their voluntary work. SB page 95 Newscaster: This year, 120 students from all High School grades took part in this project. Present Perfect Simple vs. At the end of the day, all of them wanted to Past Simple repeat it next year. They want more schools to learn about it and do the same. Learning • Students study the example sentences & complete the Grammar table. by doing interesting things outside the classroom. Why not? More news after the Answers: break! 1. b & d 2. a & c 3. d 4. We use the present Perfect in 1 & 3 Music!!! (and ‘Omega radio!) and the Past Simple in 2. Now listen again and help Penelope Answer: The Past Simple complete her notes for the article. WB Tasks 6-8, pp. 90-91 94
  • 115. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 95 UNIT 6 Teens in action! SPEAKING Possible answers: SB page 95 - I learn new things / about traditions when I cook with my grandma. Aim & Objectives - We can learn about nature when we do To involve students in experiments. - discussing what they can learn by - We learn that it doesnt matter if we doing different activities. lose when we play board games. - using the Present Perfect & the Past - We can learn about a countrys history Simple to talk about experiences & culture / how to look after ourselves when we travel Vocabulary - We learn how to work as a team by do an experiment, board game, perform dancing etc. on stage Task 2 Unit 6, Lesson 1, Speaking Task 1 in TB, Speaking Strategies, SB p. 100 p. 88 Task 1 Task 3 • Ask students to describe the activities • Refer to the example. in the pictures. • Encourage students to give more details • Assist with vocabulary of the incidents they found amusing. (do an experiment, board game). EXTRA! : Homework Possible answers: • Students choose one of the incidents in a. A grandma and her granddaughter the questionnaire & write the story. are cooking • Alternatively, students write a report b. A teacher and two students are doing with their findings from the an experiment questionnaire. c. Some teenagers are playing a board game. WB Tasks 1-2, p. 88 d. Some students/teenagers with backpacks are visiting a city / a monument. READING & WRITING e. Some teenagers are dancing in a group. SB page 96 • Ask: “What can you learn when you play Aims and Objectives board games with other children?” To involve students in • Elicit that they can learn how to work in - reading a text from a museum guidebook groups / co-operate. - writing a Treasure Hunt Task sheet for • Invite students to say what they can visitors of the museum learn by doing the other activities in the pictures. Vocabulary • Refer to the example. treasure hunt, document, translation, • Elicit some answers as examples. theatrical works, press review • Assist with language as necessary. 95
  • 116. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 96 UNIT 6 Teens in action! Task 1 PROJECT • Refer to the text & ask: ‘Whats the text SB page 97 about? ‘Wheres the museum? ‘What can you see in the museum? • Elicit answers. You may need to explain Aims and Objectives document, translation, theatrical To involve students in works, press review, - finding information about a place of • Explain that students have to imagine interest in their area that they have to prepare a treasure - preparing a Treasure Hunt for their hunt for students who visit the classmates museum. - playing ‘Treasure Hunt Ask them to work in groups & read the - using the language of the unit in a text to find what they could include in new context the “treasure hunt”. To encourage work across the curriculum (history, geography, culture) To foster learner cooperation & autonomy Possible answers: To integrate all four skills - Find out when Kazantzakis was born & when he died. • Go through the steps of the project & - Find out where he went to school explain. - Find one of his letters & write down • If you know that students are visiting a who he is writing to place of interest soon, you can ask them - Find the name of one of his theatrical to collect some information about this works place & prepare a Treasure Hunt Task - Describe two of his personal things Sheet to use when they actually visit the place. - Find the names of three newspapers • Groups exchange sheets on the day of which have reviews of his work. the visit & report to the class when they etc. come back or the next time they have an English lesson. Task 2 • Groups present their ideas in class. • Students in their groups prepare a Introduction: Projects Treasure Hunt Task Sheet. SELF-ASSESSMENT pp. 98-100 WB Task 9, p. 91-92 classwork Introduction: Self-assessment Introduction: Workbook writing 96
  • 117. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 97 Unit 7 Tomorrow and ... beyond! Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link /Themes Lesson Schedule Lesson 1 - Describing Travelling Present Links to: 4 teaching & speculating Continuous Geography periods Travel on photos for future History 1. Cover page, plans! - Talking plans & Art Speaking & about arrangements Science Culture Corner personal Careers 2. Reading, arrangements Guidance Listening & & fixed plans Vocabulary Link for the future (Tasks 1-3) 3. Vocabulary Link (Task 4), Grammar Link & Speaking 4. Project Themes: Lesson 2 - Asking for “Be going to” Time 4 teaching & giving advice for future System periods Good - Talking plans & Difference- 1. Speaking, intentions! about future intentions similarity Listening & plans & Civilisation Grammar Link intentions & culture 2. Reading & Writing 3. Speaking 4. Project Lesson 3 - Making - Future Future 4 teaching predictions technological Simple periods In the year about the developments for 1. Reading & 2525! future - Star predictions Speaking signs & 2. Vocabulary & horoscopes Grammar Links 3. Speaking & Writing 4. Self- assesment 97
  • 118. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 98 UNIT 7 Tomorrow and... beyond! ë COVER PAGE Tuesdays, Wednesdays, Thursdays... all of SB page 101 them. When I grow up, Ill never go past a school building. Ill only write music and Vocabulary play my guitar! rate, grow up, looking forward, think pink Message 4: Introduction: Cover page (Petra: happy) Tomorrow for me means doing something Answers: open different. For example, tomorrow Im going to meet my favourite author, Cathy Tapescript Cassidy, at a central bookstore. Im so Listen to Jean Paul, Magda, Paul, Petra and excited. Im going to take all my copies and ask her to sign them. Ill also ask for an Silous messages (1-5) and rate them. autograph and a picture with her. Looking Message 1: forward to it! (Jean Paul: shy but getting more and more Message 5: excited while speaking) (Silou: sad and a bit worried) Hi! Tomorrow... oh...Im really happy... Well, people in Indonesia know that tomorrow is a great day... Im going to meet tomorrow isnt always great. Remember Lauren, ... at the school party... cant wait! tsunami? We still have problems. I know Ive organised everything. Im going to ask ... I know... I must think PINK. Im trying her to dance with me! Im going to dance but sometimes tomorrow worries me. with the most beautiful girl at school! Wow! Message 2: LESSON 1 (Magda singing) Travel plans! “The sunll come out tomorrow, Bet your bottom dollar that tomorrow SPEAKING Therell be sun! SB page 102 Just thinkin about tomorrow Clears away the cob-webs and the sorrow Aims and Objectives To involve students in Till theres none! -describing photos Tomorrow, Tomorrow, I love ya -speculating on photos tomorrow! Youre always a day away!” To activate students background From Annie, the musical! Bye!!! knowledge Message 3: (Paul: bored, angry, fed up) Vocabulary & structures amusement park, museum, summer About the first thing that comes to my school, tickets, airline ticket, travel card, mind... well, what else. I cant help thinking musical that tomorrow is Monday and were going I can see … / This is from … / It may / back to school. Oh, I hate Mondays,... and must be from … 98
  • 119. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 99 UNIT 7 Tomorrow and... beyond! Task 1 • If there is access to the Interenet, • In pairs, students discuss what they can students can find the relevant see in the photos. information on the museum website. • Then, you can have a class discussion • Encourage students who have been to about what the pictures show. Madame Tussauds to say what they saw at the museum. Background Information 1. The first photo is from Thorpe Park, Background Information a theme park located in Surrey. Madame Tussauds is a famous wax 2. The second photo shows students museum in London with branches in a attending a summer course in Royal number of major cities. It was set up by Holloway, University of London, wax sculptor Marie Tussaud.The famous a college in Surrey officially opened by waxworks, started by Madame Tussaud Queen Victoria in 1886. in 1835, are one of the most popular 3. The third photo shows the Parthenon tourist attractions in London, and usually Galleries, at the British Museum. have queues to match. 4. The fourth picture shows students on a Madame Tussaud learned her trade summer course on a karaoke night. 5. The fifth photo is from Cambridge. making death masks during the French 6. The last two photos are from Madame Revolution, and those of Louis XVI and Tussauds. Marie Antoinette are displayed beside the actual blade that beheaded them. There Task 2 are wax models of the famous and the • In pairs, students talk about the infamous from every walk of life, some of students daily programme (e.g. Every which are amazingly lifelike. The newest day they visit a different place. / They get area is the Spirit of London where up early in the morning & have an Londons heritage is brought to life, English class / They visit museums etc.) guiding the visitor through major events • Pairs present their ideas in class. in Londons history. CULTURE CORNER Sources: SB page 102 http://www.madame-tussauds.com/ http://travel.yahoo.com/ • Refer to the ticket from Madame Tussauds. EXTRA! : Sights in the UK • Elicit any information students know about the museum. • Ask students if they know other famous • Refer students to the questions in sights in the UK (e.g. Stonehenge, Culture Corner. Cambridge, Oxford, etc.). • Students work in small groups & try to • You can ask students to find the places answer the questions. that are mentioned on the map of the UK in the Appendix. 99
  • 120. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 100 UNIT 7 Tomorrow and... beyond! Background Information READING SB page 103 Except for London, the top seven destinations in the UK are: Aims and Objectives Bath (with its famous Roman baths) To involve students in Cambridge (Home of Englands - reading a students e-mail second-oldest university, dating from the - scanning a text to locate information early 13th century; with a lot of museums To integrate reading with writing & The Backs, an area of parkland along (note-taking) & speaking the River Cam behind the colleges, where To present vocabulary and grammar in punting is a popular activity) context the Cotswolds (with picturesque villages and rolling hills) Vocabulary the Lake District (where there are summer course, campus, placement beautiful lakes suitable for lots of test, the Parthenon Marbles, exhibit, activities and Englands best-known amusement park, ride, sights, farewell national park) party, blind date Oxford (where there is Englands oldest university, whose origins lie in the 11th Task 1 century) • Elicit summer course. Stratford-upon-Avon (Shakespeares • Ask the class what students who go on birthplace) & a summer course usually do. York (the capital of Viking England with • Assist with language. a plethora of attractions) • Go through the instructions to the reading task with the class & check for Stonehenge: The ruins of Stonehenge, a any difficulties. circular setting of large standing stones • Students read Alexs e-mail & complete built about 3100-1500 BC, are found the weekly programme. near Salisbury, England. Although many theories have been advanced, no one Answers knows for sure the purpose of the ancient 1. placement test monument. It was once thought to have 2. British Museum been a type of astronomical clock or (the Parthenon Marbles) calendar for predicting the seasons. The 3. Theatre visit - Evita early belief that the monument was built 4. karaoke as a temple for sky worship has never 5. Thorpe Park been definitively proved. Sources: Task 2 http://www.iexplore.com & • Students in pairs / small groups can talk http://www.britannica.com about the activities they find interesting & would like to do themselves. 100
  • 121. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 101 UNIT 7 Tomorrow and... beyond! • Encourage students to justify their Answer answers. Theyre talking about Sophias trip to Task 3 the UK / when & where to meet when • Ask: ‘Have you ever been on a summer Sophia goes to Cambridge. course / trip like that? Task 2 • Elicit answers & encourage students • Go through Patricks notes with the who have been on a similar trip to say class before they listen and check for what they did and if they liked it. any difficulties. • Then ask: ‘Do you know any famous • You can ask students to guess what sights in London? kind of information is missing in each • Allow several students to answer & say gap before they listen (e.g. Gap 1 must what they know about the sights they be a day of the week / a date because mention (e.g. Big Ben, the British its after ‘on / Gap 3 must be the name Museum, Trafalgar Square, Tower of the museum etc.). Bridge, Madame Tussauds etc.). • Play the CD twice if necessary. • Assist with language or allow L1. Answers WB Tasks 1& 2, pp. 94-95 1. Sunday 10 / 10th 2. Saturday 16 / 16th 3. afternoon LISTENING SB page 104 4. Waterstones 5. 2.30 p.m. 6. 7776387330 Aims and Objectives To involve students in listening Tapescript - to a telephone conversation Listen to Sophia talking to Patrick, her friend - for gist & detail from Cambridge, on the phone. To present vocabulary and grammar in What are they talking about? context Patrick: Hello! Sophia: Hi Patrick! Its Sophia. How is it Vocabulary & phrases going? punting, excursion Patrick: Oh, hi Sophia. Im glad you called. How is it going? Have you got any news? You cant miss it. Sophia: Well, yes. Theyve given us the Have a nice flight. programme of the whole excursion. Were Take care! flying to London on Sunday, the 10th and were staying for a week. Task 1 Patrick: Good! When are you coming to • Play the CD twice if necessary. Cambridge? • Students listen to find out what Sophia Sophia: Let me see... here it is. Were and Patrick are talking about. spending Saturday the 16th in Cambridge. 101
  • 122. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 102 UNIT 7 Tomorrow and... beyond! Were visiting Kings College in the morning VOCABULARY LINK and then, were going punting in the river SB page 104 Cam. In the afternoon, we are free to go shopping. This is when we can meet. What Travelling do you think? Task 1 Patrick: Absolutely. What time are you going • Assist with language or encourage back to London? students to use their Greek-English Sophia: At 5.30. dictionaries. Patrick: Then, lets meet outside Waterstones • Pairs present their lists in class. at 2.30. Its one of the biggest English book- • You can collect all the different words shops and its in Main Street. You cant miss it. students come up with on the board for Sophia S: Whats its name again? students to copy in their vocabulary Patrick: Waterstones. W-A-T-E-R-S-T-O-N- books. E-S. If there is a problem, just call me. Sophia: Ill have an English number too. Possible answers: Write it down, please. Its 777 6387330. On a summer course Patrick: I repeat. 777 6387330. lessons, placement test, college, campus, Sophia: Exactly. Ill call you if theres a trips, visit, sights, sightseeing, museum, change. exhibits, (go) shopping, amusement park, Patrick: Right. See you, Sophia. Have a nice rides, (farewell) party, souvenirs etc. flight. Task 2 Sophia: Thanks. Take care. Bye! • Explain that it is not necessary to know Now listen again and complete Patricks all the words at this point. notes. Possible answers Background information 1. at the museum (photo of punting on the river) 2. on the underground A punt is a long boat with a flat bottom. 3. at the hotel You move the boat along by standing at 4. at the airport one end and pushing a long pole against the bottom of the river. Tapescript Punts were developed in Medieval times to Listen and check your answers. provide stable craft which could be used in At the museum: free admission, events, areas of water too shallow for rowing exhibition, opening hours, floor plan gallery conventional craft. On the underground: station, exit sign, Punting along the River Cam is one of the platform, line, train, tunnel traditional delights of visiting Cambridge, At the hotel: hotel reception, porter, and something that should be tried - at receptionist, room key, single room, least once - by everyone! double room Sources: At the airport: airline ticket, boarding pass, http://www.scudamores.com/cam/ check-in desk, duty free shop, departure http://www.britainexpress.com/ lounge, luggage reclaim 102
  • 123. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 103 UNIT 7 Tomorrow and... beyond! Task 3 • Give them one or two days to collect • Divide students into groups of 4. photos & ask them to bring them to • Each group decides on a place. class next time to make their posters. • Students use English-English • If there arent any of these places in the dictionaries to find the meaning of area, students can visit and take photos words they dont know. of other places where there are signs • Then, each group works with another (see EXTRA! : Word groups above). group who has chosen a different word group. Introduction: Vocabulary Link Section • Students from each group ask students from the other group words they dont WB Tasks 3-5, pp. 95-96 know. • If there is time, this can be repeated with another group who has chosen a GRAMMAR LINK different word group. SB page 105 EXTRA! : Word groups Present Continuous - Talking • Students can make word groups of any other kind of place similar to the ones about future arrangements in Voc. Task 2 that exists in their area Task 1 (e.g. bus / railway station / tourist office/ • In pairs, students study the example travel agency etc.). sentences and complete the table. EXTRA! Vocabulary quiz Answers • Students from different groups can A. True B. True C. True make vocabulary quizzes for other groups to take. Task 2 • Refer students to the example. Introduction: Extra Vocabulary Activities • In pairs (or in groups of three), students try to arrange when to go shopping with Task 4 their partner. • Divide students into groups of 4-5 students. WB Tasks 6-8, pp. 96-97 • Each group decides on a place. • Students from each group can visit these places in the area where they live and take photos to illustrate their posters. 103
  • 124. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 104 UNIT 7 Tomorrow and... beyond! SPEAKING 6. In student As diary on Saturday 21st SB page 105 hes meeting Jane but in student Bs diary hes tidying his room. Aims & Objectives 7. In student As diary on Sunday 22nd To involve students in hes visiting his grandma in the - exchanging information to find morning but in student Bs diary hes differences in teenagers diaries / plans visiting her in the afternoon. - using the Present Continuous for future plans & arrangements Task 2 • Pairs of students report the differences Vocabulary & structures they have found and check with the rest Present Continuous (positive, of the class. interrogative, negative, short answers) On + dates WB Task 9, pp. 97-98 At + time Task 1 PROJECT • Divide students into As & Bs and SB page 105 explain the task. • Refer students to the box & explain. Aims and Objectives Revise telling the time, ordinal numbers To involve learners in & on+ date if necessary. - compiling & presenting a local Answers professionals weekly diary with his / her 1. In student As diary on Wednesday plans & arrangements 18th Emmas studying for the maths - using the language of the unit in a new test but in student Bs diary shes context studying for the English test. To encourage work across the curriculum 2. In student As diary on Friday 20th (Careers Guidance) Emmas taking the dog to the vet at To foster learner cooperation & autonomy 6.15 but in student Bs diary shes To integrate all four skills taking the dog to the vet at 7.15. 3. In student As diary on Saturday 21st • Go through the steps of the project & Emmas meeting Carol but in student explain. Bs diary shes meeting Jane. • Divide students into small groups. 4. In student As diary on Monday 16th • Students in each group think of a Pauls playing basketball at 5.15 but professional in their area they can talk in student Bs diary hes playing to & allocate roles (e.g. interviewer, basketball at 4.30. photographer, writer, presenter etc.). 5. In student As diary on Wednesday • Give groups enough time to collect the 18th Pauls buying a present for his information they need (e.g. a week). dad after 3.00 but in student Bs diary • Each group makes a diary in note form hes buying a present for his dad & present it to the class. after 5.00. 104
  • 125. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 105 UNIT 7 Tomorrow and... beyond! • You can discuss with students whether Task 2 the professionals they interviewed work • Ask students at random: ‘What advice hard / do interesting jobs / have a has your partner given you? Are you going routine etc. & finally allow students to to follow it? Why? / Why not? say which of these jobs they would like • Allow several students to answer. to do & why. LISTENING Introduction: Projects SB page 106 LESSON 2 Aims & Objectives Good intentions! To involve students in listening - to a radio programme SPEAKING - for gist & detail SB page 106 To integrate listening with speaking Aim & Objectives Vocabulary To involve students in good intentions, violent, helmet, (fasten - talking about their bad habits ones) seat belt, friendly, shy, nervous, - asking for advice what it feels like, give out, personal - giving advice information, permission, safe, wipe out, negative self talk, think pink, adult, Vocabulary & structures decision, trust, experienced -Vocabulary related to description of bad habits (bite ones nails, eat junk Task 1 food, watch too much TV, play violent • Ask: ‘What bad habits do teenagers computer / video games etc.) usually have? - What should I do? • Elicit answers. You can ask more - A good idea is to … / You should (nt) questions to guide students (e.g. ‘Do … / Why don t you … ? / You could … they watch too much TV? / violent programmes / wear a seat belt? etc.). Task 1 • Assist with language. • Elicit some habits which are considered • Go through the box with the class & ‘bad. Assist with language (e.g. bite check for any difficulties. your nails, never say “please” or “thank • Play the CD. you”, go to bed late, eat junk food etc.). • Students listen & write the names of the • Give students some time to write down teenagers. some of their bad habits. • Play the CD again if necessary. • Then, in pairs, they ask each other for advice. Answers • If necessary, revise language used for a. Pedro b. Silou c. Maria giving advice (Unit 3, Lesson 2, d. Hans e. Christos f. (extra) Grammar Link). g. Jean Paul 105
  • 126. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 106 UNIT 7 Tomorrow and... beyond! Tapescript Speaker 6: (from Spain) Robert, the presenter of a radio programme for “Hola! My name is Maria and Im calling to tell teenagers invited the listeners to express their you what Im going to do. When I have to make good intentions for this month. Listen to 6 of a difficult decision, Im going to talk with an them and write the name of the teenager next to adult about my choices. It might be my mum or each intention a-g. There is one extra intention. dad or another member of my family who I Speaker 1: (from Greece) trust. I think they are more experienced and they “Hi Robert! This is Christos and Im calling for can help me. So, thats it. Thanks, Robert. Its the Good Intentions thing. Well, this month, Maria.” Im not going to choose violent TV programmes Task 2 or video games and Im going to spend only one • Encourage a class discussion on the hour per day - at the most - on these activities. issue in L2. Like it? Remember, its Christos. Bye!” Speaker 2: (from Italy) WB Task 1-5, pp. 99-100 “Buon giorno! This is Pedro speaking. Here are two good intentions. Im going to wear a helmet GRAMMAR LINK when I ride my bike. Im also going to wear my SB page 107 seat belt every time I get in a car. Dad will stop saying: Pedro, fasten your seatbelt, now.” Be going to - Talking about future Speaker 3: (from Germany) plans and intentions “This is Hans from Germany. About my good intention...? Im going to be really nice to other Grammar Strategies, SB p. 116 kids. Actually, Im going to be friendly to kids who need friends, like someone who is shy or Task 1 new to my school. Im from Germany but I live • In pairs, students study the example in London because of my mums work. I was sentences and complete the rules. nervous when I first came here and I know • They can refer to the Grammar what it feels like.” Appendix p. 173 if they need help. Speaker 4: (from France) • You can ask students to make sentences “Hello there. A message for Robert. Im not with ‘going to future to say what they going to give out personal information such want to do & with Present Continuous as my name or home address on the Internet to talk about things that they have without my parents permission. Dad says its arranged to do. not really safe and I think hes right. Oh, I forgot. This is Jean Paul.” Answers Speaker 5: (from Indonesia) am / is / are + going to + verb “Its Silou. You know, when I have a problem, Questions I usually say things like “I cant do it” or “Im so am / is / are + + going to + verb ? stupid”. But it makes me feel worse. So, Im Negatives going to wipe all this negative ‘self talk out of am / is / are + not + going to + verb my vocabulary. From now on, Silous going to think PINK!” 106
  • 127. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 107 UNIT 7 Tomorrow and... beyond! Task 2 Answers • Explain the task. a. Im staring out of my window. • Students write their ‘good intentions b. Im going to wear that fantastic dress lists. … / invite Tim … • They check each other in the next c. I bought yesterday lesson. d. I see him every morning / he rides his • Refer students to the example. bike to school Revise Past Simple Tense if necessary e. He might like me too. (Unit 4, Lesson 1, Grammar Link). f. Mum and dad are eating out on the day of the party. WB Tasks 6-9, pp. 101-102 Task 3 • Students can work in pairs or small READING groups. SB page 108 Answers Aims and Objectives a. Present Continuous (action To involve students in happening at the moment of speaking) - reading an entry from a teenagers b. ‘going to future (intention / plan) c. Past Simple (action completed in the diary past) - skimming & scanning d. Present Simple (routine) e. Modal “might” Vocabulary f. Present Continuous (future plan / stare, gorgeous, fabby arrangement) Task 1 • Students read the text & answer the WRITING questions. SB page 109 • Check answers with the class. • Elicit / revise gorgeous (good-looking) Aims and Objectives To involve students in & fabby (fabulous, great, fun). - writing a diary entry - process writing & peer feedback Answers To integrate writing with reading a. a diary b. excited because shes going to a party Vocabulary & structures / shes going to invite the boy she likes to - Present Continuous for actions the party / shes going to wear her new happening at the moment of speaking & dress to the party for future plans / arrangements - “going to” future for intentions / plans Task 2 - Past Simple for actions completed in • Go through the instructions & check for the past) any difficulties. - Present Simple for habits / routines • In pairs, students answer the questions - might / mayfor uncertainty 107
  • 128. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 108 UNIT 7 Tomorrow and... beyond! Task 1 • Go through the example with the • Explain that students can use the diary class. in Reading Task 1 as a model to write • Ask a group of students to perform in their own diary entry. front of the class if necessary. • Encourage them to include all the • Students A, B & C give student D points in Reading Task 2. clues using going to future & student D has to guess the object. Task 2 • Monitor & assist accordingly. • Students exchange their diary entries • Students change roles & repeat the with their partners & correct each task as many times as there is time for. others work. • Explain that they should focus on the PROJECT correct use of tenses. SB page 110 SPEAKING SB pages 109-110 Aims and Objectives To involve students in organising Aims & Objectives a school trip To involve students in giving clues & To encourage work across the guessing curriculum (art, (local) history, geography, IT,) Vocabulary & structures To integrate all four skills - “going to” for intentions • Go through the steps of the project Task 1 with the class and check for any • Elicit / revise the items in the picture. difficulties. • Ask: ‘What can we use a hat / a box etc. • Students allocate tasks in their group. for? • If there is access to the Internet, • Elicit some ideas. students can find maps and • Assist with language. information online. • Remind students that their Answers programme has to be realistic and a. a pen b. a knife practical (e.g. make sure that there is c. a piece of paper d. a box time for all the activities they decide e. a camera f. a hat to do / their programme is not tiring / g. a notebook h. a pillow their programme is of interest to all i. a newspaper j. a bottle of water members of the group, what they will Task 2 do if it rains etc.). • Divide the class into groups of four • Students present their work in class. students. • At the end students vote for the best • Each group decides who is going to be plan & presentation (except for student A, B, C & D. theirs). • Explain the task. If the programme is for a place students are going to visit, they can try it. 108
  • 129. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 109 UNIT 7 Tomorrow and... beyond! LESSON 3 • You can use the examples in the boxes In the year 2525! & give more ones so that students understand the meaning of the topics. READING • Groups of students collect ideas to SB pages 111-112 describe life in the future for these categories. Aims and Objectives • Encourage them to use dictionaries for To involve students in words they ask for. - reading an article about life in the • Groups report their ideas to the class. future Accept all ideas. - scanning texts to locate information Possible answers - reading for gist Travelling: by helicopters, solar cars, To integrate reading with listening & space cars / buses etc. speaking (exchanging opinions) Technology: talking robots, remote con- To present vocabulary and grammar in trols / voice instructions for all appli- context ances, video conferencing, alternative sources of energy etc. Vocabulary Living conditions: underwater flats, living conditions, entertainment, space cities etc. education, fashion, interactive, Entertainment: virtual reality games / destination, dome, all year round, float, home cinemas etc. air lift, command, recognise, robotic Education: lessons through computers, dog, virtual reality, safety, wallpaper, electronic books / libraries etc. bother Fashion: spacesuits, uniforms etc. Task 1 Task 2 • Ask: ‘How old will you be in 2013/2030? • Students read the article about life in etc. the future & check which of the six • Allow some students to answer. aspects are mentioned. • Ask: ‘What will your life be like then? / • Students say which of the ideas they ‘Are you worried about the future? / collected in Task 1 are mentioned in ‘What will life be like in a hundred years the article. time? Answers • Allow several students to answer. • Assist with language or allow L1 fashion (1), technology (1, 3, 4, 5, 6) depending on the level of your students. travelling (2), living conditions (3, 4, 5, 6) • Divide students into groups of three or entertainment (5) four students. Task 3 • Explain the task. • Explain / elicit any words from the • Elicit/revise the meaning of travelling, headings students ask for (e.g. brain technology, living conditions, power: the power of the mind; be able entertainment, education & fashion. to control things with your mind). 109
  • 130. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 110 UNIT 7 Tomorrow and... beyond! • Students put the headings in the • Each group makes a list with films / sections of the article. books which are about the future. • Explain that there are two extra • The Word Bank can help them. headings that they do not need to use. • Students play the game. They change • Check answers with the class. roles & play it again. • Encourage students to justify their Films / books about the future: answers. Honey, I Shrunk The Kids! Answers Star Trek: The Next Generation 1. “Watch me” Alien 2. No car? No problem 2001: A Space Odyssey 3. Future cities Star Wars 4. Brain power The Empire Strikes Back 5. See them live! Blade Runner 6. Can you hear me? A Clockwork Orange Tiny cameras & Cheap Travelling are The Matrix extra 12 Monkeys Mad Max Task 4 Waterworld • Organise a class discussion on whether Nineteen Eighty-Four teenagers life will be better in the Brave New World future. etc. • Ask some questions to guide students (e.g. Will teenagers go to school? Will VOCABULARY LINK they have parties / celebrations / exams? SB page 113 Do you think this will be better? etc.) Guessing words from context SPEAKING Task 1 SB page 113 • Divide students into groups of four. • Explain the task. Aim & Objectives • Encourage students, first, to use the To involve students in playing a context to understand the meaning of pantomime game the words & then use dictionaries if they have to. Vocabulary noun, verb, article, adjective, adverb Answers destination: the place you are going to • This is a game students will probably be dome: round roof familiar with. air lift: a device that carries people / • Explain the rules of the game. things up or down • Decide with students on a simple code, command: order, instruction e.g. how theyre going to show if the crowded: full of people word is a noun, verb, article etc. wallpaper: paper that is used for • Divide the class into two groups. covering and decorating the walls of rooms. 110
  • 131. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 111 UNIT 7 Tomorrow and... beyond! Task 2 CULTURE CORNER • Encourage students to find the words in SB page 113 the texts & use the context to match them with their meaning. • Go through the information about the • Explain / elicit words from the Chinese horoscope with the class & definitions students need (e.g. direct check for any difficulties. communication: talk with someone • If there is access to the Internet, face-to-face; annoy: make someone students can find what sign they are in fairly angry or impatient). the Chinese horoscope according to the year they were born. Answers • Some useful sites are: 1. d 2. a 3. g 4. h 5. e 6. b 7. f 8. c http://www.tuvy.com/entertainment/ chinese_horoscope.htm WB Tasks 3-5, pp. 104-105 http://www.travelchinaguide.com/intro/ social_customs/zodiac/ http://www.chiff.com/home_life/holiday/ Horoscope chinese-zodiac.htm Task 3 [last accessed 17/07/2007] • Students find what star sign they are. • Otherwise, students can find the Task 4 information they need in books. • Play the CD. • You can assign this task as homework. • Students listen, repeat & mark the stress on the names of the star signs. WB Task 1, p. 103 Answers a. Aries b. Taurus GRAMMAR LINK c. Gemini d. Cancer SB page 114 e. Leo f. Virgo Future Simple - Predicting g. Libra h. Scorpio i. Sagittarius j. Capricorn Task 1 k. Aquarius l. Pisces • Students can work in pairs. • They can refer to the Grammar Tapescript Appendix, pp. 173-174 if they need Listen to the star signs and repeat. Mark the help. stress ( ) on each word. Answers: a. Aries e. Leo i. Sagittarius will + + verb? b. Taurus f. Virgo j. Capricorn + wont / will not + verb c. Gemini g. Libra k. Aquarius WB Tasks 6 & 7 pp. 105-106 d. Cancer h. Scorpio l.Pisces Introduction: Vocabulary Link Section Task 2 WB Task 2, p. 104 • Students work in pairs ( 3 min or more). 111
  • 132. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 112 UNIT 7 Tomorrow and... beyond! • Students cooperate & write predictions • Go through the ‘Tip box with the class about teenagers life in the future. & check for any difficulties. • Explain that they should use the Future • Explain that they shouldn’t translate but Simple in the positive and / or in the use their own words. negative. • Give students some time to prepare. Go • When time is up, pairs share their ideas round the class and assist when necessary. with the rest of the class. • When students finish, you can ask them • Students can decide on the ten / five if they think that what their partner told etc. most popular ideas. You can collect them will come true. these on the board. WRITING Task 3 • You can have a class discussion about SB page 114 which predictions are positive or Aims and Objectives negative & why. To involve students in • Encourage students to give reasons for - writing a horoscope for a famous person their opinion (e.g. ‘Teenagers wont live - process writing & peer feedback with their parents: I think that this is nega- To integrate writing with speaking and tive because teenagers wont feel safe etc.) listening WB Tasks 8 &9, pp. 106-107 Vocabulary & structures Personal life, career, family and friends, SPEAKING money SB page 114 Future simple to make predictions Mediation Task Task 1 Aim & Objectives • Go through the instructions for the task To involve students in parallel use of L1 & explain. & L2 • When students finish, ask them to To integrate speaking with reading & exchange their texts with their partners listening & edit each others work. To provide practice in using future tenses Task 2 to talk about arrangements & predictions • Students get in small groups & prepare Vocabulary & structures a horoscope page for an English - the Present Continuous to talk about magazine. future arrangements • They can do that on the computer. - ‘be going to to talk about future plans • The IT teacher can help them. and intentions - Future Simple to make predictions WB Task 10, p. 108 homework • Divide students into As & Bs. SELF-ASSESSMENT pp. 115-116 • Students A look at p. 150 and Students Introduction: Self-assessment B at p. 153 in the Speaking Appendix. 112
  • 133. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 113 Unit 8 In the papers! Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link /Themes Lesson Schedule Lesson 1 - Exchanging Awards Passive Links to: 3 teaching information Structures - History periods “And the - Talking Simple Geography 1. Cover page, winner about activities Present ICT Reading & is...!” that are done Passive Modern Speaking at different Greek 2. Vocabulary & places Grammar Links 3. Project Themes: Lesson 2 - Talking The Braille - Passive System 3 teaching about code Structures Collaboration periods Crack difficulties - Punctuation - Simple Interaction 1. Listening the code! people with marks Past Communication 2. Vocabulary physical - Physical Passive Link problems face problems 3. Grammar - Asking & Link & answering to Speaking find out about ones past Lesson 3 - Speculating School 4 teaching on newspaper newspapers periods School headlines 1. Reading reporting! 2. Reading & Speaking, Listening 3. Project: Phase One 4. Project: Phases Two & Three 5. Self- assesment 113
  • 134. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 114 UNIT 8 In the papers! ë COVER PAGE LESSON 1 SB page 117 “And the winner is …!” Vocabulary READING & SPEAKING reporting, publish, the same taste with, SB pages 118-120 unusual sports, fencing, paintball, peers Aims and Objectives Introduction: Cover page To involve students in - reading students articles for their school newspaper Answers: - jigsaw reading Penelope: short stories - scanning texts to locate information Pedro: sports news To integrate reading with writing Jennifer: the Agony Aunt column (note-taking) & listening & speaking (exchanging information) To present vocabulary and grammar Tapescript in context Listen to Penelope, Pedro and Jennifer and Vocabulary write what they enjoy reading in their school award, ceremony, show biz, film newspaper under their photo. Who do you industry/biz, annual event, golden have the same taste with? statue, be nominated, nomination, Penelope high-profile, be held, contemporary, alternative music, record sales “I love reading teenagers short stories. Some of them are really great.” Task 1 Pedro • Discuss the photos with the class. “Sports news, of course. Some students in my • You can ask some questions to guide school do unusual sports like fencing or students & elicit some vocabulary: paintball. There are photos as well.” ‘What kind of awards are they? / How are Jennifer the winners chosen? / How often do these events take place? /Do you watch them? / “I prefer reading the Agony Aunt column Do you like them? / Why (not)? first. Teenagers have similar problems so I • Elicit / revise: award, prize, film / feel good when I realise that my peers also music industry / biz, vote, nominate / fight with their parents from time to time.” nomination, annual. Task 2 • Ask: ‘What are the texts about? • Elicit that the first text is about the Oscars and the second about Music Awards. 114
  • 135. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 115 UNIT 8 In the papers! • Read through the instructions with the Task 3 class & explain that students are going to • Go through the instructions & the do jigsaw reading (students are familiar Language Bank in the Speaking with this type of task; Unit 5, Lesson1). Appendix pp. 151 & 155 and check for • Students A read Susans article & any difficulties. complete the notes underneath & • In pairs, students exchange information students B do the same with Davids & complete their tables. article. • Point out that it is important that they • Ask students to check their answers dont show each other their notes. with other students from the same • Encourage them to ask questions / for group (As with As & Bs with Bs). repetition and/or clarification. • When they finish, they can compare Answers: their notes & check their answers. Student A: • You can ask the class some of the The Oscars - Table of Facts questions & get feedback about the 1. film awards students performance. 2. 1929 3. every year / annual event / annually Task 4 4. the Academy of Motion Picture Arts • Go through the extract and the and Sciences questions & check for any difficulties. 5. professionals in the film biz/industry • Elicit box office hits. 6. 36 • You can have a class discussion on the 7. more than 6,000 topic or ask students to discuss in small 8. the Best Picture prize groups. 9. won 26 Oscars • Assist with language as necessary. 10. won 11 Oscars WB Task 1, p. 110 Student B: Music Awards - Table of Facts 1. November 2001 2. viewers (of the BBC music show) 3. Best Pop Act / Best R&B / Best Rock Group. 4. every February 5. in the UK 6. the public 7. in November 8. fans from all over Europe 9. by telephone / on the web 10. hip-hop/R&B, rock, Latin, pop, country, and alternative 11. the artist’s record sales 12. 20,000 music fans 115
  • 136. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 116 UNIT 8 In the papers! VOCABULARY LINK GRAMMAR LINK SB page 121 SB pages 121-122 Passive Structures Awards Simple Present Passive Task 1 Task 1 • Remind students that they can find • Go through the example sentences with these collocations in the articles. the class & elicit the rule for the • Play the CD. formation of the Simple Present • Students check their answers. Passive: be (am, is, are) + past Answers: participle of the main verb. film industry • Students complete the Grammar Table. music industry They can refer to the Grammar high-profile awards Appendix, p. 174 if they need help. record sales Elicit repeatedly (do something many award nominations times / again and again) & agent (the golden statue person who does the action). glamorous event leading role Answers: USE Tapescript 1. action, person Listen and check. 2. true, repeatedly 3. by 1. film industry 2. music industry FORM 3. high-profile awards a. Negatives: subject + am / is / are + 4. record sales not + past participle 5. award nominations Questions: am / is / are + subject + past 6. golden statue participle? Short answers: Yes, I am /you are / 7. glamorous event he-she-it is/ we-you-they are 8. leading role No, Im not / you arent / he-she-it isnt/ we-you-they arent Task 2 b. Passive structures in the articles Answers The Oscars: they are called, is / are given, are organised by the Academy of a. record sales b. leading role Motion Pictures Arts and Sciences, is c. nominations d. glamorous event made up of, are asked e. film industry f. high-profile Music Awards: are held, are seen, are voted for by the public, are chosen by Introduction: Vocabulary Link Section fans, are based, is chosen by a group of 20,000 music fans WB Tasks 2-4, p. 111 The agent is mentioned when it is important to know who does the action 116
  • 137. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 117 UNIT 8 In the papers! Task 2 Task 3 • Ask: ‘What jobs / activities are usually • Students work in pairs. done at a school etc.? • Students report their decision to the • Elicit some answers. class & explain why. • Make sure students use the passive correctly. WB Tasks 5-7, pp 112-113 • Students work in groups of three. • Each group chooses one of the places. PROJECT • Make sure that all places are discussed. SB page 122 • Remind students that they have to mention the agent only when it is Aims and Objectives necessary. To involve students in • Groups present their ideas to the class. - preparing an article about an award - using the language of the unit in a new Possible answers: context At a school To encourage work across the Books are read. curriculum (culture, IT) Sports are played. To foster learner cooperation & Homework is given. autonomy Photocopies are made etc. To integrate all four skills At a hotel Rooms are booked / cleaned. Beds are made. • Go through the steps of the project & Customers are served. explain. Meals are cooked / served etc. • If there is access to the Internet At a restaurant students can find information about the Dishes are prepared. award they want by typing in the name Food is cooked / served /eaten. of the award in a search engine (e.g. Bills are paid etc. Google at www.google.com ) At a theatre • Otherwise, you can bring magazines & Shows are done /put up. newspapers with relevant information Music is written. to class. Songs are sung. • Alternatively, assign this as a homework Costumes are made /worn. task. Students collect the information Programmes are made /sold etc. they need at home & bring it to the class. At a park • Groups of students select the most Trees are watered. Flowers / flowerbeds are planted. interesting information & use it to write Bicycles are ridden. an article. Sports are played etc. • Explain that each group writes their At a zoo contribution to the article, i.e. one award Animals are fed / looked after / cleaned. & then all groups produce one article Souvenirs are sold etc. about all the awards they have worked on. 117
  • 138. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 118 UNIT 8 In the papers! • Students can publish their article on the More ideas school e-newspaper. Fax , radio, Morse signals, letters, postcards, voice / text messages etc. WB Task 8, p. 114 Task 2 LESSON 2 • Ask students if they have seen this code before & which word this could be. Crack the code! • Accept all answers. LISTENING SB pages 123-124 Task 3 • Revise / elicit special needs & blind. • You may want to elicit disabilities / Aims and Objectives disabled. To involve students in listening • Play the CD again if necessary. - to an interview with a blind boy - for gist & detail Answers To integrate listening with writing (in Braille code) & speaking a. library b. Braille Tapescript Vocabulary Jennifer is interviewing Tom, a 12-year old communicate, code, dot, blind, touch, boy, who is blind. Listen to the first part of the cell, inventor, accident, workshop, bright interview and do task 3. Task 1 PART A • Revise / elicit communicate (e.g. to talk - Tom, can you really read what this sign with someone else to give your news, to says? ask for something, to ask for help etc.). - Of course I can. It says ... ‘Li..bra..ry Its • Ask: ‘What can you see in the pictures? / written in Braille. Ill spell it for you. Its ‘How do the people in the pictures B-R-A-I-L-L-E. Braille. Blind people all communicate? / ‘How do people who over the world use this code to read. It was cant see / hear / speak communicate? invented by a blind 12-year-old boy like me, • Accept all answers & assist with Louis Braille. language. Task 4 • Students might mention Braille. Dont • Students work out how the Braille code go into any detail at this point. works. Answers: • The Braille cell is a six-dot cell. 1. Indians sending a smoke signal Different combinations of dots 2. A teenager talking on the phone represent different letters of the 3. A teenager using sign language alphabet / punctuation marks. 4. A teenager making a gestures Task 5 5. A teenager sending / reading an e-mail • Go through the notes & check for any 6. A blind girl touching an object difficulties. 118
  • 139. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 119 UNIT 8 In the papers! • You can ask students to guess what kind - There are six dots. of information is missing in each gap - Yes, its a 6-dot code. Each dot has a (e.g. gaps 6 & 9 must be numbers etc.). numbered position on the Braille cell. Each • Play the CD twice. letter has its dots. Look at the Braille • Ask students to check their answers alphabet in picture B. The letter D is written with their partners before you check with dots 1, 4 and 5. Look at another with the class as a whole. one.... How is letter I written? Answers: - Let me see... with dots 2 and 4. 1. (a small town near) Paris / France - Thats right! 2. 1809 3. three (3) 4. Paris - I cant see but I can read a sign or a book 5. 1821 6. six (6) 7. 5 just by touching these dots with my fingers. 8. I 9. 100-200 Braille readers can read 100-200 words in a 10. the first Braille book minute! 11. maths and music 12. 9969 - Amazing! - The first Braille book was published in Tapescript 1829. Later, in 1837, symbols for maths and Listen to the second part of the interview and music were added. Today, every country in complete Jennifers notes in Task 5. the world uses Braille. You can see Braille PART B signs in most public places. Ive read lots of - What do you know about him? teenage bestsellers in Braille. - Lots of things. Louis was born on January - Im sure you have. 4, 1809 in a small town near Paris. - And you know what? The asteroid 9969 Unfortunately, he became blind by accident Braille was named after him. I know when he was only 3. everything about Braille. Hes our hero! - How terrible! And then? - Im really proud of you, Tom. Thanks to - When he was 10, he was sent to the Royal you, Ill write a great article for our Institution for Blind Youth in Paris. At this newspaper. school teachers of course talked to the students about lots of interesting things but Task 6 for Louis, listening wasnt enough. He • Students use the Braille code to do the wanted to read books. tasks. - So, how did he come up with the idea of his Task 7 code? • Ask: ‘Is daily life difficult for a blind / - In 1821, a soldier called Charles Barbier disabled person? / ‘What difficulties are visited the school and showed Louis and there? the other students his invention: a code of • Organise a class discussion. Assist with 12 raised dots. Soldiers used it to share language (e.g. Blind people cant cross top-secret information during a battle the street / They cant see facial without having to speak. Louis got really expressions etc.). excited. Based on Barbiers idea, he made WB Task 1, p. 115 his own cell. You can see it in picture A. 119
  • 140. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 120 UNIT 8 In the papers! VOCABULARY LINK Tapescript SB page 125 Listen and check. 1. exclamation mark Guessing words from context 2. comma Task 1 3. question mark • Encourage students to try & explain the 4. apostrophe words / phrases in English with a 5. bracket synonym, a paraphrase or an example. 6. capital letter • With a less confident class, you can 7. full stop allow L1. 8. hyphen Task 4 Answers: • Students re-write the text adding the a. he had an accident correct punctuation. b. think / find • Ask them to check their answers with c. to give each other secret / important their partners before you check answers information with the class. d. a place with a number e. only; in this simple way Answers: f. in places such as libraries, banks etc. Braille Reading Club (BRC) g. got its name from Braille Do you want to talk with other kids h. with your help about the new Braille best-sellers? Visit the Reading Club e-message board. Task 2 You can learn about prices, bookshops • Students exchange their sentences with and authors. other pairs & give each other feedback. Dont miss it! Disabilities Punctuation Marks Task 5 Task 3 • Elicit / explain the vocabulary in the • Ask students to look at the symbols in Language Bank. the table & elicit that they are • Explain that we can either say ‘adjective punctuation marks. + people or ‘the + adjective to refer • Students match the punctuation marks to a group of people (e.g. the rich, the with their names. poor, the young etc.) • Play the CD. • Students match the people with the • Students listen & check. physical problems & then make sentences with the things that can help Answers: them. 1. d 2. b 3. c 4. h • Encourage students to add their own 5. f 6. e 7. a 8. g ideas too. • Assist with language. 120
  • 141. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 121 UNIT 8 In the papers! Answers: GRAMMAR LINK 1. The blind / Blind people cant see. SB page 126 2. The deaf / deaf people cant hear. 3. The disabled / Disabled people cant Passive Structures use a part of their body. Simple Past Passive A seeing dog, a cane or a Braille printer Task 1 can help the blind. • Go through the example sentences with Sign language or a hearing aid can help the class & elicit the formation of The deaf people. Simple Past Passive: ‘be in the past A wheelchair or a cane can help disabled (was / were + past participle of the people. main verb. • Students complete the Grammar Table. Task 6 • They can refer to the Grammar • Students work in pairs. Appendix, p. 175 if they need help. • They can visit the websites to find famous people with disabilities. Answers: • Alternatively, they can use encyclopedias USE or other books they might have. 1. finished, past Possible Answers: 2. date Helen Keller (deaf-blind American author, activist & lecturer) FORM Ray Charles & Stevie Wonder (blind was / were + past participle American musicians) Ludwig van Beethoven (became deaf in Negatives: subject + was / were + not + later life, German composer) past participle Johann Sebastian Bach (became blind Questions: was / were + subject + past in later life, German composer) participle? Francisco Goya (blind & deaf in later Short answers: Yes, I was /you were / life, Spanish painter) he-she-it was/ we-you-they were Michelangelo (became blind painting No, I wasnt / you werent / the Sistine Chapel , Italian Renaissance he-she-it wasnt/ we-you-they werent artist) Frida Kalho (disabled / paraplegic, Task 2 Mexican painter) • Go through the instructions & the Franklin D. Roosevelt (disabled from extracts from the newspaper articles polio at the age of 35, American with the class & check for any President) difficulties. Stephen Hawkins (disabled, British • Refer to the examples & elicit some scientist) more ideas. • Make sure students use the past passive WB Tasks2-4, p. 116 correctly. 121
  • 142. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 122 UNIT 8 In the papers! • Students in small groups choose one of Task 1 the events & think of positive / negative • Students read the e-mail & answer the results this event had on peoples life. questions. • They present their ideas to the class. • Elicit attached file / attachment (a file which is added to a message that you send to someone). WB Tasks 5-7, pp 117-118 Answers: 1. The attachment is the spring issue of SPEAKING SB page 126 Petra and Hanss school newspaper. 2. They suggest that their e-friends start Aim & Objectives their own school newspaper. To involve students in asking & Task 2 answering questions using the past passive • Students can work in pairs. • Go through the headings with the class Vocabulary & structures & check for any difficulties. was / were born, kindergarten, was / were • Elicit include (have as one of its parts). allowed • Students read the article on pp. 129-130 Past Passive in the interrogative & and match the headings with the positive sections. Short answers Answers: Unit 6, Lesson 1, Speaking Task 1 in a. 4 b. 6 c. 5 d. 1 e. 2 (3 is extra) TB, p. 88 Task 3 WB Task 8, p. 118 • Go through part B of the article & elicit that the items mentioned are different LESSON 3 types of texts that can be found in a School reporting! newspaper. • Elicit recipe (a list of ingredients and a READING set of instructions that tell you how to SB pages 127-130 cook something) & review (a report in a newspaper / magazine in which Aims and Objectives someone gives their opinion on a new To involve students in book / film CD etc.). - reading an article about starting a • Students read texts A-E and find what school newspaper type of text they are. - skimming & scanning Answers: To integrate reading with speaking A. Club announcement Vocabulary B. (Book) Review Media, review, cartoonist, comic strip, C. Quiz parade, dig up, researcher, designer, D. News article word processing package, run off E. Recipe 122
  • 143. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 123 UNIT 8 In the papers! Task 4 • Explain words students ask for • It is not necessary to pre-teach the (e.g. celebs (celebrities): famous names of jobs for this task. people, skinny: too thin etc.). • Students can use the context to find • The purpose of the task is for students who does what. to try & guess what the articles must be about. Accept all answers. Answers: a. photographer Possible answers: b. researcher a. article addressing teenagers c. reporter b. article about celebrities d. editor c. photos of celebrities e. designer d. article giving rules / laws /tips on how to maintain a friendship e. article about Oxford (sights etc.) Task 5 f. book review • This task prepares students for the g. editorial project that follows. • Revise volunteers. Elicit sponsorships. • Students first discuss in pairs and then WB Tasks 1&2, pp 119-120 with the class as a whole. • Assist with language. LISTENING SB page 131 WB Task 3, p. 120 Aims and Objectives To involve students in listening READING & SPEAKING - to a conversation about jobs in a SB page 130 newspaper - for gist & detail Aims and Objectives To integrate listening with speaking To involve students in Vocabulary - reading newspaper headlines & review, portrait, thats cool, attend a speculating on the content of the article football match, captain of the team, jokes To integrate reading with speaking Task 1 Vocabulary • Play the CD twice. Have your attention, celebs, skinny, Answers: friendship, destination Petra: write a book review Robert: draw / make portraits / drawings • Students work in pairs. of teachers • They read the headlines & answer the Hans: take photos of the (football) match questions. Sylvia: take an interview John: collect jokes 123
  • 144. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 124 UNIT 8 In the papers! Tapescript PROJECT Listen to some students in Petra and Hans SB page 131 class talking about their school newspaper and take notes of what each student is going Aims and Objectives to do. To involve students in starting their own Petra: Ive read lots of interesting books this school newspaper year so Id like to write a book review. What To encourage work across the curriculum about you? To foster learner cooperation & autonomy Robert: Well, I find writing boring but Im To integrate all four skills good at drawing. I can make portraits of some teachers. What do you think? • For this project you may need more Petra: Thats cool! So, Robert will draw than one teaching period. portraits of the teachers (sound of Petra • Go through the steps of Phase One of jotting down the idea) OK! Now, who can the project & check for any difficulties. attend the football match next week and • It is important that students use their take some photos? portfolios to find texts which could go Hans: Me! And Sylvia can ask the captain in the newspaper. of the team for an interview. • Allow students to decide on what to Petra: Great! So, photos from the match … include. Hans… and interview… Sylvia (writing and • Monitor the voting stage. talking). Anything else? • Then go through Phases Two & Three Robert: I know! Why dont we ask John to and assist as necessary. collect some school jokes? Hes the best • You can ask other teachers (e.g. the at…. ( fading) ICT teacher) to help & use the resources of your school as appropriate. • A school newspaper is something students & teachers can take pride in. • You can continue it in the next school year with all your classes. WB Tasks 4-10, pp. 121-124 are review tasks & can be done as classwork or homework SELF-ASSESSMENT SB p. 132-134 Introduction: Self-assessment NEXT LESSON see Aids p. 125 124
  • 145. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 125 Unit 9 Happy summer (Review) holidays! Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link /Themes Lesson Schedule Links to: 1. Cover page Physical 2. Reading & Education Speaking, Geography Reading History 3. Listening & Review Review Review ICT Writing Culture 4. Project, Art Music Themes: Time Place System Difference- similarity Aids o CDs with songs about summer (Cover Page) 125
  • 146. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 126 UNIT 9 (Review) Happy summer holidays! ë COVER PAGE READING & SPEAKING SB page 135 SB pages 136-138 • Draw students attention to the title of Aims and Objectives the lesson & ask: What is the lesson To involve students in reading about? - an e-mail & an online article about a • Elicit that it is about summertime / summer camp summer holidays. - for gist & detail • If you have brought a CD with ‘summer To integrate reading with speaking songs in class, you can play one & ask students if they know it and / or what it Vocabulary is about. unusual / extreme sports, white water • Alternatively, you can ask students to rafting, wall scaling, abseiling, bring CDs with songs about the canoeing, archery, trekking, summer. eco-holidays, grape harvest • In groups, students write down titles of songs about the summer they know. Task 1 • You can photocopy the lyrics of some • Students read Silous e-mail & the songs & ask students to follow while information from the webpage & say listening to the songs. what they are about (Teen Camp, sports holidays for teenagers etc.). Possible answers: • Refer the class to the pictures of sports. Holidays (Madonna) • Ask: ‘Are these sports like football/ Holidays (Scorpions) basketball /swimming etc.? Elicit that Summertime (Janice Joplin) they are unusual sports. Summer nights (John Travolta & Olivia • Ask students to describe the activities in Newton John from the film Grease) the pictures (white water rafting, fishing, Summer wine (Ville Vallo & Natalia archery, wall scaling). Avelon or Nancy Sinatra) Summer in the City (Loving Spoonful) Task 2 Schools Out (Alice Cooper) • Elicit abseiling (climbing down a wall, Itsy Bitsy Teenie Weenie Yellow Polka rock face etc. using a double rope), eco Dot Bikini (Bryan Hyland) holidays (holidays to exotic or threatened Walking on Sunshine (Katrina and the ecosystems to observe wildlife or to help Waves) save the environment / travelling with etc. attention to nature and leaving it as it was found) & grape harvest (picking/ gathering grapes). WB Task 1, pp. 126-127 • In pairs, students collect words from the webpage under the two topics. • Then they add more activities to the topics. 126
  • 147. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 127 UNIT 9 (Review) Happy summer holidays! • Assist with language. READING SB pages 137-138 Answers: Activities at the IT Camp Aims and Objectives white water rafting, wall scaling, To involve students in abseiling, canoeing, archery, fishing, - reading students e-mails trekking, cycling, helping with the grave - scanning harvest, cleaning the beaches Unusual and Extreme Sports Vocabulary white water rafting, wall scaling, first aid kit / course, region, chilly, abseiling, canoeing sunscreen, currency, renew a passport Eco-holidays helping with the grave harvest, cleaning Task 1 the beaches • Students scan the e-mails & answer the questions. MORE ACTIVITIES • Explain that they shouldnt worry about UNUSUAL & EXTREME SPORTS words they dont know at this point. gliding (or soaring): flying sailplanes (unpowered aircrafts), hang gliding : the Answers: pilot hangs from a wing frame a. Jean Paul b. Nadia c. Magda paragliding (or parapenting) : the pilot sits d. Pedro e. Jennifer f. Silou in a harness suspended below a fabric wing g. Jean Pail h. Jennifer parasailing (or parascending): a person is towed behind a boat while being attached Task 2 to a parachute • You can explain words students ask for. biathlon: combination of cross country • Ask: ‘What is Jean Paul concerned skiing with target shooting about? (safety / first aid / accidents). luge: sliding down mountainsides lying on • Ask: ‘What else do the children mention? ones back on an open sled • Elicit the different topics that are Also: parachuting, snowboarding, scuba mentioned in the e-mails diving, canoeing etc. (e.g. entertainment, clothes, cuisine, ECO HOLIDAYS currency etc.). Hiking in National Parks, whale watching, • Ask students to add their own ideas. turtle watching, volcano watching, recording local cultures, farm visits etc. WB Tasks 2-3, pp. 127-128 Task 3 • Organise a class discussion on the issue. • Encourage students to give details of their experiences (e.g. when / where they did the activity, if they enjoyed it etc.). • Assist with language. 127
  • 148. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 128 UNIT 9 (Review) Happy summer holidays! LISTENING Tapescript SB page 138 Listen to Silou and her English teacher talking about the European Union (EU) and tick ( ) the topics they are discussing. Aims and Objectives To involve students in listening - to a dialogue between a student & her Teacher: Class dismissed. Thank you…… teacher about the E.U. (sound of teenagers leaving the classroom).. Oh - for gist & detail Silou, do you have some time? I can tell you a To integrate listening with reading, few things about the European Union, if you writing & speaking like. Silou: Yes, of course Miss. Im all ears. Vocabulary Teacher: Which country did you say you are council, rights, Eurozone, government, visiting? taxes, citizen, identity card M Silou : Greece, Miss. Im going to meet my e-friends at an international camp there. Task 1 Teacher: Great idea! So, you should know that • Ask students what they know about the Greece is the tenth country which joined the European Union & elicit / provide European Union, in 1981. useful vocabulary. Silou: Is the European Union something like a • You can write the words in the club? Vocabulary box above on the board & Teacher: (laughing) Exactly, Silou. The EU is a ask students to explain them in relation group of countries whose governments work to the EU. together. To join this group you have to agree to • Play the CD twice if necessary. follow its rules. In return, you get some bonuses. • Students listen and tick the topics At the moment there are 27 countries in the EU. discussed. Silou: Do they pay money to be members? Answers: Teacher: Actually, they have to pay taxes. The What is the EU? EU uses this money to change the way people Your EU rights live and to do business in Europe. It brings The Eurozone European citizens closer together. They can buy and sell things to each other very easily, they can Task 2 move around freely inside the EU … • Ask students to read Silous e-mail Silou: Oh, thats why my European friends before they listen again & try to dont need a passport to visit Greece. Just their complete the gaps or guess what kind of identity card. information is missing. Teacher: Exactly. And they can live in any • Play the CD twice. nation in the Union. • Students write the correct answers. Silou: Sounds interesting. Do all members use • Check answers with the class. the Euro? Answers: Teacher: No, only 12 of them. This is the 1. 1981 2. 10 3. 27 4. taxes Eurozone. The Euro was introduced in 2002. 5. live 6. euro 7. 12 128
  • 149. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 129 UNIT 9 (Review) Happy summer holidays! Do you want me to get you some information • Every citizen of the Union, regardless of about the Euro banknotes and coins tomorrow? nationality, has the right to vote and to Silou: Yes, of course. Thanks a lot, Miss. stand as a candidate in local elections in Teacher: Youre welcome, Silou. Take care. his or her country of residence and in Silou: See you tomorrow, Miss. elections to the European Parliament. Some useful sites: Silou is really excited about the EU so shes http://europa.eu/abc/12lessons/lesson_9/i writing to Magda about it. Listen to the ndex_en.htm recording again and complete her e-mail. http://ec.europa.eu/youreurope/index_en. html Task 3 http://www.youthinformation.com/Templ • Students can use their school books or ates/Internal.asp?NodeID=90116 the Internet to find the answers to [last accessed 13/07/08] Silous questions. • You can use the sites recommended Eurozone below. EU countries which meet the • The information provided in the convergence criteria (also known as the answers below may need to be updated Maastricht criteria) can enter the after some years. Eurozone and adopt the euro as their sole official monetary unit. Answers: The countries which are in the Eurozone There are 27 countries in the EU today: today are: Austria, Belgium, Bulgaria, Cyprus, Austria, Belgium, Cyprus, Finland, Czech Republic, Denmark, Estonia, France, Germany, Greece, Ireland, Italy, Finland, France, Germany, Greece, Luxembourg, Malta, Netherlands, Hungary, Ireland, Italy, Latvia, Portugal, Slovenia, Spain. Lithuania, Luxembourg, Malta, Greece joined the Eurozone in 2001. Netherlands, Poland, Portugal, The next enlargement will be to Slovakia Romania, Slovakia, Slovenia, Spain, in 2009. Sweden, United Kingdom. Useful sites: Useful site: http://europa.eu/abc/ http://www.24carat.co.uk/ european_countries/index_en.htm eurozoneframe.html [last accessed 13/07/08] http://en.wikipedia.org/wiki/Eurozone Rights in the EU [last accessed 13/07/08] Among others, you may wish to discuss the following: Task 4 • All EU citizens are equal regardless of • Encourage students to think of more gender, race, religion or age. questions about the EU. • EU High School students can take part • The recommended sites can help in Comenius, a programme which students answer their questions. involves joint educational activities. 129
  • 150. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 130 UNIT 9 (Review) Happy summer holidays! WRITING • Ask students to say what the paintings SB page 139 show & if they like them or not & why. • Ask: ‘Which is your favourite painting / Aims and Objectives painter? Why? To involve students in • Encourage several students to answer. - writing a letter to an English-speaking • Assist with language. friend who lives in a non-European Task 2 country to give him / her information about traveling in Europe Answers: - process writing & peer feedback Child with a dove: Pablo Picasso To provide practice in the language The Dance Class: Edgar Degas students have learnt in the lesson Τα Κάλαντα: Νικηφόρος Λύτρας To integrate writing with listening & The bedroom: Vincent Van Gogh reading Tasks 3 & 4 • Explain that students can use ideas • Students can find information in their from the listening task, Silous e-mail school books or on the Internet. & the information they have collected • They can work individually first and about the EU. then in small groups to select one of the Introduction: Writing paintings. (peer feedback & process writing) • Explain that they have to present a picture of the painting. WB Tasks 4- 5, pp. 128-129 • They prepare their presentation and then present it to the class. PROJECT EXTRA!: Project SB page 139 The story behind a famous painting My favourite painting • Go through the steps of the project with Aims and Objectives the class and check for any difficulties. To involve students in presenting their • Students work in groups. favourite painting • They decide on a painting they like. To encourage work across the • They write a short story based on the curriculum (history, art, culture) painting. To foster learner cooperation & • They can download the picture of the autonomy painting, print it & add it to their To integrate all four skills stories. • You can ask students to read their Task 1 stories in class. • Remind students that Nadia is an art lover. • At the end, the class can vote for the • Ask: ‘What did she ask for in her e-mail best story. on page 137? (Postcards with paintings, • Put all stories on display for everyone to a postcard with a painting by Picasso in read. particular). 130
  • 151. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 131 Appendices tests
  • 152. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 132 TESTS Think Teen Name: Units 1-3 Class: Date: READING 1 Read the text and write True or False next to the sentences. Correct the False sentences. RN IN G IN J O H N ’ S L A TY P I C A L M O IF E Rrrrrrrrrring!!! The a larm clock goes off. Let me sleep, please!!! “Get up, youre getting late for school!” “Oh, mum, its only… (I look at the clock) WHAT? Already? I get up, rush to the bathroom and have a quick shower. “Hurry up or youll miss the bus.” I have breakfast quickly, I rush to the bus stop and I see the bus turning round the corner. Oh God, Im dead meat! I go back home and ask dad to give me a lift to school (I have to listen to a long speech on how important it is to get to school on time) “Yes, dad... no, dad... Im sorry, dad, it wont happen again... yes, dad...no dad” (I arrive at school and the students have just got in the classroom). Just what I wanted. (I have to take three rounds of the footba ll field without stopping because I was late) Why do they make fields so HUGE??? (I get into the classroom 10 minutes later) “Class, today were going to start geometry.” Oh, no! Dont tell me I forgot my notebook at home. The teacher asks me to stand outside the class because I didnt bring the maths notebook. The bell rings the end of the period after a whi le. Fina lly! The rest of the day goes without any other accidents. “Mum, Im home”. “Here honey, have your lunch.” “Rice and vegetables again? How does anybody eat this stuff?” “Eat the food quickly or else… ” I finish food and go to my room. Ah, peace at last! Example: John doesnt want to get up True 1. His mum is driving him to school today.…………………………………..................................... 2. He has to take three rounds of the football field because he is late for class ..…………………………………......................................………………………………….............. 3. Theyre starting a new school subject today.……………………………...................................... 4. His maths teacher sent him out of the classroom because he was noisy.............................. 5. John likes rice and vegetables.…......................................………………………………….............. 4 POINTS FOR EACH CORRECT ANSWER TOTAL ___/20 132
  • 153. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 133 TESTS VOCABULARY LINK 2 Delete the odd one out. e.g. art geography maths Monday 1. Tuesday Friday PE Wednesday 2. blurb dancing painting cooking 3. author dairy products publisher character 4. gift comic romantic horror 5. choreography festival musical dishes 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 3 Choose the correct word to complete the sentences. 1. I feel ...............… when I see poor children in the streets. a. sad b. excited c. bored 2. Fast food isnt ……...……………… for teenagers. a. unhealthy b. healthy c. health 3. I must ..........…. down on fatty foods. a. give b. cut c. stop 4. My best friend is a great ……........... of Madonna but I dont like her very much. a. fun b. funny c. fan 5. Can we …........... part in the school song contest? a. take b. have c. give 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 4 Match the words with their definitions. e.g. delicious …d… a. very bad 1. review … b. fight between two armies 2. damage … c. a report about a book 3. huge … d. very tasty 4. battle … e. do harm 5. evil f. very big 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 GRAMMAR LINK 5 Put the verbs in brackets in the correct form of Simple Present and Present Continuous. e.g. My dad goes to work by car every day. 1. Look! It …………………………………… (snow). 2. Magda ………………………………… (not like) school very much. 3. Jacqueline Wilson ………………… (write) a new book these days. 4. …………………………………(Betty/wear) her black shoes today? 5. George ………………………. (tidy) his bedroom once a week. 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 133
  • 154. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 134 TESTS 6 Look at the sentences and write the questions. Example: My sister plays volleyball twice a week. How often does your sister play volleyball? 1. I usually drink orange juice with my meals. What………………………………………………………………………………………………………….. 2. Andrew is crying because he cant find his toy car. Why.…………………………………………………………………………………………………………… 3. We go to school on foot every morning. How…………………………………………………………………………………………………………… 4. Mary is taking a test right now. What……………………………………………………………………………………………………….…. 2 POINTS FOR EACH CORRECT ANSWER TOTAL ___/8 7 Choose the correct word. e.g. James should/ mustnt work harder at school. 1. We must/shouldnt eat three normal-sized meals a day. 2. You may/dont have to go on a diet. You are in a good shape! 3. There is no answer on the phone. She mustnt/may be at work. 4. My mobile phone isnt as expensive/more expensive as my friends. 5. My brother is the good/best basketball player in the school team. 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 LISTENING 8 Listen to three speakers talking about teenage problems and match them with the problems (a-d). There is an extra problem. Speaker 1 ............ a. worries about a member of her family Speaker 2 ............ b. wants to spend some time alone Speaker 3 ............ c. wants to change something in her appearance d. wants to spend the weekend with her friends 4 POINTS FOR EACH CORRECT ANSWER TOTAL ___/12 134
  • 155. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 135 TESTS WRITING 9 Your English friend Don has sent you the following e-mail. Write an e-mail (about 60 words) to give her some advice. You can use some of the ideas in the box if you like. Hi there! I need your help. Remember my friend Mai from Japan? Guess what! Shes coming to England for a week. Shes staying with me and she wants to meet a lot of English teenagers. What should I do? Don Ideas Bank o organise a party o visit your school o take her to the youth centre o go out with your friends TOTAL ___/20 135
  • 156. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 136 TESTS SPEAKING 10 Work in pairs. You want to buy a present for your English teacher. Here are some presents you like. Discuss with your partner and try to decide on the best present. You can use some of the words in the box if you like. Word Bank expensive cheap interesting boring beautiful ordinary TOTAL ___/15 READING: _____/20 VOCABULARY LINK : ____/15 GRAMMAR LINK: ___/18 LISTENING: _____/ 12 WRITING: _____/ 20 SPEAKING: _____/15 TOTAL SCORE: ______/100 136
  • 157. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 137 TESTS Think Teen Name: Units 4-6 Class: Date: READING 1 Read the article on how to help the environment. Complete the gaps with the right sentence from the box. There is an extra sentence you dont need to use. What You Can Do to Help Wildlife and Plants In your community Join a local or national environmental organisation. Work with other community members to maintain local habitat. Organise litter cleanups and recycling 1. campaigns. Follow the fishing and hunting laws of your countries. At home Dont put dangerous substances down the drain or in the rubbish. Things like paint thinner, furniture polish, and antifreeze can pollute our water and land. Take unwanted, reusable items to a charity organisation. Use cloth, not paper, napkins. Turn the lights and TV off when you leave a room. Recycle everything you can: newspapers, scrap papers, cans, glass, motor oil, plastics, etc. Dont leave water running. 2. In your yard or neighbourhood park Plant native trees and bushes with berries or nuts. 3. When youre on holiday Dont pick flowers or collect wild creatures for pets. 4. Going abroad? Think twice about the things you buy. In your car Dont throw cigarettes or litter out your window. 5. Food litter along roadsides attracts animals that can be killed by cars. adapted from http://www.fws.gov/endangered/pubs/What%20You%20Can%20Do.09.05.pdf A. Ask your teachers to help you organise activities like these. B. Birds and other creatures can find food to eat and a place to live C. Cigarettes cause thousands of forest fires every year. D. Leave animals and plants where you find them. E. Walk, ride your bike, carpool, or use public transportation when possible. F. Turn off the tap when brushing your teeth or washing your face. 4 POINTS FOR EACH CORRECT ANSWER TOTAL __/20 137
  • 158. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 138 TESTS VOCABULARY LINK 2 Match the words with the pictures. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. a. police report … f. jewellery … b. compass … g. live performance … c. pavement … h. puppet … d. rubbish … i. treasure … e. earthquake … j. monument … ½ POINT FOR EACH CORRECT ANSWER TOTAL ___/5 3 Find the collocations. 1. grow … a. temples 2. raise … b. language 3. build … c. school 4. believe in … d. news 5. official … e. crops 6. a marble … f. the Internet 7. boarding … g. life after death 8. “core” … h. animals 9. surf … i. subjects 10. breaking … j. statue 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/10 138
  • 159. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:24 PM Page 139 TESTS 4 Choose the right word. e.g. Who …b… America? a. invented b. discovered c. created 1. A strong …measuring 6.3 in magnitude, rocked the area. a. hurricane b. volcano c. aftershock 2. Mozart … his first music when he was 5. a. composed b. discovered c. invented 3. If you want to get the job, you must first …………….. an application form. a. fill in b. write c. ask 4. Do you have any …………………… in working with young children? a. interview b. experience c. qualities 5. His dad works for an international company and gets a high ……………..... a. salary b. hour c. qualification 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 GRAMMAR LINK 5 Put the verbs in brackets in Simple Past or Past Continuous. 1. When I …………………. (see) her, she …………………… (wear) her favourite T-shirt. 2. They ……………….. (lie) on the beach when the tsunami hit the seaside. 3. Yesterday Mary went to the police station and …………………… (find) one of the policemen. 4. The police found out that Marys money …………………… (miss). 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 6 Complete the paragraph with who, which, where. Last summer we went to Ioannina. We stayed at the Olympic Hotel 1……………………. was in the city centre. Opposite the hotel there was a nice park 2………………….. we often went for a walk. Mr Stavrou, 3………………….. was the owner of the hotel, told us where to go and what to see. First, we walked around the Ioannina lake and took many photos. Then we visited Perama caves, 4……………………….. were magnificent but a bit cold. We also went to Polydendri, a picturesque village, 5……………. local people make delicious pies. Last, we stopped at Vranas wax museum and saw some of the 1821 war heroes. It was amazing! 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 139
  • 160. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 140 TESTS 7 Put the verbs in brackets in the Present Perfect Simple or the Past Simple. 1. Look at Christina! She ……………………… (break) her arm. 2. My parents ……………………… (leave) two days ago for Paris. 3. At school we ……………………… (form) an eco team. 4. I ……………………… (just / finish) this test. It ……………………… (take) me thirty minutes to do it. 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 LISTENING 8 Your school is visiting the Planetarium next week. Listen to the recorded message and complete the notes. EUGENIDOU FOUNDATION-Virtual Presentations Open for 1………………..: from 9.30 am to 2…… pm on weekdays Open for the public: from 5.30 pm to 3……pm on 4……………, 5 ………………………., 6…………………… Tickets: 7……………… for adults and 8……………… for children Tel. number: 9……………………………… e-mail: 10……………………………… 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/10 WRITING 9 Your English friend Sheila has sent you the following e-mail. Write an e-mail (about 60 words) to answer her questions. TOTAL ___/20 …… Thats why I was grounded for one week! It was terrible. My parents were really angry. They didnt let me go out and I missed my best friends party! Can you imagine? Have you ever been grounded for so many days? Write to me about it. Sheila 140
  • 161. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 141 TESTS SPEAKING Read the instructions on your card and do the speaking task with your partner. TOTAL ___/15 Student A Heres a text about Life in Ancient China. Some information is missing. Your partner has the missing information. Ask him/her questions to complete your text. LIFE IN ANCIENT CHINA The Chinese civilisation started around 1 ………… BC when a group called the Yangshao came to live near Huang He, the long river. Ancient China was a country of very rich and very poor people. Hu the Tiger was a very rich emperor. There were women soldiers in his army who wore furs and gold 2 ….…...…...! Archaeologists have found many ancient villages in northern China. 3 ………….. lived in large homes and palaces made of mud and wood. But most people were farmers who worked for the rich. Farmers lived in very simple homes with no furniture. The 4 ……………… was very important for Chinese people. The oldest male was the head of the family and the young always obeyed their parents. Chinese people also believed in the gods of 5………….., the river god, the rain god, the earth god. The most powerful god was Tien, the sky god. 141
  • 162. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 142 TESTS Student B Heres a text about Life in Ancient China. Some information is missing. Your partner has the missing information. Ask him/her questions to complete your text. LIFE IN ANCIENT CHINA The Chinese civilisation started around 10,000 BC when a group called the Yangshao came to live near Huang He, the long 1 ……………. Ancient China was a country of very rich and very poor people. Hu the Tiger was a very rich 2 ………... There were women soldiers in his army who wore furs and gold rings! Archaeologists have found many ancient 3 …………… in northern China. The rich lived in large homes and palaces made of mud and wood. But most people were farmers who worked for the rich. Farmers lived in very simple homes with no furniture. The family was very important for Chinese people. The 4 ……………….. was the head of the family and the young always obeyed their parents. Chinese people also believed in the gods of nature, the river god, the rain god, the earth god. The most powerful god was Tien, the 5 ………….. god. READING: ____/20 VOCABULARY LINK: ___/20 GRAMMAR LINK: ___/15 LISTENING: ____/10 WRITING: ____/20 SPEAKING: ____/15 TOTAL SCORE: ____/100 142
  • 163. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 143 TESTS Think Teen Name: Units 7-9 Class: Date: READING 1 Read the text and choose the best title for it. A. Graham Bell and his inventions B. A modern invention! C. Mobiles are not for everyone! 5 POINTS FOR THE CORRECT ANSWER TOTAL ___/5 The first telephone was invented by Alexander Graham Bell in 1876 but mobile phones were invented many years later. In the beginning, they were not used by many people but now almost everyone has got a mobile, even school children. Especially for teenagers all over the world it is a must-have item. Ringtones and fashion accessories like straps, antenna rings, photo stickers and fake gems are believed to make their mobiles special. These accessories reflect their owners personality. As Tessa, a senior high-school student explains "Its a way to make your phone different from everyone elses." Mobiles are used to communicate with friends through voice but this is a very small and quite unimportant part of its function nowadays. Mobiles are often used to send text messages, take or share photos and videos. New generation mobiles have lots of other functions, too, such as connection to the Internet, access to your e-mails, even computer games! People in Japan say that in three or four years, it is quite possible that banks will disappear because all banking services will be offered on your mobile. Mobile phones are in fashion and theyre a new way to communicate and have fun! Do you think you can resist? Sources: www.wikipedia.org , http://www.ericsson.com/mobilityworld/sub/articles/other_articles/06may24 143
  • 164. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 144 TESTS 2 Read the text again and write True (T) or False (F) next to the sentences. e.g.: This is an article about televisions. F 1. Mobile phones were invented by Alexander Bell. 2. Accessories cant show what kind of person you are. 3. The main function of mobile phones is communication through voice. 4. Mobile phones can be used as cameras. 5. There are no banks in Japan now. 2 POINTS FOR EACH CORRECT ANSWER TOTAL ___/10 VOCABULARY LINK 3 Complete the sentences with the right word from the box. destination safety recognise popular whole accident questionnaire owner waste jealous 1. She discovered her real parents in America by …………………….. 2. The Oscars are the most …………………….. award in the film industry. 3. I always ask my children to wear their seatbelts because Im worried about their …………………….. 4. Our teacher asked us to complete a …………………….. about our learning styles. 5. Dont …………………….. the water when you have a shower! Always turn the tap off when you dont need it. 6. A small taxi will take you to your …………………….. 7. Im often …………………….. of my little brother. He always has anything he wants. 8. Can you …………………….. this tune? 9. Its a great dog. He always does what his …………………….. tells him. 10. Lets spend the …………………….. day sightseeing. 2 POINTS FOR EACH CORRECT ANSWER TOTAL ___/20 144
  • 165. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 145 TESTS GRAMMAR LINK 4 Circle the correct form of the verb. 1. In this photo we will have / are having a picnic in the forest. 2. Ive decided to go to the cinema. I will / m going to see a comedy. 3. Jean is flying / will fly to Rome tomorrow morning. 4. In 2525 kids are going to wear / will wear an interactive video watch. 5. This bag is heavy. I will help / m going to help you. 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 5 Complete the sentences with the correct words/phrases from the box. soon yesterday while twice a week yet 1. Have you finished your homework……………….? 2. We play football ………………………………….. 3. Perhaps well buy a new computer ………………. 4. A huge tsunami destroyed nine villages …………………. 5. ………………….. we were having dinner, my uncle called. 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 6 Write questions for the following sentences. The underlined words are the answers. 1. Mrs Smith is going to meet the new president tomorrow. 2. Hell put his desk next to the window. 3. My best friend is visiting her granny at the weekend. 4. The maths teacher is going to see the students parents on Wednesday. 5. Tourists will use air lifts to reach future cities. 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5 145
  • 166. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 146 TESTS 7 Write the verbs in the correct form of Simple Present Passive or Simple Past Passive. 1. The test ............................................. (prepare) by the maths teacher yesterday. 2. All the housework ......................... (usually/do) by Dad. 3. The beaches of the island.......................................... (clean) every summer. 4. Our dog ...................................... (find) in an old house yesterday. 5. John and Mary ........................................... (send) an electronic card for their birthday this morning. 1 POINTS FOR EACH CORRECT ANSWER TOTAL ___/5 LISTENING 8 «Listen to this dialogue between a couple, John and Mary, and decide if the statements are True or False. Write T, or F next to statements 1-10. Number 0 is an example. 0. John forgot the tickets. F 1. Mary is happy about missing the play. 2. Mary suggests eating out. 3. They ate at a restaurant yesterday. 4. John wants to go to a concert. 5. Mary likes the atmosphere of a concert. 6. John called Marys aunt last week. 7. Mary wants to see her aunt. 8. Mary isnt very keen on going to the sports centre. 9. Mary has made most of the suggestions. 10. They decide to go to the cinema in the end. 1 POINT FOR EACH CORRECT ANSWER TOTAL ___/10 146
  • 167. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 147 TESTS WRITING 9 Write a short e-mail to your English key-pal to tell him/her a. about your holiday plans o where you are going and o when you are leaving b. what you plan to do there o activities/sports youre planning to do ................................................................................................................................ ................................................................................................................................ ................................................................................................................................ ................................................................................................................................ ................................................................................................................................ ................................................................................................................................ ................................................................................................................................ ................................................................................................................................ ................................................................................................................................ ................................................................................................................................ TOTAL ___/20 SPEAKING 10 Work in pairs. You are going to prepare something for your English school newspa- per in pairs. Here are some suggestions. Discuss with your partner and decide what you are going to do. Write a recipe Prepare a quiz Take photos on the next school trip Draw a comic strip Write an article about learning English TOTAL ___/15 READING: …. / 15 VOCABULARY LINK: …. / 20 GRAMMAR LINK: …. / 20 LISTENING: …. / 10 WRITING: …. / 20 SPEAKING: …. / 15 TOTAL SCORE: …. / 100 147
  • 168. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 148 TEST KEY Units 1-3 WRITING Task 9 READING Accept all reasonable answers. Award 5 Task 1 poi-nts for answering all the questions/ 1. False (His dad is driving him to school) content, 5 points for organisation, spelling, 2. True punctuation, 5 points for appropriate style 3. True (informal), 5 points for accurate use of 4. False (He didnt bring his maths language. notebook) See page 166 for a sample rating scale. 5. False (He doesnt like rice and SPEAKING vegetables) Task 10 VOCABULARY LINK Accept all reasonable answers. Award 5 Task 2 points for fluency 5 points for accuracy 1. PE 2. blurb 3. dairy products and 5 points for interaction. 4. gift 5. dishes See page 165 for a sample rating scale. Task 3 Units 4-6 1. a 2. b 3. b 4. c 5. a Task 4 READING 1. c 2. e 3. f 4. b 5. a Task 1 GRAMMAR LINK 1. A, 2. F, 3. B, 4. D, 5. C Task 5 VOCABULARY LINK 1. is snowing 2. doesnt like 3. is writing Task 2 4. Is Betty wearing 5. tidies 1. d 2. a 3. f 4. c 5. e Task 6 6. i 7. b 8. g 9. j 10. h 1. What do you usually drink with your Task 3 meals? 1. e 2. h 3. a 4. g 5. b 2. Why is Andrew crying? 6. j 7. c 8. i 9. f 10. d 3. How do you go to school every morning? Task 4 4. What is Mary taking right now? 1. c 2. a 3. a 4. b 5. a Task 7 GRAMMAR LINK 1. must 2. dont have to Task 5 3. may 4. expensive 1. saw / was wearing 2. were lying 5. best 3. found 4. was missing LISTENING Task 6 Task 8 1. which 2. where 3. who 4. which 5. where Speaker 1: c Task 7 Speaker 2: d 1. has / s broken 2. left 3. have/ve formed Speaker 3: a (b is extra) 4. have / ve just finished / took 148
  • 169. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 149 TEST KEY LISTENING GRAMMAR LINK Task 8 Task 4 1. schools 2. 3.30 1. are having 2. m going to see 3. 8.30 4. Wed(nesdays) 3. is flying 4. will wear 5. will help 5. Thu(rsdays) 6. Fri(days) Task 5 7. 8 8. 4 1. yet 2. twice a week 9. 210 9469600 3. soon 4. yesterday 5. While 10. public@eugenfound.edu.gr Task 6 WRITING 1. Who is Mrs Smith going to meet Task 9 tomorrow? Accept all reasonable answers. Award 5 2. Where will he put his desk? poi-nts for answering all the questions/ 3. When is my best friend visiting content, 5 points for organisation, spelling, her granny? punctuation, 5 points for appropriate style 4. Who is going to see the students (informal), 5 points for accurate use of parents on Wednesday? language. 5. What will tourists use to reach future See page 166 for a sample rating scale. cities? Task 7 SPEAKING 1. was prepared 2. is usually done Task 10 3. are cleaned 4. was found 5. were sent Student A: 1. 10,000 2. rings 3. The rich LISTENING 4. family 5. nature Student B: 1. river 2. emperor 3. villages Task 8 4. oldest male 5. sky 1. F 2. F 3. F 4. T 5. F Award 5 points for fluency 5 points for 6. F 7. T 8. T 9. F 10. F accuracy and 5 points for interaction. WRITING See page 165 for a sample rating scale. Task 9 Units 7-9 Accept all reasonable answers. Award 5 poi-nts for answering all the questions/ READING content, 5 points for organisation, spelling, Task 1 punctuation, 5 points for appropriate style A modern invention (informal), 5 points for accurate use of language. Task 2 See page 166 for a sample rating scale. 1. F 2. F 3. F 4. T 5. F SPEAKING VOCABULARY LINK Task10 Task 3 Accept all reasonable answers. Award 5 1. accident 2. popular 3. safety points for fluency 5 points for accuracy and 4. questionnaire 5. waste 6. destination 5 points for interaction. 7. jealous 8. recognise 9.owner 10. whole See page 165 for a sample rating scale. 149
  • 170. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 150 TEST KEY SAMPLE RATING SCALE FOR SPEAKING TASKS IN TESTS Use the following rating scale to mark the speaking tasks in the tests. You can multiply the band by 2 to get a score out of 10, by 3 to get a score out of 15 or by 4 to get a score out of 20. Accuracy Fluency Pronunciation/ intonation 5 Covers all parts of task Very fluent and shows Natural, approaching accurately good use of that of native speaker communicative strategies. Good range of vocabulary 4 Covers all parts of task Some hesitations while Minor errors in with minor mistakes trying to find the right pronunciation (in question formation word; or wrong use of tenses) shows adequate use of Covers most parts of task communicative strategies with some mistakes 3 Covers a few parts of the Frequent hesitations and Some errors in task with some mistakes limited use of pronunciation and communicative intonation but do not strategies. impede understanding Covers some parts of the However, the message is tasks accurately transmitted 2 Attempts some parts; Needs assistance Frequent errors in makes serious mistakes pronunciation force the interlocutor to ask for clarification 1 Speech disconnected Needs assistance Pronunciation all the time unintelligible 0 Task unattempted or inadequate for assessment 150
  • 171. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 151 TEST KEY SAMPLE RATING SCALE FOR WRITING TASKS IN TESTS Use the following rating scale to mark the writing tasks in the tests. You can multiply the band by 2 to get a score out of 10, by 3 to get a score out of 15 or by 4 to get a score out of 20. BANDS Content Grammar Spelling & language & Punctuation 5 Covers all points in Almost no grammar Almost no spelling or nicely formulated mistakes punctuation mistakes sentences, with very good range of vocabulary, using conjunctions such as and, but etc. 4 Covers all points in Minor grammar Minor spelling and simple, short sentences, mistakes, such as punctuation mistakes good range of omission of articles, vocabulary. -ed or wrong Covers most parts of the preposition message in nicely formulated sentences using conjunctions, good range of vocabulary. 3 Covers some parts of Some grammar mistakes Some spelling and the message in short punctuation mistakes simple sentences, which do not interfere adequate range of with intended meaning vocabulary 2 Covers one or two parts Many grammar Some spelling and of the message but errors mistakes (some tenses punctuation mistakes in expression / lexis wrong, omission or which make require interpretation by wrong prepositions etc.) understanding difficult the reader 1 Only parts of the Wrong use of tenses Many spelling and message communicated (uses only the stem of punctuation mistakes in telegraphic style the verb, no make it hard to prepositions) understand 0 Task unattempted 151
  • 172. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 152 TEST KEY LISTENING TEST TAPESCRIPTS Units 1-3 Task 8 Listen to three speakers talking about teenage problems and match them with the problems (a-d). There is an extra problem. Speaker 1: Its Susan and Im 14. I want to have a tattoo but my dad hates them. We always fight over this. I am very angry with him. Why cant I choose what I want to do? I really want a tattoo. What should I do? Speaker 2: Hi! This is Samantha. My problem is that I have to babysit for my little brother every Saturday night. I really dont like the idea but mum doesnt seem to understand me. I dont do any sports or have fun with my friends. I dont have a social life. Im in Junior High School. Help! Im going crazy! Speaker 3: Ive got a 14-year-old son. He is a very good boy and a good student. I love my son very much, and he knows it. Last week he told me a lie about a test at school. Should I worry? Now listen again and check your answers. Units 4-6 Task 8 Your school is visiting the Planetarium next week. Listen to the recorded message and complete the notes. Thank you for calling Eugenidou Foundation. The Planitarium is open for schools from 9.30 in the morning to 3.30 in the afternoon on weekdays. The public can visit the Planetarium from 5.30 to 8.30 on Wednesday, Thursday and Friday evenings and from 10.30 in the morning to 8.30 in the evening at weekends. The tickets are 8 euros for adults and 4 euros for children under 12. There are also special prices for groups and schools. Theres a caf and a shop selling science books and souvenirs. For more information, you can call 210 9469600 or send an e-mail at public@eugenfound.edu.gr Now listen again and check your answers. 152
  • 173. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 153 TEST KEY Units 7-9 Task 8 Listen to this dialogue between a couple, John and Mary and decide if the statements are True or False. Write T, or F next to statements 1-10. Number 0 is an example. John: Hi! Im home. Mary: Hi! Did you remember to get the tickets? John: Well, I remembered, but they were sold out. Mary: Oh no. I was really looking forward to it. Its the last night that play is on. John: I know. Anyway, Im sure therell be another chance to see it. The thing is, what do we do now? Shall we go out for a meal? Mary: No. We did that last weekend. John: What about a concert? Mary: I dont understand why people pay to go to a concert. I mean you can listen to music at home on your CD player or on the radio. Its a waste of money going to a concert. John: No, its not. I love seeing a live performance. Theres always such a fantastic feeling in the audience, such an atmosphere. Mary: We could go and see my aunt. I asked you to call her last week and you didnt have time. John: Im not going to spend my free evening with your aunt! How about going down to the sports centre? We could take some exercise and … Mary: I dont feel the least bit energetic. Ive had a very hard day and the last thing I need is to run around. John: All right. But so far you havent suggested anything but a family visit. I think we should stay in and watch television if we cant agree what else to do. There might be a good film on. Mary: OK. But another time, lets plan ahead and make sure we get tickets for things we want Now listen again and check your answers. 153
  • 174. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 154 IT’S UP TO YOU KEY KEY: ITS UP TO YOU (Student’s Book) Unit 2 Lesson 1 d. gorgeous Reading e. the hurry Task 1 f. heating g. secret MAGDA SUBJECTS SUBJECTS 1 English 3 Geography Speaking 2 History Task 5 Accept all possible answers. CHRISTOS SUBJECTS SUBJECTS 1 Maths Unit 3 Lesson 1 2 Geography Vocabulary Link Task 6 JOHN SUBJECTS SUBJECTS Sample answers 1 Computer all the others GRAINS: rice, cereal, pasta, bread Studies VEGETABLES: green beans, peas, lettuce, 2 PE cucumber DAIRY PRODUCTS: milk, yoghurt, cheese, butter Vocabulary Link FRUIT: bananas, apples, peaches, pears Task 2 MEAT / POULTRY / FISH: tuna, steaks, a. ace at burgers, chicken b. hanging out with friends Grammar Link c. solve d. term Task 7 e. fight with Accept all possible answers. f. I cant help it Unit 3 Lesson 2 Unit 2 Lesson 2 Listening Reading Task 8 Task 3 Accept all possible answers. a. Tom and Jennifer Reading b. Paul c. Jim Task 9 d. Kate a. Smile! e. Petras dad b. Find an activity you like! f. Tom and Jennifer c. Tell your mum! g. Kate d. Dont be nervous! Unit 2 Lesson 3 Unit 3 Lesson 3 Vocabulary Link Reading Task 4 Task 10 a. sense of humour 1. A & C 2. B & D 3. D b. taste 4. B 5. C 6. A c. break up 154
  • 175. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 155 IT’S UP TO YOU KEY Vocabulary Link -d: liked, used, died, created, composed Task 11 -ied: - a. battle b. forces c. evil d. sticky f. online Irregular verbs: was, found, became, had, wrote, built, bought Task 12 a. take part b. log on c. update d. explore Unit 4 Lesson 2 e. solve Reading Listening Task 17 Task 13 1.b 2.d 3.f 4.a 5.c 6.e a. birthday b. older c. interesting d. loves Task 18 e. isnt f. doesnt know Possible answers: 5. Mary was / felt angry / scared when she saw Unit 4 Lesson 1 her kitchen window broken / her jewellery Reading was missing. Task 14 6. She was / felt angry when the police didnt Mystery person A: 1833, (-), Swedish, chemist, have any news about the burglars. dynamite / awards 7. Mary was / felt happy / excited when she saw Mystery person B: 1936, 1990, American, John again / John asked her out. puppeteer, Muppets Mystery person C: 1805, (-), Danish, writer, Reading and Speaking fairy tales Task 19 Mystery person D: 1756, 1791, Austrian, com- A: 1. cinema 2. foot 3. brother 4. mum poser, music B: 1. friends 2. living room 3. two thousand Mystery person E: 1564, (-) , British, poet / 4. two actor / playwright, plays Interesting facts: Unit 4 Lesson 3 Vocabulary Link Accept all facts that students find interesting. Example answers: Task 20 Mystery Person A: The prizes carry his name. A. flood B. car crash C. earthquake Mystery Person B: He was Kermits voice. D. volcanic eruption E. hurricane Mystery Person C: He wrote more than 150 fairy tales. Word Groups: Mystery Person D: He composed his first music CAR CRASH: streets / deadly / photographers / when he was 5 chase a car / driver / motorbikes Mystery Person E: He built the Globe Theatre. FLOOD: rivers / go up / inches / rainy season / fight Vocabulary Link EARTHQUAKE: aftershocks / measuring / Task 15 magnitude / rock a. explosives b. annual c. starred VOLCANIC ERUPTION: awake / sleeping / d. composed e. best known lava / rocket up / top / mount HURRICANE: destroy / strong winds Grammar Link Task 21 Task 16 1.h 2.a 3.f 4.e 5.b 6.g 7.c 8.d -ed: invented, asked, appeared, started, starred 155
  • 176. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 156 IT’S UP TO YOU KEY Unit 5 Lesson 1 Listening and Reading Listening Task 27 Task 22 b, d, e, f, h, i, j 6. Saturdays 7. 10 Unit 6 Lesson 1 8. 5.30 Reading 9. Thursdays Task 28 10. 8.30 1. c 2. a 3. d 4. b 11. information 12. Box Office Task 29 13. Childrens shop a. 3 b. 2 c. 1 d. 4 e. 2 f. 4 g. 3 14. school groups Vocabulary Link 15. 020 7323 8511 Task 30 Unit 5 Lesson 2 1.b 2. d 3. a 4. c 5. h 6. f 7. e 8. g Reading Speaking Task 23 Task 31 a. 59 Accept all possible answers. b. 1 hour and twenty minutes c. 6 out of 10 Unit 6 Lesson 2 d. Shakespeares theatre / the theatre where Reading Shakespeare performed e. 16 Task 32 f. About 8% 1.f 2. b 3. d 4. c 5. a 6. e g. English, mathematics & science h. a horserace Vocabulary Link i. football, tennis Task 33 a. 1 b. 3 c. 2 d. 5 e. 4 f. 8 g. 6 h. 10 i. 7 j. 9 Task 24 100: theatres in London Unit 6 Lesson 3 5: the age children start school Listening 5.5: the average weight of a British childs Task 34 school bag. The correct order is c, b, d, a Vocabulary Link Task 35 Task 25 1. three hours a. population b. entertain 2. in groups c. pastime d. cultural 3. daily life e. attend f. Curriculum 4. speak to the public 5. copy the names Unit 5 Lesson 3 6. maps Listening 7. biology Task 26 8. 120 1. Saturdays 2. girls 3. projects 4. Saturday evening 5. black 6. white 7. favourite songs 8. parents 156
  • 177. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 157 IT’S UP TO YOU KEY Speaking ZOO 1. Cages are cleaned every day. Task 36 2. Animals are adopted. Accept all possible answers. 3. Games for young visitors are organised. 4. Photos are taken by the visitors. Unit 7 Lesson 3 5. Zoo guides are sold to visitors. Reading Task 37 Unit 8 Lesson 2 Accept all possible answers. Vocabulary Link Ask students to justify their choices. Task 40 Speaking a. B Task 38 b. A Accept all possible answers. c. B d. A Unit 8 Lesson 1 e. A f. B Grammar Link g. A Task 39 h. B Sample Answers Unit 8 Lesson 3 SCHOOL 1. Absent students are registered every morning. Reading & Speaking 2. School trips are planned every term. Task 41 3. Classroom material is bought when its Accept all possible answers. necessary. 4. Offices and classrooms are cleaned every day. 5. Broken desks are repaired. HOTEL 1. Beds are made every day. 2. Breakfast is served between 7.00 and 9.00. 3. Credit cards are accepted. 4. Bills are paid every day. 5. Information about the area is given to the guests. RESTAURANT 1. Meals are prepared and served every day. 2. Bills are paid. 3. Food is bought every morning. 4. Changes in the menu are planned. 5. Orders are delivered. 157
  • 178. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 158 WORKBOOK KEY WORKBOOK KEY Task 8 (See Grammar Appendix in students book). Unit 1 Task 9 Reading 1. Have you got a pet? Task 1 Yes, I have./ No, I havent. 1. Sarah / Jason 2. Has your friend got a new bike? 2. Thomas (Tom) / Luigi Yes, s/he has. / No, s/he hasnt. 3. Amanda / Miranda 3. Have your parents got a blue car? 4. Nadia / Mandy Yes, they have. / No, they havent. 5. Yiannis 4. Has your favourite animal got four legs? 6. Miranda / Amanda Yes, it has. / No, it hasnt. 7. Yiannis 5. Has your best friend got a new PC game? 8. Jason Yes, s/he has. / No, s/he hasnt. Task 2 Task 10 1. b 2. e 3. a 4. c 1. How are you? 2. Where are you from? 1* 3. How old are you? 1. b 2. c 3. a 4. What are your favourite subjects? 5. What grade are you in? Vocabulary Link 6. Whats your favourite sport/ hobby? Task 3 1. e 2. a 3. d 4. b 5. c 3 1. e 2. f 3. a 4. c 5. b 6. d Task 4 1. e 2. d 3. - 4. a 5. b Task 11 6. c (For guidelines on process writing see Task 5 Introduction in Teachers book). 1. f 2. e 3. d 4. c 5. b 6. a 4 Students are asked to complete the gaps with Grammar Link personal information. In some cases they have Task 6 to choose from the alternatives offered. (See Grammar Appendix in students book). Task 7 Unit 2 1. My best friend is/isnt 12 years old. Lesson 1 2. Mum is/isnt at home now. Reading 3. Football is/isnt my favourite sport. Task 1 4. My best friend and I are/ arent in the same 1. S 2. S 3. A 4. A 5. S class. 6. S 7. A 5. I am/ m not crazy about fashion. 6. There are/ arent two cinemas near my 5 school. TEXT A *ANSWERS TI TASKS IN THE ‘IT’S UP TO YOU!’ 1. T 2. T 3. T 4. F APPENDIX OF THE WORKBOOK ARE TEXT B GIVEN IN HIGHLIGHTED GREY BOXES. 1. T 2. T 3. F 158
  • 179. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 159 WORKBOOK KEY Vocabulary Link Task 2 A N C I E N T G R E E K O A E R A B H N E G H J K B M L G H T C M A T H E M A T I C S O A E D F G F B N S F V O B C C E M H N I O Y H J D N L D S A N U I K J P B A S O A O U N S G S S L M A P C F G C G O E F L I T G E O G R A P H Y A M M I C O M P U T E R S T U D I E S A R D E G T E D F A B C M J H B Y H O M E E C O N O M I C S 1. music 6. home economics Short Form 2. ancient Greek 7. English I / you dont read comics. 3. history 8. computer studies He/ She/ It doesnt read comics. 4. geography 9. art We/ They dont read comics. 5. biology 10. mathematics Interrogative Task 3 Short Answers (Answers may vary). Do I/ you read newspapers? Yes, you/ I do. / No, you/ I dont. Task 4 Does he/she/it read newspapers? (Answers may vary). Yes, he/she it does. No, he/she/ it doesnt. Do we/you/they read newspapers? Task 5 Yes, we/you/they do. No, we/you/ they dont. 1. listening 2. ace 3. fall 4. hours Task 7 5. harder 6. hanging 1. He reads a book. 7. borrow 8. by 2. She watches TV. 3. He studies maths. Grammar Link 4. Do you visit your grandparents at weekends? Task 6 Does your dad work late? 5. She doesnt play football. Affirmative We dont go to the cinema on weekdays. I /You read books. He/ She/ It reads books. Task 8 We/ They read books. -s -es -ies Negative looks makes goes tidies Full Form wants reads washes cries I /you do not read comics. He / She/ It does not read comics. rains comes watches studies We /They do not read comics. plays speaks does carries 159
  • 180. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 160 WORKBOOK KEY Task 9 Grammar Link 1. go 2. plays 3. dont study 4. visit Task 5 5. Does … work 6. does 7. doesnt tidy Affirmative 8. wash 9. plays 10. Do … set Full Form I am reading a novel. Task 10 You are reading a novel. 1. always/usually/often/sometimes/never He/ She/ It is reading a novel. 2. always/usually/often/sometimes/never We/ They are reading a novel. 3. once/twice/three times a week/ at the weekend/ in the summer/on Mondays Short Form 4. once/twice/three times a week/ at the I m reading a novel. weekend/ in the summer/on Mondays Youre reading a novel. 5-6. Answers may vary He/ She/ Its reading a novel. We/ Theyre reading a novel. Writing Negative Task 11 Full Form (For guidelines on process writing see I am not reading a fairy tale. Introduction in Teachers book). You are not reading a fairy tale. He/ She/ It is not reading a fairy tale. Unit 2 We/ They are not reading a fairy tale. Lesson 2 Short Form Reading I m not reading a fairy tale. Task 1 You arent reading a fairy tale. 1. Movies Club He/ She/ It isnt reading a fairy tale. 2. Photography Club We/ They arent reading a fairy tale. 3. Health Club 4. Eco Club Interrogative Am I reading a comic? 9 Are you reading a comic? a. Helena b. Mark Is he/ she/ it reading a comic? c. Mark d. Mike Are we/you/they reading a comic? e. Dorothy f. Dorothy Short Answers g. Mike h. Helena Yes, you are. / No, you arent. Yes, I am. / No, Im not. Vocabulary Link Yes, he/ she/ it is. / No, he/ she/ it isnt. Task 2 Yes, we/you/they are. / No, we/you/they arent. 1. b 2. i 3. h 4. f 5. e 6. g 7. a 8. c 9. d 10. j Task 6 1. drive-driving Task 3 2. tidy-tidying 1. poor 2. recipe 3. shot 3. sit-sitting 4. choir 5. charity 6. delicious 4. die-dying Task 4 more verbs from students book, page 16 1. Dont waste your time and do your homework. prepare- (were) preparing 2. Im having the time of my life! send- (Im) sending 3. Get back in time for dinner! wear- (we arent) wearing 160
  • 181. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 161 WORKBOOK KEY have- (Im) having 2. False. Sophies favourite films arent train- (were) training comedies. Her favourite films are romantic show- (Our coach, Mrs Jones, is) showing films. prepare- (our club is) preparing 3. True. do- (What is your school choir) doing … 4. True. 5. False. Sophie doesnt tell Thelma the whole Task 7 plot. She tells her the beginning of the film. 1. making 2. cooking (She doesnt tell her the ending.) 3. going 4. tidying 5. sitting 6. lying Vocabulary Link 7. running 8. visiting Task 2 9. coming 10. carrying 1. b 2. d 3. a 4. e 5. g 6. c 7. f Task 8 1. s sleeping 11 2. re studying 1. sense 2. blurb 3. ordinary 4. on 3. Are you going 5. secrets 6. author 7. review 4. s lying 5. m not making Task 3 6. Is he sitting 1. a 2. b 3. c 4. b 7. are putting 5. c 6. a 7. b 8. a Writing 12 Task 9 1. talented 2. taste 3. paperback (suggested answers) 4. run away 5. Why 6. author 1. My brother’s washing the dishes 7. cover 8. character 2. Im listening to my new CD in photo number 2. Grammar Link 3. My brothers swimming in photo number 3. Task 4 4. Im having dinner with my parents in photo 1. Do you do the washing up after dinner? number 4. 2. My brother does not tidy his room at the 5. My brothers doing his homework in photo weekend. number 5. 3. My grandma is doing the ironing at the 6. Im riding my bike in the forest in photo moment. number 6. 4. Are you watching a film on TV now? Task 5 Unit 2 1. We are visiting our grandparents this Lesson 3 weekend. Action Reading 2. My dad drives to work every morning. Action 3. My sister likes bedtime stories. State Task 1 4. I dont believe in ghost stories. State Sophie is writing to her friend about a romantic 5. Do you know her address? State film. 6. Sharon is riding her bike at the moment. 1. False. Sophie isnt writing about the film Action ‘Home Alone. Shes writing about the film 7. John is studying for a test. Action ‘A Cinderella Story. 161
  • 182. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 162 WORKBOOK KEY Task 6 Task 4 a. …every day. 1. i 2. h 3. d 4. c b. …at the moment. 5. f 6. e 7. a 8. b 9. g c. …at the moment. Task 5 d. …every day. 1. low-fat / non-fat milk e. …every day. 2. brown / whole-grain bread Task 7 3. bad / poor eating habits 1. is writing 4. home-made meal 2. does your dad come 5. low amounts of additives 3. go Task 6 4. arent playing 1. healthy 2. lucky 3. fizzy 5. m studying 4. salty 5. tasty 6. baked 6. Do you cook Task 7 Task 8 1. b 2. a 3. a 4. c 5. a 6. c 1. Where is the boy sitting? 2. Who is tidying her bedroom? 15 3. Why is he sleeping? 1. cut 2. calories 3. heart 4. What does Tom read during his 4. burgers 5. whole grain 6. fizzy holidays? 5. When does Emma eat cornflakes? Grammar Link Task 8 Writing Task 9 some/any a lot of a little much many a few (For guidelines on process writing see Introduction in Teachers book). oranges Unit 3 Lesson 1 water eggs 4 Reading Task 1 yoghurt 4 (Answers may vary). steaks Task 2 bread Bob has got 6 ticks. (1, 2, 4, 5, 9, 10) Task 9 Vocabulary Link 1. dont have to 2. mustnt 3. must Task 3 4. mustnt 5. dont have to 6. must 1. pasta 2. dairy products 3. steak 4. cereal Writing 5. vegetables 6. fruit Task 10 7. cake 8. hamburgers (For guidelines on process writing see Introduction in Teachers book). 162
  • 183. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 163 WORKBOOK KEY Unit 3 Unit 3 Lesson 2 Lesson 3 Reading Vocabulary Link Task 1 Task 1 a. 4 b. 2 c. 3 1. c 2. b 3. g 4. h 5. i 6. e 7. d 8. a 9. f 16 Task 2 a. 3 b. 1 c. 2 1. b 2. a 3. c 4. a 5. b 6. a 7. c 8.a Task 2 1. b 2. a 3. b 19 1. army 2. win 3. solve 4. part Vocabulary Link 5. funny 6. toys 7. fun 8. fan Task 3 1. excited 2. nervous Task 3 3. bored 4. worried 5. tired 1. d 2. j 3. i 4. f 5. h 6. g 7. b 8. c 9. a 10. e Task 4 1. worried 2. bored 20 3. excited 4. nervous 5. tired 1. good 2. new 3. interesting 4. difficult Grammar Link 5. cheap 6. ugly Task 5 7. poor 8. little 1. c 2. a 3. d 4. b 9. cold 10. near Task 6 Grammar Link 1. may/might Task 4 2. must c. fatter-fattest, a. heavier-heaviest 3. may/might b. nicer-nicest 4. must Task 5 Task 7 SHORT ADJECTIVES 1. e 2. b 3. a 4. d old older the oldest 5. g 6. f 7. c easy easier the easiest a. We should help with the housework. rich richer the richest b. You shouldnt call your friends on your poor poorer the poorest mobile. new newer the newest c. You should buy it. ugly uglier the ugliest d. You shouldnt drink it. cheap cheaper the cheapest e. You shouldnt wear it. hot hotter the hottest f. You should take your umbrella. near nearer the nearest g. You shouldnt cross the road. LONGER ADJECTIVES Writing boring more boring the most boring Task 8 expensive more expensive the most expensive (For guidelines on process writing beautiful more beautiful the most beautiful difficult more difficult the most difficult see Introduction in Teachers book). 163
  • 184. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 164 WORKBOOK KEY IRREGULAR ADJECTIVES • it isnt as slow as Car B much more the most • it isnt as expensive as Car C little less the least good better the best Unit 4 further/ the furthest/ Lesson 1 far farther the farthest Reading Task 6a Task 1 1. wider 2. the most popular Student’s circle 3. expensive 4. bigger Scadinavia, Britain, Ireland, France, Atlantic 5. the best 6. exciting Ocean, Iceland, Greenland, North America 7. funnier 8. healthier 9. the most delicious 10. trendy Task 2 • The Vikings were sailors and farmers. 21 • In winter For items 8 and 9, healthy and delicious o men made swords are interchangeable. o women cooked, made clothes and jewellery. Task 6b • Their favourite god was Odin. a. two • Jorvik was the capital of their kingdom. b. -er (-r, -ier) • The name of the museum in York is the c. (more)/the most Jorvik Viking Centre. d. the best e. dont use 22A • The Vikings were good at saiing and Reading farming. Task 7 • In winter • hse = house o men made swords • beds = bedrooms o women cooked, made clothes and • kit = kitchen jewellery. • bath = bathroom • Their favourite god was Odin. • mins = minutes • The capital of their kingdom was Jorvik. • gdn = garden • The Jorvik Viking Centre in York. 1. A 2. B 3. C 22B 4. B 5. B 6. C 1. e 2. b 3. h 4. c 5. g Writing 6. i 7. d 8. j 9. a 10. f Task 8 Vocabulary Link (Suggested answers) Task 3 I think car A is the right car for the Marsilettis • Mozart-composer- because classical music/symphony/opera • it is cheaper than Car C • Shakespeare-poet-poem/sonnet/line • it isnt as old as Car B -playwright-plays-Romeo and Juliet/Macbeth • it is longer than Car B • Henson-puppeteer-puppet • it is faster than Car B The Muppet Show/ Sesame Street/voice/ • it is more beautiful than Car B TV programme 164
  • 185. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 165 WORKBOOK KEY Task 4 Short Answers 1. a 2. b 3. b 4. b 5. c 6. a Yes, I/you/he/she/it/we/they did. No, I/you/he/she/it/we/they didnt. 23 1. build 2. discovered 3. invented Task 8 4. music 5. creator 6. fairy tale 1. I walked in the forest. 2. They liked chocolate. Grammar Link 3. I stopped at 5 o’clock. Task 5 4. We tried hard. (See Grammar Appendix in students book). 5. Did you visit your grandparents last weekend? Task 6 6. Were you at school an hour ago? No, I wasnt. 1. wasnt/was 2. was Task 9 3. were/was consonant + -ed 4. Were/werent cook cooked 5. wasnt discover discovered listen listened Task 7 look looked Past Simple of regular verbs invent invented Affirmative I/You/He/She/It/We/They invented a speaking -e + -d -ed double consonant-ed watch. compose composed stop stopped Negative like liked prefer preferred Full Form love loved plan planned I/You/He/She/It/We/They did not invent a speaking watch. Irregular verbs Short Form write wrote I/You/He/She/It/We/They didnt invent a speaking watch. say said Interrogative find found Did I/you/he/she/it/we/they invent a solar car? go went Short Answers Yes, I/you/he/she/it/we/they did. consonant + y -ied No, I/you/he/she/it/we/they didnt. study studied Past Simple of irregular verbs try tried Affirmative tidy tidied I/You/He/She/It/We/They wrote an e-mail. vowel + y -ed Negative stay stayed Full Form play played I/You/He/She/It/We/They did not write a letter. Task 10 Short Form 1. Did your friend go to the cinema last night? I/You/He/She/It/We/They didnt write a letter. Yes, he did. Interrogative 2. Did Brian win the gold medal this morning? Did I/you/he/she/it/we/they write an e-mail? No, he didnt. 165
  • 186. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 166 WORKBOOK KEY 3. Did you visit the Acropolis last year? Vocabulary Link No, I didnt. Task 3 4. Did Jill write an e-mail two hours ago? 1. police report 2. pavement Yes, she did. 3. jewellery 4. a burglar 5. Was granddad at the museum on Sunday? 5. a broken window 6. lock No, he wasnt. 7. the wind was blowing 8. lie on the sofa Task 11 Task 4 1. did you do 2. finished 3. revised 1. prize 2. neighbour 3. mess 4. studied 5. were 6. did you finish 4. pavement 5. police 6. spend 7. started 8. finished 9. did you study 7. burglars/jewellery 8. repair 10. finished 11. was Task 5 Task 12 1. c 2. a 3. b 4. a 5. a 1. We didnt have cornflakes for breakfast this morning. Grammar Link 2. Yesterday morning Jack played basketball Task 6 with his friends. 3. I didnt visit my grandparents last Monday. Affirmative 4. It took me one hour to drive home from Full Form work yesterday. I was watching TV at 7.00 in the evening. 5. There were (some) kids in the park two You were watching TV at 7.00 in the evening. hours ago. He/ She/ It was watching TV at 7.00 in the evening. Writing We/ They were watching TV at 7.00 in the Task 13 evening. (Answers may vary). (For guidelines on process writing see Introduction in Teachers book). Negative Full Form Unit 4 I was not watching the news. Lesson 2 You were not watching the news. He/ She/ It was not watching the news. Reading We/ They were not watching the news Task 1 Short Form Picture a: joke 3 I wasnt watching the news. Picture b: joke 1 You werent watching the news. Picture c: joke 2 He/ She/ It wasnt watching the news. Task 2 We/ They werent watching the news. Joke 1 : d Interrogative Joke 2 : a Was I watching a film? Joke 3 : c Were you watching a film? 25 Was he/ she/ it watching a film? 1. c, 2. a, 3. b Were we/ they watching a film? 166
  • 187. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 167 WORKBOOK KEY Short Answers Vocabulary Link Yes, you were. / No, you werent. Task 3 Yes, I was. / No, I wasnt. Yes, he/ she/ it was. / No, he/ she/ it wasnt. T S U N A M I A G I L M C P O X Yes, we/ they were. / No, we/ they werent. B F M O H E A R T H Q U A K E A F I R E S N J O P R T B R W Y S Task 7 L N E P R E S C U E K I C E R H 1. were listening O T P A L I O N T D E D R C B E 2. was writing 3. was drawing 4. was sleeping 5. was talking O R A B G K H U R R I C A N E L D O L B E N S P Q A R O S Y Z T Task 8 C L E G P T I O F R A N H C E E (Answers may vary). D A V A L A N C E L E C E W K R Writing E K A N E S T H O M E L E S S E Task 9 V O L C A N I C E R U P T I O N (For guidelines on process writing see Introduction in Teachers book). Task 4 1. b 2. a 3. c 4. a 5. c Unit 4 6. a 7. c 8. a Lesson 3 29 Reading 1. rescue 2. homeless 3. on 4. shock Task 1 5. went 6. crash 7. rocked 8. destroyed Tick b, c, e. Grammar Link 28 Task 5 1. a 2. c 3. b 1. c 2. d 3. a 4. b 5. e Task 2 1. I was ironing my T-shirt when I burnt my finger. TYPE OF bad oil 2. Dad was sleeping and mum was reading the fires DISASTER weather disaster newspaper. Texas, 3. Sophie took a photo of us while we were N.Mexico, fighting. PLACE Europe Spain Oklahoma 4. She was waiting for the bus when she saw / USA her best friend. 5. Mr. Dudney helped the fire fighters and DATE 13/1/2006 29/1/2006 21/11/2002 saved the trapped kids. DEAD 5 66 - Task 6 PEOPLE 1. When 2. While -small car beaches 3. when 4. While towns accidents/ and 5. when 6. when DAMAGES -500,000 or wildlife in 7. While acres of damaged danger land roof 167
  • 188. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 168 WORKBOOK KEY Task 7 Task 2 1. were listening/called The Indus Civilisation from 3000 BC to 1500 BC 2. was working/crashed 3. was surfing/went two ancient cities Harappa, 4. was cutting/came Mohenjo-Daro 5. arrived/was crying characteristics of Accept any of the following: 6. broke/was skiing. the houses One/two storeys, made 7. were taking/entered of brick, flat roofs, all the same, no windows on Task 8 the outside walls, private 1. were watching bathroom 2. saw jobs Accept any of the following 3. panicked or paraphrases: 4. screamed Farmers, fishermen, sailors 5. werent 6. had men and womens clothes Colourful robes 7. closed womens accessories Jewellery of gold and 8. trapped precious stones 9. was looking Vocabulary Link 10. waited 11. saw Task 3 12. was 1. amphitheatre 2. temple 3. statue 4. mummy 13. didnt know 5. crop 6. helmet 7. beard 8. hunting 14. got 15. threw 32 16. trapped 1. amphitheatre (g) 2. temple (c) 3. statue (b) 17. was 4. mummy (a) 5. crops (e) 6. helmet (d) 18. didnt want 7. beard (h) 8. hunting (f) 19. decided Task 4 20. disappeared 1. b 2. a 3. b 4. c 5. a Writing 6. a 7. c 8. b Task 9 33 (For guidelines on process writing see 1. crops 2. temple Introduction in Teachers book). 3. statue 4. ruled 5. helmets 6. communicate Unit 5 7. beard 8. official Lesson 1 Grammar Link Reading Task 5 Task 1 1. c 2. a 3. b 1. B 2. C 3. F 4. A 5. D Task 6 31 1. where 2. who 3. which 1. B 2. C 3. E 4. A 5. D 4. where 5. who 6. which 168
  • 189. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 169 WORKBOOK KEY Task 7 Task 5 1. which 2. who 3. where 4. where 5. who 6. which LEISURE THE GEOGRAPHY ACTIVITIES ARTS Writing home-based cultural population Task 8 activities centre 1. Park 2. day 3. 9.00 4. 11 island visiting relatives musicals 5. adults 6. 9 7. groups 8. schools 9. free 10. shop 11. souvenirs 12. cafe 500km wide gardening theatre 13. 210 6634724 14. zoo@atticapark.gr official do-it- comedies language yourself activities Unit 5 Lesson 2 EDUCATION SPORTS Reading attend school football Task 1 private schools tennis tournament 6 countries National Open Golf Task 2 Curriculum Tournament 1. Japan 2. China 3. Brazil/Turkey 4. Korea core subjects Grand National 5. Japan/Thailand 6. Turkey Task 6 a: 2,008 Task 3 b : 63% of the students 1. good 2. unlucky c : 2,007,016 people 3. lentils 4. bad 5. lucky d : 600 km 6. six 7. will 8. food e : 16.7 cm f : 16,789 m Vocabulary Link Task 4 Task 7 a. nine point eight metres b. three million, five hundred and sixty-eight thousand, nine hundred people AND c. fifty per cent discount SCOTL d. eight hundred and nine students EDINBURGH e. eighteen thousand and sixty-five e-mails LAND f. nineteen million, thirty-four thousand, six N. IRE hundred and fifty-two viewers BELFAST ENGLAND Grammar Link Task 8 WALES LONDON 1. playing 2. listening CARDIFF 3. Visiting 4. Going 5. repairing 6. downloading / tidying 7. swimming 8. opening 169
  • 190. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 170 WORKBOOK KEY Task 9 Task 6 (Answers may vary). 1. When I was younger, I used to watch cartoons on TV. Writing 2. My brother didnt use to play computer Task 10 games some years ago. (Answers may vary). 3. We used to go to Santorini every summer. 4. My parents used to study French at school. Unit 5 5. Pat didnt use to wear trousers when she Lesson 3 was young. 6. Mike used to eat pizza on Saturdays. Reading Task 1 Task 7 (Answers may vary). 1. on 2. - 3. - 4. to 5. from Task 2 Writing TV Task 8 programme channel names (For guidelines on process writing see Introduction in Teachers book). Mr Brown Sports BBC1 & Jack Unit 6 5.00 Soap ITV1 Mrs Brown Lesson 1 & Mary Mary Reading Documentary BBC2 & Jack Task 1 6.30 News & Mr & Mrs (Answers may vary). You can encourage learners ITV1 Weather Brown to report to class what they do. All the 7.45 Game Show BBC2 Task 2 family 1. (any three of the following) (refillable) pens, scrap paper, notebooks, (old) binders, Vocabulary Link backpacks Task 3 2. (any two of the following) batteries with less 1. the news 2. police drama mercury, vegetable-based inks, water-based 3. cartoon 4. chat show paints 5. commercials 6. soap 3. (any two of the following) (reusable) plastic 7. music programme 8. documentary bag, cloth bag, lunch box, thermos 9. sports programme 4. (any three of the following) carpooling, taking the busm walking, biking, skating Task 4 1. h 2.c 3. e 4. a 5. d 6. b 7. f 8. g Vocabulary Link Task 3 Grammar Link 1. community 2. store Task 5 3. rubbish 4. motto 1. a 2. b 3. b 4. a 5. c 5. throw away 6. remove 7. volunteer 8. manufacturer 170
  • 191. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 171 WORKBOOK KEY Task 4 Short Form 1. throw 2. clean 3. Pick up 4. waste I / Youve formed an eco team. 5. Take care of 6. cut down 7. use He / She / its formed an eco team. We / Theyve formed an eco team. 42 1. e 2. b 3. a 4. c 5. d 6. f 7. g Negative Full Form Task 5 I / You have not thrown away our old books. 1. Dont drop rubbish in your school He / She / it has not thrown away our old books. playground! We / They have not thrown away our old books. 2. Save the water when you have a shower! Short Form Always turn the tap off when you dont I / You havent thrown away the old books. need it. He / She / it hasnt thrown away the old books. 3. Dont kill wild animals! We / They havent thrown away the old books. 4. Plant trees! 5. Park your car when you go to the city Interrogative centre! Have I / you cleaned up the beach? Has he / she / it cleaned up the beach? Grammar Link Have we / they cleaned up the beach? Task 6 Short Answers Tick sentences 1, 3, 5 Yes, I / you have. / No, I / you havent. Task 7 Yes, he /she / it has. / No, he / she / it hasnt. Yes, we / they have. / No, we / they havent. VERB PAST PAST SIMPLE PARTICIPLE Task 9 hear heard heard 1. have recycled 2. has decided think thought thought 3. have not joined 4. Has …volunteered make made made 5. has adopted 6. have cleaned throw threw thrown buy bought bought Task 10 give gave given 1. Ron and Harry have collected cans for go went gone recycling but they havent worked in an eco put put put team. 2. Peter hasnt collected any cans for recycling but he has worked in an eco team. 43 3. Jessica has collected cans for recycling and (See Grammar Appendix, page 168 in she has not dropped any litter in the street. students book). 4. (Answers may vary). Task 8 Writing Affirmative Task 11 Full Form (Answers may vary). I / You have formed an eco team. He / She / it has formed an eco team. We / They have formed an eco team. 171
  • 192. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 172 WORKBOOK KEY Unit 6 3. Hes surprised because his friends have Lesson 2 given him a party. 4. Theyre tired because theyve taken part in Reading an eco team. Task 1 Shes excited because shes bought a new MP3 b player. Task 2 Writing 1. D 2. E 3. A 4. B 5. C Task 8 (Answers may vary). (For guidelines on process Vocabulary Link writing see Introduction in Teachers book). Task 3 1. Name 2. Address Unit 6 3. Telephone Number 4. Nationality Lesson 3 5. Date of Birth 6. Education 7. Languages 8. Skills Reading 9. Experience 10. Interests Task 1 1. fame 2. hand 3. self Task 4 4. inside 5. heart 6. volunteer 1. b 2. a 3. c 4. b 5. a According to the poem, people volunteer not for the money but for the love of other people. 46 They want to help others and to feel useful. 1. interested 2. spare 3. application 4. experience 5. salary Task 2 Suggested answer: A volunteer is kind-hearted/ Grammar Link kind, generous, helpful etc (However, accept all Task 5 reasonable answers even if they are in the 1. just 2. for a month 3. already mother tongue). 4. yet Vocabulary Link Task 6 Task 3 1. Tessa has just cleaned the windows. 1. c 2. f 3. h 4. a 5. j 2. She has already tidied her desk. 6. g 7. e 8. i 9. b 10. d 3. She hasnt collected the CDs from the floor yet. 50 4. She has already made her bed. TABLE A: 1. b 2. c 3. d 4. a 5. e 5. She has already put her clothes in the TABLE B: 1. c 2. e 3. d 4. a 5. b wardrobe. 6. She hasnt cleaned the carpet yet. Task 4 7. She has just picked up the tennis racket 1. a 2. a 3. b 4. b 5. a 6. a from the floor. Task 5 Task 7 1. traditional dances 2. live performance 1. Shes happy because shes won a medal. 3. school trip 4. a questionnaire 2. Hes worried because his dad has had an 5. a foreign country accident. 172
  • 193. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 173 WORKBOOK KEY Grammar Link At the station Task 6 5. ticket office 6. platform 1. PP 2. PP 3. PS 4. PS 5. PP 7. passenger 8. departure board Task 7 Task 4 1. Have you finished your homework? On a summer course: college, campus, lessons, Yes, I have. / No, I havent. placement test 2. Did you sleep late last night? Going sightseeing: statues, exhibits, museums, Yes, I did. / No, I didn’t. temples 3. Have you collected any aluminum cans this Task 5 week? 1. course 2. placement 3. park Yes, I have. / No, I havent. 4. exhibits 5. whole 6. news 4. Did your friends give you a present on your 7. spending 8. campus last birthday? Yes, they did. / No, they didn’t. Grammar Link 5. Have you ever taken part in an eco-team? Yes, I have. / No, I havent. Task 6 Tick sentences 1, 3, 5 Task 8 1. have known/ met Task 7 2. came/hasnt done 1. c, d, f 3. have just arrived/havent decided 3. a 4. has had/gave 5. b, e 5. havent been/went/saw Task 8 1. Which school are you attending? Writing 2. When are you meeting your classmates? Task 9 3. Are you studying English? (Answers may vary). (Let students enjoy poetry 4. Are you taking any exams? writing and dont pay attention to mistakes). Writing Unit 7 Task 9 Lesson 1 (Answers may vary). Reading (For guidelines on process writing see Introduction in Teachers book). Task 1 1. C 2. B Unit 7 Task 2 Lesson 2 1. holiday 1 2. holiday 2 3. holiday 1 4. holiday 2 5. holiday 2 Reading Task 1 Vocabulary Link b Task 3 Task 2 At the airport 1. f 2. b 3. i 4. c 5. g 1. check-in desk 2. duty free shop 6. a 7. e 8. j 9. d 10. h 3. passenger 4. boarding pass 173
  • 194. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 174 WORKBOOK KEY Vocabulary Link Task 8 Task 3 1. What are you going to buy? 1. c 2. f 3. a 4. h 5. b 2. Who are you going to meet? 6. g 7. d 8. e 3. What film are you going to see? 4. Where are you going to put it? 55 5. When are you going to give them to us? 1. d 2. h 3. a 4. j 5. b 6. i 7. e 8. g 9. without (asking my parents permission) c Task 9 10. make (a decision) f 1. Im going to meet… 2. Were flying … 3. My cousins going to… Task 4 4. Are you going to watch… 1. think positive 5. Im not going to eat… 2. staring out of the window 6. correct 3. biting your nails 4. wears his helmet Unit 7 5. watch less TV Lesson 3 6. fasten your seatbelt 7. behave well Reading 8. good intentions Task 1 56 1. Virgos 2. Cancers and Leos 1. think positive 3. Leos 4. Scorpios 2. staring out of the window 5. Aquariuses and Libras 3. biting your nails 4. wears his helmet Vocabulary Link 5. watch less Task 2 6. fasten your seatbelt Aries k, Taurus l, Gemini g, Cancer d, Leo a, 7. behave well Virgo c, Libra h, Scorpio j, Sagittarius f, 8. good intentions Capricorn e, Aquarius b, Pisces i Task 5 Task 3 (Answers may vary). 1. g 2. h 3. a 4. e 5. b More collocations in students book, page 108. 6. j 7. c 8. i 9. d 10. f e.g. wear a dress, invite someone, ride a bike, eat out. Task 4 1. recognise 2. floating Grammar Link 3. interactive 4. safety Task 6 5. reach 6. immediately 1. b 2. a Task 5 Task 7 (Answers may vary). 1. am going to think 2. isnt going to use 3. are going to listen 4. are going to take 5. am going to eat 174
  • 195. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 175 WORKBOOK KEY Grammar Link Unit 8 Task 6 Lesson 1 Affirmative Reading Full Form Task 1 I/You/He/She/It/We/They will enjoy the sun all 1. D 2. B 3. A year round. 61 Short Form 1. C 2. B 3. A I/You/He/She/It/We/They ll enjoy the sun all year round. Vocabulary Link Negative Task 2 Full Form 1. b 2. h 3. e 4. g 5. f I/You/He/She/It/We/They will not need a car. 6. c 7. a 8. d Short Form 62 I/You/He/She/It/We/They wont need a car. 1. industry 2. event 3. statue 4. role Interrogative 5. award 6. sales Will I/you/he/she/it/we/they enjoy the sun all 7. music/art/film 8. by phone/ on the web year round? Short Answers Task 3 Yes, I/you/he/she/it/we/they will. 1. vote 2. prize 3. annual No, I/you/he/she/it/we/they wont. 4. statue 5. record 6. big Task 7 Task 4 Tick sentences 1,2,4. 1. prestigious/glamorous 2. industry 3. annual 4. statue Task 8 5. winners 6. prize (Suggested answers). 7. year 8. nominated 1. Someone you know will have a car accident. 9. viewers 10. record 2. Youll be a clothes designer. 3. Youll give your dad a surprise birthday Grammar Link party. Task 5 4. Youll make new friends. 1. a 2. b 3. b 4. b 60 Task 6 1. d 2. c 3. a 4. b 1. A 2. P 3. P 4. A 5. P 6. A 7. A 8. P Task 9 (Answers may vary). Task 7 1. The beds are made by maids. Writing 2. The floors are cleaned every day. Task 10 3. Breakfast is served at 8.00 am. (Answers may vary). 4. Photos for the school newspaper are taken (For guidelines on process writing see by Tom. Introduction in Teachers book). 5. Animals are fed by the zoo keeper. 175
  • 196. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 176 WORKBOOK KEY Writing Task 4 1. touch Task 8 2. invented a code for the blind. (Answers may vary). 3. blind in her right eye Check correct formation of questions in passive. 4. invent a secret code 5. read the sign Unit 8 6. by accident Lesson 2 7. Thanks to 8. named her son after Reading Task 1 Grammar Link 1. F 2.T 3.F 4.T 5.F Task 5 1. Active 2. Past 64 3. Active 4. Past 1. No. (Its fast, its cheap and you dont need 5. Present 6. Active stamps). 7. Present 8. Active 2. Yes. (When we talk to each other in person, we understand a lot by the expressions on Task 6 our face or by the tone of our voices). 1. is given 2. are sent 3. They are pictures and symbols that show 3. was…stolen 4. were sold how you feel. (“Emoticons” is a new word 5. am given 6. was destroyed made up of two other words, emotions, that is feelings, and icons.). Task 7 4. They are made out of letters, numbers or 1. are used 2. is easily carried punctuation marks. (When you put them 3. are saved 4. was designed together you get emoticons which are little 5. was manufactured face-pictures made out of letters, numbers, or punctuation marks from our computer or Writing mobile keyboard) Task 8 5. Not in the beginning. (Its a bit difficult in (Answers may vary). the beginning but once you get used to them, (For guidelines on process writing see youll see that emoticons are a fun way to get Introduction in Teachers book). your message across!) Unit 8 Vocabulary Link Lesson 3 Task 2 Reading 1. f 2. c 3. a 4. b 5. e 6. d Task 1 Task 3 1. E 2. B 3. D 4. A 1. c 2. a 3. e 4. h 5. f 6. b 7. d 8. g 66 1. D 2. B 3. C 4. A Task 2 1. b 2. c 3. c 4. a 5. c 176
  • 197. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 177 WORKBOOK KEY Vocabulary Link Task 6 Task 3 1. Marias just bought a new CD. (Present Perfect Simple) P H O T O G R A P H E R 2. My parents are cooking dinner at the A B I R Y S I C A N D E moment. (Present Continuous) D O J K E T E E N T I P 3. Did you go to the cinema yesterday? O C A R T O O N I S T O (Past Simple) M B K E N E T R A C O R 4. I always try hard at school. (Present Simple) 5. The school computers were stolen last G F E D E S I G N E R T night. (Past Simple Passive) E R M A N A R W H Y T E 6. Tenia is going to take part in the Basketball D C R E S E A R C H E R Finals. (“Going to” Future) 1. reporter 2. photographer 7. Will it rain tomorrow? (Future Simple) 3. cartoonist 4. editor 8. The teacher was correcting our homework 5. designer 6. researcher while we were taking a test. (Past Continuous) Task 4 9. Good wine is also produced in Spain. 1. a great way of learning (Present Simple Passive) 2. attached file 3. the spring issue of our newspaper Task 7 4. read our article A. Past Simple 5. get started B. Present Simple 6. take part in a workshop C. Present Continuous 7. Im short of ideas D. Present Perfect Simple 8. ask a challenging question 9. have artistic skills E. Future Simple 10. draw a comic strip F. Past Continuous 11. dig up information 12. use the Internet Task 8 13. ask for sponsorship 1. There werent two parks near my house a 14. set realistic targets few years ago. 15. catchy headlines 2. Have you ever visited Australia? 3. Are you going to be more honest? 4. Coffee is not served at the school canteen. Task 5 5. Do you often do your homework at the last 1. article 2. file 3. included minute? 4. interview 5. review 6. lyrics 6. Mary didnt make a cake yesterday. 7. recipe 8. word processing 9. issue Task 9 1. b 2. a 3. b 4. b 5. b 67 6. a 7. a 8. a 9. b 10. a 1. article 2. file 3. included 4. interview 5. review 6. lyrics Task 10 7. recipe 8. word processing (Answers may vary). Accept all correct answers 9. issue no matter how short they are. 177
  • 198. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 178 WORKBOOK KEY Unit 9 Reading Task 1 1. d 2. c 3. a 4. f 5. g 6. e 7. b Vocabulary Link Task 2 (Answers may vary). Task 3 1. c 2. b 3. a 4. b 5. c 6. c 7. a 8. c Grammar Link Task 4 1. visit 2. is lying 3. at the moment 4. mustnt 5. bigger 6. was working 7. used to grow 8. have lost 9. Ill be 10. going to buy Writing Task 5 a. Unit 3, Lesson 2 b. Unit 4, Lesson 3 c. Unit 5, Lesson 2 d. Unit 7, Lesson 1 e. Unit 2, Lesson 2 f. Unit 3, Lesson 1 g. Unit 3, Lesson 3 h. Unit 8, Lesson 1 i. Unit 2, Lesson 3 j. Unit 4, Lesson 1 178
  • 199. TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:25 PM Page 180 Με απόφαση της Ελληνικής Κυβέρνησης τα διδακτικά βιβλία του Δημοτι- κού, του Γυμνασίου και του Λυκείου τυπώνονται από τον Οργανισμό Εκδό- σεως Διδακτικών Βιβλίων και διανέμονται δωρεάν στα Δημόσια Σχολεία. Τα βιβλία μπορεί να διατίθενται προς πώληση, όταν φέρουν βιβλιόσημο προς απόδειξη της γνησιότητάς τους. Κάθε αντίτυπο που διατίθεται προς πώλη- ση και δε φέρει βιβλιόσημο θεωρείται κλεψίτυπο και ο παραβάτης διώκεται σύμφωνα με τις διατάξεις του άρθρου 7 του νόμου 1129 της 15/21 Μαρτί- ου 1946 (ΦΕΚ 1946, 10, Α’). Απαγορεύται η αναπαραγωγή οποιουδήποτε τμήματος αυτού του βιβλίου, που καλύπτεται από δικαιώματα (copyright), ή η χρήση του σε οποιαδήποτε μορφή, χωρίς την γραπτή άδεια του Παιδαγωγικού Ινστιτούτου.