3. • •• •• • • • • • •
- _.- -
'. .
~I a 1 (
IJ
•••••••••••••••••••••••••••••••••••••••••••••••••••
Introduction
~8I' 0°1:><=1
0 ~8!10
o
opportunities for practice in speaking th e language.
In Romanian classrooms, pair work is generally
easy, since most stude nts have a deskmate they can
work with. Groups of four can be form ed in at least
two ways:
a) with fixed desks :
b) with movabl e desks:
(once again. the
teacher can move
betuieen rows to
monitor the work
in groups)
We have tried to encourage learners to take more
responsibility for th eir own learning, notably
through Project Work, which is described in more
detail below. Learners are also frequently
encouraged to talk about th emselves.
2. Enjoyment. We learn best when we enjoy what
we are doing. English Faetfi le has many exe rcises
which emphasise the fun in learning.
3. Fluency as well as accuracy. In the past, we as
teachers (anrl consequently our "'tdents, too)
tended to concentrate on how our learners speak
and write instead of fa .uslng on what they wish to
express. This is a result ,) f our preoccupation with
accuracy, and our eagerness to correct mistakes.
Learners need to experimentwith language when
trying to communicate , and this involves taking
risks. Applied linguists are agre ed these days that
errors are not only inevitable but are even a
desirable part of the learning process. This view
does not excuse errors (which all teachers
recognise), but it does serve as a reminder that we
should give credit for fluency. for successful
"communication, as well as for accuracy.
(pairs ofstudents turn
round to face those
behind them; the
teacher (f) can move
from group to group
in order to monitor)
What kind of methodology does
English Factfile imply?
The syllabus is topic-based. This decision was
ma de in recognition of the fact that learners are
more likely to be motivated by topics than by
structural or functi onal headings to units. However
this does not mean that structures. functions and
vocabulary are ignored . The topic basis is
underpinned by a systematic. graded grammatical
syllabus, some of it recycling grammar taught in
Grades 2-5, and some moving on to new areas.
Vocabulary is largely organised round the topics.
Importantly, the main focus of English Factfile is
on effective communication. which means that
great attention is paid to language in use, with an
emphasis on the four language skills of listening,
speaking, reading and writing, and on
communicative functions. We have also includ ed a
systema tic introduction to English word and
sentence stress. The interrelationship between the
different elements in th e syllabus is sbown in the
chart at th e beginning of th e Studen t's Book.
Pathway to English is your English course for the
seconda ry level. It is in eight parts, for Grades 5-12
respectively. This book at Grade 6 level is called
English Faetfile. It builds on th e foundations laid by
Grade 5 English classes and assumes th at students
entering Grade 6 will have completed a course like
English Agenda.
What are the organising principles of
English Factfile?
I »oktng at the language primarily as a means of
communication has consequences for the way we
teach it. In writing English Factfi.le, we were
aware, too, of the need to take acco unt of wider
developments in tJ,c field of language teaching and
oducation ill general. Here are the main principl es
we have tried to put into practice in this new
course:
1. Learner-centredness. The learner is at the
centre of all classroom processes. Without learners,
there would be no teachers . Yet in so many
language class es, it is the teacher wh o dominates
and gets more language practice. We have tri ed to
reflect learners ' interests as far as possible in our
choice of topics. We have tried (through pair-work
and group-work activiti es) to maximise
iii
1
7
13
17
23
24
30
35
40
41
47
53
58
59
60
61
62
63
4. ••••••••••••••••••••••••••••••••••••••••••••••••• • • • •
Diaries
Lesson 1
Tapescrlpt
Liz Who won the first "adventure trail'?
Steve Er ... Janet. We had to crawl through ~e tunnel
in five minutes and she did it in three.
Liz Janet? I didn't know she was so sporty and fit.
Steve It only happened because the boys were tirert
And her e we are on a fishing trip on the lake.
Uz Did you really catch anything?
Steve No, actually, it was Janet again. I don't know
how. Beginne r's luck. That's her with the first
fish she caught.
Liz This one looks nice.
Steve Oh, it's the river crossing our campsite. And
there in thed"istance, can~? I t's five or six
of us just before the canoeing trip ,
Liz Ah! .. Was it difficult? Who won tha t one?
Possible onswer: I had an ordinary holiday.
but Mary had an exciting one because she
learnt how to ride horses and climbe d the
highest mountain peak in th e country.
2a) and b) Ask students to express their
preferences and to give reasons.
Don't spend too long on this activity.
3 Play the tape.
Ask students to listen to th e tap e to find
out the answer.
Liz These are great.
Steve What? Oh, the holiday snaps. We went to
Woodlands, in South Devon. It was really
something. Let me show you. That ,.. that's
the ... first 'adventure trail'. We all iouk funny,
don't we? They gave us those special glasses to
protect our eyes uud er the water, But we only
wore them for an hour or so, John and I followed
a rope through water, He got all wet and stayed
in bed with a cold for the rest of the day,
Liz Yes, he told me. He was very unh appy that he
couldn't go up the hill with you.
Steve But he was aUright for the run, the race the
following day and came second. Look at his face.
All smiles.
1
. . l · · ~
.][], UNIT
Skills covered: LISTENING
Speaking
Writing
Grammar: Simple past [re cyclingl
Question-tags (simple past)
Vocabulary:
active: relaxing, boring, exciting, amusing,
interesting, ordinary, awful. etc.
passive: adventure trail, to follow, rope,
through, to crawl, tunnel
Possible answers: nice; terrible; fan tastic;
bad; special; strange; lovely, etc.
Title: Holiday snaps
Communicative aims: Describing pas t
activities
Giving preferences and rea sons
Asking for information and confirmation
You may want to brainstorm adj ectives
specific to: people (kind, helpful, etc.).
weathe r (wet, hot, cool, etc.), food
(tasty, etc.).
1b) Ask stu dents to describe aspects of th eir
holidays using som e of th e v-ords they learnt
in 1a) . Take responses from 4 or 5 students.
lc) an d d) Ask students to write in their not ebooks
one or two sentences for each adjective to
explain why th ey chose it.
Then , ask each student to exchange hislher
notebook with another student's to find out
ahout hislher partner's holiday.
Ask students to compare their holiday with
the.,: partner's and report to the class.
13) Ask students to read the words describing
holid ays . Quickly check their comprehension .
Make sure th ey und erstand th e meaning of
the word 'ordinary'.
Bra instorm other words from the same lexical
set.
Write the words on the board. Students write
them in th eir noteb ooks .
• • • • • ••
5. ....................
2 UN IT I
Liz I bet it was . And what's this ...
Answers: cycling; walking; swimming.
Steve Wasn't very difficult ... Er ... Susan, John's sister
came first. It was really good fun.
Communicati ve aims: Expressing feelings
Describing past events
Giving reasons
Skills covered: READING
Speaking
Listening
Writing
Grammar: Simple past [recycling]
Vocabulary:
active: diary, mother, father, brother. sister.
grandm other, grandfather + other
family relationships they know,
Thursday, Friday, Saturday, Sund ay,
Monday + other days of the week they
know
passive: fatigu e, exhausted, worn-out, bone
idle, appointment. sarcastic, sympathy,
to miss, to go/fall asleep
Pronunciation: Word-stress on family
vocabulary
TItle: Dear Diary
3a) Check if the students are familiar with the
different types of books mentioned in the
activity.
Ask students to read the two ext .acts silently.
Elicit the right answer and very briefly ask
for the reasons the students had for matching
the extract to one particular type of book.
Answers: Extract 2 w ac; written on the day it
happened ('When I got up this morning ...')
Extract 1 was written later (One morning I
realised ...']
3b) Ask students to read each text again looking
for any clues as to wheri the text was written
by its author.
Ask students to report their answers to the
class also mentioning very briefly the clues
they found .
Answer: 1 e); 2 c)
Answer: c) a diary
2 You may want to start this activity by asking
students if they keep a diary.
Tell students to work in pairs.
Don't spend too long on this activi ty.
Take 2 or 3 responses from the class.
Lesson 2
1 Ask students to read the text silently and say
what kind of book the text refers to.
This activity is suitable for homework.
Ask students to use simple past to write
complete sentences about their holiday.
6
Sb) Help students remember some of the rules
they know for the forming and intonation of
question tags and help them understand
simple past - question tags.
Tell students to work in pairs.
Ask students to refer to the Language Focus
box and use question tags to check their
notes with their partner's.
Make sure they form question tags correctly
and they use a falling intonation when asking
for confirmation,
Ask students to write their questions in their
notebooks,
Possible answers: followed a rope through
water; went up the hill; ran in the race;
crawled through a tunnel; went fishing ; went
canoeing.
Answer: Steve is showing Jane some holiday
photoslholiday snaps.
Sa) Ask students to look at the notes about
Steve's holiday.
Explain to them the difference between notes
and complete sentences.
Ask them to go on taking notes while listenin g
to the tape aga in.
Don't expect students to note down all Steve's
activities.
Ask 2 or 3 of them to report to the class
briefly.
Answers: follow a rope through water; crawl
through a tunnel.
4b) Ask students to read the captions first.
Try to make students rememb er some of the
activities Steve mentions.
Ask students to write the answers in their
notebooks.
4a) Ask students to look at the words expressing
activities,
Make snre they understand the words.
Play the tape again.
Ask students to put down any words they
need for the task in their notebooks.
4a) Before beginning the exercise, you could give
the students the following information.
6. BACKGROUND INFORMATION
Adrian Mole is the hero of a well-read series of
books. by the humorous British novelist Sue
Townsend (1946-).
The Secret Diary of Adrian Mole, aged 13%
(1982) wasthe first and most famous in the
series. It was followed by later sequels.
The extract in the book is taken from The Adrian
Mole Diary 1986 (1985).
Ask stude nts to read the words in th e two
columns and to try to match the new words to
the ir explanations.
Elicit th e righ t answe rs.
You may want to ask the students for or give
them a sentence as a context for the new
words,
You could tell students that the word
'sympathy' is a 'false friend' for Romanians
an d is not used with the general mean ing of
'kindness'. Some students may know othe r
meanings of the word 'miss' (miss the poin t,
miss th e target, miss somebody) and you
should accept and explain these if they ask.
Answers: 1 d); 2 e); 3 b); 4 I); 5 c);
6 a); 7 h); 8 g).
• • • • •• • • • • • • • • • •
UN IT 1 3
5b) Play the tape again.
Ask students to repeat the words they hear.
Mak e sure they can distinguish the number of
syllables as well as the main stre ss in each
word.
To show th e number of syllables, count
the thumb and fingers on your left hand
with your right hand index finger. Beat the
stress so th at the main word stress
becomes obvious.
Ask them to answe r the questions.
Answers: The words mother.father, brother,
sister, daughter have 2 syllables. The first
syllable is th e strongest.
The words: grandf ather, grandmother,
granddaughter have 3 syllables. Tbe first
syllable is the strongest.
5c) Before the activity, make sure the students
associate the number of boxes in one column
with the number of syllables in one word and
th e bigger box with the stressed/stronges t
syllable.
Ask students to put the family words in the
right column according to th e syllable
pattern.
This activity is suitabl e for homework.
Ask students to fill in the blanks in order to
complete a few lines in a diary they might
keep.
Encourage them to be original and creative.
Ask students to say the members of the family
they live with.
Make sure they stress words correctly.
Depending on time this could be a pair-work
activity.
4b) Ask students to skim th e text and find the
answer.
Answer: Adrian's problem is that he is very
tired (worn-out)lhe feels like sleeping all th e
time.
40) Ask students to read the text again and scan
for the answers.
Work on dates is not the focus here.
Answers:
1 Adrian didn't write on Tuesday
(30th of September), Wednesday
(lst of October) and Thursday (2nd
of October).
2 The people mentioned in the extract are;
Adrian's mother, his teacher of English
Ms Fossington Gore, Dr Gray and Adrian
himself.
sa) Play the tape.
Ask students to write the words they hear as
dictation, stopping th e tape after each word;
Tapescrlpt
mother. father, brother. sister, daughter. grandfather.
grandmother, granddaughter
5d)
6
Answers:
1st column:
D o
mother
D o
father
D o
brother
D o
sister
o 0
daughter
2nd column;
o 0 0
grandmother
o 0 0
grandfather
o 0 0
granddaughter
7. •• •••••••••••••••
4 UN IT 1
Lesson 3
1
2
3
Title: This book belongs to ...
Communicative aims: Asking and talking
about past events
Contradicting
Expressi ng reas ons and results
Skills covered: WRITING
Speaking
Reading
Grammar: because for reason versus so for
result
Simple past - negative [recyclingl
Vocabulary: to spend time, to visit places, to
make friends, to enjoy doing something
Ask students to read the line from Adrian
Mole's diary.
Encourage them to ask as many questions as
they can think of in order to find out more in
relation to the idea expressed in the line.
Accept any reasonab le idea.
Possible answers:
What time did you go to bed, Adrian?
Vas it earlier or later than usual?
Why did you go to bed without eating your
usual biscuits?
Which are your usual biscuits?
Explain to students that negative sentences
can be used for contradicting positive
statements and positive statements for
contradicting negative ones.
Ask students to complete the dialogue.
Possible answers:
She didn 't stay with her friend 's family.
She didn't visit interesting places.
She didn't spend most of her time with them.
She made a lot of new friends.
They didn't enjoy swimming most of all.
They didn 't go to see them three times.
Ask students to write the questions in their
notebooks.
Answers:
Was it your idea to go to the
seaside?/Vhose idea was it to go there?
Why did you stay so long?
Where did you stay?/Who did you stay with ?
Did you visit interesting places?
Who did you spend most of your time with?
Did you make many new friends?
What did you enjoy doing most?
Did your parents come to visit often?
4
5
6
Make sure the students understand the idea
of 'result' and that of 'reason'.
You may start the activity by giving some
examples paraphrasing because with' ... for
the reason that ...' and so with'... and as a
result ...'.
Ask students to associate each of the link
words with either 'result' or 'reason'.
Answers:
Because introduces reaso n.
So introduces result.
Ask students to look at the pictures.
Draw their attention to the f;lct that these are
grou ped two hy two.
Ask them to make sentences about each
picture in the group of two and express the
relationship between them, using either so or
because.
Answers:
- The museum was closed , so the children
went to the Zoo.
The children went to the Zoo because the
museum was closed.
- They called the doctor, because the child
was ill in bed.
The child was ill in bed, so they called the
doctor.
- The boy is buyinglbought a present,
because it is/was his friend'slhis sister's
birthday.
It is/was the girl's birthday, so the boy is
buyinglbought a present for her.
- It is raining heavily, so they can't go
outside/play outside.
They can't play outside because it's raining
heavily.
This is a four-step activity named process
writing.
Allow students 2 or 3 minutes to think about
a day in their holiday.
Tell them to refer back to activity Sa) in
Lesson 1 an d make some notes about that
day.
Possible answers:
- John and I went fishing.
- his Uncle George and his cousin Bobby.
- liked: Uncle George's jokes, I caught the
first fish.
- didn 't catch any more fish for the rest of
the day, tr ainers gOI wet.
- learned how to hold the fishin g rod, refused
to take fish home.
8. Explain to students that a paragraph is a not
very extended piece of connected writing.
that it contains complete sentences and link
words.
Ask students to use their notes to write a
paragraph.
Remind th em to use th e link words: so and
because.
Possible answer: That day John had an idea:
for him and me to go fishing on the river
one mile away from the village . I agreed.
and we started immediately because it was
already late. We arrived in half an hour and
to my surprise we found John's uncle and
his cousin on the hank. holding fishing rods.
Bobby was a bit sad because he had no fish
at the end of his line. Uncle George was very
cheerful, he asked me if! liked jokes. I said
yes, so, he started telling one joke after
another. I was almost in tears with laughter.
Suddenly, I felt my rod shaking, I pulled, and
the re was a fish, the first that day, so I was
extremely happy. But after that. uncle
George, Bobby and even John started
catching one fish after another and I didn't.
Mytrainers got wet and I didn't like that at
all. John's uncle taught me how to hold and
move the fishing rod better and so I caught
another fish, a very small one. Bobby
offered to give me some fish to take back
home but I refused.
6<:) Tell students to change notebooks with their
partner.
Tell them to read their partner's paragraph
care fully.
Ask them to put questions related to the
paragraph in order to find out more details.
Possible answers:
Does John live in that village?
Did he know that his uncle and his cousin
were already at the river?
Was it the first time you went fishing?
Vby were your trainers wet ?
Why did you refuse the fish Bobby alTered?
6<1) This activity can be done in class or can be
for homework.
Ask students to insert the answers to the
questions they received. back in the
paragraph in the appropriate place.
If there is tim e for the whole activity to be
done in class, you can ask students to
-'....,..,., OQtebooks a{{aitl atld give (!leir
'ised paragraph.
•••••••••••••••••
UX IT 1 5
Lesson 4
Title: Lucky colours
Language aims: To provide an opportunity
for the practice of the variety of
structures. functions and vocabulary
already acqui red by students at this
level.
Skills covered: Integrated skills
Outcome: A page in a group factfile with
personal data and a game: A Paper
Oracle
Materials: crayons. scissors. cardboard.
cut-outs with the signs of the zodiac.
Begin the lesson by telling the students that
their project this year is called 'Your Factfile'
and like last year's one it is a group project.
Ask th em to read th e explanation about a
factfile and look at th e example in the book .
Also tell them that the whole notebook they
are using for the proj ect can be called a
factfil e.
Make clear to the students that although a
factfile includes facts and real data. the
second activity on each page in their factfile
will rely on th eir imagination.
1 Before the activity ask students to look at the
signs of the zodiac.
Quickly teach students the pronunciation of
each sign. They only need to remember how
to say their own sign.
Pisces /patsitz/. Aries /e'Jri:z/. Taurus /t::J:r'Js/,
Gemini /dgemmai/, Cancer Ik",ns:l(rl/, Leo
ILi:oul, Virgo 1V3:gou/, Libra /lirbra/, Scorpio
/sk.xpiou/, Sagittarius /se dguearias/, Capri corn
/ktepnkom/, Aquarius /akwearias/.
Organise students in project groups.
Ask them to identify their sign by their
birthday.
Ask th em to start asking questions and giving
answers in order to fill in their group factfile.
Stude nts work as a group taking it in tu rns to
ask another student th e questions and to
write all the answers as they listen.
They will need as many columns as the
number of members in their group.
2a) Ask students to follow the instructions in
order to make the coloured paper cards.
They should decide upon fortune telling
statements in their groups.
Encourage tnem to use 'going to' rlnure in
their statements and to divide the work
between them.
One of the group members writes the fortune
telling statements on the back of the cards.
9. j • • • • • • • • • • • • • • • • •
6 UNIT 1
Lesson 5
2b) Ask students in two different groups to get
together in order to play the game.
Students from one group (A) tell the fortune
of students from the other group (B) using the
dialogue in the book as a possible model.
Then , they change roles.
Tell students to include the personal data
factfiles and to stick the oracle cards in their
group factfile. You may suggest to your
students that they attach an envelope to their
factfile in which they can keep the 'paper
oracle' cards. This can be used anytime the
product of their project cannot be included as
such on a page in their factfile.
1*
Story: Charlie and tbe Chocolate Factory
Chapter 1: The Mystery of Mr Wonka's
Factory
Draw the students' attention to the
illustration.
Ask them to predict what the chapter is
about. .
Make sure the students realise that pictures
can help them understand some of the
unknown vocabulary, but otherwise they
should try and deduce the meaning of the
new words from context.
Refer them to the pre-set question to guide
their reading.
Encourage students to read this part of the
on-going story silently in class. If possible try
to create an atmosphere conducive to this
(e.g. soft background music) .
As they finish reading, put students together
to check their answer to the pre-set question
and to prepare what they would like to
discuss with the other students. When the
class is ready, check the answer to the pre-set
question and encourage discussion based on
their reactions to the content of the story.
2
It is not intended that students should analyse
the vocabulary or the grammar in
the text.
Possible answ ers:
More than two hundred new kinds of
chocolates and sweets were invented in Mr
Wonka's factory.
No ordinary people are working in his
factory.
Ask students to listen to the excerpt and read
it silently at the same time.
Play the tape.
If time allows you could use the text for
further practice in pronunciation. mainly
sounds. stress and intonation.
Select a part of the text that the students will
work on, after they stop listening.
For this chapter we suggest you should
choose the part beginning with: 'One evening
Charlie ...' and ending with: '... to think about
it.'
Ask students to read it in pairs and decide
upon the right pronunciation of the words
and the intonation of the sentences.
Direct their attention towards the words that
are new to them or are difficult to pronounce .
For example, you could write on the board
the words: proprietor and fantastic.
Ask: Which do you think is the correct
pronunciation oj the fir st word?
Which part oj the second word is stressed
(stronger)?
Which are the stressed (stronger) words in
the sentence/paragraph?
Take 2 or 3 answers round the class.
Play the selected part of the text again.
Ask students to check that they pronounced
the words correctly.
Ask 1 or 2 students to read the selected part
out loud.
"For Chapters 2 onwards. ask students to
summarise orally the story so far.
10. • • • • • • •
2 Once upon a time ...
•••••••••••••••••••••••••••••••••••••• ••••••••• • ••••
TapescrlptLesson 1
1 There was once an old carpenter called Geppetto.
He made a puppet that looked just like a real boy.
'There, you are finished . How I wish you were a real
live boy!'
That night the Blue Fairy came into Geppetto's
workshop, wave d her magic wand over the puppet
and said:
'Wake up. little boy and live!
To you the gift of life I give.'
The next morning. the old carpenter found the little
boy running around. 'I'm dreaming! You can't be alive!
You're still made of wood!'
'But if I'm brave and good. I'll be a real live boy
some day: answer ed the boy and went out to school
followed by Jiminy Cricket.
(ting')
2 She came to the bed but seeing how strangely her
Grandmother looked she said to her:
'Grandma. what big arms you have!'
'All the better to hug you with, my dear.'
'Grandma, what big ears you have!'
'All the better to hear you with. my dear.'
'Grandma, what big eyes you have!'
'All the better to see you with, my dear.'
'Grandma. what big teeth you have!'
Tapescrlpt
Answers:
a) Merlin is a famous magician.
b) He wants to take us (back in time) to the
land of stories.
c) When he uses his magic wand we will
hear a sound/part of another story.
I am Merlin, the famous magician . I'd like to take you
back in time into the far away land of stories. Are you
ready to join me? I'll use my magic wand to take you
from one story to another. Any time you hear the sound of
my magic wand (tingl) you'll hear part of another story.
Let's begin! (ttngt)
3 Prepare the students for a second listening
task.
Play the next part of the tape (the one
relating three excerpts from three different
stories).
If time is short, let students listen to only two
stories and change the instructions
accordingly.
Stop the tape and elicit the right answer from the
students.
TItle: Welcome to Story Land!
Communicative aims: Describing
appearance
Expressing likes and dislikes
Grammar: Simple present: to be and to have
[recycling]
Skills covered: LISTENING
Speaking
Writing
Vocabulary:
active: face. eyes. nose. ears + other parts
of tbe body they know; jacket, hat, pair
of boots + othe r clothes they know
passive: magic wand, dwarf, Puss in Boots.
Cinderella, Little Red Riding Hood,
Sleepi ng Beauty, Merlin, ste pmother,
hunter, Fairy Godmother, Prince
Charming, marquis, miller, ogre ,
carpenter, whale
2 Ask students to read the three questions.
Prepare them for the listening exercise,
Play the first part of the tape:
la) This is a warm up activity, Don't spend too
long on it.
You may start with the books closed while
asking the students questions like: DoyOll like
reading books? What kind of books do yOll
prefer? Do yOll like reading stories? Can uou
name a story?
Accept any reasonable answer.
Ask students to open the books and to look at
the picture,
Tell them to read the titles of the books
Merlin has in his hand.
Help them with the pronunciation and the
translation. if necessary: Puss in Boots =
Motanul tncaltat. Little Red Riding Hood = Scufita
rosie. Sleeping Beauty = Fiumoasa adormita.
Cinderella = Cenusareasa,
Ask tbem if they know these stories and if
they remember the content.
lb) Ask different students to make up a sentence
referring to any of the mai n heroeslberoines
in any of these stories.
Guide them so that they discuss all six stories.
11. ..._ ..... the re was a
with her cruel
stepsisters. They were
~ goodnes s and beauty. and made
and day.
. _an imi tation for a royal ball arrived from
.. palace. "ben the two sisters went out of the
bouse. the girl started to cry because she had no dress
to wear at the ball.
Sudden ly, the Fairy Godmothe r appeared: 'Don't cry.
my child, you will go 10 the royal balL I'll give you
everything you need: a coach. a dress and a pair of
glass slippers . But don't forge t: at midnight you must
be hack home because at 12 o'cloc k exactly the spell
will break.'
(tin~ 1)
Ask the m the titles for the three stories they
have listen ed to.
Answers: Pinocchio; Little Red Riding Hood;
Cinderella.
4a) First, as k students to re ad th e names of the
characters they see in this exercis e.
Help them with the pronunciation reminding
them th at the first syllable is stressed in
family vocabulary (see Unit 1. Lesson 2).
Next, we suggest you discuss the types of
characters and then ask them to fill in the grid .
They should then understand the differen ce
between real (human and animal) characters
and imaginary ones better.
After eliciting two or three examples, let them
fill in th e grid.
Answers: (The students may be able to
mention more characters.
Example: The King in Cinderella, who is the
father of Prince Charming.)
4b) Ask students to imagine th ey are one of th e
characte rs in these stories.
Let them work in pairs. While students A
describe the way they look, the way they are
dressed or their preferences for certain
activities or food/drinks, students B must try
to guess who their partners are.
Then they change parts.
Possible answers:
B I'm young, thin and pretty. I'm dressed
like an ordinary person . I spent my
childhood in a forest. I love a handsome
man who visited me in the forest. At the
age of 17 I fen asleep in a castle.
A Sleeping Beauty.
A I'm little and thin. I'm wearing shorts, a
shirt and a small hat. I'm made of wood.
I have a long nose that becomes longer
when i lie.
B Pinocchio.
B I'm a small young girl and I always wear
a red hood on my head . I like visiting my
granny who is old and sick. I have to
cross the woods to reach her house and
take her som e food.
A Little Red Riding Hood.
Title of th e story Human characters Animal characters Imaginary characters
Puss in Boots the miller, the farmers; th e king, Puss, the cat, the !!'.-e 0 gr.JL
the princess (his daughter), the lion. the mouse,
Marquis of Carab (the miller's
son)
Pinocchio Gepp etto (the old carpe nte r) the fox and the cat. Jiminy Cricket, th e
the donkeys. the Blue Fairy, Pinocchio
whale
Cinderella Cinderella, the stepmothe r, th e the mice. the the fairy godmother
ugly sisters, Prin ce Charming,
Little Red Little Red Riding lIood (the the -.If I
Riding Hood little girl), the mother, the I
~
gr andmother, th e hunter I
Sleeping Beauty Sleeping Beauty (the princess). the three good fairies,
the king; the queen , Prince the witch
Charming
Snow White and the queen, the stepmother ., might the witch
the Seven Dwarfs the king, the hunter. Prince
Charming, the dwarfs
-~ )
12. A I'm tall, thin and pretty. I've got blond
hair. But I'm not very nicely dressed. My
stepsisters are. They have nice dresses
but not me. I do a lot of work in the
bouse: I clean the floor, I dust the rooms,
I cook, I ba ke, I lay the table, I do
everything my ste pmother asks me to do.
B Cinderella.
B I have long dark hair, black eyes and
white skin. My lips are red like blood
and I'm young and very beautiful. My
stepmother hates me and that's why
I spe nd part of my life in a forest living
with seven dwarfs.
A Snow White.
5 Ask students to work in pairs and give
reasons for the stories they liked most or
least among those presented by Merlin.
Tell them to report their partner 's
likes/dislikes and reasons to the class .
6 This activity is suitable for homework. First,
draw students' attention to the way
traditional fairy stories begin and end.
Lesson 2
Title: Aquari us - One Last Chance
Communicative aims: Narrating past
events
Expressing interrupted past actions
Skills covered: READING
Speaking
Writing
Grammar: Past continuous
Simple past versus past continuous
(interrupted past)
Vocabulary:
passive: to float , to shake, heart, fuel. Moon,
broken, hole, crew, to land
1 Let the students read the words in the box.
Help them with the tr anslation or ariditional
explanations. if necessary.
You may wan t to ask the students to use som e
of the words in the box in sentences of their
own, to make sure they have understood the
meaning of the words correctly.
Ask them to insert the right won; :0 each
blank in the exercise.
Answers: a) fuel; b) lands; c) hole; d) floated;
e) crew.
2
•••• • •• ••• •• ••••
UNIT 2 9
This is a skimming exercise.
Ask students to go quickly through tbe text
and to say which is the best title for what
they have read.
Answer: b) Danger in Space
You might like to give your students some
additional information about this real event.
The following information is for you, to
simplify and pass on, as you see fit. to
your students .
BACKGROUND INFORMATION
If Apollo 11 is remembered for its achievement
of landing the first man on the Moon (1969),
Apollo 13 is considered another mission that
left the world equally breathless. Nine months
after Neil Armstrong and Buzz Aldrin's "giant
leap for mankind" (first step on the lunar
surface), Apollo 13 was aboutto begin a life-
and-death struggle on its wayto the Moon. The
spacecraft was launched on the 11th of April ,
1970, at 13:13 Houston time. The crewwas
made up of James Lovell, Fred W. Halse, Jr and
John L. Swigert, Jr. Butthey were obliged to
cancel the mission very soon because of an
oxygen tank explosion which destroyed the
electrical and life support system of their
spacecraft. The situation was critical, 320,000
km from Earth. The mission controller in
Houston made a desperate rescue plan: the
three-man Apollo crew had to shut down the
command module and take refuge in Aquarius,
the lunarmodule which was intended to land on
the Moon andwas designed to support only two
people for onlytwo days. Assuming all the risks
and responsibilities, commanderLovell
regretfully changed the trajectory of the space
ship executing a U·turn around the Moon (at
only 59 miles away from it) and headed directly
back to Earth. Frost began to form on the inside
of the windows (the temperature fell to - 35
degrees Celsius), and morethan oncetheylost
radio contact. During this time, the entireworld
watched on the television the efforts of the
NASAexperts and engineerswho struggled to
keep the three astronauts awake and alive. Due
to the navigating technology of the mission
control centre in Houston, Texas. where another
astronaut simulated everything on the Earth in
order to find a solution for the ones in space,
the crewmates in Aquarius returned to the initial
control module to prepare themselves for the
last part of their homeward journey: the removal
and cast-off of Aquarius andthe re-entry into
the Earth's atmosphere. Passing the last
obstacle which could have been deadly if they
had made a mistake, because theymight have
burntup at anyminute,the crew splashed down
near Pago Pago, in the South Pacific Ocean on
April l ? and returned home safelyto a heroes'
welcome.
13. •••••••••••••••••
10 UNIT 2
Lesson 3
A What was Ted doing last night when the
lights went out?
B lie was feeding the dog.
A And what were Mr and Mrs Jones doing?
B They were having supper.
B What was your aunt doing last night when
the lights went out? .
A She was cooking.
B And what were Sally's friends doing?
A They were playing cards.
A What were your grandparents doing last
night when the lights went out?
B They were watching TV.
A And what was Irene doing?
B She was doing the washing up .
B What was Tim's cousin doing last night
when the lights went out?
A He was cleaning the house.
B And what was your fath er doing?
A He was shaving.
Title: Riddles and Jokes
Communicative aims: Narrating
Asking and answering about past events
Skills covered: READING
WRITING
Speaking
Grammar: Simple past versus past
continuous
Connectors :first. after that. next. finally
Vocabulary:
active: read. watch TV. have a bath. cook.
have dinner. play. wash the dishes. feed.
clean. shave
passive: astronaut, atmosphere. oxygen,
command module, to increase, flame.
parachute. to splash
Pronunciation:
Stress and rhythm in past continuous
sentences
Answers:
2a) Ask students to read the next part of the
Apollo story.
1 Tell the students to read the example in the
book.
Ask a pair of students to read the example.
Ask them to work in pairs taking it in turns to
make up questions and answers for each
picture.
Ask somebody to read the example in the
book.
Then ask students to do the exercise the
same way.
This activity is suitable for homework but
it may start as an oral exe rcise in the
classroom.
Ask students to read the example in the book
and to keep on working in this way. They are
supposed to continue speaking about
themselves , their sisters, friends or
neighbours and to make up sentences
referring to what everybody was doing when
the different events took place.
You might like to ask them to give other
examples of unusual things and to work in
the same way.
Answer: a) the tr avelling b) the explosion
Answers:
a) The spaceship was shaking up and down
when the crew went into the small
compartment.
b) Haise's heart was beating fast when he
called the command module.
c) They were trying to understand the
situation when one of them identified the
cause of the problem.
d) The ship was losing electric power when
Captain Lovell went to the window to see
what was wrong.
e) The fuel was disappearing into space
when the final radio instruction came
from Earth.
o They were talking about their terrible
situation when the temp erature dropped
to - 35 degrees C.
Ask students to read the explanation and the
example in the Language Focus box.
Ask questions to check students '
understanding.
Explain to the students that a past action in
progress (travelling) was interrupted by
another shorter one (the explosion).
This is a scanning exercise.
Tell the students to read the text again more
carefully.
Ask them to match the notes that are on the
left of the page to the information in the box
on the right.
Let the students read the sentence in the box
and answer the questions.
Answers: a) 2: b) 6: c) 5: d) 3; e) 7; 0 4·
g) 1.
6
4
5
3
14. 5 This is a hom ework activity.
Lesson 4
Ask students to read the titles of the books
and th e names of the authors.
Discuss th e nationality of the authors.
Let them read the wor ds in the box on the
right and guess the nationality of each writer.
Then they complete a page in their factfile.
writing sentences about each book and the
nationality of its author.
Answers:
Robinson Crusoe is a book by Daniel Defoe.
He was an English writer.
The Adventures of Tom Sawyer is a book by
Mark 1vain. He was an American writer.
Gavroche et Cosette is a book by Victor Hugo.
He was a French writer.
Wilhelm Tell is a book by Friedrich Schiller.
He was a German writer.
Cuore is a book by Edmondo de Amicis. He
was an Italian writer.
The Little Match Girl is a book by Hans
Christian Andersen. He was a Danish writer.
Language aims: To provide an opportunity
for the practice of the variety of
structures. functions and vocabulary
alre ady acquired by students at this
level.
Skills covered: Integrated skills
Outcome: A story book for youn ger children.
Materials: Sheets of paper. crayons. felt-tip
pens. scissors. rulers. rubbers. glue,
cardboard for the front and back cover.
coloured pap er
TItle: Writing A Story
UN IT 2 11
end of the first clause and falls at th e end of
the second clause .
Make sure the students do not stress the
auxiliary verb. The words in italics are
stresse d.
Ask them to learn it by heart.
••••••••••••• • • • •
1
4 This translation exercise is suitable for
homework, but you can let th e students read
the joke in English with appropriate
intonation, for fun.
Next lesson, ask whether the person they told
the joke to in Romanian found it fuun y.
If you have time enough you can encourage
them to tell you some other jokes or riddles in
English in class, in preparation for exercise 5.
) This is a pronunciation exercise.
Play the tape and let the students listen to th e
whole riddle for th e first tim e.
After a first listening, play the tape again and
stop it at the end of each line, so that th e
stu dents can repeat it imitating the rhythm
like this;
'As I was going to St. lues .-/
I met a man with seven wives. ~
etc.'
In past continuous interrupted sent ences
runes 1 & 2) intonation typically rises at the
2d) Ask students to read the completed
paragraph and to tell you if th e crew died in
th e end.
Answer: No.
You can ask the students to retell th e end of
the story. or to answer some questions. like:
What did they do to save their lives?
Where did the command module fall?
What happened to the astronauts finally?
3.1) This can be a silent reading or you can ask
someone to read th e riddle aloud.
Give them time to think and multiply numbers
if they want to.
Then elicit the right answer from the
students.
Answers:
- first comes at th e beginning of th e
paragraph;
- finally comes at the end;
- af ter that and next are in the middle
without any special order.
Answer: Only one was going = I! The others
we re coming from 51. Ives.
Possible answer: The crew will die.
Tell them to give th eir opinion of what might
happen to th e crew if something goes wrong.
Accept any reasonable answer.
Answers: first; after that/uext; next/after
that; finally.
2e) You can do this exercise in the classroom, but
this activity is also suitable for homework.
This can be either a speaking or a writing
activity.
Ask students to copy the text and to fill iu th e
gaps with th e suitable connectors.
2b) Let the students read the questions and
answer them.
15. ••••••• • • • • • • • • • • • •
12 UN IT 2
2 Ask students to read silently all the
explanations in this exercise.
Divide the class into project groups.
Ask each group to choose a secretary to take
notes, write down the ideas and produce the
final version of the story.
Tell them to think for two or three minutes of
a story based on the four pictures in their
books.
One student starts the story. Then each
student in the group must say a sentence in
conne ction with the previous one and include
reference to the pictures in their books. The
last student in the group ends the story.
Encourage them to work in a team and
to make the story interesting, clear and
attractive.
When the story is finished, ask them to make
a cardboard cover for their story and draw
the main character of their story on the front
cover.
You might like to show the students a best-
seller or any other book with an attractively
illustrated front cover and a back cover with
an advert on it. as an example.
Ask them to find a title for their book, too.
Tell them to write it on the front cover.
Remind them to put their names on the cover,
too.
Ask them to write a few word s on the back
cover or to draw something exciting or
interesting to advertise the book.
Ask them to show their product to the others
and to read their stories in turn.
Lesson 5
Story: Charlie and the Chocolate Factory
Chapter 2: The Announcement
1 See notes for Unit 1, Lesson 5.
Answer: Grandpa Joe thinks Willy Wonka is
a magician because everyone will start
buying Wonka candy bars in the hope of
finding a Golden ticket.
2 For pronunciation practice on this chapter we
suggest you should choose the part beginning
with: 'YOli see, Charlie ...' and ending with:
, ... everybody f elt sorry for Mr Wanko.'
16. Answers: b) c) a)
Answer: Th/jmain stress is on the part of the
body, e.g. headache /hedelk/
Answers: a) 3: b) 1; c) 2; d) 4; e) 6; f) 5
headache, toothache, stomach-ache, earache, backache
3 Ask the students to work individually and
match each word to its definition. Check the
answers. Make sure that students have found
the right match.
4a) Ask the students to copy the questions and to
tick the right answers as they are listening to
the tape.
Tapescrlpt
We have a caller on line 4.
'Good morning. Dr Davis.'
'Hello, how can I help you?'
'I'm Margaret. I do a lot of running but get very sore feet.
What can I do about it?'
'How far do you run?'
2c) This activity is designed to generate practice
with questions and answers about health. It
can be done in pairs. They first need to look
at the sample dialogue in 2c. Choose a couple
of pairs to act out the dialogue in front of the
elass.
~~~se, ,'-~~....~~~"'....._~~'''''..... ~.....~..........,..,.. ~.........",,-
...."""--~-- . .- :::------~-_.
Clren ,).",u"l.uiu... 1l 'wn a v-ore "b.U,,",""),JT ':'"tall) arm i'C)l
them to put the three pieces of advice in the
order the doctor gave them.
Answers: I b); 2 c); 3 c); 4 a)
~.#/,I)O/'#/, '
'Where do you do your running?'
'On the roads, near the bouse.'
jllili///.Ji:p?~~~clf1, / / ",
on . a"tT'lCe. rtrstyou shouldrun
thhe grass jfyou can. It hurts your feet less . Secondly
you 5 ould only run 3 or 4 k . .
better and if th d' m a day until your feet feel
ey on t get better, stop running and go to
your doctor.'
'OK. Thanks very much.'
'Goodbye.'
Health
Tapescrlpt
•••••••••••••••••••••••••••••••••••••••••••••••••••••
UNIT
3
Pronunciation: word stress on compound
words (-ach e)
Vocabulary:
active: toothache, earache, backache,
stomach-ache, a headache, a pain in
the leg, a pain in the chest, a pain in
the shoulder, a sore throat
passive: disease, prescription, diet, to
keep fit
Communicative aims: Asking about health
Giving advice (l)
Skills covered: LISTENING
Speaking
Reading
Writing
Grammar: have got + illnesses
should (advice)
Title: What's the matter?
Ask the students to look at the pictures and
answer these questions: Where are the
people? Why are they there? The main point
of the activity is to ensure that students can
identify the places and the problems. It can
be done in pairs. Allow the students a couple
of minutes to ask and answer the questions.
Tell them to change roles. Check the students'
answers for eachp)cllffe
I Play the tape. Students listen to the
pronunciation of key words describing the
pictures: 'headache', 'stomach-ache', etc.,
and say where the main stress is: on the part
of the body or on 'ache'.
Lesson 1
1
Answers:
He is at the hospital. He.DrokeDisleg:
~ekm~~~~b~f~~~ff7ffsm
keep fit. 11
He is at the dentist's. He had toothache.
This activ.ity is done in pairs so that everyone
can practIse at the same time. Ask the
students to speak to their partners.
Answers:
A What's the matter whh him?
'i!>~...'"'l?o'-"'"~;,~:,s>S~., '...''''''''~~.
..... 7 ~>" ... > ::iik n~_
• •••••••
17. • •••• • • • • UNIT
3 Health
Tapescrlpt
• • • • • • • • • • • • • • • • • ••• • • • • • • • • •• •• • • • • • • • • • • • • • • • • • • • • •
Lesson 1
Answers: b ) c) a)
Answers: a) 3; b) 1; c) 2; d) 4; e) 6; f) 5
4b) Ask the students to listen for the three pieces
of advice written in their book. Encourage
them to think of what the doctor said and ask
them to put the three pieces of advice in the
order the doctor gave them.
3 Ask the students to work individually and
match eac h word to its definition. Check the
answers. Make sure that students have found
the right match.
Answers: I b); 2 c); 3 c); 4 a)
Tapescrlpt
4a) Ask the students to copy the questions and to
tick the right answers as they are listening to
the tape.
headache, toothache, stomach-ache, earache. backache
We have a caller on line 4.
'Good morning, Dr Davis.'
'Hello, how can I help you?'
'I'm Margaret. I do a lot of running but get very sore feet.
What can I do about it?'
'How far do you run?'
'About 10 km a day.'
'Whe re do you do your running?'
'On the roads. near the house.'
'Mm ... I have two pieces of advice. First you should run
on the grass if you can. It hurts your feet less. Secondly,
you should only run 3 or 4 km a day until your feet feel
better and if they don't get better, stop running and go to
your doctor.'
'OK.Thanks very much.'
'Goodbye.'
2c) This activity is designed to generate practice
with questions and answers about health. It
can be done in pairs. They first need to look
at the sample dialogue in 2c. Choose a couple
of pairs to act out the dialogue in front of the
class.
Answer: Th1jmain stress is on the part of the
body, e.g. headache /hedetk/
Play the tape. Students listen to the
pronunciation of key words describing the
pictures: 'headache', 'stomach-ache', etc.,
and say where the main stress is: on the part
the body or on 'ache'.
Title: What's the matter?
Communicative aims: Asking abo ut bealth
Giving advice (1)
Skills covered: LISTENING
Speaking
Reading
Writing
Grammar: have got + illnesses
should (advice)
Pronunciation: word stress on compound
words (-ache)
Vocabulary:
active: toothache, earache, backache,
stomach-ache, a headache, a pain in
the leg, a pain in the chest, a pain in
the shoulder, a sore throat
passive: disease, prescription, diet, to
keep fit
Answers:
A What's the matter with him?
B He's got a headache!toothache!
stomach-ache!earachelbackache
Answers:
He is at the hospital. He broke his leg.
She is at a health centre . She wants to
keep fit.
He is at the dentist's. lie had toothache.
2;a This activity is done in pairs so that everyone
can practise at the same time. Ask the
students to speak to their partners.
1 Ask the students to look at the pictures and
answer these questions : M ere are the
people? Why are they there? The main point
of the activity is to ensure that students can
identify the places and the problems. It can
be done in pairs. Allow the students a couple
of minutes to ask and answer the questions.
Tell them to cha nge roles. Check the students'
answers for each picture.
18. 6a) Explain that 'had better' is used as well as
'should' to give advice. Choose a pair of
students to mod el th e dialogue. Ask the class.
in pairs. to make similar dialogues to practise
'should' and 'had better'.
6b) This activity is suitable for homework.
, .
14 UNIT 3
4c) Ask the students to read the Language Focus
box. Make sure they understood that should
is used to give advice. Ask them to wri te
sentences with 'should' or with 'shouldn't'
to express the doctor's advice.
Answers: You should run on the grass. You
shouldn't run on th e roads. You should run
only 3 or 4 km a day. You shouldn't run
more th an 3 or 4 km a day. You should stop
running and go to your doctor.You shouldn't
continue running. You should go to your
doctor.
5 Ask the students to work in pairs. Student I is
in trouble. Stu dent 2 gives a suitable piece of
advice. They then change roles. Students may
need an example:
SI 'I feel hot and I've got a headache'.
S2 'You should stay in bed'.
Possible answers:
a) S1 'I feel hot and I've got a headache' ;
S2 'You should take an aspirin and stay
in bed .'
b) S2 'I've got a high temperature and a
sore throat.'
S1 'You sho uld take your temperature
again soon . You should drink hot tea.'
c) S1 'I've got a pain in my chest.'
S2 'You should see a doctor.'
d) S2 'I've got toothache.'
S1 'You should see a doctor.'
S1 'You should go to the dentist .'
e) S1 'I feel weak.'
S2 'You should eat more vegetables.'
t) S1 'I' ve got a broken leg.'
S2 'You shouldn't move . You should call
for help.'
6 This activity is suitable for homework.
Ask one or two students to answer the first
questions to make sure they have a good
start.
Answers: a) Yes, it is b) S tablets c) 4 tablets.
Lesson 2
Title: A day's wait
Communicative aims: Giving advice (2)
Skills covered: READING
Speaking
Writing
Grammar: had better (advice)
Vocabulary:
passive: forehead , fever
1
2
3
4
5
Ask the students to work in pairs. Student A
had a serious cold and answers student B's
questions describing how he/she felt. Then
they change roles.
Possible answers:
A How did you feel?
B I had a sore throat and a high temp erature.
A What did you do?
B I took paracetam ol.
Ask the students to read silently th e
information on Britain in the box.
Ask them to say wh at is different in Romania
from Britain.
Answers: In Romania, people measure
temperature in Centigrade. They drive on
the right hand side of the road and measure
distance in kilometres.
Ask the students to read the first part of the
text silently and to find and copy three words
related to the boy's health.
Accept all reasonable answers.
Possible answers: headache; sick; fever
Encourage th e stude nts to predict. Ask them
to work in pairs to discuss the questions in
their book.
Answers:
a) The boy's temperature is one hundred and
two Fahrenheit;
b) Not really;
c) Of course not.
Ask the students to scan the second part of
th e text, check their predictions and find the
answers to 2 other questions.
Answers:
a) He confuses the Fahrenheit and Centigrade
temperatures.
b) i) 3TC. b) in 9S°F.
19. •••••••••••••••••
Possible answers:
b) He'd better stay in bed/see a doctor. He'd
better not go out.
c) They'd beller take a bus/hurry up. They'd
better not wait any longer.
d) We'd better stay at home/see a doctor.
e) She'd better go to the dentist's. She'd
better not have ice-cream for dinner.
Lesson 3
Title: An appl e a day __.
Communicative aims: Giving advice
Skills covered: SPEAKING
WRITING
Reading
Grammar: will (prediction)
Vocabulary:
active: fruit, vegetables, meat, fish, milk
products. vitamins
passive: ability, skin , blood, bones, fats
2a)
2b)
3a)
UN IT 3 15
Ask the students to copy the grid at the /
bottom of this page, and complete each /
column with words representing food items in
the picture and add other suitable answers.
/
Ask the students to work in pairs. Choose a
pair to model t~dialOgue/
Example: A What did yOllhave for breakfast
yesterday?
B Buttered toast and tea.
Ask students to read the questions before
they read the text silently.
Ask a student to answer the first question.
Ask another student to answer the second
question and then somebody else the third
question. If students fail to give correct
answers, ask them to read the text again.
Answers:
a) (i) She has her first meal at home this
evening.
(ii) She has her second meal at an eating
contest.
b) Julie doesn't care about her health. She
eats too much.lShe has two deserts.
13) Students contribute answers. This activity is
meant to recycle food vocabulary and practise
'should/shouldn't'.
Possible answers:
- If you want to be healthy you should eat a
lot of fruit and vegetables.
- You should drink milk every day.
lb) Ask the students to study the chart and
answer the questions. This activity is done
with the whole class .
3b) Ask the students to work in pairs. Encourage
them to make as many suppositions as
possible.
4 Ask the students to work in groups.
Ask them to choose what they are going to
write: either a menu for Julie to get thinner
or a menu for an ideal birthday party. Make
sure representatives of a couple of groups
read their writing task out at the end or
display them for others to read.
Answers:
I Vitamin B comes from brown bread, eggs
and meat.
2 Vitamin A is good for our skin . It also
helps us to see beller.
3 We get vitamin C from lemons, grapefruit,
oranges. etc.
4 We need vitamin D for our bones .
5 We get vitamins A and D from fish.
5 If there is not enough time to do the pair
work activity in class this exercise could be
used as a writing activity suitable for
homework.
F.-TS MILK PRODUCTS FRUIT VEGETABLES MEAT FISH
butter milk lemons cabbage pork carp
oil yogurt oranges cucumbers chicken cod
margarine cheese grapefruit carrots beef trout
cream grapes peas
strawberries beans
green pepper
20. • • • • • • • • • • • • • • • • • •
16 UNIT 3
Lesson 4
1a) Ask students to work in pairs and do the
questionnaire. Quickly check answers to see
how many students deserve congratulations,
how many are OK and how many should start
doing something for their health.
Ask the students to copy the questionnaire in
their notebooks.
For pronunciation practice on this chapter we
suggest you should choose the part beginning
with : 'Look, Charlie ...' an d ending with: '... to
tear off the wrapper slowly.'
Story: Charlie and the Chocolate Factory
Chapter 3: One More Golden Ticket to Be
Found
See notes for Unit 1, Lesson 5.
Answer: The family gave Charlie a Wonka's
Delight as a present for his birthday.
Grandpa Joe gave Charlie his last ten-cent
piece to buy a Wonka candy bar.
2
2 Divide the class into project groups. Students
talk and decide upon the information they
will put on the poster. They should draw, stick
photos. and/or postcards.
For homework ask students to write a short
descripti on of their poster that they could
present to the class during the next lesson.
Lesson 5
1b) Encourage the students to scan the
questionnaire to find three things which are
good for their health and three which are
bad. They write these in their factfile.
Ask a couple of students to report the things
they chose to the class .
1
Answ ers:
You'd better not take part in eating contests.
You should start doing some exercise.
You should not eat too many sweets.
You'd better have just one thing for a meal
in the evening.
You should go on a diet.
TItle: A healthy mind in a healthy body
Language aims:
To provide an opportunity for the
practice of the variety of structures,
functions and vocabulary already
acquired by students at this level.
Skills covered:
Integrated skills
Outcome:
A poster to illustrate a healthy future for
people. A hrief presentation of the
drawings
Materials:
Photos, drawings, postcards
21. •• •• • • • • 'J - , UNIT
4 The Green Planet
•••••••••••••••••••••• •••••••••••••••••••••• • • • • • • • • •
Lesson 1
TItle: Galactic travellers
Communicative aims: Talking ahout the
present result of a past action
Ask them to read the text silently while
listening to the tape and find the answer to
the question. Play the tape,
Tapescrlpt
Capt. Bright What do you mean?
Capt. Bright What about its people?
Capt. Bright I see. They have serious ecologica l
problems. Are they oriented towards self-
destruction?
Capt. Bright We are approaching the Planet Earth. Mr
Data. give me some information about this
planet.
They are intelligent and creative, but not
very wise .
They don't seem to realise how lucky they
are to live on such a beautiful planet.
THE PEOPLE ...
have polluted the air. sea and land
they have used most of the Earth's oil, gas
and coal
they have destroyed more than 500 kinds of
animals, birds and plants
they have made and used atomic bombs
PLANET EARTH :
- is one of the nine planets of this SOLAR
SYSTEM,
-n rotates around its axis in 23 hours.
56 minutes and 15 seconds.
- it revolves around the Sun once a year (in
365 days),
Mr Data
Mr Data
Mr Data
The spaceship Harmony has entered our galaxy. the Milky
Way. Captain Bright and Mr Data, his robot, are galactic
travellers. They have an important mission on Earth.
Skills covered: LISTENING
Reading
Speaking
Writing
Grammar: Present perfect simple (present
result)
Vocahulary:
active : Planet Earth, to pollute, pollution,
ecological
passive: the Milky Way, galactic, to approach,
wise, coal, towards, self-destruction, to
rotate, axis, to revolve, solar system,
galaxy, names of the planets
Pronunciation: Sentence stress in present
perfect sentences
You may want to start the lesson hy showing
a globe and conducting the short quiz on our
planet/solar system/galaxy in the students'
book.
Answers:
a) Because it has a lot of green
areas. a lot of trees. plants and flowers.
b) The Earth rotates around its axis.
c) The Earth revolves around the Sun.
d) Mercury, Venus, Mars , Jupiter, Saturn,
Uranus, Neptune and Pluto.
e) They form our Solar System.
o The Milky Way.
1
As you ask the questions, elicit/explain and
write the following words on the hoard:
to rotate; axis; to revolve; solar system;
galaxy; the Milky Way.
Slate the fact that our galaxy is very large,
;hat it contains a lot of other solar systems, a
of other planets.
- . the students' opinions ahout possihle life
other planets, about possible contacts
{ween Extraterrestrials and the people
ring on the Earth.
~~n them that they are going to read a
. _nee fiction story.
Mr Data All the information we have indicates a
future disaster.
Capt. Bright Let's contact some Very Important People
(V.LP.s) and make them understand the
tragedy of their situation . Who knows?
Maybe they will change things before it is
too late.
Answer:
They will contact some very important
people and make them understand that the
Earth is in danger of self-destruction.
22. »••••••••• •••••• • ••
18 UN I T 4
Tapescrlpt
People have polluted the sea .
Skills covered: READING
Speaking
listening
Writing
Grammar: Present perfect simple +
already/yet
Vocabulary:
passive: mayor, wildlife, extinct, climate, to
mix, about, mixture, acid, species,
greenho use, blanket, shuttle
Title: Peace and harmony in our galaxy
Communicative aims: Expressing
achievementllack of achievement
Tell students to work in pairs to express the
present result of a past action.
Encourage them to use the vocabulary items
specific to the topic of this unit.
Answers:
a) People have cut down a lot of forests.
b) They have not (haven't) planted new
trees.
c) They have destroyed the rain forests.
d) They have killed a lot of elephants.
e) They have not (haven't) protected nature.
I) They have not (haven't) been wise.
1 This exercise aims at practising the use of
present perfect simple (present result of a
past actio n) within the framework of a
science fiction story. The same sequence of
Answers a) (l): b) (i)
After having done it orally in class, this
activity is also suitable for written homework.
Answer: polluted.
9
Lesson 2
7 Play the tape.
The students listen and repeat the sentence
and find out that stress falls on the main
verb, not on the auxiliary have, which is
sometimes pronounced / hov/.
8 Allow the students time to read the Language
Focus box.
Ask students to apply the rule in the
Language Focus box to build sentences al-f).
Students scan the text again to find the
sentences that state what people have done
wrong to their planet.
Tell students to copy them into their
notebooks in order to notice the new
structure.
Exercises 6 and 7 will draw their attention to
the meaning. pronunciation and form of the
present perfect simple.
The two concept questions in this exercise
and the visual support are meant to help the
students to form a new concept. to make
them aware of the meaning of a sentence
containing a verb in the present perfect
simple used to show the present result of a
past action.
You could use them like this.
Point to the first picture above and elicit
answers.
Ask: When did the accident happen? (In the
past.)
Point to the second picture above and elicit
answers.
Ask: Is the sea water clean after the
accident? (No, it isn't.)
Say: Of course not. There's a lot ofoil in the
water. The poor bird is eery unhappy.
Ask: IVhat haoe people done? (People have
polluted the sea.)
Emphasise: When did they do that? (In
the past.)
Can we see the result of their action now?
(Yes, we can.)
Ask them to read the dialogue between Capt.
Bright and Mr Data in pairs, giving as much
expression as possible.
Encourage them to act out the dialogue in
front of the class.
The students read the questions and then
scan the text to extract the specific
information required by Questions ai-el.
Conduct feedback.
Possible answers:
a) They are coming to our planet because
they have an important mission on the
Earth.
b) In their opinion Earth people are
intelligent and creative, but not very wise.
c) T Yes, because the Ear th is a beautiful
planet and it offers excellent conditions
of life.
~ No, because: (i) the civilization of the
people living on the Earth is oriented
towards self-destruction: (ii) the Earth has
serious ecological problems.
6
5
4
3
23. Answer: The Mayor of Plymouth.
- ask students to open their books, look at the
pictures and read the sentences that
accompany them to check their guesses.
2a) The main purpose of this exercise is to
practise the use of the two forms have and
has of the auxiliary verb have.
Ask students to work in pairs.
Tell them to make sentences using the
ideas in column B to refer to the people in
column A.
Students may predict any reasonable
combinations.
Make sure they use has with 1 and 3 in
column A and have with 2 and 4 in column A.
And now the Devon news. Anoth er case of a missing
person has been reported in Plymouth, this morning.
This time the missing person is Mr Wood. the Mayor of
Plymouth.
According to the statements of a police patrolman, two
extraterrestrials took Mr Wood into their shuttle arou nd
10 a.m. The Policeman says that while he was caUing the
police station he saw Mr Wood talking to the
Extraterrestrials and he didn't seem to offer any
resistance to their operation.
Two teenagers. who ran away and hid behind a tree.
confirm that the two Extraterrestrials didn 't use any force
against Mr Wood. On the contrary they seemed to be very
peaceful and friendly.
The investigation continues.
Tapescript
• • • • • • • • • • • • • • • •
UNIT 4 19
2b) Students listen to the tape, match the people
with the action they have done and check
their guesses.
Play the tape.
stateleaders
/WHO
~ well-known writers
TV directors
famous singers
presidents
newspaper
reporters
two pictures depicting past action-present
result has been maintained as in the previo us
lesson, when this new tense was introduced
for the first time.
One way of conducting this activity is as
follows:
- remind the students that the Galactic
Travellers have an important mission on
Earth, that they are going to contact some
VIPs.
- write the question: Who are the
Extraterrestrials going to contact? on the
board.
- with their books shut, the students make
guesses. Ask them to give reasons for their
guesses.
- write some of their guesses on the board;
one way of collecting their guesses is in the
form of a word web .
Example:
Teach the word mayor and write it on the
board.
Write the first question above picture 2 on the
board: What has happened?
Emphasise the present results as clues to
what has happened. Elicit a few past actions
that could have caused the present result
seen in the picture. Accept any reasonable
answers.
Help the students to use the present perfect
simple while making a few guesses about
what has happened.
Example: There are a lot ofpolicemen in the
street. This means that somebody has called
them there or there has been an accident.
You may like to put possible ideas on the
board like this:
have kidnapped
3
4
Answers: 1 d); 2 b); 3 c): 4 a).
Students write four sentences to state what
has really happened as a check on accuracy
of meaning and form.
Answers:
1 The Galactic Travellers have taken
Mr Wood into space.
2 The Policeman has called the police
station.
3 The two children have run away.
4 Mr Wood has talked to the
Extraterrestrials.
Encourage students to use their imagination
as well as information from the text.
These words and phrases might help them if
you write them on the board.
"es talked to _ _ WHAT -- has ca'led
have usedtheirguns
24. Capt. Bright MrWood
• important mission • don't trust you
• warn and help you • It's none of your business
• too much violence, too many wars • Leave us alone!
• save from destruction • We know what we're doing
• Green Planet • So what! Nobody cares!
• not alone in the Universe • It's too good to be true
• avoid an atomic war • Somebody cares for us
• It's now or neverllt will be too late • That's very thoughtful of you
• a matter of life and death • I'll see what the others say about it
•••••••••••••••••
The students read Mr Data's Planet Report to
find the answers to the two focus questions.
Answers, The ticks show things the people
have done .
Answers:
1 They've alr eady planted trees.
2 They haven't used natural energy yet.
3 They've alr eady saved as much water as
possible.
4 They haven't stopped smoking yet.
S They haven't stopped hunting animals yet.
6 They've alr eady thrown away less rubbish.
7 They've already stopp ed cutting down trees.
Answers:
1 They're going to plant trees.
2 They're going to use natural energy.
3 They're going to save as much water as
possible.
4 They're going to stop smoking.
S They're going to stop hunting animals
6 They're going to try to throwaway less
rubbish.
7 They're going to stop cutting down trees.
Answer:
It's got a happy ending.
9 Draw the students' attention to the Language
Focus box and to the importance of correct
word order when using yet and already.
The students report to the class what the
people have already done or haven't done yet.
This activity is suitable for homework.
8 Ask students to read the Work Agenda and
interpret the ticks as things the people have
already done and the empty boxes as thin gs
people have not done yet.
10 Ask students to read the end of the story and
decide if it has a happy or sad ending.
aproximativ
plapumii
pe cole de disparitie
agriculturii
elect de sera
viinatoare
a pollia
poluare
monv. ratiune ~
vietuitoare in mediul lor-'
natural
Answers: Many animals, plants, birds and
fish may become extinct in the future for
three reasons: pollution , hunting an d not
enough space for them to live in.
Pollution destroys our lives through acid
rain and the greenhouse effect.
Answers:
about
blanket
extinct
farming
greenhouse effect
hunting
to pollute
pollution
reason
wildlife
Give the students instructions on how to use
the Glossary on page 97. It is a good way of
developing their dictionary skills. They are
encouraged to become more autonomous
learners by looking words up.
Tell students to work in pairs. They look at
the work agenda on the right and make
7 sentences to say how Mr Wood and the
people of his town are going to fight pollution.
The use of the future of intention in this
exercise helps to develop the concept of the
present perfect simple (used with
yet/already) which will be focused on in
Exercise 9.
7
5
6
20 UN IT 4
25. ..esson 3
TItle: Save the dolphins
Communicative aims: Giving and accepting
warnings
Grammar: Positive and negative Imperatives
+/- always and never
Skills covered: LISTENING
WRITING
Reading
Speaking
Vocabulary:
active: monkey, penguin, dolpbin, bear, lion
passive: ancient, scientists. brain.
to co-operate. in danger. threat.
to tbreaten, to drown, duty
Introduce the topic of the reading text by a
series of warm-up questions.
Ask students where the dolphins live, what
they can do, if they are fish or mammals, etc.
use the picture, the information below and
the students' knowledge to make them build
up a description of the dolphin.
BACKGROUND INFORMATION
- Dolphins belong to the whale family.
- They can reach 2 metres in length.
- They are mammals. They havewarm blood.
They breathethrough their lungs, so fromtime
to time theyhaveto come to the surface of the
water to take air. Their babies are born under
water and they are suckled bytheir mother.
- They are intelligent animals with a definite
personality, but who, at the same time, are
ready to co-operate, to learn from others.
Theycan be easily trained and taught a lot of
tricks.
- They have their ownlanguage and they can
transmit messages to other dolphins. American
scientists believethat dolphins can be taught
to understand and speakthe human language.
Ask students to read, then answer the focus
questions by reading the text about dolphins
in thei r book.
You could ask the stndents to write complete
sentences on the board.
.-nswers:
- intelligent; playful; friendly/helpful
- They are in danger because sea dolphins
may swim into fishing nets and drown .
River dolphins are threatened by pollution,
motorboat traffic and hunting.
3
4
5
6
7
•••••••••••••••••
UNIT 4 21
Draw the students' attention to the Language
Focus box and ask them to complete the
warnings about the dolphins. Accept any
reasonable answers .
Possible answers: Don't kill Yangtze dolphins,
because they are special.
Never pollute their water with rubbish.
Always protect them.
Students complete the warnings.
Answers:
Don't put your fingers through the bars.
Don't throw things in the water.
Don't come too near the fence.
Don't feed the bears.
Ask students what they think about:
(a) animals in captivity;
(b) animals which are free.
Students look at the pictures, re ad the words
in the box and say which of the two pictures
the words go with.
Answers: 1 zoo; cages; captive; to feed.
2 national park; natural home: natural
beauty; free; to hunt.
Ask students to read the verses.
Check their und erstanding of the text;
explain/elicit the new words.
Draw their attention to the emotional
message of the text.
Ask students to find the main warning the
children give. If the children know the tune
for these words, they may like to finish by
singing the song.
N.B. The phrase worth to save is poetic
licence. In sta ndard gramma r, it would be
worth saving.
Answers:.If we don't stop polluting nature,
the world will die.
26. • • • • • • • • • • • • • • • • •
22 UN I T 4
Lesson 4 Lesson 5
Title: Animals in danger
Language aims: To provide an opportunity
for the practice of the variety of
structures, functions and vocabulary
already acquired by studeuts at this
level
Outcome: - a factfile on an animal in
danger of extinction
- a poem entitled 'The Earth Is Sad
Because ... '
Skills covered: Iutegrated skills
Materials: Sheets of paper, pencils, crayons,
rubbers
1 Divide the class into project groups aud give
the necessary information about the purpose
and outcome of the project: to make a factfile
on animals in danger and write it in their
group factfile.
Students read the text and the model factfile.
They choose one of the rare animals under
the threat of extinction and make a factfile
on it.
They include this in their group factfile.
2 Students write a poem entitled: 'The Earth Is
Sad Because ....
Draw their attention to the first lesson, to
Mr Data's presentation of the Earth and its
people, for ideas.
Explain that the lines will not necessarily
rhyme.
Example: The Earth is sad because Man has
killed many of her children, many animals,
birds and plants.
The Earth is sad because Man has polluted
the air. the sea and the land.
They write the best lines of the poem in their
group agenda and decorate the page.
Possible answers:
The Earth Is Sad Because ...
- Man has invented and used dangerous
weapons.
- Man has destroyed peace on Earth.
- people have disobeyed God's laws and the
ten commandments.
- people have polluted themselves with
drugs, alcohol and cigarettes.
- people have wasted the Earth's natural
resources.
- people have created their own 'gods':
money and power.
- people have made a bad decision: to serve
evil forces.
1
2
Story: Charlie and the Chocolate Factory
Chapter 4: Miracles
See notes for Unit 1. Lesson 5.
Possible answers:
Charlie found the fifth golden ticket and only
one day before the visit.
Grandpa Joe jumped out of bed and danced
for the first time in twenty years.
For pronunciation practice on this chapter we
suggest you should choose the part beginning
with : 'During the next weeks ...' and ending
with: '... He deserves bett er than this.'
27. ... .......................................................•••....,
Round Ups
8 did not want
9 was writing
10 came
11 were talking
12 laughing
13 were decorating
14 was eating
4 took
5 dropped
6 saw
7 was writing
You shouldn't/'d better not read late at night.
You shouldfd better go to bed earlier than 12
o'clock.
You shouldfd better have breakfast . not just a
snack at school.
You shouldn'tzd better not play computer games
in the afternoon.
You shouldfd better do some sport.
You shouldn't be afraid of getting bad marks.
You'd better work harder.
You shouldn'tzd better not make your parents
unhappy.
2a) have already washed/was was hinglstarted/has
done
b) has happened/fell
3 1 have got
2 opened
3 saw
Yes, I am alive today thanks to
those wonderful creatures.
Writing
1a} reason: because res ult: so
1b)1 first 2 after that 3 next 4 finally
or 1 first 2 next 3 after tha t 4 finally
Reading
1 c); 2 a); 3 a); 4 c); 5 a)
Mr Jennings Yes, it cam e from a group of
dolphins who were playing near by.
They swam round me in circles and
frightened the shark away. Weak as
I was, I managed to swim to the
shore.
Reporter And help did come.
Answer" 1 b); 2 c); 3 b); 4 a)
Test 1 is on p. 60.
Vocabulary
1 a} medicine; b) symptoms; c) food; d) ecological
pro blems; e) fairy tales; f) animals; g}family
~ammlir)
l 1!.f!!.sible answers:.-
I
l' 4/
All I know is that I asked God to
help me. There was nothing else r
could do.
Jennings Of course, I was. I tried to get away
from it but I couldn't. It took a large
piece out of my surfboard. When it
bit me I knew it was going to kill
me. I was desperate.
Jennings It all happened so quickly that I
ca n't remember if I shouted for
help or only screamed.
r Jennings Yes, that's right.
r Jennings Well, it all happened in Sydney.
Australia. I was surfing quite near
the beach when I saw a long Great
White Shark swimming towards
me. It was three metres long.
Reporter Were you terrified?
Reporter Mr Jennings. I understand that you
are alive today thanks to a group of
dolphins who came to your help
one afternoon in February 1993. Is
that correct?
Reporter Did you call for help?
Listening
Tapescrlpt
Reporter Tell us something abo ut it. please.
How did it happen?
Answers:
main purpose of the Round up units is to
. e vocabulary and grammar of the preceding
·IS , and to give extra practice in th e language
. This should help the m with the test to follow.
vever, the round up itself is likely to include
e language than that which is finally tested.
pending on the class you may prefer to do some
these activities orally or to treat them all as
Otten exercises. It's up to you.
exercise types should be familiar to the
ents. If necessary remind them what to do and
me first example in each exercise as a class.
ound Up 1
28. ••••••••••••••
- .... -
~ UNIT
Books and Libraries
You may ask the students to practise the
verbs lendlborrow in pairs substituting book
with pen/pencil/watch .... etc.
2a) Tell the students to work in pairs.
Ask th em to copy the questionnaire down .
Then tell them to read the questionnaire
and complete it for their partner by asking
them questions.
Draw students' attention to the fact that
question number 5 refers to opinions about
books and some reasons for reading.
2b) Tell students they are going to listen to a
reporter asking Kate about books she likes
re ading.
Ask them to copy the number of each
question in their notebooks, first.
Students listen to th e tape and write down
Kate's answers to the appropriate numbers.
Play the tape.
Answers: a) library; bookshop; b) author;
c) title; cover; d) introduction; e) chapters;
f) table of content" g) illustration; h) back
cover; i) publishing house.
l b) Bring some books to the classroom and teach
the words:jront/back cover. title. author.
illustration, introduction, chapter, page, table
of contents. publishing house,
Students repeat the words for the parts of the
books after the teacher.
Then tell them to read the In Britain box and
find more information on The Secret Diary of
Adrian Mole and other reading preferences of
English students.
le) Ask students to practise the words in context.
They read th e sentences and fill in th e blanks.
The activity is also suitable for homework.
Answers: 1 bookshop, shop-assistant,
customer, to buy.
2 library, librarian, to lend. to borrow.
5••••••••••••••••••••••••••••••••••••••••••••• •
Title: The books around us
Communicative aims: Expressing likes and
dislikes about books.
Expressing opin ions about books.
Skills covered: LISTENING
Speaking
Read ing
Writing
Vocabulary:
active: library, bookshop, to borrow, to lend,
cover. title. author. illustration . chapter,
publishing house, tabl e of contents,
introduction
passive: fiction. topic. to cheer somebody up
Lesson 1
la) This activity is mean t to famili arise the
students with the topic.
Give students time to do the matching activity
togeth er.
Then encourage discussion like this:
A What is there in picture I?
B A bookshop.
A Who is there in picture I ?
B A shop-assistant.
A What is he doing?
B He's selling a book.
A Who's buying the book?
8 The customer is. etc.
Do the same with picture 2.
Teach the words: borrow, lend. Take a book
from one of your students and ask: Can 1
borrow your book? Then answer: Yes. I'll/end
it to you but, give it back tomorrow.
Ask th e students to repeat chorally and
individually, Point to the librarian in the
picture an d ask: Does the librarian sell
books? Elicit the answer: No,.he doesn 't.
He lends books. Point to th e boy in th e
picture an d ask: What does the boy do in the
library? Does he lend books? Then elicit the
answer: No, he doesn 't. He borrows books.
Ask the students to repeat. Then check th e
meaning: Does the boy buy books? No, he
doesn 't. He borrows books. Then ask: Can he
keep the book or does he have to give it back?
Elicit the answer: The boy "an keep it for two
weeks only.
29. Tapescript
................ '
UN IT 5 25 '
Lesson 2
• • •
Reporter Excuse me, can you answer a few questions?
Kate Yes. What about?
Reporter Do you like books?
Kate Er ... books, well. I love books. I read all sorts
of books. llike reading romantic novels and
books about TV series. I read at weekends
when I want to relax. Books cheer me up.
Reporter Do you only read for pleasure?
Kate No. not only. I study French and German at
school so, in the evening. I read books about
France and Germany.
Answers: 1 yes. 2 a; b. 3 a; b. 4 a; b: c. 5 a.
2c) Ask students to do the same as above.
Play the tape.
This time the students listen to the dialogue
between the reporter and Steve.
I ..
Title; The Library - A magic place
Communicative aims: Asking for and
expressing opinions about books.
Talking about general experience
Skills covered: READING
Speaking
Listenin g
Writing
Grammar: Present perfect simple (general
experience) + ever or never
Vocabulary;
active: a manual, a novel. a ghost story. a
fairy tale. a travel book. a science-fiction
book, a dictionary. an adventure book.
frightenin g, depressing. well-written.
passive: marble. concrete, hurrican e
Pronunciation: Vord stress on types of books
Tapescript
Reporter (asks Steve) What books do you like?
Steve 'I like more exciting books, scie nce fiction
stories or adventure stories. Reading takes me
to another world.
aeporter When do you read?
e Whenever possible. And. of course, in the
evenings when I stu dy.
rter What books do you read when studying?
Books about history and geography.
Answers: 1 yes; 2 c: d. 3 b. c. 4 a; b: c. 5 b.
This activity is suitable for homework but it
may start in the classroom.
The students write a short paragraph
(6 sentences) about their own reading
preferences giving reasons.
1a) This activity is meant to lead the students into
the subject of the lesson.
It is a teacher directed activity: teacher -+
students (T -+ S). Stud ents answer the
questions.
Possible answers
a) Yes, I have/No, [ haven't.
b) I saw lots of books on the shelves, people
looking for books.
c) I borrowed books/talked to the
librarian/read some books.
1b) Bring into the classroom different kinds of
books and have students browse through
them for a little while.
Then ask them wha t they can find in each
type of book.
Tell them the words denoting kinds of books.
Then ask them to read the sentences that say
what you norm ally find in a book and match
them with the covers.
Answers: 1 b); 2 I); 3 d); 4 c); 5 e); 6 a);
7 h); 8 g).
1c) During this activity students practise saying
types of books using the correct word stress.
Play the tape. Students repeat each word!
group of words.
Answers: a manual. a novel; a ghost story;
a fair y tale; a travel book; a dictionary;
a science-fiction book; an adventure book.
1d) Ask the students to copy the words denoting
types of books and to mark the main stress
usinr -s.
30. ~ .26 UNIT 5
Answers: a manual; a novel; a ghost story;
a fairy tale; a travel book
a dictionary; a science-fiction book; an
adventure book.
2 This activity introduces the function of 'asking
for and expressing opinions about books'.
We suggest you do it in three stages.
First, demonstrate the activity acting out the
situation so that students see the need for this
particular language strategy.
Show them a well-known book and ask; What
do yoa think of this book?
Change your voice as if it were another
person and answer: I think it's interesting.
It's about ... In this way the need to ask for
and express an opinion is created. It also
prepares the students for the dialogue.
Next, ask the question again to individual
students, working T ..... S round the class.
Tell the students to look for answers in the
Language Focus box.
Example:
T What are you reading?
S1 'One Way TIcket'.
T What do yoa think ofit?
S1 I like it. It's interesting.
T How do yoa like it, Sam?
S2 It's all right bat there are too many
frightening things.
T Do yoa like it, Pam?
S3 I don't know. It's well-written .... etc.
Finally, ask students to work in groups of
three in the form of a chain S1 S2 S3 ...
practising the dialogu e in the book, changing
information as they wish.
3a) Ask students to read the poem and think of a
title. You may accept any title that fits.
Possible answers : 'Library'; 'A Magic Place';
'A Magic World'; 'A Wonderful World'; 'The
World of Books'; 'Dreamland'.
3b) Students read the first verse again and find
words that describe the building material.
Answers: a) stone; b) marble; c) concrete.
3c) Students read the second verse and find
words that refer to types of books .
Possible answers:
'you can ride a camel' -
an adventure book or a travel book;
~ou ca~ ride a train' - ~ trav~Lbo.ok;
'visit Rome, Siam or Nome' - a travel book or
a history book;
'meet a king' - a fairy tale;
'learn to sing' .:manual;
'how to bake apie' - a§ookery book;
'see the moon' - a science-fiction or aE.--
a_dvent~ book; ..., etc.
4a) Remind the students of the form of the
present perfect learned in Unit 4.
You can do this by asking the students: What
experiences has the author had in the
library?
Elicit answers like these: She has met a
king./She has learned to sing./She has visited
space, etc. Then say: So she has had a lot of
experiences.
4b) Ask students to look at the Language Focus
box and find the way they can ask/answer
about their experiences up to now in life.
Then ask a student to read Liz's part in the
dialogue and you give the poet's answers.
Work T .....S to give 2-3 examples. Then let
students work in pairs to continue the
dialogue.
Finally, ask them to take turns to act out the
dialogue.
Draw their attention to the place of ever/never
with present perfect when talking about our
general experience up to now in life.
Possible answers:
Liz Have you ever travelled to the Moon?
Poet No, I haven't.
Liz Have you ever been to sea?
Poet No, I haven't. I have never done that.
Liz Have you ever visited space?
Poet No, I haven't.
Sa) Students work in groups. They practise the
language pattern in mini-conversational
exchanges of the type:
Have you ever spoken to a famou s writer?
No, I haven 't. I've never spoken to a famous
writer.
Have you ever visited a famou s library?
Yes, I have. I've visited the British Library.
Have you ever written a poem?
No, I haven't. I've never written a poem.
Have you ever met an important person?
Yes, I have. I've met a well-known actor/singer.
31. Tell students that a secretary in the group
must write the name of one person who has
done each thing or write the word 'no one'.
Then everybody copies the notes.
Sb) This activity is suitable for homework but it
may start in the classroom.
Ask stud ents to use the notes to write 4- 5
sentences to report what they have found out
in their groups, to the class. Next class,
grou ps excha nge their reports. They may
begin their reports like this:
I hav e never met an important person but
Alice has met one.
Nobody has ever spoken to a famous writer.
I have never written a poem but Mary and
Tom have written several poems in
Romanian.
I have visited the British Library but Tom,
Alice and Alary have never visited a fam ous
library.
son 3
TItle: Bookworms
Communicative aims: Asking and answering
about general and specific past time
Skills covered: WRITING
Listening
Speaking
Reading
Grammar: Present perfect simple vs simple
past
Vocabulary:
active: recycling vocabulary about books
from previous lessons
passive: bookworm. report . interested in,
look after
Start the lesson by explaining its title.
how the students 1-2 pictures representing
people reading in a library among piles of
books. Ask: What books do you think they 've
"pod ? Are they going to read the other books.
'oo? Why do they read so many books?, etc.
Elicit answers to lead to the explanation of a
bookw orm'. i.e, a person who is fond of
ding and spends a lot of time reading
ks.
•• •• • • • • • • • • •• •• •
UN IT 5 27
1 Ask students: What do people generally read?
Elicit from the students the answer:
They read books they are interested in.
Refer to the first activity. Do the first
example: 'Brenda's hobby is collecting
money ... She is interested in the book
The Coin Atlas ...'
They read the titles of the books and people's
interests and match them to say which book
each person should read.
Answers:
a) The CoinAtlas; b) Survival Guide to Pets;
c) Clothes and Costume ;
d) The Oxford Children's Book ofFamous
People; e) Computers.
2a) This activity aims at practising present
perfect for general experience vers us simple
past. We suggest you do it in two stages.
First tell the students to practise the model
dialogue to get information about books
they've read. Students work in pairs.
Next, ask the students if they have read
certain books. Whenever the answer is 'yes',
ask for details. Refer to the Language Focus
box and dr aw their attention to the use of
present perfect when they ask about general
experience and simple past when they ask for
specific time or details in the past. This is a
T -+ S activity.
Possible answers:
T Have you read Ghost Stories, S1?
Sl No, I haven't.
T Have you read ITeasure Island, S2?
S2 No, I haven't.
T Have you read The Secret Diary of
Adrian Mole, S3?
S3 Yes, I ha ve.
T Who wrote it?
S3 Sue Townsend.
T When did you read it?
53 Last summer. ..., etc.
2b) The aim of this activity is to train students to
develop their note-taking skills.
Ask students to take the parts of the students
mentioned in the Notes box and answer about
the books they have/haven't read. Stop after
eliciting each piece of information and ask
the class what they will write down .
32. Lesson 4
3d) Stud ents ar e asked to think about and write
the ideas for the closing paragrap h,
Draw the students' attention to the entries in
the model factfile. Whenever they write a
factfile on hooks they have to mention th e
title, the author, type of book, publishing
house, character(s), a short description of the
book, th eir opinion of the hook .
Have a class discussion about interests,
reasons for reading and opinions on books.
Title: Books we enjoy
Language aims: To provide an opportunity
for the practice of the variety of
structures. functions and vocabulary
already acquire d by students at this
level.
Skills covered: Integrated skills
Outcome: A fact file on books
A book report
Materials: Different books, paper, pens.
Possible answer: I think that those who read
lots of hooks are eager to know more things
about our world, They enjoy being with th eir
favourite characters, joining them going to
different places and experiencing different
things. Reading makes us cleverer and that's
why everyhody should try to desecve th e
name of 'bookworm'.
Answers: has never done; has read; started;
read; wrote; has already learned
As a homework activity the students write the
wh ole re port.
Draw their atte ntion to the layout of the
paragraphs, pun ctuation and spelling.
1
3c) The exercise is meant to show the students
the necessity of getting the gramma r right
along with the ideas they want to
communicate.
Ask studen ts to fill in the correct form
(present perfect or simple past) of the ver bs
in the second paragraph,
Teacher Have you read a hook ahout pets,
Chris*/Jane*ffom*?
Chris No, I haven 't.
Jane I haven't either,
Tom Yes, I have. Students write:
Teacher What was its title?
Tom Keeping Pets. title: Keeping Pets
Teacher Who wrote it?
Tom Isam Alatee. author: [sam Alatee
Teacher When did you
read it?
Tom Last month. when: last month
Teacher Why did you
read it?
Tom I wanted to know why: wanted
how to look to know how to
after my rabbit. look after his rabbit
Ask students to work in groups of four,
Encourage them to continue discussing other
books they have read and to make similar
notes.
Possible answ er: A bookworm is a person
who is very fond of reading, He looks like
me, like you, like all the other peopl e around
us, but he spends most of his spare time
reading books, Several of my friends are like
that '" ,
Possible answers: Steve thought of what to
write.
He wrote some questions.
He gathered information and wrote it down,
He made a plan,
3b) Ask th e students to draft th e introductory
paragraph in Steve's report, guided by the
answers to his first three questions.
33) This activity sets a writing task which results
in the first draft of a whole text as its
outcome.
It gives the students an insight into the
writing process.
Ask the students to read the 'Questions' and
'Note Cards' and then try to elicit from them
the fact that Steve thought about what he
wanted to say an d wrote the questions on a
card first; then he gathere d information from
books, from the Iihrarian, and from his
friends to answer the questions he had
writte n on th e 'Questions' card; finally he
made a plan,
28 UNIT 5
••••••••••••••••
33. Lesson 5
2 For pronunciation practice on this chapter we
suggest you should choose the part beginning
with: 'Mr Wonka was an extraordinary little
man .... and ending with: .... Let's harry!'
2 Divide the class into project grou ps.
First they read the book report in the form of
an interview in the book. Draw their attention
to the fact that the questions in the book
report will follow the same order as the
entries in the model factfile on books.
Ask the students to write a book report in the
form of an interview.
Tell the students to choose the character they
liked best in a book they have read. Then
they have to ask 'him'l'her' questions about
the title of the book. its author. the type of
book it is. a short descripti on of the book. and
their opinion of the book.
It is hoped that the students will use the
present perfect simple and simple past
whenever this is appropriate.
1
•••••••••••••••••
UNIT 5 29
Story: Charlie and the Chocolate Factory
Chapter 5: The Chocolate Room
See notes for Unit 1. Lesson 5.
Answer: The chocolate room is very
important because it is the room where
chocolate. which is very important for lots
of the factory products, is made and mixed .
34. 6. Customs and Traditions
• •• • • • • • •• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• •
Lesson 1
.. ..............
Play the tape again. Ask students to listen and
repeat each date. Make sure they say /01in
the and /9/ in ninth, for instance, clearly.
Ask students to look at the calendar. They
have to make a list of some of the dates we
celebrate in Romania and to write a sentence
or two about each one.
Get students into pairs. They exchange their
list of dates with their partner and compare
what they have written.
Ask some students to read out what they have
written about dates we celebrate in Romania
and to add anything else their partner has
thought of.
Possible answers:
New Year's Eve - People have wonderful
parties. They stay up until 12 o'clock to see
the New Year in.
March 1st - People give women lucky
cha rms to celebrate the coming of spring.
March 8th - Women's Day - People give
presents to the women in their family and to
friends.
Easte r Day - People go to church and eat
dyed eggs.
April 1st - April Fool's Day - People play
tr icks on each other.
December 25th - Christmas Day - People
get presents from their family and friends
and sing carols by the Christmas tree.
Answers: 9th October; 31st December;
22nd June; September 3rd ;
February 14th; 30th March
Play the tape. Students listen to the sentences
and write the dates they hear.
Students check the answers in their pairs.
2a)
Tapescript
2b)
a) My birthd ay is on the 9th of October.
b) People celebrate New Year's Eve on the 31st of
December.
c) John was born on the 22nd of June.
d) Her mother's birthday is on September the 3rd .
e) Valentine's Day is on February the 14th.
o I met her on the 30th of March.
1d)
- . -
C, r-, UNIT
This is a warm-up activity. Don't spend too
long on it. Keep books closed.
Ask students: What 's your faoourite
celebration? Why ?
Accept any reasonable answer.
Ask students to open their books, look at the
calendar and read about the dates of some
British celebrations.
Help students infer the meaning of the
unknown words: make resolutions = take
decisions, fir eworks = small flying objects
that burn with coloured flames, light = to put
a match to something.
Ask students to find out which day children
dr ess up as witches and ghosts.
Answer: October 31stlHalloween
Remind stude nts of ordinal num bers
expressing dates. You might do this by asking
them about their birthdays.
Ask them to look at the Language Box and
say some dates.
Ask students to read out the dates.
Ask students to write some dates on the
board.
Call their attention to some spelling rules if
necessary.
Get students into pairs .
Skills covered: LISTENING
Speaking
Reading
Writing
Gra mmar: Simple present and simple past
[recycling]
Voca bulary:
active: Dates [recycling], Ordinal num bers
[recycling]
passive: make resolutions, light, fireworks,
bole, lid, inside
Pronunciation: Sounds in dates /01vs. /9/
Communicative aims: Talking about
celebrations
Title: Halloween
.
1c)
1b)
1a)
