World english 3 2nd teacherbook

People Real Places Real Language The second edition of World English introduces students to some of the worlds most fascinating people and places and builds upon an effective competencybased ...People Real Places Real Language The second edition of World English introduces students to some of the worlds most fascinating people and places and builds upon an effective competencybased ... Từ khóa:

IEACHER'S EDITION

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Warm up questlons stlmulatestud ents' previous knowledgeand life experiences whileprovidlng teachers with usefui

from arou nd the globeintroduce students to

Clearly delined goalsprovide students with a'blueprint" that helps themvisualize their learning

language worls and

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The Unit Theme Overview provides

provides a quick reference

on every page ofthe unit

used when necessary for re-teaching and review

There are also additlonal Grarnmar worksheets at

the back of the Teacher s Edition

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Unit 0pener

Vocabulary

Grammar

structure.

Gonversation

[istening

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Video Journal

TED Talks

In this new edition, students also watch a TED Talk every three units.

These videos are accompanied by four-page secti0ns which review

the vocabulary and grammar content 0f the previous three units and

also all0w students to build upon prior instructi0n t0 communicate

about issues that aflect their community and the world

Special Features in the Student Book

www.frenglish.ru

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a8entuel lee1 seleld

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Notrlcl oNo)ts

www.frenglish.ru

Describe a new place

Describe the city where

you lrve

Talk about learning

strategies

Taik about your senses

Talk about your fears

Describe an emolional

experience

Suggest solutions to

environmental problems

Discuss causes and efiecls

Taik about n\/asive species

Discuss effects on the luture

Gerunds as subjects aird alterprep0srtrons

Leaning English is inpoftant

We talked ab1ut sturtying t)getherMay, mi ght, and couidfor possibility

We may find dangercus aninals inthe jungle

The passive all tenses]ften, trees arc renoved ta nakeroom fot laming

The past pertect

By the tine sea level had risenten leet

vocab|tlaryl\.4 iq ratio n

Climale

Thought processesScienlrlic sludies

Environmental changes

l\4oney transactionsBanking

Survivai skillsEnvironmentalc0nservation

Describe your linancial

habits

Discuss thrngs that people

VAIU"A

Talk about banking

Talk about different types

ofwealth

situations

E\/aluate survival methods

Describe how animals

survive

'Wr te a Brochure

Gerund vs inlinitiveItry to make a budget / I enioytinding bargains

Review ofthe passive voiceCoffee is grcwn in Bruil

That movie was nade byw0 teenagers

Unreal conditional in the presentllthey wercn't inside the shelter,they woald quickly die

ryi s, in the presenl

I wish I had hnUght a gaod book

to read in the sheltet

Report what another person

sa!d

Express your opinions

o u u u ! o p r E l s u r d [

' Descfibe your iavorite

a ists and their art

Talk abo!t public art

Reported speechShe said she was tircd and helhead hurt

Subject adjective clauses

An aftist who wotks with clafhas slrcng hands

on $|e SN

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tfansportatlon Use English to gel around

l\,4ake recommendations lor

Talk about sports

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{or you Talk about positive and

negative aspects olcompetition Discuss competitiveadvantages Dlscuss ways to stay safe Talk about dangerous work Discuss personaiemergencies

sIualr0ns

G]ammatPassive voice with tne presentcontinu0us and present perfect tensesThe new plane is being testednaw /Camputers have been usedfor nore than 50 years

hdifect queslions

Do you know il the bus slops hue?

Negative questionsDon't you want to go downtownwith us?

Adlective clauses !!ith objectpr0n0uns

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af gold

Those spiders arc poisonous,arcn't they?

Adv"rbial clauses of time

I finished ny project helore

Dangerous ihingsExpressions ioremergencies

Ancient mysteriesReactions to surprise

Fducal:onLJniversity majors

Fulure time expressions

Speculate about mysteries Discuss types ol mysteries Talk aboul plans you used

to have Expiain a mysterrous image

Talk about educalionalchorces

D scuss your learning style Talk abo!i choosing auniversity major Propose a new approach toteaching

' Talk aboul the future' Talk about lile in space Speculate aboul the tuture Summarize a sequence0l evenls

M0dals for speculating about tne past

He night have seen a large fishinstead ofa sea nonster

The lulure in the pastThe lwo sisterc werc going to have

a picnic by the lake

Should have, Would have, Could havelshould have applied lor ascholarship

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www.frenglish.ru

BACI(GROUIID - TEAR]IIIIG AIIII I]ISTBUCIIO[

Learning has b€en described as acquiring knowledge 0btaining knowledge does nol guaranteeundersttnding, however A math student, tor example, c0uld replicate any number of algebraicformulas, but never c omelo an understandltg 0t how they could be used 0r fot what purpose

he or she has learned them lf underslanding is defined as the ability t0 use knowledge, thenlearning could be deJined difJerently and more accurately The ability of the student t0 useknowledge instead of merely receiving inlormation therefore becomeg the goal and the standald

by which learning is assessed

This revelati0n has led t0 classlooms that are n0 longer teachef-centric or leciure driven

Instead, students are asked to think, p0nder, and make decisions based on the informalionreceived 0r, even more productive, students are asked t0 c0nstruct learning 0r discover

information in personal pursuits 0r wilh help trom an instructor, with parlners, or in groups.The practice they get from such approaches sllmulates learning with a purpose The purposebecomes a tangible goal 0r 0bjeciive that provides opp0rtJnities t0r students t0 transter skilisand experiences to future learning

In the context 0f language developmenl, this approach becomes essentialto real learning andunderstanding Learning a language is a skill that is developed only after sionilicant practice.students can leafn the mechanics 0l a language but when confronted with reaFworld situations,they are not capable of c0mmunicati0n Therefore, il might be better t0 shift the.discussion from

"Language Learning" to "C0mmunicati0n Building." Communication sh0uld not be limiled to 0nlythe pioductive skills Reading and lislening serve impgrtant avenues tor cgmmunicatign as well

F0UR PRltlClPtES T0 OEvEtOPltlc tEABtlllG EllVlR0[trlEllTS

'

lylission: The goal 0r mission 0f a language couIse might adequately be stated as lhe pursuit

of providing sufficient information and praclice to allow students t0 c0mmunicate accuratelyand effectively t0 a reasonable extent given the level, student experiencG, and time 0n taskprovided This goal can be reflected in potential student learning 0utcomes identified by whatstrdents will be able t0 do through perlormance indicators

Wuttd Engtish ptouides a clear chart within the table 0f contents t0 show the expected

oltcomes 0f the course The books are designed to capture student imaginati0n and all0wstudents ample opp0rtunities t0 c0mmunicate A study 0f the table 0f contents identifies theprocess ot communication building that will g0 on during the course

conlext lt is important to identily what vehicle will be used to provide inslruction lf studentsare t0 learn through practice, language cannot be introduced as is0lated velb forms, n0uns,and moditiers lt must have context To reach the learners and io provide opp0rtunities t0communicate, the conlext musl be interesting and relevant to learners' lives and expectali0ns

In olher words, there must be a purpose and sludents must have a clear understanding ol whalthat purpose is

Wo d Engtish ptouides a meaningtul conlext that allows students t0 connect with the world.Research has demonstrated pictufes and illuslrations are best suited tor creating lnlerest andmotivation wiliin learners National Geographic has a l0ng hist0ry 0f providing magnificenllearning environments through pictufes, iliustrations,lrue accounts' and video The pictures,stories, and video capture the learners' imagination add "ho0k" them to learning in such

a way that sludents have significant reasons to comm'unicate promoling interacti0n and

critical thinking The context will also present students with a desire to know more, leading t0lilelong learning-

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www.frenglish.ru

People and Places

This photo shows reindeer bernq

hefded across the Siberian snow

rear 0ymyak0n, Russra-the c0ldest

pefmanently nhabited settlemsnt ifi the

!v0rld Where we lrve and its geography

and climate drrecty aifect hOw we live,

ho\4r we make a living, and what we

eat Reindeer hurtlng and husbandfy

have always been the ifad tiona way

0l llle 0llhe n0madic peOple 0lSiberia

because the land there, the tundfa,

carn0tsupp0rt cf0ps 0f 0lher animals

Th€ reindeer pr0vide the inhabilants wilh

f00d c othing, and even shelter, as their

hides are used t0 make the ienls in whrch

thlr pe0ple llve This ph0t0 was laken by

Amerlcan photographer Dean C0nger,

\'/h0 worked for National Ge0graphic Jor

thrriy y€ars b€lore retiring in 1989

lntroduce lhe theme 0lthe unit Call 0n

sluderts t0 tell the class ab0ut all the

places they have lived in lheif llves

Direct students'atlenli0n t0 tne picture

Ha\/e sludents descrlbe what they see

' Have students w0rk wlth a partner t0

ans\eef the quesl ons

Compare answers with lhe class

' Ask lhese questions oral y or by

wr ting them 0n the board l0r sludents

lo answer jn pais What are sane

good things abautour city? What are

sone bad things abaut out city?

' G0 over the Unit Goa s with the class

' For each goal, eiicit any w0rds studerts

already know and write th"m on lhe

board; ior exampie, vocabulary lo

descrrbe cities and places, activities n

ciles, reas0ns {0r I klng a place, etc

ot yeats

So+adjectlve+lnafIt's so dry here lhat water isbrought in an trucks

Interviews about why peoplelive where they do

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www.frenglish.ru

Discuss Reasons

[l Have students look at the picture

and describe what they see Ask,

Do you think this is an easy place

to live? What do you think people

do herc?

Have students read the text Tell

lhem to pay special attenti0n t0 the

vocabulary in blue

Go over lhe new vocabulary

g Have students work individuatly

to write the words next to their

Review the present perfecl tsnse.

Ask, What have you done so Iar

today/this week? ll necessaty,

review its formatron Go over the

uses in the chart

Introduce the present perfect

progressive lense Poinl out that

it is used to show that an action

is not finished or is taking a long

time Elicit examples from the class

by asking, What projects have

you been $/uking on that arcn'l

f inished? \l've been kn itt ing

a sweater/painting my rorsd, etc.)

Point out the use of lo tand since

with the present perfect in the Word

Focus box

We otlen lse lofand ri4cewilh lie pBsonl perfecl to hlk aborJt hon long a situator has lasted.

Vocabulary

3, catchingfisifiehin6

Grammar: Present perfeci vs present perfect continu0us tense

Grammar: Present perfect conlinuous tense

grasstaKe

a child.

0rtemp0rary

around.

4 UillT 1: Peoole and Places

valley

www.frenglish.ru

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www.frenglish.ru

Explain Why You

Leave

Listening

Iist.

in

listen.

again.

Listening

quesfiofls-Hi' ?a?ent1 fioved lhere for Tne ranch ha' been in her farnity far over 1 OO yearc.

He cane to ieach Enqligh.

6 UillT 1: People and Places

www.frenglish.ru

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oitt i{Btd

's?q puE r,4?r/

l0 su|ot pol3Prluor

puE llnl 3$ 0l u0lsrl 0I sluepnls

orou punos qsrlouS

,sluopnls 0l0q lll/t ll30a0s

lur0d sp.ro/$ 0r'l] l0 su0ll?ulqu0c

Fua 0qs-suolpeluo3 ,uel^su

El

u0llPlSunu0ld

st!l plo ror.ll rx04lu0rslJlp

sl elll

r 0u rlotll ^4oq

pug 'oul^oul l0l slosPsl

llsl.ll 'ols

oldood oql0q u0 u0d0i plnoqs

I0t {sluslblua i0 slauô4

splledx0

ss qcns) ,{[unot rloq]

ttt0tl pôolu l0 (sl3l.l0/!

u0rarol

ro saeonyet

se qcns) ,filuno3

tloql 0l pôou aAPq

or.U sldood

p dn0r0 luueflp e u0

Uodei lDl0

ôEH rnol r0 oatql l0 sdnoto olut slmpnls

opl^l0

/ soreld pu"

apoad

'auoqdotol oql uo

euoollJos ll?c 0l suEstrl lleJ e euoauas u!0 ol

'6ul^els.rol suosror rl0rll âlo

ol âoul

ol lủ^\

l uop

orjM stdoad eql IsV ac?ld Mau

€ q

00 0lN?M fuu Iq^'\

upldxe 0l eldoad

as0ql Isv {ppsuios

s^our ol ueld

€ldoad,{u€ur ftror.l}00 pu['dnoJ0

lleuis e ul

âssllo l8ls

ol usld no{ lq o!?ldxl

rnoqe paurssr r'd pq^

4^PMle eAt

eleill oO ol PalueM

g^emle

d^?q i g I ạe/\A lLt t" oql ourlPlolP^a/\ d -11 L eJ7 uorj ule4 ,qdle \ uarl gl tqorleN esPqurolll eqP4ua A 01 -

'9

1,Pê OM1 teql z-Ot rO]elelo )we6

puP 'su0!lrẹ/1003

ol eq pur a/srl ,0 sr.urol lln, aql oouBtlC

tlluour P ac!^11pl90 el? 9M

'srodeouls ol6ur^ou s,e,fuel 3]odp6u!S

l0 sur.iot p0lc?4u0c

pủ 11n1aq1o1ue1s11

@[t

's3r,trl ọl€ql auo6 s,uou

o9l/w Srau auoo seq

uou

'P3!UV 0l uo€q r9^3u 0 ,1

Pclrlv 0l ua0q lâeu âPq

I

'$ouetues aufador pur upoe usls!l s?q pupansq

lo u0!18!3unuod sraEeds qs16u1 3sn uauo suo$gerluoj /tuel8ns q r uslsll sq]3^ sql ot

@sl

aq pue aAea q M

su0[cPrlu0c :u0ll?lcunuojd

!soef 'uunuv ullr?d 'olođPs v

lnol

urọrl

lu a#p suos?ar]noI

8lE Iv\oH

l,êrlnotr eraqM

rguủd JnoI ma1ueI1

@[l

www.frenglish.ru

Language Expansion

Have students look at the piclure

and describe what they see Ask,

Whatb the v/eather like in lhis

plclure? Elicit weather v0cabulary

and write it on the board

fl' Have students work individually

fu naftrl 6e rcmes oft(inafts

with the definitions Suggest that

students bring a good monolingual

or bilingual learners dictionary to

class every day, or have access to

' online dictionaries Recommend

specif ic, suitable dictionaries

to use

Check answers wilh the class

g Have studonts |,vork with a partner

to frnd examples {or each climate

Compare answers with the class,

maklng lists on the board,

Grammar

Tell students, for example, / ryas

very, very tircd lasl night I was so

tied that I didn't watch TV I was

so tircd that I went to bed at ten

o'clock Ask, Who was tired last

night? How tircd werc you?Elicil

examples with so - that

Go over the inlormaiion in the

chart Point out that

so-lral is olten used ln response to

questions with How (How cold was

it? lt was so cold lhat )

8| Have sludents work individually t0

complete the conversation

Have sludents read the

conversation with a partner to

compare thoir answers

a A hot, dry day in Ghana, Atrica

I Unll I

Word Bank: More climates and olaces

afid: c€ntral Australia the Sahara Saudi Arabiakigid: northern Sibe.iaithe South P0le (Antarctica)rainy: s0uthsrn Chile, llawaii, lreland

snowy: the Alps, the Himalayas, n0rthern Canadatemperate: oermany, Japan, Korea, Turkeytr0pical: the Cong0, the D0minican Republic, Malaysia, Tahiti

Language Expansion: Climate

bnper|le

snowy

rainy

arid higid

Flp)4))r'z2st/tzz)lt,2t4attt.vh2btaJzrtzrb.Drlr.Dclttt/2ro,t

1]rdonee ahas a tropical climate { _ - New Zealand ias a rarny cllmale.

Grammar: So + adjective + ffal

8 UIiT 1: People and Places

www.frenglish.ru

6

C uossel'eul0q

/$aU

q.rauled roul inoqP Dultllsul0s

ssPlc 0r.ll ll01 sluopnls leiô€s

€AeH

'suollsonb lolllo LlcBs

)isP ol m3$ 00ern03ul

0ul0q M8u

rleql lnoqe iaql0 LlrPs

'0lrl r' 0u Jrsr.ll

lnoqe $lou 3ul0s

0lrJI sluspnls oAPH

0M oie p00l

puP'sld00d leqlPaiv\

o} ueq]

{lun0c

/,q13 ,ri\ou e as0otlc

slugpnls aAPH

lpql + êrlcalpe + 0s

:acll3eld lglulu9Ic

6 S3.eld pue alooad

ursouod

e tlonorql tuul? 4 V

Foui 'lsal luEuodrlll

luosojd 0l sred luopnls

u0 llec

'pols!l sualr

eql lnoqe s0u!leel

que{U lnoqE

p

'urpop 1! sc[cerd pup s0l0t

l.]3ll^

s

ueq] !suirsd

D rlllr u0riEsrs^u0r

eql osrlJPrd sluepnls

ổH

' 'snrouc

ul sselc

sLll r.llrAr u0llesoAU03

oril0cllceld

'leadet

ol sselc aql tol

urEoE uo$esrêuoc

sl.ll pPol l0 {Pld g

'SlSrI,\SuP lt0qC

@l 0urprocor

€ql^Etd.

zlluer paDuPUt

e quw se|

,14oH :pPoq oql uo uo[sanb aql olu,1 slu0pnls 'sl0oq llaql0s0lc

âuH El

u0!lesJaAU0c

'suotssaldx€

or.ll rs^o o0 xoq soEn0uEl

u0 llPc

s^eH sred olu! ssplc or.ll0pl^10

El

'SEoPl UAt\o

r0r.ll U}|M soouoluBs

0l.ll 0l0lduoc

01,{llenpl^lpul lro/'^ sluopnls ôBH

El

a$al qs aul

$etrnltr sEwi lsu )o rcllp 0H

't

uea,{/wrst lsq êeq n0/{ pry )aqcqsl

l0 pult 1E/14

'z

tpu0!4lseq nol s!

uosad

lo pu,leq

t I

l&/J + 0 rl$lpP +0s oulsn

osol[ alljrll

'au0q figu rn0,{ u! 0ll rnol tnoqP jsuusd ? IlsI

a,nor{

eJp ?r0r.l/r\

'$139,$ \al ? rot oJeld Msu P ul

suo$anD

tamsủ

pup )iss 0t uolleulosull InoI ssn

uollss.ls uoc eql

anu;pog @p

'upỏ

I ocltcE]d pue sspJ

qcllMs leulrd

P qlli\

uogeueiruoc eq1er11cu]i

@p

'lEa o] nô

a)ie! 0l sraqt$

fioul t|,1 'aul s!^

no/t uoqM lqou qpqt

:rclu 'sluernrl$r {Bu

oul^Il lll

I t'\oul nol ile

4t0?xa s,lDl.ll u0 punolelPM 'Jnoq qsunlino,{

nôWq^ sgs I

s00ls l0 l0l

? ol?ur

feq lnq'esln11 J0

'sasnq aM

uw |

?uo $eu

aq ]q IelA q e eq

n0^ s0uj'lauJos lsr.ll papf'rorc

os gl,Iel'|llnq'$Pl aJs sulaleql

,ls?,l! l,usl ,u]aFis ,{s tqns

nou sql lnogE Pql

lso 0l rê0r0, soiqltos'qonoql rqtc

0$ tua

€ s,ll lqou lls ur,l

i,arxoq

l eu rno/{ol pasn

oulll36 no/(

eJV au:,{8 '0ul0t s,/vloH

.R11 69

e 01 pêow eg

L(lluacat

paousq3 ell s,ủIU s?q r,roH

uollpsroluoo auoqdelol aq1 o1 uasn

@!l

uo[?sja u03

pul + âlrgipp + 0s

r]llr r.lsqtrs,rsủ

pủ,110t/

6ulsn suqFanb

)isP ueql '0 esptaxg utorl ecualuas

e,{u5 sulnl

apl @B

'aur[ ouolfuo r

0lll stssl

I uaq,tl?,1r./ol srrPl

oulqpuros ieql ^Ps u$ no 00IJol

PUltou seuocoq

I '0ulqFu0s

ot pasn F0 noiuaqw

I '5u!t|tl|r dort urpFot I

ul'"*::1,

tnoi ir.a iđ!'t /ttoH,

eql alalduroC

O

www.frenglish.ru

Describe the Gity

Introduce the topic of the reading

Ask students, Wha were the first

peaple in this country? Where did

they come from?Point out that

the first people on Earth lived in

Africa, and from there they spread

out around the world Ask, How did

people travel thousands of years

ago? Why da yau think they noved

to new places?

Reading

ffi Have students read the article

to answer the questions Tell

them to circle any words they

don't understand, Point out the

definitions in the footnotes

Have students compare ansltters

with a partner

Check answers

Go over the article with the class,

answering any questions from the

students about vocabulary

ffi niviOe the class into pairs and

have them discuss the questions

Emphasize that the answers are

unknown, so they are guessing

about what really happened

Compare answers with the class,

Reading

reading.

decoralion

tt

0 uossal

i

'sasuonllut ujapou due

pu? 0urnrl l0 l{ei leuotltpeq

s,dnot0 lraql inoqe )ilel

plnoqs sluapnls'suoneluasaid

lteqi u1'{sutnopeq)

np08 ur0lsPl slpply\l i0 'lulEs

ustAEulpuers'sJ0pl0q

uerlo0uoyl'uourqsng uBttJlV ulsqln0s'saut0tloqy

uurle{snv '(setsdl{0)

euog atJt se qsns'alriisolt1

I;oler0ru

e paul I;geuo111pslt

setl ]eq1 aldood

1o dnorO

e u0 uorleluoso:d

1ao ue aiedetd ileql

an?q pue sdnor0 olur ss?lo

oqi apln;g :1ralot6

punol riaql slcel 0urlsaralut

o^l] lsll pue 0utpeal aq1

ur pouorluauJ sareld aq1 J0

0u0 ul a1t1 {epluasaid

lnoqs u0lleuro1ur lo1 (sr1ud

u1 to iig1enp1n1pu1)

aurlu0 tl3rPas sluopnls oAEH rtlsJPes qsill

&u;peag lngry

srorssp luelrue

uo llrnq aou9l

iuloe,{on uellerneH uroporx V

www.frenglish.ru

I}escribe lhe Sity

Communication

ffi Have students look at the picture

and describe what they see Ask,

What is life like in this place?

Would you like ta live here? Why or

why nat?

Have students read the directions

Go over the topics in the box

Divide the class into pairs Have

them list two or three positive

things about their city for each

topic,

Writing

ffi Have students read the directions

and the model paragraph Write the

name of the town/city you are in

Ask, What can we write about this

city?Haue students help you begin

writing a paragraph on the board

Individually, have students write

their own paragraph using the notes

they made in Communication A

Ask, How do we organize a gaad

parag raph? Elicit, foplc sentence,

suppa rti ng detai ls, and cancl usian,

and write them on the board Point

out the words in the Word Focus

box Provide olher vocabularv as

necessary

Use a variely ot words in your writing:

positive attractive good b€leticial enioyable pleasant

Communication

Writing

ffiEr@

Divide students into groups of

three or four and have them read

their paragraphs to each other in

their groups

Have students give each other

leedback on what other details they

could include in their paragraph

and how they could improve it

12 Unit 1

12 UlllT 1: People and Placss

www.frenglish.ru

81 3p&Je0s$CIsss'l

'ssPl3 aqi qlr^

sraMSuP 0rPdruoc

'(elttstp pgnon '{eq1

s0urq1'r{1leuor1do'pue) pr4sr g

'Il0,1l\

Jl9Lll l30q3

0l sluapng io1 ureOu

o€prl 0rll l{eld 'x0q

oql ur spron{ srll r{}l/rl\

dieuuns

00prA 0rll aplduor 0l sluapnls

llsl m

's.r0r sue lcsrlS

13UIJE0

E l.llr,!\

siar$sus ajPdu.ro3

sluspnls aArH 'oeptn

oq1 r{e16

'suunlm 0u qclsrx pu? 0rurl

llsf m

qsle|A n0 0llLl,1,1

'pre0q

srll u0 03srJu3u uus ln0qs

sp?,

l0 lsrl

p e;rduroc 'ssel3

srll Ulr,lA

'ieuued

e q1m suousenb

eql ssnssp sluapnls

aAEH

leqm aqmsop pue

sa:n1crd sql p lool sluopnls

aneg ffi

t{c}3,14 nOA 310}08

Isyls!0 ua$sw

s,o}st?ugu ugs

'sdoqs pue sluernelsar

0lB0

uopl00 :sulnosnu

oql:srpo e;qec enbriue aq1 :(r{1rc

aql eptsur slllr.l

0g ueqi olour ere araql)

fueuacs

{1lq aql {olua solrsrl

'pcuotuv rll;oN u! si'

?Jp

lsunol roleu oql l0 suo 0q 0l sonurlu03

pup llrnqer

rillnlssaccns ueeq sr{enit;e

seq ,{lrc aql lng '6961

u l alenbqyee 0urlBlsenap

Jallloue pue' umolu/dop

aq1 0urpn;rur 'r{1rc

eq1;o srapmb-earqi

per{otlsap

8l sarqd p$€

l{o{us n0,{ plnom pq/iit 'llplslg

uolsslgl 0rll ul pa41 nofi g

E pulslo

uolssrltl

aql ssleur sernllnc

lual0[tp ]o uot@

(g) aq]

]e|.]l suleldx?

uolpzruuOro e4p- (g) ;ucol

B pup'slulnui

sll

rol snoul4

sr &1ru /iurlug aceld

;erreds

e 1r aleur osl? sue

lmstA oql

'Eguaulv

PW- (t) ul

$els?slp lBJnlEu teue aldoed ro1 riauour asrer o1 pauroped

ser1 oosrcu?t1

ups lo rlorlC qsrupds

sr1l'l,,rtAe (0) poouroqrlftou

otll soleut 0slp usnW

'suop1pe4 snor0rlar rreql ac[cerd

s]uer0!uu!

araqm sacu;d ere'etlltspg

sar0l00 uorsstl l0rll s? qcns aarynq (Z)

a&q'r{upol pa^lreu;j#a6 (t)

aHaculs&unuuosoqtur0t0r

e pafep seq uororlag

s{ern lere^os

ur lstcads

sl }culslo u0lssll/!

otl]

'xoq oql u04 sprom q}rrrr

d;euuns oep|^

aql aialdLuoS

Glg

0csrxu?rl ues i0 lloqc l0 rolcorlp '3

-q- slln3c|^l

uso Jsqpj

'g

qsjnq3 s,r€l0d lu!?S p lsaud

'{

z- {aulje0 orpad uBnt

'Z

lsrue lanu '9 z- ue1iu6

r{eg '1

'ssloJ rtaq Ulurl atdoad aql qcteur pue oapln

llgl.ll l0 sued ]eqJv\ asaql ssncs;q '03sl3ual uss suol}sanb e r.{}lrt }uq4 cslu;orrlpl 'rautred lca}p U01r Fr1A{ nol 0p s}ue.r01tnnrl $0q9 Moul 1,ii}lc ptl} ot

@lf

i{c}?M noi

0J0}e8

:lpujnor 08p!n

www.frenglish.ru

The Mind

This photo was taken by Scottish wildlife

photographer Graham McGeorge

McGeorge's work has been published

in many well-recognized publications

around the world, such as Natranal

Geagraphic, The New York Times

Magazine, and BBC Wi ld I ile Magazi ne

McGeorge has won prizes and awards for

his photography This picture, Master of

Disguise, won several contests The photo

shows an Eastern screech owl, one of lhe

many residents oJ the 0ke{enokee swamp in

southeast Georgia The screech owl likes to

make lts nest in tree cavities usually created

by woodpeckers As can be seen from

this photo, these owls are also maslers o{

camouflage and use lhls to their advantage

At lirst glance, we are unlikely to notice the

owl sitting in the tree, Camouflage is used

by both animals and people to "trick" ihe

minds of those who might be pursuing

them, as it makes them invisible

Direct students'attention to the pictute

Have students describe whal they see

Have students discuss the questions

with a partner

Compare answers wilh lhe class

Ask these questions orally or by wtiting

them on the board lor students 1o

answer in pairs: Seeing ts ane af the

senses What are the others? What are

other things we use our minds far?

Go over the Unit Goals with the class,

explaining as necessafy

For each goal, elicit any words

sludents already know and write them

on the board: f o, example, ad jectives

to describe smells, tastes, {eelings;

things people are afraid ol, etc

Scientif ic investi gations

Gerunds as subiects and afterprepositions

Learning Engtish ts imPortant

We lalked about studYingMay might, aad coutd torpossibility

We may see nonkeys in lhejungle

Listening lor generalunderstanding and specilicinformation

A radro program inout' 'the unusual condrtion olsynestnes ta

l?u0!leNa3usil0dxa

leuOsrad

? lnoqs 01iln1

3331 rnoi ul:3!qder0oagleu0!letl

ur passa;dxa

are suOr]0uJa Moq le )i001

r{aq1 'l{11eu11

'slpal uorrlruoo ssnrsrp

Ioql 'uLaq1

aruarrodxa eldoad

;ensnun au:os

rsrli ln0qe 11e1iiaq-1

ujpal afi Moq

raprsuor lsrrl doql l{lrueunq

luaro]lrp

ujeol sluapnls 'lrun srql ul

'su0rl0ulo

aql se q3ns su0rl3unl-urErq

OLli

ur p0lm0l OrP

suOr]3un}luala]lrp

eroqm {1pexa pu?}s;spun

o1 0ur4lou

llrls alc sjsrlusrcs 'Iepo1

'suotpun,

iuoral1rp pprl urelq aq1 1o sped

]uarolltp

18r.ll pue purur sLli l0 u0rlB30l 0r.{l s?M

urerq sqi 1eq1 p0lelnrads

lsrluorcs

e leq1 iilnluer

Ul/ 1, aql

ur {1uo seru

}l 'sislluotJs

le^arpoul ptp se'paa:0e slaalg

luarsuu 3rl1 1r?0r.1 3r.ll ur p0urelu0t

ser\ ssausnotosu03

a:olaq Ieme

]r Mo;ql pup Ipoq

0q1 ul04

luepodurun 0s sem utplq oqi

1q0noq1 suurldl{O3

luarsup aql'13e1

lou ara Iaql'palelor

qloq ols

utsrq ueurnu 3ul pue

put{x usunq 8ql

ne*rAisA*

auJ*r{, ltL,n

www.frenglish.ru

Talk About Learning

$lrategies

Vocabulary

Have students look at the picture

and describe what they see

Introduce the topic Ask, Have you

ever traveled ta a large city? How

did you learn wherethe streets

were?

ffi Have students work individually

to read the article and match the

words with their meanings

' Check answers

' Ask comprehension questions; for

example, What test is Glen going

to take? What does he have to do

in the test?

ffi 0iviOe the class into pairs and have

them discuss the questions

' Compare answers with the class

Ask, ls it easier or nore difficult

far taxi drivers to learn the streets

Direcl students attention to the

Engage! box Have them discuss

lhe questions in pairs or small

gr0ups

Compare anstvers with the class,

listing interesting study methods

on the board Which did students

think were most e{fective?

Grammar

Go over the information in the

chart lf necessary, review spelling

changes for the -lngform ol the

verb {which is also used in the

progressive tenses).

Provide more examples, and

elicit examples from sludents; for

example, l'm interested in learning

another language What are you

interested in daing? Learning

E n g l i s t t i s

What was the mosl difficillt exam you have ever taken?

How did you prepare tor it?

Grammar: 0erunds as subiects and after preposition$

't6 Unit 2

a preposition.

Ll v ussssl

'ssPl3 0r.ll Lllrft\ sjotu\sup

ulcol ol ntoq leuyed qo?a asn o1 l{Oalerls

? rllrIy\ ssmsrp

ll'13u

e guaserd o1 srrud

lerenas

uo llBO

'rx0rll Jsquouje,l o1 sr{em

oAtlc0rJs

pup Jaqu0uJ0J o1 paau

i{eq1 sourql

lnoqe su0rlusja^u0c m0u olPu

uaql

puB rauljB0

e qIM uouusro^Uoc

aql o3urPrd sluopnls

stli qlli'1 U0ll?slaAu0c

a1{| $ll3€ld

" 'leadal oj ssult

oql Jol

ute0e uoriesleruoc oql pss;

rc l{u16 ffi

t0r1,1sUE IOO|]C

@ '0u1p.rorar

oql IPld

ilo1rq auu1 ptp tattlt1

:plPoq sql uo uollsonb

Jraql 0s0lc sluopnls

aneg ffi

u0rlesj3Au03

'ssel3 aql q]ril slal sue a;eduLo3

.'p31s!l

s0!]rArl3c arJl 0p 0l slurvr

ssncsrp o1

Jouppd

s r;1/yr lJoiJ\ sluopnls

\nJ3ispro^4 t1*pq nau

$V m

'dum 1zq1 1ee1 Iaql {qm

sluopnls e0ernoru3

'uollecet

Jol :slu0pnls uto4 seldLuexe

lrs||a pu?'x0q

sn30l pjoM srll

ur sesurqd qJaA

aq lno lutod 'sJsr$su?

IcaqC 'spurueo oql ut llll

o1 r{;lenprnrpur IJ0i4 sluopnls

anup ffi

'ssplo aql qlt/r slai sue areduo3

'pesn s?,r{ qrua ,iqm lno lJoM

pue

slcrps aql ur spun:a0 olll puq

ol

reuped

u Ulri{ lroiyl siuapnls

enug ffi

zl pu!!! aql

1,szr:oruaur

og paeu nol 1uq1 s0ulq:aqlo to dtu;nqecor

mau raqulaulel

0]

f0a1e:1s qcue asn noI plnoc rrop 'xoq

oql q sq0elap Oulu'leol

aq] ssnrslg

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@[f

www.frenglish.ru

Talk About Ysur

$enses

Listening

ffi Divide the class into pairs and

have them talk about lhe ouestions

together

With the class, talk about answers

to the second question

ffi fett sludents they are going to

hear a radio program about a brain

condition Have them read lhe

staioments

Play the recording one or more

times l@

Have students circle the correcl

answers to complete the statements

Check answers

$l fett students to listen again to

the radio program and answer

truear false Have them read the

ffi fett students to listen one more

time and lind the information

Play the recording one or more

times l@

' Have students compare anstllers

with a partnei

Check answers

ffi Have studenls discuss the

questions with a partner

Compare answers with lhe class

synesthesia

Listening

K

6t

I u8S331

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rloql ln0qP

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'a3Pld

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alrjôe}

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arudu0S

'um r{aql

sp slrelap rirosuas

lueu sB

ur 0ur11úoinlad qcue

ssmslp uJar.ll

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0tll

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marneg fi!

u0rlmrunuu0S

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mualues

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:ouped

e q11M IJoA\

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ffi

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anep ffi

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u0 spueq

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ur slem luolailrp

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punusu

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Fa, I

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ueo

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n0[ upo

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sarnp;d oq11u 10q Am

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ffi!

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QS!

gt l0 suo$epunuo:d

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aql luade:

pủ us}sl'l '1gl p0310^un

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oirq ssr1

rr,l l!@lg

spunos {J u0l}sl3unu0jd

rapaql esrql Iutql

pql

slul

otlt

www.frenglish.ru

Talk Absul Your

Fears

ffi '00 over the meanings of the words

with the class

ffi Have studenls work individually to

complete the article with the words

from the box

Have students compare answers

with a partner

Check answers

Check understanding o{ the article

Ask, l{iat was the old idea about

fear? What did the scientists

discover?

ffi niviOe the class into pairs and have

them discuss the questions

Compare answers with the class

0n the board, write a list oi animals

that students are afraid of to use in

the next activity

Grammar

Go over the information in the charl

Refer back 1o the lisl of animals

that students are afraid o{ and ask,

Why are yau a{raid a{ (dogs)?

Elicit answers with may/ migltt/

cauld (They might bite me They

could have a disease.)

Language Ixpansion: Scientific studies

Grammar: May, might, and caald for possibility

20 Unit 2

20 UillT 2: The Mind

www.frenglish.ru

lz

3 u0ss{'l

orilos JoAo Ourtp0 jol sal0eiells

ssnSsrp pus sr?01 uorrjujo3

r.1116 'srPsl

.rloul

Io ouo CIulqursep

surnt olsl

rus{.ll snurl pue srred meu uOrssy

'sselc 0u1 0l u0rl3sj0^u03

E lusssrd

ol srsd luspnls

uo llPS

'suolnl0s lal,o 0l

sPopl ui{o r0rl}

3sn 0l sluapn}s

llaj 'xoq oqi ur sespr

aq1 0ursn

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pue rauyed

P qlrnl uorlgsroluo3

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0AEH

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ure0e uorlesreruoc aql Wai

to {116 ffi

'sJo^{su?

I3aq3

@| '0utproret

eq1 de16

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sluapnls oA?H m

u0!}esl0Au03

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lor.ll lo auo

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ol

rsulied e qll&\ IJ0A1

sluopnls aneg ' ffi

'SJ0A4SUU I30{.lC 'r{ressolau

se l{telnqecoA

oprnord saouoluos

aql elolduroo

o1 l{lgenprnrpur 1to,!r s}uopnls

areg ffi

'ssulc eql q sisrl J!0tll l0 0u0

peol ol sled luopnls

u0 llPC

paq o1Au1o01o pEIe st ntUlrq

Etyt trW t

r{aq1

se euo qoeo

Jol suospal alqrssod

{uuu se slurlt

ol stted

ur IJol/\

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al! lo

plellP

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ll01

sree; moi poqe 1;e1

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to1 seap;

umo rnod asn rlolaq lsll aql 0uFn suollesranuol asu eleuJ eqt ecgre4 ur uorlesrg^uoo y ssrcrsxs e qili ugrll 'rsuued

@Fl

'rll€s lssl out sslsu auu'd aql uo rtsnu 0l Ouluplsl"l e&oH d,dllesU 'lt reno

lo0 | lnq '001 0up{6

puq otu!

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|

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fu UUN'g

aqene e daa ppot11q7g1&eLu

/Wturryw

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'g

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a2ew ppocffi1tal

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0u;1eads 1o p!?lle

rydv puu plnot n'lqfrlut

'Iew

r.lllr looq€l0u rnor{ u! ecualuas

qcaa alalduo3 epp{e eldoed

aseq ere

{qp1 B

www.frenglish.ru

0escribe an

lmslisnal

IxBerience

Reading

ffi OiviOe the class into pairs and have

them discuss the questions

Compare answers with the class

Ask, Do you think peoples faces

shaw the same {eelings in all

countries or cultures?

Have students read the article Tell

them to circle any words they don't

understand,

Go over the article with the class,

answering any questions irom

the students about vocabulary

Encourage students to try to work

out the meaning o{ new words {or

themselves by identi{ying what part

of speech (verb, noun, etc.) a word

is and by using the context

ffi Have students read the article again

Have them read the statemenls and

c*cle true or /a/se lf there is no

information in the reading, they

should circle Nl for no information

Have students compare answers

with a partner

Check answers

ffi Remind students that it is often

possible to find the meaning of an

unknown word from its

context-the olher words around il, Tell them

to try to work out the meaning o{

the bold words in the reading in

this way to complete the sentences

Check anstllers

Reading

answeas.

@ )

SfrQ; oi*eront ) in evsry coifrif.

([Jqfpe;]l srop ].

22 lltlT 2: The Mind

www.frenglish.ru