messages 4 teachers book

Please note that worksheets and teacher’s noteshttp://www.cambridge.org/elt/messages/teacherquest Cambridge University Press 978-0-521-61441-2 - Messages Teacher’s Book 4 Meredith Levy a

Trang 1

Please note that worksheets and teacher’s notes

http://www.cambridge.org/elt/messages/teacherquest

Cambridge University Press

978-0-521-61441-2 - Messages Teacher’s Book 4

Meredith Levy and Diana Goodey

Frontmatter

More information

Trang 2

CAMBRIDGE UNIVERSITY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo

The Edinburgh Building, Cambridge CB2 2RU, UK

www.cambridge.org

Information on this title: www.cambridge.org/9780521614412

This book is in copyright Subject to statutory exception

and to the provisions of relevant collective licensing agreements,

no reproduction of any part may take place without

the written permission of Cambridge University Press

First published 2006

Printed in the United Kingdom at the University Press, Cambridge

A catalogue record for this book is available from the British Library

ISBN-13 978-0-521-61441-2 Teacher’s Book

ISBN-10 0-521-61441-4 Teacher’s Book

ISBN-13 978-0-521-61439-9 Student’s Book

ISBN-10 0-521-61439-2 Student’s Book

ISBN-13 978-0-521-61440-5 Workbook with Audio CD / CD-ROM

ISBN-10 0-521-61440-6 Workbook with Audio CD / CD-ROM

ISBN-13 978-0-521-61442-9 Teacher’s Resource Pack

ISBN-10 0-521-61442-2 Teacher’s Resource Pack

ISBN-13 978-0-521-61443-6 Class Cassettes

ISBN-10 0-521-61443-0 Class Cassettes

ISBN-13 978-0-521-61444-3 Class Audio CDs

ISBN-10 0-521-61444-9 Class Audio CDs

ISBN-13 978-0-521-68000-4 Messages Level 3 and 4 Video VHS PAL

ISBN-10 0-521-68000-X Messages Level 3 and 4 Video VHS PAL

ISBN-13 978-0-521-69677-7 Messages Level 3 and 4 Video VHS NTSC

ISBN-10 0-521-69677-1 Messages Level 3 and 4 Video VHS NTSC

ISBN-13 978-0-521-67999-2 Messages Level 3 and 4 Video DVD PAL/NTSC

ISBN-10 0-521-67999-0 Messages Level 3 and 4 Video DVD PAL/NTSC

Frontmatter

More information

Trang 3

Map of the Student’s Book 4

Teacher’s notes and keys

Module 1 People and places

Module 2 New horizons

Frontmatter

More information

Trang 4

4 Map of the Student’s Book

● Expressions: expressing surprise

● must/mustn’t, have to/don’thave to

● Listen to biographies offamous people

● Read holiday postcards

● Skim and scan a text

● Life and culture: Welcome toLiverpool!

● Talk about a picture

● Write about famous people

● Pronunciation: /ə/

● Listen to a guessing game

● Read a questionnaire aboutfriendship

● Understand new words

● Life and culture: Poem

● Talk about where you live

● Tell the class about yourselfand your neighbourhood

● Play a guessing game

● Write about yourself andfriendships in your life

Grammar and Expressions Vocabulary and

Pronunciation

Listening and Reading skills Communicative tasks

● Fears and fantasies

● Identify the topic of a text

● Life and culture : HauntedBritain

● Talk and write aboutcoincidences in the past

● Describe yourself when youwere younger and comparewith a friend

● Describe things that youimagine or worry about

● Write a description of a dream

● On the road

● Travelling

● Prepositions ofmovement

● Pronunciation :stress in sentences

● Listen to a song

● Read an account of a journeyaround the world

● Scan a text for information

● Life and culture : Journey intoslavery

● Write and act aconversation at a travelagent’s

● Describe where thingsare/were made or produced

● Write a journal about ajourney

● Present perfect +just, yet,already

● been and gone

● Present perfect and past simple

● its: possessive adjective

● so that ; such a/an that

● Expressions: offers andsuggestions

● Topics in the news

● Yellowstone Park

● Pronunciation: /s/+consonant

● Write an email to a friend orrelative with your news

● Discuss what you have andhaven’t done

● Write a radio report

● Write about recent eventsfor a school newsletter

● Present perfect with for andsince

● Present perfect with superlativeadjective + ever

● Listen to an interview with asurfing champion

● Read an interview with a boywho has lived all over theworld

● Skim a text for the generalidea

● Life and culture: New Zealand

● Listen to news headlines onthe radio

● Read a magazine articleabout a volcano

● Understand the main idea of

Frontmatter

More information

Trang 5

● Verbs with look

● Pronunciation: final

/s/and /z/

● Describe special occasions

● Talk about superstitions

● Write about and discussplans for a celebration

● Write and reply to aninvitation

Grammar and Expressions Vocabulary and

Pronunciation

Listening and Reading skills Communicative tasks Unit 7

● Read an article about a

‘con man’

● Predict the topic of a text

● Life and culture: The codetalkers

● Talk about events in thefuture and when they mighthappen

● Talk about what’s right and wrong

● In the mountains

● Adverbs

● Pronunciation:

stress in sentences,weak forms

● Describe a situation in thepast and how you felt

● Imagine what differentsituations are like

● Write a short story

● Words connectedwith money

● Read a review of a book

● Recognise facts and opinions

● Life and culture: MakePoverty History

● Talk about things you’d like

● Verb/preposition + -ing form

● -ing form and to + verb

● want/ask/tell someone to dosomething

● Expressions: requests andresponses

● People in groups

● A wildlifecommentary

● too and enough

● Write a description ofteenagers in your country

Review Grammar check Study skills: Preparing for tests and exams How’s it going? : Progress check Coursework: Letters

Review Grammar check Study skills: Preparing and giving a talk How’s it going? : Progress check Coursework: The ads page

● Listen to a story about aterrible night

● Read a story about anextraordinary experience

● Guess meaning from context

● Life and culture: Gandhi

Review Grammar check Study skills: Learning English on your own How’s it going? : Progress check Coursework: Sports news

● Read three jumbled stories

● Follow the sequence of astory

● Life and culture: Keeping

in touch

● Read invitations and replies

● Scan a text for information

● Life and culture: The number13

● First conditional with ifand unless

● The future with will and going to

● Expressions: I hope so/not

I guess so/not

● might and may

● when in future sentences

● should/shouldn’t

● Second conditional

● Expressions : responding toopinions

●Grammar index ● Communicative functions index ● Wordlist ● Phonetic symbols ● Verb forms and irregular verbs ● Songs

● Expressions of quantity

● Question words

● Subject and object questions

● Expressions: expressingpreferences

Frontmatter

More information

Trang 6

6 Introduction

Welcome to Messages, a lower-secondary course providing

80–90 hours of classwork per level Messages is designed to

meet the needs of you and your students by making both

learning and teaching simple and effective It has a clearly

structured progression in both grammar and vocabulary, and a

wealth of opportunities for students to practise the language

they are learning

We hope that students will find Messages an enjoyable,

engaging course, with its clear signposting of aims, interesting

and motivating themes, and a wide range of rich resources,

while teachers will find it offers practical, easy-to-use material

that can be adapted to mixed-ability classes Messages 4 is

designed for students who have studied English for three years at

secondary level, and includes revision of many basic structures

Course components

Student’s Book

● Six modules of two units each

● Module opening pages

● Extra exercises page with KET and PET-style activities

● Extra readings on Life and Culture

● Review sections at the end of every module, containing

grammar ‘work it out’ tasks and consolidation exercises,

vocabulary summaries, study skills and a progress check

● Comprehensive grammar notes

● CD-ROM Extra with a range of fun interactive activities

practising grammar, vocabulary and reading Also includes

Workbook audio and animated tour of the Infoquests

Teacher’s Book

● Step-by-step, easy-to-follow instructions

● Student’s Book answers

● Background information on texts

● Guidelines for how and when to include supplementary

material

● Ideas for language games in the classroom

● Tapescript for the Student’s Book audio

● Workbook answer key and tapescript for the Listening

exercises

Teacher's Resource Pack

● Photocopiable activities:

– Entry test– Communicative activities– Grammar worksheets– Module tests– Final test

Messages DVD/VHS videos for Levels 3 and 4

● a collection of eight documentary-style programmes basedaround a teenage TV series, Get The Message!

● activity booklet including worksheets, teacher’s notes andkey, plus full video scripts

A sense of purpose and achievement

In Messages, there are three levels at which students focus onwhat they can do in English:

● The 12 units are divided into three steps Each step openswith a summary of the target language and the

communicative task(s) (Use what you know) which students

will be able to do, using that language Each step takesstudents through a series of related activities, which leadthem quickly from ‘input’ to meaningful, communicative

‘output’ Short, carefully prepared and guided tasks ensurethat even weaker students can enjoy a sense of success

● At the end of each module, students complete one part of aportfolio of work entitled ‘Our school magazine’ This is acontinuous Coursework project, based on different aspects

of the overall theme of the book (see below) and on thelanguage of the preceding units In Book 4, the Courseworkinvites students to write a range of pieces for a schoolmagazine Language is recycled and revised in the modulesthemselves and in the reviews, tests and additional material

● There is an overall purpose to each year's work Each book has its own theme, exemplified in the six Coursework tasks.

In Book 4, the theme is ‘today’s world’ By the end of theyear, students should be able to express and discuss theiropinions in English and to produce a greater variety ofwritten ‘genres’: for example, an interview, advertisements,reviews, letters and reports

Frontmatter

More information

Trang 7

Introduction

Authentic and meaningful language learning

As in previous levels of Messages, the language is carefully

controlled but is as natural and realistic as possible, presented

and practised in authentic contexts Students will continue to

learn about their English-speaking counterparts, and about the

world around them

Active, responsible learners

In the units, students engage actively with the material and use

a range of cognitive skills such as guessing, deducing, comparing,

matching, sequencing Students are asked to discover sentence

patterns and grammar rules for themselves, to make their own

exercises and to ‘test a friend’ There are frequent opportunities

for students to talk about themselves, their interests and their

opinions

In the reviews, a series of exercises and tasks help learners to

monitor what they can do In How’s it going? they make their

own assessment of their grasp of the language points covered

This is reinforced when they complete the Learning diary in

the Workbook

Using Messages 4

Module openers

These two pages allow teachers to ‘set the scene’ for their

students and help to motivate them by creating interest The

pages contain a list of what students will study in the module,

the communication tasks they will carry out, a selection of

visuals from the coming units and a brief matching exercise

Encourage all students to say as much as they can about the

pictures before they do the matching exercise

With stronger classes, you may want to ask students to identify

which language point each of the sentences relates to, or to

supply similar sentences

Presentation

In Steps 1 and 2 of each unit, there is a variety of grammar

presentation texts and dialogues They each present the new

grammar point in a context which illustrates its concept and

meaning, as well as providing plenty of natural examples of it

In some cases, students listen first with their books closed (or

the text covered) This will enable them to focus on the sounds

of the language without being distracted – and sometimes

confused – by its written equivalent

Ask plenty of comprehension questions, and get students to

repeat the key sentences They should listen to / read the

conversation/text at least twice during this phase of the lesson

Share your ideas

The presentation is often preceded by this preparatory discussion,

which reactivates and revises known language and sets the

scene for the students, so that they can anticipate what they are

about to hear or read

Key grammar

Key grammar activities follow on from the presentations and

focus on the target language within them Give students a few

moments to look at the grammar box and reflect before theydiscuss and complete the examples and explanations orally Theycan then copy the completed sentences into their notebooks Insome cases, students translate the examples and compare themwith the mother tongue equivalent

Practice

The controlled practice exercises which always follow Keygrammar sections can be done orally with the whole class, andthen individually in writing

Students are then often asked to make their own ‘exercise’ and

Test a friend Look at the example in the book with the whole

class first, adding further examples on the board if necessary

This is an excellent opportunity for students to focus actively onthe new grammar and test their understanding It also gives you

a chance to monitor and deal with any difficulties they may havebefore you move on

For additional oral practice, there is a set of pattern drills in the

Teacher’s Resource Pack, with the corresponding audio on theclass CDs/cassettes Recommendations for when to use thepattern drills are given in the unit notes of the Teacher’s Book

We suggest you play the complete drill through at least once,before pausing for the students to respond each time You mayprefer to do the drills yourself, without the recorded version

Key vocabulary

In Book 4 there is more emphasis on using words in context, aswell as exercises based on matching words and pictures Some ofthe lexical groups recycle items which students should know, aswell as introducing new words Students can work alone or inpairs, and use their dictionaries for words they don't know

The core vocabulary of each unit is practised further in theWorkbook Encourage students to start their own vocabularynotebooks and to record new vocabulary in them

Key expressions

In each unit, students learn a set of practical, functionalexpressions that they can use in everyday situations (forexample, asking for clarification, making travel arrangements,responding to other people’s opinions) These expressions arefirst encountered in the presentation dialogues, and studentsthen practise them further through pairwork There is additionalpractice of the expressions in the Workbook

Key pronunciation

Messages 4 further develops basic areas, such as stress andintonation in sentences and contrasting vowel sounds Thepronunciation activities are always linked to the language ofthe unit

Use what you know

The Use what you know tasks at the end of each step enable

students to use what they have learnt for an authentic,communicative purpose Many of these tasks can be prepared inwriting and then done orally, or vice versa Students are alwaysgiven examples to follow, and you will find a model answerwhere applicable in the notes that follow in this Teacher’s Book

Frontmatter

More information

Trang 8

8 Introduction

Speaking

Students are encouraged to repeat key vocabulary/expressions

and the key sentences of each presentation New language is

practised in meaningful contexts that involve an element of

creativity on the part of the learner, with an emphasis on

moving from accuracy to fluency Students ask questions, share

opinions, talk about themselves, their country and the world

around them

In addition, students can engage in role plays and act out rough

or reduced versions of some of the presentation dialogues The

aim here should be to reproduce the situation rather than the

original conversation word for word Stronger students can work

in groups and write a slightly different conversation

Writing

Writing is involved in many of the Use what you know

activities, where students write sentences, paragraphs or short

dialogues In Messages 4, a more extended writing task comes

at the end of Step 3 in each unit Here students are asked to

write a variety of text types, for example, a postcard, a journal,

invitations and replies, a short story To help them to organise

their work and choose appropriate language, a step-by-step

Writing guide is provided, with practical advice and examples

that they can use or adapt These writing tasks can be prepared

in class and done for homework.

For longer writing tasks, encourage students to first write a

rough draft, then read through and check their work before

writing a final version They could also check each other’s work

Listening

Messages 4 provides plenty of practice of this skill Students

listen to presentation and reading texts, and in each unit there

is a specific listening task, covering a variety of text types, for

example, conversations, the news on the radio, an interview,

a TV quiz programme

Three authentic songs are included for listening comprehension.

The words are given on page 144 of the Student’s Book

The listening texts may include language which is slightly

beyond the students' productive level However, they are not

expected to understand or reproduce everything they have

heard You should focus on the key sentences only Remember

that learners may need to listen more than twice during these

activities

Reading

Step 3 of each unit opens with a reading text connected with

the unit theme, with a ‘warm-up’ Share your ideas exercise The

texts are recorded, but students are asked to read the text

quickly themselves before they listen and read as a second step

Tasks provide practice in specific reading skills (for example,

identifying the topic, skimming, scanning, guessing meaning

from context), and there are also questions to check

comprehension A Word work section highlights certain word

patterns or grammatical forms, based on language used in

the text

Additional reading practice is provided through an extra reading

text with each unit, dealing with Life and culture in the

English-speaking world

Consolidation and testing

At the end of each unit, there is a page of extra exercises on thelanguage of the unit, providing practice of KET and PET-style tasks.

At the end of every module, preceding work is pulled together inthe Review For each language point, students work through a

simple analysis of the grammar and complete one or two tasksshowing how they can use the language

In addition, the Review section includes work on study skills to

help students become more independent and effective learners,and a chance for students to assess their own progress

Each Coursework provides a model, based on the school

magazine produced by two of the characters in the book, for you

to study with the whole class Individual coursework can then bedone at home over a period of a couple of weeks or so At theend of the year, the student’s coursework portfolio comprises

a series of different pages for a school magazine in English

For further consolidation of the language you can use the

communicative activities and grammar worksheets from the

Teacher’s Resource Pack, and the accompanying Infoquests on

the web (see below) These should be done at the end of eachunit when all the work has been covered

Students’ progress can be more formally tested through the use

of the photocopiable module tests in the Teacher’s Resource

Pack, which examine grammar, vocabulary, reading, writing,listening and speaking, often through KET and PET-styleactivities The audio for the listening element of the tests can befound on the class CDs/cassettes

Workbook

Workbook activities should, in the main, be done for homework,though they can be prepared in class with weaker students ifnecessary, and you can also give stronger students the

Extension exercises if they finish earlier than their classmates.

Make sure you have covered the relevant part of the step beforestudents begin the corresponding Workbook exercises

Sentences for translation are included in Step 3.

At the end of the unit, students complete their Learning diary.

The Workbook answer key and tapescripts can be found on

pages 111–120 of the Teacher’s Book

Infoquests

Each module of the course is accompanied by an Infoquest, inwhich students are encouraged to find information on specially designed websites and to work co-operatively The websites are

housed at http://www.cambridge.org/elt/messages/infoquest

and are designed to reinforce the language of each module, andshould therefore be done at the end of the module

Frontmatter

More information

Trang 9

Free accompanying worksheets and clear Teacher’s guides

can be found at http://www.cambridge.org/elt/messages/

teacherquest You will need to complete a simple form to

register and then get access to these items, and will need to log

in with your user name and password each time you want to

use them

Classroom management

Creating an ‘English’ atmosphere

Use every opportunity to bring ‘the real world’ into the

classroom: maps, posters, magazines etc Encourage students

to look for examples of English ‘text’ outside the classroom:

words from pop songs, instructions for a machine, English food

packaging in a supermarket etc

Use classroom instructions in English from the beginning, and

get students to address you in English as much as possible

Making good progress

A wide variety of task types ensures regular changes of pace and

activity, with frequent opportunities for students to work at their

own level Work at a lively pace and have the courage to move

on even though students may not have learnt everything in

a lesson perfectly Some of the activities include a time limit,

to encourage students to work quickly and to introduce a

‘game’ element

Dealing with classes of mixed ability

There are a large number of personalised and open-ended

activities which allow students to respond in different ways,

depending on their ability The rubricdo at least … also enables

students to work at their own level Other activities (If you have

time, Try this! and the Extension exercises in the Workbook)

can be used by students who finish early

Try to find ways to involve all the students For example, ask

weaker students to suggest single words to describe a photo,

while stronger students might think of a question to ask about

it When you ask a question, give everyone the chance to think

of the answer before calling on individuals to do so When doing

individual repetition, ask stronger students first, but be careful

not to make this too obvious by always varying the order, and

who you call on

Use the different skills of the students in as many ways as you

can The student who hates speaking may enjoy writing

vocabulary on the board, while another student may be good at

drawing, or making posters

Try to build an atmosphere in which students communicate with

you and with each other in a respectful, courteous and

good-humoured manner Never underestimate the importance of

praise and encouragement: That’s great! Well done! Good!

Explaining new words

New vocabulary which arises other than in the Key vocabulary

section can be explained using visual aids, pictures on the

board, mime, contextualised examples or, if necessary,

translation Encourage students to guess the meaning of new

words as well as using their dictionaries

Controlled oral repetition

Key vocabulary and expressions and key sentences inpresentations can be reinforced through choral and individualrepetition This helps students ‘get their tongues round’ thesounds of the new language When two or three individuals have responded, finish by getting the whole class to repeat

Get students to ask as well as answer questions Questions andanswers can be drilled by dividing the class in two and gettingthe groups to take it in turns to ask and answer, before moving

on to drilling with two individual students

When drilling words or sentences, you can beat the stress ofwords and sentences with your hand to show where the mainstress is – exaggerate slightly if necessary You can also use yourhand to show whether the sentence goes up or down at the end

With longer sentences, use ‘back-chaining’:

… outside the cinema

… meeting us outside the cinema

He’s meeting us outside the cinema

Pairwork and group work

Getting students to work in pairs will greatly increase theamount of English spoken in the classroom, even if somestudents may use the mother tongue at times Walk round andlisten whilst students are speaking Vary the pairings so thatstudents do not always work with the same partner Always giveexamples of what you want students to do and check that theyunderstand the activity clearly

Some of the activities in Messages 4 can be done in groups ifyou wish Ensure first that everyone is clear about what they aredoing, then monitor their work and don’t let the activity drag onfor too long Use mixed-ability groups and appoint a group leader

Correcting oral mistakes

When correcting students, be sensitive and realistic about whatyou can expect at their level Give them an opportunity tocorrect their own or each other’s mistakes whenever possible

Focus on fluency rather than on accuracy when students areengaging in communicative activities such as pairwork andtalking about themselves You can note down any important and recurring errors and go over them with the whole class atthe end of the lesson

Remember to focus on content as well as on accuracy, andrespond accordingly to students’ stories and points of view

Correcting written work

Make your corrections clear by indicating the type of error, forexample, vocabulary, grammar, spelling etc Comment positively

on content where applicable, e.g This is very interesting, Carlos

Again, bear in mind the student’s level and the focus of theactivity, as you may not want to correct every mistake

Enjoy it

We hope that the material in Messages 4 will motivate thestudents and facilitate their learning, making your job asstraightforward and effective as possible Most of all, we hope itproves a rewarding experience for you and your students

9

Introduction

Frontmatter

More information

Trang 10

Excerpt

More information

10

1

People and places

See page 7 of the Introduction for ideas

on how to use the Module opening pages.

Talking about a picture

Writing about famous people in the past

of happiness, fame and success that never came true

● Ask students to read the text all the way through first,and then to find examples of the verbs Explain thatthere are many more than three examples of each type

in the text

● Check that the meanings of all the verbs are known Forquestion 2, ask students to pick out irregular past formsand to say them in the infinitive form

a

1 Share your ideas

● Give students a few moments to look at the painting

before asking them to describe it

● If necessary, prompt them with questions, for example:

– Where are the people?

– What’s the woman / the man on the right doing?

– What’s she wearing?

– How do you think he’s feeling?

Encourage students to answer in sentences, using thepresent simple form of be and the present continuousform of other verbs

● (Note that the verb to look can be used in the present

simple or the present continuous here: He doesn'tlook/isn't looking very happy.)

● Write key words on the board and use the discussion to

introduce new vocabulary (for example, diner, counter,suit, tie) You may also want to introduce the word fur

to help describe the woman’s clothing

● If students recognise any of the four celebrities depicted

in the painting, ask them to say what they know aboutthem Make it clear that these people were among theworld’s most successful popular stars, known to millions

of people Help students to see the contrast between theglamour of their public lives and the appearance ofloneliness and failure in the painting

Unit 1

2 Reading Idols of the 20th century

Gottfried Helnwein was born in 1948 in Vienna Thetitle of this painting, Nighthawks, refers to a famouspainting of the same name by the American artistEdward Hopper Helnwein based his work on Hopper’s,but substituted the four celebrities for the lonely andisolated people in the original painting

Humphrey Bogart’s early film roles were mostlygangsters and villains, but he was later cast as astrong, heroic individual Other famous films includeThe Maltese Falcon, To Have and Have Not, Key Largoand The Big Sleep

James Dean became an instant celebrity with his firstfilm, East of Eden, followed by Rebel Without a Causeand Giant In his roles in these films, he representedthe troubled and rebellious youth of modern America

He died in his speeding sports car at the age of 24

By the late 1950s, Elvis Presley was the world’s mostfamous entertainer and his songs are still tremendouslypopular Over 1 billion of his records have been soldaround the world

Marilyn Monroe’s other film titles include How toMarry a Millionaire, Gentlemen Prefer Blondes andThe Misfits She died in 1962 from an overdose ofsleeping pills

Trang 11

1 Austrian 2 the USA 3 painter, waiter 4 suit, tie

● Ask students to look at the fact file on HumphreyBogart Play the recording of the second paragraph

● Before students write, you could ask questions to checkcomprehension, for example:

– What was Humphrey Bogart’s nationality? (American.)– Where was he born? (In New York.)

– What was his job when he was young? (He was anactor in the theatre.)

– How old was he when he became successful? (40.)– Where was Bogart living when he died? (InHollywood.)

● Students copy and complete the fact file

Answers

1 1957 2 New York 3 Warner film studio

4 The African Queen, Casablanca

3 Revision

Describing the present and the past

● In the first paragraph of the text, point out that we usethe present continuous to describe paintings or photos

However, we almost never use the verb be in the presentcontinuous

● In the second paragraph, remind students of the regular -ed ending and the irregular forms of past simple verbs

● Students complete the text with the correct verbs

Answers

1 ’s 2 ’s wearing 3 isn’t talking 4 ’s 5 was

6 acted 7 became 8 made 9 died

c

b

4 Listening Biographies

● Elicit or explain the meaning of biography

● Give students a few moments to read the fact files

Explain the meaning of suede and help with thepronunciation: /sweid/

● Ask students to write the numbers 1–10 in theirnotebooks

● Play the recording several times Students listen,look at the fact files in the Student’s Book and write theinformation in their notebooks

Answers

1 1962 2 Real 3 20th 4 Hot 5 35 6 guitar

7 eleven 8 Records 9 Don’t 10 Blue

Tapescript

Marilyn Monroe was born in 1926 and she died in 1962

She was born in Los Angeles and her real name wasNorma Jean Baker She was one of Hollywood's mostfamous actresses For much of her career, she worked forthe film studio 20th Century Fox Her most famous filmwas called Some Like it Hot

Elvis Presley was born in 1935 and he died in 1977 Hewas born in Tupelo, Mississippi and he started to playthe guitar when he was eleven He was one of America'smost famous singers For much of his career, he workedfor RCA Records His most famous hit records were: Don't

Be Cruel, Jailhouse Rock and Blue Suede Shoes

5 Writing Elvis or Marilyn

● Students should choose one of the two stars and writetwo short paragraphs Tell them that they don’t need toinclude all the information in the fact file if they don’twant to

Example answer

In the painting, Marilyn Monroe is sitting at thecounter next to Humphrey Bogart She’s wearing abeautiful red dress She’s laughing, but the otherpeople aren’t looking at her

Marilyn Monroe was a famous actress She was born

in Los Angeles in 1926 and she died in 1962 Sheworked for 20th Century Fox and her most famous filmwas Some Like It Hot

You may want to do some quick revision of otherirregular past verbs here Choose verbs from thelist on page 143 of the Student’s Book Say eachone in the infinitive and ask students to give thepast simple

Trang 12

a Pakistani accent, and Winston and Lorina haveJamaican accents This is to give students practice inlistening to a variety of spoken English Althoughthese accents are not strong, it means that certainphonemes are pronounced differently Where this isparticularly noticeable, we point it out in the teachingnotes We suggest that, when you repeat key

sentences for the students to practise orally, you maywant to modify these different accents

● Play the recording again Pause from time to timeand refer back to the photos Ask students to identify thepeople and describe what they are doing, for example:

– Who’s sitting at the table? (Danny and Nadia.)– Who’s coming into the café? (Clare.)

– Who’s Nadia talking to on the phone? (Luke.)– Why did she ring him? (Because he’s late, and theymust leave soon to go to the cinema.)

– Is Luke coming to the café? (No.)– Where are they meeting him? (Outside the cinema.)– Who’s got the tickets? (Clare.)

● Drill the questions containing the target language:

– Who are we waiting for?

– Who’s Nadia talking to?

– What are you looking for?

Give special attention to the unstressed prepositions atthe end of the sentences

● Check that students understand the ‘disagreements’

between the three speakers

● Read out sentences 1–6 or choose students to do so

Ask students to say the full form of the contracted forms(Luke is, Danny is, are not)

● Students look back at the dialogue to find the answers

Remind them to correct the false sentences

Answers

1 False Clare and Luke are late

2 False Danny and Nadia are waiting for Luke

3 False Luke’s talking to Nadia on the phone

4 False Clare has got them

5 True

6 True

c

1 Key vocabulary Verbs + prepositions

● Look at the example in sentence 1 Draw attention to

the other verbs in bold type and explain that they are allfollowed by a preposition + an object

● Set the time limit and ask students to choose the correct

prepositions They can work on this individually or in pairs

● Play the recording Students listen and check their

answers

● Make sure that students understand the difference

between look for and look at, and between talk to andtalk about Ask them to translate these verbs into theirown language

● You may want to tell the class that the verb argue can

be followed by with + person For example, sentence 8could be expressed as: I often argue with my fatherabout football

Answers

2 at 3 about 4 from 5 about 6 for 7 to

8 about

● You could demonstrate this activity by choosing two

or three of the sentences and telling the class aboutyourself, for example: I don’t like waiting for peoplewhen they’re late I get angry! My friends and Isometimes argue, but we don’t argue about football

● In pairs, students make sentences about themselves

Encourage them to add extra information if they can

● You could ask some students to report to the class at

least one thing that their partner told them

2 Presentation Who are we waiting for?

● Look at the two photos and ask students to say what

they can see Establish that the larger photo shows acafé scene

● Ask the question and then play the recording

With books closed, students listen for the answer to the question Check that students understand thedisagreements by drawing attention to:

– He’s always late

You can ask students to practise the conversation

in groups of three However, you may choose not

to organise this activity here, as the writing andspeaking task in Exercise 7 is also based on thisdialogue

Grammar: Present continuous

Verbs + prepositions in Wh-questions

Vocabulary: Verbs + prepositions

Trang 13

of have got – the form is the same for contradictions

Give a statement in the affirmative (for example, He’sgot a guitar ) and elicit the contradictory replies (No, hehasn’t! Yes, he has! )

● Focus on the third dialogue Remind students of the use

of do for short answers in the present simple – the form

is the same for contradictions Give a statement in theaffirmative (for example, He plays the guitar ) and elicitthe contradictory replies (No, he doesn’t! Yes, he does! )

● You may also want to mention the past simple form here,for example, We saw you No, you didn’t! Yes, we did!

● Students complete the dialogues

● Play the recording Students listen and check theiranswers

Answers

2 have 3 you don’t 4 is, No, it isn’t

● Students practise the dialogues in pairs

● If you have time, supply some more statements, forexample: Your room’s a mess I haven’t got time Theydon’t speak English Ask pairs to make dialogues

● Pattern drill: TRP page 11 (Unit 1, Step 2, drill 2)b

3 Key grammar

Verbs + prepositions in Wh- questions

● Students complete the example Emphasise the position

of the prepositions in these questions

● Point out that the example sentences given here are in thepresent continuous, but the rule about the prepositionsapplies to verbs in other tenses as well For example: Whatdid you talk about? Who was she looking for?

– Nadia’s phoning Luke (= She’s doing it now.)– She often phones her friends (= She does it regularly,

as a normal habit.)– Clare’s sister is working in Japan (= She’s there atthe moment.)

– She works for an international company (= This is herpermanent job.)

● Note that there is further practice work on verbs +prepositions in Wh- questions in the Module 1 Review

at the end of Unit 2

Answers

2 What’s Danny looking at?

3 What’s Clare listening to?

4 What’s Luke looking for?

5 Who’s Nadia talking to?

6 Who are you waiting for?

7 What are Nadia and Danny arguing about?

● Pattern drill: TRP page 11 (Unit 1, Step 2, drill 1)

For further revision of the present continuous,you could use a ‘Miming’ activity (see Games,page 110 in the Teacher’s Book)

As a light-hearted activity to give further practicewith contradictions, you could make some falsestatements about things/people in the class –the more absurd, the better Invite students tocontradict you, and prolong the argument a little

For example:

Teacher: That’s a crocodile

Student: No, it isn’t! It’s a desk

Teacher: No, it isn’t!

Student: Yes, it is!

Teacher: Karel’s got green hair

Student: No, he hasn’t! He’s got brown hair

Teacher: No, he hasn’t!

Student: Yes, he has!

5 Key expressions Contradictions

● Begin by referring students back to the presentationdialogue (Exercise 2) Ask them to find examples ofdisagreements

● Look at the first dialogue Point out that contradictionshave the same form as short answers to questions

Emphasise the connection between the verb in the firststatement (’re = are) and the verbs in the contradictions(’m not, are)

a

6 Key pronunciation Stress and intonation

● Ask students to read the four dialogues Then playthe recording while they listen and read

● Emphasise the stress, especially on the final word in thereplies Also use your hand to show the intonation in thereplies, often starting on a high note and with a fall–risepattern at the end of the sentence You could point outthat our voices often make sharp rises and falls when weare expressing strong feelings

● Play the recording again and ask students torepeat

Trang 14

Excerpt

More information

14 Unit 1

1 Share your ideas Keeping in touch

● Explain the meaning of keep in touch Note that we can

use this phrase on its own (Let’s keep in touch) orfollowed by with + person (I want to keep in touchwith you)

● Ask the questions and invite students to discuss them

You may want to focus particularly on postcards – ask:

– When do you usually write a postcard?

– What sort of things do people talk about in postcards?

2 Reading Hi there!

Reading skills Skimming and scanning

● Focus on the three photos Ask students to say what they

can see and to offer ideas about where the places are

● Point out that the aim of the first reading is to get a

general sense of the texts as a whole, not to take in allthe details Set the time limit and ask students to readvery quickly through to the end If there’s something theydon’t understand, they should ignore it and keep going

● Students match the texts with the photos

Answers

1 b 2 c 3 a

● Read through questions 1 and 2 with the class and point

out that the aim here is to find particular information

Students aren’t expected to deal with the whole of thetexts Instead, they should look for the part whichcontains each piece of information and then readcarefully to extract it

● Students read the texts again and answer the questions

a

Answers

1 Nick’s (in the Shimba Hills) in Africa Sara’s (in

a café) in Moscow Jared’s (in a plane) between Atlanta and Los Angeles

2 b

Comprehension check

● Play the recording while students listen and read

Pause after each text to help with new vocabulary, forexample, butterfly, sunset, halfway, low, headphones,

I wonder

● Ask questions about each text, for example:

– Is Nick outside or inside? (Outside.)– What’s he looking at? (The sunset and lots ofbutterflies.)

– Who’s with Sara in the café? (Natasha.)– Are Sara and Natasha good friends? How do youknow? (No Sara says ‘Natasha seems nice’ – shedoesn’t know her very well yet.)

– What do you think the relationship is? (Perhapsthey’re pen friends.)

– Why are the lights low in the plane? (Because it’s lateand nearly everyone’s asleep.)

– Is Jared listening to music? (No.)– What does he mean when he says ‘I miss you’?

● Ask students to read the questions and to look carefully

at the text to find the answers

Answers

1 Example answersNick: someone at work / at his office /

he works withSara: her familyJared: his girlfriend or wife

2 At the end of the day

3 No, he doesn’t

4 It’s really cold

5 Yes, she is

6 The USA

7 A full moon

8 No, they aren’t

3 Word work someone, everywhere

● Look at the examples Make sure it’s clear that wordswith -one refer to people, while words with -where refer

Reading skills: Skimming and scanning

Word work: Words with someand every

Communicative task: Writing a postcard

7 Writing and speaking At the café

● Explain to the students that they don’t have to use the

whole of the dialogue in Exercise 2, and that they canadd different information as well as different names

● Students write and practise their dialogue in pairs Walk

round the class, giving help where necessary

● Ask some pairs to act out their dialogue for the class

Example answer

A: Who are we waiting for?

B: Teresa I’ll phone her …

Hi, Teresa Where are you? … Are you coming to thecafé? We’re waiting for you … OK, bye

A: Is she coming?

B: No, she’s meeting us later at the station

Trang 15

Excerpt

More information

15

Getting together

● Point out that someone refers to a particular person (but

we don’t know who it is) Everyone means ‘all people’ Ineach case, the word is singular The same pattern applies

to the other words with some- and every-

● Draw attention to the Remember! box Demonstrate thepoint by substituting in the example: Somebody’slistening to music Make it clear that everybody andsomebody are singular, like everyone and someone

● With stronger students, you could also mention the use

of the negative forms: no one / nobody, nothing andnowhere Note that these are always used with verbs inthe affirmative, for example: No one was at home

There’s nowhere for us to sit

Answers

everyone, everything, something, somewhere

● Students read and complete the sentences

Answers

1 something 2 somewhere 3 everywhere

4 someone 5 everything 6 everywhere

● Read through the Writing guide with the class Remindstudents of the use of the present continuous to describewhat they and other people are doing and what they’vearranged to do in the future

● Draw special attention to the different ways of greetingand saying goodbye to someone Point out that Dear …can be formal or informal, but Hi! is informal, normallyused for someone we know well Best wishes and All thebest are more formal ways of signing off than the otherexpressions listed

● Students use the Writing guide and the models inExercise 2 to write their postcard

Say hello to your family from me

Love,Elise

● Students write their own answers to the questions

● Choose pairs of students to ask and answer thequestions across the class

5 Yes, I’m learning German

2 ● Students read the sentences and choose the right words

Answers

1 c 2 b 3 a 4 b 5 b 6 b

3 ● Ask students to read through the text before choosingthe right words Remind them to look for timeexpressions to help with the verb tenses

Answers

1 b 2 a 3 c 4 c 5 b 6 c 7 a

4 ● Students complete the sentences with prepositions

Answers

2 for 3 to 4 for 5 about 6 at

5 ● Make it clear that the replies (a–f) are all contradictingthe sentences in 1–6

● Students match the sentences with the replies

Answers

1 e 2 d 3 a 4 c 5 f 6 b

6 ● Ask students to work on the translations in pairs or smallgroups, and then discuss with the whole class

Trang 16

Excerpt

More information

16 Unit 1

Lead in

● If possible, show the location of Liverpool on a map of

Britain Point out its important position on the coast withaccess to the Atlantic Ocean, and its closeness to Irelandand to Manchester

● Ask the question Students will probably know

something about Liverpool Football Club and may beaware that the Beatles came from Liverpool Write notes

on the board as they suggest ideas

Task

● Look at the photo of the boy and ask: Who is he? (Danny.)

● Look at the photos of Liverpool and ask students to saywhat they can see Use the photos to revise key wordsand to introduce new ones (for example, port, dock,Chinatown) Add these words to the notes on the board

● Give students time to read the text themselves Then askthem to add any information they found to the notes onthe board

● Read the text aloud and help with vocabulary Askstudents to guess the meaning of Liverpudlian, proud,passionate, musician and tour

● Ask some questions to check comprehension, forexample:

– What’s Danny’s surname? (Gray.)– How many people are there in Liverpool? (450,000.)– Who were ‘the Fab Four’? (The Beatles.)

– Where did they start playing their music? (At theCavern Club.)

– What can you find at the Albert Dock? (Shops, cafés,museums and galleries.)

– Who do you think ‘we’ are in the last paragraph?

(Danny and his family.)

● Ask students to complete the matching task

Answers

1 b 2 d 3 e 4 c 5 a

Liverpudlian/livəp dliən /is the word for a person

from Liverpool (another word is Merseysider, from the

Mersey River) and it also refers to the distinctive

Liverpool accent

Liverpool/livəpul/expanded as a city during the

18th century, when it became a great centre for

shipping to and from Britain’s colonies abroad,

especially those in North America and the Caribbean

(see Background notes on the slave trade on page 39)

In the 19th century, it was the country’s most important

port after London and had one of the greatest systems

of docks in the world

The Albert Dock was opened in 1846 Over seven

acres of water are enclosed by large warehouses with

iron colonnades The dock was redeveloped in the

1980s and is now a major tourist attraction The

Beatles Museum, the Maritime Museum and a branch

of the Tate Gallery are located here

The Beatles – John Lennon, Paul McCartney, George

Harrison and Ringo Starr (Richard Starkey) – were all

from Liverpool The band was formed in 1960 and

broke up in 1970 The original Cavern Club was

demolished but has been rebuilt on its former site

The Liverpool Football Club is the larger of the city’s two

great clubs At the time of writing, it has won the English

League 18 times and the European Cup five times

Định dạng
Số trang	120
Dung lượng	17,94 MB