Close up 2ed b1 TB

Publisher: Sharon JervisProject Editor: Bruce Nicholson Com m issioning Editor: Kayleigh Buller Editorial Assistant: Georgina M cComb Cover Designer: Ken Vail G raphic Design Ltd Com pos

To access the resources on the o n lin e teacher zone,

w h ic h includes progress tests, q uizzes, answ e r

keys a nd more, please visit N G L.C engage.com /

closeup a n d use the passw o rd Close-upTchr#!

Katrina Gorm ley

SECOND EDITION TEACHER'S BOOK

GEOGRAPHIC LEARNING

/ V C EN GAG E Learning'

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

Publisher: Sharon Jervis

Project Editor: Bruce Nicholson

Com m issioning Editor: Kayleigh Buller

Editorial Assistant: Georgina M cComb

Cover Designer: Ken Vail G raphic Design Ltd

Com positor: W ild Apple Design Ltd

National G eographic Editorial Liaison:

Leila Hishmeh

© 2016 N ational Geographic Learning, a p art o f Cengage Learning ALL RIGHTS RESERVED No part o f th is w o rk covered by th e co p yrig h t herein may be reproduced, tra n s m itte d , stored, o r used in any form

o r by any means graphic, electronic, or mechanical, in clu d in g b ut not lim ite d to photocopying, recording, scanning, d ig itiz in g , taping, Web

d is trib u tio n , in fo rm a tio n networks, o r in fo rm a tio n storage and retrieval systems, except as p e rm itte d under Section 107 o r 108 o f th e 1976

U nited States C o p yrigh t Act, w ith o u t th e p rio r w ritte n perm ission o f the publisher.

For permission to use material from this te x t or product, submit all

requests online at www.cengage.com/permissions

Further permissions questions can be emailed to

permissionrequest@cengage.com

ISBN: 978-1-4080-9557-7

N ational Geographic Learning

C heriton House, N o rth Way, Andover, Hampshire, SP10 5BE United Kingdom

Cengage Learning is a leading provider o f custom ized learning solutions

w ith o ffice locations around th e globe, including Singapore, the United Kingdom, Australia, M exico, Brazil and Japan Locate yo u r local o ffice at:

international.cengage.com /region

Cengage Learning products are represented in Canada by Nelson Education, Ltd.

V is it N ational G eographic Learning online at ngl.cengage.com

V is it o ur corporate w ebsite at www.cengage.com

Photo credits

Cover image: (front cover) Charles Krebs/Corbis, (back cover) nikkytok/Shutterstock

Printed in Greece by B akis S A

Print Number: 03 Print Year: 2016

h o m e -re la te d words will, b e g o in g to m ultiple-choice

questions, understanding technical or specific w ords

6 Ready, Steady,

Go!

p 6 9 -8 0

m atching, m atching descriptions

s p o rt-rela ted words conditionals: zero 8< first m ultiple-choice

8 Time to Spare m ultiple-choice w ords related to free m odals 8c sem i-m odals (1) m ultiple-choice

p 9 5 -1 0 6 questions, reading

around th e gap

pred icting fro m pictures

short texts, m ultiple- choice questions, checking similar w ords

te ch n o lo g y-re late d

w ords

en te rta in m e n t-re la te d words

passive voice: tenses, by 8c with

re p o rte d speech: statem ents

m ultiple-choice questions, choosing th e best op tio n

e d u ca tio n -rela ted words

b o d y -re la te d words

causative

adjectives, adverbs, so 8c such

m ultiple-choice questions (pictures), listening again gap-fill, co m p leting

in form atio n

tru e /fals e, thinking

a b o u t th e speakers

m ultiple-choice questions (pictures),

Speaking V ocab ulary G ra m m a r W riting V ideo

talking a b o u t family, describing photos,

em ail, using abbreviations, including all th e in form atio n, inviting, asking

fo r a reply, w ritin g a b o u t special events

O n e W om an's Choice

talking a b o u t fo o d & restaurants,

describing photos, using differen t

adjectives, using adjectives

w o rd fo rm ation used to & w ould, be

used to & g e t used to

review, orderin g adjectives,

m aking your w ritin g in teresting , reco m m end ing , adjectives fo r fo o d &

restaurants

G reek Olives

talking a b o u t th e environ m en t, listening

to instructions, op en ing discussions

prepositions, read ing a

m u ltip le choice

te x t first

frien dly openings & endings, useful phrases

Swim m ing with Sharks

relationships, prob lem solving,

considering advan tag es &

disadvantages, giving advice

phrasal verbs tem p orals story (1), thinking o f ideas, organising

a story / ideas, describing p e o p le

Man's Best Friend

talking a b o u t hom es, ge n eral

Living in Venice

talking ab o u t sport, decision m aking,

giving opinions, ag reeing & disagreeing

asking if so m eone agrees, giving your

opinions

w o rd fo rm ation second co nd ition al, if sentence transform ation (1), clauses o f

purpose, tran sfo rm ing sentences

decision m aking, ta lk in g a b o u t all th e m odals (2) w ritin g th e co rrect am o u n t, w riting a A dventurers

talking a b o u t technology, decision prepositions th e passive voice:

m odal verbs talking ab ou t e n tertain m en t, describing phrasal verbs re p o rte d speech:

photos, talkin g a b o u t a ph o to , describing questions,

M ars Rovers

Steel Drums

talking a b o u t school and education,

decision m aking, changing opinions,

changing your mind

collocations &

expressions, prepositions

gerunds, infinitives repo rt, re m e m b erin g com m on

errors, checking fo r com m on errors, introducing & closing reports, school facilities and eq uip m ent, after-school activities

T h e Maasai Teacher

talking a b o u t your body, general

conversations, in teracting w ith your

partner, talking a b o u t health and fitness

phrasal verbs com parison o f

adjectives & adverbs

dram atic stories, m aking stories m ore interesting, leaving en ou gh tim e, relationships

T h e M em o ry

M an

Introduction to Close-up

Introduction to Close-up

W e lc o m e t o C lo s e -u p S e c o n d E d itio n , an e x c itin g p re -in te rm e d ia te c o u rs e w h ic h b rin g s E nglish t o life th ro u g h

s p e c ta c u la r N a tio n a l G e o g r a p h ic p h o to g r a p h y a n d fa c ts c a re fu lly s e le c te d t o a p p e a l t o th e in q u is itiv e m in d s

o f s tu d e n ts

C o u rs e C o m p o n e n ts

C lo se-u p B1 S tu d e n t's B oo k w ith o n lin e s tu d e n t z o n e

T h e S tu d e n t's B o o k is d iv id e d in to tw e lv e to p ic -b a s e d u n its Each u n it s ta rts w ith a s tu n n in g p h o to g r a p h lin k e d

t o th e th e m e o f th e u n it a n d a s u m m a ry o f th e c o n te n ts o f th e u n it T h e re are fiv e tw o -p a g e lessons in each u n it

c o v e rin g re a d in g , v o c a b u la ry , g ra m m a r, lis te n in g & s p e a k in g a n d w ritin g T h e u n it e n d s w ith a v id e o p a g e to

a c c o m p a n y th e N a tio n a l G e o g ra p h ic v id e o c lip s fo u n d o n th e o n lin e s tu d e n t z o n e T h e v id e o c lip s are d e s ig n e d to

e x p a n d s tu d e n ts ' k n o w le d g e o f th e w o rld th e y live in, a n d th e ta sks in th e S tu d e n t's B o o k a id c o m p re h e n s io n a n d

fu r th e r d iscu ssio n o f th e to p ic

Each u n it also contains:

• tasks th a t a c tiv e ly d e v e lo p s tu d e n ts ' re a d in g , lis te n in g , s p e a k in g a n d w ritin g skills

• E xam C lo s e -u p b o x e s a n d E xam Tasks th a t p ro v id e s te p -b y -s te p a d v ic e a n d s tra te g ie s fo r h o w t o b e s t a p p ro a c h

e xa m tasks a n d have th e o p p o r tu n ity t o p u t th e a d v ic e in to p ra c tic e

• U se fu l E xp re ssio ns b o x e s in th e s p e a k in g & w r itin g s e c tio n s th a t p ro v id e s tu d e n ts w ith a p p ro p ria te la n g u a g e

w h e n d o in g c o m m u n ic a tiv e tasks

• p le n ty o f o p p o r tu n ity fo r d is c u s s io n o f th e to p ic s in th e Id e a s F ocus s e c tio n s

C lo s e -u p B1 S tu d e n t's B o o k also c o n ta in s six re vie w s, o n e a fte r e v e ry tw o u n its, w h ic h c o n s o lid a te th e v o c a b u la ry

a n d g ra m m a r ta u g h t w ith in th o s e units

A t th e b a c k o f th e S tu d e n t's B o o k , th e re is a w e a lth o f re fe re n c e m a te ria l T h e G ra m m a r R e fe re n c e a n d Irre g u la r

V erbs List s u p p o rt th e G ra m m a r Focus w ith in e ach u n it T h e W ritin g R e fe re n c e p ro v id e s a s u m m a ry o f th e im p o rta n t

p o in ts t o re m e m b e r fo r ea ch g e n re o f w r itin g as w e ll as a c h e c k list T h e re is also a S p e a k in g R e fe re n ce , b rin g in g th e

U se fu l E xp re ssio ns p re s e n te d th r o u g h o u t th e c o u rs e to g e t h e r in o n e p la c e In a d d itio n , th e c o llo c a tio n s , expressions,

p re p o s itio n s a n d p h ra sa l v e rb s a c tiv e ly ta u g h t in th e S tu d e n t's B o o k are also lis te d fo r easy re fe re n c e

T h e o n lin e s tu d e n t zo n e in c lu d e s th e S tu d e n t's B o o k a u d io a n d v id e o , a n d th e W o rk b o o k a u d io a v a ila b le

t o d o w n lo a d

C lo se-u p B1 W o rk b o o k

T h e W o rk b o o k a c c o m p a n ie s C lo s e -u p B1 S tu d e n t's B o o k Like th e S tu d e n t's B o o k , it is d iv id e d in to tw e lv e u n its

a n d six review s Each u n it c o n sists o f re a d in g , v o c a b u la ry , g ra m m a r, lis te n in g , Use y o u r E nglish a n d w ritin g T h e

re vie w s in c lu d e m u ltip le -c h o ic e g ra m m a r a n d v o c a b u la ry ite m s T h e a u d io o n th e o n lin e s tu d e n t zo n e c o n ta in s th e

re c o rd in g s fo r use w ith th e lis te n in g tasks

T h e W o rk b o o k 's c le a r a n d s im p le fo r m a t m e a n s th a t it can b e u se d a t h o m e as w e ll as in class T h e W o rk b o o k is

a v a ila b le w ith o r w ith o u t th e O n lin e W o rk b o o k

C lo se-u p B1 Teacher's B ook

C lo s e -u p B1 Teacher's B o o k p ro v id e s c le a r lesson p la n s w ith d e ta ile d in s tru c tio n s a n d tip s f o r te a c h e rs o n h o w to

m a ke th e b e s t o f th e m a te ria l in th e S tu d e n t's B o o k T h e ke y t o all ta sks in th e S tu d e n t's B o o k a n d W o rk b o o k are

in c lu d e d , a lo n g w ith th e S tu d e n t's B o o k tra n s c rip ts w ith ju s tific a tio n f o r th e a n sw e rs t o th e lis te n in g tasks u n d e rlin e d

C lo se-u p B1 o n lin e te a c h e r zo n e

T h e o n lin e te a c h e r z o n e c o n ta in s a c o m p re h e n s iv e te s tin g p a c k a g e in p rin ta b le PDF fo r m a t T h e m u ltip le -c h o ic e

quizzes, o n e fo r each u n it o f C lo s e -u p B1 S tu d e n t's B o o k , fo c u s o n th e ke y v o c a b u la ry a n d g ra m m a r ite m s p re s e n te d

in th e u n it P rogress Tests, o n e fo r use a fte r e v e ry tw o u n its o f C lo s e -u p B1 S tu d e n t's B o o k , in c lu d e a re a d in g

c o m p re h e n s io n ta s k , a w ritin g ta s k as w e ll as v o c a b u la ry a n d g ra m m a r tasks T h e re is also a M id -Y e a r T est (U n its

1-6) a n d an E n d -o f-Y e a r Test (U n its 7 -12) th a t p ro v id e a w r itte n te s t c o v e rin g re a d in g c o m p re h e n s io n a n d w ritin g ,

as w e ll as a lis te n in g te s t T h e re is a s e c tio n o f p h o to c o p ia b le v o c a b u la ry a n d g ra m m a r ta sks w h ic h can b e used

w ith s tu d e n ts w h o fin is h e a rly in class, as a w a y o f re v is in g p r io r t o a te s t, o r as e x tra p ra c tic e o f th e v o c a b u la ry and

g ra m m a r A ll keys t o th e s e te s ts a re in c lu d e d

The Close-up B1 o n lin e te a c h e r z o n e also in c lu d e s th e S tu d e n t's B o o k a u d io a n d v id e o a lo n g w ith th e W o rk b o o k

audio and tra n s c rip ts , p lu s th e W o rk b o o k tra n s c rip ts w ith ju s tific a tio n fo r th e a n sw e rs t o th e lis te n in g tasks

underlined In a d d itio n , th e re is a S tu d e n t's R e co rd d o c u m e n t, w h ic h can b e p rin te d fo r e ach s tu d e n t, w h e re te s t results can be re c o rd e d

Close-up B1 In te ra c tiv e W h ite b o a rd S o ftw a re is d o w n lo a d a b le fro m th e o n lin e te a c h e r zo n e

Close-up B1 In te ra c tiv e W h ite b o a rd S o ftw a re in c lu d e s c o n te n t fr o m th e S tu d e n t's B o o k , p lu s th e a u d io a n d v id e o

The Interactive W h ite b o a rd has e a s y -to -n a v ig a te , in te ra c tiv e ta sks, w o rd d e fin itio n fu n c tio n s , g ra m m a r a n im a tio n a n d

a series o f g am es fo r fu r th e r p ra c tic e

Justification fo r re a d in g c o m p re h e n s io n a n d lis te n in g ta sks is a v a ila b le a t th e to u c h o f a b u tto n , as is th e ke y t o all

tasks C lose-up B1 In te ra c tiv e W h ite b o a rd S o ftw a re also c o n ta in s th e C o n te n t C re a tio n T o o l, w h ic h a llo w s te a c h e rs

to create th e ir o w n in te ra c tiv e ta sks t o use in class, a n d is c o m p a tib le w ith a n y in te ra c tiv e w h ite b o a r d h a rd w a re

1 Family Ties

Reading: tru e /fa ls e , re a d in g th e e x a m q u estio n first

Vocabulary: fa m ily -re la te d w o rd s, co llo catio n s & expressions

G ram m ar: p re s e n t sim p le, p re s e n t co ntinuous, stative verbs, c o u n ta b le &

u n c o u n ta b le nouns, q u an tifiers Listening: m u ltip le -c h o ic e q u estio n s (pictures), id e n tify in g d ifferen ces

Speaking: ta lk in g a b o u t fam ily, d e s c rib in g p h o to s , d escrib in g in d e ta il

W riting: e m a il, using a b b re v ia tio n s , including all th e in fo rm a tio n , inviting,

asking fo r a reply, w ritin g a b o u t special events

A sk s tu d e n ts to lo o k at th e title o f th e u n it and to

explain w h a t it means (the rela tio n sh ip s b e tw e e n p e o p le

in th e same fam ily).

Ask th e m w hich o th e r w ords th e y know th a t can mean

ties in this c o n te x t (relationships, bonds, connections).

Ask s tu d e n ts to te ll th e rest o f th e class a b o u t a relation

th a t th e y have a stro n g b o n d w ith and a n o th e r th a t th e y

d o n 't g e t on so w ell w ith

Ask s tu d e n ts to lo o k a t th e p ic tu re and th e c a p tio n

and ask th e m to say h o w a p p ro p ria te th e c a p tio n is

fo r th e p ictu re If th e y have tro u b le answ ering th e

q uestion, ask th e m w h a t th e p ic tu re shows (three

d iffe re n t hands w hich b e lo n g to p e o p le o f d iffe re n t ages

- a child's hand, a y o u n g a d u lt's h a n d a n d an e ld e rly

person's hand).

Ask th e m to d e scrib e h o w and w h y p e o p le 's hands

change as th e y g e t o ld e r and w h a t a person's hand can

reveal a b o u t him o r her

Ask students to lo o k a t th e p h o to s on th e rig h t-h a n d

side o f th e p age and te ll th e m to im a g in e th a t th e y are

all fro m a fam ily album A sk stu d e n ts to say h o w th e

p e o p le m ig h t be related

Ask stu d e n ts to read th e in stru ctio n s in A and check th a t

th e y u n d erstand w h a t th e y have to d o Rem ind s tu d e n ts

th a t you w ill g ive th e m e xa ctly o n e m in u te to w rite d o w n

as m any w o rd s as th e y can th in k o f th a t d e scrib e fa m ily

m em bers Tell th e m w hen to s ta rt and s to p w ritin g

Ask students to com pare th e ir lists w ith a partner Then

ask a s tu d e n t to com e up to th e b oard to w rite d o w n all

th e w ords th e o th e r students call out

C o rre c t sp e llin g and p u n c tu a tio n w here necessary G ive

s tu d e n ts tim e to c o p y d o w n th e w o rd s fro m th e b o a rd

th e y d id n 't include in th e ir ow n lists

Suggested answers

m um , mum m y, m other, d a d , daddy, father, son,

daughter, gran, granny, gra n d m a, g ra n d m o th e r,

g ra n d a d , g ra n d p a , g ra n d fa th e r, g re a t-g ra n d m o th e r,

g re a t-g ra n d fa th e r, cousin, uncle, aunt, nephew , niece,

s te p -m o th e r/fa th e r/b ro th e r/s is te r, m o th e r/fa th e r/

b ro th e r/siste r-in-la w

E licit fro m stu d e n ts th a t by lo o k in g a t o ld fa m ily

p h o to s w e can learn a b o u t o u r fam ily's history Ask

s tu d e n ts to read th e title o f th e reading passage (M e e t

th e ancestors) and ask th e m w h o o u r ancestors are

A llo w th e m to read th e d e fin itio n in th e W o rd Focus

if necessary

A sk s tu d e n ts to read th e in stru ctio n s in В and check that

th e y u n d e rsta n d w h a t th e y have to d o G ive th e m tim e

to w rite d o w n th e ir answers and to check th e m w ith

a partner

B efore s tu d e n ts read th e te x t, ask tw o o r th re e students

to nam e a w ay th a t th e y have listed

A sk s tu d e n ts to skim read th e te x t to fin d any relevant

in fo rm a tio n Explain th a t th e y d o n 't have to read

in d e ta il th is tim e rou n d as th e y w ill have a n o th e r

o p p o rtu n ity to read th e te x t la te r on

O n ce you have discussed th e ways m e n tio n e d in th e

te x t, ask s tu d e n ts if th e ir answers w ere th e same o r

n o t A llo w th e m to discuss th e d iffe re n t ways th e y have m e n tio n e d

Answers

D N A te s t, liste n in g to fa m ily stories to ld by o th e r

fa m ily m e m bers, g e nealogy, asking y o u r relatives

a b o u t y o u r ancestors and m aking a record o f th e m and a fa m ily tre e , lo o k in g in o ld new spapers and

p u b lic records, lo o k in g on th e In te rn e t

Teaching Tip

E ncourage s tu d e n ts to d ra w on th e ir ow n exp e rie n ce

w h e n c o m p le tin g B A llo w th e m tim e to discuss h o w they have le a rn t a b o u t th e ir ow n ancestors G ive th e m th e

o p p o rtu n ity to te ll th e class fu n n y stories o r im p o rta n t

in fo rm a tio n a b o u t th e ir ancestors

A sk s tu d e n ts to read th e in stru ctio n s and th e o p tio n s

A -С Explain th a t each o f th e o p tio n s links to th re e o f

th e fo u r sections m arked in th e te x t

A sk s tu d e n ts to read th e te x t again and to m atch

h eadings A , В o r С to th e c o rre c t sections n u m b e red 1-4

A sk s tu d e n ts to d o th e task individually, b u t check answ ers as a class

G2В ЗА 4C Answers +

Word Focus

• Ask students to look at th e w o rd s in red in th e te x t and

to read the sentences th e y are fo u n d in again Remind

■ students that when th e y d o n 't know th e m eaning o f

a word, they should look carefully a t th e sentence it is

f found in to try to w ork o u t its m eaning fro m th e c o n te x t it

is in Ask students to w ork in pairs to d e cid e w h a t each o f

the words mean

• Ask students to read th e W o rd Focus b o x to co m p a re

their answers w ith th e d e fin itio n s given

Draw students' a tte n tio n to th e Exam C lose-up b o x and

tell them th a t these boxes are used th ro u g h o u t th e b o o k

to give them tips a b o u t how to d o specific tasks

Tell students to read th e b o x and th e n ask a s tu d e n t to

explain what it says in his o r her ow n w o rd s to th e rest

of the class Explain th a t th e y have already read th ro u g h

the text twice, so th e y can now g o on to th e task

Ask students to read th e instructions, q u e stio n s 1 -1 0 in

the Exam Task b o x and th e ir o p tio n s T (True) o r F (False)

Explain anything th e stu d e n ts d o n 't und e rsta n d

Explain to students th a t th e y should try to u n d e rlin e th e

parts o f the te x t M e e t th e ancestors th a t re fe r to each

of the questions P oint o u t th a t th e Exam Task q u e stio n s

follow the same o rd e r as th e te x t

Ask students to d o th e task individually, b u t check

Extra class a c tiv ity

• If time allows, ask students to m ake th e ir ow n fa m ily tre e

about their own fam ilies

• Explain to students th a t this a c tiv ity in tro d u ce s th e m to

new vocabulary fro m th e re a d in g te x t

• Ask students to look a t th e w o rd s in b o ld and to

I scan the te x t again to fin d th e u n d e rlin e d w ords Ask

[ them to say each o f th e w o rd s a fte r you C o rre c t th e ir

I pronunciation w here necessary

• Remind them th a t th e y should always try to w o rk o u t th e

meaning o f a w o rd fro m th e c o n te x t it is in and ask th e m

to read the sentences each w o rd is in

• Ask students to read th e in stru ctio n s and check th a t th e y

understand w hat th e y have to do

• Ask students to d o th e task individually, b u t check

E ncourage s tu d e n ts to reco rd new vo ca b u la ry in th e ir

v o ca b u la ry n o te b o o k s Explain th a t a t th is level, it is best

to reco rd th e m eanings o f w o rd s in English ra th e r than tra n s la tin g th e m in to th e ir ow n language If tim e allows, ask s tu d e n ts to w rite a sentence o f th e ir ow n w ith each

o f th e w o rd s in b o ld in F Ask each s tu d e n t to read o u t one o f th e ir sentences and check th a t th e y have used th e

• G o ro u n d th e class m o n ito rin g s tu d e n ts to m ake sure

th e y are carrying o u t th e task p ro p e rly D o n 't c o rre c t any

m istakes you hear a t th is stage, b u t m ake a n o te o f any

m istakes in stru c tu re and p ro n u n cia tio n

• A sk each p a ir to g ive th e ir o p in io n s on one o f th e

qu e stio n s and re p e a t until each p a ir has had a tu rn

• W rite any stru ctu ra l m istakes th a t s tu d e n ts m ade on

th e b o a rd w ith o u t saying w h o m ade th e m , and ask stu d e n ts to c o rre c t th e m Deal w ith any p ro b le m s in

p ro n u n c ia tio n th a t cam e up

M o C A V ? L \ \ A r \ \

A sk s tu d e n ts to read th e in stru ctio n s and check th a t th e y

u n d e rsta n d w h a t th e y have to do

Explain to s tu d e n ts th a t th e y should read sentences

1 -6 and th e ir m eanings a - f q u ickly b e fo re w ritin g any answers

Ask s tu d e n ts to read th e in stru ctio n s and check th a t th e y

un d e rsta n d w h a t th e y have to d o Explain to stu d e n ts

th a t th e w o rd s are sim ilar in som e way, b u t th a t only tw o

o f th e th re e are n e e d e d to c o m p le te th e sentences

Family Ties

• Ask stu d e n ts to d o th e task individually, b u t check

answers as a class

• W hen answers have been checked, ask s tu d e n ts to w rite

sentences o f th e ir ow n w ith th e w o rd s th a t w e re n 't used

in th e task

2 b u ild , o v e rw e ig h t 7 e asy-going, scruffy

3 b lo n d e , s tra ig h t 8 reliable, clever

4 elderly, m id d le -a g e d

5 generous,

ha rd -w o rkin g

С

• Tell stu d e n ts to lo o k a t th e p ic tu re and to say w h a t

th e y can see Ask th e m w h a t it m ig h t te ll us a b o u t

relationships b e tw e e n elephants

• Say each o f th e w o rd s in th e y e llo w w o rd b a n k to th e

s tu d e n ts and ask th e m to re p e a t th e m a fte r you C o rre c t

th e ir p ro n u n c ia tio n w h e re necessary

• A sk stu d e n ts to skim th ro u g h th e te x t to fin d o u t how

th e p h o to is related to th e te x t (It shows th e s tro n g b o n d

th a t exists b e tw e e n elephants.) Tell stu d e n ts th a t th e y

should read th e te x t fro m s ta rt to finish w ith o u t fillin g in

any o f th e w ords b e fo re th e y d o th e task

• Ask stu d e n ts to d o th e task individually, b u t check

• Explain to stu d e n ts th a t th e y are g o in g to answ er som e

questions a b o u t th e fam ily

• Ask th e m to read th e questions Teach any new w o rd s

th a t stu d e n ts have n o t le a rn t yet

• Ask stu d e n ts to w o rk in pairs to answ er th e q u estions

and e n co u ra g e th e m to use th e ir ow n e x p e rie n c e to

help th e m s u p p o rt th e ir o p inions

• M o n ito r s tu d e n ts to m ake sure th e y are d o in g th e task

c o rre c tly and m ake n o te s fo r e rro r co rre c tio n

• A sk a p a ir to share th e ir ideas and e n co u ra g e

• W rite th e fo llo w in g sentences on th e board and ask

stu d e n ts w h a t th e verbs are Then ask th e m w h a t tenses have been used and how th e y d iffe r in m eaning

- G randpa always sits near th e w in d o w , (sits; Present

Sim ple; This sentence talks a b o u t a h a b it)

- G ra n d p a is s ittin g near th e w in d o w , (is s ittin g ; Present C o n tin uo u s; This sentence talks a b o u t

s o m e th in g th a t is h a p p e n in g now.)

• Revise th e a ffirm a tive , n egative, q u e s tio n fo rm s and

s h o rt answers o f th e se tw o tenses w ith th e class

• A sk s tu d e n ts to read sentences 1 -4 and a -d quickly

M ake sure s tu d e n ts u n d e rsta n d th a t a -d re fe r to th e reasons w h y w e use th e Present Sim ple

• Ask s tu d e n ts to read sentence 1 again and to fin d its use in a -d and to w rite th e answ er in th e b o x p rovided

C heck th e y have th e c o rre c t answ er b e fo re th e y d o the rest o f th e task

• Ask s tu d e n ts to d o th e task individually, b u t check answers as a class

Answers щ

1c 2 b 3d 4a

• A sk s tu d e n ts to lo o k back at sentence 4 in A W rite

th e w o rd always on th e b o a rd and ask th e m w here it

w o u ld g o in th is sentence (The English always d rin k a lot

o f tea.).

• Explain to s tu d e n ts th a t always is an a d ve rb o f frequency

and e lic it th e o th e r adverbs o f fre q u e n c y (usually, often,

som etim es, never).

• Read th e in fo rm a tio n in Be careful! to th e students Then

w rite th e fo llo w in g sentences on th e bo a rd Ask them

to w rite th e m in th e ir n o te b o o k s using an a d ve rb o f fre q u e n c y to m ake th e m tru e a b o u t them selves and/or

• Ask s tu d e n ts to read sentences 1 -5 and a -e quickly

M ake sure s tu d e n ts u n d e rsta n d th a t a -e re fe r to th e reasons w h y w e use th e Present C ontinuous

• A sk s tu d e n ts to read sentence 1 again and to fin d its use in a -e They should th e n w rite th e answ er in th e box

p ro v id e d C heck th e y have th e c o rre c t answ er before

th e y d o th e rest o f th e task

• Ask s tu d e n ts to d o th e task individually, b u t check answers as a class

Answers +

1d 2c 3b 4a 5e

Ask students to read th e instructions and elicit th a t stative

verbs are verbs w e use only in th e sim ple tenses

Ask students to read th e sentences and u n d e rlin e

the verbs

1 hates 2 understands 3 sm ell 4 ow ns

• Ask students to read th ro u g h th e rule and fill in th e

missing word

+

Teaching T ip

You could expand this task by w ritin g th e fo llo w in g verbs

in a jumbled o rd e r on th e b o a rd and asking s tu d e n ts

what kind o f verb each one is (e.g e m o tio n , sta te o f m in d

or possession).

dislike, like, hate, love, p re fe r appear, believe, fo rg e t, ho p e , realise, seem , th in k , u n d e rsta n d

b e lo n g to , have, ow n, possess

Emotions:

States o f th e m in d :

Possession:

Ask students to read th e in stru ctio n s and th e n to discuss

the tw o sentences in pairs

Check the answer as a class

Answer #

a The verb th in k here means belie ve o r have an

opinion a b o u t s o m e th in g ,

b The verb th in k here means consider.

Now read the G ram m ar R eference on pa g e s 1 6 1 -1 6 2

(1.1-1.4) with y o u r students.

Ask students to read th e in stru ctio n s and check th a t th e y

understand w h a t th e y have to d o E licit th a t all verbs are

either stative verbs o r verbs th a t can be b o th sta tive and

action verbs

Ask students to read sentences 1 -8 w ith o u t ch oosing

an answer Encourage th e m to th in k a b o u t th e g eneral

meaning o f each sentence so th a t th e y kn o w w hich

answer m ig h t fit, in te rm s o f m eaning A lso te ll th e m

to underline any adverbs o f fre q u e n c y and tim e

expressions and to th in k a b o u t w hich tenses th e y are

usually used w ith

Ask students to d o th e task individually, b u t check

answers as a class

Ask s tu d e n ts to lo o k a t th e p h o to and say w h o th e girls

may be and h o w th e y m ig h t be re la te d (sisters, cousins)

Ask th e m to ju s tify th e ir answers

Ask s tu d e n ts to read th e te x t fro m s ta rt to finish w ith o u t fillin g in any answers Ask th e m th e que stio n s b e lo w

a b o u t th e te x t

- W h o are Katy and Sandy? (The w rite r's/n a rra to r's

tw in sisters.)

- W h a t tric k s d o th e y play? (They change clothes to

confuse th e o th e rs in th e ir fam ily.)

- W h a t d o e s Katy like th a t Sandy d o e sn 't? (reading)

Rem ind s tu d e n ts to pay a tte n tio n to w h e th e r verbs are sta tive o r a ctio n , as w e ll as to any adverbs o f fre q u e n cy and tim e expressions used in th e te x t A sk stu d e n ts to

d o th e task individually, b u t check answers as a class

W rite how?, w h e re ? and who? on th e b o a rd and ask

s tu d e n ts to glance at th e sets o f pictu re s in A to d e cid e

w hich q u e s tio n w o rd s m ig h t g o w ith each set o f pictures

(1 h o w 2 w here 3 who).

Ask s tu d e n ts to read th e in stru ctio n s and check th a t th e y

un d e rsta n d w h a t th e y have to d o E licit fro m students

2 b car park

2c library 3a o ld w om an

3 b m id d le -a g e d w om an 3c m id d le -a g e d man

A sk s tu d e n ts to read th e in stru ctio n s and check th a t

th e y u n d e rsta n d th a t th e y w ill be answ ering questions

1 -3 in task В using th e th re e sets o f p ictu re s A, В and

С in task A , th e y have ju s t discussed P oint o u t th a t th e conversations w ill fo llo w th e o rd e r o f th e questions, how ever, and n o t th e o rd e r o f th e pictures

Family Ties

Play th e re co rd in g o nce all th e w ay th ro u g h and ask

stu d e n ts to w rite th e ir answers Then ask s tu d e n ts to

discuss th e ir answers w ith a p a rtn e r and to ju s tify any

answers th a t are d iffe re n t

Play th e re co rd in g again and ask s tu d e n ts to check th e ir

answers and to w rite any m issing answers

C heck th e answers as a class and ask s tu d e n ts to ju s tify

th e ir answers

Answers

1 b (in th e car park) 2a (her g ra n d m o th e r)

3a (practising th e violin)

A sk stu d e n ts to read th e in fo rm a tio n in th e Exam Close-

up b ox Tell th e m to lo o k a t th e Exam Task quickly

R emind th e m th a t it is im p o rta n t to stu d y each p ic tu re

b e fo re th e y listen to th e re co rd in g This means th a t th e y

w ill be b e tte r p re p a re d to answ er th e q u e stio n s in th e

Exam Task.

Ask s tu d e n ts to read th e in stru ctio n s and m ake sure th e y

u n d erstand w h a t th e y have to d o A sk s tu d e n ts how

th e y should m ark th e ir answers (by c irclin g th e c o rre c t

le tte r A , В o r C, in th e c o rre s p o n d in g picture).

G ive stu d e n ts tim e to s tu d y th e six sets o f p ictu re s and

answer any questions th e y may have a b o u t th e m Ask

th e m to make notes a b o u t th e d ifferences, sim ila ritie s o r

connections b e tw e e n th e pictures

Play th e a u d io fo r th e firs t q u e s tio n and th e n ask

stu d e n ts to w rite th e ir answ er d o w n b e fo re p la yin g it

again to check th e answ er w ith th e class Ask stu d e n ts

to ju s tify th e c o rre c t answ er b e fo re p la yin g th e rest o f

th e re co rd in g

Play th e re co rd in g on ce all th e w ay th ro u g h , pausing if

necessary, and ask s tu d e n ts to m ark th e ir answers Then

ask stu d e n ts to discuss th e ir answers w ith a p a rtn e r and

to ju s tify any answers th e y have th a t are d iffe re n t

C heck th e answers as a class and ask s tu d e n ts to ju s tify

Tell stu d e n ts to read th e tw o q u e stio n s and answ er any

queries th e y may have a b o u t th e m

A sk s tu d e n ts to w o rk in pairs and to ta ke it in tu rn s to

answ er th e q u e stio n s a b o u t them selves

G o rou n d th e class m o n ito rin g stu d e n ts to m ake sure

th e y are carrying o u t th e task properly D o n 't c o rre c t any

m istakes a t th is stage, b u t m ake a n o te o f any m istakes

in s tru ctu re and p ro n u n cia tio n

A sk each s tu d e n t to answ er o n e o f th e q u estions and

re p e a t until th e y have all had a tu rn

W rite any stru ctu ra l m istakes th a t s tu d e n ts m ade on

th e b o a rd w ith o u t saying w h o m ade th e m , and ask

s tu d e n ts to c o rre c t th e m Deal w ith any p ro b le m s in

p ro n u n c ia tio n th a t cam e up

В

Ask s tu d e n ts to read th e in stru ctio n s and m ake sure they

un d e rsta n d w h a t th e y have to d o Ask s tu d e n ts to d o th e task on th e ir ow n and th e n to check th e ir answers w ith a partner

Answers

Useful Expressions

• Read th e Useful Expressions to th e s tu d e n ts and explain

th a t w e use th e se structures in o rd e r to d e scrib e people

o r say w h a t th e y are d o in g

• If you have tim e , you co u ld ask s tu d e n ts to w rite full sentences using tw o o r th re e o f th e structures here

a b o u t th e p e o p le in th e p ictu re s in th e Exam Task.

Say all o f th e w o rd s in th e ye llo w w o rd b a n k to th e

s tu d e n ts and ask th e m to re p e a t th e m a fte r you Correct

th e ir p ro n u n c ia tio n w h e re necessary

A sk s tu d e n ts to read th e in stru ctio n s and check th a t they

u n d e rsta n d w h a t th e y have to do

A sk s tu d e n ts to read sentences 1 -7 w ith o u t fillin g in

th e gaps E ncourage th e m to th in k a b o u t th e general

m ea n in g o f each sentence so th a t th e y kn o w w hich word fro m th e w o rd b a n k m ig h t fit, in te rm s o f m eaning.Ask s tu d e n ts to d o th e task individually, b u t check answers as a class

a m o m e n t b e fo re speaking (so th a t th e p e rso n listening

un d e rsta n d s th e ir ideas b e tte r).

Tell s tu d e n ts h o w th e kind o f d e ta ils th e y g ive in th e ir answers w ill a llo w th e m to e xp a n d th e ir answers

Rem ind s tu d e n ts th a t th e y should de scrib e th e p e o p le and a ctivitie s th a t th e y see in p h o to g ra p h s as fu lly as possible They can use adjectives to d e scrib e p e o p le and th in g s , e.g w h a t th e y are w e a rin g , th e ir personality, etc

S tu d e n ts sh o u ld also use p re p o s itio n s to say w here

th in g s are in th e p h o to g ra p h

ЕStudents' own answers Answers +

Ideas F o c u s

• Tell students to read th e que stio n s q u ickly and deal w ith

any queries they may have

• Ask students to w o rk in pairs and to ta k e it in tu rn s to

answer the questions

• Go round th e class m o n ito rin g s tu d e n ts to m ake sure

I they are carrying o u t th e task pro p e rly D o n 't c o rre c t any

mistakes at this stage, b u t m ake a n o te o f any m istakes

in structure and p ro n u n cia tio n

• Ask each student to answ er o n e q u e s tio n until each pair

has had a turn

• Write any structural m istakes th a t s tu d e n ts m a d e on

the board w ith o u t saying w h o m ade th e m , and ask

students to correct th e m Deal w ith any p ro b le m s in

pronunciation th a t came up

Write make an excuse and have an excuse on th e b oard

and ask students w h a t th e d iffe re n c e b e tw e e n th e tw o is

(make an excuse is to explain th e reason fo r an in c o rre c t

action, whereas have an excuse is to have a g o o d reason

for an incorrect action) Explain to s tu d e n ts th a t these

expressions are co llo ca tio n s and th a t in English th e re

are many expressions like these and th a t th e y should

always try to pay a tte n tio n to w hich w o rd s can be used

with other w ords naturally in English P o in t o u t th a t p a y

attention is a nother c o llo c a tio n Tell s tu d e n ts th a t m ake

and have are verbs, w hereas excuse is a c o u n ta b le noun

Explain th a t th e y are g o in g to lo o k a t co llo c a tio n s w ith

certain verbs th a t can g o w ith nouns, o th e r verbs and

prepositions + nouns o r verbs

Ask students to read th e in stru ctio n s and m ake sure th e y

understand they have to use each v e rb o n ly once

Ask students to d o th e task in d iv id u a lly and th e n

compare th e ir answers w ith a partner C heck answers as

Ask students to read th ro u g h all th e s e n te n ce s 1 -1 0

before fillin g in any answ ers so th a t th e y u n d e rs ta n d

the meaning o f each s e n te n ce Tell th e m to lo o k at

the verb in b o ld th a t com es b e fo re each g a p , so th e y

4 a c o m p lim e n t 9 a visit

A sk s tu d e n ts w h a t happens a t tra d itio n a l w e d d in g s

in th e ir country Encourage th e m to discuss how long

w e d d in g s last, w h a t th e c o u p le wears, w h a t th e y e a t at

th e re c e p tio n and any o th e r in te re s tin g events th a t take place If s tu d e n ts are in te re s te d , you co u ld e n courage

th e m to discuss any unusual w e d d in g s th e y have been to

o r if th e y have been a t a w e d d in g th a t fo llo w e d d iffe re n t custom s to th e ones th e y are used to in th e ir country.Ask s tu d e n ts to lo o k a t th e p h o to and ask th e m to

de scrib e w h a t is h a p p e n in g Ask s tu d e n ts to read th ro u g h all th e sentences befo re fillin g in any answers so th a t th e y understand th e

g e ttin g a d ivorce 6 ke e p a secret

ha ve /sym p a th y 8 g e ttin g m arried

fall in love 10 p a id /a c o m p lim e n t

Ideas Focus

Tell s tu d e n ts to read th e q u estions q u ickly and deal w ith any q ueries th e y m ay have

A sk s tu d e n ts to w o rk in pairs and to ta ke it in tu rn s to answ er th e questions

G o ro u n d th e class m o n ito rin g s tu d e n ts to m ake sure

th e y are carrying o u t th e task properly

A sk each s tu d e n t to answ er o n e q u e stio n until each pair has had a tu rn

W rite any m istakes th a t stu d e n ts m ake on th e boa rd

w ith o u t saying w h o m a d e th e m , and ask stu d e n ts to

co rre c t th e m Deal w ith any p ro b le m s in p ro n u n cia tio n

Family Ties

• Ask th e m how th e p ic tu re makes th e m fe e l and why

W rite th e nouns rela tio n sh ip , love, g ra n d fa th e r and

gra n d so n (or th e fa m ily w o rd s th e s tu d e n ts used fo r th e

o ld man a n d baby) on th e bo a rd A sk th e m w hich w o rd

d o e s n 't have a plural fo rm in th is c o n te x t (love).

• Ask stu d e n ts to read th e in stru ctio n s and m ake sure th e y

u n d erstand w h a t th e y have to do

• A sk stu d e n ts to d o th e task individually, b u t check

answers as a class

Answers 9

1C 2C 3U 4U 5C

В

• Ask students to read th ro u g h b o th rules fro m s ta rt to

finish b e fo re th e y circle any answers E ncourage th e m

to lo o k back at th e ir answers fro m A to help th e m

1 all o f th e hair on her head

2 m any single hairs

D

• Explain to s tu d e n ts th a t th e w o rd s and phrases in th e

ye llo w w o rd b a n k are called q u a n tifie rs and can be

used w ith c o u n ta b le and u n co u n ta b le nouns to express

q u a n tity (how m uch th e re is o r h o w m any th e re are

o f som ething).

• Ask students to read th e instructions Explain th a t

there are certain qu a n tifie rs th a t can only be used w ith

co u ntable nouns, others th a t can only be used w ith

u n countable nouns and others w hich can be used w ith

b o th c o u n ta b le and u n countable nouns

• A sk stu d e n ts to d o th e task individually, b u t check

You co u ld e xpand this task fu rth e r b y asking s tu d e n ts to

w rite sentences o f th e ir ow n using th e q u a n tifie rs in D to

ta lk a b o u t th e ir relatives o r events th a t have h a p p e n e d in

th e ir fa m ily recently

N o w re a d th e G ra m m a r Reference on p a g e 162 (1.5-1.7)

w ith y o u r students.

Be careful! _

• A sk stu d e n ts to read th e in fo rm a tio n in th e Be careful!

b o x and m ake sure th e y u n d e rsta n d it

• Ask th e m to n o te d o w n any plural c o u n ta b le nouns they

kn o w th a t d o n 't e n d in - s (e.g m en, w om en, children,

sheep, fish, m ice, te e th , fe e t) and any u n co u n ta b le

nouns th e y kn o w th a t d o e n d in -s (e.g maths, news,

athletics, aerobics, genetics) Then ask th e m to call them

o u t and m ake a list on th e b o a rd M ake sure th a t in the latter, th e le tte r -s d o e s n 't s ig n ify a plural

• Explain th a t th e w o rd s in th e y e llo w w o rd b a n k are either

c o u n ta b le o r u n c o u n ta b le nouns and th a t th e y should

w rite each w o rd in th e c o rre c t colum n in th e ta b le

• A sk s tu d e n ts to read th e in stru ctio n s and explain th a t

w e can say b o th ‘a c h o c o la te 1 (an in d iv id u a l chocolate

sw eet) and 'som e c h o c o la te 1 (the substance) and 'a

tim e ' (a p a rtic u la r era o r event) and 'any tim e ' (an

a b s tra c t idea).

• A sk s tu d e n ts to w rite th e ir sentences in th e ir notebooks

and th e n ask each s tu d e n t to read o u t o n e o f th e ir sentences A sk th e o th e r s tu d e n ts to say if th e w ords

c h o c o la te and tim e are b e in g used as c o u n ta b le or

u n c o u n ta b le nouns each tim e

_ Suggested answers t

W o u ld you like a c h o co late , Sam? The co ffe e

ones are lovely (C)

I've s to p p e d e a tin g ch o c o la te because I'm

w a tc h in g m y w e ig h t (U)

W e had a g re a t tim e a t th e party (C)

Have you g o t tim e to help me? (U)

^штвтшяшятттшятяввшшшшяяттштшттвявшвттшшятштшяштряявттттттяяттвттттшшшвтттт j

• Explain to students th a t th e y should read each d ia lo g u e

I and try to think o f th e w o rd o r phrase th a t is m issing

I before looking at th e th re e o p tio n s fa, an o r som e)

• Then they should look at th e o p tio n s carefully and pay

I attention to the w ords e ith e r side o f th e gap, especially

I nouns (countable o r uncountable), v e rb fo rm s (singular

I or plural) and quantifiers (used o n ly w ith c o u n ta b le

I nouns, or uncountable nouns o r both).

• Ask students to do th e task individually, b u t check

• Ask students to quickly read th e Learning Focus on using

abbreviations Read th ro u g h th e in fo rm a tio n to g e th e r

I and ask students fo r exam ples o f o th e r a b b re via tio n s

• Ask students to look at th e in stru ctio n s fo r task A and

make sure th a t they understand it

• Ask students to read each sentence carefully and to pay

I attention to the overall m eaning o f th e sentence to see

I how they can re-w rite th e sentences

• Ask students to do th e task individually, b u t check

answers as a class

I look like my m other's side o f th e fam ily, i.e m y

grandmother, my aunt and m y cousins

It's mum's 35th b irth d a y n e xt w eek

Carol lives in th e UAE

Please bring fo o d , e.g fru it, sandw iches o r

hotdogs

I'm seeing Dr A ndrew s a t 4 pm

Mr Jones says lessons s ta rt at 8.45 (in th e

morning)

7 62, Greendale St, London, UK

8 Buses leave at 10.00 am, 11.00 am, 12.00 am,

etc

В

Ask students to read th e in stru ctio n s and th e w ritin g

task in italics and make sure th e y u n d e rsta n d w h a t th e y

have to do

Ask students to do th e task individually, b u t check

answers as a class

Answers

1 I have to w rite an email

2 One o f my relatives w ill read it

3 I am w riting to invite one o f m y relatives to a

special fam ily g e t-to g e th e r

Ф

Explain to s tu d e n ts th a t th e y should always spend tim e analysing a w ritin g task b e fo re th e y actually b e g in w ritin g

E ncourage th e m to u n d e rlin e any key w o rd s as th e y read

th ro u g h w ritin g tasks and explain th a t this w ill help th e m

to m ake sure th e y have u n d e rs to o d exactly w h a t th e y have to d o A lso, e n co u ra g e th e m to keep lo o k in g back

th ro u g h th e w ritin g tasks as th e y w rite , and a fte r th e y have fin ish e d a piece o f w ritin g to m ake sure th e y d o n 't

g o o ff to p ic

Teaching T ip

A sk s tu d e n ts to read th e em ail q u ickly to answ er th e

qu e stio n s below

- W h o has th e w rite r w ritte n to ? (her uncle)

- W h a t fa m ily g e t-to g e th e r is described?

fa p a rty fo r he r dad's 50th b irth d a y )

- W h a t is special a b o u t th e event? (it's a surprise)

A sk s tu d e n ts to read th e in stru ctio n s and m ake sure th e y

H o w are you?

W e 're having a surprise p a rty on Saturday 1 1th A p ril

a t 6 p m because it's D ad's 50th b irth d a y Can you com e?

A ll th e fa m ily are c o m in g , as w e ll as D ad's friends

I h o p e you can co m e to o Let m e know

Love,Rashida

Ask s tu d e n ts to read 1 -8 and answ er any questions th e y

m ig h t have

D o th e firs t o n e to g e th e r as a class and ask th e m

w h e th e r Rashida has d e a lt w ith th e task properly

A sk s tu d e n ts to d o th e task individually, b u t check answers as a class

Answers

S tu d e n ts sh o u ld tic k th e fo llo w in g : 1, 2, 3, 4, 7, 8

+

Explain to s tu d e n ts th a t b e fo re th e y b e g in a piece

o f w ritin g , th e y should plan it carefully A sk th e m to

lo o k back at th e e xa m p le em ail on p a g e 14 and to say

h o w m any p a ragraphs it has (four) Explain th a t each

p a ra g rap h deals w ith separate in fo rm a tio n E licit th a t

th is makes th e w ritin g clearer fo r th e rea d e r to fo llo w

A sk s tu d e n ts to lo o k back at task С and th e

a b b re v ia tio n s th e y u n d e rlin e d

M ake sure s tu d e n ts u n d e rsta n d th a t th e y should match

1 -6 w ith a - f d e p e n d in g on th e in fo rm a tio n in th e email

A sk s tu d e n ts to d o th e task individually, b u t check answers as a class

Family Ties

Answers ф

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

• A sk stu d e n ts to read th e Exam C lose-up b o x and check

th a t th e y u n d erstand w h a t th e y have to d o R em ind

th e m th a t th is em ail is to a frie n d and so it sh o u ld be info rm a l and th e y can use a b b re via tio n s in it

• A sk stu d e n ts to d o th e task individually, b u t check as

a class

Suggested answer ф

Greeting: Hi, Paula,

Paragraph 1 : Ask Paula h o w she is and say w h y you

f are w ritin g

Paragraph 2: G ive d e ta ils a b o u t w hen th e p a rty is,

th e tim e o f th e p a rty and w h e re it w ill ta ke place

Paragraph 3: G ive m o re d e ta ils a b o u t th e p a rty

Paragraph 4 : A sk Paula to re p ly to yo u r in v ita tio n

Signing off: Love, Bob

Useful Expressions

• Read th e Useful Expressions to th e s tu d e n ts and

ask th e m to re p e a t th e m a fte r you C o rre c t th e ir

p ro n u n cia tio n w here necessary

• A sk stu d e n ts to w o rk in pairs and to p ra c tic e in v itin g each o th e r to a special e ve n t using th e w o rd s and

expressions here

• Ask stu d e n ts to read th e in stru ctio n s and check th a t th e y

u n d e rsta n d w h a t th e y have to do

• Ask stu d e n ts to re-read th e Exam C lose-up b o x and th e Exam Task.

• Remind stu d e n ts to u n d e rlin e any in fo rm a tio n in th e Exam Task th a t th e y need to inclu d e in th e ir em ail.

Suggested answer m

G reeting: Hi, Paula,

Paragraph 1 : H o w are you? W e are having a p a rty at

o u r house to c e le b ra te th e end o f th e school year

Paragraph 2: It's on S aturday 1 1th A u g u s t, 6p m

Paragraph 3: I have in v ite d a lo t o f p e o p le fro m o u r

class, in clu d in g Lucy, Sarah and Rebecca

Paragraph 4: Please d o com e! Please can you reply

b y 8th July

Signing off: Love, M ary

1 Оче WbV)/\6y\'$ СМслос

f t e n e r a l N o + e

The National Geographic videos can be used as an

interesting way to introduce your s tu d e n ts to o th e r

cultures They are authentic N ational G e o g ra p h ic videos,

B ed it is not necessary fo r students to unde rsta n d

everything they hear to b e n e fit fro m th e m S om e o f th e

tasks focus on the visual aspects o f th e videos, so stu d e n ts

can concentrate more on w hat th e y see than on w h a t th e y

И к Т Ь е у are also a good way to e n courage y o u r stu d e n ts

to watch TV programmes and film s in English so th a t th e y

can get used to the sound o f th e language T he m ore

students are exposed to English, th e easier it w ill be fo r

them to pick up the language

Background In fo rm a tio n

Нота Salonik is an educated w om an w h o was b o m and

bred in the north-eastern city o f Arusha in Tanzania,

Central-East Africa Arusha is a d e v e lo p e d and rela tive ly

modern city which borders w ith th e regions o f K ilim anjaro

and Mara The capital o f Tanzania is c u rre n tly D o d o m a

and the largest city is Dar Es Salaam Tanzania is o n e o f

the oldest known inhabited areas on Earth w ith human

fossils from this area dating back tw o m illio n years

Before you watch

Explain to students th a t in this lesson th e y are g o in g

to watch a video about a w om an called Flora Salonik

Ask them to look at the picture on p age 16 and ask

them where she m ight be from and w h a t kind o f life she

might lead

Ask students to read th e questions and explain a n yth in g

they don't understand Then ask th e m to w o rk in pairs o r

small groups to ask and answer th e questions to g e th e r

When they have finished, ask d iffe re n t s tu d e n ts at

random round the class to answer each o f th e questions

If students seem interested, give th e m m ore in fo rm a tio n

using the Background Info rm a tio n b o x above.

1 Students own answers

While you watch

В

1 Explain to students th a t they are now g o in g to w atch th e

video Tell them that the d o cu m e n ta ry is q u ite short

* Ask students to read statem ents 1 -6 and to u n d e rlin e

any key words and phrases th e y find Ask stu d e n ts to

predict what kind o f choice Flora m ig h t be m aking

’ To check students understand w here Tanzania is, d ra w

their attention to its position on th e g lo b e in th e to p -

right corner of the page

1 Play the video through w ith o u t s to p p in g and ask

students to make a note o f th e ir answers as th e y are

watching Then ask students to com p a re th e ir answers

with a partner and to justify any answers th e y have th a t

are different

Play th e v id e o a second tim e and ask stu d e n ts to check

th e ir answers and to fill in any m issing answers Then check answers as a class

Answers

1T (00:14) 2T (00:21) 3F (00:51)

4F (00:59) 5T (01:15) 6F (03:12)

A fte r you w a tc h

С

Explain to s tu d e n ts th a t th e te x t is a sum m ary o f th e

in fo rm a tio n in th e do cu m e n ta ry Before th e y read it, ask th e m to w o rk in pairs to discuss th e main ideas o f

th e docu m e n ta ry

A sk s tu d e n ts to read th e te x t w ith o u t fillin g in any answers a t th is sta g e to see if th e ideas th e y m e n tio n e d are c o ve re d in th e te x t A lso e n co u ra g e th e m to th in k

a b o u t w hich p a rt o f speech is m issing fro m each gap Read th e w o rd s in th e y e llo w w o rd b a n k to s tu d e n ts and ask th e m to re p e a t th e m C o rre c t th e ir p ro n u n cia tio n

G o ro u n d th e class m o n ito rin g stu d e n ts to m ake sure

th e y are ca rryin g o u t th e task properly

A sk each p a ir to answ er o n e o f th e que stio n s and re p e a t

u n til each p a ir has had a tu rn Encourage s tu d e n ts to discuss th e p o in ts raised as

a class

Answers

S tu d e n ts' ow n answers

2 Food, Food, Food!

G ram m ar: past simple, past continuous, used to & would, be used to & get used to

Speaking: talking about food & restaurants, describing photos, using different

adjectives, using adjectives

recom m ending, adjectives for food & restaurants

• W rite F ood, F ood, F o o d ! on th e b o a rd and e x p la in to

stu d e n ts th a t th is is th e title o f U n it 2 G ive s tu d e n ts a

m in u te to w rite d o w n as m any fo o d -re la te d w o rd s in

English as th e y can Then w rite th e h e a d in g s savoury,

s w e e t and drinks on th e b o a rd and ask s tu d e n ts to call

o u t th e w o rd s th e y have w ritte n d o w n and to say w hich

colum n th e y should g o in If s tu d e n ts also m e n tio n

w o rd s linked to meals, (breakfast, lunch, etc.) th e n

create a n o th e r colum n w ith th e h e a d in g m eal E licit th e

w o rd s ham burger, bun, le ttu ce , to m a to , o n io n, p ic k le

and cheese if th e stu d e n ts d o n 't m e n tio n th e m

• Ask stu d e n ts to lo o k a t th e p ictu re on p a g e 17 and to

discuss w h a t th e y th in k is g o in g on in it, in sm all g roups

Then ask each g ro u p to te ll th e rest o f th e class w h a t

th e y d e c id e d was h a p p e n in g

• Ask stu d e n ts to read th e c a p tio n and ask th e m fo r th e ir

reactions to th e e ve n t and th e ham burger

• If stu d e n ts seem in te re s te d , you m ig h t like to give

th e m m ore in fo rm a tio n a b o u t th e p ic tu re using th e

th e w o rld , w hich was previously 186 p o u n d s in w e ig h t

The Canadians created a special g rill in o rd e r to co o k th e

ham burger They sta rte d c o o kin g it a t 4 am and it was

ready by noon W hen th e h a m b u rg e r was c o m p le te ly

ready w ith its bun and fillin g s, it w e ig h e d 590 pounds

M o n e y m ade fro m th e e ve n t was given to C a m p Bucko,

w hich is a children's charity

Ask stu d e n ts to q u ickly lo o k at th e th re e p ictu re s on

pages 18 and 19 and ask th e m h o w th e y are re la te d

(The p ic tu re b o tto m le ft on p a g e 18 shows an olive

branch w ith olives w hich is th e ra w m aterial, th e se cond

p ic tu re on p a g e 18 show s o live o il b e in g p o u re d fro m a

c o n ta in e r a n d th e th ird p ic tu re on p a g e 19 shows b o ttle s

o f o il in th e m a n u fa c tu rin g p la n t w hich are a lm o s t th e

fin ish e d p ro d u c t.)

Ask stu d e n ts if olives and o live oil are p o p u la r in th e ir

country

A sk th e m to say w h y p e o p le like o r d o n 't like these

p ro d u c ts If th e y d o use th e m , ask th e m how th e y use

th e m Try to e lic it uses in c o o kin g as w ell as o th e r uses I

(m edicine, cosm etic, etc.).

• Ask s tu d e n ts to read th e in stru ctio n s and m ake sure thq

u n d e rsta n d w h a t th e y have to d o Encourage them to guess if th e y d o n 't kn o w an answer

• A sk s tu d e n ts to d o th e task individually, b u t check answers as a class

• If you have tim e you m ig h t like to give th e m m ore

in fo rm a tio n a b o u t th e p ic tu re using th e B ackground

In fo rm a tio n b o x below

B ackground In fo rm a tio n _

Greeks are th e largest consum ers o f o live oil in th e world and consum e a b o u t 26 litres o f o live oil p e r person per year T he French consum e a b o u t 1.34 litres o f olive oil pe person p e r year and in C hina it is n o t g e n e ra lly used at all] Spain p ro d u ce s aro u n d 4 0 -4 5 % o f th e w o rld 's olive oil Italy is th e n e x t b ig g e s t p ro d u c e r fo llo w e d b y Greece Thi

o ld e s t o live tre e can be fo u n d in th e v illa g e o f Vouves, in |

th e Chania re g io n o f C rete Analysis o f th e trees rings ha:

p ro v e d th a t it is a t least 2,000 years o ld Local scientists, how ever, b e lie ve it m ay even be up to 4,000 years old

Word Focus G

p Ask students to look at th e w o rd s in red in th e te x t and

r to read the sentences th e y are fo u n d in again Remind

■ students that when they d o n 't know th e m eaning o f a

word, they should look carefully at th e sentence it is

■ found in to try to w ork o u t its m eaning Ask s tu d e n ts to

I work in pairs to decide w h a t each o f th e w o rd s mean

• Ask students to read th e W o rd Focus b o x to com p a re

their answers with th e d e fin itio n s given

• Read each of the words to th e stu d e n ts and ask th e m

to repeat them after you C o rre c t th e ir p ro n u n cia tio n

where necessary

• Write the words oranges, p o ta to e s , seeds and ice,

on the board, and ask students w hich o f th e m can

collocate with the words in th e W ord Focus box Explain

that some words in the W ord Focus b o x can co llo ca te

I with more than one o f these w ords (harvest o ra n g e s /

potatoes; crush seeds/ice).

D

• Read words 1-5 to th e students and ask th e m to say

I them after you C orrect th e ir p ro n u n c ia tio n w here

■necessary Then ask students to scan th e te x t to fin d and

underline these words

• Explain to students th a t th e y should carefully read

the sentence each w ord appears, in th e te x t to try to

■widerstand its meaning befo re m a tch in g th e m w ith

definitions a-e

• Ask students to do th e task individually, b u t check

■answers as a class

• If time allows, ask students to w rite sentences o f th e ir

own using these words

1c 2b 3a 4e 5d

Teaching Tip

You could expand this ta sk fu r th e r b y a s k in g s tu d e n ts

to find some w ords th e y m ay n o t k n o w in th e t e x t a n d

to find definitions fo r th e m A sk th e m t o w rite o u t w h a t

they think the d e fin itio n c o u ld b e a n d th e n c h e c k in a

dictionary

E

• Ask students to read th e instru ctio n s and m ake sure th e y

understand what they have to do

• Ask students to re-read th e g a p p e d sentence in task C

• Ask students to read o p tio n s 1 -4 to fin d th e co rre c t

word to fill each gap in task C

• Ask students to do th e task individually, b u t check

■answers as a class

1 good 2 for 3 protects 4 in fe ctio n

F

• Ask students to read th e in fo rm a tio n in th e Exam Close-

up box and that they understand th e in fo rm a tio n given.

• Ask students to read th e sentences in th e re a d in g te x t

with the gaps

• Ask s tu d e n ts to read th e Exam Task in stru ctio n s and

check th a t th e y u n d e rsta n d w h a t th e y have to do

• E ncourage s tu d e n ts to read th ro u g h all sentences

b e fo re se le ctin g th e ir answ er and to pay a tte n tio n to th e

w o rd s im m e d ia te ly b e fo re and a fte r each gap

• Ask s tu d e n ts to d o th e task individually, b u t check as

• G o ro u n d th e class m o n ito rin g s tu d e n ts to m ake sure

th e y are carrying o u t th e task properly

• A sk each p a ir to answ er one o f th e questions and repeat

u n til each p a ir has had a tu rn

• E ncourage s tu d e n ts to discuss th e p o in ts raised as

• A sk s tu d e n ts to read th e instru ctio n s and m ake sure th a t

th e y u n d e rsta n d w h a t th e y have to d o They should look

at th e fo o d p yra m id carefully so th e y can n u m b e r th e

te n item s listed

• D o ite m 1 (pizza) to g e th e r as a class

• A sk s tu d e n ts to d o th e task individually, b u t check answers as a class

• A fte r checking th e answers, ask s tu d e n ts to say w h a t

th e o th e r fo o d item s are th a t th e y d id n 't have to

num ber (From to p to b o tto m : ice cream c o n e /c o rn e t,

fish, cheese, m ilk, peas, carrots, a p p le, o range, y e llo w

p e p p e r, to m a to , pear, straw berry, bananas, sp a g h e tti,

lo a f o f bread, slice o f bread)

• Ensure th a t s tu d e n ts can spell all th e fo o d s in English.

Answers ф

1 to p m o s t ite m

2 ro w 5, firs t ite m on th e le ft

3 ro w 4, second ite m fro m th e le ft

4 b o tto m row, second ite m fro m th e le ft

Food, Food, Food!

G ive s tu d e n ts som e tim e to s tu d y th e ta b le

Ask stu d e n ts to d o th e task individually, b u t check

answers as a class

Answers

Grains and cereals: w h e a t, rice, sw e e tco rn

Fruit and ve g e ta b le s: a u b e rg in e , b ro cco li

Protein and dairy: eggs, chicken

Sugar and fa t: pizza, cupcake, croissant

«

Ask stu d e n ts to read th e in stru ctio n s and explain

th a t tw o o f th e th re e o f th e w o rd s in each ite m are

c o n n e c te d in som e w ay th a t th e o th e r w o rd isn't They

should circle th e w o rd th a t is n o t co n n e cte d

D o ite m 1 to g e th e r as a class and e n co u ra g e s tu d e n ts to

explain w hy th e o d d w o rd o u t is d iffe re n t b e fo re th e y d o

th e rest o f th e task

Ask stu d e n ts to d o th e task individually, b u t check

answers as a class C heck s tu d e n ts ' p ro n u n c ia tio n w here

necessary as you check th e answers

Explain to s tu d e n ts th a t th e w o rd s m issing fro m each

sentence com es fro m task C

E ncourage stu d e n ts to read th ro u g h all sentences

b e fo re fillin g in any answers and to pay a tte n tio n to th e

w o rd s im m e d ia te ly b e fo re and a fte r each gap

and to read th e a cco m p a n yin g c a p tio n Ask th e m fo r

th e ir reaction to it and to say w h a t it te lls us a b o u t life

today (The p ic tu re shows a c o n tra s t o f lifestyles a n d

shows us th a t w estern e a tin g habits have sp re a d to

tra d itio n a l A sian com m unities.).

Ask stu d e n ts to read th e title o f th e te x t in С (The s to ry

o f th e h a m b u rge r) and ask th e m w h a t th e y e x p e c t it

to be a b o u t A sk th e m if th e y kn o w th e h is to ry o f th e

ham burger A c c e p t any answ er a t th is stage

A sk s tu d e n ts to skim th ro u g h th e te x t w ith o u t circling

any answers and ask th e m h o w m any stories a b o u t th e

Explain to stu d e n ts th a t th e y should read th e te x t and

se le ct an o p tio n to fill in th e gap They should th in k

a b o u t th e m eaning o f th e w o rd carefully b e fo re circling!

Ask th e q u e stio n s b e lo w at ra n d o m round th e class

M ake sure each s tu d e n t answers a t least one question.!

- W h a t d id you e a t fo r d in n e r last night?

- W h o m ade lunch in y o u r house on Sunday?

- W h e n was th e last tim e you had pizza fo r dinner?

- W h a t w e re you d o in g w h ile y o u r parents w ere

sh o p p in g fo r fo o d ?

- W h o w ere you s ittin g n e xt to th e last tim e you went]

to a restaurant?

Ask stu d e n ts w hich tenses w ere used in th e questions

th e y have ju s t answ ered (Past S im ple a n d Past

C ontinuous) Revise th e a ffirm a tive , n e gative, question!

fo rm s and s h o rt answers o f th e se tenses w ith th e classJ

A sk stu d e n ts to lo o k a t sentences in 1 -3 and e licit whiq sentence has a re g u la r ve rb in th e Past Sim ple

1 -4 and e lic it th a t th e y are all in th e Past C ontinuous,!

a p a rt fro m rang in sentence 4, w hich is in th e

Past Sim ple

Ask s tu d e n ts w h a t th e in fin itiv e fo rm o f each main verl

is (w atch, cook, rain, blow , shake, make, chop, ring) an

e lic it th a t th e last co n so n a n t in c h o p is d o u b le d to fo f

th e p re se n t p a rtic ip le fo rm Ask th e m w hich other vel

th e y kn o w th a t d o this (e.g travel, shop, stop, d ro p J

hop).

Ask stu d e n ts h o w w e fo rm th e Past C ontinuous

The Past Continuous is fo rm e d w ith was fo llo w e d by

the main verb with -in g in th e firs t and th ird person

singular (I, he, she, it) and w ith w ere plus th e main

verb with -ing for second person s in g u la r/p lu ra l, and

first and tn'rci oerson plural (you, we, they).

• Ask students to read th e uses o f th e Past C o n tin u o u s in

a-d and answer any questions th e y m ig h t have

• Ask students to match sentences a -d w ith 1 -4 in C

• Remind them to pay a tte n tio n to any tim e expressions

f and time references in sentences 1 -4 w hen m a tch in g up

• Ask students to read th e in fo rm a tio n in Be careful! and

I revise verbs that are stative Remind stu d e n ts th a t som e

■stative verbs can also be used as action verbs, b u t th a t

their meaning changes

Now read the Grammar Reference on pages 163 (2.1 & 2.2)

with your students.

E

• Ask students to read th e instru ctio n s and m ake sure th e y

realise they will use only th e Past C o n tin uo u s tense here

r Ask them to look at item s 3 and 6 and e lic it th a t th e y w ill

both be in the question form

• Explain to students th a t th e w o rd o rd e r w ill rem ain

the same in their sentences and th a t it is th e v e rb th e y

1 The students w e re n 't/w e re n o t e a tin g breakfast

[ in the classroom this m o rn in g

2 We w eren't/w ere n o t having lunch a t one o 'c lo c k

today

3 Were you making cupcakes all m orning?

4 This time last week, we w ere sam pling French

Ask students to read th e in stru ctio n s and m ake sure th e y

understand they w ill have to use b o th th e Past S im ple

and Past Continuous tenses here

Explain to students th a t th e y should read each sentence

through before w ritin g any answers as th e y m ust th in k

about which tense b o th verbs in each sentence w ill g o in

as one will affect th e other

Rem ind s tu d e n ts to lo o k a t th e Irre g u la r V erb list on pages 174 and 175 and to lo o k back a t A & В on this

p a g e and th e G ra m m a r R eference on p a g e 163 if th e y

n eed any help

Answers

1 ate, fin ish e d

2 D id Joey call, w ere w a tch in g

3 c o o k e d , was

4 w e re o rd e rin g , w alked

5 d id n 't/d id n o t fry, g rille d

6 was m aking, was s e ttin g

7 W ere th e y having, sta rte d

8 D id you order, had

Ask stu d e n ts to lo o k at th e p ic tu re a t th e b o tto m o f

p a g e 21 and to te ll you w h a t it shows (a pizza) Ask

stu d e n ts to q u ickly m ake a list o f any w o rd s and phrases

th a t th e y associate w ith pizza (e.g to m a to , cheese, flour,

Italy, F rid a y nights, fo o tb a ll, delicio u s etc.) and th e n ask

th e m to co m p a re th e ir lists w ith a partner M ake a list

on th e b o a rd and ask stu d e n ts to ta lk a b o u t w hen th e y usually have pizza, w hich to p p in g s th e y p re fe r on it,

w h e th e r th e y m ake it them selves, buy ready-m ade ones

o r g e t takeaw ay pizzas

A sk s tu d e n ts w hich tw o fo o d s th e y have read a b o u t in

th e u n it so fa r (olive o il a n d ham burgers) E licit th a t th e

te x ts d e a lin g w ith th e m ta lk e d a b o u t th e history o f these

fo o d s and explain th a t th e te x t in G w ill ta lk a b o u t th e

h isto ry o f pizza as w ell

A sk s tu d e n ts to read th e in stru ctio n s and m ake sure

th e y u n d e rsta n d th a t th e y w ill only use th e Past Sim ple

te n se here R em ind th e m to read th e te x t th ro u g h once

b e fo re fillin g in any o f th e gaps Ask th e m to underline

th e re g u la r verbs in brackets and to circle th e irregular verbs in brackets b e fo re w ritin g any answers Encourage

th e m to use th e Irre g u la r V erb list on pages 174 and 175

w ill be p ra ctisin g th e ir liste n in g skills Explain th a t

in som e liste n in g tasks th e c o rre c t answers may be num bers P o in t o u t th a t th is is im p o rta n t fo r listening

to specific in fo rm a tio n in vo lvin g num bers in everyday life, fo r e x a m p le ta lk in g a b o u t d a te s and tim e s w hen we

m ake a p p o in tm e n ts o r plans, o r g iv in g m easurem ents

o r prices

A sk s tu d e n ts to lo o k a t th e in stru ctio n s and m ake sure

th e y u n d e rsta n d w h a t th e y have to d o

C hoose s tu d e n ts a t ra n d o m to read a n u m b e r to you

C o rre c t any p ro n u n c ia tio n p ro b le m s

21

Food, Food, Food!

Play th e re co rd in g o nce all th e w ay th ro u g h and ask

stu d e n ts to w rite th e ir answers Then ask s tu d e n ts to

discuss th e ir answers w ith a p a rtn e r and to ju s tify any

answers th a t are d iffe re n t

Play th e re co rd in g again and ask stu d e n ts to check th e ir

answers and to w rite any m issing answers

Answers

1 b 2a 3c 4 c 5b

В

Ask stu d e n ts to read th e in stru ctio n s and m ake sure th e y

understand w h a t th e y have to d o E licit th a t th e y have

to im agine th e y are liste n in g to a ch e f and th a t he no

lo n g e r w orks a t th e re staurant he w ill be ta lk in g a b o u t

A sk th e m to bear th is in m ind w hen lo o k in g a t th e th re e

sets o f o p tio n s as th is w ill a ffe c t th e p ossible q u e stio n s

and how th e y w ill be w o rd e d

Tell stu d e n ts to d o th e task and th e n to c o m p a re

th e ir q u estions w ith a partner A sk th e m to ju s tify

menu? / W h a t kind o f fo o d was th e re staurant

fam ous fo r? / W h a t was his speciality?

W h y d id he leave th e restaurant?

Read th e in fo rm a tio n in th e Exam C lose-up b o x to

th e students and explain th a t in task D, th e y w ill hear

a re co rd in g a b o u t a restaurant festival and th e y have

to read th e questions and th e th re e m u ltip le -c h o ic e

o p tio n s They should m ake notes n e xt to each o p tio n

as th e y listen E licit th a t th e ir notes should inclu d e

in fo rm a tio n such as w h o som eone is, w hen s o m e th in g

w ill ta ke place, w h a t num bers, dates, prices, etc

re fe r to

Play th e re c o rd in g all th e w ay th ro u g h and ask s tu d e n ts

to circle th e ir answers Then ask stu d e n ts to discuss th e ir

answers w ith a p a rtn e r and to ju s tify any answers th e y

have th a t are d iffe re n t

Explain th a t fo r each q u e stio n , th e y sh o u ld circle th e

c o rre c t o p tio n a, b o r c

Ask s tu d e n ts to read th e in stru ctio n s and to u n d e rlin e

im p o rta n t w o rd s and num bers Then ask th e m w h a t

th e y w ill listen to (an interview ), w h a t it w ill be a b o u t fa

re sta u ra n t festival) and h o w m any q u e stio n s th e y w ill

have to answ er (6).

G ive stu d e n ts tim e to stu d y th e que stio n s and o p tio n s

Play th e re co rd in g again and ask s tu d e n ts to check th e ir

answers and to fill in any m issing answers

C heck th e answers as a class and ask stu d e n ts to justify

as p ossible and avo id g iv in g o n e w o rd answers

G o ro u n d th e class m o n ito rin g stu d e n ts to m ake sure

th e y are carrying o u t th e task pro p e rly D o n 't correct an

m istakes a t th is stage, b u t m ake a n o te o f any mistakes

in stru ctu re and p ro n u n cia tio n

A sk each p a ir to answ er one o f th e que stio n s and repei

u n til e ve ryo n e has had a tu rn

W rite any stru ctu ra l m istakes th a t stu d e n ts m ade on

th e b o a rd w ith o u t saying w h o m ade th e m , and ask

s tu d e n ts to c o rre c t th e m Deal w ith any p roblem s in

p ro n u n c ia tio n th a t cam e up

Answers.

S tu d e n ts ' ow n answers

В

A sk s tu d e n ts to read th e in stru ctio n s and m ake suret

u n d e rsta n d w h a t th e y should do

E ncourage s tu d e n ts to read th e w h o le sentence befo circlin g any answers

A sk s tu d e n ts to d o th e task individually, b u t check answers as a class

Read th e U seful Expressions to th e students

Explain th a t th e y are useful phrases to help you think

a b o u t p o sitive o r n e g a tive ways to describe the thini you can see

If you have tim e , you co u ld ask s tu d e n ts to write f sentences w ith tw o o r th re e o f th e structures here ab

p h o to s 1 and 2 in th e Exam Task

A sk s tu d e n ts to read th e Exam C lose-up box

E xplain th a t th e y w ill m ake a list o f all th e food and

th e y can see in each p h o to in th e Exam Task

Explain th a t th e y have to choose adjectives from taskj

• Ask students to read th e instructions and to d e cid e

f who will be Student A and w h o w ill be S tu d e n t B Then

ask them to read their specific task (S tu d e n t A looks

atlphotograph 1 and describes w h a t he o r she can see.

■Student 8 listens Then s tu d e n t В describes p h o to g ra p h

V 2 and student A listens.)

• Ask students to work in pairs and exp la in th a t S tu d e n t A

will carry out his or her task first

• Go round the class m o n ito rin g stu d e n ts to m ake sure

{ they are carrying o u t th e task properly D o n 't c o rre c t any

К mistakes at this stage, b u t make a n o te o f any m istakes

in structure and pronunciation

• As a class, ask one S tudent A to te ll th e rest o f th e

I class what he or she said a b o u t th e p h o to g ra p h Ask

the other Student A's if th e y agree, o r if th e y have

■something else to add

• Follow the same procedure fo r S tu d e n t B

• Write any structural mistakes th a t s tu d e n ts m ade on

the board w ithout saying w ho m ade th e m , and ask

students to correct them Deal w ith any p ro b le m s in

renunciation th a t came up

Teaching T ip

When doing pairwork, encourage s tu d e n ts to w o rk w ith

different students from task to task This gives th e m th e

opportunity to g e t to know all th e s tu d e n ts in th e class

better and provides them w ith m ore o f an in ce n tive to

talk, Sometimes when students ta lk to th e same p a rtn e r

in every task, they can g e t b o re d easily and d o th e task as

quickly as possible, rather than ta kin g tim e to d e v e lo p and

explain their answers Also, a lth o u g h ch a n g in g p artners

can bring some disruption w hen s e ttin g up a task, it can

help to avoid discipline p roblem s d u rin g th e task

Ideas Focus

• Ask students to read th e q u estions q u ickly and deal w ith

any queries they may have

• Ask students to w ork in pairs and to ta k e it in tu rn s to

I answer the questions

• Go round the class m o n ito rin g s tu d e n ts to m ake sure

they are carrying o u t th e task properly

• Don't correct any mistakes a t th is stage, b u t m ake a

I note of any mistakes in stru ctu re and p ro n u n cia tio n

» Ask each student to answer one q u e s tio n until each pair

I has had a turn

• Write any structural mistakes th a t s tu d e n ts m ade on

the board w ith o u t saying w h o m ade th e m , and ask

students to correct them Deal w ith any p ro b le m s in

pronunciation th a t came up

Answers

Ф

Students' own answers

Ask students to read th e in stru ctio n s and check th a t th e y

understand what th e y have to do

E xplain to s tu d e n ts th a t th e y should read th ro u g h th e

ta b le q u ickly b e fo re w ritin g any answers

Explain th a t w h e re th e re is a cross (x) th e re is no answer

in th a t cell

Ask s tu d e n ts to d o th e task in d iv id u a lly and th e n to

co m p a re th e ir answers w ith a partner Then check answers as a class

Answers «

c o lo u rtastetra d itio n a l

d e c id echoose

A sk s tu d e n ts to read th e in stru ctio n s and check th a t th e y

u n d e rsta n d w h a t th e y have to do

Explain th a t th e y have to fill th e g a p using w o rd s fro m task A

E ncourage s tu d e n ts to read th ro u g h all sentences

b e fo re se le ctin g th e ir answ er and to pay a tte n tio n to th e

w o rd s im m e d ia te ly b e fo re and a fte r each gap

Ask s tu d e n ts to d o th e task individually, b u t check answers as a class

Answers

co lo u rfu lcustom erschoose

b rig h ttra d itio n a l

tastytre n d yvarychoice

A sk s tu d e n ts to lo o k a t th e title o f th e te x t and ask

th e m w h a t a bakery is (a pla ce w here b re a d a n d o th e r

b a k e d g o o d s are m a d e a n d /o r sold) E licit th a t bakery

is a noun and ask s tu d e n ts if th e y kn o w a n o th e r noun

w hich is m a d e fro m th is w o rd (baker) and e lic it th a t this

noun refers to th e person Ask s tu d e n ts w h a t th e v e rb is

(bake).

Explain th a t w hen th e y co m e across new w ords, th e y

sh o u ld m ake a n o te o f its various fo rm s as w e ll as its

m e aning This w ill help to d e v e lo p th e ir k n o w le d g e o f

th e language

W rite th e q u e stio n s b e lo w on th e b o a rd and ask

s tu d e n ts to read th e te x t, w ith o u t fillin g in any answers

a t th is stage, to answ er th e q u e stio n s w ith a partner

- W h e re is th e H u m m in g b ird Bakery? (in London)

- H o w m any branches are th e re at th e m o m e n t? (three)

- W h o set up th e firs t bakery? (a g ro u p o f A m ericans)

- W h y d id th e y set it up? (because th e y c o u ld n 't fin d

A m e rica n -style cupcakes in London.)

- W h a t d o w e call th e d essert show n in th e p ictu re

b e sid e th e te x t? (a cupcake)

Ask s tu d e n ts to read th e te x t again and this tim e to

w o rk o u t w h a t each o f th e m issing w o rd s is Explain th a t

th e y sh o u ld also pay a tte n tio n to th e general m eaning

o f th e se ntence a w o rd is in and w h e th e r it is b e in g used

in a p o s itiv e o r a n e g a tive way They should also look

at w h e th e r any nouns are singular o r plural as these w ill

d e te rm in e th e fo rm o f th e w o rd s n e e ded

Food, Food, Food!

Explain th a t th e y should use th e w o rd in b o ld on th e

same line as each g a p in th e a p p ro p ria te p a rt o f speech

Explain th a t th is means th e y w ill have to ch ange th e

suffix o f th e w o rd s and in som e cases m ake sp e llin g

changes D o th e firs t one o r tw o to g e th e r as a class

• G o rou n d th e class m o n ito rin g s tu d e n ts to m ake sure

th e y are carrying o u t th e task pro p e rly

• Ask each p a ir to answ er one o f th e q u e stio n s and re p e a t

until each p a ir has had a tu rn

• W rite any structural m istakes th a t stu d e n ts m ade on

th e boa rd w ith o u t saying w h o m ade th e m , and ask

stu d e n ts to c o rre c t th e m Deal w ith any p ro b le m s in

p ro n u n cia tio n th a t cam e up

• You co u ld also a ctiva te th e vo ca b u la ry in th is lesson

fu rth e r by asking s tu d e n ts to w rite a s h o rt d e s c rip tio n

like th e one in task С a b o u t a fam ous baker's, re staurant

o r cafe in th e ir country Encourage th e m to use th e

vo ca b u la ry fro m th is lesson in th e ir d e s c rip tio n

СS tu d e n ts' ow n answers

A sk th e questions b e lo w at random ro u n d th e class

M ake sure each s tu d e n t answers a t least o n e q u e stio n

- W h a t d id you used to have fo r b reakfast w h e n you

w ere young?

- W h a t w o u ld y o u r fa m ily e a t on special occasions

w hen you w e re yo ung?

- A re th e re any fo o d s th a t you c a n n o t g e t used to ?

- A re th e re any fo o d s th a t you d id n 't use to like b u t you

have n o w g o t used to ?

Explain to stu d e n ts th a t these q u e stio n s use used to,

w ould, b e used to and g e t used to as th e se are th e

gra m m a r p o in ts th e y w ill be lo o k in g a t in this lesson

A sk stu d e n ts to lo o k a t th e h e a d in g and e lic it th a t

w e can use used to and w o u ld to re fe r to past habits

instead o f th e Past Sim ple E licit th a t w e use u sed to in

th e a ffirm a tive , b u t d id n 't use to and D id use to in th e

ne g a tive and q u e stio n fo rm s Also, p o in t o u t th a t w o u ld

is fo llo w e d by a bare in fin itive

A sk stu d e n ts to read th e in stru ctio n s and sentences 1

and 2 M ake sure th e y realise th a t th e y sh o u ld o n ly tic k

one sentence A sk th e m to c o m p a re th e ir answ er w ith a

В

A sk stu d e n ts to c o m p le te th e rule and to lo o k back at

th e sentences in task A in o rd e r to help th e m

_ Answers

A nsw ers in o rd e r o f appearance: used to , w o u ld

A sk s tu d e n ts to read th e heading and e lic it th a t be

used to and g e t used to re fe r to how fa m ilia r w e are

w ith so m e th in g

A sk s tu d e n ts to read th e in stru ctio n s and sentences a and b Then ask th e m to answ er que stio n s 1 and 2 Ask)

th e m to co m p a re th e ir answers w ith a p a rtn e r and to

ju s tify th e m Then check answers as a class

Answers

1 b 2a

V

A sk s tu d e n ts to c o m p le te th e rules and to lo o k back

a t th e sentences in task С in o rd e r to help th e m if they need it

A nsw ers in o rd e r o f appearance: be used to , g e t used to

N o w re a d th e G ra m m a r R eference on pa g e s 163 (2.3 &2.\

w ith y o u r students.

Ask s tu d e n ts to read th e in stru ctio n s and m ake suret

u n d e rsta n d w h a t th e y have to d o P oint o u t th a t thet

here o n ly deals w ith u s e /d to and w ould.

Ask s tu d e n ts to read sentences 1 -8 to d e c id e on

w h e th e r each o n e refers to a past state o r a repeated I

actio n R em ind th e m th a t w e can use used to both for | states and re p e a te d actions in th e past, b u t w ould can

o n ly be used fo r re p e a te d actions

Answer?

Sentences 1, 4, 6 and 7 should be tic k e d

A sk s tu d e n ts to read each sentence and to fill in the

g a p Then th e y should lo o k a t th e th re e o p tio n s to

d e c id e w hich o n e is th e c o rre c t answer

E ncourage s tu d e n ts to lo o k back at tasks A to D andt

G ra m m a r R eference to help th e m if th e y need it Tell!

th e m to pay a tte n tio n to th e w o rd s im m e d ia te ly befod and a fte r th e gaps in each o f th e o p tio n s , especially thj

fo rm s and tenses o f th e verbs and th e preposition to, j

w e ll as th e g eneral m eaning o f each sentence

^ ^ ^ ■ u r a g e students to read back th ro u g h th e sentences

r putting in their answers to check th a t th e y fit

• Ask students to do th e task individually, b u t check

that they came across these w o rd s in task С on p age

24 Elicit that all these w ords are adjectives and th a t

we use adjectives to describe, o r ta lk a b o u t, som eone,

or something's, character Then ask s tu d e n ts to read

the information on O rd e rin g adjectives A sk stu d e n ts

what kind of adjectives th e w o rd s on th e b o a rd are

(opinion: ta s ty /tre n d y /c o lo u rfu l/b rig h tly -c o lo u re d ; age:

traditional).

Ask students to look at th e pictures on pages 26 and

27 and to describe th e m in pairs E ncourage th e m to

[discuss who the p eople m ig h t be, w h a t th e y are w e a rin g

and where they m ig h t be Encourage th e m to use

jectives wherever possible

'

Ask students to read th e instru ctio n s and m ake sure th e y

understand that they have to d o tw o th in g s in th is task -

put a tick if a sentence is c o rre c t o r re w rite th e sentence

correctly if it is w rong Explain th a t any errors w ill be in

the order of the adjectives only

Encourage students to read each sentence th ro u g h

without writing any answers Then ask th e m to u n d e rlin e

the adjectives in each sentence and to d e c id e w h a t kind

of adjective each one is Remind th e m th a t th e y can lo o k

back at the inform ation on o rd e r o f a djectives a t th e to p

of the page to help th e m w ith th e task

Ask students to d o th e task individually, b u t check

• Ask students to read th e in stru ctio n s and th e w ritin g

task in italics and make sure th e y u n d e rsta n d w h a t th e y

I have to do Encourage s tu d e n ts to u n d e rlin e w ords

Г and phrases in th e w ritin g task th a t show th a t th e

I inform ation in th e tru e sentences are correct

• Ask students to d o th e task individually, b u t check

Hanswers as a class

1T 2T 3F 4T 5T

A sk s tu d e n ts to read th e title o f th e review and ask th e m

w hich w o rd s show th a t th e review w ill be p o sitive (a

g o o d choice).

Ask s tu d e n ts to read th e in stru ctio n s and m ake sure th e y

kn o w w h a t th e y have to do

E ncourage s tu d e n ts to read th e review th ro u g h once

w ith o u t fillin g in any answers Then ask th e m th e

fo llo w in g questions

- W h a t kind o f re staurant is Gino's? (Italian)

- W h a t d id th e w rite r e a t there? (chicken pasta)

- W o u ld th is review e n co u ra g e you to e a t a t Gino's? (s tu d e n ts ' ow n answer)

Ask s tu d e n ts to d o th e task individually, b u t check answers as a class

Ask s tu d e n ts to read th e q u e stio n s 1 -5 b e fo re th e y read

th e review again so th a t th e y kn o w w h a t in fo rm a tio n

th e y n eed to pay a tte n tio n to

E ncourage s tu d e n ts to u n d e rlin e rele va n t in fo rm a tio n in

th e te x t w h e re a p p ro p ria te

A sk s tu d e n ts to d o th e task individually, b u t check answers as a class

Answers

1 Yes, it is The title includes th e nam e o f th e

re sta u ra n t and th e w o rd s 'a g o o d ch o ice ' means

th a t th e re staurant is a g o o d place to g o to This lets th e reader kn o w th a t th e review w ill be a

p o s itiv e one

2 by asking d ire c t que stio n s

3 a u b e rg in e : healthy, sw e e t and tasty; pasta:

A sk th e m to skim th ro u g h th e review again and to w rite

th e m ain idea o f each para g rap h n e x t to it Then ask

th e m to read d e sc rip tio n s a -d to d e c id e w hich ones are closest to th e ir n o te s b e fo re g o in g on to d o th e

Food, Food, Food!

A sk stu d e n ts to read th e Exam C lose-up b o x and th e

Exam Task Check th a t th e y u n d e rsta n d w h a t th e y have

to do

A sk stu d e n ts w hy th e y sh o u ld use lots o f d iffe re n t

vocabulary in th e ir w ritin g (to m ake it m o re interesting)

R em ind stu d e n ts th a t th e y sh o u ld lo o k back at th e ir

w ritin g task w hen th e y have fin ish e d it to m ake sure th e y

have carried it o u t properly

A sk stu d e n ts to d o th e task individually, b u t check th e

answ er as a class Ask s tu d e n ts to ju s tify th e ir answer

Answers

a ne g a tive review (you w ere very u n h a p p y w ith y o u r

meal)

Ask stu d e n ts to read th e U seful Expressions b e fo re th e y

d o th e task in d iv id u a lly and th e n co m p a re th e ir answers

w ith a partner E ncourage th e m to ju s tify any answers

th e y have th a t are d iffe re n t

C heck answers as a class

• Remind stu d e n ts th a t th e w o rd s and phrases here

can be used fo r reviews

• E licit th a t in th e ir review, th e y w ill m ainly use th e

ones th e y m arked as n e gative

• A sk s tu d e n ts to w o rk in pairs to discuss any restaurants |

th e y have b een to th a t th e y w e re n 't h a p p y w ith

E ncourage th e m to discuss th e fo o d th e y had and w h y il

w a s n 't g o o d , as w ell as any o th e r in fo rm a tio n a b o u t thel

re sta u ra n t th a t th e y d id n 't like G ive s tu d e n ts help with [ any fo o d v o ca b u la ry th e y may need b u t h a ve n 't already!

Para 1: In tro d u c e th e restaurant

Para 2: D escribe th e m eal you ate

Para 3: G ive o th e r d e ta ils a b o u t th e restaurant

Para 4: End th e review and say w hy you w o u ld n 't

re c o m m e n d it

The Crab: a place to stay aw ay from!

Have you heard o f th e se a fo o d restaurant, The Crab?

I heard a b o u t it fro m frie n d s and d e c id e d to pay it

a visit

I w e n t on a Friday n ig h t w hen I was th e only custom er I o rd e re d a healthy g reen salad as a starter and s e a fo o d pasta fo r m y main The salad was so

d is g u s tin g I c o u ld n 't e a t it The pasta was over­

c o o k e d and th e re was little se a fo o d in th is bland dish

The C rab is colourless and th e w a ite rs slow and rude T he m enu is lim ite d and th e prices are

to ta lly unreasonable

The q u a lity and price o f th e fo o d , alo n g w ith th e

te rrib le service, m ake The C rab o n e o f th e w o rs t

Lplaces I have ever eaten in I d e fin ite ly w o u ld n 't

re co m m e n d you vis itin g th is restaurant

Teaching T ip

R em ind s tu d e n ts th a t th e y should read and e d it th e ir review carefully b e fo re han d in g it in Tell th e m th e y should check fo r errors in spelling, gram m ar, syntax, vocabulary and p u n c tu a tio n They should also m ake sure th a t the

c o n te n t is re le va n t to th e task and th a t th e y have written

w ith in th e w o rd lim it given o f 100 words

2 fyreek: Olives

fycv\e,m[ No+e

The National Geographic videos can be used as an

interesting way to introduce yo u r stu d e n ts to o th e r

cultures They are authentic N a tio n a l G e o g ra p h ic videos,

and it is not necessary fo r students to u n d erstand

everything they hear to b e n e fit fro m th e m Som e o f th e

tasks focus on the visual aspects o f th e videos, so stu d e n ts

can concentrate more on w h a t th e y see than on w h a t th e y

hear They are also a g o o d way to e n co u ra g e yo u r s tu d e n ts

to watch TV programmes and film s in English so th a t th e y

can get used to the sound o f th e language The m ore

[students are exposed to English, th e easier it w ill be fo r

them to pick up the language

Background I n f o r m a t io n

Olives have played a significant role in a g ric u ltu re and

the diet in Greece fo r thousands o f years The m ain o live

growing areas in Greece are C halcedon, Lygourio, C rete

and Kalamata Olives are harvested in th e a utum n usually

using traditional hand-picking m e th o d s w ith o u t m achinery

Olives which are to be used to p ro d u ce o live oil are

picked when they are at th e ir o p tim u m ripeness G reece

is the third largest producer o f olive oil in th e w o rld , a fte r

Spain and Italy Greece produces o ve r 330,000 to n s o f oil

per year, and the average Greek consum es a lm o st 24 litres

of oil per year

Before you w atch

1 Ask students to read th e statem ents and to u n d e rlin e

any key words and phrases th e y fin d

' Ask them to do th e task on th e ir ow n and th e n to

compare their answers w ith a partner's and to discuss

any answers they have th a t are d iffe re n t

I Discuss the statements as a class w ith o u t c o rre c tin g th e

answers until students have d o n e B

While you watch

В

• Explain to students th a t th e y are n o w g o in g to w a tch th e

I video Tell them th a t th e d o cu m e n ta ry is q u ite short

• Ask students to focus on w h a t is said in th e d o c u m e n ta ry

I regarding the statements in A and n o t on th e ir

I own opinions

• To check students understand w h e re G reece is,

draw their attention to its p o s itio n on th e g lo b e in th e

I top-right corner o f th e page

• Play the video all the way th ro u g h w ith o u t s to p p in g and

I ask students to make a n o te o f th e ir answers

• Check the answers as a class

Explain to s tu d e n ts th a t th e y are g o in g to w atch th e

v id e o again A sk th e m to read sentences 1 -6 and explain a n y th in g th e y d o n 't u nderstand

A sk th e m to th in k a b o u t w h a t th e answers m ig h t be

b e fo re th e y w atch again Explain th a t th e y w ill hear

th e se e xa ct sentences on th e v id e o and th a t th e y should listen o u t fo r th e specific w o rd s h ig h lig h te d

Explain to s tu d e n ts th a t th e te x t is a sum m ary o f th e

in fo rm a tio n in th e d ocum entary B efore th e y read it, ask th e m to w o rk in pairs to discuss th e main ideas o f

th e docu m e n ta ry

A sk s tu d e n ts to read th e te x t w ith o u t fillin g in any answers at th is stage to see if th e ideas th e y m e n tio n e d are c o ve re d in th e te x t A lso e n co u ra g e th e m to th in k

a b o u t w hich p a rt o f speech is m issing fro m each gap Read th e w o rd s in th e y e llo w w o rd b a n k to s tu d e n ts and ask th e m to re p e a t th e m C o rre c t th e ir p ro n u n cia tio n

A sk s tu d e n ts to read th e q u e stio n s and explain anything

th e y d o n 't und e rsta n d Then ask th e m to w o rk in pairs or small g ro u p s to ask and answ er th e questions

W hen th e y have finished, ask d iffe re n t s tu d e n ts at

ra n d o m ro u n d th e class to answ er each o f th e questions

Answers «

S tu d e n ts' ow n answers

U n its 1 & 2

O b jectives

• To revise vocabulary and g ra m m a r fro m Units 1 and 2

Revision

• Explain to s tu d e n ts th a t th e re w ill be a review a fte r every

tw o units in C lose-U p B1 Tell th e m th a t Review 1 revises

th e m aterial th e y saw in U nits 1 and 2

• Explain to stu d e n ts th a t th e y can ask you fo r h elp, lo o k

back a t th e units and re fe r to th e reference sections at

th e back o f th e b o o k if th e y 're n o t sure a b o u t an answer,

as th e review is n o t a test

• D ecide on how you w ill carry o u t th e review You co u ld

ask s tu d e n ts to d o o n e task a t a tim e and c o rre c t it

im m ediately, ask th e m to d o all th e v o ca b u la ry tasks and

c o rre ct th e m b e fo re m o vin g on to th e g ra m m a r tasks,

o r ask th e m to d o all th e tasks and th e n c o rre c t th e m

to g e th e r a t th e end If you d o all th e tasks to g e th e r, let

stu d e n ts kn o w every n o w and again h o w m uch tim e th e y

have g o t le ft to finish th e tasks

• Ask stu d e n ts n o t to leave any answers blank and to try

to fin d any answers th e y a re n 't sure a b o u t in th e units o r

reference sections

• Inform stu d e n ts b e fo re h a n d th a t th e y w ill have a review

in th e n e xt lesson so th a t th e y can revise fo r it a t hom e

Revise th e v o ca b u la ry and g ra m m a r as a class b e fo re

stu d e n ts d o th e review

• W hen checking s tu d e n ts ' answers to th e review tasks,

m ake a n o te o f any p ro b le m areas in v o ca b u la ry and

g ra m m a r th a t th e y still have Try to d o extra w o rk on

these areas so th a t y o u r stu d e n ts p rogress w ell

V ocabulary Revision _

• W rite th e verbs fall, g e t, have, ke e p and p a y on th e

b o a rd and e lic it th e co llo ca tio n s s tu d e n ts le a rn t w ith

these verbs in U n it 1 Remind s tu d e n ts th a t th e re is

a list o f co llo ca tio n s & expressions th a t a p p e a r in th e

b o o k on page 183 fo r th e ir reference

• A sk stu d e n ts to explain th e d iffe re n c e b e tw e e n

th e fo llo w in g pairs o f w ords: lo o k like /lo o ks, s lim /

o v e rw e ig h t, m id d le -a g e d /e ld e rly , e a s y -g o in g /h a rd

w orking, g rill/fry , s ta rte r/m a in course, b o w l/p la te

• Ask stu d e n ts to spend o n e m in u te lo o k in g a t th e ta b le

in A on p age 24 D raw th e ta b le on th e b o a rd and w rite

th e verbs d o w n th e le ft-h a n d side A sk s tu d e n ts to

w rite in th e nouns and adjectives th a t g o w ith each o f

th e verbs Then revise th e ir m eanings

• A sk s tu d e n ts to te ll you in th e ir ow n w o rd s a b o u t

elephants th a t th e y read a b o u t in U n it 1 Try to m ake

sure th e y revise h e ig ht, tall, w eigh, b u ild , beard,

s tra ig h t, jealous, generous, scruffy, unkind, lazy, reliable,

honest, nervous.

G ra m m a r Revision

• W rite th e sentences b e lo w on th e b o a rd and ask

s tu d e n ts to say w hich tense th e y are in and if th e y are ini

th e a ffirm a tive , n e g a tive o r q u e stio n fo rm Then revise f

all fo rm s and uses o f these tenses as w ell as th e time expressions used w ith th e m

- She's n o t vis itin g G ra n d d a d th is a fte rn o o n (Present |

• Ask stu d e n ts w h a t kind o f verbs c a n 't be used in the

c o n tin u o u s tenses (stative verbs) Then ask th e m which!

sta tive verbs th e y kn o w and m ake a list o f th e m on the |

b o a rd M ake sure th e y revise know , have and be Then

ask th e m w hich verbs can be b o th sta tive and action verbs w ith a ch ange o f m eaning M ake sure th e y revise

have, th in k and see.

• W rite th e w o rd s b e lo w on th e b o a rd and ask students

to say w hich ones are c o u n ta b le and w hich are

u n c o u n ta b le

b re a d (unc), cheese (unc), ch o co la te (unc), restaurant

(c), h a m b u rg e r (c), o live (c), o live oil (unc), co ffe e (unc),]

s p a g h e tti (unc), c h e f (c).

• Then ask stu d e n ts to w rite sentences o f th e ir own with |

these w o rd s and q u a n tifie rs such as a/an, the, some,

any, a little , a few , m uch, many, etc.

• A sk s tu d e n ts w h a t th e d iffe re n ce is, if any, betw een the: pairs o f sentences below Then revise th e affirmative,

n e g a tiv e and q u e s tio n fo rm s o f w o u ld + bare infinitive,]

used to , b e used to and g e t used to.

- I used to v is it A u n t Helen every Saturday

- I w o u ld visit A u n t H elen every Saturday (They both

m ean th e same as th e y ta lk a b o u t a p a s t habit.)

- A re you used to living n e x t d o o r to Alice?

- D id you use to live n e x t d o o r to Alice? (The first

se n te n ce asks w h e th e r so m e o n e has b e co m e familial

w ith a c u rre n t s itu a tio n w hereas th e se cond sentenci asks w h e th e r o r n o t a s itu a tio n h a p p e n e d in the past.)

М о С А ) 0 1 Л \ А Г \ \

A sk s tu d e n ts to read th e sentences w ith o u t circling any I answers at th is sta g e and to u n d e rlin e any nouns, nounl phrases and a d je ctives a fte r th e o p tio n s in red

Then ask s tu d e n ts to choose th e rig h t o p tio n to

c o m p le te th e co llo ca tio n s Encourage s tu d e n ts to read I

th e ir sentences again once th e y 'v e finished to check

th e ir answers

• Read the words in th e ye llo w w o rd b a n k to stu d e n ts

I and then ask them to re p e a t th e m C o rre c t th e ir

I pronunciation where necessary

• Ask students which w ords are verbs (fry, lo o k like), w hich

I are nouns (main course, p late) and w hich are adjectives

I (middle-aged, reliable, sweet, unkind).

• Ask students to read th e w o rd g ro u p s 1 -8 and

■encourage them to th in k a b o u t w hich p a rt o f speech th e

■ words in each group are as w ell as how th e y are re la te d

I before choosing an answer

• Read the pairs o f w ords in th e ye llo w w o rd b a n ks to

И students and ask them to re p e a t th e m C o rre c t th e ir

I pronunciation where necessary

Ask students to read th e sentences th ro u g h fo r g ist

efore filling in any answers

I Ask students to read th e sentences th ro u g h on ce fo r g ist

I without writing any answers

» Encourage students to look fo r clues on e ith e r side

of the gaps to help them d e cid e w hich p re p o sitio n s

, are missing

[ Encourage students to read th ro u g h th e ir c o m p le te d

sentences once they have finished to check

their answers

[1 for 2 after 3 like 4 o u t 5 d o w n Answers

f a r m e r

< Explain to students th a t th e y should read each sentence

through before filling in any answers and pay a tte n tio n

to any tim e expressions as these w ill h e lp th e m d e cid e

w hich tense is m o st a p p ro p ria te They should also look

fo r n e g a tiv e adverbs and q u e stio n marks and w rite

n e g a tiv e sentences o r que stio n s accordingly

E ncourage stu d e n ts to read th ro u g h th e ir sentences

o nce th e y have fin ish e d to check th e ir answers

Tell stu d e n ts to lo o k back at pages 9 and 21 and

G ra m m a r References 1 1 -1 4 on pages 1 6 1 -1 6 2 and 2 1 -2 4 on p a g e 163 fo r a re m in d e r if th e y need to

5 know , are, d o w e eat

6 was m aking, realised, d id n 't have, had

e n co u ra g e th e m to th in k how th is in fo rm a tio n co u ld be rephrased using th e w o rd given in b o ld

E ncourage stu d e n ts to read th ro u g h th e sentences once

th e y have fin ish e d to check th a t th e second sentence means th e sam e as th e firs t sentence and th e w o rd in

b o ld has been used w ith o u t b e in g ch a n g e d in any way Tell s tu d e n ts to lo o k back a t A - D on p a g e 25 and

Д The W onders of Nature

text first

p ic tu re w ith o u t re a d in g th e a c co m p a n yin g c a p tio n A sk

stu d e n ts to guess w h a t th e p ic tu re shows and to give

th e ir reactions to it

• Ask stu d e n ts to read th e c a p tio n to fin d o u t w h a t th e

p ictu re shows A sk s tu d e n ts w hy th e y th in k th e scu lp tu re

changes w ith every season (The v e g e ta tio n on h e r b o d y

a n d h ead is d iffe re n t d u rin g each season because o f

changes in te m p e ra tu re a n d dam pness.)

• You m ig h t like to give s tu d e n ts m o re in fo rm a tio n

a b o u t th e p ic tu re using th e B a ckg ro u n d In fo rm a tio n

b o x below

B ackground In fo rm a tio n _

The M u d M aid was cre a te d b y artists Sue and Pete Hill,

w h o are fro m th e C ornw all in England They b u ilt this

sculpture, as w ell as a n o th e r scu lp tu re called G iant's H ead,

in th e Lost G ardens o f H eligan in o rd e r to enhance th e

w o o d la n d and th e e xp e rie n ce visitors have o f it The Lost

Gardens o f H eligan w ere lost fo r aro u n d 75 years d u rin g

th e tw e n tie th century D ue to n e g le c t, th e g a rdens fe ll

in to disre p a ir and w ere fo rg o tte n a b o u t A hurricane in

1990 revealed a tin y h id d e n ro o m , w hich led to re sto ra tio n

w o rk b e in g carried o u t on th e gardens Today, it is a

p o p u la r d e s tin a tio n fo r visitors w h o w a n t to g e t close to

nature V isitors can see th e N o rth e rn G ardens, H o rse m o o r

H ide & W ild life Project, th e W id e r Estate and th e Ju n g le

See w w w h e lig a n co m fo r fu rth e r in fo rm a tio n

Ask s tu d e n ts to lo o k at th e pictu re s on p a g e 32 and th e

accom panying c a p tio n Then ask th e m to w o rk in pairs

to describe th e p ictu re s and to discuss th e ir reactions

to th e m To finish off, ask each p a ir h o w th e y fe e l a b o u t

w h a t th e man is d o in g in th e to p p ictu re You c o u ld also

ask th e m w h a t th e e ffe c t o f th is a ctio n m ig h t be (the

d e s tru c tio n o f coral reefs a n d u n d e rw a te r w ildlife).

B a c k g r o u n d In fo rm a tio n _

C oral reefs a p p e a r in shallow and w e ll-circu la te d waters |

C oral, w hich looks like a p la n t o r stone, is actually an anim al w hich takes on m any fo rm s and colours Coral gro w s a t th e rate o f a b o u t half an inch p e r year and it can

o fte n stretch fo r m iles and be h undreds o f fe e t w ide The

G re a t Barrier Reef o ff th e coast o f A ustralia covers an areal

o f 133,000 square m iles and is m ade up o f m ore than 2,900 reefs Som e reefs d a te back 500 m illio n years, but ■

o u r m o d e rn lifestyles have g re a tly th re a te n e d this natural j

life fo rm

A sk s tu d e n ts to read th e in stru ctio n s and check th a tt

u n d e rsta n d w h a t th e y have to do

A sk s tu d e n ts to w o rk in pairs to ta ke tu rn s to ask and answ er each o th e r th e ideas listed

G o ro u n d th e class m o n ito rin g stu d e n ts to m ake sure

th e y are carrying o u t th e task properly

A sk each p a ir to discuss o n e o f th e o p tio n s and repea

u n til each p a ir has had a tu rn

Explain to s tu d e n ts th a t th e y should d e c id e if each

o p tio n in A , gives facts, e n te rta in s th e reader, is

e d u ca tio n a l o r gives personal opinions

A sk s tu d e n ts to w o rk w ith a p a rtn e r to c o m p le te

th e task

G o ro u n d th e class m o n ito rin g stu d e n ts to make sure

th e y are ca rryin g o u t th e task properly

A sk each p a ir to discuss one o f th e o p tio n s and repeatl

u n til each p a ir has had a tu rn

_ Answers!

S tu d e n ts' ow n answers

Word Focus

• Ask students to look at th e w o rd s in red in th e te x t and

I tore-read the sentences they are fo u n d in again R em ind

F students that when they d o n 't know th e m eaning o f a

• f o r d , they should look carefully at th e sentence it is

found in to work out its m eaning fro m th e c o n te x t it is

in, Ask students to work in pairs to d e cid e w h a t each o f

the words mean

^■[students to read the W ord Focus b o x to c o m p a re

their answers with the d e fin ition s given

1 Read each of the words to th e s tu d e n ts and ask th e m

to repeat them after you C o rre c t th e ir p ro n u n c ia tio n

where necessary

• Ask students to read th e instructions and m ake sure th e y

rstand what they have to do Explain th a t th e re

might be more than one answer

• Ask students to do th e task individually, b u t check

■Answers as a class

(where

Answers

ere: books/m agazine/w ebsite/blog;

ation type: gives facts/is e d ucational

• Ask students to read th e Exam C lose-up b ox Explain

that identifying the typ e o f te x t can help to u n d erstand

I the information in it

• Then ask students to read th e Exam Task and exp la in to

■ tu d e n ts that the task is m u ltip le choice and th a t th e y

I should answer a, b, с o r d

• Ask students to read th ro u g h th e questions b e fo re

I reading the text, so th a t th e y know w h a t in fo rm a tio n to

■ look out for

• Ask students to read th e te x t again and to u n d e rlin e key

I words related to the questions w h ile reading

• Ask students to read th e sta te m e n ts and exp la in any

■ words they d o n 't understand

• Ask students to w ork in pairs to discuss th e sta te m e n ts

Г and then ask each pair to te ll th e rest o f th e class w h a t

I they think

• You might like to give th e m m ore in fo rm a tio n a b o u t th e

[ picture using the B ackground In fo rm a tio n b o x below

Answers «

3 The Great Barrier Reef is one o f th e seven

[ wonders o f th e natural w o rld , n o t th e an cie nt

F world

Students' own answers

B ackground In fo rm a tio n _

T h e G re a t B a rrie r R eef has b e e n a U N E S C O W o rld

H e rita g e S ite sin ce 1981

The seven w o n d e rs o f th e natural w o rld are: th e A u ro ra

Borealis, th e G ra n d Canyon, Paricutin, V ictoria Falls, the

G re a t B a rrie r Reef, M o u n t Everest and th e H a rb o u r o f Rio

de Janeiro.

The seven w o n d e rs o f th e a n cie nt w o rld are: th e G reat

P yram id o f Giza, th e H a n g in g G ardens o f Babylon, th e Tem ple o f A rte m is a t Ephesus, th e S tatue o f Zeus a t

O lym p ia , th e M a usoleum o f Halicarnassus, th e Colossus o f

R hodes and th e L ig h th o u se o f A lexa n d ria

S tudents can fin d a c o m p le te list o f W o rld H e rita g e sites

at h ttp ://w h c u n e s c o o rg

Ideas F o c u s

Ask s tu d e n ts to read th e tw o questions

Ask th e m to w o rk in pairs to discuss th e questions

G o ro u n d th e class m o n ito rin g s tu d e n ts to m ake sure

th e y are carryin g o u t th e task properly

Ask each p a ir to answ er o n e o f th e que stio n s and re p e a t

u n til each p a ir has had a tu rn

W rite any stru ctu ra l m istakes th a t stu d e n ts m ake on

th e b o a rd w ith o u t saying w h o m ade th e m , and ask stu d e n ts to c o rre c t th e m Deal w ith any p ro b le m s in

p ro n u n c ia tio n th a t cam e up

Answers

Ф

S tu d e n ts' ow n answers

М о с а ) с ?1 л \ а г \ \

Ask s tu d e n ts to lo o k at p ictu re s 1 -8 and w o rk w ith a

p a rtn e r to ta ke it in tu rn s to d e scrib e w h a t th e y can see and w h e re th e p ictu re s m ig h t have been taken

Read th e w o rd s in th e y e llo w w o rd b a n k to stu d e n ts and ask th e m to re p e a t th e m C o rre c t th e ir p ro n u n cia tio n

A sk s tu d e n ts to read th e in stru ctio n s and check th a t th e y

un d e rsta n d th e m Explain th a t th e y are g o in g to read

th e te x t W h a t's new?, and th e n m atch th e w o rd s 1 -8

w ith th e w o rd s a -h Explain th a t th e m a tch e d w o rd s are phrases fro m th e te x t

A sk s tu d e n ts to d o th e task individually, b u t check answers as a class

Answers

1d 2e 3c 4a 5g 6 f 7h 8b

The W onders o f Nature

A sk s tu d e n ts to read th e in stru ctio n s and check th a t th e y

understand th e m Explain th a t th e y are g o in g to m atch

sentences 1 -8 w ith sentences a -h

A sk stu d e n ts to read sentences 1 -8 and a -h Encourage

th e m to read all th e sentences b e fo re th e y w rite any

answers Tell s tu d e n ts th e y should pay a tte n tio n to th e

personal pro n o u n s in a -h and w h e th e r th e y are singular

o r plural as th is w ill help th e m d e c id e w hich se ntence in

1 -8 it lo g ica lly fo llo w s on fro m

A sk s tu d e n ts to read each p a ir o f sentences once

th e y have fin ish e d to m ake sure th e sentences m ake

G o round th e class m o n ito rin g s tu d e n ts to m ake sure

th e y are carrying o u t th e task pro p e rly D o n 't c o rre c t any

m istakes at th is stage, b u t m ake a n o te o f any m istakes

in stru ctu re and p ro n u n cia tio n

Ask w hich stu d e n ts agree w ith th e s ta te m e n t and

w hich ones disagree Ask th e m to ju s tify th e ir answ er

and m ake sure th e y u n d e rsta n d th a t if th e y agree, th e y

w ill agree w ith b o th parts o f th e s ta te m e n t, b u t if th e y

disagree, th e y may agree w ith th e firs t p a rt, b u t disagree

w ith th e second part

W rite any stru ctu ra l m istakes th a t s tu d e n ts m ake on

th e b o a rd w ith o u t saying w h o m a d e th e m , and ask

stu d e n ts to c o rre c t th e m Deal w ith any p ro b le m s in

p ro n u n cia tio n th a t cam e up

You co u ld also activate th e vo ca b u la ry in th is lesson

fu rth e r by asking s tu d e n ts to discuss an e n v iro n m e n ta l

issue th a t concerns th e m o r th a t th e y are actively

involved in A sk th e m to discuss w h a t th e issue is,

w h a t causes th e p ro b le m , w h a t effe cts it has on th e

e n v iro n m e n t and w h a t w e can d o to h e lp it Encourage

stu d e n ts to use v o ca b u la ry fro m this lesson in

th e ir discussions

Answers

S tu d e n ts' ow n answers

6 \ m w \ № \ A r

W rite th e sentences b e lo w on th e b o a rd and ask

stu d e n ts w h a t th e main v e rb in each is and w hich tenses

have been used

- The g ro u p has set up a new con se rva tio n schem e, (set

up, Present P e rfe ct Sim ple)

- W e have been w o rk in g on th e coral reefs since 1980

(work, Present P e rfe ct C ontinuous)

Revise th e a ffirm a tive , n e g a tive , q u e s tio n fo rm s and

sh o rt answers o f th e tw o tenses w ith students

P resen t P e rfe c t S im ple

A sk s tu d e n ts to lo o k a t th e verbs in b o ld in sentences I

1 -4 and e lic it th a t th e y are in th e Present P erfect Sim|f Ask s tu d e n ts w h a t th e in fin itiv e fo rm o f these verbs are

(win, c o m p le te , d o a n d lose) E licit th a t all these verbs,

a p a rt fro m c o m p le te , have irre g u la r past participles

E licit h o w w e fo rm th e Present P erfect S im ple in the

a ffirm a tive (It is fo rm e d w ith th e Present S im ple o f

have - th e auxiliary v e rb - a n d th e p a s t p a rtic ip le o f the I

m ain verb.) W rite sentence 4 on th e b o a rd , I've lost m

m a p o f th e rainforest To help s tu d e n ts understand the:

Present P erfect S im ple, d ra w th e ir a tte n tio n to the fonj

p re se n t + past p a rtic ip le R em ind stu d e n ts th a t the Present P erfect links th e p re se n t m o m e n t w ith the past

b y d e s c rib in g an e v e n t o r state th a t sta rte d in the past and co n tin u e s in th e present

Then e lic it h o w th e n e g a tive o f th e Present Perfect j

S im ple is fo rm e d using sentence 3 in th e task (h a v e /i

+ n o t + p a s t p a rticip le ) P oint o u t w e can use have not]

o r h a v e n 't + past p a rticip le

В

Ask stu d e n ts to read th e in stru ctio n s and th a t they

u n d e rsta n d w h a t th e y have to d o (to m atch a -d with 1-]

in task A)

A sk s tu d e n ts to read th e uses o f th e Present Perfect

S im ple in a -d and answer any que stio n s th e y

• W rite th e sentence The s cie n tist w on m any prizes, on j

th e b o a rd and ask stu d e n ts h o w th e m eaning is diffei

fro m sentence 1 in task A (It means th e scientist won I

m any prizes a t o n e p a rtic u la r event, n o t a t a tim e in thi

p a s t th a t has finished, w hereas 'has w o n ' suggests th i

th e prizes w ere w on on d iffe re n t occasions).

• A sk s tu d e n ts to read th e in fo rm a tio n in th e Be careful

and m ake sure th e y u n d e rsta n d it

P re s e n t P e rfe c t Continuous _ _ _

A sk s tu d e n ts to lo o k at th e verbs in b o ld in th e sentences in 1 -3 and e lic it th a t th e y are in th e Presert

P e rfe ct C o n tin uo u s Ask stu d e n ts w h a t th e infinitive f

o f th e se ve rb s are (walk, recycle, travel).

E licit h o w th e Present P erfect C o n tin uo u s is formed

(The Present P e rfe ct o f th e ve rb to b e (have / has L been) + th e p re se n t p a rtic ip le o f th e main verb (base I + -ing).) W rite an e xa m p le on th e bo a rd , e.g She has Г

b e e n running.

•[Then elicit how the negative o f th e Present P erfect

■Continuous is formed (The Present P e rfe ct o f th e verb

I to be (have / has been) + n o t + th e p re se n t p a rtic ip le

I ofthe main verb (base + -ing).) A g a in , w e can use n o t or

I haven't / hasn't.) W rite under th e firs t exam ple, She has

I not been running She h asn't been running.

D

' Ask students to read th e uses o f th e Present P erfect

I

^b n tin u o u s in a-с and answer any que stio n s th e y m ig h t

Explain that they are g o in g to m atch sentences

I a-с with sentences 1-3 in task C Explain th a t th e y

I should pay attention to any tim e expressions and tim e

■ references in task С sentences 1 -3 w hen m a tch in g up

• Write the sentences below on th e b o a rd and ask

■Students to look at the first sentence and say if Sabrina is

still typing emails (Yes)

[I -Sabrina has been typ in g emails all day

I - Sabrina has w ritten ten emails today

• Ask students the same question a b o u t th e second

sentence (No)

• Remind students th a t we use th e Present P erfect

^ B tin u o u s to say how long fo r an a ctivity th a t is

stil1 happening and the Present P erfect S im ple to

say how much, how many o r how m any tim e s fo r

completed actions

I I Now read the Grammar Reference on pages 1 6 3-164

Я (3.1-3.6) with your students.

I «Encourage students to read th ro u g h th e sentences and

■ options before filling in any answers Tell th e m to pay

■rttention to the words im m e d ia te ly b e fo re and a fte r

В the gaps as well as the tense used in each sentence, its

■ form and time expressions and references used w ith

■ this tense

I • Now ask students to fill in th e ir answers and to read

■through the sentences once they have finished to make

I sure the sentences make sense

I • Ask students to do the task individually, b u t check

answers as a class

1b 2a 3b 4a 5c

F

• Ask students to read th e instructions and check th a t th e y

I understand what they have to do

• Encourage students to read th ro u g h th e sentences

I before circling their answers Tell th e m to pay a tte n tio n

to any time expressions and references in th e sentences

• Now ask students to circle th e ir answers and to read

I through the sentences again once th e y have fin ish e d to

make sure they make sense

• Ask students to d o the task individually, b u t check

Ask s tu d e n ts to read th e in stru ctio n s and m ake sure

th e y u n d e rsta n d th a t th e y w ill be d e a lin g w ith th re e

tenses here (Present P e rfe ct Sim ple, th e Present P erfect

C o n tin uo u s, th e Past Sim ple).

Ask th e m to lo o k at th e title and ask th e m w h a t th e y

k n o w a b o u t icebergs and if th e y kn o w any im p o rta n t stories fro m th ro u g h o u t h isto ry re la te d to th e m

A sk s tu d e n ts to skim th ro u g h th e te x t w ith o u t fillin g

in any answers a t this sta g e to fin d o u t w hen and w hy

th e In te rn a tio n a l Ice P atrol was fo rm e d (in 1914 to give

in fo rm a tio n a b o u t icebergs to ships fo llo w in g th e sinking

o f th e Titanic).

Ask s tu d e n ts to c o m p le te th e te x t and to pay a tte n tio n

to any tim e expressions and references used in th e te x t and to w hich verbs are irregular E ncourage th e m to

lo o k back a t A to D, th e G ram m ar R eference and th e Irre g u la r V erb list fo r h e lp if necessary

_ Answers ф

5 has been g iv in g

Teaching Tip

You c o u ld e xp a n d th e g ra m m a r se ctio n fu rth e r here

by asking s tu d e n ts to w o rk w ith a p a rtn e r to in te rvie w each o th e r a b o u t w h a t th e y have d o n e to help nature

G ive s tu d e n ts tim e to w rite fo u r o r five que stio n s to ask

th e ir p a rtn e rs and e n co u ra g e th e m to use th e Present

P e rfe ct S im ple and th e Present P e rfe ct C o n tin u o u s in

th e ir q u e stio n s and answers (e.g Have y o u e ve r taken

p a rt in a co n se rva tio n p ro je c t? Have any n a tu ra l areas in

y o u r c o u n try b e e n d e s tro y e d in re c e n t years? A re there any g ro u p s in y o u r n e ig h b o u rh o o d th a t have b een try in g

to save th e environm ent?) M o n ito r stu d e n ts as th e y

in te rv ie w each o th e r and g ive th e m any h e lp th e y need

To finish o ff, ask each s tu d e n t to te ll th e rest o f th e class

a b o u t th e in fo rm a tio n th e y le a rn t fro m th e ir partner

LAs+enintf)

• Ask s tu d e n ts to read th e c a p tio n a cco m p a n yin g th e

p ic tu re on p a g e 36 Then ask th e m to w o rk in pairs to discuss th e p ic tu re and th e ir re a ctio n to it E ncourage

th e m to ta lk a b o u t w h a t th e y k n o w a b o u t th e G reat

W h ite Shark Finish o ff b y discussing th e p ic tu re as a class and exp la in th a t in this p a rt o f th e lesson th e y w ill learn m ore a b o u t this anim al

33

The W onders o f Nature

Explain to stu d e n ts th a t in th is lesson th e y w ill be

im p ro v in g th e ir te c h n iq u e in b la n k -fillin g liste n in g tasks

Ask stu d e n ts to read th e in stru ctio n s and m ake sure th e y

u n d erstand w h a t th e y have to do

Ask s tu d e n ts to tic k th e sentences th a t c o n ta in m issing

w o rd s th a t a re n 't num bers E licit th a t th e y sh o u ld w o rk

o u t w h a t th e w o rd s w hich a re n 't num b e rs re fe r to and

th a t th e y a re n 't e x p e c te d to guess th e actual w ords

Give stu d e n ts a m in u te to w rite th e ir answers and th e n

ask th e m to c o m p a re and ju s tify th e m w ith a partner

Check answers as a class

O nce th e answers have been checked, you m ig h t like

to discuss w hich co lo u r may be m issing in 3 (grey) w ith

students Then e lic it w h a t th e five senses are (smell,

taste, touch, h e a rin g a n d sig h t) and ask th e m w hich one

th e y th in k is m o st im p o rta n t to a shark and to say why

Explain to s tu d e n ts th a t th e y are n o w g o in g to listen to

a ta lk a b o u t th e G re a t W h ite Shark A sk th e m to read

sentences 1 -6 in A again and to u n d e rlin e any key w o rd s

in th e sentences th a t th e y should listen o u t for

Encourage stu d e n ts to th in k o f o th e r w ays th e

in fo rm a tio n in each sentence co u ld be phrased

Play th e re co rd in g once all th e w ay th ro u g h and ask

stu d e n ts to w rite th e ir answers Then ask s tu d e n ts to

discuss th e ir answers w ith a p a rtn e r and to ju s tify any

answers th a t are d iffe re n t

Play th e re co rd in g again and ask s tu d e n ts to check th e ir

answers and to fill in any m issing answers

C heck th e answers as a class and ask s tu d e n ts to ju s tify

Ask stu d e n ts to read th e in stru ctio n s and m ake sure th e y

u n d erstand w h a t th e y have to do

A sk s tu d e n ts to read th e in fo rm a tio n in th e Exam Close-

u p b ox A sk th e m to q u ickly lo o k a t th e task in D and to

th in k o f a w o rd o r phrase th a t co u ld g o in each g a p in

th e Exam Task.

Play th e re co rd in g o nce all th e w ay th ro u g h and ask

stu d e n ts to w rite th e ir answers Then ask s tu d e n ts to

discuss th e ir answers w ith a p a rtn e r and to ju s tify any

answers th a t are d iffe re n t

Play th e re c o rd in g again and ask stu d e n ts to checkt answers and to fill in any m issing answers

C heck th e answers as a class and ask students to just

th e ir answers

Answeg4

p a rt o f th e lesson w ill deal w ith (environm ental issuef

A sk s tu d e n ts to w rite d o w n as m any environmental

p ro b le m s and th e ir consequences as possible Then | ask th e m to ta ke it in tu rn s to read o u t one o f their

p ro b le m s to th e class and ask th e o th e r students toll

o f a s o lu tio n to th e p ro b le m o r a w ay o f reducing its)

G o ro u n d th e class m o n ito rin g stu d e n ts to make sure|

th e y are carrying o u t th e task pro p e rly D o n 't corre

m istakes a t th is stage, b u t m ake a n o te o f any misti

in stru ctu re and p ro n u n cia tio n

A sk each p a ir to answ er one o f th e questions and re|

u n til every p a ir has had a turn

W rite any stru ctu ra l m istakes th a t stu d e n ts made on |

th e b o a rd w ith o u t saying w h o m ade th e m , and ask

s tu d e n ts to c o rre c t th e m Deal w ith any problems in|

p ro n u n c ia tio n th a t cam e up

Ask s tu d e n ts to read th e in stru ctio n s and make suretj

u n d e rsta n d w h a t th e y have to do

Play th e re c o rd in g once all th e w ay th ro u g h and ask! stu d e n ts to w rite th e ir answers Then ask students t j discuss th e ir answers w ith a p a rtn e r and to justify aq answers th a t are d iffe re n t

Usefu impressions _ _

■ Ask students to read the Useful Expressions b e fo re th e y

attempt to do the task in C

' Point out that sometimes it can be d iffic u lt to s ta rt a

J conversation naturally and th a t these expressions are

I good ways o f doing that

С

' Ask students to look at th e pictures in D and sp e n d a

I minute deciding what w ould be involved in each one

• Check students understand w h a t recyclin g bins,

I aluminium, beach clean-up, p o llu tio n , cam paign, cycling,

I planting trees and setting up a w e b site mean.

' Ask students to read th e instructions again b e fo re

I starting so that they know exactly w h a t th e y should do

' Explain that they are to match th e ve rb s 1 -5 w ith th e

I words/phrases a-e, by looking at th e pictures

• Ask students to work in pairs

• Go round the class m o n ito rin g s tu d e n ts to m ake sure

I they are carrying out the task properly D o n 't c o rre c t any

I mistakes at this stage, b u t make a n o te o f any m istakes

■ in structure and pronunciation

• Write any structural mistakes th a t s tu d e n ts m a d e on

the board without saying w ho m ade th e m , and ask

students to correct them Deal w ith any p ro b le m s in

pronunciation that came up

Answers.

1d 2e 3c 4a 5b

+

1 Explain to students th a t task С gave th e m som e helpful

vocabulary to use when ta lk in g a b o u t th e p ictu re s in

the Exam Task, fo r exam ple, I th in k we sh o u ld p la n t

some trees.

In pairs, ask students to discuss th e p ictu re s in th e Exam

Task, using the matched verbs and w o rd s in Task С to

help them

Go round the class m o n ito rin g stu d e n ts to m ake sure

they are carrying o u t th e task properly

Ideas Focus

• Ask students to read th e questions q u ickly and deal w ith

I any queries they may have

• Ask students to w ork in pairs and to ta k e it in tu rn s to

I answer the questions

• Go round the class m o n ito rin g s tu d e n ts to m ake sure

I they are carrying o u t th e task properly D o n 't c o rre c t any

mistakes at this stage, b u t m ake a n o te o f any m istakes

I in structure and pronunciation

• Write any structural mistakes th a t stu d e n ts m ade on

the board w ithout saying w h o m ade th e m , and ask

I students to correct them Deal w ith any p ro b le m s in

pronunciation th a t came up

Students' own answers

A sk s tu d e n ts to read th e in stru ctio n s and m ake sure th e y

u n d e rsta n d w h a t th e y have to do

E licit th a t th e w o rd s in brackets are pre p o sitio n s

A sk s tu d e n ts to d o th e task individually, b u t check as

a class

Answers

a fte ron

o ve rtofro m

th e s tu d e n ts and exp la in th a t th e y w ill use these

to c o m p le te th e sentences P oint o u t th a t all th e

p re p o s itio n s in th e y e llo w w o rd b a n k w ill be used

Ask s tu d e n ts to read th e sentences carefully and pay

a tte n tio n to th e w o rd s b e fo re o r a fte r th e g a p and try

to th in k o f a p re p o s itio n w hich fo llo w s o r precedes th e

w o rd s w ith o u t fillin g in any answers a t this stage

A sk s tu d e n ts to d o th e task individually, b u t check as

4

A sk s tu d e n ts to read th e Exam C lose-up box E licit th a t

th e Exam Task is a m u ltip le choice activity.

A sk s tu d e n ts to lo o k at th e p ic tu re in th e to p rig h t

c o rn e r o f p a g e 38 and th e title o f th e te x t in th e Exam

Task to discuss h o w th e y are related Ask stu d e n ts how

th e p ic tu re makes th e m feel

Explain to s tu d e n ts th a t in A m e rica n English th e re is

a n o th e r w o rd fo r ru b b ish and ask if th e y kn o w w h a t it is

(garbage).

A sk s tu d e n ts to skim th ro u g h th e Exam Task te x t w ith o u t

a nsw ering any q u e stio n s a t th is stage in o rd e r to fin d

o u t w h a t th e 'G re a t G a rb a g e Patch' is, w here it is and

h o w so m e th in g g o o d m ay co m e o u t o f it (It's a massive

island o f p la s tic ru b b ish flo a tin g in th e Pacific O cean It

e x te n d s fro m C alifornia to H aw aii a n d a lm o s t reaches Japan There's a p o s s ib ility th e w aste m ay be tu rn e d in to

fu e l o n e day.).

A sk s tu d e n ts how th e g a rb a g e patch can be dangerous

E licit th a t fish and o th e r sea creatures can be co m e tra p p e d in it, o r e a t som e o f it and th ro u g h th e fo o d chain hum ans end up e a tin g it This w aste also produces chem icals th a t a ffe c t m arine life, such as fish and coral reefs, and e v e n tu a lly humans

A sk s tu d e n ts to read th e te x t again to d e cid e w hich

o p tio n b e st c o m p le te s each gap P oint o u t th a t all th e ite m s are p re p o sitio n s

The W onders o f Nature

A sk stu d e n ts to d o th e task individually, b u t check

answers as a class

If s tu d e n ts seem in te re ste d , you m ig h t like to give

th e m m ore in fo rm a tio n a b o u t th e p ic tu re using th e

B a ckg ro u n d In fo rm a tio n b o x below

С1a 2c 3 b 4c 5c 6 b 7 c 8a 9 b 1 0 d

Background In fo rm atio n

The 'G re a t G a rb a g e Patch' was d isco ve re d in 1997

by sailor Charles M o o re His disco ve ry led to scie n tific

research b e in g carried o u t on this p h e n o m e n o n It is

e stim a te d th a t th e re are 4 6,000 pieces o f pla stic p e r

square k ilo m e tre o f ocean A ro u n d 100 m illio n seabirds

and 100,000 m arine m am m als are k ille d every year due

to plastic in th e sea This plastic com es fro m naval and

com m ercial ships w hich d u m p th e ir w aste in to th e sea

as w ell as fro m rubbish b lo w n in to th e sea fro m th e

land As plastic is n o n -b io d e g ra d a b le , every pie ce th a t

has ever been m ade is still p re se n t in som e fo rm in o u r

e n viro n m e n t This means th e G a rb a g e Patch c a n n o t be

cleaned up as th e re is no w h ere fo r th e rubbish to g o

The only s o lu tio n to th e p ro b le m is fo r m anu fa ctu re rs to

fin d an a lte rn a tive to plastic and fo r plastic ru b b ish to be

recycled

Ideas Focus

• Ask stu d e n ts to read th e q u e s tio n and answ er any

que stio n s th e y m ig h t have

• Ask stu d e n ts to w o rk in pairs and exp la in th a t th e y

should b o th g ive th e ir o p in io n s on th e q u e stio n

• G o round th e class m o n ito rin g s tu d e n ts to m ake sure

th e y are carrying o u t th e task pro p e rly D o n 't c o rre c t any

mistakes a t th is stage, b u t m ake a n o te o f any m istakes

in stru ctu re and p ro n u n cia tio n

• A sk each p a ir to answ er th e q u e s tio n and re p e a t until

each pair has had a tu rn

• W rite any stru ctu ra l m istakes th a t s tu d e n ts m a d e on

th e b oard w ith o u t saying w h o m ade th e m , and ask

stu d e n ts to c o rre c t th e m Deal w ith any p ro b le m s in

p ro n u n cia tio n th a t cam e up

Teaching Tip

You co u ld c o n so lid a te th e vocabulary le a rn t in this lesson

by asking stu d e n ts to create a p o s te r g iv in g advice a b o u t

h ow we can help th e e n viro n m e n t The p o s te r c o u ld be a

list o f p o in ts w ith advice like Save e n e rg y - tu rn o f f lig h ts

w hen n o t in use S tudents can d e c o ra te th e ir p o s te r w ith

d raw ings o r ph o to s

• W rite th e sentence The p a n d a is an endan g e re d species a n d e n v iro n m e n ta l g ro u p s are try in g their t

to save it on th e bo a rd A sk s tu d e n ts w hich articles |

have been used in th e sentence and to say why they;

have been used (The - because 'p a n d a ' is a singular

c o u n ta b le noun, an - a s in g u la r c o u n ta b le noun witffj

g e n e ra l m eaning).

• A sk s tu d e n ts w h a t names w e give to th e articles the!

a/an in English (d e fin ite a n d in d e finite ) E licit that art

Rem ind s tu d e n ts th a t th e articles w ill co m e immediaj

b e fo re th e nouns, b u t som e nouns m ig h t n o t requin

an article

Answer

1 d e fin ite article

2 in d e fin ite article

3 d e fin ite a rticle

4 in d e fin ite article

В

Ask s tu d e n ts to read sentences a - f and explain thatd)

sh o u ld m atch a - f w ith th e sentences 1 -6 in task A

C heck th a t th e s tu d e n ts u n d e rsta n d w h a t they have

to d o Ask s tu d e n ts to d o th e task individually, b u t check answers as a class

Answer

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

A sk s tu d e n ts to read th e rules and e lic it th a t theys

fill in e ith e r th e o r a/an in each rule.

A sk s tu d e n ts to d o th e task individually, b u t check answers as a class

Answer

A nsw ers in o rd e r o f appearance:

a / an, th e , a / an, th e

• Ask students to look back a t th e R eading te x t on pages

I 32-33 to find examples o f when an a rticle is used o r n o t

with a c o u n try ('.A ustralia - Para 3), w ith a chain o f

islands (the Philippines - Para 5), w ith a natural fe a tu re

(The Great Barrier R e e f- Para 3), w ith a su p e rla tive

adjective (The biggest - Para 3 heading)

' Read through the Be careful! in fo rm a tio n w ith th e class

and explain anything th e y d o n 't und e rsta n d

Ask them to look again at task С on p a g e 38 and

find further examples o f th e uses o f th e d e fin ite

and indefinite article (In th e o rd e r th e y a p p e a r: th e

environment, the Pacific Ocean, C alifornia, Hawaii,

! Japan, The Great G arbage Patch, th e chem icals

«specific chemicals), th e 100 m illio n to n n e s o f w aste, th e

plastic soup)

Now read the Grammar Reference on p a g e 165 (3.7 & 3.8)

with your students.

courage students to read each sentence th ro u g h

b e fo re writing any answers as som e answers w ill be

endent on other answers

• Encourage students to look back a t A - С and th e

I Grammar Reference fo r help if necessary w h ile d o in g

1 Ask students to look at th e picture th a t accom panies E

and ask them what it shows (a waterfall) Ask th e m to

I n am e any waterfalls th a t they have heard o f and to say if

they know what the highest w aterfall in th e w o rld is.

1 Ask students to read th e te x t, w ith o u t fillin g in any

[ answers at this stage, to fin d o u t how A n g e l Falls g o t its

n am e (from pilo t Jim m ie A n g e l w ho came across th e falls

while flying in the area).

I Encourage students to look back at A - С and th e

Grammar Reference fo r help if necessary w h ile d o in g

th e task.

1 Ask students to do th e task individually, b u t check

I answers as a class

1 If students seem interested, you m ig h t like to give

th e m more inform ation a b o u t th e p ic tu re using th e

lack ground Inform ation b o x below

A n g e l Falls is a p o p u la r to u ris t a ttra c tio n in Venezuela

However, it is very d iffic u lt to reach as it is s itu a te d in iso la te d ju n g le land Tourists m ust m ake m o st o f th e tr ip

by plane to C anaim a C am p From th e re th e y tra ve l to

th e Falls b y b o a t This can o n ly be d o n e fro m June to

D e c e m b e r th o u g h , w hen th e re is su fficie n t w a te r in th e river P resident Chavez a n n o unced in 2009 th a t A n g e l Falls should o n ly be re fe rre d to as Kerepakupai M eru and

n o t be n am ed a fte r th e person w h o discovered it, as it has always b e lo n g e d to Venezuela

n a tu ra l h a b ita t is in d a n g e r fro m n e w b u ild in g s a n d

ro a d s T he th ir d p ic tu re s h o w s p e n g u in s o n an ice flo e

w h ic h is m e ltin g d u e to g lo b a l w a rm in g ) E n c o u ra g e

th e m t o discuss h o w th e th re e p ic tu re s m ig h t re la te

t o e ach o th e r (E n v iro n m e n ta l p o llu tio n causes th e

d e s tru c tio n o f n a tu ra l h a b ita ts a n d can le a d to sp e cie s

b e c o m in g e n d a n g e re d o r e x tin c t I t also causes an

A sk s tu d e n ts to read th e in stru ctio n s and th e w ritin g

ta sk and m ake sure th e y u n d e rsta n d w h a t th e y have

to d o E ncourage s tu d e n ts to u n d e rlin e any key w ords and phrases in th e w ritin g task to help th e m answer

The W onders o f Nature

A sk s tu d e n ts to read th e in stru ctio n s and th e w ritin g

task and m ake sure th e y u n d e rsta n d w h a t th e y have

to d o Encourage s tu d e n ts to u n d e rlin e any key w o rd s

and phrases in th e w ritin g task to help th e m answer

A sk s tu d e n ts to read sentences 1 -4 b e fo re lo o k in g back

a t th e e x a m p le em ail to d e c id e w hich ones are tru e and

w hich ones are false E ncourage th e m to fin d su ita b le

in fo rm a tio n in th e te x t to ju s tify th e ir answers

A sk s tu d e n ts to d o th e task individually, b u t check

A sk th e m to skim th ro u g h th e e x a m p le em ail again and

to w rite w h a t th e m ain idea o f each p a ra g rap h is n e xt

t o it Then ask th e m to read d e sc rip tio n s a -d to d e c id e

w hich ones are closest to th e ir notes b e fo re d o in g th e

m atching task

A sk stu d e n ts to d o th e task individually, b u t check

answers as a class

A sk s tu d e n ts to c o m p le te th e task and to remembei

m ake a plan fo r th e ir em ail in class

A sk s tu d e n ts to d o th e task individually, b u t check answers as a class Explain to stu d e n ts th a t they sho use th e W ritin g R eference and checklist fo r emails*

p laced on b u ild in g s, as a result th e y lig h t o r heat

th a t area The p ro b le m w ith th is e n e rg y source is i

th a t it's so m e tim e s clo u d y here, w hich is w hy it is nd

Read th e w o rd s and phrases in Useful Expressions

to s tu d e n ts and ask th e m to re p e a t th e m a fte r you

C o rre c t th e ir p ro n u n c ia tio n w h e re necessary and explain

a n yth in g th e y d o n 't u nderstand

A sk stu d e n ts to w o rk in pairs and to practise asking each

o th e r th e q u e stio n s in Useful Expressions.

A sk stu d e n ts to read th e in stru ctio n s and check th a t th e y

u n d e rsta n d w h a t th e y have to d o

Ask stu d e n ts to read th e Exam C lose-up b o x and th e

Exam Task.

R em ind s tu d e n ts to u n d e rlin e any in fo rm a tio n in th e

Exam Task th a t th e y need to in clu d e in th e ir em ail.