Blockbuster 3 TB www frenglish ru

III Developing learner autonomy: using the Study Skills boxes to learn how to study alone; revising vocabulary with the help of the Word revising grammar with the help of the Grammar

Trang 5

Blockbuster 3 is a modular course in English aimed

at students within the category of B 1.1

The course incorporates both a cross-cultural

approach, and its syllabus reflects the guidelines of the

European Framework

Blockbuster 3 develops all four skills (listening,

speaking, reading and writing) through a variety of

communicative tasks, and systematically recycles key

language items Above all, it is designed to promote

active (activating all new vocabulary and structures in

meaningful, everyday situations), holistic (encouraging

the creative collective use as well as the linguistic

analytical use of students' brains) and humanistic learning

(acquiring and practising language through pleasant

tasks and topiCS paying attention to students' needs,

feelings and desires)

The coursebook consists of eight modules of five

units each Each unit is designed to be taught in five

50·minute lessons There is also a Culture Corner and

Curricular Cuts section, as well as a Self Check section,

at the end of each module

Student's Book

The Student's Book is the main component of the

course Each unit is based on a single theme and the

topics covered are of general interest All modules

follow the same basic structure (see Elements of the

Coursebook below)

Optional units

The course includes two units aimed to be done

before certain celebrations (May Day and St Patrick's

Day)

Workbook & Grammar Book

The Workbook & Grammar Book is in full colour

The Workbook contains units corresponding to

those in the Student's Book It can be used either in

class or for homework upon completion of the relevant

unit in the Student's Book It aims to consolidate the

language presented in the Student's Book through a

variety of exercises incorporating all four skills

The Grammar Book provides further exploration of

the grammar taught in each unit of the Student's Book,

with detailed theory and After each five units there is an Exploring Grammar section Wllich revises the grammar from the previous five There are also

Revision sections which revise all the material covered

up to that point in the book

My Language Portfolio

My Language Portfolio contains material to be used

in a variety of tactile tasks throughout the course This material is printed on pages which students may then cut out and file in their individual Language Portfolios (see Students' Language Portfolios below)

Teacher's Book The Teacher's Book contains detailed Teacher's notes, which provide:

• objectives of each unit in a clear and concise way

• step-by-step lesson plans and suggestions on how

to present the material a full key to the exercises in the Student's Book and Workbook & Grammar Book

• tapescripts of all listening material

• My Language Portfolio guidelines

• instructions & key to board games a full key to the Test Booklet The photocopiable material is:

• Evaluation sheets Formative Evaluation Charts

• Student's Self-Assessment Forms Progress Report Cards

Resource Bank Material with Extension Activities

• Progress Check Tests & Key

Test Booklet The Test Booklet contains eight Modular Tests, each in two versions of equivalent level This is to ensure reliability

of results, especially with where students sitting next to each other work on different tests, but are tested in the same langua£lo areas at (~xactly the same level

of difficulty The tests Ih~) assessment of students' progress and enabl(~ tho \O!:lCrlOr to pinpOint students' specific stren~Jths

There is also n Mid well as an Exit Test

all and can nn ofloctlvo assessment test for thoso plnnninq In 1l10VO Oil 10 thB next level

Trang 8

00 Use of (bilingual/monolingual) dictionary Encourage

students to guess the meaning of a word, then use

their dictionaries to check if their guess is correct

00 Sketching Draw a simple sketch on the board to

illustrate the word(s) to be explained For instance:

tall

short

00 Flashcards Make Flashcards out of magazine or

newspaper pictures, photographs, ready drawings

and any other visual material which may serve as

vocabulary teaching tools

00 Use of L 1 In a monolingual class, vocabulary can be

explained in the students' mother tongue, although

this method should be used only in moderation

Students also need to compare their mother tongue to

the English language to find similarities and/or

differences

The choice of technique depends on the type of

word or expression For example, it may be easier to

describe an action verb through miming, and not

through a synonym or definition

B -Writing (Skills work)

All writing tasks in Blockbuster 3 have been carefully

designed to guide students closely in producing a

successful piece of writing

00 Always read the model text provided and deal in

detail with the tasks that follow Students will then

have acquired the language necessary to cope with

the final writing task

00 Make sure that students understand they are writing

for a purpose Go through the writing task in detail

so that students are fully aware of why they are

writing and who they are writing to

00 Make sure that students follow the structured outline

they are provided with

00 It would be advisable to complete the task orally in

class before assigning it as written homework

Students will then feel more confident about

producing a complete piece of writing on their own

C -ASSigning homework

It is recommended that homework is regularly assigned and routinely checked according to the specific needs of the class

When aSSigning writing tasks, prepare students as well as possible in advance This will help them avoid errors and get maximum benefit from the task

Commonly assigned homework tasks include:

00 Vocabulary Students memorise the meaning of words and phrases

00 Spelling Students learn the spelling of particular words without memorising the text in which they appear

00 Reading aloud Assisted by the Student's Cassette

or CD, students practise at home in preparation for reading aloud in class

00 Writing After thorough preparation in class, students are asked to produce a complete piece of writing

D - Correcting students' work

All learners make errors; they are part of the process

of learning The way errors are dealt with depends on the activity

00 Oral accuracy In drill work, correct students on the spot, either by providing the correct answer and asking them to repeat it, or by indicating the error but allowing students to correct it Alternatively, indicate the error and ask other students to correct it

00 Oral fluency In pairwork or free speaking activities, allow students to finish the task without interruption, but make a note of the errors made and correct them afterwards

00 Written work Do not over-correct; focus on errors that are directly related to the point of the exercise When giving feedback you may write the most common errors on the board and help the class to correct them

Remember that praising students and rewarding good work is of great importance Post written work on

a notice board in the classroom or school, or give 'reward' stickers, Praise effort as well as success

E - Class organisation

00 Open pairs The class focuses its attention on two students doing the assigned task together Use this technique to provide an example of how the task should be done

00 Closed pairs Pairs of students work together on a task or activity, while the teacher moves around the classroom offering assistance and suggestions Ensure the task is clearly understood before closed pairwork begins

Trang 9

Stages in pailWork:

Organise students into pairs

Set the task and time limit

Rehearse the task in open pairs

Ask students to do the task in closed pairs

Go around the class and help students

Pairs report back to the class

• Groupwork Groups of three or more students work

together on a task or activity projects or roleplay

are often most easily done in groups Again, ensure

students clearly understand the task in advance

•

Rolling questions A student answers a question,

then proceeds to ask a question directed at the next

student in turn This continues around the class

F - Using the Student's Cassette or Audio CD

All dialogues and texts in the Culture Corner and

Curricular Cuts sections are recorded on the Student's

Cassette or CD Students have the chance to listen to

these recordings at home as many times as they want

in order to improve their pronunciation and intonation

The suggested stages of such self-access study are:

• The student listens to the recording and follows the

lines in the text or dialogue

• The student listens to the recording with pauses

after each sentence or exchange The student

repeats as many times as needed, trying to imitate

the speaker's pronunciation and intonation

• The student listens to the recording again, then

reads aloud

At the beginning of the course, students should be

asked to obtain a suitable folder, or sectioned

document wallet, which they will bring to each lesson

and which will hold their personal Language Portfolio

This will be used to store not only the material cut

out of the printed supplement, My Language Portfolio,

but also a wide variety of other documents and material

In practice, Language Portfolios may include

projects or other written work; computer diskettes with

work or drawings completed inside or outside the class;

video cassettes with the students' favourite story, filmed

performances of songs, school plays, etc; Evaluation

Sheets and reports from teachers; various realia or

pictures and so on In short, it is a collection of what the

learners want to keep as evidence of what they are

learning through the medium of the English language

This Language Portfolio is the student's property It

is a tool to accompany the students' language learning

throughout the their learning both The main emphasis that while compiling develop the skill of working The aim of the

for documenting the classroom

of learning, so Portfolios, learners

is to develop the

be guided at first on how to organise work, keep records, access their own information, etc Learners at this level are usually willing to experiment and try new things, but

at the same time, can be discouraged if they are not sure what is required of them Once a routine has been established and learners begin to develop their autonomy, they can be given more responsibility and freedom Learners will still appreciate feedback and appraisal, though, so it is important that their efforts are monitored and facilitated

First Steps

It

is suggested that work on the Language Portfolio is started a few weeks into the course once students have made some progress in the English language At this level, a letter can be sent home to parents to inform them that the students will need a folder, plastic envelopes, etc At the beginning of the first session, ask the students

to turn to page three of their Language Portfolio Go through the letter together, making sure that the students have a thorough understanding of the concept of the Language Portfolio Encourage them to ask questions about anything they do not understand Then, give the students some time to arrange their Language Portfolio

Go around, providing any necessary help

Once the students have arranged their Language Portfolio, go through each page together, commenting

on the layout and pictures, and giving a brief explanation of the content of each page Spend some time going through the Language Biography section, providing any necessary help Once this has been completed, encourage the students to do the activities

in the Dossier section

How to approach each section I) Language Passport

Read out the introductory paragraph as the students follow silently Answer any questions they may have Each time they are given something for this section, remind them to make a record of it and file it in the appropriate section of their Language Portfolio

Trang 10

II) Language Biography

Spend some time on each section, making sure the

students know what is required of them

Here is a brief explanation of the rationale of each

section:

- All about me: Students fill in their personal

information and record their exposure to the

English language

How I learn: Go through the section along with

students, providing any necessary help The

purpose of this section is for both students and

teacher to be able to determine each student's

individual learning style (i.e visual, auditory,

tactile/kinaesthetic) and needs

My World of English: By updating the record,

students get a sense of achievement in the target

language

Now I can: Students have the opportunity to

assess their own learning If a student moves to

a new school his/her teacher will also be able to

gauge this student's level

Future Plans: Students record their intentions and

ambitions concerning their improvement in the

target language

III) Dossier

The activities have been designed to reinforce the

language covered in each module They can be

done upon completion of each module or at a time

convenient to the teacher, provided that students

have covered the corresponding module

It is suggested that teachers participate in the

activities by bringing in a completed version of an

activity to be presented Students need to be

motivated and inspired, and the following is a

suggestion on how to approach each activity: Every

time students present an activity, give them due

praise and attention, reward them with stickers, etc

In general, make them feel that they have done

something special; in this way, the whole class will

be encouraged to do likewise

Experienced teachers will be aware that some of their

students learn best by listening to new information,

some prefer to read about it, whereas other students

need to do something with the new information There

is no absolute 'best' method of learning; these are all

valid learning styles, as different people learn in different

ways Consequently, a coursebook should offer a variety of exercises and material which stimulate all types of learning styles in order to help the learners learn according to their personal learning styles

Visual Learners need to see the teacher's body language and facial expression to fully understand the content of the lesson They think In pictures and learn best from visual displays, including diagrams, illustrations, transparencies, videos, flashcards and hand-outs

Auditory Learners learn best through verbal explanations, discussions, talking things through and listening to what others have to say Written information may have little meaning until it is heard

Students often benefit from reading a text aloud and using a tape recorder

" Tactile/Kinaesthetic Learners learn best through a

hands-on approach, actively exploring the physical world around them They may find it hard to still for long periods and may become distracted by their need for activity and exploration These learners express themselves through movement They have

a good sense of balance and hand-eye ordination By interacting with the space around them, they are able to remember and process information Involve them in role play, pairwork and other classroom activities

co-Evaluation is an essential part in the learning process It helps the learners recognise their progress

in the target language, how much they have achieved and what areas need further practice The learners' attitude towards their own learning experience is positively influenced as they participate in the whole process Evaluation also allows teachers to reflect on the validity of their teaching practices and the types of material being used

The process is divided into three parts: Initial

Evaluation at the beginning of the course, Formative

Evaluation, which is done on a day-to-day basis, and

Cumulative Evaluation, upon finishing a module

Initial Evaluation

This evaluation centres mainly on the students' reports from the previous school year The teacher can assess the students' level, work already covered, work which needs to be covered, strengths/weaknesses, etc

Trang 11

Formative Evaluation

Any exercise a student does can be used for this

type of evaluation The results are then recorded on the

student's Formative Evaluation Chart

Make as many photocopies as you need and

complete the charts as indicated Write the names of

the activities you are going to evaluate (e.g dialogues,

songs, pailWork, etc) and write the marks obtained with

the help of the following code, using colours if you wish

c (competence - green): the student has a full

understanding of the task and responds

appropriately

w (working on yel/ow): the student has an

understanding of the task but the response is not fully

accurate

n (non-competence red): the student does not

understand the task and is unable to respond

appropriately

Cumulative Evaluation

Cumulative evaluation takes into account the work

the students have done throughout the module as well

as their participation and attitude The instruments of

evaluation are:

00 Student's Check Forms: After the students have

completed the Self-Check section of each module,

they fill out the photocopiable Check Form, giving

their subjective opinion of their own performance

This learning-to-Iearn technique enables the

students to develop awareness of their progress

The Check Forms should be kept in their Language

Portfolio for future reference The Check Forms are

printed at the back of the Teacher's Book

Aflc3r students complete each '''''1ri.rln test, photocopy

Card from the

should these cards in their Language Portfolio lor lulure Yr.,It:'f""""'"

00 Student Evaluation

completed the Module teacher corrects it and records their progress on this sheet, which is printed in the Test Booklet The sheet together with the corresponding Module if the teacher wishes is given to students for them to file in their Language Portfolio

The following abbreviations are used in the Student's Book and Teacher's Notes:

Trang 12

)I> Objectives

In this module, the students will learn how to:

• talk about their personal belongings/hobbies/chores

III describe their rooms

• talk about people's character and appearance

" express annoyance

III express their likes/dislikes

• make suggestions agree/disagree

III talk about hobbies

III write an interview

III write a summary of a text

(II use previous knowledge

• develop learning strategies

• develop learner autonomy

• introduce their family by means of an email

)I> Content - Concepts

I Communicatiori skills

• Express annoyance

III Talk about their hobbies and lifestyles

III Give information about other people's appearance

II Thinking about language

A Language and grammar functions

III Present simple and present continuous

Adjectives Adverbs of frequency Phrasal and stative verbs

B Vocabulary

• Personal belongings Leisure activities/ hobbies

Household chores Lifestyles Character and appearance

C Phonetics and phonology

III Understanding the different aspects of English

pronunciation: rhythm, stress and intonation

., Pronouncing the active vocabulary and basic

structures of the module

III Sociocultural aspects

III Using appropriate formulaic expressions to express

annoyance

(II Using appropriate formulaic expressions to ask and

talk about likes/dislikes, habits and routines

., Sociocultural aspects of English-speaking countries:

vacations in the US

III Other sociocultural aspects: emails

Methodological Procedures

• Recognising the characteristic sounds of English:

listening to and repeating the active vocabulary of the

module

., Familiarising oneself with the rhythm and intonation

of English: listening to the introductory dialogues;

repeating and reading dialogues aloud; listening to the

module song and singing along; producing exchanges

based on oral models

., Developing oral comprehension: listening to and reading sentences in order to identify context; listening

to dialogues and comparing them with the written version; listening to a dialogue to match people to their job; listening to dialogues to sequence information; listening to the module song to revise vocabulary

• Developing oral expression in different situations:

asking and answering questions in pairs to talk about their rooms; producing a monologue to describe people's hobbies; talking about chores; creating short dialogues, making suggestions, expressing agreement! disagreement; asking friends about their hobbies; interviewing a friend about his/her lifestyle; playing a board game to consolidate the language of the module

• Developing written comprehension: reading dialogues

to obtain general and specific information; reading articles to expand vocabulary; reading an email from somebody introdUCing himself; reading the words of a song; reading an article about vacations in the US; reading the text again in order to write a short text

• Developing written expression: preparing a short text

on a room; preparing a chores chart; writing an introductory email to a pen pal; writing an article on holidays in students' country, and an interview for a school magazine

• USing previous knowledge: computer skills: knowing how emails work

., Learning strategies: discussing the opening questions related to the themes of the module; skimming the pages

to find out about these themes; observing photos in order to understand the oral and written texts; classifying vocabulary; asking and answering questions to reflect on the formation and use of grammatical structures III Developing learner autonomy: using the Study Skills

boxes to learn how to study alone; revising vocabulary with the help of the Word revising grammar with the help of the Grammar Reference Section (Student's Book) and the

Workbook & Grammar Book; completing the self-evaluation exercises Self Check 1; using the self-evaluation form

Student's Check Form 1 to reflect on their achievements; updating their My Language Portfolio

Dealing with Diversity Reinforcement activities

• Completing the Workbook exercises for units 1-5 (Workbook & Grammar Book)

(II Completing the grammar revision exercises, unit 1 (Workbook & Grammar Book)

• Using the photocopiable exercises Photocopiable Material

for module 1 (Resource File, Teacher's Book)

It Completing the Dossier activity for module 1 (My Language Portfolio)

III Revising the dialogues, songs and oral texts with the help of the Student's CD/cassette (module 1)

III Doing the interactive reinforcement activities

(Blockbuster CD-ROM, module 1)

Trang 13

Extension activities

" Doing the pairwork exercise for module 1 (Pairwork

Activities, Student's Book)

" Completing the language awareness exercises for module

1 (Workbook & Grammar Book)

" Doing the interactive extension activities (Blockbuster

CD-ROM, module 1)

>- Values and Attitudes

" Respect for their classmates' belongings and family

circumstances

" Interest in finding out about lifestyles

" Interest in finding out about vacations

" Active participation in group activities and non-competitive

games

" Interest in overcoming learning problems

>- Transversal Themes

Moral and social development: the activities presented in the

module will help the students:

" use appropriate expressions to express annoyance, likes

and dislikes, and to make suggestions

\II respect their classmates' turn when taking part in group

\II Creative reformulation of oral messages: using

appropriate formulaic expressions to express

annoyance, likes & dislikes, and to make

suggestions

\II Participation in oral exchanges: to exchange

information about likes/dislikes, leisure activities; to

describe people; to interview a friend or family member

to find out about about their daily routine

\II Reading texts in order to identify and extract

information from: the dialogues of the module;

emails; articles; an article on vacations in the US

\II Writing: a short description of a room; an email to a

friend about hobbies; a summary of a text; preparing

a chart on chores; an interview

Procedures

\II Playing the Module 1 board game to evaluate

students' communicative abilities and their degree of

participation in group activities (Resource File

Board Games: module 1)

\II Revising the language presented in the module with

the help of the Now I can checklist

\II Completing the Self Check 1 self-evaluation page

(Student's Book) and writing down the results on the

photocopiable Student's Check Form, module 1

\II Completing the Module Test 1 written test (Test

Booklet)

\II Updating the module activities in My Language

Portfolio

\II Systematic observation of students' attitude;

recording the results on the photocopiable Formative

Evaluation Chart (Resource File Teacher's Book)

Inulnul10llhl III Moduln I 110111(1 onmo (Resource File Board

" Now I

\II Self Clwv/( I sollovnluntion page (Student's Book)

\II SII/(/(lII/'s G/leck Form, module 1

• Module Tosil wiliton Booklet)

• Photocopiable Stuelonl Evaluation Sheet (Resource File Teacher's

• My Language Portfol/o

• Photocopiable Formative Evaluation Chart (Resource

File Teacher's Book)

• Photocopiable Progress Report Card, module 1 (Resource File Teacher's Book)

II Thinking about language Criteria

• Understanding the formal aspects of the foreign language code: contrasting the present simple and the present continuous; using the appropriate adverbs of frequency

• Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module

• Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form

• Active participation in the self-evaluation process to correct errors and improve the learning process

Procedures

41 Completing the Self Check 1 self-evaluation page (Student's Book) and writing down the results on the photocopiable Student's Check Form, module 1

" Completing the Module Test 1 written test (Test Booklet)

\II Presenting their chores chart to the group

• Playing the Module 1 board game to evaluate students' morphosyntactic knowledge and their degree of participation in group activities (Resource File Board Games: module 1)

Instruments

• Now I can checklist

\II Self Check 1 self-evaluation page (Student's Book)

\II Photocopiable Student's Check Form, module 1

" Module Test 1 written test (Test Booklet)

• Photocopiable Student Evaluation Sheet (Resource File Teacher's Book)

II My Language Portfolio

II Photocopiable Formative Evaluation Chart (Resource

\II Photocopiable Progress Report Card, module 1 (Resource File - Teacher's Book)

II Module 1 board game (Resource File Board

Trang 14

understanding the information given in the article on

vacations in the US

" Other sociological aspects: understanding emails;

understanding hobbies and leisure time activities

Procedures

" Completing the Self Check 1 self-evaluation page

photocopiable Student's Check Form, module 1

• Presenting their chores chart to the group

Instruments

Now I can checklist

Self Check 1 self-evaluation page (Student's Book)

• Photocopiable Student's Check Form, module 1

• My Language Portfolio

/I Photocopiable Formative Evaluation Chart (Resource

Photocopiable Progress Report Card, module 1

(Resource File Teacher's Book)

Objectives

/I talk about crime, criminals, and the police

fi express interest & surprise

state facts

express doubt and certainty about facts

" ask for & give information

• write an eye-witness statement

• write a detective story as a comic strip

• use previous knowledge

develop learner autonomy

Content Concepts

I Communication skills

• Talk about a crime

• Ask and answer questions about a crime

• Carry out a telephone conversation

• Research information about an animal welfare

organisation

A language and grammar functions

• Past simple and past continuous Used to and

would Phrasal verbs Linkers

B Vocabulary

• Personal belongings People who help us

Detective stories Police equipment

• Understanding the different aspects of English

• Pronouncing the active vocabulary and basic

Using different formulaic expressions to express

doubt and certainty

• Requesting information

• Sociocultural aspects of English-speaking countries:

animal welfare and neighbourhood watch in the UK

• Other SOCiological aspects: the history of the British police; an article about animal welfare in S8' country

» Methodological Procedures

II) Recognising the characteristic sounds of English:

listening to and repeating the active vocabulary of the module

• Familiarising oneself with the rhythm and intonation

of English: listening to the introductory dialogues; repeating and reading dialogues aloud; listening to the module song and singing along; producing exchanges based on oral models

• Developing oral comprehension: listening to and reading sentences in order to identify context; listening

to dialogues and comparing them with the written version; listening to a dialogue to correct a statement; listening to a text in order to solve a crime; listening to the description of strange laws; listening to the module song to revise vocabulary

• Developing oral expression in different situations:

asking and answering questions in pairs to solve a crime; creating short dialogues about describing a crime

in the past; describing a crime to the police; interviewing somebody in relation to a crime; presenting a short summary to the class; narrating a story based on a mime

II) Developing reading comprehension: reading dialogues

to obtain general and specific information; reading articles to expand vocabulary; reading a comic strip about a murder; reading the words of a song; reading an article about the history of the police, reading a website about animal welfare; reading a leaflet about neighbourhood watch in Britain; reading the text again in order to prepare a school watch scheme

• Developing written expression: preparing a statement

on a crime; describing the life of a superhero; making a comic strip; composing strange laws; writing a short crime story; designing a website; producing a leaflet

• Using previous knowledge: information on crime and crime prevention; the Internet and webpage design

• learning strategies: discussing the opening questions related to the themes of the module; skimming the pages

to find out about these themes; observing photos in order to understand the oral and written texts; classifying vocabulary; asking and answering questions to reflect on the formation and use of grammatical structures

• Developing learner autonomy: using the Study Skills

boxes to learn how to study alone; revising vocabulary with the help of the Word List; revising grammar with the help of the Grammar Reference Section (Student's Book) and the Workbook & Grammar Book; completing the self-evaluation exercises Self Check 2; using the self-evaluation form Student's Check Form 2 to reflect on their achievements; updating their Language Portfolio

Dealing with Diversity Reinforcement activities

• Completing the Workbook exercises for units 6-10 (Workbook & Grammar Book)

• Completing the grammar revision exercises, unit 2 (Workbook & Grammar Book)

Trang 15

41 Using the photocopiable exercises Photocopiable Material

for module 2 (Resource File, Teacher's Book)

It Completing the Dossier activity for module 2 (My

Language Portfolio)

• Revising the dialogues, songs and oral texts with the

help of the Student's CD/cassette (module 2)

III Doing the interactive reinforcement activities

• Doing the pairwork exercise for module 2 (Pairwork

• Completing the language awareness exercises for

module 2 (Workbook & Grammar Book)

41 Doing the interactive extension activities (Blockbuster

CD-ROM, module 2)

Values and Attitudes

• Interest in learning about crime

• Interest in finding out about job responsibilities

<II Interest in finding out about animal welfare

<II Accepting and viewing errors as a natural part of the

learning process

• Reflecting on their progress and showing willingness in

overcoming learning problems

Transversal Themes

Crime prevention the activities presented in the module will

help the students:

<II respect people who fight crime

• appreciate the contributions of everyone in preventing

crime

Animal welfare: the activities presented in the module will

help the students:

• observe and appreciate the work of animal welfare

• appreciate the vunerability of animals and the need to

protect them adequately

Evaluation

I Communicative abilities

Criteria

• Creative reformulation of oral messages: using

appropriate formulaic expressions to express interest

or surprise; using the appropriate questions to ask

for information

• Participation in oral exchanges: exchanging

information about crime; creating short dialogues to

ask for and give information about past events;

participating in team games; presenting an

information leaflet

• Reading texts in order to identify and extract

information from: the dialogues of the module;

articles; comics; a leaflet and a webpage

• Writing: texts to describe crime; a statement; a

the of the Now I can checklist

<II Completing the Self Clleck 2 self-evaluation page

(Student's Book) and writing down the results on the photocopiable Student's Check Form, module 2

• Completing the Module Test 2 written test (Test Booklet)

• Updating the module activities in My Language Portfolio

• Systematic observation of students' attitude; recording the results on the photocoplable Formative Evaluation Chart (Resource File Teacher's Book)

Instruments

II Module 2 board game (Resource File Board Games)

41 Now I can checklist

Self Check 2 self-evaluation page (Student's Book)

• Module Test 2 written test (Test Booklet)

• Photocoplable Student Evaluation Sheet (Resource File Teacher's Book)

Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module

• Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form

• Active participation in the self-evaluation process to correct errors and improve the learning process

Procedures

• Completing the Self Check 2 self-evaluation page

Completing the Module Test 2 written test (Test Booklet)

• Presenting their leaflet to the group

• Playing the Module 2 board game to evaluate students' morphosyntactlc knowledge and their degree of participation in group activities (Resource File Board Games: module 2)

Instruments

• Selt Check 2 self-evaluation page (Student's Book)

Trang 16

• Photocopiable Student Evaluation Sheet (Resource

• Photocopiable Formative Evaluation Chart (Resource

• Photocopiable Progress Report Card, module 2

• Module 2 board game (Resource File Board

understanding the information given in the texts

about the police, animal welfare and neighbourhood

watch

• Other sociocultural aspects: finding out about animal

welfare in Ss' country; making a leaflet on school

security

Procedures

• Presenting their leaflet to the group

Instruments

II Now I can checklist

• Self Check 2 self-evaluation page (Student's Book)

II My Language Portfolio

II Photocopiable Formative Evaluation Chart (Resource

II Photocopiable Progress Report Card, module 2

» Objectives

• make predictions

• talk about future plans

• talk about endangered species and their protection

• talk about global warming

• discuss hypothetical situations

• express certainty/uncertainty

• ask for/give advice

• write a horoscope entry

II make a poster on environmental protection

• write an advert

II write a letter of advice

» Content Concepts

I Communication skills

• Talk about future plans and aspirations

II Talk about plans to help the environment

• Discuss hypothetical situations

• Talk about a natural habitat

II Describe a conservation project

II Thinking about language

A Language and grammar functions

II Future (will) Contrasting the use of will with going

to Forming abstract nouns from verbs Type 0 &

1 conditionals Modals' (should/shouldn't) Phrasal verbs

B Vocabulary

• Predictions Star signs Changes in life Endangered animals, animal categories, environmental change and protection Gadgets Teenage problems

C Phonetics and phonology

• Understanding the different aspects of English pronunciation: rhythm, stress and intonation

• Pronouncing the active vocabulary and basic structures of the module

• Pronouncing the stressed words/syllables in a sentence

II Positive and negative exclamative intonation

III Sociocultural aspects

II Using different expressions to make predictions

• Using different expressions to express plans

• Sociocultural aspects of English-speaking countries: environmental protection; ecological habitats

• Other sociocultural aspects: teenage issues; techonology; recycling; animal welfare; career plans

»- Methodological Procedures

• Recognising the characteristic sounds of English: listening to and repeating the active vocabulary of the module; repeating sentences to pronounce the stressed words and syllables; practising affirmative and negative exclamative intonation

• Familiarising oneself with the rhythm and intonation

of English: listening to the introductory dialogues; repeating and reading dialogues aloud; listening to the module song and singing along; producing exchanges based on oral models

• Developing listening comprehension: listening to dialogues and comparing them to the written version; listening to a dialogue for advice; listening to a dialogue

to fill in gaps; listening to a report to confirm predictions; asking and answering questions in pairs about future plans; making predictions; listening to the module song

to revise vocabulary

• Developing oral expression in different situations: creating a dialogue about protecting endangered species; recalling information about technology; encouraging people to buy something; creating a dialogue giving and asking for advice; doing a presentation on botany and plants; playing a game to consolidate the language of the module

Trang 17

• Developing reading comprehension: reading UldIVUUt:1"

to obtain general and specific information; reading

school magazine article to expand vocabulary; reading a

webpage about global warming; reading an article about

gadgets, reading an Internet message board containing

advice for teenagers; reading an email containing advice

from a friend; reading the words of a song; reading a text

about a conservation project in Britain; reading the text

again in order to write a report; reading an article about

natural habitats

• Developing written expression: preparing a weekly

horoscope; preparing a poster and a brochure on

conservation; making an advertisement for a local park;

writing an advert for a gadget; writing an email giving

advice

• Using previous knowledge: local, national and

international environmental issues; biology

• Learning strategies: discussing the opening questions

related to the themes of the module; skimming the pages to

find out about these themes; observing photos in order to

understand the oral and written texts; classifying

vocabulary; asking and answering questions to reflect on

the formation and use of grammatical structures

• Developing learner autonomy: using the Study Skills

boxes to learn how to study alone; revising vocabulary

with the help of the Word List; revising grammar with the

help of the Grammar Reference Section (Student's Book)

and the Workbook & Grammar Book; completing the

self-evaluation exercises Self Check 3; using the

self-evaluation form Student's Check Form 3 to reflect on their

achievements; updating their Language Portfolio

>- Dealing with Diversity

Reinforcement activities

• Completing the Workbook exercises for units 11-15

(Workbook & Grammar Book)

• Completing the grammar revision exercises, units 3 & 4

• Completing the grammar revision exercises (Workbook

& Grammar Book)

• Using the photocopiable exercises Photocopiable

Material for module 3 (Resource File, Teacher's Book)

• Completing the Dossier activity for module 3 (My

• Revising the dialogues, songs and oral texts with the

help of the Student's CD/cassette (module 3)

• Doing the interactive reinforcement activities

• Doing the pairwork exercise for module 3 (Pairwork

• Completing the language awareness exercises for

module 3 (Workbook & Grammar Book)

• Doing the interactive extension activities (Blockbuster

CD-ROM, module 3)

• Interest in finding out about environmental issues

• Interest in learning about new technology

• Interest in finding out about animal welfare

• Showing willingness in overcoming learning problems

) TrllIHlVoumllhomos En\llronmontlll nWlll'Onoss: the activities presented in the modulo will tho Hilldonts:

• IJllonnlllioll on t10w to protect the environment and IOGal hnbitnts

• develop their inlerest in technology

>- Evaluation

I Communicative abilities Criteria

• Creative reformulation of oral messages: using appropriate expressions to make predictions

• Participation in oral exchanges: exchanging information about events; the environment; technology problems; participating in team games and whole-class discussions to talk about ecology

• Reading texts in order to identify and extract information from: the dialogues of the module; school magazine articles; web pages; adverts; emails; informative texts

• Writing: a horoscope; making a poster and writing a leaflet on environmental issues; an advert for a gadget; an email containing advice

Procedures

• Playing the Module 3 board game to evaluate students' communicative abilities and their degree of participation in group activities (Resource File Board Games: module 3)

• Revising the language presented in the module with the help of the Now I can checklist

(Student's Book) and writing down the results on the photocoplable Student's Check Form, module 3

• Completing the Module Test 3 written test (Test Booklet)

• Updating the module activities in My Language Portfolio

• SystematiC observation of students' attitude; recording the results on the photocopiable Formative Evaluation Chart (Resource File - Teacher's Book)

Instruments

Games)

• Module Test 3 written test (Test Booklet)

• Photocopiable Student Evaluation Sheet (Resource File - Teacher's Book)

Trang 18

• Recognition and correct reproduction of the

characteristic sounds of English especially those

practised in the vocabulary and structures of the

module; correct pronunciation of stressed words and

syllables in sentences; appropriate intonation to

express feelings and show surprise

• Oral production of the active vocabulary by means of

the activities presented in the module; association of

this vocabulary with its written form

• Active participation in the self-evaluation process to

correct errors and improve the learning process

Procedures

Completing the Self Check 3 self-evaluation page

• Completing the Module Test 3 written test (Test

Booklet)

• Presenting their self-portrait to the group

• Playing the Module 3 board game to evaluate

students' morphosyntactic knowledge and their

degree of participation in group activities (Resource

Fife Board Games: module 3)

Instruments

• Now I can , checklist

• Self Check 3 self-evaluation page (Student's Book)

• Photocopiable Student's Check Form, module 3,

File - Teacher's Book)

Games)

Criteria

• Appropriate use of different expressions to talk about

plans and intentions

Using different expressions to show surprise

reflecting on the certainty/uncertainty, animal welfare

and environment technology

• Other sociocultural aspects: understanding teenage

problems

Procedures

photocopiable Student's Check Form, module 3,

• Presenting their written work to the group

Instruments

• Self Check 3 self-evaluation page, (Student's Book)

• Photocopiable Formative Evaluation Chart, (Resource

Fife Teacher's Book)

>- Objectives

• talk/write about country & beach rules

• talk/write about travel tips

• talk about school/subjects and school rules

• write school rules

talk/write about sports & equipment

• compare sports,

• write an email giving advice

>- Content - Concepts

• Reprimand, make excuses & apologise

• Give advice & reasons

• Express agreement & disagreement

• Ask for/refuse to give permission

• Explain the traffic rules in their country

• Research and talk about holidays in the past

• Use of must/mustn't Phrasal verbs Contrasting shouldn't/mustn't Use of don't need to/don't have to/can't The comparative and superlative Word formation (-ed and -ing endings), Contrasting the use of should/need

B Vocabulary

• Rules of the countryside Travel School subjects Extreme sports & equipment Types of holidays

• Reprimanding & making excuses/apologising III Sociocultural aspects

• Using different expressions to agree/disagree

• Using different expressions to ask/give/refuse permission

• Sociocultural aspects of English-speaking countries: countryside rules; summer school activities; extreme sports; rules of behaviour/manners; history of holidays in the Victorian era

• Other sociocultural aspects: travel to Tokyo and activity holidays

Methodological Procedures

• Recognising the characteristic sounds of English:

listening to and repeating the active vocabulary of the module; repeating sentences to practise affirmative and negative intonation

• Familiarising oneself with the rhythm and intonation

of English: listening to the introductory dialogues; repeating and reading dialogues aloud; listening to the

Trang 19

(II Developing listening comprehension: listening to and

reading sentences in order to identify reprimands, excuses

and apologies; listening to and reading sentences in order

to identify requests for permission and refusals; listening to

an announcement and a dialogue in order to identify rules;

listening to different sounds and matching them with

pictures; listening to the module song to revise vocabulary

(II Developing oral expression in different situations:

creating short dialogues about the rules of the

countryside/beach and of school; giving some tourist tips;

asking for/giving/refusing permission; explaining the

equipment needed for particular sports; describing what

people need to bring on holidays; comparing types of sports

with classmates; interviewing someone about their sporting

interests; presenting a poster on holidays in Victorian Britain

to the class; playing a game to consolidate the language of

the module

(II Developing written comprehension: reading dialogues

to obtain general and specific information; reading

leaflets/brochures/articles to expand vocabulary; reading

a website forum about travelling to Tokyo; reading the

words of a song; reading an email about holidays in

Britain; reading a leaflet about manners in the UK;

reading a text again in order to write a leaflet; reading a

text about holidays in Victorian Britain

II Developing written expression: describing rules and

manners; preparing a poster on road signs; designing an

Internet forum for tourists; writing a list of rules for a holiday

camp; writing a paragraph on favourite sports; writing an

email on holiday preparations; preparing a poster based on

holidays in Victorian Britain

(II Using previous knowledge: geography; traffic rules

(II Learning strategies: discussing the opening questions

related to the themes of the module; skimming the pages to

find out about these themes; observing photos in order to

understand the oral and written texts; asking and answering

questions to reflect on the formation and use of grammatical

structures

(II Developing learner autonomy: using the Study Skills

boxes to learn how to study alone; revising vocabulary

with the help of the Word List; revising grammar with the

help of the Grammar Reference Section (Student's Book)

and the Workbook & Grammar Book; completing the

self-evaluation exercises Self Check 4; using the

self-evaluation form Student's Check Form 4 to reflect on their

achievements; updating their Language Portfolio

» Dealing with Diversity

Reinforcement activities

(II Completing the Workbook exercises for units 16-20

(II Completing the grammar revision exercises, units 5, 7 &

14 (Workbook & Grammar Book)

II Using the photocopiable exercises Photocopiable

Material for module 4 (Resource File, Teacher's Book)

(II Completing the Dossier activity for module 4 (My

II Revising the dialogues, songs and oral texts with the

help of the Student's CD/cassette (module 4)

interactive reinforcement activities module 4)

» Values and Attitudes

II Interest in learning about correct forms of behaviour in the UK

• Interest in finding out more about sports in the UK

• Understanding the importance of developing good social and communicative skills

• Displaying confidence in one's ability to communicate successfully in English

» Transversal Themes Protection of the environment: the activities presented in the module will help the students:

• learn about the rules of the countryside and how to respect nature

• learn about different types of sports and the necessary equipment

Moral and social development: the activities presented in the module will help the students:

• learn about manners and expected forms of behaviour in the UK

• appreCiate and respect rules and regulations

» Evaluation

I Communicative abilities Criteria

• Creative reformulation of oral messages: using appropriate expressions to show surprise and sympathy

• Participation in oral exchanges: exchanging information about rules and regulations; giving tourist information; talking about sports and associated equipment; comparing different sports forms; carrying out an interview about sports; preparing a presentation

on holidaymaking in the past

• Reading texts in order to identify and extract information from: the dialogues of the module; lists

of rules; a website forum; an advertisement leaflet; a tourist guide; an article on sports; an email; an article

II Writing: a poster on road signs; an internet forum; a list of rules; a paragraph on sports; an email to a friend giving instructions; a leaflet; notes and an advertisement poster for holidays

Procedures

• Playing the Module 4 board game to evaluate students' communicative abilities and their degree of partiCipation in group activities (Resource File Board Games: module 4)

II Revising the language presented in the module with the help of the Now I can checklist

Trang 20

., Completing the Self Check 4 self-evaluation page

" Completing the Module Test 4 written test (Test

(II Systematic observation of students' attitude;

recording the results on the photocopiable Formative

Instruments

Games)

" Now I can checklist

(II Photocopiable Student's Check Form, module 4

• Module Test 4/Mid-Term Test written tests (Test

Booklet)

" Photocopiable Student Evaluation Sheet (Resource

" My Language Portfolio

" Photocopiable Formative Evaluation Cl1art (Resource

" Photocopiable Progress Report Card, module 4

Criteria

Understanding the formal aspects of the foreign

language code: appropriate formation and use of

must/mustn't; use of don't need to/don't have

to/can't; appropriate use of shouldn't/mustn't;

appropriate formation and use of the comparative

and superlative; formation of -ed and -jng endings;

correct use of should/need

Recognition and correct reproduction of the

module; appropriate intonation to reprimand, make

excuses, and to apologise

Oral production of the active vocabulary by means of

Active participation in the self-evaluation process to

Procedures

\II Completing the Self Check 4 self-evaluation page

Completing the Module Test 4/Mid-Term Test written

tests (Test Booklet)

" Presenting their self-portrait to the group

o Playing the Module 4 board game to evaluate

degree of participation in group activities (Resource

File - Board Games: module 4)

Instruments

II Now J can checklist

" Self Check 4 self-evaluation page (Student's Book)

Photocopiable Student's Check Form, module 4 Module Test 4/Mid-Term Test written tests (Test Booklet)

\II Using appropriate expressions to agree/disagree

\II Using appropriate expressions to ask for/give/ refuse permission

\1/ Sociocultural aspects of English-speaking countries: understanding countryside rules; understanding rules of behaviour/manners; appreciating the history

of holidays in the Victorian era

• Other sociocultural aspects: presenting tips on travelling to Tokyo and activity holidays

Procedures Completing the Self Check 4 self"evaluation page

\1/ Presenting their written work to the group

Instruments

• Self Check 4 self-evaluation page (Student's Book)

\1/ describe clothes & patterns

\1/ talk about shops & products

interpret shop notices

• describe objects/faulty products

\1/ discuss methods of payment

• explain newspaper headlines

" write a quiz

write letters and emalls of complaint, requesting action and a reply

\II use previous knowledge

• develop learning strategies develop learner autonomy

Trang 21

III Write a formal letter to a hotel

III Discuss currency

III Write an article about shopping centres

III The order of adjectives The passive Phrasal

verbs Word formation (negative adjectives)

B Vocabulary

III Clothes/patterns Types of department stores/

shops & products Methods of payment

Adjectives relating to faulty products & making

complaints

III Pronouncing the active vocabulary and basic

III Expressing intonation in making complaints,

requesting action and responding to a complaint

III Using various expressions while choosing and

buying a product in a shop

III Using various expressions to make and respond to

complaints

III Sociocultural aspects of English-speaking countries:

shopping in the UK and Canada; flea markets in the

UK; understanding newspaper headlines

Other sociocultural aspects: the history of money

)I> Methodological Procedures

III Recognising the characteristic sounds of English:

module; repeating sentences to practise interrogative

intonation

III Familiarising oneself with the rhythm and intonation

of English: listening to the introductory dialogues;

repeating and reading dialogues aloud; listening to the

III Developing listening comprehension: listening to and

reading sentences in order to identify the speaker's

intentions; listening to dialogues related to shopping for

specific information; listening to the module song to

revise vocabulary

III Developing listening expression in different situations:

asking and answering questions in pairs on holiday

destinations and shopping; creating short dialogues

related to choosing and paying for products; creating

dialogues asking for/giving advice; describing a faulty

product and making a complaint; responding to

complaints; comparing a shopping trip with classmates;

presenting a summary of an article to the class; playing a

board game to consolidate the language of the module

III Developing reading comprehension: reading dialogues

to obtain general and specific information; reading shop

signs to expand vocabulary; reading a quiz about money;

reading a leaflet about shopping in department stores in

Canada and at flea markets in London; reading an email

of complaint; reading a British sports products catalogue;

reading the words of a song

Dovoloplng written expression: turning a written dialogue Into comic strip; writing a letter to describe missing

a quiz on currency; writing a rlO(~f'nntl\IO article on shopping centres; writing an email of complaint about a faulty product; making notes and writing

a leaflet about flea markets; making a list of personal expenditure

III Using previous knowledge: mathematics: arithmetic, geometry, currency and money; shopping skills Learning strategies: discussing the opening questions related to the themes of the module; skimming the pages

to find out about these themes; observing photos in order to understand the oral and written texts; learning how to use catalogues; classifying vocabulary; asking and answering questions to reflect on the formation and use of grammatical structures

III Developing learner autonomy: using the Study Skills boxes

to learn how to study alone; revising vocabulary with the help

of the Word List; revising grammar with the help of the Grammar Reference section (Student's Book) and the

Workbook & Grammar Book; completing the self-evaluation exercises in Self Check 5; using the self-evaluation form

Student's Check Form 5 to reflect on their achievements; updating their Language Portfolio

)I> Dealing with Diversity Reinforcement activities III Completing the Workbook exercises for units 21-25 (Workbook & Grammar Book)

• Completing the grammar revision exercises, units 6 & 18 (Workbook & Grammar Book)

• Using the photocopiable exercises Photocopiable Material

for module 5 (Resource File, Teacher's Book)

III Completing the Dossier activity for module 5 (My Language Portfolio)

III Revising the dialogues, songs and oral texts with the help of the Student's audio CD/cassette (module 5) III Doing the interactive reinforcement activities

(Blockbuster CD-ROM, module 5) Extension activities

• DOing the pairwork exercise for module 5 (Pairwork Activities, Student's Book)

• Completing the language awareness exercises for module 5 (Workbook & Grammar Book)

• Doing the interactive extension activities (Blockbuster CD-ROM, module 5)

)I> Values and Attitudes III Interest in learning about shopping and products III Interest In learning about money and currency

III Showing interest in overcoming learning problems III Interest in evaluating the progress achieved

)I> Transversal Themes Moral and social development: the activities presented in the module will help the students:

III develop courtesy when shopping and returning goods III learn how to use common polite expressions appropriately when making complaints in English

Trang 22

) Evaluation

I Communicative abilities

Criteria

• Creative reformulation of oral messages: using

appropriate expressions to request and give

information, to make and accept complaints; to

express opinions; to give descriptions and

recommendations

• Participation in oral exchanges: role plays related

to shopping and travel; describing products; playing

games using the passive; presenting a short report

on flea markets; discussing personal expenditure

• Reading texts in order to identify and extract

information from: the dialogues of the module; shop

signs; a quiz; an article; a leaflet; texts relating to

shopping; a shopping catalogue

• Writing: another ending for a comic strip; a letter to

a hotel manager describing lost property; a

magazine article for tourists; an email of complaint;

notes on flea markets and personal expenditure;

making a quiz about currency

Procedures

Board Games: module 5)

III Revising the language presented in the module with

the help of the Now I can checklist

III Completing the Self Check 5 self-evaluation page

photocopiable Student's Check Form (Resource File

• Systematic observation of students' attitude;

recording the results on the photocopiable Formative

Instruments

III Module 5 board game (Resource File Board

Games)

III Now I can checklist

• My Language Portfolio

(Resource File - Teacher's Book)

I Thinking about language

Criteria

III Understanding the formal aspects of the foreign

language code: correct formation and use of the

passive; formation of negative adjectives

III Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module; appropriate interrogative intonation

III Oral production of the active vocabulary by means of the activities presented in the module; association of this vocabulary with its written form

• Active participation in the self-evaluation process to correct errors and improve the learning process

Procedures

III Completing the Self Check 5 self-evaluation page

(Student's Book) and writing down the results on the photocopiable Student's Check Form, module 5

III Completing the Module Test 5 written test (Test Booklet)

III Presenting their self-portrait to the group

III Playing the Module 5 board game to evaluate students' morphosyntactic knowledge and their degree of participation in group activities (Resource File Board Games: module 5)

Instruments

III Self Check 5 self-evaluation page (Student's Book)

• Photocopiable Student's Check Form, module 5 (Resource File Teacher's Book)

• Photocopiable Student Evaluation Sheet (Resource File Teacher's Book)

III Other sociocultural aspects: understanding the importance of money

Procedures

(Student's Book) and writing down the results on the photocopiable Student's Check Form, module 5 (Resource File Teacher's Book)

Instruments

• Photocopiable Student's Check Form, module 5 (Resource File - Teacher's Book)

21

Trang 23

>- Objectives

• talk about festivals and celebrations

• order food at a restaurant

• write a comic strip

• write an invitation by email

• write a short biography about a famous entertainer

• write a story

• Describe local festivals and traditions

• Describe a famous person

• Expressing preference (prefer/would prefer/

would like) Countable and uncountable nouns

Formation and use of the present perfect Word

formation (nouns, adjectives from verbs)

Relatives Phrasal verbs Contrasting the present

perfect and the past simple Linking words

B, Vocabulary

• Places to eat Food and celebrations

Entertainment and entertainers Theme park

attractions

• Expressing specific and general preference;

making, accepting and rejecting suggestions

• USing different expressions to issue, accept and

refuse invitations

• Using different expressions to make recommendati~ns

• Using different expressions to express surprise/

amazement

British food and restaurants; British celebrations;

famous celebrities/entertainers in the past; forms of

entertainment; US Independence Day and UK

Remembrance Day

• Other sociocultural aspects: Shrove Tuesday

celebrations

>- Methodological Procedures

listening to and repeating the active vocabulary of the module; practising intonation in making, accepting and

• Familiarising oneself with the rhythm and Intonation

of English: listening to the introductory dialogues; repeating and reading dialogues aloud; listening to the module song and singing along; producing exchanges based on oral models

• Developing listening comprehension: listening to and repeating sentences in order to establish the speaker; listening to a dialogue to complete a text; listening to music to visualise contexts; listening to short dialogues for specific information; identifying sounds with feelings; listening to the module song to revise vocabulary

• Developing oral expression in different situations:

creating short dialogues about favourite places to eat; asking and answering questions in pairs about eating preferences; asking and answering questions ~bout celebrations in other countries; issuing and accepting a telephone invitation to a party; creating a dialogue to express amazement and surprise; presenting a short speech about a 'special day' to the class; playing a game

to consolidate the language of the module

• Developing reading comprehension: reading dialogues to obtain general and specific information; reading an article on Shrove Tuesday to answer questions; reading a letter/email/story to fill in blank spaces; to expand vocabulary; reading biographical articles about two famous entertainers; reading the words of a song; reading articles about days of commemoration in Britain and the US; reading texts again in order to write a short text and a speech

• Developing written expression: making a dialogue into

a comic strip and giving it an ending; writing a postcard about a local festival; write an email inviting a friend to a party; writing a biography about a famous entertainer; writing a horror story for a competition, writing a short article about a national celebration; researching and making notes on a national commemoration

• Using previous knowledge: history and culture: local festivals, traditions and ceremonies; famous personalities

• Learning strategies: discussing the opening questions related to the themes of the module; skimming the pages

to find out about these themes; observing photos in order to understand the oral and written texts; asking and answering questions to reflect on the formation and use of grammatical structures

• Developing learner autonomy: using the Study Skills

boxes to learn how to study alone; revising vocabulary with the help of the Word List; reviSing grammar with the help of the Grammar Reference Section (Student's Book) and the Workbook & Grammar Book; completing the self-evaluation exercises Self Check 6; using the self· evaluation form Student's Check Form 6 to reflect on their achievements; updating their Language Portfolio

Trang 24

, Dealing with Diversity

Reinforcement activities

• Completing the Workbook exercises for units 26-30

Completing the grammar revision exercises, units 8, 9,

13, & 17 (Workbook & Grammar Book)

Using the photocopiable exercises Photocopiable

Material for module 6 (Resource File, Teacher's Book)

Completing the Dossier activity for module 6 (My

Revising the dialogues, songs and oral texts with the

help of the Student's CD/cassette (module 6)

Doing the interactive reinforcement activities

Extension activities

Doing the pairwork exercise for module 6 (Pallwork

Completing the language awareness exercises for

Doing the interactive extension activities (Blockbuster

CD-ROM, module 6)

) Values and Attitudes

Interest in finding out about celebrations and festivals in

other countries

Interest in discovering other types of food

Developing confidence in one's own ability to

communicate in English

• Accepting errors as a natural part of the learning

process

) Transversal Themes

Moral and social development: the activities presented in

lile module will help the students:

understand the importance of politeness when ordering

food and eating out

Peace studies: the activities presented in the module will help

the students:

understand that they share the world with people of

different traditions and customs

develop their interest in local cultures and traditions

) Evaluation

Criteria

appropriate expressions to express surprise/

amazement, to express preference, to issue

invitations

• Participation in oral exchanges: to describe types of

food and restaurants, to talk about celebrations in other

countries; to describe happy days; to issue invitations;

discuss national songs; present a speech on a national

commemoration

Reading texts in order to identify and extract

information from: the dialogues of the module; a

dinner menu; an informative article; an email;

biographical entries; a story

III Writing: a comic strip; a postcard; an invitation by email; a short biography; a short story; a short text; notes

Procedures

III Playing the Module 6 board game to evaluate students' communicative abilities and their degree of participation in group activities (Resource File Board Games: module 6)

Revising the language presented in the module with the help of the Now I can checklist

(Student's Book) and writing down the results on the photocopiable Student's Check Form, module 6

e Completing the Module Test 6 written test (Test Booklet)

Updating the module activities in My Language Portfolio

III Systematic observation of students' attitude; recording the results on the photocopiable Formative

Instruments

III Module 6 board game (Resource File Board Games)

III Self Check 6 self-evaluation page (Student's Book) III Photocopiable Student'S Check Form, module 6

II Module Test 6 written test (Test Booklet)

My Language Portfolio

• Photocopiable Formative Evaluation Chart (Resource

III Photocopiable Progress Report Card, module 6, (Resource File Teacher's Book)

II Thinking about language Criteria

Understanding the formal aspects of the foreign language code: appropriate formation and use of prefer/would prefer, like/would like; correct use of uncountable nouns some/any/a lot of/a few!(a) little; correct use and formation of the present perfect; formation of nouns/ adjectives from verbs; contrasting the use of the present perfect and past simple

III Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module; appropriate intonation to express specific! general preference

III Oral production of the active vocabulary by means

of the activities presented in the module; association

of this vocabulary with its written form

Active participation in the self-evaluation process to

Trang 25

Procedures

photocopiable Student's Check Form, module 6

Booklet)

File - Board Games: module 6)

Instruments

• Photocopiable Student Evaluation Sheet (Resource

File - Teacher's Book)

• Module 6 board game (Resource File - Board

Games)

III.Sociocultural aspects

Criteria

• Using appropriate expressions to express specific

and general preference

• Using appropriate expressions to express surprise/

amazement

understanding British food, restaurants and

celebrations; appreciating US Independence Day

and UK Remembrance Day

• Other sociocultural aspects: understanding the

information about Shrove Tuesday celebrations

around the world; discussing different types of food

Procedures

Instruments

MODULE 7: Getting it across

~ Objectives

• talk about technology and communications

• ask for/give clarification

• write online messages

• express negative feelings

• talk about TV and the media

• use topic/supporting sentences in opinion essays

• Expression in different forms of language and code

• Talk about feelings

• Talk about means of communication

• Write an opinion essay about the Internet

• Appropriate use of say and tell Reported speech (statements, questions and commands) Formation of abstract nouns from verbs Phrasal verbs Linking words

B Vocabulary

• Means of communication Mobile phones Feelings and teenage concerns Parts of the body TV and the media

• Expressing preference; seeking clarification and clarifying information

III.Sociocultural aspects

• Using different expressions to express preference

• Using different expressions to clarify points

• Sociocultural aspects of English-speaking countries: SMS language; sign language; Braille and bubble language

• Other sociocultural aspects: the means of communication; communication technologies; television

~ Methodological Procedures

listening to and repeating the active vocabulary of the module; practising intonation in expressing preferences, asking for permission, giving clarification

Trang 26

module song and

bubble talk; nFo",a"tir,,.,

listening to the along; producing exchanges

a board game to consolidate the

module

dialogues and specific information; reading phone short 8M3 messages; an instant messenger the words of a song;

an article about bubble talk, television, smoke

and sound and hearing

written message for the talo,nh,,,,

message to a out an instant messenger chat;

writing an opinion essay about the Internet;

on an old form of communication

knl'lwllptin",· biology: parts of the

and communications

related to the themes of the module;

to find out about these

order to understand and

in written texts;

vocabulary;

reflect on the structures

learner using the Study Skills

)-boxes to learn how to study alone;

with the of the Word grammar with the

help of the Grammar Reference Section

and the Workbook & Grammar

evaluation exercises Self Check 7; the

self-evaluation form Student's Check Form 7 to reflect on their

their Portfolio

Reinforcement activities

Completing the Workbook exercises for units 31-35

IW/"lrl<lr'I()(\1( & Grammar

of the Student's CD/cassette (module 7) the interactive reinforcement activities

(Blockbuster module 7)

Extension activities the pairwork exercise for module 7 (I-'''''In''''',v Llf'T,IIIITIt'" Student's Book)

Doing the interactive extension activities

module 7)

)0> Values and Attitudes Interest in out about different communication technologies

Interest in non-verbal such as Braille, underwater

of the process

on their progress and showing willingness in .~"., ;.,~ learning

)0> Transversal Themes

I1p\lRlnnm~!nt· the activities the students:

in

learn about the different ways have to

)0> Evaluation

Creative reformulation of oral messages: using

•

nm~~" n" to indicate check

describe feelings; reasons

to arrange a information; to talk about ' n""w

a message; an 8M3 message to apologise for an instant messenger conversation with a friend about a secret/coded message to a friend; an opinion article about the Internet

Trang 27

• Revising the language presented in the module with

the help of the Now I can checklist

• Completing the Self Check 7 self-evaluation page

photocopiable Student's Check Form, module 7

• Completing the Module Test 7 written test (Test

Booklet)

• Updating the module activities in My Language

Portfolio

• Systematic observation of students' attitude;

recording the results on the photocopiable Formative

Evaluation Chart (Resource File - Teacher's Book)

Instruments

• Module 7 board game (Resource File - Board

Games)

• Self Check 7 self-evaluation page (Student's Book)

• Photocopiable Student's Check Form, module 7

• Module Test 7 written test (Test Booklet)

• Photocopiable Student Evaluation Sheet (Resource

• Photocopiable Formative Evaluation Chart (Resource

• Photocopiable Progress Report Card, module 7

(Resource File - Teacher's Book)

Criteria

• Understanding the formal aspects of the foreign

language code: appropriate formation and use of

reported speech; use of linking words; appropriate

use of say/tell; formation of abstract nouns from

verbs

• Recognition and correct reproduction of the

module; appropriate intonation to express

preference, check/clarify points, pronounce stressed

syllables correctly

• Oral production of the active vocabulary by means of

• Active participation in the self-evaluation process to

Procedures

• Completing the Self Check 7 self-evaluation page

(Student ' s Book) and writing down the results on the

photocopiable Student ' s Check Form , module 7

• Completing the Module Test 7 written test (Test

Booklet)

File - Board Games: module 7)

Instruments

• Self Check 7 self-evaluation page (Student's Book)

• Photocopiable Student's Check Form, module 7

• Module Test 7 written test (Test Booklet)

• Photocopiable Student Evaluation Sheet (Resource

File - Teacher's Book)

• Using appropriate expressions to clarify points

understanding SMS language; appreciating sign language and Braille; grasping bubble language

• Other sociocultural aspects: comprehending the importance of the means of communication and communication technologies; evaluating the Internet

Procedures

• Completing the Self Check 7 self-evaluation page (Student's Book) and writing down the results on the

photocopiable Student's Check Form, module 7

Instruments

• Self Check 7 self-evaluation page (Student's Book)

• Photocopiable Student's Check Form, module 7

• talk about UFOs, superstitions & unexplained mysteries

• talk about sport and equipment

• describe people's character

• form comprehension questions

• write a comic strip

• write a quiz about superstitions

• write an article about a mystery

• write a webpage about celebrities

• write a story

~ Content - Concepts

I Communication skills

• Express surprise

• Enquire about/show interest in knowledge

• Describe personalities

• Improve narrative skills

Trang 28

II

III

•

and grammar functions

"Question Causative form Past

the use of let and make Phrasal verbs

B

'nor"ti'~i(,",,, Sports & equipment

causes Character traits Ghosts

C

" Pronouncing the active and basic

about/describing

to ask and describe personality and character

• Sociocultural aspects of countries:

fictitious film heroes and sports

• Other sociocultural supernatural beliefs and

,~~,.~."i~n in other countries

Procedures the characteristic sounds of listening to and repeating the active vocabulary of the

intonation in for and

oneself with the and intonation

introductory dialogues;

aloud; to the

question

interview for specific information; listening to short

extracts in order to put a in the correct order;

to the module song to revise

ue'vel,ODI,na oral in different situations:

asking and answering

on sports and related about HnlhfllluVIf'l

Dracula

a text about Hollywood to fill in information; a website to decide on a favourite good/bad fictional character; a to develop narrative the words of a song; reading texts about British and

" written writing a dialogue from a comic strip and giving it a different ending;

stories

related to the themes of the module;

to find out about these themes;

order to understand the oral and written texts;

information from and l'ln'~W'~rlrl('l

use of grammatical structures

with Reinforcement activities

• the Workbook exercises (Workbook & Grammar Book)

• the grammar revision

20 (Workbook & Grammar

" Using the photocopiable

Material for module 8

the dialogues, songs and oral texts with the

of the Student's CD/cassette 8)

II Doing the interactive reinforcement activities

(Blockbuster CD-ROM, module 8)

• the exercise for module 8 (Pairwork

Llrl-IIm,,,,,, Student's Book)

" Completing the awareness exercises for module 8 'M''''''''''''-'''''''' & Grammar

• the interactive extension activities (Blockbuster CD-ROM, module 8)

)0- Values and Attitudes

• Interest in folklore

•

II year

)0- Transversal Themes Cultural the activities presented in the module will the students:

Trang 29

• appreciate the existence of diversity in folklore and

culture around the world

• appreciate the importance of being able to narrate and

describe cultural phenomena

Evaluation

Criteria

appropriate expressions to enquire about

knowledge; show interest in knowledge; ask about

and describe personality and character

• Participation in oral exchanges: ask for and impart

knowledge; ask for and describe personality and

character; commenting on superstitions and ghost

stories; presenting a monologue about local folklore;

acting out a dialogue in Castle Dracula

• Reading texts in order to identify and extract

information from: the dialogues of the module; a

comic strip about aliens; an article about sporting

superstitions; an article about Hollywood ghosts; a

website on good and bad fictional characters in films;

an extract from a ghost story; articles on folklore in

Britain and elsewhere

• Writing: a story from a comic strip; a quiz on local

superstitions; an article about local ghost stories;

describing four film superheroes on a webpage;

writing a narrative based on pictures using direct

speech

Procedures

Board Games: module 8)

• ReVising the language presented in the module with

the help of the Now I can checklist

Booklet)

• Completing the Exit Test

• Updating the module activities in My Language

Portfolio

• Systematic observation of students' attitude'

recording the results on the photocopiable Formativ~

Instruments

Games)

• Now I can '" checklist

• Photocopiable Student's Check Form, module 8

• Module Test 8/Exit Test written tests (Test Booklet)

• Understanding the formal aspects of the foreign language code: appropriate formation and use of the causative form; use of the past perfect; correct intonation and use of question tags; contrasting the use of make/let; forming verb opposites; phrasal verbs

• Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the module; appropriate intonation when enquiring about/showing interest in knowledge; asking about/describing personalities and character; correct pronunciation of stressed syllables

• Oral production of the active vocabulary by means

• Active participation in the self-evaluation process to correct errors and improve the learning process

Procedures

(Student's Book) and writing down the results on the photocopiable Student's Check Form, module 8

• Completing the Module Test 8 and Exit Test written tests (Test Booklet)

• Presenting their posters and written work to the group

• Playing the Module 8 board game to evaluate students' morphosyntactic knowledge and their degree of participation in group activities (Resource File Board Games: module 8)

Instruments

• Module Test 8/Exit Test written tests (Test Booklet)

• Photocopiable Student Evaluation Sheet (Resource File Teacher's Book)

• Other sociocultural aspects: understanding supernatural beliefs and superstitions in other countries

Trang 30

Procedures

III Completing the Self Check 8 self-evaluation page

(Student's Book) and writing down the results on the

photocopiable Student's Check Form, module 8

III Completing the Exit Test

III Presenting their written work to the group

Instruments

III Now I can checklist

III Self Check 8 self-evaluation page (Student's Book)

III Exit Test (Test Booklet)

III Photocopiable Student's Check Form, module 8

III My Language Portfolio

III Photocopiable Formative Evaluation Chart (Resource

III Photocopiable Progress Report Card, module 8

II>- Objectives

n this lesson, the students will learn how to:

III talk about the May Day festival

III talk about a seasonal festival in their country

III read and follow instructions

III use previous knowledge

III develop learner autonomy

Content - Concepts

I Communication skills

III Read and discuss a text about May Day festival

traditions in Britain

III Describe a similar seasonal festival in their country

III Follow instructions to make a May Day basket

III Revision of grammar structures

B Vocabulary

III Vocabulary connected with festivals

III Pronouncing the active vocabulary and basic

II.Sociocultural aspects

III Sociocultural aspects of English-speaking countries:

a British seasonal festival

III Other sociocultural aspects: comparing the May Day

festival with a similar festival in their country

Methodological Procedures

III Recognising the characteristic sounds of English:

lesson

III FamiliariSing oneself with the rhythm and intonation

of English: reading the text aloud

III Developing listening comprehension: listening to and

reading the text about the festival

III Developing oral expression in different situations:

reading and answering questions about the text; preparing an oral presentation

III Developing reading comprehension: reading the text and filling in missing sentences; labelling pictures; reading instructions on how to make a May Day basket

III Developing written expression: making a list of festival activities; choosing a festival in their country and making notes on the types of activities associated with it

III Using previous knowledge: history and culture: local festivals

III Developing learner autonomy: looking up the vocabulary in the dictionary

>- Values and Attitudes

III Interest in finding out about seasonal festivals

• Interest in arts and crafts

>- Transversal Themes Peace studies: the activities presented in the lesson will help the students:

III appreciate the importance of traditions

III appreciate the importance of celebrations and festive occasions

>- Evaluation

I Communicative abilities Criteria

III Creative reformulation of oral messages: using appropriate expressions in their class presentation

III Reading texts in order to identify and extract information from the text of the lesson

III Writing speech notes on a local festival

III My Language Pottfolio

• Understanding the formal aspects of the foreign language code: correct use of grammatical structures

III Recognition and correct reproduction .of the characteristic sounds of English especially those practised in the vocabulary and structures of the lesson

III Oral production of the active vocabulary by means

Procedures

III Presenting a speech to the class; presenting and displaying their May Day baskets

Instruments

III My Language Portfolio

Trang 31

Criteria

• Using appropriate language to prepare an oral

presentation

understanding the importance of May Day in Britain

• Other sociocultural aspects: comparing May Day

with a similar festival in their country; making a

presentation on a seasonal festival in their country

Procedures

• Presenting their speeches to the group; presenting

and displaying their May Day baskets

Instruments

>- Objectives

• talk about St Patrick's Day

• make a St Patrick's Day poster

>- Content - Concepts

• Read and discuss a text on St Patrick and the annual

feast day held in his honour

• The imperative The affirmative and interrogative

in the present

B Vocabulary

• Vocabulary associated with St Patrick's Day and

festivals in general

St Patrick's Day, the Irish national holiday

\9 Other sociocultural aspects: Christian feast days and

national holidays

» Methodological Procedures

• Recognising the characteristic sounds of English:

lesson

It Familiarising oneself with the rhythm and intonation

of English: reading a text aloud

• Developing listening comprehension: listening to and

reading a text about St Patrick's Day

• Developing oral expression in different situations: reading and answering a quiz about St Patrick's Day; correcting sentences related to the story of St Patrick's Day; asking and answering questions about St Patrick's Day

• Developing reading comprehension: reading the quiz about St Patrick's Day; reading the text to correct the information given in sentences

• Developing written expression: making a poster about

• Interest in finding out about the traditions associated with

St Patrick

» Transversal Themes Peace studies: the activities presented in the lesson will help the students:

• appreciate the importance of traditions

• appreciate the importance of celebrations and festive occasions

>- Evaluation

• Creative reformulation of oral messages: using appropriate questions and expressions when asking questions about St Patrick

\9 Reading texts in order to identify and extract information from: a quiz; a text

• Writing speech notes on a local festival

Procedures

• Systematic observation of students' attitude; recording the results on the photocopiable Formative Evaluation Chart (Resource File Teacher's Book)

• Recognition and correct reproduction of the characteristic sounds of English especially those practised in the vocabulary and structures of the lesson

• Oral production of the active vocabulary by means

Procedures

• Presenting and displaying their posters

Trang 32

Instruments

Criteria

• Using appropriate questions and answers when

talking about St Patrick's Day

• Sociocultural of Englishcspeaking countries:

understanding the origins and meaning of Sf

Patrick's Day

• Other sociocultural understanding Christian

traditions and national holidays

Procedures

• Presenting and displaying their posters

Instruments

Trang 33

The w r ay we live

13 fore you start

• Prepare a simple questionnaire for the students in

the class to use in an "ice-breaking" activity e.g

Find someone who

has a pet

has a brother

likes the same music as you

likes the same food as you

does not have a mobile phone!

• Introduce yourself to the class and distribute the

questionnaires Invite individual Ss to ask you the

questions to demonstrate the activity and to ensure

Ss use the correct question form (e.g Do you have

a pet?, Do you have a brother? etc)

• Ss circulate freely around the class asking each

other the questions and noting the names of Ss

who answer in the affirmative When Ss have

completed the activity, conduct feedback to elicit

the names of students (e.g Who has a pet?, Who

has a brother? etc)

( LOOk at Module 1 )

• Ask Ss to look at the title of the module (The way

we live) and ask them to suggest what this means,

referring them to the pictures on the page to

generate ideas Ask Ss what topics they think will

be covered in the module Develop the discussion

according to Ss' responses

SUGGESTED ANSWER KEY

I think the title refers to different ways that we

spend our time and the different things that we do

as part of our routines

• Ask Ss to look through the module and find the

page numbers for each of the pictures Conduct

feedback with the class, and ask questions to

T : What are the people doing in this picture?

S2: Two of them seem to be drinking coffee One

of the men is reading something and the girl

is taking notes

T : Where do you think the people are?

S3 : There is a computer on the table and I can

see other cups on tables in the background I think they are in an Internet cafe

T : Why do people go to places like this?

S4 : It's a good place to meet friends and get information from the Internet Students like to meet there and swap ideas about their projects Pic 2 (p 14)

What is this a picture of? What is the title of the film? What was the last film you saw called? What

was it about? What films do you like?

Pic 3 (p 10) What is the boy doing? Would you enjoy doing something like this? Why (not)? Do you think children

should help their parents? What chore do you enjoy doing?

Pic 4 (p 13) What is the girl doing in this picture? How useful are computers? What can you use them for? What other things can you see on pages 12 - 13?

Pic 5 (p 6) How do you know this is a boy's room? What about the room on page 7? Who tidies your room? What things do you have in your room?

Trang 34

34

Units 1 · 5

Find the page number(s) for

Ask Ss to read the list of items and check that they understand what they have to look for Allow 3 - 4 minutes for Ss to find the items and compare their answers with those of a partner Conduct feedback with the class and ask questions to stimulate and develop discussion

an interview (p 12)

How do you know this is an interview? Have you ever been interviewed for anything? What is the purpose of interviews? What other things can you see on pages 12-13? Do you enjoy playing

games? Why (not)?

Is this an interesting advert? Why (not)? What adverts

do you like? What about adverts on television/radio/in magazines? Do you believe everything you see and

read in adverts? Why (not)? ' film characters (p 14)

Do you have a favourite actor? Why do you like

him/her? Do you prefer to go to the cinema or watch

a film at home? Why?

C _ O _ bj _ eC _ ti _ ve _ s _ _ )

• Present the objectives of the module Explain that

in the next five units Ss will learn how to do all the tasks listed

• Check that Ss understand the objectives and answer any questions they may have about them

Trang 35

f Objectives

\.' - - /

Vocabulary: personal belongings

Listening: expressing annoyance (intonation)

Re ading: for specific information (dialogue)

S peaking: expressing annoyance (role play)

G rammar: so/such

P hrasal Verbs: take

Writing: a descriptive paragraph

V C ABULARY

, F ocus - Introducing the vocabulary

• Refer Ss to the title of the unit and ask them to

say which room is messy (Gary's) and which is

tidy (Mary's) Ask questions to revise/introduce

vocabulary (e.g Where are Gary's socks? On the

floor Where are his comics? On the bed Where

are Mary's magazines? In the rack Are the

posters in Gary's room straight? No etc)

• Ss work in pairs to describe one room to their

partner and then change roles Allow time for

pairs to answer the questions in the rubric

SUGG ESTE D ANSWER KEY

Gary ' s room is very messy The bed hasn't been

made and there are a lot of things on the bed and

on the floor Gary has some sports posters on the

walls and a blind over the window He has a

computer which he uses to play computer games

Mary ' s room is very tidy The bed is made and

everything is in its place Mary has a rug on the

floor and curtains at the window There is a desk in

her room and she has a picture on the wall over

her bed

ANSWER K E Y

Mary likes listening to music

Gary likes playing games

Mary likes collecting things

Mary likes talking on the phone

Mary likes reading magazines

Gary likes reading comics etc

Messy or tidy?

2 Focus - Practising vocabulary; oral description

• Ss work in pairs Allow a short time for Ss to prepare notes for their descriptions Tell Ss that they will need these notes later in the lesson Alternatively, brainstorm relevant vocabulary and write it on the board e.g

Ss to describe their rooms to the class

• Extension: Ss introduce their partners to the class, describe his/her room to the class and say what he/she likes doing

SUGGESTED ANSWER KEY

My room is very small and it is usually very messy

I'm not very good at making my bed or picking up

my things I have a computer in my room which I

use to surf the Net I also have a stereo in my room

which I use to play my favourite CDs When I'm in

my room I like to talk on the phone with my friends

LISTENING

3 Focus - Practising stress and intonation

• Ask Ss to read the sentences and underline the words they think will be stressed Play the recording once Ss compare answers in pairs Play the recording again to check answers, pausing after each utterance for Ss to repeat the sentence (choral and individual repetition)

• Ss work individually to decide which expressions express annoyance Play the recording again when checking answers with the class

ANSWER KEY Stressed words: now, up, wrong, bomb's, me, joking, mess , like, always, time, off

Trang 36

Messy or tidy?

Expressing annoyance

Get in here now!

It looks like a bomb's hit it

You must be joking!

Everything's such a mess!

That's what you always say!

Come off it!

4 Focus - Predicting the content

• If Ss have difficulty predicting the content of the

dialogue, remind them what Gary's room is like

and elicit how his mother might feel about it

(angry) and what she might want Gary to do

about it (tidy it up)

• Write Ss' predictions on the board and play the

recording Check accuracy of predictions with

the class

SUGGESTED ANSWER KEY

The dialogue is probably about Gary's mother

complaining about his messy room She will

probably ask him to tidy it up and Gary will make

excuses

READING

5 Focus - Reading for specific information

• Ss complete the task individually and then

compare answers with a partner Check answers

with the class

ANSWER KEY

1 angry

2 a mess

3 isn't

4 pressed for time

6 Focus - Practising vocabulary: idiomatic

expressions

• To demonstrate the task, read out the first item

(It looks fine to me.) and ask Ss to find the

equivalent expression in the dialogue (It doesn't

bother me!) Ss then work in pairs to complete

the task Check answers with the class

ANSWER KEY

It looks fine to me - It doesn't bother me!

I'll see to it myself - Leave it to me I'm always busy - I'm always pressed for time

It looks very untidy! - It looks like a bomb ' s hit it!/ Everything is such a mess!

What do you want? - What's up?

Stop it - Come off it

Is there a problem with it? - What's wrong with it?

7 Focus - Activating vocabulary

• Ss work in pairs Check that Ss understand the differences in the situation and r~lationship

between the two characters (e g share room , both the same age) Instruct Ss to read the dialogue in Ex 5 again and select the phrases,

or their alternatives from Ex 6, that will be appropriate for the role play

• Allocate roles and ask Ss to close their books before initiating the activity Monitor and assist

Ss as needed As pairs complete the task, tell them to change roles and begin again

• Invite 2-3 pairs to act out their dialogues for the class Ask Ss to compare these dialogues with their own, focussing on any significant differences

SUGGESTED ANSWER KEY A: Pam? Can I talk to you for a minute?

B: Why? What's up?

A: What's up? Just look at this room!

B: What's wrong with it? It looks fine to me A: It's a mess! It looks like a bomb's hit it!

B: Do you think so? I like it like this

A: Well, I don't! I hope you don't think I'm going

to tidy it up!

B: Don ' t worry Leave it to me I'll do it at the weekend

A : That's what you always say - and then you go

out with your friends!

B: Oh, come off it You know that's not true The problem is, I'm busy studying for exams A: No, Pam The problem is , you're lazy!

Trang 37

XPLORING GRAMMAR

8 Focus - Using 'so/such'

• Presentation: Draw a picture of the sun on the

board and write Temperature: 38 · C beside it

Ask Ss what the weather is like to elicit 'It's very

hot ' Write this sentence on the board

• Pointing to the information on the board, and

miming a swimming action, ask Ss what they

want to do (go swimming) Write the sentence

We want to go swimming on the board and then

ask Ss why they want to go swimming to elicit

because it ' s hot

• Make the comment I see You want to go

s wimming because it is so hot and write the

sentence We want to go swimming because it is

so hot on the board Elicit the meaning of so

• Repeat the procedure to elicit the sentence We

want to go swimming because it is such a hot

day Ask Ss questions to elicit the difference in

structure and identify the rule Ss then complete

the box in their books and find the example in

the dialogue

• Extension drill: say noun phrases or adjective/

adverb Ss add so/such

• example: such a mess!

Focus - Practising the use of 'so/such'

• Ss complete the task individually Check

answers with the class

10 Focus - Introducing phrasal verbs with 'take'

• Ask Ss to read the Study Skills box Check understanding of the form verb + particle and ask Ss to find examples in the dialogue in Ex 5

(tidy up , take up) Elicit or explain the meaning

of the two phrasal verbs

• Refer Ss to the phrasal verbs in the mindmap in

Ex 10 and check understanding Ss complete the sentences individually Check answers with the class

11 Focus - Giving a factual description

• Ask Ss to look at the notes they made for Ex 2 Develop an outline of the paragraph on the board, eliciting ideas from Ss (e g What will you say in the first sentence?) Ss use the outline and their notes to write their paragraphs

Suggested outline:

size of room - if tidy/untidy - why - what in the room - what like doing in the room

SUGGESTED ANSW E R K E Y

My room is quite small and it is usually very messy

I'm not very good at making my bed in the mornings or picking up my th i ngs I have a computer in my room which I use to do my homework I also have a radio in my room that I use to listen to music When I'm in my room I like to read books

Workbook Unit 1 (optional)

Trang 38

Fun time

\ ' - - - ' Vocabulary: leisure activities

Everyday English: likes/dislikes

Reading: for gist (email)

Speaking: talking about hobbies

Grammar: present simple; adverbs of frequency

Listening: for specific information (multiple matching)

Writing: an email describing hobbies and interests

ADDITIONAL MATERIAL

cards naming different leisure activities

VOCABULARY

1 a) Focus - Sensory perception: associating

sounds and images

• Introduction: ask Ss if they are ever

reminded of things by certain sounds or

smells Give an example (e g A loudly

ticking clock always reminds me of my

grandfather because he had one in his living

room.)

• Tell Ss that they will hear a piece of music

Ask them to close their eyes, listen silently

and keep their eyes closed until you tell

them to open them

• Ask Ss to think of what activities they

associate with the music and play the

recording

• Remind Ss to keep their eyes closed and

ask them to think of the images and activities

the music brought to mind Play the

recording again and then conduct feedback

with the class List suggested activities on

the board for use with Ex 2

The music was fast and quite exciting It reminded

me of horses racing across country

b) • Work through the list of activities with the

class to check that Ss understand all the

activities listed Ss match the activities to the

photographs in pairs Check answers with

the class

ANSWER KEY

1 hanging out with friends

2 skateboarding

3 surfing the Net

4 going to the cinema

5 playing baseball

6 mountain biking

E VERYDAY ENGLISH Likes/Dislikes

2 Focus - Asking about and stating personal likes and dislikes

• Use the list of activities on the board from Ex 1

to present the language Ask a few individual Ss questions about some of the activities to elicit yes/no answers (e.g Do you like Climbing? etc)

• Refer Ss to the lists of positive and negative adjectives and check understanding Ask individual Ss Why do/don't you like climbing? to elicit because it's dangerous/exciting etc

• Repeat using the structures What do you think off How do you like ? to elicit I like/don ' t like it because

• Refer Ss to the language box and check understanding of the different responses for likes / dislikes Point out that the strongest responses are given at the top of each column

• Take the role of B and demonstrate the activity with a student Monitor pairs as they work on the task

SUGGESTED ANSWER KEY A: Do you like dancing?

B: I don ' t really like it I find it boring I prefer exciting things like mountain biking What about you?

A : I quite like dancing, but I don't like mountain biking I think it's dangerous! I prefer hiking etc

Trang 39

ANSWER KEY

An e mail David is writing to Mario

b) Reading for specific information

• Remind Ss that headlines, titles and pictures

can often help us predict what a text will be

about and that this makes it easier to

understand

• Refer to the pictures and discuss what the

email might be about with the class List

suggestions on the board and then tell Ss to

read the text to check their predictions Point

out that they should ignore the numbered

gaps in the text

S UGGESTED ANSWER KEY

Pe rh a ps the email is about free-time activities

1\ 'ocus - Practising cloze texts

• Explain to students that, in this type of activity,

the words required to complete the text are

usually words with little lexical force Elicit

examples (e g prepositions: of, in, from;

conjunctions: and, because, when;

auxiliary/modal verbs: am, have, must , etc)

• Ss complete the task individually and compare

answers with a partner Play the recording and

check answers with the class

5 Focus - Talking about hobbies and interests

• Ss work in pairs to read the text in Ex 3 and

compile their lists Ask a few pairs to report to

the class in order to check answers Initiate a

discussion of Ss' hobbies

• Alternative: tell Ss to work in pairs and ask

each other about their hobbies

Fu time

ANSWER KEY David ' s hobbies : spending time with friends, going

to movies and concerts, hanging out, skateboarding , mountain biking, baseball

SUGGESTED ANSWER K E Y A: What do you l i ke doing in your free time?

B: I like playing football and computer games

What about you?

A: I don ' t like computer games and I don't play football but I like to watch it I like watching movies , too

• Refer Ss to the examples in Ex Ss match the sentences to the uses individually Check answers with the class and then ask pairs to find other examples in the text

ANSWER KEY

1 c 2 bId 3 bId 4 a

Timetables and programmes:

It starts at 2 pm Routines, habitual actions:

We sometimes go

I often play Permanent states:

He works as a computer technician

• Revise the form of the present simple with the class, building up a table on the board:

Affirmative form: I/you/we/they live

He/she/it live ~ Negative form: I/you/we/they do not live

He/she/ it does not live Interrogative form: Do you/we/they live ?

Does he/she/it live ?

Trang 40

Fun

• Remind Ss that do not and does not are

shortened to don't and doesn't in informal

written and spoken English

• Ss complete the questions individually Check

that they have formed the questions correctly

Remind Ss of the form of short answers (e.g

Yes, I do; No, they don't etc) Ss ask and answer

the questions in pairs

1 Do you play football on Saturdays?

8 a) Focus - Using adverbs of frequercy

Focus - Using adverbs of frequency with the

present simple and 'to be'

• Ask Ss to study the examples and discuss

the possible rule in pairs Then tell pairs to

find other examples in the text to see

whether they conform to the rule they have

proposed Conduct feedback with the class

ANSWER KEY

Adverbs of frequency go after auxiliary verbs and

before main verbs

Examples: We sometimes go We usually just

hang out I often play

b) Focus - Practice: using adverbs of frequency

• Refer Ss to the frequency chart Explain that the percentages are not absolute (apart from

always and never) and that often usually means more than 50%

• Work through the vocabulary in the table, checking understanding Ask one pair of Ss

to read the example aloud to demonstrate the activity

• Point out that Ss should add a comment to their answers and elicit possible comments List these on the board (e.g It's boring, I think it's exciting, I love/hate it, etc)

• Initiate the activity and monitor pairs, providing assistance where necessary Conduct feedback by questioning individual Ss (e.g T: How often do you do the shopping? S1: I rarely

do the shopping I find it tiring etc)

A : How often do you listen to the news?

B: I rarely listen to the news I think it is boring A: How often do you go ice skating?

B: I sometimes go ice skating on Saturdays I really like it

A: How often do you do the housework?

B: I never do the housework I hate it

A : How often do you make lunch?

B: I always make lunch on Sundays I enjoy it

• Play the recording without pauses Ss compare their answers in pairs Play the recording again and check answers with the class Play parts of the recording a third time to clarify answers if necessary

ANSWER KEY Lisa F Jake B

not used: A , H

Richard G

Judy C

Patrick 0

Định dạng
Số trang	328
Dung lượng	30,55 MB