ostreom

RE-INTERMEDIATE

Syllabus based on Common

European

Framework

Teacher's Book

Virginia Evans - jenny Dooley

Express Publishing

031--1aKOMwreAb1--ra¶ Konnq - eng is .ru

Published by Express Publishing

Liberty House, New Greenham Park, Newbury,

Berkshire RG19 6HW

Tel: (0044) 1635 817 363 Fax: (0044) 1635 817 463 e-mail: inquiries@expresspublishing.co.uk http: //www.expresspublishing.co.uk

O Virginia Evans & Jenny Dooley 2004

Design and Illustration O Express publishng, 2004

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means. electronic, photocopying or otherwise, without the prior written permission Of the publishersfirst published 2004

ISBN 1-84466-599-2

Acknowledgements

Authors' Acknowledgements

We would like to thank all the staff at Express Publishing who have contributed their skills to producing this book

Thanks for their support and patience are due in particular to: Megan Lawton (Editor in Chief), Stephanie Smith and Michael Sadler (senior editors); Andrew Wright (editorial assistant); Brian O'Neil (senior production controller) and the Express Publishing design team; Warehouse (recording producer); and Emily Newton. Kevin Harris. Daniel Parker, Erica Thompson and Timothy Forster. We would also like to thank those Institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluabie in the production of the book.

The authors and publishers wish to thank the following, who have kindly given permission for the use of copyright material:

Unit 3a: 0 2003 the Jane Goodall Institute, www.janegoodall.org/ on pp. 30-31; Unit 3b: O Henry Doorly Zoo, www omaha.org/ on 33, Culture Clip 3: RRS Ernest Shackleton C) Copyright Enwonrnent Research Council British Antarctic Survey 2004, www.antarct•ca-ac.uk/ on p. 39; Literature Corner 7: Charlie and the Chocolate Factory by Roald Dahl, published by Penguin Books, by permission of David Higham Associates on p. 87

Photograph Acknowledgements

Unit la: O everetcollection / iml image group on p. 7, Culture Clip 3.' RRS Ernest Shackleton O Copyright Natural Environment Research Council British Antarctic Survey 2004, www.antarctica.ac.uk/ on p. 39; Culture Clip 6: Bognor Birdman O Spirit FM, www spiritfrn.net/ on p. 73; Unit 7a: Mr Greenjeans © Copyright Fabulous Savangs, 2000, vvww fabuloussavings.com/; Rainforest Café and Captain John's Harbour Boat Restaurant O Copyright 1997-2004, toronto com; and The Old Spaghetti Factory © wwwoldspaghettifactory.net/ on p. 79; Culture Clip 9: Lenny Henry, Rowan Atkinson, Billy Connolly and David Beckham and Victoria Beckham (Posh and Becks) O Copyright Comic Relief, www.comicrelieforg on p. 1 11

Colour Illustrations: Stone

Music Compositions & Arrangement by Ted & Taz

While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity

Upstream

PRE-INTERMEDIATE

Vlrglnla Evans-lenny Dooley

Express Publishing

frenglish.ru

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fren ish.ru

Introduction to the Teacher

Upstream Pre-intermediate is a complete course for young learners studying English at Pre-Intermediate level.

It aims at the balanced development of all four language skills, While allowing for a flexibility Of approach which makes it suitable for all classes, including large or mixed-ability classes.

The course incorporates both a cross-cultural and cross-curricular approach, and its syllabus reflects the guidelines of the Council of Europe Framework.

The coursebook consists of five modules Of two units each, covering a wide variety of topics. The Workbook provides supplementary practice in the relevant language skills.

Course Components

Student's Book

The Student's 800k is the main component of the course. Each unit is based on a single theme and covers a wide variety of related topics. All units follow the same basic format (See

Elements ofthe Coursebook).

Teacher's Book

This Teacher's Book contains comprehensive Teacher's Notes. fully interleaved with the facing pages of the Student's Book. The notes provide step-by-step lesson plans, suggestions on how to present and expbit the material. and a full Key to all exercises in the Student's Book

The Teacher's Notes also contain suggestions for optional extension activities to carry practice beyond the scope Of the material in the Student's Book. (Naturally, teachers may choose to omit, extend or adapt any of the material in the Student's Book at their discretion, to suit the particular needs of their class,)

Workbook

The Workbook consists of ten units which complement the theme and content of the corresponding units in the Student's Book, and contain elements specifically designed to extend and consolidate learning through a wide variety of tasks. These are grouped in each unit as Vocabulary, Grammar, Reading, Listening, Speaking and Writing sections.

The Teachers version of the Workbook reproduces the Student's version, overprinted with a Key to all exercises.

Test Booklet

The Test Booklet is divided into three parts.

The first part contains five tests — that is. one per module — each in two equivalent versions to ensure reliability of results. Students sitting next to each other work on different tests, but are tested in the same language areas at exactly the same level of difficulty These tests facilitate the assessment of students' progress and enable the teacher to pinpoint students' specific weaknesses,

There is also an Exit Test, which covers all the material learned at this level, and can be used either as an assessment test or as a placement test for students about to move on to the next level

iv

The second part consists of ten Progress Tests — one for each unit — to provide detailed, objective feedback regarding students' attainment.

The third part contains the key to the tests, as well as the key to the Progress Tests.

Note: At the end of the Test Booklet there is a Progress Report Card Section, Upon completion of each module and after the corresponding test, photocopy the respective Progress Report Card and fill it in, one per student, Students should keep each card in their Language Portfolio for future reference.

My Language Portfolio

My language Portfolio IS a booklet containing documentation and suggestions to enable students to build a personal Language Portfolio, plus a section entitled My Dossier, with photocopiabie tearout worksheets that serve as the basis Of writing and project work.

In the Language Portfolio students should also include the writing tasks and any additional material related to the course (drawings, paintings, recordings, etc), For more information about the European Language Portfolio refer to http://culture.coe.fr/lang.

Class Audio CDs or Cassettes

The Class Audio CDs or Cassettes contain all the recorded material which accompanies the course. This includes all reading texts, dialogues, songs and pronunciation/intonation tasks, in addition to the material used in the listening tasks.

Student's Audio CD or Cassette

The Student's Audio CD or Cassette contains the recorded texts of all reading passagesi to allow individual students self-access practice in pronunciation and intonation, as well as the recorded material for the Listening component of all Self-Assessment tests.

Elements of the coursebook

Each unit contains the following elements:

Lead-in

Pictures and prompts are used to introduce students to the main theme, together with the key grammar and vocabulary points. A listening task introduces concepts central to the theme.

Reading

Each unit contains a 250 to 400-word text which is linked to the theme Of the unit. These texts are drawn from a variety of authentic sources and constitute a wide range of text types. Each text is followed by tasks which develop specific reading skills such as reading for gist or for specific information, understanding text structure, selecting appropriate interpretations of what is stated or implied, and so on,

Pre-reading and follow-up tasks help to provide a meaningful context for the reading task

Vocabulary Practice

A variety of exercises and activities practise and extend students^ï active use of vocabulary items related to the theme of the unit. The section concludes with a short writing task to consolidate learning,

Grammar in Use

The grammar exercises and activities have been designed to systematically reinforce students' understanding of the key grammar points presented in the unit. Detailed explanations of the grammar is contained in the Grammar Reference section.

Students extend their grasp of grammar functions through a range of structured tasks, which include practice in the following:

Listening and Speaking

Students develop their listening skills through a variety of realistic tasks which reinforce their mastery of the language taught in the unit. Listening tasks include listening for gist/main points and for specific information. Many tasks also require students to deduce meaning, mood, intention, feeling, opinion, etc, The listening texts all replicate authentic spoken English and feature a range of genuine native-speaker accents. The listening tasks additionally serve as a lead-in to the speaking activities,

Students develop their speaking skills through a wide range of speaking tasks which necessitate asking for and giving information. exchanging and justifying opinions and ideas, comparing and contrasting, agreeing and disagreeing, suggesting and speculating.

Communication sections enable the students to practise real-life communication strategies. Functional language structures associated with realistic situations are practised in a wide range of communicative tasks. These sections also deal with features of everyday speech such as expressing anger/sympathy/etcr the use of "filler" phrases to avoid hesitation, and so on.

Pronunciation tasks develop students' ability to recognise and distinguish and reproduce the various sounds in spoken English,

Intonation activities help students to recognise the patterns of intonation, stress and rhythm which characterise spoken English, and to reproduce these correctly

The Student's CD contains all the reading texts in the Reading section, as well as the extracts in the Further Reading sections. for students to practise reading aloud. Students first listen to the text and follow the lines, then listen again with pauses, then read aloud from the article,

Further Reading

This section presents the students with a variety of authentic texts on cross-cultural and cross-curricular topics.

The literature extracts, which are linked to the theme of the unit and accompanied by a biography of the author. provide students with the opportunity to use their language skills in order to enjoy literature in authentic form

The cultural texts are also closely linked to the theme of the unit, and are designed to broaden students' understanding of the various societies which comprise the English-speaking world

The curricular cuts practise language related to the module, in the context of subjects and topics included in the British National Curriculum.

Each text is accompanied by a series of exercises which guide the student through the material and aid understanding. Each section includes a short writing task which consolidates students' comprehension Of the material. while allowing them to express their personal opinions concerning the information.

Writing

The writing sections have been carefully designed to ensure that students develop their writing skills in a systematic manner.

Where necessary, the writing tasks are supported by concise, informative theory boxes. The rubric for a particular writing task is accompanied by a model text, and both the rubric and text are thoroughly analysed. Students then practise the language and structural devices to be used. All activities lead the students to the final task, which follows a clear plan and is based on the model text provided.

All writing tasks are based on authentic types and styles of writing, including notes, postcards, letters (both formal and informal), stories, descriptions, essays. reports and articles.

In addition, each unit contains a number of short writing tasks.

Amazing Facts

This section presents a striking or unusual fact related to the theme of the unit-

Study Skills

Throughout each module, short Study Skills tips guide students to master the technique appropriate to a new task type, suggest effective learning tactics, encourage heuristic skills and so on.

Additional Material

Module Self-Assessment Sections

These reinforce students' understanding of the topics, vocabulary and structures which have been presented in the module,

Appendices to the Student's Book

The Grammar Reference Section presents full explanations and revision of the grammar structures used throughout the coursebook, It can be used both in the classroom and at home, to practise and reinforce the grammar taught

An American English — British English Guide outlines and highlights differences between the two main international varieties of English

Five entertaining songs — one per module — practise language items presented in the module.

A complete Word List contains the new vocabulary presented in each unit, listed alphabetically, with a phonetic transcription of each word.

Note: The Teacher's Book contains the tapescripts as well as the appendices on the interleaved Teacher's pages, with a note giving the relevant page reference for each tapescript/appendix in the Student's Book.

> Look at Module 1  introducing the themes In module 1

Divide the class into five groups (you can give each S a slip of paper with one number on It from 1-5, then ask them to find the other ss with the same number and form groups). When the class is in their five groups, ask them to find the picture that corresponds to the number of their team. Allow ss 4 minutes to brainstorm within their groups and come up with as much vocabulary as they can to describe each picture. Walk around the class, monitoring and prompting ss where necessary (write. place, people, atmosphere, feelings, theme, to help ss come up with ideas and provide an example for each category).

Ask each group to report all the words they came up with and use them to talk about their picture to the class. Write the vocabulary on the board. ss copy the words into their notebooks. Encourage ss from other groups to ask questions or add details.

Then, ask ss to look through units 1 and 2 and find the page numbers for the pictures. Ask ss around the class to report back with their answers.

Answer Key (See overprinted answers)

Draw ss' attention to the first picture on p. 7 and ask them to scan (the spread (the other photos, the title and subtitles the text, the rubric/prompts and tasks) in order to speculate about the picture (the reason why it has been chosen/in what context they expect it to be used/what they think is expected ofthem) Prompt ss by saying:

T: Why do you think this picture has been chosen ? Because it shows a bad and a good person and I think this lesson is about good and bad guys, T: Alexander? What do you think?

 I agree because the title of the unit is 'heroes' which describes people that are brave and kind like Frodo, Peter Pan and Snow White in the pictures.

T     Yes, but are they real people?

No. They are from films and stories

T:      Film and story characters then, What do you think

'villains' means? Natasha?

53: People or characters that are bad

T: That's right Whatdoyou think you have to do?

54: I think we have to talk about the characters in the pictures read the text and answer some questions. Oh, then we have to talk and write about our favourite hero or villain.

Ask ss to go to the page the next picture is on and do the same. Prompt ss where necessary.

Konnq

> Find the unit and page number(s) for

In pairs, ask ss to go through the list of Items they have to find and elicit/explain what they are and where we would use them, Allow ss some time to browse the units in pairs and find the page numbers. Check ss' answers.

Answer Key

classified ads: Unit p.8; Unit 2, p.24 (small advertisements you put in a newspaper when you want to buy or sell 5th or look for or advertise ajob) an e-mail: Unit 1, pp. 10/14 (an electronic letteryou send over the Internet, used for business or keeping in touch with friends) jokes: Unit 1, p12; Unit p.23 (short, funny stories you tell when you want to make someone laugh) a town map: Unit 2, p, 19 (a drawing of a town showing streets roads etc used to find your way around) signs: Unit p, 18 information displayed through pictures, symbols or words used to tell or warn people about sth) a quiz Unit 2, p, 20 (a short test used to get information from people or find out how much they know about 5th) a CV: Unit 2, p. 24 (a short written document with a person's details work history and qualifications used when applying for a job)

Select ss to read through the list of items that will be covered in the module, Elicit definitions or explanations for any unknown words, then ask ss to go through the list and put a tick next to the items they feel they know or can do, a cross next to the ones they do not know or are not sure about, and a star next to the ones that they think will be the most useful. Select ss to report one item they have ticked and one item they have put a star next to.

Explain that each module has a Culture Clip, a Literature Corner and a Curricular Cut Elicit explanations/definitions of these sections by referring ss to the texts and asking them to try and guess the meanings from the context,

Answer Key

The Culture Clip must be about lifestyles jn different countries. This one must be about a town in the US.

The Literature Corner looks into famous books and authors. This one is a Sherlock Holmes story by Arthur Conan Doyle.

The Curricular Cuts must be short informative pieces from various school textbooks. This one seems to be about English history.

•                    an e-mail to a friend  character & appearance • an informal letter of advice  habits/routines/lifestyles a short article about yourself and where you live  places & geographical features a short description of your neighbourhood  signs  a short quiz about the capital city of your country  J0bs/workplaces/J0b qualities a letter of application

•                    describe people  talk about personal qualities

•                    social ise  make choices

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Frodo Baggins has got curly brown hair.

                                      Frodo Baggins                                                       Characters Larger

than

In any book, cartoon or film we all Lost Boys, have a dangerous enemy 30 love to see the heroes defeat the villains, called Captain Hook.

save the world, win the girl and live With his black moustache, cruel happily ever after. But just between you laugh and a sharp metal hook instead of

5 and me, don't we feel a little bit sorry for a hand, the cunning Captain Hook is a the villains as well? perfect villain. He always wears a broad- 35

Saruman, from The Lord of the Rings, brimmed hat and fine clothes. He lives is an all-time favourite villain, the type of with a band of pirates on his ship, the villain I liker He is a tall wizard With a long Jolly Roger, making plans to kidnap the 10 white beard and cold dark eyes. He Lost Boys and capture the boy he hates. wears a long white robe and carries a Not all villains are men. The Wicked 40 magic staff. Once he was a good wizard Queen in Snow White is one of the most but the power of a magic ring has made cold-hearted villains ever. Beautiful but him evil and greedy and now he wants vain, the queen asks her mirror every

15 to rule the world. Only Frodo, the small day, "Mirror, mirror on the wall, who is ring bearer, can stop him. the fairest of them all?" The answer 45

Frodo Baggins, a Hobbit, is small, always pleases her, until one day the brave and honest, with bright eyes, curly mirror replies that kind and caring Snow brown hair and very large hairy feet! His White is even prettier than her. The

20 mission is to take the magic ring to jealous queen is so angry that she Mordor where it will be destroyed, He dresses up as an old woman and gives 50 travels with some friends and together Snow White a poisoned apple.

they have to face many dangers. Whether heroes or villains, these are Gandalf a wise wizard, protects them the characters I admire the most I love

                         Sar an                                 5 and shows them the way.                                     to watch the heroes fight the villains and

Another of my favourite heroes is eventually see good win over evil. I also 55 Peter Pan, a mischievous, daring boy can't help feeling for the villains and their with pointed ears who can fly and never weaknesses; I just love to hate them! grows older. Peter and his friends, the These stories are timeless and the characters are definitely larger than life.

KoriH¶

1  introducing the theme Of the unit

Look at the title of the unit, Elicit what the words hero, heroine (a leading character who is good) and villain (a leading character who is bad) mean by referring ss to the pictures. ss decide which characters are villains and which are heroes/heroines- ss can also say which films/ stories these characters are from.

Answer Key

Frodo Baggins - from The Lord ofthe Rings' - hero

Saruman - from The lord ofthe Rings' - villain Captain Hook - from 'Hook'/Peter Pan' - villain

Peter Pan — from 'Hook'/Peter Pan^t - hero

The Wicked Queen — from 'Snow White and the Seven

Dwarfs' - villain

Snow White — from 'Snow White and the Seven Dwarfs' heroine

b'  VOCabulary describing appearance

Ask ss to look at the pictures again. Read out the phrases one at a time and elicit/explain any unknown words. Ask SS to match the descriptions to the characters.

e.g. Who's got curly brown hair?

Answer Key (See overprinted answers)

2      adjectives describing character

Read out the list of adjectives and elicit/explain the meaning of each one by giving synonyms, opposites or examples, e.g. mischievous — naughty, playful daring — brave

ss work in pairs and decide which adjectives best describe each characteL

Answer Key (See overprinted answers)

Suggested Answer Key

A. Who do you think is cunning and dangerous?

B: I'd say Captain Hook is cunning and dangerous.

Who do you think is kind and caring? B: I'd say Snow White is kind and caring.

A.         Who do you think is vain and cold-hearted?

B.         I'd say the Wicked Queen is vain and cold-hearted

A: Who do you think is polite and considerate? B: I'd say Snow White is polite and considerate.

A. Who do you think is evil and greedy? B: I'd say Saruman is evil and greedy.

A: Who do you think is brave and honest?

B: I'd say Frodo Baggins is brave and honest

b. Explain that ss are going to listen to a TV presenter talking about this week's films. Explain the task, then play the cassette/CD, twice if necessary.

Answer Key

The extra character is Superman. He is polite and considerate.

3       Prediction about the text

Read out the title and elicit ss' ideas about what it means

SuggestedAnswerKey

I would say that 'Larger than Life' means that the hero's/ heroine's characteristics are rather exaggerated For example, the evil villains in films and books are more evil than real life villains.

4       readlng for specific information

Explain the task. Present Study Skills tip. Tell ss they need to follow this advice to complete the task successfully. Allow ss time to read the text silently. Do question 1 with ss. Ask a student to read out the question, stressing the key words. Elicit that this is a general question about the text ss in pairs read out options A-D. underline and stress key words. Help ss rephrase the meaning of the options. Allow ss time to refer back to the text, underline and choose their answer. Ask a pair of ss to report back to class, Justifying their answer with examples from the text Elicit feedback from the rest of the class and help ss decide on the correct answer, Explain that they should fol ow the same procedure for the rest of the questions.

Answer Key (See overprinted answers)

ss make a list of the highlighted words in the vocabulary section of their notebooks and work pairs to find their meanings, Alternatively, this exercise lends itself well to dictionary work, Ask ss to look at the first highlighted word, defeat Elicit/Explain what part of speech it is (v). Ask ss to predict its meaning from the context. Now ask ss to look the word up in their dictionaries and check their answers. ss report back to the class. Then in pairs, ss look up the next word, all-time. Walk around, monitoring the task and helping ss where necessary- Explain that hyphenated words or compound nouns (e.g. ring bearer) are not usually found together In a dictionary and that ss may have to look up each word individually.

Suggested Answer Key defeat (v): beat all-time (adj): best/worst/etc ever once (adv): at a certain time in the past power (n): strong force rule (v): govern, reign, control ring bearer (n phr): someone who carries o ring mission (n): a special task that needs to be completed wise (adj): knowledgeable, st) who has experience and knowledge about a wide number ofthings wizard (n): a man who has magic powers cruel (adj): nasty evil wanting to hurt laugh the noise we make when we are happy/amused band (n): group kidnap (v): take a person away illegally by force, usually in order to demand money in exchange for releasing them capture (v): take someone as a prisoner fairest (adj): the most beautiful (woman) dress up (phr put on different clothes to disguise oneself poisoned (pp): containing a deadly substance eventually (adv): gradually, in the end good win over evj/ (phr): the heroes win the battle against the villains can't help (exp): cant stop myself from feel for (phr v): be sympathetic towards what someone is suffering

5       ^su^mmarising a text

Tell ss that as they listen and read, they should underline key elements (characters, who/what they are, what they want, what they do or what must be done) that will help them summarise the stories. Play the cassette/CD. ss listen and underline the parts of the text they think are important.

Alternatively, ss can draw concept maps as they hstem Concept maps are an excellent way to remember key elements and summarise.

ss brainstorm in pairs for an alternative title. Explain a title must be short and eye-catching.

Suggested Answer Key

Good Guys & Bad Guys

Aft-time Favourite Heroes and Villains (ss' own answers)

6       Speaking from notes

Make notes on the board in the form of the model below, but put a question mark next to Name. Use your notes to present your favourite TV hero(ine)/ villain. Use a timer and challenge the ss to guess the answers.

Suggested Answer Key

      Name;            Clark Kent/Superman — hero

      Appeared:         in a comic strip, films and series

      Character:        brave, caring

Appearance: handsome, tall, strong, dark hair

Story: is sent to Earth from Krypton as a child. Grows up to discover he has special powers. He uses these powers to fight evil.

Now ask ss to make their own notes and invite individual ss to come up to the board and make their own presentations.

(ss' own answers)

Writing

Go through the example in the S/s Book. ss orally adapt their notes from Ex. 6 to fit the model. Walk around the class monitoring the activity and offering feedback. Alternatively. assign the task as HW.

Suggested Answer Key

Clark Kent from Superman is my favourite hero. He is a handsome young man, tall with dark hair. He is brave but also caring.

He is just over a year old when his father discovers that Krypton is no longer Q safe planet and sends him to Earth. Jonathan and Martha Kent find him and adopt him.

As he grows up, Clark Kent discovers his super powers so his parents tell him the truth about his past. He moves to Metropolis and works for The Daily Planet as a journalist. He leads a double life as he is Superman, too, saving people from danger and fighting evil.

STUDVSKiLLS

Reading effectively

Read the text once quickly. This will help you understand what type it is, the author's purpose and its general content, Read the questions and the answers, Read the text again carefully and find the part of the text each question refers to, The information may be phrased in different words,

Captain Ho

4         Read the text and for each question (1-4) choose the best answer A, B, C or D. Then, explain the highlighted words. I What is the writer's main purpose in writing the text?

A to describe how heroes catch villains

(Y to describe some well-known heroes and villains (lines 8, 26)

C to tell some well-known cartoon stories D to tell some well-known fairy tales

2      What does the writer say about Saruman?

He was not always evil. (lines 12:1 5)

B  He is the writer's favourite character,

C  Frodo wants to destroy him        Peter Pan D He has last a valuable ring

3      Which of the statements is true of Captain Hook?

A He works on his own,

B  He has a partner called Jolly Roger C He has a black beard.

O He takes care of his appearance. (lines 35-36)

4      What is the writer's opinion Of villains?

A They are more important than the heroes

B  He likes them more than the heroes

He is happy to see them lose. (lines 53-55)

D They are just as important as the heroes

5         Listen and read. Say a few words about the stories and suggest another title for the text,

Speaking

6 Tell the class about your favourite film or TV hero(ine)/ villain. Talk about:

• the character's name • where he/she appears

• character • appearance • what happens in the story

Portfolio: Use your answers from Ex. 6 to write a short paragraph for a teen magazine Snow White about your favourite hero/heroine or villain. Use the second and third paragraphs Of the text as a model. Start like this.

from is my favourite He/She's.

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Vocabulary Practice

Character

Reading

1         a. What type of texts are A and B? What do you think they are about?

b. Read the texts. Which advert:

1     wants actors to advertise something?

2     asks people to apply by post? 3 only wants three people? 4 wants only male actors?

1      has good manners?

2      likes to hurt or upset people?

3      shows understanding of other people's needs?

4      is very proud of their looks?

5      expects good things to happen? 6 cares only about himself/herself? 7 doesn't get upset or angry?

2         Match the adjectives to their opposites. What prefixes do we use to form negative adjectives?

politedishonest patient

impolite honest

impatient sensitiveinsensitive friendlyunfriendly

Speaking

3         In pairs, use character adjectives to talk about people you know.

A: Have you met our new neighbour?

B; No, I haven't, What's he like? A: He's veryfriendlyandpolite!

Appearance

4                                   Which words in the adverts (A & B) describe appearance/ height]build?

5                                   Circle the odd words out. Justify your answers,

1

2

3

caring                                unselfish

I Theoddwordout is 'almond-shaped' because this describes 8   somebodfs eyes.

fren li I a• distinguishing text genre and content

Answer Key (See overprinted answers) dis-, im-, in-t un-

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6                                   listening for specific information

Explain the task Allow ss time to look at the picture careful!y. Encourage ss to predict the setting. Play the cassette/CD. ss complete the exercise. Check ss' answers.

Answer Key (See overprinted answers)

Game

Divide the class Into teams, Appoint ? leader who chooses a person from the picture and writes this person's name on a piece of paper A S from Team A goes first and asks a question The leader can only answer Yesor No. If a S does not ask a Yesor No question, then he/she misses a turn, Note that a team must be certain about who they think the mystery person is before they decide to tell the leader, because if they are wrong, they get a penalty and miss their next two turns.

e.g. (continued from example in the S ⁱs book) Leader No.

Team E Sl Has he got a beard?

Leader

Team D sq Has he got a moustache?

Leader

Team A S2 Is it Sam?

No. Team A you miss your next two turns.

Team B S2: Is he wearing a tie?

Leader: No.

Team C S2. Is it Alex?

Leader: Yes. You win.

7  descriptive adjectives With preposit'cns Explain the task ss work in pairs. Check ss' answers.

Answer Key (See overprinted answers)

Suggested Answer Key

My brother is good at drawing portraits. My cousin, Sally, is afraid ofspiders. etc

Writing

Ask ss to read the rubric and underline the key words. Ask ss questions to check comprehension

Draw SS attention to the first advert in Ex 1. Tell ss to read the prompts in the task and check how they have been covered in the model Brainstorm for ideas and write them on the board. ss open the writing section of their notebooks and copy the ones they find the most interesting

9(T)

ss complete the task in class. Walk around, monitoring the task. Make notes of any difficulties ss may have had. When the whole class has finished, write the most typical errors on the board and ask ss to explain and correct them. ss check their work once again and copy the completed task into their writing books. Check ss' answers,

Alternatively you can assign the task as HW provided you have gone through it orally in dass.

Suggested Answer Key

Two male actors wanted for new TV series.

         Location: London               Audition date: 1st September

Characters:

Jake: tall, handsome, blond hair, blue eyes, aged 25-30, easy-going, cheerful and friendly

Robert well-built, dark hair and dark eyes, aged 25-30, rude, cruel, selfish

Send photographs and CVs to:

Jennifer Ryan

Pinewood Studios

Pinewood Rd

Iver Heath

Buckinghamshire

SLOONH

frenglish.ru

6 Who is who? Look at the picture, listen and write the names: Alex, Chris, Joanna, Laura and Sam for people 1-5.

Adjectives with prepositions

7          Underline the correct preposition, Use the adjectives to tell your partner about people you know.

1        John is good at/on languages.

2        She is very good on/tQ her patients.

3        He is very friendly wjtb/of my parents

4       
She'S afraid for/of dogs

5        Pat is Jealous Qý/at her sister

6        He is kind tn/with his parents.

7        Ann is patient of/with children

8          Pete IS rude tQ/at hhS friends

Wrí+i nt-

Portfolio: The TV studio you work at as a secretary is looking for two actors for a new TV series, Write an advert (30-50 words), stating:

 what the advert is for

•      location & audition date

•      age & appearance cf each character

•      what types of character you want the actors to play

•      contact name & phone number Use advert A in Ex. 1 as a model

9

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Grammar Reference

I     Read Ann's e-mail and find examples of:

a a fixed future arrangement b an action happening around the time of speaking c a timetable d a permanent state a temporary situation f a habit]routine g an action happening now

2           a. Put the verbs in brackets into the present simple or present continuous.

1 A.• Are you doing (you/do) anything interesting this weekend?

'm studying (study) for my Biology

exam.

Why are you (you/be) in such a rush?

B Because my train leaves (my train/leave) in ten minutes.

3           A: What does James do (James/do)?

He works (he/work) at the Natural History

He can't. He has (got) (have) an important business appointment

Adverbs of frequency

Grammar Reference 3 Ask and answer as in the example to find out about your partner's habits. How often..

•       get up before 6 am?

•       play computer games?

•       watch TV?

•       be on time for work/school?

•       listen to classical music?

•       read the newspaper?

•       go to the theatre?

•       go out with your friends?

A: How often doyou getup before6 am?

B: I never get up before 6 am. I usually get up at about 7:30,

•       Listening

4 a. Listen and match the people to what they are doing. There is one extra picture.

7      A: Why isn't Anna coming (not/Anna/come) to work these days? Is she ill?

B: Not she's on leave. She ⁱ s getting (get) married next week.

8      A. How much does the brain weigh (the brain/weigh)?

B: About 2% of your total body weight, and it uses (it/use) 2096 of your body's energy. sentence. Elicit from ss that adverbs of frequency go before main verbs (He always eats dinner at 7 o'clock), but after auxiliary/modal verbs (He is never on time for work). Explain the task. In pairs, ss ask and answer the questions. Monitor ss' performance. Ask some pairs to talk about their partners to the class.

Suggested Answer Key

 present simple and present continuous

Explain that Ann uses two different verb tenses, depending on the information she wants to give. Write on the board: 1) I work as a teacher. 2) I'm working now. Ask ss to identify the verb tenses in the e-mail. Do the first item with ss. ss work in pairs and do the exercise. Check ss' answers. Refer ss to the Grammar Reference section if necessary. Elicit the negative and interrogative forms of the verbs used in the e-mail

Answer Key

a       Tonight* I'm having dinner with.

b      . I'm working very hard these days. c lectures start at 9:30. d College life is very exciting ...

e I'm taking six different courses this term f I get up at 8 0'clock g Sarah is calling me.

Extension: ss make up sentences for each use

2  present simple and continuous

Explain the task. Make sure ss understand the uses of the two verb tenses. ss complete the exercise in pairs. Check ss' answers. Answer Key (See overprinted answers)

^b•  Stative verbs

Explain what stative verbs are. Mime: want an ice-cream. When ss find the answer, elicit that although what you said refers to that particular moment, want can't be used in the present continuous. Then ask ss to think of other sentences with stative verbs and ask individual ss to mime them to the class, To make sure that a S's sentence does actually contain a stative verb, he/she can whisper it to you first. Alternatively, give ss the sentences for them to mime.

Now, mime: / see you and I'm seeingJohn (point to a S in the class and use his/her name) at50ⁱclock. When ss find the answer, write EXCEPTION on the board and list the verb see under it. Explain that see is used in the present continuous when it means 'have an appointment with sb', 'meeting sb'. Explain task. ss work in pairs. Some ss

report back to class, justifying their answers.

Answer Key have, look, see, wagh stative, but can be used in the presentcontinuous With a change in meaning

like, wont — stative, cannot be used in the present continuous

3  adverbs of frequency

Refer ss to the Grammar Reference section. Revise the adverbs of frequency making sure ss understand their meanings. Read first prompt, Ask ss to put the adverb in the correct position in the

activities

Explain the task. ss briefly look at the pictures and the names of the people. Elicit what action each picture represents.

e.g. pic 1       talking on the phone pic 2 playing the guitar pic 3 travelling/going on holiday pic 4 — walking the dog pic S painting pic 6 —4 doing the shopping

Play the cassette/CD. ss complete the task and compare their answers. Some ss report back to class.

Answer Key (See overprinted answers)

b. ss use their answers from Ex. 3a to talk in pairs about what the people (A-E) are doing, as in the example. Wahk around, monitoring the exercise.

Answer Key

1 OCT)

5      a.  reading for gist

Present the Study Skills tip- Read the title aloud and help ss to guess what it means

Suggested Answer Key

The title of the text suggests that what one person considers beautiful another may not.

b. ss read the text quickly, then choose a title and justify their answers.

Answer Key

2 (The text talks about being happy with your appearance.)

Do item 1 with ss. Ask them to look at the words before and after the gap and then think of a word that would fit. Then they should look to see which of the options matches what they think the missing word is. Explain that the verb look is usually followed by at and the reflexive pronoun (yourself). ss do the rest of the exercise. Check ss' answers. Play the cassette/ CD. ss listen, follow the text and check their answers. Explain/Elicit why the rest of the distractors do not fit.

6       words

Elicit what tense is used to talk about lifestyles. You may refer ss to the Grammar Reference section if necessary.

ss read the rubric and the prompts. In pairs ss ask each other questions. Suggested Answer Key A: Where do you live?

B: I live in Essex.

A: When doyou do your homework?

Ido my homework right after lunch A: Who helps you with your homework? B: My father (does).

A; How often do you meetyour friends?

B: I meet my friends every weekend

(Ss'own answers)

7       sentence transformations

Read out the rubric, stressing that the second sentence should have the same meaning as the first and that ss should not use more than three words. Do the first three items with ss, as ss are apprehensive about sentence transformations at this stage, and leave the last one for ss to complete in pairs. Have a S report back to the class. Ask ss to grade the level of difficulty of this exercise. Make a note of ss' answers in order to check their progress and offer individual help

Answer Key (See overprinted answers)

8       phrasal verbs with get

Read the verb and the particles on the spidergram. Elicit their meanings by giving examples, Write the ss' synonyms or explanations in I-I on the board Do item 1 with ss. Then ss work in pairs and complete the exercise Check ss' answers.

Answer Key (See overprinted answers)

Now, ask ss to close their coursebooks and open the grammar section of their notebooks, and write sentences with the phrasal verbs. Walk around, monitoring and helping ss with their work. Alternatively, you can assign this as HW

Writing

Draw ss' attention to the e-mail in Ex. 1 and explain/elicit the layout of e-mails (e.g. Fromño/ Subject headings). Now, ask ss to open the writing section of their notebooks, read the rubric and write the first part of the e-mail, Ask some ss to report back to the class.

Answer Key

From: Emily To: Ann Subject: Hi There!

Brainstorm ideas for each point. Write them on the board. ss copy anything they find interesting. Ask ss what tenses and style of writing they should use (present simple/continuous — informal/chatty).

ss complete the task. Walk around the class monitoring the task. Make notes of any difficulties ss may have had, When the whole class has finished, write the most important errors on the board. Ask ss to explain why they are wrong and correct them. ss check their work once again and copy the completed task into their writing books. Check ss' answers. Alternatively you can assign the task as HW, provided you have gone through it orally in class first.

Suggested Answer Key

       From:        Emily                                         Ann

Subject: New Job

Hi Ann;

I'm glad to hear you're enjoying yourself at university fm working very hard these days, too becauseI've gota newjob. I work for an advertising company now in Manchester. I start work at 9 every morning and I finish at 5. Right now rm sharing a flat with a colleague, but I'm moving into my own flat at the end of the month. lⁱm very happy because work is fun and f get on very well with my colleagues. This weekend we're going skiing! It's my first time, so wish me luck!

f guess that's all for now, I'll try and visit soon, Emily

in the eye of the beholder

do you react when you 1) at yourself in the mirror? Do you smile do you feel like crying? Does the idea of wearing summer clothes . you panic, or does it excite you?

image has become a 4) important issue in our society. 5) .. .... young women and teenage

girls, in particular, are            @look        C See   D I A watch

                                                                              greatly influenced 6) .A and                       B but            (Oor                   D

2

they see inC do      (D 3B get

                                                                           films and magazines.                                                                     C such

                                                                                                                                       4 A so                B main

They go on dangerous crash diets 7) .5 @ Many B Much C More D they want to look like the super-thin supermodels and movie B with C from D stars they see and read about. But we don't 8) to copy 7 A so B that ©because D our favourite celebrities. Thin is not always beautiful. People must ©need C should D 8 A come in 9) .... . shapes and sizes — that's 10) .. .... makes each 9 A every B each ©all D person interesting. So, next time you look in the mirror, 10 @what B which C why D remember that you are special.

1 Can you describe Peter to me?

               Read the text again, one sentence at a time,                              Can you tell me what Peter looks like?

focusing on the words before and after each gap 2 Peter takes after his fatherLook at the four options and choose the word Peter looks like his father, that fits best. Read the completed text again to 3 What is Peter's job?

What does Peter do?

the text. Which of the following is a     8 Explain the phrasal verbs better alternative to the title?up

• your daily routine • any plans for the weekend

• what you are doing these days

1 1

Listening & Speaking skills

B: Yes those are important qualities, But I think he should also be fair.

> Listening

S.TUDVSKILLS

2 a. You will hear an interview with a psychologist. Read

                                                                                                     A: What about ... ?He/She3         etc.

b. Listen and put a tick in the correct box. Do you agree with Dr Graaf?

1 Dr Graaf believes that all good leaders have

A               [a special personal qualities.

B                team spirit.

C                a great sense of humour-

2 Dr Graaf says that leaders have to A C] try to be more popular.

B [a make difficult decisions. C                please everybody.

12

S': If you ask me, a good leader should be quickthinking. Don'tyou agree?

52: Not really I think they should be patient and calm. That way, they won't make the wrong decision.

53: I feel a good leader should try to be friendly and humorous so everyone will like him.

54: Those are positive qualities, but I don't believe they're very important. I'd say a good leader should be honest first of all so that everyone will respect and trust them.

2listening for specific information Present the Study Skills tip. Explain the task and go through the questions and possible answers. Ask ss to underline the key words and think of synonyms or rephrase the answers. In pairs, ss try and guess the answers.

(ss* own answers)

b. Play the cassette/CD (twice if necessary). ss listen and complete the task. ss in pairs compare their answers. Check ss' answers by playing the cassette/CD again, with pauses. Alternatively, ss can look at the Tapescripts section.

Answer Key (See overprinted answers)

Extension: Ask ss if they agree with Dr Graaf. (ss' own answers)

3diScussing and making a decision

Elicit any personal characteristics a restaurant owner would need (hard-working, clever; good with people, polite, etc). ss write these adjectives in their notebooks.

Ask them to look at the character descriptions in the book and the example. Explain/Elicit any unknown words. Point out that a bit and rather are used with negative qualities. Allow ss to practise their dialogues in pairs. Ask some pairs to present their dialogues to the class.

Suggested Answer Key

A: Well, I think I'd choose Robert because he is reliable, which is really important for a partner, and he's also sensible, so he wont take any dangerous risks.

B: Well, I'm notsosure. He'sa bit shy, which doesn'thelp with customers, and he can also be rather lazy so you might end up doing most of the work on your own.

4      practising intonation

Play the cassette/CD„ ss listen and repeat, either chorally or individually, ss complete task. (Ss'own answers)

Brainstorm for other utterances or expressions which express concern or surprise/disbelief, (What's up? Is there anything wrong/the matter? NO way! / don't believe you.) Write them on the board ss write these expressions in the Speaking section of their notebooks.

5      the scene

Explain the task. ss read the first two exchanges of the dialogue and answer the questions.

Answer Key

1       They are at Stan's house.

2       They could be neighbours and friends.

3       Stanis upset (because hiS neighbour keeps complaining about his music).

6      filling in missing information

ss work in pairs. Play the cassette/CD. ss listen and check

Answer Key (See overprinted answers)

Ask ss to underline the parts of the dialogue that describe Stan's neighbour so that they can justify their choice,

Answer Key

Picture c

Play the cassette/CD again. ss listen and follow the lines. Choose some pairs to act out the dialogue with books closed. Advise ss that for role-play to be effective, they must think of the situation, setting, who they are and how they might feel, and what gestures would be appropriate

⁷                Prediction about a listening passage

In pairs, ss try to guess what happens next (e.g. The neighbour says he'll call the police), Play the cassette/ CD. ss listen and check if their guesses were correct.

Answer Key

The neighbour has started to like the music Stan plays and has come to borrow the CD

⁸                e^xp^ressⁱoⁿs functions Read the prompts. ss can repeat after you. ElicitÆxplain any unknown words. In pairs, ss quietly read through the exchanges. Then SI closes his book and S2 prompts conversation, using one of the examples in the book. ss switch roles.

13(T)

KoriH¶

Ask ss to read through the exchanges and complete them. ss can compare their answers with their partner's. Monitor the activity. ss

report back to the class.

Answer Key (See overprinted answers)

b. Go through the situations and check ss' understanding. Explain the task, then model a dialogue with a S. ss work in pairs and act out their dialogues. Check ss' performance and ask some pairs to act out their dialogues in front of the class.

Suggested Answer Key

 A. Thank you very much Indeed B: Dont mention it.

4      Listen and repeat. Translate these sentences into your language.

1      Whats the matter?             3 What's wrong?

2      You'rejoking!        4 You cant be serious!

 Reading

5                    You are going to listen to a conversation. Read the first two exchanges in the dialogue below and guess the answers to the questions.

1    Where are Judy and Stan?

2    What do you think their relationship is? 3 Who is upset?

6                    Read and complete the dialogue with sentences from Ex, 4.

Listen and check. Which of the people a, b or c is Stan's neighbour? Take roles and act out a similar dialogue.

Judy: Hi, Stan. You look upset'

Stan: Oh, come in, Judy I'm a bit fed up.

Judy: Why?

Stan: Well, it's my neighbour. He keeps complaining about my music. He says I play it too loud and he comes round nearly every day to tell me to turn it

B: down. Judy:

Stan. I'm afraid not.A: Judy: How loud do you play your music?

Stan: Not that loud. I'll show you.B: complete the exchanges,

ages! Hi! You haven't changed a

bit,

Thank you very much for looking after my dog.

Don't mention it.

Judy: Stan, turn it down!

Stan Why? What's up?b. In pairs, use the table above to act out

Judy: Well, is your neighbour tall with short a beard and aexchanges in which you: curly brown hair, moustache?               greet a friend you haven't

Stan: Yes, he looks exactly like that. Why?seen for a long time

Judy: Because someone who looks a lot• say goodbye to your like that is walking towards yourcolleagues when leaving the office front door right now!

Stan: Here we go again.  greet a friend you bump into on the street meet someone you have

                                                                            next. Listen and check.                                              heard about for the first time

7           In pairs, guess what happens                                                                                          • thank a friend for a special

gift

13

Writing an informal letter giving advice

Getting started                                  "I've just moved to a new school       Your turn and evetything's different. I

1 Read the extracts from three haven 't got any friends here and teenagers' e-mails. Who is: Tike I don't fit in. ' / fee/

              lonely? desperate? shy?                                                                        Brainstorming for ideas

Danny

Giving advice Justification  This is part of a letter you got from an English

•     It would be a good idea to        This/That way   pen friend.

                  The best thing to do is                  • This would mean that .                                          I feel very lonely in my new

•     What you should do is • Then, (you . • neighbourhood. I have no friends and

•     Why don't you               • If you do this, I'm really

depressed. Any advice?

                  You could also .                               • By doing this,

4 Which of the following are opening/closing remarks for an informal letter of advice?

I Here's what you can do. 4 I was sorry to hear about 2 1 hope everything goes your problem.

                           well                                         5 I hope I've been of some

3 1'm so sorry you feel this     help, way.        6 Let me know what

                14                                                        happens,

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h.

1  people's problems                                                           5  brainstorming for ideas

Ask ss to read the problems and match the Tell ss to read the Study Skills tip. Then ss must adjectives to the writers, explaining why they think tell you in their own words what steps they they feel that way. should follow before writing.

Answer Key Explain the task. ss underline the key words and Sally is desperate because she wants to lose weight and brainstorm for ideas, keeping notes in the can't seem to find a way to do it. writing section of their notebooks, Danny is lonely because he has no friends at his new SuggestedAnswer Key school.

Key words to be underlined: very lonely new Tom is shy because he thinks he might make a fool of           neighbourhood, no friends, depressed, advice himselfifhe speaks out in a group.

(Ssⁱown answers)

²  giving advice ^b '  to write a letter of advice to a friend

Ask ss to carefully read the useful language box.

Explain/Elicit any unfamiliar words/structures. ss in Go through the plan and explain that it helps ss pairs take turns to give advice to the people in Ex. 1. structure their composition. Ask them to check whether the model letter in Ex. 3 follows the

     Suggested Answer Key                                                                                structure of the plan.

A: What you should do is stop eating sweets and chocolate. That way you will stop gaining weight. Now, refer ss to their notes and ask them to B: That's right, Sally. You could alsojoin a slimming club choose the most important ideas for the main and follow their diet plan. Then, you would get help body, ss complete the task, Walk around the and support, too. class, monitoring the task and helping ss where A: I think you should be a bit patient, Danny. The best necessary. Make notes of any difficulties ss had. thing to do iS to be friendly and polite with everyone. When the whole class has finished. write the Then people will warm to you and you will soon most common errors on the board and ask make friends. some ss to explain and correct them. ss check B: That's right. It would also be a good idea for you to their work once again and copy the completed join some school clubs. By doing that, you will get to task into their writing books. Check ss' know some students and make some friends.  answers.

A: The best thing for you to do is to have more Alternatively, assign the letter as written HW, confidence in yourself. Then, you will be able to after first going through it orally in class. conqueryour fears.  Suggested Answer Key

B: Definitely, Tom. You should ask yourself what is the Dear Paul, worst thing that could happen. By doing this you will I've just got your letter and decided to write straight see that there is nothing to be afraid of. away. I know exactly how you feel When I moved to the city last year, / felt very lonely. Dont worry, though, there ³  a model letter are several things you can do.

Explain the task. ss complete the task and answer Firstly, why don't you join some local clubs? There are the question. Check ss' answers. lots of hiking clubs in that area and I know you love walking. That way, you will meet other people who enjoy Answer Key doing the same kinds of things, It would also be a good

What you should do is You could also ... idea tojoin a drama group. /fyou do this, you will become more confident and you'll also make new friends.

4 Read the sentences (1-6) aloud. ss complete the I hope I've been of some help. Write soon and let me task in pairs. Monitor the activity and check ss' know how things are going, answers,          Take care, Answer Key       Kate

         Opening remarks:                                                                                        Amazing Facts

•       Here's what you can do,

•       I'm so sorryyou feel this way, Read out the sentence and ask ss if they know any  I was sorry to hear about your problem. other amazing facts about the human body.

Closing remarks:

•       I hope everything goes well.

•       I hope I've been ofsome help.  Let me know what happens.

1 4(T)

 familiarising ss with the literature corner section of the book

Ask ss to look at the page and the two texts and say what this section will be dealing with

SuggestedAnswer Key

The title of the section informs us that we will probably read a story. The first text must be background information about the author because there is a name and a picture. The dates in brackets must be the author's date of birth and death The second text has the layout of a story because it has a title, line numbers and direct speech.

I  Predicting

ss try to answer the questions and then read the biography and check their answers.

Answer Key

He was a famous writer. He created Sherlock Holmes.

2      listening for gist and specific information

Explain the task. ss read the first paragraph silently and make guesses. Play the cassette/CD. ss follow the lines and answer the question.

Answer Key

The King ofBohemia.

3      reading for specific information

Explain the task. ss read through the sentences, underlining the key words, and then read the extract. Do the first item with ss as an example (key words: visitor, wearing expensive clothes — T —+ His dress was rich with a richness - line 6) then ss work in pairs and complete the task.

Answer Key (See overprinted answers)

Ask ss to explain the words in bold in the text. Alternatively, ss can look up any unknown words in their dictionaries. Check ss' answersAnswer Key creator (n): someone who has thought of and made something that did not exist before fictional (ad): not real; existing only in stories mysteries (n): stories about puzzling events that are not explained until the end blackmail (v): threaten to reveal a secret about someone, unless they do something you tell them to do ruin (v): destroy reputation (n): the opinion that people have ofsomeone paused (v): stopped for a while chest (n): the upper front part ofa person's body limbs (n): arms and legs bad taste (exp): bad choice in what one buys or likes double-breasted coat (n): a coat with wide front sections which fit over one another when buttoned up fur-trimmed (adj): edged with fur

collar (n): the part ofa coat which fits round the neck cuffs (n): the end ofo sleeve nearest the hand cloak (n): a long piece of clothing that has no sleeves, fastens at the neck and is worn like a coat lined (adj): having a layer of another material on the inside surface flame-coloured (adj): an orange colour like flames halfway: reaching only halfthe distance trimmed (adj): decorated around the edges barbaric (adj): uncivilised (usually showing disapproval) chin (n): the part of a face below the mouth and above the neck determination (n): willpower, strength ofmind upper (adj): above or near the top ofsth raised (v): lifted in a higher position straightening (g): putting upright/straight, fixing in a straight position aristocrat (n): highest social class ofpeople nodded (v): moved his head up and down in agreement identity (n): who or what somebody is remain (v): stay

(Your) Majesty (exp): the title used to speak to or about a king or queen remarked (v): said commented advise (v): tell someone what he or she should do sprang (v) (s. past ofspring); jumped up, moved suddenly paced (v) (s. past of pace); kept walking up and down nervously took off (phr v): removed (his mask)

4  describing a fictional character

Draw a table on the board with the headings given. ss copy the table into their notebooks,

Appearance tall man, chest and limbs ofa Hercules Clothes: rich, bad taste, barbaric richness, double-breasted coat, fur-trimmed collar and cuffs, deep blue cloak lined with flame-coloured silk, boots trimmed with fur, black mask, hat

Facial features: thick moustache, straightchin

         Character:            strong determination

Suggested Answer Key

The King ofBohemia is a very tall man with strong limbs and a broad chest. He is dressed in rich clothes, He is wearing a double-breasted coat with a fur-trimmed collar and cuffs and a blue cloak lined with flamecoloured silk His boots are trimmed with fur He is holding a hat and the upper part of his face is hidden behind a black mask He has a thick moustache and a straight chin which suggests strong determination.

frenglish.ru

 Reading & Listening

I Who was Arthur Conan Doyle? Which famous detective did he create? Read the first text and check.

2          Read the first paragraph of the main text. Who do you think the person outside the door is?

Listen and read to find out.

3          Read the rest of the text and mark statements 1-6 T(True) or F (False). Then, explain the words in bold

1     The visitor is wearing expensive clothes.

2     The visitor's mouth and chin are hidden by a mask

3     The visitor says he is Count von Kramm.

4     The visitor is unsure whether to trust Watson

5     Holmes does not know why the visitor has come.

6     Holmes realises the visitor is the King when he takes off the mask.

 Speaking

4          Read lines 5-15 again and, in pairs, group all the words used to describe the king under the headings:

• physical appearance • clothes

• facial features • character

Arthur Conan Doyle (1859-1930)

This well known Scottish author was the creator of the famous fictional detective, Sherlock Holmes, and his loyal friend, Dr Watson. Although Doyle wrote many other pieces, including historical novels, political essays and plays,

we will always remember him for his Sherlock Holmes' mysteries.

In Scandal in Bohemia, the King of Bohemia hires Sherlock Holmes to help find some letters and a photograph that might be used by a woman, Irene Adler, to blackmail the King and ruin his reputation.

Scandal in (Bohemia

A slow and heavy step, which had been heard upon the stairs and in the corridor, paused immediately outside the door. Then there was a loud knock on the door,

"Come in!" said Holmes.

"You can say anything in front of this man that you can say to me," Holmes replied. The Count nodded and continued. "You will excuse the mask; my employer wishes my true identity to remain a secret."

"If your majesty would like to tell us your problem," Holmes remarked, •l will be happy to advise you." 25

The Count sprang from his chair, paced nervously up and down the room, then took off the mask and threw it on the floor.

"You are right!" he cried."l am the King. Why should I try to hide it?"

"Why, indeed?" said Holmes. "I knew, even before you spoke, that you were the Grand Duke of Cassel-Felstein and the King of Bohemia.* 30

15

CITY SLICKER0R A COUNTRY LOVER?

"Hi! My name is Stephen and I live in a tiny flat in Brixton, south-west London. I chose to live here because there is never

Iontostic scenery

Lead-in

1           Introduce yourself to the class. Talk about:

• your name • where you come from

• where you live • home • family • job

My name's and I'm years o/d. I come from ... but I live in I've got... (brothers/sisters) I am a

2           Use the prompts to describe the pictures

(A-E) to your partnen

A     clear lake, high mountains, trees, clean air

B     busy motorway, a lot of cars, exhaust fumes, air pollution

C     bus stop, well-dressed passengers in a queue, wait to get on bus

D     a variety of expensive shops, shoppers, modern escalators

E      cosy house, pretty garden, lots of flowers and bushes

Picture A shows fantastic scenery, I can see a clear lake and high mountains, There are trees by the side of the lake and the air is fresh and clean. O Conv

3

a dull moment in a city like London, I'm an art student and the hustle and bustle Of so many people in one area is the inspiration for a lot of my painting. Another advantage of city life is having everything you need so close at hand. Living beside the Tube station means I don't need a car to get around, which saves me money, Also, there are shopping centres, art galleries and museums everywhere.

Of course, London, like any large city, has its problems, too. Londoners don't chat on the Tube or the bus and there is much less community spirit than in the country, where my parents live. In fact, they don't understand how I can put up with the constant noise and pollution, and traffic congestion. However, I see that as a small price to pay. I'm in my element here in the heart of this fine city. As a famous poet once said, 'He who is tired of London is tired of life,"'

Listening

Listen and say where each person lives. What reasons do they give for liking where they live?

Bill — Anne — John & Mary

Reading

4 Look at the title of the article and the introduction. What is the article about? Listen and check.

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Objectives

I  ss talking about themselves

Read the rubric and the prompts. Use the skeleton dialogue to introduce yourself. Allow ss a few minutes to prepare a short monologue about themselves. Give any necessary help. Choose some ss to present themselves to the class.

(Ss'own answers)

²  describing pictures

Ask ss to look at the photos and elicit/explain the meaning of any unknown words in the captions. In pairs, ss describe the pictures using the prompts. Walk around the class, monitoring the task. Ask pairs of ss to report back to the class.

Suggested Answer Key

Picture B shows traffic congestion. I can see a busy motorway. There are a lotof cars and their exhaust fumes are producing air pollution.

Picture C shows convenient public transport. / can see a bus stop. There are well-dressed passengers in a queue, waiting to get on the bus.

Picture D shows a large shopping centre, I can see a variety ofexpensive shops. There are some shoppers going up the escalators.

Picture E shows a peaceful neighbourhood I can see a cosy suburban house. There is a pretty garden with lots of flowers and bushes.

3      listening for detail

Explain the task. Play the cassette/CD (twice if necessary). ss take notes and compare them with their partner's. Ask some ss to report back to class. Check ss' answers.

Answer Key

Bill: countryside —Y prefers a quiet life; he gets by; the local people rely on him; has several close friends. Anne: city —+ more things to do; loves the energy and excitement; everything is on your doorstep, John & Mary: village —Þ didn't want their daughters to grow up in all the noise and pollution of the city; good for children - space to play, safer; quiet, clean;plenty to do.

4      ^reading for gist

Explain the task. Allow ss time to read the title and the introduction. Elicit/Explain any unknown words, Ask ss to underline parts of the text to justify their answers.

e.g. city slicker/country lover, ...might suit some people,       but others prefer..         Stephen and Marianna  to get both sides of the story

Suggested Answer Key

The text must be about living in the city or country. It probably wants to show why some people prefer the city to the country and vice versa. / suppose Down Town' is the name of the magazine or newspaper which published the article, and the two people will give opposing viewpoints.

1 6(T)

5      reading for detail

Present Study Skills tip. Ask ss to read the statements, underlining the key words. Explain any unknown words/phrases by giving synonyms, opposites or examples.

ss read the text for gist. Do item 1 with ss. Tell ss to reread the text and look for synonyms or words/phrases with similar or opposite meanings to the key words. ss read text again, and in pairs, complete the task, Check ss' answers,

Answer Key (See overprinted answers)

In pairs, ss explain the words in bold by giving examples or synonyms, Suggest that ss use a thesaurus to help them complete the task. Explain that a thesaurus is similar to a dictionary only that it doesn't provide definitions, just synonyms. See introduction for recommended thesauruses,

Suggested Answer Key dull (adj): boring hustle and bustle (exp): noise, movement and activity inspiration (n): source of new and creative ideas close at hand (exp): near by convenient chat (v): have informal conversation with sb community spirit (n): friendliness and understanding among the people in a particular area put up with (phr v): tolerate constant (adj): continuous never ending

(to be) in one's element (exp): to be happy because you are doing what you like or can do best down under (exp): Australia huge (adj): enormous, very big ranch (n); farm with animals rather than crops healthy (adj):good foryou, makes you fit and Strong fresh and cool; found outside, not in a room drought (n); a long period when there is little or no rain crops (n); grains or vegetables grown by a farmer isolated (adj): remote, cut off local facilities (noun-phrase): buildings, equipment, services, etc, provided for the public in your area

6  expressing likes and dislikes

ss read the text again. In pairs. then list the advantages and disadvantages of living in the country/city in the Speaking section of their notebooks. Brainstorm additional pros and cons and write them on the board. ss make notes. Read out the expressions in the useful language box. ss use their notes to talk about where they prefer living. Choose some ss to diSCUSS the topic.

Suggested Answer Key City ergs: interesting life; inspiration for work; facilities close at hand; easy to get around; shopping centres, art galleries museums

Additional Pros: get to meet new people; better job prospects; latest film releases and theatre productions; centre ofactjvjty, etc

Cons: people don't chat to each other, less community spirit; noise, pollution, traffic congestion

Additional Cons.' high cost of living; traffic hazards; dirty streets; ugly blocks of flats; high crime rate; people are always in a hurry and stressed, etc

Countryside fantastic scenery, healthy lifestyle, space, peace and quiet, clean and fresh air; produce own food Additional Pros: have your own home, and garden; are involved in the community; can do outdoor sports; most things are cheaper than in the city; have time to take up sports and hobbies, etc

Cons: droughts, no crops; isolation; not many things available, no local facilities; problems when sb is ill Additional Cons: may get bored; small social circle; there isn't a wide variety ofgoods, brand names, etc Suggested Answer Key

S 1: / like living in thecity because life is so interesting here and all the facilities are close by ... museums, opera houses, theatres — you name it!

52: 'just hate living in the city. / can't stand the noise and the traffic congestion!

S3t It's difficult to choose between the two. What I don't like about the city is the traffic, and people are too busy to talk to each other. But think / would be bored in the country, too.

Writing

Read the rubric and the prompts. Tell ss to use their notes from Ex. 6 and refer them to the article to get an idea of the language style and layout. This could be done in class or assigned as HW provided that ss have completed Ex. 6 orally in class.

Suggested Answer Key

Exciting and colourfulAmsterdam

My name is Lucy Adams and I live in Amsterdam I am a student. There are many things which make living in Amsterdam a wonderful experience. I'VèVe got museums, cafés and theatres, but what I love most about this city is its canals. I also like spring in Amsterdam There are different kinds of flowers everywhere and the parks are full ofducks and other birds.

Of course there are things I don't like about the city. For instance, I hate it when pedestrians walk in the bicycle lanes. I don't like how crowded it becomes at certain times oftheyear, either, but I wouldn 't want to live anywhere else.

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A sleepy village surrounded by woods and rivers might suit some people, but others prefer the bright lights and fast pace of the big city. 'Down Town' spoke to Stephen and Marianna to get both sides of the story.

"Hello — or 'G'day', as we say down under. My name is Marianna and I live in New South Wales, Australia, on a huge ranch called The Rain River Land. It's a beautiful area with fantastic scenery, I live here with my husband Joe and our two children, Patrick, 1 1, and Abby, 8.

We have lived on this ranch for several years and love our healthy lifestyle. We have 70,000 hectares of land, so the children have lots of space to run around and enjoy the peace and quiet. The air is clean and fresh and we produce a lot of our own food so we are sure that what we eat is fresh. There's lots of hard work to do running a ranch, but we don't mind.

Of course, there are some negative aspects to life out here. There are often droughts in Australia, and sometimes we can't grow any crops for months. we feel isolated sometimes, too, especially since the nearest neighbours are almost 100km away. Another problem is that many things are not as easily available as in the city. There are no local facilities such as schools, supermarkets and shops, and if we are ill we have to call the flying doctor.

Although life here can be difficult, we wouldn't change it for the world."  

5 Read the article and mark the statements (1-8) True (T) or False (F). Then, explain the words/phrases in bold.

1 Stephen is a professional painter, F 2 Stephen thinks using public transport is cheaper than travelling by car. T

3      Stephen's parents don't like the noise of London.

4      Stephen is tired of living in London. F

5      Marianna and her family have lived on the ranch for most of their lives. F

6      Life on a ranch has some disadvantages. T

7      Marianna doesn't have any neighbours close by. T

8      Marianna wishes her life was different. F

Speaking

• Expressing likes/dislikes

6 Read the article and list the pros and cons of living in the country/city. Use your notes and the expressions in the table to tell the class where you prefer living.

Expressing likes         • I love; I like; I really enjoy

• I just hate; I don't like

Expressing dislikes at all; I can't stand

• I don't mind; I'm not really

Being neutral sure; It's difficult to sa

S': Ilikefivingin the city because ... S2: Ijusthatelivingin.

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Portfolio: Write a short article for a teen magazine about yourself and the place you live in (50-60 words). Write:

•  full name •job/studies/habits

•  name of the place you live in

•  reasons why you (don't) like it

Vocabulary Practice

Places                                                                              Signs

 Reading

                                                                                                    2 Where might you see signs 1-3?

learning adjective-noun phrases

Present the Study Skills tip and elicit examples of adjective-noun phrases by saying random adjectives from p. 18 and eliciting appropriate nouns from the class.

e.g. T: A busy

Sl: Street

T: Yes, and

S2: shop

Read the adjectives and make sure that ss understand their meanings.

In pairs, ss brainstorm for more adjectives and talk about where they live and where a friend lives.

Suggested Answer Key

SHOP: big; crowded; small

STREET: quiet; busy; deserted; empty

VILLAGE: traditional; picturesque; friendly

HOUSE: small; expensive; big; old; new

TOWN: small; lively; quiet; historic; seaside

RESTAURANT: seafood; expensive; traditional; quiet

SuggestedAnswer Key

a)    / live in a quiet, friendly village. I love it there. It is very picturesque with lots of narrow streets full of small houses. My house is not spacious, but it is comfortable enough for us. We only have a few local shops in the village so they are usually very busy. In the evenings we sometimes go out to eat. There are a couple of traditional restaurants that are quite expensive.

b)    My friend, Barry, lives in a large industrial town It has wide, noisy, congested streets and lots of crowded busy shops. He lives in a small, semi-detached house There is a corner stop and a fast food restaurant in his neighbourhood.

2       reading to identify information

Ask ss to look at the signs. Explain that it is important to be able to identify and recognise signs because they usually give important information. ss complete the task in pairs. Check ss' answers.

Answer Key

You might see sign T in a park, sign 2 in a field and sign 3 in a restaurant.

3       learning pairs of opposites

ss read each item and find the opposite of the word in bold. You can help ss if necessary by telling them that all the opposites are included in the concept maps in Ex,l, Do item 1 . Read out the example, ss complete the task. Walk around the class, monitoring the activity. Choose some ss to report back to class, Check ss' answers.

4describing locations on a map

Draw ss' attention to the map. Ask them to identify the buildings on the map.

Read the prompts aloud and elicit/explain any unknown words. Explain the task. Demonstrate the task yourself first (e.g. T: It's opposite the hospital. ss: It's the library.) ss complete the task in pairs. Monitor ss' progress around the class. Choose some pairs to act out their dialogue in front of the class.

Suggested Answer Key A: It's next to the shopping centre. B: It's the supermarket.

A: It's on the corner ofKing's Street and High Street.

B: It's the school,

A: It's between the post office and the café,

B: It's the chemist's,

A: It's opposite the restaurant B: It's the café.

A: It's in front of the office block. B: It's the block of flats.

A: It's to the left of the concert hall.

B: It's the museum,

5       listening for specific information

Explain the task. Play the cassette/CD. ss mark the route on the map. Play the cassette/CD again if necessary. ss compare their answers with their partner's. Check ss' answers and elicit the key words which helped them complete the task.

Answer Key

Key words: across Station Road, go down Prince's Street, turn right onto High Street, turn right again onto West Street, museum is on your right, opposite an office block.

Answer Key

6       giving directions

Read the useful language in the box and elicit/explain any unknown words or structures. Ask a S to read the rubric, and explain the task. Model the activity with a S.

e.g. S: Excuse mer could you tell me the way to the concert hall?

T: Sure. Just cross this street. go right and take the first turning on your left (into Prince's Street). Go down this street and turn right into High Street. The concert hall is the building on the corner, opposite the shopping centre.

Allow ss 5 minutes to practise their dialogues and ask individual pairs to come up and record their dialogues for their Language Portfolio (see introduction for further details). While the other pairs are waiting. they can practise asking for and giving directions to other locations and choose their best one to record. Alternatively, they can act out their dialogues to the pair of ss sitting behind or in front of them and get feedback on their performance.

7       related to jobs

Go through the list of jobs and elicit/explain what they are. Brainstorm to elicit the place(s) where each person works.

Write ss' answers on the board. ss copy the words into the vocabulaoy section of their notebooks. Ask ss' which preposition they used with all indoor jobs (in).

Suggested Answer Key secretary: office librarian: library security guard: bank, office block, shopping centre dentist: dentist's surgery waiter: restaurant, café teacher: school traffic warden: street bank clerk: bank journalist: newspaper office, TV/radio station nurse: hospital, doctor's surgery sales assistant: shop

Allow ss' 5 minutes to come up with more jobs and their workplaces. ss in pairs report back to class.

Check ss' answers.

Suggested Answer Key

8       VOCabulary related to job qualities

Explain the task. Elicit/Explain any unknown words. ss complete the task in pairs. Check ss' answers.

Suggested Answer Key sincere:journalist, bank clerk friendly: waiter, sales assistant, bank clerk, teacher, nurse, traffic warden, patient: teacher, nurse, sales assistant honest: bank clerk, journalist caring: nurse, dentist calm: security guard cheerful: waiter, bank clerk, sales assistant responsible: secretary security guard, librarian, dentist, teacher, nurse, bank clerk, traffic warden careful: secretary dentist traffic warden, nurse, bank clerk organised: secretary, librarian, teacher practical: secretary librarian, teacher, traffic warden polite: secretary, librarian, waiter, bank clerk, sales assistant, traffic warden

9       talking about ss' own qualities

Explain the task. ss complete the task in pairs. Monitor ss' progress around the class. Choose some pairs to act out their dialogues in front of the class.

SuggestedAnswer Key

A: Doyou thinkyoWd bea good dentist?

B: I think so. I'm careful and responsible./Not really. I'm not careful enough.

A: Do you thinkyou'd bea good nurse?

B: I think so. lⁱm patient and caring./Not really l'Ín not caring enough.

Game

Divide the class into teams. Each team thinks of an expression/phrase typical of a certain job and tells it to the class. The team that finds the answer goes next. Each team has only one go at a time. Suggested Answer Key waiter: Are you ready to order, sir?

secretary: You have a meeting with Mr smith at 1 pm. security guard: 1 am and everything; quiet, Over and out, librarian: Please return the book in two weeks. dentist: Open wide.

journalist: I'd like to askyou some questions please. teacher: For homework, please do the exercises on page 5 traffic warden: You can't park here, sir.

nurse: Let's take your temperature and see how you are bank clerk: How much would you like to pay in? sales assistant: Here's your change.

Writing

Read the rubric and the prompts. Elicit any unknown words. Explain the task.

Refer ss to the map on p. 19 (explain that their map only needs to be of their neighbourhood so it should be on a smaller scale) and their notes. Ask ss to make a rough map of their neighbourhood in their notebooks first in class. Walk around the class monitoring the activity and helping ss. Assign the task as HW-

(ss' own answers)

 Speaking

6           Portfolio: Work in pairs. Starting from the train station, ask for and give directions to the bank, the museum, etc, You can record your dialogue and keep it in your Language Portfolio.

            A: Excuse me, couldyou tell me theway        ?

B: Sure! Justcrosse

Jobs & Workplaces

7           Look at the map. Where does each person work? In pairs think of more jobs and their workplaces.

Secretary Librarian

Security guard Dentist

waiter 'Teacher oaf fie

04 ardeo

Bank clerk Journalist Nurse 

A secretary works in an office,

Job qualities

8           Match the qualities below to the jobs in Ex. 7.

•  sincere • friendly • patient • honest • caring

•  calm • cheerful • responsible • careful

•  organised • practical • polite

A traffic warden needs to be responsible, practical and polite.

9           Which job suits you? In pairs, ask and answer.

A: Do you thinkyou'dbea good teacher?

B: 'think so. I'm quite patient and caring, / Not really. I'm not patient enough.

Wrí-tí%

Portfolio: Draw a map of your neighbourhood, then write a short description (30-50 words) and present it to the class. Write about

              • buildings • streets • shops      facilities

My neighbourhood is . There are ... The streets are There is a chemist opposite and/but there is(n't) ....

19

Grammar in use

Britain's

                                                   Shopping                             Transport

latelater the latest earlyearlier the earliest 5 a. Use the adjectives to compare the countries.

carefullymore carefully                      the most carefully                       • long • high • big • small • low • short

IRREGULAR good/well better thanthe best bad/badly worse thanthe worst littleless thanthe least much/many more than the most

• as ... as is used to compare two people/things, etc, that are equal in some way. Rome is as expensive as Paris.

A: Is the UK smaller than Ireland?

B: No! The UK is bigger than Ireland, but not as big as the USA

A: Yes, the USA is the biggest ofal/.

b. Make a similar table for your country. Compare it to the UK and the USA.

2

1       a.  distinguishing genre and content

Confirm that ss know what a quiz is. Read out the title and subtitles. Elicit the meanings of capital, tourist, attractions, shopping and transport by asking ss to provide examples, ss explain what the quiz is about.

Answer Key

The quiz is about tourist attractions, shopping and transport in London.

b'  listening for specific information

ss do the quiz and in pairs compare their answers. Play the cassette/CD. ss check their answers.

Answer Key (See overprinted answers)

2        Comparative/superlative forms

Explain the task. Elicit/Explain what comparative and superlative forms are by giving examples. You can refer ss to the Grammar References section for more detail. Allow ss some time to go through the quiz and circle the forms (most popular, tallest, more, busiest, most expensive, fastest, oldest). ss complete the table. Check ss' answers. Answer Key (See overprinted answers)

3        comparing languages

Present the Study Skills tip. It is always good to try and compare new grammar rules to respective rules in the ss' own language. Not only does it give them a point of reference but it also shows the differences which exist between grammatical structures in the two languages. Elicit/Explain the rules for the comparative/ superlative and as... as by drawings ss' attention to the table in Ex. 2. Refer ss to the Grammar Reference section at the back of the book for further details.

4        using comparatives/superlatives

Explain the task, Ask ss to think about where they live and use the comparative and superlative forms to write sentences in the Grammar section of their notebooks about their city/town. You could write some examples on the board.

Suggested Answer Key

Churchill Street is busier than Rosewood Road. Renting a house in the centre of town is less expensive than in the suburbs,

The library is the tallest building in my town.

The south district is the least populated area in my town. The Carlton is the most expensive hotel in my town.

5 a.  comparing countries

Explain the task and elicit what the numbers and abbreviations stand for. Then ask ss to pair the adjectives with their opposites and say which of the headings they describe.

Answer Key

The numbers in the first row are in sq km and they measure the size of a country; the numbers in the second row show the population (how many people there are in a country); in the third row the numbers are in metres (m) and show the height of the mountains listed; in the last row the numbers are in kilometres (km) and show the length ofthe rivers listed. Long-short                RIVER

High-low                     MOUNTAIN

Big-small                      SIZE/POPULATION

Model the dialogue with a Sr write it on the board and underline the comparative and superlative forms. Allow ss some time to complete the exercise in pairs, using the adjectives from the list, Monitor ss' progress around the class. Make notes of any difficulties ss had write them on the board and ask ss to clarify and correct them. Choose some pairs to demonstrate their dialogues for the whole class.

Answer Key

access to encyclopaedias, the Internet or other resources. Explain how they should find and select information from encyclopaedias and the Internet (see introduction). Allow ss time to find the information they need and make their tables. Monitor their progress and provide help if necessary. In pairs, ss use their tables to compare their countries with the UK and the USA. Monitor ss' progress around the class. Make notes of any difficulties ss had, write them on the board and ask ss to clarify and correct them. Choose some pairs of ss to report back to the class.

Alternatively, assign the task as HW, For ss planning to use the Internet, recommend www.cia.gov.cia/publications/factbook/and www.eb.com„ Follow the same procedure as above in the next lesson.

(ss' own answers)

20(T)

Explain the task. Elicit what forms the infinitive takes (e.g. full/bare infinitive). ss underline and circle the -ing/infinitive forms. Check ss' answers.

Read out the questions and allow ss some time to read the text and complete the task. Check ss' answers.

Refer ss to the Grammar Reference section at the back Of the book for more detail,

Answer Key

T -ing — (good at) gardening/(get tired of) working

2       bare infinitive — (could) make

3       -ing — (liked) working/(/oves most is) being

4       full infinitive — (to) train

7      Explain the task, ss complete the task, Check ss' answers.

Answer Key (See overprinted answers)

8      Allow ss some time to make sentences about themselves. Choose some ss to present their sentences to the class.

Answer Key (See overprinted answers)

 sentence transformations

Read out the rubric, stressing that the second sentence should have the same meaning as the first and that ss should not use more than three words. Do item I with ss. Elicit the structure being tested. Then ss work in pairs and complete the task. Check ss' answers. Answer Key (See overprinted answers)

10  phrasal verbs with, put

Read the verb and the particles on the spidergram. Elicit their meanings by writing examples on the board. Write ss' synonyms or explanations (in Ll or L2) on the board

Answer Key

ss choose a phrasal verb and draw a picture. Walk around, offering suggestions. Allow ss 5-10 minutes to complete the task. Alternatively, assign the task as HW. Collect the drawings. Show them to the class and elicit the correct phrasal verbs

I l        adjectives with prepositions

Explain the task. ss complete the exercise in pairs.

ss report back to class. Elicit feedback and corrections from other ss.

Answer Key (See overprinted answers)

21 (T)

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sentences to their partners. Walk around the classw monitoring the task and helping ss where necessary.

Suggested Answer Key

 Living in my town is very different from living in the village.

2 Most of the cafés are usually crowded with people 3 My town is famous for its monuments. 4 The city centre is full of cafés and restaurants.

5     1'm not familiar with the centre of the city

6     This neighbourhood is very familiar to me.

Writing

This can be done in class provided that ss have access to encyclopaedias, the Internet or other sources- Explain how they should find and select information from encyclopaedias and the Internet (see Introduction). Refer ss to the quiz on P-20 to get an idea of the layout. Explain that ss do not need to have subtitles. Decide with the class on the number of questions of the quiz. Allow ss time to find the information they need and write their quiz. Monitor their progress and provide help if necessary.

Alternativelyì assign the task as H/W. For ss planning to use the Internet, give them a list of official sites to visit (e.g. www.cities.com). Check ss' answers. In pairs, ss do the quizzes and put their own in their portfolio

(ss' own answers)

Extension: Collect the quizzes, shuffle them and hand them out to individual ss in the class (tell ss to mark their answers on separate sheets of paper). Time ss and when time is upt hand the quizzes back to their authors to add up their score. The student to get the highest score wins a badge.

e.g.

frenglish.ru

-ing/infinitive forms

Grammar Reference

6           Read the text Underline the -ing forms and circle the infinitive forms. Which form do we use:

1        after adjectives with prepositions?

2        after modal verbs?

3        after verbs of preference (e.g. like, love, etc)?

4        to show purpose?

Jane never liked wQLking in an office, She gave up her job Œ)as a gardener. She discovered that she was very good at gardening and could make anythingGÙ What

she loves most is being outdoors in the fresh air, and she never gets tired of working with plants.

7           Put the verbs in brackets into the correct form.

I am planning to move (move) to the country.

B. Really? Won't you be (be) bored there?

Would you like to come (come) to New York with me?

B' That would be great. I need to get (get) a visa first, though There is nothing I enjoy more than walking (walk) in the countryside

B Me too. I hate living (live) in the city.

Do you mind travelling (travel) all the way to work every day? B Well, it takes me two hours to drive (drive) to work, but I don ^tt mind at all.

8           Complete the sentences about yourself, using-ing/infinitive forms,

1        1 can't stand living in the city.

2        1 hate travelling by plane.

3        1 could live in the countryside.

4        1'm tired of working long hours.

5        1've decided to move to Paris.

Sentence transformations

9 Complete the second sentence so that it means the same as the first, using no more than three words. What grammar structures are tested?

1 It's better to avoid travelling during the rush-hour. It's not a good idea to travel during the rush-hour, 2 There are only a few parks in this city.

There are not many parks in this city.

3      LA is one of the most expensive cities in the world.

Very few cities in the world are as expensive as LA.

4      He prefers London to York

He likes London more than York.

fren ish.ru

Phrasal verbs

Explain the phrasal verbs with 'put'. Use appropriate ones to replace the verbs in bold. Choose one and draw a picture.

away

sb up

1      The firefighters managed to extinguish the fire.

2      Can you connect me to Mr Smith, please?

3      He has gained 10 kilos since he moved here.

4      They postponed moving

house until May,

Adjectives with prepositions

11 Fill in: with, to, from, of, for. Use the adjectives in bold to make sentences about the place you live in,

1      New York is very different from Los Angeles.

2      The square is crowded with people.

3      London is famous for its nightlife.

4      The town centre is full of cheap restaurants.

5      Are you familiar with this area?

6      This town is familiar to me. I used to live here.

Wri+ín&

Portfolio: Collect information to write a short quiz about the capital city of

your country (35-50 words).

21

Listening & Speaking skills

Comparing places

I a. You are going to listen to two friends talking about Budapest. Before you listen, look at sentences 1-6 and, in pairs, try to guess whether they are true or false.

your guesses correct?

2      Listen again and make notes about Budapest under the headings below. Make similar notes about the place you live in. Compare the two places.

• traffic • shopping • restaurants • public transport • weather

Traffic in Budapest is as heavy as in my town,

Expressing preferences

3 a. In pairs, use the table and the prompts to form dialogues as in the example. You can use your own ideas.

22

       see a film/go dancing  play golf/play football  eat Chinese food/eat Indian food  have dinner with, ../have an early night

       go to a football match/go to a rugby match

       eat out/get a take-away

A: Do you fancy seeing a film tonight? B: Not really, lⁱd rather go dancing.

b. Study the table. Then, use the headings to talk about your preferences.

entertainmentfood

Means of Transportsports

I prefer going out with my friends to playing computer games.

 Intonation

4         Match the words, then listen and underline the stressed syllables.

local       transport traffic                spirit centre facilities city             congestion I ^a•  Prediction about a listening text

Read out the rubric and sentences 1-6. Explain/ Elicit any unknown words. ss try to guess the answers.

(Ss^t own answers)

b.  listening for confirmation

Play the cassette/CD (twice if necessary). ss listen and check their answers.

Answer Key

2       listening and taking notes

Play the cassette/CD again with pauses to allow ss time to take notes. Check ss' answers by playing the cassette/CD again. ss make similar notes about their town/city and write sentences in the Grammar section of their notebooks, comparing the two places. ss can give their sentences to their partners to read and check. Walk around, helping ss where necessary. Answer Key traffic: heavy congestion, delays shopping: expensive shops, expensive souvenirs, beautiful gifts, cheap supermarkets restaurants: reasonable prices public transport: metro, tram, taxis, cheap weather: cold winters, hot summers

(Ss'own answers)

3       eXPressing specific preference

a Explain the task. Read aloud the structures for asking about and expressing specific preference in the box. Also read out the prompts. Elicit/ Explain their structures and meanings. Allow ss some time to complete the exercise in pairs. Walk around the class, monitoring the exercise and helping ss where necessary. Make notes of any difficulties ss had, write them on the board and ask ss to clarify and correct them. Choose some pairs to present their dialogues to the class.

Suggested Answer Key

A: Do you want to play golf this weekend?

B: I would rather play football (than play golf this weekend).

A: DO you fancy eating Chinese food tonight? B: Well, I'd prefer to eat Indian food.

A: Wouldyou like to hove dinner with us?

B: No, I'm tired. I'd rather have an early night.

A: Do you want to go to a football match? B: Actually I'd rathergo to a rugby match.

A: Do you fancy eating out? B: I'd rather get a takeaway

 eXPressing general preference Read aloud the structures for expressing general preference in the box. Also read out the headings. Explain the task. Allow ss time to complete the exercise. Choose some ss to present their preferences to the class. Make notes of any difficulties ss had, write them on the board and ask ss to clarify and correct them.

SuggestedAnswer Key

I prefer watching films at the cinema to going to the theatre.

Iprefer (eating) Italian food to (eating) Chinese food.

I prefer to walk to work rather than drive.

Iprefer to go to football matches rather than watch them on TV at home.

4  intonation of compound nouns

Elicit/Explain that compound nouns are nouns made up of a noun-noun or adjective-noun combination. Help ss to match the halves of the compound nouns. Play the cassette/CD„ ss listen and check their answers. Play the cassette/CD again with pauses for ss to underline the stressed syllables. Choose some ss to read out the compound nouns. Check ss' intonation.

Answer Key (See overprinted answers)

22(T)

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5       vocabulary related to job interviews

Read the sentences aloud and explain any unknown words/expressions. ss complete the task Answer Key

1 employer              4 employer

2 prospective employee 5 employer 3 employer

6       listening for confirmation

a.    Explain the task. ss must use the expressions from Ex. 5 to complete the dialogue, Allow ss some time to complete the exercise, then play the cassette/CD. ss listen and check their answers.

Answer Key (See overprinted answers)

b.    Explain the task. In pairs, ss make guesses about what happens next in the dialogue.

(ss' own answers)

Play the cassette. ss listen and check their answers.

Allow ss time to practise the dialogue in pairs. Monitor ss" progress around the class. Choose some pairs to act out their dialogue in front of the class.

Present the Study Skills tip and check ss' understanding, Allow ss time to read the advert. Elicit/ Explain any unknown words (e.g. NVQ Level 3 National Vocational Qualification), Explain the task. In pairs, ss prepare a dialogue based on the job ad and on the dialogue in Ex. 6. Monitor ss' progress around the class. Make notes of any difficulties ss had, write them on the board and ask ss to clarify and correct them. Choose some ss to act out their dialogues in front of the class, Ask individual pairs to come up and record their dialogues for their Language Portfolio (see introduction for further details). The other pairs should listen to get ideas and note any weaknesses/mistakes in order to avoid them themselves,

23(T)

Suggested Answer Key

8describing pictures

a, Explain the task. Tell ss that they must use only one word to fill in each gap. Do the first item with the class. ss complete the task in pairs, Check ss' answers.

Answer Key (See overprinted answers)

b. Ask ss to look at the picture in Ex. 6. Read aloud the prompts and elicit responses from ss, Allow ss time to look carefully at the picture and prepare their descriptions. using the description in Ex. 8a as a model. Monitor ss" progress around the class. Choose some ss to present their descriptions to the rest of the class. Tell the rest of the class to make notes about the ss' performance and report back to the class. Check ss' answers.

Suggested Answer Key

This picture shows two business peopler probably during a job interview. The man must be an employer, and the woman a prospective employee They are wearing smart business suits. They are in the employer's office. He is probably asking questions about her qualifications and work experience, because he is pointing to her She must be anxious to get thejob because she looks a little nervous.

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Job interviews

STUDVSKiLLS

Reading

5 Who might say the sentences (1-5) below: an employer or a prospective employee?

1      Please have a seat.

2      I've got a degree in British History,

3      Didyou have any trouble finding us?             Speaking

4      What work experience have you had?  7 Portfolio: Look at the job advert, Take roles

5      Could you tell me what your qualifications are? and act out a job interview, Use the dialogue in Ex. 6 as a model. Record your dialogues.

6a,Complete the interview with sentences from Ex. 5. Listen and check.

Describing pictures

8 a, Look at the picture and complete the text.

This picture shows a businessman. He is

1)    in the driver's seat

2)    of a car. He must be 3) on his way to work because he is wearing a suit and a

      A: Good afternoon,                                                                      tie. He is driving 4) and shaving

     A: I understand you are applying for the                          b. Now look at the picture in Ex. 6 and

            languages.                                                                                                     

A: I see.

B: I worked for two years as a tour guide at the Tower of London, and as a clerk in the Tourist Information Centre at Victoria Station for three years.

b Do you think Ms Harris will get the job? Why (not)? Listen and find out.

Take roles and act out the dialogue. You can change the ending.

Writing a letter of application

Getting started

1         What information do you think we should include in a letter of application for a job? Think about: age, qualifications, etc.

2         a. Which beginnings/endings             be         

Yours sincerely,  Address: . Tele: Date of birth:       Nationality: too informal

EDUCATION

Qualifications:

               b. What is the difference between A and C?        La nguages:

for the position of part-

                            including                               English.

                moment I am studying for my           Levels.

> I have qçtual work pyperienre However, I would enjoy working with the public as I like meeting people. I am friendly and polite as well as so I think I am suitable for the post

> I hope you will consider me for the position. I am able to attend an interview at anv time. B yours faithfully,

Deborah Riley

Your turn

4 a. Read the rubric. Imagine you are a DJ. Fill in the CV with your personal information.

: You saw this advertisement in The Weekly News and you want to apply for the position.

24

 identifying genre and content

Ask ss to look at the caption of the section and the model text in Ex, 3, Elicit answers as to what type of writing task they will be dealing with (a letter of application), Ask them if they have ever had to write a letter of application

(ss' own answers)

1                                     Explain the task. Brainstorm for ideas. To help ss get started, ask them to think about adults they know (e.g. brothers/sisters/parentsr cousins, etc) and what interesting information they would include.

Answer Key

We should include al/ factual information about ourselves such as: name/surname, date/place of birth, nationality, marital status (mobile) phone number, contact address and e-mail address. We should also mention our qualifications, such as: name of school/ university/college we went to, any foreign languages we know, what certificates we hold level ofcomputer skills, and a detailed account of any work experience we have had and what it entailed. Finally we must give a brief description of our likes/dislikes and character qualities, saying why we think we would be suitable for the job/ position.

2                                     a.  fixed salutations in letters

Elicit what style is appropriate for letters of application (formal), Read out the beginnings and endings (A-C) and ask ss which ones are appropriate.

Answer Key (See overprinted answers)

b. Ask ss to look closely at A and C and tell you what their difference is. Do the task as a game and time ss.

Answer Key

In A we do not know the recipient's name so we end the letter with Yours faithfully, whereas in C we know the recipient's name so we end the letter with Yours sincerely.

3                                     matching paragraphs to headings

Elicit/Explain any unknown words in the headings. Ask ss what the rubric is about (a letter fora parttime job as a sales assistant). In pairs, ss skim each paragraph and match them to the headings. Walk around the class monitoring the task. Tell ss to justify their answers by underlining parts from the letter. Ask a pair of ss to report back to the class. Check ss' answers.

Answer Key (See overprinted answers)

4                                     a. reading for specific information

ss read the rubric and underline the key information. Check ss' answers by asking them:

e.g Where did you see the ad? (in the Weekly) What is it for? (a DJ).

Tell ss to read the ad and underline the key words (DJ wanted, Latin American club, pleasant personality, experience necessary, knowledge of Spanish preferred, young and energeticperson). Then ss skim through the CV and fill it in by selecting the correct information from the ad and using their own ideas. Point out to ss that it is a good idea to find synonyms of the adjectives in the ad that describe personal qualities,

e.g. pleasant > friendly, outgoing energetic > active, full of energy

Suggested Answer Key

Name/Surname: Massimo Bianco

Address: 21 Wandsworth Road, London SWI 5PJ

Tel.:020853816T8

          Date ofBirth:21/02/1984              Nationality: Italian

EDUCATION

Qualifications: level ID certificate in violin playing. Very good command of Spanish and English. Fluent in Italian,

WORK EXPERIENCE

El Peccado: Two years experience as DJ at popular club in Ibiza, Spain.

Musicland: one year as sales assistant at a large music store in Rome.

RAI Orchestra, Rome: part-time violin player.

PERSONAL QUALITIES

I am a friendly outgoing, cheerful person and / always enjoy meeting new people. I am very active and I'm keen on taking up new and interesting hobbies. My favourite free time activities are white water rafting and abseiling, as well as playing music with my band,

b•  OPening/closing remarks

Elicit/Explain any unknown words, ss do the task in pairs and report back to class.

Answer key

5writing a letter of application

Go through the questions in the plan with ss. Refer ss to their CVs and elicit answers from them. Ask ss to check that the model letter follows the same structure.

(ss' own answers)

ss write the letter in class or you can assign the letter as HW.

Amazing Facts

Read out the sentence and ask ss if they know any other amazing facts about distances.

24(T)

KoriH¶

1       Predicting the content of the text

Focus ss' attention on the title of the text and the pictures, and elicit answers to the questions. Suggested Answer Key

Celebration is a town in the USA where people would like to live.

2       ^to read for gist

Read out the prompts and elicit/explain any unknown words, Allow ss some time to complete the task. Ask them to justify their answers. Check ss' answers.

Answer Key

There are tree-lined streets around a clear blue lake.

All the houses have small backyards and low fences so that people can talk to their neighbours. Children can play happily in the parks and playgrounds.

The town's facilities include a medical centre, fitness centre, bank and post office.

3COmpleting a multiple choice cloze

Explain the task. Read the example and do the first item with the class. Remind ss to read all the options before choosing their answers. They should also pay particular attention to what comes both before and after the gap. Allow ss some time to complete the task.

Answer Key (See overprinted answers)

Answer Key

to head for: to be bound for, to go to the other options are inappropriate where because it refers to a location (in Florida, USA)

All the houses; Both of the houses (meaning only two). This is wrong because the author is not describing two houses; Each and every a noun in the singular. The most (houses) is wrong; most of the houses/most houses; the meaning is different, too.

so that people can talk to each other; secondary clause that expresses purpose; that makes people talk to each other; the meaning is different, too; as urges grammatically wrong because the subject is missing (as it urges) and it is semantically wrong as it does not express the author's intention (purpose); such as grammatically wrong because it cannot be followed by a clause (people can talk...) and semantically as it doesn't express the author's intention but rather it introduces an example.

25(T)

Konnq

without worrying about their safety; the other options are semantically inappropriate (care for phev.' like, fm/ to look after; look into-phv: examine; protect from: to make sure 5b i5 safe from 5th bad, dangerous, etc) which -o include; secondary clause, refers to towns facilities; the other options are inappropriate pay a visit (exp.); the other options are inappropriate decide to stay; to continue to be at a place for some time; remain to continue to be sth (e.g. to remain still); live js grammatically and semantically wrong; e.g to live here/there would be grammatically correct; leave -o is semantically wrong as it inverts the meaning ofthe sentence.

4       ^listening/reading for general information

Play the cassette/CD. ss listen and follow the text in their books- Allow ss time to answer the questions and justify their answers, Check ss' answers.

SuggestedAnswer Key

 Because it is the perfect town - pretty, peaceful, safe and well-equipped

2       The writer wants to publicise the dream town,

3       The text is definitely an article because there is a title and it is accompanied by pictures, /t would probably appear in a lifestyle magazine because the style is informal, and chatty and there are short forms and exclamation marks,

5       ideas

Explain the task. Allow ss, in pairs, to complete the task. Monitor ss progress around the class. Make notes of any difficulties ss had, write them on the board and ask ss to clarify and correct them. Choose some pairs to talk about their ideal towns in front of the class.

(ss' own answers)

Useful Links ss can visit www.abfla.com/l tocf/disney/celeb.html to get more information about Celebration.

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Reading & Listening

I Look at the title and the pictures. What is Celebration? Where is it?

2                      How are these words and phrases related to the text? Read and check.

pretty houses tree-lined streets clear blue lake small backyards

•    parks playgrounds medical centre fitness centre

•    bank post office

There are prettyhouses in Celebration.

3                      Read the text again and choose the best answer A, B, C or D .

Close your eyes and imagine the perfect town, with pretty houses and

tree-lined streets O) around a clear blue lake. Now, open your eyes and head 1) the town of Celebration in Florida, USA, 2) . the Walt Disney Company has, once again, turned a dream into reality.

3) houses in Celebration have garages at the back, so the streets are clear of parked cars. Fences are low and backyards are small 4) people can talk to their neighbours. Children play happily in the parks and playgrounds. Parents let them go off by themselves without 5) . their safety. The town's facilities, 6) include a school, medical

centre, fitness centre, bank and post office, combine modern technology with the traditional style of a small 1950s town.

If you can^ft put up with life in the fast lane, take a break and 7) ...s... a visit to Celebration. Who knows — you might even decide to 8)

O stay

4                      Listen and read to answer the questions 1-3.

1 Why should someone visit Celebration 7

aim is?

Vocabulary & Grammar 1 Fill in the missing word.

1     What does Paul look like?

2     Bob always tells the truth. He's honest.

3     To get to the bank, take the first turning on your left.

4     Ken is calm. He never gets angry or upset

5     What time does the TV programme start? 6 She likes the hustle and bustle of London.

7        Sarah and Jane aren't getting on lately. They argue all the time,

8        We hate city life. We can't put up with the noise,

9        London is more expensive than Athens.

10    That was the worst film ever,

(TO marks)

2 Circle the correct item.

1      Harry works as a traffic

A           assistant (9 warden        C director

2      Jenny has curly blonde hair and              cheeks.

A           pointed                rosy       C bright 3 Teachers need to be  with their students.

A confident B responsible C patient

             4 Jane likes eating at               restaurants.

(8) elegant B terraced C corner 5 "Where does he . . from?" "England.

             (A) come           B get               C is

6        James always thinks of others. He's very

A       careful       B friendly C) caring

7        Tony has good manners. He is very

A       caring         B patient C) polite

8        1 don't fancy going out. I'd rather .     in.

A       stay            B staying             C to stay

9        Ian doesn't mind .       long hours

A       to work     B work C) working

10    Mark's car is as            as Anne's.

A       older          old         C oldest

(10 marks)

3

4

5

Use of English

Complete the second sentence so that it means the same as the first. Use up to three words.

1      Tom takes after his grandfather.

Tom looks like his grandfather.

2      Jane is gaining weight.

Jane is putting on weight.

3      No place in the world is as beautiful as this. This is the most beautiful place in the world

4      I never forget to visit my aunt on Saturdays

On Saturdays I always remember to VISIt my aunt 5 I prefer travelling by train to travelling by bus. I prefer to travel by train rather than travel by bus.

(TO marks) Fill in the correct preposition.

1        1'm not familiar with this area, I've never been here before.

2        She is jealous of her sister because she lives on a huge ranch in Australia.

3        The city is crowded with tourists.

4        Pat is very patient with her students. (8 marks)

Communication

Complete the exchanges.

a Thank you. b I'd rather order pizza.

c       Bless you!

d       Hi, there. How are you?

e       Take the first turning on your right

1      A: Excuse me — how do I get to the bank? B. Take the first turning on your right.

2      A: Do you fancy eating out tonight? B I'd rather order pizza.

3      Hi, there. How are you? B. Not bad. How are you?

4      Bless you! B: Thanks!

5      A Thank you.

B: Don't mention it.

( 10 marks)

031--1aKOM1rreAb1--raS1 Kor1H51 - reng is .ru

Self-Assessment Modu e

Listening

6 You will hear a radio programme about Barcelona. For each question, put a tick G') in the correct box.

1   Visitors to Barcelona should not go A [Z] in the middle of summer.

B C] when there is a festival on C C] in winter.

2   The best way to get around the city is

^A  on a moped

^B  by taxi

^C  on the Metro

3   Barcelona is

^A  [Z] a city with modern and old features.

^B  C] a completely modern city. C C] a very old city.

Reading

7 Read and choose the correct word for each space.

Getthe 9 How 1) do you go to the re• hairdresser'S with a new hairstyle in

pictu

2) but then lose your nerve because you aren't sure what it will 3) like? Don't you wish you could try out new hairstyles before you decide 4) one you want? Well, with today's computer software you can choose 5) ...e over 200 hairstyles in a 6) minutes and see how they look on you — without touching a single hair! All you need is a digital picture of yourself. The software is easy to 7) and you can see both the front-view and the side-view of the hairstyles, Try them out on screen and see which one you like 8) It's the 9) . .. way to see if a hairstyle really 10) . you, before the scissors go to work.

(20 marks)

4   What does the speaker say about La Rambla?

^A    C] It is full of cars,

^B    [Z] It is Barcelona's best-known street. C      It is a famous food market.

5   What can you see in Maremagnum?

^A    a cathedral

^B    a bird market

^C    [Z] lots of shops and cafés

6   The Sagrada Familia cathedral

^A    [2 doesn't take long to visit, B [Z] is not completed c C) is difficult to climb up.

(12 marks)

Writing

8 You have moved to a new neighbourhood. Write a letter to an English-speaking friend, saying:

what there is to see and do there.

•  what you like/dislike about it.

•  how different it is from your old neighbourhood,

(See Suggested Answers Section) (20 marks)

(Total = 100 marks)

Nov I ean„,

introduce myself

•  talk about

— character & appearance

— habits/routines/lifestyles

•  jobs/workplaces/job qualities express my likes/dislikes/preferences ask for/give directions

•  act out a job Interview

•  write a short paragraph about my favourite hero(ine) or villain

•  a classified ad

— an e-mail to a friend

— an informal letter of advice

— a short article about myself and where I live a short description of my neighbourhood

•  a letter of application

in E+151íçh

031--raKOM1rreAb1--raS1 Kor1H51 - reng is .ru

1          a. What do you know about Elizabeth l?

b. Look at portraits A and B. Describe them.

2          Listen and read. Number the portraits in the order you hear them.

3          Read and list the symbols in the portraits. Explain what they symbolise. Then explain the words in bold.

4          Which of the following adjectives best describe Elizabeth in each painting?

• strong • innocent • demanding • ambitious • determined

 U/izaheth's portraits

Elizabeth had many enemies and it was not safe for her to travel around the country. She chose,instead, to use portraits to show herself to her people.lt was essential that the portraits showed an image of her that would impress her subjects.

'The Coronation Portrait'

This portrait shows Elizabeth just after the coronation. The picture shows her as a young, beautiful, innocent girl with pink cheeks and long hair. Her rich gold gown, jewels and fur show her wealth. She is also wearing the crown and holding the Orb and Sceptre to show her royal authority.

of the picture is that although she is young and beautiful, she has the power to rule the country.

'The Armada Portrait'

This portrait celebrates the victory of England over Spanish Armada. In the painting Elizabeth's right rests on a globe. This symbolises that England is a global power. On her right there is a crown. The pictures behind her show the English navy in bright sunshine, and of the Spanish Armada being destroyed in a storm.

5 Project: Do some research using the Internet, school textbooks, encyclopaedias, etc, then draw

Elizabeth's family tree. Present it to the class.

28

                                                                                     Han              - fren lish.ru

1       a. Ask various ss around the class to share what they know about Elizabeth I with the rest of the class.

Suggested Answer Key

Elizabeth I was Queen of England about three hundred and fifty years ago. Her father was Henry 1/111 and her mother was Anne Boleyn. She was queen for a very long time, but she never married or had any children.

b. Allow ss some time to study the portraits. Ask various ss to describe Elizabeth's appearance, aloud.

SuggestedAnswer Key

In portrait A Elizabeth is wearing an elaborate red and black dress with lots ofjewels and pearls and a big ruff collar. Her hand is resting on a globe and she looks very regal and powerful. Through the windows behind her / can see two scenes. One is of some ships on a calm sea and the other is of a stormy sea with sailors in the water. In portrait B Elizabeth looks very young. She may have just been crowned queen because she is wearing the crown and carrying the orb and sceptre. She is also wearing lots of fur and otherjewels.

2       Play the cassette/CD for ss to listen and follow the lines in the text, ss complete the task. Check ss answers,

Answer Key

3       Allow ss some time to read the text and complete the task, Check ss' answers around the class. SuggestedAnswer Key Coronation Portrait:

pink cheeks and long hair - innocence rich gown, jewels and fur— wealth crown, Orb and Sceptre — royal authority/power Armada Portrait:

globe - England's global power

ss explain the words in bold by giving a synonym. explanation or example using their dictionaries to help them if necessary.

SuggestedAnswer Key

coronation (n): the ceremony when a king or queen is crowned gown (n): a long formal dress wealth (n): having lots ofmoney and land orb (n): an ornamental ball with a cross on/up carried by the queen at royal ceremonies sceptre (n): an ornamental staff carried by the queen at royal ceremonies imprisoned (adj): put into prison defeat (v): win a victory over an opponent in battle authority (n): the right to have power over others rule (v): govern victory (n): to win/succeed in a battle/competition

globe (n): a mode/ ofthe earth with a map of the world global (adj): in al/ parts of the world crown (n): an Object made of gold and covered with jewels that a king or queen wears on their head to show their position

4       Go through the list of adjectives and elicit/explain the meanings of any unknown words. ss, then work in pairs and discuss the portraits and choose the best adjective(s) for each painting. Monitor ss' performance around the class, then ask some pairs to report back to the rest of the class.

Suggested Answer Key

Sli think Elizabeth seems strong in the Armada Portrait because she looks very impressive in that elegant dress and with all those beautifuljewels.

S2• I agree and the way she fills the painting gives the impression of strength andpower,

51; Also, her hand resting on the globe makes her seem ambitious because it seems as if she wishes to own the world.

52: Yes, You're right.

53: In the Coronation Portrait, Elizabeth seems young and innocent because her hair is untied and she has a young face and rosy cheeks.

54: Yes I agree, but / also think she seems strong and she has a determined look on her face.

53: Yes, I think you're right

5 Project: Explain the task and assign as HW, Check ss' answers in the next lesson.

Suggested Answer Key

ELIZABETH I FAMILY TREE

Henry Vlll         Catherine

(father) — of Aragon

Anne of Cleves

(stepmother)

Katherine

                                    Edward VI                                 Howard

                                (half-brother)                        (stepmother)

Catherine Parr

 (stepmother)

28(T)

 Before you start

 ^recy^cling vocabulary

Recycle the structures: look like/be like. Elicit answers from ss. Encourage ss to make their descriptions interesting by using adjectives. (Ss'own answers)

> Look at Module 2

 introducing the themes in Module 2 Divide the class into five groups and give each group a picture on p. 29 to describe. Ask them to brainstorm vocabulary for their respective pictures. Alternatively, brainstorm ss round the class for ideas for each picture. Walk around the class. monitoring and prompting ss where necessary (write: place, people, atmosphere, feelings, theme to help ss come up with and provide an example for each category).

Ask each group/several ss to report all the words they came up with and use them to talk about their picture to the class. Write the vocabulary on the board. Encourage ss from other groups/around the class to ask questions or add details.

Ask ss to look through units 3 and 4 and find the page numbers for the pictures. Ask ss around the class to report back with their answers.

Answer Key (See overprinted answers)

Draw ss' attention each picture and ask them to scan the spread in order to speculate about the picture and what the spread is about.

Suggested Answer Key

Picture , p. 36

        Chosen because theme ofunit wildlife & nature  subheading says 'protecting animals'  describepictures/talk about ways ofprotecting animals

Picture 2, p. 30  chosen to show what the title of the article says,

'Earth is in our hands'  text about an environmental protection programme  read & complete sentences about the text//isten & fill in form

Picture 3, p. 47  from subheadings/dialogue/picture/spidergram/useful language theme must be traveling&holidays

        use the prompts to describe the picture/talk about favourite type ofholiday

Picture4, p. 41  titles of unit and text have to do with travelling & holidays  picture part of a holiday ad/a/l the pictures show various holiday destinations  read people's descriptions & find holiday which suits them/write a holiday ad

29(T)

Picture 5, p.46  picture shows setting ofthe dialogue  from subtitle & sentences in Ex 2, dialogue must be about a couple having problèms checking into a hotel  read the dialogue & complete sentences about it/ listen & find out what happened in the end

> Find the unit and page number(s) for

In pairs, ask ss to go through the list of items they have to find and elicit/explain what they are and the situation where we would use them. Allow ss some time to browse the units in pairs and find the page numbers. Ask ss around the class to report back with their answers. Allow the rest of the class to check their answers and correct any mistakes they have made. Suggested Answer Key banner: a message that is written on a large piece of cloth or paper and is often seen at big events or protest marches; 3 - p. 32 holiday advertisement: a public notice about a holiday destination; 4 -p. 4 poster: a big (public) notice that often has a picture and is used to advertise sth or educate/inform; 3 - p. 34 diary entry: a written description of the events in ones life on a daily basis; 3 - p. 39 newspaper headlines: titles that usually appear on the front page of a newspaper and are in huge letters; 3 - p.

an extract from a novel: a piece/passage from a book; 4 -p. 49

> Listen, read and talk about.../Learn how to.../Practise.. ./Write/Make..

As described in Module 1 relevant section.

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•                  environmental issues  animals & adoption schemes  illegal imports  types of holidays & means of transport  holiday experiences

•                  climate/the weather  packing tips

•                  Learn how to

•                  give a short talk

•                  express surprise

•                  express your feelings

•                  check in at a hotel

•                  complain & apologise  give travel information

•                  express (dis)approval/annoyance/surprise

•                  react to news

•                  phrasal verbs: run, come  Write / Make...

•                  an environmental poster

•                  an article about a zoo  a letter to a penfriend  a holiday advertisement

•                  a note

•                 
a weather forecast

Lead-in

I           a. How much/many of the following does your town/city have? Tell the class.

•  traffic • smoke from factories

•  homeless people • recycling centres

•  trees/plants • stray animals

•  dirty parks/rivers/beaches/streets

•  bottle banks • clean-up campaigns

•  bins • wildlife parks

There is too much traffic in my town.

There arent enough bins in the streets.

b. Which three things would you change to improve the place you live in? Tell your partner.

•               I'd like to see more/less/fewer.,. • It would be good if there was/were • There should/shouldn ⁱt be

•               I'd make sure that

Reading

2 a. Look at the text. What type of text is it? Why was it written? What do the title and the quotation mean? What do you expect to read?

b. Read the text and complete the sentences. Explain the highlighted words.

1      Roots help plants to be strong and healthy,

2      Although shoots appear tiny and weak, they can break open brick walls.

3      Dr Jane Goodall started Roots & Shoots jn

1991

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The Earth in

OUR HANDS

ROOTS AND SHOOTS PROGRAMME

"Hundreds of thousands of roots and shoots, hundreds of thousands of young people around the world can break through walls. We CAN change the world"

DrJane Goodall

(environmentalist, humanitarian and biologist)

4     The programme includes activities such as recycling programmes, cleaning up local parks, helping old people and the homeless and protecting the natural habitat of local animals

5     To take part in the programme you need to be between preschool and university.

Speaking

3 a, Listen and read the text. Make notes under the following headings.

•    who founded it and when • what it is

•    how many members it has • who can join

b. Work in pairs. Use your notes to talk about

the Roots &Shoots programme.

fren ish.ru

I expect to read about the Roots and Shoots Programme, which seems to have something to do with the environment and how young people can help.

b' reading COmprehension

Read out the incomplete sentences and explain any unknown words. Tell ss they may have to rephrase the information. Ask ss to read the text, underline the answers and complete the sentences.

Answer Key (See overprinted answers)

Elicit the meanings of the highlighted words, asking ss to guess from the context. Elicit/ Explain any other words in the text that ss still

working together can help change the world.                                                                                                                               30(T)

4  listening for missing information

Explain the task. Allow ss time to read through the registration form. Elicit/Explain any unknown words, then play the cassette/CD. ss listen and complete the task. Play the cassette/CD again if necessary, then check ss' answers.

Answer Key (See overprinted answers)

Writing  ^making a poster

Portfolio: Ask ss about posters they have seen, Which did they think were effective? Why? What makes a good poster? What are the most common uses of posters decoration? advertising? etc What are the main features of posters? (big pictures, slogans small texts, etc)

Refer ss to the illustration of the text, Do they think it would make a good poster? Why?

Bring posters or slogans from magazines the Internet, etc, into class. ss can also use the file box or do some research on the Net in teams. Alternatively, write appropriate headings/slogans on the board.

e.g. Every Drop Counts

What U and I can do

Did You Know.. p

Elicit other appropriate headings/slogans. ss keep notes. Now, choose an environmental problem, e.g. rubbish. Elicit what we can do to reduce or eliminate the problem. Prompt ss where necessary.

Write ss' answers in bullet form on the board. e.g.

•      DON'T litter the ground!

•      RECYCLE your rubbish!

•      THINK twice before you throw something away! etc

Elicit what grammatical structure is used to stress the information presented (the imperative), Draw ss' attention to the punctuation you have used so far and elicit their effectiveness (question marks: to address the reader directly; exclamation marks: to stress the importance of the information presented; bullet points: to make each piece Of information clear or to present them like rules, capital letters: to make the words stand out)

Now, ask ss to look at the bullet points again and brainstorm for appropriate pictures, symbols or signs to go with them. Draw some symbols or signs on the board. ss can copy them into their notebooks. Walk around monitoring the exercise. ss form teams. Give ss a few minutes to decide on an environmental problem that should be the theme of their poster. It would be a good idea if there were variety on the chosen themes. Help ss organise themselves and delegate responsibilities, e.g. students should think of a title, quotation or bullet points and a short text explaining the

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problem and the suggested course of action. They should also come up with pictures, symbols, signs or make drawings. Hand out any material that they will need such as felt tips, glue, scissors, coloured cardboard paper, etc.

Give ss a deadline for handing in their posters. Hold a class election for the best poster ss cannot vote for their own poster. Pin up all the posters and ask each team to present them to the rest of the class. They should be prepared to answer any of their classmates' questions.

(ss' own answers)

How do lants row?

1 n nature, the roots of a plant grow underground and cover a large area. This way they keep the plant strong and healthy. Shoots are young plants that have come up through the earth to find the sunlight that they need to survive. Shoots may seem small and fragile, but they can break open brick walls, Their strength is quite amazing.

1 nspired by her belief that every individual can make a difference, Dr Jane Goodall decided in 1991 to form a young people's environmental group of 16 local schoolchildren in East Africa. Its name was Roots and Shoots and the members organised recycling programmes and cleaned up local parks, rivers and beaches. They also helped old people and the homeless in their neighbourhood as well as protecting the natural habitat of local animals, Today, Roots and Shoots has over 3,000 groups in more than 68 countries worldwide which are actively involved in Dr Jane Goodall's projects.

ny young person, between preschool and university, can join the Roots and Shoots programme. If you want to start your own Roots and Shoots group, simply find other young people in your neighbourhood who want to participate, and an adult to be the group leader, Then, contact the Jane Goodall Institute for a membership form.

Wrí+ínt-

Portfolio: In groups, make a poster to submit to Roots and Shoots' annual competition for the best environmental poster.

                                                         \ndNidual S 35.00(please           amount)

s 2000   otner S StudentlSenior s 5000

35 (per group) Roots & snoots S             45            yes)

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2 a. Match the slogans in Ex. 1 to the problems below.

rubbish air pollution deforestation endangered species

b. Work in pairs. Match the sets of verbs to the problems in Ex. 2a. Then discuss as in the example.

• cut down - plant -4 deforestation

• throw away - recycle —b rubbish

• hunt — adopt endangered species

• destroy — protect air pollution

A,' / think deforestation is an important issue today.

B: It is, indeed. Instead of cutting down trees, we should plant new ones.

Preservation

 Listening

3 a. You will hear a person talking about what we can do to protect our environment. Before you listen, read the notes and try to guess the missing words.

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awe Can Make a Difference b Help Save Altlmals

At home

•      Recycle everything you can.

•      Grow some of your own food

•      Plant 1) trees and bushes in your garden.

Transport

•      Ride your bike or 2) walk instead of driving.

•      Use public transport.

•      Drive sensibly: don't waste petrol.

At work

•      Print things on 3) recycled paper.

•      Print or copy on both Sides of the paper.

•      Use the 4)stairs instead of the lift

Shopping

•      Don't buy food which is wrapped in 5) plastic,

•      Buy locally grown food and products.

•      Don't buy products which come from 6) endangered animals.

 Speaking

4 Use the notes in Ex. 3 and the table below to give a short talk about what we can do to help preserve our environment,

•  I'd like to talk about               • I'd like to present .

Introducing                                   ^ts subject is . • I'm going to talk about .

•  Today

•  First / Secondly / Third,        then      • Also,

Listing

•   Finally

•   To sum up, • In brief,            • In conclusion,

Concluding

• Finally

I'd like to talk about how we can help preserve our environment. So here's a list ofthings we can all do. First, ...

I  Practising verbs with prepositions

Ask ss to look at the four environmental slogans. Explain any unknown words, then ask ss to complete each sentence with the correct preposition.

Answer Key (See overprinted answers)

2 a.  discussing environmental problems Explain the task. Elicit/Explain any unknown vocabulary, then help ss to match the slogans to the problems in the list.

Answer Key

The first slogan refers to the problem of rubbish. The second deals with the problem of air pollution. The third poster represents the problem of deforestation and the fourth one illustrates the problem ofendangered species.

b, Explain the task, In pairs, ss match the sets of verbs to the environmental issues. Walk around monitoring the exercise and helping ss where necessary, Then ask ss around the class to read their sentences aloud.

Answer Key (See overprinted answers)

Suggested Answer Key

A: / think rubbish is a very serious problem today.

B: It is, indeed, Instead Of throwing away al/ our rubbish, we should recycle things, such as glass bottles and empty cans.

A: / believe hunting is an important issue nowadays.

B: It is, indeed Instead Of hunting endangered animals, we should adopt them,

A: Air pollution is one of the most serious problems nowadays.

B: Definitely. It destroys ancient monuments not to mention all the health problems people have because of smog in the cities. We must do as much as we can to protect the environment

Extension: ss in teams can think of and put on a sketch about the effects of air pollution, rubbish, deforestation, hunting, etc, on the environment and wildlife, and what can be done to protect them. Tell ss that their sketches should only be 10 minutes long. Walk around, monitoring the activity and prompting ss if necessary. However, the main objective of his task is for ss to improvise and be creative, so keep intervention to a minimum, leaving ss to their own devices, Encourage ss to make their own costumes and props, too (e g, a S can get a large cardboard box and cut out holes for his legs and head to assume the role of a rubbish particle, etc), You can record ss' sketches on a camcorder for future reference.

3       Predicting missing information

Ask ss to read the text and try to guess the missing words. Help ss by eliciting which part of speech is needed in each gap, and prompting their guesses if necessary. Explain the use of the conjunctions and/or.

(ss ^r own answers)

 listening for missing information

Play the cassette/CD. ss listen and complete the task. Play the cassette/CD again if necessary, then check ss' answers, ss read the whole text and choose the title which best matches the speech.

Answer Key (See overprinted answers)

Title: a - We Can Make a Difference (because the speech is about recycling and what we can do and not about animals)

4       using notes to give a short talk

Present the language in the table, Give ss time to prepare a short talk, using the notes from Ex, 3 and words/phrases from the table. ss can read out their speech to their partners to get useful feedback Ask individual ss to present their talk to the class,

Suggested Answer Key

I'd like to talk about how we can help preserve our environment, so here's a list of things we can al/ do.

First, there are a number of things we can do around the home. We can recycle our rubbish instead of throwing everything into the bin. We can also plant trees and bushes in our gardens. That will help the environment and make our gardens look prettier, too.

Secondly, it is important to think about the way we get around How do you get around? I'm glad to hear that most of you here are saying, "By bus, train, on foot, by bike!" and not "By car," Wei/ done! This definitely helps the environment, Dont drive a/' the time, Drive sensibly What about at work? First ofall you can print on recycled paper or on both sides of the paper. Apart from that, use the stairs instead of the lift It saves energy and you keep fit at the same time.

Finally, when you go shopping, try not to buy products which are wrapped in plastic, Ask the assistants to give you paper bags so that you can recycle them. It is also safer to buy locally grown foods and products. Of course you should definitely not buy products which come from endangered animals!

In brief, my advice is very simple and anyone can follow it if they really want to do something to protect the environment.

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