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Year Two
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L L O! E H
Teacher's Guide
Frances Bates-Treloar
Egyptian International Publishing Company
Longman
C o n t e n t s Introduction Unit 1
New friends
1
Unit 2
Running water
10
Unit 3
Friends and neighbours
20
Revision A
30
Unit 4
Unusual stories
34
Unit 5
Things we will do
43
Unit 6
On the farm
53
Revision B
63
Unit 7
The Pyramids
68
Unit 8
World Pen Friends Club
78
Unit 9
Our senses
88
Revision C
97
Unit 10
What have they been doing?
101
Unit 11
Safe at home and at sea
111
Unit 12
Fitness, diet and health
122
Revision D
132
Unit 13
Danger in the Sea: Part 1
141
Unit 14
Danger in the Sea: Part 2
151
Unit 15
Changing lives
161
Revision E
171
Unit 16
Whose bag is that?
175
Unit 17
Sports time
185
Unit 18
My computer is being repaired
194
Revision F
204
Unit 19
Looking after ourselves and others
208
Unit 20
Finding the way
218
Unit 21
Stories and dreams
227
Revision G
237
Unit 22
They’re very old
241
Unit 23
Mountain Rescue: Part 1
250
Unit 24
Mountain Rescue: Part 2
260
Revision H
269
Scope and Sequence
277
Word List
281
Glossary
283
I n T r o d u c T I o n The aims of The course The main aim of the course is to teach students of preparatory school age to communicate confidently in English, using spoken language as well as written. New language is introduced gradually, so that students have the chance to learn and use the language thoroughly before they move on to learning more. The course is designed to meet the learning targets set out in the Ministry of Education Standards Document.
The approach The course uses a standards-based communicative approach to learning English. This means that the students are encouraged to use and integrate the four skills (listening, speaking, reading and writing) in meaningful situations from the very beginning. Before the students can read and write in English, they need to hear the language, then to speak it. To communicate effectively, students need to learn the basic structures of the language, then to be given practice in using it in realistic situations. Students need to speak to each other in English when asked, and to help each other. Therefore, they will need to be able to work in pairs, as well as in groups, on their own, and as a whole class. This course is standards-based in that it aims to assist students in the process of reaching certain levels of proficiency, not only in the English language, but in day-to-day real-life interactions in general. Because students are expected to acquire ‘tools’ and not to memorise ‘rules’, standards are valuable and effective as a tool for good learning. This is because they express clear expectations for what all students should know and be able to do. The teacher is also clear that the language is a means by which the student can achieve a standard, and in this environment rote-learning becomes obsolete because there is nothing to nourish it. When teachers devise standards-based curricula, language learning is intentional and more purposeful than in most other curricula. “Standards communicate shared expectations for learning and provide a common language for talking about the processes of learning and teaching. As a result, parents, community leaders and business people become more effective partners in, and monitors of, young people’s education.” [ El-Naggar, et al, (2003), p. 144 ]. 1
The course componenTs The components of this course are as follows:
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1
Two Student’s Books
2
Two Workbooks
3
Two Course Cassettes
4
A Teacher’s Guide
The Student’s Book This consists of twenty-four units based on a structural and communicative syllabus covering topics which will be interesting to children of this age. The course takes on a magazine style be consistent with contemporary trends in ELT publishing, and to present an attractive and exciting appearance to the book. The new language is introduced through dialogues and texts based around the main characters in the book, with whom the students should be able to identify. The main characters are of the same age group and come from an average Egyptian household. For authenticity, genuine photographs are a primary feature of this book. They are used as a substitute for realia to immerse the
1
Ministry of Education, Egyptian Standards of Education, Vol. 2, Ministry of Education, 2003.
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The Student’s Book
students in real-life situations. The point is to show the students real people communicating in English, hence relating the idea that English is an important means of language exchange, and can easily be used at home for extra practice! It is important that teachers utilise the photographs to their maximum, as each item in the snapshot, and each action, was photographed for a reason. Each unit begins with a box that summarises the aims of the unit to give teachers a list of the structures, functions and vocabulary contained in the unit. It can also be used as a checklist for the teacher to assess the progress of the students at the end of the unit. There are twenty-four units and every third unit there is a revision unit, which gives a total of thirty-two units. Each unit covers the four skills, listening and speaking, reading and writing, and practises many key sub-skills such as reading for main ideas of a text, or listening to identify the purpose of an oral text. unit format and content Each main unit contains 5 pages, one for each day of the week. Each page is designed to be a lesson, which is then complemented, at times, with one page from the Workbook. The first page is a ‘presentation page’, which lays out, in context, some of the new structures and vocabulary of the unit. It will always contain a listening exercise. The pages that follow present two new features: Our English Magazine and a Computer lab. Students are subjected to authentic website and e-mail formats to enhance their knowledge of computer, and other forms of, information technology. Through these two mediums, students are presented with a wide variety of cross-curricular and cross-cultural topics. Such topics include space, conservation of the environment, dinosaurs, tourism, etc. Students are also introduced to scientific thinking and practise the first steps towards conducting research via surveys and questionnaires, which they answer about themselves and their friends. Each unit ends with a DIY ‘Do it yourself’ section and a Review section. l In the DIY, ‘Do it yourself’ exercise, the students are encouraged to work alone or in pairs. This activity can also be done as a whole class exercise. It is intended to be flexible to encourage creative and independent thinking. There are various types of activities in this section which are intended to teach students lifelong skills. These include teaching students how to use the dictionary, how to punctuate, and how to practise
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self-study skills, an important aspect of learning English. More importantly, they are also meant to be fun! l A Review section is also found on the last page of the unit and this is designed to be flexible so that the teacher can use it to give additional input, check understanding, revise and go over the language covered in the unit that has just been completed. The Review section is the perfect opportunity for the teacher to re-teach or emphasise any points which have been missed throughout the week. It is for this purpose that the fifth page of the SB is allotted an entire lesson on its own. The Revision Units are designed to revise and consolidate the language learnt in the preceding units. They can also be used to assess the progress of the students and identify any extra work that needs to be done on a particular structure. A Grammar Review is located at the end of each term to recap the structures and grammar taught throughout the term. The Grammar Review includes some questions, which may be used to assess the students’ comprehension. It may also be used as a reference when the teacher needs to sum up a certain grammatical structure that comes up in a particular unit.
2
The Workbook
The Workbook is intended to accompany the Student’s Book, reinforcing any language and grammatical structures learnt. The exercises are designed so that the students can practise new language, new structures, reading and writing. The Workbook rarely introduces new language. When new language is introduced, it is intended to elaborate or continue something which has just been studied in the Student’s Book. The Workbook is primarily for consolidating language covered in the Student’s Book, but with focus on providing students with extra practice in both reading and writing.
The Workbook
Any new activity needs to be carefully introduced, explained and demonstrated:
Book format and content Because there are 5 pages in every unit of the SB and 3 in the Workbook, only 3 pages of the Student’s Book will be complemented by the Workbook. The pages in the Workbook that go with the Student’s Book are referred to next to the page number in the Student’s Book. Lesson 5 in the Student’s Book does not have corresponding lessons in the Workbook and is meant to stand on its own because it is a revision page. It is important that the teacher abide by this ‘one-page-per-day’ system, otherwise the lessons could get confusing!
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The general aims of the Workbook are:
Check that the students understand what they have been asked to do by getting them to tell you what they need to do. Get them to do the activity.
Check their progress, and their answers.
Practice Tests At the end of each term there is a test that can be found at the end of the Workbook. These are intended to give you, the teacher, an idea of the students’ progress and any areas of difficulty that may need extra help.
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Sentence and picture-matching exercises l Ask and answer exercises l Listen and complete exercises l Table/form completion exercises l Surveys and questionnaires l Projects The Workbook is used in class to follow up the Student’s Book lesson. It should only be used for homework if the students are clear about what to do. Generally speaking, homework should only consist of completing exercises begun in class. In this way, students will be confident about what the intention of the exercise is. The Workbook is not meant to test the students, it is meant to give them an opportunity to use what they have learnt and to feel a sense of achievement, progress and confidence.
Do one or two examples.
Projects Some Workbook pages end with a project. The projects’ pages are in the Workbook and are intended to reinforce the language the students have already learnt. They do not introduce new language, but give the students the opportunity to see, read and write the language they have already learnt in different contexts. An example is page 42, Unit 12 in the Workbook. Projects should be fun. They are not tests!
There are twenty-four units and every third unit there is a Revision Unit, which gives a total of thirty-two units. The revision Units in the WB correspond to the Revision Units in the Student’s Book. At the end of the term, there is a Practice Test, which was set according to the Ministry of Education specifications. It not only tests the students’ progress, but also prepares them for the end-of-term exam environment. Writing letters, e-mails, words and whole sentences l Practising free and guided writing l Practising joined-up handwriting l reading words and sentences l reading phonic patterns l Practising and reinforcing vocabulary and word families l Practising and reinforcing grammatical structures The Workbook contains tasks and activities that the students should find interesting and enjoyable. It includes:
Introduce the activity and revise any necessary language.
They are also intended to give the students the chance to get used to testing before they are tested more formally at the end of the course. During these tests it is best that the students work on their own. Ensure that they are facing the front and ask them to remain silent.
3 The course cassettes
The cassettes contain recorded dialogues from the Student’s Book and Workbook, as well as songs and rhymes. They also contain listening exercises. If you are unable to obtain the cassettes, all exercises can be read aloud. Tapescripts are included in the Teacher’s Guide.
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4
The Teacher’s Guide Book format and content The book begins with a general introduction to the course which includes descriptions of the published materials and notes about useful and effective techniques and activities. The main part of the guide consists of detailed notes on how to effectively use the material presented in the Student’s Book and Workbook. At the end of the book, there is a scope and sequence table; which summarises the language input of the course unit-by-unit; a word list which lists the words used in the course with the units in which they first occur; and a glossary which contains words and phrases used in the Teacher’s Guide and their Arabic (contextual) translation. Each lesson has a summary box of targeted language: the aims of the lesson, the structures and new vocabulary, and the functions.
Tapescripts contain all recorded material.
Answers to all exercises are provided. There is a warm-up activity for each lesson which revises previous lessons and introduces the next. l
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Detailed step-by-step notes on how to effectively use the material and how to manage the class are given.
At the end of each lesson there is a Further practice section. Teachers are provided with some extra ideas in the form of games or further excercises related to the material covered in lesson. This is for use where time permits, or where further practice of new language is necessary.
The Teacher’s Guide
ongoing Assessment At the end of each unit, there are ongoing assessment suggestions. These are intended to give the teacher an idea of the students’ progress and any areas of difficulty that may need extra help. They are also intended to give students the chance to get used to testing. The task can be given under ‘test conditions’, when students work on their own and without books. Ensure that they are facing the front and ask for them to remain silent (except in the speaking tasks!) At the end of the test, collect in the test papers. You can record the students’ marks in a mark book. Any common problems the students are experiencing should become the focus for the next lesson. For example, if the students are frequently using the wrong spelling, you could drill this spelling in the next lesson.
Individual difficulties can be dealt with by talking with the student him/herself, or setting individual exercises, which may improve his or her confidence. Try to talk positively to the students even about their errors. Show them that we learn through making mistakes! Also, be aware that reading and writing are more difficult for some students than others; every student is an individual. Some shy students who are reluctant to speak may be very good at writing and reading. Other students may be very good at speaking, but find it difficult to read or write. Look for the strong points in each of your students and praise these, rather than focusing too much on their problems.
The role of The Teacher In the communicative classroom, the teacher has many roles. 1 Instructor: The teacher has to introduce the language to be learnt, give instructions to the students and decide what language and activities need to be practised. 2 Manager: The teacher has to organise the class in order to fulfil the different activity requirements; sometimes this may mean putting the students into pairs or groups. 3 Advisor: When the students are working in pairs or groups, the teacher has to move from group to group helping individual students with unknown words, difficulties with understanding the activity, or correcting mistakes. 4 Personal tutor: The teacher needs to identify individual students’ areas of difficulty and find ways of helping them. Preparation You can make teaching and learning as effective and enjoyable as possible by: n
getting to know the course very well
n
preparing learning aids
n
n
learning about different teaching methods, techniques and activities developing new skills
Preparing the course cassettes 1 Make sure that you always wind the cassettes to the correct session for your lesson before the lesson actually starts. 2 If your cassette recorder has a counter, set it to zero, then you will be able to find the place easily again when you have played the cassette and need to repeat it. NB: If you do not have a cassette recorder, simply read the tapescripts. Songs can become rhymes, or you can make up the tunes yourself! It is important to know that students learn best when they know what the aims are, i.e. they know what they are meant to be learning and what they are meant to do. Spend a few moments at the beginning of every lesson explaining what the students are going to do, learn, practise or revise. Use Arabic if necessary. It will only take a few minutes, but will make a big difference to how they approach the work they have to do. For example, say, Today we are going to learn how to talk about how old we are. How old are you, Soha? How about you, Ahmed? We will hear some students speaking in English first. Then we will practise saying the words ourselves. You are going to work by yourselves to start with, and then with a partner practising the language. classroom language Use the same instructions each lesson so that students become familiar with them. To highlight such instructions... Play the game The teacher says: You give students commands, beginning with the words The teacher says.
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The role of the teacher
Tell the students that if you do not say these words first, then they are not to do the command. This can be used with a variety of different commands such as: Open your books. Stand up. Sit down. Work in pairs. Get into groups of four. Come to the front. Write on the board, etc. This can be a fun way of familiarising students with the language. L1 or English? This is a widely debated topic, and teachers will choose to take different approaches about when to use L1 (Arabic, in this case): to give instructions? to advise students? to scold them? to praise them? to explain grammar? to translate? It is most definitely an area of foreign language teaching that has to be considered and tactics decided upon by individual teachers. It is also generally agreed that the classroom situation provides the natural context for the meaningful and repeated use of some language, such as classroom instructions, and the opportunity to use English for these should not be missed. Also, as (for many students,) this course provides their only exposure to English, it should be used as much as possible, except where learning will be impeded by its use. For translation purposes, it is not always possible to translate effectively, and therefore it may be more effective to relate the new word to other English words and to give examples of use, than to translate.
classroom management The class can be organised in different ways according to the activity being taught. This will be indicated in the detailed notes for each unit. Whole class For whole class work, the students face the teacher. This is useful when introducing new language or using the board to teach new vocabulary, structures or writing patterns. Individual students working alone Students work on their own to complete a task. This is useful for simple tasks such as writing answers to questions, copying words and sentences, and, sometimes, reading. Pair work Students work with a partner to complete tasks. This gives lots of opportunity for the learners to speak and practise oral skills, or to complete exercises which involve exchanging information. It is a very natural form of communication. It can also be used in activities when students need to help each other, for example with reading or writing. Students should first work in closed pairs (privately) to practise the language before they proceed to speak in open pairs (publicly).
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Group work Students work in groups of four or more to complete tasks. This also allows an opportunity for the students to help each other, and to speak in natural situations. Groups can also be used for singing parts of songs or reciting parts of rhymes. Pair and group work If you cannot move furniture for pair or group work, there are ways of organising this with minimum disruption.
Pairs: Ask the students to work with the person to their right, left, directly behind or in front of them. Vary this so they do not always work with the same person. Groups: Students could turn to face the students behind them, or for some activities, students may be able to sit on the floor, or stand. Noise: When the students are talking together they will naturally make a lot of noise. If it gets too loud, have a signal that tells them to quiet down, such as holding your hand up in the air and gradually lowering it, or counting down from five to zero. Keep the level of your own voice low too; if you raise your voice, so will the students! Cooperation: Students should be encouraged to help each other as much as possible. research shows that where students help each other, everyone learns better, both the fast and slower learners. correcting mistakes Do not try to correct all mistakes. The important thing is to maintain the students’ enthusiasm to speak, so encourage and praise their efforts. If you notice consistent mistakes, make a mental note of them, and correct them the next time you do a whole class drill, for example. Eliciting language or asking the class Encourage the students to put up their hands and not to call out when you ask them for their own ideas. Only choose the students with their hands up to answer questions or to give their ideas, but try to give all the students a chance at answering. (Don’t always choose the same person!)
classroom management
useful supplemenTary acTiviTies Here are some suggestions for other activities, which may help reinforce the language learnt but which are also meant to be fun. Here are some of the more frequent activities that can be adapted for nearly all the different units. oral drills When you teach new phonics or vocabulary it can be useful to do oral drills. If learners chant new words as a class first this will give them confidence. Then you can ask individuals to chant the same words and hear how well they have learnt to say them. Picture dictations Using language items learnt in the unit, ask students to draw the descriptions you give them. They do this individually, but can swap or compare their drawings with a partner at the end to check that they have understood the language. NB: This is not a test on their drawing capability; you are simply using drawing to check their comprehension. If necessary, teach some basic skills for drawing stick men, clock faces, happy and sad expressions, the weather, etc.
Memory Games 1) Pairs: (Using a set of picture cards and a set of matching cards with descriptions on them that relate to the current unit.) They are all placed face down on the table. Students take it in turns to turn over two cards. When they turn over a decription card and a picture card that match, they keep them and have another go. Students gradually learn where pairs of cards are on the table. The game ends when all the cards have gone. The winner is the one who has the most cards at the end. 2) Kim’s game: Place a number of either objects or words or picture cards which relate to the unit on a tray. Students look at the contents of the tray for a minute, and commit them to memory. The tray is hidden from view, and students write down the tray’s contents. 3) Jigsaw telling tales: Using a text from the unit (listening or reading), students are given a little bit of the text (a couple of sentences each) that they have to learn by heart. The students then work either with the whole class or in groups to reconstruct the text/dialogue by listening once to everyone’s bits, then reciting them aloud in the correct order.
Variations on picture dictations Get students to dictate to each other in pairs. One pupil reads out directions for a map to his or her partner. They then check to see if they got it right, and swap roles.
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UNIT
1
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SB Page 1
New friends
LESSON 1
SB page 1
Aims: Learners will n revise the use of to be and other verbs in the present simple n learn about the new characters in the book n practise describing oneself and others n practise talking about interests Structures: I’m /He’s (13/in the first year of Preparatory School) He’s a (scientist) I/We like/meet .../He meets/likes … New vocabulary: manager Functions: Giving and asking for personal information Before using the book: n
n
n n
Introduce yourself and say Good morning/ afternoon to the students. This should be said every time you enter the classroom. Do an introduction game. All the students sit in a circle and say their names and ages: Hello, I’m …, I’m … years old. When they have all said this, they then do a chain as follows: S1: Hello, I’m Reem, I’m 13 years old. S2: Hello, I’m Rasha, I’m 12 years old. This is Reem, she’s 13 years old. S3: Hello, I’m Eman, I’m 12 years old. This is Reem, she’s 13 years old. This is Rasha, she’s 12 years old. Continue around the class. Re-activate vocabulary useful for this unit by writing headings on the board: Families and Jobs. Have students tell you as many family members and job titles as they can remember.
1 Listen, read and say 1 Draw attention to the aims box (in Arabic it 2 3 4 5 6
necessary and possible) and explain. Students look at the pictures and describe what the characters are doing and where they are. Introduce the word manager. Ask if any of their parents or acquaintances are managers. Play the cassette. Students listen and read silently. Play the cassette again. Students listen and read aloud along with it. Ask comprehension questions, e.g. Who is Samy? What are his parents’ jobs?
Listening: SB page 1, exercise 1 2 Complete the form 1 Read through the column headings Name, Age,
etc. and make sure students understand them. 2 Explain the task: they will read about Samy again and complete the form with the information they read.
1
3 Students complete the task individually, then
form pairs to compare and discuss their answers. 4 Check the answers with the whole class.
Before using the book: n
Answers: Sally
11
sister
Hassan
45
father
hotel manager (meets a lot of people in his job)
Nawal
40
mother
a scientist at the university
1st year of prep school
Revise what students remember about Samy from the first lesson. Ask students if there is any other information they’d like to know about Samy. Ask them to give you questions they would ask him if they met him. Write them on the board, highlighting the structure rules for forming questions.
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SB Page 2
3 Talk about Samy and his family 1 Divide students into pairs.
2 Explain the task: students take it in turns to make
statements about Samy and his family, e.g. He is 13. His sister is …, etc. 3 Remind students how to transform Samy’s words from the first to the third person: I – He, My – His, am – are, like – likes, etc. 4 Students complete the task in their pairs. Ask some pairs to demonstrate.
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Further practice
Students have a team quiz. Make two teams and collect their books so they can’t read them. Ask each member of each team a question about Samy and give their team a point if they get it right. The team with the most points wins.
LESSON 2
SB page 2
WB page 1
Aims: Learners will n revise how to form questions with to be in the present, past simple and continuous tenses n practise describing oneself and others n practise listening and speaking skills
Structures: What’s your name/nationality/address, etc.? When were you born? Are you married? How long are you staying …?
Functions: Giving and asking for personal information
4 Listen and complete 1 Ask students if they remember what Samy and 2 3
4 5
6
2
Sally’s father does (Hotel manager). Read their speech bubbles at the top of the page to explain the scenario. Read through the form and explain where necessary. Elicit possible answers for each prompt on the form. Explain the task: students are going to listen and complete the form. Play the cassette. Students fill in the form. Students then form pairs to compare and discuss their answers. Check the answers with the whole class.
Tapescript
Secretary: Now, we have to complete a form with Hassan: Secretary: Hassan: Secretary: Hassan: Secretary: Hassan: Secretary: Hassan: Secretary: Hassan: Secretary: Hassan: Secretary: Hassan:
. WB Page 1
information about our visitors, so can I ask you some questions? Yes, of course. What’s your name, please? My name is Hassan Shukri. What is your nationality? I’m Egyptian. And what’s your telephone number, please? It’s seven four nine seven nine four six. And what’s your date of birth, please? I was born on the 20th May, 1961. Thank you. What’s your address, please? It’s 132 Hassan Sabry, Cairo. Thank you. And my last question … How long are you staying in the Star Hotel? I’m staying for three days. Great! I hope you like our hotel. Yes, I’m sure …
Answers: Shukri
7497946
20.5.61
3 days
5 Complete the form 1 Ask students to look at the form from the
previous exercise and tell you the questions for each bit of information, e.g. What’s your name? 2 Explain the task: students get into pairs. One student pretends that he or she is the hotel secretary, and the other pretends to be the visitor. They ask and answer questions about each other and fill in the forms. They then swap roles. 3 Ask some pairs to demonstrate.
1 Read and answer 1 Revise key vocabulary: hobby, shopkeeper.
2 Students read the texts in the speech bubbles and
answer the questions. They can do this silently in class or for homework, writing the answer next to the questions, or they can do the exercise orally in pairs. 3 Check their answers. Answers: a Amal is 11. c Walid.
b They are friends. They are in the same class at school. d He likes computers, football and watching TV.
2 Write questions using the words in brackets 1 Go through the dialogue and elicit the missing
questions orally.
2 Students read the dialogue and write in the
questions. They can do this individually in class or for homework.
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Answers: Where do you live? What is your phone number?
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SB Page 3
What is your address? When were you born?
Further practice
Students can work in groups to set up a ‘hotel reception’, create some forms (on a PC if available) and welcome other students to their hotel, filling in the forms with their personal information.
LESSON 3
SB page 3
WB page 2
Aims: Learners will n revise the present simple n revise must n describe job routines n give opinions about jobs n practise reading skills Structures: I want/have/work, etc. I enjoy/like …ing You must … Functions: Giving opinions and describing routines Before using the book: n
n
n
Revise jobs and work vocabulary. Ask about Samy’s parents, and then students’ own parents. Ask what jobs students would/wouldn’t like to do, and why/why not. List on the board all the job titles they can think of and ask students to say what people doing each job have to do at work.
6 Read and match 1 Students read the speech bubbles. Check
comprehension by asking students who sentence a refers to. (Faten) 2 Students read the sentences and write letters in the boxes to indicate which job goes with each job description. 3 Check their answers. Answers: 1 f 4 c
2 e 5 a (given)
3 b 6 d
7 Discuss the jobs 1 Students read the job titles in the box. Check that
they remember them by asking Who works with food? Who sells things? etc. 2 Put students into pairs and get them to ask each other the questions about each job. 3 Ask some pairs to demonstrate. 4 Discuss with the class. Find out which jobs are the most and least popular and why. 4
. WB Page 2
3 I work in a small school. There are twenty teachers. I make sure that the students work hard. 4 I work in a large hotel. About thirty people work for me. I make sure our rooms are clean and comfortable. I make sure we look after our visitors. 5 I work with clothes. I have ideas for new clothes and help design them. 6 I work in a busy garage. A lot of people bring their cars to us. I check engines and fix them.
Answers: a clothes designer 5 c mechanic 6 e TV reporter 2
b hotel manager 4 d teacher 3
4 Look at the pictures and write more sentences 1 Play the cassette from Exercise 3 again, pausing
3 1
2 3 4
5 6
after each person has described their job. Students repeat what was said. 2 Practise the relevant language by prompting them with the letters a–f, referring to the pictures above, e.g. say f and the students have to reply She works in a large shop. She sells clothes and helps people to find what they want. 3 Students write sentences about each job in Match the correct six jobs to the pictures Exercise 3. Make sure they use the general They Students read the job titles in the box. Check … to describe the roles, and write about the roles that they remember them by asking Who helps ill in general, i.e. they must not simply copy what people? Who sells things? etc. was on the tape. Students write the correct job title in the box under each picture. Answers: Get them to describe what the people are doing Answers may vary. in the pictures. a They work with clothes. They have ideas for new Explain to students that they will hear people clothes and help design them. talking about their jobs. They will write the b They work in hotels. They make sure their rooms are numbers in the boxes according to the order that clean and comfortable. They look after their visitors. the jobs are described on the cassette. c They work in garages. People bring their cars to Play the cassette. Students write the numbers in them. They check engines and fix them. the boxes. d They work in schools. They make sure that the Check their answers. students work hard.
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Tapescript
I work in a large shop. We have lots of different
things. I sell clothes and I help people to find what they want. 2 I work on television. I talk to different sorts of people in front of a camera. I must think fast and speak well.
e They work in television. They talk to the people and report to others who are watching. They must think fast and speak well.
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Further practice
Students can do some research among their acquaintances who work – they can ask them what their job is and what they have to do every 5
day. They can write or give a talk about it. If any students have a part-time job or help their parents in a shop/hotel, etc., they can write or give a talk about that.
LESSON 4
SB page 4
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SB Page 4
WB page 3
Aims: Learners will n further practise describing routines n further practise giving and understanding personal information n practise giving information about themselves n revise have got n practise listening skills Structures: Questions: What is your name/ What class are you in/ What are your hobbies/ What does your father do? Have you got any brothers or sisters? Where were you born? Functions: Describing oneself Giving personal information 8 Listen and number Before using the book: n
n
Ask if students can remember any of the jobs they studied in the previous lesson and get them to describe the jobs. Ask them if they remember anything about Samy and his family. Give some sentences which they have to correct, e.g. He’s 11. He lives in Tanta. His sister’s name is Molly. His mum is a hotel manager. His dad is a mechanic., etc.
1 Ask students who Sally is (Samy’s sister) and
what they already know about her. 2 Read the questions with the students and check that they understand them. Get them to guess what Sally’s answers might be. 3 Explain the task: they will listen and number the questions in the order that they hear them on the tape. 4 Check their answers.
Tapescript
Woman: What’s your name, please? Sally:
My name is Sally Shukri. I’m eleven years old. Woman: Where do you live? Sally: I live in Cairo. Woman: Were you born in Cairo? Sally: No, I wasn’t. Woman: Where were you born? Sally: I was born in Suez.
6
Woman: Now please tell me about other people in your family. Have you got any brothers or sisters? Sally: Yes, one brother. His name is Samy and he’s thirteen years old. I haven’t got any sisters. Woman: Can you tell me about your father? What does he do? Sally: He’s a hotel manager. Woman: What does your mother do? Sally: My mother is a scientist. She works at the university. Woman: Now about your school. What school do you go to? Sally: I go to Nasr City Preparatory School for Girls. Woman: And what class are you in? Sally: I’m in the first year, in class 1d. Woman: Is English your favourite subject? Sally: Of course. Woman: And outside school, what are your hobbies? Sally: Well I have two or three hobbies: I like playing volleyball, I like reading and I enjoy watching TV, too. Woman: Any other hobbies? Sally: Yes, computers. My friend Soha Zaki and I have got a website for students who know English. They write to our website and send us stories and other information. Woman: What a great idea! Well, thank you very much for talking to me.
Answers: 2 b 5 b
3 a 6 c
4 b
10 Talk about yourself 1 Look at the diagram with the students and point
out the four subject areas. Tell them they are going to talk about themselves, and ask in which order they will speak about each of the four things. 2 Elicit some sample statements for each part of the diagram from different students. 3 Put students into pairs and have them take turns speaking about themselves, covering each of the areas specified in the diagram. 4 Ask some students to demonstrate.
. WB Page 3
Answers: 6 2
3 4
7 5
1
9 Listen again and circle the correct information 1 Read the statements with the students and check 2
3 4 5
that they understand them. They already know some of the answers, so get them to circle those in pencil and be ready to check them as they listen. Play the tapescript from Exercise 8 again. Students listen and circle the correct answers for Sally. Check their answers.
5 Complete the information 1 Go through the boxes with the students, eliciting
sample responses. 2 Students complete the information about themselves.
7
the name box blank. Collect the forms in and redistribute them to different students. Students then move around the class, asking each other questions to find out whose form they have been given.
6 Now write about yourself
Students use the information that they put in the boxes to write a paragraph about themselves.
✒ n
Further practice
Students fill in a sheet like the one on page 3 of their Workbooks about themselves, but leave
LESSON 5
&
SB page 5
SB Page 5
Aims: Learners will n review language from the unit n use the mini dictionary New vocabulary: cool (v), dry (v), no one, rise, turn into Skills: Deducing the meaning of new words by reading them in context. Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.
D O IT F EL YOURS
Help with reading 1 Ask students what they do when they read a text
and find a word that they do not know. 2 Discuss the best ways of tackling a new word, and refer them to the speech bubbles: they should read the words around the new one to give them clues, and try to guess the meaning. 3 Do sentence a with them to demonstrate: they read the sentence, guess the meaning, say it in English and in Arabic and then check that they are correct by looking the word up in their dictionary. 8
4 Put students in pairs to complete the task. 5 Check answers with the whole class.
6 Ask students to work together in their pairs to
use the words in other sentences.
Answers: cools: gets colder no one: no people
rise: go up turns into: becomes
A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER 2 3
4 5 6 7 8
box and read the two bullet points. Elicit examples. Read through the Key language points with the students and ask them to supply either a question or an answer for each one. Read through instructions a–d and explain where necessary. Explain that students should write the letter of the correct instruction in the boxes. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more sentences/ questions for each of the instructions a–d.
Answers: a (given), b, c, d, c, d, a, b
Listening Task Target element: the present simple in descriptions of work routines and jobs Use the text from WB page 2, Ex. 4. Read aloud in random order the six (correct! – see answer key) descriptions of the people’s work, but don’t say the title of the job, e.g. They work in shops. They sell clothes and other things and help people in shops. Students have to write the job title. (These can be written in random order on the board beforehand so that it is not a writing/spelling test.)
Speaking Task Target element: asking for and giving personal information Use SB page 2, Ex. 4. Students role play the hotel secretary and Hassan at the hotel. Students can be assessed in pairs, reversing roles so that both play the questioner.
Reading Task Target element: questions and answers about personal and work information Use WB page 1, Ex. 2. Students read and answer some comprehension questions about Ahmed Morsi. 1 What’s his full name? 2 Where is he from? 3 What’s his phone number? 4 When was he born? 5 What’s his address?
Writing Task Target element: the present simple in descriptions of work routines Use SB page 3, Ex. 7. Students choose three of the jobs and write about what the people doing them do every day. They should do this without the help of their books. Dictionaries can be used.
9
UNIT
2
&
SB Page 6
Running water
LESSON 1
SB page 6
Aims: Learners will n revise the use of the present continuous n revise and practise the use of should to give advice n practise prediction and critical thinking skills Structures: What should they do? They should wake up their grandmother because ... Salma is playing with her toys. Where is she playing?
Functions: Giving advice Before using the book: n
n
Ask students to tell you what they remember about Ahmed and Soha from the previous year: their family and friends, what their parents do, etc. Revise should. Ask for advice, e.g. I’m cold, what should I do? (Elicit: You should put your jacket on.), I’m tired ..., I’m hungry …, etc.
1 Listen and answer 1 Draw attention to the aims box and explain (in 2
3
4
5 6 7
10
Arabic if necessary). Students look at the pictures. Get them to describe what the characters are doing, where they are and how they think they are feeling. Make sure they understand that the children are doing their homework in the dining room. Ask students what they think is wrong and why. Read through the questions and explain where necessary. Get students to guess some possible answers. Explain the task: students will listen to the tape for the answers to the questions. They can write their answers (in note form) in pencil on the page, or in their exercise books. Play the cassette. Students listen and answer the questions. Students form pairs to compare and discuss their answers. Check the answers with the whole class.
Tapescript
Where’s Grandma? Soha: Ahmed: Soha: Ahmed:
Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed:
She’s sleeping, Soha. She’s tired. What about Mum and Dad? What’s the time? Four o’clock. Mum’s still at the shops. She’ll be on her way home soon. Dad’s at the airport at the moment. He’s meeting some tourists who are flying to Egypt from Paris. He won’t be home until about half past six. Does Mum want us to do any housework? No, she doesn’t. But she wants us to do our homework, Soha. Yes, I’m doing it now, Ahmed. What about you? Are you going to do your homework? I finished it last night. Remember, while you were watching that film? Yes. Oh…look at all this water and soap! Where’s it coming from? What’s happening? Just a minute. Where’s Salma, Soha? She was playing with her toys in her bedroom. She’s not playing in her bedroom now. I think she’s in the bathroom. What’s she doing there? I don’t know. But I think we should go and find out.
Answers: a at the shops d in her bedroom
✒ n
Further practice
Students take a vote on what they think the children should do to find out the class’s most popular and least popular courses of action, and why.
LESSON 2
SB page 7
WB page 4
Aims: Learners will n revise and learn new ways to give advice and recommendations n revise the use of should and shouldn’t n learn and practise the phrase the best thing to do when ... is ... n revise the use of the past simple and continuous to tell a story n practise listening for sequence and gist Structures: The best thing to do when you are lost is to use a map. What’s the best thing to do when …? Should we …?
Functions: Recommending courses of action Before using the book:
b at the airport c Soha e No, she’s in the bathroom.
2 Read and discuss. Make sentences
n
Ask students to tell you the story about what has happened to Salma, Soha and Ahmed so far. Ask them where all the adult members of the family are. Ask them to predict what happens next.
1 Go through the problem that is facing Ahmed
2
3 4 5
and Soha again: Salma has wet the floor in the bathroom and water has come through into the dining room. Explain the task: students will use the sentence parts in the box to say what they think the children should or shouldn’t do. Students form pairs and discuss. Ask some pairs to demonstrate. Ask if they had any alternative ideas.
11
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SB Page 7
Soha: Ahmed:
Soha: Ahmed. Salma: Ahmed: Salma: Ahmed:
Soha: Ahmed: Soha: Ahmed: Soha: Ahmed:
Salma: Ahmed:
3 Listen and number 1 Students look at the pictures and describe what
2
3 4 5
is happening in each one. Introduce dry as a verb. Get them to predict the correct sequence. Explain the task: students will listen and number the pictures in the order that they hear them on the tape. Play the cassette. Students number the pictures. Students form pairs to compare and discuss their answers. Check the answers with the whole class.
Answers: a 1 (given) d 3
Soha: Salma: Ahmed:
Salma: Ahmed:
12
c 5 f 2
1 Ask students to look back to the beginning of the 2
Tapescript
I’m playing with my toys. I’m washing and cleaning them. Yes, but look at the floor. Is it wet? Yes, it’s wet. There’s water everywhere. It’s going through the floor and running into the dining room. I’m sorry. I didn’t mean to … It’s OK, Salma.
b 6 e 4
4 Tell the story in your own words
Ahmed: Salma! What are you doing? Salma:
What are we going to do? Shall I phone the police, Ahmed? No, we shouldn’t. It’s not THAT bad. No one is injured. No. The first thing we should do is to turn off the water. I’ve turned it off. Good. Now things aren’t getting worse. Shall we get Grandma, Ahmed? No, she’s sleeping, Salma. She’s very tired. OK, should we tell the neighbours, Mr and Mrs Hussein, about this? We can’t ask Mr and Mrs Hussein for help. They’re on holiday in Turkey. But it was a good idea, Salma. What else should we do, Ahmed? We should also dry the bathroom floor. But what’s the best way? I know. Dad’s got lots of old newspapers. We can use some of them. Good idea, Soha. Do we need to do anything else? Yes, I think we should phone Mum and Dad. We should tell them what has happened. Please don’t tell Mum and Dad, Ahmed. They’ll be very angry. They won’t be VERY angry. A little angry, perhaps. But they will be more angry if we do nothing about the water, and they will be very angry if we don’t tell them the truth about what happened.
3
4 5
story on page 6. They will need to use the past continuous and past simple tenses, so write some examples on the board for the two pictures, reminding them how each is used differently. E.g. Ahmed and Soha were sitting in the dining room and their mother and father were at work. Soha was doing her homework. She saw some water. Go through each picture in the correct sequence (pages 6 and 7) eliciting each part of the story. Supply key vocabulary on the board, such as decided, to dry, angry, etc. Students form pairs to tell the story. Ask some pairs to demonstrate.
Suggested Answers: Ahmed and Soha were in the dining room and their mother and father were at work. Soha was doing her homework. They thought their sister Salma was playing with her toys. Soha saw some water. It was coming through the floor. Ahmed and Soha went to bathroom. They found Salma. She was playing with her toys. There was a lot of water on the bathroom floor and it was running into the dining room. They talked about the water and decided to dry the floor. They used some of their father’s old newspapers. Ahmed decided to phone his mother and father and tell them about the water.
5 Discuss 1 Explain the task: students will use the grammar
structures they have learnt to discuss the situations in pairs. 2 Students share their ideas with the rest of the class.
. WB Page
4
his mum, Nadia). Students predict what they are talking about (the mess in the bathroom). 2 Students read the text and fill in the gaps with the correct words from the box. They can do this individually in class, or for homework. Make sure they read both sides of each gap to ensure that they get the right answers, carefully thinking about the structure and the meaning. Punctuation will also give clues, e.g. gap b is followed a few words later by a question mark. It can be helpful to do the task with the given answer options covered up, and get students to decide what kind of word should go in each gap (noun, verb, or adjective, etc.) before they do the task and write in the answers. 3 Check their answers. Answers: b Why e is
c dining room f are drying
d bathroom
2 Write advice using these words 1 Students look at the pictures and say what the
people are doing. 2 Explain the task: students will write advice to the people in the pictures, using should or The best thing to do is… . 3 Elicit some examples of advice orally for the first picture. 4 Students complete the task individually in class, or for homework. Answers will vary.
✒ n
Further practice
In pairs, students make up their own funny situations and ask their partner for advice.
1 Finish the following dialogue 1 Students look at the pictures and say who it is
and what they are doing (Ahmed is talking to
13
LESSON 3
6 Read and complete SB page 8
WB page 5
Aims: Learners will n revise the use of the present simple to express facts and scientific processes n describe and summarise scientific processes n learn new vocabulary related to water Structures: When the vapour hits the plate, it cools. New vocabulary: condense, condensation, drop (n), evaporate, evaporation, steam, vapour Functions: Describing an experiment Describing natural laws Before using the book: n
Discuss water: how most of the world is water and there is even water in the air. Have they ever seen their breath in the air on a cold morning? What happens if they breathe on a window or mirror? This is water that we breathe out.
&
SB Page 8
1 Students look at the two pictures, and say what
Samy is doing. Revise the word experiment. Ask if they recall in Prep 1 the experiment with water turning into ice. 2 Read through the six questions and explain where necessary. But don’t explain steam and evaporating, as Exercise 8 will involve deducing their meaning from context. 3 Explain the task: students will write letters in the boxes to indicate where each question fits in the dialogue. They should use the pictures and the text to deduce the meanings of the words that they don’t know. 4 Check their answers and their comprehension. Answers: b c d e f
Really? What are you doing? And how much water is evaporating? Why are you holding that plate in the steam? What’s your second experiment? Yes I can! Why do they form?
7 Match the words with their meanings 1 Read the words in the left column to the students 2
3 4 5
and get them to repeat. Students read the definitions and match them to the correct words. Tell them to use the text and the pictures above to help them. Check their answers. Practise the pronunciation of the new words. Students read the dialogue from Exercise 7 in pairs.
Answers: d c e a (given) b
14
. WB Page
4 Read and correct the underlined word
5
1 Read through the example to demonstrate the
task. 2 Check that students remember the present simple negative forms for both They (plural subjects) and It (singular subjects). 3 Students write two sentences for each statement, as in the example. They can do this in class, or for homework. Answers: b When water boils it doesn’t turn into ice. It turns into steam./hot water vapour. c People don’t get dry when they swim. They get wet. d The sun doesn’t fall in the morning. It rises. e When you climb a mountain, air doesn’t slowly get warmer, it gets cooler. f When the sun shines, water vapour doesn’t condense from the surface of the sea. It evaporates.
✒ n
n
3 Write the opposites to complete the puzzle 1 Explain the activity: make sure students
understand that they have to write the opposites, and not the synonyms of the clues. 2 Students use words related to water science to fill in the crossword. 3 Check their answers. Answers: 1
c o b o i l
5
2
f 3 l o 4 a w 6 e v a p o r a t e t i s e
n
Further practice
Have students do some research on water. They can search for interesting facts online or in encyclopaedias. Have students write the new words in their vocabulary books.
Students test each other on the spellings of the new words.
LESSON 4
SB page 9
WB page 6
Aims: Learners will n revise the use of the present simple to express facts and scientific processes n describe and summarise scientific processes n learn new vocabulary related to weather n practise reading skills: reading for gist and deducing meaning from context Structures: When warm water vapour rises into the sky, it cools and condenses. New vocabulary: cloud Functions: Describing a natural process 15
Before using the book: n
n
Revise weather vocabulary: draw some symbols on the board (sunshine, rain from a cloud, a snowman) and ask what they symbolise. Ask about the weather today. Ask if anyone knows how rain or snow is formed.
&
SB Page 9
Answers: b ✗ e ✗
c ✓ f ✓
d ✗
9 Discuss and answer 1 Explain the task: students will use the
information they have learnt over the last two lessons to work out the answers to the questions. 2 Students form pairs and discuss their answers. 3 Students share their ideas with the rest of the class. Answers: a b c d
water vapour turning into water water turning into water vapour condensation evaporation
. WB Page
6
8 Read and put a ✓ or a ✗ 1 Look at the pictures and ask what kinds of
weather they show. Check that students know that air is cooler the further away from the ground it is. 2 Explain the task: students will read the texts and decide if the sentences below are true (✓) or false (✗). They will find out the meaning of cloud. 3 Students do the task individually. 4 Check their answers and ask someone to come to the board and draw a cloud in order to check that they have understood it correctly.
5 Choose the correct answer from a, b or c 1 Revise the difference between the present simple
and present continuous tenses. Give some
16
2 3
4 5
examples of things you usually/often/never do compared with things you are doing/not doing now. Look at the picture and elicit a description of what’s happening. Remind students what clues to look for when deciding on the tense, e.g. words like always, usually, now, today. Also remind them that like, want, hate and love are usually used in simple rather than continuous forms. Students read the sentences and choose the correct answers. Check their answers.
Answers: 2 a
3 a
4 c
5 a
6 Read and choose the correct answer from a, b or c 1 Students look at the picture and describe what’s
happening. 2 Students read the text and choose the correct answers for each question. They can do this individually in class, or for homework. 3 Check their answers. Answers: 2 b
✒ n
n
3 a
4 b
Further practice
Students can draw and label a diagram of each point in the process of rain and snow formation, e.g. 1 Water vapour rises into the sky. 2 It cools and condenses into small drops. 3 Some drops freeze and change into ice, etc. Each stage can be illustrated. Get students to find out about and describe the process of another weather phenomenon or system that might be experienced in Egypt.
17
LESSON 5
&
SB page 10
SB Page 10
Aims: Learners will n review language from the unit n form more complex sentences using connectors and, so and but
Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.
D O IT F EL YOURS
W
REVIE
Making longer sentences 1 Read the example sentences through with the
students to revise how but, and and so are used to join sentences.
1 Read the REMEMBER box with the class. Elicit
examples.
2 Read through the examples of key language in
Use and, so or but to make one sentence 1 Students read the sentences a–f and decide
whether they should be connected with and, so or but. They complete the task individually. 2 Check answers with the whole class. 3 Students work in pairs to use the connecting words in other sentences. Answers: a but d so
3 4 5
6 b and e so
c and f but/and
7 8
18
the box with the students and make sure they understand them. Read through the first four instructions, a–d, and explain where necessary. Explain that students should write the letter of the correct instruction in the boxes. Then they decide whether the words in the small word box are related more to water or the sky. They can write ‘w’ or ‘s’ next to each word. Students do the task individually, then compare in pairs. Check answers with the whole class. In their pairs, students think of more sentences/ questions for each of the instructions a–d. Students share their ideas with the whole class.
Answers: c b d a (given) b e boil, rain, steam, vapour, dry f air, cloud, sun, wind, rain [N.B. rain can go with both]
A s s e s s m e n t Listening Task Target element: making recommendations Use the tapescript for SB page 7, Ex. 3. Read or play the tapescript. Get students to write down who said the following things in the conversation. (They can copy these from the board and then write So, Sa or A next to each line as they listen): 1. I’m washing and cleaning them. 2. Is it wet? 3. It’s OK, Salma. 4. Shall I phone the police? 5. The first thing we should do is turn off the water. 6. I’ve turned it off. 7. What’s the best way? 8. I think we should phone Mum and Dad. 9. They won’t be very angry.
Speaking Task Target element: giving advice with ‘should’ and ‘the best thing to do is to …’ Use WB page 4, Ex. 2. Students role play the scenarios, giving each other advice. You could copy the pictures and use these as prompts for students; they then have to produce the language rather than reading out their sentences. Students can be assessed in pairs.
Reading Task Target element: the present simple and the present continuous Use WB page 6, Ex. 6. Write out or copy the text and put in some gaps. Make sure students cannot see their workbooks. Suggested gaps: Sally and Soha arrived at school ------- eight o’clock. Their first lesson was English and then they ------ maths at a quarter to nine. It is a half past nine now. Sally and Soha are ------------ a science lesson. They are doing an experiment with Amal, another girl in their class. Sally --------------- enjoys science lessons. She wants to ---------- a scientist when she leaves school. Soha likes science too, but she--------not want to be a scientist. She wants to be a teacher ---------- a reporter.
Writing Task Target element: the present simple and the present continuous Use SB page 6, Ex. 1. Students write full answers to the questions.
19
UNIT
3
&
SB Page 11
Friends and neighbours
LESSON 1
SB page 11 WB page 7
Aims: Learners will n revise the use of relative clauses with which, who and where n learn about tools n practise describing and identifying objects and people n practise listening skills Structures: This is the tool which is next to the knife. This is the man who lives next door to Samy. This is the room where Samy usually works.
New vocabulary: blade, end (n), hammer, nail, needle, pliers, saw (n), scissors, sew, tool Functions: Describing objects and people Identifying objects and people Before using the book: n
n
n
Ask students what they remember about Samy. What are his hobbies? Introduce the idea of model making and ask if any of the students have ever done it. Revise materials. Ask what some classroom objects are made of.
1 Listen, read and answer 1 Draw attention to the pink box on page 11 which 2
3 4
5
6
7 8
20
refers to the aims of the unit and explain. Students look at the pictures. Have them describe who the characters are, what they are doing and where they are. Introduce the new words for tools: scissors, pliers, hammer, saw, and needle. Students look only at Samy’s replies in the speech bubbles in each picture, and try to guess what the preceding questions would be. Do this orally as a whole-class exercise. Explain that students will now hear the text and they should listen for the questions. Play the cassette. Ask questions in the third person, e.g. What is Samy doing? What’s the name of the tool he’s using? Did he buy the tools? etc. Practise pronunciation of the new words. Students read the dialogue in pairs.
Listening: SB page 11, exercise 1
. WB Page
7
2 Make sentences 1 Revise the use of relative clauses. Show how
which, where and who can be used to connect sentences, phrases or ideas and to identify objects and people. Hold up two books: one Hello book and one Arabic book. Ask Which is the book which we use to learn English? Elicit a full answer using which and get the whole class to repeat it. Do a similar example with two students that you know and ask Which is the boy/ girl who (lives in Shubra)? Elicit a full answer using who and get the whole class to repeat it. 2 Explain the task: students will work in pairs and form sentences with the sentence parts in the box. 3 Check their answers as a whole class, and get them to point to the thing that they identified in the pictures. Answers: This is the boy who has a birthday next week. This is the tool which was next to the knife. This is Samy’s grandfather who is a carpenter. This is the model which Samy was making. This is the room where Samy usually works.
1 Choose the correct answer from a, b or c 1 Students read the sentences and choose the
correct answers. 2 Check their answers. Answers: 1 b (given)
2 a
3 c
4 a
2 Use the table to write Basma’s sentences 1 Students look at the pictures and say what the
people are doing. 2 Explain the task: students will write the sentences as if they were Sally. They will form the sentences using the sentence parts in the box above the pictures. 3 Do the sentence for b orally with the class to demonstrate. 4 Students complete the task individually in class, or for homework.
21
for any words that none of the other groups had listed. Do the same with wood, plastic, paper and tools. The group with the most points wins.
Answers: b This is the car which my mother drives to her work. c This is the room where my sister sleeps. d Those are our neighbours who live next to us.
✒ n
&
SB Page 12
Further practice
Students think of more tools which they use, or people they meet, and try to make up some more sentences. For example, one student points to a pen and says, This the pen which I write with in class, This is the girl who lives in Zamalek, etc.
LESSON 2
SB page 12 WB page 8
Aims: Learners will n revise the use of questions which ask about the nature and purpose of objects: What’s it made of? What’s it like? What’s it for? n learn about tools n practise describing and identifying objects and people n revise and extend materials vocabulary n revise the infinitive of purpose Structures: What’s it made of? What’s it like? What’s it for? They’re made of … They’re wooden/metal We use them to …
New vocabulary: handle, wooden Functions: Describing objects Before using the book: n
22
Revise materials and tools by playing a game. Students form groups of four and choose a scribe. You say metal and the group have one minute to think of all the objects that they can which are made of metal. The scribe writes down all the ideas. When the minute is up, the groups pass their lists to another group to check. The first group reads out their list of words. The other groups cross off the words that are read out, leaving on their lists only unmentioned words. Repeat for each group. Groups get points
3 Read and match 1 Students look at the pictures and say what they 2
3 4 5
are. Explain the task: students will read and write the letters of the definitions next to the correct objects. Students do the task individually. Students form pairs and compare and discuss their answers. Check the answers with the whole class.
Answers: 1 c 4 e
2 d 5 a (given)
3 b
4 Ask and answer 1 Draw a picture of a pencil on the board. Read
. WB Page
8
the four questions and elicit answers about the pencil, practising We use them to ... in answer to What’s it for? 2 Students form pairs and ask about the three tools pictured. 3 Ask some pairs to demonstrate. Answers: It’s a hammer. It’s made of metal and wood. It’s got a wooden handle and a metal head. It’s used to hit nails. It’s a saw. It’s made of metal and wood. It’s got a wooden handle and a metal blade. It’s used to cut wood. It’s a drill. It’s made of metal and plastic. It looks like a gun with a long needle. It’s used to make holes. 5 Play 20 Questions 1 Read through the rules of the game with the
students, making sure they understand them. 2 Choose one student to start. It may be helpful if he/she tells you what they have in mind so you can help and correct if necessary. 3 The person who guesses correctly thinks of the next word. If no one guesses correctly, either the student can choose another word, or you can let a new student have a turn.
3 Complete the crossword 1 Revise the word useful.
2 Students use ‘tools’ vocabulary to fill in the
crossword. They should complete as much as they can without looking at their Student’s Book. 3 Check their answers. Answers: 1 4
9
2
s n 5 h a m m e r s e w c 6 d r i l 7 l s s p i e r s l 8 o o o r s k n i f e
3
n a i l s
23
describes all the tools they have learnt. They could also find the names of other tools.
4 Listen and number 1 Read through the example from the tapescript
below to demonstrate the task. 2 Read the speech bubble and make sure students understand that two of the items will not be mentioned on the cassette. 3 Explain that they will hear six numbered descriptions, and they have to write the numbers against the correct pictures.
1 2 3
4
5
6
Tapescript
It’s made of metal. It’s big and heavy with a long
handle. We use it to cook in. It’s usually made of plastic. It’s long and thin with a sharp end. We use it to write with. It’s usually made of metal, glass, plastic and other things. It is big and heavy and can move. We use it to go from one place to another. It’s made of wood, glass or plastic. It’s sometimes square. It has usually got four legs and a top. We use it to put things on. It’s usually made of glass or plastic. It’s long and thin and it may be different colours. We use it to put water or other drinks in. It’s usually made of plastic but sometimes it’s made of wood or metal. It’s long and thin and may be different colours. We use it to draw lines and to know the length of something.
LESSON 3
Aims: Learners will n revise the use of the past simple to narrate a story n describe people n express one’s impressions and opinions of people n practise reading skills: reading for specific information and gist Structures: Magdy worked in a factory. He didn’t have much money.
New vocabulary: kind (adj), lend, mend, roof Functions: Describing people Giving opinions Before using the book: n
Answers: a 4 e 3
b 6 f 5
c 1 (given) g 2
5 Read and circle the correct word to finish the sentence 1 Students read the sentences and circle the correct
word. They can do this individually in class, or for homework. 2 Check their answers. Answers: b roof d mend
✒ n
24
c blade e nails
Further practice
Students draw a page for their vocabulary books (if they already have them; if not, they can create one with this as their first page) or alternatively make a chart for the wall which illustrates and
SB page 13
n
Revise telling a story using the past simple tense. Refer students back to the previous unit and ask them to re-tell the story of Salma and the water. To revise past forms of verbs, write all the verbs they use in their re-telling on the board, but in the infinitive form. When the story is finished, ask students to tell you the past forms of each again, and how they are spelt. Introduce the topic of neighbours: Have they all got neighbours? Do they speak to them? Do they like them or not, and why?
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SB Page 13
3 Students form pairs and discuss their answers.
Answers will vary. 4 Students share their answers with the whole class. Answers: a b c d
Seif is a taxi driver. Magdy works in a factory. Answers will vary. Answers will vary.
LESSON 4
SB page 14 WB page 9
Aims: Learners will n revise the use of the past simple to narrate a story n describe people n express one’s impressions and opinions of people Structures: The past tense Functions: Expressing opinions Narrating a story 6 Read and answer true or false 1 Students look at the pictures and describe them.
2 Read through the four pairs of options at the top 3 4
5 6
of the page and check understanding. Introduce the new words kind, roof, lend and mend. Explain the task: students will read the text and say whether each statement is true or false. (They can write T or F next to the sentences.) Students complete the task individually. Check their answers and their comprehension of the words.
Before using the book: n
n
Have students re-tell the story of Magdy and Seif so far. Ask them for their predictions for the next part of the story.
Answers: a False c False
b True d True
7 Read again and answer 1 Read through the questions with the whole class
and explain where necessary. 2 Remind students how to express their opinions: I think ‌ . 25
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SB Page 14
Magdy: Seif:
8 Listen and number the pictures 1 Students look at the pictures and say what they
think is happening in each, and how both of the men are feeling. 2 Explain the task: students will listen to the cassette and number the pictures in the correct order. Play the cassette. 3 Check their answers.
Tapescript
1 Narrator: Seif was feeling tired when Magdy arrived. He opened the door and said: Seif: Yes, what do you want? Magdy: Good evening, Seif. Sorry but I have a problem with my roof. Seif: What do you want me to do? Mend it? 2 Magdy: No, of course I don’t want you to mend my roof. But can I borrow a hammer and some nails, please? Seif: Magdy, you always use my things. Magdy: I haven’t got any money. Seif: I don’t like lending you my tools.
26
But we are neighbours, Seif. We should help each other. Sorry. I’m tired of lending you tools. Good night.
3 Narrator: After that, when Seif met Magdy in the street, Seif did not speak to him. Time passed. Seif did not speak to more and more people. He had no friends and people did not like using his taxi. One day in summer, Seif’s taxi stopped. There was a problem with the engine. Seif was near a garage so he walked over to speak to the mechanic. 4 Seif: My taxi isn’t working. Can you mend it? Mechanic: Yes. But you must bring the taxi to the garage. Seif: Can you push it with me? Mechanic: No, I can’t. I’m very busy. 5 Narrator: Seif walked back and tried to push the taxi but it was too heavy. He asked some people who were watching to help him. They said no. Seif sat down. He didn’t know what to do. He couldn’t move the taxi to the garage by himself and no one wanted to help. Just then, Magdy arrived on his bike. “Get in,” Magdy said. “I’ll push.” 6 Narrator: When they got the taxi to the garage, Seif said to Magdy: Seif: Thank you for pushing the taxi. I will give you some money. Magdy: No, thank you. Seif: Why not, Magdy? Magdy: I don’t need money for my work, Seif. Seif: But why did you help me? I have been bad to you. I haven’t spoken to you. Magdy: We are neighbours, Seif. We should help each other.
Answers: a 5 d 3
b 2 e 1 (given)
c 6 f 4
9 Now complete the sentences using the verbs in (brackets) 1 Revise how to form the negative past simple and
the pattern like/liked followed by -ing. 2 Explain the task: students will use the information they have learnt over the last two lessons to work out how to fill the gaps in the sentences.
3 Ask them to do sentences a–e individually, using
page 13 to help them. 4 Read through sentences f–h and check their understanding. 5 Students fill in the gaps appropriately. 6 Check their answers. Answers: b c d e
f had g push h said
borrowed needed saw lending
10 Discuss 1 Explain the task: students will use the
information they have learnt over the last two lessons to discuss the questions with a partner. 2 Students share their ideas with the rest of the class.
. WB Page
9
6 Write the story in the past 1 Revise the past tense. Give students the verbs for
the task (kick, fall, can, see, help) and ask them to tell you the past tense. 2 Go through the pictures and elicit the story orally. For picture c make sure they remember use of the past continuous as well as the past simple. 3 Students write sentences using the prompts to tell the story. Answers:
He kicked the ball into the canal. He fell in/He fell into the water when he was getting the ball. Hilal could not swim. His friend Ali saw him. Ali helped Hilal out of the canal. 7 Read and answer 1 Read through the questions with the students,
2 3 4 5
making sure they start each question with Yesterday, did you …? Explain where necessary. Students read the questions and write their answers in their workbooks. Students share their answers with the whole class. Students calculate their scores according to the score notes. Discuss the findings with the whole class.
✒ n
Further practice
Students practise past tense forms. Write lots of verbs on the board, both past tense and present tense forms, all jumbled up. Have students come and draw lines matching up the two forms of the same verb.
27
LESSON 5
SB page 15
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SB Page 15
Aims: Learners will n review language from the unit n learn ways of storing new vocabulary Skills: Storing new vocabulary in a word book Before using the book: n
n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one. Discuss different ways to learn new words.
D O IT F EL YOURS
Learning words 1 Give students an exercise book or a file (or
make sure they have bought one for this lesson) which they can use as a word book to store new vocabulary. It can be divided into different sections: an alphabetical section with definitions in English and/or Arabic, and a diagrammatic section where words can be grouped by theme or topic. Words in this section can be illustrated, or written in word webs, etc. 2 Briefly revise the alphabet, saying it in a chain around the class. 3 Make sure students understand how words can be listed alphabetically: ask them to say some animals and get them to order them alphabetically. 4 Students list the words in part a in the alphabetical section of their word book. Get them as a class to suggest sentences using each word. The best sentences can be copied into their word books. 28
5 Check answers with the whole class.
6 Look at part b and elicit other words which
might go on the web. Students copy the web into the diagrammatic section of their word book. 7 Check the words that they have added to the web. 8 Repeat the procedure for part c. Answers: hammer mend tool
handle roof wooden
kind scissors
lend sew
A s s e s s m e n t W REVIE
Listening Task
1 Draw students’ attention to the REMEMBER
2
3 4
5 6 7 8
box and read the two bullet points. Elicit examples. Read through the examples of key language in the pink box with the students and make sure they understand them. Read through instructions a–d and explain where necessary. Explain that students should write the letter of the correct instruction in the boxes in the Key language box. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more statements for each of the instructions a–d. Students tell the class their ideas.
Answers: c d
b b
c a
a (given)
Target element: relative clauses with ‘who’, ‘where’ and ‘which’ Use the structures from WB page 7, Ex. 2. Write some definitions using who, which and where, similar to those in the exercise, e.g. definitions of a clothes shop, a baker’s shop, a garage, a car, a taxi, a policeman, a neighbour, a hammer, some pliers, etc. Choose so that students really have to listen to the whole definition before they are sure of what is being defined. Write the things you have defined on the board in a lettered list, e.g. a) a garage, b) a mechanic, etc. with a couple of extra words to distract. Then read the definitions out. Students listen and decide what is being defined and write the correct letters as their answers.
Speaking Task Target element: asking and answering about tools Use SB page 12, Exs. 3 and 4. Students ask the four questions in Exercise 4 about each of the tools in Exercise 3. Students can be assessed in pairs.
Reading Task Target element: vocabulary from the units and relative clauses Use SB page 11, Ex. 1. Write out on the board or copy one of the four dialogue frames from the text and cut it up so that each speech section is separate. If you write it on the board, the dialogue should be in jumbled order. Students read the pieces of the dialogue and put them back together in the correct order.
Writing Task Target element: the relative clauses with which, who and where Use SB page 11, Ex. 1. Students write full answers to the questions.
29
Revision A
LE S S O N 1
SB p a g e 1 6 W B p a g e 1 0
Aims: Learners will n revise the use of relative clauses with which, who and where n describe tools n practise describing and identifying objects and people n revise present simple and continuous tenses Before using the book: n
Ask the students to look at the picture of the Zaki children on SB page 16. What is happening in the photo?
&
SB Page 16
2 Students answer the multiple choice questions 1-
4 individually. 3 Check the answers out loud with the class. Answers: 1 c (given)
1 Students look at the picture and read the
30
paragraph silently.
3 c
4 a
2 Guess the picture 1 Revise vocabulary such as materials, shapes,
and adjectives useful for describing objects. Get students to describe objects found in different rooms in a house. 2 Read through the game rules with the students. Make sure they understand. Read through the example exchange as a demonstration. 3 Students form pairs and play the game. 4 Ask some pairs to demonstrate. Answers: Answers will vary.
. WB Page
1 Choose the correct answers from a, b or c
2 c
10
1 Read and circle
3 Write about Zeinab
1 Revise the difference between the present
1 Read through the information and ask
continuous and simple tenses. Stand or sit in a different place in the classroom from your usual place. Ask students first to describe where you usually sit/stand, and then where you are standing now. 2 Revise what kind of words may signify the use of a present simple or a present continuous verb (usually, now, etc.). Point out that if now is implied, but not mentioned, they should still use the present continuous, e.g. in describing a picture. 3 Students read the text and circle the correct verbs. 4 Check their answers.
comprehension questions about Zeinab: How old is she? etc. 2 Have students tell you about Zeinab. 3 Students write a paragraph about Zeinab. Answers: She is a first year student in Zamalek Preparatory School for Girls. She was born in Suez. She likes sports and taking photos. Her father, Hussein, is a doctor, and her mother, Sara, is a teacher.
✒ n
Answers: a are d buys g am standing
b is listening e isn’t enjoying h sit
c likes f is trying i am trying
2 Listen and choose the correct answer from a, b, c or d 1 Look at the picture and get students to say what
is happening and who the people are. 2 Read through the questions and answer options and make sure they understand. 3 Play the cassette. Students circle the correct answers. 4 Check their answers.
Tapescript
Ahmed: In this picture, we are at the park. Can
you see me? I’m reading a science magazine. Samy lends it to me every month. I’m reading about how water vapour evaporates when the sun shines on the surface of the sea. Soha and Salma are playing with a ball. Salma is throwing the ball to Soha. Soha is laughing because Salma always drops the ball.
Further practice
Bring in some other objects and tools for students to describe. Put them all on a tray and have students describe them as a class. Hide the tray and take one object away, without students seeing. They try to remember what has gone, and then describe it. This can be done in groups, with groups winning points for describing what is missing correctly.
LE S S ON 2
S B page 17 WB page 11
Aims: Learners will n revise the use of the past simple and continuous tenses n practise describing and identifying objects and people n revise the use of relative clauses with which, who and where n revise new vocabulary Before using the book: n
Revise the past tense by acting out a short simple scene and getting students to tell the story, e.g. mime getting in a car, driving to the beach and having a swim, getting back in the car, driving home, falling asleep in front of the TV.
Answers: 1 a (given)
2 b
3 c
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SB Page 17
3 In the afternoon, he went on foot to the clinic which was about a kilometre from the hospital. He wanted to finish at six. At five to six, the phone rang. It was Nadia, Ahmed’s mother. Nadia told Dr Hussein about Samy, who injured his foot while he was playing football. 4 Dr Hussein waited for Nadia to arrive at the clinic with Samy. He examined him. Luckily, his foot was not broken. Dr Hussein told him to rest for a week. After he examined Samy, Dr Hussein left the clinic and took a taxi to his flat where he arrived at seven fifteen.
Answers: a 2
b 3
c 4
d 1 (given)
4 Complete in the past simple. Use these words 1 Explain that this is the same story as the
2
3 Listen and number 1 Students look at the pictures and say what is 2
3 4 5
happening in each one. Explain the task: students will listen and write the numbers of the events in the order that they happen. Play the cassette. Students number the pictures. Check the answers with the whole class. Have the class re-tell the story collectively.
ď‚ş 1
Tapescript
Dr Hussein Shawky is a doctor. He had a long day last Wednesday. His car wasn’t working so first he walked with his daughter Zeinab to a bus stop where she could catch a bus to her school. Then he stopped a taxi to go to work. 2 He arrived at the hospital at half past seven and worked all morning. He saw lots of patients. He examined one boy who injured an arm in a car accident and another girl who had some problems with her eyes.
32
3
4
5
listening exercise story and students will have to think about two language elements in this task: past tense verbs and relative clauses. Check understanding of regular past tense verb patterns (+ ed). Go through all the bracketed verbs in the sentences and ask if they are regular or irregular. Students fill the gaps with past tense verbs where verbs are given after the gap, and relative pronouns/adverbs where there is no verb Students complete the task individually. Check their answers and spellings.
Answers: b c d e
arrived went phoned left
where which told which
saw was who
5 Talk about your mother or father 1 Read through the points in the box and check
understanding. 2 Students form pairs and describe their parents to each other. Answers: Answers will vary.
. WB Page
Answers:
11
b met f ate
c was g started
d had h read
e gave
6 Now punctuate these sentences 1 Students read the paragraph and re-write it their
exercise books after punctuating it correctly.
Answers: While we were playing, Samy fell over and injured his foot. Ahmed saw Samy fall and he phoned his mother, Nadia. When Nadia heard about the accident, she decided to come and help. Ahmed, Tarek, and I carried Samy to Nadia’s car and Nadia took Samy to see a doctor.
✒ n
Further practice
Students practise past tense forms. Divide the class into teams and go through the alphabet, eliciting for each letter a verb and its past tense form. For example, a, attack, attacked, etc. Teams get two points for a correct answer – one for the verb, and one for its past tense form.
4 Read and match 1 Students match the words to their definitions.
2 Check their answers, giving some attention to
correct pronunciation.
Answers: a 4 d 1 (given)
b 6 e 3
c 5 f 2
5 Complete with these verbs in the past tense 1 Students look at the pictures and say what the
people are doing. 2 Explain the task: students will fill the gaps using the past tense of the verbs in the box. 3 Students complete the task individually in class, or for homework. 4 Check their answers.
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UNIT
4
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SB Page 18
Unusual stories
LESSON 1
SB page 18
Aims: Learners will n revise There is/are n revise the present continuous n revise the past continuous n describe a picture n learn the structure There is/are + noun +-ing Structures: There is a lorry taking a lion to the zoo. Were there two girls playing with a ball? There were two boys playing with a ball. New vocabulary: cartoon, photographer Functions: Describing a picture Before using the book:
Draw a street on the board. Ask students to come and draw quick sketches of things going on in the street. When the picture is quite busy, ask students to describe the scene using There is/are, and He/She/They ( is/are + -ing). n Then ask them to imagine it’s the first part of a story, and get them to tell it as a story opening using the past continuous. n
1 What is happening in the picture? 1 Draw attention to the aims box on page 18 and
explain. 2 Explain what is happening: Soha and Ahmed are watching a cartoon. Explain the new word cartoon. In the cartoon, a lorry is taking a lion to the zoo. Introduce photographer, and practise pronunciation. Students form pairs and describe what is happening in the picture to each other. 2 Look at the picture. Read and match 1 Explain the task: students will match the two
34
sentences that go together, as demonstrated with sentence a. 2 Check the answers with the whole class. 3 Now write sentence a and its matching pair on the board. Read out the example sentence from the speech bubble on the right. Point out that the pairs of sentences students have just matched can be combined into one by dropping the subject pronoun and adding the verb from the second sentence. Demonstrate this by rubbing out It’s on the board. 4 Write up the next pair of sentences and have students tell you which words to rub out
(They’re). Students form pairs and make combined sentences for each remaining pair of sentences. Answers: b c d e
There are two boys (.They’re) playing with a ball. There is a young girl (. She’s) watering plants. There is a photographer (. He’s) drinking tea. There are two women (. They’re) shopping in the market. f There is a butcher (. He’s) selling meat g There is a policeman (. He’s) watching the lorry. 3 Ask and answer using the past continuous 1 Focus on the example. Explain the task: students
Before using the book: n
Revise the past continuous. Send two students out of the class. Get some of the other students to do various activities, such as sleeping on the desk, writing on the board, etc. Tell them they should continue doing this when the two students return. Ask the students to return and say what is happening. Write on the board: When (Ali and Ahmed) came back into the classroom, (Hassan) was sleeping on his desk, … and elicit statements about what the other students were doing.
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SB Page 19
will work in pairs, one with their book open and one with their book closed. The one with the closed book will ask questions about the cartoon: Were there (two girls) .... ing? Students form pairs and ask and answer. Ask some pairs to demonstrate.
✒ n
Further practice
Choose some pictures which have a lot of activity and subjects. Give students two minutes to look at a picture and commit to memory as much as they can. Then hide the picture and have students remember as much as they can.
LE SS ON 2
SB page 19 WB page 12
Aims: Learners will n revise the past continuous and simple tenses n practise writing sentences using the structure There is/are + noun + -ing. n practise listening and speaking skills Structures: The lion was arriving in the town. What was he doing when the lorry arrived? He was terrified. He left the shop. New vocabulary: escape, terrified, worried Functions: Describing a picture Narrating a story Making predictions
4 Talk about the picture 1 Ask students what happened in the first lesson
on page 18. 2 Students look at the picture and say where the scene is, and who the people are. 3 Explain that students are going to predict what happens next. Read the two speech bubbles to demonstrate the task. 4 Discuss all their answers as a whole class.
35
5 Listen and match to check your answers 1 Read through the What they were doing column
and get students to point to the people as they are mentioned. 2 Read through the What they did next column and get students to predict the matches. Explain escape, terrified and worried and practise the pronunciation. 3 Play the cassette. Students listen and write the letters in the correct boxes. 4 Check their answers.
Tapescript
The lion’s story Lion:
I was arriving in the town in a lorry. I was very hot, hungry and thirsty. Then I saw some meat in the butcher’s. After a few minutes, I escaped from the lorry and ate the butcher’s meat. A girl brought me some water. The photographer’s story Photographer: I was drinking tea in a café. When I saw the lion in the lorry, I wanted to take a picture. When I saw the lion escape, I was frightened so I climbed a tree and took a photo. The women’s story Woman 1: We were shopping at the market. Woman 2: Yes, we were buying vegetables. It was lunchtime. Woman 1: When we saw the lion, we were frightened and went back home to be near our children. The girl’s story Girl: The plants outside our house were very dry, so I was watering them. Then I saw the lion. It was eating meat at the butcher’s. The lion was thirsty, too, so I walked to the lion and gave it some water. The policeman’s story Policeman: I was watching the lorry from a zoo. Suddenly there was a noise and I looked up. The lion was climbing out of the lorry. He went to the butcher’s. I spoke to the police station on my radio to ask for help. The boys’ story Boy 1: We were having a game in the market. Boy 2: We were playing with a ball. Boy 1: Then I heard a noise and I saw a big lion in the square. Boy 2: We were worried and we ran back to our house.
36
The butcher’s story Butcher: I was selling some meat to someone. Then I looked up and saw a lion coming into my shop. I was terrified. I didn’t want him to eat me. I left my shop and ran.
Answers:
What they did next: g, c, e, a (given), f, d, b 6 Ask and answer about each person 1 Ask students to list all the people in the scene.
2 Read the example exchange to demonstrate the
task. Elicit what the two tenses are, and check that students understand how they are used differently. 3 Students form pairs. Ask one pair to ask and answer about one of the people to make sure everyone understands the task. 4 Students ask and answer in their pairs the two questions about all the people in the street. 5 Ask some pairs to demonstrate.
. WB Page
12
1 Write six sentences
LE S S ON 3
1 Have students tell you what the people are doing
in the picture. 2 Students then write sentences using the structure There is/are (a man) -ing. Answers: b c d e f
There is a cat chasing a mouse. There is a boy playing with a ball. There are two children buying some fruit. There is man selling fruit. There is a woman reading a book.
S B page 20 WB page 13
Aims: Learners will n revise the use of the past simple and past continuous tenses to narrate a story n learn and practise adjectives relating to feelings Structures: Who felt terrified? Dorothy felt terrified. Dorothy was flying to her daughter’s wedding in America.
2 Write what you were doing at these times yesterday
New vocabulary: America, feel, flight attendant
1 Students look at the clocks and say what the
Functions: Narrating a story
2
3 4 5
times are. Draw attention to the tense (the past continuous) and ask them why it should be used for these sentences. (It expresses an unfinished action or state.) Elicit a few answers orally. Students complete the task individually in class, or for homework. Students form pairs and ask and answer about what they were doing yesterday at the times given.
Answers: Answers will vary.
✒ n
Before using the book: n
n
n
Revise telling a story using the past simple tense. Refer students back to the previous two lessons and get them to tell the story collectively as a class, remembering as much detail as possible. Revise adjectives related to feelings: write happy, sad, afraid, angry and elicit all the other feelings that they know. Introduce feel. Ask students to imagine they’re at the beach: how do they feel? They are at the zoo when a lion escapes: how do they feel? etc.
Further practice
Students write an ending to the story about the lion that escaped. Trigger some ideas first with questions: Did more police arrive? Who caught the lion? Did anyone get hurt? Did the lion ever get to the zoo? etc.
37
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SB Page 20
3 Have students check in pairs.
4 Students share their answers with the whole
class.
Answers: 1 c
2 a
3 a/b
4 c
9 Now answer the questions 1 Students read the questions. Explain where
necessary. 2 Students check their answers in pairs, then out loud as a class. Answers: a b c d e
She was going to her daughter’s wedding. She asked the flight attendant for help. They were on their way to an important meeting. She was in hospital for five days. Answers will vary.
. WB Page
13
7 Read and match 1 Students describe the picture that goes with
2 3 4 5
6 7
the text. Ask how the people on the plane are probably feeling. Introduce America and flight attendant. Explain the task: students have to match the correct title to the text. Read through the three text titles and make sure students understand them. Set a time limit on their first reading. They should be reading for the general gist, rather than focusing on individual words. Students complete the task individually. Check their answers.
Answers: c
8 Read and circle the correct information 1 Read through the questions with the whole class
and explain where necessary. 2 Students read the text again and circle the correct answers in each set of options. 38
3 Read the following, then answer the questions 1 Look at the pictures and elicit key vocabulary:
smoke, fire.
2 Ask students to read the paragraph on their own
silently and then to answer the questions that follow. 3 Check their answers. 4 Ask them what they think will happen next.
Before using the book: n
Ask students to re-tell the stories of the woman on the plane in as much detail as possible.
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SB Page 21
Answers: b They were making tables and chairs. c hotter d the smoke e call for help 4 Now look and finish the story 1 Ask students to write full sentences describing
what is happening in the pictures. 2 Students should work individually, in class, or for homework. Answers:
Possible answers: a Helen ran to the factory and said, “Help! The factory’s on fire!” b Diana ran to a shop and telephoned for help. c Helen ran to the top of the stairs and helped a woman who was carrying a baby. d The woman with the baby thanked Diana and Helen.
✒ n
Further practice
Find a short, simple story from a local newspaper which has vocabulary that students will be able to translate into English, and get them to tell the story in English. They can do this orally first, then write it up and illustrate it as if for an English language paper.
LE SS ON 4
SB page 21 WB page 14
10 Read and number 1 Focus on the pictures and ask what students
2
Aims: Learners will n revise the use of the past simple to narrate a story n practise adjectives related to feelings n practise reading skills
3
Structures: The past tense
6
New vocabulary: dream (n), illness Functions: Narrating a story
4 5
think is happening in each. Ask how they think the boy felt. Explain the task: students will read and number the pictures in the correct order. Establish with the whole class which picture they think is the first one (I’ve had a bad dream, Mum.). Students complete the task. Check their answers by listening to the tape. Discuss what they think of the boy’s actions.
Answers: 1 2 3 4
I’ve had a bad dream, Mum. Hello, I need an ambulance, please. Your mum’s going to be fine. I think he’s going to be a doctor.
39
11 Make sentences 1 Explain the task: students will use the prompts to
write sentences which tell the story of Tarek and his mum. 2 Ask students to find the ‘feelings’ adjectives in the prompts. Elicit how they should form sentences with them (with was/were). 3 Students write the sentences in their exercise books. 4 Check their answers.
Mounira: My son is very calm and very clever. I think he’s going to be a doctor when he leaves school.
. WB Page
14
Answers:
b Tarek had a bad dream and he was frightened. c He went into the sitting room to see his mother. d Tarek thought his mother could/did not hear him or she was sleeping. e She didn’t answer him when Tarek spoke loudly. f Tarek’s mother forgot / had forgotten to take her medicine for her illness. g Tarek was worried and he phoned the hospital where his uncle worked. h An ambulance took Tarek’s mother to the hospital.
Tapescript
Narrator: Most people aren’t happy when their Tarek:
Narrator: Mounira:
Narrator: Tarek:
Narrator:
40
children wake up at night. But a mother in Alexandria was. Seven-year-old Tarek tells the story: I was in the flat with my mum and my young sister. My dad is a sailor and he was at sea. I had a bad dream and I was frightened. I got up and went to the sitting room to see my mum. The TV was on and when I spoke to my mum she didn’t reply. I thought she couldn’t hear me. Then I thought she was sleeping. But she didn’t answer when I spoke loudly. Tarek’s mother, Mrs Mounira Hamad said: Two months ago, the doctor told me I had an illness. I take medicine for it every day, but this time I forgot, because I was very tired. Tarek continued the story: I know about mum’s illness so I knew something was wrong. I was very worried. First, I phoned the hospital to tell them about her. Then I phoned my uncle. He arrived five minutes after the ambulance took my mum to hospital. After she came out of hospital Mounira said:
5 Choose the correct answer from a, b, c or d 1 Students read the text again and fill in the gaps
using the choices, a–d. 2 Have students check answers in pairs. 3 Check answers with the whole class. Answers: 2 c 6 d
3 d 7 b
4 a 8 a
5 a
6 Supply the missing parts in the following two mini-dialogues 1 Students complete the two mini-dialogues
individually. 2 Check their answers with the whole class.
✒
Answers: a Soha:
I was having breakfast/brushing my teeth/ walking to school. (Answers will vary.) b Ahmed: How much water is evaporating from the pan?
LESSON 5
SB page 22
n
Further practice
Students choose one of the stories from the unit and act it out, creating their own dialogue.
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SB Page 22
Aims: Learners will n review language from the unit. n learn independent learning skills. n learn about pronunciation and spelling rules. Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.
D O IT F EL YOURS
Spelling 1 Ask students if they remember which letters are
vowels (a, e, i, o, u). 2 Ask students to write the following words as you say them: hat, hate. Ask which one has the longer vowel sound (hate) and explain that often the final e in a word indicates the vowel is long. 3 Refer them to the first box of words and get them to read out us and use. Explain that the final e again indicates the vowel is long. Read the top two speech bubbles. 4 Students form pairs and say each word, deciding which one is longer in each pair.
5 Check answers with the whole class, making
sure they are all saying them correctly. 6 Give them some more words to write down as you say them, some of which they will not understand, but will be able to spell if they follow the rule, e.g. sit, site, kit, kite, not, note. 7 Write the words in the correct group. Say the sounds of each group as they are said in the alphabet (/e/, /i:/, /a/, /ǝu/, /ju:/). Make sure the students are saying the correct sounds so that they will choose the correct groups for the words. Draw attention to the third speech bubble, warning them that a final e is not the only indicator of a long vowel sound. 8 Students write boxes for the five vowel sound groups in their exercise books. In their pairs, they say the words, decide which group they belong to and write them in accordingly. 41
Answers: Group 1: Group 2: Group 3: Group 4: Group 5:
A s s e s s m e n t space, game, afraid, eight, flame, day between, see, field, steam, heat cried, rice, knife, terrified, night, why goal, nose use, computer, new, you, glue
Listening Task Target element: vocabulary from the unit Use some nouns from Unit 4. Write each word in a lettered list on the board. Read out definitions of them at random (numbering them). Students write the letter of the correct definition next to each number. E.g. on the board: (a) ambulance (b) photographer, etc. Teacher says: One. You go to the hospital in this when you are very ill. Students write: 1 (a)
W
REVIE
1 Read the REMEMBER box with the class. Elicit 2
3 4
5 6 7 8
examples. Read through the examples in the Key language box, and the words in the blue box in d with the students and check understanding. Read through instructions a窶田 and explain where necessary. Explain that students should write the letter of the correct instruction in the boxes in the Key language box. Students do the task individually, then compare in pairs. Check answers with the whole class. In their pairs, students think of more statements for each of instructions a窶田. Students share their ideas with the whole class.
Answers: b, c, a (given), c, a, b, d frightened terrified worried
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Speaking Task Target element: asking and answering using the past continuous Use WB page 12, Ex. 2. Give students four clock times (e.g. 10.00 am, 12.30 pm ...). In pairs, they should ask and answer about what they were doing, yesterday, at those times.
Reading Task Target element: vocabulary and structures from the unit Use WB page 13, Exs. 3 and 4. Write out the key parts of the story and jumble them up (either on the board or copied). Students have to re-order them.
Writing Task Target element: describing a picture with There is/ are (people) -ing. Use a picture either copied from the unit or chosen for this task. Students write five sentences describing it using the structure There is/are (people) -ing.
UNIT
5
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SB Page 23
Things we will do
LESSON 1
SB page 23
Aims: Learners will n use will to offer and ask for help Structures: I’ll help you with that. Will you make some tea, please? New vocabulary: offer Functions: Making offers Requesting help Before using the book: n
Revise the use of will and contrast with the past tense from the previous units. Get students to compare last year and next year, e.g. Last year I was in the first year of prep school; next year I’ll be in … . Last year I was … years old; next year I’ll be … . Encourage them to say more personal 1 Read and match things too, e.g. Last year I lived in … , and next year I’ll live in … . 1 Draw attention to the aims box and explain. 2 Introduce the use of will to make offers. Tell the class that one of the students hasn’t got a pen. Ask a student to help her/him. When they offer a pen, tell them to say I’ll lend you a pen. Do some more examples: tell them your bags are too heavy, you need a cup of tea, you need something from the library, you’ve hurt your hand and can’t write on the board, etc., eliciting offers from students using I’ll … . 3 Students describe what is happening in the pictures. 4 Read the offers a–d and check understanding. 5 Students work individually to read the conversations and decide which offer goes with which picture. 6 Play the cassette. Students listen and check their answers. 7 Check answers with the whole class.
43
Tapescript
✒
1 Nadia:
n
I’ve started cooking the meat. Next, the onions, carrots and courgettes. Ahmed: It’s OK, Mum. I’ll do the vegetables. Nadia: Are you sure, Ahmed? Ahmed: Yes, of course. 2 Salma: Have you finished, Mum? Can we go to the park now? Nadia: I don’t know, Salma. Ahmed: You’ve had a long day. I’ll take her. Nawal: Thank you, Ahmed. 3 Nadia: Oh, it’s nice to sit down. I’ve been standing all day. I’d like a nice cup of tea … but I’m too tired to make one. Ahmed: You stay there. I’ll make you some tea. Nadia: Will you, Ahmed? Thank you. 4 Nadia: You’re very helpful today, Ahmed. Do you want something? Ahmed: I’ve got some difficult homework. Nadia: Don’t worry. I’ll help you with it.
Answers: a 3
b 2
c 4
d 1 (given)
1 Read the example exchange through with the
whole class. Explain the task: they will role-play Nadia and Ahmed and request help as demonstrated in the example exchange. Elicit an exchange for the second picture. Students form pairs and complete the task. Ask some pairs to demonstrate.
2
3 4 5
Answers: Will you take Salma to the park, please? Will you make me a cup of/some tea, please? Will you help me with my homework, please?
44
Give students some situations in which they can act out a similar exchange, asking for help with Will you …, please? e.g. organising a party with your friends, playing football in the park, doing homework with a friend, travelling in a car, painting a room, and so on.
LE S S ON 2
S B page 24 WB page 15
Aims: Learners will n use will to predict and speculate about the future n practise expressing their opinions Structures: We’ll be able to travel overseas. Do you think we’ll be able to …? Yes, I think so. / No, I don’t think so. New vocabulary: electric, probably Functions: Expressing opinions Making predictions Before using the book: n
2 Make sentences with Will you …, please?
Further practice
Revise the use of will to predict the future. Elicit what students know about the characters from the book (Ahmed, Salma, Soha, etc.) and then ask them to predict their adult futures, e.g. I think Ahmed will be an astronaut, he’ll have two children and live in Cairo, etc.
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SB Page 24
Soha: Sally:
OK. Right: “Do you think we’ll be able to travel overseas more easily?” Hmm. It’s not difficult to go to some places now. We can go quickly and easily but it’s also expensive. I don’t know about 50 years time. Tick “Don’t know”. Next, “Do you think we’ll be able to drive electric cars to work?” Most people go to work in cars now. Some companies are making electric cars but they’re not very good. Will you tick “Don’t know”, please, Sally? Of course. Right. “Do you think robots will be able to help us in our homes?” Well, I’ve seen some robots in films and ’ve read some books about robots, so, yes, I think they will probably help us in our homes. Good, right, question d. “Do you think a lot of people will go into space?” No, I don’t think a lot of people will be able to go into space 50 years from now. OK, so I’ll tick “No”. Now, what about this question: “Do you think we’ll be able to live in houses under the sea?” Yes, I think so, but I’m not sure why. OK. “Do you think most people will live longer 50 years from now?” I think some people will live longer and some people won’t. I’m not sure if most people will live longer. Please tick “Don’t know.” OK, the last question. “Do you think people will be able to live on the moon?” Well, people first went to the moon about 40 years ago, so yes, I think people probably will be able to live on the moon 50 years from now. OK, I’ve asked you all the questions …
Soha:
Sally: Soha:
Sally: Soha:
Sally: Soha: Sally:
Soha: Sally: Soha:
3 Listen and complete 1 Explain the scenario for the tapescript: the
2
3 4 5 6
children are in the classroom and are discussing what the world will be like 50 years from now. They have a list of ideas (those in the questionnaire) and are discussing their opinions on them. Read through the ideas in the questionnaire and check understanding. Check that students remember that will be able to is the future form of can. Look at and explain the three answer options: Yes, probably; No; Do not know. Explain the task: students will listen and tick the answers that Soha gives to Sally. Play the cassette. Students listen and tick the correct boxes. Check their answers.
Tapescript
The teacher has asked us to answer these Sally: questions about the world fifty years from now. So I’ll ask first, and then you ask me.
Sally: Soha:
Sally:
Answers: a b c d e f g
Yes, probably
No
Do not know ✓ ✓
✓ ✓ ✓ ✓ ✓
4 Ask and answer 1 Draw attention to the phrases in the box and
make sure students understand the degrees of certainty that they convey (i.e. Yes, probably 45
2 3
4
5
and Yes, I think so are both quite certain) and elicit them as responses: Will you be able to drive when you are 35? Will you be able to vote when you are 18? Will you be able to see your mum and dad every day when you are 25? etc. Practise the pronunciation and stress of the responses: Yes, probably; Yes, I think so; No, I don’t think so; I don’t know. Read the example exchange to demonstrate the task. Students form pairs. Ask a pair to ask and answer about sentence b from Exercise 3, to make sure they understand the task. In pairs, students ask and answer about what they think the world will be like in 50 years time, switching roles so they both ask and answer. Ask some pairs to demonstrate.
. WB Page
15
5 Write sentences 1 Explain the task: students will write five
sentences in their exercise books about how they think the world will be 50 years from now, using the ideas on the page, and other ideas if they have them. 2 Elicit some sentences that they will include in their paragraph. 3 Students write their sentences. Monitor and help, supplying extra language that they might want to use.
1 Make sentences for each picture 1 Look at the pictures and elicit the requests for
help for each one. 2 Students then write sentences using the structure Will you ... please? 3 Students form pairs and make offers to help (I’ll ... for you) for each picture, in reply to the requests for help that they’ve written. Answers: a b c
d e f
46
Offer Will you open the car door, please. Will you clean it for me?
Will you close the window for me? Will you turn on the light for me? Will you wash them for me? Will you get/buy some (more) for me?
Response I’ll open it for you. I’ll clean it for you.
I’ll close the window for you. I’ll turn on the light for you. I’ll wash them for you. I’ll get/buy some (more) for you.
2 Ask and answer 1 Read through the example exchange with the
students. 2 Demonstrate b, or get a student to demonstrate (Do you think you’ll be able to cook well when you leave school?) 3 Students and ask and answer in pairs about what they think they’ll be able to do when they leave school. 4 Ask some pairs to demonstrate what they came up with.
n
it on the correct part of the board drawing. Elicit verbs for what you can do on a computer: e.g. email, play games, etc.
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SB Page 25
Answers: Answers will vary.
✒ n
Further practice
Students carry out a class survey on their classmates’ opinions. They prepare their own questionnaires like the one on SB page 24 to find out what their classmates think the world will be like in 200 years’ time. They interview the rest of the class and write up a short report on their findings. (Most people think…, Nobody thinks…, and so on).
LE SS ON 3
SB page 25 WB page 16
Aims: Learners will n revise and expand vocabulary related to computers Structures: Various New vocabulary: accurately, everywhere, flexible, follow, modern, program, quantity, store Functions: Describing computers
6 Read and match 1 Read through the introductory speech bubbles at
2 3 4
Before using the book: n
n
Revise computer vocabulary. If you have a computer, prepare some labels to stick onto its different parts. If not, draw a basic outline of a computer on the board (screen, keyboard, printer, monitor, CPU). Call students out and either give them the labels to stick on to the correct part of the computer, or tell them a computer part and they have to write
5 6 7
the top of the page. Ask students what they think computers are most useful for. Read through the three paragraph titles and check understanding. Explain the task: students will read the text and match the correct titles to each paragraph. Set a time limit on their first reading – they should read for the general gist, rather than focus on individual words. Students complete the task individually. Check their answers. Ask them to go back and find any words they didn’t understand. Get them to guess likely meanings from context, then introduce the new words: modern, follow (instructions), flexible, accurately, quantities, everywhere, store (information). 47
3 Write the correct stress
Answers: a 2
b 3
1 Before students read the words split into their
c 1 (given)
7 Read and ✓ 1 Read through the questions with the class and
explain where necessary. Explain the Not in the paragraphs box. Students read the text again and tick the correct answers. Students form pairs and discuss their answers. Check their answers with the whole class.
2 3 4 5
3
Answers: b ✓
c ✗
d ✓
e NIP
1 Read the question with the whole class.
2 Students form pairs and discuss their answers.
Check and discuss their answers with the whole class.
. WB Page
4 5
8 Discuss
3
2
16
syllables, write them all normally on the board, say them yourself, and have students repeat them. Remind students what a syllable is. Check by asking how many syllables each of the words has, getting them to quietly tap them out on their desks. Remind them that two-syllable words often have the stress in the first syllable, and three-syllable words have the stress in the middle syllable. But there are plenty of exceptions! Play the cassette. Students listen and mark the stress as they hear the words. They will hear each word twice. Students listen again to check their answers. Have the class repeat the words again all together.
Answers: Answers and tapescript: b in / struc / tions d pro / bab / ly f ma / ga / zine h in / for / ma / tion
c e g i
com / pu / ter el / ec / tric quan / ti / ty a / ccu / rate / ly
4 Choose the correct answer from a, b or c 1 Students choose the correct answer to complete
the sentences.
Answers: 2 b
3 c
4 b
5 a
6 a
5 Write complete sentences 1 Students write sentences from the prompts.
They can do this individually in class, or for homework.
Answers: b I usually come home from school at three. Tomorrow I won’t be able to come home until four. c Mona often plays volleyball on Friday. Next Friday, she will be busy so she won’t be able to play. d Sally’s brother, Samy, usually walks to school. Next year he will travel by bus.
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✒ n
Further practice
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SB Page 26
Students test each other on the spellings of new words.
LE SS ON 4
SB page 26 WB page 17
Aims: Learners will n use will to predict and speculate about the future n talk about the future of computers n revise the use of may to express less probability than will Structures: Computers will control space rockets. New vocabulary: pilot Functions: Giving information Before using the book: n
n
Ask students to tell you what they remember from the previous text about computers. Discuss how they think computers will develop and what they would like computers to be able to do in the future.
9 Listen and number 1 Look at the pictures and ask what students think
is happening in each one. 2 Explain the task: students will listen and number the pictures in the order that they hear them mentioned on the tape. 3 Play the cassette. Students number the pictures. 4 Check their answers.
1
Tapescript
We should begin with the history of computers. Sixty years ago, computers were enormous. They were also expensive and slow. Now computers are getting smaller and cheaper and this will continue. So I think computers in future will be smaller, faster and cheaper than now. 2 We’ll probably use computers in different ways in the future. We’ll put more computers into planes and we’ll use them in cars, too. We use some computers in planes now, but in future we probably won’t need people to fly them. A computer will be able to fly a plane by itself.
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. WB Page
3
17
In future, we’ll use better computers in rockets. Now we send people into space. It’s very dangerous and it takes a long time to travel to places. We will be able to use computers to control rockets and send them a long way into space. 4 Now we use computers to help us to design and invent new machines. In the future I think computers will begin to design and invent machines themselves, without the help of people. People will build machines which computers design. 5 Finally, there are lots of languages and people can’t learn them all. Computers can store information about different languages so one day we will probably be able to speak to a computer in Arabic and the computer will tell us how to say the same thing in English.
Answers: a 4
b 2
c 5
d 1 (given)
e 3
10 Discuss the future 1 Students read the questions. Explain that they
answer using information from the tapescript they’ve just heard. 2 Students ask and answer in pairs. Check that they know to use will to talk about the likely future, and point out the difference between -will and may – may being less likely. 3 Get pairs to discuss their answers out loud.
6 Read and ✓ 1 Read through the questions with the students,
and make sure they understand them. 2 Students work individually to read the questions and tick the boxes for their own answers. 3 Students share and discuss their answers with the whole class. 4 Students form pairs and ask their partners what their answers were, as shown in the example exchange. Answers: Answers will vary. 7 Write questions using the words in brackets 1 Students write questions about the future using
the words in brackets.
Answers: 2 3 4
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How old will you be next year? When will computers be cheaper? Where will people live in the future?
✒ n
Further practice
Students find out about the very latest developments in computing. They could also
LESSON 5
find out about the history and use of computers in Egypt.
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SB page 27
SB Page 27
Aims: Learners will n review language from the unit n learn about parts of speech Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.
D O IT F EL O Y URS
Learning new words 1 Write two sentences on the board: I have
got a blue telephone. I telephone my friend every night. Ask them to think about the use of telephone in each case, and say what the difference is. If they aren’t sure, ask which is a verb and which a noun. (It may be necessary to clarify these terms, too.) Discuss how the noun telephone can change (plural/singular), and the verb telephone can change to express tense. 2 Introduce the new term parts of speech. 3 Revise what an adjective is by asking what kind of phones students have: colour, big, small, expensive, good, bad, etc. Remind them that adjectives usually come before a noun, and that they can also be comparative or superlative. 4 Students do the matching task.
5 Check their answers.
6 For the second task, students write which part of
speech the words in red are. 7 Check answers with the whole class. Answers: 1 a b c 2 a b c d e
nouns: the names of people, places or things verbs: words for things which we do adjectives: words which describe nouns noun, adjective verb, noun adjective, noun verb, adjective verb, noun, noun
51
A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER
2
3 4 5 6 7
box and read the three bullet points. Elicit examples. Read through the examples of key language in the pink box with the students and make sure they understand them. Read through instructions a–d and explain where necessary. Students do the task individually, then check in pairs. Check answers with the whole class. In their pairs, students think of more statements for each of instructions a–d. Students share their ideas with the whole class.
Answers: d, d, b, c, b, a, c, a
Listening Task Target element: making offers of help with ‘will’ Use WB page 15, Ex. 1. Read out offers of help for each picture in random order. Students write the letter of the correct picture in the order that you say the offers, e.g. Teacher: One. I’ll buy some more milk for you. Students write: 1 (f)
Speaking Task Target element: expressing opinions about the future Use SB page 24 Ex. 3. Students say what they think about each of the things in the questionnaire using I think (we)’ll … .
Reading Task Target element: vocabulary from the unit and ‘will’, ‘will be able to’ Use tapescript for SB page 26, Ex. 9. Copy the following section of the script for each student. Blank out the words underlined and give them as answer options in a box before the text. Students read and choose the correct words for each gap. We should begin with the history of computers. Sixty years ago, computers were enormous. They were also expensive and slow. Now computers are getting smaller and cheaper and this will continue. So I think computers in the future will be smaller, faster and cheaper than now. We’ll probably use computers in different ways in the future. We’ll put more computers into planes and we’ll use them in cars, too. We use some computers in planes now, but in the future we probably won’t need people to fly them. A computer will be able to fly a plane by itself.
Writing Task Writing task Target element: predicting the future with ‘will’ Students write answers to the questions from SB page 26, Ex. 10.
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UNIT
6
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SB Page 28
On the farm
LE SS ON 1
SB page 28 WB page 18
Aims: Learners will n revise the present perfect with irregular and regular verbs n practise tag questions Structures: I’ve found it. She hasn’t taken it. Soha’s taken it, hasn’t she? It won’t take long, will it? New vocabulary: age, centimetre, gram, height, kilogram, light (adjective, opposite of heavy) measure, metre, weigh, weight Functions: Checking information Talking about the indefinite past Before using the book: n
n
Revise past participles. Write the infinitives of common verbs and their past participles (some regular, some irregular, including take and lose) on separate pieces of paper. Hand out the past participles to students. Put the infinitives in a pile face down on your desk. As you turn over each one, have the person with the matching past participle come up and give you their piece of paper. Then turn the infinitives over one by one again, but this time select students to tell you the past participles from memory. Revise the present perfect. Ask about students’ studies: which units have they done in the book, how long have they have studied English, etc. Elicit full answers
1 Read and answer 1 Draw attention to the aims box and explain. 2 Students describe what is happening in the
pictures. 3 Read the two questions. 4 Students form pairs and discuss their answers. 5 Discuss answers with the whole class. 2 Now listen and ✓ or ✗ 1 Play the cassette. Students tick or cross the
sentences. 2 Check answers with the whole class.
Tapescript
1 Ahmed:
Nadia: Ahmed:
Mum, you haven’t seen my red exercise book, have you? No, I haven’t. It’s important. Our teacher has asked us to do some homework on farming. I’ve made some notes in my exercise book.
53
Nadia: Ahmed: 2 Ahmed: Soha: Ahmed: Soha: Ahmed: Soha:
3 Salma: Ahmed: Salma: Soha: Salma: 4 Nadia: Ahmed: Samy: Ahmed:
Samy: Ahmed:
Soha hasn’t taken it, has she? I don’t know. I’ll go and ask her. You haven’t moved my red exercise book, have you? You haven’t got a red exercise book, have you? Of course I’ve got a red exercise book. You gave it to me. I didn’t give you an exercise book, did I? Yes, you did. You gave it to me when you lost my blue one. Yes, I did. You’re right. No, I haven’t had your exercise book. I don’t know where it is, sorry. Have you asked Salma? I’ve drawn some nice pictures. You want to see them, don’t you? Yes. Show me what you’ve done. But it won’t take long, will it Salma? I’ve lost something and I’m trying to find it. Oh dear. I can’t find my exercise book with my pictures in. Just a minute. You weren’t drawing in a red exercise book, were you? No, I wasn’t. Mine’s yellow. Look, Here it is. That’s the phone, isn’t it? Can someone answer it, please? I’m cooking. I’ll get it, Mum. Hello, who’s speaking, please? Ahmed, is that you? It’s Samy here. Guess what I’ve found! Hi Samy! Wait a minute, now I remember. I got my red exercise book out of my bag when we were talking about our homework. It must be at your house. I can come and get it, can’t I? Yes, of course you can. See you in about ten minutes. See you soon. Bye.
Answers: b ✗
c ✗
d ✗
e ✓
f ✓
3 Complete the sentences 1 Read the example and remind them about
the form and use of question tags – a way of checking information and asking questions. Point out that they are used in this dialogue to soften the questions: Ahmed doesn’t want to accuse Soha of taking his book, because he isn’t sure what’s happened to it. Straight questions
54
2
3 4
5 6
here would sound rude, almost an interrogation! Remind them that questions ending with affirmative verbs (e.g. You aren’t … , are you?) generally imply the speaker expects the listener to reply ‘no’, and questions ending with negative verbs (e.g. You are … , aren’t you?) generally imply the speaker expects the listener to reply ‘yes’. Read through the questions. Remind students to look at the tag at the end of the questions and then supply the opposite form (negative– positive, positive–negative). Elicit suggestions for the verbs that are missing. Students write in their answers in pencil, as they will listen to the cassette to check their answers afterwards. Play the cassette from Ex. 2 again. Students listen and check. Check their answers.
Answers: b hasn’t seen d won’t take
c did I e were you
f can
. WB Page
3 Students complete the questions individually in
18
class, or for homework. 4 Check their answers. 5 Read through the example exchange at the bottom of the page. Remind students of the pattern: that questions ending with affirmative verbs (e.g. You aren’t …, are you?) generally imply that the speaker expects the listener to reply ‘no’, and questions ending with negative verbs (e.g. You are …, aren’t you?) generally imply that the speaker expects the listener to reply ‘yes’. 6 Students form pairs and read the tag questions and give a ‘yes’ or ‘no’ answer. Answers: b can’t I e won’t return h did she
✒ n
1 Listen and ✔ 1 Look at the speech bubbles and read the 2
3 4 5
explanation to the students. Read out the two example pronunciation types and get students to repeat them. Make sure they hear the difference. Get them to say some past participles that they know and decide which pronunciation group they would be in. Students look through the list and predict which pronunciation each one has. Play the cassette. Students listen and check. Check their answers.
Answers: b /d/ e /d/
c /t/ f /t/
d /d/ g /t/
2 Complete the tag questions 1 Remind students how to form tag questions.
2 Read through the exercise text, pointing out that
c were speaking f have gone i aren’t they
d is it g hasn’t eaten
Further practice
Get four students to re-create as much of the dialogue as they can, using all the information on SB page 28, including pictures and tag questions, to prompt them.
LE S S ON 2
S B page 29 WB page 19
Aims: Learners will n use the present perfect with ever in questions n practise using the infinitive of purpose n expand their vocabulary: farms and crops Structures: Have you ever been to a farm? Yes, I have. / No, I haven’t. The last time I went was about a month ago. We keep goats to get milk and meat. New vocabulary: cotton, crop, flour, harvest, keep, (sugar) cane, wheat, wool Functions: Talking about experiences in the indefinite past Expressing purpose
where there is a verb in brackets, it should be used in the preceding gap.
55
Before using the book: n
n
Revise the vocabulary relating to farming that they have already learnt. Ask what animals you would normally find on a farm, and then what plants. Students come to the board and write their answers. Teach the new words wheat and sugar cane, and explain. Discuss farms and revise the present perfect with ever. Ask if they’ve ever been to a farm, and where and what kind of farm it was. Ask if they have ever met a farmer, ever seen a goat, cow, etc.
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SB Page 29
5 Ask and answer 1 Practise the pronunciation, rhythm and stress of
the Have you ever... questions. Read them aloud and have students repeat. 2 Read through the example exchanges. Explain that the present perfect question Have you ever ‌? refers non-specifically to past time up until now, and that the past simple is used in the reply to refer to an event which occurred at a specific time in the past. 3 Students form pairs and ask and answer the questions from Ex. 4. 4 Ask some pairs to demonstrate. Answers: Answers will vary. 6 Match the pictures, then ask and answer 1 Look at pictures. Read each caption and have
2
3
4 5
students repeat. Ask a few checking questions, e.g. What is flour made from? What is bread made from? What is your shirt made from? Remind them of the use of the infinitive of purpose. Ask, Why do we come to school? We come to school to learn. Read the example exchange to demonstrate the task. Explain the meaning of keep. Do a couple more examples, eliciting questions and answers from the class, showing how to ask about the pictures in the top row and to answer using the pictures in the bottom row. Students in pairs ask and answer about the farm animals and plants. Ask some pairs to demonstrate.
Answers:
4 Read and answer 1 Read through the questions with students and
explain the new words harvest and crops. 2 Students answer the questions for themselves, ticking the appropriate box. 3 Discuss their answers out loud as a class. Answers: Answers will vary.
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1 Why do we keep sheep? We keep sheep to get meat wool, milk and cheese. 2 Why do we grow cotton plants? We grow cotton plants to get cotton. 3 Why do we grow sugar cane? We grow sugar cane to get sugar. 4 Why do we keep chickens? We keep chickens to get eggs. 5 Why do we grow wheat? We grow wheat to get flour.
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19
4 Write sentences about Soha 1 Read aloud the example sentences to
demonstrate the task. 2 Elicit some more sentences about Soha orally from students. 3 Students write sentences about what Soha has done, and when. 4 They can do this individually in class, or for homework. Answers: Soha has grown tomatoes. The last time she grew some tomatoes was three months ago. Soha has never met a farmer. Soha has made bread. She made bread last August.
✒ n
n
n
3 Read, ask and answer 1 Look at the pictures and elicit the correct past
2 3
4 5
participles and past tenses for each verb given in the prompts. Introduce tractor. Read through the two example exchanges, reminding students of the use of the two tenses: present perfect and past simple, and explaining how the dialogue relates to the pictures, the words given, and the ticks and crosses. Students ask and answer in pairs, as in the example exchange. Ask some pairs to demonstrate.
Answers: c Has Soha ever grown tomatoes? Yes, she has. She grew some tomatoes three months ago. d Has Soha ever met a farmer? No, she hasn’t. She’s never met a farmer. e Has Soha ever made bread? Yes, she has. She made bread last August.
Further practice
Students collectively make up their own Have you ever...? questionnaire to ask each other. They write up the results. Students visit a farm and write about it when they return.
Student find out about farming in Egypt: the most common crops, harvesting cycles, etc.
LESSON 3
SB page 30
Aims: Learners will n revise and extend vocabulary related to farming n revise the use of the present perfect and past simple in a story n revise the use of just with the present perfect Structures: I’ve just found this. New vocabulary: excited, golden, greedy, lay (an egg), tractor Functions: Narrating a story Before using the book: n
Revise the present perfect with just. Act out a sequence of events, telling students to remember what you have done. E.g., go out of the classroom, come back in, put your bag on the 57
desk, say hello to a student, sit down, stand up. Then immediately ask, What have I just done? Elicit the answers from students, writing the correct sentences on the board. Then ask them, What have you just done?
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Tapescript
The farmer got his knife and he killed the fat
chicken, but he didn’t find any golden eggs. The farmer’s wife pointed at another big brown chicken and said, ‘Kill that one. That must be the chicken that lays the golden eggs.’ ‘Yes,’ the farmer replied and he killed the second big brown chicken which his wife pointed to. But he didn’t find a golden egg. His wife pointed to a third hen and he killed it with his knife. He didn’t find a golden egg in the third hen, or the fourth, or the fifth. Soon they killed all eight chickens. The farmer and his wife didn’t have any golden eggs, and now they didn’t have any chickens.
SB Page 30
Answers: a Because he found a golden egg. b He sold it. c To kill the fattest chicken to find the golden egg. 8 Circle the correct information 1 Read through the questions with the class and
check understanding. 2 Students read the text again and circle the correct answers. 3 Students discuss their answers in pairs. 4 Check their answers with the whole class. Answers: 1 b
2 b
3 b
4 a
9 Discuss 7 Read quickly and answer 1 Read through the introductory speech bubble at 2 3 4 5
6 7 8
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the top of the page. Read through the three questions and check understanding. Students read the text quickly and answer the three questions. Set a time limit. Check their answers. Ask them to go back and find the words laid, golden and greedy. Get them to guess their likely meanings from context. Students form pairs and discuss what they think is going to happen at the end of the story. Students share their ideas with the whole class. Play the cassette. Students listen for the ending. Check that they have understood the ending correctly.
1 Read through the first question with the class.
2 Students discuss their answer in pairs.
3 Check and discuss their answers with the whole
class. 4 Read through the second question. Prompt and elicit some key vocabulary from the class for the re-telling of the story, and write it randomly around on the board. 5 Students re-tell the story in their pairs. 6 Students tell the story collectively as a class, with their books closed.
✒ n
Further practice
Students write an alternative ending to the story about the golden-egg-laying chicken.
LE SS ON 4
10 Compare the pictures SB page 31 WB page 20
Aims: Learners will n revise and extend vocabulary related to farming n revise the use of the present perfect with never, yet, for
1 Read through the verbs in the box, and introduce
2
Structures: The woman has fed her son. The man hasn’t cut the grass yet. New vocabulary: collect, compare Functions: Describing pictures Before using the book: n
Revise the things that farmers do, and discuss how and why students think farming has changed over the years – the different tools and machinery that is used now, work practices, different animals reared and crops grown, etc.
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SB Page 31
3 4 5 6
collect. Get students to point to where each action is happening in the picture as you say the verb. Explain the task: students will use each one of the verbs to talk about the pictures. First they will describe what is happening (using the present continuous tense), and then they will look at the second picture, compare it with the first, and say what has happened, and what has not happened yet (using the present perfect tense). Students form pairs and talk about what is happening in the first picture. Check their answers with the whole class. Read through the bottom example responses with the whole class. In their pairs, students compare the two pictures and say what has happened, and what has not happened yet. Ask some pairs to demonstrate.
Answers: The girls are collecting litter. The girls haven’t finished collecting the litter yet. The man is mending the wall. The man hasn’t finished mending the wall yet. The two men are planting a garden. They have finished planting the garden. The boy is reading a newspaper. He has finished reading.
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. WB Page
2 Students correct the underlined words.
20
3 Students complete the task individually in class,
or for homework.
Answers: b has just switched c ate d didn’t do
✒ n
5 Choose the correct answer from a, b or c 1 Read through the sentences with the class, and
check understanding. 2 Students complete the task individually. 3 Check their answers. 4 Ask students to write some sentences in their exercise books, using the words in bold. Answers: 2 a
3 a
4 b
5 b
6 Read and correct the underlined words 1 Go through the different uses and compare the
past simple and the present perfect. (Where a specific time in the past is specified, we use a simple past verb; where the time specified continues until now, or no time is specified, we use a present perfect verb). Highlight time phrases normally connected with the two tenses: past simple: ago, last night/week, yesterday; present perfect: for, never, ever, just, since, yet.
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e for
f
bought
Further practice
Students create a diagram for farming vocabulary in their vocabulary books, e.g. putting farming in the middle and branching out with sections on crops, activities, animals, machines.
LESSON 5
SB page 32
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SB Page 32
Aims: Learners will n review language from the unit n learn about irregular verbs Structures: Using a dictionary Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.
D O IT F EL YOURS
Dictionary help 1 Make sure students have dictionaries for this
2
3 4
5 6 7
8
lesson. Remind them of the terms past simple tense and past participle. Give examples. Read the two top speech bubbles with the class. Remind them what regular and irregular mean, and elicit examples. Students do the first task. Check their answers and get them to say how the spelling differs when we change from the present simple to the regular past tense/past participle ending in -ed. Give out dictionaries, or students get theirs out. Read with students the third speech bubble about irregular verbs. Focus on the example verb choose and its three forms. Get students to look it up in their dictionaries to find and confirm that these are the three forms. Students do the second task with the help of their dictionaries.
9 Check answers with the whole class. Answers: a changed, died, stopped; carry, drop, studied b speak, spoke, spoken; keep, kept, kept; lay, laid, laid; give, gave, given
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A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER
2
3
4 5 6 7
box and read the two bullet points. Elicit examples. Read through the examples of key language in the box with the students and make sure they understand them. Read through instructions a–d and explain where necessary. Make sure students notice that some instructions require them to find some questions, and some sentences. Students do the task individually, then compare in pairs. Check answers with the whole class. In their pairs, students think of more statements for each of instructions a–d. Students share their ideas with the whole class.
Answers: c, a (given), d, b, a, d, b, c
Listening Task Target element: past forms of verbs Use the tapescript for SB page 30, Ex. 7. Give the students this list of verb forms: kill killed found didn’t find lays laid points pointed had didn’t have Play the tapescript for the end of the chicken story. Students tick the verb form each time they hear it. (Some do not occur at all).
Speaking Task Target element: present perfect with ‘ever’ in questions Use WB page 19, Ex. 3. Ask students questions about Soha and get them to respond. Students respond in full sentences.
Reading Task Target element: question tags Jumble parts of tag questions for students to match, e.g., She won’t be late, hasn’t she? She’s been here before, didn’t she? She lived in Paris, will she?
Writing Task Target element: the present perfect with ‘yet’ Use SB page 31, Ex. 10. Students compare the two pictures and write sentences describing what has happened, and what hasn’t happened yet in the second picture.
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Revision B
LE SS ON 1
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SB Page 33
SB page 33 WB page 21
Aims: Learners will n revise and practise the use of requests and offers of help with will n revise and practise the past simple and present perfect tenses n revise and practise vocabulary from the units Before using the book: n
Revise will to make offers and requests. Tell students to imagine that a very important person will be visiting the school. They take the role of the head teacher/principal, asking students and staff to do things in preparation, e.g. Will you tidy your classroom, please? Will you pick up the rubbish outside, please? Will you put on a clean sweater, please? Will you get some flowers, please? and so on.
1 Read and number 1 Students look at the picture and describe what is
2 3 4
5
happening. Try and elicit some of the vocabulary that they have learnt about farming and broaden the discussion to what other crops farmers grow. Read though the first section of the story and check understanding. Students read the texts and number them in the correct order. Check their answers. Ask students to find and tell you the uses of will in the text. Discuss the different uses.
Answers: 3, 6, 2, 4, 1 (given), 5 2 Ask for and offer help 1 Read through the introductory speech bubble
and the example exchange to demonstrate the task. 2 Students ask for and offer help in pairs. 3 Ask some pairs to demonstrate. 63
Answers: 2 Will you water the plants, please? Sure. I’ll water the plants. 3 Will you open the door, please? Sure, I’ll open the door. 4 Will you help me carry the boxes, please? Sure, I’ll help you carry the boxes.
Tapescript
1 A: B:
Have you ever been to see a zoo? A zoo? Yes, I go every summer with my sister.
2 A:
What were you doing when I phoned last night? Watching TV? No, I was cooking before I went out shopping.
B:
. WB Page
21
3 A:
What job do you think you’ll do when you leave school? I’m not sure. My mum wants me to try to work on radio or TV but I don’t want to. I think I’ll probably work with computers. I am sure I won’t work as a teacher.
B:
4 Omar:
Fawzy: Walid: Omar: 5 Dad: Mum: Dad:
There’s someone at the door. Will you go and see who it is, Fawzy? I’m busy. I’m doing my homework. Sorry, Omar, I’m washing my hair. I can’t go. I’ll go. I’m not doing anything. Will you, Walid? Thanks very much, that’s very kind of you. Have Ahmed and Soha gone to the park? No, I don’t think so. And I don’t think they’ve gone to the cinema. No, wait a minute. I remember now. They’ve gone shopping. It’s Samy’s birthday. Ahmed asked Soha to help him choose a present for Samy.
Answers: 2 b
3 c
4 a
5 b
1 Listen and ✓ the correct answer a, b or c
2 Complete using the verbs in (brackets)
1 Look at the sets of answer options and discuss
1 Revise the difference between the present
with students which tenses they indicate. Students can predict what kind of scenarios may occur on the recording. 2 Explain the task: students will listen to a series of short dialogues and decide which of the answer options reflects the outcome of each. 3 Play the cassette. Students tick the correct boxes. 4 Check their answers.
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2 3 4 5
perfect, present and past simple tenses. Revise what kind of words may signify the use of each tense. Read through the examples and check understanding of differences. Students complete the task. Check their answers.
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Answers: c grows
d have just used
SB Page 34
e hasn’t learnt
3 Write sentences with keep or grow 1 Check that students understand what keep and
grow mean. Elicit some examples of things that are kept and grown. 2 Elicit what all the things in the pictures are. 3 Explain the task: students will write sentences about each of the things on the top row of pictures, using the things in the lower row of pictures in their answers. Tell them they can use the lower pictures as many times as they need to. 4 Students write their sentences individually in class, or for homework. Answers: Farmers keep sheep to get wool, milk, cheese and meat. Farmers keep chickens to get eggs and meat. Farmers grow wheat to get flour.
✒ n
Further practice
Play a guessing game. Write down the name of a farm animal or a crop and hide it. Then describe it to the class as in WB Ex. 3, e.g. Farmers keep this animal to get meat and milk. The class only gets one guess. If they are right, they get a point, if they are wrong, you get a point. Students can then play the same game in pairs.
LE SS ON 2
SB page 34 WB page 22
Aims: Learners will n revise the use of the past simple n revise the use of will, might and may to predict the future n revise the structure There is/are noun + -ing n revise new vocabulary Before using the book: n
Revise and compare the past tense and the future tense by asking what students wore yesterday and will probably wear tomorrow, what they had/will have for lunch, how they got/will get to school, what lessons they did/will do, and so on.
3 Match the verbs to the nouns 1 Write some verbs and nouns on the board (not
those from this exercise) and ask students which are nouns and which are verbs. Get them to make sentences using one of the nouns and one of the verbs in each sentence. 2 Students complete the task individually. 3 Check the answers with the whole class. Answers: a read a book b harvest crops c keep animals
d lay eggs e offer help f plough fields
4 Listen and make notes, then ask and answer 1 Explain that students will hear Soha, Ahmed
and Nadia talking in a series of four separate dialogues. 2 Read through the questions with the class and check understanding. Students can suggest the kind of answers that might come up. 3 Before playing the cassette, tell students not to write too much as they listen, e.g. ‘airport’ is
65
4 5 6 7
enough for the first answer. They should only write down key information. Play the cassette. Students write in the answers in pencil in their books. Check their answers. Students and ask and answer in pairs using full answers. Ask some pairs to demonstrate.
Tapescript
1 Ahmed Soha
Ahmed Soha
2 Soha Ahmed Soha Ahmed Soha 3 Soha Nadia Soha Nadia Soha Nadia
Answers: It’s two thirty, isn’t it Soha? No, it’s two forty, Ahmed. Why do you want to know the time? Dad isn’t here now, is he? He must be at the airport at two forty, mustn’t he? Yes, he must. But he’ll be back home at about four o’clock.
What time is Mum coming back tonight? I think she’ll be back at six, won’t she? Yes, you’re right. She’s busy. She’s working at the office with Dad, isn’t she? Yes, she is. He’s very busy these days. Is he? That’s too bad.
You can help me send this e-mail, can’t you, Mum? Yes, of course I can, Soha. What’s wrong? I’m not sure. I see the problem. There’s a mistake in the e-mail address. So I didn’t type the correct letters, did I? No, you didn’t. But it will be OK now.
Answers: at about 4.00 with Dad at the office sending an email letters in the address 5 Discuss 1 Revise the use of the future tense. Ask students
66
I may be in another city. I probably won’t live with my parents, etc. 2 Read through the points in the box and check understanding. 3 Read through the examples in the speech bubbles to demonstrate the task and remind students of the use of I think... to express their opinions. 4 Students form pairs and say what they think will happen in the future.
where they think they will be in 50 years’ time. Highlight the use of will, may and might by encouraging them to be specific about how sure they are that something will or won’t happen, e.g. I won’t be at school. I might be at university.
Answers will vary.
. WB Page
22
4 Complete the puzzle 1 Students read the clues and complete the
crossword with vocabulary from Units 4-6. 2 Check their answers, giving some attention to correct pronunciation. Answers: 4 1 2
a c
t e r r i f i e l c u r a t e x i b l g r e e d y 3
5
d r e a m
5 Read the following, then answer the questions 1 Ask students to read the passage silently and
then to answer the questions individually. 2 Check the answers out loud as a class. Answers:
2 They tell it how to store and control electronic information. 3 b 4 a 5 a
✒ n
Further practice
Students play a team game. Get a large picture for students to describe. In teams of about five, give them 10 minutes to write down on a piece of paper as many sentences as possible about farms, crops and animals. Teams exchange their pieces of paper for checking. The first team reads out the first sentence on the piece of paper that they have. If any of the other teams have a sentence with the same meaning, no one gets a point. If no other teams have the same sentence, and it makes sense, the team who wrote the sentence gets a point. Each team reads out all its sentences in the same way, scoring points for largely correct sentences which no one else has. 67
UNIT
7
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SB Page 35
The Pyramids
LESSON 1
SB page 35
Aims: Learners will n learn to use as soon as, when and after with the present simple tense followed by going to (do). Structures: As soon as the taxis are here, we’re going to leave. I’m going to have a rest when I arrive home. After they go inside the Pyramids … New vocabulary: as soon as, Sphinx Before using the book: n
n
Revise going to. Ask if anyone has any plans for their next holiday. What are they going to do, where are they going to go, etc. Discuss the Pyramids: What are they? Who built them? Where are they? Has anyone been to them? Introduce Sphinx.
1 Listen and match the sentences to the pictures 1 Draw attention to the aims box and explain. 2 Students describe what is happening in the 3
4
5
6
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pictures. Introduce as soon as. Go out of the room and come back in again, and sit down straight away. Say, As soon as I came into the room, I sat down. Emphasize that as soon as implies immediacy, and compare with I came into the room and then I sat down, which may not connect two actions so closely in time. Then introduce as soon as with going to: As soon as I get home tonight, I’m going to have a bath, etc. Read the speech bubble text in the pictures. Point out that the dots indicate where a time phrase occurs. Read phrases a‑f. Explain the task: students will listen for these phrases and match them to the pictures. Point out that as soon as is more emphatic and immediate than when, but has a similar meaning in terms of chronology of events. Play the cassette. Students do the matching.
7 Check answers with the whole class.
Tapescript
1 Ahmed: Samy: Ahmed: 2 Sally: Soha:
OK, so let’s check our plans. We ask the taxis to arrive at your flat at eight. Yes. As soon as the taxis are here, we’re going to leave. Yes. The girls are going to go in one taxi with my mum. We’re going to travel in the other taxi with your mum. Where are Ahmed, Mum and Samy? Ahmed is with Samy. They’ve gone horse riding. Your mum has gone to the boat museum. OK. Have you tried your new camera yet? Not yet. When Ahmed comes back, I’m going to take his photo. Can you take my photo too? Yes, of course.
Sally: Soha: Sally: Soha: 3 Ahmed: What are you going to do when Samy and I go horse-riding? Nawal: I’m going to visit the museum near the Great Pyramid. Ahmed: To see King Khufu’s boat? Nawal: Yes, that’s right. It’s about four thousand, five hundred years old. Ahmed: Fantastic! As soon as you come back, I hope you’re going tell me about your visit. 4 Samy: What are the girls and your mum doing? Ahmed: They’ve gone to see the rooms inside the Great Pyramid. Samy: Have you been inside? Ahmed: Yes, I have. It’s very interesting, but there are a lot of stairs to climb. Samy: Where are we all going to meet? Ahmed: In front of the Sphinx at three thirty. But after they go inside the Pyramids, the girls and my mum are going to go shopping. 5 Nadia: Are you going to buy anything, Sally? Sally: No, I don’t think so. Nadia: What about you, Soha? Soha: I’m going to buy one of these toy camels. Sally: A toy camel? Why? Soha: Salma loves playing with toy animals. I’m going to give this toy to Salma as soon as we see her. 6 Soha: What are you going to buy, Sally? Sally: This book. It’s about the history of the Pyramids.
Nadia:
Are you going to read your book when you arrive home? No, I’m not. I’m going to have a rest when I get home. I’m tired after climbing inside the pyramid.
Sally:
Answers: a 5 d 3
✒ n
b 2 e 6
c 1 (given) f 4
Further practice
Get students to say what they are going to do as soon as they get home today.
LE S S ON 2
S B page 36 WB page 23
Aims: Learners will n practise using as soon as, when and after with the present simple tense followed by going to (do) Structures: What is going to happen as soon as the taxi is here? What is Soha going to do when Ahmed comes back? What are they going to do after they visit the Pyramids? New vocabulary: reserve (v) Functions: Describing the order of events Before using the book: n
Revise as soon as. Write the following on the board and ask students to order them chronologically: I’m going to speak to Dad as soon as I get home. I’m going to speak to Dad before I get home. I’m going to speak to Dad after I get home.
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2 Read through the questions with the students and
SB Page 36
check understanding. 3 Explain that they will hear the tapescript from Ex. 1 again and should circle the correct phrase. 4 Play the cassette for Ex.1. again. Students write in their answers. 5 Check answers all together as a class. Answers: 1a
2b
3b
4c
4 Ask and answer 1 Look at the writing in the book, and ask students 2 3
4
5 2 Read and complete
6
1 Read through the two speech bubbles with the
class. Practise saying the times on the three clocks: half past eight, nine o’clock and half past nine. 2 Explain the task: students will write after, as soon as and before in the boxes below the appropriate clocks, bearing in mind that Hesham arrives home at 9 o’clock. 3 Check answers with the whole class. Answers: 8.30: before 9.30: after
9.00 : as soon as
3 Listen and choose the correct answer from a, b or c 1 With books open, ask students to relate as
much as they can about the scenarios on page 35. Prompt with As soon as the taxis are here … , When Ahmed comes back … , etc. (See page 35 Ex. 1).
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what kind of book it is (a diary). Read through the example exchange and relate it to the diary page. Explain the task: students will ask the two questions (Where’s … and What’s ...) about each event of the day, and answer each one using as soon as. Go through the exercise with the whole class. Make sure they understand that get to = arrive at. Students form pairs and ask and answer about Hesham’s schedule. Ask some pairs to demonstrate.
Answers: Where’s Hesham going to go at 11.15? He’s going to go to the ticket office. What’s he going to do there? As soon as he gets to the ticket office, he’s going to reserve plane tickets to Aswan. Where’s Hesham going to go at 12.30? He’s going to go to a restaurant. What’s he going to do there? As soon as he gets to the restaurant, he’s going to eat lunch with a friend. Where’s Hesham going to go at 2.15? He’s going to go to the train station. What’s he going to do there? As soon as he gets to the train station, he’s going to meet some tourists from Luxor. Where’s Hesham going to go at 4.30? He’s going to go to the Pyramids. What’s he going to do there? As soon as he gets to the Pyramids, he’s going to collect Nadia, Ahmed and Soha.
. WB Page 23
Soha:
When we leave the museum, we’re going to have lunch in a café. We’re going to finish lunch at one thirty. After we finish lunch we’re going to go shopping.
Nadia: Soha:
Answers: What leave home arrive at the Cairo Museum go around the museum leave the museum finish lunch
Time 8.30 9.45
Then catch a taxi buy tickets
10.00
look at ancient treasures
12.15 1.30
have lunch in a café go shopping
2 Now write sentences 1 Read through the example and relate it to the
table of information in Ex. 1. 2 Go through the exercise orally with the whole class, selecting students to make sentences, so that they know what they have to do. 3 Students write the sentences individually in class, or for homework. 4 Check their answers. 1 Listen and complete 1 Look at the information and get students to
suggest possible answers. 2 Play the cassette. Students write in the missing information. 3 Check their answers.
Tapescript
Nadia: We’re going to leave home tomorrow
Soha:
Nadia: Soha: Nadia: Soha: Nadia:
morning at eight thirty. As soon as we leave home, we’re going to catch a taxi to the centre of Cairo. We’re going to arrive at the Cairo Museum at quarter to ten. As soon as we get to the museum, we’re going to buy tickets. At ten o’clock we’re going to go around the museum. Yes, when we go around the museum, we’re going to look at the ancient treasures there. We’re going to leave the museum at quarter past twelve.
Answers: b Soha and Nadia are going to arrive at the museum at 9.45. As soon as they arrive there, they are going to buy tickets. c They’re going to go around the museum at 10.00. When they go around the museum, they’re going to look at the ancient treasures. d They’re going to leave the museum at 12 15. When they leave the museum, they’re going to have lunch in a café. e They are going to finish lunch at 1.30. After lunch, they’re going to go shopping.
✒ n
Further practice
Students try and remember Hesham’s schedule from the SB, page 36 from memory. Give them a couple of minutes to re‑read it, then ask about each time in the diary: where is he going to go and what is he going to do at that time.
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LE S S O N 3
SB p a g e 3 7 W B p a g e 2 4
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SB Page 37
Aims: Learners will n revise and extend vocabulary related to the Pyramids n practise using when with the present simple tense followed by going to (do) Structures: When the boat arrives, the reporter is going to tell us about the ceremony. When the king’s boat arrives, what’s going to happen? New vocabulary: ceremony, entrance, journey, tomb Functions: Reporting an event Before using the book: n
Revise the use of when with the present simple tense followed by going to. Ask students what they are going to do when they leave school (i.e. at the end of their schooling).
5 Read and match 1 Look at the text and discuss what kind of text it 2 3
4 5 6 7
is (a news report). Students describe in their own words what is happening in each of the pictures. Write up on the board ceremony, tomb and entrance. Ask students to find them in the text and guess their meaning, using the context and pictures to help. Check their understanding of the words. Read through sentences a‑f and check understanding. Explain the task: students match the sentences to the pictures. Check their answers.
Answers: 1 c (given) 4 e
2 a 5 d
3 f 6 b
6 Ask and answer 1 Read through the example exchange to
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demonstrate the task, and draw attention to the
verb pattern: When + present simple, what’s going to happen? 2 Elicit another example to ensure students understand how to transform the structures. 3 Students ask and answer in pairs about each picture as in the example exchange. 4 Ask some pairs to demonstrate.
. WB Page 24
Answers: 2 When the king’s boat stops, what’s going to happen? The king’s sailors are going to take his body onto land. 3 When the group walks across the desert, what’s going to happen? The king’s children are going to walk behind the group. 4 When the king’s soldiers enter the pyramid, what’s going to happen? The people are going to say goodbye. 5 When they take the king to his tomb in the pyramid, what’s going to happen? The children are going to leave presents for him. 6 When the soldiers close the entrance to the pyramid, what’s going to happen? The pyramid is going to keep the king’s body safe from thieves.
3 Choose the correct answer from a, b, c or d 1 Students read the sentences and circle the correct
option. 2 Check their answers. Answers: 2 c
3 b
4 d
5 c
4 Write sentences 1 Tell students that all the pictured events are
2 3
4 5
going to happen tomorrow, to ensure that they use the target structures. Ask students to describe what is going to happen in each picture. Do the first sentence as a class to demonstrate the task: When he gets/arrives home, he’s going to have a drink/drink some juice. Elicit the sentence for picture b orally. Students write sentences individually in class, or for homework.
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&
Answers:
SB Page 38
b When she finishes her lunch/sandwich, Salma is going to paint a picture. c As soon as he finishes the washing up, Ahmed’s going to sleep/take a nap. d After Soha finishes her homework, she’s going to watch television.
✒
Further practice
Give students some job titles and ask them to say what they think the people do as soon as they get to work, e.g. fireman, policeman, bus driver, office worker, shop assistant, teacher, baker, clown, zoo keeper, farmer.
n
LE S S O N 4
SB p a g e 3 8 W B p a g e 2 5
Aims: Learners will n revise and extend vocabulary related to ancient Egypt n revise and practise the use of the past passive Structures: The stones were cut. The job was done. New vocabulary: bury, large, pull, ramp, slave, stone, transport Functions: Describing a process Before using the book: n
n
Ask students to tell you again what they know about the Pyramids. Supply any words that they need (e.g. bury) to explain what they know. Revise the past passive. Ask when the Pyramids were built (roughly), where they were built, and what they were made of. Write the answers on the board.
7 Listen and complete 1 Look at the pictures of the building of the
2 3
4
5
6
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Pyramids and ask students to say what’s happening. Read the text through with the class and get students to suggest answers to fill the gaps. Write the following verbs on the board: were made were used were lifted were cut were built were taken were transported Acknowledge that students don’t know some of the verbs, and explain that they are going to listen to the tape, write the verbs in the correct gaps, and then read the text again and try to guess the meaning of those they don’t know. Play the cassette. Students write the verbs in the gaps. Repeat the cassette until they have the answers. Check their answers. Check that they have understood that the structure is the past passive and why it is used here. Pay attention to the correct pronunciation of the new words.
Tapescript
Some of the ancient kings of Egypt were buried
in pyramids. The first pyramids were made about 4,700 years ago and the biggest pyramids were built at Giza. The Great Pyramid of King Khufu took about twenty years to build. Two million stones were used to make it and the work was done by around a hundred thousand slaves and workers. How the Pyramids were built: Scientists think large stones were cut from rocks in the mountains. Next, the stones were transported by boat on the River Nile. Then the stones were taken from the river to the Pyramids by people and animals. At the Pyramids, the stones were pulled up specials ramps. After that, they were lifted on to the walls. Finally, the stones at the front of the wall were cut to the correct shape.
Answers: a b c d
were made (given) were built were used were cut (given)
. WB Page 25
e f g h
were transported were taken were lifted were cut
5 Read and match 1 Ask what students know about the Abu Simbel
2 3 4 5
Temple. Explain that this is what the text is about. Read through paragraph topics a‑f with the class, and check understanding. Students read each paragraph and decide which topic each is about. Students write the numbers of the paragraphs in the correct boxes. Check their answers.
Answers: b 2
c 3
d 1
e 6
f 4
6 Write a paragraph 1 Revise the structure and meaning of the past
passive. Do some active‑passive transformations with students. For example: Slaves and workers built the Pyramids. Start with the verb: built becomes were built. Then swap the positions of the subject and object, and insert by to show the agent: The Pyramids were built by slaves and workers. 2 Students do the task in their exercise books individually in class, or for homework. Answers: Next, numbers were written on the stones so they knew where to put them. After that, the stones were transported to higher ground. Then the stones were put together again. Finally, the temple was covered with an enormous roof. The work was finished in September 1968.
✒ n
n
Further practice
Students create a diagram for vocabulary relating to the building of the Pyramids to put in their vocabulary books. Students find out more about the building of the Pyramids.
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LESSON 5
SB page 39
&
SB Page 39
Aims: Learners will n review language from the unit n learn about the uses of commas Skills: Punctuating with commas Before using the book: n
n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one. Draw a big comma on the board, next to a full stop, speech marks, a question mark and an exclamation mark. Ask students what they are and where they would be found. Elicit examples.
D O IT F EL YOURS
Punctuation 1 Read through the three uses of commas and 2
3 4 5
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explain where necessary. Ask students to look at the sentences below in the Key language box, and ask which use (1, 2, or 3) the commas in the sentences are examples of. Revise where capital letters, speech marks, question marks and full stops go in written texts. Students punctuate items a‑e. Check answers with the whole class.
Answers: a “Do you want tea, coffee or juice, Soha?” . b As soon as Samy arrives, he will start his homework. c The manager, who was called Bilal, knew a lot about the Pyramids. d There were soldiers, sailors, fathers and children waiting to see the king. e After Hesham comes home for lunch, he’s going to go to Giza.
A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER
2 3 4 5 6 7
box and read the three bullet points. Elicit examples. Read through the examples of key language in the box with the class and check understanding. Read through instructions a‑d and explain where necessary. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more examples for each of instructions a‑d. Students share their ideas with the whole class.
Answers: b a a b b a c body, bury, tomb, ceremony d reserve, journey, move, transport
Listening Task Target element: ‘as soon as’, ‘when’, ‘after’ with the present simple and ‘going to do’. Write some sentences in two parts which students have to connect, e.g.: When I get to the cinema, / I’m going to buy some sweets. As soon as I sit down, / I’m going to eat my sweets. After the film, / I’m going to buy a drink. As soon as I get home, / I’m going to go to bed. Write the first halves in one column, and the second halves mixed up in another column. Students draw lines from the first half to the second half as the sentences are read out.
Speaking Task Target element: ‘when’ with present simple and ‘going to’ Use WB page 23, Ex. 1. Students work in pairs and ask and answer about Soha and Nadia’s trip to the museum, e.g.: S1: What are they going to do when they arrive at the museum? S2: They are going to buy the tickets.
Reading Task Target element: past simple active and passive Copy the text of paragraphs WB page 25, Ex. 5, 1‑5 and gap some of the main verbs. Give pairs of options for the answers, e.g.: It .................... (built / was built) in 1300 b.C. for Ramses II. Thousands of workers and slaves .................... (were taken/ took) 14 years to build it.
Writing Task Target element: ‘as soon as’ with the present simple and ‘going to do’ Use SB page 36, Ex. 4. Students write sentences about what Hesham is going to do when he arrives at the places on his schedule, e.g. As soon as Hesham gets to the ticket office, he is going to reserve plane tickets to Aswan.
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UNIT
8
&
SB Page 40
World Pen Friends Club
LESSON 1
SB page 40
Aims: Learners will n be introduced to the concept of the World Pen Friends Club website n revise and practise would like to do n practise reading and listening skillst Structures: I’d like to write to people who are 11-12 years old. I’d prefer to write to a girl. I want to write in English. New vocabulary: contact, free, pen friend, prefer Before using the book: n
n
Discuss writing letters. Does anyone write letters to anyone? Who? How often? Introduce the idea of a pen friend. Has anyone got a pen friend, i.e. an acquaintance who they just write to, or at least met first through writing? Revise would you like. Ask those who don’t have pen friends if they’d like to have one, what nationality would they like their pen friend to be, how old, and so on.
1 Who is in the picture? What are they reading about? 1 Draw attention to the aims box and explain.
2 Students say who is in the picture and what they
are doing. 3 Introduce free (without charge) and contact. 4 Students read the text about the World Pen Friends Club. Ask them some comprehension questions such as What’s the name of the club? What is it for? How do you contact people in the club? 2 Listen and ✓ or ✗ 1 Read through the sentences. Get students to say
whether they think they are true or false. 2 Play the cassette. Students tick or cross the sentences. 3 Check their answers. Get them to correct the wrong ones.
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2 Read through the questions and answer options.
Tapescript
Ahmed: What are you doing, Soha? Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: Soha:
Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed:
I’ve found an interesting website. Come and see. What kind of website is it? It’s a website for pen friends – you know, people who haven’t met but who write to each other. What’s the website called? It’s called World Pen Friends Club. And what’s it for? It’s for two things. It’s so you can contact people from different countries. And what’s the second? Well, it’s so you can learn and use the languages which you are studying. We’re studying English in school so we can use English to contact other people around the world. People who don’t speak English? No, they speak English, but English isn’t their first language. OK. And how does the website work? First, you complete the application form and then you send information about yourself to the website. Why do you do that? So people can look at the website and read the information about people who want to contact others. You read about people and choose someone who you would like to write to. Then what do you do? Well, you can write an e-mail or send a letter to that person. And the person then writes to you? Yes, that’s the idea. It sounds easy. Is it expensive? No, you don’t pay any money. The website says it’s easy, fast, fun and free. OK, let’s both complete application forms.
Answers: a ✗ d ✓
b ✓ e ✗
c ✗
3 Listen and answer 1 Refer students back to the information about the
club. Remind them about the form to be filled in to join the club. Explain that this is part of the form.
3
4 5 6 7 8
Explain the new word prefer and give examples. Ask students what answers they would give to each question. Explain the task: students will listen to the dialogue between Soha and Ahmed who are filling in this form. They should write A in the boxes for answers that Ahmed gives and S for the answers that Soha gives. Play the cassette. Students mark the correct boxes. Check their answers. Read the example statement in the bottom speech bubble. Students form pairs and make statements about Soha and Ahmed’s preferences. Have some students read the statements to the class.
Tapescript
Ahmed: Right, well I’ve finished the questions
Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed:
about my name, my age, address and the name for my school. Yes, so have I. Now, what’s the next question? It’s about the people you would like to write to: “Would you like to write to people who are between ten and eleven years old, twelve and thirteen years old or people who are fourteen to fifteen years old?” I think I’d like to write to people who between the ages of ten to eleven. What about you? I think I’d like to write to people who about the same age as me. I’ll choose someone between the ages of twelve and thirteen. The next question is about language: “Do you want to write in Arabic, English or another language?” Well, it’s easier to write in Arabic, but we’re joining World Pen Friends to use English, so I’m going to write in English. Yes, so am I. Right, the next question: “Would you prefer to write letters or send e-mails?” I’d prefer to send an e-mail. How about you? I’m not sure. But they ask you to choose. OK, I think I’d prefer to write letters. Why? Letters are much slower than e-mails.
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Soha: Ahmed: Soha: Ahmed: Soha:
Yes, I know, but I like receiving letters, so I’ll send a letter. OK the next question. ‘Would you prefer to write to a boy, a girl or both?’ I’d prefer to write to a girl. I’d like to write to a boy. OK, well, we’ve answered most of the questions. There are some more on the next page.
&
SB Page 41
Answers: Ahmed: 12‑13 years old, English, send e‑mails, write to a boy Soha: 10‑11 years old, English, write letters, write to a girl
✒
Further practice
Get students to make statements about their preferences: I’d like to write to people who are 14‑15 years old, etc.
n
LE S S O N 2
SB p a g e 4 1 W B p a g e 2 6
Aims: Learners will n practise using verb/adjective and preposition + verb ..ing and verb + verb to (do) structures n practise and extend their adjective vocabulary n practise describing people Structures: Who do you like meeting? What are you interested in doing? What are you good at doing? What do you really/quite like doing?
4 Read and make sentences 1 Read through the first two speech bubbles with 2 3
4
New vocabulary: hard‑working, IT, polite, quite, really Functions: Describing people
5
Before using the book: n
Revise the concept of pen friends. Discuss what Soha and Ahmed’s preferences were, what kinds of other things students would want to know about a prospective pen friend, and what kind of person would they like to write to.
6 7 8
80
the class to explain the situation. Look at the picture of Ann Brown and ask what kind of person they think she might be. Explain the meaning of really like and quite like by showing the different degrees of liking: love - really like - like - quite like - don’t like - hate. Explain that enjoy here means the same as like. Tell students to read through Ann’s form to find out what kind of person she is. As they read, ask them to think about whether she’d be a good pen friend for Soha, and why/why not. Ask comprehension questions about Ann: Is she kind? Does she like quiet people? What is she good at?/interested in? etc. Point out the structures interested in + -ing and good/bad at + -ing, and get students to give full answers about Ann using these structures. Read through the next pair of speech bubbles with the class to demonstrate the next task. Students form pairs and make statements about Ann. Ask some pairs to demonstrate. Make sure they use the correct structures: interested in + ‑ing and good/bad at + ‑ing.
Answers: Ann doesn’t like meeting noisy people. Her favourite subject is maths. She is interested in learning things and going to new places. She’s good at finding places and doing exams but she’s bad at remembering birthdays and giving advice. She really likes doing sports and reading. She doesn’t quite enjoy using computers or shopping.
1 Complete the tables 1 Read through the adjectives in the box and check
2 3
5 Ask and answer the questions 1 Ask students the questions about Ann. Try first
with their books closed and see if they can remember: What kind of person is she? What kind of people doesn’t she like meeting? etc. Get them to use full answers: She’s kind and hardworking. She doesn’t like meeting noisy people, etc. 2 Students in pairs ask and answer the questions about themselves. 3 Ask some students to tell you about their partners. Answers: Answers will vary.
. WB Page 26
4 5
6
7
understanding by asking questions that focus on meaning: When are you angry? What makes you sad? and so on. Check that students remember the term adjective. Explain the two boxes: the smiley box is for the positive adjectives, and the sad box for the negative ones. Elicit one adjective for the sad box. Students write the negative adjectives in the box with the sad face, and the positive adjectives in box with the smiley face. Students read through sentences a−e and complete them with appropriate adjectives from the boxes. Check their answers.
Answers: (in any order) a funny b careful c friendly d hard‑working e helpful f kind (gapped sentences:) a careful b funny c greedy d hard‑working e boring
(in any order) a angry b boring c greedy d lazy e noisy f sad
2 Choose the correct answer from a, b or c 1 Refer students back to pages 40‑41 in the SB
and ask them to find the correct form of the verb (to + verb, or verb + ‑ing) to follow: want, enjoy, would like, would prefer, interested in. 2 Students read the sentences and answer options and circle the correct options. 3 Check their answers. Answers: 2 a 5 c
3 a 6 a
4 a 7 b
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✒
Further practice
&
SB Page 42
Students choose two of the adjectives in WB Ex. 1 and write sentences using them.
n
Students say which of the adjectives they would like to be.
n
LE S S O N 3
SB p a g e 4 2 W B p a g e 2 7
Aims: Learners will n revise and extend vocabulary related to language learning n learn about English abbreviations Structures: Various New vocabulary: abbreviation, etc., laboratory, mathematics, Ms, Roman Functions: Describing language Before using the book: n
Introduce the topic of abbreviations by asking if they know what the following mean: Mr, Mrs, St (street), Rd, (road), kilo (kilogram).
6 Read and match 1 Look at the text and discuss what kind of text it 2 3 4 5
is (magazine article). Make sure students understand what abbreviation means. Read through topics a‑d and check understanding. Students read the text and find which paragraphs contain the information. Check their answers.
Answers: a 2
b 1 (given)
c 3
d 4
7 Read and match 1 Students read the text again and find the
meanings of the abbreviations. 2 Check their answers. Answers:
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woman ‑ c room for science ‑ d
doctor ‑ b day of the week ‑ e street ‑ a
5 Repeat the cassette until they have the answers. 6 Check their answers.
8 Discuss
1 Ask students to tell you all the ways they can
Tom
contact other people. 2 Students form groups of four or five and discuss how they like to contact different people at different times. 3 Discuss the topic as a class and try to come to some sort of consensus about what each method of communication is good for.
Tapescript
. WB Page 27
Hello, everyone. My name’s Tom. My last name is Green. I’m fourteen years old and my e‑mail address is Tom at home dot com. I live in the north of England. My address is sixteen Market Street, that’s sixteen Market Street, Manchester, M nineteen, four FJ, England. I would like to write to students who are thirteen to fifteen years old. I don’t speak Arabic, so I want to write in English. I don’t mind writing letters, but I would prefer to send e‑mails. Finally, I’d also prefer to write to a boy. I don’t really want to write to a girl.
Answers: b c e f g h i
Last name: Green Age: 14 Address: 16 Market St, M19 4FJ, England 13‑15 years old English e‑mails boy
4 Read and make sentences 1 Tell the class that this is more information about 2
3
4 3 Listen and complete
5
1 Ask what kind of text this is (a form for the
World Pen Friends Club). 2 Read the form through with the students and get them to suggest answers to fill the gaps. 3 As they listen, remind them to write brief notes for questions a‑e. They should just include key information. 4 Play the cassette. Students complete the form.
Tom. Ask students to read it through silently first, and think about whether he would make a good pen friend for Ahmed. Check that they have understood everything, and ask why he would/wouldn’t be a good pen friend for Ahmed. Students form pairs and talk about Tom using the information in Exercises 3 and 4. Go through the information about Tom with the whole class.
✒ n
Further practice
Write a message with abbreviations on the board for students to de‑code.
83
LE S S O N 4
9 Read quickly and answer SB p a g e 4 3 W B p a g e 2 8
Aims: Learners will n practise using preposition + verb with -ing and verb + verb to (do) structures n practise using the new vocabulary n practise describing people Structures: I’m looking forward to hearing from you. I don’t mind sending e-mails. New vocabulary: look forward to Functions: Describing people Introducing yourself in writing Before using the book: n
Ask students to tell you what they remember about Ann Brown (see SB page 41) and about the World Pen Friends Club.
&
SB Page 43
1 Draw attention to the picture of Soha and ask
what she is doing. 2 Read questions a and b with the class. 3 Students skim and scan the text for the answers. Give them a short time to do this. 4 Check their answers. Ask if they know any other ways to start and finish letters. Discuss where and why different phrases are used. Answers: a Soha is writing to Ann. b Soha starts the letter with “Dear Ann” and ends it with “Best wishes”. 10 Listen and complete 1 Read through the letter and ask students to
suggest answers for the gaps. 2 Introduce look forward to ... ing and revise don’t mind ...ing. 3 Play the cassette. Students listen and fill in the gaps. Repeat the cassette if they need to hear it again. 4 Check their answers. Make sure they understand that the statement I’m looking forward to hearing from you is a common set phrase which means I’m looking forward to your next communication.
Tapescript
54 Mohammed Hussein Street Soha:
84
Nasr City Cairo, Egypt Monday 16th November Dear Ann I read information about you in World Pen Friends Club and I’d like to be your pen friend. My name’s Soha Zaki. I’m 12 years old. I live Nasr City in Cairo with my mum and dad, my brother and my sister. I go to Nasr City Prep School. I’m very interested in learning English and I’m good at playing volleyball, but my favourite subject is science. I quite enjoy visiting new places and I really like listening to music but I don’t like making models. I’m good at writing stories but I’m bad at painting. Please write and tell me more about yourself. I don’t mind sending e-mails but
I’d prefer to write letters. I’m looking forward to hearing from you. Best wishes, Soha Zaki
. WB Page 28
Answers: a d g j
54 pen friend science bad
b e h k
November sister places e‑mails
c f i l
about interested models hearing
11 Match the sentences to the paragraphs 1-5 1 Check that students know what a paragraph is.
Ask them to looks at the numbers next to the five paragraphs in Soha’s letter. Point out that these are short paragraphs. 2 Have them read the sentences a‑e. These are notes which make a good plan for writing a letter so that it makes sense and the information isn’t all jumbled up. 3 Students do the task individually. 4 Check their answers. Answers: a 2
b 4
c 5
d 3
e 1 (given)
12 Plan and write a letter 1 Read instructions a and b with the class. Have
them find the abbreviations in Soha’s letter and circle them. 2 Check their answers. Make sure they know what the abbreviations mean. 3 In their exercise books, students plan a letter like Soha’s, putting information about themselves in their plan, e.g. Para 1: as Soha’s; Para 2: I’m 12, I live in ... with ... , and so on. 4 Students write their letters to Ann. Answers:
5 Write a letter to a pen friend 1 Ask what students remember about Tom (see
WB page 27).
2 Explain that they are going to write to Tom. Ask
what kind of things they will tell him about. Refer them to the letter they wrote to Ann for ideas. 3 Read the rubric and instructions for the task, and make sure they understand. 4 Students write the letter to Tom.
✒ n
a abbreviations: St, Mon, I’d, name’s, I’m, Prep, I’m, I’m, don’t, I’m, I’m, don’t, I’d, I’m n
Further practice
Arrange for students to write to real pen friends, either contacts that you have in an Englishspeaking country or through an online agency. Students write “mobile” texts to each other in English, using abbreviations.
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LESSON 5
&
SB page 44
SB Page 44
Aims: Learners will n review language from the unit. n learn about the use of would like, like, prefer and would prefer. Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.
Circle the correct verb D O IT F L OURSE
Y
Match the verb to its correct meaning 1 Read through the top speech bubble to introduce
the topic of like/prefer vs would like/would prefer and elicit some examples. 2 Read through the grammar explanations for part 1 and explain that they have to match them to the correct verb patterns a‑d. 3 Students write the letters in the correct boxes. 4 Check answers with the whole class. Answers: a b c d
86
always enjoy this thing always like this thing more than another thing want to do this thing now or in the future want to do this thing more than another thing now
1 Students circle the correct verb form. Answers: b c d e f
would like to be would you like to go prefer like having would you prefer to go
A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER
2 3 4
5 6 7 8
box and read the three bullet points. Elicit examples. Read through the examples of key language in the box with the class and check understanding. Read through instructions a‑d and explain where necessary. Explain that, for instructions a and b, students should write a or b in the boxes next to the appropriate sentence or question in the Key language box. For c and d, they should write c or d above the correct words. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more examples for each of instructions a‑d. Students share their ideas with the whole class.
Answers: a (given) b a b a c Mrs, Dr, Mr, Ms d texts, e‑mail, letters
Speaking and Listening Task Target element: listening to and answering questions about personal qualities and preferences Students answer the questions: What kind of person are you? What is your favourite school subject? What are you good and bad at doing? What do you really like doing? What do you enjoy doing? What would you like to have for your lunch/dinner today? What do you want to do after school today?
Reading Task Target element: reading about personal qualities and preferences Use the forms and letters from Ann, Soha and Tom on SB pages 41 and 43, WB 27. Ask students to write who the following refer to: This person would prefer to send e-mails. This person is friendly and funny. This person doesn’t write about what kind of person she/he is. This person quite enjoys using computers. This person is interested in learning English. This person really likes listening to music. This person is bad at arriving on time. This person is good at doing exams.
Writing Task Target element: abbreviations and target structures for the unit Write a text like a mobile phone text which contains some of the abbreviations mentioned in the text on SB page 42. Also use contracted forms of the verbs used in the unit, e.g. I’d prefer to, I’d like to, I don’t like/mind, etc. Copy it and give to students. They have to re‑write the text in un‑abbreviated form.
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UNIT
9
&
SB Page 45
Our senses
LESSON 1
SB page 45
Aims: Learners will n learn new vocabulary for parts of the body n revise and extend their knowledge of verbs which describe the use of the senses n learn about sign language and being deaf Structures: We can feel/see/smell/hear/taste with our fingers/eyes/noses/ears/tongue. New vocabulary: feel, finger, sense, sign (language), tongue Functions: Describing how things feel, look, taste, hear and sound
Before using the book: n
n
n
Revise the parts of the body. Point and say, then say and have students point, and then point and have students say. Introduce finger. Play ‘Simon Says’. Give instructions, e.g. Simon says touch your head. (Students obey). Students do the action unless you don’t say ‘Simon says ...’ before the instruction, e.g. if you only say Touch your head, and students touch their heads, they are out. Ask what we do with our eyes and ears. Introduce sense and ask if students know the other senses. Ask if they can remember the story of Helen Keller in Prep 1 (if appropriate), and if they remember the terms used when someone can’t see (blind) and someone can’t hear (deaf).
1 Answer the questions in the pictures 1 Draw attention to the aims box and explain.
2 Students say who is in the pictures and what they
are doing. Ask if they remember who Nawal is and what she does (she’s a scientist at the university). 3 Read the two questions in the speech bubbles. 4 Students form pairs and discuss their answers. 5 Check their answers. Answers: Nawal’s book is about helping deaf students. Deaf students can’t hear in class. 2 Listen and answer 1 Read through the questions and check
understanding. Introduce tongue. 2 Get students to suggest possible answers to the questions. 3 Before they listen, tell them to write short notes only, just key words. They can then make fuller answers from their notes after listening. 88
4 Play the cassette. Students listen for the answers.
Play it again if necessary. 5 Check their answers. 6 Discuss sign language. Ask if any of the students can use it or have ever seen it being used.
Tapescript
What’s your book about, Mum? Samy: Nawal: Samy: Nawal: Samy: Nawal: Samy: Nawal Samy: Nawal: Samy: Nawal: Samy: Nawal: Samy: Nawal: Samy: Nawal: Samy: Nawal: Samy: Nawal: Samy: Nawal: Samy: Nawal: Samy: Nawal:
I’ve got two deaf students in my class this year. My book is about helping them to understand my teaching. How are you going to do that? Well, let me ask you a question. How do people learn things? We go to school and study. Yes, but how do we remember information? At school and also at home, when we’re young children. We use our senses. Good. And how many senses do we have? Let me think. We’ve got five, haven’t we? Yes, that’s right. What are they? We can see things. OK. And? We can hear things. We can touch things with our hands or skin. We can eat and taste things with our tongues and say what they taste like. That’s four senses. What’s the last one? You need your nose for this. I know! We can smell things. Very good. Now, what problem do deaf people have in class? They can’t hear. So how do they learn? They use another sense to learn the information? Yes. I’m learning sign language at the moment. It’s a way of talking to deaf people using hands and fingers. I’m learning it so I can help the deaf students. I’ve already learned how to spell words using my fingers. Can you show me? OK. I’ll spell the name of an animal. I think you’ll understand. It looks difficult. Watch carefully. I’ll spell it again. Does it say ‘cat’? Yes, it does. Sometimes your fingers looks like the letters. Can you show me other words? Yes, of course.
Answers: a Because she has two deaf students in her class this year. b They use their senses. c Five d We eat/taste things. e It’s a way of talking to deaf people with our hands and fingers. f To help her deaf students understand in class. g Cat 3 Make sentences 1 Read through the words in the box and get
2 3 4 5
students to point to the part of their body that is connected with each sense. Have students tell you what each part of the body pictured is. Read out the example statement to demonstrate the task. Students form pairs and make statements about each sense. Select students to say the statements to the class.
Answers: We can feel with our fingers. We can smell with our nose. We can hear with our ears. We can taste with our tongues.
✒ n
n
Further practice
Play ‘Simon Says’ again.
Get a book or information from the internet about sign language and get students to learn to spell out their names using it.
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LE S S O N 2
SB p a g e 4 6 W B p a g e 2 9
Aims: Learners will n learn to use sense verbs feel, sound, taste, with like in questions n practise and extend their adjective vocabulary Structures: What does it taste/feel/sound like? It feels smooth. It doesn’t feel rough. New vocabulary: hard, horrible, rough, smooth
2
3
4
Before using the book: n
Revise what the five senses are and which parts of the body they relate to.
&
5 6
SB Page 46
keys). Try to use objects which don’t have two qualities in equal measure! Pass these objects around the class to introduce the new adjectives: rough, smooth, hard. Ask students what the opposite of hard is. Elicit some examples. Practise the pronunciation of the new words. Read through the questions and the adjective answer options. Point out that What does it … like? is the usual way of asking someone to describe how something feels, tastes, etc. Introduce horrible as the opposite of nice. Look at pictures a and b, and get students to describe them. Ask them the questions on the left: e.g. for the snake: What does it feel like? Explain they will have to listen and work out which thing in each pair of pictures is being discussed by the two people. Play the cassette. Students tick the correct pictures. Check their answers. Students tell you how the things were described and which adjectives were used.
Tapescript
A: What does it feel like? Does it feel rough?
4 Listen and ✓ 1 Bring into class some objects which have very
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definite qualities: rough (e.g. sandpaper, a kitchen scouring pad), smooth (use the other side of the sandpaper, if you have it), hard (e.g. your
B: A: B: A: B: A: B:
No, it doesn’t feel rough. Does it feel sharp? No, not at all. Well, is it hard? No, it’s not very hard. And is it smooth? Yes, it feels very smooth.
A: B: A: B: A: B: A: B:
What does it sound like? Does it sound beautiful? Yes, it does. It’s quite beautiful. So it doesn’t sound horrible, does it? No, it doesn’t sound horrible. Is it loud? No, it isn’t. So is it quiet? Yes, it’s very quiet and it sounds beautiful.
A: B: A: B: A: B: A: B:
What does it taste like? Does it taste horrible? No, it doesn’t taste horrible at all. So does it taste delicious? Yes, it does. It’s one of my favourite foods. Is it salty? No, it isn’t salty. So is it sweet? Yes, it tastes sweet and it tastes very cold.
2 Read and match
Answers:
1 Revise the adjectives. Write these on the board
a, d, e 5 Ask and answer 1 Read through the example exchange to
demonstrate the task. Point out the grammar and show on the board that all the sense verbs can be used in the same way. Also show that you can say It feels hard/soft, and so on. 2 Students form pairs and ask and answer questions about pictures b, c and f. 3 Ask some pairs to demonstrate.
2 3 4 5
Answers: 1 2 3 4
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and ask what the opposites are: rough, hard, horrible, delicious. Read through the descriptions with the class and check understanding. Students match the descriptions to the pictures. Students write the appropriate What does it feel/ taste/sound like? questions. Check their answers.
b What does it taste like? a What does it sound like? (given) d What does it look like? c What does it feel like?
✒ n
Further practice
Students play games in groups. Give one student in each group a list of objects that the others don’t see. They have to describe it to their group, using It looks/feels/smells/tastes ... . The first group to guess all their words wins.
LE S S ON 3
S B page 47 WB page 30
Aims: Learners will n learn to form clauses using by + verb + ‑ing n revise and practise using present simple passives n extend their vocabulary for the parts of the body Structures: English vowels are made by touching the fingers of the right hand. 1 Choose the two correct answers from a, b or c 1 Students read the sentences and the answer
options and circle the correct options in the two halves of each sentence. 2 Check their answers. Answers: 2 c, b
3 a, c
4 b, c
New vocabulary: communicate, palm, thumb Functions: Describing methods Before using the book: n
Revise what they have learnt about sign language. Ask Who is it for? How does it help? Who wanted to use it?
5 b,a
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&
SB Page 47
Answers: b 7 Choose the correct answer, a or b 1 Students read the text again and find the
meanings of the words. 2 Check their answers. Answers: 1 a
2 b
3 a
8 Read and ✓ or ✗ 1 Read through the statements with the class and
check understanding. 2 Students read the text again and tick or cross the statements. 3 Check their answers. Answers: b ✗ e ✓
6 Read and choose 1 Look at the text and discuss what kind of text it 2
3 4 5 6
7
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is (magazine article). Explain the task: students will read the text and decide on the best title. Remind them that they should choose the title that most of the text is about. They shouldn’t be tempted by a title that describes only a small part of the text. Read through the text titles and make sure students understand them. Students read the text and choose the best title. Check their answers. Check their understanding: ask students (whole class) to demonstrate how to make the letters a, e, o, c, b and n in finger spelling. Highlight the new structure It is made by (holding) ... . Ask students to describe in words how vowels are made in sign language. (They are made by touching different fingers of the left hand with the first finger of the right hand.). Ask them to describe how to form an a, e and an n in finger spelling.
. WB Page 30
c ✗ f ✗
d ✓
3 Read and match
LE S S ON 4
1 Read instructions a‑d through with the students
and get them to form the letters with their hands as they read. 2 Students do the matching. 3 Check their answers. Answers: 1 d
2 c
3 a (given)
4 b
4 Write the sentences in Exercise 3 again 1 Read through the example to demonstrate the
task. Highlight on the board how the structures are transformed from the active to the passive. 2 Students write the sentences individually in class, or for homework. Answers: b ‘F’ is made by putting the first two fingers of the right hand onto the back of the first two fingers of the left hand. c ‘I’ is made by touching the top of the second finger of the left hand with the first finger of the right hand. d ‘P’ is made by making a circle with the thumb and first finger of the right hand and holding it next to the first finger of the left hand.
✒ n
S B page 48 WB page 31
Aims: Learners will n learn to use although to connect ideas n learn about Louis Braille n revise and practise using present simple passives Structures: Although there were 100 students, there were only 14 special books. New vocabulary: although, bad, health, message Functions: Describing someone’s life Before using the book: n
n n
Revise the senses and what parts of the body they relate to. Revise what deaf and blind mean. Ask how deaf people communicate. Ask how blind people communicate and read. Ask if any of the students have heard of braille.
&
SB Page 48
Further practice
Get students to use the finger spelling explained in the text on SB page 47 and WB page 30, i.e. letters a, e, i, o, u, c, b, n, f, p. Ask them to try and think of some words made for those letters and spell them out in finger spelling. Then they can present them to the rest of the class who have to say what the words are. Here are some examples: bone, can, cane, be, no, on, one, cone, ban, cab, an, cap, pin, pan, fan, none, fine, cup, etc.
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9 Listen, read and match 1 Look at the text and discuss what kind of text it 2 3 4 5 6
. WB Page 31
is (internet/web page). Explain the task: students will listen to and read the text and decide what each paragraph is about. Read through the paragraph topics and make sure students understand them. Students listen to the text and match the paragraphs to the topics. Check their answers. Highlight although. Ask students to find all the uses of although in the text. Show how it can be used as an inverted version of but: He couldn’t see, but he went to the village school = Although he couldn’t see, he went to the village school. Point out the difference in position of but and although in the sentence. Give some more examples.
Answers: a 4 (given)
b 1
c 2
d 5
e 3
10 Read and ✓ 1 Read through statements a‑f and check
understanding. 2 Students read the text again and tick the correct box. Remind them that they should tick not in text if the statement could be true or untrue, but the text just doesn’t mention enough to decide either yes or no. 3 Check their answers. Answers: b No e Yes
c Not in the text f Yes
d Yes
11 Discuss 1 Point out that Braille letters are actually bumps
that you can feel when you run your fingers over the page. 2 Read through the two questions and check understanding. 3 Students discuss the two questions in pairs, then share their ideas as a class.
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5 Project: Read, ask and answer 1 Go through the adjective list on the right, and
elicit things which each adjective could describe. 2 Students form pairs and ask and answer the questions about each of the things in the pictures using the adjectives (and others if appropriate) to answer. 3 Select a few students to answer some of the questions. 4 Students then write their answers in their exercise books, as in the example at the bottom of the page.
Answers: Answers will vary. Possible answers: a Glass feels smooth and hard. Knives feel sharp. Ice feels sharp, hard and cold. Horses feel smooth.
b Biscuits taste sweet and delicious. Chocolate tastes sweet and delicious. (Old) fish tastes horrible. Spaghetti tastes salty. c Traffic sounds loud and horrible. Music sounds loud/beautiful, etc.
LESSON 5
SB page 49
A drill sounds loud/horrible. Water/A fountain sounds beautiful/quiet.
✒ n
Further practice
Students can read what their friends wrote about the things for WB page 31, and make comparisons: I think fish tastes horrible, but Hanan thinks fish tastes delicious, etc.
&
SB Page 49
Aims: Learners will n review language from the unit n learn about the use of or, although and as soon as Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.
D O IT F EL YOURS
4 Elicit the answers orally, then have students
write the answers out in their exercise books.
Learning words
Answers:
1 Read through the top speech bubble to introduce
a As soon as Louis Braille arrived in Paris, he went to the school for the blind. b As soon as blind people tried Braille’s writing system, they found it very useful. c Helen Keller could not see or hear. d Although deaf people cannot speak easily, they can learn to read and write.
the topic of connecting words. Ask students if they can think of any. 2 Read through the grammar explanations and the examples in points 1‑3 with the class. For point 1, add that or is used as a kind of negative form of and when two negatives are listed together: I like sweets and chocolate... but... I don’t like eggs or fish. 3 Students work out how to join the sentences in a‑d orally in pairs.
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A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER
2 3 4
5 6 7 8
box and read the three bullet points. Elicit examples. Read through the examples of key language in the box with the class and check understanding. Read through instructions a‑e and explain where necessary. Explain that, for instructions a, b and c, students should write a, b or c in the boxes next to the appropriate sentence in the Key language box. For d and e, they should write d or e next to the correct words. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more examples for each of instructions a‑c. Students share their ideas with the whole class.
Answers: c a (given) c b a b d finger, palm, thumb e cold, hard, rough, sharp, smooth
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Listening Task Target element: present passive and ‘by’ + verb +‘-ing’ Either have students write these questions down, or copy them and give them out. 1 How is ice made? 2 How are cakes made? 3 How were the Pyramids built? 4 How are models made? 5 How is braille writing read? 6 How are new things learnt? 7 How is finger spelling done? Now read out these answers to the questions in random order. Include the initial letters a‑g. Students write the letters next to the correct questions. a by mixing sugar, eggs and flour b by using the hands to make letters c by putting together a lot of stone d by fixing pieces together e by freezing water f by listening and reading g by feeling the writing on the page
Speaking Task Target element: What does it feel/taste/look/sound like? Bring in some objects/food. In pairs, students ask and answer about what the things look/feel/taste/sound/ smell like.
Reading and Writing Task Target element: ‘although’ Students match the two halves of the sentences, then write each pair out as a single sentence joined with although. you can use them to communicate, too. Louis Braille improved the system of reading, he went to his village school first. Louis Braille went to a special school in Paris later, someone else invented it. Andy can’t speak or hear, it is not the same as sign language. finger spelling uses signs for letters, he can communicate very well. Nawal’s students are deaf, she can help them understand her lessons. you usually use your fingers to touch things,
Revision C
LE SS ON 1
SB page 50 WB page 32
Aims: Learners will n revise and practise predicting the future using will n revise and practise the past simple passive n revise the verbs of sensation n revise and practise the infinitive + to and ‑ing forms of verbs after other verbs, and adjectives with prepositions Before using the book: n
Ask students what they know about Tutankhamen and his tomb, and if they have seen the treasures in the Cairo Egyptian Museum. Practise some past passives: He was buried in the tomb; a lot of treasure was buried with him, etc.
&
SB Page 50
1 Read and number 1 Students look at the picture and describe what is
happening. Try and elicit some of the vocabulary that they have learnt about kings and tombs: king, tomb, bury, treasure, cave, etc. 2 Read through the first section of the story and check understanding. 3 Students read the texts and number them in the correct order. 4 Check their answers. Answers: a 6 d 5
b 3 e 1 (given)
c 4 f 2
2 Listen and put a ✓ or ✗ 1 Revise the verbs of sensation: taste, feel, sound, 2 3 4 5 6
look and smell. Read through the statements and check understanding. Play the cassette. Students listen and tick the correct statements and cross the wrong ones. Check their answers. Students write the letters a‑d against the correct photos. Check their answers.
Tapescript
1 Ahmed: Soha: Ahmed: Soha: Ahmed: Soha: Ahmed: 2 Ahmed: Soha: Ahmed: Soha: Ahmed: Soha:
When did you finish it, Soha? Last night. I hope Salma likes it. I’m sure she will. Is there too much sugar on it? No, there isn’t. It looks really great. What do you think it will taste like? It will taste delicious. What do you think it is? I’m not sure. What does it feel like? It’s hard and it’s quite heavy. What is it? Is it a tin of sweets? Yes, I think it is. Salma will enjoy eating the sweets, won’t she?
3 Nadia: What do you think, Ahmed? Ahmed: I’m not sure. What does it feel like?
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Nadia: Ahmed: Nadia: 4 Sally: Soha: Sally: Soha:
It’s beautiful and smooth. I like the colour. Shall we buy it? No, I don’t think we should. It looks good, but I think it’s too small for you. What does it sound like? Sorry, it’s quite loud. What did you say? I said ‘What does it sound like?’ I think it’s a cat. Wait a minute. No, it’s not a cat. It’s bigger. It’s a lion or a tiger.
this individually in class, or for homework. 4 Check their answers. Answers: b learning e spelling
c to be d to work f swimming, watching
2 Write about Basma 1 Revise when, after and as soon as with
examples.
Answers: 1 ✓ 1 b
3 Students complete the sentences. They can do
2 ✓ 2 c
3 ✗ 3 d
4 ✗ 4 a (given)
. WB Page 32
2 Explain the task by looking at the example,
making sure students understand the significance of the clocks which relate to before/as soon as/ after. 3 Go through the pictures, eliciting the vocabulary students will need. Point out that these are all plans, and so the tense used is be + going to. 4 Students write the sentences. They can do this individually in class, or for homework Answers: A.M. After Basma makes tea for her mother, she’s going to do her homework. As soon as she finishes her homework, she’s going to play tennis. P.M. After Basma finishes reading her book, she’s going to sleep.
✒ n
1 Finish the sentences 1 Revise the use of verbs with ‑ing or infinitive
+ to after adjectives with prepositions or after prefer, enjoy, want. 2 Make sure students understand the task. Use the example to explain that they must put the verb into the appropriate form. 98
Further practice
Students can find more out about Tutankhamen and bring pictures, etc., to make a class display. Or they can write a short project on the topic.
LE SS ON 2
SB page 51 WB page 33
Aims: Learners will n revise adjectives n revise the use of by + verb + ‑ing to describe how something is done n revise and practise the use of to do and doing forms of verbs after other verbs Before using the book: n
Revise the concept of pen friends. Ask students to say what kind of information they would tell a new pen friend.
&
SB Page 51
5 Students form pairs and ask and answer
questions about Kamal, as shown in the example exchange.
Answers: d (given) j f a c i g e b h 4 Speaking 1 Explain the task: students in pairs will describe
someone they know well, using the prompts in the box. 2 Students form pairs and tell their partner about the person they choose. 3 Ask some students to report what their partners told them.
3 Read and match 1 Go through the points on the left and the
information about Kamal Idrees and make sure they understand. 2 Draw attention to the example to demonstrate the task. 3 Students complete the task individually. 4 Check their answers as a whole class.
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out how the answer has been changed into the ‘by + ‑ing’ form. 5 Students ask and answer the questions in pairs, using by + ‑ing.
. WB Page 33
Answers: a 4 (given) d 5
✒ n
3 Read and complete 1 Students read the clues and fill in the crossword
with vocabulary from Units 7‑9. 2 Check their answers, giving some attention to correct pronunciation. 3 Students can copy the diagram/word web into their vocabulary books. Answers: b large e lazy
c smooth f polite
d free g horrible
4 Read and match 1 Ask students to tell you what they remember
about Braille and finger spellings. Can they remember how to make any of the signs? 2 Students read and match the left sentences with the related sentences on the right. 3 Check their answers. 4 Read through the example exchange and point
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b 2 e 3
c 1
Further practice
Students discuss what they’re good at and what they would like to be good at.
UNIT
10
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SB Page 52
What have they been doing?
LE SS ON 1
SB page 52 WB page 34
Aims: Learners will n learn to use the present perfect continuous tense to talk about continuing actions n revise and practise vocabulary for work situations Structures: Hesham has been answering e-mails in his office this morning. New vocabulary: studio, test (verb) Functions: Describing ongoing activities Before using the book: n
n
Revise work and work places. Get students to tell you as many jobs and places of work as possible. Ask them what kind of activities the different jobs involve. Still talking about work, get students to think about different tenses by giving them time phrases (at the moment, every Monday, a year ago, since January, etc.) and ask them to make up sentences using the phrases with the appropriate tense, e.g. Hatem’s working in a gift shop at the moment. Hazem works in a shop every Monday. Salwa worked in a supermarket a year ago. Soad’s worked in this shop since January.
1 Listen and complete 1 Draw attention to the aims box and explain.
2 N.B.: Although the present prefect continuous is
3
4 5
6 7 8
explicitly introduced in Exercise 2, students first hear it naturally in this exercise, and then think about why it is used later, when they are familiar with the scenario. Students say who are in the pictures and where they are. (Make sure they know that Nawal’s prompt letter for where is an l, not a u, and that all the things are happening at the moment of speaking.) Introduce to test and studio. Read the speech bubbles to explain the task. Students will first look at the pictures and the first letters of the words and suggest what the words are. Then they will listen and check their suggestions. Students write in their suggestions lightly in pencil. Play the cassette. Students check their answers as they listen. Check their answers as a whole class. 101
ď‚ş
Tapescript
a Hesham has been working in the office this morning. He has been answering his e-mails. b Nawal has been working in the laboratory at the university this morning. She has been testing medicines. c Ahmed and Samy have been at the park this morning. They have been playing football. d Magda has been working at the TV studio this morning. She has been reading the news. e Faten has been in her school this morning. She has been teaching students.
Answers: Nawal has been testing medicines in the laboratory. Ahmed and Samy have been playing football in the park. Magda has been reading the news at the TV studio. Faten has been teaching students at school.
. WB Page 34
Answers: a b c d e
office; answering e-mails laboratory; testing medicines park; playing football TV studio; reading the news school; teaching students
2 Now make sentences about the people 1 Ask students to look again at the pictures in Ex.
1. Ask them to say what they are doing now, e.g. Hesham is answering his e-mails now. Then show that if you want to refer to the whole time period (e.g. the whole morning) you would use the structure Hesham has been answering his e-mails (all morning). Explain that this is the present perfect continuous/progressive, and show on the board how it is made with has/ have been + verb + -ing. It is used to talk about activities or states that are still continuing, and which started some time previously. Compare with the present perfect simple: Hesham has answered his e-mails this morning, which indicates that, although it is still the morning, the activity is definitely concluded. 2 With the whole class, elicit sentences about each of the people in Ex. 1 using the present perfect continuous. 3 Students form pairs and take it in turns to make the present perfect continuous sentences. 4 Ask some students to demonstrate.
102
1 Write sentences 1 Students use the prompts to form sentences
using the present perfect continuous.
Answers: b Ahmed and Samy have been pumping up the tyres on their bikes. c Sally has been trying her computer. d Salma has been sleeping in her room. 2 Listen and choose the correct answer from a or b 1 Ask students to look at the picture and guess
what kind of questions might be asked - they should use the answer options as clues.
2 Explain the task: students will listen to the
questions, and choose their answers according to what they can see in the picture. 3 Play the cassette. 4 Check their answers.
Tapescript
1 Has Hesham been working in his office this afternoon? 2 Have Ahmed and Soha been playing volleyball? 3 What has Nadia been making today? 4 Has Hesham been reading a newspaper? 5 Where has the Zaki family been having a picnic? 6 What has Ahmed been drinking?
Before using the book: n
Revise the present perfect continuous: ask students to look at page 52 again. Tell them this is a different morning, and you are visiting the people again. What have they been doing all morning? E.g. Hesham’s been writing e-mails. Nawal’s been writing about her tests, and so on.
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SB Page 53
Answers: 2 b
✒ n
3 b
4 a
5 b
6 a
Further practice
Extend the use of the present perfect continuous to what students themselves have been doing this morning/afternoon. It must be something that they are still doing now, e.g. We’ve been sitting in a classroom. We’ve been studying English.
LESSON 2
SB page 53
Aims: Learners will n learn to use the present perfect continuous when drawing conclusions n learn to use present perfect continuous questions Structures: I think he’s been pumping up his tyres. Have you been pumping up your tyres? New vocabulary: pump up, tyre Functions: Drawing conclusions from visual clues
3 Look and say 1 Before students open their books at page 53,
introduce a different use of the present perfect continuous. Take in some objects that signify certain activities, e.g., reading glasses, an apron, a paint brush, a gardening implement, a shopping bag, a football, a tennis racket. Give students a scenario and act it out. For example, they see you walking down the street with the tennis racket and you’re all hot and sweaty. What do they conclude? (You’ve been playing tennis.) Supply the correct grammar (present perfect continuous) and write it on the board. Continue with other scenarios that demonstrate how the tense is used when we are expressing conclusions that we have drawn from visual 103
2 3
4 5
clues about recently-concluded activities. Students open their books. Look at the picture of Ahmed, the prompts and the example exchange. Make sure they understand and can say pump up a tyre. Explain the task from this: students will say what they think the character has been doing using the clues in the pictures, and prompt verbs in the present continuous tense. Students form pairs and take it in turns to make statements about the characters. Select some students to demonstrate.
2 Ahmed is holding a pump. He’s been pumping up a bicycle tyre. 3 Nadia is holding a pot full of water. She’s been cooking vegetables. 4 Hesham is holding a hammer. He’s been hanging a picture on the wall. 4 Listen and number 1 Look at the pictures and get students to describe
them. 2 Explain they will have to listen and write the order that they hear the events in each picture. 3 Play the cassette. Students write the numbers. 4 Check their answers. Students tell you what each person has really been doing. Tapescript
1 Samy: Ahmed: Samy: Ahmed: 2 Samy: Nadia: 3 Samy :
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Have you been putting a picture on the wall? Hesham: No, I haven’t. Samy: What have you been doing? Hesham: I’ve been fixing the window. 4 Samy: I see you’ve got a book, Salma. Have you been reading stories? Salma: No, I haven’t been reading any stories, Samy. I’ve been taking a photograph of myself. I needed some books to go under the camera.
Answers:
Answers:
I see you’re holding a pump, Ahmed. Have you been pumping up your bicycle tyres? No, I haven’t. What have you been doing, then? I’ve been pumping up the football. It didn’t have enough air in it. I see you’re holding a pot of water, Ms Nadia. Have you been cooking? Have I been cooking? No, I haven’t, Samy. I’ve been watering my plants. I often use a pot to carry water to the plants. I see you’re holding a hammer, Mr Hesham.
a 3
b 4
c 1 (given)
d 2
5 Ask and answer 1 Read through the example exchange to
demonstrate the task. Point out the grammar of the questions on the board. 2 Students form pairs and ask and answer about what the characters have been doing. 3 Ask some pairs to demonstrate. Answers: 2
Has Nadia been cooking vegetables? No, she hasn’t. She’s been watering the plants. Has Hesham been putting a picture on the wall? No, he hasn’t. He’s been fixing a window. Has Salma been reading stories? No, she hasn’t. She’s been taking photos of herself.
3 4
✒ n
Further practice
Students act out a scenario to show what they have just been doing. They can use the props if any were brought in for the introduction. Each student acts out one thing for the rest of the class to guess.
LE SS ON 3
SB page 54 WB page 35
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SB Page 54
Aims: Learners will n practise using the present perfect continuous to talk about actions continuing throughout a period n practise using present perfect continuous questions with How long? and Who? n use since and for with the present perfect continuous Structures: Who’s been collecting stamps? How long has she been collecting stamps? She’s been collecting stamps since 2003. She’s been playing chess for six years. New vocabulary: chess, China, France Functions: Asking about duration of activities Before using the book: n
Discuss students’ hobbies and free-time activities. 6 Make sentences 1 Read the speech bubbles which explain the task 2
3 4 5
to the students. To demonstrate the task, select one student and ask them for the information needed to fill in the tables. For Doing a hobby they should write which hobby it is that they do in the space underneath. Students fill in the table with information about themselves. They form pairs and tell each other about themselves. Ask some students to tell the class about their partners.
7 Listen and complete 1 Read through the notes on each person and
explain the new word chess. Get students to suggest possible answers for the gaps. Whilst doing this, remind them of the use of for and since, and the types of time phrase that will follow each one, e.g. for three years, since 2002. Elicit some examples. 105
2 Before they listen, remind them that they only
3 4 5
6
7 8
need to write one word in each gap, or a number and a word after for. Play the cassette. Students write the answers in the gaps. Check their answers. Make sure everyone has the correct answers about the children and their hobbies. Ask some practice questions: Who’s been learning Arabic? How long has Dawn been playing chess? Select students to give a couple more questions. Write the target questions’ structures on the board for their reference: Who’s been …-ing (...) ? How long has he/she been …-ing (...)? Students form pairs and each ask and answer about two of the people. Ask some pairs to demonstrate.
. WB Page 35
Tapescript
a
Dawn is from China. Her two hobbies are collecting stamps and playing chess. She has been collecting stamps since 2003 and she has been playing chess for six years. b Abdullah and Amir are from Turkey. They like doing two hobbies: designing robots and sailing. They have been designing robots since they were nine and they have been learning to sail for nine months. c Ken is from Japan. He’s got two hobbies. His first hobby is making paper models and his second hobby is doing experiments. He has been making paper models since he was a baby. He has been doing science experiments for six years. d Sylvie is from France. Her two favourite hobbies are learning Arabic and running. Sylvie hasn’t been learning Arabic for a long time – only for six months. She has been running since last year.
Answers: a b c d
playing robots; nine months models; doing; six years Arabic; running; six months;
3 Read the following then answer 1 Check that students remember the difference
between the use of for and since. 2 Point out that where questions are followed by for or since, students should use these words in their answers. 3 Students read the text and write full sentence answers to the questions. 4 Check their answers. Answers: b Ali has been living in Cairo for 15 years/since he was 20. c Fayez has been living in Cairo for five years. 4 Choose the correct answer from a, b or c 1 Students read the passage and answer the
multiple choice questions individually.
Answers: 2 b
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3 c
✒ n
n
Further practice
Students can work in pairs and role play one of the characters in the WB. Their partner asks them three How questions (e.g. How old and How long).
SB page 55 WB page 36
Aims: Learners will n practise using the present perfect continuous to talk about continuing actions throughout a period n practise using present perfect continuous questions with How long? Why? and What? n use since and for with the present perfect continuous n talk about free time activities n read and write a letter Structures: What has Ann been studying? Why has Ann been practising the piano? New vocabulary: free time, geography, piano, practise Functions: Describing yourself Thanking others Requesting a written response Before using the book:
n
SB Page 55
Get students to work in pairs to write another short puzzle like the one in the workbook. They should start by thinking of or inventing three people and working out how long they’ve lived somewhere, how old they are and how long they have done a hobby/ free-time activity. They can then write their puzzle questions and then give it to another pair to solve.
LE SS ON 4
n
&
Revise what students remember about Ann from her last letter: where she is from, her likes and dislikes, etc. Revise the elements of a letter: What do you put in the top right hand corner? How do you start the letter? How do you end it?
8 Make sentences 1 Look at the text and discuss what kind of text it 2 3 4 5 6 7 8
is (a letter). Ask introductory questions about it: Who’s it from and to? What’s Ann’s address? Introduce practise the piano and geography. Explain the task: students will read the letter and decide what each paragraph is about. Read through the paragraph topics and check understanding. Students read the text and match the paragraphs to the topics. Check their answers. Focus on the present perfect continuous: ask them to find instances of it in the letter.
Answers: 1 f 4 d
2 a (given) 5 b
3 c 6 e
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9 Ask and answer
5 Read then write
1 Read through the questions and check
1 Read through the speech bubbles to explain the
understanding. 2 Students ask and answer the questions in pairs. Encourage them to give full sentence answers to practise the present perfect continuous. 3 Ask some pairs to demonstrate. Answers: b She’s been living in Melbourne for four years. c The weather is very hot. The sun has been shining every day because it’s summer. d She has been sailing since September. e She has been studying Egypt. f She has been reading about the geography and history of Egypt. g She’s been practising the piano because she’s got a test next week. h She’s been playing the piano for four years.
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task. 2 Read through each of the points which direct what to put in the letter and elicit examples from students. 3 Students write their letters either individually in class, or for homework.
✒ n
Further practice
Students read each other’s letters and then tell the class about their classmates.
LESSON 5
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SB Page 56
Aims: Learners will n review language from the unit n learn about the different ways individual phonemes are written Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.
D O IT F EL YOURS
1 Write these words under the correct sound 1 Read through the top two speech bubbles
2
3
4
5 6 7
to introduce the topic of spelling sounds in different ways. Check that students are pronouncing the names of the letters in each group box correctly: ‘a’ as in day, ‘e’ as in week and ‘i’ as in lie. Read through the words in the left hand box and make sure everyone is pronouncing them correctly. Explain the task: students will write each word from the box into the correct group according to the vowel sound (rather than the spelling) of the word. Students do the task individually or in pairs. Check their answers, making sure they are pronouncing the words correctly. To practise the point, get students to pronounce some words which they are unlikely to know, e.g. seek, rate, slate, tide, slide or treat.
Answers: Group 1 late train day
Group 2 feet meat clean
Group 2 ice high my
2 Complete the sentences 1 Read through the first sentence to illustrate the
2 3 4 5
task. Elicit answers for the second gap in the sentence. Explain that they need to write in one, two or three letters in each gap to complete the words. Students complete the task individually. Check their answers. Read and explain the two speech bubbles. Ask students to write down the different sets of spellings from Exercises 1 and 2 which have the sounds a, e, and i (/a/, /i:/, /e/).
Answers: a cleaning, three b way, today c revise, five d eating, meat e fly, nine, tonight
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A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER
2
3 4
5 6 7 8
box and read the three bullet points. Elicit examples. Read through the examples of key language in the box with the students and check understanding. Read through instructions a-e and explain where necessary. Explain that for a, b and c, students should write the letter of the correct instruction in the box next to the appropriate sentence in the Key language box. For d and e, they should write d or e next to the correct words. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more statements for instructions a-c. Students share their ideas with the class.
Answers: c a (given) b c d chess, sailing, collecting stamps, experiments e testing medicines, experiments, laboratory
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Listening Task Target element: present perfect continuous and ‘since’ and ‘for’ Use SB page 54, Ex. 6. Students copy the table into their exercise books. Read the following script. They listen and write the answers in the tables they have drawn. Adjust the years so that they are correct looking from this year’s perspective. Grant has been going to school for eight years. He has been going to school since 1998. He has been learning English since 2003 so he has been learning English for three years. He has been living in this town for ten years. He’s been living here since 1996. Grant collects computer games. He’s been collecting them since 2002. He’s been collecting them for four years.
Speaking Task Target element: ‘What’ + present perfect continuous Use SB page 52, Ex. 1. In pairs, students ask and answer about the characters: Student A: What’s Hesham been doing this morning? Student B: He’s been answering e-mails.
Reading Task Target element: present perfect continuous and ‘since’ and ‘for’ Use the letter from Ann on SB page 55. Re-write it with parts of the verbs left out, e.g. I _____ born in …, We have ______ living in Melbourne, etc., and copy it for the students. Students fill in the gaps.
Writing Task Target element: present perfect continuous and ‘How long?’ Use SB page 54, Ex. 7. Students write the questions and answers for three How long? questions about the children in the pictures.
UNIT
11
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SB Page 57
Safe at home and at sea
LE SS ON 1
SB page 57 WB page 37
Aims: Learners will n use imperative structures with always and never to give instructions n use might to talk about future possibility Structures: Never buy too many sweets. Always cross the road carefully. Soha might go to the paper shop. New vocabulary: gas Functions: Giving instructions Giving advice Expressing future possibilities Before using the book: n
Revise the imperative by asking the class what they would tell a new student about what to do at their school, e.g. Don’t talk when teachers are talking. Try the Art Club, it’s great, etc.
1 Read, listen and choose a, b or c 1 Draw attention to the aims box and explain. 2 Read through the speech bubbles with the
3
4 5 6
students and check understanding. Ask them what they think is happening: Where are they going? Why? What do they do before they go out? Why? Introduce gas, as in cooking gas. Read through the multiple choice questions and check understanding. Get students to guess answers. Remind them to write down only a few key words as answers while they listen. Play the cassette. Students listen and circle the correct answers. Check their answers as a whole class.
Tapescript
a Soha:
Dad, can Salma and I go and buy some sweets? Hesham: Yes, of course. I’ll come, too. I want to buy a magazine. Do you want to come, Nadia?
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Nadia:
Yes, I need to do some shopping at the supermarket. When will we be back? Should I start the vegetables now? Hesham: No. Never leave anything on the gas when there’s no one in the house. We’ll start cooking as soon as we get back. b Hesham: Aren’t you going to wear your jumper, Salma? Salma: No, I’m not cold, Dad. Hesham: Are you ready, Soha? Soha: Yes, I am. Salma: Can I open the door now, Dad? Hesham: Yes, but first, check you’ve got what you need. Always check that you’ve got what you need before you leave the house. Salma: Soha’s got my jumper, Dad. Hesham: Good. And have you got Mum’s list, Soha? Soha: Yes, I have, Dad. Hesham: OK. Open the door then, Salma. c Hesham: Have you found the sweets which you like, Salma? Salma: Yes, thank you Dad. These are my favourite sweets. Hesham: And are you going to buy any sweets, Soha? Soha: No, I’m not, although I might buy something in the paper shop. Hesham: Right, we’ll just get these sweets, then. Salma: Can I buy this big bag? Hesham: That big bag? No. Never buy too many sweets. They’re bad for your teeth. d Hesham: Oh dear. Where is my wallet? I’ve left my wallet in the house. Salma: Always check you’ve got what you need before you leave, Dad. Hesham: Yes, you’re right, Salma. I should follow the advice which I give to other people!
2 Look at the pictures and get students to describe
what is happening in each one. 3 Select a student to do the first picture. (Never cross the road when the light is red) 4 Students form pairs and take it in turns to say the instructions. 5 Ask some students to demonstrate. Answers: Never cross the street when the light is red. Always cross the street when the light is green. Always cross the street when there are no cars coming. Never cross the street in a busy place/when there is traffic. / Never play in the street.
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Answers: 1 a 3 c
2 a 4 a
2 Make instructions with always or never
1 Rewrite the sentences with always or never
1 Ask students to look back at the speech bubbles
1 Revise the use of always and never, and the use
in Exercise 1 and find Dad’s instructions. Explain that Always check you’ve got what you need is like saying You should check you’ve got what you need, and that Never leave anything on the gas is like saying You shouldn’t leave anything on the gas.
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of should to give advice or instructions. 2 Students read the example to demonstrate the task. Make sure they know which ones will start with never and which with always. 3 Students write the sentences individually in class, or for homework.
Before using the book:
Answers: b c d e
Always look right and left before you cross a road. Never run when you go down stairs. Always wash your hands before you eat food. Never sit too near the TV when you watch a film.
2 Write sentences with always or never and might
n
Revise the use of always and never to give instructions and/or advice. Ask students what they should never and always do when they are riding a bike.
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SB Page 58
1 Students read the example to demonstrate the
task. 2 Go through each scenario and elicit the sentences orally before students write them. 3 Students write the sentences individually in class, or for homework. Answers:
b Always wash fruit before you eat it, or you might be ill. c Never play football in the street, or you might cause an accident. d Always clean you teeth before bed, or you might get bad teeth.
✒ n
Further practice
Students make up some more sentences with always and never to tell younger students about road safety, cooking, doing experiments, playing football, etc.
LE SS ON 2
SB page 58 WB page 38
Aims: Learners will n use imperative structures with always and never to give instructions n use might with first conditional structures to talk about possibility Structures: If you leave children alone in a kitchen, they might have an accident. If you don’t put shopping in a safe place, children might fall over it. New vocabulary: alone, burn, cooker, spill Functions: Expressing possibilities Expressing conditions and possible consequences
3 Read and match 1 Before students look at the exercise, revise
2 3 4 5
vocabulary for kitchens and bathrooms, including pan, bath and tap. Introduce cooker. Students open their books and look at the picture. Ask them to describe what they can see. Ask them to tell you what the problems in the picture are. Students read the statements and match them to the correct number in the pictures. Check their answers.
Answers: 1 a 4 e
2 d 5 b
3 c
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4 Complete the sentences about the picture 1 Revise conditionals. Ask students what will
2
3 4 5 6
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happen if you throw your book at the window, if you go to sleep in the class now, if you play some rock music very loudly, if you tell your students to go home? Get students to give their suggestions using the structure: If you throw your book at the window, the window will break. Write this on the board for their reference. Tell them, If I throw this piece of chalk at the window, the window might break to show the lesser likelihood expressed by might. Give some more examples, e.g. if you tell your students to go home now, you might lose your job. Refer students back to the picture and introduce the new words spill and burn. Point out that students should use the advice in Exercise 3 as prompts. Students form pairs and fill in the blanks. Check the answers all together as a class.
Answers: b don’t d might
c cut e If 3 Listen and match 1 Students look at the pictures of the sea animals
2 3
4 5
and describe them. Ask if they know anything about any of them. Has anyone ever seen any of them? Where? Read through the sentences and get students to guess which animal each one refers to. Explain the task. Sentences a-e give information about the animals in the pictures, which students will hear on the cassette. They have to listen and match the sentences to the pictures. Play the cassette. Students listen and write the letters in the boxes. Check their answers.
Tapescript
1 Ahmed: Soha: Ahmed: Soha: Ahmed:
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What’s that animal? It’s called a blue whale. Is it dangerous? No, it’s not, but it is very heavy. Yes, it looks heavy.
Soha:
If you weigh one, it will weigh the same as 25 elephants.
2 Ahmed: Soha:
What kind of whale is that? It’s a killer whale. They’re very dangerous. They eat anything in the sea. They even eat each other. If one of them is injured, the others will eat it.
3 Ahmed: That’s a picture of a great white shark. Soha: Yes. They’re very dangerous. They’ve got enormous teeth. Ahmed: And they can smell very well. If one smells you in the water, it might try to eat you. 4 Ahmed: That one is a snake, isn’t it? Soha: Yes, it’s a sea snake. Ahmed: Snakes can be very dangerous. Soha: Yes, this one is dangerous, but if you leave them alone they won’t injure you. 5 Ahmed: That’s an octopus. They don’t look very nice, do they? Soha: No, they don’t. They might be dangerous, but if you don’t move near it, you’ll be safe.
LESSON 3
SB page 59
Aims: Learners will n read the first part of a story and predict the next part New vocabulary: lifeboat, sink/sunk, storm Functions: Giving opinions Predicting the next part of a story Before using the book: n
Ask if everyone has been to the sea and if anyone has ever been sailing. Put students in pairs or in groups and ask them to tell each other about a trip they have had to the sea, saying what they did there, what the weather was like, if they liked it, and how long they were there. If students haven’t been to the sea, ask them to say what they would like to do there.
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Answers: 2 b
3 d
4 c
5 a
4 Complete the sentences with might 1 Students read the example to demonstrate the
task. 2 Students write the sentences individually in class, or for homework. Answers:
b If you study hard this week, you might pass the test. c If you go to bed late tonight, you might be tired tomorrow. d If the teacher is ill tomorrow, we might have a new teacher. e If we go to the park this afternoon, we might see our friends.
✒ n
Further practice
Students think of some more potential hazards in the kitchen and bathroom and say what they should never do and always do to avoid them. 115
5 Read and match 1 Ask students to look at the links at the top of the
2
3
4
5
web page and tell you what kind of text this is (a story). Tell them it’s an exciting story about the sea and ask them to guess what kind of thing might happen in such a story. Read through the paragraph summaries on the left with the students, and explain that they have to match them with the paragraphs in the text. Students read the text quickly to match the paragraphs. Remind them that they don’t need to understand every word when reading for general understanding. Check their answers.
Answers: a 3
b 4
c 2
d 1 (given)
6 Read and answer 1 Read through the questions with students and
2 3
4 5
explain where necessary. Explain lifeboat when reading through question c. Students look at the little photo on the web page and speculate about who it might be. Students read the text again, carefully this time, and find the answers to the questions. They can write key answer words in pencil next to the questions. Check their answers. Ask them to find the new words sunk, storm and terrible and to guess what they mean from their context. Give them some answer choices (e.g. terrible: good or very bad?) if they struggle.
Answers: a b c d e
He was a ship’s engineer. Their father’s ship sunk in a storm and he was dead. There weren’t enough of them. His father and the sea. They must become good sailors and buy a good boat, speak to her every day, take a lifeboat. f “What will I do if I lose my sons?” 7 Discuss 1 Read through the questions one by one. Students
discuss their answers in pairs first, then discuss as a whole class.
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✒ n
Further practice
Get students to do a consequences chain using If and will or might. This can be done with the whole class. Start (e.g.) If I’m not tired tonight, I’ll go to the park. If I go to the park, I’ll feed the ducks. If I feed the ducks, they’ll get fat …, etc.
LE S S ON 4
S B page 60 WB page 39
Aims: Learners will n use might and will with first conditional structures to talk about possibility New vocabulary: fire (v), Pacific Ocean, wave (n) Functions: Expressing conditions and results Giving opinions Before using the book: n
n
Revise the story from the last lesson: what happened to the boys’ father... what do they want to do now? Get students to practise the If ... will/might structures by asking them about possible next parts to the story: If they go to sea, they might ... they will ... . Emphasise again the difference between the two: might being a weaker possibility.
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1
Tapescript
We left England in September. We spoke to our mother every day on our radio. In December we arrived in America. We took our boat through the canal to the Pacific Ocean. When we left America in January my brother said, “If the weather is good, we’ll be in Australia in three months.”
8 Listen and match 1 Look at the pictures and ask students to guess
2 3
4
5 6 7
what is happening in the story. Remind them what lifeboat means. Introduce America, the Pacific Ocean, fire a rocket and a wave. Read through the if clauses and check understanding. Point out that the two clauses in conditional sentences are usually interchangeable, but that they must add a comma after the if clause when it comes first in the sentence: If we work all day today, we’ll be tired this evening. We’ll be tired this evening if we work all day today. Now read through the speech bubbles on the pictures and ask which of the if clauses a-f might go with the speech bubble in the first picture. Explain the task: students will listen and match clauses a-f to the speech bubbles in pictures 1-6. Play the cassette. Students write the letters in the boxes. Check their answers. Get them all to repeat the combined sentences.
2 We started to cross the Pacific. After two weeks, the wind started to blow. Every day the wind became stronger and the waves were bigger. On the fourth day I said to my brother, “We might be OK if the weather doesn’t become worse.” But the weather became worse. On the fifth day, an enormous wave hit us and our boat started to sink. 3 We were climbing into the lifeboat when another wave hit us. We were thrown into the water. When I came to the surface, I could see the lifeboat but not our boat. I swam to the lifeboat, hoping my brother was inside. He wasn’t. I shouted loudly. “If you can hear me, Mike, say my name.” I heard a voice. ‘I’m here, John.’ He swam to me and I helped him into the lifeboat. 4 Although we were wet and cold, we slept because we were so tired. When we woke my brother said, “We are safe. We have a little food and water, but the radio and the engine were broken in the storm. We can’t ask for help and we can’t go where we want.” I said, “If we are lucky, a ship will find us before we finish our food and water.” 5 Although we didn’t see a ship for fifteen days, we were lucky. We got more water to drink from rain. We got more food by catching fish. On the sixteenth day we saw a ship. I said to my brother, “We have three rockets. If the sailors see them, they’ll help us.” We fired two rockets. Nothing happened. When we fired the third one, the ship came to us. We were safe. 6 We talked to our mother on the ship’s radio. When we first spoke, she said, “I was very worried when I didn’t hear from you. I was afraid you were dead”. Then she added, “I hope you don’t go to sea again. If you go, I’m going to sail with you. Then I’ll know you are safe.”
Answers: 2 f
3 e
4 a
5 c
6 d
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9 Listen again and ✓ or ✗ 1 Read through the statements and check
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understanding. 2 Play the cassette from Exercise 8 again. Student tick or cross the statements. 3 Check their answers and ask them to correct a, b, d and f. Answers: a b c d e f
(✗) They left America in January (✗) It was the fifth day (✓) (✗) They had a little food and water (✓) (✗) She hopes they don’t go to sea again
10 Discuss 1 Ask students what they think of the brothers
going off to sea and leaving their mother to worry. Would they like to do that? Why? Why not? 2 Ask them to say any other dangerous activities (work and leisure) they can think of and ask why they think people do them. 3 Read the discussion question. 4 Students discuss the issue in pairs first, then as a whole class.
5 Match the verbs to the nouns 1 Students write the letter of the correct verb next
to the appropriate phrase. 2 Check their answers. 3 Students work in pairs to make sentences with each combined phrase. Answers: b c d e f
cross the Pacific Ocean fire a rocket spill some water travel to America turn off the gas
6 Write sentences 1 Students read the example to demonstrate the
task. 2 Go through each scenario and elicit the sentences orally before they write them. 3 Students write the sentences individually in class or for homework. 118
✒
Answers: b If you spill the water, someone might fall over/slip on it. c If you don’t turn off the gas before you go out, the food might burn/you might start a fire. d If you jump in the water, you might jump on/hurt someone.
LESSON 5
SB page 61
n
Further practice
Students hold a formal debate about doing dangerous sports. Split the class into two sides: those who think we should do dangerous sports if we want to; and those who oppose them. The group members select one speaker to put the case and write the speech for him/her together. A vote is taken at the beginning to see how many people vote for, and how many against, dangerous sports. The two speakers then put their cases to the class. Students can question each other. Another vote is taken to conclude.
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Aims: Learners will n review language from the unit n look up parts of speech in dictionaries n select the appropriate meanings in dictionaries Before using the book: n
n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one. Make sure all students have access to a dictionary.
D O IT F L OURSE
Y
1 ✓ the part of speech of the word in red 1 Do some dictionary warm-up exercises: recite
the alphabet in a chain around the class. Force speed by tapping on the desk and getting them to say the letters in time. Start at different places in the alphabet. Tell them to recite the alphabet without the vowels. Then give them words
which they have to order alphabetically. Then turn randomly to a dictionary page and say which head word is at the top of the right hand page. Students have to race to tell you the page number. 2 Revise the terms noun, verb and adjective and elicit some examples. 3 Read through the top two speech bubbles to introduce the idea of finding the part of speech in the dictionary entry. 4 Give them a word that students don’t know and 119
ask them look it up in their dictionaries and tell you what part of speech it is. 5 Students look up each of the words in red in their dictionaries to check what parts of speech they are. 6 Check their answers. Answers: b adjective d verb
c noun f adjective
2 ✓ the meaning of the word in red 1 Read through the two speech bubbles to
2
3 4 5
introduce the idea of having to read and select the appropriate meaning from dictionary definitions where a word can mean more than one thing. Ask if there are any Arabic words which have more than one meaning. Explain the task: students will read the pairs of word meanings and choose which one is being used in the sentences given. Students do the task individually or in pairs. Check their answers. Ask if they know any other English words which have more than one meaning, e.g. hard, palm, cool, right, free.
Answers: a 1
b 2
W
REVIE
1 Draw students’ attention to the REMEMBER
2 3 4
5
box and read the three bullet points. Elicit examples. Read through the examples of key language with the students and check understanding. Read through instructions a-e and explain where necessary. Explain that for a, b and c, students should write the letter of the correct instruction in the box next to the appropriate sentence in the Key language box. For d and e, they should write ‘adj’ or ‘vb’ next to the correct words. Students do the task individually, then compare their answers in pairs.
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6 Check answers with the whole class.
7 In their pairs, students think of more statements
for instructions a-c. 8 Students share their ideas with the class. Answers: a (given) c b d alone, American, lucky, terrible e burn, leave, spill, sink
A s s e s s m e n t Speaking Task Target element: first conditional with ‘might’ and ‘will’ Use WB page 38, Ex. 4. Give the students the prompts orally. They finish them with ‘will’ or ‘might’ clauses, e.g.: Teacher: If you study hard this week … Student: If I study hard this week, I might pass my test.
Listening Task Target element: ‘always’ and ‘never’ with imperatives to give instructions/advice Use SB page 58, Ex. 3. Read out the advice and have students point to the appropriate part of the picture, e.g. Never leave a pan at the front of the cooker: students point to 2.
Reading Task Target element: first conditional with ‘might’ and ‘will’ Use all the exercises in the unit which have conditional sentences. Write them out in two parts and mix them up. Students re-connect them. This can be done physically (the two parts written on separate pieces of paper to match up) or written in columns next to each other and students draw lines to match the two sentence parts, e.g.: If you put the boxes on the shelf, children might cut themselves If you leave a knife on the table, they might fall on your head.
Writing Task Target element: first conditional with ‘might’ and ‘will’ Use WB page 37, Ex. 1. Students write what the consequences might or will be of not listening to the advice, e.g.: a Always clean your shoes before you go to school. If you don’t clean your shoes you won’t look smart, etc.
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UNIT
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Fitness, diet and health
LE S S O N 1
SB p a g e 6 2 W B p a g e 4 0
Aims: Learners will n practise using the present perfect continuous with recently n discuss health and fitness Structures: I’ve been using the computer too much recently. Ahmed hasn’t been riding his bike very much. New vocabulary: fewer, less, put on weight, recently Functions: Giving advice Before using the book: n
Revise the present perfect continuous. Mime some actions and ask students what they think you’ve been doing, e.g. stretch sleepily and elicit You’ve been sleeping. Start panting and puffing, wipe sweat from your brow to elicit You’ve been running. Other possibilities include: You’ve been eating, shopping, etc.
1 Read, listen and complete 1 Draw attention to the aims box and explain. 2 Introduce recently.
3 Look at the pictures of the people and ask who
they are. What are they doing that appears to be unhealthy? 4 Use the example to explain the task: students will write verbs in the spaces as they listen. 5 Play the cassette. 6 Check their answers out loud.
Tapescript
Ahmed: I’ve been putting on some weight. I’ve Salma:
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had lots of homework and I’ve been watching too much TV recently, too. I haven’t been riding my bike or playing tennis very much. Mum has been cooking too many desserts in the last few weeks. Another thing. I haven’t been going to the park very much recently and I’ve been eating too many sweets.
Hesham: Soha:
I’ve been busy at work. I’ve been drinking too much tea. Also, I usually walk up the stairs for exercise but I haven’t been walking up the stairs very much recently. Yes, I’ve been putting on weight, too. I haven’t been taking very much exercise. I’ve been staying at home because I’ve been using my computer too much recently.
. WB Page 40
Answers: b been
c been drinking
d been taking
2 Now give advice with fewer, less or more 1 Write dessert, some TV, exercise and ask what
2
3
4
5
the difference is between some TV and a TV. (some TV = an uncountable amount of TVwatching; a TV = a TV set). Remind students about countable and uncountable notions. Remind them of what more means (+) and introduce less and fewer (-). Show how more can be used very flexibly: I should go for more walks. I should walk more. I should watch more TV, but less is used with uncountable nouns or with verbs (I should eat less chocolate. I should sleep less.) and fewer is used with countable nouns (I should eat fewer sweets.) With the whole class, go through each of the characters and elicit what they should do less or more or fewer of. Pay attention to word order: more and less go before nouns but after verbs; fewer goes before nouns. Students form pairs and say what they think the characters should do, as in the example exchange. Select students to demonstrate.
1 Write sentences with too much or too many 1 Revise too much and too many to express excess. 2 Go through each picture, ask what students see,
and ask them to say whether the items will go with much or many. Point out the word order: too much/many go before the noun. 3 Students write the sentences individually in class, or for homework. Answers: b I’ve been watching too much television. c I’ve been drinking too many sweet drinks. d I’ve been taking too many taxis. 2 Write advice with more, less or fewer 1 Students read the example to demonstrate the
task. 2 Go through each scenario and elicit the sentences orally before they write them. 3 Students write the sentences individually in class, or for homework.
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Answers:
SB Page 63
b I think Soha should take more exercise and watch less television. c I think Soha should drink fewer sweet drinks and have more water. d I think Nadia should go for more walks and take fewer taxis.
✒ n
Further practice
Students say what activities they have been doing a lot of recently, and what they should do more of.
LESSON 2
SB page 63
Aims: Learners will n practise using the present perfect continuous with recently n practise using How much and How many in questions n revise adverbs of frequency n discuss their own health and fitness Structures: Have you been walking to school recently? How many vegetables have you been eating each day? New vocabulary: a few, a little, diet, fitness Functions: Discussing health Before using the book: n
Write healthy and unhealthy as headings on the board. Brainstorm healthy and unhealthy activities.
3 Read and ✓ 1 Check that students remember what recently 2 3
4
5
6 7 8
means. Introduce fitness. Students look at the page and tell you what kind of texts these are (questionnaires) and where they might be found (magazines, clinics). Read through the questions and check understanding, also the time frame that is being referred to (i.e. over the past few weeks). Read through the headings of the tick boxes and give students some ideas of what sometimes and often might suggest. Students read the questions and tick the boxes, answering for themselves. Students form pairs and ask and answer the questions. Students tell the class about their partners.
4 Read, ✓, then ask and answer 1 Revise How much and How many: put some pins
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or something small in your hand, close the hand and ask How many ... have I got in my hand?
Then ask other guessing questions: How much rice have I got in my kitchen cupboard? How many CDs have I got? etc. Students guess the answers. Then they ask questions, using How many/much either in pairs or to other students in a whole-class situation. Introduce a little and a few and play the above guessing game, answering with a lot, a little or a few. Introduce diet (to mean general eating pattern, not weight loss regime). Read through the questions and answers options and check understanding. Students tick answers for themselves. Read through the example exchange. Students form pairs and ask and answer. Students tell the rest of the class about their partners and what they think they should do.
2
3 4 5 6 7 8
✒ n
n
n
out to the sides, twist from the hips round to look behind them, twisting both ways, and then slowly bring their hands together over their heads and down to their sides. Run on the spot, jump up and down, etc. Introduce do exercises and exercise. Discuss what kind of exercise students do, reminding them that it doesn’t only mean organised sports, but includes things like walking up and down stairs, etc.
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SB Page 64
Further practice
Students write statements about the good and bad things they are doing and then write what they should do more or less of. For homework, they can ask someone at home the questions in the questionnaires on page 63 and report back to the class on their findings.
LE SS ON 3
SB page 64 WB page 41
Aims: Learners will n practise using the present perfect continuous in statements, questions and answers n revise and extend their vocabulary for health and fitness Structures: How long has Adel been working as a trainer?
5 Listen and put a ✓ or ✗ 1 Ask students to look at picture of Adel and
New vocabulary: change, get fit, trainer
2
Functions: Giving opinions Predicting the next part of a story
3
Before using the book: n
Get students to do some exercises in class to warm up. Tell them to stand up and slowly bend down to touch their toes, put their hands
4 5
introduce fitness trainer. Read through the questions with students and explain where necessary. Get them to suggest possible answers. Introduce get fit. Explain the task: students will listen and write notes. Remind them to write only key words as they listen. Play the cassette. Check their answers. Encourage them to make full sentence answers from their notes. 125
5 Check their answers.
Tapescript
Interviewer:
Hello, Mr Adel. Please tell us about your job. Adel: Certainly. I’m a fitness trainer. Interviewer: How long have you been a fitness trainer? Adel: For eight years, since I stopped playing football. Interviewer: Oh, why did you stop playing football? Adel: I couldn’t play because I was injured, so I became a fitness trainer. Interviewer: What does a fitness trainer do? Adel: I help people to be fit. Interviewer: Who? Football players, basketball players? Adel: No, all kinds of people. Interviewer: And why do people need to be fit? Adel: Well, life is changing now. Before, many people worked with their hands and bodies. The job which they did made them fit. Interviewer: What’s happening now? Adel: We don’t need to be so strong to do our work now. We have machines and computers to help. Also we don’t get much exercise in other parts of our life. We drive to work or catch a train, bus or taxi. These are some of the reasons why a lot of people now are putting on weight. Of course some people like farmers or builders are fit from their work, but people who work in shops or offices aren’t usually very fit. Interviewer: How do you help people stop putting on weight? Adel: I help them get more exercise into their life. I give people advice on how to be fitter and healthier through exercise. Interviewer: Thank you for talking to us, Mr Adel.
Answers: a ✗ d ✓
b ✓ e ✗
c ✗ f ✓
6 Listen and complete 1 Look at the pictures and get students to say what
the people are doing in them. 2 Read through each text and ask students to suggest possible answers. 3 Explain they only need to write one word in each gap. 4 Play the cassette. 126
Tapescript
1 Hassan:
2 Nawal:
3 Nadia:
I’ve been using the stairs at the hotel more. It is longer but it’s better for me. After work, I’ve been running in the park with my son. I’ve also been swimming at a sports club. It is difficult to get exercise at work. I am in a classroom or the laboratory most of the day. I’ve been moving around the classroom when I teach. I’ve been playing in a volleyball team at the university on Wednesday evening. I’ve been walking to the shops. When you’re a housewife there are lots of ways to get exercise. I’ve been sweeping, cleaning and vacuuming the floors very quickly. It’s hard work. I’ve been walking to the shops. At the weekend I’ve been exercising at the sports club. I enjoy it a lot.
Answers: 1 b running 2 a moving 3 a vacuuming/sweeping
c park d swimming b playing c walking b walking c exercising
7 Discuss 1 Read through the questions as a class. Students
discuss in pairs first, then discuss as a whole class.
. WB Page 41
d Sally and Samy have been doing some exercise classes. e Sally and Samy haven’t been playing any volleyball. f Sally and Samy have been going for a few walks. 4 Look at the pictures and write sentences 1 Students look at the pictures and describe what
the people are doing. 2 Read through the example to demonstrate the task. 3 Students write the sentences individually in class, or for homework. Answers: b Samy has been running in the park. c Ahmed has been riding his bike. d Nawal has been playing tennis.
✒ n
3 Ask and answer 1 Students read through the table. Get them to
2
3
4 5 6
repeat the verbs after you: do exercise classes, play volleyball, etc. Read through the example exchange to demonstrate the task. Point out that for volleyball and table tennis, they will have to say How much ...? Make sure students understand the symbols and their meanings. Remind them of the uses of a little and a few and the negative word order haven’t been …ing. Students form pairs and ask and answer about the characters. Read through the example to demonstrate the writing task. Students write the sentences individually in class, or for homework.
Answers: b Soha has been playing a lot of volleyball. c Soha has been going for some walks.
Further practice
Put students in groups of three. One student in each group will roleplay a fitness trainer and give advice. The second will role-play a very lazy person who never does any exercise, and the third will be a very fit, active sports person. The trainer asks the other two students questions about their fitness, as on page 63 of the Student’s Book, and then gives them advice: You should go to some exercise classes, etc.
LE S S ON 4
S B page 65 WB page 42
Aims: Learners will n read a text about food and healthy eating n revise and extend the vocabulary for health and fitness New vocabulary: calories, energy Functions: Giving opinions Before using the book: n
Ask students what they ate for breakfast. Ask if they know which foods are healthy and which are not. Decide who had the healthiest breakfast.
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&
SB Page 65
Answers: b NIP
c NIP
d Yes
e Yes
10 Discuss 1 Read through the questions and check
understanding. 2 Students discuss their views in pairs first, then with the whole class.
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8 Read and match 1 Ask students why we eat food. Introduce energy. 2 Read through the speech bubbles to explain the 3 4 5 6
task. Read through the paragraph topics. Students read the text and match the paragraph topics a-d to the correct paragraphs 1–4. Check their answers. Ask them to find calorie in the text and explain what it is.
1 Read through the project questions and tables
Answers: a 2 (given)
b 4
c 3
d 1
9 Read and ✓ 1 Read through the statements and check
understanding.
2 Remind students to tick the boxes according to
what is in the text, not according to what they already believe. 3 Students tick the appropriate boxes. 4 Check their answers. 128
5 Project: Read and ✓
2 3 4 5
and make sure students know how to answer. Elicit a few answers from students. Students do the questionnaire. Students form pairs and tell their partner their answers. Read the speech bubble, which instructs on writing the project. Go through each section of the project and discuss how they will write the sentences, i.e. complete sentence answers to the questions which start each section.
6 Students plan their report. Tell them they can
they can either start new paragraphs for each new section, or use headings for each section a, b and c, for example: Hobbies I have been watching a lot of TV recently, or I have spent a lot of time watching… Exercise I have been playing a lot of football recently, etc. Diet I’ve been eating a lot of fruit recently, etc. Students do not need to include information from section d in their report. 7 Remind them that they don’t have to have a new sentence for each activity or point. They can use and and but, e.g. I’ve been watching a lot of TV and playing a lot of computer games, but I haven’t been collecting stamps recently. 8 Students work in pairs to help each other with the planning. 9 Students write their report. Monitor and help while they work. When they have finished, they check their partner’s work for mistakes.
LESSON 5
SB page 66
Answers to part d: meat chocolate spaghetti butter
✒ n
n
potatoes juice cake ice cream
Further practice
Students find out more about how many calories they should have a day, and work out a healthy menu for a day’s eating breakfast, lunch and dinner. Students work out who has had the most calories today so far. It would be useful to have a calorie counter book, which lists foods and the calories they have in them. Are the people who have eaten the most calories the ones who have done the most exercise?
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SB Page 66
Aims: Learners will n review language from the unit n learn more about parts of speech n use their dictionaries Before using the book: n
n
Refer back to the first page of the unit and the list of aims. Go through each bullet point and elicit from students what they have learnt about each one. Make sure all students have access to a dictionary.
129
D O IT F EL YOURS
1 Discuss 1 Write these two sentences on the board: I watch
football every Sunday. She wears a watch on her right hand. Ask which word is the same in both sentences, and if it has the same meaning. Elicit that in the first sentence watch is a verb, and in the second, a noun. Ask what other parts of speech students know. 2 Read through the top two speech bubbles and the example exchange to demonstrate the task. 3 Students form pairs and define three parts of speech. 4 Students tell the class their definitions and give some examples of them. 2 Complete the table 1 Read the example and explain how the same 2
3 4
5
word is both a noun and a verb, like watch. Elicit the noun for the verb train (as in coach): trainer. Explain that answers here may be the same or different to the word given. Ask students to write in the words they know, then use their dictionaries to find out those they don’t know. Check their answers.
Answers: trainer diet fitness healthy salt 3 What is the part of speech of the words in red? 1 Read through the first sentence and ask students
whether meat is a noun, an adjective or a verb. 2 Explain the task: students will read the sentences and write whether the red word is a noun, an adjective or a verb. If students aren’t sure, they can look it up in their dictionaries. 3 Students do the task individually or in pairs. 4 Check their answers. 130
Answers: a b c d e
noun noun verb noun adjective
W
REVIE
1 Draw students’ attention to the REMEMBER
2 3 4
5 6 7
box and read the three bullet points. Elicit examples. Read through the examples of key language with the students and check understanding. Read through instructions a-e and explain where necessary. Explain that, for a, b and c, students should write the letter of the correct instruction in the box next to the appropriate sentence in the Key language box. For d and e, they should write f (food) or s (sport) above the correct words. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more statements for instructions a–c and share their ideas with the whole class.
Answers: a (given) b c c d salt, calorie, diet, energy e exercise, fitness, trainer, energy [N.B. energy can go with d and e]
A s s e s s m e n t Speaking Task Target element: present perfect continuous and ‘a lot’, ‘a little’, ‘a few’, ‘not any’. Advice with ‘should’ Ask students questions about what they’ve been eating this week and how much exercise they’ve been doing. Ask them what they think they should do to be healthier. Then get them to ask you or another student the same questions.
Listening Task Target element: present perfect continuous and ‘a lot’, ‘a little’, ‘a few’, ‘not any’ Use SB page 63, Exs. 3 and 4. Read out these answers and students have to tick the answers in the boxes on the tables. Health and fitness I’ve often been swimming recently. I’ve sometimes been walking to school recently. I haven’t been sleeping eight hours a night recently. I’ve often been doing other exercise recently. I’ve been watching a lot of TV recently. Health and diet I’ve been eating a lot of sweets recently. I’ve been having a little fruit recently. I’ve been having some vegetables recently. I’ve been drinking a little water recently. I’ve been eating a lot of meat recently.
Reading and Writing Task Target element: present perfect continuous Use SB page 64, Ex 6. Students read the questions and write complete sentence answers. 1 Who has been running with his son? 2 What has Nadia been vacuuming? 3 What has Nawal been doing when she teaches? 4 Where has Hassan been swimming? 5 Which two people have been walking to the shops? 6 Which two people have been going to a sports club? 7 Who has been doing a sport at the university? 8 Who has been doing the housework quickly?
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Revision D LE S S O N 1
SB p a g e 6 7 W B p a g e 4 3
Aims: Learners will n revise and practise the present perfect continuous n revise the use of for and since n revise zero and first conditionals Before using the book: n n
Ask students what hobbies they can think of. Ask what they can remember about Ann.
&
4 Students read the texts.
5 Students form pairs and ask and answer the
questions. 6 Check their answers. Answers:
a Ann b Ann has been doing it for five years and Yasser for eight (or four) . c Yasser d Sailing e You should always be careful. You should never sail in bad weather. If you practise a lot, you might become a good sailor. f If you want to be good at chess, always think carefully.
SB Page 67 2 Speaking 1 Read through the speech bubbles to explain the
task. 2 Read through the points in the box and elicit examples. 3 Students form pairs and tell each other about themselves. 4 Students tell the class about their partners.
1 Read, ask and answer 1 Students look at the text and say what kind of
text it is (magazine article). 2 They look at the pictures of Ann and Yasser and say what they are doing. 3 Read though the questions and make sure they understand them. 132
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c Have … been talking; since d hasn’t been eating ... for 2 Write sentences 1 Revise always and never with imperatives to
give precautionary advice: tell students to give some advice relating to keeping a pet. 2 Look at the example and explain the task. Make sure students understand that they only need to re-order the words given. 3 Go through the pictures, eliciting what has happened and why. 4 Students write the sentences. They can do this individually in class, or for homework. Answers: b Always remember to take a map with you. c Always check the water in the car engine. d Never leave the key in the car door. 3 Now make sentences 1 Read through the example in the speech bubble 2 1 Complete with for, since, and the present perfect continuous
3
1 Revise the structure of the present perfect
2
3
4
5
continuous statements: … has/have been …ing and questions Has/Have been …ing? Ask a few questions to practise, such as How long have you been sitting in this classroom? Revise the use of since and for. Give students some time phrases and have them make statements using the present perfect continuous + for or since (e.g. 10 years, three weeks, a month, 10 o’clock, Tuesday, June, five minutes). Make sure students understand the task. Use the example to explain that the verb is transformed into the appropriate form. Remind students to check whether it is a question, or a positive or negative statement before they write anything. Students write the correct form of the verbs in the gaps. They can do this individually in class, or for homework. Check their answers.
Answers: b Have … been taking ... for
4 5
to explain the task. Do one sentence from the exercise with the students as an example: If you leave the keys in the car door, a thief might steal the car. Elicit the if clause of the sentences for the other pictures: If you don’t take a map... If you don’t check the water... Students form pairs and take it in turns to form the sentences. They can write their sentences in their exercise books.
Answers: If you leave the key in the car door, a thief might steal the car. If you don’t take a map with you, you might not know where you are. If you don’t check the water in the car engine, the engine might be too hot.
✒ n
Further practice
Students make up quizzes for the class with questions about the stories and characters from Units 10–12. Groups of students can be allocated pages of the units to write quiz questions on, then they form two teams and ask the opposing team their questions. 133
LE S S O N 2
SB p a g e 6 8 W B p a g e 4 4
Aims: Learners will n revise and practise the present perfect continuous n revise first conditionals n revise the use of more, less and fewer n revise the use of should to give advice n revise and practise vocabulary from the units Before using the book: n
Revise the present perfect continuous. Ask students to imagine interviewing people with various professions: a baker, a policeman, a teacher, a zoo keeper, a clown, etc. What have those people been doing this morning/this afternoon?
2
3 4 5 6
things that they’ve been doing in the afternoon and the evening. Point out the two columns: one for afternoon and one for evening. Explain the task: students will listen and write the names of the children that are doing each of the activities pictured. Go through each picture and elicit the activities. Play the cassette. Students write the names. Check their answers as a whole class. Students form pairs and ask and answer questions about what each of the characters has been doing in the afternoons and the evenings of the holiday.
&
Tapescript
Narrator: It’s the school holidays. The children
SB Page 68 Samy: Ahmed:
have been doing different things in the afternoon and in the evening. Who has been doing what? First, this is what the children have been doing in the afternoon. Samy and Ahmed think they have been putting on weight. In the afternoon they have been going to the park and they’ve been running. Running is hard work. Yes, but I’ve been running every day.
Narrator: Soha and Salma have been making paper models. Soha I’m quite good at making the models. Salma I like making paper models more than Soha, but I’m not very good at making them. Narrator: Soha has been helping her mother in the afternoon. She’s been going to the market and she’s been shopping for fruit and vegetables. Soha: These bags of shopping are very heavy sometimes. Narrator: Now, what have the children been doing in the evening? In the evenings, Samy and Ahmed have been going out and have been going to the cinema. Ahmed: We’ve been watching some good new films. Samy: But we’ve also seen some films which are boring.
3 Listen and write the names 1 Explain the scenario: the children listed in the
box are on holiday and are talking about the
134
Narrator: Samy has been doing a lot of drawing, so he wanted to do something new. He’s been learning the piano in the evening.
Samy:
Sally: Soha:
I can’t play very well yet. Soha and Sally have been writing letters in the evening. They have been writing to pen friends from the World Pen Friends Club. I hope my pen friend is going to write back to me very quickly. I’m answering Ann’s letter. I’m going to tell her what I’ve been doing.
. WB Page 44
Answers: a Samy and Ahmed c Soha e Samy
b Soha and Salma d Samy and Ahmed f Soha and Sally
4 Read and match 1 Read through the example to explain the task.
Ask students to think of other second clauses which could go with the first, e.g. If it’s not windy tomorrow, we’ll go to the beach, etc. 2 Students work individually to match the first and second clauses. They write the appropriate letters in the boxes. 3 Check their answers. Answers: c e a (given) b d
4 Read and choose the correct answer from a, b, c or d 1 Look at the picture and ask students what it is.
2 Read through the questions and answers options
and check understanding. 3 Students circle the correct answer option. 4 Check their answers. Answers: 2 b
3 d
4 c
5 a
6 a
5 Make sentences and give advice 1 Read through the example exchange and show
how the symbols work. Remind students that for the minus sign, they have to choose too many or too much for the statement, and then less or fewer for the advice. Give some examples. For the plus sign, they have to choose not many or not much for the statement, and then more for the advice. 2 Elicit answers for the second picture to make sure they understand the task. 3 Students form pairs and make statements then 135
give advice as in the example exchange. 4 Ask some students to demonstrate. Answers: b Hesham’s been doing too much work. He should do less work. He hasn’t been doing much exercise. He should do more exercise. c Soha has been watching too much TV. She should watch less TV. She hasn’t been doing much homework. She should do more homework. d Soha has been having too many sweet drinks. She should have fewer sweet drinks. She hasn’t been drinking much water. She should drink more water.
✒ n
Further practice
Revise vocabulary from the unit. Pit yourself against the students: start writing a word, and have them guess it. Write the first letter, and give the class 20 seconds to make guesses. Do the same for each letter of the word. If a student guesses the word, they get a point, if they don’t, you do. Do several words and count up the points.
136
address when on What
I haven’t been drinking a lot of / much water. (Anwers will vary) What are you interested in
137
They were enormous, expensive and slow. They are smaller and cheaper.
138
Where was Dan born? How did they go to Alexandria? What is a drill used for?
139
to ask brushes where Can
Answers will vary. They could include: you should help her to cut the courgettes/vegetables. you should help her cook. Nadia is stirring the pot. Ahmed is cutting the vegetables. Nadia and Ahmed are doing the cooking in the kitchen.
As soon as Hesham arrives home, he will sleep. Rasha is travelling to Luxor next Monday.
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UNIT
13
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SB Page 1
Danger in the sea: Part 1
LEssON 1
sB page 1
WB page 1
Aims: Learners will n learn to use the second conditional to give advice/make suggestions n discuss possible solutions to problems Structures: If I were Ashraf, I’d stay at university. Functions: Giving advice Discussing solutions to problems Before using the book: n
n
Revise a range of vocabulary and structures by revising who the characters Ahmed and Soha are. Ask about their family, their hobbies, penfriends, school life, friends. Revise If. Ask students to complete the sentence: If I don’t have any homework tomorrow, … 1 Listen, read and say 1 Draw attention to the aims box and explain.
2 It is not necessary to pre-teach the new structure
3
4 5
6
7
(If I were ...), as it is introduced in the text and can be explained in context later (see exercise 3). Look at the pictures of the people and ask students who they are and what they are doing. Ask if students think they look happy. Play the cassette. Students follow in their books silently. Ask a few simple comprehension questions, which should not overlap with the True/False exercise below, e.g. Who is Ashraf? Who’s got a problem? Is Ashraf rich? What does he want to be? Play the cassette again. Students read aloud with it to practise correct rhythm, stress and pronunciation. Students read the dialogue in pairs.
Listening: SB page1, exercise 1
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2 Read and ✓ or ✗ 1 Read through the sentences and check
. WB Page 1
understanding. 2 Do the first sentence as a class to demonstrate the task. 3 Check their answers. Answers: b ✗
c ✗
d ✓
e ✓
3 Discuss 1 Ask students to tell you what Soha says at the
2
3
4
5
end of the dialogue. (If I were his uncle, I would help.) Write this on the board and ask them to say what is strange about the structure (I were). Then ask them to compare it with If I haven’t got any homework tonight, I’ll go to the park. Have students tell you what the key difference in grammar is. Ask them then to think about the difference in meaning - what is the speaker expressing by using the different structures? Help students by prompting: which one is more real/likely to happen in reality? explain that the If I were … structure is used to speculate about something which is very unlikely or impossible. Give some more examples: If I were as clever as Einstein…, If I had L.E. 1million …, If I found a dinosaur egg …, etc. Get students to suggest more. Draw attention to the Discuss box. explain how here the structure is used to give opinions about solutions to problems. Remind students of the situation: Ashraf is at university studying to be a doctor, his father is ill, etc. Students work in pairs or small groups to discuss what they would do if they were in Ashraf’s situation, and say why. Discuss answers with the whole class, and get them to suggest alternative solutions.
1 Read and answer 1 Ask students what they remember about the
story of the film about Ashraf. Ask them what they think might have happened at the end of the film. 2 Individually, in class or for homework, students read the two questions and write the answer to b. 3 Check their answers. Answers: b No, he wasn’t. 2 Choose the correct answer from a, b or c 1 Students read the questions and choose the
correct answers. 2 Check their answers. Answers: 2 b
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3 b
in his shop. So he copied from a friend the next day at school, before class. The teacher noticed that their work was the same and was angry with Tom’s friend. Ask students, What would you do if you were Tom?
3 Supply the missing parts in the following mini-dialogues 1 Read through the given parts of the dialogues
with the students. 2 Read through the example to demonstrate the writing task. Make sure students understand that for a and b they have to write the prompt, and for c they have to write some advice. 3 Students write the missing parts individually in class, or for homework.
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SB Page 2
Answers: b I’ve put on weight. c If I were you, I’d have a rest / go to bed.
✒ n
Further practice
Students continue the discussion from exercise 3, but say what they would do if they were the uncle, or Munir, or the university authorities.
LEssON 2
sB page 2
WB page 2
Aims: Learners will n practise using the second conditional to give advice/make suggestions n practise using the second conditional to speculate about what they’d do in a given situation Structures: If I were you, I’d stay where you are. If you had a problem, would you discuss it with your parents? What would you do if you had a problem? If I had a problem, I’d discuss it with a friend. New vocabulary: fail, parents Functions: Giving advice Giving preferences
4 Listen and number 1 Students look at the pictures and tell you what
2
3
Before using the book: n
n
Revise the use of If I were …, I’d …by asking students to say what they would do if they were the president. Then ask them to suggest solutions to problems. Tell them a story about a boy, Tom, who couldn’t do his homework because he had to help his dad
4
5
is happening in each one. Get them to say/ predict who the people are talking to and how the conversation goes. (They are all separate incidents and dialogues). Play the cassette. Students number the pictures according to the order of the dialogues on the tape. Read through the If I were you,… sentences and explain that you can use this structure to give advice to someone who has a problem. Get students to guess which piece of advice will be given for which picture scenario. Play the cassette again. Students write the letters of the pictures in the correct boxes. Check their answers. 143
5 Read and ✓
Tapescript
Hassan: Ali: Hassan: Ali: Hassan:
Zeinab: Warda: Zeinab: Warda: Zeinab: Warda: Zeinab: Shalaby: Woman:
Shalaby: Woman: Shalaby: Woman: Shalaby: Walid: Omar: Walid: Omar: Walid: Walid: Omar:
1 Oh hello, Ali. How are you? Terrible, Hassan. It’s my car. There’s no petrol in the tank. What are you doing? I’m walking to a garage to buy some petrol. But it’s five kilometres to the town. If I were you, I’d stay where you are. I’ll come and get you and take you to the garage. 2 Hi Warda. Hello, Zeinab. How are you? I’ve got some great news. Great news? What? My aunt has sent me five thousand pounds. It’s a lot of money. You must be careful with it. If I were you, I’d put it in the bank. Yes, I think you’re right. 3 Alexandria police station. Captain Shalaby here. Please can you send an officer? Thieves are trying to get into my flat. I came back from the shops and I saw them. They were trying to open the door. Where are you now, madam? I’m phoning from a friend’s house. If I were you, I’d stay inside. The thieves might be dangerous. Yes, of course I will. I’ll send a car … 4 Hello. Walid speaking. Hello, Walid. It’s Omar. Listen, can you give me some advice? Of course. What’s wrong? You know the boy who lives next door to us? Yes. I lent him my dictionary last night and he’s written and drawn on it. If I were you, I’d tell his parents. They should replace it with a new dictionary.
1 Read through the questions and answer options
2 3 4 5 6 7
and check understanding. Introduce the new words parents and fail as they come up. explain the task, making sure students understand that they will respond for themselves. Students read the questions and tick their answer. Read through the example exchange, pointing out how the question is formed. As a class, elicit similar questions for situations 2-4 from the box. Students ask and answer in pairs. Students tell the rest of the class what answers their partners gave.
. WB Page 2
4 Choose the correct answer from a, b or c 1 Revise the structure of the second conditional
Answers: a 2 c, d, b, a
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b 1 (given)
c 4
d 3
on the board, writing some examples and underlining the form of the verbs, e.g. If I had a new car, I’d drive around the world. 2 Read the example with students to demonstrate the task.
3 Students complete the task individually in class,
or for homework. 4 Check their answers. Answers: 2 b
3 b
4 d
5 b
5 Listen and answer 1 Read through the questions and check
2
3 4 5 6
understanding. Get students to suggest possible answers. Tell students just to make notes of key words in pencil as they listen, and that they can write full sentences after the recording has been played. Read or play the example exchange to demonstrate the task. Play the cassette. Students take notes. Students write the answers in full, individually, in class, or for homework. Students form pairs and ask and answer about what they would do/how they would feel in the same circumstances, as demonstrated in the example exchange at the bottom of the page.
Samy: Ahmed: Samy: b Nadia: Soha: Nadia: Soha: c Samy: Ahmed: Samy: Ahmed:
What would you do if you saw a snake, Samy? Would you run away? No, I wouldn’t. Why not? Aren’t you frightened of snakes? No, I’m not. I think I would take a picture if I had a camera. Soha, how would you feel if someone gave you a lot of money? If someone gave me a lot of money? Yes, would you be excited? No, I don’t think I would be excited at first. I think I’d feel very surprised. I mean, is anyone going to give me a lot of money? How would you feel if you failed your school tests, Ahmed? How would I feel? I don’t know. I mean, would you be sad? Would you be surprised? I think I would be angry with myself. But don’t worry, I’m not going to fail them.
Sally? Where would you like to live if you didn’t live in Cairo? That’s a difficult question. I think I’d like to live in Alexandria. Would you, Soha? I think I’d like to live in Luxor. It’s very interesting there.
Answers: b She would feel surprised if someone gave her a lot of money. c He’d/He would be angry with himself if he failed his school tests. d She’d/She would like to live in Luxor if she didn’t/ did not live in Cairo.
✒ n
Further practice
Students can use the questionnaire in exercise 5 on SB page 2 to question their friends and families. They can report back on their findings, e.g. Most of my family would discuss a problem with their friend, etc.
LEssON 3
Tapescript
a Ahmed:
d Soha: Sally: Soha: Sally:
sB page 3
Aims: Learners will n practise using the second conditional to speculate about what could happen in unlikely circumstances Structures: What would happen if something hit the submarine? New vocabulary: dive, submarine Functions: Speculating about what would happen in unlikely situations Before using the book: n
n
Revise the second conditional structure by asking students what they would do if they were invisible. Ask students if they remember anything about Yasser, Dalia and Professor Abkari from Term 1.
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7 Read and number
SB Page 3
1 Read through each sentence and check
understanding. 2 explain the task: students will read the text again and number the sentences according to the order of the events in the text. 3 Check their answers. 4 Ask students what they think is going to happen next. Answers: a6 e5
✒ n
6 Read, then choose the best answer from a, b or c 1 Ask students to say what kind of text it is (a
2 3 4
5 6
web page, and the menu bar indicates that it is a story). Ask who wrote the story (Yasser). Read through the questions and answers options with students and explain where necessary. Introduce the new vocabulary: submarine and dive/diving. explain the task: students will read the text and select the correct answers. encourage them to scan for the answers, rather than focusing on individual words, by imposing a time limit. Students read the text individually and circle the correct answers. Check their answers.
Answers: 2 a
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3 c
4 a
b 1 (given) f8
c4 g2
d3 h7
Further practice
Run a kind of ‘Mr and Mrs’ quiz game but instead of husband and wife, play with pairs of good friends. The idea is to show how much students know about each other by predicting how their friend would react in a given circumstance, e.g. Friend 1 stands outside the classroom while Friend 2 is asked, If Friend 1’s dad gave her L.E. 20, what would she spend it on? Friend 2 gives an opinion. Then Friend 1 returns to the classroom and is asked If your dad gave you L.E. 20, what would you spend it on ? If the two answers match, the pair get a point. This game can be played by selecting a few pairs of students who know each other well and pitting them against each other. The rest of the class have to come up with (and ask) the questions.
LEssON 4
8 Read and match sB page 4
WB page 3
1 Ask students to look at the pictures and say what
Aims: Learners will n practise using the second conditional to give advice/make suggestions guess meanings of words from contexts Structures: If we went nearer, we’d be able to see them better. New vocabulary: bite, dark, follow, huge, killer whale, towards,
2 3 4
Functions: Giving advice Making suggestions Before using the book: n
Ask students to tell you what they remember about the story of Professor Abkari and his submarine so far, and to guess what is going to happen next.
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SB Page 4
5 6
they can see, and what they think the story is. Introduce killer whale. (The other new words from the text are used to practise reading skills in exercise 9, so don’t need to be introduced here.) Read through the speech bubble to explain the task. Read through sentences a_d and check understanding. Give students advice about how to decide which sentence goes in which gap. They should find clues in the sentences which will help them decide who could be saying them, then read the text both before and after the gap very carefully before they write their answer. Students read the text and write the letters a-d in the correct gaps. Check their answers.
Answers: 2 c
3 a
4 b
9 Find the words 1 Explain the task: these are definitions of new 2
3
4 5
words which are all in the text (in bold), and students will have to find them. Read through the definitions. Ask students if they think the word they are looking for will be a noun, an adjective or a verb. If it is a verb, which tense will they be looking for? Show how the definition is the same class of word as the word they are looking for. Get students to think about what part of the text could be relevant, e.g. c “very big”: what in the story was very big? / d “cut with your teeth”: what could do this in the story? etc. Students complete the task individually. Check their answers. If there is time, or for homework, students can make sentences with the words.
Answers: b c d e
rocks huge bit (past tense of bite) follow
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. WB Page 3
Answers: Answers will vary.
✒ n
6 Discuss with a friend 1 Read the speech bubble and make sure students 2 3
4 5
understand the scenario. Look at the pictures and elicit what all the things are. Read through the questions and check understanding. elicit a few answers orally, reinforcing the use of the target structure If I had two weeks holiday and 5,000 pounds to spend, I’d … . Students form pairs and discuss what they would do. Students report back to the class on what answers their partners gave.
7 Write sentences 1 explain the task: students refer back to the
scenario and questions in exercise 6, then answer the questions in writing individually, in class, or for homework. 2 explain that it is not necessary to repeat the first clause, If I had two weeks’ holiday and five thousand pounds to spend, for every sentence; students can start each sentence with I would ... . 148
Further practice
Students learn what they have written for WB exercise 7, and prepare to tell the class from memory what they would do on the holiday.
LEssON 5
&
sB page 5
SB Page 5
Aims: Learners will n review language from the unit n learn about pronouns and what they refer to Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.
D O IT F EL YOURS
1 Discuss the pronouns in red with a friend. 1 Ask if anyone knows what a pronoun is. explain
to the class how it ‘stands in’ for a noun and give some simple examples, e.g. Mark is an engineer. He goes to work at 6.00 every morning. 2 Read through the top two speech bubbles and the example sentence to demonstrate the task. 3 Students form pairs and discuss what the pronouns refer to. 4 Check their answers with the whole class. Answers: b milk
d Karim, Hassan and I
f Gallal and Ali; speaker
c enas
e Imad; plates
2 Now complete with pronouns from exercise 1
2 3
4 5 6
there, e.g. I and me, which could refer to the same person, but are used in different places in the sentences. elicit some more pairs (he/him, she/her, etc.). Give students some sentences with gaps for a pronoun and give answer options, e.g. _____ went to the supermarket before school. ‘I’ or ‘Me’? Jane gave _____ some help with my homework. ‘I’ or ‘me’? Show how the tables have two columns relating to the different kinds of pronouns. Students write pronouns that have been used in exercise 1 in the correct places on the tables. Check their answers.
Answers: I You He She
me you him her
It We You They
it us you them
1 Refer back to exercise 1 and ask if students can
see two different sorts of pronouns being used
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A s s e s s m e n t W REVIE
1 Draw students’ attention to the ReMeMBeR
2
3
4
5 6 7 8
box and read the three bullet points. elicit examples. Read through the examples of key language in the box with the students and check understanding. Read through instructions a-d and explain where necessary. [explain that instruction b is asking for a different use of ‘if’ than a] explain that, for a, b and c, students should write the letter of the correct instruction in the box next to the appropriate sentence in the Key language box. For d they should circle correct words. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more statements for the instructions a_c. Students share their ideas with the class.
Answers: c a (given) c b a b d surprised, angry, nervous, calm, excited
Listening Task Target element: giving advice with ‘If I were you’ Write these prompts on the board in this order and have students copy them: a My maths homework is difficult. b I feel ill. c I’ve put on weight. d I feel very tired, Mum. Then read out: 1 If I were you, I’d do more exercise. 2 If I were you, I’d go to bed. 3 If I were you, I’d ask my teacher for help. 4 If I were you, I’d go to see the doctor. Ask students to match correct numbers to letters.
Speaking Task Target element: Second conditional: ‘What would you do if …?’ ‘If I ..., I’d …’ Use SB page 2, ex 4. In pairs, students ask each other what they would do in the same situations. Write the following sentences on pieces of paper: (What would you do if …) … the boy next door wrote on your dictionary? … you were given L.E. 5000? … you had no petrol? … saw thieves trying to get into your home? Hand them out to pairs of students. Have one student ask, and the other answer, using the form: If I was given L.E. 5000, I’d …. Then swap papers around.
Reading Task Target element: Second conditional statements and questions Use WB page 2, ex 4. Write some similar gapped sentences with answer options, targeting the grammar of the second conditional in statements and questions. Photocopy them for students to answer.
Writing Task Target element: Second conditional: ‘What would you do if …?’ ‘If I ..., I’d …’ Use WB page 2, ex 5. Students write the questions and answers (as complete sentences) directed at themselves, e.g. If you saw a snake, what would you do? If I saw a snake, I’d run away.
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UNIT
14
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SB Page 6
Danger in the sea: Part 2
LEssON 1
sB page 6
Aims: Learners will n learn to use the present continuous to talk about arrangements for the future n read and understand a schedule n revise and practise times Structures: They’re going to France. Where are they flying to? I’ll have to go shopping. New vocabulary: France, French (language), smart, spend Functions: Talking about future arrangements Talking about future obligations Before using the book: n
n
n
n
Ask where students went for their holidays last year and where they are going to go, if anywhere, this year. Brainstorm european countries, whose names they know in english, and ask what languages are spoken there. Brainstorm methods of transport, both nouns and verbs: plane, fly, etc. Give students some digital times to transform into analogue times using past, to, and o’clock, e.g. 13.50 (ten to two). They can work in pairs to transform them.
1 Read, ask and answer 1 Draw attention to the aims box and explain.
2 Ask who the Zakis are, eliciting their first names. 3 4 5
6
7 8 9
Have students point them out in the picture. Ask what kind of reading text it is (flight tickets). Read through the questions with the class and check understanding. Ask students what tense is used in the questions (present continuous). elicit another example of the use of this tense (present activities). explain this use of the tense to talk about arrangements and plans that have been made for the future. Students silently read the tickets and the speech bubbles and find the answers to the questions. Students ask and answer the questions in pairs. Check their answers, encouraging them to give full answers using the present continuous.
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Answers: b c d e
They’re flying/going by plane. They’re flying to Paris/France first. They’re leaving Cairo at 10.45. They’re arriving in Paris at 3.35 pm/15.35.
2 Who said these things? Read and match 1 Revise the use of have to by asking what jobs
2
3 4
5
students have to do at home and what they have to do at school. Read through sentences a-d, pointing out that this is how we express things we must do in future time. Give some more examples, e.g. When I’m (18) I’ll have to take my (…) exams. Introduce French, smart and spend. Students read sentences a-d and the speech bubbles in the picture, and match them. They can write the letters in the appropriate speech bubbles. Play the cassette. Students check their answers.
Tapescript
Hesham: Look! I’ve got our tickets to France, Italy
and Greece. Others: Fantastic! Hesham: Now, we’re going in two weeks, so we’ll have to start to get ready. Nadia: Yes, that’s right. Now, I want to look smart, and to read on holiday, so I’ll have to go shopping before we leave. Soha: Can I come, too Mum? Nadia: Yes, of course, Soha. Soha: I’d like to learn French when we’re in Paris, so can we go to a book shop? I’ll have to buy a dictionary. Ahmed: I want to keep fit while we’re on holiday. I’ll have to take my sports clothes with me. Nadia: Yes, of course, Ahmed. Hesham: Everyone wants to buy things and take them on holiday. I’ll have to spend lots of money before we go!
Answers: a b c d
Nadia: I’ll have to go shopping. Ahmed: I’ll have to take my sports clothes. Soha: I’ll have to buy a dictionary. Hesham: I’ll have to spend lots of money.
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3 Make sentences 1 Revise what so means and how it is used by
giving some examples, e.g. Harry reads a lot of books and asks a lot of questions, so he knows a lot. 2 Read the example sentence and check understanding. 3 Students form pairs and make sentences about the other members of the Zaki family.
✒ n
Further practice
Students work in pairs. One shuts their book and the other asks the questions from exercise 1 again. Their partner tries to answer from memory.
LEssON 2
sB page 7
WB page 4
Aims: Learners will n practise using have to in the present tense n write an e-mail n practise forming a variety of questions in different tenses Structures: What does Ahmed have to do before he leaves? He has to clean his room. Where is he? How long has he been there? When did he go up the Eiffel Tower? New vocabulary: pack (verb), sightsee Functions: Describing a holiday expressing present obligation Before using the book: n
Revise and practise understanding and use of have to. Write some pairs of sentences on the board: I do my homework because I like doing it. / I do my homework because I have to do it. I go to bed at (8.30) because I have to. / I go to bed at (8.30) because I want to. I do exams at school because I like them. / I do exams at school because I have to do them. I watch TV because I love it. / I watch TV because I have to watch it.
Ask students to come and tick the statements which are true for them. If they choose an unexpected answer, get them to explain. Revise the scenario of the holiday: Where are the Zakis going? How? Ask students what kind of things they have to do before they can go away.
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d What does Hesham have to do before he leaves? He has to put the car in the garage, and pack the passports and tickets. 5 Read, ask and answer 1 Have students look at the e-mail and tell you
SB Page 7 2 3 4 5
6 7
who it’s from (Ahmed) and to (Samy). Ask what they think Ahmed will be telling Samy about (the holiday). Students read the e-mail silently. Ask them if they can guess what sightsee means. explain. Ask what the e-mail is about (the Zakis’ stay in Paris). To demonstrate the task, read the example exchange and show how it relates to the e-mail and question words given. Students ask and answer about the e-mail in pairs. Get some open pairs to demonstrate to the rest of the class.
. WB Page
4
4 Ask and answer 1 Have students look at the pictures and tell you
who the people are and what they are doing in each one. Introduce the verb pack. 2 Read and drill the example exchange to practise pronunciation, stress and rhythm. 3 Students form pairs and ask and answer about each person pictured. 4 Check their answers. Answers: b What does Soha have to do before she leaves? She has to wash her hair and iron her clothes. c What does Nadia have to do before she leaves? She has to empty the fridge and water the plants.
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1 Finish the following dialogue
LEssON 3
1 Ask students about verbs with -ing: when are 2 3
4 5
they used? elicit examples. Ask them what form of verb is forgotten and when it could be used. Students use the words given to complete the dialogue. They complete the task individually in class, or for homework. Check their answers. Students read the dialogue aloud in pairs.
Answers: b time d coming
c meeting e Where
2 Ask and answer 1 Read the two sets of speech bubbles to set the 2 3
4 5
scene and demonstrate the task. Read through the sentences a, b and c. Check understanding of the sentences and table by asking what Soha wants to do and what she’ll have to do first. Students ask and answer in pairs. They role-play each of the two children talking to Nadia. Monitor and note any common problems which can be addressed with the whole class on completion of the task.
Answers: Soha: Nadia:
Can I play volleyball with Sally? Yes, you can, but first you’ll have to put away the shopping and wash the dishes.
Ahmed: Can I go to the library? Nadia: Yes, you can, but first you’ll have to do your homework and buy some bread.
✒ n
Further practice
Students can make up their own list of chores for their partners. Their partners makes a list of things they’d like to do/places they’d like to go. Pairs role-play parent/child in the same way they did for WB, ex. 2.
154
sB page 8
WB page 5
Aims: Learners will n learn to use had to (do) n practise using have to (do) with will n revise the use of be able to with will Structures: You’ll have to take a torch. Will I be able to go with you, Dad? Yasser’s father had to leave the submarine. New vocabulary: diving suit, torch Functions: Talking about future and past obligation Talking about future ability Before using the book: n
n
Revise the use of have to. Ask students why they do certain things to elicit Because I have to, e.g. Why do you wear that uniform? / come to school? / walk to school? / go to bed at 9.00? Put students in pairs and give each pair a slip of paper with the title of a job on it, e.g. a baker. Pairs decide on things that person has to do, e.g. He/She has to get up early. He/She has to wear clean clothes, etc., then tell the class. The other students have to guess the job.
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5 Ask them to guess the correct order.
SB Page 8
6 Play the cassette. Students write the numbers in
the boxes as they listen. 7 Check their answers. 8 Ask students what they think is going to happen next.
Tapescript
Narrator: Professor: Talal: Professor: Talal: Professor: Talal:
Professor: Talal:
6 Discuss 1 Ask students to tell you the title of this unit. Ask
them why it is “Part 2” and if they remember “Part 1”. 2 Students and answer the questions in pairs. Tell them to answer from memory if they can, and only look back at Unit 13 if they have to. 3 Check their answers with the whole class. Answers: a a submarine c a killer whale e answers will vary
b special glass d answers will vary
7 Listen and number 1 Introduce the new words torch and diving suit.
2 explain the task: students will listen and write
the numbers next to the pictures according to the order of events on the tape. 3 Have students describe what is happening in each picture. 4 Read the speech bubbles for each picture, reminding students of the use of will be able to to express future ability.
Yasser: Talal:
Yasser: Talal: Professor: Dalia: Yasser: Talal:
Dalia: Talal: Yasser: Talal: Dalia: Talal:
1 The professor turned the submarine and dived nearer to the ship. What is it, Talal? I’m not sure, but I think it’s an old ship, Professor. Yes, I think you’re right. Professor, you’ve got a diving suit. Will I be able to get out of the submarine? Yes. Good. I’ll have to go near to the old ship to see it properly. 2 Old ships are not strong, there might be sharp pieces of metal. You’ll have to be careful when you go near to the old ship. Don’t worry, Professor. I won’t do anything dangerous. Will I be able to go with you, Dad? No, there’s only one diving suit so you’ll have to stay in the submarine with Dalia and the professor. 3 Have you checked the air, Dad? Yes, and my diving suit. Don’t forget the radio. Then you’ll be able talk to us. You’ll have to take a torch, too, Dad. Yes, it’s very dark outside the submarine. OK, I’m ready now. Open the doors, please, Professor. 4 Can you see anything, Dad? Yes, there’s an old box, but it’s under a rock. I’ll have to move the rock first. What’s inside, Dad? That’s fantastic! What’s fantastic, Dad? There are gold cups and plates inside. The box has probably been here for hundreds of years. I think this ship was a treasure ship!
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. WB Page
Answers: a 3
b 2
c 4
5
d 1 (given)
8 Match to make sentences 1 Introduce the use of have to in the past: had to.
2 3 4 5
Give some simple examples, e.g. Now I have to go to bed at nine o’clock, but when I was six I had to go to bed at seven, etc. Then ask students what homework they had to do last night, what they had to do for their parents yesterday, etc. Go back over what happened in the part of the story that they just heard. Remind them what torch and diving suit mean. Students read the two parts of the sentences and draw lines to match the beginnings to the ends. Check their answers.
Answers: b Yasser’s father had to be careful when he went near the old ship. c There was only one diving suit, so Yasser had to stay in the submarine. d Talal had to take a torch because it was dark. e Talal had to move the rock to see the treasure. 3 Choose the correct answer from a, b, c or d 1 Read the example with students to demonstrate
the task. 2 Students complete the task individually in class, or for homework. 3 Check their answers. Answers: 2 c
3 b
4 d
5 a
4 Listen and write 1 Revise be able to and won’t be able to.
2 Read through the sentence stems, check
3
4 5 6
156
understanding and get students to suggest possible reasons. Tell students just to make notes of key words in pencil as they listen, and they can write full sentences after the recording has been played. Read or play the example exchange to demonstrate the task. Play the cassette. Students take notes. Students write the answers in full, individually in class, or for homework.
7 Read through and drill the example exchange in
the speech bubbles to demonstrate the task. 8 Students form pairs and follow the example to role-play the Zakis and their friends.
Tapescript
Hani: Hesham: Hani: Hesham: Hani: Hesham:
Samy: Ahmed: Samy: come Ahmed: Samy: Ahmed:
Zeinab: Nadia: Zeinab: Nadia: Zeinab: Nadia: Zeinab: Nadia: Sally: Soha: Sally: Soha: Sally: Soha: Sally:
a Hesham, hi, it’s Hani speaking. Hani, hello, how are you? Fine, thank you. Would you like to go out for lunch on Thursday? On Thursday? I’m sorry, I won’t be able to. Oh dear, why not? I have to go to Aswan on Wednesday and Thursday. How about another day. Can we meet … b Ahmed, hi. It’s Samy speaking. Hi, Samy. My dad has just bought me a new computer game. Would you like to and play with it tonight? I’m sorry, I won’t be able to play tonight. Oh dear. Why not? I have to take Salma to the park. She asked me this morning … c Hello, could I speak to Nadia, please? Zeinab, it’s Nadia speaking. How are you? How are the children? Fine. Would you like to go shopping tomorrow afternoon? We haven’t been shopping together for a long time. Zeinab, I’m very sorry but I won’t be able to go. You won’t? Why not? I have to go to the hospital. Oh dear. You aren’t ill, are you? No, it’s my neighbour, Mrs Nawal. She’s … d Hello, Soha, it’s Sally here. Hi, Sally. Would you like a game of chess with me after school tomorrow? I’m sorry, I won’t be able to play after school tomorrow. You won’t? No, I have to do a lot of homework tomorrow because we’ve got a maths test. OK, would you like to play on …
Answers: b he has to take Salma to the park. c she has to go to the hospital. d she has to do a lot of homework.
✒ n
n
Further practice
Students can write the new words used in WB exercise 3 in their vocabulary books, if they have them, with examples of their use.
Students work in pairs. They write their diaries for the next weekend and then ask their partner if they can do something together each day of the weekend. The partner replies Yes, I’ll be able to do that, or Sorry, I won’t be able to do that because ... .
LEssON 4
sB page 9
WB page 6
Aims: Learners will n practise using have to with different tenses New vocabulary: frighten, save (a life), still (adjective) Before using the book: n
n
Get students to re-tell the submarine story so far. Go around the class, asking each student to tell a bit of the story. Ask them to guess what happens next. To revise have to in the future, ask students what they will have to do to find out what happens next (They’ll have to open their books and read the next part of the story!).
157
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SB Page 9
2 Students complete the task individually. They
read the questions, the answers and the text again, then match the answers to the questions. 3 Check their answers. Answers: 1 b
2 c
. WB Page
3 d
4 a (given)
6
9 Read and number 1 Ask students to look at the picture and say what 2 3
4 5
6
kind of animal it is (an octopus). Read the instructions in the speech bubble to explain the task. Suggest that students read the paragraph labelled 1 first, and then think about what they would expect to happen next to help them order correctly. Students read the text and number the paragraphs in the correct order. Check their answers. Ask them to find still, frighten and saved my life in the text and guess what they mean from the surrounding text. explain further if necessary.
Answers: 5 3 1 (given)
4 2
10 Match the questions and answers 1 Read through the questions with the class and
check understanding. 158
5 Discuss with a friend 1 Look at the picture and ask students what they
think the children are doing. 2 Go through the questions with the class and elicit answers from several students. 3 Students and ask and answer the questions in pairs. 4 Students report back to the class about their partner’s school trip. 6 Write an e-mail
1 Check that students know what an e-mail is, and
go through the From, To and About headings to make sure they know what should be written there.
2 explain the task: students refer back to the
questions in exercise 5 and use their answers to compose the e-mail.
✒ n
Answers: Answers will vary.
LEssON 5
Further practice
Students prepare some dialogues (mostly taken from the texts) and act out the story of Professor Abkari’s submarine. They can do the parts from this unit only, or the whole story so far.
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sB page 10
SB Page 10
Aims: Learners will n review language from the unit n learn to look up irregular plural nouns in dictionaries Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one. Write the singular form of some common nouns which have irregular plurals on the board, and ask students to tell you what grammar feature they have in common (they have irregular plurals). Choose nouns which are not used in the exercise on SB page 10, e.g. child, person, sheep, potato, dictionary. elicit their plurals orally, or get students to come and write them on the board.
D O IT F L OURSE
Y
1 What is the plural of these nouns? 1 Make sure all students have access to a 2
3 4
5
dictionary. Ask where the texts in the exercise are from (a dictionary). Read through the top two speech bubbles to explain the task. Read through the first dictionary entry and get students to tell you what the entry consists of (the word, its plural, a definition and an example of its use). Ask students to look in their dictionaries to find out: 1) whether they give the same information as the entries in this exercise? 2) whether all
nouns have their plural form listed? (No) Which ones are listed? 6 Students start by finding the plural for man in the SB dictionary entries. 7 Students find the remaining corresponding plurals and definitions in the listed dictionary entries. 2 Complete the sentences 1 Students use the plural nouns from exercise 1 to
complete the sentences. 2 Check their answers. Answers: b tomatoes e stories
c men f knives
d torches
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Speaking Task W
REVIE
1 Draw students’ attention to the ReMeMBeR
2
3 4
5 6 7 8
box and read the two bullet points. elicit examples. Read through the examples of key language in the box with the students and check understanding. Read through instructions a-c and explain where necessary. explain that, for a, and b, students should write the letter of the correct instruction in the box next to the appropriate sentence in the Key language box. For c, they should circle the correct words. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more statements for instructions a-b. Students share their ideas with the class.
Answers: b a a (given) b c French, smart, still, dark
A s s e s s m e n t Listening Task Target element: ‘I’ll have to …’ Use WB page 4, ex. 2. Tell students it’s another day, and Nadia wants the children to do different things before they can go out. Students listen while the following is read out, and they tick the correct boxes in the same table. Nadia: Soha ‑ you can go out, but first you’ll have to do your homework for tomorrow. And you’ll also have to buy some bread for breakfast in the morning. Ahmed, look at that T-shirt! You’ll have to change that before you go out. And you’ll have to wash the dishes, too, please. Salma, your clothes look very dirty, too, so you’ll have to change them before you go out. And what about the shopping you were playing with in the kitchen? You’ll have to put that away.
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Target element: the present continuous for future plans and practising varying tenses Give the students some different notes and have them ask and answer about a similar e-mail to the one in SB ex. 5. These notes can be used: Athens for four days arrived Saturday train and boat Alex Hotel yesterday: sightseeing today: shopping tomorrow: the beach Students ask and answer about Athens in the same way they in the SB.
Reading Task Target element: the present continuous for future plans and ‘I’ll have to …’ Students read and match the two sentences in the following sets: I’m having a picnic tomorrow.
I’ll have to ask my mum to write a note for my teacher.
We’re doing an exam in Maths on Friday.
I’ll have to brush my teeth carefully.
I’m getting a pet rabbit on Monday.
I’ll have to revise for it.
I’m visiting my aunt on Thursday.
I’ll have to buy a cage for it.
I’m going to the dentist this afternoon.
I’ll have to buy some flowers to take.
I’m not going to school today because I’m ill.
I’ll have to get some food to take.
Writing Task Target element: writing an e-mail and the present continuous for future plans Use the format of SB page 7, ex 5. Give the students some different notes and have them write a similar e-mail. Use the same notes from the speaking exercise above
UNIT
15
&
SB Page 11
Changing lives
LESSON 1
SB page 11
Aims: Learners will n learn to use used to (do) to talk about past habits n read a letter Structures: I used to live in England. New vocabulary: bus stop Functions: Talking about past habits Before using the book: n
Introduce used to (do). Draw a picture of a comically fat man, call him Harry. Write 2003 underneath it. Then draw the same man as a normal weight and write the present year underneath it. Now ask the class questions about the man’s habits in 2003, e.g. Did he eat too much in 2003? How did he get to work in 2003? Did he have very big trousers in 2003? How much did he weigh? Did he run a lot? Students give their opinions. Then ask the same questions about the man this year. Now write sentences about the man, showing how we can use used to to talk about past habits, e.g. Harry used to weigh (‌) kg. He used to wear very big trousers. Get students to make up some more sentences about Harry using used to. Highlight and practise how the two words run together when we say them: used to sounds like use-to.
1 Listen, read and say 1 Draw attention to the box at the top of the page 2 3 4 5 6
7 8
which refers to the aims of the unit and explain. Ask students who Ann is, and elicit as much information as possible about her. Ask them what kind of reading text is given for the exercise (a letter). Introduce compare and less. Play the cassette. Students follow the letter silently as they listen. Ask students to say what things have changed for Ann about what she does and where she lives. Students form pairs and read the letter aloud to each other. Monitor their reading, noting common pronunciation problems which can be practised with the whole class when they have finished reading.
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Before using the book:
Listening: SB page 11, exercise 1
n
2 Ask and answer 1 Read through the questions with students,
explain where necessary and highlight the question form of used to (in b). 2 Students form pairs and ask and answer the questions about the letter. 3 Check their answers, encouraging them to use full sentences in their answers to practise used to.
Revise and practise the use of used to do by revising how Ann’s life changed.
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SB Page 12
Answers: a She’s comparing her life in England with her life now in Australia./ She’s writing about her houses, the seasons, her hobbies. (Answers will vary) b She used to live in England. c She doesn’t paint much now because she’s got less free time / because she’s got more homework. d The seasons are / summer is in different months. e Because it used to be cold and wet during the winter.
✒ n
Further practice
Students talk about themselves now and six years ago.
LE S S O N 2
SB page 12
WB page 7
Aims: Learners will n practise using used to (do) to talk about past habits in the positive, negative and interrogative forms n learn to use the structure There didn’t use to be … Structures: There didn’t use to be an airport. Hussein didn’t use to work at an airport. What sports did you use to do? Did you use to play football?
3 Ask and answer 1 Introduce the girl in the pictures as Sally and ask 2
3
New vocabulary: great-grandfather, impossible Functions: Comparing places and habits, past and present Talking about past habits
162
4 5
them which one shows her when she is older. Read through the table of information about Sally now and six years ago, and elicit sentences: Sally lives in Cairo. She used to live in Suez. Go through each of the prompts, helping students to form correct questions: Where did Sally use to live? Which school did she use to go to? What were her hobbies? etc. Make sure they understand how to use to be with used to: Her hobbies were … = Her hobbies used to be … Students form pairs and ask and answer. Monitor and note any common problems which can be addressed with the whole class on completion of the task.
Answers:
. WB Page
8
Which school did Sally use to go to? Sally used to go to Suez Primary School for Girls. Where does she go now? She goes to Nasr City Preparatory School. What did her hobbies use to be? Her hobbies used to be reading and painting. / She used to read and paint. What are her hobbies now? Her hobby is volleyball. 4 Correct the mistakes 1 Discuss with the students how the world was
2
3 4
5
6
different in 1900, particularly things that we couldn’t do or didn’t have, and how the kinds of jobs we do have changed. Read through the three speech bubbles with the students to explain the task, telling them to underline in pencil the six wrong things. Check their answers. Highlight and explain the use of the negative form: didn’t use to and also the use of There didn’t use to be to talk about things that weren’t in existence. Give some examples from a familiar context, e.g. There didn’t use to be schools for everyone. There didn’t use to be computers in schools. Students form pairs and take it in turns to correct the text in the same way as in the example exchange underneath the picture. Ask some pairs to demonstrate.
Answers: Hussein didn’t use to drive to the office. There didn’t use to be (any) cars. Hussein didn’t use to work on his computer. There didn’t use to be (any) computers. Hussein didn’t use to speak on his mobile phone. There didn’t use to be (any) mobile phones. Hussein didn’t use to watch films on TV. There didn’t use to be (any) films or (any) TVs. Hussein didn’t use to go home on the metro. There didn’t use to be a metro.
1 Listen and number 1 Look at the two pictures and ask students
2
3
4 5 6 7
which they think is in England and which is in Australia. Ask them what differences there are between the two pictures. Introduce bus stop. Ask a few students to describe the houses for the whole class. Ensure they have key vocabulary such as bus stop (new), bakery, flat, wall, tree, garden, right, left. Get them to look at the pictures and say what the things with boxes next to them are. Remind them which one is Ann’s present house and which one she used to live in. Explain the task: students will write the numbers in the boxes according to the order they hear each feature mentioned on the cassette. Play the cassette. Students listen and number the boxes. Check their answers. Try to get students to reconstruct the sentences that they have just heard. Students form pairs and describe one of the house pictures to their partner. Their partner has to guess which one is being described. 163
Tapescript
Ann: Ann: Ann:
Ann: Ann: Ann: Ann: Ann:
Answers:
1 I used to live in a flat in England. 2 I live in a large house now. 3 We’ve got a wall in front of our house now … 4 … and there are three big trees in the garden. 5 We used to have a bus stop in front of our old flat … 6 … and there used to be a big tree on the left of the building. 7 Our new house in Australia has got another house to the right. 8 We used to live next to a bakery in our flat in England.
Answers: a 1(given) d 5 g 7
b 6 e 4 h 3
c 8 f 2
2 Make sentences 1 Refer students back to the pictures of Ann’s two
houses. Ask them where they are, and which one she lives in now. To revise the key vocabulary, ask them which house has a bus stop in front of it, three trees in the garden, etc. 2 Read and drill the example exchange to practise pronunciation, stress and rhythm. 3 Students form pairs and take it in turns to make sentences about Ann’s houses. 4 Ask some pairs to demonstrate.
b Ann used to have a bus stop in front of her house. Now sheʼs got a wall in front of her house./ Her house has got a wall in front of it. c Ann used to have a big tree next to her building. Now sheʼs got three trees next to her house. d She used to have a bakery to the left of her house. Now sheʼs got another house to the right of her house.
✒ n
n
Further practice
Students tell the class about places they used to live in: they can draw pictures like Ann’s, and then describe the differences.
Students create a biography of Hussein Zaki (the great-grandfather), making suggestions about what he really might have done, e.g. He used to be a farmer, etc.
LE S S ON 3
S B page 13
WB page 8
Aims: Learners will n practise using used to (do) to talk about past habits in the positive, negative and interrogative forms n learn and practise using during n learn to use too and either to join one speaker together with another speaker Structures: What did you use to do when you were small? What didn’t you use to do? During class, he used to sing songs. I used to sing, too. I didn’t use to get dirty, either. New vocabulary: during, get dirty Functions: Comparing past and present habits Being in agreement with another speaker Before using the book: n
164
Revise the use of used to. Discuss with students what we didn’t use to do before we had computers, e.g. We didn’t use to type our homework. We didn’t use to send e-mails. We didn’t use to play computer games, etc.
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SB Page 13
Samy: Sally: Soha: Sally: Soha: Sally: Soha: Samy: Soha: Sally: Soha:
They’re people who used to be in my first class, you know, before I started primary school. Some of the children used to do very funny things. I remember Karim. During class he used to sit at his table and sing songs. And who’s that girl? That’s Eman, She didn’t like drawing pictures. I didn’t like drawing pictures, either. I preferred painting. Yes, Eman preferred painting, too. During art lessons she used to paint pictures with her fingers. And who is that girl? Yes, that’s Fareeda. She always used to get her T-shirt dirty when she ate chocolate during break time. And who’s that last boy? I remember his name. It’s Ali. He always used to carry a purple dog, didn’t he? Yes! He didn’t want to put it down!
Answers: a Eman c Ali
b Karim (given) d Fareeda
5 Listen and write the names
6 Make sentences
1 Ask students to tell you what Soha and Sally are
1 Draw attention to the table and explain that these
2 3
4
5 6
doing (looking at a photo). Explain that it is a photo of Soha’s friends at her first school when she was very young. Elicit what the four children in pictures a-d are doing. Introduce during and give some examples. A simple introduction would be to ask what they learn about during different lessons: What do you learn about during Geography lessons? etc. Point out that during is always followed by a noun. Explain the task: students will listen for who did what during lessons and write the correct names in the boxes. Play the cassette. Students listen and write. Check their answers with the whole class.
Tapescript
Look at this photo, Sally.
Samy: Sally:
Who are they?
2
3 4 5
are broken up sentences about the children from Exercise 6. Play the cassette from Exercise 6 again and get students to listen for some sentences which are given in the tables. Students tell you what they heard. Students form pairs and make sentences. Ask some pairs to demonstrate.
Answers: Answers will vary. (Ensure that students are using: When he/she was in school/class… and During lessons...) 7 Discuss 1 Read through the two questions and elicit some
responses. Students can use the same vocabulary as in the previous exercises, or they can think of their own funny things. 2 Read through the example exchanges. Point out the use of too and either at the end of 165
the statements. Explain that they are used by speakers to join them together with the positive and negative statements of other speakers. 3 Students form groups of 3-4 and discuss what they used to do and what they didn’t used to do. Monitor as they discuss, encouraging them to use too and either in response to what other students are saying. 4 Students report back to the class about the others in their groups.
. WB Page
4 Listen and ✓or ✗ 1 Look at the picture and ask what is happening. 2 Read through the sentences and check
understanding. 3 Play the cassette. Students tick or cross each sentence according to whether it is true or not. 4 Check their answers.
Tapescript
Woman: There are four children in my family. I am
8
the youngest. I have two older brothers and an older sister. When we were young we didn’t use to have a lot of money. My father was a farmer and he used to work very hard. He was always busy with one job or another. My mother always used to be very busy too, helping my father or looking after the children and the house. We had to do our homework and help with the house too, but when we had some free time in the evening, I used to sit and write stories. I didn’t think my stories were very good, but I liked writing them. One day my mother and father asked me to read my story. When I finished they said they liked it. After that I always used to read my stories to my family and they usually liked them. That’s why I decided to become a writer.
Answers: b ✗ e ✗
c ✓ f ✓
d ✗ g ✓
5 Read and match 1 Explain that this exercise practises new words
from the unit.
3 Choose the correct answer from a, b or c 1 Read the example with students to demonstrate
the task. Remind them that after during there is always a noun, and give some examples. 2 Students complete the task individually. 3 Check their answers.
166
letters of the sentence stems in the boxes, but there is one extra second part which they will not need. 3 Students complete the task individually in class, or for homework. 4 Check their answers. Answers:
Answers: 2 a
2 Explain the task: students will write the correct
3 c
4 c
5 d
1 c 4 a (given)
2 e 5 not used
3 b 6 d
✒ n
8 Read and match
Further practice
Students correct the wrong sentences from WB Exercise 5.
LE SS ON 4
1 Ask students to say what kind of text it is 2 3
SB page 14
WB page 9
Aims: Learners will n read a text which uses used to to compare the past and the present New vocabulary: behave, earn, equipment, on the other hand Functions: Comparing the past to the present Describing jobs
4
5 6
(a magazine article). Read the speech bubbles to explain the topic and the task. Read through the topics a-d and explain where necessary. Students read the text and match the topics to the paragraphs. They write the numbers in the boxes. Check their answers. Ask them to find equipment, on the other hand and earn in the text and guess what they mean from the surrounding text. Explain further if necessary.
Answers: Before using the book: n
Discuss with students how they think schools and the game of football have changed in the last 20-30 years. Encourage them to use used to in their discussion.
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SB Page 14
b 4
c 3
d 2
9 Read again and complete the notes 1 Read through the table and explain the task:
students will complete the table with information from the text in Exercise 9. 2 Remind them just to write notes of key information rather than whole sentences. Do an example for the problems of teaching now with the whole class. 3 Students complete the task individually. 4 Check their answers. Answers: Teaching now
Good things (given)
Teaching in Ola’s time
no more than 25 children per class
Football now
footballers earn a lot of money; they have trainers and doctors
Football in Nasser’s time
footballers played because they loved the game and loved playing for their country
Problems some students have to travel a long way and are tired many children left school after primary school some footballers are greedy and behave badly footballers didn’t earn much money
167
. WB Page
9
✒ n
n
6 Ask and answer questions 1 Read through each of the questions with the
class and elicit sample answers from several students. 2 Students ask and answer the questions in pairs. 3 Students report back to the class on what their partners said. 7 Now write sentences 1 Refer students back to their answers for Exercise
7 and explain that they will use that information to complete this writing task. Students complete the task either individually in class, or for homework.
Answers: Answers will vary.
168
Further practice
Students cover the text on SB page 14 and talk about the past and present in teaching and football using only their notes prepared in Exercise 10.
Students have a discussion about whether they think teaching and football are better or worse overall now or in the past.
LESSON 5
SB page 15
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SB Page 15
Aims: Learners will n review language from the unit n learn the rules for irregular and regular plural spellings Before using the book: n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.
Now spell the plurals of these nouns D O IT F EL O Y URS
Spelling plurals 1 Read through the two speech bubbles.
2 Read through the spelling rules a-e and elicit
more examples for each. Refer students back to Lesson 5 of Unit 14 where they can find more examples.
1 Dictionaries can be used here if available.
2 Explain that students should refer back to the
rules in the first exercise to help them form the plurals. 3 Students complete the task individually. 4 Get students to check their answers in their dictionaries. 5 Check answers with the whole class. Answers: b lives e children h feet
c women f matches i boxes
d dictionaries g oranges
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A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER
2
3 4
5 6 7 8
box and read the three bullet points. Elicit examples. Read through the examples of key language in the box with the students and check understanding. Read through instructions a_e and explain where necessary. Explain that, for a-d, students should write the letter of the correct instruction in the box next to the appropriate sentence in the Key language box. For e, they should write a or v in the boxes. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more statements for instructions a_d. Students share their ideas with the class.
Answers: a (given) d b c e verbs: behave, compare adjectives: impossible, modern
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Listening Task Target element: ‘used to do’ and present simple Use SB page 12, Ex. 3. Create a different person and invent different schools, hobbies, etc., for the box. My name’s Ben, I used to live in Paris but now I live in Geneva, etc. Students copy the table but without the information in the six years ago and now columns. They then listen to the description you have prepared and take notes to complete the table.
Speaking Task Target element: Questions and answers with ‘use to/used to’ Use the SB page 11, Ex. 1. Students imagine they are speaking to Ann. They prepare questions to ask her using use to, starting with Where …?, Did …?, What …? and When …?, e.g. Where did you use to live? Students then ask and answer the questions in pairs.
Reading Task Target element: vocabulary from the unit Write sentences where the words/phrases behave, compare, impossible, modern, on the other hand, during, either and too are gapped. Give students the words and have them put them in the correct sentence.
Writing Task Target element: ‘used to’ Use SB page 11, Ex. 3. Students write eight sentences about Sally using used to and the present simple.
1 Read and number
Revision E
L E ss ON 1
sB page 16
1 Students look at the text and say what kind of WB page 10
Aims: Learners will n revise and practise used to n revise the use of conditionals If you were‌, what would you be? n revise and practise vocabulary from the units Functions: Comparing places and habits, past and present Talking about past habits Before using the book: n
Remind students what chess is and ask if anyone can play it.
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SB Page 16
2 3 4 5 6
text it is (a newspaper article). They look at the picture of Hala and say what she is doing. Read through paragraph e and check understanding. Students read the other paragraphs and number them in the correct order. Students form pairs and compare answers. Check their answers.
Answers: a 6 d 3
b 4 e 1(given)
c 5 f 2
2 Play the game 1 Read through the rules and the speech bubbles to
explain the game. 2 Put students into groups of 5-6 and do a trial run to demonstrate with one group. 3 Give students a couple of minutes to think of their questions, then play the game. 4 Prizes can be given for the best answers and/or questions.
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. WB Page
Answers:
10
2 c
✒ n
3 d
4 b
5 c
Further practice
Students individually learn a text or pair up to learn a dialogue from the units. Run a competition for the best recital.
LE s s ON 2
s B page 17
WB page 11
Aims: Learners will n revise and practise used to n revise the use of conditionals If you were ‌, what would you be? n revise and practise will have to and had to Functions: Giving advice Discussing hypothetical situations expressing future and past obligation Before using the book: n
1 Read and match 1 Make sure students understand the task. Use
the example to demonstrate how the sentences below the pictures are responses to what is said in the pictures. 2 Students match the responses to the pictures, writing the correct numbers in the boxes. They can do this individually in class, or for homework. 3 Check their answers. Answers: b 3
c 2
d 4
e 1
2 Choose the correct answer from a, b, c or d 1 Read the example with students to demonstrate
the task. 2 Students complete the task individually in class, or for homework. 3 Check their answers.
172
Revise have to: tell students to imagine that they are organising a class party. What will they have to do in preparation?
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SB Page 17
Tapescript
Hassan: OK, we’re going to go holiday soon so we
Nawal: Hassan: Nawal: Hassan:
have to write all the things we need to do. Yes. At the weekend we’re getting ready. We’ll have to collect the tickets. Yes, and we’ll have to pack our bags, too. What about Sunday? We’re flying to Paris on Sunday, so we’ll have to take our passports, tickets and bags to the airport. Nawal: Yes, and we’re arriving in Paris at 4 o’clock. What will we have to do when we arrive? Hassan: Phone the hotel. Nawal: Yes, and we’ll have to find a taxi, too. Hassan: And on Monday we’re going on a boat trip, so we’ll have to buy some sandwiches or other food for the boat. What are we doing on Tuesday? I’ve forgotten. Nawal: We’re going sightseeing and then we’re going shopping. Hassan: Yes, I’ll have to change some more money. Nawal: On Wednesday we’re visiting the Eiffel Tower. Hassan: Yes, so we’ll have to take our cameras And what are we doing on Thursday? …
3 Listen and write notes
Answers:
1 Students look at the picture at the top. Who are
b pack bags d shopping f take cameras
2 3
4
5 6 7
the people? (Nawal and Hassan) and what are they doing? explain that they are planning a trip to France, and Nawal is writing some notes. explain the task: students will listen and write notes in the spaces. Remind them that they only need to write the key words, not full sentences. Go through the table and explain that the Plans are their scheduled activities, and the Things to do are things they need to remember to take or do to prepare for the activities. Also remind them that they are in Cairo at the moment. elicit some possible answers for each gap. Play the cassette. Students write notes. Check their answers as a whole class. Students form pairs and talk about what they need to do, as illustrated in the example exchange under the notes.
c find a taxi e change money
4 Discuss 1 Read through the three questions and elicit some
responses. 2 Students form groups of 3-4 and discuss their answers. Monitor, noting any common errors to review with the whole class after the activity. 3 Students report back to the class about the others in their groups.
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. WB Page
3 Students complete the task individually in class,
11
or for homework.
Answers: Answers may vary: Mustafa used to have short, straight hair. Now he’s got longer, curly hair. He used to have a bike. Now he’s got a car. He used to go to school. Now he works in an office/ goes to a gym.
✒ n
n
3 Read and correct the underlined words 1 Look at the example to demonstrate the task and
make sure students understand how and why am was transformed to were and bought was transformed to buy. 2 elicit the answers orally for sentence b. 3 Students write out the whole sentences again with their corrections. They can do this individually. 4 Check their answers. explain where necessary. Answers: b have; more d had; wear
c didn’t; either e During; go
4 Write four more sentences 1 Look at the pictures and ask students to tell you
what they show. Ask what the differences are. 2 Read the example with students to demonstrate the task, highlighting the structures that should be used in their sentences: used to and the present simple. 174
Further practice
Revise vocabulary from the unit. Pit yourself against the students: start writing a word for them to guess. Write the first letter, and give the class 20 seconds to make guesses. Do the same for each successive letter of the word. If a student guesses the word, they get a point. If no one guesses it, you get a point. Do several words and count up the points.
Ask students to imagine the rest of Mustafa’s life (from WB exercise 4): his family circumstances, his food, his hobbies, his work, his home, etc., and have them continue comparing his past with his present circumstances.
UNIT
16 L E SS ON 1
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SB Page 18
Whose bag is that?
SB page 18
WB page 12
Aims: Learners will n learn to use anything and somewhere n learn to use mine and yours Structures: Have you got anything for me? I put it somewhere. It’s yours. They aren’t mine. New vocabulary: anything, mine, somewhere, yours Functions: Talking about unspecified persons or places Expressing who things belong to Before using the book: n
n
Get students to tell you all the question words they know (who, what, etc.) and also all the kinds of Yes/No questions that they know (Have you…?, Do you…?, Will you…?, etc.). Elicit examples of each and write them on the board. Revise possessive determiners (my, your, etc.), eliciting examples of each by asking who Hesham is, who his children are, where their house is, etc.
1 Look at the pictures and answer 1 Draw attention to aims box at the top of the page 2 3
4 5 6 7 8
and explain. Ask students what kind of reading text it is (dialogue/conversation). Ask them to say what is happening in each picture. It is not necessary to introduce the new words here, as they will be introduced in context. Read through question a. Students work in pairs to find the questions and underline them in pencil. Play the cassette. Students listen for the questions. Check the questions that they found. Draw attention to and explain the use of yours in the questions. Explain that yours is a pronoun which can be used instead of saying the name of something again, i.e. yours = your bag in this context. Give some more examples with students’ belongings: This is your book. It’s yours, etc.
175
9 Explain that anything is used in questions and
negative statements as a grammatical structure to mean ‘any specific thing’. Give examples.
. WB Page 12
Listening: SB page 18, exercise 1 Answers: Was your room comfortable, Mr Zaki? Which bag is yours? Did you have a good trip to Athens? Have you got anything for me? Can I have the sweets, please? Whose shoes are these, Dad? 2 Listen again, ask and answer 1 Read through the exercise with the class and 2
3
4
5 6
check understanding. Write questions on the board. Explain that students will listen for the answers with their books closed. Students close their books. Play the cassette again. The dialogues are repeated on the tape, so there is no need to rewind. Students form pairs and ask and answer questions a_e from the board with their books still closed. Students open their books and check the answers. Check their answers as a whole class and discuss suggestions for the last question.
Answers: a b c d
He went to Athens. He brought some sweets. Ahmed helped Salma find the bag of sweets. She was sad because she didn’t get any sweets/ there weren’t any sweets in the bag. e open for discussion (he’s got someone else’s bag).
1 Read and choose the correct answer from a, b or c 1 Ask students to tell the story of Hesham’s bag so 2 3 4 5
far. Read through the dialogue with a student. Explain that students will read questions 1‑4 and choose the correct answer for each. Students complete the task individually in class, or for homework. Check their answers.
Answers: 2 c
3 b
4 b
2 Supply the missing parts in the following mini-dialogues 1 Read through the given parts of the dialogues
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with the students. 2 Read through the example to demonstrate the writing task, and make sure students understand that they have to write the questions for c and d, and the answer for b. 3 Students write the missing parts individually in class, or for homework.
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Answers:
SB Page 19
b Ahmed: It’s Tamer’s. c Nadia: Where are Ahmed’s/Dad’s shoes? d Man: What’s Hesham’s phone number?
✒ n
Further practice
Students read through the dialogues from SB, Ex.1, in groups of five for the roles of Bellboy, Hesham, Salma, Soha and Ahmed.
L E SS ON 2
SB page 19
WB page 13
Aims: Learners will n learn to use the possessive ’s without a noun after it n learn to use Whose…? to ask about who things belong to n learn to use hers, ours, theirs Structures: It’s Nadia’s. Whose bag is it? It’s ours. They’re theirs. New vocabulary: hers, ours, theirs, Whose…? Functions: Asking and answering about who things belong to
3 Read and match 1 Introduce the use of hers, ours and theirs. Use
2
Before using the book: n
Revise possessive determiners and introduce Whose by asking two students, one male and one female, to give you their (different) pens. Say and point accordingly: This is his pen, this is her pen, these are their pens, this is your pen, these are your pens and prompt the two students to say These are our pens, This is my pen. Then hold up the girl’s pen and ask Whose pen is it? to elicit It’s her pen. Prompt their pens, our pens, his pen, my pen, your pen in the same way. Now introduce the use of ’s without the noun after it: Whose pen is it? It’s (Sara’s). Write these exchanges on the board. Drill the pronunciation of Whose.
3 4 5
the same technique as used in the Before using the book section. Make sure students understand the task. Use the example to demonstrate how questions a‑e have their responses in the speech bubbles. Students match the questions to the pictures. Check their answers. Have students read the questions and answers aloud in pairs.
Answers: 1 d 4 a (given)
2 e 5 c
3 b
4 Ask and answer 1 Read through the example exchanges with
students and check understanding. Highlight the use of Whose, and the ’s in It’s Nadia’s. 2 Students form pairs and ask and answer about each of items a_f in the blue box. 177
3 Monitor, noting any common errors to review
with the whole class after the activity. 4 Ask some pairs to demonstrate. Answers:
a Whose bag is that? It’s her bag. It’s Nadia’s. (given) b Whose toys are those? They’re her toys. They’re Salma’s. c Whose kite is that? It’s his kite. It’s Rami’s. d Whose hat is that? It’s her hat. It’s Noha’s. e Whose books are those? They’re her books. They’re Noha’s. f Whose camera is that? It’s her camera. It’s Magda’s.
. WB Page 13
3 Students read through the sentences and decide
where the stress should normally be. They mark a dot in pencil above the most stressed word. Point out that in sentence f they need to mark two words. 4 Play the cassette. Students check their answers. 5 Check answers with the class. Drill the sentences with the correct stress. Tapescript and answers a This CD is mine. b Whose pens are those? c That toy isn’t yours, Salma. d Aren’t those Ahmed’s shoes? e Is that car really hers? f This is your hotel room, Samy, and this is ours. 4 Complete the table 1 Students read the table and fill in the spaces in
the word groups, either individually in class, or for homework. 2 Check their answers. Answers: my your his her our their
mine yours his hers ours theirs
5 Choose the correct answer from a, b or c 1 Read the first sentence and do it as an example
with students to demonstrate the task. 2 Students complete the task individually in class, or for homework. 3 Check their answers. Answers: 2 c
3 Put a ( ) to show the word with most stress 1 Read the example aloud to demonstrate,
exaggerating the stress slightly. 2 Explain that students should think about which are the key words in the sentences, because these are the ones which are usually stressed. (of course stress may change according to which meaning is intended.) 178
✒ n
3 c
4 b
5 b
6 a
Further practice
Students form groups of 4‑5 and each student then puts an item of their own into a bag. They swap their bag with another group. Each group then writes down a guess about who each item belongs to, as follows: We think the blue rubber is Hany’s. The two groups who have swapped
items then get together. They read out their guesses and the person named has to stand up and say Yes, it’s mine or No, it’s his/hers/Jehan’s, etc. The group that makes the most correct guesses can win a prize.
LESSON 3
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SB Page 20
SB page 20
Aims: Learners will n learn to use somewhere, nowhere, anywhere, everywhere, something, nothing, anything, everything Structures: Nothing, thank you. I’d like to go somewhere nice. Are you going anywhere nice? We have looked everywhere. There was nowhere near where I could leave my car. New vocabulary: anywhere, everything, everywhere, nothing, nowhere Functions: Talking about who things belong to Talking about things which are not specific 5 Listen and match Before using the book: n
Consolidate the pattern of use of something/ anything/nothing/everything. Write the following on the board and ask students which words should be put in each gap and explain why. Take time to compare the use of words starting with any- and no-. I need to buy _______ for dinner because I haven’t got _______ to eat at home. When I came home today, I looked in my food cupboard and there was _______ there! It was empty. I bought a lot of food at the shops yesterday but my dog ate _______ while I was at work.
1 Ask students to tell you what is happening in the
pictures. Check that they know the names of all the characters and their family relationships. 2 Play the cassette. Students listen and write the letters in the boxes. 3 Check their answers with the whole class.
Tapescript
Narrator: a Soha: Narrator: Ahmed: Narrator: Samy:
I’ve finished my homework and I’d like to go somewhere nice for a walk. b It was noisy in class today. Everyone was talking and I got a headache. c When I came home from school I had something to eat but now I’m hungry
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Narrator: d Nadia: I’ve looked in all the rooms of the house but I can’t find my new book anywhere. Narrator: e Hesham: There was a lot of traffic today and there was nowhere near my office where I could leave my car. Narrator: f Salma: I couldn’t buy Grandma anything when she was ill because I didn’t have any money, so I made this for her.
Answers: 1 b 4 e
2 f 5 c
3 d 6 a (given)
1 Ask students to tell you what happened in the
3 4 5
dialogues for Exercise 5. Go through sentences a‑f from the dialogues in Exercise 5 and ask students to think about what might go in each gap. They should not write anything at this stage. Don’t confirm any answers. Ask if students can remember who said each sentence. Draw attention to the words in the box and get students to write in their answers. Play the cassette. Students listen and check they have written in the correct words. Check their answers.
Listening: SB page 20, exercise 6 Answers: b everyone e nowhere
✒ n
n
c something f anything
d anywhere
Further practice
Students write a short play and act out the story of Hesham’s bag using dialogue from SB page 18 and WB page 12. Students write sentences using the other words in the options for Exercise 5 on WB page 13.
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SB page 21 WB page 14
Aims: Learners will n read a text about the history of computers n learn words like somewhere/ anyone/ something n revise and extend their vocabulary New vocabulary: anyone, calculator, calculation, mathematical, mathematician Functions: Describing a person’s life Defining things Before using the book:
6 Now complete the sentences
2
LE S S ON 4
n
Draw an outline sketch of a computer and ask students to tell you what it is. Have them come and label the component parts ‑ monitor, screen, etc. Ask if they know anything about the history of computers.
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SB Page 21
7 Listen, read and match 1 Ask students to say what kind of text it is (a
2
3 4 5
6 7
. WB Page 14
computer/internet/website page) and ask what subject is activated on the menu tabs (science). Ask them what maths or mathematics is and if they know any famous people who are good at maths. Introduce mathematician. Read the speech bubble to explain the topic and the task. Read through the paragraph topics a‑e and explain where necessary. Students read the text and match the topics to the paragraphs. They write the paragraph numbers in the boxes. Check their answers. Ask them to find calculation and calculator in the text and guess their meaning from the surrounding text. Explain further if necessary.
Answers: a 4 d 5
b 1 (given) e 2
c 3
8 Read again and answer 1 Read through the questions, practising the
way dates are said for e, and explain the task: students will read the text about Babbage again and find the answers. They can write notes in pencil next to the questions. 2 Students form pairs and ask and answer the questions. 3 Check their answers. Answers: a Charles Babbage b He was a professor of mathematics / a mathematician. c It was the first calculator. d It did many mathematical calculations quickly. e 1791: Babbage was born; 1822: He invented the calculator; 1832: He started his second machine; 1871: Babbage died.
6 Listen and match 1 Ask students to tell you what is happening in the
pictures. 2 Read the two headings a‑b and explain that they summarise the main topics of the conversations they will hear. 3 Play the cassette. Students listen and write the letters in the boxes. 4 Check their answers with the whole class.
Tapescript
1 Nadia: Hello, Mum. Are you feeling better now? Grandma: Yes, dear, thank you. Nadia: Do you want anything, Mum? Grandma: No, nothing thank, you. Nadia: Would you like to go out tomorrow? Grandma: Sure. That sounds like a good, idea. Nadia: I phoned Grandma. She’s feeling much better. We’re going to take her somewhere tomorrow. Salma: Anywhere nice, mum?
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Ahmed: Nadia: Ahmed: 2 Ahmed: Soha: Salma: Soha: Ahmed: Salma:
Yes, like a walk in the park? No, nowhere like that. We’re going for dinner at a hotel. Great! We should buy something for Grandma because she’s been ill. I know. I’ll take some flowers. I haven’t got anything to give her. Why don’t you paint her a picture, Salma? Yes, you’ve got everything you need to do that. Good idea.
Answers: 1 b
2 a
7 Listen again and complete 1 Draw attention to the words in the box and make
sure students understand their different usages by eliciting examples. 2 Explain the task: students complete the sentences with words from the box. 3 Students complete the task either individually in class, or for homework. 4 Play the cassette again for students to check their answers. Answers: b nothing e nowhere h everything
c somewhere f something
d anywhere g anything
8 Read and match 1 Make sure students understand the task. Use
the example to demonstrate that phrases 1‑7 are definitions of the words on the left. 2 Students match the definitions to the words. They can do this individually in class, or for homework. 3 Check their answers. Answers: b 6
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c 5
d 4
e 7
f 1
g 3
✒ n
Further practice
Students can write more definitions using someone/where/thing plus who/which/where, as in Exercise 8.
LESSON 5
SB page 22
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SB Page 22
Aims: Learners will n learn the rules for using apostrophes n practise punctuating sentences New vocabulary: apostrophe Before using the book: n
n
n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one. Ask students for the contracted form of the following phrases: we are, we have, I will, I am, they are, he has, she is. Ask how we know whether He’s = He is or He has (from the context). Elicit examples. Write an apostrophe on the board and ask them what it is called. Ask if students know where else an apostrophe is used, apart from for showing that some letters are missing (the possessive -’s, or -s’). Elicit some examples (Harry’s hat, the girls’ room, etc.). Answers:
D O IT F EL YOURS
Punctuation 1 Read through the three speech bubbles.
2 Read through sentences 1 and 2, and elicit more
examples for each.
Write these sentences again with the correct punctuation 1 Give students the following punctuation marks
and ask if they can remember what they are called and where they are used:
. (full stop)
, (comma)
! (exclamation mark)
? (question mark)
ABC (capital letters)
“ ” (quotation marks)
’ (apostrophe)
2 Ask them to give examples of each.
3 Students punctuate sentences a‑f. They complete
the task individually. 4 Check answers with the whole class.
a Where’s Salma’s toy? b I’m travelling to Paris and Rome after today’s lesson. c Sally’s jacket is on the right and mine’s on the left. d I’d like to have some cake, please. e How long have you known Hesham’s father? f “Are those pens hers?” “No, they aren’t.”
W
REVIE
1 Draw students’ attention to the REMEMBER
box and read the three bullet points. Elicit examples. 2 Read through the examples of key language in the box with the students and check understanding. 3 Read through instructions a‑d and explain where necessary. 4 Explain that, for a‑c, students should write the letter of the correct instruction in the box next
183
5 6 7 8
to the appropriate sentence in the Key language box. For d, they should tick the words which are connected to computers and maths. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more statements for instructions a‑d. Students share their ideas with the whole class.
Answers: b b a c a c d calculations, program, store
A s s e s s m e n t Listening Task Target element: ‘some’.. + ‘-one’, ‘-thing’ and ‘where’ and definitions; vocabulary from the unit Use WB page 14, Ex. 8. Read out the definitions in random order and students write the words they define, e.g. something which can do sums and store information (calculator).
Speaking Task Target element: questions and answers with ‘whose’, ‘mine’, ‘your’, ‘his’, ‘hers’. Students work in A/B pairs. Put some objects on students’ desks to talk about. Some are yours, some belong to Students A, and some to Students B. First tell pairs who each object belongs to, e.g. This is mine. That is yours. This is hers/Suzy’s, etc. They then ask and answer about the items, e.g. Whose pen is this? Is this your pen? Are these mine? etc.
Reading Task Target element: possessive pronouns ‘yours’ and ‘mine’ Use the dialogue from WB page 12, Ex. 1. Copy the dialogue for the students, but with the speeches in the wrong order. (This can be written on the board instead, if necessary). Students have to re‑arrange the dialogue into the correct order.
Writing Task Target element: ‘some’, ‘any’, ‘every’ + ‘-one’, ‘-where’, ‘-thing’ Students think of and write sentences and questions using these words.
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UNIT
17
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SB Page 23
Sports time
LESSON 1
SB page 23
Aims: Learners will n learn to use less + adjective n learn to use like something + more than n revise and expand their vocabulary for sports Structures: Rally driving is less interesting than football. Soha likes rally driving more than football. New vocabulary: athletics, channel (TV), judo, motor racing, rally driving, weight lifting Functions: Describing how sports are played Expressing opinions and preferences Comparing sports Before using the book: n
n
Revise the formation of comparative and superlative adjectives by asking students to compare a tiger, a mouse and a snake. Brainstorm all the sports that they already know.
1 Listen and ✓ the sports you hear 1 Draw attention to the aims box at the top of the 2
3
4 5 6
page and explain. Go through the list of sports and get all the students to mime them. Introduce the new ones as they come up: judo, athletics, rally driving, motor racing, weight lifting. Ask students what two sports are shown in the two pictures and what Soha and Ahmed are doing. Introduce channel (TV). Play the cassette. Students tick the sports that are mentioned as they listen. Check their answers. Check comprehension with questions, e.g. What are they watching? but be careful not to give the answers to Exercise 2.
ď‚ş
Tapescript
Nadia: Why are you changing the TV channels? Soha:
There are different sports on two different channels and we want to watch both of them.
185
Ahmed: Soha: Ahmed: Nadia: Soha: Ahmed: Soha: Hesham: Ahmed: Hesham: Both:
I’m watching a football match between Egypt and Sudan. I’m watching the rally driving. They’re showing the Pharaohs Rally. Can we watch the football for two more minutes, Soha? It’s the most exciting part of the match. Look, we’re going to score. He missed the goal! OK, I’ll change channels now. I know Ahmed likes motor racing but I didn’t know you liked rally driving, Soha. You usually watch volleyball. I started watching rally driving a few days ago. It’s much more interesting than football. And much more dangerous. The drivers have lots of accidents. That’s because they drive across the desert. It’s more difficult to drive across the desert than on roads. Hi, everyone! Gosh! You’re watching rally driving. Yes … but it’s less exciting than the football. Well, listen, I’ve got some news about the Pharaohs Rally. Some tourists want go to the rally tomorrow. Would you two like to come with us? Yes, please!
Answers: Football, rally driving, motor racing and volleyball should be ticked. 2 Listen again and put a ✓ or ✗ 1 Read through the statements with the students
2
3
4 5
and explain where necessary, highlighting the use of less with interesting in statement e. Give some more examples of this structure, contrasting it also with more interesting. Students can say which of the two sports they think is more or less interesting, and more or less dangerous. Ask which statements they can remember enough about to tick or cross. They can tick or cross the statements they think they know in pencil. Play the cassette for Exercise 1 again. Students check their answers if they have them, or tick or cross the boxes. Check answers as a whole class. Students work in pairs and discuss how to correct the crossed answers.
186
Answers: b ✗
c ✓
d ✗
e ✓
f ✓
3 Discuss 1 Read through the two questions and the example
exchange and elicit some responses. 2 Students form groups of 3‑4 and discuss their answers. Monitor, noting any common errors to review with the whole class after the activity. 3 Students report back to the class about the others in their group.
✒ n
n
Further practice
Students carry out a class survey to find out which are the class’s favourite sports to play and to watch, and why. They compile a report and find and/or draw pictures of the sports to make a classroom display. Students find pictures of the sports and write about why they are interesting/dangerous, etc.
LE S S ON 2
S B page 24
WB page 15
Aims: Learners will n learn to express percentages n compare using less and more + adjective, as + adjective + as, the least + adjective and the most + adjective n express survey results Structures: Fifty-three percent of students think rally driving is expensive. Students think rally driving is as exciting as parachuting. Judo is less expensive than rally driving. Rally driving is more popular than parachuting. Football is the least expensive sport. Parachuting is the most dangerous sport. New vocabulary: parachuting, percent, popular Functions: Giving opinions Reporting survey results Expressing percentages Making comparisons
Before using the book: n
n
Revise more and less + adjective. Ask students to compare two current TV shows or magazines that they know. Ask which is more and which is less interesting/famous. Revise numbers 1‑100. Do chains around the class, writing a prompt such as + 10 on the board. Start at 8 and students have to add 10, e.g. Student 1 says 8, Student 2 says 18, Student 3 says 28, etc. Vary the prompt and the starting number to ensure flexibility and thorough practice. Speed up the pace around the class after a couple of rounds.
&
5 Read through the example exchanges below the
table with the class, explaining where necessary. 6 Students form pairs and ask and answer five questions each. 7 Monitor, noting any common errors to review with the whole class after the activity. 8 Ask some pairs to demonstrate. 5 Compare sports 1 Ask the class to refer to the table again, and
SB Page 24 2
3 4 5 6 7 8
compare what the students thought about rally driving and judo. Ask questions about each adjective: Which did they think was more/less exciting? etc. Remind them that as ... as is used to say that two things are equally exciting/ dangerous, etc. Now introduce the least and the most + adjective. Ask students about football in the dangerous column. Write: They think football is the least dangerous sport. Then ask about parachuting in the same column and write on the board: They think parachuting is the most dangerous sport. Elicit some more examples using the least and the most from the table. Read the example exchanges again, referring students to the table to show how the task works. Students form pairs and make comparisons. Monitor, noting any common errors to review with the whole class after the activity. Ask some pairs to demonstrate. Students form groups of 3‑4 and discuss what they think about the sports. Students report back to the class about the others in their group.
4 Read, ask and answer 1 Read through the two speech bubbles at the top
of the table to set the context. 2 Introduce parachuting and check understanding of the other three sports in the table. Students can mime them to show they understand. Practise pronunciation. 3 Read and check understanding of the adjectives, and introduce popular. Check pronunciation. 4 Introduce percent and practise pronunciation.
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. WB Page 15
Answers: b 4
✒ n
c 3
d 5
e 6
f 1
Further practice
Students use the table on SB page 24 to do a survey of their class and write a report on it. The class can be split into groups who ask about and report on one sport each.
LE S S ON 3
S B page 25
WB page 16
Aims: Learners will n read a text which uses comparative and superlative structures in context n learn about the Pharaohs Car Rally Structures: Fewer than half the cars that start the race finish it. New vocabulary: satellite navigation Functions: Making comparisons Describing an event 1 Make sentences for each sport 1 Read through the two speech bubbles at the top 2
3 4 5
to set the context. Explain Adel and Basel’s opinion tables and what the ticks and crosses mean. Give some examples and check understanding. Students form pairs and say what Adel and Basel think about the three sports. Monitor, noting any common errors to review with the whole class after the activity. Ask some pairs to demonstrate.
2 Match to make sentences 1 Make sure students understand the task. Use
the example to demonstrate how the whole sentences will relate to the information in Exercise 1. 2 Students match the two parts of the sentences, either individually, in class, or for homework. 3 Check their answers.
188
Before using the book: n
Ask if students remember the name of the car rally that Soha wanted to watch. Ask if they know anything about it ‑ who drives in it, where it is, etc. Ask if they think it can be dangerous and why, and what drivers could do to prevent any accidents happening.
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whether the statement is true, false, or not stated in the text. 4 Check their answers.
SB Page 25
Answers: b ✓
c Not in text
d ✓
e ✗
. WB Page 16
6 Read and number 1 Ask students to tell you what kind of text this is 2 3 4 5 6
(a magazine article). Students look at the picture and describe what is happening. Read through the paragraph topics a‑d and check understanding. Students read the text and match the topics to the paragraphs. Students form pairs and compare answers. Check their answers as a whole class.
Answers: a 4
b 1 (given)
c 3
d 2
7 Read and ✓ 1 Read through the statements and check
understanding, paying extra attention to fewer in sentence d. 2 Remind students to tick the boxes according to what is in the text, not according to what they already believe. 3 Students tick the appropriate boxes according to
3 Write sentences 1 Look at the table and ask a few comprehension
questions: What does Samy think is the most difficult sport? etc. 2 Read the example with students to demonstrate the task, highlighting the structures that should be used in their sentences: the superlative in a and e, and comparatives in b, c and d. Do c with the class orally to demonstrate. 3 Note that b uses the as...as structure 4 Students complete the task individually in class, or for homework.
189
Before using the book:
Answers: b Samy thinks basketball is as difficult as swimming. c Samy thinks football is less enjoyable than swimming. d Samy thinks basketball is more enjoyable than tennis. e Samy thinks football is the least difficult sport. 4 Read and answer 1 Students read the text and write answers to the
questions. 2 Students complete the task individually, in class, or for homework. 3 Check their answers.
n
Introduce the use of by + ‑ing. Ask students if anyone knows how to drive a car (in theory!). Ask: How you can start the car? to elicit By turning/using the car key; How do you turn the car? (By turning the steering wheel); How do you stop the car? (By putting your foot on the brakes), etc. Write the answers on the board and highlight the by + ‑ing structure.
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SB Page 26
Answers: b Because he scored the goal by running past all the eleven players in the other team. 5 Choose the correct answer from a, b or c 1 Students complete the task individually, in class,
or for homework. 2 Check their answers. Answers: 1 c
✒ n
2 b Further practice
Students find out more about the Pharaohs Rally.
LE S S ON 4
SB page 26
WB page 17
Aims: Learners will n learn to use the structure by + ‑ing to describe how something is done n describe the rules of sports n revise and extend their vocabulary for sports Structures: You win by scoring goals. New vocabulary: against, over, point, long jump Functions: Describing sports
8 Listen and number 1 Students look at the pictures and describe what
is happening in each one. Introduce the long jump, points (as in score points) and against. 2 Play the cassette. Students number the pictures according to the order that they hear each one mentioned. 3 Check their answers.
Soha:
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Tapescript
Salma: Soha? Ahmed? Can you help me to
understand the sports you are watching? Yes, of course.
1 Salma: Ahmed: Salma: Soha: 2 Salma: Soha Salma: Soha: 3 Salma: Soha: 4 Salma: Ahmed: Salma: Ahmed: Salma: Ahmed: 5 Salma: Ahmed: Salma: Ahmed: 6 Salma: Ahmed:
4 Students form pairs and ask and answer the What are you watching now? This sport is called the long jump. Is it a sport for one person or for a team? It’s for one person. You are against all the other people. How do you do the long jump? By running very fast and jumping into the sand. Is it a dangerous sport? No, not at all. And how do you win? You win by doing the longest jump, longer than the other people who are against you. What sport were you watching yesterday, Ahmed? Was it football? Yes, it was. Is football a sport for one person or for a team? It’s a game for two teams. Each team has eleven players. Is football a dangerous sport? No, not very, although you can injure yourself sometimes.
questions about the two sports, plus another of their own choosing. 5 Monitor, noting any common errors to review with the whole class after the activity. 6 Ask some pairs to demonstrate. Answers: It’s called football. By scoring goals. It’s a sport for a team / teams. By kicking the ball / trying to score goals (etc.). No, it isn’t a very dangerous sport / you can injure yourself sometimes It’s called the long jump. By jumping the farthest. It’s a sport for one person. By running very fast and jumping into some sand. No, it isn’t a dangerous sport.
. WB Page 17
And how do you play? By kicking the ball with your feet or hitting the ball with your head. Can you touch the ball? A special player in goal can touch the ball, but other players can’t. And how do you win? By scoring points? Yes they aren’t called points in football. They are called goals.
Answers: a 1 (given) d 6
b 3 e 5
c 2 f 4
9 Ask and answer 1 Read through the questions with students and
check understanding. Highlight the structure by + ‑ing. 2 It may be useful to play the cassette for Exercise 8 again to remind students of the key vocabulary needed to answer the questions. 3 Elicit and write some key vocabulary on the board such as goal, point, kick, throw, over (the net), etc.
6 Ask and answer 1 Read through the questions with students and
check understanding.
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2 Students form pairs and ask and answer the
questions about their partner’s favourite sport. 3 Monitor, noting any common errors to review with the whole class after the activity. 4 Ask some pairs to demonstrate. 7 Now write about the sport
Answers: Answers will vary.
✒ n
1 Students write about the favourite sport that
they have discussed in Exercise 6, answering the same questions to create their text. 2 Students complete the task either individually in class, or for homework.
LESSON 5
SB page 27
n
Further practice
After the questions in WB Exercise 6, students can form new pairs and tell their new partner about their first partner’s favourite sport.
Students describe a sport to the class without naming it, and the class guess what it is, e.g. You play this sport by throwing a ball; You win by scoring goals, etc.
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SB Page 27
Aims: Learners will n review language from the unit n learn the rules for spelling comparatives and superlatives Functions: Making comparisons Before using the book: n
n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one. Give a quick spelling test: fatter, the thinnest, the nicest, heavier. Check answers and ask if students can tell you any rules for making these kinds of words.
D O IT F EL YOURS
Spelling help 1 Read through the two speech bubbles.
2 Read through the rules, explain and give more
examples of the terminology such as short vowels, adjectives, etc.
192
Complete the table 1 Students work individually to write the
comparative and superlative forms of each adjective using the rules above the table to help guide them. 2 Check answers with the whole class. 3 Ask which of the four spelling rules each one follows.
A s s e s s m e n t
Answers: b c d e f g h i j
heavy thinner wetter dry huger nicer smarter fatter lucky
heaviest (rule 4) thinnest (rule 2) wettest (rule 2) driest (rule 4) hugest (rule 3) nicest (rule 3) smartest (rule 1) fattest (rule 2) luckiest (rule 4)
Listening Task Target element: comparatives and superlatives with ‘more’ and ‘less’, ‘most’ and ‘least’ Use WB page 16, Ex. 3. Read out some sentences about what Samy thinks, some of which are true and some false. Students read the tables and then write a tick or a cross in response. E.g. read out: Samy thinks swimming is the most difficult sport. Students write ✗.
Speaking Task Target element: sports vocabulary and ‘by’ + ‘-ing’ Give each student the name of a sport and ask them to describe how it is played.
W
REVIE
1 Draw students’ attention to the REMEMBER
2
3 4
5 6 7 8
box and read the two bullet points. Elicit examples. Read through the examples of key language in the box with the students and check understanding. Read through instructions a‑e and explain where necessary. Explain that, for a‑c, students should write the letter of the correct instruction in the box next to the appropriate sentence in the Key language box. For d and e they should write s next to the sports words and w next to those that indicate the way. Students do the task individually, then compare their answers in pairs. Check answers with the whole class. In their pairs, students think of more statements for instructions a‑c. Students share their ideas with the whole class.
Reading Task Target element: percentages, comparatives and superlatives with ‘more’ and ‘less’, ‘most’ and ‘least’ Use SB page 24, Ex. 4. Write some sentences which students have to complete with the correct word or number, e.g.: _______ % of students think parachuting is difficult. Students think parachuting is the least _______ sport. Students think football is the _______ exciting sport. Students think _______ is less dangerous than judo. Students think _______ is more expensive than parachuting.
Writing Task Target element: comparatives and superlatives with ‘more’ and ‘less’, ‘most’ and ‘least’ Use WB page 15, Exs. 1 and 2. Students write their own sentences about what Basel and Adel think. They write one sentence which uses each of the following: the least, the most, less ... than, more … than, as ... as.
Answers: a (given) c b c b a d athletics, long jump, parachuting, volleyball, weight lifting e along, over, past, towards
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bedrooms are being cleaned on Tuesday, etc. Highlight the structure am/is/are + being +past participle and contrast with I am cleaning my sitting rooms, etc., to show the difference in meaning.
UNIT
18
My computer is being repaired
LESSON 1
SB page 28
&
SB Page 28
Aims: Learners will n learn to use the present continuous passive to talk about what is being done now and in the future n revise and expand their vocabulary for rooms and house‑cleaning Structures: My computer is being repaired. The curtains are being changed on Wednesday. New vocabulary: carpet, curtain, deliver, repair, water heater Functions: Negotiating when to meet Talking about jobs which are being done and which have been done Before using the book: n
n
n
Revise the present continuous and house‑ cleaning words. Mime some actions such as dusting, washing the floor, etc., and ask students what you’re doing. Remind them of the use of the present continuous to talk about future arrangements. Ask them what they are doing at the weekend/on a forthcoming holiday, eliciting answers in the present continuous. Introduce the present continuous passive. Tell students to imagine you are a millionaire and that you have someone else to do all the housework. Give them your housekeeper’s programme for next week: Monday: clean the three sitting rooms and two kitchens Tuesday: clean all the bedrooms Wednesday: do the gardening Thursday: do the shopping Saturday: wash the cars and clean the bathrooms Now show them how to form the present continuous passive, saying the sentences first, then writing them on the board: My sitting rooms and kitchens are being cleaned on Monday. My
194
1 Listen and write the day 1 Draw attention to the aims box at the top of the 2
3
4
5
page and explain. Students describe the pictures. Use the pictures to introduce curtains, water heater, repair, deliver. Revise the days of the week. Prompt with one of the days and select students to say the next day in the week, e.g. Teacher: Wednesday, Student: Thursday. Play the cassette. Students write the correct days according to when the jobs are being done as they listen. Check their answers.
Tapescript
Oh hi, Soha, Sally here. Listen, can you Sally:
Soha: Sally: Soha: Sally: Soha: Sally: Soha: Sally: Soha: Sally: Soha: Sally: Soha: Sally:
help me? My computer isn’t working. It’s being repaired at the moment and it’s not going to be ready until Thursday evening. So you want to …? … use your computer if that’s OK. It’s Saturday tomorrow, isn’t it? Can I come then? Sorry, it may be difficult this week. Saturday isn’t a good day. Our water heater is being repaired. They’re going to turn off the electricity. How about Sunday? No, our sitting room is being painted. I could come on Monday afternoon. Sorry, all the carpets are being cleaned on Monday. Tuesday? Our new chairs are being delivered on Tuesday and our old chairs are being taken away. Is Wednesday evening OK? No, no it isn’t, sorry. Mum has got some new curtains and all our curtains are being changed on Wednesday evening. Why don’t you come on Thursday after school? No, Thursday isn’t any good. Why not? Our homework is being collected and …
c Tuesday e Wednesday
2 Make sentences 1 Read through the prompts with the students and 2 3 4
5
✒
check understanding. Make sure they all have the correct days in the boxes for Exercise 1. Go through all the verbs in the prompts and elicit the past participles. They are all regular. Students form pairs and take it in turns to make sentences about when the things are being done at Soha’s house, using the pictures and the prompts. Check their answers as a whole class.
Further practice
Students shut their books and try to remember when the jobs at Soha’s house are being done. They can do this in pairs, or individuals can be selected from the class to make the sentences.
n
LE S S ON 2
S B page 29 WB page 18
Aims: Learners will n practise using the present continuous passive n learn to use the present perfect passive Structures: Has the inside been cleaned yet? Yes, it has already been cleaned. No, it hasn’t been cleaned. New vocabulary: damage Functions: Talking about what has and hasn’t been done Before using the book: n
Answers: b Monday d Sunday
d The sitting room is being painted on Sunday. e The carpets are being cleaned on Monday.
Revise the vocabulary students know relating to cars and repairing cars: engine, oil, tyres, etc. Draw a rough sketch of a car on the board and ask them to come up and label as many parts as they can. Then elicit a list of things you can do with a car: drive, speed, buy, sell, repair, crash, have an accident, etc. Introduce damage.
Answers: b The water heater is being repaired on Saturday. c The chairs are being delivered on Tuesday.
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&
SB Page 29
2
3
4 5
example exchange and highlight and explain the structures on the board. The tense will be further introduced and practised by doing the task. Read through the list of jobs with students and check understanding. Make sure they realise that the ticked jobs have been done and the crossed ones have not been done yet. Students form pairs and ask and answer questions about which jobs have been done at the garage. Monitor, noting any common errors to review with the whole class after the activity. Ask some pairs to demonstrate, encouraging them to use full answers.
Answers: b Has the engine been checked yet?/ Yes, it has. c Has the oil been changed yet? / Yes, it has. d Have the tyres been pumped up yet? / No, they haven’t. e Has the car been washed yet? / No, it hasn’t. f Has the body been painted yet? / Yes, it has.
. WB Page 3 Read and number 1 Set the scene by explaining that a man has just
2 3 4
5 6
had a minor accident and has taken his car to Nasr City Garage. The man is now at work, so he’s asked his friend, Mazin, to go to the garage to check the progress of the work that he asked to be done. Students look at the text and say what kind of text it is (a note to Mazin from his friend). Read through the note and the list of jobs and check understanding. Students read the text and match the jobs to the pictures. They write the numbers from the list in the note in the boxes. Students form pairs and compare answers. Check their answers as a whole class.
Answers: a 6 d 3
b 2 e 5
c 4 f 1 (given)
4 Ask and answer 1 Introduce the present perfect passive. Read the
196
18
1 Write sentences
LE S S ON 3
1 Read the example with the class to demonstrate
the task, highlighting the structures that should be used in their sentences: are/is being done. 2 Students complete the task individually. Answers: b c d e f
our dining room is being painted. The carpets are (all) being changed. our old table and chairs are being collected. A new table and chairs are being delivered. our curtains are being cleaned.
S B page 30 WB page 19
Aims: Learners will n practise using the present continuous passive to talk about what is being done now n practise using the present perfect passive n hear a news report New vocabulary: charity, earthquake, government Functions: Describing a picture Reporting a disaster
2 Write sentences with already or yet 1 Read the two examples with the class to
demonstrate the task, highlighting the structures that should be used in their sentences (has/have been done) and check that students understand the use of yet and already. 2 Students complete the task individually, in class, or for homework. Answers: c d e f
The car hasn’t been washed yet. The tyres have already been pumped up. The driver’s door hasn’t been repaired yet. The glass in the front light hasn’t been changed yet.
✒ n
Before using the book: n
n
Revise the present prefect passive by asking what has happened in the classroom since the class last used it. (It has been cleaned, it has been used by other students, other teachers, etc.) Introduce earthquake and ask students what effects an earthquake has on the area where it happens. Elicit key vocabulary such as kill, injure, fall down, damage, etc.
Further practice
Refer students back to the scenario on SB page 28. Tell them it is Tuesday evening now. They should work in pairs and work out what has already been done at Soha’s house and what hasn’t been done yet.
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&
SB Page 30 5 6 7 8
boxes according to whether the statement is true, false or not stated in the listening script. Check their answers as a whole class. Play the cassette again. Students listen for the corrections to statement b. Students form pairs and correct statement b. Check their answers.
Tapescript
Newsreader: Good evening. We have been
5 Discuss the picture 1 Students look at the picture and say where it
might be from (a newspaper). 2 Read through the questions and check understanding. 3 Students form groups of 3‑4 and discuss their answers. Monitor, noting any common errors to review with the whole class after the activity. 4 Students report back to the class about what their groups thought. Answers:
Salim: Newsreader: Salim: Newsreader:
getting news of an enormous earthquake in the mountains of northwest Asia. We can hear from one of our reporters there, Salim Sultan. What can you tell us, Salim? Hello, Aida. The earthquake happened about two hours ago. It was a very big earthquake. The ground is still being shaken every five minutes. Many houses have been damaged and many people are still inside buildings. In the town where I am at the moment, hundreds of people have been killed and thousands more have been injured. What’s happening in the town now? People are trying to help family and friends. Doctors from the town are doing a great job but they have a problem because the hospital has been damaged. Soldiers, doctors and nurses have been sent from the capital but people here need more help. Here in Egypt, three helicopters with a team of doctors and nurses are being sent by the government and they will arrive in Asia tomorrow. Different charities are asking for money and food for people who have been injured in the earthquake. A lot of food is being delivered in three days, and forty million pounds has already been collected by charities to buy medicine. Now to other news …
Answers will vary. 6 Listen and ✓ 1 Introduce government and charity.
2 Read through the statements and check
understanding. Ask students about which different tenses are being used in the sentences. 3 Remind students to tick the boxes according to what they actually hear, not according to what they already believe. 4 Play the cassette. Students tick the appropriate 198
Answers: Students should tick: b no c NIT d yes
e yes
f yes
. WB Page 19
Newsreader: Samia: Newsreader Samia Newsreader Samia Newsreader
– but not badly – and another three people have been injured as they left the ship. Has anyone been killed? At the moment we don’t have reports of anyone who has been killed. What’s happening now? All the tourists on the ship who have not been hurt are being taken from the ship to a school near the fire. And the injured? Ambulances have been sent and the injured have been taken to Luxor’s main hospital. Thank you, Samia. Now …
Answers: 2 a
3 b
4 a
5 c
4 Match to make sentences 1 Make sure students understand the task. Use the
3 Listen and choose the correct answer from a, b or c 1 Read through the questions and multiple
choice options with the students and check understanding. Have them guess some answers. 2 Play the cassette. Students circle a, b or c to answer each question. 3 Check their answers. Ask if anyone guessed all the answers right.
example to demonstrate how the second part defines the first part. 2 Students match the two parts of the sentences. They can do this individually, in class, or for homework. 3 Check their answers. Answers: b 1
✒ n
c 4
d 7
e 3
f 2
g 6
Further practice
Students role play the reporter and present the report about the fire (WB, Ex. 3) from memory.
Tapescript
Newsreader: Here is the nine o’clock news. We
Samia: Newsreader: Samia: Newsreader: Samia:
are getting reports of a fire at a tourist hotel. We can go to our reporter in Luxor, Samia Hussein. Samia, what can you tell us? Well, the fire is not in a tourist hotel. It’s in a big tourist ship on the River Nile. In a ship, I understand. When did the fire start? The fire started about half an hour ago. Has anyone been hurt? Yes, two people have been burned in the fire
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LE S S O N 4
7 Read and match SB p a g e 3 1 W B p a g e 2 0
Aims: Learners will n practise using the present continuous passive to talk about what’s being done now n practise using the present perfect passive n practise using the future passive n read some news reports New vocabulary: discovery, minister, tunnel
1 Students look at the text and say what kind it is 2 3 4
5
Functions: Reporting news 6 Before using the book: n
Revise the present continuous and present perfect passive. Ask what has happened to the school since students arrived, or to their town since they have lived there, and what is being done to it at the moment.
&
SB Page 31
7
(a magazine article). Read through the headlines 1‑5 and check understanding. Students read the text and match the headlines to the articles. Ask them to find tunnel, minister and discovery in the texts and guess the meaning from the context. Give a time limit to encourage students to read for general understanding, which will help them to choose the headline. They will read for greater detail in Exercise 8. Students form pairs and compare answers. Check their answers as a whole class.
Answers: 1 c (given)
2 a
3 b
4 e
5 d
8 Ask and answer about the reports 1 Read through the questions with students.
Explain where necessary and highlight the different tenses. 2 Students form pairs and ask and answer the questions about the news stories. 3 Monitor them, noting any common errors to review with the whole class after the activity. 4 Ask some pairs to demonstrate. Answers: b It’s about roads. The main road from Cairo to Suez has been closed. It is being repaired. The road will be completed by tomorrow. c It’s about the Egyptian basketball team. They have won the Basketball Cup in Athens. The team is being met at the airport by the Minister of Sport and Youths. The team will be given a prize. d It’s about a new way to grow food. A new way to grow food has been invented by scientists / at Ain Shams university. Food is being grown in big plastic tunnels to help the plants grow more quickly. A programme will be shown tonight on Channel 2.
200
e It’s about an ancient king’s tomb. The tomb has been found by scientists from Cairo University. More information about it will be given next week.
. WB Page 20
2 Students write the reports from the notes, either
individually, in class, or for homework.
Answers: b Ten new health clinics for Aswan have been planned by the government. Five clinics are being built this year and five more clinics will be built next year. c A bank robbery has been reported in Suez. A group of five people have been arrested and are being questioned by the police. The group will be taken to Cairo tomorrow morning. d A new medicine for headaches has been invented by a doctor in Mansoura. It is being tested on patients in hospital. A programme about the medicine will be shown on TV tonight.
✒ n
Further practice
For homework, students find a real news item and write a similar short report, using the same structures as in WB Exercise 6.
5 Read, ask and answer 1 Read through the notes and the example
2
3 4 5
exchange with students and check understanding. Make sure students understand how the tenses relate to the notes, and the how the time sequencing relates to the tenses used. Students form pairs and ask and answer the questions about the news items, using the notes. Monitor, noting any common errors to review with the whole class after the activity. Ask some pairs to demonstrate.
6 Now write the news reports 1 Go through each report, using the notes to elicit
full sentences from students. Remind them to add articles, and so on, where necessary.
201
LESSON 5
&
SB page 32
SB Page 32
Aims: Learners will n review language from the unit n learn some common spelling patterns for nouns New vocabulary: delivery, discover, equip, navigate, replacement Before using the book: n
n
n
Refer back to the first page of the unit and the list in the aims box. Go through each bullet point and elicit from students what they have learnt about each one. With books shut revise the meanings of discovery, deliver and navigation. Have students find them in their dictionaries. Ask students to find the verbs for discovery and navigation, and the noun for deliver in their dictionaries. Ask what is similar about discovery and delivery (the ending ‑ery). Ask if they can think of any other words which end in ‑ion. 2 Choose the correct word
D O IT F EL YOURS
1 Read through the lower two speech bubbles.
2 Read through sentence a and elicit the answer to
1 Complete the table 1 Read through the top two speech bubbles.
2 Read through the tables and explain. Give more
examples of the grammatical terms noun and verb. 3 Do the first two items with the whole class to demonstrate the task. 4 Students complete the task individually. 5 Check answers with the whole class.
demonstrate the task. 3 Students complete the task individually. 4 Check answers with the whole class. Answers: a equipment d deliver
Answers: VERB replace equip evaporate navigate discover deliver
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NoUN replacement equipment evaporation navigation discovery delivery
b replace e evaporation
c discovery f navigate
W
REVIE
1 Draw students’ attention to the REMEMBER
box and read the bullet points. 2 Elicit examples. 3 Read through the examples of key language and check understanding. 4 Read through instructions a‑e and explain where necessary.
5 Students do the task individually, then compare
their answers in pairs. 6 Check answers with the whole class. 7 In their pairs, students think of more statements for instructions a‑c. 8 Students share their ideas with the whole class. Answers: a (given) b a c b c d carpet, cupboard, curtain, fridge, water heater e damage, deliver, repair
A s s e s s m e n t Listening Task Target element: present perfect passive questions with ‘yet’ and answers Use SB, page 29, Exs. 3 and 4. Read out some questions about the car using yet, e.g. Has the car been cleaned yet? Students write short answers (No, it hasn’t.)
Speaking Task Target element: present continuous, present perfect and future passives Students use the questions from SB page 31, Ex. 8 to ask about the earthquake report on SB page 30. They can do this in pairs.
Reading Task Target element: present continuous, present perfect and future passives Use the picture of the earthquake SB page 30, Ex. 5. Write some sentences and have students correct them according to what is in the picture, e.g.: The injured person in the picture has been taken to the hospital. The buildings will be damaged. Lots of doctors and nurses have been sent to help. The town has been hit by a storm.
Writing Task Target element: present continuous and present perfect passives Use WB page 19, Ex. 3. Students write full sentence answers to the questions.
203
Revision F
4 Students read the text and answer the questions. 5 Students form pairs and compare answers. 6 Check their answers.
LE S S O N 1
SB p a g e 3 3 W B p a g e 2 1
Aims: Learners will n revise and practise the possessive ‑’s and possessive pronouns n revise comparatives and superlatives Before using the book: n
Remind students what chess is, and ask if anyone can play it.
&
SB Page 33
Answers: a It’s Hatem’s. c It’s Samir’s. e They are Mona’s. 2 Play “True or false?” 1 Read through the rules with the class to explain
that they should do. 2 Get students into groups of 4‑6. 3 Read through the speech bubbles to demonstrate the kinds of sentences they must make up. Ask them to make sure they use the least and less than in their sentences at least once. 4 Give students time to think of their statements, then play the game.
. WB Page
1 Read, ask and answer 1 Students look at the pictures and say what each
child is doing. 2 Explain that the things they are holding/using are not theirs. 3 Read though the questions and check understanding. 204
b No, it doesn’t. d It belongs to Sara. f No, he hasn’t.
21
still being built? Have the classroom chairs been repaired? etc.
1 Choose the correct answer from a, b, c or d 1 Read and answer the first sentence with students
to demonstrate the task. 2 Students complete the task individually. 2 Check their answers.
&
SB Page 34
Answers: 2 a
3 b
4 d
5 a
2 Supply the missing parts of the minidialogues 1 Read through the given parts of the dialogues in
the speech bubbles with the students. 2 Read through the example to demonstrate the writing task and make sure they understand that they have to write two sentences for each picture. 3 Students write the missing parts individually, in class, or for homework. Answers:
b They’ve already been bought. Soha bought them this morning. c It’s already been made. Mum made it last night. d It’s already been washed. Dad washed it before he went to work.
✒ n
Further practice
Students individually learn a text or pair up to learn a dialogue from the units. Hold a competition for the best recitation.
LE SS ON 2
3 Make sentences about the picture 1 To activate the necessary vocabulary, have
SB page 34 WB page 22
Aims: Learners will n revise and practise words like somewhere, anyone, nothing, etc. n revise and practise passives n revise and practise by + ‑ing
2 3 4 5
Before using the book: n
Revise the difference between has/have been done and is/are being done. Talk about projects that students will know about, e.g. Has the new classroom been built yet, or is it being built? Has the new sports centre been built yet, or is it
6 7
students point to the things in the top picture as you mention them: The men are repairing the cars; They’re cleaning the shop windows; They’re repairing the road, etc. Then ask: What’s being repaired? What’s being cleaned? What’s being dug? etc. Read the speech bubbles for the top picture to demonstrate the task. Students form pairs and ask and answer. Ask some pairs to demonstrate. Read the speech bubbles for the lower picture to demonstrate the second part of the task. Students form pairs again and ask and answer. Ask some pairs to demonstrate.
205
Answers: Picture 1 a The street is being swept. b Windows are being cleaned. c The cars are being repaired. d Trees are being planted. e The street is being repaired. / Holes are being dug. f A house is being built. Picture 2 a The street has been swept. b The windows have been cleaned. c The cars have been repaired. d The trees haven’t been planted yet. e The road hasn’t been repaired yet. / The holes haven’t been dug yet. f The house hasn’t been built yet. 4 Listen and choose the correct answer from a or b 1 Read through the questions and multiple
choice options with the students and check understanding. Have them guess some answers. 2 Play the cassette. Students circle a or b to answer each question. 3 Check their answers.
Hesham: Nadia: Hesham: 4 Samy: Ahmed: Samy: Ahmed: Samy:
No, you can’t come. It’s your bedtime. I’ll stay here with the children. Thanks. OK. Well, I’ll have to walk by myself. Hi Ahmed, have you finished your homework? Not all of it. It’s quite difficult. But don’t worry. I’ll come and help you look for your watch. Thanks. I’ve looked everywhere for it and I can’t find it anywhere. Just a minute, Samy. Perhaps you left it at school. I didn’t think of that. Yes, maybe. I’ll have to look there tomorrow.
Answers: 1 b
2 a
. WB Page
3 b
4 b
22
Tapescript
1 Soha: Sally: 2 Salma: Nadia: Salma: Nadia: Salma: 3 Hesham: Ahmed: Soha: Salma:
We haven’t played volleyball for a long time, Sally. I’m free on Monday afternoon. Why don’t we play then? Monday? Sorry, I can’t come. Mum’s taking us to visit my uncle. Mum, I’m hungry. Can I have some chocolate, please? No, we’re going to eat dinner in half an hour. But I’m very hungry, Mum. I can’t wait. OK, you can have an apple – but that’s all. An apple? OK, Mum. Thanks. Shall we all go for a walk this evening? We could go to the park. I’m sorry, I can’t come, Dad. I’ve got a lot of homework. Yes, and I have too. You can take me, Dad.
3 Read and match 1 Make sure students understand the task. Use
the example to demonstrate how the right hand
206
column answers the questions in the left hand column. 2 Students match the responses to the questions. 3 Check their answers.
Answers: 54 Mohammed Hussein St Nasr City Cairo 4th March
Answers: b 5
c 3
d 6
e 1
f 2
4 Complete the puzzle 1 Students read the clues and fill in the crossword
with vocabulary from Units 16‑18.
2 Check their answers, giving some attention to
correct pronunciation.
n
2
7
10
Thank you very much for your letter. We’ve had a good week. I told you in last month’s letter about Salwa’s picnic in the park … (Answers will vary from here.)
✒
Answers: 1
Dear Ann,
r a t
h c a l u e r t t i a c i s n s a t
l
l y 6
c
j u d o 9
e l
3
4
c
a r
p e
p o i
e o r c e n n t
l
e
l
a t
i
t
t
5 Punctuate and complete this letter in your exercise book 1 Remind students how to lay out a letter in
English. 2 Explain that they have to add punctuation and capital letters, and then finish off the letter in their own words. 3 Students complete the letter individually in class, or for homework.
n
Further practice
Revise vocabulary from the unit. Start writing a word, and have students guess what it is. Write the first letter, and give the class 20 seconds to make guesses. Do the same for each subsequent letter. When a student guesses correctly, he/ she gets a point. If no one guesses the word correctly, you get a point. Do several words, then count up the points.
Students form groups of 4‑5. Write a topic word from the units on the board, e.g. Sports and give students one minute to write as many words as they can related to that subject. Groups swap their answers to be marked by another team. The first group reads out the words on the list they have been given. If other groups have the same words, they cross them off their list. Continue with each group reading out their words (the lists will get shorter as duplicated words are eliminated). The winners are the group which has the most words that no one else has read out.
207
UNIT
19
&
SB Page 35
Looking after ourselves
LE S S ON 1
SB page 35
WB page 23
Aims: Learners will n learn to use so and neither in responses to statements Structures: Ahmed goes to Nasr City Prep School. So does Samy. Ahmed hasn’t met the new boy. Neither has Samy. New vocabulary: share Functions: Adding to another person’s statements Before using the book: n
Introduce the use of so and neither to add to another person’s statements. Introduce so first by eliciting positive and negative statements about one of the students, e.g. He’s got black hair; He lives in Cairo; He loves computers; He doesn’t like swimming, etc. Write the statements in a column down the left side of the board. Then choose another student who is likely to be different in some ways and write sentences on the same themes about that student, making sure that some statements are the same and some are different, e.g. Her hair is brown; She lives in Cairo; She loves horses; She doesn’t like swimming, etc. Underline the statements which are the same for the two students and show how, instead of repeating whole sentences, so can be used to abbreviate: He lives in Cairo. So does she. Do plenty of examples with so, and then demonstrate the use of neither with two negatives: He doesn’t like swimming. Neither does she.
1 Listen, read and answer 1 Draw attention to the aims box and explain.
2 Students look at the pictures and describe what 3 4 5
6 7
is happening in them. Read through the questions a–d and get students to predict answers. Introduce share. Students can make notes for the answers in their exercise books. Remind them only to write key words as they listen. Play the cassette. Students listen for the answers to the questions. Students check their answers in pairs, then check their answers with the whole class.
Tapescript
Ahmed: Who’s that? Samy: Ahmed: Samy:
208
He’s a new boy. He’s just started at our school. Have you met him before? No, I haven’t. Neither have I. And I don’t know his name, either.
Ahmed:
No, neither do I. He doesn’t look very happy, does he? Samy: No, he doesn’t. He’s sitting alone. He doesn’t know enough people here yet. Ahmed: Starting in a new school is always difficult. You don’t know anyone. You’ve got too many new things to learn and too much new information to remember. Samy: And look, his bag looks very heavy with all his new books. He’s got too much to carry by himself. How can we make him feel better? Ahmed: We shouldn’t leave him to sit by himself. I think we should say hello to him. Samy: Yes, so do I. Ahmed: He’s not eating anything. We haven’t got enough food for three of us. I think we should buy some fruit. Samy: Yes, so do I. Then we’ll be able to share it with him.
. WB Page 23
Answers: a Because he is a new student/he doesn’t know anyone yet/he hasn’t met enough people yet. b You don’t know anyone, you have a lot of new things to learn and remember. c Because he’s got all his new books in it. d He thinks they should say hello/not leave him on his own/ buy some fruit to share with him. 2 Make sentences 1 Read through the prompts about Ahmed
2
3 4
5
and Samy with the students and check understanding. Make sure all students understand that so is used to relate two positives together, and neither for two negatives. Read through the example exchanges to demonstrate the task. Students form pairs and take it in turns to make and respond to statements about Samy and Ahmed. Ask some pairs to demonstrate.
Answers: Ahmed doesn’t know his name. Neither does Samy. Ahmed will introduce himself. So will Samy. Ahmed is not late for class today. Neither is Samy. Ahmed is on time every day. So is Samy.
1 Listen and ✓ 1 Read the pairs of options and elicit the possible
preceding dialogue for each one. 2 Explain that for each dialogue students should tick whichever response they hear on the tape. 3 Play the cassette. Students tick the correct responses. 4 Check their answers.
Tapescript
Ahmed: Soha: Ahmed:
Soha: Sally:
a Sally and Samy went to visit their aunt last Friday. Did they? Yes. Sally was very tired when she got home. So was Samy. They both went to bed early. b Ahmed enjoyed the film which he saw in the evening. And so did Samy. He likes watching films which make him laugh.
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Samy:
Ahmed:
Nadia: Hesham: Nadia: Hesham: Nadia: Hesham: Nadia: Hesham: Soha:
c I thought those apples from the supermarket on your street were expensive. Next time, Ahmed, I should buy them from the corner shop in our street. Yes, so should I. The shop in your street is cheaper. d Have you had a busy day, Hesham? Yes, very busy. I am just making everyone a sandwich. Well, I can’t eat it. You can’t eat it! And neither can Soha and Ahmed. Why not? Because we’re going out to eat. It’s your birthday, remember? Happy birthday, Mum!
Answers: b So did Samy. c So should I. d Neither can Soha and Ahmed. 2 Complete the sentences 1 Consolidate understanding of the use of so and
2 3
4
5
neither with the appropriate auxiliary verbs (e.g. so did, so is, neither was, etc.) by giving lots of different examples on the board, comparing two students in the class. Look at the pictures of Samy and Ahmed and ask what they are doing now. Read the things that they did yesterday and will do tomorrow and select students to ask each other questions about it. (What did Ahmed do yesterday? etc.) Read the examples with students to demonstrate the task, highlighting the structures that should be used in their sentences: neither/so. Students complete the task individually, in class, or for homework.
Answers: c d e f g
stayed, so did is, so is go, neither will, so will (or is going to, so is) isn’t going to go, neither is
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✒ n
Further practice
Students work in threes. Two students find three positive facts about themselves which are the same as their partner, and three negative things. Then the third one reports to the class: Hany has brown eyes. So does Tamer, etc.
LE S S ON 2
S B page 36
WB page 24
Aims: Learners will n learn to use should be + past participle n practise using should to give advice n practise using If I were you to give advice n practise using too much/many n practise using will+ probably to predict Structures: New students should be shown where the toilets are. She’s eating too many sweets. If I were her, I’d eat more vegetables. She shouldn’t do that. She’ll probably harm her teeth. New vocabulary: harm (v), hearing Functions: Giving advice Predicting Giving opinions Before using the book: n
Revise ways of giving advice: If I were you ..., You should … . Draw a picture of a very fat cat and a very thin man on the board and ask students to give them advice.
&
SB Page 36 Boy 1: Boy 2: Boy 1: Girl 1: Girl 2: Girl 1:
3 That boy’s carrying too many boxes. He shouldn’t do that. He’ll probably drop them. If I were him, I’d ask someone to help me. 4 That girl’s taking too much money with her. She shouldn’t do that. She’ll probably lose it. If I were her, I’d leave the money at home.
Answers: 3, 1 (given), 4, 2 4 Make sentences 1 Read the example exchange with students to
2 3 4 3 Listen and number 1 Ask students to tell you what is happening in the
pictures, using too much and too many. 2 Introduce harm and hearing (as in, the capability to hear). 3 Play the cassette. Students number the pictures according to the order of the dialogues on the tape. 4 Check their answers.
Tapescript
Girl 1: Girl 2: Girl 1:
Boy 1: Boy 2: Boy 1:
1 That girl’s eating too many sweets. She shouldn’t do that. She’ll probably harm her teeth. If I were her, I’d eat more fruit and vegetables. 2 That girl’s listening to too much loud music. She shouldn’t do that. She’ll probably harm her hearing. If I were her, I’d listen to quieter music.
5
demonstrate the task, highlighting the structures that should be used in their sentences: If I were her, I’d …, She shouldn’t …, She’ll probably …, and referring them back to the pictures in Exercise 3. Play the cassette again to remind them. Go through the second set of prompts and elicit sentences. Students form pairs and complete the task. Monitor, noting any common errors to review with the whole class after the activity. Ask some pairs to demonstrate.
Answers: b That girl’s listening to too much loud music. She shouldn’t do that. She’ll probably harm her hearing. If I were her, I’d listen to quieter music. c That boy’s carrying too many boxes. He shouldn’t do that. He’ll probably drop them. If I were him, I’d ask someone for help. d That girl’s got too much money with her. She shouldn’t do that. She’ll probably lose it. If I were her, I’d leave the money at home. 5 Read and put a ✓ or ✗ 1 Read through the sentences and check
understanding. (Students should be able to do this without having the new structure explained.) 2 Do the first sentence as a class to demonstrate the task. 3 Students work in pairs to complete the task. 4 Check their answers. Ask them which they think is the most important. 211
5 Ask about the grammar structure. Do students
understand the pattern? Explain that it is a passive structure often used to express opinion. Contrast with We should show them the school to highlight the difference in form and meaning.
Answers: The point that probably wouldn’t be important for new students is They should be told where to buy sweets.
4 Supply the missing parts in the minidialogues 1 Read through the given parts of the dialogues
with the students. 2 Make sure students understand that for sentences a and b, they must follow on from the words already given. For sentence c, they can choose which form to use. 3 Check their answers as a class. Answers:
. WB Page 24
b You should do some exercise. c You should buy a new one./ If I were you, I’d buy a new one.
✒
Further practice
Students use the should be + past participle structure to say what they think about an issue, e.g. How should animals be kept/treated? They should be kept outside, and never inside houses. They should only be kept for food or to work. They should never be kept in zoos, etc.
n
LESSON 3
SB page 37
Aims: Learners will n practise using should to give advice n practise using too much/many Structures: There are too many clothes in the bag. He should take some out. Functions: Giving advice Expressing opinion 3 Choose the correct answer from a, b or c 1 Read through the sentences and multiple
choice options with the students and check understanding. 2 Students circle a, b or c to answer each question. 3 Check their answers. Answers: 2 b
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3 a
4 c
5 c
Before using the book: n n
Revise parts of the body. Discuss what students think keeps a body healthy.
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SB Page 37
Sherif: Doctor: Sherif: Doctor: Sherif: Doctor:
Doctor: Amal: Doctor: Amal: Doctor: Amal: Doctor: Amal: Doctor: Amal: Doctor:
6 Listen and complete 1 Have students read the speech bubbles at the
2
3 4 5 6
top and say what they think is wrong with the patients. Explain the task: students will listen and write in the spaces. Remind them that they only need to write key words, not full sentences. Go through the table and get students to predict what might go in each gap. Play the cassette. Students fill in the gaps. Check their answers as a whole class. Get students to discuss which child is the healthier, and which has a lifestyle more like their own. They could say what advice they think a doctor would give them.
Tapescript
Sherif: Doctor: Sherif: Doctor:
a I’ve come about my arm, doctor. What’s wrong with it? I injured it when I was playing volleyball. How much exercise do you do, Sherif?
I play volleyball six times a week. And what about your diet? What do you eat? Most food. I eat meat three times a week, and I eat fruit and vegetables. And how many hours do you sleep? About eight hours each night. Your diet is OK and you are getting enough sleep, but you’re doing too much exercise. You should rest your arm and do less exercise. And don’t play volleyball too much. If I were you, I’d do another sport like swimming, as well as volleyball. b How can I help you, Amal? Well, doctor, I go to bed at seven but I can’t sleep properly. Are you worried about anything? No, doctor, I’m very happy. How much exercise do you do? I don’t do any exercise. I’m too tired. I see. And what kind of things do you eat? I like chocolates and cakes. How much sleep do you get? I don’t know. Maybe five hours. I think your problem is you are trying to sleep before your body is ready. You go to bed too early. Don’t go to bed before nine. You should do some exercise, and eat lots of fruit and vegetables. Then you should sleep better.
Answers: Sherif volleyball vegetables 8 hours (each night) less exercise/volleyball swimming Omar sleep doesn’t do any exercise cakes 5 hours (each night) some exercise fruit 7 Say what is wrong and give advice 1 Remind students of the structures There is too
much and There are too many by giving some examples.
213
2 Ask students to read the example and look at the
first picture to demonstrate the task. 3 Students form pairs and say what the problem is then suggest what might be done about it. 4 Ask some pairs to demonstrate.
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SB Page 38
Sample answers: There is too much water. He should turn off the taps/ take some water out. There is too much homework. She should ask for some help/go to bed. There are too many boxes. She should put some in another cupboard/throw some away.
✒
Further practice
Students form pairs and roleplay the doctor/ patient using the notes on SB page 37.
n
n
Students ask each other about their sleeping, exercise and eating habits, and give each other advice.
LE S S ON 4
SB page 38
WB page 25
Aims: Learners will n practise reading too much and too many in context n learn about healthy foods n revise and expand their vocabulary for health and food New vocabulary: aubergine, bone, digest, fibre, heart, purple, vitamin Functions: Expressing opinion Giving advice Before using the book: n n
Revise what fruit and vegetables students know. Discuss how much fruit and vegetables they actually eat, and think they should eat, per day.
214
8 Read and choose the correct answers from a, b or c 1 Students look at the text and say what it is about,
2 3 4
5
6 7
according to the menu bar on the computer page (being healthy). Read through the questions and answers options and check understanding. Students read the rhyme and text and circle the correct answers. Ask them to find aubergine and purple in the texts and guess what they mean from their contexts. Get students to read the rhyme out loud together. Lead the chant and make sure you give it a strong rhythm. Students form pairs and compare answers. Check their answers as a whole class. Discuss their answers: how using the colours makes the advantages of eating fruit and vegetables memorable and more fun for children; why children need to learn about the benefits of eating fruit and vegetables.
. WB Page
Answers: 1 b
25
2 c
2 Read and put a ✓ or ✗ 1 Look at the picture of Salma. What has she got
2
3 4 5 6
in the bowl and in her hands? Ask if students think she looks healthy. Read through the sentences and check understanding. Get students to predict the answers. Students read the text and tick or cross the boxes in a_d below. Ask them to find digest in the text and guess what they think it might mean from its context. Students form pairs and compare answers. Check their answers as a whole class.
Answers: b ✗
c ✗
d ✓
10 Discuss 1 Read the question and elicit some responses.
2 Students form groups of 3–4 and discuss their
answers. Monitor, noting any common errors to review with the whole class after the activity. 3 Students report back to the class about the others in their group.
5 Ask and answer 1 Look at the labelled items in the picture and get 2 3 4 5
students to say what they are. Students form pairs and say what is wrong in the kitchen. Monitor, noting any common errors to review with the whole class after the activity. Check their answers, encouraging them to use full sentences in their answers. Ask some pairs to demonstrate.
Answers: b c d e f g
There’s too much water in the sink. / The tap is on. The fan is on. It’s blowing papers around. The fridge door is open. The plant is dry/dying. The shopping is on the floor. The shirt needs ironing. / The iron has been left out.
6 Now write sentences 1 Revise the use of should be + past participle.
2 Read the example with students to demonstrate
215
the task, highlighting the structure that should be used in their sentences: should be + past participle. 3 Students complete the task individually, in class, or for homework. Sample answers:
f The shopping should be put in the cupboards/ away/in the fridge. g The shirt should be ironed.
✒ n
b The tap should be turned off. c The fan should be turned off./The papers should be put away. d The door of the fridge should be shut/closed. e The plant should be watered. Etc.
LESSON 5
Do a fruit and vegetable chain: students have to say the name of a fruit or vegetable in turn around the class. Give each student 15 seconds to think of one. They are out if they can’t. To vary it, you could make them spell the word as well as say it, and eliminate them if they spell it wrong. The last student to remain in is the winner.
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SB page 39
Further practice
SB Page 39
Aims: Learners will n learn more about the use of so and neither to join sentences Before using the book: n
n
Refer back to the first page of the unit and the aims box. Go through each bullet point and elicit from students what they have learnt about each one. Revise the use of so and neither, introduced in the unit.
D O IT F EL YOURS
1 Read the speech bubble.
2 Read through the examples of the use of so and
neither and highlight how the sentences are joined.
216
Use so or neither with these sentences. Write in your exercise book. 1 Read through the first two sentences and elicit
how they should be joined. 2 Students complete the task individually. 3 Check answers with the whole class.
Answers: a Ahmed sometimes puts too much salt on his food, and so does Hesham. b Nadia wasn’t at home at nine yesterday, and neither was Hesham. c Salma didn’t want to put her toys away, and neither did Soha. d My brother can play football, and so can I.
A s s e s s m e n t Listening Task Target element: ‘should be’ + past participle Use WB page 25, Ex. 5. Read out the things that should be done in random order. Students write the letters that label the items in the order they are mentioned, e.g. One. The shirt should be ironed. Students write 1g.
Speaking Task W
REVIE
1 Draw students’ attention to the REMEMBER
2
3 4 5 6 7
box and read the four bullet points. Elicit examples. Read through the examples of key language in the box with the students and check understanding. Read through instructions a_e and explain where necessary. Students do the task individually, then form pairs and compare their answers. Check answers with the whole class. In their pairs, students think of more statements for instructions a_c. Students share their ideas with the whole class.
Answers: a (given) b c a c b d bones, hearing, heart e aubergines, digest, fibre, vitamins
Target element: advice with ‘If I were you …’ and ‘You should …’ Students use the situations from WB page 24, Ex. 3 to suggest advice, e.g. 1 She should make another cup of tea. / If I were her, I’d make another cup of tea. Ask students to do at least two of each structure.
Reading Task Target element: ‘too many’, ‘too much’, ‘should’ and ‘shouldn’t’ Use SB page 37, Ex. 6. Students use the patients’ notes to answer ‘Omar’, ‘Sherif’, or ‘Omar and Sherif’ to the following questions: Who isn’t sleeping enough? Who does too much exercise? Who doesn’t eat enough fruit and vegetables? Who eats too many unhealthy things? Who should do more exercise? Who should go to bed later? Who should go swimming? Who should eat more healthy foods? Who shouldn’t exercise at the moment?
Writing Task Target element: the use of ‘so’ and ‘neither’ Use SB page 35, Ex. 2. Students write the sentences for the exercise.
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UNIT
20
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SB Page 40
Finding the way
LESSON 1
SB page 40
Aims: Learners will n practise asking for the way and giving directions Structures: How do I get to the hospital, please? If you turn left, you’ll see it on your right. Go straight on past the railway station. New vocabulary: direction, past, preposition, railway, turning Functions: Asking for and giving directions Before using the book: n
n
n
Brainstorm types of shop and other buildings you would find in town. Write students’ suggestions on the board. Revise prepositions by drawing a simple map on the board with various shops located on it. Ask students What is opposite the bookshop/on the corner of Green Street/next to the library, etc. Introduce past by demonstrating walking past the board. Introduce railway.
1 Match the directions to the maps a_d 1 Draw attention to the aims box and explain.
2 Ask students what the diagrams are and check
3
4
5 6
that they know the places by asking questions about where things can be done: Where can you pray? Where can you buy meat? etc. Explain the task: students read the four questions and the directions given, and decide which map relates to each one. Read the example through to the students and get them to trace the route with their fingers as they listen. Students complete the task individually, writing the numbers in the boxes. Check their answers with the whole class.
Answers: a 4
b 1 (given)
c 2
d 3
2 Now give directions to the post office 1 Make sure students can all see the post office –
218
ask them to describe where it is (map a, opposite the bank).
2 Students form pairs and take it in turns to ask for
and give directions to the post office. 3 Ask some pairs to demonstrate.
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SB Page 41
Sample answers: Walk down this road and take the first turning on your right. If you walk along that road, you’ll see it on your left, opposite the bank.
✒
Further practice
Students work in pairs. They cover the directions given in Exercise 1, and ask each other the four questions (Where’s the hospital, please? etc.). Their partner has to give the directions without the help of the texts.
n
L E SS ON 2
SB page 41
WB page 26
Aims: Learners will n listen to and follow directions n practise using prepositions Structures: Walk towards the hospital. Walk as far as the cinema. New vocabulary: as far as, bridge, restaurant, side street Functions: Asking for and giving directions Polite requests Thanking
3 Listen, read and say 1 Students look at the pictures and tell you what
2
Before using the book: n
n
Revise verbs relating to finding one’s way around a town: cross the road, go past the cinema, walk down the road, take the (first) turning, walk towards, go out of. The best way to do this is to set up a street down the middle of the class, with a couple of side streets. Mark buildings with chairs. Label the buildings. First go over the verbs (see above) then act some of them out and elicit what you are doing. Then tell students to watch and remember the route you take from one part of the classroom to another. When you have finished, get students to say the direction you took, e.g. You walked down Ramses Street and took the first turning on your right, etc. Introduce as far as, restaurant and side street.
3 4 5
is happening, and who the people might be (tourists/visitors asking for directions). Focus on the questions, and discuss how you might use each one for different situations, i.e. in a, we assume that there is a post office somewhere ‑ we just don’t know where it is; but in b, we don’t know whether or not there is a bookshop at all. Play the cassette. Students trace the routes with their fingers as they listen. Students form pairs and role play the dialogues. Students can try to give the directions from memory, by just looking at the map, with the texts covered.
Tapescript
1 Hassan: Where’s the nearest post office, please? Receptionist: Go out of the hotel and turn right. Cross the main road and take the first
219
Hassan: Woman: Doorman:
Woman:
turning on your left. Walk towards the hospital. The post office is on your left, after the cinema. Thank you. 2 Excuse me, is there a bookshop near here? Yes, there is. Walk down this road as far as the bakery and cross at the traffic lights. You’ll see a bank on the corner. The bookshop is next to the bank, down the side street. Thank you very much.
. WB Page
26
4 Complete the dialogue 1 Students read through the dialogue and suggest
all the prepositions that could go in each gap. 2 Play the cassette. Students write in the prepositions as they listen. 3 Check their answers. 4 Students form pairs and role play the dialogue.
Tapescript
Tourist: Excuse me, how do I get to the fish Hassan:
Tourist:
restaurant, please? Go out of the hotel and turn right. Go along the main road as far as the bakery and then turn left. Walk down that road past the railway station and under the railway bridge. The fish restaurant is on the right after the bridge. Thank you very much.
Answers: b out of e down h on
c along f past i after
d as far as g under
1 Complete the sentences 1 Split the class into two teams. Teams have
to find the place you describe as quickly as possible. The first student to put their hand up and say the correct place, e.g. It’s between the clothes shop and the cinema (the café) gets a point for their team. Each student can only get a point once. 2 Read the example with students to demonstrate the task. Make sure they know they should use each preposition at least once. 3 Students complete the task individually, in class, or for homework. 4 Check their answers. Answers: b c d e f g h
220
in front of/next to at the corner of behind/next to between next to the bank, opposite/near the mosque opposite/near the park, opposite/next to the mosque between the cinema …, next to/in front of the swimming pool
✒ n
Further practice
Students use the map on SB page 41 to ask for and give more directions to other places.
5 Listen and complete 1 Students read the speech bubbles at the top.
2
L E SS ON 3
SB page 42 WB page 27
Aims: Learners will n hear and follow directions n practise using prepositions Functions: Asking for and giving directions Polite requests Thanking Before using the book: n
Revise places in towns and prepositions by using the map on SB page 41. Ask them where various places are, e.g. Where’s the fish restaurant? (past the railway station, after the bridge, etc.)
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SB Page 42
3
4 5
Explain the scenario: Samy, Ahmed and Nadia are walking around the town. Elicit some examples: ask how to get from the hotel to the chemist’s. Make sure students know which is the main road and which are side roads. Explain the task: students will listen and write in the notes at the top where each person is going from and to. Play the cassette. Students complete the notes. Check their answers as a whole class.
Tapescript
Soha’s directions: Soha:
Ahmed, start at the post office opposite the hospital. Turn left and walk as far as the main road and then turn right and immediately left. Ahmed: So I come out of the post office and walk to the main road. Then I go right and then first left. Soha: Yes. The shop which you want is on the left, next to the bakery. Hesham’s directions: Hesham: Nadia, start at the computer shop. Turn left and walk towards the bakery, and before the bakery, take the first turning on the right. Nadia: So I come out of the computer shop, go left and turn right. Hesham: Yes, Nadia. Then go straight on past the supermarket and under the railway bridge. The place that you want is on the left. Sally’s directions: Sally: Samy, come out of the school and turn right. Walk to the main road. Turn right into the main road. Take the third turning on the right. It’s opposite the railway station. Samy: So I go out of school to the main road, turn right and take the third turning on the right. It’s in front of the station.
Answers: a Ahmed is going from the post office to the supermarket. b Nadia is going from the computer shop to the fish restaurant. c Samy is going from the school to the sports hall.
221
6 Make dialogues 1 Remind students how to ask for directions
. WB Page 27
politely, and how to thank someone who gives directions. 2 Students form pairs and ask and answer about how to get to the places specified. 3 Ask some pairs to demonstrate. Sample answers: a Go out of the hotel and turn right. Walk down the main road as far as the bakery and turn right in front of it. The supermarket is on the left after the bakery. b Go under the railway bridge, past the supermarket and the bakery and into the main road. Turn left down the main road and walk down it until you see the park on your right. It’s opposite the hotel. c Turn right out of the school and walk to the main road. Turn right and then take the second turning on your right. The railway is on the left of that side road, opposite the bakery and the supermarket. d Turn left out of the hospital and walk down towards the main road. Turn left down the main road and take the third turning on your right. The sports hall is on the corner of that road. 2 Choose the correct answer from a, b, c or d 1 Students describe what they can see in the
picture. 2 Read through the sentences and multiple choice options with the class and check understanding. 3 Students circle a, b, c or d to answer each question. Check their answers. Answers: 2 b 6 b
✒ n
222
3 c 7 b
4 a 8 c
5 b
Further practice
Students look at the map again on SB page 42. Divide the class into two, or have students form pairs. Student A asks where a place is and Student B has to locate it in relation to another place, e.g. Where’s the hotel? (It’s opposite the park.) To make it a harder competition, Student A can describe a route, while Student B has to try and say where they end up, e.g. Start at the hotel. Go up the main road. Take the first turning on the left. It’s the first shop on the left in that road. (The computer shop.)
L E SS ON 4
SB page 43
WB page 28
Aims: Learners will n learn be able to with present meaning n learn about the two sides of the brain
2 Focus on the picture and ask them what it is (a 3
Structures: You are able to use letters and numbers easily.
4
New vocabulary: brain, details, thinker
6
Functions: Giving directions Before using the book: n
Discuss learning and how students learn most easily: what do they find most easy to understand and to remember? Introduce brain.
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SB Page 43
5 7 8
scan of a brain). Read through the paragraph topics a–d and explain where necessary. Introduce details and contrast with the big picture to aid comprehension. Students read the text and match the topics to the paragraphs. Students form pairs and compare answers. Check their answers as a whole class. Get students to find thinker in the text and guess what it means from the context. Get students to find are able to in paragraph 3. Explain that can could also be used here, but that be able to is clearer in meaning, since can is used as a modal to indicate not just ability, but also possibility, probability, and having permission.
Answers: a 4
b 2
c 3
d 1 (given)
8 Read and ✓ 1 Read through the statements with the class and
check understanding. 2 Remind students to tick the boxes according to what is in the text, not according to what they already believe. 3 Check their answers. Answers: b Not in the text d Not in the text f yes
c yes e yes
7 Read and match 1 Students look at the text and say what kind
it is (a computer page), and what the topic is according to the menu bar (Science).
223
. WB Page 28
Answers: Answers will vary.
✒ n
n
3 Complete the puzzle 1 Students read the clues and complete the
crossword with vocabulary from the unit. They can do this individually in class, or for homework. 2 Check their answers, giving some attention to correct pronunciation. Answers: b restaurant c railway d thinker e turning The hidden word is brain. It means the part of our body inside our heads which thinks/controls the body. 4 Write directions from your home to your school 1 It may help most students to draw a simple map
of their route and plan the way before they start writing. They could also write a list of useful phrases, such as take the first turning on the right, cross the road, etc. 2 Students write directions to get from their home to their school. They do the task individually, in class, or for homework. 224
Further practice
Students find out more about how the different sides of the brain function. They could test themselves (if appropriate tests could be found online) to find out what kind of thinkers they are. Students could write two contrasting sets of directions: one typical of left‑brain thinkers, and one typical right‑brain thinkers for getting (e.g.) from the school to the nearest supermarket, mosque, etc.
LESSON 5
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SB page 44
SB Page 44
Aims: Learners will n learn more about the spelling of vowel sounds Before using the book: n
Go through each bullet point in the aims box on the first page of the unit, and elicit from students what they have learnt about each one.
2 Complete the sentences D O IT F EL YOURS
1 Read through the first sentence to check
1 Write these words under the correct sound
2
1 Read the top speech bubble.
3
emphasising how each sound is pronounced. 3 Read through the words in the box, making sure students are pronouncing them correctly. 4 Students write them in the appropriate boxes. 5 Check their answers.
4
2 Read the headings of the sound groups,
Answers: Group one: phone, goat, know Group two: fuel, few, use Group three: house, shout, down
5
understanding. Elicit the answer for the first gapped word in b. Students complete the rest of the task individually. Check answers with the whole class. Read the two lower speech bubbles. Discuss answers to the question and ask students if they can think of other examples that use the spelling patterns …o…e, ‑ew, ‑ow, ‑oa, and …u…e.
Answers: b fewer, new d boat, road
c flown, grown e huge, museum
225
A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER
2
3 4 5 6 7
box and read the three bullet points. Elicit examples. Read through the examples of key language in the box with the students and check understanding. Read through instructions a_e and explain where necessary. Students do the task individually, then form pairs and compare their answers. Check answers with the whole class. In their pairs, students think of more statements for the instructions a_c. Students share their ideas with the whole class.
Answers: b a (given) c a b c d bridge, hospital, railway station, restaurant e as far as, opposite, towards, under
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Listening Task Target element: understanding directions Use SB page 40, Ex. 1. Make up and read out directions to other places. Students have to follow the directions on the correct map and write where they finish.
Speaking Task Target element: asking for and giving directions Use SB page 40, Ex. 1. Students work in pairs. Student 1 asks for directions to a place. Student 2 gives directions. Student 1 thanks them. Students then swap: Student 2 asks for directions to a different place and Student 1 responds.
Reading Task Target element: understanding directions Use SB page 42, Ex. 5. Write some directions from a named place on the map. Students read the directions and say where they end up. Give them a few sets of directions.
Writing Task Target element: a dialogue asking for and giving directions Use SB page 41, Ex. 3. Students write a dialogue between a visitor and a person in the street about how to get from the railway station to the hotel.
UNIT
21
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SB Page 45
Stories and dreams
L E SS ON 1
SB page 45
WB page 29
Aims: Learners will n practise using adverbs n read a story Structures: Suddenly, the phone rang. He landed heavily. New vocabulary: immediately Functions: Narrating a story Before using the book: n
n
Revise adverbs. Mime some actions and ask how you are doing them, e.g. walking slowly, talking quickly, etc. Ask students for words which describe how to drink a drink, play in the park, etc., to elicit other adverbs that they already know. Remind students of the common -ly ending for adverbs of manner.
1 Listen, read and say 1 Draw attention to the aims box and explain.
2 Students look at the pictures and describe what
they think is happening in each one, and who is doing what. 3 Ask students what happens to them if they are unwell at school. 4 Play the cassette. Students follow the text in the book silently. 5 Students read the story aloud. This can be done as a whole‑class activity, selecting individual students to read chunks. Correct them when they have finished reading, and get the whole class to repeat any words that have been mispronounced. Listening: SB page 45, exercise 1 2 Read and find 1 Remind students what adverbs usually look like
(they end in ‑ly), and that they describe verbs. Give plenty of examples, e.g. the phone rang suddenly, he spoke loudly, etc.
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2 Students go through the text and underline the
adverbs and the verbs which they qualify. Tell them to find all the adverbs, as some are used more than once. 3 Check their answers. Discuss where the adverb usually comes in word order (after the verb, except for suddenly and immediately, which can also go before the verb or at the beginning of the sentence).
. WB Page 29
Answers: suddenly (the phone) rang (Ahmed) isn’t feeling well (Nadia) immediately took (a taxi) (the traffic) was moving slowly (he) said quietly (the doctor) came immediately suddenly (Ahmed) fell out of bed landed heavily (he) added happily (I) feel much better 3 Make sentences 1 Make sure students understand the task: they
have to match questions a–f to the correct answers. 2 They write the correct letters in the boxes. 3 Check their answers. 4 Draw attention to the different types of question. Point out that questions a, b, c and e have a different structure to questions d and f. Can they see what the difference is? (The use of did and the presence of the subject). Ask them to compare: Who phoned Nadia? and Who did the secretary phone? To check their understanding, give them the sentence Nadia phoned the doctor and ask them to write two questions about it, one with Nadia as the answer and one with the doctor as the answer. Answers: b c d e f
The school secretary phoned Nadia. The doctor examined Ahmed. He gave Nadia some medicine. Ahmed fell out of bed later. He felt much better.
1 Choose the correct question from a or b 1 Read the example with students to demonstrate
the task. 2 Students complete the task individually in class, or for homework. 3 Check their answers. Answers: 2 a
4 b
5 b
2 Read and complete with adjectives or adverbs 1 Ask students which is correct: noun + adverb
2 3
4
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3 b
5
or noun + adjective? / Verb + adverb or verb + adjective + adverb? Elicit some examples of verb+adjective and verb + adverb. Students read the words in the box. Elicit which are adjectives and which are adverbs. Explain that students should decide whether each gap requires an adjective or an adverb, and then choose words from the box. Students complete the task individually, in class, or for homework. Check their answers.
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Answers: c strong f well
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d little g sharp
SB Page 46
e loudly h quickly
Further practice
Students play In the manner of… . Divide the class into two teams, A and B. Team A leave the class (if practicable) and Team B are given an adverb, e.g. slowly. Team A then return and tell Team B to perform various actions in the manner of the adverb they have been given, e.g. go running, eat your dinner, read a book, play tennis, get dressed, etc., until Team A guess correctly.
LESSON 2
SB page 46
Aims: Learners will n form adverbs from adjectives n form questions with and without subjects Structures: When Ahmed was ill, he was sleeping peacefully in his bed. Who was sleeping? What was chasing Ahmed? New vocabulary: peaceful, peacefully Functions: Narrating a story Describing the manner in which things are done Before using the book: n
n
Revise what happened to Ahmed. Encourage students to re‑tell the story using the adverbs. Ask them why they think he might have fallen out of bed. Revise what a dream is.
4 Read and number 1 Focus on the speech bubble. Explain that the 2 3 4 5 6 7
pictures show Ahmed’s dream. Ask students to look at the pictures and tell you what is happening. Read through the parts of the story a‑f and explain where necessary. Students re‑read the text in a‑f and order the events of the story. Students form pairs and compare answers. Check their answers as a whole class. If time permits, get them to close their books and re‑tell the story from memory.
Answers: a 6 d 1 (given)
b 4 e 3
c 5 f 2
5 Add adverbs to the story 1 Brainstorm some adverbs by asking students to
tell you different manners of walking: slowly, quickly, quietly, etc.
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2 Remind students how adverbs are usually spelt
3 4
5
6
7 8
in transformations from adjectives (with the -ly suffix). Highlight the different spelling rule with adjectives that end in ‑y, such as happy, where the y is replaced with an i so that the adverb becomes happily. Read through the adverbs in the box and check understanding. Introduce peacefully. Now read through the speech bubble, and explain that students can add one of the adverbs from the box to each of the sentences of the story in Exercise 4. Revise the usual word order of sentences which contain adverbs: the adverb usually goes after the verb, except with adverbs which need to give extra impact such as immediately and suddenly. These can also go before the verb, or at the beginning of the sentence. Read the second sentence, He dreamed that a huge elephant was chasing him, and ask which adverb they could add, and where it would go. Tell students that they should use each adverb once only. Students write out the sentences in their exercise books with the adverbs in them. Check their answers.
Answers: 1 When Ahmed was ill, he was sleeping (peacefully) in his bedroom. 2 He dreamed that a huge elephant was (suddenly) chasing him. 3 Although Ahmed ran (quickly), the elephant ran faster. 4 The elephant caught him (easily) and threw him (easily) into the air. 5 Ahmed fell (heavily) and landed (heavily) on the floor. 6 Salma smiled (happily) because Ahmed was feeling better. 6 Make questions and answer them 1 Remind the class about the different types of
questions as used in SB page 45, Ex. 3, i.e. those with subjects and those without. Give plenty of examples so students can recognise the pattern without necessarily being confident in understanding the difficult concept of the nature of the subject of a statement or question. 2 Read the examples with students to demonstrate the task. 230
3 Students complete the task individually. 4 Check their answers. Answers: c d e f g
Who started to dream? Ahmed did. What was chasing Ahmed? An elephant. Where did the elephant throw Ahmed? Into the air. Who landed heavily on the ground? Ahmed did. Why did Salma smile? Because Ahmed was feeling better.
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Further practice
Students play In the manner of ‌ again (see Further practice Lesson 1).
LE S S ON 3
S B page 47
WB page 30
Aims: Learners will n listen to and read a story n practise using relative pronouns: who, where, which and that make comparisons using adverbs Structures: a king who lived in China a nightingale which the king wanted He found the bird that was singing. the tree where the bird lived The singers sang more beautifully than the bird. New vocabulary: beginning, cage, forest, nightingale, servant, wind/wound Functions: Narrating a story Describing the manner in which things are done Before using the book: n
Revise relative pronouns. Show how two sentences can be joined to make one complex sentence using who, where, which or that. The following can be used to demonstrate (they can be connected with the pronouns): Adam is an Egyptian boy. He lives in Cairo. (who) His mother works in a school. Her children go to the school. (where)
There’s the bus. Adam takes the bus to school. (which/that)
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Tapescript
Many years ago there was a king who lived in
SB Page 47
China. One day he was sitting near his window when he heard a nightingale that was singing beautifully. The king spoke to a servant who was near to him: “I want the nightingale here where I can hear it every day.” So the servant went to find the tree where the bird lived. He waited and captured the bird and put it in a cage which he took to the king.
Answers: b c d e a (given) 8 Now listen and put a ✓ or ✗ 1 Focus on the picture and ask what is happening.
2 Read through the sentences and check
7 Listen and match 1 Introduce key words nightingale, servant and
2 3
4 5
cage and revise other key vocabulary: king, China, and capture. Focus on the picture. Ask what the bird is doing, and who is listening. Read the parts of the sentences and get students to predict which ones go together. Encourage them to think about what kind of things the pronouns refer back to, e.g. where must refer back to a place, etc. Play the cassette. Students match the two parts of the sentences. Check their answers. Ask what they think might happen next.
3 4 5
6
understanding. Students should be able to understand the comparative adverbs, and the grammar can be explained later. This exercise will demonstrate their use in context. Ask students to predict which statements are true and which are false. Introduce wind/wound and forest. Play the cassette. Students tick or cross the boxes. Check their answers. Draw attention to the comparative structure in statement c. Explain how to make comparisons using adverbs. Ask about a horse and a cow – which can run more quickly? Write the sentence on the board: A horse can run more quickly than a cow. Ask some more comparison questions, e.g. Who can shout more loudly, a baby or a man? What usually goes more slowly, a plane or a motorbike? How can you usually write more quickly, with a pen or on a computer? etc. Ask what students think might happen next in the story.
Tapescript
The king said to the nightingale, “Stay and be my
friend. You can live more safely here.”
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The nightingale lived more comfortably with the king than in the forest and sang more beautifully than the king’s best singers. But it often thought sadly of its family. Then a rich man sent the king a present, a toy nightingale made of metal and gold. The king wound it carefully, and it sang more sweetly than the real bird. So he forgot about the nightingale, which flew happily to its family in the forest.
. WB Page 30
Answers: b ✗
c ✗
d ✗
e ✓
f ✓
9 Now listen and number 1 Focus on the picture and ask students to tell you 2 3 4 5
what is happening. Read through the sentences, and get students to guess the order of the events. Play the cassette. Students number the events according to the order they occur on the tape. Check their answers. Ask students if they think it is a good ending to the story.
Tapescript
The king played with his toy every day until it
broke. A servant tried to repair it, but it could only sing one time a year. The king became unhappy and ill. His doctor thought sadly, “He’s going to die.” That night the nightingale sang beautifully for the king, and in the morning he was better. He said to the bird, “Please live with me again. I’ll throw away my toy.” The nightingale replied, “I cannot. I must stay with my family. But I’ll sing for you every day.”
Answers: a 3 d 4
b 6 e 2
c 1 (given) f 5
3 Join sentences with who, which or where 1 Read through the example and check
understanding. 2 Students complete the task individually, then check their answers. Answers: b Samy ate the cold chicken which/that was in the fridge. c Ahmed swam in the sea where there were a lot of beautiful fish. d Last year, Hesham visited Damascus, where he met a lot of people. e Hassan is pumping up the tyre which/that hasn’t got enough air. f A doctor helped the people who/that were injured in an accident. 4 Use adverbs to make sentences about the pictures 1 Focus on the pictures and ask students to
describe what the children are doing. 2 Read the adjectives and ask students to 232
transform them into adverbs. 3 Read through the example and check understanding. Answers should be past simple. 4 Students complete the task individually in class, or for homework.
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SB Page 48
Answers: b Salma slept more peacefully than Ahmed. c Soha washed up more slowly than Sally. d Salma smiled more happily than Noha.
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Further practice
Students tell the story of the king and the nightingale from memory.
L E SS ON 4
SB page 48 WB page 31
Aims: Learners will n write a story Functions: Narrating a story Before using the book: n
Revise relative pronouns using the story from the previous lesson. Read the first part (from the tapescript) of the story of the nightingale and stop after you have said a relative pronoun for students to finish the sentence, e.g. you read out “Many years ago there was a king who …” and students say lived in China.
10 Look and say 1 Read the three speech bubbles at the top of the 2
3
4 5 6
page to set the scene. Go through the first three pictures with the whole class orally to make sure they know key vocabulary: a giant cat, chased, frightened, etc. Encourage them to use adverbs in their story. Activate key vocabulary by holding up the book and pointing to key vocabulary items to elicit words that they will need to use: bin, bench/seat, tap, hose, turn on, run away. Students form pairs and work out the next parts of the story. Students tell the story as a class. Students write the story for homework. If you set it for homework, make sure students have all the necessary vocabulary written down to refer to: they could label the items in the pictures in the book.
Sample answers: One day Soha went for a walk in the park. Suddenly, she saw a giant cat which was smiling and looking at her.
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Soha ran away from the cat quickly, but the cat chased her. Soha ran behind a tree which had a bin next to it. She picked up the bin and hit the cat hard. But the cat didn’t stop chasing her. Suddenly, Soha saw a tap with a hose on it. She had a great idea. Immediately, she ran to the tap and turned it on. She sprayed the cat with water in its face. The cat didn’t like it and ran away quickly. Soha ran home and told her mum all about the cat in the park.
. WB Page 31
5 Project 1 Take students carefully through each part of
planning and writing the story, monitoring and providing language help in the process. They can write their plans in their exercise books. 2 Students can write the story for homework (or in class) once they have done the Read and plan and Discuss sections. 3 For the Check section, students can work in pairs, swapping and reading their partner’s story. Any suggested corrections should be checked with the teacher. 234
Answers: Answers will vary.
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Further practice
Students make up a chain story. You start them off with a complete sentence, then an incomplete one and a student finishes it, and makes up a new finished and unfinished one, etc.
LESSON 5
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SB page 49
SB Page 49
Aims: Learners will n practise forming adverbs n contrast adjectives and adverbs New vocabulary: hungrily Before using the book: n
n
Refer back to the first page and the aims box. Go through each bullet point and elicit from students what they have learnt about each one. Write careful and carefully on the board and ask students to tell you which is an adjective and which an adverb. Ask them to make a sentence with each one.
D O IT F EL O Y URS
1 Complete the tables 1 Read the top three speech bubbles.
2 Read the words in the tables and elicit examples
of things that can be described with each of the adjectives, e.g. a bad piece of work, a beautiful flower, etc. Explain that the adjectives in the table on the right are all exceptions to the ‑ly pattern of adverb formation, as illustrated with hard and well. 3 Students write the missing adverbs and adjectives in the tables. 4 Check their answers. 5 Get students to mime the adverbs, giving them things to act out in the manner of the adverb: e.g. play the piano beautifully, etc. Answers: Adjectives bad beautiful
happy hungry fast hard good
happily hungrily fast hard well
2 Choose the correct answer 1 Read the lower two speech bubbles and give
some examples of nouns + adjectives, and verbs + adverbs. 2 Go through the first question with the class to demonstrate the task. 3 Students complete the task individually. 4 Check their answers. Answers: 1 quick 3 hungrily 5 well
2 badly 4 peacefully
Adverbs badly beautifully
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A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER
2
3 4 5 6
box and read the three bullet points. Elicit examples. Read through the examples of key language in the box with the students and check understanding. Read through instructions a_e and explain where necessary. Students do the task individually, then form pairs and compare their answers. Check answers with the whole class. In their pairs, students think of more statements for instructions a_c and share their ideas with the whole class.
Answers: c a (given) c b a b d adverbs: well, healthily, peacefully, immediately e adjectives: quick, good, heavy, strange
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Listening Task Target element: adverbs Use WB page 29, Ex. 2. Read out the story and have students tick the adverbs they hear from the following box. Add some more adverbs to the story to make it more difficult if they know the text well. quickly
well
sharply
darkly
strongly
suddenly
loudly
Speaking Task Target element: asking and answering questions Use the picture story on SB page 48. Students work in pairs to make eight questions (two each with who, where, why and what) about the story and then ask and answer their questions with a partner.
Reading Task Target element: understanding questions with and without a subject Use WB page 29, Ex. 1. Students write out the questions that were wrong. They read the text from SB page 45, Ex. 1 again to find the answers and write them in complete sentences.
Writing Task Target element: relative pronouns ‘who’, ‘which’, ‘that’ and ‘where’ and vocabulary from the unit. Give students some things to define from the unit such as a nightingale, a king, a servant, a castle, a forest, etc. They write simple one‑sentence definitions. Give them models, e.g. A parrot is a bird which can learn to talk. A bank is a place where you can keep your money. A student is a person who learns at school, college or university.
Revision G
2 Do a short practice of following directions. Start 3
LE SS ON 1
SB page 50 WB page 32
Aims: Learners will n revise and practise giving directions n revise too much and too many n revise adverbs n revise relative pronouns
4 5 6
at the Snake Rock and direct them to The Lion. Revise the word treasure. Students read the text and mark the route they have to follow and where they end up. Students form pairs and compare their answers. Check their answers as a whole class. You can ask the students to swap books and see if they have the same route marked on the map.
Answers: Before using the book: n
Revise some vocabulary for geographical features. Draw a simple outline of an island on the board and add some mountains, a river, a valley, some hills, a bridge, a beach, and elicit what they all are. Add the four compass points.
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SB Page 50
2 Play the Treasure Game in groups of four 1 Read through the rules with the class to explain
that they should do. 2 Put students into groups of four. 3 Read through the speech bubbles to demonstrate the kinds of sentences they must say. 4 Give students time to think of their chosen treasure spot, starting place and directions to it, then play the game.
1 Read and find 1 Students look at the picture. Ask them what the
mountains, hills, grass and river are all called.
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. WB Page 32
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Further practice
Students individually learn a text, or pair up to learn a dialogue or story from the units. Hold a competition for the best recital.
LE S S ON 2
S B page 51 WB page 33
Aims: Learners will n revise and practise giving advice with should n revise and practise so and neither n revise and practise should be + past participle n revise and practise forming questions with and without the subject Before using the book: n
n
n
1 Choose the correct answer from a, b, c or d 1 Do the first sentence as a class to demonstrate
the task. 2 Students complete the task individually then check their answers. Answers: 2 a
3 c
4 d
5 c
6 b
7 d
2 Read and number 1 Read through the given parts of the text and the
clauses in the box with the students. 2 Read through the example to demonstrate the task and check understanding. 3 Students write in the numbers of the correct clauses individually, then check their answers. Answers: b 4
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c 5
d 1
e 3
Ask students if they have had a healthy breakfast today: why/why not? Ask how much exercise they have done in the last week. Do they think they have done enough? Discuss how to keep your body healthy.
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SB Page 51
Tapescript
1 Sleep Doctor: Sally: Doctor: Sally: Doctor: Sally: Doctor: Sally: 2 Diet Doctor: Sally: Doctor: Sally: Doctor: Sally:
3 Listen and put a ✓ or ✗ 1 Look at the picture and ask what they see 2 3
4 5
happening. Read through the table and check understanding. Explain the task: students will tick and cross the phrases in the table according to whether or not they are true for Sally. Play the cassette. Students tick or cross the boxes. Check their answers.
Now, Sally, do you get enough sleep each night? Yes, I do. Do you go to bed early? No, not usually. Sometimes you should sleep early. And do you wake up at night? Yes, sometimes. Maybe you shouldn’t eat before you sleep. It may make you wake up. Yes, doctor. Do you eat enough fruit and vegetables? It’s important to eat them five times a day. I like fruit and vegetables but I don’t always eat them five times a day. You probably get enough vitamins and fibre, but you should eat more vegetables. Yes, doctor. Do you like chocolates and sweets? Yes, I do. I sometimes eat too much chocolate.
3 Exercise Doctor: Do you do enough exercise, Sally? Sally: I’m not sure, doctor. Doctor: What sports do you do? Sally: I play volleyball with my friend, Soha. Doctor: Good. You should exercise five times a week if you can. Sally: Sometimes I watch too much TV. Doctor: That’s not good. You should do more exercise!
Answers: Sleep ✓ (given) ✗ (given) ✓
Diet ✗ ✓ ✓
Exercise ✗ ✓ ✓
4 Make sentences 1 Read through the example exchanges in the
speech bubbles with the students and check understanding. 2 Get a pair to demonstrate the exchange for the prompts in c. 3 Students form pairs and talk about what the children are doing. 4 Check their answers. 239
Answers: c Ahmed is going to play football this afternoon. So is Samy. d Samy is going to play chess on Friday. So are Sally and Soha. e Sally isn’t going to play volleyball on Friday. Neither is Samy. f Soha isn’t going to do her homework on Friday. Neither is Sally.
. WB Page
4 Look at the picture and write three more sentences 1 Revise the use of should be + past participle.
2 Students look at the picture and decide what
needs doing. Help supply the necessary vocabulary. 3 Students write sentences using the should be + past participle. 4 Check their answers. Answers: The oil should be added to the engine/checked. The tyre should be pumped up/changed. The light should be mended.
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5 Read and correct the underlined words 1 Students complete the task individually.
2 Check their answers. Answers:
b “Who won the World Cup in 1998?” Ahmed asked. “France did,” Samy replied. c “Did you see anyone at the shop?” Samy asked. Sally replied, “Yes, I saw Soha.”
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3 Read and complete 1 Students read the clues and fill in the word boxes
with vocabulary from Units 19–21. They can do this individually in class, or for homework. 2 Check their answers, giving some attention to correct pronunciation. Answers: b middle e aubergine
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c heart f forests
d bridge
Further practice
Students refer to SB page 51, Exercise 3 and use the questions to role play a doctor and patient.
UNIT
22
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SB Page 52
They’re very old
LESSON 1
SB page 52
Aims: Learners will n learn to use several adjectives related to size, age, shape and nationality in the correct order in sentences n revise and expand their vocabulary for shapes Structures: It’s a large, modern, rectangular, Egyptian stamp. New vocabulary: Oval, round, rectangular, triangular Functions: Describing objects Before using the book: n
n
n
Ask if anyone collects stamps. If so, can they describe their favourite one? Can they describe what a current Egyptian stamp looks like? Take some stamps in if possible ‑ any will do ‑ for students to describe. Introduce any necessary vocabulary. Introduce rectangular, oval, triangular and round by drawing and labelling the shapes on the board. Practise pronunciation of the words.
1 Listen and choose the correct answer from a, b or c 1 Draw attention to the aims box and explain. 2 Focus on the pictures and ask students to
describe what they think is happening. 3 Read through the questions and multiple choice options with the class and check understanding. Have students guess some answers. 4 Play the cassette. Students circle a, b or c to answer each question. 5 Check their answers.
Tapescript
What are you looking at, Soha? It looks Sally: Soha: Sally: Soha: Sally: Soha: Sally:
very interesting. It’s my stamp book. I used to collect stamps. I’ve got more than two hundred. Can I look at them? Yes, of course. They’re nice. Why did you stop collecting? I’m always extremely busy and I don’t have enough time to collect them now. These stamps are all different shapes.
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Soha:
Yes, most of them are rectangular or square. There are a few triangular stamps. There are a few round or oval stamps, too. What nationality stamps have you got? I’ve got stamps from more than thirty countries. Most are Egyptian, but I’ve got a lot of Indian, Greek and Australian stamps, too. Gosh look at these stamps. They look very old. Yes, they do. How old are they? About one hundred and thirty years old, I think. One hundred and thirty years. That’s old!
Sally: Soha:
Sally: Soha: Sally: Soha: Sally:
Answers: 1 b (given)
2 a
3 b
4 b
5 c
2 Talk about these stamps 1 Go through each of the word boxes reading out
2
the adjectives for students to repeat. Mime the size and shape words as you read them, and encourage them to do so as they repeat. Point out that the boxes are laid out in the order that the adjectives would be in a sentence. Read the example. Put students into groups of three and have them choose one stamp each (not the one used in the example) to describe. Students take a couple of minutes to prepare their descriptions before saying them to the group. Monitor, noting any common errors to review with the whole class after the activity. Ask a group to demonstrate.
3
4
5 6
Answers: It’s a thin, old, oval Greek stamp. It’s a large/big, new/modern, triangular, Australian stamp. It’s a small, old, round, Indian stamp.
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Further practice
Each student finds or buys a stamp, brings it to the lesson and describes it to the class. Students can then stick the stamps in their exercise books and write descriptions of them.
n
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LE S S ON 2
S B page 53 WB page 34
Aims: Learners will n describe people using modifiers with adjectives n form questions with How + adjective Structures: How polite is he? He’s extremely polite. New vocabulary: cheerful, energetic, extremely Functions: Describing people Discussing people’s characters Before using the book: n
Ask students to think about whether different jobs need different kinds of people, e.g. a film star, a teacher, a pilot, a nurse, a lion tamer. Ask them what kind of people might do these jobs. Elicit some appropriate adjectives and ask if students would use very or quite with them.
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SB Page 53
3 Listen and circle 1 Have students look at the text and say what
2 3 4
5
6 7 8 9 10
11
kind it is (the sports page of a newspaper or magazine). Read through the table of characteristics and explain where necessary. Introduce energetic. Read through the list of modifiers and explain where necessary. Introduce extremely. Explain the task. Students will listen and decide which modifier indicates the degree to which the adjective applies to the footballer. They circle the correct number in the table, as in the example. To familiarise students with the code, say some modified adjectives and have them say the corresponding number, e.g. you say not very friendly and students say 2. Get students to predict some answers. Play the cassette. Students circle the numbers. Check their answers. Read through the example exchange to demonstrate the next part of the task. Students form pairs and take it in turns to make statements about Salem based on what they found out in the listening exercise. Check their answers as a whole class.
Tapescript
Ahmed: What are famous footballers really like? Soha: Salem: Ahmed: Salem:
Soha: Salem:
Ahmed: Salem:
Ahmed: Salem:
Soha:
Salem Salah tells us about his character. Well Mr Salem, how polite are you? I’m very polite. Great! And are you an energetic person? Yes, I am. I’m extremely energetic. You have to be energetic to be a football player. And how friendly are you? Have you got a lot of friends? I’m quite friendly. But I’m also the team captain. I can’t always be very friendly with everyone. Now we hear a lot about footballers and money. Are you greedy, Mr Salem? Of course not. I play football because I love it, not for money. No, I’m not at all greedy. And are you an interesting person, Mr Salem? Again, that’s difficult. I know a lot about football so I hope I’m quite interesting when I speak. Thank you for talking to us.
Answers: 4 (given) 5 3 1 3 Salem is extremely energetic. Salem is quite friendly. Salem is not greedy at all. Salem is quite interesting. 4 Read and circle 1 Introduce the use of How + adjective to ask
2 3 4
5 6 7
about degrees of a characteristic. Refer back to Salem and ask Is he energetic? to elicit Yes, he is and then ask How energetic is he? to elicit He’s extremely energetic. Write the question on the board. Do more of the same kind of questioning about Salem. Read through the adjectives in the box and check understanding. Introduce cheerful. Students circle the numbers they think relate most closely to themselves. Read the speech bubbles on the left and right to explain the task, and elicit a few answers. Students should use the adjectives from Exercise 3 as well as Exercise 4. Students form pairs and complete the task. Monitor, noting any common errors to review with the whole class after the activity. Students describe their partner to the class.
Answers: Answers will vary. 5 Discuss 1 Read through the two questions and elicit some
responses. 2 Students form groups of 3‑4 and discuss their answers. Monitor, noting any common errors to review with the whole class after the activity. 3 Students report back to the class about the others in their groups.
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. WB Page
34
2 Read and complete 1 Read the example with students to demonstrate
the task. The unhappy face indicates words with negative connotations, the smiley one words with positive connotations. 2 Students write the words in the appropriate boxes. They complete the task individually, in class, or for homework. 3 Check their answers. Answers: Unhappy character: lazy, nervous, greedy Happy character: cheerful, polite, energetic Shape: square, rectangular, round Size: enormous, small, huge Age: ancient, young, modern
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Further practice
Students say what things, people or places could be described with each of the adjectives in WB Exercise 2.
LE S S ON 3 1 Rearrange the following words to make meaningful sentences 1 Read the example with students to demonstrate
the task. 2 Remind students to use the adjectives in the correct order where there is more than one in a sentence. They can refer to the boxes on SB page 52 for help with this. 3 Show how, where there is more than one adjective in a sentence, a comma is usually put between them. 4 Students complete the task individually, then check their answers. Answers: b c d e
Hesham works in a large, square office. I’d like a small, rectangular, Greek stamp, please. Hassan bought a large, new, Italian car. Nadia likes her small, triangular, French hat.
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S B page 54 WB page 35
Aims: Learners will n describe people n practise using more than one adjective in a sentence n practise using modifiers New vocabulary: fair, well‑built Functions: Describing people’s appearance and character Before using the book: n
Revise descriptions of people by asking students to describe someone famous that they will all know. Encourage them to use more than one adjective per sentence, and to use modifiers.
&
5 Ask each student to tell you one thing about one
SB Page 54
of the people, without referring back to their books.
. WB Page
35
6 Make sentences 1 Introduce well-built and fair.
2 Look at the pictures and ask a few questions:
Who is tall? Who is short? Who is thin? etc. Get students to speculate about what kind of people they are and what they like doing, without reading the texts. 3 Students read the descriptions and match them to the pictures. 4 Check their answers. Answers: 1 d
2 a (given)
3 b
4 c
7 Look and say 1 Read through the speech bubble which explains
the task. 2 In pairs, students describe one of the people in Exercise 6 and their partner says who they think it is. 3 Ask some pairs to demonstrate. 4 Ask them to read the texts again. Students shut their books.
3 Match the questions that are the same 1 Read the example to show how the questions
with what and how have the same meaning. 2 Students match the questions that mean the same. They write the correct letters in the boxes. 3 Check their answers. Answers: 1 d 4 f
2 e 5 c
3 a (given) 6 b
4 Listen and number 1 Students look at the picture and tell you what is
happening. 2 Get them to predict what they will hear on the tape (descriptions of people). 3 Play the cassette. Students number the names according to the descriptions they hear.
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4 Check their answers.
LE S S ON 4
5 Students form pairs and ask each other to
describe the people in the picture by asking What does ... look like? as in the example exchange beneath the picture. Play the cassette again beforehand for further help.
Tapescript
Come in, Hassan. Welcome to our house. I Selim: Hassan:
Selim: Hassan: Selim: Hassan: Selim: Hassan: Selim: Hassan: Selim:
think you already know some of the people here. Yes, I know some people here, thank you, Selim. I know that tall man, the well-built man who is standing on the left. His name is Yasser, I think. Yes, that’s Yasser. He’s talking to his wife. Can you see her? She’s quite tall and slim and she’s holding a plate of food. Yes, I can see her, but I don’t remember her name. It’s Sara. Oh, yes. And who’s that very short man with a round face who is in front of Yasser? That’s my friend Zaki. He’s talking to my aunt, Hanan. She’s got long fair hair and small ears. Yes, I see her. Is that Hanan’s daughter? The little girl who is standing on a chair? Yes. She’s my cousin, Mai. I don’t know that tall man with the fair hair who is playing with Mai. That’s our English friend, Bob. He’s on holiday in Cairo. Come and meet him.
S B page 55 WB page 36
Aims: Learners will n write notes onto a table from a written text n describe people’s appearance and character New vocabulary: character, agree Functions: Describing people’s character and appearance Before using the book: n
n
Revise who Ann Brown is (Soha’s penfriend: see Unit 8). Ask what students can remember about her. Introduce character.
&
SB Page 55
Answers: a 2 d 5
✒ n
b 1 e 6
c 4 (given) f 3
Further practice
Students play “Who is it?” with their classmates. One person silently chooses someone in the class. The others take it in turns to ask questions to find out who they’re thinking of, but only yes/ no answers can be given e.g. Is it a girl? Has she got fair hair? Is she tall? etc.
8 Read and complete 1 Read the two speech bubbles at the top of the
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2
3 4 5 6
page and ask some comprehension questions: Who wrote the text? (Soha) Who is it about? (Ann Brown). Explain that students are asked to write notes, which means only the key information needs to be written. Use the first entry in the table as an example. Ask students what they will write in the second row. Go through the prompts in the table and check understanding. Students read the text about Ann and fill in the information in the table. Check their answers.
. WB Page
36
Answers: Age: 13 Nationality: Australian Interests: sailing, playing the piano Character: very kind, quite hard‑working Size and shape: very tall, quite thin Face, hair, etc.: long, fair hair; round face; small nose; blue eyes. 9 Complete the notes about your friend 1 Explain the task. Students write notes as they did
2 3 4
5 6
in the table in Ex. 8. Remind them not to write full sentences. Read the headings in the boxes and elicit words which could go in each one. Students choose a friend and complete the word boxes about that friend. Students form pairs with students that they have written about, and tell them what they’ve written. Encourage them here to use complete sentences. Introduce agree. Students ask their friends if they agree with what they wrote about them.
Answers: Answers will vary.
5 Read and answer 1 Read through the questions and check
understanding. Elicit some suggestions for people they might like to answer about. 2 Make sure students know that they should write complete sentences. Answers: Answers will vary. 6 Describe this person 1 Read through the prompts for the descriptions
and check understanding. Students look at the picture and suggest answers orally. 2 They then write answers in their Workbook, using complete sentences.
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✒
PossibleAnswers: This man is very tall and slim. He’s got short, dark hair and a small, round face. His nose is quite big, and so are his ears. He looks friendly and polite. I think he likes fishing and playing football.
LESSON 5
n
Further practice
Students play ‘Who is it?’ again (see Further Practice section, Lesson 3).
Students use their answers from WB Exercise 5 to give a short talk to the class about a historical figure.
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SB page 56
SB Page 56
Aims: Learners will n compare and contrast adjectives and nouns Before using the book: n
n
Refer back to the aims box on the first page. Go through each bullet point and elicit from students what they have learnt about each one. Revise what nouns and adjectives are. Give plenty of easy examples so students feel confident about the terms, and elicit the kinds of words which go before and after nouns and adjectives, e.g. very ……… , extremely ……… , quite……… , a ……… boy, a ……… car, a ……… lesson (students supply appropriate words).
2 Read and choose the correct answer D O IT F EL O Y URS
1 Read the example with the students to
1 Choose the correct answer from a or b 1 Read the top speech bubble and explain.
2 Read the example with students to demonstrate
the task. Get them to try to put each word in a sentence or phrase to check whether it is a noun or an adjective. 3 Students complete the task individually. 4 Check their answers. Answers: 2 a
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3 a
4 b
5 a
6 a
demonstrate the task. 2 Students complete the task individually. 3 Check their answers. Answers: b height d fit f healthy
c energy e long
A s s e s s m e n t W REVIE
1 Draw students’ attention to the REMEMBER
2
3 4 5 6 7
box and read the three bullet points. Elicit examples. Read through the examples of the key language in box with the students and check understanding. Read through instructions a‑f and explain where necessary. Students do the task individually, then form pairs and compare their answers. Check the answers with the whole class. In their pairs, students think of more statements for instructions a‑d. Students share their ideas with the whole class.
Answers: c b c d a e f
Listening Task Target element: adjectives Use WB page 35, Ex. 4. Play the cassette or read out the script. Write these names and adjectives on the board and students draw lines to match the person to the adjectives used to describe them: Bob tall and well‑built Sarah tall and slim Yasser short with a round face Zaki long, fair hair Hanan tall with fair hair
Speaking Task Target element: asking and answering questions using ‘How’ + adjective, and adjectives with modifiers Use the information about Salem Salah on SB page 53, Ex 3. In pairs, students ask questions with How…? e.g. How polite is he? How interesting is he? etc., and answer with modifiers: He’s very polite, etc.
Reading Task (c can also apply) (given) large, slim, thin, well‑built square, oval, round, triangular
Target element: descriptions of people Use SB page 54, Ex. 6. Students read the texts again, and tick or cross the following statements (answers in brackets): Karim’s hair is quite long. (✗) Karim is thinner than Tom. (✗) Karim’s face is round and he has white teeth. (✓) Sally is from Australia. (✓) Sally likes geography. (✓) Sally’s hair is longer than Sara’s. (✓) Tom’s face is square. (✗) Tom is well‑built. (✗) Tom prefers science to sport. (✓) Sara has dark hair. (✓) Sara’s face is oval and she has a little nose. (✓) Sara works hard at school. (✓)
Writing Task Target element: describing people Give students a picture of someone they all know well. They make notes in a diagram similar to the one on SB page 55, Ex. 9, and write a paragraph describing the person. (They may not be able to fill in the interests box.)
249
UNIT
23
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SB Page 57
Mountain Rescue: Part 1
LESSON 1
SB page 57
Aims: Learners will n learn to report positive and negative instructions in speech using tell n practise using want to + verb, e.g. want to do n revise and expand their vocabulary for computers Structures: He told me to switch it on. He told me not to jump around. New vocabulary: arrow, click, icon, rescue Before using the book n
n
Revise computer terminology: if there's a computer in the room, point to the different parts of it and get students to say what they are. Ask what you can do with each part of the computer to elicit verbs and introduce new words: click (on), icon, arrow. Ask them to try to describe in English how to get on the internet, starting with a computer which is switched off. Follow their instructions and see if it works. If possible, students can all gather around one computer and watch. Revise what mountains are and why they might be dangerous. Introduce rescue (the verb and the noun).
1 Read and answer 1 Draw attention to the aims box and explain.
2 Read through the two questions with the students
and make sure they understand them. 3 Students read the text and answer the questions. 4 Check their answers. Answers: 1 Salma wants to learn how to get on the internet. 2 “Mountain Rescue” is Yasser's new story (on the internet) 2 Now listen and put a ✓ or ✗ 1 Read through the sentences and check their
250
understanding. They can guess whether the sentences are true or false. 2 Play the cassette. They tick or cross the boxes. 3 Check their answers. 4 Draw attention to the want to + verb structure by asking them to close their books and reproduce the sentences ‑ the wrong ones can be corrected. Use any errors they might make with structure to highlight the correct patterns.
5 Ask what they think might happen next in the
story.
Tapescript
Can you show me how get on the internet, Salma:
Ahmed? Of course. First switch on the computer. Now turn on the monitor by pushing that switch, there. (SFX pressing of buttons) Good. Salma: OK, what’s next? Ahmed: Don’t jump around. Sit still and wait. Salma: Why? Ahmed: The computer needs time to start its programmes. Salma: Look, we’ve got a picture on the screen, now. Ahmed: OK, it’s ready now. Salma: What do I do now? Ahmed: Hold the mouse and point the arrow at the blue icon. Salma: What’s an icon? Ahmed: Those small pictures on the screen. When you click on the blue icon, you’ll start the internet. Salma: (pause) It’s difficult. Ahmed: Yes, it’s difficult the first time. Stop! Don’t click yet. You’re pointing at the wrong icon. Salma: (pause) Can I click now? Ahmed: Yes. Salma: Great, the internet’s starting. Ahmed: Salma, why do you want the internet? Salma: Soha told me about Yasser’s new story, “Mountain Rescue.” I want to look at the pictures. Ahmed: OK, I’ll help you get to the Computer Lab website. That’s where we’ll find Yasser’s story. Ahmed:
Answers: a ✗
b ✓
told the students to stand up. The teacher told the students to sit down. Now say: Don't stand up and don't look in your books. Write on the board: The teacher told the students not to stand up. The teacher told the students not to look in their books. Give some more examples. 3 Students form pairs and take it in turns to report what Ahmed said to Salma. 4 Monitor them, noting any common errors to review with the whole class after the activity. 5 Ask some pairs to demonstrate. Answers: c Ahmed told Salma to turn on the monitor. d Ahmed told Salma to sit still and wait. e Ahmed told Salma to hold the mouse and point the arrow. f Ahmed told Salma not to click (now).
✒ n
n
Students close their books and say what Ahmed told Salma to do from memory.
Students sit all together in a circle. Get them each to give the rest of the class an instruction ‑ negative or positive ‑ which the class has to do, e.g. touch your head, put your hand on your knee, etc. Then the class has to remember the instructions given by each student. e.g.: T: What did Farouk tell us to do? S: (not Farouk): He told us to look at our feet. Etc.
LE S S ON 2
d ✓
e ✗
f ✗
3 Make sentences 1 Read through the examples in the speech
bubbles to demonstrate the target language. 2 Give some simple examples to illustrate the new structure: tell students to stand up and then sit down again. Write on the board: The teacher
S B page 58 WB page 37
Aims: Learners will n learn to report positive and negative
n
c ✗
Further practice
instructions in speech using tell, ask and invite. practise using two or more verbs together
Structures: He asked me to phone him. They invited me to meet him. New vocabulary: first-aid box get ready, take care of 251
Before using the book: n
n
Revise reported instructions. If you have already given them instructions this lesson, ask them what they've already been told (e.g. You told us to stop talking.). Otherwise, give them some instructions and ask them to report them. Revise what they remember about Professor Abkari.
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SB Page 58
Answers: a b c d
an inventor a machine which is half plane, half helicopter a machine to find oil They will go up by car and come back in the invention.
5 Complete the sentences 1 Read the example with students to demonstrate
2 3 4 5
the task, highlighting the structures that should be used in their sentences: to + infinitive. Explain the use of invite and ask in contrast to tell. Students complete the task individually. Check their answers. Get students to guess what might happen next in the story.
Answers: b c d e f
4 Read and answer 1 Students look at the text and say what kind
2 3 4
5
6
of text it is according to the menu bar on the computer page (stories). Read through the questions a‑d and explain where necessary. Check that they know that Yasser's dad is called Talal and he's an inventor. Students read the story and answer the questions. Ask them to find first-aid box, get ready and take care of in the texts and guess what they mean from their contexts. Check their answers as a whole class.
252
come and meet Dr Paul. meet Dr Paul. worry about Yasser and Dalia. check the water and first-aid box. check the petrol and the tyres.
. WB Page
37 2 3 4
5
of text: She asked her daughter to come into the living room. Ask students to find in the story the next thing that Mrs Sabri said (“Start cooking the lunch in an hour”). Ask them to find the other things that she said in the story. Remind them how quotation marks are used ‑ at the beginning and the end of the thing that is said. Students write all the things that Mrs Sabri said. Remind them that they should write the words she would have used to give her instructions. Check their answers.
Answers: b c d e f
“Start cooking lunch in an hour,” Mrs Sabri said. “Don't open the door to anyone,” Mrs Sabri said. “Do your Arabic homework,” Mrs Sabri said. “Don't be sad, Rami,” Mrs Sabri said. “Please buy some potatoes for lunch from the greengrocer's on the way home,” asked/said Mrs Sabri.
✒ 1 Read and answer
n
1 Students look at the pictures and describe them. 2 Read through the questions a‑b and explain
where necessary. 3 Students read the story and answer the questions. 4 Check their answers as a whole class. Answers: b She saw him playing in the street. 2 Choose the correct answer from a, b, c or d 1 Read through the questions 1‑3 and the multiple
choice options and explain where necessary. 2 Students read the story again and answer the questions. 3 Check their answers as a whole class.
New vocabulary: keep in touch with, seat belt, signal, track, turn over Before using the book n
3 What did Mrs Sabri say?
the task, getting them to find the relevant piece
S B page 59 WB page 38
Aims: Learners will n read a story n learn some new multi‑part verbs
3 a
1 Read the example with students to demonstrate
Use WB, Ex 3: students cover the story and use their answers to report what Mrs Sabri said: Mrs Sabri asked Azza to come into the living room, etc.
LE S S ON 3
Answers: 2 b
Further practice
n
Revise the story so far, and the use of reported speech that they have learnt: How did Salma find Yasser's story? What did Ahmed tell her to do? Who is Dr Paul? How did they get ready for the trip up the mountains? Why did they go there? etc. Ask students to predict what might happen next. 253
&
2 Read through the words in the box and ask them
SB Page 59
to find and underline them in the text. (They should look in the quotations for Ex. 6, too.) 3 Students read the text and try to understand the meanings of the words from the context in which they are given e.g. Use the radio to ...... . 4 Check their answers. 5 Give some more examples of use of the words in different contexts. Answers: b keep in touch with c switch on
. WB Page
d take care of
38
6 Read and match 1 Students look at the text and say what kind
2 3 4 5 6
of text it is according to the menu bar on the computer page (stories). Read through the quotations a‑e and explain where necessary. Introduce seat belt and signal. Introduce turn over. Students read the story and put the quotations in the correct numbered space. Check their answers as a whole class. Get students to read the story dialogue together in groups of 5: Dr Paul, Professor Akbari, Yasser, Dad, Dalia. 4 Complete the sentences
Answers: 2 b
3 d
4 a
5 c
7 Find words which mean the following 1 Read the verbs in the box and ask what is similar
about them (they all have two or more words in them). Explain that each combination of words has a particular meaning e.g. switch, switch on and switch off all have different meanings. 254
1 Read the verbs in the box and ask what is similar
about them (they all have two or more words in them). 2 Read through sentence parts a_f with the students. 3 Read through the example to demonstrate the task and make sure they understand. 4 Students complete the sentences individually in class or for homework.
5 Check their answers.
Salma:
Answers: b keep in touch with d turn over f pick up
c switch on e look forward to
5 Listen and match 1 Students look at the pictures and tell you what is
happening in each. 2 Get them to predict which picture goes with which quotation. 3 Play the cassette and students check their answers together, then as a whole class. 4 Students form pairs and report what was said as demonstrated in the example exchange on the right of the exercise.
Soha:
Answers: 2 c 3 a 4 e 5 f 6 b 2 Hesham told/asked Ahmed to go and finish his homework. 3 Nadia asked Ahmed to bring her another pot. 4 Nadia told Salma not to be noisy. 5 Ahmed told Nadia to click on the icon to start the program. 6 Soha asked Salma not to print the big picture. [NB: use of asked/told may vary]
✒ n
Tapescript
Ahmed: Salma:
1 Sit down here, Salma. To get on the internet, switch on the computer first. That was easy.
2 Hesham: Ahmed, there’s nothing good on TV now. Go and finish your homework first and we can watch the film on channel 2 at 8 o’clock. Ahmed: Yes, OK.
Ahmed: Nadia:
3 Mum, I’ve already washed the dishes. Is there anything else you need? Yes. I need to cook these vegetables. Bring me another pot, please.
Nadia: Salma:
Ahmed:
Nadia: Ahmed:
5 Right, so you want to write an e-mail, Mum. Click on the icon to start the programme, please. So I click on the black icon and wait. Yes, that’s right.
Further practice
Students make up some sentences with the new vocabulary used in WB, Ex 4 in personalised contexts. e.g. My dad picks me up from school every Monday.
LE S S ON 4
S B page 60 WB page 39
Aims: Learners will n learn to report quotations about the future and the present n learn the different uses of say and tell Structures: He said that it was time to go. He told me that he would meet me in the mountains. Before using the book n
4 Salma, don’t run round the room, please and don’t be noisy. I’ve got a headache. Sorry, Mum.
No, Soha. Please don’t print the big picture. I want the small picture. OK, sorry Salma.
n
Revise the story so far. Revise reported speech: ask them if their parents gave them any instructions this morning before school, and if so, what were those instructions? (e.g. My dad told me to come home early. My mum told me to get out of bed., etc.)
6
255
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SB Page 60 Male:
Female: Male:
4 Dalia said that she hoped they wouldn’t get lost. 5 Talal told Yasser to travel in the front. 6 Dr Paul told the children that he would stop so they could eat lunch.
Answers: a 5 d 3
b 4 e 2
c 1 (given) f 6
9 Report these sentences 1 Explain the task using the example given on the
right. 2 The following table can be used to help teach the structure patterns, and also to highlight the difference between tell and say. :
Who
ask/ tell /
he/she
who /what verb
spoke?
say?
spoke
(pronoun / (tense?) name)
Prof Akbari
told
Dr Paul (that)
to ?
8 Listen and number 1 Tell students the pictures and quotations in them
2
3 4 5 6
are from the story so far. Students look at the pictures and say who is speaking in each picture. Play the cassette and students number the pictures according to the order of the reported quotations. Check their answers. Play the cassette again, stopping after each section to repeat and highlight the structures. On the board show reported speech transformations: will➞would, is➞was. Students form pairs and report each quotation.
Tapescript
Female: Male:
Female:
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1 Dr Paul said that it was time to go. 2 Yasser said that he thought Dr Paul was injured. 3 Professor Abkari said they would pick up the children at five o’clock.
they
Dr Paul
asked
Yasser
‑
Prof Akbari
said (that)
‑
he
would meet........
to pump up .... was going to test......
3 Students form pairs and report each of the
quotations. 4 Monitor them, noting any common errors to review with the whole class after the activity. 5 Check their answers. Answers: b Dr Paul told Talal (that) he would take care of the children. c Dr Paul asked Yasser to pump up the tyres. d The professor asked Dr Paul to use the radio to keep in touch.
. WB Page
39
He said (that) oil was very important and he hoped (that) his machine would help us/them to discover more oil in Egypt.
✒ n
Further practice
One student gives a short presentation about something they know a lot about. The other students have to report what they remember about what the student said using She said that /She told us that... . The group with the most correct reported points wins.
6 Write what people said 1 Students read through the text. Clarify, if they 2 3 4 5
have any problems. Read the example sentences. Students should report each sentence from each speech. They can do this individually, in class, or for homework. Collect their books and mark their work.
Answers: The professor said that he wanted to tell them about his latest invention. He said (that) it was made of metal and plastic and it could fly very fast. He said (that) it was also able to land in very small places. He said (that) in three days he was going to fly it for the first time. Dr Paul said (that) his machine sent signals and made a noise when there was oil near. He said (that) he was also going to try his machine in the next three days.
257
LESSON 5
&
SB page 61
SB Page 61
Aims: Learners will n review language from the unit n learn about words with the same sound but different spelling and meaning Before using the book n
n
Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one. Draw an eye and the letter I on the board and ask them in what way they are the same (the sound of the word).
2 Choose the correct word from a or b D O IT F EL YOURS
1 Do the first sentence with students to
1 Find the words, then match with the same sound 1 Read the examples through with students and
explain how write sounds like the opposite of left: right, and high sounds like another word for hello: hi. 2 Students write the answers to the definitions first in the Spelling column, then decide which word on the left sounds like it. 3 Students complete the task individually. 4 Check their answers.
258
Answers: 1 b
2 b
3 a
4 b
5 a
W
REVIE
1 Draw students' attention to the REMEMBER
Answers: another word for hello the opposite of yes you smell with it the opposite of daughter
demonstrate the task. 2 Students complete the task individually. 3 Check their answers.
hi no nose son
high know knows sun
box and read the two bullet points. Elicit examples. 2 Read through the examples of key language in the box with the students and make sure they understand them. 3 Read through the five Find...... instructions and explain where necessary. 4 Students do the task individually.
5 Students form pairs and compare their answers. 6 Check answers with the whole class.
7 In their pairs, students think of more statements
for the first two Find... instructions. 8 Students share what they've thought of with the whole class. Answers: a b a b c keep in touch, take care of, click on d first-aid box, seat belt e click on the icon, point the arrow
A s s e s s m e n t Listening Task Target element: reported speech Use SB page 58, Ex 4. Read out the following reported speeches, repeating each one twice. Students have to say/write whether they are true or false. Ahmed told his Dad to phone Professor Abkari. Yasser told Dalia not to worry. Dr Paul asked Yasser to check the water and firstaid box. Dr Paul told Professor Abkari about his plan to test the machine. Talal invited Dr Paul to meet him at his home.
Speaking Task Target element: reported instructions Give students some simple instructions such as, Open your book, Don't talk, Look at page 58, etc. and then ask them to report what you asked them to do/not to do, e.g. You asked me to open my book. You asked me not to talk, etc. This can be done individually or as a class, selecting students to speak.
Reading an Writing Task Target element: reported speech Use SB Ex 6. Students read the text again, and answer these questions with reported speech. They should use the verb underneath to report the quotation. Who said, “Yasser, travel in the front”? (tell) Who said, “Don't forget your seat belts”? (tell) Who said, “I want to try my machine now”? (say) Who said, “Hold on you two!”? (tell) Who said, “We'll have to take care of him”? (say) Who said, “I hope we don't get lost”? (say) Who said, “There may be oil near”? (say)
259
UNIT
24
& Mountain Rescue:
LESSON 1
SB Page 62
Part 2
SB page 62
Aims: Learners will n learn to report speech which contains questions, with question words Structures: Terry asked Ahmed what he should do now. New vocabulary: expect, guest, refer to Functions: reporting questions Before using the book n
Revise reported speech. Use a simple dialogue from a different source: play an easy dialogue from a cassette, or remind students of a very famous dialogue or quotation that they might all know. Alternatively, ask them what you said in the last lesson. Ask them to report parts of the dialogues/quotations using asked, said that or told us that, etc. To make this easier at first, write some of the words of some reported speech on the board, and have them fill the missing words in. e.g. I ........ you that I ........... going to see my sister in Aswan, etc.
1 Listen, read and put a ✓or ✗ 1 Draw attention to the aims box at the top of the 2 3
4 5
page and explain. Introduce refer to. Students look at the pictures and describe briefly what they think is happening. Read through the statements with the students and make sure they understand them. Students can predict whether they are true or false. Introduce expect and guest. Play the cassette. Students listen and tick or cross the statements. Check their answers.
Tapescript
1 Terry: Excuse me. Do you speak English? Ahmed: Yes. Terry: Oh good. Which way are the Pyramids, please? Ahmed: (surprised) The Pyramids? This is Nasr City! The Pyramids are a long way from here.
260
Terry: Oh dear. My hotel is near the Pyramids. Ahmed: Why are you in Nasr City? Terry: I went with my brother to the Egyptian Museum in Tahrir. He was tired and went back to the hotel. I wanted to see more things in the museum. Then I caught a bus to the hotel but I took the wrong one. What should I do now? Ahmed: My father will be able to help. 2 What’s you name please? Terry Cooper. Where are you staying, Terry? The Giza Palace Hotel. What time do you have to be back? At about five. You’re not very late. I’ll drive you and Ahmed there. You’re very kind.
Hesham: Terry: Hesham: Terry: Ahmed: Terry: Hesham: Terry:
3 Terry, why are you so late? This is Mr Hesham. Oh, hello! We’ve met before, last year. Do you remember? Oh, yes, I remember! Good to see you again, Mr Hesham! And this is Ahmed, Mr Hesham’s son. Hello, Ahmed I’m late because I went to Nasr City by mistake. Nasr City? Why were you in Nasr City? I took the wrong bus. Mr Hesham drove you here from Nasr City? That’s a long journey! Mr Terry is a guest in our country. We had to help him get back here.
Will : Terry: Hesham: Will: Terry: Will: Terry: Will: Terry: Will: Ahmed:
Answers: b ✗
c ✗
d ✓
e ✓
f ✗
2 Ask someone: What's your name?
3 4 5
6
Write on board: You asked me what my name ............... . Erase the above. Write on board: You .................... me what .............. name .................... . Erase the above. Write on board: You .................... me what .............. ................. .................... . Erase the above. Write on board: You .................... ............. .................... .............. name .................... . And finally ask them, What did I ask? Make sure students understand the task ‑ use the example to demonstrate. Students match the questions to how they should be reported. They write the correct letters in the boxes. They can do this individually. Check their answers.
Answers: b c g f a (given) d e
✒ n
n
Further practice
Do some more gap fill examples, building up a whole reported structure, as presented in Exercise 2, above.
Students close their books and role play the conversations between Ahmed, Terry and Hesham.
g ✓
2 Read and match the questions
1 Use the example to highlight the new structure.
Write the quotation reported speech on the board. Draw attention to how the question structure is transformed: Where are the Pyramids? becomes ........where the Pyramids were. Do some gap fills to practise the complex structures. Students can come up to the board and write in the gaps. 261
LE S S O N 2
3 Listen and number SB p a g e 6 3 W B p a g e 4 0
Aims: Learners will n learn to report questions with question words n practise transforming direct speech to reported speech
1 Students look at the pictures and tell you what
2 3
Structures: I asked him how many brothers he had. Functions: reporting speech
4 5
Before using the book n
n
Revise reported speech including reported questions: ask them what they remember about the story from Lesson 1. What happened to Terry Cooper and what did he ask Ahmed? Ask students to say what kind of questions they might ask if they were meeting someone for the first time.
&
SB Page 63
6
is happening in each one. Get them to say who they are and how the conversation might go. Read through the reported questions, and explain where necessary. Play the cassette and have students number the sentences in the order that they hear them on the cassette. The reported questions aren't numbered on the tapescript so they have to listen for the order. Check their answers. Play the cassette again. Students listen for the correct answers. Student re‑form the original questions that Ahmed asked Terry.
Tapescript
Ahmed: I asked Terry lots of questions when Soha: Ahmed: Soha: Ahmed: Soha: Ahmed:
Soha: Ahmed:
we were in the hotel. Like what? Well, I wanted to know how old he was. He said he was 28. What else did you ask? I asked him what his favourite sport was and he told me it was tennis Did you ask Terry about music? No, I didn’t. But I asked what TV programmes he liked and he said he liked films. Oh, and I wanted to know where he was born so he said that he was born in London. Did you ask him anything else? I wanted to know how many brothers he had so he told me that he had one brother.
Answers: a 5
b 4
c 1 (given)
d 3
e 2
4 Make reported questions 1 Explain the task using the example given at the
bottom: First, Ahmed asked Terry where he came from. Write it on the board and ask students to fill in the gaps in the second question: Ahmed ................ Terry .................... Egyptian food he ........................ . Remind them not to use do, does or did: when they are reported the sentences aren't questions, so they change their form. Also, they have to remember to change the pronouns.
262
2 Students form pairs and report each of the
questions. 3 Monitor them, noting any common errors to review with the whole class after the activity. 4 Check their answers. Answers: b Ahmed asked Terry what Egyptian food he liked. c Ahmed asked Terry when he (had) arrived in Egypt. d Ahmed asked Terry what languages he spoke/he could speak. e Ahmed asked Terry what subjects he (had) studied in school. f Ahmed asked Terry how long it took (had taken) to fly from London.
. WB Page 40
Answers: b Soha asked Salma where her CD player was. c Ahmed asked Soha why she was switching off the TV. d Nadia asked Hesham what time he would finish work tonight/that night. e Samy asked Sally how long her homework was going to take. 2 Write the questions 1 Read through the bubbles and the example
statement. 2 Get students to report the questions on the lines below. 3 Check their answers as a whole class. Answers: b Ahmed asked Terry where he was staying. c Hesham asked when he/Will (had) arrived. d Hesham asked what her/Sue’s favourite place in Cairo was.
✒ n
n
Further practice
Use SB page 63: Students role‑play the conversation between Ahmed and Terry.
With WB page 40, Ex. 1: Students invent the answers to the questions, and report them, e.g. b (Soha asked where her CD player was): Salma told her it was in her bedroom.
LE S S ON 3
S B page 64 WB page 41
Aims: Learners will n read the next part of the story n learn to report yes/no questions n look at what pronouns refer to Structures: Yasser asked if the professor was near them. Functions:
narrating stories
1 Report these questions 1 Read through the example with the class to
demonstrate the task. 2 Do the second question with them orally. 3 Students complete the task individually. 4 Check their answers as a whole class.
Before using the book:
Revise Yasser's story so far. Ask students to predict what might happen next. n Revise the use of reported speech: either play a short news interview on audio tape or 263 n n
select students and tell them they can ask you one question each. Get students to report the questions that were asked.
&
SB Page 64
6 Answer the questions 1 Give some examples of what pronouns refer to
2 3 4
5
on the board: The boy dropped the eggs on the floor. They broke. Ask them what “They” refers to, and what broke? (The eggs.) Ask them to find the words highlighted in red in the text. Read through the example with the class to demonstrate the task. Students read the questions, find the relevant chunks of text and write their answers in their exercise books. Check their answers.
Answers: b the first-aid box c Dr Paul d Dalia, Yasser and Dr Paul e Professor Akbari and Talal (Yasser and Dalia’s father) 7 Report these questions 1 Introduce how to report yes/no questions: play
5 Read and answer 1 Students look at the text and say what kind
2 3
4 5
of text it is according to the menu bar on the computer page (stories). Read through the questions a‑c and explain where necessary. Students read the story and find the answers the questions. They form pairs and compare answers. Check their answers as a whole class. Get students to read the story dialogue together in groups of 4: Dr Paul, Prof Abkari, Yasser, Dalia.
Answers: a Because he was hurt/ he needed a doctor. b The professor was coming at five. c Because nobody could hear them.
264
2 3 4 5
a short round of the yes/no game: tell a student that they must not say yes or no, but must answer all your questions. After that, ask the class what questions you asked and write some of them on the board. e.g. Is your name Ali? Are you happy? etc. Then write on the board: I asked him ............ his name ........ Ali / and ask the class if anyone can fill the gaps (I asked him if his name was Ali). Do the same with more of the questions you've listed on the board until they are familiar with the pattern. Read through the example with the class to demonstrate the task. Do the second question with them orally. Students complete the task individually in class in their exercise books. Collect their books and mark their work.
Answers: b Dr Paul asked Yasser if it was 5 o'clock. c Yasser asked the professor if he was near them. d Dalia asked if they could hear them.
. WB Page 41
3 Students complete the report individually, in
class, or for homework. They will probably need more space than is given in the WB, so should do it in their exercise books. 4 Collect their books and mark their work. Answers: The reporter wanted to know if Claudio was going to see any matches (here/in Cairo). Claudio said he was going to three matches. The reporter asked him who his favourite player was (here/in Egypt). Claudio replied that he liked a number of players in Egypt but he didn't have a favourite player. The reporter asked/wanted to know if people in Italy knew much about Egyptian tennis. Claudio said he didn't think so because Egyptian matches weren't shown on Italian TV. The reporter thanked Claudio for answering his questions.
✒ n
3 Write the dialogue 1 Read the text and explain where necessary.
2 Read through the given parts of the dialogue
with the students and relate them to the text. 3 Elicit the end of the reporter’s first question and Claudio's first answer to make sure they understand. 4 Students complete the sentences individually. 5 Check their answers out loud as a class. Answers: Reporter: Welcome to Cairo, Claudio do you like the city? Claudio: (Yes,) I like it very much. Reporter: How long are you staying here. Claudio: I hope to spend a week here. Reporter: What are you planning to do? Claudio: I want to meet Egyptian tennis trainers.
2 Elicit the first reported question and answer to
make sure they understand.
Play the yes/no game again: students sit together in a circle and one sits in the middle. They ask the one in the middle questions to try to make him/her answer yes or no. They are out if they say yes or no. Then get students to try to remember who asked what, e.g. Ali asked if he had any pets. Sarah asked if he liked school, etc.
LE S S ON 4
S B page 65 WB page 42
Aims: Learners will n practise reporting speech n read the last part of Yasser's story New Vocabulary: promise, SOS Functions: reporting speech Before using the book n
4 Write the report 1 Read the dialogue and explain where necessary.
Further practice
n
Revise reported speech. Ask if they can remember what questions Ahmed asked Terry in Lesson 2, and get them to report the questions that they remember. (He asked Terry where he was born, etc.) Revise Yasser's story so far. 265
&
SB Page 65 3
4 5 6
change: pronouns and tenses, and for questions, word order. Point out that c is a question, and elicit what extra word they will have to use to report this sort of question (if). Students form pairs and report each of the quotations. Monitor them, noting any common errors to review with the whole class after the activity. Check their answers.
Answers: b c d e
Yasser replied that they didn't have anything to burn. Yasser asked if she/Dalia was sending a message. Yasser said (that) (his) Dad and the professor were flying away. Dalia said (that) she could try something which she learned in a science lesson.
. WB Page 42
8 Read and number 1 Students look at the text and say what kind of 2 3
4 5 6 7
text it is (a story). They look at the picture and say what is happening. Read though paragraph d and make sure they understand it, reminding them of the preceding events. Students read the remaining paragraphs and number them in the correct sequence. Students form pairs and compare answers. Check their answers. Ask them to find SOS and promise in the text and guess their meanings from the contexts. Explain and give examples.
Answers: a 4
b 3
c 5
d 1 (given)
e 2
9 Report these sentences and questions 1 Explain the task using the example given on the
right. 2 Remind them what elements they will have to 266
5 Project 1 Explain the project to the students. First they
will interview a family member using the
2
3
4
5
6
questions given on the page. (This could ideally be done in English if possible, but if not, in Arabic, then translated in the notes.) Then they will come back and report their findings to each other in pairs. Finally, they will write a report of their interview. With the whole class, get students to formulate the questions as they will ask them: Where were you born? etc. With the whole class, give students some examples of the kind of notes that will be helpful here: e.g. born Cairo, 1970, etc. They should just include the key information which answers the questions. When they have done their interview, they bring their notes back to class and report their findings to their partner in pairs. Elicit some examples of reported information, e.g. I asked my granddad where he was born and he told me he was born in Cairo in 1956, and write them on the board for reference. Students work in pairs, telling each other about
LESSON 5
7 8 9 10
what they found out. Monitor them, noting any common errors to review with the whole class after the activity. Students write up their reports. They can do this individually, in class, or for homework. Students read each other's reports, and help each other correct any mistakes. Collect their books and mark their work.
Answers: Answers will vary.
✒ n
SB page 66
Further practice
Invite someone important (e.g. the school head) to the class and ask students to prepare some questions to ask that person. They ask the person the questions and make notes about the replies. Then they write a report on what the person was asked and the replies that were given.
&
SB Page 66
Aims: Learners will n practise using pronouns and correct verb inflections Skills: writing and correcting verb inflections and pronouns Before using the book: n
n
Refer back to the first page of the unit and the list of aims. Go through each bullet point and elicit from students what they have learnt about each one. Write an incorrect sentence on the board and ask students what is wrong with it. e.g. The old man walk to the shop for her newspaper every day.
267
D O IT F EL YOURS
1 In these sentences, the subject is in blue and the verb is in red 1 Read the examples and show them which words
are the subjects and which the verbs.
2 Read and correct these sentences 1 Explain that the grammar of five of the sentences
is wrong and they have to decide which five sentences and then correct them in their exercise books. 2 Do the first sentence with students to demonstrate the task. 3 Students complete the task individually. 4 Check their answers. Answers: a b c d
correct Yasser and Dalia often travel with their father. An SOS is a message which people send to get help. When Dr Paul looks for oil again, he’s going to drive carefully. e Talal was coming to collect his/the his children at five. f Dalia said that the machine was starting to fly away.
W
REVIE
1 Draw students' attention to the REMEMBER
2
3 4 5 6 7 8
box and read the two bullet points. Elicit examples. Read through the examples of key language in the box with the students and make sure they understand them. Read through the four Find...... instructions and explain where necessary. Students do the task individually. Students form pairs and compare their answers. Check answers with the whole class. In their pairs, students think of more statements for the first three Find... instructions. Students share what they've thought of with the whole class.
268
Answers: c a b b c a d add, reply, say, suggest
A s s e s s m e n t Listening Task Target element: reporting questions Use SB, page 62, Exs 1‑2. Play the tapescript again for Ex. 1. Give them the following questions and ask them to number them according to the order in which they occur on the script. Hesham asked Terry where he was staying. Hesham asked Terry what time he had to be back. Terry asked Ahmed what he should do now. Terry asked Ahmed where the Pyramids where. Terry asked Ahmed if he spoke English. Hesham asked Terry what his name was.
Speaking Task Target element: reported questions and replies Sit with two students, or select one from the class. Ask one student a question and get the answer. Ask the other/ another student to report what was asked and what the reply was.
Reading Task Target element: reported speech Use WB page 41, Ex. 3. Copy the newspaper report and gap some of the words: some pronouns, some verbs and some question words. They can be given in a separate box. Students have to write the correct words in the gaps.
Writing Task Target element: reported speech Use SB, page 63, Ex 4. Ask students to write a report on the questions that Ahmed asked Terry.
Revision H
4 Students form pairs and compare answers. 5 Check their answers.
6 Ask students to look again at the first paragraph.
LE SS ON 1
SB page 67 WB page 43
Aims: Learners will n revise and practise giving directions n revise reported speech n play a game
Ask two students to role play the interaction between Amir and his friends. They should say “Where is the zoo?” “It's in Giza.” Write this on the board, and they copy it into their exercise books. They do the same for the dialogues in the rest of the story.
Answers: Before using the book n
Ask students if there's a zoo, mosque, circus, etc., in their city and if so, how would they get to it.
&
SB Page 67
4 1 (given) 5
3 2
1 Friends: You should go to the zoo, Amir. Amir: Where is the zoo? Friends: It's in Giza. 3 Amir: Man: 4 Amir: Boy:
Excuse me. Can you give me directions/ tell me the way to the zoo, please? Yes, of course. (You need to) walk for another 20 minutes. Excuse me. Can you tell me the way to the zoo, please? Yes, of course. You go straight on and turn right after some/those trees.
2 Play “Who are you talking about?” 1 Read through the rules with the class to explain
that they should do. 2 Get students into groups of 3‑4. 3 Read through the speech bubble to demonstrate the kinds of sentences they must say. 4 Students follow the rules to play the game.
1 Read and number 1 Students look at the picture. Ask them what the
man is feeling like, and guess why. 2 Read though the paragraph labelled 1 and make sure they understand it. 3 Students read the remaining paragraphs and number them in the correct order.
269
. WB Page
43
2 Write two sentences for each 1 Read through the example to demonstrate the 2
3 4 5
task and make sure they understand it. Elicit two sentences for the second scenario, picture b, one direct speech and one reported speech. Get students to do the same for the other two pictures. Students complete the task individually in class or for homework. Collect their books and mark their work.
Answers: b “Don't park here,” the policeman told the man. The policeman told the man not to park (t)here. c “Can you carry my bag, please?” asked the woman. The woman asked the man to carry her bag. d “Stop talking, please,” the teacher told the students. The teacher told the students to stop talking.
✒ n
n
1 Report these questions 1 Read through the example to demonstrate the
task and make sure they understand it. 2 Revise the elements that change when transforming direct speech to reported speech and vice versa: pronouns, tenses, and (for questions) the use of did/does. 3 Students write the reported quotations individually. 4 Collect their books and mark their work. Answers: b Soha asked her grandmother if she preferred to read or to watch TV. c Nadia asked Soha what she wanted to watch on TV tonight. d Ahmed asked Samy if he was going to Alexandria this summer. e Hesham asked Ahmed when the school year finished. f Sally asked Soha if she would help her with her maths homework.
270
Further practice
Students individually learn a text or pair up to learn a dialogue or story from the units. Run a competition for the best recital.
Students report on an interview they've seen on the TV or heard on the radio, or an interesting conversation they’ve had or overheard.
LE S S ON 2
S B page 68 WB page 44
Aims: Learners will n revise and practise reporting speech n revise and practise using several adjectives together Before using the book n
n
Ask students if they remember any of the new computer words that they've learnt: if possible, get them to crowd round a computer and give instructions on how to get on the internet, starting with the computer switched off. Switch off the computer and get students to report the instructions they gave you.
&
SB Page 68
3 Get students to write who says what based on the
picture. 4 Check their answers. Answers: b c d e
Hesham Soha Salma Ahmed
Answers: c Soha asked if Salma wanted to play with the (these/ those) balloons. d Salma replied that it was too hot to play. e Ahmed said (that) he wanted some more water.
. WB Page
44
3 Match the verbs to the nouns 1 Explain the task: they will match the verb on
the left to the nouns on the right. They write the correct letters in the boxes. 2 Check their answers. 3 Students work in pairs and write sentences using each phrase. Answers: b c a (given) e d Sentence answers will vary. 4 Look and write the names 1 Students look at the picture and tell you what is
happening and who is there. 2 Read through the quotations and check that they're understood.
3 Complete the puzzle 1 Students read the clues and fill in the crossword
with vocabulary from units 22‑24. They can do this individually or in pairs. 2 Check their answers, giving some attention to correct pronunc 271
Answers:
1 2 c
c
3 h
e
e
r
f
u
n
5
t
r
i
a
n
i
e
4
c
r
s
6 k
g
u
l
a
r
r
7
e
i
o
a
g
t
m
u
c
u
i
8 r
k
e
l
n
s
c
u
e
a
n
g
u
d
s
9 r
e
c
t
l
a
r
4 Choose the correct answer from a, b, c or d 1 Complete the first sentence with students to
demonstrate the task. 2 Students complete the task individually in class or for homework. 3 Check their answers. Answers: 2 b
✒ n
3 b
4 d
5 b
6 c
Further practice
Students form groups of 5, and each member of the group learns one of the parts of the story on SB page 67 by heart for homework. During the next lesson, they tell the story as a group, each telling their part. The best group wins a prize.
272
chasing ran (away) what woke up
what are you doing? / why are you washing the dishes
You should wear a jacket.
273
An enormous earthquake. Hundreds
274
Nahla is a tall Syrian woman. Nadia is a kind person. this afternoon i’m going shopping
275
asked changing cross so
Example answers: Many years ago, ancient kings were buried in the Pyramids. the Pyramids are where kings were once buried. the Sphinx is next to the Pyramids. the Pyramids are very big. tourists come from all over the world to see them.
“Are you going to cook lunch?” Soha asked. You’re leaving today, aren’t you?
276
6
air, cloud, condensation, condense, drop (n), evaporation, evaporate, steam, vapour
blade, end (n), hammer, handle, kind (adj), lend/lent, mend, nail, needle, pliers roof, saw (n), scissors, sew, tool, wooden
Describing actions that are happening now Describing simple scientific processes Making scientific statements
Describing past actions Describing and identifying objects and people
• Present continuous tense with negative, and interrogative: I’m doing a science experiment. • Present simple tense, with negative and interrogative: When you boil water, it turns into steam • Should for advice: I think we should tell Mum and Dad.
• Past simple tense, with negatives, questions and short answers • Relative clauses with who, which and where • Using What’s it... to ask about the nature and purpose of an object • Revise and extend materials vocabulary
accurately, electric, everywhere, flexible, follow, modern, offer (v), part of speech, pilot, probably, program (computer), quantity, store (v)
age, centimetre, collect, compare, cotton, crop, excited, flour, golden, gram, greedy, harvest, height, keep, lay (an egg), light (adj, opposite of heavy), measure, metre, plough, sugar cane, tractor, weigh, weight, wheat, wool
Expressing offers and requests with will Predicting and expressing opinions about the future Talking about computers
Describing what has happened over a period of time Describing what has just happened Talking about farms, and animal and plant products
• Use of will with offers and requests: I’ll open it for you. Will you make me a cup of tea? • Answering the question, Do you think you’ll … E.g., I think so / I don’t think so. • Revise will and the future • Future tense of be able to: We’ll be able to drive electric cars to work. • The use of may • Parts of speech
• Different uses of the present perfect: The woman has collected the eggs. He’s been a farmer for three years. • Contrasting the present perfect with the past simple: Have you ever been to a farm? Yes, I have. The last time I went to a farm was about two months ago. • Revision of questions with question words and tag questions: You haven’t seen my book, have you? • Some irregular past simples / past participles
Revision B
America, cartoon, dream (n), escape (v), feel, flight attendant, illness, photographer, terrified, worried
Describing what is/was happening in a picture Expressing deductions Expressing emotions
• There is/are + noun + ing • Past continuous tense, with questions and short answers • Past continuous combined with past simple to tell a story: The lorry was taking the lion to the zoo... • Pronouncing vowels correctly
Revision A
cool (v), dry (v), manager, no one, rise, turn into
Introducing and describing oneself and others Giving opinions and describing routines
New vocabulary
• Wh questions for personal information • Revision and use of have got and verb to be • Present simple for decribing habits and routines
Functions
AND
5
4
3
2
1
Unit Structures
SCOPE SEQUENCE
277
278
12
11
as soon as, bury, ceremony, entrance, journey, large, pull, ramp, reserve (v), slave, Sphinx, stone, tomb, transport
abbreviation, contact, etc., free, hard-working, IT, laboratory, look forward to, mathematics, Ms, pen friend, polite, prefer, quite, really, Roman although, bad, communicate, feel, finger, French, hard, health, horrible, message, palm (hand), rough, sense, sign (language), smooth, thumb, tongue
Describing the order of events Reporting an event Describing processes
Describing a website for pen friends Describing what people are interested in Describing what people like doing and what kind of person they are Different ways of getting in touch Talking about the senses Talking about sign language
• Adjectives followed by prepositions + ing: good at, bad at, interested in, keen on • Use of would like/prefer + to + verb • Use of like/enjoy, don’t mind, etc + verb + ing • Degrees of liking: Don’t mind, really like, quite like, don’t like • Abbreviations: etc., Ms, Dr
• New vocabulary for parts of the body • Use of sense verbs: feel, sound, taste • Consolidation of passive forms in present and past • Complex instructions: It is made by touching the top of the first finger of the left hand with the first finger of the right hand. • Linking words: although, as soon as, or
alone, burn, cooker, fire (v), gas, lifeboat, ocean, Pacific ocean, sink/sunk, spill, storm, terrible, wave (n)
Giving advice and instructions Expressing conditions and possible consequences
Describing an activity from the past to the calories, change (v), continuous, diet, present energy, a few, fewer, fitness, get fit, less, a Issues connected with health, fitness and diet little, put on weight, recently, trainer
• Use of always and never to give instructions: Always turn off the taps in the bath. • First conditional with might or will: If you leave children alone in the kitchen, they might/will have accidents.
• Use of present perfect continuous • Use of less, more, fewer with countable and uncountable nouns • Use of had better and should to give advice • Vocabulary related to health and fitness
Revision D
chess, China, France, free time, geography, piano, practise, pump up, studio, test (v), tyre
Actions in a recent period Describing what people have been doing over a recent period Describing how long people have been doing these things Reading and writing letters
• Present perfect continuous, with questions and short answers: He’s been learning it for three years. • Use of how long: How long has he been learning (English)? • Use of adverbs • Use of for and since
Revision C
New vocabulary
Functions
• Tenses of main verbs following when, after, before, as soon as: As soon as we get to the Pyramids, we’re going to take some photos. • Use of so, either and neither: We’re going to go horse-riding and so is Ahmed. • Past passive: The stone was cut into small pieces and transported on boats. • Punctuating with commas
AND
10
9
8
7
Unit Structures
SCOPE SEQUENCE
18
behave, bus stop, during, earn, equipment, get dirty, great-grandfather, impossible, on the other hand
Describing and comparing what used to happen in the past with what is happening now Agreeing with someone Describing jobs
• Past simple with use to: When he was young, he used to play football...What did he use to do? He didn’t use to cry a lot. • Use of during • Use too and either with verbs: e.g. I used to sing songs in class, too. I didn’t get dirty, either. • Comparison of regular/irregular plural spellings
carpet, charity, curtain, damage, deliver, delivery, discover, discovery, earthquake, equip, government, minister, navigate, repair, replacement, tunnel, water heater
Making comparisons Expressing preferences Talking about sport Using percentages Reporting survey results Describing what is being done now Describing what has been done over a recent period News events and news reports
• Comparative and superlative: The least exciting sport • Use of by to answer questions with how: How do you win at football? By scoring the most goals.
• Present continuous passive: The computer is being repaired. • Present perfect passive: The car has been washed. • Future passive: The chairs will be taken away. • Making nouns from verbs • Vocabulary for rooms and cleaning
Revision F
against, athletics, channel [TV], judo, long jump, motor racing, navigation, over, parachuting, percent, point, popular, rally driving, satellite, weight lifting
Talking about possession Expressing unspecified persons, places and things Punctuating sentences
• Revise use to, have to and conditionals • Non-specific pronouns: someone, everyone, anyone, etc. • Possessive pronouns: my, hers, theirs, etc. • Use of whose and ’s • Apostrophes
anyone, anything, anywhere, apostrophe, calcuation, calculator, everything, hers, mathematical, mathematician, mine, nothing, nowhere, ours, somewhere, theirs, whose, yours
diving suit, French (language), frighten, pack (v), save (a life), sightsee, smart, spend, still (adj), torch
Expressing obligation: now, in the near future and in the past Describing definite plans for the future
• Present continuous for future plans: What are they doing next Saturday? They’re flying to Paris. • Different tenses of have to: We’ll have to stop for petrol. He had to take a torch.
Revision E
bite/bit, dark, dive, fail, follow, huge, killer whale, parents, pronoun, submarine, towards
Describing what you would do if something happened Giving strong advice Describing people’s feelings
• Revise second conditional to express an unlikley scenario: What would you do if you had a lot of money? I’d buy a car. • Using the second conditional for advice: If I were you, I’d go to the dentist. • Prepositions: If I were you, I would stay where you are. • Vocabulary for expressing feeling • Promouns
AND
17
16
15
14
13
New vocabulary
Functions
Unit Structures
SCOPE SEQUENCE
279
280
24
Adding descriptive detail Telling stories Talking about oneself Saying how things are done
• Questions without a subject: Who saw Ahmed? Who did Ahmed see? • Comparison of adverbs: The bird lived more comfortably than before. • Forming adverbs from adjectives
arrow, click, first-aid box, get ready, icon, keep in touch with, rescue, seat belt, signal, take care of, track, turn over expect, guest, promise, refer to, SOS
Reporting statements Reporting instructions and requests Using the internet Telling stories Reporting speech
• Reported speech in the present and future using said, ask, tell, invite: Ahmed told Salma to click on the icon. • Using want to with other verebs • Multi-part verbs: keep in touch
• Reporting ‘Wh’ questions: Dr Paul asked Yasser where he was going. • Reporting yes/no questions: Professor Abkari asked Dalia if she wanted to sit by the window • Pronouns
Revision H
agree, character, cheerful, energetic, extremely, fair (complexion), oval, rectangular, round, triangular, well-built
Describing objects Describing people’s appearance and character
• Qualifying adverbs: quite tall, very tall, extremely tall • Order of adjectives: He’s a tall, slim, brown-haired, Egyptian man. • Questions with how and what
Revision G
as far as, brain, bridge, details, direction, past, preposition, railway, restaurant, side street, thinker, turning
Giving directions Describing locations and where people live Asking how to get to places
• Revision of instructions/directions • Verbs of motion: down, along • Prepositions with places: as far as, until, towards, after • Introduce able to for ability in the present form: Sorry I won’t be able to play. • Different spellings of vowel sounds
beginning, cage, forest, immediately, nightingale, peaceful, servant, wind/wound
aubergine, bone, digest, fibre, harm (v), hearing, heart, purple, share, vitamin,
Different ways of giving advice Describing excess or insufficiency Describing various ways to look after ourselves and others Talking about health and nutrition
• Use of so and neither for giving advice • Passive infinitive with should: New students should be shown around the school. • Revision of too much and too many • Revision of If I were you • Vocabulary for health and food
AND
23
22
21
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New vocabulary
Functions
Unit Structures
SCOPE SEQUENCE
W A
abbreviation 8 accurately 5 against 17 age 6 agree 22 air 2 alone 11 although 9 America 4 anyone 16 anything 16 anywhere 16 apostrophe 16 arrow 23 as far as 20 as soon as 7 athletics 17 aubergine 19
B
bad 9 beginning 21 behave 15 bite/bit 13 blade 3 bone 19 brain 20 bridge 20 burn (v) 11 bury 7 bus stop 15
C
cage 21 calculation 16 calculator 16 calories 12 cane (sugar) 6 carpet 18 cartoon 4 centimetre 6 ceremony 7 change (v) 12 channel (tv) 17 character 22 charity 18 cheerful 22 chess 10 China 10 click 23 cloud 2 collect 6 communicate 9 compare 6 condensation 2 condense 2 contact 8
O
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D continuous 12 cooker 11 cool (v) 1 cotton 6 crop 6 curtain 18
D
damage 18 dark 13 deliver 18 delivery 18 details 20 discover 18 discovery 18 diet 12 digest 19 direction 20 discovery 18 dive (v) 13 diving suit 14 dream (n) 4 drop (n) 2 dry (v) 1 during 15
E
earn 15 earthquake 18 electric 5 end (n) 3 energetic 22 energy 12 entrance 7 equip 18 equipment 15 escape (v) 4 etc. 8 evaporate 2 evaporation 2 everything 16 everywhere 5 exactly 24 excited 6 expect 24 extremely 22
F
fail 13 fair (complexion) 22 feel 4 feel 9 a few 12 fewer 12 fibre 19 finger 9 fire (v) 11 first-aid box 23 fitness 12
L
I
S
T
flexible 5 flight attendant 4 flour 6 follow (instructions) 5 follow 13 forest 21 France 10 free time 10 free 8 French 9 French (language) 14 frighten 14
G
gas 11 geography 10 get dirty 15 get fit 12 get ready 23 golden 6 government 18 gram 6 great (grandfather) 15 greedy 6 guest 24
H
hammer 3 handle 3 hard 9 hard-working 8 harm (v) 19 harvest 6 height 6 health 9 hearing 19 heart 19 hers 16 horrible 9 huge 13
I
icon 23 illness 4 immediately 21 impossible 15 IT 8
J
journey 7 judo 17
K
keep 6 keep in touch with 23 killer whale 13 kind (adj) 3
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W
O
L
laboratory 8 large 7 lay (an egg) 6 lend/lent 3 less 12 lifeboat 11 a little 12 light (adj, opposite of heavy) 6 long jump 17 look forward to 8
M
mathematical 16 mathematician 16 mathematics 8 matter (v) 24 measure 6 mend 3 message 9 metre 6 mine 16 minister 18 modern 5 more 12 motor racing 17 Ms 8
N
nail 3 navigate 18 navigation 17 needle 3 nightingale 21 no one 1 nothing16 nowhere16
O
ocean 11 offer (v) 5 on the other hand 15 ours 16 oval 22 over 17
P
Pacific Ocean 11 pack (v) 14 palm (hand) 9 parachuting 17 parents 13 part of speech 5 past 20 peaceful 21 pen friend 8 percent 17 photographer 4 piano 10 282
R
D pilot 5 pliers 3 plough 6 point 17 polite 8 popular 17 practise 10 prefer 8 preposition 20 probably 5 program (computer) 5 promise 24 pronoun 13 pull 7 pump up 10 purple 19 put on weight 12
Q
quantity 5 quite 8
R
railway 20 rally driving 17 ramp 7 really 8 recently 12 rectangular 22 refer to 24 repair 18 replacement 18 rescue 23 reserve (v) 7 restaurant 20 rise 1 Roman roof 3 rough 9 round 22
S
satellite 17 save (a life) 14 saw (n) 3 scissors 3 seat belt 23 sense 9 servant 21 sew 3 share 19 side street 20 sightsee 14 sign (language) 9 signal 23 singer 7 sink/sunk 11 slave 7 smart 14
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I
S
smooth 9 somewhere16 SOS 24 speech (part of) 5 spend 14 Sphinx 7 spill (v) 11 steam 2 still (adj) 14 stone 7 store (v) 5 storm 11 studio 10 submarine 13 sugar cane 6
T
take care of 23 terrible 11 terrified 4 test (v) 10 theirs 16 thinker 20 thumb 9 tomb 7 tongue 9 tool 3 torch 14 towards 13 track 23 tractor 6 trainer 12 transport 7 triangular 22 tunnel 18 turn into 1 turn over 23 turning 20 tyre 10
V
vapour 2 vitamin 19
W
water heater 18 wave (n) 11 weigh 6 weight 6 weight lifting 17 well-built 22 wheat 6 whose 16 wind/wound 21 wooden 3 wool 6 worried 4
Y
yours 16
T
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َج ْمع َ -د ْمج combination (n) ...................................... َي ْج َمع َ -ي ْد ِمج combine (v) ........................................... � ْأمر command ........................................................... �لذ�ك َرة َ -ي ْحفَظ َج ِّيد�ً commit to memory ........ َي َ�سع َج ِّيد�ً فى ِ �لتْكيز على ��س ِت ْخد�م �ل ُلغَة َع َملي ًا ِل َتبا ُدل communicate (v) ......... َ �ملَ ْعلومات �أو �لأفْكار �أو �لآر�ء َو��سلى communicative syllabus ........................ َم ْن َهج ت ُ ُي َك ِّمل complement .................................................... ُم َر اَّكب ُ -م َعقاَّد complicated .......................................... ُيوؤَلِّف compose ......................................................... ْ��ستيعاب -ف َْهم comprehension ..................................... َتيجة ُ -ي َل ِّخ�س conclude (v) ................... َي ْخ َت ِتم َ -ي َت ِو اَّ�سل �إىل ن َ �لقيام ِب َع َم اَّلية َب ْحث conducting research .......................... ِ ِثقَة confidence ......................................................... ُيوؤ َِّكد confirm ............................................................ ُم َِّي ُ -م ْربِك confusing ................................................ تالconsecutive .............................................. ُم َتتابِع ُ -م َت ِ �حلفاظ على �لبي َئةconservation of the environment ........ ِ �لع ِتبار consider ......................................... ياأخُ ذ فى َع ْي ْ ثابِت ُ -م اَّت ِ�سق ُ -م اَّط ِردconsistent ...................................... ُي َر ِّ�سخ ُ -ي َد ِّعم consolidate ............................................ هارة ُلغَو اَّية consolidation ................ ت َْعزيز �أو ت َْدعيم َمعلو َمة �أو َم َ � ُ حلروف �لثا ِب َتةconsonants ............................................. َت ْلويث contamination ................................................ �ص اَّية contemporary trends ............................ ِ�تاهات َع ْ ِ �ملَ ْو ِقف �لذى ت ُْ�س َت ْخ َدم فيه �ل ُلغَة و َي ْع َتمِ د علىcontext .................... �ملَ ْعنى �أو �ل�سياق (�سياق � َ حلديث) �صة contracted forms .................................. �ل�سيغ �ملُ ْخ َت َ َ َ َي َتبا َين contrast (v) ..................................................... �ل َت ْدريب �ملُ َو اَّجه (ت َْدريب ُ �لط ّلب من ِخللcontrolled practice... َ �ح ِتمالت �خلطاأ) �إطار ُم َع اَّي �أو َ ْتت � ْإ�ص�ف ِ�س ْبه ِ كامل ِل َتقْليل ْ موؤْتَ َرconvention ....................................................... ناظرcorresponding ........................................ ُمقابِل ُ -م ِ نا�سب مع corresponding to ......................... ت ت َ َت َتناغَ م مع َ َ - �ح ِت�م courtesy ......................................................... ْ �ل َتفْكي �لإ ْبد�عى�/ملُ ْب ِدع creative thinking ......................... َنقْد critique (n) ........................................................ َع ْب �لثَقافى cross-cultural ............................................ َع ْب � ِمل ْن َهجى cross-curricular ........................................ قاط َعة (ت َْدريب ُلغَوى من ِخلل crossword ................. َك ِلمات ُم َت ِ َ قاط َعة) �لك ِلمات �ملُ َت ِ َبيانات data ................................................................ َت � َ جل َدل َحو َله debated .................................................. َي ْ�س َت ْنبِط deduce ........................................................... ت َْعريف definition ....................................................... للم ْو ِقف �ل َت ْعليمىdemonstrate ........... ُي َو ِّ�سح من ِخلل �أد�ء ِف ْعلى َ َو ْ�سف description .................................................... َتفْ�سيلة detail ............................................................. 283
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َيلتزم abide ................................................................ بال َت َبعية accordingly ................................................... �إجناز achievement .................................................... �سار َكة ُ (ع ْك�س َ�س ْلبى) active.................. �لط اَّلب) �إيجابى َ ن َِ�سط ( ُم َ �ل َن�ساط ُ (كل ما َيقوم به �لطا ِلب من �أعمال لل َت ْدريب �أو �ل َت َع ُّلم) activity.. َي َت َك اَّيف َ -ي َتاأ ْق َلم adapt .................................................... إ�سافية additional revision ........................ ِو ْح َدة ُم َ ر�ج َعة � اَّ كاف adequately ............................................... ب َِ�س ْك ٍل ٍ َظ ْرف ُم َت َك ِّرر adverb of frequency ............................... نا�سح ُ -مر�سد advisor .................................................. ِ � ِتفاق agreement ....................................................... َه َدف aim ................................................................. ُي َخ ِّ�س�س allot ............................................................. ُي َح ِّلل analyse ........................................................... َي َتناول َ -طريقَة �ل َتناول approach ...................................... نا�سب ُ -ملئم appropriate .......................................... ُم ِ �أ َمل َ -م ْط َمح aspiration ............................................... ُيق َِّيم assess ............................................................... َتقْدير َ -تقْييم للأد�ء ِخلل ف َْتَة �ل َت َع ُّلم assessment .................... َي ْربِط ُ -ي ْر ِفق ُ -ي ْل ِحق attach ............................................. َي ْب ُلغ ُ -ي َح ِّ�سل attain ..................................................... َم ْو ِقع �إ ْن َت ِنت � ْأ�سلى authentic website ............................. � ْأ�س ِل اَّية َ -م ْوثو ِق اَّية authenticity ........................................ فية background .................................................... خَ ْل اَّ أ�سا�سية) basic ....................................... �أ�سا�سى (�ملَهار�ت �ل اَّ فارِ غ blank ............................................................... َي َتباهى َ -ي َتفاخَ ر boast .................................................... َح َركات � َ جل َ�سد �لتى ت َُو ِّ�سح �ملَ ْعنى body language .................. قاطع �أو � ْأجز�ء break down ............................... َتقْ�سيم �إىل َم ِ ُ ْم َت�ص brief ............................................................... ُي َك ِّون َك ِل َمة �أو ُج ْم َلة �أو َفق َْرةُ ،ج ْزء َب ْعد ُج ْزءbuild up (v) .......... ، �حلو�ر ِم ْثل بِناء ِ َمق ِْد َرة capability ....................................................... َي�سْ دو ُ -ي َغ ّنى chant ...................................................... ف َْو�سى َ -ع َدم �تِّباع ِنظام ُم َعي chaos ................................... �ل�س ْخ ِ�س اَّية character trait ................................. ِخ ْ�س َلة فى َ َي َتا اَّأكد َ -ي َت َحقاَّق ( َي ِجب على �ملُ َد ِّر�س �أن check (v) ..................... �لط ّلب َيقومون بال َت ْدريب على َ َيتا اَّأكد من �أن ُ �لطريقَة حيحة) َ حيحة و�ل َت َحقُّق من �أن �لإجابات َ�س َ �ل�س َ ر�ج َعة checklist ............................................... للم ة م قا ِئ َ ُ َ ُي َ�س ِّنف �إىل َ ْمموعات classify ........................................... �حلو�ر�ت �لتى تَدور فى �لف َْ�سل َب ْي �لطا ِلبclassroom dialogue.. ِ و�ملُ َد ِّر�س َ ،كما فى ِكتاب �ملُ َد ِّر�س � ،لتى هى ب َِخط ُ ْم َت ِلف إد�رة �لف َْ�سل classroom management .......................... � َ ت َْو�سيح clarification .................................................. ُثنائى ُمغ َلق ( َي ْع َمل �لطالبان مع ًا دون closed pairs .................... َ�سل) �أن َي ْ�س َم ْع ُهما َب ِق اَّية �لف ْ إ�سارة د� اَّلة clue ............................................................ � َ
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فية ��س ِت ْخد�م �ل ُلغَة ( َم َث ً لَ :ط َلب function (n) ........ َوظيفَة �ل ُلغَة َ -ك ْي اَّ �قت�ح �سئ ما � ...إلخ) �ل ْأ�سياء باأ َدبِ ، �لفَر�غات � -لف ََجو�ت gaps ............................................... � ُ نو�سة � -لنوع (ذ ََكر�/أُ ْنثَى) gender .................................... جل َ ِّ ُي َولد ُ -ي ْن ِتج generate (v) .............................................. �سادقgenuine ................................................ خا ِل�س ِ - َ �ليد � -حل َركات �ل َت ْعبي اَّية gesture ............................... �إ�سار�ت َ �ملحتوى �لأ�سا�سى ُ -ل ّب �ملو�سوع gist ................................... ريجي ًا gradually ...................................................... ت َْد ّ ت َْخمي guessing ........................................................ �ل َت ْوجيه �ل َت ْعليمى guidance .............................................. ُي َو ِّجه ُ -ي ْر ِ�سد guide (v) ................................................. عاد�تَ :ي ِجب على �ملُ َد ِّر�س �ل َت ْ�سميم على �لعاد�ت habits ............... (م ْثل ِكتا َبة � ُ � َ حلروف ب َِ�س ْكل َج ِّيد) ميدة ِ حل َ نا�ص ُ -ي َح ِّدد highlight .................................... ُي ْبِز � َأهم �ل َع ِ ة ي �خلا�سة باملَ ْن ِزلhousehold vocabulary .......... َ فرد�ت �ل ُلغَو اَّ �ملُ َ َي َت َع َرف على identify (v) ............................................... ياليةimaginary ............................................. ُم َت َخ اَّي َلة -خَ اَّ ُي َق ِّلد ُ -يحاكى imitate (v) .............................................. َي ْنغَمِ �س immerse ........................................................ َيعوق َ -يحول دون impede ............................................. َتفْكي ُم ْ�س َت ِقل independent thinking ............................. ُي�سي �إىل indicate ........................................................ �سَ ْخ�سى individual (adj) ............................................ �سَ ْخ�س individual (n) ................................................ ِت ْك نولوچيا �ملَ ْعلوماتinformation technology .................. ْ �سار َكة input (n) ....................................................... ُم َ ُم َو ِّجه instructor ........................................................ َي ْد ِمج integrate .......................................................... َي َت َع اَّمد َ -يق ِْ�سد intend .................................................... فاعل interact ........................................................... َي َت َ د�خل interpersonal ................................................ ُم َت ِ �ساذ -غَ ْي َ َنطى irregular ............................................... َو�عد �لعا َمةirregular verb ................. ِف ْعل �ساذ ل َت ْن َطبِق ع َل ْيه �لق ِ ِل َت ْ�صيف �لأفْعال ِكتا َبة (خَ ط) ت َْع َتمِ د َعلى تَ�سبيك � ُ حلروف joined-up handwriting لحظ عن َكثَب َلي ْج َعل �ل َتلميذ فى keep a check ................... ُي ِ للع ْلم َم ْو ِقف ��س ِت ْعد�د ِ َم ْع ِرفَة (ما َي َت َع اَّلمه �لطا ِلب) knowledge ................................. ُي َع ِّلم label (v) ............................................................ عال َ -عل َمة بارِ َزةlandmark ............................ َم ْع َلم َ � -أحد �ملَ ِ �ل ْأ�س ِئ َلة �لتى َ ْت َعل �لطا ِلب َي َت َح اَّدث leading questions .............. �لأ�ساليب �ملُ ْخ َت ِلفَة لل َت ْعليم learning strategies ...................... َوقْت �لفَر�غ leisure ...................................................... �ملُ ْح َتوى �ملُ ْع َجمى � -ملُ ْح َتوى �ل اَّلفْظى lexical content ............... �أ َدبى literary ............................................................. َوحد�ت رئي�سية main units ............................................ اَّ َي ْ�س َنع َ -ي ْخ َت ِلق make up (v) ..........................................
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نام developing ......................................................... ٍ ِحو�ر dialogue .......................................................... � ْإملء dictation .......................................................... �خ ِتلف فى �لر�أى disagreement .................................... ِخطاب َ -حديث discourse ........................................... ُينا ِق�س ُ -ي�سارِ ك discuss (v) ........................................... َج َدل ُ -مناق ََ�سة dispute ................................................. ��سطر�ب -تَ�سْ وي�س disruption ........................... �خ ِتلل ِ - ْ ُي ْدرِ ك �لف َْرق بي distinguish (v) ..................................... للمو� ِقف) dramatic ....................... در�ماتيكى (�لأد�ء �ل َت ْمثيلى َ ْ ُيق ِْحم َ -ي ْج َعل �لطا ِلب ُي�سارِ ك فى تَكر�ر �ل َع َمل drill (v) .............. ب َِه َدف �ل َت َع ُّلم َف ّعال effective .......................................................... للعلم effective techniques ..................... �لأ�ساليب �ل َف ّعا َلة ِ �ل�صح ُ -ي ْ�سهِ ب elaborate .................................. َي َت َو اَّ�سع فى َ ْ َ ُ َ ّ مو اَّج َهة elicit ............... ة ل ئ أ�س � ب ل �لط أل ا �س ي لم �لك َي ْ�س َت ْدرِ ج فى ِ ْ َ َْ َ عرفونَه من �أفْكار �أو َم ْعلومات، لكى ُي ِ �ساهمو� ِبا َي ِ �ساع َد ُهم على �لو�سول َمعانِ � ،أو ِنقاط ُلغَو اَّية �أو ُلي ِ �إىل هذه �ل ِنقاط َبريد �إ ِلكتونى e-mail .................................................... مية emphasising .............................. �لتاأكيد على � -إ ْبر�ز � َأه اَّ قادر�ً على � ْإجناز َه َدف ُم َعي enable ............. ُ َي ِّكن َ -ي ْج َعل �لطا ِلب ِ ُي َ�س ِّجع encourage ...................................................... َي ْن َ�س ِغل بِ�سئ َ -ي ْنغَمِ �س فيه engage in .................................. َحما�س enthusiasm ................................................... َح َدث event .............................................................. ُيبا ِلغ ُ -ي َ�س ِّخم exaggerate (v) ....................................... َي َتبا َدل -تَبا ُدل exchange ............................................... كا ِئن َ -م ْوجود existing ................................................ َع َمل َج ِّيد exploit (n) .................................................. َي ْ�س َت ِغل exploit (v) ...................................................... عامل خارِ جى exposure ........................................ َت َع ُّر�س ِل ِ َي َت َو اَّ�سع فى ��س ِت ْخد�م ُ -ي َن ّمى express (v) .............................. بالو ْجه expression (facial) ................................... ت َْعبي َ َيْ َتد extend (v) ......................................................... �م ِتد�د extension (n) .................................................. ُي َ�س ِّهل facilitate ......................................................... َي ْج َعل �ل�سئ ماألوف ًا familiarise ......................................... َم ِرن flexible ............................................................. ُي َر ِّكز على focus on (v) ................................................ ُمتا َب َعة عن ق ُْرب follow up .............................................. تَ�سْ كيل format ........................................................... �إطار َ -ه ْي َكل ِ -نظام ُم َب اَّ�سط (لل َت ْدري�س) framework ................. �ل َت ْدريب � ُ (حيث َي ْختار �لطا ِلب �لأفْكار و�ل ُلغَة free practice .... حلر َ َ و َي ْ�س َت ْخ ِدمها بِطلقَة) �لكتا َبة � ُ �سائية free writing ................................... ِ حل اَّرة �لإ ْن اَّ َ ْ ْ ْ ب َِ�سكل تَكر�رى -ب َِ�سكل ُم َتك ِّررfrequently ........................... ُي�سْ بِعfulfil ................................................................. 284
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و�ل�س ْكل ،وكذلك presentation (n) ......... َتقْدمي �ملَ ْعنى و�ل�سوت َ َتقْدمي �أى تَ ْرينَ ِ ،ب ْعنى تَقدمي �ملَ ْو ِقف ،ما َي ِجب على ُ �ل�سورة � ...إلخ �لط ّلب َع َم ُله با�س ِت ْخد�م َ �ل َع َمل �لثُنائى �خلا�س private pair work ............................ ت َْدريب َيقوم ُ �لط ّلب فيه بال َتفْكي فى َحل problem-solving ........ ُم�سْ ِك َلة �أو ُل ْع َبة و��س ِت ْخد�م �ل ُلغَة فى ُمناق ََ�سة هذ� � َ حلل �إجر�ء�ت (لإجناز َع َمل ُم َع اَّي) procedure ............................... ناعية �أو � ...إلخ) process .......................... إنتاجية �أو ِ�س اَّ َع َم ِل اَّية (� اَّ َتق َُّدم َ َ -ت ُّ�سن progress .................................................. َم ْ�صوع project .......................................................... ن ُْطق َ -طريقَة ن ُْطق pronunciation .................................... (��ست�ك �إثني من ُ �لط ّلب فىpublic pair work ... َع َمل ُثنائى َع َلنى ِ َ�سل) ِحو�ر �أمام باقى ُط ّلب �لف ْ غَ َر�س purpose ........................................................... َي ْع ِر�س put on display ................................................ َ قاط َعة)puzzle ........................................ ُلغْز (كالك ِلمات �ملُ َت ِ ��س ِتطلع َر�أىquestionnaire .......................................... َع�سْ و�ئى -غي ِنظامى َ -ي ْع َتمِ د على �ملُفاجئة random .................. �لختيار عند ْ قيقية realia .................................................. ح ة ي ن � ْأ�سياء َع ْي ِ اَّ َ اَّ و� ِقعى realistic ........................................................... َم ْو ِقف ت َْعليمي و� ِقعى realistic situation ............................ ر�جع ما َح َدث recap .................................................... ُي ِ َي ْتلو َ -يقْر�أ recite .......................................................... لحظ َ -ي ْع َتِفrecognise .................................... ُي ْدرِ ك ُ -ي ِ ْ�ع ِت�ف � -إقْر�ر recognition ........................................... ُيعيد بِناء reconstruct .................................................... ديدة recycling ............ ��س ِت ْخد�م �ل ُلغَة �ل�سابِق َت َع ُّلمها فى َمو� ِقف َج َ لل�سفَحات reduced reproductions ................. �إنتاج ُم َ�سغاَّر َ ُي�سي �إىل ُ -ي ْر ِجع �إىل َج ْد َول َ -ي ُدل على refer to (v) .................. ِف ْعل عادى َ َو�عد �لعامة ِل َت ْ�صيف �لأفْعال) regular verb (تنطبِق عليه �لق ِ ُيق َّوى ُ -ي َد ِّعم reinforce ................................................ َي ْر َتبِط َ -ي ْربِط بي �سَ يئي relate to ....................................... ُم َ َت ِّدد reluctant .......................................................... َط َلب request (n) ....................................................... ُم َت َط اَّلباتrequirements ................................................ (كتاب �لطا ِلب) resource ....................................... َم ْ�س َدر ِ َي ْ�س َتجيب respond ....................................................... ْ��س ِتجا َبة response ....................................................... َم ْ�سئو ِل اَّيةresponsibility ................................................ � ْإرجاع ��ْ -س ِتْجاع retrieval ............................................ ر�ج َعة revision ......................................................... ُم َ َ�سيدة ُم َن اَّظ َمةrhyme (n) ................................................ ق َ مية َ ن ت ل ورى �ص (وهو ة تي و إيقاع � �لطلقَة) rhythm ................... َ ِ َ َ َْ َ ُ لغْزriddle .................................................................. ت َْدريب تَ ْثيلى ( َيقوم ُ �لط ّلب فيه ِببِناء ُما َد َثة وتَ ْثي َلها فىrole play ...... َم ْو ِقف ُم َع ّي) 285
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ُيدير manage (v) ....................................................... ُمدير manager ........................................................... َم ْعنى meaning .......................................................... ذو َم ْعنى meaningful .................................................. َو َ�سط medium .......................................................... ُنق َْطة ت َْذكي اَّية mental note ............................................. َطريقَة method ........................................................... ُنوذَج ِ -مثال (ل ُلغَة �لتى َن َت َوقاَّع من �لطا ِلب model (n) ................ فية �أد�ء ت َْدريب �أو نَ�ساط ُم َع اَّي) ��س ِت ْخ ِ د�مها �أو َك ْي اَّ ُي َ�س ِّوق ُ -ي َحفِّز ُ (�لط ّلب لأد�ء �ل َت ْدريب �أو �ل َن�ساط) motivate (v) .... َه َدف objective ........................................................ َي ْح ُدث َ -يقَع occur ..................................................... ت َْدريب َي ْه ِدف �ىل ��س ِت ْبعاد َ �لك ِل َمة �أو � َ حل ْرف �ل�ساذ odd one out ..... بال ِن ْ�س َبة َ للك ِلمات �ملَ ْوجو َدة َي ْح ِذف omit (v) ........................................................ ُم ْ�س َتمِ ر ongoing ......................................................... �ل َتقْييم �ملُ ْ�س َتمِ ر ongoing assessment .............................. ُثنائى َمفْتوح ( َي ْع ِر�س �لطا ِلبان َع َم َل ُهما �أمام �لف َْ�سل) open pairs ...... ف ُْر َ�سة ُ -م َاو َلة لل َت َع ُّلم opportunity .................................... فاهي ًا orally ............................................................. �سَ ِ َت ْنظيمى organisational ............................................... �ص َعة �أد�ء �ملُ َت َع ِّلم pace ..................................................... ُْ ُيعيد ِ�سياغَ ة paraphrase (v) .......................................... ُي�سارِ ك participate ..................................................... ُم اَّعي particular ......................................................... َو ْقفَة قَ�سية pause (v) .................................................. ت َْ�سحيح ُثنائى ( َيقوم كل من �لطا ِل َب ْي ِب َت ْ�سحيحpeer correction ..... َع َمل �لآخَ ر) ُز َملء peers ............................................................... �لأد�ء (فى ��س ِت ْخد�م �ل ُلغَة �أو �ل َت ْدريب �أو �ل َن�ساط) performance ...... ب َِ�سكل د�ئم �أو ُم ْ�س َتمِ رpermanently ................................... ُم َع ِّلم �سَ ْخ�سى personal tutor ......................................... �ل َن َمط �ل َلفْظى phonic pattern ........................................ َو�عد �ل َلفْظ phonics ................................. ِع ْلم �ل ْأ�سو�ت -ق ِ (�لثانية عادة تَكون َح ْرف َجر)phrasal verb.. ِف ْعل َي َت َك ِّون من َك ِل َم َتي َ هو كل نَ�ساط يوؤديه �لطا ِلب َليف َْهم �ل ُلغَة practice (n) .................. و َي ْ�س َت ْخ ِدمها فى �ملَو� ِقف �ملُ ْخ َت ِلفَة ُي ْثنى ُ -ي ْطرى َ -يْ َدح praise (v) ....................................... َي َت َوقاَّع َ -ي َت َن اَّباأ predict ..................................................... َتفْ�سيل preference ..................................................... �ساع َدة ُي ْعطيها �ملُ َد ِّر�س ُ للط ّلب قَبل pre-questions ........... �أ�سئ َلة ُم ِ �لتْكيز على ِنقاط �أو �أفْكار �ساع ْد ُهم على َ �ل�س ِتماع ُلي ِ �لق ْط َعة ُم َع اَّي َنة فى ِ أن�س َطة �أو ت َْدريبات ( َيقوم بها �لطا ِلب قَبل ِقر�ءة pre-reading .......... � ِ �لقط َعة و�ل ُلغَة �ساعده على ف َْهم َم ْ�سمون ِ ِقط َعة ُم َع اَّي َنة ل ُت ِ �أو َ �لك ِلمات �ملُ�س َت ْخ َد َمة فيها) ُيق َِّدم َ -ي ْع ِر�س present (v) ............................................
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َي ِحل �سيئ ًا َمكان �آخَ ر swap (v) .......................................... ظامي ًا systematically ............................... ب َِ�س ْكل ُم َن اَّظم ِ -ن ّ ُيعا ِلج tackle (v) ......................................................... �سيا�سة tactic ................................................... �أ�سلوب َ - إيجابية talk positively ..................................... َي َت َح اَّدث با اَّ �ل�ص�ئط tapescript ........................... نَ�س �ملا َدة �ملَ ْوجو َدة على َ هدفَة � -ملَ ْطلوب تَدري�سها target work .................... �ملَ َه اَّمة �ملُ ْ�س َت َ تَ رين -تَدريب -نَ�ساط ُلغَوى task ...................................... �ل َن�ساط �لذى َي ْع َتمِ د على �ملُ َد ِّر�س teacher-centred .................. �ساع َدة و ُمعي َنة teaching aids/materials ........... ليمية ُم ِ َمو�د ت َْع اَّ على �ل َت َع ُّلم �أ�سلوب technique ...................................................... َمرعوب َ -م ْذعور terrified ............................................. �ملا َدة �ملَ ْكتو َبة � -ل َن�س text ................................................ َم ْو�سوع topic ............................................................ �لكتا َبة )trace (v ر�حل َت َع ُّلم ِ ر�سم بال َق َلم َ -ي َت َت َبع خط َم ْنقوط َ � -أحد َم ِ َي ُ َ َي ِنقل �مل ْعلومات transfer information (v) ........................ َي ْبد�أ trigger (v) ......................................................... و�سك � ُ حلدوث upcoming ........................ ِ �لقادم � -لذى على ْ َو�عدها �أو �سَ ْك َلها) use (n) ........ ��س ِت ْخد�م �ل ُلغَة (ولي�س ُم اََّرد �ملَ ْع ِرفَة ِبق ِ نا ِفع ُ -مفيد useful ....................................................... َي�س َت ْخ ِدم ُ -ي َو ِّظف utilise ................................................ �ل َت َن ُّوع variety ........................................................... �أنو�ع من variety of .................................................... َي ْخ َت ِلف َ -ي َت َن اَّوع vary ..................................................... تا ُّأكد من ِ�س اَّحة �سئ ْ َ -تقيق -ت ََيقُّن verification ..................... و�ل َعك�س بال َعك�س vice versa .......................................... �ل�صح ِم ْثل visual aids ............. �لب َ�ص اَّية (�لتى ت ِ َ ُ�ساعد فى َ ْ �لو�سائل َ و�لر�سوم) ر و �ل�س ُ َ ُ َح ْرف ُم َت َح ِّرك vowel .................................................... �لد ْر�س warm-up (n) .................... �ل َت ْن�سيط و�ل�س ِت ْعد�د ق َْبل بِدء َ �إرجاع �صيط �ل َت ْ�سجيل �إىل َمكان ُم َعي wind ............................. حاول �أن َي ِجد �إجا َبة work out (v) .......................... ُيف َِّكر ُ -ي ِ �لكتا َبة writing patterns ....................................... � ْأناط ِ
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ُعنو�ن جا ِنبى ُي َو ِّ�سح ما هو �ملَ ْطلوب من �ل َت ْدريب �ل ُلغَوى rubric ........ يوؤَ ِّمن safeguard ........................................................ َي َت َ�سفاَّح scan................................................................ �ل�صي َعة scanning ................................................ ِ �لقر�ءة َ �لع ْلمى scientific thinking ................................. �ل َتفكي ِ ُي َع ِّنف scold ............................................................... َي ْ�سعى seek ................................................................ قائي ًا selectively ................................... ب َِ�س ْكل � ْن ِتقائى ْ � -ن ِت ّ (حيث َيقوم �لطا ِلب ِب َتقْييم َمدى self-evaluation ...... َتقْييم �لذ�ت َ َتق َُدمه �ل ُلغَوى) �ل َت ْعبي عن �لذ�ت self-expression ................................... َمهار�ت �ل َت ْح�سيل �لذ�تى self-study skills .......................... تَتا ُبع -ت ََ�س ْل ُ�سل sequence (n) ......................................... ُي َرتِّب sequence (v) ................................................... َم ْو ِقف ت َْعليمى situation ................................................. هارة (�ملَهار�ت �ل ُلغَو اَّية �لأر َبع� :ل�س ِتماع � -ل َت َح ُّدث skill ........... - َم َ �لكتا َبةَ .كذ ِلك َث اَّمة َمهار�ت � ْأ�سغَر ِم ْثل �لف َْهم �لقر�ءة ِ ِ َ ْ �ل�صي َعة � ...إلخ) ر�ءة �لق ة، ع ط ق نى ع �لعام ملِ ِ ِ َ ْ َ َيقْر�أ ِقر�ءة َ�صي َعة skim ..................................................... ر�ءتها َ�صيع ًا للإملام ب َِج ْو َهر skimming ............... ت ََ�سفُّح ِ �لق ْط َعة و ِق َ �ملَ ْو�سوع (�ملَ ْعنى �لعام) َلق َْطة ت َْ�سوير اَّية snapshot ................................................ َي ْخ َت ِب ن ُْطق َ �لك ِل َمة ُ -ي ْ�س ِدر َ�س ْوت ًا sound out (v) ..................... خا�س ُ -م اََّدد ُ -م َعي specific ......................................... مو��سفات specifications ............................................ َ �لكلم (بالونَة َ ُقاعة َ �لكلم �لتى ت َْظ َهر فى speech bubble .......... ف َ �سيحية) �لر�سوم �ل َت ْو اَّ ُ �أُ ُ�س�س َ -معايي standards ............................................... ت َْخزين storage .......................................................... تَ�سْ ديد فى �ل ُن ْطق (على �ملَق َْطع �لذى نُريد �أن َنو ِّ�س َحه stress (n) ....... َنطقْه ب َِ�س ْوت عال ،وهى ها َمة جد�ً َ للطلقَة �أو ن ِ و�لو�سوح فى � َ حلديث) �سارِ م ( َي ِجب على �ملُ َد ِّر�س �أن َيكون �سارِ م ًا مع ُ �لط ّلب) strict ......... بِنائى structural ......................................................... َم ْن َهج ت َْعليمى ِنظامى َم ْبنى على َطريقَة structural syllabus ........ طية فى َتقْدمي �ل ُلغَة َ َن اَّ �لتْكيب structure .............................................. �ل ِب ْن َية َ - �ل َن�ساط �لذى َي ْع َتمِ د على �لطا ِلب ولي�س �ملُ َد ِّر�س student-centred ... ر��سة (�لف َْهم و�ل�ستيعابstudy skill .................... ، َمهار�ت ِ �لد َ �حلفْظ عن َظ ْهر َق ْلب) ولي�س ِ َبديل substitute (n) ................................................... َي ْ�س َت ِبدل substitute (v) ................................................ ناجح successful ....................................................... ِ ُي َل ِّخ�س summarise .................................................... ُم َل اَّخ�س summary ...................................................... ُي�سا ِند ُ -ي َد ِّعم ُ -يوؤ اَّيد support (v) .................................... طلعية َ -م ْ�سح survey (n) ................................. ر��سة ��س ِت ِد َ اَّ 286