22teachers book

(6th Preparatory

by Caroline de Messieres, Neil Blacknell and LynEdwards Editorial and Adaptation Committee Ministry of Education English Curriculum Committee Malek Mohamed juda - Head of the English Curric.ulum Adil Ali Moussa - Senior Education Specialist Muayyad Naji Ahmed- Head of English Department in the Open Education College Ramzi Nouri Abdullah -Senior Education Specialist Batool Faeq Abdulwahid - Senior Education Specialist

Teacher's Book

Published by Garnet Publishing Ltd. 8 Southern Court, South Street, Reading RGl 4QS, UK First edition, copyrightŠ 201 3 Garnet Publishing Ltd .

rC The right of the authors to be identified as authors of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved . No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publisher. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

Every effort has been made to trace the copyright holders and we apologize in advance for any unintentional omissions. We will be happy to insert the appropriate acknowledgements in any subsequent editions.

IRQ13 TB 6thP

The Ministry of Education would like to thank the following specialists for their invaluable advice, expertise and hard work in support of the Editorial and Adaptation Committee during the course of the project: Sa jed a Naser Khudair- Senior Education Specialist Faten Fakhri Khalaf- Primary Education Supervisor Eman Selman Farhan -Teacher of English Hala Talib Hammood- Teacher of English

INTRODUCTION

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English for Iraq, 6th Preparatory .......................................................................... 2

2

Approach to teaching ........................................................................................... . 2

3

Components of the course ...................................................................................... 3

4

Organization ........................................................................................................ 4

5

Features of the course .......................................................................................... 4

6

Advice to teachers of 6th Preparatory .................................................................... 5

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Teaching in English for Iraq, 6th Preparatory ........................................................ 8

TEACHING NOTES

Unit 1 ......................... :,................................................................................................ 14 Unit 2 ...... .... ......................... ....... .......................................... ........................ ........ ... ... 34 Unit 3 ......................... :................................................................................................ 52 Unit Unit Unit Unit

4 5 6 7

··························'································································································ 72 ...................... , .................................................................................... .... ........... 84 ..........................:.............................................................................................. 104 ' ......................... :.............................................................................................. 124

Unit 8 ··························'·······················_:..!····································································· 142

APPENDICES

Appendix A:

Classroom activities and games ...................................... .... .. ........ ...... 154

Appendix B:

Glossary ............................................................................................ 157

Appendix C:

Complet~

Appendix D:

Transcripts ................................ ... ........................................... ....... ..... 164

Appendix E:

Guidance notes for Literature Focus .................................. ....... ........... 177

alphabetical word list ........... ............................................... 161

Notes ......................... , .............................................................................................. 178

1 English for Iraq, 6th Preparatory This course has been developed for the teaching of English to students in 6th Preparatory. The course has been specifically designed to reflect the fact that the students are young adults. It covers topics that draw upon their knowledge and experience of the world, as well as their personal interests.

As the final book in the 12-year cycle, the course provides clear preparation for the final examination. At the same time, the course continues to provide the same framework of learning as in the preceding two books of the series: • an opportunity for the students to expand their knowledge of English and become more fluent users of the language; • encouragement for the students to develop their study skills and become more independent learners; • an analytical approach to grammar that helps the students analyse patterns of language and look at detailed examples of key language of the course (see 'Features of the course 5.2 Grammar and Functions Reference' below).

The content and approach of the course reflect the fact that, as well as using English in class, the students will increasingly need to use English in the 'real world'. The emphasis of the topics is therefore on two areas: • Life outside school- dealing with situations where they are likely to encounter English.

• Life after school -dealing with university study or future careers.

The emphasis of the course is therefore on English as an international language, and on the students' longterm as well as short-term goals.

2 Approach to teaching Description of the approach English for Iraq, 6th Preparatory is a topic-based course that follows a clear grammatical and functional syllabus. The grammatical syllabus revises and extends the grammatical areas the students have already

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studied. Within this framework there is a coherent strand of skills development which builds on previous study. The organizational principle on which this is based is generally considered to be the most effective for use within state school systems, where there are a variety of constraints on learning.

The main constraint is time. Lack of time means that lessons can only provide a framework within which language can develop. Students will inevitably need to put in extra work, whether by studying independently, taking additional courses of study or travelling to English-speaking countries.

An additional constraint is the importance of testing within the state system. As a result, English for Iraq, 6th Preparatory contains more focus on how to tackle exams, as well as the increased emphasis on knowledge of the language that is contained in the Secondary series as a whole.

English for Iraq, 6th Preparatory applies a communicative approach to teaching and learning, and takes the development of communicative competence as its principal aim. Within the overall principles of communicative methodology, a wide variety of strategies are used.

One important strategy, which has been introduced in the Secondary stage, is a more overt analysis of the structure of the language. This has been adopted for a number of reasons: • The cognitive ability of students at this age means that they are better able to understand the concepts behind the rules of English and how they help to convey meaning. In other words, the study of structure becomes part of the development of communicative competence.

• Language needs constant recycling if students are to develop accuracy and fluency. Study of how language is put together is an opportunity for learners to revisit language previously studied in a less academic way. The process of discovery also helps give the students a sense of ownership and makes the language more memorable.

English for Iraq Teacher's Book 6th Preparatory: Introduction

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The constraints placed on t aching by the state examination system, especi lly at 6th Preparatory, mean that students need to demonstrate both knowledge of language and an ability to use the language. Fortunately, these two aspects go hand in hand, to some extent, for students of this age group.

Within this approach to learning, mistakes should be seen as part of the developmental process. Students at the Secondary stage need to be encouraged to think for themselves and experiment with the language.

However, the teacher has a clear role in bringing clarity to the process with regular class-based summaries of progress. The 'Test yourself' section at the end of each unit is a useful reminder to do this on a regular basis.

Self-study and individual learning form an important strand of the course. In 4th and 5th Preparatory, the students are shown how to fill in learner diaries and how to keep vocabulary notebooks. In 6th Preparatory the students are expected to build on the skills they have learnt and carry out homework assignments, research and revision. The continued development of self-study skills should also be encouraged during class time, with students working through activities on their own to arrive at their own answers and conclusions.

These can then be discussed and corrected with a partner, a group or the whole class, as part of the learning process.

3 Components of the course Student's Book: This book is used to present new language, as well as provide activities for the development of language skills. The book contains a variety of texts, including articles, e-mails, advertisements, leaflets, interviews and questionnaires. The texts are highly illustrated and supported by clear instructions for the benefit of both teachers and students. The Student's Book also provides regular opportunities for speaking practice, in the form of group discussions, pairwork, model conversations and role plays. At the end of the book, there is a Grammar and Functions Reference section to help the students understand both the rules of grammar and how they are applied.

Activity Book: This book contains tasks to consolidate and practise language presented in the Student's Book. The exercises also develop the skills of listening, reading and writing and help the students improve their learning skills. There are examination tips and Test yourself activities, specifically designed to help the students rey-ise for the examination.

Audio: The audio extracts are an essential part of the course. They comprise recorded discussions, dialogues, conversations and monologues to help provide a model of language and continue the development of listening skills. However, 6th Preparatory has less focus on listening than the previous two grades in line with the demands of the final examination.

Teacher's Book: The contents are listed at the beginning of this book. This Introduction is followed by detailed plans for every lesson. These are laid out as follows: • A box showing the materials required, the lesson aims, the language and vocabulary presented.

• Easy-to-follow lesson notes divided into stages.

This has been done to help teachers manage their lesson timings. Approximate timings are provided for each Student's Book and Activity Book exercise.

Each _g_nit of the Teacher's Book also has a summary of the language and activities included, and a unit word list.

Explanation of abbreviations SB4: Student's Book page 4 AB6: Activity Book page 6 Audio Section 8 "8: Teacher's Book page 24 TB24: GR44: Grammar and Functions Reference page 44 T: Teacher Student S: Class C: Group G: Appendices: These contain: • a list of activities and games; • a glossary of terms used in the Teacher's Book; • a complete alphabetical word list for 6th Preparatory; • transcripts.

English for Iraq Teacher's Book 6th Preparatory: Introduction

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4 Organization 6th Preparatory is organized into eight units. All eight units are organized on a topic basis. Units 1 to 3 and 5 to 7 revise and develop the language the students have learnt up to this point in their study, while Units 4 and 8 focus on revision in preparation for the final examination at the end of the first and second semesters. Each unit follows the same pattern. They contain (in this order): • Eight core lessons • One 'Test yourself' lesson • One reading extension lesson The test at the end of the unit focuses on language that has been covered in that unit. It also includes some grammar and vocabulary from previous learning. This enables the teacher to assess students' understanding of the unit just covered, as well as the syllabus as a whole.

The last lesson of each unit provides an additional reading text. This is not part of the core material and can be omitted if there is insufficient time to make use of it in the class. However, if this is the case, the students should be encouraged to read it in their own time. If there is time, the text can be used to further develop areas of grammar, vocabulary and skills that have been covered in the unit. This extension work is not compulsory, although in a few instances there are small items that it is beneficial to cover as preparation for later lessons. Where this is the case, a note is made in the Teacher's Book.

5 Features of the course 5.1 'Test yourself lessons Lesson 9 of the Activity Book in each unit is set aside for the students to test their progress and practise the types of activities they will meet in the exam. These are not tests in the strict sense of the word, and it is acceptable for the students to work on them in pairs or groups. Their purpose is to help the students to work independently of the teacher and familiarize themselves with the exam questions.

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Each test gives practice in the areas the students will meet in the exam: vocabulary, grammar and writing.

There is no direct testing of reading, as it is considered that the students have enough practice in the core material as well as the opportunity for further practice in Lesson 10.

Students should already be used to the idea that they will be assessed near the end of each unit. However, they will need to be reminded in advance so that they have plenty of time to revise. The teacher should leave the students to work independently, to give them some sense of examination conditions. However, as mentioned above, they should be allowed to consult each other as they work.

Wherever possible, the tasks in the test are very similar to tasks the students have encountered before in the Student's Book or Activity Book. The students are required to follow the same principles that they have applied to the vocabulary, grammar and writing activities they have practised in the unit.

It should be possible for all the students to finish the writtenCtests in the time given. At the end of each test, the teacher should collect all the Activity Books for marking. A written record should be kept of each student's performance in the tests. This record could usefully be broken down into different sections (reading, listening, vocabulary, writing).

In the last lesson of each unit, it is advisable to review and practise any parts of the test that posed problems.

This should be done before the marked tests are returned to the students so that they are not distracted by looking at their own results. Although the results can be taken as an indication of progress, the teacher should encourage students to be more interested in issues that arose while taking the test and to reflect on how they can improve their performance.

5.2 Grammar and Functions Reference This is a key feature of the English for Iraq series.

Specially written pages at the back of the Student's Book expand on the key language points in each unit.

English for Iraq Teacher's Book 6th Preparatory: Introduction

Detailed explanations of usage and realistic examples are provided to help the students develop their grammatical competence. The green language boxes in the Student's Book contain page references to link them to the relevant entries in the Grammar and Functions Reference.

5.3 Homework activities Each unit in 6th Preparatory has approximately five homework tasks. These do not always involve written work, but may require the students to find out information at home, interview relatives or prepare things to bring into class.

5.4 Using a dictionary The importance of independent learning has already been mentioned in Section 2. As a step on the way to becoming independent learners, the students should begin to make more use of monolingual dictionaries when they read and write. This is a habit that needs a lot of encouragement.

S~udents are reluctant to use dictionaries for a number

of reasons. One reason is simply that they are not sure how to access all the information that dictionaries contain. This is why the students are shown how to do this at the beginning of 4th Preparatory, then encouraged to practise referring to dictionary entries throughout 4th and 5th Preparatory.

The students are also shown how to make use of phonemic script, as this is an essential aid to pronunciation. All the symbols that represent vowel sounds and consonant sounds in English are presented by the end of 5th Preparatory. In 6th Preparatory, the teacher should continue to remind the students of the phonemic script so that they are able to make use of it effectively and efficiently.

Please note: vocabulary items marked with * in the word lists are non-testable, meaning that students do not need to revise them.

6 Advice to teachers of 6th Preparatory 6.1 Teaching English to young adults It is important for teachers to be aware of some of the characteristics of eighteen-year-olds and over that affect teaching and learning. These have been taken into account in the design of this course.

General characteristics and how to respond to them: • Clearer personal goals: teachers need to tap into the positive aspects of their students' goals and encourage the students to shape these goals for their long-term benefit and the benefit of society.

• Firmer opinions: teachers need to understand and acknowledge the opinions of the students, while at the same time introducing them to alternative ways of thinking.

• Greater interest in the outside world: students can be motivated to find out more about the world and make use of this knowledge in classroom discussions.

• Importance of peer pressure: teachers need a clear strategy to identify students who have influence over their peers, so that their leadership qualities can be used for the good of the class.

Educational charactegstics: • Understanding of abstract concepts: this is a key aspect of educational growth. Students should be encouraged to take an interest in the underlying concepts and rules of English.

• Critical thinking: the ability of students to evaluate alternative courses of action can be harnessed to promote spoken and written skills.

• A more reflective attitude to information: students should be encouraged to interpret the meaning of listening and reading texts in their own way and to discuss the interpretations of others.

6.2 Lesson planning It is advisable to read the Unit summary and teaching notes for each unit before beginning to teach it. This will give a clear idea of the content and activity types in the unit well in advance. It is also a good idea to plan blocks of lessons at a time, for example, a week's

English for Iraq Teacher's Book 6th Preparatory: Introduction

5

classes. This will make it easier to gauge the students' progress and to prioritize. Individual lessons should be planned at least a day in advance, to allow time to gather the appropriate materials and become familiar with the content of the lesson.

Planning a lesson in advance will also result in greater confidence during the lesson. This confidence will facilitate appropriate decisions during a lesson. It will also be easier to manage time; for example, knowing which activities can be left out if time is short, or when to stop an activity if it seems to be taking up a disproportionate amount of time. Note that approximate timings are provided for each stage of the lesson as guidelines for the expected duration and relative importance of each activity. However, it is left to the teacher's judgement to manage class time. The key to good time management is to have a clear idea of the essential aims of the lesson.

Plenty of time should be allowed before a lesson to plan the following important areas: • classroom language; • use of the board in the lesson; • layout of the class (arrangement and movement of furniture, organizing the class into groups, etc.).

Using objects, photos and authentic materials such as leaflets, books, posters and timetables in English lessons is a good way of keeping the students' attention. Although the use of realia is not essential (because the texts in the Student's Book are designed to be as realistic as possible), learners respond well to three-dimensional stimuli. The time taken in finding realia will be well rewarded by the opportunities for practice and stimulating discussion that objects, pictures and articles provide in class.

6.3 Recycling language The teaching notes for some lessons include ways of recycling language from earlier units. However, it is assumed that teachers will take every opportunity to do this throughout the course. There should be a variety of regular routines for revision, so that it is both repetitive and varied. For example, get the students to ask their partner questions, then report back to the teacher.

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Other points that can be revised during a lesson include: • Social language and ways of keeping a conversation going, including question tags: Really? That's nice. Was it?

• Phrases for asking for and expressing opinions: What do you think? I think ... I agree ... I disagree. Maybe you're right.

• Describing location and giving directions: Where's the new shopping mall? How do I get to the bank from here?

• Adjectives to describe experiences and places: What was it like? How did you feel? Was it interesting?

• Using a range of tenses: What did you do? What happened next? What was your friend doing? Have you ever been to Egypt?

• Talking about timetables: What time does the sports centre open? When do you have basketball practice?

• Imperatives and polite requests (including lend and borrow): Let's work in groups. Could you help me, Zeina? Can you lend Nadia your book? Can I borrow your pen?

6.4 Organizing pai~work and group work Activities in 6th Preparatory frequently require students to be organized into groups or pairs. It is important to ensure that this organization happens as smoothly and quickly as possible, so that it does not disrupt the flow of a lesson. Since the students' attention will be distracted once they are sitting in groups, it is a good idea to explain or demonstrate an activity before you split the class up. You can then be sure that everyone is able to see and hear you.

Give clear instructions for rearranging furniture or moving seats around. If the students need their books, notebooks or pens, make sure that you tell them to take them when they change seats. If you are dividing the class into two groups, either draw an imaginary 'line' down the middle of the room, making sure there are equal numbers on each side, or give each student a letter, A or B. Then tell the A students to sit on one side of the classroom and B students on the other.

English for Iraq Teacher's Book 6th Preparatory: Introduction

It will save time if you think carefully about your students before the lesson. When dividing the class into smaller groups, you should generally try to ensure that students of sim ilar ability are working together. The more able or confident students will then not dominate the group. With some activities, however, it is useful to have a mixed ability in each group. If you know that some groups or pairs will finish early, have some extra work ready for them to do, or a game for them to play.

This will allow you to give the rest of the class the help and encouragement they need, as well as giving all the students time to finish the set task.

For pairwork, it is easiest to ask students to work with students who sit near them. However, pairings should be varied sometimes to make language practice more interesting. The interaction will be more genuine if students are talking to someone they don't know very well, e.g., if they are exchanging opinions or talking about their hobbies and experiences. Moving students to a new seat also keeps them interested and alert; rearranging the classroom helps to signal a new stage in the lesson.

When you want '~o return to full-class activities, or stop an activity to giv.e instructions, make sure you have everyone's attention and that all the students have stopped talking before you begin. It is 11 good idea to use a regular signal, such as clapping your hands or ringing a bell.

6.5 Continuous assessment There are 'Test yourself' sections in each unit to help assess progress in vocabulary, grammar and writing (see Features of the course). In addition, assessment of students' progress should be incorporated into normal lessons. It is a good idea to keep a written record of individual achievements in these areas as well as listening, speaking and reading. Teachers are advised to record their students' progress in a way that is suited to their own teaching situation.

In the case of reading, it is useful to focus on four or five students in lessons which focus on reading development. It should be possible to check their

progress in skimming, scanning and detailed reading by asking appropriate questions at appropriate times in the lesson. It is particularly important to ask follow-up questions to make sure you know how the students have found the answers in the text and to check the process they used to arrive at their answers.

As well as using the speaking activities suggested in this book, the teacher may want to assess speaking by choosing four or five students to concentrate on before a lesson begins. Particular attention can then be paid to their participation in open-class situations or in pairwork. It is possible to assess students regularly in this way, preferably while they are unaware that they are under assessment.

There is less focus on listening in 6th Preparatory as this is not tested in the exam. However, it is an important skill you should encourage students to take seriously by keeping a record of the students' progress in this skill.

Note: It is important to assess a student's effort, not just the results that he/she achieves. In choosing materials for students to read, or when asking questions to assess speaking, it is important to pitch assessment at an appropriate level. If students are particularly able, they can be given challenging texts for reading and asked more demanding questions; if students are struggling, they should be given tasks appropriate to their level. Your assessment of the students over a period of time will then genuinely reflect their progress, rather than their ability to attain unrealistic targets.

6.6 Homework It is important to keep a record of the students who complete their homework on time. If you make it clear that you are keeping track of those students who fail to hand in homework, the students will be more likely to make an effort.

Correction of homework should promote positive reinforcement at the same time as giving constructive criticism. At this level, the students can be directed towards areas that require improvement (in the case of

English for Iraq Teacher's Book 6th Preparatory: Introduction

7

written work, for example, they should be advised if they are not doing enough planning, if their work is not organized satisfactorily or if they need to proofread their work more carefully before they hand in a final version ). Instead of correcting errors of grammar, spelling or punctuation straight away, it is a good idea to highlight mistakes and get the students themselves to work out how to correct them. Self-correction is a valuable skill that needs to be developed if the students are to improve the quality of their written work.

To be fair to the students, make sure that you set and explain homework clearly and that students know the deadline for handing in their work. The students need clear rules so that they can successfully organize their own time.

7 Teaching in English for Iraq, 6th Preparatory 7.1 Listening Listening text types in 6th Preparatory fall into the following broad types: • words and phrases • conversations between two or more speakers • advertisements • narratives • discussions

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noticing and dealing with features of spoken language (e.g., turn-taking, hesitancy and redundancy) identifying grammar and language and phonological features identifying the feelings and attitudes of speakers identifying opposing ideas

There are also dialogues and short texts that are used to model and contextualize new language structures and vocabulary or for pronunciation practice.

It is important to read the teacher's notes carefully to identify whether a listening exercise is aimed at developing specific listening sub-skills, modelling new language and/or it is to be used for extensive listening.

In general, the teacher should aim to make the students feel as comfortable as possible with listening to the audio. Students should never come to a listening unprepared, as it is unrealistic and will cause unnecessary anxiety. As long as it does not interfere with the aims of the task, the teacher should tell the students how many people are speaking and who and 0 where they are, before playing the audio. The Student's Book illustrations should be used as much as possible to aid understanding, since in real-world listening tasks, listeners usually have visual clues to help them (e.g., setting, gestures and facial expression of the speaker) .

7.1.1 Activities to develop the skill of listening

The course contains texts specifically dedicated to the purpose of developing the listening skill and the related sub-skills listed below.

• recognizing context • making predictions about register, language and content • comparing and revising predictions during and after listening • dealing with unknown words • identifying remarks made by different speakers • listening for gist and detail • listening and taking notes • following the main points of a text • identifying important/relevant information • summarizing the main points of a text

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A • • •

• • • •

basic procedure for listening tasks is as follows: Discuss any pictures and establish the context.

Explain the task, demonstrating if appropriate.

Play the audio; students listen and do the task.

Some texts will need to be played twice or more (this is usually indicated in the teacher's notes).

Encourage students to compare their answers in pa1rs.

Elicit answers, showing interest in the students' own understanding of the text.

Confirm answers.

Use the information for consolidation, transfer or to stimulate discussion.

English for Iraq Teacher's Book 6th Preparatory: Introduction

Note: Listening tasks should not be used as a test of the students' listening ability. The main aim of the tasks is to develop their ability. This will only happen if they feel secure about the things they are being asked to do and feel that you are interested in their individual achievement. Do not expect students to get all the answers right, particularly after the first listening.

encouraged to work together to compare ideas and answers. At this level, the students should be encouraged to use English to complete the activity.

They will be better able to do this if they are reminded of simple structures for suggesting, agreeing and disagreeing, e.g., Let's ... I Yes, I think so. I Yes, that's right. I No, that's wrong.

7.2 Speaking

7 .2.2 Extended turns The students should practise engaging in extended turns at the Secondary stage, i.e., speaking for some time without interruption. Extended turns need to be structured so that they are coherent for listeners, and so clear guidance (including listening models) is given as the course progresses.

There is a wide range of speaking activities in 6th Preparatory. The students will build on the skills acquired in 5th Preparatory and work towards the following competencies: • interacting appropriately in social situations • taking part in conversations on a familiar topic (i.e., topics covered in the course where students would be expected to have sufficient vocabulary and language to make contributions ) • using strategies to maintain conversations • following and making simple contributions to a discussion • demonstrating awareness of other speakers and encouraging contributions from other.speakers • using formaVinformallanguage appropriate to the situation • talking about the past, present and future, using grammar and vocabulary appropriately • complimenting others • showing interest when someone is speaking and asking follow-up questions when appropriate • checking what someone has said (repeating, paraphrasing) • reporting what people say using simple reporting verbs • confirming information for listeners and correcting misunderstandings by rephrasing • speaking clearly and comprehensibly using intonation, gestures and expressions to help convey meanmg 7.2.1 Discussion work, problem solving and decision-making 6th Preparatory contains pairwork and group work activities where students are required to discuss an issue, reach agreement or make a decision. They are

7.3 Reading The reading material in the course is designed to present the students with as many text types as possible.

The students are also encouraged to bring their own texts to class, reflecting the fact that at this level reading outside the prescribed texts is a vital way to increase vocabulary and consolidate language skills. Although some of .the texts in the Student's Book are read a lou~ on the audio, the vast majority are not, and they are designed for silent reading. The students are asked to apply different approaches to different types of text, to read texts at different speeds and to focus on the appropriate parts to complete the task in hand. The Literature Focus, located at the back of the Student's Book, gives an opportunity for students to encounter a wider range of literary, poetic and metaphorical language. It also encourages extended reading for pleasure, which is crucial if students are to fulfil their full academic as well as language potential. Guidance notes for the teacher are provided in Appendix E. It is suggested that Section A is taught after Unit 3 and Section B after Unit 7, but the teacher can decide which is best for each class.

As with listening texts, it is important to read the teacher's notes for each reading task carefully to identify which skills and strategies the task aims to develop.

English for Iraq Teacher's Book 6th Preparatory: Introduction

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At 6th Preparatory, the students will build on the skills acquired at 5th Preparatory, while developing the following sub-skills: • identifying the reasons why a text was produced and who it is aimed at • understanding how different texts are organized, in terms of language and layout, for different audiences (e.g., to appeal to children, teenagers or older people) • recognizing how punctuation is used to make meaning clear • recognizing how reference sources, such as contents pages, indexes, glossaries and bibliographies, are organized and how they can help readers • making notes that could be used to provide a brief written summary or report based on the text • predicting language (grammar, vocabulary, etc. ) that may occur in particular texts (e.g., reported language in newspaper articles, imperatives in advertisements) • noticing common features of formal and informal texts • using images to predict text content or relating images to text content • following texts that contain unknown vocabulary which is connected to the topic of the text • using a glossary to understand key words that are not clear from the context Note: Please see Glossary page 160 for an explanation of skimming and scanning.

7.4 Writing Each of the presentation units contains six writing tasks.

The review units (Units 4 and 8) contain three writing tasks each.

6th Preparatory concentrates on the development of writing as a skill. At this level, the students will be working on writing tasks in various registers (from informal notes and e-mails to reports or essays). The following text types will be produced at 6th Preparatory: • informal messages and e-mails • letters • factual texts • essays • information leaflets

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Writing exercises still require scaffolding. It is important not to set a challenging writing task without adequate preparation. In most cases, the students are taken step by step through a process of brainstorming, planning and writing, as well as being given a model to follow. Wherever appropriate, the teacher should refer back to the model text and draw attention to how it is organized and how sentences are structured. The teaching notes provide detailed advice for each writing activity of this type.

Students should also be encouraged to refer to the Checklist for written work at the back of the Student's Book and Activity Book. Students should follow this list when writing. Teachers need to present these tips in class to ensure they are fully understood, and the list should be referred to whenever students undertake one of the writing tasks. By doing this, students will be encouraged to put more time and effort into their writing and will make continuous progress in their writing throughout the year.

Class time has been provided for some of the writing tasks. It is advisable for teachers to use this time to encourage development in their students' writing skills.

This is best achieved by scaffolding writing activities as much as possible and monitoring during the activity to provide assistance as necessary. Collaboration in writing tasks between students should also be encouraged whenever possible. Other writing tasks will be set as homework, and these should be used as practice for ideas that have been developed in class.

There will be a range of writing ability in the class, and teachers should not expect all the students to produce the same amount of writing or the same quality of handwriting. Writing tasks are sometimes open-ended (there is no word limit), so stronger students have the opportunity to stretch themselves and write as much as they need to. It is important to encourage the students to use their ideas and imagination so that they have the chance to show their creativity, even if they need to improve their grammar, spelling or mechanical writing skills.

English for Iraq Teacher's Book 6th Preparatory: Introduction

So!lle students make frequent errors in writing. They should not become too demotivated, but should be encouraged to edit and try to correct their own work.

Planning, editing, self-correction and redrafting are essential skills for a successful writer, and the students should now be starting to do these things on a routine basis. Make sure that the students have time to read through and correct their work. It is a good idea, whenever possible, for the students to redraft their writing after it has been corrected, so that the final version is error-free. Displaying finished work motivates t~e students to produce a correct verswn.

• • • •

using discourse markers, conjunctions and contrastive linkers proof-reading for coherence and accuracy of punctuation, spelling and grammar editing writing writing legibly

Students are sometimes required to work collaboratively on writing and to read each other's work. They are asked to edit and correct texts written by other groups or individuals. This type of activity is highly motivating. It means that students have a clear audience for their work and encourages all the students to be involved in the writing and editing process.

While the students are writing, it is important to go round and monitor their work, acting as a resource for ideas and helper with spelling, rather than a judge.

Always have a task available for those who finish writing early, and allow slower students to finish their work at home. Stages and sub-skills of writing at 6th Preparatory include: • brainstorming ideas in preparation for writingselecting and rejecting ideas • arranging information for impact · • arranging information logically and coherently • s~quencing events • selecting an appropriate layout • organizing content into paragraphs • connecting paragraphs • developing meaning within a paragraph and through the text • avoiding ambiguity • producing grammatically accurate sentences • selecting formaVinformallanguage to suit the task and audience • using punctuation to make meaning clear

English for Iraq Teacher's Book 6th Preparatory: Introduction

11

Book Map Listening and speaking

UNIT ]

Reading and writing

Gramn•atical area\ and functions

Lexical area\

The health service

• listening to check specific information

• identifying the best headline for an article

• comparing past simple and past continuous

• phrasal verbs

• listening for numbers

• finding information within a text

• linking phrases and words

• listening and choosing endings for sentences

• writing summaries based on information already given

• comparing past simple and used to

• talking about previous and current events

• producing a longer piece of writing using linking words and phrases

• talking about problems and solutions • practising dialogues and adding new words

UNIT 2

• writing an essay arguing 'for' and 'against' something

• adjective endings • prefixes meaning not • expressions of quantity

Language learning • learning new vocabulary by putting words into groups • understanding that words with similar meanings are not always interchangeable

The police and armed forces

• listening to identify speakers

• should/shouldn't for advice and expectation

• listening to check ideas

• skimming texts for specific information

• telling a partner ideas and reasons for them

• reading to find specific information

• saying it is necessary to do something

• reading written exercises aloud

• reading an advert to answer questions

• making suggestions and offers

• defining new words

• compound nouns

• rewriting sentences with different verb formats

• informal passive

• suggesting improvements to a partner

• writing a paragraph from notes

UNIT 3

• words to describe illness and health

• expressions to make polite requests • comparing must and have to

Language learning • understanding and using abbreviations

Vocational training

• listening to identify speakers

• reading to find information to support or oppose statements

• zero and first conditional

• words to express regret

• second conditional • third conditional

• words to describe jobs and careers

• listening to complete information

• detailed reading to remember information

• contributing to a class discussion

• writing facts from memory

• asking and answering questions

• writing in reported speech

• using information to role-play

• writing in the second conditional

• listening to provide answers to questions

• indirect or reported speech

• words used in conditional structures • verb prefix dis-

• writing in question format

Language learning • learning new vocabulary by making word webs • choosing the correct conditional to convey your meaning

12

English for Iraq Teacher's Book 6th Preparatory: Introduction

Reading and writing

Grammatical areas and functions

Lexical areas

• listening to identify topics

il skimming for gist

• compound nouns

• talking about previous events

• scanning a text to find specific information

• reviewing present perfect simple and continuous:

• words to describe holidays and travel

Listening and speaking

UNIT 5

Holidays

• describing a holiday • asking and answering questions • describing a process • practising and extending dialogues with a partner • practising grammar in meaningful situations

• collocations

• reading for specific information

with adverbs such as ever and never

• expressing personal reaction to a text

with for and since

• words which signal relative clauses

with How long ... ?

• connecting and linking words

• identifying a writer's attitude • matching beginnings and endings of sentences • writing a description· of a holiday • analyzing and rewriting a wellargued text, using link words as appropriate

• reviewing simple/continuous and present perfect tenses • reviewing the past perfect tense • reviewing relative clauses

Language learning • learning new vocabulary by putting things into groups • choosing the correct tense to convey your meaning

UNIT 6

Banking and finance

• listening for specific information • listening to complete homework assignments

• reading for gist • reading to understand detailed information

• role-playing a real-life situation

• reading to predict information

• orally summarizing short texts

• editing written work for mistakes

• talking about events in the past

• summarizing a written text

• group discussions about unit topics

• writing a letter of complaint

• reviewing active and passive sentences • reviewing conditional tenses

• words used in banking and finance • guessing meaning from context • formal and informal expressions

Language learning • reviewing and practising the passive • extending knowledge of vocabulary

UNIT 7

Further education

• listening for specific information • listening for detailed understanding • listening to a partner's spoken work to identify ideas

• matching words with definitions • scanning a text to find specific information

• listening for specific information

• reading to identify main ideas

• talking about favourite things

• writing to express opinion

• speaking in front of a group • discussing ideas with a partner

• writing a dialogue • writing an essay describing advantages and disadvantages

• reviewing future tenses • future in the past

• words used in education • learning about word families • linking words and phrases

• reading for detailed understanding

Language learning • understanding making inferences • practising persuasive language

Grammar and Functions Reference Literature Focus Checklist for written work Transcript Wordlist

English for Iraq Teacher's Book 6th Preparatory: Introduction

13

The health service Lesson

Materials

Topic/Title

Objectives

Language

1

SB6 AB2/3

My toe is bleeding

Revise and extend vocabulary for talking about health problems.

Revision: verbs, nouns and adjectives

I was ice-skating and I fell over

Read and understand a conversation.

Practise a dialogue about a health problem.

Revise and practise past simple and past continuous.

Revision: past simple and past continuous tenses

"1

2

SB7 AB4-6 "2

3

SB8 AB6-9

He was floating when he felt something push him

Read and understand a newspaper article.

Read for details.

Retell a story orally using past tenses.

Revise and practise problematic adjectives and adverbs.

Revision: past simple and past continuous tenses Revision: adjective and adverb endings

4

SB9 AB10-12

Most smokers take it up as teenagers

Discuss facts and statistics about smoking.

Revise and practise questions in the present tense.

Revise and practise phrasal verbs.

Phrasal verbs Prefixes meaning not, such as in-, un-, il-, tm-, zr-

SB10 AB12/13

Take some exercise every day

Practise giving health advice using imperatives.

Revise and practise countable and uncountable nouns.

Revise and practise expressions of quantity.

Expressions of quantity, e.g., much, many, a few, a little Revision: imperatives fur giving advice

6

SBll AB14/15

Teachers used to be stricter

Discuss the differences between life in the past and now.

Practise referring to the past using used to.

Write opinions about the past and present.

Revision: the forms and use of used to Revision: comparative adjectives

7

SB12 AB16

Let's start with diet

Read and understand an article about health.

Study and classify linking phrases.

Summarize an article from memory.

Linking phrases, e.g., In my opinion, Firstly, As a result

8

AB17/18

The best solution would be ...

Review paragraph writing skills.

Write a paragraph from key points with guidance.

Write a paragraph from key points only.

Discuss related topics.

Linking phrases

14

English for Iraq Teacher's Book 6th Preparatory: Unit 1

"3

5

,c

Lesson

Materials

Topic/Title

Objectives

Language

9

AB19-23

Test yourself

Complete a test on the unit.

From the unit

10

SB13 AB24/25

I'll always be proud of him

Read a text for general understanding (gist) and for detail.

Summarize a text orally and in writing.

Word List Lesson 1 ankle be sick blood breathe dizzy faint fracture joints shoulder sneeze swallow swollen treatment wrist

Lesson 2 ice-skating in plaster

Lesson 5 blood pressure checkups excessive,,_

Lesson 3 dolphin first aid shark

plenty of

Lesson 4 give up impolite inefficient take up try on unfair unfortunate unhealthy unpleasant unusual

Lesson 6 nowadays ' -

Lesson 10 diabetes lose consciousness paramedics puzzled regain consciousness to no avail''

Lesson 7 campaigns diabetic furthermore last but not least*

English for Iraq Teacher's Book 6th Preparatory: Unit 1

15

Lesson 1 SB6

AB2/3

Stage 3

Q1 •

Objectives: Revise and extend vocabulary for talking about health problems.

Language: Revision: verbs, nouns and adjectives Vocabulary: treatment, joints, ankle, shoulder, wrist, breathe, faint, sneeze, swallow, be sick, fracture, blood, dizzy, swollen

Stage 1

•

• •

Answers A9; Bll; C13; DS; E3; F8; G6; H2; Il; ]4; K12; LlO; M14; N7

•

•

•

16

•

Look at the Study Tip on learning vocabulary AB2 (3 minutes)

Books shut, remind the students that this is an exam year and that they will need to do ongoing revision throughout the first and second semesters.

Ask the students how they revise vocabulary. Write key words and phrases on the board, such as notes, textbook, dictionary, index cards, writing on index cards, testing with friends, listening, etc.

Tell the students to open their books and read the Study Tip on learning vocabulary. Ask students to list the words and phrases that you have written on the board in two sets: Tools (e.g., textbook) and Activities (e.g., testing with friends).

Read the words in the box. Tell the students to discuss the meaning of the words in pairs.

Ask the students what they think the lesson/unit is about. Also, explain the meanings of treatment and joints, and the idea of inside and outside the body, if necessary. Tell the students to divide the words in the box into four sets and write them in their books.

Answers Treatment: bandage, cream, medicine, plaster, pills Joints: ankle, elbow, knee, shoulder, wrist Verbs: breathe, cough, faint, sneeze, swallow Inside and outside the body: blood, bones, heart, skin, stomach

Match the pictures with the text SB6 (8 minutes)

Tell the students to look at the pictures and read the problems in the speech bubbles. Teach any new vocabulary.

Tell the students to match each sentence to a picture.

Check answers.

Stage 2

Learn new vocabulary AB2 Ex A (3 minutes)

Stage 4

•

•

•

Do the first mime yourself (licking and touching lips). Ask the class what the problem is (My lips are really dry and sore.). Ask students for advice (giving you shouldn't touch them and you should put cream on them as examples).

Put the students in pairs. Tell them to mime and guess the problems, then give advice for the problems.

When the students have finished, discuss the different suggestions.

Stage 5

•

Talk about health problems and advice in pairs AB2 Ex B (6 minutes)

Review verbs, nouns and adjectives AB3 (3 minutes)

Ask the students to read the Study Tip on words with similar meanings. Answer any questions about vocabulary and the use of hurt, sore and pain. Explain that these words are often used wrongly in English.

English for Iraq Teacher's Book 6th Preparatory: Unit 1

•

Two

Summarize on the board to help students remember: It hurts.

It is sore.

I have a pain.

Boy: One minute I feel hot and the next minute I feel cold. I think I have a temperature.

Three

Stage 6

Girl: I spilt boiling water on my foot. It's very badly burnt.

Practise the new vocabulary ABJ Ex C (5 minutes)

Four •

Tell the students to read the words in the box. Ask them to complete the sentences using each word once.

Boy: What does the x-ray show, doctor?

Female doctor: Your wrist is fractured.

Five Girl: I was running in high heels and my foot went over. Now my ankle is really swollen.

Answers 1 sneeze 2 sick 3 bleeding 4 hurts 5 broken 6 sore 7 pam 8 dizzy

Stage 7

•

•

g

Six Mother: Why aren't you eating your lunch, darling?

Small boy: I can't. My throat hurts too much when I swallow.

Answers · a3; b4;c6;d5;e2;fl

Listen and complete sentences ABJ Ex D g 1 (6 minutes)

Tell the students to read words a to f. Elicit the meanings. Ask which of these is part of the body (throat); which are injuries or problems (burnt, fractured, swollen). Of the last two, which is a noun (temperature) and which is a verb (swallow)?

Explain that one of these words is the last word of each extract on the audio.

Tell the students to listen to the audio and choose the correct word for each extract.

Stage 8

•

Review vocabulary and word sets (6 minutes)

Books closed, write Body, Problem and Treatment on the board. Elicit as many words from the students as possible for each list. If necessary, give one example for each list (Body: elbow; Problem: faint; Treatment: plaster). Suggest that the students keep similar lists throughout the unit to help therr:i to remember vocabulary.

Section 1 D Listen and choose the correct word to end each sentence. Write the numbers 1 to 6 in the correct boxes.

One Woman: What did the doctor do?

Girl: She told me to open my mouth and say 'Aah.' Then she looked at my throat.

English for Iraq Teacher's Book 6th Preparatory: Unit 1

17

Lesson 2 SB7

AB4-6

g

Listen and check your answers.

g2

Adil: I've hurt my wrist.

Nurse: Sit down, please. I need to take your details.

Nurse: The doctor will see you very soon. Adil.

Doctor: How did you do it?

Adil: I was ice-skating and I fell over.

Adil: Do you think it's broken?

Doctor: Probably not. But you need to have an x-ray to make sure.

Adil: Is it broken?

Doctor: I'm afraid so. It's fractured here.

Doctor: I'm going to put your wrist in plaster.

Adil: How ion~ will I have to keep it on?

Doctor: Six weeks.

Objectives: Read and understand a conversation.

Practise a dialogue about a health problem.

Revise and practise past simple and past continuous.

Language: Revision: past simple and past continuous tenses Vocabulary: ice-skating, in plaster

Stage 1 •

•

Section 2

Warm up (4 m inutes)

Books closed, tell the class: I've hurt my wrist.

Hold up your hand and show students to get their attention. Prompt the students to ask questions using words and phrases from Lesson 1 (swollen, hurts, fractured, etc. ).

Ask the class what they think happened. Elicit such responses as You fell over. Ask a student to write these on the board, explaining that it is difficult for you to write. Ask When did it happen? and elicit sugg~tions: coming to class, walking to school, driving your car, etc. Make a separate list on the board.

Answers B hurt my wrist C see you very soon D How did you do it E make sure F Is it broken H How long will I have to keep it on •

Play the audio again as necessary.

Stage 3 Stage 2

•

•

•

•

18

Read and complete the conversation 587 g 2 (10 minutes)

Tell the students to look at the pictures. Ask some general comprehension questions.

Where are the boys?

Which one is hurt?

What part of his body is injured?

(Is this really an emergency?)

Then ask the students to read the dialogues.

Review/elicit meanings of any words that you think the students might not understand.

Pu.t the class in pairs and tell the students that they have to complete the dialogue by filling in the missing words.

Play the audio and ask the students to check their answers.

•

•

Review how to use past simple and past continuous AB4 (S m inutes)

Tell the students to open their books. Ask them to read the first part of the language box on using the right tense. Return to the board and elicit sentences using the information from the first activity to make some sample sentences: I was walking to school when I hurt my wrist.

I was playing tennis and I fell over.

Ask the students to read the second and third parts of the language box.

English for Iraq Teacher's Book 6th Preparatory : Unit 1

Stage 4

•

•

Practise a dialogue about a health problem AB4 Ex A (8 minutes)

Put students in pairs and tell them to practise the dialogue, first as it appears in the AB, and then substituting the words in italics with other suitable phrases.

After a few minutes, ask for pairs to volunteer to read their dialogues to the class.

Stage 6

•

•

Stage 5

•

Complete sentences with verbs in past simple and past continuous ABS Ex B (8 minutes)

Ask the students to complete the sentences by putting the verbs into the correct tense.

Ask the students to read through 1 to 6. Explain that this time they have to imagine what happened next. Tell the students to complete the sentences using as many (or few) words as they like. Monitor and help where necessary. Encourage the students to be creative.

When most students have finished, ask some students to read out their answers. Correct any mistakes with the past simple tense that arise.

Lesson 3 SB8

AB6-9

Answers 1 I was thinking about you and then you rang me. .

Objectives: 2 While Ali was having a shower, somebody knocked at the front door.

3 I was cleaning my room and I found £30 under rC my beg.

4 Luckily, Sharifa was not driving very fast when the child ran into the road.

5 A thief took our clothes while we were Language: swunmmg.

6 She told us to be quiet as we were making too much noise.

Vocabulary: 7 My sister hid my purse under the bed while I was not looking.

8 As she was carrying the shopping from the car, my grandmother slipped and broke her ankle.

Stage 1 •

Go through the answers with the class. Make sure that the students understand the grammar and the new vocabulary.

Complete the sentences with verbs in past simple AB6 Ex C (5 minutes)

•

•

Read and understand a newspaper article.

Read for details.

Retell a story orally using past tenses.

Revise and practise problematic adjectives and adverbs.

Revision: past simple and past continuous tenses Revision: adjective and adverb endings shark, dolphin, first aid

Warm up (4 minutes)

Books closed, ask the students if they like to go swimming. Ask where they go swimming. Ask: Why is it important to be careful when you are swimming?

Elicit some examples of things that can happen while swimming. Explain that they are going to read a newspaper article about something that happened to someone swimming in the sea.

English for Iraq Teacher's Book 6th Preparatory: Unit 1

19

Stage 2

Skim a newspaper article 588 (5 minutes)

Stage 5

• •

•

Tell the students to open the SB and look at the picture. Check that they know the words shark and dolphin . Ask the students for any differences and similarities.

Tell the students to skim the newspaper article and to read the four newspaper headlines A to D. Ask students to choose which headline they think is most suitable and why. If the students are unsure, explain that all these headlines are true, then ask But what is the most interesting thing about this story?

•

Read for details A86/7 Ex A (5 minutes)

• •

Put the students into pairs. Ask them to practise the question/answer exchanges. Monitor and note down pronunciation problems. Then drill the exchanges with the whole class.

Ask the students to shut their books and try to repeat their questions and answers from memory.

Stage 6

•

Stage 3

Ask and answer questions orally A88 Ex C (5 minutes)

Tell the students to read questions 1 to 6 in their AB and then read the newspaper article in detail.

Instruct the students to circle the correct answer, a, b or c, to make complete and accurate sentences.

Retell a story orally using post tenses A88 Ex D 588 (8 minutes)

Ask the students to open their books and skim through the article in the SB one more time. Then ask them to close their books.

Write on the board: Zaid Tariq was on holiday in Sharm El Sheikh. One morning ... Ask students to continue with the story.

Stage 7

Review adjectival endings -ing and -ed A88 (2 minutes)

Answers 1b;2c; 3a;4c;5a; 6c •

Stage 4

•

•

Write questions for given answers A87/8 Ex 8 (5 minutes)

Tell the students to read the example and the six answers. Remind the students of the possible Wh .. . ?question words (interrogatives)- Who, Where, Why, What.

Ask the students to write six questions that match the answers given.

Stage 8

• Sample answers What was Zaid Tariq doing when he saw the shark?

What happened/did the shark do?

Why did be scream/start praying?

What protected Tariq/frightened the shark away?

Who heard Tariq's screams/rescued him by boat?

What was waiting on the shore?

20

Ask the students to open their AB and read the first language box - on adjectives ending in -ing or -ed.

To summarize, write on the board: It was (1·ightening I boring I interesting.

I was frightened I bored I interested.

Choose the correct word form to complete sentences A88 Ex E (3 minutes)

Ask the students to select the correct word in sentences 1 to 5.

Answers 1 interested 2 exciting .., .) boring 4 frightened 5 interesting

English for Iraq Teacher's Book 6th Preparatory: Unit 1

Stage 9

•

•

Review adjectival ending -ful AB9 (3 minutes)

Tell the students to read the second language boxon adjectives ending in -ful. Write on the board: The .. . was beautiful. Elicit some possible words to complete this sentence (book , picture, story, etc.).

Write beautifully on the board. Elicit corresponding sentences using beautifully (The book/picture/story was beautifully written/painted/told.).

•

Stage 2

•

Stage 10 •

Homework AB9

Ask the students to write four more adjectives ending in -ful. Tell them to write sentences using the -ful adjective and the -fully adverb.

•

•

Lesson 4 SB9

AB10-12

•

g3

Ask students for their -ful words from the homework. Make a list on the board. When the list is complete, make a list of -fully adverbs alongside. Ask some students to read out sentences they have written.

Discuss smoking; make predictions and listen to check 589 g 3 (10 minutes)

Ask the students to look at the posters in the SB and to read the headlines. Ask what the posters are telling them. Ask the students: Why is it better not to smoke? Write the answers on the board (money, health, etc.).

Ask the students: Why do people smoke? Write another list on the board (advertising, addiction, etc.).

Tell the students to look at the numbers in the box and to read the sentences. Tell them to guess which number they think completes each sentence.

When the students have completed the task, play the audio and ask them to check their answers.

,q

Objectives: Discuss facts and statistics about smoking.

Revise and practise questions in the present tense.

Revise and practise phrasal verbs.

Language: Phrasal verbs Prefixes meaning not, such as in-, un-, il-, im-, irVocabulary: unfair, ineffici£mt, unfortunate, unusual, impolite, unhealthy, unpleasant, give up, take up, try on

Stage 1 •

Warm up

(5 minutes)

Write on the board interested/interesting and bored/boring. Ask the students which of these words describes their homework from the last lesson. If necessary, review the language box from Lesson 3 ABS.

g

Section 3 Listen and check your answers.

Man: Every year, around 114,000 smokers in the United Kingdom die from their habit.

That's about 300 people every day.

Woman: Smoking in Britain is highest in the 20-24 age group.

Man: It is illegal to sell cigarettes to children under the age of 18. Yet 20% of Britain's 15-year-olds are regular smokers.

Woman: More than 80% of smokers take up the habit when they are teenagers.

Man: People who smoke a packet of cigarettes a day die on average Z years earlier than people who have never smoked.

Woman: Every day in the United Kingdom, approximately 450 young people under the age of 18 start smoking.

Man: The British Government currently spends around £3 0 million a year on

English for Iraq Teacher's Book 6th Preparatory: Unit 1

21

anti-smoking education campaigns. A further £41 million is spent on measures to help people give up smoking.

Woman: More people in Britain die from smoking than from road accidents, poisoning and AIDS. * * AIDS = Acquired Immunity Deficiency Syndrome (an illness which destroys the body's ability to resist infection) Answers 1 300 2 24 3 15 4 80% 5 7 6 18 7 £41

Q: How many people under the age of 16 start smoking every year?

A: Around 450 a year.

Q: How much does the British Government spend a year on anti-smoking education campaigns?

A: Around £30 million a year.

•

•

Ask some students to read out their questions.

Choose some different, but correct, questions with the same answer to show the students that there are several possible versions for each.

Ask the students if they think these facts are surprising. Ask which ones. Elicit answers in the form: I was surprised that ... If necessary, review surprised/surprising using the language box from Lesson 3 AB8.

Stage 4 Stage 3

•

•

Write questions in present tense AB10 Ex A (10 minutes)

Tell the students to read the six sentences with incomplete questions in the AB. Explain that they must write questions based on the text, but that there are several possibilities. Read through the example together. Ask for another possible question for this answer (e.g., How many people does smoking kill every year?).

Tell the students to complete the remaining questions.

Possible answers Q: In which age group is smoking highest?

A: It's highest in the 20-24 age group.

Q: At what age is it legal to sell cigarettes to children?

A: At 18.

Q: When do most people start smoking?

A: When they are teenagers.

Q: How much earlier do smokers die than nonsmokers (people who have never smoked)?

A: They die seven years earlier on average.

22

• •

•

Review phrasal verbs 589 (5 minutes)

Tell the students to study the language box in the SB. Write start smoking and quit smoking on the board. Elicit the phrasal verb from the language box that has the same meaning as quit smoking (give up ) and write it on the board. Now tell students to find a phrasal verb meaning start smoking in the texts on SB9. Elicit take up and write it on the board.

Elicit some more phrasal verbs from the students, e.g., turn on, turn off, get up. Ask the students whether the meaning of the phrasal verb is similar or different to the original verb.

Stage 5

Write sentences with phrasal verbs AB10/11 Ex B (6 minutes)

•

Tell the students to read the language box at the bottom of AB10 before they begin Exercise B. • Go through the examples for Exercise Bon ABll. • Tell the students to read sentences 3 to 8 and complete them using the phrasal verbs correctly. · Make sure that the students understand that two answers are possible for noun subjects and only one answer is possible for pronoun subjects.

English for Iraq Teacher's Book 6th Preparatory : Unit 1

Answers 1 Can you turn on the television?/ Can you turn the television on?

2 I've already turned it on.

3 You should give it up.

4 When did you take up stamp-collecting?/ When did you take stamp-collecting up?

5 I can't remember when I took it up.

6 Can I try them on?

7 Can you turn down the music?/Can you turn the music down?

8 I'll turn it down in a minute.

Stage 6

•

Lesson 5 SB10

Objectives: Practise giving health advice using imperatives.

Revise and practise countable and uncountable nouns.

Revise and practise expressions of quantity.

Language: Expressions of quantity, e.g., much, many, a few, a little Revision: imperatives for giving advice Vocabulary: plenty of, checkups, excessive*, blood pressure

Look at language box on prefixes meaning not AB12 (4 minutes)

Ask students to read the three points of the language box. Explain to the class that these prefixes (un-, in-, im-, if-, ir-) are the most common way of forming opposites in'English. This makes them very useful, but it can also be quite easy to confuse them.

The rules help, but finally the best way to learn and remember these is through regular practice.

Stage 1

•

•

Stage 7

Homework AB12

• •

•

Tell the students to read through the list of 12 words. Check that they understand the meanings of all the words in their positive forms.

Ask the students to complete the opposites using un-, in- or im-. Go through the answers in class.

Answers 1 incorrect 2 immoral 3 unfair 4 inefficient 5 unfortunate 6 impatient 7 unusual 8 impolite 9 unhealthy 10 independent 11 inconvenient 12 unpleasant

AB12/13

•

Match health tips and explanations 5810 (S minutes)

Discuss the four pictures. Use this opportunity to review vocabulary the students will need to do the first matching task.

Tell the students to read ~e phrases in the box.

Ask them to choose which one they think is most important and which one is least important.

Tell the students to read the Top Tips text and complete it with the phrases in the box.

Check answers. Then ask the students if they have changed their minds about which is the most important.

Answers 1 Get enough sleep 2 Eat a balanced diet 3 Never miss breakfast 4 Take some exercise every day 5 Drink plenty of water 6 See the dentist for regular checkups 7 Don't drink too much coffee 8 Don't smoke 9 Look after your eyes 10 Be safe when you travel

English for Iraq Teacher's Book 6th Preparatory: Unit 1

23

Stage 2

• •

Match pictures to advice 5810 (4 minutes)

Tell the students to do the picture-matching task in pairs and discuss the health tips together.

Ask different students in the class which of these things they do regularly.

Stage 4

•

Answers AlO; B9; C2; D4

Stage 3

Identify plural countable and uncountable nouns 5810 A812 Ex A (4 minutes)

•

•

Write on the board Countable and Uncountable.

Underneath, write apples and fruit. Check that the students understand the difference between countable and uncountable nouns.

Ask the students to open their SB and find four plural countable nouns and four uncountable nouns. Ask the students for the countable and uncountable nouns that they found and form two lists on the board.

Possible answers Countable eyes vegetables amounts times soft drinks teeth vaccinations

Uncountable fruit salt sugar fat sport tea coffee water medication sleep exercise help

Ask the students to read the rule and examples in the language box. Tell them to fill in their own examples, trying not to use words already written on the board. When they have finished, go through some of the students' answers and add these to the lists you started on the board for Exercise A.

Stage 5

•

Write examples of countable and uncountable nouns A812 Ex 8 (4 minutes)

Complete questions with much/many A813 Ex C (5 minutes)

Tell the students to skim questions 1 to 8. Write How much (uncountable)? and How many (countable)? on the board to summarize the grammar point and make sure they understand.

Tell the students to complete the questions using much or many.

Answers 1 much 2 many 3 many 4 much 5 much 6 many 7 much 8 many

•

After going through the answers with the class, focus on words such as time/times and exercise/exercises where the countable and uncountable nouns can easily be confused. Ask the students if they can think of any other examples (space/spaces, sense/senses, etc.).

Stage 6

•

24

Complete sentences with a few/a little A813 Ex D (5 minutes)

Tell the students to skim sentences 1 to 8. Write A few (countable) and A little (uncountable) on the board to summarize the grammar point and make

English for Iraq Teacher's Book 6th Preparatory: Unit 1

sure they understand. Tell the students to complete the sentences using a few or a little.

Lesson 6 SB11

Answers 1 a few 2 a little 3 a few 4 a little 5 a little 6 a few 7 a little 8 a few •

AB14/15

Objectives: Discuss the differences between life in the past and now.

Practise referring to the past using used to.

Write opinions about the past and present.

Language: Revision: the forms and use of used to Revision: comparative adjectives Vocabulary: nowadays ..

Go through the answers with the class.

Stage 1 Stage 7

•

Tell the students that they are going to make their own questionnaire about health and healthy living.

Read through the two sample questions. Explain that they must write four more questions. Tell them to take a full page and make the page look like a real questionnaire with the title How healthy are you? at the top and spaces to write answers.

Use the two examples as the first two questions.

Stage 8

ti'

•

Write a questionnaire with questions in the present and past simple tenses AB13 Ex E (7 minutes)

Ask questions and record the answers AB13 Ex F (6 minutes)

•

•

•

•

Put the students into pairs. Tell them to ask their partner the questions on their questionnaire and to record their answers. Move around the class monitoring the activity.

Ask the students how they think that a questionnaire like this could be used. Discuss their suggestions.

Books closed, ask the students if they have too much homework these days. Ask if they spend too much time studying. Ask if this was the same when they were younger. Ask: If you had more time now, what would you do?

Elicit what they did when they were younger (in the past simple tense) and write some answer~ on the board (e.g., I went swimming, played tennis, etc.).

Write on the board: Nowadays, all I seem to do is study! Give the prompt: What did you use to do?

Elicit answers, using the list if necessary, like this: I used to (go swimming, play tennis, etc.).

Ask the students to open their books and study the pictures. Ask: Where do you think the pictures were taken? Elicit reasons. Ask: When do you think the pictures were taken? Elicit reasons. Use the captions to encourage use of used to ... forms (Farmers used to use camels.) . (The students may also use present tenses as they describe the pictures -The farmer is using a camel.)

Stage 2

•

Warm up; review used to (5 minutes)

Match examples, sentences and opinions SB11 (8 minutes)

Tell the students to read the examples in the speech bubbles. Ask the students which facts they agree with and which they disagree with. Write I agree.

English for Iraq Teacher's Book 6th Preparatory: Unit 1

25

•

•

That's right. But on the board. Ask the students which of these phrases or words are used for agreeing and which are used for disagreeing. Mark them A or D on the board. Elicit other phrases for agreeing/disagreeing and write them on the board.

Put the students into pairs. Ask them to read through sentences 1 to 8. Tell them to go through the sentences and discuss whether they agree or disagree with the opinion and to label the sentence A (agree) or D (disagree).

Ask the students to discuss the sentences. The first student should read the sentence as written (Families used to be bigger.). The second student should respond with one of the phrases for agreeing/disagreeing and give a fact that supports this (as in the four examples: I agree. Families definitely used to be bigger.). Monitor to give help.

Encourage the students to use facts from their own experience to support their agreement/ disagreement, or to invent them if necessary.

Stage 3

•

•

•

Tell the students to ask each other the same questions and give their own answers. They should then invent questions of their own to ask each other.

Stage 5

•

Tell the students to skim the incomplete conversation between Huda and her grandmother.

Explain that they have to fill in the gaps to complete the conversation. Write on the board and explain that all the answers will be in the form: (didn 't) use to/used to+ verb. Direct the students to the two examples given and make sure that they fully understand the reasons for these two answers before continuing. Then tell the students to complete the rest of the dialogue.

Answers 1 did you use to watch 2 used to do 3 didn't use to sit 4 did you use to do 5 used to help 6 did you use to have 7 used to play 8 used to have 9 Did you use to go out 10 used to go 11 used to come 12 used to talk 13 didn't use to walk

Review and practise using forms of used to 5811 (4 minutes)

Bring the class back together. Ask the students to study the rules for using used to in the language box and read the examples.

Ask the students to read through the list of ideas (children, cities, villages, etc. ). Tell them to think about how these have changed compared with, for example, 100 years ago. Elicit statements from the students using used to/didn't use to. After each one, ask the rest of the class if they agree/disagree.

Encourage the students to give supporting facts .

Stage 6 Stage 4

Ask and answer questions with used to AB14 (5 minutes)

• •

26

Tell the students to open their ABs and read the language box. Ask the two questions to the class.

Write on the board to clarify the point: Did you use to ... ? w__ (who/what/why, etc.) did you use to ... ?

1 used to ...

Read and complete a dialogue AB14 Ex A (8 minutes)

•

Write sentences to compare present and past AB15 Ex B (6 minutes)

Ask the students if they have similar conversations with their grandparents/parents/other older people.

(Ask if they think that people of their age have the same conversations in all other countries.)

Tell the students that 1 to 5 are pairs of sentences, each comparing the present and the past. Ask them to write their own pairs of sentences using the

English for Iraq Teacher's Book 6th Preparatory: Unit 1

adjectives given. Encourage the students to make one positive sentence (is/are + comparative) and one 'negative sentence (isn't/aren't+ as).

Possible answers 1 Life is faster now than it used to be.

Life isn't as easy as it used to be.

2 Films are more violent than they used to be.

Films aren't as romantic as they used to be.

3 Streets are more dangerous than they used to be.

Streets aren't as clean as they used to be.

4 Towns are more crowded than they used to be.

Towns aren't as polluted as they used to be.

5 Doctors are better trained than they used to be.

Doctors aren't as cheap as they used to be.

Lesson 7 SB12

Objectives: Read and understand an article about health.

Study and classify linking phrases.

Summarize an article from memory.

Language: Linking phrases, e.g., In my opinion, Firstly, As a result Vocabulary: campaigns, diabetic, last but not least", furthermore

Stage 1 •

•

Go through the answers with the class. Make a list of the comparative forms on the board. If necessary, review comparatives.

Stage 7

•

Ask the students if they think that life is better generally now than it used to be. Encourage free opinions. Prompt as necessary with such questions as What about transport/holidays/houses?

Stage 8 •

Discuss life in the past and now (4 minutes)

•

•

•

•

Warm up (3 minutes)

Ask some of the students to read out their homework paragraphs. Note those that are related to health, health care or related topics.

Ask the students: Do you think that people are healthier now than they used to be? Elicit reasons.

Stage 2

Homework AB15

Tell the students to read through the homework assignment. Explain that they should make complete sentences using forms that they have practised during this lesson. Encourage them to read the whole paragraph through when they have finished to check that each sentence is correct.

AB16

Skim an article; gap-fill with linking phrases SB12 (10 minutes)

Remind the students that when they are writing, they should make sure their sentences and paragraphs are smooth and balanced. Tell them that there are many phrases that help to achieve this in their writing. Point out For one thing, Secondly and Finally in the homework for Lesson 6.

Have the students look at the phrases in the box on SB12. Explain that these are all ways to introduce an opinion or fact.

Tell the students to skim the article 'People should take responsibility for their own health'. Ask them to complete the paragraphs by filling in gaps 1 to 10 with phrases from the box. Tell the students that they will need to use logic and grammar to make the phrases fit smoothly. It may be easier for them to fill in the answers they are sure of first, then to go back to the other gaps when there are fewer choices left.

English for Iraq Teacher's Book 6th Preparatory: Unit 1

27

,_o

Answers 1 Let's start with 2 The main reason is 3 As a result of this 4 Next, we need to look at 5 In the past 6 Now 7 Furthermore 8 Yet 9 Finally, let's talk about 10 In my opinion

Stage 5

•

•

Stage 3

•

•

Study and classify linking phrases SB12 (7 minutes)

Go through the article in open class and stop at each answer to confirm that the students not only have the correct answers but understand the reasons . Sometimes this may involve the process of elimination, i.e., giving reasons why it is not any of the other phrases. This process will be useful for the students in later exercises and in examinations.

Direct the students to the language box containing useful linking phrases. Make sure that they understand the four types of linking phrases. Ask the students to read the article again and identify which sort of linking phrases are used in the article.

Stage 4

•

•

•

Stage 6 •

28

Tell the students to skim the article one more time and then shut their books. Ask them to write some sentences from memory. These should be five (or more) sentences about health care based on information from the article they have been studying. At this stage, these can be simple statements in the present tense (e.g., British people are overweight.).

Tell the students to open the SB and read through the article once more. First, tell them to correct the sentences they have written and expand them with reasons and additional information. Second, ask them to think about the best order for these sentences in a paragraph. Then ask the students to look at the AB and study the phrases in the box (they should be familiar with all of them). Tell the students to use their five sentences to construct a paragraph that summarizes the article. They should use the phrases in the box to make the paragraph read logically and smoothly. Tell them to write the paragraph in their notebooks.

Monitor to check and give help. When most of the students -have finished, tell them to stop and listen.

Read the model answer.

Model answer The government spends millions on people who have made themselves ill in the following three ways. Firstly, because of their bad diet, 60% of British people are overweight and could get diabetes. Furthermore, people no longer take enough exercise. And last but not least, smoking is destroying a lot of people's health. I feel that the government shouldn't pay for people's health care unless they take proper care of themselves and their children.

Check comprehension with multiple-choice questions SB12 AB16 Ex A (S minutes)

Tell students to read the sentence beginnings 1 to 5 and ending options a, b, c. Allow them time to read the article carefully once more and to select the right sentence ending.

Review the answers with the class.

Answers 1b; 2b; 3a; 4c; Sa

Summarize an article SB12 AB16 Ex B (15 minutes)

Homework AB16 Ex B

Tell the students to revise and complete their paragraph for homework.

English for Iraq Teacher's Book 6th Preparatory: Unit 1

Lesson 8

Stage 3

AB17/18 Objectives: Review paragraph writing skills.

Write a paragraph from key points with guidance.

Write a paragraph from key points only.

Discuss related topics.

Language: Linking phrases Vocabulary: -

Stage 1

•

•

Review paragraph writing 5812 (5 minutes)

Books closed, ask the class: What makes a well-written paragraph? Elicit such ideas as sentence order, logic and language flow. Ask the students for any useful phrases that they can remember to help them write paragraphs smoothly.

Elicit as many as possible, and then ask the students to open their books and look at the list gqven in the language box in Lesson 7 (SB12).

• •

Stage 2

•

•

Write a paragraph from key points with guidance A817 Ex A (15 minutes)

Ask the students to read the title ('How to reduce the number of car accidents ' ) and to skim the list of key points. Focus on the four causes of accidents.

Make sure that the students understand all the vocabulary. Ask if they can think of any other causes. Next, tell the students to read the government measures and again check understanding and elicit additional suggestions.

Ask the students to read the first sentence of the paragraph. Explain that they have to write 100 to 120 words around the structure given in their books. Monitor to give help where necessary.

When the students have finished Exercise A, ask them if they found it useful to be given the first few words of each sentence. Explain that in the next exercise, they have to write a paragraph with the title: 'The government should ban smoking in all public places'. Ask the students to study the key points in their books. Ensure that the students understand all the vocabulary. Tell the students to write a paragraph with a similar structure to the one about car accidents they have just written. Remind them to think about sentence order, logic and language flow, and to use the phrases that they have been practising during this lesson and Lesson 7.

Monitor and answer any questions.

When most of the students have completed the task, ask some to read out their paragraphs. Suggest that others finish their paragraph for homework.

Stage 4 •

•

Write a paragraph from key points without guidance A818 Ex 8 (15 minutes)

Discussion

(5 minutes)

Ask the class: Do you think that drivers should be allowed to smoke while driving? Discuss in open class. Then ask How about using a mobile phone?

Add other activities to the discussion, including ones that students will consider acceptable (eating and drinking/listening to music).

If there is time, ask: What makes a good/bad driver? Make a list on the board.

Lesson 9 AB19-23 Objectives: Complete a test on the unit.

Language: From the unit Vocabulary: From th~ unit

English for Iraq Teacher's Book 6th Preparatory: Unit 1

29

Stage 1

•

Preparation for the test AB19-23 (5 minutes)

Explain to the class that this lesson is a 'Test yourself' lesson. Ask the students to skim through the whole lesson very quickly to get an impression of its format. Explain that the purpose of these tasks is not to see who gets the highest marks but to find out which areas each student needs to focus on in preparation for their examinations.

Stage 2 AB19-23

Answers Vocabulary Exercise A 1 incorrect 2 independent 3 unfair 4 unfortunate 5 unhappy 6 unhealthy 7 unintelligent 8 illegal

immoral impatient unpleasant impolite 13 unpopular 14 impossible ¡ 15 unusual 9 10 11 12

Exercise B 1 wrist, elbow, shoulder 2 knee, ankle 3 plaster, bandage Exercise C 1 faint 2 throat; temperature 3 pills 4 skin; cream 5 sneezes; coughs Grammar ExerciseD 1 got 2 happened 3 were returning 4 was driving

30

Test (35 minutes)

5 6 7 8 9 10 11

12 13

14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

was sitting was gomg ran put stopped did not hit were wearing did not get was sitting was not wearing fell hit broke cut was were got were shaking decided was looking slowed recognized told drove ,q stitched put

Exercise E 1 much 2 little 3 many 4 little 5 much 6 many; few Exercise F 1 He used to have his hair cut at the hairdresser's, but now his wife cuts it for him.

2 I used to have a bicycle, but someone stole it last month.

3 He used to like going out, but now he always wants to stay at home.

4 She used to wear glasses, but now she has contact lenses.

English for Iraq Teacher's Book 6th Preparatory: Unit 1

5 She didn't use to talk so much, but now she never stops talking.

6 There used to be a house here, but they knocked it down two years ago.

7 She didn't use to be so thin, but she got very ill last year and lost a lot of weight.

Stage 2

• •

Writing Exercise G Depends on the students.

•

Read titles and predict SB13 (3 minutes)

Ask the students to read the title of the lesson. Tell them to guess who I and him refer to in the title.

Ask the students to read the four possible titles for the text. Then get them to guess what the text might be about and what they know about the little boy in the picture. They should not read the text itself at this stage. Elicit and discuss their suggestions, but do not confirm or correct.

Finally, ask the students to suggest where they think such a text would come from: a magazine, a newspaper, a book or any other source.

Lesson 10 SB13

Stage 3

AB24/25

Objectives: Read a text for general understanding (gist) and for detail.

Summarize a text orally and in writing.

Language: Vocabulary: dial'ktes, puzzled, to no avail*, lose consciousness, paramedics, regain consciousness

Stage 1

•

•

Study marked tests AB19-23 Ex A-G (4 minutes)

Return marked and corrected 'Cigarette advertising should be illegal' articles. Tell the students to add these marks to their totals from Exercises A to F from the 'Test yourself' exercises in Lesson 9. This gives a mark out of 100.

Remind the students that they should use this mark to see how well prepared they are for their examinations. Tell them to look carefully at where they lost marks and to focus on these areas in their revision. Be positive; remind the students that there is still time to improve these areas and increase their overall marks.

• •

Read a text for gist SB13 (4 minutes)

Tell the students to skim-read the text and confirm which of the four titles is the most suitable.

When most of the students have completed the task, ask for feedback. Tell the students to explain briefly what the text is about.

Answer c) SAVED BY HER 4-YEAR-OLD S_DN

Stage 4

•

• •

Guess words in context SB13 AB24 Ex A (5 minutes)

Ask the students to read the text in the SB again and complete Exercise A in the AB. Use the example to demonstrate what to do.

Leave the students to complete the activity on their own. Go round helping and encouraging.

When some students have finished, get them to check their answers in pairs.

Answers 1 puzzled 2 shaking 3 to no avail 4 lose consciousness 5 spilling

English for Iraq Teacher's Book 6th Preparatory: Unit 1

31

6 7 8

the emergency services paramedics regained consciousness

Stage 5

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•

Read a text for detail 5813 AB24 Ex B (7 minutes)

Introduce the task by eliciting the first thing that happened. Then elicit what the students think is next in the notes. Don't give the answer, but let them read and find out.

Then let them continue on their own.

Answers bl; c2; d3; f4; aS; g6; e7

Stage 6

•

•

Put the students in groups of four. SBs closed, tell the students to summarize the story orally using the notes in the AB. They should help each other by adding as much detail as possible.

Elicit summaries from two different groups, with the rest of the class listening. Get the class to decide which was the better summary.

Stage 7

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32

Summarize the text orally AB24 Ex C (7 minutes)

Write a summary of the text AB2S Ex D (10 minutes)

Students now write the summary in their ABs. They can use the notes in Exercise B to help them with the order of events.

English for Iraq Teacher's Book 6th Preparatory: Unit 1

English for Iraq Teacher's Book 6th Preparatory: Unit 1

33

olice and armed forces Lesson

Materials

Topic/Title

Objectives

Language

1

SB16 AB26/27

Law and order

Revise and extend vocabulary related to law and order.

Develop understanding of compound nouns.

Listen for detail.

Practise using different past forms.

Revision: used to and past tenses from Unit 1

A police officer's duties

Read for detailed understanding.

Listen for specific information.

Practise talking about necessity, obligation and prohibition.

Revision: modals of necessity, obligation, lack of obligation, prohibition: must/mustn't/don't have to/need/needn't

Airport security

Listen to conversations for information.

Practise using modals.

Revision: sentences with modals for making polite requests, suggestions, offers and giving advice

Applying for a job

Read and understand an advert.

Read an advert for detail. ¡ Listen to a phone conversation for information and to make notes.

Practise using language for expectation.

should/shouldn't for expectation Common phrases for a phone conversation

"4

2

SB17 AB28/29

gs

3

SB18 AB29/30 "6

4

SB19 AB30-32 "7

5

SB20 AB33/34

Military jobs

Read and understand a text.

Rewrite sentences using language of expectation.

Further practice of should/shouldn't for expectation

6

SB21 AB35/36

A robbery

Read and understand two different texts.

Identify differences between formal and informal texts.

Read texts for detail.

Revision: have, get and make Informal passive

7

SB22 AB37-39

A safety brochure

Skim a text for gist.

Examine language that makes a text stronger.

Write paragraphs to complete a safety brochure.

Identify techniques for making language stronger Adjectives, adverbs and punctuation to improve writing

34

English for Iraq Teacher's Book 6th Preparatory: Unit 2

•.c

Materials

Topic/Title

Objectives

Language

8

AB3 9-41

Drive safely

Write a leaflet about cars and driving safety.

Practise language for giving advice.

should!shouldn 't

9

AB41-46

Test yourself

Complete a test on the unit.

From the unit

10

SB23 AB4 7/48

Security technology

Read a text for gist and for detail.

Discuss a text.

Revision: sequencing words first, second, third, etc:

Lesson

Word List Lesson f cnme scene fingerprint footprint metal detector radar (speed) gun * security. camera Lesson 2 arrest commit a crime follow the law investigate pickpocket'' witness (n)

Lesson 3 baggage conveyor belt declare dispose of* unattended '' Lesson 5 branch civilian .install

,c

Lesson 6

Lesson fO

alerted * lock occurred property robbed

bounce back * detect identify law enforcement* licence plate

Lesson 7 essential sentimental value '' solid

)OlD

maintain officer supervise

Lesson 8 brakes in the ignition valuables *

English for Iraq Teacher's Book 6th Preparatory: Unit 2

35

Lesson 1 SB16

AB26/27

g

g

4

Speaker 1: I used to drive too fast. I thought speeding was fun and I didn't realize how dangerous it was. Then one day I drove by a police car. The speed limit was 11 0, but I was driving much faster.

The police officers had a radar gun, and they knew I was driving too fast. They pulled me over and gave me a speeding ticket. I was about to leave when one of the officers gave me a piece of paper. It was a photo from a newspaper that showed a five-car crash. It was terrible.

The police officer told me it happened because someone was speeding. I realized that by driving too fast I could get hurt and hurt other people too. So I decided never to speed again. If I want to go fast, I can go on a rollercoaster!

Obj ectives: Revise and extend vocabulary related to law and order.

Develop understanding of compound nouns.

Listen for detail.

Practise using different past forms.

Language: Revision: used to and past tenses from Unit 1 Vocabulary: crime scene, fingerprint, footprint, metal detector, radar speed gun*, security camera

Stage 1

Section 4 Now listen to two people talking.

Match the words and the pictures SB16 (8 minutes)

•

Tell the students to look at the words at the top of SB16. Ask what sort of words these are and elicit that these are all compound nouns. Point out that knowing the meanings of different parts of compound nouns helps them understand the meaning of the word (words) as a whole. Ask for -examples of other compound nouns the students know. Make sure they realize that compound nouns can be one word, two words, three words or hyphenated.

• Tell the students to match the words with the photos in their SBs.

Speaker 2: You can get a lot of information from a crime scene. Footprints can tell you what type of shoes a thief was wearing, how big his feet· are, and even how tall he is. Sometimes we find fingerprints. A person can leave fingerprints if his hands are dirty. Then the fingerprints are easy to find. But people leave fingerprints even when their hands are clean. We can see them only after putting a special powder on them.

Matching fingerprints used to be difficult. Now it's much easier because computers can do a lot of the work.

Answers A6; B1; C7; D4; E8; F5; G2; H9; 13

Stage 2

•

36

Answers a) a police officer - Speaker 2 b) a driver - Speaker 1

Listen to match the speakers and the people SB16 g 4 (8 minutes)

Tell the students they are going to listen to some people talking. Ask the students to listen to the speakers and say which one is a police officer and which one is a driver.

Stage 3

•

Listen for detail AB26 Ex A g 4 (10 minutes)

Ask the students to read through the sets of questions in the AB. Can they remember the

English for Iraq Teacher's Book 6th Prepar atory : Unit 2

. answers to any of these? Tell them to listen to the speakers again and answer the questions.

• Ask the students to compare their answers with their partner and then check answers together.

Answers Speaker 1 1 She used to drive too fast.

2 The limit was 110.

3 They had a radar (speed) gun.

4 She realized she could get hurt and hurt other people.

Speaker 2 1 Footprints can tell you what type of shoes a thief was wearing, how big his feet are, and even how tall he is.

2 You can also find fingerprints.

3 They use it to see fingerprints.

4 Matching fingerprints is easier because computers can do a lot of the work.

Stage 4

• •

Stage 5

•

•

Answers 1 used to like 2 were speeding 3 walked 4 didn't use to have 5 didn't have 6 was walking 7 used to watch 8 was watching

Remind the students of how to use time lines. Ask them to look at the time lines and sentences in the Study Tip. Ask the students to work in pairs and write three more sentences, one for each time line.

Lesson 2 SB17

AB28/29

Q5

Objectives: Read for detailed understanding.

Listen for specific information.

Practise talking about necessity, obligation and prohibition.

Language: Revision: modals of necessity, obligation, lack of obligation, prohibition: must/mustn't/don't have

to/need!needn 't

Complete the sentences with the correct past forms A827 Ex 8 (8 minutes)

Tell the students to complete the sentences in their ABs with the verbs in the box.

Check answers and ask for reasons for the different tenses.

Use time lines A827 (6 minutes)

Vocar:9ulary: arrest, commit a crime, follow the

law, investigate, pickpocket"', witness (n)

Stage 1

•

•

Ask the students for an example of what a police officer does. Then tell them to work in pairs and make a list of as many activities as they can think of.

Elicit answers orally. Which pair thought of the most activities?

Stage 2

•

Talk about the activities a police officer does 5817 (6 minutes)

Read and underline information 5817 (8 minutes)

Tell the students to read the extracts from the police officer's information pack. Ask them to underline the activities he mentions.

English for Iraq Teacher's Book 6th Preparatory: Unit 2

37

•

Ask the students to tell you the activities they noted and compare them with the list on the board.

Question: Answer:

Stage 3

•

•

Guess meaning from context 5817 A828 Ex A (5 minutes)

Remind the students that sometimes they can guess the meanings of unfa miliar words from the context.

Ask them to find words in the text that mean the same as the words and phrases in their ABs. Tell the students how important it is to use new vocabulary to help them remember it. Ask them to write another sentence of their own for each word to practise.

Question: Answer:

Answers 1 laws 2 investigate 3 arrest 4 witness 5 pickpocket

Stage 4

•

•

An swers 1 It ca n be dangerous when you have to arrest somebody or stop a fight.

2 It is open all the time.

3 He likes solving crimes.

He likes the feeling that he's helping people.

He likes making his city a better place.

Listen and answer the questions A828 Ex 8 g 5 (6 minutes)

Tell the students that, after the presentation, the class asked the police officer questions about his work. Ask what sort of questions they think he was asked.

Tell the students to listen to the audio and answer the questions in their ABs. Did they predict any of the questions?

Stage 5

• •

g Section 5

38

One of the most important qualities a policeman must have is patience.

Do you have to work at night?

There are always officers at the station to help people at any time of the day or night. But we don't have to work every night. We usually take turns so we can spend some time at home with our family and friends.

What do you like best about being a policeman?

Well, I like solving crimes. It can be very interesting. Sometimes it's a bit like solving a puzzle. I also like the feeling that I'm helping people. If people don't obey the law, others can get hurt. So when I arrest a criminal or stop a driver from speeding, I know that I'm making our city a better place to live.

B Listen and answer the questions.

•

Question: Is being a policeman dangerous?

Answer: Sometimes. It can be dangerous when you have to arrest somebody or stop a fight. But it isn't dangerous all the time.

When you are trying to find drivers who are speeding it can even be a bit boring, because you spend a lot of time waiting.

•

Review modals; complete rules 5817 A828 Ex C (8 minutes)

Ask the students what they can remember about modal verbs: types, meanings, form.

Tell the students to look at the sentences in bold in their SBs. Ask: Do 'mustn't', 'don't have to' and 'needn't' have the same meaning?

If you wish, refer the students at this stage to the Grammar and Functions Reference on page 79 of the SB. Revise the modals, establishing which ones have a similar meaning.

Elicit examples orally. What mustn't you do at college? What don 't you have to do this evening?

What do you need to do tomorrow?

English for Iraq Teacher's Book 6th Preparatory : Unit 2

Stage 1

Answers 1 mustn't 2 don't have to, needn't 3 must, have to, need to

•

Note: The answers to 2 and 3 can be in any order.

Stage 6

•

Example answers 1 When you get in a car, you must/need to/have to put on your seat belt.

2 There's petrol in the car, so you don't have to/needn't go to the petrol station.

3 You're driving too fast! You must/need to/have to slow down.

4 Please put out your cigarette. You mustn't smoke in the police station.

5 You don't have to/needn't pick me up in the car- I'll get the bus.

6 Police officers must/have to/need to prevent crunes.

7 I mustn't be back later than 8 o'clock tonight or my parents will be angry.

Lesson 3 SB18

AB29/30

g

6

Objectives: Listen to conversations for information.

Practise using modals.

Language: Revision: sentences with modals for making polite requests, suggestions, offers and giving advice Vocabulary: baggage, unattended*, dispose of*, declare, conveyor belt

Put the students into pairs. Ask them how often they travel by plane. Ask them to list what they have to do before they board a plane. What checks are there? What do they have to do for each check?

Possible answers: See answers for Stage 2.

Complete sentences using modals A829 Ex D (7 minutes)

Tell the students to complete the sentences in their ABs. They should use all the modals at least once.

Warm up 5818 (8 minutes)

Stage 2

• •

Listen for information 5818 "6 (12 minutes)

Ask the students to listen to the conversations and check their answers to the questions in Stage 1.

Ask the students to listen again to say what happens at each check.

g Section 6 Listen and check your answers.

Conversation 1 Airline agent: Hello. I'd like to ask you a few questions about your baggage.

Father: Of course.

Airline agent: Could you tell me who packed your bags, please?

Father: We did. Last night.

Airline agent: Since then, have you left your baggage unattended at any time?

Father: No, we haven't.

Airline agent: Are you carrying any sharp objects, gases or chemical products?

Father: No, we aren't.

Airline agent: Has anyone asked you to carry anything in your baggage for them?

Father: No, no one has.

Airline agent: Thank you, sir. Have a good flight.

Conversation 2 Security guard: Good morning, sir. Would you put your bag on the conveyor belt, please?

Malek: Oh. Of course. What is that machine for?

English for Iraq Teacher's Book 6th Preparatory: Unit 2

39

Security guard: It x-rays your bag. That way we can make sure you 're not carrying anything dangerous.

Malek: But I'm not!

Security guard: I'm sure you're not. But we have to check everybody's bag. That's the rule. Could you empty your pockets, please?

Malek: Uh, sure.

Security guard: Now please walk through the metal detector. [beeping noise] Security guard: Is there anything left in your pockets?

Malek: Oh, yes. My keys. Sorry!

Security guard: That's all right. Just put them in the tray and walk through again. Thank you. Have a good flight.

Conversation 3 Father: Shall we get some magazines before boarding?

Malek: That's a good idea. Let's get some drinks too.

Mother: I'll stay here wj{h the bags if you want. Can you路get me an orange soda?

Father: Of course.

Loudspeaker Would the owner of a red nylon bag voice: with green straps please come and get it immediately? Reminder to all passengers: please do not leave your baggage unattended. Unattended baggage will be disposed of by security staff Malek: What does that mean?

Father: It means you should always have your baggage with you. If you don't, someone from security might think it has something dangerous in it and take it away.

Malek: Oh no!

Father: What's the matter?

Malek: I think that's my bag!

Conversation 4 Passport agent: May I see your passport, please?

40

Father: Passport agent: Father: Passport agent: Father: Passport agent: Father: Passport agent: Father: Passport agent:

Certainly.

Are you travelling alone?

No, with my wife and m y son.

Could I have their passports?

Here you are.

Are you travelling for business or pleasure?

For pleasure.

Where will you be staying?

With my brother, in Baghdad.

Thank you. Enjoy your visit.

Conversation 5 Customs official: Good morning. Do you have anything to declare?

Malek: Well, I've brought some gifts for my aunt and uncle.

Customs official: What have you brought them?

Malek: A book for my uncle and some chocolates for my aunt.

Customs official: Are you carrying any cigarettes, plants or animals?

Malek: No, I'm not.

Customs official: Which bag is yours, please, sir?

Malek: The red one.

Customs official: Could you open it, please?

Malek: Yes, of course. [zipping sound] Customs official: Well, that's fine, then. Have a pleasant stay in Baghdad.

Malek: Thank you.

Answers Departure Check-in: The airline agent asks questions about what you are carrying and if you packed the bags yourself.

Security check: The security guard asks you to put your hand luggage on a conveyor belt to pass through an x-ray machine.

Airport lounge: The announcer reminds you not to leave luggage unattended.

Arrival Passport control: The passport agent checks your reasons for travelling and where you will be staying.

Customs check: The customs official checks you are not bringing anything into the country illegally.

English for Iraq Teacher's Book 6th Preparatory: Unit 2

Stage 3

• • •

Learn new vocabulary; write definitions/synonyms AB29 Ex A (5 minutes)

Tell students to write the correct word from the box next to each definition.

Check answers.

Elicit other situations when you can use these words.

Answers 1 unattended 2 baggage 3 empty 4 dispose of 5 declare

Stage 4

• •

Review modal verbs for requests, suggestions and advice; match sentences and functions SB18 (7 minutes)

Elicit examples for a polite request, a suggestion, giving advice and an offer.

Tell the students to look at the examples in the SB and match them with their functions.

Answers Make a polite request: Would you put your bag on the conveyor belt, please?

Could you empty your pockets, please?

Can you get me an orange s.oda?

Make a suggestion: Shall we get some magazines before boarding?

Let's get some drinks too.

Give advice: You should always have your baggage with you.

Stage 5

•

•

Use prompts to make suggestions/ offers/requests and give advice AB30 Ex B (8 minutes)

Ask the students to look at the phrases in the box and use them to make suggestions, offers, requests and give advice. Point out that there may be several possibilities for some of these.

Ask the students to compare their answers with a partner.

Example answers Could you give me yout passport, please?

Would you like me to help you with your baggage?

You should keep your passport in a safe place.

May VCould VCan I see your ticket, please?

Let's go to the shops before the plane leaves.

Shall we/Can we go to the shops before the plane leaves?

We should/Let's take a taxi to the airport.

Shall we/Can we take a taxi to the airport?

Lesson 4 SB19

AB30-32

"7

Objectives: Read and understand an advert.

Read an advert for detail.

Listen to a phone conversation for information and to make notes.

Practise using language for expectation.

Language: should/shouldn't for expectation Common phrases for a phone conversation Vocabulary: abbreviations: bldg., freq., avail., w-e, exp., appt., lie., co.; computer literate

Make an offer: I'll stay here with the bags if you want.

English for Iraq Teacher's Book 6th Preparatory: Unit 2

41

St age 1

•

• •

•

Answers 1 a) office buildings b) 18 years c) speak English and Arabic d) available at weekends e) driving licence

g Section

a) b) c) d) e)

Stage 2

•

Stage 3

Tell the students to look at the job advert. Ask where they are likely to find job adverts (in a newspaper or magazine, on the Internet).

Ask the students to read the advert and answer the questions.

Ask students what they think computer literate means. Ask: Are you computer literate? Is everyone in your family computer literate?

2

•

Read a jab advert; write abbreviations in full SB19 ABJO Ex A (6 minutes)

co. comp. appt. exp. freq.

•

Predict the duties of a security guard; listen to confirm predictions and make notes AB31 Ex C g 7 (12 minutes)

Ask the students what they think the security guard has to do.

Tell the students to listen to the conversation Samir Esam has with Mr Hazem and complete Samir's notes about what the security guard has to do. Are these duties the same as the students predicted?

Ask the students how the job is similar to and different from a policeman's job.

7

Listen and complete the notes.

,c

Read for detail; answer questions about job requirements SB19 AB31 Ex B (6 minutes)

Tell students to reread the advert and answer the questions about the requirements for the job.

Check answers.

Samir: Secretary: Samir: Secretary: Mr Hazem: Samir: Mr Hazem: Samir: Mr Hazem: Samir: Mr Hazem:

Samir: Mr Hazem:

Answers 1 You should be friendly because you wi ll have frequent contact with the public.

2 You need to be able to work weekends/use a computer/drive a car.

3 No. Samir: Mr Hazem:

42

Could I speak to Mr Hazem?

May I ask who's calling?

This is Samir Esam.

Just a moment, please.

Hello.

Good morning. Is that Mr Hazem?

Yes, speaking.

I'm calling about your advert in yesterday's paper.

Very good. Shall I tell you a bit about the job?

Yes, please.

We need someone who is very reliable and can come to work on time every day. Work starts at 6 a.m. You may need to work some weekends, but not at night.

That's fine. 1 like getting up early.

Good. Our security guards also need to be very fit. There are security cameras in the building, but you'll have to walk around the building every hour, and it can be a bit tiring.

When you're not walking around the building, you'll have to watch television screens that show what is happening in different areas.

Will I have to arrest people?

No! If you see anything unusual, you'll call the police.

Eng lish fo r Ir aq Teacher' s Book 6th Preparatory : Unit 2

Samir: Oh, good.

Mr Hazem: You also must be very friendly and like talking to people, especially if you work in a mall or an office building. A lot of people go to those buildings, and many of them will ask for information or directions.

Samir: That's fine. I enjoy talking to people.

Mr Hazem: Then you should enjoy the job. One more thing: you need to be computer literate for this job because you need to write reports at the end of every day. Can you use a computer?

Samir: Yes, my father's got a computer at home.

Mr Hazem: Well then, you shouldn't have any difficulty using our computers. All right then, would you like to come in for an appointment?

Samir: Yes, I would. What is a good time?

Mr Hazem: How about tomorrow at 1 0.00?

Samir: That's fine.

Mr Hazem: Do you have an e-mail address?

Samir: Yes, I do.

Mr Hazem: Good, I'll send you the directions by e-mail. They're very clear. You shouldn't have any trouble finding us.

Answers 1 Could I speak to 2 May 3 This 4 Just a moment 5 Is that 6 about 7 would 8 What is a good time

StageS

•

•

Tell the students to look at the language box in the SB, read the examples from the conversation and choose the correct answer to the question.

Make sure they understand that should and shouldn't have the meaning here of expectation.

Contrast this with the use of should and shouldn't for giving advice in Lesson 3.

Answer b) I think you will enjoy the job.

Stage 6 Answers 1 some weekends 2 at night 3 walk 4 hour 5 TV screens 6 call (the) police 7 information or directions 8 reports every day

•

• • •

Stage 4

•

•

Identify expressions in a phone conversation AB32 Ex D (6 minutes)

Tell the students to read the extracts from the conversation and underline the correct expressions from the phrases in italics.

Check their answers.

Study language box; answer the question SB19 (5 minutes)

Match beginnings and endings of sentences containing should/shouldn't AB32 Ex E (5 minutes)

Give the students some practice before the exercise.

Ask them to finish this sentence: You should know this word because ... it was in the last lesson.

Tell the students to match the beginnings and endings of the sentences with should and shouldn't.

Check answers.

Give them some sentence beginnings and ask them to complete the sentences in pairs. He should be here soon because ... She should pass the exam because ... They shouldn't get lost because ...

Answers 1 b; 2d; 3e; 4f; Sc; 6a

English for Iraq Teacher's Book 6th Preparatory: Unit 2

43

Lesson 5 SB20

AB33/34

Objectives: Read and understand a text.

Rewrite sentences using language of expectation.

Language: Further practice of should/shouldn't for expectation Vocabulary: branch, join, install, maintain, officer, supervise, civilian

Stag'e 1

•

•

•

Look at the pictures and make predictions; scan to confirm 5820 (10 minutes)

Tell the students to look at the pictures and discuss which jobs they think look interesting and why.

Ask them to predict which of these jobs can be done in the military.

Tell the students to scan the text and check their predictions.

Stage 2

•

Guess meaning from context 5820 A833 Ex A (5 minutes)

Tell the students to read the sentences that contain the words in bold to try to guess the meanings.

Ask the students to check their ideas in a dictionary.

Answers 1 parts 2 become a member of 3 put in 4 make sure it keeps working 5 someone in a hjgher position 6 be in charge of 7 outside the military

44

Stage 3

• •

Tell the students that they are going to practise findillg the main idea in a paragraph, which is a useful skill.

Go through the exercise with the class. Make sure they understand that the main idea of a paragraph can often be found in one sentence, but this is not always so. Sometimes the main idea is found by looking at all the sentences.

Stage 4

• •

Find the main ideo in the first paragraph 5820 A833 Ex 8 (8 minutes)

Find the main ideas in the remaining paragraphs 5820 A834 Ex C (10 minutes)

Tell the students to find the main idea in the remaining paragraphs of the text.

Go over the answers with the class carefully to make sure that they understand why each choice is the right one. ,{nswers Paragraph 2: b) If you know about computers, you can find an interesting job.

Paragraph 3: a) There are also jobs for people who don't have a technical background.

Paragraph 4: c) The military gives you a chance to get a better job.

Paragraph 5: c) The military teaches you skills you can use in civilian life.

English for Iraq Teacher's Book 6th Preparatory: Unit 2

Stage 5

•

Rewrite the sentences using expressions with should/shouldn't A834 Ex D (7 minutes)

Tell the students to read the sentences in their ABs and rewrite them using should and shouldn't, as in the example.

Stage 2

• •

Refer students to the Study Tip in the AB. Elicit what the students did in Stage 1 (skimming).

Stage 3 Answers 2 I've studied hard for the test, so I should pass.

3 You like exercising, so you shouldn't have trouble getting fit.

4 They learnt a lot in the military, so they shouldn't have trouble getting a job.

5 This is a new computer, so it should be faster than the other one.

Lesson 6 SB21

•

Stage 4

Objectives: Read and understand two different texts.

Identify differences between formal and informal texts.

Read texts for detail.

Language: Revision: have, get and make Informal passive Vocabulary: robbed, occurred, alerted*, property, lock

• •

Tell the students to scan the texts and find the information to answer the questions in their ABs.

AB35/36

Stage 1

Warm up 5821 (S minutes)

Elicit the meaning of the word robbery and brainstorm related words -steal, arrest, break in.

Tell the students to skim the texts and answer the question at the top of the SB page.

Answer They are about the same event.

Read for specific information; answer the questions 5821 A83S Ex A (S minutes)

Answers lb;2c;3a

• '~

Read Study Tip A83S (4 minutes)

Read for detail; answer the questions 5821 A83S Ex 8 (8 minutes)

Tell the students to read the texts carefully and · answer the questions in their ABs. Answers 1 Because this was the fifth robbery of the year.

2 Because he didn't get hurt.

3 Really angry.

4 Because her Science report was on the hard disk.

5 Because the robber got in the house through the window.

Stage 5

• •

Identify formal language; find informal equivalents 5821 A836 Ex C (6 minutes)

Tell the students to look back at the texts. Ask them which one is more formal: the newspaper article.

Elicit common differences between formal and informal writing: type of vocabulary, style, use of passives, contractions.

English for Iraq Teacher's Book 6th Preparatory: Unit 2

45

• • •

Tell the students to complete the columns in their AB with informal synonyms from the e-mail.

Check answers.

Read out these words and ask the students to say which text they were in without looking again: owners (1) at the time of (1) scared (2) responsible (1) mess (2) nice (2) reminding (1) homeowners (1) luckily (2) sound asleep (2) Answers Formal occurred injured alerted investigate property

Stage 6

• •

• •

Less formal happened hurt called find out stuff

Stage 7

• •

Lesson 7 SB22

AB37-39

Objectives: Skim a text for gist.

Examine language that makes a text stronger.

Write paragraphs to complete a safety brochure.

Language: Identify techniques for making language stronger Adjectives, adverbs and punctuation to improve writing Vocabulary: sentimental value *, essential, solid

Stage 1

• •

46

Tell the students to rewrite the sentences using have, get or make.

Go over the example, showing how somebody is omitted in the rewritten sentence. Point out that it is also possible to say I got my television stolen, but it is less likely here.

Answers 1 I had my hair cut.

2 She got the window fixed .

3 The noise made him look outside.

4 The wind made the leaves fall.

5 The witness had his/her picture taken.

Read the language box about have, get and make AB36 (6 minutes)

Tell the students to read the language box about have, get and make.

Point out that have and get have a similar meaning here, but that have is more formal than get. Also, get can suggest intention, so we might say My father got the lock replaced, but we would probably not say My father got the television stolen.

Point out the verb forms (past participle with have and get; infinitive with make ).

Elicit further examples such as the following: I got/had my picture taken at the weekend.

My father made me clean the car.

Rewrite the sentences using have, get or make AB36 Ex D (6 minutes)

Skim to understand the purpose of a text SB22 (5 minutes)

Ask the students if they think people are generally careful about protecting their homes from robbers.

Tell the students that they are going to read part of a brochure.

English for Iraq Teacher's Book 6th Preparatory: Unit 2

•

Thieves can get them by breaking the window.

Keep keys in a flowerpot by the door Thieves often look here.

Tell strangers when you will be away They may be dishonest.

Ask them to skim the paragraph and say what its purpose is. Emphasize that students are to read quickly and give them a limited time to do this.

Answer b) to persuade people to take security measures in their home

Stage 2

•

•

Things people should do: Leave lights on when going out after dark Thieves will think you are at home.

Give a family member a key They can check the property while you're away.

Ask a neighbour to collect mail Thieves are less likely to know you are away.

Tell your neighbours if you are going on holiday They can look out for suspicious people around your house.

Examine the language in a text SB22 AB3 7 Ex A (5 minutes)

Ask students to read the brochure again more carefully and notice what makes the language convmcmg.

Tell them to answer the questions.

Answers 1 Why should you think about home safety?/ What are the most important things for home safety?

2 They can open your door with a bank card or a paperclip!

3 impossible; essential 4 extreriPely; unbelievably 5 For example, jewellery can have sentimental value.

Stage 4

• •

Tell the students to complete the paragraphs with their notes from Stage 3.

Monitor to help where necessary.

StageS Stage 3

• •

•

Read safety suggestions; give reasons and examples for each AB37/38 Ex B (10 minutes)

Tell the students that they are going to complete the brochure on home safety.

Direct students' attention to the ideas in the AB. Tell students that the ideas will help them complete the brochure (Exercise C), but that the ideas need to be developed with reasons.

Ask students to work in pairs to write sentences with reasons.

Answers Things people shouldn't do: Keep keys on a hook by the window

•

•

Improve first draft AB39 Ex D (5 minutes)

Tell students to think of adverbs, adjectives and punctuation that can make their paragraphs more convincing and to make the necessary changes to their paragraphs.

Stage 6

•

Write first draft of paragraphs to complete the brochure AB38/39 Ex C (10 minutes)

Comment on partner's paragraph AB39 Ex E (5 minutes)

Tell the students to read their paragraphs to a partner.

Encourage them to tell their partners what is good about their paragraphs and to make suggestions for improvement.

English for Iraq Teacher's Book 6th Preparatory: Unit 2

47

Lesson 8

Stage 4

Proofread for spelling, grammar and punctuation AB40/41 Ex C-E (5 minutes)

AB39-41 Objectives: Write a leaflet about cars and driving safety.

Practise language for giving advice.

Language: should/shouldn't Vocabulary: valuables*, in the ignition, brakes

•

Tell the students to proofread their paragraphs.

Remind them of the writing checklist at the back of their AB.

Stage 5 Stage 1

Discuss things drivers should and shouldn't do AB39 Ex A (5 minutes)

• •

•

Tell the students to look at the cartoons in the AB. Ask them what they think the drivers did or are doing wrong.

Answers 1 The driver is speeding.

2 The car needs repairs and is parked illegally.

3 The driver left his keys in the ignition.

Stage 2

•

•

•

Stage 3

•

•

48

Write the paragraphs AB40/41 Ex C/D (15 minutes)

Ask students to exchange papers with a partner and comment on clarity and convincing language.

Ask volunteers to read their paragraphs to the class.

Lesson 9 AB41-46

Objectives: Complete a test on Language: From the unit Vocabulary: From the unit

Generateideasfortheleaflet AB40 Ex B (7 minutes)

Tell the students they have been asked to write a leaflet for new drivers about driving safety and protection against car theft.

Tell the students to write what drivers should and shouldn't do in the column on the left, and write the reasons or examples on the right.

Tell them to look at the topics in the box to help them get ideas.

Exchange paragraphs AB40/41 Ex C-F (8 minutes)

Stage 1

•

•

•

th~ unit.

Preparation for the test AB41-46 (5 minutes)

Tell the students that these exercises are to test what they have learnt in the unit so far and will help identify any weaknesses they may have.

Let the students look through the test and clarify the instructions. Answer any questions they may have.

Remind the students that they must work alone and not copy anyone else's work.

Tell the students to write their ideas in two paragraphs, organizing them according to the paragraph headings.

Tell the students to look back at what they've written, check that their writing is clear and see if it can be made stronger.

English for Iraq Teacher's Book 6th Preparatory: Unit 2

Stage 2

Answers Vocabulary Exercise A 1 branches

2

JO!D

3 4 5 6

maintain officer supervise civilian

Exercise B 1 security camera 2 metal detector 3 x-ray machine 4 speed limit 5 speeding ticket 6 radar speed gun 7 conveyor belt Exercise C 1 obey 2 drive 3 have 4 take 5 wear 6 pay 7 stop 8 let 9 commit ExerciseD 1 cnme scene 2 fingerprints 3 investigating 4 arrest 5 pickpocket 6 unattended 7 disposed of 8 witness

Test AB41-46 (35 minutes)

Grammar Exercise E 1c; 2a; 3f; 4b; 5d; 6e Exercise F 1 shouldn't 2 should 3 shouldn't 4 should 5 should 6 should Exercise G Ali: Faisal:

Huda: Police officer:

Police officer: Kamal: Father: Mother:

W ould!Could!Can you drive me to the match this afternoon?

Sure. You know, you should get a driving licence. You're old enough to drive.

Can/Could you tell me how to get to the mall?

Of course. 111 show you on the map if you like.

Could/Can/Would you show rAe your driving licence, please?

Yes, here you are.

Shall we stop for lunch?

That's a good idea. Let's get some petrol too.

Exercise H Suggested answers 1 You mustn't drive so fast!

2 Could/Can/Would you help me with these suitcases?

3 Shall we have a cup of coffee?/Let's have a cup of coffee.

4 I'll help you with that./Shall I help you with that?

5 May I/Could I/Can I see your ticket?/Could you show me your ticket?

Exercise I Depends on the students.

English for Iraq Teacher's Book 6th Preparatory: Unit 2

49

Exercise J Suggested answers 1 They had their television stolen.

2 My father had/got the computer fixed.

3 My mother made me turn down the music.

4 He had his hair cut.

5 (Yesterday) My father had/got the car cleaned.

Stage 2

•

•

Writing Exercise K Depends on the students.

• •

AB47/48

Objectives: Read a text for gist and for detail.

Discuss a text.

Language: Revision: sequencing words first, second, third, etc.

Vocabulary: bounce back *, detect, identify, law enforcement*, licence plate

Stage 1

•

•

Stage 3

•

Answers a) II (or two), 50, one b) after that, although, however, so, in that case, then, and, but c) aircraft, ships, cars d) weather

Tell the students to read the text carefully and answer the true/false questions in their ABs.

Stage 4

•

• •

50

Read for detail S823 A847 Ex 8 (8 minutes)

Answers 1F;2F;3T;4T;5T;6T;7T; 8F

Scan for words S823 (S minutes)

Ask the students to read the title of the lesson. Ask them to think about how radar helps in security.

See if they can think of any other ways that technology is used to help security (for example, x-rays at airports, fingerprint or DNA matching) .

Go over the first task. Before they begin, elicit examples of linking words and make sure they know the meaning of vehicles.

Refer the students back to the Study Tip on AB page 35. Elicit what the students did in Stage 1 (scanning).

Tell the students to look at the questions in AB Exercise A and decide which strategy is best for each question.

Tell the students to read and answer the questions.

Check answers.

Answers 1 SK radar guns 2 SC a machine that detects radar guns 3 SK paragraph 3 4 SC some can

Lesson 10 SB23

Skim and scan text S823 A847 Ex A (8 minutes)

Discuss interesting facts from the text S823 A847 Ex C (9 minutes)

Tell the students to work with a partner and agree on the five most interesting facts in the text. These might be things they know already or things that are new to them.

Elicit some ideas and model how to give the information. For example: It is interesting that radar was invented so long ago.

Go round while they work and make sure they are able to explain their choices.

Elicit choices from different groups.

English for Iraq Teacher's Book 6th Preparatory: Unit 2

Stage 5

Write about interesting facts 5823 AB48 Ex D

(10 minutes)

•

Look at the beginning of the activity and talk about how the students might continue. Highlight the following pattern: First, that (it was invented 50 years ago. That's a long time in the past.)

Second, that .. .

Third, that .. .

Fourth, that .. .

Fifth, that .. .

English for Iraq Teacher's Book 6th Preparatory: Unit 2

51

Vocational trainin Lesson

Materials

Topic/Title

Objectives

Language

1

SB26 AB49/50

I'd like to work in the tourist industry

Revise and extend career-related vocabulary.

Talk and write about jobs and duties.

Phrases for writing definitions: It's someone who ...

SB27 AB51-54

Extend career-related vocabulary.

Revise and practise using zero and first conditionals.

Interview each other about career plans.

Make recommendations and give advice.

Revision: zero and first conditionals

"9

If you come round tomorrow, I'll help you

SB28 AB54-56

If you could choose any job ...

Listen and read.

Practise a dialogue about careers.

Identify and practise second conditional in writing and conversation.

Revision: second conditional dis- for negative verbs

gg

2

3

"10

4

SB29 AB56-58

She asked when she had decided

Read an interview for information.

Revise and practise reported speech.

Write invented answers to interview questions.

Role-play an interview with an architect.

Report an interview.

Revision: reported speech

5

SB30 AB59-61

I wish I'd brought my sunglasses

Practise writing about regrets.

Write an e-mail to a friend expressing regrets about an interview.

I wish and If only for expressing regret

6

SB31 AB62/63

If I'd been fitter

Listen for specific information.

Learn and practise using third conditional.

Third conditional

SB32 AB64/65

Learn English in the UK

Read and complete an advertisement.

Fill in an application form.

Role-play asking for and giving information.

Revision: question forms

8

AB66-68

Would you like to join me?

Complete an e-mail to a friend.

Write an e-mail.

Making suggestions

52

English for Iraq Teacher's Book 6th Preparatory: Unit 3

rC

"11

7

"12

Lesson

Materials

Topic/Title

Objectives

Language

9

AB68-73

Test yourself

Complete a test on the unit.

From the unit

10

SB33

Focus on careers conference interpreter

Read and understand a text.

Extend and practise using vocabulary related to careers and education.

AB74/75

Word List Lesson 1 architecture duty engmeenng fine art information technology scientific research stressful the aviation industry the environment the media well-paid Lesson 2_ application communication conserving '' geology invention involve occupation purification * qualifications

Lesson 3 approve of disappear disconnect discourage dislike disobey displease * distrust fed up with scared of heights ''路 train as upset Lesson 4 futuristic '' scary solo

Lesson 5 annoyed with create a good/bad impression * make eye contact'' trip over Lesson 6 chase fit movie director nervous profession rescue Lesson 7 accommodation advice allergies canteen details dietary duration*

hostel level locations opt for * permit (v) suit (v) tailored to * title

Lesson 8 a good experience indepenpence worth it Lesson 10 annual booth * convey the sense '' headphones in demand out of a job '' under pressure*

English for Iraq Teacher's Book 6th Preparatory: Unit 3

53

Lesson 1 SB26

AB49/50

g8 •

Objectives: Revise and extend career-related vocabulary.

Talk and write about jobs and duties.

Language: Phrases for writing definitions: It's someone who ...

Vocabulary: architecture, the aviation industry, engineering, the environment, fine art, information technology, the media, scientific research, duty, stressful, well-paid

Stage 1

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Answers a3; bll; c6; d8; el; flO; g9; h5; i12; j4; k2; 17

Stage 2

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54

g Section 8 Listen and match.

Zaid: Hello. I'm Zaid. I'm the manager of the Sheraton Hotel in Hurghada, Egypt. I love my job because it's so varied.

Nada: My name's Nada. I'm a presenter on AI ]azeera television. I really enjoy my work, but it can be quite stressful sometimes.

Ousama: I'm Ousama. I'm a pilot with Iraqi Airways. My favourite route is Baghdad - Bangkok. In my opinion, being a pilot is the most satisfying job in the world.

Faten: My name's Paten. I'm a computer programmer. I work for a big company and rm quite well-paid.

Match careers to pictures; discuss careers SB26 (7 minutes)

Ask the students what careers they would like to have in the future.

Ask them to look at the pictures and say what they can see'~n each. What careers do they think are connected with the pictures?

Tell the students to read the list of career areas and match them with the pictures. Which do they think is the most interesting career? The activity is designed to provoke discussion, and not all students are expected to give the same answer.

Elicit what jobs are associated with the different careers areas.

Point out that we say I would like a career in the tourist industry. I would like to be a tour guide.

match each speaker to a career from the list. They should write the correct letter next to the name.

Ask the students if the people like their jobs.

Answers Zaid Nada Ousama Fa ten

I)

g) b) f)

Stage 3

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Match jobs with duties AB49 Ex A (6 minutes)

Ask the students what a doctor does. Elicit A doctor helps people with different health problems.

Ask which is the job (doctor) and which is the duty (helps people ) in the sentence.

Tell the students to match the duties with the jobs in their AB. Answers le; 2j; 3c; 4h; 51; 6f; 7g; 8a; 9b; lOi; lld; 12k

Listen and match each speaker to a career SB26 "8 (7 minutes)

Tell the students they are going to hear four people talking about their jobs. Ask them to listen and

English for Iraq Teacher's Book 6th Preparatory: Unit 3

Stage 4

Ask and answer questions about jobs and duties AB49 Ex B (5 minutes)

Stage 6

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Ask the students What do you call a person who designs buildings? The students answer An architect.

Ask the students What's an architect? The students answer It's someone who designs buildings.

Tell the students to read the examples in the AB. Put the students in pairs. Tell them to ask and answer questions like this about the jobs and duties in Exercise A. When they have finished, ask them to cover their books. Ask them some of the questions to see what they can remember.

Stage 5

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Write definitions for different jobs AB50 Ex C (10 minutes)

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Check how the students recorded and learnt vocabulary from the first two units.

Ask if they know what a word web is.

Ask them to look at the Study Tip in their AB. Demonstrate by writing a topic in the middle of the board and eliciting associated words from the students.

Ask students to add more words to the word web in the AB. For homework, ask the students to write two more word webs.

Lesson 2 SB27

Write a job on the board, e.g., film star. Elicit a definition, e.g., A film star is someone who acts in films and is famous . .

Ask the students to look at the jobs in their AB. Tell the students to write a definition for each job using is someone who ... and compare their answers· with their pa_rtner.

Check the answers.

Answers 1 A nurse is someone who looks after sick people and helps doc~ors.

2 A fashion designer is someone who designs clothes.

3 A hotel manager is someone who is responsible for running a hotel.

4 A salesperson is someone who sells things in a shop.

5 A TV presenter is someone who introduces programmes on television.

6 A marketing manager is someone who is responsible for advertising and selling products.

7 A cartoonist is someone who draws amusiilg pictures.

Learn to use a word web AB50 (5 minutes)

AB51-54

g

9

Objectives: Extend career-related vocabulary.

Revise and practise using zero and first conditionals.

Interview each other about career plans.

Make recommendations and give advice.

Language: Revision: zero and first conditionals Vocabulary: application, communication, conserving"", geology, invention, involve, occupation, purification •, qualifications

Stage 1

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Complete a careers advice interview SB27 g 9 (6 minutes)

Elicit what sort of information a careers advisor can give you. What questions can the students ask a careers advisor? What questions can a careers advisor ask the students?

Tell the students to read th~ dialogue and use the vocabulary in the box to fill the gaps.

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Play " 9 and tell the students to listen to the dialogue to check their answers.

Check answers with the students.

Stage 2

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Section 9 Listen and check your answers.

Advisor: What would you like to do when you finish studying?

Ramiz: I'm not sure yet. But I'm very interested in ecology and the environment.

Advisor: If you're good at science and geography, there are lots of jobs to choose from.

Ramiz: I love them both. They're my favourite subjects.

Advisor: Well, how about a career in water technology? That 's really important in this country.

Ramiz: What exactly does water technology involve?

Advisor: If you work in water technology, you look for ways of conserving water and purifying it.

Ramiz: Yes, I'd like to work in the water industry. Water conservation and purification '~re really important in this country. What kind of qualifications do I need?

Advisor: First of all, you need to get a degree.

You could choose from environmental science, geology or even engineering.

Ramiz: Which university offers those courses?

Advisor: I have to check. If you come back next week, I'll have the answer.

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Ask a student what he or she wants to be. Give a zero conditional in reply: If you want to be a ... , you have to go to university. Elicit the name of this conditional: zero. Give a first conditional: If you get a good degree, your parents will be very happy.

Elicit the name of this conditional: first.

Tell the students to read the language box on SB27 and check understanding.

Tell the students to underline examples of conditionals in the dialogue and say if they are zero or first.

Answers Advisor: What would you lik e to do when you finish studying?

Ramiz: I'm not sure yet. But I'm very interested in ecology and the environment.

Advisor: If you're r:ood at science and r:eor:raphy. there are lots of jobs to choose from. Zero Ramiz: I love them both. They're my favourite subjects.

Advisor: Well, how about a career in water technology? That's really important in this country.

Ramiz: What exactly does water technology involve?

Advisor: If you work in water techno/a~. you look for ways of conservinr: water and purifyinr: it. Zero Ramiz: Yes, I'd like to work in the water industry. Water conservation and purification are really important in this country. What kind of qualifications do I need?

Advisor: First of all, you need to get a degree.

You could choose from environmental science, geology or even engineering.

Ramiz: Which university offers those courses?

Advisor: I have to check. If you come back next week. I'll have the answer. First

Answers 1 environment 2 science 3 career 4 involve 5 conservmg 6 qualifications 7 university

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Identify zero and first conditionals SB27 (6 minutes)

Check answers.

English for Iraq Teacher's Book 6th Preparatory: Unit 3

Stage 3

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Match clauses to complete conditional sentences AB51 Ex A (4 minutes)

Look at the first example with the students and then ask them to match the sentence halves to complete the sentences. They should add a comma where necessary.

Ask the students if these are examples of zero or first conditionals.

Ask the students when we use unless. (To say if ... not.) For example: Unless you revise for the test, you won't get a good mark.

Answers lb I can't get to sleep if I drink a lot of coffee.

2c If I lend my brother CDs, he always loses them.

3f If you work in marketing, your job is to encourage people to buy.

4d If you're good at languages, you can be an interpreter.

Sa My parents get worried if I come home late.

6g You need to improve your English if you want to study in Britain.

7c Food goes bad unless you keep it in the fridge.

6 7

If you want to do a degree in Britain, you'll have to do a one-year foundation course first.

Unless he makes a big effort this term, he won't get through the end-of-year exams.

If you are offered a place at Carnegie University, will you accept it?

Stage 5

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Ask the students if the present simple is always used in the if clause of the first conditional (no, we can also use the present continuous if the action is prolonged). Ask them to look at the first two examples in the language box. Elicit another example for this.

Ask what else we can use instead of will in the main clause: present continuous with future reference; going to; can; might, should; imperative.

Ask the students to look at the rest of the examples in the language box and elicit one more example for each.

Stage 6 Stage 4

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Complete sentences with correct verb forms AB51/52 Ex B (5 minutes)

Tell the students to put the verbs in brackets into the correct forms and write the complete sentences.

Go over the example sentence with the class.

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Complete sentences using the first conditional AB53 Ex C (5 minutes)

Tell the students to complete the sentences in the first conditional in their own words.

Check by asking for sentences from the class.

Stage 7 Answers 1 If I don't pass the high school exam this year, I'll take it again next year.

2 If she doesn't apply for a scholarship, of course she won't get one.

3 If anyone needs advice about their application forms , I'll be here tomorrow to help.

4 If he logs on to the British Council site, he'll find quite a lot of useful information about courses in Britain.

Study form of first conditionals AB52 (5 minutes)

Use questions to interview a partner about career plans AB53 Ex D (4 minutes)

Tell the students they are going to interview each other about their career plans. Read through the questions with the students.

Put the students in pairs and tell them to ask each other the questions. They should note down their partner's answers.

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Stage 8

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Give careers advice A854 Ex E (S minutes)

" Section 10 Listen and read.

Cathy: If you could have any career in the world, what would you choose?

Maryam: I'd like to be a pilot.

Cathy: Do you think that dream is ever going to come true?

Maryam: No, I don 't. It's just a dream. My parents wouldn't approve of it. They want me to train as a doctor.

Cathy: What if you refused?

Maryam: Are you joking? They'd be really upset if I refused.

Cathy: But it's your dream.

Maryam: I know. But I could never be a successful pilot, anyway.

Cathy: What do you mean?

Maryam: If I was a pilot, nobody would fly with me.

Cathy: Why not?

Maryam: Because I'm a bit scared of heights!

Cathy: If I were you, I'd train as a doctor and have flying lessons in my free time.

Maryam: What free time? Medical students don't have any free time!

Ask the students to look at the notes they have made and to think of some recommendations and advice to give their partner. Review ways of giving recommendations: If you like/enjoy/are good at/ want to, and giving advice: You could .. ./You should .. ./It might be a good idea to ...

Look at the example conversation in the AB w ith the students and then ask them to role-play using their own information.

Monitor and give help where necessary.

Choose one or two pairs to repeat their conversations for the class.

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Lesson 3 SB28

AB54-56

g 10

Objectives: Listen and read.

0 Practise a dialogue about d.reers .

Identify and practise second conditional in writing and conversation.

Language: Revision: second conditional dis- for negative verbs Vocabulary: approve of, disappear, disconnect, discourage, dislike, disobey, displease*, distrust, fed up with, scared of heights*, train as, upset

Answers Maryam is going to study medicine.

She would prefer to be a pilot.

Stage 2

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Listen and read to answer questions 5828 g 10 (4 minutes)

Ask the students if they have a 'dream' job and how likely it is that they will do this job in the future.

Tell them they are going to listen to and read a conversation about Maryam's future career.

They should answer the two questions: What is Maryam going to study? What career would she prefer to have?

Check answers.

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Read dialogues aloud; create alternat ive dialogues using prompts 5828 A854 Ex A (7 minutes)

Put the students in pairs and ask them to practise reading the dialogue.

Choose one or two pairs to read the dialogue to the class.

Ask the students to look in their AB. Tell them to say the dialogue again but this time to change some of the language. Use the first situation as an example. Ask one student to be Cathy and ask the questions. You answer using the new information.

Tell the students to practise the different dialogues in their pairs.

Monitor to help where necessary.

English for Iraq Teacher's Book 6th Preparatory : Un it 3

Cathy: If I were you, I'd train as a doctor and write stories in my free time.

Answers

Conversation 1 Cathy: If you could have any career in the world, what would you choose?

I'd like to be a painter.

Mary am: Cathy: Do you think that dream is ever going to come true?

Mary am: No, I don't. It's just a dream. My parents wouldn't approve of it. They want me to train as a doctor.

Cathy: What if you refused?

Mary am: Are you joking? They'd be really upset if I refused.

Cathy: But it's your dream.

Maryam: I know. But I could never be a successful painter, anyway.

Cathy: What do you mean?

Maryam: If I was a painter, nobody would buy my paintings.

Cathy: Why not?

Maryam: Because my art is always a bit messy!

Cathy: If I were you, I'd train as a doctor and do art in my free time.

Mary am: What free time? Medical students don't have any free time!

Stage 3

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Maryam: Mary am: Cathy:

,c

Conversation 3 Mary am: Mary am: Cathy: Maryam: Mary am:

It you could have an'l'. career in the

world, what would 'Y.OU choose?

Maryam: I'd like to be a pilot.

Cath y: Do you think that dream is ever going to come true?

Maryam: No, I don 't. It's just a dream . M y parents wouldn't approve of it. They want me to train as a doctor.

Cathy: What if you refused?

Mary am: Are you joking? The'l'.'d be reall'l'. utz.set if I refused.

Cathy: But it's your dream.

Mary am: I know. But I could never be a successful pilot, anyway.

Cathy: What do you mean?

Mary am: IU was a tz.ilot, nobod'l'. would fl'l'. with me.

Cathy: Why not?

Mary am: Because I'm a bit scared of heights!

Cathy: IU w ere 'Y.Ou, I'd train as a doctor and have flying lessons in my free time.

Maryam: What free time? Medical students don 't have any free time!

As before with these changes.

I'd like to be an actor.

I know. But I could never be a successful actor, anyway.

If I was an actor, nobody would come to my shows.

Because I'm not a brilliant performer!

If I were you, I'd train as a doctor and be an actor in my free time.

As before with these changes.

I'd like to be a writer.

I know. But I could never be a successful writer, anyway.

What do you mean?

If I was a writer, nobody would read my books.

Because I haven't got anything very important to write about!

Go through the language box with the students. Make sure they understand that the order of the clauses can be if clause/main clause or main clause/if clause: I would go to Britain to study if I had enough money or If I had enough money, I would go to Britain to study.

Tell the students to underline examples of the second conditional in the conversation.

Check answers .

Answers Cathy:

Conversation 2 Mary am: Mary am:

Identify examples of second conditional 5828 (3 minutes)

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Look at the second example with the students. Ask if Maryam is going to refuse: No . Elicit that this is not a real situation . It is imaginary.

Remind the students that we normally say if I were you (not was).

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Stage 4

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Controlled practice of the second conditional AB54 Ex B (5 minutes)

Tell the students to complete the sentences using the correct form of the verbs in brackets.

Check answers.

Answers 1 If I had lots of money, I would buy a racehorse.

2 I wouldn't have to spend so long on my homework if I had a computer of my own.

3 Where would you choose to live if you could live anywhere in the world?

4 I would learn to parachute if my friend said she would do it with me.

5 If I were you, I wouldn't ask his advice about anything.

6 She would look much nicer if she wore contact lenses instead of glasses.

7 He would be more attractive if he shaved his beard off.

8 I wouldn't marry him even if he was/were the last man on earth!

Stage 5

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Use own ideas to complete second conditional sentences AB55 Ex C (6 minutes)

Look at the example. Elicit what some of the students would do if they had their own car.

Read through the other three sentence beginnings with the students.

Tell the students to work in pairs and decide what they would do in the different situations.

When they have finished, ask for some examples from different pairs.

Stage 6

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Tell the students they are going to write about what they would do if they were millionaires. Elicit a few examples and then read through the ideas in the AB. Tell them that for the writing they shouldn't use all the ideas but choose one or two and then write a bout them in more detail.

Write first, after that and then on the board. Show how the students can use these to sequence their ideas.

The students write their paragraph(s) in class or for homework.

Monitor to give help where necessary.

Read interesting paragraphs to the class.

Stage 7

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Write about an imaginary situation AB55 Ex D (10 minutes)

Make opposites of verbs with the prefix dis- AB56 (5 minutes)

Ask the students how we can make the opposite of the verb agree: disagree. Ask if· they can think of any more verbs that start with dis-, e.g., disapprove.

Tell the students to write the opposites of the verbs in the language box. Warn them that one verb needs to change slightly.

Check answers.

Ask the students to say what situations they would use these verbs in.

Tell the students that there is no simple rule that will help them decide whether to use the prefix disrather than another prefix such as un-. They should check in a good dictionary if they are unsure.

Answers dislike disobey distrust disappear displease disconnect discourage (not disencourage)

English for Iraq Teacher's Book 6th Preparatory: Unit 3

Lesson 4 SB29

AB56-58

Objectives: Read an interview for information.

Revise and practise reported speech.

Write invented answers to interview questions.

Role-play an interview with an architect.

Report an interview.

Language: Revision: reported speech Vocabulary: futuristic*, scary, s9lo

Stage 1

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Ask the students if they know any architects, in particular any female architects. Is this unusual?

Why/not?

Tell the students to read the interview. Give a time limit. At the end of the time limit, tell them to close their books.

Ask them to write down three facts they can remember about Zaha. · Ask individual students to tell the class one fact each until all ~ave been given.

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Stage 2

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Stage 3

Read an interview for information SB29 (5 minutes)

Sample answers She studied architecture in London.

She was the first woman to win the Pritzker Prize in 2004.

She has won three prizes.

She likes modern designs.

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Answers She asked her why she had wanted to be an architect.

She asked her about her background.

She asked her what kind of buildings she was famous for.

She asked her if her designs had won any prizes.

She asked her if Iraqi women could always be as successful as men in their careers.

Write questions in reported speech SB29 (10 minutes)

Ask the students to look at the interviewer's first question. What did she ask? Elicit the sentence in their SBs: She asked her when she had decided to be an architect.

Tell the students to write the interviewer's questions in reported speech.

Check answers.

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Complete examples of reported questions AB56 Ex A (7 minutes)

Review tense changes in reported speech by asking the students some questions and then asking them to report what you asked.

Tell the students to look at the rules and complete the examples.

Check answers.

Answers I asked him if he knew.

He asked' me if I was OK. He asked me what I was doing.

She asked if I had had fun.

I asked where she had been.

She asked what they would say.

He asked me whether I could help.

Stage 4

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Write invented answers to interview questions AB57 Ex B (7 minutes)

Tell the students to use their imagination to write answers to the interview questions. Look at the example with them.

When they have finished writing, elicit some answers from the students.

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Stage 5

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Lesson 5 SB30

Put the students in pairs and tell them to use the information they have written down to role-play interviews. Then ask them to change roles.

Monitor and help where necessary.

Stage 6

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Role-play an interview with a pilot AB57 Ex C (5 minutes)

Objectives: Practise writing about regrets.

Write an e-mail to a friend expressing regrets about an interview.

Language: I wish and If only for expressing regret Vocabulary: trip over, annoyed with, create a good/bad impression*, make eye contact•

Report an interview AB58 Ex D (6 minutes)

Tell the students to report the interview as if they were the pilot. They should write reported questions and answers. Look at the example and elicit the first couple of questions. Ask students to finish the task for homework.

Stage 1

• Answers 1 He/Sh e asked me how long I had been flying.

I told him/her it had been four years.

2 He/She asked me if I still liked the job. I told him/her that ...

3 He/She asked me what my favourite route was.

I told him/her .. .

4 He/She asked roe how I had felt on my first solo ilight. I told him/her .. .

5 He/She asked me if I had ever had a scary experience when flying. I told him/her ...

AB59-61

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Match sentences to pictures SBlO (5 minutes)

Tell the students to look at the pictures and say what's happened in each. Then have them match the sentences to the pictures.

Concept check with questions: Did she turn the oven off? No, she wishes she had. Did he take his sunglasses with him? No, he wishes he had.

Write I wish I had ... and If only I had ... and ask which is the stronger. Point out the emphasis on the word only when used in this way. If ouly I hadn't tripped over that rock.

Tell the students that you're hungry because you didn't have breakfast/lunch today. Elicit I wish I'd had breakfast. Ask for examples of things the students didn't do yesterday or earlier today and now regret.

Answers 1B;2A;3F;4E;5D;6C

Stage 2

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Read a driving test report; write regrets SBJO (7 minutes)

Ask the students to look at the picture and say what they think has happened. Elicit possible reasons for Sajida failing her driving test. Write them on the board.

English for Iraq Teacher's Book 6th Preparatory: Unit 3

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Answers 2 I wish/If only he hadn't fallen over.

3 I wish/If only you hadn't been rude to your brother.

4 I wish/If only I hadn't spent all my money at the weekend.

5 I wish/If only they had trained every day.

6 I wish/If only I hadn't left my camera at Faten's house.

7 I wish/If only she hadn't lost their address.

Tell the students the report is by the examiner and includes what Sajida did wrong. Ask them to read the report to see if their suggestions were right or not.

Ask the students to write down what Sajida is thinking now about her test. Look at the example given: hadn't learnt the Highway Code ~ I wish I'd learnt the Highway Code.

Answers 2 I wish I hadn't driven through a red light.

3 I wish I had slowed down at the crossroads.

4 I wish I hadn't parked illegally on the pavement.

5 I wish I hadn't exceeded the speed limit.

6 I wish I hadn't hit a tree when reversing.

7 I wish I hadn't driven into the back of a parked car.

Stage 3

Complete example sentences AB59 Ex A (3 minutes)

Stage 5

AB60 Ex C

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Tell the students to read the rules and complete the examples.

Answers I wish I hadn't gone to bed so late.

I wish I had driven more carefully.

Stage 4

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Write regrets for given situations AB59 Ex B (6 minutes)

Give the students the first situation and elicit the regret: If only I hadn't eaten three bars of chocolate. Remind the students that I wish and If only are interchangeable, but if only is stronger and has more emphasis.

Tell them to look at Exercise Bin the AB and write regrets starting with I wish or If only for the situations.

Write alternative regrets for given situations

Give the students the first situation and elicit two possible regrets, one using I wish ... and one using If only ...

Ask students to work in pairs and write two regrets for each of the other situations.

After they have finished writing, elicit some of the regrets from different pairs.

,q

Possible answers Situation 2 I wish they'd had more training.

If only they had changed the goalkeeper.

Situation 3 I wish I'd had some extra tuition.

If only I hadn't spent so long studying for the English exam.

Situation 4 I wish I'd asked him if I could borrow his MP3 player.

If only I hadn't dropped his MP3 player.

Situation 5 I wish I hadn't left my things in the car.

If only I'd locked the car.

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Stage 6

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Write an e-mail about an interview AB61 Ex D (10 minutes)

Ask the students for ideas about what can go wrong in a job interview.

Tell them that they are going to write an e-mail to a friend about an interview that went very badly.

Ask them to read the situation in the AB. Read through the list of things that they now regret and ask them to use some of these in the e-mail.

Ask the students to read the beginning of the email and to write another 70 words. This can be done in class or as homework.

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Lesson 6 SB31

AB62/63

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11

Objectives: Listen for specific information.

Learn and practise using third conditional.

Language: Third conditional Vocabulary: chase, fit, movie director, nervous, profession, rescue

Stage 1

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Listen and complete captions for pictures 5831 g 11 (8 minutes)

Tell the students you had a childhood dream to be an artist but ... (elicit you couldn't paint). Tell the students that Mustafa wanted to do several different jobs but there were problems.

Tell the students to look at the pictures and read the captions underneath. Ask where Mustafa is in each, what is happening and how he's feeling.

Ask the students to listen to Mustafa talking and complete the captions under the pictures orally, as in the example (picture 1).

g

Section 11

Listen and complete the captions.

Hello, my name's Mustafa Ali and I'm a movie director. I'm pretty successful and I really enjoy my job. But it wasn't easy finding the right career.

When I was young, I tried quite a few courses and jobs. Somehow, none of them were right for me.

My mother suggested I should train as a pilot. So I went to the flying academy, where I had to take a lot of tests. I failed the eye test and they told me I couldn't become a pilot.

When I was eighteen, I started training to be a doctor. Halfway through my course, I realized that I was scared of blood. So I knew it wasn't the right profession for me.

My father was an engineer. When I gave up medicine, he said I should become an engineer like him. One day, I went with him to see a dam that he was building. It was really high and I suddenly got dizzy. My legs felt weak and I nearly fell off the side of the dam. I realized then that I was scared of heights and I told my father I could never be a successful engineer.

Some months later, I joined the police force. One day, I had to chase a thief, but I couldn't run fast enough. I just wasn't fit enough. So I gave up being a policeman.

Later, I got a job as a tour guide. There were tourists from all over the world: Britain, France, Japan, China, Italy. I couldn't communicate with most of them because I didn't speak enough languages. So I wasn't a very good tour guide and my boss asked me to leave.

Answers 1 ... I failed the eye test.

2 ... I was scared of blood.

3 ... I was scared of heights.

4 ... I wasn't fit enough.

5 ... I didn't speak enough languages.

English for Iraq Teacher's Book 6th Preparatory: Unit 3

Stage 2

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Tell the students to read the sentence beginnings and endings and match them.

Ask if they know what we call this structure: third conditional. Look at one example from the exercise: I would have trained as a pilot if I had passed the eye test. Concept check with Did he pass the eye test? Did he train as a pilot?

Give an example of something you did/didn't do yesterday which meant something else didn't happen. I didn't watch the film last night because I got home too late. Elicit If I had got home earlier, I would have watched the film.

Answers 1 e)

2 b) 3 a)

Stage 3

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Answers 2 had left 3 wouldn't have eaten 4 had had 5 had come 6 could/would have died 7 would have been

Match sentences in the third conditional AB62 Ex A (6 minutes)

Stage 5

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Tell the students to complete the sentences in the third conditional. They should think of an appropriate way to finish each one.

Sample answers 1 I wouldn't have missed the plane if I hadn't got up so late.

2 We wouldn't have camped there if we'd known about the snakes in the bushes.

3 If we had looked at a map, we wouldn't have ,q got lost.

4 d) 5 c)

Read rules about third conditional 5831 (6 minutes)

4

5

Ask students to read the language box. Point out that, unlike first and second conditionals, the third is completely about the past. It cannot be changed.

Write the following on the board: I was late for class. I didn't do my homework. I overslept. I caught a cold. Give the first part of the conditions for the students to complete orally: If I hadn't missed the bus ... If I hadn't been so busy ... If I hadn't gone swimming ...

6 7 8

If I hadn't had the operation, I would. have died.

You wouldn't have broken your ankle if you hadn't worn those ridiculous shoes.

If you had stayed in bed and rested, you would have got better more quickly.

She wouldn't have got sunburnt if she had worn a hat.

They would have won the match if their best player hadn't been sent off.

Stage 6 Stage 4

• •

Complete sentences with correct verb forms AB62 Ex B (6 minutes)

Ask the students to put the verbs in brackets in the correct form to complete the sentences.

Ask them to compare answers.

Complete third conditional sentences AB63 Ex C (8 minutes)

Use own ideas to create third cond~ionalsentences

(6 minutes)

•

Put the students in pairs and ask them to think of some pairs of sentences that were true for them.

Give or elicit an example first: I didn't buy that MP3 player. I didn't have enough money. Tell them to exchange sentences and to join them using

English for Iraq Teacher's Book 6th Preparatory: Unit 3

65

the third conditional: If I had had enough money, I would have bought that MPJ player. They should write at least two sentences.

Ask some of the students to read out their conditional sentences.

•

Lesson 7 SB32

AB64/65

g 12

Objectives: Read and complete an advertisement.

Fill in an application form.

Role-play asking for and giving information.

Language: Revision: question forms Vocabulary: accommodation, advice, allergies, canteen, details, dietary, duration*, hostel, level, locations, opt for*, permit (v), suit (v), tailored to*, title

Stage 1

Read and complete an advertisement 583-2" 12 (12 minutes)

•

•

• • • •

•

66

Ask the students if they know anyone who has studied English in the UK and what it was like for them.

Tell them that they are going to read an advertisement for an English college. What sort of information do they expect to find?

Ask the students to read the advertisement and fill in the gaps with the correct words from the list.

Ask them to compare answers.

Tell the students to listen and check their answers.

Explain any unfamiliar vocabulary.

Ask the students some comprehension questions: How many colleges are there? What choice do the students have? What are the classes like? Where can the students stay? How can they apply to the college?

Ask if the students would prefer to go to a college in a city or the country and why.

g Section 12 Listen and check your answers.

Learn English in the UK at Birchwood International College! We have colleges in 24 different locations across the country. Choose a busy city, where you can enjoy shopping, eating out and nightlife. Or opt for a village in the English countryside, where you will enjoy beautiful surroundings, lovely walks and a slower pace of life.

All our teachers are qualified and highly experienced.

Classes are small, which means that you will be sure of a high level of individual attention. Our courses, which run throughout the year, are tailored to your needs, and our friendly staff are always on hand to offer expert advice. Choose from courses of one week to 3 months' duration.

We offer a choice of accommodation to suit your needs. If you choose homestay, you will stay in an English home, which means you will have the opportunity to experience family life in Britain.

You will also be able to practise your English in the evenings.

In 12 of our locations, you can choose residential accommodation. We have our own students' hostels where we can offer comfortable accommodation in single rooms. Breakfast is · provided and students can buy other meals in the on-site canteen.

Download an application form from www.birchwoodcollege.org.uk and return it with a recent passport photo to Birchwood International College, PO Box 222, Truro TR22 9DR. Answers 1 locations 2 experienced 3 level 4 staff 5 advice 6 courses 7 suit 8 expenence

English for Iraq Teacher's Book 6th Preparatory: Unit 3

9 10 11 12

•

hostels accommodation canteen return

•

Stage 2

• •

Complete an application form AB64 Ex A (8 minutes)

Ask the students what information they might have to give on an application form.

Read through the words in the box with them and ask them to use the words to complete the form.

They should add extra details for 6-10 if relevant.

•

Lesson 8 AB66-68

Answers 1-5 Students' own answers.

6 details 7 dietary 8 medical 9 allergies 10 permit

Stage 3

Objectives: Complete an e-mail to a friend.

Write an e-mail.

Language: Making suggestions Vocabulary: a good experience, independence,

worth it

Stage 1 Write questions asking for information AB65 Ex 8 (10 minutes)

• •

•

Put the students in pairs and tell them they are thinking about going to Birchwood International College to do a course this summer but they need some more information. Look at the examples with the students.

Ask them to write five questions to ask about the course, colleges, locations and accommodation.

Stage 4

•

Put pairs of students together. Pair A are the students with the questions and Pair B are the secretaries. Pair A should take turns to ask their questions and Pair B should use their ideas and imagination to give answers.

Pairs swap roles so that they all have a chance to ask and answer questions.

Feedback some interesting questions and answers to the class.

Role-play asking for and giving information AB65 Ex C (10 minutes)

Tell the students they are going to role-play conversations between the secretaries of the college and the students who have questions. Before they do the role play, ask the students to look at the questions they have written and imagine what the answers might be to these questions.

•

•

•

Use information to complete an e-mail AB66 Ex A (15 minutes)

Remind students about the college programme they read about in the last lesson. Ask the students why it might be better to go to a college like this with a friend.

Tell the students that they should give their friend some information about different things. Elicit what they should write about: when to go, how long to stay, which location, where to stay, what they will spend money on, why it will be a good experience.

Tell the students they will not have to write the complete e-mail but rather, add information to an outline. Tell the students they should refer to the information in the Birchwood International College brochure on SB32 to help them complete the e-mail.

Check that the students understand what they have to do.

English for Iraq Teacher's Book 6th Preparatory: Unit 3

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,o

• •

Allow the students time to write the information.

Tell them to check what they have written for clarity and mistakes.

Go through the outline, asking different students to give their answers.

•

Stage 2

Write an e-mail from memory AB67/68 Ex B

(25 minutes) •

Ask the students to cover the e-mail they have just completed and to use the information they can remember to write another e-mail of about 100 to 120 words on the same topic. If you prefer, the students can write in their notebooks so that they don't look at the completed e-mail in Exercise A. Tell them to write a first draft and then check for clarity. Remind them to look at spelling, grammar and punctuation. Monitor to give help and advice.

Ask the students to write the final draft.

Ask them to exchange their e-mails with a partner and comment on them.

Choose some students to read their e-mails to the class.

•

• • •

Lesson 9

Objectives: Complete a test on the unit.

Language: From the unit Vocabulary: From the unit

Preparation for the test AB68-73

(5 minutes) • •

68

Test AB68-73

(35 minutes) Answers Vocabulary Exercise A 1 secretary 2 pilot 3 lifeguard 4 architect 5 tour guide 6 journalist Exercise B 1b;2c;3c;4a;5b;6c Exercise C 1 canteen 2 staff 3 details 4 title 5 course 6 advice 7 level 8 qualifications 9 umversity 10 career Grammar ExerciseD 2 will probably feel 3 won 4 had broken down 5 doesn't lend 6 found

AB68-73

·Stage 1

Stage 2

Let the students look through the test and clarify the instructions. Answer any questions they may have.

Remind the students that they must work alone and not copy anyone else's work.

Exercise E 1 I wish/If only I hadn 't drunk so much coffee.

2 I wish/If only I had gone to the park with my friends.

3 I wish/If only I had revised for my Geography exam.

4 I wish/If only I hadn't bought these/those shoes.

5 I wish/If only I had brought my camera.

English for Iraq Teacher's Book 6th Preparatory: Unit 3

Exercise F 1 The dentist asked me how often I cleaned my teeth.

2 My English teacher asked me why l hadn't answered all the questions.

3 The football coach asked me if I would be free to play in the match on Saturday.

4 My mother asked me when I was going to get out of bed.

5 The shop assistant asked me if the red jacket was OK for me.

Exercise G 1 She asked me if she could borrow some money.

2 I asked her where she had lost her purse.

3 He asked me how long I had been waiting for Faisal.

4 I asked Layla if she would be able to come to my party.

5 Adam asked me what I was doing on Friday afternoon.

,o

Writing Exercise H Depends on the students.

Stage 1

•

• •

Read for specific information; answer T/F questions 5833 (10 minutes)

Tell the students they are going to read some statements about the text. They have to decide whether the statements are true or false.

Tell them to read the text, decide whether the statements are true or false and correct the false statements.

Ask them to compare answers in pairs.

Answers a)T;b)T;c)F;d)F;e)F

Stage 2

Check meaning of unfamiliar words A874 Ex A

(12 minutes)

•

•

Tell the students to look up the words and phrases in a dictionary and then write a sentence for each that shows its meaning.

Ask the students to read out some of their sentences.

Stage 3

Identify synonyms in the text 5833 A874 Ex 8

Lesson 10 SB33

AB74/75

(10 minut'es)

•

Objectives: Read and understand a text.

Extend and practise using vocabulary related to careers and education.

Language: Vocabulary: annual, booth*, convey the sense*, headphones, in demand, out of a job *, under pressure *

•

Ask the students to read the text again to find words or phrases that mean the same as those given.

Tell them to compare their ans~ers.

Answers 1 annual 2 headphones 3 booth 4 under pressure 5 convey the sense 6 in demand 7 out of a job

English for Iraq Teacher's Book 6th Preparatory: Unit 3

69

Stage 4

• •

Tell the students that they want to find out more information about Samira's job.

Ask them to write five questions they would like to ask.

Stage 5

•

70

Write questions to ask for information AB75 Ex C (8 minutes)

Homework Write answers to the questions

Get the students to write invented answers to the questions in Exercise C as if they were Sam ira.

English for Iraq Teacher's Book 6th Preparatory: Unit 3

English for Iraq Teacher's Book 6th Preparatory: Unit 3

71

The world of business Lesson

Materials

T opicffitle

Objectives

Language

1

SB36 AB76-78

Rashid & Rana Designs

Read and complete an e-mail.

Revise and practise using past simple and continuous.

Write an e-mail about an imaginary business venture.

Revision: past simple and continuous

2

SB37 AB78/79

Oasis Sports and Leisure

Read and understand an interview.

Practise writing about the past with used to.

Talk about differences between the past and the present using used to.

Revision: used to

3

SB38 AB80/81

How to be the best!

Practise language of obligation, necessity and giving advice.

Revision: have to; don't have to; need; must; mustn't; should; If you (want to) ... , you (should) .. .

4

SB39 AB82

What's your personality type?

Do a personality quiz and report answers.

Practise writing sentences with conditionals.

Revision: indirect or reported speech Revis~fn: zero, first and second conditionals

5

SB40 AB83-85

if only ...

Practise using language of regret.

Talk and write about imaginary situations using third conditional.

Write an e-mail about a bad day.

Revision: I wish/If only for regrets Revision: third conditional

6

SB41 AB85/86

Ambitious, energetic staff wanted

Read a job advertisement and complete a letter of application.

Language to describe experience and abilities

To whom it may concern

Write a letter of application for a job.

Common expressions for letter-writing

"13

"14 7

AB87/88

72

English for Iraq Teacher's Book 6th Preparatory: Unit 4

路 Word List Lesson 1 compete cosmetics cover the major points* export (v) keep in touch revised estimate* sign a contract slang

Lesson 2 health club* mcome modernize physical education* Lesson 3 punctual

Lesson 4 personality relaxed surgeon Lesson 6 a good record ambitious coach (v) competitive salary considerable equivalent

motivate personal trainer* state (v) terms and conditions* vacancy

Lesson 7 charm creative

English for Iraq Teacher's Book 6th Preparatory: Unit 4

73

Lesson 1 SB36

AB76-78

g

13

Objectives: Read and complete an e-mail.

Revise and practise using past simple and continuous.

Write an e-mail about an imaginary business venture.

Language: , _Revision: past simple and continuous Vocabulary: compete, cosmetics, cover the major points ",export (v), keep in touch, revised estimate", sign a contract, slang

Stage 1

•

• • •

•

g

Complete the e-mail with the correct words 5836 g 13 (10 m inutes)

Ask students if they would like to set up their own business. If yes, what sort of business? If no, why not?

Ask what sort of problems you can have when starting your own business.

Tell students to look at the pictures and say what sort of business the e-mail might talk about.

Ask students to read the gapped e-mail. Ask some general comprehension questions: What's the business? Where is it popular? Where did they go to buy materials? Where did they go for fashion week?

Tell students to complete the e-mail using the words in the box and then listen and check.

Section 13 Listen and check your answers.

Dear Badria I'm sorry I haven't been in touch recently. This year has been really busy. My brother, Rashid, and I set up our own company last September. It's called Rashid arid Rana Designs. We produce shirts and jeans. I am the designer, and Rashid does all the marketing. Our cousin, Salima, works as Rashid's personal assistant.

74

We invested a lot of money in the business, so we are not yet making a profit. But sales are very good and we are exporting a lot of clothes to the UAE, Oman, Bahrain and even the UK. Of course, it is difficult to compete with the Chinese market. They produce such cheap clothes in China. But our designs are very original. And they are very popular in the Gulf. So the future looks very bright, thank God. Two months ago we went to Lebanon and Morocco to choose cloth for our spring designs.

We found some beautiful silk and cotton fabrics.

And last month we flew to London to show our new shirts at London Fashion Week . We had a great time. There was a lot of interest in our designs. We signed contracts with three London department stores. And a lot of rich and important people bought our silk shirts!

On our way back, guess who we saw at Heathrow Airport? We were waiting for our flight back to Baghdad when our old school friend, Muna Shakir, walked past with ... You will never guess! Ghassan-, 0 Ahmed! Yes! Apparently they got married two years ago. And they now have a beautiful little boy called Kamal.

Let's keep in touch. Come and stay with us in Baghdad whenever you like.

Lots of love Rana Answers 1 designer 2 assistant 3 business 4 sales 5 compete 6 produce 7 flew 8 signed 9 flight

English for Iraq Teacher's Book 6th Preparato ry: Unit 4

Stage 2

•

•

•

Ask one student what he/she did last night. Elicit as many examples of the past simple as you can.

Remind students that we use past simple for a completed action in the past when a specific time is given or understood.

Give the students a quick-fire oral test on irregular forms of the past simple. For example: go - went, write - wrote, read - read, etc. If time permits, the students can test each other in pairs.

Ask the students to complete the sentences with the past simple of an appropriate verb.

•

• •

•

Complete sentences using past simple or past continuous AB77 Ex C (S minutes)

Remind the students when we use past simple and past continuous. Ask what time one student arrived in class. Then ask what another student was doing when he arrived to elicit the sentence: Ahmed was writing in his book when Ali came into the classroom. Ask which was the action in progress and which the completed action.

Tell the students to put the verbs in brackets into either the past simple or past continuous.

Answers 1 I was sitting in the park when somebody kicked a ball at me.

2 We were driving to the beach when we heard a loud crash.

3 They were camping in the desert when they saw a large snake.

4 When I met her at the airport, Muna was wearing a long blue dress.

5 Khaled was playing football when he broke his ankle.

Write questions in the past simple; ask and answer questions AB76 Ex B (9 minutes)

Tell the students to look at the first three sentences from the previous exercise. Elicit what questions we could ask to produce these answers: What did Rana send Badria? When did they start the company? Where did they go two months ago?

Ask the students to write questions for Badria to ask Rana about her recent trip.

When they have finished, they should ask and answer the questions in pairs.

Did you do any sightseeing?

What language did you speak for business meetings?

Stage 4

•

Answers 1 sent/wrote 2 started 3 went 4 had 5 made/sold 6 saw/met 7 got

Stage 3

6 7

Complete sentences with verbs in the past simple AB76 Ex A (6 minutes)

Stage 5

•

Write an e-mail AB77/78 Ex D (10 minutes)

Ask the students to read the instructions in the AB and write the e-mail. They can finish the e-mail for homework.

Possible questions 1 Which country did you prefer?

2 Did Salima go with you?

3 Was the food good?

4 Did you have a good time in Morocco?

5 What were the hotels like?

English for Iraq Teacher's Book 6th Preparatory: Unit 4

75

Qbffll Lesson 2 SB37

Example answers He used to live in Egypt.

He used to teach sport and physical education.

He didn 't use to earn very much.

He used to get annoyed by the poor facilities at his school.

He used to buy tennis equipment for the students.

He used to organize matches for the students at: the weekends.

He didn 't use to go on luxury holidays.

AB78/79

Objectives: · Read and understand an interview.

Practise writing about the past with

used to.

Talk about differences between the past and the present using used to.

Language: Revision: used to Vocabulary: health club *, income, modernize,

physical education *

Stage 3 Stage 1

•

•

•

Read for detailed understanding; answer questions 5837 (10 minutes)

Ask a student what sports he/she used to do when he/she was younger. Contrast this with now: What sports do you do now? Remind students that we use used to to contrast the past with the present.

Ask for more examples from the students of sports and activities they used to do but now don't.

Tell the students they are going to read an interview with Hasan Saab. Ask them to look at the pictures and predict what Hasan will say about how his life has changed.

Tell them to read the interview and answer the questions.

Answers a ) sports instructor b) Students from his old school can sometimes use his health club for free.

•

• •

• •

76

Write sentences with used to about the interview AB78 Ex A (10 minutes)

Tell the students to look at the pictures of the gym before and after Mr Saab bought it and try to memorize the differences.

Tell the students to close their books.

Put them in pairs. Ask them to see how much they can remember about the gym before it became a smart health club. They should take turns to make sentences with used to/didn't use to.

Suggested answers They didn't use to have much equipment.

There didn't use to be a swimming pool.

The gym used to be in bad condition.

The trainer used to be very lazy.

There didn't use to be a drinking water fountain.

Stage 4

•

Stage 2

Compare pictures using used to AB79 Ex B (10 minutes)

Write interview questions using used to AB79 Ex C (10 minutes)

Tell the students to imagine they are going to interview Mr Saab. They should write down five more questions they would like to ask him. They must not repeat any of the questions from the original interview.

Elicit sentences about Mr Saab's life using used to and didn't use to.

Tell the students to write five of the sentences in their ABs.

English for Iraq Teacher's Book 6th Preparatory: Unit 4

Suggested questions 1 What sort of clothes did you use to wear?

2 Where did you use to live in Egypt?

3 Did you use to do much sport yourself?

4 Did you use to use a gym?

5 Did you use to have holidays when you were a teacher?

Lesson 3 SB38

Stage 2

•

•

ABS0/81 •

Stage 3

need; must; mustn't; should; If you (want to) ... ,you (should) ...

Vocabulary: punctual

•

•

• • • •

Tell the students to look at the examples in their books. Ask them if the person has a choice about helping. Ask them who decides he/she has to help.

Give them an example of something you have to do at home and why. I have to pay my rent because my landlord tells me to.

Put the students in pairs and tell them to ask and answer questions about what they have to do at home.

Ask for some examples from different pairs.

Objectives: Practise language of obligation, necessity and giving advice. . Language: Revision: have to; don't have to;

Stage 1

Match sentence halves 5838 (8 minutes)

Remind the students how we use modals of necessity and giving advice.

Tell them to match the sentence halves to make full sentences.

Ask the students for reasons.

Tell the students to match six of the sentences to the pictures.

Answers ld (picture C) 2g (picture F) 3h (picture B) 4b 5e (picture D) 6f (picture E) 7a 8c (picture A)

•

•

•

~nglish

Write sentences using have to AB80 Ex B (6 minutes)

Tell the students something you have to do tomorrow or at the weekend: I have to paint the kitchen. I have to mark your homework.

Ask them to write down six things they have to do over the next week or so.

Ask for some examples from different students.

Stage 4

•

Talk about obligation and necessity in the present AB80 Ex A (S minutes)

Play a game to practise had to AB80 Ex C (8 minutes)

Explain the 'had to' chain game to the students.

Write Owner of a restaurant on the board. Say Last week I had to go to the market with the chef and ask one student to repeat this. Then say Last week I had to go to the market with the chef, and I had to order a new fridge. Ask another student to repeat this. Say Last week I had to go to the market with the chef, I had to order a new fridge and I had to ... ? and elicit the next phrase.

Put the students in teams of six or more and give each team a job, a profession or a business. Ask them to play the game in their teams.

Ask which team remembered the most actions. Ask a student from each team to repeat the longest sentence they achieved.

for Iraq Teacher's Book 6th Preparatory: Unit 4

77

Stage 5

•

• • • • •

Complete information with have to, don't have to, mustn't, should and shouldn't AB81 Ex D (8 minutes)

Elicit two sentences, one using mustn't and one using don't have to. You mustn't smoke in the classroom. You don't have to buy a big dictionary.

Ask students if mustn't and don't have to mean the same. If we change them in these sentences, do they make sense?

Establish the difference between have to and should (have to is stronger).

Establish the difference between mustn't and shouldn't (mustn't is stronger).

Read through the language box on AB81 with the students.

Ask them if they remember Birchwood International College. What is it?

Tell them they are going to read some information for new students. Ask them to complete the information with have to/don't have to, mustn't and should!shouldn 't.

Answers Accommodation 1 don't have to 2 don't have to 3 have to/should 4 mustn't 5 mustn't

• •

Lesson 4 SB39

AB82

Objectives: Do a personality quiz and report answers.

Practise writing sentences with conditionals.

Language: Revision: indirect or reported speech Revision: zero, fust and second conditionals Vocabulary: personality, relaxed, surgeon

Stage 1

•

• •

Courses 1 mustn't/shouldn't 2 have to/should 3 don't have to 4 don't have to 5 don't have to/should

Tell the students to write these down.

Ask different pairs for some examples.

•

•

Tell the students they are going to read a short article about different personality types. Elicit adjectives they know to describe personality. Give one adjective to describe yourself and then ask for each student to give an adjective for his/her partner if they can.

Tell the students to read the article.

Ask them how many personality types the article talks about.

Ask the students to list the adjectives used to describe personality in the article and write them on the board. Check the meaning.

Ask which personality type the students are.

Stage 2 Stage 6

•

78

Write rules for this college (5 minutes)

Ask the students to talk to their partners about the rules there are at this college and invent some new ones.

• •

Read to find personality types and adjectives 5839 (10 minutes)

Do a personality quiz 5839 (10 minutes)

Ask the students to read and complete the quiz.

Tell them to add up their scores.

English for Iraq Teacher's Book 6th Preparatory: Unit 4

Stage 3

• • •

Answers 1 were 2 'll help 3 would you do; woke up; found 4 could 5 will Muna apply 6 Does/Will your brother get

Report answers AB82 Ex A (6 minutes)

Ask one student what he answered for one question and then report this.

Tell students to look at the two examples in the AB. Ask students in turn to report one statement for their partner.

Lesson 5 Stage 4

•

• •

Invent endings for zero, first and second conditional sentences AB82 Ex B (8 minutes)

Put the words I get angry if ... (people don't reply to my e-mails). I'll get angry if ... (you're late again tomorrow). I would get angry if ... (someone damaged my car). Ask for suggested endings. Elicit the correct forms and complete the sentences. Ask students which refers to: 1 always true 2 future event 3 imaginary situation Tell the students to write the endings for the sentences in the AB. Ask for examples of endings around the class.

SB40

Objectives: Practise using language of regret.

Talk and write about imaginary situations using third conditional.

Write an e-mail about a bad day.

Language: Revision: I wish/If only for regrets Revision: third conditional Vocabulary: -

Stage 1

• Possible answers 1 ... his sister borrows his CDs. 2 ... someone hears me talking to myself.

3 ... her mother cooks her favourite meal.

4 ... I do well in the test.

5 ... they are late for class.

6 ... he catches you in his room.

7 ... I got into a top university.

8 ... we didn't eat lunch together.

Stage 5

•

Complete conditional sentences with correct verb forms AB82 Ex C (6 minutes)

Tell the students to complete the sentences with the correct forms of the verbs in brackets.

ABSJ-85

•

• • •

Match sentences and pictures .

5840 (6 minutes)

Review I wish/If only and third conditionals for regrets. Ask a student to tell you something he did or didn't do yesterday that now he regrets. If necessary, give an example yourself: I didn't go shopping yesterday, so I didn't buy a new CD in the sale. I wish I'd gone shopping yesterday. If only I'd gone shopping yesterday. If I'd gone shopping yesterday, I would have bought a new CD in the sale.

Ask the students to tell you the difference between I wish and If only: If only is stronger. Ask them if the regrets are about a present or past situation/ event (past).

Tell the students to look at the pictures and say how they think the people are feeling.

Tell them to read the text under each photo and to tell you why each person is looking miserable.

Ask the students to read the sentences 1 to 9 and to match them to the pictures.

English for Iraq Teacher's Book 6th Preparatory: Unit 4

79

Answers A: 3, 6, 7; B: 1, 4, 8; C: 2, 5, 9

• • •

Stage 2

Look at the first example with them.

Tell the students to talk to their partners about what they would have done in the rest of the situations.

Ask for examples from each pair.

Make sentences with I wish and third conditional 5840

Stage 4

Write sentences in the third conditional AB83 Ex B (8 minutes)

(8 minutes)

• •

Tell the students to look at questions 1 to 6 and identify who from the pictures says them.

Tell them to make a sentence first with I wish and then a third conditional sentence for each.

•

Possible answers 2 I would have cooked something for them. If I hadn't had any food, I would have taken them out for a meal.

3 I would have told the truth. If they'd been very upset, I would have bought another vase.

4 I would have complained to the manager. If the manager had been rude, I would have told everybody in the restaurant about my meal.

5 I would have asked the neighbours to turn down the TV. If they hadn't turned down the TV, I would have called the police.

Answers 1 I wish I'd asked Hisham to be in the team.

We'd have won if I'd asked Hisham to be in the team.

2 I wish I'd found out more about the company before the interview.

If I'd found out more about the company before the interview, I would have done better.

3 I wish I hadn't ridden my friend's motorbike.

If I hadn't ridden the motorbike, I wouldn't have crashed it. ,q 4

5

6

I wish I'd checked the brakes before I left home.

If I'd checked the brakes before I left home, I wouldn't have crashed.

I wish I'd remembered to tell them about my previous experience.

If I'd remembered to tell them about my previous experience, I would have got the job.

I wish I'd scored that penalty.

If I'd scored that penalty, we would have won the match.

Stage 3

•

80

Talk about imaginary situations in the past with if AB83 Ex A (5 minutes)

Tell the students that you were travelling in a mobile-free part of a train and a man was using a mobile phone. The passenger next to you really shouted at him. Ask students what they would have done.

Tell the students to write their sentences down.

Stage 5

•

Write an e-mail about a bad-day AB84 Ex C (13 minutes)

Tell the students to write an e-mail of 100 to 120 words about a really bad day where everything went wrong.

Stage 6

•

Homework AB85

Tell the students to complete the vocabulary review exercise for homework.

Answers 1 fracture 2 inefficient 3 unfortunate 4 independent 5 unusual

English for Iraq Teacher's Book 6th Preparatory: Unit 4

Stage 2

6 identify 7 supervise 8 witness 9 application 10 discourage

•

Lesson 6 SB41

ABSS/86

g 14

•

Objectives: Read a job advertisement and complete a letter of application.

Language: Language to describe experience and abilities Vocabulary: a good record, ambitious, coach (v), competitive salary, considerable, equivalent, motivate, personal trainer .., state (v), terms and conditions *, vacancy

Stage 1

• •

•

• •

Read a job advert isement 5841 (S_minutes)

Ask the students how they would try to find a job.

Elicit Read job advertisements.

Tell them that a leading mobile phone company is looking for customer service staff. Ask what the students think the job duties will be and what sort of qualities you need for a job like this.

Tell them to read the advertisement. Check understanding and new vocabulary by asking questions: What kind of staff are Talk Tel looking for?

Where is the job based?

What kind of people are they looking for?

What qualifications must applicants have?

What do the company offer?

What must people do if they want to apply?

g

Read and complete a letter of application 5841 g 14 (10 minutes)

Ask the students to talk to their partners about what you need to include when you write a letter of application for a job.

Write suggestions on the board.

Tell the students to guess which words can fill the gaps in the letter.

Play the audio and ask them to listen to check their answers.

Section 14 Listen and check.

Dear Ms Foxton I saw the advertisement in the Times of 23 'd June for customer service staff and would like to apply.

As you will see from my enclosed CV, I left school a year ago with A levels in Geography and M edia Studies. Since then I have done a one-year Foundation course in Business Studies. I am now keen to find a full-time job in an expanding company which will give me opportunities for career development. I am very impressed with TalkTel's reputation.

I have considerable experience of sales, having worked part-time as a sales assistant at weekends and in the holidays for the past two years. My current part-time job is in an electrical goods store, where I have a good record. The store manager, Mrs Willis, will be happy to confirm this.

Although I do not have any previous experience in customer service, I feel I have the personal qualities that you are looking for.

1 look forward to hearing from you.

Yours sincerely Jackie Liu

Engl ish for Iraq Teacher' s Book 6th Preparato ry : Un it 4

81

Answers 1 advertisement 2 staff 3 course 4 company 5 expenence 6 manager 7 qualities 8 forward

Stage 3

Possible application for the personal trainer Dear Ms Kubba I saw your recent advertisement for a personal trainer and would like to apply.

As you can see from my CV, I left school last year and since then have been working as a part-time waiter. I am now keen to find a full-time job in the sports and leisure industry.

I have all the qualifications you mention in your advert. In particular, I would like to say that I am very fit and go to the gym every day. I also have some coaching experience from when I was at school.

Match new words to definitions AB85 Ex A (5 minutes)

Refer the students to Exercise A in the AB. Tell them to match the words and definitions.

I look forward to hearing from you.

Yours sincerely,

Answers le; 2c; 3a; 4d; 5b

Stage 5 Stage 4

Complete a letter of application AB86 Ex B (15 minutes)

,c

• · Tell the students they are going to read an advertisement for jobs at a health club. Ask what jobs might be advertised.

• Tell them the jobs are receptionists and personal trainers . Elicit what skills and qualities these people need.

• Ask the students to read the advertisements in their ABs and check the skills and qualifications required.

• Elicit which jobs the students would prefer to apply for and why.

• Go through the outline letter of application. Make sure the students know what sort of thing they should write after I would like to say that ... Point out that they can choose any points in the adverts and expand on them.

• Ask them to read the gapped letter to check what is included: Reference to advert, qualifications, experience, qualities, reason for applying.

• Tell them to refer to the letter of application in the SB.

82

• •

Discussion (5 minutes)

Ask the students to read out to the class what they have said in the third paragraph.

Get the rest of the class to decide which student gives the best reasons for getting the job.

Lesson 7 AB87/88

Objectives: Write a letter of application for a job.

Language: Common expressions for letterwriting Vocabulary: charm, creative

Stage 1

•

Write a Jetter of application AB87/88 Ex A (25 minutes)

Tell the students they are going to read some more advertisements for jobs at a jewellery store and a

English for Iraq Teacher's Book 6th Preparatory: Unit 4

• • • •

• •

restaurant. Ask what jobs might be advertised there.

Tell them the jobs are designer and manager. Elicit what skills and qualities these people need.

Ask the students to read through the advertisements to check.

Ask which job the students would prefer to apply for and why.

Tell the students to read through their job applications from the previous lesson and remind themselves of their mistakes.

The students write a first draft. If appropriate, they can read and comment on each other's letters.

The students write the final draft.

Stage 2

•

•

•

Evaluate application letters (15 minutes)

Divide the students into groups. Tell them to imagine they are evaluating the candidates for the job and deciding who they will interview.

Distribute the letters among the groups and tell the students to read and discuss them. Point out that they have to come to an agreement about which two candidates they will interview and why.

Discuss the conclusions of each group as a class.

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Holida

5

Lesson

Materials

Topic/Title

Objectives

Language

1

SB44 AB89/90

Let's do some sightseeing

Expand the students' vocabulary for discussing holidays.

Develop understanding of compound nouns.

Compound nouns

2

SB45 AB90-93

Have you ever stayed in a really unusual hotel?

Discuss holiday experiences.

Review and practise present perfect simple.

Create short dialogues

Present perfect simple+ ever/never/just/ already/yet

3

SB46 AB93-97

I've been coming here since 2009

Read an article for specific information.

Extend knowledge of collocations.

Review the present perfect simple and continuous.

Present perfect simple/continuous + for/since

4

SB47 AB97-99

I've tried it a few times

Clarify the contrast between past simple and present perfect.

Analyse the difference between been and gone.

Revise past participles of irregular verbs.

Present perfect/ past simple

Past perfect

"15

"16

5

SB48 AB99-101

We couldn't get a room because w e hadn't booked

Review the past perfect.

Clarify the di~¢erence between the past simple and the past perfect.

Write a paragraph using the past perfect.

6

SB49 AB102-104

The atmosphere was really peaceful

Read and understand a text about a holiday.

Extend vocabulary related to holidays.

Describe a holiday orally and in writing.

7

SBSO

Beautiful Kerkennah

Review defining and non-defining relative clauses.

Analyse the punctuation used with relative clauses.

Defining and non-defining rela tive clauses

AB105-107

8

AB107-110

Writing practice an essay

Analyse steps in writing an essay.

Revise use of connectors in writing.

Write an essay.

Linking words: but, however, in addition to this, also, although, as well as, too

9

ABlll-117

Test yourself

Complete a test on the unit.

From the unit

84

English for Iraq Teacher's Book 6th Preparatory: Unit 5

Language

Lesson

Materials

T opic!Title

Objectives

10

SB51 AB117/118

Why are holidays so important?

Read a text for general and detailed understanding.

Identify the writer's attitude.

Give your own opinion.

Word List

,c

Lesson 1

Lesson 3

Lesson 6

Lesson 1

anything to declare? boarding card car hire compound five-star hotel package deal packed lunch perfume seafront self-catering apartment sightseeing ski resort travel agency

achieve considerably considering excursiOn extend live up to my expectations * thoroughly wouldn't hesitate to recommend ,,

atmosphere board (v) boredom consist of display (n) entertainment exceptionally mint octopus * overlook * regional * self-service set in •speciality spectacular transfer two-storey variety

ideal inhabited operate situated surroundings throughout

Lesson 2 cheated luxurious unbelievably

Lesson 4 brochure flavour (get a flavour of) in the long run * research

Lesson 10 cannot bear* ensure* eventually heart attack indefinitely* on the move * personal physical relationships routine stroke * sufficient'> trekking* vital* workaholic*

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Lesson 1 SB44

•

AB89/90 •

Objectives: Expand the students' vocabulary for discussing holidays.

Develop understanding of compound nouns.

Language: Compound nouns Vocabulary: package deal, boarding card, fivestar hotel, travel agency, packed lunch, ski resort, car hire, selfcatering apartment, sightseeing, seafront, compound, anything to declare?, perfume

Stage 1

•

•

•

•

•

•

86

Answers 1 boarding card 2 travel agency 3 five-star hotel 4 package deal 5 packed lunch 6 ski resort 7 car hire 8 self-catering apartment 9 sightseeing 10 seafront

Warm up (5 minutes)

Discuss where students went on their last holiday.

For those who stayed in Iraq or at home, show an interest in what they did.

Elicit vocabulary items related to holidays, for example, different types of holidays, where you can stay, what you can do, things you need to take when you travel, etc. Try to elicit some of the vocabulary on SB44.

Stage 2

•

Introduce compound nouns SB44 (10 minutes)

Books open, elicit what the students can see in the pictures on SB44 . Clarify what each image represents, using the appropriate compound noun.

Choose one compound noun and write it on the board. Highlight the fact that in English, some words are made from two nouns or adjective +noun.

Introduce the word-matching activity. Tell the students to match the words from both columns to make compound nouns.

When they have finished, ask them to find which of the compound nouns are in the pictures.

Focus on the stress patterns in compound nounsthe first word normally carries the main stress in noun-noun compounds (e.g., travel agency).

Point out which words are written as two separate words and which as a single word.

The main stress is shown below in bold. Five-star hotel and self-catering apartment have two equal stresses.

Stage 3

• •

•

Practise using compound nouns AB89 Ex A (5 minutes)

Tell the students to complete the sentences using compound nouns.

Quickly test the students by giving them the first part of the compound noun and asking them to supply the second part.

Tell the students to read the language box and check their understanding of compound nouns.

Answers 1 self-catering apartment 2 package deal ..., boarding card J 4 seafront 5 travel agency 6 packed lunch 7 sightseeing 8 car hire

English for Iraq Teacher's Book 6th Preparatory: Unit 5

Stage 4

•

• • •

Read a conversation 5844 (5 minutes)

Lesson 2 SB45

Tell the students to look at the picture (there are two very large bottles of perfume in the bag) and read the conversation.

Elicit a reply from the customs officer. For example: Two small bottles would be OK, madam.

Ask the students if they noticed the compound noun - travel agency.

Tell the students to practise the conversation in pairs with a suitable third line.

AB90-93

g

15

Objectives: Discuss holiday experiences.

Review and practise present perfect simple.

Create short dialogues.

Language: Present perfect simple + ever/never/ just/already/yet Vocabulary: cheated, unbelievably, luxurious

Stage 1 Stage 5

Practise and extend dialogues A890 Ex 8/C (10 minutes)

5845

• • • •

•

Introduce AB Exercise B. Do the first one as a class. Get the students to write it in their books.

Tell the students to match the other two-line dialogues in the same wa y.

Elicit a possible third line for the first dialogue, for example, I'm sorry, sir. I'll send someone to fix it immediately. Then get the students to work in pairs a<Ad complete the rest. Tell them to practise reading the short dialogues.

Elicit the compound nouns: exchange rate, checkin, air conditioning.

•

Answers lB; 2C; 3A •

Stage 6

•

Transfer (5 minutes)

Elicit the name of a travel agency, a five-star hotel, a ski resort, a car hire firm, a seafront and a famous sight and write them on the board. Prompt if necessary. Then ask the students questions using the compound nouns as follows: ·Where could you get a packed lunch?

Who would do car hire?

Note: Make sure you highlight other examples of compound nouns throughout the rest of the course.

Ask the students if they have ever stayed in an unusual hotel. If so, ask when and what it was like.

Elicit examples of interesting, new or bad experiences you can have on holiday, e.g., eat unusual food. You might want to elicit some of the experiences on SB45, but do not focus on the quiz at this stage.

Stage 2

•

•

•

Warm up (3 minutes)

Listen to identify topics A890 Ex A g 15 (8 minutes)

Elicit the meaning of the seven topics in AB Exercise A. Tell the students they are going to hear people talking about different things related to the topics. Ask them to listen and match the speakers and the topics from the list.

Play the first speaker and elicit the answer as a class. Then play the other six speakers straight through. Let the students try to match the speakers to the topics. Play a second time so they can check their answers.

Ask extra questions: How long was the flight? What was in the brochures? What excursions does the speaker talk about? What did 011e waiter do? Why was the atmosphere good? Which sports were possible?

Ask the students if they have ever been on a really long flight, been on an interesting excursion, had terrible service or played golf.

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g

Section 15 Listen to different people talking about points related to holidays. Match them to the topics below. Write the correct number in each box.

Announcer: One Girl: It took six hours from London to Washington. The food was awful but the films were OK. I watched two and slept the rest of the time.

Stage 3

•

•

Announcer: Two Boy: Have a look at them. They're full of colour photos of luxury hotels on the beach and beautiful places to visit in the area.

Match beginnings and endings of questions SB4S (8 minutes)

Books open, ask the students to look at the pictures and say what they can see. Elicit questions to go with the pictures.

Tell the students to match the beginnings of the questions with the endings.

Answers ld; 2g; 3c; 4f; 5b; 6h; 7e; 8a

Stage 4

Practise asking and answering questions SB4S (6 minutes)

Announcer: Three Girl: On the first day there's a jeep trip to the desert. On the second day there's a bus trip to a souq. On the third day there's a trip to the camel races.

• •

Announcer: Four Boy: The waiters were terrible. They were really slow and one of them spilt s0up on my shirt.

• •

Announcer: Five Girl: There are candles and flowers everywhere and the music is amazing.

The people there are always really friendly and cheerful. It's a place where you always feel good.

Announcer: Six

Stage 5

•

Boy: There's plenty to do there- golf, tennis, windsurfing, walks.

Announcer: Seven Girl:

•

What shall I book for next week - a hotel or a self-catering apartment?

•

Answers a7; b6;c5;d2;e3;fl;g4

88

Choose one student and ask him/her to ask you one of the questions. Respond.

Ask some of the students a couple of the questions.

Make sure you receive at least one 'never' response. Ask one follow-up question requiring the simple past for each: Did you ,r foy it?

Ask the students to read the example exchange.

Put them in pairs and tell them to take turns asking and answering the questions in this way. They should add one piece of information each, as in the example.

Write true sentences using never AB91 Ex B (S minutes)

Write a sentence from one of the students' exchanges on the board. It should be present perfect with never. Elicit the question and ask where to put the word ever.

Read through the language box on AB page 91.

Ask if we can use ever in the positive form.

Answer: no - only in the question form.

Ask the students to look at Exercise B. Tell the students that they are going to write some true sentences about themselves, their families and friends. Ask them to look at the prompts for Question 1. Give them an example sentence with

English for Iraq Teacher's Book 6th Preparatory: Unit 5

•

•

ridden, e.g., I have never ridden a horse. Elicit examples of what they have/haven't ridden.

Tell the students to write sentences using the remaining prompts. Ask them not only to write about themselves but also about friends and family members.

Check answers.

Stage 6

• •

•

• •

Answers A: Have you ever camped in the desert?

B: Yes, I have.

A: Lucky you. I've never done that, but I'd like to.

When did you go?

B: Two years ago, Karim organized a trip on his birthday.

A: Oh, I remember. I wanted to go on that, but I couldn't. What was it like?

B: It was great. We made a fire and we cooked a whole sheep. I really enjoyed it.

•

Lesson 3 SB46

AB93-97

Objectives: Read an article for specific information.

Extend knowledge of collocations.

Review the present perfect simple and continuous.

Language: Present perfect simple/continuous + for/since ,q Vocabulary: extend, excursion, considerably, thoroughly, achieve, considering, wouldn't hesitate to recommend *, live up to my expectations""

Stage 1

•

Homework AB92/93

Tell the students that there are othe~ words that will help them know when to use the present perfect. Introduce the language box on AB92 about the present perfect and just, already and yet.

Explain that if they read the language box carefully and then do the homework exercise, they will be able to understand for themselves.

Example answers 1 I'm sorry, I haven't told her yet.

2 Thanks for asking, but I've already seen it.

3 Here you are. I've just finished it.

4 I know, I've already seen it.

5 He can come. I've already asked him.

Write six-line dialogues AB92 Ex C (10 minutes)

Write Have you ever camped on a beach? on the board.

Write another sentence on the board next to the question: I camped on the beach last year. Ask why this is in the past simple. Answer: because we are talking about an event at a specific time.

Introduce Exercise C. Tell the students the dialogue is in the wrong order. Ask them first to read it and write one word in each gap.

Then ask them to work in pairs to put the lines in the correct order.

Ask one pair to read out the correct conversation.

Stage 7

•

•

Warm up (S minutes)

Write on the board: Yes, I have.

No, I haven't.

No, I haven't ... yet.

Ask the students if they have done their homework. Elicit different answers. Point out that if they say No, I haven't, it does not indicate that they will. If they say No, I haven't yet, it indicates that they intend to do it at some point.

Tell the students your favourite places in Iraq.

After each place, ask students if they have been there. Elicit answers using the above: Yes, I have.

No, I haven't been there yet, etc.

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•

Ask the students if they like reading travel articles, what places they like reading about and if they have read about any interesting places recently.

Stage 2

•

•

•

Read an article for specific information 5846 (8 minutes)

•

•

Refer the students to the pictures and ask them to identify the places shown. What do they think the article is going to be about?

Tell the students to read the questions. Ask them what Safar Tours is. Ask the students to scan the article to find how many times Safar Tours is mentioned.

Then ask them to read the article and find the answers to the questions.

should learn collocations so that their English will sound more natural.

Go through the words in AB Exercise A and elicit what words the students think come after each one. If they make any errors, do not correct them at this point. The aim of this activity is to get them interested in the idea of collocations.

Tell the students to scan the text on SB46 and find the words in AB Exercise A and the words that follow them.

Answers 1 enJOY 2 say 3 expectations 4 few

Stage 4 Answers 1 Since 2009.

2 Fifteen times.

• 3 For over 30 years.

4 For three years.

5 Since last July.

6 For eight days so far on this visit.

• 7 He has been going on tours around the countrysince finishing his business.

Review use of How long?

A894 Ex 8 (10 minutes)

Ask the students to think about the answers to the questions on SB46 and tell you what they all talk about- time. Elicit the usual way we ask about time: How long ... ?

Tell the students to read through the language box on AB94. While they read, draw the following on the board:

NOW 10 years

Stage 3

•

•

90

Find collocations 5846 A893 Ex A (5 minutes)

Remind students of the compound nouns they studied in Lesson 1. Elicit some of these from the students. Explain that these are examples of words or phrases that we often find together.

Now establish that there are also verbs and other types of words that are often found together. We call these collocations. Give the example of the verb perform. We perform a play; a surgeon performs an operation. We do not perform a discussion or a lecture, for example. So we can say that perform a play and perform an operation are collocations. Collocations can be verb + noun, noun + noun, adjective + noun, etc. Students

2003 •

•

Ask: How long have they been married? and point to 1 0 years. Elicit For ten years. Point to 2003 and ask: How long have they been married? Elicit Since 2003. Ask: Are they still married? Will they be married tomorrow? Elicit Yes in both cases.

Ask the students to look at AB Exercise B. Tell them to complete the phrases using either since or for.

Answers 1 smce 2 since 3 since 4 for

English for Iraq Teacher's Book 6th Preparatory: Unit 5

5 6 7 8 9 10 11 12

Stage 7

for smce for smce smce smce for for

Stage 5

AB96/97

•

•

Ask and answer questions using

Homework {2 minutes)

Introduce the language box on AB96. Explain that this is an extension of the grammar in the language box on AB94.

Tell the students to read the explanation and look at the example. They should complete the questions and answers for homework. They should answer some questions with for and some with since.

How long?

AB95

•

• • •

• •

(5 minutes)

Introduce AB Exercise C. Tell the students they are going to ask and answer questions about how long they have done or had something. Put them in pairs. Look at the example question and ask them if the answer is true for them. Ask them to ask you some of the questions.

Tell them to take turns asking and answering the questions.

Tell them to then invent five more questions to ask and answer.

Check by asking round the class for examples.

Stage 6

•

Ex C

Rewrite sentences using present perfect simple AB95/96 Ex D (5 minutes)

Ask the students to look at the examples and point out how the second sentence means the same as the first (It uses the present perfect.).

Tell the students to do the same with the sentences in the exercise.

Check answers.

Answers 1 . We've known them since July.

2 He's had that motorbike for a long time.

3 She hasn't been to the dentist since September.

4 We haven't eaten there since July.

5 He's been angry since lunchtime.

6 He hasn't been in touch for six months.

Example questions 1 How long have 2 How long have 3 How long have 4 How long have 5 How long have

you you you you you

been learning Japanese? been a pilot? been writing? known her? been cooking?

Note: The present perfect tense is one that the students will take a long time to fully understand.

The purpose of the explanations and activities is to help focus attention on one area of the present perfect in an attempt to move on their understanding, Whether or not you explain the second language box in the class, the students will still not be able to fully understand and use the tense correctly.

Lesson 4 SB47

AB97-99

Q 16

Objectives: Clarify the contrast between past simple and present perfect.

Analyse the difference between -been and gone.

Revise past participles of irregular verbs.

Language: Present perfect/past simple Vocabulary: brochure, research, flavour (get a flavour of), in the long run ..

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Stage 1

•

•

•

Books open, elicit what the students can see in the picture. Ask what they think the girls are doing.

Remind the students of brochure and present the word research.

Go through the first two lines of the conversation with the class to establish what is happening. Elicit different possibilities for words that could go in the first two gaps (brochures and been) . Tell the students to look at the other seven gaps and guess what might go in them.

Ask the students to summarize what they think the conversation is about.

Stage 2

•

•

Listen and complete the conversation 5847 "16 (10 minutes)

Tell the students to listen to the conversation and complete the gaps in the text. Play it a second time so they can check the answers.

Ask questions to check their understanding of the conversation. For example: Where does Muna want to go on holiday?

Has Katie been to Thailand before?

Who did she go with? Where did they go?

Why does Muna like the idea of a package deal?

Where did Katie stay in Bangkok?

Has Katie tried Thai food?

What did she think of it?

How about Muna?

g Section 16 Listen to the dialogue and fill in the gaps with the correct words.

Katie: Hi, Muna. What are you doing with all those holiday brochures?

Muna: Oh, I'm just doing a bit of research on holiday deals in Thailand. Have :you ever been there?

Katie: Yes. We had a family holiday there a couple of years ago.

92

Muna: So, which places did you go to?

Katie: Well, we spent a week in Bangkok to get a flavour of the city life and then two weeks on the beach in Phuket.

Muna: I'm sure that was beautiful!

Katie: It was amazing! I really enjoyed it.

Well, we all did. There was something for everyone.

Muna: We're looking for a package deal.

Katie: That's a good way to do it. At least you know where you 're going and what you're doing. And it often works out cheaper in the long run. Have you found one yet?

Muna: No, but there are two or three that look really good. Which hotel did you stay at in Bangkok?

Muna: We stayed at the Golden Palace for the first two nights. Then we moved on to the Marriott. Th e service was excellent in both of them.

Muna: And what did you think of Thai food?

Katie: Oh, it's delicious. Haven 't you ever tried it?

Muna: I had green curry once. I really didn 't like it.

Katie: Why not?

Muna: It nearly burnt a hole in my mouth!

Introduce the conversation 5847 (5 minutes)

Answers 1 brochures 2 been .) '"' couple 4 beach 5 everyone

. Stage 3

•

•

6 package 7 cheaper 8 excellent 9 mouth

Find examples of the past simple and the present perfect 5847 (5 minutes)

Ask the students to find and underline examples of the present perfect and circle examples of the past simple in the conversation.

Elicit which tense was used more (past simple).

English for Iraq Teacher's Book 6th Preparatory: Unit 5

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Elicit the two key words used in the examples of the present perfect, ever and yet. Remind the students that the past simple is used for a point in time and the present perfect for a period (ever= the period of your life, yet= the period until now}.

Stage 5

•

Answers Present perfect: Have you ever been there?

Have you found one yet?

Haven't you ever tried it?

Past simple: We had a family holiday there.

So, which places did you go to?

Well, we spent a week in Bangkok.

I'm sure that was beautiful!

I really enjoyed it.

Well, we all did.

There was something for everyone.

Which hotel did you stay at in Bangkok?

We stayed at the Golden Palace.

Then we moved on to the Marriott. The service was excellent.

And what did you think of Thai food?

I had green curry once.

I really didn't like it.

It nearly burnt a hole in my mouth!

Stage 4

• •

• • •

Tell the students to write the past participle form for each verb (not the past simple form}. The students should know these and should not need to refer to the list of irregular verbs at the end of the SB. Answers be- been buy- bought do- done find- found go- gone leave -left meet-met see- seen spend - spent

Stage 6

• •

Complete the gaps with the correct verb form AB98 Ex B (5 minutes)

Tell the students to do AB Exercise B. Point out that they should use been or gone where appropriate.

The students can use full forms or contractions.

Answers 1 have seen 2 have found 3 have bought 4 have been 5 have left 6 has gone

Study and practise the difference between been and gone AB97 (5 minutes)

Draw two squares on the board and label them Kamal's house and the bank.

Say Kamal has gone to the bank. Point to the bank and say He's here. Then say Kamal has been to the bank. Point to his house and say He's here.

Elicit the difference between He's gone and He's been.

Tell the students to read the language box in the AB. Check understanding by saying He's gone to the bank. Where is he? (at the bank). He's been to the bank. Where is he? (in his house).

Revise the past participle form of irregular verbs AB97 Ex A (5 minutes)

Stage 7

•

Complete and practise a dialogue with past simple and present perfect AB98/99 Ex C/D (5 minutes)

Elicit the rules the students know about when to use the present perfect and when to use the past simple.

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•

Tell the students to complete the dialogue in AB Exercise C, putting the verbs in the past simple or the present perfect simple. They should refer to the language box on AB98 to help them decide which tense to use.

When the students have completed the activity, ask them to practise reading it in pairs.

•

Stage 2

•

• •

Answers 1 Have you bought 2 have 3 bought 4 Have you booked 5 haven't 6 have just written 7 Have you bought 8 have 9 bought

•

Introduce the matching activity using the example lh (We couldn 't get a room because we hadn't booked.). Tell the students to match the rest of the sentence halves to make complete sentences.

Check answers with the whole class.

Focus on the main stresses in the sentences. For example: We couldn't get a room because we hadn't booked.

Point out that each sentence half has a stressed word. Get the students to practise as a class. Try to get them to feel they are explaining to someone.

Point out they should feel disappointed in 1, 2 and 7, neutral in 3 and 5, assertive in 4 and 6 and surprised in 8.

Get the students to practise saying the sentences in patrs.

Answers lh;2b; 3g;4d; 5a; 6e; 7c; 8f

Lesson 5 SB48

Match sentence halves SB48 (8 minutes)

AB99-101

,c

Stage 3

Objectives: Review the past perfect.

Clarify the difference between the past simple and the past perfect.

Write a paragraph using the past perfect.

Language: Past perfect Vocabulary: -

•

•

Match sentences with pictures SB48 (5 minutes)

Tell students to look at the pictures. What can they see? Ask them to match five of the sentences to the pictures.

Elicit any situations that are familiar to the students. Encourage additional comments.

Answers A3; B6; C4; D8; E2

Stage 1

Talk about pictures SB48 (5 minutes)

Stage 4 • •

Tell the students to look at the pictures on SB48 and discuss what is happening with their partner.

Elicit ideas from the whole class.

•

94

Review the past perfect tense language box AB99 Ex A (S minutes)

Highlight one of the sentences from the previous exercise (AB99 ). Elicit the name of the tenses in the first and second part of each sentence (past simple, past perfect). Elicit which action happened first (the second one in each case) .

English for Iraq Teacher's Book 6th Preparatory: Unit 5

•

Read through the language box in the AB with the students. Make sure they can see the difference between: I had breakfast and then I went to school (past simple/past simple) and I went to school after I had had my breakfast (past simple/past perfect).

The second sentence uses the past perfect because the first action mentioned is in the past simple.

When we look back in time from that past point, we use the past perfect.

•

then take it in turns to say one sentence each using the past perfect for this imaginary situation.

In open class, ask for examples from each group.

Ask if the students have ever been in a similar situation or know anyone who has. What happened?

Stage 7 Write a paragraph using past perfect AB101 Ex D (8 minutes)

Stage 5

•

•

Complete the text with past simple or past perfect AB100 Ex 8 (4 minutes)

Tell the students about a place you returned to later which had changed. Ask if they have ever been back somewhere that had changed a lot.

What sort of changes had happened?

Ask the students to read through the text and put the verbs in either past simple or past perfect.

Answers 1 had changed 2 wasn't 3 had grown 4 had built 5 looked 6 had made 7 had closed 8 was 9 had become 10 had moved 11 hadn't planted 12 was

Stage 6

• • •

•

•

•

Tell the students to choose one of the situations and write about it. They can use examples from the group activity. They should write 100 to 120 words and follow on from one of the three first sentences given.

Tell the students to focus on the past perfect, although they can also use the past simple where appropriate.

The students should finish the writing task for homework.

ilffitll Lesson 6 SB49

AB102-104

Read and understand a text about a holiday.

Extend vocabulary related to holidays.

Describe a holiday orally and in writing.

Language: Vocabulary: transfer, two-storey, atmosphere, board (v), exceptionally, self-service, speciality, spectacular, variety, consist of, boredom, mint, entertainment, display (n), overlook*, set in*, regional'<, octopus* Objectives:

Practise using past perfect orally AB100 Ex C (S minutes)

Tell the students they are going to talk about some imaginary situations.

Read through the situations with the students.

Elicit one example for each situation.

Ask the students to work in small groups. Ask them to choose a situation. In their groups, they should

English for Iraq Teacher's Book 6th Preparatory: Unit 5

95

Stage 1

•

•

Ask the students to talk about these questions with a partner.

What is a travel magazine?

What can you read about in a travel magazine?

Have you ever read a travel magazine or written a letter to one?

What do you think people write about in magazines like this?

What would you like to read about? Why? Ask the students to tell you what they discussed.

Stage 2

• •

Warm up SB49 ( 4 minutes)

,c

• •

Scan the text for specific information SB49 AB102 Ex A (5 minutes)

Ask the students to scan the text in the SB to answer the questions in AB Exercise A. Check answers.

Answers 1 Kerkennah Islands 2 two weeks/a fortnight

96

• •

3

£180

4 5 6 7

Sfax swimming pool, tennis courts octopus On a tour of the island.

Read for detailed understanding SB49 AB102 Ex B (5 minutes)

Ask the students to read the text carefully to answer the next set of questions.

Ask the students to compare their answers.

Example answers 1 flight/accommodation/transfers/breakfast and dinner/entertainment 2 Very close/A short walk.

3 The peaceful atmosphere.

4 They went to the Roman theatre, they went on a donkey cart ride, they toured the island in a taxi, they went for a camel ride, they learnt to windsurf 5 They watched the free entertainment at the hotel.

Scan a text and give individual responses SB49 (3 minutes)

Tell the students to scan the text quickly to find the information. Set a time limit of one minute.

During the feedback try to find different things the students have found. This is a chance for them to give their own responses to the questions.

Stage 3

Stage 4

Stage 5

• • •

Find words in the text SB49 AB103 Ex C (5 minutes)

Ask the students to scan the text to find words for the definitions.

Ask them to compare answers. Check answers.

Elicit the following: names of places the students know that you can get to by ferry, any luxurious hotels they can name, the most spectacular view they have seen, an interesting display they have seen and the names of some Iraqi specialities.

Answers 1 ferry 2 luxurious 3 spectacular 4 speciality 5 hospitality 6 display

English for Iraq Teacher's Book 6th Preparatory: Unit 5

Stage 6 Discuss personal reactions to the text

Stage 1

AB103 Ex D (5 minutes)

•

•

Ask the students to look at the questions and talk about them with a partner. They can make a few notes first.

Ask for some opinions in open class.

Stage 7

•

• •

Describe a holiday AB103 Ex E (5 minutes)

Tell the students they are going to tell a partner the details of a holiday they have been on. Elicit what Anna included in her account: place, cost, journey, hotel, facilities, food, holiday activities.

Put the students in pairs to describe their holidays.

Ask them to tell the class one interesting detail about their partner's holiday.

•

•

•

Ask the students what they can remember about Kerkennah from the previous lesson. Ask specifically about which villages Anna and her cousin saw. Elicit and write on the board: Anna saw the villages where the fishermen catch octopus.

Ask: Which villages? Elicit: The villages where the fishermen catch octopus.

Highlight the relationship between the parts of the sentence as follows: Anna saw The villages where the fishermen catch octopus.

Remind the students that the explanation part of the sentence is called a relative clause. They are signalled by words such as that, which, where and who.

Stage 2 Stage 8

Write a description of the holiday AB104 Ex F (8 minutes)

• • • •

Tell the students to write a short description of the holiday in about 100-120 words.

Ask them to make notes about the.. points in the questions to help them.

If there is time, they can do this in class. If not, ask them to do it for homework.

• • •

Lesson 7 SBSO

•

AB105-107

Objectives: Review defining and non-defining relative clauses.

Analyse the punctuation used with relative clauses.

Language: Defining and non-defining relative clauses Vocabulary: situated, inhabited, operate, throughout, ideal, surroundings

•

Revision (10 minutes)

Identify relative clauses 5850 (10 minutes)

Ask the students to look at the pictutes in the brochure on SB50 and guess what sort of information the brochure will have about each one. Elicit a few ideas.

Tell the students to read the sentences.

Ask a few checking questions, for example, Where is Kerkennah? and Is Gharbi inhabited?

Tell the students to find the words in the sentence that signal relative clauses. Then ask them to think about what difference they notice between the use of that and which. Elicit that there is a comma before which.

Explain that the comma signals a different kind of relative clause called non-defining. Explain that this is when the clause gives extra information, rather than information essential to the first part.

Write on the board: There are many beautiful beaches where you can do lots of water sports.

There are many beautiful beaches, which some people use for water sports.

Tell the students to mark the first sentence with a D and the second ND. Then ask them to read the rest of the sentences and mark them in the same way.

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•

In pairs, let the students discuss their answers.

Answers Kerkennah is the name of a group of islands that are situated off the east coast of Tunisia. (D) The main two islands are Chergui and Gharbi, which are both inhabited. (ND) The islands are reached by a ferry that operates throughout the year. (D) The most famous beach is Mkaren Klifa, where the water is an incredibly clear blue. (ND) There are many colourful festivals, which are a great attraction for tourists. (ND) A famous son of Kerkennah was Hedi Berkhissa, who was also known as Balha. (ND) Hedi, who was a world-class footballer, died during a match in Tunis. (ND) Kerkennah is an ideal place for tourists who want a quiet. peaceful holiday in beautiful surroundings.

Stage 4

•

•

Study defining and non-defining relative clauses rC. ·language box AB10S Ex A (S minutes)

Stage 5

• • •

•

•

98

Tell the students to read through the language box to clarify their understanding of the rules.

Check understanding by asking checking questions, for example: Which give essential information?

Which give extra information? Which use a comma? etc.

Tell the students to think of four more sentences and write these under the box. Two should be defining relative clauses and two non-defining.

Elicit sentences from the students and discuss.

Introduce AB Exercise B. Ask the students to complete the sentences with defining pronouns to form defining relative clauses.

Check answers.

Answers 1 The lady who I spoke to on the phone told me to call back later.

2 They've knocked down the restaurant where we had a meal last year.

3 The garage that I always go to for repairs/where I always go for repairs was closed today.

4 The car that he bought last month has broken down.

5 The book that has the information I wanted was missing.

(D)

Stage 3

Complete defining relative claruses AB106 Ex B (S minutes)

•

Complete non-defining relative clauses AB106 Ex C (S minutes)

Introduce the activity. Make sure the students know they should add commas in the appropriate place.

Check answers.

Answers 1 Riverside Cinema, where the tickets only cost £6 for students,_usually has good foreign films.

2 Beirut. which is full of good cafes and restaurants~ is a really interesting city.

3 My cousin Mike. who loves skiing,_is going to buy a holiday home in the Swiss Alps.

4 My sister. whose favourite food is pizza,_is having her birthday party at an Italian restaurant.

5 Fatima. whose photo was in the newspaper yesterday,_is a very talented girl.

English for Iraq Teacher's Book 6th Preparatory: Unit 5

Stage 6

Comb ine sentences AB106/107 Ex D (5 minutes)

• •

• •

Introduce the activity by going over the examples.

Let the students check answers in pairs before checking as a class.

Answers 1 Salwa, who speaks three languages, wants to be an interpreter.

2 The Tigris Hotel has a fabu lous pool that/which opened two months ago.

3 Bashir, who passed his driving test last week, is going to buy a car very soon.

4 The Star Restaurant has a lovely garden where you can have a meal on summer evenings.

Stage 2

•

•

Lesson 8 •

AB107-110

•

Objec~ives: Analyse steps in writing an essay. rC Revise use of connectors in writing.

Write an essay.

Language: Linking words: but, however, in addition to this, also, although, as well as, too Vocabulary: -

Stage 1

•

•

Brainstorm ideas for an essay AB107 Ex A (5 minutes)

• •

•

Ask the students what they do first when they read an essay title. Are they good at coming up with ideas?

Read through the advice in the AB. Add that it is also a good idea to divide the ideas into different sections.

Put the students in small groups and ask them to brainstorm ideas for the essay: What would you recommend a visitor to do for a week in Iraq?

Tell them to look at the three points under the essay title. These might correspond to the sections or paragraphs of the essay.

•

•

•

Write notes for an essay AB108 Ex 8 (10 minutes)

Tell the students that sometimes the essay titles are more abstract. They need to think what the title is asking.

ABs closed. Write the title The future of tourism in Iraq on the board. Elicit what sort of things the students would write about. They should think about what tourism is like at the moment and what changes might happen. What sections would they have?

Tell the students to look at the sections given in their ABs. Are they the same as their ideas or different?

Put the students in pairs and ask them to add ideas about the future of tourism in Iraq.

Ask different pairs for examples. Do the others agree?

Stage 3

• •

Ask the students to brainstorm more ideas for the three sections.

Ask for ideas from the groups. Ask if you could use all these points in a 100- to 120-word essay (probably not). Point out that after brainstorming/ writing down ideas, they should prioritize and choose the best ideas for an essay.

Give examples in an essay AB109 Ex C (10 minutes)

Tell the students that it is a good idea to give examples of the different points you make in an essay. This can fill lines when you do,n't have many ideas! However, they need to be relevant and part of the answer.

Write What can make a good holiday? on the board and elicit different sections or general answers.

Ask the students to look at the general answers in AB Exercise C and see if their ideas are there. Then they should look at the specific examples given.

Can they give other examples for the first two?

Put the students in pairs and ask them to add specific examples for the remaining sections. They should then decide on two more general answers to add to the list and give specific examples for these too.

Ask different pairs for their examples. Do the others agree they are relevant?

Engl ish for Iraq Teacher's Book 6th Preparatory : Unit 5

99

Stage 4

•

Use connectors AB110 Ex D (5 minutes)

Write two sentences on the board: We should

Stage 1

•

organize more tours. We should build more hotels.

Ask what is wrong with writing like this. Elicit that the sentences should be linked. For example: In

•

Preparation for the test AB111-117 (5 minutes)

Let the students look through the test and clarify the instructions. Answer any questions they may have.

Remind the students that they must work alone and not copy anyone else's work.

addition to organizing more tours, we should build more hotels.

•

Refer the students to AB Exercise D and ask them to categorize the connectors according to whether they are for a) adding information or b) contrasting.

Answers Adding information: in addition (to this), also, as well as, too Contrasting: but, however, although

Stage 5

•

Write an essay AB110 Ex E (10 minutes)

Tell the students they are going to choose one of the essay titles in this lesson and write 100 to 120 words on it.

Remind them to choose the best ideas and not to try to write about everything discussed.

Also remind them to plan their essay and group their points logically, including examples.

Encourage them to use connectors to link ideas.

When they have finished, they should read and check for mistakes. If appropriate, they can look at the essay with a partner to check for mistakes.

If there is not enough time in class, they can finish at home.

• • • •

•

Lesson 9 AB111-117

Objectives: Complete a tes·t on the unit.

Language: From the unit Vocabulary: From the unit

100

Stage 2 AB111-117

Answers Vocabulary Exercise A 1 boarding card 2 ski resort 3 five-star hotel 4 self-catering apartment 5 packed lunch 6 seat belt Exercise B 1 fasten 2 board 3 operates 4 expectations 5 honestly 6 thoroughly Exercise C 1 attractive 2 luxurious 3 wonderful 4 peaceful 5 exciting 6 colourful 7 spectacular 8 delightful Grammar ExerciseD 1 have had; since 2 haven't seen; since 3 hasn't been; for

English for Iraq Teacher's Book 6th Preparatory: Unit 5

Test (35 minutes)

4 5

6

5

has lived; for hasn't known; for Have you worked here; since

6 Exercise E 1 X Fadia hasn't spoken to me since her sister's wedding.

2

./

3

X I bought him a new mobile phone last week

7

Exercise I 1a;2b; 3c;4c;5b; 6c; 7b; 8a; 9a

and he's already lost it.

4 ./ 5

X I woke up really late this morning and I was

Writing Exercise} Depends on the students.

late for school.

6 ./ 7 8 9 10

Horse riding. which is my brother Andy's favourite sport.._is expensive and dangerous in my opmwn.

The restaurant that serves the best food is in the High Street.

Edinburgh. where there's a huge cultural festival every surnrner.._is an exciting place to spend a holiday.

X Adam carne back from Beirut yesterday.

X We all went to the park last weekend.

X What time did they go to bed last night?

./

Lesson 10

Exercise F 1 has dropped 2 has been sleeping 3 Have you ever slept 4 has he gone 5 have lost; Have.you seen 6 have you been waiting 7 has she been studying 8 have been painting; haven't finished

SB51

AB117/118

Objectives: Read a text for general and detailed ,c understanding.

Identify the writer's attitude.

Give your own opinion.

Language: Vocabulary: ensure*, sufficient*, physical,

stroke*, heart attack, on the move*, indefinitely*, eventually, workaholic*, cannot bear*, personal, relationships, trekking*, routine, vital*

Exercise G 1 met; hadn't changed 2 arrived; was; had gone 3 had spoken; left 4 arrived; discovered; had changed 5 went; had organized Exercise H 1 Morocco. which is one of the most beautiful countries in the world.._attracts lots of tourists every year.

2 The person who 'stole the money must be punished.

3 My friend Adam. who loves fishing. caught three huge fish yesterday.

4 Maria, whose camera cost more than £300.._is still not very good at taking photos.

Stage 1

•

•

Predict content of text SB51 (5 minutes)

Tell the students to follow the instructions. They should discuss the title of the lesson and picture and predict what the text will contain. Encourage them to come up with as many ideas as possible.

Elicit information from each group.

English for Iraq Teacher's Book 6th Preparatory: Unit 5

101

Stage 2

•

• •

Stage 5

Match headings and paragraphs 5851 (6 minutes)

Tell the students to read through the paragraph headings and then read the text quickly to match headings and paragraphs.

Ask them to compare answers with others in their groups. Why did they choose these answers?

Did the text contain what they had predicted?

• • •

•

• •

Use information from the text to answer the questions 5851 A8117 Ex A (8 minutes)

Tell the students to read the text again to do the next task. They should read each sentence and choose the correct answer.

Remind the students that the answers are not directly stated in the text. They have to infer.

They should compare their answers in pairs.

Answers lb; 2a; 3b; 4c;-5b

Stage 4

•

Identify the writer's attitude 5851 A8118 Ex 8 (7 minutes)

Ask the students to try to find synonyms for the words and phrases in the text.

Ask them to compare answers with the group.

Tell the students to check any other unfamiliar words in a dictionary.

Answers 1 ensure 2 indefinitely 3 deadline 4 around the corner 5 snatched 6 wellbeing 7 vital

Answers lB; 2E; 3D; 4A; SC

Stage 3

Find synonyms in the text 5851 A8118 Ex C (7 minutes)

Stage 6

•

Ask the students to work in pairs to discuss the questions in AB Exercise D.

Stage 7

•

Discuss points arising from the texts A8118 Ex D (7 minutes)

Homework Write a paragraph about one question

Ask the students to choose one of the questions from Exercise D. They should write a paragraph giving their opinion.

Tell the students to write down the answer to the question and then discuss in pairs.

Answers This answer is for discussion, but points that could be raised by students are as follows : • Life is fast and most people spend a lot of time working.

• The stress of life and work in particular can cause health problems.

• Everyone, including people who work, need a change of scene and pace of life; both brain and body need a break.

102

English for Iraq Teacher's Book 6th Preparatory: Unit 5

English for Iraq Teacher's Book 6th Preparatory: Unit 5

103

Ban kin

and finance

Lesson

Materials

Topic/Title

Objectives

Language

1

SB54 AB119/120 "17/18

What does it all mean?

Listen for specific information.

Extend knowledge of vocabulary related to banking.

Understand the benefits of recording new vocabulary.

Revision: non-defining relative clauses

SBSS

Which account should I get?

Practise scanning a text to find specific information.

Practise and extend knowledge of vocabulary related to bank accounts.

Listen for specific information.

Revision: the passive

2

AB121-124 "19

3

SB56 AB124-127

Meet a banker

Develop the reading skills of prediction, reading for gist and reading for detail.

Develop an understanding of paragraph structure.

Discuss the issues raised in the text.

Revision: the passive

4

SB57 AB127-130

Problems

Extend knowledge of vocabulary related to personal banking.

Develop gist listening by matching conversations to situations.

Develop the skill of guessing the meaning of words from context.

Review conditional sentences.

Zero, first, second and third conditionals

"20

5

SB58 AB131/132

The big day

Read an e-mail for detailed understanding.

Understand and use basic conditional sentences in both controlled and freer situations.

Zero, first, second and third conditionals

6

SB59 AB133/134

A car loan

Listen and read for specific information.

Extend knowledge of vocabulary related to banking and finance.

Practise using conditionals.

Zero, first, second and third conditionals

Letters

Read letters for gist and specific information.

Extend knowledge of common expressions used in letters.

Identify formal and informal language in letters.

Expressions used in letters

"21

7

SB60 AB135-137

104

English for Iraq Teacher's Book 6th Preparatory: Unit 6

Materials

Topic/Title

Objectives

Language

8

AB138/139

Writing practice a letter

Develop writing skills: write a formal letter.

Expressions used in formal letters

9

AB140-144

Test yourself

Complete a test on the unit.

From the unit

10

SB61 AB145/146

Making money

Develop reading skills: prediction, gist and inference.

Extend knowledge of collocations and compound nouns .

Discuss topics related to money.

Lesson

Word List Lesson 1 account ATM balance bank card bank statement cash cheque credit card deposit (n and v) loan PIN transaction withdrawal

Lesson 2 charge (a fee ) cheque book current (account) fee interest maintain (a minimum balance)* open (an account)

overdraft facilities pay (interest) rate (interest- ) savings (account)

Lesson 5

Lesson 8

currency exchange rate tip (v ) traveller's cheques

convenient

Lesson 3 advise approve attract (customers) branch (bank-) convmce disappoint expert knowledgeable responsibility satisfying

Lesson 6 bank online down payment* instalments msurance investment owner pay back value

Lesson 10 a risky business '' break even * financially minded * fixed suni~ major players* pension plan * put aside * realize a profit* regular savers *

Lesson 7 Lesson 4 cancel credit limit expired handbag valid

bill (pay a-) inconvenient* miss pelt password please find enclosed *

English for Iraq Teacher's Book 6th Preparatory: Unit 6

105

5854

Lesson 1 AB119/120 g 17/18

Objectives: Listen for specific information. ~xtend knowledge of vocabulary related to banking.

Understand the benefits of recording new vocabulary.

Language: Revision: non-defining relative clauses Vocabulary: ATM, bank card, bank statement, account, balance, cheque, transaction, withdrawal, deposit (nand v), cash, loan, PIN, credit card

Stage 1

•

•

•

• •

•

Listen and identify information 5854 "17 (15 minutes)

Ask the students where most people keep their money: in a bank account. Elicit the names of any big banks they know.

Ask how banks give us information about our bank accounts: They send us a statement. Elicit what information a bank statement gives us.Tell the students they are going to listen to Rami and his brother Aziz talking about a bank statement. Tell them to listen to the conversation and underline the different things on the bank statement that the brothers talk about.

Play the audio. Ask the students to listen and complete the activity.

Tell the students to listen and write numbers beside the parts they have underlined to show the order of the information. Play the audio again.

Ask which students receive bank statements. Ask if they always check them carefully. Why/Why not?

Answers 1 CCB (=name of bank) 2 Rami Adam (=name) 3 Account number 4 Transaction 5 Date

106

Balance Opening balance Cheque n. 001 Cheque n. 002 Cheque n. 003 Cheque n. 004 Cash withdrawal 13 Deposits 6 7 8 9 10 11 12

g

Section 17 Listen to Rami and his brother talking. Underline the items on the bank statement that they talk about.

Aziz: Hi, Rami. What are you doing?

Rami: I'm trying to understand something I got from my bank. I'm not sure what it is.

Aziz: Let me see. Oh, that's your bank statement. This is a paper that you'll get every month from your bank. It's really important because it shows you how much money went in and came out of your account every month. You should look at it carefully and check it to make sure there aren't any mistakes.

Rami: Can you help me figure out what it all means?

Aziz: Sure. Look, to the left of the title 'bank statement' is the name of your bank.

Then there's information to identify the bank account. Your name is on the left.

Your account number, which is an eight-digit number, appears on the top right. That's straightforward, right?

Rami: Sure, that's easy.

Aziz: A transaction is an activity in your account. So the second column is where the bank says what happened in your account during the month, if you wrote a cheque or deposited money, for example. The date when that transaction happened is on the left.

Rami: And what does 'balance' mean?

Aziz: The balance is the total that is left in your account after each transaction. The first entry, which says opening balance, shows

English for Iraq Teacher's Book 6th Preparatory: Unit 6

Rami: Aziz:

Rami:

Aziz: Rami: Aziz:

Rami: Aziz: Rami:

Stage 2

the amount that was in your account at the beginning of the month.

And under that it says cheque number.

001. That must be a cheque I wrote.

Yes, and further down there are more cheques. See? Numbers 002, 003 and 004. You wrote a lot of cheques last month!

Yes. I remember no. 001 was to my dentist. The others are on the same day.

Those must be from the day I went to the mall. I bought some CDs, some clothes and some computer games by cheque that day.

Oh, can I see your games?

Sure, but can you help me with the rest first?

Yes, well, cash withdrawal means you took money out of your account, probably at an ATM. Yes, I did.

And deposits are transactions when you put money into your account.

Yes, that was my first pay cheque from my new job.

Stage 3

•

• •

Read the example with the class and ask the students if the sentence will still be understanda hie if you take out the clause- yes, it is. Elicit what we call this type of clause (non-defining relative clause) and remind students that these clauses add extra information.

Tell the students to complete the sentences with the non-defining relative clauses from the box.

Ask the students if they can think of other short relative clauses that could go in the same places, e.g., 1, which tells you what is in your account.

Answers 1 Your bank statement, which you'll get every month, is very important.

2 Aziz, who is Rami's brother, is very helpful.

3 The mall, where I sometimes buy clothes, has fabulous shops.

4 The computer games, which I played yesterday for the first time, are really great.

5 Don't forget to check your bank balance, wh~ch is in the column on the right. ,c 6 The cheque, which I deposited on the lOth, was for 450 pounds.

Match words and definitions SB54 AB119 Ex A (5 minutes)

Stage 4 •

•

Tell the students to match the words to the definitions. They can look at the bank statement on SB54 to help them.

Let them look at the new words for a short time and then give them a quick oral test by giving the definitions and asking for the words.

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

Complete the sentences AB119 Ex B (8 minutes)

• •

Complete definitions AB120 Ex C g 18 (5 minutes)

Tell the students to work in pairs and complete the ·short definition for each item.

Play the audio and tell the students to listen and repeat for pronunciation practice.

Possible answers Bank card: A piece of plastic you can use to pay for things or get money in the street.

ATM: Somewhere you can get money using a bank card.

PIN: A secret number you can use with a bank card to stop others using it.

Cheque: A piece of paper you can use to pay for things.

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107

Credit card: A piece of plastic you can use to buy things and pay for them later.

Lesson 2 SBSS

g Section 18 Complete the definitions.

• •

•

Record new words AB120 Ex D (7 minutes)

Ask the students for examples of how to record new vocabulary.

Point out that it is important to write sentences using the new words to show the meaning and how they are used. Ask if they can remember the last five words they recorded.

Tell the students to write sentences with five new words from this lesson.

Stage 1

•

•

•

Stage 6 •

Scan texts to find specific information SBSS AB121 Ex A (5 minutes)

Elicit what different types of accounts you can get at a bank and list the students' suggestions on the board.

Books open. Introduce the task. Tell the students to read the questions and then scan the texts on SB55 t0""1ind the answers. Ask them to look at the glossary and suggest they use this to help.

Check answers.

Homework

Answers 1 A savings account 2 A children's account 3 A current account 4 A current account 5 A university student account

Tell the students to complete the paragraph with words from the lesson.

Example answers I opened a bank account last month. Now I've got a bank card, which I can use to get money out of the ATM/account. Yesterday, I made a withdrawal of 12,000 Iraqi dinars to go to the cinema and buy some juice. I need to remember to write down how much I spend- it's easy to spend too much money!

I should get a bank statement very soon, which will show me how much money I've still got in my account. I haven't got a credit card yet, so I pay for everything by cash or by cheque.

108

g 19

Objectives: Practise scanning a text to find specific information.

Practise and extend knowledge of vocabulary related to bank accounts.

Listen for specific information.

Language: Revision: the passive Vocabulary: current (account), cheque book, savings (account), open (an account), fee, interest, charge (a fee), pay (interest}, overdraft facilities, rate (interest-), maintain (a minimum balance) *

Bank card: A piece of plastic you can use to pay for things or get money in the street.

A TM: Somewhere you can get money using a bank card.

PIN: A secret number you can use with a bank card to stop others using it.

Cheque: A piece of paper you can use to pay for things.

Credit card: A piece of plastic you can use to buy things and pay for them later.

Stage 5

AB121-124

Stage 2

• •

Listen to a conversation for specific information SBSS g 19 (7 minutes)

Tell the students they are going to hear a conversation between a girl and a woman banker.

Read through the ten topics on SB55 and check understanding. Then tell the students to listen and

English for Iraq Teacher's Book 6th Preparatory: Unit 6

• •

tick which of the ten items the girl and the banker discuss.

Check answers.

Elicit the answer to the final question from the whole class - the girl opens a student account.

g Section

19

Listen to the conversation between the girl and a banker and tick the things they talk about.

Girl: Good morning. I'd like some information about opening an account.

Woman banker: Of course. What kind of account would you like to get?

Girl: Well, I'm not really sure. What kinds of accounts do you have?

Woman banker: Well, first of all, are you over 1 7?

Girl: Yes, I'm 18. Why? Woman banker: Well, we have special accounts for people under 17. But if you're 18, you have different accounts to choose from. If you get a savings account, you get a credit card. The interest is paid by the bank every six ,c months.

Girl: That sounds like a good account.

Can I get a cheque book? I think I'll need a cheque book to pay bills.

Woman banker: No. Cheque books aren't provided with a savings account. But you get a free cheque book if you open a current account.

Girl: And can I get an ATM card too? I want to be able to get cash easily.

Woman banker: Yes. The cards can be used at any ATM machine in the country. You can also make withdrawals all over the world if you need money while you're travelling.

Girl: What do 1 need to do to open an account?

Woman banker: You need to have an identity card and to deposit 60,000 Iraqi dinars.

If you have less than 20,000 Iraqi dinars in your account, we charge a fee of 10,000 dinars per month.

Girl: That's a lot of money. I haven't got a job. I'm a student, I'm starting university next autumn.

Woman banker: Oh, then you should get a University student account. You don't have to maintain a minimum balance.

Girl: Do you have a branch near the university?

Woman banker: Yes, we do. It is being renovated, but it will open again next month.

Girl: That's great. I think I'll open a student account then.

Answers 1, 2, 3, 4, 6, 8, 9, 10

Stage 3

• • • •

Match the verbs and nouns to make collocations AB121 Ex B (5 minutes)

Remind the students about collocations (see Unit 5, Lesson 3, Stage 3).

Introduce AB Exercise B. Tell the students to match the verbs with the nouns to make new collocations.

Check answers.

Then ask the s_tudents to test each other in pairs.

Answers open an account pay interest deposit 5 million Iraqi dinars make a withdrawal maintain a minimum balance charge a fee

Stage 4

•

•

Review passive form AB121/122 Ex C g 19 (10 minutes)

Write two sentences on the board: We pay interest every six months. Interest is paid every six months.

Elicit which is passive and which is active.

Play g 19. Tell the students to listen and complete the sentences in AB Exercise C with words from the conversation.

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• • • •

Check answers and ask the students to tell you if these are active or passive sentences.

Ask the students to give you the active forms of these sentences.

Highlight the difference in form and focus on how passive sentences are formed.

Read through the language box in the AB to clarify use of the passive. Check understanding by asking questions like: What is the subject? (who or what did the action), Who deposited the money in the example? (the uncle), What is a process? (something you do step by step), How do you say 'The statement will show the cash withdrawal' in the passive?

Answers 1 paid 2 provided 3 used 4 being

Stage 5

•

Unscramble sentences in the passive AB122 Ex D (5 minutes)

Tell the students to read the active sentences and then unscramble the corresponding passive sentences in brackets.

Answers 1 My wallet was stolen last week.

2 The bank was robbed yesterday.

3 The bill will be paid tomorrow.

4 These coins are used in Egypt.

Stage 6

•

•

110

Role-play a situation in a bank AB123 Ex E {8 minutes)

Tell the students to work in pairs. Student A should ask questions to get information about bank accounts. Student B should answer the questions with the information in the table. Read through the beginning of the conversation with them.

When they have finished, Student A should read the information back to Student B, who should correct any mistakes.

• •

Monitor and give help where necessary.

Ask a strong pair to act out their role play for the class.

Stage 7 • •

Homework AB124

Tell the students to complete the sentences in the AB with the passive form of the verb in brackets.

Refer them to the Grammar and Functions Reference section for Unit 6 on SB82.

Answers 1 The cheque was signed last week.

2 A fee will be charged if you don't have enough money in your account.

3 This letter was written by my father.

4 The magazine is published every month.

5 I used my father's car while my car was being repaired.

6 My bedroom is being painted, so I'm sleeping in the living room.

7 My ATM card was stolen yesterday, so I have to get a new one.

8 Bank statements are sent at the end of each month. ,q

Lesson 3 SB56

AB124-127

Objectives: Develop the reading skills of prediction, reading for gist and reading for <;letail.

Develop an understanding of paragraph structure.

Discuss the issues raised in the text.

Language: Revision: the passive Vocabulary: convince, attract (customers), branch (bank-), advise, responsibility, approve, disappoint, knowledgeable, satisfying, expert

English for Iraq Teacher's Book 6th Preparatory: Unit 6

Stage 1

•

•

•

Read for gist 5856 (5 minutes)

Discuss the following questions with the students.

What do you think the job of a banker is like?

What do you think a banker has to do?

What sort of qualifications or skills does a banker need?

Tell the students to read the text on SB56 quickly and choose the best description from the three at the top of the page.

Then ask them to compare their, predictions about the job of a banker with the information in the text.

Stage 3

•

•

•

• Answer 3 What a banker's job is like.

Stage 2

•

•

Read for detail 5856 A8124 Ex A (6 minutes)

•

Check the meanings of possible unfamiliar words: convince -persuade, suitable - right for them, extend- <Atake bigger, a range of- a lot of, requires - needs, assess - judge.

Ask the students to read the text again carefully and answer the true/false questions in the AB. Ask them to underline the parts of the text that give them the answers.

Answers 1 False: No rwo days are ever the same.

2 False: We can attract students by offering special student accounts.

3 True: It is often up to me to decide whether the business is a good idea or not.

4 True: Unfortunately, I cannot always approve a loan.

5 False: You have to be quite knowledgeable about many different subjects.

6 False: Another important skill is being able to work with experts.

Identify main ideas and supporting details 5856 A8125/126 Ex 8/C (10 minutes)

Elicit the fact that texts are divided into paragraphs and that these have a structure. Tell the students you are going to look at how paragraphs are structured.

Explain that most paragraphs have a main idea and several details that support this main idea.

Write on the board examples/reasons/explanations and say that these are what the supporting details can include.

Elicit the instructions for AB Exercise B. Then ask the students to tell you the main idea of paragraph 1.

Tell the students to study the statements in AB Exercise B and choose which ones give the supporting details. Ask the students to discuss their answers with a partner and be prepared to explain them.

Check answers as a class. Then tell the students to continue in pairs with AB Exercise C. Ask them to find the main idea and the supporting details for each of the remaining paragraphs of the text on SB56.

Answers Exercise B 1, 2 and 4 (because they give more information about what a banker does) Exercise C Para 2: Main idea a), supporting details a) and c) Para 3: Main idea b), supporting details a) and c) Para 4: Main idea b), supporting details a) and b)

Stage 4

•

•

Discuss the topic of the text (5 minutes)

Ask the students whether they think being a banker is a good job and why/why not. Would they like a job like this? Why/why not?

Get them to discuss this in pairs or groups and then listen to their ideas in open class.

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Stage 5

•

•

Practise the passive 5856 AB126 Ex D (6 minutes)

Ask the students to find an example of a verb in the passive form in paragraph 3 of the text: ... you have to understand how the products are made and used.

Introduce AB Exercise D. Tell the students to complete the sentences with the passive or active form of the verb in brackets.

Answers 1 The money in a bank account is used in many ways.

2 The machine is being repaired at the moment.

3 The loan is paid back with interest at the end of the year.

4 The decision will be made tomorrow by the bank manager.

5 Fatima got a loan last week to buy her flat.

6 The business was started two years ago by two brothers.

7 Bankers usually like helping their customers.

8 Was the information sent to you by mail last week?

Lesson 4 SB57

handbag

Stage 1

• •

Summarize the text A8126/127 Ex E (8 minutes)

• •

•

•

112

Ask the students how much they can remember about the text and what the job of a banker is like.

In pairs they can note down the points. Elicit sentences about the text from different students.

The students can check their points against the points in Exercise C in the AB. They should now write a summary of the text. They can use the points to help them.

The students can finish their summaries for homework.

g 20

Objectives: Extend knowledge of vocabulary related to personal banking.

Develop gist listening by matching conversations to situations.

Develop the skill of guessing the meaning of words from context.

Review conditional sentences.

Language: Zero, first, second and third conditionals Vocabulary: cancel, credit limit, expired, valid,

•

Stage 6

AB127-130

Listen and match problems with pictures 5857 g 20 (7 minutes)

Elicit the sort of problems you can have with bank cards and credit cards.

Tell the students to look at SB57 and guess what problems the people in the pi~ture are having.

Tell the students that they ar~ going to listen to four conversations about different problems. They should match the conversations and the pictures on SB57.

Play the audio and ask the students to match the conversations and the pictures.

Answers lC; 2B; 3D; 4A

g Section 20 Listen to the conversations. Match them with the pictures.

Conversation f Banker: Good morning. Can I help you?

Customer: Yes, I don't know what to do. I've lost my handbag. My wallet, with all my money and bank cards, was in it.

Banker: Are you sure you've lost it? Couldn't you have just left it at home?

English for Iraq Teacher's Book 6th Preparatory: Unit 6

Banker: No. If there was no money in your account, the machine would still give you your card back. I see the problem.

Your card has expired.

Customer: It has?

Banker: Yes. Today is AprilS and your card was valid until April4. We sent you a new card two weeks ago.

Customer: I never received it.

Banker: We'll cancel that one and send you a new one, then. You should receive it in three or four days.

Customer: No. I definitely had it when I was at the cafe. I was talking to my friend when we left and I think I left it on the table.

Banker: Did you go back to look for it?

Customer: Yes, it wasn't there. If I hadn't been in such a hurry, I wouldn't have left it there!

Banker: Don't worry. If we cancel your cards now, no one else will be able to use them. New ones will be sent to you very soon.

Conversation 2 Do you take credit cards?

I'm sorry, we don't.

Can I pay by cheque?

No, we only take cash.

I didn't know that.

Look, it's on the sign.

Oh, no. If I'd known that, I would have brought cash.

Cashier: Well, if you went to the bank in the next street, you could get cash from the ATM. Customer: Thank you very much.

Customer: Cashier: Customer: Cashier: Customer: Cashier: Customer:

Stage 2

• •

Answer true or false questions AB127-129 g 20 Ex A (5 minutes)

Play the audio again and ask students to read the conversations in the AB. Ask them to work in pairs to decide whether the statements about the conversations are true or false. They should also be prepared to say why they made their decisions.

Answers 1T;2T;3F;4T;5T;6T;7F

Conversation 3 Waiter: I'm sorry, sir. Your credit card isn't working.

Customer: Could you try it again, please? It worked yesterday.

Waiter: I'm sorry, it still isn't working.

Sometimes if you put in the wrong number several times, it gets blocked.

Or you may have reached your credit limit. Would you like to pay by cheque instead?

Customer: Yes, that's a good idea.

Stage 3

•

Conversation 4 Customer: Good morning. Can you help me? My bank card didn't come out of the ATM. Banker: Of course. Can you give me your account number? I'll check your account.

Customer: Yes, it's 92671098. Does this mean there's no money in my account?

•

•

Guess meaning of unfamiliar words from context AB128/129 (5 minutes)

Put the students in pairs and tell them to find these words in the conversations: cancel, credit limit, expired, valid. (The words are in bold in the conversations.) They should to try to guess the meanings of the words from the context of the conversations. Encourage students to read the sentences before and after a sentence containing an unfamiliar word.

Elicit what the students think the meaning is.

Encourage them to express the meaning in their own words.

During feedback, try to use words the students already know. However, you might want to clarify the meaning of valid in Arabic, as can be used only gives the meaning in this situation. The word acceptable may be more appropriate.

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Possible answers cancel: stop something working credit limit: the amount of money you can borrow expired: come to an end valid: can be used

Stage 4

•

•

•

• •

114

Stage 5

•

Revise conditionals AB129 Ex B (10 minutes)

Elicit examples of conditionals from the conversations. Choose and write on the board one example of each type, zero to third conditional.

Use concept questions to check meaning.

If you put in the wrong number, it gets blocked.

(Does this always happen?- yes) If we cancel your cards now, no one else will be able to use them. (Will no one else be able to use the card? Only if it is cancelled.)

If you went to the bank in the next street, you could get cash from the ATM. (Is this going to happen?- maybe) If I'd known that, I would have brought cash.

(Did she bring cash?- no) Ask the students to check the language box and classify the examples on the board as zero, first, second or third conditional.

Tell the students to find the other two examples in the conversations and classify them.

Elicit more examples using the following situations: My friend sometimes borrows money from me, but he always pays me back quickly. (If my friend borrows money from me, he pays me back quickly.)

I might be late, and then my teacher will be angry.

(If I'm late, my teacher will be angry.)

I didn't hear the alarm clock this morning and I was late for work. (If I'd heard the alarm clock, I wouldn't have been late for work.)

I'm not very rich. I can't buy the Ferrari. (If I were very rich, I'd buy the Ferrari.)

Choose sentences with the same meanings AB130 Ex C (5 minutes)

Tell the students to read the conditional sentences and choose which sentence, a or b, is closest in meaning to it.

Answers la (third conditional) 2a (second conditional) 3b (first conditional) 4a (zero conditional)

Stage 6

Talk about a past problem AB130 Ex D (8 minutes)

• Tell the students about a time when you forgot or

•

• • •

lost something important. The students listen. Ask them: What did I lose/forget? When and where did I forget/lose it? Why did this happen? Did I get it back? What were the consequences?

Tell the students that now it's their turn. They ,~re going to tell their partner about a time when they lost or forgot something.

They should use the ideas in the AB to help them and take two minutes to prepare what they're going to say. They can make notes if they wish.

Then the students tell each other their stories and ask each other questions about them.

Ask some students to retell their stories to the class.

English for Iraq Teacher's Book 6th Preparatory: Unit 6

Lesson 5 SBS8

•

AB131/132 •

Objectives: Read an e-mail for detailed understanding.

Understand and use basic conditional sentences in both controlled and freer situations.

Language: Zero, first, second and third conditionals.

Vocabulary: traveller's cheques, exchange rate, currency, tip (v}

Stage 1

•

• •

•

Read and understand an e-mail SBS8 AB131 Ex A (10 minutes)

Ask the students what they think people do to prepare for a holiday. Write their suggestions on the board.

Tell them to read the e-mail and check how many of their suggestions are mentioned.

Ask some quick questions about the e-mi il. Wh en does Ha zem 's plane leave? What is he taking in his suitcase? Why can't he tak e the Underground?

What is the exchange rate?

Tell the students to read the e-mail again and answer the questions in AB Exercise A. They can write short answers.

Elicit the difference between regular cheques and traveller's cheques. Ask if they know what the exchange rate is at the moment.

Ask the students if they think Hazem's idea about taking traveller's cheques is a good one. Why/why not? Elicit how they, or members of their family, usually take money when travelling.

Answers traveller's cheque: a special cheque that can be used in any bank currency: money or a system of money pounds: the currency used in the UK exchange rate: the amount of money you get when changing from one currency to another

Stage 3

• •

Elicit as many currencies as you can from the students and write them on the board.

Tell the students to work in pairs to match the countries to the currencies.

Answers 1 euro 2 US dollar 3 Japanese yen 4 Syrian pound 5 Chinese yuan 6 Indian rupee 7 Saudi riyal 8 Iraqi dinar 9 Australian dollar 10 Pakistani rupee

Answers 1 Packed. Bought some new clothes and some guidebooks. Got some traveller's cheques.

2 By taxi, Underground and bus.

3 By e-mail from an Internet cafe.

Stage 4 Stage 2

•

Guess meaning from context SBS8 (6 minutes)

Ask the students to use the context to guess the meanings of these words from the e-mail: traveller's cheques, currency, pounds, ex change rate.

Match the countries to currencies SBS8 (S minutes)

•

Match clauses to make conditional sentences AB131 Ex B (6 minutes)

Quickly review the four types of conditional from the previous lesson. Elicit answers as complete phrases: If you travel by bus, what do you need? (You need cash.)

English for Iraq Teacher's Book 6th Preparatory: Unit 6

115

•

If Mazen wants to go sightseeing, what will he use?

(He will use his guidebooks.)

If he arrived at the airport at 3.30, what would happen? (He would miss the plane.)

Introduce the AB Exercise B matching task. Tell the students to complete the matching task and then compare their answers.

2 3 4 5

If you hadn't renewed your passport last month, you wouldn't have been allowed to travel.

If I don't bring some books, I usually get very bored on the plane.

If I have any currency left over after the trip, I'll keep it for my next visit.

If they didn't have duty-free shops at the airport, people wouldn't be very happy.

Answers lb;2d;3a;4e;5c

Stage 7 Stage 5

•

• •

Ask the students to work in pairs to continue the event chain in Exercise C for as long as they can. Each conditional depends on the one before. Go through the examples with the students and elicit the ending of the second sentence with them. Make sure they are familiar with the form of the first conditional.

Check answers and listen to several possibilities from different pairs.

Ask them to do the same with the regret chain in Exercise D. Make sure they are familiar with the form of the third conditional. Explain that each condition leads to another action and regret. Get feedback in the same way.

Stage 6

•

• •

Make first and third conditional sentences AB131/132 Ex C/D (8 minutes)

Ask the students to use the correct forms of the verbs in brackets to complete the sentences in AB Exercise E. Explain that the sentences use all four types of conditionals.

Ask the students to compare answers.

Check answers and concept check each sentence to make sure they·understand the meanings.

Tell the students to complete the sentences in their AB with their own ideas. Do one sentence with them as an example: If you hadn't come with me, I would have got lost.

Lesson 6 SB59

AB133/134

g

21

Objectives: Listen and read for specific information.

Extend knowledge of vocabulary related to banking and finance.

Practise using conditionals.

Language: Zero, first, second and third conditionals Vocabulary: down payment", instalments, pay

Further practice AB132 Ex E (5 minutes)

Answers 1 If my plane doesn't leave on time, I'll miss my connection this afternoon.

116

•

Homework AB132

back, investment, value, bank online, insurance, owner

Stage 1

•

Listen for specific information with reading support 5859 AB133 Ex A g 21 (10 minutes)

Elicit which students drive and have cars, what cars they have or would like to have. Discuss the advantages and disadvantages of buying a used car over a new car.

English for Iraq Teacher's Book 6th Preparatory: Unit 6

• •

•

• • •

Nour: Yeah. But it's worth it. This sort of car is a real investment. It won't lose money.

In fact, it may even go up in value.

Ahlam: Well, I suppose it's more enjoyable than putting your money in the bank and waiting for it to earn interest! Maybe I should make an investment like this.

Nour: Here we are. The beach. Do you think I can fit into that parking space?

Ahlam: Sure. Uh, no, maybe not. Oh, no. I think one of your lights is broken.

Nour: Luckily, the loan also includes free car insurance!

Tell the students to scan the conversation on SB59 and find and underline all the questions.

Elicit the questions. Clarify the new vocabulary: down payment and monthly instalments. With the question: What are they? make sure the students understand that it means: What are the monthly instalments?

Tell the students to listen and read. They should pay particular attention to the answers to the questions.

Tell the students to answer the questions in AB Exercise A. When you have checked answers, ask: Why is Nour glad the loan includes free car insurance?

Ask what other things people get loans for. What do we call a special loan for buying a house? A mortgage. What other sorts of insurance can we get?

Answers 1 With a car loan.

2 No, he didn't.

3 2 million Iraqi dinars.

4 Five years.

5 Because it's not a new car.

Final question: Because he's just broken a light.

" Section 21 Read and listen to the conversation.

Ahlam: Wow! Is that your car?

Nour: Yes! Nice, isn't it? I bought it yesterday.

Do you want to go for a drive? We could go to the beach.

Ahlam: S.ure, that's a great idea. I'd love a car like this one. How did you pay for it?

Nour: I got a car loan.

Ahlam: That's a good idea. Maybe 1 should do that. If I got a car loan, would I have to make a big down payment?

Nour: No. I didn't pay any money in advance at all. I just have to pay a certain amount every month.

Ahlam: That's even better! But the monthly instalments must be pretty high. What are they?

Nour: About 2 million Iraqi dinars. It wasn't that expensive, because it isn't a new car.

Ahlam: It looks new!

Nour: The owner took really good care of it.

It's actually three years old.

Ahlam: How long do you have to pay it back?

Nour: Five years.

Ahlam: That's a long time. Won't it cost you a lot in interest?

Stage 2

,c • • •

Define new vocabulary 5859 AB133 Ex B (10 minutes)

Tell the students to read the conversation, focusing on the words in bold.

Let them discuss in pairs before writing a definition in AB Exercise B. Check answers. Ask the students: What other things can you buy by making a down payment and monthly instalments? What do you think would be a good investment today? What else can go up in value?

Possible answers 1 Part of the total cost that is paid first.

2 Part of the total cost that is paid every month.

3 Something you buy that makes money.

4 The amount you can sell something for mcreases.

5 Money you pay to a company so you can get money if your car is lost or damaged.

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Stage 3

•

• •

Rewrite sentences using conditionals A8133/134 Ex C (10 minutes)

Stage 4

•

•

Complete a gapped letter to revise vocabulary A8134 Ex D (10 minutes)

Tell the students to read the letter and think about the words that could complete the gaps.

Check general understanding by asking questions such as: Who was Tom writing to?

Why did he buy a car?

Was it new?

How long is the loan for?

Is he a careful driver?

Then tell the students to complete the letter using the words in the box.

Answers 1 salary 2 loan 3 banker 4 owner

118

SB60

Tell the students to complete the sentences using conditionals so that they have the same meaning.

Do the first one with them, then let them work on their own.

Refer them to the Grammar and Functions Reference section for Unit 3 on SB80 if they need help.

Feedback as a class.

Answers 1 If the car was new, Nour would have to pay big instalments.

2 If Nour pays monthly instalments, he will finish paying in five years.

3 If the owner hadn't taken good care of the car, Nour wouldn't have bought it.

4 If Nour had parked his car carefully, he wouldn't have broken a light.

5 If Nour didn't have car insurance, he would have to pay for the broken light.

•

(ldiiLesson

5 6 7

7

AB135-137

Objectives: Read letters for gist and specific information.

Extend knowledge of common expressions used in letters.

Identify formal and informal language in letters.

Language: Expressions used in letters Vocabulary: password, please find enclosed .., misspelt, inconvenient*, bill (pay a-)

Stage 1

•

•

Read letters for gist 5860 (S minutes)

Ask the students how often they write letters. Then discuss the following questions.

Who do you write to?

What sort of letters do you receive?

Why do you think people sometimes write letters rather than send e-mails?

How do letters differ from texts?

Tell the students to read the questions at the top of SB60, then skim-read the letters to find the answers.

Answers Letter of thanks: 2 Answer to a request for information: 1

Stage 2

•

Read letters for specific information 5860 A813S Ex A (S minutes)

Tell the students to read the letters on SB60 again and answer the questions in AB Exercise A.

down payment instalments insurance

English for Iraq Teacher's Book 6th Preparatory: Unit 6

Answers 1 10 April, 2013 .

2 Three days after opening an account.

3 He would have taken some photos, too.

4 Buy him a camera like his.

Stage 3

•

•

• •

Saying you are sorry: I'm sorry I ...

I apologize for ... (-in g)

Identify formal and informal expressions AB135/136 Ex B (15 minutes)

Ask the students to cover the letters and see if they can remember the following: What greetings did the writers use?

How did the letters start?

How did they finish?

Ask the students how well they think the writers know the people they are writing to. Are there any differences in the styles of the two letters?

Tell the students to look at the expressions in AB Exercise B. Read through the information box on AB136 with the students and tell them to go through the expressions and write F or I to identify the expressions as formal or informal.

• Answers • Addressing the letter: Dear Mr Smith, Dear Rashid, Dear Sir, Starting the letter: This letter is to inform you .. .

Thank you for your letter of .. .

Thanks for your letter.

I am writing to ...

Making a request: Would you ... ?

Could you ... ?

Can you ... ?

To say you are sending something with the letter: Please find enclosed ...

Here's ...

I enclose ...

I F

Closing the letter: Yours, sincerely, Yours faithfully, Best wishes, See you soon.

F F I I

Stage 4

•

F I F

F

Reorder sentences in a formal letter AB137 Ex C (10 minutes)

Introduce the task. Tell the students they are going to read a letter about a problem, but the sentences are in the wrong order. Tell them to reorder the sentences.

Elicit what Samira's problem was and what she asked her banker to do.

Tell the students to write the answer in the space provided in the AB. Answers a)6; b)4; c)3; d)2; e)l; f)S Possible answer Samira's name was misspelt in her cheque book.

She asks Mr Mohammed to send her a new cheque book and some information about online banking.

F F I F

Stage 5 FII FII I

I F

•

Complete a formal letter AB137 Ex D (5 minutes)

Tell the students to complete Mr Mohammed's letter of reply. They should refer to the list of expressions in Exercise B.

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Answers 1 Dear 2 Thank you for your letter 3 apologize 4 enclose 5 Yours sincerely,

5

Stage 2

•

Lesson 8 AB138/139 Objectives: Develop writing skills: write a formal letter.

Language: Expressions used in formal letters Vocabulary: convenient

Stage 1

•

• • • •

Match the beginnings and endings of sentences AB138 Ex A (8 minutes)

Elicit expressions us~p in writing formal letters from the previous lesson. Then ask what the informal equivalents are. Discuss with the students when they last wrote a formal letter in their own language and the reasons for writing formal letters.

Tell the students to match the beginnings and endings of the sentences in their AB Exercise A. Check answers.

Ask the students to suggest alternative endings for the sentence beginnings.

Elicit which other verbs could be used to replace inquire after I am writing to and what topics these could introduce: suggest, complain, request, inform you, etc.

Answers 1 Could you please let me know when I will receive my card?

2 I was told that I would receive it within a week.

3 I am writing to inquire about my ATM card.

4 If I had an ATM card, I could withdraw money on my way to work.

120

If I could check my account balance by telephone, I would save a lot of time.

•

Use sentences to complete a letter AB138 Ex B (7 minutes)

Tell the students to read the letter and complete it with the sentences in Exercise A. Ask the students the following questions to check understanding: Why is Ali writing to his bank? (To find out why he hasn't received his ATM card yet.)

When did Ali open his account? (A month ago. ) Why does he want an ATM card? (To withdraw money on his way to work.)

What does he ask his banker to send him? (A brochure about telephone banking services. ) Answers Dear Mr AI Sultan I am a new customer at City Commercial Bank. I am writing to inquire about my ATM card. When I opened my account, I was told that I would receive it within a week. A month has passed andi still haven't received it.

Could you please let me know when I will receive my card? I have been going to my bank to withdraw money, but I don't always have time to wait in long queues. It would be much more convenient for me to use the ATM machine near my office. If I had an ATM card, I could withdraw money on my way to work.

Would you please also send me a brochure about your telephone banking services? If I could check my account balance by telephone, I would save a lot of time.

Thank you for your help.

Yours sincerely, Ali AI Turki

English for Iraq Teacher's Book 6th Preparatory: Unit 6

Stage 3

•

• •

Pair discussion AB139 Ex C (5 minutes)

Elicit the instructions to Exercise C. Highlight the two examples of why someone might write a letter of complaint to a bank.

Ask the students in pairs to think of oth~r reasons why people "might write a letter of complaint: Elicit examples and write them on the board.

Stage 1

•

•

Let the students look through the test and clarify the instructions. Answer any questions they may have.

Remind the students that they must work alone and not copy anyone else's work.

Stage 2 Stage 4

•

Stage 5

•

•

Write a letter of complaint AB139 Ex D (15 minutes)

Tell the students to choose one of the situations and write the letter. They can use the letter in Exercise B to help them, and the expressions in Lesson 7.

Class discussion (5 minutes)

Elicit the various complaints the students have made in their letters. Discuss which ones they feel are reasonable.

Tell them to imagine they are a bank manager. Elicit what they would say in reply.

Note: Don't worry about the form of the reply, just the content. As well as providing the students with an opportunity to speak, it fulfils the communicative purpose of letter to the bank plus reply.

Lesson 9 AB140-144 Objectives: Complete a test on the unit.

Language: From the unit Vocabulary: From the unit

Preparation for the test AB140-144 (5 minutes)

Test AB140-144 (35 minutes)

Answers Vocabulary Exercise A 1 opened 2 deposited 3 charge 4 maintain 5 make 6 pay Exercise B 1 valid; expired 2 statement 3 withdrawal 4 instalments; back 5 down payment 6 online 7 branch Exercise C 1 current 2 withdraw 3 balance 4 value 5 loan Grammar ExerciseD 1 will have to 2 would have 3 had seen 4 hadn 't gone 5 had 6 played

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Exercise E Possible sentences: 1 If you go out in this rain, you'll get wet.

2 If my father knew that I drive so fast, he'd be furious.

3 If you cook an egg for half an hour, it goes very hard.

4 If he'd asked me to help him, I'd have said yes.

5 If he really wanted to go to university, he'd work harder.

6 If the car hadn't broken down, we wouldn't have been late.

Exercise F 1 When was the mail delivered?

2 The windows are being replaced next week.

3 The house will be sold before the end of the year.

4 The trees were cut down by the previous owner.

5 The stairs have been repaired to avoid accidents.

Mother: How about a cheque book?

Noor: I should get one in about ten days. It will be kept for me at the bank until I can pick it up.

Mother: Can you bank online?

Noor: If I want to. But I'm worried about hackers.

I'd rather read my bank statement when it is sent/mailed at the end of the month.

Mother: You needn 't worry. I installed a very good firewall when I bought the computer.

Writing Exercise J · Depends on the students.

Lesson 10 SB61

Objectives: Develop reading skills: prediction, gist and inference.

Extend knowledge of collocations and compound nouns.

Discuss topics related to money.

Language: Vocabulary: put aside •·, pension plans .., regular savers"", fixed sum "", financially minded*, a risky business*, major players*, break even*, realize a profit*

Exercise G 1 These books were left in the cla s,~ room.

2 History is taught every day.

3 The room is being cleaned right now.

4 Our homework will be graded over the weekend.

5 The gates were being opened when we arrived.

Exercise H 1 is; informed 2 was displayed 3 are bought 4 Are; included 5 will be used 6 are being built

Stage 1

• Exercise I Mother: So Noor, have you opened your bank account?

Noor: Yes, I opened it yesterday.

Mother: Do you have an ATM card?

Noor: Not yet. It is being mailed/sent to me this week.

122

AB145/146

•

Predict content of text 5861 (S minutes)

Ask the students to look at the title of the text and discuss in pairs what they think the text is going to be about.

Tell them to read the first sentence of each paragraph to check their ideas.

English for Iraq Teacher's Book 6th Preparatory: Unit 6

Stage 2

•

• •

Read for gist: match headings and paragraphs SB61 AB145 Ex A (10 minutes)

Tell the students to read through the paragraph headings in the AB and then read the text quickly to match headings and paragraphs.

Ask them to compare answers in pairs. Ask why they chose these answers.

Elicit whether the text contains what they had predicted.

Stage 4

•

•

•

•

Read for inference and answer questions SB61 AB145 Ex B (10 minutes)

Tell the students to read the text again to answer _ the multiple-choice questions. Remind them that the answers are not directly stated in the text. They have to infer.

They should compare their answers with the rest of the group and discuss why they chose one answer over the others.

Ask the students to try to complete the phrases with words from the text. They should then compare answers m pairs.

Tell the students to check any other unfamiliar words in a dictionary.

Answers 1 put some aside 2 pension plans 3 regular savers 4 a fixed sum 5 financially minded 6 a risky business 7 major players 8 break even 9 realize the profit

Answers 1 Para 3 2 Para 2 3 Para 5 4 Para 1 5 Para 4

Stage 3

Find words in the text to complete the phrases SB61 AB146 Ex C (5 minutes)

Stage 5

• •

Discuss questions in pairs AB146 Ex D (10 minutes)

Ask the students to discuss the questions in pairs.

When they have finished, discuss the questions as a class. Elicit from different pairs which were the most interesting questions.

Answers

1 b) 2 3

a) c)

4

c)

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Further education Lesson

Materials

Topic/Title

Objectives

Language

1

SB64 AB147-149

What can I study?

Discuss learning after leaving school.

Extend vocabulary related to learning.

Develop the skill of guessing the meaning of words from context.

Word building

2

SB65 AB149/150

A language school

Read and understand a brochure.

Extend vocabulary related to learning after leaving school.

Develop the skill of guessing the meaning of words from context.

Listen and understand a conversation.

Review tenses used to talk about the future.

Future forms

3

SB66 AB151-153

Improve your computer skills

Read and understand an article.

Extend vocabulary related to learning after leaving school.

Develop the skill of making inferences.

Review and practise tenses used to talk about the future.

Future forms

4

SB67 AB154/155

Summer cou1路ses

Read and understand a course catalogue.

Listen for specific information.

Discuss路~ favourite class/course.

Introduce and practise future in the past.

Future in the past: I thought I would learn ... I I decided I was going to study .. ., etc.

5

SB68 AB156-159

Volunteers at the Children's Hospital

Discuss voluntary work.

Identify the functions of linking words in a text and use them in context.

Write a short text giving an opinion.

Practise future in the past.

Future in the past Linking words, e.g., for instance, as a result, as soon as, whereas

6

SB69 AB159/160

Learning experiences

Listen for general and specific information.

Review future in the past.

Practise language for giving advice/ persuasiOn. Role-play a conversation.

Future in the past should, shouldn 't, etc.

Books and the Internet

Analyse the organization of an essay expressmg opm10n.

Study and practise using linking words and discourse markers.

Read for general understanding (gist) and detailed understanding.

Linking words: although, but, in addition, unlike

"22

"23

"24

7

SB70 AB160-162

124

English for Iraq Teacher's Book 6th Preparatory: Unit 7

Lesson

Materials

TopidTitle

Objectives

8

AB163-165

Writing practicean opinion essay

Discuss the advantages and disadvantages of distance learning and learning in a classroom.

Write an opinion essay.

9

AB165-169

Test yourself

Complete a test on the unit.

10

SB71 AB1 701171

Using the library

Read a text for general understanding (gist) and detailed understanding.

Develop the ability to deduce the meaning from context.

Discuss the points raised in the text.

Language

From the unit

Word List

,q

Lesson 1 admit (on a course) conference efficient enhance enrol register (for a course)

Lesson 3 continuing education * graphic design jobseeker* self-disciplined spreadsheet web design

Lesson 2 intensive job prospect mandatory * placement test*

Lesson 4 prior knowledge â&#x20AC;˘Âˇ venue

Lesson 5 charity librarian management medical shift (work- ) supervise support Lesson 6_ crafts removals ''

Lesson 7 chat connection (Internet -) Lesson 10 appropriately * astounded* body language * catalogue * job offer*

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125

QMIJ Lesson 1 SB64

AB147-149

Objectives: Discuss learning after leaving school.

Extend vocabulary related to learning.

Develop the skill of guessing the meaning of words from context. language: Word building Vocabulary: enhance, enrol, admit (on a course), conference, register (for a course), efficient

Stage 1

•

• •

• •

•

•

Note: The students might make mistakes in this activity, but it is important to give them a chance to experiment with language.

Answers 1 register 2 conference 3 workshop 4 application 5 efficient 6 enrol 7 enhance 8 admitted

Discuss and note down ideas 5864 A8147 Ex A (10 minutes)

Ask the students for examples of what people can study after they have left full-time education and why. Give an example of something extra you have studied if this is appropriate.

Tell the students to read the questions on SB64 and discuss the questions with a partner.

Elicit ideas from the class-. Then tell the students to write their ideas in AB Exercise A.

Stage 2

•

Stage 4

Use information to add to ideas 5864 A8147 Ex A (10 minutes)

•

Refer the students to the five characters on SB64.

Ask them if they know any people like these.

Tell the students to read the speech bubbles and add ideas from this information to what they have written in AB Exercise A. Ask the students to read out examples of what they have written.

•

•

• •

Stage 3

•

126

Match words and definitions 5864 A8148 Ex 8 (10 minutes)

in the SB speech bubbles to the definitions in AB Exercise B to check understanding.

Tell the students to discuss their answers with a partner by using the explanations instead of the words on SB64. Use the first one as an example: I need to learn new skills to make my chances of getting a good job better.

Point out that the students will need to do more than just substitute words.

Study word families A8148 Ex C (10 minutes)

Elicit the six words from AB Exercise C. Point out that these are part of a word family. Prompt the students to guess what this is.

Tell the students to look at the suffixes in Exercise C and find one example in the chart- application.

Elicit the verb that comes from application.

Point out that there are sometimes modifications to the root word when they are given suffixes. Go through the rubric in Exercise C. Tell the students to complete the chart using the suffixes given.

Encourage the students to notice any changes in spelling. Point out that being able to notice such things is the best way to see patterns and improve spelling.

Point out that the students will have already tried to guess the unfamiliar words from the context they are in. Ask them to match the words in bold

English for Iraq Teacher's Book 6th Preparatory: Unit 7

Answers Verb enhance enrol apply admit attend register

Stage 1 Noun enhancement enrolment application admission/admittance · attendance registration

•

Note: Admittance and admission (as in gain entry) mean the same thing, although one is sometimes more appropriate than the other.

•

•

Stage 5 •

AB149

Homework

Tell the students to complete the sentences in the AB with a word from the box.

Answers 1 enhance 2 application 3 conference 4 admitted s,c register 6 qualifications

•

•

Lesson 2 SB65

AB149/150

Guess words from context SB65 AB149 Ex A (8 minutes)

Refer the students to the words in bold in the brochure on SB65.

Discuss the first word, maximum, as a class.

Prompt the students to identify clues to help them guess -the brochure is highlighting small classes, so ten students is likely to indicate the highest number.

Then tell the students_to use the words to complete the sentences in AB Exercise A. Answers 1 placement test 2 intensive 3 maxunum 4 course fees 5 mandatory

g 22

Objectives: Read and understand a brochure.

Extend vocabulary related to learning after leaving school.

Develop the skill of guessing the meaning of words from context.

Listen and understand a conversation: Review tenses used to talk about the future.

Language: Future forms Vocabulary: job prospect, intensive, placement test*, mandatory ..

Ask the students to imagine they are going to enrol on a language course. Elicit what is important when choosing the right course. Write suggestions on the board, for example, cost of course, number of students in a class, etc.

Tell the students to read the information from the brochure on SB65 and see if it can tell them what they need to know.

Discuss the reasons given for learning a language.

Are they good reasons? Are there any other reasons the students can think of?

Stage 2

•

Read a brochure for specific information SB65 (10 minutes)

Stage 3

•

Listen to a c.o nversation and answer true or false AB149 Ex B g 22 (10 minutes)

Introduce the conversation between Hasan and his friend, Zaid. Explain that Zaid discovers that Hasan is learning English and so asks him questions about it. Elicit the kind of questions he might ask.

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127

• •

Introduce the task in AB Exercise B. Tell the students to listen and complete the true/false exercise.

g Section 22 Listen to a conversation between Hasan and his friend, Zaid.

Zaid: Hi, Hasan. I'm meeting Abdulla at 7.00 to watch the football game.

Why don 't you come with us?

Hasan: Hi, Zaid. Thanks. I'd love to but I'm afraid I can't. At 7.00 I'll be sitting in an English class, listening to my teacher!

Zaid: You'll be at school? I thought you had a job.

Hasan: I do. But I'm also studying at a special language school to improve my English.

Classes start at 6.00, so people can take them even if they work. It suits me perfectly.

Zaid: But your English is really good now.

Hasan: Not good enough. The company I work for needs people whose English is fluent so that they can go on business trips to other countries. I'm going to work on my English a lot this year. I'd really like the opportunity to travel with my job.

Zaid: It must take up a lot of your time.

Hasan: It does. I spend four hours a week in class, and when I get home I have to do a lot of homework.

Zaid: I couldn't do that. When I get home from work I don 't want to do anything.

I just want to relax!

Hasan: I know. It's hard work and pretty tiring, but it's worth it if my English improves. I'll get a better job really quickly.

Zaid: Are the classes expensive?

Hasan: Well, yes. They cost 2 million Iraqi dinars. But the classes are fun. And speaking better English will help me when I'm on holiday in other countries, too. I'm actually quite enjoying studying again, too!

128

Answers 1 F: He'll be having an English lesson.

2 F: He has a job.

3 T

4

T

5 6

F: It's hard work.

F: He just wants to relax after work.

Stage 4

•

•

•

Review future forms 5865 (5 minutes)

Ask the students to see if they can remember some of the things Hasan is planning to do. Elicit ideas using different future tenses. For example: He 'll be sitting in his English class at 7.00.

He's going to work on his English.

He'll probably get a better job.

Tell them to read the examples in the language box in the SB and complete the rules with the tenses given. Did they think of all the tenses?

Ask for another example using each tense.

Answers present continuous future continuous present simple going to future simple

Stage 5

•

•

•

Match types of future sentence AB150 Ex C (5 minutes)

Reassure the students that learning how to use the future tense takes place over a period of time. Point out that they have already studied the five forms discussed in Stage 4 and that this exercise will help them remember how they are used.

Explain that there are two main areas of language learning: -knowledge of the language and its rules -ability to use the language fluently and accurately Point out that the first is the one they make most use of in the exams, so they need to learn the rules.

English for Iraq Teacher's Book 6th Preparatory: Unit 7

•

•

Tell the students to read the five sentences in thejr ABs and decide which type they are. They can refer back to the language box on SB65 if necessary.

Elicit ideas from the class. Clarify the idea behind each one if necessary.

Answers le; 2c; 3b; 4d; Sa

A8150

•

Homework (2 minutes)

Set the homework. Point out that the students should write five different types of future sentence with the corresponding verb form, as in the language box on SB65. They can write about their own lives and arrangements/plans/intentions.

The students may refer to the language box on SB65 and also the Grammar and Functions Reference section on SB82/83.

Lesson 3 SB66

•

• •

Stage 6

•

Stage 1

AB151-153

•

•

Objectives: Read and understand an article.

Extend vocabulary related to learning after leaving school.

Develop the skill of making inferences.

Review and practise tenses used to talk about the future.

Language: Future forms Vocabulary: . graphic design, jobseeker,., spreadsheet; web design, selfdisciplined, continuing education*

Ask the students how important it is to have good computer skills for working today. Ask them which skills are most important to help in a job.

Tell them to discuss this in pairs.

Now tell the students to read the article and see which of their ideas are mentioned. Elicit any new ones.

Write on the board programme and program. Elicit the difference - the first is a list of activities such as a university programme and the second is a piece of software, as in computer program. Point out that in American English both words are spelt program. Highlight the fact that the first syllable is stressed.

Stage 2

•

Read an article for specific information 5866 (5 minutes)

Match words and definitions 5866 A8151 Ex A (7 minutes)

Ask the students to look at the definitions in AB Exercise A and match them to the wo~ds in bold in the article.

Compare answers with a partner before checking as a class.

Answers 1 self-disciplined 2 spreadsheet 3 jobseeker 4 web design 5 graphic design

Stage 3

• •

Read for detailed understanding 5866 A8151 Ex 8 (7 minutes)

Introduce the questions in the AB. Tell the students to read and write short answers.

Let the students check answers in pairs.

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129

Answers 1 To improve job prospects.ffo help find a new career.

2 Because they can show information in table form ./Because they are good for showing financial information.

3 A publisher, advertising agency or TV station.

4 Because you can study whenever you want.

5 On a course; online or from a book.

Stage 4

•

•

Stage 6

•

• •

Revise making inferences AB152 Ex C (8 minutes)

Practise using future forms AB153 Ex E (5 minutes)

Tell the students to put the verb in brackets in the correct form, using the present simple, present continuous or going to + infinitive.

During feedback, get the students to tell you why they made their choice.

Note: The alternative answers in brackets are also correct usage.

Answers 1 is going to take 2 starts (is starting) 3 's going to tell 4 're leaving {leave) 5 're having {'re going to have) 6 begins

Write Reading skills and Inferring on the board.

Ask the students what they can remember about inferring answers to questions.

Read through the information box in the AB with them and do the activity as a class.

Stage 7 Stage 5

• • • •

Tell the students to work on their own and choose the right answer, a) or b).

Let the students discuss their answers in pairs.Check answers as a class. Use the opportunity to clarify how the inferences are made.

Answers Paragraph 2: a) If you are a banker, you should learn to use spreadsheets.

Paragraph 2: b) More and more companies have websites.

Paragraph 3: b) Many universities offer classes for people who work.

Paragraph 3: a) Some online classes won't help you get a better job.

Paragraph 3: a) Teaching yourself with a book is not easy.

130

Homework AB153

Inferring information from the text SB66 AB152/153 Ex D (8 minutes)

Tell the students to use the words in the box to make sentences about the future. They should use an appropriate future form for the type of sentence. They may refer to the language box on SB65 and/or the Grammar and Functions Reference section on SB82/83.

Lesson 4 SB67

AB154/155

Q 23

Objectives: Read and understand a course catalogue.

Listen for specific information.

Discuss a favourite class/course.

Introduce and practise future in the past. lcmguage: Future in the past: I thought I would learn ... I I decided I was going to study ... , etc.

Vocabulary: venue, prior knowledge *

English for Iraq Teacher's Book 6th Preparatory: Unit 7

Stage 1

•

•

Ask the students what sort of course they would like to study for a short time if they had the opportunity.

Give the students 30 seconds to skim-read the catalogue page in the SB and ask them: How many courses are mentioned? (4) Are they all about computers? (no) What sort of information is given about each course? (place/time/suitable for whom)

Stage 2

•

what I wanted to do. I thought I'd study history and become a teacher, but I wanted time to think about it. I decided to get a job, so I enrolled in the class on secretarial skills. I enjoyed it a lot because I learnt so many new things. I knew a little about computers when I started, but in the class I learnt about all sorts of new programs, and I learnt to type much faster. The classes were never boring. Our teacher was great and explained everything very clearly. She was also very kind and sometimes stayed after class if someone had more questions.

We usually did!

Another reason I liked the class is that we had very modern equipment, just like the equipment we would be using in our jobs. I liked the other students, too. The class was not too big, so we got to know each other quite well. Everybody was very motivated to learn, and we all helped each other. If one of us was going to be absent, she told the others so that we would make copies of the class notes for her. The best thing apout the course is that it helped me find a ,q job very quickly. I use all the skills I learnt on the course. Next, I think I'll study business. Until then, I have a job as a secretary that I enjoy very much.

Skim-read a text and answer questions SB67 (4 minutes)

Read a text for specific information SB67 AB154 Ex A (6 minutes)

Tell the students to scan the course catalogue to find answers to the questions in the AB. Answers 1 Basic web design 2 English for work 3 Basic web design 4 Protecting our environment 5 a) where something takes place 6 a) improve them

Stage 3

•

Answers 3, 4, 6, 7, 9, 10

Listen for specific information AB154 Ex B g 23 (7 minutes)

Tell the students they are going to listen to a woman talking about a class she took during the summer. Ask them to read through the list of reasons why she liked her class in the AB. Tell them to listen to the audio and tick which of the reasons they hear.

g Section 23 Listen to Nisrin talking about her summer class.

Tick the reasons she liked her class.

Nisrin: I took a class in secretarial skills last summer, and I'm very glad I did. When I finished school in June, I just didn't know

Stage 4

Study future in the past SB67 (5 minutes)

Ask the students: What subject did Nisrin think about studying when she finished school in June? (history) Did she go on to study this? (no) What did she study? (a secretarial skills course) What does she want to study next? (business) • · Tell the students to look at the first pair of examples in the language box in the SB. Ask them which sentence refers to what she used to think. Point out that people are always changing their minds. This is •

English for Iraq Teacher's Book 6th Preparatory : Unit 7

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•

•

one way of expressing a change of plan. Write I was going to study history on the board and emphasize that this is another way of talking about the future from the point of view of the past.

Tell the students to think about their current plans and how they have changed. Write on the board: I think I will ...

I thought I would ...

Elicit pairs of sentences expressing past and current pla;,s from different students.

Stage 5

• • • •

•

•

•

Match beginnings and endings of sentences AB1SS Ex C {8 minutes)

Refer students to Exercise C in the AB. Tell the students to match the beginnings and endings to make complete sentences.

Listen to their answers and make sure they are correct.

Ask students to mark sentences that talk about the future in the past (1, 4, 5, 6, 8).

Answers 1 When I was 10, I thought I would be a pilot.

2 I can't stay long because I'm meeting my brother at 6.00.

3 Next semester we will be studying Biology at school.

4 They didn't stay for dinner because they were having dinner with a friend.

5 She felt sleepy and decided she was going to get to bed early.

6 She studied English because she knew she would be travelling for work.

7 If you leave now, I think you will get there on time.

8 When I read the catalogue, I saw that classes started in June.

Lesson 5 SB68

•

132

Talk about a favourite course AB1SS Ex D {10 minutes)

Tell the students about a course you enjoyed. Use the headings in AB Exercise D as a framework.

AB156-159

Objectives: Discuss voluntary work.

Identify the functions of linking words in a text and use them in context.

Write a short text giving an opinion.

Practise future in the past.

Language: Future in the past Linking words, e.g., for instance,

as a result, as soon as, whereas Vocabulary: librarian, medical, supervise,

management, shift (work-), support, charity

Stage 1

•

• •

Stage 6

Explain that you want them to give a similar talk to Nisrin's about a class or course they have enjoyed. Point out that they can use the framework in AB Exercise D to help them. They should take two minutes to prepare what they're going to say.

They can make notes if they wish.

Organize the students in pairs to give their talk.

Encourage the partners to ask questions when the first student has finished speaking.

Ask one or two students to repeat their talk for the class, if appropriate.

• •

Discuss voluntary work 5868 (S minutes)

Write the word volunteer on the board and ask the students what it means: someone who works for no money, usually to help other people.

Give them the adjectival form of the word voluntary.

Contrast the stress patterns in the two words: volunteer; voluntary.

Ask for examples of types of voluntary work.

Discuss the questions at the top of SB68 with the class.

English for Iraq Teacher's Book 6th Preparatory: Unit 7

Stage 2

•

•

Read texts for specific information SB68 AB156 Ex A (8 minutes)

Tell the students they are going to read about the experiences of three volunteers working in a hospital. Ask what sorts of jobs they might do there.

The students read the paragraphs and note down what the volunteers say in response to the questions the students discussed in Stage 1.

•

•

Note: Point out that they should underline both parts of the sentence in D, because the word whereas contrasts two ideas.

Suggested answers A volunteer is someone who works without being paid.

Answers 1 ... such as playing with the children, .. .

2 As a result, I'm getting a very good idea of what a nurse's day is like.

3 After that, I got a different volunteer job ... (time order) ... you have to enjoy working with people, whereas to write articles you have to be able to work on your own. (comparison or contrast)

You can find volunteer work: by looking at websites that have information on volunteer opportunities. at a local hospital.

The volunteers in the SB wanted to: help other people. learn more about a possible career. take care of children.

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The volunteers learnt: to handle greater responsibilities. about a nurse's job. new skills.

Stage 3

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Identify and practise ways of linking ideas SB68 AB156/157 Ex B (5 minutes)

Tell the students that we can make our writing more interesting by linking different ideas. Write two short sentences on the board in this format: I'm a nurse.

I work in a hospital.

I'm not a nurse.

Ask the students how to link the two statements on the left with the statement on the right (using and and but).

Write the headings from the information box on the board. Go through what they mean and ask for some examples.

Read through section A of the box with the students and ask them to find an example from the first paragraph in the SB. Get them to underline all the examples given.

Read through the remaining sections and tell them to work in pairs to find and underline the relevant part of the sentence.

Ask for answers from the students. For practice, ask them to complete these sentences: 1 I didn 't do my homework, and as a result ...

2 Unlike my friend, I ...

3 As soon as I got home after school, I ...

4 I often make mistakes with my English grammar. For example, I ...

Stage 4

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Complete a gapped paragraph AB157 Ex C (5 minutes)

Tell the students to complete the gapped text using some of the words in the box.

Check the answers in open class.

Answers 1 Once 2 However 3 for instance 4 Unlike 5 so

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Stage 5

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Remind the students how we use the future in the past.

Tell them to complete the sentences by choosing the correct verb in each pair. Point out that some of the sentences may not refer to the future in the past.

Check the answers in open class.

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Answers 1 was going to become 2 would like 3 is starting 4 had to 5 will be sleeping 6 started 7 would be

Stage 6

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about other people. There are lots of things we can do to help, such as build houses and schools. It is also useful to help with teaching children to read.

Practise future in the past AB158 Ex D (5 minutes)

I think it can be quite difficult to be away from home for a long time, and the language differences might cause problems. However, in general I think it would be very useful for me to learn new skills and meet new people. At the same time, I could help people who have less than me.

Lesson 6 SB69

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24

Stage 1 Listen for general information: match speakers to pictures 5869 "24 (10 minutes)

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Possible answer I think it is a really good idea to volunteer to work in different countries because it is good to think

g

Objectives: Listen for general and specific information.

Review future in the past.

Practise language for giving advice/ persuasion.

Role-play a conversation.

Language: Future in the past should, shouldn't, etc.

Vocabulary: crafts, removals*

Write about volunteering AB158/159 Ex E (12 minutes)

Ask the students if they know anyone who has done volunteer work in another country.

'CAsk what disadvantages there might be in doing this. Write any suggestions on the board.

Tell the students to look at the points listed in their ABs. Which are advantages and which are disadvantages? Why? Tell the students to write a short text giving their opinion about the subject. They can talk about these points and they should try to use some of the linking words and phrases they have looked at in this lesson.

Review some expressions for giving your opinion and introducing different points: I think this is a really good idea because ... It is also useful to .. .

Another point is .. . It can be quite difficult to .. .

However, in general I think ...

If the students do not finish in class, they can complete the writing for homework.

AB159/160

Review: Ask the students what sort of training courses people can go on while they are working to help them get better jobs.

Tell the students that they are going to listen to five people talking about their jobs and learning experiences. Present the new words crafts and removals, using the pictures on SB69 where possible.

Play the audio and ask the students to match the pictures to the speakers.

Ask these questions about each person: What did he or she learn? What made him or her decide to do some training?

English for Iraq Teacher's Book 6th Preparatory: Unit 7

Answers Speaker 1: Speaker 2: Speaker 3: Speaker 4: Speaker 5:

training. I learnt much more about laboratory procedures, and now I supervise a team of laboratory technicians.

Sara Ahmad Chris Layla Sultan

g

Section 24 Listen to five people talking about their learning experiences.

Announcer: One Sara: I work for a large company that buys crafts in many countries throughout the world. Then we sell these products all over Great Britain. I worked as a secretary at the company for many years. I liked my job at first, but then I decided I wanted to have more responsibility. I knew a lot about the company and the products we buy, but I couldn't get a better job because I couldn't speak any other languages. Our company does a lot of business with the Middle East, so I decided I was going to learn Arabic. I found a language school that offered Arabic classes in the evening, and 1 went there twice a week after work. It took a long time, but it was great fun and really interesting, and now I have a more exciting job. I travel to the Middle East once a month and meet the craftsmen. My job is to help decide what products we buy.

Announcer: Two Ahmad: I work for a company that makes and sells petroleum products. To make sure that our products are high-quality, we analyse them in our laboratory. When 1 started at the company, I was a laboratory technician and I helped the scientists by measuring the products and operating the machines. I was a good worker, so my employer said the company would give me on-the-job

A nnouncer: Three Chris: Art was always my favourite class at school, but when I started my job at the bank I stopped drawing and painting.

Then one day I had lunch with a friend who is a banker too. 1 found out he was going to a painting class that evening. I went with him to see what it was like, and I enjoyed it so much I enrolled immediately. Now I go to my painting class once a week, and I also paint at home at weekends. It's really relaxing and who knows, I might sell some of them one day!

Announcer: Four Layla: When I left school, I had trouble finding a job. My father said I should take a class in web design, but I didn't really want to. I knew the classes stq,rted in the summer, and I wanted to go on holiday with my friends . And I didn't know a lot about computers. I was more interested in fashion, and I thought the classes would be boring. But in the end, my father convinced me and I enrolled. I learnt a lot and I was surprised how much I enjoyed the class. Now I maintain the website of a famous clothing company and I love my job.

Announcer: Five Sultan: I worked for a removals company for a year. I liked the work, and I was very disappointed to learn the owner would be closing the company in the autumn, so I decided to start my own company. My friends didn't think it was a good idea.

They said I would have to work harder than if I worked for somebody else. And they were right. It was very difficult at the

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beginning. I had to spend all the money I had saved on office equipment and a removals van. I couldn't afford to pay many employees, so I did most of the work myself. That meant 1 couldn't spend much time with my family and friends.

And if there was a problem, it was my responsibility to fix it. I was tired and worried all the time. But it was worth it.

My company is doing well now, and I am very proud of my work. 1 enjoy making all the decisions, and the best thing about running my own company is that I don't have to do what someone else tells me to do. I choose who I want to work with too, so I get along with everybody.

Stage 2

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Listen for specific information: identify advantages and disadvantages AB160 Ex B "24 (10 minutes)

Tell the students to look at Exercise B. They should listen again to Sultan and list the advantages and disadvantages of having your own business.

Ask the students if they can think of any more good or bad points about having your own business. Do they think it's worth it? Why/why not?

Answers Advantages: You can be proud of your company.

You make all the decisions.

You don't have to do what someone else says.

You can choose who you work with.

Disadvantages: You have to work harder.

It's difficult at the beginning.

You have to spend your own money.

You have to do a lot of the work yourself.

You can't spend much time with your family and friends .

Everything is your responsibility.

Practise future in the past AB1S9 Ex A "24 (10 minutes)

Write a sentence on the board: I've decided I'm going to have chess lessons. Ask the students: Imagine it's t~rorrow. What did I decide yesterday? (You decided you were going to have chess lessons. ) Tell the students to change the sentences from the future to the future in the past, then listen to the audio again and check their answers.

Answers 1 I decided I was going to learn Arabic.

2 My employer said the company would give me on-the-job training.

3 I found out he was going to a painting class that evening.

4 I knew the classes started in the summer.

5 I was very disappointed to learn the owner would be closing the company in the autumn.

Stage 3

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Stage 4

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Role-play a conversation giving advice AB160 Ex C (10 minutes)

Put the students in pairs. Tell the students to imagine that one of them wants to start his/her own business. The other one thinks this is a bad idea and tries to persuade his/her friend not to go ahead.

Remind the students of useful language for giving advice and persuasion. Elicit some of these expressions and write them on the board.

But what if ...

That's not a good idea ...

The problem is ...

I think you should ...

I'd rather ...

It's better to ...

Tell the students to role-play the situation.

If there is time, choose one or two pairs to repeat their role play for the class.

Ask the students what the last speaker (Sultan ) did.

Was it easy for him?

English for Iraq Teacher's Book 6th Preparatory: Unit 7

Lesson 7 SB70

Answers 1 Introduction: C 2 Body: D and B 3 Conclusion: A

AB160-162

Objectives: Analyse the organization of an essay expressing opinion.

Study and practise using linking words and discourse markers.

Read for general understanding (gist) and detailed understanding.

Language: Linking words: although, but, in

Stage 3

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addition, unlike Vocabulary: connection (Internet-), chat

Stage 1

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Stage 4

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Stage 2

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Read for general understanding (gist); reorder an essay 5870 A8161 Ex 8 (5 minutes)

Ask the students to look at the title. Elicit what points the writer might make in the essay.

Tell them that the essay is not in the right order.

They should read it to reorder it. They should write the paragraph numbers next to their description in AB Exercise B.

Tell the students to read the essay again and answer the questions in AB Exercise C. Answers 1 It is convenient. There are many sources of information.

2 The information is not always reliable.

3 The information is more reliable. You can find more in-depth information. The ideas are better developed. They are more convenient (you can take them with you). You can buy them easily (online).

4 The Internet is fine for general information, but books help you learn better.

Read about how an opinion essay is organized A8160 Ex A (5 minutes)

Elicit what the students would expect to see in an essay expressing opinions. Elicit examples of the type of things they might express opinions on in an essay.

See if they can remember the general framework of an essay: introduction, main body, conclusion.

Ask the students to read the information box.

Afterwards, ask these questions: As well as saying what you think, what else must you say in an opinion essay? Why? What do you say in the introduction? What do you do if there are two sides to a question? Where do you give your own opinion?

Read for detailed understanding and answer the questions 5870 A8161 Ex C (10 minutes)

• •

Combine the sentences using linking words 5870 A8162 Ex D (10 minutes)

Tell the students to study the way the underlined words are used in the essay.

Look at the first pair of sentences in AB ExerciseD with the students and elicit how to connect them.

Tell the students to combine the rest of the sentences using the words in brackets.

Listen to their answers in open class and make sure they are correct.

Model answers 1 Unlike computers, books can be used anywhere.

2 In addition to reading information on the Internet, you can also listen to the news.

3 Buying books can be expensive, but using the Internet can be cheaper.

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4

Although using the Internet is sometimes dangerous, you can't get a virus from reading a book.

Stage 2

•

Stage 5

Discuss the essay AB162 Ex E (10 minutes)

• •

Tell the students to work in pairs and discuss whether they agree with the points made in the essay or not, and why.

Ask them how they prefer to get information.

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Lesson 8 AB163-165

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•

•

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138

Tell the students to read through the lists of advantages of distance learning and classroom learning in AB Exercise B. Get them to tick the points that have already been mentioned.

Now tell them to write down any disadvantages of distance learning they had thought of.

Listen to their ideas and write some of the disadvantages on the board (for example, you can't have class discussions, you can't get immediate answers from the teacher, you can't learn from your classmates).

Now do the same for classroom learning.

Stage 3

Objectives: Discuss the advantages and disadvantages of distance learning and learning in a classroom.

Write an opinion essay.

Language: Vocabulary: -

Stage 1

List advantages and disadvantages AB163 Ex B (10 minutes)

Discuss distance and classroom learning AB163 Ex A (10 minutes)

Write Distance learning on the board and elicit what it means. What sort of courses do people often study through distance learning? What do you have to do when you are studying on a distance-learning course?

Put the students in groups and ask them to discuss the statement in AB Exercise A. Elicit opinions as a class. Make sure they tell you why they hold that opinion. Write some of the ideas on the board.

•

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Plan and write an essay AB1641165 Ex C-E (15 minutes)

Tell the students they are going to write an essay on the subject they have discussed and give their own opinions. Introduce AB Exercise C. Tell the students to think about their answers to a) and b) and then elicit possible introductions.

Tell the students to write their own introductions in their AB. Discuss AB Exercise D, the main body. Point out that it should follow from the introduction. They can: -support the statement.

-argue against the statement.

- give both sides of the argument.

Tell the students to write the main body of the essay. Encourage them to use a variety of linking words and expressions. They can look back at Lesson 7 to review these.

Monitor their writing and give help and advice where necessary.

Introduce AB Exercise E. Elicit possible conclusions. Then tell the students to complete their essay.

English for Iraq Teacher's Book 6th Preparatory: Unit 7

Stage 4

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Check the essay AB16S Ex F (S minutes)

Tell the students to read their essays again to check that they have linked ideas well and that spelling, grammar and punctuation are correct.

Collect the essays to mark.

IIMIJ Lesson 9 AB165-169 Objectives: Complete a test on the unit.

Language: From the unit Vocabulary: From the unit

Stage 1

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Preparation for the test AB16S-169 (S minutes)

Let the students look through the test and clarify the instructions. Answer any questions they may have.

Remind the students that they must work afb ne and not copy anyone else's work.

Stage 2

Answers Vocabulary Exercise A 1c; 2e; 3d; 4a; 5b Exercise B 1 spreadsheet 2 venue 3 enhance 4 charity 5 chat

Test AB16S-169 (35 minutes)

Exercise C 1 librarian 2 medical 3 enrol 4 supervise 5 conference Grammar ExerciseD 1 is going to volunteer 2 begins 3 is meeting 4 willlike 5 will be learning Exercise E 1a;2b; 3a;4a;5b Exercise F Nour: I'm taking/I'm going to take a computer class at the university.

Aziz: That's a good idea. I'm going to take an English class if I can find one near my house.

Nour: Have you tried the Speakwell Language School? That's near your house.

Aziz: No. When do classes start?

Nour: Classes begin/will begin next week.

Aziz: That's too bad. I'll be visiting/I'm visiting/I'm going to visit my uncle next week. We're leaving on Monday. I think I'll be back Friday morning. I'll call you when I arrive.

Nour: OK. But call me in the afternoon. In the morning I'll be sitting in my computer class!

Exercise G Suggested answers 1 I found out she was going to her computer course tomorrow night.

2 He decided he was going to be a librarian.

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3 4 5

6 7

Hasan thought he would enjoy a career in graphic design, but now he's not so sure.

I knew Ammar would be working late, so I didn't call him early in the morning.

Our teacher promised that the Internet connection would be working again soon.

They couldn't come to the beach because they were taking an exam the next day.

I was very disappointed to hear that the health club was closing down.

Writing Exercise H Depends on the students.

Lesson 10 SB 71

Stage 2

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Tell the students to work in groups of four.

Allocate one paragraph to each student. Tell them to read in enough detail to be able to explain what their paragraph is about.

Get the students in each group to summarize their paragraphs.

Stage 3

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AB170/171

Objectives: Read a text for general understanding (gist) and detailed understanding.

Develop the ability to deduce meaning from context.

Discuss the points raised in the text.

Vocabulary: catalogue\ astounded*, job offer*, body language .., appropriately,.

Read a paragraph for detailed understanding SB71 (8 minutes)

Read for specific information SB71 AB170 Ex A (8 minut es)

Tell the students to decide if the statements are true or false.

Answers 1F;2T;3T;4F;5F

Stage 4

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Deduce meaning from context SB71- AB170 Ex B (6 minutes)

Tell the students to use the context to match the words in bold with the correct answers.

Answers lb; 2a; 3a; 4c; 5b

Stage 1

Read for general understanding SB71 (5 minutes)

Stage 5 •

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Elicit the lesson title. Ask what experience students have of using a library, either in the school or elsewhere.

Tell them to skim the text and choose which of the three titles is the best.

•

Complete sentences about the text SB71 AB171 Ex C (7 minutes)

Tell the students to complete the sentences about the text.

Answer b) A NEW CAREER

140

English for Iraq Teacher's Book 6th Preparatory: Unit 7

Stage 6

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Transfer (6 minutes)

Organize a class discussion about the usefulness of libraries. Elicit from students: - their own experience of libraries; -whether any student has had a similar experience to the writer; - opinions from students who have•had experience of libraries other than in the school; -if they think the school library could be organized differently; -what they would expect in a university library; -whether they expect to use a library more in the future .

After the discussion, get the class to vote on two ISSUeS:

1 2

Whether they find libraries useful now.

Whether they are likely to find libraries useful in the future.

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The environment and re Lesson

Materials

TopidTitle

Objectives

Language

1

SB74 AB172/173

Our natural resources

Read for general understanding and for detailed understanding.

Extend vocabulary related to natural resources.

Develop understanding of prefixes and suffixes.

Prefixes and suffixes Revision: future forms

2

SB75 AB174

Recycling waste

Read to confirm predictions.

Study vocabulary related to recycling waste.

Listen for specific information.

Practise writing passive sentences.

Revision: the passive

" 25

3

SB76 AB174-176

A renewable resource

Read for detailed understanding.

Write a letter.

Revision: first and second conditional

4

SB77 AB177/178

Careers connected with the environment

Read for detailed understanding.

Listen for specific information.

Discuss environmental problems and possible answers.

Revision: future in the past (including reporting intentions )

" 26

5

AB178- 180

Writing practicebalanced paragraphs

Make notes for an essay.

Learn how to write a balanced paragraph.

Complete and proofread an essay.

6

A-BlSl- 185

Test yourself

Complete a test on the unit.

7

SB78 AB185

The Euphrates River

Read an article for general understanding.

Scan an article for specific information.

Compare information.

142

Engl ish for Iraq Teacher's Book 6th Preparatory : Unit 8

From the unit

Word List Lesson f limit renewable replace concentrate potentially* disastrous* deforestation deoxygenation* demineralization* plentiful* logging* wisely

Lesson 3 corn'' spoil install grind turbine landscape interfere with * Lesson 4 enforce park ranger regulations landfill

Lesson 5 phenomenon* Lesson 7 gorge* reservoir''. marshland'' navigation'-路 ecosystem'' hydroelectric* ruin'' migrate* found (a civilization)*

Lesson 2 buried separate

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Lesson 1 SB74

AB172/173

Objectives: Read for general understanding and for detailed understanding.

Extend vocabulary related to natural resources.

Develop understanding of prefixes and suffixes.

Language: Prefixes and suffixes Revision: future forms Vocabulary: limit, renewable, replace, concentrate, potentially ", disastrous ", deforestation, deoxygenation "", demineralization *, plentiful *, logging *, wisely

Stage 1

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144

Discuss natural resources 5874 (8 minutes)

Books open, elicit the title. Explain that resources are things you can use. Show the class the resources you have for teaching: whiteboard, books, CD player, etc.

Ask the students to look at the pictures and decide which ones are natural resources. Point out that all the items except soda are natural.

Tell the students to work in pairs or small groups and discuss the rest of the questions.

When they have finished, elicit ideas from different patrs.

Stage 2

•

renewable and non-renewable resources are given?

How can we protect the environment?

Skim the texts to identify paragraph topics 5874 (5 minutes)

Introduce the task. Tell the students they are going to read an article about natural resources and match the photographs to each paragraph in the text.

Set a time limit of one minute for the task.

Check answers as a class. Ask check questions such as: What can't we live without? What examples of

Answers Paragraph 1: C Paragraph 2: A Paragraph 3: B

Stage 3

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Find definitions for vocabulary items A8172 Ex A (5 minutes)

Ask the students to match the words with their definitions.

Check answers.

Answers 1 c; 2 d; 3 a; 4 b

Stage 4

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Reread the article to find specific informat ion 5874 A8172 Ex 8 (8 minutes)

Read through the questions with the students and elicit possible answers.

Tell the students to reread the texts and check/answer the questions in their ABs. Tell the students to compare their answers with a partner.

Answers 1 Because we use them for many things, such as food, water and energy.

2 Renewable resources don't disappear when they are used. Nonrenewable resources will eventually disappear.

3 Renewable: trees, energy from the sun.

Nonrenewable: petrol.

4 Greenhouse gases contribute to global warming.

5 Deforestation happens when large numbers of trees are cut down and they cannot be replaced.

It endangers plant and animal habitats.

English for Iraq Teacher's Book 6th Preparatory: Unit 8

Stage 5

Use prefixes and suffixes to understand unfamiliar words AB173 Ex C (6 minutes)

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•

Write disappear and plentiful on the board. Ask the students to tell you what the prefixes or suffixes are in these words.

Elicit any other prefixes or suffixes they can remember.

Remind them that knowing different prefixes and suffixes can help them understand unfamiliar words.

Write de- and -ation on the board. Ask them to find a word in the text beginning and ending with these- deforestation. Can they guess what the prefix and suffix tell us about the word?

Read through the information box with them.

Ask the students to guess the meanings of the words in their ABs and then check the meanings in a dictionary.

Ask for answers from the class.

Answers 1 removing the oxygen from something 2 reducing the population of an area 3 reducing the value of something

Stage 6

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Tell the students to complete the questions in pen, making any necessary changes to what they wrote originally.

Ask one or two pairs to read their dialogues to the class.

Answers Q: Where are you going?

A: I'm going to South America.

Q: What are you going to do there?!Why are you going there?

A: I'm going to study the disappearance of animal habitats.

Q: Are the animals endangered?

A: Yes, many animals are endangered because of deforestation.

Q: Do you think the forests will disappear completely?

A: No, I don't think the forests will disappear completely, because more and more people are becoming aware of the problem.

Q: When are you leaving?

A: I'm leaving on Monday.

Q: When does your plane leave?

A: My plane leaves at 9.00. rC Q How long will you be staying in South America?

A: I'll be staying there for six months.

Write questions using future forms AB173 Ex D (8 minutes)

Review forms used for talking about the future by asking some simple questions: What are you going to do after school? Are you doing anything at five o'clock? What do you think will happen if we don't protect the environment? etc.

Tell the students that they are going to read one half of a dialogue which gives answers to a series of questions. Tell the students to work in pairs and write possible questions in pencil. Point out that by discussing the questions in pairs, they will gain a better understanding of the use of future tenses.

Discuss the answers as a class, but don't let the students write the answers yet. Use this as an opportunity to talk about different ways of expressing future time.

Lesson 2 SB75

AB174

g25

Objectives: Read to confirm predictions.

Study vocabulary related to recycling waste.

Listen for specific information.

Practise writing passive sentences.

Language: Revision: the passive Vocabulary: buried, separate

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Stage 1

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Ask the students to look at the pictures and guess what they have in common. Explain that the same thing can happen to all of these products. Tell the students to guess what all the products have in common and write it down. Encourage them to write something even if they are not sure.

Ask them to read the text to check if they were right - they can all be recycled.

Elicit who had the right answer. Then write: No, I thought it was ... on the board. Ask the others: Did you think it was what they were made from? and elicit their answers prompted by the sentence on the board.

Stage 2

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Read to check predictions 5875 (10 minutes)

•

They should listen to complete the chart with words from the box.

Answers 1 placed 2 collected ..., .) taken 4 separated 5 cleaned 6 used

g

Section 25 Listen to a description of how waste can be recycled. Complete the flow chart with words from the box.

The recycling process has several stages.

First, the waste is sorted at home. The main types of waste are food waste, glass and glass products, paper and plastics.

There are also some items (for example, batteries) that cannot normally be recycled. The waste is then placed in different bags, one for food waste, another for glass, another for paper, and so on. These bags are then placed outside the house, where they are collected by the refuse lorry and taken to the waste treatment plant. At the waste treatment plant, all waste is separated into different types. Then it is carefully checked, and any waste which cannot be recycled is removed. The waste is then cleaned in special machines. Finally, it is taken to different factories, where it is treated.

Products like glass, plastic and paper can all be used again.

Study vocabulary A8174 Ex A (10 minutes)

Ask the students if they know the meanings of the words in Exercise A. Tell them to match the words with the definitions.

Check answers.

Answers 1 c) to put something in the ground and cover it with earth 2 b) useless materials that are left after you have used something 3 a) the process of damaging the air, water or land with chemicals 4 d) to suggest that someone does something that you believe would be good

Stage 3

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146

Listen and complete the flow chart 5875 g 25 (5 minutes)

Tell students they are going to listen to a description of the waste recycling process.

Tell them to look at the flow chart on SB75 and read the different stages in the process. Point out the words in the box and check they understand the meanings.

Stage 4

• •

Describe a process 5875 A8174 Ex 8 (5 minutes)

Ask what verb form is used to describe the process (passive).

Tell the students to complete the sentences in their ABs to describe the recycling process. They should use the information from the completed flow chart.

English for Iraq Teacher's Book 6th Preparatory: Unit 8

•

Point out the words we use in describing stages in a process: first/then/next/after that/once it has been ...

Stage 1

Answers 1 First, the waste is sorted at home.

2 Then, it is placed in different bags.

3 Next, it is collected by a refuse lorry.

4 After that, it is taken to a waste treatment plant.

5 In the waste treatment plant, it is separated into different types.

6 Then, it is cleaned in special machines.

7 Finally, glass, paper and plastic can be used again.

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•

Stage 5

Retell the process to a partner 5875 A8174 Ex C (10 minutes)

• • •

Tell the students to close their ABs and look only at the flow chart in their SBs. Tell them to use this information to retell the process to a partner, using passive forms.

AB174-176

Objectives: Read for detailed understanding.

Write a letter.

Language: Revision: first and second conditional Vocabulary: corn*, spoil, grind, turbine, landscape, interfere with*, install

Read the article and letter 5876 (5 minutes)

Tell the students that they are going to read two different texts about wind power. Ask them to look at both texts and say where the texts are from.

(Magazine article/letter to magazine or newspaper.)

Tell the students to scan the two texts and find one advantage mentioned in the article and one disadvantage mentioned in the letter.

Answers Aqvantages: wind power is clean energy; it do!Bsn't produce any waste or greenhouse gases; it is renewable; it will never run out; it is efficient Disadvantages: wind turbines are ugly and noisy; they are bad for birds; they are bad for fishing; wind turbines could cause accidents at sea

Lesson 3 SB76

Books closed, elicit what sources of energy the students know. Prompt the students if they have problems coming up with ideas.

Books open. Ask whether they had thought of wind power. Then elicit any advantages or disadvantages they can think of.

Stage 2

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Discuss the advantages and disadvantages of wind power 5876 (5 minutes)

Stage 3

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Read and understand point of view 5876 A8174 Ex A (5 minutes)

Discuss the questions in AB Exercise A with the class. Elicit opinions.

Then ask the students to read the texts to find the answers.

Answers 1 The article mentions both advantages and disadvantages.

2 The letter only mentions disadvantages.

3 The first writer is more objective: he gives a balanced, informative view.

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5

Stage 4

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Answers 1 built 2 would provide 3 fly 4 were 5 find

The writer of the letter is opposed to wind turbines in the sea.

The letter is more informal because it starts sentences with but, it uses words such as incredibly and uses exclamation marks.

Read and answer the questions 5876 A817S Ex 8 (S minutes)

Tell the students to read the article again carefully and answer the questions in their AB Exercise B. Answers 1 To power sailing boats and grind corn.

2 It is clean energy.

3 Because the land under the turbines can also be used for agriculture.

4 They are unattractive and they are noisy.

5 It can't supply enough energy to meet our needs.

Stage 7

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Write a response to the letter A8176 Ex E (10 minutes)

Tell students to write a letter to the editor of the magazine or newspaper in response to the letter in their SB. They can agree with the fisherman or disagree.

Ask the students to read their letters to a partner.

Find out how many students agreed with the fisherman and how many disagreed.

Lesson 4 Stage 5

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Read the letter and answer the question 5876 A817S Ex C (5 minutes)

SB77

AB177/178

Answers They are a danger to birds.

They scare away fish.

They may interfere with boat radars.

Stage 1

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Conditional sentences A817S Ex D (S minutes)

Briefly remind the students about the form of first and second conditionals.

Tell the students to choose the correct form of the verb in brackets in each sentence.

Check answers.

26

Objectives: Read for detailed understanding.

Listen for specific information.

Discuss environmental probl.ems and possible answers.

Language: Revision: future in the past (including reporting intentions) Vocabulary: enforce, park ranger, regulations, landfill

Tell students to read the letter more carefully and answer the question in their ABs. Ask them if they agree with the letter writer and why/why not.

Stage 6

g

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Match jobs and descriptions 5877 (S minutes)

Ask the students if they would like to have a job connected with the environment and why/why not.

Elicit examples of jobs they know of that are connected with the environment (e.g., air quality coordinator, waste manager). Write them on the board. Elicit what these different people have to do.

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Ask the students to look at the list of jobs on SB77.

Elicit what the students think these people do.

Write their ideas on the board.

Tell the students to match the jobs to the illustrations. Then discuss whether any of these are on the list of jobs they have provided.

Tell the students to match the jobs with the job descriptions.

Stage 2 SB77

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Listen and check 26 (5 minutes)

g

Tell the students to listen to the people talking about their jobs, and compare what the people have to do with the ideas elicited in Stage 1.

Ask what sort of animals a park ranger protects. Ask what health and safety rules must be followed at an oil refinery. Ask how we can divide our rubbish for recycling. Ask what can cause water pollution.

Ask which of these jobs the students would prefer to have and why.

g Section 26 Listen and check your answers.

Park ranger: I've been working as a park ranger for five years. I love this job because I love animals. I spend a lot of my working hours outdoors, collecting information about animals - where they are, what they are eating, if they are healthy. I also make sure that people respect the rules for protecting them. I don't allow hunters in the park, and remind visitors not to leave rubbish that can hurt the wildlife.

Health, safety and environment manager: I work in a petrol refinery. I'm the health, safety and environment manager. Petrol is an important natural resource, but so are the air and water. There are lots of rules that we have to follow to make sure that our refinery doesn't damage the environment. I also make sure that the

people at the refinery work in safe conditions. It's an important job, and I'm glad that I can help keep people safe.

Recycling coordinator: As the recycling coordinator for my city, I make sure that everybody understands the importance of recycling. I give talks to school groups and send people brochures with recycling information, such as which products to put in the different coloured recycling bins. When people realize that recycling helps keep the Earth clean for future generations, they usually want to participate in the recycling programme. I like to feel I'm making a difference in the quality of our environment by helping people reduce the amount of rubbish we put in landfill sites or incinerate.

Water quality planner: A water quality planner has an important job, because water is so important in our lives. We drink it, wash in it, cook with it and use it to help plants grow. That's why our water must be as clean as possible. I am in charge of a team that _collects water samples and makes sure that the water is clean. If there is a problem with the water, I help identify the reason and look for solutions.

Answers 1 D; 2 C; 3 B; 4 A

Stage 3

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Listen again to answer the T/F questions AB177 Ex A g 26 (10 minutes)

Tell the students to listen again and mark the statements true or false, and then correct the false statements.

Answers 1 F; 2 T; 3 T; 4 T; 5 F; 6 T; 7 T

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Stage 4

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Report statements using future in the past AB177 Ex B (10 minutes)

IIMIJ Lesson 5 AB178-180

Ask the students what people like us can do to help the environment.

Write on the board: I'm going to recycle my bottles. Last year I decided I was going to recycle my bottles. Review future in the past.

Tell the students to read the comments of the teens.

Tell them to complete the sentences about each person using forms to express future in the past.

Objectives: Make notes for an essay.

Learn how to write a balanced paragraph.

Complete and proofread an essay.

Language: Vocabulary: phenomenon*

Stage 1 Answers Nabeel thought she would be more careful about sorting and recycling her rubbish in the future.

Hazem decided he would take a big bag to put their rubbish in.

Amal had to hurry because the library was closing in half an hour.

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Stage 5

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Discuss environmental problems and possible solutions AB178 Ex C (10 minutes)

Tell students they are going to talk about environmental problems. Discuss each topic, Air pollution, Water pollution and Rubbish, as a class.

Prompt the students with information, depending on what they know already.

Put the students in pairs or small groups and give one problem to each group.

Ask them to talk about this problem and note down ideas. They should think about why this problem is important and how we can try to solve it.

Ask the students from the different groups to talk about their ideas in open class. The other students should agree or disagree and give their comments.

Ask the students to decide which problem is the most important.

Note: Teachers will need to do some research on the topics in preparation for the class discussion.

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Ask the class: Why is the weather changing in many parts of the world? Elicit global warming and write the phrases on the board.

Put the students in pairs or small groups and ask them to make notes about what they know about global warming. Is it a problem in Iraq?

Ask them to imagine they are going to write an essay on global warming. How would they group their notes into different paragraphs?

Ask for exQ!mples of points and how they have grouped them.

Stage 2

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Compare notes with the list in AB AB178/179 Ex B (S minutes)

Tell the students to read the notes about global warming in AB Exercise B. Highlight the fact that language in note form may not be grammatically correct (e.g., articles may be missing).

Ask if they are the same as their own. Are they divided up in the same way?

Stage 3

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Discuss global warming AB178 Ex A (5 minutes)

Identify and divide a long paragraph AB179 Ex C (5 minutes)

Tell the students to read the first paragraph of an essay about global warming and tick the ideas in the notes that are mentioned.

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Ask them if they think this is a well-balanced paragraph or if it is too short or too long and why.

(Too long, because it includes two main sets of ideas: what global warming is and the causes.)

Ask them to underline the sentences that they think would be better in a separate paragraph.

Answers Ideas mentioned: average increase in the Earth's temperature; scientists agree Earth getting warmer; some scientists say people contribute to global warming, some say it's a natural phenomenon.

Sentences that would be better in a separate paragraph: all sentences following Scientists don't all agree ...

(!ii!ll Lesson 6 AB.181-185 Objectives: Complete a test on the unit.

Language: From the unit Vocabulary: From the unit

Stage 1

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Stage 4

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Tell the students to rewrite the sentences they underlined on the lines.

Tell the students they now have a paragraph that is a little too short. Ask them to develop the paragCraph with ideas from the notes.

Stage 5

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Write two more paragraphs AB180 Ex E (12 minutes)

Tell the students to use the notes and their own ideas to write two more paragraphs about global warmmg.

Stage 6

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Develop a short paragraph AB180 Ex D (10 minutes)

Revise and proofread AB180 Ex F (3 minutes)

Tell the students to reread their essays and make sure the paragraphs are balanced.

Tell them to proofread for grammar and punctuation.

Preparation for the test AB181-18S (S minutes)

Let the students look through the test and clarify the instructions. Answer any questions they may have.

Remind the students that they must work alone and not copy anyone else's work.

Stage 2

Test AB181-18S (35 minutes)

Answers Vocabulary Exercise A 1 deforestation 2 limit 3 renewable 4 regulations 5 replace 6 wisely 7 essential 8 buried 9 spoil Exercise B 1 park ranger 2 renewable energy source 3 wind turbine 4 natural resource 5 greenhouse gas 6 global warming

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Suggested answers Exercise G 1 If Samir hadn't got lost, he wouldn't have arrived at Adnan's house so late.

2 If the plane hadn't already left, he wouldn't have had to buy another ticket.

3 If he had his mobile phone with him, he could call his brother to tell him he will be late.

4 If he had a book, he could read to pass the time.

5 If he had some money on him, he could buy something to drink.

Grammar Exercise C Adnan decided he was going to visit his brother in Beirut.

Hasan couldn't meet his friends because he was playing basketball.

Badria thought she would probably go to the shopping mall with her friends.

Fawsia promised her mother she was going to study for her exams.

ExerciseD 1 Many wind turbines have been built in Europe.

2 People who live near wind farms complain about the noise.

3 The land under the wind turbines can be used for agriculture.

4 Building a wind turbine is an expensive project.

5 Wind power has been used for thousands of years.

Writing Exercise H Depends on the students.

Lesson 7 SB78

Exercise E Shaumari is a nature reserve in Jordan. It was created in 1975 and has an area of 22 km 2• It was made to protect some of the most endangered species in the Middle East. In the reserve, hunting is prohibited, and no one is allowed to destroy the animals' habitats.

One of the endangered animals that lives in the park is the oryx. There were only eleven oryx in 1978, but their numbers have increased. There are now more than 200 oryx at Shaumari.

Exercise F Suggested answers Togo has a varied climate. It has tropical rainforests in the southwest of the country. Between 1990 and 2000, Togo's rate of deforestation was 2.91% per year. Since 2000, it has increased to 4.12% per year. Forests have been disappearing in Togo because of a need for land for agriculture. The population has risen rapidly. It is now 5,332,000, and by 2025 will have risen to 8,762,000. Togo's forests also produce fine woods, which rich countries have been importing to use for furniture.

Because of the concern about deforestation, the authorities have opened several national parks.

152 ·

AB185

Objectives: Read an article for general understanding.,q Scan an article for specific information.

Compare information.

Language: Vocabulary: gorge*, reservoir*, marshland •,

navigation*, ecosystem *, hydroelectric*, ruin*, migrate*, found (a civilization) •

Stage 1

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Predict content of text 5878 (S minutes)

Ask the students to look at the title of the article and the pictures and briefly discuss what information they think the text will contain.

Tell the students to skim the article to see if they can confirm any of their predictions.

English for Iraq Teacher's Book 6th Preparatory: Unit 8

Stage 2

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Tell the students that they are going to write headings for the paragraphs.

They should read the paragraphs carefully to understand the main idea of each one. From this, they should make up a heading for each. The students can work in pairs for this activity.

Check answers. Elicit why the students choose these headings.

Suggested answers 1 About the river 2 The banks of the riverffhe history of the river 3 The river as a resource/Dams

Stage 3

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Share information AB185 Ex C (10 minutes)

Put the students into groups of three.

The students tell each other what they learnt about the river. Encourage them to retell what they learnt from memory, but refer to the fact file if necessary.

They can ask each other questions.

Tell the students to look back at the article to complete the fact fileCin their ABs. They should compare their answers with a partner.

Stage 4

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Stage 5

Scan the article to complete the fact file AB185 Ex A (10 minutes)

Answers Name of river Length Begins Ends Countries it flows through Names of dams Uses of dams

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Answers 1 shallow 2 rums 3 reservOir 4 crops

Read the article and write headings for paragraphs SB78 (10 minutes)

Euphrates 2,800 km Caucasus Mountains Arabian Gulf Turkey, Syria, Iraq Euphrates, Ataturk Reservoir, irrigation, hydroelectric power, sport

Match words from the text with meanings AB185 Ex B (5 minutes)

Tell the students to find the words in the article to match the meanings in their ABs. Check answers.

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APPENDIX A

Classroom activities and games

Vocabulary •

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Divide the class into two or more teams. Explain that you will say a letter and you want someone in each team to say a word that begins with that letter. Give an example by saying a letter (e.g., b) and asking the students for examples of words that begin with b. Then play the game. When a team member gives a correct word, let someone from the next team have a turn with the same letter.

Continue until neither team can think of a word.

Award a point for every correct word.

Variations: Say a sound instead of a letter, for example, /8/ ('th') or If! ('sh') -the students think of a word that begins with or contains the sound; Specify the type of words that you want the students to say (e.g., verbs, nouns, adjectives). Ask for words from a certain category instead of words that start with a particular letter (e.g., country names, animals, school subjects, professions, activities to do on holiday).

Use a large, busy picture from a book or magazine to play a memory game. Try to find a picture that is relevant to the topic you have been studying, or that shows vocabulary that you want the students to revise. The picture should have plenty of known items in it. Let the students look at the picture for 30 seconds, then hide the picture and tell the students to write down as many words as they can for things that they saw in the picture. Whoever has the most words is the winner.

Variation: Students play the game in small teams or pairs, with one person acting as 'secretary' and writing down the words.

Divide the class into two teams, A and B. Ask a member of Team A to come to the front of the classroom and stand with his/her back to the class.

Then show the class a picture of a known item or a word flashcard. Do not show the student at the front. The student then turns round to face the class and the other members of his/her team have to describe the item for the student to guess (e.g., It's made of plastic. It has numbers on it. It is for doing maths quickly. (=calculator)) . The team members cannot use Arabic. To avoid too much calling out, tell the team that they have to put up their hands if

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they want to say something. When the student has guessed, choose somebody from Team B to come to the front of the class. Repeat the process with a different picture or word flashcard.

Explain that you are going to draw an item on the board. Draw it line by line. The class guesses what you are drawing as soon as they can.

Variation: Show a word flashcard to a student and tell him/her to draw the item on the board for the rest of the class (or members of his/her team) to guess.

Word recognition and spelling •

Write the words you wish to practise on the board.

Give the students two minutes to look and try to remember them. Tell the students to close their eyes.

Rub out one word. The students then say which one is missing. Write lines to represent the number of letters in the missing word if your students have difficulty guessing. Have the student who guesses correctly spell the word aloud as you rewrite it on the board.

• Stick letter cards for one of the words you have been studying on the board in random ord1 to · make an anagram. Ask a volunteer to come up and reorganize the letters to make the word. Repeat with other words. If you do not have letter cards, write the letters on the board.

Variation: Tell the students to make anagrams for one another from a list of words (between 12 and 15 words) that you write on the board.

• Choose a set of words that you want to practise or ask the students to suggest words they find difficult to spell. Write the words on the board and let the students study the spelling for a few minutes. Clean the board. Split the students into two or more teams and organize them so that they are in lines, with the student at the front of each line facing the board.

Give a board pen or piece of chalk to the student at the front of each team. Call out one of the words you have studied. The first student in each line should come to the board and write the word, taking care to spell it correctly {there will be several students writing on the board at the same time). The students from the different teams should not copy each other.

Each student then passes the pen or chalk to the

English for Iraq Teacher's Book 6th Preparatory: Appendices

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student behind them in the line. Say another word from the set. The students who are next in line come to the board and write in the same area of the board as their teammate. Make sure the other students are not shouting out the spelling. Repeat with the rest of the words in the set you wish to practise. When all the students have had a turn at writing, tell them to sit down and go through the words on the board, checking and correcting spelling. The team with the most correctly-spelt words wins.

Variation: Instead of saying the words for the students to write, give a definition.

Write a set of words on the board and ask the students to rearrange them alphabetically in the order they would appear in a dictionary. They should write the words in the correct order in their copybooks. To make the activity more challenging, include words that share the same second or even third letters (e.g., shirt, shiny, shelf, short, shopkeeper, show, ship, shoot- correct order: shelf, shiny, ship, shirt, shoot, shopkeeper, short, show).

Write a set of words on the board and practise spelling them aloud. Divide the class into two teams. Choose one person from each team and ask them to stand up. Ask student 1: H64v do you spell (calculator)? If the student spells the word aloud correctly, he/she scores a point and can have another turn. If the student makes a mistake, he/she sits down and another member of the team stands up. A student from the other team now has a turn, and continues until he/she makes a mistake.

This game encourages the students to focus on a set of words in great detail for a considerable amount of time. Because it is a team game, everyone will be concentrating on accurate spelling and checking the written form against the participating students' attempts.

Variation: To make the game more challenging, have the students who are representing their teams stand with their backs to the board, so that they are spelling the words from memory. Students from the opposing team can choose the word they want the student at the front to spell.

Spell words aloud in a chain: Say the first letter of a word your students can spell, or ask a student to start the chain by saying a letter. The next student

should say a letter that can follow, and so on, until a word has been spelt. A typical chain may start with you thinking of the word rickshaw, but end with the students spelling the word right.

For example: T: r Sl: S2: g S3: h S4: t Student 5 would then start a new word by saying a different letter. Praise the students for spelling a word correctly, even if it is not the word you thought of- the results of this chain are unpredictable and involve a lot of thought on the students' part.

Speaking •

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Ask the students to close their eyes and imagine they are in a particular place, for example, a place featured in the Student's Book such as Scotland or the Aswan Dam. They should think about what they can see, hear and feel. Ask different students What can you see? or What can you hear? Elicit further information by asking more questions, for example, What's it like? What colour is it? How big is it? Is it old or new? What is it made of? Do you like it?

What's it doing?.

Choose an animal, object or place the students know. Describe it to the class in simple sentences.

The students guess the item. Choose individual students to describe items for the class to guess.

Asking for, giving and responding to opinions: Write a topic on the board for the students to discuss.

Divide the class into groups of four or five. Tell them to take turns giving their opinion, ask others what they think and respond to their opinions. The following statements could be discussed: Playing computer games is a waste of time.

Children nowadays spend too much time using computers.

Young people should not have mobile phones.

There should be more control of Internet websites.

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155

Hydroelectric power is bad for the environment.

People should stop using cars.

You can also get the class to discuss current affairs in Iraq {recent news stories or local events).

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Phonics/pronunciation •

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To practise distinguishing between two sounds (for example, the long and short versions of a vowel), choose a list of words that are 'minimal pairs'.

These are words that only differ in one sound (for example, bin/been, filVfeel, hilVheel ). Write the words on the board in a two-column table without worrying about meaning {there is no need to teach the new words). Practise pronunciation of the minimal pairs. Agree on a signal for each column, e.g., the students raise their left hand for the left column and their right hand for the right column.

Say a single word from the pairs at random. The students raise their hands to show which column the word is in. Repeat with the rest of the words.

Variation: After doing this as a whole-class activity, let the students work in pairs (one student says a word from the board and the other chooses 'left' or 'right') .

Get the students to write large letters on pieces of paper to represent a sound/spelling relationship that you wish to practise (for example, t for It/ and th for /9/, or c for /k/ and ch for /tf/). Say a series of words with either of the spellings and get the students to hold up the appropriate piece of paper when they hear each sound.

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Grammar •

156

Present continuous Ask the students to think about what the members of their family are doing while they are in class. They should write a sentence for each person (e.g., My brother is studying. My father is travelling to Basra. My mother is working.

My grandfather is working in the shop. My grandmother is cooking.). Elicit some examples and ask further questions about where they are and what they are doing.

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Past continuous Ask the students to think about what they and other members of their family were doing at a certain time (e.g., at 8 o'clock the previous evening or at 11 in the morning one day of the weekend). They should write sentences as above, but in the past continuous. Elicit examples and ask further questions, or put the students in pairs to talk about what they have written.

Present perfect Give the students an event or situation and tell them that they will be preparing for this with a partner. Put the students in pairs.

One student in each pair should write a list of things they have done to prepare for the event, beginning each sentence I have ... The other student should write questions to find out what their partner has done (Have you ... yet?). They should not show each other what they are writing.

Then the student with questions asks what the other student has done (Have you packed the suitcase yet?). If the action is on the other student's list, he/she can reply Yes, I have. If he/she hasn't done the thing yet, he/she should think of a reason why not (No, I haven't. I need to buy a new suitcase. I'm going shopping tomorrow.).

Suggested events: a friend's birthday party, a camping trip to the desert/the jungle, a visit to England, Eid celebrations.

Imperatives and expressing obligation Tell the students to write a set of rules ('Dos and don'ts) for different places/contexts. They should use imperatives as well as You should/You shouldn't/You have to/You must/You mustn't.

Display the best sets of rules around the classroom.

Suggested places: the classroom, the swimming pool, sports centre, the horne.

Variation: Tell the students to make their list of rules funny.

Imperatives for giving instructions Tell the students to write step-by-step instructions for using common machines or devices. They should think about every little thing they have to do along the way, as if they were giving instructions to someone who has never used the machine before.

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Glossa Check understanding

This is to find out what the students know at a particular point in the lesson.

For example: • after the presentation of new language.

• after introducing a task.

• at the end of the lesson.

Checking understanding should not be seen as testing the students, as this can be discouraging during the teaching process. It is just a way of finding out how much the students have understood and what needs further clarification.

Closed pairs

When pairwork is used, the teacher's notes sometimes differentiate between open and closed pairs. Closed or simultaneous pairwork means that the class is divided into pairs and each pair does the practice activity at the same time, rather than watching a single pair do the activity.

Demonstrate

Demonstration is mainly used in connection with the introduction of Activity Book exercises. It involves showing the students what to do. This can be done using a similar exercise or using some of the material from the book. Two important points to remember are: • Activity Book material should not be wasted by using more than a small part in a demonstration.

• If the exercise involves writing, the students should not write during the demonstration.

Digraph

This is a phonics term used when two letters together make a single sound, for example sh and th. Stu~ents should recognize that these letter combinations make a single sound.

Elicit

This involves getting information from the students. There are many reasons why the teacher might want to do this, for example: • to check understanding.

• to get information about a picture.

• to get the students reading phrases and sentences aloud.

• to find out what they think/know.

Eliciting from the students helps make sure they are following and keeps them involved in the lesson. It is always done orally; the students speak in response to a question or other prompt from the teacher.

Explain

This is a point in the lesson when the teacher is required to clarify what to do or to give precise information on aspects of the language. It is important that any explanation is clear, simple and short. For example, it is enough to say, A verb is a doing word, as long as the students are then asked to give some examples. Misunderstandings can then be followed by another short explanation. English should generally be used for explanations, but there are times when Arabic is more appropriate, for example, with grammar explanations or during the introduction of cultural background information.

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157

Extended turn

This is when students are asked to say more than a single sentence in English without prompting or interruption from another person. In 6th Preparatory, students should frequently be encouraged to use extended turns to describe objects, talk about their holidays , etc. The emphasis should generally be on fluenc y rather than accuracy.

Extensive/Global listening

This is where students listen to a longer text to get the overall meaning and become familiar with listening in English. Shorter listening texts, where students are asked to extract specific information, or instructions, involve intensive rather than extensive listening as the students have to listen to every word.

Finely tuned input

This is where the input (reading or listening texts ) is at the student's level. The student should be able to understand the whole text because the language is familiar. Model sentences for speaking or grammar practice would normally be finel y tuned.

Introduce

This is often used when talking about Activity Book exercises. It is also used in relation to the topic, language point or reading/listening texts. One reason for introducing aspects of the lesson is to raise interest among the students in what they are about to do, and thus help motivation. When introducing an Activity Book exercise, it also helps give the students an idea of the purpose behind the exercise; this will help the students do it with understanding rather than in a mechanical way. It is important to involve the students during the introduction, using discussion, eliciting and reminding, as well as giving some explanation.

Model-

This is a text or spoken words or sentences that provide an example of the language to be learned. For example, students may read an e-mail before using it as a model to write a similar message themselves .

Open pairs

When pairwork is used, the teacher's notes sometimes differentiate between open and closed pairs. Open pairwork involves the teacher choosing two students to do the activity while the other students listen to them. Open-pair practice often precedes cl osed pairwork and acts as a more controlled model.

Phonics

Activities that practise phonics train students to recognize the sound values of different letters and sound patterns that are linked to particular letter combinations.

Present

This is carried out with new vocabulary or a new language point and involves making the meaning clear for the class . Ideas are sometimes given in the teaching procedures; at other times it is up to the teacher to think of the most suitable presentation. Arabic translation would not normally be used to present the meaning, but Arabic can sometimes be elicited from the students to check understanding.

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English for Iraq Teacher's Book 6th Preparatory: Appendices

Prompt

This involves giving the students some help in the form of words, pictures, gesture, etc, in order to get them speaking- or sometimes writing. It involves guiding the students to find answers for themselves using whatever knowledge they have. By encouraging involvement from the students, learning becomes memorable as well as interesting. The use of prompts contributes to the smooth running of the lesson.

Reali a

This is a collective word for real items from the outside world that can be brought into the classroom and used in teaching. For example, leaflets, newspapers, household items, clothes or food are realia that the teacher or students can bring in to teach vocabulary and prompt discussion.

Recycle

When language from one lesson or activity is used again in a different one (in a different way), it is recycled. At this level it is very important to keep recycling vocabulary, phrases and grammatical structures in different ways.

Redraft

This is when students are asked to rewrite their written work after it has been corrected. Redrafted work should be neat and error-free. It may be displayed on the wall or given to other students to read.

Remind

This is carried out when the students need to make use of something they have done before. It might be a familiar topic where a picture would be enough to remind them. It could also be a familiar rule, such as punctuation, which students tend to forget; reminding, in this case, could be just highlighting the full stop and capital letter in a sentence on the board. 9n the other hand, it might be something the students have only done once before, such as a particular Activity Book exercise. Here they could be reminded by being shown what they have done with reference to the previous activity in the book.

Reminding should always be a quick process. Of course, if the students can't remember, it might be necessary to introduce the exercise again, present the language a second time or further discuss the topic.

Roughly tuned input

This is where the input (reading or listening texts) is slightly above the student's level. The students may be able to understand the whole text because some words are not familiar. Roughly tuned texts are used to develop listening and reading skills such as guessing and using clues to work out meanmg.

Routines

These are the regular procedures that teachers carry out in the classroom.

They provide security for the student and take away some of the fear of learning (and failure ). A common source of routine in the classroom comes from having to organize the students for particular activities . As routines are regular classroom procedures, they should be carefully thought out, so that the time spent enhances the learning process rather than wasting class time.

English for Iraq Teacher's Book 6th Preparatory: Appendices

159

Scaffolding

This is a term commonly used in teaching to indicate the support that teachers can give students to enable them to carry out activities successfully. This term applies to a wide range of support, including: • stimulating interest.

• engaging attention.

• presenting or explaining clearly.

• maintaining clear goals.

• giving individualized help and guidance.

• providing clear feedback.

Scan

Reading for specific information involves scanning. This is where students search for key information in the text rather than worrying about every word.

For example, it is normal to scan a text to find such things as prices or times.

Self-correction

This is where students correct themselves rather than being corrected by the teacher or their peers. Teachers should encourage self-correction wherever possible both in speaking and writing. It is important to indicate that an error has been made and give students time to self-correct.

Self-evaluation

This is where students think about language areas they have learned and those they need to work on.

Skim

Reading for the general idea or gist of a text involves skimming. This is where students read the text quickly to get the general idea of what it is about rath er than worrying about every word. For example, it is normal to skim a letter or book cover to find out what it is about. It often precedes reading for more specific information.

160

English for Iraq Teacher's Book 6th Preparatory: Appendices

Complete al habetical word list Words marked with an asterisk (*) are non-testable. a good experience 3.8 a good record 4.6 a risky business * 6.10 accommodation 3.7 account 6.1 achieve 5.3 admit (on a course) 7.1 advice 3.7 advise 6.3 alerted* 2.6 allergies 3.7 ambitious 4.6 ankle 1.1 annoyed with 3.5 annual 3.10 anything to declare? 5.1 application 3.2 appropriately* 7.10 approve 6.3 approve of 3.3 architecture 3.1 arrest 2.2 astounded * 7.10 ATM 6.1 atmosphere 5.6 attract (customers) 6.3 baggage 2.3 balance 6.1 bank card 6.1 bank online 6.6 bank statement 6.1 be sick 1.1 bill (pay a-) 6. 7 blood 1.1 blood pressure 1.5 board (v) 5.6 boarding card 5.1 bodylanguage* 7.10 booth '' 3.10 boredom 5.6 bounce back * 2.10 brakes 2.8 branch 2.5 branch (bank- ) 6.3 break even * 6.10 breathe 1.1

brochure 5.4 buried 8.2 campaigns 1.7 cancel 6.4 cannot bear '' 5.10 canteen 3.7 car hire 5.1 cash 6.1 catalogue * 7.10 charge (a fee) 6.2 charity 7.5 charm 4.7 chase 3.6 chat 7.7 cheated 5.2 checkups 1.5 cheque 6.1 cheque book 6.2 civilian 2.5 coach (v) 4.6 commit a crime 2.2 communication 3.2 compete 4.1 competitive salary 4.6 compound 5.1 concentrate 8.1 conference 7.1 connection (Internet-) 7.7 conserving '' 3.2 considerable 4.6 considerably 5.3 considering 5.3 .consist of 5.6 continuing education* 7.3 convenient 6.8 convey the sense* 3.10 convince 6.3 corn * 8.3 cosmetics 4.1 cover the major points * 4.1 crafts 7.6 create a good/bad impression * 3.5 creative 4.7 credit card 6.1 credit limit 6.4 crime scene 2.1

currency 6.5 current (account) 6.2 declare 2.3 deforestation* 8.1 demineralization * 8.1 deny 5.10 deoxygenation '' 8.1 deposit (n, v) 6.1 details 3.7 detect 2.10 diabetes 1.1 0 diabetic 1. 7 dietary 3.7 disappear 3.3 disappoint 6.3 disastrous * 8.1 disconnect 3.3 discourage 3.3 dislike 3.3 disobey 3.3 display 5.6 displease * 3.3 dispose of 2.3 distrust 3.3 dizzy 1.1 dolphin 1.3 down payment'' 6.6 duration * 3.7 duty 3.1 ecosystem * 8.7 efficient 7.1 enforce 8.4 engineering 3.1 enhance 7.1 enrol 7.1 ensure * 5.10 entertainment 5.6 equivalent 4.6 essential 2. 7 eventually 5.10 exceptionally 5.6 excessive * 1.5 exchange rate 6.5 excursion 5.3 expert 6.3 expired 6.4

English for Iraq Teacher's Book 6th Preparatory: Appendices

161

export (v) 4.1 extend 5.3 faint 1.1 fed up with 3.3 fee 6.2 financially minded * 6.10 fine art 3.1 fingerprint 2.1 first aid 1.3 fit 3.6 five-star hotel 5.1 fixed sum~- 6.10 flavour (get a flavour of) 5.4 follow the law 2.2 footprint 2.1 found (a civilization)* 8.7 fracture 1.1 furthermore 1. 7 futuristic* 3.4 geology 3.2 give up 1.4 gorge* 8.7 graphic design 7.3 grind 8.3 handbag 6.4 headphones 3.10 health club* 4.2 heart attack 5.10 hostel 3.7 hydroelectric* 8.7 ice-skating 1.2 ideal 5.7 identify 2.10 impolite 1.4 in plaster 1.2 in demand 3.10 in the ignition 2.8 in the long run* 5.4 income 4.2 inconvenient* 6. 7 indefinitely* 5.10 independence 3.8 inefficient 1.4 information technology 3.1 inhabited 5.7 install 2.5 instalments 6.6 insurance 6.6

162

intensive 7.2 interest 6.2 interfere with* 8.3 invention 3.2 investigate 2.2 investment 6.6 involve 3.2 job offer'' 7.10 job prospect 7.2 jobseeker* 7.3 join 2.5 joints 1.1 keep in touch 4.1 knowledgeable 6.3 landfill 8.4 landscape 8.3 last but not least'' 1. 7 law enforcement 2.10 level 3.7 librarian 7.5 license plate 2.10 limit 8.1 live up to my expectations* 5.3 loan 6.1 locations 3.7 lock 2.6 logging* 8.1 lose consciousness 1.10 luxurious 5.2 maintain 2.5 maintain (a minimum balance)'' 6.2 major players'' 6.10 majority 5.10 make eye contact~- 3.5 management 7.5 mandatory'' 7.2 marshland* 8. 7 medical 7.5 metal detector 2.1 migrate'' 8. 7 mint 5.6 miss pelt 6. 7 modernize 4.2 motivate 4.6 movie director 3.6 navigation* 8. 7 nervous 3.6 nowadays* 1.6

occupation 3.2 occur 2.6 octopus* 5.6 officer 2.5 offspring 5.10 on the move''- 5.10 open (an account} 6.2 operate 5.7 opt for 3.7 out of a job* 3.10 overdraft facilities 6.2 overlook* 5.6 owner 6.6 package deal 5.1 packed lunch 5.1 paramedics 1.10 park ranger 8.4 password 6. 7 pay (interest} 6.2 pay back 6.6 pension planâ&#x20AC;˘Âˇ 6.10 permit (v) 3.7 personal 5.10 personal trainer* 4.6 personality 4.4 phenomenon* 8.5 physical 5.10 physical education* 4.2 pickpocket* 2.2 PIN 6.1 placement test* 7.2 please find enclosed* 6. 7 plentiful* 8.1 plenty of 1.5 potentially* 8.1 prior knowledge'' 7.4 profession 3.6 property 2.6 punctual 4.3 purification* 3.2 put aside* 6.10 puzzled 1.10 qualifications 3.2 radar speed gun 2.1 rate (interest-) 6.2 realize a profitâ&#x20AC;˘- 6.10 recall 5.10 regain consciousness 1.10

English for Iraq Teacher's Book 6th Preparatory: Appendices

regional * 5.6 register (for a course ) 7.1 regular savers * 6.10 regulations 8.4 relationships 5.10 relaxed 4.4 removals•· 7.6 renewable 8.1 replace 8.1 rescue 3.6 research 5.4 reservoir* 8.7 responsibility 6.3 revised estimate* 4.1 robbed 2.6 routine 5.10 ruin * 8.7 satisfying 6.3 savings (account) 6.2 scared of heights •· 3.3 scary 3.4 scientific research 3.1 screens 3 .1 0 seafront 5.1 security camera 2.1 self-catering apartment 5.1 self-disciplined 7.3 self-service 5.6 sentimental value * 2. 7 separate 8.2 set in * 5.6 sewing* 7.10 shark 1.3 shift (work- ) 7.5 shoulder 1.1 sightseeing 5.1

sign a contract 4.1 situated 5. 7 ski resort 5.1 slang 4.1 sneeze 1.1 solid 2.7 solo 3.4 speciality 5.6 spectacular 5. 6 spoil 8.3 spreadsheet 7.3 state (v) 4.6 stressful 3.1 stroke '' 5.10 sufficient * 5.10 suit (v) 3.7 supervise 2.5 support 7.5 surgeon 4.4 surroundings 5. 7 swallow 1.1 swollen 1.1 tailored to * 3. 7 take up 1.4 terms and conditions* 4.6 the aviation industry 3.1 the environment 3.1 the media 3.1 thoroughly-5.3 throughout 5. 7 tip (v) 6.5 title 3.7 to no avail * 1.10 train as 3.3 transaction 6.1 transfer 5.6

travel agency 5.1 traveller's cheques 6.5 treatment 1.1 trekking * 5 .1 0 trip over 3.5 try on 1.4 turbine 8.3 two-storey 5.6 unattended 2.3 unbelievably 5.2 under pressure •· 3.10 unfair 1.4 unfortunate 1.4 unhealthy 1.4 unpleasant 1.4 unusual 1.4 upset 3.3 vacancy 4.6 valid 6.4 valuables * 2.8 value 6.6 variety 5.6 venue 7.4 vital * 5.10 wards 1.10 web design 7.3 well-paid 3.1 wisely 8.1 withdrawal 6.1 witness (n) 2.2 workaholic * 5.10 worth it 3.8 wouldn't hesitate to recommend* 5.3 wrist 1.1

English for Iraq Teacher's Book 6th Preparatory: Appendices

163

Transcri ts Unit 1 Lesson 1 g Section 1 D Listen and choose the correct word to end each sentence. Write the numbers 1 to 6 in the correct boxes.

One Woman: What did the doctor do?

Girl: She told me to open my mouth and say 'Aah. ' Then she looked at my throat.

Two Boy: One minute I feel hot and the next minute I feel cold. I think I have a temperature.

Three Girl: I spilt boiling water on my foot. It's very badly burnt.

Four Boy: What does the x-ray show, doctor?

Female doctor: Your wrist is fractured.

Five Girl: I was running in high heels and my ,q foot went over. Now my ankle is really swollen.

Six Mother: Why aren't you eating your lunch, darling?

Small boy: I can't. My throat hurts too much when I swallow.

Unit 1 Lesson 2 g Section 2 Listen and check your answers.

Adil: I've hurt my wrist.

Nurse: Sit down, please. I need to take your details.

Nurse: The doctor will see you very soon, Adil.

Doctor: How did you do it?

Adil: I was ice-skating and I fell over.

Adil: Do you think it's broken?

Doctor: Probably not. But you need to have an x-ray to make sure.

Adil: Is it broken?

164

Doctor: I'm afraid so. It's fractured here.

I'm going to put your wrist in plaster.

Adil : How long will I have to keep it on?

Doctor: Six weeks.

Unit 1 Lesson 4 g Section 3 A Listen and check your answers.

Man: Every year, around 114,000 smokers in the United Kingdom die from their habit. That's about 300 people every day.

Woman: Smoking in Britain is highest in the 20- 24 age group.

Man: It is illegal to sell cigarettes to children under the age of 16. Yet 20% of Britain's 15-year-olds are regular smokers.

Woman: More than 80% of smokers take up the habit when they are teenagers.

Man: People who smoke a packet of cigarettes a day die on average Z years earlier than people who have never smoked.

Woman: Every day in the United Kingdom, approximately 450 young people under the age of .18 start smoking.

Man: The British Government currently spends around ÂŁ3 0 million a year on anti-smoking education campaigns. A further ÂŁ41 million is spent on measures to help people give up smoking.

Woman: More people in Britain die from smoking than from road accidents, poisoning and AIDS. Unit 2 Lesson 1 g Section 4 Now listen to two people talking.

Speaker 1: I used to drive too fast. I thought speeding was fun and I didn't realize how dangerous it was. Then one day I drove by a police car. The speed limit was 110, but I was driving much faster.

The police officers had a radar gun, and they knew I was driving too fast. They pulled me over and gave me a speeding

English for Iraq Teacher's Book 6th Preparatory : Appendices

ticket. I was about to leave when 路one of the officers gave me a piece of paper. It was a photo from a newspaper that showed a five-car crash. It was terrible.

The police officer told me it happened because someone was speeding. I realized that by driving too fast I could get hurt and hurt other people too. So I decided never to speed again. If I want to go fast, I can go on a rollercoaster!

Speaker 2: You can get a lot of information from a crime scene. Footprints can tell you what type of shoes a thief was wearing, how big his feet are, and even how tall he is.

Sometimes we find fingerprints. A person can leave fingerprints if his hands are dirty. Then the fingerprints are easy to find. But people leave fingerprints even when their hands are clean. We can see them only after putting a special powder on them. Matching fingerprints used to be difficult. Now it's much easier because computers can do a lot of the wo1路k.

Unit 2 Lesso n 2 g Section 5 8 Listen and answer the questions.

Question: Is being a policeman dangemus?

Answer: Sometimes. It can be dangerous when you have to arrest somebody or stop a fight. But it isn't dangerous all the time.

When you are trying to find drivers who are speeding it can even be a bit boring, because you spend a lot of time waiting.

One of the most important qualities a policeman must have is patience.

Question: Do you have to work at night?

Answer: There are always officers at the station to help people at any time of the day or night.

But we don't have to work every night. We usually take turns so we can spend some time at home with our family and friends.

Question: What do you like best about being a policeman?

Answer: Well, I like solving crimes. It can be

very interesting. Sometimes it's a bit like solving a puzzle. I also like the feeling that I'm helping people. If people don't obey the law, others can get hurt. So when I arrest a criminal or stop a driver from speeding, I know that I'm making our city a better place to live.

Unit 2 Lesson 3 g Section 6 Listen and check your answers.

Conversation 1 Airline agent: Hello. I'd like to ask you a few questions about your baggage.

Father: Of course.

Airline agent: Could you tell me who packed your bags, please?

Father: We did. Last night.

Airline agent: Since then, have you left your baggage unattended at any time?

Father: No, we haven't.

Airline agent: Are you carrying any sharp objects, gases or chemical products?

Father: No, we aren't.

Airline agent: Has anyone asked you to carry anything in your baggage for them?

- Father: No, no one has.

Airline agent: Thank you, sir. Have a good flight.

Conversation 2 Security guard: Good morning, sir. Would you put your bag on the conveyor belt, please?

Malek: Oh . Of course. What is that machine for?

Security guard: It x-rays your bag. That way we can make sure you're not carrying anything dangerous.

Malek: But I'm not!

Security guard: I'm sure you're not. But we have to check everybody's bag. That's the rule. Could you empty your pockets, please?

Malek: Uh, sure.

Security guard: Now please walk through the metal

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165

detector. [beeping noise] Security guard: Is there anything left in your pockets?

Malek: Oh, yes. My keys. Sorry!

Security guard: That's all right. Just put them in the tray and walk through again. Thank you. Have a good flight.

Father: Malek: Mother:

Father: Loudspeaker vmce:

Malek: Father:

Malek: Father: Malek:

Conversation 3 Shall we get some magazines before boarding?

That's a good idea. Let's get some drinks too.

I'll stay here with the bags if you want. Can you get me an orange soda?

Of course.

Would the owner of a red nylon bag with green straps please come and get it immediately? Reminder to all passengers: please do not leave your baggage unattended. Unattended baggage will be disposed of by security staff What aoes that mean?

It means you should always have your baggage with you. If you don 't, someone from security might think it has something dangerous in it and take it away.

Oh no!

What's the matter?

I think that's my bag!

Conversation 4 May I see your passport, please?

Certainly.

Are you travelling alone?

No, with my wife and my son.

Could I have their passports?

Here you are.

Are you travelling for business or pleasure?

Father: For pleasure.

Passport agent: Where will you be staying?

Father: With my brother, in Baghdad.

Passport agent: Father: Passport agent: Father: Passport agent: Father: Passport agent:

166

Passport agent: Thank you. Enjoy your visit.

Customs official: Malek: Customs official: Malek: Customs official: Malek: Customs official: Malek: Customs official: Malek:

Conversation 5 Good morning. Do you have anything to declare?

Well, I've brought some gifts for my aunt and uncle.

What have you brought them?

A book for my uncle and some chocolates for my aunt.

Are you carrying any cigarettes, plants or animals?

No, I'm not.

Which bag is yours, please, sir?

The red one.

Could you open it, please?

Yes, of course.

[zipping sound] Customs official: Well, that's fine, then. Have a pleasant stay in Baghdad.

Malek: Thank you.

Unit 2 Lesson 4 " Section 7 List~qJ and complete the notes.

Samir: Could I speak to Mr Hazem?

Secretary: May I ask who's calling?

Samir: This is Samir Esam.

Secretary: just a moment, please.

Mr Hazem: Hello.

Samir: Good morning. Is that Mr Hazem?

Mr Hazem: Yes, speaking.

Samir: I'm calling about your advert in yesterday's paper.

Mr Hazem: Very good. Shall I tell you a bit about the job?

Samir: Yes, please.

Mr Hazem: We need someone who is very reliable and can come to work on time every day. Work starts at 6 a.m. You may need to work some weekends, but not at night.

Samir: That's fine. I like getting up early.

Mr Hazem: Good. Our security guards also need to be very fit. There are security cameras in the building, but you'll have to walk around the building

English for Iraq Teacher's Book 6th Preparatory: Appendices

Samir: Mr Hazem: Samir: Mr Hazem:

Samir: Mr Hazem:

Samir: Mr Hazem:

Samir: Mr Hazem: Samir: Mr Hazem: Samir: Mr Hazem:

every hour, and it can be a bit tiring.

When you're not walking around the building, you'll have to watch television screens that show what is happening in different areas.

Will I have to arrest people?

No! If you see anything unusual, you'll call the police.

Oh, good.

You also must be very friendly and like talking to people, especially if you work in a mall or an office building. A lot of people go to those buildings, and many of them will ask for information or directions.

That's fine. I enjoy talking to people.

Then you should enjoy the job. One more thing: you need to be computer literate for this job because you need to write reports at the end of every day. Can you use a computer?

Yes, my father's got a computer at home.

Well then, you shouldn't have any difficulty using our computers. All right then, would you like to come in for an appointment?

Yes, I would. What is a good time?

How about tomorrow at 10.00?

That's fine .

Do you have an e-mail address?

Yes, I do.

Good, I'll send you the directions by email. They're very clear. You shouldn't have any trouble finding us.

Unit 3 Lesson 1 g Section 8 Listen and match.

Zaid: Hello . I'm Zaid. I'm the manager of the Sheraton Hotel in Hurghada, Egypt. I love my job because it's so varied.

Nada: My name's Nada. I'm a presenter on AI Jazeera television. I really enjoy my work, but it can be quite stressful sometimes.

Ousama: I'm Ousama. I'm a pilot with Iraqi

Airways. My favourite route is Baghdad- Bangkok . In my opinion, being a pilot is the most satisfying job in the world.

Faten: My name's Paten. I'm a computer programmer. I work for a big company and I'm quite well-paid.

Unit 3 Lesson 2 g Section 9 Listen and check your answers.

Advisor: What would you like to do when you finish studying?

Ramiz: I'm not sure yet. But I'm very interested in ecology and the environment.

Advisor: If you're good at science and geography, there are lots of jobs to choose from.

Ramiz: I love them both. They're my favourite subjects.

Advisor: Well, how about a career in water technology? That's really important in this country.

Ramiz: What exactly does water technology involve?

Advisor: If you work in water technology, you look for ways of conserving water and purifying it.

Ramiz: Yes, l'diike to work in the water industry. Water conservation and purification are really important in this country. What kind of qualifications do I need?

Advisor: First of all, you need to get a degree.

You could choose from environmental science, geology or even engineering.

Ramiz: Which university offers those courses?

Advisor: I have to check. If you come back next week, I'll have the answer.

Unit 3 Lesson 3 g Section 10 Listen and read.

Cathy: If you could have any career in the world, what would you choose?

Maryam: I'd like to be a pilot.

Cathy: Do you think that dream is ever going to come true?

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167

Maryam: No, I don't. It's just a dream. My parents wouldn't approve of it. They want me to train as a doctor.

Cathy: What if you refused?

Maryam: Are you joking? They'd be really upset if I refused.

Cathy: But it's your dream.

Maryam: I know. But I could never be a successful pilot, anyway.

Cathy: What do you mean?

Mary am: If I was a pilot, nobody would fly with me.

Cathy: Why not?

Maryam: Because I'm a bit scared of heights!

Cathy: If I were you, I'd train as a doctor and have flying lessons in my free time.

Maryam: What free time? Medical students don 't have any free time!

Un it 3 Lesson 6 g Section 11 Listen and complete the captions.

Hello, my name's Mustafa Ali and I'm a movie director. I'm pretty successful and I really enjoy my job. But it wasn't easy finding the right career.

When I was young, I tried quite a few courses and jobs. Somehow, none of them were right for me.

My mother suggested I should train as a pilot. So I went to the flying academy, where I had to take a lot of tests. I failed the eye test and they told me I couldn't become a pilot.

When I was eighteen, I started training to be a doctor. Halfway through my course, I realized that I was scared of blood. So I knew it wasn't the right profession for me.

My father was an engineer. When I gave up medicine, he said I should become an engineer like him. One day, I went with him to see a dam that he was building. It was really high and I suddenly got dizzy. My legs felt weak and I nearly fell off the side of the dam . I realized then that I was scared of heights and I told my father l could never be a successful engineer.

168

Some months later, I joined the police force. One day, I had to chase a thief but I couldn't run fast enough. l just wasn't fit enough . Sol gave up being a policeman.

Later, I got a job as a tour guide. There were tourists from all over the world: Britain, France, japan, China, Italy. I couldn't communicate with most of them because l didn't speak enough languages. So I wasn't a very good tour guide and my boss asked me to leave.

Unit 3 Lesson 7 g Section f 2 Listen and check your answers.

Learn English in the UK at Birchwood International College! We have colleges in 24 different locations across the country. Choose a busy city, where you can enjoy shopping, eating out and nightlife. Or opt for a village in the English countryside, where you will enjoy beautiful surroundings, lovely walks and a slower pace of life.

All our teachers ar~0 qualified and highly experienced. Classes are small, which means that you will be sure of a high level of individual attention. Our courses, which run throughout the year, are tailored to your needs and our friendly staff are always on hand to offer expert advice. Choose from courses of one week to 3 months' duration.

We offer a choice of accommodation to suit your needs. If you choose homestay, you will stay in an English home, which means you will have the opportunity to experience family life in Britain.

You will also be able to practise your English in the evenings.

In 12 of our locations, you can choose residential accommodation. We have our own students' hostels where we can offer comfortable accommodation in single rooms. Breakfast is provided and students can buy other meals in the on-site canteen.

English for Iraq Teache r's Book 6t h Preparat o ry: Appendices

Download an application form from www.birchwoodcollege.org.uk and return it with a recent passport photo to Birchwood International College, PO Box 222, Truro TR22 9DR.

Unit 4 Lesson 1 g Section 13 Listen and check your answers.

Dear Badria I'm sorry I haven't been in touch recently. This year has been really busy. My brother, Rashid, and I set up our own company last September. It's called Rashid & Rana Designs. We produce shirts and jeans. I am the designer, and Rashid does all the marketing. Our cousin, Salima, works as Rashid's personal assista.nt.

We invested a lot of money in the business, so we are not yet making a profit. But sales are very good and we are exporting a lot of clothes to the UAE, Oman, Bahrain and even the UK. Of course, it is difficult to compete with the Chinese market. They produce such cheap clothes in China. But our designs are very original. And they are very popular in the Gulf So the future looks very bright, thank God. Two months ago we went to Lebanon and Morocco to choose cloth for our spring designs.

We found some beautiful silk and cotton fabrics.

And last month we flew to London to show our new shirts at London Fashion Week. We had a great time. There was a lot of interest in our designs. We signed contracts with three London department stores. And a lot of rich and important people bought our silk shirts!

On our way back, guess who we saw at Heathrow Airport? We were waiting for our flight back to Baghdad when our old school friend, Muna Shakir, walked past with ... You will never guess! Ghassan Ahmed! Yes! Apparently they got married two years ago. And they now have a beautiful little boy called Kamal.

Let's keep in touch. Come and stay with us whenever you like.

Lots of love Rana

Unit 4 Lesson 6 g Section 14 Listen and check.

Dear Ms Foxton I saw the advertisement in the Times of 23'd June for customer service staff and would like to apply.

As you will see from my enclosed CV, I left school a year ago with A levels in Geography and Media Studies. Since then I have done a one-year Foundation course in Business Studies. I am now keen to find a full-time job in an expanding company which will give me opportunities for career development. I am very impressed with TalkTel's reputation.

I have considerable experience of sales, having worked part-time as a sales assistant at weekends and in the holidays for the past two years. My current part-time job is in an electrical goods store, where I have a good record. The store manager, Mrs Willis, will be happy to confirm this.

Although I do not have any previous experience in customer service, I feel I have t~e personal qualities that you are looking for.

I look forward to hearing from you.

Yours sincerely Jackie Liu

Unit 5 Lesson 2 g Section 15 Listen to different people talking about points related to holidays. Match them to the topics below. Write the correct number in each box.

Announcer: One Girl: It took six hours from London to

Washington. The food was awful but the films were OK. I watched two and slept the rest of the time.

Announcer: Two Boy:

Have a look at them. They're full of colour photos of luxury hotels on the beach and beautiful places to visit in the al'ea.

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169

Announcer: Three Girl: On the first day there's a jeep trip to the desert. On the second day there's a bus trip to a souq. On the third day there's a trip to the camel races.

Announcer: Four Boy: The waiters were terrible. They were really slow and one of them spilt soup on my shirt.

Announcer: Five Girl: There are candles and flowers everywhere and the music is amazing.

The people there are always really friendly and cheerful. It's a place where you always feel good.

Announcer: Six Boy: There's plenty to do there -golf, tennis, windsurfing, walks.

Announcer: Seven Girl: What shall I book for next week - a hotel or a self-catering apartment?

Unit 5 Lesson 4 g Section 16 Listen to the dialogue and fill in the gaps with the correct words.

Katie: Hi, Muna. What are you doing with all those holiday brochures?

Muna: Oh, I'm just doing a bit of research on holiday deals in Thailand. Have you ever been there?

Katie: Yes. We had a family holiday there a couple of years ago.

Muna: So, which places did you go to?

Katie: Well, we spent a week in Bangkok to get a flavour of the city life and then two weeks on the beach in Phuket.

Muna: I'm sure that was beautiful!

Katie: It was amazing! I really enjoyed it.

Well, we all did. There was something for everyone.

Muna: We're looking for a package deal.

170

Katie: That's a good way to do it. At least you know where you're going and what you 're doing. And it often works out cheaper in the long run. Have you found one yet?

Muna: No, but there are two or three that look really good. Which hotel did you stay at in Bangkok?

Muna: We stayed at the Golden Palace for the first two nights. Then we moved on to the Marriott. The service was excellent in both of them.

Muna: And what did you think of Thai food?

Katie: Oh, it's delicious. Haven't you ever tried it?

Muna: I had green curry once. I really didn't like it.

Katie: Why not?

Muna: It nearly burnt a hole in my mouth!

Unit 6 Lesson 1 g Section 17 Listen to Rami and his brother talking. Underline the items on the bank statement that they talk about.

Aziz: Hi, Rami. What are you doing?

Rami: I'm trying to understand something I got from my bank. I'm not sure what it is.

Aziz: Let me see. Oh, that's your bank statement. This is a paper that you'll get every month from your bank. It's really important because it shows you how much money went in and came out of your account every month. You should look at it carefully and check it to make sure there aren't any mistakes.

Rami: Can you help me figure out what it all means?

Aziz: Sure. Look, to the left of the title 'bank statement' is the name of your bank.

Then there's information to identify the bank account. Your name is on the left.

Your account number, which is an eightdigit number, appears on the top right.

That's straightforward, right?

Rami: Sure, that's easy.

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Aziz: A transaction is an activity in your

Rami: Aziz:

Rami: Aziz:

Rami:

Aziz: Rami: Aziz:

Rami: Aziz: Rami:

account. So the second column is where the bank says what happened in your account during the month, if you wrote a cheque or deposited money, for example. The date when that transaction happened is on the left.

And what does 'balance' mean?

The balance is the total that is left in your account after each transaction. The first entry, which says opening balance, shows the amount that was in your account at the beginning of the month.

And under that it says cheque number.

001. That must be a cheque I wrote.

Yes, and further down there are more cheques. See? Numbers 002, 003 and 004. You wrote a lot of cheques last month!

Yes. I remember no. 001 was to my dentist. The others are on the same day.

Those must be from the day I went to the mall. I bought some CDs, some clothes and some computer games by cheque that day.

Oh, can I see your games?

Sure, but can you help me with the rest first?

Yes, well, cash withdrawal means you took money out of your account, probably at an ATM. Yes, I did.

And deposits are transactions when you put money into your account.

Yes, that was my first pay cheque from my new job.

Unit 6 Lesso n 1 g Section 18 Complete the definitions.

Bank card: A piece of plastic you can use to pay for things or get money in the street.

ATM: Somewhere you can get money using a bank card.

PIN: A secret number you can use with a bank card to stop others using it.

Cheque: A piece of paper you can use to pay for things.

Credit card: A piece of plastic you can use to buy things and pay for them later.

Unit 6 Lesson 2 g Section 19 Listen to the conversation between the girl and a banker and tick the things they talk about.

Girl: Good morning. I'd like some information about opening an account.

Woman banker: Of course. What kind of account would you like to get?

Girl: Well, I'm not really sure. What kinds of accounts do you have?

Woman banker: Well, first of all, are you over 17?

Girl: Yes, I'm 18. Why? Woman banker: Well, we have special accounts for people under 17. But if you're 18, you have different accounts to choose from. If you get a savings account, you get a credit card. The interest is paid by the bank every six months. . Girl: That sounds like a good account. cSn I get a cheque book? I think I'll need a cheque book to pay bills.

Woman banker: No. Cheque books aren't provided with a savings account. But you get a free cheque book if you open a current account.

Girl: And can I get an ATM card too? I want to be able to get cash easily.

Woman banker: Yes. The cards can be used at any ATM machine in the country. You can also make withdrawals all over the world if you need money while you're travelling.

Girl: What do I need to do to open an account?

Woman banker: You need to have an identity card and to deposit 60,000 Iraqi dinars. If you have less than 20,000 Iraqi dinars in your account, we charge a fee of 10,000 Iraqi dinars per month.

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Girl: That's a lot of money. I haven't got a job. I'm a student, I'm starting university next autumn.

Woman banker: Oh, then you should get a University student account. You don 't have to maintain a minimum balance.

Girl: D o you have a branch near the university?

Woman banker: Yes, we do . It is being renovated, but it will be open again next month.

Girl: That's great. I think I'll open a student account then.

Unit 6 Lesson 4 g Section 20 Listen to the conversations. Match them with the pictures.

Conversation 1 Banker: Good morning. Can J help you?

Customer: Yes, I don't know what to do. I've lost my handbag. My wallet, with all my money and bank cards, was in it.

Banker: Are you sure you've lost it? Couldn't you have just left it at home?

Customer: No. I definitely had it when 1 was at the cafe. I was talking to my friend when we left and I think I left it on the table.

Banker: Did you go back to look for it?

Customer: Yes, it wasn't there. If I hadn't been in such a hurry, I wouldn't have left it there!

Banker: Don't worry. If we cancel your cards now, no one else will be able to use them. New ones will be sent to you very soon.

Cashier: Well, if you go to the bank in the next street, you could get cash from the ATM. Customer: Thank you very much.

Conversation 3 Waiter: I'm sorry, sir. Your credit card isn't working.

Customer: Could you try it again, please? It worked yesterday.

Waiter: I'm sorry, it still isn't working.

Sometimes if you put in the wrong number several times, it gets blocked.

Or you may have reached your credit limit. Would you like to pay by cheque instead?

Customer: Yes, that's a good idea.

Conversation 4 Customer: Good morning. Can you help me? My bank card didn't come out of the ATM. Banker: Of course. Can you give me your account number? I'll check your account.

Customer: Yes, it's 92671098. Does this mean there's no money in my account?

Banker: No. If there was no money in your account, the machine would still give you your card back. I see the problem.

Your card has expired.

Customer: It has?

Banker: Yes. Today is April 5 and your card was valid until April4. We sent you a new card two weeks ago.

Customer: I never received it.

Banker: We'll cancel that one and send you a new one, then. You should receive it in three or four days.

Conversation 2 Customer: Cashier: Customer: Cashier: Customer: Cashier: Customer:

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Do you take credit cards?

I'm sorry, we don't.

Can I pay by cheque?

No, we only take cash.

I didn 't know that.

Look, it's on the sign.

Oh, no. If I'd known that, 1 would have brought cash.

Unit 6 Lesson 6 g Section 21 Read and listen to the conversation.

Ahlam : Wow! I~ that your car?

Nour: Yes! Nice, isn't it? I bought it yesterday.

Do you want to go for a drive? We could go to the beach.

Ahlam: Sure, that's a great idea. I'd love a car like this one. How did you pay for it?

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Nour: I got a car loan.

Ahlam: That's a good idea. Maybe I should do that. If I got a car loan, would I have to make a big down payment?

Nour: No. I didn't pay any money in advance at all. I just have to pay a certain amount every month.

Ahlam: That's even better! But the monthly instalments must be pretty high. What are they?

Nour: About 2 million Iraqi dinars. It wasn't that expensive, because it isn't a new car.

Ahlam: It looks new!

Nour: The owner took really good care of it.

It's actually three years old.

Ahlam: How long do you have to pay it back?

Nour: Five years.

Ahlam: That's a long time. Won't it cost you a lot in interest?

Nour: Yeah. But it's worth it. This sort of car is a real investment. It won't lose money.

In fact, it may even go up in value.

Ahlam: Well, I suppose it's more enjoyable than putting your money in the bank and waiting for it to earn interest!

Maybe I should make an investment like this.

Nour: Here we are. The beach. Do you think I can fit into that parking space?

Ahlam: Sure. Uh, no, maybe not. Oh no. I think one of your lights is broken.

Nour: Luckily, the loan also includes free car insurance!

Unit 7 Lesso n 2 g Section 22 Listen to a conversation between Hasan and his friend, Zaid.

Zaid: Hi, Hasan. I'm meeting Abdulla at 7.00 to watch the football game.

Why don't you come with us?

Hasan: Hi, Zaid. Thanks. I'd love to but I'm afraid I can't. At 7.00 I'll be sitting in an English class, listening to my teacher!

Zaid: You 'll be at school? I thought you had a job.

Hasan: I do. But I'm also studying at a special language school to improve my English.

Classes start at 6.00, so people can take them even if they work. It suits me perfectly.

Zaid: But your English is really good now.

Hasan: Not good enough. The company I work for needs people whose English is fluent so that they can go on business trips to other countries. I'm going to work on my English a lot this year. I'd really like the opportunity to travel with my job.

Zaid: It must take up a lot of your time.

Hasan: It does. I spend four hours a week in class, and when I get home I have to do a lot of homework.

Zaid: I couldn't do that. When I get home from work I don 't want to do anything.

I just want to relax!

Hasan: I know. It's hard work and pretty tiring, but it's worth it if my English improves.

I'll get a better job really quickly.

Zaid: Are the classes expensive?

Hasan: Well, yes. They cost 2 million Iraqi dinars . But the classes are fun. And speaking better English will help me when I'm on holiday in other countries, too. I'm actually quite enjoying studying again, too!

Unit 7 Lesson 4 g Section 23 Listen to Nisrin talking about her summer class.

Tick the reasons she liked her class.

Nisrin: I took a class in secretarial skills last summer, and I'm very glad I did. When I finished school in June, I just didn't know what I wanted to do . I thought I'd study history and become a teacher, but I wanted time to think about it. I decided to get a job, so I enrolled in the class on secretarial skills. I enjoyed it a lot becaus~ I learnt so many new things. I knew a little about computers when I started, but in the class I learnt about all sorts of new programs, and I learnt to type much faster. The classes

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were never boring. Our teacher was great and explained everything very clearly. She was also very kind and sometimes stayed after class if someone had more questions. We usually did!

Another reason I liked the class is that we had very modern equipment, just like the equipment we would be using in our jobs. I liked the other students, too.

The class was not too big, so we got to know each other quite well. Everybody was very motivated to learn, and we all helped each other. If one of us was going to be absent, she told the others so that we would make copies of the class notes for her. The best thing about the course is that it helped me find a job very quickly. I use all the skills I learnt on the course. Next, I think I'll study business. Until then, I have a job as a secretary that I enjoy very much.

Unit 7 Lesson 6 g Section 24 Listen to five people talking about their learning experiences.

Announcer: One Sara: I work for a large company that buys crafts in many countries throughout the world. Then we sell these products all over Great Britain. I worked as a secretary at the company for many years. I liked my job at first, but then I decided I wanted to have more responsibility. I knew a lot about the company and the products we buy, but I couldn't get a better job because I couldn't speak any other languages. Our company does a lot of business with the Middle East, so I decided I was going to learn Arabic. I found a language school that offered Arabic classes in the evening, and I went there twice a week after work. It took a long time, but it was great fun and really interesting, and now I have a more exciting job. I travel

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to the Middle East once a month and meet the craftsmen. My job is to help decide what products we buy.

Announcer: Two Ahmad: I work for a company that makes and sells petroleum products. To make sure that our products are high-quality, we analyse them in our laboratory. When I started at the company, I was a laboratory technician and I helped the scientists by measuring the products and operating the machines. I was a good worker, so my employer said the company would give me on-the-job training. I learnt much more about laboratory procedures, and now I supervise a team of laboratory technicians.

Announcer: Three Chris: Art was always my favourite class at school, but when 1 started my job at the bank I stopped drawing and painting.

Then one day I had lunch with a friend who is a banker too. I found out he was going to a painting class that evening. I went with him to see what it was like, and I enjoyed it so much I enrolled immediately. Now I go to my painting class once a week, and I also paint at home at weekends. It's really relaxing and who knows, I might sell some of them one day!

Announcer: Four Layla: When I left school, I had trouble finding a job. My father said I should take a class in web design, but I didn't really want to. I knew the classes started in the summer, and I wanted to go on holiday with my friends. And I didn't know a lot about computers. I was more interested in fashion, and I thought the classes would be boring. But in the end, my father convinced me and I enrolled. I learnt a lot and I was surprised how

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much I enjoyed the class. Now I maintain the website of a famous clothing company and I love my job.

Announcer: Five

Sultan: I worked for a removals company for a year. I liked the work, and I was very disappointed to learn the owner would be closing the company in the autumn, so I decided to start my own company.

My friends didn't think it was a good idea. They said I would have to work harder than if I worked for somebody else. And they were right. It was very difficult at the beginning. I had to spend all the money I had saved on office equipment and a removals van. I couldn't afford to pay many employees, so I did most of the work myself. That meant I couldn't spend much time with my family and friends . And if there was a problem, it was my responsibility to fix it. I was tired and worried all the time. But it was worth it. My company is doing well now, and I am very proud of my work. I enjoy making all the decisions, and the best thing about running my own company is that I don't have to do what someone else tells me to do. I choose who I want to work with too, so I get along with everybody.

Unit 8 Lesson 2 g Section 25 Listen to a description of how waste can be recycled. Complete the flow chart with words from the box.

The recycling process has several stages.

First, the waste is sorted at home. The main types of waste are food waste, glass and glass products, paper and plastics. There are also some items (for example, batteries) that cannot normally be recycled. The waste is then placed in different bags, one for food waste, another for glass, another for paper, and so on. These bags are then

placed outside the house, where they are collected by the refuse lorry and taken to the waste treatment plant. At the waste treatment plant, all waste is separated into different types. Then it is carefully checked, and any waste which cannot be recycled is removed. The waste is then cleaned in special machines. Finally, it is taken to different factories, where it is treated. Products like glass, plastic and paper can all be used again.

Unit 8 Lesson 4 g Section 26 Listen and check your answers.

Park ranger: I've been working as a park ranger for five years. I love this job because I love animals. I spend a lot of my working hours outdoors, collecting information about animals - where they are, what they are eating, if they are healthy. I also make sure that people respect the rules for protecting them. I don't allow hunters in the park, and remind visitors not to leave rubbish that can hurt the wildlife.

Health, safety and environment manager: I work in a petrol refinery. I'm the health, safety and environment manager. Petrol is an important natural resource, but so are the air and water. There are lots of rules that we have to follow to make sure that our refinery doesn't damage the environment. I also make sure that the people at the refinery work in safe conditions. It's an important job, and I'm glad that I can help keep people safe.

Recycling coordinator: As the recycling coordinator for my city, I make sure that everybody understands the importance of recycling. I give talks to school groups and send people brochures with recycling information, such as which products to put in the

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different coloured recycling bins. When people realize that recycling helps keep the Earth clean for future generations, they usually want to participate in the recycling programme. I like to feel I'm making a difference in the quality of our environment by helping people reduce the amount of rubbish we put in landfill sites or incinerate.

Water quality planner: A water quality planner has an important job, because water is so important in our lives. We drink it, wash in it, cook with it and use it to help plants grow. That's why our water must be as clean as possible. I am in charge of a team that collects water samples and makes sure that the water is clean. If there is a problem with the water, I help identify the reason and look for solutions.

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English for Iraq Teacher's Book 6th Preparatory: Appendices

APPENDIX E

Guidance notes for Literature Focus

The Literature Focus has the following key learning objectives: • to encourage students to read a range of different texts, to increase their knowledge, but most importantly, for pleasure: students who read for pleasure are known to achieve more highly in all areas of their academic life; • to introduce students to a far broader spectrum of language than they will normally encounter in nonfiction/factual texts - literary, poetic and metaphorical- and to encourage them to use this lexis; • to develop students' awareness of other cultures and forms of artistic activity; • to foster higher-order and critical thinking skills, and to learn to describe, evaluate and discuss more challenging reading texts.

Section A: The Swing, by Mohammed Khudhair Answers Exercise 1 Students' own answers.

Section B: 'The Canary', by Katherine Mansfield Answers Exercise 1 Students' own answers. Encourage them to summarize the main narrative events in their own words, without quoting large extracts.

Exercise 2 Students' own answers.

Exercise 3 lf; 2d; 3e; 4b; Sa; 6c; 7h; 8g Exercise 4 Students' own answers.

Exercise 5 Students' own answers.

Exercise 6 Students' own answers. Encourage close evaluative work by taking time before the students start writing to elicit ideas and discuss them carefully.

Exercise 2 1 ... tell the family what has happened to his friend (that he died in battle).

2 ... Iraq was at war with Israel.

3 ... a hot loaf of bread ...

Exercise 3 Students' own answers. Encourage them to answer the questions in their own words rather than just copy out relevant sentences from the text.

Exercise 4 Students' own answers.

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Notes

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