• Author / Uploaded
• Sandra Lazovska

Citation preview

NATIONAL GEOGRAPHIC LEARNING

/V **

CENGAGE Learning-

Close TEACHER'S BOOK

SECOND EDITION

To access the resources on the online teacher zone, w h ich includes progress tests, quizzes, answ er keys and more, please visit NG L.C engage.com / closeup and use the passw ord Close-upTchr#!

TEACHER'S BOOK

Katrina Gormley

SECOND EDITION

□

NATIONAL GEOGRAPHIC LEARNING

/V

CEN GAG E Learning'

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

□

NATIONAL GEOGRAPHIC LEARNING

\

Г Р Ы Г А Г С

+ С ENGAGE **

Learning-

Close-up ВТ Teacher’s Book, Second Edition

© 2016 National Geographic Learning, a part o f Cengage Learning

Katrina G o rm ley

ALL RIGHTS RESERVED. No part o f th is w ork covered by th e copyright herein may be reproduced, tran sm itte d, stored, o r used in any form

Publisher: Sharon Jervis

o r by any means graphic, electronic, or mechanical, including but not lim ite d to photocopying, recording, scanning, d ig itizin g , taping, Web

Project Editor: Bruce Nicholson

d istrib u tio n , in fo rm a tio n networks, o r in fo rm a tio n storage and retrieval

Com missioning Editor: Kayleigh Buller

systems, except as pe rm itte d under Section 107 o r 108 o f th e 1976

Editorial Assistant: Georgina McComb

United States C opyright Act, w ith o u t th e p rio r w ritte n perm ission o f the

Cover Designer: Ken Vail Graphic Design Ltd

publisher.

Com positor: W ild Apple Design Ltd National Geographic Editorial Liaison:

For permission to use material from this te xt or product, submit all requests online at www.cengage.com/permissions

Leila Hishmeh Further permissions questions can be emailed to [email protected]

ISBN: 978-1-4080-9557-7 National Geographic Learning C heriton House, N o rth Way, Andover, Hampshire, SP10 5BE United Kingdom Cengage Learning is a leading provider o f customized learning solutions w ith o ffice locations around th e globe, including Singapore, the United Kingdom, Australia, M exico, Brazil and Japan. Locate your local office at: international.cengage.com /region Cengage Learning products are represented in Canada by Nelson Education, Ltd. V isit National Geographic Learning online at ngl.cengage.com V isit our corporate website at www.cengage.com

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

Printed in Greece by B akis S A Print Number: 03 Print Year: 2016

itents C o n te n ts o f S tu d e n t's Book

4

In tro d u c tio n to C lo se -u p

6

U nit 1 - Fam ily Ties

8

V id e o 1 - O n e W om an's C hoice

17

U nit 2 - F ood, F ood, Food!

18

V id e o 2 - G reek O lives

27

Review 1

28

U nit 3 - The W o n d e rs o f N a tu re

30

V id e o 3 - S w im m ing w ith Sharks

39

U nit 4 - Special R elationships

40

V id e o 4 - M an's Best Friend

48

Review 2

49

U nit 5 - A Place to Call H om e

51

V id e o 5 - Living in Venice

59

U nit 6 - Ready, Steady, G o!

60

V id e o 6 - W a te r S p o rts A d v e n tu re

68

Review 3

69

U nit 7 - E xtrem e S ituations

71

V id e o 7 - C oast G uard School

80

U nit 8 - T im e to Spare

81

V id e o 8 - Young A d v e n tu re rs

88

Review 4

89

U nit 9 - High-Tech W o rld

91

V id e o 9 - M ars Rovers

99

U nit 10 - That's E n te rta in m e n t!

100

V id e o 10 - Steel D rum s

108

Review 5

109

U n it 11 - Lessons to Learn

111

V id e o 11 - The Maasai Teacher

120

U n it 12 - The B ody B eautiful

121

V id e o 12 - The M e m o ry M an

129

Review 6

130

R ecording S crip t fo r S tu d e n t's Book

132

B1 W o rk b o o k Key

144

Contents Unit 1 Family Ties p 5 -1 6

2 Food, Food, Food! p 1 7 -2 8

Reading

V ocabulary (topic vocab)

G ra m m a r

Listening

true/false, reading th e exam question first

fam ily-related words

present sim ple, present continuous, stative verbs

m ultiple-choice questions (pictures), identifying differences

choosing th e correct o p tio n, m ultiple-choice questions

fo o d -re la te d words

past sim ple, past continuous

m ultiple-choice questions, listening fo r num bers

m ultiple-choice questions understanding te x t types

en viron m en t-related words

present perfect sim ple, present p e rfect continuous

gap-fill, thinking about th e answers first

true/false, worrying a b o u t new w ords

relationship-related w ords

relative clauses: defining & non­ defining

true/false, listening for similar w ords

short texts, m ultiplechoice questions, elim inating answers

ho m e -related words

will, be g o in g to

m ultiple-choice questions, understanding technical or specific w ords

m atching, m atching descriptions

sp ort-related words

conditionals: zero 8< first

m ultiple-choice questions (pictures), identifying em otions

m ultiple-choice questions, reading fo r general understanding

w ords related to ex tre m e situations

past perfect sim ple, past perfect continuous

gap-fill, checking spelling

m ultiple-choice questions, reading around th e gap

w ords related to free tim e

m odals 8c sem i-m odals (1)

m ultiple-choice questions (pictures), predicting from pictures

R E V I E W 1: V o c a b u l a r y & G r a m m a r

3 The W onders of Nature

p 2 9 -3 0

p 3 1 -4 2

4 Special Relationships p 4 3 -5 4

R E V IE W 2 : V o c a b u la r y & G r a m m a r

5 A Place to Call Home p 5 7 -6 8

6 Ready, Steady, Go!

p 5 5 -5 6

p 6 9 -8 0 R E V IE W 3 : V o c a b u la r y & G r a m m a r

7 Extrem e Situations p 8 3 -9 4

8 Time to Spare p 9 5 -1 0 6

R E V IE W 4 : V o c a b u la r y & G r a m m a r

9 High-Tech World

p 8 1 -8 2

p 1 0 7 -1 0 8

true/false, finding th e answers

te ch n o lo g y-re late d words

passive voice: tenses, by 8c with

m ultiple-choice questions (pictures), listening again

short texts, m ultiplechoice questions, checking similar w ords

en tertain m en t-re late d

rep o rted speech: statem ents

gap-fill, co m p leting inform ation

causative

true/false, thinking ab ou t th e speakers

adjectives, adverbs, so 8c such

m ultiple-choice questions (pictures), keeping calm

p 1 0 9 -1 2 0

10 That’s Entertainment p 1 2 1 -1 3 2

R E V IE W 5 : V o c a b u la r y & G r a m m a r

11 Lessons to Learn

words

p 1 3 3 -1 3 4

m atching descriptions, finding synonyms

e d ucatio n-related words

p 1 3 5 -1 4 6

12 The Body Beautiful p 1 4 7 -1 5 8

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

R E V IE W 6 : V o c a b u la r y & G r a m m a r

Gram m ar Reference: p 161-173 Irregular Verbs: p 174-175

4

bo d y -re late d words

p 1 5 9 -1 6 0

W riting Reference: p 176-181 Speaking References: P 182- 18З

Speaking

V ocabulary

G ra m m a r

W riting

V ideo

talking a b o u t family, describing photos, describing in detail

collocations & expressions

countable & un countable nouns, quantifiers

em ail, using abbreviations, including all th e in form ation, inviting, asking fo r a reply, w riting a b o u t special events

O n e W om an's Choice

talking ab ou t fo o d & restaurants, describing photos, using differen t adjectives, using adjectives

w o rd form ation

used to & would, be used to & g e t used to

review, ordering adjectives, m aking your w ritin g in teresting,

G reek Olives

talking ab ou t th e environm ent, listening to instructions, opening discussions

prepositions, reading a m ultiple choice te x t first

articles

informal em ail, planning your work, friendly openings & endings, useful phrases

Swim m ing with Sharks

relationships, problem solving, considering advantages & disadvantages, giving advice

phrasal verbs

tem porals

story (1), thinking o f ideas, organising a story / ideas, describing p eop le

Man's Best Friend

talking a b o u t hom es, general conversations, e x p a n d in g on th e to p ic , talking a b o u t a to p ic

collocations & expressions

fu ture plans & events, fu ture predictions

informal letter, replying to a letter, using inform al language, accep tin g / rejecting invitations, responding to news, m aking suggestions

Living in Venice

talking ab ou t sport, decision m aking, giving opinions, agreeing & disagreeing asking if som eone agrees, giving your opinions

w ord form ation

second co nditional, if

sentence transform ation (1), clauses o f purpose, transform ing sentences

W ate r Sports A dventure

describing photos, talking a b o u t extrem e situations, paraphrasing

prepositions, collocations & expressions

question tags, subject & o b jec t questions, n egative questions

story (2), using narrative tenses, creating suspense, review ing your w riting

Coast Guard School

talking ab o u t fre e -tim e activities, decision m aking, ta lkin g ab o u t all th e options, talking a b o u t possibility

phrasal verbs

m odals & semim odals (2)

postcard, linking w ords & phrases, w ritin g th e co rrect am ou nt, w riting a postcard

Young A dventurers

talking ab ou t technology, decision making, m aking a decision, deciding

prepositions

th e passive voice: gerunds, infinitives & m odal verbs

sentence transform ation (2), using collocations, checking th e m eaning

Mars Rovers

talking about en tertainm ent, describing photos, talking ab o u t a ph oto, describing people, places & things

phrasal verbs

rep o rted speech: questions, com m ands & requests

le tte r or story, orderin g ideas, choosing th e right question, free-tim e activities

Steel Drums

talking ab ou t school and education, decision m aking, changing opinions, changing your mind

collocations & expressions, prepositions

gerunds, infinitives

report, rem em b ering com m on errors, checking fo r com m on errors, introducing & closing reports, school facilities and equipm ent, after-school

Th e Maasai Teacher

recom m ending, adjectives for fo o d & restaurants

activities talking ab ou t your body, general conversations, in teracting w ith your partner, talking a b o u t health and fitness

phrasal verbs

com parison o f adjectives & adverbs

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

Th e M em o ry Man

relationships

5

Introduction to Close-up Introduction to Close-up W e lc o m e to C lo s e -u p S e c o n d E d itio n , an e x c itin g p re -in te rm e d ia te co u rs e w h ic h b rin g s E nglish to life th ro u g h s p e c ta c u la r N a tio n a l G e o g ra p h ic p h o to g ra p h y a n d fa c ts c a re fu lly s e le c te d t o a p p e a l to th e in q u is itiv e m in d s o f s tu d e n ts .

C o u rs e C o m p o n e n ts C lose-up B1 S tu d e n t's B ook w ith o nlin e s tu d e n t zo n e T he S tu d e n t's B o o k is d iv id e d in to tw e lv e to p ic -b a s e d u n its. Each u n it s ta rts w ith a s tu n n in g p h o to g ra p h lin k e d to th e th e m e o f th e u n it a n d a s u m m a ry o f th e c o n te n ts o f th e u n it. T h e re are fiv e tw o -p a g e lessons in each u n it c o v e rin g re a d in g , v o c a b u la ry , g ra m m a r, lis te n in g & s p e a k in g a n d w ritin g . T h e u n it e n d s w ith a v id e o p a g e to a c c o m p a n y th e N a tio n a l G e o g ra p h ic v id e o c lip s fo u n d o n th e o n lin e s tu d e n t z o n e . T h e v id e o c lip s are d e s ig n e d to e x p a n d s tu d e n ts ' k n o w le d g e o f th e w o rld th e y live in, a n d th e tasks in th e S tu d e n t's B o o k a id c o m p re h e n s io n and fu r th e r discussio n o f th e to p ic . Each unit also contains: • tasks th a t a c tiv e ly d e v e lo p s tu d e n ts ' re a d in g , lis te n in g , s p e a k in g a n d w ritin g skills. • • •

E xam C lo s e -u p b o x e s a n d E xam Tasks th a t p ro v id e s te p -b y -s te p a d v ic e a n d s tra te g ie s fo r h o w to b e s t a p p ro a c h e xam tasks a n d have th e o p p o rtu n ity to p u t th e a d v ic e in to p ra c tic e . U seful E xpre ssions b o x e s in th e s p e a k in g & w ritin g s e c tio n s th a t p ro v id e s tu d e n ts w ith a p p ro p ria te la n g u a g e w h e n d o in g c o m m u n ic a tiv e tasks. p le n ty o f o p p o rtu n ity fo r discu ssio n o f th e to p ic s in th e Ideas F ocus s e ctio n s.

C lo se -u p B1 S tu d e n t's B o o k also c o n ta in s six re vie w s, o n e a fte r e v e ry tw o u n its, w h ic h c o n s o lid a te th e v o c a b u la ry an d g ra m m a r ta u g h t w ith in th o s e units. A t th e b a ck o f th e S tu d e n t's B o o k, th e re is a w e a lth o f re fe re n c e m a te ria l. T h e G ra m m a r R e fe re n ce a n d Irre g u la r V erbs List s u p p o rt th e G ra m m a r Focus w ith in each u n it. T h e W ritin g R e fe re n ce p ro v id e s a s u m m a ry o f th e im p o rta n t p o in ts to re m e m b e r fo r each g e n re o f w ritin g as w e ll as a c h e c k list. T h e re is also a S p e a k in g R eference, b rin g in g the U seful E xpressions p re s e n te d th r o u g h o u t th e co u rs e to g e th e r in o n e p la ce . In a d d itio n , th e c o llo c a tio n s , expressions, p re p o s itio n s a n d phrasal v e rb s a c tiv e ly ta u g h t in th e S tu d e n t's B o o k are also lis te d fo r easy re fe re n c e . T he o n lin e s tu d e n t zo n e in c lu d e s th e S tu d e n t's B o o k a u d io a n d v id e o , a n d th e W o rk b o o k a u d io a va ila b le t o d o w n lo a d . C lose-up B1 W o rk b o o k T he W o rk b o o k a c c o m p a n ie s C lo s e -u p B1 S tu d e n t's B o o k. Like th e S tu d e n t's B o o k , it is d iv id e d in to tw e lv e u nits and six review s. Each u n it co n sists o f re a d in g , v o ca b u la ry , g ra m m a r, lis te n in g , Use y o u r E nglish a n d w ritin g . T h e review s in c lu d e m u ltip le -c h o ic e g ra m m a r a n d v o c a b u la ry ite m s . T h e a u d io o n th e o n lin e s tu d e n t zo n e c o n ta in s th e re c o rd in g s fo r use w ith th e lis te n in g tasks. The W o rk b o o k 's c le a r a n d s im p le fo r m a t m eans th a t it can b e use d a t h o m e as w e ll as in class. T h e W o rk b o o k is a va ila b le w ith o r w ith o u t th e O n lin e W o rk b o o k . C lose-up B1 Teacher's B ook C lo s e -u p B1 Teacher's B o o k p ro v id e s c le a r lesson p la n s w ith d e ta ile d in s tru c tio n s a n d tip s fo r te a c h e rs o n h o w to m ake th e b e s t o f th e m a te ria l in th e S tu d e n t's B o o k . T h e ke y t o all tasks in th e S tu d e n t's B o o k a n d W o rk b o o k are in c lu d e d , a lo n g w ith th e S tu d e n t's B o o k tra n s c rip ts w ith ju s tific a tio n fo r th e a n sw e rs to th e lis te n in g tasks u n d e rlin e d . C lose-up B1 o nlin e te a c h e r zo n e T he o n lin e te a c h e r zo n e c o n ta in s a c o m p re h e n s iv e te s tin g p a c k a g e in p rin ta b le PDF fo rm a t. T h e m u ltip le -c h o ic e quizzes, o n e fo r each u n it o f C lo s e -u p B1 S tu d e n t's B o o k , fo c u s o n th e ke y v o c a b u la ry a n d g ra m m a r ite m s p re s e n te d in th e u n it. P rogress Tests, o n e fo r use a fte r e v e ry tw o u n its o f C lo s e -u p B1 S tu d e n t's B o o k, in c lu d e a re a d in g c o m p re h e n s io n ta sk, a w ritin g ta s k as w e ll as v o c a b u la ry a n d g ra m m a r tasks. T h e re is also a M id -Y e a r Test (U nits 1-6) an d an E nd -o f-Y e a r Test (U n its 7-12) th a t p ro v id e a w ritte n te s t c o v e rin g re a d in g c o m p re h e n s io n a n d w ritin g , as w e ll as a lis te n in g te s t. T h e re is a s e c tio n o f p h o to c o p ia b le v o c a b u la ry a n d g ra m m a r tasks w h ic h can b e used w ith s tu d e n ts w h o fin is h e a rly in class, as a w a y o f re visin g p rio r to a te s t, o r as e x tra p ra c tic e o f th e v o c a b u la ry and g ra m m a r. A ll keys to th e s e te s ts are in c lu d e d .

The Close-up B1 o n lin e te a c h e r z o n e also in c lu d e s th e S tu d e n t's B o o k a u d io a n d v id e o a lo n g w ith th e W o rk b o o k audio and tra n scrip ts, p lu s th e W o rk b o o k tra n s c rip ts w ith ju s tific a tio n fo r th e a nsw ers to th e lis te n in g tasks underlined. In a d d itio n , th e re is a S tu d e n t's R e co rd d o c u m e n t, w h ic h can b e p rin te d fo r each s tu d e n t, w h e re te s t results can be re c o rd e d . Close-up B1 In tera ctiv e W h ite b o a rd S o ftw a re is d o w n lo a d a b le fro m th e o nlin e te a c h e r zo ne. Close-up B1 In te ra c tiv e W h ite b o a rd S o ftw a re in c lu d e s c o n te n t fro m th e S tu d e n t's B o o k, p lu s th e a u d io a n d v id e o . The Interactive W h ite b o a rd has e a s y -to -n a v ig a te , in te ra c tiv e tasks, w o rd d e fin itio n fu n c tio n s , g ra m m a r a n im a tio n and a series o f gam es fo r fu r th e r p ra c tic e . Justification fo r re a d in g c o m p re h e n s io n a n d lis te n in g tasks is a v a ila b le a t th e to u c h o f a b u tto n , as is th e key t o all tasks. C lose-up B1 In te ra c tiv e W h ite b o a rd S o ftw a re also c o n ta in s th e C o n te n t C re a tio n T o o l, w h ic h a llo w s te a c h e rs to create th e ir o w n in te ra c tiv e tasks to use in class, a n d is c o m p a tib le w ith any in te ra c tiv e w h ite b o a rd h a rd w a re .

1

Family Ties

Reading:

tru e /fa ls e , re ad in g th e exam question first

Vocabulary:

fa m ily -re la te d w ords, collocations & expressions

Gram m ar:

p res en t sim ple, p res en t continuous, stative verbs, c o u n ta b le & u n c o u n ta b le nouns, quantifiers

Listening: Speaking:

m u ltip le-ch o ice q uestions (pictures), id en tifyin g d ifferences talkin g a b o u t fam ily, d escrib ing p h otos, describing in d etail

W riting:

em ail, using ab b re viatio n s, including all th e in fo rm atio n , inviting, asking fo r a reply, w ritin g a b o u t special events

MwT &pe»ier Ask students to loo k at th e title o f th e u n it and to explain w h a t it means (the relationships b e tw e e n p e o p le in th e same family). Ask th e m w hich o th e r w ords th e y know th a t can mean ties in this co n te xt (relationships, bonds, connections). Ask students to te ll th e rest o f th e class a b o u t a relation th a t th e y have a stro n g b o n d w ith and a n o th e r th a t th e y d o n 't g e t on so w ell w ith. Ask students to lo o k a t th e p ictu re and th e ca p tio n and ask th e m to say ho w a p p ro p ria te th e c a p tio n is fo r th e p icture. If th e y have tro u b le answ ering th e question, ask th e m w h a t th e p ictu re shows (three d iffe re n t hands w hich b e lo n g to p e o p le o f d iffe re n t ages - a child's hand, a y o u n g ad u lt's han d a n d an e ld e rly person's hand). Ask th e m to describe ho w and w hy p e o p le 's hands change as th e y g e t o ld e r and w h a t a person's hand can reveal a b o u t him o r her.

в E licit fro m stu d e n ts th a t by lo o kin g a t o ld fam ily p h o to s w e can learn a b o u t o u r fam ily's history. Ask stu d e n ts to read th e title o f th e reading passage (M eet th e ancestors) and ask th e m w ho o u r ancestors are. A llo w th e m to read th e d e fin itio n in th e W o rd Focus if necessary. Ask stu d e n ts to read th e instructions in В and check that th e y unde rsta n d w h a t th e y have to do. G ive th e m tim e to w rite d o w n th e ir answers and to check th e m w ith a partner. B efore stu d e n ts read th e te x t, ask tw o o r th re e students to nam e a w ay th a t th e y have listed. A sk stu d e n ts to skim read th e te x t to fin d any relevant in fo rm a tio n . Explain th a t th e y d o n 't have to read in d e ta il th is tim e round as th e y w ill have a n o th e r o p p o rtu n ity to read th e te x t later on. O nce you have discussed th e ways m e n tio n e d in th e te x t, ask stu d e n ts if th e ir answers w ere th e same or n o t. A llo w th e m to discuss th e d iffe re n t ways th e y have m e n tio n e d .

Answers Ask students to loo k a t th e p h o to s on th e rig h t-h a n d side o f th e page and te ll th e m to im agine th a t th e y are all from a fam ily album . Ask stu d e n ts to say ho w th e p e o p le m ig h t be related. Ask students to read th e instructions in A and check th a t th e y understand w h a t th e y have to do. Rem ind stu d e n ts th a t you w ill g ive th e m e xactly one m in u te to w rite d o w n as m any w ords as th e y can th in k o f th a t de scrib e fa m ily m em bers. Tell th e m w hen to s ta rt and s to p w ritin g . Ask students to com pare th e ir lists w ith a partner. Then ask a stu d e n t to com e up to th e board to w rite do w n all th e w ords th e o th e r students call out. C orrect spelling and p u n ctu a tio n w here necessary. Give students tim e to co p y d o w n th e w o rd s fro m th e b o ard they d id n 't include in th e ir ow n lists.

Suggested answers m um , mum my, m other, d ad, daddy, father, son, daughter, gran, granny, grandm a, g ra n d m oth e r, grandad, grandpa, g randfather, g re a t-g ra n d m o th e r, great-grandfather, cousin, uncle, aunt, nephew , niece, s te p -m o th e r/fa th e r/b ro th e r/s is te r, m o th e r/fa th e r/ brothe r/sister-in-la w

8

D N A te st, listening to fa m ily stories to ld by o th e r fa m ily m em bers, genealogy, asking y o u r relatives a b o u t y o u r ancestors and m aking a record o f th em and a fa m ily tre e , lo o kin g in o ld new spapers and p u b lic records, lo o kin g on th e In te rn e t

Teaching Tip E ncourage stu d e n ts to d ra w on th e ir ow n experience w hen c o m p le tin g B. A llo w th e m tim e to discuss ho w they have le a rn t a b o u t th e ir ow n ancestors. G ive th e m th e o p p o rtu n ity to te ll th e class fu n n y stories o r im p o rta n t in fo rm a tio n a b o u t th e ir ancestors.

A sk stu d e n ts to read th e instructions and th e o p tio n s A -С . Explain th a t each o f th e o p tio n s links to th re e o f th e fo u r sections m arked in th e te xt. A sk stu d e n ts to read th e te x t again and to match h eadings A , В o r С to th e co rre c t sections n u m bered 1-4. Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

Answers

Answers +

G

1 2 3 4 5 6

2В ЗА 4C

Word Focus • Ask students to look at th e w ords in red in th e te x t and to read the sentences the y are fo u n d in again. Remind ■ students that when the y d o n 't know th e m eaning o f a word, they should look carefully a t th e sentence it is f found in to try to w ork o u t its m eaning fro m th e c o n te x t it is in. Ask students to w ork in pairs to decide w h a t each o f the words mean. • Ask students to read th e W ord Focus b o x to com pare their answers w ith th e d e fin itio n s given.

Draw students' atte n tio n to th e Exam C lose-up b o x and tell them that these boxes are used th ro u g h o u t th e b o o k to give them tips ab o u t how to d o specific tasks. Tell students to read th e b o x and th e n ask a s tu d e n t to explain what it says in his o r her ow n w o rd s to th e rest of the class. Explain th a t th e y have already read th ro u g h the text twice, so th ey can now g o on to th e task. Ask students to read th e instructions, questions 1 -1 0 in the Exam Task box and th e ir o p tio n s T (True) o r F (False). Explain anything th e students d o n 't understand. Explain to students th a t th e y should try to u n d e rlin e th e parts o f the te x t M e e t the ancestors th a t refer to each of the questions. P oint o u t th a t th e Exam Task questions follow the same orde r as th e te x t.

Ask students to do th e task individually, b u t check answers as a class.

Answers 1T 2T 3F 4F 5T

6T 7F 8F 9T 10T

Extra class activity • If time allows, ask students to m ake th e ir ow n fa m ily tre e about their own fam ilies. • Explain to students th a t this a ctivity in tro d u ce s th e m to new vocabulary from th e reading te x t. • Ask students to look a t th e w o rd s in b o ld and to I scan the te x t again to fin d th e u n d e rlin e d w ords. Ask [ them to say each o f th e w ords a fte r you. C o rre c t th e ir I pronunciation w here necessary. • Remind them th a t the y should always try to w o rk o u t th e meaning o f a w ord fro m th e c o n te x t it is in and ask th e m to read the sentences each w o rd is in. • Ask students to read th e instructions and check th a t th e y understand w hat th e y have to do. • Ask students to d o th e task individually, b u t check answers as a class.

to be like so m e b o d y to have a sim ilar appearance tra n sfe r to th e n e xt g e n e ra tio n fa m ily m e m b e r to d iscover o r learn to try to fin d

Teaching T ip _____________________________________ Encourage stu d e n ts to record new vocabulary in th e ir vocabulary n o te b o o ks. Explain th a t a t th is level, it is best to record th e m eanings o f w o rd s in English rather than tra n sla tin g th e m in to th e ir ow n language. If tim e allows, ask s tu d e n ts to w rite a sentence o f th e ir ow n w ith each o f th e w o rd s in b o ld in F. Ask each s tu d e n t to read o u t one o f th e ir sentences and check th a t th e y have used th e w o rd s properly.

Ideas Focus>_____________________________________ •

Explain to stu d e n ts th a t th e y are g o in g to discuss som e questions a b o u t th e fam ily. Ask th e m to read the tw o questions. • A sk stu d e n ts to w o rk in pairs to discuss th e questions and enco u ra g e th e m to use th e ir ow n experience to help s u p p o rt th e ir reasons. • G o ro und th e class m o n ito rin g students to m ake sure th e y are carrying o u t th e task p roperly. D o n 't co rre ct any mistakes you hear a t th is stage, b u t m ake a n o te o f any mistakes in stru ctu re and p ro n u n cia tio n . • Ask each pair to g ive th e ir o p in io n s on one o f th e questions and re p e a t until each pair has had a turn. • W rite any stru ctu ra l mistakes th a t students m ade on th e b o a rd w ith o u t saying w h o m ade th e m , and ask stu d e n ts to co rre c t th e m . Deal w ith any pro b le m s in p ro n u n cia tio n th a t cam e up.

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

Ask stu d e n ts to read th e in stru ctio n s and check th a t th e y unde rsta n d w h a t th e y have to do. Explain to stu d e n ts th a t th e y should read sentences 1 -6 and th e ir m eanings a - f q u ickly b e fo re w ritin g any answers.

Answers + 1 g ra n d m o th e r 2 niece 3 cousins 4 nephew 5 a unt 6 s te p -m o th e r

В Say all o f th e w o rd s in th e ye llo w w o rd b a n ks to th e stu d e n ts and ask th e m to re p e a t th e m a fte r you. C o rre ct th e ir p ro n u n cia tio n w here necessary. Ask stu d e n ts to read th e instructions and check th a t the y unde rsta n d w h a t th e y have to do. Explain to students th a t th e w o rd s are sim ilar in som e way, b u t th a t only tw o o f th e th re e are ne e d e d to c o m p le te th e sentences.

9

Family Ties • Ask students to d o th e task individually, b u t check answers as a class. • W hen answers have been checked, ask stu d e n ts to w rite sentences o f th e ir ow n w ith th e w o rd s th a t w e re n 't used in th e task.

1 2 3 4 5

tall, slim bu ild, o ve rw e ig h t b lo n d e , stra ig h t elderly, m id d le -a g e d generous, hard-w orking

6 nervous, relax 7 easy-going, scruffy 8 reliable, clever

fa m w \)/v \A r •

W rite th e fo llo w in g sentences on th e board and ask students w h a t th e verbs are. Then ask th e m w h a t tenses have been used and how th e y d iffe r in m eaning. - G randpa always sits near th e w indow , (sits; Present Sim ple; This sentence talks a b o u t a h a b it) - G randpa is s ittin g near th e w in d o w , (is sittin g ; Present C o n tin uo u s; This sentence talks a b o u t s o m e th in g th a t is h a p p e n in g now.) • Revise th e affirm ative, negative, q u e stio n fo rm s and s h o rt answers o f these tw o tenses w ith th e class.

•

С • Tell students to lo o k a t th e p ictu re and to say w h a t th e y can see. Ask th e m w h a t it m ig h t te ll us a b o u t relationships b e tw ee n elephants. • Say each o f th e w ord s in th e ye llo w w o rd b a n k to th e students and ask th e m to re p e a t th e m a fte r you. C o rre ct th e ir p ronu ncia tio n w here necessary. • Ask students to skim th ro u g h th e te x t to fin d o u t how th e p h o to is related to th e te x t (It shows th e stro n g b o n d th a t exists b etw een elephants.) Tell stu d e n ts th a t th e y should read th e te x t fro m s ta rt to finish w ith o u t fillin g in any o f th e w ords be fore th e y d o th e task. • Ask students to d o th e task individually, b u t check answers as a class. • W hen answers have been checked, ask stu d e n ts w hich piece o f in fo rm a tio n a b o u t elephants th e y fo u n d m ost surprising.

_________________ Answers 9 1 2 3 4

h e ig h t w eigh easy-going nervous

5 6 7 8

e ld e rly kind young h a rd -w o rkin g

Ideas Focu Sl_____________________________________ • • •

• • •

Explain to students th a t th e y are g o in g to answ er som e questions a b o u t th e family. Ask th e m to read th e questions. Teach any new w ords th a t stude nts have n o t le a rn t yet. Ask students to w o rk in pairs to answ er th e questions and encourage th e m to use th e ir ow n e xp e rie n ce to help th e m s u p p o rt th e ir opinions. M o n ito r students to m ake sure th e y are d o in g th e task correctly and m ake notes fo r e rro r co rre ctio n . Ask a pair to share th e ir ideas and encourage class discussion. W rite any errors on th e b o a rd and co rre c t th e m as a class.

•

•

________________ Answers щ 1c 2 b 3d 4a

Be careful!

Ask stu d e n ts to lo o k back at sentence 4 in A. W rite th e w o rd always on th e b o ard and ask th e m w here it w o u ld g o in th is sentence (The English always d rin k a lot o f tea.). • Explain to stu d e n ts th a t always is an adverb o f frequency and e lic it th e o th e r adverbs o f fre q u e n cy (usually, often, som etim es, never). • Read th e in fo rm a tio n in Be careful! to th e students. Then w rite th e fo llo w in g sentences on th e board. Ask them to w rite th e m in th e ir n o te b o o k s using an a d ve rb o f fre q u e n cy to m ake th e m tru e a b o u t them selves and/or th e ir fam ilies. - I am late fo r school. - M y dad is hungry. - I am tire d . - M y b ro th e r is naughty. - W e d rive to th e su p e rm a rke t on Saturdays. - I listen to CDs in m y room . - M y m um plays c o m p u te r games.

Answer щ I S tu d e n ts' ow n answers

В

_________________ Answer •

•

10

_|

•

•

S tudents' ow n answers

A sk s tu d e n ts to read sentences 1 -4 and a -d quickly. M ake sure stu d e n ts understand th a t a -d refer to the reasons w hy w e use th e Present Sim ple. Ask stu d e n ts to read sentence 1 again and to fin d its use in a -d and to w rite th e answ er in th e b o x provided. C heck th e y have th e co rre ct answ er b e fo re th e y d o the rest o f th e task. Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

Ask s tu d e n ts to read sentences 1 -5 and a -e quickly. M ake sure stu d e n ts understand th a t a -e re fe r to the reasons w hy w e use th e Present C ontinuous. A sk stu d e n ts to read sentence 1 again and to fin d its use in a -e . They should then w rite th e answer in th e box p ro v id e d . C heck th e y have th e co rre ct answer before th e y d o th e rest o f th e task. Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

Answers +

Ask s tu d e n ts to lo o k a t th e p h o to and say w h o th e girls may be and h ow th e y m ig h t be related (sisters, cousins). Ask th e m to ju s tify th e ir answers. Ask s tu d e n ts to read th e te x t fro m sta rt to finish w ith o u t fillin g in any answers. Ask th e m th e questions b e lo w a b o u t th e te x t. - W h o are Katy and Sandy? (The w rite r's/n a rra to r's tw in sisters.) - W h a t tricks d o th e y play? (They change clothes to confuse th e oth e rs in th e ir fam ily.) - W h a t do e s Katy like th a t Sandy do e sn 't? (reading) Rem ind stu d e n ts to pay a tte n tio n to w h e th e r verbs are stative o r action, as w ell as to any adverbs o f fre q u e n cy and tim e expressions used in th e te x t. Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

1d 2c 3b 4a 5e

Ask students to read th e instructions and elicit th a t stative verbs are verbs we use only in th e sim ple tenses. Ask students to read th e sentences and u n d erline the verbs.

С

Answers +

1 hates 2 understands 3 smell 4 owns

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

С

Answers Ф

Answer +

1 2 3 4 5

simple

Teaching T ip You could expand this task by w ritin g th e fo llo w in g verbs in a jumbled o rder on th e bo ard and asking students what kind o f verb each one is (e.g. e m o tio n , sta te o f m in d or possession). dislike, like, hate, love, p re fe r Emotions: appear, believe, fo rg e t, hope, States o f th e m ind: realise, seem , th in k, unde rsta n d b e lo n g to , have, ow n, possess Possession:

Answers

a The verb think here means believe o r have an opinion ab o u t som ething, b The verb think here means consider.

1a 1b 1c 2a 2b

Now read the G ram m ar Reference on pages 1 6 1 -1 6 2 (1.1-1.4) with y o u r students.

С

1b 2b 3b 4a 5b 6a 7b 8a

w ear som etim es change spends hates is reading

W rite how?, w h e re ? and who? on th e b o a rd and ask stu d e n ts to glance at th e sets o f pictures in A to d e cid e w hich q u e stio n w o rd s m ig h t g o w ith each set o f pictures (1 h o w 2 w here 3 who). Ask s tu d e n ts to read th e instructions and check th a t th ey unde rsta n d w h a t th e y have to d o . E licit fro m students w h a t each p ic tu re shows. Ask s tu d e n ts to d o th e task individually, b u t check answers as a class.

Answer #

Answers

6 7 8 9 10

L\$-\rev)\v\0)

Ask students to read th e instructions and th e n to discuss the tw o sentences in pairs. Check the answer as a class.

Ask students to read th e instructions and check th a t th e y understand w hat th e y have to do. E licit th a t all verbs are either stative verbs o r verbs th a t can be b o th stative and action verbs. Ask students to read sentences 1 -8 w ith o u t choosing an answer. Encourage th e m to th in k a b o u t th e general meaning o f each sentence so th a t th e y know w hich answer m ight fit, in te rm s o f m eaning. A lso te ll th e m to underline any adverbs o f fre q u e n cy and tim e expressions and to th in k a b o u t w hich tenses th e y are usually used w ith. Ask students to do th e task individually, b u t check answers as a class.

th in k have are d o n 't know are always playing

violin television bicycle su p e rm a rke t car park

2c 3a 3b 3c

library o ld w om an m id d le -a g e d w om an m id d le -a g e d man

В Ask stu d e n ts to read th e instru ctio n s and check th a t the y u n d erstand w h a t th e y have to do. Ask stu d e n ts to look a t th e pictures in A again and m atch th e m to these questions.

Answers « 1 O p tio n 2 2 O p tio n 3

3 O p tio n 1

Ask stu d e n ts to read th e instructions and check th a t th e y understand th a t th e y w ill be answ ering questions 1 -3 in task В using th e th re e sets o f pictures A, В and С in task A , th e y have ju s t discussed. P oint o u t th a t th e conversations w ill fo llo w th e o rd e r o f th e questions, however, and n o t th e o rd e r o f th e pictures.

11

Family Ties Play th e re cording once all th e way th ro u g h and ask students to w rite th e ir answers. Then ask students to discuss th e ir answers w ith a p a rtn e r and to ju s tify any answers th a t are d iffe re n t. Play th e re cord ing again and ask students to check th e ir answers and to w rite any missing answers. C heck th e answers as a class and ask students to ju s tify th e ir answers.

Ask each stu d e n t to answ er one o f th e questions and re p e a t until th e y have all had a turn. W rite any structural m istakes th a t students m ade on th e b o a rd w ith o u t saying w h o m ade th e m , and ask stu d e n ts to c o rre c t th e m . Deal w ith any p ro b le m s in pro n u n cia tio n th a t cam e up.

В Ask s tu d e n ts to read th e instructions and m ake sure they unde rsta n d w h a t th e y have to do. Ask s tu d e n ts to d o th e task on th e ir ow n and then to check th e ir answers w ith a partner.

Answers 1 b (in th e car park) 2a (her g ra n d m o th e r) 3a (practising th e violin)

Ask students to read th e in fo rm a tio n in th e Exam Closeup box. Tell th e m to lo o k a t th e Exam Task quickly. Remind th e m th a t it is im p o rta n t to study each p ictu re b e fore th e y listen to th e re co rd in g . This means th a t th e y w ill be b e tte r pre p a red to answ er th e questions in th e Exam Task. Ask students to read th e instru ctio n s and m ake sure th e y understand w h a t th e y have to d o . Ask stu d e n ts how th e y should m ark th e ir answers (by circlin g th e c o rre c t le tte r A, В o r C, in th e c o rre sp o n d in g picture). Give students tim e to stu d y th e six sets o f pictures and answer any questions th e y may have a b o u t th e m . Ask th e m to make notes a b o u t th e differences, sim ilarities o r connections betw een th e pictures.

Play th e au dio fo r th e firs t q u e stio n and th e n ask students to w rite th e ir answ er d o w n b e fo re p laying it again to check th e answer w ith th e class. Ask stu d e n ts to ju stify th e co rre ct answ er b e fo re p laying th e rest o f th e recording. Play th e re cord ing once all th e way th ro u g h , pausing if necessary, and ask students to m ark th e ir answers. Then ask students to discuss th e ir answers w ith a p a rtn e r and to ju stify any answers th e y have th a t are d iffe re n t. Check th e answers as a class and ask stu d e n ts to ju s tify th e ir answers.

Play th e re cord ing again to check th e answers.

_________________ Answers

С

Answers

Useful Expressions______________________________ •

Read th e Useful Expressions to th e students and explain th a t w e use these structures in o rd e r to describe people o r say w h a t th e y are d o in g . • If you have tim e , you co u ld ask stu d e n ts to w rite full sentences using tw o o r th re e o f th e structures here a b o u t th e p e o p le in th e pictures in th e Exam Task.

Say all o f th e w o rd s in th e ye llo w w o rd b a n k to th e stu d e n ts and ask th e m to re p e a t th e m a fte r you. Correct th e ir p ro n u n cia tio n w here necessary. A sk stu d e n ts to read th e in stru ctio n s and check th a t they u n d e rsta n d w h a t th e y have to do. Ask stu d e n ts to read sentences 1 -7 w ith o u t fillin g in th e gaps. E ncourage th e m to th in k a b o u t th e general m eaning o f each sentence so th a t th e y know w hich word fro m th e w o rd b a n k m ig h t fit, in te rm s o f m eaning. Ask s tu d e n ts to d o th e task individually, b u t check answers as a class.

Answers , 1 2 3 4

b a ckg ro u n d on n e xt to fo re g ro u n d

5 b ehind 6 le ft 7 rig h t

1a 2b 3a 4 b 5c 6a

Tell students to read th e tw o questions and answ er any queries th e y may have a b o u t th e m . Ask students to w o rk in pairs and to ta ke it in turns to answer th e questions a b o u t them selves. G o round th e class m o n ito rin g stu d e n ts to m ake sure th e y are carrying o u t th e task properly. D o n 't co rre c t any mistakes a t this stage, b u t m ake a n o te o f any m istakes in structure and pro n unciation.

12

Tell stu d e n ts to read th e in fo rm a tio n in th e Exam Closeup b o x. Ask th e m w hy th e y should lo o k a t th e p h o to s for a m o m e n t b e fo re speaking (so th a t th e person listening understands th e ir ideas b e tte r). Tell stu d e n ts ho w th e kind o f details th e y g ive in th e ir answers w ill a llo w th e m to expand th e ir answers. Rem ind stu d e n ts th a t th e y should describe th e p eople and activities th a t th e y see in p h o to g ra p h s as fu lly as possible. They can use adjectives to describe p e o p le and th in g s, e.g. w h a t th e y are w e a rin g , th e ir personality, etc. S tudents should also use p re p o sitio n s to say w here th in g s are in th e p h o to g ra p h .

Е

Students' own answers

Ideas F o c u s ____________________________________ • Tell students to read th e questions q u ickly and deal w ith any queries they may have. • Ask students to w o rk in pairs and to ta ke it in tu rn s to answer the questions. • Go round the class m o n ito rin g stu d e n ts to m ake sure I they are carrying o u t th e task properly. D o n 't co rre c t any mistakes at this stage, b u t m ake a n o te o f any m istakes in structure and pronunciation. • Ask each student to answer one q u e stio n until each pair has had a turn. • Write any structural m istakes th a t students m ade on the board w ith o u t saying w h o m ade th e m , and ask students to correct them . Deal w ith any p ro b le m s in pronunciation th a t came up.

С

Answers ф

Answers +

Answers

Students' own answers

1 2 3 4 5

a fam ily a secret in love a c o m p lim e n t m arried

6 7 8 9 10

a diary sym pathy d ivorced a visit to pieces

A sk stu d e n ts w h a t happens a t tra d itio n a l w e d d in g s in th e ir country. Encourage th e m to discuss how long w e d d in g s last, w h a t th e co u p le wears, w h a t th e y eat at th e re c e p tio n and any o th e r in te re stin g events th a t take place. If students are in te re ste d , you co u ld encourage th e m to discuss any unusual w e d d in g s th e y have been to o r if th e y have been a t a w e d d in g th a t fo llo w e d d iffe re n t custom s to th e ones th e y are used to in th e ir country. Ask s tu d e n ts to lo o k a t th e p h o to and ask th e m to de scrib e w h a t is h a ppening. Ask s tu d e n ts to read th ro u g h all th e sentences before fillin g in any answers so th a t th e y understand the m eaning o f each sentence. P oint o u t th a t th e re are ten sentences, so th e y w ill use each c o llo c a tio n fro m task A only once. Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

Answers Write make an excuse and have an excuse on th e board and ask students w hat th e d iffe re n ce b e tw e e n th e tw o is (make an excuse is to explain the reason fo r an in c o rre c t action, whereas have an excuse is to have a g o o d reason for an incorrect action). Explain to stu d e n ts th a t these expressions are collocations and th a t in English th e re are many expressions like these and th a t th e y should always try to pay a tte n tio n to w hich w o rd s can be used with other w ords naturally in English. P oint o u t th a t pa y attention is another colloca tio n . Tell stu d e n ts th a t m ake and have are verbs, w hereas excuse is a c o u n ta b le noun. Explain that the y are g o in g to lo o k a t co llo ca tio n s w ith certain verbs th a t can go w ith nouns, o th e r verbs and prepositions + nouns o r verbs. Ask students to read th e in stru ctio n s and m ake sure th e y understand they have to use each ve rb o n ly once. Ask students to d o th e task in d ivid u a lly and th e n compare their answers w ith a partner. C heck answers as a class.

g e ttin g a divorce fall to pieces have/sym pathy pay/a visit fall in love

4 get 5 fall

keep a secret keep a diary g e ttin g m arried have a fam ily p a id /a co m p lim e n t

Ideas Focus Tell stu d e n ts to read th e questions q uickly and deal w ith any queries th e y m ay have. A sk stu d e n ts to w o rk in pairs and to ta ke it in tu rn s to answ er th e questions. G o ro und th e class m o n ito rin g stu d e n ts to m ake sure th e y are carrying o u t th e task properly. Ask each s tu d e n t to answ er one que stio n until each pair has had a tu rn . W rite any m istakes th a t stu d e n ts m ake on th e board w ith o u t saying w h o m ade th e m , and ask students to co rre c t th e m . Deal w ith any p ro b le m s in p ronunciation th a t cam e up.

Answers 1 pay 2 keep 3 have

6 7 8 9 10

Answers S tu d e n ts' ow n answers

В Ask students to read th ro u g h all th e se n te n ce s 1 -1 0 before fillin g in any answ ers so th a t th e y u n d e rs ta n d the meaning o f each sentence. Tell th e m to lo o k at the verb in b o ld th a t com es b e fo re each g a p , so th e y know where to lo o k fo r th e answ er in A . P o in t o u t that there are te n sentences, so th e y w ill use each collocation in A o n ly once. Ask students to d o th e ta sk in d iv id u a lly , b u t check answers as a class.

Ask stu d e n ts to lo o k at th e p ictu re and to say w hat re la tio n sh ip th e y th in k th e re is betw e e n th e tw o p e o p le (possibly g ra n d fa th e r and g ra n d c h ild o r g re a t g ra n d fa th e r a n d g re a t g ra n d ch ild ) and how th e y p ro b a b ly feel a b o u t each other.

13

Family Ties •

Ask th e m how th e p ictu re makes th e m feel and why. W rite th e nouns relationship, love, g ra n d fa th e r and grandson (or th e fa m ily w ords th e s tu d e n ts used fo r the o ld man and baby) on th e board. Ask th e m w hich w o rd d o e s n 't have a plural fo rm in th is c o n te x t (love). • Ask stud ents to read th e instructions and m ake sure th e y understand w h a t th e y have to do. • A sk stud ents to d o th e task individually, b u t check answers as a class.

________________ Answers 9 1C 2C 3U 4U 5C

Teaching T ip ____________________________________ You co u ld expand this task fu rth e r by asking students to w rite sentences o f th e ir ow n using th e q u a n tifie rs in D to ta lk a b o u t th e ir relatives o r events th a t have h a p pen ed in th e ir fa m ily recently. N o w re a d the G ram m ar Reference on p a g e 162 (1.5-1.7) w ith y o u r students.

Be careful! _____________________________________ •

A sk stu d e n ts to read th e in fo rm a tio n in th e Be careful! b o x and m ake sure th e y understand it. Ask th e m to n o te do w n any plural co u n ta b le nouns they kn o w th a t d o n 't end in -s (e.g. m en, w om en, children, sheep, fish, m ice, te e th , feet) and any u n countable nouns th e y know th a t d o end in -s (e.g. maths, news, athletics, aerobics, genetics). Then ask th e m to call them o u t and m ake a list on th e bo a rd . M ake sure th a t in the latter, th e le tte r -s d o e s n 't signify a plural.

•

В • Ask students to read th ro u g h b o th rules fro m s ta rt to finish b efore th e y circle any answers. E ncourage th e m to look back at th e ir answers fro m A to help th e m choose correctly.

............

A n s w e r s

E •

Explain th a t th e w o rd s in th e ye llo w w o rd b a n k are either c o u n ta b le o r u n co u n ta b le nouns and th a t th e y should w rite each w o rd in th e c o rre c t colum n in th e table. E ncourage th e m to th in k a b o u t w h e th e r o r n o t w e can say tw o + th e noun in th e plural fo rm (e.g. tw o eggs, but n o t tw o cheese) to h elp th e m decide. Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

1 C ounta ble 2 U ncountable Ьш яш яш ш ш ш яш яяяяш ш яяш яяяяяявяяяяяш ш ш ш ввяяш яш яиш ш ш ш ш вяяш ш ш яш ш ш яш ш

с • Ask students to read th e instructions and th e n ask th e m to w o rk in pairs. • Check th e answer as a class.

______________________________________

•

Answers

Answers 9 1 all o f th e hair on her head 2 m any single hairs

D •

Explain to students th a t th e w ords and phrases in th e ye llo w w o rd b a n k are called q u a n tifie rs and can be used w ith cou ntable and u n co u n ta b le nouns to express q u a n tity (how m uch th e re is o r h o w m any th e re are o f som ething). • Ask students to read th e instructions. Explain th a t there are certain quantifiers th a t can only be used w ith countable nouns, others th a t can only be used w ith uncountable nouns and others w hich can be used w ith b o th countable and uncountable nouns. • Ask students to d o th e task individually, b u t check answers as a class.

Answers O nly C ounta ble a fe w m any X X

O n ly U n co u nta b le m u ch X X X

Both a lo t o f a k ilo o f any lo ts o f som e

F •

•

C o u n ta b le

U n c o u n ta b le

fa m ily

a d v ic e

g e n e ra tio n

fo o d

m irro r

in fo rm a tio n

p e o p le

m a th s

tr a d itio n

research

_____________________________________ A sk stu d e n ts to read th e instructions and explain th a t w e can say b o th ‘a c h o c o la te 1 (an in d ivid u a l chocolate sw eet) and 'som e c h o c o la te 1 (the substance) and 'a tim e ' (a p a rtic u la r era o r event) and 'any tim e ' (an a b stra c t idea). Ask stu d e n ts to w rite th e ir sentences in th e ir notebooks and th e n ask each s tu d e n t to read o u t one o f th e ir sentences. A sk th e o th e r students to say if th e w ords ch o co la te and tim e are b e in g used as co u n ta b le or u n co u n ta b le nouns each tim e .

_______ Suggested answers t W o u ld you like a chocolate, Sam? The coffee ones are lovely. (C) I've s to p p e d e a tin g ch o co late because I'm w a tch in g m y w e ig h t. (U) W e had a g re a t tim e a t th e party. (C) Have you g o t tim e to help me? (U) ^штвтшяшятттшятяввшшшшяяттштшттвявшвттшшятштшяштряявттттттяяттвттттшшшвтттт j

Teaching T ip ____________________________________ • I I • I I I I • |

Explain to students th a t the y should read each d ia lo g u e and try to think o f the w o rd o r phrase th a t is missing before looking at the thre e o p tio n s fa, an o r som e) Then they should look at th e o p tio n s carefully and pay attention to the w ords eith e r side o f th e gap, especially nouns (countable or uncountable), ve rb fo rm s (singular or plural) and quantifiers (used o n ly w ith co u n ta b le nouns, or uncountable nouns o r both). Ask students to do the task individually, b u t check answers as a class.

Answers

П

2 an 3 some 4 an/some

5 6 7 8

Ask stu d e n ts to read th e em ail q u ickly to answer th e questions below. - W h o has th e w rite r w ritte n to ? (her uncle) - W h a t fa m ily g e t-to g e th e r is described? fa p a rty fo r her dad's 50th birth d a y) - W h a t is special a b o u t th e event? (it's a surprise) A sk stu d e n ts to read th e instructions and m ake sure th ey understand w h a t th e y have to do. A sk stu d e n ts to d o th e task individually, b u t check answers as a class.

som e/a som e a/an som e

• Ask students to quickly read th e Learning Focus on using abbreviations. Read th rou g h th e in fo rm a tio n to g e th e r I and ask students fo r exam ples o f o th e r a bbreviations. • Ask students to look at th e instructions fo r task A and . make sure th a t they understand it. • Ask students to read each sentence carefully and to pay I attention to the overall m eaning o f th e sentence to see I how they can re-write th e sentences. • Ask students to do th e task individually, b u t check answers as a class.

r

Answers

Answers ф S tudents should und e rlin e th e fo llo w in g : H] U ncle Sam, H ow are you? W e 're having a surprise p a rty on Saturday 1 1th A p ril a t 6pm because it's D ad's 50th birthday. Can you com e? A ll th e fa m ily are co m in g , as w ell as D ad's friends. I h o p e you can co m e to o . Let m e know. Love, Rashida

#

I look like my m other's side o f th e fam ily, i.e. m y grandmother, my aunt and m y cousins. It's mum's 35th b irth d a y ne xt w eek. Carol lives in the UAE. Please bring fo o d , e.g. fru it, sandw iches o r hotdogs. I'm seeing Dr A ndrew s a t 4 pm Mr Jones says lessons s ta rt at 8.45 (in the morning). 7 62, Greendale St, London, UK. 8 Buses leave at 10.00 am, 11.00 am, 12.00 am, etc.

В Ask students to read th e instructions and th e w ritin g task in italics and make sure th e y understand w h a t th e y have to do. Ask students to do th e task individually, b u t check answers as a class.

Answers Ф 1 I have to w rite an email. 2 One o f my relatives w ill read it. 3 I am w riting to invite one o f m y relatives to a special fam ily g e t-to g e th e r.

Explain to stu d e n ts th a t th e y should always spend tim e analysing a w ritin g task b e fo re th e y actually be g in w ritin g . E ncourage th e m to u n d e rlin e any key w o rd s as th e y read th ro u g h w ritin g tasks and explain th a t this w ill help th e m to m ake sure th e y have u n d e rsto o d exactly w h a t th e y have to do. A lso, enco u ra g e th e m to keep lo o kin g back th ro u g h th e w ritin g tasks as th e y w rite , and a fte r th e y have finished a piece o f w ritin g to m ake sure th e y d o n 't g o o ff to p ic .

Ask stu d e n ts to read 1 -8 and answ er any questions th e y m ig h t have. D o th e firs t one to g e th e r as a class and ask th e m w h e th e r Rashida has d e a lt w ith th e task properly. Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

Answers + S tudents should tic k th e fo llo w in g : 1, 2, 3, 4, 7, 8

Explain to stu d e n ts th a t b e fo re th e y be g in a piece o f w ritin g , th e y should plan it carefully. Ask th e m to lo o k back at th e exa m p le em ail on pag e 14 and to say h o w m any paragraphs it has (four). Explain th a t each p a ragraph deals w ith separate in fo rm a tio n . Elicit th a t th is makes th e w ritin g clearer fo r th e reader to fo llo w . Ask stu d e n ts to look back at task С and th e a b b re via tio n s th e y un d e rlin e d . M ake sure s tu d e n ts understand th a t th e y should match 1 -6 w ith a - f d e p e n d in g on th e in fo rm a tio n in th e email. A sk stu d e n ts to d o th e task individually, b u t check answers as a class.

15

Family Ties Answers ф 1e 2d 3a 4 f 5c 6 b

• Ask students to read th e Exam C lose-up b o x and check th a t th e y understand w h a t th e y have to do. Remind th e m th a t this em ail is to a frie n d and so it should be inform al and th e y can use abbre via tio n s in it. • Ask students to d o th e task individually, b u t check as a class.

Suggested answer ф Greeting: Hi, Paula, Paragraph 1 : Ask Paula ho w she is and say w h y you f are w ritin g Paragraph 2: G ive details a b o u t when th e p a rty is, th e tim e o f th e p a rty and w here it w ill ta ke place Paragraph 3: Give m ore details a b o u t th e pa rty Paragraph 4: A sk Paula to re p ly to yo u r in vita tio n Signing off: Love, Bob

Useful Expressions •

Read th e Useful Expressions to th e s tu d e n ts and ask th e m to re pea t th e m a fte r you. C o rre ct th e ir pronunciation w here necessary. • Ask students to w o rk in pairs and to p ra ctice in vitin g each o th e r to a special e ve n t using th e w o rd s and expressions here.

•

Ask stude nts to read th e instructions and check th a t th e y understand w h a t th e y have to do. • Ask stude nts to re-read th e Exam C lose-up b o x and th e Exam Task. • Remind studen ts to und e rlin e any in fo rm a tio n in th e Exam Task th a t th e y need to include in th e ir em ail.

.

. Suggested answer G reeting: Hi, Paula, Paragraph 1: H ow are you? W e are having a p a rty at o u r house to celeb ra te th e end o f th e school year. Paragraph 2: It's on S aturday 1 1th A u g u st, 6pm . Paragraph 3: I have in vite d a lo t o f p e o p le fro m o u r class, including Lucy, Sarah and Rebecca. Paragraph 4: Please d o com e! Please can you reply by 8th July. Signing off: Love, M ary

16

m

1 Оче WbV)/\6y\'$СМслос fte n e ra l

The National Geographic videos can be used as an interesting way to introduce your students to o th e r cultures. They are authentic N ational G e o g ra p h ic videos, B ed it is not necessary for students to understand everything they hear to benefit fro m th e m . Som e o f th e tasks focus on the visual aspects o f th e videos, so students can concentrate more on w hat th e y see than on w h a t th e y И к Т Ь е у are also a good way to encourage your students to watch TV programmes and film s in English so th a t th e y can get used to the sound o f the language. The m ore students are exposed to English, th e easier it w ill be fo r them to pick up the language. Background In fo rm a tio n . Нота Salonik is an educated wom an w ho was b o m and bred in the north-eastern city o f Arusha in Tanzania, Central-East Africa. Arusha is a d e ve lop e d and relatively modern city which borders w ith th e regions o f K ilim anjaro and Mara. The capital o f Tanzania is currently D o d o m a and the largest city is Dar Es Salaam. Tanzania is one o f the oldest known inhabited areas on Earth w ith human fossils from this area dating back tw o m illion years. Before you watch

Explain to students that in this lesson th e y are g o in g to watch a video about a wom an called Flora Salonik. Ask them to look at the picture on page 16 and ask them where she m ight be from and w h a t kind o f life she might lead. Ask students to read the questions and explain anything they don't understand. Then ask th e m to w o rk in pairs o r small groups to ask and answer th e questions to g e th e r. When they have finished, ask d iffe re n t s tu d e n ts at random round the class to answer each o f th e questions. If students seem interested, give th e m m ore in fo rm a tio n using the Background Inform ation b o x above.

E

Play th e v id e o a second tim e and ask stu d e n ts to check th e ir answers and to fill in any m issing answers. Then check answers as a class.

N o +e

r 1 Students own answers

---------- с з и а ш а д

+

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

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

A fte r you w atch

С Explain to students th a t th e te x t is a sum m ary o f the in fo rm a tio n in th e docum entary. Before th e y read it, ask th e m to w o rk in pairs to discuss th e main ideas o f th e docum entary. Ask stu d e n ts to read th e te x t w ith o u t fillin g in any answers a t th is stage to see if th e ideas th e y m e n tio n e d are covered in th e te x t. A lso encourage th e m to th in k a b o u t w hich p a rt o f speech is missing fro m each gap. Read th e w o rd s in th e y e llo w w o rd b a n k to students and ask th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation w h e re necessary. Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

Answers # 1 2 3 4

g re w m arried farm city

5 6 7 8

decision happy stayed b e lo n g e d

Ideas Focus Ask stu d e n ts to read th e questions and answ er any questions th e y m ig h t have. Ask stu d e n ts to w o rk in pairs and explain th a t th e y should b o th g ive th e ir o p in io n s on th e questions. G o ro und th e class m o n ito rin g stu d e n ts to m ake sure th e y are carrying o u t th e task properly. Ask each p a ir to answ er one o f th e questions and repeat until each p a ir has had a tu rn . Encourage stu d e n ts to discuss th e p o in ts raised as a class.

While you watch

Answers

В 1 Explain to students that they are now g o in g to w atch th e video. Tell them that the d ocum entary is q u ite short. * Ask students to read statem ents 1 -6 and to und e rlin e any key words and phrases th e y find. Ask stu d e n ts to predict what kind o f choice Flora m ig h t be m aking. ’ To check students understand w here Tanzania is, d ra w their attention to its position on th e g lo b e in th e to p right corner of the page. 1 Play the video through w ith o u t s to p p in g and ask students to make a note o f th e ir answers as th e y are watching. Then ask students to com pare th e ir answers with a partner and to justify any answers th e y have th a t are different.

S tu d e n ts' ow n answers

17

2

Food, Food, Food!

Reading:

choosing the correct option, m ultiple-choice questions

Vocabulary: G ram m ar:

food-related words, word form ation past simple, past continuous, used to & would, be used to & get used to

Listening: Speaking:

m ultiple-choice questions, listening for numbers talking about food & restaurants, describing photos, using different

W riting:

adjectives, using adjectives review, ordering adjectives, making your writing interesting, recom m ending, adjectives for food & restaurants

W rite Food, Food, F o o d ! on th e b o a rd and e xplain to students th a t this is th e title o f U n it 2. G ive stu d e n ts a m inute to w rite do w n as m any fo o d -re la te d w o rd s in English as th e y can. Then w rite th e headings savoury, sw eet and drinks on th e b o ard and ask stu d e n ts to call o u t th e w o rd s th e y have w ritte n d o w n and to say w hich colum n th e y should g o in. If students also m e n tio n w ords linked to meals, (breakfast, lunch, etc.) then create an o th e r colum n w ith th e h e a ding meal. E licit th e w ords ham burger, bun, lettuce, to m a to , onion, p ickle and cheese if th e students d o n 't m e n tio n th e m . • Ask students to lo o k a t th e p ictu re on pag e 17 and to discuss w h a t th e y th in k is g o in g on in it, in small groups. Then ask each g ro u p to te ll th e rest o f th e class w h a t th e y d e cid e d was h a ppening. • Ask students to read th e ca p tio n and ask th e m fo r th e ir reactions to th e e ve n t and th e ham burger. • If studen ts seem in te re ste d , you m ig h t like to give th e m m ore in fo rm a tio n a b o u t th e p ictu re using th e B ackground In fo rm a tio n b o x below.

Ask th e m to say w hy p e o p le like o r d o n 't like these pro d u cts. If th e y d o use th e m , ask th e m how th e y use th e m . Try to e lic it uses in co o kin g as w ell as o th e r uses I (m edicine, cosm etic, etc.).

•

Background In fo rm atio n ______________ __________ This event fea tu re d in th e p h o to g ra p h to o k place in Toronto, Canada on 6th M ay 2010. The organisers w a n te d to b e a t th e w o rld record fo r th e b ig g e s t h a m b u rg e r in th e w orld, w hich was previously 186 p o u n d s in w e ig h t. The Canadians created a special g rill in o rd e r to co o k th e ham burger. They sta rte d co o kin g it a t 4 am and it was ready by noon. W hen th e h a m b u rg e r was c o m p le te ly ready w ith its bun and fillings, it w e ig h e d 590 pounds. M o ney m ade fro m th e e ve n t was given to C am p Bucko, w hich is a children's charity.

Ask students to q u ickly lo o k at th e th re e pictures on pages 18 and 19 and ask th e m h ow th e y are related (The p ictu re b o tto m le ft on p a g e 18 shows an olive branch w ith olives w hich is th e raw m aterial, th e second p ic tu re on pa g e 18 shows olive o il b e in g p o u re d fro m a co n ta in e r and th e th ird p ic tu re on p a g e 19 shows b o ttle s o f o il in th e m a n u fa ctu rin g p la n t w hich are a lm o st the finished p ro d u ct.) Ask stude nts if olives and olive oil are p o p u la r in th e ir country.

18

•

• •

Ask s tu d e n ts to read th e instructions and make sure thq unde rsta n d w h a t th e y have to do. Encourage them to guess if th e y d o n 't know an answer. A sk s tu d e n ts to d o th e task individually, b u t check answers as a class. If you have tim e you m ig h t like to give th e m m ore in fo rm a tio n a b o u t th e p ictu re using th e Background In fo rm a tio n b o x below.

Background In fo rm atio n ___________________ Greeks are th e largest consum ers o f olive oil in th e world and consum e a b o u t 26 litres o f olive oil p e r person per year. The French consum e a b o u t 1.34 litres o f olive oil pe person p e r year and in China it is n o t generally used at all] Spain pro d u ce s around 4 0 -4 5 % o f th e w o rld 's olive oil. Italy is th e n e xt b ig g e s t p ro d u c e r fo llo w e d by Greece. Thi o ld e s t olive tre e can be fo u n d in th e village o f Vouves, in | th e Chania re g io n o f C rete. Analysis o f th e trees rings ha: p ro ve d th a t it is a t least 2,000 years old . Local scientists, however, b e lieve it m ay even be up to 4,000 years old.

Answers, 1c 2a 3a 4c

В Ask stu d e n ts to read th e in stru ctio n and to check th e ir| answers to th e quiz in task A.

A sk s tu d e n ts to read th e instructions and check th a tt u nde rsta n d w h a t to do. Ask s tu d e n ts to d o th e task individually, b u t check answers as a class.

Answers, 1 an a d je ctive 2 p re p o s itio n 3 verb 4 noun

G

Word Focus p Ask students to look at th e w ords in red in th e te x t and r to read the sentences they are fo u n d in again. Remind ■ students that when they d o n 't know th e m eaning o f a word, they should look carefully at th e sentence it is ■ found in to try to w ork o u t its m eaning. Ask students to I work in pairs to decide w hat each o f th e w ords mean. • Ask students to read the W ord Focus b o x to com pare their answers with the definition s given. • Read each of the words to th e stu d e n ts and ask th e m to repeat them after you. C o rre ct th e ir p ro n u n cia tio n where necessary. • Write the words oranges, p o ta to e s, seeds and ice, on the board, and ask students w hich o f th e m can collocate with the words in the W ord Focus box. Explain that some words in the W ord Focus box can co llo ca te I with more than one o f these w ords (harvest o ra n g e s / potatoes; crush seeds/ice).

• Read words 1-5 to the students and ask th e m to say I them after you. C orrect th e ir p ro n u n cia tio n w here ■necessary. Then ask students to scan th e te x t to fin d and underline these words. • Explain to students th a t th ey should carefully read the sentence each w ord appears, in th e te x t to try to ■widerstand its meaning before m atching th e m w ith definitions a-e. • Ask students to do the task individually, b u t check ■answers as a class. • If time allows, ask students to w rite sentences o f th e ir own using these words.

A n sw e rs 1c 2b 3a 4e 5d

Teaching Tip You could expand this task fu rth e r b y askin g s tu d e n ts to find some w ords th e y m ay n o t k n o w in th e te x t and to find definitions fo r th e m . A sk th e m t o w rite o u t w h a t they think the d e fin itio n c o u ld b e a n d th e n c h e ck in a dictionary. E • Ask students to read th e instructions and m ake sure th e y understand what they have to do. • Ask students to re-read th e g a p p e d sentence in task C. • Ask students to read o p tion s 1 -4 to fin d th e co rre ct word to fill each gap in task C. • Ask students to do the task individually, b u t check ■answers as a class.

L ,

Ask s tu d e n ts to read th e Exam Task instructions and check th a t th e y understand w h a t th e y have to do. E ncourage s tu d e n ts to read th ro u g h all sentences b e fo re se le ctin g th e ir answ er and to pay a tte n tio n to th e w o rd s im m e d ia te ly b e fo re and a fte r each gap. Ask s tu d e n ts to d o th e task individually, b u t check as a class.

•

•

__________________Answers ф 1c 2 d 3 d 4a 5a 6 b 7c 8a 9c 10c

Ideas Focus Ask stu d e n ts to read th e questions and answer any questions th e y m ig h t have. Ask stu d e n ts to w o rk in pairs and explain th a t th e y should b o th g ive th e ir o p in io n s on th e questions. G o ro u n d th e class m o n ito rin g students to m ake sure th e y are carrying o u t th e task properly. Ask each pair to answ er one o f th e questions and repeat u n til each pair has had a turn. E ncourage stu d e n ts to discuss th e p o in ts raised as a class.

• •

D

L

•

A n s w e rs

1 good 2 for 3 protects 4 infection F • Ask students to read th e info rm a tio n in th e Exam Closeup box and that they understand th e in fo rm a tio n given. • Ask students to read th e sentences in th e reading te x t with the gaps.

• •

__________________Answers 9 S tu d e n ts' ow n answers

Ы о С 6 \ \ ? [ А \ ( л Х '\ \

A •

Ask stu d e n ts to read th e instructions and m ake sure th a t th e y understand w h a t th e y have to do. They should look at th e fo o d p yram id carefully so th e y can nu m b e r th e te n item s listed. • D o ite m 1 (pizza) to g e th e r as a class. • Ask stu d e n ts to d o th e task individually, b u t check answers as a class. • A fte r checking th e answers, ask stu d e n ts to say w h a t th e o th e r fo o d item s are th a t th e y d id n 't have to num ber. (From to p to b o tto m : ice cream c o n e /co rn e t, fish, cheese, m ilk, peas, carrots, a pple, orange, y e llo w p e p p e r, to m a to , pear, straw berry, bananas, sp a g h e tti, lo a f o f bread, slice o f bread) • Ensure th a t stu d e n ts can spell all th e fo o d s in English.

__________________Answers ф 1 2 3 4 5 6 7 8 9 10

to p m o st ite m ro w 5, firs t ite m on th e le ft ro w 4, second ite m fro m th e le ft b o tto m row, second ite m fro m th e le ft ro w 6, firs t ite m on th e le ft second row fro m th e b o tto m , second ite m fro m th e rig h t b o tto m row, th e fu rth e s t rig h t ro w 2, on th e rig h t ro w 4, firs t ite m on th e le ft b o tto m row, firs t ite m on th e le ft

19

Food, Food, Food! Explain to stu d e n ts th a t th e y should read th e te x t and select an o p tio n to fill in th e gap. They should th in k a b o u t th e m eaning o f th e w o rd carefully b e fore circling! th e ir answer. Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

В Ask stud ents to read th e in stru ctio n s and explain th a t th e y are g o in g to c o m p le te th e ta b le w ith th e fo o d listed in task A, to th e ty p e o f g ro u p th e fo o d b e longs to . Give students som e tim e to stu d y th e ta b le . Ask stude nts to d o th e task individually, b u t check answers as a class.

_______________________ Answers 1b 2c 3a 4 b 5c 6 b 7c 8 b

Answers « Grains and cereals: w heat, rice, sw eetcorn Fruit and vegetables: a ubergine, b roccoli Protein and dairy: eggs, chicken Sugar and fat: pizza, cupcake, croissant

fa m w \№

Ask th e questions b e lo w at random round th e class. M ake sure each s tu d e n t answers a t least one question.! - W h a t d id you e a t fo r d in n e r last night? - W h o m ade lunch in yo u r house on Sunday? - W hen was th e last tim e you had pizza fo r dinner? - W h a t w e re you d o in g w h ile yo u r parents w ere sh o p p in g fo r fo o d ? - W h o w ere you s ittin g ne xt to th e last tim e you went] to a restaurant? Ask stu d e n ts w hich tenses w ere used in th e questions th e y have ju s t answ ered (Past S im ple a n d Past C ontinuous). Revise th e a ffirm ative, negative, question! fo rm s and sh o rt answers o f these tenses w ith th e classJ

Ask studen ts to read th e in stru ctio n s and explain th a t tw o o f th e th re e o f th e w o rd s in each ite m are co n nected in som e w ay th a t th e o th e r w o rd isn't. They should circle th e w o rd th a t is n o t co n n e cte d . D o item 1 to g e th e r as a class and e n co u ra g e stu d e n ts to explain w hy th e o d d w o rd o u t is d iffe re n t b e fo re th e y d o th e rest o f th e task. Ask students to d o th e task individually, b u t check answers as a class. Check s tu d e n ts' p ro n u n cia tio n w here necessary as you check th e answers.

Answers 1 2 3 4 k.llin....

bread lunch kitchen m eat

5 6 7 8

\A r

A sk stu d e n ts to lo o k a t sentences in 1 -3 and elicit whiq sentence has a regular verb in th e Past Sim ple.

breakfast m ix frid g e knife

_______________________ Answers 2 cooked

В Explain to students th a t th e w o rd s m issing fro m each sentence com es fro m task C. E ncourage students to read th ro u g h all sentences b e fo re fillin g in any answers and to pay a tte n tio n to th e w ords im m e d ia te ly b e fo re and a fte r each gap.

Answers # 1 2 3 4

fry bow l dessert frid g e

5 6 7 8

peel chop stir chew

Ask stu d e n ts to m atch th e Past Sim ple a-с , w ith the sentences 1 -3 in A. Ask stu d e n ts to read th e uses o f th e Past Sim ple in < and answ er any questions th e y m ig h t have. Explain th a t th e y should pay a tte n tio n to tim e expressions and tim e references in sentences 1 -3 when m atching up th e ir answers. Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

_______________________ Answeri 1 b 2c 3a

Ask stude nts to lo o k a t th e p ictu re o f th e Shaolin m onk and to read th e a ccom panying ca p tio n . Ask th e m fo r th e ir reaction to it and to say w h a t it te lls us a b o u t life today. (The p ic tu re shows a c o n tra st o f lifestyles and shows us th a t w estern e a tin g habits have sp re a d to tra d itio n a l Asian com m unities.). Ask stude nts to read th e title o f th e te x t in С (The s to ry o f th e ham burger) and ask th e m w h a t th e y e xp e c t it to be a b o u t. Ask th e m if th e y know th e histo ry o f th e ham burger. A c c e p t any answ er a t th is stage. Ask stude nts to skim th ro u g h th e te x t w ith o u t circling any answers and ask th e m h ow m any stories a b o u t th e origins o f th e h a m b u rge r it contains (three).

20

Ask stu d e n ts to lo o k at th e verbs in b o ld in sentence 1 -4 and e lic it th a t th e y are all in th e Past C ontinuous,! a p a rt fro m rang in sentence 4, w hich is in th e Past Sim ple. Ask stu d e n ts w h a t th e in fin itive fo rm o f each main verl is (watch, cook, rain, blow , shake, make, chop, ring) an e lic it th a t th e last consonant in ch o p is d o u b le d to fo f th e p re se n t p a rtic ip le fo rm . Ask th e m w hich other vel th e y kn o w th a t d o this (e.g. travel, shop, stop, d ro p J hop). Ask stu d e n ts h ow w e fo rm th e Past C ontinuous.

Rem ind students to look a t th e Irregular Verb list on pages 174 and 175 and to lo o k back a t A & В on this pag e and th e G ram m ar Reference on pag e 163 if th e y need any help.

Answer The Past Continuous is form e d w ith was fo llo w e d by the main verb with -in g in th e firs t and th ird person singular (I, he, she, it) and w ith w ere plus th e main verb with -ing for second person s in g u la r/p lu ra l, and first and tn'rci oerson plural (you, we, they).

Answers

• Ask students to read the uses o f th e Past C o n tin uo u s in a-d and answer any questions th e y m ig h t have. • Ask students to match sentences a -d w ith 1 -4 in C. • Remind them to pay atte n tio n to any tim e expressions f and time references in sentences 1 -4 w hen m a tch in g up their answers. • Ask students to do the task individually, b u t check ■ answers as a class.

Answers 1b 2d 3a 4c Be Careful • Ask students to read th e in fo rm a tio n in Be careful! and I revise verbs that are stative. Remind stu d e n ts th a t som e ■stative verbs can also be used as action verbs, b u t th a t their meaning changes. Now read the Grammar Reference on pages 163 (2.1 & 2.2) with your students. E • Ask students to read the instructions and m ake sure th e y realise they will use only th e Past C on tin uo u s tense here. r Ask them to look at items 3 and 6 and e lic it th a t th e y w ill both be in the question form . • Explain to students th a t th e w o rd o rd e r w ill rem ain the same in their sentences and th a t it is th e verb th e y I must change. • Ask students to do the task individually, b u t check К answers as a class.

Answers

a

1 2 3 4 5 6 7 8

ate, finished D id Joey call, w ere w atching co o ke d , was w e re o rd e rin g , w alked d id n 't/d id n o t fry, g rille d was m aking, was s e ttin g W ere th e y having, sta rte d D id you order, had

Ask stu d e n ts to lo o k at th e p ictu re a t th e b o tto m o f pag e 21 and to te ll you w h a t it shows (a pizza). Ask stu d e n ts to q u ickly m ake a list o f any w o rd s and phrases th a t th e y associate w ith pizza (e.g. to m a to , cheese, flour, Italy, Friday nights, fo o tb a ll, delicious etc.) and then ask th e m to co m p a re th e ir lists w ith a partner. M ake a list on th e b o a rd and ask stu d e n ts to ta lk a b o u t when th e y usually have pizza, w hich to p p in g s th e y p re fe r on it, w h e th e r th e y m ake it them selves, buy ready-m ade ones o r g e t takeaw ay pizzas. Ask stu d e n ts w hich tw o fo o d s th e y have read a b o u t in th e u n it so fa r (olive o il and ham burgers). E licit th a t the te x ts d e a lin g w ith th e m ta lk e d a b o u t th e history o f these fo o d s and explain th a t th e te x t in G w ill ta lk a b o u t the h isto ry o f pizza as w ell. A sk stu d e n ts to read th e instructions and m ake sure th e y understand th a t th e y w ill only use th e Past Sim ple te n se here. Remind th e m to read th e te x t th ro u g h once b e fo re fillin g in any o f th e gaps. Ask th e m to underline th e re g u la r verbs in brackets and to circle th e irregular verbs in brackets b e fo re w ritin g any answers. Encourage th e m to use th e Irregular Verb list on pages 174 and 175 if th e y need help. A sk stu d e n ts to d o th e task individually, b u t check answers as a class.

■

1 The students w e re n 't/w e re n o t e a tin g breakfast [ in the classroom this m orning. 2 We weren't/were n o t having lunch a t one o 'c lo c k today. 3 Were you making cupcakes all m orning? 4 This time last week, we w ere sam pling French [ cheese. 5 My sister was peeling p o ta to e s fo r hours this morning. 6 Was Cathy preparing din n e r on her ow n last night? F Ask students to read th e instructions and m ake sure th e y understand they will have to use b o th th e Past S im ple and Past Continuous tenses here. Explain to students th a t th e y should read each sentence through before w ritin g any answers as th e y m ust th in k about which tense b o th verbs in each sentence w ill g o in as one will affect th e other.

Answers + 1 2 3 4

D id you know covered d e v e lo p e d o rig in a te d

5 6 7 8

was w o rke d m ade g ra te d

V»

Us+e v\\v\c) Explain to stu d e n ts th a t in th is p a rt o f th e lesson, th e y w ill be p ra ctisin g th e ir listening skills. Explain th a t in som e listening tasks th e c o rre c t answers may be num bers. P oint o u t th a t th is is im p o rta n t fo r listening to specific in fo rm a tio n involving num bers in everyday life, fo r e xa m p le ta lkin g a b o u t dates and tim e s when we m ake a p p o in tm e n ts o r plans, o r g iv in g m easurem ents o r prices. A sk stu d e n ts to lo o k a t th e in stru ctio n s and make sure th e y unde rsta n d w h a t th e y have to do. C hoose stu d e n ts a t random to read a n u m b e r to you. C o rre c t any p ro n u n cia tio n problem s.

21

Food, Food, Food! C heck th e answers as a class and ask students to justify th e ir answers.

Play th e recording once all th e way th ro u g h and ask students to w rite th e ir answers. Then ask s tu d e n ts to discuss th e ir answers w ith a p a rtn e r and to ju s tify any answers th a t are d iffe re n t. Play th e recording again and ask stu d e n ts to check th e ir answers and to w rite any m issing answers.

Answers

Answers 4

1 с 2 b 3 b 4 b 5 b 6c

< > p e A k :\v \q

1b 2a 3c 4c 5b A Ask stu d e n ts to w o rk in pairs to answ er th e three questions. A sk th e m to d e v e lo p th e ir answers as much as possible and avoid g iv in g one w o rd answers. G o ro und th e class m o n ito rin g students to m ake sure th e y are carrying o u t th e task properly. D o n 't correct an m istakes a t th is stage, b u t m ake a n o te o f any mistakes in stru ctu re and p ro n u n cia tio n . A sk each pair to answ er one o f th e questions and repei u ntil everyone has had a turn. W rite any stru ctu ra l m istakes th a t stu d e n ts m ade on th e b o ard w ith o u t saying w h o m ade th e m , and ask stu d e n ts to co rre c t th e m . Deal w ith any problem s in p ro n u n cia tio n th a t cam e up.

В Ask students to read th e instructions and m ake sure th e y understand w h a t th e y have to do. E licit th a t th e y have to im agine th e y are listening to a ch e f and th a t he no lo n g er w orks a t th e restaurant he w ill be ta lk in g ab o u t. Ask th e m to bear th is in m ind when lo o kin g a t th e th re e sets o f o p tio n s as th is w ill a ffe ct th e possible questions and how th e y w ill be w o rd e d . Tell stude nts to d o th e task and th e n to com pare th e ir questions w ith a partner. Ask th e m to ju s tify any differences. C heck th e answers as a class and ask s tu d e n ts to ju s tify th e ir answers.

Answers.

Suggested answers t H ow long d id he w o rk a t th e restaurant for? / H ow long ago d id he s to p w o rk in g a t th e restaurant? W hat d id he th in k w ere th e be st dishes on th e menu? / W h a t kind o f fo o d was th e restaurant fam ous for? / W h a t was his speciality? W hy d id he leave th e restaurant?

Read th e in fo rm a tio n in th e Exam C lose-up b o x to th e students and explain th a t in task D, th e y w ill hear a recording a b o u t a restaurant festival and th e y have to read th e questions and th e th re e m u ltip le -ch o ice o ptions. They should m ake notes ne xt to each o p tio n as th e y listen. Elicit th a t th e ir notes should include inform ation such as w ho som eone is, w hen s o m e th in g w ill take place, w h a t num bers, dates, prices, etc. refer to.

Play th e re co rd ing all th e way th ro u g h and ask students to circle th e ir answers. Then ask stu d e n ts to discuss th e ir answers w ith a p a rtn e r and to ju s tify any answers th e y have th a t are d iffe re n t. Explain th a t fo r each qu e stio n , th e y should circle th e co rre ct o p tio n a, b o r c. Ask students to read th e instructions and to und e rlin e im p o rta n t w ords and num bers. Then ask th e m w h a t th e y w ill listen to (an interview ), w h a t it w ill be a b o u t fa restaurant festival) and ho w m any questions th e y w ill have to answer (6). G ive stu dents tim e to study th e questions and o p tio n s.

S tu d e n ts' ow n answers В Ask stu d e n ts to read th e instructions and m ake suret u n d erstand w h a t th e y should do. E ncourage stu d e n ts to read th e w h o le sentence befo circling any answers. A sk students to d o th e task individually, b u t check answers as a class. __________ i—\ i i u v v v i ш 1 2 3 4

d elicious o v e rco o ke d spicy ta s ty /c o lo u rfu l

5 6 7 8

b itte r processed g rille d cold

U s e fu l E x p r e s s io n s Read th e Useful Expressions to th e students. Explain th a t th e y are useful phrases to help you think a b o u t po sitive o r n e gative ways to describe the thini you can see. If you have tim e , you could ask students to write f sentences w ith tw o o r th re e o f th e structures here ab p h o to s 1 and 2 in th e Exam Task.

A sk students to read th e Exam C lose-up box. Explain th a t th e y w ill m ake a list o f all th e food and th e y can see in each p h o to in th e Exam Task. Explain th a t th e y have to choose adjectives from taskj I to d e scribe th e m .

t

AnswQfl ■ Play th e reco rd ing again and ask stu d e n ts to check th e ir answers and to fill in any missing answers.

22

S tu d e n ts ' o w n answ ers

\

• Ask students to read the instructions and to d e cid e f who will be Student A and w h o w ill be S tu d e n t B. Then ask them to read their specific task. (S tu d e n t A looks atlphotograph 1 and describes w hat he o r she can see. ■Student 8 listens. Then stu d e n t В describes p h o to g ra p h V 2 and student A listens.) • Ask students to work in pairs and explain th a t S tu d e n t A will carry out his or her task first. • Go round the class m onitorin g stu d e n ts to m ake sure { they are carrying out the task properly. D o n 't c o rre c t any К mistakes at this stage, b u t make a n ote o f any m istakes in structure and pronunciation. • As a class, ask one S tudent A to te ll th e rest o f th e I class what he or she said a b o u t th e p h o to g ra p h . Ask the other Student A's if th ey agree, o r if th e y have ■something else to add. • Follow the same procedure fo r S tu d e n t B. • Write any structural mistakes th a t students m ade on the board w ithout saying w ho m ade th e m , and ask students to correct them . Deal w ith any p ro b le m s in renunciation that came up.

0

Answers

Students' own answers

Explain to stu d e n ts th a t th e y should read th ro u g h th e ta b le q u ickly b e fo re w ritin g any answers. Explain th a t w here th e re is a cross (x) th e re is no answer in th a t cell. Ask stu d e n ts to d o th e task in d ivid u a lly and th e n to co m p a re th e ir answers w ith a partner. Then check answers as a class.

Answers « co lo u r taste tra d itio n a l d e cid e choose

6 7 8 9 10

cu sto m e r m ix tre n d brightness varied

В Ask stu d e n ts to read th e instructions and check th a t th e y unde rsta n d w h a t th e y have to do. Explain th a t th e y have to fill th e g a p using w ords from task A. E ncourage stu d e n ts to read th ro u g h all sentences b e fo re se le ctin g th e ir answ er and to pay a tte n tio n to th e w o rd s im m e d ia te ly b e fo re and a fte r each gap. Ask s tu d e n ts to d o th e task individually, b u t check answers as a class.

Answers

Teaching T ip When doing pairwork, encourage students to w o rk w ith different students from task to task. This gives th e m th e opportunity to get to know all th e stu d e n ts in th e class better and provides them w ith m ore o f an in ce n tive to talk, Sometimes when students ta lk to th e same p a rtn e r in every task, they can g e t bo red easily and d o th e task as quickly as possible, rather than ta kin g tim e to d e v e lo p and explain their answers. Also, alth o u g h changing partners can bring some disruption w hen se ttin g up a task, it can help to avoid discipline problem s d u rin g th e task. Ideas Focus • Ask students to read th e questions q u ickly and deal w ith any queries they may have. • Ask students to w ork in pairs and to ta ke it in tu rn s to I answer the questions. • Go round the class m o n ito rin g students to m ake sure they are carrying o u t th e task properly. • Don't correct any mistakes a t th is stage, b u t m ake a I note of any mistakes in structure and p ro n u n cia tio n . » Ask each student to answer one q u e stio n until each pair I has had a turn. • Write any structural mistakes th a t students m ade on the board w ithout saying w h o m ade th e m , and ask students to correct them . Deal w ith any p ro b le m s in pronunciation th a t came up.

Answers Ф Students' own answers

co lo u rfu l custom ers choose b rig h t tra d itio n a l

tasty tre n d y vary choice

Ask stu d e n ts to lo o k a t th e title o f th e te x t and ask th e m w h a t a bakery is (a place w here b re a d and o th e r b a k e d g o o d s are m ade a n d /o r sold). Elicit th a t bakery is a noun and ask students if th e y know a n o th e r noun w hich is m ade fro m th is w o rd (baker) and e lic it th a t this noun refers to th e person. Ask stu d e n ts w h a t th e verb is (bake). Explain th a t w hen th e y com e across new w ords, th e y should m ake a n o te o f its various fo rm s as w ell as its m eaning. This w ill help to d e v e lo p th e ir k n o w le d g e o f th e language. W rite th e questions b e lo w on th e b o ard and ask stu d e n ts to read th e te x t, w ith o u t fillin g in any answers a t th is stage, to answ er th e questions w ith a partner. - W here is th e H u m m in g b ird Bakery? (in London) - H ow m any branches are th e re at th e m om ent? (three) - W h o set up th e firs t bakery? (a g ro u p o f A m ericans) - W h y d id th e y set it up? (because th e y c o u ld n 't fin d A m e rica n -style cupcakes in London.) - W h a t d o w e call th e dessert show n in th e picture beside th e te x t? (a cupcake) Ask s tu d e n ts to read th e te x t again and this tim e to w o rk o u t w h a t each o f th e m issing w ords is. Explain th a t th e y should also pay a tte n tio n to th e general m eaning o f th e sentence a w o rd is in and w h e th e r it is b e ing used in a p o sitive o r a negative way. They should also look at w h e th e r any nouns are singular o r plural as these w ill d e te rm in e th e fo rm o f th e w ords needed.

Ask students to read th e instructions and check th a t th e y understand what they have to do.

23

Food, Food, Food! Explain th a t th e y should use th e w o rd in b o ld on th e same line as each g a p in th e a p p ro p ria te p a rt o f speech. Explain th a t this means th e y w ill have to change th e suffix o f th e w ord s and in som e cases m ake spelling changes. D o th e firs t one o r tw o to g e th e r as a class if necessary. Ask studen ts to d o th e task individually, b u t check answers as a class.

Answers ф co lourful tasty tra d itio n a l decision choice

6 7 8 9 10

custom ers m ixture tre n d y b rig h tly varieties

Ideas Focus • • •

Ask students to read th e questions. Ask students to w o rk in pairs to discuss th e m . G o round th e class m o n ito rin g stu d e n ts to m ake sure th e y are carrying o u t th e task properly. • Ask each pair to answ er one o f th e questions and re p e a t until each pair has had a turn. • W rite any structural m istakes th a t stu d e n ts m ade on th e board w ith o u t saying w h o m ade th e m , and ask students to co rre ct th e m . Deal w ith any p ro b le m s in pronunciation th a t came up. • You could also a ctivate th e vocabulary in th is lesson fu rth e r by asking students to w rite a s h o rt d e scrip tio n like th e one in task С a b o u t a fam ous baker's, restaurant or cafe in th e ir country. Encourage th e m to use th e vocabulary fro m th is lesson in th e ir d e scrip tio n .

С

Answers i

S tudents' ow n answers

Ask th e questions b e lo w at random ro und th e class. Make sure each s tu d e n t answers a t least one que stio n . - W hat d id you used to have fo r breakfast w hen you w ere young? - W h a t w o u ld yo u r fa m ily eat on special occasions when you w ere young? - A re th e re any fo o d s th a t you ca n n o t g e t used to? - A re there any fo o d s th a t you d id n 't use to like b u t you have no w g o t used to? Explain to students th a t these questions use used to, w ould, be used to and g e t used to as these are th e gram m ar p o in ts th e y w ill be lo o kin g a t in this lesson.

A sk students to lo o k a t th e h e ading and e lic it th a t w e can use used to and w o u ld to re fe r to past habits instead o f th e Past Sim ple. E licit th a t w e use u sed to in th e affirm ative, b u t d id n 't use to and D id ... use to in th e negative and que stio n form s. Also, p o in t o u t th a t w o u ld is fo llo w e d by a bare infinitive. Ask studen ts to read th e instructions and sentences 1 and 2. M ake sure th e y realise th a t th e y should o n ly tic k one sentence. Ask th e m to com pare th e ir answ er w ith a p a rtn e r and to ju s tify it. Then check it as a class.

24

(

Answers.

S entence 2 should be ticke d .

В A sk stu d e n ts to c o m p le te th e rule and to lo ok back at th e sentences in task A in o rd e r to help them .

_________________ Answers Answ ers in o rd e r o f appearance: used to , w o uld

A sk stu d e n ts to read th e heading and e lic it th a t be used to and g e t used to refer to how fa m ilia r w e are w ith so m e th in g . Ask stu d e n ts to read th e instructions and sentences a and b. Then ask th e m to answ er questions 1 and 2. Ask) th e m to com pare th e ir answers w ith a p a rtn e r and to ju s tify th e m . Then check answers as a class.

Answers 1 b 2a V .

A sk stu d e n ts to c o m p le te th e rules and to look back a t th e sentences in task С in o rd e r to help th e m if they need it.

A nsw ers in o rd e r o f appearance: be used to , g e t used to N o w read th e G ram m ar Reference on pages 163 (2.3 &2.\ w ith y o u r students.

Ask s tu d e n ts to read th e instructions and make suret unde rsta n d w h a t th e y have to do. P oint o u t th a t thet here o n ly deals w ith u se /d to and would. Ask s tu d e n ts to read sentences 1 -8 to d e cid e on w h e th e r each one refers to a past state o r a repeated I action. Remind th e m th a t w e can use used to both for | states and re p e a te d actions in th e past, b u t w ould can o n ly be used fo r re p e a te d actions.

Answer? Sentences 1, 4, 6 and 7 should be ticke d .

A sk stu d e n ts to read each sentence and to fill in the gap. Then th e y should lo o k a t th e th re e o p tio n s to d e c id e w hich one is th e co rre ct answer. Encourage stu d e n ts to lo o k back at tasks A to D andt G ram m ar Reference to help th e m if th e y need it. Tell! th e m to pay a tte n tio n to th e w o rd s im m e d ia tely befod and a fte r th e gaps in each o f th e o p tio n s, especially thj fo rm s and tenses o f th e verbs and th e preposition to, w ell as th e general m eaning o f each sentence.

j

^ ^ ^ ■ u r a g e students to read back th ro u g h th e sentences r putting in their answers to check th a t th e y fit. • Ask students to do the task individually, b u t check Htfiswers as a class.

E

___________ Answers

1a 2c 3c 4b 5a 6b 7a 8b

W r i+ iv i£ ) : o t r e v i e w Write the words colourful, tasty, tra d itio n a l, tre n d y and brightly-coloured on th e b oard and rem ind students that they came across these w o rd s in task С on page 24. Elicit that all these w ords are adjectives and th a t we use adjectives to describe, o r ta lk a b o u t, som eone, or something's, character. Then ask students to read the information on O rd e rin g adjectives. Ask students what kind of adjectives th e w ords on th e b o ard are (opinion: ta s ty/tre n d y/co lo u rfu l/b rig h tly -c o lo u re d ; age: traditional). Ask students to look at th e pictures on pages 26 and 27 and to describe them in pairs. E ncourage th e m to [discuss who the people m ig h t be, w h a t th e y are w e a rin g and where they m ig ht be. Encourage th e m to use jectives wherever possible.

Ask students to read th e instructions and m ake sure th e y understand that they have to d o tw o th in g s in th is task put a tick if a sentence is co rre ct o r re w rite th e sentence correctly if it is w rong. Explain th a t any errors w ill be in the order of the adjectives only. Encourage students to read each sentence th ro u g h without writing any answers. Then ask th e m to und e rlin e the adjectives in each sentence and to d e cid e w h a t kind of adjective each one is. Remind th e m th a t th e y can look back at the inform ation on o rd e r o f adjectives a t th e to p of the page to help them w ith th e task. Ask students to d o th e task individually, b u t check answers as a class. ' 1 2 3 I 4 5

The waiters were w earing nice blue uniform s. / Have you been to th e fa n ta stic new Chinese restaurant? / The walls are de corated w ith in te re stin g m od e rn paintings. 6 / 7 / 8 It's worth a try if you're hungry and thirsty.

В • Ask students to read th e instructions and th e w ritin g task in italics and make sure th e y understand w h a t th e y I have to do. Encourage students to und e rlin e w ords Г and phrases in the w ritin g task th a t show th a t th e I inform ation in the tru e sentences are correct. • Ask students to d o th e task individually, b u t check Hanswers as a class.

С

Ask stu d e n ts to read th e title o f th e review and ask th e m w hich w o rd s show th a t th e review w ill be po sitive (a g o o d choice). Ask s tu d e n ts to read th e instru ctio n s and m ake sure th e y know w h a t th e y have to do. Encourage s tu d e n ts to read th e review th ro u g h once w ith o u t fillin g in any answers. Then ask th e m th e fo llo w in g questions. - W h a t kind o f restaurant is Gino's? (Italian) - W h a t d id th e w rite r eat there? (chicken pasta) - W o u ld th is review encourage you to eat a t Gino's? (stu d e n ts' ow n answer) Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

Answers 1 2 3 4

grey, tasteless new Italian m o d e rn , co lo u rfu l small, healthy

5 6 7 8

sw eet and tasty easy-going, small lovely red co tto n yo u n g frie n d ly

Ask stu d e n ts to read th e questions 1 -5 b e fo re th e y read th e review again so th a t th e y know w h a t in fo rm a tio n th e y need to pay a tte n tio n to . Encourage stu d e n ts to u n d erline relevant in fo rm a tio n in th e te x t w here a p p ro p ria te . Ask stu d e n ts to d o th e task individually, b u t check answers as a class.

Answers 1 Yes, it is. The title includes th e nam e o f th e restaurant and th e w ords 'a g o o d choice' means th a t th e restaurant is a g o o d place to g o to . This lets th e reader know th a t th e review w ill be a p o sitive one. 2 by asking d ire c t questions 3 aubergine: healthy, sw eet and tasty; pasta: delicious 4 th e in te rio r o f th e restaurant and h ow it's d e c o ra te d , th e w aiters 5 h u n g ry shoppers; i.e. p e o p le w h o w a n t so m e th in g to eat w h ile th e y are o u t s h o p p in g

Rem ind stu d e n ts th a t th e y should always make a plan b e fo re th e y s ta rt w ritin g . Ask th e m to skim th ro u g h th e review again and to w rite th e main idea o f each paragraph n e xt to it. Then ask th e m to read d e scrip tio n s a -d to d e cid e w hich ones are closest to th e ir notes b e fo re g o in g on to d o th e m a tch in g task. A sk stu d e n ts to d o th e task individually, b u t check answers as a class.

Answers • + Paragraph Paragraph Paragraph Paragraph

1: 2: 3: 4:

с b

Answers +

1T 2T 3F 4T 5T

25

Food, Food, Food! H Ask stud ents to read th e Exam C lose-up b o x and th e Exam Task. Check th a t th e y unde rsta n d w h a t th e y have to do. Ask stude nts w hy th e y should use lots o f d iffe re n t vocabulary in th e ir w ritin g (to m ake it m ore interesting). R emind stu den ts th a t th e y should lo o k back at th e ir w ritin g task when th e y have finished it to m ake sure th e y have carried it o u t properly. Ask stud ents to d o th e task individually, b u t check th e answer as a class. Ask stu d e n ts to ju s tify th e ir answer.

Answers a negative review (you w ere very u n happy w ith your meal)

Ask students to read th e Useful Expressions b e fo re th e y d o th e task individ u a lly and th e n co m p a re th e ir answers w ith a partner. E ncourage th e m to ju s tify any answers th e y have th a t are d iffe re n t. C heck answers as a class.

Answers Recommending I highly recom m end: P I w o u ld n 't/d o n 't recom m end: N It's th e p e rfe c t place / cafe / restaurant f o r ... P It's th e w o r s t... N Adjectives fo r food b itte r: N und ercooked: N overcooked: N co lo urful P delicious: P unhealthy N bland N processed: N tasty: P tasteless: N Adjectives fo r restaurants scruffy: N d irty: N tre n d y: P b rig h t: P old-fashioned: N expensive: N slow: N unfriendly: N rude: N • Remind stude nts th a t th e w o rd s and phrases here can be used fo r reviews. • Elicit th a t in th e ir review, th e y w ill m ainly use th e ones th e y m arked as negative.

26

___________________________________

•

Ask stu d e n ts to w o rk in pairs to discuss any restaurants | th e y have been to th a t th e y w e re n 't happy w ith. Encourage th e m to discuss th e fo o d th e y had and w h yil w a s n 't g o o d , as w ell as any o th e r in fo rm a tio n a b o u t thel restaurant th a t th e y d id n 't like. G ive students help with [ any fo o d vocabulary th e y may need b u t ha ve n't already! covered in th e unit. • G ive s tu d e n ts tim e to m ake a plan fo r th e ir review in class, b u t set th e w ritin g task fo r hom ew ork. • E ncourage students to use th e W ritin g Reference and checklist fo r reviews on p a g e 180.

Plan Para Para Para Para

1: 2: 3: 4:

In tro d u ce th e restaurant. D escribe th e meal you ate. G ive o th e r d etails a b o u t th e restaurant. End th e review and say w hy you w o u ld n 't re co m m e n d it.

Suggested answers The Crab: a place to stay away from! Have you heard o f th e seafood restaurant, The Crab? I heard a b o u t it fro m frie n d s and d e c id e d to pay it a visit. I w e n t on a Friday n ig h t w hen I was th e only custom er. I o rd e re d a healthy green salad as a starter and seafood pasta fo r m y main. The salad was so d is g u s tin g I c o u ld n 't eat it. The pasta was over­ c o o ke d and th e re was little seafood in th is bland dish. The C rab is colourless and th e w aiters slow and rude. The m enu is lim ite d and th e prices are to ta lly unreasonable. The q u a lity and price o f th e fo o d , along w ith th e te rrib le service, m ake The C rab one o f th e w o rst places I have ever eaten in. I d e fin ite ly w o u ld n 't re co m m e n d you visitin g th is restaurant.

L

Teaching T ip ____________________________ Rem ind stu d e n ts th a t th e y should read and e d it their review carefully b e fo re handing it in. Tell th e m th e y should check fo r errors in spelling, gram m ar, syntax, vocabulary and p u n c tu a tio n . They should also make sure th a t the c o n te n t is relevant to th e task and th a t th e y have written w ith in th e w o rd lim it given o f 100 words.

2 fyreek:Olives fycv\e,m[ No+e The National Geographic videos can be used as an interesting way to introduce your stu d e n ts to o th e r cultures. They are authentic N a tio n al G e o g ra p h ic videos, and it is not necessary fo r students to understand everything they hear to ben efit fro m th e m . Som e o f th e tasks focus on the visual aspects o f th e videos, so stu d e n ts can concentrate more on w ha t th e y see than on w h a t th e y hear. They are also a good way to enco u ra g e yo u r students to watch TV programmes and film s in English so th a t th e y can get used to the sound o f th e language. The m ore [students are exposed to English, th e easier it w ill be fo r them to pick up the language. Background I n f o r m a t io n Olives have played a significant role in a g ricu ltu re and the diet in Greece fo r thousands o f years. The main olive growing areas in Greece are C halcedon, Lygourio, C rete and Kalamata. Olives are harvested in th e autum n usually using traditional hand-picking m ethods w ith o u t machinery. Olives which are to be used to p ro d u ce olive oil are picked when they are at th e ir o p tim u m ripeness. G reece is the third largest producer o f olive oil in th e w o rld , a fte r Spain and Italy. Greece produces o ver 330,000 to n s o f oil per year, and the average Greek consum es alm ost 24 litres of oil per year. Before you w atch

1 Ask students to read the statem ents and to und e rlin e any key words and phrases th e y fin d . ' Ask them to do the task on th e ir ow n and th e n to compare their answers w ith a partner's and to discuss any answers they have th a t are d iffe re n t. I Discuss the statements as a class w ith o u t c o rre c tin g th e answers until students have don e B.

G

Answers

Explain to s tu d e n ts th a t th e y are g o in g to w atch the v id e o again. Ask th e m to read sentences 1 -6 and explain a n yth in g th e y d o n 't understand. Ask th e m to th in k a b o u t w h a t th e answers m ig h t be b e fo re th e y w atch again. Explain th a t th e y w ill hear th e se e xact sentences on th e v id e o and th a t th e y should listen o u t fo r th e specific w o rd s h ig h lig h te d in red. A sk s tu d e n ts to d o th e task individually, b u t check answers as a class.

Answ ers" " I ■’ 1 1 recognise 2 been alive 3 branch 4 i in

(00:43) (01:40) (02:04)

4 kind 5 liquid 6 valuable

(02:25) (02:33) (02:51)

A f t e r y o u w a tc h

Explain to students th a t th e te x t is a sum m ary o f th e in fo rm a tio n in th e docum entary. B efore th e y read it, ask th e m to w o rk in pairs to discuss th e main ideas o f th e docum entary. A sk stu d e n ts to read th e te x t w ith o u t fillin g in any answers at th is stage to see if th e ideas th e y m e n tio n e d are covered in th e te x t. A lso enco u ra g e th e m to th in k a b o u t w hich p a rt o f speech is m issing fro m each gap. Read th e w o rd s in th e ye llo w w o rd b a n k to students and ask th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation w h e re necessary. Ask students to d o th e task individually, b u t check answers as a class.

Answers « assume in co rre ct p ro d u c e account

5 6 7 8

carries associated evidence live

Students' o w n a n sw e rs

Ideas Focus

While you watch В • Explain to students th a t the y are n ow g o in g to w atch th e I video. Tell them th a t th e do cu m e n ta ry is q u ite short. • Ask students to focus on w h a t is said in th e d o cu m e n ta ry I regarding the statements in A and n o t on th e ir own opinions. • To check students understand w here G reece is, draw their attention to its p o sitio n on th e g lo b e in the I top-right corner o f the page. • Play the video all the way th ro u g h w ith o u t s to p p in g and I ask students to make a note o f th e ir answers. • Check the answers as a class.

Ask stu d e n ts to read th e questions and explain anything th e y d o n 't understand. Then ask th e m to w o rk in pairs or small g ro u p s to ask and answ er th e questions. W hen th e y have finished, ask d iffe re n t students at ra n d o m ro und th e class to answ er each o f th e questions.

Answers «

I

0

S tu d e n ts' ow n answers

Answers

1F 2T 3F

27

U n its 1 & 2 O bjectives

G ram m ar Revision

•

•

To revise vocabulary and g ra m m a r fro m Units 1 and 2.

Revision •

•

•

•

•

•

Explain to students th a t th e re w ill be a review a fte r every tw o units in C lose-U p B1. Tell th e m th a t Review 1 revises th e m aterial th e y saw in Units 1 and 2. Explain to students th a t th e y can ask you fo r help, lo o k back a t th e units and refer to th e reference sections at th e back o f th e b o o k if th e y 're n o t sure a b o u t an answer, as th e review is n o t a test. D ecide on how you w ill carry o u t th e review. You could ask students to d o one task a t a tim e and c o rre c t it im m ediately, ask th e m to d o all th e vocabulary tasks and corre ct th e m b e fore m oving on to th e g ra m m a r tasks, o r ask th e m to d o all th e tasks and th e n c o rre c t th e m to g e th e r a t th e end. If you d o all th e tasks to g e th e r, let stud ents know every no w and again h o w m uch tim e th e y have g o t le ft to finish th e tasks. Ask stude nts n o t to leave any answers blank and to try to fin d any answers th e y a re n 't sure a b o u t in th e units o r reference sections. Inform stude nts be fo re h a n d th a t th e y w ill have a review in th e next lesson so th a t th e y can revise fo r it a t hom e. Revise th e vocabulary and g ra m m a r as a class b e fo re students d o th e review. W hen checking stu d e n ts' answers to th e review tasks, m ake a n o te o f any p ro b le m areas in vocabulary and gram m ar th a t th e y still have. Try to d o extra w o rk on these areas so th a t y o u r stu d e n ts progress w ell.

V ocabulary Revision_____________________________ •

W rite th e verbs fall, g e t, have, ke e p and p a y on th e board and e licit th e co llo ca tio n s students le a rn t w ith these verbs in U nit 1. Remind students th a t th e re is a list o f collocations & expressions th a t a p p e a r in th e b o o k on page 183 fo r th e ir reference. • Ask students to explain th e d iffe re n ce b e tw e e n th e fo llo w in g pairs o f w ords: lo o k like /lo o ks, s lim / overw eight, m id d le -a g e d /e ld e rly , e a s y-g o in g /h a rd w orking, g rill/fry , sta rte r/m a in course, b o w l/p la te . • Ask students to spend one m in u te lo o kin g a t th e ta b le in A on page 24. D raw th e ta b le on th e b o a rd and w rite th e verbs do w n th e le ft-h a n d side. Ask stu d e n ts to w rite in th e nouns and adjectives th a t g o w ith each o f th e verbs. Then revise th e ir meanings. • Ask students to te ll you in th e ir ow n w o rd s a b o u t elephants th a t th e y read a b o u t in U nit 1. Try to m ake sure th e y revise height, tall, w eigh, b u ild , beard, straight, jealous, generous, scruffy, unkind, lazy, reliable, honest, nervous.

28

W rite th e sentences b e lo w on th e b o ard and ask stu d e n ts to say w hich tense th e y are in and if th ey are ini th e affirm ative, n e gative o r question fo rm . Then revise f all fo rm s and uses o f these tenses as w ell as th e time expressions used w ith them . - She's n o t visitin g G ra n d d a d th is a fte rn o o n . (Present | C ontinuous, negative) - W e saw th e b rid e and g ro o m . (Past Sim ple, affirm ative) - Is M um in th e living room ? (Present Sim ple, q u e stio n form ) - They w e re n 't s ittin g in th e garden at 5 o'clock. (Past] C ontinuous, negative) • Ask stu d e n ts w h a t kind o f verbs c a n 't be used in the c o n tin u o u s tenses (stative verbs). Then ask th e m which! stative verbs th e y know and m ake a list o f th e m on the | bo a rd . M ake sure th e y revise know , have and be. Then ask th e m w hich verbs can be b o th stative and action verbs w ith a change o f m eaning. M ake sure th e y revise have, th in k and see. • W rite th e w ords b e lo w on th e b o ard and ask students to say w hich ones are co u n ta b le and w hich are un countable. bread (unc), cheese (unc), ch o co late (unc), restaurant (c), h a m b u rg e r (c), olive (c), olive oil (unc), coffee (unc),] s p a g h e tti (unc), c h e f (c). • Then ask stu d e n ts to w rite sentences o f th e ir own with | these w o rd s and q u a n tifie rs such as a/an, the, some, any, a little , a few, m uch, many, etc. • Ask stu d e n ts w h a t th e d ifference is, if any, betw een the: pairs o f sentences below . Then revise th e affirmative, n e g a tive and q u e stio n fo rm s o f w o u ld + bare infinitive,] used to , b e used to and g e t used to. - I used to visit A u n t Helen every Saturday. - I w o u ld visit A u n t H elen every Saturday. (They both m ean th e same as th e y ta lk a b o u t a p a st habit.) - A re you used to living n e xt d o o r to Alice? - D id you use to live n e xt d o o r to Alice? (The first sentence asks w h e th e r som eone has b e co m e familial w ith a c u rre n t situ a tio n whereas th e second sentenci asks w h e th e r o r n o t a situ a tio n h a p p e n e d in the past.)

М о С А )0 1 Л \А Г \\

A sk stu d e n ts to read th e sentences w ith o u t circling any I answers at th is stage and to und e rlin e any nouns, nounl phrases and a djectives a fte r th e o p tio n s in red. Then ask stu d e n ts to choose th e rig h t o p tio n to c o m p le te th e collocations. Encourage students to read I th e ir sentences again once th e y 'v e finished to check th e ir answers.

to any tim e expressions as these w ill he lp th e m d e cid e w hich tense is m o st a p p ro p ria te . They should also look fo r n e g a tive adverbs and q u estion marks and w rite ne g a tive sentences o r questions accordingly. E ncourage stu d e n ts to read th ro u g h th e ir sentences once th e y have finished to check th e ir answers. Tell stu d e n ts to lo o k back at pages 9 and 21 and G ram m ar References 1 .1 -1 .4 on pages 1 6 1 -1 6 2 and 2 .1 -2 .4 on p age 163 fo r a re m in d e r if th e y need to .

Answers I 1 have P 2 keeps I 3 pay 4 getting

5 6 7 8

fell keep paid fallen

• Read the words in th e yello w w o rd b a n k to stu d e n ts I and then ask them to repeat th e m . C o rre ct th e ir I pronunciation where necessary. • Ask students which w ords are verbs (fry, lo o k like), w hich I are nouns (main course, plate) and w hich are adjectives I (middle-aged, reliable, sweet, unkind). • Ask students to read the w o rd g ro u p s 1 -8 and ■encourage them to think a b o u t w hich p a rt o f speech th e ■ words in each group are as w ell as how th e y are related I before choosing an answer.

Answers 1 2 3 4 5 6 7 8 9 10 11 12

Answers 1 2 3 4

middle-aged plate main course reliable

5 6 7 8

fry look like sw eet unkind

are, a re /'re always eating m issed, d id it start does n o t/d o e s n 't see, o fte n visits costs know , are, d o w e eat was m aking, realised, d id n 't have, had a m /'m th in k in g , d o you th in k is n o t/is n 't, is/'s w o rkin g sp e n t D id th e children enjoy has, have w e n t, to ld

В A sk stu d e n ts to read th e sentences carefully b e fo re circlin g th e ir answers. Tell th e m to th in k a b o u t w h e th e r th e nouns d ire c tly b e fo re o r a fte r th e o p tio n s in red are co u n ta b le , u n countable, singular o r plural. Tell stu d e n ts to look back at A - С on pag e 13 and G ram m ar References 1.5 -1 .7 on p age 162 fo r a re m in d e r if th e y need to .

• Read the pairs o f words in th e ye llo w w o rd b a n ks to И students and ask them to repeat th e m . C o rre ct th e ir I pronunciation where necessary. Ask students to read the sentences th ro u g h fo r gist efore filling in any answers.

4 a b 5 a b 6 a b

decision decide choosy choice mixture mix

b rig h te n b rig h t variety vary

I Ask students to read th e sentences th ro u g h once fo r g ist I without writing any answers. » Encourage students to look fo r clues on e ith e r side of the gaps to help them decide w hich p re p o sitio n s , are missing. [ Encourage students to read th ro u g h th e ir c o m p le te d sentences once they have finished to check their answers.

th e is som e a num ber o f

[

r m

e

r

5 6 7 8

little cup m uch enjoy

h. С • Ask stu d e n ts to read th ro u g h th e tw o sentences in each ite m carefully and to u n d e rlin e th e in fo rm a tio n in th e firs t sentence th a t is m issing fro m th e second. Then enco u ra g e th e m to th in k how th is in fo rm a tio n could be rephrased using th e w o rd given in bo ld . E ncourage stu d e n ts to read th ro u g h th e sentences once th e y have finished to check th a t th e second sentence means th e same as th e firs t sentence and th e w o rd in b o ld has been used w ith o u t be in g changed in any way. Tell stu d e n ts to lo o k back a t A -D on pag e 25 and G ram m ar References 2 .3 -2 .4 on pag e 163 fo r a re m in d e r if th e y need to .

Answers

1 for 2 after 3 like 4 o u t 5 dow n

f a

Answers «

custom ary custom

Answers + 1 2 3 4

used to e a t o u t 'II g e t used to is used to co o kin g d id n 't use to eat

5 are n o t used to lo o kin g 6 w o u ld read