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o

Liz Driscoll Jenny Quintana Rebecca Robb Benne

OXFORD UNIVERSITY PRESS

Projects and play

Introduction About the course

;v

Projects

77

Using the Student's Book

v

Play: The Competition

84

Using the Teacher's Book

vii

General advice on teaching Oxford Heroes

viii

Workbook Answer Key

86

Lesson plan

i,

Student profile

,

Teaching diary

,i

Teaching notes We're backl

2

Unit I

5

Unit 2

10

Revision Units 1-2

15 17 22 27

Unit 3 Unit 4 Re.-ision Units 3-4 Unit 5

Unit 6 Revision Units 5-6 Unit 7

Unit 8 Revision Units 7-8

Unit 9 Unit 10

Revision Units 9-10

Unit 11

Unit 12 Revision Units 11-12

29 34 39 41 46 51 53 58 63 65 70 75

About the course

• develop the ability to assess their own progress. •

revise regularly and systematically what they have learned.

•

prepare for tests and examinations.

Description Oxford Heroes is a three-level course for young teenagers which takes them from beginner to intermediate level . Each level provides approximately 70-80 hours of core teaching material and 10 hours of optional material.

English and the real world Oxford Heroes is designed to help students see

English as a language for exchanging information about the real world. Students learn to: •

compare their lives with those of people in other cultures by reading about children in Britain and other countries.

•

use English to talk and write about their own lives and their own country.

Aims Oxford Heroes aims to train students to communicate accurately and fluently in English by giving them a solid grounding in grammar and

vocabulary and providing extensive practice oflhe four skills. Students learn 10: •

•

understand and use the rules of English grammar, such as the formation of tenses and the appropriate use of them.

Components of the course Student's Book The Stude n t's Book contains:

recognize and produce vocabu lary related to topics that are important for students' education and appropriate for the age group,

•

such as free time activities, computers, films and

•

twelve teaching units, each divided into three lessons.

•

six revision units of one lesson each.

•

six optional projects.

•

an optional play: The Competition.

•

an irregu lar verbs list that covers the tenses taught in each level.

• an introductory unit at the start of each level.

forms of transport. •

•

• •

read and understand a variety of text types, such as web pages, adverts, magazine articles, e-mails and tellers. listen to and understand a variety of speakers in different situations, such as telephone conversations, interviews and radio programmes. listen to and understand the structure and the meaning of songs. speak with confidence in different situations and perform a variety of functions, such as talking abou t past events, making comparisons and giving advice.

• write different types of texts, such as adverts, e-mails and letters.

contents pages.

MultiROM When used in a computer, the MultiROM contains grammar and vocabulary exercises for each unit in the S tud e nt's Book, six tests and a printable score card, and an exciting quiz game. When used in a CD player, the MultiROM contains the dialogues from each episode orthe Student's Book presentation story. CDs

Study skills Oxford Heroes aims to teach students to develop

learning strategies that will make them better and more elTective learners of English. Students learn to: •

use study skills such as correcting mistakes, planning compositions and extracting the main ideas from a reading or listening text.

The COs contain the following items from the Stud e nt's Book: •

all episodes of the presentation story.

•

all of the listening activities.

•

the main reading texts from each unit.

•

the songs.

•

the play.

Each piece is identified by the Student's Book page number and exercise number.

Oxford Heroes - Lesson plan Class

Time

Date

Objectives

Anticipated problems

Materials

Stage

Estimated timing

Activity

Procedure

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Z => Cl

er:

ou.. X o

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Workbook

Lesson 2

The Workbook contains:

Reading (with comprehension and vocabulary exercises); Grammar; Vocabu lary; Speaking and/or Listening and/or Writing

• extra vocabulary and grammar practice exercises for lessons 1 and 2 of every Student's Book unit. • a writing model, comprehension activities and a writing task relating to lesson 3 of every Student's Book unit. •

progress check exercises for each unit.

•

six revision units.

• a word list. Teacher's Book The Teacher's Book contains: •

an introduction to the course.

•

photocopiable Lesson plan, Student profile and Teaching dial}' pages.

•

teaching notes for the introductory unit and twelve main teaching units, including optional activities, background information, tapescripts and answers for all Stude nt's Book exercises.

•

teaching notes for the Stud e nfs Book revision units, projects and play.

•

Oxford Heroes Workbook answer key.

Using the Student's Book The contents pages The contents pages provide you and your students with a comprehensive account of the syllabus for the course. They can be used to give students an overview of the course at the beginning of the year, and are a useful reminder to help students prepare for tests and examinations.

The introductory unit The introd uctory unit at the start of each level provides a useful revision of grammar structures and vocabulary at the start of each academic year. In Student's Book 2 this unit is called We're back! and covers grammar and vocabulary items that students will have met in Student's Book 1.

Lesson 3 Model Text; Listening; Speaking; Wriling; Song

Teaching lesson 1 Presentation story The grammar and vocabu lary are presented in a presentation story. The story is episodic, and focuses on the adventures of two children. Studen ts can listen to the presentation story on CD with books closed or while reading. After the presentation, your students may enjoy reading or acting the story out in parts. The presentation story is always followed by a short comprehension and vocabulary exercise. The comprehension exercise ensures that students have understood the events and dialogue in the story. The vocabu lary exercise focuses on important lexical items from the story.

Grammar The grammar column provides clear explanation and controlled practice of the new structures presented in the story. New tenses are usually presented in full tables. The practice exercises are carefully graded in terms of difficulty, and aim to provide initial practice in class. You can find consolidation exercises in the Workbook. The grammar (and vocabulary) in lesson 1 is followed by skills work. The particular skills focused on vary from lesson to lesson, but there will usually be two of the following three skills: listening, speaking and writing.

Listening The listening exercises are designed to encourage students to listen for the main ideas and develop strategies to do this. When you teach listening: •

go through the task with students. Emphasize that they do not need to understand everything, but only need to understand enough of the listening text to do the tasks.

•

the accompanying pictures often give clues about the listening text. Look at them and talk about them with the class.

The twelve teaching units Each of the twelve Student's book units is divided in to three lessons. Each lesson is 2 pages long.

Speaking

Lesson 1

The speaking exercises aim to help students speak fluently and with confidence. When you teach speaking:

Presentation Story (with comprehension and vocabulary exercises); Grammar; Vocabulary {in most units}; Speaking and/or Listening and/or Wriling

•

tell students not to worry about making mistakes. The most important thing is to communicate their message.

•

encourage students to use the prompts and examplcs in the Student's Book to help thcm.

Writing The writing exercises in lesson 1 are fairly short. They aim to consolidate the language that students have heard in the listening exercises or practised orally.

Vocabulary There is often a vocabulary section in lesson 1 which presents a small topic-based vocabulary set related to the main theme of the unit.

Teaching lesson 2 The aim of lesson 2 is similar to that of lesson 1. However, lesson 2 introduces the language to be practised in a reading text rather than a story, and lesson 2 always contains a topic-based vocabulary set.

Reading In the reading section, students use English to read and talk about a wide range of topics. It is important that students learn to read for the main ideas and not worry about understanding every word. When you teach reading:

writing task. It also contains examples of the particular w riting skilllhat will be focused on later in the writing section. The model text is followed by comprehension tasks which help to focus students on the text and practise their reading skills at the same time.

Listening and speaking The model text is followed by listening and speaking activities. These activities are designed to develop the studen ts' listening and speaking skiUs by practising the strategies outlined above in lesson 1. They also focus on the topic which s tudents will write about in the writing task, giving them additional information and ideas to help them with this task.

Writing Each unit focuses on a particular writing skill. This is presented in the writing section and is also present in the model text. Students are encouraged 10 go back to the model text and find examples of this skill to see how it is used in context. A practice exercise helps students to practise using this skill before they have 10 use it in their own writing. This is followed by a writing guide which students can use to structure their own writing. When you teach writing:

•

help students to predict the context ofthe text before reading by looking at the photos and discussing the title of the text.

•

focus students' attention on the text type of the model text: is it an e-mail.aninformalletter or a composition? Who has written it?

•

encourage studen ts to read the text quickly the first time and just concentrate on the first exercise. This will help to develop students' ability to understand the gist of a text.

•

ask students to spend time planning their writing. They mighllike 10 write notes.

•

make sure that students understand how to organize their writing and remind them to look at the model text for ideas and to see how it is structured.

•

make a list of useful vocabulary on the board.

Vocabulary

•

you might like to discuss ideas with the class.

The second lesson of every unit presents and practises a topic-based set of vocabulary items. When you teach vocabulary:

Songs

•

before students read the text again, focus their attention on the next task and check that they understand it.

•

tell students that it is easier to remember words if they learn and record them in topic sets.

•

remember that students may need to see and use the words several times in order to learn their pronunciation and meaning.

Songs are a special feature of Oxford Heroes. The songs in Student~s Books 2 and 3 are authentic pop songs chosen to consolidate the topics and language presented in each unit. The songs arc a useful introduction to English stress and rhythm. Each song is accompanied by simple comprehension activities.

Teaching lesson 3

The revision units

Lesson 3 focuses on developing vvriting, listening and speaking skills. It ends with a song, which is related to the topic and language that has been presented in the unit.

There is a revision unit after every second unit. Each revision unit focuses on the main grammar and vocabulary sections ofthe preceding units.

Model text Each unit has a model text, which is the kind of text that students will be asked to produce in the

•

Before the students do the revision unit, give them ten minutes to look back at the grammar and vocabulary sections in the two units. They can do this individually or in pairs.

• Give your students time to ask any questions they may have and explain any points you think are still unclear.

•

When you have reviewed the material together, ask students to complete the exercises.

•

Check the answers with the class and give students the chance to correct their mistakes. Go though any difficulties they may have.

The optional projects The projects in this course have been designed to follow each second unit. For example, Project 1 can be done when you have completed Unit 2 and Project 2 can be done when you have completed Unit4. However, if you do not have time to give students a particular project, you can use it later in the year to recycle language. The projects in Oxford Heroes begin with an example project, which provides a good model for the final task. This is followed by a comprehension exercise and a vocabulary section, which presents vocabulary that students will need to write their projects. There is also a speaking activity, which helps to generate ideas for student projects, a planning exercise and a writing guide to help students to structure their projects. The final aim of each project section is always to create a poster for the classroom wall. Project work is a great opportunity for students to use English in a creative and personal way that will give them a real sense of achievement. This kind of activity encourages students to share and discuss information about the real world, to draw on their knowledge of the world and to produce an extended piece of English work that is both meaningful and relevant. Students may work on their projects in small groups. This increases motivation by allowing students to exchange ideas and help each other. However, all six projects in the course are also suitable for individual work. When teaching project work: •

it is inevitable that students will talk in their own language and make some noise, but if they are well motivated and concentrate on producing a high quality project in English, you should not worry about this.

• you may prefer to ask students to do some of the preparation work at home and set strict time limits for finishing the projects in class. This will save you class time. •

it is important to display the finished projects on the classroom wall so that students can take pride in their work and refer to it in later lessons.

The play Plays are useful to learners because they combine language learning with the opportunity to perform, which is something many students enjoy. The plays in this course are designed to include the whole class in a performance. There are main parts for more confident students while the rest of the class can take minor parts or join in with the chorus. The play can be used about halfway through the school year or at any point in the year after this. They may be performed solely for the pleasure of the class, or they may be performed for parents, allowing them to see how much their children have learned.

Using the Teacher'9 Book The Teach e r 's Book introduction gives a description of the aims and structure of the course, and suggestions about how the material might be used in class. The introduction is followed by photocopiable sheets for a Lesson plan, Student profile and Teaching diary.

The teaching notes provide detailed guidance on how to present the material in the Student's Book, together with background information about the people, events and places mentioned in the Stude nt's Book . They also provide transcripts of the recorded material that is not actually written in the Student's Book and answers to all the exercises. Throughout the teaching notes there are ideas for optional extra activities. At the beginning of each lesson there is a table showing the new vocabulary introduced in that lesson. The answer key to the Workbook can be found at the back of the Te acher's Book.

Evaluation Testing and evaluation are important features of this course. You can evaluate your students in several ways: reviewing and checking, testing, and continuous assessment.

Revi ewing and checking In the Student's Book, there is a revision unit after every second unit. The main aim of each revision unit is to give your students the opportunity to look back on the work they have done, and to enable you to check any areas that need further attention. There is a Progress check at the end of each Wo rkbook unit. The main aim of each Progress check is 10 give your students an opportunity to consider their progress, providing them with the

vii

opportunity to develop their capacity for selfassessment, and autonomy.

Testing Before preparing and giving tests to your students: • ensure that they are adequately prepared. Make sure that your students have done as many of the exercises in the Student's Boo k and Wo rkboo k as possible. • Ask students to complete the Progress check in the Workbook unit before they take the cnd-ofunit test. •

encourage students to keep a record of their own results, in order to encourage them to see their own strong and weak points.

Continuous assessment Use the photocopiab le Student profile sheet on page x to monitor the progress of each of your students throughout the year. This will give you a good overall picture of each student's abilities and enable you to spot areas where the student may need extra support.

Make English the main classroom language In order to encourage students to use their English as much as possible, establish English as the main language to be used in the classroom. Simple teaching instructions can be given in English and you should encourage students to ask questions in English. Of course, sometimes it may be quicker to clarify instructions or provide a translation of a difficult word in the students' own language.

Use pairwork In order to speak English with confidence, students need as much practice as possible. If they are allowed to speak together in pairs, each student has much more practice time than ifthey only speak to the teacher while the rest of the class listens. Working in pairs also allows students to practise together in a safe, anxiety-free context without the embarrassment of speaking in front of the whole class. When you organize painvork: •

give clear instructions so that students know exactly what to do.

•

keep the activities short so that students don't get bored.

•

demonstrate the activity with a good student first or ask a good pair of students to demonstrate the activity while the class listens.

•

during the activity, walk around the class and encourage students. Note down any recurring mistakes.

•

give feedback to the class and correct any important mistakes after rather than during the activity.

General advice on teaching Oxford He]'()(!$

Keep students busy and motivated Most classes include students of different levels of ability and motivation. It is important to keep them busy and motivated. In this course, the following types of activities can be used for students while the rest of the class complete the core exercises: •

optional activities in the Teacher's Book

•

extra practice activities in the Wo rkboo k

Use the projects Project work is particularly suitable for students of different abilities, as it allows each student to work at their own pace and level. lfstudents work individually, the stronger students can be encouraged to produce more lengthy projects, while weaker students can aim for something less ambitious. Ifstudents work in groups, they can take on diITerent roles depending on their ability. For example, those with greater ability may do more of the w riting.

Use praise For all students a sense of achievement and selfworth is very important. AJways praise your students if they have got their message across, even though they may have made small mistakes.

VIII

Evaluate your own lessons Use the Lesson plan on page ix and Teaching diary on page xi after this introduction to compare your plans for the lesson with what actually happened. The Teaching diary can be kept as a record of what ideas worked particularly well in class and what aspects of your teaching have changed or improved over the course of the year. This will help you to adjust your teaching to the needs of your students.

Oxford Heroes - Student profile Observation sheet

Student Class

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Comments

Key A B C D

Very good Good Average Needs help

NEW WORDS bird get (something) back market worried bad trick hope surfing ball game water sport sofa teeth outside next to flower grass meal on the side of

NOTE Children sometimes use the word grandpa Instead of grandad, and nan or nanna instead of grandma. The more formal words are grandfather and grandmother.

Food Exercise 4

Presentation story "

•

Ask different students to read out the words in the box. Practise the pronunciation if n ecessary.

Exercise 1 " • Tell students to look at the pictures. Point to Kate and Sa m, and ask: Who are rhese children? Then point to the other two characters in turn and ask: Who's this?

•

Do the first word as an example w ith the class.

•

Students match the pictures with the words.

•

Check the answers with the class.

• •

Answers 1 chicken 2 bananas 3 rice 4 orange juice

Explain some of the key words: bird, worried, market, tricks. Play the CD. Students listen and read.

5 bread

6 milk 7 apples

8 butter

Exercise 2 •

• •

Ask about Kate and Sam's advent ure in Book 1. You could prompt them with some questions, for example: Who did theyhelp?(Max) Who were their enemies? (/me/da and Nero) Where did they go? (to Crystalia) What did they look for in Crystalia?(Max's crystal) Was it dangerous? (yes) Where was the crystal? (inside a volcano) Did they escape from ImcJda? (yes)

Play or read through the four speeches agai n. Check for difficulties with new vocabulary.

O PTIO NAL ACTI VITY Ask students to name other items of food and drink.

Clothes Exercise S •

Do the first word as an example with the class.

•

Students complete the words.

•

Check the answers with the class and practise the pronunciation.

Discuss the other two questions with the class.

Answers 1 sweatshirt 2 sweater 3 dress 4 trousers

OPTIONAL ACTIVITY Divide the class into groups of four. Ask each group to come to the front of the class and introduce themselves as the four main characters.

Sports

Family

Exercise 6

Exercise 3 •

Look at the example w ith the class.

•

Students complete the sentences.

•

Check the answers with the class and practise the pron unciation.

Answers 1 husband 2 grandson 3 parents 4 daughter

5 skirt 6 ~hirt 7 shoes 8 trainers

5 6 7 8

cousin aunt grandma grandad

•

Check that students understand the meaning of ball games and water sports.

•

Look at the example with the class.

•

Students complete the table.

•

Check the answers with the class and practise the pronunciation.

Answers Balle-mu

Water sports

basketball footba ll tennis

sailing swimming surfing

""'"'

(athletics) gymnastics karate

Houses and rooms NEW WORDS wake up close especially the best CD CD player new over there ticket office toilet cafe area water ride afternoon meet See you then! comIC packet Excuse me. near here at the moment cola

Exe rcise 7

•

Read through the sentences with the class and check for any difficulties with vocabu lary.

•

Look at the example with the class.

•

Students match the sentences with the words.

Answers

Imperatives

5 dining room

1 living room 2 bathroom 3 kitchen 4 garden

Exerci se 1

6 hall 7 balcony

OPTIONAL ACTIVITY Play Hangman with the words in the boxes in Exercises 3- 7. Think of an object. Write a dash for each letter of the word on the board, e.g. (shirt) _____ . Students try to guess the word by calling out letters of the alphabet at random. Write in correct letters on the dashes and write the incorrect ones at the bottom of the board. For each Incorrect letter, also draw one line of the hangman picture. The class wins the game if they guess the word before you have completed the picture.

•

Read through the sentences with the class. Remind students that we use Don'twhen we tell someone ill21 10 do something.

•

Do the first sentence as an example with the class.

•

Students match the other sentences with the pictures.

•

Check the answers with the class.

Answers 1 Give me that book.1 2 Don't sit downl 3 let's listen to the conversation. 4 Wakeupl S let's look at page 12 in the Workbook. 6 Don't forget your pencil case. 7 Don't run! 8 Close the door!

6

5

2

•

, 9

"

Personal pronouns, possessive adjectives and possessive forms Exercise 2

3

"

"

•

Look at the example. Then go through the exercise orally with the class.

•

For the pronouns, ask questions to check comprehens ion, for example: 3 Who's 'they'? (his parents) 5 What's 'them'? (the programmes)

•

Jfsludents have difficulties with questions 1 and 6, remind them that the apostrophe comes.afi.ff the name of the owner(s).

Answers lOan's 2 his 3 They 4 my

S them 6 parents' 7 8 She's

m.

We'nbackf

3

this, that, these and those

Question words

Exercise 3 • Look at the example with the class. Point out that the tortoise and the rabbits are near the boy in the picture.

Exercise 6

•

Do number 1 as another example. Pont out that the gloves are in the boy's hand, but the trainers

aren't near him. •

Students complete the other sentences.

•

Check the answers with the class.

•

Look at the example with the class.

•

Go through the questions orally with the class before asking students to write.

• Students complete the questions and make true answers. •

Choose different students to ask and answer the questions across the class. Answers

Answers 1 ThMe are my gloves and those are my traiMfS. 2 This ts my CD player. Those are my COs.

1 When

Exercise 4

•

•

Do the first sentence as an example with the

• Students complete the other sentences. •

2 opposite 3 under 4 in front of

5 6 7 8

Exercise 5

•

Students complete the dialogue.

•

Check the answers with the class . Answers 2~

30n

4~

5 ~

6~

OPTIONAL ACTIVITY

Ask students to practise the dialogue in pa irs. You could ask one or two pairs to read out the dialogue for the class. The other students listen and check that the prepositions are correct.

4 We're backl

Answers

4

neJrt to between behind in

Prepositions of time

1~

Check the answers with the class.

1 any, some 2 some, any, some 3 any, any

Check the answers with the class. Answers 1 on

Go through the first dialogue orally with the class. Remind students that we use any in negative sentences and questions.

• Students complete the dialogues. •

class.

5 What

some and any Exercise 7

Look at the picture with the class and check for any difficuJties with vocabulary.

4 Whk h

Play a memory game. Ask five students one question each (leaving out question 4), for example: What's your favourite subject Luke? Then ask questions about the five students, for example: What's Luke's favourite subject? Students answer from memory.

Prepositions of place •

3 Where

OPTIONAL ACTIVITY

3 This is my sandwich and thne . re Dad's sandwiches. 4 This is my new bike. That's my old bike over there . OPTIONAL ACTIVITY Students make similar sentences about objects in the classroom, for example: This is my pen. That's Christina's bag.

2 Who

a~,~.some

Exercise 2 NEW WORDS empire nobody model ruined fall off I wish disappear every night near generous mean cheerful bad-tempered friendly shy tell jokes lend

•

Do the first word with the class as an example.

•

Students match the other words w ith the definitions.

•

Check the answers with the class.

Answers 1e

Presentation story " STORY SUMMARY This is the first episode of the Heroes 2 story. The story is about two children, Sam and Kate, who also appeared in the Heroes 1 story. In this episode, Sam and Kate are on a school trip to a museum. They are studying the Tikan Empire in history and they look at a model of the ruined capital city, Perdita. Maldo is also in the museum and a bird falls out of his hands. Kate and Sam see the bird on the floor and Sam picks it up. When Sam makes a wish that they could go to Perdita, the museum suddenly be9ins to disappear. Kale and Sam don't know where they are going. •

Tell students to look at the pictures. Ask: Where are Sam and Kate in picture 1? (at a museum) Who are they with? (their teacher and class) Who's the man in picture 1? (Ma/do) What has Sam got in picture 2? (a bird) What's happening in picture 3? (The museum is disappean"ng.)

•

Explain some of the key words in the story: empire, ancient, capital city, ruin, model.

•

Play the CD. Students listen and read.

Exercise 1 •

Play or read through the dialogue again. Check for difficulties with new vocabulary.

•

Do the first question with the class as an example. Ask students to find the answer in the story.

•

Students do the rest of the exercise.

•

Check the answers w ith the class.

AMwers

2c

3b

4a

Sd

OPTIONAL ACTIVITY Divide the class into groups of three (Sam, Kate and the teacher). Ask some groups to come to the front of the class and act out the story.

Present simple •

Ask students to look at the box. Read through the examples and rules w ith the class.

•

Pay special attention to the forms of do used in negatives, queslions and short answers.

•

Practise the pronunciation of verbs w ith the -es ending in the third person singular.

•

Remind students that adverbs of frequency go

.Ile..forf: most verbs, but a.fi..er. the verb be. Exercise 3 •

Students complete t he text.

•

Check the answers with the class.

•

Point out that H an nah is using the presen t simple because she is talking ab out things which happen regularly/normally or which are always true.

Answers 1 live 2 ....

3 doesn'1 work 4 play S listen

.

6 wants

7 doesn't like

8 doesn't go

""'"

1 They're on a school trip. 2 " beQme a ruin. 3 Because he likes history. 4 She sees a bird. S He wants to go to Perdita.

Unit I

5

Exercise 4

•

Look at the example with the class. Then go through the questions o rally before students write.

Writing Exercise 8

•

Look at the example with the class. Explain the difference between lend and borrow.

Check the answers with the class.

•

Students write three descriptions of friends and fami ly members.

Answers 1 Do you walk to school"? 2 Does your best friend play a musical instrument"? 3 Do you like sport? 4 Does your teacher speak French? 5 Do your friends live near you"?

r

•

Students write the questions.

•

NEWWORDS

fire fighter put out rescue accident equipment work hard project doctor hospital on holiday go back no one science fiction a bit indoors mystery guest pilot police officer nurse dentist shop assistant

Exercise 5

•

Divide the class into pairs. Students ask and answer the questions.

Reading

OPTIONAL ACTIVITY

Ask students to write three more questions. Practise questions and answers around the class.

BACKGROUND INFORMATION

Oxford I' oksf:xl./ is 80 kilometres west of London. It is an old city, famous for its university. Oxford is on the river Thames. It has a population of about 120,000. Glasgow I' glo:zg~o/ is in the west of Scotland. It has a population of about 700,000 peop le. Its industries include engineering, chemicals. printing and whiskymaking. It is famous for its two footba ll teams, Rangers and Celtic.

Describing personality Exercise 6

•

Look at the p ictures with the class. Make sure that students know which person to focus on in each picture.

•

Introduce the new adjectives and practise the pronunciation .

•

Students match the pictures with the adjectives.

Answers 1 generous 2 shy 3 friendly

cheerful 5 bad-tempered 6 mean

London /' IAnd:m/ is the capital of the United Kingdom. It is situated on the river Thames in the south-east of England, and has a population of about ten million . Exercise 1 "

•

Ask students to look at the p hotos. Ask: What jobs do these people do? Encourage students to say what they can about the jobs, but don't give the answers yet.

•

Ask students to read the text and answer the questions. You might like to play the C D while they read.

•

Check the answers w ith the class.

4

Exercise 7

•

Look at the examples with the class. Check that students understand the meaning of telljokcs and borrow.

•

Divide the class into pairs. Students tell their partner about two or three friends or family members. Encourage them to include adverbs of frequency, as in the examples. OPTIONAL ACTIVITY

Ask different students to describe someone's behaviour to the class, without using an adjective, for example: He never buys presents. The other students guess the adjective (He's mean).

6 Unit I

Answer Lu, What about this, then? The world record for the strangest diet is held by Michel Lotito from France. Presenter Er, how is that connected with strength? Well, he eats metal. Lucy Presenter Did you say 'metal'? Lucy Yes, I did. Michel has eaten televisions, bicycles and even a plane! Presenter He must have a big mouth! Lucy The things are cut up into small pieces first and Michel eats the metal with a lot of water. Presenter Delicious! I really must try it some time .. .

Exercise 1

g

•

Ask students to look at the photo and to say what they can see. Use the photo to introduce skyscraper, steel, concrete, elevator, floors.

•

Students read the text and match the headings with the paragraphs. You might like to play the CD while they read.

•

Check the answers with the class. Answers 1E 20

3A

4C

58

Exercise 2

•

Read through the text with the class. Check for any difficulties with new vocabulary, for example: materials, steel, concrete, elevator, offices, ice-skating rink, limits.

•

Students read the questions and choose the correct answers.

•

Check the answers with the class. Answers lc 2c

3b

4b

Sc

Exercise 3

•

Students find the words which match the definitions.

•

Check the answers with the class.

UrutlZ

71

E~

Answers 1 honour

2 steel

3 offices

4 space

5 limits

Exercise 4

Materials

•

Exercise 7

Discuss the questions wit h the class.

•

Look at the pictures w ith th e class and ask studen ts to say the materials they know. Introduce new vocabulary and practise the pronunciation.

•

Studen ts complete the words.

•

Check the answers with the class.

Grammar Past simple passive •

Look at the past simple passive form and read through the examples with the class.

Answers OPTIONAL ACTIVITY Ask students to look at the Reading text again and find more examples of the past simple passive. (The Great Pyramid at Giza waS built to honour King Cheeps. Most of the first skyscrapers were built in Chicago and New York. Another interesting New York skyscraper is the Rockefeller Center; which was built in the 19305.) Exe rcise 5

•

Look at the example with the class.

•

Read through the sentences and check for any difficulties with new vocabulary.

•

Stud ents pu t the words in the correct order to make sentences.

•

1 metal 2 stone 3 glass 4 concrete

5 6 7 8

plastic wood rubber brick

Exe rcise 8

•

Rend through the sentences with the class and check for any difficulties with new vocabu lary.

•

Students complete the sentences.

•

Check the answers with the class.

Answers 1 Rubber 2 Plastic 3 Glass

4 Wood

5 metal 6 stone

Check the answers with the class.

Answers 1 2 3 4 5 6

The elevator was invented by Elisha Otis. Taipei 101 was designed by a Chinese architect. That book was written by a famous author. The first Olympics were held in Athens. The painting was stolen from the museum. The new cinema was opened in 2003.

Writing Exercise 9

•

Look at the examples w ith the class.

•

Students write five sentences.

•

Ask different students to read ou t their sentences.

OPTIONAL ACTIVITY Ask students to make more sentences in the past simple passive with the verbs in exercise 5, for example: Paper was invented by the Egyptians. The Eiffel Tower was designed by a French architect.

NEW WORDS chewing gum chew natural flavour add succeed bubbtegum bubble sticky dirty carton biro light bulb stamp pair of scissors match drawing pin plate sports car Journalist chemist ballpoint pen on fire lifetime tear apart

Exercise 6

•

Look at the example with the class. Then do one or two more sentences as further examples.

•

Explain to students that sometimes they will need to use by, but not always.

Model text

•

Students rewrite the sentences.

Exercise 1

•

Check the answers with the class.

•

Ask students to look at the photo and to say what they can see. Use the photo to teach chewing gum, bubb/egum, bubbles, chew.

•

Ask students to read the text and find the answer to the question.

•

Check the answer with the class.

Answers 1 2 3 4 5 6

was built by slaves was designed by Jorn Utzon was opened in 1889 was finished in 1648 was given to America by France was built over 4,OOOyears ago

72 Unit 12

Tom

Answer Because it made the strHts dirty. Exercise 2

• •

Explain that all the sentences are false. Students

No. It seems strange now, doesn't it? And it was very expensive, so people didn't like getting letters before the stamp was invented! Presenter Thanks, Tom. And next week Jane Baxter will be talking about ...

correct the sentences.

Exercise 4 "

Check the answers with the class.

•

Read through the sen tences \-vith the class.

•

1 Modern chewing gum was invent@din 1869. 2 Thomas Adams invent~ chewing gum.

Play the CD aga in. Students listen and choose the correct words.

•

Check the answers with the class.

3 Frank Henry Fleer invented bubblegum. 4 Chewing gum is made in a lot of different colours.

•

Play the CD again if necessary.

Answers

Answers Exercise 3

•

1 1915 2 American 3 glass

g

4 England 5 Roland Hill

Look at the pictures. Ask students to say what

they can about the objects and the materials they are made of.

• Tell students that they are going to listen to a radio interview in which some of these things

Exercise 5 •

Look at the pictures and introduce the new vocabulary. Pay special attention to the pronunciation of scissors /·S I~zJ.

•

Look at the example. Ask students to name the item (biro).

•

Revise It's made of and practise It's used to (: in order to do something), for example: A phone is made ofp/as!ic and metal. It's used to talk to your friends.

•

Divide the class into pairs. Students describe and guess the items. Go round the class, helping students if necessary.

•

Play the game with the class. Invite different s tudents to describe an item and ask the others to name it

are mentioned. •

Play the CD. Students lislen and lick the items that are mentioned. Ask them to name the

items.

Answers Milk carton, stamp

Tapescript Presenter Today on Five Minutes Tom Daniels is going to

Tom

Presenter Tom Presenter Tom

Presenter Tom

Presenter Tom

Presenter Tom

Presenter Tom

Presenter Tom

Presenter

tell us about the invention of some everyday objects. Tom, what are you going to talk about today? I want to talk about two very useful inventions. The first one is the milk carton, which was invented in 1915. Oh, so it's not a modern invention at all? No. And who invented it? It was an American called John van Wormer. You see, at that time in America, milk was only sold in glass bottles. But, one day, he broke a milk bottle, and so he had the idea of putting milk in a carton. Whis. food, @nt@rtainment •

Look at the pictures with the class and ask some more questions, for example: Picture 1: Why are the people here? (They're staying at the hotel.) What are they doing? (walking, talking, reading) What arc they wearing? (spacesuits) What's unusual about the lights? (T'hey're like planets.)

Exercise 5 •

Introduce the word resort.

•

Ask the quest'ions and invite different studen ts to answer. Check for any difficulties.

•

Divide the class into pa irs. Students ask and answer the questions. Go rou nd the class, helping students if necessary.

Picture 2: What room is this? (a bedroom in the hotel) Would you like to sleep in this bed? Picture 3: Are the people flying through space? (No, they're in a cinema.) Picture 4: What can you sec in this picture? (a swimming pool) What does it look like? (a spaceship) Exercise 2 •

Read through the text of the poster with the class. Ask studen ts to guess the meaning of any new words.

•

Students answer the questions.

•

Check the answers wit h t he class.

Answers 1 2 3 4 S

It's in the south of England. Th@)'look like the inside of a spaceship. Th@)'wearsp&ialsp.cesuits. There's special sp.K@food. Th@re are amazing films about th@ life of an astronaut. 6 There are pictures of space monsten on the walls and on the bottom of the pool.

Vocabulary Exercise 3 •

Read out the words in the box and practise the pronunciation.

•

Students match the pictures with the words.

Writing Exercise 6 • Look at the examp les with the class. Ask students to think of some other special features for the rainforest hotel and the ice hotel. •

Ask students to suggest some other ideas for special types of hotel (for example, a desert hotel. an underwater hotel).

•

Students decide on their type of hotel and make notes as in the examples.

Exercise 7 • Read through the project guide with the class. •

Students write the text for their poster, using the project guide and their notes From exercise 6.

•

Ifpossible, supply students with large sheets of paper or cardboard. Ask them to des ign their poster. Encourage them to add photos or drawings to go with their text.

Exercise 8 • Display the posters in the classr oom. Allo w students to walk around and look at eac h other's work.

Proj.ctZ

79

Reading

•

Students match the pictures with the words.

•

Check the answers w ith the class.

BACKGROUND INfORMATION

Answers 1 model 2 couple 3 advert

After The Matrix, Keanu Reeves starred in two sequels, The Matrix Reloaded and The Matrix Revolutions (both released in 2003). Other films include My Own Private Idaho (1991), Little Buddha (1993) and Oevil'sAdvocate (1997).

Exercise 4

Cameron Diaz's other films include My Best Friend's Wedding (1997) and In Her Shoes (2005). Her voice was used for the part of Princess Fiena in the Shrek films.

•

Students complete the sentences with the words.

•

Check the answers with the class.

Some of Brad Pitt's best·known films include Legends of the Fall (1994), Tl"Ielve Monkeys (1995), Ocean's Eleven (2001), Ocean's Twelve (2004) and T(oy(2004).

Answers 1 model 2 pasta 3 advert

Exercise 1

•

4 ice rink 5 skating 6 pasta

4 skating

5 couple 6 ice rink

Look at the photos. Point to each person and ask: Who's fhis? Ask students to say what they

know about the three actors. Write notes on the board. •

Give students lime to read the poster on their

own. •

Ask the question and in vite different students to answer. Encourage them to g ive reasons for thei r answer.

Exercise 5

•

Ask students to read the poster again and look fo r the answers to the questions. Ask them to make two or three more questions abou t the three actors.

•

Divide the class into pairs. Students take it in turns to ask the questions and answer them from memory. Go round the class, helping students if necessary.

•

Check the answers with the class. Choose some students to ask questions and invite others to answer.

Exercise 2

•

Read through the text orthe poster with the class. Ask students to guess the meaning of any new words and to say the titles orthe fi lms in their language.

•

Students com plete the table.

•

Check the answers with the class. Make sure that when students give the dates, they use ordinal numbers and say tl1.c. (number) Q[ (month), for example: the second of September. Answers 1 2 September 1964 2 made pasta 3 Speed 4 The Matrix

Answers 1 Kcanu Reeves 2 Cameran Diaz 3 8rad Pin

ExeKise 6

•

7 There's Somerhing About Mary 9 18 De