Spectrum

Spectrum Teacher’s Guide 3 RAPID ROUTE INTRODUCTION Outlined here is advice for teachers with reduced timetables and tea

Views 278 Downloads 4 File size 3MB

Report DMCA / Copyright

DOWNLOAD FILE

Recommend stories

Citation preview

Spectrum Teacher’s Guide 3 RAPID ROUTE INTRODUCTION Outlined here is advice for teachers with reduced timetables and teachers who may need to shorten lessons. You will find a suggested Rapid Route through a sample unit, as well as time-saving tips. The Rapid Route applies to the main units in the Student’s Book only; it is recommended that you teach the Starter unit in full. The Workbook can be assigned for students to complete at home. The Rapid Route has been carefully considered to ensure your class gets the most out of the series, even with limited time.

Spectrum

Teacher’s Guide

Guide to symbols

3 Sue Merifield

Dan Morris

The suggestions listed here will show you how to reduce the content of each lesson, whilst still ensuring plenty of practice of the unit language and a suitable balance of activities. Use the guidance provided here and your Teacher’s Guide to plan your Rapid Route. If you ever feel your class requires more practice, you can easily add some of the omitted lesson stages back into your unit structure or take advantage of the iPack games and resources to reinforce the content when needed.

2

✔ ESSENTIAL

HOMEWORK

OPTIONAL

PAIR WORK

✖ OMIT 4820424 Spectrum TG3 Cover.indd 1



WHOLE CLASS ACTIVITY

26/06/2015 08:37

4

3 Choices, choices Unit summary Practised and tested in 1–3 star tasks and tests

Vocabulary Money and shopping: afford, bargain, be worth, borrow, brands, cost, discount, lend, sales, save up, waste Free-time activities: archery, athletics, card making, computer skills, drama, fashion design, kayaking, rock climbing, street art, street dance, trail biking, wakeboarding Phrasal verbs: catch up, join in, miss out, pick up, take up, try out Food adjectives: delicious, mild, nutritious, sour, spicy, sweet Word builder: Phrasal verbs with up: fill up, queue up, set up, turn up, wash up

Grammar Present perfect with for and since Present perfect with still, yet and already

Unit opener Vocabulary Aims

• Learn vocabulary about money and shopping. • Discuss shopping preferences and experiences.

5 4 7

Exercise 1

• Give students a minute or two to look at the photos. Elicit that •



Useful language Writing about bargains Recently, … I think my… was / were my best bargain. I love it / them because… I use / wear it / them (every day / week / all the time) Lately, there have been … Talking about dishes you have tried Have you ever eaten …? It was delicious / very nutritious. It was too mild / sour. It wasn’t sweet / spicy enough.

Functional language Making and responding to suggestions What about … ? How about … ? (+ -ing) Why don’t we … ? Let’s … (+ infinitive) No, that’s boring. That’s not a bad idea, but … That sounds like a good idea / plan. I’m happy with that suggestion. Reaching an agreement Do we all agree (with that idea / suggestion)? Yes, definitely. Yes, that’s fine by me.

Develop social and civic competences. Develop sense of initiative and entrepreneurship. Develop linguistic communication.

Exercise 2

• Focus students’ attention on the verbs in the box and elicit





or explain their meaning, translating them if necessary. Pay special attention to the difference between borrow and lend. Explain that when you borrow something, you take it from someone and when you lend something, you give it someone. Also, focus on the difference between be worth (the value of something) and cost (what you actually pay for it). Ask students to copy and complete the sentences in their notebooks with the correct form of the verbs. Elicit or point out that the verb in be worth is be, not worth. Give them an example sentence if necessary. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5 6

afford are worth, cost waste lend borrow saving up

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Unit 3

4852388 Spectrum TG3_PRESS.indb 34



all the photos reflect the general theme of shopping. Now go through the photos one-by-one and elicit more specific descriptions of what each one shows. As you do this, use the photos to check or teach the following items of vocabulary: sales, bargain, brands and discount. Write the words on the board and ask students to copy them into their notebooks.

T34

03/07/2015 10:47



Spectrum Teacher’s Guide 3 Unit 3, page 1

OPTIONAL

Exercise 3 Learn it!

• Ask students to read the information in the box. Ask them

how they would translate borrow and lend into their own language. • Ask students to copy sentences 1 and 2 into their notebooks and choose the correct option. They could then translate them. Check answers with class. ANSWERS

1 lends 2 borrowed



Exercise 4

• Ask students to read the questions carefully. Then ask two students to read the example exchange aloud. Divide the class into pairs to ask each other the questions. • Invite some students to report back to the class on their partner’s shopping preferences and experiences.



OPTIONAL

Optional activity Ask students to think of three to five more questions about shopping which they can ask another student. These questions could make the topic more real and personal as you could encourage them to use the names of local shops, e.g. Do you ever shop at ___________? Why / Why not? Which do you prefer, _________ or ___________? Why? How often do you shop at ___________? What do you like / dislike about it? Give them time to write questions, and go round checking that they are correct before they ask them. With a stronger group you could set a challenge to use as many of the new vocabulary words as possible in questions and answers. Set a time limit for asking and answering the questions. Then conduct class feedback.

Exercise 5

• Play the video for the students to watch and interact with.



v Interactive video Round up: Unit 3 Episode 3: The way we shop • Duration: 3.42 minutes • Topic: Shopping online and on the high street • Task: Answer the interactive question at the end of the video. • Video scripts are available on the iPack Resources tab.

Further practice

Vocabulary, Workbook page 24 Vocabulary reference, Workbook pages 92–93 Vocabulary worksheets, Tests and Resources Multi-ROM

T35

Spectrum Teacher’s Guide 3 Unit 3, page 2

Unit 3

4852388 Spectrum TG3_PRESS.indb 35

03/07/2015 10:47

Exercise 2

Reading

group, do the first example together as a class. • Ask students to read the text again carefully and to decide whether sentences 1–6 are true, false or whether the text doesn’t say. • Check answers as a class. Encourage students to justify their answers by referring to the text.

Aims

• Read an article and find specific information.

3

Develop cultural awareness and expression.

Warm-up

• Ask students to look at the title of the lesson (The Christmas

sales) and the article (Looking for a bargain). Check that students remember the meaning of sale and bargain from the previous lesson. Ask students whether they ever go to the Christmas sales. What kind of bargains do they look for? • Elicit the meaning of the verb to queue and point out that queue can be a noun, too. Drill pronunciation. Ask them to brainstorm in what situations they usually find themselves in a queue. Would they ever queue outside a shop on the first day of the sales? • Invite some students to share their ideas.





3.2 The Christmas sales

• Go through the instructions with the class. With a weaker

ANSWERS

1 2 3 4 5 6

True The text doesn’t say The text doesn’t say False. Two of the shoppers want to buy clothes. True The text doesn’t say

v Reading preparation

• Interactive task to help students focus on the context of the article.



Exercise 1 $ 1.24

• Ask students to read the list of items 1–5. Then play the

recording for students to read and listen to the article and write which person bought each item. With a weaker class, point out the names in the article, if necessary, before playing the recording. • Check answers with the class. ANSWERS

1 2 3 4 5

Danny Jack Alice and Sam Ainara Sam

Culture notes Famous London shops Harrods was established in 1849 and is the largest upmarket department store in Europe. Fortnum and Mason is the official grocer to the Queen and has been selling luxury groceries and other goods since 1707. Harvey Nichols and Selfridges are famous for selling designer clothes. Hamleys on Regent Street is the oldest toyshop in the world. Queuing British people are famous for queuing. Forming an orderly queue and waiting your turn are considered good manners by the majority of British people.

Unit 3

4852388 Spectrum TG3_PRESS.indb 36

T36

03/07/2015 10:47

Spectrum Teacher’s Guide 3 Unit 3, page 3

Present perfect with for and since

OPTIONAL

v Grammar animation • Presentation of present perfect with for and since in context.

Aims

• Learn how to use for and since with the present perfect tense. • Complete sentences with for and since. • Complete a text with the present perfect, for and since.

✖ ✔

Develop linguistic communication.

7

v Grammar practice • 1–3 star tasks to practise present perfect with for and since. Also available on the Tests and Resources Multi-ROM.

Exercise 3

• Revise the present perfect by reading through the example

sentences in the grammar table. You could ask some comprehension questions, e.g. Has Tim had a holiday this year? When did he have his last holiday? • Then ask students to go through the text on page 36 and find more examples of the present perfect. • Ask them to read the rules 1–4 and think about which words from the box complete them. • Elicit answers from the class and ensure that students have the completed rules written correctly in their notebooks. Point out that they can consult a list of irregular past participles on page 135. ANSWERS

1 have



2 how long

3 for

4 since

Exercise 4

• Ask students to copy and complete the sentences in their notebooks.

• Check answers as a class. Check their understanding by asking: In sentence 1 Why is it ‘for’? to elicit the answer: Because six months is a period of time.

ANSWERS

1 for



2 since

3 since

4 for

Exercise 5

• Ask students to read the instruction and look at the example

in blue. Check they understand what to do. If necessary, refer back to the grammar table and check the word order for questions starting with How long…? • Students write the full questions in their notebooks. Remind them that they can check the past participle forms of irregular verbs (have, be and wear) on page 135. • Go round monitoring and giving assistance where necessary. • Check answers with the class. ANSWERS

1 How long have you waited in this queue? Since four o’clock. 2 How long have you had those trainers? Since last summer. 3 How long have Ainara and her family been in London? For a week.

T37

4 How long have they worked together? For nine years. 5 How long have you worn glasses? Since I was 12.

HOMEWORK

Exercise 6

• Ask students to read the instruction carefully. Check that

they understand they need to use a verb from the box in the correct present perfect form or choose between the options for or since. Remind them to write their answers in their notebooks. • Allow students to compare answers in pairs before checking them with the class. ANSWERS

1 have been 2 have/’ve bought 3 have/’ve had 4 for 5 have/’ve worn 6 since 7 have grown 8 since 9 have started

Your turn Aims

OPTIONAL

• Students write a paragraph about their best bargain. • Practise using the present perfect tense with for and since.

7 2 1 4

Develop linguistic communication. Develop learning to learn competence. Develop digital competence. Develop sense of initiative and entrepreneurship.

Exercise 7

• Ask students if they shop for bargains, in the shops or online,

and invite one or two students to tell the class about their best bargain. Ask them where and when they bought it and why they think it was a bargain. • Ask students to think of something they own that was a bargain. Refer them to the ideas in the box, but encourage them to come up with their own ideas, too. Ask them to make some notes about it. • Before moving on to the writing stage in the next exercise, make sure that everyone has enough ideas and notes.

Exercise 8

• Ask students to use their notes to write a short text for posting to an online forum similar to the text in exercise 6. Go through the list of information that students should include and refer them to the Useful language box. • Go round monitoring and giving assistance. Correct any errors and praise sentences in which they use the grammar correctly. • You could invite students to read their text to the class or in small groups. They could then decide which students got the best bargains and why.



Further practice

Grammar, Workbook page 25 Grammar reference, Workbook pages 94–95 Grammar worksheets, Tests and Resources Multi-ROM

Spectrum Teacher’s Guide 3 Unit 3, page 4

Unit 3

05 Spectrum TG3 Unit 3.indd 37

12/02/2016 09:40

3.3 Holiday activities Vocabulary and Listening

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Optional activity

Aims

Divide the class into pairs and ask them to look at all the activities offered by the Western County Holiday Club. Have students find out if their partner has tried any of the activities on the programme. Elicit the question Have you ever tried…? With a stronger group, encourage them to ask questions to find out extra information about their partner’s experiences. Conduct a class discussion about which activities they have tried and which ones they would like to try in the future.

• Learn vocabulary about free-time and holiday activities. • Match phrasal verbs to their definitions. • Listen to a conversation and answer questions about it.

3 2

Develop cultural awareness and expression. Develop learning to learn competence.

Warm-up

• Ask students: What is the most adventurous sport you can think of, and what is the most adventurous sport you have done?

• If necessary, give them an example of your own before putting them into small groups to share their answers.



Exercise 1

Then ask them to cover the table in the leaflet and look at photos 1–6 only. Ask if they know the words in English for any of these activities. • Then ask them to look at the table and find the correct word for each activity, writing the answers in their notebooks. • Play the recording so that students can check answers and model the pronunciation. ANSWERS

$ 1.26

Audio script pT136

• Focus the students’ attention on the list of activities offered



by the Western County Holiday Club. Check that students understand Workshops and Outdoor activities. • Tell them they are going to listen to a conversation between a young woman (Molly) and a young man (Oscar) talking about the different activities. Ask students to read the instruction. • Play the recording for students to listen and write the activities in their notebooks. • Check answers with the class. ANSWERS

rock climbing athletics trail biking wakeboarding kayaking archery

Workshops: drama, computer skills, fashion design and street art Outdoor activities: trail biking and kayaking

Exercise 4

$ 1.26



Audio script pT136

• Have students write the numbers 1–5 in a list in their

Culture note Holiday Club / Summer Camp It is an American tradition for parents to send their children to Summer Camp where they will do a variety of activities or may do a specialized programme focusing on one subject such as music, computers, performing arts, etc. It is not so common for British children to attend a Summer Camp although multi-activity holidays are quite popular.



v Listening preparation

• Interactive task to activate pre-taught vocabulary. Exercise 3

$ 1.25

• Have students write numbers 1-6 in a list in their notebooks.

1 2 3 4 5 6



Exercise 2

• Focus students’ attention on the phrasal verbs highlighted in

blue in the sentences. Ask them to write the phrasal verbs in their notebooks and work out which meaning is best from A–F. Do the first one with the whole class as an example if necessary. • Allow students to compare their answers in pairs before checking them with the class.

notebooks. Ask them to read the questions. • Play the recording again for students to listen and write the answers. Play the recording twice if necessary. • Allow students to compare their answers in pairs before checking them with the class. ANSWERS

1 2 3 4 5

kayaking drama in the computer skills class a hat for his friend Sophie street art



Further practice

Vocabulary, Workbook page 26 Vocabulary reference, Workbook pages 92–93 Vocabulary worksheets, Tests and Resources Multi-ROM

ANSWERS

1 E

2 A

3 B

4 C

5 F

6 D

Unit 3

05 Spectrum TG3 Unit 3.indd 38

T38

12/02/2016 09:40

Spectrum Teacher’s Guide 3 Unit 3, page 5

Exercise 8

Aims

complete the sentences. Students could do this in pairs. Have them write the answers in their notebooks. • Play the recording for students to listen and check their answers. Then you could ask students to practise reading the conversation in pairs.

• Learn how to use the present perfect tense with still, yet and already.

• Complete sentences with still, yet and already. • Practise writing sentences with the present perfect and still, yet and already. Develop linguistic communication. Develop learning to learn competence.

7 2

OPTIONAL

v Grammar animation • Presentation of present perfect with still, yet and already in context.



Exercise 5

• Read through the example sentences in the grammar table

and check or explain the meaning of the adverbs still, yet and already. Point out that although yet is used in both questions and negative sentences, still is only used in negative sentences. • Ask students to read the rules 1–4 in pairs and choose the correct options to complete them. Encourage them to use the sentences in the grammar table to help them decide. • Elicit answers from the class and make sure that all students write the completed rules in their notebook. ANSWERS

1 before 2 negative



3 before 4 end

Exercise 6

• Invite a student to read the instruction aloud. Ask students to write the completed sentences in their notebooks. • Check answers with the class. ANSWERS

1 2 3 4 5 6

HOMEWORK



Present perfect with still, yet and already

already yet still yet already yet

Exercise 7

• Ask the students to read the instruction and look at the

example in blue. Check that they understand what to do.

• Have students write the full sentences in their notebooks. Go round monitoring and assisting where necessary. • Allow students to compare their answers in pairs before checking them with the class.

$ 1.27

• Ask students to read the conversation and decide how to

ANSWERS

1 2 3 4 5

’ve already done I haven’t tried out rock climbing yet. Have you done trail biking yet? Have you tried out street dance yet? I still haven’t done that.

v Grammar practice • 1–3 star tasks to practise present perfect tense with still, yet and already. Also available on the Tests and Resources Multi-ROM.



Your turn Aims

• Students practise talking about activities that they have or

have not done at the holiday club using still, yet and already. Develop linguistic communication. Develop learning to learn competence. Develop social and civic competences. Develop sense of initiative and entrepreneurship.

7 2 5 4

Exercise 9

• Read the instruction aloud to the students and ask them to

call out all the after-school activities available at your school. Write them in a list on the board. • Ask students to write them in their notebooks and put a tick or cross beside them depending on whether they have already done them or not.

Exercise 10

• Divide the class into pairs or small groups. Invite two students to read out the examples in the speech bubbles.

• Ask students to discuss in pairs which activities they have

and haven’t tried out. Go round monitoring and assisting as necessary. • Conduct class feedback, correcting any grammar mistakes.

Further practice

Grammar, Workbook page 27 Grammar reference, Workbook pages 94–95 Grammar worksheets, Tests and Resources Multi-ROM

ANSWERS

1 2 3 4 5 6

Rebecca has already taken up athletics. I still haven’t learned my lines for the play. Has Andy caught up with the cyclists yet? They haven’t picked up French yet. I’ve already been to three archery classes. We still haven’t joined in any activities.

T39

Spectrum Teacher’s Guide 3 Unit 3, page 6

Unit 3

05 Spectrum TG3 Unit 3.indd 39

12/02/2016 12:46

3.4 Culture Reading and Vocabulary Aims

• Read and listen to an article about food in Trinidad and Tobago.

• Correct mistakes about the text and summarize it. • Learn phrasal verbs with up.

3

Develop cultural awareness and expression.

Warm-up

ANSWERS

1 Any three from: Spain, the Netherlands/Holland, France, Britain, Africa, China, India or Syria. 2 Any two from: Trinidad Doubles, Shark and Bake or Trinidad Rotis 3 Any four from: shark meat, vegetables, fresh fish, white meat or fruit 4 Any five from: sweet, sour, spicy, mild, delicious, nutritious, cheap, tasty, healthy

• Focus student’s attention on the adjectives highlighted in the

article. Check their meaning, drill pronunciation and ask them to copy the adjectives into their notebooks.

• Focus the students’ attention on the title of the article and

the photos on pages 40 and 41. Ask them to predict what the article is going to be about. • Elicit that the article is probably going to be about food on the Caribbean islands of Trinidad and Tobago.



Exercise 1

$ 1.28

• Focus students’ attention on the topics in the box. Ask them

to read and listen to the article and write the topics which are mentioned in their notebooks. • Check answers with the class. ANSWERS



• For each of the adjectives from exercise 4, ask students to

think of examples of food or dishes. They could brainstorm this together in pairs or small groups. • Elicit answers from the class, or ask them to compare their answers in groups. Invite some students to tell the class about their favourite type of food. ANSWERS

Students’ own answers.

Word builder: phrasal verbs with up

Exercise 2

Exercise 6

the one they think is correct. Encourage them to read the text again to check their answer and to identify which information is wrong in the other summary. • Check answers with the class.

pointing out that they should use the line numbers to locate them in the text. • If necessary, ask questions to check their understanding of the phrasal verbs, e.g. ‘Street vendors set up food stalls early in the morning.’ What’s the difference between a shop and a food stall? So what do street vendors have to do with their food stalls before they can cook? • Have students copy and complete the sentences in their notebooks with the correct phrasal verbs. • Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

2 is the best summary 1 People from cities countries all over the world have moved to Trinidad and Tobago. They have taken their cooking traditions with them. Each group of people only cooks their own food. Today, Trinidad and Tobago’s food is a unique mixture of traditions and tastes. The islands’ food is delicious but expensive. The islands’ dishes are cheap and everyone can afford them.





Exercise 5

history of the islands, popular meals, the price of meals

• Ask students to read both summaries carefully and choose

Exercise 3

• Read through the instructions with the class. Have students

work individually to read through the article and make notes under the headings 1–4. • You could either check answers orally in class or take in students’ notebooks and check their notes out of class.

OPTIONAL

• Focus students’ attention on the phrasal verbs in the box,

ANSWERS

1 2 3 4 5

set up turn up wash up fill up queue up



v Vocabulary practice • Interactive task to practise phrasal verbs with up.

Unit 3

05 Spectrum TG3 Unit 3.indd 40

OPTIONAL

Exercise 4

T40

12/02/2016 09:40

Spectrum Teacher’s Guide 3 Unit 3, page 7



Your turn

Focus on … Biology

Aims

the answer in pairs before they look at page 126 to find out if they are right. • Students can now do the Curriculum extra extension on page 126.

• Discuss international food.

3 7 4 5 6

Develop cultural awareness and expression. Develop linguistic communication. Develop sense of initiative and entrepreneurship. Develop social and civic competences. Develop mathematical competence and basic science and technology competences.

Exercise 7

• Read through the instructions with the class. Draw their

attention to the Useful language box. If necessary, model some of the language with a couple of more confident students, asking them Have you ever tried / eaten (Thai green curry)? Yes, I have. / Did you like it? Yes, it was delicious, but a bit too spicy. • Divide students into pairs or small groups for the discussion task. Monitor and assist as needed. • Conduct class feedback. You could have a class vote on which international dish or which type of international food is the class favourite.

• Ask students to read the question about nutrients and discuss



Research it!

• Read the Research it! box with the class and ask them to do

the task for homework. Encourage them to use the internet, encyclopaedias and other resources. • Remember to have a follow-up discussion in class when they have done the research. ANSWER

The original Spanish name for the capital city of Trinidad and Tobago was Puerto de los Hispanioles or Puerto de España.

Further practice

Vocabulary, Workbook page 28 Reading, Workbook page 29 Vocabulary reference, Workbook pages 92–93 Focus on Biology, Student’s Book page 126 Curriculum extra worksheet Unit 3, Tests and Resources Multi-ROM



Culture note International dishes in the UK Recent research has shown that people in Britain are cooking more and more food from international cuisines. A survey showed that Chinese stir fry was the most popular dish eaten at home in Britain. Chinese food, such as Sweet and Sour Chicken, and Indian food, such as Chicken Tikka Masala, are the nation’s favourite foods. Pizza, Lasagne and Spaghetti Bolognese from Italy, Chili Con Carne from Mexico and Green Curry from Thailand are also popular. These preferences also apply to takeaway meals, as Chinese and Indian dishes are also the most popular types of takeaway meal in Britain, being preferred over both Italian and British dishes like fish and chips.

OPTIONAL

Exercise 8 v Culture video: A world of food • Duration: 3.19 minutes • Topic: International restaurants in the UK • Video worksheets to accompany this video are available on the iPack Resources tab.

T41

Spectrum Teacher’s Guide 3 Unit 3, page 8

Unit 3

4852388 Spectrum TG3_PRESS.indb 41

03/07/2015 10:48

3.5 Practical English: reaching an agreement Listening Aims

• Listen to a conversation about choosing a present to buy. • Correct information from the listening. • Do a dictation consisting of an extract from a conversation.

7 2 5

Develop linguistic communication. Develop learning to learn competence. Develop social and civic competences.

Warm-up

What about buying that’s boring Let’s buy do we all agree that’s fine by me

Speaking

Exercise 1

Audio script pT136

between friends trying to choose a present for someone.

• Play the recording for students to listen and note down which present they choose and why. • Check answers with the class. Elicit students’ opinion of the choice of present. ANSWERS

They decide to buy Andy a gift voucher so that he can choose what he wants.



ANSWERS

1 2 3 4 5

7 2 5

$ 1.29

Exercise 2

$ 1.29

Audio script pT136

• Before you play the recording again, ask students to read the list of ideas. Explain that they should listen again and write the corrected notes in their notebooks. If necessary, play the recording a further time. • Allow students to compare their answers in pairs before checking them with the class.



Audio script pT137

conversation first. Then play the recording, pausing it and repeating as necessary to allow the students to complete it in their notebooks with the missing phrases. • Check answers with the class.

Aims

• Tell students they are going to listen to a conversation

$ 1.30

• DICTATION Ask students to read the extract from the

• Focus students’ attention on the items in the pictures. Ask

them to choose which of the items they would prefer to be given as a present and why. Are there any things that they really wouldn’t like? • Have students discuss their ideas in small groups. Invite some students to explain their choice.



Exercise 3

• Learn functional language for reaching an agreement. • Learn and practise the sounds /ɜ:/ and /ə/. • Practise talking about different options and reaching agreements. Develop linguistic communication. Develop learning to learn competence. Develop social and civic competences.



v Speaking preparation • An interactive task to help students activate functional language.

Exercise 4

$ 1.31

• Invite a student to read the instruction and questions aloud.

OPTIONAL

Then play the recording for students to read, listen and write the answers in their notebooks. • Check answers with the class. ANSWERS

They decide to go for a walk along the river. Jess suggests it.

ANSWERS

1 2 3 4 5 6

Rucksack: his rucksack is new old CD: everyone not many people listen to CDs Headphones: good headphones are cheap expensive Jeans: he never wears jeans all the time Skateboard: he always never uses his old skateboard Gift voucher: no one everyone likes the idea

Unit 3

4852388 Spectrum TG3_PRESS.indb 42

T42

03/07/2015 10:48

Spectrum Teacher’s Guide 3 Unit 3, page 9



Exercise 5

• Refer students back to the conversation in exercise 4 and elicit

the expression that Jess uses to suggest going for a walk (How about going for a walk?). Highlight the form on the board (How about + -ing form of the main verb.). • Elicit what expression Jack uses to agree with Jess’s suggestion (Yes, that sounds like a good plan.) • Ask students to read through the dialogue in pairs and identify three other ways to make suggestions and three different ways to agree. • Check answers with the class. ANSWERS

Suggestions Why don’t we (go shopping)? Let’s (go out for a pizza). What about (playing video games)? How about (going for a walk along the river)? Agreeing Yes, that sounds like a good plan. Yes, I’m happy with that suggestion. Yes, definitely. Yes, that’s fine by me.



Exercise 6 Say it!

$ 1.32

• Focus students’ attention on the Say it! box. • Write the sounds /ɜ:/ and /ə/ on the board in two columns.

Elicit or give some examples of words that contain these sounds, e.g. /ɜ:/ girl, bird, world; /ə/ around, paper, cinema. • Play the recording for students to listen and repeat the words. Then have them decide which column they go into. Do the first word as an example with the class, if necessary. • Check answers with the class. You could play the recording again for students to practise. • There is a follow-up exercise for further practice on page 133.

events they illustrate. Elicit ideas from the class. Help with any vocabulary they may need, e.g. go on / have a picnic.

Exercise 9

• Put students into groups and set a suitable time limit for the

discussions. Before they start, go through the expressions in the Functional language box for making and responding to suggestions and agreeing and encourage students to use these in their discussion. Also remind them to refer back to the dialogue in exercise 4 to help them. Invite two students to read the example exchange aloud. • Monitor carefully and help any weaker students. Encourage them to discuss all of the options in the photos before they decide. • Invite students to report back to the class on their discussions, choices and reasons. • You could extend this into a real discussion about how they choose an event, i.e. which is the most important consideration: a) likes and preferences, b) the costs involved, c) how much preparation is required, d) the location, etc.

Your turn

OPTIONAL

Exercise 10

• Play the video for the students to watch and interact with. v Interactive video Round up: Unit 3 Episode 3: Interesting journeys • Duration: 4.51 minutes • Topic: Putting together a scooter • Task: ‘Your turn’ – Reaching an agreement • Video scripts are available on the iPack Resources tab and the Tests and Resources Multi-ROM.



Further practice

Tip!

• Relax your mouth and open it a little to say /ə/ or /ɜː/. Make the /ə/ sound short. Make the /ɜː/ sound long.

Optional activity

OPTIONAL

• Focus students’ attention on the photos and decide which

Pronunciation, Student’s Book page 133 Functional language, Vocabulary reference, Workbook pages 92–93 Round up scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

• With a stronger group, elicit other words containing the

sounds /ɜ:/ and /ə/ and write them in the correct column. These can be checked using a dictionary.

OPTIONAL

Exercise 7

• Have students practise reading the dialogue aloud in pairs.

Go round monitoring and giving help with pronunciation if necessary.

Exercise 8

• Ask students to read the situation in the box carefully. Ask

questions to check they understand the task: What do we know about Louise? What do you and your classmates want to do for Louise?

T43

Spectrum Teacher’s Guide 3 Unit 3, page 10

Unit 3

05 Spectrum TG3 Unit 3.indd 43

12/02/2016 09:40

3.6 Writing a discussion essay Aims

• Read a model text about holiday camps and answer questions. Analyze the structure of the model text. Learn to avoid common spelling mistakes. Listen and write down dictated sentences. Write a discussion essay. 7 Develop linguistic communication. 4 Develop sense of initiative and entrepreneurship.

• • • •

Writing preparation



Exercise 1

• Ask students what the people in the photo are doing and ask: Do you think it looks fun? Have you ever done this?

• Find out what the students understand a holiday camp to

be: What does it look like? What can you do there? Ask them to brainstorm good things and bad things about having a holiday at a holiday camp. Elicit some ideas. If necessary, check they remember that advantages are good things and disadvantages means bad things. • Focus students’ attention on the questions in exercise 1. Then ask them to read the essay and write the answers in their notebooks. • Check answers with the class and discuss whether they are similar to their own ideas. ANSWER

1 You can make new friends, join in a lot of different activities and pick up new skills, so you never get bored. 2 Some of the camps are very expensive and some of them are often far away, so some young people might miss their families. 3 For.

Look at language: spelling

OPTIONAL

Exercise 2

• Focus students’ attention on the text and elicit or point out

that all the underlined words have a spelling mistake. Ask students to write the corrections in their notebooks. • Check answers with the class, asking students to spell the words out letter by letter, so that you can correct any pronunciation problems they may still have with the alphabet (e.g. how to say the letters i /aɪ/, a /eɪ/ and e /i:/). ANSWERS

1 2 3 4 5 6 7 8

diferent – different skils – skills dificult – difficult aford – afford familys – families to – too posibilities – possibilities activitys – activities

• Ask students to find the spelling mistakes in sentences 1–4 and write the correct spellings in their notebooks.

• Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4

Which citys did you visit on your holidays? cities I tried out wakeboarding, but it was imposible! impossible It isn’t necesary to go to a camp to have fun. necessary Witch sports do you want to try? Which

Exercise 4

$ 1.33

Audio script pT137

• DICTATION Tell students that you are going to play a recording



and they should write down exactly what they hear. • Play the recording, pausing where necessary. • Check answers with the class and drill pronunciation. ANSWERS

1 2 3 4 5

borrow qualities communication shopping celebrities

Writing task v Writing preparation • Interactive task to help students be aware of paragraph order.

Exercise 5

• Explain that students are going to write a discussion essay and

✖ ✔

can choose which statement to write about.

• Go through the Writing plan and make sure students

understand that they must structure their text in this way.

• Ask them to choose one of the three statements. Tell them

to draw two columns in their notebooks with the headings: Advantages and Disadvantages and brainstorm about their chosen statement. (If two or more students have chosen the same statement, they could brainstorm together.) • Ask students to write their essays. If they do this in class, go round giving help and encouragement. Remind them that they should try to use some of the language that they have studied in this unit. • Students who have written about the same statement could read each other’s essays and find out a) if they thought of the same advantages and disadvantages and b) if they reached the same conclusion.

HOMEWORK



Further practice

Writing, Workbook page 30

Unit 3

05 Spectrum TG3 Unit 3.indd 44

OPTIONAL

Exercise 3

T44

12/02/2016 09:40

Spectrum Teacher’s Guide 3 Unit 3, page 11

HOMEWORK

Review

Grammar

This page reviews the vocabulary, grammar and functional language taught in each unit and develops the learning to learn competence. Encourage your students to spend time revising before they do the exercises on this page.

Exercise 4

v Unit 3 game Have some fun together while you revise with your class by using the Walk the plank game on the iPack. VOC APP

For individual practice, students who have a smartphone or tablet can download the free Spectrum VOC APP. Make sure your students use the extensive course material provided. This includes: • Student’s Book: • Unit 3 Review, page 45 • Workbook: • Cumulative Review S–3, page 31 • Grammar and Vocabulary reference and practice, pages 92-95 • Tests and Resources Multi-ROM: • Unit 3 Extra Practice pages (Grammar and Vocabulary ★ , ★★ and ★★★ ). Also available on the iPack. • Unit 3 Grammar and Vocabulary worksheets ( ★ , ★★ and ★★★ ) • Unit 3 Communication: Pairwork worksheet • Unit 3 Tests ( ★ , ★★ and ★★★ ).

Vocabulary

• Ask students to use the prompts to write complete questions

and answers in their notebooks. With a weaker group, do the first question and answer with the whole class as an example. • Check answers with the class. ANSWERS

1 How long have you saved up for those shoes? For two months. 2 How long have they been at the sales? Since nine o’clock this morning. 3 How long has she done wakeboarding? Since last summer. 4 How long have Ellie and her family lived in Seville? For a year. 5 How long have you played the piano? Since I was six years old.

Exercise 5

• Ask students to reorder the words to make sentences or

questions. If necessary, revise the position of still, already and yet in sentences or questions. • Check answers with the class. ANSWERS

1 Have you tried out rock climbing yet? 2 Suzie still hasn’t chosen any activities. 3 We’ve already taken up three new sports.

Communication

Exercise 1

• Ask students to choose the correct options and copy and complete the sentences in their notebooks. • Check answers with the class. ANSWERS

1 lend 2 afford 3 sales, bargains

4 discounts 5 waste, aren’t worth 6 saved up

Exercise 6

• Remind students of the work they did in lesson 3.5 on making and responding to suggestions and agreeing.

• Ask them to complete the conversation using the expressions in the box and to write the answers in their notebooks.

• Check answers with the class. ANSWERS

• Students copy and complete the sentences in their

1 That’s not a bad idea 2 No, that’s boring 3 How about

• Check answers with the class.

Exercise 7

Exercise 2

notebooks with the correct prepositions from the box.

2 up

3 out

4 up

5 up

4 Do we all agree 5 that’s fine by me

• Students use the conversation in exercise 6 as a model to

ANSWERS

1 in

4 I’ve already done all my homework. 5 The sales haven’t finished yet.

6 out

Exercise 3

• Ask students to find six adjectives in the word puzzle. With stronger classes, you could do this as a race. • Check answers with the class.

write their own conversation. Remind them to use as much of the functional language from the unit as possible.

Further practice

Cumulative review, Workbook page 31 Unit 3 Tests, Tests and Resources Multi-ROM

ANSWERS

sour; sweet; nutritious; mild; spicy; delicious

T45

Spectrum Teacher’s Guide 3 Unit 3, page 12

Unit 3

4852388 Spectrum TG3_PRESS.indb 45

03/07/2015 10:48



Group speaking project: a class survey Aims

• Write a multiple-choice class survey and decide how to conduct it.

• Collect the survey results and use them to prepare a presentation.

• Give the presentation to the class.

6 1 5 7 2 4

Develop mathematical competence and basic science and technology competences. Develop digital competence. Develop social and civic competences. Develop linguistic communication. Develop learning to learn competence. Develop sense of initiative and entrepreneurship.

ANSWERS

1 2 3 4

D B A C

D: Hello and welcome to our … , Our first slide shows … , We will now show you … B: Here we can see … , The bottom of the chart shows … , All of the students said … A: On this slide we can see … , Each colour represents … C: The last slide shows … , A lot of students prefer …

Useful materials – notebooks – computer – slide presentation computer program (optional) – interactive whiteboard / screen – sheets of paper – coloured markers

Warm-up

• Tell students that they are going to do a survey about their reading habits.

• Ask them to predict what questions they think will be asked. You could divide the class into pairs to do this or elicit ideas from the class. • Ask students to look at the survey on page 46 and find out whether their predictions were correct.

Before you start

$ 1.34

Audio script pT137

• Give students time to read the instruction. Play the recording • • •



for students to listen to the presentation and write the letters A, B, C and D in the correct order in their notebooks. Check answers with the class. Now focus students’ attention on the sentence beginnings in the Useful language 1 box. Have them copy these into their notebooks. Tell students that they are going to listen to the presentation again and should try to catch which phrases are used about each slide. Play the recording for students to listen and write the letter of the slide alongside the phrase they hear. Pause the recording where necessary. Check answers with the class.

Unit 3

4852388 Spectrum TG3_PRESS.indb 46

T46

03/07/2015 10:48

Spectrum Teacher’s Guide 3 Unit 3, page 13



Step 1

• Divide the class into small groups (preferably four) and focus • •



• •

their attention on the topics. Invite a student to read the instruction aloud. Give the groups time to choose their topic. When they have chosen a topic, point out that they should use the phrases in the Useful language 2 box on page 47 to help them write survey questions. Encourage them to think of as many questions as possible at this stage. Remind them that the questions will need to have multiple-choice answers, like the ones in the survey on page 46. Set a time limit for this brainstorming stage. When they have a number of questions, explain that they need to decide on the best four to six questions and write them as a survey with multiple-choice answers. They also need to devise a way of recording the answers. Go round giving help and encouragement. Remind students to check that the surveys are free of errors.

Step 5

• The class listen to each of the presentations. • You could give them a listening task, such as Note down which phrases were used or Decide how easy it was to understand the different presentations and analyze why. • Conduct final class feedback about the presentations. Encourage students to make a note of any ways they think they could improve their work next time. See www.oup.es for useful website links.

Step 2

• Invite a student to read the instructions aloud. This is where

students need to decide how they are going to do the survey – how many people they are going to ask and how they are going to record their responses. • Go round monitoring and giving assistance where necessary. Make sure each group is ready and organized before they start. • Allow time for students to walk around the class and ask their questions to the assigned number of classmates. Remind them to record the responses carefully.

Step 3

• When the groups have finished collecting their information,

invite a student to read the instructions for the next step aloud. These organizing and preparing stages may be timeconsuming but it is important to allocate sufficient time in order for students to produce quality work. • Students could use information technology to prepare their slides, if available. • You will need to monitor the groups closely to make sure they work at a similar pace. Remind them to follow the steps in the list. Stronger students can practise explaining their interpretation of the results, including what they find interesting. • Make sure all members of each group participate and practise their presentation together. Remind them to include the phrases from the Useful language box on page 46 where necessary.

Step 4

• Invite a student to read the instructions aloud. • Focus students’ attention on the need to smile, speak clearly and look at their audience.

T47

Spectrum Teacher’s Guide 3 Unit 3, page 14

Unit 3

4852388 Spectrum TG3_PRESS.indb 47

03/07/2015 10:48