vb - شبكة معلمي ومعلمات المملكة · . FINAL Introduction vi And it lets learners meet new language as people do when living in another country, i.e. in natural

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http://www.saudienglish.net/vb


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Contents

Introduction to Teacher’s Edition iv

Student’s Book Contents viii

Unit 1 Travel 6

Unit 2 Around town 14

Unit 3 Bon appetit! 22

Unit 4 Life stories 30

Unit 5 Looking back 38

Unit 6 Past and future goals 46

Unit 7 Activate your English 54

Unit 8 Your environment 62

Unit 9 Time on, time off 70

Workbook answers 78

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Welcome to Flying High for Saudi Arabia, a course designed specially for secondary school students learning English as a foreign language.

Flying High for Saudi Arabia is the result of a comprehensive development process. The authors wrote a complete set of teaching materials which has been widely and successfully used in schools. Large-scale feedback was received from teachers using the material, and Flying High for Saudi Arabia is the end product.

From the very start of the project, there was careful consideration of teaching methodology in general and the teaching of English as a foreign language in particular. Here is some important background, followed by a presentation of the approach of Flying High for Saudi Arabia and some practical teaching tips.

Key aspects of the teaching of English as a foreign language

English is taught to non-native learners all around the world. This is generally known as TESOL (Teaching of English to Speakers of Other Languages), but there are two distinct contexts – English as a second language (ESL) in countries where English is the national language, and English as a foreign language (EFL) in other countries.

In English-speaking countries, English (ESL) is taught to people from many different countries, there to study, work or live permanently. Their common language in the classroom is unavoidably English, and they are immersed in English outside the classroom, too. They are usually motivated, and those who stay in the country for some time usually learn English well.

But far more students study English in their own countries (EFL) than in an English-speaking country. A few of these students will visit countries where English is the national language, but many of them never will. They will probably use English in Saudi Arabia – for the Internet, reference books, journals, correspondence, the telephone, etc., and with technicians, business people, friends, etc. They may use

English more with other non-native speakers – Germans, Italians, Japanese, etc. – than with native speakers. Many are not very motivated initially as they continue, or begin, their effort to learn English well. All the learners in a class have the same first language. Most will have little contact with English outside the classroom until they have to use it for study or work.

Teaching English as ESL and as EFL obviously have a lot in common, but it is very important for EFL teachers to appreciate the distinctive aspects of EFL contexts. EFL courses need to:

pay extra special attention to motivating people learning English in Saudi Arabia

compensate for the very limited exposure to and use of English outside the classroom

teach English for use in Saudi Arabia, as well as for possible international travel

deal with the implications of the learners all having the same first language.

A good EFL coursebook can help in all these areas with:

content and activities that motivate people learning English in Saudi Arabia

ample exposure to and use of English in genuinely communicative activities

practice of English in tasks and situations that are realistic for learners of EFL.

Dealing with the fact that all the learners have the same first language is the most difficult area for major international coursebooks, but they can provide ideas for:

establishing and developing English as the main classroom language

dealing with interference from the students’ common first language.

Selecting and developing an approach for an EFL course

A good EFL course must have a clear, consistent, and practical approach. It must obviously take into account the key aspects of teaching EFL discussed above, and the specific learners. And it must use currently valid and appropriate methodology. It is useful here to look a little at TESOL methodology, past and present.

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Through most of the 20th century, progress in TESOL was seen (especially by academics) in terms of the development of new methods. Each usually claimed to be better than the others. Many teachers and teaching institutions became trapped in one strict method (Audio-lingual, Situational, Audio-visual, etc.). But many others were more eclectic, continually taking practical ideas from different methods and incorporating them into their methodology. Up to a point, they were right – no single fixed method can possibly be appropriate for all teaching-learning contexts (children, adolescents and adults; very small groups and very large groups; willing and reluctant learners; etc.). But there must be some general principles for good TESOL.

By the late 1980s, general agreement on principles seemed to have been reached at last. Communication was established as an essential component of syllabuses – they should not be purely structural, but should have a functional core, with clear communicative skills objectives. Communication was also established as a major means of language teaching – through genuinely communicative input and activities – not just the goal. These are the two most fundamental principles of Communicative Language Teaching (CLT). It is important also that CLT is eclectic by nature, open to adaptation for different teaching-learning contexts, and freely incorporating new ideas and practices as long as they fit its basic principles. At the start of the 1990s, the future of TESOL seemed to be the continual improvement of CLT methodology, with variations for different contexts, not the creation of any strict new method.

In the mid-1990s, however, a fairly strict new method was proposed, Task-based Learning (TBL). TBL as such has not been widely adopted nor has it revolutionized TESOL as it intended to. However, some varieties of CLT have incorporated ideas from TBL. Chief among these are:

putting exposure to, and possible use of, new language in communicative tasks before a formal focus on that new language (most CLT had tended to put the focus on new language first)

getting learners to actively discover for themselves how new language is structured and works (most CLT had tended to have learners attend to teacher presentations, preferably interactively).

Apart from TBL, other new ideas have influenced CLT, particularly: the importance of developing learner autonomy through

learner training the importance of attending to different learner styles and

needs through a variety of activities.

Today, virtually all major TESOL coursebooks and professional teaching employ some variety of CLT. It may be a very “weak”

or a very “strong” variety. The former is typically led by a language syllabus and goes through a PPP sequence (presentation-practice-production) for each language item, with communicative skills work fitted in at suitable points. The latter typically consists mainly of communicative activities and skills work, with the language syllabus little more than a checklist and explicit attention to language only when needed (rather like TBL in fact). The former is particularly common in situations such as beginner and elementary level school teaching, the latter in upper intermediate and advanced level teaching of older learners. Such variation for different teaching contexts, if carefully designed and implemented, can obviously be very appropriate.

That, then, is the methodological scene for TESOL coursebook writers today and probably for some time to come. Within the broad methodology of CLT, writers need to establish a clear approach, suitable for a specific context (in our case, young adults and adults learning EFL), and structure and design material in accordance with that approach.

The approach and structure of Flying High

Flying High for Saudi Arabia puts communication first and last, and a lot in the middle too, where it also attends carefully to the new language programmed in the syllabus. That approach is in accord with more progressive CLT and is especially appropriate for secondary school EFL learners. For easy reference, we have called it the Triple A Approach:

Access, or exposure, to new language in context while doing communicative activities

Analysis and practice of new language

Activation of the learners’ expanding language resources in communicative activities.

This approach is reflected in the structuring of the Student’s Book. Each unit consists of four two-page lessons, with:

Lesson 1 working on communicative skills and access to new language

Lessons 2–3 working on analysis and practice of new language, and communicative skills also

Lesson 4 (Lifeline or Language for Life) working on communicative skills with activation of the learners’ language resources.

By putting communication first in each unit, this approach contrasts with the English classes most EFL learners have traditionally had at school. It also ensures ample exposure to and use of English in genuinely communicative activities.

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And it lets learners meet new language as people do when living in another country, i.e. in natural use and before they focus on it. Then there is careful attention to that new language in lessons 2–3 (see the following paragraph). Lesson 4 again ensures ample exposure to and use of English in genuinely communicative activities. And it allows the teacher to monitor the learners’ “real English” – the English they would use in communication outside the classroom – and plan appropriate remedial work as necessary. This Lifeline (levels 1–3) or Language for Life (levels 4–5) lesson also connects with the students’ probable future uses of English outside the classroom.

The approach to the analysis of new language in lessons 2–3 varies pragmatically, but whenever possible (which means usually) gets the learners to actively discover for themselves how the language is structured and works. This approach also integrates an extremely important element of learner training – developing autonomy and the ability to learn independently.

As is clear from the above, the development of communicative skills is of central importance in the Flying High for Saudi Arabia approach. Really communicative listening, speaking, reading, and writing are carefully developed, especially in lessons 1 and 4. These skills are vital when using English for study or work, and for those learners that eventually need to pass an international proficiency test like TOEFL (note that the new TOEFL has shifted the balance even more from accuracy to fluency).

Planning lessons using Flying High materials

A book lesson and a classroom lesson are not the same thing. The former is text and teaching ideas, the latter is human behavior in real time. The length of a classroom lesson may range from 45 to 120 minutes or more, and how much can be done in a given time depends on factors such as the number of learners in a group and how fast a group works in general. However, book lessons are usually designed to suit typical classroom periods. Flying High for Saudi Arabia lessons are designed for one classroom lesson of about two hours or two of 50–60 minutes, in average conditions.

Book lessons may be divided up in different ways for classroom lessons, sometimes even with the end of one lesson together with the beginning of the next. Our recommendation is always to give your classroom lessons a clear beginning, middle, and end. Don’t just start “where you finished last time” or suddenly end “when time’s up.” Usually

start with a fairly light communicative activity, do some substantial work in the middle, and end if possible with a communicative activity again, or at least by tying the lesson up as if you intended to end there. If students feel you have planned the classroom lesson and not just gone mechanically through the material in the book, they will respect you more as a teacher. And, of course, the lesson will be better.

Establishing and developing English as the main classroom language

This is fundamental for successful EFL teaching. It should be done at beginner level and should not be a problem at intermediate level – but sometimes is! Most experienced teachers have effective strategies for doing this. Here are some useful ones:

agree with your learners from the start that English will be the main classroom language, explaining how vital that is for their success in learning English

facilitate the learners’ understanding of your English by consistently using the same expressions for greetings, instructions, feedback, etc., at first, actually teaching them these expressions

also teach useful expressions for them to use (What is [“glass”]? How do you say [word in L1]? Can I [leave early]? I don’t know, etc.). A poster with these expressions on the wall can help

when a learner does say something in their first language, see if another can give the English equivalent, or give it yourself. This is a good way of teaching useful new classroom English.

incorporate new language into the classroom English repertoire as the course progresses.

Dealing with first language interference

Teachers should check the new language items in the syllabus against Arabic equivalents. Very often there will be none – Arabic, for instance, has no modals, only one present tense, no indefinite article and so on. Some sounds exist in English but not in Arabic (and vice versa). These factors will contribute to the relative difficulty of acquiring new language items – be they grammatical or lexical – and to the likelihood of inappropriate first language interference. Teachers must be prepared to do remedial work long after the item was first focused on and practiced. It is useful for

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intermediate teachers to list the items (often very basic ones) that typically continue to cause their learners problems, and have attractive and effective remedial activities ready for them. It is occasionally useful to get learners to quickly compare their first language and English, and Flying High for Saudi Arabia does this when it seems particularly appropriate, e.g. with comparatives and superlatives, where English has double systems (more / most vs. -er / -est), unlike most languages.

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Student’s Book Contents

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UNIT Page LeSSONS gRaMMaR

5 •Pastsimple–yes / noquestions•Pastsimple–whoquestions•ago

1Abusyweek2 Famouslives3 Epicjourneys4 Lifelinetohistory

Looking back 38

4 •Pastsimple–affirmativeregularandirregularverbs

•Pastsimple–whquestions

1 Personalhistory2 Lifechanges3 Truthandknowledge4 Lifelinetoculturestudies

Life stories 30

3 •was / were–affirmativeandyes/noquestions

•was/were–wh questionsandnegativestatements

1 Goodfood2 Hungry?3 Whatwasyourfavoriterestaurant?4 Lifelinetohealth

Bon appetit! 22

2 •Imperativesforinstructions•Countable/uncountablenouns

1 Placesofinterest2 Plansfortheweekend3 Airportproblems4 Lifelinetourbanplanning

Around town 14

1 •Presentprogressive•Presentsimpleand

presentprogressive

1 Vacations2 Gettingready3 Finaldestination4 Lifelinetometeorology

Travel 6

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FUNCTIONS VOCaBULaRY PRONUNCIaTION

•Intonation–whquestions•Collocationsandcategories•Pasttenseverbs

•Talkingabouttherecentpast•Talkingaboutfamouspeople’slives•Talkingaboutjourneys

•Intonation–whquestions•Prepositionsoftimeandplace•Pasttenseverbs

•Talkingaboutfamouspeople’slives•Talkingaboutchangesinlife

•Weakforms–was / were•Foods•Wordstodescriberestaurants

•Talkingaboutfood•Talkingaboutrestaurants•Talkingaboutdiet

•Wordstress–places•Placesinacity•Prepositionsofplace•Makingsuggestions

•Talkingaboutlocation•Makingsuggestionsandexcuses•Listingitems

•Climateandweather•Clothes•Naturaldisasters

•Weakforms–presentsimple/presentprogressive

•Describingvacations•Describingtheweather•Talkingaboutactivitiesinprogress•Talkingabouttemporarysituations

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UNIT Page LeSSONS gRaMMaR

7 Activate 54your English

1 Ataninternationalconvention2 Inaforeigncity3 Gettingtoknowyou4 Lifelinetointernationaltravel

•Reviewofpresentsimple•QuestionswithWhoandWhat

8 Your environment 62 1 Aniceplacetowork2 Aniceplacetolive3 Abigmove4 Lifelinetostudentlife

•Much, many, a lot of andcountable/uncountablenouns

•Possessives

9 Time on, time off 70 1 Unusuallives2 Manualandnon-manual3 Festivals4 Lifelinetorelaxation

•Presentsimplevs. presentprogressive•Objectpronouns

Irregular verbs 70 Pronunciation 79Learner training 80Spelling rules 82

6 •Future–going to•Timeexpressionsforpast,present,

andfuture

1 Lifeevents2 Makingplans3 Reunions4 LifelinetocontinuingEnglish

Past and future 46 goals

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FUNCTIONS VOCaBULaRY PRONUNCIaTION

•Askingforandgivingpersonalinformation

•Talkingaboutcities•Talkingaboutyourself•Talkingaboutinternationaltravel

•Occupations•Countries,nationalities,

andlanguages

•Sounds–thealphabet

•Talkingaboutoffices•Describingcities•Talkingaboutstudent

accommodation

•Thingsinanoffice•Citycharacteristics•Adjectivesfordescribingplaces

•Contrastivestress

•Talkingabouthabitsandroutines•Talkingaboutwork•Talkingaboutcelebrations•Talkingaboutrelaxation

•Manualandnon-manual•Holidaysandspecialdays

•Weakforms

•Importantlifeevents•Vacationactivities

•Talkingaboutimportantevents•Talkingaboutfutureplans•Talkingaboutpersonalprofiles•Talkingaboutlanguagelearning

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Unit 2 Around town

Unit 2

1 Places of interest

Aims Activation (+ Access + Analysis)Discourse objectives

Establish the unit topic: the urban environment

Familiarize students with interactions describing locations

Language objectives Teach meaning and use of

prepositions of place Introduce vocabulary related to places

in an urban environment Review there is Analysis and practice: word stress

Specific skills objectives Develop listening and reading skills:

expressing spatial relationships Develop speaking skills: talking about

location

1 Reading and listening

1a Focus on the symbols. Put the students into pairs and have them

cover up the words in the box and try to guess what each symbol represents. Do not supply the vocabulary at this stage.

Tell the pairs to do the matching exercise and go over the answers with the class.

alternative:As a lead-in, put the students into groups of four to brainstorm the names of places in a city. Have them make a list and share their results with the whole class.

ANSWERS: B9 C10 D7 E3 F12 G1 H4 I5 J8 K6 L2

1b To familiarize the students with the map, write … the

supermarket? on the board and elicit the question / answer: Where’s the supermarket? It’s on Washington Avenue. Point out the use of on.

Put the students into pairs and have them use the places marked on the map to ask and answer in this way.

Point out the unnamed places on the map and ask the students to work individually to identify them.

When they have finished, play the recording straight through once and again, line by line, to check the answers.

Check the meaning of the prepositions.

ANSWERS: A1 C2 D3 F4

1c Model the target vocabulary (bookstore, Lincoln Park, and

department store) and have the students repeat. Point out the unnamed locations on the map (B, E, and G) and

get the students to work with a partner to produce descriptions of these places, e.g. B is on Fourth Street / next to the history museum / across from the convention center. Refer the students to the conversation in exercise 1b for guidance.

Play the recording as often as the students require to identify the locations.

Check by playing the recording again, stopping to analyze the language with the class.

ANSWERS: B5 E6 G7

seeSBp.14ex.1b

aUdIOSCRIPTTRaCk 5

Teachingtip When checking answers, it would help if you could use an overhead projector to show the map.

Man 1: AndIwanttobuysomebooks.Let’ssee.There’sabookstoreonFourthStreet,acrossfromtheconventioncenter.

Man 2: OK,nowwhere’sLincolnPark? Man 1: Look!It’sonthecornerofFifthStreetandLincoln

Avenue.AndIalsoneedtogotoadepartmentstore,departmentstore…oh,yes,there’sabigdepartmentstoreonLincolnAvenue.It’snearamosque.

Man 2: Fine.YoucangoshoppingandIcangotothemosque!Don’tbelate!!

aUdIOSCRIPTTRaCk 6

2 Word builder: prepositions of place

2a Ask the students to study the pictures and do the matching

exercise individually. Check the answers.

ANSWERS: A4 B3 C1 D5 E2

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Around town Lesson 1

Unit 2

2b Refer the students to the map in exercise 1c and have them work

individually. Get them to check with a classmate before going over the

answers with the whole class.

ANSWERS: 1 on 2 across from 3 next to 4 on the corner of 5 near

3 Pronunciation: word stress – places

3a Demonstrate the exercise by writing convention center on the

board and playing the recording (only as far as convention center). Elicit the answer and mark the stress on the words.

Play the recording as often as the class needs to do the exercise. Check by writing the words on the board and playing the

recording again.

ANSWERS: 1 convention center 2 department store 3 museum 4 supermarket 5 restaurant 6 hotel 7 bookstore 8 mosque 9 Internet café

4 Speaking

4a Divide the class into two halves: A and B. Ask the students to work individually. Tell them to write down a

description of the locations they have chosen. Provide help and correction as required.

4b Put the students into pairs (one from group A and one from

group B) for the communicative activity. Have them repeat the activity with another partner.

4c Demonstrate the conversation with a volunteer and put the

students into groups of four. Have several students perform the conversation for the class.

alternative:Before the group work phase, mention a well-known restaurant or night spot in your city and elicit the students’ opinions, e.g. It’s a nice / beautiful / great place; it’s really exciting / boring. Write some of these expressions and vocabulary on the board and get the students to include them in their conversations.

WorkbookHave your students work through the exercises on pages 10 and 11. Answers on page 78.

seeSBp.15ex3a

aUdIOSCRIPTTRaCk 7

LanguagehelpIn compound words, the first word usually carries more stress than the second, e.g. bookstore.

LearnerdevelopmentEncourage the students to mark stress on new vocabulary when they write it in their notebooks. The key to learning how to handle word stress correctly lies in becoming aware of the difficulty and noticing stress patterns.

3b Give the students as much practice as you think they require and

then a little bit more.

TeachingtipIt is always useful to encourage the students to accompany the main stress with a physical movement of some kind, e.g. tapping the desk, squeezing a pen, or punching the air.

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Lesson2 Around town

Unit 2

Unit 12 Plans for the weekend

Aims Activation (+ Access + Analysis)Discourse objective

Expose students to extended informal spoken discourse (plans and suggestions)

Language objectives Teach and practice imperatives for

instructions Introduce vocabulary related to

recreational activities


getting the main idea; extracting information

Develop speaking skills: making suggestions

1 Listening and speaking

1a Focus on the two photographs and elicit information about

where they are, what they are doing, what their relationship might be, and what they might be talking about.

Play the recording once. Check the answer with a show of hands. If there is disagreement, check by playing the recording again.

alternative:Before listening, elicit examples of the sorts of things the students would expect to hear mentioned for each topic, e.g. a plan for the evening: shopping, location, activities, times. Draw two columns on the board and write the students’ predictions.

ANSWER: b

additional: Speaking: In groups of three or four, have the students discuss the kinds of activities that they typically enjoy on the weekend: 1 with friends 2 with their nuclear family 3 alone.

1c Demonstrate the conversation in exercise 1a with a volunteer

before putting the students into pairs. Have them practice with another partner before performing for

the class.

2 Grammar builder: imperatives for instructions

2a Play the recording from exercise 1 again and have the students

call out Stop! when they hear one of the model imperatives (don’t take a bus).

Elicit an explanation of the grammar from the class and highlight it on the board.

Have the students underline the imperatives in the models.

ANSWERS: Affirmative: the simple infinitive (without to); Negative: Do + not (= Don’t) + simple infinitive

2b Put the students into pairs to discuss this in the L1. Ask them

which is less complicated: their own language or English. Discuss briefly with the whole class.

2c Tell the students to work individually and to check with a

classmate before going over the answers with the whole group.

ANSWERS: 1 come here 2 don’t worry 3 Don’t sit 4 Have 5 Look

Jeff: Hello? Carl: Hi,Jeff.ThisisCarl. Jeff: Oh,hi,Carl. Carl: Whatareyoudoing? Jeff: WatchingTV. Carl: Doyouwanttogotothebasketballgametonight? Jeff: Basketball?Yeah.OK.Whattimeisthegame? Carl: It’satseveno’clock.Let’smeetatMario’sPizzaatsixo’clock. Jeff: Um.Where’sMario’sPizza?CanItakeabus? Carl: No,don’ttakeabus.Takethesubwaytotheconvention

center.Gooutandturnright.Mario’sisonthecornerofFifthStreetandParkAvenue.

Jeff: OK.Seeyouatsix.Don’tforgetthetickets.

aUdIOSCRIPTTRaCk 8

1b Read through the sentences and check understanding. Play the recording twice. Check by identifying the answers on the recording.

ANSWERS: 1a 2b 3b 4a 5b

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Around town Lesson2

Unit 2

3 Word builder: making suggestions

3a Put the students into pairs and ask them to look at the table. Tell the students to listen to how the speakers make suggestions

and play the recording from exercise 1 again. Play it again and stop at Do you want to go to the basketball game tonight? and Let’s meet at Mario’s Pizza at six o’clock. and have the students repeat the expressions.

Ask the students to study the table and fill in the blanks individually.

ANSWERS: Students’ own answers.

3b Demonstrate the conversation with a volunteer before putting

the students into pairs. Have them practice with another partner before performing for

the class.

4 Speaking and reading

4a Read through the questions and put the students into groups of

four for the discussion.

4b Refer the students to the book festival advertisement and ask

them to work individually. Tell them to underline the information when they find it.

Check the answers with the whole class.

alternative:Have the students talk about books they have read (or heard about) in small groups before opening it up to the whole class.

ANSWERS: 1 4 days 2 Great Hall 3 13.254 Brian Melville 5 Peter Kilroy – A Funny Thing Happened 6 Philip Smith – Playing games

Teachingtip Set a time limit for this reading activity to force the students to scan for the specific information rather than read every single word.

LearnerdevelopmentScanning is a reading sub-skill that does not require students to read the text intensively. They are simply looking for a specific piece of information, much in the same way as they often do in the real world.

4c When the students have made their choices, have them vote

with a show of hands.

5 Speaking Read through the conversation and check understanding. Choose three volunteers and have them read out the

conversation for the class. Put the students into groups to practice. Have several students perform the conversation in front of the

class.


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Lesson3 Around town

Unit 2

Unit 13 Airport problems

Aims Access + Activation + AnalysisDiscourse objective

Expose students to extended formal spoken discourse (reporting lost luggage)

Language objectives Teach and practice countable /

uncountable nouns Introduce vocabulary related to

clothing and accessories Review the meaning and use of

there is / there are

Specific skills objectives Develop listening skills: getting the

main idea; extracting information Develop speaking skills: describing the

contents of a suitcase

1 Speaking

1a / b / c Refer the class to the title of the lesson and the photograph. Read through the questions and have the students think about

them in pairs. Have the pairs compare their ideas with another pair. Ask for

whole-class feedback, but do not make any comments at this stage.

alternative:As a lead-in, focus on the title of the lesson. Put the students into pairs and get them to brainstorm the kind of problems people might have to face at an airport. Have the pairs report their thoughts back to the class.

2 Listening and writing

2a Play the recording once and check the answer with the class.

ANSWER: The man has lost his suitcase.

2b Read through the report form with the class and check

understanding. Play the recording at least twice. Check by playing it again and

stopping at the relevant information.

ANSWERS: Date: July 30th / Name of passenger: Daniel Burgess / Flight number: JD353 / Description: suitcase (medium size, dark blue)

additional: Put the students into pairs. Refer them to the report form and tell them to write down the questions the official asked Mr. Burgess. Write the various possible questions they produce on the board (e.g. What’s your first / last / full name?). Ask the class to decide which questions are the most appropriate. Play the recording for them to check. Have them repeat after the recording. Include the two extra questions that do not have answers on the report form (Are you sure you can find it? / Does it have your name on it?).

3 Reading, listening, and writing

3a Ask the class what they think the passenger was carrying in his

suitcase. Write any items they mention on the board. Tell the students to read the conversation and see if they were

right. Ask the class if the passenger was carrying any of the items on

the board and check them or cross them off.

3b Play the recording at least twice. Elicit the answers from the class

and add them to the list on the board.

ANSWERS: 1 jacket 2 formal 3 books 4 electric 5 shampoo 6 shoes

Official: OK,sir.Ijustneedtomakeareportforyourlostsuitcase.What’sthedatetoday?Mmmmm.July30th.

Passenger: Areyousureyoucanfindit? Official: Ofcourse.Don’tworry.Nowwhat’syourfullname? Passenger: DanielBurgess.That’sB-U-R-G-E-S-S. Official: B-U-R-G-E-S-S.OK.Andyourflightnumber? Passenger: Um.JD352,Ithink.No,sorry,JD353. Official: JD353.Canyoudescribeyoursuitcase? Passenger: Yes.It’smediumsize,darkblue. Official. Mediumsize.Darkblue.Doesithaveyournameonit? Passenger: Ohyes,andmyaddress.

aUdIOSCRIPTTRaCk 9

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Around town Lesson3

Unit 2

4 Grammar builder: countable and uncountable nouns

4a Write shoe on one side of the board and ask the class: Can you

count shoes? (One shoe, two shoes, three shoes …) Write shampoo on the other side and ask: Can you count

shampoo? (One shampoo? No; One bottle, two bottles of shampoo … Yes.)

Have the students add the other words to the two lists. Point out that the words in the same list as shoe can have plural forms.

ANSWERS: shoes, books, shirts are countable nouns

LanguagehelpAlthough money appears at first glance to be countable, it is an uncountable noun and takes a singular verb. What you actually count are units of money: coins, bills, dollars, and cents.

4b Have the students study the model sentences and think about

the questions individually. Ask them to compare their deductions with a classmate before

going over the answers with the whole class.

ANSWERS: 1 is 2 No 3 b / c 4 some in affirmative statements; any in negative statements and questions

Teachingtip Remind the students how to ask questions with there is / there are (inversion) and have them practice saying there is in its contracted form, there’s.

4c Tell the students to work individually. Refer them to the model

sentences in exercise 4b for guidance. Check the answers with the class.

ANSWERS: 1 are 2 any 3 some 4 a 5 Is 6 any 7 Are 8 some 9 any 10 any

5 Speaking and writing

5a / b Refer the class to the conversation in exercise 3a and ask two

volunteers to read it to the class. Have the students practice saying the questions in the

conversation. Divide the class into two halves: A and B. Have the students in A

make a list of everything in suitcase A, and the students in B make a list of everything in suitcase B. As they work, provide help with vocabulary and write any words the students ask for on the board.

Put the students into pairs (one from group A, one from group B) for the communicative activity. Remind student B to make notes of the things in A’s suitcase.

alternative:After step 1 above, conduct a quick substitution drill as follows: 1 Is there any money? (Substitutions: water, shampoo, tea, soap) 2 Are there any shoes? (Substitutions: ties, jackets, books, sweaters) 3 Mix up the singular and plural substitutions.

additional:Have two volunteers stand up and role-play the conversation for the class.

5c Have the pairs work together, checking off the items on their

lists.

ANSWERS: Suitcase A: There are some clothes. A pair of jeans, three shirts, some soap, a laptop computer and some sneakers. Suitcase B: There are some clothes and a cell phone etc.


Official: Now,couldyoudescribethecontentsplease,sir? Passenger: Yes.Well,therearesomeclothes.Twoshirts,two

pairsofpants,andajacket. Official: Aformaljacket? Passenger: That’sright.Therearetwobooksandsomefiles. Official: OK.Arethereanyexpensiveitems? Passenger: Oh,yes.There’sanelectricrazorandalaptop

computer. Official: OK.Isthatit? Passenger: No.There’ssomeshampoo,sometea,andapairof

jeans. Official: Shampooandtea!Isthereanymoney? Passenger: No,thereisn’t.Butthere’ssomesoap.Oh,andthere’s

apairofcasualshoesandtherearetwoties. Official: Thankyou,sir.

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Lesson4 Around town

Unit 2

4 Lifeline to urban planning

Aims Activation (+ Analysis)Discourse objective

Expose students to extended formal spoken discourse (describing urban development)

Language objectives Review and extend prepositions of

place and descriptions of locations Introduce vocabulary related to city

infrastructure

Specific skills objectives Develop listening skills: extracting

specific information; listening for detail Develop speaking skills: describing

spatial relationships and locations

1 Speaking

1a Focus on the title of the lesson and ask the class what urban

planning involves and if they would like to try their hand at it.

alternative:Before the pairs look at the map, have them imagine the kind of surroundings each place needs, e.g. The factory needs to be on a main highway.

Teachingtip Encourage the pairs to talk about where they would like to place the new infrastructure (and not just draw it on the map), e.g. Let’s put the factory on the corner of Kentucky and Powell.

1b Make sure that the students know how to describe the locations

they have chosen before forming the new groups. Have several groups report their decisions to the whole class.


2a Play the recording twice before checking the answers with the

class.

ANSWERS: an airport another park a swimming pool a clothing factory

2b Play the recording again and have the students stop you when

they hear the airport’s location. Play that specific information again and give them time to locate the place (A–D) on map B.

Do the same for the clothing factory, the park, and the swimming pool.

ANSWERS: A swimming pool B park C clothing factory D airport

Planner: IthinkUrbanvilleneedsseveralthings:anairport,anotherpark,andapublicswimmingpool.Andofcourse,anewclothingfactory.Pleaselookatthismap.

Council member: Where’stheairport? Planner: It’shere,nexttoHighway180andOlsonRoad. Council member: NexttoHighway180…OK.Andthenew

clothingfactory? Planner: Thefactoryisnexttothehighway,acrossfrom

theairport. Council member: Acrossfromtheairport,hmm.That’sfine.Isit

nearthetrainstation? Planner: Yes.It’sonOlsonRoad,nexttothetrain

station. Council member: Ah,yes.Good!Andwhere’sthenewpark? Planner: It’snexttotheriver,acrossfromthecollege.

Andtheswimmingpoolisinthepark.Whatdoyouthink?

Council member: Yes,acrossfromthecollegeisagoodplaceforthepark.Fine.Ithinktheplanisexcellent.

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Around town Lesson4

Unit 2

2c Point out the use of near in the model sentence and put the

students into pairs.

LanguagehelpLearners often confuse near with close to and next to (also as a result of L1 interference), thereby producing the erroneous form near to: it will take some serious, consistent correction on the part of the teacher to eradicate this error.

additional:Put the students into pairs to ask and answer about the map like this: Is there a train station in Urbanville? Yes, there is. It’s on Olson Road. / Is there a bus station? No, there isn’t.

3 Reading Have the students work individually before comparing their

answers in pairs. Go over the answers with the whole class.

alternative:Ask the students to attempt to do this from memory before looking at the map.

ANSWERS: Cross out: another bus station, two schools, a football stadium, a train station; Correct: airport – next to the college clothing factory / factory – on Highway 180 Olson Road / park – on near Madison Hill.


4a Put the students into groups of four. Have the groups brainstorm

things they think their town needs and make a list. Supply any additional vocabulary they ask for and write it on the board.

4b Have the groups talk about the different options and make a

note of where each new facility is to go.

4c Refer the students to the chart in exercise 3 for guidance.

4d Reorganize the class into new groups of four, each with as many

different representatives of the previous groups as possible to compare their proposals.

Ask each group to report back to the class who they think has the best ideas.

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Unit 3 Bon appetit!

Unit 3

1 Good food


Establish the unit topic: nutrition and places to eat

Expose students to natural spoken discourse (likes / dislikes)

Expose students to formal written discourse (article: traditional dishes)

Language objective Introduce vocabulary related to

nutrition (food groups and food)

Specific skills objectives Develop speaking skills: expressing

food preferences Develop writing skills: describing a

traditional dish

1 Word builder: foods

1a Focus on the title of the lesson. Ask the students how they

would say this in their own language. Put the students into pairs and tell them to look at the

photographs. Have them do the matching exercise and write down the names of the foods shown.

Do not go over the answers at this stage.

1b Play the recording twice for the class to check their answers. Have the students repeat the words after the recording.

ANSWERS: A potatoes B pasta C chilies D milk E tomatoes F chicken G fish H oil

additional:Have the students work in groups of three, teaching each other the vocabulary. Students take turns pointing at a food item in one of the photographs; the others try to remember its name.

alternative:Get the students to challenge one another to name the food group: student 1: meat (food item); student 2: Proteins (food group).

1c Elicit the answers from the class.

ANSWERS: chocolate – dairy / lemons – fruits / bread – carbohydrates / cream – dairy / spinach – vegetables

additional: Write these words on the board (carrot, potato, tomato, sugar, chicken) and get the students to identify the correct stress profile: ● ● or ● ● or ● ● ● (all the two-syllable words have the same pattern: ● ●).


2a Have the students do this individually.

2b Ask the students to read through the conversation and try to

predict the answers to numbers 1 and 5 from the context. Play the recording twice and check the answers with the class.

ANSWERS: 1 food 2 salads 3 meat 4 chicken 5 coffee 6 cookies

Carbohydrates:beans,potatoes,rice,pastaVegetables:corn,chilies,carrots,peas,lettuceDairyproducts:milk,cheese,yogurtFruits:apples,oranges,bananas,strawberries,tomatoesProteins:chicken,eggs,fish,beef,lambFat,oil,andsugar:oil,sugar,mayonnaise,margarine

aUdIOSCRIPTTRaCk12

Adam: What’syourfavoritefood,Paul? Paul: Hmm.Ireallylikefishandsalads.Idon’tlikefastfood.

Whataboutyou? Adam: IlikemeatandIloveFrenchfries.Idon’tlikechicken. Paul: Ialsolikecoffee.Cappuccinoismyfavorite. Adam: AndIjustlovecakeandcookies.

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Bon appetit! Lesson 1

Unit 3

2c Ask the students to underline all of the instances of like and love

in the conversation in exercise 2b. Write them on the board: I like … / I love … / I really like … / I just love … / I don’t like …

Put the students into groups of four and tell them to use these expressions.

alternative:Extend the conversation to include international cuisine: I love Lebanese / Indian / Chinese food.

3 Reading, speaking, and writing

3a Ask the students to read silently and compare their answers with

a classmate. Check the answers with the class.

ANSWERS: 1 Lebanese 2 American 3 Chinese 4 Indian

Teachingtip As this depends as much on general knowledge as reading skills, ask the students to identify the clues that give them the answers, e.g. the U.S. is an ethnically diverse country / Lebanon is hot and dry so will not produce much meat / Chopsticks (in the photograph) are well-known Chinese utensils.

3b Elicit the translations from the class.

3c Have the class brainstorm as many traditional dishes from Saudi

Arabia as they can. Write them on the board. Put the students into groups of three and assign each group one

of the dishes on the board. As they work, provide help with any new words they need and

tell them to prepare a glossary of the new vocabulary to help the other groups understand their description.


CulturenoteCumin is an herb. Its fruit (known as seeds) is used a lot in Asian, Middle Eastern, North African, and Latin-American cuisine. Chappati is an Indian bread made without yeast.

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Lesson2 Bon appetit!

Unit 3

Unit 12 Hungry?


Familiarize students with simple restaurant interactions

Language objectives Teach the meaning and use of the past

tense of verb be (third person: affirmative, yes / no questions; short answers)

Introduce vocabulary related to eating out (menus and service)

Specific skills objectives Develop listening skills: listening for

specific information Develop speaking skills: ordering food;

talking about restaurant experiences


1a Write the name of your favorite local restaurant on the board

and ask the class if they have been there. Read through the questions, check understanding, and put the

students into groups of four. Encourage them to give reasons for their choice of favorite restaurant.

Elicit some feedback from the class.

1b Focus on the menu and elicit the meaning of the headings. Have the students do the exercise individually and check with a

classmate. Go over the answers with the class.

ANSWERS: 1 tomato soup 2 chicken consommé 3 roast beef 4 teriyaki chicken 5 corn 6 potatoes 7 chocolate cake 8 fruit 9 mineral water 10 lemonade 11 soft drinks

2 Speaking and listening

2a Write these words on the board: place, activity, relationship, time

of day, state of mind. Elicit a question for each of these words and write it on the board: Where are they? / What are they doing? / What is their relationship? / What time is it? / How do they feel?

Put the students into pairs. Tell them to look at the picture and discuss the questions.

Elicit a description from the class.

2b Tell the class they have to identify Paul and Steve’s order. Play the

recording at least twice. Check the answer with a show of hands. If there is any

disagreement, play the recording again, stopping to identify the required information.

alternative:Have the students make a note of what each person orders.

additional: Use the recording for intensive listening and to practice Would you like to order?, And I’d like …, and What would you like to drink?

ANSWERS: B: Paul ordered teriyaki chicken, salad, and lemonade; Steve ordered roast beef, potatoes, chocolate cake, and mineral water.

CulturenoteThe importance of register in English can be detected even in the simplest everyday interactions. For example, choosing Do you want …? instead of Would you like …? implies a degree of informality that may not be appropriate in certain situations; neither a waiter in a restaurant nor the company director’s personal assistant should offer refreshment by saying Do you want some coffee? This degree of informality should be reserved for interactions between friends and family. Learners of English can easily make the mistake of being too direct and informal.

Steve: Waiter.Waiter.Canweordernow? Waiter: Justaminute. Steve: Theserviceissoslowhere. Paul: Relax,Steve. Steve: Waiter.Finally! Waiter: Wouldyouliketoorder? Paul: Yes,thankyou.I’dlikethefish.Oh,andasalad. Waiter: I’msorry.We’reoutoffish. Paul: Oh,no.OK,teriyakichicken.Steve? Steve: Hmmm.Roastbeefwith…er…potatoesand…uh…

chocolatecake. Waiter: Roastbeefandpotatoes.Whatwouldyouliketodrink? Paul: I’dlikesomelemonade,please. Steve: Andmineralwaterforme.

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3a Point out that Steve is the same person we met in exercise 2.

Ask the class who they think he’s talking to now (a colleague, his brother, a friend?).

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Bon appetit! Lesson2

Unit 3

Tell them to read the first line of the conversation. Ask them what the Beverly is (the restaurant from exercise 2).

Tell the students to do the completions individually. Do not check the answers at this stage.

alternative:Have the students predict the missing words before looking at the words in the box.

3b Play the recording twice and go over the answers with the class.

ANSWERS: 1 lunch 2 terrible 3 service 4 lemonade 5 plates 6 expensive

4b Tell the students to work individually and refer them to the chart

for guidance. Go over the answers with the class.

ANSWERS: 1 wasn’t 2 were 3 Was 4 was 5 Were 6 were 7 Were 8 weren’t

5 Pronunciation: weak forms

5a Get the students to listen to the recording several times. Point

out the weak vowel sound in was / were.

Teachingtip Write the statements on the board and highlight the main stresses: The meal was terrible. This will automatically have the effect of reducing the stress placed on was. Write the questions like this: X was the food good? Have the students click their fingers on the stresses, including the X (a silent stress), and to put some rhythm into the question.

Jim: HowwasyourlunchattheBeverly,Steve? Steve: Oh.Itwasterrible. Jim: Why? Steve: Well,theservicewasslowandthewaiterswerevery

unhelpful. Jim: Really.Wasthefoodgood? Steve: No,itwasn’t.AndPaul’steriyakichickenwascold.Andthe

lemonadewashorrible. Jim: Oh,no.Whatashame. Steve: Andtheplatesweredirty. Jim: Andwasthemealcheap? Steve: No,itwasn’t.Itwasexpensive.Thecheckwas$85!

aUdIOSCRIPTTRaCk15

3c Tell the students to study and complete the questionnaire

individually.

Teachingtip Note that the “other comments” section requires the students to produce the past tense of be for the first time. Do not offer an explanation at this stage (answer only if they ask). Give them time to think about it and then move on to the Grammar builder.

ANSWERS: Score 1 in every category; Other comments: The lemonade was horrible. / The plates were dirty.

4 Grammar builder: past simple of be – affirmative and yes / no questions

4a Tell the students to study the information in the table. Which of

the model sentences can they find in the conversation in exercise 3a? (the service was slow and the plates were dirty; was the meal cheap?) Tell the students to answer the questions.

ANSWERS: 1 singular: was / plural: were 2 by inverting the subject and was / were

seeSBp.25ex.5a

aUdIOSCRIPTTRaCk16

5b Have the students listen and repeat as many times as they want.

6 Writing and speaking

6a Put the students into pairs and refer them to the conversation in

exercise 3a for guidance.

6b Monitor the students’ work. Provide help and correction as

required. Remind them that they are supposed to find fault with the service and the meal.

6c Encourage the students to be as expressive as possible. Make

sure they use rising intonation for yes / no questions: Was your meal good?

6d First, have the students perform the conversation they have

written. It would be very productive if they could do it without reading.

additional: Have several students improvise a similar conversation with a new partner.


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Lesson3 Bon appetit!

Unit 3

1 Speaking Read through the dictionary definition and the questions. Check

understanding and put the students into groups of three to discuss the questions.

Elicit feedback from the groups.

2 Listening Tell the class that they are going to hear an interview. Focus on

the title of the lesson and ask the class to predict what they think the interview topic will be.

Read through the sentences with the class and check understanding.

Play the recording twice. Check by playing the recording again, stopping to analyze the sentences and answers.

Have the students repeat the sentences after the recording. Go over the answers with the class.

alternative:Ask the students to correct the false statements (2 The food wasn’t expensive. 3 It was on Ocean Avenue in front of the park. 5 The customers were mostly working people and students. 6 They weren’t very nice … )

Teachingtip Build up the context for this listening carefully, making it perfectly clear who is speaking to whom. The fact that Ben’s grandfather is answering questions about his childhood is of paramount importance to the past tense concept being presented.

ANSWERS: 1T 2F 3F 4T 5F 6F 7F 8T

Unit 13 What was your favorite restaurant?


Expose students to extended informal spoken discourse (interview)

Language objectives Extend the meaning and use of the

past tense of verb be (second person: affirmative; negative; wh questions)


specific information Develop speaking skills: expressing

preferences; asking and talking about places in the past

3 Grammar builder: was / were – wh questions and negative statements

3a Ask the students to answer the questions individually and check

the answers with the class.

ANSWERS: 1 Students’ own answers. 2 On Ocean Avenue in front of the park. 3 Al and his brother.

Ben: Grandfather,whenyouwereachild,whatwasyourfavoriterestaurant?

Grandfather: Hmm.Myfavoriterestaurantwasadiner.ItwascalledAl’sDiner.

Ben: Adiner? Grandfather: It’sasmall,cheapplacetoeat.

Ben: OK.Whywasityourfavoriterestaurant?

Grandfather: Well.Thefoodwasgoodanditwasn’texpensive.

Ben: AndwherewasAl’sDiner?

Grandfather: ItwasonOceanAvenueinfrontofthepark.

Ben: Whatwasyourfavoritefood?

Grandfather: Hmm.Myfavoritefoodwasapplepieandicecream.

Ben: Whowerethecustomers?

Grandfather: Thecustomersweremostlyworkingpeopleandstudents.

Ben: Whowastheownerofthediner?

Grandfather: Uh,Alandhisbrother.Theyweren’tverynicebuttheplacewasfantastic.Thebreakfastwasenormousandthecoffeewasgreat.

Ben: Let’shavebreakfasttheretomorrow!

Grandfather: It’snottherenow.There’sapizzeria.

Ben: Oh,no!

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Unit 3

3b Tell the students to study and think about the sentences silently.

Elicit the grammar rule and highlight it on the board.

ANSWERS: In the statement, the subject comes before the verb; in the question, the subject and verb are inverted.

3c Put the students into pairs to do the ordering exercise. Check by having selected students write the full sentences on

the board.

ANSWERS: 1 What was your favorite subject? 2 What time was lunch? 3 What were the main meals every day? 4 Where was your school? 5 Who were your favorite football players?

3d Tell the students to study and think about the sentences silently.

Elicit the grammar rule and highlight it on the board.

ANSWERS: was + not = wasn’t / were + not = weren’t

additional:Have fun by making the students contradict each other like this: Student 1: You were at the mall yesterday. Student 2: No, I wasn’t! Student 1: Yes, you were! Student 2: No, I wasn’t! Student 1: Well, where were you? Student 2: I was at home! Have them work in pairs to come up with a couple of practice situations. Get them to perform for the class. Make sure that they express indignation in their intonation. Tell the class to vote for a winner by clapping: the most applauded pair wins.

LanguagehelpThe correct written form is was not / were not unless you are writing direct speech or some kind of informal discourse, in which case the contraction may be written. Otherwise, contractions are only used in connected speech.

3e Have the students work individually and check their answers

with a classmate. Go over the answers with the class and write them on the board.

ANSWERS: 1 there wasn’t a lot of fast food 2 there weren’t supermarkets in every city 3 technology wasn’t very advanced 4 food wasn’t very varied 5 microwave ovens weren’t very common

4 Writing, reading, and speaking

4a Copy the chart onto the board and elicit questions from the

class to get the information. When they produce a question correctly (e.g. What was your favorite restaurant when you were a child?), answer about yourself and fill out the table.

Tell the students to fill out the table about themselves.

4b Have the students do this individually and go over the answers

with the whole class. Model the questions again and have the class repeat them.

ANSWERS: Students’ own answers.

4c Put the students into pairs and have them exchange

information. Ask them to work with another pair and to talk about their

partner.

Teachingtip Supply the expression I don’t know who the owner was / owners were, which will almost certainly be required.

additional:You might want to use the information generated in exercise 4b to extend this activity into a writing task in which the students write about themselves (or their partner), e.g. I remember my favorite restaurant well. It was on the corner of Main Street. My favorite food was …


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Unit 1Lesson4 Bon appetit!

Unit 3

1 Reading and speaking

1a Focus on the title of the lesson and the list of food groups. Ask

the class what kinds of food we need the most and what kind we need the least.

Explain to the students what they have to do and have them work individually.

alternative:Lead in by asking the students if they can name the food items illustrated on page 28 (grapes, pears, apples, bananas, pineapples, kiwi fruit, lime, lemon, pepper). Which food group do they belong to? (fruit)

1b Tell the students to work with a classmate and to compare their

triangles and to come up with a new one between them if necessary. Encourage them to give reasons for their decisions. Do not supply the answers at this stage.

2 Reading

2a Have the students read the article and work with the same

partner to check their triangle. Elicit the answers from the class and note them on the board.

ANSWERS: 1C 2A 3E 4D 5F 6B

4 Lifeline to health


Expose students to extended formal written discourse (magazine article)

Language objectives Extend and practice vocabulary related

to nutrition Further practice of the present simple

tense and the past tense of verb be

Specific skills objectives Develop reading skills: scanning for

specific information; reading for detail Develop speaking and writing skills:

describing eating preferences and diets

2b Tell the students to read the article again silently and answer the

questions. Go over the answers with the whole class.

ANSWERS: 1 dairy products (milk, cheese, yogurt), meats, fish, beans, eggs, and nuts. 2 carbohydrates 3 carbohydrates and sugar 4 fruit and vegetables 5 meat, fish, beans, eggs, and nuts 6 fats

additional:Ask the students to study the article and discover what the word these refers to on:

1 the last line of the first paragraph (carbohydrates) 2 the second line of the second paragraph (fruit and vegetables) 3 the third line of the third paragraph (dairy products) 4 t he second line of the fourth paragraph (meat, fish, beans, eggs, and nuts) 5 the last line of the fourth paragraph (meat, fish, beans, eggs, and nuts)6 the third line of the last paragraph (fats)

LearnerdevelopmentReference: Familiarizing the learners with the language elements used to refer back and forward to other parts of the text will help them understand the essential relationships that exist between sentences and even paragraphs.

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Unit 3


3a Check the students’ understanding of the table. Get them to

think about their diet individually. Provide help and guidance as required.

3b Refer the students to the food triangle in exercise 1a for help

analyzing their diets.

3c Read through the questions and check understanding. Put the students into groups of four for the discussion and have

them give feedback to the whole class.

3d This should be done with a view to the students making an oral

or written report (or both) in the next lesson.

alternative:In the next lesson, have the students work in groups and give their reports by answering their classmates’ questions.

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Unit 4 Life stories

1 Personal history


Establish the unit topic: life stories Expose students to extended formal

written discourse (magazine article)

Language objectives Teach use and meaning of

prepositions of time and place Preview the target grammar of the

next lesson (past simple tense)

Specific skills objectives Develop speaking and writing skills:

describing people’s lives Develop reading skills: extracting

information

1 Reading and writing With books closed, ask the class who their favorite heroes are. If

they don’t mention Dr. Mohammad Yunus ask them what they know of him and write his name on the board.

Have the students look at the photo and read the article. Elicit feedback from the class.

alternative:Elicit a few questions that could be asked about heroes (Where is he / she from? How old is he / she? Where does he / she live? What is his / her profession?), and when a student mentions someone, have the class ask them for more information.

Have students complete the form then work in pairs to compare their answers.

Copy the form onto the board and check by having selected students fill in the information.

ANSWERS: Date of birth: June 28th, 1940 / Place of birth: Bathua, Bangladesh / Education: Dhaka University, Vanderbilt University / Profession: professor, banker, economist / Married /Single: married / Children: 2 daughters, Monika and Dina / Awards: Nobel Peace Prize, World Food Prize, the CARE Humanitarian Award and the UNESCO Simón Bolívar Prize

2 Speaking Have the students work in small groups, making lists of their

heroes and discussing them. Have them give feedback to the class.

3 Word builder: prepositions of time and place

Copy the first model sentence on the board and underline the time expression: She was born on April 3, 1979. Write When and Where on the board. Ask the class if the sentence tells us when or where she was born.

Copy They live in New York. Ask when or where? Ask if where refers to time or place. Write place under where and

time under when. Have the students finish the exercise individually and go over

the answers with the class.

alternative:Have the students work in pairs to find more examples of these prepositions in the article in exercise 1.

ANSWERS: 1a 2b 3b 4a 5b 6a

LanguagehelpWe always say on a day (on Saturday / on May 14 / on New Year’s Day / on the day she was born), and in a year (in 2006 / in the same year).

Unit 430

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4a Ask the students to work individually. Under “Other information”,

they could mention hobbies, sports, and interests.

additional:Have the students work in pairs and complete another form for their partner by asking questions.

4b Refer the students to the model paragraph for guidance. Monitor

their work and supply help and correction as required.

additional: Put the students into groups of four and have them read each other’s work; ask them to suggest corrections and improvements.

Teachingtip The past simple is presented in the next lesson. Try not to get too caught up in explaining it at this stage, but do supply any language you are asked for.

4c Tell the students to read through their autobiographies and then

talk about them from memory. Encourage the other students in the group to ask them questions about their lives.

additional: Ask the students to find out about their favorite hero and write a short biography. Refer them to the Mohammad Yunus biography for guidance.

WorkbookHave your students work through the exercises on pages 22 and 23. Answers on page 78 and 79.

Life stories Lesson 1

Unit 4

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Lesson2 Life stories

Unit 4

Unit 12 Life changes


Expose students to extended informal spoken discourse (conversation)

Expose students to extended informal written discourse (e-mail)

Language objectives Teach the meaning and use of the past

simple tense Extension and practice of vocabulary

related to lifestyles (education, sports, hobbies, likes and dislikes, preferences, socializing)


specific information Develop speaking and writing skills:

expressing preferences; talking about social activities and habits


1a Put the students into pairs and focus on the photographs of

Brad. Tell them to look for differences and to imagine what other differences there might be (e.g. long / short hair; young / middle-aged; (no) glasses; relaxed / serious; poor / rich; single / married).

Elicit ideas from the class and list the differences on the board.

1b Play the recording at least twice. Do not check the answers at

this stage.

alternative:Have the class predict the table’s missing content before listening.

2 Grammar builder: past simple – affirmative regular and irregular verbs

2a Tell the class that the model sentences contain examples of the

past simple tense. Have the students study them silently and think about the questions on the grammar rule.

Listen to the class’s ideas and highlight the rule on the board.

ANSWERS: 1 verb + ed; 2 had–have, wore–wear, went–go

Language assistant Focus on the Language assistant and explain the three spelling

rules to the class.

ANSWERS: Rule 1 (talk, remember, miss, open, shout, move, close, hope, call); Rule 2 (try, worry, hurry)

additional: Write the following verbs on the board: talk, hope, worry, remember, call, open, try, shout, move, miss, close, hurry. Check understanding and have the students write the past tense forms.

Teachingtip Divide spelling rule 1 into two parts: (i) ordinary regular verbs, add ed (e.g. walk, remember); (ii) regular verbs that end in e, just add d (e.g. love, hope).

LanguagehelpThe exception proves the rule: Note that verbs like play and stay are not covered by these rules. Also, in American English, the past tense of travel is spelled traveled whereas in British English it is travelled.

2b Tell the students to work individually and to compare their

answers with a classmate. Check the answers by playing the recording from exercise 1b.

ANSWERS: 1 has 2 had 3 wore 4 went 5 worked 6 works

Jack: Isthisyourdad?! Richard: Yeah.Hewastwentyinthisphoto.Itwas1970. Jack: Wow!Lookathishair! Richard: Itwasreallylong.Nowhehasshorthair. Jack: Andthoseclothesareweird. Richard: Yeah,butitwasthefashionthen.Hehada

Volkswagen.Hehadlonghairandworebluejeansandcolorfulshirts.Hedidn’thaveanymoney.Hewasn’tmarriedthen,ofcourse.

Jack: Didhework? Richard: No,hedidn’twanttowork. Jack: Andnowhe’sanexecutiveatasoftwarecompany,

right? Richard: Yeah,nowheworksinanofficeandwearsasuitevery

day!

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1c Tell the pairs that if there is any information they still need they

can listen to the recording again. Go over the answers with the class.

ANSWERS: Clothes: blue jeans / colorful shirts; Hair: short; Car: Volkswagen; Job: executive at a software company

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Life stories Lesson2

Unit 4

additional: Use the recording to have the students listen and read silently; and then repeat the past tenses.

2c Refer the students to page 78 of the Student’s Book for the list of

irregular verbs. Tell them to work individually and go over the answers with the

class.

ANSWERS: 1 was / were 2 went 3 got 4 did 5 had 6 met 7 saw 8 bought

2d Ask the students to work individually and to check their answers

with a classmate. Go over the answers with the whole class.

ANSWERS: 1 was 2 went 3 got 4 had 5 went 6 studied 7 had


3a Focus on the photograph and elicit information from the class

(How old are they? Where are they? Are they friends? What are they doing?).

Read through the options and check understanding. Play the recording once only.

Check with a show of hands. If there is any disagreement, play the recording again.

ANSWER: 1

3b Check that the students know all of the words in the two lists

and play the recording as often as they require to get the answers.

Check by playing the recording again and having the students repeat the relevant information.

Teachingtip This exercise is quite difficult. It might help if you lead in by asking the students to form several statements before listening, and to imagine who is speaking (Who never met with friends? / Who really liked literature?).

ANSWERS: Paul loved baseball / never went to restaurants / tried hard at high school / played baseball every day / never met with friends / watched sports on TV all the time. Gary preferred volleyball in school / really liked literature / read a book every two weeks.

3c Encourage the students to use the past tense and refer them to

exercise 3b above for guidance. Have several students give feedback to the whole class.


4a Tell the students to write at least five sentences. Monitor their

work and provide help and correction as required.

4b After the initial group session, put the students into new groups

and have them repeat the activity, this time without reading their notes.


Paul: Iwasn’taverygoodstudentinhighschool.ItriedveryhardbutIwasn’tveryacademic!Butnow,atcollege,I’magoodstudent.Ilikeallmyclasses,andI’mstudyingbiology!

Gary: Itwasdifferentforme.Ireallylikedliteratureandart.Ireadabookeverytwoweeks.I’mstudyingliteratureatcollege.

Paul: Great!AthighschoolIlovedbaseball.Iplayedeveryday,andIwatchedsportsonTVallthetime.NowIpreferfootball.I’monthecollegefootballteam.IneverwatchsportsonTV.I’mtoobusy.

Gary: Ipreferredvolleyballinschool.NowIlikefootball,too.Ireallydon’tlikebaseball,though!Ugh!

Paul: And…let’ssee.NowIreallylikemeetingwithfriendsandgoingtorestaurants.Inhighschool,IneverwentoutbecauseIwassoshy.

Gary: Younevermetwithfriendsorwenttorestaurants!Iloveseeingfriendsandeatingout!

Paul: Hey,whydon’twegotoarestaurantonWednesday? Gary: Oh,well…maybe.

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Unit 1Lesson3 Life stories

Unit 4

3 Truth and knowledge

Discourse objective Expose students to extended formal

written discourse (plot synopsis)

Language objectives Past simple: wh questions Extend and practice the past simple

tense

Specific skills objectives Develop reading skills: reading for

specific information Develop speaking skills: asking about

the past

Aims Activation (+ Access + Analysis)


1a Put the students into groups of three and focus on the title of

the lesson. Read through the questions and check understanding. Elicit the answers from the class.

ANSWERS: Students’ own answers

1b Check that the class understands the words in both columns.

Have the students do the matching exercise in pairs before reading the summary to check their answers.

ANSWERS: 1e, 2g, 3c, 4f, 5d, 6b, 7a

additional: Write the following questions on the board and see which student can find the answers first. Tell them to mark the place in the summary where they find the answers:1 How did the ruler want his subjects to be treated?2 Why was he pleased?3 Why was the blind man upset?4 Did the ruler think the blind man was good or bad?5 Why did the ruler give him money?

ANSWERS: 1 fairly and with justice 2 Because his people appeared happy 3 because the ruler didn’t want to hit him4 good 5 For food and drink

2 Grammar builder: wh questions in the past simple

Ask the students to study the table and think about the grammar.

Have them write the questions and compare their answers with a classmate.

Check by eliciting the answers and writing them on the board. Point out that the auxiliary is in the past tense and the main verb is an infinitive.

ANSWERS: 2 Where did the wise ruler live?3 Where did he walk?4 What did he give to the blind man?5 When did he send for the blind man?

LanguagehelpThe auxiliary did is often not translatable into other languages. It might help to point out to the class that when English speakers hear did, they understand that: (i) they are about to hear a question; and (ii) it is the past tense.

3 Pronunciation: intonation – wh questions

3a Draw this stress profile on the board: ● ● ● ●

Write Where ● ● live? above the profile and have the class say Where … live? clapping on each word. Then have them say Where did he live? with the same rhythm.

Play the recording and have the students mark the stressed words on the board.

ANSWERS: 1 When did the wise ruler live?2 Where did he live?3 What did he do?

seeSBp.35ex.3a

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Unit 4

3b Have the students repeat the sentences as often as they like.

Teachingtip Demonstrate falling intonation by letting your hand drop vertically as you say the question. Contrast with the rising intonation used in yes / no questions.


4a Write a famous person’s name on the board and elicit a variety of

questions that could be asked (Where was he born? What did he do? What was he famous for? When did he die? When did he …?).

Make sure that the pairs produce grammatically correct questions.

Teachingtip This will work better if the students choose a famous dead person.

4b Tell the students to keep score and see who wins.

additional:Have each group’s winner play a championship round with the other winners.


PreparationGet the students to do some research on famous people and bring some biographical information to the next lesson.

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Lesson4 Life stories

Unit 4

4 Lifeline to culture studies


Expose students to extended formal written discourse (magazine article)

Language objectives Extend and practice the past simple

tense Further practice asking wh questions

Specific skills objectives Develop reading skills: skimming;

extracting information Develop speaking skills: asking and

talking about people’s life histories

1 Speaking

1a Focus on the names in the box. Ask the class if they recognize

any of them. Have them do the matching exercise with a partner and check

with the whole class.

alternative:Working with the class as a whole, get the students to brainstorm as much information as they can about the famous people in the photographs.

ANSWERS: 1 King Fahd bin Abdul Aziz Al Saud A 2 Nelson Mandela B 3 Mohammad Ali C

1b Use the example of Mohammad Ali to elicit ideas and

demonstrate the conversation. Put the students into groups of three. Have each group tell the whole class about one of the famous

people.

additional: Have the students practice in pairs using the information in 1a to generate and practice a four-phase drill. Student A starts by asking a question whose answer is No: A: Did King Fahd die in 2007?B: No, he didn’t.A: Really? When did he die?B: He died in 2005.

2 Reading, writing, and speaking

2a Read through the main ideas with the class and check

understanding. Tell the students that they only have two minutes to find the answers.

Check the answers with the class.

ANSWERS: 2 1 3 2 4 3 5 4

LearnerdevelopmentSkimming involves reading superficially to get the main idea of a text. Identifying paragraph topics is one way of teaching this important reading sub-skill.

2b Put the students into pairs and tell them to work together to write

all of the questions. Provide help and correction as they work.

ANSWERS: Student A: 2 What did his grandfather teach him? 3 When was his first book published? 4 How many books did he write? 5 What was the name of his first wife?

Student B: 2 How old was he when he started writing poetry? 3 What was his first book called? 4 Where did he go to university? 5 When did he die?

2c Tell the students to find the answers only for their own

questions.

2d Remind the students that information questions usually have

falling intonation.

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3a If some of the students have not brought any information about

famous people, put them into pairs with someone who has. If neither partner has brought any information, tell them to choose someone that they know well.

alternative:Extend the choice of star to include other kinds of people: sportsmen, writers, calligraphers, poets, etc.

3b Elicit some of the questions that the students will need and do

some repetition. Put the students into groups of three for the conversation.

Have the groups report back to the class on one of the people they talked about.

Teachingtip Some students do not learn the past tenses quickly enough to make the most of their English class. It is always useful to find time during your lesson to review and extend your students’ knowledge of the past tense of irregular verbs. You could do a simple drill (Teacher: go / Student: went); you can have them test each other in pairs; you can have them do transformations (Teacher: I went to the park. / Student: Where did you go?). This will prove to be a good investment of time.

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Unit 5 Looking back

Unit 5

1 A busy week


Establish the unit topic: talking about the past

Expose students to informal spoken discourse (talk between friends)

Language objectives Introduce vocabulary related to

everyday routines and activities Preview the target grammar of the

next lesson (past simple: yes / no questions)

Specific skills objectives Develop listening skills: extracting

specific information Develop speaking skills: asking about

previous activities


1a Elicit a description of the photograph (How is he dressed? Where is

he sitting? What is he holding?) Have the students discuss the questions briefly with a partner

and report their ideas back to the class.

1b Have the students say what is in each photograph (A: park;

B: a Space Shuttle being launched; C: the French football player, Zinedine Zidane; D: an award).

Play the recording once and check the answer with a show of hands.

Check by playing the recording and having the students call out Stop! when they hear one of the activities. Write them on the board in the order they appear.

ANSWERS: C1 B2 A3 D4

1c Make sure that the students understand the table format and

the items they have to listen for. Play the recording at least twice.

alternative:Have the students repeat the information after the recording, paying special attention to the pronunciation of past tenses.

ANSWERS:

Monday Tuesday Wednesday Thursday

a.m.go to New York

flytoHouston

work in the office

work in the office

p.m.interviewfootballstar

visitNaSawork in the office

work in the office

Friday Saturday Sunday

a.m.work in the office

walkinthepark

flytoLosangeles

p.m.work in the office

gototheMuslimStudentawards

1d Check by playing the recording again and focusing on the

required information. In pairs, have the students compare their answers. Copy the table onto the board and have several students fill in

the missing details.

Friend: Doyoulikeyournewjob,Jeff? Jeff: Yes,Iloveit!Everydayisdifferent.Forexample,last

week,Iwenttothreecities. Friend: Really?Wheredidyougo? Jeff: OnMondaymorning,IwenttoNewYork.Ihadan

interviewwithafamousfootballstaronMondayafternoon.

Friend: Oh,luckyyou! Jeff: Yeah.ThenonTuesdaymorningIflewtoHouston.

We’redoingabigstoryonNASA.IwasatNASAalldayonTuesday.

Friend: Andtherestoftheweek? Jeff: Well,IworkedintheofficeonWednesday,Thursday,

andFriday.IhadafreedayonSaturday.Iwentforawalkinthepark!ButIflewtoLosAngelesonSundaymorning.

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Friend: WhatdidyoudoinLosAngeles? Jeff: IwenttotheMuslimStudentAwardsceremonyon

Sundaynight. Friend: TheMuslimStudentAwards?Wow! Jeff: Yeah,itwasgreat,butI’mexhausted!

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Looking back Lesson 1

Unit 5

2 Word builder: collocations and categories

2a Get the students to do the matching exercise in pairs and go

over the answers with the whole class.

ANSWERS: 2 bfg 3 ei 4 a 5 c 6 dh

additional:Write go + ing on the board and underneath go shopping. Elicit other useful language using this collocation from the class (e.g. go swimming / skating / skiing / horseback riding / bike riding / hang-gliding / bungee-jumping / running / climbing). Elicit some personal examples like this: When was the last time you went swimming? Have the students practice in pairs with the list of activities.

Teachingtip As there is quite a lot of very useful vocabulary here, it would be good to let the students take their time with exercises 2a and 2b. Draw attention to go + ing which is particularly adaptable.

2b Put the students into pairs. Get volunteers to draw up the final list on the board and have

the class comment on the situations.

Teachingtip Encourage the students to think of larger contexts for each activity, for example, where do they see their cousins?

ANSWERS: Staying at home: listen to the radio, read the newspaper, read a magazine, watch TV, watch football (on TV), see cousins, see some friends Going out: go shopping, go for a walk, watch football (in the park, at the stadium), see some friends, see my cousins


3a Focus on the photographs and elicit ideas (Where are they? What

are they doing? What are they talking about?). In pairs, have the students fill in the blanks. Check the answers by having several pairs read out the

conversation. Work with them on pronunciation and intonation.

ANSWERS: 1 was 2 had 3 went 4 watched 5 went 6 played 7 played

3b As the students work, supply any vocabulary and expressions

that they require. Write new items on the board.

3c Demonstrate the conversation with a student. Point out the

meaning and use of What about you? Have several pairs perform the conversation for the class.

alternative:After the initial pair work, have the students repeat the conversation with a new partner, this time without reference to their notes.


PreparationGet the students to bring some background information on famous artists to the next lesson.

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Unit 1Lesson2 Looking back

Unit 5

2 Famous lives


Expose students to informal spoken discourse (conversation)

Expose students to formal written discourse (historical article)

Language objective Teach yes / no questions in the past

simple tense


gist; listening for specific information Develop reading skills: prediction;

reading for specific information Develop speaking skills: asking and

giving information about people’s lives


1a With books closed, ask the class to give you names of famous

painters. Focus on the paintings and read through the questions. Have

the students discuss them briefly in pairs and elicit feedback from the class.

ANSWERS: 1 Students’ own answers. 2 Vincent van Gogh. 3 Students’ own answers.

1b Have the students look at the paintings again. Elicit a brief

description of each from the class and write some of the vocabulary on the board.

Play the recording once and check the answer with the class.

ANSWER: B

1c Read the questions and check understanding. Play the recording

at least twice. Check by listening again and identifying the information.

ANSWERS: 1b 2a 3b

additional: Have the students repeat the yes / no questions after the recording.

2 Grammar builder: past simple – yes / no questions

Elicit Where do you live? from the class and write it on the board. Write when you were a child on the board and elicit Where did you

live when you were a child? Write it on the board. Ask the class which sentence is in the past tense (the second one). Ask them how they know (the auxiliary verb is in the past tense). Highlight the grammar.

Have the students study the table and do the completions individually.

Elicit the answers from the class and write them on the board. Highlight the grammar.

ANSWERS: 1 Did, didn’t 2 Did, did 3 Did, didn’t

Teachingtip Point out that the apostrophe in didn’t replaces the o in did not.

A: LookatthisvanGoghpainting.It’sreallybeautiful.VanGogh ismyfavoritepainter. B: Yes,it’snice…thebluewalls,theyellowbed.Oh…Ilovethe colors. A: Me,too!It’shisbedroominArles,inFrance. B: France?WasheFrench? A: No,hewasn’t.HewasfromHolland. B: Ohyeah.That’sright. A: Hepaintedflowersandfieldsandpeople.Oh,anddoyou

knowwhat? B: What? A: Hecutoffhisear! B: Hecutoffhisear!!No! A: Yes,hedid!

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Looking back Lesson2

Unit 5

Language assistant Have the students look at the Language assistant. Focus on the model sentences in the table. Ask the class What is

the form of the main verb in these questions? (Plain infinitive.) Ask How do you know that these questions are in the past tense?

(The auxiliary verb is in the past tense.)

additional: Do a simple transformation drill as follows. Write went on the board; elicit I went to the my brother’s house last night. Student 1: I went to a restaurant last night. Student 2: Where did you go? Continue along these lines: meet (I met my English teacher); get (I got home at 10 o’clock). When all of these prompts are on the board, have the students practice the transformation in pairs.


3a Read through the sentences with the class and check

understanding. Have the students make their predictions individually.

LearnerdevelopmentPredicting the content of a text makes learners more interested in what they are about to read.

3b Put the students into pairs to read the text. Do not go over the answers with the class at this point.

3c Write He sold a lot of paintings. on the board. Ask the class how to

transform this statement into a question and write it on the board Did he sell a lot of paintings? Point out that the auxiliary verb is in the past tense and the main verb is an infinitive.

Do the same with He had psychological problems. Put the students into pairs and have them transform the rest of

the statements in exercise 3a into questions. Check by having selected students write the questions on the board.

Have them ask each other the questions about the reading and exchange information. Get them to check each other’s answers by referring to the text.

Go over the answers with the class.

ANSWERS: 1F 2T 3T 4T 5F 6T

alternative:If you think your class is good enough by now at forming questions in the past tense, after the introductory demonstration, you could move straight on to the pair work.


4a Have the students refer to the background information on

famous people they have brought to class.

4b Choose a student for a demonstration. Have the students repeat the activity with different classmates.


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Unit 1Lesson3 Looking back

Unit 5

3 Epic journeys

Aims Activation (+ Access + Analysis)


1a Focus on the photograph and elicit some ideas from the class.

Write some key vocabulary on the board: aircraft, airplane, airline, flight, non-stop, take (took) off, land.

alternative:With books closed, lead in by putting the students into groups of three and asking them to discuss what the title of the lesson makes them think of (Who made the journey? / Where did they go? / When?). Have the pairs give some feedback to the class.

ANSWER: It’s an airplane designed to fly long distances non-stop.

1b Read through the questions and check understanding. Play the recording twice. Do not go over the answers at this stage.

additional: Ask the class if they have heard of Richard Branson and what they know about him. Play the last part of the conversation again for the students to find out.

1c Once the students have compared their answers with a

classmate, check by listening to the conversation again.

ANSWERS: 1b 2a 3b 4b

alternative:Play the recording as often as the students need to be able to write down the three wh questions (How long was the flight? / How many kilometers did Fossett travel? / Who financed the mission?). Elicit the questions from the class and write them on the board.

Language assistant Write length of time + ago on the board. Elicit a few

contextualized examples from the class and write them up (e.g. I visited New York ten years ago / six months ago; / Hurry up! The lesson started five minutes ago / a moment ago).

Ask the class how they say ago in their language and if that word has any other uses. Point out that, in English, ago is only used in this one way.

Refer the students to the Language assistant.


2a Focus on the words in the box and check understanding. In pairs, have the students come up with any potential problems

the pilot had and report their ideas back to the class.

Sam: Andnowit’sovertoourAircraftcorrespondent,MikeClark,forareportofanewworldrecord.

Mike: That’sright,Sam.MillionaireAmericanSteveFossetthasmadethefirstsolonon-stopflightaroundtheworld.

Sam: That’sincredible,Mike.Howlongwastheflight? Mike: Theflightlasted67hours.Fossetttookofffroman

airportinKansasMondayevening,February28th,andlandedonehouragoatthesameairportThursdayafternoon,March3rd.

Sam: HowmanykilometersdidFossetttravel? Mike: 36,800kilometers. Sam: Mike,whofinancedthemission? Mike: RichardBranson,thefounderoftheVirginAtlantic

airline.He’sagoodfriendofSteveFossett’s. Sam: Thanksalot,Mike.Andnow,sportsnewswithTony

Garcia….

aUdIOSCRIPTTRaCk23

CulturenoteBackground information on Richard Branson: he founded the Virgin mail-order record company and opened his first record shop in London. In 1972, he built the studio where Mike Oldfield recorded “Tubular Bells”, and by the early 1980s, Virgin Records was one of the top six record companies in the world. In 1984, Virgin Atlantic Airways came into being and now flies to 21 destinations all over the world. Branson has also been involved in round-the world balloon attempts as well as crossing the Atlantic in his Virgin Atlantic Challenger II boat in the fastest ever recorded time. He was awarded a knighthood in 1999.

Discourse objectives Expose students to extended spoken

discourse (radio report) Expose students to formal written

discourse (article)

Language objectives The past simple tense: wh questions The meaning and use of who in

information questions


extracting specific information Develop speaking skills: asking for

information about the past; intonation wh questions

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Unit 5

2b Have the students identify the words in the text that identify the

problem. Go over the answers with the whole class.

ANSWERS: fatigue (power naps / not sleepy), stress (nervous), food (diet), navigation (problems), fuel (loss of )

3 Grammar builder: past simple with who questions

3a Write Richard Branson financed the mission. on the board, and

immediately below, write Who financed the mission? Highlight Who and Richard Branson and ask the class if they are the subject or the object of financed (the subject). Refer the class to the first two model sentences.

Write What did Branson finance? on the board, and immediately below Who did Branson finance? Ask the class what the subject of finance is (still Branson). Point out that, in these examples, what and who refer to the object of the verb. Refer the class to the second two model sentences.

Have the students study the model sentences and fill the blanks individually.

Ask them to check with a classmate and then go over the answers with the whole class.

ANSWERS: 1 use 2 the past simple 3 has

3b Ask the students to work individually and to compare their

answers with a classmate. Check by writing the correct questions on the board.

ANSWERS: 1 Who broke his leg last week? 2 Who did the reporter interview? 3 Who went to the park? 4 Who did Adrian call from college?

4 Pronunciation: intonation – wh questions

4a Play the recording as often as the students require to identify the

intonation.

ANSWERS: The questions have rising intonation; the answers have falling intonation.

4b Do as much practice as the students need.

Teachingtip Speakers of certain languages find it very difficult to ask a question with falling intonation and need lots of practice to get it right. It might help if you contrast with rising intonation to indicate that you didn’t hear properly and would like the speaker to repeat the information: I’m sorry, I didn’t hear you. Where did the journey start? Have the students put extra stress on Where and reinforce the intonation pattern by either dropping or raising your hand as you model the question.

PreparationGet the students to bring some background information on one or two famous historical figures (explorers, inventors, conquerors, etc.) to the next lesson. Bring an encyclopedia to class.

Didthepilotsgettired? Yes,theydid.Didtheballoonarrivesafely? Yes,itdid.Wastheflightdangerous? Yes,itwas.WerethepilotsAmerican? No,theyweren’t.

aUdIOSCRIPTTRaCk24

seeSBp.43,ex.4b

aUdIOSCRIPTTRaCk25

Language assistant Ask the students to look back through the previous lessons of

Flying High and to find three more examples each of wh questions that they have already studied.

Elicit some of the questions from the class, write them on the board, and use them to practice falling intonation.

4c Provide help and correction as required. Encourage the students

to practice saying the questions with the correct intonation. Get them to repeat the question – answer session with another

pair of classmates. Have selected students ask their questions across the class.


5a Tell the students to write out the complete questions and to

answer them. Make sure that they have formed the questions correctly.

5b Have the students repeat the activity with another partner.

additional: Tell the students to use the information in exercise 5a to write a short paragraph about their journey.


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Lesson4 Looking back

Unit 5

4 Lifeline to history

Aims Activation (+ Analysis)


1a Ask the class which famous explorers and travelers they can

name.

additional:Lead in by copying the following table on the board and having the students match the columns. 1 Robert F. Scott a) discovered an ocean route to India

(1498).2 Vasco da Gama b) was the first European to see the

Pacific Ocean (1513).3 Christopher Columbus c) explored Antarctica on foot

(1901–1904).4 Vasco Nuñez de Balboa d) discovered America (1492).

ANSWERS: 1c 2a 3d 4b

Read through the questions, check understanding and put the students into pairs. Do not provide any feedback at this point.

1b Play the recording at least twice. Check the answers with reference to the recording, having the

students identify the required information when they hear it.

ANSWERS: 1 Morocco 2 1325 3 Tangier, Morocco 4 Saudi Arabia, Iraq, Iran, Syria, Egypt. Afghanistan, Turkey, China, India, Sri Lanka, Bangladesh, Mali 5 In Fez, Morocco

Teacher: WhatdoyouknowaboutIbnBattuta?

Student A: Hewasafamoustraveler.

Student A: Yeah,hetraveledthroughouttheMiddleEast.

Teacher: HevisitedmorethantheMiddleEast.Now,what nationalitywashe?

Student C: Tunisian?

Student D:No,hewasMoroccan.

Teacher: That’sright,Moroccan.Andwhendidhestarthis travels?

Student A: 13…uh…

Teacher: 25.Hestartedhistravelsin1325.Infact,hewenton theHajjtoMakkahandheneverstoppedtraveling! Wheredidhestartfrom?

Student A: Morocco?

Student D:Tangier?

Teacher: Yes,hestartedinTangier,Morocco.Andwhat countriesdidhevisit?

Student C: SaudiArabia,Egypt,Iraq,Iran,Syria,Afghanistan…

Teacher: That’sgreat!Now,whereelsedidhetravel?

Student A: TurkeyandChina….

Student D: India,SriLanka,Bangladesh…

Teacher: Excellent!Hetraveledalotforhistime.Butwheredid hefinallyendhistravels?

Student A: InAfrica?InMali?

Teacher: InAfrica,yes.ButnotinMali,althoughhevisited Mali.

Student B: InMorocco?InTangier,Ithink.

Teacher: HediedinMoroccobutnotinTangier.IbnBattuta endedhisdaysinthecityofFez.

Student A: There’sanairportinTangiercalledtheIbnBattuta InternationalAirport.

Teacher: That’sright.There’salsoashoppingmallinDubai calledtheIbnBattutaMall.

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Discourse objectives Expose students to extended spoken

discourse (history class) Expose students to extended written

discourse (historical narrative)

Language objectives Teach the meaning and use of

connectors (first, next, then, after that, finally)

Further practice of wh questions

Specific skills objectives Develop reading skills: supra-sentential

elements; information transfer Develop speaking and writing skills:

asking and answering about historical events

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Unit 5

2 Reading

2a Tell the students to study the sentences and to do the ordering

exercise silently. Put them into pairs and have them compare answers. Elicit the answers from the class and have them explain the logic.

alternative:Hand out photocopies (enlarged, if possible) of the exercise to the class. Have them cut the paragraphs out and put them in order physically.

ANSWERS: 1 8 6 7 9 4 2 5 3 10

2b Have the students do the exercise individually and compare

their answers with a classmate. Go over the answers by copying the table onto the board.

alternative:Before reading, get the students to write a wh question (Where or When) for each piece of information in the table.

ANSWERS: 1 First 2 Next / Then 3 next / then / after that 4 Next / Then / After that 5 Finally

Language assistant Focus on the Language assistant. Tell the students to find

examples of the connectors in the text in exercise 2a. Point out that at the beginning of a sentence they are followed

by a comma.

additional:Write a few sentences about yourself in an obviously wrong order on the board (e.g. I got a teaching job at this school / I studied English literature in college / I went to high school in the capital / I worked for many years in the Ministry of Education). Tell the class to order them using the connectors in a logical way. Have the students write similar sentences about themselves.

LanguagehelpA common mistake is for learners to say and write After instead of After that.

3 Writing Have the students work individually and check with a partner. Elicit the answers and write them on the board.

ANSWERS: 1 When did Ibn Battuta start his travels?2 Where did the Sultan of Delhi send Ibn Battuta?3 What was the name of Ibn Battuta’s book?4 Where did Ibn Battuta die?

Teachingtip Constantly point out by highlighting on the board that the auxiliary verb is in the past tense and the main verb is a simple infinitive.


4a Have the students share any information on famous historical

figures that they have brought to class. As they work, make sure that their questions are accurate and

logical.

Teachingtip Have an encyclopedia handy so that the students can find or check facts.

4b When they have finished, have the students challenge another

pair of classmates. Have several students ask their questions across the class.

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Unit 6 Past and future goals

Unit 6

1 Life events


1 Speaking

1a With books closed, write the title of the lesson, Life events, on the

board and elicit as many life events from the class as possible. Focus on the photograph and ask: Who are they? How do they

feel? Where are they? What are they doing? What happened just before the photograph was taken? Is this an important life event?

Put the students into groups of three to explain the words and phrases to each other. Elicit their ideas and explain any that they are not sure of.

additional:Get the students to use dictionaries if they are available.

1b Have the groups report back to the class and encourage them to

give reasons for their choices. Emphasize that there is no right or wrong answer; these will

depend on individual students’ experiences and opinions.

additional:Have several groups write their answers on the board and elicit brief comments from the class.

Teachingtip Remind the class how to use before / after, e.g. People usually finish college before getting married; You usually get a job after you graduate; Do people usually get a job before graduating?

2 Listening

2a Make sure that the class understands the four situations and play

the recording once. Check with a show of hands and check by playing the recording

again.

ANSWERS: A2 B3 C4 D1

Teachingtip When checking, have the students identify the words that give them the answer. Tell them to shout Stop! when they hear something relevant.

Conversation1 Man 1: Doyourememberyourcollegegraduation? Man 2: Oh,yes.Wehadabigceremony–weallworecaps

andgowns.Afterthegraduationceremonywehadafantasticlunch…andthenthecelebrationstarted!!

Conversation2 Woman: Lookatthispicture.I’llneverforgetthatday! Mother: Yes,itwasawonderfulday.Wewereluckywiththe

weather:blueskiesandthesunwasshininganditwastheperfectdayfortwopeopletobejoinedtogether.

Woman: Itwasthebestdayofmylife. Mother: Iwassoproudofyou!Conversation3 Woman 3: Jane,whatwasareallyimportanteventinyourlife? Jane: Well,therewerelots,butIguessitwasmymother’s

funeralin1998.Icanrememberitveryclearly.Peopledressedinblack…theservice…andcrying.Icriedforhours.Ijustcouldn’tstop.

Conversation4 Man 1: Whatwasthemostimportanteventinyourlife? Man 2: Well,formeitwaswhenmysonwasborn. Man 1: Yes,forme,too.Wewereatthehospitalfor18hours,

butattheendtherehewas…ahealthybabyboy! Man 2: Yes,Iwassorelievedthatmysonwasbornhealthy

andstrongaswell!

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Discourse objectives Establish the unit topic: past and

future goals Expose students to extended informal

spoken discourse (conversation) Expose students to extended informal

written discourse (personal narrative)

Language objectives Introduce vocabulary related to

important life events (marriage, studies)

Further practice of the past tense


gist; listening for specific information Develop reading skills: skimming for

gist; information transfer Develop speaking skills: narrating

things that happened in the past

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Past and future goals Lesson 1

Unit 6

2b Read through the sentences with the class and check

understanding. Play the recording again and check the answers with a show of

hands. If there is disagreement, play the recording again and focus on the required information.

ANSWERS: 1a 2b 3a 4a


3a Write the following questions on the board and tell the students

to address them in their notes: When did the event occur? Where did it happen? Who was there? What happened? How did you feel? What happened before and after the event? Why was it important to you?

Provide help with vocabulary and expressions. Write any new words on the board.

3b Put the students into groups of three or four. Emphasize that

they have to use the past tense when telling their stories. Remind them to use their notes from exercise 3a.

additional: Tell the groups to select their best story to tell the class and have them tell the story in three or four parts: one each.

Teachingtip Write the words PAST TENSE in a box on the board. If you hear the present instead of the past tense, correct by saying Uh, uh! (or something equally gentle) and pointing at the words on the board.

4 Reading

4a Tell the class that they have 30 seconds to choose the best title

for the text. Check by having the students identify the parts of the text

where they found the evidence for their answer.

ANSWER: 2

LearnerdevelopmentLimiting the time available to do a skimming exercise forces the students to read quickly.

4b Have the students work individually and check by copying the

table onto the board.

ANSWERS:1 Paul spilled orange juice on Todd / in elementary school2 18 / Paul spilled tea on Todd / He immediately liked him.3 21 / Los Angeles / He thinks they’ll be friends for life.

5 Speaking

5a Write The day I met my best friend… on the board and use

yourself as an example. Tell the students to make notes about their own experience.

Refer them to the text in exercise 4a for guidance.

alternative:Elicit your story (or an imaginary story) from the class by writing cue words on the board. Insist on the correct use of past tenses.

5b Encourage the students to ask each other questions to get more

details from their partner. Have them repeat the activity with another partner. Have a couple of students tell their stories to the whole class.

additional: Extend this into a writing exercise either in class or for homework.


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Unit 1Lesson2 Past and future goals

Unit 6

2 Making plans


Expose students to extended informal spoken discourse (conversation)

Language objectives Teach the meaning and use of going to

(future reference) Introduce vocabulary related to

vacation activities


specific information Develop writing and speaking skills:

asking and talking about plans (e-mail)


1a Focus on the photograph and elicit additional information: What

are they? Why do you think they are there?

alternative:Put the students into pairs. Have them study the title of the lesson and the photograph and discuss how one might be related to the other. Have the pairs report their ideas back to the class.

1b Read through the options with the class and play the recording

once. Check by listening again and having the students repeat the

relevant information after the recording.

ANSWERS: 1b 2c 3a

additional: Play the recording as often as required for the students to write down the questions (What are you going to do now? / What about you, Tony? / How about you, Peter?).

2 Grammar builder: future – going to

2a Tell the students to study the sentences and to think about the

grammar individually. Ask the class for their ideas and go over the answers with the

class.

ANSWERS: 1a 2 This will depend on the students’ L1.

2b Have the students work individually and compare their answers

with a classmate. Elicit the answers and write them on the board.

ANSWERS: 1 ’m going to 2 are you going to 3 isn’t going to 4 are Tina and Mike going to 5 aren’t going to

additional: Do a simple substitution drill to reinforce the conjugation of the verb be, e.g. Teacher: I’m going to look for a job. Whole class: I’m going to look for a job. Teacher: HE. Student 1: He’s going to look for a job. Teacher: YOU. Student 2: You’re going to look for a job. Teacher: SHE., etc. You can also do this using a question as your starting point.

LanguagehelpNegative statements are formed with be + not + going to, e.g. I’m not going to get married.Contractions for is / are + not + going to can be made in two ways: (i) He’s not going to / You’re not going to …; and (ii) He isn’t going to / You aren’t going to … .To avoid confusion, and to be consistent with previous teaching, you might want to insist on the second option at this stage, but be careful to control your own classroom language!

additional: Personalize by having the students write a few sentences about their future intentions.

Mohammad: We’refinallygraduates.Congratulations, everyone. Tony: Thanks,Mohammad.You,too!Whatareyougoing todonow? Mohammad: I’mgoingtomedicalschool. Tony: Medicalschool?That’salotofhardwork.Good luck! Mohammad: Thanks.Whataboutyou,Tony? Tony: Well,I’mnotgoingtostudy!I’mgoingtotravel

aroundSouthAmericaforayear. Peter: Wow!Thatsoundsfantastic. Tony: Howaboutyou,Peter? Peter: I’mgoingtotakeaFrenchcourseinCanadathis summer. Mohammad: StudyingFrenchinCanada!Luckyyou! Peter: Yes,I’mveryhappyaboutit.

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Past and future goals Lesson2

Unit 6

3 Word builder: vacation activities Tell the students to work individually and to check their answers

with a classmate. Copy the table onto the board and have several students fill it in.

alternative:Ask the pairs to expand the phrases into complete sentences using going to. Make sure that they provide a suitable context for their sentences (place, time).

ANSWERS: play football / basketball; go to Miami / swimming; write a story / letters; paint a picture / my bedroom; fix my car / my bike; visit my grandparents / my friends.


4a Tell the students to use a separate piece of paper (not their

notebooks). Check their work for basic mistakes and make sure that they are using going to correctly.

4b Demonstrate the activity with a volunteer before putting the

students into groups of four or five.

Teachingtip Remind the students to use rising intonation for yes / no questions.


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Unit 1Unit 1Lesson3 Past and future goals

Unit 6

3 Reunions


Expose students to extended formal spoken discourse (radio interviews)

Expose students to extended formal written discourse (personal profiles)

Language objective Teach the meaning and use of time

expressions (past, present, and future)


the general idea Develop speaking skills: talking about

life histories and plans for the future Develop writing skills: personal profiles

and histories

1 Reading Focus on the title of the lesson and elicit the meaning of reunion

(when people who did something together in the past get together again to socialize).

Have the class brainstorm what kinds of reunions people might have (high school, college, etc.).

Tell them to look at the photograph and say what kind of reunion this might be (high school).

Have them do the reading task silently and check the answers with the class.

alternative:Have the students work in groups of three to discuss any reunions that they have been to (Where? When? Who was there? Did they enjoy it?), and report back to the class.

additional:Ask the students who Simon Clark might be (an ex-student or someone who works for a company like “Successful Reunions”). Ask them if they know what RSVP means (Répondez s’il vous plaît).

2 Listening and reading

2a Focus on the photographs and have the students work with a

partner to describe the people, what they do for a living and what they are doing at the moment.

Ask the class to share their ideas. Play the recording once. Check the answers with a show of hands. If there is any

disagreement, play the recording again to check. Do not focus on details at this stage.

ANSWERS: 1D 2A 3B 4C

CulturenoteIn English-speaking cultures, there are many old-friend societies through which people keep in touch and even get together with their friends from elementary, high school, and college. In the U.S., there is even a web page called ”Classmates.com” which helps you find old friends from your schools, colleges, and workplace.

ANSWERS: Successful Reunion: an advertisement Austin High School: an invitation

CulturenoteThe more English you learn, the more French you know! The English language is full of French words and expressions that we use every day, e.g. Bon appétit! / rendezvous / fiancé / RSVP.

Interviewer: Goodmorning,andwelcometoXLR.ThisweekistheAustinHighSchoolReunion,Classof’96.Wehavefouralumniwhowanttosayhi.

Man 1: Hi.It’sTomBurns.Afterhighschool,IwenttotheUniversityofHoustontostudymedicine.Ifinishedin2000andspecializedinsportsmedicine.NowI’mworkingatahospitalinDallasandnextyearI’mgoingtospendsixmonthsinBritainatthesportsmedicineunitofUniversityHospital,London.

Man 2: Hey.ThisisJohnAndrews.ItookayearoffafterhighschoolandtraveledtoAsia.Afterthat,Igotmypilot’slicense.IworkedforacommercialairlineandnowI’mapilotforAmericanAirlines.NextJanuary,I’mgoingtotraintofly747s.

Man 3: Hello.It’sCarlosMendez.WhenIfinishedschool,IgotabasketballscholarshiptoUCLA.Istudiedeconomicsandplayedforthecollegebasketballteam.Aftercollege,Iworkedforabank,butIreallywanttoplayprofessionalbasketball.IquitthebankthreemonthsagobutI’mgoingtohaveatry-outwiththeLALakers,sowishmeluck!

Man 4: Hithere.ThisisBrianMagee.IstudiedEnglishattheUniversityofTexaswhenIfinishedatAustinHigh.AfterthatItrainedtobeateacherinFloridaandnowIhaveajobataschoolthere.I’mteachingEnglishthisyear.IlikelivinginFloridaandI’mgoingtobuyahousetherenextyear.

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Unit 6

2b Tell the students to work individually and compare their answers

with a classmate.

ANSWERS: 1 went 2 working 3 spend 4 traveled 5 train 6 finished 7 played 8 has 9 teaching 10 buy

2c Play the recording section by section for the class to check their

answers.

3 Grammar builder: time expressions for past, present, and future

3a Ask the students to work individually before going over the

answers with the class. Point out that the words and expressions in italics refer to the real time the sentences refer to.

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

additional: Tell the students to work with a partner and study the texts in exercise 2b. Ask them to find the words and expressions that make reference to the past, present, or future, and identify the tenses of the verbs.

3b Provide help and correction as required. Have several students read their sentences to the whole class.

3c Have the students study the language in the box in pairs and

discuss the translations in their L1. Elicit comments from the class and put more examples on the

board.

LanguagehelpMost students find the expression at the moment very difficult to pick up (preferring erroneous variants like in this moment). Point out that at is used for times: at 6 o’clock, at bedtime, at dawn, at noon, at the moment. What are you doing at the moment?

3d Refer the students to the model sentences in exercises 3a and 3c

for guidance and have them work individually. Go over the answers with the whole class.

ANSWERS: 1 at 2 on 3 in 4 On 5 ago 6 times 7 on 8 on


4a Refer the class to the texts in exercise 2b for guidance and make

it clear that they are to write about themselves. Provide help and corrections as required and make sure that the

students are using tenses and time expressions correctly.

alternative:Have the students read a classmate’s profile and suggest corrections and improvements.

4b Put the students into groups of four or five. Have them talk for a

while and then choose who they want to make notes about.

Teachingtip Tell the students to stand up and move around and encourage them to get talking all at the same time, as if they were at a reunion. The more natural interaction they generate, the more authentic their communicative experience.

4c Make sure that the finished pieces do not contain any basic

errors and have the students read each other’s work.


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Unit 1

52

Lesson4 Past and future goals

Unit 6

4 Lifeline to continuing English



1a Ask the pairs to comment on their opinions with the class as a

whole.

Teachingtip To help with the question What did you like?, make a note of the following considerations on the board: listening activities, readings, grammar exercises, group work, writing tasks, English-speaking cultures. Add to this list if you want.

1b Tell the students not to worry about the pieces that are missing

from the text: they will be able to answer the question anyway. Check with the class and ask the students where they found the

answer (e.g. I’m very sad to leave / it was a happy time).

ANSWER: good

1c Tell the students to work individually and go over the answers

with the class. Ask them how they knew the answers.

ANSWERS: 1 My English course finished last Friday. 2 It was difficult at the beginning 3 The big change in my English happened when 4 When I get home,

1d Check that the students understand the questions, get them to

work individually and go over the answers with the whole class.

ANSWERS: 1 The whole experience: the country and its language, customs, and culture. 2 He could write and read. 3 He stopped worrying about making mistakes. 4 He’s going to buy books, dictionaries, and newspapers, and he’s going to write to Andrew.

2 Speaking Read through the questions, check understanding, and put the

students into groups of three or four. Open the discussion up to the whole class. Make sure that the

students say how they feel about making mistakes.

alternative:Have the students repeat the conversation in a new group.

LearnerdevelopmentEncouraging students to think about languages and language learning is an essential part of training them to take responsibility for their own learning.

Discourse objective Expose students to extended informal

and formal written discourse (personal letter / questionnaire)

Language objective Further practice of the past tense and

going to (future reference)

Specific skills objectives Develop reading skills: skimming for

gist; reading for detail Develop speaking skills: talking about

language learning; intentions

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Unit 6

3 Speaking, writing and reading

3a Put the students into groups of three or four. Have the groups

report their ideas to the class and write them on the board.

3b Check the meaning of the frequency adverbs and tell the

students to answer the quiz silently.

3c Read through the examples to make it clear that the students

have to talk about each other’s answers. Encourage them to explain how doing these things helps you

learn another language.

alternative:Get volunteers to collate the results of the quiz on the board to discover the behavioral tendencies of the group.

3d Have the students compare their sentences with a classmate

and report back to the class. Write the ideas on the board.

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1 At an international convention

Aims Access (+ Activation + Analysis)Discourse objective

Establish the unit topic:at an international convention

Language objectives Teach vocabulary for personal

information – countries and occupations

Review the letters of the alphabet


specific information and completing a conversation

Develop speaking skills: letters of the alphabet and spelling names

Unit 7 Activate your English

54 Unit 7


1a Have the students look at the lesson title and photographs.

Have the students work with a partner to describe the situation in each photograph: Who are they? Where are they? What are they doing? What are they saying?

Ask them if any of them has been to a convention and whatkind of convention it was.

Elicit answers to the three questions. They may be unfamiliar with the more specialized vocabulary so, if necessary, write words which are new on the board.

ANSWERS: 1 The men are in a business area; the men are in a meeting; the men may be at a convention. 2 No, they aren’t. 3 An international convention.

1b Tell the students to read and complete the conversation in pairs. Ask different students to read each part of the conversation to

check the answers.

ANSWERS: 1 Do you speak 2 What’s your name3 Where are you from 4 What do you do

Have the students read the completed conversation in pairs. Choose two pairs to act out their conversation in front of the class.

LanguagehelpIntonation with inverted and wh questions: notice that inverted questions normally have rising intonation at the end, e.g. Do you speak English? while wh questions normally have falling intonation at the end, e.g. What’s your name?

1c Have the students read the convention notice silently. Explain any words they do not understand, e.g. ballroom, fee,

and give examples of how these words are used.

Man: Goodmorning.Uh…DoyouspeakEnglish? Clerk: Yes,Ido.Areyouherefortheconvention? Man: Yes,Iam. Clerk: What’syourname? Man: MarkPreston. Clerk: Howdoyouspellyourname? Man: M-A-R-K,Mark,P-R-E-S-T-O-N,Preston. Clerk: MarkPreston…Ah,yes,hereyouare.Andwhereare

youfrom? Man: TheUnitedStates. Clerk: OK.October15thto19th,right? Man: Yes. Clerk: Cashorcreditcard? Man: Creditcard–hereyouare. Clerk: Thankyou.Signhere,please.Thankyou.Yourroom

numberis1204,onthetwelfthfloor. Man: 1204.Thanks.

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Elicit answers to the questions from different students.

aNSWeRS: 1 Rome 2 a software convention 3 four days 4 in the auditorium 5 $50 6 On Thursday, October 15 at 9:00 p.m.in the ballroom

alternative: Ask individual students to read each question and give an answer.

2 Listening, reading, and speaking

2a Tell the students to look at the registration form. Check that they

understand the words and phrases in the form. Have the students listen to the conversation and complete the

form. If necessary, play the recording twice.

aNSWeRS: 1 Mark Preston 2 American 3 Credit card4 1204

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Activate your English Lesson 1

55Unit 7

2b Ask the students to read the conversation silently before the

listening task and to try and fill in any of the language they know from the first listening.

Have the students listen to the conversation again and fill in the rest of the blanks. If necessary, stop the recording after each part of the conversation.

Ask different pairs of students to read out each question and response and check their answers.

ANSWERS: 1 Do you speak 2 your name 3 do you spell4 where are you from? 5 credit card

CulturenoteExplain that although the country is The United States, in English the nationality is American.

Have the students read the conversation in pairs but use their own names and nationalities.

Monitor the activity to check that they are using the correct intonation for the questions but do not correct pronunciation for the letters when they spell their names as they will do this in exercise 3.

3 Pronunciation: sounds – the alphabet

3a Ask the students to look at the six sets of letters and say the

letters. This will review the alphabet and show which letters they can pronounce correctly.

Have the students listen to the recording and circle the letters they hear.

Ask different students to give their answers by pronouncing the letter they identified and correct their pronunciation if necessary.

ANSWERS: 1 h 2 d 3 f 4 m 5 e 6 a

1h 2d 3f 4m 5e 6a

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3c Divide the class into groups to practice spelling their names and

checking pronunciation. Ask two or three students to spell other students’ names so you

can write these on the board.

4 Word builder: countries and occupations

4a Tell the students to look at the table, and elicit ideas for other

places, occupations, and places of work / study. Ask them to write one or two of their examples in the table.

TeachingtipWrite the letters of the alphabet on cards to help with general practice, as well as focusing on letters students find difficult to pronounce.

3b Tell the students to listen to the complete alphabet and repeat

the letters they hear. For those letters that are difficult, play them more than once. Do whole class practice, but check individual students’ pronunciation especially for letters they find difficult.

additional: Use the cards you made to check students’ pronunciation, choosing letters out of sequence to make the activity more challenging. If you haven’t made cards, you can write the alphabet on the board and point to different letters.

seeSBp.55ex.3b

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Teachingtip This is a good time to elicit a list of occupations using pictures, drawings, or mime to review words they have previously seen. Many occupations are cognates, for example for Spanish and Portuguese speakers: doctor, actor, artist, architect, and dentist.

4b Have the students make up identities and fill in the first row of

the table in exercise 4c.

4c Have several pairs of students give examples of the questions

and answers before they begin the activity. You may want to do some choral repetition of the questions.

Tell the students to interview three classmates and complete the table with their details.

Ask them to be sure to check the spelling of any word they don’t know.

additional: Spelling bee. Divide the students into teams of two or three. Give each team a list of six words they should know how to spell. Each team takes one of their words and pronounces it clearly to the other team. One student from the team spells the word. If the spelling is correct, the team gets one point. The team with most points wins.


PreparationBring photographs of San Francisco and photographs or tourist brochures for your city or another well-known city in Saudi Arabi.

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Unit 7

Unit 12 In a foreign city


Develop the unit topic: in a foreign city Expose students to more extended

spoken and written discourse

Language objectives Review the present simple Teach vocabulary for countries,

nationalities, and languages


specific information and completing information

Develop reading skills: reading to check information about a city

Develop speaking skills: answering questions about your city

Lesson2 Activate your English


1a Ask the students to look at the photographs and try to identify

the city. If you have any other pictures of San Francisco, use these now.

Ask the students what they know about the city and if any of them have been there. You can prompt them with questions such as Where is it located? Which state is it in?

Man 1: Greatview,isn’tit? Man 2: Yes,itis.Areyouatouristlikeme? Man 1: No.Iwasbornhere.I’mAmerican.Whereareyoufrom? Man 2: Brazil. Man 1: Ah,you’reBrazilian.SoyouspeakPortuguese. Man 2: That’sright–Portuguese,English,andSpanish. Man 1: WhatdoyouthinkofSanFrancisco? Man 2: It’swonderful.IlovetheGoldenGateBridge, Fisherman’sWharf,andChinatown. Man 1: Yes,thosearesomeofthemaintouristattractions. Man 2: Chinatownisreallybig!

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CulturenoteSan Francisco is one of the most famous cities in the United States. It is located on the Pacific coast in the north of the state of California. It is famous for the Golden Gate Bridge, its cable cars, and ethnic groups. I Left my Heart in San Francisco is a famous song by Tony Bennett.

1b Check that the students know the three words and explain any

word they do not understand. Have the students listen to the recording and circle the correct

answer. You might want to ask them how they decided on the answer.

Let them listen to the conversation again if necessary.

aNSWeR: a strangers

1c Ask the students to read the information and check that they

understand the vocabulary. You may need to give the meaning of wharf.

Ask the students to try and fill in the blanks with any words they remember from the first listening. Then, have them listen again to the conversation and complete the information. Do not check the answers at this stage, as this will be done in exercise 2a.

ANSWERS: 1 San Francisco 2 Chinese 3 Chinese / Spanish4 Spanish / Chinese


2a Ask the students to look at the photograph caption and say

what kind of information they would expect to find in this article. Tell the students to read the article and check their answers from

exercise 1c. Let them ask about unfamiliar vocabulary. Have them try to

guess the meanings of the words before you explain them. Check the answers by asking different students.

LearnerdevelopmentPredicting what kind of information we will find in a text is a valuable reading strategy, as it helps comprehension to have some idea of what to expect in a text. As often as possible, have the students use sub-headings and pictures or photographs to make predictions before reading a text.

alternative: You might want to do this as a scanning activity. Tell them to look for the answers as quickly as they can, without reading the whole article carefully. Then they can go back and read it more

Man 1: Yes,theChinesearethebiggestethnicminorityfrom onecountry. Man 2: Really?TherearealotofHispanicsheretoo,right? Man 1: That’sright.ChineseandSpanisharethemain

languagesafterEnglish. Man 2: Hey,canyourecommendsomegoodrestaurants? Man 1: Sure.DoyoulikeItalianfood? Man 2: Iloveit.

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Activate your English Lesson2

Unit 7

carefully. Point out that sub-headings can help when you are trying to find information quickly.

2b Have the students read the conversation and complete the true/

false exercise. Ask them to compare their answers in pairs before you check the

answers.

aNSWeRS: 1 T 2 F (Mark says he doesn’t go there a lot.)3 T (He says Fisherman’s Wharf is always full of tourists and that’s why he doesn’t go there.) 4 F (He doesn’t mention going to the park and when Mark says that “real” San Franciscans do that, he says that he’s still a tourist.) 5 T (He says “We … eat at small restaurants”.)

TeachingtipGet the students to explain the reasons for their answers to practice more. Otherwise, they may have had a lucky guess, or students who had the wrong answer may not know why it was wrong. For example: 1 True. Q: Why is it true?A: Because Miguel says he loves San Francisco.

2c Have the students read the conversation in pairs. Give the students a few minutes to rewrite the conversation

using information about their city. Help them if they have any questions at this stage. Encourage them to choose different cities so there is more variety.

Have the pairs act out their conversation in front of the class, and ask the other students to note down the information they mention as well as any mistakes they identify.

3 Grammar builder: review of present simple

LanguagehelpA common error for students when they use the present tense is to miss the -s on the third person singular, e.g. He live (instead of lives) in Chicago; He don’t (instead of doesn’t) like tourist places. To help correct this error, write a large “S” on a piece of paper and stick it on the board or wall. You can point to help students self correct when they make this mistake.

3a Ask the students to complete the table and check their answers

with a partner. Elicit the answers and have the students correct any mistakes

that come up as a class.

aNSWeRS: Affirmative: She loves San Francisco.Negative: Mark doesn’t go to tourist places.Yes / no question: Do you like San Francisco? Yes, we do / No, we don’t. Yes, he does. Information question: Where does she live?

3b Tell the students to read the sentences and questions and circle

the correct verb form. Have the students check their answers in pairs and make any

corrections that are necessary. Ask different students to read out their answers.

aNSWeRS: 1 live 2 are 3 lives 4 Do 5 does 6 don’t live7 doesn’t live 8 am 9 do 10 do

3c Have the students read and complete the sentences with the

correct form of the verbs in parentheses. Have different pairs of students volunteer to read sentences, and

make a note of any mistakes that are being made for possible remedial work.

alternative:Have the students check the exercise in pairs and look for errors in each other’s work.

aNSWeRS: 1 is 2 attracts 3 do / like 4 do not speak5 doesn’t have 6 Does / have / does

4 Word builder: countries, nationalities, and languages

Language assistant Point out the spelling rule for countries, nationalities, and

languages as these words start with a capital letter in English. Ask students if this is the same or different for their language,

and ask for specific examples to contrast with English.

4a Ask the students to look at the examples in the table and write

similar sets for country, nationality, and language. Elicit a couple more examples.

Put the students into small groups and ask them to compare the examples they have written.

LanguagehelpNotice that in the case of The Netherlands, the nationality is Dutch. Students often use this instead of German for the nationality of Germany. Point out this example to them.

4b Put the students into teams and have them take turns writing

country – nationality – language sets on the board. Tell the other students to check the answers on the board and

give three points for each correct set or one point for two correct elements.

After each team has given four examples, total up the points. The team with the highest number of points is the winner.

5 Speaking Ask the students to work in pairs and decide on the answers.

Monitor the activity and provide help if needed with vocabulary and grammar.

Then have them work with another pair and compare their answers.

Ask different pairs to give feedback on each question and ask the other students if they agree with their answers.

additional: Have the students write a short brochure using the information from their answers in exercise 5.

Workbook Have your students work through the exercises on pages 42 and 43.

Answers on page 80.57

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Lesson3 Introductions

Unit 1

58 Unit 7

Unit 13 Getting to know you

Aims Analysis (+ Activation)Discourse objectives

Develop the unit topic: getting to know you

Expose students to more extended spoken and written discourse

Language objectives Teach questions with Who and What Clarify the difference between subject

and object questions with Who and What

Review of information questions

Specific skills objectives Develop listening skills: listening to

complete a table of information about a person

Develop reading skills: reading to answer information questions

Develop speaking skills: interviewing a person to find out about them


1a Ask the class to look at the photograph and try to guess the

meaning of the lesson title, Getting to know you. Have the students work with a partner to describe the situation

in the photograph: Who are they? Where are they? What are they doing? What are they saying?

Ask the students to read statements 1 and 2. Tell them to look quickly at the conversation in exercise 1b and

circle the correct answers.

ANSWERS: 1 b 2 b

1b Tell the students to read the conversation more carefully and

complete it using the phrases in the box.

alternative:For a more challenging activity, tell the students to cover the box with the phrases and try to guess what phrase goes in each blank.

1c Have the students listen to the conversation to check their answers.

ANSWERS: 1 I’m from New York 2 do you like Houston?3 I hate the weather 4 I usually run in the morning 5 do you play tennis


2 Listening and reading

2a Ask the students to look at the table. Check that they understand

all the words. Tell the students to listen to the interview and focus only on the

information they need to complete the table. Check the answers as a class.

ANSWERS: 1 Bogotá 2 sports (especially running), going to restaurants 3 rainy days, watching TV 4 travel to Europe, learn Arabic

Leo: Soyou’revisitingfromColombia,right,Mario? Mario: That’sright.Whataboutyou?Areyoufromherein

Houston? Leo: No,I’mfromNewYork. Mario: AnddoyoulikeHouston? Leo: Well,IlikethecityandIlovethejobwithOlson,but

Ihatetheweather.It’sreallyhotandhumidinthesummer.

Mario: Yeah,itis.Leo,maybeyoucanhelpme.Iusuallyruninthemorning.WherecanIrunhereinHouston?

Leo: There’saniceparkabouttwoblocksfromhere.Hey,doyouplaytennis?

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Mario: Yes,alittle. Leo: IplayonThursdays.Doyouwanttoplaytomorrow

evening?Mario: Sure,thanks.

Interviewer: Mario,canIaskyousomequestionsforanarticleinthecompanynewsletter?

Mario: Sure. Interviewer: You’refromColombia,right?What’syour

hometown? Mario: Bogotá. Interviewer: IsthatB-O-G-O-T-Á? Mario: That’sright. Interviewer: AndwhatdoyoudoatOlsonSoftware? Mario: I’mtheproductionmanagerforLatinAmerica. Interviewer: Oh,right.Andamorepersonalquestion–whatdo

youliketodoinyourfreetime? Mario: Ilovesports,especiallyrunning.Irunfour

kilometerseverymorningbeforework. Interviewer: Really?Anddoyouplayanyothersportsorhave

anyotherhobbies? Mario: Notreally.Ilikegoingtogoodrestaurants. Interviewer: Goingtorestaurants.Whataboutthingsyoudon’t

like? Mario: Uh,Idon’tlikerainydays.

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59Unit 7

Have the students look at the article and try to guess where they would see something like this. Is it business or pleasure? Is it something for everyone? Elicit what a newsletter is. Do any of them have something similar where they work / study?

Have them read the questions and check that they understand them. Do not explain the grammar of the Who questions, as this will happen in exercise 3.

Tell them to read the newsletter and think about the answers to the questions.

Ask individual students to answer the questions orally and to use short answers.

ANSWERS: 1 in Bogotà / in Columbia 2 Olson Software 3 good restaurants 4 Abdullah does 5 Mario doesn’t 6 Abdullah does 7 organize a company football club

3 Grammar builder: questions with Who and What

3a Write a couple of examples of questions and answers with Who

and What on the board and underline the important words: Who plays tennis? Leo does. Who does Mark work with? He works with Roy.

Ask the students to notice the connection with Who and Leo and Who does, he, and Roy.

Then, tell the students to look at the questions and answers in A and B and circle the best choices in 1, 2, and 3. To help identify subject questions, tell the students to underline Who and the subject in the answer.

Ask the students to explain in their own words the difference between the two sets of questions. This can be in the L1.

ANSWERS: 1 a 2 a 3 b

LanguagehelpTo illustrate the difference between subject and non-subject questions, you can show students the rule for the two types of questions and answers: Who as object Who as subject

O Aux S V S VWho does Mario know in Houston? Who lives in Bogotá?

S V O S AuxHe knows Leo. Mario does.

Language assistant Explain that, especially in spoken English, it is more common to

use short answers to information questions. Refer back to exercise 2b to show some other examples. Point out that short answers can also be used with be, and give

some other examples.

3b Have the students read the questions and focus on the different

types of questions to select the answers. Tell them to refer back to the examples in exercise 3a if they

need to. Give a couple as examples to ensure that they understand what they are doing:

Who does Jack work with? A He works with Sean. B Sean does. (A) Who works with Jack? A He works with Sean. B Sean does. (B)

Check the answers.

ANSWERS: 1B 2A 3A 4B

3c Ask the students to complete the questions using the words in

parentheses. You may want to do the first one with them, and then have them do the others by themselves.

Tell them to check the example questions in exercises 3a and 3b.

ANSWERS: 1 What does Mr. Brown teach? 2 Who teaches systems analysis? 3 What produces oxygen naturally? 4 Who do you know in Houston? 5 Who speaks French?


4a Ask the students to write the full forms of the questions in the

table. Go over the questions with them. Check that they understand

which questions have auxiliaries and which do not.

ANSWERS: 1 What do you do? 2 How old are you? 3 What is your hometown? 4 Who speaks English in your family?5 What do you like doing? 6 Who is your favorite sports star? 7 Who do you want to meet? 8 What do you want to do someday?

4b Have the students interview a classmate and write the answers

in their notebooks. Tell them to only write the important information.

LearnerdevelopmentRemind the students to use English when asking for repetition or clarification, e.g. I’m sorry, I don’t understand or Could you repeat that, please?

4c Ask the students to use the answers from exercise 4b to write a

short description. Tell them to use the Olson Newsletter as a model.

4d Have the students put the paragraphs on the wall and read

about their classmates.

alternative:Tell the students to write the paragraphs without mentioning the other student’s name, and then have the class guess the identity of the person being described in each case.

Workbook Have your students work through the exercises on pages 44 and 45.

Answers on page 80.

Interviewer: Rainydays?Whynot? Mario: BecauseIcan’trun.AndIdon’tlikewatchingTV. Interviewer: OK,andfinally,whatareyourgoalsforthefuture? Mario: IwanttotraveltoEuropesomeday,andIwantto

learnArabic. Interviewer: TotraveltoEuropeandlearnArabic.OK,thanksa

lot,Mario. Mario: You’rewelcome.

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Unit 1

60 Unit 7


4 Lifeline to international travel

Discourse objectives Develop the unit topic: international

travel Expose students to an official form

Language objectives Consolidate use of the present simple

to describe another country Expose students to the language of

official documents

Specific skills objectives Develop listening skills: listening to an

interview about tourism and immigration

Develop reading skills: understanding the language of an official form with requirements for travel to the U.S.

Develop speaking skills: talking about a neighboring country

1 Reading, speaking, and listening

1a Ask the students to try and identify the flags on the photograph. Have the students read the short text and discuss the questions

in groups of three. Ask them what makes the relationship between Canada and the

U.S. special. (They were both British colonies, English is their main language, and there is a lot of trade and tourism between them.)

Elicit ideas from the whole class to answer each of the questions, and provide additional vocabulary if this is needed.

alternative:Have the students answer the questions in pairs.

TeachingtipIf you do the activity in groups, ask each group to appoint a secretary to note down the answers to the questions. The secretary can then report on the information the group discussed.

1b Ask the students what documents they think you need to visit or

work in the United States and what documents people need to visit Saudi Arabia.

Tell the students to talk about each sentence in pairs and guess if the sentences are true or false.

1c Have the students listen to the radio interview and check their

answers to exercise 1b. Check the answers with different students.

ANSWERS: 1F 2T 3F 4T


Interviewer: TodayI’mwithMartinWilliams,aU.S.immigrationofficial.

Martin: Hello. Interviewer: Mr.Williams,doallvisitorsfromothercountries

needavisa? Martin: No.PeopleshouldcheckwiththeAmerican

Embassyintheircountrytofindoutiftheyneedavisa.

Interviewer: Youcan’tworkwithatouristvisa,right? Martin: No,absolutelynot.Butsomepeopledowork

illegally. Interviewer: HowmanyillegalimmigrantsentertheU.S.to

work? Martin: About275,000ayear. Interviewer: 275,000.Andwhataboutlegalimmigration? Martin: That’sabout600,000ayear.Totalannual

immigrationisalmostonemillion.Noothercountryintheworldhasthatamountofimmigration.

Interviewer: Wow,onemillionayear!

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61Unit 7


2 Reading Ask the students to read the six questions, and check that they

understand them. Have them try and guess the answers before they read, as some

of them may have been through this process. Have them find the answers to each question by skimming the

information in the text. They can either answer the questions orally or write the answers

in their notebooks before you check them.

ANSWERS: 1 the American Embassy or Consulate 2 a tourist visa 3 the local American Embassy or Consulate 4 passport, birth certificate, letter from your company, property rental or purchase contract, bank statement 5 No, in English 6 U.S. immigration officials

TeachingtipAsk the students to underline the sections of the text that provide the answers to the questions.

3 Speaking Divide the students into groups and have them select a

neighboring country to answer the questions about. Try to ensure they talk about different countries, and check that

no groups are answering questions about the same country. Have each group report back on their answers. Make a note of any serious or repeated errors for correction later,

but do not interrupt the reporting activity.

additional: Ask the students to write a short report on the country they discussed in exercise 3. They should base their paragraph on the answers to questions 1 –4.

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Aims Access + Activation + Analysis

Unit 8 Your environment

62 Unit 8

1 A nice place to work

Discourse objective Establish the unit topic: a nice place

to work

Language objective Teach vocabulary for things in an office


someone’s opinion Develop speaking skills: giving

opinions about a workplace and telecommuting

Develop reading skills: reading a text to match statements to content

1 Word builder: things in an office

1a Ask the students to look at the photograph and identify the

place and some of the activities that go on there: Where is this? Can you identify any of these things? What do people do here?

Have the students match the words in the box with the numbered objects in the photograph.

Have them compare their answers in pairs or groups. Check the answers.

ANSWERS: 1 computer 2 work station 3 telephone4 calculator 5 fax machine 6 printer

1b Put the students into pairs and have them make a list of the

other objects in the photograph. Ask different pairs for their words. Ask the students to spell the

words as you write them on the board to practice the letters of the alphabet they learned previously.

Check how many words each pair has in their list.

POSSIBLE ANSWERS: stapler pen note pad chairtrash can desk files plant cell phone window glass of water keyboard mouse

alternative:Ask the students to make a list of any other office objects they can think of. Give them a three-minute time limit.


2a Ask the students what they think of the office in the photograph

(Is the office nice? Is it modern? Is it light? Would you like to work here? Why / Why not?).

Have the students focus on the three alternatives.

Aims Access (+ Activation + Analysis)

Have the students listen to the recording and tell them only to focus on identifying Adam’s opinion about the office and to choose a, b, or c.

aNSWeR: b

Teachingtip Explain to the students that when they have to listen for specific information, they shouldn’t worry about understanding every word. Tell them to listen out for key words only – the words that are in the alternatives.

Bassam: So,Adam,how’syournewjob? Adam: Fine.ThepeopleareniceandIlikethework. Bassam: Andistheofficenice? Adam: Uh,well,it’sOK. Bassam: Whatdoyoumean? Adam: Well,theworkstationsarereallysmall,sothereisn’t

muchspace.Andofcourse,becauseit’sopenplan,there’snoprivacy.

Bassam: Yeah,alotofofficesthesedaysdon’thavemuchspaceorprivacy.Istheofficewelldecorated?

Adam: No,itisn’tverynicelydecorated,andtherearen’tmanywindows.There’sonlyonesmallwindow.Theotherproblemistheairconditioning.Somedaysit’sreallycoldandotherdaysit’shot.

Bassam: Itsoundsterrible! Adam: No,itisn’t,really.TherearesomethingsIreallylike.I

likethecontactwithotherpeople.Everybody’sreallyfriendly.Andthefurnitureisnice–verycomfortable.

Bassam: Doyouhavegoodofficeequipment? Adam: Oh,yes.Wehaveexcellentcomputers,photocopiers,

etc.Anyway,it’sagoodjob,andI’mhappythere.

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Your environment Lesson 1

63Unit 8

2b Have the students read the points in the table, and make sure

they understand each of the items. Have the students listen to the conversation again and check the

positive points Adam mentions. Check the answers by asking individual students.

ANSWERS: Positive: contact with peoplecomfortable furniture good equipment

2c Ask the students what is most important for them in an office

and ask different students to give a reason for their answer. Have the students put the items in the table in exercise 2b in the

order of importance for them and compare their ideas with a partner.

Check quickly to see what the majority of students put at number 1 and number 6 and why.

additional: Ask the students if they can think of any other positive things in a workplace.


3a Put the students into pairs. Have them make a list of good and

bad things in their school or workplace. If necessary, give them a couple of examples: the cafeteria, the furniture.

Have the students say whether each point is a good or a bad point.

Get the students to write about the points on their list, using the example to help them.

3b Ask the students to compare their list with another pair’s and see

if they agree about what is good and what is bad. Ask two or three students to read out their answers and see if

the other students agree or disagree with their opinion.

LearnerdevelopmentEncourage the learners to give their opinions about the good and bad points in their list – I think …, In my view, I really like / dislike … – and not just read out the points one by one.


4a Write the word telecommuting on the board and elicit ideas from

students about what it means. Telecommuting is when someone works from home on a computer and sends work to their office over the telephone or by e-mail.

In pairs, have the students look at the phrases and decide which phrases apply to telecommuting. Do not check the answers at this stage.

4b Have the students read the article and check their answers to

exercise 4a. Ask the students to show where in the text they found the

information for their answer. For example, 1 is no because in the second paragraph it says: “telecommuters … do not commute to an office every day; they work from home”.

ANSWERS: 1 no 2 yes 3 yes 4 yes 5 yes 6 yes 7 no 8 no

4c Put the students into groups and ask them to look at the two

examples and discuss other advantages and disadvantages of telecommuting.

Have the students in each group write down a list of the advantages and disadvantages of telecommuting. Monitor the activity and help with any problems that come up.

Elicit advantages and then disadvantages from different groups.

additional: Ask the students to imagine they are telecommuters and to plan how they would organize their day. Tell them to use the article to help them.


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Lesson2 Your environment

Unit 12 A nice place to live

Aims Analysis (+ Activation)

64 Unit 8

Discourse objectives Develop the unit topic: a nice place

to live Expose students to more extended

spoken and written discourse

Language objectives Review irregular plural nouns Teach much, any, and a lot of Clarify countable and uncountable

nouns


identify plans Develop speaking skills: reading a

paragraph to the class Develop writing skills: describing a city

or town

1 Reading Ask the class what attraction they have been to in Saudi Arabia:

Have you been on Hajj? Ask the students to read and answer the quiz and then compare

their answers with another student. Check the quiz by asking different students to give their answers.

ANSWERS: 1 b 2 c 3 b 4 c 5 a


2a Ask the students for suggestions about what they would do if

they won a trip somewhere. Help them if necessary by writing ideas on the board: hotel, sports, restaurants, museums, sights.

Have them listen to the recording and check what Mary wants to do.

Check the answers.

ANSWERS: Go to Makkah Buy presents Go to Medina

2b Tell the students what you are planning to do next weekend:

Next weekend, I’m going to … Ask the students what they are planning to do next weekend to

review going to, and write a list of the activities on the board. Have the students discuss their plans for next weekend in pairs,

using the examples and the list you made on the board. Ask different students to talk about their plans.

alternative:Ask for the most interesting thing that someone is going to do to get feedback on the activity.

Teachingtip This is a good opportunity for students to use qualifiers such as probably, definitely, and maybe.

3 Word builder: city characteristicsLanguage assistant

Ask the students how you normally form the plural in English by writing an example of a singular noun on the board, e.g. park. They should be able to say that we form the plural by adding s to the noun.

Show the students a noun that takes an irregular plural, e.g. mouse, and see if they know the irregular plural (mice) and explain that there are other irregular plurals.

Ask the students to look at the examples and say if there are irregular plural nouns in their language.

Language assistant Write the first two examples (tourist attraction and information)

under the headings Countable and Uncountable on the board. Add the s to attraction and ask the students to tell you the difference between the two nouns.

Have them read the explanation to check their ideas and check that they know the difference between countable and uncountable nouns by showing them you can actually count countable nouns, like tables and chairs in the classroom, but you cannot count uncountable nouns, like information or publicity.

3a Have the students look at the nouns and identify if they are

countable or uncountable. Ask them to tell you their answers and write them under the headings on the board.

Barbara: So,whatdoyouwanttodoinSaudiArabia,Mary? Mary: Well,IwanttogotoMakkah. Barbara: OK,Masjidal-Haramisamazing!Whatelse? Mary: Iwanttobuyalotofpresentsformyfamily. Barbara: Great.Youcanbuypresentsinlotsofplaces! Mary: And…IwanttogotoMedina,too,ofcourse. Barbara: Fine.Wecandothat.Anyway,you’rehereforamonth, sowecanmakemoreplanswhenyougethere.

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Your environment Lesson2

65Unit 8

ANSWERS: poverty U rain U architecture U beach Cmuseum C weather U store C pollution U building C service C

3b Have the students read the sentences and complete them with

one of the words from exercise 3a. Ask them to check their answers in pairs. Go through the exercise by asking individual students to read

out each sentence with their answer.

ANSWERS: 1 beaches 2 pollution 3 weather 4 services5 Poverty

additional: Put the students into pairs and ask them to write a list of three more countable nouns and three more uncountable nouns. If necessary, they can use an English–English dictionary to check their words.

LearnerdevelopmentPracticing countable and uncountable nouns is an excellent opportunity for students to work with an English–English dictionary. For the additional exercise they can use their own dictionary or a class dictionary to check their list of nouns.

4 Grammar builder: much, many, a lot of

4a Tell the students to look at the rules and examples, and check

that they understand the differences and similarities. Ask the students if similar words and rules exist in their language

or if they use different words and rules. Put the students into pairs and ask them to write more examples

for each rule and monitor the activity, helping them to produce correct examples.

Elicit and check some of their examples from different pairs of students. Write incorrect examples on the board and ask the students to make the correction.

LanguagehelpIt is likely that interference from L1 will cause students to overuse much and many instead of a lot of, e.g. He has many problems. She takes much time to finish. Point out how common a lot of is in English for positive statements and that many is used only for more formal statements, e.g. Many people eat too much sugar.

alternative: Have the students cover the Use column and read the examples. Elicit ideas from the students about the rules. They should be able to figure out the main rules: that much is used only with uncountable nouns, many with countable nouns and a lot of with plural and uncountable nouns.

4b Have the students read and complete the conversation in pairs. Check the answers by asking individual students to read

different lines of the conversation. If some students make a mistake, ask the other students to

correct the answer.

ANSWERS: 1 a lot of 2 many 3 many / a lot of 4 much5 a lot of / much 6 a lot of


5a Elicit some ideas from the students about a well-known town or

city in Saudi Arabia. Write examples on the board which illustrate the use of much,

many, and a lot of. Tell the students, in pairs, to write a short paragraph about

another town or city without mentioning the name. Make sure the students are writing about different places rather than the same one. Have them use exercises 3b and 4b for help, if necessary, as well as the example in exercise 5a.

Monitor the activity and encourage them to use much, many, and a lot of in their descriptions.

5b Ask three or four students to read their paragraphs out loud to

the rest of the class. Have the class try to guess the name of the town or city. Tell the students to make a note of any errors they identify and

suggest corrections.

additional: Ask the students to write questions to find out about another city they would like to visit. They can use exercise 5a to help them.

WorkbookHave your students work through the exercises on pages 48 and 49. Answers on pages 80 and 81.

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Unit 1Lesson3 Your environment

66 Unit 8

Unit 13 A big move


Develop the unit topic: a big move from one place to another

Expose students to more informal written discourse

Language objectives Teach possessives Clarify the rules for using possessive

adjectives Activate language to describe places Familiarize students with contrastive

stress

Specific skills objectives Develop listening skills: listening to a

conversation to identify descriptive language

Develop speaking and writing skills: describing an ideal place to live

1 Word builder: adjectives for describing places

1a Suggest a well-known town or city in Saudi Arabia or abroad and

ask the students to suggest words to describe it. To help them, ask questions like: Is it beautiful? Is it big? Are there a lot of factories?

Write the words on the board and ask the students to spell some of the words as you write them.

Ask the students to look at the words in the table and check they understand these. You may need to explain that pretty in this case is a qualifier similar to fairly.

Have the students describe the photographs using the words from the board and the table.

2 Listening

2a Ask the students to read the instruction, and ask them questions

to check they understand that this is about a family who moved from a big city to a small town. (Where did Laura and her family live before? Where do they live now?)

Have the students listen to the conversation and answer the question. Remind them not to try to understand every word.

ANSWER: Yes, she loves it.

2b Ask the students to listen to the conversation again and circle

the words in the table in exercise 1 that describe Avebury. If necessary, play the recording twice, or break it up into chunks

to make the listening less challenging. Ask individual students to say which words in the table they

heard mentioned.

ANSWERS: fairly small quiet nice residential commercial

3 Pronunciation: contrastive stress

3a Ask the students to look at the sentences and ask different

students to read the sentences out loud to see how they pronounce the stress. Do not correct the pronunciation at this stage.

Play the recording. Have them listen to the sentences and underline the stressed words.

Ask different students to read their answers out loud, and check they are stressing the correct words.

ANSWERS: 1 A: Is Avebury a big village? B: No, it’s a small village. 2 She doesn’t like quiet places. She likes busy places.

seeSBp.66ex.3a

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Kate: It’sgreattohearfromyou!Howareyou? Laura: We’refine. Kate: How’sAvebury? Laura: Well,it’sabigchangefromBirmingham!It’safairlysmall

village. Kate: Quietandpeaceful,right? Laura: Well,it’sprettyquiet,butalotoftouristscomehereon

weekends. Kate: Andisitpretty? Laura: Oh,it’sbeautiful.Theoldhousesarereallynice,and

therearealotoftreesandflowers. Kate: VerydifferentfromindustrialBirmingham!

aUdIOSCRIPTTRaCk39

Laura: Yes,it’smostlyresidential,well,andcommercialbecauseofthetourism.

Kate: Doyoulikeit?Laura: Weloveit!We’regoingtobeveryhappyhere. Kate: Well,itsoundsgreat.Sendphotographs,OK?

LanguagehelpExplain to the students that adjectives in English are often stressed as they contain important information. Adjectives are particularly stressed in this exercise as they are being contrasted.

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67Unit 8

3b Ask for a volunteer to be A. Ask them to read out A’s sentence.

You read out B’s sentence and heavily stress the word big to show the class the contrastive stress.

Repeat this with two or three more students. Put the students into pairs and have them read each of the

sentences out loud using the contrastive stress on the second sentence.

Check the answers by having different pairs read the sentences and the correction, making sure the stress is used correctly.

ANSWERS: 2 No, it’s a small village. 3 No, she likes quiet places. 4 No, she likes big towns. 5 No, it’s an easy city. 6 No, we’re very good students.

4 Writing and reading

4a Have the students read the paragraph and check they

understand the positive points about this ideal place. Elicit ideas from students about ideal places to live, e.g. on the

coast, in the mountains, in a quiet town, etc. Ask the students to write a similar paragraph about their ideal

place to live. They can use the paragraph in exercise 4a as a model to help them.

4b Tell the students to put their paragraphs on the wall. Have the students find someone who has a similar ideal place.

5 Reading Ask the students who the letter is from and check that they

remember that Laura has moved from a city to a small town. Have the students read the letter quickly and answer the questions. Ask different students to give their answers to the two questions.

ANSWERS: 1 Kate 2 The children can have a cat, Jenny likes all her classes, the boys like their school, John likes his new job, they like the neighbors

LanguagehelpAsk the students what type of letter this is: formal or informal. They should be able to identify this as an informal letter because of the friendly style, use of the first name in the opening, and “love” for the signing off.

6 Grammar builder: possessives

6a Review the possessive adjectives by writing a short list on the

board and asking the students to help complete the list. Have the students read the letter in exercise 5 again and choose

the correct answers. Ask them to check their answers in pairs and then ask different

pairs for their answers.

ANSWERS: 1c 2a 3c 4a 5a 6b 7b

Language assistant Write a couple of examples on the board: His friend / His friends,

My CD / My CDs and use them to explain that possessive adjectives do not have a plural form.

Ask the students to read the examples in point 1 and see if they can give some more examples.

Ask the students to read the examples in point 2, and check that they understand that possessive adjectives in English agree with the possessor not the possessed.

6b Elicit a couple of examples orally from the students, and then

have them fill in the table with the correct possessive adjectives. Ask them to check their answers in groups, and then go through

the answers with the whole class.

ANSWERS: Singular possessive adjective: his, her, itsPlural possessive adjective: your, their

6c Write examples of the two types of apostrophe s on the board

and ask the students to say how they change with singular and plural nouns, e.g. The boy’s bedroom. The boys’ classroom.

Ask the students to read the examples and then circle the correct choices.

Check the answers as a class, asking how many people chose each answer.

ANSWERS: 1a 2a 3b

Language assistant Ask the students to read the examples and ask them what is

different about these examples. Make sure they understand that there are some irregular plural

possessives and these use ’s which is normally used for singular nouns.

Give some examples in context, e.g. The children’s room was very messy and ask the students to write a couple of examples for practice.

6d Ask the students to read the sentences and identify which of the

nouns have irregular plural possessives (children’s). Have the students read the sentences and write the correct

possessive forms. Check the answers by asking different students to spell the

possessive forms.

ANSWERS: 1 father’s 2 parents’ 3 sisters’ 4 children’s 5 Joe’s

6e Divide the class into pairs and have each pair look at a different

text, A or B. Have the students take turns dictating their paragraph to their

partner, and make sure they are not reading too fast to give their partner time to write down the text. They should stop after each sentence and, if necessary, they can read each sentence twice.

Ask them to check each other’s work for errors against the original paragraph.


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68 Unit 8

Lesson4 Your environment

4 Lifeline to student life

Aims Activation

1 Reading

1a Ask the students to look at the photographs and elicit

information by asking questions: How old are these people? What do they do? Do they work or study? Describe the person in the first photograph.

Have the students read the first paragraph of the article and choose the best title from the list.

Check how many students chose each answer.

ANSWER: a

1b Ask the students to read the rest of the article and decide which

types of housing should go in each blank. Make sure they understand what a dormitory is.

Have them compare their answers in pairs, and then ask different students for their answers.

ANSWERS: 1 in a dormitory 2 at home 3 in an apartment

1c Elicit some ideas from the students about the advantages and

disadvantages of each type of accommodation. Have the students look at the options and decide which of them

the sentences refer to.

ANSWERS: 2B, C 3C 4A 5A, C 6B 7C 8A

Discourse objective Develop the unit topic: student life

Language objectives Consolidate use of language to

describe different types of accommodation

Activate language for comparing accommodation options

Specific skills objectives Develop reading skills: matching

headings to texts Develop speaking skills: discussing

factors for choosing accommodation Develop writing skills: writing about

college students’ lifestyles in Saudi Arabia

2 Speaking

2a With books closed, ask the students to suggest some important

points when choosing student housing, e.g. cost. Write their suggestions on the board. Ask them: Which is the most important factor?

Put the students into groups and have them look at the list of factors and see how many they guessed.

Ask them to decide which four they think are the most important and why.

Do a quick survey to see the four factors most people chose.

2b In the same groups, have the students discuss the advantages

and disadvantages of living in an apartment, at home, or in a dormitory. Encourage them to use phrases such as I think …, In my opinion …., For me …, etc.

Ask them to give their reasons for their opinions and refer to their own experiences.

Monitor the activity and note down any persistent or serious errors for correction at the end of the activity.

LanguagehelpDormitory is often abbreviated to dorm.

CulturenoteIn the U.S. and Britain, it is very common for students when they finish high school to leave home and go to college in a different place. They often have to find somewhere to live in the city where the college is situated. This is not the case in other countries where students go to college in the town where they live and live at home while they are studying.

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3a Put the students into pairs and ask them to read the questions

and then discuss with them with reference to Saudi Arabia. Get feedback from different pairs and see to what extent they

agree with each other.

TeachingtipHave the students write notes for their answers, as this will help them with the writing exercise.

3b Have the students write a paragraph about college student

lifestyles in Saudi Arabia, using the notes they made in exercise 3a.

Tell them to use the prompts in exercise 3b as a model.

3c Ask the pairs of students to form groups of four by joining

another pair. Ask them to compare their paragraphs.

additional: Ask the students to role-play an interview with a college student, using the questions in exercise 3a.

Unit 8

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Unit 9 Time on, time off

1 Unusual lives

Aims Access (+ Activation + Analysis)Discourse objective

Establish the unit topic: time at work and time at home

Language objectives Review language for describing jobs Teach weak form pronunciation


complete a text Develop speaking skills: asking

questions about someone’s activities Develop writing skills: writing a

description about a partner’s activities using a text as a model


1a Ask the students to look at the photographs, and check that

they understand the names of the jobs. They will probably be able to figure out the meaning of both dentist and wedding planner.

Tell them to read the job descriptions quickly and match them with the photographs. Ask them to give reasons for their answers.

ANSWERS: 1B 2A

TeachingtipFor this kind of matching exercise, have the students read the texts quickly. Tell them not to worry about any words they do not understand but to try and get enough information to identify the jobs. They will read the text again, when they can concentrate on understanding everything.

1b Tell the students to read the questions and then read the texts

again to answer the questions. Check the students’ comprehension of any new language in the

texts. Encourage them to look up unknown words in the dictionary.

Have them check their answers in pairs. Check the answers as a class, making sure the students use

short factual answers.

LearnerdevelopmentIt is important to encourage students to answer questions with shorter answers as this reflects what people normally do when they answer questions in English. For example: Question: Who came late? Answer: Jane did rather than Jane came late, or Question: What time is the game? Answer: At 7:45 not The game is at 7:45.

ANSWERS: 2 The dentist. 3 The dentist’s. 4 He looks after people’s teeth. 5 Be outgoing, organized, and like working with people.

1c Put the students into groups, and ask them to read and answer

the questions and make notes on their final answers. Conduct a feedback session with the whole class, asking

different groups to answer each question.

alternative:Ask each group to compare their answers with another group’s.

TeachingtipDuring the group discussion, listen to different groups. It is a good idea to help with new vocabulary but do not interrupt or correct errors as this is a communicative activity. Take notes and give feedback at the end of the activity by putting sentences with errors in on the board for the class to correct. You may want to put correct sentences on the board as well to give positive feedback.

2 Listening

2a Ask the students to read the questions and then listen to the

interview and answer the questions. Have them quickly check their answers in pairs. Check the answers.

ANSWERS: 1 working on a hawk conservancy 2 Students’ own answers

alternative:Write the phrase hawk conservancy on the board and elicit ideas from the students about what job they would do. Then have them listen to the interview to check if their ideas were right.

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Time on, time off Lesson 1

Unit 9

2b Have the students read the newspaper article on page 71. Give

them time to read the article carefully. If they can complete any answers at this stage, tell them to write their answers in the text.

Ask them to listen to the interview again and complete the article.

2c Have the students listen again and check their answers. Check the answers by asking different students to provide each

answer.

ANSWERS: 1 birds 2 takes in 3 looks 4 sick 5 fly 6 public 7 hold 8 pay’s 9 seven 10 loves

alternative:Ask the students to try and guess the words in the newspaper article before they do exercise 2b. They can then check if the words they guessed were correct.

3 Pronunciation: weak forms – /dʒǝ/3a

Have the students listen to and read the questions. Ask them to focus on how do you is pronounced in each case.

Model this form if necessary. Have them repeat the questions with the same intonation as on

the recording. Listen to individual students to check they are pronouncing the questions correctly.

3c Tell the students to work with another pair and ask their

questions. Monitor the activity and focus students’ attention on the weak

form where necessary. Listen to a selection and model the questions if necessary.

LanguagehelpEnglish has a number of weak forms where words run together or are pronounced differently from their written form. It is important that students are aware of these forms so they can recognize them when they hear them and also try to use them in their own spoken English.


4a Write the following headings on the board: Occupation, Place of

study / work, Weekend activities, Current “extra” activities. To review questions, ask the students to give you the questions for each heading. (What’s your job / What do you do?, Where do you study / Where do you work?, What do you do on weekends?, What do you do in your free time?)

Using What do you do? as an example, ask the students to give you more questions to get more information, e.g. Do you like it? Is it difficult? Do you work on weekends? Do you work every day? Is it a good job?, etc. They can use questions that have come up already in the lesson.

Put the students into pairs and ask them to read and complete the table by asking their partner questions.

Remind them to pronounce do you as practiced in exercise 3. Remind them to get more details about each answer by asking

further questions and include these details in the table.

4b Ask the students to read the short paragraph and underline the

person’s occupation (medical student), place of study / work (Loman University, City Hospital), weekend activities (sometimes works, plays tennis, goes out with his friends), and current “extra” activities (learning German). Point out to them the extra information included in the paragraph.

Have the students write a short paragraph about their partner using the information they wrote in the table.

Ask them not to put their partner’s name on the paper. Tell them to use the sample paragraph as a model.

4c Have the students put their paragraphs on the wall. Ask them to read all the paragraphs and guess the name of the

person being described. Tell them to write the name of the person at the bottom of the

paper. Give the names and check how many descriptions the students

guessed correctly.

additional: 20 questions. In pairs, each student thinks of an unusual job. His or her partner must try to identify the job by asking a maximum of 20 Yes / No questions, e.g. Is it dangerous? Do you make a lot of money in this job? Do you need special clothes?, etc.


seeSBp.71ex.3a

aUdIOSCRIPTTRaCk42

Reporter: Hi,I’mwiththeCity Timesnewspaperandwe’reinterviewingpeopleallovertheU.S.A.withunusualjobs.ThisweekI’minPennsylvania.First,what’syournameandwhatdoyoudo?

Jim: I’mJimTreadwell,andIworkonaHawkConservancy. Reporter: AHawkConservancy?Andwhatexactlyisthat? Jim: Well,wetakeinrescuedhawks,birdsofprey…. Reporter: Sorry?Birdsofprey? Jim: Yeah,they’rebirdsthathuntandkillotherbirds. Reporter: Isee.Andwhatdoyoudowiththem? Jim: Someofthemaresickandwelookafterthemand

makethembetter.Wetrainthem–sometimeswehavetoteachtheyoungoneshowtofly.Wehopethatwecanreleasethembackintothewild.

Reporter: Anythingelse? Jim: Yeah,we’reopentothepublicmostoftheyear.

Peoplecanwatchthebirdsflying.Andkidscanevenholdsomeoftheyoungones.

Reporter: Gee,that’sfascinating.Doyoulikethework? Jim: Iloveit.It’sasevendayaweekjobandthepay’snot

verygood,butIlovebeinginthefreshairandthebirdsaregreat.Hey,doyouwanttomeetsomeofthem?

Reporter: I’dlikethat,Jim.Thanksalot.

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3b Put the students into pairs and ask them to write three or four do

you questions.

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Lesson2 Time on, time off

Unit 9

Unit 12 Manual and non-manual

Aims Analysis (+ Activation)Discourse objectives

Develop the unit topic: manual and non-manual jobs

Expose students to more extended spoken and written discourse

Language objectives Activate vocabulary for manual and

non-manual jobs Review the present simple and present

progressive

Specific skills objectives Develop reading skills: reading and

answering a questionnaire Develop listening skills: listening to

identify different types of activities Develop speaking skills: talking about

permanent and temporary activities

1 Word builder: manual and non-manual work

Have the students look at the lesson title, Manual and non-manual. Have them speculate what the lesson will be about (the kind of tasks you have to do in different types of jobs.)

Make headings on the board for two lists, Manual and Non-manual. Ask them to say which job goes under which heading.

Write the jobs in the correct list on the board. Have students check their own answers/amend their own lists if necessary.

ANSWERS: Manual: builder cook factory worker truck driverwindow cleaner Non-manual: airline pilot bank clerk journalist secretary teacher


2a Put students into pairs. And ask them to look at the table of

expressions for work activities and make sure they understand them all.

Have students check the correct column for each activity. Write the answers on the board.

ANSWERS: Attend meetings: either check and answer e-mails: either Entertain clients: either Keep your desk tidy: non-manual Make coffee: either Make and receive phone calls: either Wear protective clothing: manual/either Work in a factory: manual Work in an office: non-manual Write reports: non-manual/either

2b Check how many students are in each range of scores. Put the students into groups of four, and ask them to compare

their results and to agree or disagree. Conduct a feedback session with the whole class.

3 Reading Put students into pairs. Have them look at the pictures and make

sure they know which description in the box goes with which picture.

Have students read the descriptions 1-5. In pairs, have students write the correct job next to its

description. Check the answers in class.

ANSWERS: 1C secretary 2E truck driver 3B cook 4A airline pilot 5D teacher


4a Put the students into pairs and ask them to look at and identify

the jobs in the photographs. Ask them: Is there anything unusual about what the people are doing in the photographs?

Ask them to discuss whether the jobs are manual or non-manual.

4b Ask the students to read questions 1 to 3 and listen to the

interview with Steve. Have them answer the questions. Check the answers. Have the students read questions 4 to 6 and listen to the

interview with Jim. Have them answer the questions. Check the answers.

ANSWERS: 1 He’s an industrial engineer. 2 A big contract.3 No, never. 4 He’s a student nurse. 5 He’s on the children’s ward of a large hospital in New York. 6 He cooks.

LearnerdevelopmentIn this exercise, learners have to listen for specific information to answer the questions. A good practice is to have the students tell you to stop the recording when they hear the relevant information to answer each question. So that everyone participates, ask the students to shout Stop! when they hear the answer to each question.

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Time on, time off Lesson2

Unit 9

5 Grammar builder: present simple vs. present progressive

LanguagehelpIt is important that students understand the two uses of the present progressive presented here: 1) actions in progress at this moment and 2) temporary actions or situations. The first of these is not as common as the second. Check if the same structure and uses exist in the students’ own language.

5a Have the students read the examples and match them with the

definitions of tenses and uses. Check that they are clear about the uses of the two tenses.

ANSWERS: 1b 2c 3a

5b Ask the students to look at the forms and examples and write

the verb tenses in the correct spaces. Elicit more examples and have the students write examples in

the table. Check the answers.

ANSWERS: present simple and students’ own answers; present progressive and students’ own answers

5c Ask the students to read and complete the paragraph using the

present simple or present progressive. Put the students into pairs and ask them to check their answers

and to explain why they put the present simple or present progressive in each case.

Check the answers as a class.

ANSWERS: 1 work 2 do 3 is changing 4 are spending5 are going 6 is helping 7 is making 8 don’t know

LanguagehelpExplain to students that certain verbs that are used to talk about likes, dislikes, desires, and preferences are not normally used in the present progressive. These include like, love, hate, want, need, and prefer.

6 Speaking6a

Put two headings on the board: Permanent / long-term and Temporary. Elicit ideas from the students about things in their lives and let them put them under the right heading.

Ask the students to write a list of three permanent or long-term and three temporary things in their lives.

6b Put the students into pairs and have them talk about their lists. Make sure they ask about the details of each point, using Wh

questions.

6c Ask the pairs of students to form groups of four by joining

another pair. Ask them to tell the new pair about their partner’s information.

Tell the students to make any corrections that may be necessary to their partner’s information.

Listen to some of the reports and note any serious errors that you can correct later.

additional: Ask the students to write a short description of their partner’s activities using the present simple and present progressive.


Interviewer: Whatdoyoudo,Steve? Steve: I’manengineer,anindustrialengineer. Interviewer: Tellmeaboutyourtypicalday. Steve: Ialwaysgetupatfivethirty. Interviewer: Fivethirty?! Steve: Yes.Igettoworkatseven,checkmye-mail,then

goaroundthefactory.Afterthat,Iattendmeetings,workonprojects,writereports.Atfiveo’clockIleaveforhome,andI’musuallyhomebyfivethirty.

Interviewer: Soit’saseven-to-fiveday…uh…tenhours. Steve: Yes.Andsometimesmorerightnow.I’mworking

onaverybigcontract,andit’salotofextrawork! Interviewer: DoyouworkonSaturdays? Steve: No,never.Weekendsareformyfamily. Interviewer: Whatdoyoudo,Jim? Jim: I’mastudentnurse.RightnowI’mworkinginthe

children’swardofalargehospitalinNewYork. Interviewer: Astudentnurse? Jim: That’sright.I’mtrainingtobeanurse. Interviewer: Anddoyouenjoyit? Jim: Suredo!It’shardworkandthehourschangealot.

SometimesIworkdays,sometimesIworknights.AndthenIhavetogotoclassaswell.Butthat’sOK.Ilikebeingwithpeople,andIloveworkingwiththekids.

Interviewer: Andwhataboutyourlifeoutsidework.Wheredoyoulive?

Jim: Iliveinanapartmentwithsomeotherstudentnurses.It’sgreat.Idon’tlikethehousework,though.Speciallythecooking!Wealldothecooking–Icooktwonightsaweek.ButI’mnotverygood!

Interviewer: Soyouhaveabusylife,Jim.Doyoueverhavetimetorelax?

Jim: Notmuch!ButIenjoymyjobsomuchthatitdoesn’tmatter.AndI’vegotgoodfriendsandagreatfamily.WhatmoredoIneed?

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Unit 9

Unit 13 Festivals

Aims Analysis (+ Activation) Discourse objective

Develop the unit topic: celebrations

Language objectives Teach object pronouns Review the use of adverbs of

frequency Activate language to describe holidays

and special days

Specific skills objectives Develop reading skills: reading to

identify topics for different texts Develop speaking skills: talking about

holidays and special days in Saudi Arabia

Develop speaking skills: interviewing people about giving gifts

1 Word builder: holidays and special days

1a Have the students close their books. Write the lesson title,

Festivals! on the board. Ask the students what the lesson is about (celebrations).

Now write holidays and special days on the board and elicit holidays and special days from Saudi Arabia (Eid Ul-Fitr, National Day, etc.).

Ask the students to open their books, look at the photographs, and try to guess what is being celebrated (Pamplona bull running, Rio Carnival, Eid Ul-Fitr and Fourth of July).

Tell the students they are going to read about four different celebrations. Have them read through the descriptions quickly and match them to the words in the box.

ANSWERS: 1 Eid Ul-Fitr (C) 2 Pamplona Bull Running (B) 3 Rio Carnival (D) 4 Fourth of July (A)

TeachingtipMake the students aware that the word holiday normally refers to a single day fixed by law when people do not have to go to work. In the U.S., these days are called public holidays or national holidays. The word vacation refers to a period of time when people do not work but do things for pleasure and maybe go and stay in another place.

1b Ask the students to read the descriptions again and complete

the table with the activities that are mentioned. Have them check their answers in pairs or groups. Check the answers.

ANSWERS: Pamplona bull running: A, D, FRio Carnival: C, D, F Fourth of July: C Eid Ul-Fitr: B, D, E

Language assistant Write some adverbs of frequency on the board and ask the

students to identify where they come in a line from 100% to 0%. Write two examples of sentences with adverbs of frequency on

the board (He is always late. He usually plays tennis on weekends.), and ask the students to notice where the adverbs come in relation to each verb (after the verb “be” and before other verbs).

Have the students produce some examples using be and other verbs with different adverbs of frequency.

Culturenote

In the U.S. there are ten national holidays when school and work are closed. Some other holidays are very well known because they mark important historical or other events. For example, Independence Day is July 4. Other holidays celebrate the lives of famous Americans. For example, George Washington’s date of birth is the third Monday in February and the date of birth of Martin Luther King is the third Monday in January. Finally, not many people know that the Sunday after Labor Day (which is a national holiday for workers in September) is Grandparents’ Day and February 2 is Groundhog Day, when people believe that if a groundhog (a small furry animal that lives in holes in the ground) sees its shadow when it comes out of its hole, there will be six more weeks of winter.

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Unit 9

1c Ask the students to work in groups and discuss each question

about special days in Saudi Arabia. Have students in different groups give feedback for each of the

five questions. Take a vote on what their favorite celebration or holiday is.

alternative:Show some photographs and information about special days in Saudi Arabia. Ask the students to identify the special days, talk about what happens on those days, and say what they like and dislike about them.

2 Grammar builder: object pronouns

2a Write a sentence on the board, for example: Mike wrote an e-mail. Establish that Mike is the subject while an e-mail is the object. Ask the students what other word they could use instead of an

e-mail (it). Have the students read the conversation and match the

underlined pronouns with words in the box.

ANSWERS: me: Kathy it: the idea her: Sandra him: Jeff us: Kathy and her sister, Claire you: Kathy and her sister, Claire

alternative:Build up the personal pronoun table in exercise 2b on the board before the students look at it in the Student’s Book.

Language assistant Write these examples on the board, underlining the object

pronouns: John gave me his phone number. John gave his phone number to me. June bought me a present. June bought a present for me.

Ask the students to tell you where the object pronouns go in each sentence in relation to the verbs and nouns.

Have them read the Language assistant.

2b Have the students look at the table. Ask them to complete the sentences with object pronouns. Check the answers.

ANSWERS: 1 him 2 her 3 me 4 you 5 it 6 them 7 us

3 Speaking

3a Ask the students to read the questions and complete the first

column of the table about themselves. Check that the students are using notes rather than full sentences to answer each question.

3b Have the students ask two classmates the questions and

complete the second and third columns of the table. Monitor the activity and encourage the students to ask questions to clarify or obtain more information.

3c Put the students into groups, and have them tell each other their

answers. Appoint a “secretary” for each group to keep a record of the answers.

Get feedback from the secretary in each group about whether the answers of the people in each group are similar.

additional: Ask the students to write a description for a foreign tourist of one special day in Saudi Arabia. They can use the descriptions in exercise 1a as models.


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4 Lifeline to relaxation

Unit 9

Discourse objective Develop the unit topic: relaxation

Language objectives Activate language to talk about

relaxation Expose students to the language of a

magazine article

Specific skills objectives Develop reading skills: reading an

article for specific information Develop speaking skills: discussing the

importance of relaxation Develop reading and speaking skills:

answering a questionnaire and comparing results


1a Put the students into pairs and ask them to look at the pictures

and discuss the questions. Get feedback from different pairs and make notes about the

pictures on the board.

1b Write Suggestions for relaxing on the board and tell students this

is the subject of an article they are going to read. Ask them to predict what the article is going to be about and ask them to suggest ways of relaxing.

Have the students read the article and check whether their predictions were right.

Ask the students to complete the sentences comparing them with their own ideas.

Ask them to compare their answers with a partner. Check the answers.

ANSWERS: 1 Do regular, energetic exercise. 2 Spend a little time every week with friends. 3 Listen to friends. 4 Sit and be quiet.

Teachingtip Scanning. Here is an opportunity to have the students scan the text for the information they need. Tell them to scan the text until they reach the section with the relevant information. All the information they need is in the last paragraph of the article.


2a Check that the students are familiar with these terms from the

audioscript: health, stress, insurance. Ask the students the question: Is stress a small, medium, big, or

enormous problem in the U.S.? Have them guess the answer. Have the students listen to the recording and check whether

they were right.

ANSWER: No, they don’t.

2b Have the students listen to the recording again and complete

the information. If necessary, play the recording twice.

ANSWERS: 1 40% 2 75% 3 $300 billion 4 time, accidents

2c Put the students into groups, and ask them to talk about the

activities they find relaxing or stressful, mentioning any personal experiences they may have had.

Encourage them to look at A, B and C and use the ideas that are mentioned.

Conduct a whole-class feedback session, encouraging as many students to participate as possible.


Interviewer: Howimportantisrelaxation,Dr.Andrews?

Doctor: Very,veryimportant.Ifpeopledonotrelaxenough,theybecomestressed.AndstressisbecomingamajorhealthproblemintheU.S.

Interviewer: Really?

Doctor: Yes.40%ofAmericanadultshaveproblemsbecauseofstress.

Interviewer: 40%!Thatreallyisalot.

Doctor: Yes,itis.And75%ofallvisitstodoctorsareforproblemscausedbystress.

Interviewer: Somostpeoplewhovisitdoctorsgobecausestressiscausingthemahealthproblem?

Doctor: That’sright.75%.Andanotherthing.JobstressprobablycostsU.S.industry$300billionayear.

Interviewer: $300billion?!

Doctor: Sure.Thatincludestimeoffwork,accidentsatwork,peopledoingtheirworkbadly,aswellaslegal,medicalandinsurancecosts.

Interviewer: Sowhat’stheanswer,Doctor?

Doctor: Easy.Peoplemustfindtimeintheirlivestorelaxmore.

aUdIOSCRIPTTRaCk44

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FINAL

77


Unit 9

LearnerdevelopmentThis is a good activity to focus on fluency. Let the students express themselves as much as possible and do not interrupt them during the activity. Make a note of any serious mistakes during the activity. At the end, point out the errors that the students made by writing them on the board and getting the class to correct them.


3a Ask the students to look at the questionnaire quickly and elicit

where it might be found and what it is about. Have the students answer the questionnaire about themselves.

Tell them to be honest with their answers. Have them calculate their results. Check the results to get a general idea of how many students are

not relaxed, a bit relaxed, and very relaxed.

3b Put the students into pairs and ask them to compare and discuss

their answers. Check that they are asking appropriate questions and giving relevant advice.

Conduct a feedback session and make a list of some of the suggestions for relaxing.

additional: Do a survey to find out who the most and least relaxed people in the class are. Find out what factors are making them stressed and ask the class for any more ideas on how to help their relaxation.

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vb - شبكة معلمي ومعلمات المملكة · . FINAL Introduction vi And it lets learners meet new language as people do when living in another country, i.e. in natural