Preparatory 3 TB FINAL PDF
Preparatory 3 TB FINAL PDF
Preparatory 3 TB FINAL PDF
Ministry of Education
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Components of English for Libya, Preparatory 3
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Course Book
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Workbook
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Teacher’s Book
Audio
Preparatory 3 Teacher’s Book
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knowledge and experience of the world.
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The Course Book also includes a list of Key Words, which provides definitions and
phonetic transcriptions of the most important vocabulary used in the course.
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take part in communicative speaking activities and carry out structured writing
tasks and project work.
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Step-by-step procedures for individual lessons provide a solid framework for
lesson preparation.
The Audio extracts comprise recordings of all the listening texts, exercises and
phonic work in the Course Book and Workbook.
هـ1441–1440
11000901 م2020–2019
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English for Libya Preparatory 3 Teacher’s Book
State of Libya
Ministry of Education
Curricula and Educational Research Centre
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Published by
Garnet Publishing Ltd.
8 Southern Court, South Street,
Reading RG1 4QS, UK
The right of the authors to be identified as authors of this work has been asserted by
them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission
of the C.E.R.C (Libya). Any person who does any unauthorized act in relation to this
publication may be liable to criminal prosecution and civil claims for damages.
Introduction��������������������������������������������������������������������������������������������� 6
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Unit 3 Olympic Sports and Games���������������������������������������������������������� 58
Listening and • Planning the design of a • Making Get well cards • Listening for detail and • Listening to conversations
class magazine writing notes for detail
speaking • Role-play: Ordering
• Asking for and making a meal • Role-play: Booking • Listening to understand
suggestions sports classes abbreviations
• Enquiring about and
• Expressing personal describing state of health • Asking about and • Listening to identify setting
preferences expressing sports and action
• Asking and answering
• Asking for and preferences and • Fluency and
questions
giving opinions abilities intonation
• Listening and
• Listening for gist and taking notes
detail, taking notes
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Reading and • Reading to work out • Reading for gist, detail • Reading an episode of • Reading to improve
meaning, sequence and language a story reading skills
writing
and detail • Reading an episode of • Reading conversations • Reading to recognize
• Reading an episode of a story aloud different word types
a story • Reading to identify the • Reading and writing about • Reading to improve
• Reading an interview and main idea of each sporting events writing skills
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own story aloud
• Filling in an application
paragraph
• Reading to check
• Identifying relevant
information in short
• Writing notes in a
spider diagram
form information factual texts
• Expanding notes • Correcting two • Studying a writing plan
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• Rewriting paragraphs paragraphs marked and learning about topic
by a teacher sentences before writing
• Writing a short account of a paragraph
a personal event • Writing a limerick for the
magazine
• Writing a personal
email
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Structure and • Revision of tenses • Giving advice with should • What would you like to
(do)? I’d like to …
language • Present perfect with for • Adverbial time phrases
and since • Quantifiers: a little, • How good are you at
• Gerunds after like, enjoy, a lot, etc. (volleyball)? I’m quite
hate, etc. good./I’d like to learn how
• want + noun/pronoun + to play it.
• Apostrophe before and to + infinitive
after s • Past habitual tense: used
• Revision of should + to + infinitive
• Defining relative clause infinitive
with who • Decimal numbers
• Syllable stress • Comparatives and
superlatives
• Asking for and giving • Playing a game: What’s my job? • Discussing global warming, • Focusing on the skill of
information • Describing jobs pollution and endangered listening carefully
• Giving advice animals • Listening to
• Describing abilities and interests
• Making impersonal • Making offers to help check predictions
• Using pictures to tell a story
telephone calls • Describing animal habitat • Focusing on the skill of speaking
• Comparing timetables with natural rhythm
• Listening for detail and • Making offers
writing notes • Listening for gist and detail
• Listening to take and • Practising speaking by reading
• Making telephone calls complete notes speech bubbles
• Playing a game to develop
speaking skills
• Making a phone call
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• Reading advice on using • Reading for gist, detail and • Inferring information from • Focusing on the skill of reading
a dictionary sequence and practising pictures to tell a story for gist
• Studying how to work out search-reading • Listening for gist and detail and • Reading to identify
meaning from the context • Reading an interview aloud taking notes topic sentences
• Reading short factual texts • Correcting a marked • Reading for gist and detail and • Reading to work out meaning
and captions paragraph practising search-reading from context
• Writing about an illustrated
process
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• Planning and writing a
career plan
• Reading the final episode of
a story
• Reading to improve
writing skills
• Reading an episode of a story • Reading an episode of a story • Writing a personal email and • Using link words to join
an article sentences
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• Writing using nouns
and adverbs
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• Present and past simple passive • Revision of tenses • Revision of future: going to +
• Names of parts of speech • Future: going to + infinitive infinitive
• Present passive with can • When + present tense, I am • Modals must, may, might
• Imperatives with do going to … • Revision of first conditional
• Stress and intonation • Article before names of jobs • Revision of past simple
• Syllable stress • Syllable stress
• Intonation
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knowledge and experience of the world, as well as its principal aim. Within the overall principles of
their personal interests. communicative methodology, a wide variety of
strategies are used. One important strategy, which
The course gives students the opportunity to expand has been introduced in the Preparatory stage,
their knowledge of English and become more fluent is a more overt analysis of the structure of the
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users of the language. It also encourages the students
to develop their study skills and start to become
language. This has been adopted for a number
of reasons:
independent language learners, by providing them • The cognitive ability of students at this age
means that they are better able to understand
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with ideas on how to continue learning outside the
classroom. Tips on grammar and other language the concepts behind the rules of English and
skills are presented regularly in order to help how they help to convey meaning. In other
students begin to understand language patterns words, the study of structure becomes part of the
in English. development of communicative competence.
• Language needs constant recycling if students
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The content and approach of the course reflect are to develop accuracy and fluency. Studying
the fact that, as well as using English in class, the how language is put together is an opportunity
students will increasingly need to use English in the for learners to revisit language previously
‘real world’. The emphasis of the course is therefore studied in a less academic way. The process
on English as an international language, and on the of discovery also helps give the students a
students’ long-term as well as short-term goals. sense of ownership and makes the language
more memorable.
• The constraints placed on teaching by the
2 Approach to teaching examination system mean that students need to
demonstrate both knowledge of language and
21st Century English for Libya, Preparatory 3 is a an ability to use the language. Fortunately, these
topic-based course that follows a clear grammatical two aspects go hand in hand, to some extent, for
and functional syllabus. Within this framework students of this age group. Within this approach
there is a coherent strand of skills development. to learning, mistakes should be seen as part
This is generally thought to be the most effective of the developmental process. Students at the
organizational principle for English-teaching Preparatory stage need to be encouraged to think
material used within state school systems, where for themselves, experiment with the language,
there are a variety of constraints on learning. and take some responsibility for their own
6
Introduction
learning. However, the teacher has a clear role in each unit. However, they will need to be reminded
bringing clarity to the process with regular class- in advance so that they have plenty of time to revise.
based summaries of progress. The Round up The teacher should guide students through each
lesson is a useful reminder to do this at the end test, explaining the activities before the students
of each unit. begin – the students are not being assessed on their
ability to understand written instructions, but on
Self-study and individual learning activities form an their listening, reading and writing skills. Wherever
important strand of the course. The development of possible, the tasks in the test are very similar to tasks
self-study skills should also be encouraged during the students have encountered before in the Course
class time, with students working through activities Book or Workbook. The students are required to
on their own to arrive at their own answers and apply the particular listening, reading and writing
conclusions. These can then be discussed and sub-skills they have been practising in the unit.
corrected with a partner, a group or the whole class,
as part of the learning process. Tasks in the tests include:
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• listening to a conversation and completing
notes, matching information, etc. or
3 Components of the course listening for specific words
• reading and identifying topic sentences
Course Book • reordering a conversation
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This book is used to present new language, as
well as providing activities for the development of
• matching sentence halves containing
new vocabulary or structures
language skills. The book contains a variety of texts, • completing and correcting sentences
including articles, websites, emails, advertisements, • matching words to pictures and definitions
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guidebooks, leaflets and timetables. The texts are • completing an application form with
highly illustrated and supported by clear instructions personal information
for the benefit of both teachers and students. The • writing an email
Course Book also provides regular opportunities
for speaking practice, in the form of group It should be possible for all the students to finish
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discussions, pairwork, model conversations and the written tests in the time given. At the end of
role-plays. each test, the teacher should collect all the test
booklets for marking. A written record should be
Workbook kept of each student’s performance in the tests. This
This book contains tasks to consolidate and practise record could usefully be broken down into different
language presented in the Course Book. The sections (reading, listening, speaking, vocabulary,
exercises also develop the skills of listening, reading writing). The allocation of marks has been left to
and writing and help the students improve their the teacher to decide. The actual allocation of marks
learning skills. There are listening and speaking tasks is less important than the consistency of marking.
to practise specific pronunciation points. Consistency is necessary in order to measure the
students’ progress. In the last lesson of each unit,
Test booklet it is advisable to review and practise any parts of
The test booklet contains progress tests that can be the test that posed problems. This should be done
used to test the students after each unit. Each test before the marked tests are returned to the students,
assesses the skills of listening, reading and writing, so that they are not distracted by looking at their
as well as specific language points and vocabulary own results. Praise the students whose test results
from the unit. Students should already be used to improve over time, not just those who consistently
the idea that they will be assessed near the end of achieve well.
7
Introduction
Website 4 Organization
A website hosting downloadable audio MP3 files
and learning resources can be accessed at www. 21st Century English for Libya, Preparatory 3 is
englishforlibya.com. The audio extracts are an organized into eight units. Units 1 to 3 and 5 to 7
essential part of the course. They comprise are organized on a topic basis and present new
recorded discussions, dialogues, conversations language. Units 4 and 8 (Fun with English) recycle
and monologues. language from the previous three units, presenting
the language in different contexts. The Book Map
Teacher’s Book contains detailed unit-by-unit information on the
The contents are listed at the beginning of this book. objectives, activities and language items covered and
The Introduction is followed by detailed plans for highlights the 21st century skills in each unit.
every lesson. These are laid out as follows:
• A box showing the lesson objectives, the new
language and vocabulary presented and with 5 Features of the course
21st century skills included in the unit.
• Easy-to-follow lesson notes for each individual 5.1 Functional grammar and language tips
exercise. This has been done to help teachers These are a regular feature of the 21st Century
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manage their lesson timings. English for Libya series. Detailed explanations of
usage and realistic examples are provided to help the
Note: Timings have been included for every lesson students develop their language competence. The tips
in both the Course Book and the Workbook, with are presented in shaded boxes which are integrated
a total of 45 minutes per lesson. These timings are into the unit to maximize convenience for student
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intended as a guide only. In some lessons, different
exercises will take different amounts of time,
and teacher.
depending on the class group. They may take more 5.2 Round up pages
or less time than suggested. Also, teachers might Round up pages at the end of Units 1, 2, 3, 5, 6
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sometimes want to ask pupils to do one or more of and 7 allow students and teachers to review what
the Workbook activities as extended or independent they have done in the unit and go over any problem
learning. All timings are given in minutes (mins). areas together before the tests. The students work
through each point on the page individually or in
Icon key pairs. The students should be encouraged to think
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Pairwork activity for themselves about what they have achieved and
what they need to continue to work on. The teacher
Group work activity should be prepared to answer any questions that the
students may have, to write examples on the board
Project work or to do oral practice of the points that the students
need to revise most.
Grammar tips
8
Introduction
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transfer to other subjects. aspect of educational growth. Students should be
encouraged to take an interest in the underlying
Using a dictionary concepts and rules of English.
To further develop language competence, the (vi) Critical thinking: the ability of students to
students should begin to make more use of evaluate alternative courses of action can be
monolingual dictionaries when they read and write.
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This is a habit that needs a lot of encouragement.
harnessed to promote spoken and written skills.
(vii) A more reflective attitude to information:
Students are reluctant to use dictionaries for a students should be encouraged to interpret the
number of reasons. One reason is simply that they meaning of listening and reading texts in their
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are not sure how to access all the information that own way and to discuss the interpretations
dictionaries contain. This is why the students are of others.
shown how to do this in the very first unit of the
Preparatory course, then encouraged to practise 6.2 Lesson planning
referring to dictionary entries in Preparatory 3. It is advisable to read the teaching notes for each
unit before beginning to teach it. This will give a
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The students are also shown phonemic script, as this clear idea of the content and activity types in the unit
is an essential aid to pronunciation. All the symbols well in advance. It is also a good idea to plan blocks
that represent vowel sounds in English are presented of lessons at a time, for example, a week’s classes.
by the end of Preparatory 3. This will make it easier to gauge the students’
progress and to prioritize. Individual lessons should
be planned at least a day in advance, to allow time
6 Advice to teachers of teenagers to gather the appropriate materials and become
familiar with the content of the lesson.
6.1 Teaching English to teenagers
It is important for teachers to be aware of some of Planning a lesson in advance will also result in
the characteristics of teenagers that affect teaching greater confidence during the lesson. This confidence
and learning. These have been taken into account in will facilitate appropriate decisions during a lesson.
the design of this course. General characteristics and It will also be easier to manage time; for example,
how to respond to them: knowing which activities can be left out if time is
short, or when to stop an activity if it seems to be
(i) Clearer personal goals: teachers need to tap into taking up a disproportionate amount of time. Note
the positive aspects of their students’ goals and that approximate timings are provided for each stage
9
Introduction
of the lesson as guidelines for the expected duration • Imperatives and polite requests (including lend
and relative importance of each activity. However, and borrow): Let’s work in groups. Could you
it is left to the teacher’s judgement to manage class help me, Zeena? Can you lend Nadia your book?
time. The key to good time management is to have a Can I borrow your pen?
clear idea of the essential aims of the lesson. Plenty
of time should be allowed before a lesson to plan the 6.4 Organizing pairwork and group work
following important areas: Activities in 21st Century English for Libya,
• classroom language Preparatory 3 frequently require students to be
• use of the board in the lesson organized into groups or pairs. It is important to
• layout of the class (arrangement and movement of ensure that this organization happens as smoothly
furniture, organizing the class into groups, etc.). and quickly as possible, so that it does not disrupt
Using objects, photos and authentic materials such the flow of a lesson. Since the students’ attention
as leaflets, books, posters and timetables in English will be distracted once they are sitting in groups, it
lessons is a good way of keeping the students’ is a good idea to explain or demonstrate an activity
attention. Although the use of realia is not essential before you split the class up. You can then be sure
(because the texts in the Course Book are designed to that everyone is able to see and hear you.
be as realistic as possible), learners respond well to
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three-dimensional stimuli. The time taken in finding Give clear instructions for rearranging furniture
realia will be well rewarded by the opportunities or moving seats around. If the students need their
for practice and stimulating discussion that objects, books, notebooks or pens, make sure that you tell
pictures and articles provide in class. them to take them when they change seats. If you
are dividing the class into two groups, either draw
6.3 Recycling language
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The teaching notes for some lessons include ways of
an imaginary ‘line’ down the middle of the room,
making sure there are equal numbers on each side,
recycling language from earlier units. However, it is or give each student a letter A or B. Then tell the
assumed that teachers will take every opportunity A students to sit on one side of the classroom and
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to do this throughout the course. There should be B students on the other. It will save time if you
a variety of regular routines for revision, so that it think carefully about your students before the
is both repetitive and varied. For example, get the lesson. When dividing the class into smaller groups,
students to ask their partner questions, then report you should generally try to ensure that students
back to the teacher. Other points that can be revised of similar ability are working together. The more
during a lesson include: able or confident students will, however, help less
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• Social language and ways of keeping a confident students, so it is useful to have a mixed
conversation going, including question tags: ability in each group. If you know that some groups
Really? That’s nice. Was it? or pairs will finish early, have some extra work
• Phrases for asking for and expressing opinions: ready for them to do, or a game for them to play.
What do you think? I think … I agree … This will allow you to give the rest of the class
I disagree. Maybe you’re right. the help and encouragement they need, as well as
• Describing location and giving directions: giving all the students time to finish the set task.
Where’s the new shopping centre? How do I get
to the library from here? For pairwork, it is easiest to ask students to work
• Adjectives to describe experiences and places: What with students who sit near them. However, pairings
was it like? How did you feel? Was it interesting? should be varied sometimes to make language
• Using a range of tenses: What did you do? What practice more interesting, so from time to time
happened next? What was your friend doing? ask students to make new pairs. The interaction
Have you ever been to Egypt? will be more genuine if students are talking to
• Talking about timetables: What time does someone they don’t know very well, e.g., if they are
the sports centre open? When do you have exchanging opinions or talking about their hobbies
basketball practice? and experiences. Moving students to a new seat
10
Introduction
also keeps them interested and alert; rearranging the 6.6 Homework
classroom helps to signal a new stage in the lesson. Depending on the educational policy, you may
When you want to return to full-class activities, or or may not assign regular homework. But some
stop an activity to give instructions, make sure you independent study is useful in encouraging students
have everyone’s attention and that all the students to take responsibility for their own learning. If you
have stopped talking before you begin. It is a good do give students tasks for independent study, it is
idea to use a regular signal, such as clapping your important to keep a record of the students who
hands or ringing a bell. complete the work on time. If you make it clear that
you are keeping track of those students who fail to
6.5 Continuous assessment hand in homework, the students will be more likely
There are written tests to help assess progress in to make an effort. Correction of independent work
listening, vocabulary development, reading and should promote positive reinforcement at the same
writing in each unit (see Components of the course). time as giving constructive criticism. At this level the
In addition, assessment of students’ progress should students can be directed towards areas that require
be incorporated into normal lessons. It is a good idea improvement (in the case of written work, for
to keep a written record of individual achievements example, they should be advised if they are not doing
in reading, writing and speaking. Teachers are enough planning, if their work is not organized
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advised to record their students’ progress in a way satisfactorily or if they need to proofread their work
that is suited to their own teaching situation. In more carefully before they hand in a final version).
the case of reading, it is useful to listen to students Instead of correcting errors of grammar, spelling
reading texts at regular intervals throughout the or punctuation straight away, it is a good idea to
year. Writing can be assessed while students are highlight mistakes and get the students themselves
to work out how to correct them. Self-correction
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completing writing activities in class, or when the
Workbooks are collected in. Written work can be is a valuable skill that needs to be developed if the
graded, but this should be carried out sensitively students are to improve the quality of their written
(see below). work. To be fair to the students, make sure that you
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set and explain homework clearly and that students
As well as using the speaking activities suggested in know the deadline for handing in their work. The
this book, the teacher may want to assess speaking students need clear rules so that they can successfully
by choosing four or five students to concentrate on organize their own time.
before a lesson begins. Particular attention can then
be paid to their participation in open-class situations
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11
Introduction
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There are also dialogues and short texts that are • understanding the differences between formal
used to model and contextualize new language and informal situations
structures and vocabulary or for pronunciation • giving and asking for personal information
practice. It is important to read the teacher’s notes • asking and responding to questions
carefully in order to identify whether a listening • making and responding to requests
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exercise is aimed at developing specific listening
sub-skills, modelling new language and/or is to be
for information
• making and responding to suggestions,
used for extensive listening. In general, the teacher stating preferences and giving reasons
should aim to make the students feel as comfortable • making and confirming arrangements
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as possible with listening to the audio. Students • asking for, giving and responding to advice
should never come to a listening unprepared as it is • expressing, asking for and responding to
unrealistic and will cause unnecessary anxiety. As views and opinions
long as it does not interfere with the aims of the task, • expressing gratitude
the teacher should tell the students how many people • interrupting politely
are speaking, and who and where they are, before • showing interest when someone is speaking
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playing the audio. The Course Book pictures should • providing feedback and confirmation in
be used as much as possible to aid understanding, a conversation
since in real-world listening tasks, listeners usually • describing people, places and things
have visual clues to help them (e.g., setting, gestures • checking what someone has said and asking
and facial expression of the speaker). for confirmation/clarification
• confirming information for listeners and
A basic procedure for listening tasks is as follows: correcting misunderstandings
• Discuss any pictures and establish the context. • giving simple explanations
• Explain the task, demonstrating if appropriate.
• Play the audio; students listen and do the task. 7.2.1 Discussion work, problem-solving and
Some texts will need to be played twice or more decision-making
(this is usually indicated in the teacher’s notes). 21st Century English for Libya, Preparatory 3
• Encourage students to compare their answers contains pairwork and group work activities where
in pairs. students are required to discuss an issue, reach
• Elicit answers, showing interest in the students’ agreement or make a decision. They are encouraged
own understanding of the text. to work together to compare ideas and answers.
• Confirm answers. At this level the students should be encouraged to
12
Introduction
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approaches to different types of text, to read texts patterns and structures that have been introduced
at different speeds and to focus on the appropriate and practised orally. The following text types will
parts to complete the task in hand. As with listening be produced at Preparatory 3:
texts, it is important to read the teacher’s notes for • informal messages and postcards
each reading task carefully in order to identify which • letters/emails
• factual texts
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skills and strategies the task aims to develop.
• descriptions
The following sub-skills are covered in Preparatory 3: • stories and extracts from stories
• skimming a text to establish topic(s) • instructions
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• scanning a text for detail • reports
• recognizing the purpose of different types of text • questionnaires
• identifying the audience of different types of text
Writing exercises still require scaffolding. It is
• using features such as headlines, subtitles and
important not to set a challenging writing task
topic sentences to locate information
without adequate preparation. In most cases the
• extracting and collating information from a
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13
Introduction
Class time has been provided for some of the writing for ideas and a helper with spelling, rather than a
tasks. It is advisable for teachers to use this time to judge. Always have a task available for those who
encourage development in their students’ writing finish writing early, and allow slower students to
skills. This is best achieved by scaffolding writing finish their work at home. Stages and sub-skills
activities as much as possible and monitoring during of writing at 21st Century English for Libya,
the activity to provide assistance as necessary. Preparatory 3 include:
Collaboration in writing tasks between students • brainstorming ideas in preparation for writing –
should also be encouraged whenever possible. Some selecting and rejecting ideas
writing tasks may be set as independent study, and • arranging information for impact
these should be used as practice for ideas that have • arranging information logically and coherently
been developed in class. • sequencing events
• selecting an appropriate layout
There will be a range of writing ability in the class, • organizing content into paragraphs
and teachers should not expect all the students to • producing grammatically accurate sentences
produce the same amount of writing or the same • selecting formal/informal language to suit the
quality of handwriting. Writing tasks are sometimes task and audience
open-ended (there is no word limit), so that stronger • using punctuation to make meaning clear
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students have the opportunity to stretch themselves • using discourse markers, conjunctions and
and write as much as they need to. It is important contrastive linkers
to encourage the students to use their ideas and • proofreading for coherence and accuracy of
imagination so that they have the chance to show punctuation, spelling and grammar
their creativity, even if they need to improve their • editing writing
• writing legibly
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grammar, spelling or mechanical writing skills.
Some students make frequent errors in writing.
They should not become too demotivated, but
should be encouraged to edit and try to correct
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their own work.
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net
Unit 1 A School Magazine
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from context; inferring information
Reading and writing from conversations
• Reading for gist and detail • Life Skills: Critical thinking
• Scanning for words • Research Skills: Conducting interviews
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• Reading for enjoyment
• Reconstructing written paragraphs
• Study Skills: Inferring information from
notes; completing a table
from notes
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• Punctuating a paragraph
• Reconstructing jumbled paragraphs
using pronoun references
• Reading about someone’s problems and
responding with written advice
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16
Unit 1 A School Magazine
Key words
accident (n) – /ˈæksɪd(ə)nt/ embarrassing (adj) – /ɪmˈbærəsɪŋ/ poetry (n) – /ˈpəʊɪtri/
adventure (n) – /ədˈventʃə(r)/ enjoy (v) – /ɪnˈdʒɔɪ/ polite (adj) – /pəˈlaɪt/
advertisement (n) – exam (examination) (n) – print (v) – /prɪnt/
/ədˈvɜː(r)tɪsmənt/ /ɪɡˈzæm/ print (n) – /prɪnt/
advice (n) – /ədˈvaɪs/ favourite (adj) – /ˈfeɪv(ə)rət/ printer (n) – /ˈprɪntə(r)/
afraid (adj) – /əˈfreɪd/ first (adj) – /fɜː(r)st/ problem (n) – /ˈprɒbləm/
article (n) – /ˈɑː(r)tɪk(ə)l/ football (n) – /ˈfʊtˌbɔːl/ report (v) – /rɪˈpɔː(r)t/
ballooning (n) – /bəˈluːnɪŋ/ form (n) – /fɔː(r)m/ reporter (n) – /rɪˈpɔː(r)tə(r)/
camp (n) – /kæmp/ friendly (adj) – /ˈfren(d)li/ ring road (n) – /rɪŋ rəʊd/
camp (v) – /kæmp/ hobby (n) – /ˈhɒbi/ scuba-diving (n) –
campfire (n) – /ˈkæmpˌfaɪə(r)/ horse-riding (n) – /hɔː(r)s ˈraɪdɪŋ/ /ˈskuːbə ˌdaɪvɪŋ/
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cartoon (n) – /kɑː(r)ˈtuːn/ impolite (adj) – /ˌɪmpəˈlaɪt/ section (n) – /ˈsekʃ(ə)n/
climbing (n) – /ˈklaɪmɪŋ/ interview (n) – /ˈɪntə(r)ˌvjuː/ shy (adj) – /ʃaɪ/
confident (adj) – /ˈkɒnfɪd(ə)nt/ interview (v) – /ˈɪntə(r)ˌvjuː/ stammer (v) – /ˈstæmə(r)/
cover (n) – /ˈkʌvə(r)/ joke (n) – /dʒəʊk/ well known (adj) – /wel nəʊn/
definition (n) – /ˌdefəˈnɪʃ(ə)n/ letter (n) – /ˈletə(r)/ win (v) – /wɪn/
die (v) – /daɪ/
dislike (v) – /dɪsˈlaɪk/
n magazine (n) – /ˌmæɡəˈziːn/
mark (n) – /mɑː(r)k/
windsurfing (n) –
/ˈwɪn(d)ˌsɜː(r)fɪŋ/
edit (v) – /ˈedɪt/ moment (n) – /ˈməʊmənt/ work (v) – /wɜː(r)k/
editor (n) – /ˈedɪtə(r)/ news (n) – /njuːz/ youth (n) – /juːθ/
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embarrassed (adj) – /ɪmˈbærəst/ photographer (n) – /fəˈtɒɡrəfə(r)/
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Unit 1 A School Magazine
et
Vocabulary: magazine, monthly, team, students to focus on them carefully. It should
contribution, definition, help them to work out the meanings, especially
description, event, if they say the words aloud as they write them.
interview (n, v), report (n), • Carry out an oral class check.
cartoon, joke (n), poetry, • Now tell the students to do question 3 in pairs.
in print, section (n), news, They should follow the sequence from a to g.
n well known • Carry out an oral class check. Ask the students
21st Century Skills: Media Literacy: to use the words and definitions in complete
Inferring information sentences like this:
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from notices and ads; Cartoons are funny stories with small pictures.
Communication Skills: Jokes are short, funny stories.
Inferring information from • Ask questions to consolidate understanding of
conversations the new words. For example:
Reference: Course Book page 8, Where can you find cartoons? (In comics,
Workbook page 4, 1 newspapers and magazines, and films.)
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18
Unit 1 A School Magazine
et
somebody, Maysam?
B Now do Exercises A and B on
Maysam: Me? No. I can’t do that, Nadia.
page 4 of the Workbook. 15 mins
I’m doing the problem page.
Nadia: Oh, yes. Of course you are.
• Direct the students to page 4 of the Workbook.
Maysam – problem page. But
we still need somebody to do
n
WB A Read and complete the the interview.
sentences. Choose the best words Maysam: How about Sarah? She likes
from the box. talking to people. And she
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writes well.
Nadia: OK. Good idea. Sarah – interview.
• Revise the vocabulary in the box by asking
What’s next?
questions as follows:
Maysam: Um – the story. We don’t have a
What can you write? (letters, poetry,
story yet.
reports, jokes)
Nadia: Don’t we? Oh, dear. Well, I’ll write
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19
Unit 1 A School Magazine
et
Muna e their hands up. Elicit the answers and write noun
Sally a and verb on the board.
• Ask the class to give you some examples of
nouns and verbs, and write them under the
two headings.
Unit 1 Lesson 2:
n • Elicit the answers to questions 2 and 3. Then ask
about the other words in the list: article, cover,
edit, editor, print.
A New Project
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Answers
1 (n.) means noun. (v.) means verb.
Objectives: Study simplified dictionary 2 Two meanings.
entries. 3 Report means to describe an event (verb) or
Listen for gist and detail. a piece of writing describing an event (noun).
Decide on roles for A reporter is someone who reports events, or
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20
Unit 1 A School Magazine
• Play the introduction to 2. Make sure the Layth: No, no. There are too many.
students understand the task. Then play 2 up Usama: Let’s have articles about the school.
to where Layth says Exactly! Come on, Mazin. Mazin: I agree, but can’t we have some
articles about things outside the
school? Like the interview.
2 Usama: Who’ll be the photographer and
Mazin: Hey, Usama! Look at this. take the photographs? I don’t have
Usama: What is it? a camera. Do you?
Mazin: A magazine. From the girls’ school. Tariq: Hi, everybody. What are you
It’s really interesting. Why don’t talking about?
we start a magazine? Mazin: Hi, Tariq. Tariq! You have a
Usama: Mm. I don’t know. It’ll be a lot of camera, don’t you?
hard work and … Tariq: Yes. And I’m a good photographer.
Mazin: Well, if you’re not interested, Layth Why?
will be. Layth! Have you seen this
magazine from the girls’ school? • Elicit the answers.
Layth: Yes, I have. Good, isn’t it? Why
Answers
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don’t we start one?
1 They are talking about the girls’
Mazin: You see, Usama. I told you.
school magazine.
Usama: Oh, but it’ll be too much
2 They decide to start their own
work and …
school magazine.
Layth: Oh, come on, Usama. It’ll be fun.
Usama: Oh, all right. Maybe. But
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who’ll decide what goes into • Direct the students to page 5 of the Workbook.
the magazine?
Layth: We’ll need an editor. Just a minute!
WB A 2 Listen to Track 2 again
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Mazin, you’re good at English.
Why don’t you be the editor?
and answer these questions. Write
Mazin: You’re good at English too, Layth.
short answers.
Layth: But I want to be a reporter. I think
• Elicit the names of the four boys – Mazin,
you’ll be a good editor, Mazin.
Usama, Layth and Tariq – and write them
Don’t you, Usama?
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Unit 1 A School Magazine
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Language: Gerunds after like, love,
C Your project this year is to write hate, dislike, enjoy
your own English magazine. Decide Relative clauses with who
on these things in groups, then Describing periods of time
as a class. 10 mins with for and since
n
• Invite a student to read the three topics to be
Vocabulary: the following, well-
known, run (a business),
discussed. Draw their attention to the language since (prep), work (n, v),
box at the bottom of the page and elicit the spare time, dislike (v),
ar
language for making suggestions. Then tell the garden (n, v), wife, polite,
class to discuss the questions in groups. impolite, shout (v), pasta,
programme (n), centre
(n), ring road, favourite,
D Study the Functional grammar box adjective, relative clause
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Warm up 2 mins
22
Unit 1 A School Magazine
italic means that the names of the speakers are WB A Answer these questions about
not needed and that it makes the interview easier the interview on page 10 of your
to read. Point out that italic is conventionally Course Book. Write short answers.
used when referring to the titles of books, films,
plays and television programmes, e.g., A Taste • Do the first two questions as a class. Use the
of the Sea. opportunity to introduce for and since. Don’t
spend time on the grammar at this stage, just
indicate the meaning. Tell the students to write
A This is the students’ first the answers in their Workbooks.
interview for their magazine. • Tell the students to read and answer the
Read it and find words that mean remaining questions. Then elicit all the
the following: 5 mins answers orally.
et
activity. Tell them to write the answers in
their notebooks. 5 Because there are too many cars in the
town centre.
Answers
1 well-known
2 dislike C 3 Listen to the interview above
3 impolite
4 ring road
n then read it aloud. 8 mins
up means tidying up, putting things away Is the interview on page 10 of the Course Book.
and making a place clean; washing up means
washing the plates, glasses, knives and forks, etc. • Tell the students to practise reading aloud
after people have eaten). in pairs. Select several pairs to listen to.
Concentrate on weaker students.
23
Unit 1 A School Magazine
• Then ask the questions and elicit different Explain that ‘vs’ stands for ‘versus’, which
possible answers from the class. (The answers means ‘against’ and is used when two sports
do not have to be true.) teams are playing against each other. Point out
that questions 7/8 and 9/10 are the same – so
Possible answers
how are the exercises different? (The phrases
1 I’ve been in this school since 2016.
in the first word box are adjectives, but the
2 I’ve been in this class for a month.
phrases in the second word box are from relative
3 My family has lived here since 1997.
clauses.) Ask and answer a few questions with
4 I’ve known my best friend for five years.
a strong student, or write models on the board;
then get students to ask and answer in pairs.
• You can go on to establish the rules for using
these phrases: Possible answers
for + number of years/months/days; or phrases 7 I like people who are friendly.
such as a long time, ages, years 8 I don’t like people who are lazy.
since + clause (string of words with a verb), e.g., 9 I like people who can tell jokes.
I was a baby; or time words, e.g., July/August/ 10 I don’t like people who tell lies.
last year/last week
et
G Now do Exercises B to D on page 6
E Study the Functional grammar of the Workbook. 8 mins
box about naming activities
then answer questions 5 and 6 • Direct the students to page 6 of the Workbook.
below. 6 mins
n
• Draw students’ attention to the Functional WB B Write answers to these
grammar box about naming activities using questions.
gerunds. Gerunds are nouns that take the form
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verb + ~ing, like cooking. Tell the students to • Elicit each question orally and ask for some
find the phrases in the box in the text of the individual answers. Refer to the interview in
interview on Course Book page 10. Can they the Course Book to remind the students to
find any other phrases that are similar? give reasons, examples or explanations
• The students should already be very familiar where relevant.
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with the language in questions 5 and 6. • Tell the students to write short answers to
Highlight the different ways of expressing like each question. Circulate and check their work.
and dislike: Point out errors, but encourage them to correct
I love, I hate, etc. mistakes themselves.
• If there is time, invite students to read some of
Possible answers
their answers to the class.
5 I love watching films.
6 I don’t enjoy playing football. Possible answers
1 I live in Misurata.
2 I have lived in Misurata since I was born.
F Study the Functional grammar box 3 I have been in this school for three years.
about describing people then ask 4 I love playing football.
and answer questions like questions 5 I don’t like doing housework or homework.
7 and 8 below. 6 mins 6 I like people who are funny and who can
tell jokes. I dislike people who tell lies.
• Draw students’ attention to the Functional 7 I like all the programmes about football. My
grammar box about describing people. Elicit the favourite is Match of the Day.
meaning of adjective and explain relative clause. 8 There aren’t enough places to play football.
Why don’t we build a new park?
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Unit 1 A School Magazine
et
Vocabulary: shy (adj), shyness, afraid,
• Highlight the example farm/farmer. Elicit and
go red, stammer (v),
write the second pair of words on the board –
smile (v, n), may (modal),
print/printer. Write skate and elicit skater. Ask
confident, even (adv),
how the last example is different. (Farmer and
probably, piece (n), advice,
printer add ~er, but skater adds ~r only.) Elicit
happiness, kindness,
swim/swimmer.
n
the other different patterns: edit/editor and
exam, copy (v), paragraph,
problem
• Tell the students to complete the activity on their
21st Century Skills: Study Skills: Inferring
own and then check their work in pairs.
ar
information from notes;
Answers Life Skills: Critical
farmer cleaner driver thinking
printer catcher swimmer Reference: Course Book pages 12–13,
editor player speaker Workbook pages 7–8
reporter skater singer
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25
Unit 1 A School Magazine
et
students to read Jill’s letter to find out what meaning of piece and advice. Go through each
the problem is and to explain it. Elicit possible numbered piece of advice, before asking the class
answers orally. Encourage the students to give to give their opinions on it. Encourage them to
shortened versions of the text in the third give reasons for their answers and to suggest any
person. Elicit the meaning of afraid (frightened) other advice they would give. They can do this in
Arabic if necessary.
and go red.
Possible answer
n
Jill’s problem is that she is very shy. She is C Read these problems. What do
afraid to speak to the other students and
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you think Aunt Sally will say to the
cannot make new friends. When the teacher people who sent them? 10 mins
asks her a question she goes red and the other
students laugh.
• Introduce the two letters. Discuss the pictures
and ask the students to predict what they
• Books closed. Ask: What would you say to Jill? are about.
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Encourage the students to offer different pieces • Elicit the instructions. Then discuss how Aunt
of advice. Sally could answer the first problem as a class.
• Point out that Jill’s problem is shyness. Write the • Tell the students to work in pairs and discuss the
word on the board. Write happy on the board other problem. Elicit ideas orally.
and show how it can be changed into a noun
(happiness) in the same way. Do the same with
kind and kindness. D Sally has made some notes on
the problems. Read the notes and
answer these questions. 5 mins
WB B Now read both letters on
page 12 of your Course Book and • Read the rubric and the two questions to the
find the following: class. Tell the students to work in pairs and try
to answer the questions. Then elicit and discuss
• Tell the students to read Aunt Sally’s reply. They answers as a class.
need to search both letters for the words. Check
the answers orally.
26
Unit 1 A School Magazine
et
Aunt Sally’s notes to write her advice.
Write one paragraph to each person. Objectives: Read to work out the
sequence of events in
short narratives.
• Elicit the first paragraph orally, sentence by
Write a short story.
sentence, and write it on the board. Then tell the
n
students to do the other paragraph. Circulate
Read aloud.
Evaluate a story and make
and monitor their work. They can finish the
plans orally.
writing for homework if necessary.
Language: Past simple and past
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• Do a class check. Note that there is no definite
continuous tenses
correct answer.
Making references using
Possible answers pronouns
1 Work hard all semester. Don’t work too Punctuation – speech
hard before exams. At exam time, try not to marks and commas
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27
Unit 1 A School Magazine
Warm up 3 mins 4
Story 1: 1a, 2f, 3e, 4b, 5d, 6c, 7g
• Read the lesson title, Embarrassing Moments, Story 2: 1a, 2g, 3b, 4e, 5c, 6d, 7f, 8h
and explain what it means: things that happen
which make you ‘go red’. Write embarrassing • Briefly go through story 2 and discuss the correct
and embarrassed on the board. Explain that you sequence. Then play 5 so that students can
feel embarrassed when something embarrassing listen to the complete stories.
happens. Ask the students to look at the pictures
on Course Book page 15 and to try to identify 5
which person feels embarrassed. Liz: One day last week, my mum and
I were out shopping in town. We
were looking for a present for my
A Look at the pictures on page 15 and uncle, so we went to a gift shop.
try to guess the stories. 5 mins Mum saw a really nice mug on the
shelf. ‘That’s nice,’ she said. ‘Your
• Tell the students that Course Book page 15 is uncle will like that. He drinks lots
from an online magazine. It has two short stories of tea.’ I picked it up to look at
et
about embarrassing moments. Set the first task: the price and spilled hot coffee
tell the students to use the pictures to predict the all over my dress. It was the shop
content of the stories. Students discuss in pairs. assistant’s own mug! I was so
Ask different pairs to say their ideas. Accept all embarrassed that I nearly died!
reasonable responses to the pictures. Wendy: Last week, my dad took my sister
n and me to the museum. We were
looking at an old car and I wanted
B Now read the sentences and to ask Dad something. I turned
number them in order. 10 mins round, but he wasn’t there. ‘Dad!
ar
Dad!’ I shouted. I was worried.
• Introduce the Functional grammar box. Explain Suddenly I saw him and ran
that it will help students with the reading task. towards him. Bang! I ran into a
Tell the students to read and discuss in pairs. big mirror. I still have a black eye.
• Reorder the text of story 1 as a class. Encourage I feel embarrassed every time I
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Unit 1 A School Magazine
Note: This exercise focuses particularly on the Note: These are common English idioms
position of apostrophe + s with singular and – phrases that don’t mean exactly what the
plural nouns. individual words mean.
• Invite individuals to write the correct • ‘I nearly died!’ means ‘I was very embarrassed.’
punctuation of the sentences on the board in a • A black eye means that the area of the face
different colour. around the eye is bruised and black, not the eye
itself. You can get one by being hit or bitten by
Answers
an insect on that part of the face.
1 In our classroom the teacher’s table is in
front of the board.
2 Most teachers stay in the teachers’ room in
WB D Write one of the stories on
the break.
page 15 of your Course Book.
3 Yesterday four animals escaped from the
lions’ cage in the zoo.
• Go through the Writing tip carefully. Focus
on this essential feature of paragraph writing:
WB B Study the Writing tip. Write sentences don’t begin on new lines but continue
the question and answer below with along the lines. Also briefly discuss punctuation.
et
the correct punctuation. • Let the students choose one story to write as a
paragraph. (If time is short, this could be done
for homework.)
• Go through the Writing tip with the class. Draw
Note: This exercise will help the students write
attention to the position of the commas in the
their own story.
examples. The answer to the question is: because
n
there is a question mark.
• Follow the same procedure for checking the
WB E Write a paragraph about your
exercise as in WB Exercise A.
most embarrassing moment.
ar
Answers
‘Are you coming to the beach?’ my • Ask the class to think of an embarrassing
brother asked. moment. Give them time to think about this and
‘I can’t,’ I answered. ‘I have to write an article.’ discuss in pairs. Then elicit some examples.
• Introduce the writing topic. If some students can’t
think of an embarrassing moment that actually
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WB C Find these words in the stories happened, ask them to try to imagine one. You
on page 15 of your Course Book. may need to give them some ideas. For example:
Choose the correct meaning. You were bored in a shop with your dad; you
got the car keys and went out to sit in the car;
• Tell the students to find the words and choose you couldn’t open the car door and got angry
the best meanings. Then elicit the answers. with it; a man ran to the car shouting; it was the
Answers wrong car!
1 b When you were young, you were in the park
2 b with your parents; they were sitting on the grass;
3 a you were on the swings. You decided to play a
4 c trick on your father. You walked behind him
very quietly and put your hands over his eyes;
• Read through the Vocabulary tip on page 14 of you said ‘Guess who?’ The man turned round; it
the Course Book. Then give the students time wasn’t your father.
to think about the two questions. Elicit possible • Tell the students to write a draft in their
answers from the class. notebooks, then edit it and write it out in the
space given on page 10 of the Workbook.
29
Unit 1 A School Magazine
Possible answer
One day last week, my dad and I were out
Unit 1 Lesson 6:
shopping in town. I was really bored, so I asked
Dad for the car keys. I went to sit in the car.
The World Youth Camp
When I got to the car, I couldn’t open it. The
keys didn’t work! I got angrier and angrier as I Objectives: Read an advertisement
tried to open it. Then a man ran up to me and and completed application
yelled, ‘Who are you? That’s my car!’ forms for detail.
I was trying to open the wrong car! I was so Fill in an application form.
embarrassed that I nearly died! Language: Expressing likes and
dislikes and giving reasons
Vocabulary: Arabic, youth,
WB F Read your stories aloud. advertisement, camp,
Then choose the best to put in the campfire, climbing, hobby,
school magazine. Use the language horse-riding, adventure,
in the boxes. fill in, application form, in
common, age (n), address
et
• Point out that when you are telling embarrassing (n), language (Arabic ~),
stories you use more varied intonation. You ballooning, scuba-diving,
could play 5 again and ask the students to windsurfing, sleeping bag
listen to the way the girls speak. Then invite 21 Century Skills: Media Literacy: Inferring
st
Warm up 3 mins
30
Unit 1 A School Magazine
• Discuss answers as a class. Be sure to elicit those below. Elicit answers as full sentences, for
reasons for students’ answers. Encourage as example: They both like cooking.
many students as possible to give you their
Possible answers
answer. Practise pronunciation of the questions.
In common
Ask the students when the camp is taking place.
1 They both like cooking.
Elicit the meaning of fill in.
2 They both like listening to music.
3 They both speak English.
B Read the two application forms on
page 17. 15 mins Different
1 Bashir goes camping every weekend. Bob
• Read the rubric and elicit the meaning of goes camping in his summer holidays.
application form. The students should be able to 2 Bashir has never been to another country.
work it out by looking at the forms on page 17 Bob has been to France, Germany and
of the Course Book. Ask a few questions to the USA.
practise scanning and to elicit some of the new 3 Bashir speaks Arabic. Bob doesn’t.
vocabulary. For example: 4 Bob speaks French. Bashir doesn’t.
Who has filled in the two forms? 5 Bashir wants to meet young people from
et
Where do the two boys come from? other countries. Bob wants to see Australia
Which part of the application form tells you and its animals.
where they come from? 6 Bashir wants to go horse-riding and
How old is Bashir? windsurfing. Bob wants to go ballooning.
Is Bob the same age? 7 Bashir is 16; Bob is 15.
n
Which languages does Bashir speak? 8 Bashir is Libyan; Bob is British.
Does Bob speak Arabic?
What does ‘language’ mean? • Ask questions to revise the new vocabulary on
these pages. For example:
ar
• Read out the task below the rubric and explain
in common. Write this heading on the board: What word means …
Things they have in common. an exciting or dangerous activity? (adventure)
• Tell the students to work in pairs to search a notice in a newspaper or magazine giving
the application forms for three things the boys information about something? (advertisement)
have in common. They can write notes in something you have to fill in if you want to join
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31
Unit 1 A School Magazine
et
• Tell the students to complete the information Answer
about themselves. Point out that they can ask Nadia and Dana wrote stories for the class
you for any new words they need and how to magazine. Both stories are very good, but the
spell them. Of course, they can use dictionaries if editor says she can only print one. Which of the
they have them. Tell them they can look back at girls’ stories will the team choose?
n
page 17 of the Course Book if they need help.
• Go around the class while the students are
‘I think Nadia’s is the best,’ Sarah said.
Everyone agreed, so Nadia’s story will be in
writing. Draw attention to errors, but try to get the magazine.
the students to correct themselves.
ar
• When the writing is finished, invite different
students to read their forms aloud. Tell the class WB D Work out these messages and
to listen for things they have and don’t have in write them as full sentences.
common with the speaker.
• This exercise revises note forms. If students are
struggling, direct them back to page 13 of the
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WB B Read the descriptions of people Course Book. When they have completed the
in the box. Write sentences using exercise, elicit the correct words from the class
‘I like ...’ or ‘I don’t like ...’. and reconstruct the sentences on the board.
Answers
• This exercise revises using relative clauses, which 1 Please go to the shop. I’m very hungry.
students learned in Lesson 3. 2 Do your homework. I’m very tired.
• Set the task for students to do individually.
Then elicit answers, making sure that students’
sentences are grammatically correct. Technically, WB E Read the answers below and
different answers are possible, though most write the questions.
students will have the same opinions; if they
give different answers, it may be a sign they • See if students can complete this exercise
haven’t understood the language. If students are without any assistance. If they are struggling,
struggling, you can revise relative clauses using reconstruct the questions on the board with the
Course Book page 11. whole class, eliciting the question word/phrase
needed for each question and the order of the
other words. If they need more help, tell students
32
Unit 1 A School Magazine
they can find the questions, or questions like A Read the interview from an online
them, on the application forms on page 17 of school magazine and find out
the Course Book. what Mr Fawzi thinks should be
Answers improved. 25 mins
1 How often do you go swimming?
2 Which (other) countries have you been to? • Ask a student to read the rubric, and elicit the
3 Which languages do you speak? meaning of improved (to improve something is
to make it better). Ask the students to scan the
questions, without reading the interview, and to
work out which question Mr Fawzi will answer
with his opinions on what should be improved
Unit 1 Lesson 7: (the final question).
• Tell students to read the interview aloud in pairs,
Meet a Local with one student acting as the interviewer and
the other as Mr Fawzi. Circulate and monitor
Personality pronunciation and intonation, helping students
with any difficulties. Students swap roles.
et
• Elicit and confirm the answer.
Objectives: Scan an interview for
relevant information. Answer
Role-play an interview Mr Fawzi thinks the town would be improved
with good pronunciation by having some more parks. He thinks the roads
and intonation. and bridges should also be improved.
n
Practise question forms.
• Ask students to shut their Course Books. Start
Practise matching answers
to questions. to read out Mr Fawzi’s answer to one of the
ar
Language: Question forms interview questions and see if students can tell
Past tense verb forms you what the question is. This exercise reinforces
Vocabulary: local (adj), personality, question forms, and also shows that sometimes
improve people answer questions in ways that aren’t
21 Century Skills: Communication Skills:
st completely obvious. For example, Mr Fawzi
Understanding meaning begins his answer to the question What do you
G
from context like doing in your space time? with the phrase
Reference: Course Book page 18, I don’t like sitting at home in the evenings. On
Workbook pages 13–14 the other hand, I love Libyan food is an obvious
way of answering the question What’s your
favourite food?
Warm up 5 mins • You can extend this exercise in any number of
ways. For example, students could work in pairs,
• Elicit the lesson title and its meaning. Ask with one student reading an answer and another
students what kind of text this is (an interview). naming the question. Or you could have all the
Ask: How do you know this is an interview? questions and answers on individual sheets of
(The title and subtitle provide clues, and students paper and ask students to match them into pairs.
should also be able to identify the use of bold
italic text for the questions.) Explain that the
B Now do Exercises A and B on pages
boys from Lesson 2 have included this interview
13 and 14 of the Workbook. 15 mins
in their new school magazine.
33
Unit 1 A School Magazine
et
21st Century Skills: Communication Skills:
Inferring information
WB B Read and complete this story.
from conversations
Write the correct forms of the verbs
Reference: Course Book pages 19–21,
in brackets.
Workbook pages 15–16
n
• Students can do this exercise individually or in
pairs, or you can do it as a whole-class activity Warm up 5 mins
with the text on the board.
ar
Answers • Elicit the lesson title. Then ask who Bob and
was walking, saw, was playing, said, went, Bashir are (the boys who filled in the application
shouted, fell, started, walked, has forms in Lesson 6). Find out what they
remember about Bob and Bashir.
• Ask the students to talk about the pictures: What
can you see? What do you think is happening?
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34
Unit 1 A School Magazine
b He picked up the wrong suitcase, one WB A Read the story on pages 19 and
that belonged to an old lady. His suitcase 20 of your Course Book and complete
was still on the baggage carousel. the information sheet below.
• Ask the students: Why did the customs officer • Elicit the five categories on the information sheet
and Bashir look at Bob when he opened the and check students understand what they have
suitcase? What was in the suitcase? (The to do. Then give them a few minutes to fill in
lady’s clothes.) the sheet individually. Afterwards, invite a few
• Ask: Was the flight attendant unhappy with Bob? students to share what they wrote.
and elicit students’ opinions. On the one hand,
Possible answers
she said It doesn’t matter, which might indicate
1 Bob and Bashir
that she wasn’t unhappy. On the other hand,
2 Bob, Bashir, a flight attendant, an old lady, a
we don’t know what tone of voice she used.
customs officer
Encourage students to think about the different
3 The story is about Bob flying to Australia to
ways the flight attendant could say It doesn’t
the World Youth Camp. He meets Bashir on
matter. She could sound really angry saying this.
the flight. At the end he loses his suitcase!
• Ask students to find other lines of direct speech
4 I liked the story because it is very funny
et
in the text and to work out ways of saying them
when Bob’s suitcase gets mixed up with the
with different tones of voice. They can do this in
old lady’s.
pairs or groups. Have a whole-class discussion,
5 flight attendant, passport, customs officer
encouraging students to contribute as many ideas
as possible. For each line of text that students
n
choose, make a list of adjectives on the board to
show the different ways of saying it, e.g., angry,
WB B Read the definitions and match
them to the words below.
worried, friendly. You can use these adjectives
to ask students to come up with more ideas: Can
• This exercise recaps some of the vocabulary that
ar
you say that in a friendly way?
was introduced in the story. Elicit answers from
• Tell the students to listen and follow the story in
the class.
their books. Play 6.
• Encourage students to give their opinion of Answers
Bob and predict what will happen at the camp. 1 b
Clarify anything they don’t understand. 2 c
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3 a
6
Is the story on pages 19 and 20 of the
WB C Write these words in
Course Book.
alphabetical order.
B Now do Exercises A to D on pages • Invite a student to write the first word on the
15 and 16 of the Workbook. 15 mins board, and elicit from the class whether it is
correct. Repeat the process for the other words,
• Direct the students to pages 15 and 16 of until they are all in sequence on the board.
the Workbook. Answers
photographer, pile, poetry, price, printer,
probably, programme
35
Unit 1 A School Magazine
Round up 10 mins
et
• Go over the Round up page quickly. Ask the
students to work in pairs to come up with a few
more examples for each section.
• For the first bullet point, give the class a
situation in which they can make suggestions.
For example:
n
Imagine you are at home with some friends.
Someone says, ‘What shall we do?’
• For the fifth bullet point, give the class word
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cues to replace Tareq’s story. For example, the
name of a football team, a famous landmark, a
film or a place. One student asks the question
and the other expresses their opinions.
Note: Part of the purpose of the list on the
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36
Unit 1 A School Magazine
net
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37
Unit 2 Health Matters
et
Reading and writing • Communication Skills:
• Reading for gist and detail Concluding information
• Scanning for words
• Reading for enjoyment
n
• Taking notes and using them to write
advice for a person
• Correcting and rewriting a paragraph
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marked with correction symbols
• Reading limericks and inferring
their rules
• Writing a limerick
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38
Unit 2 Health Matters
Key words
ache (n) – /eɪk/ fault (n) – /fɔːlt/ pills (n) – /pɪlz/
ache (v) – /eɪk/ fit (adj) – /fɪt/ regularly (adv) – /ˈreɡjʊlə(r)li/
baked (adj) – /beɪkt/ fitness (n) – /ˈfɪtnəs/ salt (n) – /sɔːlt/
basketball (n) – /ˈbɑːskɪtˌbɔːl/ form (n) – /fɔː(r)m/ should (v) – /ʃʊd/
beef (n) – /biːf/ fried (adj) – /fraɪd/ stomach (n) – /ˈstʌmək/
card (n) – /kɑːrd/ fruit (n) – /fruːt/ stomach ache (n) – /ˈstʌmək eɪk/
cheer up – /ʧɪər ʌp/ get well – /get wel/ sugar (n) – /ˈʃʊɡə(r)/
curry (n) – /ˈkʌri/ grilled (adj) – /grɪld/ surprised (adj) – /sə(r)ˈpraɪzd/
dentist (n) – /ˈdentɪst/ headache (n) – /ˈhedeɪk/ tired (adj) – /ˈtaɪə(r)d/
doctor (n) – /ˈdɒktə(r)/ healthy (adj) – /ˈhelθi/ tooth (n) – /tuːθ/
earache (n) – /ˈɪəreɪk/ hurt (v) – /hɜː(r)t/ toothache (n) – /ˈtuːθeɪk/
et
exercise (n) – /ˈeksə(r)saɪz/ lamb (n) – /læm/ unfit (adj) – /ʌnˈfɪt/
fat (n) – /fæt/ miss someone (v) – /mɪs ˈsʌmwʌn/ unhealthy (adj) – /ʌnˈhelθi/
fat (adj) – /fæt/ n pain (n) – /peɪn/ unusual (adj) – /ʌnˈjuːʒʊəl/
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39
Unit 2 Health Matters
et
Vocabulary: keep fit, get fit, fit, fitness,
unfit, in fact, out of
breath, regularly, tired, • Direct students to page 17 of the Workbook.
take exercise, netball, cycle
(v), form (n), either, all the
time, every day, once WB A Read the advice blog on page
n a week, twice a week, 24 of your Course Book and answer
often, sometimes these questions.
21st Century Skills: Study Skills: Identifying
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the general idea • Introduce the exercise. Explain to the students
Reference: Course Book page 24, that they have already done question 1; they
Workbook pages 17–19 can now write the answers and do the
whole exercise.
• Elicit the answers orally.
Warm up 5 mins
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Possible answers
1 Paragraph 1: why fitness is important.
• Introduce and explain the unit title: Health
Paragraph 2: how you can get fit.
Matters. Find out what the students know about
2 Unfit people can’t enjoy life.
health and fitness. Present any relevant words
3 They get tired and out of breath.
that arise; make sure you include fit, fitness,
4 It helps you to get fit; it helps you to
health, healthy, exercise.
enjoy life.
5 Football, basketball, netball, swimming,
cycling and walking.
A Read this advice blog. What is each
6 a regularly
paragraph about? 5 mins
b fit
c unfit
• Elicit the lesson title, then the rubric. Establish
d forms
that there are two paragraphs. Explain that the
first sentence in a paragraph often gives you the
topic (what the paragraph is about).
• Tell the students to read the first sentence in
each paragraph carefully, before reading the
40
Unit 2 Health Matters
et
who are unfit. 5 mins You should walk.
• Elicit the examples of advice from the Functional WB D Write these sentences again
grammar box at the bottom of the page. Then using should or shouldn’t.
ask the class to give advice to the unfit boys
n
in the pictures. Elicit as many examples as the
students can think of.
• Get students to shut their Workbooks. Write
matches, zebra crossing, cycle and medicine on
Possible answers the board. Elicit the meanings. Then try to elicit
ar
Zaid, you’re unfit. You should take some some advice.
exercise, and maybe go to bed earlier. • Students can open their Workbooks again. Elicit
Ahmed, you shouldn’t watch TV all the time. the first two sentences and the transformations
You should play games and get fit. orally. Then tell the students to write the
Fawzi, you shouldn’t drive everywhere. You answers to 1 and 2 and to attempt 3 and 4 on
should walk and get fit. their own. Elicit the full sentences orally to check
G
the answers.
Answers
E Now do Exercises B to E on
1 You shouldn’t let children play with matches.
pages 17, 18 and 19 of the
2 You should use the zebra crossing when you
Workbook. 22 mins
cross the road.
3 You shouldn’t cycle on the wrong side of
• Direct students to pages 17, 18 and 19 of
the road.
the Workbook.
4 You should keep medicine out of the reach
of children.
WB B What other forms of exercise
do you know? Make a list together. WB E Study the Vocabulary tip below
then ask and answer the questions on
• Let the students discuss this in pairs for one the next page.
minute before eliciting answers. Students can
give answers in Arabic; give the English words • Introduce the activity. Then go through the
for any new activities that arise. words and phrases in the Vocabulary tip. Explain
41
Unit 2 Health Matters
et
• As the students work, try to listen to those a lot of
students who are likely to need help and 21 Century Skills: Study Skills: Classifying
st
42
Unit 2 Health Matters
not so good in their notebooks. While they them they are going to create a diagram showing
are doing this, write these two headings on some foods which are very good for you and
the board: some which are not so good for you. Tell the
Good for you students to complete the spider diagram using
Not so good for you the words in the box.
• Elicit items individual pairs have written under
Answers
each heading. Get them to spell the words as
Very good for you: apple, cucumber, lettuce,
you write them on the board. Ask the students
strawberries, water
to think of any other things to eat and drink that
Not so good for you: biscuits, burger, cola,
they think are good or not so good for us. Write
crisps, sugar
them in the column suggested by the class. Do
not correct answers at this stage.
• When you elicit oil, present the noun fat and the WB B Answer these questions about
adjective fat. Revise thin from last year. the report on page 25 of your Course
Book. Write short answers.
B Now read Layla Ahmed’s report in
• Tell the students to read the report carefully
the school magazine and check
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and answer the questions. Encourage them to
your ideas. Then do Exercises A
think carefully about question 4. When you
and B on pages 19 and 20 of the
check answers orally, you may find that some
Workbook. 18 mins
students want to include biscuits, sweets, chips
and crisps in the answer to question 2. This
• Elicit the instruction above the report. Before
n
they read, ask the students:
is acceptable.
43
Unit 2 Health Matters
et
Answers evening. Are you ready to
You use too many and a few before count nouns. order, sir? No, sorry, we’re
You use too much and a little before non-count not ready.
nouns. Vocabulary: beef (n), lamb, curry (n),
fried (adj), grilled (adj),
• Tell the students to read the Vocabulary tip at baked (adj), fruit salad,
n
the bottom of the page. Ask: Do we use ‘a lot cow, ready
of’ before count or non-count nouns? (We use it 21st Century Skills: Life Skills: Critical thinking
before both.) Reference: Course Book page 26,
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• Give the class further practice using quantifiers. Workbook page 21, 7
Tell them you will call out some nouns. You
want them to make phrases using too much, too
many, a little, a few or a lot of. For example: Warm up 3 mins
T: Cars.
S: Too many cars. • Elicit the lesson title and the meaning of
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44
Unit 2 Health Matters
et
• Tell the students to look at the picture. Ask:
Who can you see? • Introduce Exercise A. Then play 7 Part 2.
Where are they?
• Tell the students to work in pairs and answer 7
questions 1 and 2. They need to decide what the Part 2
Reema: I’d like a baked potato, please.
n
waiter might say from the four options next to
1, and then select replies from the four options Waiter: A baked potato. And some meat,
next to 2. Make sure they understand that they or fish?
can select more than one thing for each person Reema: No, thank you. I’m not very
ar
to say. Leave them for one minute, then clarify hungry.
what they have to do and check understanding Father: How about a pizza?
of ready. Get them to write their predictions in Reema: No, thanks, Daddy. But I’d like a
their notebooks. salad, please.
Waiter: A mixed salad? With tomatoes,
lettuce and onions?
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D 7 Now listen and check your Reema: Oh, yes. That sounds lovely. And
ideas. Then do Exercises A to C on can I have a little butter on the
page 21 of the Workbook. 25 mins baked potato, please?
Waiter: Yes, of course, miss. And for dessert?
• Elicit the first sentence from the rubric and check Reema: I’d like some fruit salad and a little
understanding. Then play 7 Part 1. ice-cream, please.
Waiter: Fruit salad and ice-cream. And
what would you like to drink?
7 Reema: Oh, er, I forgot about a drink …
Part 1
An orange juice, please.
Waiter: Good evening.
Waiter: One orange juice. Thank you, miss.
Father: Good evening.
Father: Now you, Waleed.
Waiter: Are you ready to order, sir?
Waleed: Well, I am hungry. I’d like a large
Father: Er, are you ready, Reema … Waleed?
burger and chips, please. And …
Children: Yes, Dad.
Waiter: One burger and chips.
Father: Yes, thank you. Reema, give the
Father: You should have some
waiter your order.
vegetables, Waleed.
45
Unit 2 Health Matters
Waiter: The burgers come with a small to be sure they are participating. If students need
salad, sir. controlled practice, stop the activity and do some
Father: Oh, fine. choral repetition. You could also list some useful
Waleed: And for dessert, I’d like a large generic phrases on the board for students to refer
piece of chocolate cake and a lot of to, such as Are you ready to order? What would
ice-cream. you like to eat/drink? I’d like a …, please. If
Father: Not too much ice-cream. some students need an easier exercise, they can
Waiter: Chocolate cake and ice-cream – simply role-play the conversation from 7 in
not too much. And to drink? groups of four, using the transcript at the back of
Waleed: Can I have a large cola, please? the Course Book.
Waiter: One large cola. Thank you. And Note: This activity can be used again.
what would you like, sir?
Father: I’d like some grilled fish and rice,
please, with, let me see, …
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Answers
1 baked potato with butter, mixed salad,
Objectives: Develop vocabulary related
fruit salad, ice-cream, orange juice
to common illnesses.
2 large burger, chips, chocolate cake,
Practise reading
ice-cream, cola
dialogues aloud.
n Role-play conversations
about being ill.
WB B 7 Listen again and discuss
Make notes of two
whose meal was healthier – Reema’s
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conversations between a
or Waleed’s. Explain why.
doctor and a patient.
Use notes to complete a
• Elicit the rubric. Play 7 again, or if you
paragraph.
think students are ready, launch straight into a
Express feelings in different
whole-class discussion. Elicit answers and ask
situations.
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46
Unit 2 Health Matters
used to describe feeling unwell, especially when Note: The indefinite article a is essential in
one has a bad cold or flu. See if the students the sentences I have a headache and I have a
know the words for any illnesses in English. stomach ache. With earache and toothache,
it is optional: I’ve got an earache and I’ve got
earache mean the same thing.
A 8 Listen and look at the
pictures. 5 mins
D 9 Listen to the conversations.
• Tell the students to listen to 8 and look at Read them aloud. What do you
the pictures. Then use the audio with pauses for think of the advice the woman gives
pronunciation practice. the children? 8 mins
et
9
Is the text of the four conversations on page 27
B Now match these sentences to the of the Course Book.
pictures in Exercise A. 3 mins
• Use pairs of students to read the
• Ask the class to match the sentences to the
n
pictures. Then have them check in pairs like this:
conversations aloud.
• Ask the students what they think of the advice
S1: What is Mona saying? given in each of the conversations. Elicit other
S2: I’ve got toothache. possible advice. For example:
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Woman: You eat too many sweets. They’re bad
for your teeth.
C Study the Speaking tip on the right You drink too much cola. It’s bad for
then think of other expressions that your teeth.
are similar. 5 mins Woman: You should go home/go to bed.
Woman: You should go home.
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• Tell the students to read the Speaking tip and Woman: You shouldn’t watch too much
find another way of saying I’ve got a headache. television.
Elicit why ache has an s in the sentence My head
aches (because it is a verb in the third person – it
aches). Ask the students to change the sentences E Now make up your own
at the top of the page so that ache is a verb. conversations. 8 mins
Answers
1 My stomach aches. • Tell the students to work in pairs and prepare
2 My tooth aches. at least one conversation. Encourage them to
3 My head aches. prepare two if possible, so they can each talk
4 My ear aches. about one illness.
Note: British English speakers tend to use • Practise in open pairs. Then get the students
have got, while American speakers prefer have. to work together and role-play in
They mean the same. simultaneous pairs.
47
Unit 2 Health Matters
Answers
Answers
all right, toothache, sorry, dentist, matter, have,
1 earache
headache, aches, pills, water
et
2 some drops
3 twice
WB B 10 Listen and answer the 4 four
questions. Write notes. 5 go swimming
n
• Go through the first set of questions about
Noora. Then play 10 Part 1; students should
• Tell the students to read the second set of
questions, this time about Rasha. Then play
write short answers as they listen. Play the 10 Part 2 and follow the same procedure
audio a second time for the students to check as before.
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and complete their answers. Tell the students
to compare answers with their partner before
10
checking as a class.
Part 2
Doctor: Hello, Rasha. What can I do for you?
Rasha: I’ve got a very bad headache,
10 doctor. It hurts all the time.
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Part 1
Doctor: A headache. I see. Your eyes look a
Doctor: Hello, Noora.
bit red, too. Tell me, Rasha, do you
Noora: Hello, doctor.
wear glasses?
Doctor: Now, what’s the matter?
Rasha: Yes, sometimes.
Noora: I have a pain in my ear. It
Doctor: But you’re not wearing them now.
really hurts.
Why not?
Doctor: So you’ve got an earache. I’d better
Rasha: I don’t like wearing them, doctor.
have a look. Let me see. Mmmm!
I don’t look nice with glasses.
Yes, I see. I’ll put some drops in
Doctor: Well, you should wear them all the
your ear. It will be better soon.
time, Rasha. If you don’t, you’ll
Noora: Will it hurt?
have headaches all day, every day
Doctor: No, of course not. It will feel cold,
– and night. And your eyes will get
that’s all. Just put your head on
worse. You don’t want that to
one side, please. Thank you. One,
happen, do you?
two drops. There. That didn’t hurt,
Rasha: No, I don’t, doctor. Do I have to
did it?
wear them when I’m watching
Noora: No, it didn’t.
television?
48
Unit 2 Health Matters
Doctor: Yes, of course. I said all the time. Rasha had a very bad headache. It hurt all
Except when you’re sleeping, the time. Rasha needs to wear glasses, but she
of course. doesn’t like wearing them. The doctor said
Rasha: All right, doctor. Rasha should wear her glasses all the time. If
Doctor: Good girl. I’ll give you some she doesn’t, she will have headaches all the time
painkillers to stop this headache, and her eyes will get worse. The doctor gave
but I don’t want to hear that you her painkillers/pills. She should take them three
ever have a headache again. Do times a day.
you understand?
Rasha: Yes, doctor.
Doctor: There are twelve pills in this box, WB D How do you think you feel in
Rasha. Take two with water, three these situations?
times a day – today and tomorrow.
Rasha: Two pills, three times a day – • Ask a student to read the first sentence in item 1.
today and tomorrow. Then ask the class How do you feel? Elicit
Doctor: That’s right. Have you got your answers and agree on a suitable adjective. Tell
glasses with you? the students to write the answer. Then get them
et
Rasha: Yes, I have. to complete the exercise on their own.
Doctor: Good. Put them on now, please, • Ask individual students to read a sentence aloud
and don’t take them off until you and get another to say how he/she feels.
go to bed. Possible answers
Rasha: All right, doctor. And thank you. 1 I feel tired.
Doctor: Goodbye, Rasha.
Rasha:
n
Goodbye, doctor.
2 I feel frightened/afraid/nervous.
3 I feel happy.
4 I feel excited.
Answers 5 I feel worried/sad.
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1 headache 6 I feel fit.
2 glasses
3 doesn’t look nice
4 wear glasses all the time
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49
Unit 2 Health Matters
Objectives: Read for gist, then detail. • Elicit sentences 1–3. Tell the students to read
Write sentences to practise the story through and choose from the three
a language pattern. possible answers. Give them two minutes.
Study a marked paragraph • Elicit that number 2 is the best answer, but let
and correct and improve it. students who choose one of the others say why.
Language: want + noun/pronoun + Encourage class discussion.
to + infinitive • Direct students to pages 23 and 24 of
Correction marks: sp. = the Workbook.
spelling; gr. = grammar;
p. = punctuation; n.p. =
new paragraph WB A Answer these questions about
Vocabulary: an hour or so, be a pain Jalal’s story on page 28 of your
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(idiom), unusual, surprised Course Book.
(adj), appendix, save (v),
fault (n), draft (n), mark • Tell the students to read questions 1–6 and try to
(n, v) answer them. Then tell them to refer back to the
21st Century Skills: Study Skills: Identifying story again to check their answers. Elicit answers
the general idea
n
Reference: Course Book page 28,
orally and discuss as a class.
Answers
Workbook pages 23–25
1 a No, he doesn’t.
b … I want him to play by himself.
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Warm up 2 mins
2 a He said he felt sick many times.
b … again and again …
3 No, he didn’t.
• Elicit the lesson title. Then ask the students
4 … he didn’t eat the crisps.
to scan the page to find Jalal’s full name
5 He had to go to hospital.
(Jalal Abdullah).
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6 No, he didn’t.
50
Unit 2 Health Matters
C You know the meaning of pain, • Tell the students to write the corrected paragraph
but what do you think Jalal in their notebooks. Let them discuss the mistakes
means when he says: You are in pairs and suggest improvements, but then
a pain? 3 mins write their own corrected draft. Make sure they
don’t look at the Course Book until they finish.
• This is a very common expression in spoken
English. It means: You give me a pain because
you are a nuisance.
Unit 2 Lesson 6:
D Now do Exercises C and D on pages
24 and 25 of the Workbook. 20 mins ‘Get well’ Cards
• Direct students to pages 24 and 25 of
Objectives: Choose a Get well card
the Workbook.
for a friend.
Match cards with the
messages inside.
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WB C Use the table to write four
Make a card.
sentences like this one:
Write a note to a friend
who is ill.
• Elicit possible sentences. Then get students to
Language: Imperatives
make their own. Point out that they should pay
Vocabulary: cheer up, hurry up, get
attention to both meaning and grammar.
Possible answers
n well, card, as soon as you
can, leave (v), miss (v)
My friend wants me to go to the park. 21 Century Skills: Information Literacy:
st
Warm up 5 mins
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51
Unit 2 Health Matters
B Match the cards with the • Introduce the letter. Explain that it is a Get
messages inside. 8 mins well letter.
• Elicit the number of paragraphs and how we
• Invite individuals to read a message aloud. Elicit show the beginning of a new paragraph. Point
or present the meaning of cheer up as it arises. out that the first and last paragraphs are much
Then tell the students to work in pairs, matching shorter than the middle one. Focus on the
the messages to the cards in Exercise A. greeting and farewell and elicit different forms
• Elicit answers orally. Discuss reasons for of farewell. Remind students that you can end a
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students’ choices. For example, card 1 shows a letter with Best wishes.
group of birds, so the message Fly back to us as • Ask a student to read the first paragraph aloud.
soon as you can matches this picture. Although Elicit the meaning of leave. Explain that the
the answers below represent the most likely first and last paragraphs in informal (friendly)
matches, other answers are possible. letters usually don’t have topics. The first
paragraph is a friendly beginning and the last
Possible answers
n
1E, 2C, 3F, 4B, 5D, 6A
is a friendly ending.
• Tell the students to read the second paragraph
quickly for gist. Give them half a minute to
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C Now do Exercises A and B on page do this. Elicit that it is about the past week at
26 of the Workbook. 24 mins school. (If anyone says it is about Nurse Fawzia’s
talk or the netball coach’s visit, explain that this
• Direct students to page 26 of the Workbook. is not what the whole paragraph is about.)
• Invite one student to read the final paragraph
aloud. Elicit or reiterate that this is a
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52
Unit 2 Health Matters
Unit 2 Lesson 7: 11
Is the text of the two limericks on page 30 of
Limericks the Course Book.
et
Workbook pages 27–28,
11–12 It has five lines.
The last words on lines 1, 2 and 5 rhyme.
The last words on lines 3 and 4 also rhyme.
Warm up 3 mins A limerick is always funny.
n
• Note: The limerick is a common form of • Let the students practise saying the limericks in
humorous poem that has existed in Britain for pairs for pronunciation purposes. Emphasize
many years. They are popular, as they are often the strong, regular and simple rhythm. Remind
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very funny and can be written about any subject. students that limericks are funny, so they need
• Elicit the lesson title, and provide the correct to decide on the best intonation; they may
pronunciation. Students will not know the understand that pretending to have a serious
meaning of the word. Explain that a limerick manner is sometimes good for a funny poem.
is a special kind of poem. A limerick is always Encourage students to enjoy making an attempt,
funny. Ask students if they know any poetry. Do and play 11 again to help them as necessary.
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they like poems? Elicit the text on the notice at Don’t insist they get it right at this stage, as there
the top of the page. Explain that in this lesson, is plenty of time to practise later.
students are going to read some funny limerick
poems and then write their own!
C Do Exercises A to E on pages 27
and 28 of the Workbook. 16 mins
A 11 Listen and read. 8 mins
53
Unit 2 Health Matters
et
There was an old man from Jaipur,
Answers
Whose house had a green and blue door.
1 Rafid fell off his bicycle and hurt his leg./
I said, ‘I like white.’
Rafid hurt his leg when he fell off his bicycle.
He said, ‘That’s all right.
2 Noora doesn’t like beef, but she likes lamb.
But I think that white is a bore.’
3 When I was washing up, the phone rang./
Answers
n I was washing up when the phone rang.
students write a good limerick. Let the students • If you think students will struggle to come up
discuss the punctuation in pairs before writing with their own ideas, you can help them by
the answers in their Workbooks. telling them that many limericks start with a
line like There was an old man from … They
Answers can use this line to start their limerick, choose
1 ‘Would you like to go to a restaurant this a place name to complete the line, and then
evening?’ she asked. list words that rhyme with the place name.
2 ‘I don’t know what to do,’ said Ali. ‘I agreed Demonstrate this way of beginning to write a
to meet Jamal, but I can’t remember where.’ limerick on the board. For example:
There was an old man from …
There was an old man from Japan
WB D Complete the sentences with
Words that rhyme with Japan: fan, pan,
the words from the box.
man, ran
There was an old man from Japan
• Tell students to complete the exercise in pairs.
Who got his head stuck in a pan!
Then elicit answers. See if students can think
of other words that could be used to complete
the sentences.
54
Unit 2 Health Matters
Unit 2 Lesson 8: • Elicit the questions and their answers from the
class. Get students to refer back to the story in
Bob and Bashir – Unit 1 if necessary. Then ask what the students
think of Bob and what they have learned about
The Eggs him so far.
Answers
1 They are two boys going to the World
Objectives: Read a story for
Youth Camp.
comprehension and
2 They met on the plane in Tripoli.
enjoyment.
3 They are in Australia (at the World
Complete the Round up
Youth Camp).
page summarizing the unit.
4 He lost his suitcase.
Language: –
Vocabulary: Algeria, wake up, whole,
scrambled eggs, pan (n), B Read the story again and then
perfect (adj), proud of, answer these questions. 10 mins
pick up, wallaby, race
et
through, bush, wipe (v), • Elicit the questions orally, then tell the students
plate (n) to read the story again and find the answers.
21st Century Skills: – • Elicit answers orally. Encourage students to use
Reference: Course Book pages 31–33, full sentences. There are a number of different
Workbook pages 29–31, ways of answering the questions; make sure
13–14
n students have understood the story correctly.
Possible answers
Warm up 1 min 1 They have to cook scrambled eggs
ar
for breakfast.
• Elicit the story title and the meaning of eggs. 2 You cook eggs slowly with butter, milk,
Then move straight into Exercise A, as this salt and pepper.
provides a recap of the story characters. 3 They fly into the air when a wallaby
knocks Bob over.
G
A 13 Listen and read the story then • Ask follow-up questions to check understanding:
answer the questions. 6 mins Why did Bob need to borrow clothes? (He lost
his suitcase.)
• Ask the students to talk about the pictures on the Whose trousers/shirt/sweater did he borrow?
two pages. Ask: What can you see? What do you (He borrowed Paul’s trousers, Bashir’s shirt and
think is happening? Elicit predictions for what Aziz’s sweater.)
will happen in this story, and present any of the Why did Bob drop the eggs? (A wallaby knocked
new words that arise during this discussion. him over.)
How did the other boys feel? (They thought it
• Tell students to listen and follow the story in was funny.)
their books. Play 13 • Clarify anything the students don’t understand.
55
Unit 2 Health Matters
et
carrying the eggs. • Introduce the exercise. This exercise revises
4 I liked the story because it is very funny and some of the language and the listening skills
Bob is unlucky again. I thought Bob and from Lesson 4: students have to listen to a
Bashir would burn the eggs, but the accident conversation between a doctor and a patient and
is a surprise! write short, note answers.
n
5 scrambled eggs, perfect, wallaby, bush • Play 14 once with pauses, and then once
straight through for students to check their
answers. Then elicit the answers from the class.
WB B Complete the sentences with
ar
the words from the box.
14
Doctor: And your name is …?
• These sentences summarize parts of the story in
Huda: Huda.
different words. Ask students to work in pairs
Doctor: Hello, Huda. Now, what’s
to complete the sentences. Afterwards, do a
the matter?
G
class check.
Huda: I’ve got a stomach ache.
Answers Doctor: A stomach ache. How long have
1 borrowed you had it?
2 told Huda: Since yesterday morning.
3 offered Doctor: Yesterday morning! That’s a long
time. Why didn’t you come and
see me earlier?
WB C Correct this paragraph and Huda: I hoped it would go away.
make it better by joining sentences Doctor: I see. What did you eat the night
and using punctuation marks. before last?
Huda: Lamb and rice with a salad.
• Introduce the exercise, which extends the work Doctor: That’s all right then. Now, where
students did on joining sentences together in exactly does it hurt? Which part
Lesson 7. Ask students to complete the exercise of your stomach?
individually, then get them to compare answers Huda: It hurts all over.
in pairs. Doctor: Not in one particular place?
Huda: No. All over.
56
Unit 2 Health Matters
Doctor: Well, it’s not appendicitis then. WB G Give these people advice. Give
I’ll give you some medicine. Take a reason each time.
it three times a day. If the pain
doesn’t go away, come and see me • Do the first item on the board, eliciting the
again tomorrow and we’ll do some answers from the class. Then get students to
tests. All right? work in pairs to complete the exercise.
Huda: Yes, doctor. Thank you.
Possible answers
1 You should wear your glasses every day.
Answers
If you don’t, you will get headaches.
1 Huda
2 You should take exercise regularly.
2 stomach ache
If you don’t, you will be unfit.
3 yesterday morning/the morning before
3 You should eat lots of fruit and vegetables
4 a salad
every day.
5 all over
If you don’t, you will be unhealthy.
6 medicine
7 three times
8 see the doctor again
Round up 10 mins
Answers
1 unfit
n et
• Ask students to complete the exercise quickly on
their own. Elicit the answers from the class.
• For the first bullet point, prompt more examples
of giving advice by asking questions like: How
do you keep fit?
• For the second bullet point, ask the class to talk
about things they do in their spare time and how
often they do them.
• For the third bullet point, elicit the example
sentences. Then prompt transformations.
ar
2 always For example:
3 unusual S: A little salt on your food is all right.
4 a lot T: What about too much salt?
5 unhealthy S: Too much salt is bad for you.
6 interesting • For the fourth bullet point, mime toothache.
G
57
Unit 3 Olympic Sports
and Games
Listening and speaking • Question forms: Wh- questions;
• Asking and answering questions about How good are you at …?
preference and ability • Changes from the past: used to be/have
• Listening for days and times to fill in
a timetable Vocabulary
• Listening for intonation • Sports and activities
and pronunciation • Decimal numbers, years, weights
• Asking and answering questions about and times
a timetable
• Role-playing conversations with different 21st Century Skills
intonation to convey emotion • Media Literacy: Inferring information
et
• Asking and answering from a picture, story or leaflet
comprehension questions • Information Literacy: Transferring
information to a table
Reading and writing • Research Skills: Comparing results
n
• Reading for gist and detail
• Scanning for words
and conclusions
• Communication Skills: Recalling
• Reading for enjoyment information quickly
ar
• Filling in a timetable • Study Skills: Comparing notes to texts;
• Reading and reconstructing organizing information in a diagram
incomplete conversations • Numeracy Skills: Reading numbers
• Identifying factual information in
a text and using it to write
G
comprehension questions
• Identifying how a written paragraph has
been improved from a note draft
• Identifying topic sentences
• Writing a paragraph
• Understanding the genre of a text from
its title and appearance
58
Unit 3 Olympic Sports and Games
Key words
advanced (adj) – /ədˈvɑːnst/ judo (n) – /ˈdʒuːdəʊ/ score (n) – /skɔː(r)/
against (prep) – /əˈɡenst/ karate (n) – /kəˈrɑːti/ score (v) – /skɔː(r)/
athletics (n) – /æθˈletɪks/ lose to (v) – /luːz tuː/ sighed – /saɪd/
beat (v) – /biːt/ medal (n) – /ˈmed(ə)l/ sports centre (n) – /spɔːts ˈsentə/
beginner (n) – /bɪˈɡɪnə(r)/ melt (v) – /melt/ strong (adj) – /strɒŋ/
book (v) – /bʊk/ message (n) – /ˈmesɪdʒ/ successful (adj) – /səkˈsesf(ə)l/
compete (v) – /kəmˈpiːt/ performance (n) – swimming (n) – /ˈswɪmɪŋ/
competition (n) – /ˌkɒmpəˈtɪʃ(ə)n/ /pə(r)ˈfɔː(r)məns/ tennis (n) – /ˈtenɪs/
competitor (n) – /kəmˈpetɪtə(r)/ point (n) – /pɔɪnt/ timetable (n) – /ˈtaɪmˌteɪb(ə)l/
confidence (n) – /ˈkɒnfɪd(ə)ns/ point (win a ~) (n) – /pɔɪnt/ train (v) – /treɪn/
confident (adj) – /ˈkɒnfɪd(ə)nt/ practice (n) – /ˈpræktɪs/ volleyball (n) – /ˈvɒliˌbɔːl/
et
final (n) – /ˈfaɪn(ə)l/ practise (v) – /ˈpræktɪs/ world record (n) –
gymnastics (n) – /dʒɪmˈnæstɪks/ result (n) – /rɪˈzʌlt/ /wɜː(r)ld ˈrekɔː(r)d/
health (n) – /helθ/ rule (n) – /ruːl/
high jump (n) – /haɪ ʤʌmp/ sailing (n) – /ˈseɪlɪŋ/
n
ar
G
59
Unit 3 Olympic Sports and Games
et
tennis, athletics,
to the sports centre and get fit!
gymnastics, basketball,
You can choose from last year’s
football, judo, sailing,
old favourites:
swimming, volleyball,
Voice 2: Volleyball.
horse-riding, information,
Voice 1: Swimming.
rule (n), etc./et cetera,
n net (tennis ~), racket
Voice 2:
Voice 1:
Sailing.
Horse-riding.
21st Century Skills: Media Literacy: Inferring
Voice 2: Football.
information from a leaflet
Voice 1: Judo.
ar
Reference: Course Book page 36,
Voice 2: Basketball.
Workbook page 32, 15
Voice 1: And, from the beginning of
this year, we can give you
lessons in these sports:
Warm up 5 mins
Voice 2: Karate.
G
Voice 1: Tennis.
• Write the word sport on the board and tell the
Voice 2: Athletics.
class that this is the topic of the unit. Elicit the
Voice 1: Gymnastics.
names of sports the students know and write
Voice 2: Call us on 952841 for
them on the board. Then find out what they
more information.
think of the various sports by asking questions.
For example:
• Check understanding of the four new sports.
Do you like football?
Then elicit the names of all the sports and check
How often do you play volleyball?
pronunciation. If necessary, use 15 again.
Do you watch basketball on television?
• Use the Functional grammar box. Explain the
Who is your favourite tennis player?
meanings of etc. and rule. Give the students
time to think about the rule and discuss their
opinions in pairs. Elicit suggestions from the
whole class.
Answer
• Play is used with sports that are competitive,
like games.
60
Unit 3 Olympic Sports and Games
et
• Demonstrate this activity with one student. Then
• Tell the students first to work individually
choose two students to demonstrate.
and match the correct verb to each sentence,
• Tell the students to ask and answer questions in
without deciding on the verb form. Check
pairs. Try to listen to everyone.
answers, then elicit the correct forms of the
verbs from the whole class, completing the
n
C Now do Exercises A to C on page sentences on the board.
32 of the Workbook. 18 mins Answers
1 was playing
ar
• Direct students to page 32 of the Workbook. 2 went
3 has done
4 used to go
WB A Which sports connect these 5 do
words? Write the names of the sports. 6 does
7 used to do
G
61
Unit 3 Olympic Sports and Games
Unit 3 Lesson 2: 16
This is the Ashby Sports Centre. Thank you
The Timetable for calling. We hold classes in many different
sports from tennis to horse-riding. We have
separate classes for women and girls and for
Objectives: Listen for specific
men and boys. There are three kinds of classes:
information.
beginners, advanced and team practice. Please
Ask and answer questions
leave your name and address and we’ll send
about a sports timetable.
you a leaflet. Thank you for calling.
Ask and answer questions
about what you like and
Answer
what you are good at.
Dave has to leave his name and address.
Language: Plural nouns with
possessive s
• Ask: Why do they want Dave’s name and
How good are you at …?
address? Elicit answers before confirming the
Vocabulary: timetable (n), beginners,
correct answer (they want to send him a leaflet).
message, advanced, team
Play the audio again if necessary. Explain leaflet
et
practice, leaflet, good at,
and ask the students to find the word on page 37
quite, practise
of the Course Book.
21st Century Skills: Media Literacy: Inferring
information from a leaflet
Reference: Course Book page 37,
B 17 Listen and repeat these
Workbook page 33,
n 16–17
words. 5 mins
17
• Read the lesson title and ask students what beginners
timetable means – they might be able to guess. advanced
Refer to their school timetables to explain team practice
the meaning. Ask them if they use any
G
other timetables. • Make sure that the students don’t pronounce the
letter n twice in beginners.
• Check the meaning of the three new words.
A 16 Dave phoned the sports centre
and heard a message. Listen to the
message. What information does C The sports centre sent Dave this
Dave have to leave? 7 mins leaflet. Ask and answer questions
about it. 6 mins
• Tell the students to read the rubric and find
out what the boy in the picture is doing. Elicit • Elicit the question and the answer in the speech
his name – Dave – and check they understand bubbles below the leaflet. Ask the class similar
the question. questions about the timetable. Then invite a
• Tell students to listen and follow the message. student to ask a question. The student who
Then play 16. If you can’t elicit the correct answers correctly can ask the next question.
answer, play the audio again. • Continue the practice in simultaneous pairs.
62
Unit 3 Olympic Sports and Games
D Now do Exercise A on page 33 of spelling of the verb practise (in the second speech
the Workbook. 9 mins bubble) and compare it with the noun practice
(in the leaflet).
• Direct students to page 33 of the Workbook. • Use the Vocabulary tip at the bottom of the page.
Remind the students that when we are using
the possessive s, we put the apostrophe after s
WB A Answer these questions about in plural nouns. (See the Functional grammar
the leaflet on page 37 of your Course box on page 8 of the Course Book.) However,
Book. Write short answers. there are some irregular plural nouns in English,
for example, men, women, children and people.
• Tell the students they will need to study the These already show more than one, so, if we
leaflet quite carefully to answer these questions want to show possession, the apostrophe goes
– the answers are not entirely obvious. As they before the s. Elicit sentences with women and
work, go around the class checking that they children and write them on the board.
understand that both Start now! and Learn a Possible answers
new sport! indicate a beginners’ class. The women’s favourite sport is karate.
Answers The children’s favourite sport is basketball.
et
1 10 (2 volleyball, 2 athletics, 1 tennis,
2 gymnastics, 1 basketball, 2 karate)
2 4 (2 volleyball, 2 gymnastics)
3 4 (1 tennis, 2 swimming, 1 basketball)
Unit 3 Lesson 3:
n
E Ask and answer questions. What Booking Lessons
sports do you want to do? 15 mins
ar
Objectives: Listen and read for
• Ask students to imagine they have gone to a
specific information.
sports centre. The man/woman at the desk
Fill in a timetable.
says: What sports do you want to do? Ask the
Practise verb forms.
question to different students and elicit short
Make conversations asking
answers, for example, judo, swimming, etc. After
and answering about
G
63
Unit 3 Olympic Sports and Games
A 18 Liz and Dave called the Note: If you think students will find this
sports centre to find out about difficult, help them with the first conversation.
lessons. Listen to and read the Tell them to listen to 19 Part 1 without
conversations then complete part writing anything, then elicit the answer orally
of the timetable in Exercise A on (Wednesday 7–9 Gymnastics (B)). Then tell them
page 33 of the Workbook. 8 mins to listen to Parts 2 and 3 and write the answers
in the timetable.
• Ask a student to read the rubric. Check students • Copy the timetable onto the board, so that you
understand that page 38 of the Course Book can write the answers in the correct places when
shows Liz and Dave’s conversations with people you elicit them from the class.
who work at the sports centre.
• Tell the students to look at the timetable on 19
page 33 of the Workbook. Go through the Part 1
timetable, eliciting the meanings of the Officer: Sports centre. Can I help you?
abbreviations M & B and W & G. Draw Girl: Yes. I’d like to join a gymnastics
attention to the item filled in on Wednesday lesson. When is it, please?
at 5–7. Officer: Are you good at gymnastics, or
et
• Tell students to listen to and read the do you want to learn?
conversations in the Course Book and use the Girl: Oh, I want to learn. I’ve never
information they find to fill in two more spaces done gymnastics before.
in the timetable in pairs. Play 18, then go Officer: Well, the beginners’ lesson for girls
around checking that everyone is filling in the is on Wednesday at seven o’clock.
n
timetable correctly.
Part 2
Boy 1: Hello. Is that the sports centre?
18 Officer: Yes. Can I help you?
Is the text of the conversations on page 38 of
ar
Boy 1: Yes. I want to go swimming. Can
the Course Book. you tell me when lessons are?
Officer: How good are you at swimming?
• Elicit the answers orally. Check understanding
Boy 1: I’m quite a good swimmer. I’d
by asking: Why is Liz going to team practice and
like to try to join the team.
not a lesson? (Because she’s quite good at tennis.)
Officer: Right. Team practice is on
G
C Now do Exercises B to E on page 34 • When you have been through each sentence
of the Workbook. 24 mins orally, ask the students to complete the sentences
in writing.
• Direct students to page 34 of the Workbook. Answers
1 haven’t played
2 did
WB B Now find information on page 3 has gone/went
37 of your Course Book to complete 4 am doing
the timetable. 5 am going
6 were playing
• Tell the students to complete the rest of the
timetable using information from the leaflet
from the previous lesson, on page 37 of the WB D Correct the words that
Course Book. Tell them that there will be have the wrong spelling. Write the
three blank spaces. words correctly.
• Elicit answers and complete the timetable.
Answers • Discuss each sentence as a class, and agree
et
Day Time Sport which word is spelled wrongly and how it
Monday 5–7 Tennis (B) Karate (B)
should be written.
W&G
• Tell the students to complete the activity
7–9 Tennis (T) Volleyball (B)
in writing.
Tuesday 5–7 Basketball (B) Judo (B)
M&B 7–9 Gymnastics (B) Volleyball (B) Answers
Wednesday 5–7
n Horse-riding (B) Athletics (B) 1 centre
W&G 7–9 Gymnastics (B) 2 beginners’
3 athletics
Thursday 5–7 Athletics (B) Karate (B)
ar
4 practise
M&B 7–9 Swimming (T) Gymnastics (A)
5 team
Friday 5–7 Volleyball (A)
W&G 7–9 Swimming (T) Gymnastics (A)
Saturday 10–12 Horse-riding (A) WB E Make conversations.
M&B 3–5 Volleyball (A) Basketball (T)
G
65
Unit 3 Olympic Sports and Games
et
point (n), Let’s face it, at failed to place correctly. Then play 21 so that
least, against, race (n), students can hear the whole conversation.
high jump, competition,
conversation, point (n) 21
(= decimal point) Is the text of the complete conversation on
21st Century Skills: Media Literacy: Inferring page 39 of the Course Book.
n a story from pictures
Reference: Course Book page 39, • Elicit the new vocabulary in the conversation.
Workbook pages 35–36, Most of it should be clear from the context.
ar
20–21
C Read the conversation aloud.
Warm up 3 mins Discuss how the students feel.
Friendly? Angry? Happy? Sad?
• Elicit the lesson title. Refer to the picture and 10 mins
G
66
Unit 3 Olympic Sports and Games
et
Note: Make sure you say one point four five
and not one dot forty-five.
• Ask the class how they would describe the
Objectives: Scan for information.
first picture. Elicit an answer and let the class
Read for detail and
comment on it, correcting or improving it as
identify testable factual
n
they think necessary. Elicit the times Mary and
Jane completed the race in, making sure they say
Write comprehension
information.
the numbers and decimals correctly.
questions to ask the class.
• Tell the students to work in pairs and discuss the
ar
Group sports by the verbs
other pictures in the same way.
used to talk about them.
• Elicit the whole story orally, sentence by
Language: Reading and saying
sentence, and write it on the board. Use
decimal numbers, years,
suggestions from the class to improve and
weights and times
correct sentences as you write them. Likewise,
Questions with which/
elicit punctuation and spelling as you write.
G
what/who/when
Possible answer Vocabulary: Olympic Games/Olympics,
First, the girls ran 100 metres. Mary lost. She final (n), boxing, medal,
was slower than Jane. Mary ran the race in competitor, successful,
13.2 seconds, but Jane ran it in 12.5 seconds. score (n, v), (world)
Then, they did the high jump. Mary beat Jane. record, performance,
She jumped higher than Jane. She jumped 1.45 gold, silver, bronze
metres and Jane jumped 1.4 metres. Next, 21st Century Skills: Research Skills:
they went to the beach for the swimming race. Comparing results and
Suddenly they saw a boy in the water. He was conclusions;
shouting ‘Help!’ because he was drowning. The Communication Skills:
two girls jumped into the water and swam to the Recalling information
boy. They saved his life. Later Mary said to Jane, quickly
‘Well done, Jane! You were fantastic.’ Reference: Course Book pages 40–41,
Workbook pages 36–37
67
Unit 3 Olympic Sports and Games
Warm up 2 mins
• Explain that the 100 metres is a short way of
saying the hundred/one hundred metre race.
• Elicit the lesson title. See if students can guess
what the lesson is about (the London 2012
C Work in pairs to list answers for
Olympic Games). Ask students if they watched
these questions. Compare your
this or a more recent Olympic Games.
answers with other answers in
your class. 10 mins
A Study the pictures. What do you
think the texts are about? Read • Elicit a few answers so that students know what
the texts quickly to check your they have to do. Then tell them to think and
answers. 5 mins write their answers in pairs.
• Combine the pairs to make groups of four. Ask
students to exchange answers and add to their
• Use the pictures as a pre-reading activity. Elicit
lists. Then elicit answers from the class and
the name of the sport shown in each picture.
create a list on the board.
(Some pictures do not show sports taking place,
but students may know who the sportspeople Possible answers
et
are – see how many they can identify.) Make You hit the other person in boxing and you hit
sure students understand what women’s and balls with a racket in tennis.
men’s ‘singles’ are (tennis games in which one You throw a ball in volleyball, netball and
player plays against another). Then tell them to basketball. You also throw in judo and you
scan the text for each picture to see if there is a throw the hammer and discus in athletics.
n
name of a person or country. Elicit these names.
Then ask them to read the texts quickly. After a
You kick a ball in football and you kick the
other person in karate.
minute or two, elicit the topic of each text from You run races in athletics and you also run in
the class. football and in basketball.
ar
You jump in basketball and volleyball and you
Possible answers
jump in the high jump and long jump.
1 Women at the 2012 Olympic Games
2 The Jamaican team
3 The gold medals for tennis
4 The Mexican men’s football team D Now write three questions about
G
5 The gold medal for men’s long jump the information in the texts.
Then ask a classmate to find the
answers. The Speaking tip will
B Who can answer these questions help you. 10 mins
fastest? 4 mins
• Read the rubric aloud and explain what you
• Remind the students of how to answer want the students to do. Elicit one or two
comprehension questions. Tell them to work questions to get them started. Point out that they
their way through in pairs and answer all can use the questions from Exercise B as models.
the questions as fast as they can. Make it For example:
into a competition. Which country won the men’s football gold
medal at London 2012?
Answers
can be changed to:
1 Mexico.
Which country won the women’s tennis singles
2 American.
at London 2012? (USA.)
3 Serena Williams.
• Go over the Speaking tip box to revise how
4 The 100 metres.
numbers with decimal points are read. Make
5 Great Britain.
68
Unit 3 Olympic Sports and Games
et
Who won the men’s tennis singles? point zero eight seconds
(Andy Murray.) f two hours, thirty-seven minutes, twenty-
eight point five seven seconds
69
Unit 3 Olympic Sports and Games
Unit 3 Lesson 6: some notes). Elicit what he did next (he added to
the notes and put them in order).
et
Language: Talking about changes information or write notes in their notebooks.
from the past: used to • Elicit answers.
be/have
Answers
Vocabulary: change (v, n), weak,
He started doing judo two years ago.
schoolwork, health,
He couldn’t run fast and was often ill.
compete, confident, shy,
nstrong, confidence, train
He was lazy, but now he trains every day.
Now he gets good marks all the time.
(v), used to, topic sentence,
He used to be afraid of competitions and exams.
reason (n), diagram
ar
21 Century Skills: Study Skills: Comparing
st
70
Unit 3 Olympic Sports and Games
• Introduce the exercise. Tell the students to • Go through the Writing tip and give students
answer the questions individually. a few moments to find the topic sentence in
• Elicit and discuss the answers. Samir’s article. Then elicit the answer and
discuss any disagreements.
Answers
1 Two years. Answer
2 He could not run very fast and was often ill. I started doing judo two years ago and it has
et
3 Every day. changed my personality and my life.
4 Possible answer: Yes, because now he is more
confident, fitter and more hard-working, and
he has friends and something he wants to do. WB E Write a paragraph about one of
5 Libya. the topics below.
n • Ask students to read the two topics and choose
WB B Write sentences about changes one. Carefully go through the instructions
in Huda’s life with used to. on how to write. Remind students of what
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Samir did: he made notes, organized them and
• Elicit the first complete sentence, then let the added more words, and then wrote sentences.
students complete the task on their own. Remind Encourage them to refer back to page 42 of the
them that they can refer back to the Functional Course Book.
grammar box on page 42 of the Course Book. • Circulate and monitor while the students are
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Unit 3 Olympic Sports and Games
et
them to write a final copy in their notebooks. information involving numbers. It might tell you
Collect final copies for assessment. about history, but it is not a story or an essay.
• Ask whether the text has paragraphs, and see
if the students can explain that it is organized
using bullet points. Ask students whether they
Unit 3 Lesson 7:
n ever use bullet points in writing. (Perhaps some
of them have given slide presentations using
bullet points.) Ask whether they would use
Olympic Facts bullet points in a story (probably not) or a piece
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and Figures of written work (again, probably not). Explain
that bullet points are usually a good clue that a
text is factual, or trying to give you information
Objectives: Predict the genre of a about something.
text from its title and
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appearance.
Infer the meaning of new B Find these words in the text
words from context. quickly and match them to
Read for specific their meaning. 5 mins
information.
Revise vocabulary from • Give students a short time to scan the text for
the unit to complete a the words and match them. They can read
word tree. around the words to work out their meaning,
Language: Saying dates – years but they should not read the whole text through
Vocabulary: facts, figures, ring (n), take at this stage. Elicit answers.
part, take place, medal, Answers
bullet point 1 b
21 Century Skills: Media Literacy: Inferring
st
2 c
information from a text 3 a
Reference: Course Book page 43,
Workbook pages 40–41
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Unit 3 Olympic Sports and Games
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Speaking tip box, and remind them of how we enjoyment.
say years; if necessary, write a few examples on Complete the Round up
the board for them to practise saying to page summarizing the unit.
each other. Language: –
• Finally, elicit the answers from the class. Vocabulary: break (n), competition,
court, exhausted, ice-cream,
Answers
1 Gold medals.
n melt, queue (v), sigh (v),
surprise, trip (v)
2 More than 200.
21st Century Skills: Media Literacy: Inferring
3 The five continents.
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information from a story
4 A Frenchman who started the modern
Reference: Course Book pages 44–47,
Olympic Games.
Workbook pages 42–43
5 No. (He thought it was more important
to take part.)
6 1896.
Warm up 5 mins
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Unit 3 Olympic Sports and Games
• Elicit the answers, allowing students to ask any WB B Read the definitions and match
questions they have about the story. them to the words below.
et
• Direct students to pages 42 and 43 of Answers
the Workbook. final, score, kicked, won, cup, beaten, scored,
goals, lost
Answers
Possible answers 1 took place
1 Bob and Bashir – The Ice-creams 2 to compete
2 Bob, Bashir, Rod Border, Paul, Hans 3 used to do
3 The story is about when Bob, Bashir and the 4 used to be
other boys go to watch a tennis competition 5 used to hate
in Southport. Bob buys some ice-creams, but 6 training
he falls over and the ice-creams land on Rod.
4 I didn’t like the story, because it reminded
me of when my sister dropped ice-cream Round up 10 mins
on me!
5 court, exhausted, queue • For the first bullet point, elicit further examples
of sports the students might like to play.
• For the second bullet point, ask further
questions about the timetable on page 37 of
the Course Book.
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Unit 3 Olympic Sports and Games
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75
Unit 4 Fun with English 1
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a paragraph
76
Unit 4 Fun with English 1
Key words
abbreviation (n) – /əˌbriːviˈeɪʃ(ə)n/
awful (adj) – /ˈɔːf(ə)l/
draft (n) – /drɑːft/
overweight (adj) – /ˌəʊvə(r)ˈweɪt/
n et
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77
Unit 4 Fun with English 1
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conversation to discuss it.
Warm up 3 mins
23
Conversation 1
• Ask students whether they find listening hard.
Man 1: Can you pass me a magazine, please?
What do they find hard about it? You probably
n
already have a good idea as to the answers to
Man 2:
Man 1:
This one?
Yeah. Thanks.
these questions, so try to guide students towards
Man 2: How long have you been here?
an understanding of their own difficulties. You
Man 1: Half an hour. I came in just five
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can use Arabic for this conversation.
minutes before you.
Man 2: Why do we always have to wait
A Read these listening tips. 4 mins so long? They should know that
we have to work, too. I don’t have
• Elicit or teach the meaning of tip (a piece of time to sit here.
Man 1: No, I don’t either. I came in here
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Unit 4 Fun with English 1
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write the words in full.
• Elicit ideas, but don’t confirm or correct answers
C 24 You want to know the score in at this stage.
a football match between Libya and
Algeria. Listen to the radio. 5 mins
E 25 Now listen and check
n
• Ask a student to read Tip 2 aloud. Discuss your answers. 4 mins
why this is important and whether the students
usually follow the advice or not. Read the rubric • Play 25 for the students to check their
ar
and set the task. Play 24. answers. Then elicit the answers.
24 25
Announcer: And now, sport. At the end of an Waiter: Are you ready to order now, sir?
exciting game at the new National Mr Andrews: Yes, we are. I’d like fried chicken
Stadium, the score was Libya 3, with – er – rice, please.
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Unit 4 Fun with English 1
et
from ten o’clock to twelve o’clock.
the letters to match the times.
Female: Correct. Sunday. Ten to twelve.
Advanced gymnastics.
• Ask students to reread Tip 1, and elicit the kinds
Male: So, let’s check that. Karate
of clues students should listen for (probably
beginners – Saturday ten to
the sports, days and times listed, and the words
twelve. Karate advanced – Sunday
n
beginners and advanced). Make sure students
understand how the answers should be recorded.
two to four. Tennis – advanced
only – Sunday, from five to
Then play 26, pausing as necessary for
seven. Athletics, beginners only
students to complete the answers.
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– Saturday two o’clock to four
• Note: There are only six scheduled classes.
o’clock. And gymnastics, beginners
You can tell students this if you feel they need
– Saturday evening, five to seven.
this clue.
And advanced – Sunday from
• Play 26 again if necessary. Then elicit
ten o’clock in the morning to
the answers.
twelve. Fine.
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26
Male: Right – shall we try and do the Answers
timetable for the Sports Weekend? 1 a
Female: I’ve done one. Do you want to 2 e
have a look at it? 3 –
Male: Fantastic! Let me see. Now, on 4 –
Saturday we have only beginners’ 5 –
classes, and on Sunday only 6 f
advanced classes? Is that right? 7 b
Female: Yes. And we start with karate. 8 –
Karate beginners – Saturday, from 9 –
ten o’clock to twelve o’clock. 10 –
Male: And the advanced class is – let 11 c
me see now – Sunday, from two 12 d
o’clock to four o’clock. Fine.
Female: Next, tennis. Advanced classes
only. We have no beginners.
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Unit 4 Fun with English 1
WB B 27 Read the first two Teacher: What about sports and games?
questions. Then listen and Do you swim or play tennis?
answer them. Wendy: No. I don’t like swimming
or tennis.
• Get students to read the questions and check Teacher: How do you come to school?
they understand what they have to do. Tell them Wendy: I live about one kilometre away.
Tip 2 will come in useful for this exercise! Then My father brings me in his car.
play 27. Teacher: But that’s not far! You should walk
to school. And walk home. You
27 have to take some exercise. If you
Teacher: Come in, Wendy. Don’t be shy. do, I think you’ll find that your
Sit down. headaches will go away.
Wendy: Thank you. Wendy: All right. I’ll try. Thank you.
Teacher: Now, what is it?
Wendy: Well – I can’t sleep at night and I • Elicit the answers.
get headaches all the time. Answers
Teacher: Are you worried about something? 1 c
et
School? Exams? 2 1 d
Wendy: No, no. Nothing like that. I’m 2 a
doing very well at school. And 3 c
I never worry about exams. It’s 4 b
just that I can’t sleep and then in
n
the morning, I have a headache.
Always. Every morning. WB C 27 Listen again and
Teacher: Mm. Have you been to a doctor? answer these questions. Tick the
Wendy: No. My parents won’t take me. correct answer.
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They don’t think I have a problem.
Teacher: Do you take any pills? • You can do this exercise in several ways. If you
Wendy: No. When I take pills, I get a feel students have understood the conversation
stomach ache. fairly well, you can ask them to complete the
Teacher: I see. You get a stomach ache. questions and then listen again to 27 to
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Er – what time do you eat in check their answers. Alternatively, play 27
the evening? again straight away, perhaps pausing after each
Wendy: We have dinner at about 7.30 and answer is given and discussing it. You could also
then I have a glass of lemonade tell students that they will hear the answers in
and a packet of crisps just before I the same order as the questions; then play the
go to bed. At about ten o’clock. whole recording.
Teacher: Ah. That’s the problem. You
Answers
shouldn’t have lemonade or
3 a
anything like that just before you
4 c
go to bed. Have a glass of milk or
5 b
some water. But no tea or coffee
6 a
or lemonade. And no crisps. You’ll
7 c
sleep better.
8 b
Wendy: And the headaches?
9 c
Teacher: You say you’re good at
10 b
schoolwork.
Wendy: Yes.
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Unit 4 Fun with English 1
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3 mins coloured words, but ask them which words in
the two examples would help them work out
• Talk about reading. Ask if there are any the meanings.
similarities with listening. Discuss which one • Go through Tip 4. Point out that although
the students find more difficult and why. the students should try not to worry about
Encourage a positive attitude to improving the individual words while they are reading, reading
n
skill. Point out that if the students can read is much easier with a large vocabulary. This only
well in English, all the other aspects of learning comes with practice. Then move straight onto
become much easier. the word-collecting activity in Exercise B.
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A Discuss information about B Collect words in groups in
improving your reading your notebook. Read the
skills. 17 mins suggestions below. 15 mins
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• Elicit the title of the blog and elicit the meaning • Put students into small groups and check they
of tip, which students learned in the last lesson. understand the exercise. They should work
• Read and discuss Tip 1. Then ask what the through Units 1–3 of their Course Books and
students would expect to find in an article with Workbooks and search for words in each
the title: Cleaner streets. Explain that prediction category, making lists in their notebooks. They
is useful even when it turns out to be wrong, can also add other words they know. Outline
because it still helps engage the reader’s interest. a few different ways students could divide up
Regular practice will also improve the students’ the work: by category, by unit, or simply with
ability to predict. The skill of prediction is each person contributing what they find. Ask
important for comprehension throughout the each group to make one master list, and elicit
reading process because it helps the reader make some answers.
sense of the text. This happens, for example, • Draw students’ attention to the advice: Try
when the reader thinks about the meanings to learn five new words a day. You could ask
of new words and phrases in the context of his/ whether anyone already does this. Explain
her predictions. that this is a good way of developing your
• Read Tip 2 as a class. Highlight the importance vocabulary. (If five words are too many, students
of reading in different ways, depending on could just learn one new word a day, or three
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Unit 4 Fun with English 1
et
and answer the first two questions Prepare a presentation.
quickly. Tick the correct answers. Language: Revision
Vocabulary: Revision
21st Century Skills: Study Skills: Understanding
• Remind the students of Tip 1. Give them a
information from notes
minute to answer the questions, then elicit the
n
answers quickly. Ask students to give the main
Reference: Course Book page 52,
Workbook page 47,
reasons for each answer.
28–29
Answers
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1 b
2 b Warm up 3 mins
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Unit 4 Fun with English 1
et
demonstrate how unnatural it is:
1 It’s – very – hot – today. • Direct students to page 47 of the Workbook.
• Play 28. Pause after each sentence and get the
students to repeat it. Make sure they imitate the
stress in each sentence correctly. WB A In groups, prepare a
presentation about the importance
28
1
n
It’s very hot today.
of sports and exercise in your life. Use
notes to prepare your presentation.
2 It was very hot and windy yesterday.
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3 It was very hot and windy when we went • Encourage students to look back over Units
to the beach last weekend. 1–3 for inspiration. They should agree on a
few points for the presentation – just enough
so that they can each say one or two sentences.
C 29 Listen to these conversations. Challenge them to use abbreviations in their
Then read them aloud. 9 mins notes; circulate to see if you can guess what
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Unit 4 Fun with English 1
et
4 mins
the topic sentence in the middle.
• Ask students to make notes – they can think of
• Remind the students that they have already a particularly good weekend they had, or just
discussed listening, reading and speaking. make up events.
Elicit which one they think is the most difficult.
Find out if they think any of the advice has
been useful.
n C Write notes about each thing you
• Discuss writing. Ask what problems your did on a separate arm. Of course,
students face when they are writing. if you did more than three things,
ar
draw more arms. Next, number
the notes in the best order, for
A Remember all these writing tips.
example, in the order your did
12 mins
the things. Then write your draft.
10 mins
• Read and discuss Tip 1. Point out that checking
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85
Unit 4 Fun with English 1
86
Unit 4 Fun with English 1
net
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87
Unit 5 Communication and
Sharing Information
Listening and speaking Structure and language
• Listening to a story for enjoyment • Active and passive voice
• Discussing, asking for and giving advice • Imperatives
on where to look for different kinds • Questions with what/who/when
of information • Polite language for telephone
• Listening for details and writing notes conversations
• Asking and answering factual questions
about the past Vocabulary
• Discussing advantages and disadvantages • Communication methods
of different kinds of phone • Media and sources of information
• Discussing what you should and • Grammatical terms: parts of speech;
et
shouldn’t do when making a phone call verb forms
• Listening to and evaluating a
phone conversation 21st Century Skills
• Role-playing a phone conversation • Communication Skills: Decoding
n
Reading and writing
dictionary entries; telephone etiquette
• Life Skills: Critical thinking
• Reading for gist and detail • Study Skills: Transferring information
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• Scanning for words to a table
• Reading for enjoyment • Media Literacy: Inferring information
• Writing about your own opinions from images
on the unit topic • Information Literacy: Assessing reliable
• Understanding and using sources of information
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dictionary entries
• Analyzing a sentence into its
grammatical parts of speech
• Using a method of working out the
meanings of new words from context
• Using verbs in the present passive to
write about an illustrated process
• Making a table of verb forms
• Recognizing the genre of reference texts
• Comparing written advice to your
own ideas
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Unit 5 Communication and Sharing Information
Key words
access (v) – /ˈækses/ insert (v) – /ɪnˈsɜː(r)t/ phone mast (n) – /fəʊn mɑːst/
advantage (n) – /ədˈvɑːntɪdʒ/ internet café (n) – radio waves (n) – /ˈreɪdɪəʊ weɪvz/
alphabetical order (adj) – /ˈɪntə(r)ˌnet ˈkæfeɪ/ receive (v) – /rɪˈsiːv/
/ˌælfəˈbetɪk(ə)l ˈɔː(r)də/ invent (v) – /ɪnˈvent/ reference (n) – /ˈref(ə)rəns/
dictionary (n) – /ˈdɪkʃən(ə)ri/ invention (n) – /ɪnˈvenʃ(ə)n/ reliable (adj) – /rɪˈlaɪəb(ə)l/
disadvantage (n) – inventor (n) – /ɪnˈventə(r)/ sea (n) – /siː/
/ˌdɪsədˈvɑːntɪdʒ/ landline (n) – /ˈlæn(d)ˌlaɪn/ send (v) – /send/
distance (n) – /ˈdɪstəns/ library (n) – /ˈlaɪbrəri/ signal (n) – /ˈsɪɡn(ə)l/
email (n) – /ˈiːmeɪl/ meaning (n) – /ˈmiːnɪŋ/ smartphone (n) – /ˈsmɑː(r)tˌfəʊn/
forest (n) – /ˈfɒrɪst/ mobile phone (n) – take (~ a photograph) (n) – /teɪk/
information (n) – /ˌɪnfə(r)ˈmeɪʃən/ /ˈməʊbaɪl fəʊn/ telephone wires (n) –
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information desk (n) – newspaper (n) – /ˈnjuːsˌpeɪpə(r)/ /ˈtelɪfəʊn ˈwaɪəz/
/ˌɪnfə(r)ˈmeɪʃən desk/ office (n) – /ˈɒfɪs/ useful (adj) – /ˈjuːsf(ə)l/
n
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Unit 5 Communication and Sharing Information
Information • Read out the rubric and the words in the box
at the top of page 56. Tell students to find each
word and read the sentence or sentences around
Objectives: Read short texts the word to try to work out the meaning. Tell
introducing the unit topic. them the pictures will also help them.
Use pictures to work • Elicit the Arabic equivalents of the seven words.
out meanings. Then ask some questions in English to check
Talk about old and understanding. For example:
new ways of sending Which words are animals? (horse, pigeon)
information. Which is connected to fire? (smoke)
Write about the unit topic. Which word means what I am doing now?
Language: Contrasting the past with (Indicate that you want a student to come to
the present: used to + the front – signal)
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infinitive; you can + Which one is something that people hit with
infinitive their hands? (drum)
Vocabulary: lighthouse, horse,
messenger service, drum
(n), flag (n), smoke B Discuss these questions. 10 mins
(n), signal (n), pigeon,
n information, example • Go through the questions first with the class
21 Century Skills: Media Literacy: Inferring
st
to check understanding, without eliciting
information from images answers. This exercise can be done as a whole-
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Reference: Course Book pages 56–57, class discussion or in small groups. You may
Workbook page 51 have to give the students some clues here, but
try to get them to think for themselves and
offer suggestions.
Warm up 5 mins
Possible answers
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• Write the unit topic on the board: 1 Night, because the light is clearer at night.
Communication and Sharing Information. 2 The pigeons were only sent with messages
Explain that this unit is mostly about modern to their homes, so they could always find
ways of getting and sending information, but their way.
you want to begin by talking about the past. 3 There are no right or wrong answers, but get
Ask how people sent messages before there were the students to give reasons for their choices.
telephones, or planes to carry letters. Students 4 Elicit text messages, WhatsApp/other
can answer in Arabic if necessary. app-based messaging services, email, the
• Now tell students to look at pages 56 and 57 of telephone, letters by post, radio, television.
the Course Book to see if they can find any of
the things they mentioned in the pictures.
C Now do Exercises A and B on page
51 of the Workbook. 22 mins
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Unit 5 Communication and Sharing Information
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• Go through the outline. Explain that the
introduction is a short paragraph on its own
and that the students should copy it. Likewise,
Unit 5 Lesson 2:
they should copy the topic sentence for each
paragraph. Go through the topic sentences one
Accessing Information
n
by one, and elicit ideas for the answers to the
questions that follow. Explain that the answers Objectives: Read a short text about
to these questions are examples: they are facts ways of accessing
that show why the topic sentence is true. information.
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• Note: Three paragraphs may seem rather a lot Discuss where to look
for some students to write, so emphasize that for different kinds of
each one can be quite short. (Of course, some information.
students can write just one or two paragraphs, if Listen for details and
you wish.) Make it clear that students only have write notes.
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Unit 5 Communication and Sharing Information
Warm up 2 mins
Name two reference books you can find in
a library. (An encyclopedia and an atlas.)
Where can you get local information?
• Elicit the lesson title and the meaning of
(A tourist office, an airport information
accessing (getting).
desk, a tourism website, etc.)
Can you borrow books from the reference
A Discuss why you would go to section? (No, you have to use them in the library.)
these places. 8 mins What about books from other parts of the
library? (Yes, you can often borrow them, if
• Tell the students to look at the three pictures and you are a member.)
discuss their answers in pairs. Where can you access information immediately?
• Elicit the three locations, then ideas for what (On the internet/web.)
information you can get in each place. Make
notes of students’ answers on the board, but C What information can you get
don’t confirm or correct at this stage, as the from these things? Discuss your
students will read to check their ideas in ideas. 6 mins
Exercise B.
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• Note: Make sure the students understand that • Ask the students what they can see in the next
a library is not a shop where you can buy books three pictures. Elicit or present newspaper
and stationery. The use of this name for shops in and dictionary. Discuss as a class what kinds
some countries results from French influence. of information you can get from newspapers,
dictionaries and the radio.
n
B Read the text below to check
your ideas. 10 mins D Discuss in pairs. How can you
access information about the things
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• Ask: How many paragraphs are there? listed below these days? Where
Get students to look very quickly for the would you need to go if you wanted
answer (three). information about them? 9 mins
• Ask students these questions; they should scan
the text and give you the answer as quickly • Organize students into pairs to discuss where to
find the six bulleted pieces of information. The
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as possible:
What’s the first paragraph about? (The reference answers can vary and be a source of discussion.
section in a library.) The important thing is that the students
And the second paragraph? (The internet.) understand and are able to use the
What’s the third paragraph about? (The new vocabulary.
information desk at an airport/tourist office.) Possible answers
• Tell the students to read the three paragraphs how to grow plants – in a library, in an
and check the suggestions they made in encyclopedia, on the internet
Exercise A. Don’t give them more than a big world event – in a newspaper, on a news
three minutes to read. website, on social media
• Check the answers. The text does not give an the time of sunset – in a local newspaper, on a
exhaustive list of reasons, so make clear that any news/weather website
reasonable suggestions are OK. An information the population of India – in an atlas, in an
desk at an airport usually has only local encyclopedia, on Wikipedia, in a library
information. when the museum is open – on the museum
• Ask a few more quick comprehension questions, website, by telephone, in a local newspaper, at
and elicit or present the meaning of new a tourist office
vocabulary. For example: the meaning of encyclopedia – in a dictionary, on
the internet
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Unit 5 Communication and Sharing Information
• Elicit answers from the class. Accept everything Badria: Use the internet.
reasonable. Then demonstrate the following: Maysam: I’ve tried, but I can’t find anything.
T: I need to know how to grow plants. Badria: Go to the reference section in the
S: Go to the library./Use the internet. library then. You’ll probably find
T: I need to know the population of India. some information there.
S: Look it up on Wikipedia. Maysam: I’ll do that. Thanks.
• Use the activity for speaking practice and
Part 3
to revise vocabulary. You can use this again
Bilal: Hello, Bilal here.
whenever you have time.
Khalid: Hi, Bilal. This is Khalid. Let’s go
to the cinema tonight.
E Now do Exercise A on page 52 of Bilal: Oh, fine, yes. What’s on?
the Workbook. 10 mins Khalid: Oh, I don’t know what’s on.
I phoned the cinema, but there’s
• Direct students to page 52 of the Workbook. no reply.
Bilal: Have you got a newspaper?
Khalid: A newspaper? Yes.
WB A 30 Three people need Bilal: Well, use it! Look at the ‘What’s
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information. Listen to their on’ section. You’ll find the cinema
conversations and fill in the table. listings there.
Khalid: Oh, OK. I’ll call you back.
• Introduce the exercise. Make sure all the
students know what they have to do and what Answers
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they will hear. Tell them there are three separate Needs information Where to
conversations and that you will give them time about find it
after each conversation to write their notes. Saeed weather tomorrow radio
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Play 30 Part 1. Maysam Libyan inventor library
• Elicit answers orally to find out if the students reference
need to hear the audio again. Then play Parts 2 section
and 3.
Khalid tonight’s films newspaper
30
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Part 1
Ibrahim: Hi, Saeed.
Saeed: Hello, Ibrahim. I’ve got a problem.
Ibrahim: What’s the problem?
Saeed: I want to go fishing tomorrow,
but I don’t know what the weather
will be like.
Ibrahim: You should listen to the weather
forecast on the radio.
Saeed: Oh, yes. Good idea.
Part 2
Maysam: Hi, Badria. I’ve got a problem.
Badria: What is it? Maybe I can help.
Maysam: I have to write about a famous
Libyan inventor for the
magazine. Where can I find some
information?
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Unit 5 Communication and Sharing Information
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order, definition, meaning, the next fastest student to continue the list.
work out, adverb (Gr.),
Answer
preposition (Gr.),
bag, belt, better, bicycle, blue, book, box, boy,
conjunction (Gr.), noun
bright, build, bus, but
(Gr.), pronoun (Gr.), verb
(Gr.), adjective (Gr.), entry,
n part of speech, possible, • Read Tip 2 and introduce question 2 below.
Revise abbreviation. Point out that it is easier to
impossible, comb (n, v),
chesterfield, depressed choose the correct meaning if you know what
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(adj), galloped (v), cautious kind of word it is. Tell the students to attempt
21st Century Skills: Study Skills: Decoding the exercise in pairs. Then elicit the answers
dictionary entries; from the class; you may have to explain some
transferring information of the abbreviations. Write the sentence on the
to a table board and elicit the analysis word by word.
Reference: Course Book page 59, Answers
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Workbook pages 52–54 n. is short for noun. Nouns are the names of
people or things, e.g., girl, Khalid, Libya, desk.
v. is short for verb. Verbs tell us about a state
Warm up 4 mins
or an action, e.g., Khalid is 14. The girl spoke.
adj. is short for adjective. Adjectives are
• Elicit the lesson title, and see if students
describing words. They describe nouns, e.g.,
understand it. They should know the word
Libya is beautiful.
meaning; if they can’t figure it out, you can
adv. is short for adverb. Adverbs describe verbs,
tell them that working out a meaning is
e.g., The girl spoke quickly.
understanding it when you didn’t before – as if
pron. is short for pronoun, a word that stands in
you have solved a problem. Ask: What reference
place of a noun, e.g., I couldn’t understand her.
book helps you to work out the meanings
prep. is short for preposition. There are many
of words? (A dictionary.) Find out what the
kinds of preposition, e.g., to, at, on, in, by.
students know about the contents of dictionaries
They can indicate direction, place, time, etc.
and how to use them. Find out if any students
conj. is short for conjunction, a joining word,
have an English dictionary, in class or at home.
e.g., and, so, but, when.
Ask when they use them.
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Unit 5 Communication and Sharing Information
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correct definition for bank in each activity. Make sure the students have a thorough
of the sentences a–d. Is it a noun or understanding of these parts of speech before
a verb? 5 mins going on to Exercise B.
Answers
• Ask a student to read the rubric. Present
Conjunction Preposition Pronoun
entry in the phrase dictionary entry (a word
n
and explanation printed in a dictionary). or across she
Ask questions about the dictionary entry. and under me
For example: but above him
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What is the entry? (Bank.) so in them
How many meanings are there? (Six.) when at you
What kind of word is it? (A noun and a verb.)
• Elicit each of the four sentences and what kind
of word bank is in each one. Then tell the WB B Read the sentences. What
students to work out the meanings in pairs. part of speech is each word? Write
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Unit 5 Communication and Sharing Information
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Use verbs in the present
Check understanding. Then tell the students to passive to complete
make sentences for entry 4 and entry 1. sentences about a process.
Possible answers Write a paragraph about
1 Your hair is untidy. You should comb it. an illustrated process.
Language: Active and passive voice –
lost mine.
n
2 Can you lend me a comb, please? I’ve
emphasizing the object of
a sentence
Vocabulary: less than, printing press,
ar
WB D Study the Reading tip below arrive, email (n), print,
and learn how to work out meanings. sell, write, read, send, edit,
What is a chesterfield? insert, open (v), early,
active (Gr.), passive (Gr.),
• Ask students whether they always need to past participle (Gr.), land
know every word in a text (no). Go through the (n), factory, can (n)
G
Answer
• Elicit the lesson title, and ask some general
A piece of furniture.
questions to encourage students to scan the page
and give quick answers. It doesn’t really matter
WB E Read each sentence. Circle the whether or not the answers are correct at this
word that means the same as the stage. For example:
underlined word. How far is it from Cairo to Tripoli?
Do you know how long it takes to travel by plane?
• Elicit the first sentence orally and the answer. Where do you think pictures 1 and 2 are –
If there is any difficulty, ask: How do you feel if Cairo or Tripoli?
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Unit 5 Communication and Sharing Information
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relating to times or days.) Tell the students to
quickly read the texts under each picture to
find the answer. Then elicit the answer and C Now do Exercises A to C on pages
discuss the evidence from the texts. You could 55 and 56 of the Workbook. 21 mins
make a timeline on the board and ask different
students to fill in what happens on Monday
n
morning, Monday afternoon, Monday night
• Direct students to pages 55 and 56 of
the Workbook.
and Tuesday morning.
Answer
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One day. WB A Use the present passive forms
of these verbs to complete the
sentences. Some are used more than
B Study the Functional grammar once. Then check your answers on
box then find more passive verbs pages 60 and 61 of your Course Book.
in the text. Are there any active
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Unit 5 Communication and Sharing Information
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• Divide the class into two teams. Ask questions possible. You can ask students to reconstruct the
as follows: text in their Workbooks for homework.
What’s the infinitive of ‘sent’?
What’s the past participle of ‘take’? Possible answers
What’s the past of ‘wash’? 1 First, the fish are caught and put into boxes.
• Use the list of verbs in Exercise B. 2 Next, the boxes are brought to land.
n
• Recycle the verbs by asking about them in 3 Then the fish are taken to a fish factory.
4 At the factory, the fish are washed.
different forms. Give each team a point when
one of their members is able to answer correctly. 5 Then they are cooked.
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• Tell the students to complete the table in their 6 After that, the fish are put into cans.
Workbooks. While they do this, draw the table 7 Finally, the cans are sent to the supermarket.
on the board. Check the answers by eliciting and
writing the verbs in the table.
Answers
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Unit 5 Communication and Sharing Information
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screen (n), develop,
questions. Remind them to use clues in the
continue, first, invent,
questions to find the information quickly. Tell
invention, inventor,
them to raise their hands as soon as they have
telephone wires, television
found the answers.
21st Century Skills: Media Literacy: Inferring
• When most students have raised their hands,
information from images;
n
Life Skills: Critical thinking
elicit the answers and ask students to identify
where they are found. Encourage students to
Reference: Course Book page 62,
give full-sentence answers here.
Workbook page 57
• Note: The students don’t need to know the
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new vocabulary to do this activity.
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Unit 5 Communication and Sharing Information
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the difference is with the present passive.
(The present passive uses the present tense
• If you think students need help, you can tell of be, whereas the past passive uses the past
them where to find the words before they begin: tense of be.)
1: first extract • Ask the students if there are any passive verbs
2: a question in Exercise B
n
3–5: second extract
in the extracts on page 62 of the Course Book
(there aren’t any). Ask them to discuss in pairs
6: first extract why this is. Give them time to think about this,
• Students can work in pairs to complete this before eliciting that in this case we are interested
ar
exercise. Then elicit the answers. in the inventor, and therefore talk about ‘what
Answers he did’ rather than ‘what was done’.
1 first • Direct students back to Exercise C in the
2 invent Workbook. Do the exercise as a class, eliciting
3 ship the answers and completing the sentences on
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Unit 5 Communication and Sharing Information
Unit 5 Lesson 6: mast. Then get them to try to guess the meanings
from the context. Draw their attention to the
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telephone, smartphone, on the board and, when students are out of
reliable, phone mast, ideas, compare the lists with students’ original
useful, take (photographs) predictions. Students may well have thought of
21st Century Skills: Life Skills: Critical thinking valid points which are not mentioned in the text;
Reference: Course Book page 63, add these to the lists on the board.
Workbook page 58
n Possible answers
Advantages Disadvantages
Warm up 4 mins Landline You can phone Can only be
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phone people all over used in one
• Focus on the pictures. Elicit the meanings of the world place
landline, mobile and smartphone. Often more
reliable than a
mobile phone
A Look at the pictures. Which
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Unit 5 Communication and Sharing Information
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negative sentences with do
the words from the box. for emphasis
Polite language for
• Do this exercise with the class as follows: telephone conversations
Tell students to read the text through silently. Vocabulary: Speak up!, waste time,
Explain that one of the words in the box will clearly, ring (v)
used twice.
n 21 Century Skills: Communication Skills:
st
Then tell them to read the first sentence and raise Telephone etiquette
their hands when they know the missing word. Reference: Course Book page 64,
ar
Elicit and agree on the answer with the class. Let Workbook page 59,
students write the correct word. 31–32
Move on to the next sentence.
Answers Warm up 4 mins
message, did, buy, was wearing, likes, very,
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many pieces of advice are given in Susan’s blog.
check to see if you are registered.
Prompt them to see that there are actually four
Anas: Abdullah.
points: each of them is duplicated, so each
Receptionist: I’m sorry. Could you repeat
positive has an equivalent negative. Elicit the
that, please?
four positive points and write them on the
Anas: Abdullah. Anas Abdullah.
board as notes:
1 Say your name
n Receptionist: Can you spell that, please?
Anas: A-B-D-U-L-L-A-H.
2 Say why you’re calling
Receptionist: OK. Yes, you are registered.
3 Know what you want to say
How long has your stomach
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4 Speak slowly and clearly
been hurting?
• Note: Explain that the word do is used for
Anas: For days now. I can’t remember.
emphasis in the sentences in the blog. Each
Since Tuesday? No, since Monday
sentence would be correct without it; however, it
after my dinner.
makes the statements stronger.
Receptionist: OK. So, for three days? Right,
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Unit 5 Communication and Sharing Information
Did he say why he was calling? Anas: Yes, I’ve been before. My family
Did he know what he wanted to say? name is Abdullah.
Did he speak slowly and clearly? Receptionist: Could you spell that, please?
Anas: Yes, of course. A-B-D-U-L-L-
Answers
A-H.
He didn’t give his name.
Receptionist: Thanks. How long have you had
He didn’t say why he was calling.
your stomach ache?
He didn’t know what he wanted to say – for
Anas: Um, around three days now.
example, he didn’t know when his stomach
Receptionist: OK, you’d better come in
ache started, or when he could come for
today. When would you like an
an appointment.
appointment?
He didn’t speak slowly or clearly – for example,
Anas: Any time after four, please?
the receptionist couldn’t hear his name.
Receptionist: I have an appointment at 4.30.
Would that be OK?
• Play 31 again, pausing at appropriate points
Anas: Yes, thank you.
in the conversation so that students can analyze
Receptionist: See you at 4.30.
what Anas said. Ask students what he could
have said instead. Draw students’ attention to
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Answers
the speech bubbles below Exercise C. Model the
1 Abdullah
pronunciation of these and any other polite or
2 book an appointment
useful phrases that students think of.
3 a stomach ache
4 three days
n
D Now do Exercises A to C on page 59
of the Workbook. 18 mins
5 4.30
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Unit 5 Communication and Sharing Information
Matthew:
Receptionist:
My name is Matthew Gregory.
Matthew ... Gregory. Thanks.
Unit 5 Lesson 8:
Are you a member of the
boating club?
Bob and Bashir –
Matthew:
Receptionist:
Er, no I’m not.
Oh, OK. I’ll register you now.
The Ants
What’s your address?
Matthew: It’s 76 Riverside Gardens, Objectives: Read and listen to a story
Treeford. The postcode is for comprehension and
TR4 4TK. enjoyment.
Receptionist: Thank you. And what’s your Complete the Round up
phone number, please? page summarizing the unit.
Matthew: It’s 07912 721033. Language: –
Receptionist: I’m sorry. Could you repeat Vocabulary: guide (n), make yourselves
that, please? comfortable, yawn (v),
Matthew: Sure, it’s 07912 721033. dusty, stream (n), rock
Receptionist: Great. So, you said you wanted (n), ant, anthill, so did we,
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a canoe? Tomorrow? penfriend
Matthew: That’s right. At about 2 p.m. 21 Century Skills: Media Literacy: Inferring
st
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Unit 5 Communication and Sharing Information
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• Students should do this comprehension activity
33 individually. Afterwards, get them to compare
Is the story on pages 65 and 66 of the answers with a partner and discuss any
Course Book. disagreements; be on hand to clarify anything
students don’t understand. Finally, elicit the
answers from the class.
n
• Ask the class if they understood anything
better through hearing the story. Ask for Answers
particular examples and why they were easier 1 T
to understand through listening. Ask students 2 F (Jim Cooper was the guide.)
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if there is anything they want explained or 3 F (Some people slept on the bus.)
anything they want to say about the story. 4 F (Everyone had cheese and tomato
sandwiches for lunch.)
5 T
C Now do Exercises A to D on 6 F (Bob always complains when bad things
pages 60, 61 and 62 of the
G
happen to him.)
Workbook. 18 mins 7 T
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Unit 5 Communication and Sharing Information
3 it didn’t work
34
4 not pleased
Nadia: Hi, Sarah!
5 no
Sarah: Oh, hello, Nadia. Where are
6 ‘… another new computer, or give me my
you going?
money back.’
Nadia: To the internet café.
7 a new computer
Sarah: But you have a computer at home,
don’t you?
Nadia: Yes, but it’s broken. And I want to
Round up 10 mins
send an email today.
Sarah: Who are you sending an email to?
• For the first bullet point, elicit the meanings of
Nadia: My friend, Helga – she lives in
some of the abbreviations and ask for examples.
Germany. It’s a great way of
For example:
keeping in touch.
T: What does (v.) mean?
Sarah: Why don’t you phone or send
S: Verb.
a text?
T: Give me an example.
Nadia: That would be quite expensive!
S: Write.
It’s much cheaper to send an email.
et
• For the second bullet point, use the examples
Sarah: Oh, yes, I see.
to remind students of how to form the passive.
Nadia: I want to tell Helga that we’re
Then write sentences on the board for students
going to Europe in the holiday, so
to transform into passive sentences. For example:
I will be able to see her.
People in many parts of China grow rice.
Sarah: Have you seen her before?
Tourists can see many famous buildings in India.
Nadia:
n
No, but we have been penfriends
for a year. So now we’ll meet at
• Show students how to make the passive
sentences, beginning with the underlined words.
last. I’m really excited. Sarah,
I have to go. See you later. Answers
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Sarah: Oh, right. Enjoy the internet café – Rice is grown in many parts of China.
and your holiday! Many famous buildings can be seen in India.
2 F (She wants to send an email.) conversations. Then study the phrases and
3 F (An email is cheaper than a telephone call.) practise them for pronunciation and intonation.
4 T
5 T
6 F (Nadia and Helga haven’t met before.)
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Unit 6 Jobs and Professions
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• Listening to a game being played and • Describing action in the future – be +
identifying its type going to + infinitive
• Asking, answering and playing a game • Talking about a fixed time in the
about jobs future – going to + when
n
• Listening to people talking about their
plans and inferring the best jobs for them
• Present simple statements and questions
with be and do
• Listening to descriptions of people’s days • Indefinite articles before job names
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and identifying them on a timetable
• Asking and answering questions about Vocabulary
a timetable • Jobs, professions and careers
• Reading, writing and speaking about • Personal qualities
your career plans • School subjects and examinations
G
• Clock times
Reading and writing
• Reading for gist and detail 21st Century Skills
• Scanning for words • Study Skills: Transferring information
• Reading for enjoyment from text to a table
• Matching texts and pictures to work out • Life Skills: Critical thinking
the names of professions • Career skills: Drafting a career plan
• Reading longer texts and working out • Information Literacy: Extracting
the meanings of new words from context information from tables; inferring
• Completing a printed interview by meaning from context
writing the questions • Media Literacy: Inferring information
• Reordering jumbled sentences to create from tables; sequencing events based
a narrative on images
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Unit 6 Jobs and Professions
Key words
architect (n) – /ˈɑː(r)kɪˌtekt/ history (n) – /ˈhɪst(ə)ri/ pilot (n) – /ˈpaɪlət/
art (n) – /ɑː(r)t/ home economics (n) – plan (n) – /plæn/
astronaut (n) – /ˈæstrəˌnɔːt/ /həʊm ˌekəˈnɒmɪks/ RE (religious education) (n) –
biology (n) – /baɪˈɒlədʒi/ hospital (n) – /hɒspɪtl/ /ɑːr iː/
businesswoman (n) – IT (information technology) (n) – science (n) – /ˈsaɪəns/
/ˈbɪznəsˌwʊmən/ /ˌaɪ ˈtiː/ shop assistant (n) – /ʃɒp əˈsɪstənt/
career (n) – /kəˈrɪə(r)/ maths (mathematics) (n) – study (v) – /ˈstʌdi/
carpenter (n) – /ˈkɑː(r)pɪntə(r)/ /mæθs/ subject (n) – /ˈsʌbdʒɪkt/
clever (adj) – /ˈklevə(r)/ mechanic (n) – /mɪˈkænɪk/ take (~ an exam) (v) – /teɪk/
college (n) – /ˈkɒlɪdʒ/ music (school subject) (n) – timetable (n) – /ˈtaɪmˌteɪb(ə)l/
engineer (n) – /ˌendʒɪˈnɪə(r)/ /ˈmjuːzɪk/ translator (n) – /trænsˈleɪtə(r)/
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English (n) – /ˈɪŋɡlɪʃ/ office manager (n) – uniform (n) – /ˈjuːnɪfɔː(r)m/
fail (v) – /feɪl/ /ˈɒfɪs ˈmænɪʤə/ university (n) – /ˌjuːnɪˈvɜː(r)səti/
fire station (n) – /ˈfaɪə(r) ˈsteɪʃən/ pass (v) – /pɑːs/ vet (n) – /vet/
firefighter (n) – /ˈfaɪə(r)ˌfaɪtə(r)/ patient (adj) – /ˈpeɪʃ(ə)nt/ vocational school (n) –
French (n) – /frentʃ/ patient (n) – /ˈpeɪʃ(ə)nt/ /vəʊˈkeɪʃ(ə)nl skuːl/
hard-working (adj) –
n
geography (n) – /dʒiːˈɒɡrəfi/ PE (physical education) (n) –
/ˌpiː ˈiː/
waiter (n) – /ˈweɪtə(r)/
woodwork (n) – /ˈwʊdˌwɜː(r)k/
/ˈhɑː(r)dˌwɜː(r)kɪŋ/ physics (n) – /ˈfɪzɪks/ zoologist (n) – /zuˈɒlədʒɪst/
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Unit 6 Jobs and Professions
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Vocabulary: businesswoman, pilot (n),
T: What’s number 1?
architect, plan (v), design
S: He’s a mechanic.
(v), mechanic, workshop,
garage, repair (v), engineer, Answers
shop assistant, owner, 1 D
customer, firefighter, 2 B
n waiter, reporter, teacher, 3 G
dentist, doctor, office, 4 A
uniform (n), special, put 5 C
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out (a fire), interested in 6 F
21st Century Skills: Information Literacy: 7 E
Inferring meaning
from context • Elicit the words from each text which tell you
Reference: Course Book page 70, the answers. Elicit the meanings of or define the
Workbook page 63, 35 new pieces of vocabulary; you can discuss them
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Unit 6 Jobs and Professions
• Tell students they are going to work in pairs. • Tell the students to do this exercise without
Without telling their partner, they have to choose looking at the Course Book. They can work in
the job from this page they think they would like pairs. Saying the beginning of each word aloud
most, and describe the picture to their partner. will help them to find the correct ending!
Their partner has to guess the job. Demonstrate • Elicit the answers and the spelling of each word.
by describing a picture and asking the class to • Note: This exercise revises known names of jobs
guess, for example: as well as some of the new ones.
T: He is looking at a design.
Answers
S1: An architect.
1 businesswoman
T: No, not an architect … He is
2 engineer
standing outside.
3 architect
S2: An engineer!
4 pilot
T: Yes, that’s right!
5 mechanic
et
• Students ask and answer in pairs. Circulate and
6 dentist
monitor, assisting as necessary.
7 firefighter
• When most pairs have completed the activity,
8 teacher
interrupt the class and tell students you want
9 doctor
them to guess why their partner chose the job.
n
They can use vocabulary from the piece of text
that tells them about the job. Demonstrate by WB B Ask and answer these questions
asking the class to guess why you chose the job about jobs.
of engineer:
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S1: You like working outside. • Ask a student to read one of the speech bubbles.
T: No, I don’t. Try again. Tell the class to put up their hands if they can
S2: You like roads and bridges. answer. Let the student nominate who she wants
T: That’s right! to answer. The student who asked the question
• Write interested in on the board. Explain that should respond to the answer with Yes, that’s
G
students can use this phrase instead of like: right or No, that’s wrong. Continue in the same
instead of saying You like roads and bridges, way with other students. Students can give short
they can say You are interested in roads and answers to these questions – just the article and
bridges. Then get them to ask and answer in the name of the job (An office manager.).
pairs. Again, circulate and monitor their work, • Organize the students to ask and answer the
assisting as necessary. questions in pairs.
• Note: This exercise revises known names of jobs
as well as some of the new ones.
C Now do Exercises A and B on page
63 of the Workbook. 16 mins Possible answers
1 An office manager./A businesswoman./
• Direct students to page 63 of the Workbook. An architect.
2 A reporter.
3 A pilot.
4 An editor.
5 A doctor./A nurse.
6 A dentist.
7 A mechanic.
8 A shopkeeper./A shop assistant.
9 A waiter.
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Unit 6 Jobs and Professions
Unit 6 Lesson 2: • Tell the students to find and underline the words
in the texts. Then ask them to work out the
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Wh~ questions; Yes/No
the Workbook.
questions
Vocabulary: Dr (= Doctor), take care
of, hard-working, hours WB A Read page 71 of your Course
a day (= every day), Book and make notes.
clever, subject (n)
n (school ~), university, • Introduce the exercise. Make a copy of the table
study (v), college, hospital, on the board; elicit a few relevant facts about
office manager Dr Salwa and fill them in on the board so that
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21st Century Skills: Study Skills: Transferring students understand what they have to do. Then
information from text to set the exercise for students to do individually.
a table; Information Go round while they work, helping and
Literacy: Inferring meaning encouraging. Don’t elicit or check answers at this
from context stage, as this will be done in Exercise B.
Reference: Course Book page 71,
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Unit 6 Jobs and Professions
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questions, some of them are a little unnatural.
what she does takes care of answers This is discussed later.
sick people phone calls, • Tell the students to work on their own and write
and makes sends and the questions. Check students’ work as they are
them better receives doing the exercise, but don’t correct everything
emails
how long she
n
8 hours (but 6 hours (but
at this stage. If this exercise is too hard for your
students, you could provide them with all the
usually works sometimes 12 sometimes questions on the board and ask them to match
hours) more) them to the answers.
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where she university college
studied
how long she 6 years 4 years
WB D 36 Now listen and check.
had to study
• Tell the students to listen and check their
answers. Play 36.
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Exercise B
Where does she work?
What does she do? 36
How long does she usually work? Voice: Where do you work?
Where did she study? Nurse: I work at the Albaraa Hospital.
How long did she have to study? Voice: Do you have to wear a uniform
at work?
• Ask about Dr Salwa and Hanan, Why do they Nurse: Yes. I have to wear a uniform
enjoy their jobs? Tell the students to find the at work.
answers at the end of the two texts. Discuss what Voice: Do you like your job?
the students think of the reasons they have given. Nurse: Yes. I like my job very much.
• Ask the students what they think of the two Voice: How long do you have to work?
jobs, for example, the hours of work and the Nurse: Oh, I usually have to work ten
time needed to study for them. Encourage as hours a day.
many students as possible to express their points Voice: Is it hard work?
of view. Nurse: Yes. It’s very hard work, but I like
taking care of sick people.
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Unit 6 Jobs and Professions
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Unit 6 Lesson 3: students to think of different ways to finish the
sentence. For example:
A Day in the Life of … I read the newspaper.
… I had a cup of tea.
a Firefighter … I cleaned the fire engine.
n • When you have elicited some suggestions,
get students to say them again as complete
Objectives: Use pictures to work sentences.
out an account of a
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firefighter’s day.
Predict the ending of A A firefighter talked about a day in
the story. his life. Use the pictures to tell the
Number sentences in the rest of the story of his day. What do
correct order to tell part of you think happened next? 15 mins
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Unit 6 Jobs and Professions
• Ask the class: What do you think happened town. We drove through the
next? Ask some questions about pictures 7 and 8 streets as fast as possible. When
to get them thinking. Elicit as many suggestions we got there, the fire was burning
as possible. strongly. The heat was terrible and
some people were trapped inside.
We had to get them out quickly.
B Now do Exercises A to C on pages We got out our hoses and pointed
65 and 66 of the Workbook. 20 mins them at the building. Twenty
minutes later, the fire was out
• Direct students to pages 65 and 66 of and we were able to go into the
the Workbook. building. We saved all the people,
but some had to go to hospital.
At two o’clock, we were called
WB A This is the story of the to an accident on the ring road.
firefighter’s day, but the sentences The police helped us get there
are in the wrong order. Work out the very fast. One car was on fire and
correct order. another was upside down on the
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road. Fortunately, the driver of
• Read the rubric aloud, and the first two the burning car was standing by
sentences of the story, which are given below. the side of the road. However, the
Elicit the next sentence, which is sentence g: We driver of the other car was trapped.
were told there was a fire in a supermarket in We put the fire out quickly and
the middle of town. Tell the students to write
n
number 1 in the box for sentence g. Then tell
got the second driver out. He was
badly injured.
them to read and number sentences a–f only,
At the end of the day, I was tired
using numbers 2–7. (The other sentences h–n
and upset about the accident.
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come later in the story.)
But it’s all in a day’s work for a
• Tell the students they will now work out what
firefighter. We do our best.
happened at the end of the story. Tell them to
number the sentences h–n in sequence with the
Answers
previous sentences, starting with number 8.
1g 8j
Don’t confirm or correct answers at this stage.
G
2d 9k
3a 10 m
4f 11 i
WB B 37 Listen and check
5e 12 h
your answers.
6b 13 n
7c 14 l
• Ask the students to listen and check their
answers. Play 37. Pause between sentences in • Discuss the answers. Find out if any of the
the recording, if necessary, and make sure that students guessed the ending; make sure they
all students know what the answers are. understand that any sensible prediction is valid,
even if it isn’t correct. Draw attention to what
37 the firefighter says about how he felt at the end
Firefighter: When I arrived at the fire station of the day. Explain that this paragraph has been
yesterday morning, I checked added to make it a better story. Remind students
my equipment as usual. We had that they are often told to write about their
our first call at ten o’clock. We own feelings in stories; this is an example. Play
were told there was a fire in a 37 a second time without pauses, and invite
supermarket in the middle of students to look at the pictures as they listen.
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Unit 6 Jobs and Professions
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silently and then explain the game to you.
The explanation can be done in Arabic as a
translation exercise. Make sure they explain
the game without translating the instructions
Unit 6 Lesson 4: word for word.
What’s my job?
n • Put students into pairs. One student reads the
instructions for Game B; the other reads the
instructions for Game C. Then they take turns
to explain to each other how to play the games;
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Objectives: Read about how to play
again, they can use Arabic here. Circulate the
a game and explain it to
classroom and monitor students’ conversations;
a partner.
if they are struggling, you can bring the whole
Listen to a game being
class back together to discuss Games B and C.
played and identify
• Quickly elicit the key points for Games B and C
its type.
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Unit 6 Jobs and Professions
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Student 2: You’re a taxi driver!
five questions or fewer, you get a
Student 1: Wrong. Last sentence. I work at
point. If not – nothing. Right.
the airport.
You can begin. I’ll listen.
Student 2: You’re a pilot! Of course!
Student 2: Have you thought of a job?
Student 1: Correct. Well done. Now it’s
Student 1: Yes.
your turn.
Student 2:
Student 1:
n
Um – do you work inside?
Sometimes.
Student 2: Do you work in an office? • Elicit the answers. (See below.)
Student 1: No. • Ask students to read questions 2 and 3 silently.
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Student 2: Do you make food for people? Then check understanding of what to do.
Student 1: No. Quickly elicit each job name in the box from
Student 2: Do you help people? different students in the class. Focus on
Student 1: Yes. good pronunciation.
Student 2: You’re a doctor. • Tell the students to listen again to 38 and
answer the questions. Tell them to put a small
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Unit 6 Jobs and Professions
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actually used. They need to try to work out the
• Tell students to read the descriptions silently and answer from the other things the boy or girl says.
match them to the jobs. Then elicit the answers. Play 39 and pause after the first item to elicit
Answers the answer and the reasons for it. Then proceed
1 d with the other items.
2 c
3 b
n 39
1 When I finish school, I’m going to work in
4 a my father’s restaurant for a year. I really like
ar
working in the kitchen making delicious
food for people. Then I’m going to go to
WB B Write the missing letters in college to train. Perhaps one day I’ll have
these words. my own restaurant.
2 At school, my best subjects are English and
• Tell the students to complete the words from
Arabic. I’m also learning French. I’m going
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Unit 6 Jobs and Professions
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Vocabulary: secondary, English, French,
WB E Which jobs connect these history, music, home
words? Write the names of the jobs. economics, geography,
information technology
• Students can complete this exercise individually (IT), mathematics (maths),
or in pairs. More than one answer is possible in religious education (RE),
many cases.
n science, art, physical
education (PE), sport, in
Possible answers
common, subject, timetable
1 reporter/editor
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21 Century Skills: Information Literacy:
st
2 firefighter
Extracting information
3 architect/engineer
from tables; Media
4 office manager/secretary
Literacy: Inferring
5 teacher
information from tables
6 pilot/flight attendant
Reference: Course Book page 74,
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7 mechanic
Workbook pages 68–70,
8 dentist
40
Warm up 4 mins
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Unit 6 Jobs and Professions
A Study the timetable below. It is for 3 When’s PE today? After geography and
a student at school in England. How before RE.
is it different from yours? 10 mins 4 What’s the last lesson today? Geography. Oh,
dear! I haven’t done my homework.
• Ask a student to read the rubric. Give the 5 Let’s see. First lesson – history, then
students time to study the timetable. Then elicit mathematics. And RE and science in the
anything that is different, for example, the afternoon. That’ll be tiring.
starting and finishing times and the breaks. 6 When’s French today? Ah! Just before lunch.
• Ask a few questions to help the students become That’s good.
familiar with the timetable. For example: 7 Right – what’s next? Art. And then home!
How many school days are there?
What are they? Answers
How many lessons are there every day? 1 Wednesday
How long are the lessons? 2 Thursday
Which subjects in the timetable do you know? 3 Monday
• Tell the students you will give them clues about 4 Tuesday
some of the new subject words by writing 5 Friday
et
down something they involve (present the word 6 Friday
involve). Write the following list on the board: 7 Monday
numbers
computers
other countries C In pairs, ask and answer
questions. 8 mins
cooking
sport
n
painting • Choose pairs of students to read the questions
• Tell the students to see if they can match the clues and answers in the speech bubbles. Then ask the
ar
to any of the subjects. Elicit or present the two class to think of other questions like the first
other new subjects from the timetable, religious one. When a hand is raised, let that student ask
education and science. Clarify the meaning of all the question. The first student who is ready to
the words and practise pronunciation. answer can do so. For example:
S1: How many maths lessons do they have?
S2: Five.
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40
1 Now, what do I have after the break? Science, D Now do Exercises A to F on pages 68,
information technology – double lesson. Oh, 69 and 70 of the Workbook. 16 mins
no! Aha! Sport in the afternoon! That’s better!
2 What’s this afternoon? Home economics! Oh, • Direct students to pages 68, 69 and 70 of
dear! I’ve forgotten to bring any flour! the Workbook.
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Unit 6 Jobs and Professions
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Unit 6 Jobs and Professions
WB F Make your own timetable A Read about Firas and Mona and
in English. answer these questions. 10 mins
• This activity revises days, times, the names of • Ask different students to read out the rubric
school subjects already presented, and the names and the two questions. Draw attention to the
of subjects which the students study but which Reading tip about using pictures and headings.
have not been presented. Give the students any Tell students to use the pictures to guess the
help they need as they complete this task. You answers to the questions. Elicit answers from a
can ask them to complete it for homework. few different students. Don’t confirm or correct
at this stage.
• Ask students how they can find the answers to the
two questions very quickly. Elicit or remind them
that they should look for clues in the questions
Unit 6 Lesson 6: and then search for key words in the text.
• Discuss what key words students will look for to
What are they going answer question 1. If they say spare time prompt
them to think of an alternative by asking: On
to be?
et
which days of the week will Firas and Mona have
spare time? Elicit: Fridays and Saturdays. Suggest
that these might be good words to search for.
Objectives: Use pictures to predict
• Ask what kind of words they need to look for to
answers to questions.
answer question 2 and elicit: names of jobs.
Scan texts to check
n predictions.
Read and scan for detail.
• Ask students to scan the texts to check their
predictions. Elicit answers very quickly – no
detail is needed at this stage. Then get students
Use a dictionary entry
to read out the sentences where the answers
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to distinguish different
are located.
meanings of the same word
in context. Answers
Language: Describing action in the 1 Firas goes to the zoo.
future – be + going to + Mona visits a hospital.
infinitive 2 Firas is going to be a zoologist.
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Unit 6 Jobs and Professions
scan for word types again, or read the whole text D Study the Functional grammar box
then answer the questions. Since it is a short text, then do Exercises C to E on page 71
scanning is not necessarily quicker. Elicit the of the Workbook. 18 mins
types of word students would need to scan for to
answer these questions. Give them a couple • Go through the Functional grammar box and
of minutes to read and answer using their explain for certain. Ask the students to find
preferred strategy. examples of this construction in the texts.
Answers Answers
1 History, geography and art. Next year he is going to take his last school exam.
2 Taking photographs of birds and animals. If he passes, he is going to go to university to
3 He is very patient. study animals.
4 A zoologist. When she finishes school, she is going to be
a doctor.
et
• Students can move straight on to this exercise WB C Complete the sentences
once they have completed WB Exercise A. with the correct word or phrase from
Answers the box.
1 Biology, chemistry, English and physics.
2 Helping people. • This exercise revises some vocabulary from the
n
3 She is very kind and friendly. lesson. Ask students to complete it individually.
Then elicit the answers.
4 The patients who have no visitors.
5 A doctor. Answers
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1 repair 5 patient
2 study 6 for certain
C Work with words. 7 mins 3 take 7 career
4 fail 8 uniform
• Ask: What animal is in the picture? Elicit:
peacock and practise pronunciation.
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• Pronounce patient and tell the students to read WB D Complete the sentences
the two meanings and answer question 1. Ask with the correct form of the verbs
the students who answer to read the relevant in brackets.
sentences aloud.
• Ask the class to find the words take, pass and • This exercise practises the be + going to +
fail in the texts. Again, elicit the sentences infinitive construction. Elicit the answer for
which contain them and then the answers to item 1 and complete the sentence on the board;
question 2. then, depending on students’ level of confidence,
either complete the other sentences in the same
Answers way or ask them to work individually.
1 The second meaning is in the first text. The
first meaning is in the second text. Answers
2 To take an examination is to do it – to attend 1 am going to work
and answer the questions. To pass is to do 2 finishes, is going to get
well, or get the mark you need. To fail is to 3 get, am going to phone
do badly, or not get the result you need. 4 see, is going to be
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Unit 6 Jobs and Professions
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• When students find an answer, they should put
their hands up immediately. They should then
Objectives: Scan multiple texts for a continue scanning to see if any of the other
variety of information. students think they are friendly. Elicit answers
Work out the meanings of and do questions 1b and 1c in the same way,
nwords from context.
Have a conversation about
as a class.
• Tell students to do the other questions on their
your career plans. own and write the answers in their notebooks.
Correct a marked • Check the answers by eliciting information about
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paragraph. the different characters in whole sentences.
Write and read out a For example:
paragraph about your S1: Adel and Dania are good at science.
career plans. S2: Khalid is good at mathematics.
Language: Talking about a fixed
time in the future – going Answers
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Unit 6 Jobs and Professions
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on the board to help. For example:
write the questions.
What subjects are you good at?
What do you like doing in your spare time?
• Ask one of the questions which students have
Are you hard-working?
to identify in the exercise. Elicit an appropriate
Are you going to go to university?
answer. Continue with the other questions,
n
recycling each one at least twice.
• Tell students to write the questions in
What are you going to study?
• Discuss the information students have found
out as a class.
their books.
Possible conversation
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Answers
S1: Are you going to go to university?
1 What are you going to be when you
S2: Yes, I am.
finish school?
S1: What are you going to study?
2 What are you going to study at university?
S2: I am going to study English.
3 Where are you going to work?
S1: Are you good at English?
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Unit 6 Jobs and Professions
D Now do Exercises C to E on pages • When they finish, tell students to read their
73 and 74 of the Workbook. 14 mins draft and mark any mistakes they can see. They
should also mark sentences that can be joined
• Direct students to pages 73 and 74 of and places where they should add information.
the Workbook. Draw attention to Exercise E, pointing out that
you want them to read something clear and
interesting to their group. Continue to help and
WB C This is the draft of somebody’s encourage as they write.
career plan. Correct it and make
it better.
WB E Share your plan with your class.
• Go through the marked paragraph with the
class, eliciting corrections and improvements. • This stage is intended to encourage the students
If possible, have the paragraph written on to focus on improving their own work so that it
the board and select students to come up and is good enough for others to hear. Ask students
correct it. There are different possibilities for the to work in groups. Students should take turns
extra phrases; all changes are underlined in the to read out their paragraphs to their group. The
members of the group should listen and suggest
et
example answer. Because can be replaced by and
as a connector. ways of making each paragraph better. They
can use the space provided to make notes as
Possible answer they listen.
I am very kind and friendly. My favourite subject
at school is English, but I also like geography.
n
At the weekend, I go walking in the hills. I
like being outside because I like looking at
animals. When I finish school, I am going to be
a businessman. Before that, I am going to go to
Unit 6 Lesson 8:
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college to study IT. Bob and Bashir –
WB D Write your own career
The Basketball
plan. Make sure you answer
these questions. Objectives: Read and listen to a
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Unit 6 Jobs and Professions
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questions they have about the story. Ask students very clever!
if they can remember what else took place in 5 court, embarrassed, entomologist
Southport (the tennis tournament).
Answers
1 Southport. WB B Read the definitions and match
2 His trainers.
n them to the words below.
3 Bashir’s joke is that Bob wants to be an
entomologist (a person who studies insects). • This activity recaps some of the vocabulary from
the story.
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This is funny because Bob has been bitten
by ants and doesn’t want anyone to even Answers
mention insects. 1 b
2 c
• Tell students to listen and follow the story in 3 a
their books. Play 41.
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Unit 6 Jobs and Professions
WB D Find the odd one out. Circle • For the third bullet point, get students to ask
the word. and answer about what they are going to do
when they finish school.
• Ask students to complete this exercise
individually. Do not elicit answers yet.
et
3 green
4 office
5 equipment
6 driving
n
WB F Write these abbreviations
in full.
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• Allow students to refer back to their Course
Books to complete this exercise. All the answers
are in Unit 6.
Answers
1 Doctor
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2 information technology
3 mathematics
4 examination
5 physical education
Round up 10 mins
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Unit 6 Jobs and Professions
net
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Unit 7 Saving Our World
et
• Discussing global warming • Expressing possibility: may and might
• Talking about possible future events
• Narrating a story using picture cues Vocabulary
• Asking and answering personal • Animals and the natural world
n
questions about habits
• Giving advice to people dropping litter
• Global warming and environmental
destruction
ar
Reading and writing 21st Century Skills
• Reading for gist and detail • Media Literacy: Inferring information
• Scanning for words from headlines
• Reading for enjoyment • Study Skills: Extracting meaning from
• Matching newspaper headlines to context; note-taking
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Unit 7 Saving Our World
Key words
advertise (v) – /ˈædvə(r)taɪz/ forest (n) – /ˈfɒrɪst/ rubbish (n) – /ˈrʌbɪʃ/
agree (v) – /əˈɡriː/ habitat (n) – /ˈhæbɪtæt/ rubbish tip (n) – /ˈrʌbɪʃ tɪp/
atmosphere (n) – /ˈætməsˌfɪə(r)/ headline (n) – /ˈhedˌlaɪn/ scientist (n) – /ˈsaɪəntɪst/
bring-and-buy sale (n) – heat (n) – /hiːt/ sea level (n) – /siː ˈlev(ə)l/
/brɪŋ ən baɪ seɪl/ hunt (v) – /hʌnt/ sewage (n) – /ˈsuːɪdʒ/
cause (n) – /kɔːz/ ice cap (n) – /aɪs ˈkæp/ the wild (n) – /ðə waɪld/
cause (v) – /kɔːz/ litter (n) – /ˈlɪtə(r)/ throw away (v) – /θrəʊ əˈweɪ/
challenge (n) – /tʃæləndʒ/ litter (v) – /ˈlɪtə(r)/ ton (n) – /tʌn/
collect (v) – /kəˈlekt/ melt (v) – /melt/ truck (n) – /trʌk/
danger (n) – /ˈdeɪndʒə(r)/ moving desert (n) – volunteer (n) – /ˌvɒlənˈtɪə(r)/
desert (n) – /ˈdezə(r)t/ /ˈmuːvɪŋ ˈdezət/ waste (n) – /weɪst/
et
disagree (v) – /ˌdɪsəˈɡriː/ pollute (v) – /pəˈluːt/ wasteful (adj) – /ˈweɪs(t)f(ə)l/
disappear (v) – /ˌdɪsəˈpɪə(r)/ pollution (n) – /pəˈluːʃ(ə)n/ wetlands (n) – /ˈwetlændz/
education (n) – /ˌedjʊˈkeɪʃ(ə)n/ protect (v) – /prəˈtekt/ wildlife (n) – /ˈwaɪldˌlaɪf/
environment (n) – /ɪnˈvaɪrənmənt/ rise (v) – /raɪz/ workman (n) – /ˈwɜː(r)kmən/
fertile (adj) – /ˈfɜː(r)taɪl/ river (n) – /ˈrɪvə(r)/
n
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Unit 7 Saving Our World
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and articles student in each group the role of ‘secretary’.
Vocabulary: headline, scientist, air, Elicit the rubric and the questions below it. Tell
pollute, pollution, litter (n), the groups to discuss each problem in turn while
rubbish, waste (n), supply the secretaries make notes. Ask them to talk
(n) (water ~) about what they know; they shouldn’t worry
21st Century Skills: Media Literacy: Inferring
n information from
if they can’t think of reasons for some of the
problems. Tell the class they can ask you for
headlines; Life Skills: help with their ideas or for any words they need.
Environmental awareness Go round the class, monitoring discussions and
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Reference: Course Book page 82, taking part as necessary.
Workbook pages 77–78 • Ask the secretary for each group to report back
to the class.
Warm up 5 mins
C Newspaper headlines are
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• With Course Books closed, tell students that the usually not complete sentences.
topic of this unit is Saving Our World. Write the Which words are missing in the
lesson title, World Problems, on the board, and headlines (1–6) that appear in
ask the class what this means to them. They can Exercise A? 10 mins
use Arabic, but if they mention anything from
the unit, write the key words in English on • Elicit one common factor in each headline that
the board. shows they are not normal sentences (they do
not have full stops at the end). Write the first
headline on the board and elicit the missing
A Read these newspaper headlines words. Write the full sentence and underline the
from around the world and match extra words.
them to the pictures. 8 mins
Answers
1 The world is getting warmer, scientists say.
• Present headline. Ask a variety of students to
2 Sixteen elephants were found dead.
read the headlines aloud, and briefly discuss
3 Air pollution is a danger to young and old
what each one means. Present or elicit the
(people), a doctor warns.
new words.
4 Litter drowns a/the town!
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Unit 7 Saving Our World
5 Oil kills thousands of sea birds and pollutes to complete the other items. Again, elicit the
the beaches. answers by asking students to come to the front
6 Waste from a factory pollutes a/the town’s and make additions to the headlines on the board.
water supply.
Answers
1 ‘It was not my fault,’ the driver said.
• Ask students to look at the board and tell you
2 The race was stopped by bad weather.
what kinds of words are missing from the
3 Two people were killed in a hotel fire.
headlines. The answers are:
articles: a/an and the
forms of the verb be WB C Read the newspaper report
• Note: people can be added in headline 3, but and choose the best headline. Tick
this is not always necessary: native English one only.
speakers informally use the phrase young and
old without the noun. • Check students understand the rubric. Ask them
whether there’s a quick way of picking the best
headline, without reading the whole newspaper
D Now do Exercises A to D on pages
report. There are two possible strategies here.
77 and 78 of the Workbook. 10 mins
et
1 The first strategy is to scan the report,
perhaps reading the topic sentence of
• Direct students to pages 77 and 78 of
each paragraph.
the Workbook.
2 The second strategy is to read the headlines
themselves and decide which one seems the
n
WB A Write these sentences
as headlines.
best. In this case, only one of the options
actually reads like a newspaper headline.
• Try to elicit both of these strategies. Suggest
• Introduce the exercise. Tell students to use what that both are probably needed to pick the best
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they have learned about headlines to decide headline. Then elicit the answer, if you haven’t
which words or pieces of punctuation to delete already done so.
from the sentences. Do item 1 on the board, Answer
eliciting the answers from the class. Then get Headline B is the best headline.
students to complete the exercise individually.
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Unit 7 Saving Our World
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Language: Giving strong advice –
using should and must sentence, and ask them to identify another word
Making offers with will in the text that means the same thing (must).
Vocabulary: must (modal), should Draw attention to future as a noun because
(modal), will (modal), students have only seen it in its grammatical
dollar, sell/sold, bring-and- use previously.
n buy sale, playground, bake,
headmistress, education,
future (n), something,
B 42 Listen to the conversation.
What did Sarah and her friends
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advertise, everyone
21st Century Skills: Study Skills: Note-taking
decide to do? 10 min
Reference: Course Book page 83,
• Elicit the names of Sarah’s friends and ask
Workbook pages 79–80,
students what they think the girls are talking
42–44
about. Tell them to read the conversation as
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Unit 7 Saving Our World
C Study the Functional grammar box • Agree on the answers with the class by getting
then find examples of should and students to come up and underline the strong
must in Exercises A and B. 6 mins syllables on the board.
Answers
• Go through the Functional grammar box. Draw See 43.
students’ attention to the example sentences and
elicit the difference in meaning between them.
Then ask students to find examples of should WB B Complete these sentences
and must in Exercises A and B. Make a list on with should or must.
the board. For each sentence, ask students to try
to say why should or must has been chosen. • Explain that it is sometimes difficult to say
Answers which of these modals is correct because it
Exercise A depends on the attitude of the speaker. The first
Unfortunately, many parents are too poor to do sentence is like this, so do it as a class. Point
this, so their children must go without education. out that in the other sentences, it is easier to tell
Exercise B whether must or should is needed. Tell students
We should do something. to complete the sentences individually. Then
et
We must do something. elicit the answers.
We must collect money to send some children Answers
to school. 1 must/should
2 should
3 should
n
D Now do Exercises A to E on pages
79 and 80 of the Workbook. 20 mins
4 must (if you don’t, the flight attendant will
do it for you)
5 must (if you don’t, you are not allowed to
• Direct students to pages 79 and 80 of
ar
drive a car)
the Workbook.
listen and check your answers. girls are discussing with Sarah what they can
bring to the sale. Tell students to listen to the
• Introduce the exercise. First, ask students three conversations and write down what each
to identify the location of the words in the girl offers to bring, along with the time of the
conversation on page 83 of the Course Book. sale. Play 44. Then elicit answers.
See if they can say what each word means. Tell
students to say each word aloud to themselves 44
quietly and underline the strong syllable. Part 1
• Tell them to listen to the audio and check their Suhad: Hello, Sarah. I hear there’s going to
answers. Play 43. be a bring-and-buy sale.
Sarah: Yes. That’s right.
43 Suhad: Well, I’ll bring a camera.
something
Sarah: A camera? Isn’t that a bit …
advertise
Suhad: It’s all right. I’ve just got a new
everyone
one, but the old one still works.
playground
Sarah: That’s great! Thank you, Suhad.
headmistress
Suhad: When’s the sale?
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Unit 7 Saving Our World
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Sarah: Fine. Thanks very much.
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Unit 7 Saving Our World
Unit 7 Lesson 3: left). Ask students what they think about this.
Some of these ideas will be very difficult for
et
conversations. ‘fur’. (Coat.)
Language: Expressing agreement or Colours meaning nearly red and nearly grey.
disagreement (Reddish, greyish.)
Vocabulary: blue whale, tiger, ibex, The opposite of appear. (Disappear.)
golden toad, snow leopard, Two words in the golden toad text, one meaning
in the wild, horns, hunt (in people) man or boy and the other meaning
n(v), disappear, desert (n), woman or girl. (Male/female.)
protect, fur, skin (n), sea, The leopard has these black marks. (Spots.)
forest, coat (n), reddish, • Write hunt on the board and ask students to
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greyish, biggish, male, find it. It appears in several texts. Either elicit
female, bright, spot (n), or present its meaning. Make sure students
exactly, drain (v), danger, understand that hunting an animal includes
wetlands, agree, disagree killing it.
21st Century Skills: Life Skills: Environmental • Ask a student to read the rubric aloud. Check
awareness; critical thinking; the class understands that there are only two
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Study Skills: Extracting reasons given on the whole page for animals
meaning from context being in danger. Elicit what students think the
Reference: Course Book pages 84–85, reasons might be before they begin reading,
Workbook page 81 and ask what might happen to the animals if
they remain in danger – try to elicit: They will
disappear or They will die (out). Encourage a
Warm up 5 mins variety of predictions, but don’t confirm what
the reasons are.
• Elicit the names of the animals, then practise the • Tell students to underline the texts in pencil as
pronunciation. Ask students if they have ever they find relevant pieces of information. Give
seen any of these animals, in zoos or in the wild. them a few minutes to complete the task.
Briefly find out what students know about each • Elicit the answers.
of the animals. Elicit the lesson title – Animals
Answers
in Danger – and ask why these animals are in
1 They are losing their homes (golden toad).
danger. Try to elicit what in danger means here
2 People are hunting and killing them (all the
(the number of these animals will probably
other animals).
become smaller and smaller until there are none
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Unit 7 Saving Our World
• Ask: Why is the snow leopard hunted? (For Then set the exercise for the whole class to
its fur.) Ask similar questions about the other do in pairs.
animals (except the golden toad). • When students have had time to discuss their
answers, elicit suggestions from the whole class
by asking questions such as: Which animal do
B Which animals were killed to make you think lives in the sea? Encourage students
three things in this room? What do to use the language in the speech bubbles in
you think about this? 8 mins their replies.
Possible answers
• Ask a student to read the rubric. Organize
I think the snow leopard lives in high, cold
students in pairs to find the three objects and
places because there is snow there.
discuss what they think about killing the
I think the tiger lives in the forest because it
animals to obtain them. After a few minutes,
says it is not easily seen in the forest.
elicit the answers.
I think the ibex lives in the mountain forest
Answers because it is called a ‘mountain goat’.
The three animals are: I think the blue whale lives in the sea because
a snow leopard (for the coat) it is very big and needs a lot of water.
et
an ibex (for the head on the wall) I think the golden toad lives in wetlands
a tiger (for the rug) because it lives in places where the water
can be drained.
• Discuss opinions as a class. Let students express
their views freely, and encourage discussion of
n
any agreement or disagreement that arises. D Now do Exercises A to C on page 81
of the Workbook. 12 mins
C Study the Speaking tip below. • Direct students to page 81 of the Workbook.
ar
Look at the pictures then discuss
where you think the animals in
Exercise A live. 10 mins WB A Complete the conversations
with the words from the box.
• Present the six habitats by saying the words and
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eliciting which pictures they relate to. Briefly • Ask students to complete this exercise
discuss any associated vocabulary, for example, individually. They can refer back to the
mountains, trees, etc. Speaking tip and the texts on Course Book
• Tell students to match the animals to the habitats pages 84 and 85.
by searching for clues in the texts and pictures • Elicit the answers and fill in the gaps on the
on page 84. Point out that there is one habitat board. Then ask students to role-play the
which none of the animals live in. See if students conversations in pairs.
can tell you which it is (the desert). Answers
• Before they begin, draw students’ attention to 1 disagree, sea
the Speaking tip. Explain that you want students 2 you’re wrong, wetlands
to use these phrases in their discussions. Role- 3 agree, right
play the conversation in the speech bubbles
with a student who is a confident reader. Then
give an opinion of your own and elicit similar
responses from the class. After that, ask a few
students to have conversations in open pairs,
with one student giving an opinion and the other
questioning it or agreeing/disagreeing with it.
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Unit 7 Saving Our World
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natural, habitat, damage
a statement of agreement or disagreement in (v), litter (n, v), effort
response. For example: (n), volunteer (n), power
S: Football is the best game in the world. station, hospital, factory,
T: I disagree. Tennis is more interesting. wildlife, stream, clean-up,
• You can do further examples with the class if solution
n
necessary. Then ask students to do the exercise
in pairs. One student reads a statement; the
21st Century Skills: Life Skills: Environmental
awareness; Study Skills:
other responds; then they swap roles. Encourage Extracting meaning
students to say more than I agree or I disagree
ar
from context
in response to each statement; if they can, they Reference: Course Book page 86,
should try to add a reason or a preference. Workbook page 82
Possible answers
A I disagree, because wild animals are very
interesting to see. Warm up 6 mins
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Unit 7 Saving Our World
sentences. (As students will have come to expect, them plenty of time. There are several possible
the topic sentence is simply the first sentence of answers to some of the questions; accept
each paragraph.) anything which can be read into the text.
• Now ask students to read the topics a–d and • Note: Students can answer the questions
match them to the paragraphs based on the topic without knowing the meaning of the remaining
sentences. They can note down their answers in new vocabulary.
their notebooks.
Possible answers
• Ask students to quickly read more of the text to
1 It destroys wildlife habitats, damages the
check their predictions. The answers are fairly
rivers and damages health.
predictable, so hopefully most students will have
2 Stop littering, and force the government to
matched the topics correctly first time. Elicit the
stop sewage and waste from factories, etc.
answers and ask if any students had to change
3 Fishing and swimming.
their answers when they read more of the text.
4 Factories, hospitals and power stations.
Answers
Paragraph 1 b
Paragraph 2 d
Paragraph 3 a
et
Paragraph 4 c Unit 7 Lesson 5:
B Find words in the text that match
A Warmer World
these definitions. 12 mins
Objectives: Discuss global warming
n
• Ask students to do the exercise individually. Give and interpret a scientific
them time to read in detail and work the answers diagram.
out – this is a difficult exercise with a long text. Read a short interview
ar
They should write their answers down. about global warming and
• When you check the answers, ask students draw conclusions.
which words or phrases helped them to work Write and talk about
out the meanings. possible future events.
Express opinions about
Answers global warming in
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1 volunteer discussion.
2 pollute Language: Expressing possibility: may
3 litter and might
4 habitats Vocabulary: global warming, Earth, fuel
(n), coal, gas, oil, wood,
C Now do Exercise A on page 82 of ice cap, sea level, rise (v),
the Workbook. 12 mins might (v), may (v), heat
(n), atmosphere, farmland,
disappear, weather, desert
• Direct students to page 82 of the Workbook.
21st Century Skills: Information Literacy:
Inferring information
WB A Read the text on page 86 of from diagrams; Life
your Course Book and answer these Skills: Critical thinking;
questions. Write short answers. environmental awareness
Reference: Course Book page 87,
• Students will need to read the whole text from Workbook page 82
beginning to end to do this exercise, so give
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Unit 7 Saving Our World
et
• Elicit and discuss the answers.
be the cause.
• Write these words on the board: fuel, coal, ice Possible answers
cap. Elicit or present the words in the context 1 Yes.
of the discussion. 2 They produce gases which trap heat in
the atmosphere.
Possible answer
n
The diagram shows how the world becomes
3 Water.
4 The ice caps will melt, so there will be
warmer. Heat from the Sun stays in the
more water.
Earth’s atmosphere.
5 Coal, gas and oil.
ar
6 Yes, they might, if there is something better.
B Read an interview with a 7 Some farmland might become desert.
scientist. Find some results of a
warmer world. 6 mins D What can be done to stop the world
getting warmer? Do you think it
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• Tell students to read and find as many results of should be done? Do you think it will
a warmer world as they can. Give students time be done? 10 mins
to read, think and make notes.
• During feedback, elicit the meanings of sea level • Elicit the questions, making sure all students
and rise. understand them. Then organize students to
Possible answers discuss the questions in pairs.
The ice caps will melt. • Elicit answers from the whole class. Encourage
The sea level will rise. students to give their opinions and to respond to
Some land will disappear/be underwater. what others have said.
The weather may change. Possible answer
We might have hotter summers and To stop the world getting warmer, we can stop
wetter winters. burning fuels like coal, gas and oil. We can
There may be less rain in hot countries. use wind power instead. This should be done
Some farmland might become desert. because we have to stop our farmland becoming
desert. I think it will be done because we have
no choice. Governments have to do something.
Otherwise our world will be destroyed.
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Unit 7 Saving Our World
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dropping litter.
• Direct students to page 82 of the Workbook. Language: Giving strong advice –
imperatives with Don’t …!
Vocabulary: collect, throw away (v),
WB B Complete these sentences with workman, truck, rubbish
may or might. (n), rubbish tip, empty
n
• Students can complete the sentences in any way
(adj, v), miaow, puss,
waste (n, v), wasteful,
they wish, as long as they use may or might.
switch off, plate (n), waste
ar
• Once students have done the exercise, elicit a
not, want not, honest
few answers.
21st Century Skills: Communication Skills:
Possible answers Predicting a sequence
1 If my friend visits me today, we may go to of events; Study Skills:
the park. Note-taking; Life
2 If the weather is good at the weekend, we Skills: Critical thinking;
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Warm up 3 mins
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Unit 7 Saving Our World
A The Carter family bought a new in the box next to sentence f, then read and
TV. They put the empty box outside number the other sentences.
to be collected. Use the pictures to • Note: There are more sentences than pictures
tell the story. 6 mins because three of the sentences tell the end of
the story.
• Ask a student to read the rubric. Present the • Tell students to listen and check their answers.
words for the three labelled items in the pictures. Play 45. Afterwards, if there is any confusion,
Then tell the class to work in pairs and use the discuss the reasons for the sequencing of any
pictures to tell the story. Give them three minutes answers students got wrong. There is a chance
to do this. to discuss the whole story in the next stage, after
• Elicit the story from the class, picture by picture. listening to it read out in its entirety.
Don’t confirm or correct anything at this stage.
Encourage participation by asking the class 45
if they agree with what a student has said. If 1f, 2c, 3i, 4a, 5k, 6e, 7g, 8b, 9d, 10j, 11h
anyone does not agree, ask that student to give
his/her version. Again, don’t confirm or correct • Now tell students to follow the pictures on page
as long as the student is making sense. Elicit 88 of the Course Book as they listen to the whole
et
or present any new vocabulary that arises at story. Play 46.
this stage.
• Note: The account ends at Picture 8, but the 46
story itself doesn’t end there. The Carter family bought a new TV. They put
the empty box outside to be collected. Later,
n
B What do you think happened
the Carters’ cat wanted to come inside because
it was raining. Nobody opened the window for
next? 3 mins the cat, so it went into the box.
When some men came to collect the rubbish
ar
• Ask the class to answer the question. Elicit as next morning, they put the box into their truck.
many suggestions as students want to make. They drove the truck to the rubbish tip and
Prompt ideas using questions if necessary. emptied it. A man who was working at the
rubbish tip heard a sound: ‘Miaow! Miaow!’
‘Puss! Where are you, puss?’ he called. He
C Now do Exercise A on page 83 of found the box, opened it, and the cat jumped
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the Workbook. 10 mins out. It raced away. Like all cats, it was able to
find its way home. It reached the house and sat
• Direct students to page 83 of the Workbook. outside. ‘Miaow! Miaow!’ Somebody opened
the door and the cat ran inside.
WB A Number the sentences in the • Find out if any of the students guessed the
correct order to tell the story of the ending – that the cat found its way home and
journey on page 88 of your Course arrived safely. Make clear that you value the
Book. 45 46 Then listen and check contributions of students who guessed different
your answers. endings, too: the story could have had any
number of endings, and some students may have
• Introduce the exercise. Point out that students imagined more exciting ones!
did a similar exercise in Unit 6 – the story of a • Note: As in Unit 6, you could suggest that
firefighter’s day. Elicit the first two sentences students, or some of them, write out the
of the story, which are given below the rubric. complete story as homework.
Then ask students to find the next sentence
(sentence f). Tell students to write the number 1
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Unit 7 Saving Our World
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Possible answers everywhere!
1 Girl: I’m full. I took too Nasser: Yes, isn’t it lovely?
much food. Kamal: No, I don’t think it is. I think
Careful person: That’s very wasteful! it’s terrible to waste electricity
You could give it to like this. You should switch
2 Boy:
n someone else.
I like the sound of
most of them off. Waste not,
want not, remember?
the water!
ar
Careful person: Turn the tap off! • Direct students to page 83 of the Workbook.
3 Boy: I like to have all my
lights on!
Careful person: You’re wasting electricity! WB B 47 Listen to Track 47 again
and write notes.
E 47 Listen and check your ideas.
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Unit 7 Saving Our World
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never leaves food on her plate. Make a tally suffer, vegetation,
on the board and ask the class to draw some agriculture, irrigation,
conclusions. You could also introduce a points government, region, adult
system for each question, awarding two, one 21 Century Skills: Life Skills: Critical
st
• Present litter. Read out the speech bubble and Warm up 4 mins
else they could say to the person in the first Arabic translation. Discuss the desert and the
picture. Elicit suggestions. ways it impacts on students’ lives, if relevant.
• Tell students to use the prompts at the bottom of See if students can work out what the moving
the page to make sentences to say to the people desert is. They may already be aware of this
in the other pictures. Elicit some examples. as a national issue.
Possible answers
1 Don’t throw rubbish out of your car! A Read the article and answer
2 Don’t drop litter in the park! these questions. 15 mins
3 Don’t leave litter on the beach!
• Elicit the rubric and the questions. Check
students understand what they have to do. Ask
them to read the article carefully; they can note
down the answers to the questions or underline
them in the text.
• Elicit the answers.
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Unit 7 Saving Our World
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the words from the box.
• This exercise will increase students’
comprehension of the article. Ask them to
• Tell students to complete the sentences
search for the words in pairs. Working out the
individually. Check the answers as a class by
meanings from the context is a difficult exercise
inviting students to complete the sentences on
with a long text such as this, so give students
n
plenty of time. Then elicit the answers.
the board.
Answers
Answers
1 education
1 desert
2 melt, rise
ar
2 vegetation
3 hunted
3 agriculture
4 Litter
4 irrigation
5 wasteful
5 challenge
6 Nets
6 fertile
7 desert
7 government
G
8 region
C Discuss these questions. 10 mins
WB B Now write short answers to • Elicit the questions and clarify their meaning if
these questions. necessary. Tell students to discuss the questions
in groups and then report back to the class.
• Introduce the exercise. Go through each question
Possible answers
orally and elicit answers with Course Books
• If people don’t do anything, the fertile areas
shut. Then tell students to check the text and
in the north of Libya might become desert,
write their answers.
so we would not be able to grow any food.
Possible answers This would be terrible.
1 Sand storms, low rainfall, over-farming • A problem with the National Plan for
2 It makes the land less fertile Agricultural Development is that some
3 The fertile areas in the north – near Benghazi people need to use their farmland all the time
and Tripoli to have enough food. Or they need it for
4 Growing vegetation, building irrigation their animals. They don’t have enough land
systems, educating people to stop using it.
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Unit 7 Saving Our World
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page summarizing the unit. have something to say about the story.
Language: –
Vocabulary: guys, slip (v), serious,
helicopter, stretcher, cheer B Now do Exercises A to D on pages
(v), pin (v), press (v) 86 and 87 of the Workbook. 15 mins
21 Century Skills: –
st
n
Reference: Course Book pages 91–93, • Direct students to pages 86 and 87 of
Workbook pages 86–87, the Workbook.
48–49
ar
WB A Read the story on pages 91 and
Warm up 5 mins 92 of the Course Book and complete
the information sheet below.
• Tell students to discuss the previous episode of
G
Bob and Bashir in pairs and try to recall what • Elicit the five categories on the information
happened. Then discuss as a class, prompting sheet. As usual, give students a few minutes to
as necessary. fill in the sheet individually. Afterwards, invite a
• Elicit the title of this episode. Then ask students few students to share what they wrote.
to talk about the pictures and predict what
Possible answers
happens. Present any of the new words that arise
1 Bob and Bashir – The Medals
during this discussion.
2 Bob, Bashir, Jim Cooper, Chuck, Aziz, Dick
Bird, Paul, Hans, Rod Border
A 48 Listen and read the story then 3 The story is about when Jim Cooper breaks
answer the questions. 15 mins his leg on a mountain walk. Bob and Bashir
help to rescue him in a helicopter. They
both get medals, but Bob thinks he is being
• Elicit the three questions, then tell students to
attacked by ants and jumps in the pool!
read the story and find the answers.
4 I liked the story because it was really
• Elicit the answers and any other information
exciting. The ending is also very funny!
students have picked up through their reading.
5 helicopter, stretcher
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Unit 7 Saving Our World
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the beach to enjoy myself, not
questions with the class. Explain that they
to work.
should write short note answers. Then
play 49. You can pause the audio as
Answers
necessary for students to write their answers.
1 at the beach
Elicit the answers at the end.
49
n 2 litter
3 pick it up
4 plastic bags
Yassir: Phew! I’m hot. That was a long
5 no
walk. Let’s sit down and have
ar
6 cheer up
something to drink.
Jamal: Good idea! Do you want a bottle
of water or a can of cola?
WB D Read these definitions and
Yassir! You aren’t listening.
write the words.
What’s wrong?
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Unit 7 Saving Our World
Round up 10 mins
et
• For the fifth bullet point, elicit other examples
of things that might happen in the future.
n
ar
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149
Unit 8 Fun with English 2
et
• Scanning a text to find the
paragraph topics
• Working out the meanings of new
words from context
n
• Reviewing ways of improving writing
• Planning and writing a paragraph
ar
Structure and language
• Grammar and vocabulary from
Units 5 to 7
150
Unit 8 Fun with English 2
Key words
airport (n) – /ˈeə(r)ˌpɔː(r)t/
aquarium (n) – /əˈkweəriəm/
aviation (n) – /ˌeɪviˈeɪʃ(ə)n/
certificate (n) – /sə(r)ˈtɪfɪkət/
neighbour (n) – /ˈneɪbə(r)/
put out (v) – /pʊt aʊt/
solo (adv) – /ˈsəʊləʊ/
n et
ar
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151
Unit 8 Fun with English 2
et
Reference: Course Book page 96,
Workbook page 88,
• Tell students to listen and check their
50–51 predictions. Play 50, stopping after each
part and eliciting the answers.
Warm up 5 mins
n 50
Part 1
• In Arabic, ask students if they have ever
forgotten an important detail from a What did Susan get wrong?
ar
conversation with someone – for example, Susan: Hello, this is Susan. Can I speak
something they agreed to do, someone’s name, to Liz, please?
or an important event or date. What happened Woman: Liz! There’s nobody here
next? Explain that this lesson is about listening called Liz.
for the right information. Susan: What? She must be there! She
gave me her number and told me
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Unit 8 Fun with English 2
et
Why did they get the information wrong? Elicit
Part 3
different ideas. For example, it’s implied that
What did Jane Smith
Susan was having a very important conversation
get wrong?
with Liz, so maybe she forgot to focus on the
Receptionist: Can I help you?
specific detail she needed: the phone number.
Jane: Oh, yes. My name’s Jane Smith.
n
I have an interview at four o’clock.
With Miss Brown.
C Now do Exercises A and B on page
Receptionist: I don’t think so, Miss Smith.
88 of the Workbook. 15 mins
ar
Jane: What do you mean?
Receptionist: I don’t think you have an interview
• Direct students to page 88 of the Workbook.
with Miss Brown at four o’clock.
Jane: But I have! It’s about a job as
a secretary. WB A 51 You are going to hear
Receptionist: Yes, Miss Brown was looking for a news report on the radio. Read
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a new secretary. And she’s found question 1. Then listen and tick the
one, I’m pleased to say. best answer.
Jane: She can’t do that! What about my
interview? I want that job. I’m a • Check students understand what they have to
really good secretary. I’m … do. Elicit the three headlines. Explain that
Receptionist: Miss Smith. Please calm down. It’s they need to listen to the whole news report to
true, you did have an interview. But it work out which headline is most appropriate.
was yesterday. You didn’t come for it. Play 51.
Jane: It wasn’t yesterday. It’s today.
Receptionist: I’m afraid you’re wrong. Look at
my diary. I phoned you and told 51
you the day and the time. You said Newsreader: And now for some local news.
it was all right. A house in Castle Street was
Jane: Oh, dear! I must have written it ruined by fire last night. Today,
down on the wrong day! we are trying to find out how it
started. Mrs Sarah Brown and her
two children, Ann, five, and Kate,
three, were asleep upstairs. Mr
153
Unit 8 Fun with English 2
et
to jump, but she shouted: ‘No, 7 to save her children
no! Not without the girls!’ The 8 leave
firefighters arrived at that moment. 9 in the bathroom
Newsreader: One of the firefighters spoke to
our reporter.
Firefighter:
n
We got up to Mrs Brown from
outside the house, but of course
she didn’t want to leave her Unit 8 Lesson 2:
ar
children. ‘They’re in their bedroom
at the back of the house,’ she said, Speaking
‘but I can’t open my bedroom door
to get to them. Break it down,
quickly, please, please!’ ‘If you Objectives: Review and practise
go through that door,’ I shouted, reading aloud.
G
Warm up 3 mins
• Elicit the answer and the reason for it (it is the
best summary of everything that happened –
• Go through the Speaking tip. Remind students
the other headlines leave out important details).
that they have already been given this advice in
Answer Unit 4. Ask whether any of them have followed
1 a the advice. Has it been helpful?
154
Unit 8 Fun with English 2
et
get the class to repeat it in chorus. Go through what the last person said and adds one new
the whole text, line by line, inviting students to item. Everyone has to listen carefully in order
try to imitate the speaker’s intonation. to remember each new thing that is said. When
• Tell students to imagine they are the woman who someone forgets an item, that game ends and the
went to the restaurant and are telling a friend next person starts a new game. In the example
n
about it. Point out, before they begin, that they
will only be able to read with good intonation
on the page, Person E forgot book.
• Focus on pronunciation. Play 53 with pauses
if they follow the advice from the Speaking tip. for students to repeat each sentence.
Ask students to read the text to each other in • Note: You may need to get students to repeat
ar
simultaneous pairs. When they have finished, ask the phrase going to take on its own. The to
individuals to read the complete text to the class. should be weak, so that the whole phrase sounds
• Use the same procedure with the second speech almost like one word.
bubble (Part 2). • Practise the game on the page several times with
groups of six students, before asking students to
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Unit 8 Fun with English 2
et
S1: Thank you, Muhammad. Goodbye. Answers
2 S1: Hoda Abdallah speaking. 1 seen
S2: Hello, Mrs Abdallah. My name is Reem 2 am going to work, want
Hadid. I saw your advertisement and 3 saw, was
I’m interested in helping you with 4 take, don’t have
your children.
n
S1: Hello, Reem. Thank you for calling.
5 was, was playing
the answers.
S2: 12 North Street. OK. See you then.
S1: Thank you, Reem. See you then! Answers
1 must
2 should
D Now do Exercises A to D on pages 3 should
88 and 89 of the Workbook. 10 mins 4 must
• Tell students they can search in Units 5–7 of • Ask students to identify the clues in the active
the Course Book to find these words. Elicit the sentences: the phrase which needs to go at the
answers and monitor students’ pronunciation. beginning of the passive sentence (the object) is
156
Unit 8 Fun with English 2
underlined. Elicit answers following the same What do you not do? (Stop when you come
method as the pairwork: call out one of the across unknown words.)
active sentences, and elicit the passive version. What do you look for? (Topic sentences.)
• If students don’t remember these points, tell
Answers
them to look back at Tip 2 on page 51 of the
1 Lots of cars are made in Japan.
Course Book. Remind them to use the title and
2 Drums are still used to send messages.
the picture to think about what they are going
3 Most messages are sent by email today.
to read before they begin.
• Tell students to read and note down the topic
of each paragraph.
• Elicit and discuss answers. Highlight the topic
et
paragraph topics. is true.
Work out the meanings of
Possible answers
new words from context.
Paragraph 1: Why Muhammad has always
Language: Revision
wanted to be a pilot
Vocabulary: Revision
Paragraph 2: Muhammad at school
21st Century Skills: Study Skills: Inferring
nmeaning from context
Paragraph 3: Muhammad at college
Reference: Course Book page 98,
Workbook pages 90–91
B Underline the topic sentence in
ar
each paragraph. 4 mins
Warm up 4 mins
• Students may already have done this in
Exercise A, but if not, they should do it now.
• Ask students to look at the picture and guess
Emphasize that this is a very useful study skill:
what job the article is about (pilot). Then elicit
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Unit 8 Fun with English 2
C Now read more carefully and work WB B Read the article again and write
out the meaning of the words in the short answers to these questions.
box. Remember to look for clues in
the sentences. 12 mins • Tell students to read the article carefully and
answer the questions. After a few minutes, elicit
• Elicit the rubric and check students understand the answers.
what they have to do. They should write their
Answers
answers down. If they don’t know the English, they
1 no
can use Arabic to give the meaning of a word.
2 a glass bowl
• When you elicit the answers, ask students how
3 stones, plants, water and goldfish
they worked out the meanings. See if they can
4 they were black
point you to words or sentences in the text
5 the great white shark
which gave them clues.
6 Australia
Answers 7 1 b
especially – more than any other 2 a
language of the air – the language used by pilots
(and air traffic controllers) throughout the
et
world; the English language
extra – more (in this context, more work than
Muhammad had to do for his course) Unit 8 Lesson 4:
aviation college – a college where you can learn
to be a pilot Writing
solo – alone
n
pilot’s certificate – a piece of paper saying you
Objectives: Review ways of
can fly a plane
improving writing.
ar
Plan and write a paragraph.
Language: Revision
D Now do Exercises A and B on pages
Vocabulary: Revision
90 and 91 of the Workbook. 15 mins
21st Century Skills: Information Literacy:
Organizing information in
• Direct students to pages 90 and 91 of
a diagram
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the Workbook.
Reference: Course Book page 99,
Workbook pages 91–92
WB A Read the article below quickly
and answer these questions. A Answer these questions. 10 mins
• Tell students to use the same procedure they • Elicit the two questions from the class and use
used earlier for identifying the paragraph topics. them to prompt a discussion. Give them time to
Remind them they can use the pictures as well as think about their answers and discuss them in
the text to answer the other questions. pairs before having a brief class-wide discussion.
Possible answers You could refer students back to Tips 1–4 on
1 Paragraph 1: When his hobby started page 53 of the Course Book and ask them if they
Paragraph 2: His favourite fish have put any of these pieces of advice
2 a goldfish, great white shark into practice.
b aquarium, sea • After a few minutes, ask students to work
individually and write down:
one thing they have improved in their writing
this year
one problem and a way to address it
158 • Elicit what a few students have written.
Unit 8 Fun with English 2
et
the method in the tip or have another way of • Again, elicit all the examples students
memorizing words. Point out that reading a lot is have written.
also an effective way of learning to spell, because
it will reinforce knowledge of how words look.
G Now do Exercise A on pages 91 and
92 of the Workbook. 13 mins
n
C Write this sentence correctly. 6 mins
159
Phonetic Chart
Vowels Diphthongs
i: I υ u: Iə eI
tree sit book too here day
e ə : ɔ: υə ɔI əυ
men america word sort tour boy go
{
cat
but
n ɑ:
part
et
ɒ
not
eə aI aυ
wear my how
ar
Consonants
p b t d T D k g
G
f v θ D s z ʃ Z
five violin think father six zoo fish casual
m n ŋ h l r w
milk no sing hello lion rocket window yes
160
State of Libya
Ministry of Education
Li
N TU
E
h r
st C
l is fo
21
Components of English for Libya, Preparatory 3
g
Course Book
n
Workbook
E
Teacher’s Book
Audio
Preparatory 3 Teacher’s Book
et
knowledge and experience of the world.
The Course Book also includes a list of Key Words, which provides definitions and
phonetic transcriptions of the most important vocabulary used in the course.
n
The Workbook contains stimulating activities to consolidate vocabulary and
grammar, develop phonic awareness and practise the four skills. The students
have the opportunity to personalize the language presented in the Course Book,
ar
take part in communicative speaking activities and carry out structured writing
tasks and project work.
The Audio extracts comprise recordings of all the listening texts, exercises and
phonic work in the Course Book and Workbook.
هـ1441–1440
11000901 م2020–2019