Ingls

Segundo Ao de Ciclo Bsico

Gua Didctica

Ingls

Tercer Ao de Ciclo Bsico

Gua Didctica
Fran Linley Brian Abbs Chris Barker Ingrid Freebairn with Gabriel Daz Maggioli Rosario Estrada Laura Motta Shirley Romano

 Pearson Education S.A. 2006 Longman es un sello editorial de Pearson Education S.A. Queda hecho el depsito que dispone la ley 11.723 ISBN-10: 9974 78990 7 ISBN-13: 978-9974-789-90-6 Pearson Education S.A. Casa Juana de Amrica 8 de Octubre 3061 Montevideo 11600, Uruguay Equipo editorial responsable: Alicia Daz, Silvina Ferrante, Karina Liste, Enrique Morrone Diagramacin: Discript, Eclipse Grfica Creativa

Queda prohibida cualquier forma de reproduccin, transmisin o archivo en sistemas recuperables del presente ejemplar, ya sea para uso privado o pblico, por medios mecnicos, electrnicos, electrostticos, magnticos, o cualquier otro, total o parcialmente, con o sin finalidad de lucro, salvo expresa autorizacin del editor.

Contents
Introduction ............................................................................................................................. Lesson plan .............................................................................................................................. Evaluation sheets ................................................................................................................ SB Contents map ................................................................................................................. Check what you know .................................................................................................... Unit 1 He always looks good. .............................................................................................. Unit 2 Would you like a sandwich? .................................................................................... Consolidation 1 .................................................................................................................... Unit 3 I prefer swimming. ...................................................................................................... Themes in focus 1 Natural paradise in Costa Rica .................................................. Unit 4 Do I have to? ................................................................................................................. Consolidation 2 .................................................................................................................... Unit 5 A ghost story. ............................................................................................................... Themes in focus 2 Bullies. .............................................................................................. Unit 6 Girls cried and screamed. .......................................................................................... Consolidation 3 .................................................................................................................... Unit 7 I've lost my rucksack. ................................................................................................ Themes in focus 3 Women writers. .............................................................................. Unit 8 I've hurt my ankle. ...................................................................................................... Consolidation 4 .................................................................................................................... Unit 9 Made in heaven. ........................................................................................................... Themes in focus 4 The chemistry of love. .................................................................. Song 1 ........................................................................................................................................... Song 2 ......................................................................................................................................... Workbook key ...................................................................................................................... Pronunciation exercises .................................................................................................
4 17 18 20 22 26 32 37 40 46 47 52 54 60 61 65 67 73 74 79 81 87 88 89 91 95

Introduction
About Uruguay in focus
Uruguay in focus is a three-level English language textbook for young teenagers beginning to learn English in Uruguay. It comprises a Students Book and Workbook, a Cassette and a Teachers Book. The materials offer a balanced approach to language learning, which is oriented towards the development of the students as whole persons. They contain a wealth of age specific resources that cater for different learning styles and modalities. The techniques used have been selected from best practices in language teaching for teenage learners. There are also opportunities for cross-curricular work, which is an important motivator for the learners since they can see how English is used in real-life academic contexts. All the materials have been specifically adapted to the curriculum guidelines and syllabus specifications of Plan 1996. For each level, the course has: a Students Book a Class Cassette a Workbook with multi-level exercises this Teachers Book

The teaching situation

Our teaching situation in Uruguay is generally characterised by the following:

Background to the course

One of the most challenging aspects of writing a language course for the 1216 age group is to provide material which genuinely takes into account the needs of the students and teachers who will use the course.

Learners low motivation Most students consider learning foreign languages a difficult task. Some of your students may have had English lessons before starting school. Of these, some may have been successful, while others may have not been so. The self-concept that teenagers have about themselves as learners, in general, and as language learners in particular, may present an important threat to motivation. Large classes In a significant number of schools, large classes are the norm rather than the exception. Large classes make it difficult for teachers to ensure all students participate adequately during class time, thus ensuring success. Diversity Each class is a cosmos of different learning styles and abilities. Learners will acquire language at different paces and will choose to do so in many different ways. Monitoring progress In order to ensure the success of all learners, constant feedback must be provided. Students expect the teacher to provide this kind of feedback, which is not always possible. Teachers, therefore, need to encourage students to take responsibility for their own learning and progress through instances of selfevaluation.

The students
In some ways teenagers today appear to be dramatically different from the teenagers of a generation ago. Many of todays teenagers live in a world bombarded by sounds and visual imagery. Surrounded by sophisticated equipment that they use with speed and ease, they can see and do things that would have been inconceivable twenty years ago. They expect the materials they use in class to reflect this world. Most teenagers have untold energy and enthusiasm for topics in which they are interested, like football, music and fashion. They are well able to absorb fact and detail, and can become experts in their particular fields of interest. Consequently, they are sensitive to being patronised and if they feel that a task or text is beneath their intellectual level, they show a marked lack of interest and quickly switch off. All students of this age group are in the process of growing up. They are preoccupied by their changing physical appearance and are trying to establish and develop a sense of self. Many have emotional ups and downs involving conflicts with friends, family and authority. Teaching materials for teenagers need to acknowledge their concerns.


Teaching and Learning Theories

There is as yet no theory that can account for how people learn languages. However, most theories seem to suggest the following conditions are necessary for the acquisition of languages to take place: exposure to samples of authentic language used in real-life communicative settings motivation to use the language for comprehension to turn into communication opportunities to use the language in realistic situations and in contexts which favour their motivation focus on how the language works to help consolidate learning and increase communication.

Principles behind the course

Taking into account the nature of the students, the characteristics of the teaching situation, and the information provided by theories of language learning and acquisition, four key principles need to be followed if language learning material is to be effective for teenagers.

1 Capturing students attention

The design of the course and the topics and issues that it deals with must capture the students attention and overcome any initial problems with low motivation which they may have. Uruguay in focus achieves this by: introducing a group of teenage characters with whom students can identify focusing on situations and emotions which students will recognise and respond to presenting real language and expressions which young British people use in conversation with each other including topics which interest students and expand their knowledge.

4S  etting goals, providing ways to monitor progress, and encouraging learner independence
The material should enable students to monitor their progress, gain a sense of achievement, and develop independent learning strategies. Uruguay in focus achieves this by: providing clear learning goals so that students know what their learning objectives are encouraging students to assess their own progress through frequent Self-evaluation tasks in the Workbook giving advice on how to study more effectively through regular Learn to learn exercises in the Students Book and Workbook helping learners realise how much English they already know at the very start of the course through the Check what you know section.

2 Holding students attention

The learning tasks within the course must involve and challenge students both linguistically and intellectually to sustain their interest and ensure that learning is effective. Uruguay in focus achieves this by: involving students in the understanding and learning of grammar through problem-solving tasks providing activities like games and information-gap exercises which stretch the students minds as well as their linguistic skills featuring real-life communicative exchanges which students can put into practice immediately personalising the language which students are learning through controlled Over to you tasks that allow the students to talk about themselves and give their own opinions.

Cross cultural topics

No language learning can be totally separated from the culture of the language. Native speakers create and shape cultural practices and imprint them in their language. Hence, no language learning is complete without the learners gaining an understanding of the culture of the target language. Culture in this conception is not viewed just as literary or artistic masterpieces, but as the practices, products and perspectives produced by the communities of native speakers in their different locations.

Course components
Students Book Units Students Book 3 contains an Introductory Unit and nine core units organised in four blocks of two units each and one last block of just one unit. Introductory unit: Check what you know. At the beginning of the book there is an introductory unit which gives an opportunity for students to revise some basic language learned at previous levels. It also allows you to carry out an initial evaluation of your class. Each core unit in the Students Book block is organised like this:
Unit Themes Unit Consolidation Unit pages Themes in focus Unit pages Wide Angle on the World Game/ Project Photostory

3 Dealing with diversity

In classes where students are of mixed levels and mixed abilities, the course material should make it possible for every student to achieve success at his or her own level of ability. Uruguay in focus achieves this by: providing a Workbook with three levels of exercises: Consolidation, Further Practice and Extension including regular projects in the Students Book which enable both weaker and stronger students to express themselves creatively giving clear presentations of grammar in the Students Book providing extra activities in the Teachers Book for those students that need reinforcement (Reinforcement activities) and extra activities for more able students that can achieve higher levels (Extension activities) providing instructions on how to adapt activities according to the levels of different students providing one revision unit (Check what you know) and a diagnostic instrument which allow teachers to evaluate their students level and ability at the beginning of the course.

Unit pages: Practise and present new language Photostory/Games/Projects: Recycle language in a communicative context


Themes in focus: There are four extra units which serve as a bridge to other disciplines in the curriculum, helping teachers coordinate work with their colleagues from other subjects. These units help learners consolidate and expand their knowledge and use of English in contexts they are familiar with. These units also provide a link to the different themes found in the official syllabus for 2nd Grade Consolidation: Reinforces and consolidates language and skills in communicative contexts.

1 Repetition and Choral Practice

Even though extensively criticised, repetition is a technique which involves all learners in speaking the language thus gaining confidence and fluency. Repetition can help to reinforce a sound or structural pattern, and repeating chorally can help students gain confidence before they are asked to perform individually. However, repetition should not be abused by using it indiscriminately or as the sole teaching technique. We suggest that, whenever possible, teachers use the cassette as an additional model for listening and repeating. See below a suggested sequence for a repetition exercise: Teacher/Cassette Teacher/Cassette Teacher/Cassette one at a time Teacher/Cassette models-students listen models-students repeat in chorus models-different students repeat models-whole class repeats.

Additional material Songs: On page 84 in the SB and on page 89 in this TB there are two authentic songs which can be used for further language practice as well as to provide an opportunity for students to relax and take a break. Workbook The Workbook has a Check what you know unit plus nine units that correspond to those in the Students Book. It gives extra practice in Grammar and Communication. It has exercises at three levels: Consolidation, Further Practice and Extension, and has been specifically written for large mixed level classes. (See Dealing with diversity above.) All students should do the Consolidation exercises. More able students can also do the Extension exercises while the less able students do the Further practice activities. Further practice activities are those which provide additional practice on a language aspect which has already been worked on and understood by most students. Extension activities are more demanding and go beyond the minimum objectives of the unit. These are for students whose knowledge of the language is above average or for those who finish early. The Workbook section also contains Self-evaluation tables. The key to the Workbook exercises is at the back of this Teachers Book. Teachers Book This Teachers Book contains unit-by-unit lesson notes. The notes include answer keys, tapescripts and ideas for extra activities. Follow-up sections give suggestions for extra language practice, which may be set for homework. Where appropriate, alternative procedures are suggested for presenting language to more able students. At the beginning of each unit there is a box which includes the learning objectives, contents and cross-curricular topics covered in the unit. Class Cassette The Class Cassette contains all the recorded material from the Students Book: the dialogues, the pronunciation exercises, the listening exercises, the photostories and the songs.

Make the technique fun by involving different learners in the chorus repetition, such as half the class at a time vertical or horizontal rows groups only boys/only girls.

2 Pronunciation
Most teenagers perceive their success in learning a foreign language by how well they can speak it. In this sense, it is fundamental that students are provided with opportunities to learn the sounds of the new language. This is no easy task because it involves complex motor operations. Again, repetition is a good technique to help learners increase their level of confidence in pronouncing the new language. Pronunciation exercises give students extra practice in pronunciation, stress and intonation. One way of doing this is to use the technique of backchaining, in which students repeat an utterance usually a sentence in parts, starting from the end and building up to the complete utterance, e.g. Say after me everybody: start? film start? does the film start? What time does the film start? The key to effective backchaining is to keep your intonation consistent. The Students Book has plenty of opportunities to help learners master the new sounds.

3 Questioning patterns
In any teaching repertoire it is important to build up a sequence of question and answer patterns. One pattern might be: Teacher to self (TT) Teacher to student (TS) Student to teacher (ST) Student to student (SS) Student 1 to Student 2 to Student 3, etc. in a chain (S1S2S3).

Teaching techniques
The teachers choice of teaching techniques obviously depends on the individual classroom situation and the preferred teaching style. The items that follow are suggestions for teachers to select from as appropriate.


4 Pairwork
Many of the exercises in Uruguay in focus are designed so that students can work in pairs, simultaneously. This means that students talking time is increased dramatically and extensive practice can be done by all students in a short space of time. Students can work in closed pairs (side-by-side, talking to each other) or open pairs (side-by-side, talking in front of the rest of the class). Some patterns are: A to B side-by-side A-A B-B (pairs turn round and face the pair behind them) A-B-B-A (pairs turn round and talk across to each other) Random pairs across the class.

When working in groups

Say  Can you repeat that, please?  Whose turn is it?  Do you agree?  Uh, huh!  Do  Listen carefully Interrupt politely   Nod to show agreement  Keep eye contact  Ask your classmates to repeat if you dont understand 

set a time limit for the task and warn students a minute or so before the time is up ask students to appoint a group reporter if the task requires it when the group work is in progress, withdraw and monitor unobtrusively contribute only when asked to by the different groups take note of students errors for a later feedback session provide feedback on the process of group work as well as on the content and the language involve learners in self-evaluating their work and in evaluating their peers participation and effort allow time to discuss the answers to these process questions.

5 Group work
Students will often be asked to work in groups, especially in role-plays, discussions, questionnaires, task-based activities, projects and games. Again, groups are an excellent opportunity for students to increase their talking time in class. However, group work must be carefully planned and organised. In large classes, the ideal number of participants per group is between three and five. Remember that the more they are, the fewer opportunities each group member will have to participate.

Forming groups
Give students instructions on how to organise themselves in groups. Do not assume that they can do it themselves. Remember that many classroom management problems can be minimised by careful planning on the part of the teacher. Here are some ideas on how to set up the groups: give each learner a number and get all the students with the same number to form a group. (You can add variety here by using colours, adjectives, items of clothing, dates of birth or any new vocabulary item to form the groups) use a deck of cards for quick group formations where it is not possible to move classroom furniture around, have students work together according to proximity. Just ask learners to turn around and face the two students behind them. Some useful tips to remember when setting up group work: make sure groups are heterogeneous in terms of sex, language level, interests, etc. give clear instructions and make sure that students have understood them give learners extra help in using English for communication while in groups by writing on the board a chart with expressions they can use. You can also list appropriate non-verbal behaviour. This chart can be expanded as the course progresses so that it incorporates more expressions and behaviours. For example,

6 Oral correction
There are no fixed rules for oral correction. At the controlled practice stage, where the emphasis is on accuracy, correction can be immediate, but not in mid-speech. In conversations and group activities, where the emphasis is on successful communication, students should not be interrupted during their work. The teacher can monitor unobtrusively, making a note of mistakes to be dealt with later. This can be done in several ways: by discussing general mistakes with the whole class by highlighting mistakes from individual students, collating them on the board and then dealing with them systematically. One fun way of doing this is to hold a Mistakes Auction: - divide students into groups of four or five - each group receives x number of credits to spend on mistakes - the teacher writes a sentence on the board. This sentence may or may not contain a mistake - students bid to buy the sentence. If the sentence contains a mistake the group must give a correct version of the sentence. If the sentence is correct, the group must indicate so - if students fail to correct a mistake in a sentence, or identify as correct a sentence that contains a mistake, they lose one credit and the sentence - the winner is the group that has the most sentences when every other group has run out of credits.


7 Giving instructions
It is important to be systematic in your use of English in class. Remember that exposure to the language is important in the language acquisition process. Give your instructions in English and involve learners in using that language to interact with each other in class. The list of Classroom Language below is a good starting point. When giving instructions you may want to follow this procedure: make sure all students are paying attention enunciate the instructions carefully accompany verbal instructions with body language to make them clear ask learners what it is that they have to do. They can tell you in L1, if necessary repeat the instructions and get students to start working.

No talking. Stand up/Sit down, please.

Student language Can I/we (go to the toilet/work in groups)? Shall I clean the blackboard? Can you repeat that, please? Me, please. How do you spell X? Whats in English? Can you help me, please? Can you wait, please? Sorry, I dont understand. Is this correct? Can I borrow (a pen)?

9H  omework and homework correction

For homework, teachers can assign the writing tasks from the Students Book, and exercises from the relevant unit in the Workbook. There are also extra suggestions for homework in the Teachers Book lesson notes. If open-ended writing tasks are assigned for homework, it is a good idea to prepare them in class beforehand by giving help with any new vocabulary or expressions which may be needed. Homework can be corrected in the following ways: exercises can be checked orally in class students can correct their own or their partners work with the aid of a (photocopied) key written paragraphs and compositions can be corrected by the whole class. Ask a few students to read out their work to the class. The other students listen, note the mistakes, and help to correct them. In this way co-operation and sharing is fostered select an individual students work and write it on the board for the class to correct together mark compositions by using symbols which the students know and understand (see the Write section on page 12). Students can then think about their mistakes and work out the corrections for themselves.

8 Classroom language
Here is a comprehensive list of essential classroom language:

Classroom instructions Look at this. Listen and say/repeat after me. Say it again. Listen to this/the dialogue. Open/Close your books. Read this/the text silently. Read it aloud. Ask and answer in pairs. Fill in the chart. Put a tick in the right column. Write the answers in your notebooks. Come to the front. Act the conversation. Sit next to (Marcos). Copy this into your notebooks. Learn this by heart. Do (Exercise 5) for homework. Spell it. Make two teams. Work in pairs/groups of three. Change parts. Work on your own. Feedback and encouragement Good./Very good. Well done! Excellent. Thats right/not quite right. Try again. Discipline. Work quietly, please. Speak English, please. Dont speak (Spanish). Dont look at the dialogue. Be quiet, please.


10 Sequencing
The teaching sequence suggested in the detailed lesson notes follows the order of presentation in the Students Book. However, many teachers will prefer to adapt the order to suit their own situation. For example, the dialogues can be presented after the main language work.

Students Book suggested procedures

1 Photographs
The photographs which accompany the presentation material at the beginning of each unit are an important teaching resource. They can be used for scene-setting, revision, prediction, and for presenting

new language. Suggested questions for exploiting the photographs occur throughout the lesson notes. As well as prompting oral work, the photographs allow students to make cultural comparisons between their own country and Britain. Other ways in which you can use pictureseither the ones in the book or those which you or your students prepareare suggested below. Remember the saying: A picture is worth a thousand words.

Then refer students to the word groups listed in the Vocabulary section, e.g. Months and dates, Sports and Sports locations (Unit 3) and ask which words they would expect to occur in the unit. Elicit or remind students of the words they already know. When the students have completed the unit, refer back to the Learning goals, including the Grammar section, and ask them to give examples for each of the goals listed.

Suggested procedure check comprehension through non-verbal, physical responses (TPR) to commands model the use of target structure in context elicit student use of language help students predict what will happen next scramble sequenced pictures for students to place in order engage students in information gap A/B pair work help students organise themselves in groups. Each student circulates with a single picture which they have been given and seeks classmates whose pictures belong to the same set or sequence involve groups in composing and recording collaborative stories about the picture involve groups in reading and comparing their stories about the picture have students choose two or more unrelated pictures and relate them with an original story play Concentration games for matching pictures to words create and label photographs in personal or class albums students create their own photo stories help students develop role-plays in scenes suggested by pictures involve students in identifying and classifying vocabulary suggested by a picture, and later in generating sentences and stories based on it.

Listen and read dialogues

The dialogues in Uruguay in Focus develop the storyline and present new structures and functions in context. It is advisable to check general comprehension of the dialogue first, without requiring students to use the particular structures in focus. Later on in the lesson, once the students are familiar with the grammar, further comprehension questions which require specific use of the new grammar can be asked. The following guidelines are for handling dialogues in general. Specific suggestions for using dialogues are given in the lesson notes.

2 Learning goals
The Learning goals highlight the main points of Communication, Grammar, and Vocabulary in a unit. They are designed to make students aware of the language they are going to learn and so encourage learner independence. Discussion of the Learning goals may be conducted largely in L1, if this is most appropriate. Specific suggestions for presenting and exploiting learning goals are given in each unit. Notice that the approach of Uruguay in Focus does not give any of these three areas special priority. It is our belief that communicative competence can be achieved by balancing the three components suggested here. None of them is more important than the others. However, if taught in isolation, none of them is effective.

Suggested procedure Draw students attention to the items in the Communication section, e.g. Talk about future possibility (Unit 3). In L1 if necessary, ask what they would want to say when talking about these things.

Suggested procedure Before you play the dialogue: Check the lesson notes for dialogue-specific notes, suggestions for picture exploitation, and Background notes. Use the Picture exploitation suggestions in the lesson notes to ask about the photographs and (after the initial lesson), revise what the students already know about the characters, such as their names, ages, and relationships. In later units you can ask what the characters are doing, what they look like, what they are wearing and what has happened in the story so far. Ask a few focus questions of your own, e.g. Who is Ricky Martin? Where is he from? What do you know about him? etc. to prepare the students and to encourage them to listen for gist when you play the dialogue for the first time. Present any vocabulary and expressions that you think the students may have problems with. While you play the dialogue: Ask the students to close their books while you play or read the dialogue aloud. After you have played it through once, check the answers to your focus questions. Students open their books and look at the comprehension task. Play the dialogue a second time without stopping. Check the answers to the comprehension task. Play the dialogue a third time, stopping at intervals to clarify, if necessary, and to explain the meaning of any Useful phrases (see below). Explain in L1 any cultural points which may arise from the Background notes. If you wish, play the dialogue again, pausing the tape for students to listen and repeat chorally and individually. Ask the students to read the dialogue aloud, in pairs or groups. One or two can be chosen to perform it in front of the class.


 To help students memorise all or part of the dialogue, write it on the board with some words erased. See how much the students can remember without looking at the dialogue in their books. Continue, progressively making more gaps, until the students can recite the dialogue from memory. This is an especially useful technique for getting students to memorise the Useful phrases.

6 Grammar
The Grammar boxes focus on the main grammar point of a unit and are presented in tabular form for easy access and understanding by the student and are normally used for the presentation of the major verb tense systems. A table is usually followed by a discovery task to encourage students to draw their own conclusions about the grammar rule involved. The Grammar boxes are always followed by practice exercises. Some teachers may wish to start a unit with the main grammar point and then move back to the dialogue. This may be suitable on some occasions, but as a general rule students may be demotivated if lessons always begin with a grammar table and a grammar rule. We therefore recommend that the Grammar boxes are used after the presentation and contextualisation of the new grammar through a dialogue or text. On occasions, it is also possible to postpone detailed study of the Grammar boxes until the end of the unit.

Useful phrases

The Useful phrases are a selected list of words and expressions from the dialogue which are either common collocations or colloquial expressions. The students should learn these as fixed items. Do not attempt to explain the grammar behind the phrases unless the students ask you specifically for information of this kind. Useful phrases are recycled in appropriate contexts in the rest of the unit or in the subsequent units.

Suggested procedure Check that the students understand the meaning of the expressions by eliciting a translation in their own language. Play the tape and ask the students to repeat the phrases chorally and individually, with special attention to pronunciation, stress and intonation. Write a gapped version of the dialogue on the board or provide a photocopy omitting the Useful phrases. See if the students can fill in all the expressions in the right place. Keep a list of the Useful phrases presented during the course so that you can use them yourself and revise them at regular intervals. Also, suggest that students keep a section of their class notebook to record the Useful phrases. A fun way of reviewing these useful phrases every once in a while, is to ask learners to write up to three of these phrases and expressions on slips of paper and put them all in a bag. Students then work in groups and take six slips of paper from the bag. They must improvise a dialogue using the phrases they have picked from the bag. The dialogues are then role played in front of the whole class.

Suggested procedure Prepare a skeletal, blanked-out version of the table on the board and ask different students to complete the missing elements. Ask the students to think about the grammar rule or rules involved, inviting comparison with L1. In early units, this can be done in the students own language. Point out any particular difficulties which you know your students will encounter. Ask the students to complete the rule and to answer any other questions that may be included in the Grammar box. Refer the students back to the dialogue or presentation text to find examples of the relevant structures. Invite learners to use the new grammar in sentences about themselves and their own lives. When students are given the chance to talk about themselves, they tend to remember the language better. You may also want to write isolated words on the board and invite learners to come up with different sentences by using the grammar points in the Grammar Box and the words on the board.

Pronunciation

The pronunciation exercises isolate and practise problem sounds.

7 Grammar flashes
The Grammar flashes introduce other grammar points. They are usually contextualised in short sentences and supplement the main Grammar boxes.

Suggested procedure Refer the students back to the contexts in which the sound or sounds occur in the dialogue. Play the relevant Pronunciation tape and help students to produce the sound in question if they are having difficulty. Special tips for producing each sound are included in the lesson notes for each unit. Make up other sentences of your own which include the sound in focus, but beware of introducing too much new vocabulary.
10

Suggested procedure Remind the students of the context (dialogue or text) in which the grammar was presented. Ask them to study the example, then elicit the rule, inviting where appropriate comparison with Spanish. Give further practice, if appropriate, of the point in question using the students themselves and the classroom environment.

 Move on to the practice material immediately. It is best to do this in class orally rather than set it for homework. This will enable you to detect any problems the students may have with the structure.

10 Practice and Over to you

The main language focus sections, such as the Grammar boxes and Grammar flashes, are followed by Practice or Over to you exercises. Practice exercises are generally controlled and place the emphasis on accuracy, whereas the Over to you exercises solicit the students own contributions and are aimed at improving fluency and encouraging students involvement in the topic.

8 Communication
The Communication sections focus on the important communicative functions to be practised in the unit. The communication exchanges either develop the grammar from the unit in a communicative context or exemplify communicative sentences without emphasis on the underlying grammar.

11

Interaction

Suggested procedure Explain the communicative function which is to be practised, using L1 if necessary. Read the exchanges aloud and at normal speed. Practise the exchanges chorally, using forward or backward chaining to help students with overall rhythm and intonation. Comment on any points of usage (see lesson notes) and ask the students to make a usage rule if appropriate. Ask students to practise the subsequent conversation in pairs or threes, first in closed pairs, then in open pairs with the whole class listening. These exercises are best done orally in pairs or groups, so that teachers can monitor the students pronunciation and intonation. However, teachers may like students to write the conversations as well, after the oral practice. Make sure that the functions are recycled in subsequent lessons, in the normal course of conversation.

Interaction exercises are information-gap tasks which require students to work in pairs. The information for one half of the pair (Student A) is given at the appropriate place in the unit. The information for the other half of the pair (Student B) is in a special section on page 85 at the back of the Students Book. The relevant page numbers are always referred to in each Interaction exercise. The aim of these exercises is to provide realistic practice of the language in focus, by giving incomplete information to each half of the pair of students. They have to complete the information by asking relevant questions. The emphasis should be on the outcome, i.e. the successful completion of the task by both halves of the pair.

9 Vocabulary
Vocabulary is presented in lexical fields and practised through exercises and tasks linked to the grammatical or communicative focus of the unit. Although Uruguay in Focus is extensively illustrated to help students learn vocabulary, other techniques for presenting new words can include: the use of real objects in the classroom environment showing flashcards or magazine pictures sketches and diagrams on the blackboard or overhead projector miming and acting explaining in simple English explaining in L1 or translating certain words asking the students to use dictionaries encouraging learners to keep a personalised thematic picture dictionary in their notebooks. The choice of technique will depend on classroom conditions and the type of word or expression. It is essential to keep a regular check on vocabulary so that new words are continually recycled. Students may like to keep a small notebook in which they list new words, using the techniques suggested in the relevant Learn to learn sections in the Students Book.

Suggested procedure Divide the students into pairs. Identify a Student A and a Student B in each pair. (Make sure these pairs are changed frequently during the year to avoid boredom or frustration.) Tell Student As to look at the relevant exercise. Tell Student Bs to turn to the page at the back of the Students Book on page 85. Emphasise to the students that they must not show their respective texts or charts to each other, or there will be no point to the exercise. To avoid this, you may want to group Student As and Student Bs separately at this preparation stage, so that each group can collaborate on any problems or difficulties. Students read the instructions and their part of the information. Go round and help quietly with any difficult words. Show how the exercise works by taking the part of Student A yourself and selecting a capable Student B to work with you. Give an example of a couple of exchanges and demonstrate that students should note down the missing information. Point out that it is essential the students ask a question to obtain the required information. They should not just pause and wait for their partner to supply the missing information unprompted. Allow time in early units for setting up an Interaction exercise. Once the students are familiar with the routines, the exercise will take less time to conduct.
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 Teachers may like to go round monitoring the pairs and taking note of any special or recurring errors to discuss with the students afterwards.

14

Write

12

Listen

There are three types of listening text in Uruguay in Focus. The first type is specially written to include the structures and functions in focus. This may be a telephone conversation, an extract from a radio programme and so on, and is accompanied by a simple task such as completing a chart or answering comprehension questions. The second type is a recorded continuation of the storyline, featuring the main characters. The conversation usually includes the language in focus, but the interest is more on the development of the story, and tasks are set with this end in mind. The third type features an authentic interview. These interviews are important as they introduce students at an early stage to the flow and rhythm of natural speech and encourage them to listen for gist rather than to listen at word level.

Writing tasks are provided with a twofold purpose: either to consolidate the language in focus, or to help students to produce specific text types, e.g. an advertisement, a letter, etc. Writing tasks are frequently linked to reading tasks, drawing in the reading text as a model for writing. Where the writing task is free standing, the teacher will need to spend some time preparing the students especially if it is to be set for homework.

Suggested procedure
Read the instructions for the writing task together with learners. Invite students to brainstorm ideas about the content of what they want to write. Ask students to read the sample piece of writing and compare it to their brainstorming ideas. Encourage students to help you build a plan for the writing task on the board. Students copy the plan in their notebooks and write their own pieces. Encourage students to self and peer edit their writing before handing it to you for final marking. Ask peers to answer these questions about their partners writing: What do you like about your partners text?, What do you find difficult to understand?, What can your partner do to improve his/her writing? Use a marking code to correct your students writing. When presenting this marking code to students, show them examples of corrections so that they understand the meaning of the symbols clearly. You may also want students to use these symbols when editing the work of their peers. Here is a sample marking code for beginning writers: ww = wrong word wo = wrong word order ^ = something is missing here t = wrong tense - = sentence is too long / = separate ? = not clear

Suggested procedure
Set the context of the listening text. Ask general questions to generate interest. Make sure that the students understand what they have to do. Present selected key words and expressions. Play the tape for students to grasp the general gist. Ask a few simple comprehension questions. Play the tape again, stopping where necessary, at key points, or where students need to record information. Check the answers to the task. Replay parts of the tape if necessary.

13

Read

The importance of reading cannot be underestimated. It gives confidence and motivates learning; it provides the context for new language and acts as a model for writing. Most important of all, it is a stimulus for ideas and discussion. The reading texts in Uruguay in Focus are varied in type and length and are mostly adapted from authentic sources such as brochures, newspapers and magazines.

You may also want to work on mistakes you have found in correcting students work. We suggest you follow the guidelines suggested for Oral correction on page 7.

Suggested procedure
Ask a few warmer questions to set the context of the reading text. Use any accompanying pictures to help you. Present any new words that are essential to the understanding of the text. From time to time this can be done by means of a brainstorming activity in which students pool all the words they know which relate to the subject of a text.
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15 Further tips for the development of the four language skills

Skills development needs to be carefully monitored. See below the suggested 5-E Approach to Skills Development. Engage  For comprehension tasks, engage learners in predicting, suggesting prequestions, or guessing titles.

  Forexpression tasks (Speaking and Writing) engage students in brainstorming possible contents, listing expressions and/or vocabulary to use, etc. Give learners time to check their Explore  predictions and/or try out their initial ideas. At this stage, corrections should be minimal. The purpose of this stage is to have learners interact with their material or task. Explain  Allow learners to ask you questions or to consult their textbooks or notebooks before engaging in the task. You may want to involve students in planning writing or speaking, for example. Elaborate  Learners carry out the task, either individually or in groups. In the case of comprehension tasks, they answer questions, complete charts, identify pictures, complete diagrams, etc. In the case of expression tasks, they either write or speak. Evaluate  Help learners evaluate their performance in the task. This is the time to reflect not only on the accuracy of the learners comprehension or production, but also on the process.

language in each gap. Point out that there may be one word, several words or even a full sentence in each gap. Collect the suggestions from the class and write them on the board. Explain that the students version of the dialogue may be perfectly acceptable, even if it does not match the recorded version exactly. Play the tape for learners to check their predictions and ask students to reflect on their answers. Play the tape again and ask learners to read along. This may be a good opportunity to draw on cultural differences between the students culture and that of the characters.

18 Self-evaluation
The Self-evaluation tables appear in the Workbook at the end of all odd units and are cross-referenced in the Students book. This is an opportunity for students to assess their own progress based on their perception of their general performance. From time to time the teacher should discuss the students own rating with him/her and you can compare your own rating of the students performance and any discrepancies can be discussed.

19 Themes in focus
The Themes in focus pages are opportunities for students to integrate their learning of English with other areas of the curriculum.

16 Learn to learn
The Learning to learn sections are designed to help students become better language learners. They cover areas such as asking the meaning of words, different ways of recording vocabulary, looking up words in the dictionary, and so on.

Suggested procedure
Share the materials in this section with your colleagues from other subjects at the beginning of the school year and plan with them how and when to teach these contents. Use the Research sections as an opportunity for learners to learn more about the content. Again, discuss with other subject/area teachers what the best content to concentrate on is. The lesson notes provide specific suggestions on how to better exploit the units.

Suggested procedure
Explain the purpose of the activity, in L1 if necessary. Read any new phrases or words aloud to the students and practise chorally or individually. Revise the new language at the beginning of the following lesson.

17 Photostories
Photostories occur after every two units. They feature activities and adventures of the main characters with which teenagers can readily identify. The purpose of the photostories is to consolidate previously learnt language and to encourage students prediction skills.

20 Consolidation
The Consolidation sections in the book present students with opportunities to revise and consolidate the language they have learnt so far and give additional integrated skills practice in reading, speaking and writing. The Consolidation units consist of projects, games and Wide angle on the world sections.

Suggested procedures
Help students recall the story so far. Exploit the different pictures in the photostory using some of the techniques suggested in the section on how to work with pictures. Ask students to read the photostory silently and confirm their predictions about the situation. They should try at this stage to predict the missing

Projects The projects relate to the overall theme of the previous units. They provide students with an opportunity to produce a piece of work based on their own input and ideas, while at the same time reinforcing, consolidating and expanding on the language they have learnt. Project work can contribute to students general educational development by fostering
13

creativity, learner independence and co-operation with other students.

Break up each line in two, jumble the sentences and create a matching exercise. Write questions for each line and ask learners to suggest an answer (in full) then listen and check. Ask students to predict rhyming words. As a follow up, give learners time to read the lyrics in detail and discuss the overall meaning of the song.

Suggested procedure
Present the theme of the project and, if possible, create an appropriate and meaningful purpose for the project, e.g. an article for a school magazine, a photo display for other classes in the school, or information for pen friends or visitors from abroad. Read the text with the students and work on the meaning of any difficult words or expressions. It is advisable to help students infer meaning from the context rather than to explain everything to them. Explain how the project will be carried out. Projects can be done individually or in groups, entirely in class, as homework or as a combination, i.e. started in class and completed for homework. Discuss with students how long they think they will need to complete the work. This way, responsibility is shared with the students. Help learners set deadlines for completion of the project and monitor these deadlines so that they do not get sidetracked. Go through the sample Project in the Students Book and involve students in discussing Success criteria, i.e. what a good project will look like. Students then produce finished drafts of their work. If students have produced their work individually, they can exchange their work with their peers for comments. On the agreed date, have groups present their project to the rest of the class. If possible, display all the projects.

Off to a good start: further ideas to develop a super course!

Classroom management
Most teachers of teenagers experience problems with classroom management. This is mainly because learners are used to working in a certain way in primary schools and the expectations in secondary schools are different. What follows are a few tips to help you manage your groups: After the bell rings Make sure you give learners something to concentrate on while you get ready to start the class. You may give learners words for them to form a sentence, a word of the day to illustrate, a focus question for them to answer, etc. Taking attendance A good way to review what has been taught, or even to build learners confidence in using the language is to give them a cue with which to answer when you take attendance. Instead of using the usual Present! or Here! you may ask learners to answer with a colour, number, adjective, or an expression which you have recently taught. Rules Establish classroom rules. Start by telling learners what you expect from them, on the very first day of class. Negotiate with them a set of about five rules and agree on possible consequences for not complying with rules. Explain why rules are necessary, demonstrate and highlight expected behaviour, provide feedback and keep to the rules firmly. It is also advisable to inform your principal and colleagues of these rules and reach an agreement with them as to their enforcement. Misbehaviour I An ounce of prevention is worth a pound of cure. In order to reduce behaviour problems to a minimum, you need to keep learners actively involved and interested in classroom tasks. Keep seatwork challenging and meaningful, arrange for early finishers to do extra activities, address learners interests in your lesson, be consistent about enforcing rules, monitor the class at all times. Misbehaviour II Misbehaviour is bound to occur with teenagers in a classroom. When such a situation arises, let learners know that you are aware by making eye contact or signalling for silence. You may want to move closer to the student or calmly remind the student that a rule is being

Wide Angle on the World This section incorporates further skills work using short texts about people and places from around the world. The lesson notes provide suggestions for procedure.

21 Songs
Listening to songs and noting down the lyrics is something that teenagers frequently do in their spare time. The two songs, which are included in the recorded material, are exploited in different ways for detailed listening practice.

Suggested procedure Start by doing some global listening activity (e.g. give learners a few words from the lyrics and ask them to make a sentence, or fill in a bingo board and then listen to the song and check the words they hear).
Ask students to put stanzas or lines within a stanza in order, then listen and check. Ask students to put the lines of the stanza in order, then listen and check. Ask students to spot missing/extra words in a line. Spot extra words in a line.
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broken. Always be polite but firm. You may want to talk to the student privately after class. Purpose Ensure that activities have a clear purpose and are closed adequately when learners finish. It is a good idea to finish class five minutes before the bell rings to reflect on what has been learnt, and to preview tomorrows activities. This is also a good time to remind learners of homework assignments. You may choose to close the day with a song, a short reading or something learners like. Classroom routines and procedures Teaching classroom procedures from the very first day helps establish an adequate atmosphere for learning. Teach the procedures, do not just list them. You may follow three simple steps: -  Explain: name the procedure and explain why it is needed -  Practise: go over the procedure with students until they are aware of the routine - Reinforce: tell learners how they are doing. Class schedule Give the class a structure by writing what is to be done on the board. As learners complete each activity erase it so as to give them a sense of progress. While predictability helps ensure safety, it can also lead to boredom, so surprise students every now and then by including a Surprise section in the schedule. The surprise may be a short game, a riddle, or a song. Getting students attention When students are working and you want them to pay attention to you, some of these procedures may help: clapping hands, or raising your hand and asking learners to do the same. Transitions Here are a few suggestions for transitions in between activities: review the schedule for the day; give students notice before an activity ends (tell them how much time is left, what they are to do once they finish and how to get ready for the next activity); dont begin the new activity until the transition is completed. Students needing help If learners need help while working individually, they should ask a classmate before asking you. You can either use the Three before me technique (students ask three classmates before asking you), or encourage them to use help cards (fold a piece of paper to make a triangle which stands on a desk. On one of the sides students write PLEASE HELP ME, on the other side they write THANKS. Students put the card on their desks and turn it towards their partners whenever they need help).

Your objectives: what you expect students to learn or be able to do after your class The materials: what elements you will use A step by step list of classroom activities How you plan to close the class. See the photocopiable lesson plan on page 17.

Using graphic organisers

Graphic organisers have been described as words in pictures. These graphic representations help learners explore their background knowledge, register new knowledge and match the two.

Word web/Concept web

This graphic organiser can be used in teaching vocabulary or in teaching new concepts. It is also useful as a pre-activity for skills development learners can brainstorm around the title of a reading or listening text, it can be used as a note-taking device before speaking or writing activities or it can be used as a summarising device after listening, speaking, reading or writing activities.
Related information, examples, etc.

Related information, examples, etc.

Related information, examples, etc.

KEY.WORD OR.CONCEPT Related information, examples, etc. Related information, examples, etc.

Related information, examples, etc.

Chain organiser
Chain organisers work well as a pre-, while- , and post-activity. This type of organiser helps learners sequence information in a logical pattern. First, Then, But, However, Finally,
15

Planning your classes

It is always necessary to plan your classes. This does not only show respect for learners, but it also helps you by giving your class a structure. Whatever the format you give to your lesson plan, the following points should be recorded: Your aims: what you intend to teach in this particular class

Venn Diagram
This well-known diagram helps learners spot connections between facts, concepts or ideas.
Fact 1

Facts 1-2-3

Fact 2

Fact 3

Hierarchical organiser
This organiser helps learners distinguish between main and secondary facts, ideas or events. Main idea

Supporting idea 1

Supporting idea 2

Supporting idea 3

Detail

Detail

Detail Supporting detail

K W H L Chart
Teachers ask learners before a reading, listening, writing or discussion session to complete the first column with what they know about the theme or content. Then learners fill out the second column with what they would like to learn about this new content or theme while also thinking about effective ways of learning (by reading, doing a project, taking notes, etc.). This information is shared with the class and learners proceed to work with the new theme or content. At the end of the activity, learners complete the third column as a way of reflecting on what and how they have learnt. See sample chart below.
What do we know about .? What do we want to learn about ..........? What have we learnt about ........?

How can we learn about .?

Challenge questions about . for other groups to answer.

16

Uruguay in focus
Lesson plan
Teacher: Aims Class: Date:

Objectives

Materials Procedure What the What students teacher does do Comments

Closure Comments about this class

Reminders for next class Exercises or activities to be finished/checked next class Homework assignments, etc.

Pearson Education S.A. Photocopiable.

17

Uruguay in focus
Student evaluation sheet
Name: Class:

Progress tests
Test Initial 1 2 Grammar Vocabulary Communication Total Comments

3 4 5 6

Continuous assessment
Reading Writing Listening Speaking Grammar Vocabulary Communication Learn to learn Attitudes Date Mark Date Mark Date Mark

18

Pearson Education S.A. Photocopiable.

Uruguay in focus
Class evaluation sheet
Class: Name T R W L S Gr. V C LL A Final mark

Abbreviations: T=Tests, R=Reading, W=Writing, L=Listening, S=Speaking, Gr.= Grammar, . V=Vocabulary, C=Communication, LL=Learn to learn & A=Attitudes. Pearson Education S.A. Photocopiable.
19

20

21

Check what you know.

Objectives
Students will be able to: Check their linguistic level. Do some remedial work if necessary.

Listen and read

Background notes

Teaching points
Communication
Talk about personal information.

Grammar
Present simple for routines. To be (Present/Past). Have got. Like. Questions: What?, How old?, Where?, Who?, How many?

Liverpool: This is a large city in the north-west of England. Because of its history as a port, Liverpool itself is one of the most cosmopolitan cities in the UK. It has two universities, two cathedrals and two football teams Liverpool and Everton. Liverpool has a very distinctive accent, colloquially called Scouse and is a major cultural centre with theatres, art galleries and a concert hall. Liverpool has always had strong links with the arts and entertainment (The Beatles came from Liverpool, for example). In 1996, the Liverpool Institute of Performing Arts was opened to train young people for jobs in the arts and entertainment industries.

Vocabulary
Family members. Types of music. School subjects. Nationality adjectives. School subjects. City/town, places to go.

Ask Ss to look at the picture without reading the text, and ask these warmer questions: Where are these people? What are their occupations? Where are they from? Ss listen to a tape to check their ideas. Check the Ss predictions. Ask them if they were able to spot any other information. Play the tape again. This time Ss read while they listen.

Learn to learn
Organising and learning vocabulary.

Attitudes
Valuing English as a means of communication with people from other countries and cultures. Being aware of how much one knows. Showing respect towards differences. Showing respect to classmates work, especially when they are elaborating hypotheses about the uses and rules governing the L2 for communication purposes and taking risks. Developing a positive attitude towards overcoming problems linked to the L2 learning process. Respecting different types of families. Showing interest in communicating in English about ones own life. Showing interest in ones classmates and the information they can provide about themselves and about the language.

22

Libro del alumno p. 10

2 Comprehension
Use the first true/false question as an example to illustrate how to answer. Ss do the rest of the statements in pairs. Play the tape again. Ss listen and check their answers. They check again in pairs. Elicit the correct answers from the class.
Answer key 1 F 2 T 3 F 4 T 5 F

5 Communication
Talking about personal details
Ss cover the dialogue. Write Sandra on the board and ask Ss the questions here to check they can remember the answers. Using the same example, practise the questions and answers across the class. Ensure Ss are using the appropriate stress and intonation. Ask Ss if they would make any changes to ask for information about a boy. In pairs or small groups, Ss talk about three or four other people in the picture, using the same questions.

See the Introduction. Ask Ss who said these phrases. They discuss in pairs without looking at Exercise 1. Elicit the answers. Ss can look at the dialogue again now if they arent sure of the answers. Play the tape for Ss to repeat the phrases for practice. In small groups, Ss invent short dialogues in which they have to use as many of the useful phrases as possible.

Useful phrases

6 Over to you
Introduce yourself to the class first, as an example. Tell the Ss: Im one of the volunteers. My names Claudia Martnez. Im Uruguayan. Im from Fray Bentos. Ss imagine theyre one of the volunteers. They practise introducing themselves in groups of five or six.

4 Vocabulary
Countries and nationalities
With books closed, ask Ss, in small groups, to list as many countries as they can. Find out which group has the most countries. Check answers with the class, correcting and practising pronunciation as necessary.
a)

Reinforcement activity
New identities
Give each S a card with a new name, home town and country written on it. Use as many countries as you can. The names can be of famous people if you like. (Alternatively, you could ask Ss to make their own new identities.) Ss walk round the class introducing themselves to as many people as possible and writing down the names of the people they meet. In large classes, Ss can be divided into As and Bs. Ss A are asked to stand up and ask questions to five people. To set a limit, you can draw the following grid on the board: 1 Name Nationality City When Ss A have completed the grid, they return to their seats, and Ss B stand up and do the same. Ask some Ss to tell the class who they met. 2 3 4 5

Show Ss the example in the SB. In pairs, Ss look at the word square and find the nine countries in either horizontal or vertical position. They then write them with the correct nationality adjectives. Check answers with the whole class, paying particular attention to stress.
Answer key 1 Uruguay, Uruguayan 2 Poland, Polish 3 Greece, Greek 4 Italy, Italian 5 Spain, Spanish 6 Britain, British 7 Brazil, Brazilian 8 Turkey, Turkish 9 Argentina, Argentinian b)

In pairs, Ss add five more countries and nationalities, using their own original lists. Check answers with the whole class.

Libro del alumno p. 11

23

7 Memory bank
Family members
In groups of three, Ss write as many family words as they can, e.g. uncle, aunt, nephew, niece, cousin. Check with the whole class. Think of a family Ss are familiar with, and ask the Ss to describe each member by making reference to other members of the family, e.g. Mercedes is Alicias daughter. Juan is Federicos father. Or draw a family tree on the board. You may teach half-brother/sister, or step brother/ sister since they may be part of the Ss world. This is a good opportunity to work on respect towards different types of family.

b)

Ask Ss to look at Spike and write the questions they need to ask to get the information on her Teen Work card. Check they are correct. Ss ask and answer the questions in pairs. In pairs, Ss ask and answer about the other volunteers.
c)

8 Practice
Ask the class Who is Stella? and elicit the answer (Stella is Davids wife.) In pairs, Ss talk about the other members of her family.

Divide the class into groups of three. Each S makes cards like the ones in the book. Elicit from the whole class one or two of the questions they will ask. Each S interviews the others in their group and completes their cards. Ask some Ss to report back to the whole class, e.g. Eduardo lives in a big house near Rosario. He doesnt like maths but he likes English. As an optional activity, Ss can read all the information except the name for the rest of the Ss to guess who is being described, e.g. This boy/girl lives in a small flat near Mendoza. He/She likes rock, but he/she doesnt like tango.

Extension activity
Family quiz
Ss can prepare a family tree with a written description of relationships, or they can prepare a photo album of their family, with captions for the different photographs.

10

Listen

Ask Ss to look at the cards again: Who is not here? (Louise.) Where does she come from? (London, UK.) Ss listen to the tape and make notes about Louise. They check their information in pairs. Play the tape again if necessary. Elicit the answers from the class.

9
a)

Practice

Tapescript
Listen and note the information for the missing volunteer. My names Louise Morgan. I come from London. I live with my parents and my brother Alex in an old house in north London. I go to a drama school called the Italia Conti Stage School. We do ordinary school subjects like maths and history and things like that but we specialise in music and drama. My favourite subject is modern dance. I want to be a dancer. I like all sorts of music - especially classical and ballet music. I quite like British pop but I dont like rap at all. Answer key Name: Louise Morgan Town/City: London Home: Old house in north London Favourite school subject: Modern dance Music: - like: Classical and ballet music, British pop - dont like: Rap

Ask Ss to read the information about the Teen Work volunteers. Pre-teach suburbs if necessary. Fill in the first gap with the whole class as an example. Ss complete the dialogue using Joes card to help them. (They may need more than one word.) Play the tape and give Ss time to check in pairs. Elicit the answers from the whole class. Ss read the dialogue aloud in pairs for practice, taking turns to be A and B.
Answer key 1 does 2 come 3 comes from 4 live 5 lives 6 Whats 7 does 8 like 9 doesnt like

24

Libro del alumno p. 12

Before you read

Ss open their books, cover the text and look at the photos of Liverpool. Ask Ss to describe what they can see, e.g. a port, a ferry, a river.

12

Write and Speak

11

Read

Background notes

The port of Liverpool dates back to the early thirteenth century and has remained an important port because strong tides keep the river clear for shipping. It is still the main British port for transatlantic shipping to North America. There is a statue of Christopher Columbus here which has these words carved on it: The discoverer of America was the maker of Liverpool.

In pairs, Ss choose the city they will write about. Make sure Ss choose a variety of cities if possible. With the whole class, elicit some examples of typical information, using the headings for the notes in Exercise 11 b). Ss discuss and compile their notes. They can complete this for homework. Divide the class into new pairs. They tell each other about their cities. Ask some Ss to report back to the class about their partners city.

13 Learn to learn
Learning tips
Ask Ss to write a word they want to ask you about. With the whole class, elicit and teach as many of the words as possible, asking several Ss to repeat each one for pronunciation practice. Ss read the learning tips. Allow time in subsequent lessons for Ss to ask about new vocabulary and encourage them to write it down in their notebooks. Homework corrections can be checked by Ss in small groups while you go round the class and answer the questions.

With books closed, ask Ss what they know about Liverpool: Where is it? (In the north-west of England.) What famous pop group came from there? (The Beatles.) Write on the board: Mersey, port, Jamaica. Ask Ss: Can you decide the connection between this information and Liverpool? Ss will find the answers when they read the text.
a)

Note: You may wish to use Exercise 13 here as a way of dealing with the new vocabulary in the text. Ss now read both texts and decide which words fill the gaps. Check answers with the whole class.
Answer key 1 population 2 trade 3 emigrants 4 cinemas 5 museum 6 ferry b)

Check/Teach any essential new vocabulary, e.g. seventeenth century, trade, ferry. Ss copy and complete the notes, reading the text again as necessary. They check their answers in pairs. Check the answers with the whole class.
Answer key 1 Name of city: Liverpool 2 Location: In the north-west of England 3 Type of city: Industrial, cultural and commercial 4 Population: Around 500,000 5 History: 17th and 18th centuries: Trade with North America and Jamaica in sugar, cotton, tobacco and slaves. 19th century: The main port for emigrants to the USA from Britain, Scandinavia and Germany 6 Tourist attractions: Theatres, concert halls, cinemas, clubs, a maritime museum, an art gallery and The Beatles Story exhibition 7 Popular boat trip: A ferry across the Mersey

Libro del alumno p. 13

25

He always looks good.

Before you read
Ask Ss who their favourite rock/pop stars are. Ask: Do they have the same daily lives as you? What do you think are the differences? Give Ss time to discuss the question in the book in pairs. Elicit some ideas from the whole class. Pre-teach essential vocabulary, e.g. hunky, ballads, rock climbing, snore, and/or let Ss ask you about vocabulary of their choice after Exercise 1. Picture exploitation Ask Ss: What do you already know about Ricky Martin? Do you like him? What do the pictures tell you about him? Ask Ss: Do you ever go to concerts?

Objectives
Students will be able to: Talk about daily routines.

Teaching points
Communication
Exchange information about daily routines.

Grammar
Frequency adverbs. Present simple and present continuous. Special use of have.

Vocabulary
Free-time activities.

Pronunciation
The sounds /sp/, /st/, and /sk/ Spike, Stella, school.

Read

Skills practice
Read about a day in the life of a pop star. Write about a typical week. Listen to a telephone conversation.

Learn to learn
Using ones memory. Realising the importance of constructing hypotheses about English and testing them.

Ask Ss to read the text and find two things that Ricky Martin likes to do in his free time. They read and compare their answers in pairs. Elicit answers and comments from the whole class. Allow time for Ss to ask about new vocabulary and encourage them to write the words in their notebooks.

26

Libro del alumno p. 14

2 Comprehension
Ss read the article again and correct the notes. They check their answers in pairs. Then check the answers with the whole class.
Answer key 1 No, he doesnt. He sings both in Spanish and English. 2 No, he doesnt. He often works with other famous singers. 3 No, he doesnt. He lives in Florida, USA. 4 No, he doesnt. He loves travelling. 5 He doesnt go out to discos or parties very much, but he usually goes to a restaurant after a show. 6 No, he doesnt. He likes designer clothes. 7 No, he doesnt. He usually goes to a restaurant. 8 Yes, he has. He sometimes snores.

Follow-up
Ss, in new pairs, (1 interviewer + 1 pop star) can write a short magazine article about the pop star based on the information from the interview. Finished articles can be put up on the walls for other Ss to read.

Grammar flash
Ask Ss to find the phrase in the text on page 14. Provide some examples of the special use of have and elicit some from Ss. Make use of questions if necessary to help Ss to produce the new linguistic item.

Extension activity
Interviews
In pairs, Ss prepare questions they could ask Ricky Martin about his life. In new pairs, they act out an interview with Ricky Martin, basing their answers on the information in the article, and making up any additional information as they like. Ask one or two pairs to repeat their interview for the whole class to listen. They can then write their interviews for homework. Alternative procedure As above, but Ss prepare and act out interviews with pop stars of their own choice. Ss, in groups of four, choose a pop star to be interviewed. Elicit/Give some ideas for questions (based on the article) and write them on the board, e.g. get up?/breakfast?/do in the mornings? Groups of four decide which two Ss will be interviewers and which two will be the pop star. (It might be a good idea for less confident/weaker Ss to be interviewers because everything can be fully prepared in advance. Pop stars may have to invent answers during the interview itself.) In pairs, interviewers prepare questions and pop stars prepare possible answers. Make sure they have enough time for this. Ss form new pairs (1 interviewer + 1 pop star) and act out the interview. If time and interest allow, one or two volunteer pairs can repeat their interviews for the whole class.

Useful phrases

Reinforce the idea of the special use of have. Use flashcards to prompt Ss.

4 Over to you
Ss answer the questions in pairs and write one more of their own. Then they ask and answer the questions across the class.

Libro del alumno p. 15

27

5 Grammar
The present simple with adverbs and phrases of frequency
Write usually/often/always/never/sometimes on the board and ask Ss, in pairs, to arrange them in order of frequency. Ask one pair of Ss to write their order on the board. Check the order with the class, giving examples of your own to clarify the meaning where necessary. Point out that the t in often is silent (/fn/). Ss think of their own examples for each adverb. Elicit some of their examples, checking word order. Write often/English lessons? Three times a week. on the board and elicit/give the question form. Drill the question for stress and intonation, e.g. How often do you have English lessons? Ss ask and answer across the class to establish the correct forms. Write prompts for several more questions on the board, e.g. cinema?/see grandmother?/buy CDs?/ holiday? Ss ask and answer across the class. Establish a range of answers, e.g. once a week, twice a year. Ss read the grammar box. Check understanding with the whole class.

/ssssspeIn/. Drill some of the words in this way, exaggerating a little less each time. If your Ss find it difficult to make these sounds explode enough, they can practise by holding a piece of paper in front of their face saying sp sp sp as hard as they can. If the paper moves, they are making the correct sound.

8 Communication
Talking about routines
Ask the class about what they usually do after school. Write the incomplete dialogue in the SB on the board, e.g.: What do you do after school? ........ What do you do? I usually go straight home and watch TV. ... cinema? Yes, I do. ...............? Once a week, usually on Saturday. In small groups, Ss try to complete the dialogue. Elicit ideas, then ask Ss to read the dialogue in the SB. Answer any questions. Ss read the dialogue aloud in pairs for practice. Ask them to look at the prompts and explain any new language. Ss ask and answer across the class for the first prompt, to ensure they are using appropriate language, e.g. What do you do at the weekend? I sometimes rent a video. Ss use the remaining prompts to ask and answer in small groups. Ask each S to make notes for one of the other group members. Ask several Ss to report back to the class.

6 Practice
Point out the example. Ss complete the exercise in pairs, without looking back at the article in Exercise 1. When Ss finish they can check their answers against the article. Check the answers with the whole class.
Answer key 1 often goes 2 always has 3 always looks 4 never goes 5 usually goes 6 sometimes snores

WB Grammar 5

WB Grammar 6

Pronunciation

The sounds /sp/, /st/ and /sk/

The tapescript is in this TB on page 95. Follow the suggestions in the Introduction for using this section. Spanish speaking Ss often find it difficult to avoid adding an /e/ sound before the /s/ sound. You can help them by asking them to start pronouncing the words like a snake, exaggerating the initial /s/ sound, e.g. Spain -

28

Libro del alumno p. 16

1 really? is often used as a filler to show interest in what the other person is saying, as well as being used as a question.

Write

Ss prepare their ideas in groups, then write in class or for homework. If they write about a famous person, ask one or two Ss to read their text to the class without naming the famous person. Ask the class to guess who the person is.

13 Grammar
a)

10

Listen and read

Background notes

The Albert Dock, built in the 1840s and opened by Prince Albert, has many beautiful Victorian buildings. The port of Liverpool expanded greatly in the nineteenth century, so many of the public buildings in Liverpool date from this time. New docks have been built outside the city and the buildings of the Albert Dock have been restored and now house art galleries, museums, shops and restaurants, as well as the offices of Granada TV.

Ask Ss to cover the dialogue and the large picture and to look at the small picture. Ask: What do you think the man in the picture is asking Spike about? Why? Where do you think Spike is going? Play the first part of the tape. Ask Ss: Now what information can you tell me? Ask Ss to look at the large picture but to keep the dialogue covered. Ask: Where are the volunteers and Mick? Why are they here? What can you see in the picture? Why is Spike in a hurry? Play the tape for the whole dialogue. Ss read the text while they listen and check their answers to the questions. Elicit answers from the whole class.

Present continuous Use your own examples on the board to illustrate the tense and check meaning. Establish (using L1 if necessary) that the present continuous is used to describe events happening now, or in a limited period of time around now. Drill for pronunciation as necessary. Ask Ss to find examples in the dialogue. In groups of three, Ss read the dialogue aloud for practice. Then, with books closed, Ss try to reproduce the dialogue from memory. Encourage them to use gestures and facial expressions for Its over there and Good! This is a good opportunity to work and reflect on techniques and strategies to memorise language. Ask groups to act out their versions for the class.
b) Answer key Im looking for Albert Dock. Im going there myself. Im working on a project. Were helping to... ... were only working until three.

14 Practice
Do the first question as an example with the whole class. Ask Ss to complete the sentences in pairs. Check the answers with the whole class. Remind Ss of the negative contractions.
Answer key 1 Who are you writing to? 2 The volunteers are staying in a hostel. 3 Their records arent selling very well in the USA. 4 Is your brother studying at university now? 5 Louise isnt feeling very well at the moment.

11 Comprehension
Ss read and answer the questions in pairs. Play the tape again while Ss read and check. Elicit the answers from the whole class.
Answer key 1 Hes looking for Albert Dock. 2 Theyre helping to make a youth centre. 3 Nine oclock to three thirty. 4 Theyre only working until three.

WB Grammar 7 & 8

12

Useful phrases

See the Introduction. Language note: Excuse me is used to apologise for interrupting someone, to get someones attention and to ask someone to move out of your way. Oh,
Libro del alumno p. 17 29

1 Play the tape again if necessary. Check answers with the whole class. Teach redundant if necessary.

Grammar flash Present simple and continuous in contrast

Write the examples in the SB or sentences of your own to illustrate the two tenses. Ask questions to check the difference, e.g. Is he playing football now? When? Once or often? When is her lunch? Ss read the Grammar Flash and complete the rules. Check the answers.
Answer key 1 present simple 2 present continuous

Tapescript
Listen to the telephone conversation between Louise and her mother and answer the questions. Louise: Hello. Mother: Hello, darling. How are you? Louise: Hi, Mum. Im fine. Mother: Is this a bad time to phone? Louise: No, its OK. Were just having tea. We usually have tea about this time. Hows Dad? Mother: Hes OK. But ... Louise: But what? Mother: Well, thats why Im phoning. Im afraid its rather bad news. Louise: Bad news? What do you mean? Mother: Its about his job. His company isnt doing well and there isnt any work for him any more. Louise: What? You mean hes redundant? Mother: Yes, hes out of work. From next Friday. Louise: Oh, Mum! Thats terrible. (The doorbell rings.) Mother: Sorry, darling. Theres someone at the door. I must go. Louise: But, Mum! Mother: Ill phone again tomorrow when I know a bit more. Now you mustnt worry. Everything will be fine. Answer key 1 She's having tea. 2 He's out of work. 3 Tomorrow.

15 Practice
Ask Ss to look at the example for Leonardo DiCaprio and make sure they know what to do. Ss make sentences in small groups. Check their answers with the whole class.
Answer key 1 In the picture Leonardo DiCaprio is singing, but he usually acts in films. 2 In the picture Elton John is playing a guitar, but he usually plays the piano. 3 In the picture Rubn Rada is playing football, but he usually sings candombe. 4 In the picture Martina Hingis is singing, but she usually plays tennis. 5 In the picture Jorge Drexler is playing tennis, but he usually plays the guitar.

WB Communication 10 & 11

18 Learn to learn
Test your memory
Give Ss some homework time and/or some time in class to make themselves a set of cards, using words that they feel they do not know well. Use one or two of their cards as examples of how to test each other. In pairs, Ss test each other. For homework Ss can revise and write examples for the words/phrases they couldnt remember.

WB Grammar 9

16 Over to you
Give Ss time to think about these topics, in class or for homework. In small groups, Ss discuss the topics. Ask them to make notes for their answers to the first two topics. Ss report back to the whole class.

17

Listen

Ask Ss to tell you what they already know about Louise. (Shes from London). Tell them her mother is going to phone with some bad news. Ask them to listen just for the news. Play the tape and check the answer. (Her dads out of work). Ss now read and answer the questions in the SB.
30 Libro del alumno p. 18

Photostory photostory

On the Mersey ferry

Picture exploitation Ask Ss to look briefly at the pictures, then close their books. In pairs, they remember as much as they can about the pictures: Who is in the pictures? What are they doing? Elicit some ideas from the whole class. Ss read the story and fit the phrases into the gaps. They check their answers in pairs. Play the cassette. Elicit the correct answers from the whole class. In groups of four, Ss can read the conversation aloud for practice.

Tapescript
Listen and see if you were right about the sentences. Picture 1 Mick: Where is everybody? Picture 2 Mick: Wheres Gabriel? Gabriel: Im here. Mick: OK. And where are the others? Stefan: They arent here yet. Picture 3 Spike: Sorry Im late. Mick: Thats all right. Where are Louise and Sandra? Spike: They dont want to come. They dont like boats. Mick: OK. Come on. Lets go! Lets get the ferry. Picture 4 Gabriel: Where does the ferry go? Mick: It goes across the River Mersey. Its a very famous boat trip. Picture 5 The ferry leaves the dock. Picture 6 Stefan: Liverpool is an interesting city. Mick: Yes, it is. Ive got a book about the history of Liverpool. You can read it if you like. Stefan: Thank you. Historys one of my favourite subjects at school. Picture 7 Mick: Come over here and look at the view of the dock.

Libro del alumno p. 19

31

Would you like a sandwich?

1 Vocabulary
Food and drink
With books closed, ask Ss to write down all the food vocabulary they know. Elicit some items. Ss open their books and, in small groups, match the words with the pictures. Check answers with the whole class and briefly drill any items they find difficult to pronounce, e.g. yoghurt /"jUgrt/, lettuce /"lets/, onion /"njn/, biscuit /"bIskt/.
Answer key 1 doughnut 2 cake 3 biscuit 4 butter 5 milk 6 cheese 7 yoghurt 8 egg 9 fish 10 nuts 11 lettuce 12 mushroom 13 beans 14 peas 15 cucumber 16 carrot 17 potato 18 onion 19 tomato 20 lemon 21 melon 22 apple 23 peach 24 orange 25 banana 26 lamb 27 olive oil 28 beef 29 chicken 30 bread 31 pasta 32 rice

Objectives
Students will be able to: Talk about food and drink.

Teaching points
Communication
Offer food and drink.

Grammar
Have got + some/any. Going to future. Must / mustnt. Can / cant.

Vocabulary
Food and drink.

Pronunciation
The sounds /tS/ and /dZ/ chocolate, jelly.

Skills practice
Write a food diary. Listen to a radio interview. Read about a day in the life of an animal film star.

WB Vocabulary 1 3

Learn to learn
Organising and learning vocabulary. Being aware of the importance of focusing attention on the part of the text that we understand. Realising the importance of analysing the formal aspects of language.

Attitudes
 aluing English as a means of learning useful V information about the world. Showing respect towards classmates work, especially when they are taking risks and elaborating hypotheses about the uses and rules governing L2 for communication purposes. Developing a positive attitude towards overcoming problems linked to the L2 learning process. Being aware of ones capacity to make decisions that affect daily life (whether they are about what food to eat or learning English).
32 Libro del alumno p. 20

2 Learn to learn
Organise new vocabulary
Show Ss examples of how to organise vocabulary in this way. Give them time (for homework or in class) to record the vocabulary they have learnt so far in this book in their own notebooks. Allow time in future lessons for students to complete/compare their vocabulary lists. Tell Ss to look back at the new vocabulary before their next English lesson. Point out the word web or draw it on the board. Elicit an item to add to each section of the word web. In small groups, Ss complete their webs. Pair them with Ss from another group to check them. You can ask Ss to reflect upon their own preferred learning strategy. Which strategy do they find more useful?

Grammar flash
Ask Ss to read the sentences in silence. Bring flashcards with food, some should be crossed out and the class should give sentences using can/cant as a revision of what they have learned in previous courses. Ask Ss to discuss in pairs the difference between cant and mustnt. Elicit their ideas and make a language analysis. Continue to practise must and mustnt. e.g. show a picture of a sweet and ask them to repeat the right sentence: Diabetics cant eat sweets. They mustnt eat sweets. Practise across the class.

6 Practice
In pairs Ss make sentences with the meals in the chart. They can refer to the Grammar flash for help. Check answers with the whole class.
Answer key Vegetarians can eat with tomato sauce. Lactose intolerance kids mustnt eat cheesecake. Vegetarians can eat mixed salad with mashed potatoes. Vegetarians cant eat fish but they can eat vegetables. Vegans cant eat pea omelette and lamb.

Interaction

Divide the class into pairs, A and B. Tell Ss to find the correct page in their books. Show Ss the example in the SB. In open pairs, A asks B another question to ensure everyone knows what to do, e.g. A: Have we got any butter? B: Yes, we have. Make sure Ss know they must make a shopping list of the things they havent got and must buy. Check answers with the whole class.

WB Communication 8

4 Over to you
Elicit examples to start, e.g. What do you eat for breakfast? What do you usually drink with lunch? Ss write their food diary individually. To encourage discussion, ask What is your favourite food/drink? Do you eat food because its good for you or just eat what you like? In pairs or small groups, Ss discuss their diets and note similarities and differences. Ask some Ss to report back to the class on their partners. Are their diets healthy?

Read

Ask Ss to read the title of the article and cover the text. Ask: What special diets do you know? Give them time to think about this in pairs then elicit ideas from the whole class. Make sure all Ss understand the vocabulary related to different diets. Ss read the text and check their knowledge about special diets.
Libro del alumno p. 21 33

2 Picture exploitation Ask students to look at the picture but cover the dialogue. Ask: What time of day is it? What are the volunteers doing? Is Louise eating? Why?/Why not?

Extension activity
Ask Ss to look back at the Useful Phrases they have learnt in the book so far and choose three. In pairs, tell them to write a dialogue including the phrases. Ss read their dialogue to the class. The others must say when they hear a Useful Phrase. Another way of working with this is to ask Ss to act out the dialogues, but not to use words when they have to say one of the Useful Phrases. They should use gesture and body language for the others to guess what Phrase should go there.

Listen and read

This shouldnt require any special preparation. Remind Ss they shouldnt read the text while they listen.

8 Comprehension
a)

Show Ss the questions in the SB or write them on the board. Play the tape. Check answers with the whole class. Ask Ss their opinion (they should be able to remember from the previous lesson): Why isnt Louise hungry? (Shes worried because her fathers lost his job.) If necessary, play the tape again. This time Ss can read.
Answer key 1 Twelve thirty 2 Chicken, tuna and cheese and tomato 3 No, she isnt b)

In pairs, Ss answer the true/false questions, referring back to the dialogue to help them. Play the tape again if necessary. Check the answers with the whole class.
Answer key 1T 2F 3F 4T

Useful phrases

See the Introduction.

34

Libro del alumno p. 22

10

Pronunciation

The sounds /tS/ and /dZ/

The tapescript is on page 95. If your Ss find it difficult to produce the sound /tS/, remind them of how ch is pronounced in Spanish. For /dZ/ get them to say /d/ first and then add the /Z/ sound. e.g. /d/ + /Z/ " /dZ/

Answer key Michelle: plain yoghurt, two bananas, a doughnut and a diet coke. Cindy: an egg and tomato sandwich, cheese, an apple and some orange juice. Jack: a slice of cheese and tomato pizza, cheese and onion crisps, chocolate biscuits and milk. b)

Discuss this question with the whole class.

Answer key Cindy, because Michelles doughnut isnt very healthy and Jack has a lot of junk food.

11 Communication
Offering food and drink
Use pictures as prompts for this activity. Point to a sandwich and mime offering it to a S. Elicit: Would you like a sandwich? Drill for appropriate intonation. Practise S-S. Refer to the fact that when we accept something we say Yes, please as opposed to S, gracias in Spanish. Then point to several sandwiches and practise the question: What sort would you like? Ss read the complete dialogue aloud in pairs. Change the pairs. Ss practise dialogues.

Tapescript
1 Interviewer: Hello. And who are you? Michelle: My names Michelle. Interviewer: OK, Michelle. What are you going to have for lunch today? Michelle: Im going to have some yoghurt ... Interviewer: Is that plain yoghurt? Michelle: Yes, it is, um, and Ive got two bananas. Interviewer: Two? Michelle: Yeah, I love bananas. Interviewer: And whats that? Michelle: Its a doughnut and Ive got a diet coke to drink. Interviewer: What? No sandwiches? Michelle: No, Im on a diet. 2 Interviewer: Hello. Whats your name? Cindy: Cindy. Interviewer: OK, Cindy. Now tell me what youre going to eat today. Cindy: Uh ... Ive got a sandwich. Interviewer: What sort is it? Cindy: Egg and tomato. Interviewer: OK. And whats in that little packet? Cindy: Thats cheese. I like a bit of cheese, just on its own. Interviewer: What else? Any fruit? Cindy: Yes, an apple. Oh, and Ive got some orange juice to drink. Interviewer: Any biscuits or cake? Cindy: No, I dont like sweet things. Interviewer: OK. Thank you, Cindy. Enjoy your lunch. 3 Interviewer: And next we have Jack. It is Jack, isnt it? Jack: Yeah. Interviewer: Can you tell us exactly whats on your tray, Jack? Jack: Ive got a slice of pizza. Interviewer: That looks good. What sort is it? Jack: Ive no idea. Its got cheese and tomato on it. Interviewer: OK. What else have you got? Can I see a packet of crisps there? Jack: Yes, Ive got some cheese and onion crisps. Interviewer: And what are you going to drink? Jack: Milk. I drink lots of milk every day. Interviewer: Are you going to have any fruit or biscuits? Jack: No, Im not going to have any fruit but Ive got some chocolate biscuits.

12 Grammar
Going to future
Write Were going to have lunch on the board and check meaning, e.g. Are you having lunch at the moment? (No.) When? (Soon, in the future.) When did you decide? (Before now.) Ask Ss about their plans for the rest of the day.

13 Practice
Fill in the first gap with the whole class. Ss do the rest in pairs. Check the answers.
Answer key 1 were going to watch 2 are you going to do 3 m going to see 4 are you going to get 5 m going to cycle. 6 s going to rain.

WB Grammar 4 & 5

14
a)

Listen

Ask Ss to look at the lists. Play the tape and Ss complete them. They check in pairs.

WB Grammar 6 & 7
35

Libro del alumno p. 23

15

Read

Answer key Meal Breakfast Lunch Afternoon tea Dinner Time 8 oclock Menu usually cereal with milk and sugar

Picture exploitation Ask Ss to look at the picture and cover the text. Ask: What daily routine do you think a chimpanzee has? Give them time to think about this in pairs, then elicit ideas from the whole class. Now ask them to look at the information in the box at the top of the page or provide the information yourself. Ask: How is Cheetah different from other chimpanzees? Elicit ideas.
a)

between 12 healthy food, today some and 2 p.m. fruit and a raw onion about 4 oclock between 6 and 8 p.m. usually a banana, but today a hamburger rice or spaghetti with tomato sauce or macaroni and cheese

Ss now read the text and arrange the paragraphs in the correct order. They check their answers in pairs. Check the answers with the whole class. Make Ss aware of the different clues they need to focus on to decide on the order of the paragraphs.
Answer key 1F 2C 3D 4B 5E 6A b)

d)

Ss discuss this in groups of three. Elicit some ideas from the whole class.

16

Write

Ask Ss to find the first word (scratch, paragraph F). Can you imagine what it means? What do animals often do when they wake up? Mime to help Ss if necessary! In small groups, Ss look at the text and try to guess the other words. Check with the whole class, asking questions and explaining in L1 as needed.
Answer key scratch (n.) - You scratch when you have an itch. human (adj.) - People are human, animals are not. make faces (v.) - You pull your face into strange shapes to make someone laugh, or because you dont like them. Children do this a lot. raw (adj.) - Not cooked. You eat raw salad. wave (v.) - You wave (with your hand) to say goodbye to someone, or to attract their attention. abstract (adj.) - (Demonstrate this by drawing on the board. If you draw anything undefined, its abstract, but if you draw something real, e.g. a tree, it isnt.) c)

Ask Ss: Would you like to be Cheetah? Why?/Why not? Do you have a pet? What does your pet do every day? Ask Ss to choose any animal they like and think about its daily routine. This can be a real animal or a cartoon character if you/they prefer. They discuss this in pairs to get ideas and then write about it, in class or for homework. This can be done individually/in pairs/small groups. Ask some Ss to read their description aloud to the class, without saying what animal they are. Have the rest of the class guess the animal. Ask Ss: Do you know any other famous animal film stars? If so, they talk about them in small groups, then report back to the class.

Ss look at the chart. Ask: Can you remember any information? Elicit some ideas, then Ss complete the chart in pairs. Go through the answers with the whole class.

36

Libro del alumno p. 24

PROJECT M  y favourite food in focus

A Class survey
Make sure Ss understand the difference between the words meal and dish. You can give some examples yourself, e.g. Locro is a typical Argentinian dish, paella is a typical Spanish dish, feixoada is a typical Brazilian dish. Meat is a food, but meat balls is a dish. Draw a chart on the board like the one in the SB. Tell Ss theyre going to carry out a survey on meals and food. Ask them to read the instructions and to tell you what questions theyre going to ask to carry out the survey. Ss conduct the survey. If there are a lot of Ss in your group, you can divide the class into As and Bs and they take it in turns to ask the questions. Make sure Ss pronounce dessert correctly /dI"zZt/.

toast

grill

B Recipe
Show pictures of the equipment or give some examples to show their meaning, e.g. You make a fried egg in a frying pan. You use a knife to cut meat. You use a teaspoon to put sugar into your coffee. Explain the meaning of the preparation and cooking words by using pictures or by miming the actions. You may ask Ss some questions to check they have understood the words, e.g. Can you chop meat? Can you pour vegetables? What can you boil? Ask Ss to read the recipe for the banana split. They can work in pairs or in small groups. Make sure they understand all the words. In groups, Ss have to write a recipe. First they have to decide on the dish. (You can give them some options if necessary.) Once they have decided on the dish, they have to make a list of the ingredients and equipment they need. They can start looking for pictures to illustrate the recipe. Ss write a first draft, which can be corrected by you or by another group (see the Introduction). They use the recipe in the book as a model. Once the recipes are ready, Ss can make posters and display them on the walls. If possible, you can try out some of the recipes. fry grate

slice

chop

mash

boil

bake

scramble

Libro del alumno p. 25

Consolidation 1
37

Consolidation 1

Wide  angle on the world

Breakfast round the world
Picture exploitation Ask Ss to look at the pictures and answer the following questions: Where are these people? What are they doing? How can you tell? What time of the day is it? Is our breakfast similar or different? Is breakfast an important meal? Why? What is a healthy breakfast? Ask Ss what information they think the text will include. Write the Ss predictions on the board, or ask them to keep a record of their predictions.

Read

Ss read quickly to see if their predictions were right. Discuss the answers with the whole class. Ask the Ss to read again to look for the information needed to complete the chart. Ss complete the chart individually, then check answers in pairs. Check the answers with the whole class.
Answer key Name Country Breakfast To eat 1 Pimpa Thailand 2 Anya Russia Bean soup, noodles To drink Tea

Boiled eggs, bread and jam, sometimes yoghurt Tea with bread Pancakes with maple syrup, eggs and bacon Bread, white cheese, olives, tomatoes, onion hearts, sometimes yoghurt with honey Milk Orange juice or tea

3 Lenny USA 4 Ahmet Turkey

38

Libro del alumno p. 26-27

Listen

Write

Ask Ss to read the instructions. Ask Ss what type of breakfast they think Marta and Juan have. Write the Ss predictions on the board. Ask Ss to answer the questions. Play the tape once for the Ss to see if their predictions were right or not. Play the tape again for Ss to complete the chart. Ss discuss answers in pairs, then check with the whole class.
Answer key No, she has fruit first of all. No, he doesnt. He doesnt like it.

Try to elicit from Ss different cohesive devices, i.e. conjunctions, pronouns, so that they can see their importance when writing fluently. They write the paragraphs in class or at home. Give Ss a checklist, e.g. Simple present tense with no -s for the first person subjects, dont for the negative, the use of or to join two negatives (I dont like tea or mate). See the Introduction for correction of written work.

Marta Eat An orange or an apple, bread with cheese or ham and toast and marmalade. Coffee with milk and suggar.

Juan Bread and butter and jam.

Juans parents

Drink

Cold milk.

Mate

Tapescript
Listen to Marta from Germany and Juan from Argentina talking about what they have for breakfast and take notes. Then tell the rest of the class what they have to eat and drink. Marta: I live in Munich in the south of Germany. I get up quite early and I always have fruit first of all - an orange or an apple. Then I have a cup of coffee with milk and sugar in it and bread with cheese or ham, and to finish with I always have toast and marmalade. Juan: I come from Baha Blanca in Argentina. On school days I have breakfast with my sister, Mariana. We have bread and butter and jam. I have a glass of cold milk to drink. I dont like tea or coffee. My parents drink mate - a kind of green herb tea every morning but I dont like it. I prefer milk. I am always in a hurry so I dont have much time for a big breakfast.

Libro del alumno p. 27

Consolidation 1
39

I prefer swimming.
Before you read
* Ask Ss to look at the comprehension questions and discuss them in groups. Then, a speaker from each group will tell the rest of the class about their findings.

Objectives
Students will be able to: Make polite requests. Talk about dates. Talk about likes and preferences.

Teaching points
Communication
Talk about future possibility.

Listen and read

Grammar
Present continuous tense with future time reference. Gerund (-ing form) after verbs indicating likes and dislikes. First conditional if clause + will/ll, wont.

Listen to the tape for the first time without reading. Ask Ss: What two sports are mentioned in this dialogue?

2 Comprehension
Play the tape again if necessary. Ss answer the questions in pairs. Check the answers with the whole class.
Answer key a) 1 Liverpool and Southampton. 2 They must queue at the gate. 3 Swimming. b) Joe Y Gabriel Y Sandra N Stefan Y

Vocabulary
Months and dates. Sports and sports locations. Verbs indicating likes and dislikes.

Pronunciation
The sound /T/ three, thirteenth.

Skills practice
Listen to a radio programme. Read an interview with a footballer. Write an interview.

Useful phrases

Use the suggested procedure.

Learn to learn
Improving your listening skills. Realising the importance of focusing attention on the part of the text we understand. Realising the importance of formulating hypotheses about L2 and taking risks.

Attitudes
Showing interest in using English to talk about ourselves and to communicate with others.

40

Libro del alumno p. 28

4 Grammar
Present continuous as future
Ask Ss to look at the dialogue in Exercise 1 again. Write on the board: Liverpool are playing at Anfield tomorrow night. Ask Ss: What tense is this? (Present continuous) Ask questions, to check meaning, e.g. Is this now or in the future? (In the future.) Is it definite? (Almost 100%!) Is it a plan or an arrangement? (An arrangement.) Ask Ss: Do you have any arrangements for this week? Elicit some examples from the class, e.g. Im going to the dentist (they have an appointment), Im seeing a film (they may have tickets already).

T writes the dates on the board: What are these days in words? 25th August 1825 (Independence day) 16th July 1950 (Uruguay won the Football World Cup) Ss complete the exercise in pairs. One pair can write the answer on the board to help with feedback.
Answer key The twenty fifth of August eighteen twenty-five. The sixteenth of July nineteen fifty. Answer key 3 In 4 In 5 On

Reinforcement activity
Bring in a picture of a famous person (pop star, film star, politician, etc). Ask Ss what they know about this person. Draw his/her diary for next week on the board, but without writing in any arrangements. Tell Ss they have to work out from your clues the arrangements the famous person has. Use mime/ pictures/board drawings. Make sure that Ss give complete sentences, e.g. T: On Monday (mimes playing golf). Ss: On Monday she/hes playing golf. T: With? Ss: On Monday she/hes playing golf with (Ss suggest someone famous). T writes golf with in diary on board If you feel Ss still need practice, they can write out full sentences from the prompts on the board.

Check the answers with the whole class. Ask Ss to give you their own examples using these prepositions, e.g. their birthdays. You can conduct a quiz: Whens Independence Day? Whens Childrens Day? Ss can prepare quizzes as homework.

6 Practice
Ss look at the information. Check the example with the whole class. Elicit the questions they will ask and drill as necessary for natural stress and intonation, e.g. Who is Hewitt playing next? When are they playing? Where is the match taking place? Ss ask and answer the questions in pairs. Check the answers. Ss ask and answer across the class.

WB Grammar 1

5 Memory bank
Months and dates
With books closed, elicit the names of the months from the class to check pronunciation, e.g.: February/"febrUri/ April/"eIprl/ July/dZu:"laI/ August/"O:gst/ December/d"sembr/ Point out the example in the SB with the whole class to make sure they know they must include the and of. Ss complete the exercise in pairs. One pair can write their answers on the board to help with feedback.

Libro del alumno p. 29

41

Tall stories
Picture exploitation Ss look at the cartoon pictures. Ask: Which questions do you think each picture relates to? Language note: A tall story is similar to a lie, i.e. it is not true. But it is told simply to make a story more interesting, and not for any other purpose. Show Ss the title or write it on the board. Ask: What do you think it means? Ask Ss: Are your parents/uncles/aunts taller than their parents? Do you think people are getting taller? What can make you taller/shorter? Discuss these questions with the whole class. Encourage Ss to infer the meaning of unknown words from the text.

42

Libro del alumno p. 30

7
a)

Read

13

Listen

In small groups, Ss read the headlines, but not the text, and decide if they are true or false. Write the headlines on the board and ask Ss to close their books, so they don't look at the answers. b) Ss read the full text to check their answers. Have a brief discussion with the whole class.
Answer key 2T 3F 4T 5T 6F 7T 8F

Ask Ss: Do you do any sports? Have you had any injuries? What sports injuries do you think are the most common? Teach physiotherapist.
Answer key 1 She was six years old. 2 She trained about twice a week. 3 They can become injured. 4 She broke her collarbone and a shoulder. 5 She had to do everything with one arm. 6 Her back injury because use she still has problems today.

Tapescript
Listen to a young girl talking about her training as a gymnast and answer the questions. Interviewer: Jessica, you did a lot of gymnastics when you were younger, didnt you? Jessica: Yes, I did. I trained for ten years. Interviewer: For ten years! (Yes.) So at what age did you start doing gymnastics? Jessica: I started when I was six years old. Interviewer: And did you go in for competitions - because I know there is quite a lot of pressure on young gymnasts? Jessica: Yes, I did. And from a very young age. Interviewer: So you must have trained quite hard for those. Jessica: Not as hard as some people. I trained about twice a week when I was very young. But some clubs start training their very young gymnasts too hard, I think, when theyre young. Interviewer: And if they train them very hard, then presumably there are dangers, I mean you can become injured, cant you, if you do a lot of training? Jessica: I think so. And I think many coaches arent actually aware of all the dangers of training young children too hard. The problem with young children is that their bones are still very soft. And if you stretch them too hard or work them too hard it can be very dangerous for their growing later in life. Interviewer: You say coaches arent always aware of this, so children can be doing too much, but nobodys actually stopping them from doing too much. Jessica: Thats right. And coaches dont actually have to go through any training, any sort of health training. Interviewer: I see. Did you have any injuries when you were training? Jessica: I did. I mean I broke a couple of bones when I was actually training. But Interviewer: Where? Sorry. Where did you break the bones? In your arm or ? Jessica: My collarbone and my shoulder. Interviewer: Right. That must have been painful. That was when you were training? During a training session? (Thats right). Were you injured for a long time? Jessica: I was out for about six weeks each time, but my coach made me go into the gym and I had to do everything with one arm. Interviewer: Right. So, one has to be very careful. Jessica: One does. But I think my worst injury that I have come away with has been a back injury. Interviewer: How did that happen? Jessica: Im not actually sure. It wasnt something which happened immediately. It built up over time, so that by the time that I stopped gymnastics I realised that I had a lot of problems in my lower back and I still have them today to some extent.

8 Comprehension
Answer key 1T 2T 3F 4F

Ss discuss the statements in small groups.

5T

9 Grammar

First conditional: if clause + ll(will) / wont

In pairs, Ss look at the grammar box and then complete the role.
Answer key present, future

10

Pronunciation

The sound /I/ in initial, medial and final positions

The tapescript is on page 95.

11 Practice

In pairs, Ss make sentences like the example.

Answer key 2a) If your parents are tall and thin, youll probably be tall and thin, too. 3d) If you dont use up much energy, you wont need to eat so much. 4e) If you dont need all the food you eat, your body will store the food as fat. 5e) If you diet a lot, you wont look your best.

WB Grammar 5 & 6

12 Vocabulary

Sports and sports locations

In groups of three, Ss match the places and sports. Elicit the answers from the whole class.
Answer key 2 football pitch 3 golf course 4 badminton court 5 motor racing circuit 6 basketball court 7 volleyball court 8 swimming pool 9 athletics track 10 baseball pitch

Libro del alumno p. 31

43

14
a)

Read

To introduce the text ask Ss: What footballers do you know/like? What do you know about them/their lifestyle? Do you know any British footballers? If your class is keen on football, they can discuss this in groups, then report back to the class. Ask Ss to read the text and find the answers to these questions: Where does Diego Forlan live? What does he like doing? Check their answers. Ask Ss to read the text again and do Exercise 14. Check answers with the whole class.
Answer key a) true b) false c) true d) false e) false

b)

Check answers with the whole class.

Answer key a) 3 b) 1 c) 2 c)

Ask Ss to work in pairs and to prepare questions for Diego Forlan. Coordinate actions with the teacher at the computer lab to send the questions by e-mail to the address in the Students Book.

how many clues you need to guess who it is. Get ready to phone this number 0890 666777. Maybe its your lucky day. Are you ready? Then, lets go! Narrator: Clue Number 1: The person is a man, hes young, and hes a footballer. Clue Number 2: He is tall, good-looking, and blond. DJ: Hello. We have a caller. Boy: My names Baz and Im calling from Leeds. DJ: OK, Baz. Who do you think it is? Boy: Its the Norwegian Tor Andre Flo. DJ: No, it isnt Flo. On with the next clue. Narrator: Clue Number 3 Girl: He plays midfield and hes English. DJ: We have another caller. Hello? Girl:  Oh hi. My names Stella. I think the mystery person is Michael Owen. DJ:  Good try but no. Dont forget this person is tall and blond. Next clue please. Narrator: Clue Number 4 Girl: He plays for Manchester United. Man: Hi, its Mike from Bradford. DJ: Hi Mike. Any idea who this is? Mike: Yes, I think its Paul Scholes. DJ: No. Sorry. Its not Scholes. Last clue coming up. Narrator: Clue Number 5 Girl:  Hes married to Posh Spice of the Spice Girls and theyve got a son called Brooklyn. DJ: Easy now, isnt it? Yes, hello. Whos that speaking? Girl: Its Angela. DJ: OK, Angela. And the answer is of course Girl: David Beckham. DJ:  Correct. Thats the man. Well done, Angela, now if you can stay on the line and give your details to our ...

15 Learn to learn
Listening
Read and discuss the tips with the whole class. Answer questions as necessary. Use Exercise 16 to practise the strategies. Ask Ss to complete the chart and discuss where they are making most and least progress. Ask: What can you do to improve? Remind Ss to tick (3) the Learning goals they have achieved.

16

Listen

Ss listen to a radio quiz show to guess the famous sports personality. Ss can try to guess as they hear the clues.
Answer key David Beckham

Tapescript
Listen to a radio quiz show and guess the famous sports personality. ... and now its time for our Mystery Sports Personality quiz. The prize for the first caller with the correct answer is a fabulous holiday for two in Miami. Now to remind you how to play the game. You will hear five clues. Thats right, just five clues. Each clue gives you a piece of information about the famous sports person. See
44 Libro del alumno p. 32

Photostory photostory

An afternoon in town
With books closed, ask Ss to recall everything they can about the characters and the story so far. Pre-teach ice cream flavours, e.g. chocolate, strawberry, pistachio, vanilla. Ask Ss: What is your favourite flavour? Play the tape for the first time and ask Ss to listen for the flavours on the tape and the people who choose them. Play the tape again and give Ss time to check in pairs. Elicit the answers from the whole class (Spike, chocolate; Sandra strawberry). Ss open their books and look at the story. In small groups, they put the pictures in order (show them the first answer). Play the tape and ask Ss to check their answers. Elicit the correct answers from the whole class.
Answer key 1 D, 2 B, 3 E, 4 C, 5 G, 6 A, 7 F Picture E Spike: Louise: Spike: Picture C Sandra: Spike: Back to the hostel? What? On your own? Its OK. I like being on my own. OK. See you later. Look! Theres an ice cream van. Brilliant! Picture G Young Man: Can I help you? Sandra: Yes. Could I have a strawberry cone, please? Young Man: Yes, certainly. Picture A (thinks) Yuk! I hate strawberry. Spike: Young Man: What flavour would you like? Spike: Could I have chocolate, please? Picture F Come on, Spike. We mustnt be late for Sandra:  supper! Take it easy, Sandra. Just enjoy your ice Spike:  cream. I hate rushing!

Follow-up
Ss can act out the dialogue from memory, in groups of five.

Extension activity
Continue the story
Ask Ss what they think happens next in the story. Elicit some ideas. In small groups, Ss write their version of the next two scenes. Ask as many groups as possible to read their scenes aloud. The class decides on the best script - and the best performances!

Tapescript
Listen and see if you were right about the order of the pictures. Picture D Sandra and I are going into town to do some Spike:  shopping. Stefan, are you coming with us? Stefan:  No, thanks. I dont like shopping. Im going swimming with Joe. Picture B Spike: come? Louise: What about you, Louise? Do you want to No, thanks. Im going back to the hostel.
Libro del alumno p. 33 45

T h1 emes

in focus

Natural Paradise in Costa Rica

4 Research
Ask Ss to work in groups of three or four to create fact files with information about the nature reserves in Uruguay. Divide up the Departamentos among the class so that they can collect information about the whole of Uruguay.

Picture exploitation Ask Ss to predict what the text is about by looking at the pictures and the title. Ask Ss what they know about Costa Rica, and if theres anything they would like to learn. Write Ss answers on the board.

1 About you
Ask Ss: Which is your favourite nature reserve in Uruguay? Elicit one or two examples from the whole class. Ask where those places are. Locate the sites on a map. Together with the Ss make a list of activities they can do there.

2 Comprehension
a)

Ask Ss to read the text and to find the words similar in meaning.
Answer key 1 spectacular 2 huge 3 endangered 4 harm or destroy b)

Ask Ss to read the text again. In pairs Ss complete the fact file.
Answer key Location: Central America Natural features: two costlines and a huge chain of volcanic mountains Popular places: Braulio Carillo National Park Suggested equipment to take: strong walking boots long trousers binoculars anti-mosquito cream

3 Over to you
Ask Ss to work in groups of three or four and to create similar dialogues and to role play.
46 Libro del alumno p. 34-35

Do I have to?
1 Vocabulary
Household jobs
Show Ss the example in the book and elicit an additional example. In pairs, Ss match the phrases to the pictures and complete the sentences. Check the answers with the whole class. Do this in random order to help Ss really concentrate on the activity.
Answer key 2 Shes doing the shopping. 3 Hes doing the cleaning. 4 Hes doing the washing. 5 Shes tidying up. 6 Hes doing the ironing. 7 Shes doing the cooking. 8 Shes doing the vacuuming. 9 Hes clearing the table. 10 Hes doing the washing-up.

Objectives
Students will be able to: Talk about jobs and responsabilities.

Teaching points
Communication
Give information about jobs.

Grammar
Present/Past simple. Have to indicating obligation. Contrast mustnt/dont have to. Will/wont.

Vocabulary
Household jobs.

Pronunciation
Word stress.

Skills practice
Read an article about helping in the house. Listen to someone talking about an amusing incident.

WB Vocabulary 1

Learn to learn
Strategies used when speaking. Realising the importance of using mistakes as a source of learning. Realising the different strategies we need to use to learn different aspects of English. Realising the importance of eliciting the rules that govern the usage of English, as well as practising the rules we learn. Realising the importance of becoming responsible for ones own learning process, monitoring oneself.

Attitudes
Valuing English as a source of information on interesting topics. Showing respect towards classmates utterances.

Libro del alumno p. 36

47

Read and listen

Extension activity
The confrontation
Give Ss a role: Amanda or Lucy. Pair Ss with the same role. They plan what they are going to say and prepare five questions to ask using the article, e.g. Lucy: Why do I have to do so much? Amanda: Why dont you want to help me? Put Ss in new pairs. They act out the conversation. Ask some pairs to roleplay their conversation for the whole class. If possible, record one or two roleplays on cassette or video tape, so that you can play them back to the class and do some correction. Note: Use Exercise 6 to introduce and practise the language in the grammar box, then use the grammar box itself as a final check.

Ask Ss: Do you always agree with your parents? If not, what do you disagree about? Encourage discussion with the whole class. Ask Ss: Do you do any household jobs? Do you agree with your parents about how much you should help around the house? Elicit a few answers (this is covered in more detail later in the unit). Introduce the text and set the scene. Ask Ss: Which household jobs do you think Lucy and her mother disagree about? Ss discuss the question and note down their answers, then read the article. Ask: Were you right?

3 Comprehension
Ss read the text again and make their lists. They check in pairs. Play the tape as a final check. Elicit the answers from the whole class. Ask Ss: Who do you agree with, Lucy or her mother? Why? Do you think Marcus does as much as Lucy? Should they do the same amount of housework?
Answer key Lucy does the vacuuming, empties the rubbish, cleans the bathroom once a week and does the washing-up every evening. Marcus posts letters, waters the plants and sometimes helps clear the table and do the washing-up.

Useful phrases

Ask Ss: Can you remember who said these phrases? Ss discuss in pairs. Tell them to check with the article and also check/decide the meaning of the phrases. Check the answers with the whole class, explaining as needed.
Answer key Lucy: Its a waste of time. It gets on my nerves. Amanda: She goes off in a huff.

48

Libro del alumno p. 37

5 Grammar
Verb have to Present simple
Ask Ss to look at the examples in the grammar box, or write examples for each category. Point out the form of have to: have/has to + verb, e.g. He has to do his homework. Make reference to the meaning of not have to: not obligatory, not necessary. Ss, in pairs, write their own examples for he and they. Elicit examples from the class. Check Ss are using have/has correctly.

Groups or pairs report back to the whole class. Find out if they had the same duties in their childhood.

Reinforcement activity
Explain to Ss that they are going to do a class survey on what they do at home. Elicit the question form Do you have to ? and possible follow-up questions, e.g. How often do you have to do it? (if the answer is yes) or Who does it? (if the answer is no). Arrange Ss in groups of three. Give each group a different household job and ask them to write the questions they are going to ask. In each group, divide Ss into A, B and C. Put Ss into new groups of As, Bs and Cs to ask their questions, or assign each group a different part of the classroom and let them mingle. Tell them to keep a record of the answers they receive. When theyve asked everyone in the new group their question, Ss go back to their original group of three and put the information together. Tell them to write two or three sentences summarising what theyve found out, e.g. In this class 23 students (have to) make their beds every day. Eight students dont (have to) make their beds every day; five mothers and three fathers do it for them!

6 Practice
Tell Ss to look at the lists of Lucys and Marcuss jobs they made for Exercise 3.
a)

Elicit or give: Lucy has to clean the bathroom. Ask Ss: Does she want to clean the bathroom? (No.) Why does she clean it? (Her mother tells her to.) Elicit one or two other examples of what Lucy has to do from the whole class. Ss practise all their examples for Lucy in pairs: (Lucy has to do the vacuuming, empty the rubbish, clean the bathroom once a week and do the washing-up every evening.)
b)

Using Lucy again, elicit/give the question: Does Lucy have to (empty the rubbish)? Practise the question and answer (Yes, she does.) across the class, checking that Ss use does correctly. Check the negative short answer with the class. In pairs, Ss practise asking and answering about Marcus, using the prompts in the SB.

WB Vocabulary 3

Interaction

7 Over to you
a)

Ask Ss: Do you have to do the same jobs as Lucy at home? Elicit one or two examples from the whole class. Ss make lists individually. Elicit examples of I hate ...ing, ... really gets on my nerves, I dont mind ...ing from the whole class, to help Ss make the sentences correctly.
b)

Elicit or give: Lucy has to clean the bathroom. Have Ss talk about their childhood following the example in the book: When I was a child I didnt have to make my breakfast.

Picture exploitation Ss look at the pictures on the opposite page but cover the text. Ask: Where are they? What are they doing? Make sure Ss understand work experience (work which students do, often unpaid, during their holidays). Divide the class into As and Bs. Ss find the correct page in their books. In pairs, they ask and answer the questions to complete their information. Note: Make sure Ss understand that the duties are listed using the -ing form of the verb, but they must use the infinitive to reply to the question What does he/she have to do? Ask Ss: What are the best and worst things about each persons job? Imagine you are going to do work experience. Which of these jobs would you want? Why? What other job do you think is really good?

WB Grammar 4 & 6

Libro del alumno p. 38

49

9 Grammar
Mustnt and dont have to / didnt have to
Ask Ss to read the box. Make sure they understand the difference. Ask them to get into groups of three and think of clear examples to show the difference, e.g. We mustnt eat in class. We dont have to eat special food at school/during the breaks. We didnt have to take our snack to school because there was a canteen.

10 Practice
In pairs, Ss complete the dialogue. Check answers with the whole class.
Answer key 1 do you have to do? 2 have to put 3 has to help 4 Does he have to carry 5 doesnt have to do 6 has to collect 7 do you both have to start 8 mustnt be 9 Do you have to wear 10 do 11 have to wear 12 mustnt wear

Extension activity
Ss can be asked to get into groups and make a similar dialogue about their obligations at school, or at any other place you or they may choose.

WB Grammar 5 & 8

50

Libro del alumno p. 39

11 Grammar
Verb will / wont for predictions and decisions
Tell Ss to concentrate on the picture on page 40 and tell them that Tim and Ruth will go to the Lake District. Make clear that thats a decision and write the sentence on the board. Ask if this tense is Present or Future Check formation of affirmative and negative, will/wont + infinitive. Ask Ss to share their decisions for the weekend and to make a weather forecast predicting the weather.

WB Communication 7

15 Over to you
Get Ss to work in groups of four. Ask them to use the questions as a guide to organise a party.

12 Practice
In pairs Ss fill in the gaps, while they do this, write the answers, jumbled, on the board. Ss check their answers against the correct version on the board. Answer any question.
Answer key 1 will you get 2 will go 3 wont take 4 will you be 5 wont be 6 will keep 7 will you be 8 will 9 will be

13 Learn to learn
Speaking
Point out the importance of fluency in speaking. Tell Ss to read the learning strategy. They can get into groups of two or three and think of examples, which will then be shared with the rest of the class.

14 Communication
Talking about experiences
Ask Ss to read the dialogue. Practise these lines in open pairs. Make sure Ss use the right stress and intonation. Encourage Ss to add information if they can, eg. will go to Colonia; will stay in Posada del Rey. Ss practise the whole dialogue in pairs.

Libro del alumno p. 40

51

Consolidation 2

GAME

Heads or tails?

Read the instructions with Ss. Check they understand what they have to do. Divide the class in pairs, make sure they have the equipment needed. Let the game run for as long as Ss are engaged in it. If you see their motivation flops, stop the game and check some of the things Ss have done. Once the game is over, go over the rules and check that Ss have used them appropriately.

52

Libro del alumno p. 41

Wide  angle on the world

Children of the street
Read 1
a) Int: What do you mean sort of? Lee:  I clean car windows at weekends and every day in the summer holidays. Int: Where do you do that? At a petrol station? Lee: No, I do it at the traffic lights on Talbot Road. Int: How does that work? Lee:  Well, when the lights go red, the cars have to stop. So you go up to each car and offer to wash the windows. If they say OK, you do it fast and then they usually pay you something. Anything from 10p up to a pound. Int: Do the car drivers usually say yes? Lee:  No, they usually say no. A lot of the time, people dont want it. Int: Is it easy work? Lee:  No, its quite difficult. You have to work quickly. I try and clean about two or three cars each time the traffic lights go red. Int: How much do you get in a day? Lee:  Well, I dont do it all day. I do about four hours altogether. I probably get about ten pounds. Int: Do you enjoy it? Lee: Its all right. The moneys useful.

Do number 1 as an example with the whole class.

Then Ss work in pairs or in groups of three or four to find the other phrases. Check with the whole class. You may ask Ss to use the words in sentences of their own.
Answer key 1 voluntary work 2 confuse 3 beg 4 steal 5 a chance to find work 6 improve b)

Ss work in small groups or pairs. Check the

answers with the whole class.
Answer key 1 In Manila. 2 No. He does voluntary work. 3 Street Rescue. To help children leave the streets and have a normal life. 4 Street-working children have a home. Street children dont. 5 They beg, steal or sell things. 6 Because the city is a dangerous place. 7 They give them food, medicine and a place to sleep.

Write

Tell Ss to get into pairs and read the instructions. In pairs, they write the dialogues. You can ask some pairs to read their dialogues
aloud.

Listen

Speak

Tell Ss theyre going to listen to Lee talking

about a part-time job. Explain, if necessary, what a part-time job is. Check answers with the whole class. If there are differences, play the tape again for the Ss to decide if the statements are True or False.
Answer key 1 T 2 T 3 F 4 F 5 T

Ss get into pairs. They discuss what other questions they would
like to ask the child who is being interviewed.

Ss may vote for the best roleplay taking different

criteria into account, e.g. acting, language, number of questions and answers, costumes, etc.

5 Over to you
Elicit some ideas from the whole class, then put
Ss in groups to continue the discussion. Tell the groups theyll report their ideas to the rest of the class. You can ask the Ss to find out information about different organisations in the country which help children of the street. They can also discuss what they can do to help these children.

Tapescript
Listen to an interview and say if the sentences are true or false. Int: How old are you, Lee? Lee: Fourteen. Int: Where do you go to school? Lee: Talbot Comprehensive. Int: Do you do any part-time jobs to earn money? Lee: Sort of.

Libro del alumno p. 42-43

Consolidation 2
53

A ghost story
Background notes
Ghost stories are a traditional form of story and occur in most cultures. In Europe, ghost stories in literature became more frequent during and after the eighteenth century when most people no longer really believed in ghosts. Ghost stories continue to be popular today, and authors like Stephen King adapt the stories to the age of modern technology. These are popular both in book form and in film adaptations, such as Poltergeist. Medical treatment: In Britain today medical treatment is free and is provided by the National Health Service (NHS). In the nineteenth and early twentieth centuries British people had to pay for medical treatment, although there were some charity hospitals which provided free treatment for the poor. The boys mother was probably taken to one of these charity hospitals.

Objectives
Students will be able to: Talk about past events.

Teaching points
Communication
Ask and talk about past events.

Grammar
Past simple of regular verbs. Past simple of the verb to be. Possessive pronouns. Question word: Whose? Used to / didnt use to.

Vocabulary
Common adjectives. School subjects.

Pronunciation
The sound of -ed in the past tense of regular verbs.

Picture exploitation Ask Ss to look at the picture but to cover the text. Ask: What season is it? Is it day or night? How do you know? Which period of history are the people from? Who are they? What are they doing? Ask Ss: What kind of story are you going to read? Why do you think so? Do you like ghost stories? Why?/Why not? Do you know any ghost stories? Which one(s)?

Skills practice
Read a ghost story. Listen to a telephone conversation about exam results.

Learn to learn
Record past tense forms of regular verbs. Realising the importance of eliciting the rules that govern the usage of English and the importance of applying the rules we learn. Realising the importance of focusing our attention on the part of the text we understand. Realising the importance of paying attention to mistakes, using them as feedback for improving the learning process.

54

Libro del alumno p. 44

Read and listen

Pronunciation

With books closed, pre-teach vocabulary, e.g. scarf, surgery, unconscious, cab, pneumonia, fever, ghost. Ss look at Exercise 1. Make sure they understand the meaning of the verbs. Use mime to help them with any verbs they dont know. Ss read the story and, in pairs, put the verbs in the gaps. Play the tape for Ss to see if they were right. Ss check in pairs. Play the tape again if necessary. Elicit the correct answers from the class. For practice, Ss can read the story.
Answer key 2 cried 3 followed 4 pointed 5 looked 6 stopped 7 lifted 8 recovered 9 thanked 10 smiled 11 started 12 died 13 pulled 14 recognised

The sounds /t/, /d/ and /Id/

The tapescript is on page 95. Note: Pronunciation of regular past tense ed endings: Dont worry too much about whether Ss can hear or reproduce the difference between final /t/ or /d/ sounds for regular past ed endings. The most important point for Spanish speakers is that they dont add extra syllables by overusing the /Id/ pronunciation. Use the board to show that we only use /id/ for ed endings with verbs that already end with /t/ or /d/ sounds, e.g. demand /d"mAnd/ demanded /d"mAndId/ or hate /heIt/ hated /"heItId/. These are therefore the exceptions. Most regular past ed endings are pronounced simply /t/ or /d/ and no extra syllable is added, e.g. walk /wOk/ walked /wOkt/.

2 Grammar
Past simple of regular verbs
Write Did she recover? on the board and elicit and write the correct answer: Yes, she did. Check the negative answer No, she didnt and add it to the board. Point out that did and the infinitive are used in the question. Briefly practise this question and answer across the class. Ask Ss, in pairs, to think of four similar questions (starting with Did) they can ask about the story, e.g. Did the doctor find the boy in his house? (No, he didnt.) Did the boy ask for help? (Yes, he did.) The answers can be affirmative or negative. Check some of their questions. Ss ask and answer across the class. In new pairs, Ss ask and answer all their questions. Note: you can do this as a team competition, with books closed. Teams score one point for a (grammatically) correct question form and one point for a correct answer (i.e. correct information from the story). Ss now read the grammar box and complete the sentences. Point out the spelling changes.
Answer key He didnt enter the house. Did the woman recover? Yes, she did. No, she didnt.

4 Practice
With books closed, ask Ss what events they can remember from the story. As they tell you, write some of their sentences on the board you will need at least three or four. Ask the class to decide the order of the events on the board. Ss look at Exercise 4. In pairs or small groups they put the sentences in order and complete them with the past simple of the verbs in brackets. Check the correct version with the whole class. Ask Ss: Do you believe this story/any ghost stories? Do you know a ghost story you can tell the class?
Answer key 2 f) asked 3 c) walked 4 d) pointed 5 g) treated, saved 6 b) thanked 7 e) explained

WB Grammar 3 & 4

Libro del alumno p. 45

55

Read

Picture exploitation Ask Ss to look at the large picture. Ask: What time of day is it? What are the volunteers doing? Where are they? (Get Ss to look at the bus stop sign which says Albert Dock.)

6 Comprehension
Pre-teach good mood/bad mood. Ss read the whole dialogue. Ask Ss to identify the two main topics of conversation. Ask Ss to read the first part of the dialogue for answers to questions 1-3. They compare their answers in pairs. Check the answers with the whole class. Ask Ss to read the second half of the dialogue and answer question 4. Also ask: Are Spikes results good? (We dont know.) Check Ss answers.
Answer key 1 Because shes expecting her exam results. 2 They were quite good/not bad. 3 Shes really worried about them. 4 He phoned at lunchtime.

56

Libro del alumno p. 46

Useful phrases

10 Over to you
Use the first prompt to elicit and practise possible questions. Ss ask and answer across the class to establish the correct forms. They can give short answers, e.g.: Q: Last weekend did you phone a friend? A: Yes, I did. Q: Who did you phone? A: Andrea. Q: How long did you talk for? A: About fifteen minutes, I think. Encourage Ss to add questions/comments, e.g.: What did you talk about? In pairs, Ss ask and answer the questions. Check they are using the correct question form. Ask a few pairs to repeat one of their mini-dialogues for the whole class.

See the Introduction. Note: We sometimes use the expression a load of rubbish when talking to friends to describe something we dislike or think we have done badly. We dont use it to describe people.

8 Memory bank
Common adjectives
With books closed, write good, big, etc. on the board and give Ss prompts to tell you more adjectives, e.g. How was your weekend? Elicit some examples, then put Ss in threes to brainstorm as many adjectives as possible. Elicit these adjectives, checking pronunciation and writing them on the board. Show Ss some opposites, e.g. good/bad, big/small.
Answer key 1 big/small 2 easy/difficult 3 expensive/cheap 4 new/old 5 boring/interesting 6 late/early 7 heavy/light 8 awful/brilliant, fantastic, etc. 9 slow/fast 10 strong/weak 11 old/young 12 tall/short

Grammar flash Possessive pronouns

Bring in a large shopping bag for this activity! Ask Ss to give you an object of theirs to put in the bag. Make sure some items are the same (e.g. two or three pencils) to allow for plurals. Take one item out of the bag and ask: Whose (watch) is this? Elicit a natural answer: Its mine. If Ss answer Its my watch, show them on the board Its my watch (adjective) = Its mine (pronoun). Continue to practise mine and add his/hers, e.g. T: Tell me about Gloria and this pen. S: Its hers. Teach the plurals in the same way. With the remaining objects (or collect more), elicit from the Ss the question you asked: Whose (watch) is this? Practise across the class.

Grammar flash Habits in the past

Ask Ss to look again at Exercise 5. Point out: I used to like them. Ask Ss: Does it refer to the present or to the past? Explain that used to refers to habits in the past. In pairs, Ss look for other examples in negative form in the dialogue. Point out I didnt use to get nervous but I do now. Make sure Ss understand these habits do not take place in the present.

11 Practice
Complete the first exchange as an example with the whole class. In pairs, Ss fill in the gaps. They can refer to the Grammar Flash for help. Check answers with the whole class.
Answer key 1 mine 2 Hers 3 Theirs 4 Yours 5 his

WB Grammar 7

9 Communication
Asking and talking about habits inthe past
With books closed, write the first prompts on the board: What did your family use to do in the Summer of 1998? Elicit the sentences, drilling as necessary. Ss practise this first dialogue in pairs. Ss use the numbered prompts to make similar dialogues in pairs. Ask one or two pairs to repeat one of their dialogues for the whole class.

WB Grammar 5

Libro del alumno p. 47

57

12 Vocabulary
School subjects
Pre-teach Environmental Studies and deal with other vocabulary as it arises. Explain that Ss in Year 10 are 1415, and Ss in Year 11, 1516. Ss look at the list of subjects and answer the questions in pairs/small groups. Ask them to report back on questions 2 and 3 to the class. Encourage class/further group discussion, e.g. How many people in the class have the same favourite subject?

Spike: A C in Art?! Dad:  Theyre not very good results. Did you do enough revision? Spike: Yes, I did. You know I did. Oh, I hate school. I want to leave! Dad:  Calm down, Spike. You can do the exams again in December or repeat a year. Spike: Oh, no! Not repeat a year! Dad: Well, anyway, when you get home were going to the school to talk about next year. Spike: OK. If we must. Dad: Bye. Oh, and Mum sends her love, by the way. Spike: Yeah, thanks. Bye.

WB Vocabulary 1

13
a)

Listen

14 Learn to learn
Writing
Point out the examples. Ss then list the other verbs from this unit. Ss check their lists in groups. Encourage Ss to continue adding to their lists, by giving them class time at intervals to update their lists together. You can elicit from Ss different ways to remember verbs and their past forms.
Answer key Infinitive arrive continue die expect explain follow knock lift phone pull recognise recover remember save smile start thank walk Past tense arrived continued died expected explained followed knocked lifted phoned pulled recognised recovered remembered saved smiled started thanked walked

Explain to Ss that in England, Ss grades are given using letters, not numbers. Play the tape. Ss note the grades and check in pairs.
Answer key English Language C English Literature C Maths B French C Biology D History E Art C b)

In small groups, Ss try to answer the questions. Play the tape again for them to check/complete their answers. They then check in their groups. Go through the answers with the whole class. If Ss are not sure about any answers, replay the tape and stop just before the answer, then play the section with the answer again for Ss.
Answer key 1 No. 2 She wants to leave school. 3 Do the exams again in December or repeat a year. 4 Theyre going to talk about next year.

Tapescript
Listen to Spike talking to her father about her exam results. Dad: Hello? 687134. Spike: Hi, Dad. Dad:  Oh, hello, Spike. Thanks for phoning back. Your exam results arrived this morning. Spike: I guessed so. Go on. Open the letter. Tell me the bad news. Dad: Here we go. English Language. Do you want to guess? Spike: What grade did I get? Did I get a B? Dad: No. C, Im afraid. And C for English Literature, too. Spike: Oh, dear. What about Maths? It was quite easy. Dad: B for Maths. Spike: Oh, well, thats not bad. What about the rest? Dad:  You arent going to like these results, Spike. French, C, Biology, D History, E. Spike: And what about Art? Thats my best subject. Dad: Art? Grade C.
58

Ask Ss to go to WB and check their progress. Remind Ss to tick (3) the Learning goals they have achieved.

Libro del alumno p. 48

Photostory photostory

Louise gets bad news

Ask Ss to look at the pictures briefly, then close their books. In pairs, Ss write down all the activities in the pictures they can remember, e.g. Joe and Sam are playing a computer game. Help with vocabulary as necessary. Ask Ss, in pairs, to open their books and cover the phrases at the bottom of the page while they try to fill in the gaps. Play the tape for them to check their answers. Ask some Ss to read the dialogue aloud to the class as a final check.
Answer key 1 Whos winning? 2 Go on, Sam! What a load of rubbish! 3 Where are the others? 4 Whats the time? Im really worried. 6 I failed English! 7 I worked so hard at English. 8 Dont worry, Louise.

Tapescript
Listen and see if you were right about the sentences. Picture 1 Louise: What are you doing? Joe: Were playing Star Wars. Louise: Whos winning? Joe: I am at the moment. Picture 2 Louise: Go on, Sam! You can beat him. Sam: I know. There! Bad luck, Joe. Joe: What a load of rubbish! Picture 3 Joe: Where are the others? Louise: They decided to go to the cinema. Picture 4 Louise: Whats the time? Joe: Its five thirty. Why? Louise:  Im waiting for a phone call about my exam results. Im really worried. Picture 5 Louise: Its OK, Katie! Im expecting a call. Picture 6 Joe: Dont tell me. You passed them all with A grades! Louise:  No, I didnt actually. I failed English! Picture 7 Louise: I cant believe it! I worked so hard at English. Sam:  Dont worry, Louise. You can take it again in September.

Libro del alumno p. 49

59

T h1 emes

in focus

Bullies
I think it was because I was a lot shorter than other people, and a lot thinner. And I did stick out quite a lot. Interviewer: And who was it mainly? Was it people, your own friends, or people in your class? Tom: It was mainly the girls, really. Which was surprising to me, because in previous school, if there was any bullying going on it was boys. Interviewer: And who did you feel about it? Tom: At first I wasnt really scared, I was annoyed that it was happening to me, because it seemed it was happening just to me. And then it became physical I started thinking. Am I going to have to move schools? Will it get this bad Interviewer: What did they do that was physical? Tom: The boys n the upper years, they used to sort of push me off the bus, and spit, and things like that. Which wasnt amazingly nice. Interviewer: So you did go to a teacher and say this was happening? Tom: Yes. Interviewer: How long did that take to you, before you went to one? Tom: Quite a long time. About a year. b) Tom:

Picture exploitation Ask Ss to look at the picture and discuss the situation with them. You may have to explain what a bully is. This unit provides a very good opportunity of working with attitudes and values. You may coordinate with other teachers in your school.

1 About you
Before reading the text ask Ss to discuss the meaning of a bully. Ask Ss about their experience in their school. Ask: Does bullying happen at your school?

2 Comprehension
Ask Ss to read the text and to find words that mean the same as the word in this activity.
Answer key Liked by many people: popular Wanting what someone else has got: jealous Smarter, from a higher social class: posh Sad and upset: miserable To not pay attention: ignore Extremely anxious, without hope: desperate

3
a)

Over to you

Ss work in groups of four preparing questions for a survey. Discuss the questions with the whole class and select five questions for the survey. Ss make a survey at school and bring the results to class.

4 Research
Discuss the results of the survey, identify the most common reasons for bullying. Ss work in groups, they try to find solutions and write a plan to help prevent bullying. Groups present their plans to the whole class. Ss decide on actions to be taken at school to prevent bullying. Ss present their plans to other classes and teachers and to the head of the school.

Ss read the list and tick (P) the reasons.

Answer key shorter thinner

Tapescript
Listen to a boy talking about bullying and chose the best answer. Interviewer: Tom, I understand you had a bit of a problem with bullying at school. How old were you when that happened? Tom: I was about twelve. Interviewer: And do you know why it happened? Was there any reason for it?

60

Libro del alumno p. 50-51

Girls cried and screamed.

Before you read
With books closed, ask the class the questions in the SB, e.g. What sort of music do you like? Or Do you or any of your friends play or sing with a band?, etc. If possible, play Ss a few lines of a Beatles song and elicit the name of the group. Get Ss to look at the photographs and ask them what they know about The Beatles. Elicit some information from the whole class.

Objectives
Students will be able to: Give biographical details. Buy things in a shop.

Teaching points
Communication
Give biographical details. Buy things in a shop.

Grammar
Past simple of irregular verbs. Comparative and superlative forms of short and long adjectives and adverbs.

Read

Vocabulary
English money.

Skills practice
Read about The Beatles.

Learn to learn
Learning the past tense forms of irregular verbs. Realising the importance of focusing on what we understand. Realising the importance of forming hypotheses about English and taking risks.

Pre-teach/check key vocabulary, e.g. rhythm, lead/bass guitar (pronounced /beis/), drums, a suit, a single, an album, to weep, creative, to fade, to split up. Explain other vocabulary as needed. Ss read the text. Ask Ss a few questions to check comprehension, e.g. Who played the drums? (Ringo.)

2 Comprehension
Point out the example. In pairs, Ss find the dates and write the headlines in chronological order. Check the answers with the whole class.
Answer key B April, 1964 C 1971 D 21st February 1961 E 1967 F 1963 G 1962 Headlines in chronological order: D, G, F, B, A/E, C

Background notes

The 1960s: A time when pop music and fashion flourished after the cutbacks and conservatism following the Second World War. The Beatles made their name with their music and their distinctive style. The black and white photo here, taken in the early sixties, shows their trademark collarless suits and pointed-toe black leather ankle boots, as well as their mop top haircut. The colour photo shows them in the late sixties in their Sergeant Pepper suits. Beatlemania: Fans everywhere loved The Beatles because their music talked about the everyday problems of life, and young love. At their concerts girls would scream if John Lennon or Paul McCartney simply shook their hair. The Apple Label: After The Beatles manager, Brian Epstein, died, The Beatles started their own independent recording company - Apple - in 1967. It was on the second floor of their clothes and mail order shop - Apple Boutique, in Baker Street, London. Although the shop closed a year later, the recording company survived.

Libro del alumno p. 52-53

61

3 Grammar
Past simple of irregular verbs
Write on the board: He saw them in Liverpool. Ask Ss: Who is he? (Brian Epstein.) Is this tense present or past? Saw is the past of what verb? Is it regular? Add the negative: He didnt see them in London. Check formation of the negative: did/didnt + infinitive and interrogative: Did + infinitive Ask Ss to complete the sentences in the grammar box. Check answers with the whole class.
Answer key He didnt see them in London. Did he see them in London? Yes, he did. No, he didnt.

Reinforcement activity
Twenty questions
Tell the class you are going to think of a very famous person (pop star, film star, historical figure, etc.), and that they have twenty questions to try and guess who it is. Tell Ss you can only answer yes, no or I dont know, and that the person is dead, so all questions must be in the past tense. Elicit examples of the type of questions they can ask, e.g. Was s/he Spanish? Did s/he live in the 20th century? Was s/he a pop star/film star/artist? Did s/he play the drums/make comedy films? Make sure you think of someone appropriate that your Ss will know something about and tell them if its a man or a woman. Elicit questions from Ss, but make sure they are accurate before you answer. Encourage self/peer correction and drill as necessary. On the board, keep track of the number of questions. Help with clues and prompts as needed. If Ss need more teacher-controlled question practice, play the game again with the whole class. Otherwise, put Ss in small groups to play together.

4 Learn to learn
Writing
Point out the examples or write them on the board. Give Ss time, for homework or in groups, to write down in the same way all the irregular verbs they know. Allow time for Ss to compare their lists in small groups. Elicit from Ss different techniques to remember past forms.

WB Grammar 13

5 Practice
a)

Ss try to recall the past simple forms in pairs, then look back at the text to check. Check answers with the whole class.
Answer key bought had gave went knew made met saw cried b)

In pairs, Ss fill in the gaps. While they do this, write the answers, jumbled, on the board. Ss check their answers against the correct version on the board. Answer any questions.
Answer key 2 went 3 bought 4 did, buy 5 did, do 6 didnt do 7 went 8 did, see 9 saw 10 met 11 had

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Libro del alumno p. 54

Interaction

9 Comprehension
Play the tape again for Ss to follow the instructions on the SB. Check the answers with the whole class.
Answer key Gabriel: mug, 3 / Spike: T-shirt, 16.99 / Louise: book about The Beatles, 4.50

With books closed, introduce this with your own picture of Antonio Banderas or by writing his name on the board. Ss, in small groups, write down as many films he has been in as they can remember. Check with the whole class. Ss look at the example questions. Make sure Ss know how to form wh-questions in the past. Drill one or two questions if necessary. Divide the class into pairs, A and B. Ss find the correct page in their books. With the whole class, one A and one B ask their first questions across the class, to check everyone knows what to do. Ss work in pairs, asking and answering their questions until their information is complete.

10

Listen

WB 5 Grammar 5 & 7

Ask Ss to look at questions 1-3 before you play the tape. Play the tape. Ss make notes while they listen. Ss compare their answers. Play the tape again, if necessary, for Ss to complete their information. Check the answers with the whole class.
Answer key 1 The Beatles Sergeant Pepper album-14.99 2 20 3 Some free tickets to a disco/to the Cavern Club

7 Memory bank
English money
Language note: p' is now usually pronounced /pi:/ rather than pence, but Ss may still come across pence in written texts. 1p = one penny, not one pence. If possible, introduce this with actual coins/notes and ask the class what they are. Ask Ss to study the money vocabulary in the SB for homework. Practise money by dictating sums to the class, e.g. 20 + 3.40 = ? (Twenty pounds plus three pounds forty equals ...?) 10 - 2 = ? (Ten pounds minus two pounds equals ...?) 23p x 4 + 10.62 = ? (Twenty-three p multiplied by four plus ten pounds sixty-two equals ...?) Choose sums to suit the level of difficulty your class can deal with! Ss work in pairs. Ask: Who can give me the answer first? Ss can write their own sums in pairs and then test another pair.

Tapescript
Gabriel:  Well, if we dont get the T-shirt, what can we get Joe for his birthday? Louise:  I know. Why dont we get him a Beatles CD? Im sure he likes their music. Gabriel: Yeah, maybe youre right. Which album? Louise: What about their last one Let it Be? Thats good. Spike:  No, lets get him Sergeant Pepper. Its more interesting. I think its their best. Louise:  OK. Excuse me, how much is this Sergeant Pepper CD? Assistant: Its 14 pounds 99. Louise: Fourteen ninety-nine. Thats almost 15. Gabriel:  But there are five of us altogether. Thats only 3 each. Thats OK. Louise: All right. Lets get it. Spike: Can we have this CD, please? Assistant:  Yes, sure. There you are. Thats five pounds and one p change. And your receipt. Spike: Thanks. Assistant:  And here are some free tickets to the Cavern Club tonight. Spike: To the Cavern Club? Assistant:  Yes, its a disco now. But you have to go before nine oclock if you want to get in free. Spike: That sounds fun. Thank you.

WB Vocabulary consolidation

Listen and read

Ask Ss to look at the picture and discuss what they think Gabriel, Spike and Louise might be doing and where they are. Play the tape to check their predictions.

Libro del alumno p. 55

63

11 Grammar
The comparative and superlative of short and long adjectives
Give this example and write it on the board. I like Antonio Banderas, Mel Gibson and Brad Pitt. Antonio Banderas is handsome, but Mel Gibson is more handsome than Antonio. Antonio is younger than Mel, and I think hes taller. Mel Gibsons films are more interesting than Antonios films. But I prefer Brad Pitt. Hes the most handsome, and the youngest. Make sure Ss understand you are making comparisons. Ask Ss to read the Grammar box. Once they have done so, they get into pairs or groups of three and explain the rule for comparatives and superlatives.

Grammar flash Comparative and superlative ofadverbs

Ask Ss to open their books on page 56 and read the Grammar Flash with them. Explain comparative and superlative of adverbs. Invite Ss to suggest examples of their own families.

WB Grammar 6, 8 and Whats wrong?

14 Practice
Ask Ss to answer the questions. Check the answers with the whole class.

12 Practice
Ask Ss to complete the conversation using the right form of the adjectives. Ss work individually, then check in pairs. Check the answers with the whole class
Answer key 1 larger 2 the largest 3 bigger 4 more exciting 5 more interesting 6 the most expensive

WB Grammar 4

13 Over to you
Ss get into small groups and make the lists. They decide on the adjectives that can be used to describe the items chosen. They compare the items. They can use the example in the book. You can ask some groups to provide their examples.

64

Libro del alumno p. 56

PROJECT A  famous life in focus

Background notes
Mother Teresa of Calcutta was born in Albania in 1910. Her original name was Agnes Gonxha Bojaxhiu. She became a nun at the age of eighteen and trained in Ireland. She then went to India, where she taught in a girls school. She was so distressed by the poor and dying in the streets of Calcutta that, in 1950, she founded her own order, The Missionaries of Charity, to help look after the sick and dying. In 1979 she was awarded the Nobel Peace Prize. She died on September 5th 1997, only a few days after the death of Princess Diana who, like many others, was inspired by her work. Gonzalo Gonchi Rodrguez, the Uruguayan racing driver, was born in 1971 in Montevideo. His family was well off and so they were able to finance his early career. He started driving Karts and became the National champion in 1985. He then moved to formula 3 and 4. He raced in Spain and Great Britain. He joined Astromega team and won Monaco Gran Prix in 1999. In 1999 he was killed in a crash while racing. He is considered to be one of the greatest Uruguayan racing drivers ever. Diana, Princess of Wales was the daughter of Viscount Althorp (Edward Spencer) and was born in a house on the Queens estate at Sandringham. As a child she played with the Queens younger children and met Prince Charles. They were married in July 1981 in St Pauls Cathedral. Their wedding was seen on TV all over the world. Diana did a great deal of work for charity. Among the many causes she supported were childrens charities, AIDS charities and the campaign to abolish landmines. She was very popular with the public and also with the media but her marriage was unhappy and in 1996 she and Prince Charles were divorced. On August 31st 1997 she was killed in a car crash in Paris. A charity trust has been set up in her name to continue the work that was important to her. Benito Quinquela Martn was a famous Argentinian painter. He was born in Buenos Aires in 1890. He lived in an orphanage until the age of 6, when he was adopted by an Italian family. They lived in La Boca, a typical neighbourhood where many Italian immigrants settled. He dropped out of school and enrolled in an arts academy. In 1918, he had his first exhibition. He was awarded several prizes and was successful in Madrid, New York, Paris, Rome and London. La Boca was a grey neighbourhood, which Quinquela changed into a colourful place by encouraging the neighbours to paint the houses in bright colours. The main themes of his works are the Riachuelo, people working at the docks and La Boca. He did a number of things for La Boca. He gave money to open a kindergarten, a primary school, a nursing centre, and a theatre, among other things. He died in 1977. He is considered to be the most popular Argentinian painter.

In groups, Ss discuss who the people are and what they know about them. Ss give feedback to the whole class. With the whole class, read and discuss the factfile on Martin Luther King. With books closed, write the dates in his factfile on the board. Ask Ss: Can you remember what happened to him in those years? If necessary, Ss can check the information in their books. Check the answers with the whole class. Ss decide who they will write about. It can be one of the people shown in the book or someone else of their own choice. For homework, Ss research their chosen person. Allow time for Ss to discuss their ideas in groups and help each other before they write their final version. Ss can use the paragraph about Martin Luther King as a model. Ss read their factfiles to the class without naming the person. The rest of the class guess who it is. The groups who know the subject mustnt guess! If your class is large, do this in groups of six or more.

Libro del alumno p. 57

Consolidation 3
65

Consolidation 3

Wide  angle on the world

Pablo Neruda, poet and political activist
Picture exploitation Ask Ss if they know or remember any famous Latin American writers. Ask them which twentieth century writers they know and what they know about their work.

Extension activity
Ask Ss to find information, pictures about Atlntida in 1950.

Read

Write

Tell Ss theyre going to read about Pablo Neruda. Draw the factfile on the board. Ask Ss to complete as much information as they can. Write their answers on the board.
a)

Ss work in pairs, they prepare a factfile about their favourite writer or singer. Ss write a paragraph about him/her.

Tell Ss to read the text and complete the missing information. Check with the whole class.
Answer key Nationality: Chilean Date of birth and death: 1904/1973 Home town: Parral, Chile First book: Crepusculario First success: Twenty Poems of Love and a Song of Desperation Most famous poem: Canto General Diplomatic career: Chile, Latin America, France and Spain Political career: Senator in Chile 19451948; 1970 Ran for President Most famous prize: Nobel Prize for Literature b)

Ss work individually. They write the questions. First Ss check in pairs. Then they check with the whole class.
Answer key 1 When did his mother die? 2 What did he do when he was 19 years old? 3 What was his second book of poems called? 4 How many copies did he sell? 5 Were these political poems? 6 Whats the name of his most famous poem? 7 What did he do in 1970? 8 When did he win the Nobel Prize for Literature?

Quiz

Ask Ss what they know about Neruda in Uruguay. Ask Ss to read the text and to guess the name of the city.

66

Libro del alumno p. 58-59

Ive lost my rucksack.

Picture exploitation Ask Ss: Who is in the picture? (Mike and Spike.) Where are they? (Outside the hostel.) Why do you think Spike is running? (Shes late.) Elicit ideas from the whole class.

Objectives
Students will be able to: Ask about and describe objects. Describe people.

Teaching points
Communication
Ask about and describe objects. Describe people.

Background notes

Grammar
Present perfect simple with just/already/yet. Prepositions with, on, in.

Vocabulary
Materials and personal possessions. Clothes. Physical description.

Blackpool is one of the most popular seaside towns in England. It is situated on the north-west coast, in Lancashire, and is not far from Liverpool. Blackpool has long, sandy beaches, an ice rink, golf courses, swimming pools, three piers, an aquarium, a zoo and amusement parks like the Pleasure Beach. This has one of the highest rollercoaster rides on the world, the Pepsi-Max, which is 78 metres high. One of Blackpools landmarks is the Blackpool Tower in Paris. In the autumn, Blackpool is decorated with coloured lights along the seafront. These Blackpool Illumination are a famous tourist attraction.

Skills
Read and listen to a text and extract specific information to identify true/false statements and fill in a chart. Listen and repeat relevant vocabulary from the previous text. Identify the grammar rule for the formation of the present perfect simple. Classify irregular verb past forms in groups. Use the grammar rules for the present perfect simple to make conversations. Listen and repeat, paying attention to the /h/ sound. Identify vocabulary for objects and use it to describe objects in a picture. Listen to and read a dialogue asking about and describing objects and use it as a model to role-play similar dialogues. Listen to a text and extract specific information to answer questions. Before reading, answer questions about your own experience. Read a text and extract specific information to complete some information. Identify vocabulary about physical appearance and clothes. Use the new vocabulary to describe yourself and a classmate. Write a description of a friend using the previous text as a model. Read a text and write the missing questions, paying attention to the internal cohesion of the text. Listen and check your accuracy.
Libro del alumno p. 60 67

Read

Pre-teach rucksack, stickers and stuff. Write the following questions on the board: What colour is Spikes rucksack? (Blue and black); What is in it? (Her camera, a spare T-shirt, lots of other stuff). Ask Ss to read for this information. Elicit the answer for the last two questions.

2 Comprehension
a)

Ss read the true/false questions. Ss read the text, again. In pairs, Ss answer the questions, referring to the text to help them. Check the answers with the whole class.
Answer key 1 T 2 F b) 3 F 4T

Ss complete the card in pairs.

Answer key Item lost: rucksack Description: blue and black with stickers on it Other details contents: camera, a spare T-shirt and lots of other stuff When and where last seen: Sunday evening at Joe's birthday party

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Libro del alumno p. 61

3 Grammar
Present perfect simple
Language note: The present perfect is used here for recent activities, when we dont know exactly when they occurred and are not (yet) interested in the time, only in the activity itself. Write Ive lost my rucksack on the board and check meaning, asking: Do you know when Spike lost it? (No.) What is important, the time or losing it? (Losing it.) Ask Ss to find other examples of the present perfect in Exercise 1. Give them a few minutes to do this in pairs. Elicit the answers from the class: Ive looked everywhere... Has anyone seen Spikes bag? Have you asked Stella? Maybe shes put it somewhere? Shes gone to town.... Language note: Its got is present perfect in form but is treated as an idiomatic form because the meaning is different. Ask Ss the name of the tense and elicit/give present perfect. Check the form with Ss: have/has + past participle. Write these headings from the grammar box on the board: Positive statements Questions Short answers Positive Negative Ask Ss to find examples of present perfect sentences from Exercise 1, e.g. Ive looked everywhere. Use this example to fill in your table on the board, eliciting the answers from Ss and correcting where necessary. Write the heading negative statements on the board. Ask Ss to tell you the negative form of the example on the board. Add this to the table. Ask Ss to find the past participles in the dialogue in Exercise 1. Check the answers with the whole class (lost, looked, seen, asked, put, gone). Point out that as with the past simple, the past participle of regular verbs ends in -ed.

Expand the answer. She has already looked everywhere for it. Write it on the bb too. Focus Ss attention on the adverb already. Explain the meaning and provide more examples related to the lesson or everyday life. Focus the Ss attention on the use of just for very recent actions. Alternative procedure Use pictures of your own to illustrate a series of events, without giving any time reference, e.g. Ive won the lottery. Ive been to Paris. Ive bought a lot of clothes. Tell Ss you are going to show them some recent events in your life. Elicit/Give an example using your first picture. Check meaning by asking, e.g. Do you know when I won the lottery? (No.) Is the time important? (No.) What is important? (Ive won.) Drill the sentence for pronunciation as necessary. Elicit other examples using your pictures. Using your examples, teach and practise the Yes/ No questions and answers, e.g. Have you been to Paris? Have you done your homework? Yes, I have./No, I havent.

4 Learn to learn
Learn by heart
Ss learn the irregular verb table for homework. In a subsequent lesson, give the class a copy of the table with gaps and see how much they remember.

WB Grammar 1

5 Practice
Use this exercise for oral practice first. Practise the example question and answer in open pairs. In closed pairs, Ss take it in turns to ask the questions and give the answers using the prompts in the SB. Check the answers with the whole class: Ss ask and answer across the class. Make sure they are using contractions. For further practice, ask Ss, in pairs, to write out two of the dialogues.
Answer key 1 I havent had breakfast yet. 2 They havent done their homework. 3 We havent seen it yet. 4 Hes left his football boots at home. 5 He has already worn it three times.

just/already/yet
Draw Ss attention to the dialogue in Exercise 1. Ask them Has Spike asked Stella about her rucksack? (No, she hasnt.) Is she going to ask her? (Yes, she is.) Explain the meaning up to now of the adverb yet. In open pairs create a net of questions and answers in the class. e.g. St. A: Have you had lunch yet? St B: No, I havent. St B: Have you studied for the social science test yet? St C: Yes, I have. Ask this question orally and write it on the board. Has Spike looked for her rucksack inside the hostel? (Yes, she has).

WB Grammar 2, 3 & 4
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Libro del alumno p. 62

6 Vocabulary
Materials and personal possessions
Use one of the items in the picture as an example. Ss match the objects to the pictures. Check the answers with the whole class, practising pronunciation as necessary, e.g. bracelet, keyring, pencil case, personal stereo, wallet. Make sure Ss know all the material vocabulary. Illustrate it with your own objects/pictures if you need to. Teach strap. Show Ss the example sentence in the SB. Elicit and practise another sentence. Ss practise describing the objects in small groups. Elicit some examples from the whole class as a final check.
Answer key 2 Its a metal keyring with a pink/purple and yellow fish on it. 3 Its a yellow plastic/leather bag/purse with a metal buckle. 4 Its a yellow nylon/silk scarf with green flowers on it. 5 Its a red plastic purse with coloured stars on it. 6 Its a red leather diary with a black strap and buckle. 7 Its a black watch with a black leather strap. 8 Its a blue and green nylon rucksack with stickers of pop bands on it. 9 Its a necklace with Susan on it. 10  Its a green plastic pencil case with a large orange tiger on it. 11 Its a silver/metal pen. 12 Its a black leather wallet/purse with a metal buckle.

b)

In pairs, Ss practise making similar dialogues for items 1-5. With the whole class, choose pairs to repeat one or two of the dialogues. Ss write a Yes and a No dialogue for homework, using new objects.

7 Communication
Asking about and describing objects
a)

With SBs closed, ask Ss: Where can you go when you lose something? (Lost Property Office.) Give Ss a gapped version of the dialogue: A: ... me, Ive ... my watch. ... anybody ... it in? B: Whats ... ? A: ... silver with a black leather .... B: ... lucky. Here it... . /No, Im afraid weve only ... a gold ... . A: Thanks./Oh, OK. Never .... Thanks. Ss fill in the gaps in pairs. They check by looking at the complete dialogue in the SB. Ask several Ss to practise the dialogues in open pairs.

70

Libro del alumno p. 63

Background notes

The Internet is a worldwide network of computers, linked by telephone lines. It was first developed by the American government in the 1960s, then spread to American universities that wanted to exchange research information. Today over 40 million people are connected to the Internet around the world. The Internet provides a number of services for its users. For example, the World Wide Web provides information on a very wide range of topics. One of the most popular services the Internet provides is e-mail (electronic mail), which allows you to send messages to one or more destinations via your computer.

When you say Stop, Ss pair up with the person nearest to them and they stand back to back. Ss describe their partner, clothes and physical appearance. If they cannot remember something, Ss can ask Are you wearing...? They should ask only Yes/No questions.

11

Write

Before you read

Ss look at the picture in their SB. Ask about the Internet, e.g. Do you use the Internet? What do you use it for? How easy/difficult is it to use? Do your parents/family/friends use it? How much time do you/they spend using it? Have you ever tried to contact someone on it? If your Ss have experience with Internet, give them time to discuss these questions in groups before full class discussion.

Ask Ss to think of someone they would like to know better - perhaps someone who shares an interest, e.g. sport or music. In pairs, Ss discuss who they want to write to. They write their description individually, in class or for homework. Pass the descriptions round the class, or ask individual Ss to read theirs aloud. Who would the class most like to meet? They choose a boy and a girl from the description.

Extension activity
The suspect
Bring in five or six clear magazine/newspaper pictures of faces of men and women, Tell Ss a crime has been committed locally, e.g. someone has stolen all the computers in the school. Tell them you have a picture of the suspect. Divide Ss into groups of five or six. Ask one S from each group to come up to your desk. Show each of these Ss one of your suspect pictures (each S sees a different suspect). The Ss then return to their groups, where they describe the suspect they have seen in as much detail as possible. Another S from their group records the information. Encourage Ss to ask questions to the member of their group who saw the suspect. Put the pictures on the board. Groups tell their description to the class. The other groups identify the suspect. You might want to use this as a revision activity/ game in a future lesson.

Read

Ss read the text and complete the information. They check in pairs. Elicit the description from the whole class.
Answer key Looking for: Marcos Physical description: Hes got short brown hair and glasses. What he was wearing: He was wearing a blue T-shirt, a grey striped shirt and a checked jacket. When and where they met: They met at a campsite near Salou on 27th July.

9 Memory bank
Select a variety of magazine pictures that illustrate these adjectives for appearance and clothes. Put them on the board and number them. In pairs or small groups, Ss use the language in the Memory Bank to describe a few of them. Deal with any vocabulary problems that arise. Ask a S to describe another picture. The rest of the class guesses which picture it is.

10 Over to you
If you have room, Ss walk round the room, looking carefully at what the rest of the class is wearing.

Ask Ss to complete the chart and discuss where they are making most and least progress. Ask: What can you do to improve? Remind Ss to tick (P) the Learning goals they have achieved.

Libro del alumno p. 64

71

Photostory photostory

Sam is in trouble
With books closed, ask Ss: What do you think has happened to Spikes bag? Will she find it? Tell Ss the solution is in the story. Ask: Who can find where the rucksack is first? Ss open their books and read the text quickly. Check the answer: In the garden. Ask: Why is it there? Ss now read the text and try to write the missing questions. They check in pairs or small groups. Ss read the text aloud in groups to practise the questions.
Answer key 2 Have you seen it? 3 Whats the bag like? 4 What have you done with it? 5 Why is it in the garden?

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Libro del alumno p. 65

T h1 emes

in focus

Women writers
Her poetry Dickinsons poetry is often recognizable at a glance, and is unlike the work of any other poet. Her facility with ballad and hymn meter, her extensive use of dashes and unconventional capitalization in her manuscripts, and her idiosyncratic vocabulary and imagery combine to create a unique lyric style. Most of her work is reflective of lifes small moments and some larger issues in society. Over half of her poems were written during the years of the American Civil War. Many suggest that the Civil War gave some of the tense feeling in her poetry.

Picture exploitation Ask Ss if they know or remember any famous Latin American woman writers. Ask them which twentieth century writers they know and what they know about their work.

1 About you
Ask Ss to name Uruguayan poets, write their names on the board. Check the number of women writers in the list.

2 Comprehension
Tell Ss theyre going to read about three Latin American writers. Draw the factfile on the board. Ask Ss to complete as much information as they can. Write their answers on the board. Tell Ss to read the text and complete the missing information. Check with the whole class
Answer key Name: Delmira Agustini Nationality: Uruguayan Date of birth: Occupation: poet Themes in her writing: love, despair and death Name: Gabriela Mistral Nationality: Chilean Date of birth: Occupation: poet, diplomat and teacher Themes in her writing: pain, death and love Name: Alfonsina Storni Nationality: Argentinean Date of birth: 1892 Occupation: poet, teacher and actress Themes in her writing: ambivalent feelings towards men and her quest for love

3
a)

Over to you

Ask Ss to read the poem and try to infer the meaning of the words. Ss look the words up in the dictionary.
b)

Read the poem again and discuss it with the whole class: What does it feel like to read a Dickinson poem? What is your sense of her musicality, sound, rhythm, and use of space? Do you read these poems quickly or slowly? What do you think about the capitals or punctuation? Note: I'm nobody - who are you? is an invitation to loneliness. How does this poem invite the reader into the a kind of shared strangeness? Do you feel separated or connected by the language? Dickinsons Im nobody! tells of the role of somebody in society.

4 Research
Ss look up information about the historical and social conditions of women. Make a grid to compare conditions of women in the different centuries.
XIX century Education Social role Household responsibilities Today

Emily Elizabeth Dickinson (December 10, 1830 May 15, 1886) was an American poet. Though virtually unknown in her lifetime, Dickinson has come to be regarded as one of the great American poets of the 19th century. Her life has inspired numerous biographers and voluminous speculation, mostly about her sexuality, of which little is definitively known. Although she wrote (at latest count) 1789 poems, only a handful of them were published during her lifetime, all anonymously and probably without her knowledge.

Background notes

Libro del alumno p. 66-67

73

Ive hurt my ankle.

c)

Objectives
Students will be able to: Talk about experiences.

Ask Ss if there are any other words they can add to their lists.

Teaching points
Communication
Ask and talk about experiences.

WB Vocabulary 1 & 2

2 Practice
a)

Grammar
Present perfect with never/ever- advice and obligation. Should shouldnt.

Vocabulary
Parts of the body. Extreme sports.

Pre-teach break, sprain and twist and write them as headings on the board (sprain = you twist something enough to make it swell up a lot!). Ss, in small groups, make a list for each category.
Answer key break: leg, arm, wrist, ankle, toe, neck, shoulder, back, elbow, nose, hip sprain: ankle, wrist, finger, toe, elbow, knee twist: ankle, finger, toe, neck, shoulder, back, elbow, knee

Learn to learn
Realising the importance of becoming responsible for ones learning process, monitoring oneself. Realising the importance of using mistakes as a source of learning. Using speaking strategies.

b)

1 Vocabulary
Parts of the body
a)

Point out the example. Use earrings as an additional example: You wear earrings in your ears/on your ears. Ss make sentences for the other items. Ss may tell you that earrings are worn on other parts of the face and body as well. This is a good opportunity to discuss with the Ss the dangers of body piercing.
Answer key You wear a tie round your neck. You wear make-up on your face. You wear a scarf on your head/round your neck. You wear gloves on your hands. You wear tights on your legs. You wear a ring on your finger. You wear a watch on your wrist. You wear a hat on your head. You wear a ribbon in your hair. You wear a rucksack on your back. You wear a belt round your waist.

Ss open their books and match the parts of the body with the numbers. They check in pairs.
Answer key 2 thumb 3 hand 4 wrist 5 elbow 6 arm 7 hair 8 face 9 eye 10 nose 11 ear 12 mouth 13 neck 14 shoulder 15 back 16 stomach 17 waist 18 hip 19 leg 20 knee 21 foot 22 ankle 23 toe b)

Ss make their lists in small groups. If possible, have four groups making their lists on the board.
Answer key the head: ear, hair, face, mouth, nose, eye the leg: knee, toe, ankle, foot the arm: finger, hand, wrist, thumb, elbow the body: stomach, hip, shoulder, waist, neck, back

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Libro del alumno p. 68

8 Picture exploitation Ask Ss to cover the text. Ask: Who is in the pictures? Where are they? What has happened? (Joe has been hurt by a motorbike.) Discuss with the whole class.

Listen and read

Ss close their books. Play the tape to check Ss predictions.

4 Comprehension
Ss read the questions. In pairs, Ss answer the questions, re-reading the text as necessary. Elicit the answers from the whole class.
Answer key 1 At the view. 2 No, shes never been there before. 3 To take a photo. 4 A boy on a motorbike. 5 His ankle. 6 Gabriel and Stefan carried him.

Useful phrases

See the Introduction.

Libro del alumno p. 69

75

6 Vocabulary
Ask Ss about the meaning of extreme sports. Ask them if they have ever practised one. Ask Ss to read the instructions. Ss match the sport with its location. You can also bring pictures of the sports and ask Ss to match the sport with the corresponding picture.
Answer key while water rafting: rapids bungee jumping: bridge snowboarding: mountain slope climbing: mountain

Ss practise the dialogue in pairs. Make sure they use the right stress and intonation. In pairs, Ss practise variations on the dialogues, using the prompts in the SB. Ask up to five pairs to perform a dialogue for the whole class. They must use different prompts each time!

Extension activity
Write
Brainstorm with Ss possible experiences, e.g. scuba diving, seeing a UFO, etc. They may write the sentences in class or as homework. Its advisable to tell Ss how many sentences they have to write.

7 Practice
Ask Ss to complete the conversation using the right form of the verbs. Ss work individually, then check in pairs. You may help your Ss by giving them a verb bank on the board to use: practise go climb do Check the answers with the whole class
Answer key 1 Have you ever practised 2 went 3 have you ever climbed 4 have never done 5 have you ever practised

10 Over to you
Ss practise the dialogue in pairs. Make sure they use the right stress intonation and they use the right tenses. In pairs, Ss practise variations on the dialogue, using the prompts in the SB. Ask a pair to perform a dialogue for the whole class.

WB Grammar 3 & 4

8 Learn to learn
Speaking
Draw Ss attention to the suggestions. Make sure Ss practise both parts in Communication exercises! To help Ss not to worry about their mistakes, do not intervene or correct in freer speaking. Make notes of common mistakes instead, and correct these with the whole class after the activity, e.g. write them on the board and invite the class to tell you the corrections. Draw Ss attention to any particularly good phrases used.

9 Communication
Talking about experiences
Ask Ss to read the dialogue. Point out that after asking about experiences, if they want to find out something about an experience, they have to use the past simple tense.
76 Libro del alumno p. 70

11 Grammar
Verb should/shouldnt for advice and obligation
Write on the board: We should take him to hospital. Ask Ss: Is it a good idea? (Yes.) Can we decide not to do it? (Yes.) That is, should is not as strong as must. Then write a negative, e.g. He shouldnt walk on his ankle. Check the meaning as before, e.g. Is it a good idea? (No.) Can he decide to do it? (Yes.) Give Ss initial practice by telling them you have a problem, e.g. Ive got a headache, Im very tired, Ive got toothache, Ive had a row with my mother. Ask the class to give you advice using should and shouldnt. Ss give each other advice in pairs using the same prompts/ideas of their own. Ss read the grammar box. Point out the note at the bottom.

Extension activity
Elicit or suggest other injuries or accidents, e.g. a friend has a nosebleed/has badly banged her head, you've rescued someone from drowning but they've swallowed a lot of water, there's a tire in the school, you've seen a car accident. As either a whole class activity or in small groups, ask Ss to discuss what they think they should do. Encourage Ss to give reasons for their suggestions. If you can't reach a class decision, ask Ss to find out the answers for homework.

Reinforcement activity
In pairs, Ss write down four problems on four pieces of paper. They pass them to the next pair. Ss take it in turns to ask and answer, e.g.: S1: Ive got a sprained wrist. S2: You should (go to the doctor). Check some with the whole class.

12 Practice
Make sure Ss understand that there are two prompts for each picture and that they have to make complete sentences. Ss complete the exercise in small groups. Ask individual Ss to read each sentence to the class: Does the class agree?
Answer key 2 She shouldn't lie in bed all day. She should get up and go out. 3 He shouldn't watch TV. He should read a book. 4 They shouldnt drop litter. They should put it in a bin. 5 He shouldnt read in the dark. He should turn the light on. 6 They shouldnt eat biscuits. They should eat fruit instead.

WB Grammar 5-7

13 Over to you
Pre-teach ice pack, compress and raw steak. Ask the class for their ideas on the ankle injury but do not tell them the correct answer! Ss discuss the comments on the other problems in pairs. They compare notes in groups of four. Elicit ideas from the groups. Can they reach a class consensus on each one? Encourage Ss to give reasons for their choices. Ss check the answers on page 85. Were they right? Are there any surprises?

Libro del alumno p. 71

77

14

Read

15

Write

Pre-teach essential vocabulary e.g. old-fashioned, silly, chewing gum, raise (your hat), tease, litter bin. Ss complete the questionnaire individually. In pairs, they score and discuss their answers. Put the pairs in larger groups to compare and discuss their results. Ask: Do you agree with your own analysis? Do the others in your group think it is correct? Encourage a short whole class discussion on the results, e.g. What do you think is silly? Old-fashioned? Important?

Reinforcement activity
Rules of the Internet (Netiquette)
Ask Ss what they know about the 'rules' for using the Internet politely. Tell them there are recognised good manners and bad manners when you post messages and responses to newsgroups on the Internet. Copy the rules with gaps and give them to the class. Ask Ss to complete the rules with should or shouldnt. In small groups, Ss discuss the rules and decide on the correct words. Go through the answers with the whole class. Netiquette 1 You ... never forget that the person on the other end is a human being. 2 You ... send any angry messages. 3 You write in capitals. People will think you are SHOUTING. 4 You be brief and to the point. 5 You ... put a useful heading (title) on your message to show what it is about. 6 You ... use smileys like :-) or :-( (look at them sideways) to indicate tone of voice, but you ... use them too much.
Answer key 1 should 2 shouldnt 3 shouldnt 4 should 5 should 6 should, shouldnt

Allow plenty of time for this activity; it is likely to take at least 20 minutes. Ask the whole class for suggestions to start this off. Then divide the Ss: small groups of girls prepare a guide for boys and vice versa. Ideally there should be equal numbers of groups for both sexes. Help and supply vocabulary as necessary. Combine groups: a group of girls with a group of boys. Tell Ss they will report back on the guide which has been written for them, i.e. boys report on the Good Date Guide for boys and vice versa. If possible, they should note two points they agree with and two they disagree with. Ss exchange their guides, or read them aloud to each other. What is the reaction from the other sex? Ask as many groups as time allows to report back to the class.

78

Libro del alumno p. 72

GAME

Uruguayan Adventure

The previous lesson ask Ss to bring a coin and a counter. Ask Ss to read the instructions. Make sure Ss understand the instructions and the colour key. Ss can play the game in pairs or in groups.

Libro del alumno p. 73

Consolidation 4
79

Consolidation 4

Wide angle on the world

Into the Jaws of danger
Before you read
Have Ss discuss the questions in this section in pairs or in groups. Have each group choose a speaker to report the groups conclusions.
Answer key 1 He was working in Africa with a group of game wardens. 2 They were trying to find a baby lion which was ill. 3 They were carrying a special gun which fires anaesthetic bullets. 4 They found the baby lion at a watering hole but as they approached, John stepped on a piece of wood and it made a loud noise. Then a female lion ran towards him, about to attack him. The wardens shot the lion and she fell to the ground. John thinks he was very lucky.

1
a)

Read

Remind Ss of the ideas for learning vocabulary using a dictionary. Ss work in pairs or small groups, re-reading the text and checking in their dictionaries. Help them as necessary. Its important for Ss to try to infer meaning before going to a dictionary. Check the meaning of the words with the whole class, explaining in L1 if necessary. Ss prepare their own example sentences in pairs. Ask pairs to read their sentences to the class.
b)

Tapescript
Listen to John talking about a frightening incident. Well, it all happened the year before I went to university. I was working in Africa with a group of game wardens who look after the animals in one of the big national parks in Kenya. I was with two wardens and we were looking for a baby lion which we knew was ill. The wardens had these, these special guns which fire anaesthetic bullets. You know, the ones that they dont actually kill the lions, but they put them to sleep. And the plan was that we would catch the baby lion and take it back and make it better. Well, we left the Range Rover and set off on foot. And after a while we came to a watering hole, where the lions were all having a drink. And then we saw the baby lion which was ill. Well, we didnt want to make a noise and disturb the lions so we walked very quietly and didnt speak. I was walking in front of the other two men when I suddenly stepped on a piece of dead wood. It made a really loud noise! Then I heard this terrible roar. The next thing I knew a female lion was running towards me, about to attack me. Luckily, the wardens fired their guns at the lioness and she fell to the ground stunned. Looking back on it, I think I was so lucky!

In pairs, Ss first put the sentences in order without looking at the text again. Ss re-read the text to check any sentences they are unsure about. They check again in pairs. Go through the answers with the whole class.
Answer key 2 i) 3 c) 4 g) 5 a) 6 f) 7 b) 8 e) 9 d)

Listen

Write

Ask Ss to read the questions. Play the tape. Ss can make notes while they listen. Ss compare their answers in small groups. Play the tape again and allow groups to check together again. Elicit the answers from the whole class. Ask Ss: Have you had any similar experiences?

With books closed, ask Ss what information you read/hear in a story like this. Elicit topics: What? Where? Who? Feelings? etc. and write them on the board. Give Ss time, in pairs or small groups, to prepare their story using the prompts. Groups write their stories in class or Ss write them individually for homework. Ss pass them round the class and/or display them on your class noticeboard.

80

Libro del alumno p. 74-75

Made in heaven
Picture exploitation Ask Ss to read the titles of the different films, ask if they have seen them. Talk about them.

Objectives
Students will be able to: Describe processes. Complain, request and apologise.

1 Vocabulary
Ss read the two columns. Explain the types of films if necessary. Ask Ss to match the film with the corresponding category. Check the answers with the whole class.
Answer key 1b 2e 3a 4d 5c

Teaching points
Communication
Describe processes. Complain, request and apologise.

Grammar
The passive: present and past simple. Could.

Vocabulary
Types of films and film making.

Pronunciation
Syllable deletion: interested, difference.

Draw webs for each category and ask Ss to add more titles for each web.

Skills practice
Read about Star Wars. Listen to a boy talking about films. Write a letter. Da Vinci Code Sixth sense

Learn to learn
Inferring rules. Becoming aware of the importance of paying attention to the formal aspects of English. Having a positive attitude towards learning difficulties. Becoming responsible of our learning.

Thriller

Libro del alumno p. 76

81

Read

Ss read the sentences from a to i. In pairs Ss discuss the order of the actions.
Answer key 1-h 2-d 7-c 8-b 3-i 9-e 4-f 5-a 6-g

guess the adjective that fits. Ask several Ss to read their descriptions for the whole class to guess. Ss can write their own sentences for homework to illustrate some of the adjectives.

5 Communication
Requesting and apologising
Make sure Ss understand complain, request and apologise. In pairs, Ss say what each speaker is doing. (complaining, requesting or apologising). Ss work in pairs to make conversations based on the pictures. Ask: What is the problem in each picture? Elicit ideas and teach vocabulary as necessary, e.g. shrink. In pairs, Ss use the pictures to make their conversations. Monitor, help and correct as needed. With the whole class, ask different pairs to repeat one of their conversations. Continue until the class has heard at least one conversation for each picture.

3 Vocabulary
In pairs Ss read the professions and the descriptions. They match the people with the description of their jobs.
Answer key a-4 b-2 c-6 d-5 e-1 f-3

Ask Ss to name famous people in the film business and to describe their jobs, e.g. Csar Charlone (Uruguayan photographer, he was responsible for the photography of Cidade de Deus)

WB Communication 8

4 Over to you
In small groups Ss discuss the four questions: What is your all times favourite film? Who stars in it? Who directed it? Why is it a good film? Ss share their selection with the rest of the class

Extension activity
Ss work in groups to make a poster of a film. Ss select the film, find pictures and write captions.

WB Vocabulary 1 & 2

Reinforcement activity
Write on the board adjectives, i.e. friendly, helpful, uncritical, kind, polite. In pairs, Ss write descriptions for these adjectives. They do not include the adjective in their description. Ss read the descriptions aloud for the other Ss to
82 Libro del alumno p. 77

Before you read

Ask Ss to look at the text and photos. Ask: Which Star Wars film do the photos come from? Do you recognise the scenes? Have you seen it? What did you think of it? Have you seen any other films in the series? What type of film is Star Wars?

Extension activity 1
Tell Ss about one of your favourite films. Tell them about why you like it, as well as details about the storyline, the actors, when you saw it, etc. Ask one or two Ss for the names of their favourite films. Have other Ss seen them? Did they enjoy them too? Let Ss discuss favourite films in small groups. Make sure they understand that they need to tell each other why they like the films.

Extension activity 2
Film quiz
Prepare three or four quiz questions about films using the passive, e.g. Who was it directed by? / Who was the movie played by? Arrange the class into teams and ask your questions. Give points to teams that can answer their question correctly within a given time limit. Tell Ss to work in their teams and prepare similar questions to ask the others. Decide how many questions they have to ask, e.g. one or two questions for each team. Make sure they know the correct answers to any questions they prepare. If necessary, let them research questions for homework and choose which to ask in the next lesson. (Insist that all questions be about famous films that other Ss have seen or heard of.) When the questions are ready, set up the rules, e.g. elect a spokesperson, no shouting out, the first answer counts. Each team takes turns asking the other teams their questions. Give points for correct answers and for good questions which don't get answered.

Libro del alumno p. 78-79

83

6
a)

Read

Ask Ss to organise the words into three groups: 1) words they definitely know, 2) words they think they know, and 3) words they don't know. Tell them to look at the text again and confirm the word they think they know and guess the words they don't know. Allow whole class feedback.
b)

Ss first read the statements, then read the text again to find the answers. They check their answers in pairs. Go through the answers with the whole class.
Answer key 1 F (It was directed by Georges Lucas.) 2 F (Luke leaves home when his aunt and uncle are killed.) 3 T 4 F (It tells the story of the beginning of the Star Wars story.) 5 T

7 Grammar
The passive: present and past simple
Ss look at the sentences in pairs and answer the question. Check answers with the whole class.
Answer key 1 active 2 passive 3 active 4 passive

8 Practice
a)

Draw Ss' attention to the examples. Ss look for examples in the text and rewrite them in the active form.
b)

In pairs, Ss rewrite the questions in the passive. Check answers with the whole class, ensuring that the tenses and past participles are correct.
Answer key 1 How are the special effects created? 2 Who was the film directed by? 3 Who was the film written by? 4 Why was Tunisia used? 5 Who is Luke helped by?

84

Libro del alumno p. 79

9 Over to you
Ask Ss if they have ever seen a shark, and if sharks have ever been seen off Uruguayan coasts. Ask if anyone has seen the film Jaws. If anyone has, ask them to tell the class what they can remember about it. If nobody has seen Jaws, explain that it was a famous horror film of the 1970s. It is about a killer shark which terrorises a tourist resort in the United States. It was directed by Steven Spielberg and was his first success.

No, nowadays computer-generated effects are used to make the sharks look even more dangerous and terrifying. Nicky: So, what were some of the other blockbusters...?

Ben:

11

Write

10

Listen

Look at the model letter with Ss and discuss how it is set up. In pairs, Ss decide on a film they have both seen and note information and details they need for the letter. Ss either write the letter together in class or individually for homework.

Explain that they are going to listen to a student (Ben) talking about his film studies course. Pre- teach or revise essential vocabulary, e.g. blockbuster, seaside, coast, underwater, scenes, cage, on location, mechanical. Ss read the statements, then listen to the tape. Ss check their answers in small groups. Go through the answers with the whole class.
Answer key 1 F (He's studying the history of film.) 2 T 3 T 4 T 5 F (That was just a mechanica/ head!)

Ask Ss to complete the chart and discuss where they are making most and least progress. Ask: What can you do to improve? Remind Ss to tick (P) the Learning goals they have achieved.

Tapescript
Listen to Ben talking about films and answer True or False. Nicky: How are you enjoying your film studies course, Ben? Are you seeing lots of new films? Ben: No, actually. Were looking at the history of film and were doing a study of the blockbusters of the twentieth century. Nicky: Like what, for instance? Ben: Like Jaws, for instance. lts good because you learn a lot of stuff about how and where it was filmed and so on. Nicky: Where was it filmed? Ben: Mostly in a small seaside town on the Atlantic coast, on location. But the underwater scenes were shot in Australia. Nicky: Why Australia? Ben: Because thats where you can find a large number of Great White sharks. For example, do you remember the scene when the man goes down in the cage under water? That was shot in Australia. Nicky: Yes, I remember that. It was really frightening when the shark attacked the cage. Ben: Yes, but even that was a trick. Nicky: Why? Ben: Because the actor that was used - the stand-in actor was small - smaller than Richard Dreyfus - and so the shark was made to look bigger. Nicky: But the scene on the boat when the shark reared its head out of the water - was that shot in Australia too? Ben: No, it wasnt. The scene when you actually see the big jaws and the teeth was shot in the studio. That was just a mechanical head. Nicky: But they dont use mechanical heads today, surely?
Libro del alumno p. 80 85

Photostory photostory

Thanks for everything!

With books closed, tell Ss the group are leaving from the station. Everyone is there to see them off. Ask: Can you remember the name of the station in Liverpool? (Lime Street.) Ask: What are they going to say to each other? Ss, in groups, think of ideas. Elicit some possibilities from the whole class. Ss open their books and read the dialogue. In pairs, Ss try to fill in the missing words. Play the tape for them to check. Ss compare notes again in pairs. Elicit the correct answers from the whole class. Ss practise reading the dialogue in groups.
Answer key 1 shes buying 2 Can I visit, Dont be silly 3 Thank you 4 Are you coming 5 Have a good trip 6 Im going to miss you 7 Hurry up, No thanks! 8 Have a good trip! Picture 8 Staff: Bye, everyone! Have a good trip! All: Bye! Thanks for everything!

Follow-up
Groups act out the dialogue as closely as they can from memory. It does not matter if they forget/ change the words as long as they keep talking.

Tapescript
Listen and see if you were right about the sentences. Picture 1 Stella: Wheres Spike? Late again, I suppose. Mick: No, shes buying some chocolate for the journey. Picture 2 Sam: Can I visit you in Uruguay, Sandra? Katie: Dont be silly, Sam. Sandra: Of course you can come, any time you like. Picture 3 Stefan: Its been great, Mr Brennan. Thank you. David: Not at all. We really enjoyed having you. Picture 4 Mick: The London train is leaving in a couple of minutes. Sandra: Are you coming with us, Joe? Joe: No, my fathers coming from Manchester to pick me up. Picture 5 Joe: Cheers, Gabriel. Have a good trip back to Spain. Gabriel: Thanks a lot, Joe. We had some good times, didnt we? Picture 6 Joe: Im going to miss you, Louise. Louise: Im going to miss you too, Joe. Picture 7 Stella: Hurry up, Spike! The trains just leaving. Mick: Or do you want to stay here and work for another week? Spike: No thanks! Bye!

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Libro del alumno p. 81

T h1 emes

in focus

The chemistry of love

3 Over to you
Follow the instructions in the book Work with another story with the whole class. Try to elicit stories from your Ss or coordinate with the teacher of History or Literature stories like the following ones: Neruda and Matilde (Consolidation 3: Pablo Neruda ) Penelope and Ulysses.
Reaction go green go red blush heart beats fast tears Emoticon

Write the following lists on the board (in disorder) and ask Ss to match the emotion with the reaction. You can also use flashcards with emoticons and the emotions in words.
Emotion envy anger shyness love sadness

Background notes
Penelope is another of those mythic heroines whose beauties were rather those of character and conduct than of person. She was the daughter of Icarius, a Spartan prince. Ulysses, king of Ithaca, sought her in marriage, and won her over all competitors. When the moment came for the bride to leave her fathers house, Icarius, unable to bear the thoughts of parting with his daughter, tried to persuade her to remain with him, and not accompany her husband to Ithaca. Ulysses gave Penelope her choice, to stay or go with him. Penelope made no reply, but dropped her veil over her face. Icarius urged her no further, but when she was gone erected a statue to Modesty on the spot where they parted. Ulysses and Penelope had not enjoyed their union more than a year when it was interrupted by the events which called Ulysses to the Trojan war. During his long absence, and when it was doubtful whether he still lived, and highly improbable that he would ever return, Penelope was importuned by numerous suitors, from whom there seemed no refuge but in choosing one of them for her husband. Penelope, however, employed every art to gain time, still hopping for Ulysses return. One of her arts of delay was engaging in the preparation of a robe for the funeral canopy of Laertes, her husbands father. She pledged herself to make her choice among the suitors when the robe was finished. During the day she worked at the robe, but in the night she undid the work of the day. This is the famous Penelopes web, which is used as a proverbial expression for anything which is perpetually doing but never done.

1 About you
Ask Ss if they know anyone who has been in love. Ask Ss if they can identify certain behaviour in people who are in love. Ask if love changes peoples behaviour. Discuss the answers with the whole class.

2 Comprehension
Ask Ss to look at the title and picture in this theme in focus. Ask them to predict if the text is a scientific study of love or a romantic story. Tell Ss theyre going to read about the effects of love. Draw the fact file on the board. Ask Ss to complete as much information as they can. Write their answers on the board. Tell Ss to read the text and complete the missing information. Check with the whole class.
Answer key Stage Attraction Characteristics Important hormones & neurotransmitters

People lose their monoamines appetite and tend (dopamine) to sleep less. They daydream about their love.

4 Research
Ss work in groups of three or four. They look for local stories. Ask Ss to identify the three stages of falling in love in their story. Ss bring pictures and prepare a poster about it.

Passion

People become testosterone & strongly attracted oestrogen to one another. oxytocin

Attachment They want to get married or live together.

Libro del alumno p. 82-83

87

Song

1 I  saw her

standing there
3 Choose the sentences which best describe the song.
Ask Ss to choose the sentence ac which describes the song best.
Answer key c) He thought she was very attractive and fell in love with her.

With books closed, play the introductory music and the first line and ask: Do you know the song? Can you remember any other words from it? Elicit ideas and write on the board: seventeen, night, in love (x2), hand, compare. Ask Ss to put the words in the order they hear them. Play the song and let Ss check in pairs. Elicit the correct order: seventeen, compare, in love, hand, night, in love.

1 Read the lyrics and complete the gaps.

Ask Ss to open their books and look at the first gap. Elicit the answer: saw. In pairs or small groups, Ss complete the exercise. Play the song again. Go through the answers with the whole class.
Answer key 2 looked 3 could 4 went 5 crossed 6 held 7 danced 8 fell 9 went 10 crossed 11 held 12 danced 13 fell

2 Find the words in the song that rhyme with these words.
Do the first set, seventeen/mean, with the class as an example. In pairs, Ss find the other rhymes. Check the answers with the whole class.
Answer key compare/there me/see night/tight

88

Libro del alumno p. 84

Song

Love is all around was a hit in 1967 for a British rock group, The Troggs. Nearly thirty years later, the song was a hit for a second time when it was featured in the film Four Weddings and a Funeral, which was a big success in 1994. The song remained in the charts for many weeks.

I feel it in my fingers, I feel it in my 1 ............ . The love thats all around me, And so the feeling 2 ............. . Its written on the wind, Its everywhere I 3 ............, Oh, yes, it is! So if you really love me, Come on and let it 4 .......... . Oh, yeah! You know I love you, I always will, My minds made up by the way that I feel. Theres no beginning, therell be no 5 ............ , cause on my love you can 6 ............ . Ooh I see your face before me As I lay on my 7 ...........; I kind of get to thinking Of all the things you 8 .......... . Oh, yes, I do. You gave your promise to me And I gave mine to 9 .........; I need someone beside me In everything I 10.......... . Oh, yes, I do. You know I love you, I always will, My minds made up by the way that I feel. Theres no beginning, therell be no 11..........., cause on my love you can 12.............. .

Got to keep it moving, yes! Its written on the wind. Its everywhere I 13......... . Yes, yes. Ooh! So if you really love 14........, Love me, just let it 15........... Come on and let it 16...........

1 Find the pairs of words below which rhyme. Then listen and see if you were right.
grows you said depend end go bed show do toes

Listen to the song and complete with the 2 missing words. 3 How many words for parts of the body can you find in the song? List them.

Pearson Education S.A. Photocopiable.

89

Song

2 L  ove is all
around
3 How many words for parts of the body can you find in the song?
Ask Ss to close their books. Elicit one part of the body they can remember from the song. In threes, Ss list all the parts of the body they can remember from the song. With books closed, play the tape again for Ss to check/add words. Go through the answers with the whole class.
Answer key Three: fingers, toes, face

You will find this song in the class cassette.

1 Find the pairs of words below which rhyme. Then listen and see if you were right.
Have Ss read the instructions and try to solve this activity in pairs or groups. Elicit some answers from different groups and write the possible combinations they give on the board. Play the tape and have them check their predictions.
Answer key grows/toes you/do end/depend go/show bed/said

2 Listen to the song and complete with the missing words.

Tell Ss you will play the tape again without making any stops. Tell them that it is important that they read the lyrics as they listen but that they should not worry if they do not have the time to complete it during this listening. After they have listened to it, get them to share in pairs or groups what words they were able to understand or place correctly. Play the tape for Ss to check/complete their answers. Elicit the answers from the whole class.
Answer key 1 toes 2 grows 3 go 4 show 5 end 6 depend 7 bed 8 said 9 you 10 do 11 end 12 depend 13 go 14 me 15 show 16 show

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Workbook key
1 He always looks good. Vocabulary
Exercise 1
2 e) 3 a) 4 g) 5 c) 6 d) 7 f) 8 i) 9 h)

2 Would you like a sandwich? Vocabulary

Exercise 1
2 fish 3 potato 4 cheese 5 orange 6 lemon 7 banana 8 tomato 9 egg 10 cucumber 11 apple 12 chicken 13 bread Sam is going to have chocolate cake for tea

Exercise 2
Suggested answer He goes home and watches TV for a quarter of an hour. He has supper at six at home. At 6.30 he does his homework and at 7.15 he goes to Matts house.

Exercise 2
1 lemon 2 milk 3 sandwich 4 lettuce 5 tomato 6 cucumber 7 olive oil 8 vinegar 9 salt 10 pepper 11 chicken 12 pasta 13 banana 14 apple 15 peach 16 coffee 17 tea

Exercise 3
1 At about 8.00. 2 I usually walk, but I sometimes go by bus. 3 Fifty minutes. 4 It depends. Lessons finish at 3.45, but I sometimes stay late and use the library. 5 I always have something to eat first. 6 I always go on Wednesday afternoon, and I sometimes go on Friday, too.

Grammar
Exercise 4
2 wait 3 get up 4 learn 5 take 6 spend 7 do 8 work 9 take 10 write 11 make 12 keep

Grammar
Exercise 5
1 run 2 m always 3 usually gets up 4 has 5 never drink 6 have 7 go shopping 8 doesnt go 9 is always 10sometimes plays 11 sometimes listens

Communication
Exercise 6
1 c) 2 b) 3 f) 4 d) 5 a)

Exercise 6
1 What time does Dave usually get up? He usually gets up at 10.30. 2 Does Stuart have coffee for breakfast? No, he never drinks coffee. 3 Do Stuart and Dave go shopping? Stuart does, but Dave doesnt. 4 What sort of music does Dave listen to? He listens to heavy metal.

3 I prefer swimming. Grammar

Exercise 1
1 (Alice) Steven Spielberg is visiting the National Film Theatre. (Matt) What time is he arriving? 2 (Matt) Is Joanne having a party? 3 (Matt) Yes, I am. (Alice) Who are you going with? 4 (Alice) No, they arent. (Alice) Theyre sending them by bike courier.

Exercise 7
1 He isnt reading a magazine. Hes watching TV. 2 Theyre playing a computer game. They arent listening to a CD. 3 She isnt doing a word puzzle. Shes writing letters.

Exercise 8
1 are, doing 2 Are, playing 3 m not 4 s trying 5 are working 6 arent doing 7 Im working 8 isnt 9 s listening 10 m coming

Exercise 2
Section 1: Transport Martin He doesnt like travelling by plane. He prefers travelling by coach to travelling by train. He hates cycling in town. Tina She hates travelling by plane. She prefers travelling by coach to travelling train. Cycling in town is something she hates. Rob He hates travelling by plane, train and coach, and he doesnt like cycling in town.
91

Exercise 9
1 listens to 2 plays 3 am playing 4 dont usually listen to 5 dont have 6 writes 7 is doing 8 are moving up 9listen to

Section 2: Routine Karen She hates getting up early. She doesnt like making breakfast for the whole family. She likes walking to school. Martin He doesnt like getting up early and hates making breakfast for the whole family but he likes walking to school. Tina and Rob They like getting up early. They hate making breakfast for the whole family. They dont like walking to school.

She has to do the vacuuming, but she doesnt have to do the cleaning. 2 Do they have to study languages at school? They have to study German, but they dont have to study French. 3 Does he have to work every evening? He has to work on weekdays, but he doesnt have to work at weekends.

Exercise 5
1 doesnt have to do 2 mustnt talk 3 doesnt have to do 4 mustnt be 5 mustnt forget 6 mustnt tell 7 dont have to come 8 mustnt eat

Exercise 4
2 On Wednesday, Sarah is taking her driving test. 3 On Thursday, you, Mum and I are having dinner with Mark. 4 On Friday, you are catching the 7.30 train to Edinburgh. 5 On Saturday, you are going to a match. 6 Chelsea and Liverpool are playing. 7 You are not doing anything on Sunday.

Exercise 7
1 2 3 4 5 Where will we go on our next vacation? When will we leave? Who will go? Where will we have lunch? Wont we buy hot dogs there?

Exercise 5
2 f) 3 a) 4 d) 5 c) 6 b) 2 You will not want your dinner if you eat all those chocolates. 3 If the food is spicy, she wont eat it. 4 We'll have a barbecue if the weather is fine. 5 We wont wait for him if he is not here by six thirty. 6 You wont pass your exams if you dont study.

Exercise 8
2 mustnt use mobile phones 3 dont have to wear a uniform 4 mustnt miss lessons 5 mustnt use your teachers first names 6 dont have to do games

5 A ghost story Vocabulary

Exercise 1
1 Maths 2 History 3 Geography 4 Music 5 French 6 Science/Biology 7 Design and Technology

Exercise 6
1 If you make a revision timetable, you wont feel stressed. 2 If you do some physical exercise, youll feel better. 3 If you work with soft music in the background, you will be able to concentrate better. 4 If you dont leave enough time for revision, you wont do your best in the exam. 5 If you eat healthily, you will have more energy. 6 If you dont get enough sleep, you wont feel like working.

Exercise 2
Across 6 strong 7 fast 9 tall 11 wash 14 of 15 art 17 education 18 old 20 physical Down 2 easy 3 light 4 interesting 5 early 8 cheap 10 science 12 awful 13 late 16 music 19 by

4 Do I have to? Vocabulary

Exercise 1
1 do: the cleaning, the shopping, the ironing, the vacuuming, the washing-up 2 make: the bed, lunch 3 clean: the bathroom 4 tidy: the bedroom 5 clear: the table

Grammar
Exercise 3
1 wasnt 2 Were 3 was 4 werent 5 Was 6 wasnt 7 was 8 were 9 werent

Exercise 2
1 dentist 2 hairdresser 3 sales assistant 4 carpenter 5 receptionist 6 waiter 7 engineer 8 secretary 9 beautician

Exercise 4
1 + d: phoned, recognised, hated, lived, arrived 2 + ed: finished, started, called, missed, enjoyed, visited, listened, played, washed, climbed, talked, looked, stayed, asked 3 + y ied: tried, married, cried 4 double consonant + ed: dropped, travelled

Exercise 3
1 Do you do 2 Do you make 3 Do you do 4 do you make 5 do you do 6 do you clear

Grammar
Exercise 4
1 Does your sister have to help in the house?
92

Exercise 5
1 2 3 4 This is my dictionary and thats yours. I did my homework myself. I didnt copy his. We looked at their photos and they looked at ours. Is this your pen or mine?

5 Our CD player didnt work, so we borrowed theirs. 6 Did you call at his house or hers first?

Exercise 6
Suggested answer We walked round Edinburgh on Saturday. On Sunday morning we visited Edinburgh Castle. We didnt enjoy it because we didnt see any ghosts! In the afternoon we travelled by train to Glasgow. On Monday morning we climbed a mountain! Joanna carried my rucksack. In the evening we watched the sun set.

3 This is the best song on the album. 4 Which is easier, swimming in a pool or swimming in the sea?

7 Ive lost my rucksack. Grammar

Exercise 1
Regular verbs closed, lived, looked, opened, passed, phoned, played, started, talked Irregular verbs done, eaten, gone, had, put, seen, spoken, taken, written

6 Girls cried and screamed. Grammar

Exercise 1
buy /bought; do/did; give/gave; go/went; have/had; make/ made; meet/met; put/put; write/wrote

Exercise 2
3 Shes already taken the books back to the library. 4 Shes already bought some suncream. 5 She hasnt had her hair cut yet. 6 Shes already ironed her shirts. 7 Shes already collected her ticket. 8 She hasnt phoned Sandy yet. 9 She hasnt found her passport yet. 10 She hasnt given her keys to Mrs Green yet.

Exercise 2
1 went 2 had, gave 3 wrote 4 Did, do 5 did, put 6 didnt buy 7 Did, make

Exercise 3
2 i) 3 g) 4 h) 5 a) 6 j) 7 b) 8 e) 9 f) 10 c)

Exercise 4
1 more interesting 2 the best 3 more difficult 4 The largest 5 younger 6 the shortest 7 more dangerous 8 bigger/farther

Exercise 3
2 e) 3 h) 4 a) 5 d) 6 c) 7 f) 8 b)

Exercise 4
2 Has she done her homework yet? 3 Hes just crashed my computer again. 4 Cathy and Jim have already broken up. 5 Has Patrick already left for Australia? 6 Have you heard from them yet? 7 I have just spilt coffee on my new shirt. 8 We have just received a letter from Angela. 9 I have already forgotten Simons telephone number. 10 She hasnt found her passport yet.

Exercise 5
1 got 2 moved 3 went 4 found 5 didnt like 6 decided 7 didnt do 8 stopped 9 bought 10 had 11 went 12 began 13 got

Exercise 6
1 older than 2 younger than 3 the tallest 4 shorter than 5 taller than 6 the most expensive 7 cheaper than 8 more expensive than

Exercise 7
1 Did you get; Yes, I did. 2 Did you have; Yes, I did. I found it hard to make friends with the other students. 3 did you decide; I decided to be ordinary. 4 did you become; I didnt do my homework. I stopped taking drama classes. I bought the same clothes as the other students. 5 did you begin; When I got a part in Speed with Keanu Reeves.

Exercise 5
1 2 3 4 5 Have you read the book Bad Girls? Yes, I have just finished it. Have you started your history project yet? No, I havent started it yet. Have the tickets for the Radiohead concert arrived? Yes, they already have. Has Sophie phoned? Yes, she has just phoned. I haven't finished using it yet. (Possible answer).

Exercise 8
1 the most important 2 earliest 3 friendlier than 4 the most scary 5 more difficult than

Vocabulary
Exercise 9
1 twenty pounds 2 twelve pounds ninety-nine 3 sixty p/pence 4 two pounds fifty

8 Ive hurt my ankle. Vocabulary

Exercise 1
1 a hand 2 an ankle/ a foot 3 teeth 4 an ear 5 lips 6 hair

Exercise 10
1 Excuse me, how much is this CD? 2 Why did they go into town this morning?

93

Exercise 2
Across 1 ankle 4 teeth 6 mouth 7 nose 9 back 11 foot 13 legs 14 head 15 fingers Down 2 knee 3 ears 4 thumb 5 hand 8 shoulder 10 arm 12 chin

9 Made in heaven. Vocabulary

Exercise 1
1 happy 2 miserable 3 kind 4 shy 5 sensible 6 polite 7careless 8 friendly 9 jealous 10 rude

Exercise 2
2 c) 3 e) 4 h) 5 f) 6 d) 7 b) 8 i) 9 a) 10 g)

Grammar
Exercise 3
1 have been 2 havent had 3 yet 4 have visited 5 has just left 6 hasnt come yet 7 have been here 8 have already read 9 have written 10 has just turned on 11 have already seen 12 Have you 13 yet 14 Has Mr Jackson given 15 Has your brother gone 16 yet 17 Has Tom invited 18 yet

Grammar
Exercise 3
1 was won 2 were worn, was allowed 3 were used, are used 4 is played 5 are sold 6 are chosen 7 were eaten

Exercise 4
1 The workshop where new jewellery is made and old pieces are repaired, is in central London, close to Oxford Street. 2 Two people were handcuffed to the table (by the thieves). 3 A ladder was used to climb into the building. 4 According to the police, the robbery was planned carefully (by the thieves). 5 The ladder was found by the police in the yard behind the workshop. 6 The manager and the employees were not hurt (by the thieves).

Exercise 4
1 Have you ever played in a band? Yes, I have played in a band. / No, I've never played in a band. 2 Have you ever sung in public? Yes, I have sung in public. / No, I've never sung in public. 3 Have you ever eaten snails? Yes, I have eaten snails. / No, Ive never eaten snails. 4 Have you ever walked in your sleep? Yes, I have walked in my sleep. / No, I've never walked in my sleep. 5 Have you ever broken a bone? Yes, I have broken a bone./ No, I've never broken a bone. 6 Have you ever gone surfing? Yes, I have gone surfing. / No, I've never gone surfing. 7 Have you ever dropped something really heavy on your foot? Yes, I have dropped something really heavy on my foot. / No, Ive never dropped anything really heavy on my foot. 8 Have you ever taken a really good picture? Yes, I have taken a really good picture. /No, I've never taken a really good picture.

Exercise 6
1i, 2g, 3a, 4j, 5k, 6b, 7f, 8d, 9c, 10e

Exercise 7
1 are not picked 2 is produced 3 are picked 4 are taken 5 are left 6 are broken 7 allows 8 are put 9 come 10 are packed 11 is exported 12 is kept 13 was probably discovered 14 fell 15 loved 16 were planted 17was used 18 cost 19 was not brought 20 drank 21 became 22 make 23 are made

Communication
Exercise 8
1b, 2a

Exercise 5
1 should do 2 shouldnt leave 3 shouldnt go 4 shouldnt eat 5 should go out 6 should see

Exercise 6
1 dont have to 2 have to 3 mustnt 4 Must you 5 must 6 must

Exercise 7
Suggested answers 1 Maybe you should just rent a video and stay home. Then you shouldnt go. 2 All right, but we should be careful. We shouldnt do that, its dangerous. 3 You should go on vacation to some Caribbean island. Thats fine but you shouldnt do it at midday. 4 You should go to the police station then. You shouldnt keep it.

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Pronunciation exercises

Unit 1

Pronunciation

Unit 5

Pronunciation

The sounds / sp /, / st / and / sk / Spike Stella school a) Listen and repeat. / sp / Spike / st / Stella / sk / school This is Spike and thats Stella. Gabriels a student from Spain. b) Now listen and repeat the sentences. Spike is at the station. He likes skiing and skating. Some English students study Spanish at school.

The sounds / t /, / d / and / Id / stopped listened wanted a) Listen and repeat. / t / stopped watched liked talked / d / listened rained stayed played / Id / wanted hated started visited b) Now listen to the verbs in these sentences. Which ending can you hear: / t /, / d / or / Id /? 1 She liked the book. 2 He stopped the car. 3 They hated the film. 4 It rained all day. 5 We wanted to go home. 6 They played a match. 7 The class started late. c) Listen again and repeat the sentences.

Unit 2

10

Pronunciation

The sounds / tS / and / dZ / cheese chips juice jam a) Listen and repeat. / tS / cheese chocolate chips chicken China sandwich / dZ / juice just jam January Jill orange b) Now listen and repeat the sentences. John wants a cheese sandwich and an orange juice for lunch. The children have jam sandwiches and orange juice after school. Shelley usually chooses chocolate chip ice cream.

Unit 3

10

Pronunciation

The sound / l / in initial, medial and final positions Lets Nicola Ill a) Listen and repeat. / l / Lets Nicola Ill b) Now listen and repeat the sentences. Ill call Nicola and let her know. They live in Poland. Say hello to Luke and Jill. Hell come if you like. Larry and Bill will be late as well.

95

Uruguay in focus 3 es el texto seleccionado por A.N.E.P. en el marco de los Programas Modernizacin de la Enseanza Media y Formacin Docente (MEMFOD) para el curso de Ingls del Segundo Ao de Ciclo Bsico.

Componentes: Libro para el Alumno Libro de Actividades Gua Didctica Cassette

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