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B
Katrina Gormley
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TEACHER’S BOOK
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TEACHER’S BOOK B
Katrina Gormley
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Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United StatesAustralia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Printed in the United Kingdom by CPI, Antony Rowe Print Number: 05 Print Year: 2014
Close-Up B1 Teacher’s Book Katrina Gormley
Publisher: Jason Mann Director of Content Development: Sarah Bideleux Development Editor: Katharine Massey Media Editor: Liz Hammond Art Director: Natasa Arsenidou Text/Cover Designer: Natasa Arsenidou Compositor: InPraxis National Geographic Editorial Liaison: Leila Hishmeh
Acknowledgements Recording and production at GFS-PRO Studio by George Flamouridis
ISBN: 978-1-111-83456-
National Geographic Learning Cheriton House, North Way, Andover, Hampshire, SP10 5BE United Kingdom
Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil and Japan. Locate your local office at: international.cengage.com/region
Cengage Learning products are represented in Canada by Nelson Education, Ltd.
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For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions Further permissions questions can be emailed to [email protected]
© 2012 National Geographic Learning, as part of Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.
Photo credits Cover image: (front cover) Drussawin Leepaisal/NGIC, (m) Kalpana Chatterjee/Your Shot/NGIC, (back cover) Shutterstock NGIC = National Geographic Image Collection
Contents
- Contents of Student’s Book
- Introduction to Close-Up
- Unit 1 - Family Ties
- DVD 1 - One Woman’s Choice
- Unit 2 - Food, food, food!
- DVD 2 - Greek Olives
- Review
- Unit 3 - The Wonders of Nature
- DVD 3 - Swimming with Sharks
- Unit 4 - Special Relationships
- DVD 4 - Man’s Best Friend
- Review
- Unit 5 - A Place to Call Home
- DVD 5 - Living in Venice
- Unit 6 - Ready, Steady Go!
- DVD 6 - Water Sports Adventure
- Review
- Unit 7 - Extreme Situations
- DVD 7 - Coast Guard School
- Unit 8 - Time to Spare
- DVD 8 - Young Adventurers
- Review
- Unit 9 - High-Tech World
- DVD 9 - Mars Rover
- Unit 10 - That’s Entertainment!
- DVD 10 - Steel Drums
- Review
- Unit 11 - Lessons to Learn
- DVD 11 - The Maasai Teacher
- Unit 12 - The Body Beautiful
- DVD 12 - The Memory Man
- Review
- Photocopiable Extra Tasks (for early finishers)
- Key to Extra Tasks
- Recording Script for Student’s Book
- Key to Close-Up B1 Workbook
- Recording Script for Close-Up B1 Workbook
4 CONTENTS
Contents
UNIT Reading Vocabulary Grammar
1 Family Ties
p 5-
Meet the ancestors; multiple-choice questions
family-related words, collocations & expressions, prepositions
present simple, present continuous, stative verbs, countable & uncountable nouns, quantifiers
2 Food, Food, Food!
p 17-
An Oil for Life; missing sentences
food-related words, phrasal verbs, word formation
past simple, past continuous, used to & would , be used to & get used to
REVIEW 1: Vocabulary & Grammar p 29-
3 The Wonders of Nature
p 31-
Cities Beneath the Sea; multiple-choice questions
environment-related words, prepositions, collocations & expressions
present perfect simple, present perfect continuous, articles
4 Special Relationships
p 43-
Dogs in a human world; multiple matching
relationship-related words, word formation, phrasal verbs
relative clauses, temporals
REVIEW 2: Vocabulary & Grammar p 55-
5 A Place to Call Home
p 57-
The World’s Coolest Skyscraper; missing sentences
home-related words, prepositions, collocations & expressions
future simple, be going to , future continuous, future perfect simple
6 Ready, Steady, Go!
p 69-
Advertisements, multiple- choice questions
sport-related words, phrasal verbs, word formation
conditionals, wish & if only
REVIEW 3: Vocabulary & Grammar p 81-
7 Extreme Situations
p 83-
Survival in the Andes; multiple-choice questions
words related to extreme situations, prepositions, collocations & expressions
past perfect simple, past perfect continuous, question tags, subject & object questions, negative questions
8 Time to Spare
p 95-
Deep into darkness; missing sentences
words related to free time, word formation, phrasal verbs
modals & semi-modals, modals perfect
REVIEW 4: Vocabulary & Grammar p 107-
9 High-Tech World
p 109-
They’re Watching You; multiple-choice questions
technology-related words, prepositions, collocations & expressions
passive voice: tenses, by & with , gerunds, infinitives & modal verbs
10 That’s Entertainment
p 121-
Music to my Ears; multiple matching
entertainment-related words, phrasal verbs, word formation
reported speech: statements, questions, commands, requests & reporting verbs
REVIEW 5: Vocabulary & Grammar p 133-
11 Lessons to Learn
p 135-
Advertisements; multiple- choice questions
education-related words, collocations & expressions, prepositions
causative, gerunds, infinitives
12 The Body Beautiful
p 147-
Your Amazing Brain; multiple-choice questions
body-related words, phrasal verbs, word formation
order of adjectives, adjectives ending in –ed and –ing , adverbs, so & such , comparison of adjectives and adverbs
REVIEW 6: Vocabulary & Grammar p 159-
Grammar Reference: p 161-
Irregular Verbs: p 174-
Writing Reference: p 176-
Speaking Reference: p 184
Collocations and Expressions: p 185
Prepositions: p 186
Phrasal Verbs: p 187
Speaking Information: p 188
CONTENTS 5
Listening Speaking Writing DVD
multiple-choice questions (pictures)
talking about your family, comparing photos, talking about people
email, linking words & phrases 1
One Woman’s Choice
multiple-choice questions talking about food & restaurants, comparing photos, using linking words
review, order of adjectives
Greek Olives
note-taking talking about the environment, decision making, opening discussions
article, editing your work
Swimming with Sharks
multiple matching talking about relationships with people, problem solving, giving your opinion
story, writing interesting stories
Man’s Best Friend
multiple-choice questions talking about homes, comparing photos, talking about similarities and differences
email, dealing with notes
Living in Venice
multiple-choice questions talking about sport, decision making, agreeing & disagreeing
article, linking words & phrases 2
Water Sports Adventure
note-taking talking about extreme situations, comparing photos, giving extra information, giving yourself time to think
story, narrative tenses
Coast Guard School
multiple-choice questions (pictures)
talking about free-time activities, problem solving, giving advice
article, making articles interesting
Young Adventurers
multiple-choice questions (pictures)
talking about technology, decision making, justifying choices
essay, topic sentences
Mars Rovers
multiple-choice questions talking about entertainment, comparing photos, expressing uncertainty
formal letter, clauses of purpose
Steel Drums
multiple matching talking about school and education, decision making, reaching a decision
report, both , either & neither
The Maasai Teacher
multiple-choice questions decision making, talking about your body, talking about advantages & disadvantages
informal letter, order of paragraphs
The Memory Man
6 INTRODUCTION
Introduction to Close-Up
Introduction to Close-Up Welcome to Close-Up , an exciting new B1, B1+ and B2 course which brings English to life through spectacular National Geographic photography and facts carefully selected to appeal to the inquisitive minds of students.
Course Components
Close-Up B1 Student’s Book with DVD The student’s book is divided into twelve topic-based units. Each unit starts with a stunning photograph linked to the theme of the unit and a summary of the contents of the unit. There are five two-page lessons in each unit covering reading, vocabulary & grammar, listening & speaking, vocabulary & grammar and writing. The unit ends with a DVD page to accompany the National Geographic video clips found on the student’s DVD accompanying Close-Up B Student’s Book. The video clips are designed to expand students’ knowledge of the world they live in, and the tasks in the student’s book aid comprehension and often focus on visual aspects of the videos themselves.
Each unit also contains:
- tasks that actively develop students’ reading, listening, speaking and writing skills.
- Close-Up boxes that provide helpful tips on how to approach various aspects of a particular task.
- Useful Expressions boxes in the speaking & writing sections that provide students with appropriate language when doing communicative tasks.
- plenty of opportunity for discussion of the topics included in each unit.
Close-Up B1 Student’s Book also contains six reviews, one after every two units, which consolidate the vocabulary and grammar taught within those units.
At the back of the student’s book, there is a wealth of reference material. The Grammar Reference and Irregular Verbs List support the grammar presented within each unit. The Writing Reference provides a summary of the important points to remember for each genre of writing as well as a check list. There is also a Speaking Reference, bringing the Useful Expressions presented throughout the course together in one place. In addition, the collocations, expressions, prepositions and phrasal verbs actively taught in the student’s book are also listed for easy reference.
Close-Up B1 Workbook with Audio CD The workbook accompanies Close-Up B1 Student’s Book. Like the student’s book, it is divided into twelve units and six reviews. Each unit consists of reading, vocabulary, grammar and writing. There is also a Use your English section in each unit that familiarises students with the way grammar and vocabulary come together in exam-style tasks. The reviews include a listening task as well as multiple-choice grammar and vocabulary items. The audio CD contains the recordings for use with the listening tasks in the reviews. The workbook’s clear and simple format means that it can be used at home as well as in class.
Close-Up B1 Teacher’s Book Close-Up B1 Teacher’s Book provides clear lesson plans with detailed instructions and tips for teachers on how to make the best of the material in the student’s book. The key to all tasks from the student’s book is included. There is also a section of photocopiable vocabulary and grammar tasks which can be used with students who finish early in class, as a way of revising prior to a test, or as extra practice of the vocabulary and grammar in the student’s book. Recording scripts with justification for the answers to the listening tasks underlined and the key to Close-Up B Workbook are also included.
Close-Up B1 Teacher’s Resource Pack The teacher’s resource pack contains a comprehensive testing package in printable PDF format. The multiple- choice quizzes, one for each unit of Close-Up B1 Student’s Book, focus on the key vocabulary and grammar items presented in the unit. Progress Tests, one for use after every two units of Close-Up B1 Student’s Book, include a reading comprehension task, a writing task as well as vocabulary and grammar tasks. There is also a Mid-Year Test (Units 1-6) and an End-of-Year Test (7-12) that provide a written test covering reading comprehension, Use of English and writing, as well as a listening test.
The Close-Up B1 Teacher’s Resource Pack also includes the key to all tests and the recording script with justification of the answers to the listening tests underlined. In addition, there is a Student’s Record document, which can be printed for each student, where test results can be recorded.
INTRODUCTION 7
Close-Up B1 Interactive Whiteboard Software Close-Up B1 Interactive Whiteboard Software contains the student’s book and also the workbook. Most of the tasks found in these books are interactive and have been developed to be easy to use by both students and teachers alike. The DVD accompanying Close-Up B1 Student’s Book and the audio accompanying Close-Up B1 Workbook is included in the software, as is the audio from the Close-Up B1 Class Audio CDs. The reading passages found in the student’s book are also narrated on the interactive whiteboard software. The DVD can be played with or without subtitles. Justification for reading comprehension and listening tasks is available at the touch of a button, as is the key to all tasks. Close-Up B1 Interactive Whiteboard Software also contains the Content Creation Tool, which allows teachers to create their own interactive tasks to use in class, and is compatible with any interactive whiteboard hardware.
Close-Up B1 Audio CDs Close-Up B1 Class Audio CDs contain the recordings for the listening tasks found in Close-Up B1 Student’s Book. The audio CD that accompanies Close-Up B1 Workbook contains the recording for the listening tasks found in the reviews of the workbook.
Professional actors are used in all recordings to ensure clarity and accurate intonation and pronunciation.
Unit opener
- Ask students to look at the title of the unit and to explain what it means (the relationships between people in the same family).
- Ask them which other words they know that can mean ties in this context ( relationships , bonds , connections ).
- Ask students to tell the rest of the class about a relation that they have a strong bond with and another that they don’t get on so well with.
- Ask students to look at the picture and the caption and ask them to say how appropriate the caption is for the picture. If they have trouble answering the question, ask them what the picture shows (three different hands which belong to people of different ages – a child’s hand, a young adult’s hand and an elderly person’s hand).
- Ask them to describe how and why people’s hands change as they get older and what a person’s hand can reveal about him or her.
Reading
A
- Ask students to look at the photos on the right-hand side of the page and tell them to imagine that they are all from a family album. Ask students to say how the people might be related.
- Ask students to read the instructions in A and check that they understand what they have to do. Remind students that you will give them exactly one minute to write down as many words as they can think of that describe family members. Tell them when to start and stop writing.
- Ask students to compare their lists with a partner. Then ask a student to come up to the board to write down all the words the other students call out.
- Correct spelling and punctuation where necessary. Give students time to copy down the words from the board they didn’t include in their own lists.
Suggested answers mum, mummy, mother, dad, daddy, father, son, daughter, gran, granny, grandma, grandmother, grandad, grandpa, grandfather, great-grandmother, great-grandfather, cousin, uncle, aunt, nephew, niece, step-mother/father/brother/sister, mother/ father/brother/sister-in-law
B
- Elicit from students that by looking at old family photos we can learn about our family’s history. Ask students to read the title of the reading passage ( Meet the ancestors ) and ask them who our ancestors are. Allow them to read the definition in Wordwise if necessary.
- Ask students to read the instructions in B and check that they understand what they have to do. Give them time to write down their answers and to check them with a partner.
- Before students read the text, ask two or three students to name a way that they have listed.
- Ask students to skim read the text to find any relevant information. Explain that they don’t have to read in detail this time round as they will have another opportunity to read the text later on.
- Once you have discussed the ways mentioned in the text, ask students if their answers were the same or not. Allow them to discuss the different ways they have mentioned.
Answers DNA test, listening to family stories told by other family members, genealogy, asking your relatives about your ancestors and making a record of them and a family tree, looking in old newspapers and public records, looking on the Internet
Teaching Tip
Encourage students to draw on their own experience when completing B. Allow them time to discuss how they have learnt about their own ancestors. Give them the opportunity to tell the class funny stories or important information about their ancestors.
C
- Ask students to read the instructions and the options A-C. Explain that each of the options links to the three sections marked in the text.
- Ask students to read the text again and to match headings A, B or C to the correct sections numbered 1, 2 and 3.
- Ask students to do the task individually, but check answers as a class.
Unit plan
Reading: article, multiple-choice questions Vocabulary: family-related words, collocations & expressions, prepositions Grammar: present simple, present continuous, countable & uncountable nouns, quantifiers Listening: multiple-choice questions (pictures) Speaking: talking about family, comparing photos, talking about people Writing: email, linking words & phrases 1
11
Family Ties
Answers 1 B 2 A 3 C
Wordwise
- Ask students to look at the words in pink in the text and to read the sentences they are found in again. Remind students that when they don’t know the meaning of a word, they should look carefully at the sentence it is found in to try to work out its meaning from the context it is in. Ask students to work in pairs to decide what each of the words mean.
- Ask students to read the Wordwise box to compare their answers with the definitions given.
Close-Up
- Draw students’ attention to the Close-Up box and tell them that these boxes are used throughout the book to give them tips about how to do specific tasks.
- Tell students to read the box and then ask a student to explain what it says in his or her own words to the rest of the class. Explain that they have already read through the text twice, so they can now go on to the task.
D
- Ask students to read the instructions, questions 1- and their options a-c. Explain anything the students don’t understand.
- Explain to students that they should try to underline the parts of the text that refer to each of the questions. Point out that the questions follow the same order as the text.
- Ask students to do the task individually, but check answers as a class.
- Ask students to fill in the family tree in the second part of the text about their own families. If they have any blanks, ask them to use one of the ways mentioned in the text to complete the blanks for the next lesson.
Answers 1 a (... and if you’re wondering ..., ... a DNA test, can show you. ) 2 b ( Your family’s history may be ..., ... the people you are related to. ) 3 c ( After you’ve talked to your family members ..., ...Work down to your parents, grandparents and great-grandparents. ) 4 c ( Public records are usually a very good thing ..., ... birth, marriage and death certificates can be found there. )
Get the meaning!
E
- Explain to students that the Get the meaning! feature introduces them to new vocabulary from the reading text.
- Ask students to look at the words in bold and to scan the text again to find and underline them. Ask them to say each of the words after you. Correct their pronunciation where necessary. - Remind them that they should always try to work out the meaning of a word from the context it is in and ask them to read the sentences each word is in. - Ask students to read the instructions and check that they understand what they have to do. - Ask students to do the task individually, but check answers as a class.
Answers 1 to look like somebody 2 features of the face 3 different
4 family members 5 to become an adult 6 for husband and wife
Teaching Tip
Encourage students to record new vocabulary in their vocabulary notebooks. Explain that at this level, it is best to record the meanings of words in English rather than translating them into their own language. If time allows, ask students to write a sentence of their own with each of the words in bold in E. Ask each student to read out one of their sentences and check that they have used the words properly.
What do you think?
- Explain to students that they are going to discuss some typical sayings in English about the family. Ask them to read the three sayings and explain that nut can have a literal meaning, ie the nut we eat, or it can be used metaphorically to talk about someone who is a bit crazy. Teach them the expressions You’re nuts! and You’re crazy! and explain that they mean the same thing.
- Ask students to work in pairs to discuss the statements and encourage them to use their own experience to help support their opinions, if they feel comfortable doing this.
- Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes you hear at this stage, but make a note of any mistakes in structure and pronunciation.
- Ask each pair to give their opinions on one of the sayings and repeat until each pair has had a turn.
- Write any structural mistakes that students made on the board without saying who made them, and ask students to correct them. Deal with any problems in pronunciation that came up.
Vocabulary
A
- Ask students to read the instructions and check that they understand what they have to do.
- Explain that the words in bold are phrasal verbs and that they should try to work out their meaning from the context of the sentence and not just focus on the verb part.
- Explain to students that they should read sentences 1-6 and their meanings a-f quickly before writing any answers.
Answers 1 e 2 c 3 a 4 b 5 f 6 d
B
- Say all of the words in the yellow wordbanks to the students and ask them to repeat them after you. Correct their pronunciation where necessary.
- Explain that all three words in each set are the same part of speech and elicit which ones are adjectives (1, 2, 4, 7) , verb forms (3, 5 & 6) and nouns (8).
- Ask students to read the instructions and check that they understand what they have to do. Explain to students that the words are similar in some way, but that only two of the three are needed to complete the sentences.
- Ask students to do the task individually, but check answers as a class.
- When answers have been checked, ask students to write sentences of their own with the words that weren’t used in the task.
Answers 1 honest, reliable 5 take, look 2 engaged, married 6 object, mind 3 fond, keen 7 easy-going, scruffy 4 elderly, middle-aged 8 grandparents, in-laws
C
- Tell students to look at the picture and to say what they can see. Ask them what it might tell us about relationships between elephants.
- Say each of the words in the yellow wordbank to the students and ask them to repeat them after you. Correct their pronunciation where necessary.
- Ask students to skim through the text to find out how the photo is related to the text ( It shows the strong bond that exists between elephants. ) Tell students that they should read the text from start to finish without filling in any of the words before they do the task.
- Ask students to do the task individually, but check answers as a class.
- When answers have been checked, ask students which piece of information about elephants they found most surprising.
D
- This task is designed to activate some of the vocabulary that has been taught in this lesson ( the words in bold ). Ask students to read the instructions and the three questions. Elicit the meanings of the phrasal verbs in bold.
- Ask students to work in pairs to discuss the questions.
- Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes you hear at this stage, but make a note of any mistakes in structure and pronunciation.
- Ask each pair to answer one of the questions out loud and repeat until each pair has had a turn.
- Write any structural mistakes that students made on the board without saying who made them, and ask students to correct them. Deal with any problems in pronunciation that came up.
- You could also activate the vocabulary in this lesson further by asking students to work in pairs to discuss a relative he/she is fond of and to say why and also to discuss another relative that he/she is not very keen on and to say why.
Encourage students to use the vocabulary from this lesson as much as possible.
Answers Students’ own answer
Extra Task (for early finishers) See photocopiable material on page 141.
Grammar
Present Simple & Present Continuous
- Write the following sentences on the board and ask students what the verbs are. Then ask them what tenses have been used and how they differ in meaning.
- Grandpa always sits near the window. ( sits ; Present Simple; This sentence talks about a habit. )
- Grandpa is sitting near the window. ( is sitting ; Present Continuous; This sentence talks about something that is happening now. )
- Revise the affirmative, negative, question forms and short answers of these two tenses with the class.
Answers 1 c 2 b 3 d 4 a
A
- Ask students to read sentences 1-4 and uses a-d quickly. Make sure students understand that a-d refer to the reasons why we use the Present Simple.
- Ask students to read sentence 1 again and to find its use in a-d and to write the answer in the box provided. Check they have the correct answer before they do the rest of the task.
- Ask students to do the task individually, but check answers as a class.
Be careful!
- Ask students to look back at sentence 4 in A. Write the word always on the board and ask them where it would go in this sentence ( The English always drink a lot of tea .).
- Explain to students that always is an adverb of frequency and elicit the other adverbs of frequency ( usually , often , sometimes , never ).
- Read the information in Be careful! to the students. Then write the following sentences on the board. Ask them to write them in their notebooks using an adverb of frequency to make them true about themselves and/or their families.
- I am late for school.
- My dad is hungry.
- I am tired.
- My brother is naughty.
- We drive to the supermarket on Saturdays.
- I listen to CDs in my room.
- My mum plays computer games.
Answers Students’ own answers
B
- Ask students to read sentences 1-5 and uses a-e quickly. Make sure students understand that a-e refer to the reasons why we use the Present Continuous.
- Ask students to read sentence 1 again and to find its use in a-e. They should then write the answer in the box provided. Check they have the correct answer before they do the rest of the task.
- Ask students to do the task individually, but check answers as a class.
Answers 1 d 2 c 3 b 4 a 5 e
Stative verbs
C
- Ask students to read the instructions and elicit that stative verbs are verbs we use only in the simple tenses.
- Ask students to read the two sentences ( a and b ) and ask them which time expression has been used ( now ). Elicit that this time expression is usually used with the Present Continuous tense.
- Ask students which sentence here is correct and elicit that Present Simple is used because understand is a stative verb.
Answer b
Complete the rule
- Ask students to read through the whole rule from start to finish once before they circle any answers.
Answers Answers in order of appearance: continuous, states
Teaching Tip
You could expand this task by writing the following verbs in a jumbled order on the board and asking students what kind of verb each one is ( eg emotion, state of mind or possession ). Emotions: dislike, like, hate, love, prefer States of the mind: appear, believe, forget, hope, realise, seem, think, understand Possession: belong to, have, own, possess
D
- Ask students to read the instructions and then to discuss the two sentences in pairs.
- Check the answer as a class.
Now read the Grammar Reference on pages 161- with your students.
Answers a The verb think here means believe or have an opinion about something. b The verb think here means consider.
E
- Read the verbs in the yellow wordbank to the students and draw their attention to the ones that have the word not in front of them. Elicit that these verbs will be used in the negative form in the gaps. Elicit that all verbs are either stative verbs or verbs that can be both stative and action verbs.
- Ask students to read sentences 1-8 without filling in the gaps. Encourage them to think about the general meaning of each sentence so that they know which word from the list might fit, in terms of meaning. Also tell them to underline any adverbs of frequency and time expressions and to think about which tenses they are usually used with.
- Ask students to do the task individually, but check answers as a class.
Answers 1 is being 5 don’t/do not look 2 love 6 know 3 are seeing 7 doesn’t/does not weigh 4 belongs 8 hear
F
- Ask students to look at the photo and say who the girls may be and how they might be related ( sisters, cousins ). Ask them to justify their answers.
- Ask students to read the text from start to finish without filling in any answers. Ask them the questions below about the text.
- Who are Katy and Sandy? ( The writer’s/narrator’s twin sisters. )
- What tricks do they play? ( They change clothes to confuse the others in their family. )
- What does Katy like that Sandy doesn’t? ( reading )
- Remind students to pay attention to whether verbs are stative or action, as well as to any adverbs of frequency and time expressions used in the text. Ask students to do the task individually, but check answers as a class.
Answers 1 think 6 wear 2 have 7 often change 3 are 8 spends 4 don’t know 9 hates 5 are always playing 10 is reading
Extra Task (for early finishers) See photocopiable material on page 141.
Listening
A
- As a class, remind students of words to describe hair, (especially straight , curly , long and short ) by asking them to describe one of their classmate’s hair. Then ask them to say if there are any students who have similar hair or different hair, if possible. Encourage students to use words and phrases such as both , too , the same as and as well when describing similarities and different to , but , whereas , however and though to describe differences.
- Ask students to work in pairs and to take it in turns to describe the similarities and differences between the two sets of pictures. One student in each pair should describe the pictures in 1, and the other student should describe the pictures in 2. Remind them to use appropriate words and phrases to describe the similarities and differences.
- Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any mistakes in structure and pronunciation.
- Ask two students to tell the rest of the class about the two sets of pictures and when they have finished ask the rest of the class if they have anything to add.
- Write any structural mistakes that students made on the board without saying who made them, and ask students to correct them. Deal with any problems in pronunciation that came up.
Suggested answers 1 In picture a, there is a man with long straight hair who is wearing a T-shirt. In picture b, you can see the same man that’s in picture a. However, his hair is different as it is short and curly. In picture c, we see the same man again with short curly hair, but this time he’s wearing a jacket over his a T-shirt.
2 In picture a, there are four children at a birthday party. They are standing behind a birthday cake and are wearing party hats. In picture b, we see the same children, but in this picture they are dancing. In picture c, we see the same children again. This time they are standing by the birthday cake, like in picture a, but this time they aren’t wearing party hats.
Teaching Tip
Explain to students that often in multiple-choice listening tasks they are given pictures to look at and they must decide which one answers the question correctly. Tell them that often these pictures are similar in some ways, but there will be certain details that are different in each picture. Explain that when they do this kind of task they should always look very carefully at the pictures before they listen so that they are aware of which details are found in all or two of the pictures and how each one is different.
B
- Write how? , where? and who? on the board and ask students to glance at the sets of pictures in B to decide which question words might go with each set of pictures.
- Elicit from students what each picture shows, making sure they say violin , television , bicycle , supermarket , car park , library , old woman , middle-aged woman and middle-aged man.
- Ask students to do the task individually, but check answers as a class.
Answers 1 B 2 C 3 A
C
- Ask students to read the instructions and check that they understand that they will be answering questions 1-3 in task B using the three sets of pictures A, B and C, they have just discussed. Point out that the conversations will follow the order of the questions, however, and not the order of the pictures.
- Go to track 2 on the Close-Up Class Audio CD and play the recording once all the way through and ask students to write their answers. Then ask students to discuss their answers with a partner and to justify any answers that are different.
- Play the recording again and ask students to check their answers and to write any missing answers.
- Check the answers as a class and ask students to justify their answers.
Answers 1 b 2 a 3 a
Turn to page 156 for the tapescript.
Close-Up
- Ask students to read the information in the Close-Up box. Tell them to look at task D quickly and ask them what the task doesn’t have ( questions ). Explain that in this task, they will only hear the question on the recording and that a question is heard after every conversation. Remind them that it is very important to study each picture in each set to compare them and to think of key words that are related to them before they listen. This means that they will be better prepared for the question when they hear it.
D
- Ask students to read the instructions and make sure they understand what they have to do. Ask students how they should mark their answers ( by circling the correct letter a, b or c, in the corresponding picture ).
- Give students time to study the six sets of pictures and answer any questions they may have about them.
- Go to track 3 on the Close-Up Class Audio CD and play the audio for the first question and then ask students to write their answer down before playing it again to check the answer with the class. Ask students to justify the correct answer before playing the rest of the recording.
- Play the recording once all the way through, pausing if necessary, and ask students to mark their answers. Then ask students to discuss their answers with a partner and to justify any answers they have that are different.
- Check the answers as a class and ask students to justify their answers. Play the recording again if necessary.
Answers 1 c 2 b 3 a 4 b 5 c 6 a
Turn to page 156 for the tapescript.
Speaking
A
- Tell students to read the three questions and answer any queries they may have about them.
- Ask students to work in pairs and to take it in turns to answer the questions about themselves.
- Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any mistakes in structure and pronunciation.
- Ask each student to answer one of the questions and repeat until they have all had a turn.
- Write any structural mistakes that students made on the board without saying who made them, and ask students to correct them. Deal with any problems in pronunciation that came up.
B
- Ask students to read the instructions and make sure they realise they will only be looking at pictures 1 and 2 in C.
- Ask students to do the task on their own and then to check their answers with a partner.
Answers a 1 b 2 c B d B e B f 2 g 2 h 2 i 1 j B
Useful Expressions
- Read the Useful Expressions to the students and explain that we use these structures in order to describe people or say what they are doing.
- If you have time, you could ask students to write full sentences using two or three of the structures here about the people in pictures 3 and 4 in C.
C
- Ask students to read the instructions and to decide who will be Student A and who will be Student B. Then ask them to read their specific task below pictures 1 and 2. You might like to point out that Student A’s task is based on the photos, but Student B’s task is personal.
- Ask students to work in pairs and explain that Student A will carry out his or her task first.
- Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any mistakes in structure and pronunciation.
- As a class, ask one Student A to tell the rest of the class what he or she said about the pictures. Ask the other Student As if they agree, or if they have anything else to add. Then ask a few Student Bs to answer their question.
- Follow the same procedure for pictures 3 and 4. Make sure students realise that this time Student B will describe the pictures and Student A will answer the personal question.
- Write any structural mistakes that students made on the board without saying who made them, and ask students to correct them. Deal with any problems in pronunciation that came up.
Answers Students’ own answers
Close-Up
- Tell students to read the information in the Close-Up box. Ask them why they should give full answers ( so that the person listening understands their ideas better ).
- Ask students how the kind of details they gave in their answers to the personal questions in C allowed them to expand their answers ( eg why they spend a certain amount of time with their grandparents and what they do together, why they would rather do certain activities with their family in their free time and what these activities involve ).
Speak Up!
- Tell students to read the questions quickly and deal with any queries they may have.
- Ask students to work in pairs and to take it in turns to answer the questions.
- Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any mistakes in structure and pronunciation.
- Ask each student to answer one question until each pair has had a turn.
- Write any structural mistakes that students made on the board without saying who made them, and ask students to correct them. Deal with any problems in pronunciation that came up.
Answers Students’ own answers
Vocabulary
A
- Write the collocations get married and be married on the board and ask students what the difference between the two is ( get married refers to the wedding ceremony, whereas be married is the state that the couple are in after the ceremony). Explain to students that these expressions are collocations and that in English there are many expressions like these and that they should always try to pay attention to which words can be used with other words naturally in English. Point out that get and be are verbs, whereas married is an adjective and explain that they are going to look at collocations with certain verbs that can go with nouns, adjectives and preposition + noun phrases.
- Ask students to read the instructions and make sure they understand that they have to cross out the word or phrase that is wrong so that the two correct answers are left for them to see and study on the page.
- Read all of the verbs to the students and ask them to repeat them after you. Then read the nouns, adjectives and preposition + noun phrases to them and ask them to repeat them too. Correct their pronunciation where necessary.
- Ask students to do the task individually, but check answers as a class.
Answers 1 lazy 2 a decision 3 fun of 4 an opinion 5 in the middle
Teaching Tip
You could expand this task further by writing the verbs be , make and have on the board and asking students which of the words they crossed out can collocate with them ( be lazy/in the middle , make a decision/fun of , have an opinion ).
Encourage students to copy the collocations from A and their meanings into their notebooks before moving on to B.
B
- Ask students to read through all the sentences before filling in any answers so that they understand the meaning of each sentence. Tell them to look at the verb in bold that comes before each gap, so they know where to look for the answer in A. Point out that there are ten sentences, so they will use each collocation in A only once.
- Ask students to do the task individually, but check answers as a class.
Answers 1 a family 6 a diary 2 a secret 7 sympathy 3 in love 8 divorced 4 compliment 9 a visit 5 married 10 to pieces
C
- Ask students what happens at traditional weddings in their country. Encourage them to discuss how long weddings last, what the couple wears, what they eat at the reception and any other interesting events that take place. If students are interested, you could encourage them to discuss any unusual weddings they have been to or if they have been at a wedding that followed different customs to the ones they are used to in their country.
- Ask students to describe the woman in the picture accompanying the fact sheet. Then ask them to read the caption to find out who she is. Ask students to read the caption once more to underline the preposition used ( in ).
- Read the prepositions in the yellow wordbank to the students and explain that they will use these to complete the fact sheet. Point out that they should use all of the prepositions at least once and that they will need to use some of them twice. - Ask students to skim through the fact sheet without filling in any answers. Ask them if there are any traditions on the fact sheet similar to those in their country or if they have had personal experience of them. Ask them which ones they find most interesting. - Ask students to do the task individually, but check answers as a class.
Answers 1 in 2 at 3 of 4 with 5 on 6 at 7 of
8 in 9 with 10 from 11 for 12 over 13 at 14 around
D
- Ask students to read the instructions and make sure they understand what they have to do. Then ask them to read the three statements and answer any questions they might have.
- Ask students to work in pairs and explain that they should both give their opinions on all three statements.
- Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any mistakes in structure and pronunciation.
- Ask each pair to answer one of the questions and repeat until each pair has had a turn.
- Write any structural mistakes that students made on the board without saying who made them, and ask students to correct them. Deal with any problems in pronunciation that came up.
- You could also activate the vocabulary in this lesson further by asking the questions below at random round the class making sure each student answers at least one of them.
- When was the last time someone paid you a compliment?
- Have you ever fallen to pieces? Why?
- When/Where would you like to get married?
- Which relatives have paid you a visit recently?
- Do you keep secrets? Why?
- Why do people keep diaries?
- Would you like to have a large or a small family? Why?
Answers Students’ own answer
Extra Task (for early finishers) See photocopiable material on page 141.
Grammar
- Ask students to look at the picture and to say what relationship they think there is between the two people ( possibly grandfather and grandchild or great grandfather and great grandchild ) and how they probably feel about each other.
Ask them how the picture makes them feel and why. Write the nouns relationship , love , grandfather and grandson ( or the family words the students used for the old man and baby ) on the board. Ask them which word doesn’t have a plural form ( love ). Elicit that this is an uncountable noun, whereas the others are countable.
Countable Nouns, Uncountable Nouns & Quantifiers
A
- Ask students to read the instructions and make sure they understand what they have to do.
- Ask students to do the task individually, but check answers as a class.
Answers 1 C 2 C 3 U 4 U 5 C
Complete the rule
- Ask students to read through the whole rule from start to finish once before they circle any answers. Encourage them to look back at their answers from A to help them choose correctly.
Answers Answers in order of appearance: Countable, Uncountable
B
- Ask students to read the instructions and then ask them to work in pairs. To help them understand the difference, tell them to imagine that one of them is the speaker’s sister in 1 and the other is the speaker in 2. Ask them to act out what each person would do and pay attention to how each person ‘treats’ the hair mentioned.
- Check the answer as a class.
Answers 1 all of the hair on her head 2 many single hairs
C
- Ask students to read the instructions and elicit that quantifiers are words and phrases that tell us how much there is or how many there are of something. Explain that there are certain quantifiers that can only be used with countable nouns, others that can only be used with uncountable nouns and others which can be used with both countable and uncountable nouns.
- Ask students to do the task individually, but check answers as a class.
Answers Only Countable Only Uncountable Both a number of a little a lot of a few much a kilo of many X any X X lots of X X some
Teaching Tip
You could expand this task further by asking students to write sentences of their own using the quantifiers in C to talk about their relatives or events that have happened in their family recently.
Now read the Grammar Reference on page 162 with your students.
Close-Up
- Ask students to read the information in the Close-Up box and make sure they understand it.
- Ask them to note down any plural countable nouns they know that don’t end in – s (eg men , women , children , sheep , fish , mice , teeth , feet ) and any uncountable nouns they know that do end in – s (eg maths , news , athletics , aerobics , genetics ). Then ask them to call them out and make a list on the board. Make sure that in the latter, the letter – s doesn’t signify a plural.
D
- Explain that the words in the yellow wordbank are either countable or uncountable and that they should write each word in the correct column in the table. Encourage them to think about whether or not we can say two + the noun in the plural form (eg two eggs , but not two cheese ) to help them decide.
- Ask students to do the task individually, but check answers as a class.
Answers Countable Uncountable family advice generation food mirror information people maths tradition research
E
- Ask students to read the instructions and explain that we can say both 'a chocolate' ( an individual chocolate sweet ) and 'some chocolate' ( the substance ) and 'a time' ( a particular era or event ) and 'any time' ( an abstract idea ).
- Ask students to write their sentences in their notebooks and then ask each student to read out one of their sentences. Ask the other students to say if the words chocolate and time are being used as countable or uncountable nouns each time.
Suggested answers Would you like a chocolate, Sam? The coffee ones are lovely. (C) I’ve stopped eating chocolate because I’m watching my weight. (U) We had a great time at the party. (C) Have you got time to help me? (U)
F
- Explain to students that they should read each sentence and try to think of the word or phrase that is missing before looking at the three options. Then they should look at the options carefully and pay attention to the words either side of the gap, especially nouns ( countable or uncountable ), verb forms ( singular or plural ) and quantifiers ( used only with countable nouns, or uncountable nouns or both ).
- Ask students to do the task individually, but check answers as a class.
Answers 1 c 2 a 3 b 4 a 5 a 6 c 7 a 8 a
Extra Task (for early fi nishers) See photocopiable material on page 141.
Writing
- Ask students to read the information on linking words and phrases. Remind them of the words and phrases they used to discuss the sets of pictures in the listening tasks on page 10. Point out that we use linking words and phrases to show how two or more ideas are linked together.
- Ask students to look at the picture in the top right hand corner of the page and to describe it in pairs. Encourage them to discuss who the people might be, what they are doing, why they are doing it and how they might be feeling. Encourage them to use linking words and phrases wherever possible.
A
- Ask students to read each sentence carefully and to pay attention to the overall meaning of the sentence to see how the ideas logically relate to each other.
- Encourage them to ask themselves if the second part of the sentence is similar in some way to the first part, if it shows why something happens, or if it provides examples. Tell them to pay attention to the words that come immediately before and to pay special attention to options that come at the start of a sentence.
- Ask students to do the task individually, but check answers as a class.
Answers 1 as well as 5 and 2 because 6 like 3 For example 7 as 4 since 8 as well
B
- Ask students to read the instructions and the writing task in italics and make sure they understand what they have to do.
- Ask students to do the task individually, but check answers as a class.
Answers 1 I have to write an email. (^) →
2 One of my relatives will read it. 3 I am writing to invite one of my relatives to a special family get-together. 4 I will write in an informal way because I am writing to a relative.
Teaching Tip
Explain to students that they should always spend time analysing a writing task before they actually begin writing. Encourage them to underline any key words as they read through writing tasks and explain that this will help them to make sure they have understood exactly what they have to do. Also, encourage them to keep looking back through the writing tasks as they write, and after they have finished a piece of writing to make sure they don’t go off topic.
C
- Ask students to read the email quickly to answer the questions below.
- Who has the writer written to? ( her uncle )
- What family get-together is described? ( a barbecue for her dad’s birthday )
- What is special about the event? ( It’s a surprise. )
- Ask students to read the instructions and make sure they understand what they have to do. Point out that they have to do two things here: underline examples and explain why they have been used. Encourage them to look back at A as they do the task.
- Ask students to do the task individually, but check answers as a class.
Answers Students should underline the following: Para 1: because ( to say why something happens ), as (to say why something happens) Para 2: and ( to join ideas that are similar in some way or to add on information ), as well as ( to join ideas that are similar in some way or to add on information ), also ( to join ideas that are similar in some way or to add on information ) Para 3: like ( to give examples ), since ( to say why something happens )
Look again!
D
- Ask students to read through the points 1-8 and answer any questions they might have.
- Do the first one together as a class and ask them why Rashida has dealt with the task properly ( She has written to a relative, she has made an invitation and she has written in an informal style as the person is familiar to her. )
- Ask students to do the task individually, but check answers as a class.
Answers Students should tick the following: 1, 2, 4, 6, 7, 8
Teaching Tip
Explain to students that in order to deal with a task properly, it’s important to consider what kind of language is appropriate. Elicit that we write in an informal and friendly way when we are writing to people we know about a non-serious matter, but that we use more formal language when we write to someone we don’t know.
E
- Explain to students that before they begin a piece of writing, they should plan it carefully. Ask them to look back at the model email on page 14 and to say how many paragraphs it has ( four ). Then ask them to scan each paragraph and make a note at the side of its main idea. Explain that each paragraph deals with separate information. Elicit that this makes the writing clearer for the reader to follow.
- Make sure students understand that they should match 1-6 with a-f depending on the information in the email. Encourage them to look at the notes they made at the side of the paragraphs.
- Ask students to do the task individually, but check answers as a class.
Answers 1 e 2 d 3 a 4 f 5 c 6 b
Close-Up
- Ask students how else Rashida could have begun and ended her email. Ask them why she didn’t begin Dear Mr Sam or ended Yours sincerely ( They are too formal for a personal email. ).
- Ask students to read the information in the Close-Up box and encourage them to choose expressions from here when they come to write their own email.
F
- Ask students to read the instructions and the Useful Expressions and check that they understand what they have to do.
- Tell them that they have to replace one of the words from each sentence with an appropriate one from the Useful Expressions box.
- Ask students to do the task individually, but check as a class.
Answers 1 CROSS OUT invite AND PUT come 2 CROSS OUT celebration AND PUT surprise 3 CROSS OUT invitations AND PUT preparations 4 CROSS OUT make AND PUT throw 5 CROSS OUT celebrating AND PUT planning
Over to you!
G
- Explain to students that the Over to you! section in Writing introduces a task for them to write.
- Ask them to read the instructions and to underline three things they are advised to do ( make a plan, use linking words and phrases and check their work when they have finished ). - Now ask them to read the task they will have to do. Remind them to underline key words and phrases in the task. Then ask them to answer the questions in B about their task. - What do you have to write? ( an email ) - Who will read it? ( a friend ) - Why are you writing? ( to invite him/her to a party ) - Will you write in a formal or informal way? Why? ( informal because you’re writing to a friend ) - If time allows, ask students to make a plan for their email in class, but set the writing task for homework.
Plan Greeting: Hi Steve, Para 1: Ask Steve how he is and say why you are writing. Para 2: Give details about when the party is and who will be there. Para 3: Give more details about the party. Para 4: Ask Steve to reply to your invitation. Signing off: Love, Tanya
Suggested Answer Email
Hi Steve, How are you? I hope you are well. Everyone here is very excited because I have done very well at school. That’s why I’m writing as Mum and Dad want to throw a party to celebrate. Will you be able to come? They’re planning a big party on Friday 10th June - it’s the day we finish school for the summer. My parents want to invite all our relatives as well as all my friends. Dad is also organising one of his famous barbecues in the garden. I’m really looking forward to it. My parents will make the necessary preparations like cooking and decorating the house on Friday afternoon since they have both taken the day off work. I’ll get back around 4 o’clock, so please be here around half past six. Let me know if you can come. I’d really like you to be here. See you soon. Love, Tanya
Useful Expressions
- Read the Useful Expressions to the students and ask them to repeat them after you. Correct their pronunciation where necessary.
- Ask students to work in pairs and to practice inviting each other to a special event using the words and expressions here.
General Note The National Geographic videos can be used as an interesting way to introduce your students to other cultures. They are authentic National Geographic videos, and it is not necessary for students to understand everything they hear to benefit from them. Some of the tasks focus on the visual aspects of the videos, so students can concentrate more on what they see than on what they hear. They are also a good way to encourage your students to watch TV programmes and films in English so that they can get used to the sound of the language. The more students are exposed to English, the easier it will be for them to pick up the language.
Background Information Flora Salonik is an educated woman who was born and bred in the north-eastern city of Arusha in Tanzania, Central-East Africa. Arusha is a developed and relatively modern city which borders with the regions of Kilimanjaro and Mara. The capital of Tanzania is currently Dodoma and the largest city is Dar Es Salaam.Tanzania is one of the oldest known inhabited areas on Earth with human fossils from this area dating back 2 million years.
Before you watch
A
- Explain to students that in this lesson they are going to watch a DVD about a woman called Flora Salonik. Ask them to look at the pictures on page 16 and ask them where she might be from and what kind of life she might lead.
- Ask students to read the questions and explain anything they don’t understand. Then ask them to work in pairs or small groups to ask and answer the questions together.
- When they have finished, ask different students at random round the class to answer each of the questions.
- If students seem interested, give them more information using the Background Information box above.
Answers Students’ own answers
While you watch
B
- Explain to students that they are now going to watch the DVD. Tell them that the documentary is quite short.
- Ask students to read statements 1-6 and to underline any key words and phrases they find. Ask students to predict what kind of choice Flora might be making. - To check students understand where Tanzania is, draw their attention to its position on the globe in the top-right corner of the page. - Play the DVD through without stopping and ask students to make a note of their answers as they are watching. Then ask students to compare their answers with a partner and to justify any answers they have that are different. - Play the DVD a second time and ask students to check their answers and to fill in any missing answers. Then check answers as a class.
Answers 1 T (00:14) 2 T (00:21) 3 F (00:51)
4 F (00:59)
5 T (01:15)
6 F (03:12)
After you watch
C
- Explain to students that the text is a summary of the information in the documentary. Before they read it, ask them to work in pairs to discuss the main ideas of the documentary.
- Ask students to read the text without filling in any answers at this stage to see if the ideas they mentioned are covered in the text. Also encourage them to think about which part of speech is missing from each gap.
- Read the words in the yellow wordbank to students and ask them to repeat them. Correct their pronunciation where necessary.
- Ask students to do the task individually, but check answers as a class.
Answers 1 grew 2 languages 3 married 4 village 5 farm
6 city 7 decision 8 happy 9 stayed 10 belonged
D
- Ask students to read the questions and explain anything they don’t understand. Then ask them to work in pairs or small groups to ask and answer the questions together.
- When they have finished, ask different students at random round the class to answer each of the questions.
Answers Students’ own answers
One Woman’s Choice
DVDVD 11
Unit plan
Reading: article, missing sentences Vocabulary: food-related words, phrasal verbs, word formation Grammar: past simple, past continuous, used to & would, be used to & get used to Listening: multiple-choice questions Speaking: talking about food and restaurants, comparing photos, using linking words Writing: review, order of adjectives
22
Food, food, food!
Unit opener
- Write Food, food, food! on the board and explain to students that this is the title of Unit 2. Give students a minute to write down as many food-related words in English as they can. Then write the headings savoury , sweet and drinks on the board and ask students to call out the words they have written down and to say which column they should go in. If students also mention words linked to meals, ( breakfast, lunch, etc ) then create another column with the heading meal. Elicit the words hamburger, bun, lettuce, tomato, onion, pickle and cheese if the students don’t mention them.
- Ask students to look at the picture on page 17 and to discuss what they think is going on in it, in small groups. Then ask each group to tell the rest of the class what they decided was happening.
- Ask students to read the caption and ask them for their reactions to the event and the hamburger.
- If students seem interested, you might like to give them more information about the picture using the Background Information box below.
Background Information This event featured in the photograph took place in Toronto, Canada on 6th^ May 2010. The organisers wanted to beat the world record for the biggest hamburger in the world, which was previously 186 pounds in weight. The Canadians created a special grill in order to cook the hamburger. They started cooking it at 4 am and it was ready by noon. When the hamburger was completely ready with its bun and fillings, it weighed 590 pounds. Money made from the event was given to Camp Bucko, which is a children’s charity.
Reading
- Ask students to quickly look at the three pictures on pages 18 and 19 and ask them how they are related ( The first picture shows an olive branch with olives which is a raw material, the second picture shows a man pouring olive oil from a jug into a huge container as part of the process of making olive oil, and the third picture shows bottles of oil ready for sale and consumption, which are the finished product .).
- Ask students if olives and olive oil are popular in their country.
Ask them to say why people like or don’t like these products. If they do use them, ask them how they use them. Try to elicit uses in cooking as well as other uses ( medicine, cosmetic, etc).
A
- Ask students to read the instructions and make sure they understand what they have to do. Encourage them to guess if they don’t know an answer.
- Ask students to do the task individually, but check answers as a class.
- If students seem interested, you might like to give them more information about the picture using the Background Information box below.
Background Information Greeks are the largest consumers of olive oil in the world and consume about 26 litres of olive oil per person per year, the French consume about 1. litres of olive oil per person per year and in China it is not generally used at all. Spain produces around 40- 45% of the world’s olive oil. Italy is the next biggest producer followed by Greece. The oldest olive tree can be found in the village of Vouves, in the Chania region of Crete. Analysis of the trees rings has proved that it is at least 2,000 years old. Local scientists, however, believe it may even be up to 4,000 years old.
Answers 1 c 2 b 3 a 4 c
B
- Ask students to read the instructions and the three choices and then answer any questions they might have.
- Give them a minute to look at the title, photos and first paragraph and then ask them to discuss with a partner what they think the text is mainly about. Ask them to pay attention to the caption that accompanies the second picture on page 18 as this contains a clue.
- As a class, ask students which answer they feel is best and to justify their answer. Make sure they mention that the title suggests oil can be used in many ways, not just cooking, so the first choice wouldn’t be appropriate.
Also, they should mention that the first paragraph gives historical information of a general nature rather than information about particular people so this means the third choice wouldn’t be appropriate.
Answer the history of olive oil and why it is good for you
C
- Explain to students that they are going to read the rest of the text to see if their answer was correct.
- Point out that there are missing sentences in the text and tell students not to worry about this for the moment. Explain that they should simply scan the text to get the gist of it.
Wordwise
- Ask students to look at the words in pink in the text and to read the sentences they are found in again. Remind students that when they don’t know the meaning of a word, they should look carefully at the sentence it is found in to try to work out its meaning. Ask students to work in pairs to decide what each of the words mean.
- Ask students to read the Wordwise box to compare their answers with the definitions given.
- Read each of the words to the students and ask them to repeat them after you. Correct their pronunciation where necessary.
- Write the words oranges , potatoes , seeds , mud , flavour , ice , dirt and taste on the board, and ask students which of them can collocate with the words in Wordwise. Explain that some words in Wordwise can collocate with more than one of these words ( cultivation of oranges/potatoes ; crush seeds/ice ; harvest oranges/potatoes ; scrape off mud/dirt and enhance flavour/taste ).
Close-Up
- Read the information in the Close-Up box to the students and elicit that personal pronouns are words like He/She/It/Your/They, etc. Explain that we use personal pronouns after we have introduced the person, people, thing or things they refer to. This means that if a missing sentence contains a pronoun then it will usually come after a part of a text where a name is mentioned. Also, if linking words which show sequence, contrast or agreement are used in the missing sentence, then they should work out what its main idea is and then find information in the text which relates to it in the way suggested by the linking word or phrase.
D
- Ask students to read the instructions and make sure they understand what they have to do.
- Ask students to quickly read through sentences 1-4 and a-d and to underline any personal pronouns, demonstrative pronouns, expressions which add information, show contrast, agreement and sequence. Then ask them to read sentences 1-4 again and to think carefully about what the main ideas are and how it relates to an idea in sentences a-d. - Ask students to do the task individually, but check answers as a class. Then as a class, ask students to say which words helped them to choose their answers.
Answers 1 c 2 d 3 b 4 a
Students’ own answers
Teaching Tip
You could expand this task further by asking students to write follow-on sentences of their own for sentences 1-4. Ask them to write sentences that change the main idea completely by using linking expressions different to those in a-d (eg I was working all day and I didn’t eat lunch. So I was absolutely starving by dinner time .)
E
- Ask students to read the instructions and elicit that there are 6 sentences, but only 5 gaps so there is one sentence that they will not need to use.
- Ask students to read sentences 1-6 and to underline any personal pronouns, demonstrative pronouns, expressions which add information, show contrast, agreement and sequence that they find.
- Ask students to underline the words and phrases from the main text and explain that they will be important in helping them choose their answers in E ( Para 1: evidence, Para 2: the basic process; Para 4: a variety of uses; Para 5: the lowest rate of heart disease; Para 6: enhances the lives ).
- Ask students to do the task individually, but check answers as a class.
Answers 1 B 2 E 3 A 4 D 5 F
Get the meaning!
F
- Read words 1-6 to the students and ask them to say them after you. Correct their pronunciation where necessary. Then ask students to scan the text to find and underline these words.
- Explain to students that they should carefully read the sentence each word appears in, in the text to try to understand its meaning before matching them with definitions a-f.
- Ask students to do the task individually, but check answers as a class.
- If time allows, ask students to write sentences of their own using these words.
Answers 1 f 2 d 3 a 4 c 5 b 6 e
What do you think?
- Ask students to read the questions and explain that they are not expected to know the correct answer and that the object of the task is for them to take a guess.
- Ask them to work in pairs or small groups to discuss possible answers. Then as a class, ask each pair or group to answer one of the questions.
Answers The largest sandwich weighed 5,440 lb (2,467.5 kg) and was made by Wild Woody’s Chill and Grill, Roseville, Michigan, USA on March 17, 2005. Coca Cola
Sara Lee Corporation made the world’s longest hot dog, at 608.4 m in commemoration of the 1996 Summer Olympics in Atlanta.
Teaching Tip
If you have Internet access in your classroom, you could ask students to look online to find the answers to the questions in What do you think? once they have made a guess and discussed their answers with a partner.
Vocabulary
A
- Ask students to read the instructions and explain that two out of three of the words in each item are connected in some way that the other word isn’t. They should circle the word that is not connected.
- Do item 1 together as a class and encourage students to explain why the odd word out is different before they do the rest of the task.
- Ask students to do the task individually, but check answers as a class. Check students’ pronunciation where necessary as you check the answers.
Answers 1 thirsty ( We use ‘starving’ and ‘hungry’ when we need food, but we use ‘thirsty’ when we need a drink .) 2 tip (‘ Dessert’ and ‘starter’ are parts of a meal, but a ‘tip’ is money that we leave a waiter in a restaurant or café if they have provided you with good service .) 3 peel ( We ‘cut’ and ‘chop’ food using a knife to cut it into pieces, cubes, strips or chunks, but we ‘peel’ the skin off of a piece of fruit or vegetable in order to eat it. ) 4 stir (‘ Fry’ and ‘boil’ are methods of cooking, but ‘stir’ refers to moving food around as it cooks. We can stir food both as it boils or fries .) 5 grill (‘ Bite’ and ‘chew’ are ways of eating something, but ‘grill’ is a method of cooking .) 6 savoury (‘ Tasty’ and ‘delicious’ are used to describe something which tastes good, but ‘savoury’ is used to say that a food contains salt .) →
7 cutlery (‘ Jug’ and ‘bowl’ are used to hold liquids and foods, but ‘cutlery’ is the collective name for the forks, spoons and knives which we use to eat food with .) 8 cereal (‘ Vitamins’ and ‘proteins’ are substances that food contain which are essential for our bodies, but ‘cereal’ is a collective name for types of food such as wheat, barley and oats .)
B
- Explain to students that the words missing from each sentence come from A. Also, point out that some sentences may have more than one possible answer.
- Encourage students to read through all sentences before filling in any answers and to pay attention to the words immediately before and after each gap.
Answers 1 fry 2 jug 3 tip 4 dessert/cereal
5 peel 6 chop/cut 7 stir 8 chew
C
- Ask students to look at the picture of the Shaolin monk and to read the accompanying caption. Ask them for their reaction to it and to say what it tells us about life today ( The picture shows a contrast of lifestyles and shows us that western eating habits have spread to traditional Asian communities .).
- Ask students to read the title of the text in C and ask them what they expect it to be about. Ask them if they know the history of the hamburger. Accept any answer at this stage.
- Ask students to skim through the text without circling any answers and ask them how many stories about the origins of the hamburger it contains ( three ).
- Explain to students that they should look carefully at the context the two options are in, in each item and to think about the meaning of each word carefully before circling their answer.
- Encourage students to read the text again once they have circled their answers to make sure it reads well with the answers they have chosen.
- Ask students to do the task individually, but check answers as a class.
Answers 1 tasty 2 course 3 diet 4 raw
5 appetite 6 dish 7 cook 8 served
D
- Ask students to look at the expressions in bold and to say what they all have in common ( they contain food words ). Explain that in English there are many idiomatic expressions which use words connected to foods in some way.
Encourage them to think about the characteristics of each of the foods mentioned in order to find the correct answer. You could ask the students if there are any idiomatic expressions which contain food words in their own language.
- Remind students to read both options carefully before deciding.
- Ask students to do the task individually, but check answers as a class.
Answers 1 a 2 b 3 a 4 a 5 b
E
- Ask students to look at the words and phrases in bold and elicit that they have seen all of them in Vocabulary tasks A-D and that they can look back at them if necessary to remind them of their meanings.
- Ask students to work in pairs to discuss the statements.
- Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any mistakes in structure and pronunciation.
- Ask some students to say which statements they agree with and to say why and ask another to say which ones they disagree with and to say why.
- Write any structural mistakes that students made on the board without saying who made them, and ask students to correct them. Deal with any problems in pronunciation that came up.
- You could also activate the vocabulary in this lesson further by asking students to tell a partner about their favourite dishes/meals and to say how it is prepared and why they like them.
Answers Students’ own answers
Extra Task (for early finishers) See photocopiable material on page 142.
Grammar
- Ask the questions below at random round the class. Make sure each student answers at least one question.
- What did you eat for dinner last night?
- Who made lunch in your house on Sunday?
- When was the last time you had pizza for dinner?
- What were you doing while your parents were shopping for food?
- Who were you sitting next to the last time you went to a restaurant?
- Ask students which tenses were used in the questions they have just answered ( Past Simple and Past Continuous ). Revise the affirmative, negative, question forms and short answers of these tenses with the class.
Past Simple
A
- Ask students to look at the verbs in bold in the sentences in 1-3 and elicit that they are in the Past Simple. Ask students what the infinitive form of these verbs are ( go, buy, take, cook, go out ). Elicit that all of these verbs, apart from cook , are irregular verbs.
- Ask students to read the uses of the Past Simple in a-c and answer any questions they might have. Explain that they should pay attention to time expressions and time references in sentences 1-3 when matching up their answers.
- Ask students to do the task individually, but check answers as a class.
- Once the answers have been checked, ask students to look back at the reading text on pages 18 and 19. Ask them to underline examples of the Past Simple and say why they have been used ( Para 1: fell – action which started and finished in the past, began - action which started and finished in the past; Para 4: used (olive oil) – past routines and habits, used (it) - past routines and habits; Para 5: showed - action which started and finished in the past; Sentence B: occurred - action which started and finished in the past, started - action which started and finished in the past; Sentence F - action which started and finished in the past ).
Answers 1 b 2 c 3 a
B
- Ask students to look at the verbs in bold in sentences 1-4 and elicit that they are all in the Past Continuous, apart from rang in sentence 4, which is in the Past Simple.
- Ask students what the infinitive form of each main verb is ( watch, cook, rain, blow, shake, make, chop, ring ) and elicit that the last consonant in chop is doubled to form the present participle form. Ask them which other verbs they know that do this (eg travel, shop, stop, drop, hop ).
- Ask students to read the uses of the Past Continuous in a-d and answer any questions they might have. Remind them to pay attention to any time expressions and time references in sentences 1-4 when matching up their answers.
- Ask students to do the task individually, but check answers as a class.
- Once the answers have been checked, ask students to look back at the reading text on pages 18 and
- Ask them to underline examples of the Past Continuous and say why they have been used ( Para 1 – were producing – an action that was in progress at a specific time in the past ).
- Ask students to read the information in Be careful! and revise verbs that are stative. Remind students that some stative verbs can also be used as action verbs, but that their meaning changes.
Answers 1 b 2 d 3 a 4 c
Now read the Grammar Reference on pages 162-163 with your students.
C
- Ask students to look at the picture at the bottom of page 21 and to tell you what it shows ( a pizza ). Ask students to quickly make a list of any words and phrases that they associate with pizza (eg tomato, cheese, flour, Italy, Friday nights, football, delicious etc) and then ask them to compare their lists with a partner. Make a list on the board and ask students to talk about when they usually have pizza, which toppings they prefer on it, whether they make it themselves, buy ready-made ones or get takeaway pizzas.
- Ask students which two foods they have read about in the unit so far ( olive oil and hamburgers ). Elicit that the texts dealing with them talked about the history of these foods and explain that the text in C will talk about the history of pizza as well.
- Ask students to read the instructions and make sure they understand that they will only use the Past Simple tense here. Remind them to read the text through once before filling in any of the gaps. Ask them to underline the regular verbs in brackets and to circle the irregular verbs in brackets before writing any answers. Encourage them to use the Irregular Verb list on pages 174-175 if they need help.
- Ask students to do the task individually, but check answers as a class.
Answers 1 Did you know 2 covered 3 developed 4 originated
5 was 6 worked 7 made 8 grated
D
- Ask students to read the instructions and make sure they realise they will use only the Past Continuous tense here. Ask them to look at items 3 and 6 and elicit that they will both be in the question form.
- Explain to students that the word order will remain the same in their sentences and that it is the verb they must change.
- Ask students to do the task individually, but check answers as a class.
Answers 1 The students weren’t/were not eating crisps in the classroom this morning. 2 We weren’t/were not having lunch at one o’clock today. 3 Were you making cupcakes all morning? 4 This time last week, we were sampling French cheese. 5 My sister was peeling potatoes for hours this morning. 6 Was Cathy preparing dinner on her own last night?
E
- Ask students to read the instructions and make sure they understand they will have to use both the Past Simple and Past Continuous tenses here.
- Explain to students that they should read each sentence through before writing any answers as they must think about which tense both verbs in each sentence will go in as one will affect the other.
- Remind students to look at the Irregular Verb list on pages 174 and 175 and to look back at A & B on this page and the Grammar Reference on pages 162-163 if they need any help.
Answers 1 ate, finished 2 Did Joey call, were watching 3 cooked, was 4 were ordering, walked 5 didn’t/did not fry, grilled
6 was making, was setting 7 Were they having, started 8 Did you order, had
Extra Task (for early finishers) See photocopiable material on page 142.
Listening
A
- Explain to students that in this part of the lesson, they will be practising their listening skills. Explain that in order to do well in listening tasks, they have to be able to deal with synonyms, as often they hear an idea expressed in one way on a recording, but see it expressed in another way in the written or visual part of the task in the book.
- Ask students to look at the instructions and make sure they understand what they have to do.
- Ask students to look at the words in bold and to say what parts of speech they are ( supports – verb; took part – verb; Approximately – adverb; signed up for - verb ). Explain that the answer they match each sentence to will be the same part of speech and in the same tense and form as the words in sentences 1-4.
- Ask students to do the task individually, but check answers as a class.
Answers 1 c 2 a 3 d 4 b
Teaching Tip
Explain to students that in some multiple-choice listening tasks, like the one they will do in this lesson, they won’t read any questions. Instead, they will only hear them on the recording. This means that they must read the options very carefully before listening and to think how they are related as well as how they are different. This will help them to think of possible questions that might be asked on the recording, so they will be better prepared for the task.
B
- Ask students to read the instructions and make sure they understand what they have to do. Elicit that they will listen to a chef and that he no longer works at the restaurant he will be talking about. Ask them to bear this in mind when looking at the three sets of options as this will affect the possible questions and how they will be worded.
- Tell students to do the task and then to compare their questions with a partner. Ask them to justify any differences.
- Check the answers as a class and ask students to justify their answers.
Suggested Answers 1 How long did he work at the restaurant for? / How long ago did he stop working at the restaurant? 2 What did he think were the best dishes on the menu? / What kind of food was the restaurant famous for? / What was his speciality? 3 Why did he leave the restaurant?
Close-Up
- Read the information in the Close-Up box to the students and explain that in the task they will do in C, they will hear a recording in three parts and that each part has one or two questions with three multiple-choice options. Explain that they will hear the questions together at the end of each part. This means that they will hear all the information which refers to the two or three questions before they can answer any questions. For this reason, they should make notes next to each option as they listen. Elicit that their notes should include information such as who someone is, when something was done, what numbers, dates, prices, etc refer to.
C
- Ask students to read the instructions and to underline key words. Then ask them what they will listen to ( an interview ), what it will be about ( a restaurant festival ) and how many questions they will have to answer ( 7 ). Then ask them to glance at the seven sets of options and ask them how many parts the recording is divided into ( 3 ) and how many questions each part has ( Parts I & II – 2 , Part III – 3 ).
- Give students time to study the options for Part I and to think about what kind of questions may be asked. Explain that they will be given time later to look at the options for Parts II and III, so they should ignore them for the moment.
- Go to track 4 on the Close-Up Class Audio CD and play the recording for Part I once all the way through and ask students to write their answers. Then ask students to discuss their answers with a partner and to justify any answers they have that are different.
- Play the recording again and ask students to check their answers and to fill in any missing answers.
- Check the answers as a class and ask students to justify their answers.
- Do the same for Parts II & III.
- Once the answers have been checked, ask students how the picture in the top right-hand corner of the page relates to the listening task ( It shows the London Eye .). - Ask students to read the accompanying caption and ask them for their reaction to it. Ask students if they have been on the London Eye. If any have, encourage them to tell the rest of the class about their experience. You could also ask them if there are any similar attractions in their country.
Answers 1 c 2 a 3 a 4 b 5 c 6 b 7 b
Turn to pages 156-157 for the tapescript.
Speaking
A
- Ask students to work in pairs to answer the three questions. Remind them to develop their answers as much as possible and to avoid giving one word answers.
- Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any mistakes in structure and pronunciation.
- Ask each pair to answer one of the questions and repeat until everyone has had a turn.
- Write any structural mistakes that students made on the board without saying who made them, and ask students to correct them. Deal with any problems in pronunciation that came up.
Answers Students’ own answers
Close-Up
- Read the information in the Close-Up box to the students and ask them which linking words in the box add information ( and ), which show contrast ( but, although, while ), which show the reason why something happens ( because, so ) and which show a condition ( if, when ).
B
- Ask students to read the instructions and make sure they understand they should use the linking words they have just discussed in the Close Up box.
- Encourage students to read the whole sentence before filling in any answers.
- Ask students to do the task individually, but check answers as a class.
Answers 1 but 2 and 3 and/so
4 because 5 Although/While 6 When/If
Useful Expressions
- Read the Useful Expressions to the students and explain that we use these structures in order to describe, compare and contrast two or more photos.
- If you have time, you could ask students to write full sentences with two or three of the structures here about photos 1 & 3 or 2 & 4 in C.