Way to Go 8 teachers book

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Mirela VasićOlinka Breka

Maja Mardešić

8Way to go

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Izdavač:Sarajevo Publishing

Obala Kulina bana 4

Za izdavača:Mustafa Alagić

Sarajevo, 2011.

Priručnik za učitelje engleskog jezikaza 8. razred osnovne škole

6. godina učenja

8Way to go

Mirela VasićOlinka Breka

Maja Mardešić

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Way to go 8

Way to go 1

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Way to go 8

CONTENTS

Page

SUGGESTED PLAN .................................................................... 7

INTRODUCTION.......................................................................10

Lesson 1 Fresh start ...........................................................................13

2 Friendship ...........................................................................17

3 Parents and children .......................................................21

4 Fears ......................................................................................25

5 The school orchestra ......................................................29

6 Help! .....................................................................................30

7 Modern technology ........................................................34

CULTURE SPOT 1 .....................................................................36

RECAP 1 ......................................................................................38

MY VOCABULARY 1 ................................................................39

SELF-CHECK 1 ..........................................................................39

8 Up, up, higher and higher .............................................40

9 Was it fun? ..........................................................................44

10 Mother Nature and its wild side .................................48

11 How embarrassing! .........................................................51

12 Wildlife warriors ................................................................54

CULTURE SPOT 2 .....................................................................56

RECAP 2 ......................................................................................57

MY VOCABULARY 2 ................................................................57

SELF-CHECK 2 ..........................................................................57

Page

13 Taking a break ...................................................................58

14 Are you a sports buff? ....................................................61

15 What’s wrong with you? ................................................64

16 Adventure ...........................................................................70

17 That magic box .................................................................73

CULTURE SPOT 3 .....................................................................75

RECAP 3 ......................................................................................76

MY VOCABULARY 3 ................................................................77

SELF-CHECK 3 ..........................................................................77

18 Traditional weddings ......................................................78

19 My neighbourhood .........................................................79

20 Hobbies and interests ....................................................81

21 Books and reading ...........................................................83

22 Fashion and music ...........................................................87

23 Look into the future ........................................................89

24 The weekend, finally .......................................................92

CULTURE SPOT 4 .....................................................................95

RECAP 4 ......................................................................................96

MY VOCABULARY 4 ................................................................97

SELF-CHECK 4 ..........................................................................97

MOTHER NATURE AND ITS WATERY SIDE .......................97

HOLIDAYS AND FESTIVALS ..................................................97

KEY TO GRAMMAR PLUS EXERCISES ..................................98

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SUGGESTED PLAN FOR ONE SCHOOL YEAR - WAY TO GO 8OKVIRNI PLAN I PROGRAM ZA WAY TO GO 8

NASTAVNI SAT LEKCIJA NASTAVNI SADRŽAJ

1 Lesson 1 Talking about yourself Questionnare: What sort of person are you?

2 Lesson 1 Vocabulary inputReading: A letter from Ann; Describing people

3 Lesson 1 Vocabulary practice; Memory gameListening: An interview with KevinDescribing what people look like and what they do (the present simple tense – revision)

4 Lesson 2 Talking about friendship: five dilemmasElicitation: What does a real friend do?Vocabulary input / Listening: Children talk about their friends

5 Lesson 2 Vocabulary building connected with the topic of friendshipReading: Power of friendship / Vocabulary buildingAdverbs of frequency

6 Lesson 3 Reading: statements about parents and children relationshipsDiscussionRevision of the present continuous / present simple tense

7 Lesson 3 Listening / Reading: Chat show about parents and children relationshipsVocabulary revision connected with the topic

8 Lesson 4 Vocabulary input connected with the topic / Introducing adverbs of mannerReading: How to deal with fearsome situations?

9 Lesson 4 Listening: What are we afraid of? (5 people describing fears)Adverbs of manner- practice

10 Lesson 5 Vocabulary input connected with the topicComparison of adverbs / Revision of tenses

11 Lesson 6 Vocabulary inputReading: A problem page

12 Lesson 6 Giving advice ( you should...If I were you)Listening two dialogues / Phrasal verbsPart 2: A problem page: Ed’s answers

13 Lesson 7 Elicitation: Modern technology – DiscussionListening: Terry’s story ( crazy about texting)

14 Lesson 7 Reading: Have or not to have... a mobile phone?Writing: For and against essaySpeaking: Debate

15 RECAP 1My vocabulary 1SELF-CHECK 1

Revision & developing learning strategies

Revision & examining

16 PROGRESS TEST 1

17 Lesson 5CULTURE SPOT 1

Feedback on the testThe history of the USA / B&H

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18 Lesson 8 Lead-in: crossword / vocabulary inputReading and listening: The story of Deadulus and Icarus

19 Lesson 8 Telling the story in the pastReading: Leonardo da Vinci

20 Lesson 8 Listening: the Wright Brothers The revision of the simple past tense

21 Lesson 9 Lead-in Revision of the past simple tenseWhat good / bad luck (workbook)

22 Lesson 9 Reading: It was the strangest weekend in my lifeVocabulary building / Revision of the past simple tenseListening : Dissapeared mysteriously

23 Lesson 10 Reading: Two natural disasters

24 Lesson 10 Writing: Mark’s or Lucy’s storyListening: We were the lucky ones

25 Lesson 11 Reading: How embarrassing! The past continuous vs. the past simple tense

26 Lesson 11 Speaking: Talking about embarrassing or funny situationsJoining sentences using linking words

27 Lesson 11 Listening: What shall we do?Making suggestions

28 Lesson 12 Elicitation: WildlifeReading: Gorillas in the mist

29 Lesson 12 The past simple& the past continuous ( Alibi game)Speaking: Pair-work – Steve Arwin

30 CULTURE SPOT 2 Washington / How much do you know about Bosnia and Hezegovina and your neighbour


Revision and developing learning strategies

Revision & examining

32 HALF-TERM TEST / WRITTEN ASSIGNMENT

33 SYSTEMATIZATION

34 Lesson 13 Reading: 3 holiday advertisementsListening: Where are they?

35 Lesson 13 Introducing the present perfect simple with ever and neverReading: Three holiday letters

36 Lesson 13 The present perfect practice- experience

37 Lesson 14 Vocabulary input – sportsThe present perfect with just, for and since

38 Lesson 14 Vocabulary and grammar revision; Reading: Sportists from Bosnia and Herzegovina, Fiona & Simon, sportists from B&HListening: A young skateborder

39 Lesson 15 Vocabulary input related to body and healthListening : 10 steps to good health

40 Lesson 15 The present perfect (result)

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41 Lesson 15 Vocabulary in contextReading and retelling stories: She’s got it all wrong / The miracle cure

42 Lesson 15 Vocabulary input Reading: Clown doctorsThe present simple passive – introduction

43 Lesson 15 The present simple passive – practiceVocabulary revision Listening: At home; At the doctor’sGeography quiz – the with geografical names

44 Lesson 16 Vocabulary inputA questionnare: Are you adventurous?

45 Lesson 16 The present perfect with already and yetListening: An interview with an archeologistThe present perfect with already and yet

46 Lesson 17 Reading: The curse of a pharaophStatements about TV- DiscussionThe quiz: I’m crazy about TV

47 Lesson 17 The present perfect revision, CollocationsListening: What’s on TV / An interview with a TV reporter

48 CULTURE SPOT 3 New York


Revision & learning strategies

Revision& examining

50 PROGRESS TEST 2

51 Lesson 18 Vocabulary inputReading: Traditional weddingsReported speech – commands and requests – introduction

52 Lesson 18 Reported Speech – commands and requests – practice

53 Lesson 19 Vocabulary input: My neighbourhood

54 Lesson 19 Reading: Good and Bad points of living in the country and in the cityReported speech – statements – introduction

55 Lesson 19 Reported speech – statements – practiceVocabulary / grammar revision

56 Lesson 20 GerundListening: Hobbies and Interests

57 Lesson 20 Reading: famous people on stamps / used to

58 Lesson 21 Vocabulary input related to books and readingListening: MarthaReading : Two writers

59 Lesson 21 Reading: The adventures of Tom SawyerWriting: A book report

60 Lesson 21 Harry PottermaniaListening: Harry Potter books

61 Lesson 22 Vocabulary input ( clothes)Listening: fashion

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62 Lesson 22 Clothes vocabulary revisionRevision of tenses / listening: Interviews with Ibby White & Kao Pao Shu

63 Lesson 23 Statements about the future – discussionExpressing future with will

64 Lesson 23 The first conditional

65 Lesson 23 Listening : A holiday in the future / Reading: A letter from Earth

66 Lesson 24 Weekends – Discussion A questionnare: Are you a nice person to know

67 Lesson 24 Vocabulary revision / making suggestions / giving an opinionListening: Four dialoguesReading/ Doing a survey

68 RECAP 4 My vocabulary 4 SELF-CHECK 4

Revision / developing learning strategies / examining

69 FINAL TEST / WRITTEN ASSIGNMENT

70 CULTURE SPOT 4 – CALIFORNIA / SYSTEMATIZATION

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INTRODUCTION

Way to go 8 was written for 8th grade students who have already 6 years of English in primary school.It offers enough material for one school year with 2 classroom periods per week. It consists of a Student’s Book, a Workbook, a CD/Cassette, a Teacher’s Book and a Set of tests.

The Student’s Book is organised in 4 units with a total number of 24 lessons. It also contains 4 Culture Spots (B&H/USA history, Washington, New York, California). At the back of the book there is supplementary material related to Water for life project (2005-2014) and extra pages dedicated to British and American holidays and festivals as well as festivals celebrated in Bosnia and Herzegovina.

Each lesson is clearly structured. It consists of a lead-in to a topic, a reading or listening material, a vocabox, a grammar spot, a language in action section and a number of follow-up activities. Some pages in the book are marked as PAGES PLUS which means that they are not obligatory but can be used according to the interest and abilities of a particular class or individual students.

The Workbook provides further vocabulary and grammar practice that can be incorporated into the lesson in class or given as homework. It also contains four RECAP sections which revise the vocabulary and grammar covered in previous lessons. MY

VOCABULARY PAGE develops strategies for vocabulary memorization. It gives varied suggestions for how to revise words, phrases or phrasal verbs dealt with throughout each unit.

An important feature of Way to go plus series is that it helps students to begin to take responsibilities for their own learning. The SELF CHECK section offers reinforcement exercises which prepare students for the written examination and LOOK BACK section lists all the learning objectives of the unit. Both sections enable students to monitor their own progress.

At the back of the Workbook there is GRAMMAR PLUS section which contains an overview of any grammar structure they meet in Way to go 8 and plenty of graded exercises for each grammar point covered in

the Student’s Book. Students do exercises from each section according to their abilities and needs. The photocopiable key to the GRAMMAR PLUS exercises can be found at the end of the Teacher’s Book so that the teacher can give it out to the class or individual students if he/she wants to.

The CD/Cassette contains recorded material from the Student’s Book.

The Teacher’s Book contains a step by step lesson plan with additional teaching ideas, and the answer key to the Workbook.

BASIC AIMS

• to foster and maintain interest and to develop a positive attitude towards learning English as a foreign language

• to create a context rich in language input in order to make language acquisition possible

• to introduce and teach structures and topics planned by the curriculum

• to encourage students to express their opinion on topics and issues presented in the book

• to motivate students to use their knowledge of other subjects in the process of learning a foreign language

BASIC BELIEFS BEHIND WAY TO GO 8

’Every student knows more than they think they know. Every student knows much more than the teacher thinks they know.’ C. Gattegno from Teaching foreign language in schools

By involving students in the process of teaching and learning we build up their confidence. Elicitation and brainstorming at the very beginning of the lesson is based on their knowledge and experience of the world they live in. By keeping students cognitively and

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emotionally engaged throughout the lesson we raise their motivation and capacity for learning.

Everybody in the class should leave the classroom with a sense of achievement.

We should always provide our students with different types of activities.

Therefore, the Teacher’s Book contains several variations added to the lesson plan which teachers might choose according to their specific classroom situation.

At this age students often lack confidence, social skills and discipline for co-operation. By providing opportunities for pair work and group work we encourage co-operative learning and develop trust, tolerance and respect.

KEY FEATURES OF WAY TO GO 8

TOPICS

The topics are relevant and stimulating for the age, interests and needs of our students.

They are varied – ranging from general knowledge about the world we live in to the exploration of the children’s personal world – their dreams and fears.

This book in the series contains 4 Culture Spots on the history and geography of the USA, continuing to provide some background knowledge of the countries where English is spoken.

GRAMMAR

Grammar points are taught in the context of a topic, through a reading or listening text. Students are encouraged to draw conclusions about the use of a certain grammatical structure. In this way they learn not only the language but about the language itself. The rules of form and use are highlighted in a box called the GRAMMAR SPOT. Items are regularly revised and used again in different contexts.

VOCABULARY

There is a strong emphasis on the importance of dealing with meaningful chunks of language in context. Therefore, students are exposed to common collocations, phrasal verbs and fixed expressions or idioms. The Teacher’s Book provides a number of different vocabulary presentation techniques (paraphrase, illustration, synonyms, translation, associated ideas, collocations, mime, etc.) as well as vocabulary activities for recycling and revision (memory game, quizzes, gap-filling activities etc.).

At the back of the Student’s Book there is a Word List arranged in the alphabetical order and pronunciation in phonemic symbols. It encourages students’ autonomy and develops their ’dictionary skill’.

LANGUAGE SKILLS

SPEAKING

The book contains plenty of communicative activities which enable students to use the language independently. Most of the tasks encourage students to talk about things that matter to them. Also, students are gradually encouraged to retell stories, summarise, discuss, ask questions and express their personal opinions on different topics. The tasks are linked to the topic, lexis and grammar covered in the lesson.

READING

The reading texts and tasks provide opportunities for practising different reading skills such as scanning, skimming, studying or fast reading. Tasks encourage students to apply their background knowledge and experience to the reading of the text.

Texts are used as springboards for the natural presentation of grammatical structures in context, for vocabulary development or for the integration of all skills.

LISTENING

The Student’s Book provides varied tasks with listening texts. There are gist tasks where students listen for the main ideas of the text; specific information tasks which guide students to more detailed understanding of the text or intensive tasks which focus and practise precise language points from the text. Students are exposed to different listening texts such as dialogues, narratives, monologues, interviews or short texts with a number of speakers on the same subjects.

The tapescripts can be found at the end of the Student’s Book.

By exposing students to samples of English of both English and American native speakers as well as various accents we help students to gain confidence to use English in their real life later. Listening is always preceded by some preparatory discussion on the topic or by the input of vocabulary.

A series of Pronunciation Boxes in the Student’s Book help students in problem areas regarding pronunciation. There is work on difficult sounds, weak forms and intonation as well as specific problem areas

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targeted at Bosnian/Croatian/Serbian learners of English. There are six pronunciation boxes all together; some of which contain listen and repeat tasks.

WRITING

Writing is integrated with other skills. It provides practice in different types of writing, such as

descriptions, letters, emails, narratives, essays and newspaper articles. There is always a model to follow.

Learning a foreign language is a slow process. Students learn in different ways and in different learning styles. Teachers should evaluate the little steps students make throughout the year. Personal involvement and effort should always be rewarded.

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Lesson 1FRESH STARTObjectives

to get students to talk about themselves

to listen to children talking about themselves

to read / write informal letters

to describe people: physical appearance

Step 1

Lead-in

1 Write on the board these two questions:

What do you like talking about? What is it that you don’t like talking about?

Elicit their answers. You can either write them yourself or have a pupil assistant who can do that instead.

Note: It’s not a bad idea to teach your pupils to take over some of the things that you usually do.

Topics on page 7

2 Once the board has been filled with words, tell them to open their books and compare their ideas with the ones on page 7.

3 Ask them to choose four topics they would really love to talk about and one they wouldn’t and copy them on a piece of paper.

4 Tell them to send the paper to their partner. Now, everybody has somebody else’s paper. Let them read the topics and then ask them to write at least three questions for each topic.

5 Students send the papers back and in pairs answer each other’s questions. Before they start talking, tell them that they have to listen carefully because afterwards they will have to report back to the class.

Note: We should try to help our students realise how important it is to LISTEN to others when talking with them. That’s why we should always expect them to report, orally or in writing, about the person they are talking with.

6 Now, let your students write three to five sentences about their partners.

e.g. Ivana likes comedies but she hates horror films.

7 Choose eight to ten students to collect all the papers and stick them on a big sheet (class poster) or on the walls. Have a class exhibition.

Variation: If you want this to be just a speaking exercise, let your students report about each other to the class.

Questionnaire: What sort of person are you?

8 Now, they can do the questionnaire What sort of person are you? It can be done just for fun.

Variation: If you want this activity to be done in a more communicative way, tell your students to complete the questionnaire as if they were their partner.

Once they have finished, they can have a conversation to check how right or wrong they were. This can be fun too.

Suggested homework: Ask your students to write a set of questions on the same topics for you.

Don’t tell them how many, let them decide what they want to ask you and how many questions they will write.

When you collect them, it’s a MUST to answer them in writing.

Step 2

Warm-up

1 Bring a letter to the class. Let your students see/touch/smell it. Challenge them to guess who the letter is from. They can only ask you YES/NO questions. Instead of saying Yes/No, just put your thumb up or down.

Variation: In groups, students try to guess who the letter is from and what is in it.

Set a time limit. After the time is up, students read their guesses. You comment on them.

Anna’s letter

2 Ask students to have a look at page 9. Tell them that the girl who is writing a letter is Anna Spencer who has just moved house.

Explain what this expression means and ask them some questions about it just to warm them up for the topic.

T: You move house when you go to live in some other place.

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T: Has anyone ever moved house?

T: What was it like?

T: When was it? etc.

Variation: You can also warm students up for the vocabulary they will deal with in the text. One way is to invent a set of personal questions containing the target words/expressions. You can write the whole questions on the cards and highlight the target vocabulary or just have word cards.

How to introduce new vocabulary

A Have a little talk with them.

a) Do you often get new teachers? How long does it take you to GET USED to a new teacher? Is it hard?

b) When do you HAVE the most DIFFICULT TIME, at the beginning or end of the school year? Why?

c) Does your school have good SPORTING FACILITIES? Where do you have your P.E. classes? Is there a playground or a gym?

d) Are you happy with your GRADES? If you’re not, what will you do about that?

e) Are any of your teachers very, very STRICT? Which teacher? Do you like strict teachers? Why?

f ) Did you MAKE any new FRIENDS last summer? If you did, who was it? Where was it?

g) Do you think FRECKLES are nice? Do you know anyone/any famous person who has freckles? Who is it?

h) Which hairstyle do you prefer on boys: A CREW CUT or CURLY hair? Do any of your friends have a crew cut or curly hair? Tell us about them if they do.

i) Does anyone ATTEND some music school or maybe dancing classes?

j) Are you FOND OF basketball? Do you play it or do you just like watching basketball games?

k) Try to think of a famous person who is a bit PLUMP? Who is it? What does that person do? Do you like him/her?

l) What do you usually CHAT about with your friends?

m) Are you AMBITIOUS? What does it exactly mean? Explain that in Bosnian/Croatian/Serbian.

n) What do you usually COMPLAIN ABOUT? What about your parents?

o) Are you SPORTY? Do you do any sports? Which one?

How to practise vocabulary

B You need two sets of cards: a set of Word cards in English and one set of their Bosnian/Croatian/Serbian equivalents.

a) Put the Word cards in English up on the board. Have two students come to the board. You call out one word/expression and they point to the right card. You can make it competitive and let students earn points for being the first to point to the right card. Afterwards students can call the words/expressions out instead of you.

b) Put one set of cards up on the left part of the board and the other set on the right side. All the cards should be numbered. Put students in groups and play the Match Mismatch Game. Students take turns to call out numbers, first from the left side and then from the right side. If there is a match, they win a point, if not put the cards back. The winner is the group with most pairs.

3 Ask students to do Task D, page 13, SB.

move house – go to live in a different place;

get use to – become familiar with;

complain – say that you’re unhappy about something;

facilities – services or places that make doing things easier;

be fond of – like very much;

attend – go to;

ambitious – determined to do something well.

Reading – Matching the topics and paragraphs

4 Tell students to read the instruction to the task. They read the letter and match the topics to the paragraphs in the letter.

5 Choose six students and have them draw a slip of paper on which they get a topic. They read the letter, reading only the paragraph they have been allocated.

6 Students do Task C.

Key: 1 False (F), 2 True (T), 3 F, 4 F, 5 F, 6 F, 7 T, 8 T, 9 T, 10 T.

Who is who in the picture?

7 Ask students to read the letter again and decide who is who in the picture. They write the names next to the children in the picture. Check that by asking questions:

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T: Which one is Alex?

Students answer by giving the description. You can put the model on the board.

S: Alex is the one who is… OR Alex is the one with…

8 Tell students to have a good look at the picture and try to memorise as many details as they can. Tell them you will count to 20 or 30. When the time is up, tell them to shut the book and talk about it. For each piece of information give them a tick. Having a lot of ticks on the blackboard is a very good self-esteem booster. Encourage them or give them hints if they get stuck. Also praise them for their achievements.

Speaking

9 Finally, ask them to do Task E.

Suggested homework: We believe students should have a choice and choose what they want to do for homework. So, let them choose between Task A in

the Workbook, pages 6 and 7, or Task B, page 7. Encourage the stronger students to write a letter.

Step 3

Vocabulary revision – Memory Game

1 Start off with some vocabulary revision. Use your word cards again. You can ask students to define them or play a Memory Game.

For this game you will need cards with definitions or paraphrases. Choose ten word cards and the cards with their definitions or paraphrases. Put them up on the board in two columns. The word cards are numbered and the definition cards have letters.

Put students in groups and the teams take turns to call out pairs of numbers and letters. If they get the right pair they win a point and can have one more try. The team with the most pairs is the winner. Let the teams negotiate their call, that way it is less stressful for weaker students. We are always in favour of collaborative work.

Note: We suggest you make cards throughout the book. These cards can be used again and again to revise or reinforce students’ vocabulary. Keep them in envelopes or boxes. Even students can do that, once they become familiar with the activities.

2 Ask students to do Task C in their Workbook.

3 Ask students to tell you what they remember about Anna and her new friends.

Optional – Interview with Anna

Put students in groups. In each group let one student take the role of Anna. The other students in the group interview her. Encourage them to ask her also about the things that cannot be found in the text. Those students playing the role of Anna should make up answers.

Listening AN INTERVIEW WITH KEVIN

4 Tell students that they will hear an interview with a boy named Kevin who has also moved house. Ask them to have a look at the topics in Task A, page 14. Let them read out the topics. You can also discuss them a little bit just to get students tuned in. Play the CD and ask them to tick the topics discussed in the interview.

5 Ask students to read out the topics they have ticked. You can also ask them what they remember Kevin said about them.

6 Now tell students that you’ll play the CD again. This time they will have to take notes on the topics they have ticked.

7 Pair students off to compare their notes. Then ask them to have a look at Task B and check if they have all the information required to finish off the sentences. Play the CD once more so that students check what they have done. Finally, students read out complete sentences.

Speaking

8 Put students in pairs and let them do Task C in the Student’s Book. Since they all go to the same school, tell them they don’t have to ask each other question 6.

9 Now tell them to go to question 6 and write a short description of their school together. They should include two wrong things.

10 Pairs exchange their descriptions, read them and underline the wrong information.

Optional – Vocabulary revision

11 You can round off the class with the vocabulary revision again. Challenge students to remember the words they were using in the first activity. Ask them to take a piece of paper and write down all the words they remember.

12 In pairs they compare the lists. They can add the words from the other person’s list.

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Then they turn to somebody else and compare their lists again. This can be repeated several times until they have built up an extensive list of words/expressions.

Suggested homework: Students can imagine what an ideal school would be like and write about it. Alternatively, they can learn to retell Anna’s letter.

Step 4

Pictures from magazines

1 Bring into class a lot of pictures or magazine cut outs showing different people and children. Display them on the board. Ask students to have a look at them and give them names. Tell them to choose two pictures they like best.

Note:

It’s best to keep collecting all kinds of cut outs and build a bank of interesting pictures. They can be exploited on many different occasions and in many different ways. Best of all, they are there when you need them.

Optional steps: 2, 3, 4 and 5.

2 They copy that person’s name. Then they invent background information for that person:

Who is that person? How old is he/she? What does he/she like/hate?

What is that person like? Where does that person live? What’s his/her hobby?

What does that person do in his/her free time? etc.

3 Pair off students or put them in groups of three/four. First, they have to tell each other about their person.

Writing

4 Now, ask students to write a letter to another person in the group. They follow the tips given in the writing task on page 15. After they have finished, students exchange letters, read them and write back.

Adjectives describing people

5 Once students have given the people in the pictures names, brainstorm the adjectives for describing people. Write them all up on the board. In the end you can add some more, the ones you think are important and that students haven’t come up with.

6 Point to all the adjectives, one by one, and read them aloud. Students repeat after you.

7 Invite one student to the board. Call out the adjectives at random and he/she points to the words.

8 Tell students to call out the words. You point to some and for others, the ones you want them to practise, rub out some of their letters.

9 Ask students to come to the board and complete the words with the missing letters.

10 Now, encourage students to describe the people in the pictures. If you want to make it more challenging, tell them just to describe the person without mentioning the name. The class guesses who the person is and says the name.

11 Students can do Task D b), p. 8 in their Workbook.

Suggested homework: Students can choose either Task D a) or c) page 8, WB.

Workbook answer key

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

C 1 get used to, 2 ambitious, 3 complain 4 facilities, 5 move house, 6 sporty, 7 attend, 8 popular 9 fond of

D EYES: black, large, blue, brown, green.

HAIR: dark, long, curly, dyed, short, crew cut, wavy, straight, blond.

HEIGHT/BUILD: skinny, medium-height, plump, slim, short, thin, tall,fit, fat.

CHARACTER: ambitious, hardworking, rude, nice, lazy, aggressive, kind, polite.

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Lesson 2FRIENDSHIP

Objectives

to revise the present simple with adverbs of frequency

to describe what people are like

to talk about friends

to listen to children talking about their friends

Step 1

Lead-in

1 Start off with an acrostic that leads to the topic.

Tell students that you will describe or paraphrase words. They have to write them in a column. The starting letters will give them the topic.

F ond of like very much

R ude not polite and kind

I ntelligent very clever

E asy not difficult

N ever opposite of always

D ye change the colour of your hair

S hort opposite of tall

H ard opposite of easy

I nteresting opposite of boring

P olite be nice, kind and not rude

Have one student at the board who will write the words the class dictates to him/her.

2 Now, write on the board these two beginnings:

A real friend … A real friend doesn’t …

Ask them these two questions:

What does a real What doesn’t a real friend do? friend do?

Write all their ideas on the board. If they get stuck, help them with some hints.

3 Ask students to choose 2-3 sentences from both columns and copy them in their notebooks.

Dilemmas

4 Tell them the first situation /dilemma on page 16 and ask them what they would do. Accept all their ideas and discuss them.

5 In groups of three or four they read the remaining dilemmas and decide what to do in each one.

Variation: Each group gets one dilemma to discuss. Once they have decided what to do, they have to prepare how to mime the situation. One of them will be interpreting to the class what’s going on. In the end they say what they have decided to do.

6 Each group also has to choose one/two word(s) from their text to present to the class. They write it/them on the board, write its/their transcription and explain to the class what it/they mean(s).

Suggested homework: Task A, p. 9, WB or ask them to write a dilemma for their classmates to do next time.

Step 2

Introducing new vocabulary

1 Write the expressions that are on page 17 in the Student’s Book on slips of paper.

Have as many slips as there are students in the class. Distribute the slips. Everyone gets one. Have also one set of word cards that you will use. Read them one by one and put them up on the board. Ask students to repeat the expressions after you.

2 Read the word cards again. This time tell students they have to stand up when they hear their word/expression.

3 You show the word card, students read it. Note: Points 4, 5, 6, 7 and 8 can be optional.

Call my bluff activity

4 Take one word card, e.g. COUCH POTATO. Tell students that you will give three definitions. In groups of 4-5 they have to decide which definition is the right one. (When reading be as persuasive as possible.)

a) a potato people keep potatoes under their couches

b) someone who spends a lot of time sitting and watching television

c) a couch in the shape of a potato

5 Ask students to take vote. This game is called Call My Bluff.

6 Tell students what the right definition is.

7 Now, in the same groups students get one expression and its definition/paraphrase.

Their task is to make up two others that will be as good as the real one.

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8 After the time is up, each group takes turns to read their definitions. The class has to guess which one is the right one. The representative of the group writes the expression and its definition on the board.

9 Do the exercise on page 15.

couch potato; health freak; computer wizard; chatterbox; football fan; close friend; vegetarian; gossip.

Listening ME AND MY FRIENDS

10 Rub out the definitions on the board but leave the expressions. Tell students that they will hear some children talking about themselves and their friends. Play the CD. Students do Task A, page 18.

11 Students read out the expressions in the order they have heard them. Display one by one the words from the table in Task B. Clarify their meaning. Then ask students what they would like their friends to be like or what they wouldn’t like to be like. Play the CD again. Students do Task B by filling in the grid.

Key: Thomas – gossipy; Ian – fun to be with; Cindy – bossy but reliable; Emma – not selfish and quiet; Gemma – fun to be with; Phil – lonely.

12 Pair students off and tell them to do Task C.

Key:

1 Because it’s so hard for him to keep secrets and he’s a bit gossipy.

2 Because they have so much in common, they both love football and SF films and they both hate heavy metal music.

3 Because she is very good, not a bit selfish. She shares things with others.

4 Because they wear each other’s clothes.5 Because she always helps those who’re in

trouble. 6 Because he spends too much time in front of

television.7 Because he spends so much time alone. He has

no friends.

Speaking

13 Put students in small groups and ask them to do Task D.

Suggested homework: Task B in their Workbooks. Stronger students can do Task D, page 10.

Optional: Ask them to choose one kid and learn

his/ her text for the next time. In class they say the text and the class guesses who they are.

Step 3

Vocabulary building – write the word

1 Start off with some vocabulary building. Challenge students to remember as many words as they can that you dealt with last time. They take turns to come to the board and write them. In the end you can add some more if you want.

Bingo

2 When the board is full of words, you can play Bingo with them.

3 Tell them to draw a grid with 9 squares. In each square they should copy one word from the board.

4 Call out the words one by one. If students have the word, they repeat it after you and cross it out/tick it off in the grid. You also tick it off on the board. The winner is the student who gets three words crossed out in a line or diagonally. Once you have the first winner, you can go on until somebody crosses out all the words.

5 The winners read their words out and translate them into Bosnian/Croatian/Serbian.

6 Ask students to choose AT LEAST three words and put them in sentences.

Note:

AT LEAST seems to be a magic expression. They usually do more than you have asked them to.

Optional – YES/NO activity

7 Tell students that you will ask them some questions. They only have to answer with Yes or No.

You can ask students to make YES and NO cards. They can be used in many different situations, again and again.

Should a good friend LET you DOWN? Can you RELY ON a good friend. Should a good friend GOSSIP about you? Is a good friend BOSSY with you? Does a good friend SHARE things with you? Is a good friend SELFISH? Does a good friend HAVE the same INTERESTS as you? Does a good friend help you when you GET IN

TROUBLE?

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Is a good friend FUN TO BE WITH? Is a good friend FRIENDLY? Does a good friend KEEP SECRETS? Does a good friend HAVE a lot IN COMMON WITH

you? Should a good friend be LONELY? Can a BULLY be a good friend?

Note: Explain the meaning of SHOULD. Don’t worry because they will memorise it as a word/expression.

It’s a good idea to have all the questions written on big sheets of paper so that students also see the expressions. It’s good for students to be exposed to the target structure or vocabulary both orally and visually or have cards to do something with.

Reconstruct the question

8 Give some time to students to have a good look at the questions. Set a time limit.

When the time is up. Take all the questions down and challenge students to reconstruct the questions. First they try on their own, then put them in pairs and finally students form groups. In the end check which groups have most of the questions from your list.

9 Ask students to do Task C, p. 9 in their Workbook. 10 Remind students of the characters they listened to and read about last time. Ask them to tell you all they remember.

11 Tell them to read the texts again and underline the sentences that describe them or their friends too. Put them in pairs. They read the sentences to each other.

Reading POWER OF FRIENDSHIP

12 Write the headline of the article on the board. Ask students to say what that could mean. Ask them to do Task A, page 19.

13 Students read out their questions out and give the answers they found in the text.

14 Pair students off and let them do Task B. Ask students to paraphrase the words in bold. Let them do Task E, page 18.

15 Students do Task C. Then ask different students to read out the headings and the respective paragraphs.

16 Pair students off and ask them to do Task D.

Speaking

17 Round off with a class discussion based on Task F.

Suggested homework: Writing task, page 20, Student’s Book.

OPTIONAL

Flashing dictation

1 Start off with the flashing dictation. Use your word cards. Ask students to make three columns in their notebooks:

POSITIVE NEGATIVE DON’T KNOW

Flash (show quickly) the word cards one by one, pausing between each flashing so that students can write them in the respective column.

Word cards:

Bossy, selfish, fun to be with, close friend, chatterbox, share things with friends, have in common, let down, keep secrets, couch potato, talkative, gossipy, computer wizard, bully, health freak, vegetarian, lonely, get in trouble, complain about, do exercise, ambitious.

2 Once you have flashed all the expressions, let students comment on their choice in groups or pairs. They should use their words to finish the sentences below.

3 Put on the board these beginnings:

I like people who …

I don’t like people who…

I can’t be friends with kids who…

I could never be friends with kids who …

Real friends always …

Real friends never …

4 In groups they each read their sentences.

Note: It’s very important to teach children to help each other. If they think something is wrong and they don’t know how to correct it, they should ask the teacher for help.

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Step 4

1 Now do some grammar work.

Note: Although a lot of grammar can be picked up by allowing the student to be exposed to a target structure, and most of the activities that you have done were meant to have exactly that effect, grammar also has to be done overtly.

Correct the sentences (the present simple with

adverbs of frequency)

Write a set of sentences on pieces of paper (as many as there will be groups) or on the board. Put students in groups and tell them to decide whether the sentences are correct or incorrect. The incorrect sentences should be corrected. Set a time limit.

Here’s a possible list:

My father often gives a lift to our neighbour. Correct

I every day go to school on foot. Incorrect

Every day I go to school on foot.

My best friend live next door. Incorrect

My best friend lives next door.

Do you often go out with friends? Correct

Alice doesn’t travel often. Incorrect

Alice doesn’t often travel.

He usually is very helpful. Incorrect

He is usually very helpful.

Have you a lot of friends? Incorrect

Do you have a lot of friends? OR

Have you got a lot of friends?

The kids play basketball every Sunday. Correct

I am not usually worried about tests. Incorrect

I am usually not worried about test.

They usually doesn’t break promises. Incorrect

They don’t usually break promises.

2 When the time is up, check what they have done.

3 Tell students to do Task F, p. 11 in the Workbook.

Note: There’s more grammar practice in the appendix grammar plus at the back of the Workbook.

Suggested homework: Task E, p. 11 and Task G, p. 12, WB.

Workbook answer key

B 1 selfish, 2 bossy, 3 lonely, 4 fun, 5 close.

C common, interests, close, secrets, rely, help, trouble, let.

E do, get, is, lives, gives, come, find, make, aren’t, don’t meet, is, lasts, go, have, chat, finishes, doesn’t go, comes, work, come.

F 1 I never let my mum choose clothes for me.

2 I always do it by myself or sometimes my friends help with their ideas.

3 Sandra goes to the seaside every summer.

She sometimes makes new friends and she usually stays in touch with them when she gets back home.

4 Do you often break your promises or do you always try to keep them?

5 Do you go out with your friends every Saturday?

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w(ife)s(ister)

d(aughter)g(randdaughter)

c(ousin)m(other)

FAMILY

n(iece)d(aughter-in-law)

a(unt)s(ister-in-law) p(arent)

Lesson 3PARENTS AND CHILDRENObjectives

to revise the present simple and present continuous

to give and justify opinions

to read/ listen to a chat show

to build up vocabulary-family words

Step 1

Vocabulary wordnet

1 Tell your students that you have so many roles in your life, at least… (give them a number). Put on the board the wordnet, but only with the first letters. (The one below shows some of the possible roles one can have.)

2 Challenge them to fill the wordnet in advance.

3 Then tell them the story of the roles you play in your life. Don’t stick to the family roles only. Ask

students to listen to you and check the wordnet or fill it in, if they haven’t already done that.

e.g. I’m Marko’s mother; I’m Alma’s friend; I’m Esmir’s and Tina’s neighbour, I’m Dario’s wife; I’m your teacher; I’m a citizen of Bosnia and Herzegovina, etc.

You can use the following roles as well: taxpayer, colleague/workmate; cook, fan, partner, vegetarian, driver, owner, animal lover, etc.

4 Now tell them to add to the wordnet any other family role they can think of.

5 Ask students to write down several names of their family members and relatives.

Put them in pairs. They ask each other questions trying to guess who is who.

e.g. Is Marina your cousin.?

Elicitation

6 Write on the board: PARENTS and CHILDREN

They often…

They sometimes…

They never…

Elicit students’ ideas.

Statements about parents and children (page

21)

7 Tell students that they will hear some statements and that they will have to show who they think has said them, parents or children, by standing up or remaining seated.

e.g. parents-remain seated / children-stand up

8 Read the statements on page 21 one by one. Students react to them. It’ll be a bit fussy but fun. While reading them you can explain the words you think might pose a problem for your students.

9 Now students open their books, read the statements and check what they think about them again.

10 Tell them to copy the statements that their parents/they often say.

Step 2

Miming (the present continuous)

1 Prepare slips of paper with some sentences describing actions in the present continuous.

e.g. You’re watching a horror film on TV.

You’re trying on a tight pair of jeans.

You’re in a hurry and you’re looking for one of your textbooks.

You’re trying to catch a bus.

You’re eating a slice of lemon, etc.

Students stand at the front, draw a slip and mime the action. The class has to guess what it is. If you run out of slips, students can go on miming using their own ideas.

2 Students open the books to page 21. Let them talk about the families in the pictures. Invite students to make up a story about them: who they are, where they live, what the parents do, what’s going on right now, etc.

3 Ask them to write speech or thought balloons for everyone in the picture. They can do so individually or in pairs.

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4 When they are ready in pairs/groups they read to each other what they have written down.

Variation: You can put students in groups. They write questions and then exchange them with some other groups. Then they answer the other groups’ questions.

6 Do Task D, p.15, Workbook.

7 Do the Pronunciation box.

The present simple vs. the present continuous

You can discuss with your students the difference between these two present tenses.

Ask them to read the grammar spot.

8 Now play a grammar game. Write the following sentences on sheets of paper.

e.g. Johnny plays/is playing football with his friends every Sunday. We never go/are going to the cinema on weekdays.

How often do you have/are you having English classes?

Listen! Somebody cries/is crying. It’s 7.30. Dad watches/is watching the new. I usually go/am going to school by bus but today I

walk/am walking. What do you talk/are you talking about? I don’t

understand a word. Every summer Sally spends/is spending her

holidays in the mountains. etc. Put the sentences up on the board. Group the

students and tell them to discuss the sentences.

9 Take the sentences down and number them. The groups take turns to ask for the number. You show them the sentences and they choose the right verb form. If they do it well they win a point for their group.

Variation: You can also write some correct and some incorrect sentences. Their task is to say whether the sentences are correct or incorrect. They get 1 point when they guess that the sentence is correct. When they detect the incorrect sentence they have to correct it and if they do that well they get 2 points.

Suggested homework: Task C, p.14 in the Workbook.

Ask students to rank the parents’ statements according to how annoying they find them and ask their parents to tell them what is most annoying for them so that they can report about that next time.

Step 3

A and B dictation

1 Have a dictation. In each row, students sitting on the right will be A students and the ones sitting on the left will be B students. Dictate the following sentences. Warn students that they have to write only the sentences with their letters.

Note: Before you start reading, write on the board all the words you want your students to pay attention to. We suggest the words in bold. Don’t forget to say the letter before each sentence.

A) Peter is so stubborn. Everything has to be the way he wants it.

B) Some boys in my class are very violent. They hit smaller kids and fight with everyone.

A) Brian is my best friend. I really trust him. If he promises something I know he will do it.

B) My parents support me whenever I have a problem. That way it’s much easier for me.

A) All teachers get angry when their students talk

back. They only want them to listen and never talk back.

B) Mothers are usually very caring and understanding with their children.

A) I hate it when somebody breaks a promise. I always keep my promises.

B) It’s so embarrassing when you get caught in a lie.

A) We really get on well with our teachers. We have no problems at all.

B) Tom always has some different ideas. That’s why we often argue with him.

A) Who do you turn to when you have a problem: your parents or your friends?

B) Jane’s parents are very permissive. They let her do whatever she wants to.

Optional:

2 Put students in pairs. They dictate their sentences to each other. So every student ends up with 12 sentences.

3 In pairs students work out the meaning of each expression in bold. Check their ideas and the class agrees upon the meanings.

Good/bad (page 21)

4 Do Task A, page 21.

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5 After the have discussed the words/expressions, ask students to categorise them (Good/Bad) – Task B.

6 Ask students what a chat show is and let them name some of them. Ask them which one they like best and why.

7 Tell them they will hear a chat show about parents and children and how they get on. Who would they invite to the show if they were the hosts?

Listening A CHAT SHOW

8 Do Task C, p. 22. Key: 1 c; 2 a, c, d, e.

9 Now, students listen to Part 1 and do Task D.

Key: 1 Mr Alistair is a psychologist. 2 Billy gets on well with his parents. 3 He can’t talk about girls with his parents.

Reading

10 Next, students are going to read the second part. First have a short discussion based on the questions in Task A, page 22. Let students read and check their guesses.

11 Play Part 2 and ask students to do Task B.

Key: 1 F, 2 T, 3 T, 4 F.

12 Students do Task C. Ask them to tell the class which of the statements they agree most with and why.

Speaking

13 To round off do Task E, page 24.

Step 4

Vocabulary revision

1 Give these word puzzles to your students.

RL on GR with RG with GT on

CMPLN about NTRSTD in LT down TRN to

They work the expressions out. Set a time limit. (rely on, agree with, argue with, get on, complain

about, be interested in, let down, turn to)

2 When the time is up, tell them to open their Workbooks to page 14 and look at Task B a). They check what they’ve done. Students shut their workbooks and you check the meanings.

3 Put the beginnings on the board and ask students to complete the sentences:

Can you rely on…?

Do you agree with people who say that…?

What do you usually argue about with…?

How do you get on with…?

What do … complain about?

Are you interested in…?

Do you agree that… will never let you down?

Do you turn to… when you’re in trouble?

4 Pair students off. They ask each other the questions and answer them.

5 Do Task B b), p. 14 in the Workbook.

6 Do Task D, p. 24 in the Student’s Book.

Key: topic; violent; stubborn; trust; expert; embarrassing, well-known, argue, caring.

7 To practise word order, put students in groups of four. Tell them to read the conversation and choose a sentence to copy in their notebook. Then they should write each word on a separate slip of paper. Finally, they should exchange the piles of word slips and try to put each other’s sentences right. They check them as well.

Optional: You can role-play the chat show.

Suggested homework: Task A, p.13, WB.

Suggested homework: Task F, p. 24, SB.

Workbook answer key

A: How do you get on with your parents?

Do you ever argue with them? Do you spend much time together? Do they complain about anything? Do they choose your clothes? Do you talk about school? Do you mind that? Are your parents strict or permissive?

B: a) on; with; about; on; about; in; down; to.

b) complain; rely; interested; get; agree; turn; argue; let.

C: are you doing; am watching; have; don’t you study; don’t need; know; are you doing; work; are painting; Do ... want; watch; are ... watching.

D: 1 buying, buy; 2 talking, talk; 3 arguing, argue; 4 studying, study; 5 having, have.

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LISTS FROM PICTURES, PICTURES FROM LISTS PROCEDURE:

1 Divide your class into groups of four or so, each group with its own secretary.

2 Give each group a photograph and a sheet of paper. Ask groups not to look at other groups' photographs.

3 Groups brainstorm adjectives and / or nouns and verbs for the faces in their picture. The secretary writes down all the words suggested.

4 Collect the photographs and ask groups to exhange lists.

5 Give each group another sheet of blank paper.

6 The groups draw a scene in which all the emotions in their new list would be likely.

7 Display the drawings and lists along with the photographs, all mixed up

8 In pairs, students decide how the photographs, lists and drawings might match up. Add that different matches are possible, but each should be believable and justifiable.

9 Bring the class together. Discuss the various ways that pairs have matched up photographs, lists, drawings.

TIP: Instead of displaying the drawings and the lists, a

student describes the drawing and another one matches the description with the list and vice versa.

MEMORY POSTER CIRCLES

Assign each pair a different adjective, check that they know what it means, and ask them to produce a poster on a blank sheet of paper as follows:

- In the largest letters possible they write the initial and maybe also final consonants. The middle of the verb is represented by a dash. Phrases may be written in a number of ways.

e.g. S_ _ _ _ D

- In one corner of the poster, they make a sketch that in some way suggests the meaning of the verb.

- All the pairs stand against the walls and hold up their posters.

- Students guess each others' words and perform the appropriate movement.

- Ask everyone, with their partner to look at all the posters and try to remember both the sketch / movement / word for each.

- Students put down their posters.

- Choose a student to perform a movement and let the others guess the its meaning.

- Repeat with a couple more pairs.

A GIANT HORSESHOE

- Ask pairs to form a giant horseshoe. Position those who you suspect have the best memories for vocabulary at one end and those who you think do not, at the other.

- They say their own adjective or phrase. The next pair says the first pair's words and their own. Students can also explain their sketches to each other.

- Students can collect the posters or ask students to stick them on the walls around the classroom.

COLOURED PAPERS

- Have coloured paper on hand so that students can choose a colour they feel is appropriate to the words on their list.

MANDALAS

- Use MANDALAS. Let the students write “stronger” adjectives in the central part of mandala and the ''weaker'' ones on the edge. Students can also choose colours they feel are appropriate to the words in different parts of mandalas.

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Lesson 4FEARSObjectives

to talk about fears

to introduce adverbs of manner

to practise the 3rd person singular of the present simple

Step 1

Lead-in

1 Start off by asking students to write down at least 5 things people are afraid of. If they don’t know the word they can write some in Bosnian/Croatian/Serbian. They can do this in pairs.

2 Let them have a look at the box on page 25 and compare their list with the one in the book. They can tick all the ones they have written. If there are any words in the box that they have in their notebooks in Bosnian/Croatian/Serbian they can copy them in English in their notebooks. They might recognise some words when they see them in English. That’s their passive knowledge of vocabulary. Help if necessary with the words they don’t know. Read aloud all the words in the box. Students can add more words to the box. Ask everyone to contribute. Start with the weaker students.

3 Students should explain why some people have these fears. They have a model sentence in Task B. You can also write it on the board.

Some people are afraid of ________ because

they think they can ____________.

If you have a stronger class you can write the sentence first and students can come up with their ideas before looking at the box in Task B.

4 Students can now write numbers next to the fears. Number 1 is the thing they are most afraid of.

Introducing ADVERBS OF MANNER

1 While writing the adjectives below on the board, tell them a story like this:

I wouldn’t describe myself as a very BRAVE person. When I was at school I was afraid of maths tests. The teacher was very NERVOUS, the exercises were never EASY and I was quite DESPERATE. Today I’m

afraid of VIOLENT people. But, I’m sure they are not HAPPY themselves. They could become better people if they had a chance. I’m sure they didn’t grow up in COMFORTABLE homes, surrounded by POLITE people.

brave

nervous

easy

desperate

violent

comfortable

2 Ask your students to tell you a word (noun) that can come after those adjectives.

brave people nervous teacher easy exercises desperate student violent people comfortable home

3 Ask your students what these words are and what they describe. Write on top:

ADJECTIVES (they describe NOUNS or what

something is like.)

How do brave people behave? What about violent people? What do nervous teachers sometimes do? By asking questions or giving some prompts write the following sentences on the board next to the corresponding adjectives.

They behave bravely. He/She shouted nervously. He/She treated his/her

students badly. If the exercises are easy, you can do them quickly

and easily. I used to bite my nails desperately. They attack other people violently. You can sit comfortably.

4 Ask your students what the words written in bold describe. Write above:

ADVERBS (they describe VERBS or how someone

does things.)

Let the students find the verbs the adverbs refer to. Underline them as shown above.

Let the students look at the adjectives and adverbs. Encourage them to draw the conclusion: ADJECTIVE + LY or Y = ADVERBS. Tell them that there are some exceptions that you might explain later.

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Spelling changes

5 Before doing Task B in their Workbook, point out some spelling changes. Write on the board:

easy easily

terrible terribly

Ask your students about the changes (y i; no e)

6 Read through the GRAMMAR SPOT with the class. There are three exceptions to the rule. Give examples and write them on the board.

She is a good tennis player. She plays well.

Porsche is a fast car, driving it too fast can be dangerous.

They work hard. They are hard workers.

7 Students should do Task C in their Workbook. Ask somebody to read the adverbs in the yellow box.

Explain the words fluently and soundly. Give them a few minutes to have a look at the pictures and connect them with the appropriate adverbs (the present simple is used here because the people in the pictures always do these things in such a way. This is also good practice of the 3rd person singular).

You can encourage students to tell you about their family or famous people using the verbs and adverbs from these exercises.

Step 2

Reading HOW DO YOU DEAL WITH FEARSOME SITUATIONS? ()

1 Give your students 2 minutes to go through the questionnaire very quickly in order to find out what the seven fearsome situations are. (Being caught in a storm/home alone/seeing a spider/flying by plane/being in a car with a careless driver/walking home alone at night/giving a talk in class.)

2 Let the students do the questionnaire. In a weaker class you should pre-teach some of the vocabulary below. You can write some of the words on the board and ask which of the situations in the questionnaire the words refer to. Or, you can make your students guess the words from the context, which is one of the strategies of dealing with unknown words when reading a text in English.

deck life vest captain seat

(un)lock the door break into someone’s home

gently helplessly violently

excitedly chat endlessly

steps turn around figure out hold firmly

prepare preparation

3 After your students have done the questionnaire make them report their answers to their partner. In a weaker class you can first practise frontally. Stronger students can explain why they have picked out a certain answer. Let them read their score on page 18 in their Workbook.

4 Let the students underline all the adverbs in the questionnaire. They should write the adverb together with the verb one below the other in their notebook (Task F). After you have checked what they have done, tell them to cover the adverb and by looking at the verbs only, they should try to remember what the corresponding adverb was. They can work in pairs and examine each other, which would prepare them for doing Task D in their Workbook. You can let them work in pairs. They should fill in as many adverbs as possible without looking back at the book. Can they fill in more than half of them? Set a number as a challenge depending on the strength of a particular class.

Step 3

Listening WHAT ARE WE AFRAID OF?

Pre-listening task (pictures on page 28)

1 Students should have a look at the pictures and guess what these people are afraid of.

By asking questions while students are describing the pictures, introduce some words and expressions that will come up later in the listening part (these words are written in bold). For example:

to be rushed to hospital

to imagine scary creatures

not able to sleep well, have nightmares

to collapse

After you have written them down on the board, check the meaning by asking your students:

Where does it say imati noćne more? Where does it say srušiti se?, etc.

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Listening

2 First listening: Task A Listen to the text and number the pictures in the order they appear on the CD.

3 Students can do Task B. They should justify their choice by referring back to the text.

Tina is a youngster or a schoolgirl.

Eve is probably middle aged (doesn’t appear so in the picture, though) because she says that she went to a business meeting. She is a successful business woman.

Tom says he remembers it very well so he can be a youngster or a middle-aged man.

Tim is a schoolboy.

John is probably a middle-aged person.

4 Second listening: Task B. Listen and write down the sentences with these adverbs of manner.

HARD My parents tell me to work hard. I do work hard but I can’t help it. (Tina)

LOUDLY I shouted loudly for help but nobody seemed to hear. (Eve)

DESPERATELY I sat desperately on the floor. (Eve)

GENTLY The sofa started to move gently. (Tom)

CAREFULLY I listen carefully to all the sounds. (Tim)

PATIENTLY My driving instructor teaches me very patiently. (John)

5 In a stronger class, let the students listen once more. The third time the task is to hear some more adverbs that the speakers mention.

For example: I can’t sleep well.

… the ones where the door closes automatically…

… press the buttons firmly…

…sitting comfortably…

…listen carefully

…scary creatures get into my room violently…

My heart is beating fast then.

6 Finally, ask your students if they have anything in common with any of them. They could also think of a person they know with the same fear speakers were talking about.

Optional

1 Ask students about the origin of the word

nightmare that you have introduced in this lesson. You can tell your students to listen to the story and decide whether it is a true story or whether you made it up (the story is true and comes from the Dictionary of Word Origins by Linda and Roger Flavell).

“In the 5th century the Angles and Saxons came to England from the north of Germany. Their language slowly developed into a language called Old English. You wouldn’t understand a lot of it today, but there are some words that have remained in English since that time.

The Germanic people believed that someone suffering from terrifying dreams at night had the visit of a bad spirit or demon called Mera or Mara. They believed that this demon sat on the chest (point to your chest) and didn’t allow the person to sleep and rest. In order to get rid of the spirit they hung up mistletoe (imela) above their doors. Later on the word night and Mara or Mera were put together in a word nightmare which means a terrifying dream.”

Step 4 Practice

Vocabulary revision – memory game without cards

1 You can try to play memory without cards as long as you don’t want to revise too many words. Students are very good at remembering words “behind” the numbers and letters and would try harder if you tell them that this is very difficult. The aim of the game is to find pairs– this time collocations.

Write only numbers and letters on the board. You have the numbers and letters with words written on a piece of paper. The two groups take turns in “opening” the cards. They open a number first and then a letter.

You just say the word but don’t write it on the board.

1 business A nightmares 2 seriously B films 3 horror C instructor 4 car D injured 5 scary E accident

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6 driving F meeting 7 have G creatures 1 F (business meeting) 2 D (seriously injured) 3 B (horror films) 4E (car accident) 5G (scary

creatures) 6C (driving instructor) 7E (have nightmares)

2 Ask your students if they remember the context of these words. They should try to retell what people said about their fears. If they haven’t used any of the adverbs in talking about speaker’s fears write some of the adverbs on the board and ask if anyone can retell it once more by using one of the adverbs from the board.

How did I say it?

3 Dictate to the students the following adverbs. Tell students that each time you say an adverb someone comes out and writes it on the blackboard.

happily sadly slowly quickly loudly nervously

angrily gently

You tell them that you will say “Hello everybody!“ in different manners and they should guess how you said it. After 2 examples you can ask your student to do it instead of you.

4 Students should do a similar exercise in their Workbook (Task A). After they have finished ask them to read the sentences aloud. They should say them in the manner stated. If you have a stronger class, put students in pairs and tell them to prepare a short conversation in which they should include just one of these sentences.

5 Do some of the additional exercises in the GRAMMAR PLUS section of the Workbook.

6 If you have a stronger class you can round off the lesson by asking who they think the brave people are today.

Should there necessarily be some superheroes? (You might be surprised by your studentsí maturity!)

This discussion might lead you naturally towards the next lesson called HELP!

Workbook answer key

A 2 Stop talking! 3 Are you really that ill? 4 Here you are! Have a sandwich!

5 I love you! 6 I can’t sing in front of all these people. 7 I’m so unhappy!

B 1 a) kindly b) kind;

2 a) awful b) awfully;

3 a) beautiful b) beautifully;

4 a) lazy b) lazily;

5 a) sweet b) sweetly

C He walks very slowly. She cooks well. She speaks German fluently.

He sings beautifully. He sneaks into the house quietly. She runs fast.

He drives dangerously. He plays the guitar loudly. He sleeps soundly.

D 1 a) happily b) comfortably/carefully c) secretly

2 a) loudly c) quickly

3 a) helplessly b) gently c) quickly

4 a) excitedly b) nervously c) endlessly

5 a) politely b) desperately c) openly

6 a) bravely b) firmly c) desperately

7 a) hard b) calmly c) soundly

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Lesson 5THE SCHOOL ORCHESTRAObjectives

• to talk about music and musical instruments

• to talk about people who play an instrument

• to practise comparison of adverbs

Step 1

Lead-in

1 Start off by asking students to write down at least 4 musical instruments. They can do this in pairs. Check their ideas / suggestions.

2 Encourage students to compare their words to the photos in SB, p.29. Ask the students for the musical instruments from the SB that are not on their lists. Write them all on the board. Add some more instruments from your own list.

3 You can play a game in order to memorise the words dealing with the instruments. Divide the class into two groups. Then, ask two students from each team to come before the board. Students from each group say the word tha’s on the board aloud. Two students should turn towards the board and circle the right word. Who does that first, wins the point. The group that has most of the words correctly circled is the winner.

4 Students listen to a CD and write the musical instruments in the order they hear them. Check their answers.

5 Then, students listen to the CD again trying to sort them out into 4 groups. Discuss the topic with the students and check their answers.

Suggested homework: Tasks A, B in the Workbook.

Step 2

Reading: THE SCHOOL ORCHESTRA

1 Ask students to do Task C in SB.

2 Students read the text aloud to check their guesses.

3 Discuss the topic with the students asking them questions from Task A.

4 Write the words from VOCABOX on the board. Ask students if they know what they mean in Bosnian / Croatian / Serbian. Tell them to do the matching up in Task A, p.32. Check their answers.

5 Then, tell them not to look at the SB or to close it. Erase the words from the board. Read the definitions aloud. Encourage them to write down the word correctly.

6 Let the students listen to a CD and say who the winner is.

7 Listen to it again and complete the sentences.

8 Discuss the questions with your students (SPEAKING SECTION, TASK A)

Step 3

Practising the comparison of adverbs

1 Ask your students about the rules used to form the adverbs.

2. Divide the class into 4-5 groups and tell them to underline the adverbs in one of the assigned texts.

3. Check the answers together with them.

4. Encourage students to answer the questions from Task B, p.31

5. Introduce students to comparison of adverbs. Remind them that it is similar to comparison of adjectives. Elicit some differences and similarities between them. Draw their attention to Grammar Spot or Grammar plus pages.

6. In the end, introduce students to homonyms. Explain them what does the term mean and give them an example. Let the students listen to the CD and complete the sentences in Task B, Pronunciation box.

Suggested homework: Tasks C,D in the Workbook.

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Lesson 6HELP!Objectives

to talk about problems

to give advice

to practise time sentences in the present simple

Step 1

Lead-in (A guessing game)

1 You can start off with an association game (a modified version of Task A from the book) in which students have to guess the word. The boxes (1-10) which they can “open” hide some information about the word. The first group says a number from 1 to 10 and you read the sentence with that number. Then it’s the other group’s turn. They open the boxes until they guess the word. If they want they can open the same box several times. (The chosen word is PROBLEMS.)

1 It’s a noun, in the plural. 2 Nobody wants to have them. 3 It’s best to deal with them. 4 You can solve them. 5 The word starts with the letter P. 6 They can be serious or big. 7 They can be small. 8 They can be connected with school. 9 They can be connected with love. 10 It’s good to talk about them.

2 Students should open their books now and look at Task A.

How do you say in English

riješiti problem?

veliki, ozbiljni problem?

ljubavni problemi?

problemi povezani sa školom?

Ask students how they feel when they have a problem. What do they do?

Do they talk about it?

Go around the class and let them finish the sentence.

When I have a problem…

I’m very sad/I can’t eat/I eat all the time/I talk to my best friend/I don’t talk to anybody/I tell my mum or dad/I don’t want to tell them but they usually find out, etc.

3 Why do some people write about their problem to a magazine?

(Because they want advice/they don’t want to talk about it/they want advice from a person whom they don’t know/they feel better after writing the

problem down.) By asking questions try to lead your students to some of the answers above.


4 Students should look at Task B. You can always tell them to refer to the word list at the back of the book. Check what they have done before telling them to do Task C.

5 Task C. There is no correct answer about what good and what bad is. Ask them to justify their choice. Listen to their opinions very carefully and always stress the importance of listening to what others are saying. Teach them to respect other people’s opinion.

Children at this age might be very reluctant to express their opinions, not only because they might not know what to say or how to say it but because they are afraid of their classmates’ reaction. Students should sort the expressions from Task B in two columns.

Reading

6 While reading the problem page on page 35 students should decide who has the most serious problem.

Post-reading tasks

7 Students should do Task E (1F 2F 3T 4F) and Task F (oral or written exam/twin brother/pop or classical music/adoptive or natural patents)

8 Task G and H revise the present simple tense. Ask your students what changes they have to make when turning the first person singular in the third person. (For more present simple practice go to GRAMMAR PLUS section at the back of the Workbook.)

Suggested homework: Task A, B and C in their Workbook which will make them go back to the text once more.

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Step 2

Lead-in

1 Check homework and ask your students to pick out one of the problems young people have written about. Ask them what advice they would give them and write two sentences on the board. For example:

If I were you, I’d talk to your parents. You should talk to your brother, too. You shouldn’t worry about explaining the second

conditional. Introduce If I were you as a chunk of language used for giving advice.

Matching the problem with the advice

2 The purpose of this activity is to expose students to more examples of ’You should… ’/’If I were you..’ structures typical for giving advice. Each student gets just one slip of paper (a problem or a piece of advice). There are two pieces of advice for each problem.

First a student who has a problem card reads out his/her problem. At least two students should read appropriate advice for the same problem. With a stronger class you can discuss each piece of advice as you go along.

I have a headache.

You should take an aspirin.

If I were you, I’d go for a walk.

My friends tease me for being fat. You should laugh at it and tell them that nobody

is perfect.

If I were you I’d eat fewer sweets.

My best friend is always late. If I were you I’d buy him/her a big clock as a

birthday present.

You should tell him/her that you won’t wait for

him the next time.

I’m very skinny and I’m not very happy about it. If I were you I wouldn’t worry. You will put on

some weight when you get older anyway.

If I were you I’d be very happy. But why don’t

you eat more?

My brother and me are not treated the same. If I were you I’d talk to your parents.

You should talk to your brother first.

Listening – TWO DIALOGUES

3 Before listening for the first time let the students read the questions in Task A.

Dialogue 1

Pam has problems with her friends. They’ve pushed her out of the group. They don’t let her sit at their table. They don’t want to talk to her.

She feels terrible. She is disappointed.

She talks to her friend Allie.

Dialogue 2

Brad has problems with geography. He has a test on Friday and he doesn’t know much.

He is worried and a bit jealous of his sister who is very good at school.

He talks to his sister.

4 Students should read the sentences in Task B very carefully. You can ask them what the sentences have in common. They are used for giving advice. Some of the students would be able to sort the sentences out before listening for the second time.

Dialogue 1

If I were you, I’d talk to her.

You should tell her to treat others with respect.

If I were you, I’d invite her to come over.

Dialogue 2

You shouldn’t fool around, then. You should start studying.

You should first clear away the mess on the table.

If I were you, I’d study ten pages today and the next five tomorrow.

And you should switch off the mobile phone.

5 Check their work and ask them why Allie and Corina give such advice.

6 Ask your students to turn the ’should’ sentences into ’If’ sentences and the other way around.

Speaking

7 Students work in pairs. They ask each other questions from Task E. The aim of this activity is to put the phrasal verbs in a personal context.

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Step 3

Reading

1 Now students may have a look at Part 2 (Task A). Those are Ed’s answers to the problem letters from page 35. You can ask someone to read it aloud. While reading they should refer to page 35 in order to fill in the names in Task B. Task B familiarises them with the verb pattern advise someone to do something. The four sentences in Task B summarise Ed’s answers and they might help weaker students when talking about them. (Key: Kelly, Tom, Kitty, Patty)

2 Ask students to find the exact sentences where Ed gives advice. This time they read selectively (scanning).

For example:

First you should tell your adopted parents that you have found out.

If I were you I wouldn’t look for my natural parents now.

You should be kind and understanding to your friends. If I were you I’d try to meet people who have similar

interests.

3 Students should copy in their notebook sentences where Ed gives advice.

For example:

You should ask them to stop talking as if you were still their baby.

If I were you, I’d talk to your brother.

You should ask you friend to help you. He should examine you as if you were his teacher.

If I were you, I’d revise aloud.

4 Ask your students to do Task C now. Help if necessary.

5 Task D can be given for homework. Each student should think of two pieces of advice for each problem (an exercise similar to the one you started off with).

Phrasal verbs

6 Let your students have a look at the Vocabox with phrasal verbs. Ask them why they are called phrasal verbs. You can write on the board some of the phrasal verbs they learnt last year. For example: wake up/get up/look for/go away/look after, etc.

Explain that phrasal verbs consist of two or three parts. They can have one particle (come over) or two particles (get down to). In English phrasal verbs can be replaced by another single word verb with the same meaning. Ask your students to do Task D.

Check if they understand the meaning by asking them to translate the sentences into Bosnian/Croatian/Serbian.

Additional tasks

Vocabulary revision

1 Ask some of your students to come to the board and write the following expressions. Other students copy the expressions in their notebook one below the other:

friends, difficult time, to read and study again and again, to be in a better position, getting bigger, little child, not interesting, to be serious, nice.

Students can work in pairs. Tell them to go once

more through Ed’s answers and find in the text the expressions with a similar meaning. Point out that they do not appear in the text in the same order as on the board. They should copy the expression next to its paraphrase.

2 After that you tell them you are going to read Ed’s answers once more. They have their books shut. When they hear the expression with a similar meaning to the ones on the board they should shout stop. You then stop reading and they read one of the expressions from the blackboard.

The words appear in the text in the order below.

difficult time – tough time

to study over and over again – revise

getting bigger – growing up

little child – baby

friends – mates

not interesting – boring

nice – kind

to be serious – mature

3 Check if students can translate the expressions into Bosnian/Croatian/Serbian.

Giving advice – revision

4 Check the students’ homework. Sometimes you can do it in the middle of the lesson not only as a break from the routine but also as revision or as a lead-in

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for the step that follows. You can split the class into two groups. The students take turns to read their advice. The group which has more advice to give is the winner. Revise once more the two ways of giving advice which they are going to use in the next step.

Note: If you have time and you believe your class is mature enough to do it, you can dedicate one more lesson to the topic. You can do Task A and B from the Workbook. You can ask students to write a problem on a piece of paper anonymously. You collect all the papers and then let the students take somebody else’s problem and write a short answer with a piece of advice. You can collect them and photocopy them and then let them read them all and look for the answer they got.

We advise you not to correct mistakes this time on their papers, but maybe just point out some of the common mistakes in one of the following lessons.

Suggested homework: Task C in their Workbook.

Workbook answer key

Part one

A examine a student/hang out or around/advise someone to do something/play an instrument/go out/feel angry/get mixed up

B 1 hangs; goes 2 examines; gets 3 advises; feels 5 plays

C 2 Tom is disappointed when the teacher examines him.

3 Patty is bored with the things her friends talk about / when her friends talk about fashion and pop music.

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Lesson 7MODERN TECHNOLOGYObjectives

to discuss modern technology

to revise the present simple and the present continuous

to agree/disagree

to give opinions

to give examples

Step 1

Vocabulary elicitation

1 Write on the board the title of the lesson: Modern technology. Elicit the items students associate with it. Write the all up on the board.

2 Tell students to open their books to page 39 and compare their ideas with the ones in Task A. Ask them to check the picture with the words/expressions.

Key: mobile phone – 4, iPod – 2, laptop – 1, digital camera – 3, desk-top computer – 5, television set – 6.

3 Do Task A, page 24 in the Workbook.

4 Ask students to rank the devices. Check how they have rated mobile phones. Tell them that you’d like to see what they think about mobile phones. Ask them to do Task B, page 24 in their Workbook. After they have dealt with the table ask them to write sentences expressing their own opinion.

Listening TERRY’S STORY

5 Write on the board the following sentence: A 13-year boy is looking for a Saturday job. Ask students why they think he needs a Saturday job. Write their ideas on the board.

6 Play the CD and ask students to try to hear the answer.

Key: He needs to pay his mobile phone bills that are very high.

7 Ask students to read the questions in Task B. Give them 30 seconds to memorise the questions. After the time is up, challenge the class. Tell students to shut the book and check how many questions they remember.

Note: By doing the previous activity, you prepare students for listening for specific information and note taking.

8 Play the CD again. Students take notes and then do Task B.

Key: 1 He’s crazy about texting. 2 He can’t control himself. He texts his friends day and night. 3 To Brandon. 4 He needs Brandon’s help because his phone bill is too high. 5 Brandon tells Terry to get a Saturday job. 5 He thinks it’s a great idea.

9 Instead of reading the answers out encourage students to use their notes and the questions in Task B to give a report.

10 Do Task C.

Speaking

11 Ask students to express their opinion regarding the problem they have just dealt with. Ask them to do Task D.

Encourage them to use the expressions from the box on page 43.

12 Round off with Task B, page 39 in order to check what students really think about mobile phones .

Suggested homework: Task E a) and b), page 26, Workbook. Stronger students can do Task C.

Step 2

1 Start off with the questions students had to do for homework. They can ask each other questions.

2 Pair students off and tell them to do Task F, page 26 in their Workbook.

Key: 1 Have you got a mobile phone?

2 Are mobile phones useful?

3 Is it OK to have long conversations on your mobile phone?

4 Do teachers let you have mobile phones in class?

5 Do business people use mobile phones?

6 Is texting better than meeting your friends?

3 Ask students to say if they agree with the answers. If they don’t agree with some of the statements, let them say why.

Reading

4 Tell students that they are going to find out what other people think about mobile phones. Ask them to do Task A, page 41, Student’s Book.

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Note: While students are reading the text write on the board the following words:

privacy / reach someone / be available / annoying / turn off / come in handy / ban / rude / get in touch / texting

5 Check Task A. Ask students which statements they agree with most (Task B).

Now, ask them to have a look at the words/expressions on the board. Tell them to find the expressions in the sentences and try to work out their meaning from the context. They can work in pairs. Discuss the words/expressions. Then ask students to translate them. Finally, they can check them in the mini-dictionary.

Optional: Students can go through the text again and copy some of the sentences on slips of paper. Collect all the slips, put them in a pile and then students come, one at a time, draw a slip, read the statement and say if they agree or disagree.

6 Do Task G, page 27, Workbook.

Key: 1 texting, 2 ban, 3 annoying, 4 touch, 5 turn, 6 rude, 7 privacy, 8 reach.

7 In order to prepare students for either a writing (Task H, page, 27, Workbook) or a class debate (Task E, p. 43, Student’s Book) do Task A and B, page 42, Student’s Book.

8 If you decide to do the writing task, set it as a homework assignment. Stronger students can write an essay following the hints given in Task H, page 27, Workbook, while weaker students can write tips for the proper use of mobile phones (Task C, page 42, Student’s Book).

Note: this is actually a For and against essay. It’s important to make it clear how this sort of essay is written and that it is important to follow the tips given in the workbook.

Optional: You can have a class debate, following the steps given in Task E, page 43, Student’s Book.

9 Round off with Task D, page 42.

Key: please, thanks, I love you., Please, call me., later, Have a nice day., See you., Are you OK?, before noon, tonight, Great to see you.

Suggested homework: Task D, H (for stronger students), Workbook and Task C, page 42, Student’s Book.

Workbook answer key:

A 2, 3, 5, 6, 4, 1.

D is, are, like, thinks, don’t agree, argue, uses, is surfing, are trying, doesn’t like, uses, isn’t working, is thinking, wants, needs, think, has, don’t want, is looking.

E 1 do, 2 are, 3 are, 4 do, 5 are, 6 do, 7 does, 8 does, 9 is, 10 do/can.

F Have you got a mobile phone?

Is it good to have mobile phones?

Is it OK to have long conversations?

Do teachers let you have mobile phones in class?

Do business people need mobile phones?

Do you like texting your friends more than meeting them?

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Culture spot 1LEARN ABOUT THE HISTORY OF THE USA/BOSNIA AND HERZEGOVINA

1 Bring a map of the USA. Put on the board the following:

Texas Alaska Washington, DC New York, Hollywood

Disneyland the Mississippi the Niagara Falls the Rocky Mountains

You can add some more. Encourage students to come to the board and show where on the map the places are and tell the class what they know about them. Encourage students to tell the class whatever they know about the USA.

2 Do a quiz. Group the students and give each group a list of questions. Give them some time to prepare for the quiz.

a) Which continent is the USA on? b) What are the neighbouring countries? c) What do the letters USA stand for? d) How many states are there? e) Is Alaska connected with the USA? f ) What are the colours of the US flag? g) What are the Americans often called? h) What is the capital of the USA? i) What are the native Americans called? j) Who is the president of the USA? a) The North American continent b) Canada and Mexico c) The United States of America d) 51 e) No. There is Canada between them. f ) Blue, red and white (with stripes and stars) g) Yankees. h) Washington, DC i) Indians j)

When the time is up, have a quiz game. Have all the questions written on slips of paper. Shuffle them. Groups take turns to draw slips and offer the answers to the questions.

3 Ask students to name at least six famous, both alive and dead, Americans. Write all the names on the board. Students explain who the people are/were.

4 Tell them to choose 5 and copy their names in their notebook and write what they remember about them.

5 Ask students to do the matching exercise after the text. Tell them they should try to predict the answers, first individually, then they check their ideas in pairs.

6 Students read the text to check their ideas.

C. Columbus ’discovered’ America.

Sitting Bull was a famous Sioux chief who won the Battle of Little Big Horn.

The Civil War was between the South and the North.

On July 4th Americans celebrate Independence Day.

Henry Ford made the first car.

Charles Lindbergh first flew across the Atlantic.

Robert Oppenheimer developed the first atomic bomb.

Martin Luther King fought for the rights of the African Americans.

Neil Armstrong was the first man to walk on the Moon.

Suggested homework:

Write the following groups of words on slips of paper.

A native B landowner C declaration

colony tobacco independence

survive slavery name after

harvest equal religious

celebrate cause reason

settler civil war choice

Thanksgiving grow cotton command

D battle E century

tribe invention

wounded event

chief develop

bull right

way of life prize

land peace

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Allocate one group of words to each student. Their task is to prepare the words for the next time. They have to write all the words in large block letters on sheets of paper. They should also write a transcription for each word and its meaning. They should think up at home how to explain the word in English.

Step 2

1 Start with the map on page 44. Challenge students to read correctly all the states.

2 Tell them to shut their books and check how many they remember.

3 Ask them which state they would like to live in and why.

4 Put students in groups of five according to the letters they were given for homework (A, B, C ,D and E) or in groups of ten (two As, two Bs, two Cs, etc.).

Tell them that they have to report about the words they had to do for homework.

5 Now, each student/pair of students has to read one part of the text carefully and prepare to report it.

A: Paragraphs 1 and 2;

B: Paragraph 2;

C: Paragraphs 4 and 5;

D: Paragraph 6

E: Paragraph 7

6 When the time is up, they report their texts in groups.

7 Each group writes eight to ten sentences about the history of the USA, some true some false. They exchange sentences and have to correct the false ones.

Variation: Each group chooses one person mentioned in their paragraph(s) and write an interview with that person.

Note: You can spend less or more time on every Culture Spot. You can choose the activities that you like or the ones you think are suitable for your classes.

1 Bring a map of Bosnia and Herzegovina from medieval period. Show students the map and say about the territory of medieval Bosnia and Herzegovina. Encourage students to tell the class whatever they know about Bosnia and Herzegovina from that period.

2 Do also a quiz. Follow the procedure presented in Culture Spot 1 dealing with the USA.

A list of questions:

1. When did Bosnia become an independent kingdom?

2. Who were the two most powerful rulers at that time?

3. What kind of document is Charter of Ban Kulin?

4. When was the ‘golden age’ of medieval Bosnia?

5. Who introduced the golden coins in Bosnia?

6. Which families ruled in the western / eastern / southern part of the country?

7. Who was forced to pay taxes to the Ottomans?

8. When did the Ottomans attack Bosnian territory?...

3 Ask students to do the matching exercise after the text. Tell them they should try to predict the answers.

4 Students read the text to check their ideas.

Suggested homework:

You may choose some important words that students should memorise. Follow the same procedure as it is in suggested homework dealing with the USA.

Suggested list of words:

independent ruler flourish silver mines powerful establish crowned freedom tombstones merchant strech Kingdom reign evidence trade wealth offer

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RECAP 1

Workbook answer key

A a) is; am; haven’t; am; is; live; sounds; isn’t; is; earns; does; is; invents; love; sell; isn’t; is; doesn’t; works; does; gets; hasn’t; doesn’t; stays; writes; are; think; needs; is; do.

A b) How old are you?

Where do you live?

Have you got any brothers or sisters?

What does your father do?

How much do you earn?

Do you often go out?

How do you spend the money you earn?

What do your parents say?

A c) 1 No, he hasn’t. He’s an only child.

2 No, he doesn’t. He lives in Liverpool.

3 No, he isn’t. His father is a bus driver.

4 No, he doesn’t. He earns £ 50,000.

5 No, he doesn’t. He hasn’t got many friends.

6 No, they aren’t. They are proud of him.

B a) 1 is; 2 do; 3 are; 4 does; 5 do; 6 are; 7 do; 8 do; 9 are; 10 is.

C 1 I often argue with my parents.

2 They usually complain about my clothes and the people I hang around with.

3 They never shout at me.

4 I always listen carefully to them and then tell them what I think.

5 I very seldom get angry with them.

6 Every Saturday we go out together and have a great time.

D are sitting; are having; is standing; listening; is…doing; is reading; am not listening; am looking; are playing; are… doing.

E are… looking; doesn’t go; is…doing; don’t know; are…enjoying; am having; is dancing; like; play; do…like; are; don’t go; are…doing; am; write; am writing.

Fa bad; kind; quickly; well; slowly; hard; impatient; angrily.

Fb loudly; confidently; beautifully; quietly; professionally; well

G 1 about 2 to 3 on 4 with 5 to 6 with 7 in 8 of 9 in 10 into.

H 1 look after 2 talk back 3 get on with 4 turn to 5 hang around with 6 find out 7 get over 8 deal with 9 let down.

I a) 1 middle-aged 2 old-fashioned 3 bully 4 gossip 5 selfish 6 stubborn 7 date 8 adopt 9 bossy; 10 worried.

I b) 1 adopt 2 middle-aged 3 stubborn 4 bossy 5 old-fashioned 6 worried 7 bully 8 gossip 9 date 10 selfish.

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MY VOCABULARY 1C The adjectives that describe people’s character:

annoying, bossy, caring, quiet, reliable fun to be with, talkative, understanding, selfish, violent, gossipy, stubborn.

Professions: counsellor, headmaster, piano teacher, psychologist, host, social worker.

Words connected with people’s fears: earthquake, insects, storm, terrorism.

Words connected with modern technology: digital camera, laptop, texting, DVD, mobile phone, iPod.

E Giving advice

Why don’t you revise vocabulary with your friend? (a suggestion)

If I were you, I’d remember these phrases.

I think you should highlight some parts when you study.

Giving opinion

In my opinion it’s important to use the words you have learnt.

I believe that doing such tasks is very useful.

I also think that using coloured pencils is very useful when studying.

I think everybody can achieve better results.

Expressing disagreement

I don’t agree with his ways of treating students with poor results.

I don’t think that the words above are difficult to remember.

SELF-CHECK 1A lives; is; likes; gives; teaches; has got; enjoys; do;

chat; plays; wants

B 1 Does 2 do 3 Does 4 Do 5 Does 6 do 7 does

C easy; heavy; hard; terrible; well; patiently; quickly; good

D 1 talk back 2 look after 3 pick…up 4 come over

E 1 He always watches television, eats crisps and doesn’t get any physical exercises.

2 Myra often talks about other people’s private lives.

3 He never eats meat.

4 He spends 5 hours in front of his computer every evening.

F 1 a couch potato 2 a gossip 3 a vegeterian 4 a computer wiz

G If I were you, I’d… or You should…

H are helping; is baking; is peeling; am cutting; are making; is singing; are spending: is designing

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Lesson 8UP, UP, HIGHER AND HIGHERObjectives

to revise the past simple (regular and irregular verbs)

to retell stories in the past simple

to introduce vocabulary connected with flying

Step 1

Lead-in (crossword and pictures on page 48)

1 Start off with the crossword on page 48. The pictures and the first letter below the pictures might help your students in finding the words. You can limit the time or you can speed up the activity by giving students some hints with the direction of the word in the crossword.

P H O T A I R B A L L O O NT A P O V K E M H A R K I IZ N O P R A T E K C O R L LS G A E R O P L A N E M E ET G Y I G E O Y Q Z Q I O PN L S T O L C B T V Z O P PO I K L T O I P R I C K E EB D O O T I L D E Q S T W ZR E A R P T E W E Q M S T UW R O P E E H O M R O P R T

2 After students have found all the words, you can ask them some of the questions below in order to make them say the words several times. Instead of explaining the words from your questions, you can mime them.

Students love it. If you don’t feel comfortable doing it, explain it in the traditional way.

Name all those that have an engine. (Imitate the sound of an engine.)

Name all those that have wings. (Spread your arm.)

Which of them can land vertically? (Show with your finger?)

Which of them is the most romantic to fly? (Wave with your hand or hanky romantically.)

Which of them is the fastest?

Which of them would you most like to fly? Why?

Which of them wouldn’t you like to fly? Why?

3 Students should have a look at Task B (a quotation – something another person has said which is repeated because it is interesting). Encourage them to think of three practical reasons for flying. For example:

People can get quickly from one place to another.

You can buy things from all over the world in any place.

When there is an accident or people are very sick they can get to hospital very quickly.

4 Students should have a look at Task C. Read to them the words on the right and translate them into Bosnian/Croatian/Serbian if necessary. Tell them to match the sentence with the right ending.

Task D

5 Ask them if they know any famous inventor, artist, architect or engineer of today or from the past. Have a look at Task D. Let them listen to the CD. During the first listening they should point to each word as they hear them. They should repeat the words after the CD. Next, ask them to read the words out loud. Ask them if they have ever heard of the people or places from the box. Make them group the words in any way they like in order to make them read out the words several times.

Finally, tell them to guess what the words in the box have in common. (They are all related to people’s attempts to fly.)

Introducing vocabulary for the story of Deadelaus and Icarus

6 Start off by explaining that people wanted to fly long ago in ancient Greece. Introduce new vocabulary and write the words printed in capital letters one below the other on the board. You can start like this: We have learnt a lot about ancient Greece through MYTHOLOGY, a collection of stories that are very COMPLICATED to read. We have also learnt a lot about ancient Greece from the vases painted by Greek artists. At that time there was no electricity, so they had to use candles. Candles are made of WAX. Wax is soft and it can MELT easily. The story of Deadelaus and Icarus took place on the

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ISLAND of Crete. There was a MONSTER living there. It had a HUMAN BODY and a BULL’S HEAD. It lived in the LABYRINTH.

Students should write the Bosnian/Croatian/Serbian translation next to the words, so go back to the words several times by asking: Where does it say ’otok’ ? What does ’wax’ mean? etc.

Reading

7 Let your students read the story and do Task

E. Check what they have done and ask them to correct the sentences orally. Add several more words to the board by asking more questions: Why didn’t King Minos let Deadelaus leave? Help you students to answer the questions. Add: A SECRET, ABOVE, SEA to the board.

How did they escape? Write: ARMS, WINGS.

Listening an reading

The recorded text can be found on CD. Let them listen to it with their books open.

Listening to the story and miming

8 Next, go back to words on the board and mime 5 or 6 of them. Use hand movements, a kind of sign language. For example, when indicating ISLAND – turn your left palm upwards and make a circle on it with your right hand, SEA – draw waves in the air with your hand, BULL’S HEAD – make horns with your fingers, SECRET – put your finger next to your mouth as a sign of silence, etc. Say the words in random order and ask your students to mime them.

9 Let the students listen for the second time with their books shut. They should stand up and mime the words from the board as they hear them. It’s a lot of fun, and the students might ask you to do it several times because they might come up with their own ideas how to mime or show certain words or expressions. For example: leave, get an idea etc. This activity is useful because while being involved in miming, your students will hear the story and the verbs in the past several times.

Post-reading task

10 Students should do Task F on page 50.

Key: labyrinth, complicated, secret, wax, drown.

Round off the lesson by asking them how they liked the story. What does the story tell you about the

father and son relationship? Do you always listen to your parents’ advice? Do you feel sorry afterwards?

11 Suggested homework: Underline all the irregular words in the story. Do Task A in the Workbook.

Step 2

Vocabulary revision

1 Tell your students that you are going to read them the story once more.

While reading you should make a pause or whistle instead saying the underlined words.

They should say them instead of you. (If you’d like an easier task you can write the words in random order on the board. When you whistle the students read the word from the board.)

In Greek mythology Daedalus was a famous artist, architect and inventor who worked on the island of Crete. He built a labyrinth where King Minos kept the Minotaur-a terrible monster who had a human body and a bull’s head. It was very complicated to find a way out of the labyrinth. Since Daedalus had designed it, he knew the secret. King Minos was afraid that Daedalus would tell someone the secret, so he didn’t let him leave the island. But Daedalus and his son Icarus wanted to leave. After a lot of thinking Daedalus got the idea. ”We are going to escape by air!” They took some feathers, stuck them into wax and put them on their arms. They flew above the walls of the prison. Icarus was so happy he could fly that he forgot about his father’s advice not to fly too high. He got too close to the sun and the wax melted. Icarus crashed into the sea and drowned. This story tells us that even thousands of years ago people wanted to fly.

Telling the story in the past

2 You can write all the verbs from the story on cards. Each past tense of the verb is written on a separate card. Distribute the cards among students. Let them listen to the story once more. They should put up the card as they hear the verb on CD.

WAS WORKED BUILT KEPT HAD WAS complicated KNEW

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DIDN’T LET WANTED GOT (an idea) TOOK STUCK PUT FLEW WAS so happy FORGOT GOT (too close) MELTED CRASHED DROWNED

3 Let the students do Task G. You can first practice telling the story frontally. You can start: Daedalus

was a famous artist, architect and inventor

who… and one of the students continues. It is more natural if each student uses up to three verbs when telling the story. In the next stage they can practice retelling the story in pairs AB. A tells half of the story, B goes on. While person A is telling the story by looking at the verbs only, person B can help person A by correcting him/her while looking at the text in the book.

4 Ask your students to do Task B in their Workbook. You can also do some of the tasks from GRAMMAR PAGE PLUS section at the back of the Workbook.

Picture of Leonardo, page 50

5 Students can have a look at the picture. Ask them what Leonardo is doing in order to introduce some words that they might need later. He is making some drawings and descriptions for his flying

machine. What material was it made of? Ask them if there is anything else unusual about the picture. He is left-handed. Ask if there are any left handed people in the class.

Reading

6 Before reading ask your students to have a look at the questions. Can they answer any of them before reading the text?

Next, students read the text and answer the questions. You can also let them listen to the recording.

This time questions might help them retell the story later on in the lesson.

7 Let them do Task B, C and D.

A dialogue between Leonardo and Mona Lisa

Optional

8 Bring into class a reproduction of Leonardo’s Mona Lisa. Explain to your students that this is one of his most famous paintings. Mona Lisa must have spent a lot of time at Leonardo’s place because painting a portrait takes a long time. Tell your students that one day Mona Lisa got to Leonardo’s place earlier, before he managed to put away his drawings and his flying machine. Mona Lisa was very curious by nature and she started asking a lot of questions wanting to find more about it. (Maybe she is smiling in the picture because Leonardo was telling her of his intentions to fly!) Ask your students to think of a little dialogue. Later you can ask them to act it out. If you have talented artists in your class they can make a comic strip. (Some ideas on what Mona Lisa could have asked or said: What are you doing? I can’t read it. Why are you writing in reverse? What’s this big thing over there? Why does it have pedals? Do you really want to fly? Where are you going to launch it? etc).

Step 3

Listening THE WRIGHT BROTHERS

1 Let the students read the sentences in Task F. Check their understanding by asking questions:

Where does it say

vodili su malu tvornicu bicikala?

nastavili su Lilienthalove pokuse?

sagradili su/napravili su prvi avion s benzinskim motorom?

isti su dan letjeli još dva puta? etc.

2 Students listen to the CD and put the sentences in the proper order. (5, 4, 2, 3, 7, 1, 8, 6)

3 Next, students should try to find pairs (collocations) in Task G.

Key: publish a book/run a factory/continue experiments/open air/airplane fight/bicycle factory/tragic death/petrol engine.

4 Ask your students to do Task H on page 52 (relative clauses with who).

Ask them before to name all the people mentioned in the stories (Daedalus& Icarus, Minos, Leonardo da Vinci, the brothers Wilbur and Orville Wright, Lilienthal).

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5 Students should do Task G. You can let them do it by themselves or you can read the sentences and they should tell you who said it. (If you have a weaker class they can have their books open.) You can ask them to justify their answers.

Optional:

6 Let students read about the first tram in Sarajevo. Have them find some more information about the first tram in Sarajevo and some photos in relation to it. Encourage them to make a poster and report it to the class.

Step 4

More past simple practice.

1 Students can do Task C in the Workbook. If you have a better class you can do it in a different way. You can play it as a quiz. Students have their workbooks shut. You write just numbers from 1 to 12 on the board. They play in two groups. You read the question (and cross out the number) and they have to answer. After you have used all the questions there goes the second round. They ask for a number again and you just read the short answer and they have to reconstruct the question (see the Workbook key).

2 Do Task D in the Workbook.

3 You can do more exercises to revise the simple past tense (GRAMMAR PLUS section at the back of the Workbook.) Choose tasks most suitable for your class. You can just do tasks that do not involve question practice at this stage. You can move on to question practice, after doing Lesson 8 where students are exposed to more questions in the past tense.


A was, built, kept, had, knew, got, took, stuck, put, flew, forgot, made, read, wrote, ran, sat, worked, designed, wanted, melted, crashed, drowned, lived, invented, published, decided, tied, called

B 1 had/made 2 forgot 3 built/was 4 got/ran 5 knew 6 read 7 was/sat/put 8 kept

1 Because he went too close to the sun.

2 In Italy.

3 Two sets of wings.

4 Otto Lilienthal.

5 In 1488.

6 Twelve seconds.

7 By pedals.

8 In Ohio.

9 In 1903.

10 A bicycle factory.

11 Because he was happy and he forgot about his father’s advice.

12 The Minotaur

C lived / wanted / saw / got / went / bought / took / tied / filled / made / took / went / cut / rose / reached / was / went / saw / reported / was / didn’t believe / heard / decided / got / climbed / hit / asked / said.

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Lesson 9WAS IT FUN?Objectives

to revise the simple past tense

to tell stories

to talk about past experience

to listen for specific information

Step 1

Warm up

1 Start off with a story. Tell students what happened to you at the weekend. You can tell them what really happened or just make up a story. Make it sound interesting or dramatic. Try to be persuasive. In the end ask them whether they believe the story is true or false. Let them take a vote. Then tell them if it is true or false.

The questions on page 53

2 Tell them to make a guess about what other students did at the weekend. Let them have a look at the questions in the Lead-in section. They have to put a name next to each answer.

3 Now they have to check if they were right by asking each other questions.

Note: It might be a bit noisy with a lot of moving around but it’s worth it. It’s very important that students build up a skill and a certain way of doing these communicative activities.

4 Finally, the whole class report and check the names.

5 Pair off students. They talk about their weekends.

6 Students change partners. They sit with another person and report about the person they talked with.

7 You can make a class poster – Our weekend. Every student should write one or two paragraphs about someone else in the class or about themselves on a piece of paper.

As they finish they stick their piece of writing on the poster.

The simple past questions revision

8 To practise questions, put on the board one sentence in the past tense.

e.g. I watched TV yesterday evening.

Encourage students to ask as many questions about that sentence as they can. Write them all on the board.

e.g. What did you see?

What was it called? What sort of film was it? Who was starring? What was it about? When did it start? Who did you watch it with? etc.

Question games

9 You can play some question games.

A) Have a list of numbered sentences in the past tense.

e.g. I went shopping. I was at a party. I went to the cinema. etc.

Write on the board the numbers. Put students in groups. They take turns to ask for a number. You show the sentence/write the sentence on the board and students ask as many correct questions as they can in 30 seconds.

B) Write sentences in the past tense on sheets of paper. Put them all up on the board and number them.

Groups take turns to call out the sentence. In advance write on the back of each sheet/sentence the beginning of a question so that when students call out their sentence, you give them the question beginning and they have to make a correct question.

e.g. I was at a party. WHO WITH? Ss: Who did you go with?

I went shopping. WHAT? What did you buy? I watched TV. WHEN? When did you watch it? I studied hard. WHY? Why did you study hard? I went to the cinema. WHO WITH? Who did you go with? I went out with my friends. WHERE? Where did you go? I read a magazine. WHAT ABOUT? What did you read about? I had a football match. WHO? Who won? I found a wallet in the street. WHAT?

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What did you do with it?/What was in it? I bought a new pullover. HOW MUCH? How much did it cost? I broke a glass. HOW? How did it happen? etc.10 Draw students’ attention to the intonation in two

types of questions. Do the Pronunciation Box on page 57, SB.

Key:

1 How was your weekend? (Falling intonation – FI) 2 Did you go out with your friends? (Rising intona-

tion – RI) 3 Where did you go? (FI) 4 Did you go shopping? (RI) 5 What did you buy? (FI) 6 How much did it cost? (FI) 7 Do you like watching TV? (RI) 8 What do you watch? (FI) 9 Have you got a favourite TV personality? (RI) 10 Who is it? (FI) 11 Do you ever listen to the radio? (RI)

Step 2

Bingo

1 Start off with a BINGO game. Check homework and then tell students to choose nine verbs in the past tense and copy them in a nine-square grid. You call out the infinitives.

Students give the respective past tense form if they have it and cross it out. The winner is the one who gets three in a row or three diagonally. Once you get the first winner, go on with the game till you get the one who has crossed out all the verbs. That’s another winner. (Choose a student to call out the infinitives instead of you.)

e.g. went put told

came did felt

took saw made

2 Pair off students and tell them to do Task B, p. 45, Workbook.

3 Students change pairs and read the report to their new partner.

4 Put on the board the verbs from Task D a), p. 45, WB. Encourage the class to suggest what they

might collocate with. Write all their suggestions on the board.

5 Now, students do Task D a), p. 45, WB and compare the pairs with their ideas.

Optional – What good/bad luck (Workbook)

6 Put students in pairs/groups and ask them to decide whether they will be optimists or pessimists. They have to write a story according to their roles and use the pairs they have found. They can’t leave more than two pairs out. After they have finished, students read their stories.

7 Now, tell them to do Task D b), p.46, WB What bad

luck! if they have chosen to be pessimistic, and Task D b), What good luck! if they have chosen to be optimistic.

Suggested homework: Students do the other story in Task D b), Workbook.

Or you can ask better students to write about an incident that happened to them (Writing task). They can decide whether it will be about the good or bad luck they had.

Task E(D), p. 51, Workbook.

Step 3

Warm-up

1 Write a lot of verbs on slips of paper. Distribute them and start a class story.

You can think of a beginning or choose one of the following ones:

It was around midnight. …

It happened last summer. …

I was on my way home from school when…

Students continue the story by putting their verbs into sentences.

Optional – Predicting the story

2 Write these two sentences on the board.

A) I was the happiest person in the world last week.

B) A nice looking woman opened the door and said: ’Come on in.’

Put students in groups. Each group gets a sentence. They have to think of a possible story behind it and predict the answers to these three questions:

Where did he/she/they go?

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Who did he/she/they go with?

What happened?

3 Students share their ideas with some other group.

Reading IT WAS THE STRANGEST WEEKEND

4 Ask students to open their books to page 54, SB and do Task A. Let the whole class suggest the answers.

5 Tell students to read the story and check their ideas. While reading they should do Task B – complete the text.

Key: 1 My baby brother screamed in fear. 2 Don’t stand in that horrible weather. 3 Then the thunderstorm stopped.

6 Do Task C. Students read out their stories. They choose three they like best.

7 Play the CD and do Task D.

Vocabulary building

8 Write the following words on cards big enough for everyone to see:

cabin excited notice thunder hailstorm morning

uncle sky set off lightning scream hailstones

appear nod fireplace get soaked chat laugh

policeman hit puzzled touch spooky gloomy

weather trip reply die look (n) car crash

First go through all of them checking if the students know how to pronounce them.

9 Start paraphrasing some of them and they tell you which word(s) you’re talking about.

10 Let students continue paraphrasing the words. Each time somebody paraphrases and the class says which word it is, take it down and put it somewhere else. (We suggest you write a heading The words we know in one corner of the board.)

11 When students stop, it means that you have to explain the rest of the words using paraphrases, mime, putting them in sentences, etc.

12 Ask students to draw four columns in their notebooks with the following headings:

I see I hear I smell I feel

Note: Explain what it means to feel (to perceive through your body, by touch).

Tell them that you’re going to dictate them the words and that they should write them under the right heading.

13 Students compare their lists in pairs.

14 Do Task F, p.56, SB

set off – start; notice – see; gloomy – dark; spooky – frightening, creepy; chat – talk in a friendly way; stay in touch – be in contact; reply – answer; puzzled – can’t understand; scream – cry with fear.

Note: While working with the text discuss the way possessive forms are made. Let students read the Grammar Spot on page 46, Workbook.

Step 4 - Additional exercises/optional1 Start off with the following verbs written on the

board: be promise wake up set off

notice be scream

look see stop open

take be feel

clear invite thank leave

promise stop say

Challenge students to retell the story about Alan’s strange weekend by using the verbs on the board.

2 Let students hear or read the story again.

The past simple question revision

3 Do Task E, p.56.

There are three groups of questions. They are graded, the easiest are the Who questions while the most difficult are the Why questions. So when giving students questions to answer, bear in mind how strong/weak they are.

4 Give students some time to check the answers with some other ’Who, What and Why students’. Then divide the class into three groups and play a game.

Have all the questions written on slips of paper and shuffle them well. The representatives of the groups take turns to draw a question. The members of the groups have to co-operate in order to give the right answer. They get a point for each correct answer.

Who – questions

Key:

1 Mrs Clayton; 2 The Claytons; 3 The Gibsons; 4 A policeman; 5 The Claytons

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W E N T N L T W D R M K O O T Y A D O E W O W U O S L T T A K E P T G U E Q D D R O V E S E I I D F E L L A D E T H G U O B W D B V H A D R D K E D R A E H N E N D L T H G U A C A A O A W O A R A R M T A F E L T M D T H G U O H T E H

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What – questions

Key:

1 Come on in. Don’t stand in that terrible weather.

2 She took the Gibsons into the living room.

3 To stay overnight.

4 Did you get caught in the storm?

5 Nothing. He just gave him a puzzled look.

Why – questions

Key:

1 To get warm. 2 Because they were very kind. 3 To ask them if everything was OK. 4 Because the Claytons died in a car crash ten years

ago. 5 Because they got caught in a terrible storm.5 Do the speaking activity on page 56.

Listening

6 Write on the board: Disappeared mysteriously. Ask students what they would like to know.

Elicit the questions.

7 Play the CD. Do Task A, p. 57.

Key: 1 The Bermuda Triangle. 2 Different ships and aircraft have disappeared mysteriously there.

8 Check if students have got their questions answered, too. Ask them to have a look at the fact file. Go through it clarifying what sort of information they need to hear. Then play the CD again and let the students do Task B.

Key: Location – the Atlantic Ocean; It covers – 1.5 million sq km; How many? 2,000 ships and 75 aircraft; In the period of – 3 centuries; First reported – by Columbus.

9 Finally, ask students to do Task C. if you think it could be too difficult for them to do it individually, put the in small groups to do the task.

Suggested homework: Stronger students can write about an urban myth they have heard of or read about while weaker students can learn to retell Alan’s story or to say something about the Bermuda Triangle.

Key: 1 Flight 19 2 14 men 3 15th December4 a seaplane 5 It disappeared.

Task A, p.45, WB, Task C a) and b), p. 47, WB.

Workbook answer key

A: Where did you go last week?

Who did you go with?

What was the weather like?

Did you enjoy the drive?

What did you do then?

Who lived in the house?

How long did you stay?

What was so strange then about your weekend?

C: a) 1 Jane’s book, 2 the children’s playground, 3 the teachers’ staffroom, 4 the kids’ magazine, 5 a dog’s name, 6 the Carters’ cabin.

b) 1 Alan’s, 2 uncle’s, 3 Gibsons’, 4 Clayton’s, 5 mum and dad’s, 6 policeman’s.

D: a) be late for school, do well in a test, miss a bus, get soaked, catch a cold, be dead tired, stay in bed, wake up, get a phone call, have a good time, fall in love, win the lottery, pick up

b) What bad luck!

overslept, was, had, didn’t do, got, missed, had to, started, was, got, arrived, was, couldn’t, was, didn’t have, waited, caught, stayed.

What good luck!

woke, was, got, invited, went, found, put, forgot, spent, had, met, fell, was, picked, took, got, heard, took, won.

E:

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Lesson 10MOTHER NATURE AND ITS WILD SIDEObjectives

to introduce the past continuous

to practise the past simple vs. the past continuous

to talk about natural disasters

Step 1

Introducing the past continuous

1 Start off by asking students where they were yesterday afternoon/morning at this time. Start with yourself (you can write the sentences written in italics on the board).

Now I’m in the classroom.

Yesterday I was at home. I was chatting on the phone. Were you at home yesterday? Were you busy?

You were at home. You were doing your homework. Mario was at home too. He was studying history.

My friend Nada was at the swimming pool. She was

swimming. Was anybody watching TV? We were watching TV!”

Mirta and Marko said. They were in the playground. They were playing

football.

By introducing the past continuous in this way your students will become aware that the present continuous is used for an action in progress at the moment of speaking (or now) while the past continuous is used for an action that was in progress at a certain time in the past. Make your students draw the conclusion about the tense formation.

The past continuous practice

2 Students can practice the new form by doing Task

A and Task B in the GRAMMAR PLUS section at the back of the Workbook.

Interrupted past

3 Before introducing the ’interrupted past’ concept, pre-teach some of the vocabulary.

Tell the students the four words below and they

have to guess what these 4 words are connected with. They can tell you the word in Bosnian/Croatian/Serbian and you write the words written in capital letters on the board. Ask several students to read them aloud.

America/strong wind/circle/warning TORNADO

river/rain/weather forecast/bags of sand

FLOOD mountains/snow/a lot of noise/danger

AVALANCHE ocean/big waves/underwater earthquake/volcanic

eruption

TSUNAMI They are called NATURAL DISASTERS.

Students should look at Task A. Possible answers:

AVALANCHE is a large mass of snow which crashes down the mountains. It might be caused by warmer weather after a period of heavy snowfalls.

TORNADO is also called a twister. It is a violent storm with very strong winds which move in a circle.

FLOOD is caused by too much water or rain.

TSUNAMI is a series of great waves caused by an underwater earthquake or volcanic eruption.

The pictures on page 59 and 60

4 Students should look at the pictures. Tell them that both pictures were taken last year during the holidays. What season was it? Write on the blackboard in big letters LAST YEAR.

5 Divide the class into two groups, A and B. Students A look at the picture on page 59 and students B look at the picture on page 60. Tell both A and B students to look at the table on page 60. Students A should just look for the sentences referring to picture number 1 and students B should look for sentences that refer to picture number 2.

While they are looking for the sentences in the grid write the beginnings on the board:

When the avalanche hit the village…

When the tornado hit the village…

Students from groups A and B take turns in saying sentences. They should start as indicated on the board. For example:

Student A: When the avalanche hit the village a man was driving a ski-bus.

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Student B: When the tornado hit the village a man was driving a tractor.

After students have said all the sentences, ask a student from group A and a student from group B to finish the sentences on the board.

Point to the two different past tenses. The past continuous action can be represented as a frame (a scene or picture) which is ’interrupted’ by an action of shorter duration.

6 Let the students look once more at the picture and remember as much as they can.

You tell them the beginning of the sentence and they should repeat the beginning and finish the sentence.

While the baby was playing with a car its mum …

While the baby was playing with a doll its mum …

While their parents were having a meal at the restaurant their children…

While their parents were waiting for the bus their children…

7 If there is any time left students can do Task C and Task D in the Workbook or they can do them for homework.

Reading TWO NATURAL DISASTERS

2 Students should read the text and answer the following questions:

1 What disaster are they talking about?

2 Where were they?

3 What were they doing?

3 Students should have a look at Task D. They should go back to the text once more in order to correct the sentences. They can copy the correct sentences in their notebook. After they have had a look at the GRAMMAR SPOT they can underline the simple past and past continuous in the examples written previously.

4 Students can do Task C and D in their Workbook

Step 2

1 Start off with a translation exercise. You say a sentence in Bosnian/Croatian/Serbian and the students should write it in English. Then they should decide whether these sentences come from the ’tornado’ or ’avalanche’ story. After they have finished they can check their translations in the book.

Bilo je oko 11 sati i sijalo je sunce.

Dok smo ručali čuli smo upozorenje.

Sjedio sam u kolibi kad su neki ljudi počeli vrištati.

Dok smo ondje sjedili tresla sam se od straha.

2 Students should do Task A in their Workbook. You can ask someone to read a page from Ann’s diary aloud. Students should write down what the people were doing at the time given below.

Listening WE WERE THE LUCKY ONES!

3 Mark is a photographer who witnesses the tsunami that hit Asia in 2004. He was in Sri Lanka with his wife Lucy and daughter Daisy. There is no background information in the task itself. Don’t tell students anything about the situation but give them 1 minute to go through the questions to see how much they can find out before listening to Mark. In that way you teach them how to prepare themselves for listening. Stress the importance of going through the sentences or questions very carefully: They can also underline the key information they are asked to hear. The story abounds in past simple and past continuous structures.

Students listen to the text and circle the right answer.

Key: 1b) 2)a 3b) 4a) 5b) 6b) 7a) 8a) 9a) 10a)

Post listening tasks Writing

4 a) In a weaker class students can just copy the correct sentences in their notebooks.

b) In a stronger class you can tell students to write the story from Daisy’s or Lucy’s point of view. (Task B)

To make the variant b) easier they can do Task G in

the Workbook first.

For homework they can prepare Task H. Next time ask several students to talk about their experience.

5 Pronunciation Box practices the difference between/v/and/w/sound and the weak form of was which is very common in the past continuous sentences.

Suggested homework: Task E and F.

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Workbook answer key

A 5.00 They were collecting rubbish.

6.00 They were having dinner/He was eating crispy chicken wings.

7.00 They were chopping the tree. They were picking up fallen apples.

8.05 He was talking to his parents.

9.00 He was sleeping.

C 1 was painting/was sitting (Leonardo)

2 was flying/got (Icarus)

3 opened/were trying (the Wright Brothers)

4 was sitting/fell (I. Newton)

E CLEAR AWAY/HEAR/LISTEN/FIND/HAVE/TURN UP

F 1 was clearing away/found 2 was listening/heard 3 turned up/was having

G took / was staying / hit / was having / was sleeping / was lying / was enjoying / heard / got / couldn’t / were running / was floating / went / were walking / came / got / heard / was speaking / was preparing / was crying / offered / found / was… waiting / were

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Lesson 11HOW EMBARRASSING!Objectives

to practise the past simple vs. the past continuous

to talk about embarrassing experiences

to make suggestions

Step 1

Lead-in (introducing some of the vocabulary)

1 Start off with the words from the box in Task A. You can write these words on cards. You stick them on the blackboard and paraphrase them. Students should recognise the right word and read it out.

1 Your parents don’t like it when you do it very loudly. You can do it if you have a CD, radio or walkman (listen to music).

2 If your ears and cheeks turn red when somebody says something − it means that you are… (embarrassed).

3 to go for a swim (to go for a dip).

4 to move your body to the rhythm of music (to

dance).

5 to sing at the same time with someone… (to sing

along).

Variation: If you want a more demanding activity you can paraphrase the words before sticking the words on the blackboard. You can say the words in Bosnian/Croatian/Serbian and your students should say them in English.

Titles

2 Ask students to unjumble the titles of the three stories where the words above come from.

SOMEONE NO OUT? PROBLEM. ASKING

(ASKING SOMEONE OUT? NO PROBLEM.)

SHOW MY FIRST

(MY FIRST SHOW)

Predicting the stories

3 Students should sort out the words under the three titles. If they want to they can use the same word twice.

4 Ask them why they put the particular word under each title. Encourage them to explain. Help them by asking questions, if necessary.

For example:

When you go out with someone you spend a lot of time in the bathroom. Or if you like a boy or a girl you friends usually tease you.

You go for a dip when you are at the seaside. At the seaside a lot of people fall in love. It is easier to ask someone out there because everybody is relaxed.

You are embarrassed to ask someone out because you are afraid they will say no etc.

Reading

5 Students should now read the three stories (Task C) to check their prediction.

After they have read the stories ask:

Which of the three situations do you find more embarrassing?

Why don’t some people like talking about their embarrassing situations?

Would you like to talk about yours?

Vocabox

6 Students can do Task E first. The purpose of this activity is to encourage students to guess the meaning of the words from the pictures.

Working on the text (the past continuous vs. past simple in context)

7 Students should do Task D now.

1 While Sharon was getting ready to go out,

…she was listening to music full blast. …she was singing along.

2 While she was going back,

…she started dancing.

…she was swinging her pullover around.

3 Eve’s friends were swimming while

…she was playing with some children.

…the children were making sand castles.

4 When she dived in,

…she started swimming in her friend’s direction.

…she wanted to ask her friends about their plans.

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5 When she asked the boy out,

…her friends were laughing.

…she heard them laughing.

6 While I was trying to collect the pieces of the broken test tube,

… my teacher patted me affectionately and told me not to worry.

You can ask your students once more about the use of tenses in the sentences above.

The past continuous vs. past simple practice

1 In this step students can do the tasks in their Workbook. You can write on the board the expression Just my luck!

Give an example when to use it:

I was going home from school when I realised my bag was in the staff room. Just my luck!

Students draw the conclusion when to use it.

2 Students should do Task A a) in their Workbook. After they have finished tell them to check what they have done in pairs. Student A reads the first part of the sentence, student B reads the second part. You can also ask volunteers to mime the sentences and the others have to guess which sentence the student is miming.

3 They can do Task A b). Pay attention to the intonation of Just my luck!

Suggested homework: Task A c) d) e), WB.

Step 2

Vocabulary revision – memory game

1 Write just the numbers and letters on the board. You hold a paper with the words that are actually hidden behind the numbers and letters.

1 sing out of tune A go for a swim2 be short-sighted B musicians do it at the

end of the show3 go for a dip C people watching a

show do it at the end4 clap D very loudly5 bow E not able to see well6 bra and knickers F not sing nicely7 full blast G roll with laughter8 laugh your head off H girls’ underwear

2 Students should do Task C in their Workbook.

Speaking: Talking about a funny or embarrassing situations

1 Ask your students which two tenses did Sharon and Eve use to talk about their embarrassing situations. Point out to your students that when talking about a funny or embarrassing situation you can use the past simple to describe actions that happened one after the other in the past and the past continuous which is used to set the scene or to talk about action that were going on around a certain point in the past.

2 You can ask your students to do Task A and B first or you can start with GRAMMAR SPOT BOX and then move on to Task A and B. To make the story easier to follow explain your students that we join shorter sentences into longer ones by using linking words such as: AND, SO, BUT and BECAUSE. Go through the GRAMMAR SPOT with your students. Ask them if they can end the sentences in any other way using the same linker. If they can’t think of any other ways tell them the sentences below in Bosnian/Croatian/Serbian and they should translate them into English. Or, write them on the board in random order omitting the linker.

Possible answers:

I was very tired and sleepy last night. I was very tired last night so I didn’t watch the film. I was very tired but I had to finish my project. I was very tired last night because the weather was

so awful.

3 In order to get a feel for the appropriate linker tell your students to do Task D in the Workbook.

4 After you have checked Task D from the Workbook students can go back to the book and do Task C (but/and/because/but). Go through the structure of this short narrative. What information was included in the introduction? How did the person introduce the embarrassing moment? How did the person end the story? If students find it difficult, let them have a look at Task D. For homework they should prepare a talk about one of the embarrassing situation they went through or they could choose from one of the situations in Task D.

Step 3

1 Start off by checking homework. Ask your students to talk about their funny or embarrassing experience based on the guidelines given in Task D.

2 Let them do Task B in their Workbook.

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Listening WHAT SHALL WE DO?

3 Students should first look at the picture. Describe what the teenagers are wearing.

How old are they? Give them names.4 Student can work in pairs AB. While listening,

student A puts the blue lines in the proper order. Student B puts the pink lines in the proper order. They listen to the CD at least twice. Give them several minutes to work together and put the lines together to make a dialogue. Let them listen at least once more. Finally, they can read out the dialogue in pairs.

Key:

B: Hello! G: Hi! B: How are things? G: Fine I guess. B: Are you doing anything special? G: No, not really. B: Shall we go somewhere? G: Where? B: Anywhere you like. G: Where would you like to go? B: I don’t know. G: Shall we go for a walk? B: Walk? What’s the point of going for a walk? G: Why don’t we go to the cinema? B: No, there is nothing on. G: Would you like to go to McDonalds? B: Come on! That’s pathetic. A: What shall we do then? B: Just hang around.

Making suggestions

5 Students have heard the dialogue several times, so there wouldn’t find it difficult to do Task B.

Write on the board: Shall we go for a walk?

Why don’t we go to the cinema?

You can also introduce: Let’s go to the cinema!

6 Go through the LANGUAGE IN ACTION Box and do Task C now. They can respond in different ways.

Possible answers:

1 Shall we go for a drink? Let’s go for a dip!

Why don’t you take off your pullover?

(If your students come up with just one suggestion, help them by making an introductory remark – you are on the beach, you have a pullover on etc.)

2 Why don’t you drink some water? Let’s go for a drink. 3 Let’s go to the library. Why don’t you buy/borrow it? Shall I give it to you as a birthday present?

The past continuous vs. past simple practice

For more practice do some tasks from the GRAMMAR PLUS SECTION in the Workbook.

Workbook answer key

A: a) While he was making pancakes, he burnt his hand.

She broke her arm while she was snowboarding. They were watching a gripping film when the

DVD got stuck. When Anna was pouring milk in the glass, she

spilled it all over the table. They got stuck in a lift while they were going to

the 7th floor. 1 He was walking down the street when he

slipped on a banana skin. 2 Peter and Paula were having a picnic when it

started to rain. 3 A branch broke while Tim was climbing a tree. 4 She swallowed a fly while she was drinking

orange juice. 5 He was going for a dip when he stepped on a sea

urchin.

B: was sitting/was daydreaming/was absently fiddling/asked/was trying/didn’t understand/was laughing/told/was looking/wanted/asked/was waiting/was walking/was laughing

1 What was she doing while he was daydreaming? 2 What did the teacher ask her? 3 What did her friend tell her? 4 Why did she want to duck under the sea? 5 What were her classmates doing while she was

walking to the door?

C: 1 dip 2 tune 3 full 4 short-sighted 5 bowed 6 laughter

D: 1 so; but; because 2 because; so; but 3 so; but; because 4 so, because; but 5 so; because; but

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Lesson 12WILDLIFE WARRIORSObjectives

to contrast the past tense and the past continuous. to build up vocabulary related to wildlife to ask for and give information to give talks

Step 1

Lead-in

1 You can start off by brainstorming the words/expres sions students know about the topic of wildlife.

2 Ask them to have a look at the photos on page

70 in their Student’s Book. Let them name the animals in the photos and say what they know about them. Put on the board the following beginnings:

I would like to be a … because … I wouldn’t like to be a … because …

3 Pair students off and ask them to do Task B, page 70.

4 Tell students that you’d like to check how much they know about gorillas. Put on the board the following headings:

Habitat Size Weight Population Diet Behaviour Enemies

Next, elicit the information. Write your students’ ideas on the board too.

5 Let students check their ideas with the facts given on page 71.

Reading GORILLAS IN THE MIST

6 Do Task A, page 71. Before they read the text, ask students to read out their questions.

7 Do Task B. Key: 6, 1, 9, 4, 5, 2, 7, 3, 8.

8 Put students in small groups. Tell them to do Task

B a), page 57, Workbook. Check the questions, then ask students to copy the questions on slips of paper, put them in the middle and then play the questions game.

They take turns to draw a slip and answer the questions.

9 Ask students to read the text again and take ’new/ hard/ useful/ they’d like to memorise …’ words/expressions. Let students read them out. Then ask them to turn to page 72 and see which words/expressions are included in the vocabulary box (Task D).

10 Students do Tasks D and E.

Key: 1 a, 2 b, 3 a, 4 b, 5 b, 6 a, 7 b.

Speaking

11 Round off with Task C.

Suggested homework: Tasks A and C, WB.

Step 2

1 Start off reporting on Diane Fossey.

Optional

2 Ask students if they have pets and what they mean to them. Ask them what they know about strange pets and how they feel about people who have strange animals as pets.

Alibi game (the past continuous vs past simple practise)

3 To practice the past continuous and past simple lay the game of Alibi with your class. Tell them that somebody broke into the Harrisons’ house. The Harrisons were out from 10 to 10.30. The burglars stole a very valuable and rare kind of lizard. The Harrisons are very upset. The police are investigating the crime. Choose two students who will play the role of the accused.

Send them out to prepare for the questioning. They have to build up their alibis.

Tell them to go into every detail because they have to be prepared for any kind of question.

In the meantime help the class prepare a list of questions to ask the suspects.

e.g. Where were you yesterday around 10.30 in the morning?

Who were you with?

What were you doing?

What were you wearing?

What was the weather like, etc.

When the time for preparation is up, take the first suspect in. The class ask him/her the questions and take note of his/her answers.

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Then you call the other student in and the class questions him/her too.

In the end the class decide whether they committed the crime. If there are any inconsistencies in their answers it means they were lying and should be arrested.

4 If you have stronger class do the speaking activity on page 73. First discuss the title, the photo and the questions. Then pair students off and tell them to do as suggested in the instructions.

If your have a weaker class you can ask students to read both texts in order to find the information and fill in the grid.

Key: Name – Steve Irwin

Nickname – the Crocodile Hunter Nationality – Australian Occupation – the Director of the Australian Zoo,

Queensland, Australia Born – February 22, 1962, Essendon, west of

Melbourne, Australia Parents – both naturalists Grew up – in the Queensland Reptile and Fauna

Park Married to – Terri, an American naturalist Children – Bindi – Sue, daughter and Robert

Clarence, son Expert in – reptiles Controversies – Once when he was feeding a

crocodile he was holding his baby son in his arms

Hit show – The Crocodile Hunter Died – September 4, 2004 Cause of death – A stingray stung him

Suggested homework: Task D and the writing task – An endangered animal. Ask students to do it individually at home, bring their work to school and create a poster.

Workbook answer key

A: 1 Q: How heavy are male mountain gorillas?

A: Around 190.

2 Q: What puts mountain gorillas in danger?

A: Mostly humans.

3 Q: How big can female mountain gorillas be?

A: Up to 5 ft tall.

4 Q: Where do mountain gorillas live?

A: In the rain forest in Central Africa.

5 Q: What do they eat?

A: Mostly plants, some fruit and tree bark.

6 Q: How man mountain gorillas are left in the world?

A: Around 320.

7 Q: What are they like?

A: Gentle and shy.

B: a) 1 did, 2 was, 3 did, 4 did, 5 was, 6 was, 7 was, 8 did, 9 did, 10 was, 11 did, 12 did.

b) 1 To studying and saving mountain gorillas.

2 In San Francisco.

3 Because she loved animals all her life.

4 When she met Dr Leakey in Africa.

5 Research into gorillas.

6 In the research centre.

7 Sitting with them.

8 While she was playing with the gorillas.

9 After the poachers had killed Digit.

10 In the States.

11 Made a film based on her book.

12 Somebody killed her in her cabin in Africa.

C: 1 do research, 2 expert, 3 poachers, 4 endangered, 5 wildlife, 6 rescue, 7 dedicate, 8 crew, 9 shore, 10 protect.

D: 1 on, in, 2 with, 3 to, 4 on, 5 about, 6 on, 7 to, 8 in.

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Culture spot 2WASHINGTON, DC

Step 1

1 Start off by revising what students remember from the previous culture spot on American history because Washington is closely related to it.

Write on the board Washington, DC and explain what DC means.

2 Have a look at the pictures on page 75 and 76

and the map on page 75.

Tell your students to find the buildings on the map.

The map of Washington

3 Ask them what colours all the buildings on the map are. Ask them to read the names of some of them. Help with the pronunciation. They can guess/predict what things you can see at these places.

4 Ask them about the green areas as well. Ask which river flows through Washington and what is this long body of water called.

Listening

5 While listening, students should mark the guided tour on the map. In a weaker class you can occasionally stop the CD and ask them where the bus is.

6 Go through the route once more.

Follow-up

7 Students can now read the text once more or you can read it aloud together.

Decide whether to write some words they don’t know on the board or whether the students can work by themselves using the word list at the back of the book.

8 They can fill in the boxes on the map. Since the boxes are rather small they can just number them and write the rest in their notebooks.

Step 2

1 Students look at the map and you shout out some things you can see in different places. They should tell you the sight. For example, the Dinosaur Hall (they should say The Museum of Natural History.)

2 You can ask your students to think of a memory game in the similar manner as 1.

3 Check what they have done and tell them to prepare the cards at home.

(You can also do this in class if you have enough time.)

4 Finally, each student should prepare to tell you about one of the sights.

They can act out the guided tour.

Listening: IN WASHINGTON

This text is intended for listening and its purpose is to familiarize children with phrases for giving directions.

1 Let the students listen to the text with their books shut. Tell them to find out where Paul and his children would like to go.

2 Next, tell them to open the book on page 78. They should carefully read the true and false sentences in Task C. Then let them listen for the second time.

3 After you have checked what they have done, they can read the dialogue out loud.

4 Go through the LANGUAGE IN ACTION box and translate if necessary.

5 Ask your students to do Task F and G as indicated in the Student’s Book.

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RECAP 2

Workbook answer key

A a) set; was; took; visited; stayed; went; was; had; was; built; began; was; lost; arrived; were; was; ran; died; made; flew.

A b) 1 Who wanted to reach the South Pole? Captain Robert Scott.

2 When did he start his journey? In 1910. 3 Who did he take with him? A team of scientists. 4 What was the journey like? Long and hard. 5 Who raced with him? Roald Amundsen. 6 Who got there first? Amundsen did. 7 What happened on the way back? Scott and

his team died. 8 Why did they all die? Because they ran out of

food.

B did; was; were; wasn’t; were; did; didn’t; were; weren’t; were; did; didn’t; did.

C had; was doing; rang; stood; went; was talking; started; heard; was blowing; hit; jumped; was shaking; came; saw; started.

D was going; saw; didn’t see; was wearing; was getting; was pounding; stopped; took; looked; wasn’t talking; turned; was standing; was laughing; started; bumped; was watching.

E Weather: thunder, hailstones, lightning, storm.

Natural disasters: flood, tornado, earthquake, drought.

Aircraft: aeroplane, helicopter, zeppelin, hang glider.

Professions: engineer, inventor, artist, architect.

F 1 full blast; 2 along; 3 touch; 4 a way out without anyone’s help; 5 a dip; 6 tune; 7 soaked; 8 left-handed; 9 overnight; 10 head when you agree with someone.

G Across

1 promise; 2 warning; 3 hailstones; 4 tease; 5 notice; 6 complicated; 7 twister; 8 clap; 9 gloomy; 10 scream; 11 fake; 12 staff; 13 thunder; 14 short-sighted.

Down

1 realise; 2 shiver; 3 storm; 4 shelter; 5 wax; 6 reply; 7 disaster; 8 chat; 9 spooky; 10 damage; 11 drown; 12 lightning; 13 escape; 14 launch.

MY VOCABULARY 2B Possible answers:

The words connected with weather: tornado, avalanche, hailstones, lightning, warning, debris, flood

The words connected with wildlife: naturalist, plant, expert, endangared, observe, reptile

The words connected with flying: launch, helicopter, glider, engine, pilot, wings, bomber

C inventor, naturalist, artist, architect, engineer

D embarrassed, shocked, puzzled, scared, disappointed, frightened

E Verbs on the list: tease, drown, dedicate, bow, underwear, publish, hit

SELF-CHECK 2A sang; found; began; caught; left; put

B were...doing; was standing/talking; Was...wearing: were laughing; were playing; was singing

C was walking: met; was staring; came; asked;answered; were watching; asked; said; got; rang; were chatting; woke

D 1 secret 2 wax 3 complicated 4 underwear

E 1 When was she born? Where was she born? Where did she go in 1963? Who did she meet?

What did she start there? What did she do there? How long did she work with gorillas?

Who was her favourite gorilla?

F rain forest; tragic death; petrol engine; mountain gorilla; research centre

G 1 off 2 in 3 up 4 off 5 down

H 1 No, I was grounded. 2 Yes, I said we’d stay in touch. 3 What happened? 4 Full blast.

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Lesson 13TAKING A BREAKObjectives

to revise the comparison of adjectives

to introduce the present perfect simple (experience)

to talk about holidays

Step 1

Lead-in

1 You can start off with the quiz students have prepared. You collect slips from each half of the classroom separately. Slips from one half of the class should be answered by the other. Students draw a slip of paper.

They get 1 point for the correct answer and 1 point for the correct use of the definite article.

2 Ask students about the meaning of the title TAKING A BREAK. In what way are geographical names connected with the title? (travelling)


3 Students should look at the picture on page 79. As they are trying to describe pictures, ask questions in order to pre-teach some of the vocabulary.

Write the words on the board.

theme park

tracking (going after)

tracks

grizzly bears

volunteers

sharp claws

coach

bagpipes and kilts

tourist attraction

package tour

4 After you have written the words on the board ask several questions to check the meaning.

Where does it say tragovi?

Where does it say dobrovoljci?

Where does it say oštre pandže?

Where does it say turistički aranžman? etc.

Comparison revision

5 Students should do Task A. (If students still have problems with comparison, there are additional exercises in the GRAMMAR PLUS section at the back of the Workbook).

Reading THREE HOLIDAY ADS

6 Students should match the texts with the pictures (3 1 2).

You can read the three short texts aloud.

7 Let the students do Task C.

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

8 If you have some time left you can do Tasks D and

E or you can give one of the latter for homework.

Key:

D 1 research ecologist 2 summer festival 3 tourist attraction 4 package tour 5 theme park 6 train ride 7 return ticket

E volunteer; wildlife; magnificent; tracking; coach; submarine; sweater

Step 2

1 Check homework in order to revise vocabulary from the last time.

2 Write on 3 pieces of paper:

A weekend in Disneyland Park in Paris

Tracking grizzly bears in Montana

A coach tour of Scotland

Stick each title on a different wall in the classroom.

Read the words from the list below, one by one. Students should point with their hand to the paper (journey) they associate the words with. Smuggle in two words you haven’t introduced yet (submarine, backpack) and if they don’t understand them translate them into Bosnian/Croatian/Serbian.

From time to time check why students have pointed to a particular sheet of paper.

They should justify why they have pointed there.

wildlife / Edinburgh / dreams / theme park / art volunteers / grizzly bears / submarine / claws / roller coaster / photos / backpack / history / actors

After that tell your students to copy the three titles in their notebooks and write down as many words as they remember that you have dictated. They can work in pairs. After about 5 minutes put the list

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of words on the board. They copy the words they might not have written and check the spelling.

3 Students should look at Task F now. Give them 5 minutes to prepare.

Listening: WHERE ARE THEY?

4 Point to the papers on the board and tell your students that Mia, Anna and Brian are in one of the three places. Students should listen and decide where they are. Ask them later how they guessed?

5 Let the students have a look at the LANGUAGE IN ACTION box. During the second listening they should figure out who says the sentences from the box. They should write just the first letter of their names next to the sentences.

5 Ask students when we use these expressions. Then, let them do Task I and J.

Step 3

Introducing the present perfect (experience)

1 Let students listen to the text again. Talk about Mia, Ann and Brian.

By asking questions introduce the present perfect.

Have you ever seen a grizzly bear?

Ana has seen a grizzly bear in the ZOO only.

Have you ever heard the sound of bagpipes?

Ivan has never heard the sound of bagpipes?

I have never been to Scotland.

My relatives live in Edinburgh but I have never

visited them.

Have you ever been to a foreign country?

Explain that we use the present perfect when talking about our experience – things that we have done or haven’t done in our life up to now (therefore it is called the present perfect because it is in a way connected to the present.) We are not interested when exactly that happened, but only whether it has happened or not. It is often used with EVER and NEVER.

Explain how it is formed. Point out the difference between the regular (for example visit above) and irregular verbs. If you haven’t introduced the past participle have a look at the back of the book where there is a list of all the irregular verbs.

2 Let the students do Task C in their Workbook now. Students should use the present perfect but the task is relatively easy because students have the full form.

The stress in this exercise is on the have/has distinction in the present perfect.

After they have finished let several students read their reports.

3 Write on the blackboard the following irregular verbs:

meet met _____________

have had ______________

be was, were ______________

learn learnt ______________

make made ______________

Tell your students to write down the past participle of these words using the verb list at the end of the book. These are the verbs students should use in Task D in their Workbook. After they have finished you can ask them if they have anything in common with the people who have said them. They should write 3 sentences (what they have in common) in their notebook for homework.

Reading THREE HOLIDAY LETTERS

4 Students should quickly go through the 3 letters and finish the sentences below:

A) ____________, ____________ and ___________ are in Disney Park. _________ has written a postcard to _____________.

B) Liz is in ____________. She has written a postcard to ______________.

C) ______________ is in ____________. She has written a postcard to ______________.

The present perfect simple

5 You can prepare students for Task B. Read one word from the letter taken from a sentence with a present perfect (not the present perfect itself ) and students should quickly find the sentence. For example:

You say: PHOTOS. Students read out: Wayne has just taken some

photos – I hope you’ll see some of them, or ANIMALS – You know I have always been interested in

animals. ACTORS – I have never seen so many actors in the

street.

6 Students should do Task B now. Tell them to write in their notebook 3 sentences about what people

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have done and 3 about what they haven’t done. The rest they can do for their homework.

Step 4

The present perfect practice

1 Give students 3 minutes to look at the sentences from Task B that they have written in their notebook. Tell them to remember as much as they can.

Ask a number of questions starting with Who… based on Task B. They should just give a short answer.

For example:

Who has lost his jacket?

Who has never seen so many actors in the street? Etc.

You give a model. Later on, one part of the class can have their books open and ask questions while the other is answering.

2 Students can do Task C now. They ask their partner at least 5 questions. Later on, they write a report about their partner. If the answer of their partner was a negative one, they use NEVER in their report. Ask students to read out their reports.

3 Students can have a look at the Pronunciation

Box. Beforehand revise the irregular words which belong to this group: DRINK, SING, RING, SWIM, SINK. Point out the difference in spelling and pronunciation between the past tense form and the past participle. Check if they are familiar with the verb RUN.

Sentences read on the CD are:

1 They ran to school yesterday.

2 I’ve never run to school.

3 Have you ever drunk tea with milk?

4 She drank a cup of coffee and went away.

5 She swam 800 m last night.

6 I’ve never swum in a lake.

7 The school bell has just rung.

8 He rang the doorbell but his friend was not at home.

Writing: A POSTCARD OR A SHORT LETTER

4 Task D can be given for homework. Students write a postcard/short letter based on the model. They can use a real postcard, or they can design a postcard on their own.

Workbook answer key

A 1 the United States of America 2 Paris 3 in Scotland

4 Montana, Michigan 5 the Nile 6 Asia 7 Australia 8 the Indian Ocean 9 the Rocky Mountains 10 in Ireland 11 the Netherlands (or Holland) 12 the Thames

B 1 Ø; Ø; 2 the 3 Ø; Ø; 4 Ø; Ø; 5 Ø 6 the 7 the, Ø; Ø; 8 the

D have met/have exchanged

have always wanted/have never had/have never been/have always wanted/have learnt/has been

have had/have travelled/has changed/have moved/has made

E sleep in bed see a grizzly bear do silly things read a ghost story visit a castle taste a candiflossF slept seen done read

G(E) 2 I’ve ever seen 3 I’ve ever read 4 I’ve ever done 5 I’ve ever seen 6 I’ve ever tasted

H(F) For example:

This is the funniest/the worst joke I’ve ever heard.

This is the most boring/the best made movie I’ve ever watched.

This is the longest/the most interesting book I’ve ever read.

I 1a) 2b) 3 b) 4b) 5b) 6 a) 7b) 8 b) 9 a) 10 b) 11b)

The record was set in 1997 by the jet engine powered car Thrust SSC. It was the first car to break the sound barrier. 12 b)

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Lesson 14ARE YOU A SPORTS BUFF?Objectives

to introduce different sports and sports equipment

to introduce the use of the present perfect simple with just, since and for

Step 1

Lead-in (optional)

1 Write on the board the following letters one below the other.

Students should copy them in the same way in their notebooks.

1 H

2 P

3 S

4 E

5 P

6 T

Tell your students that you are going to say some sentences which they should finish with one word. They should write the word down. The first letter of the word is on the blackboard.

To form the present perfect you need the present of to have which is in the 3rd person sing. ___________ (HAS).

The present of to have and the past participle make a tense that we call

the _____________ (PRESENT PERFECT).

If you are still not sure when to use it you can look in your book for a box called

The GRAMMAR _____________ (SPOT).

There it says that if we use the present perfect with ever and never, we talk

about our ___________________ (EXPERIENCE).

So, once more, to form the present perfect you need the present of to have and the _______________ (PAST PARTICIPLE).

I believe that the present perfect is the most difficult grammatical __________ (TENSE) that we have learnt so far.

In the first word circle letter number 3.

In the second word circle letter number 1. In the third word circle letter number 3. In the fourth word circle letter number 5. In the fifth word circle letter number 4. Finally in the sixth word circle letter number 4. Which new word have you got vertically? SPORTS

Pictures on page 85

2 Students open their book on page 85. Ask them to read aloud all the sports.

3 While students have the book open on that page you can ask them some of the things from Task B. For example: Find on this page all the winter sports.

Name all the water sports. Which of them are team sports? etc.

4 Ask your students to pick out 3 groups from Task B and write 4 sports in each of the groups.

5 You can do Task C and D with a stronger class.

Key: You play: basketball, ice hockey, rugby, tennis, golf, volleyball, water polo, handball, cricket and football.

You go: swimming, mountain biking, skiing, cycling, snow-boarding and sailing.

You do: athletics, gymnastics, judo, karate and fencing.

Sports equipment (Workbook-optional)

6 Students should look at the sports equipment on page 74 in their Workbook. They can make sentences like this:

You need __________ for (playing) ___________.

Write the model sentence on the board.

7 Students can do Task A now.

1 shuttlecock, racket 2 clubs, balls 3 helmet, gloves 4 trainers 5 pads and helmet 6 basket 7 bat, swimsuit 8 ski boots

Introducing the present perfect with just

Go round the classroom giving some commands:

Shut your eyes! Write your name on the blackboard! Shake hands! Read a sentence from the book! After each sentence ask: What has he/she just done? Or: What have they done? Write some of the examples on the board:

She has shut her eyes.

He has just written his name.

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They have shaken hands.

You have copied the sentences from the board.

Explain the use of the present perfect with just.

Have a look at the GRAMMAR SPOT.

Students should have a look at the pictures in Task

E (page 76) and say which sport is represented in each picture. After they have done the task orally, they can write the sentences down and sort them out in two groups: The good and the bad moments of sports

Step 2

The present perfect with just

1 Start off by revising the present perfect with just. Tell you students that you are one of the persons from the pictures in Task E. Tell your students that you are going to say a sentence aloud and this is actually what you have been thinking. What have you just done?

Nooo! 40 : 0

(You have just missed the ball.)

My Mum would be very proud of me!

(You have become the sports person of the year.)

I love gold!

(You have won the championship.)

Not another gate!

(You have missed the gate!)

Ooooops!

(You have fallen down.)

Yes! Goal!

(You have scored a goal.)

Just my luck!

(You have broken your leg.)

Just 2 km mo...

(You have collapsed in a marathon race.)

Reading

2 Students should look at the pictures and quickly read the text and see if there is anything wrong.

(Fiona is talking about free climbing and there is a picture representing it while Simon is talking about mountain biking and there is a picture of skiing.)

3 Students should read the text thoroughly and do

Task B in their books.

1 a year 2 six months 3 she joined the club 4 childhood 5 calculate the year (He has known him for 5 years) 6 he started training seriously

All the sentences in Task B contain the present perfect. Explain the difference between since and for by drawing a time line on the board.

Have a look at the GRAMMAR SPOT. Tell your students to copy it in their notebooks.

4 Students can do Task C now.

5 Read the texts about sportists from B&H. Discuss about them.

Pronunciation Box Go through the box with your students. Listen to

the CD. Point out that in speech we usually use contracted and weak forms. Key: 1 b) 2 a) 3 a)

5 Ask students to look at the photos and try to recognise the sportists . Ask them if they know anything about them.

Let students read the texts about young and successful sportists from Bosnia and Herzegovina.

Let students match the pictures with the texts. Check their answers.

Ask them to close their books and tell the class some information they have memorised about the sportists mentioned in SB.

Suggested homework: Task D.

Step 3

1 Start off by asking students if the know any extreme sports. Ask why they think they are called extreme.

Listening A YOUNG SKATEBOARDER

2 Tell students to have a look at the questions in Task

A. Explain the words they don’t know. For example:

TAKE UP to start doing something as a hobby

TAKE PART participate

TO BE AROUND exist

3 After you have done that ask someone to translate the questions into Bosnian/Croatian/Serbian. Make students aware of the fact that the present perfect tense doesn’t have its counterpart in Bosnian/Croatian/Serbian. Ask them what tenses they used in Bosnian/Croatian/Serbian when translating the

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sentences. Tell them that this is one of the reasons why the present perfect is so difficult for the Bosnian/Croatian/Serbian speakers of English.

Background information

The X games is an annual sport event with a focus on action sports. There are the Winter X games usually held in January or February and the summer X games usually held in August. The 2009 summer X games are going to be held in Los Angeles while the 2010 Winter X games are going to take place in Aspen, Colorado. The summer X games were first held in 1995 and the winter games in 1997. Each time new disciplines are added but the most common ones are: Freestyle BMX, Moto X, Skateboarding, Surfing, Rallying Skiing, Snowboarding, Snowmobiling and Snow– skating. Each of them has several disciplines.

4 During the first listening students should tick all the questions the interviewer asks.

5 While listening for the second time students should take some notes on the answers.

Follow up: Writing

6 Student’s write an article for the youth magazine about Diana or skateboarding.

Even at this stage you can teach your students that a good article consists of an eye-catching article and an interesting introduction. It can start with a question that would make a young reader go on with reading. The main body usually consists of two (or more) paragraphs. They should think of an appropriate ending. Help them by planning the article frontally in class. They can write it out for homework.

Alternative homework: Task D and Task E in the Workbook.

Note: If you have time, you can take one more lesson for the sports topic.

Your students can do Task B and in their Workbook. You can expand it into project work and make a class poster with the title ’Are you a sports buff?’ Weaker students can just copy the descriptions of sports from Task B in their Workbook while stronger students can write descriptions of some other sports. Everybody can contribute with cut outs or illustrations from sports magazines. You can also make students carry out a survey about the most popular sports in the class and favourite sports persons.

Workbook answer key

A 1 shuttlecock, racket 2 clubs, balls 3 helmet, gloves 4 trainers 5 pads and helmet 6 net 7 bat, swimsuit 8 ski boots

B 1 golf 2 ice-hockey 3 tennis 4 table tennis 5 skiing

skates, puck, stick, goal/ball, club, holes, course/

ball, net, racket, court/outdoor, boots, piste, gate/

indoor, table, bat, net

C 1 enough, too 2 enough 3 too 4 enough5 too 6 too, enough

D have had/have broken/have fallen/have… been/have… bought

E 1 has… had 2 has… broken 3 has… fallen 4 has… been 5 has …bought

F 1 has… fallen 2 has broken 3 has…scored4 has become 5 has… won 6 have lost 7 has… broken

G 1 for 2 for 3 since 4 since 5 for 6 since 7 since8 for

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Lesson 15WHAT’S WRONG WITH YOU?Objectives

to build up vocabulary related to the body and health

to talk about a healthy way of life

to read stories related to the topic

to talk about health problems

listen to dialogues about health problems

to express result with the present perfect

Step 1

Lead-in

1 Write on the board the title of the lesson What’s

wrong with you? Ask students to think of the contexts/ different situations in which this sentences can be heard/used.

Put all their ideas on the board.

2 Ask them to tell you how important health is in people’s lives. How then can we stay healthy? Elicit their ideas.

When they have run out of ideas, tell them to choose the ten most important pieces of advice and copy them in their notebook. Tell them to rank them too.

Listening: 10 STEPS TO GOOD HEALTH

3 Tell them to compare their lists with the one on page 92, SB. Put students in small groups and tell them to come up with the answers.

4 Play the CD and check their answers.

5 Practise the vocabulary related to health problems. Do the Pronunciation Box.

6 Do What’s the matter? on p. 92, SB. Read all the sentences out.

Key: 7 He has a rash. 8 He has earache. 4 He has the flu. 10 He has toothache. 11 He has a headache. 12

She has a cut. 2 She has a sore throat. 1 He has a stomachache. 9 He has a cough. 5 He feels dizzy. 6 He has a bruise. 3 He has hay fever.

7 Ask students to cover the sentences and try to reconstruct them by looking at the pictures.

8 Tell them to choose the five worst/most painful problems among these and copy them in their notebooks.

Speaking

9 Do Task D, p. 93.

Suggested homework: Task A a), p.78, WB.

Step 2

Revision of parts of the body

1 You can do a command game:

Touch you elbow. Nod your head.

Snap your fingers. Comb your hair.

Stamp your feet. Brush your teeth.

Scratch your nose. Shrug your shoulders.

Stick out your tongue. Wink your eye.

Clap your hands. Walk on tiptoe.

Stretch your legs. Open your mouth wide.

Bend your knees. Pull your ears.

Pinch your cheek. Blow your nose.

Fold your arms. Flick your wrists.

Pound your chest. Slap yourself on the back.

Rub your chin. Punch yourself in the stomach.

– First give the commands and do them together with them.

– Then just keep giving them, and students do what you say.

– After that you can show them the cards, then students read and do what theyíre told to do.

– Finally, you can ask them to match the split parts.

The present perfect revision (result)

2 Do Task A b), p.79, WB.

3 Now, do Task D, p.81, WB. Copy all the sentences on cards (preferably different colour paper or different colour felt tip pens). Ask students to match them. Once they have matched them on the board you can ask questions to make it clear that their state is the result of some other action.

e.g. Why is Mary’s arm in plaster? Because she has broken it. Why does Brian feel sick? Because he has eaten too much, etc.

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Mary’s arm is in plaster. She has broken it. John can’t walk. His ankle hurts. He has sprained it. Anna’s finger is bleeding. She has cut herself. Brian feels sick. He has eaten too much ice cream. Jane has a bruise on her knee. She has fallen off a bike. Kevin has a black eye. He has had a fight. Jim has a runny nose. He has caught a cold. ’Ouch!’ says Pam. She has burnt herself.

4 You can play a memory game with these cards or let students draw a result card and say what has caused it.

5 Let students work out the causes for some other sentences.

Alan feels so miserable. Diana and Dennis are happy.

Robin is in prison. A little girl is crying.

Gary can’t get into the flat. We can’t watch TV.

I’m so sleepy. Jerry is so proud of himself.

6 Optional: Task C, p. 81, WB can be done as a game too. It can be played in two steps.

A) There are 10 situations. Write them on cards and you’ll get 2 sets of 10 cards.

e.g. Look! Somebody has broken the window. Play the Matching Game or Memory.

B) Write one more set of cards, this time with gaps.

e.g. Somebody ______________ the window.

Play the matching game but this time they have to supply the right verb form.

Suggested homework: Task C, p.81, WB.

Step 3


1 Ask students to look at the words in Task A on page 93. Read them one by one and they repeat

them after you. In groups they read the sentences and work out their meanings.

2 Check the meanings of the words with the whole class. Read one sentence at random, but when you come to the target word instead of reading it in English say it in Bosnian/Croatian/Serbian. Students say the word in English.

3 Now read the sentences again and instead of reading the target words, whistle or snap your finger. Students say the right words.

4 Divide the board in two parts. Split the class in half. Play a spelling game. One student from each team comes to the board. You read the paraphrase and they have to write the word. The team with more correct words wins.

5 Now play it in reverse. The teams take turns to paraphrase some word on the board to their representative. If she/he rubs/crosses the right word out the team gets a point.

Optional

6 Finally, you can ask students to make up a story in groups. Each word used in their story will bring them two points. All stories are read out and the points counted.

A and B dictation as a pre-reading activity

7 Split the class in half. Dictate to each half a different set of sentences and questions.

They think of possible answers.

A Mrs Grimson lives alone in a big flat. Why? Brandon needs a place to stay. Why? He goes to see the old lady. Why? Today Brandon isn’t himself. What has

happened? Mrs Grimson is confused. What has

happened?

B ’That’s the only thing I’m interested in.’ says Alan. What? Everybody likes him so much. Why? ’It can’t be true’, the people whisper. What has

happened? Mr Raily decides to go to the police. Why? Mr Raily explains to the Chief Inspector. What?

Reading

8 Do Task C, p. 94, SB. Students read their story and check their ideas. They also underline all the words they dealt with last time.

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Follow-up

9 Do Task D, p.94, SB or Task E, p.95, SB depending on the story they have read.

Key: Task D

1 Because her husband has died.

2 Because she is very lonely.

3 Because he has always wanted to be a doctor.

4 Because he is nice and decent.

5 To bring him a cup of tea.

6 He was in a rush.

7 Because it is too heavy to push.

8 Because she is frightened and confused.

Task E

1 Yes, he has.

2 Yes, he has.

3 No, he hasn’t.

4 Yes, he has.

5 No, he hasn’t.

6 Yes, it has.

7 No, he hasn’t.

8 No, he hasn’t. Because he has helped a lot of people.

Retelling the story

10 Pair off students (A and B). They tell each other their stories. They have to say what they think happened next.

Suggested homework: Students have to read the other story and do Tasks F and G, p. 95, SB and Task E a) and b) pages 82 and 83, WB.

Key: Task F 1 X, 4 X, 6 X, 7 X.; Task G 1 To grow up means to change from a child to an adult. 4 To look after someone means to take care of someone. 6 An ad is a short text in the newspapers that tries to persuade people to buy or do something. 7 A surgery is a place where doctors treat their patients.

Optional

Reflexive pronouns

1 Start with homework. Write the sentences that contain reflexive pronouns but leave the pronouns out. Write them on separate cards. Play the matching game.

Have all the sentences on the board face down and all the ’pronoun’ cards face up.

The sentence cards must be numbered. Students take turns to choose a number. You show them the sentence, they try to fill it in with the right reflexive pronoun.

Variation: Write a set of sentences, each containing a reflexive pronoun. Some of them should be incorrect. Students have to detect the wrong ones and correct them.

Vocabulary revision

2 Revise the vocabulary from the previous lessons. Put students in groups and tell them to go through the lessons covered so far and write on slips of paper about thirty words.

3 Students exchange their sets of words. Now, tell them to categorise/group the words they have got. They have to decide how to do that. There are no right or wrong ways of doing this. You accept any categories if they can justify them.

Optional – Crossword puzzle

4 Now tell the students to choose 6-8 words/expressions and make a crossword puzzle with them. Once they have arranged them, they should write the clues for them, then copy their crosswords without the words, only with the numbered clues.

5 They exchange their crossword puzzles and do them.

6 Do Task B a) and b), p. 80, Workbook.

Step 4

Listening HEALTH PROBLEMS

1 Tell students that they are going to hear two dialogues related to health problems. Ask them to tell you what we do when someone has a problem. We try to help or at least give some advice. Revise the language of giving advice. Play the CD and ask students to do Task A, p. 98.

Key: 2, 3, 1.

Check if they can say what’s wrong. If not, play the CD again. Then check the answers.

Key: Barry is feeling awful. He has a high temperature and he feels dizzy. He also feels sick in his stomach.

2 Play the CD again. Students do Task B.

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Key: To stay in bed, take an aspirin and a lot of warm tea.

3 Now, play the second dialogue and ask students to do Task C. Check the answers.

Key: Name – Danny. Problem – A pain in his shoulder. How long for? For a week. Medicine – Tablets. Next visit – If the pain doesn’t go away.

4 Play it again. Students do Task D.

Key: 1 While playing football with Chris. 2 Nobody’s fault. They simply bumped into each other. 3 Yes, because he’s very kind.

Optional

A split dialogue activity

5 Put students in groups and give them a split dialogue to put in order. Use the dialogues at the back of the book, Tapescript 15.2.

Note: Split dialogues can be exploited in many different ways. Here’s one way. Each group should have as many members as there are slips with sentences. Everybody memorises their line(s) and nobody is allowed to show their line(s). They have to say it/them. You can even collect the slips after some time.

6 Students read out their dialogues, then open their books and check with the original one(s).

Two-dialogues-in-one

7 Copy the lines of the two dialogues from the Language in action box, p. 98, SB slips of paper and mix them up. Students have to separate the dialogues and order the lines.

8 Round off with students acting out different situations based on the dialogues they have just dealt with.

Suggested homework: The writing task on page 86.

Key: NAIVE BANK MANAGER

It was 3.30., closing time. Everybody was leaving the bank when a middle-aged man in a suit carrying a big leather bag in his hand came in. He said his name was Shigeru Matsui and asked for the manager. He explained that he was a doctor sent by the Ministry of Health to vaccinate the staff. He also told the manager about the dysentery epidemics that had broken out a few days earlier. It took only a few minutes for the staff to come to the meeting room. He gave each and everyone of them a little bottle with something tat looked just

like water. Without asking any questions they took it. In a minute or two they all lost consciousness. The fake doctor was free to collect the money. How awful! All he got was 180,000 yen, about $ 600.

Geography quiz

1 You can write on a piece of paper the geographical names from the box in Task A (Workbook)

Variation: You can dictate them to your students. Help with spelling if necessary.

2 Write the numbers 1-12 on the board. Students call out the number, you cross it out and read the question. They choose the right answer from the board. Students might know the answers to the questions even without having the answers on the board but in this way you can do a more controlled activity because you want to point out the use of the definite article with place names.

1 the United States of America 2 Paris 3 in Scotland4 Montana, Michigan 5 the Nile 6 Asia 7 Australia 8 the Indian Ocean 9 the Rocky Mountains10 in Ireland 11 the Netherlands (or Holland) 12 the Thames

3 Tell your students to sort out the words in the following groups (introduce the words if necessary). They should leave a space between them just as you did.

rivers: (the Nile, the Thames)

oceans and seas: (the Indian Ocean, the Adriatic Sea)

mountain ranges: (the Rocky Mountains)

continents: (Asia, Australia)

countries and states (Ireland, Montana, the USA, the Netherlands)

The with place names

4 Ask your students to guess why you split the geographical names in two groups like that. Draw conclusions about the use of the with place names.

5 Let the students look at the GRAMMAR SPOT on page 66 in the Workbook. They should copy the items that they haven’t got (deserts, lakes and parks) in their notebooks. If you have time you can tell your students to add more geographical names to each category.

6 Students can now do Task B in their Workbook.

7 Suggested homework: You can ask your students to prepare 5 questions similar to the one in Task B. They should write them on slips of paper.

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Workbook answer key

A b) 1 fingers; 2 shoulder; 3 head; 4 neck; 5 heart; 6 toe; 7 tongue; 8 eye.

B a) take up – start doing some activity;

grow up – become a man or a woman;

give up – stop trying;

look after – take care of; stay up ń be awake late at night;

tell off – talk to someone in an angry way because they did something wrong;

rip off – take too much money from someone.

b) 1 stay; 2 tell; 3 grow, 4 rip; 5 look; 6 take; 7 give

C 1 has broken; 2 have lost; 3 has robbed; 4 have finished; 5 have seen; 6 has come; 7 has stopped; 8 has tidied; 9 has gone; 10 have been.

D Brian, Mary, John, Anna, Kevin, Jane, Pam, Jim.

6 7

2 4

1 8

5 3

E b) 1 myself; 2 themselves; 3 himself, 4 yourself, 5 ourselves; 6 herself; 7 yourselves; 8 itself.

PART II – CLOWN DOCTORS

Objectives:

to introduce the present passive

to talk about clown doctors

Step 1

Introduction of present passive

1 Start off with a guessing game. You describe an object and the students guess what the object is. In each sentence you use the present passive.

It is made of wood.

It is usually kept in a pencil-box.

It is used for writing.

(a pencil)

It is made of metal.

It is kept in a pocket, bag or purse.

It is used for locking a door.

Write on the board: I t IS MADE of...

It IS KEPT...

It IS USED for...

Prepare at home little pieces of paper on which you write a few words that are suitable for such descriptions (for example: a toothbrush, a knife, a tennis racket, a dictionary, a credit card, an eraser (ruber), a spoon, a cup. Give pieces of paper to some of the students (each gets just one) and tell them to describe the word by using the model on the board. The aim of this activity is to make students use and listen to the structure without being aware of it.

Introduction of a new context for the present passive

2 Bring into the class if possible the picture of clown doctors. By using the pictures and asking questions about clowns and clown doctors, introduce the words and phrases in Task A and write them on the board.

To check once more the meaning and pronunciation, ask students:

How do you say izmišljati priče in English?

How do you say izvoditi trikove ?

How do you say nasmijavati djecu?...

3 Introduce the expression CLOWN DOCTORS. Ask students if they can tell what clowns and clown doctors have in common. Ask your students what clown doctors do?

Why are they called clown doctors?

Encourage students to produce sentences like the following one:

They are called clown doctors because they...

Students can do Task A in Workbook, p. 89

Reading: CLOWN DOCTORS

4 In order to familiarise students with the text and make them read and go back to the text over and over again, you can ask several questions from Task

B, SB.

5 Ask students to read the text aloud.

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6 Check the answers one more time with the students after they have read the text.

7 Discuss the topic with the students about clown doctors, Task D, Student’s Book.

Step 2

Present simple passive

1 Students do Task C now. They should go back to the text and write down the sentences.

2 Explain the form and use of the present simple passive. Look at the Grammar Spot (Grammmar plus pages). Draw students’ attention to the word by that they add before the name of a person if they want to know who does the action ( Remind students of the use of by while doing tasks in RECAP 3 and SELF-CHECK 3).

3 Students can do some of the exercises, Task B,C,D from Workbook., p. 89, 90.

(Some of them can be done for homework.)

Suggested homework: Writing task

Clown Doctors in Bosnia and Herzegovina

Students should write a short article about the clown doctors. They should use the text as a model. The purpose of this task is to make students use the present simple passive in writing.

Workbook answer key

A 1 Wear funny clothes

2 make them laugh

3 give medicine

4 make up stories

5 play tricks

B 1 is sung 2 is believed 3 are prepared 4 is eaten / is made 5 are worn 6 is spoken

C 1 are made 2 is drunk 3 are closed 4 are played 5 are written 6 are built 7 is eaten 8 are sent

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Lesson 16ADVENTUREObjectives

to listen and read for specific information

to talk about adventurous people

to introduce the present perfect simple with already and yet

Lead-in

1 To get to the topic you can do this activity. Tell students that you will paraphrase 11 phrasal verbs. Explain to them in a very simple way what a phrasal verb is. Each time you give a paraphrase they should write it in their notebook. Have a secretary to do that on the board. Also tell them that in each phrasal verb they have to circle the letter you say.

– start doing some activity

Circle letter 2 tAke up

– disappoint someone by not behaving as you should have

Circle letter 4 let Down

– stop trying

Circle letter 3 giVe up

– talk to someone in an angry way because they did something wrong

Circle letter 2 tEll off

– push a button to stop a machine operating

Circle letter 4 turN off

– take care of

Circle letter 7 look afTer

– be awake late at night

Circle letter 5 stay Up

– become an adult, a man or a woman

Circle letter 2 gRow up

– take too much money from someone

Circle letter 4 rip Off

– invent a story, an excuse, etc.

Circle letter 5 make Up

– start a journey

Circle letter 1 Set off

Note: You can read the paraphrase randomly and students have to arrange the letters they have got and work out the word. It depends on the class. It is more challenging.

You can make a set of cards with phrasal verbs and their paraphrases and play games with them since it takes some time for students to learn them.

Afterwards you can write a lot of gapped sentences and use them instead of paraphrases to play games. Students have to use the right phrasal verb to complete the sentences.

Elicitation

2 Ask your students to explain to you what in their opinion an adventurous person is like and what adventure means for them. Elicit the words they associate with the topic.

The definitions on page 100.

3 Tell students to choose the right expressions to get the definition of adventure on p. 100, SB. Ask them if they have ever done anything adventurous and, if they have, to tell their partner.

The questionnaire: Are you an adventurer?

4 Do the questionnaire. Ask them if they agree with what their score says.

Note: Students can do the questionnaire for their partners and then check if they were right by asking each other questions.

Suggested homework: Tell students to use at least six or seven phrasal verbs in sentences of their own.

Step 2

What I do for a living is an adventure.

1 Put the title of the lesson on the board.

Then ask questions to encourage students to predict about the person.

Is it a man or a woman? How old is he/she? What does he/ she do? What does he/she look like? What is he/she like?

Which countries has he/she visited? What has he/she done?

What hasn’t he/she done yet and would like to? What hasn’t that person done and wouldn’t like to? What’s the favourite place that person has been to?

2 Do the little quiz about Egypt.

Key: 1b) 2 c) 3 a) 4 c) 5 c) 6 a), a).

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3 Do Task A p. 102. Let students use their dictionaries or if they don’t have them, then the word list at the back of the book.

meet the deadline; sign a contract; look at the notes; choose a title for your book; a series of events; a book comes out; sound scary; do research;

4 Do Task B as a prediction task

Listening A FAMOUS ARCHAEOLOGIST

5 Students listen to the interview to check their guesses (Task B).

Key: 1 Yes. 2 She wants to write a book about ancient Egypt.

6 Play the CD again and let students do Task C.

Key: 1 days, 2 book, 3 three, 4 Pharaoh, 5 tomb.

7 Pair students off and ask them to do Task D. If they haven’t completed the task, let hem hear the interview again and then do it. In the end students can have a look at the tapescript at the back of the book.

Key: Miss Rayn is an archaelogist. She has just returned from Egypt. She has been home for three days. She hasn’t had a good rest yet. She has signed a contract with Harmon publishers to write a book about ancient Egypt. She has been to Egypt three times in the last few months. She has been in love with the pyramids ever since she read a book about Ramses II. She has never seen anything as fascinating as the pyramids.

She has already chosen the title for the book. She has done all the research. She has already written half of the book.

8 Dictate the following words/expressions: curse, can hardly, event, research, archaeologist, deadline, sign a contract, reason, tomb. Students write them down in their notebook. Ask them to circle the ones they know the meaning of. Tell them to paraphrase them in writing. Have a class activity. Let students paraphrase the words in their own words. If they cannot paraphrase some of them, you do it and ask them then to translate them into Bosnian/Croatian/Serbian.

9 Tell students to check the spelling of the words they have written down in the notebook with the ones in Task E, p. 103, SB. Set the task as homework assignment.

Suggested homework: Task. E, p. 103, SB. Ask stronger students to the writing task on page 103.

Key: Task E 1 a); 2 b); 3 a); 4 a), 5 b); 6 a); 7 a); 8 a); 9 a).

Step 3

Vocabulary revision – Bingo

1 Pool all the words related to the lesson you did last time. Write them all on the board. Play Bingo with them.

2 Tell students that you will rub out each word if they can explain how it is related to Miss Ryan. That’s how you can get students to tell you all they remember about her and retell the lesson they did last time.

Interviewing Miss Ryan

3 Choose a student to play the role of Miss Ryan. The class asks her questions. If they ask about something that’s not in the text, she has to make up an answer.

4 Tell them that Miss Ryan is preparing for another trip to Egypt. What do they think she has to do? You can give them some hints, e.g. a list of verbs which they use to write sentences: buy, rent out, book, write, check, change, give, sell, have, pack.

(These verbs have been taken from Task A, p. 84, WB.)

The present perfect revision

5 Students read out their sentences and then do Task

A, p. 84, WB.

6 What about your students, then? Do Task D, p. 86, WB.

7 Talk to your students. Ask them questions with the present perfect and when you get a positive answer go on asking questions with the past tense. Point out that when you want to ask more about somebody’s experience then you ask questions with the past tense.

e.g. T: Have you ever won a competition? S: Yes, I have. T: When was that? S: A year ago? T: What sort of competition was it? S: Maths competition. T: Did you get a prize? S: Yes, a book.

8 Encourage them to guess about you. They make sentences and you put your thumb up for a Yes answer and down for a No answer.

Note: The title of the task can be used as a prompt for writing a story before they do the task. Afterwards

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you can have an interview with Yeti.

Suggested homework: Task B, p. 85, WB, Task F, p. 88, WB and Task G, p.88, WB.

Step 4

Reading TUTANKHAMUN − THE CURSE OF A PHARAOH

Lead-in (words/expressions from the text)

1 Put the following words on the board:

warning adventure jewels tasty sight tomb

pharaoh ancient afterlife mosquito entrance

discovery vandals expedition peace swift escape

enter treasure medium heart attack intact

archeologist curse ignore cause wing disturb

looters exhibition deadline contract dawn sign

These words have been taken from the text the students are going to deal with, the text about Tutankhamun and Task E, p. 87, WB.

Instead of writing them on the board it would be a good idea to write them all on pieces of paper and distribute them to groups of students.

2 Ask students to categorise the words. First tell them to circle the words they know.

In groups they help each other with the words. Check which words they know. Write the words no one knows on the board.

3 Assign each group of students some words to look up and explain to the class what they mean. They should do this in English. Set a time limit.

4 When the time is up each group reports on their words. Now students should be familiar with the words they will encounter in the text.

The teacher tells/reads the story about the curse of the pharaoh (page 104).

5 Warn students that you will tell them a story but that they will have to tick the words from the paper when they hear them.

Tell or read the story, but in a very dramatic way.

6 After they have heard the story, ask students to read out the words they have ticked.

7 Students read the texts again to check. While reading they also do Task A, p. 104, SB.

The Belief of Egyptians; The Discovery; What’s the Next Step? A Series of Mysterious Deaths.

8 Do Task B, p. 105, SB.

Key: 2, 7, 1, 3, 8,5, 6, 1 and 4.

9 Do Task C, p. 105, SB

Key: 1 The Pharaohs of Ancient Egypt

2 Lord Carnarvon

3 Howard Carter

4 Lord Carnarvon

5 Most of the expedition team

6 Howard Carter and two more members of the expedition team

7 No one

10 In the end, it would be fun to have an interview

with Tutankhamun.

Suggested homework: Task D(1) (the vocabox), p. 105, SB and Task E, p. 87, WB, a) and b). Stronger students can do the writing task on page 106, SB.

Key: Task D: tomb; treasure; intact; warning; escape; entrance; ignore; enter; medium; looter.

Workbook answer key

A: She has already booked a room in a hotel in Cairo.

She has already written a letter to her publisher.

She has already checked her passport.

She has already sold her car.

She has already had a haircut.

She hasn’t bought the plane ticket yet.

She hasn’t rented the flat out yet.

She hasn’t changed money in the bank.

She hasn’t given her parents a call yet.

She hasn’t seen her doctor yet.

She hasn’t given an interview for BBC1.

B: have spent; have reported; has proved; have seen; have written; have read; have talked; haven’t collected; haven’t come.

E: a): hotel; tasty; photos; sight; warning; jewels; tomb; adventure.

b): huge; noisy; strange; fortune; dawn; follow.

F: 1 just; 2 already; 3 yet; 4 several times; 5 never; 6 ever.

G: 1 has made, have won; 2 has written, has sold, has...thought; 3 has solved, has... arrested, has robbed; 4 has... had, has broken; 5 has taken, hasn’t had.

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Lesson 17THAT MAGIC BOXObjectives

to talk about television and TV programmes

to listen to dialogues related to watching TV

to consolidate the present perfect

to write a diary entry

Step 1

1 Start off reading the sentences about television but don’t mention it. Students have to guess what you’re talking about.

Statements about TV

2 Students have a look at the statements on p. 107, SB and discuss them in pairs. Then they categorise them under the two headings: good/bad.

Optional – For and against TV

3 Have a class discussion. Divide the class into two teams: those against and those for television. Tell them that you have a problem. Your little daughter wants a TV set and you think she’s too young. You can’t make up your mind whether television is good or bad and that’s why you can’t make a decision . You want them to help you. They should give as many reasons for or against as they can think of.

Keep a record by giving each team a tick for every different statement. In the end tell the team that has given more statements and has been more persuasive that they have won.

Optional writing task

4 Now you can do a writing activity. Tell them that you’d like them to write an article for a teenage magazine on this topic. Put the format on the blackboard and they use their ideas to write it.

Note: This can be done for homework if you prefer.

Television! Yes or No?

I don’t know what to say. It’s not that simple. There are some good points to it as well as bad.

Para. 1 Give two or three statements for. To link your ideas you can use: on the one hand, and, also, and moreover.

Para. 2 Now give two or three statements against. Use on the other hand, but, however.

Para. 3 Finally, say what you believe. You can use: if

you ask me, or, in my opinion.

5 Ask students how they feel about television. Let them ask each other in pairs the questions on p. 107, SB.

The quiz: Are you crazy about TV? (Task A, p. 91, Workbook)

6 Write on the board the following sentence: I’m

crazy about television. Ask how many students think it’s true for them. Then let them check that by doing the quiz in Task A in their Workbook.

Suggested homework: Task B a), p. 92, WB.

Step 2

Collocations

1 Start off with Task C a), p. 93, WB. First ask them to have a look at the verbs and underline the irregular ones. They also give the past tense and past participle forms.

2 Students match the words from the two columns.

The present perfect practice

3 Tell students to check what they’ve done by having a look at the statements in Task C d), p. 94, WB. Then they circle/copy in their notebooks the ones that are true for them.

A class survey

4 You can do a class survey. Number all the statements. Then ask questions and students put up their hands. Have two secretaries who will help you count hands. They can also ask questions instead of you.

In the end, the class can make a report.

e.g. Ten pupils have read a book in English.

Nobody has seen a ghost. etc.

5 Do Task C e), p. 94, WB.

6 Do Task C b) and c), p. 93 and p. 94, WB.

TV IS GREAT BUT FRIENDS ARE MORE FUN!

7 Ask students if they agree with the message. Put them in pairs and let them think of as many TV programmes as they can. They should tell each other what they like watching best and least.

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Television programme guide

8 Ask them to have a look at the TV guide and decide what they’d like to watch.

Let them compare their choices in pairs.

Listening WHAT’S ON TV?

9 Tell students that now they are going to hear what other people would like to see. Do Task A, p. 108, SB as prediction activity. Then play the CD for students to check their guesses.

Key: 1 A documentary. 2 The semi-finals. 3 Rosie and Ray.

10 Do Task B.

Key: Andy hates sitcoms. Diane loves SF films.

11 Play the CD again. Students do Task C.

Key: 1 Wheel of Fortune. 2 Because celebrities are taking part. 3 The money will be used to build a new social centre for children with violent parents.

Step 3

A guessing game

1 Start off with a guessing game. You can either bring a camera and tell your students that you’ve got something in your bag and ask them to guess what by asking Yes/No questions, or you’re a TV reporter and they try to guess your line.

Whatever you choose to do, after they have guessed your object or profession, have a little discussion about that profession. Encourage them to tell you whether they like it or not and why. Also they should try to define what a TV reporter does and which ones they know of or like.

Listening / Reading TV REPORTER

2 Let them hear the introductory part about Andrew Marshall. Ask students to do Task A, p. 109.

3 Have students read their questions. Then let them hear (ask them to read) the interview and check if they can get the answers.

Variation: You can tell them to do Task C, p. 111 predicting answers and then listen to the interview and check their guesses.

4 While listening, stop after each extra task and give students time to do it. In that way this interview becomes quite interactive.

True-false statements

5 Do Task C, p. 111, SB.

Key: 1 False; 2 True; 3 False; 4 False; 5 True; 6 True; 7 False.

Vocabulary building

6 Do Task D, p. 111, SB.

7 Do Task E, p. 111, SB.

Key: 1 delicious, 2 exotic; 3 disappointed; 4 TV reporter; 5 archaeologist; 6 celebrities; 7 schedule; 8 politician.

Suggested homework: The writing task, p. 112, SB or Task E a) p. 95, WB.

Variation: You can tell students to do Task E a) WB as if they were Andrew Marshall.

Suggested homework: Task D, p. 95, WB.

Workbook answer key

B 9, 4, 10, 6, 1, 14, 11, 8, 15, 5, 17, 2, 7, 12, 16, 13, and 3.

C a) appear on TV; travel abroad; ride a horse; eat frogs’ legs; fly in a plane; get an F; meet a famous person; drive a car; see a ghost; win a prize; read a book; write a love letter; find money in the street; play a video game; lose a key.

c) TV IS GREAT BUT FRIENDS ARE MORE FUN

D has made; has flown, has travelled, has visited, has met, has stayed, has learned, has changed.

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Step 2

1 You can play a quiz game. You just write the numbers on the blackboard.

When they call out a number you read the question. They can play in two groups.

1 Name at least three boroughs of New York. 2 How much did Peter Minuit pay for Manhattan? 3 What is Chinatown? 4 In which direction do the avenues go? 5 Which avenue is famous for shopping? 6 Who gave the Statue of Liberty to the Americans? 7 What famous buildings do you know there? 8 What is the biggest museum in NY called? 9 Where is the New York Aquarium? 10 What can you do in Greenwich Village?

2 Imagine you are in New York. Write a short letter home. What are you doing there? What places have you visited so far? How did you like it? Did you meet anybody interesting last week? Students should use as a model the letters from Lesson 13 page 72 or 74.

3 You can display the letters somewhere in the class. If your students are interested and want to contribute with some cut outs you can expand this into project work.

Culture spot 3NEW YORKStep 1

1 You can draw a big apple on the blackboard. Ask them what they associate with it.

If they don’t guess write several words in it. For example: city, skyscrapers, skyline, bridge, etc. After they have guessed, elicit as many words as you can from your students and write them on the blackboard. Ask them to use some of the words together in a sentence.

2 Let the students look at the pictures. You can add some more words on the board.

3 Read together the FACTFILE box. Explain and translate into Bosnian/Croatian/Serbian some of the entries. If you have a map of New York bring it to class. Find the boroughs on the map. (They don’t realise Manhattan is an island.)

4 Let them look at the words on the board. Are they connected to any of the items in the FACTFILE box? How would they sort them out?

5 Let them listen and read this time.

6 Students read the text once more. Tell them to write down 10 words from the text they don’t know and copy them in their notebook. They can use the word list at the back of the book to translate them into Bosnian/Croatian/Serbian.

7 Finally, students fill in the box. They can report back what they have done.

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RECAP 3A 1 Egypt is in Africa

2 The capital of Egypt is Cairo.

3 The river Nile is 6690 km long.

4 Scotland is a part of the United Kingdom.

5 Montana is a state in the USA.

6 The Statue of Liberty is in New York Harbour.

7 The Golden Gate Bridge is in San Francisco.

8 Yosemite Park is in the state of California.

9 Harrods is a big department store in London.

10 You can buy anything you want on Fifth Avenue.

11 The deepest ocean is the Pacific Ocean.

12 The Dead Sea is very salty.

13 Lake Baikal in Russia is the deepest lake.

14 The largest hot desert is the Sahara.

B TV ANCIENT EGYPT HEALTH

documentaries pyramid throat soap operas tomb stomachache weather report pharaoh doctor news archaeologist ill cartoon treasures cough patients temperature surgery

TV cartoon / news / soap operas / documentaries / weather report

ANCIENT EGYPT archaeologist / tomb / Pharaoh / treasures / pyramid

HEALTH doctor / surgery / patients / ill / throat / cough / temperature / stomachache

C has been / has had / has talked / has done / has travelled / has visited / has never been / has thought / has had

D 2 played

Have you ever won / written / read / stayed / found / got / forgot / told.

E 1 Windsurfing has been popular since 1958.

2 I have known my best friend for 5 years.

3 I haven’t heard from her since we broke up.

4 We have had space satellites for over 40 years.

5 Phones have changed a lot since they were first invented.

F 1 has just won

2 I’ve bought the tickets.

3 I’ve lost it.

4 have eaten all the chocolate

5 she has left

G lock the garage door

shut the window

turn on the alarm

turn off the gas

cancel the milk

water the plants

feed the fish

take the dog’s food

The comic

Have you locked the door? Yes, I have.

Have you turned off the gas? Yes, I have.

Have you turned on the alarm? Yes, I have.

Have you cancelled the milk? Yes, I have.

Have you fed the fish? Yes, I have.

Have you watered the flowers? Yes, I have.

Have you taken the dog’s food? Yes, I have.

H Past Simple Present Perfect Simple

yesterday for ages

last night ever

when I was at school for ages

5 years ago never

1 saw 2 haven’t seen 3 skipped 4 Have ... skipped 5 I did 6 hasn’t done 7 went 8 have never been

I 1 Emails are written every day.2 Questions are often asked by them.3 He is invited by them.4 5 My birthday is never forgotten by my father.

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MY VOCABULARY 3 Possible answers:

F JOURNEY: interesting; exotic; adventurous; dangerous; boring; magnificent; mysterious

SPORTS: interesting; aggressive; rough; dangerous; boring

G score; miss (a ball); coach; win; set (a record); track; lose; equipment (pain; bruise – related to sport injuries)

H Pharaoh; curse; archaelogist; looter; treasure; pyramids; tomb. There are plenty of other words that can be accepted. If students can justify their choice, accept any answers that make sense. For example: mysterious; documentary; backpack; exotic; adventurous; return ticket; package tour; foreign country. You can also play a game 'I challenge you!' in which you say a word and they have to find the connection between the word and the topic. For example: sore throat and Egypt. (Tourists who come to Egypt often have a sore throat because of tiny grains of sand that get into their mouth while they are in the desert.)

I be overweight, rash; pain; headache; hay fever; stomachache; sore throat; toothache; earache; cough; flu

SELF-CHECK 3A Sports equipment: bat, racket, skates, helmet.

Travelling: package tour, backpack, return ticket, coach.

Health problems: bruise, sore throat, stomachache, cure.

TV: TV guide, sitcom, chat show, detective story.

B have had, have travelled, have been, have met, have come, Have listened.

C since, since, for, for, since, for.

D 1 I’ve never flown in a plane. 2 I have had this dog for two years, 3 I haven’t drunk cocoa since kindergarten, 4 Have you ever been to London? 5 I haven’t played it yet.

E 1, 4, 6, 3, 7, 5, 2

F I have a terrible stomachache.

How long have you had it?

What did you eat last night?

Let me examine you.

G 1. Presents are always given to her children. 2. Books are written about cats by him. 3. Tea with milk isn’t drunk by them. 4. A goal is always scored during that footbal match by that football team. 5. Her keys are always lost by Alma. 6. A music competition is won every year by us. 7. Pizza is eaten every day by Marko and Hana. 8. Fairy tales are read every night by them.

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Lesson 18TRADITIONAL WEDDINGSObjectives

to talk about weddings

to practise vocabulary related to this topic

to practise reported commands and requests

Step 1

Lead-in

1 Students look at Task A, p. 116 in the SB and try to describe the photos. They also think about the questions that are asked there.

2 Introduce some words before students read the text. Write the words such as: GROOM, BRIDE, BEST MAN, GUESTS, A WEDDING RECEPTION, A WEDDING CEREMONY, BRIDESMAID... on the board. Also write the numbers beside the words in English. Write the same words in Bosnian / Croatian / Serbian.

3 Ask students to find the matching words.

4 Erase the words from the board. Give the first letter of the words. Ask the students to write the rest of the words and translate them. This is a kind of a memory game.

Step 2

Reading: DID YOU KNOW?

1 Ask students to read the questions in Task A, p 116.

2 Students read the text to answer the questions.

3 If you like, you can try to translate orally the whole text with the students.

4 Then they find the words from the vocabox. They copy them and try to match them with their definitions. Students translate them into Bosnian / Croatian / Serbian.

OPTIONAL

5 You may divide the class into two teams and play the following vocabulary game.

Put just numberson the board. Tell students to study carefully again the definitions. Give them

2 minutes to do so. Then, they close their books. Teams take turns to pick out a number. They listen to you and have to say a word or expression you have described. If they say it correctly,they win a point for their team. An additional point can be won if they can write the word correctly on the board.

6 You may tell students that you are going to have a special dictation.You say a word in their mother tongue and they look it up and copy from the book in English. They can also add translations next to the English words after they have done it. They should make no mistakes now.

Reported commands and requests

7 Ask students to finish the following sentences:

The groom asks his nephew ...

The family members ask the bride and groom ...

The same person reminds the couple...

The students find the sentences in the text and finish them orally.

8 Introduce reported commands as suggested in the book (Grammar spot / Grammar plus pages)

9 For more practice students can do Task B in the SB and Tasks B and C in the Workbook.

Suggested homework: Writing

What happens at weddings in your country?

or / and Task A in the Workbook.


A 1 wedding ceremony 2 Bride and groom 3 Guests 4 wedding reception 5 wedding cake 6 couple

B They tell / told me / us... 1 ... to put some elegant clothes. 2 ...to bring some presents to the married couple. 3 ...not to go to the wedding ceremony alone. 4 ...not to talk during the wedding ceremony. 5 ...to shake hands with the couple and their parents after the ceremony. 6 ...to go to the wedding reception and have fun there. 7 ...to dance and sing at the wedding reception. 8 ...not to stay late.

C 1 Be on time. 2. Bring flowers. 3. Turn our mobile phones off. 4. Don’t listen to music. 5. Don’t eat or drink during the wedding ceremony. 6. Be quiet during the ceremony.

7. Be nice to other guests.

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Lesson 19MY NEIGHBOURHOODObjectives

to talk about neighbours

to develop citizenship skill; tolerance and respect to other people

to talk about good and bad points of living in the country and the city

to write about the place where students live

Step 1

Lead-in

1 Start off with a guessing game Students should guess the phrase: MY NEXT– DOOR NEIGHBOUR (or NEIGHBOURS) by shouting out the missing letters (similar to hangman). Write on the board

__ __ __ __ __ __ – __ __ __ __ __ __ __ __ __ __ __ __ __

2 Ask your students to ask some questions in order to find out more about your neighbour. In this way you can find out how good the students are in asking questions, something you would practice later on in the lesson. Possible answers:

What’s her/his name? Does he/she live alone? How do you get on? Is she/he kind?

Has she got a pet? Does he/she have a family? Is he/she a good neighbour? Why? Why not?

3 Students should do Task A. They read what some people say about their neighbours.They should say which of those people they would like to have for a neighbour. Encourage your students to explain why. They might disagree on certain topics.

4 Ask them to write at least 4 different ending to the sentence A good neighbour is a person who... Help them by telling them that they can have a negative sentence as an ending. For example:

A good neighbour is a person who doesn’t spit on the stairway. A good neighbour is a person who picks up after his dog, etc.

Encourage your students to talk about their neighbours. Introduce the question: What are they like?

What do they usually do?

These two questions would naturally lead to the

revision of questions which can be found in the Workbook. If you haven’t explained the difference between the subject and object questions earlier go through the GRAMMAR BOXES. Students do Task B, C and D.

Step 2

Reading

5 You can start off with the Vocabox. Ask your students to try to find pairs. Key: bike rides; traffic jam; impatient people; video rental; local hooligans; antisocial behavior. Students copy the expressions in their notebook and translate them into Bosnian/Croatian/Serbian.

6 Students read the text about Lisa and Jenny. Think of the questions the reporter asked.

Possible answers: Where do you live? Have you got a lot of friends? What do you and your friends usually do? Have you ever been to London/the capital? What are the people like? Are there any cinemas in your village?

Why do you like living in a big city? Why do tourists come to Liverpool? What problems (are there in your neighbourhood)? How do you know about this?

7 Ask students to close their textbooks. Choose some sentences from the text about Lisa and ask students say one of tohose sentences using reported speech without changing the tense. Write them on the board. Point out that they should start with: She says...

For example:

You write: I live in a small village in the Highlands in the north of Scotland.

They say: Lisa says that she lives in a small village in the Highlands in the north of Scotland.

Good and bad points of living in the country and in the city

7 Next, students do Task D. Possible answers:

Life in the country Life in the city

Goo

d

You can go for long walks in the

fresh air.

You can take bike rides.

There’s no noise.

There’s no traffic.

People are kind, helpful and patient.

There are a lot of things you can do.

There are plenty of cinemas, theatres

and places to have fun.

There are good educational facilities.

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adThere are no cinemas

(entertainment facilities).

There isn’t a university.

There is a lot of pollution and noise.

There are a lot of traffic jams.

That’s why people are sometimes

nervous and agitated.

There are some problems with

vandalism and violence.

8 In order to prepare students for talking about the place where they live they can do Task F in their Workbook.

Students can do Task F in the Student’s Book in class and they can write a short guided essay THE PLACE WHERE I LIVE for homework.

You can decide if you would like to spend more time practicing countable and uncountable nouns. Choose some of the exercises from the GRAMMAR PLUS SECTION (page 175-180) in the Workbook.

Students read the journalist’s report about Lisa. Students check their answers.

Gently correct them and draw their attention to the Grammar spot ( Grammar plus pages). Remind them of other necessary changes within the reported sentence. Write some examples on the board.

e.g. Jane says: ‘’I want to buy a dog.’’

Jane says that she wants to buy a dog

My dad says to me: ‘’ I don’t want you to come home late.’’

My dad says to me that he doesn’t want me to come home late. ...

Let students look at the text about Jenny again and ask them to report back while looking at the text.


A 1 lead 2 wheelchair 3 village 4 arcade 5 behaviour 6 hooligans 7 rental

B 1 Who loves spying on her neighbours?

2 Who sprays graffiti on the wall?

3 Who comes home from the party late?

4 Who lives in Scotland?

5 Who lives in a big city?

C 1 What do we/they raise every year?

2 What does Barbara do for her? What do they have once a year? What does Fido do there? What does Jenny like?

D 1 Who often lets his dog off the lead? Who does Peter let off his lead?

2 Who often complains about her neighbours? Who does she complain about?

3 Who lives in a small village with his parents? Who does he live with?

4 Who often goes to a local shopping arcade? Who do they go shopping with? (The answer should be their mum.)

5 Who often talks about antisocial behaviour? Who do we/they talk with?

6 Who is rude to people in her neighbourhood? Who are they rude to?

7 Who meets Elizabeth in a local video shop? Who does Elizabeth meet?

F 1 a) c) 2 b) c) 3 a) c) 4 b) c)5 a) 6 b) 7 b)

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Lesson 20HOBBIES AND INTERESTSObjectives

to talk about hobbies and interests using the gerund

to talk about things you did in the past and you don’t do any more using used to

Step 1

Lead-in

1 Write on the board FREE-TIME ACTIVITIES. (Students have their books shut.)

Pick out 5 to 6 activities from the list in Task A that can be easily mimed (for example, reading, playing computer games, taking photos, playing an instrument, skating and dancing). A student comes out and you point to the activity in the book that he/she should mime. Other students have to guess the activity. Make them use the -ing form when guessing.

2 Students open their books and have a look at the list of activities. Ask them to read the activities aloud. Translate if necessary.

3 You describe what one needs for a certain activity and they should guess it.

For example:

You need a brush for it. (painting).

You need an album. (stamp collecting).

You need a walkman, radio or CD player for it. (listening to music).

You need a good voice. (singing in a choir).

4 Students do Task B. They can write the sentences in their notebook.

Variation: In a weaker class you can skip number 4 and just tell your students to copy in their notebooks 10 activities they like doing most.

(TOP TEN FREE-TIME ACTIVITIES)

Pre-listening task

5 Students should have their books shut. Read Task C to them.

When they guess, write on the board:

PAINTING COLLECTING COMICS

COLLECTING STAMPS

Listening HOBBIES AND INTERESTS

6 During the first listening students should copy the activities from the board in the order the children talk about them on CD.

(1 collecting stamps 2 reading/collecting comics3 painting)

7 Students can open their books now. Let them have a look at the sentences in Task F. They should read them carefully and prepare for the second listening. They should decide whether the sentences are true or false.

After you have checked the answers, point out that all the sentences have the -ing form. Explain the use of the gerund after certain verbs and prepositions. The verbs or verbs and prepositions which are followed by gerund are written in bold.

(started, got bored with, enjoys, began, likes,

gave up, is fond of, looking forward to).

8 Let them study the GRAMMAR SPOT.

9 Students should do Task H now. Suggested homework: Task I.

Step 2

1 Start off by checking their homework.

2 Let them do some additional tasks in their Workbook. After they have finished doing Task A

in their Workbooks ask them which of these they like/don’t like doing.

3 Point out that the gerund -ing forms don’t have anything to do with the present or past continuous except for the spelling rules (changes). They can do Task B in their Workbook.

4 Tell them now to do Task C. After they have written their classmates’ names in the blanks, they could read the ones they are not sure about to the class. They person mentioned in the sentence decides whether they have guessed correctly.

5 They can also do Task D and E.

6 Task F could be given for homework. Next time when you are checking homework they can tell you which of the things mentioned in the horoscope sentences are good, which bad or true for them or someone they know.

In this way they will hear the -ing form over and over again.

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Step 3

Stamps on page 126

1 Start off with the stamp collection in Task A. Students look at the stamps and match the person with the picture.

A 13 HENRY FORD 9 MAHATMA GANDHI 4 PRINCESS DIANA 6 MIRZA DELIBAŠIĆ 3 CHARLIE CHAPLIN 7 NIKOLA TESLA 2 FREDDY MERCURY 10 BAHRIJA NURI-HADŽIĆ 1 WOLFANG AMADEUS MOZART 5 ALBERT EINSTEIN 12 LUDWIG VAN BETHOVEN 11 SAFVET-BEG BAŠAGIĆ 8 NASIHA KAPIDŽIĆ-HADŽIĆ

B 8a; 3b; 5c; 4d; 11e; 7f; 10g; 1h; 13i; 2j; 6k; 12l; 9m

2 When you are checking what students have done, don’t ask too much about these people (see the next step). You can just identify their profession. You can also point out that none of them is alive.

Bingo (exposing students to the used to structure)

3 Ask your students to copy 6 names (out of 10 below) in their notebook, one under the other. Tell them you are going to play BINGO.

You read about one of the persons (sentences a) to j) below the pictures). After you read it, students say who the person is. If they have the person on the list they tick it. You do the same until you have read about all the people. The winners are the students who have ticked off all the people first.

4 Now students can open their books and read and match a) to j) to the pictures.

You can also do it aloud. Ask students about the meaning of used to. Let them have a look at the GRAMMAR SPOT.

5 Students can copy 6 sentences next to the people they chose for playing Bingo.

Follow-up

6 Students can do Task C. They can just circle the part that is true for them in the book. They can write the sentences in their notebook for homework.

Step 4

Used to practice

1 Students can do Tasks I, J and K in their

Workbook.

PROJECT WORK (OPTIONAL)

If you have a stronger class or you think your students would like to do it you can expand the topic of stamps and stamp collecting into project work.

Tell your students that they are famous art dealers or art collectors.

The valuable paintings or photographs they own are actually the stamps they are going to find. They can stick them on a piece of paper and draw a fancy frame around them. They should think of a little story behind each ’painting’ or photograph.

If there is a famous person in the picture they prepare a few sentences about the person (using used to). If there is something else on the stamp they should made up their story about how, where, why they bought it, how much they paid and what they like about it. Make a gallery out of your classroom. The owners of the gallery give a short talk about the gallery or answer the visitors’ questions. (Who is this? Where did you get it? etc)

PAGES PLUS PAIR WORK (Optional)

Student’s A famous person is Mahatma Gandhi

and Student’s B person is Princess Diana.

Workbook answer key

A COLLECT stamps/comics/sports cards

PLAY board games/cards/the piano

DO puzzles/crosswords/yoga

writing/arguing/making/chatting

D at/in/of/with/to/of

E swimming/training/being/switching to/winning/practicing/taking

F taking/telling/doing/helping/giving/wasting

I 1 used to go 2 didn’t use to like 3 used to spend 4 used to wear 5 used to play 6 used to have

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Lesson 21BOOKS AND READING

Objectives

to introduce vocabulary related to reading

to expose students to the most common expressions used when talking and writing about books (and films)

to revise relative pronouns who/where/which

to write a simple book report

to practise asking questions by acting out a press conference

Introducing vocabulary

1 Ask students to name all the things you can read. They might come up with these: books, magazines, comics, newspapers, letters and emails.

2 Students should do Task A now. Ask them which of these they have read or referred to (explain that you don’t really read a dictionary or encyclopaedia but you refer to them or look up information). What did they look for?

A – atlas; encyclopaedia or dictionary; PC magazine; maths textbook; encyclopaedia

TV and DVD manual.

Ask your students some of the questions fromTask B.

Listening MARTHA

3 Introduce the difference between the words BOOKSHOP and LIBRARY.

Before listening let them read the text and predict the words in the gaps. They can write them out in small letters above the blanks. During the first listening tell them to write only the first letters of a word that should come in the blank (see the Listening tip). During the second listening they might write out the full word.

Optional

A book quiz

You can round off the lesson with a book quiz. Students should guess the title of the book and, if possible its writer. You choose how many questions below you would like to read to your students. If

you have decided to do all of them, write numbers from 1-14 on the board. Students, playing in two groups, call out the number of the question (statement). Decide in advance how many points students will get if they know the title only in Bosnian/Croatian/Serbian or if they don’t know the writer. Write the titles together with the writer on separate cards. For example:

Robinson Crusoe (1719) by Daniel Defoe.

After the students have guessed or not guessed the title, stick the card with the title and author’s name on the board.

Quiz questions with the key:

1 It’s a story of a man who after a shipwreck, tries to survive on a desert island.

Robinson Crusoe (1719) by Daniel Defoe

2 It’s a story of a poor boy who is brought up in the workhouse. He escapes and is taken in by Fagin.

Oilver Twist (1837-1839) by Charles Dickens

3 The story takes place in an imaginary land where a girl called Alice meets The Mad Hatter and the Queen of Hearts.

Alice in Wonderland (1865) by Lewis Carrol

4 It’s a book about a boy who is raised in the jungle.

The Jungle Book (1894) by Rudyard Kipling

5 It’s a story of a boy who lives with his Aunt Polly in St. Petersburgh on the Mississippi River.

The Adventures of Tom Sawyer (1876) by Mark Twain

6 It’s a book about a girl called Dorothy who is carried by a tornado from a farm in Kansas to a magic land.

The Wonderful Wizard of Oz (1900) by Frank L. Baum

7 The main character of this book is a boy called Peter who doesn’t want to grow up.

Peter Pan (1904) by Sir James Matthew Barrie

8 It’s the story of a famous doctor who can talk to animals.

The Story of Doctor Dolittle (1920) by Hugh Lofting

9 The story tells the adventures of Christopher Robin’s favourite toy, a teddy who comes to life.

Winnie The-Pooh (1926) by Alen Alexander Milne

10 Seven fantasies which tell of the adventures of four children in an imaginary land.

The Chronicles of Narnia (1950-1956) by Clive Staples Lewis

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11 In the first part of this trilogy, the main character called Frodo travels across the Middle Earth to the Cracks of Doom.

The Lord of the Rings: The Fellowship of the Ring (1954)

The Two Towers (1954) The Return of the King (1955) by J.R.R. Tolkien

12 It’s a book about a boy named Charlie whose adventures begin when he finds one of Mr Willy Wonka’s Golden Tickets.

Charlie and the Chocolate Factory (1964) by Roald Dahl

13 This book was written by a 14 year old boy. It’s a story about a boy and his dragon Saphira.

Eragon (2002) by Christopher Paolini.

14 The story of this book takes place in Sherwood Forest where there is a gang of outlaws, led by a hero called Robin.

Robin Hood

4 After you have done the quiz students can do Task

B in their Workbook. Point out to your students that most of the words in a title of a book are written in capital letters. Stress that there are no quotation marks with the title, something students tend to use when writing titles. Tell them that the titles are normally underlined (if written in handwriting) or written in italics.

The other thing you can do after the quiz is as follows. Draw the grid below on the board. Ask your students to copy at least one of the titles in the boxes below. They copy the titles from the cards that are on display on the board.

I have read... I haven’t read... I have never

heard of a book

called...

I have seen the film

which is based on

the book

Speaking (optional)

5 Next, pupils ask their partner about the titles they have written in the box.

Have you read...?

Have you ever heard of a book called...?

Have you seen the film...?

6 Expand it in short dialogues. (Books and authors are written on cards on the board)

Who wrote it?

It was written by...

Students haven’t learnt the past passive yet but you introduce the phrase It was written by… at a lexical level.

Step 2

1 Introduce the new vocabulary. Dictate the Bosnian/Croatian/Serbian expressions below to your students. They write them one below the other in their notebook. After that they have a look at the Vocabox p. 131 where they should find the English expressions. They copy expressions in English next to the Bosnian/Croatian/Serbian ones.

provesti djetinjstvo

pohađati školu

upravljati riječnim brodom

nepristojan, grub način ponašanja

novčani problemi

međunarodna nagrada

Reading TWO WRITERS

2 Students should read the two text and guess who the two writers are. (Mark Twain and Nasiha Kapidžić-Hadžić) You can also ask students to find out which of the text the expressions above come from. They should explain to you the context of a particular expression; and the particular expression within the context.

Follow-up

3 Students do Task D. They can answer the questions orally or in writing. You decide how much time you want to spend on the task

In the library – spelling practice

4 Have a look at Task J in the Workbook. Students can read it out aloud first and then they can act it out with their names. They should practice spelling their names and addresses. You can also use the cards with the book titles and authors you have used in the quiz played in Step 1. Ask two better students to act out the dialogue in the library or a bookshop. The others should listen to them and write down the title and the author the student is spelling.

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Book idioms

5 Do Task K with a stronger class only.

Step 3

1 Start off with the question in Task A p. 132: What makes a good book? Ask your students to name one of the books they have read recently that has any of the features listed in Task A.

2 Tell your students to do Task B. They should look up the expressions in the dictionary and translate them into Bosnian/Croatian/Serbian. They should copy them in their notebooks.

Reading THE ADVENTURES OF TOM SAWYER

3 Students should number the words from the box in Task B in the order they appear in the text.

4 Next, students have a look at Task D. First they carry out a short dialogue based on the Adventures of Tom Sawyer. They work in pairs AB. Person A asks the questions from the book. Person B tries to answer them. He/She can have the book open. They can do similar activity by using the same questions to talk about one of the books they have read recently.

5 Students can go back to the summary of the Adventures of Tom Sawyer. They should underline the expressions that can commonly be used in any book report. These are basically the expressions that they were exposed to in the Book quiz, the ones that you can also find in Task G.

Ask your students what tense is used when retelling the plot of the book. (The present simple tense.)

Planning a book report

6 You can help your student by writing a plan for the book report on the board using the expressions from Task G and the LANGUAGE IN ACTION box.

Paragraph 1

INTRODUCTION (Be careful about the capital letter when writing the title.)

I have just finished a very (adjective) book by (writer) called (the title). It’s one of the (most) (adjective) books I have ever read. It was written ___ years ago but it is still (adjective). It has (adjective) characters and (adjective) plot.

Paragraph 2

THE OUTLINE OF THE PLOT (Use the present simple tense.)

The book is about… The story takes place… The main characters go through a series of adventures…

Paragraph 3

YOUR OPINION

I liked the book because…

I couldn’t put it down because…

You can also give them some adjectives they might use when talking about the plot or characters. For example:

CONVINCING ENJOYABLE TRUE TO LIFE

IMAGINATIVE INTERESTING EXCITING

FUNNY REMARKABLE (UN)PREDICTABLE

MOVING

You decide how many you would like to introduce.

Students can write their reports for homework.

Step 4

HARRY POTTERMANIA section is optional. If you

have decided to do these plus pages you can ask

your students to write the book report after the

Harry Potter section.

1 Since you might have mentioned the book about Harry Potter in one of the previous lessons when you were talking about novels student have read, you might immediately start off with Task A. Your students might have read at least one of the books from the Harry Potter series. Reading in English about something they are familiar with in Bosnian/Croatian/Serbian would make it much easier. You can discuss why some of the titles have been changed in the translation.

Book 1 – Harry Potter and the Philosopher’s Stone

Book 2 – Harry Potter and the Chamber of Secrets

Book 3 – Harry Potter and the Prisoner of Azbakan

Book 4 – Harry Potter and the Goblet of Fire

Book 5 – Harry Potter and the Oder of the Phoenix

Book 6 – Harry Potter and the Deathly Hallows

2 Students read the text on page 134 and circle the right word. Help with the vocabulary if necessary. Let them do Task C. Those who have read the books might end the sentences in different ways. The weaker students can end the sentences by looking at the text above.

3 Revise relative pronouns. For more practice ask your students to do Task E in their Workbook.

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Listening: HARRY POTTER BOOKS

4 In the first listening students should figure out if a sentence referring to each dialogue is true or false.

Dialogue 1 True Dialogue 2 True Dialogue 3 False

Before the second listening tell them to read the sentences in Task E very carefully so as to be prepared.

Task E: Lisa; Mrs Robins; Lisa, Lisa; Peter, Lisa; Peter

Students can do Task F in the Workbook for homework.

Step 5 (optional)

1 Start off by checking homework.

2 Students read the text about J. K. Rowling – Task

G in the Workbook. They can write the number of the paragraph where they have found the answer next to the questions in Task F.

3 They can do Task H.

A press conference

4 Organise a press conference with J. K. Rowling. One of the students (a better one) takes the role of the writer. The others ask questions that they have unscrambled at home. They can also add some of their own. They can ask some questions about the films as well.

(Ask students to bring red and green coloured crayons or felt pens next time.)

5 Finally let the students listen to the PRONUNCIATION BOX.

Workbook answer key

A atlas/dictionary/manual/encyclopaedia/textbook/magazine

B 1 The Wonderful Wizard of Oz by Frank L. Baum

2 Charlie and the Chocolate Factory by Roald Dahl 3 Alice in Wonderland by Lewis Carrol 4 Peter Pan by Sir James Matthew Barrie 5 Robin Hood 6 The Chronicles of Narnia by Clive Staples Lewis 7 The Jungle Book by Rudyard Kipling 8 Winnie The Pooh by Alen Alexander Milne 9 Robinson Crusoe by Daniel Defoe 10 The Story of Doctor Dolittle by Hugh Lofting 11 The Lord of the Rings trilogy: The Fellowship of the

Ring; The Two Towers; The Return of the King by J.R.R. Tolkien

D 1 about 2 by 3 on 4 in 5 from 6 of/on/in 7 up/in

E 1 which 2 who 3 who 4 which 5 who (which) 6 who 7 where 8 where, which

F & G 1 When did you write your first story? Para 1

2 What was your favourite school subject? Para 1

3 How did you get the idea of Harry Potter? Para 2

4 What makes a good children’s book? Para 2

5 Why are your books so popular? Para 2

6 Who is your favourite writer? Para 1

7 Do you like sports? Para 3

8 What are you going to do with the money you have made? Para 4

9 Where did you get the strange names from? Para 3

10 How did you feel when you finished the last book? Para 5

H favourite; divorced; unemployed; broke; charities

K 1 hit the book 2 his nose in the book 3 read him like a book 4 one for the book

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Lesson 22FASHION AND MUSICObjectives

to talk about fashion and music

to revise all the tenses

1 SAFOHIN AND CIMUS

These are not some new cartoon characters but words your students should unscramble to get the title of this lesson.

Red NO, green YES

2 Tell them to take their red and green coloured pencils (bring some extra yourself ). Tell them you are going to read some sentences connected with the topic. They should put up the red or green crayons as you read them. GREEN means YES or this is TRUE FOR ME, and RED means NO or this is NOT TRUE FOR ME. You read the sentences from Task A.

3 Students should do the first part of Task B – match the item of clothing with the picture. (The first column, from top to bottom – 2; 8; 16; 10; 15; 9; 5; 11; 7

the second column – 13; 4; 17; 3; 12; 6; 1; 14

Read them aloud in class. Ask several questions so the students have to say and hear the words several times).

Which of them are IN which OUT (meaning in fashion/out of fashion)?

Which of them can be worn in summer/winter?

Which of them do you wear in summer/winter?

Which would you wear for a party?

Which of them are worn only by girls?

Which of them are made of leather? etc.

Listening FASHION

Students should listen to the children and tick all the items of clothes they mention (Task C)

Before listening for the second time let your students have a look at the VOCABOX. Students can do Task E.

During the second listening they should do Task F. This time you can stop the CD and make a longer break between the speakers or let them listen to

each speaker at least twice.

Suggested homework: Task G.

Step 2

Vocabulary revision

1 Students can do Task A in the Workbook to revise the items of clothes. Go round the class and ask them what they are wearing. In a weaker class you first say what someone is wearing and your students guess who you are talking about.

2 Check homework Task G. Make your students aware of the tenses. Ask your students to explain their use.

Tense revision

3 If you want to dedicate some more time to practising the tenses, ask your students to do Tasks

B, C, and D in their Workbooks. In Task C and D they should interview their partner and write a report (Task E).

PART 2

1 Start off with the guessing game. Students try to guess the opposites and write them down one below the other in their notebook. If they have done it correctly the first letters down make a new word – a FASHION DESIGNER.

The opposite of slow. FAST

The opposite of answer. ASK

The opposite of long. SHORT

The opposite of cold. HOBBY

The opposite of boring. INTERESTING

The opposite of new. OLD

The opposite of always. NEVER

The opposite of light colours. DARK

The opposite of the beginning. END

The opposite of stand. SIT

The opposite of out. IN

The opposite of take. GIVE

The opposite of day. NIGHT

The foreign language you are learning. ENGLISH

The opposite of left. RIGHT

Ask them what they know about this profession. You might introduce some of the related words like fashion show, models, accessories, smart clothes

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and catwalk. In a weaker class you can do Task A. Students can look up words that they don’t know in the glossary at the back of the Student’s Book. They should copy the expressions and the correct explanations in English in their notebooks.

2 Students can do Task C which is optional.

Listening: INTERVIEW WITH IBBY WHITE

3 Go through Task D with your students before listening. Students can predict some of the answers. Encourage them to justify their prediction.

Listening

4 Students should listen to the interview and check their guesses from Task D.

If you have a weaker class let them listen by following the text in the book.

5 Students read the text once more and do Task E in the Student’s Book (street fashion; second hand shop; well groomed hair; bright colours; leather jacket; baggy clothes; recycled metal.

Suggested homework: Translate the expressions from Task E into Bosnian/Croatian/Serbian.

6 Students should listen to the text about one of the most famous fashion designers from Bosnia nad Herzegovina – KAO PAO SHU and answer the questions. Check students’ answers.

Step 3

Sort out the words

1 You can write on the board different styles of music.

ROCK AND ROLL PUNK DISCO RAP HEAVY METAL

You say different items of clothes or hair styles and your students sort them out in the columns above. You can do it as an oral activity or as dictation. In the case of dictation you might write the words on cards. Some words might be put in more than one column. Students can write the words in their notebook or in the table in Task F.

spiky hair safety pins leather jackets

baggy trousers baseball cap

glittery shirt grease (colour) black

very long hair trainers

Shopping

2 Let the students do Task G in the Workbook (SHOPPING). After they have sorted out the expressions they can create short dialogues and act them out.

PROJECT WORK (optional)

Task F in the Student’s Book can be expanded into project work. Students can prepare a short talk on their favourite singers. They can bring pictures to class and describe their clothes.

You can also tell them to bring cut outs from some fashion magazines and label them as in a picture dictionary. They can write next to it if they like. They can make a poster.

Workbook answer key

A 1 a baseball cap/a hooded top/trainers

2 a choker/a glittery top/flared trousers/platform shoes

3 a leather jacket/trousers/boots

4 a T shirt/a safety pin/jeans

5 a shirt/a jacket/trousers/loafers

6 a jacket/a checked shirt/jeans/Doc Marten’s shoes

C 1 What are you reading at the moment?

2 What kind of books do you usually read?

3 What book have you always wanted to read?

4 When did you last read a book?

D 1 What are you wearing at the moment?

2 What clothes do you usually wear?

3 What clothes have you always wanted to wear?

4 When did you last time buy any clothes?

F 1 pocket money 2 second hand shop 3 flared jeans 4 platform shoes 5 baseball cap 6 street fashion 7 spiky hair

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Lesson 23LOOK INTO THE FUTUREObjectives

to talk about the future using will

to talk about superstitions

to listen for specific information

to read a report (letter)

to introduce and use the first conditional

to revise relative pronouns: who, which, where

Step 1

1 Put the topic: FUTURE on the board

Elicit what students associate with the topic and write that on the board.

Statements about the future (p. 144, SB)

2 Pair off students and tell them to discuss the points in Task A.

3 Once they have discussed the points, ask them to write statements about the future concerning the points in Task A.

4 Display all the statements on the board or on the walls. Ask students to read them and copy three statements they most agree with.

5 Tell students to read the statements in Task C and respond to them using: I agree / I’m not sure / I don’t agree.

6 Now play a game of optimists and pessimists (Tasks D and E).

Relative pronouns

7 Put on the board the following table:

An optimist WHERE …

A pessimist a person (someone) …

Mars …

Cancer is a place …

Pollution WHICH …

School a thing (something) …

A robot …

Climate an animal …

A tiger WHO …

Pair off students and they try to write sentences using the table and their own ideas.

For a weaker class you can offer the endings, not in the right order and students write sentences.

Suggested homework: Task A and Task B p.128, WB; Task F a) and b), p. 131, WB.

Step 2

1 Split the class into two teams. Students read the definitions they had to write for homework (Task F

b). If the other team guesses right, they get a point.

2 Now you define all the things/people/animals in Task C a) p.129, WB.

When students guess them, write them on the board, if they don’t, don’t write anything. Afterwards let them have a look at them in the Workbook.

3 Ask them what they all have in common. If they can’t come up with it, write on the board SUPERSTITIONS. Encourage students to explain what it means.

4 Tell them to categorise them in two groups:

Bring good luck Bring bad luck

5 Check if they have heard of any superstitions.

6 Do Task C b) p. 129, WB.

Key: 8, 3, 5, 2, 1, 4, 6, 7, 9.

Note: They will do them according to the common beliefs in Bosnia and Herzegovina. However, in Great Britain they are different.

These split superstitions can be written on cards and a memory game or Crosses and Noughts can be played.

7 Now tell the students that you’d like them to invent their own superstitions. Encourage them to be as imaginative as possible.

Put an ALIEN on the board. Students can suggest four to five more.

Note: Put a model on the board:

If you ………….………….., you will ………………….. .

If a ………………s……….., you will ………………….. .

8 When they’re ready, students read out their sentences or display them on pieces of paper for

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the class to read. The class can choose: the funniest, the most frightening, the silliest, the

most serious, etc.

9 Ask students how they feel about aliens, if they’d like to meet them, how they imagine them, if they believe they have already visited us, etc.

10 Do Task F d), p. 131, WB. Encourage students to write an interview with an alien, in pairs.

Suggested homework: Do Task D and Task E, p.130, WB.

Step 3

1 Brainstorm the names of SF films students have seen or heard of.

2 Ask them if they like SF films and what they are usually about.

3 Pool some words that they associate with SF films and write them all on the board.

4 Write on one sheet of paper each NEW GALAXY

SEARCH and TRIP TO EARTH. Split the class in half and let them choose a hand (hold the sheets behind your back). That’s how they’ll get the title of their SF film. They have to use the words on the board. Set a time limit.

5 When time is up, have a class exhibition or make foursomes (two pairs with different stories). They read their stories.

Listening A HOLIDAY IN THE FUTURE

6 Let students hear the introductory part of A

Holiday in the Future.

Ask them who they think is talking. Make it clear that Y3M is a boy, Z3M is mum and X3M is dad.

7 Let them listen to the first ad and predict who will like it and who won’t. Play the first part of their conversation so that students can check their guesses.

8 Listen to the second ad. Ask students to predict what they’re going to do. Then play the second part of the conversation.

9 Do Task A.

Key: Z3M would like to visit the Earth. X3M suggests that they should visit Earth first. If they don’t like it, they can come back and go on Galaxy Search.

10 Pair students off and tell them to do Task B. Then play the CD once more so that they can check their words.

Optional

Vocabulary revision

1 Revise the vocabulary you have done over the last few lessons. Let students write on the board the words they remember and you can add some more. You give paraphrases and they cross words out.

2 Revise what they listened to last time. Let them tell you about:

Setti 3 X3M Z3M Y3M

the Free Time Provider

New Galaxy Search Trip to Earth

3 So, they are on Earth. They’ve been there for some time. Ask them how they think the family from Setti 3 feel about Earth. Are they having fun? Have they made any friends? What do they like? What don’t they like? What are their plans?

Variation: Ask students to write a dialogue and act it out.

Reading A LETTER FROM EARTH

1 Ask them to do Task A, p.148, SB and guess the answers. Then students do Task B.

Key: 1 F, 2 F, 3 T, 4 T, 5 T, 6 T.

2 Ask students to finish off the sentences in Task C.

Key: 1 … are interesting, friendly, helpful and sociable.

2 … they’re cute.

3 … children have a lot of friends and they’re never bored.

4 … everything is real.

5 … he feels great on Earth.

3 Put them in groups and ask them to do Task D p.149, SB.

Key: amazed; incredible; artificial; education; developed; complain; fine; allowed; looking forward; sociable; be honest.

4 Round off with the speaking activity on page 149.

Suggested homework: The writing task on page 149, SB.

Task C and Task D p.147, SB.

Key: Task C 6;1;3;4;2;7;5.Task D search; roots; hesitate; ancestor; passport; shot; mind; breathe.

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Workbook answer key

C 8, 3, 5, 2, 1, 4, 6, 7, 9.

D win a competition – get a prize;

eat too many sweets – be sick;

don’t study hard – do badly in the test;

stay out late – be tired in the morning;

skip your breakfast – not have energy for the day;

don’t hurry – be late;

take medicine – feel better;

come to my party – have fun;

stay up late – make your parents angry.

E question, answer; aliens; contact; sending; equipment; scientists; millions; dinosaurs; life; trip; galaxy.

F a) astronaut; video shop/rental; camel; dentist; gym; chalk.

F d) Where do you come from? Why did you come? Have you been here before? What are you doing here? or What are you going to do here? Who did you meet? How long are you going to stay? What do you like on Earth? What don’t you like?

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Lesson 24THE WEEKEND, FINALLYObjectives

to talk about free time and weekends to practise the present continuous with future

reference going to future to read about surveys into young people’s

lifestyle to do a survey and report on the results

Step 1

An association game

1 Start off with an association game. You start with the word ’weekend’. The next student has to say something he/she associates with it. If you can’t find any connection, you can ask the student to justify his/her association. If you think the justification is OK, he stays in the game. If not, he/she is out.

Weekends are…

2 Ask them to complete the sentences and compare them with other students in groups of four.

Weekends are…

It’s boring when ...........................at the weekend.

It’s great ...........................................at the weekend.

I often ...............................................at the weekend.

I hardly ever/never ......................at the weekend.

The best weekend ever was .................................. .

3 Students look at the photos and match them with the activities.

4 Do Task B, p. 150, SB.

5 Let them choose one picture. Now they have to imagine that they are in it. Pair off students and tell them to ask each other questions about it.

6 Do the questionnaire Are you a nice person to

know?

7 Ask students who they would like to spend the next weekend with and where.

Tell them to imagine that it will really happen. Ask them to write a paragraph about it, either by writing about what they’re going to do or as if they

are back home and thinking back.

Suggested homework: Task A and Task B p.133, WB

Step 2

Vocabulary revision – Crosses and Noughts

1 Play Crosses and Noughts with Task B, p.133, WB which they had to do for homework.

Write on the cards the introductory sentences. Copy the box on the board.

Put the cards face down. Divide the class into two teams, noughts (O) and crosses (X). The teams ask for a card, you show them the card and they have to make a sentence with going to, using some of the expressions from the box. The winner is the group that first get three of their signs in a row.

A B C

1 X X X

2 0 0 X

3 0 X 0

Note: You can write some more cards to play another round. You can also make it more demanding if you leave the box out but they have to think of the matching consequence.

Making suggestions – revision

2 Bring cut outs with people and children in different moods. First discuss the pictures. Give the people names, make up their backgrounds or life stories, etc.

3 Take the picture with someone who seems to be bored. Write under it: He/She is so bored. Ask students what thy would suggest that the person should do. Put on the board:

Why don’t you…? Let’s…? Shall we…? You/We could…?

4 Put all the suggestions on the board. Finally, ask them to decide what in their opinion he/she is going to do and why. They have to justify their choice.

5 Tell students to choose three more pictures, define the mood/problem shown there and write their suggestion.

6 Do Task C, p.134, WB.

7 Finally, put students in groups and tell them they should prepare situation cards that you’re going

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to use next time. Give each group a set of blank slips of paper and write down different situations, problems people might have or moods people might be in. In the end, collect all the cards. Put them in envelopes and write the name of the group (students can give their groups a name).

Step 3

Listening WHAT SHALL WE DO THIS WEEKEND?

1 Tell students to listen to some dialogues and do Task A, p. 151, SB

Dialogue 1

2 Write the lines of Dialogue1 on separate slips. Display them on the board in random order. Number them. Ask students to put them in the right order.

3 Play Dialogue 1 again. Do Task B.

Key: 1 b), 2 a), 3 a).

Dialogue 2

4 Write on the board the jumbled questions. Ask students to unjumble them.

Out Brenda shall go this we evening? (Shall we go out this evening, Brenda?)

Could for we change a to a go disco? (We could go to a disco for a change.)

To why you my come don’t place over? (Why don’t you come over to my place?)

5 Listen to Dialogue 2 again and check. Do Task C. Key: 1 Sarah and Brenda. 2 X-men. 3 At Sarah’s place.

Dialogue 3

6 Dictate to the class Dialogue 3, but leave the following lines out:

I’m sorry I can’t. I’m going to study all weekend.

You need a break.

And I’m grounded till I get better marks.

7 Let students listen to Dialogue 3 again and compare it with the one in their notebooks.

Let them listen to it again and write down the missing parts.

8 Students check their sentences then they do Task D.

Key: 1 F, 2 T, 3 T.

Dialogue 4

9 Write on separate slips the lines from Dialogue 4. Change some words.

e.g. weekend = evening; birthday = end of school; Harry Potter book = Eminem CD; never = always; music = food; dancing = talking.

10 Let them listen to Dialogue 4 again and detect the differences and correct them. Then ask them to do Task E.

Key: 1 Birthday party. 2 New Harry Potter book. 3 CDs.

11 Finally, do Task F.

Key: 5, 1, 4, 2, 3.

Make a dialogue

13 Pair off students. Ask them to do Task H. Tell them to use the dialogue in the book as a model for their dialogues.

14 Put the pairs in bigger groups (groups of four or six). Each pair acts out their dialogue.

Step 41 Bring a photo of a person in a very good mood.

Put it up on the board. Draw a speech balloon and write into it: It was the best weekend ever. Elicit students’ ideas how he/she spent the weekend. Put them all up on the board.

2 Once students have run out of ideas, discuss their ideas and draw their attention to the fact how they had different ideas about what a great weekend was.

3 Introduce the concept of a survey. Write the word on the board. Explain its meaning and purpose. Ask them to do Task A, p.153, SB.

4 Ask them if they find any information surprising. Tell them to read the text again and while reading do Task B.

5 Do Task C. Then pair students off so that they discuss/compare each other’s answers.

6 Copy the words/expressions from the Vocabox, Task D, p. 127 on the board. Students read out the words/expression. Call out the Bosnian/Croatian/Serbian equivalents, students read the English words/expressions. Rub them all out. Students try to write them back on the board from their memory. Finally, read the sentences (definitions)

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one by one snapping your finger each time there’s a blank: Students should call out the missing word.

7 Students do Task D.

Key: 1 thrifty, 2 put aside, 3 survey, 4 get grounded, 5 afford, 6 include, 7 ridiculous, 8 allowed.

8 Let students read the ideas presented on a website.

9 Ask them to go back to the text and try to answer the questions. Discuss the topic with the class.

10 Draw students attention to time clauses (GRAMMAR SPOT)

Speaking

Do a class survey following the steps suggested on pages 154 and 155.

Suggested homework: Task D and Task E p.135, WB.

Optional

11 Ask students to read the film reviews and do the matching up.

12 Since a lot of children spend their going to the cinema or watching films on TV, you can ask them to write about one of the films they have seen recently or they like very much. Ask them to do the writing task on page 156.

13 Students can do the project on films, page 157 following the suggested steps.

Suggested homework: Task F and Task G p.136, WB.

Note: Whenever there’s a vocabulary matching exercise it can be used as a starting point for a speaking activity. You can use the expressions to write a set of questions, or stronger students can do that.

e.g. Do you make a fuss about your clothes?

Do you put aside money? Why?

Is it hard for you to make up your mind about what to do at the weekend?

Workbook answer key

A: She’s going to play tennis.

She’s going to swim in the lake.

She’s going to fish.

She’s going to study history.

She’s going to hike.

She’s going to play video games.

She’s going to listen to music.

She’s going to read comics.

She’s going to enjoy herself.

B: 1 ’s going to rain; 2 ’re going to be sick; 3 ’re going to fail your exam; 4 ’re going to lose the match; 5 ’re going to have lunch; 6 ’re going to put him in prison; 7 ’re going to have a party; 8 ’s going to carry the suitcases; 9 ’s going to tidy up.

D: 1 I’m going to go shopping on Saturday.

2 Why don’t you come over to my place in the evening?

3 Let’s make some popcorn and watch TV.

4 Shall we organise a surprise party for our parents?

5 Let me help you with the housework

6 Where are you going to spend your winter holidays?

E: What shall we do this evening?

Let’s go to a disco.

We could go to a cinema.

Shall we go skating, then?

How about staying at home?

F: 7, 4, 9, 1, 2, 3, 10, 6, 5, 8.

G: thrifty; put aside; feel like; is grounded; catch up; make up his mind; make a fuss; survey; great time.

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Culture spot 4CALIFORNIA

Step 1

1 Tell your students to work in pairs. They should write down at least 10 words they associate with California. Students listen to the other students and if they have the same associations they cross them out. As they are reading their associations occasionally say “I challenge you” (especially to better students) and ask them to explain in what way this word is related to the topic.

2 Write on a piece of paper the beginning of the sentences. Read them and ask your students to finish them orally before listening or reading.

The first inhabitants of California were…

In 1849 over 40 000 people came to California

to…

San Francisco is famous for its…

Silicon Valley is famous for…

Hollywood is famous for…

In Disneyland you can…

In Yosemite National Park you can see…

In Bilboa Park you can visit…

3 Let the students listen to the CD. When they have heard the formation needed to finish the sentences they shout stop. You stop the CD and they finish the sentence orally.

4 Let the students read the text now and finish the sentence in their notebooks.

5 Tell them to number the paragraphs (make sure that everyone has the same numbering). They should now pick out one word from each paragraph and translate it into Bosnian/Croatian/Serbian using the glossary. They should just copy the Bosnian/Croatian/Serbian word in their notebook. Next to it they should write the number of the paragraph where they have found it. Students exchange notebooks and do the task their neighbour has prepared for them. They have to find and copy it next to its Bosnian/Croatian/Serbian translation.

Suggested homework: Fill in the grid

Step 2

Check the homework. Split students in different groups according to their affinities and abilities. Each group gets a different task to prepare. You can tell them they are preparing it for the other class.

The tasks are graded in difficulty from easier to more difficult as follows.

1 Students can copy one of the paragraphs and leave out some key words.

They can just leave the first letter.

2 They write several split sentences to match.

3 True or false statements on the text.

4 Vocabulary exercises (matching). For example THEME ---– PARK.

5 Quiz questions about California.

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RECAP 4A 1 superstitious 2 pessimist 3 passport 4 plot,

characters 5 fine 6 tourists 7 stamps

8 adventurous 9 ancestors 10 magic

B 1 make 2 taking 3 do 4 make 5 doing 6 make

7 make 8 take 9 doing 10 taking

C He used to have long hair. He didn’t use to wear glasses.

He used to live in a caravan / small cottage.

He used to have a motorbike / bike / didn’t use to have a car.

He used to play darts / football.

D 2 have eaten are going to feel 3 has phoned are going to have 4 have broken is going to get 5 has dropped is going to buy 6 has cut is going to take 7 have gone not going to rain 8 haven’t studied am not going to pass

F If you go to New York, you will see Brooklyn Bridge.

If you go to San Francisco, you will see the Golden Gate Bridge.

If you go to Malibu, you will see famous people’s beach houses.

If you go to a Chinese restaurant, you will try /eat some exotic food.

If you visit Yosemite, you will see sequoia trees. If you visit The National Air and Space Museum, you

will see a film about the history of flying. If you go to Washington, you can take a tour of the

White House. If you get to the top of the Statue of Liberty, you

will see the harbour. If you try the cyclone roller coaster, you will scream.

G 1 She asked me to open the window. 2 She says I have finished my work. 3 He said to me to be on time. 4 Jack says that that is going to be an interesting

evening. 5 They say (that) we are late. 6 He says (that) he wants to speak to me. 7 he told me not to talk about it. 8 He told me to put it on the table.

H READ a magazine /music / a book / a detective story

BORROW a book / a detective story / a car / a magazine / a bike / trainers / an instrument / money / a computer / a jacket

VISIT friends

FAIL an exam / a test

SPEAK a foreign language

WATCH TV

MAKE UP your mind / a story

RIDE a bike / a horse

PLAY football / an instrument / games

WEAR trainers / a jacket

DO crosswords / homework

DRIVE a bus / a car

COLLECT stamps

TURN OFF the TV / a computer

MAKE friends / music / a mistake / jokes

TAKE a bike / an exam / a jacket / photos / risks

WRITE homework / a story / a test / a detective story / a book

LISTEN TO music /your teacher / an instrument

PIN / CREDIT CARD / SPIKY HAIR / FASHION DESIGNER / STAMP ALBUM

/ WATER COLOURS / SPEECH BALLOON /

SECOND-HAND SHOP / POCKET MONEY / FAKE FUR / FLARED JEANS / NATIONAL PARK / BOARD

GAMES/ FOREIGN COUNTRY / HOROSCOPE COLUMN / WEATHER REPORT / SCHOOLYARD / SAFETY

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MY VOCABULARY 4 A Places you can find in a town: video rental, library,

shopping arcade, boarding school, university, nursery, cinema / Items of clothing: jacket, trainers, miniskirt, flats / Professions: writer, businessman, scientist

C make a mess, make a fuss, make mistakes / take photos, take risks, take a shower / do a sport, do exercises, do a crossword, do homework, do a survey

D Fiction: fantasy novel, fairy tales / encyclopaedia, dictionary, textbook, manual, comics

F Talking about books: sentence number 4, 5, 6, 8, 10,11, 12 and 14.

SELF-CHECK 4A 6, 3, 4, 5, 7, 1, 2.

B 1 flared jeans, 2 leather jacket, 3 fake fur, 4 mini skirt, 5 stamp collection, 6 choir singing, 7 model building.

C at, with, in, about, in, of, to, on, to.

D 1 Taking, 2 done, 3 taking, 4 made, was doing, 5 Doing, 6 taken, 7 do, 8 take, 9 made, 10 make.

E ’re having, ’ve been, ’ve seen, is, love, went, ’ve seen, were walking, saw, told, was pounding, got, are going, is (will be), are…doing.

H Who examines history twice a week? What does Mrs Haviland examine twice a week? Who watches the quiz every Sunday? What do my parents watch every Sunday?Ia 1 says 2 says 3 tells 4 say

Ib 1 Daniel says: ‘’ I haven’t seen Ivana this week.’’

2 Helen says to me: ‘’ I don’t want to invite Ismar to the party.’’

3 Peter’s dad tells him: ‘’ I want you to come home early.’’

4 Parents say: ‘’We are always worried about our children.’’

MOTHER NATURE AND ITS WATERY SIDEBackground information: The purpose of these extra pages dedicated to WATER is to make students aware of the importance of clean water and its protection. World Water Day, March 22 2005, marked the start of the International Decade for Action (2005-2015) proclaimed by the United Nations General Assembly. The aim is to halve, by 2015, the proportion of people without access to safe drinking water and basic sanitation. Make students aware that lack of water and sanitation kills about 4500 children a day. The global awareness of the importance of clean water might help in solving some of the world problems such as poverty and hunger and child mortality. It would also ensure environmental sustainability (održivi razvoj) and develop a global partnership for further development, thus making the world a better place to live. Children at this stage could be and should be made aware of their behaviour regarding water and their small but not insignificant contribution to solving some of the global problems.

HOLIDAYS AND FESTIVALSTHANKSGIVING DAY

3, 5, 1, 6, 4, 2,

CHRISTMAS TRADITION

Possible answers:

Across

1 Santa Claus – He brings present to children on Christmas Eve. He’s called Father Christmas in Britain.

2 Crackers – Used at Christmas in Britain. Brightly coloured paper tubes that make a small exploding sound when you pull them apart. There’s usually a small toy in them.

3 Reindeer – A large deer with long horns. They pull Santa’s sleighs. The most famous one is Rudolf with a red nose.

4 Kings – They rule a country. They are from royal families. They live castles and are married to queens.

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5 Birth – The time when a baby is born.

6 Tree – A tall plant with leaves. Children and cats love climbing it. You can see it in parks and woods.

Down

1 Carols – People sing them at Christmas.

2 Pudding – a sweet dish made with a lot of dried fruit

3 Asia Minor – it’s part of Asia. St. Nicholas who was Bishop of Myra lived there. Israel is part of it.

4 Turkey – A big bird that looks like a chicken. People usually eat it at Christmas.

5 Coin – Metal money , usually flat and round.

6 Stocking – A long sock Santa Claus puts his presents in when he comes on Christmas Eve.

7 Stable – People keep horses, cattle etc there. Jesus was born in one.

8 Cake – a special sweet dish eaten in Britain at Christmas.

9 Sleigh – Santa Clause travels in it. It is pulled by reindeer.

10 Eve – The day before Christmas.

NEW YEAR TRADITIONS

1T, 2F, 3F, 4T, 5T, 6F.

RAMADAN – THE HOLLIEST MONTH

A 3 The holliest month1 Lejletu-l-Kadr2 Eid ul-Fitr

KEY TO GRAMMAR PLUS EXERCISES

PRESENT SIMPLE

A listens; lives; does; loses; washes; buys; reads; goes; writes; drinks; studies; watches; has; kisses; carries

B 1 collect; collects 2 play 3 come 4 helps; learn 5 likes, does 6 is; gets; are 7 get 8 has

C 1 lives 2 live; visit 3 knows; think; are 4 like; spend 5 are; collect 6 is; leave 7 get; talk 8 starts; see

D 1 Do 2 do 3 do 4 does 5 do 6 does 7 do 8 does

E 1doesn’t 2 don’t 3 don’t 4 don’t 5 don’t 6 doesn’t; doesn’t 7 don’t 8 doesn’t

F 1 I never stay out late.

2 Where do you usually spend your summer holidays?

3 My best friend fancies the boy named Terry.

4 Are you afraid of tests at school?

5 Dennis doesn’t get on well with his teachers.

6 What facilities does your school have?

7 My friends never gossip about me.

8 What do you usually complain about?

G 1 Does 2 Do 3 Is 4 Do 5 Are 6 Is 7 Are 8 Do

PRESENT CONTINUOUS

A moving; getting; writing; sitting; dying; driving; stopping; leaving; dancing; running; having; playing

B 1 are 2 is 3 is 4 are 5 am 6 is 7 is 8 are

C 1 lying; reading 2 studying 3 staying 4 waiting 5 having 6 watching 7 moving 8 playing

D 1 A: What are you doing?

B: I’m watching TV.

A: It’s too loud. I’m doing my homework.

B: So what?

A: I’m asking you to turn it down.

2 A: What is Tom doing in his room?

B: He is studying.

A: What is he studying?

B: Maths. Bob is with him. He is helping him.

E 1 What is she doing in the bathroom so long? 2 Who is she waiting for? 3 Are you speaking too fast? 4 I’m thinking about buying a new computer.

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5 What are you complaining about? 6 What are the children doing in the room? 7 My classmaster is talking about my marks with my parents. Or, My classmaster is talking with my parents about my marks. 8 Why are they arguing so loudly?

F are having; is talking; I’m listening; is taking; isn’t listening; is… doing; is talking; are… talking; is talking

PRESENT SIMPLE vs PRESENT CONTINUOUS

A 1 are, 2 do, 3 does, 4 is; is 5 don’t, 6 doesn’t; are, 7 am, 8 are.

B 1 is crying, 2 does; Do …do, 3 is having, 4 does…finish, 5 am studying, 6 Are … talking, 7 Do … speak, 8 Do …visit.

C is, doesn’t live, phones, talk, is, isn’t talking, is talking, don’t know, is going, is complaining doesn’t study, listens, forgets, am not, skip, Do … go, Are, Are … doing, is calling.

ADVERBS OF MANNER

A hard, fast, nervously, happily, well, strangely, seriously, loudly, angrily, carefully.

1 well, 2 fast, 3 carefully, 4 carefully (loudly, fast), 5 hard, 6 seriously, 7 happily, 8 angrily, 9 loudly, 10 strangely.

B 1 badly 2 sweetly 3 terribly 4 carefully 5 beautifully 6 quietly 7 rudely 8 neatly

C 1 quiet, bad, 2 angrily, 3 well, hard, 4 kind, seriously, 5 slowly, patient, dangerous, 6 heavily, 7 loudly, nice, 8 fluently, correctly.

D 1 My parents tell me to study hard. 2 Our neighbour always plays music so loudly. 3 My mother was terribly upset about the news. 4 Tom didn’t do well in his exams. 5 Why does he behave violently? 6 Do you speak English fluently? 7 Don’t drink your juice so fast. 8 Can you repeat that slowly please?

E a) Adjectives: close, embarrassing, loud, terrible, stubborn.

Adverbs: painfully, well, quickly, violently, desperately, ambitiously, closely.

Both: hard, fast,

b) close, late, terrible, hard/violently, painfully, quickly, fast, closely, embarrassing, well, desperately/hard, stubborn.

PAST SIMPLE

A stopped; clapped; tried; studied; hurried; carried; married; replied; planned; cried

B bought; brought; taught; caught; drank sang; began; rang; put; shut; cut; got; forgot; stood; understood; came; became; took; shook; spent; built; fed; met; slept; kept

E 1 Did 2 Was 3 Did 4 Were 5 Were 6 Did 7 Were 8 Were 9 Was

F sat; went; went; came; ran; jumped; jumped; had; sang; did… say; said; flew

G a) was; lived; showed; was; learnt (learned); started; didn’t like; studied; said; didn’t know; helped; went; left; came; saw; couldn’t; was; gave; decided; broke; founded; didn’t like; found; died

b) 1 Where did he live most of his life?

2 What did he once say about his education?

3 How old was Picasso when he painted the pigeons?

4 What did his father do when he came home?

5 Why didn’t a lot of people like his pictures?

6 When did he die?

H a) Who went to the cinema with his best friend? Who did Peter go to the cinema with? When did Peter go to the cinema (with his best friend)? Where did Peter go (with his best friend) last night?

b) Who spent her summer holidays with her cousin at ther cottage in the mountains?Who did Sheila spend her summer holidays with? Where did Sheila spend her summer holidays?

c) Who played against Manchester United last Friday? Who did Arsenal play against last Friday?When did Arsenal play against Manchester United? Why did Arsenal win?

PAST CONTINUOUS

A 1 George was practising the piano. 2 Mum and dad were watching their favourite serial. 3 Grandpa was making sandwiches. 4 Fiona was doing her hair. 5 Tiger was playing with a plastic mouse. 6 My friends and I were studying for the exam. 7 Our neighbours were working in the garden. 8 Their dog was running around.

C 1 met, 2 was running, 3 saw, 4 came, 5 started, 6 was riding.

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1 Little Red Riding Hood 2 Cinderella 3 Hansel and Gretel 4 Goldielocks 5 Pinocchio 6 Snow White

D 1 were doing, 2 fell, 3 were dancing, 4 tried, 5 were dancing, 6 dropped, 7 knocked.

E 2 What were you watching when I fell asleep?

3 What were they doing when I opened the door?

4 What was she reading when I tried to speak to her?

5 What were they doing when she asked him to marry her?

6 What was she doing when she dropped two cups?

7 What was she going to answer when someone knocked at the door.

F 1 met, was travelling 2 broke, was skiing, 3 was shopping, stole, 4 were sleeping, jumped, 5 were driving, heard, 6 saw, was talking, 7 fell, was climbing, 8 was going, got.

PRESENT PERFECT SIMPLE

A been, eaten, flown, ridden, sung, slept, spoken, swum, taken, won, written.

B He has won a lottery.

He has taken part in a competition.

He has written a story.

He has ridden a horse.

He has spoken to someone famous.

He has never eaten snails.

He has never slept in a tent.

He has never swum in a lake.

He has never sung in front of a lot of people.

Have you ever flown … Have you ever eaten … Have you ever won … Have you ever slept …

Have you ever taken … Have you ever written … Have you ever swum …

Have you ever ridden … Have you ever spoken … Have you ever sung …

C 1 has painted, 2 have given … away, 3 have spent, 4 has drunk, 5 has broken, 6 have read.

D 1 Have you ever made pancakes?

2 I have never read such an interesting book.

3 My brother hasn’t finished tidying up yet.

4 They have already washed their face and brushed their teeth.

5 Has she opened her birthday present yet?

6 I have just spoken to my best friend.

E SINCE: I was a baby, 1990, he had the accident, January, my hamster died, Friday, three o’clock.

FOR: a week, six years, for days, an hour.

F 1 haven’t seen, 2 has had, 3 hasn’t driven, 4 has been, 5 have … known, 6 has been, 7 have … done, 8 haven’t written, 9 hasn’t talked.

G 1 since, 2 since, 3 for, 4 since, 5 for, 6 since, 7 since.

H 1 b), 2 b), 3 b), 4 a).

THE PRESENT PASSIVE

A 1. is used; 2. is played; 3. is held; 4. are awarded; 5. is eaten; 6. are ridden; 7. is worn; 8. is spelt

B 1 Cheese are made from milk.

2 Coffee is grown in Brazil.

3 Visitors are asked to be careful with the animals.

4 Clothes are designed by fashion designers.

5 An orchestra is conducted by a conductor.

6 The hotel rooms are cleaned after breakfast.

7 Children are looked after by nannies.

8 Films are shot by camerman.

C 1 Most of this magazine is written by students.

2 Many dogs are lost every year by people.

3 Fire isn’t put out by firefighters.

4 A car is fixed by a mechanic.

5 Your teeth are checked by dentists.

6 Photos are taken by a photographer.

7 I am invited to her birthday every year by her.

8 Their products are sold every ten seconds by them.

REPORTED SPEECH

A 1 She tells him to sit on the bike.

2 she tells him to put his hands on the handlebar.

3 ...not to be afraid.

4 ...to put his feet on the pedals.

5 ...to start pushing the pedals.

6 ...to look stright ahead.

B 1 Paula says (that) she has been at that school for 3 months.

2 John says (that) they went to the theatre the day before.

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3 Jane says (that) she was getting better at maths every day.

4 They say (that) they go on little trips.

5 They say (that) their favourite teacher is Miss Smith.

6 My parents tell me (that) they don’t understand why I play music so loud.

7 My sister says (that) she doesn’t like fast food much, but she must eat it.

8 Bill says (that) he must be in the basketball team soon.

GERUND

A 1 swimming 2 Smoking 3 Eating 4 Drinking 5 Getting 6 Going 7 Spending 8 Doing

B writing 2 smoking 3 reading 4 raining 5 going 6 talking 7 diving

C 1 at 2 with 3 to 4 with 5 __ 6 in 7 of 8 of 9 of 10 for 11 on

D 1 to do; talking 2 travelling; to visit 3 to take; taking 4 to ride; riding 5 to remember; studying 6 to come; going

EXPRESSING THE FUTURE

A 1 ‘m (am) going to buy, 2 ‘re (are) going to study, 3 aren’t going to buy, 4 ‘s (is) going to apologise, 5 ‘m (am) not going to join, 6 ‘m (am) going to have, 7 ‘m (am) going to see, 8 ‘m (am) going to take.

B Are… going to have, are … going to invite, Are … going to stay, are … going to do, Is … going to visit.

THE PRESENT CONTINUOUS for the future

A 1 are going , 2 ‘m (am) not going, 3 are … leaving, 4 are getting married, 5 is taking part, 6 ‘m (am) going back, 7 Are … doing, 8 are travelling.

B 1 F, 2 F, 3 P, 4 F, 5 P, 6 F, P, 7 P, 8 F.

The future with WILL

A 1 won’t go, 2 will ask , 3 will visit, 4 will go, 5 will use, 6 Will … be , 7 will win, 8 Will … rain, won’t.

B Students will have their own opinion about the given statements.

FIRST CONDITIONAL

A 1 will be, 2 won’t pass, 3 will be, 4 will buy, 5 will stay, will … do, 6 will visit, 7 will tell, 8 will have.

B 1 decide, 2 is, 3 don’t eat, 4 travel, 5 goes, 6 doesn’t stop, 7 is, 8 have.

COUNTABLE AND UNCOUNTABLE NOUNS

A 1 mice; food 2 tomatoes 3 luggage; pieces 4 milk 5 countries 6 teeth 7 churches 8 housework; furniture 9 money 10 knives

B HOW MANY? carrots; tomatoes; pieces; pineapples; countries; teeth; days; churches; dwarfs; creatures; rooms; banks; spoons; forks; knives

HOW MUCH? vegetables; luggage; milk; cocoa; tea; fruit; housework; furniture; money; soup

C 1 How many 2 How many 3 How much 4 How much 5 How many 6 How much 7 How many 8 How many 9 How many

The rules: 1 countable; uncountable2 many; much 3 few; little 4 positive

E much (a lot of ); a few; many; many; little; a few; many; a lot (much); much; a lot of (many); a lot of; many; much; much; many (a lot of )

F 1 aren’t 2 isn’t 3 has gone 4 is 5 are 6 isn’t 7 is 8 are 9 is 10 is 11 is 12 are

COMPARISON OF ADJECTIVES

A different, trendy, slow, adventerous, fascinating, hard, bad, little, good.

Short adjectives Long adjectives Irregular

comparison

trendy different badslow adventurous goodhard fascinating little

B

positive Comparative Superlative

noisy nosier the nosiest

selfish more selfish the most selfish

serious more serious the most serious

bad worse the worst

102

Way to go 8

hot hotter the hottest

far farther the farthest

crazy crazier the craziest

common more common the commonest

tall taller the tallest

delicious more delicious the most delicious

good better the best

generous more generous the most generous

C 2 more boring, 3 the unhealthiest, 4 the ugliest, 5 strict, 6 harder / more difficult, 7 more tiring, 8 correct, 9 better, 10 more relaxed, 11 the worst, 12 farher (away), 13 the most polite.

C the happiest, happier, richer, more famous, busier, lonelier, the hardest, more tiring, the best, more handsome, more popular, better, good, the worst, the most embarrassing, more embarrassing, is more important, kinder.

NUMBERS

A forty; five hundred; fifth; thirteen; six thousand four hundred and fifty-two; fortieth; ninth

C a) b) b) b) a) b)

D 1) 13 tons 2) 5000 3) over 100 4) 14

5) 3 6) 58,8 7) 122 AD

8) 1952 9) 7,740,300 10) 74% 11) 74,245

12) 976,000,000 13) 1666

14) 1564-1616 15) 70 mph

F 4.6 billion 2,160 m 3,476 20th July 1969 1st 1/6 120 lb 20 lb 1 lb = 0.454 kg 6 56,303 km

TALKING ABOUT UNNAMED PEOPLE, PLACES AND THINGS

A 1 Nobody; anybody; everybody 2 someone; anyone; no one 3 anything; Nothing; something; everything 4 anywhere; somewhere; everywhere

B 1 anywhere 2 somewhere 3 someone 4 anyone 5 Nowhere 6 nothing

7 no one 8 anyone (someone) 9 something 10 everyone 11 anything 12 something 13 Everything 14 something

HOW TO EXPRESS OBLIGATION

A 1 have to, 2 don’t have to, 3 don’t have to, 4 has to, 5 had to, 6 had to, don’t have to, 7 doesn’t have to, 8 have to, 9 doesn’t have to, 10 don’t have to.

B 1 Do, 2 Do, 3 Did, 4 Does, 5 Do, 6 Does, 7 Did, 8 Did.

HOW TO EXPRESS ABILITY

A couldn’t, couldn’t, can, can’t, can, will be able to, will be able to, can, will be able to.

B 1 Can, 2 Could, 3 Can, 4 Will, 5 Can, 6 will be able to, 7 Could, 8 Could, can, 9 Will.

THE LANGUAGE QUIZ

COMPARISON OF ADJECTIVES

A 1 richer / poorer, 2 easier / harder, 3 healthier / unhealthier, 4 more expensive / cheaper, 5 faster / slower, more exciting / more boring, 6 more relaxed / more nervous,

7 better / worse, 8 closer to / farther from.

B 1 the happiest, 2 the greatest, 3 the most important, 4 scariest, 5 the highest, 6 the best, 7 the most exciting, 8 the most useful.

COUNTABLE AND UNCOUNTABLE NOUNS

Introduction: Box 2 Box 1 Box 4 Box 5 Box 3

Food words: milk; fruit; spaghetti; sugar; cheese; soup; (water)

Weather words: snow; rain; water; sunshine

Material words: wood; plastic

Group words: furniture; luggage

Others: homework; housework; information; advice; news; money

ARTICLES

A 1 The USA 2 Paris 3 In Scotland 4 Montana, Michigan 5 The Nile 6 Asia 7 Australia 8 The Indian Ocean 9 The Rocky Mountains 10 in Dublin 11 The Netherlands or Holland 12 The Thames

Way to Go 8 teachers book

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